| Area |
Issues |
Spreadsheets |
| 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.
Provide focused, differentiated tasks to create, interpret
and interrogate both the spreadsheet and associated graphs.
Teach pupils how to:
- use
a spreadsheet
- decide
on required data and source of data
- decide
on formula to be used
- choose
data to be represented as a graph
- use
questions to interrogate pupils on learning outcomes
- save
graphs as images to use in a word processor
Provide
opportunities for pupils to:
- create
a list of labels and data to be used
- use
a formula to calculate sum or average
- create
graphs from selected data
- save,
retrieve, edit and print work
- interpret
and interrogate both the spreadsheet and associated graphs
- save
graphs as images to use in a word processor
|
| Assessment
Issues |
Assessment
of pupils' achievements.
Date their experiences and competencies. |
Can
pupils:
- create
a list of labels and data to be used?
- use
a formula to calculate sum or average?
- create
graphs from selected data?
- save,
retrieve, edit and print work?
- interpret
and interrogate both the spreadsheet and associated graphs?
- save
graphs as images to use in a word processor?
|
| Recording
Assessment |
Recording
pupils' experiences and knowledge of skills to inform future
planning. |
Pupils
can:
- create
a list of labels and enter the data
- use
built-in formula to calculate sum or average
- create
graphs from selected data
- save,
retrieve, edit and print work
- interpret
and interrogate both the spreadsheet and associated graphs
- save
a graph as an image and use it in a word processor
|
| 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?
Were suitable columns converted into graphs?
Were pupils able to save, retrieve and edit work effectively?
Was there sufficient opportunity for differentiation?
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 spreadsheets
again? |
