Things aren’t what they used not be, certainly not when you get to my age, and true also of the BETT Show, an event I have been visiting since its inception back in the early days of computers in schools. BETT is now a very different beast from those early, heady days when the focus was largely on innovative learning and teaching, small companies finding their way in this new market and many small, often teacher led software companies. There has of course been gradual change over the years but none so marked as in the years since 2010.
AT BETT 2014 the space was dominated by providers of technology and management tools – everything from the latest interactive table to tablets, and MIS systems to a myriad of tools to track and analyse data (keep weighing those pigs and they’ll put on weight . . .). The now ubiquitous tablet was everywhere as were the packaged solutions and the technology to lock them down so as to prevent the user being able to do anything useful with them. Command and control rules it seems.
However, if it was tools for learning the visitor sought then, especially for specific curriculum tools, the options were limited. Even the old favourites had to be searched for.
The highlights, at least as far as primary is concerned could be found on the 2Simple and Sherston stands, both companies having taken the new curriculum by the horns. 2Simple’s latest product 2Code has to be on of the outstanding pieces of software of this year. Very professionally demonstrated by a confident young lady (all of 10 years old!) who put some adult presenters to shame 2Code takes the stress out of teaching the coding elements of Computing to KS2.
Other products to support this aspect could be found on the Sherston stand where a much re-written but still familiar Crystal Rain Forest variant that covers all coding requirements and utilises Scratch programming. On the Pearson stand a combine kit for teaching about computers as well as coding looked interesting. Kano utilises a Raspberry Pi with a specially designed keyboard and a simple programming language called Matrix. If you have a techie KS2 teacher in your school this is well worth looking at.
As far as the other aspects of the Computing programme of study are concerned – and remember that coding is only one part of this, the while range of e-skills, digital literacy and e-safety must still be taught – there was surprisingly little on offer in the way of support materials. For overall guidance the best starting point are the joint Naace/CAS materials (free to download) while if an off the shelf scheme of work is wanted then the Rising Stars product Switched on Computing is currently the sole choice. At least it utilises tools and software that schools already have or can download cheaply or free, such as Scratch. Highly recommended.
Special Needs aspects were well supported as usual. However for mainstream there was little to see that further supported ICT across the wider curriculum. Can we rely on subject associations to here? The challenge of course is to bring connected learning and all its tools into what is becoming a dated 1950’s curriculum rather than one that educates children for the challenges of the Third Millennium.
Mention of connected learning brings me finally to the demise of the learning platform, at least in the form envisaged by the erstwhile Becta in the early 2000s. Few of the players from those heady days made an appearance and of the few that did their stands seemed rather quiet. Broadly schools no have tow main choices – their own Moodle provided by a management company such as WebAnywhere or to go with the big guys and embrace GoogleApps. Both can do the job, albeit in different ways but unless you want almost complete local control and servers then currently GoogleApps and its other components has the edge.
But, where was the real innovation at the show? Simple – from the schools and their pupils. If you visit next year make your focus the many high quality talks and lectures reporting on real innovation and development. This will be of much more use than yet another sales presentation.
Further observations on the Gove curriculum proposals
Taken as a whole (all subjects) these proposals are some of the most regressive, outdated and utilitarian for over a century. They are a result of a right wing political agenda based on the limited understanding of education of a failed journalist pandering to his equally intellectually challenged peers for his own political ends. Further, it is influenced by the outdated ideas of the aging E. D. Hirsch, developed in the context of the red-neck backwoods of Virginia rather than the real world of a liberal and progressive Europe. However, if we think the ICT (sorry ‘Computing’) proposals are bad then please look at History and Geography, both reduced to pub quiz general knowledge subjects – the chanting of often irrelevant ‘facts’ without any understanding of context, cause or effect. Half a century of curriculum development based on sound academic thinking and research dumped to satisfy Tory tabloids and their readers.
However, this is not the place to consider the issues of history and geography, their own subject associations are already up in arms, so let us turn to what is now to be known as ‘Computing’.
What we have here is a curriculum designed largely in secret by a self-interested cabal with, in many cases, minimal knowledge or understanding of schools and learning, especially as regards primary education and who were responding to a political brief based, so it appears partly on demands arising from parasitic, tax avoiding, foreign entities. Nor do they seem to have taken note of the views of the majority of industry and commerce who need thinking users of ICT tools rather than computer scientists. We ourselves have been top some extent culpable by failing to challenge the previous government and the exam boards on the standards of certain qualifications, equally designed to meet the agendas of the time.
