-
The Coalition Government took office on 11 May 2010. This
publication was published prior to that date and may not reflect
current government policy. You may choose to use these materials,
however you should also consult the Department for Education
website www.education.gov.uk for updated policy and resources.
ICT across the curriculum
ICT in English
-
Guidance
Curriculum andStandards
ICT consultantsand tutorsStatus: Recommended
Date of issue: 09-2004
Ref: DfES 0174-2004 G
Key Stage 3National Strategy
ICT across thecurriculumICT in English
OU
P 0
9-20
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Ref: DfES 0174-2004 G
Crown copyright 2004
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[29207] English 16/4/04 6:42 pm Page 2
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Key Stage 3National Strategy
ICT across the curriculumICT in English
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DisclaimerThe Department for Education and Skills wishes to make
it clear that the Department, andits agents, accept no
responsibility for the actual content of any of the materials
suggestedas information sources within this document, whether these
are in the form of printedpublications or on a website.
Inclusion of, or references to icons, logos or products
including software in thesematerials, as exemplars or for
contextual or practical reasons, should not be interpreted asan
endorsement of such companies or their products.
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3 ICT in EnglishKey Stage 3 National Strategy
Contents
Introduction 5
About the ICT across the curriculum (ICTAC) pack 5
About this ICT in English guide 5
1 Introduction to ICT across the curriculum 7
ICT capability 7
What do we mean by ICT capability? 7
Requirements for ICT in the National Curriculum 7
ICT the subject 7
ICT in subjects 8
The relationship between ICT the subject and ICT in subjects
8
An integrated approach to ICT across the curriculum 10
A whole-school policy for ICT across the curriculum 10
Key concepts in the Framework for teaching ICT capability: Years
7, 8 and 9 11
Planning and sequencing ICT across the curriculum 12
ICT as a teaching tool 12
2 Commentary: ICT and English 15
An overview 15
How can the use of ICT raise standards in English? 15
Planning and progression 15
Planning to use ICT in English lessons 16
3 ICT themes and key concepts in English 17
Using data and information sources 17
Searching and selecting 18
Fitness for purpose 20
Refining and presenting information 21
4 ICT capability: Moving forward in English 23
Examples of lessons supplied on the CD-ROM 23
Lesson 1 Brilliant books 24
Lesson 2 Reading and evaluating websites 25
Lesson 3 Different points of view 26
Lesson 4 Presentation, combining commentary and images 27
Lesson 5 Organisation and conventions of website home pages
28
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4 ICT in EnglishKey Stage 3 National Strategy
Acknowledgements 29
Further resources 29
5 Next steps 31
Key questions 31
Reviewing your current position 32
ICT in the English National Curriculum 32
Identifying how the ICT National Curriculum is taught in your
school 33
Applying and developing ICT capability taught in ICT lessons
34
Using the resources in the ICTAC pack to move forward 34
Moving forward 35
Working with the ICTAC pack 36
Action-planning making it happen in your department 36
Appendices 37
Appendix 1: Key concepts 37
Appendix 2: Yearly teaching objectives for ICT 39
Appendix 3: End of Key Stage 2 expectations 43
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5 ICT in EnglishKey Stage 3 National Strategy
Introduction
About the ICT across the curriculum (ICTAC) packThe training
pack for ICT across the curriculum (ICTAC) forms part of the Key
Stage 3National Strategys support for whole-school improvement. It
should be used flexibly tosuit local circumstances and, if you have
chosen ICT across the curriculum as your whole-school priority,
will be supported by your local Key Stage 3 lead consultant for
ICTAC.
The ICT across the curriculum (ICTAC) pack is a set of materials
designed to promote theuse of ICT across all subjects in schools.
It builds on the work of the Key Stage 3 NationalStrategy ICT
strand and the ICT capability that pupils are bringing to their
subject lessonsfrom their ICT lessons. It also considers the value
that ICT can add to teaching andlearning in subjects and the need
for a whole-school approach to develop coherent andeffective
practice across the curriculum.
The training pack comprises:
a management guide; a series of ICT in printed guides (one per
subject); exemplification materials on the subject-specific
CD-ROMs; case study video on the subject-specific CD-ROMs;
subject-specific A2 colour posters describing use of ICT capability
(two per
subject).
About this ICT in English guideThis ICT in English guide is
intended for subject leaders and teachers.
The main objectives of this publication are to:
raise awareness of how the ICT capability, as set out in the
National Curriculum forICT and taught in ICT lessons, can be
applied and developed in English;
analyse the opportunities that exist in English for developing
and applying pupilsICT capability;
consider how ICT can add value to the teaching and learning of
English.
The past five years have seen a slow but steady improvement in
pupilsachievements in ICT capability, the quality of teaching, and
the leadership andmanagement of ICT The complementary use of ICT
across subjects, however,has been slow to develop and is uneven
across schools and subjects
The effective balance between the teaching of ICT skills,
knowledge andunderstanding on the one hand and the application of
these as part of learningacross subjects on the other hand remains
a difficult and elusive goal for themajority of schools.
(Information and communication technology in secondary schools:
Ofsted subject reports 2002/03)
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6 ICT in EnglishKey Stage 3 National Strategy
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7 ICT in EnglishKey Stage 3 National Strategy
1 Introduction to ICT across the curriculumICT capability
What do we mean by ICT capability?ICT capability involves
technical and cognitive proficiency to access, use, develop,
createand communicate information appropriately, using ICT tools.
Learners demonstrate thiscapability by applying technology
purposefully to solve problems, analyse and exchangeinformation,
develop ideas, create models and control devices. They are
discriminating intheir use of information and ICT tools, and
systematic in reviewing and evaluating thecontribution that ICT can
make to their work as it progresses.
ICT capability is much broader than acquiring a set of technical
competencies in softwareapplications, although clearly these are
important. ICT capability involves the appropriateselection, use
and evaluation of ICT. In essence, pupils need to know what ICT
isavailable, when to use it and why it is appropriate for the
task.
For example, when pupils are creating a presentation, they use
their ICT capability toselect appropriate software, consider
fitness for purpose and match content and style to agiven audience.
It is important that lessons are not driven by software or
technology butare focused on clear objectives in English, where ICT
is used as a vehicle to supportachievement of those objectives and
to enhance teaching and learning in English.
Requirements for ICT in the National CurriculumThere are two
statutory responsibilities within the National Curriculum for
teaching ICT inschools at Key Stage 3. Schools need to ensure that
all pupils are:
taught the programme of study, at each key stage, as set out in
the NationalCurriculum for Information and communication technology
the attainment target,ICT capability, sets out the expected
standard of pupils performance required ateach level;
given opportunities to apply and develop their ICT capability
through the use ofICT tools to support their learning in all
subjects.
The first bullet point focuses upon teaching ICT as a subject,
whereas the second pointrefers to applying the subsequent ICT
capability across other subjects.
ICT the subjectIn this publication, ICT the subject refers to
the teaching of the National Curriculum forICT. Advice on how ICT
can be taught as a subject is detailed in the Key Stage 3
NationalStrategy publication, the Framework for teaching ICT
capability: Years 7, 8 and 9 (DfES0321/2002). The Framework breaks
down the Key Stage 3 ICT programme of study intoyearly teaching
objectives. It also recommends that schools should allocate a
minimum ofone hour per week for discrete ICT teaching in each year
of Key Stage 3, to ensuresufficient time for the programme of study
to be taught effectively.
The Strategys guidance about how to teach ICT capability as a
subject is extensive. Aseries of sample teaching units, developed
from the QCA/DfEE publication, A scheme ofwork for Key Stage 3
information and communication technology, includes detailed
lessonplans and resources showing how the ICT yearly teaching
objectives can be taught inlessons. The units are intended to
provide a stimulus for planning, for individual schools toadapt and
integrate within their own schemes of work.
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8 ICT in EnglishKey Stage 3 National Strategy
All of the materials and guidance for teaching ICT as a subject
are available on the websitefor the Key Stage 3 National Strategy
(www.standards.dfes.gov.uk/keystage3).Teaching ICT as a subject is
therefore not the focus of this publication, but there are
clearlyoverlaps with the use of ICT in other subjects that should
be considered. Consequently,this and related publications include
guidance about how pupils can be given opportunitiesto apply and
develop their ICT capability in other subjects, and how these
relate to theteaching of ICT as a subject.
ICT in subjectsSuccessful implementation of the ICT strand of
the Key Stage 3 National Strategy will givepupils a sound level of
ICT capability and the transferable skills to build upon in their
learningof other subjects. This has implications for teachers
across all subjects in the curriculum.
Pupils will come to English lessons with expectations about how
they might apply ICT tomove their own learning forward. English
teachers will not need to teach ICT capability butcan exploit new
opportunities for pupils to apply and develop the capability that
theyalready have, to enhance their learning in English.
