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The Coalition Government took office on 11 May 2010. This publication was published prior to that date and may not reflect current government policy. You may choose to use these materials, however you should also consult the Department for Education website www.education.gov.uk for updated policy and resources.
ICT across the curriculum
ICT in citizenship
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Guidance
Curriculum andStandards
ICT consultantsand tutorsStatus: Recommended
Date of issue: 09-2004
Ref: DfES 0197-2004 G
Key Stage 3National Strategy
ICT across thecurriculumICT in citizenship
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9-20
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Copies of this document may be available from:
DfES PublicationsTel: 0845 60 222 60Fax: 0845 60 333 60Textphone: 0845 60 555 60e-mail: [email protected]
Ref: DfES 0197-2004 G
Crown copyright 2004
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[29206] Citizenship 10/5/04 9:50 am Page 2
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Key Stage 3National Strategy
ICT across the curriculumICT in citizenship
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DisclaimerThe Department for Education and Skills wishes to make it clear that the Department, andits agents, accept no responsibility for the actual content of any of the materials suggestedas information sources within this document, whether these are in the form of printedpublications or on a website.
Inclusion of, or references to icons, logos or products including software in thesematerials, as exemplars or for contextual or practical reasons, should not be interpreted asan endorsement of such companies or their products.
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Contents
Introduction 5
About the ICT across the curriculum (ICTAC) pack 5
About this ICT in citizenship guide 5
1 Introduction to ICT across the curriculum 7
ICT capability 7
What do we mean by ICT capability? 7
Requirements for ICT in the National Curriculum 7
ICT the subject 7
ICT in subjects 8
The relationship between ICT the subject and ICT in subjects 8
An integrated approach to ICT across the curriculum 10
A whole-school policy for ICT across the curriculum 10
Key concepts in the Framework for teaching ICT capability: Years 7, 8 and 9 11
Planning and sequencing ICT across the curriculum 12
ICT as a teaching tool 12
2 Commentary: ICT and citizenship 15
An overview 15
How can the use of ICT raise standards in citizenship? 15
Planning and progression 15
Planning to use ICT in citizenship lessons 16
3 ICT themes and key concepts in citizenship 17
Using data and information sources 17
Searching and selecting 17
Fitness for purpose 18
Communicating 19
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4 ICT in citizenshipKey Stage 3 National Strategy
4 ICT capability: Moving forward in citizenship 20
Examples of lessons supplied on the CD-ROM 20
Lesson 1 Making decisions in our area 21
Lessons 2 and 3 Refugees and asylum-seekers 22
Lessons 4 and 5 Crime 23
Further resources 24
5 Next steps 25
Key questions 25
Reviewing your current position 26
ICT in the citizenship National Curriculum 26
Identifying how the ICT National Curriculum is taught in your school 27
Applying and developing ICT capability taught in ICT lessons 28
Using the resources in the ICTAC pack to move forward 28
Moving forward 29
Working with the ICTAC pack 30
Action-planning making it happen in your department 30
Appendices 31
Appendix 1: Key concepts 31
Appendix 2: Yearly teaching objectives for ICT 33
Appendix 3: End of Key Stage 2 expectations 37
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Introduction
About the ICT across the curriculum (ICTAC) packThe training pack for ICT across the curriculum (ICTAC) forms part of the Key Stage 3National Strategys support for whole-school improvement. It should be used flexibly tosuit local circumstances and, if you have chosen ICT across the curriculum as your whole-school priority, will be supported by your local Key Stage 3 lead consultant for ICTAC.
The ICT across the curriculum (ICTAC) pack is a set of materials designed to promote theuse of ICT across all subjects in schools. It builds on the work of the Key Stage 3 NationalStrategy ICT strand and the ICT capability that pupils are bringing to their subject lessonsfrom their ICT lessons. It also considers the value that ICT can add to teaching andlearning in subjects and the need for a whole-school approach to develop coherent andeffective practice across the curriculum.
The training pack comprises:
a management guide; a series of ICT in printed guides (one per subject); exemplification materials on the subject-specific CD-ROMs; case study video on the subject-specific CD-ROMs; subject-specific A2 colour posters describing use of ICT capability (two per
subject).
About this ICT in citizenship guideThis ICT in citizenship guide is intended for subject leaders and teachers.
The main objectives of this publication are to:
raise awareness of how the ICT capability, as set out in the National Curriculum forICT and taught in ICT lessons, can be applied and developed in citizenship;
analyse the opportunities that exist in citizenship for developing and applyingpupils ICT capability;
consider how ICT can add value to the teaching and learning of citizenship.
The past five years have seen a slow but steady improvement in pupilsachievements in ICT capability, the quality of teaching, and the leadership andmanagement of ICT The complementary use of ICT across subjects, however,has been slow to develop and is uneven across schools and subjects
The effective balance between the teaching of ICT skills, knowledge andunderstanding on the one hand and the application of these as part of learningacross subjects on the other hand remains a difficult and elusive goal for themajority of schools.
(Information and communication technology in secondary schools: Ofsted subject reports 2002/03)
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1 Introduction to ICT across the curriculumICT capability
What do we mean by ICT capability?ICT capability involves technical and cognitive proficiency to access, use, develop, createand communicate information appropriately, using ICT tools. Learners demonstrate thiscapability by applying technology purposefully to solve problems, analyse and exchangeinformation, develop ideas, create models and control devices. They are discriminating intheir use of information and ICT tools, and systematic in reviewing and evaluating thecontribution that ICT can make to their work as it progresses.
ICT capability is much broader than acquiring a set of technical competencies in softwareapplications, although clearly these are important. ICT capability involves the appropriateselection, use and evaluation of ICT. In essence, pupils need to know what ICT isavailable, when to use it and why it is appropriate for the task.
For example, when pupils are creating a presentation, they use their ICT capability toselect appropriate software, consider fitness for purpose and match content and style to agiven audience. It is important that lessons are not driven by software or technology butare focused on clear objectives in citizenship, where ICT is used as a vehicle to supportachievement of those objectives and to enhance teaching and learning in citizenship.
Requirements for ICT in the National CurriculumThere are two statutory responsibilities within the National Curriculum for teaching ICT inschools at Key Stage 3. Schools need to ensure that all pupils are:
taught the programme of study, at each key stage, as set out in the NationalCurriculum for Information and communication technology the attainment target,ICT capability, sets out the expected standard of pupils performance required ateach level;
given opportunities to apply and develop their ICT capability through the use ofICT tools to support their learning in all subjects.
The first bullet point focuses upon teaching ICT as a subject, whereas the second pointrefers to applying the subsequent ICT capability across other subjects.
ICT the subjectIn this publication, ICT the subject refers to the teaching of the National Curriculum forICT. Advice on how ICT can be taught as a subject is detailed in the Key Stage 3 NationalStrategy publication, the Framework for teaching ICT capability: Years 7, 8 and 9 (DfES0321/2002). The Framework breaks down the Key Stage 3 ICT programme of study intoyearly teaching objectives. It also recommends that schools should allocate a minimum ofone hour per week for discrete ICT teaching in each year of Key Stage 3, to ensuresufficient time for the programme of study to be taught effectively.
The Strategys guidance about how to teach ICT capability as a subject is extensive. Aseries of sample teaching units, developed from the QCA/DfEE publication, A scheme ofwork for Key Stage 3 information and communication technology, includes detailed lessonplans and resources showing how the ICT yearly teaching objectives can be taught inlessons. The units are intended to provide a stimulus for planning, for individual schools toadapt and integrate within their own schemes of work.
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All of the materials and guidance for teaching ICT as a subject are available on the websitefor the Key Stage 3 National Strategy (www.standards.dfes.gov.uk/keystage3).Teaching ICT as a subject is therefore not the focus of this publication, but there are clearlyoverlaps with the use of ICT in other subjects that should be considered. Consequently,this and related publications include guidance about how pupils can be given opportunitiesto apply and develop their ICT capability in other subjects, and how these relate to theteaching of ICT as a subject.
ICT in subjectsSuccessful implementation of the ICT strand of the Key Stage 3 National Strategy will givepupils a sound level of ICT capability and the transferable skills to build upon in their learningof other subjects. This has implications for teachers across all subjects in the curriculum.
