Learning outcomes will be assessed by a portfolio of evidence of attainment against criteria derived from Department for Education and Skills requirements. Assesses learning outcomes 1, 2, 3 and 4. The portfolio will be in two parts:
Part A: Demonstrating effective use of ICT in teaching and learning
Associate Teachers will present at least three examples of consultation with non-ICT Associate Teachers in the use of ICT in teaching.
1. Effective planning for incorporating ICT in lessons and programmes of work (e.g. making good decisions about when and when not to use a range of ICT in teaching and learning).
2. Evaluating the potential for ICT to enhance learning and teaching (e.g. exploiting the capacities of ICT in terms of speed, capacity and the ease of editing to avoid low level tasks and help pupils to spend more time on higher level thinking)
3. Effective classroom management when using ICT in lessons
4. Developing pupils' ICT skills


Part B: Demonstrating Consultancy Skills
Associate Teachers will present a portfolio of evidence of supporting Associate Teachers in other subjects against the following sections of the Initial Teacher Training National Curriculum through collaborative attainment and evaluation. Assesses learning outcomes 1, 2, 3 and 4.
1. Knowledge and understanding of the National Curriculum and Key Skills requirements for ICT
2. Classroom management using ICT
3. Using ICT to prepare resources
4. Making good use of subject and generic sources of advice and data for teaching
5. Evaluate the usefulness of major items of software specifically relevant to specialist subject(s)
6. Personal skills in using databases
7. Personal skills in using spreadsheets
8. Web page design

Managing files and processing information using best practice methods in ICT; ICT in preparing interactive resources and keeping records; Information handling with databases; modelling; using ICT for communication; storage media; hardware and equipment issues in teaching; using the Internet; Managed and Virtual Learning Environments; development of ICT policies; National Curriculum requirement for ICT in other subjects, key skills; health, legal and ethical issues in ICT. The role of ICT in enhancing other subjects; consultancy responsibility of ICT teachers.

ICT workshops delivered by Associate Teachers focusing on developing the personal ICT skills of non-ICT Associate Teachers through the manufacture of practical applications and lesson planning; presentations on the role and requirements of ICT in other subjects; issues in cross-curricular ICT; presentations by Associate Teachers; accessing information via the Internet; reviewing ICT applications.

A further 132 hours of independent learning will require you to apply the understanding you gain through your reading and the West Midlands Consortium sessions to your lesson and workshop planning, teaching and assessment strategies and to your work on the PGCE in general. You will have opportunities to discuss specific issues you might have with your tutor.

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.teach-ict.com
www.teachers.tv
www.ttrb.ac.uk
www.schools.becta.org.uk

DAVIES, P. (Ed.) (1991) Information Technology in Economics and Business Studies Classroom, (Hassocks: Economics Association).
LEASK, M. AND PACHLER, N. (1999) Learning to Teach Using ICT in the Secondary School, (London: Routledge)
RUSSELL, T. Teaching and Using ICT in Secondary Schools (2001) Russell, T. 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