Consequently, the focus of the lessonremains firmly rooted in
English and teachers are not burdened with the need to teach
ICT.
There are implications for subject teachers, in that they will
need a good understanding ofthe breadth of ICT capability that
pupils have been taught and will be bringing to theirlesson. This
is explored later in this section. Teachers will also need to know
which parts ofICT capability offer significant opportunities for
teaching and learning in English and howthey can be incorporated
into existing schemes of work. This is explored in detail
insections 2 and 3. The use of ICT needs to be purposeful and to
add value to the teachingand learning of English and should not be
seen simply as a bolt-on. It needs to be carefullyintegrated into
English lessons, with a clear rationale for its use. Some examples
of lessonsare outlined in section 4 and included, in full, on the
accompanying CD-ROM.
The relationship between ICT the subject and ICT in subjects
Pupils ability to apply their ICT capability across the curriculum
is largely dependent onthe effective teaching and learning of ICT
in the first place. Pupils use of ICT in othersubjects may be
ineffective if they do not already have an appropriate level
andunderstanding of ICT capability. This may result in a lack of
progress in both ICT and thesubject area. For example, asking
pupils to produce a presentation in English will beunproductive if
they have little experience of using the software or understanding
of how tocreate meaning and impact for a given audience. Pupils who
try to learn new areas of ICTat the same time as new English
content will often fail in both endeavours.
It is crucial that pupils are taught the appropriate ICT
capability before applying it in othersubjects. The relationship
between ICT the subject and ICT in subjects can thereforebe viewed
as interactive and mutually supportive as shown in the diagram on
page 9.
Purposeful and appropriate application of ICT in subjects offers
pupils opportunities to:
use their ICT capability to assist and progress their learning
in English; engage in higher-order thinking skills, for example, by
using ICT to undertake
detailed analysis when modelling data;
demonstrate, apply and reinforce their understanding of ICT
capability within arange of subject contexts. The transferability
of ICT capability is an importantaspect of progression in pupils
knowledge, skills and understanding.
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9 ICT in EnglishKey Stage 3 National Strategy
ICT capability Apply and develop ICT capability
ICT the subject
ICT in subjects
It is important to recognise that pupils using ICT effectively
in subjects may not always beapplying high levels of ICT
capability. For example, using a wordprocessor to draft andredraft
text is a valid and powerful activity in a range of subjects; using
software to supportlearning in MFL or using a learning support
program in mathematics or a bespokeprogram designed to aid learning
in science can be significant in helping pupils to makeprogress. In
all such cases, ICT fulfils a legitimate function if using it moves
learning in thesubject forward, but it may make little contribution
to developing the ICT capability taughtin ICT lessons.
As pupils become more confident and proficient in using ICT
there will be opportunities toapply and develop higher levels of
ICT capability in subjects, for example, producing webpages for a
given purpose and audience, manipulating data to test a hypothesis,
orincorporating sound and video into a presentation to add meaning
and impact. It isimportant to reiterate that, whatever the level of
ICT capability applied, it must add value toteaching and learning
in the subject.
Although the Framework for teaching ICT capability; Years 7, 8
and 9 (DfES 0321/2002)recommends that schools allocate discrete ICT
teaching time in all years at Key Stage 3, it will be for schools
to decide which is the most effective model. There may be
someopportunities for aspects of ICT capability to be taught in a
different subject area and thenalso applied in an appropriate
context. For example, the control elements of the
NationalCurriculum for ICT could be taught within design and
technology. However, teachingsubject objectives and ICT objectives
at the same time can be problematic and teachersshould be aware of
the potential for the lesson to lose sight of the ICT objectives.
Progressin the teaching and learning of a particular subject can
also be disrupted by the time takento teach the required ICT
component from scratch.
Many schools continue to cling to a belief that cross-curricular
provision can delivergood progression in ICT capability, in spite
of inspection evidence to the contraryover recent years. The weight
of evidence suggests that what works best is abalance between
discrete provision and the application of ICT capability
acrossother subjects. However, many schools continue to struggle to
achieve this.
(Information and communication technology in secondary schools:
Ofsted subject reports 2001/02)
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10 ICT in EnglishKey Stage 3 National Strategy
An integrated approach to ICT across the curriculum
A whole-school policy for ICT across the curriculumSchools put
considerable investment into ICT resources. However, this
investment alonewill not necessarily give pupils appropriate
opportunities to apply and develop ICTcapability nor automatically
add value to teaching and learning. Effective implementationof ICT
across the curriculum is much more complex and involves strategic
managementand coordination within whole-school policies. An
effective model of applying anddeveloping ICT across the curriculum
depends on a number of factors, including:
effective teaching of the National Curriculum programme of study
for ICT (thesubject);
appropriate opportunities for pupils to apply and develop ICT
capability in a rangeof subjects and contexts (transferable
knowledge, skills and understanding);
deployment of resources so that subject areas can access ICT
when it is needed,including provision of ICT within subject
classrooms or areas;
a policy for purchasing of resources that maximises their use
and allows forflexibility of use, for example, whole-class
teaching, small-group work, individualteacher use this could
include consideration of whole-school networkingprovision, laptops
and wireless networking capability;
planned use of ICT in schemes of work for all subjects, so that
resources can bedeployed and organised appropriately;
whole-school policies which clearly map and sequence
opportunities forapplication and development of ICT, so that pupils
bring the appropriate ICTcapability to subject lessons;
whole-staff awareness of ICT capability and what can reasonably
be expected ofpupils in each year.
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11 ICT in EnglishKey Stage 3 National Strategy
Key concepts in the Framework for teaching ICT capability: Years
7,8 and 9The National Curriculum programme of study for ICT groups
the knowledge, skills andunderstanding that pupils need to acquire
into four themes:
finding things out; developing ideas and making things happen;
exchanging and sharing information; reviewing, modifying and
evaluating work as it progresses.
The Framework for teaching ICT capability: Years 7, 8 and 9
(DfES 0321/2002) subdivideseach of the first three themes into
three key concepts. The resulting nine key conceptsdescribe the
breadth of ICT capability and progression in learning through Key
Stage 3.This provides a useful vehicle when discussing how ICT can
most enhance teaching andlearning in subjects. The fourth theme
(reviewing, modifying and evaluating work as itprogresses) is a
critical feature of ICT capability, which needs to be integrated
throughoutall areas.
The diagram above shows the nine key concepts of ICT capability.
Further guidance abouteach of these concepts can be found in
Appendix 1.
In the ICT Framework, each key concept is broken down into
suggested yearly teachingobjectives in Years 7, 8 and 9, to
identify progression through the key stage. The yearlyteaching
objectives are displayed in full in Appendix 2.
The breakdown of ICT capability into the nine key concepts shown
in the diagram helpsidentify the most appropriate areas of ICT to
enhance teaching and learning in subjects. Itis important that
pupils are given sufficient opportunities to develop and apply the
fullrange of their ICT capability in the curriculum.
Key to ICT NationalCurriculum themes:
Finding things out
Developing ideas andmaking things happen
Exchanging andsharing information
Reviewing, modifyingand evaluating workas it progresses
ICT capability Key Stage 3Key concepts
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12 ICT in EnglishKey Stage 3 National Strategy
Planning and sequencing ICT across the curriculumSubject
teachers need to know what they can reasonably expect a pupil to
know,understand and be able to do at each point in Key Stage 3.
Schools will need to map and sequence the teaching of ICT
capability. This will identifywhen subject teachers can reasonably
expect to develop and apply pupils ICT capabilityand move teaching
and learning forward in their own subject teaching and learning.
Forexample, once pupils have been taught appropriate search
techniques on the Internet,including consideration of validity and
bias, they can be expected to undertake purposefulresearch in other
subjects and present their findings.
It is also important to consider the experiences of pupils at
Key Stage 2. Again, individualschools will differ but Appendix 3
(extracted from the Framework for teaching ICTcapability: Years 7,
8 and 9 (DfES 0321/2002)) describes what most pupils should
havelearned in ICT by the end of Key Stage 2. This summary is based
largely on pupilsfollowing the Key Stage 2 QCA scheme of work, or
equivalent, during Years 5 and 6.
ICT as a teaching toolSo far we have reviewed the use of ICT as
a learning tool for pupils and haveacknowledged how pupils who are
confident and proficient in ICT can bring with themopportunities
for extending their learning as they use their ICT in other
subjects in theschool curriculum.
However, existing and emerging ICT teaching tools provide
further opportunities toenhance subjects and add value to teaching
and learning. For example, the use ofinteractive whiteboards, video
projection units, microscopes connected to computers,prepared
spreadsheets to capture and model data, CD-ROMs, presentations with
videoand carefully selected resources from the Internet all provide
examples of how ICT can beembedded into subject teaching.
