Entitlement to ICT in secondary English

ICT has fundamentally altered the way we communicate with each other and how we think about reading and writing. It has unique potential to extend and enhance students' learning in English. Used appropriately and imaginatively, it provides possibilities, insights and efficiencies that are difficult to achieve in other ways.

This document offers guidance on the uses of ICT that make a distinctive contribution to teaching and learning in English at Key Stages 3 and 4, with many applications to Key Stage 5.

Introduction

As both a medium and a tool, ICT:

• promotes the integration of speaking and listening, reading and writing required in the National Curriculum Programmes of Study for English;
• enhances the interactive teaching and learning styles recommended in the Framework for Secondary English;
• extends students' ability to exercise choice, work independently and make connections between their work in English and in other subjects.

This document offers guidance on the uses of ICT that make a distinctive contribution to teaching and learning in English. It can be used to plan lessons that promote better learning in English through effective use of ICT. There are six sections:

1. Exploring and investigating
2. Responding and interpreting
3. Reflecting and evaluating
4. Composing and transforming
5. Presenting and performing
6. Communicating and collaborating

Read the complete document

Each of these sections is expanded in detail in the complete document, with links to the National Curriculum and Framework and numerous practical examples, screenshots and links for further information.

• Entitlement to ICT in secondary English: a PDF (Acrobat) file 

This is a revision of the document produced by NATE, QCA, The National Strategy and NAACE (National Association of Advisers for Computers in Education) and published by Becta in 2003.