Cape Primary School Digital Resources Quality Assurance Cynthia Pinner.
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Transcript of Cape Primary School Digital Resources Quality Assurance Cynthia Pinner.
Cape Primary School
Pupil Diversity
37% SpecialEducational Needs
31% Early EnglishAcquisition
16% English as FirstLanguage
11% Refugee orasylum-seekingfamilies,
Pupil Ethnicity 51% Pakistani (Mirpuri)
15% African-Caribbeanand African pupils.
13% Indian (Sikh)heritage
11% Refugee or asylum-seeking families,
10% White Europeanheritage;
ICT Resources• Interactive
whiteboards• Pupil workstations• Computer suites• Video conferencing• Home-school loan
PC’s• Learning Gateway• Digital resources
What do we want?
One-stop resource shop
Quality resources• Child-centred • Needs met• User-friendly• Value for money
Autonomous assessment• Set resource data • Objective assessment
against given resource• Records –data set
Needs Analyst
Commissioner Producer Publisher
RetailerFulfilment
Agent
Educator
Pupil
National Curriculum
DfES [2003,a] The Value Chain for Digital Learning Content in England Curriculum Online.
We’ll do it our way!
NationalInter-clusterIntra-clusterSchoolClass
Wider audience
Teacher authors digital
learning objects
Trial in the
classroom
evaluate&
Improve
QualityControlPanel
Review
Adapt as
required
Devolve to wider Audience
Quality Control Panel
Objectives:• To drive innovation in creating digital learning
resources from and for the needs of our pupils• To promote digital learning through the school
website and SESLP Learning Gateway• To promote inclusion through the use of digital
learning resources• To foster collaboration between schools through
the use of shared resources
Identification of Needs against the following criteria:
• National Curriculum Programmes of Study• Study Level and Year group targeting• Specific learning objective & learning outcome, • Best current practice i.e. Excellence and
Enjoyment• Existing resources of quality & appropriacy• Subject leadership moderation
Identification of Pupil Needs
• Differentiation requirements – Normal Distribution against previous knowledge
• SEN requirements• EAL requirements• Composition appropriate to learning objective
and outcome for specified end-users • “Adaptive navigation” The ability to move through the learning object
according to user needs. (Gallenson et al, 2002)
Documentation:
Some instructions may be necessary:
• Planning structure [teacher]
• Design / application notes [teacher]
• Defined user [teacher/parent/pupil]
• Instructions [teacher/parent/pupil]
• Suggestions for alternative use
Designed to meet teacher and pupil needs by:• Modelling concepts / processes• Increasing resources e.g E-books: fiction / non-fiction /
reference• Concept reinforcement / Skill drill• Increasing experiences – virtual experience of the world• Stimulus e.g. picture slide shows• Targeting learning styles• Enabling SEN / EAL pupils• Teacher time-saver resources :Phonics assessment Early
Years Profiles
Cape Digital Resources