Pupils will come to citizenship lessons with expectations about how they might apply ICT tomove their own learning forward. Citizenship teachers will not need to teach ICT capabilitybut can exploit new opportunities for pupils to apply and develop the capability that theyalready have, to enhance their learning in citizenship. Consequently, the focus of the lessonremains firmly rooted in citizenship and teachers are not burdened with the need to teachICT.
There are implications for subject teachers, in that they will need a good understanding ofthe breadth of ICT capability that pupils have been taught and will be bringing to theirlesson. This is explored later in this section. Teachers will also need to know which parts ofICT capability offer significant opportunities for teaching and learning in citizenship and howthey can be incorporated into existing schemes of work. This is explored in detail insections 2 and 3. The use of ICT needs to be purposeful and to add value to the teachingand learning of citizenship and should not be seen simply as a bolt-on. It needs to becarefully integrated into citizenship lessons, with a clear rationale for its use. Someexamples of lessons are outlined in section 4 and included, in full, on the accompanyingCD-ROM.
The relationship between ICT the subject and ICT in subjects Pupils ability to apply their ICT capability across the curriculum is largely dependent onthe effective teaching and learning of ICT in the first place. Pupils use of ICT in othersubjects may be ineffective if they do not already have an appropriate level andunderstanding of ICT capability. This may result in a lack of progress in both ICT and thesubject area. For example, asking pupils to produce a presentation in citizenship will beunproductive if they have little experience of using the software or understanding of how tocreate meaning and impact for a given audience. Pupils who try to learn new areas of ICTat the same time as new citizenship content will often fail in both endeavours.
It is crucial that pupils are taught the appropriate ICT capability before applying it in othersubjects. The relationship between ICT the subject and ICT in subjects can thereforebe viewed as interactive and mutually supportive as shown in the diagram on page 9.
Purposeful and appropriate application of ICT in subjects offers pupils opportunities to:
use their ICT capability to assist and progress their learning in citizenship; engage in higher-order thinking skills, for example, by using ICT to undertake
detailed analysis when modelling data;
demonstrate, apply and reinforce their understanding of ICT capability within arange of subject contexts. The transferability of ICT capability is an importantaspect of progression in pupils knowledge, skills and understanding.
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ICT capability Apply and develop ICT capability
ICT the subject
ICT in subjects
It is important to recognise that pupils using ICT effectively in subjects may not always beapplying high levels of ICT capability. For example, using a wordprocessor to draft andredraft text is a valid and powerful activity in a range of subjects; using software to supportlearning in MFL or using a learning support program in mathematics or a bespokeprogram designed to aid learning in science can be significant in helping pupils to makeprogress. In all such cases, ICT fulfils a legitimate function if using it moves learning in thesubject forward, but it may make little contribution to developing the ICT capability taughtin ICT lessons.
As pupils become more confident and proficient in using ICT there will be opportunities toapply and develop higher levels of ICT capability in subjects, for example, producing webpages for a given purpose and audience, manipulating data to test a hypothesis, orincorporating sound and video into a presentation to add meaning and impact. It isimportant to reiterate that, whatever the level of ICT capability applied, it must add value toteaching and learning in the subject.
Although the Framework for teaching ICT capability; Years 7, 8 and 9 recommends thatschools allocate discrete ICT teaching time in all years at Key Stage 3, it will be for schoolsto decide which is the most effective model. There may be some opportunities for aspectsof ICT capability to be taught in a different subject area and then also applied in anappropriate context. For example, the control elements of the National Curriculum for ICTcould be taught within design and technology. However, teaching subject objectives andICT objectives at the same time can be problematic and teachers should be aware of thepotential for the lesson to lose sight of the ICT objectives. Progress in the teaching andlearning of a particular subject can also be disrupted by the time taken to teach therequired ICT component from scratch.
Many schools continue to cling to a belief that cross-curricular provision can delivergood progression in ICT capability, in spite of inspection evidence to the contraryover recent years. The weight of evidence suggests that what works best is abalance between discrete provision and the application of ICT capability acrossother subjects. However, many schools continue to struggle to achieve this.
(Information and communication technology in secondary schools: Ofsted subject reports 2001/02)
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An integrated approach to ICT across the curriculum
A whole-school policy for ICT across the curriculumSchools put considerable investment into ICT resources. However, this investment alonewill not necessarily give pupils appropriate opportunities to apply and develop ICTcapability nor automatically add value to teaching and learning. Effective implementationof ICT across the curriculum is much more complex and involves strategic managementand coordination within whole-school policies. An effective model of applying anddeveloping ICT across the curriculum depends on a number of factors, including:
effective teaching of the National Curriculum programme of study for ICT (the subject); appropriate opportunities for pupils to apply and develop ICT capability in a range
of subjects and contexts (transferable knowledge, skills and understanding);
deployment of resources so that subject areas can access ICT when it is needed,including provision of ICT within subject classrooms or areas;
a policy for purchasing of resources that maximises their use and allows forflexibility of use, for example, whole-class teaching, small-group work, individualteacher use this could include consideration of whole-school networkingprovision, laptops and wireless networking capability;
planned use of ICT in schemes of work for all subjects, so that resources can bedeployed and organised appropriately;
whole-school policies which clearly map and sequence opportunities forapplication and development of ICT, so that pupils bring the appropriate ICTcapability to subject lessons;
whole-staff awareness of ICT capability and what can reasonably be expected ofpupils in each year.
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Key concepts in the Framework for teaching ICT capability: Years 7,8 and 9The National Curriculum programme of study for ICT groups the knowledge, skills andunderstanding that pupils need to acquire into four themes:
finding things out; developing ideas and making things happen; exchanging and sharing information; reviewing, modifying and evaluating work as it progresses.
The Framework for teaching ICT capability: Years 7, 8 and 9 (DfES 0321/2002) subdivideseach of the first three themes into three key concepts. The resulting nine key conceptsdescribe the breadth of ICT capability and progression in learning through Key Stage 3.This provides a useful vehicle when discussing how ICT can most enhance teaching andlearning in subjects. The fourth theme (reviewing, modifying and evaluating work as itprogresses) is a critical feature of ICT capability, which needs to be integrated throughoutall areas.
The diagram above shows the nine key concepts of ICT capability. Further guidance abouteach of these concepts can be found in Appendix 1.
In the ICT Framework, each key concept is broken down into suggested yearly teachingobjectives in Years 7, 8 and 9, to identify progression through the key stage. The yearlyteaching objectives are displayed in full in Appendix 2.
The breakdown of ICT capability into the nine key concepts shown in the diagram helpsidentify the most appropriate areas of ICT to enhance teaching and learning in subjects. Itis important that pupils are given sufficient opportunities to develop and apply the fullrange of their ICT capability in the curriculum.
Key to ICT NationalCurriculum themes:
Finding things out
Developing ideas andmaking things happen
Exchanging andsharing information
Reviewing, modifyingand evaluating workas it progresses
ICT capability Key Stage 3Key concepts
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Planning and sequencing ICT across the curriculumSubject teachers need to know what they can reasonably expect a pupil to know,understand and be able to do at each point in Key Stage 3.
Schools will need to map and sequence the teaching of ICT capability. This will identifywhen subject teachers can reasonably expect to develop and apply pupils ICT capabilityand move teaching and learning forward in their own subject teaching and learning. Forexample, once pupils have been taught appropriate search techniques on the Internet,including consideration of validity and bias, they can be expected to undertake purposefulresearch in other subjects and present their findings.
It is also important to consider the experiences of pupils at Key Stage 2. Again, individualschools will differ but Appendix 3 (extracted from the Framework for teaching ICTcapability: Years 7, 8 and 9 (DfES 0321/2002)) describes what most pupils should havelearned in ICT by the end of Key Stage 2. This summary is based largely on pupilsfollowing the Key Stage 2 QCA scheme of work, or equivalent, during Years 5 and 6.
ICT as a teaching toolSo far we have reviewed the use of ICT as a learning tool for pupils and haveacknowledged how pupils who are confident and proficient in ICT can bring with themopportunities for extending their learning as they use their ICT in other subjects in theschool curriculum.
