A Blended Curriculum for
Bermuda Public Primary Schools
Why do we need to change the
curriculum?
• Current curriculum over a decade old
• Educational Technology Standards have
changed
• Technologies have changed
• Global economy has changed
• Impact on society changing
Students need to develop:
• Skills and knowledge to live, learn and work in
today’s technological world
• Responsible and safe use of technology
Blended Curriculum
21st Century Learning
Skills with
technology
Safe use of
technology
Skills with technology:
Cambridge ICT Starters
• Very similar to our curriculum
• Easily integrated into other subject areas
• Easy transition for teachers
• Has focus on key topic areas
• Certification issued by Cambridge
Responsible use of technology:
CSM Digital Citizenship Curriculum
• Bridge the gap between previous module and
present needs
• Takes an integrated approach to 8 key content areas
• Can be taught by across a variety of subject areas
• Excellent instructional resources
Cambridge ICT Starters Programmes
pg 7 or pg 8
Initial Steps
Next Steps
• use ICT equipment and
software confidently and
purposefully
•
extend the range of ICT tools
they use for communication,
investigation and control
•
select information, sources
and media that are suitable
for their purpose
•
assess the value of ICT in
their work.
• communicate and handle
information
• support their problemsolving, recording and
expressive work
• reflect, discuss and consider
the implications of using ICT
equipment
Programmes of Study pg 7 or pg 8
Progression pg 6
Cambridge ICT Starters pg 6
P1 – P3
Initial Steps Modules
Stage 1
• Starting Text
• Starting Images
• Starting Graphs
Stage 2
• Starting Control
• Starting Searches
• Starting Email
P4 – P6
Next Steps Modules
Stage 1
• Exploring Documents
• Exploring Images
• Exploring Spreadsheets
• Exploring databases
Stage 2
• Exploring Control
• Exploring the Internet
• Exploring Email
Looking Deeper at Progression
Starting with Text
Exploring Documents
• Enter simple words using, using
keyboard or other device
• Create and amend a text
document
• Select and edit text
• Amend text for a specific audience
• Select basic icons
• Add images or other objects to a
document
• Name, save, retrieve documents
• Refine and organize the layout of a
document for a specific audience
• Use appropriate methods to check • Evaluate a finished document
text is error free
Looking Deeper at Progression
Starting Images
Exploring Images
• Use simple shapes and lines to
create pictures or patterns
• Create repeating patterns using
stamps and or copy tools
• Edit pictures, using visual effects
• Create pictures using a variety of
tools and effects
• Add details to an existing picture,
using straight lines or geometric
shapes
• Select appropriate objects, copy
and resize them
• Add or delete a character or
object
• Save drafts showing the
development of the design
• Use save as to store edited
pictures
Looking Deeper at Progression
Starting Graphs
Exploring Spreadsheets
• Store and classify information
• Enter labels or numbers into a
spreadsheet
• Present information in charts or
graphs
• Enter and copy simple formulas
• Use graphs and charts to answer
simple questions
• Create a graph
• Draw simple conclusions from
charts or graphs
• Use a spreadsheet to answer a
modelled scenario
Introduction: module
description; what are the big
picture aims
Learning Objectives: target skills;
exactly what is performed during
assessment.
Pass/Merit: Score attached to
performance of objective; Merit
worth more than Pass
Assessment Evidence: Artefact
of objective mastery
Amplification of Assessment:
detailed description of what
would be observed during the
assessment for either a Pass or
Merit
Getting Started: helpful
preparation hints and tips in
advance of instruction
Prior Knowledge: foundation
skills/knowledge; can be first
targets for instruction
New Words: vocabulary
taught during the lesson;
helps form the content
Assessment Guidelines:
conditions for testing;
describes what is observed
for Pass or Merit
Assessment
Curriculum
Schedule for Implementation
2013- 2014
2014-2015
Teachers deliver Stage One
Modules
P1-P3: Initial Steps
• Starting Text
• Starting Images
• Starting Graphs
P4-P6: Next Steps
• Exploring Documents
• Exploring Images
• Exploring Spreadsheets
Teachers include Stage Two
Modules
P1-P3: Initial Steps
• Starting Searches
• Starting Email
• Optional: Starting Control
P4-P6: Next Steps
• Exploring the Internet
• Exploring Email
• Exploring Multimedia
• Optional: Exploring
Control
Teachers deliver full
curriculum
• P1-P3: Initial Steps All
Modules
•
•
March- July 2014
simulate examinations
using Cambridge
Assessment Criteria as
guidelines
Curriculum Committee
using Cambridge
Assessment Criteria to
develop common
assessments
2015-2016
•
P4-P6: Next Steps All
Modules
•
Identify candidates for ICT
Starters examination
•
Simulate examinations
using common materials
with Cambridge
Assessment Criteria as
guidelines
Students sit actual exam
Stage One and Stage Two
•