So it was there … Rose will come to pass (or will it)

… Light at the end of the tunnel ?

In typical way the popular press pick up on the headlines as the ‘ meat’ of the Rose Review is set out in a new education Bill just introduced to Parliament. (This from the BBC Education News)

Not too sure how : Primary school children in England will have to learn about evolution and British history under a shake-up of the national curriculum squares up with a topic based approach to the curriculum which is one of the key things I remember on reading the Review.

Worth a read while you wait is some details of findings . Paul Heinrich comments: My understanding is that QCDA will issue more detailed ICT guidelines in January 2010

Details from the DCSF site can be found here.

And in a statement from Ed Balls: Following the announcement in the Queen’s speech yesterday about our intention to introduce a new primary national curriculum from September 2011, I am today publishing the details of what the primary curriculum will look like and announcing improved accountability arrangements for primary schools from 2010. You can read the new primary curriculum and its 6 (or 7) Areas of Learning here.

And from the DCFS site:

This new curriculum will be organised around six broad areas of learning to help schools and children make coherent links across all their learning. It is a model that advocates direct subject teaching, complemented by serious and challenging cross-curricular studies which provide ample opportunities for children to use and apply their subject knowledge in order to deepen understanding. The next step is to implement the new curriculum by creating the new areas of learning in law through the Children, Schools and Families Bill, currently before Parliament.

I am most interested in the ‘Essentials for Learning and Life’ part particularly:

ICT capability

Focus: Children use and apply their ICT knowledge, skills and understanding confidently and competently in their learning and in everyday contexts. They become independent and discerning users of technology, recognising opportunities and risks and using strategies to stay safe.

 

Children learn how to:

1.        find and select information from digital and online sources, making judgements about accuracy and reliability

2.        create, manipulate and process information using technology to capture and organise data, in order to investigate patterns and trends; explore options using models and simulations; and combine still and moving images, sounds and text to create multimedia products

3.        collaborate, communicate and share information using connectivity to work with, and present to, people and audiences within and beyond the school

4.        refine and improve their work, making full use of the nature and pliability of digital information to explore options and improve outcomes.

 

 

So … Information , information, information …

Time will tell …

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