However, existing and emerging ICT teaching tools provide further opportunities toenhance subjects and add value to teaching and learning. For example, the use ofinteractive whiteboards, video projection units, microscopes connected to computers,prepared spreadsheets to capture and model data, CD-ROMs, presentations with videoand carefully selected resources from the Internet all provide examples of how ICT can beembedded into subject teaching.
The diagram on page 9, showing ICT across the curriculum, can therefore be extended toinclude ICT as a tool or medium for teaching.
ICT capability Apply and develop ICT capability
ICT the subject
ICT in subjects
ICT a tool for teaching(the medium)
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Clearly elements of the model will overlap and impinge on each other. For whole-schoolpolicies for ICT across the curriculum the challenge is to make the most purposeful use ofthe available resources across all teaching and learning. Opportunities to embed ICTsuitably in subject-teaching need to be exploited, as appropriate.
Use of ICT by a teacher may involve little or no use of ICT by pupils and, consequently,may do little to apply and develop their ICT capability. However, use of ICT by the teachercan enhance and stimulate the learning experiences of pupils and contribute to theachievement of subject objectives. It is important to recognise the different contributionsthat ICT can make to teaching and learning and acknowledge the importance of each. A policy for ICT across the curriculum should consider all these elements and therelationships between them.
Some examples of how this could be done in citizenship are outlined in section 4 andincluded in detail on the accompanying CD-ROM.
The DfES CD-ROM, Embedding ICT @ Secondary, also provides a series of subject-specific case studies focusing on teacher-use of ICT.
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Using dataandinformationsources
Searchingandselecting
Organising andinvestigating
Models andmodelling
Control andmonitoring
Fitness forpurpose
Refiningand presentinginformation
Communicating
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Analysing andautomatingprocesses
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Key to ICT National Curriculum themes:
Finding things outDeveloping ideas and making things happenExchanging and sharing informationReviewing, modifying and evaluating work as it progresses
ICT capability Key Stage 3 CitizenshipKey concepts
The diagram introduced on page 11 has been expanded to highlight some of the ICT keyconcepts that are particularly significant for citizenship. These are expanded further on theICT in citizenship poster (DfES 02102004 G) that accompanies this pack.
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Commentary: ICT and citizenship
An overviewThe expectation is that pupils will have been taught all nine key concepts of ICT capabilityin their ICT lessons. This provides the foundation for the application and furtherdevelopment of these ICT key concepts across the curriculum. The nine ICT key conceptsare shown in the diagram on the opposite page.
Although many of the ICT key concepts could be applied and developed in citizenship,some are more significant than others. The four ICT key concepts, highlighted in thediagram, that are particularly significant for citizenship are:
using data and information sources; searching and selecting; fitness for purpose; communicating.
Other ICT key concepts such as refining and presenting information could also beapplied and developed, providing pupils with opportunities to draft and redraft their work andpresent their ideas in the most appropriate way with regard to the needs and expectations ofdifferent audiences. This would help them to develop further their understanding that theway information is presented can influence how the message is received.
How can the use of ICT raise standards in citizenship?ICT can be used as a tool to:
support teachers: to improve lesson design; to transform teaching and learning; to engage and motivate pupils more effectively;
provide opportunities for pupils to learn in alternative and challenging ways, usinga wide range of sources of information and techniques to support critical thinking;
support both collaborative and individual work; allow pupils access to sources of information relevant to a particular enquiry by
searching websites on the Internet;
allow pupils to identify and select the most useful information and sources for aninvestigation;
enable pupils to seek answers to focused questions by searching large datasets; enable pupils to improve their decision-making skills through the use of computer-
generated models;
enable pupils to review, refine, redraft and modify work in progress; help pupils to refine and present their ideas more effectively and in different ways.
Planning and progressionTeachers should expect pupils in any given year to have been taught all or most of the ICTFramework objectives from the previous year. Citizenship teachers may also wish pupils toapply ICT capability learned during the year in which they are being taught. It is importantto liaise with the ICT department to ensure that the levels of expectation and challenge areappropriate to pupils experiences and levels of ICT capability.
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To ensure the effective use of ICT in citizenship, teachers should:
plan the use of ICT by pupils in collaboration with the ICT department, to ensurethat pupils have appropriate ICT skills;
analyse how to build on prior learning in citizenship and ICT to inform planning ofschemes of work and design of lessons;
be sure that ICT resources are available for the lesson.
It is important to plan for a range of uses of ICT, to ensure that pupils capability isdeveloped and consolidated as they progress, both in citizenship and in the use of ICT. Inparticular teachers should plan to use ICT in citizenship lessons at a level pupils havealready covered in ICT lessons.
Teachers will need to ensure that:
pupils use of ICT is varied but appropriate to their learning in citizenship; as pupils ICT capability increases they are given further opportunities to apply and
develop aspects of that capability in citizenship lessons.
It may be appropriate to use low-level ICT skills to enhance learning in citizenship, butpupils should also be given opportunities to apply higher-order skills. This should enablepupils to enhance their learning in citizenship further, as well as to develop their capabilityin ICT. Using higher-order ICT skills will also increase pupils motivation by providing newopportunities for learning that could not be achieved easily in other ways.
Awareness of pupils capability in ICT will enable teachers to plan lessons that use and applyICT in ways that help challenge and motivate pupils of all attainment levels. It is expected that:
Year 6 ICT capability will support Year 7 work in citizenship; Year 7 ICT capability will support later Year 7 and Year 8 work in citizenship; Year 8 ICT capability will support later Year 8 and Year 9 work in citizenship; Year 9 ICT capability will support both later Year 9 work in citizenship and GCSE
work.
Appendix 2, Yearly teaching objectives for ICT, and Appendix 3, End of Key Stage 2expectations, provide a useful starting point for this, but practice in individual schools willvary, depending on how and when the National Curriculum for ICT is taught.
Planning to use ICT in citizenship lessonsEffective communication between the citizenship and ICT departments will foster a clearunderstanding of the timescale during which pupils should have developed the differentICT capability in each year. Citizenship teachers need to identify opportunities to exploitpupils capability in ICT to move learning in the subject forward. They also need toconsider whether the use of ICT is appropriate to the aspect of citizenship being taught.
When planning to use ICT in lessons, teachers should consider whether:
the ICT is adding value to the lesson: Would the citizenship learning outcomes be achieved as or more efficiently
without the use of ICT? Is the identified form of ICT (both hardware and software) the most appropriate
one to use?
there are opportunities in the plenary for pupils to communicate theirunderstanding of how ICT has contributed to their learning in citizenship;
schemes of work reflect a range of uses of ICT: by pupils, to consolidate and develop their ICT capability; by teachers, to support teaching of the National Curriculum for citizenship.
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ICT themes and key concepts in citizenship
This section identifies some of the opportunities for applying and developing pupilscapability in ICT that can be built into medium- and short-term planning in citizenship. Itconsiders ICT key concepts that offer significant opportunities to enhance pupils learningin citizenship and gives some brief examples of how this could happen in classrooms.
This symbol indicates that the lesson is based on one that is described in detail on theaccompanying CD-ROM.
Using data and information sourcesUse of ICT allows pupils to identify and combine information sources and evaluate themfor reliability and bias. Pupils can use information sources critically to enable them toestablish balanced, informed judgements in reaching conclusions about communities andsocieties. The critical examination of information is a key component of the study ofcitizenship. This includes an emphasis on identifying biased viewpoints and relatedpersuasive arguments. The quantity of information available on the Internet gives pupilsopportunities to evaluate both the information they receive and the websites themselves.The use of data and information sources through ICT can help them to develop andimprove these skills. However, teachers need to be aware that the Internet is anunregulated resource and can provide a forum for individuals or groups to put forwardbiased views or beliefs.
Searching and selectingICT allows pupils to search a variety of information sources and assess their value for aparticular task. It also enables them to select the appropriate information for an enquiry ortask. Websites offer vast amounts of information and up-to-date statistics, and giveaccess to material relevant to the study of citizenship that would not be possible throughany other medium. This provides pupils with unparalleled opportunities to identify, selectand use sources appropriate to particular enquiries. The ability to select and evaluatematerial relevant to a task is crucial, as pupils are often working with data in a variety offorms. Using ICT allows everyone to search for and select evidence and data from a rangeof sources. It provides teachers with opportunities to enhance pupils capabilities indeveloping effective search techniques. The efficient use of navigation, using CD-ROMsand the Internet, and familiarity with search conventions in order to refine their results, arecentral if pupils are to develop their skills of critical enquiry to the full.
