Paul Jordan Headteacher Thames View Infants School, Essex.
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Transcript of Paul Jordan Headteacher Thames View Infants School, Essex.
Paul JordanHeadteacherThames View Infants School, Essex
Thames View Infants
Paul Jordan
www.tr.im/TVInfants
Thames View Infants
Paul Jordan
Google: Thames View Infants
Thames View Infants
“It’s not what you’ve got, it’s the way that you use it –
in an Infant School”
Thames View Infants
Outstanding Practice in ICT
My Journey
Nov 2005 = Ofsted SatisfactorySep 2007 = New Headteacher 3fe
Sep 2008 = Deputy & Leadership Team Appointed
March 2009 = Ofsted OutstandingNow = Still Outstanding 4fe, £1.3m works
later!
My Journey
Outstanding Grades for all 7 Areas of Inspection
First LBBD School in White Paper
Learning Partnerships & Consultancy Roles Growing
ICT Excellence / Home Access AwardsCommunity Hub
Rich, Individualized Professional Learning Community for all Stakeholders
Areas of Key Impact!
Areas of Key Impact!
Enriching the EYFS Provision
David Morris & Paul Jordan, Jan ‘06
ICT within the EYFS
Employing the use of
a. Traditional ICT ‘hardware’b. Electronic ‘toys’
to:
1. Enrich lessons through multi-sensory experiences.2. Enhance curriculum with stories, rhyme and song.3. Extend confidence via talk, rhyme, song and spoken dialogue.4. Develop fine & gross motor skills.5. Increase memory and attention & concentration spans.6. Facilitate a culture of turn-taking.
David Morris & Paul Jordan, Jan ‘06
Using ICT to Enrich the EYFS
Curriculum enhanced with
story rhyme and song.
Multi-sensory experiences,
developing fine & gross motor skills.
A culture of turn taking and sharing
within large and small groups.
Confidence extended via talk, rhyme, song and spoken dialogue.
Activities to extend memory, attention & concentration.
To save
and print work &
use mouseindependentl
y.
Programme a toy
and know that it
retains it’s memory.
Understand the use of
the internet.
To use familiar content
software.
Understand need to care for PCs and
programmable toys
Begin to use ‘tools’
software (WORD /
2Simple etc) confidently.
To complete a
programme on a PC.
Use technology
within context of
play & role play .
David Morris & Paul Jordan, Jan ‘06
Using ICT to Enrich the EYFS
Curriculum enhanced with
story rhyme and song.
Multi-sensory experiences,
developing fine & gross motor skills.
A culture of turn taking and sharing
within large and small groups.
Confidence extended via talk, rhyme, song and spoken dialogue.
Activities to extend memory, attention & concentration.
To save
and print work &
use mouseindependentl
y.
Programme a toy
and know that it
retains it’s memory.
Understand the use of
the internet.
To use familiar content
software.
Understand need to care for PCs and
programmable toys
Begin to use ‘tools’
software (WORD /
2Simple etc) confidently.
To complete a
programme on a PC.
Use technology
within context of
play & role play .
Video PE lessons for
instant playback.
Recording experiences to return to.
Microscopes part of
interactive displays.Chn using
word / 2Simple to write / draw etc linked to
topic / theme.
Digital cameras –
pics of models, role
play, paintings, home-life.
Discussion
of photos of experiences from home /
school captured by child.
Whole class “care for
equipment” lessons.
“TV Studio” – cam on
tripod + TV – recording
and playback of role play, stories etc.
Stories, rhymes and
songs available – on CD, Internet
etc.
Robots and roamers
dressed up as story
characters.
Devises to record voices – laptops / tape
recorders.
Showing objects / pics on visualiser
– talking / discussing.
Role play area
enriched by laptop playing
music / video / pictures / sounds etc
Video on laptops in role play
area, modelling
play opportunities
.
Pixie, roamer, robot etc used within role play context – given a specific task / investigation.
Karaoke machine – singing & recording
songs / ‘Play-Stations’ &
‘Gameboys’.
Portable tape-
recorders with mics.
CD-ROMs of Narrated Stories.
Video, DVD etc.
Listening to stories, rhymes, songs on
internet/Espresso etc.
Selected white screen
image enriching lesson in
background.
Recordable ‘talking’ books.
