Training Page

With our experience of working with staff in schools and by providing professionals with senior experience of specific and cross-curricular ITC, the task of staff training can be flexible and the results relevant and productive.

Training is carried out through an approved provider according to Government directives.

Education Authorities and Schools are invited to contact us to discuss specific needs or the development of planned intentions.

Our services are available to schools where the exploration of existing resources is required in order to clarify development plans. This may involve an analysis of hard/software, networks, Intranet and Internet connectivity, staff, subject areas, timetabling and rooms.

A review of training and ITC curriculum content can be arranged using our experienced Ofsted Inspectors.

Information of Relevance

Assessment of a teacher's ITC competence is the subject of the TTA's document, Annex B. 


Important training features

There are companies and consortia which have successfully bid to provide training under the lottery funded teacher and library scheme. List of approved Providers are available from the New Opportunities Fund Site, 


Limited choice of Local Providers for most areas. 


£230 million (£460.00 per teacher) from 1999-2002, to train all teachers of all subjects at all levels. Schools will have to match the amount.

Schools will be asked to provide a strategic plan for professional needs and development of teaching and library staff.

Funds given in "tokens" to take up training with the recognized companies.

A CD-ROM produced by ICT is to be made available for staff to identify their training needs. The list of skills and knowledge required is likely to be based on the "15 pages of the current ICT skills in the Initial Teacher Training National curriculum". See "Answers" link above.

Copies of the CD-ROM and answers to related technical problems can be obtained by ringing 0845 606 0323 or by E-mail request at

Annex B   Back to Top of page




This curriculum is different from those for primary and secondary English, mathematics and science because it does not relate to a particular subject. It is concerned with the ways in which Information and Communications Technology (ICT) can be used effectively in the teaching of other subjects in the pupilsí National Curriculum.

ICT is more than just another teaching tool. Its potential for improving the quality and standards of pupilsí education is significant. Equally, its potential is considerable for supporting teachers, both in their everyday classroom role, for example by reducing the time occupied by the administration associated with it, and in their continuing training and development. It covers the wide range of ICT now available, e.g. computers, the Internet, CD-ROM and other software, television and radio, video, cameras and other equipment. While it is recognised that many teachers will also be responsible for developing pupilsí IT capability using ICT, that is not the focus of this document.


With the introduction of the National Grid for learning, it becomes even more important for

newly qualified teachers (NQTs) to be confident and competent in using ICT effectively in their

teaching. The ITT curriculum will also form the basis of the Lottery-funded training for serving

teachers in the use of ICT.

The curriculum is in two sections.


This section sets out the teaching and assessment methods which, as part of all courses, all trainees must be taught and be able to use. This curriculum focuses on teaching and assessment methods which have a particular relevance to the use of ICT in subject teaching. Trainees must be given opportunities to practise, in taught sessions and in the classroom, those methods and skills described in this section.



The relevance of different aspects of the specified content will depend on the subjects and ages of the pupils being taught, and providers should pay particular attention to those aspects which are most relevant in each case. The TTA will provide, separately, more detailed subject-specific exemplification which can be used in conjunction with this document.


12. Trainees must demonstrate that they are competent in those areas of ICT which support pedagogy in every subject, including that they:


a. can employ common ICT tools for their own and pupilsí benefit, e.g. word processing, e-mail,

   presentation software, data handling and can use a range of ICT resources, at the level of general

   users (rather than as network or system managers), including:

b. know and understand the characteristics of information, including:


13 Trainees must demonstrate in relation to the subject and age(s) of pupils to be taught that they:

        a. know how to use ICT to find things out, including, as appropriate for the subjects and the age of

            pupils to be taught:

        b. know how to use ICT to try things out, make things happen and understand how they happen as

           appropriate for the subject(s) and the age of pupils to be taught:

        c. know how to use ICT to communicate and exchange ideas as appropriate to the subject(s) and the

            age of pupils to be taught:

14 Trainees must demonstrate that they know those features of ICT which can be used, separately or together, to support teaching and learning in subjects, including:


        a. speed and automatic functions - Back to Top of page

The function of ICT which enables routine tasks to be completed and repeated quickly, allowing the user to concentrate on thinking and on tasks such as analysing and looking for patterns within data, asking questions and looking for answers, and explaining and presenting results, as appropriate to the subject(s) and age of pupils being taught, including how ICT can be used to:

        b. capacity and range - the function of ICT, as appropriate to the subject(s) and age of pupils to be taught, to access and to handle large amounts of information; change timescales, or remove barriers of distance; give teachers and pupils access to and control over situations which would normally be outside their everyday experience, including:

        c. provisionality - the function of ICT which allows changes to be made easily and enables alternatives to be explored readily, and as appropriate to the subject(s) and age of pupils to be taught:

        d. interactivity - the function of ICT which enables rapid and dynamic feedback and response, as         appropriate to the subject(s) and age of pupils to be taught, including how to determine the most           appropriate media to use.


15 Trainees must demonstrate that they are aware of the potential of ICT to enable them to prepare and present their teaching more effectively, taking account of:

16. Trainees must demonstrate that they:

17. Trainees must demonstrate that they know how each of the following is relevant to the specialist subject and phase for which they are training:

    a. generic procedures and tools, including

    b. reference resources, including;

    c. the ICT specific to the subject; e.g. graphics packages and scanners in art; computer-aided design

       (CAD) software and computer-controlled equipment in Design and Technology; sequencing software

       and midi keyboards in music; dynamic geometry software in mathematics;

    d. the major teaching programs or "courseware" to ensure that material is matched to the pupilsí


18. Trainees must demonstrate that they are aware of:

    a. the current health and safety legislation relating to the use of computers, and can identify potential

       hazards and minimise risks;

    b. legal considerations including those related to:

c. ethical issues including:

19. Trainees must demonstrate that they know how to use ICT to improve their own professional efficiency and to reduce administrative and bureaucratic burdens, including:

    a. using ICT to aid administration, record-keeping, reporting and transfer of information;

    b. knowing about current classroom-focused research and inspection evidence about the application of

       ICT to teaching their specialist subject(s), and where it can be found;

    c. knowing how to use ICT to join in professional discussions and to locate and access teaching plans,

       material and other sources of help and support, including through the National Grid for Learning;

    d. knowing how ICT can support them in their continuing professional development.

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