Tony Crowther

Directed Activities

These activities relate to subject knowledge and understanding. They are designed to both develop and evidence the trainees' skills, knowledge and understanding.

Directed Activity 1 SEEM Social, economic, ethical and moral implications of ICT

DA 1

Identify a single SEEM issue of interest and collect electronic resources. Design and print an A3 poster to reflect that aspect of the "social, economic, political, legal, ethical and moral issues raised by ICT" (QCA, 2008 level descriptors). Make an efficient representation of your poster on your website. In school, use the poster as the focus of a discussion with a small group of pupils. See the checklist of issues that you need to consider when holding discussions with pupils on Blackboard.

Directed Activity 2 Spreadsheets and Modelling

DA 2

Prerequisite skills include the ability to use the functions: IF, COUNTIF, LOOKUP, SpinButton. Identify modelling in the ICT National Curriculum and review the materials of the Key Stage 3 strategy for ICT Capability. Read the key messages sheet from the Modelling pack (STU 7.4 and 8.4). Through discussion and scrutiny of school documents, identify a range of spreadsheet activities in the curriculum, then talk to a mathematics teacher about the role of IT in mathematics including a discussion of spreadsheets, LOGO, drawing packages, calculators and graphic calculators. Create a model on a spreadsheet. The spreadsheet should show evidence of ability to write macros and/or use VBA. It should indicate the range of 'what if?' questions that can be asked.

Directed Activity 3 Images, graphics and multimedia

DA 3 part 1

Create a help sheet or skills guide for a piece of image hardware or software considering the audience (learner or teacher). For example: using a scanner; using an electronic camera; using image software; using a video camera. Use a scanner to capture a photograph and a hand drawn cartoon, capture an image from a web page, take a photograph with an electronic camera and use a video camera to capture a still image. Manipulate the images including cropping, resizing, converting (to other file types) and using special effects. With your curriculum mentor identify a curriculum topic or skills development activity. Either, prepare an activity sheet, an electronic resource or a multimedia presentation (DA 3 part 2) that could be used with a group or class of pupils. For example: a tessellation sheet; a multimedia presentation on using clip art; a register pro forma; or a user guide to a multimedia package. Read the key messages of the Key Stage 3 Strategy for ICT Capability Unit 7.1 exchanging and sharing information.

Directed Activity 4 Programming

DA 4

Working collaboratively in an assigned group, investigate and become skilled in presenting programming through: researching the given programming language; preparing a 10- minute presentation to the PGCE group of the programming environment and example products describing how the language could be introduced to a key stage 3 class; choosing one of these: short tutorial; worksheet; web page; video sequence or screen video to support the presentation; individually writing an evaluative statement of no more than 250 words about the affordances and challenges in using the programming environment with key stage 3 pupils. Programming languages include: Scratch, Python, Alice, GameMaker, Kodu, Prolog, Flash scripting, App Developer, Visual BASIC, Mission Maker, LOGO, Flowol, Coco, BASIC, VBA, VBinHTML, JAVAscript, JAVA in HTML and PHP.

Directed Activity 5 Creating a Classroom Display

DA 5

Identify with your Curriculum Mentor the topic/theme for a notice board poster or other means of display to support the curriculum, teaching or school activities, for example, plasma screen public display, screen saver or desktop for networked computers, an extended, general interest information source on a VLE, etc. It should stimulate the interest of the pupils (or proposed audience). For example information about: CD writer, Roamer, sensing kit, weather station, scanner, digital camera, video card, TV card, digital video camera, colour printer, internet access, clip art, internet safety, curriculum content, option courses, web page edit software, etc. It is imperative that the display attracts attention and that it teaches something. Research the "School Workforce Remodelling" agreement, discuss this with your mentors and consider the role of ICT support staff. In the case of a wall display, you may be asked to design it but then brief a member of the support staff to implement it on your behalf. Evidence for this directed activity consist of images (photos or screen grabs) representing the materials. The directed activity is repeated in School 2. If possible, carry out a different type of activity and/or a different focus/topic.

