I have been having a discussion with several schools in recent weeks about where pupils ought to be when they arrive in KS3 and where they actually are. The aim of this post is to ask you for your thoughts and suggestions that I can take away and work together with other LA colleagues on cross phase planning in ICT and looking at transition (or transfer in DfES terminology) from Y6 to Y7.
Two of the most common issues are always
1) Pupil skills using secondary software (usually MS Office, but not always)
2) Inconsistent experience with ICT at KS2
What in your experience have been the greatest barriers to moving pupils on in Y7 this term? Would it be beneficial to your department if we could resurrect transition as an issue to explore within my support with your schools?
I look forward to your comments.
I agree with your two listed points. Our testing of pupils on entry at KS3 reveals that many are as much as an entire level behind in their ICT capability when compared to their KS2 levels in Maths, English and Science.
This is in no way a criticism of our Primary partners; the pressures on them are considerable to ensure progress in core subjects at KS2 leading up to SATs. There is only so much curriculum time available.
With ICT joining the core subjects in compulsory testing at KS3 developing effective KS2-3 transition programmes and curriculum support for Primaries will be critical to the development of ICT capability at KS3. The trick will be working with partner schools to support their ICT deleivery without adding to the considerable pressures from other priorities.
In addition to your two points can I add the matter of the some-what dated looking KS3 ICT national strategy? Pupils are engaging in current technology at home while we teach them a curriculum that was developed ten years ago. Admittedly it has seen revisions since then, but are they enough? Should the on-screen test include a Blog module? How do schools keep pace with rapid developments, preparing pupils to meet the technological challenges ahead of them, when the on-screen assessment (which will drive the curriculum content)is limited to old-technology?
I have been thinking aloud here somewhat but would value feedback and comments…
Comment by Greg Duffy — December 6, 2006 @ 8:49 pm
By far thge most important factor as far as I am concerned is having good, experienced ICT teachers to teach the class. In our experience this si s much more significant factor than the two initially mentioned.
Comment by Phil Miles — December 7, 2006 @ 8:34 am
Hope you are not suggesting here that Primary schools should be using the same software as the secondaries. I thought we were supposed to be developing ICT capability not teaching them to become users of MS products. The skills the children learn in Primary using software such as the Softease suite are directly transferable to using other word processing, spreadsheet and logo packages. Exposing the children to different products helps them to realise that word processors, spreadsheets etc have similar functionality and that the skills they have learnt using one can be transfered to using another.
Primary schools choose their software for its fitness for purpose to enhance learning and teaching across the Primary age range and curriculum. Exposure to a range of different packages enables the children to aquire generic skills which will stand them in good stead in an unknown software future.
Comment by Kate Bridgett — December 7, 2006 @ 11:14 am
A key area we are facing is identifying where the pupils are in terms of ICT as they come into KS3. The pupils are also not able to transfer/link or carry with them whatever ICT knowledge they gained in primary school into the ICT classroom in secondary. As such it always seems like a fresh start. There needs to be a bridging of this gap especially now that ICT will be one of the core subject at KS3.
Comment by Sam Inziria — December 7, 2006 @ 12:53 pm
On the contrary to suggesting that Primary schools should be using MS products I agree with Kate that there should be a much more diverse software experience. Using alternatives to MS would in fact mean that pupils can transfer skills and be more prepared for the onscreen test experience. It is all about developing their capability and making sure that this is assessed accurately.
Comment by aflderbycity — December 8, 2006 @ 3:15 pm
To me it is necessary to find
Comment by SuSPunnyhip — February 24, 2008 @ 8:22 pm