Some of the ICT programme of study at key stage 4 is relevant to pupils with learning difficulties. With modification, it can provide stimulating and challenging learning opportunities. (Does unit 1 cover this)
The focus of teaching ICT at key stage 4 may be on giving pupils opportunities to:
- use ICT tools with increased independence to produce and present work
- use ICT in the wider world to control devices
- review and evaluate their work and that of others.
Given these opportunities in ICT key stage 4:
all pupils with learning difficulties (including those with the most profound disabilities)
explore different sources of stimuli and information. They are helped to use information to make choices and simple decisions and to control the environment using simple devices.
most pupils with learning difficulties (including those with severe difficulties in learning) who will develop further skills, knowledge and understanding in most aspects of the subject
carry out an increased range of tasks using a wider variety of sources of information. They use ICT to produce and present work of a high standard. They understand the use of ICT in their everyday lives and they work with increased independence.
a few pupils with learning difficulties who will develop further aspects of knowledge, skills and understanding in the subject
use ICT to enhance their work in vocational areas.
Some parts of the key stage 4 programme of study may be too demanding for some pupils. These parts may be:
- applying the concepts of ICT-based modelling, and considering the advantages and disadvantages of ICT against other methods
- critically reflecting on the impact of ICT on their own lives
- using their initiative to exploit the potential of new ICT tools.
Such parts may become less demanding as pupils get older, but it may not be appropriate to teach these parts to some pupils during this key stage. It may be more appropriate to teach the more demanding parts of the programme of study for the earlier key stages. Throughout key stage 4, staff can maintain and reinforce the knowledge, skills and understanding introduced during the earlier key stages by applying these in different areas, and introduce new learning.
The units in the DfES/QCA scheme of work for ICT key stages 1 and 2 can be adapted for pupils with learning difficulties. The following activities show how this can be done and provide examples of an approach staff can take with other units. If more depth and breadth is needed, staff can adapt the key stage 3 scheme of work.
Controlling devices
Pupils learn that a number of everyday devices rely on simple control features. This is based on the DfES/QCA scheme of work for ICT key stages 1 and 2, unit 5e 'Controlling devices'.
Pupils carry out short, focused tasks
They may:
- observe a car park barrier opening and closing
- observe a pelican crossing where a button activates a light and then a 'walk' signal
- operate lights using a range of switches
- input simple instructions into a microwave or television
- operate a remote-controlled toy.
Pupils carry out an integrated task
They may:
- operate a series of switches, or choose a series of icons to control the movement of a robot.
This work can link to work in design and technology.
Using the internet
Pupils are introduced to the internet and use it to find information for a topic they are currently studying. This work is based on the DfES/QCA scheme of work for ICT key stages 1 and 2, unit 6d 'Using the internet to search large databases and to interpret information'.
Pupils carry out short, focused tasks
They may:
- observe the internet being used
- print and display information collected from the internet
- use the internet, with help where appropriate, to search for pictures, sounds and information
- research other schools' websites.
Pupils carry out an integrated task
They may:
- create a pupil web page or multimedia presentation (with help where necessary) that gives information about a recent trip, and includes text and photographs.
The work can link to work in English, art and design, and geography.
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