John Partridge, Curriculum Team Leader for Computing & ICT, Minster School

1. Adapting to the
needs of a new
curriculum
framework

2. Consider many ICT & Computing courses you have
taught or your centre has offered
The Minster School, Southwell, Nottinghamshire

3. GCSE
ICT Full Course GCSE – AQA
ICT Short Course GCSE – AQA
20
ICT GCSE – OCR
Computing GCSE – OCR
Level 2
AIDA, CIDA, CIDA+, DIDA
OCR Nationals (new, old)
Key Skills
European Computer Driving License
CLAiT
A-Level
ICT A Level – AQA
ICT A Level – OCR
Computing A Level – OCR
The Minster School, Southwell, Nottinghamshire

4. About us
John Partridge
Head of ICT & Computing
Paul Stevens
Ast. Head Teacher for eLearning
and Data Management
Our School
• Voluntary Aided Church of
England School
• Teach Key Stage 1 through to 5
• ICT & Computing delivered to
all Key Stages
• ICT Mark & 3rd Millennium
School
The Minster School, Southwell, Nottinghamshire

5. NAACE Session
• About our school
• Our curriculum model at key
stage 3
• Using digital recording to teach
Computing
• Developments in CPD:
Computing in Education MSc at
Nottingham Trent
The Minster School, Southwell, Nottinghamshire

6. Programme of Study
Background
January 2012 DfE disapplies the existing Programme
of Study
Summer / Autumn 2012 a number of bodies,
including NAACE, publish suggested drafts for a new
programme
February 2013 a draft programme for all National
Curriculum subjects is released by the DfE
September 2013 (tbc) a final programme is
published

7. The New Programme of Study
• Much reduced content (863 words vs. 4,800+)
• Significant changes to both Primary and
Secondary teaching content
• Computing focused
• No indication of assessment levels
The Minster School, Southwell, Nottinghamshire

8. Challenges faced
Curriculum
• Teaching time
• Assessment & levelling
• Stability
Staffing
• Non-specialist staff
• Specialist staff
Students
• Literacy & numeracy barriers
• Student interest
– Leading to different levels of engagement outside of the classroom
The Minster School, Southwell, Nottinghamshire

9. How we are adapting key stage 3
• Retaining ICT
• Continuing a move to project & spiral based learning
• Looking to adapt existing successful units to meet the new requirements
• Developing flipped/blended learning approaches
• Writing new units
The Minster School, Southwell, Nottinghamshire

10. Project & Spiral learning
Previous National Strategy Model
Discrete units with a focus on individual topics, leading into some larger projects
during year 9.
Our Current Model
Larger projects, involving a number of different software packages, with a focus on
repeating exposure to core programs
Core themes
- Computing
- Graphics editing
- Data handling
- Presenting information
- Society
The Minster School, Southwell, Nottinghamshire

11. Comparison – National Strategy
7.2 7.3
7.1
Searching on Desktop
Using ICT
the Internet Publishing
The Minster School, Southwell, Nottinghamshire

12. Comparison – Project learning
Computer
Science
Graphics
Data handling
editing
Presenting
information Unit Society
The Minster School, Southwell, Nottinghamshire

13. Year 8 Unit: Krakatoa
Coverage
- Computing; VBA quiz, interface design - Spreadsheet; Modelling volcano activity
- Graphics editing; Banner, image editing - Society; Communication systems
- Database; Volcano information - Word processing; User review
- Presentation; Information point, audience
The Minster School, Southwell, Nottinghamshire

14. Year 9 Unit: You’re the Boss
Examples
Coverage
- Computing; Business App - Spreadsheet; Survey data, business model
- Database; Customer orders, mail merge - Society; Promotion, social media
- Graphics editing; Designing signage - Word processing; Applying for a shop
- Presentation; Digital advert, Shop front
The Minster School, Southwell, Nottinghamshire