Pupils in Year 8 used the Internet to research the views of various groupscampaigning to reform the youth justice system, as part of the work they weredoing on crime. They were able to identify a range of different views and toevaluate and discuss them. They were also able to identify information that theythought was misleading, which led to a discussion about the need to be critical ofthe sources of information themselves.
Pupils in Year 9 studied human rights, with a particular focus on the treatment ofrefugees. They used the Internet to identify sources of information appropriate totheir study and then used the capabilities they had developed in ICT lessons toform a judgement about reliability and bias in the sites they identified. This ledthem to a discussion about the possible misuse of data to support particularpoints of view and political positions.
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oFitness for purposeUsing ICT enables pupils to investigate the way information and data are presented andapply this knowledge to their use of it. Pupils can use ICT to convey the outcomes ofenquiries, by means of a range of media and presentation techniques. Pupils cancommunicate similar content in ways that have a different impact, depending on thespecific task and the audience. They can use presentations to convey a variety of valuesand attitudes. Pupils can refine and adapt their presentations according to need and theimpact they want to make. They can use ICT to draft and redraft their work. They can usetheir ICT capability to decide which software to use to present information and thus furtherdevelop their understanding of how the chosen medium may affect the outcome. The effectof presentations on audiences and the way they consume and process this information isintegral to understanding the conventions of communicating sensitive material.
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Pupils in Year 8 prepared a debate on genetically-modified crops and their impacton the environment. Some pupils made the case for genetically-modified crops,some made the case against and some tried to put a balanced view. Theysearched the Internet and CD-ROMs for relevant information, putting into practiceknowledge they had from ICT lessons in using indexes, search techniques,navigational structures and engines. They refined their search, using synonymsand commands such as AND, OR and NOT, to help them to select theinformation they needed to make their case in the debate.
Pupils in Year 7 studying democracy produced a presentation for children in Year6 of their neighbouring primary school. They used presentation software to showthe children how members of the school council were elected and how theyrepresented the views of other pupils. They also wanted to convey the kinds ofdecision the school council made and how these decisions impacted on theschool community. They were expected to make the presentation as concise andas clear as possible, having regard for the needs and expectations of pupils inYear 6. They were required to evaluate each others completed presentations andform judgements about their clarity, accuracy and appropriateness.
Pupils in a Year 9 class investigated proposals by the local council to build a newleisure centre opposite the school. They collected a range of views about theleisure centre from local councillors, local people and pupils at the school whosupported or opposed the proposal. They spoke to planning officers and analyseddata about estimated traffic flows at different times of day. They used digital videoand recording equipment to collect some of the views. They then prepared apresentation for a Year 9 assembly to inform them about the issues around theproposal and to help other Year 9 classes form a view about the proposal. Afterthis, the collective views were to be taken to the school council for discussion.After considering how they should make the presentation, the class decided touse presentation software into which they could import some of the images andsounds they had collected. They also produced posters for display prior to theassembly advertising it. They chose fonts and font size carefully, to ensure that theposters had the impact they wanted.
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CommunicatingICT has revolutionised the way people see the world. The use of electronic communicationhas simplified tasks and expanded boundaries. However, the accompanyingresponsibilities must be understood and appropriate actions taken. It is essential thatpupils have a critical understanding of the ways in which ICT impacts on individuals,communities, the nation and the wider world. The study of citizenship providesopportunities for pupils to explore the personal, social and political issues about theexplosion of information and communication through the Internet. It also providesunparalleled opportunities for them to communicate with other pupils in other schools inthis and other countries.
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19 ICT in citizenshipKey Stage 3 National Strategy
Pupils in a Year 7 class were working with pupils in a school in another town. Bothgroups studied crime in their local area. Each class analysed crime statistics fortheir town for the same period of time and prepared e-mails to share theinformation with each other, in order to compare the two situations. They preparedshort reports, including graphs, which they sent as attachments to their e-mails.Before writing the reports each group had to ensure that the file they wanted tosend as an attachment was of an appropriate size for the purpose.
Pupils in a Year 9 class were sharing a project on recycling with a similar school inSweden. Both schools used e-mail to agree a common set of enquiry questionsto help them research the extent and value of recycling in each of their towns. Thetwo schools agreed a regular time, once a week during lunchtime, when thegroups could talk to each other via video conferencing to ensure that both sets ofinvestigations were on track and dealing with potential problems. When theenquiry was completed, each school shared its analysis through e-mail. The Year9 pupils were then able to make a comparison between the ways in which thetwo towns approached the issue.
-
ICT capability: Moving forward in citizenship
Examples of lessons supplied on the CD-ROMThe CD-ROM includes examples of citizenship lessons in which ICT is used to enhanceteaching and learning. These have been chosen to give a flavour of the type of activities inwhich pupils ICT capability can be applied and developed within the context ofcitizenship. They also broadly reflect the ICT key concepts identified on page 15 as beingsignificant to the citizenship curriculum. The examples offer support for the teaching andlearning of citizenship. They provide opportunities for pupils to apply their own ICTcapability to new contexts as well as suggesting ways in which teachers can use ICT as atool for teaching.
In each of the examples, reference is made to the ICT key concept being applied ordeveloped. In each case the relevant ICT objectives have been taught before they areapplied in the citizenship lesson.
Each example includes a description of the lesson to place it within the context of thecurriculum. These identify the citizenship objectives and the expected outcomes, as wellas indicating the ICT capability that pupils will be using in the lesson. The lesson outlinesthat follow are provided as full lesson plans on the accompanying CD-ROM. Whereappropriate, links are provided to websites that offer further resources.
4
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20 ICT in citizenshipKey Stage 3 National Strategy
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21 ICT in citizenshipKey Stage 3 National Strategy
Lesson 1 Making decisions in our area
Citizenship objectives covered
Pupils will be taught to:
identify appropriate decision-makersand interest groups;
frame appropriate questions for theenquiry.
Citizenship lesson summary
This lesson is aimed at developingpupils understanding of democracy andparticipation through exploring a localissue. The lessons develop the NationalCurriculum concept of democracy andare linked to the QCA scheme of work,unit 7: Local democracy, which focuseson this concept.
Pupils will be expected to:
investigate an issue of localimportance;
identify key stakeholders; survey key stakeholders through
e-mail to collect information for theinvestigation.
This lesson provides opportunities for pupils to apply their capabilities in the area ofcommunicating, as they will be using e-mail to contact decision-makers and otherstakeholders to find out their views about the local issue under discussion.
Year group: 7
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22 ICT in citizenshipKey Stage 3 National Strategy
Lessons 2 and 3 Refugees and asylum-seekers
Citizenship objectives covered
Pupils will be taught to:
recognise that refugees and asylum-seekers have rights but can facedifficulties accessing these rights;
recognise the role of the media informing and influencing attitudes andopinions.
Citizenship lesson summary
This set of lessons is part of a seriesabout human rights, based on theNational Curriculum for citizenship andlinks to the QCA scheme of work, unit 3:Human rights, and 4: Britain a diversesociety.
Pupils will be expected to:
analyse information from the mediaand use their analysis to illustratedifferent attitudes to communities;
recognise reasons for positive andnegative representations in themedia, and appreciate bias in storiesand images;
prepare a presentation about howthe media present issues related torefugees for other members of theclass.
These lessons contribute to the development of pupils capability in using data andinformation sources. They provide opportunities for pupils to develop anunderstanding of reliability of information included in newspaper websites. They willhave opportunities to understand how the content and style of an information sourceaffects suitability for particular purposes, by considering the mix of fact and opinion,the viewpoints it offers and the clarity, accessibility and plausibility of the material. Theyalso provide opportunities for pupils to apply their capabilities in searching andselecting, as they will use newspaper websites to search for and select informationappropriate to their task. They will have opportunities to refine their searches, usingthe techniques they have learned in their ICT lessons. Pupils will be able to apply theircapabilities in fitness for purpose, by selecting an appropriate presentation medium,taking account of the content and the needs and expectations of the audience, andjustify their choice of medium.
