West Midlands Consortium workshops will draw upon your school experience and help you to interpret that experience in the light of current practice in ICT education. Some sessions will introduce you to themes through focussed practical tasks, Examining Board publications and leading texts. At other times you will be asked to focus on evidence you collect through your school experience. You will also be asked to use the ideas explored in the sessions in planning your future work. You will also be asked to collaborate with others in preparing and presenting your views on key issues. Your work in this module will be supported through regular meetings with your Subject Mentor. You will be expected to take responsibility for relating the issues addressed in this module to your personal experience and building up evidence in your portfolio. Your Subject Mentor and West Midlands Consortium Course Tutor will support you in this process.

A further 252 hours of independent study will require you to take responsibility for relating the issues addressed in this module to your personal experience and building up evidence in your portfolio. Your Subject Mentor and West Midlands Consortium Course Tutor will support you in this process.

Lead School based teaching sessions
Tutorials
Placement School/College meetings with Subject Mentor
West Midlands Consortium Library & Staffordshire University library
library.ttsonline.net
www.staffs.ac.uk/uniservices/infoservices/library
www.staffs.ac.uk/a2z4u/
Materials and Links on West Midlands Consortium VLE & Staffordshire University PGCE Blackboard
www.ncaction.org.uk/subjects/ict

Chosen Examination Board Specification documents
KENNEWELL, S. (2006) A Practical Guide to Teaching ICT in the Secondary School. London, Routledge
KENNEWELL, S. PARKINSON, J. AND TANNER, H. (2002) Learning to Teach ICT in the Secondary School. London, Routledge Falmer
RUSSELL, T. (2001) Teaching and Using ICT in Secondary Schools. London, David Fulton
WATSON, D. (2001) Pedagogy before Technology: Re-thinking the Relationship between ICT and Teaching, Education and Information Technologies 6: 4 pp251 - 266
WILLIAMS D. COLES L. WILSON K. RICHARDSON A. AND TUSON J. (2000) Teachers and ICT: current use and future needs British Journal of Educational Technology, 31: 4 pp307-320

Learning outcomes will be assessed through:

An assignment of 3000 words based on a critical evaluation of a teaching resource/activity in the context of its contribution to the wider school curriculum and it's place in a scheme of work/Specification. Assesses learning outcomes 1, 2, 3 and 4.

ICT Education in the School Curriculum:
Aims and objectives of ICT education; subject curriculum history and current curriculum debate; the nature of ICT education. The variety of contexts: Vocational and Academic routes at KS4 and post 16; KS3; cross-curricular themes. Recent curriculum development activities, e.g. Introduction of KS3 onscreen testing. 14-19 reforms. The role and management of coursework
Preparing for Teaching and Learning
Objectives and lesson planning; designing classroom tasks using a variety of resources; preparing schemes of work and issues in progression; assessment and record keeping; using simulations and practical; using visual stimulus; creativity in ICT education.

Assessment
Formative and summative, coursework and examinations, written styles (including formal examinations): the essay, practical assessment and links to KS3 documents and Specifications, coursework assignments: reports, portfolios; individual and group assignments; oral assessment; competence-based approaches, profiling; grading written work, marking schemes.