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guide for teachers

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discrete ICT lessons or combined with other units of work

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Learning Goals

The learning goals are the foundation on which the International Primary Curriculum is built. The IPC provides children with subject goals, personal learning goals, and uniquely, international learning goals, and these are defined for each age phase:

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The learning goals are the foundation on which the International Primary Curriculum is built. The IPC provides children with subject goals, personal learning goals, and uniquely, international learning goals, and these are defined for each age phase:

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Key Using ICT Documents
Levels of Progressions for Using ICT
The Levels of Progression for Using ICT are set out in can-do statements. They set the standards of what is expected for pupil competence in Using ICT. They can help teachers make judgements about the levels pupils are working at and are a guide to progression in this skill.

There are progression statements for each of the 5 'E's, which are the curriculum requirements for Using ICT.

The expected level for the end of:

Key Stage 1 is Level 2: and

Key Stage 2 is Level 4.

Expansion of the Levels of Progression
We have developed the Expansion of the Levels of Progression in Using ICT to help teachers better understand the Levels of Progression statements. The guidance includes examples that show how each broad progression statement might look in practice.

These examples are not exhaustive and do not represent complete activities. However, they do show typical ways in which pupils work at each level in Using ICT.
Desirable Features
The Desirable Features are guidance statements for different types of ICT (Desktop Publishing, Film and Animation, Interactive Design, Managing Data, Music and Sound, Online Communication, Presenting, Working with Images). They can help teachers see the context behind the statements in the statutory Levels of Progression.

We have created them to support teachers in planning for progression in Using ICT and to help them make assessment judgements about pupil work.

Teachers will need to choose more than one type of ICT activity to cover the curriculum requirements for Using ICT.

The Desirable Features guidance statements describe what the standards for different types of ICT look like in practice. They align with the Levels of Progression. When teachers are assigning a level to a pupil's piece of work, they can use the statements to see what is desirable in that ICT activity at each level.

However, when making a holistic judgement about a pupil's overall level of competence in Using ICT, teachers should also refer to the Levels of Progression.

The Desirable Features don't stand alone. Teachers should look at how the type of ICT can support learning in other areas such as literacy. They are not designed to be a checklist so that teachers have to cover every single point in a specific activity. Instead, they can guide teachers when covering different types of ICT.

Using ICT Tasks

There are a range of optional CCEA Tasks for primary schools to use.

The tasks can help teachers plan for and carry out ICT work that contributes to the Using ICT curriculum requirements. Most of the tasks are generic, so they can be used more than once.

They cover a range of different types of ICT and are written for a range of different platforms, such as PCs, MacBooks, programmable devices and tablets. Each task clearly indicates which platform is suitable. Most of the tasks are suitable for a range of levels.

Teachers can also use the tasks for assessment. Teachers must make sure that their pupils have already acquired the skills they need to complete the task if using it for assessment.

The library also has samples of pupil work for most of the tasks and commentaries explaining how the pupil work illustrates the standards of the Levels of Progression.

To access the Task and Exemplification Library, go to Skills and Learning: Interactive Support. Teachers do not have to log in for the Task Library but they do have to log in for the Exemplification Library to access pupils' actual work.

Using ICT in Practice

The Using ICT in Practice videos show how some schools have embedded Using ICT across the curriculum.
Holy Cross Girls' Primary School Case Study
In this video, you'll hear how the staff at Holy Cross Girls' Primary School in Belfast embed and develop Using ICT across the curriculum.
Gaelscoil na bhFál and Gaelscoil na Daróige Irish Medium Case Study Gaelscoil na bhFál and Gaelscoil na Daróige Irish Medium Case Study (English Subtitles)
In this video, you'll hear how the staff at Gaelscoil na bhFál and Gaelscoil na Daróige embed Using ICT across the curriculum to develop pupils' communication skills.

E-Safety

The Levels of Progression for Using ICT include this statement: 'Pupils should demonstrate, when and where appropriate, knowledge and understanding of e-safety including acceptable online behaviour.'

This is not a separate assessment criterion. Schools should embed e-safety education into teaching and learning in the Areas of Learning through relevant topics. This will give pupils opportunities to develop their knowledge and understanding of e-safety.

For more information on internet safety education for pupils, see the Department of Education's article on Education in Safe and Effective Practices.

The Department of Education's 2016/27 circular on e-safety provides guidance about keeping pupils safe online and prioritising online safety within a school's curriculum and safeguarding policy.