15. Adapting existing units
Draft Programme of Study, 2013
• use two or more programming languages, one of which is textual, each
used to solve a variety of computational problems; use data structures
such as tables or arrays; use procedures to write modular programs; for
each procedure, be able to explain how it works and how to test it
• understand simple Boolean logic (such as AND, OR and NOT) and its use
in determining which parts of a program are executed; use Boolean logic
and wild-cards in search or database queries; appreciate how search engine
results are selected and ranked
The Minster School, Southwell, Nottinghamshire

16. Examples
Unit: Krakatoa
Students great an information
point about the 1883 eruption,
including an embedded video and
a short quiz.
The Minster School, Southwell, Nottinghamshire

17. The new There were
island is FALSE IT WAS
The eruption FALSEtidal
two THEY
TRUE
called Anak was1883
in 1546 waves 125ft
WERE 865ft
Krakatau high
The day it
erupted, the There were 5 It killed
FALSE
TRUE pictures in
TRUE It killed
45,000
sky in London
went black the last slide people
36,000

18. VBA – Visual Basic
for Applications
Allows macros to be created for
Microsoft Office programs.
Enables to students to add interaction
to PowerPoint presentations.
The Minster School, Southwell, Nottinghamshire

19. Start Finish
The new There were
island is FALSE IT WAS
The eruption FALSEtidal
two THEY
TRUE
called Anak was1883
in 1546 waves 125ft
WERE 865ft
Krakatau high
The day it
erupted, the There were 5 It killed
FALSE
TRUE pictures in
TRUE It killed
45,000
sky in London
went black the last slide people
36,000

20. Adapting existing units
Draft Programme of Study, 2013
• use two or more programming languages, one of which is textual, each
used to solve a variety of computational problems; use data structures
such as tables or arrays; use procedures to write modular programs; for
each procedure, be able to explain how it works and how to test it
• understand simple Boolean logic (such as AND, OR and NOT) and its use
in determining which parts of a program are executed; use Boolean logic
and wild-cards in search or database queries; appreciate how search engine
results are selected and ranked
The Minster School, Southwell, Nottinghamshire

21. The Minster School

22. Introduction
Assessment
Web 2.0
Flipped Learning
eAssessment
Mind Maps
AfL
The Minster School, Southwell, Nottinghamshire

23. Teaching and Learning Model
Average Blooms Digital Taxonomy
Activity Retention Creating
Rate Evaluating
AfL
Teach Others Analysing
(immediate
90% Applying
use of
Understanding
learning)
Practice by Remembering
75%
Doing
Discussion
50%
Group
Demonstr-
30%
ation
Audio Visual 20% ICT/Digital Thinking
Reading
Literacy Skills
10%
Listening 5% Independent
Learning
The Minster School, Southwell, Nottinghamshire

24. Supporting Students
• Use a learning platform to make theory and programming
resources accessible
• Use notes, worksheets and video to support students
consolidate their understanding
• Afl based lessons
• Set regular assessments
(formal tests,
assignments, eAssessments)
The Minster School, Southwell, Nottinghamshire

25. Supporting Students
Moodle Based Resources
Web 2.0 Powerpoint Slideshare
iSpring Assessment
YouTube/Vimeo Embedded Video
Tutorial
The Minster School, Southwell, Nottinghamshire

26. Flipped Learning (Blended Learning)
The Flipped Classroom IS:
• A means to increase interaction and
personalised contact time between students
and teachers.
• An environment where students take
responsibility for their own learning.
• A classroom where the teacher is not the
centre of the stage but an on-going guide in
a students learning.
• A blending of direct instruction with
The Minster School, Southwell, Nottinghamshire

27. Video Animated Lessons
How these are used by Students
- Video resources accessed on Moodle (VLE)
- Lessons reviewed before attempting home learning activities
- eAssessment used to check readiness for the next lesson (not for every
lesson)
- Videos built into eAssessments to encourage viewing for further
consolidation
- eAssessment allows branching questions if certain concepts are
misunderstood
- Email made available for students to ask specific questions and receive
detailed feedback of results.
The Minster School, Southwell, Nottinghamshire

