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Guidance on teaching and learning with sound, offering advice on how to cater for professional development needs in this curriculum area. A second section also covers working with sound to support teachers who require technical help. Includes links to sub-sections.
Information on the five primary schools and five secondary schools involved in a transition activity developed during spring 2001 by Kent LEA.
Objectives are to: Increase pupils' rates of progress in ICT by ensuring clear expectations for pupils' progress of between one and two levels over Key Stage 3; To explore strategies to accelerate progress through more focused teaching; To identify ways in which departments can plan effectively to increase the rates of progress for all pupils.
Links to case studies demonstrating good practice. The case studies are: developing thinking skills in RE; extending assessment for learning; improving pupil motivation and engagement; interactive assessment methods; and teaching and learning in the foundation subjects.
Guidance on teaching and learning with sound. Includes links to help improve knowledge skills and understanding in this area.
A resource designed to provide subject leaders of ICT in secondary schools with a series of short modules which can be used to improve the quality of teaching and learning within their department. Each module is designed to last for no more than 40 minutes and uses one intensive activity to focus on an area for improvement.
Modelling is a key element within the National Curriculum programme of study for ICT. This resource consists of a number of activities designed to provide teachers of ICT with a greater understanding of how pupils can be taught the processes and technical demands of developing models and modelling. These materials are arranged in three chapters. It is helpful to work through these in order. However, if you already have some understanding in this area, choose a chapter to find materials relevant to your needs.
Information about the schools involved in the Cramlington partnership, working together to implement the Key Stage 3 ICT strand – five schools, one partnership.
Raising awareness of underperforming groups and providing help with reviewing and revising the use of periodic assessment to identify barriers to pupils' progress.
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