renewing the framework for secondary ict

Renewing the Framework for secondary ICT Spring 2008 subject leader development meeting: Sessions 2, 3 and 4

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First published in 2008

Ref: 00126-2008DOM-EN

Renewing the Framework for secondary ICT

Spring 2008 subject leader development meeting: Sessions 2, 3 and 4

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1The National Strategies | Secondary Spring 2008 subject leader development meeting for ICT

© Crown copyright 2008 00126-2008DOM-EN


Spring 2008 subject leader development meeting: Sessions 2, 3 and 4

ContentsPresenters' slides Page

Session 2: The new ICT programmes of study: Key Stages 3 and 4 3

Session 3: Introducing the renewed Framework for secondary ICT 11

Session 4: Planning a scheme of work 15

Presenters' notes Page

Session 2: The new ICT programmes of study: Key Stages 3 and 4 21

Session 3: Introducing the renewed Framework for secondary ICT 31

Session 4: Planning a scheme of work 41

Handouts Page

Handout 2.1: The importance of ICT 53

Handout 2.2: Old and new level descriptions 55

Handout 2.3: Time line 63

Handout 3.1: Substrand 3.3 Communicating 65

Handout 3.2: Blank progression template 67

Handout 3.3: Substrand 4.1 Evaluating work 69

Handouts 3.4a–e: Suggested learning outcomes (as separate A3 handouts)

Handout 4.1: Planning flow chart 71

Handout 4.2: Year 7 learning objectives (as separate A3 handout)

Handout 4.3: Year 7 learning objectives (blank) (as separate A3 handouts)

Handout 4.4: School B unit summaries 73

Handout 4.5: Sample teaching unit overview with additional opportunities 77

Handout 4.6: Blank curriculum map (as separate A3 handout)

Handout 4.7: Action plan – Year 7 curriculum 2008 81

2 The National Strategies | Secondary Spring 2008 subject leader development meeting for ICT

© Crown copyright 200800126-2008DOM-EN

Lines of progression in ICT Page

Overview of strands 83

Learning objectives 85



Session 2: The new ICT programmes of study: Key Stages 3 and 4

Slide 2.1

Slide 2.2

Slide 2.3






Slide 2.7

Slide 2.8

Slide 2.9

Slide 2.4

Slide 2.5

Slide 2.6






Slide 2.13

Slide 2.14

Slide 2.15

Slide 2.10

Slide 2.11

Slide 2.12






Slide 2.16

Slide 2.17

Slide 2.18






Slide 2.19




Session 3: Introducing the renewed Framework for secondary ICT

Slide 3.1

Slide 3.2

Slide 3.3






Slide 3.4

Slide 3.5

Slide 3.6






Slide 3.7

Slide 3.8

Slide 3.9






Slide 3.10

Slide 3.11





Session 4: Planning a scheme of work

Slide 4.1

Slide 4.2

Slide 4.3






Slide 4.4

Slide 4.5

Slide 4.6






Slide 4.7

Slide 4.8

Slide 4.9






Slide 4.10

Slide 4.11

Slide 4.12






Slide 4.13

Slide 4.14





Session 2: The new ICT programmes of study: Key Stages 3 and 4

70 minutes

ObjectivesTo consider the structure for subjects in the new secondary curriculum ●

To outline the main changes to the ICT Key Stage 3 and Key Stage 4 programmes of study ●

To raise awareness of the context for the ICT programmes of study within the secondary ●

curriculum review

OutcomesSubject leaders/teachers should:

understand the main changes to the ICT programmes of study ●

understand the implications for planning and teaching ICT within the wider context of the ●

secondary curriculum review.

ResourcesHandout 2.1: The importance of ICT ●

Handout 2.2: Old and new level descriptions ●

Handout 2.3: Time line ●

Resource 2.1: Differences between attainment target level descriptions ●

Programme of study for Key Stage 3 ●

Programme of study for Key Stage 4 ●

Outline of session

Section/task/activity Time needed

Introduction to the session 10 minutes

The new programmes of study 40 minutes

Level descriptions 10 minutes

Plenary 10 minutes

Total: 70 minutes



1 Introduction to the session 10 minutes

Slide 2.1: title slideSay that this session is an introduction to the new ICT programmes of study and an opportunity to consider some of the implications for planning and teaching ICT capability within the wider context of the secondary curriculum review.

Slides 2.2 and 2.3: Objectives and outcomes Show the slides and talk through the objectives in relation to the outcomes for the session.

This session will help subject leaders and teachers identify the changes to the curriculum and familiarise them with the style, structure and context of the new programmes of study. This information will set the background for subsequent sessions, which will consider the planning implications for ICT subject leaders and teachers and the contribution of ICT to wider curriculum reforms in individual school contexts.

Slide 2.4: ICT – the wider contextShow the slide and point out that the secondary curriculum review needs to be considered in the light of other reforms and the changing landscape. Make the following points.

Every Child Matters places an increased emphasis on ensuring that all young people maximise ●

their potential in five key areas. ICT has a significant part to play in ‘enjoy and achieve’ and ‘economic well-being’, as well as contributing to ‘citizenship’ and ‘staying safe’.

The 14–19 reforms are providing different pathways for all young people to maximise their ●

potential. These include new qualifications such as diplomas and functional skills, as well as other reforms such as the expansion of apprenticeships.

The secondary curriculum review gives the opportunity to align teaching and learning at Key ●

Stage 3 and Key Stage 4 with the key aims of Every Child Matters and the 11–19 reform agenda.

Slide 2.5: Curriculum aimsThis slide gives a reminder of the shared curriculum aims of all subjects. All programmes of study, whatever the subject, begin with the aims of developing successful learners, confident individuals and responsible citizens, and so provide a common focus on good learning in school and beyond.

The process of learning through undertaking activities in ICT should contribute to achievement of these curriculum aims.

Ask subject leaders/teachers to consider the role of their subject in contributing to:

the wider context – Every Child Matters, 11–19 reforms and the changing landscape ●

shared curriculum aims. ●

Take brief feedback before introducing the next section, which looks in detail at the structure and content of the new programmes of study, starting with the importance statement.



2 The new programmes of study 40 minutes

Slide 2.6: ICT PoS – structureShow the slide and remind subject leaders/teachers that:

the new programmes of study for different subjects have been developed as part of the ●

secondary curriculum review

the structure of the programmes of study is the same for all subjects ●

some subjects have less prescribed content to allow greater flexibility, although this is not such ●

an issue for ICT, where the subject focuses largely on capability and process rather than content

the new curriculum balances subject knowledge with the key concepts and key processes that ●

underpin the discipline of each subject.

Outline or recap the structure of all programmes of study, pointing out the various sections as follows.

Curriculum aims – are the same for all subjects. ●

Importance statement – describes why the subject matters and how it can contribute to the ●

aims.

1. Key concepts – identify the big ideas that underpin the subject. ●

2. Key processes – identify the essential skills of the subject. ●

3. Range and content – outline the breadth of subject matter from which teachers should draw ●

to develop knowledge, concepts and skills.

4. Curriculum opportunities – identify opportunities to enhance and enrich learning, including ●

making links to the wider curriculum.

Attainment targets – as before, with level descriptions from level 4 to level 8/exceptional ●

performance.

Slide 2.7: A new look at subjectsShow the slide, which gives a diagrammatic summary of the new structure of the programmes of study. Because the structure is common to all subjects, it potentially presents more opportunities for making links between the subjects and enabling the development of more coherent learning experiences across the curriculum.

The visual representation as a circle is significant in that the separate elements need to be seen as integrated for planning, teaching and learning, in order to achieve compelling learning experiences for all young people, both within and across subjects.

The various elements that make up the programmes of study will now be considered in detail.

Ask subject leaders/teachers to locate the ICT programmes of study for Key Stage 3 or Key Stage 4. If you have an internet connection, you may want to share the on-screen version on the National Curriculum website at http://curriculum.qca.org.uk/subjects/ict/index.aspx.

Quickly walk through one of the programmes of study, pointing out the various sections that were outlined in the previous slides.



Now focus on the importance statement, which is also available as handout 2.1: The importance of ICT.

Activity 1: Importance statement Ask subject leaders/teachers to highlight on handout 2.1 what they consider to be the most important aspects of the statement.

What are the key points that are significant for all learners? ●

Why does the subject matter? ●

How does the subject contribute to the three curriculum aims discussed earlier? ●

Give subject leaders/teachers 5 minutes to undertake this task, and then take feedback focused on the three curriculum aims, which are to create:

successful learners who enjoy learning, make progress and achieve ●

confident individuals who are able to live safe, healthy and fulfilling lives ●

responsible citizens who make a positive contribution to society. ●

Slides 2.8 and 2.9: The importance of ICTTake feedback and show these slides, which summarise some of the main points from the importance statement, to focus the responses. These slides select some key phrases which highlight how ICT contributes to the development of young people, as expressed in the aims. The messages in the statement also resonate with key messages from Every Child Matters and the 14–19 reforms (for example, participation in society, employability, collaboration and exchange of information).

Slide 2.10: Key conceptsThis slide lists the five key concepts that underpin the study of ICT. Pupils need to understand these concepts in order to deepen and broaden their knowledge, skills and understanding of the subject.

Allow 5 minutes for subject leaders/teachers to locate and familiarise themselves with the key concepts section in either the Key Stage 3 or Key Stage 4 ICT programme of study.

Note: You may need to clarify a change in terminology. The new programmes of study use the term ‘key concepts’ across all subjects for a specific purpose, as described above. The term ‘key concepts’ was previously used in the original Key Stage 3 Strategy ICT Framework to label components of each of the strands within the programmes of study. To avoid confusion, these are called substrands in the renewed ICT Framework, which will be further explored in session 3.

In small groups (if applicable), discuss how the statements under each of the key concepts reflect the curriculum aims for young people to become successful learners, confident individuals and responsible citizens.

The example below highlights key phrases that can be used to exemplify the relationship between the aims and the key concepts. Emphasise particularly the focus on real-world relevance and social, moral and ethical implications. Note the references to process, skills and knowledge, and the application of ICT beyond the classroom.



CapabilityUsing a range of ICT tools in a purposeful way to a tackle questions, solve problems and create ideas and solutions of value

Exploring and using new ICT toolsb as they become available

Applying ICT learning in a c range of contexts and in other areas of learning, work and life

Communication and collaborationExploring the ways that ICT can be used to a communicate, collaborate and share ideas on a global scale, allowing people to work together in new ways and changing the way in which knowledge is created

Exploring ideas and manipulating informationSolving problemsa creatively by using ICT to explore ideas and try alternatives

Using ICT to model b different scenarios, identifying patterns and testing hypotheses

Manipulating information and c processing large quantities of data efficiently

Impact of technologyExploring how ICT changes the way we live our lives and has significant a social, ethical and cultural implications

Recognising issues of b risk, safety and responsibility surrounding the use of ICT

Critical evaluationRecognising that information must not be taken at face value, but must be a analysed and evaluated to take account of its purpose, author, currency and context

Reviewing and reflectingb critically on what they and others produce using ICT

Slide 2.11: Key processes This slide lists the four key processes that describe the essential skills and processes in ICT that pupils need to learn to make progress.

Ask subject leaders/teachers to locate the detailed section on key processes for both the Key Stage 3 and Key Stage 4 ICT programmes of study, pointing out that there are differences in content between the key stages to reflect progression. Much of the content of this section may appear familiar, but there are significant changes and emphases that need to be understood within the wider context of the subject and the whole curriculum.

Where possible, share out sections of the key processes so that groups are able to work together in pairs on one of the four sections. Ask subject leaders/teachers to read through the detail of the section in order to identify:

areas that are familiar and those that are new ●

areas that have a greater emphasis than before ●

differences between Key Stage 3 and Key Stage 4. ●



This section should be read alongside, and in the context of, the previously considered key concepts section (the concepts that underpin the study of ICT).

Each pair should record their responses to the above three points on a flip chart. After 5 minutes, pause the activity and move to the next slide.

Slide 2.12: Range and contentShow the slide and ask subject leaders/teachers to locate the range and content section.

Point out that the range and content section is different at Key Stage 3 and Key Stage 4 to reflect progression in the subject. This section outlines the breadth of the subject on which teachers should draw when teaching the key concepts and key processes.

Some points to highlight (from the Key Stage 3 and Key Stage 4 explanatory notes).

Software applications – including multimedia, image/sound manipulation, graphics ●

Organisation, storage and access – clear links here with functional skills ‘use ICT systems’ (e.g. file ●

names, classifying folders, passwords, backups)

Variety of contexts – application of knowledge, skills and understanding to a range of problems, ●

including those in other areas of learning

Safe working practices – again clear links here with functional skills ‘use ICT systems’ (e.g. ●

arranging hardware and cables safely, using wrist rests and other devices)

Security of information – including emphasis on, for example, identity theft ●

Impact of ICT – including emphasis on, for example, plagiarism, effect on employment, ●

implications of unequal access and cyber-bullying

Ask subject leaders/teachers to resume the flip chart activity on key processes, but now within the context of both the key concepts and the range and content sections of the programmes of study (Key Stage 3 and Key Stage 4).

Allow another 5–10 minutes to complete the activity, before taking feedback from the group.

Slides 2.13 and 2.14: Changes to the PoS contentShow the slides, which summarise some of the main changes to the content of the programmes of study. Make the points shown below and pick up any points that have not been raised in the feedback.

The new curriculum has been updated to reflect new technologies and developments in ICT ●

including, for example, specific reference to:

safe working practices and e-safety –

the use of ICT to support collaboration, especially using ICT to exchange information and –

support collaborative working.

In addition, there are some specific changes to content, for example: ●

explicit references to aspects of control have been removed and a greater emphasis given to –

sequencing instructions

explicit references to measuring and monitoring external events have been removed –

the programmes of study for ICT embed the knowledge, skills and understanding necessary –

to develop ICT functional skills.



There is an emphasis on some aspects which will have an impact on planning across all areas, for ●

example:

using ICT purposefully to solve problems in real-life contexts –

manipulating and processing large quantities of data efficiently –

understanding the social, ethical, legal and economic implications of the use of ICT –

using ICT to support independent learning –

contribution of ICT to the wider curriculum review and compelling learning experiences –

across the curriculum.

Slide 2.15: Curriculum opportunitiesShow the slide and ask subject leaders/teachers to locate the curriculum opportunities section in both the Key Stage 3 and Key Stage 4 programmes of study.

A key driver for the new curriculum is the development of compelling learning experiences for pupils, encompassing the key concepts, key processes and range and content of the subject.

The curriculum opportunities section is about providing experiences in purposeful and meaningful contexts which animate teaching and learning for pupils, and so increase pupils’ motivation, engagement and participation. Curriculum opportunities are about looking beyond the classroom as well as offering a range of opportunities within it.

Point out the particular emphasis on:

exploiting technology – discriminating users ●

collaborative working – including communities of learners ●

real-world situations – using contexts outside the school environment ●

advanced and new ICT tools – awareness and use of new and emerging technologies. ●

The curriculum opportunities section also includes working with other subjects, and so complements the key concepts in the drive for making links in learning across the curriculum. There are clear implications for teachers’ planning, which will be considered later.

