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Recommended Courses and Books:

D&T

ICT

Vocational GCSEs

Publications and Documents

Links and Announcements by Month

Compulsory Subjects

Useful Links

Recommended Key Stage Four Books:

Author: Steve Cushing Age Range: SECNY ISBN: 043545496X Publication :Jan 2002 Price: £13.99

This new text has been written to support OCR's brand new GCSE ICT specification B. The book also contains the information and knowledge required for all other GCSE ICT courses. The text builds on and develops the knowledge tht has been taught at Key Stage 3, so students can progress smootl to GCSE level.

All the material is totally fresh, designed to motivate students and introduce them to the world of ICT. Every page is in full-colour, each clearly set out and written in a style appropriate for this level. Students will see how ICT is used in business and industry and how it has become a vital part of their lives.

Questions feature throughout to test students' understanding and to reinforce their learning.There are plenty of opportunities for self-paced and investigative learning. Extended case studeis support the OCR exam and the students' own coursework.

There are questions at the end of each unit which prompt students to develop their own overview of the subject matter. As an additional bonus, students are able to gain certification for CLAIT or IBT II whilst working through the text. This title is accompanied by a photocopialbe Teacher's Resource Pack. Please click on the link below for further details.

Click Here to order your copy of the textbook.

Click here to order the new tutor Res File.

Hodder and Stoughton also have an excellent new book aimed at the new Double Award ICT courses.

Applied ICT: GCSE Double Award Steve Cushing ISBN: 0340850337 Publishing dater: 28/6/2002 £14.99 RRP Paperback

This brand new text has been written to meet the requirements of the new Applied GCSE course in ICT. Unlike other courses, Applied ICT focuses on how ICT affects all forms of communication in society, bringing new ways of functioning, trading and doing business. The three units of the course cover the applications of ICT; how it is used in organisations; and its role in society. Aplied ICT Double Award Student text matches these units, and brings the contents to life through activities set in real business contexts. A key element running through the book is the focus on a number of members of a family, showing how they work with and use ICT. The family ranges across three generations, with members in the worlds of work, university and school. Through the experiences of this family, the book explores the use of ICT to: communicate with friends, customers, suppliers and staff improve business efficiency manage finance manage stock control market products and services manage information and control systems There are many up-to date business case studies within the book, supplied by IBM and other leading companies. The book will be relevant to all three major courses in Applied ICT, and is supported by a fully comprehensive Teacher's Guide

Applied ICT: GCSE Double Award Teacher's Guide
Steve Cushing
ISBN: 0340850329 Publisher: Hodder & Stoughton
£45.00 RRP Wire-o binding

This Teacher's Guide accompanies the brand new student text written to meet the requirements of the new Applied GCSE course in ICT. Unlike other courses, the Applied ICT focuses on how ICT affects all forms of communication in society, bringing new ways of functioning, trading and doing business. The three units of the course cover the applications of ICT; how it is used in organisations; and its role in society. The Guide has four main sections; three match each unit of the course, with worksheets and help sheets referring directly to the student book. The fourth section contains suggested schemes of work, lesson plans and course support. There is a particular focus on assessment, with support for each of the assessment methods of the major awarding bodies (online, exam based and coursework).

ICT Revision Guides

LETTS Question and Answers- updated yearly, an excellent guide for students. Click here to order.

Revise GCSE ICT

LETTS Study Guide - new guide to support the new syllabuses available from spring 2001. Fully integrated into the new syllabuses written by OCR, AQA and EdExcel.

This title is suitable for students taking their GCSE examination in summer 2003.

Revise GCSE is the clearest, most effective means of achieving exam success. Written by experienced examiners and teachers, each Guide offers complete study and reference support throughout a GCSE course, as well as being the ideal revision guide in the approach to the exams. There is simply no better way to prepare for GCSE.

ISBN 1858059402
List price £9.99

Specifications

The Learning Shop recommended Single GCSE ICT Specification is:

OCR ICT (B) GCSE - An excellent fully supported syllabus linking to Key Skills.

