ICT Skills: YEAR 2

Monday, 5 October 2009

YEAR 2

The following link shows how literacy and numeracy skills can be developed alongside ICT skills.

Develop / model information and ideas by processing data from given sources to support their activities in a range of subjects,

http://pontyclunpri2.blogspot.com/2009/07/we-know-how-to-program-bee-bot-and-give.html

The link below is an example of how year 2 use ICT to perform to the entire school . The children chose the microphone to enhance their performance and raise money for comic relief.

To Create and present their ideas for a given purpose by combining different forms of information, including text, images, sound, with some sense of
audience.

http://pontyclunpri2.blogspot.com/2009/04/year-twos-got-talent-too.html

The link below is an example of how the blog has been used to write a paragraph about a best friend. The child wrote, edited and posted the work themselves developing skills in ICT and communication.

Safely share different forms of information with others in appropriate ways, including the use of e-mail with attachments; virtual learning environments (VLEs).

Create and present information and ideas by combining a variety of different forms of information, including text, images, graphs, music files, with a developing sense of audience for their work.

http://pontyclunpri2.blogspot.com/2008/11/14th-november-2008-my-best-friend.html

As part of learning about tens and units, we have been using the computer to help us count money. We have added two prices together by counting the tens and ones. We have found it easier to group all the tens together and then count the ones after.

http://pontyclunpri2.blogspot.com/2009/09/counting-money-using-computer.html

As part of our investigations into the life of Roald Dahl, we have been searching the internet to find as much out about him as we can. We have looked at The official Roald Dahl website to help us.

http://pontyclunpri2.blogspot.com/2009/09/using-internet-to-find-out-information.html

Using maths in science lessons: After we completed our human sorting, we plotted our results in a graph using the computer
http://pontyclunpri2.blogspot.com/2009/09/using-maths-in-science-lessons.html

Instruction writing using 2 simple: inserting pictures and adding text

http://pontyclunpri2.blogspot.com/2009/11/instructions-to-make-dream-catcher.html

Fact finding using the internet : Barnaby Bear
http://pontyclunpri2.blogspot.com/2009/11/finding-out-facts-from-barnaby-bear.html

We use the whiteboard to support our learning and develop our ICT skills.
http://pontyclunpri2.blogspot.com/2009/11/ict-using-whiteboards.html

No comments:

Post a Comment

Understanding Framework Skills

BackgroundWhy has the framework been developed?The Education Reform Act of 1988 set out the requirements for a balancedand broadly based curriculum which:‘prepares… pupils for the opportunities, responsibilities andexperiences of adult life.’There is, however, strong consensus in schools that the current subject Orderscannot alone adequately fulfil this requirement since many place an emphasison detailed subject knowledge rather than skills development. Whilst it isimportant to retain a common entitlement, there is also a need to offerdifferent pathways through learning in order to suit the aptitudes andinterests of learners and to meet the requirements of employers and others.These requirements are outlined in the summary report of the Future SkillsWales 2003 Generic Skills Survey that states:‘Of the employers reporting skills gaps, lack of IT skills is the mostcommon problem, followed by communication skills… showinginitiative, problem solving and ability to learn.’(Future Skills Wales 2003 Generic Skills Survey Summary Report –see www.futureskillswales.com)In the publication, Excellent Schools, Estyn had already recognised thissituation and stated that:‘Schools will need to devote attention to developing attitudes tolearning – affecting the disposition of learners and developing theirlearning skills – as well as to delivering formal instruction.’(Excellent Schools: A vision for schools in Wales in 21st century, Estyn,2002).

The importance of developing ICT

Section 3 Developing ICT across the curriculum
As with those for communication and number, the framework for ICT leads on from much of the
work done on developing ICT across the curriculum in the past few years. It sets out six stages of
progression in ICT capability and brings together skills from the national curriculum ICT Order and
the IT Key Skills requirements.
The framework has two strands:
• creating and presenting information and ideas
• finding and developing information and ideas.
The first strand maps capability in using ICT to communicate ideas, thoughts and intentions,
selecting appropriate ways of giving information with the intended recipient or audience in mind.
The second strand is about searching for information for specific purposes, and bringing together or
processing that information in different forms to develop new information, which could be used to
inform judgements and help make decisions.
The main indicators of progression in ICT capability in the two strands are:
• a developing sense of purpose and audience for the work
• increasing competence and sophistication in the use of software functions
• the gradual change from using given ICT resources to choosing and selecting resources to suit the
task and purpose.

ICT Skills