Embedding ICT in the revised statutory curriculum.

A common theme running through all key stages in the proposed changes to the statutory curriculum is the centrality of skills and competencies. In addition to thinking skills, personal skills and communication skills, CCEA has included competence in the use of ICT.

The proposed new statutory requirements for each of the learning areas are set out in single page formats with largely common features. They include statements about the ways in which each learning area is expected to contribute to the development of the different skills. Hence, for each learning area (and subject strand where appropriate) the ways in which teachers are expected to make the most of opportunities to enhance ICT skills are clearly set out.

The proposed new assessment arrangements are based on the form of annual reports which schools would be required to provide for parents. Within these reports there would be included assessments of progress in the major skills and competences as well as in the different areas of the curriculum. Competence in the use of ICT would therefore be included in every child’s report every year.

The statutory requirements do not deal with pedagogy. However, as part of the support being provided by CCEA to underpin the introduction of the revised curriculum, sample teaching plans are being produced. In the primary phase these are now ready for printing in 2004 and they cover all areas of the curriculum and all age groups.

The sample teaching plans draw attention to opportunities for teachers to use technology to support teaching and learning and resources are identified that will help them to do so. The sample teaching plans are not statutory and it will be up to teachers to make use of them in the way that they see fit. It is expected, however, that they will have a significant influence on the implementation of the revised curriculum in classrooms.

The sample teaching plans will also be made available electronically and will, through the use of templates, encourage teachers to make extensive use of ICT in their planning.

Use of ICT for assessment and reporting

CCEA is operating a twin track approach to ICT in assessment. One is to explore the feasibility of running computer-based examinations. A report was published in early 2004 on the second phase of the 'Paperless Examination Project' in which a number of schools took part in trials of computer-based GCSE type examinations. The trials were very successful and highlighted the benefits that are available through using technology to do things in ways that are not possible on paper. They also indicated areas where considerably more work would be necessary in order for this to become operational on a large scale. Mostly these involve improvements in connectivity and infrastructure.

The second track is the development of an online facility for formative assessment in the classroom. The purpose here is to supplement existing methods of classroom assessment with one where the assessment tasks and the recording frameworks are aligned to the curriculum and where there is an easy route to summative assessment if this is required. It is hoped that the availability of such a system will provide very rich feedback for pupils on individual strengths and weaknesses. Again, the intention is that such a system will be a strong encouragement to teachers to improve efficiency by making much more extensive use of ICT in recording information about pupils, in keeping examples of pupils’ work and in reporting on progress to parents.

Embedding eLearning in courses, assessment and examinations

The principle being applied is to employ elearning where there is an identifiable benefit to be obtained.

CCEA is currently piloting a new AS course in 'Moving Image Arts'. The course relies on extensive use of online work as does the creation of the portfolio for the coursework assessment. Even the terminal examination is also taken online. The nature of the course is such that this is the only feasible approach to teaching, learning and assessment.

Early in 2003, in conjunction with the NI eLearning Partnership, CCEA undertook a project to examine issues relating to the use of elearning in an ICT course based on the CCEA GCSE specification. Again, this was an informative project that identified the quite significant changes that will be needed before such an approach becomes viable. It also highlighted issues concerning the role of elearning - as to whether it provides added value in a situation where the learners already have access to a full class-based programme. A further project focused on the Decision-Making paper in AS Geography. Again, the intention is to exploit the potential of ICT to enhance both the learning and the assessment process.

CCEA is now beginning to look at ways in which the management of school-based assessment in the public examination context can benefit from the application of ICT. Ways in which this might happen include online interactions between pupils and sources of information to assist their work. Likewise, online interactions between teachers and moderators would create a moderation process that gives more helpful feedback to teachers at an earlier stage.

The current system, where students do individual pieces of coursework in each subject is proving to be unmanageable for students and teachers alike. Eportolios may provide an answer, along with changes that allow the portfolio to address the coursework requirements in more than one area of learning.

As well as identifying benefits, CCEA is also concerned to ensure that risks are not overlooked. Two risks that have been discussed in relation to elearning are that:

• the possibility that greater scope for independent learning could be at the expense of coherence; and that
• exposure of children to extended online contacts raises significant child protection issues.

Conclusion

CCEA is currently drawing up an overall strategy for its work in this rapidly developing context. It has a uniquely pivotal position because of its role in curriculum, assessment and examinations, both in terms of policy development and in terms of service delivery. The strategy that CCEA is developing will make a major contribution to the delivery of the overall strategy for e-learning in Northern Ireland that emerges from the current review by ETSMG, once that is approved by the Department of Education.  In this process it is vital that a real synergy develops with the major changes resulting from the CCEA review of curriculum and assessment.

CCEA briefing by Alastair Walker, CCEA

JANUARY 2004