Can be taught alongside a range of other vocational qualifications such as CLAIT and CITB. ·

Appropriate for whole cohorts with considerable flexibility to enable teachers/tutors to co-teach Key Skills, Short and Full course ICT candidates together.

Builds upon prior learning by taking a practical and systematic approach to develop a body of skills, knowledge and understanding in a work related context.

Fully supported case study and examination papers with extensive guidance and exemplar material provided. · 60% fully supported Coursework assessment with considerable flexibility in terms of evidence requirements.

ICT work carried out by candidates in other areas of the curriculum and outside school can be used as the basis of Coursework evidence.

Utilises the Key Skills Tests to ensure maximum flexibility and candidate choice ensuring full proxy arrangements for awarding IT Key Skill units.

Click here for a copy of the specification.

The Learning Shop recommended Double Applied GCSE ICT Specification is:

ICAA Applied ICT (Double Award).

The Learning Shop recommended Design Technology Specification (Syllabus) is:

ICAA Product Design

An excellent course covering all material areas. Flexible evidence requirements enable a focus on quality.

Within a single syllabus, teachers, candidates and centres can undertake a range of options including specialisation in:

· Food Technology
· Resistant Materials Technology (Including Wood, Metal, Plastics and Ceramics)
· Graphic Products
· Textile Technology
· Electronic Products
· Systems & Control Technology
Or they may combine materials and areas of study.

During their coursework candidates may work either individually on teacher/candidate negotiated design/make tasks or, in order that they may replicate normal industrial design practice and undertake larger design/make tasks, candidates may work in groups.

Click here for Specification

The Learning Shop recommended Double Applied GCSE Manufacturing and Enginering Specification is:

OCR Applied Manufacturing GCSE (Double Award)

OCR Applied Enginering (Double Award)

Other:

Links to other ICT and D&T specifications click here

Key Skills Support links click here

Vocational GCSEs

Following QCA’s advice to Ministers in May 2000, QCA are working closely with ACCAC in Wales and CCEA in Northern Ireland to:

consult schools and colleges about rationalising the range of subjects currently available as Foundation, Intermediate and Part One GNVQs and technical issues of aligning vocational and academic GCSEs, including a proposed A*-G grading system;

advise on the longer term need for 3-unit qualifications in some subjects; disseminate information about the proposed changes and consult all interested parties.

Accredited new specifications and sample assessment materials are to be sent to centres by December 2001 for teaching to begin in September 2002.

Suggested new titles for Vocational GCSEs

Subject (* = currently available as a Part One GNVQ)
Art and design*
Business*
Construction and the built environment
Engineering*1
Health and social care*
Hospitality and catering
Information and communication technology*2
Land and environment
Leisure and tourism*
Manufacturing*1
Media: communication and production
Performing Arts
Retail and distributive services
Science*3

*1 Can be used to meet the key stage 4 national curriculum programme of study for design and technology.
*2 Can be used to meet the key stage 4 national curriculum programme of study for ICT.
*3 As a result of new flexibility arising from the national curriculum review, a course leading to a vocational GCSE in science could be used to meet the key stage 4 statutory requirement for science, although it will not meet the programme of study in full.

Publications and Documents

By popular request most Learning Shop Documents are now available in both PDF and RTF (or Word) format. Simply click on the required format picture to access files.

If a picture is not available the document is not available in that format.

Links to new documents sent to schools by month

November 2000 update of Government documents available to schools released in November 2000.

December 2000 update of Government documents available to schools released in December 2000.

January 2001 update of Government documents available to schools released in January 2001.

February 2001 update of latest Government documents available to schools released in February 2001.

March 2001 update of latest Government documents available to schools released in March 2001.

April/May 2001 update of latest Government documents available to schools released in April 2001.

June 2001 update of latest Government documents available to schools released in June 2001.

July 2001 update of latest Government documents available to schools released in July 2001.

