Objectives for session 2

1
Objectives for session 2

• To understand progression through the yearly
  teaching objectives in the Framework for teaching
  ICT capability Years 7, 8 and 9 and the
  techniques for developing models that need to be
  taught alongside the ICT capability
• To introduce sample teaching units 7.4 and 8.4,
  which exemplify how the Framework objectives for
  models and modelling can be taught

2
Key Stage 2

• Use simulations and explore models in order to
• answer 'What if ... ?' questions
• investigate and evaluate the effect of changing
  values
• identify patterns and relationships for example,
  simulation software, spreadsheet models

3
Year 7

• Models and modelling
• Use software to investigate and amend a simple
  model by
• formatting and labelling data appropriately(e.g
  formatting cells to display currency)
• entering rules or formulae and checking their
  appropriateness and accurate working
• explaining the rules governing a model
• predicting the effects of changing variables or
  rules.
• Test whether a simple model operates
  satisfactorily.

4
Year 8

• Models and modelling
• Develop ICT-based models and test predictions by
  changing variables and rules.
• Draw and explain conclusions (e.g. the best
  value for money is obtained when ).
• Review and modify ICT models to improve their
  accuracy and extend their scope (e.g. by
  introducing different or new variables and
  producing further outcomes).

5
Year 9

• Models and modelling
• Design and create ICT-based models, testing and
  refining rules or procedures.
• Test hypotheses and predictions using models,
  comparing their behaviour with information from
  other sources.

6
Paired activity

• What aspects of modelling do you teach or have
  you taught?
• What activities or contexts do you use to teach
  modelling?
• 3 What are the main challenges for teaching
  modelling at Key Stage 3?

7
Modelling taught in schools

• Spreadsheets used as main tool for modelling data
• Conflict between teaching units about using
  spreadsheets or about modelling
• Teaching of skills and techniques only
• Sample teaching units (7.4 and 8.4) use
  spreadsheets in a modelling context
• Other tools can be used for modelling (e.g. LOGO)

8
Contexts

• Familiar contexts are needed
• Typical examples used in schools include school
  fete, disco and tuck shop
• Opportunities exist across the curriculum
• Sample teaching unit 7.4 school disco
• Sample teaching unit 8.4 mobile telephone
  tariffs

9
Challenges

• Focus on modelling, not spreadsheets
• Finding familiar and useful examples
• Coping with the mathematics
• Testing the model not just accepting it
• Need for prerequisite skills or techniques

10
Paired activity

• From session 1 and/or your experience of teaching
  modelling, what spreadsheet techniques need to be
  taught to allow pupils to access the yearly
  teaching objectives?

11
Techniques

• For example, sample teaching units 7.4 and 8.4
  include
• format and layout
• replicating formulae
• absolute cell referencing
• Chart Wizard
• Goal Seek
• random number generation
• comparative data
• also
• extension activities
• improving efficiency, e.g. macros/buttons

12
Additional techniques for teachers

• For example, sample teaching units 7.4 and 8.4
  include
• data validation
• comments
• annotations using callout boxes