Year group: 8
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23 ICT in citizenshipKey Stage 3 National Strategy
Lessons 4 and 5 Crime
Citizenship objectives covered
Pupils will be taught to:
recognise ways in which crimeaffects young people, victims ofcrime and the communities they livein;
understand the role of the media informing and influencing attitudes andopinions about crime;
construct a questionnaire andconsider what questions areappropriate, the length of thequestionnaire and the sample size tomake the survey valid.
Citizenship lesson summary
This set of lessons is part of a seriesabout crime, based on the NationalCurriculum for citizenship and links to theQCA scheme of work, unit 2: Crime. Itfocuses on peoples perceptions of crimein their area and how these perceptionsare influenced by the media.
Pupils will be expected to:
demonstrate knowledge of crime intheir community;
recognise the difference betweendifferent types of crime;
collect and analyse data about crimein their locality and makecomparisons with other localities andnational data;
construct a questionnaire to collectand analyse local views about theincidence of particular crimes in theirlocality and compare this with actualdata about these crimes;
analyse the way the media reportcrime to illustrate different attitudestowards victims and perpetrators;
present an argument about the waysin which the media influenceopinions to the class.
The lessons provide opportunities for pupils to apply their capability in organisingand investigating. They will collect data from different groups in the local area anduse this to create a simple database, using a spreadsheet software package. They willuse the spreadsheet to analyse the data, producing appropriate graphicalrepresentations to help them to consider what the information tells them aboutpeoples perceptions of crime in their area. They can then use official statistics tocheck these perceptions against the real incidence of crime in their local area. This willallow them to discuss validity and reliability of statistics and also the possible impactof the media on perceptions of crime. Their presentations allow them to apply theircapability in fitness for purpose, by reflecting on their choice of medium and theneeds and expectations of the audience.
Year group: 9
-
Further resourcesFurther resources to support the use of ICT in citizenship can be obtained from thesesources.
Key Stage 3 Strategy www.standards.dfes.gov.uk/keystage3
ICT in Schools www.dfes.gov.uk/ictinschools/
QCA www.qca.org.uk
Becta www.becta.org.uk See also Bectas ICT advice website:ww.ictadvice.org.uk
Ofsted www.ofsted.gov.uk
National Curriculum in Action www.ncaction.org.uk/subjects/ict/inother.htm
Teachernet www.teachernet.gov.uk/teachingandlearning/resourcematerials/
Virtual Teacher Centre http://vtc.ngfl.gov.uk/docserver.php
National Grid for Learning www.ngfl.gov.uk
Curriculum Online www.curriculumonline.gov.uk
National College for School http://www.ncsl.org.uk/index.cfmLeadership
National Association for Special www.nasen.org.ukEducational Needs
CitizenshipAssociation for Citizenship Teaching www.teachingcitizenship.org.uk
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24 ICT in citizenshipKey Stage 3 National Strategy
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25 ICT in citizenshipKey Stage 3 National Strategy
5
How is use of ICT currently enhancing teaching and learning in citizenship? What further opportunities can be exploited? What is inhibiting further use of ICT? What are the next steps in moving the department forward?
Next steps
Key questionsThis section is intended to support subject leaders when working with their respectivedepartmental teams to move ICT across the curriculum forward. Subject leaders play acrucial role in raising standards by securing and sustaining improvement in the applicationof ICT capability in all subjects.
Fundamentally, there are four key questions for subject leaders to consider with theirsubject teams.
This section offers suggestions for some next steps for you and your department, broadlybased around:
reviewing your current position; meeting the requirements for ICT in the citizenship National Curriculum (where
appropriate);
identifying how the ICT National Curriculum is taught in your school; applying and developing ICT capability from the ICT National Curriculum; using the materials in this ICTAC pack to move forward; action-planning making it happen in your department.
Below are some prompts and suggestions for analysing your existing provision,understanding how ICT is taught in your school and identifying potential new opportunitiesfor teaching and learning in your subject.
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26 ICT in citizenshipKey Stage 3 National Strategy
How is ICT being used in your department?
Identify ways in which ICT is currently used in lessons in your department to addvalue to teaching and learning.
What good practice in using ICT currently exists in your department and howdoes it enhance teaching and learning?
For each of these areas, is ICT being used by pupils, by teachers or by both? Are all teachers in your department using ICT in lessons in the same way or
are individual teachers just using their own ideas?
How can these ideas be shared with other teachers in the department?
dis
cuss
ion
poin
ts
Does the use of ICT in your department reflect the National Curriculumrequirements for your subject?
Identify any explicit references to the use of ICT in your subject NationalCurriculum orders and ensure that these areas are already being covered in yourdepartments scheme of work.
How do you ensure that all teachers in your department are dealing with theexplicit references to ICT in your subject?
How do you monitor, review and evaluate the ICT experiences of all pupilsacross all classes that are taught by your department?
dis
cuss
ion
poin
ts
Reviewing your current position
You could consider:
asking teachers in your department to identify where they use ICT in their lessonsand how it impacts on teaching and learning in your subject: use the diagram onpage 14 to identify where the use of ICT fits;
allocating time at departmental meetings to share existing good practice and tolook at ways in which it could be incorporated or adapted into schemes of workfor all teachers in the department;
setting up peer observation or paired teaching for colleagues to observe eachother and assess the value that ICT is adding to the lesson you may find the KeyStage 3 guidance on coaching (included in Sustaining Improvement: a suite ofmodules on Coaching, Running networks and Building capacity (DfES 05652003 G))a useful tool to help you with this;
using the audit document on the CD-ROM to help analyse your current position this is adapted from the Key Stage 3 Strategy publication, Securing improvement:the role of subject leaders (DfES 0102/2002), which provides further guidance onsubject leadership.
ICT in the citizenship National Curriculum
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27 ICT in citizenshipKey Stage 3 National Strategy
How is the teaching of the ICT National Curriculum organised in yourschool?
Identify the aspects of ICT that pupils have been taught in ICT lessons duringYears 7, 8 and 9.
How is the teaching of the ICT National Curriculum organised in your school? What ICT capability, through taught ICT lessons, can you reasonably expect
pupils to be bringing to your subject lessons in each term?
dis
cuss
ion
poin
ts
You could consider:
using the National Curriculum orders for citizenship to identify where theprogramme of study refers to ICT, either specifically or as an example of how aparticular aspect of the subject might be taught. The National Curriculum in Actionwebsite provides a useful starting point for this and outlines statutory requirementsand non-statutory opportunities for your subject, see http://www.ncaction.org.uk/subjects/ict/inother.htm;
identifying, within your departmental schemes of work, how and when each ofthese references will be covered;
ensuring that you have planned access to the resources you will need by liaisingwith your ICT coordinator and/or the SMT member with responsibility for ICTacross the curriculum;
sampling pupils work to ensure consistency across classes; with a focus on theexplicit requirements of using ICT in your subject. The Key Stage 3 Strategypublication, Organising a work sample (DfES 0390/2003), offers guidance on howyou might organise a work-sampling exercise.
Identifying how the ICT National Curriculum is taught in your school
You could consider:
discussing with the schools ICT subject leader how ICT is taught across the keystage in your school, in particular, to find out:
the timetable allocation for ICT as a subject in Years 7, 8 and 9 the KeyStage 3 National Strategy recommends one hour per week in each year forICT lessons;
how the scheme of work for ICT is organised in each term, in each year andwhat ICT capability you would expect pupils to be bringing to your lessons;
the use that is made of the Key Stage 3 Strategys ICT sample teaching units the Strategy has produced detailed lesson plans with accompanyingresources for Years 7 and 8, and case studies for Year 9, based on the QCAKey Stage 3 scheme of work.
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28 ICT in citizenshipKey Stage 3 National Strategy
Does the use of ICT in your department reflect the National Curriculumrequirement to give pupils opportunities to apply and develop their ICTcapability?
Identify where your current scheme of work gives pupils opportunities to applyand develop their ICT capability at a level appropriate to their experience.
