Study Visit:  Bucharest Romania, 5-9 May 2008

Improving education by ICT

 

ICT in Wales,

Dr Cheryl Morgan, 

 

UK - Wales - where are we? what makes us special?

Wales is one of 4 Nations that comprise the United Kingdom (England, Scotland, N. Ireland and Wales).  Geographically, Wales is on the west side of the British Isles located between England and Ireland.  We have a population of around 3 million. Wales is a ‘Principality ’ of the UK having never been ‘conquered’ by England. The Act of Union in 1543 annexed Wales to England in legal terms. However in 1997 Wales voted for devolution One result was the establishment of the Welsh Assembly and a separate Department of Education for Wales.

 

Wales is known as the land of song and the land of Rugby.  We are passionate about our music and our sport.  We are also a bilingual country (Cymraeg, English) and are very proud of our heritage.  And we are primarily a rural country with around 10% of all the sheep in Europe. 

 

Wales education system

Education is compulsory between ages 5 and 16 in Wales.  Our system is divided into

o KeyStage 1/2 : Primary/infant school (age 4 – 7), Primary/junior (age 7-11),

o Key Stage 3/4: Secondary (ages 11 – 16)

o Key Stage 5/6: Post Compulsory (ages 16 – 18)   

 

ICT in Wales

Good use of ICT significantly improves pupils’ motivation, eagerness and concentration in their lessons. Teaching and learning can be enhanced by the use of interactive whiteboards, digital cameras, networking software and internet research. These can help to generate pupils’ discussions and clarify their knowledge and understanding of topics,’ Findings from 2007 ESTYN report on ICT skills. http://www.estyn.gov.uk/dynpages/press_releases.asp

• Best practice is found in Primary and Special Schools
• Standards of achievement in ICT vary unduly from school to school and even between classes in the same school.
• Leaders and managers throughout the school have played an important role in increasing the effective use of ICT in schools

 

'Transforming Schools with ICT’ (DCELLS, 2008) identifies issues and makes recommendations for narrowing the gap and raising standards in ICT.  This report, by the Schools  ICT  strategy working group,  includes national standards for ICT capability.  Current work is underway to provide guidelines to schools and Local Education Authorities on how to evaluate the impact of ICT on pupils’ learning.  One example of this is the Self Review Framework This framework is concerned with the progress pupils make in ICT capability. It seeks to gauge the extent to which there is progress over time for all groups of pupils across all years and key stages. Such progress is the ‘distance’ travelled in terms of gains in IT knowledge, skills and understanding. It will also consider learner progress in relation to prior attainment, including significant variations between groups of learners. The strand also considers how independent pupils are in their ability to apply their ICT capability. (see appendix for an example one element of the framework)

 

Where are ICT skills taught and assessed in 14-19 Education (Secondary level)  ICT curriculum guidance

• Key Stage 3: National Curriculum
• Key Stage 4: GCSE or ICT Key Skills
• Key Stage 5/6:  GCE A Level or ICT Key Skills

 

ICT Key Skills

Key Skills activities bring learning to life.  Throughout the past 7 years the Key Skills Support Programme has trainer teachers (both ICT and non-ICT teachers) to embed opportunities for young people to learn, practice and apply their ICT Key Skills in a wide range of real life activities.  Recently we have teamed up with the International Education and Resources Network  (iEARN Uk) in projects such as One World (environmental sustainability), Sports – Is it Fair? (ethics) and Water – water everywhere?  We have also pioneered opportunities for young people to develop e-portfolios (ex. Red-Nose Day – raising funds for charity.  These are exciting ways for young people to receive accreditation for their active engagement in active collaborative learning (Ex. http://www.iearnuk.com/circles08/oneworld_08/default.htm)

 

 

Self-review framework

 Element Guidance

 

Element 8 Impact on pupil outcomes

8a Pupil progress in ICT capability   

 

Overview of this strand

This strand is concerned with the progress pupils make in ICT capability. It seeks to gauge the extent to which there is progress over time for all groups of pupils across all years and key stages. Such progress is the ‘distance’ travelled in terms of gains in IT knowledge, skills and understanding. It will also consider learner progress in relation to prior attainment, including significant variations between groups of learners. The strand also considers how independent pupils are in their ability to apply their ICT capability.

