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Primary Thematic Units: STEM

Supporting the statutory requirements for the Areas of Learning of the NI Curriculum at Key Stage 2. Read more...

Norn Iron's Ordinary Heroes

A comic celebrating people who have achieved extrordinary success in the areas of STEM. Read more...

STEM in Minecraft

Pupils develop empathy for how people lived in Viking times by overcoming a number of problems encountered through everyday Viking life, in Minecraft! Read more...

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Case Studies

Promoting STEM through the NI Curriculum

Making Learning Connections

STEM Innovation

CCEA adopted innovation as a tool that could be used by schools to bring about lasting change in terms of adding value to their STEM provision. Schools were given the opportunity to gain an insight into and discuss innovation in STEM education. Read more...

Assessing UICT through STEM Futures

This case study shows a good example of how careful selection of curriculum material leads to work which satisfies several statutory requirements at once. Read more...

STEM Heroes

Schools across Northern Ireland had the opportunity to celebrate and share STEM Heroes in their local community. This booklet gives a summary of some of the exciting work that was carried out by pupils in both Primary and Post-Primary schools. Read more...

 

Meeting the Requirements of UICT

 

In the materials here you will see how the pupil work resulted in evidence that could be used as part of the assessment of Using ICT and how this work is suitable for contributing to a pupil’s e-portfolio. In this case study the tasks and pupil evidence were designed to meet part of the requirements of the ICT Accreditation Scheme. By doing so, the work also provides evidence to satisfy the following statutory requirements for assessment of Using ICT as a cross-curricular skill:

Note: The work represented here does not constitute a complete pupil e-portfolio for assessment purposes. The school were beginning their planning for assessment of Using ICT, but are conscious that there remain some areas still to be covered in terms of addressing all 5 of the ‘E’s from the Levels of Progression for Using ICT.

In addition, whilst the pieces of pupil evidence provided here are all representative of level 5, a pupil portfolio does not have to provide evidence that is all representing the same level. An overall level award is decided using a ‘best fit’ measure. It is possible that the pupil here could provide evidence of ‘Exchange’ (in terms of the missing ‘E’) and ‘Online Collaboration’ (in terms of one of the two missing Desirable Features [for Accreditation requirements only]) which represents level 4.  However, in spite of that, it is likely an overall level 5 would be awarded in the event of a complete portfolio submission, because the three pieces of work provided here are all highlighting characteristics of level 5.

 

Explore

  • access, select, interpret and research information from safe and reliable sources;
  • investigate, make predictions and solve problems through interaction with digital tools.

In the evidence provided, pupils have demonstrated in their research (looking for free to use sound-effects and jingles) that they have used a range of web based resources to research information relating to the theme. They looked at examples of advertisements and packaging designs and took screenshots to record their investigations. In their commentaries on the online sources referred to, they are starting to demonstrate how they discriminate between reliable sources of information and bias or special interest lobbies etc.

By working across a range of applications, pupils demonstrate interaction with a range of digital tools, in this case: Photoshop, Audacity and FrontPage. Here they are using the software tools in order to create messages that promote cheese as an alternative to high sugar/high fat snacks, and hence as a more healthy snack for teenagers.

Express

  • create, develop, present and publish ideas and information responsibly using a range of digital media and manipulate a range of assets to produce multimedia products.

Pupils have created a website, a podcast and a food package label. They have created their own ideas and used a range of assets such as digital photographs, found and self produced sound files, and web-page templates.

As is the case in most UICT activities, the ‘E’ of Express is central to the work being done, and refers to what the pupils have made using the selected software.

Exchange

  • communicate safely and responsibly using a range of contemporary digital methods and tools, exchanging, sharing, collaborating and developing ideas digitally.

Although there could be scope within the tasks here that would allow pupils to demonstrate their skills in the area of ‘Exchange’; this did not form part of the planned activity. In order to produce a full pupil e-portfolio for the purposes of accreditation, teachers would need to either include an element of ‘Exchange’ in the tasks or develop an additional task to include this part of the statutory requirements.

Within the existing tasks this could have been done using for example, a course on LNI to document the pupils’ research, sharing of ideas, and comparison of draft proposals in order to get feedback on ideas in development.

Evaluate

  • talk about, review and make improvements to work, reflecting on the process and outcome and consider the sources and resources used, including safety, reliability and acceptability.

Over the course of the process pupils have demonstrated how they made improvements to their work through the use of screenshots and a written log. In addition, the evaluation for the podcast clearly demonstrates that they have reflected on the processes of Using ICT and on the successful features of their final product. Pupils have referred to safety, reliability and acceptability where appropriate within the documentation of their pieces of work.

Exhibit

  • manage and present their stored work and showcase their learning across the curriculum, using ICT safely and responsibly.

Over the course of the work pupils have made quite a number of files. By becoming familiar with the need to use logical filenames and a file hierarchy to store their work, as well as in their use of various file formats appropriate to the software used in each of the curriculum areas, pupils are providing evidence of Using ICT to manage and present their work. This could be shown using a screenshot of the ‘My Documents’ file hierarchy or equivalent.

Pupil Evidence