This document discusses introducing a learning platform at a UK primary school. It begins by posing questions about what it's like to be a learner today, the differences between ICT capability and digital literacy, and how learning platforms can enable 21st century learning. It then notes challenges like outdated school buildings and a 20th century workforce. The document outlines how the learning platform can enhance engagement, autonomy, and collaboration. It also enables sharing best practices, extending learning beyond the classroom through projects and discussions. The learning platform facilitates virtual learning walks and global connections. Overall, the learning platform aims to support the school's commitment to next generation learning over the next three years.

1. Introducing it’s Learning
into a UK Primary School
Alex Tear, Headteacher,
Esher Church School, UK

2. Questions to explore with you
How does it feel to be a learner in a
UK Primary School in 2010?
Is there a difference between
‘ICT Capability’ and ‘Digital Literacy’?
How does a Learning Platform enable
and facilitate 21st Century learning?

3. The UK’s Dilemma
21st Century Learners & Tools
20th Century Teachers & Workforce
19th Century School Buildings

4. How does it feel to be a learner in a
UK Primary School in 2010?

5. Developing Learner Autonomy

6. Developments in the UK
Creative, cross-curricular approaches to outdated, prescriptive,
knowledge driven approach to learning
New Primary National Curriculum – Sept 2011
following Rose and Cambridge Reviews.
http://curriculum.qcda.gov.uk/new-primary-curriculum
Successful learners, confident individuals, responsible
citizens…essentials of learning and life (core),
six areas of learning…..
built from ‘ground up’ based on Early Years & Foundation
Stage (EYFS) Curriculum which encourages independence
and autonomous learners…

8. ICT Capability defined (UK, NC, 2010)
Focus
• Children use and apply their ICT knowledge, skills and understanding confidently
and competently in their learning and in everyday contexts. They become
independent and discerning users of technology, recognising opportunities and
risks and using strategies to stay safe.
Children learn how to:
• find and select information from digital and online sources, making
judgements about accuracy and reliability
• create, manipulate and process information using technology to capture and
organise data, in order to investigate patterns and trends; explore options using
models and simulations; and combine still and moving images, sounds and text
to create multimedia products
• collaborate, communicate and share information using connectivity to work
with, and present to, people and audiences within and beyond the school
• refine and improve their work, making full use of the nature and pliability of
digital information to explore options and improve outcomes.

9. Digital Literacy?

10. Digital Literacy defined
• The ability to use digital technology, communication tools
or networks to locate, evaluate, use and create
information.
• The ability to understand and use information in multiple
formats from a wide range of sources when it is
presented via computers or other devices
• A person’s ability to perform tasks effectively in a digital
environment... Literacy includes the ability to read and
interpret media, to reproduce data and images through
digital manipulation, and to evaluate and apply new
knowledge gained from digital environments.
University Library of Illinois, USA

11. Enabling Cross-School Enhancing learner
Collaborative Learning engagement & motivation
Global
Dimension
Extending
Sharing & developing Learning beyond
good professional the classroom
practice

12. Enhancing learner
engagement and motivation
• ‘Educational’ Social Networking in a safe
environment
• Enhanced levels of autonomy through the use of
projects
• Genuine, collaborative and shared learning
through the use of discussion forums
• ‘Anytime, anywhere’ learning

13. Sharing and developing good
professional practice

14. Extended learning
beyond the classroom
http://www.youtube.com/watch?v=IjoIGblnBv
Y&feature=player_embedded

15. Virtual Learning Walks
• Elm Partnership Project focused on collaborative learning
across schools with different aged learners from 4 to 19 years
• Schools visit each other each half-term, touring classrooms and
school grounds with a specific focus eg ‘Sustainability’, ‘Pupil
Voice’
• Logistically complex and difficult to organise for 32 schools,
time consuming
• Use of Learning Platform to create ‘Virtual Learning Walks’ –
children use Flip video recorders and digital cameras to capture
their school
• Post on LP as a ‘project’ with use of forums to facilitate
discussion about what they saw compared to their own schools

16. Global Dimension & International Festival
Link School in Uganda

17. www.esher.surrey.sch.uk

18. Next Generation Learning video
http://www.youtube.com/watch?v=-
dBT9mmizL8&feature=player_embedded
http://www.nextgenerationlearning.org.uk

19. Next Generation Charter, BECTA, UK
Stages of ICT Development
Autumn 2009 Autumn 2010 January 2011 January 2012
http://www.nextgenerationlearning.org.uk

20. Next Generation Charter
We will ensure that all our learners have access to develop their skills and make
use of technology safely.
We aspire to be an effective and efficient school with technology competent staff
and learners.
We will progress towards recognition and accreditation as a continuing
commitment to improving ICT throughout the school.
By making this commitment to Next Generation Learning over the next three
years, we will:
* develop a shared vision for the use of technology
* plan the use of ICT across the curriculum
* use technology to enhance learning and support
* assess how technology is supporting our pupil’s learning
* ensure all staff and learners can use technology effectively and safely
* use technology to extend learning beyond the school
* make sure we have safe, secure and sustainable resources
* use technology to help learners progress and achieve.

21. Learning Platform Roll out

22. Thank you & questions.