Slide 2.16: Changes to the PoS structureConclude this part of the session by comparing the structure of the new programmes of study with the previous version. Make the following points.

Structure has changed, but ICT capability remains key. ●

Knowledge, skills and understanding is contained within the key concepts and key processes. ●

Breadth of study is contained within the range and content and curriculum opportunities. ●

Reiterate that the wider picture of change is understood within the context of the secondary curriculum review. Highlight how this change is within the context of the changes mentioned at the start of the session – change of approach, creativity, flexibility and personalisation.



3 Level descriptions 10 minutesSay that just as there have been some modifications to the programmes of study, so too have level descriptions been modified to reflect changes in content.

Refer subject leaders/teachers to handout 2.2: Old and new level descriptions, showing both the old and the new level descriptions. Ask subject leaders/teachers to highlight the differences between the old and new descriptions and to consider why the changes have been introduced. You may find it useful to divide the levels between pairs. Allow 10 minutes before taking feedback.

Use resource 2.1: Differences between attainment target level descriptions to support the comparison and identification of differences. You may want to draw out some examples from the level descriptions during feedback or as a stimulus for discussion, for example:

Rationalisation to avoid duplication with other subjects, e.g. removal of reference to sensors ●

from level 5

Explicit incorporation of the ‘key characteristics’ of each level, e.g. level 5 , fitness for purpose; ●

level 6, automation and efficiency; level 7, scoping

Incorporation of established ‘good practice’ and commonly recognised level markers, e.g. use of ●

audience feedback; file handling; e-portfolios

Technological change, e.g. replacement of ‘using email’ with ‘using digital technologies’ ●

E-safety, e.g. in level 5 ‘use ICT in a safe … manner’ ●

Slide 2.17: Attainment target and level descriptionsShow the slide to conclude this part of the session. Explain that some minor amendments have been made to the attainment target level descriptions to recognise the changes to the programmes of study but, importantly, the standards have not changed.

Make the following points.

The standards remain the same. Although level descriptions have been modified, the standard ●

required to achieve a particular level remains the same.

The key characteristics, previously published as non-statutory guidance, are now embedded in ●

the level descriptions.

There is a stronger emphasis on sequences. Control has been modified and the explicit reference ●

to sensing has been removed. Though control applications are still valid, there is greater flexibility to open up other contexts requiring the use of sequencing instructions.

There is a greater emphasis on large data sets, Every Child Matters and e-safety. ●



4 Plenary 10 minutes

Slide 2.18: Plenary The session concludes with a chance to share views on the new programmes of study and the key messages, focused with two questions:

What other changes would you identify as significant? ●

What new opportunities do the changes offer for planning, teaching and learning ICT? ●

Choose one or two examples to discuss.

Distribute handout 2.3: Time line. Say that this gives a broad time line for implementation of the new curriculum.

Implementation begins for Year 7 in September 2008, although departments may wish to consider some changes for Year 8 also, in view of the new GCSEs and functional skills which are offered in 2010.

Conclude with the message that, within what is a gradual process, departments control the extent of developments in the context of the learning needs of their pupils.

Slide 2.19: And finally…Return to the bigger picture. Recap that any change is about disciplined innovation driven by the three questions introduced at the beginning of the day:

What are we trying to achieve? ●

How do we organise learning? ●

How well are we achieving our aims? ●

This session has broadly considered the first question by exploring the aims and direction of the new programmes of study. In summary, the changes provide curricular flexibility and choice within a statutory framework of entitlement in order to increase engagement, motivation and progress and so improve standards and participation for all. This new and flexible curriculum is reflected in a renewed Framework for ICT.

Say that the second question will be addressed by examining the role of the renewed Framework in helping to organise learning, which is the focus for session 3.



Session 3: Introducing the renewed Framework for secondary ICT

75 minutes

ObjectivesTo introduce the renewed Secondary Framework for ICT ●

To consider progression in ICT from Year 7 to Year 11 ●

To show how the ICT Framework can be used to support planning, teaching and learning ●


be familiar with the renewed Secondary Framework for ICT ●

understand how the programmes of study relate to lines of progression within learning ●

objectives

understand how the ICT Framework supports planning, teaching and learning. ●

ResourcesHandout 3.1: Substrand 3.3 Communicating ●

Handout 3.2: Blank progression template ●

Handout 3.3: Substrand 4.1 Evaluating work ●

Handouts 3.4a–e: Suggested learning outcomes (as separate A3 handouts) ●

Resource 3.1: Progression in ‘Communicating’ ●

Resource 3.2: Learning objectives for ‘Sequencing instructions’ (cut up and put in envelope) ●

Resource 3.3: Progression in ‘Sequencing instructions’ ●

Lines of progression in ICT ●

– Overview of strands

– Learning objectives



Outline of session


Introduction 15 minutes

Progression within a substrand 20 minutes

Exploring threads within a substrand 35 minutes

Plenary 5 minutes

Total: 75 minutes



1 Introduction 15 minutes

Slide 3.1: title slideSay that this session will give subject leaders/teachers an opportunity to explore the renewed ICT Framework and how it supports planning, teaching and learning of ICT. In particular, the session will focus on lines of progression through ICT learning objectives and their relationship to the programmes of study.

Slides 3.2 and 3.3: Objectives and OutcomesShow subject leaders/teachers the objectives and outcomes on the slides.

Point out that the Framework is a renewed (not new) ICT Framework.

The renewed ICT Framework builds on the Framework for teaching ICT capability: Years 7, 8 and 9 (2002). The renewed ICT Framework has been developed to reflect the secondary curriculum review and the new ICT programmes of study, and to provide practical advice on planning, teaching and learning of ICT.

A key focus of the renewed Framework is on progression in learning. Yearly learning objectives have been developed to support pupils’ progression from Year 7 to Year 11.

Explain that the activities within session 3 will enable subject leaders/teachers to engage with the Framework, using the resources provided, and specifically to work with the learning objectives to review progression in learning.

The key messages are as follows.

The ● renewed Framework is an opportunity for consolidating and extending good practice, informing professional thinking and dialogue, and reflecting on and enhancing pupil and professional learning, and so raising standards.

The renewed Framework ● addresses the programmes of study by embedding the key concepts and processes.

The renewed Framework is designed to be ● flexible to allow teachers to adapt it to their own priorities in teaching and learning.

The emphasis in using the Framework is not on ● coverage, but on progression through selecting, combining and highlighting objectives based on the learning needs of pupils.

Implementing the renewed Framework is a ● manageable undertaking, which will have positive outcomes for pupils, teachers, subject and senior leaders, and the school as a whole.

Using the renewed Framework is ● not about assimilating it into what has always been done, but neither is it about a complete revision of learning and teaching: the Framework is renewed not new.



Slide 3.4: Renewed Framework – key featuresThe renewed ICT Framework is designed to increase pupils’ access to excellent teaching and engaging, purposeful learning that will enable them to make good progress through Key Stage 3 and Key Stage 4.

The rationale behind renewing the ICT Framework includes the desire to:

reflect the revised ICT programmes of study following the secondary curriculum review 2007 ●

extend the current ICT Framework into Key Stage 4 and promote progression through the key ●

stages

re-energise the ICT Framework as a web-based planning resource linked directly to relevant ●

strategy and other resources.

Emphasise that the development of the Framework is a phased process and will be rolled out over the coming terms. The first phase focuses on the development of:

learning objectives for Years 7 to 11 ●

four strands with ten substrands of progression in the subject ●

an electronic format to support flexible planning ●

supporting guidance. ●

The first phase of the web-based version will be released in the summer term; however, if you are using this training before the release, the CD-ROM (if available) provides a preview of some of the assets that will be found on the web. Spend 5 minutes demonstrating the assets on the CD-ROM, in particular the yearly learning objectives.

Slides 3.5 and 3.6: Framework strands and substrandsThese slides show the way in which the Framework breaks down the ICT programmes of study into four strands (the four key processes) and ten substrands.

The ten substrands are then broken down into ten sets of yearly learning objectives, which exemplify the coverage of the programmes of study for ICT at Key Stages 3 and 4 in the light of the secondary curriculum review, providing clear lines of progression from Year 7 to Year 11, with extension opportunities in Year 11.

Explain the main changes from the structure in the original Key Stage 3 ICT Framework, which focused on nine ‘key concepts’ and evaluation embedded throughout.

Programmes of study are broken down into ten substrands. ●

‘Evaluating work’ is now a separate substrand. ●

‘Control and monitoring’ has changed to ‘Sequencing instructions’. ●

Many of the other headings of the nine substrands will look familiar, although the content has ●

changed to reflect the new programmes of study.

Each substrand shows lines of progression in learning objectives (rather than teaching ●

objectives).

Learning objectives extend into Key Stage 4 and show progression from Year 7 to Year 11, with Year 11 extension objectives for pupils working at A/A* level or equivalent.



Notes: The four strands have been developed directly from the four key processes. Other subjects have not always linked their strands directly to the key processes. This reflects the different nature of subjects and their need to focus progression on different aspects of the programmes of study. Some subjects, for example science, have considerably more content to deal with than ICT, which is predominantly a process-driven subject.

The new programmes of study now use the term ‘key concepts’ across all subjects for a specific purpose, as described in the previous session. The term ‘key concepts’ was previously used in the original Key Stage 3 Strategy ICT Framework to label components of each of the strands within the old programmes of study. To avoid confusion, these are called substrands in the renewed ICT Framework.

2 Progression within a substrand 20 minutes

Slide 3.7: Yearly learning objectivesShow subject leaders/teachers the slide, which details the yearly learning objectives in one of the substrands. Explain that this is a section from the ‘Searching and selecting’ substrand and shows the progression in learning objectives from Year 7 to Year 11 (including extension objectives). Explain that there are three further rows (or threads) of progression for this substrand, but that only two rows are shown on the slide.

Also explain the following points.

The progression is from Year 7 to Year 11 extension objectives. Year 11 extension objectives are ●

included to indicate the degree of additional learning for those pupils working at exceptional performance and GCSE A* equivalence. These extension objectives provide further challenge to support the transition to post-16 education.

The yearly learning objectives are described under default years relating to national ●

expectations. Subject leaders and teachers will need to make an informed judgement about whether to use the learning objectives from the default, previous or subsequent year for some or all of their pupils.

Each strand and substrand describes the progression in pupils’ learning from Year 7 through to ●

Year 11. The learning objectives are set out year by year to enable teachers to plan sequences of lessons that cluster objectives together from different areas of the programmes of study into engaging, powerful learning experiences.

Although the Framework grids divide the learning experiences into specific years, they should ●

not be seen as atomised in any way. The programmes of study have been deconstructed to exemplify one way of showing different lines of progression in learning objectives to assist planning. The process of reconstructing the learning objectives into a coherent scheme of work – by grouping the objectives and aligning them to appropriate context, activities and resources – is key to successful planning. The Framework progression grids provide a series of scaffolds for this.

The yearly learning objectives will provide departments, subject leaders and teachers with a tool ●

to be used when planning schemes of work. By planning against the identified learning objectives in ICT, the coverage of the programmes of study and an appropriate pace of progression will be ensured.



Within the substrands, further threads can be identified. For example, on the slide, separate ●

threads focus around selecting information and framing searches.

Not all threads run throughout Year 7 to Year 11. ●

Explain that three of the substrands will now be explored to begin to understand how the substrands support progression.

Activity 1 (10 minutes)Within this activity, subject leaders/teachers are asked to identify the key words that suggest progression in a substrand. Ask subject leaders/teachers to locate handout 3.1: Substrand 3.3 Communicating, which shows learning objectives from Year 7 to Year 11 extension in the ‘Communicating’ substrand. Ask them to use a highlighter to indicate the words which give a sense of progression.

After 8 minutes, talk through the words that participants have highlighted on the progression grids, using resource 3.1: Progression in ‘Communicating’ (with emboldened words) as a reference.

You may ask the question: Which words are expected and which words are new?

Activity 2 (10 minutes)This activity focuses on substrand 2.3, ‘Sequencing instructions’.

Cut up the learning objectives from resource 3.2: Learning objectives for ‘Sequencing instructions’ and put them into an envelope. You should either:

cut off the ‘Year’ headings and then cut the objectives into columns so that all the learning ●

objectives for a year across a number of threads are together

or:

cut up just one row of objectives from a single thread. ●

This will speed up the process of ordering.

Subject leaders/teachers should work in groups of two or three if possible.

Ask subject leaders/teachers to order the learning objectives from Year 7 to Year 11 extension for the ‘Sequencing instructions’ substrand. As with progression in ‘Searching and selecting’ (on slide 3.7), there will be threads.

Direct subject leaders/teachers to handout 3.2: Blank progression template and the appropriate envelope, and ask them to place the learning objectives on the handout in order of progression, so the simpler objectives are on the left, progressing to the more difficult objectives on the right.

After 8 minutes, talk through the progression map using resource 3.3: Progression in ‘Sequencing instructions’ (with emboldened words) as a reference.

Take feedback and pick up any points arising from the feedback.

Say that the planning tool on the electronic Framework will allow subject leaders/subject teachers to group learning objectives from different substrands to devise unit plans and create a curriculum map for a given year group. This will be discussed further in the next session.



3 Exploring threads within a substrand 35 minutes

Activity 3: Threads and outcomes within ‘Evaluating work’Within this activity, subject leaders/teachers will begin to explore a third substrand – ‘Evaluating work’.

Explain that, although the ‘Evaluating work’ substrand is shown in a separate progression grid, it will need to be embedded and progressed throughout much of the work of the other substrands.

This is a three-part activity.

Part 1 (5 minutes)Direct subject leaders/teachers to handout 3.3: Substrand 4.1 Evaluating work and say that they have 5 minutes for the first part of this activity.

Explain that the ‘Evaluating work’ substrand has five threads of progression. Ask subject leaders/teachers to review the thread within each horizontal set of yearly learning objectives and record on the handout what they think the progression specifically encapsulates.

After 5 minutes, take feedback, ensuring that threads similar to those shown below are drawn out (thread headings are indicative only):

evaluating tools ● – how the use of ICT tools can support the evaluation of work

success criteria ● – how success criteria form a tool to enable pupils to focus on the areas of work that need improving

evaluating their approach ● – how using evaluation throughout the process of developing work can support improvements

feedback ● – how feedback from others can support improvements

reflecting on learning ● – how using prior learning can support improvements.

Part 2 (15 minutes)Now ask subject leaders/teachers, in pairs at a table, to spend 10 minutes discussing each thread further.

Participants should then undertake ‘red, amber, green’ analysis on each of the threads to identify those already covered in their existing schemes of work across Key Stage 3 and Key Stage 4. Ask subject leaders/teachers to arrive at a consensus on the coverage of the threads across the range of Key Stage 3 and Key Stage 4 courses.

Green ● – participants are sure that the thread is covered and could identify evidence (specific learning outcomes) at either Key Stage 3 or Key Stage 4 that pupils have succeeded or not succeeded against the objective.

Amber ● – participants believe pupils do have opportunities to cover this area, but could not point to any specific learning outcomes.

Red ● – participants do not think this is covered within the current scheme of work.

There may be some discussion here around examination courses; however, stress that whichever course is chosen, the programmes of study for ICT are statutory.