Are all teachers in your department fully aware of the breadth of ICT capabilitythat pupils are taught in ICT?
Which parts of the ICT National Curriculum are particularly significant for yoursubject and give pupils potential opportunities to apply and develop their ICTcapability?
Are there implications for training for teachers in your department? Does the scheduling of your subject scheme of work and the ICT scheme of
work provide a coherent way forward for pupils use of ICT?
dis
cuss
ion
poin
ts
Applying and developing ICT capability taught in ICT lessons
You could consider:
inviting the ICT subject leader to a departmental meeting to explain the breadth ofICT capability that pupils are taught in the ICT National Curriculum. You may findAppendix 2 helpful for the discussion, in that it provides an overview of how theKey Stage 3 programme of study could be broken down into yearly teachingobjectives. This appendix is extracted from the Key Stage 3 National Strategypublication, Framework for teaching ICT capability: Years 7, 8 and 9 (DfES0321/2002), which also provides further guidance on teaching ICT as a subject;
identifying areas for staff development, either for individual teachers or the wholedepartment and working with the ICT subject leader and the LEA to establishsources of support;
discussing with the ICT subject leader possible changes to the schedule of theschemes of work to ensure that, in subject lessons, pupils are building on ICT thathas already been taught;
working with the schools ICT coordinator to identify how your departmentcontributes to the whole-school policy of ICT across the curriculum;
discussing with other subject leaders in the school how they give pupilsopportunities to apply and develop ICT capability in their respective subjects.
Using the resources in the ICTAC pack to move forwardThe pack comprises five components:
1 ICT in series guides (this publication)The guides consider how subjects can build on the ICT capability taught in ICTlessons, in this case, to add value to teaching and learning in citizenship.
2 Video on CD-ROMThe video on the CD-ROM gives an example of how one subject leader has tackledthe use of ICT in citizenship.
3 Examples of lessons on CD-ROMThe examples on the CD-ROM provide lesson plans and resources to demonstratesome ways that ICT could be applied and developed in citizenship.
4 PostersThe poster gives a pictorial representation of the ICT key concepts and examples ofhow some of these could be relevant to teaching and learning in citizenship.
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29 ICT in citizenshipKey Stage 3 National Strategy
How can you move forward, using ICT to add value to teaching andlearning in citizenship?
Use the materials provided in the ICTAC pack to identify new opportunities forpupils to apply and develop their ICT capability.
Which of the ICT key concepts are particularly relevant to your subject? Which aspects of ICT capability can be applied and developed in your subject?
What new opportunities are there for adding real value to teaching andlearning in your subject by exploiting the ICT capability that pupils are bringingto your lessons?
In the light of pupils increasing ICT capability, how do you ensure that themost effective use is made of ICT?
How does the work on ICT across the curriculum in your department fit withthe whole-school policy of ICT across the curriculum?
dis
cuss
ion
poin
ts
5 Management guideA guide for school leaders, in particular the senior member of staff with overallresponsibility for ICT across the curriculum. It outlines the need for a whole-schoolapproach to ICT across the curriculum and offers guidance on how this may beachieved.
Moving forward
You could consider:
using the overview of the nine ICT concepts in Appendix 1 of this ICT in citizenshipguide to raise your awareness of the ICT that is taught to pupils, and the level of ICTcapability that pupils will be bringing to your lessons that you can apply and develop. The nine ICT key concepts provide a way of considering the breadth of ICTcapability that pupils will bring to your lessons. Some key concepts will be morerelevant than others to your subject and some may well overlap. The importantpoint is that the overview provides a basis for analysing current provision andpotential new opportunities;
using the ICT key concepts described in section 3 of this booklet, and on theaccompanying posters, to identify new opportunities for your subject. Examples ofhow some of these key concepts are significant for citizenship are given to providestimuli for analysing your current schemes of work for additional opportunities;
using the examples of lessons, provided on the CD-ROMs, to provoke thoughtand compare with your current practice. Overviews of each of these lessons areprovided in section 4 of this booklet;
viewing the video clip on the CD-ROM to consider how one citizenshipdepartment is going about embedding ICT in their subject;
using the additional resources provided in section 4 of this guide and on the CD-ROM to identify further sources of support and guidance;
if this is part of a wider-school day on ICT across the curriculum, viewing the videoclip on the Management Guide CD-ROM, which considers the critical roles ofheadteacher, SMT with responsibility for ICT, ICT subject leader, ICT coordinator andother subject leaders in moving ICT across the curriculum forward in the school.
If your school has selected ICT across the curriculum as its whole-school priority, the LEAsICTAC lead consultant will be able to offer further support and guidance on using thematerials in this ICTAC pack.
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30 ICT in citizenshipKey Stage 3 National Strategy
Working with the ICTAC packAction-planning making it happen in your departmentClearly schools will be at different stages of development with ICT across the curriculum.Departments within individual schools will also be at different stages. This ICTAC pack isdesigned to be used flexibly, for example:
as part of a whole-school focus on ICT across the curriculum, supported by theLEAs lead ICTAC consultant;
as an individual department working within a school; as a group of departments within a school; as a group of subject departments across schools.
Whatever the scenario, subject leaders should define clear priorities, using the materials inthis pack. Consider:
reviewing the current position; using the materials in this ICTAC pack to provoke thought and help identify
possible routes forward;
looking at schemes of work and identifying changes that would have minimalresourcing implications for staff and equipment;
identifying changes that would have more substantial implications; how the work on ICT across the curriculum in your department is located within
the whole-school policy for ICT across the curriculum;
liaising with other key players in the school, in particular, the ICT subject leaderand ICT coordinator and/or senior teacher with responsibility for ICT across thecurriculum;
liaising with the LEA for sources of support, in particular, the LEAs lead ICTACconsultant.
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31 ICT in citizenshipKey Stage 3 National Strategy
Appendices
Appendix 1
Key conceptsFinding things outThe theme Finding things out is concerned not only with finding information from a widerange of sources but also with recognising that the user must judge the quality of contentfound.
Pupils are taught to make judgements about the validity, reliability and bias of various dataand information sources, and to select information relevant to a task, using, forexample, CD-ROMs or the Internet. They are taught that the way in which different typesof information are combined conveys meaning. For example, pupils recognise that thearrangement of text, graphics, and numeric data in an advertisement is intended topersuade us to buy a product.
When searching and selecting, pupils are taught to use search engines to findappropriate information, to refine their searches, to make them more effective and toselect relevant information by reference to its origin and quality. For example, a pupilsearching the Internet for information about global warming might select the data found ona website with a .org or .gov suffix because it should be more reliable.
When organising and investigating, pupils are taught to retrieve and collect informationfor a specific purpose or task. They process the data in various ways to find somethingout, draw conclusions or answer hypotheses. They are able to present their findingseffectively. For example, pupils may develop a hypothesis about the effects of a localbuilding project. To test this hypothesis they would create a questionnaire to collect andrecord peoples attitudes, process the data in a spreadsheet or database and use theiranalysis to support or refute their hypothesis, finally using graphs to present their findings.
Developing ideas and making things happenDeveloping ideas and making things happen is concerned with using ICT to process,develop or display information efficiently.
Pupils are taught to analyse problems, breaking them down into component parts, and toautomate processes to increase their speed and accuracy. For example, pupils maydevelop their understanding of efficiency by using master pages in publications to explorea range of possibilities before making a decision.
Pupils are taught that they can use models and modelling to represent a situation orprocess on screen. They explore patterns and relationships by changing variables andrules and can use this technique to answer What if ? questions. For example, pupilsmay explore a spreadsheet model of the relative costs of running a mobile phone bychanging the number of minutes used per month (changing variables) to see what thephone would cost if . They may then develop the model by including the number of freetext messages (changing rules).
Pupils are taught to develop computer-based systems to control and monitor situations.They analyse the problem and design, create, test and refine a solution. For example, in ascience experiment pupils may develop a system to measure temperature, light andhumidity, using a range of sensors incorporating a subroutine for each sensor, withappropriate sampling rates, and triggering an alarm when a condition is met.
