Prior to using Knowledge Networks Progressive
Learning Programme (PLP), learners utilized a
self-paced approach to improve their ICT skills.
approach worked successfully for those learners
who enjoyed using computers. However, for the
vast majority, this approach was not effective
as the pupils were not stimulated and did not
have the maturity to work through the tasks
Knowledge Network PLP is based on a structured
approach which is project-based. We found that
the learners focus on the project/task and not
on remembering where the icons are on the
toolbars, i.e. learning the programs is
have found that the PLP satisfied our criteria
for a curriculum:
as it improved
been using the Programme since the beginning of
2002, and have found it to be very effective.
The Grade 8’s started on Level 01, which they
completed in the first half of the year. They
are now busy on Level 02 which they will
complete by the November examinations.
took a decision whereby each Grade would
complete two Levels of the PLP in a year,
culminating in Level 05 in Grade 10. We felt
that an intense approach to this curriculum
would focus the learners on applying the
knowledge and obtaining the necessary skills.
was initially frustrating, as the methodology is
unlike anything they have previously seen and it
took 2 months for them to understand and realize
the importance of how the PLP works.
results after the first skills Evaluation was
approx 50%, 6 months later they are in excess of
65%, showing the success of the PLP.
Grade 9 results show a similar trend, although
their results are a bit lower as we started them
on Level 02, which was perhaps a bit ambitious.
positive comments and attitude of the learners
has been encouraging, especially with the
influence of some learners obtaining the
Certificate of Successful Completion. This can
only have a positive effect.
skills of the educators who are presenting the
material has increased exponentially. The
sessions are well structured and no prior skill
is necessary from a computing aspect. The
sessions are based on the Microsoft Office Suite
(Word, Excel, Powerpoint, Access).
the sessions are not focused on the Suite, but
rather the skills, it doesn’t matter which
version of Office one is running. However, we
are using Office XP, where there are
differences, predominantly in Powerpoint and
parts of Word. Knowledge Network has assured us
that these sessions are being revised to
incorporate these changes.
Another area which needs to be considered is the
time management of the class. This is still a
concern for us, but has significantly improved
as the learners become more equipped with the
different skills, and are gaining in confidence.
are not using the Generic Marking Sheet, as
supplied with the PLP, but rather have modified
it to suit our needs. It was used to great
effect in the first half of the year to assist
the learners to achieve the required outcome.
Additional categories that were added to the
Marking Sheet were Posture and Behaviour. This
form of assessment is now only used when
remedial follow-up is required. This was a
qualitative assessment rather than a
Skill Evaluations and Examinations were well
structured and covered the various skills
comprehensively, doing so in the allocated time
frame of 1 hour.
of the key aspects is the reading and
interpreting of the evaluations – it was
surprising to see how few learners actually read
what they are required to do. We are seeing a
marked improvement in this area, in the latter
half of the year; this can only be of benefit to
them in their other subjects.
of the skills in the sessions cannot be done on
the network that we are running, we merely
inform the Co-ordinator and those aspects are
not included in the Evaluations. Knowledge
Network is very accommodating and this can be
summed up by the following statement:
“Partners in Education”
We at Grey believe that we have started to
successfully implement the Knowledge Network
Progressive Learning Programme and that we are
continuing to look for ways in which to make ICT
relevant and exciting in the forthcoming years.
These are a few of the comments, taken from
Grades 8and 9, after 3 months of working on the
When we are
finished this course at Grey High School we will
be way ahead of other people.
M. Hayward 8B
The High school
work in computers is not easier but more
interactive because in the Junior School we had
no chance to show what we really could do in our
really enjoyed computers this term and I know
that I could have done much better with the
second evaluation. With my first evaluation, I
did very well. Airplane formation is a good
thing to do because it gets your eyes on what
the teacher is trying to say. The speed at
which the lessons went were, I think, a bit
slow, but I know that they will speed up next
term. I have learnt many things such as show
and hide, the toolbars, auto shapes and many
T Whitehead 8D
really enjoyed computers this term. I liked the
different things we done. But the time that we
did our tests in was too short for me.
But I learnt some
new things. The lessons were much better than
the lessons we had at my junior school.
The part of the
course which I have done has been very
worthwhile. If I never did this course, I would
probably still be hopeless at Word.
The course is
very good. I learnt a lot of things. I can
honestly say that I could use these skills more
effectively now in my assignments but we should
be given more time in these tests.
It has been
rather useful because I have found that I can
now do a lot more things on the computer that I
never used to be able to do. I would also like
to do a few more worksheets similar to the
Grey High School