After 10 minutes, gather feedback. It is likely that both ‘reflecting on learning’ and ‘evaluating your approaches’ will cause the greatest challenge in existing schemes of work.

Allow 5 minutes for discussion.



Part 3 (15 minutes)

Slide 3.8: Developing learning outcomesThis slide focuses on the third thread in the ‘Evaluating work’ substrand. This thread focuses around ‘evaluating their approach’.

The slide shows one of the Year 8 learning objectives and a possible learning outcome that would demonstrate that the learning objective had been achieved. Ask subject leaders/teachers what other examples of learning outcomes might be appropriate, and in what context.

Divide subject leaders/teachers into groups so that each group focuses on one of the threads in the ‘Evaluating work’ substrand. In particular, focus on threads that were classified as red or amber in the previous activity. Ask participants to identify either broad or specific learning outcomes they could look for in order to check pupils’ success against each of the learning objectives.

Using handouts 3.4a–e: Suggested learning outcomes (as separate A3 handouts), subject leaders/teachers should record their suggested outcomes below each learning objective. Alternatively, they could record outcomes electronically. Each group should complete only one of the sheets. Allow 10 minutes for this activity.

Then allow 5 minutes to close the activity and share some of the learning outcomes. Display the completed sheets electronically or position them around the room.

Explain that, when planning a scheme of work, it is vital that subject leaders/teachers identify clear and relevant learning outcomes in order to measure and check the success of each objective and convey a sense of progression for pupils.

Some departments may want to refer directly to their strategies for Assessment for learning, for example use of WALT (we are learning to) and WILF (what I'm looking for) statements to represent learning objectives and learning outcomes.

4 Plenary 5 minutes

Slides 3.9 and 3.10: PlenaryConclude by recapping some of the main points of the session, as shown on the slides.

Ask subject leaders/teachers:

What are the implications and new opportunities for planning, teaching and learning? ●

What three action points does this lead you to? ●

Emphasise once again the manageability of the process and how the planning tool and lines of progression will aid planning for personalisation. The introduction of the programmes of study and roll-out of the renewed Framework are phased – they are evolutions, not revolutions, and much will depend on the school’s approach to wider curriculum development.

Refer briefly to the Lines of progression in ICT and the set of ten grids of learning objectives. Say that the next session will focus on using these grids to support the planning of a Year 7 scheme of work.



Slide 3.11: And finally…Return to the bigger picture. Reiterate the message that change is about disciplined innovation driven by the three questions introduced at the beginning of the day:




This session has broadly considered the second question by examining the role of the renewed Framework in helping to organise learning.

In session 4, the second question will be developed further, and aspects of the third question will be addressed by considering the implications for planning and how to decide the extent and pace of change.



Session 4: Planning a scheme of work

90 minutes

ObjectivesTo consider how existing schemes of work can be adapted to ensure coverage of the new ●

programmes of study

To consider possible processes to review schemes of work ●

To have an opportunity to explore possible combinations of learning objectives to develop units ●

of work and a curriculum map for Year 7 delivery in September 2008


consider how the new opportunities presented by the curriculum for ICT can be exploited ●

through fresh units or a fresh look at old units of work

transfer the ideas contained within the session for structuring and organising the learning ●

objectives into their own schemes and plans

start to develop a curriculum map for Year 7 in school with their departments ●

ResourcesHandout 4.1: Planning flow chart ●

Handout 4.2: Year 7 learning objectives (as separate A3 handout) ●

Handout 4.3: Year 7 learning objectives (blank) (as separate A3 handout) ●

Handout 4.4: School B unit summaries ●

Handout 4.5: Sample teaching unit overview with additional opportunities ●

Handout 4.6: Blank curriculum map (as separate A3 handout) ●

Handout 4.7: Action plan – Year 7 curriculum 2008 ●

Resource 4.1: Sample teaching unit curriculum map ●

Resource 4.2: School B curriculum map ●

Resource 4.3: Year 7 learning objectives example ●

Resource 4.4: Year 7 learning objectives planning ●

Resource 4.5: Example 2 School B curriculum map ●

Resource 4.6: Curriculum map and time line for adapted STUs ●

Resource 4.7: Curriculum map and time line for School B STUs ●



Outline of session


Introduction to the session 5 minutes

The planning process 70 minutes

Plenary 15 minutes

Total: 90 minutes



1 Introduction to the session 5 minutes

Slide 4.1: title slideSay that this session will give ICT subject leader/teachers an opportunity to look at the renewed Framework of yearly learning objectives and their existing schemes of work in order to consider processes for adapting current schemes of work or producing a new one.

Slides 4.2 and 4.3: Objectives Show subject leaders/teachers the objectives. The session will focus on how learning objectives can be combined into units of work which then, with other content, are combined to form a curriculum map for Year 7 pupils in September 2008.

Slides 4.4 and 4.5: OutcomesShow subject leaders/teachers the outcomes and make links to the objectives, reminding subject leaders/teachers to record actions against these outcomes as the session progresses – for example, the process of reviewing their own scheme of work.

During the session, participants will first model an example scheme of work and then map their own units of work against the renewed Framework ICT yearly learning objectives, to engage in the process of planning a scheme of work. During the process, participants will identify the areas that require reviewing and strengthening, and will consider carrying out this process with their departments.

2 The planning process 70 minutes

Slide 4.6: Starting pointsAllow 5 minutes to introduce the planning process, as outlined below.

Remind subject leaders/teachers that in the previous three sessions they have looked at:

the secondary curriculum review ‘big picture’ ●

the new programmes of study and level descriptions for ICT ●

an overview of the yearly learning objectives in the renewed ICT Framework ●

the yearly learning objectives for three of the substrands in more depth (‘Communicating’, ●

‘Sequencing instructions’ and ‘Evaluating work’).

Reassure subject leaders/teachers that this is not a process of throwing away all the hard work on schemes of work and teaching units in their schools. Schools will have a scheme of work and unit plans written to ensure coverage of the current programmes of study. They may be using the Secondary National Strategy sample teaching units that they have adapted, they may have completely new unit plans, or may be using a mixture of both, but they are unlikely to be starting from scratch. This process should ensure that schools build on those approaches that are proven to work.

Participants will work through the process of reviewing and adapting an existing scheme of work. Direct subject leaders/teachers to handout 4.1: Planning flow chart, which will be referred to throughout the session.



Refer to the handout as you talk through an overview of the four sections of the planning process.

Familiarisation ● is the first stage, and comprises getting to know the new programmes of study and the key messages – the importance of ICT, the changes to existing sequences, acknowledging and establishing the department’s vision, and getting to know the renewed Framework for ICT, including the yearly learning objectives.

The next stage is the ● Review of the current scheme of work being used by the department. Every department has a scheme of work made up of unit plans. Reviewing these against the yearly learning objectives will identify areas which need strengthening.

The ● Planning stage involves grouping learning objectives into a series of unit plans. Decisions made at this stage will depend on the capacity to make substantial changes, or whether subject leaders/teachers think it is important to retain as many of the existing units as possible due to staff changes or numbers of non-specialists who are just getting to grips with the existing scheme. This is an opportunity to reflect on developing technologies as well as pupils’ capabilities as they start Year 7, and to consider changes of context to reflect pupils’ interests or local developments, for example.

Finally, you need to ● Pull it all together to ensure that your units fit into a sensible sequence of learning, including periodic assessment and a time plan that fits within the school calendar. This is also an opportunity to consider whether the scheme of work and the unit plans within it reflect the diverse abilities and needs of pupils and offer opportunities to achieve at an appropriate level.

Each of the four stages on the flowchart will be explored in detail.

Familiarisation stage 5 minutes

Slide 4.7: FamiliarisationRemind subject leaders/teachers that sessions 2 and 3 covered two elements from the first stage of familiarisation – the new programmes of study and the renewed ICT Framework, including the yearly learning objectives.

Highlight the third box in the familiarisation stage – the departmental vision – both to reassure subject leaders/teachers that this area contributes to the uniqueness of their schemes of work, and also to highlight the need for every ICT department to have a vision of what it wants to achieve within its school context. Session 1 looked at the vision behind the secondary curriculum review.

Ask subject leaders/teachers to spend a couple of minutes jotting down five key points which contribute to their school vision and what they feel is unique about that vision. You should ensure that key points go beyond pragmatic statements such as ‘introduce DiDA in Year 9’, as this is merely an action that contributes to the vision. Subject leaders/teachers should focus on issues such as pupils’ enjoyment of ICT, increasing employability, success rates, and so on. Suggestions should also take account of the school context – for example, possible specialism, model of curriculum design and locality.

Share these key points among the tables.



Review stage 20 minutes

Slides 4.8–4.10

Slide 4.8: ReviewThis section looks at existing unit plans and using the yearly learning objectives in the renewed ICT Framework to check which learning objectives are covered by existing units in participants’ schemes of work. Model the process that might be undertaken to do this as follows.

Ask subject leaders/teachers to look at handout 4.2: Year 7 Learning objectives (as separate A3 handout or displayed on screen). This shows the Year 7 learning objectives for all substrands. Each thread within a substrand has been given a number to identify it (e.g. 1.2 Searching and selecting 2).

Tell the story of School A. It has been using the Secondary National Strategy sample teaching units with almost no adaptation since the units were first published. Before changing everything, the school decided to check its units against the Year 7 learning objectives.

Use resource 4.1: Sample teaching unit curriculum map. This is an example of how a subject leader/teacher reviewed the sample teaching units to map coverage of the learning objectives.

Take a well known unit, such as sample teaching unit 7.1 (or one of your choice which you will use throughout the session), and scroll down the spreadsheet to show how the subject leader/teacher checked coverage using F to indicate full coverage, P to indicate partial coverage, and O for opportunities when it was thought that some of the areas could easily be covered by adaptation.

Full or partial coverage can only be recorded when the depth of pupils’ work within the objectives has been discussed. Full coverage should only be recorded if the learning objective has been taught in some depth so that assessment of pupils’ work would show that learning had taken place.

The example school decided that the unit covered the learning objectives in the substrands ‘Refining and presenting’ 1, 2, 3 and 4, and ‘Evaluating work’ 1, 2, 3 and 4.

Discuss on tables whether subject leaders/teachers would attribute full or partial coverage to the learning objectives within the chosen sample teaching unit. Point out that all teaching and learning is part of an iterative process, and a learning objective would not be visited only once within a year or key stage.

If time allows, groups could continue with some of the other five sample teaching units for Year 7 – but it is the process that is being modelled rather than a consideration of the sample teaching units. Remind subject leaders/teachers that you are demonstrating a process, and that the outcome will be different for each department that undertakes the process.

Ask subject leaders/teachers to reflect on which of the learning objectives would not be well represented in the present scheme for School A, by skimming through handout 4.2: Year 7 Learning objectives and/or showing resource 4.1: Sample teaching unit curriculum map. Point out that columns C, D and E on the spreadsheet count the number of times an objective has been covered.



Slides 4.9 and 4.10: Gaps in existing scheme (School A)Take brief feedback. Use the slides to focus feedback, and discuss any points not raised in the discussion.

Subject leaders and teachers who are delivering the sample teaching units as written should note that some specific areas will not be covered by the materials without adaptation; however, in their own schemes of work, they may have already brought in adaptations to these units – for example, covering the naming of files and folders. This is why the process is important rather than the outcome of the activity, as all schools will need to assess their own schemes of work.

Activity 1 (15 minutes)Ask subject leaders/teachers to repeat the process modelled above, using their own schemes of work and unit plans. This activity is best undertaken by subject leaders/teachers using their existing Year 7 schemes of work for their own schools.

Note: If no Year 7 scheme of work is available, use the fictitious School B. The resource handout 4.4: School B unit summaries gives an overview of the units taught by the school and can be used to undertake the activity.

Resource 4.2: School B curriculum map shows a possible mapping from the units against the Year 7 learning objectives.

This activity will enable subject leaders/teachers to review learning objectives covered in their existing scheme of work against the renewed ICT Framework yearly learning objectives for Year 7.

Subject leaders/teachers will need handout 4.3: Year 7 learning objectives (blank). This could be used as a handout or electronic copy, and should be extended or adapted to fit the units from the school’s scheme of work.

Summarise the session by asking subject leaders/teachers to contribute main headings for areas which are not represented or which are covered only partially. Make comparisons with the list from the review of the Secondary National Strategy sample teaching units in the earlier session.

Conclude with a brief discussion about what subject leaders/teachers might do in their own schools, and about how much adaptation they might need to make. Subject leaders/teachers should try to draw some conclusions about the differences for different schools, depending on how they have already made adaptations to take on board newer technologies, pupils’ different capabilities, timetable time and contexts.

Planning stage 25 minutes

Slide 4.11: PlanningFollowing the review process, using their unit plans, everyone should have an understanding of the coverage of the new programmes of study and the areas that need to be addressed.

The planning process involves looking again at existing units and the learning objectives, reviewing appropriate contexts, tasks, application coverage and time scales, and deciding whether to adapt existing units or write new unit plans.

As an example, handout 4.5: Sample teaching unit overview with additional opportunities gives some ideas of how some of the existing sample teaching units could be adapted to ensure coverage of the new programmes of study.



Grouping learning objectives into new unit plans Use resource 4.3: Year 7 learning objectives example to model the process of grouping objectives into unit plans. Use sample teaching unit 7.1 again to start to model the process. Demonstrate the resource as follows.

Tab 1 (Year 7 objectives) of the workbook has all the Year 7 learning objectives. ●

Tab 2 (sample teaching unit 7.1) describes the learning objectives being covered by the existing ●

sample teaching unit and shows that ‘Refining and presenting’ 1, 2 and 3 and ‘Evaluating work’ 5 are already in the cells for Unit 1. (Note: during the review process, subject leaders/teachers may already have created an adapted 7.1 which covers different objectives.) Alternatively, this is an opportunity to make changes and select different learning objectives for the first unit.

Tab 3 (new unit) shows how sample teaching unit 7.1 can be adapted by changing the focus on ●

the learning objectives used.

Example 1 uses the learning objectives from the existing 7.1 sample teaching unit, with the addition of one additional learning objective from the first thread of ‘Organising and investigating’ to ensure that sensible file naming is introduced at the beginning of Year 7. The second thread of ‘Analysing and automating processes’ has been selected to include the use of master slides in presentations.

Discuss the two further examples. Draw attention to the different learning objectives selected from the ‘Evaluating work’ substrand. All areas of ‘Evaluating work’ need to be developed within the year and across the key stage, but it is important to plan explicitly to develop these skills throughout the units. In examples 1 and 3, the emphasis is on developing the use of criteria to support fitness for purpose. In example 2, the focus is on evaluative explanation in order to progress to justification of choices as a next stage.

In example 3, further changes have been made to the first unit by selecting objectives from the ‘Communicating’ substrand. The unit could involve pupils making presentations about themselves in order to work with another school and become pupil mentors for the new Year 7 pupils. Various digital media, such as audio or video clips, could be exchanged with feeder schools.

Activity 2 (15 minutes)Participants should use resource 4.4: Year 7 learning objectives planning to begin the process of grouping learning objectives for their own schemes of work.