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Levels of Progressions for Using ICT The Levels of Progression for Using ICT are set out in can-do statements. They set the standards of what is expected for pupil competence in Using ICT. They can help teachers make judgements about the levels pupils are working at and are a guide to progression in this skill.

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Help children learn to read with our free, award-winning reading and phonics game.

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What is ICT?

Growing up in an ICT-rich environment means that children need to have opportunities to experience and develop skills in its use that will help them make the most of adult life. Contrary to what we often think, ICT isn't simply about computers but includes anything that requires the input of instructions to produce specific outcomes. That's your answering machine, mobile phone, DVD player, washing machine, traffic lights and even speed cameras.

ICT in schools

Computing capability is an essential skill for life and enables learners to participate more readily in a rapidly changing world. Using the internet and email, for example, gives them rapid access to ideas and experiences from a wide range of people, communities and cultures.

Learning about control systems and robots increases children's awareness of many of the operating systems we use to manage our everyday lives. You could say that it develops essential life skills they will need in adult life, such as operating a washing machine and other devices.

ICT is incorporated into practically every lesson your child participates in at school, with the exception of physical education. In secondary school, children will typically have ICT classes that are lessons in their own right.

Whatever stage of learning your child is at, ICT can help motivate stimulate or if necessary, re-engage them. Challenging tasks become more manageable and mundane activities more accessible. Some schools also find that children reach higher levels when technology is made a part of lessons.

Using software at home

Since ICT can be so beneficial children ideally need access to high quality technology when they want it, not just for a few hours a week in the classroom. If possible, using software at home is ideal and can help parents become more aware of and involved in what their children are learning at school.

Speak to your child's school in order to find out how the software can support and extend their learning. Certain aspects may be more useful than others at particular times and teachers will be able to give you an accurate indication of what your child's learning needs are and also what aspects of the curriculum are being studied when in school.

Find out what your child hopes to achieve through using ICT. You don't want to control what they are doing and exploring its potential is always useful. But for them to benefit fully it is important to maintain a specific learning focus.

Use common sense to gauge what your child is enjoying and finding beneficial. Help them decide what is good for them and to work out when they need to move on to something different.

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Growing up in an ICT-rich environment means that children need to have opportunities to experience and develop skills in its use that will help them make the most of adult life. Contrary to what we often think, ICT isn't simply about computers but includes anything that requires the input of instructions to produce specific outcomes.

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Storybird - Read, write, discover, and share the books you'll always remember.

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Become a better writer with Storybird's creativity tools. Online courses, challenges, and reader feedback will help you improve your writing.

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() Welcome to the Scratch Resources page. Scratch is a free application, developed by the MIT Media Lab, which allows users to create and share their own interactive stories, animations and games. It is easier to use than traditional programming languages as it consists of graphical blocks which snap together.

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Explore Natalie Elder's board "EYFS ICT", followed by 120 people on Pinterest. See more ideas about Classroom ideas, Classroom setup and Preschool.

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Free resources

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ICT resources for primary schools. What's the big deal?

About 20 years ago, I'd have said probably nothing. But as the years have gone by and technology has advanced, the role of ICT in education has become a major player in the delivery of teaching and learning and has transformed the education system as we once knew it.

Let's rewind 20/25 years, back to when I was a little one at primary school (I'm seriously showing my age here!). The closest I came to any form of interaction with technology was the grey robot type things we had to program to make them move. Handwriting and sums were done in our school books, teachers wrote on actual whiteboards or blackboards with chalk, the register was taken on paper and handed in at reception and being allowed to write with a pen instead of a pencil was a real achievement! Technology was sparse.

Now, don't get me wrong I'm not saying there wasn't a single PC in that building, but the point I'm trying to make is back then, ICT wasn't seen as anything but a rarity. Fast forward 20 years and the spectrum has totally changed.

In today's educational landscape there's an abundance of digital and networked technologies in place. From the widespread use of interactive whiteboards and virtual learning environments, to educational computer games and an increasing reliance on the use of cloud based technologies such as the internet, email and e-learning platforms. ICT and computing today is huge, so much so that it's even become part of the curriculum!

So why are ICT resources for primary schools so important?
Fundamentally, it's a central tool that supports teaching and learning at all stages of education and across all areas of the curriculum. We live in a world consumed by technology: a world that provides incredible opportunities for young students who are just setting out on their educational journey. And as such ICT isn't just an essential component to the overall operation of the school, it can also help to improve achievement levels, inspire creative thinking and encourage the development of skills that will prove invaluable in the real world.

