ICT Feedback Log Essay

Submitted By nadirminar
Words: 3733
Pages: 15
Open Document
Tell tale
D202 SPB 0912
SUPPORT NOTES
Issue 1

Introduction
These notes should be read in conjunction with the Chief Moderator’s Report for D202 which offers feedback on the most recent moderation series.
Before tackling the SPB, students should have acquired the appropriate ICT skills, knowledge and understanding as specified in the ‘What You Need To Learn’ and ‘ICT skills’ sections of the Unit 2 specification. Students must have access to a range of appropriate multimedia software (see pages 82/83 of the specification). Some suggestions can also be found at the end of this document.
The D202 SPB 0912 is valid for moderation in May and December 2013 and in May 2014.
Section 1: Using the SPB
Access and Navigation
The SPB is a complete, integrated digital publication and is intended to be accessed onscreen.
Although the links in the navigation bar are roughly in sequence, students should be reminded that one task often depends on one or more other tasks and they should make use of the interactive nature of the brief.
Where more than one page relates to a main task (such as the eportfolio), they appear as a submenu from the main link.
The symbol

at the top of each page allows students to print the page.

Mark Alerts
Indicated by the symbol
, each Mark Alert is a series of questions with tick boxes.
Clicking the symbol opens another web page and students may tick the questions on-screen or print the list and complete on paper. Students should check that they can tick off each item to help them ensure that they have met the requirements and that their work is fit for purpose. Section 2: What, where, who?
What evidence is required?
Students do not need to submit evidence of everything they do during their work on the project. They are asked to create named folders to store work for the eportfolio.
The symbol

indicates a task to be done.

The symbol indicates a stage where evidence must be saved for the eportfolio. There is also a checklist linked from the first eportfolio page.
Students should not be tempted to omit tasks which are not preceded by the symbol as they are crucial to success. A good example is an instruction to test a product or component.
It is not necessary for students to write long commentaries explaining how they achieved each task. Students must ensure that they present the product as clearly as possible, remembering that moderators will view all evidence on-screen.
Copyright
Students MUST comply with copyright in their eportfolio. They should consider whether they have fully met this requirement. If not, it is not sufficient to simply acknowledge the sources. They must demonstrate their understanding of copyright issues and what would need to be done to make the products fit for use in the public domain. They must identify each individual asset which is an issue and explain what would need to be done to comply with copyright.
It is generally the case that suitable assets can be obtained from primary or copyright-free sources. The Moderator’s Toolkit
The Moderator’s Toolkit specifies the readers and players that all moderators will have available. It is each student’s responsibility to ensure that their eportfolio only includes files which can be read using the toolkit.
Some support documents are supplied as .rtf files. If students have made use of these documents, they must be converted to an acceptable file type for inclusion in the eportfolio.
The Moderator’s Toolkit is published on the Edexcel website. necessary. It will be updated when

Where does the work have to be carried out?
Work on the products themselves must be carried out within the controlled environment and the teacher must be able to authenticate each student’s complete eportfolio with confidence. However, there is much that can be done away from the controlled environment including: reviewing and updating the plan and progress log researching appropriate
Show More

Related Documents: ICT Feedback Log Essay

Essay about Ptlls Assignment 1

Date:____14/3/2012 . 1. Describe what your role, responsibilities and boundaries would be as a teacher in terms of the teaching/training cycle. Recommended word count: 300-500 words. In my potential role, I would be teaching adults computing and ICT within the Adult Education department of my local council. Having read Ann Gravells book, I am mindful that I will have to adhere to the elements of the Teaching and training cycle. The five stages are labelled as Identifying needs, Planning Learning…

Words 309 - Pages 2

Essay on UNIT 2

Objective/Learning Outcome (SMART) Method Resources Assessment Links to Week 1 ICT suit H& S procedures. Complete ILP and registration paperwork. Portfolio building. To know how to work safe in the ICT suit Group discussion Q&A remind prompt and check understanding during each session. Handout. Refer to each week. Week 2 Identify ICT components. Turn on the computer Create a password and set up a new folder to store files Exit program Log out of the computer. The learners will be able to turn on enter a password…

Words 1997 - Pages 8

Simeon the Righteous and Unit Number Essay

| |2 | | | |P3 |Communicate IT-related information to a nontechnical audience | |1 | | | |P4 |Use ICT tools safely to effectively communicate and exchange information | |1,2,3 | | | |Learner declaration…

Words 1225 - Pages 5

Planning and Enabling Learning Dtlls Essay example

initial assessment, agreeing goals and actions. B. Inclusive learning, e.g. the use of different delivery methods, resources and adapting session plans. C. Integrating functional skills into their subject area, (Language, Literacy, Maths, ICT). D. Communication, e.g. verbal/non-verbal and possible barriers. Much of my research has been…

Words 2007 - Pages 9

Applying Theories And Principles To Planning And Enabling Learning Assessment

Group K Level 5 Unit 504 Applying theories and principles to planning and enabling learning Assessment guidance 1.1 Analyse the factors that can effect learning and achievement There are number of factors that influence teaching and the environment that is taught in. The ways students learn are affected by these factors and eventually, as is the end-result. In order to achieve good learning outcome, one has to identify how learners learn. Furthermore, as a teacher, it’s important to understand…

Words 2838 - Pages 12

Assessment and Learner Essay

development is to provide a measure for the learners progress. Assessment is carried out through checks throughout the course, and at end of course. activities can help the learner to see their development whilst allowing the Assessor to give valuable feedback when appropriate. This is to measure the learners understanding of the subject set by the criteria. For example: Assessments provide clear measurements and recording of achievements gained during a course that provides identification of the…

Words 1760 - Pages 8

Citizenship: Primary School and Active Citizenship Essay

community. Examples of active citizenship tasks A) Developing your own knowledge You need to carry out research in order to inform yourself about an element of the course. This research could involve speaking and questioning others or using ICT abilities. Once undertaken this research is then applied to a citizenship task. B) Applying your knowledge through citizenship skills Taking part in a discussion or formal debate having to present a case and convince others by advocating a point of…

Words 2255 - Pages 10

Module 2 Dttls Essay

storage and the retrieval of knowledge He also outlined eight learner characteristics, and a hierarchy of eight phases of learning arguing the design of teaching should match the phase of learning. Every act of learning requires reflection and feedback if it is to be completed. Critics of the Cognitive approach argue the need for constant reinforcement place too larger responsibility on the teacher as there are simply too many learners. Many believe by rewarding behaviour students lose interest…

Words 5212 - Pages 21

Hand Book Essay

BTEC Level 3 Diploma ICT(Business) | ------------------------------------------------- | ------------------------------------------------- Staff Room - 1Q7 Tel: - 0208 607 8116 Course Handbook | September 2012 Introduction Welcome to the BTEC National Diploma (BND) at Richmond Upon Thames college. You have two years of hard work ahead of you which you will find both challenging and demanding. The course team aims to make it as interesting and enjoyable as possible and they will…

Words 2336 - Pages 10

Essay on Teacher and Lifelong Learning Sector

Unit 07. Wider Professional Practice. Submitted By Richard As a teacher and personal trainer, I have found the most comprehensive definition of the meaning of professionalism as, “continually achieving excellence through a willing, eager and responsible approach to; enhancing my own relevant qualifications, knowledge and competence; the development of my own knowledge and the application of good practice relative to teaching and learning (Continuing Professional Development); developing people…

Words 3443 - Pages 14