Tab 1 (Year 7 objectives) of the workbook has all the Year 7 learning objectives. These can be ●

copied into the second tab (Year 7 unit plan) to create the new scheme of work.

In tab 2 (Year 7 unit plan), participants can copy each substrand reference and the objective ●

beneath into the boxes to create unit plans. Space for eight objectives is provided, although participants do not need to use all eight spaces. When creating plans, it is important not to concentrate on too many different objectives. A six-week unit is only 6 hours of learning. Space for six units has been provided, although subject leaders/teachers may decide to create four or five units throughout the year.

Tab 3 (summary) will automatically register when, and how many times, a learning objective has ●

been used. ‘Total substrands used’ will show when all the objectives have been used. Some objectives will be used more than once throughout the year.

Allow time to begin to use the model to establish which existing unit plans and learning objectives need strengthening.



Some subject leaders/teachers who use the sample teaching units, or closely adapted versions, may want to use handout 4.5: Sample teaching unit overview with additional opportunities and resource 4.1: Sample teaching unit curriculum map to support their planning.

After 10 minutes, share ideas on the types of units being developed and the various groupings of learning objectives to enable progression in learning.

Note: For subject leaders/teachers who have been following the School B example, resource 4.5: Example 2 School B curriculum map shows a complete map against the school’s units. As these units were only recently written, they have already incorporated many of the newer areas of the digital curriculum from the ‘Communicating’ substrand. The school added an introductory unit to cover using the school network and file management, and a new unit on staying safe.

Emphasise that although the sample teaching units enabled schools a number of years ago to see how the ICT curriculum could be delivered, it is the practices inherent in these units that are important, not the contexts or examples. This is an excellent opportunity to revisit these units and develop them to take account of new technologies, software, contexts and timings. It is important to recognise that schools that choose to continue teaching the sample teaching units as written will probably not be delivering the new curriculum in full without significant adaptations.

Subject leaders/teachers will need to consider how they are going to review or amend their own units or write new ones. This is an excellent opportunity for collaboration between schools that may be at the same stage of development.

Pulling it all together 15 minutes

Slide 4.12: Pulling it all togetherThe final stage is pulling the work together to form a coherent curriculum plan for Year 7 that the department can implement in September 2008. The unit plans need to be organised to enable the best progression and fit within the school year, taking account of obvious things such as holidays and school events, but also assessment and reporting points that are internal to the department or required by school.

The production of such a map was covered in SLDM 5. Units will also need checking for opportunities to personalise learning for key groups of pupils who might be making more or less progress than the rest of the class.

Show resource 4.6: Curriculum map and time line for adapted STUs. This shows how a typical school planned the sample teaching units. Explain that the school has added an introductory lesson to establish the network and safety rules, and has periodic assessment points in line with the school policy. The school delivers the units in the order written.

Reinforce the fact that the curriculum map establishes the sequence of learning. Subject leaders/teachers should consider the appropriate sequence for their pupils. By putting the ordered units on the curriculum map with dates, they also establish a clear plan for teaching across the year.

Activity 3 (10 minutes)Show handout 4.6: Blank curriculum map either as a hard copy or on screen. Ask subject leader/teachers to add their own units to this blank curriculum map.

Encourage subject leaders/teachers to think about the range of activities they would need to add to their unit plans to complete the full year. Are units and assessment the only things affecting the time plan in their schools?



Take brief feedback, ensuring that subject leaders/teachers have allowed for assessment time during the year and specific points for reporting within the school.

Discuss whether it is important to develop some units before others, and the nature of the cyclical curriculum. For example, when developing key processes and concepts, it is important to reintroduce these regularly during the year, so that pupils are continually reinforcing the concepts of fitness for purpose, suitability for audience, and so on. Is it appropriate to consider the use of spreadsheets only once in the year? How might the concept of modelling and planning be reinforced in other ways during the year?

Note: Resource 4.7: Curriculum map and time line for School B STUs provides a possible solution to be reviewed by subject leaders/teachers who have used School B throughout the session.

3 Plenary 15 minutes

Slide 4.13: PlenaryMake the point that a scheme of work consists of the unit plans, the curriculum map and a time line. This supports the department in delivering a secure curriculum, but the teacher extends and adapts the scheme of work for the learners in the lesson plans. It is essential to engage further with the learning outcomes within lesson planning and assessment.

In summary, participants have:

ensured that they are familiar with the curriculum ●

reviewed an existing scheme of work ●

grouped learning objectives to produce a coherent new scheme of work by adapting existing ●

plans or writing new ones

established a curriculum map and time line for Year 7 pupils in September 2008. ●

Stress that the session has not looked at lesson planning or assessment, reporting and recording, but has created solid foundations on which to establish a scheme of work.

Ask subject leaders/teachers to use handout 4.7: Action plan – Year 7 curriculum 2008 to record their next steps.

Ask everyone to consider the people they will need to involve and to whom the tasks might fall. For example, if the school is reviewing its curriculum model for Year 7, it might be working with other departments to produce unit plans. The same principles of review, grouping objectives together and establishing progression in learning hold. However, the school will need to establish a way of working with different colleagues to establish a coherent and compelling learning experience for pupils.



Ask participants to put these dimensions on the plan, concentrating on:

What? ●

How? ●

Who? ●

When? ●

Resources: human, physical and time ●

Success criteria: What will the curriculum for Year 7 look like if you have succeeded? What will be ●

the experience for pupils? How will you find out if the learning experience is successful for pupils?

Slide 4.14: And finally…Conclude the session by returning to the bigger picture. Reiterate the message that change is about ‘disciplined innovation’ driven by the three questions introduced at the beginning of the day:




This session has broadly considered the second question and started to consider the third question.




Spring 2008 subject leader development meeting: Handouts for sessions 2, 3 and 4

Contents Page

Handout 2.1: The importance of ICT 53

Handout 2.2: Old and new level descriptions 55

Handout 2.3: Time line 63

Handout 3.1: Substrand 3.3 Communicating 65

Handout 3.2: Blank progression template 67

Handout 3.3: Substrand 4.1 Evaluating work 69

Handouts 3.4a–e: Suggested learning outcomes (as separate A3 handouts)

Handout 4.1: Planning flow chart 71

Handout 4.2: Year 7 learning objectives (as separate A3 handout)

Handout 4.3: Year 7 learning objectives (blank) (as separate A3 handout)

Handout 4.4: School B unit summaries 73

Handout 4.5: Sample teaching unit overview with additional opportunities 77

Handout 4.6: Blank curriculum map (as separate A3 handout)

Handout 4.7: Action plan – Year 7 curriculum 2008 81

Lines of progression in ICT Page

Overview of strands 83

Learning objectives 85



Handout 2.1

The importance of ICT‘The increasing use of technology in all aspects of society makes confident, creative and productive use of ICT an essential skill for life. ICT capability encompasses not only the mastery of technical skills and techniques, but also the understanding to apply these skills purposefully, safely and responsibly in learning, everyday life and employment. ICT capability is fundamental to participation and engagement in modern society.

ICT can be used to find, develop, analyse and present information, as well as to model situations and solve problems. ICT enables rapid access to ideas and experiences from a wide range of people, communities and cultures, and allows students to collaborate and exchange information on a wide scale. ICT acts as a powerful force for change in society and citizens should have an understanding of the social, ethical, legal and economic implications of its use, including how to use ICT safely and responsibly. Increased capability in the use of ICT supports initiative and independent learning, as students are able to make informed judgements about when and where to use ICT to enhance their learning and the quality of their work.’

(The National Curriculum 2007, ICT programme of study for Key Stage 3 and Key Stage 4)



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tally

, in

clud

ing

the

secu

rity

of p

erso

nal i

nfor

mat

ion.

They

pla

n an

d te

st se

quen

ces o

f ins

truc

tions

.

They

use

ICT-

base

d m

odel

s and

sim

ulat

ions

to e

xplo

re p

atte

rns a

nd

rela

tions

hips

, and

mak

e pr

edic

tions

abo

ut th

e co

nseq

uenc

es o

f the

ir de

cisi

ons.



Ha

ndo

ut 2

.2 (2

of 7

)

Old

and

new

leve

l des

crip

tion

s

Curr

ent l

evel

des

crip

tion

Mod

ified

leve

l des

crip

tion

LEVEL 4 (cont.)

They

com

pare

thei

r use

of I

CT

with

oth

er m

etho

ds a

nd w

ith it

s use

ou

tsid

e sc

hool

.

They

use

ICT

to o

rgan

ise,

stor

e an

d re

trie

ve in

form

atio

n.

They

com

pare

thei

r use

of I

CT

with

oth

er m

etho

ds a

nd w

ith it

s use

ou

tsid

e sc

hool

.

LEVEL 5

Pupi

ls se

lect

the

info

rmat

ion

they

nee

d fo

r diff

eren

t pur

pose

s, c

heck

its

acc

urac

y an

d or

gani

se it

in a

form

suita

ble

for p

roce

ssin

g.

They

use

ICT

to st

ruct

ure,

refin

e an

d pr

esen

t inf

orm

atio

n in

diff

eren

t fo

rms a

nd st

yles

for s

peci

fic p

urpo

ses a

nd a

udie

nces

.

They

exc

hang

e in

form

atio

n an

d id

eas w

ith o

ther

s in

a va

riety

of

way

s, in

clud

ing

usin

g e-

mai

l.

They

cre

ate

sequ

ence

s of i

nstr

uctio

ns to

con

trol

eve

nts,

and

un

ders

tand

the

need

to b

e pr

ecis

e w

hen

fram

ing

and

sequ

enci

ng

inst

ruct

ions

.

They

und

erst

and

how

ICT

devi

ces w

ith se

nsor

s can

be

used

to

mon

itor a

nd m

easu

re e

xter

nal e

vent

s.

Pupi

ls c

ombi

ne IC

T to

ols w

ithin

the

over

all s

truc

ture

of a

n IC

T so

lutio

n.

They

sele

ct th

e in

form

atio

n th

ey n

eed

for d

iffer

ent p

urpo

ses,

che

ck

its a

ccur

acy

and

orga

nise

it in

a fo

rm su

itabl

e fo

r pro

cess

ing.

They

use

ICT

to st

ruct

ure,

refin

e an

d pr

esen

t inf

orm

atio

n in

diff

eren

t fo

rms a

nd st

yles

for s

peci

fic p

urpo

ses a

nd a

udie

nces

.

They

exc

hang

e in

form

atio

n an

d id

eas w

ith o

ther

s in

a va

riety

of

way

s, in

clud

ing

usin

g di

gita

l com

mun

icat

ions

.

They

cre

ate

sequ

ence

s of i

nstr

uctio

ns a

nd u

nder

stan

d th

e ne

ed to

be

pre

cise

whe

n fr

amin

g an

d se

quen

cing

inst

ruct

ions

.



Ha

ndo

ut 2

.2 (3

of 7

)

Old

and

new

leve

l des

crip

tion

s

Curr

ent l

evel

des

crip

tion

Mod

ified

leve

l des

crip

tion

LEVEL 5 (cont.)

They

exp

lore

the

effec

ts o

f cha

ngin

g th

e va

riabl

es in

an

ICT-

base

d m

odel

.

They

dis

cuss

thei

r kno

wle

dge

and

expe

rienc

e of

usi

ng IC

T an

d th

eir

obse

rvat

ions

of i

ts u

se o

utsi

de sc

hool

.

They

ass

ess t

he u

se o

f IC

T in

thei

r wor

k an

d ar

e ab

le to

refle

ct

criti

cally

in o

rder

to m

ake

impr

ovem

ents

in su

bseq

uent

wor

k.

They

exp

lore

the

effec

ts o

f cha

ngin

g th

e va

riabl

es in

an

ICT-

base

d m

odel

.

They

use

ICT

to o

rgan

ise,

stor

e an

d re

trie

ve in

form

atio

n us

ing

logi

cal

and

appr

opria

te st

ruct

ures

.

They

use

ICT

safe

ly a

nd re

spon

sibl

y.

They

dis

cuss

thei

r kno

wle

dge

and

expe

rienc

e of

usi

ng IC

T an

d th

eir

obse

rvat

ions

of i

ts u

se o

utsi

de sc

hool

.

They

ass

ess t

he u

se o

f IC

T in

thei

r wor

k an

d ar

e ab

le to

refle

ct

criti

cally

in o

rder

to m

ake

impr

ovem

ents

in su

bseq

uent

wor

k.

They

use

app

ropr

iate

eva

luat

ion

crite

ria to

crit

ical

ly e

valu

ate

the

fitne

ss fo

r pur

pose

of t

heir

wor

k as

it p

rogr

esse

s.

Ha

ndo

ut 2

.2 (2

of 7

)

Old

and

new

leve

l des

crip

tion

s

Curr

ent l

evel

des

crip

tion

Mod

ified

leve

l des

crip

tion

LEVEL 4 (cont.)

They

com

pare

thei

r use

of I

CT

with

oth

er m

etho

ds a

nd w

ith it

s use

ou

tsid

e sc

hool

.

They

use

ICT

to o

rgan

ise,

stor

e an

d re

trie

ve in

form

atio

n.

They

com

pare

thei

r use

of I

CT

with

oth

er m

etho

ds a

nd w

ith it

s use

ou

tsid

e sc

hool

.

LEVEL 5

Pupi

ls se

lect

the

info

rmat

ion

they

nee

d fo

r diff

eren

t pur

pose

s, c

heck

its

acc

urac

y an

d or

gani

se it

in a

form

suita

ble

for p

roce

ssin

g.

They

use

ICT

to st

ruct

ure,

refin

e an

d pr

esen

t inf

orm

atio

n in

diff

eren

t fo

rms a

nd st

yles

for s

peci

fic p

urpo

ses a

nd a

udie

nces

.

They

exc

hang

e in

form

atio

n an

d id

eas w

ith o

ther

s in

a va

riety

of

way

s, in

clud

ing

usin

g e-

mai

l.

They

cre

ate

sequ

ence

s of i

nstr

uctio

ns to

con

trol

eve

nts,

and

un

ders

tand

the

need

to b

e pr

ecis

e w

hen

fram

ing

and

sequ

enci

ng

inst

ruct

ions

.

They

und

erst

and

how

ICT

devi

ces w

ith se

nsor

s can

be

used

to

mon

itor a

nd m

easu

re e

xter

nal e

vent

s.

Pupi

ls c

ombi

ne IC

T to

ols w

ithin

the

over

all s

truc

ture

of a

n IC

T so

lutio

n.

They

sele

ct th

e in

form

atio

n th

ey n

eed

for d

iffer

ent p

urpo

ses,

che

ck

its a

ccur

acy

and

orga

nise

it in

a fo

rm su

itabl

e fo

r pro

cess

ing.

They

use

ICT

to st

ruct

ure,

refin

e an

d pr

esen

t inf

orm

atio

n in

diff

eren

t fo

rms a

nd st

yles

for s

peci

fic p

urpo

ses a

nd a

udie

nces

.

They

exc

hang

e in

form

atio

n an

d id

eas w

ith o

ther

s in

a va

riety

of

way

s, in

clud

ing

usin

g di

gita

l com

mun

icat

ions

.

