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ICT Training for Teachers |
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| ICT Competencies |
In order to help you track and monitor your progress, the ICT competencies are listed below, by module. ICT Competencies identified by the Teacher Training Agency (TTA) and by Lewisham LEA in the Lewisham Professional Development Portfolio (PDP) for teachers are listed.
Details of the TTA competencies are available on the TTA website on http://www.canteach.gov.uk.
Details of the Lewisham competencies are available below under Lewisham PDP Competencies.
ICT Competencies Checklist (Primary) (Word format)
ICT Competencies Checklist (Secondary) (Word format)
TTA: 2a, 3a, 11b, 12c, 13a
Lewisham Professional Development Portfolio for teachers: (none relevant to this module)
TTA: 4c, 5, 6, 9d, 10a, 11b, 12a, 12b, 12c, 13a, 13b, 13c, 14b, 15a, 15b, 16a, 16b, 16c, 16d, 18a, 18b, 18c, 18d
Lewisham Professional Development Portfolio for Teachers: 3.1
TTA: 1a, 1b, 1c, 1d, 2b, 2e, 2g, 3f, 5 (9a,9b, 9c, 9d, 9e, 9f, 9g EY needs to be done), 10b, 11a, 13c, 13d, 14a, 16e, 17b, 17c
Lewisham Professional Development Portfolio for Teachers: 3.2, 3.3, 3.5
TTA: 2c, 3b, 3e, 4a, 4b, 4d, 4e, 7a, 7b, 7c, 11a, 12c, 14a, 14b, 16e, 17a
Lewisham Professional Development Portfolio for Teachers: 3.3, 3.4
TTA: 2d, 2f, 3c, 3d, 8a, 8b, 8c, 10b, 12c, 14b
Lewisham Professional Development Portfolio for Teachers: 3.6
TTA: 12c, 18d
Lewisham Professional Development Portfolio for Teachers: 3.2, 3.5
Lewisham Professional Development Portfolio for teachers
Area of Expertise 3, Subject Expertise Primary
Experienced teachers are able to integrate an in-depth understanding of their subject specialism(s) consistently and effectively in their planning and teaching. They understand whole-school subject development within the context of the whole curriculum and contribute appropriately to the curriculum development process in their specialism(s). With regard to ICT they should:
3.1
Have in-depth knowledge of statutory requirements for the primary curriculum.
Be familiar with statutory subject content across all primary key stages.
Be able to use this knowledge and understanding to evaluate critically their specialist subject(s) at whole-school level in the light of whole-school priorities.
3.2
Be able to translate this subject knowledge into material for inspiring teaching
Be able to use this understanding to evaluate critically their subject(s) and its contribution to whole curriculum aims.
3.3
Understand and implement all statutory subject requirements.
3.4
Be familiar with curriculum-related health and safety requirements.
3.5
Understand the contribution that IT makes to learning in all subjects.
3.6
Be able to use their own extensive core and specialist subject knowledge, to extend pupils' subject knowledge and attainment beyond National Curriculum requirements wherever possible.
References:
TTA, 1999,The use of ICT in subject teaching, expected outcomes for teachers in England, Wales and Northern Ireland,London,TTA
Lewisham E&CS (1998),Lewisham Professional Development Portfolio (PDP) for teachers: London, Lewisham E&CS
ICT Competencies Checklist (Primary) (Word format)
ICT Competencies Checklist (Secondary) (Word format)