Resource Material for the IT PGCE:
PSE presentations

On this page you will find information and resources for the session in which you give presentations on your PSE experience.

Learning objectives About this session Products of the session
At the Institute    
Task Timetable Links to other sessions
In the classroom    
Misconceptions Classroom examples Teaching point
Other Resources    
DfEE Schemes of work Software links and tutorials Books/Papers


Learning objectives

The learning objectives for this session are that by the end of it you should:

  1. know PowerPoint sufficiently well to be able to produce a presentation;
  2. be able to use PowerPoint to aid a presentation;
  3. know the diversity that exists in the teaching of IT in primary schools
  4. .

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About this session

An important part of the PGCE is to examine development and progression in pupils' IT capability. One aspect of this is their experience in KS 1 and 2. Currently there is a huge diversity of experience in this area (a diversity which directly affects your teaching in KS 3) and it is this which will be explored in this session - in which you will each give a short presentation on your PSE experience, focussing on the use of I(C)T in your PSE school.

In addition, the session will give you experience of making a presentation to an audience - and of using PowerPoint to help that presentation. PowerPoint has been chosen as it is now widely used (and misused) as a tool for aiding presentations - and therefore is commonly used in schools in teaching aspects of the 'Exchanging and sharing' strand of the IT NC.

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Products of the session

This is a link to the index to your presentations.

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At the Institute

The task

Your task is to give a 10-minute PowerPoint presentation on your PSE experience. This will provide a means of sharing these experiences amongst the group; allow you to develop and show your expertise in PowerPoint; and provide another exercise in exchanging and sharing information with a target audience. The focus of the presentation should be the use of I(C)T in your PSE school. If you joined the course too late to complete your PSE before this session, see Tim Brosnan to agree an alternative focus.

At the end of this session you should have a greater understanding of the variety of experiences pupils have in KS2 (which will inform your teaching); and be able to use PowerPoint to enhance a presentation.

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The timetable

At 9:30 on the 2nd October, we will split into two groups for the presentations. We will then all meet together to discuss similarities and differences in experience - and the implications of this for teaching IT at KS3. You need to prepare your presentation in advance (and save it to disc) so that you can use it on the 2nd. If you have not used PowerPoint (much) before you should give yourself time to work through one or more of the tutorials on the resources page.

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Links to other sessions

This session is strongly linked to the one which immediately follows where we will examine the wider use of PowerPoint to help develop pupils' IT capability - focussing in particular on the evaluation by pupils of presentations they make.

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In the classroom


Although both are important, it is necessary - but difficult - here to distinguish between misconceptions and bad taste. Misconceptions concern things such as the nature of a presentation and its suitability for an intended audience and purpose. Bad taste is often when the second of these is ignored rather than misunderstood.

The most common misconception is where pupils fail to distinguish between the complete presentation (words and PowerPoint slides) and what they see on the screen. I have written a (bad) slide which makes this point. Pupils can also misunderstand what would appeal to a given audience, initially having the egocentric view that what appeals to them will, by virtue of this, appeal to everyone.

However, many examples of 'bad taste' presentations are the result of pupils not thinking about their audience at all rather than misunderstanding it. Additionally pupils can put in hugely inappropriate transitions and animations because of an 'I can do it therefore I will do it' approach. Here the role of the teacher is different - not to change what pupils think but to get them to consider things that they have not so far done.

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Classroom examples

Two examples of how PowerPoint was introduced to classes - both stress that presentations have purposes and audiences. One is a worksheet produced by Sahera Khan, the other is an introduction, worksheet, lesson plan and sample presentation by Elizabeth Doyle.

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Teaching point

Two points:

In this session you all had the same task yet the outcome will be at a variety of levels - different people will show varying degree of expertise in both the construction of PowerPoint slides and in using them to give a presentation. This is an example of differentiation by outcome. Not all tasks are suitable for this form of differentiation - there must be the scope to allow pupils to demonstrate a variety of skills and/or capabilities. (For example asking "What does 2+2 equal" does not allow a variety of correct but different answers.) When planning your lessons, you need to think carefully about what sort of tasks will be suitable for this purpose - and the levels of attainment you expect the task would allow pupils to demonstrate.

When children are making presentations they often spend a lot of time in lessons deciding what text to write. Drafting this would be an excellent homework task - allowing class time to be spent on that which cannot be done at home.

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Other Resources

The DfEE Schemes of Work

You should look at the following units of the DfEE schemes of work

Key Stage 2: unit 6A Multimedia presentation;

Key Stage 3: unit 1 Using ICT.

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BECTa has produced a report for the DfEE on the relationship between ICT resources and standards in Primary schools "Primary Schools of the Future - Achieving Today". You could consult this and compare its findings with those reported in this session.

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This page is maintained by Tim Brosnan. Please send any comments to:
Last updated on 23rd August 2000.