Problem solving with Information Technology

This document draws together the key components of the knowledge, skills and understanding required by children in Key Stages 1 and 2, together with preparatory work in the Nursery and Reception classes.

This scheme concentrates on specific targets, which are likely to be achievable by either everyone or at least the vast majority of children in a particular year group. The targets are strictly limited in quantity and scope, and make use of a very narrow range of generic software. Each target can be met by teaching solutions to specific problems across the full range of curriculum subjects and activities.

This approach does not mean that pupils should be prevented from progressing beyond the targets set for their year group, but that all pupils should be equipped for the work appropriate for the following year. This will allow for proper teaching, continuity and progression of basic key problem solving skills using IT.

The targets are grouped according to the problem-solving area, rather than by reference to specific software: these areas are

• drafting,
• painting,
• handling data,
• controlling,
• modelling

The emphasis throughout is on what children need to be able to do in order to become more capable in each of the four process areas, applied across the curriculum. We need to move away from over-dependence on subject specific software, and also on computer-based activities which are not fully integrated with other work being undertaken at the same time. Different children can meet each target in different ways, through different activities.

Note that in each year the number of targets is very small - thus producing realistic and achievable goals for all teachers and children.

This document is intended to be a working draft which will progress from year to year as the IT capability of pupils and teachers rises to approach national curriculum achievement levels.

All the targets should be achievable in 15 hours over the year for each child, but not necessarily working alone. Much can be achieved by children working together at a computer. With a class of 30 children working in pairs at a computer, the computer would need to be in use for just 7½ hours per week over a period of 30 weeks. In practice, however, the computer will be in use for much more than this for other non-IT related uses.inciples

1. IT is a core skill and should be treated as other core skills.
2. IT capability needs to be achieved by all pupils at their appropriate levels.
3. IT needs to be taught and understood by all teachers.
4. Support staff should be trained in IT use.
5. The scheme should be manageable and expectations should be realistic.
6. Monitoring, recording and assessment should be done by exception or in accordance with school policy.
7. It is essential for the whole school to commit to the targets.
8. Implementation of the targets will be progressive over time.

Software toolkit

Even a cursory look at the targets makes it clear that only a limited selection of software is required. In addition it is plain that the generic software required has equivalents on each platform in general use in UK schools.

In most cases this software toolkit will already be available in most primary classrooms. We would recommend that the kit is used for all activities whether for IT or for the use of IT in other curriculum areas to increase confidence, familiarity and efficient use.

Minimum Hardware

All aspects of this scheme can be covered by older machines, such as the Nimbus PC186, although many aspects are easier to achieve with more modern systems which have Windows or equivalent capability.

Required computer and associated peripherals

Progression and Transition

In the first few years of any progressive scheme of work there are transitional problems, where for example the teacher of a Y6 class would appear to have to teach all preceding years’ targets. In practice this does not appear to be a problem. We recommend that until the scheme has worked through the school teachers attempt to raise achievement to the level they can deal with.

This transition process will differ from teacher to teacher even in the same school. For example the Y6 teacher might decide that they can reasonably achieve the Y4 targets for all pupils and take some of the more able pupils to higher levels.

Assessment and record keeping

Record keeping in this scheme is relatively simple as all the tasks are intended to be achieved by all children. Thus record keeping can be performed on an exception basis, ie only those children who do not achieve year targets or who achieve higher targets need to be recorded.

Assessment is also simple as the targets are effectively learning outcomes which can be monitored by observation and other means as appropriate. Note however that printed outcomes are less useful as evidence of achievement as in the main the intended learning outcomes regard process. Annotated printouts are however of more value.

Contexts

Traditionally in IT there was an attempt to make the context of IT activities the same for all pupils. For example pupils would all write about their trip to the zoo, which often resulted in the last three groups writing about an activity nearly a half term in the past.

Our targets are designed on the basis that they can be carried out with an activity based on the work being done by the rest of the class at the time the IT work is being done. For example the first 4 groups might write about the trip to the zoo, the next 5 groups might use writing about a science experiment and the last 4 groups might use a history story as the context.

Opportunities should be taken to discuss the use of computers and for children to consider the advantages and disadvantages of their use over traditional "pencil and paper" methods, so that they develop an understanding that the use of information technology may not always the most appropriate solution.

Commitment/Guarantees

The progressive nature of the targets only gains its full benefit when succeeding teachers can rely on their colleagues in earlier years succeeding with their own targets. In our experience this process is greatly improved when the scheme as a whole is explained and discussed with the full staff ,then governors and parents before being agreed as the school way forward on developing IT.

The strategy in context

There is a strong possibility that the several deliberate features of this scheme will be misunderstood by colleagues, management and governors and it is important that you feel comfortable with the rationale and reasoning behind the decisions underlying this scheme:

1. Many teachers are still not making good use of IT and confuse the use of computers for language development or mathematics with developing pupils’ IT capability;
2. National Curriculum standards are not achievable yet by all teachers, many of whom opt out of any IT because they cannot cope with the full scale;
3. There is little support material for IT teaching because the subject has been seen as "cross-curricular" and impossible to resource because it will vary in its use from classroom to classroom. Also there has been no development of pedagogy and other methodological support for teachers;
4. OFSTED inspectors and other external sources are looking for NC achievement but this short term approach is likely to lead to much higher standards of achievement than previous schemes of work which attempted to reach NC standards too quickly.

T h e t a r g e t s

The remainder of this document details the targets. For each target problem a solution is offered along with teacher’s notes, a typical example and an ‘I can do IT’ section for teachers and children alike.

Drafting KS1

Drafting KS2

Painting KS1

Painting KS2

Handling Data KS1

Handling Data KS2

Controlling KS1

Controlling KS2

Modelling KS2

Nursery

Reception

Year 1

Year 2

Year 3

Year 4

Year 5

Year 6