28. IWB
IWB recording – easy to use
Creates large files which need converting
Resource in VLE
The Minster School, Southwell, Nottinghamshire

29. Graphics Tablet
The Minster School, Southwell, Nottinghamshire

30. Graphics Tablet
Computer animated lessons
made using a desk top PC
Wacom Bamboo Graphics tablet (£75)
(Wifi optional Extra)
Feels like holding a pen on paper /
Different Colours
Use with Smooth Draw and CamStudio to
record blackboard style lessons – Easy to use
Drawback – you have to get use to watching
the screen whist recording video
The Minster School, Southwell, Nottinghamshire

31. Assessment
• Multiple Choice
• Match
• Type In
• Hot Spot
• Word bank
• True / False
• Sequence
• Flash and HTML 5 in
version 7 release
2013
Teacher receives email
test scores and review
providing information to
focus on
The Minster School, Southwell, Nottinghamshire

32. Assessment
Insert Image files,
Audio files and Video
files to aid the student
in their studies
Allows branching to
aid differentiated
support.
Form of assessment
can be used for
computer
programming theory as
well as computing
fundamentals theory.
The Minster School, Southwell, Nottinghamshire

33. iSpring Assessment
Example iSpring eAssessment
Click the Quiz button to edit this quiz
The Minster School, Southwell, Nottinghamshire

34. Assessment
Mind Maps printed as a static resource
Aspects linked to Moodle resources/websites as a dynamic
resource
The Minster School, Southwell, Nottinghamshire

35. Ofsted Observation
• Teachers engender high levels of enthusiasm for, participation
in/commitment to learning.
• Teachers systematically & effectively check pupils’
understanding throughout the lesson, anticipating where they
may need to intervene and doing so with notable impact on
the quality of learning.
Pupils learn exceptionally well and as a result
acquire knowledge quickly
• Teaching promotes pupils’ high levels of resilience, confidence
& independence when they tackle challenging activities .
Appropriate homework contributes very well to pupils’
learning
• Use well judged & imaginative teaching strategies
The Minster School, Southwell, Nottinghamshire

36. Observation Highlights
Resources instilled confidence in students
Good reinforcement of class notes over nature of
text book content
Sustained rapid progress Communicates high expectations
Cohesive links with prior learning
Excellent use of new technology Very good collaboration amongst
students
Excellent modelling of class and individual examples
Regular opportunities to review progress
Students acknowledged typicality
The Minster School, Southwell, Nottinghamshire

37. Student Voice
“It’s great to be able to look back at how to do things!”
“This really helps me prepare for assessments. I like the
assessment before the real test. It tells me what I don’t
know”
“I need to see some examples more than once so it sinks in”
Students meet challenging targets at the end of the course
Improved internal test results
Invaluable resources for when courses become linear
The Minster School, Southwell, Nottinghamshire

38. Adapting to the
needs of a new
curriculum
framework

39. Changing CPD
• Computing At School Hubs
• NAACE
• Post graduate training
• School collaboration
The Minster School, Southwell, Nottinghamshire

40. Post Graduate Study
A new MSc in Computing in Education, Nottingham Trent University
Units
• Developing Digital Literacy in the Classroom
• Computational Thinking in the Curriculum
• Creativity and Innovation using Technology
• Programming for the Classroom
• Engaging Learners in Computer Science Topics
• Anticipating and Responding to Technological Change in an Educational
Setting
• Research Skills or Research in a Professional Context
• Dissertation.
The Minster School, Southwell, Nottinghamshire

41. School collaboration
John Partridge – Curriculum Team Leader for ICT & Computing
j.partridge@minster.notts.sch.uk
Paul Stevens – Ast. Head Teacher for eLearning and Data Management
p.stevens@minster.notts.sch.uk
The Minster School, Southwell, Nottinghamshire