The diagram on page 9, showing ICT across the curriculum, can
therefore be extended toinclude ICT as a tool or medium for
teaching.
ICT capability Apply and develop ICT capability
ICT the subject
ICT in subjects
ICT a tool for teaching(the medium)
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13 ICT in EnglishKey Stage 3 National Strategy
Clearly elements of the model will overlap and impinge on each
other. For whole-schoolpolicies for ICT across the curriculum the
challenge is to make the most purposeful use ofthe available
resources across all teaching and learning. Opportunities to embed
ICTsuitably in subject-teaching need to be exploited, as
appropriate.
Use of ICT by a teacher may involve little or no use of ICT by
pupils and, consequently,may do little to apply and develop their
ICT capability. However, use of ICT by the teachercan enhance and
stimulate the learning experiences of pupils and contribute to
theachievement of subject objectives. It is important to recognise
the different contributionsthat ICT can make to teaching and
learning and acknowledge the importance of each. A policy for ICT
across the curriculum should consider all these elements and
therelationships between them.
Some examples of how this could be done in English are outlined
in section 4 andincluded in detail on the accompanying CD-ROM.
The DfES CD-ROM, Embedding ICT @ Secondary, also provides a
series of subject-specific case studies focusing on teacher-use of
ICT.
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14 ICT in EnglishKey Stage 3 National Strategy
Using dataandinformationsources
Searchingandselecting
Organising andinvestigating
Models andmodelling
Control andmonitoring
Fitness forpurpose
Refiningand presentinginformation
Communicating
>
Analysing andautomatingprocesses
2
1
8
7
Key to ICT National Curriculum themes:
Finding things outDeveloping ideas and making things
happenExchanging and sharing informationReviewing, modifying and
evaluating work as it progresses
ICT capability Key Stage 3 EnglishKey concepts
The diagram introduced on page 11 has been expanded to highlight
some of the ICT keyconcepts that are particularly significant for
English. These are expanded further on the ICTin English poster
(DfES 01992004 G) that accompanies this pack.
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Commentary: ICT and English
An overviewThe expectation is that pupils will have been taught
all nine key concepts of ICT capabilityin their ICT lessons. This
provides the foundation for the application and furtherdevelopment
of these ICT key concepts across the curriculum. The nine key
concepts areshown in the diagram on the opposite page.
Although many of the ICT key concepts could be applied and
developed in English, someare more significant than others. The
four ICT key concepts, highlighted in the diagram,that are
particularly significant for English are:
using data and information sources; searching and selecting;
fitness for purpose; refining and presenting information.
Other key concepts could also be applied and developed in
English. For example the keyconcept relating to organising and
investigating could be developed in languageinvestigations,
focusing on the conventions and features of text types.
How can the use of ICT raise standards in English?ICT can be
used as a tool to:
support teachers: to improve lesson design; to transform
teaching and learning; to engage and motivate pupils to learn more
effectively;
provide opportunities for pupils to learn in alternative and
challenging ways, usinga wide range of sources of information and
techniques to support critical thinking;
support both individual and collaborative work; allow pupils
access to a wider range of texts, to analyse and manipulate texts
for
audience, purpose and meaning and to develop strategies to
improve attainmentin reading;
enable pupils to draft and plan, manipulate text and access a
wider variety ofstrategies to improve attainment in writing;
provide structured opportunities for improving attainment in
speaking and listening; engage pupils in improving performance in
drama; support talk for learning, leading to improvement in reading
and writing; enable pupils to review, refine, redraft and modify
work in progress; help pupils to refine and present their ideas
more effectively and in different ways.
Planning and progressionTeachers should expect pupils in any
given year to have covered all or most of theobjectives of the
Framework for teaching ICT capability: Years 7, 8 and 9
(DfES0321/2002) from the previous year. English teachers may also
wish pupils to apply ICTcapability that they learn during the year
in which they are being taught. It is important toliaise with the
ICT department to ensure that the levels of expectation and
challenge areappropriate to pupils experiences and levels of ICT
capability.
To ensure the effective use of ICT in English, teachers
should:
plan the use of ICT by pupils, in collaboration with the ICT
department, to ensurethat pupils have appropriate ICT skills;
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16 ICT in EnglishKey Stage 3 National Strategy
analyse how to build on prior learning in English and ICT to
inform planning ofschemes of work and design of lessons;
be sure that ICT resources are available for the lesson.
It is important to plan for a range of uses of ICT, to ensure
that pupils capability isdeveloped and consolidated as they
progress, both in English and in the use of ICT. Inparticular,
teachers should plan to use ICT in English lessons at a level that
pupils havealready covered in ICT lessons.
Teachers will need to ensure that:
pupils use of ICT is varied but appropriate to their learning in
English; as pupils ICT capability increases they are given further
opportunities to apply and
develop aspects of that capability in English lessons.
It may be appropriate to use low-level ICT skills to enhance
learning in English, but pupilsshould also be given opportunities
to apply higher-order skills. This should enable pupils toenhance
their learning in English further, as well as to develop their ICT
capability. Usinghigher-level ICT skills will also increase pupils
motivation by providing new opportunitiesfor learning that could
not be achieved easily in other ways.
Awareness of the capabilities of pupils competent in ICT will
enable teachers to planlessons that use and apply ICT to help
challenge and motivate pupils of all attainmentlevels. It is F
that:
Year 6 ICT capability will support Year 7 work in English; Year
7 ICT capability will support later Year 7 and Year 8 work in
English; Year 8 ICT capabilitywill support later Year 8 and Year 9
work in English; Year 9 ICT capability will support both later Year
9 work in English and GCSE work.
Appendix 2, Yearly teaching objectives for ICT, and Appendix 3,
End of Key Stage 2expectations, provide a useful starting point for
this, but practice in individual schools willvary, depending on how
and when the National Curriculum for ICT is taught.
Planning to use ICT in English lessonsEffective communication
between English and ICT departments will foster a
clearunderstanding of the timescale during which pupils will have
developed the different ICTcapability in each year. English
teachers need to identify opportunities to exploit pupilscapability
in ICT to move learning in the subject forward. They also need to
considerwhether the use of ICT is appropriate to the aspect of
English being taught.
When planning to use ICT in lessons, teachers should consider
whether:
the ICT is adding value to the lesson: Would the English
learning outcomes be achieved as or more efficiently without
the use of ICT? Is the identified form of ICT (both hardware and
software) the most appropriate
one to use?
there are opportunities in the plenary for pupils to communicate
theirunderstanding of how ICT has contributed to their learning in
English;
schemes of work reflect a range of uses of ICT: by pupils, to to
consolidate and develop their ICT capability; by teachers, to
support teaching of the Framework for teaching English: Years
7, 8 and 9 (DfES 0019/2001).
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17 ICT in EnglishKey Stage 3 National Strategy
ICT themes and key concepts in English
This section identifies some of the opportunities for applying
and developing pupils ICTcapability that can be built into medium-
and short-term planning in English. It considersICT key concepts
that offer significant opportunities to enhance pupils learning in
Englishand gives some brief examples of how this could happen in
classrooms.
This symbol indicates that the lesson is based on one that is
described in detail on theaccompanying CD-ROM.
Using data and information sourcesUse of ICT enables pupils to
explore a wide range of communications in a variety ofmedia. Pupils
and teachers should be able to analyse and evaluate text in
relation to itsviewpoint and purpose, its clarity and plausibility
and its degree of success.
This key concept in ICT relates strongly to English Framework
reading objectives,particularly those where pupils are expected to
respond to a range of non-fiction texts in avariety of media. In
many cases, the phrasing of both is similar.
ICT can support access to a range of texts, and provide
facilities to manipulate those textsinto different formats and for
different purposes and audiences.
In English lessons, pupils are likely to cover these aspects
when using ICT as part ofweb/CD-ROM searches. Whilst the focus may
be on the content of such searches,English teachers will recognise
the need for pupils to learn about the nature of theinformation
source and to improve their critical faculties across the key
stage. Pupils mayanalyse a still or moving image, identifying
features and analysing intended impact orpurpose. They may analyse
how a text format in a newspaper impacts on clarity or
affectsreaders response to viewpoint, or they may separate fact
from persuasion.
Frequently, homework tasks can involve Internet searches.