October 2001 update of latest Government documents available to schools released in October 2001.

November 2001 update of latest Government documents available to schools released in November 2001.

December 2001 update of latest Government documents available to schools released in December 2001.

February 2002 update of latest Government documents available to schools released in February 2001.

March 2002 update of latest Government documents available to schools released in March 2002

ASCD can be contacted by clicking here. An American organisation but very good magazine for members (curriculum development) and a number of topical books provided free to members each year.

For a good book on SMSC entitled "Shaping the Spirit" send an £8.00 cheque to Kent County Supplies, Gibson Drive, Kings Hill, West Malling ME19 4QG

Students have to study:

English
mathematics
science (minimum requirement - single science)
design and technology (minimum requirement - short course)
information technology (as a separate subject or coordinated across other subjects)
modern foreign languages (minimum requirement - short course)
physical education
religious education with locally agreed programmes of study
careers education and guidance with no prescribed programes of study
sex education

Since September 1998, schools have been able to use regulations under Section 363 of the 1996 Education Act to disapply up to two of design and technology, modern foreign languages and science for those pupils who would benefit from a wider focus on work related learning.

Learning opportunities facilitated by disapplication

In exceptional cases, the full national curriculum may not be the most appropriate route to maximising a student's learning and achievement and disapplication may be considered. At key stage 4, disapplication is permitted for three purposes:
to allow a student to participate in extended work-related learning;
to allow a student with individual strengths to emphasise a particular curriculum area;
to allow a student making significantly less progress than other students of his/her age to consolidate learning and progress across the curriculum.

For extended work-related learning up to two of design and technology, modern foreign languages and science can be disapplied. For the other two purposes, design and technology and/or modern foreign languages can be disapplied. A decision to disapply national curriculum subjects will be significant and based on an individual student's needs.

Disapplication will not be presented to all students as a possible option, although students for whom disapplication is being considered will be involved in the decision.

To disapply national curriculum subjects for the above purposes, the school must meet statutory criteria. One of the criteria is that the student has a careers interview before the decision to disapply is made. This is defined in regulations as an interview between the student and an impartial and informed adult, which enables the student to think about and discuss his/her career ambitions, and to consider the proposed programme and the implications of the proposed disapplication. It will either be conducted by appropriately trained school staff or by other professionals working with the student such as the Connexions Personal Adviser.

Under Section 351 of the 1996 Education Act (formerly Section 1 of the 1998 Education Reform Act) schools are required, at all key stages, to provide a curriculum which is balanced and broadly based and which:

(a) promotes the spiritual, moral, cultural, mental and physical development of pupils at the school and of society; and
(b) prepares pupils at the school for the opportunities, responsibilities and experiences of adult life.

In England and Wales, certain aspects of drug education are a statutory requirement as a part of the national curriculum science order. At key stage 4 pupils should be taught the effects of solvents, tobacco, alcohol and other drugs on body functions.

The Education Act 1996 regulates the qualifications and associated syllabuses that maintained schools may offer pupils of compulsory school age. Headteachers must ensure that they do not offer courses of study leading to a qualification authenticated by an outside person unless the qualification and its syllabuses (specifications) are approved under Section 400.

The annual list of approved qualifications (the Section 400 list) in 1999 was DfEE circular 2/99 (12 April 1999). Copies can be obtained from the DfEE at 0845 6022260.

Optional subjects

Depending on the school, students will be able to study other subjects such as:

• history
• geography
• art
• music
• Latin
• business studies

Some schools offer Part One GNVQs;GNVQs; NVQs and other vocational qualifications as alternatives for students who want to develop general work-related knowledge and skills.

