Photo by JESHOOTS.COM on Unsplash This post very much follows on from my previous post, especially with regards to some of the difficulties I've encountered with some of the Descriptions of Learning from the Science & Technology AoLE. Last week a DCF coordinator from a primary school emailed me. Here's what it said: "I was just wondering if you could point our year 5 and 6 team in the direction of resources to support the AoLe statements: I can identify positive and negative design elements that affect user interactions. I can explain the importance of securing the technology I use and protecting the integrity of my data. I can explain how my data is used by services, which can help me make more informed decisions when using technology. I can explain how data is stored and processed. I thought I'd ask because you're probably already aware of lots of resources." So here's a primary school that is beginning to address the Science & Technology AoLE
For what seems like 'forever', I along with two of my colleagues have been working our way through the new Science and Technology area of learning and experience. Only focusing on the primary school related Progression Steps (PS) 1 to 3. Actually to be more accurate, I've only focused on the last 'What matters' statement related to Computer Science and my colleagues have been looking at their respective areas of expertise in Science and in Design and Technology. For several months we have been pulling together a long term progression document that we hope will help schools in the design of their new curriculum. Basically, we have been looking at the Descriptions of Learning (DoL) for each of the first three PS and then trying to work out what we think would be a suitable progression to address that end of PS statement. As it says in the Science and Technology guidance , the expectations are " framed broadly so that they can sustain learning over a series of yea