English teachers will want toensure that pupils have the search
skills necessary to ensure their time is spentproductively. The
English lesson may focus on an activity in which pupils are
guided
ICT
Y7: understand that different forms ofinformation can be
combined to createmeaning and impact and identify thepurpose of an
information source
Y8: understand how the content andstyle of an information source
affect itssuitability for particular purposes
Y9: judge the reliability of informationsources
English
Y7 R11: recognise how print, sounds andstill or moving images
combine to createmeaning
Y8 R8: investigate how meanings arechanged when the information
ispresented in different forms or transposedinto different mediaY9
R8: analyse how media texts influenceand are influenced by readers
e.g.interactive programmes, selection ofnews items
Y9 R4: evaluate the relevance, reliabilityand validity of
information availablethrough print, ICT and other mediasources
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through predetermined links to explore websites. They could be
asked to consider thevalidity and reliability of evidence,
addressing key reading objectives.
Further examples of lessons are provided in section 4 (summary)
and on the CD-ROM (detailed):
Year 7 Reading and evaluating websites; Year 8 Different points
of view; Year 9 Organisation and conventions of website home
pages.
Searching and selectingEnglish can involve searching for and
selection of information, which is made easier by the useof ICT. It
is important to focus on the accuracy of language and thought,
evaluating relevanceand appropriateness of information through
explicit and implicit linguistic and graphic clues.
The ICT objectives for searching and selecting can be
characterised as:
Year 7 searching a variety of sources for information and
adapting and selectingfor specific tasks or purposes;
Year 8 extending searches and being more able to explain
different searchmethods;
Year 9 focusing on setting up investigations to test
hypotheses.
English teachers may find it profitable to focus on Year 7 and
Year 8 ICT objectives. Theincreasing focus on technical aspects in
ICT in Year 9 can make it more problematic toaccommodate both
subjects together. However, the English teacher might suggest to
theICT department some useful investigations, linked to Year 9
English plans, to provide auseful context for pupils work in ICT
classes.
In English, websites can provide opportunities for pupils to
access a wider range of textsand thereby learn how to search and
select. Through establishing good liaison with ICTdepartments,
English departments may find that English and ICT lessons and
homeworkmay be planned cooperatively so that pupils use and
consolidate the appropriate searchskills and techniques. More time
in English lessons can then be spent on learning strategiesfor
selection and analysis. This table suggests a selection of Year 7
and Year 8 Englishobjectives that can be applied to ICT objectives
in this key concept.
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18 ICT in EnglishKey Stage 3 National Strategy
Year 7 pupils undertook a series of lessons analysing and
devising informationpresented in different formats, including
websites, on a given topic. The lessonsincluded starter activities
to identify key features and conventions of websitespresenting
information. The teacher modelled some formats, including a
webpage. Pupils were required to identify which format or
presentation was bestsuited for providing information, persuasive
argument and entertainment.
Year 8 pupils found several websites about a given topic. They
recapped keyfeatures of such websites, identifying key information
that would feature in a shortarticle on the subject for a specific
audience. The pupils saved and edited parts ofthe website to be
included in the article, taking into account the audience
andpurpose. They then presented their article to the rest of the
class, justifying theiruse of the websites and selection of
material.
Year 9 pupils were given a range of information texts, including
ICT-based texts.They analysed the key features of such texts and
the significant impact ofaudience and purpose for each text. Then
they worked in groups of four tosummarise those features and
comment on the effectiveness of the resources anddata
presentation.
-
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19 ICT in EnglishKey Stage 3 National Strategy
ICT Framework objectives
Search a variety of sources forinformation relevant to a task
(e.g. usingindexes, search techniques, navigationalstructures and
engines)
Narrow down a search to achieve morerelevant results
Assess the value of information fromvarious sources to a
particular task
Acknowledge the source of informationused
English Framework objectives
Use appropriate reading strategies toextract particular
information (Y7 R2)
Know how to locate resources for a giventask and find relevant
information in them(Y7 R1)
Appraise the value and relevance ofinformation found and
acknowledgesources (Y7 R5)
Collect and assemble ideas in a suitableplanning format (Y7
Wr2)
Work together logically and methodicallyto solve problems, make
deductions,share, test and evaluate ideas (Y7 S&L13)
Use talk as a tool for clarifying ideas (Y7 S&L1)
Undertake independent research using arange of reading
strategies, applying theirknowledge of how texts and ICTdatabases
are organised andacknowledging sources (Y8 R2)
Review their developing skills as active,critical readers who
search for meaningusing a range of reading strategies (Y8 R4)
Investigate how meanings are changedwhen information is
presented in differentforms or transposed into different media(Y8
R8)
Ask questions to clarify understandingand refine ideas (Y8
S&L5)
Year 7 pupils explored the nature of search techniques. The
teacher demonstratedhow vague or general entries fail to provide
the websites required. The pupilsinvestigated how to refine search
techniques to arrive at the right selection ofwebsites. They did
this on the topic of forests, identifying the different sites
selectedwhen adding further key words to the search engine
(pollution, nature, green,finance). To support this work, a special
intranet of various selected websites,relevant to this topic had
been set up. For homework, the pupils were set the taskof finding
the right search entry to produce websites on forest-related
topics.
In a Year 8 lesson, pupils focused on accessing a range of
websites on a giventopic, then collaboratively devising means of
selecting those needed to answerparticular different questions on
that topic. The questions were divided into thoserequiring
information, persuasion, argument, different views and
differentaudiences. Pupils worked in small groups to select key
sites for differentpurposes. This was part of a sequence of lessons
that eventually required pupilsto use the websites selectively to
support an extended piece of writing on anaspect of the topic.
-
Further examples of lessons are provided in section 4 (summary)
and on the CD-ROM(detailed):
Year 7 Reading and evaluating websites; Year 8 Different points
of view.
Fitness for purposeUsing ICT extends the range of techniques and
conventions employed in communications.It is important to
understand how, when and vitally why, to use particular
conventionsand techniques, and then learn to adapt their use for
different audiences and purposes.
This concept fits those English objectives that focus on purpose
and audience in writing,and reflecting on effective presentation,
style and language in reading. They support theEnglish focus on
clear and appropriate communication. Clearly, they also combine
wellwith refining and presenting information.
Year 7 ICT objectives reflect a similar progression to English,
covering:
recognising features of forms and conventions; using and
applying them; using them to evaluate own and others texts.
Year 8 moves this further on, to look at different media
formats, a range of audiences andrefining texts to make them more
effective.
Year 9 increases the range of texts and audiences. Pupils are
required to explain andjustify judgements and choices.
ICT objectives support English by enhancing opportunities
to:
release a range of texts and media for pupils to engage with as
critical readers orto use as models for writing;
communicate with others widely and flexibly e.g. through e-mail,
websites andforums, sharing views on reading preferences;
provide real audiences for drama, speaking and writing through
videoconferencing and publishing via websites;
present work in a variety of ways; collaborate when reading e.g.
sharing a text through on-screen facilities or an
interactive whiteboard or video conferencing;
collaborate when writing e.g. exchanging work in progress
through e-mail, shareddrafting on screen in pairs, using track
changes or annotation facilities to recorddifferent comments on
written outcomes;
improve or enhance performance in drama, role-play and
simulation by usingdigital cameras to record images, using data
projectors to project backdrops,recording images as stimuli for
reflection and evaluation.
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20 ICT in EnglishKey Stage 3 National Strategy
Year 9 pupils searched the Internet for images based on Macbeth.
The focus wason selecting images that were central to the themes of
the play. Pupils worked ingroups to select, save and print these
images, annotate them in relation to theplay and provide key quotes
to accompany the theme and image. This involvedone lesson and a
homework. In the next lesson, the pupils shared their findingswith
the rest of the class. This was part of a sequence of lessons in
which thepupils were later required to write about key themes in
the play and provideevidence from the text.
-
Further examples of lessons are provided in section 4 (summary)
and on the CD-ROM(detailed):
Year 8 Presentation, combining commentary and images.
Refining and presenting informationICT can be used to redraft
and refine information, focusing on text manipulation at
word,sentence and text levels. The next step is to reorganise,
develop and combine information,exploring ways in which ICT can be
used to create impact. In English the process ofdevelopment and
change in the presentation is as important as the final
product.
In English, pupils present and perform, in speech and writing,
to a range of audiences,both as part of the learning process and to
demonstrate learning outcomes. ICT canenhance and extend this by
enabling pupils to:
access and select from a wide range of media sources; keep,
adapt and edit work efficiently; exercise choice of medium and
design.
There are also strong links to the fourth ICT aspect: modifying,
reviewing and evaluatingwork in progress and to the key concept of
fitness for purpose. Pupils can justify choicesin the design of
their presentation. This may be particularly relevant to
cross-curricularliteracy.