 

 

8a-1 (Year-on-year progress) helps the school to consider the following questions:

∑ How does the school know what proportion of pupils are doing as well as they can?

∑ What is the extent of pupils’ year-on-year progress in terms of their ICT capability?

∑ Do pupils make good progress in all aspects of their ICT capability?

∑ How does the school record and use measures of pupil progress?

∑ How is ICT capability assessed and recorded?

 

 

8a-2 (Progress of different groups) helps the school to consider the following questions:

∑ How does the school gather and record the progress made by different groups of pupils?

∑ Are there undue differences in the progress among different groups of pupils? How is this measured and recorded?

∑ How good is the progress of disadvantaged groups compared to other groups?

∑ Are the most able pupils being stretched?

∑ Are there opportunities planned to meet the needs of different groups of pupils?

 

8a-3 (Independence in working with ICT) helps the school to consider the following questions:

∑ To what extent do pupils demonstrate confidence in making independence in their use of ICT?

∑ How does the school measure the levels of pupil confidence and independence in their use of ICT?

∑ What opportunities are there for pupils to develop their independent use of ICT?

∑ Are independent uses of ICT identified in schemes of work and curriculum planning?

 

What evidence could you use?

The evidence for this strand may be drawn from some or all of the following:

∑ School performance data and analysis

∑ Pupils’ portfolios of pupils’ work showing the application of ICT in a variety of contexts

∑ Pupil records of achievement

∑ Discussions with teachers, and other evidence, of the range of independent use of ICT in pupil learning

∑ Formal and informal pupil interviews

∑ Schemes of work, programmes of study and other curriculum planning

∑ Individual subject or departmental schemes of work

∑ Accreditation targets and records

∑ Lesson observations and monitoring records

 

 

8b Pupils’ progress more widely

Overview of this strand

 

This strand is concerned with the broader progress pupils make in terms of improving learning through a wide range of ICT experiences across the curriculum. Where schools have fully embraced the potential of ICT they will also be using it as a tool for the development of pupils’ wider learning skills, such as creativity, problem solving and thinking skills and embedding these within curriculum planning and practice for all pupils.

 

8b-1 (Breadth and range) helps the school to consider the following questions:

∑ To what extent does ICT extend and improve learning across the curriculum?

∑ How does the school ensure a wide range of learning opportunities are experienced by pupils?

∑ What is the range of ICT opportunities available to pupils?

∑ Are opportunities to use ICT available, and used, in all curriculum areas?

∑ How does planning support a breadth and range of ICT opportunities across the curriculum?

 

8b-2 (Broader aspects of learning) helps the school to consider the following questions:

∑ To what extent do pupils use ICT appropriately to develop their learning skills?

∑ How are pupils developing independence and creativity with ICT?

∑ What opportunities are there for pupils to develop thinking skills through the use of ICT?

∑ How are these opportunities planned for and evaluated?

∑ What opportunities do pupils have to develop their learning with ICT beyond the school?

 

8b-3 (Creativity) helps the school to consider the following questions:

∑ What opportunities do pupils have to be creative in their use of ICT?

∑ What examples can the school give of pupils developing their creativity through the use of ICT?

∑ What proportion of pupils have ICT experiences that help them develop their creativity?

∑ How do the school’s curriculum plans for ICT allow pupils to develop their creativity across all subjects?

 

What evidence the school might use.