They

cre

ate

sequ

ence

s of i

nstr

uctio

ns a

nd u

nder

stan

d th

e ne

ed to

be

pre

cise

whe

n fr

amin

g an

d se

quen

cing

inst

ruct

ions

.



Ha

ndo

ut 2

.2 (4

of 7

)

Old

and

new

leve

l des

crip

tion

s

Curr

ent l

evel

des

crip

tion

Mod

ified

leve

l des

crip

tion

LEVEL 6

Pupi

ls d

evel

op a

nd re

fine

thei

r wor

k to

enh

ance

its q

ualit

y, u

sing

in

form

atio

n fr

om a

rang

e of

sour

ces.

Whe

re n

eces

sary

, the

y us

e co

mpl

ex li

nes o

f enq

uiry

to te

st

hypo

thes

es.

They

pre

sent

thei

r ide

as in

a v

arie

ty o

f way

s and

show

a c

lear

sens

e of

au

dien

ce.

They

dev

elop

, try

out

and

refin

e se

quen

ces o

f ins

truc

tions

to m

onito

r, m

easu

re a

nd c

ontr

ol e

vent

s, a

nd sh

ow e

ffici

ency

in fr

amin

g th

ese

inst

ruct

ions

.

They

use

ICT-

base

d m

odel

s to

mak

e pr

edic

tions

and

var

y th

e ru

les

with

in th

e m

odel

s.

They

ass

ess t

he v

alid

ity o

f the

se m

odel

s by

com

parin

g th

eir b

ehav

iour

w

ith in

form

atio

n fr

om o

ther

sour

ces.

They

dis

cuss

the

impa

ct o

f IC

T on

soci

ety.

Pupi

ls p

lan

and

desi

gn IC

T-ba

sed

solu

tions

to m

eet a

spec

ific

purp

ose

and

audi

ence

, dem

onst

ratin

g in

crea

sed

inte

grat

ion

and

effici

ency

in th

eir u

se o

f IC

T to

ols.

They

dev

elop

and

refin

e th

eir w

ork

to e

nhan

ce it

s qua

lity,

usi

ng a

gr

eate

r ran

ge a

nd c

ompl

exity

of i

nfor

mat

ion.

Whe

re n

eces

sary

, the

y us

e co

mpl

ex li

nes o

f enq

uiry

to te

st

hypo

thes

es.

They

pre

sent

thei

r ide

as in

a v

arie

ty o

f way

s and

show

a c

lear

sens

e of

aud

ienc

e.

They

dev

elop

, try

out

and

refin

e se

quen

ces o

f ins

truc

tions

and

sh

ow e

ffici

ency

in fr

amin

g th

ese

inst

ruct

ions

, usi

ng su

b-ro

utin

es

whe

re a

ppro

pria

te.

They

use

ICT-

base

d m

odel

s to

mak

e pr

edic

tions

and

var

y th

e ru

les

with

in th

e m

odel

s.

They

ass

ess t

he v

alid

ity o

f the

se m

odel

s by

com

parin

g th

eir

beha

viou

r with

info

rmat

ion

from

oth

er so

urce

s.

They

pla

n an

d re

view

thei

r wor

k, c

reat

ing

a lo

gica

lly st

ruct

ured

po

rtfo

lio o

f dig

ital e

vide

nce

of th

eir l

earn

ing.

They

dis

cuss

the

impa

ct o

f IC

T on

soci

ety.



Ha

ndo

ut 2

.2 (5

of 7

)

Old

and

new

leve

l des

crip

tion

s

Curr

ent l

evel

des

crip

tion

Mod

ified

leve

l des

crip

tion

LEVEL 7

Pupi

ls c

ombi

ne in

form

atio

n fr

om a

var

iety

of I

CT-

base

d an

d ot

her

sour

ces f

or p

rese

ntat

ion

to d

iffer

ent a

udie

nces

.

They

iden

tify

the

adva

ntag

es a

nd li

mita

tions

of d

iffer

ent i

nfor

mat

ion-

hand

ling

appl

icat

ions

.

They

sele

ct a

nd u

se in

form

atio

n sy

stem

s sui

ted

to th

eir w

ork

in a

va

riety

of c

onte

xts,

tran

slat

ing

enqu

iries

exp

ress

ed in

ord

inar

y la

ngua

ge in

to th

e fo

rm re

quire

d by

the

syst

em.

They

use

ICT

to m

easu

re, r

ecor

d an

d an

alys

e ph

ysic

al v

aria

bles

and

co

ntro

l eve

nts.

They

des

ign

ICT-

base

d m

odel

s and

pro

cedu

res w

ith v

aria

bles

to

mee

t par

ticul

ar n

eeds

.

They

con

side

r the

ben

efits

and

lim

itatio

ns o

f IC

T to

ols a

nd

info

rmat

ion

sour

ces a

nd o

f the

resu

lts th

ey p

rodu

ce, a

nd th

ey u

se

thes

e re

sults

to in

form

futu

re ju

dgem

ents

abo

ut th

e qu

ality

of

thei

r wor

k.

Pupi

ls d

esig

n an

d im

plem

ent s

yste

ms.

They

are

abl

e to

scop

e th

e in

form

atio

n flo

w re

quire

d to

dev

elop

an

info

rmat

ion

syst

em.

They

com

bine

info

rmat

ion

from

a v

arie

ty o

f IC

T-ba

sed

and

othe

r so

urce

s for

pre

sent

atio

n to

diff

eren

t aud

ienc

es.

They

iden

tify

the

adva

ntag

es a

nd li

mita

tions

of d

iffer

ent i

nfor

mat

ion-

hand

ling

appl

icat

ions

.

They

sele

ct a

nd u

se in

form

atio

n to

dev

elop

syst

ems s

uite

d to

wor

k in

a

varie

ty o

f con

text

s, tr

ansl

atin

g en

quiri

es e

xpre

ssed

in o

rdin

ary

lang

uage

into

the

form

requ

ired

by th

e sy

stem

.

They

dev

elop

, tes

t and

refin

e se

quen

ces o

f ins

truc

tions

as p

art o

f an

ICT

syst

em to

solv

e pr

oble

ms.

They

des

ign

ICT-

base

d m

odel

s and

pro

cedu

res w

ith v

aria

bles

to

mee

t par

ticul

ar n

eeds

.

They

con

side

r the

ben

efits

and

lim

itatio

ns o

f IC

T to

ols a

nd

info

rmat

ion

sour

ces a

nd o

f the

resu

lts th

ey p

rodu

ce, a

nd th

ey

use

thes

e re

sults

to in

form

futu

re ju

dgem

ents

abo

ut th

e qu

ality

of

thei

r wor

k.



Ha

ndo

ut 2

.2 (6

of 7

)

Old

and

new

leve

l des

crip

tion

s

Curr

ent l

evel

des

crip

tion

Mod

ified

leve

l des

crip

tion

LEVEL 7 (cont.)

They

take

par

t in

info

rmed

dis

cuss

ions

abo

ut th

e us

e of

ICT

and

its

impa

ct o

n so

ciet

y.

They

mak

e us

e of

aud

ienc

e an

d us

er fe

edba

ck to

refin

e an

d en

hanc

e th

eir I

CT

solu

tions

.

They

take

par

t in

info

rmed

dis

cuss

ions

abo

ut th

e us

e of

ICT

and

its

impa

ct o

n so

ciet

y.

LEVEL 8

Pupi

ls in

depe

nden

tly se

lect

app

ropr

iate

info

rmat

ion

sour

ces a

nd IC

T to

ols f

or sp

ecifi

c ta

sks,

taki

ng in

to a

ccou

nt e

ase

of u

se a

nd su

itabi

lity.

They

des

ign

succ

essf

ul w

ays t

o co

llect

and

pre

pare

info

rmat

ion

for

proc

essi

ng.

They

des

ign

and

impl

emen

t sys

tem

s for

oth

ers t

o us

e.

Whe

n de

velo

ping

syst

ems t

hat r

espo

nd to

eve

nts,

they

mak

e ap

prop

riate

use

of f

eedb

ack.

They

take

par

t in

info

rmed

dis

cuss

ions

abo

ut th

e so

cial

, eco

nom

ic,

ethi

cal a

nd m

oral

issu

es ra

ised

by

ICT.

Pupi

ls in

depe

nden

tly se

lect

app

ropr

iate

info

rmat

ion

sour

ces a

nd IC

T to

ols f

or sp

ecifi

c ta

sks,

taki

ng in

to a

ccou

nt e

ase

of u

se a

nd su

itabi

lity.

They

des

ign

succ

essf

ul w

ays t

o co

llect

and

pre

pare

info

rmat

ion

for

proc

essi

ng.

They

des

ign

and

impl

emen

t sys

tem

s for

oth

ers t

o us

e.

They

take

par

t in

info

rmed

dis

cuss

ions

abo

ut th

e so

cial

, eco

nom

ic,

ethi

cal a

nd m

oral

issu

es ra

ised

by

ICT.



Ha

ndo

ut 2

.2 (7

of 7

)

Old

and

new

leve

l des

crip

tion

s

Curr

ent l

evel

des

crip

tion

Mod

ified

leve

l des

crip

tion

Exceptional performance

Pupi

ls e

valu

ate

soft

war

e pa

ckag

es a

nd IC

T-ba

sed

mod

els,

ana

lysi

ng

the

situ

atio

ns fo

r whi

ch th

ey w

ere

deve

lope

d an

d as

sess

ing

thei

r effi

cien

cy, e

ase

of u

se a

nd a

ppro

pria

tene

ss.

They

sugg

est r

efine

men

ts to

exi

stin

g sy

stem

s and

des

ign,

impl

emen

t an

d do

cum

ent s

yste

ms f

or o

ther

s to

use,

pre

dict

ing

som

e of

the

cons

eque

nces

that

cou

ld a

rise

from

the

use

of su

ch sy

stem

s.

Whe

n di

scus

sing

thei

r ow

n an

d ot

hers

’ use

of I

CT,

they

use

thei

r kn

owle

dge

and

expe

rienc

e of

info

rmat

ion

syst

ems t

o in

form

thei

r vi

ews o

n th

e so

cial

, eco

nom

ic, p

oliti

cal,

lega

l, et

hica

l and

mor

al

issu

es ra

ised

by

ICT.

Pupi

ls e

valu

ate

soft

war

e pa

ckag

es a

nd IC

T-ba

sed

mod

els,

ana

lysi

ng

the

situ

atio

ns fo

r whi

ch th

ey w

ere

deve

lope

d an

d as

sess

ing

thei

r effi

cien

cy, e

ase

of u

se a

nd a

ppro

pria

tene

ss.

They

sugg

est r

efine

men

ts to

exi

stin

g sy

stem

s and

des

ign,

impl

emen

t an

d do

cum

ent s

yste

ms f

or o

ther

s to

use,

pre

dict

ing

som

e of

the

cons

eque

nces

that

cou

ld a

rise

from

the

use

of su

ch sy

stem

s.

Whe

n di

scus

sing

thei

r ow

n an

d ot

hers

’ use

of I

CT,

they

use

thei

r kn

owle

dge

and

expe

rienc

e of

info

rmat

ion

syst

ems t

o in

form

thei

r vi

ews o

n th

e so

cial

, eco

nom

ic, p

oliti

cal,

lega

l, et

hica

l and

mor

al

issu

es ra

ised

by

ICT.



Handout 2.3

Time lineThree different cohorts are followed through on a diagonal from their start in Year 7 (top row), following left to right to their end year in Year 11 (bottom row). The year groups most affected by the new programmes of study are shown in dark red. Planning for this year group only would allow for a phased implementation. Other, lighter shades could be included in evolving plans as the department chooses.

2007/08 2008/09 2009/10 2010/11 2011/12 2012/13 2013/14

Year 7 CurrentKS3

Year 8 Current ornew KS3

Year 9

Year 10

FunctionalskillsNew

GCSEs

Year 11

Functionalskills

CurrentKS3

CurrentKS3

CurrentGCSEs

CurrentGCSEs

CurrentGCSEs

CurrentGCSEs

CurrentGCSEs

CurrentGCSEs

CurrentGCSEs

Current ornew KS3

Current ornew KS3

NewGCSEs

NewGCSEs

Functionalskills

Functional

GCSEs

newKS3

newKS3

newKS3

skillsNew

Note: The relationship of functional skills to GCSE will be informed by the pilot; however, to achieve grade C or above, pupils will require functional skills level 2.



Ha

ndo

ut 3

.1 (1

of 2

)

Stra

nd 3

Com

mun

icat

ing

info

rmat

ion

Subs

tran

d 3.

3 Co

mm

unic

atin

gPu

pils

will

lear

n to

:

Year

7Ye

ar 8

Year

9Ye

ar 1

0Ye

ar 1

1Ex

tens

ion

capt

ure,

stor

e an

d ex

chan

ge in

form

atio

n di

gita

lly b

y a

varie

ty o

f m

eans

sele

ct a

ppro

pria

te

met

hods

of e

xcha

ngin

g di

gita

l inf

orm

atio

n an

d re

cogn

ise

that

the

form

at

affec

ts th

e m

etho

d of

ex

chan

ge

reco

gnis

e an

d de

scrib

e th

e te

chni

cal

limita

tions

and

st

reng

ths a

ssoc

iate

d w

ith a

rang

e of

dig

ital

com

mun

icat

ion

met

hods

use

digi

tal

com

mun

icat

ion

to

shar

e in

form

atio

n an

d co

llabo

rate

with

oth

ers

for a

pur

pose

use

digi

tal

com

mun

icat

ions

for t

he

shar

ing

and

colla

bora

tive

deve

lopm

ent o

f ide

as fo

r a

varie

ty o

f pur

pose

s

use

a ra

nge

of to

ols t

o au

tom

ate

the

shar

ing

of in

form

atio

n an

d co

mm

unic

atio

n fo

r a

rang

e of

pur

pose

s

refin

e th

e us

e of

tool

s to

cre

ate

an e

ffici

ent

com

mun

icat

ion

syst

em to

faci

litat

e co

llabo

ratio

n

appl

y co

mm

unic

atio

n sy

stem

s to

faci

litat

e co

llabo

ratio

n an

d di

ssem

inat

ion

of

info

rmat

ion

with

a

wid

er a

nd p

ossi

bly

unkn

own

audi

ence

, ta

king

acc

ount

of

appr

opria

te u

se o

f fe

edba

ck



Ha

ndo

ut 3

.1 (2

of 2

)

Stra

nd 3

Com

mun

icat

ing

info

rmat

ion

Subs

tran

d 3.