A split screen facility can be used to enable pupils to refine a
text for different presentation,looking for changes in design at
whole text level, but also at word and sentence level,
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21 ICT in EnglishKey Stage 3 National Strategy
Year 7 pupils were asked to identify and explain the features
and conventions of apiece of non-fiction. They were encouraged to
use the insert comment facilityand to highlight word and sentence
level features. In the comments they labelledthe feature (for
example, headline) and explained its effect (for example, it
usesalliteration of the letter s in order to ). Use of ICT enabled
them to interrogatethe text directly and precisely, and to respond
fully and cleanly, unlike whenannotating a hard copy, for example.
The comments (only) were printed out, andformed the basis for a
discussion on the conventions of this text type, inpreparation for
further study.
Year 8 pupils used a split-screen facility to enable them to
compare two textssimultaneously for similar features at word,
sentence and text level. This processprovided opportunities for
structured, collaborative discussion, in pairs, to identifycommon
features of a text type. It supported pupils in their focus on word
level.They used highlighting and annotation functions to note
similarities, to make theactivity more engaging and the texts
easier to access. In the plenary they sharedkey features of the
texts, which they used in the next lesson to plan and analysetheir
own writing.
Year 9 pupils were asked to create a presentation (for a
speaking and listeningassessment) on the effectiveness of news
presented on the Internet. Previouslythey had analysed the
conventions of a traditional news story. They were asked tofind
different versions of a current news story in online newspapers.
Throughsaving the appropriate web pages, or creating hyperlinks to
the various sites fromwithin a presentation, they were able to
compare and analyse a range of sites.Their presentations and
findings enabled them to establish criteria to assess thequality
and impact of news web pages. They used these criteria in future
lessonsto write their own web pages.
-
supported by annotation. This process can make the important
elements of comparisonand refining more dynamic or visual. It also
focuses pupils more readily on word level.
English teachers will want pupils to review work produced in any
of a variety of forms:writing, speech, film, audio and digital.
Computers provide opportunities for pupils toreview texts in groups
or pairs, supporting collaborative talk. Wordprocessing
packagesprovide the means of manipulating and transforming text
when writing, especially thefacility to change vocabulary or
paragraph sequences. Teaching different forms of mediacan include
the explicit teaching of the language of evaluation.
Further examples of lessons are provided in section 4 (summary)
and on the CD-ROM(detailed):
Year 7 Brilliant books; Year 8 Presentation, combining
commentary and images.
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22 ICT in EnglishKey Stage 3 National Strategy
In Year 7, the teacher modelled a web page and then pupils
developed itslanguage, style and feature conventions into a
small-scale, collaborative research ofa range of websites. In
groups, the pupils used the checklist of conventions theyderived to
identify the audience, purpose and effectiveness of the websites.
Thenthe groups adapted or constructed a web page for a particular
topic, audience andpurpose, refining it and presenting it
collaboratively to the rest of the class.
Year 8 pupils explored a range of websites, selecting
appropriate information for adiscursive writing assignment. Pupils
included the information and key vocabularythey had drawn from the
websites to draft their writing, using wordprocessingsoftware to
manipulate the text to suit lines of argument and different
purposes.Concept mapping software (Inspiration) was used to allow
pupils to revise the useof connectives which they then applied to
reworking the draft essay.
Year 9 pupils focused on collecting images of the school to use
in a presentation toa variety of audiences: parents, primary
children, the general public. Using a digitalcamera (or indeed a
video camera) led to discussions about selection and editing,as
well as annotations that varied according to audience and purpose.
Groups ofpupils were allocated different audiences and they
selected and refined the use ofimages and accompanying text as
appropriate. The groups presented their work,with an oral or
written explanation of the choices and refinements they had
made.
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ICT capability: Moving forward in English
Examples of lessons supplied on the CD-ROM The CD-ROM includes
examples of English lessons in which ICT is used to enhanceteaching
and learning. These have been chosen to give a flavour of the type
of activities inwhich pupils ICT capability can be applied and
developed within the context of English.They also broadly reflect
the ICT key concepts identified on page 15 as being the
mostappropriate to apply and develop in the English curriculum. The
examples offer support forthe teaching and learning of English.
They also provide opportunities for pupils to applytheir own ICT
capability to new contexts as well as suggesting ways in which
teachers canuse ICT as a tool in teaching.
In each example, reference is made to the ICT key concept being
applied or developed. Ineach case, the relevant ICT objectives have
been taught before they are applied in theEnglish lesson.
Each example includes a description of the lesson to place it
within the context of thecurriculum. These identify the English
objectives and the expected outcomes, as well asindicating the ICT
capability that pupils will be using in the lesson. The lesson
outlines thatfollow are provided as full lesson plans on the
accompanying CD-ROM.
Most lessons are supported by resource files and, where
appropriate, links are provided torelevant websites for further
resources and software downloads.
4
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23 ICT in EnglishKey Stage 3 National Strategy
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24 ICT in EnglishKey Stage 3 National Strategy
Lesson 1 Brilliant books
English objectives covered
Pupils will be taught to:
identify how media texts are tailoredto suit their audience, and
recognisethat audience responses vary (R10);
recognise how print, sounds and stillor moving images combine to
createmeaning (R11);
plan, draft, edit, revise, proofreadand present a text with
readers andpurpose in mind (Wr1);
select and present information usingdetail, example, diagram
andillustration as appropriate (Wr11);
tailor the structure, vocabulary anddelivery of a talk or
presentation sothat listeners can follow it (S&L3);
identify the main methods used bypresenters to explain,
persuade,amuse or argue a case (S&L8);
reflect on and evaluate their ownpresentations and those of
others(S&L19).
English lesson summary
This unit of three lessons develops theuse of ICT to combine
text, images andsound to create meaning and impact.Pupils analyse
the presentational featuresused to advertise novels. They will
usetheir knowledge of persuasive devices todevelop their own
presentations. In roleas marketing teams, pupils develop
salespitches to persuade a company topublish their novel. They
reorganise,develop and combine information, usingpresentation
software, exploring ways inwhich ICT can be used to create
impact.Pupils begin to reflect upon and evaluatetheir own
presentations.
Pupils will be expected to:
analyse the presentational featuresused to advertise novels;
use their knowledge of persuasivedevices to develop their
ownpresentation in role as marketingteams;
developing sales pitches topersuade a company to publish
theirnovel;
reorganise, develop and combine theinformation using
presentationsoftware;
explore ways in which ICT can beused to create impact;
reflect upon and evaluate their ownpresentations.
KS3 website: English, Brilliant Books
www.standards.dfes.gov.uk/keystage3
The lesson contributes to the application and development of
pupils capability in theICT key concepts of using data and
information sources and refining andpresenting information by
providing opportunities for pupils to use ICT to combinetext,
images and sound to create meaning and impact.
Year group: 7
-
Crown copyright 2004DfES 0174-2004
25 ICT in EnglishKey Stage 3 National Strategy
Lesson 2 Reading and evaluating websites
English objectives covered
Pupils will be taught to:
use appropriate reading strategies toextract particular
information (R2);
appraise the value and relevance ofinformation found and
acknowledgesources (R5);
adopt active reading approaches toengage with and make sense
oftexts (R6);
infer and deduce meanings usingevidence in the text,
identifyingwhere and how meanings areimplied (R8);
identify how media texts are tailoredto suit their audience, and
recognisethat audience responses vary (R10);
use talk as a tool for clarifying ideas(S&L1).
English lesson summary
This two-lesson module explores howreading and evaluating
websites canassist in the teaching and learning ofreading for
meaning. Using websitesgives pupils opportunities to
practisedifferent reading strategies, to compareand contrast ways
in which information ispresented and infer and deducemeanings.
Also, there are opportunitiesto examine the website source, its
aimsand the validity of information.Completion of wordprocessed
tablesgives a clear, defined framework forpupils to note ideas in
small-group andwhole-class discussion.
Pupils will be expected to:
focus on aspects of web-pagedesign and website intention asways
of approaching a leadquestion: Why is it important to readand
evaluate a website properly?;
use websites linked to the GM debate; practise different reading
strategies; identify and begin to analyse design
techniques;
compare and contrast the differentways in which information
ispresented;
infer and deduce meanings; examine website sources, aims and
the validity of information;
complete wordprocessed tableswhich provide a clear and
well-defined framework for them to logtheir ideas for use in small
group andwhole-class discussion;
write to clarify ideas.
Indigo Visionswww.indigovisions.com
The lesson contributes to the application and development of
pupils capability in theICT key concepts of using data and
information sources and searching andselecting by providing
opportunities for pupils to use ICT to read and
evaluatewebsites.
Year group: 7
-
Crown copyright 2004DfES 0174-2004
26 ICT in EnglishKey Stage 3 National Strategy
Lesson 3 Different points of view
English objectives covered
Pupils will be taught to:
combine information from varioussources into one coherent
document(R1);
recognise bias and objectivity,distinguishing facts from
hypotheses,theories or opinions (R6);
weigh different viewpoints andpresent a balanced analysis of
anevent or issue (Wr16);
integrate evidence into writing tosupport analysis or
conclusions(Wr17).