Be it independently or as part of a group, ICT allows your students to explore, observe, engage, solve problems and make exciting discoveries for themselves. It stimulates collaboration and interaction amongst peers and also between students and teachers. ICT resources not only provide the tools for promoting and developing these skills but also encourages them to engage confidently in imaginative learning and makes teaching and learning more effective and fun for everyone involved.

Here are just a few other reasons why technology in primary schools is so important:

Extends the learning experience - raises standards across the curriculum to improve the delivery of lesson content and allows students to engage in class in a variety of ways.
Extends learning - takes teaching and learning beyond the four walls of the classroom for an anytime, anywhere approach. Meaning students and teachers can continue to work and access resources even from home.
Enriches the curriculum - provides access to a whole host of information and encourages collaborative working and communication with others. The world is effectively brought into the classroom and pupils become more engaged in their learning.
Expands learning horizons - access to fast internet connections allows for learning materials to be viewed, downloaded and worked through quickly. As well as this, the use of tools such as Skype for Business can be a great way of broadening the learning horizon by collaborating with others anywhere in the world!
Helps with assessment - pupil data can be recorded and analysed more efficiently for accurate assessment of pupils' learning abilities. It then allows teachers to see which areas of learning need a higher level of support.
So what do you need to do in order to deliver an education that equips learners for life? Check out my top tips below on how to harness the era of new technology to improve teaching and learning in the classroom.

Jen's top tips to getting the most out of ICT resources for primary schools:
A vision can go a long way

The use of ICT can have a limited impact on teaching and learning when your staff fail to appreciate that innovation, interaction and collaboration requires a new approach to pedagogy, lesson planning, the curriculum and the use of the latest technology. ICT is impacting education in a way we'd have never imagined 10-15 years ago. Having a clear cut vision and IT strategy is vital to ensuring that these resources aren't just used to add to or enhance existing teaching practices.

But, you don't have to go it alone. There are educational specialists out there who can provide expert advice and guidance on strategies for integrating technology effectively into teaching and learning. They're here to help you be an innovator, be a game changer and be that school who uses ICT to deliver an educational experience worthy of our 21st century learners.

Practice makes perfect

ICT isn't just a tool to help students develop and learn. It's equally as important for teachers too - not only for continued professional development but also as a means to integrating it into their teaching processes. The problem is that teachers often struggle to do this because they're unsure of how to use it effectively enough to make a difference.

Training in this instance is key. It not only ensures that your vision is being carried out exactly as you'd imagined it, but that you're getting the most out of your ICT resources and your teachers have the confidence to actually use the technology effectively in the classroom.

Be it device-focused training, pedagogical training, training on how to use the latest interactive touchscreens or ideas on device-driven lesson content - there are so many training options out there that can help your staff achieve more than they thought possible.

Why not check out these lesson plan templates and see how you can help make a difference and get the most out of ICT within your school.

Be safe, not sorry

ICT and the internet are powerful resources and play a key role within education. But sometimes they can be powerful for the wrong reasons. As such, creating a safe and secure ICT environment is key to ensuring your school's network, sensitive data and staff and students are always protected from malicious attacks via the internet.

Safeguarding, data protection, disaster recovery and e-safety policies are just a few areas increasingly under constant evaluation from Ofsted. From secure back-up to anti-virus software management, you need to ensure that your school has a clear IT policy and solutions in place that not only ensures data is backed up securely but also protects it (and your students) from the outside world.

Prevention is better than cure

Even with the most efficient remote or on-site support, it's always good to try and identify a problem before it arises and work to resolve it before it becomes an issue. But in a world where your IT Manager is also most probably your Year 4 English teacher too, for example, having someone to continually monitor your IT resources isn't always practical or possible. At the end of the day do you disrupt the class to fix the problem or continue with the lesson but can't deliver it as you wanted because of an issue with resources? Not an ideal situation at all.

But it's not all bad news. There are solutions out there that can help take care of all that for you. Be it remote monitoring of your systems, identifying areas of improvement or having your very own dedicated on-site engineer - these solutions can help reduce the risk of downtime and disruption to lessons whilst ensuring your network is performing to its full capability to deliver real value to both staff and students.

