| Area |
Issues |
Word
Processing |
| Pedagogic
Issues |
Appropriate
use of application. |
Subject
areas to be supported. |
| Resource
Issues |
Platform
to be used.
Application software to be used. |
Suitable
hardware.
Suitable software. |
Planning
Issues:
Long Term |
Most
suitable time to use the application.
Which subject areas will ICT support? |
Times
of the year when application is to be used. |
Planning
Issues:
Medium Term |
Collecting
resources.
Planning focused, differentiated worksheets, task cards etc. |
Familiarisation
of software.
Ensure Key Skills are identified and addressed.
Create focused, differentiated worksheets, task cards etc.
Collect and check resources. |
Planning
Issues:
Short Term |
Use
of application.
Assessment opportunities. |
Plan
pupil groups and group size.
Use questions to interrogate pupils on learning outcomes.
At Key Stage 1
Teach pupils how to:
- create
capital letters and use the Space bar and full stops
- select
words and phrases, delete and insert letters and words
At Key Stage 2
Teach pupils how to:
- insert
graphics into text
- edit
images and text
- use
effects
- consider
the audience
- consider
the layout of work
- save,
retrieve and amend work
Provide
opportunities through focused, differentiated tasks for pupils
to use a word processor to:
At Key Stage 1
- create
capital letters and use the Space bar and full stops
- select
words and phrases, delete and insert letters and words
At Key Stage 2
- insert
graphics into text
- edit
images and text
- use
effects
- consider
the audience
- consider
the layout of work
- save,
retrieve and amend work
|
| Assessment
Issues |
Assessment
of pupils' achievements.
Date their experiences and competencies. |
Can
pupils:
At Key Stage 1
- create
capital letters and use the Space bar and full stops?
- select
words and phrases, delete and insert letters and words?
At Key Stage 2
- insert
graphics into text?
- edit
images and text?
- use
effects?
- consider
the audience?
- consider
the layout of work?
- save,
retrieve and amend work?
|
| Recording
Assessment |
Recording
pupils' experiences and knowledge of skills to inform future
planning. |
Pupils
can:
At Key Stage 1
Teach pupils how to:
- create
capital letters and use the Space bar and full stops
- select
words and phrases, delete and insert letters and words
At Key Stage 2
Teach pupils how to:
- insert
graphics into text
- edit
images and text
- use
effects
- consider
the audience
- consider
the layout of work
- save,
retrieve and amend work
|
| Evaluation |
Judgement
of timing and use of application:
Could the task have been carried out in a more conventional
or effective way?
Was continuity and progression achieved?
Will pupils need further consolidation, reinforcement or extension
work?
Did pupils acquire expected skills in both the subject areas
supported and ICT? |
Did
the use of the computer support the topic?
Did the software enhance the chosen subject areas?
Were resources adequately prepared?
Did the activity enable pupils to keep on task?
Was there sufficient opportunity for differentiation?
Were pupils able to save, retrieve and edit work effectively?
Are pupils acquiring expected and necessary Key Skills?
Was there continuity and progression?
How suitable were the pupil groupings?
Is there need for reinforcement/consolidation or extension?
Were teaching and learning objectives met?
What, if anything, would you change when using a word processor
again? |