English lesson summary
This two-lesson module encouragespupils to focus on the
difference betweenfact and opinion. It explores how theactive
evaluation of websites can supportthe teaching and learning of
weighingdifferent viewpoints on an issue. It alsoenables pupils to
write an analyticalessay summarising and contrasting themerits of
these viewpoints.
Pupils will be expected to:
read a web page critically; investigate pages from suggested
websites;
compare and contrast websites; reflect on the validity of
the
information they have found;
select appropriate material for writingfor audience and
purpose.
Indigo Visions www.indigovisions.com
The lesson contributes to the application and development of
pupils capability in theICT key concepts of using data and
information sources and searching andselecting by providing
opportunities for pupils to use ICT to focus on the
differencebetween fact and opinion.
Year group: 8
-
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27 ICT in EnglishKey Stage 3 National Strategy
Lesson 4 Presentation, combining commentary and images
English objectives covered
Pupils will be taught to:
make notes in different ways,choosing a form which suits
thepurpose (R3);
recognise bias and objectivity,distinguishing facts from
hypotheses,theories or opinions (R6);
experiment with different languagechoices to imply meaning and
toestablish the tone of a piece (Wr7);
provide an explanation orcommentary which links words
withactions or images (S&L4).
English lesson summary
In this module, pupils use a combinationof images and commentary
to prepare apresentation. They explore therelationship between
image and speechin broadcast news, using digital stillimages and
presentation software. Pupilsproduce, present and evaluate their
ownbroadcast news report through a rangeof independent and
supported reading,research and writing activities. Pupilsread,
interpret and compare broadcastnews reports in terms of
editorialcontent, news values and presentationalvalues. They
explore the roles andresponsibilities of various individualsengaged
in broadcast news.
Pupils will be expected to:
prioritise stories for a newscastrunning order
work in groups to plan a broadcast; download images and
commentary; combine downloadable images and
commentary about a typical schoolday, in presentation
software;
discuss and agree on audience,selection and order of images;
annotate slides before collaboratingon a more detailed
script;
review progress at the end ofepisodes in the lesson;
identify clear priorities for the workover a series of
lessons;
show and evaluate presentations.
Indigo Visions www.indigovisions.com
The lesson contributes to the application and development of
pupils capability in theICT key concepts of fitness for purpose and
refining and presenting informationby providing opportunities for
pupils to use ICT to prepare a presentation using acombination of
images and commentary.
Year group: 8
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28 ICT in EnglishKey Stage 3 National Strategy
Lesson 5 Organisation and conventions of website home pages
English objectives covered
Pupils will be taught to:
investigate the organisationand conventions of ICT
texts(S9);
evaluate the relevance,reliability and validity ofinformation
available throughprint, ICT and other mediasources (R4);
choose, use and evaluate arange of presentationaldevices, on
paper and onscreen (Wr4).
English lesson summary
In this two-lesson unit, pupils explore the natureand purposes
of web-based texts. They focus onhow established vocabulary for
analysing web-based texts should support critical reading of,and
writing about, the design and content ofwebsite home pages. Pupils
look at how:
web pages can be used to supportindependent enquiry;
presentation software can be used toorganise ideas for
discussion;
the web can be both subject and medium inlearning about the
validity of information.
Teachers can conduct whole-class teaching ofreading using a data
projector or electronicwhiteboard.
Pupils will be expected to:
become familiar with the critical vocabularyused to discuss
website home-page designand content;
compare different points of view that havebeen expressed,
identifying and evaluatingdifferences and similarities;
discuss the nature and purpose of homepages and identify and
analyse these frommodels taught on an interactive whiteboard;
work in pairs or independently to analyseand annotate given
home-page features;
understand and apply appropriateterminology;
analyse, comment on and evaluateindependently-chosen home
pages;
present their findings through the use of thewhiteboard and data
projector;
use a writing frame structure to supportanalysis of audience,
purpose and thepresentation of ideas in web-based texts.
Indigo Visions www.indigovisions.com
The lesson contributes to the application and development of
pupils capability in theICT key concepts of using data and
information sources and communicatingby providing opportunities for
pupils to use ICT to analyse and compare website home pages.
Year group: 9
-
AcknowledgementsThanks are due to INDIGO Visions for kind
permission to reproduce lessons 2, 3, 4 and 5from their Enhancing
Subject Teaching Using ICT (CPD) materials. The lessons have
beenextracted from a much broader CPD package offered by INDIGO
Visions for teaching andlearning, which contains online digital
materials, face-to-face support, online mentoringand an online
community to share good practice.
Further details can be obtained from the INDIGO Visions website
at www.indigo-visions.co.uk.
Further resourcesFurther resources to support the use of ICT in
English can be obtained from thesesources.
Key Stage 3 Strategy www.standards.dfes.gov.uk/keystage3
ICT in Schools www.dfes.gov.uk/ictinschools/
QCA www.qca.org.uk
Becta www.becta.org.uk See also Bectas ICT advice
website:ww.ictadvice.org.uk
Ofsted www.ofsted.gov.uk
National Curriculum in Action
www.ncaction.org.uk/subjects/ict/inother.htm
Teachernet
www.teachernet.gov.uk/teachingandlearning/resourcematerials/
Virtual Teacher Centre http://vtc.ngfl.gov.uk/docserver.php
National Grid for Learning www.ngfl.gov.uk
Curriculum Online www.curriculumonline.gov.uk
National College for Senior Leaders
http://www.ncsl.org.uk/index.cfm
National Association for Special www.nasen.org.ukEducational
Needs
EnglishNational Association for Teaching www.nate.org.ukof
English
National Literacy Association www.nla.org.uk
English Association www.le.ac.uk/engassoc
Enhancing Subject Teaching using ICT www.indigovisions.com
Crown copyright 2004DfES 0174-2004
29 ICT in EnglishKey Stage 3 National Strategy
-
Secondary English Magazine (Garth Publishing Service) contains
various articles on theuse of ICT to deliver English
20 things to do with a wordprocessor, Millum, T. and Warren, C.
Resource Education2001 (ISBN 0954000005)
The following materials are available through DfES Prolog (0845
602 2260):
Improving writing through ICT, linked leaflet (DfES 0408/2003)
Improving writing through ICT, linked leaflet, guidance for
training (DfES
0417/2003)
Year 7, Year 8 and Year 9 key objective banks (DfES 0207/2002,
DfES 0206/2002,DfES 0203/2002)
Year 7 spelling bank: guidance on using spellcheckers (DfES
0047/2001) ICT in the Literacy Hour: whole-class teaching (NLS CD),
(DfES 0620/2001) ICT in the Literacy Hour: independent work and
guided reading (NLS CD), (DfES
0015/2003)
Framework for teaching English: Years 7, 8 and 9 (DfES
0019/2001)
Crown copyright 2004DfES 0174-2004
30 ICT in EnglishKey Stage 3 National Strategy
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Crown copyright 2004DfES 0174-2004
31 ICT in EnglishKey Stage 3 National Strategy
5
How is use of ICT currently enhancing teaching and learning in
English? What further opportunities can be exploited? What is
inhibiting further use of ICT? What are the next steps in moving
the department forward?
Next steps
Key questionsThis section is intended to support subject leaders
when working with their respectivedepartmental teams to move ICT
across the curriculum forward. Subject leaders play acrucial role
in raising standards by securing and sustaining improvement in the
applicationof ICT capability in all subjects.
Fundamentally, there are four key questions for subject leaders
to consider with theirsubject teams.
This section offers suggestions for some next steps for you and
your department, broadlybased around:
reviewing your current position; meeting the requirements for
ICT in the English National Curriculum (where
appropriate);
identifying how the ICT National Curriculum is taught in your
school; applying and developing ICT capability from the ICT
National Curriculum; using the materials in this ICTAC pack to move
forward; action-planning making it happen in your department.
Below are some prompts and suggestions for analysing your
existing provision,understanding how ICT is taught in your school
and identifying potential new opportunitiesfor teaching and
learning in your subject.
-
Crown copyright 2004DfES 0174-2004
32 ICT in EnglishKey Stage 3 National Strategy
How is ICT being used in your department?
Identify ways in which ICT is currently used in lessons in your
department to addvalue to teaching and learning.
What good practice in using ICT currently exists in your
department and howdoes it enhance teaching and learning?
For each of these areas, is ICT being used by pupils, by
teachers or by both? Are all teachers in your department using ICT
in lessons in the same way or
are individual teachers just using their own ideas?