3 Co

mm

unic

atin

gPu

pils

will

lear

n to

:

Year

7Ye

ar 8

Year

9Ye

ar 1

0Ye

ar 1

1Ex

tens

ion

reco

gnis

e th

e ris

ks

asso

ciat

ed w

ith th

e sh

arin

g of

per

sona

l in

form

atio

n di

gita

lly

and

to ta

ke a

ctio

ns to

pr

otec

t the

mse

lves

wor

k in

a sa

fe a

nd

resp

onsi

ble

way

whe

n co

mm

unic

atin

g w

ith

othe

rs

be re

spon

sibl

e, sa

fe

and

secu

re in

all

com

mun

icat

ions

desc

ribe

the

mor

al,

soci

al, l

egal

and

eth

ical

is

sues

rela

ting

to

digi

tal c

omm

unic

atio

n an

d th

e sh

arin

g of

in

form

atio

n, a

nd a

pply

th

em w

hen

com

mun

icat

ing

in a

re

spon

sibl

e, sa

fe a

nd

secu

re m

anne

r

exch

ange

info

rmat

ion

secu

rely

, min

imis

ing

the

risks

and

the

mis

use

of p

erso

nal

info

rmat

ion;

refle

ct

criti

cally

on

the

use

of

digi

tal

com

mun

icat

ions

, the

im

plic

atio

ns fo

r in

tern

atio

nal

com

mun

icat

ion

and

the

impa

ct o

n gl

obal

lif

e

supp

ort a

nd d

irect

or

gani

satio

ns to

dev

elop

ac

cept

able

use

and

safe

ty

polic

ies t

hat c

onta

in

appr

opria

te g

uide

lines

on

exch

angi

ng a

nd sh

arin

g in

form

atio

n



Ha

ndo

ut 3

.2

Blan

k pr

ogre

ssio

n te

mpl

ate

Prog

ress

ion

thro

ugh

a su

bstr

and

Pupi

ls w

ill le

arn

to:

Year

7Ye

ar 8

Year

9Ye

ar 1

0Ye

ar 1

1 E

xten

sion



Ha

ndo

ut 3

.3 (1

of 2

)

Stra

nd 4

Eva

luat

ing

Subs

tran

d 4.

1 Ev

alua

ting

wor

kPu

pils

will

lear

n to

:

Year

7Ye

ar 8

Year

9Ye

ar 1

0Ye

ar 1

1Ex

tens

ion

sele

ct IC

T to

ols w

hich

w

ill su

ppor

t the

de

velo

pmen

t and

ac

cura

cy o

f the

ir w

ork,

an

d le

arn

the

bene

fits

of c

heck

ing,

cor

rect

ing

and

refin

ing

thei

r wor

k as

it p

rogr

esse

s

impr

ove

the

qual

ity o

f ou

tcom

es fo

r spe

cific

au

dien

ces a

nd

purp

oses

by

usin

g a

rang

e of

ICT

tool

s

use

ICT

tool

s tog

ethe

r to

dem

onst

rate

a

varie

ty o

f out

com

es,

enab

ling

the

mos

t ap

prop

riate

cho

ice

of

tool

to b

e m

ade

com

pare

and

con

tras

t th

e eff

ects

on

a sy

stem

of

com

bini

ng d

iffer

ent

ICT

tool

s in

diffe

rent

w

ays

eval

uate

thei

r use

of

ICT

tool

s in

enab

ling

a us

er to

inte

ract

with

th

e sy

stem

effi

cien

tly

com

pare

and

con

tras

t ex

istin

g so

lutio

ns to

the

sam

e pr

oble

m, i

dent

ifyin

g re

ason

s for

par

ticul

ar

appr

oach

es

agre

e an

d us

e si

mpl

e cr

iteria

, and

un

ders

tand

how

to

impr

ove

thei

r wor

k

mak

e an

d us

e si

mpl

e su

cces

s crit

eria

that

en

sure

fitn

ess f

or

purp

ose

devi

se a

nd re

view

co

mpl

ex su

cces

s cr

iteria

to m

odify

and

de

velo

p th

eir w

ork

as it

pr

ogre

sses

devi

se a

nd re

view

co

mpl

ex su

cces

s cr

iteria

to m

odify

and

de

velo

p th

eir w

ork

as it

pr

ogre

sses

; pup

ils

reco

gnis

e th

e ne

ed to

in

terp

ret e

nd-u

ser

requ

irem

ents

into

the

syst

em’s

succ

ess

crite

ria

inco

rpor

ate

com

plex

su

cces

s crit

eria

into

the

desi

gn a

nd

impl

emen

tatio

n of

a

syst

em a

nd a

men

d th

ese

thro

ugho

ut th

e de

velo

pmen

t of t

he

syst

em li

fe c

ycle

outli

ne a

nd d

escr

ibe

the

proc

ess f

or th

e id

entifi

catio

n of

det

aile

d su

cces

s crit

eria

, to

supp

ort

othe

rs in

dev

elop

ing

a co

mpl

ex sy

stem



Ha

ndo

ut 3

.3 (2

of 2

)

Subs

tran

d 4.

1 Ev

alua

ting

wor

k (c

ont.)

Pupi

ls w

ill le

arn

to:

Year

7Ye

ar 8

Year

9Ye

ar 1

0Ye

ar 1

1Ex

tens

ion

expl

ain

the

reas

ons f

or

choi

ces t

hey

have

m

ade

just

ify th

e pr

oces

s the

y us

e in

rela

tion

to th

e ta

sk

eval

uate

the

effec

tiven

ess o

f the

ir ap

proa

ch to

de

velo

ping

an

ICT

solu

tion

cons

ider

oth

er re

late

d ta

sks a

nd p

robl

ems i

n or

der t

o de

fine

the

incr

easi

ng sc

ope

of

thei

r IC

T so

lutio

n

carr

y ou

t lin

ked

eval

uatio

ns o

f diff

eren

t as

pect

s of t

heir

wor

k,

from

spec

ifica

tion

to

repo

rtin

g

outli

ne a

nd d

escr

ibe

the

test

ing

proc

esse

s re

quire

d, to

supp

ort

othe

rs in

solv

ing

a co

mpl

ex p

robl

em

act p

urpo

sefu

lly o

n fe

edba

ckga

ther

and

use

fe

edba

ck to

info

rm

futu

re w

ork

gath

er, r

ecor

d an

d us

e sy

stem

atic

feed

back

fr

om u

sers

to im

prov

e th

eir w

ork

plan

and

impl

emen

t a

test

ing

regi

me

that

in

corp

orat

es tr

ials

with

us

ers,

and

use

the

info

rmat

ion

gath

ered

to

refin

e th

eir w

ork

in a

di

scrim

inat

ing

way

appl

y us

er fe

edba

ck

and

thei

r ow

n ev

alua

tions

to

max

imis

e effi

cien

cy

and

optim

ise

user

in

tera

ctio

n w

ith th

e sy

stem

unde

rsta

nd w

hen

to

use

ICT

to so

lve

a pr

oble

m

refle

ct o

n th

eir

prev

ious

wor

k an

d le

arni

ng in

ord

er to

im

prov

e th

eir w

ork

appl

y pr

ior l

earn

ing

to

thei

r wor

kap

ply

prio

r lea

rnin

g in

th

eir w

ork

and

unde

rsta

nd h

ow it

has

im

prov

ed th

eir w

ork

use

thei

r wid

e ra

nge

of

prev

ious

lear

ning

to

help

them

des

ign,

de

velo

p an

d im

plem

ent I

CT

syst

ems

iden

tify

the

lear

ning

re

quire

d by

oth

ers,

to

prep

are

them

to so

lve

a sp

ecifi

c pr

oble

m o

r des

ign

a sy

stem



Handout 4.1: Planning flow chart

Become familiar with the new National Curriculum PoS for ICT

and their key messages

Reconsider the department’s vision for ICT within the context of

whole-school developments

Become familiar with the yearly learning objectives from

the renewed ICT Framework

Review current scheme of work and existing unit plans

Locally developed units ICT sample teaching units

Identify learning objectives that are missing

Identify learning objectives that need strengthening

Group learning objectives together into a series of

unit plans

Decide appropriate contexts, tasks, applications

and timescales

Retain unit plans Adapt unit plans Write new unit plans

Create a curriculum map showing time blocks and periodic assessment

Ensure there are su�cient opportunities for all learners to achieve

at the appropriate level (including SEN and G&T)

SCHEME OF WORK (unit plans, curriculum map, timelines)

Pulli

ng it

all

toge

ther

Plan

ning

Revi

ewFa

mili

aris

atio

n



Handout 4.4 (1 of 3)

School B unit summaries

Unit: Staying healthyTiming: 7 weeksOverviewPupils develop their understanding of audience and fitness for purpose by producing an A4 newsletter on a topic of interest (e.g. healthy lifestyles, to follow on from ‘Organising to be healthy’).

The problem requires pupils to include research, considering validity and bias, and to obtain primary and secondary sources. Pupils need to plan, refine and develop the newsletter; they import images; import text, e.g. quotes; create text; and evaluate work and learning.

Pupils work in groups or pairs to research and produce a two-page A4 newsletter.

Outline of the unitThe class discuss the topic in order to establish the success criteria of the newsletter for a specified audience.

The class is taught use of hierarchical folders, file names and school conventions.

Pupils, in pairs, research the topic and seek text, images and if possible a quote. They share the information digitally. The class discuss validity and bias and check their information for validity and bias.

Pupils decide on the layout of the newsletter and individually construct their draft pages using text and images. They work collaboratively to develop their individual pages using feedback. They combine their pages to form a single document.

In pairs, pupils evaluate their work against the criteria established. The whole class identify what they have learned and where they will use what they have learned elsewhere.

Unit: Initial successTiming: 3 weeksOverview

Pupils use a program that allows them to select instructions to move objects around a screen. Pupils explore sequencing instructions by creating a series of commands which make their initials dance.

Outline of the unit

Pupils are introduced to creating and developing instructions by directing an object around a screen. They develop their understanding by using the ‘repeat’ command to move the object in a repeated pattern.

The teacher explains the problem, which is for pupils to move the letters of their initials to a random position by pressing one key and then to reformat the letters by pressing another key. Success criteria are established.




Pupils plan the sequence of their instructions, and implement and test their ideas.

In pairs, pupils test each other’s work and make any necessary corrections. The class could vote for the best work and share their results and process.

Unit: Organising to be healthyTiming: 6 weeks OverviewHealthy eating provides a context for this unit, which investigates the wishes of pupils for a changed menu for school lunches.

Pupils develop a questionnaire to explore the wishes of the whole school and collate and analyse the results to draw conclusions. The pupils complete the activity by reporting their findings to the headteacher.

Outline of the unitThe school chef outlines his vision for a healthy eating school to pupils, but wishes to have their views.

Pupils are tasked to report on the views of fellow pupils on healthy eating for the school chef so that improvements can be made to the menu. The class agree criteria for the report. As a class, the questions to be answered are established and the data to be collected is identified.

The pupils design a questionnaire or data collection sheet and use to collect data. Data is collected and entered into a class spreadsheet structure.

Pupils have their own individual copies of the spreadsheet and visually check for errors and plausibility. They query the spreadsheet using filters to answer questions. Findings are presented using tables and graphs; pupils explain their choice of tools selected.

Pupils write a letter or report for the school chef explaining their findings, and acknowledging their sources (e.g. class 7A). They write a conclusion of their findings. They use peer-to-peer collaboration to comment on each other’s reports, and they act on the feedback given.

Unit: Inform the school communityTiming: 3 weeksOverview

Pupils use the information from the previous unit ('Organising to be healthy') and plan and implement an efficient information point for the school community.

Outline of the unit

The class develop an understanding of the characteristics of an information point and how the way it works differs from a linear presentation.




The class discuss the purpose of the information point and are shown the techniques they could apply. They plan the outline of their information point system, showing the menu and choices, and implement their plan.

The class discuss the importance of testing and how this might be done, and the giving and receiving of feedback. In pairs, they test their information points; they obtain feedback and then refine their information points.

Unit: Getting economical!Timing: 6–7 weeksOverviewThis unit uses a problem-solving approach to explore the economic and environmental impact of shopping for a basket of healthy food in a variety of supermarkets.

Pupils develop a spreadsheet model to investigate the cost of a basket of food at three supermarkets and then extend the model to include the environmental costs of travel to and from the supermarket.

Outline of the unitThe whole class is presented with the problem of how to select the best value for a basket of shopping. They discuss the problem and how the problem might be solved. They agree ten different items to be in the basket, the number of each required, and which three supermarkets they are selecting. The class is divided into three groups to find out the cost per item.

Pupils use a spreadsheet template to put in the cost of the items. Developing the model to find the total cost of each basket allows the pupils to develop the concept of the function of rules in a model and identify the purpose of the rules. Pupils use the model to conclude which is the best value, answering ‘what if?’ questions to explore changing values.

The problem is extended to explore whether the costs provide best value when travel is taken into account. Pupils investigate the distance from school to the supermarkets and typical car price per mile of travel, and the models are developed to include these factors.

Some pupils develop their models further to factor in the use of public transport to the supermarkets. Pupils draw conclusions and report on what they have found using graphs and text.




Sample teaching unit overview with additional opportunities

ICT sample teaching unit 7.1 (Using ICT for exchanging and sharing information), Ref: 0399/2002About sample teaching unit 7.1In this unit pupils will plan and create presentations about themselves. It is intended that each presentation will be projected on screen and accompanied by a spoken commentary. The audience will be the rest of the class. Pupils will explore the concept of ‘fitness for purpose’ when using images, text, colour and sound to enhance their presentation. They will consider how to match and adapt their presentation to a given audience and purpose. Finally, they will evaluate the suitability of their work for different audiences and purposes.

Possible extensionsPupils can use phone cameras to capture, store and exchange information digitally by a variety of means.

Additionally, if pupils work in groups they could use digital communication to share information and collaborate with others for a purpose.

By planning specific discussions on the appropriate use of cameras and on cyber bullying, pupils recognise the risks associated with the sharing of personal information digitally and take actions to protect themselves.

By introducing pupils to master slides and other template features pupils would use automated processes to support consistency of style and presentation.

ICT sample teaching unit 7.2 (Using data and information sources), Ref: 0013/2003About sample teaching unit 7.2In this unit, pupils identify the purposes of information. They consider how to set up a survey sample and phrase questions appropriately, so that they gather information that is relevant to the task. They will explore the internet as a source of information and learn how to narrow down a search. Finally, they will learn how they can be misled by inaccurate or incomplete information and how to judge the reliability of a website. Websites referred to in these materials existed at the time of going to print. Owners of websites may make unexpected changes to their sites for various reasons, or may allow their sites to fall out of date. You should check all website references carefully to see if they are still relevant, or if they have changed, and substitute other references where appropriate.

Possible extensionsPart of the task where pupils search and explore internet sites could be extended to acknowledging sources and recognising copyright.




ICT sample teaching unit 7.3 (Making a leaflet), Ref: 0410/2002About sample teaching unit 7.3In this unit pupils will plan and create a leaflet to give pupils in Year 6 information about subjects they will study in Key Stage 3. Your pupils will explore the use of images, text, colour and layout to enhance their leaflets. They will consider how to match the design of their leaflet to a given audience and purpose. Finally, pupils will identify evaluation criteria and use them to evaluate their work for different audiences and purposes.

Possible extensionsBy introducing pupils to templates and other automated features within desktop publishing (DTP) packages pupils would use automated processes to support consistency of style and presentation.

Opportunities will also exist for pupils to capture, store and exchange information digitally by a variety of means.