Communication is key

Keeping your teachers and staff up to speed with all things school related has never been more important than now. With ICT resources for primary schools playing such an important role in education, it's essential that you have an efficient method of internal communication. You can't rely anymore on people checking notice boards for updates, but one thing you can pretty much guarantee is that they'll check their emails.

You need a communication platform that takes the headache away from you, stores it all in the cloud and best serves the needs of your school. But in order to do all that you need to have the right provision in place. Having teachers and staff using their Gmail, Yahoo or Hotmail accounts just won't do. And why? Safeguarding, breaking the law, malicious attacks - everything I mentioned earlier and more. The list goes on. Check out this article to see what your communication platform should really look like and how to get the best out of it.

It's pretty clear that ICT should be firmly embedded into schools and into teaching practices to provide an enriching learning experience that equips students for life far beyond primary school.

So how do you go about doing all that? My final bit of advice for what it's worth is to talk to an education provider who can help you achieve all this and more and let them guide you along the way.

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why are ict resources for primary schools so important?

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Why are ICT resources for primary schools so important?

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ICT resources for primary schools. What's the big deal? About 20 years ago, I'd have said probably nothing. But as the years have gone by and technology has advanced, the role of ICT in education has become a major player in the delivery of teaching and learning and has transformed the education system as we once knew it.

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Different learning styles of students

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Ever have students zone out during some parts of a lesson, but stay alert during others? This may be attributed to their learning style or preference.

We've all heard it: "Not all kids learn the same way."

We know it's true, but do we take action to meet the needs of all of our learners? Read on (or see chart, if you're a visual learner) to learn about the 4 main learning styles in the VARK model and how we can ensure that our instruction is reaching all kinds of learners.

What are the Different Learning Styles?

A popular theory about learning styles is the VARK model. It stands for Visual, Auditory (Aural), Reading/ Writing, and Kinesthetic modalities for learning (Fleming and Mills, 1992). Each one is associated with a preference for learning that may help retention of information.

Visual learners learn by seeing

Auditory learners prefer to learn by listening and speaking

Reading and Writing learners like to read and take notes.

Kinesthetic learners prefer to move and learn by doing. Most people fall into this category or a combination of this and another category.

Click here to learn more and watch interviews with Neil Fleming, the designer of VARK.

Teaching Implications

Although students may have a preference of learning style, it doesn't mean we need to separate our students into groups and teach our lessons 4 different ways! Teaching in only one style may even be a disservice to students. Many students are multi-modal and have several preferences for learning styles. Some students can be visual learners in some situations, but auditory in others.

So, how can we help?

By making sure that we incorporate different kinds of teaching methods in our lessons, we ensure that we teach to all types of learners. If we only give verbal instructions or only use graphic organizers to teach comprehension, for example, we may be missing opportunities to reach some students.

Vary instruction to include activities that cover different learning preferences. For example, if you are reading a story, show the pictures and use a graphic organizer ( visual), have students act it out ( kinesthetic), retell the story to one another ( auditory), and/or have them take notes in a student notebook or on post-its while you read ( reading/writing). Other activities may include sequencing pictures on a pocket chart, acting out how the characters are feeling, and using a recorded version at a listening center.

Of course, this would be extremely challenging to do for each lesson! Unless you have 48 hours in your day and no other obligations, it's unlikely that you'd be able to modify each lesson to ensure you are using all modalities.
But, here are a few ideas you can use when planning:

Visual- PowerPoint presentations, pictures projected onto a screen, story maps, diagram, chart, graphic organizers, highlighters, color-coding

Auditory- turn and talk, class discussions, have students repeat what you've said, use songs, chants, summarize to recap the lesson

Reading/ Writing- use handouts, books, dictionaries, and other texts, have students take notes, make lists, write sight words

Kinesthetic- role-play, science experiments, STEM activities, sorting objects/ pictures, building words (play-doh, finger-tracing, magnetic letters), body-spelling (freebie here), use real-life examples

Read about how I incorporate movement into sight word instruction in this blog post, and grab a free sample of my new Body-Spelling resource!
Your Turn!

Interested in finding out your learning preference? Take the VARK survey by clicking here! I wasn't surprised at all by my results. Can you guess which is my learning preference? Comment below with your guess and let me know which was your result!

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Tips and strategies for incorporating different teaching methods to meet the needs of all learners, whether they have visual, auditory, reading/ writing, or kinesthetic learning preferences.

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Useful link for learning.

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Use BBC Bitesize to help with your homework, revision and learning. Find free videos, step-by-step guides, activities and quizzes by level and subject.