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Resources

Primary


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...

 

Task Development & Pupil Evidence

 

This material documents the work of a pupil following three activities in UICT:

  • one in Home Economics (a podcasting task, advertising a snack made in the lesson);
  • one in Art and Design (a Photoshop task to design a packaging label for the snack);
  • and one in English (to make a website showcasing the 'cheese sensations' product) using the images made in art and the audio made in Home Economics to advertise the benefits of the product.

The evidence provided here uses the pupil's own screenshots to tell the story of how they worked through the tasks, and the decisions they made as they did so. At various points the pupils comments are complemented by details from the success criteria taken from the assessment task. These were produced with reference to the Desirable Features for Working with Sound, Working with Images and Web-Design; and the comments show how the pupil has met the success criteria.

Note: As pupils were working, they were prompted to save screenshots of what they were doing much more often that would otherwise be done to document UICT work in progress. They were also asked to describe what they were doing at each stage that they took a screenshot. The commentaries that accompany the pupil work were then transcribed by the teachers, based on the comments made by the pupils. This was done so that the process could be illustrated for the purpose of this resource. The pupil self-evaluations are their own, unaided work.

Assessment Tasks & Pupil Evidence