A list of approved qualifications for pupils to study at key stage 4 is published annually by the DfEE

Key stage 4 qualifications

The range of courses and opportunities included in the key stage 4 curriculum will be unique to each school. It is likely that many students' learning programme within that curriculum will also be unique. The school curriculum includes:

courses that meet the statutory requirements for 14- to 16-year-olds - each curriculum area will be compulsory but students may have choices with in them. Statutory requirements are detailed below;

courses in areas that the school has made compulsory beyond those required nationally - students may have choices within each area;

courses that students choose. In each of these categories, it is likely that the majority of courses will lead to qualifications.
The key stage 4 national curriculum

The national curriculum at key stage 4 includes English, mathematics, science, design and technology, modern foreign languages, information and communication technology (ICT), physical education (PE) and, from August 2002, citizenship. Each of these subjects has a statutory programme of study that must be taught to all students during the key stage.

Schools may build the programmes of study into any teaching and learning programme, leading to any qualification. Most schools, however, include in their core curriculum courses leading to qualifications in each of the first five of these subjects. Some schools also require all students to follow a course leading to a qualification in ICT. Few schools require all students to work towards a qualification in PE.

The programmes of study are completely met by a course leading to the following qualifications:

English GCSE
Mathematics GCSE
Science Single award GCSE Double award GCSE The three separate science GCSEs together
Design and Technology Short course GCSE; GCSE; Part One GNVQ Manufacturing or Engineering
Modern Foreign Languages Short course GCSE; GCSE; Both GNVQ language units
Information and Communication Technology; Short course GCSE; GCSE Full Course; Part One GNVQ ICT; Information technology key skill units
Physical Education Short course GCSE; GCSE

If students complete a course leading to one of these qualifications during key stage 3 or at the end of year 10, they have met the key stage 4 requirement for that subject and do not have to continue its study. Schools sometimes plan a key stage 4 programme for some students to include different courses in year 10 and 11.

Some key stage 4 students will not be ready for courses leading to GCSE or GNVQ in some or all of these subjects and may work towards entry level qualifications (certificates of achievement).

From August 2000, schools have additional flexibility to help match students' learning within national curriculum subjects more effectively to their needs. Students may meet the statutory requirement to study science, design and technology and modern foreign languages through courses leading to the qualifications below, although they do not meet the full programmes of study. Some schools have introduced these qualifications into their key stage 4 curriculum.

Science GNVQ Science(foundation and intermediate)
Design and Technology AS Design and Technology
Modern Foreign Languages AS in all modern foreign languagesOCR certificate in business language competenceGNVQ language unit - oral communication (foundation and intermediate)

The choices students have within national curriculum areas of study depend on the school's curriculum. Some schools offer only one qualification in each area; others offer several. The courses may differ in terms of content, teaching and learning style, assessment requirements and volume. The other four leaflets in this series provide further information. Students' choices within compulsory areas are made in part to respond to personal interests and strengths, prior attainment and career aspirations and in part to accommodate other non-compulsory courses they may wish to take.

Other key stage 4 statutory requirements

Schools are also required to provide all 14- to 16-year-olds with courses that meet an agreed syllabus for religious education, and the statutory requirements for careers education and sex education. Most schools include these in compulsory courses (often as part of a wider personal, social and health education programme), sometimes leading to qualifications.

The wider key stage 4 curriculum

In accordance with their aims, some schools make other areas of the curriculum compulsory, although there is no national requirement to do so. Examples are the arts and the humanities. Students are usually able to choose between courses in each area. Schools also offer a range of non-compulsory courses from which students choose - often known as their 'options'. These courses will not necessarily be taught in the school. Key stage 4 students are increasingly following courses at further education colleges and with training providers, employers and community groups. The majority of the courses are likely to lead to qualifications. If the qualifications are of differing sizes, students may choose differing numbers of courses.

Students' choices are based on their interests and strengths, prior attainment and career aspirations, often within a school guidance framework that ensures a broad and balanced experience. The school timetable may prevent some combinations. Within the requirements and guidelines of the school curriculum, it is unlikely that option choices would open or close specific progression opportunities. It is more important for students to choose courses that will motivate them and enable them to succeed at an appropriately challenging level.

Link to Professional Associations

Link to Educational Organisations