Directed Activity 7 Professional Themes and Portfolio

DA 7

The Professional Themes programme integrates lectures and seminars in the University with activities and training in schools. The sessions are common to all PGCE secondary trainees. A full description of the programme and the assessment requirements is published separately. A professional themes portfolio is submitted by email at the end of Phase 3. The standards evidenced by this work are determined by the content. Make explicit the standards you consider the portfolio meets and add those to your Record Sheets of the STAR document.

Directed Activity 8 5-minute Presentation (micro lesson)

DA 8

Discuss with your curriculum mentor or curriculum tutor the topic for a 5-minute micro lesson and then produce a presentation based upon a multimedia/presentation package or using "live" software. Make the presentation to the other trainees and then to a group or class in your school. The micro-lesson helps you focus on your own presentation style and skills. This presentation is formatively assessed.

Directed Activity 9 ICT Across the Curriculum

DA 9

Explore the role of IT within your assigned curriculum area. In school, talk to the relevant curriculum coordinator and collect examples of resources, policies and lesson plans. Research the opportunities offered by ICT to support the curriculum. Create a small web page of information and ideas that would inform a teacher (trainee) in that subject of the potential use of ICT in the curriculum area. Make a small presentation (10 minutes maximum) to the rest of the group. This activity is formatively assessed. POS Citizenship; NC PSHE; Functional Skills; RE; Education for Sustainable Development; English; mathematics; science (biology); science (physics/chemistry); modern foreign languages; design and technology; physical education; geography, history; music; physical education; religious education; business studies; library.

Directed Activity 10 Presenting a computing topic

DA 10

Teach to the rest of the group an assigned computing topic through a short lesson of no more than 15 minutes. The presentation is formatively assessed. An accompanying web page should be produced. Three A4 sheets should be produced including: an activity sheet, a worksheet and an information sheet. Locate the topic in the GCE and/or GCSE curriculum. Possible topics: check sum, binary logic, assembler programming, queues and stacks, private and public keys, binary arithmetic, pointers and data structures, heuristics, CPU buses fetch/execute, registers, Prolog http://www.swi-prolog.org, folders files web/disc structure, AND, OR and NOT logic units, normalisation intro to 3 levels, internet infrastructure, sorting algorithm, link file structure, GIF/JPEG compressions, binary tree traversals, encryption, compression, route finding algorithms, PSS, MAC/IP/DNS, VoIP, coprocessors/multitasking, hexadecimal, MIDI/wav-vector/bitmap, Turin Machine, parity

Directed Activity 11 Control Technology

DA 11

In a group of 4, using a suitable package, write well-structured programs to move a screen turtle (LOGO), to control a floor turtle (Valient Roamer), model a scenario using a graphic interface (e.g. a Flowol mimic) AND to switch on and off external devices (e.g. Commotion CoCo). Create a system that includes 'feedback'. Produce an A3 display of the activity and submit some photographic evidence that either celebrates the achievement of the group and/or would motivate learners to complete the task. In school, discuss with your Curriculum Mentor the use of sensing equipment within the science curriculum and classroom organisation. It may be appropriate to have discussions with a member of the science department.

Directed Activity 12 Teaching computational thinking

DA 12

Read the document Computer Science: A curriculum for schools. Create or acquire a resource to enable pupils in key stage 3 to evidence an understanding of an assigned key concept of computing. As a result of using the resources, pupils should be cognisant of the term and be able to explain the concept. In no more than 250 words and with 3 images, describe how the resource could be used in the classroom. Describe how you, as a teacher, will assess their understanding of the targeted concept. Topics include: assignment, iteration, algorithm, specification, selection, abstraction, machines, protocol, authentication, decomposing, decomposition, pattern recognition, modelling, data analysis, logic, visualization, simulation, generalisation, recursion, iteration.

Directed Activity 14 STAR document submission

DA 14

In addition to the completed STAR document, the external examiners will require some evidence of your abilities at the final stage of your training. That evidence is in the form of two sample units of work, one at key stage 3 and one at key stage 4. The specific requirements are communicated in your Professional Themes sessions.