How can these ideas be shared with other teachers in the
department?
dis
cuss
ion
poin
ts
Does the use of ICT in your department reflect the National
Curriculumrequirements for your subject?
Identify any explicit references to the use of ICT in your
subject NationalCurriculum orders and ensure that these areas are
already being covered in yourdepartments scheme of work.
How do you ensure that all teachers in your department are
dealing with theexplicit references to ICT in your subject?
How do you monitor, review and evaluate the ICT experiences of
all pupilsacross all classes that are taught by your
department?
dis
cuss
ion
poin
ts
Reviewing your current position
You could consider:
asking teachers in your department to identify where they use
ICT in their lessonsand how it impacts on teaching and learning in
your subject: use the diagram onpage 14 to identify where the use
of ICT fits;
allocating time at departmental meetings to share existing good
practice and tolook at ways in which it could be incorporated or
adapted into schemes of workfor all teachers in the department;
setting up peer observation or paired teaching for colleagues to
observe eachother and assess the value that ICT is adding to the
lesson you may find the KeyStage 3 guidance on coaching (included
in Sustaining Improvement: a suite ofmodules on Coaching, Running
networks and Building capacity (DfES 05652003 G))a useful tool to
help you with this;
using the audit document on the CD-ROM to help analyse your
current position this is adapted from the Key Stage 3 Strategy
publication, Securing improvement:the role of subject leaders (DfES
0390/2003), which provides further guidance onsubject
leadership.
ICT in the English National Curriculum
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Crown copyright 2004DfES 0174-2004
33 ICT in EnglishKey Stage 3 National Strategy
How is the teaching of the ICT National Curriculum organised in
yourschool?
Identify the aspects of ICT that pupils have been taught in ICT
lessons duringYears 7, 8 and 9.
How is the teaching of the ICT National Curriculum organised in
your school? What ICT capability, through taught ICT lessons, can
you reasonably expect
pupils to be bringing to your subject lessons in each term?
dis
cuss
ion
poin
ts
You could consider:
using the National Curriculum orders for English to identify
where the programmeof study refers to ICT, either specifically or
as an example of how a particularaspect of the subject might be
taught. The National Curriculum in Action websiteprovides a useful
starting point for this and outlines statutory requirements
andnon-statutory opportunities for your subject, see
http://www.ncaction.org.uk/subjects/ict/inother.htm;
identifying, within your departmental schemes of work, how and
when each ofthese references will be covered;
ensuring that you have planned access to the resources you will
need by liaisingwith your ICT coordinator and/or the SMT member
with responsibility for ICTacross the curriculum;
sampling pupils work to ensure consistency across classes; with
a focus on theexplicit requirements of using ICT in your subject.
The Key Stage 3 Strategypublication, Organising a work sample (DfES
0390/2003), offers guidance on howyou might organise a
work-sampling exercise.
Identifying how the ICT National Curriculum is taught in
yourschool
You could consider:
discussing with the schools ICT subject leader how ICT is taught
across the keystage in your school, in particular, to find out:
the timetable allocation for ICT as a subject in Years 7, 8 and
9 the KeyStage 3 National Strategy recommends one hour per week in
each year forICT lessons;
how the scheme of work for ICT is organised in each term, in
each year andwhat ICT capability you would expect pupils to be
bringing to your lessons;
the use that is made of the Key Stage 3 Strategys ICT sample
teaching units the Strategy has produced detailed lesson plans with
accompanyingresources for Years 7 and 8, and case studies for Year
9, based on the QCAKey Stage 3 scheme of work.
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34 ICT in EnglishKey Stage 3 National Strategy
Does the use of ICT in your department reflect the National
Curriculumrequirement to give pupils opportunities to apply and
develop their ICTcapability?
Identify where your current scheme of work gives pupils
opportunities to applyand develop their ICT capability at a level
appropriate to their experience.
Are all teachers in your department fully aware of the breadth
of ICT capabilitythat pupils are taught in ICT?
Which parts of the ICT National Curriculum are particularly
significant for yoursubject and give pupils potential opportunities
to apply and develop their ICTcapability?
Are there implications for training for teachers in your
department? Does the scheduling of your subject scheme of work and
the ICT scheme of
work provide a coherent way forward for pupils use of ICT?
dis
cuss
ion
poin
ts
Applying and developing ICT capability taught in ICT lessons
You could consider:
inviting the ICT subject leader to a departmental meeting to
explain the breadth ofICT capability that pupils are taught in the
ICT National Curriculum. You may findAppendix 2 helpful for the
discussion, in that it provides an overview of how theKey Stage 3
programme of study could be broken down into yearly
teachingobjectives. This appendix is extracted from the Key Stage 3
National Strategypublication, Framework for teaching ICT
capability: Years 7, 8 and 9 (DfES0321/2002), which also provides
further guidance on teaching ICT as a subject;
identifying areas for staff development, either for individual
teachers or the wholedepartment and working with the ICT subject
leader and the LEA to establishsources of support;
discussing with the ICT subject leader possible changes to the
schedule of theschemes of work to ensure that, in subject lessons,
pupils are building on ICT thathas already been taught;
working with the schools ICT coordinator to identify how your
departmentcontributes to the whole-school policy of ICT across the
curriculum;
discussing with other subject leaders in the school how they
give pupilsopportunities to apply and develop ICT capability in
their respective subjects.
Using the resources in the ICTAC pack to move forwardThe pack
comprises five components:
1 ICT in series guides (this publication)The guides consider how
subjects can build on the ICT capability taught in ICTlessons, in
this case, to add value to teaching and learning in English.
2 Video on CD-ROMThe video on the CD-ROM gives an example of how
one subject leader has tackledthe use of ICT in English.
3 Examples of lessons on CD-ROMThe examples on the CD-ROM
provide lesson plans and resources to demonstratesome ways that ICT
could be applied and developed in English.
4 PostersThe poster gives a pictorial representation of the ICT
key concepts and examples ofhow some of these could be relevant to
teaching and learning in English.
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Crown copyright 2004DfES 0174-2004
35 ICT in EnglishKey Stage 3 National Strategy
How can you move forward, using ICT to add value to teaching
andlearning in English?
Use the materials provided in the ICTAC pack to identify new
opportunities forpupils to apply and develop their ICT
capability.
Which of the ICT key concepts are particularly relevant to your
subject? Which aspects of ICT capability can be applied and
developed in your subject?
What new opportunities are there for adding real value to
teaching andlearning in your subject by exploiting the ICT
capability that pupils are bringingto your lessons?
In the light of pupils increasing ICT capability, how do you
ensure that themost effective use is made of ICT?
How does the work on ICT across the curriculum in your
department fit withthe whole-school policy of ICT across the
curriculum?
dis
cuss
ion
poin
ts
5 Management guideA guide for school leaders, in particular the
senior member of staff with overallresponsibility for ICT across
the curriculum. It outlines the need for a whole-schoolapproach to
ICT across the curriculum and offers guidance on how this may
beachieved.
Moving forward
You could consider:
using the overview of the nine ICT concepts in Appendix 1 of
this ICT in Englishguide to raise your awareness of the ICT that is
taught to pupils, and the level of ICTcapability that pupils will
be bringing to your lessons that you can apply and develop. The
nine ICT key concepts provide a way of considering the breadth of
ICTcapability that pupils will bring to your lessons. Some key
concepts will be morerelevant than others to your subject and some
may well overlap. The importantpoint is that the overview provides
a basis for analysing current provision andpotential new
opportunities;
using the ICT key concepts described in section 3 of this
booklet, and on theaccompanying posters, to identify new
opportunities for your subject. Examples ofhow some of these key
concepts are significant for English are given to provide
stimulifor analysing your current schemes of work for additional
opportunities;
using the examples of lessons, provided on the CD-ROMs, to
provoke thoughtand compare with your current practice. Overviews of
each of these lessons areprovided in section 4 of this booklet;
viewing the video clip on the CD-ROM to consider how one English
department isgoing about embedding ICT in their subject;
using the additional resources provided in section 4 of this
guide and on the CD-ROM to identify further sources of support and
guidance;
if this is part of a wider-school day on ICT across the
curriculum, viewing the videoclip on the Management Guide CD-ROM,
which considers the critical roles ofheadteacher, SMT with
responsibility for ICT, ICT subject leader, ICT coordinator
andother subject leaders in moving ICT across the curriculum
forward in the school.
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Crown copyright 2004DfES 0174-2004
36 ICT in EnglishKey Stage 3 National Strategy
If your school has selected ICT across the curriculum as its
whole-school priority, the LEAsICTAC lead consultant will be able
to offer further support and guidance on using thematerials in this
ICTAC pack.