The evidence for this strand may be drawn from some or all of the following:

∑ Evidence from teachers about pupil use of ICT across the curriculum

∑ Subject or departmental planning and delivery records

∑ Pupil assessment records

∑ Portfolios of pupils’ work

∑ Formal or informal discussions with pupils about their classroom experience with ICT

∑ Lesson observations and monitoring records

 

8c Attitudes and behaviour

Overview of this strand

 

This strand is concerned with the way that the regular use of ICT by pupils improves their attitudes towards their learning in general as well as their motivation and behaviour. It considers how pupils show interest, enthusiasm and curiosity and how these drive them to explore the potential of ICT both in, and beyond, the school.

 

8c-1 (Attitudes to learning) helps the school to consider the following questions:

∑ How does ICT contribute to pupils positive attitudes to learning?

∑ How effective is the school in building on these attitudes to ensure positive impact on learning?

∑ What opportunities are there for developing pupils self esteem through the use of ICT?

∑ How do the school’s curriculum plans encourage pupils to investigate, solve problems and refine their work critically?

∑ For what proportion of pupils has the use of ICT had a positive impact on their attitudes to learning?

∑ How does the school measure attitudes to learning beyond the school?

 

8c-2 (Behaviour) helps the school to consider the following questions:

∑ To what extent does ICT encourage collaboration, respect and good behaviour?

∑ How has the use of ICT improved pupils’ behaviour?  What examples can the school give of this in practice?

∑ How does the school encourage and recognise collaboration when using ICT?

∑ How does the use of ICT contribute to the promotion of respect for others work, feelings, values and beliefs?

∑ What evidence has the school of this in practice?

 

8c-3 (Motivation) helps the school to consider the following questions:

∑ How has the use of ICT improved pupils’ motivation?  What examples can the school provide of this in practice?

∑ Has improved motivation through the use of ICT led to learning gains for pupils?

∑ How does the school know that pupils’ use of ICT has motivated them to learn beyond the school?

∑ Is there evidence of improved concentration when pupils use ICT?

∑ Does the use of ICT motivate pupils to explore their use of ICT, innovate and learn independently?  Can the school provide examples of this in practice?

 

What evidence the school might use.

The evidence for this strand may be drawn from some or all of the following:

 

∑ Lesson observation and discussions with pupils

∑ Behaviour logs

∑ The school’s policy for curriculum review

∑ The ICT policy

∑ Schemes of work

∑ Evidence of curriculum change over time as the school takes account of new technologies or new resources

∑ Evidence from staff about pupils’ attitudes to learning, motivation and behaviour when using ICT

∑ Evidence of changing pupil activities with ICT

∑ Evidence from curriculum review activities

∑ Minutes of governors' meetings

∑ Discussions with staff,  pupils and parents/carers

∑ Achievement data (SATs, GCSE’s NVQs etc) linked to pupils’ use of ICT

∑ Attendance records

 

Source:  NGFL-Cymru website.  http://www.ngfl-cymru.org.uk/2-0-0-0_national_initiatives.htm

  

Links:

Transforming schools with ICT: http://www.ngfl-cymru.org.uk/2-0-0-0_national_initiatives.htm

• The Report to the Welsh Assembly Government of the Schools ICT Strategy Working Group
• ICT Mark Self Review Framework
• Self Review Framework element guidance:  Learner outcomes

 

Education in Wales: http://en.wikipedia.org/wiki/Education_in_Wales#Secondary_Education 

 

Key Skills (includes ICT key skills) http://en.wikipedia.org/wiki/Key_Skills

 

Key Skills resources: http://cherylmorgan.pbwiki.com/KS+resources

• Student online test your skills, learn your skills and practice your skills: KeySkills4U. http://www.keyskills4u.com/
• Raise your Game:  Inspiration and motivation – sports figures illustrate why skills are important (includes ICT skills) http://www.bbc.co.uk/wales/raiseyourgame/ 
• Wise kids:  devoted to safe internet use http://www.wisekids.org.uk/index.htm
• Scotland:  ICT Core Skills: http://www.ltscotland.org.uk/nq/coreskills/itforpc.asp