The current ‘Computing’ proposals narrow and stultify the ICT curriculum, reducing the core to little more than programming and fail to prepare learners for the immense economic and societal changes that technology is causing. The majority need no more knowledge and understanding of computer code, systems and networks than they do of the mechanics of the car that they drive. Knowing about the 4-stroke cycle, compression ratios etc does not in itself make one a better driver. In fact fiddling with a modern car as with jailbreaking an iPad from the basis of limited knowledge can be positively dangerous.
There is also a danger in teaching ‘knowledge’ rather than understanding of principles and their application when that knowledge is evolving much faster than schools are able to keep up with. It therefore becomes dated and overtaken by events. Thus less than 20 years ago a good knowledge of HTML was necessary to create a website. Now we have WYSYWIG editors (which often require some coding knowledge at times) and any child can create a social networking page with all the dangers and longer term implications that creates.
What we need to, indeed must teach are a range of skills and understanding that can be applied in new situations. Certainly this includes a basic core understanding of algorithms, principles of coding and how networks are structured. This was included in the Naace curriculum for this very reason. But learners need more than this. For example, a web page might be improved by recoding some of the HTML to get the effects required. However, long before that the purpose, audience, structure and design of the website have to be considered. Where are these creative skills in the ‘Computing’ proposals? Similarly with App and games development – the actual coding is only a small part of the whole project and in any case will often use pre-existing code assembled to meet the design criteria as with Scratch, Infinite Monkeys and similar popular tools.
Nor do the proposals properly address the need to actually teach children how to use networks, use common software tools and solve the errors that arise. E-safety, security, copyright and ethical use of ICT is glossed over at a time when concerns in this area are mounting. Creative use of imagery, video, communications tools and presentation are little more than an afterthought. The proposals as they stand are neither broad nor balanced. Further, they are largely unteachable without significant staff training, especially in the primary sector, together with the provision of age appropriate resources. Though perhaps resources are not an issue as some on the TES ICT forum take the view that KS3 could be taught largely as a paper-based theory course! Punched cards and Fortran anyone?
So, let us consider this aberration overall and by key stage.
These heavily focus on computer science and include “repeated practical experience of writing computer programs . . .”, with a further emphasis on analytical problem solving, something outside the practical experience and expertise of most primary teachers and not a few secondary teachers of ICT. Even the more relevant (to most learners) requirement to apply familiar and unfamiliar ICT tools focuses on the problem solving aspects. Yet if you cannot understand what the tools can do in the real world as opposed to the underlying code and have no training in their use then solving the problem becomes a problem in itself. For example, to create a website requires skills in design, knowledge of page layout, of fonts and how to prepare graphics and video. It will not, in many cases, require HTML, XML or other coding skills, and if it does then it would normally be passed to a technical team to resolve.
Worryingly, the crucial aspect of enabling young people to become responsible, competent, confident and creative users of ICT appears almost to be an afterthought, a sop to those outside of the CAS/BCS hegemony. Yet this last aim is the most important with regard to the future economic, social and personal well-being of the overwhelming majority of learners. As I have said before, we all use music but few need to or wish to play an instrument well. Similarly we all use ICTs but we don’t all need an in-depth knowledge of their workings.
Key Stage 1
This follows the main aims and thus exhibits the same weaknesses and narrow thinking. Currently most schools that teach ICT well provide pupils with a good knowledge and understanding of simple programming and control through use of BeeBots, Roamers and simple LOGO applications. This is nothing new, it’s been part of the curriculum for years. However, add in a requirement that KS1 pupils understand the concept of algorithms and how they are implemented may be a step too far – especially when even the experts seem unable to agree on what an algorithm in this context actually is as has been seen recently in a NaaceTalk discussion.
However, by doing what is currently expected, with a modicum of tweaking there should be sufficient time left to focus on core knowledge such as how to log onto the school network and locate a personal folder, opening and saving files etc as well as to teach e-safety.
However, there is a serious omission form the KS1 draft. There is absolutely no mention of actually teaching children to create images, place text on a page, make animations and videos etc. There is nothing creative, though perhaps and assumption that this will happen across other areas of the curriculum. In some schools this happens anyway but if there is no specific requirement schools will naturally adhere to the ICT programme of study and all the exciting and necessary aspects of digital literacy will be lost.