Working with the ICTAC packAction-planning making it happen in
your departmentClearly schools will be at different stages of
development with ICT across the curriculum.Departments within
individual schools will also be at different stages. This ICTAC
pack isdesigned to be used flexibly, for example:
as part of a whole-school focus on ICT across the curriculum,
supported by theLEAs lead ICTAC consultant;
as an individual department working within a school; as a group
of departments within a school; as a group of subject departments
across schools.
Whatever the scenario, subject leaders should define clear
priorities, using the materials inthis pack. Consider:
reviewing the current position; using the materials in this
ICTAC pack to provoke thought and help identify
possible routes forward;
looking at schemes of work and identifying changes that would
have minimalresourcing implications for staff and equipment;
identifying changes that would have more substantial
implications; how the work on ICT across the curriculum in your
department is located within
the whole-school policy for ICT across the curriculum;
liaising with other key players in the school, in particular,
the ICT subject leaderand ICT coordinator and/or senior teacher
with responsibility for ICT across thecurriculum;
liaising with the LEA for sources of support, in particular, the
LEAs lead ICTACconsultant.
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37 ICT in EnglishKey Stage 3 National Strategy
Appendices
Appendix 1
Key conceptsFinding things outThe theme Finding things out is
concerned not only with finding information from a widerange of
sources but also with recognising that the user must judge the
quality of contentfound.
Pupils are taught to make judgements about the validity,
reliability and bias of various dataand information sources, and to
select information relevant to a task, using, forexample, CD-ROMs
or the Internet. They are taught that the way in which different
typesof information are combined conveys meaning. For example,
pupils recognise that thearrangement of text, graphics, and numeric
data in an advertisement is intended topersuade us to buy a
product.
When searching and selecting, pupils are taught to use search
engines to findappropriate information, to refine their searches,
to make them more effective and toselect relevant information by
reference to its origin and quality. For example, a pupilsearching
the Internet for information about global warming might select the
data found ona website with a .org or .gov suffix because it should
be more reliable.
When organising and investigating, pupils are taught to retrieve
and collect informationfor a specific purpose or task. They process
the data in various ways to find somethingout, draw conclusions or
answer hypotheses. They are able to present their
findingseffectively. For example, pupils may develop a hypothesis
about the effects of a localbuilding project. To test this
hypothesis they would create a questionnaire to collect andrecord
peoples attitudes, process the data in a spreadsheet or database
and use theiranalysis to support or refute their hypothesis,
finally using graphs to present their findings.
Developing ideas and making things happenDeveloping ideas and
making things happen is concerned with using ICT to process,develop
or display information efficiently.
Pupils are taught to analyse problems, breaking them down into
component parts, and toautomate processes to increase their speed
and accuracy. For example, pupils maydevelop their understanding of
efficiency by using master pages in publications to explorea range
of possibilities before making a decision.
Pupils are taught that they can use models and modelling to
represent a situation orprocess on screen. They explore patterns
and relationships by changing variables andrules and can use this
technique to answer What if ? questions. For example, pupilsmay
explore a spreadsheet model of the relative costs of running a
mobile phone bychanging the number of minutes used per month
(changing variables) to see what thephone would cost if . They may
then develop the model by including the number of freetext messages
(changing rules).
Pupils are taught to develop computer-based systems to control
and monitor situations.They analyse the problem and design, create,
test and refine a solution. For example, in ascience experiment
pupils may develop a system to measure temperature, light
andhumidity, using a range of sensors incorporating a subroutine
for each sensor, withappropriate sampling rates, and triggering an
alarm when a condition is met.
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38 ICT in EnglishKey Stage 3 National Strategy
Exchanging and sharing informationThis theme relates to the
process of communication. Pupils are taught to recognisecommon
forms and conventions used in communications and to use this
knowledge topresent information appropriately to a specified
audience.
When exchanging and sharing information, pupils are taught to
consider fitness forpurpose. They review and evaluate the
effectiveness of their work and are able to justifythe choices they
have made. They are able to use this critical evaluation to develop
andimprove their presentation of information, refining it for the
purpose and audience. Forexample, pupils may use digital video to
create an advertisement for overseas visitors totheir locality.
They may refine their work further by devising criteria drawn from
an analysisof existing TV adverts, during which they identify the
common forms and conventions.
They are taught to use ICT to communicate effectively with wider
and remote audiences.For example, pupils may use e-mail or online
questionnaires to gather information frompupils in other countries,
recognising and understanding the technical issues involved andthe
rules governing such communications.
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39 ICT in EnglishKey Stage 3 National Strategy
Year
7 t
eachin
g o
bje
cti
ves
NO
TE: O
bjec
tives
hig
hlig
hted
in c
olou
r ar
e re
late
d to
rev
iew
ing,
mod
ifyin
g an
d ev
alua
ting
wor
k as
it p
rogr
esse
s.
Find
ing
thi
ngs
out
Usi
ng d
ata
and
info
rmat
ion
sour
ces
U
nder
stan
d th
at d
iffer
ent
form
s of
info
rmat
ion
te
xt,
grap
hics
, sou
nd, n
umer
ic d
ata
and
sym
bols
c
an b
eco
mbi
ned
to c
reat
e m
eani
ng a
nd im
pact
.
Id
entif
y th
e pu
rpos
e of
an
info
rmat
ion
sour
ce (e
.g. t
o pr
esen
tfa
cts
or o
pini
ons,
to
adve
rtis
e, p
ublic
ise
or e
nter
tain
) and
whe
ther
it is
like
ly t
o be
bia
sed.
Id
entif
y w
hat
info
rmat
ion
is r
elev
ant
to a
tas
k.
U
nder
stan
d ho
w s
omeo
ne u
sing
an
info
rmat
ion
sour
ce c
ould
be m
isle
d by
mis
sing
or
inac
cura
te in
form
atio
n.
Sea
rchi
ng a
nd s
elec
ting
S
earc
h a
varie
ty o
f sou
rces
for
info
rmat
ion
rele
vant
to
a ta
sk(e
.g. u
sing
inde
xes,
sea
rch
tech
niqu
es, n
avig
atio
nal
stru
ctur
es a
nd e
ngin
es).
N
arro
w d
own
a se
arch
to
achi
eve
mor
e re
leva
nt r
esul
ts.
A
sses
s th
e va
lue
of in
form
atio
n fro
m v
ario
us s
ourc
es t
o a
part
icul
ar t
ask.
A
ckno
wle
dge
sour
ces
of in
form
atio
n us
ed.
Org
anis
ing
and
inve
stig
atin
g
In a
n in
vest
igat
ion:
de
sign
and
use
an
appr
opria
te d
ata
hand
ling
stru
ctur
e to
answ
er q
uest
ions
and
dra
w c
oncl
usio
ns;
de
sign
a q
uest
ionn
aire
or
data
col
lect
ion
shee
t to
pro
vide
rele
vant
dat
a;
ch
eck
data
effi
cien
tly fo
r er
rors
;
in
vest
igat
e re
latio
nshi
ps b
etw
een
varia
bles
;
us
e so
ftwar
e to
rep
rese
nt d
ata
in s
impl
e gr
aphs
, cha
rts
orta
bles
, jus
tifyi
ng t
he c
hoic
e of
rep
rese
ntat
ion;
de
rive
new
info
rmat
ion
from
dat
a, e
.g. a
vera
ges,
prob
abilit
ies;
ch
eck
whe
ther
con
clus
ions
are
pla
usib
le;
re
view
and
am
end
the
stru
ctur
e an
d its
dat
a to
ans
wer
furt
her
ques
tions
.
Dev
elo
pin
g id
eas
and
mak
ing
thi
ngs
hap
pen
Ana
lysi
ng a
nd a
uto
mat
ing
pro
cess
es
Use
aut
omat
ed p
roce
sses
to
incr
ease
effi
cien
cy (e
.g.
tem
plat
es, m
aste
r pa
ges)
.
R
epre
sent
sim
ple
proc
esse
s as
dia
gram
s, s
how
ing:
ho
w a
tas
k ca
n be
bro
ken
dow
n in
to s
mal
ler
ones
;
th
e se
quen
ce o
f ope
ratio
ns, a
nd a
ny c
ondi
tions
or
deci
sion
s th
at a
ffect
it;
th
e in
itial
info
rmat
ion
need
ed (e
.g. r
oom
tem
pera
ture
,pr
ices
of i
tem
s).
Mo
del
s an
d m
od
ellin
g
Use
sof
twar
e to
inve
stig
ate
and
amen
d a
sim
ple
mod
el b
y:
fo
rmat
ting
and
labe
lling
data
app
ropr
iate
ly (e
.g. f
orm
attin
gce
lls t
o di
spla
y cu
rren
cy);
en
terin
g ru
les
or fo
rmul
ae a
nd c
heck
ing