A Blended Curriculum for Bermuda Public Primary Schools

Why do we need to change the curriculum?

• Current curriculum over a decade old• Educational Technology Standards have

changed• Technologies have changed• Global economy has changed• Impact on society changing

Students need to develop:

• Skills and knowledge to live, learn and work in today’s technological world

• Responsible and safe use of technology

Blended Curriculum

21st Century Learning

Skills with technology

Safe use of technology

Skills with technology:

Cambridge ICT Starters• Very similar to our curriculum• Easily integrated into other subject areas• Easy transition for teachers• Has focus on key topic areas• Certification issued by Cambridge

Responsible use of technology:

CSM Digital Citizenship Curriculum• Bridge the gap between previous module and

present needs• Takes an integrated approach to 8 key content areas• Can be taught across a variety of subject areas• Excellent instructional resources

Cambridge ICT Starters Programmes pg 7 or pg 8

Initial Steps

• use ICT equipment and software confidently and purposefully

• communicate and handle information

• support their problem-solving, recording and expressive work

• reflect, discuss and consider the implications of using ICT equipment

Next Steps

• extend the range of ICT tools they use for communication, investigation and control

• select information, sources and media that are suitable for their purpose

• assess the value of ICT in their work.

Programmes of Study pg 7 or pg 8

Progression pg 6

P1 – P3

P4 – P6

M1 – M3

Cambridge ICT Starters pg 6

P1 – P3Initial Steps ModulesStage 1• Starting Text• Starting Images• Starting GraphsStage 2• Starting Control• Starting Searches• Starting Email

P4 – P6Next Steps ModulesStage 1• Exploring Documents• Exploring Images• Exploring Spreadsheets• Exploring databasesStage 2• Exploring Control• Exploring the Internet• Exploring Email• Exploring Multimedia

Looking Deeper at Progression

Starting with Text Exploring Documents

• Enter simple words using, using keyboard or other device

• Create and amend a text document

• Select and edit text • Amend text for a specific audience

• Select basic icons • Add images or other objects to a document

• Name, save, retrieve documents • Refine and organize the layout of a document for a specific audience

• Use appropriate methods to check text is error free

• Evaluate a finished document

Looking Deeper at Progression

Starting Images Exploring Images

• Use simple shapes and lines to create pictures or patterns

• Create repeating patterns using stamps and or copy tools

• Edit pictures, using visual effects • Create pictures using a variety of tools and effects

• Add details to an existing picture, using straight lines or geometric shapes

• Select appropriate objects, copy and resize them

• Add or delete a character or object

• Save drafts showing the development of the design

• Use save as to store edited pictures

Looking Deeper at Progression

Starting Graphs Exploring Spreadsheets

• Store and classify information • Enter labels or numbers into a spreadsheet

• Present information in charts or graphs

• Enter and copy simple formulas

• Use graphs and charts to answer simple questions

• Create a graph

• Draw simple conclusions from charts or graphs

• Use a spreadsheet to answer a modelled scenario

Introduction: module description; what are the big picture aims

Learning Objectives: target skills; exactly what is performed during assessment.

Pass/Merit: Score attached to performance of objective; Merit worth more than Pass

Assessment Evidence: Artefact of objective mastery

Amplification of Assessment: detailed description of what would be observed during the assessment for either a Pass or Merit

Getting Started: helpful preparation hints and tips in advance of instruction

Prior Knowledge: foundation skills/knowledge; can be first targets for instruction

New Words: vocabulary taught during the lesson; helps form the content

Assessment Guidelines: conditions for testing; describes what is observed for Pass or Merit

Schedule for Implementation2013- 2014 2014-2015 2015-2016

Curriculum

Teachers deliver Stage One ModulesP1-P3: Initial Steps• Starting Text• Starting Images• Starting Graphs P4-P6: Next Steps• Exploring Documents• Exploring Images• Exploring Spreadsheets

Teachers include Stage Two ModulesP1-P3: Initial Steps• Starting Searches• Starting Email • Optional: Starting ControlP4-P6: Next Steps• Exploring the Internet• Exploring Email• Exploring Multimedia • Optional: Exploring

Control

Teachers deliver full curriculum• P1-P3: Initial Steps All

Modules

• P4-P6: Next Steps All Modules

• Identify candidates for ICT Starters examination

Assessment

• March- July 2014 simulate examinations using Cambridge Assessment Criteria as guidelines

• Curriculum Committee using Cambridge Assessment Criteria to develop common assessments

• Simulate examinations using common materials with Cambridge Assessment Criteria as guidelines

• Students sit actual exam Stage One and Stage Two