These children are NOT digital natives, that myth was busted many years ago. Rather they are naïve users of very powerful tools that they currently explore with little guidance or direct teaching. They will learn much more and be far more creative as well as safer users of the technologies if they are taught how to use them effectively. As educators we are concerned with the whole child who learns through a rounded and balanced curriculum. We are not about delivering discrete chunks of knowledge but about enabling the child to develop knowledge with understanding though a guide exploration of the world and the learning tools available. The current proposals do not enable this to happen.
Key Stage 2
Of the six aspects that pupils should be taught the first three are almost wholly related to programming and at a level that the majority of teachers may be unable to deliver without extensive training. The language itself used in the draft is heavily technical and potentially off-putting to many, though no doubt publishers will provide ready made lesson plans and resources, assuming schools have the budget to pay for them!
Again, some aspects of these proposals are not novel, the old logo activities in Year 4 and control projects in Year 6 could still be relevant. However, OFSTED have clearly stated that these were rarely taught well. The draft PoS take these ideas much further so if relatively simple activities did not take place is something far more complex going to be taught with alacrity?
In some respects the requirement for pupils to understand computer networks including the internet appears to pose little difficulty. If taught at a basic level with diagrams and a glossary this might be the case, though this would represent little more than ‘knowing about’ rather than understanding. The latter needs some practical demonstration including the setting up of simple cabled and wireless networks in the classroom – practical experience rather than theory being a much more appropriate approach with this age group.
The use of internet search engines and use and evaluation of data including e-safety and copyright is good and perhaps one of the few strengths of these proposals. They were not in the old curriculum to any extent and not all schools gave these aspects appropriate emphasis. But, this must not become just one unit of work in a given year group, it needs to be covered, at an appropriate level, in each year and with issues re-iterated whenever online research takes place.
And finally there is the everything else that probably ought to take place clause – actually using applications, though even here the emphasis is on data and information rather than creativity. Lip service is paid to the notion that all learners need to become confident and competent users of a range of applications and tools in real world contexts.
Taken as a whole the proposed PoS is at variance with developments in many other countries, including the other home countries. Look for example at what is happening in Northern Ireland and in Australia . These curricula are much closer to the Naace proposals and have been properly developed through consultation with a full range of stakeholders, not just those with a fixed agenda and access to a minister.
That said a scheme of work based on the KS2 proposals is possible but only by increasing the emphasis on actually using the technology and away from aspects better taught in specialist courses at KS4. While a strong case can be made for improving the technical knowledge and understanding of KS 2 pupils, one which I in fact welcome, the proposals unfortunately attempt to do this at too high a level and at the expense of other, more directly relevant aspects of ICT.
Key Stage 3
This is effectively a slightly watered down Computing GCSE from the early 1980’s. Indeed it is almost entirely computing and coding with virtually no consideration of actually using ICT purposefully, though there is an implicit notion that that will happen across the curriculum. No, it wont. Cross-curricular ICT in any meaningful form has been a dream since the late 1980’s and 25 years later still does not exist. Yes, some subjects will use ICT beyond the create a poster or PowerPoint level, though I’ve rarely seen any during inspections although from my iPad research work the availability of tablets may change this or at least broaden use. However, other subjects merely use ICT, they do not teach it and have some expectation that the necessary skills have been taught elsewhere.
Under the proposed PoS this simply will not happen and while we have to move swiftly away from the ‘lets teach them Office’ debacle we cannot expect these learners to simply pick up skills without support. Yes, anyone can video something on their phone but how many have been taught to make a video – storyboarding, scripting, shooting sequences, editing, appropriate video formats for given purposes for example. Or how about designing a quality social networking site, creating and using templates in a business context and similar. Where will these happen?
And where is the essential teaching of e-safety and responsible use? Presumably it will be reduced to a single module hidden in PSHE never to be referred to again. How will that fit with a schools e-safety and child protection policies yet alone its duty of care.
Whereas it is feasible to interpret the primary proposals creatively to enable a full range of ICT capabilities to be taught this is impossible in KS3. What we have is a largely theoretical course totally divorced from the reality of ICT use in the world that the learners inhabit. Some aspects could be fun e.g. stripping and rebuilding computers, setting up small networks etc, though that is presuming that this could be made compliant with H&S restrictions. As for teaching data representation or tables and arrays to lower ability pupils on a grey winters afternoon then good luck to you!