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32 ICT in citizenshipKey Stage 3 National Strategy
Exchanging and sharing informationThis theme relates to the process of communication. Pupils are taught to recognisecommon forms and conventions used in communications and to use this knowledge topresent information appropriately to a specified audience.
When exchanging and sharing information, pupils are taught to consider fitness forpurpose. They review and evaluate the effectiveness of their work and are able to justifythe choices they have made. They are able to use this critical evaluation to develop andimprove their presentation of information, refining it for the purpose and audience. Forexample, pupils may use digital video to create an advertisement for overseas visitors totheir locality. They may refine their work further by devising criteria drawn from an analysisof existing TV adverts, during which they identify the common forms and conventions.
They are taught to use ICT to communicate effectively with wider and remote audiences.For example, pupils may use e-mail or online questionnaires to gather information frompupils in other countries, recognising and understanding the technical issues involved andthe rules governing such communications.
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33 ICT in citizenshipKey Stage 3 National Strategy
Year
7 t
eachin
g o
bje
cti
ves
NO
TE: O
bjec
tives
hig
hlig
hted
in c
olou
r ar
e re
late
d to
rev
iew
ing,
mod
ifyin
g an
d ev
alua
ting
wor
k as
it p
rogr
esse
s.
Find
ing
thi
ngs
out
Usi
ng d
ata
and
info
rmat
ion
sour
ces
U
nder
stan
d th
at d
iffer
ent
form
s of
info
rmat
ion
te
xt,
grap
hics
, sou
nd, n
umer
ic d
ata
and
sym
bols
c
an b
eco
mbi
ned
to c
reat
e m
eani
ng a
nd im
pact
.
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entif
y th
e pu
rpos
e of
an
info
rmat
ion
sour
ce (e
.g. t
o pr
esen
tfa
cts
or o
pini
ons,
to
adve
rtis
e, p
ublic
ise
or e
nter
tain
) and
whe
ther
it is
like
ly t
o be
bia
sed.
Id
entif
y w
hat
info
rmat
ion
is r
elev
ant
to a
tas
k.
U
nder
stan
d ho
w s
omeo
ne u
sing
an
info
rmat
ion
sour
ce c
ould
be m
isle
d by
mis
sing
or
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cura
te in
form
atio
n.
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rchi
ng a
nd s
elec
ting
S
earc
h a
varie
ty o
f sou
rces
for
info
rmat
ion
rele
vant
to
a ta
sk(e
.g. u
sing
inde
xes,
sea
rch
tech
niqu
es, n
avig
atio
nal
stru
ctur
es a
nd e
ngin
es).
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arro
w d
own
a se
arch
to
achi
eve
mor
e re
leva
nt r
esul
ts.
A
sses
s th
e va
lue
of in
form
atio
n fro
m v
ario
us s
ourc
es t
o a
part
icul
ar t
ask.
A
ckno
wle
dge
sour
ces
of in
form
atio
n us
ed.
Org
anis
ing
and
inve
stig
atin
g
In a
n in
vest
igat
ion:
de
sign
and
use
an
appr
opria
te d
ata
hand
ling
stru
ctur
e to
answ
er q
uest
ions
and
dra
w c
oncl
usio
ns;
de
sign
a q
uest
ionn
aire
or
data
col
lect
ion
shee
t to
pro
vide
rele
vant
dat
a;
ch
eck
data
effi
cien
tly fo
r er
rors
;
in
vest
igat
e re
latio
nshi
ps b
etw
een
varia
bles
;
us
e so
ftwar
e to
rep
rese
nt d
ata
in s
impl
e gr
aphs
, cha
rts
orta
bles
, jus
tifyi
ng t
he c
hoic
e of
rep
rese
ntat
ion;
de
rive
new
info
rmat
ion
from
dat
a, e
.g. a
vera
ges,
prob
abilit
ies;
ch
eck
whe
ther
con
clus
ions
are
pla
usib
le;
re
view
and
am
end
the
stru
ctur
e an
d its
dat
a to
ans
wer
furt
her
ques
tions
.
Dev
elo
pin
g id
eas
and
mak
ing
thi
ngs
hap
pen
Ana
lysi
ng a
nd a
uto
mat
ing
pro
cess
es
Use
aut
omat
ed p
roce
sses
to
incr
ease
effi
cien
cy (e
.g.
tem
plat
es, m
aste
r pa
ges)
.
R
epre
sent
sim
ple
proc
esse
s as
dia
gram
s, s
how
ing:
ho
w a
tas
k ca
n be
bro
ken
dow
n in
to s
mal
ler
ones
;
th
e se
quen
ce o
f ope
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ns, a
nd a
ny c
ondi
tions
or
deci
sion
s th
at a
ffect
it;
th
e in
itial
info
rmat
ion
need
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.g. r
oom
tem
pera
ture
,pr
ices
of i
tem
s).
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del
s an
d m
od
ellin
g
Use
sof
twar
e to
inve
stig
ate
and
amen
d a
sim
ple
mod
el b
y:
fo
rmat
ting
and
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lling
data
app
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ly (e
.g. f
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attin
gce
lls t
o di
spla
y cu
rren
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terin
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les
or fo
rmul
ae a
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heck
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and
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plai
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es g
over
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a m
odel
;
pr
edic
ting
the
effe
cts
of c
hang
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varia
bles
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rule
s.
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st w
heth
er a
sim
ple
mod
el o
pera
tes
satis
fact
orily
.
Co
ntro
l and
mo
nito
ring
Im
plem
ent
a sy
stem
to
carr
y ou
t a
sim
ple
cont
rol t
ask,
incl
udin
g so
me
that
invo
lve
sens
ed p
hysi
cal d
ata,
by:
co
mpi
ling
sets
of i
nstr
uctio
ns, i
dent
ifyin
g th
ose
whi
ch c
anbe
gro
uped
to
form
pro
cedu
res
or lo
ops;
te
stin
g an
d re
finin
g th
e in
stru
ctio
ns.
Exc
hang
ing
and
sha
ring
info
rmat
ion
Fitn
ess
for
pur
po
se
R
ecog
nise
com
mon
form
s an
d co
nven
tions
use
d in
com
mun
icat
ions
and
how
the
se a
ddre
ss a
udie
nce
need
s(e
.g. c
olum
ns o
f tex
t in
new
spap
ers,
gra
phic
s an
d en
larg
edpr
int
in p
oste
rs, h
yper
links
on
web
site
s).
A
pply
und
erst
andi
ng o
f com
mon
form
s an
d co
nven
tions
to
own
ICT
wor
k.
U
se g
iven
crit
eria
to
eval
uate
the
effe
ctiv
enes
s of
ow
n an
dot
hers
pub
licat
ions
and
pre
sent
atio
ns.
Ref
inin
g a
nd p
rese
ntin
g in
form
atio
n
Pla
n an
d de
sign
the
pre
sent
atio
n of
info
rmat
ion
in d
igita
lm
edia
, tak
ing
acco
unt
of t
he p
urpo
se o
f the
pre
sent
atio
n an
din
tend
ed a
udie
nce.
U
se IC
T to
dra
ft an
d re
fine
a pr
esen
tatio
n, in
clud
ing:
ca
ptur
ing
still
and
mov
ing
imag
es a
nd s
ound
(e.g
. usi
ng a
scan
ner,
digi
tal c
amer
a, m
icro
phon
e);
re
orga
nisi
ng, d
evel
opin
g an
d co
mbi
ning
info
rmat
ion,
incl
udin
g te
xt, i
mag
es a
nd s
ound
, usi
ng t
he s
impl
e ed
iting
func
tions
of c
omm
on a
pplic
atio
ns;
im
port
ing
and
expo
rtin
g da
ta a
nd in
form
atio
n in
appr
opria
te fo
rmat
s.
Co
mm
unic
atin
g
Use
e-m
ail s
ecur
ely
and
effic
ient
ly fo
r sh
ort
mes
sage
s an
dsu
ppor
ting
mat
eria
l.
K
now
how
to
prot
ect
pers
onal
det
ails
and
why
thi
s is
impo
rtan
t.