ICT sample teaching unit 7.4 (Introduction to modelling and presenting numeric data), Ref: 0417/2002About sample teaching unit 7.4In this unit pupils will use spreadsheets to model simple situations. They will use basic spreadsheet functions to construct, explore and amend simple models and consider how to manipulate graphs and tables in order to present their findings effectively. This unit uses the example of a school disco. Teachers can achieve the same learning objectives with a range of other examples. The lessons are designed for pupils working at levels 4 and 5 with extension work for pupils working at higher levels. Adaptations and additional material are suggested for the less experienced pupils or for pupils working at lower levels.

Possible extensionsThrough a greater focus on the report to the headteacher pupils could reflect on their use of ICT to improve their work through drafting and refining.

Additionally pupils have an opportunity to match the content and style to the audience and purpose.

ICT sample teaching unit 7.5 (Data handling), Ref: 0447/2002

About sample teaching unit 7.5In this unit pupils will consider how to collect relevant data to answer a question. They will design a file to handle the data and will check their entries for accuracy. Finally, they will use the database functions in a spreadsheet package to interrogate their data and consider the plausibility of the conclusions they have drawn.




Possible extensionsBy sharing the data handling diagram with pupils they gain a better understanding of how to represent simple processes as diagrams to plan the task.

Pupils can be given opportunities to collate data into a database and then import and export data in appropriate formats.

Additional planned discussions around information use in society will consider examples of electronic databases in everyday life.

ICT sample teaching unit 7.6 (Control and monitoring), Ref: 0074/2003About sample teaching unit 7.6The unit helps pupils to understand that technology is used to control many everyday events, such as the operation of traffic lights and the raising of car park barriers. Pupils use software to simulate a range of familiar scenarios and to develop and refine flowcharts for control programs. The efficiency of the programs is enhanced through loops and subroutines. In the final lesson of the unit, pupils consider how the systems controlling a lighthouse could be adapted to help, for example, a person with impaired hearing at home.

Possible extensionsThroughout the planning stage of systems, emphasis can be placed on how pupils represent simple processes as diagrams to plan the task.

Within the wider class discussions pupils can check whether or not the ICT tools they use are appropriate for the task in hand.



Ha

ndo

ut 4

.7

Act

ion

plan

– Y

ear 7

cur

ricu

lum

200

8

Wha

tH

owW

hen

Who

Reso

urce

sSu

cces

s cri

teri

aM

onit

orin

g/ev

alua

tion

and

ev

iden

ce

1 2 3



Line

s of

pro

gre

ssio

n in

ICT

Ove

rvie

w o

f str

ands

Stra

nds

Subs

tran

ds

1 Fi

ndin

g in

form

atio

n1.1

Usi

ng d

ata

and

info

rmat

ion

sour

ces

1.2

Sear

chin

g an

d se

lect

ing

1.3

Org

anis

ing

and

inve

stig

atin

g

2 D

evel

opin

g id

eas

2.1

Ana

lysi

ng a

nd a

utom

atin

g pr

oces

ses

2.2

Mod

els a

nd m

odel

ling

2.3

Sequ

enci

ng in

stru

ctio

ns

3 Co

mm

unic

atin

g in

form

atio

n3.

1 Fi

tnes

s for

pur

pose

3.2

Refin

ing

and

pres

entin

g in

form

atio

n

3.3

Com

mun

icat

ing

4 Ev

alua

ting

4.1

Eval

uatin

g w

ork

(Dis

cret

e bu

t als

o em

bedd

ed in

to th

e ot

her n

ine

subs

tran

ds)



Lea

rnin

g o

bje

ctiv

es

1 Fi

ndin

g in

form

atio

n

1.1

Usi

ng d

ata

and

info

rmat

ion

sour

ces

Year

7Ye

ar 8

Year

9Ye

ar 1

0Ye

ar 1

1Ex

tens

ion

use

info

rmat

ion

●

from

prim

ary

or

seco

ndar

y so

urce

s

use

info

rmat

ion

●

from

prim

ary

or

seco

ndar

y so

urce

s an

d kn

ow w

hen

to

choo

se th

e di

ffere

nt ty

pes

colle

ct d

ata

●

syst

emat

ical

ly fr

om

sour

ces f

or a

n id

entifi

ed p

urpo

se

crea

te in

form

atio

n

●

from

dat

a fo

r sp

ecifi

c pu

rpos

es

and

audi

ence

s, a

nd

reco

gnis

e ho

w th

e pr

esen

tatio

n of

in

form

atio

n ca

n aff

ect i

ts v

alid

ity

and

bias

reco

gnis

e ho

w th

e

●

cont

ent a

nd st

yle

of in

form

atio

n ca

n in

fluen

ce th

e m

essa

ge it

giv

es

and

that

dat

a ca

n be

dis

tort

ed a

nd

mis

used

synt

hesi

se

●

info

rmat

ion

from

se

cond

ary

sour

ces

and

unde

rsta

nd

how

this

can

lead

to

bia

s

reco

gnis

e th

at

●

the

type

s of

info

rmat

ion

sour

ces t

hey

use

and

how

they

pr

esen

t the

se

has a

n im

pact

on

diffe

rent

use

rs,

and

that

the

so

urce

shou

ld b

e qu

estio

ned

for i

ts

rele

vanc

e an

d va

lue



com

bine

and

refin

e

●

info

rmat

ion

and

data

sour

ces t

o an

swer

and

pos

e qu

estio

ns

just

ify th

e us

e of

●

part

icul

ar

info

rmat

ion

sour

ces t

o su

ppor

t an

inve

stig

atio

n or

pr

esen

tatio

n, a

nd

devi

se a

nd a

pply

cr

iteria

to e

valu

ate

how

wel

l var

ious

in

form

atio

n ty

pes

supp

ort a

task

crea

te a

n effi

cien

t

●

data

-col

lect

ion

proc

ess t

hat

colle

cts v

alid

ated

da

ta

deve

lop

and

●

just

ify a

ppro

pria

te

info

rmat

ion-

capt

ure

syst

ems f

or

othe

rs to

use

eval

uate

and

●

com

pare

diff

eren

t in

form

atio

n so

urce

s for

re

leva

nce,

cla

rity,

us

eful

ness

, eas

e

of u

se, a

nd

prov

enan

ce, a

s par

t of

the

desi

gn a

nd

impl

emen

tatio

n of

a

syst

em fo

r oth

ers

to u

se

eval

uate

in d

epth

a

●

rang

e of

diff

eren

t in

form

atio

n so

urce

s and

giv

e fu

lly ju

stifi

ed

reas

ons f

or th

e ch

oice

mad

e fo

r a

part

icul

ar p

urpo

se,

taki

ng re

leva

nce,

co

mpa

tibili

ty

with

inte

nded

pr

oces

sing

, and

ea

se o

f un

ders

tand

ing

by

use

r int

o co

nsid

erat

ion



1.2

Sear

chin

g an

d se

lect

ing

Year

7Ye

ar 8

Year

9Ye

ar 1

0Ye

ar 1

1Ex

tens

ion

sele

ct in

form

atio

n

●

for a

task

from

a

rang

e of

sour

ces

and

be a

war

e of

the

rela

tive

stre

ngth

s an

d w

eakn

esse

s of

thes

e so

urce

s

sele

ct in

form

atio

n

●

from

a ra

nge

of

sour

ces a

nd a

sses

s th

e po

tent

ial v

alue

of

the

info

rmat

ion

for a

task

sele

ct in

form

atio

n

●

for a

task

, usi

ng

othe

r sou

rces

to

chec

k th

e su

itabi

lity

of th

e in

form

atio

n

inde

pend

ently

●

sele

ct a

ppro

pria

te

info

rmat

ion

from

a

wid

e ra

nge

of

sour

ces f

or a

sp

ecifi

c ta

sk, t

akin

g ac

coun

t of t

heir

ease

of u

se

inde

pend

ently

●

sele

ct a

ppro

pria

te

info

rmat

ion

from

a

wid

e ra

nge

of

sour

ces f

or a

sp

ecifi

c ta

sk, t

akin

g ac

coun

t of t

heir

ease

of u

se fo

r ot

her u

sers

iden

tify

the

rang

e

●

of a

ppro

ache

s w

hich

oth

ers c

ould

ta

ke in

sear

chin

g an

d se

lect

ing

info

rmat

ion

and

iden

tify

the

mos

t ap

prop

riate

ap

proa

ches

fram

e se

arch

es in

●

an a

ppro

pria

te a

nd

cons

ider

ed w

ay in

re

latio

n to

the

requ

ired

resu

lts

fram

e se

arch

es in

●

an a

ppro

pria

te a

nd

cons

ider

ed w

ay in

re

latio

n to

the

requ

ired

resu

lts,

for a

mor

e co

mpl

ex

prob

lem

fram

e se

arch

es in

●

an a

ppro

pria

te a

nd

cons

ider

ed w

ay in

re

latio

n to

the

requ

ired

resu

lts fo

r a

mor

e co

mpl

ex

and

unfa

mili

ar

prob

lem

iden

tify

the

●

adva

ntag

es a

nd

limita

tions

of

diffe

rent

in

form

atio

n-ha

ndlin

g ap

plic

atio

ns a

nd

info

rmat

ion

sour

ces i

n re

latio

n to

the

need

s of

the

user

com

pare

and

●

cont

rast

in d

etai

l di

ffere

nt

info

rmat

ion-

hand

ling

syst

ems

in re

latio

n to

thei

r fu

nctio

nalit

y an

d un

derly

ing

tech

nolo

gy

sear

ch fo

r

●

info

rmat

ion,

al

terin

g an

d de

velo

ping

the

sear

ch a

s ap

prop

riate

, ch

ecki

ng fi

ndin

gs

for p

laus

ibili

ty

use

basi

c lo

gica

l

●

oper

ator

s and

ap

ply

thes

e w

hen

sear

chin

g fo

r in

form

atio

n

cons

truc

t que

ries

●

and

com

plex

se

arch

es to

exp

lore

in

form

atio

n fo

r a

spec

ific

purp

ose,

su

ch a

s tes

ting

a hy

poth

esis

deve

lop

syst

ems

●

and

files

to a

id

othe

rs in

sear

chin

g fo

r and

sele

ctin

g in

form

atio

n

desi

gn, d

evel

op,

●

docu

men

t and

im

plem

ent a

n in

form

atio

n sy

stem

fo

r oth

ers t

o us

e

iden

tify

in

●

deta

il th

e va

ryin

g ne

eds o

f a ra

nge

of u

sers

and

the

impl

icat

ions

of

thes

e fo

r the

po

ssib

le

impr

ovem

ent

of th

e sy

stem



use

sear

ch te

rms

●

corr

ectly

unde

rsta

nd th

at

●

the

diffe

rent

way

s in

whi

ch se

arch

en

gine

s wor

k ca

n aff

ect w

hich

in

form

atio

n is

re

turn

ed

care

fully

con

side

r

●

sear

ch re

sults

and

re

view

the

inte

rpre

tatio

n of

da

ta, j

udgi

ng it

s va

lue

care

fully

con

side

r

●

sear

ch re

sults

and

re

view

the

inte

rpre

tatio

n of

da

ta fo

r oth

er u

sers

inco

rpor

ate

●

feat

ures

to

mee

t use

r nee

ds

whe

n de

sign

ing

thei

r sys

tem

inco

rpor

ate

the

●

need

s of a

ll po

tent

ial u

sers

in

to th

e de

sign

of

thei

r sys

tem

ackn

owle

dge

●

sour

ces a

nd

reco

gnis

e co

pyrig

ht

ackn

owle

dge

all

●

sour

ces,

re

cogn

isin

g co

pyrig

ht a

nd

othe

r con

stra

ints

ackn

owle

dge

●

sour

ces,

defi

ning

pr

imar

y an

d se

cond

ary

sour

ces,

an

d re

cogn

ise

copy

right

and

ot

her c

onst

rain

ts

ackn

owle

dge

both

●

prim

ary

and

seco

ndar

y so

urce

s an

d th

e ne

ed to

ob

tain

cop

yrig

ht

perm

issi

on

appl

y co

pyrig

ht la

w

●

and

ackn

owle

dge

inte

llect

ual

prop

erty

righ

ts,

and

use

the

corr

ect

term

inol

ogy



1.3

Org

anis

ing

and

inve

stig

atin

g

Year

7Ye

ar 8

Year

9Ye

ar 1

0Ye

ar 1

1Ex

tens

ion

save

file

s usi

ng

●

appr

opria

te fi

le

nam

es a

nd

orga

nise

file

s in

a hi

erar

chic

al fo

lder

st

ruct

ure

save

file

s in

●

appr

opria

te

form

ats a

nd c

reat

e a

hier

arch

ical

fold

er

stru

ctur

e

iden

tify

the

●

sign

ifica

nt d

ata

requ

ired

to so

lve

a pr

oble

m

iden

tify

the

●

esse

ntia

l dat

a an

d IC

T to

ols r

equi

red

to so

lve

a pr

oble

m

deve

lop

clos

ed

●

ques

tions

whi

ch

will

lead

to sp

ecifi

c an

swer

s in

a su

itabl

e fo

rm –

e.g

. te

xt, n

umbe

rs –

an

d ac

t saf

ely

and

resp

onsi

bly

in

seek

ing

info

rmat

ion

deve

lop

open

and

●

clos

ed q

uest

ions

w

ith se

nsiti

vity

, re

cogn

isin

g pe

ople

’s cu

ltura

l, so

cial

and

eth

ical

di

ffere

nces

use

auto

mat

ed

●

proc

essi

ng a

t the

po

int o

f col

lect

ion

to g

athe

r res

pons

es

effici

ently

usi

ng

open

and

clo

sed

ques

tions

deve

lop

valid

atio

n

●

with

in sy

stem

s an

d un

ders

tand

th

e ne

ed fo

r co

nver

sion

of

resp

onse

s to

mak

e th

em fi

t to

proc

ess



desi

gn a

●

ques

tionn

aire

or

data

-col

lect

ion

shee

t to

colle

ct

rele

vant

dat

a

desi

gn a

●

ques

tionn

aire

or

data

-col

lect

ion

shee

t to

colle

ct

rele

vant

dat

a,

and

obta

in a

nd

use

feed

back

to

esta

blis

h w

hat a

re

good

que

stio

ns

deve

lop

test

ing,

●

incl

udin

g em

ploy

men

t of

user

feed

back

, to

refin

e ex

istin

g ap

proa

ches

and

cr

eate

new

one

s

use

the

syst

em li

fe

●

cycl

e to

pla

n an

in

form

atio

n sy

stem

, tak

ing

acco

unt o

f fe

edba

ck a

t the

va

rious

stag

es

carr

y ou

t

●

syst

emat

ic a

naly

sis

of u

ser n

eeds

and

in

corp

orat

e th

is

into

the

desi

gn,

docu

men

tatio

n,

impl

emen

tatio

n an

d ev

alua

tion

of a

sy

stem

for o

ther

s to

use

carr

y ou

t

●

syst

emat

ic a

naly

sis

of th

e ne

eds o

f a

rang

e of

use

rs fo

r a

com

plex

pro

blem

, se

ekin

g in

form

atio

n fr

om

a ra

nge

of so

urce

s

reco

gnis

e th

e

●

stru

ctur

e an

d fo

rmat

of d

ata

that

ca

n su

ppor

t ch

ecki

ng a

nd

corr

ectin

g to

re

mov

e er

rors

aft

er

entr

y; re

cogn

ise

that

dat

a m

ay n

ot

be p

laus

ible

and

th

at th

is a

ffect

s re

sults

prod

uce

or a

dapt

a

●

data

stru

ctur

e,

ente

r dat

a in

to th

is

and

chec

k th

at d

ata

is re

ason

able

and

ac

cura

te

prod

uce

or a

dapt

a

●

data

stru

ctur

e to

en

hanc

e effi

cien

cy,

and

ente

r dat

a in

to

this

; est

ablis

h a

rang

e of

val

idat

ion

chec

ks a

nd v

isua

l ch

ecks

to e

nsur

e a

viab

le d

ata

set

prod

uce

a da

ta

●

stru

ctur

e to

en

hanc

e effi

cien

cy;

