ABSTRACT
How much do all teachers have to know about using and communicating with computers, and what should their levels of personal skills be in order to teach effectively? The necessary level of teachers’ subject knowledge is a matter of some debate in all curriculum areas. Recent attention to the degree subjects for applicants for PGCE courses, the new TTA standards, which define a proxy level 8 in the pupils’ National Curriculum in IT as a requirement for qualified teachers status and OFSTED’s references to teachers’ own skills, all imply that student achievement is allied to teachers’ own level of knowledge and skills. NCET have developed seven statements of competence in information technology for teachers. These are under three main headings: framework, implementation and broadening. These may be of use to you, as coordinator, so you can better estimate the progress your teachers may make in this area against a wider background. The process during which teachers develop these attributes is not expected to be sequential but cyclical. I have adapted these statements to meet current needs and to suit the primary teachers I know.