Using mouse in
programmes – Espresso, Clicker 5, Leaps &
Bounds etc
Robots, roamers, pixies etc
dressed up as story/topic characters.
Programming robots and
toys (theme-based).
Using software to
develop subject-
based skills.
Maths / English
Software to develop
specific skills.
Graphics Tablet connected to White-screen/ CT’s Monitor – children taking
turns.
Video PE lessons for
instant playback.
My World 3, Leaps &
Bounds, Izzys Island,
2Music etc.
Areas of Key Impact!
Outstanding Learning
Areas of Key Impact!
Talk4Learning & Focused Feedback
Embedding ICT as a tool to raise standards
Teaching with ICT
Teacher’s Skilled use of technologies
Teacher/PupilModeling &
Demonstrating
Consolidating with ICT
Independently.Collaboratively.
Outside of Class.Lunchtimes and
Breaktimes.
Children engaging with:
• Laptops• PCs in Classes
• Digital Cameras•Electronic Games & Toys
David Morris & Paul Jordan, Jan ‘06
Technologies to teach with.Technologies for children to consolidate with.
Recordable talking books
Pixies
‘Small World Toys’
Microscopes
Book-tapes
Digital books
Graphics Tablets
Visualisers
WCITT – ‘Whole Class Interactive Teaching
Technologies
‘Tools’ Software
Skills/Subject Software
Internet
Google Images
Digital Video
Pictures
Consolidation Segment
Teaching & Guided Practice
David Morris & Paul Jordan, Jan ‘06
An opportunity for meaningful ICT Consolidation
Group Activity C(supported write)
Group Activity D(guided write)
Group Activity B(independent
write)
Group/Activity A – ICT Based
ICT:I will insert pictures into word documents.
History:I can describe an old toy.
In this example, skills taught within ICT lessons are being integrated within a History
lesson.
David Morris & Paul Jordan, Jan ‘06
Areas of Key Impact!
Personalised Learning
Areas of Key Impact!
Empowering Children
Areas of Key Impact!
Paperless Organisation
Areas of Key Impact!
Areas of Key Impact!
e-engagement
Hard to reach parents vs. hard to reach schools
ICT as a tool to engage
Buy-Back Scheme what do you get?
• An Asus web book
• …with webcam
• …which is wireless!
• A power pack and charger
• A carry pouch
• Anti virus software
• Special software
• Special resources
Buy-Back Scheme why?
Very good value for money
Helps support families get on-line
Children
love
it! It helps make children learn more.
We will help you pay in instalments.
Thames View Infants
www.tr.im/TVInfants
ICT as a tool to engage learners and the communit
y
Paul Jordan, March 2012
Viral e-Marketing
Top Tips for Learning Home Page
Areas of Key Impact!
Establishing a brand
Establishing the Brand
Parents as Partners | Heart of the Community
Establishing a School
Brand- Valuing
Parents as Clients
Customer Service
Medical Centre
A ‘Joined Up’ Provision
Parent Support Advisor
LA Support
Other Agencies
Childrens’ Centre
Community Events
An Extended School
Engagement Initiatives
Lend to Buy PCs
Family Learning
36 After-School Clubs
Early, Late-Evening & Weekend Opening
Easter Bonnet Parade
Eid coinciding with School
Closure
Bring a Parent Week
Twitter, Blog, YouTube (TVI TV)
Outcomes
EYFS is above
National Averages
Learning is Outstandin
g100% Good+
65% Outstanding
KS1 is above
National 98% 2B 60%+ L3
Every one achieves their best
Attendance is Outstanding
97.3%
A deep and rich personalised
learning community
Centre of the
Community
National ICT Leader
A fully extended school
Challenging Traditional Dispositions to Learning
Paul Jordan, March 2012
So what does all this feel and look like?
Stages of Maturity
Experimentation Phase
Risk taking,
Trail and error,
‘Freedom to experiment’,
Taking time-out from the curriculum/timetable.
Nurturing/monitoring staff.
Mature/Creative Phase
Vision instilled amongst staff
Taking time-out from the curriculum/time
table to pursue teacher’s/class
interest or expertise.
Systematic Phase
Vision growing amongst staff.
Systematically embedding ICT within
lessons.
Structure and support/monitoring
mechanisms in place.
Thames View Infants
Paul Jordan
www.thamesview-i.bardaglea.org.uk
Thames View Infants
Paul Jordan
www.tr.im/TVInfants
