HEATHCOTE, P. M. Successful ICT Projects in Access ? 3rd Edition (2002) Payne-Gallway
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
MOOI, T. AND SMEETS, E. (2001) Modelling and supporting ICT implementation in secondary schools Computers & Education 36:3 pp265 - 281
REYNOLDS, D. TREHARNE, D. AND TRIPP, H. (2003) ICT?the hopes and the reality British Journal of Educational Technology 34:2 pp151-167
RUSSELL, T. Teaching and Using ICT in Secondary Schools (2001) 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

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
www.standards.dfes.gov.uk/secondary/keystage3/subjects/ict/
www.teach-ict.com
www.teachers.tv
www.aqa.org.uk
www.ocr.org.uk
www.edexcel.org.uk
www.ttrb.ac.uk
www.schools.becta.org.uk

Workshop reviews of subject content, examples of assessment and lesson planning. The sessions will respond to the emerging needs of the Associate Teachers in their preparation of material for teaching. This will involve examining appropriate approaches to particular topics, taking into account both contemporary thinking within the discipline, and the constraints of school syllabuses. You will be asked to draw, where appropriate, on your personal experience of ICT to solve problems. This may be supplemented by links with real end users of systems. You will also make use of standard textbooks and key learning resources to refine your subject understanding. You will apply the understanding you gain through your reading and the West Midlands Consortium sessions to your lesson planning and assessment strategies. You will have opportunities to discuss with your tutor specific issues concerning the nature and significance of various aspects of ICT.

A further 123 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.

AS and A2 Level ICT and AVCE ICT. Nature, role and context of ICT; management and manipulation of information; ICT in business; ICT policy strategy and systems; social impact of ICT; ICT within organisations. Assessment criteria and methods of assessment at AS/A Level and AVCE. Issues in 14-19 ICT: appropriate content; key ideas and methods; assessment standards and methods; typical problems facing students.

Learning outcomes will be assessed through:
A 2500 word assignment, which will explore the production and utilisation of sample resources for teaching the techniques of analysis, specification and partial solution of an A2-level relational database project. (Identifying entities, attributes etc. of an exemplar system; best practice for identifying user requirements - input, process, output; normalisation of design). Assesses learning outcomes a, b, c, d.