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Subject Identity

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PROFESSIONAL /POST GRADUATE CERTIFICATE IN EDUCATION GENERIC ASSESSMENT CRITERIA FOR 3/4(M) Post Professional Unsatisfactory Knowledge, Understanding and Relevance Good understanding and confident grasp of the majority of relevant concepts, ideas and issues; good relevance to question set; able to utilise literature and other materials effectively to demonstrate a clear understanding of concepts and issues Sound knowledge and understanding of relevant concepts; may be a tendency to generalise; some gaps in knowledge and understanding; some appropriate use made of literature and other materials, which enables a satisfactory understanding of concepts and issues Some knowledge and understanding of concepts; several significant errors and gaps; limited relevance and tenuous link between information given and question set; failure to utilise literature and other materials to demonstrate understanding of key concepts and issues Analysis of concepts and their application Good ability to interpret, analyse and apply knowledge and concepts to the context (s) under consideration; is able to determine importance of context and setting; effective use of professional practice (own and observation of others); demonstrates reflection and reflexivity; is able to present proposals for revision and change in an effective manner Sound links between relevant concepts and contexts; some understanding of context and is able to draw conclusions, although this may be rather general at times; some reference made to professional practice (own and observation of others); able to reflect and be reflexive, although may not be critical; recommendations for ways forward may be general and limited in critique Only tenuous links between relevant concepts and context; context and setting is minimal - a failure to draw on professional practice (own and observation of others); over use of descriptive narrative; limited evidence of reflection and reflexivity; ability to draw on evidence and provide recommendations for change and ways forward is limited Articulation, argument and coherence An answer which is well structured and comprehensive in its coverage; main issues are effectively evidenced; arguments are coherent and logical; able to recognise key aspects of argument; evidence of some original thinking; ...read more.


This publication again supports the significance of having the ICT capabilities and the consequence of not (in the case of some cross curriculum ICT teaching), however when analysing the publication for reliability of the sources one would have to say the publication is biased, in that these are the people who are recommend how education should be taught and therefore they are going to make recommendations in accordance with how ICT is to be delivered. When reading the publication there is not many references to any research carried out to support claims to any theories, however, one could say some parts of the publication are common sense. The DfES could have built their recommendations from research that compared pupils taught discreetly ICT and those who adapted a cross curriculum approach. One very significant push for ICT to be made a separate subject came from OFSTED who where concerned that progression in pupils' ICT capability was haphazard in schools which adopted a solely cross curricular approach (OFSTED 1999). At the same time there also were continuing concerns of the ICT curriculum in general and so the key stage 3 strategy was created to raise the profile of ICT as a subject, through a clear recommendation that it should be timetabled for a minimum of one hour to ensure there was adequate time for pupils to learn skills needed. As part of the National Curriculum there are two statutory responsibilities for teaching ICT in schools at Key Stage 3. These were that schools need to ensure that all pupils are taught the programme of study, at each key stage, as set out in the National Curriculum for Information and communication technology and that pupils are given opportunities to apply and develop their ICT capability through the use of ICT tools to support their learning in all subjects. This reference to the National Curriculum again support ICT should be taught as a discreet subject, and that the second responsibility refers to applying the subsequent ICT capability across other subjects. ...read more.


The schemes of work gave examples of the types of activities which were appropriate for covering various aspects of the IT curriculum. These schemes of work where software dependent and, in many cases used Microsoft Office software (Ager 1999). The National Curriculum was further revised in 1999 when IT was renamed Information and Communication Technology (ICT). However, programmes of study in England were now grouped around the major themes of finding things out; developing ideas and making things happen; exchanging and sharing information; reviewing modelling and evaluating work as it progresses (DfES 1999), although there was still the flexibility to be able to teach the subject using any software and however you like, as long at the national curriculum is followed. The National curriculum for ICT could still be improved to incorporate new skills and knowledge, for example including more multimedia skills, as ICT is constantly changing and therefore the curriculum is in need of updating. The key to how ICT should be taught would be that at KS3 the curriculum should be to build on the technical skills developed during KS1 and KS2 and develop the higher order skills required for success at KS4. 7. Conclusion In conclusion this report has emphasised the importance of ICT, with the ever increasing use of technology making ICT an essential skill for life. It has also shown the importance of ICT having capability encompasses not only the mastery of technical skills and techniques, but also the understanding to apply these skills purposefully in learning, everyday life and employment, and to be able to have life long learning. Also that the National Curriculum alone is not enough for most teachers and therefore schemes of work were introduced, which still is not the perfect solution and with time they will all need to be updated as ICT is a constantly altering, which was also partly the reason the national curriculum was created so vague. As a result of the author findings it is clear that ICT is now a skill for life, and should be taught discreetly, with the application of ICT capability across other subjects. 8. ...read more.

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