These proposals quite simply deny KS 3 learners of their entitlement to essential digital literacy and IT knowledge skills and capabilities that are essential for employment.
So what can be done?
Firstly as many people as possible need to respond to the so-called consultation – its online here . Secondly, express you concerns to your subject association (that’s Naace) and even write to your MP. The more we protest through well defined and cogent argument the more chance there is of getting a PoS that might provide what learners and employers actually need and which can be taught effectively.
So, what we, as an ICT community must do is to stand up and fight for what we believe is right for learners, our economy and society. We have the strength of argument and experience on our side but it will be difficult, since no government ever takes any note of so-called consultations to any great extent unless they throw up political dangers. We must rally our arguments and make our case forcefully. We may be defeated at Thermopylae, but we will triumph at Salamis and Plataea. (Boris at least would understand even if Gove doesn’t!)
Welcome to the curriculum of a minor prep school circa 1955, one run largely by wizened teachers trained around 1913! Now, if, like me, you were teaching when the original National Curriculum was introduced in 1988 – prescriptive, overloaded but at least teachable with subtle modification then you might be forgiven if you would like it back, for compared to the current proposals it was quite enlightened and progressive.
I’ll come to the ICT (sorry Computing) PoS shortly but if you want to see a real horror story look at History and Geography first. The Geography is bad enough – a return to capes, bays and regions (though we can’t colour the Empire pink these days) with no attempt to teach a sense of place, man-land relationships or indeed any understanding of the physical and human world. As for History – well, Early Britons to The Glorious Revolution via every monarch and political event over 2000 years – and all in KS2 (hmm – 21 hours a year to cover all this – I defy anyone to manage it)
ICT (to be renamed Computing)
These proposals were created by the British Computer Society and Royal Academy of Engineering, in secret. They were forbidden from consulting with any education or teaching groups resulting in a PoS potentially unteachable in most primary and many secondary schools without very significant staff training and which totally fails to provide learners with the broad and balance knowledge of ICT that they need to function in the modern world.
Viewed at one level the greater emphasis on programming is a good thing – but then use of BeeBots, Logo and control technology has always been in the primary curriculum, though perhaps not always taught well, if at all. What is fundamentally wrong is that the main emphasis is now computational thinking – algorithms, coding and systems with very little about using ICT creatively or in contexts familiar to the learner.
The key issue is that these proposals are over heavy on programming/coding, the stated aims being:
“The National Curriculum for computing aims to ensure that all pupils:
- can understand and apply the fundamental principles of computer science, including logic, algorithms, data representation, and communication
- can analyse problems in computational terms, and have repeated practical experience of writing computer programs in order to solve such problems
- can evaluate and apply information technology, including new or unfamiliar technologies, analytically to solve problems
- are responsible, competent, confident and creative users of information and communication technology.”
Now read it again – only the last bullet point covers all the other aspects of ICT – communication tools, video, animation, data handling etc. The things that make ICT exciting and enable learners to develop the skills they will actually need and use in the real world. That is not to say that exploring Logo, Scratch or Makey Makey cannot be fun – well taught it is, but the idea that at KS1 children need to know what an algorithm is and how they are implemented in programmes on digital devices can only have been dreamt up by geeks with no understanding of young learners whatsoever. It gets no better at KS2 and but KS3 the whole PoS could be taught as a classroom based theory course with little practical work at all.
This is NOT ICT, it is a watered down Computing GCE from the 1970’s. If you have not done so go to https://www.education.gov.uk/schools/teachingandlearning/curriculum/nationalcurriculum2014/b00220600/consultation-national-curriculum-pos and download the whole thing. You have three months to comment as part of the supposed ‘consultation’ before the whole horror is inflicted, presumably without funding for resources or training in 2014.
Of course, to avoid having this ancient view of the world inflicted on you then you do have a choice – academies can ignore it completely since it will only apply to local authority schools. Conspiracy theories and hidden agendas anyone?
OFSTED required continuing high quality ICT teaching and learning in all schools.
Naace ICT Curriculum proposals published.
New e-safety resources from BCS and Munch, Ping, Poke.
ICT – The Ofsted View
In recent speeches at both the Naace Conference and also this week in Oldham David Brown, the Ofsted National Adviser for ICT reminded us that:
- From Sep 2012 schools are still required to teach ICT.
- Schools will need to demonstrate to Ofsted inspectors that they have an appropriate ICT programme of study in place for all key stages.