Appendix
2Ye
arl
y te
ach
ing o
bje
ctiv
es
for
ICT
-
Crown copyright 2004DfES 0197-2004
34 ICT in citizenshipKey Stage 3 National Strategy
Year
8 t
eachin
g o
bje
cti
ves
NO
TE: O
bjec
tives
hig
hlig
hted
in c
olou
r ar
e re
late
d to
rev
iew
ing,
mod
ifyin
g an
d ev
alua
ting
wor
k as
it p
rogr
esse
s.
Find
ing
thi
ngs
out
Usi
ng d
ata
and
info
rmat
ion
sour
ces
U
nder
stan
d ho
w t
he c
onte
nt a
nd s
tyle
of a
n in
form
atio
nso
urce
affe
ct it
s su
itabi
lity
for
part
icul
ar p
urpo
ses,
by
cons
ider
ing:
its
mix
of f
act,
opin
ion
and
mat
eria
l des
igne
d to
adv
ertis
e,pu
blic
ise
or e
nter
tain
;
th
e vi
ewpo
ints
it o
ffers
;
th
e cl
arity
, acc
essi
bilit
y an
d pl
ausi
bilit
y of
the
mat
eria
l.
D
evis
e an
d ap
ply
crite
ria t
o ev
alua
te h
ow w
ell v
ario
usin
form
atio
n so
urce
s w
ill su
ppor
t a
task
.
Ju
stify
the
use
of p
artic
ular
info
rmat
ion
sour
ces
to s
uppo
rt a
nin
vest
igat
ion
or p
rese
ntat
ion.
Sea
rchi
ng a
nd s
elec
ting
E
xten
d an
d re
fine
sear
ch m
etho
ds t
o be
mor
e ef
ficie
nt (e
.g.
usin
g sy
nony
ms
and
AN
D, O
R, N
OT)
.
E
xpla
in t
he a
dvan
tage
s of
the
met
hods
use
d by
diff
eren
tse
arch
eng
ines
and
pro
gram
s to
sea
rch
for
data
in v
ario
usfo
rmat
s.
Org
anis
ing
and
inve
stig
atin
g
In a
n in
vest
igat
ion:
us
e so
ftwar
e op
tions
and
form
ats
to s
tore
, ret
rieve
and
pres
ent
elec
tron
ic m
ater
ial e
ffici
ently
;
ex
plor
e an
d in
terp
ret
colle
cted
dat
a in
ord
er t
o dr
awco
nclu
sion
s;
as
sess
the
con
sist
ency
of c
oncl
usio
ns w
ith o
ther
evi
denc
e.
U
nder
stan
d:
ho
w d
ata
colle
ctio
n an
d st
orag
e ar
e au
tom
ated
inco
mm
erce
and
som
e pu
blic
ser
vice
s;
th
e im
pact
of e
lect
roni
c da
taba
ses
on c
omm
erci
al p
ract
ice
and
soci
ety;
po
tent
ial m
isus
e of
per
sona
l dat
a.
Dev
elo
pin
g id
eas
and
mak
ing
thi
ngs
hap
pen
Ana
lysi
ng a
nd a
uto
mat
ing
pro
cess
es
Aut
omat
e si
mpl
e pr
oces
ses
by:
cr
eatin
g te
mpl
ates
;
cr
eatin
g si
mpl
e so
ftwar
e ro
utin
es (e
.g. s
tyle
she
ets,
web
quer
ies,
con
trol
tec
hniq
ues
on w
eb p
ages
).
C
onsi
der
the
bene
fits
and
draw
back
s of
usi
ng IC
T to
auto
mat
e pr
oces
ses
(e.g
. usi
ng w
izar
ds, t
empl
ates
).
R
epre
sent
sim
ple
desi
gn s
peci
ficat
ions
as
diag
ram
s.
Mo
del
s an
d m
od
ellin
g
Dev
elop
ICT-
base
d m
odel
s an
d te
st p
redi
ctio
ns b
y ch
angi
ngva
riabl
es a
nd r
ules
.
D
raw
and
exp
lain
con
clus
ions
(e.g
. th
e be
st v
alue
for
mon
eyis
obt
aine
d w
hen
).
R
evie
w a
nd m
odify
ICT
mod
els
to im
prov
e th
eir
accu
racy
and
exte
nd t
heir
scop
e (e
.g. b
y in
trod
ucin
g di
ffere
nt o
r ne
wva
riabl
es a
nd p
rodu
cing
furt
her
outc
omes
).
Co
ntro
l and
mo
nito
ring
D
evel
op a
nd t
est
a sy
stem
to
mon
itor
and
cont
rol e
vent
s by
:
us
ing
sens
ors
effic
ient
ly;
de
velo
ping
, tes
ting
and
refin
ing
effic
ient
seq
uenc
es o
fin
stru
ctio
ns a
nd p
roce
dure
s;
as
sess
ing
the
effe
cts
of s
ampl
ing
and
tran
smis
sion
rat
eson
the
acc
urac
y of
dat
a fro
m s
enso
rs.
U
nder
stan
d ho
w c
ontr
ol a
nd m
onito
ring
has
affe
cted
com
mer
cial
and
indu
stria
l pro
cess
es (e
.g. t
elec
omm
unic
atio
n,he
alth
and
tra
nspo
rt s
ervi
ces)
.
Exc
hang
ing
and
sha
ring
info
rmat
ion
Fitn
ess
for
pur
po
se
R
ecog
nise
how
diff
eren
t m
edia
and
pre
sent
atio
n te
chni
ques
conv
ey s
imila
r co
nten
t in
way
s th
at h
ave
diffe
rent
impa
cts.
U
nder
stan
d th
at a
n ef
fect
ive
pres
enta
tion
or p
ublic
atio
n w
illad
dres
s au
dien
ce e
xpec
tatio
ns a
nd n
eeds
(e.g
. the
audi
ence
s le
vels
of l
itera
cy, f
amilia
rity
with
a t
opic
).
D
evis
e cr
iteria
to
eval
uate
the
effe
ctiv
enes
s of
ow
n an
dot
hers
pub
licat
ions
and
pre
sent
atio
ns, a
nd u
se t
he c
riter
ia t
om
ake
refin
emen
ts.
Ref
inin
g a
nd p
rese
ntin
g in
form
atio
n
Pla
n an
d de
sign
pre
sent
atio
ns a
nd p
ublic
atio
ns, s
how
ing
how
acc
ount
has
bee
n ta
ken
of:
au
dien
ce e
xpec
tatio
ns a
nd n
eeds
;
th
e IC
T an
d m
edia
faci
litie
s av
aila
ble.
U
se a
ran
ge o
f IC
T to
ols
effic
ient
ly t
o co
mbi
ne, r
efin
e an
dpr
esen
t in
form
atio
n by
:
ex
trac
ting,
com
bini
ng a
nd m
odify
ing
rele
vant
info
rmat
ion
for
spec
ific
purp
oses
;
st
ruct
urin
g a
publ
icat
ion
or p
rese
ntat
ion
(e.g
. usi
ngdo
cum
ent
styl
es, t
empl
ates
, tim
e lin
es in
sou
nd a
nd v
ideo
editi
ng, n
avig
atio
nal s
truc
ture
s in
web
med
ia).
Co
mm
unic
atin
g
Und
erst
and
som
e of
the
tec
hnic
al is
sues
invo
lved
in e
ffici
ent
elec
tron
ic c
omm
unic
atio
ns (e
.g. s
peed
and
ban
dwid
th, s
ize
and
type
of f
ile, f
eatu
res
of d
iffer
ent
brow
sers
and
mai
lso
ftwar
e).
U
se IC
T ef
fect
ivel
y to
ada
pt m
ater
ial f
or p
ublic
atio
n to
wid
eror
rem
ote
audi
ence
s (e
.g. a
s w
eb a
rtic
les
or s
ites)
.
-
Crown copyright 2004DfES 0197-2004
35 ICT in citizenshipKey Stage 3 National Strategy
Year
9 t
eachin
g o
bje
cti
ves
NO
TE: O
bjec
tives
hig
hlig
hted
in c
olou
r ar
e re
late
d to
rev
iew
ing,
mod
ifyin
g an
d ev
alua
ting
wor
k as
it p
rogr
esse
s.
Find
ing
thi
ngs
out
Usi
ng d
ata
and
info
rmat
ion
sour