- School can choose how they teach ICT.
- Schools will need to demonstrate that they have a clear understanding of the levels of attainment in ICT expected of students.
- Demonstrate that their students are satisfactorily reaching the expected levels of attainment.
This is taken to mean that the current ICT curriculum and POS is the baseline, with schools expected to improve on it and the way it is taught, particularly in those areas highlighted as deficient in the recent Ofsted report on ICT in Schools 2008 – 2011(http://www.ofsted.gov.uk/resources/ict-schools-2008-11). These are obviously well crafted and politically careful statements, but any school leader who thinks ICT has been removed from the curriculum is very much mistaken. ICT continues as a subject of the National Curriculum and must be taught.
Schools should note that there has been much mis-reporting of Gove’s BETT speech and of the recent RSA ‘Report Shut down or Restart? The way forward for Computing in UK schools’. (See http://royalsociety.org/education/policy/computing-in-schools/). This called for a radical overhaul of the ICT curriculum in England to ensure that young people can be ‘creators of technology’, and not just users of it. Naace offers its voice to this overhaul via its latest curriculum proposals and stresses that in order to meet changed expectations ICT needs to be much more than simply Computer Science.
A Reminder of the DfE position on ICT
ICT has not been abolished, only the outdated Programmes of Study (from Sept 2012). Schools are still required to teach ICT but may now develop their own more challenging schemes of work (though the existing level descriptors provide a baseline for standards. Schools do not have to teach programming or coding, though may wish to do so as part of a balanced ICT curriculum. The message is to ‘keep calm and carry on’. No radical changes should be made until the Expert Panel makes it recommendations for the new National Curriculum sometime next year. Development planning should however seek to encourage greater technical and computing knowledge and understanding.
Naace KS3 ICT Curriculum Proposals
Naace has been developing an ICT curriculum for all key stages and has just published its detailed proposals for Key Stage 3, copies of which can be down loaded in .pdf format from http://www.naace.co.uk/ks3ictcurriculum .
The Naace proposals, created by Allison Allen and Paul Heinrich are designed to ensure that learners have a sound knowledge of:
- Technical aspects of ICT and computing
- Core applications and how to use them effectively
- Safety, security and the law
- Business aspects of ICT Digital literacy and personal use of ICT
The curriculum based around the core concepts of Digital Life, Digital Tools and Digital Technologies is designed to be broad and balanced such that students are well prepared for a range of KS4 option choices such as Computer Science, Business Studies, iMedia, Cambridge Nationals and similar.
A similar curriculum for KS1 and KS2 is under development and will be published in the summer term 2012.
New BCS Qualification
The BCS have recently announced a new qualification in e-safety for KS3 and KS4 that has been designed to give learners the knowledge and understanding they need to protect themselves online. Delivered in the classroom via PSHE lessons it provides 20 hours of guided learning mapped to the curriculum and comes complete with lesson plans and materials for tutor led delivery as well as access to e-learning content. Full details are available at http://www.bcs.org/category/14422 .
Munch Poke Ping
Munch Poke Ping at www.carrick-davies.com/mpp is a new e-safety resource for those working with vulnerable youngsters. This work, initially in Pupil Referral Units started with a grant from the TDA last year and looked at how vulnerable young people view risk and harm and how staff support and seek to protect these students within their educational establishment. A report on the work is available at www.carrick-davies.com/mpp/mpp-report .
The developing website will showcase 4 case studies from PRUs plus a series of practical resources (AUP advice and links to organisations working with excluded YP etc).
The latest film on the site, produced with students is a film on what young people are calling ‘Fraping’ (although this phrase is problematic – but Google it and you’ll see what a serious and abusive issue it is becoming). You can access this at www.carrick-davies.com/mpp/whos-this . There is also a film in which staff share their challenges about using social media in PRUS and how the YP were involved in sharing their experience.
See www.paulheinrich.co.uk or phone 07919 902762 for details of our services
Latest News on the Future of ICT
In a speech at the BETT2012 show in London Education Secretary Michael Gove set out his intentions for ICT in schools. The press made much of what was said both at BETT and in a DfE statement. Here we bring you the facts based on the briefing provided to subject and trade associations.
The key points are:
- ICT will remain compulsory at all key stages and will be taught at every stage of the curriculum.
- The current programmes of study for ICT, including the attainment targets, will not apply from September 2012 (subject to consultation).
- Schools are free to innovate and to use their creativity to teach ICT in ways that really meet the needs of their pupils and to adopt a range of effective practices.
- For KS4 industry will be involved in the development of new Computer Science GCSE courses.
- Schools will remain accountable for meeting the needs of their pupils with regard to ICT through the OFSTED inspection process.
- The position of ICT usage throughout the curriculum is to be strengthened.
- The development of new courses at all levels should include a greater emphasis on ICT systems and programming i.e. 21st century technology related knowledge and skills to fit them for the workplace.
- New schemes of work must be flexible and able to adapt to changing technology.
- Despite headlines this is NOT about computer science for all though aspects of CS will need to be covered in modern schemes of work at appropriate levels.
The full text of the speech and DfE announcements can be found at:
Digital Technology in Schools: http://www.education.gov.uk/a00201823/digital-technology-in-schools
Naace (The ICT Association) Launch Draft KS3 ICT Curriculum
Naace Fellows Paul Heinrich and Allison Allen have been working on proposals for a modern ICT curriculum for ICT since summer 2011
Naace proposes a curriculum that ensures that learners have a sound knowledge of:
- Technical aspects of ICT and computing
- Core applications and how to use them effectively
- Safety, security and the law
- Business aspects of ICT
- Digital literacy and personal use of ICT.
A consultation draft has now been published on the Naace website at http://www.naace.co.uk/pressrelease/naaceictcurriculum .
Work has also begun on a new curriculum for key stages 1 and 2. More details later.
New UK Safer Internet Centre resource for Foundation Stage and KS1
The Early Surfers’ Zone, which is now live within the “I work with Kids” section of Childnet International’s Kidsmart website.
The Early Surfers’ Zone is designed for the parents and carers and educators of 3-7 year olds, to help introduce young children to the idea of internet safety, in an age-appropriate, fun and engaging way. The site introduces the character of Smartie the Penguin, who learns to be safe online, by asking his family for help whenever anything happens to make him feel upset, confused or worried.
The resources include a new printable E-book, accompanying questions for discussion (for parents / carers / school staff who are reading the story), a lesson plan with relevant curriculum links, and subsequent follow-up activity ideas for children to complete at home. There is also an art gallery for children to submit their posters and creative work.
The new resources can be found at the following page: http://www.kidsmart.org.uk/teachers/ which is the “I work with Kids” homepage, where you now have the chance to select resources for Foundation Stage and KS1 children, or alternatively Key Stage 2 children.
http://www.kidsmart.org.uk/teachers/ks1/ is the link that will take you directly to the new site.
New Reports and Debates on the Future of ICT
Readers may be interested in the following reports published in recent weeks:
ALT and Naace have launched a debate on implications of new technology developments for schools in England. Details and forum at http://www.schoolstech.org.uk/
The Royal Society published their report Computing in Schools on 13th January. A summary can be found at http://www.royalsociety.org/news/computing-report/ and the full report downloaded from: http://www.royalsociety.org/education/policy/computing-in-schools/
Computing at School (CAS) and the BCS recently launched curriculum proposals at http://www.computingatschool.org.uk/ .
Cocentra and Paul Heinrich & Co a new Local Delivery Partnership for Southampton, Hampshire, Portsmouth and Isle of Wight
Paul Heinrich is Cocentra’s Local Delivery Partner in Southampton, Hampshire, Portsmouth and Isle of Wight, giving schools in the area access to a unique partnership providing advisory services and support for ICT
- Hands on Support – Supporting Schools’ Use of ICT through a Personalised Programme
- Tools and Publications – Supporting Schools’ Use of ICT through Best Practice Guides
- Curriculum Support – Supporting Schools in Developing ICT throughout the Curriculum
- Promotion & Marketing Support – Supporting Schools through Design and Print Solutions
- CPD and INSET – Supporting Schools through Leader and Teacher Development
- Data for Learning – Supporting Schools through Use of School Data
- VLE / MLE / Learning Platform Support – Supporting Schools Use of Learning Platforms
- Safeguarding – Supporting Schools in Ensuring Safeguarding and e-Safety
- Technical Support and Advice – Supporting Best Value Procurement of Infrastructure and Learning Resource
Fiona Aubrey-Smith pointed me at this – our role is now shifting from Leading & Managing, to Facilitating & Supporting; described beautifully by RSA Animate’s recent ‘Changing Paradigm’s in Education’. Ken Robinson at his best – a pity the government isn’t listening!