crea

te a

rang

e of

va

lidat

ion

chec

ks

to e

nsur

e a

viab

le

data

set w

hen

deve

lopi

ng a

dat

a sy

stem

, and

exp

lain

th

e fe

atur

es w

hich

m

ake

it effi

cien

t

use

and

com

pare

●

diffe

rent

ap

proa

ches

to

valid

atio

n in

ord

er

to su

cces

sful

ly

supp

ort o

ther

use

rs

use

a

●

com

preh

ensi

ve

valid

atio

n sy

stem

to

supp

ort a

rang

e of

oth

er u

sers

gene

rate

sim

ple

●

quer

ies u

sing

AN

D/

OR

oper

ator

s ap

plie

d to

dat

a ite

ms w

ithin

fiel

ds

use

mor

e co

mpl

ex

●

quer

ies –

AN

D, O

R,

NO

T; u

se d

iffer

ent

sear

ches

to

prod

uce

the

mos

t eff

ectiv

e re

sult

or

to c

olle

ct e

xtra

or

diffe

rent

dat

a fo

r m

ore

deta

iled

conc

lusi

ons

deve

lop

a fla

t-fil

e

●

data

base

stru

ctur

e,

taki

ng in

to a

ccou

nt

poss

ible

way

s in

whi

ch th

e

data

base

may

be

inte

rrog

ated

iden

tify

the

link

●

betw

een

flat-

file

data

base

s, th

eir

inte

rrog

atio

n an

d th

e ov

er a

rchi

ng

purp

ose

of th

e in

vest

igat

ion

deve

lop

and

●

inco

rpor

ate

into

th

e de

sign

of a

sy

stem

the

links

be

twee

n th

e da

taba

se st

ruct

ure,

its

inte

rrog

atio

n an

d th

e ov

eral

l sy

stem

sp

ecifi

catio

n

desi

gn a

nd d

evel

op

●

a re

latio

nal

data

base

stru

ctur

e,

inco

rpor

atin

g da

ta

stor

age

effici

ency

, an

d te

st th

e st

rate

gy d

esig

n ag

ains

t the

syst

em

spec

ifica

tion



use

grap

hs to

●

repr

esen

t in

form

atio

n; sh

ow

all k

ey fe

atur

es;

just

ify th

eir c

hoic

e of

cha

rt o

r gra

ph;

prod

uce

a re

port

fr

om th

e in

form

atio

n an

d ch

eck

the

accu

racy

of

thei

r con

clus

ions

repr

esen

t

●

info

rmat

ion

in

grap

hs, c

hart

s or

tabl

es, a

nd in

a

repo

rt w

here

ap

prop

riate

; ju

stify

the

form

of

repr

esen

tatio

n an

d ch

eck

the

plau

sibi

lity

of

thei

r con

clus

ions

repr

esen

t

●

info

rmat

ion

in

diffe

rent

form

s an

d in

tegr

ate

info

rmat

ion

from

di

ffere

nt IC

T to

ols

to p

rodu

ce a

so

lutio

n

repr

esen

t

●

info

rmat

ion

in

diffe

rent

form

s and

in

tegr

ate

info

rmat

ion

from

di

ffere

nt IC

T to

ols

to p

rodu

ce a

n eff

ectiv

e so

lutio

n

eval

uate

the

●

effec

tiven

ess o

f di

ffere

nt so

lutio

ns

whe

n in

tegr

atin

g in

form

atio

n us

ing

diffe

rent

ICT

tool

s

desc

ribe

how

the

●

syst

em c

ould

be

deve

lope

d to

im

prov

e th

e effi

cien

cy o

f the

so

lutio

n

cons

ider

exa

mpl

es

●

of e

lect

roni

c da

taba

ses i

n ev

eryd

ay li

fe

iden

tify

exam

ples

●

of a

utom

ated

da

ta c

olle

ctio

n

and

reco

gnis

e

the

impa

ct o

f el

ectr

onic

da

taba

ses o

n le

arni

ng, e

very

day

life

and

empl

oym

ent

desc

ribe

the

impa

ct

●

of e

lect

roni

c da

taba

ses o

n le

arni

ng, e

very

day

life

and

empl

oym

ent,

and

the

pote

ntia

l for

m

isuse

of p

erso

nal

data

show

an

awar

enes

s

●

of sa

fety

issu

es in

th

e pl

anni

ng a

nd

impl

emen

tatio

n of

th

eir w

ork

inco

rpor

ate

safe

ty

●

issue

s int

o

the

desi

gn

docu

men

tatio

n an

d im

plem

enta

tion

of

a sy

stem

for o

ther

s to

use

chec

k w

heth

er th

e

●

ICT

tool

s the

y us

e ar

e ap

prop

riate

for

the

task

eval

uate

diff

eren

t

●

appl

icat

ions

in

term

s of t

he

stru

ctur

e an

d m

etho

d of

pr

oces

sing

dat

a

esta

blis

h co

mpl

ex

●

succ

ess c

riter

ia to

ev

alua

te a

solu

tion

to a

pro

blem

crea

te a

●

spec

ifica

tion

and

plan

aga

inst

this

, do

cum

entin

g th

e pr

oces

s thr

ough

out

eval

uate

the

desi

gn

●

of th

eir s

yste

ms

agai

nst t

he o

rigin

al

spec

ifica

tions

eval

uate

the

●

syst

em a

gain

st th

e de

rived

succ

ess

crite

ria a

nd su

gges

t no

n-tr

ivia

l are

as fo

r de

velo

pmen

t



2 D

evel

opin

g id

eas

2.1

Ana

lysi

ng a

nd a

utom

atin

g pr

oces

ses

Year

7Ye

ar 8

Year

9Ye

ar 1

0Ye

ar 1

1Ex

tens

ion

repr

esen

t sim

ple

●

proc

esse

s as

diag

ram

s to

plan

th

e ta

sk

iden

tify

the

key

●

elem

ents

of a

pr

oble

m a

nd

repr

esen

t co

mpo

nent

s in

a pl

an

repr

esen

t com

plex

●

info

rmat

ion

syst

ems i

n di

agra

mm

atic

al

form

to su

ppor

t th

eir d

evel

opm

ent

use

auto

mat

ed

●

proc

esse

s to

supp

ort

cons

iste

ncy

of st

yle

and

pres

enta

tion

auto

mat

e si

mpl

e

●

proc

esse

s by

harn

essi

ng

soft

war

e to

ols;

reco

gnis

e w

here

au

tom

atio

n to

ols,

su

ch a

s filte

ring,

ca

n be

use

d to

im

prov

e sa

fety

w

hen

usin

g th

e in

tern

et

refin

e ex

istin

g

●

syst

ems a

nd m

ake

them

mor

e effi

cien

t th

roug

h au

tom

atio

n

use

auto

mat

ion,

●

whe

re a

ppro

pria

te,

to su

ppor

t use

rs o

f a

syst

em; r

ecog

nise

th

e be

nefit

s of

plan

ning

for

auto

mat

ion

with

in

the

proc

ess o

f sc

opin

g a

syst

em

plan

for a

nd

●

inco

rpor

ate

auto

mat

ed fe

atur

es

whe

n de

sign

ing

an

d im

plem

entin

g

a sy

stem

for o

ther

s to

use

orig

inat

e an

d

●

desi

gn a

utom

ated

fe

atur

es w

hen

deve

lopi

ng a

nd

impl

emen

ting

a

syst

em fo

r oth

ers

to u

se



2.2

Mod

els a

nd m

odel

ling

Year

7Ye

ar 8

Year

9Ye

ar 1

0Ye

ar 1

1Ex

tens

ion

reco

gnis

e th

e

●

diffe

renc

e be

twee

n da

ta, t

ext a

nd

form

ulae

in a

co

mpu

ter m

odel

an

d or

gani

se th

ese

so th

at th

e m

odel

is

fit fo

r pur

pose

com

bine

var

iabl

es

●

with

in a

mod

el in

di

ffere

nt w

ays t

o fo

rm ru

les

exte

nd th

e sc

ope

●

of a

com

plex

mod

el

by in

corp

orat

ing

or

chan

ging

rule

s

desi

gn o

r dev

elop

a

●

com

plex

mod

el to

m

eet a

nee

d,

iden

tifyi

ng

appr

opria

te

assu

mpt

ions

, va

riabl

es a

nd ru

les

desi

gn o

r dev

elop

a

●

com

plex

mod

el,

iden

tifyi

ng

appr

opria

te

assu

mpt

ions

, va

riabl

es a

nd

rule

s to

mee

t a

spec

ific

need

for

othe

r use

rs

sugg

est a

nd ju

stify

●

in su

ffici

ent d

etai

l th

e st

ruct

ure

and

com

pone

nts

requ

ired

for

spec

ific

mod

els f

or

othe

rs to

con

stru

ct

use

a m

odel

to

●

pred

ict a

n ou

tcom

ere

cogn

ise

that

the

●

rule

s con

tain

ed

with

in a

mod

el

dete

rmin

e its

ou

tput

, and

mak

e m

ore

com

plex

pr

edic

tions

bas

ed

on se

vera

l var

iabl

es

refin

e ru

les (

to

●

incr

ease

val

idity

), us

ing

info

rmat

ion

from

oth

er so

urce

s

list,

desc

ribe

and

●

just

ify th

e in

put,

proc

ess,

and

ou

tput

ch

arac

teris

tics

of a

mod

el



expl

ain

how

rule

s

●

gove

rn a

mod

elam

end

exis

ting

●

sim

ple

mod

els b

y ch

angi

ng v

aria

bles

an

d fo

rmul

ae

exte

nd e

xist

ing

●

mor

e co

mpl

ex

mod

els a

nd c

reat

e th

eir o

wn

from

a

give

n de

sign

, re

view

ing

effici

ency

crea

te c

ompl

ex

●

mod

els t

o so

lve

a pr

oble

m

com

pare

and

●

cont

rast

in d

etai

l di

ffere

nt

appr

oach

es to

m

odel

ling

the

sam

e pr

oble

m

unde

rsta

nd th

e

●

proc

ess u

sed

in

indu

stry

and

co

mm

erce

for t

he

deve

lopm

ent o

f m

odel

s and

star

t to

rela

te th

ese

to th

e w

ay th

ey d

evel

op

thei

r ow

n m

odel

s

obta

in in

form

atio

n

●

from

a m

odel

and

ch

eck

this

for

plau

sibi

lity

iden

tify

whe

ther

a

●

mod

el h

as a

n ap

prop

riate

set o

f va

riabl

es to

mak

e it

suita

ble

for a

pa

rtic

ular

pur

pose

, an

d as

sess

its

accu

racy

by

com

parin

g its

ou

tcom

es w

ith

thos

e fr

om

othe

r sou

rces

chec

k th

eir o

utpu

t

●

agai

nst t

hat f

rom

ot

her s

ourc

es to

as

sess

the

valid

ity

of th

e m

odel

, w

here

app

ropr

iate

iden

tify

crite

ria to

●

test

whe

ther

a

mod

el is

fit f

or

purp

ose

desi

gn a

nd c

reat

e

●

com

plex

mod

els,

co

nsid

erin

g a

rang

e of

app

roac

hes,

a

s par

t of t

he

desi

gn a

nd

impl

emen

tatio

n of

a

syst

em

exte

nd th

e de

sign

●

by c

onsi

derin

g th

e ne

eds o

f diff

eren

t gr

oups

of u

sers



2.3

Sequ

enci

ng in

stru

ctio

ns

Year

7Ye

ar 8

Year

9Ye

ar 1

0Ye

ar 1

1Ex

tens

ion

ratio

nalis

e a

set o

f

●

inst

ruct

ions

by

repe

atin

g se

ctio

ns

use

prec

isio

n an

d

●

accu

rate

synt

ax

whe

n fr

amin

g in

stru

ctio

ns

use

effici

ent

●

stru

ctur

ing

of

inst

ruct

ions

and

re

cogn

ise

how

this

in

crea

ses fl

exib

ility

an

d ea

ses t

estin

g

use

varia

bles

to

●

crea

te in

crea

sing

ly

com

plex

syst

ems

use

feed

back

●

with

in a

n in

crea

sing

ly

com

plex

syst

em

plan

and

●

impl

emen

t set

s of

inst

ruct

ions

, pr

edic

ting

outc

omes

bef

ore

exec

utio

n

test

and

refin

e

●

sequ

ence

s in

orde

r to

ach

ieve

spec

ific

outc

omes

brea

k do

wn

a

●

prob

lem

into

m

anag

eabl

e se

ctio

ns th

at c

an

be re

pres

ente

d by

su

b-pr

oced

ures

w

here

app

ropr

iate

plan

the

●

inte

grat

ion

of

sequ

ence

s of

inst

ruct

ions

with

ot

her e

lem

ents

to

form

an

ICT

syst

em

plan

, des

ign

and

●

impl

emen

t lin

ked

and

stru

ctur

ed

sequ

ence

s of

inst

ruct

ions

as p

art

of a

syst

em fo

r ot

hers

to u

se

reco

gnis

e th

at

●

sequ

enci

ng

inst

ruct

ions

is

fund

amen

tal t

o a

wid

e ra

nge

of IC

T ap

plic

atio

ns

revi

ew o

wn

and

●

othe

rs’ s

eque

nces

of

inst

ruct

ions

to

impr

ove

effici

ency

iden

tify

and

●

com

mun

icat

e th

e ke

y be

nefit

s and

ad

vice

requ

ired

to

supp

ort o

ther

s in

deve

lopi

ng a

sy

stem



3 Co

mm

unic

atin

g in

form

atio

n

3.1

Fitn

ess f

or p

urpo

se

Year

7Ye

ar 8

Year

9Ye

ar 1

0Ye

ar 1

1Ex

tens

ion

reco

gnis

e th

e

●

com

mon

layo

uts

and

conv

entio

ns

used

in d

iffer

ent

type

s of

com

mun

icat

ion

and

how

thes

e ad

dres

s int

ende

d an

d fa

mili

ar

audi

ence

nee

ds

plan

●

com

mun

icat

ion

proj

ects

and

sele

ct

the

appr

opria

te

com

mun

icat

ion

(typ

e, le

ngth

, m

edia

) for

the

inte

nded

aud

ienc

e (c

onsi

derin

g au

dien

ce n

eeds

an

d ex

pect

atio

ns),

purp

ose

and

envi

ronm

ent

use

an

●

unde

rsta

ndin

g

of te

chni

cal

cons

ider

atio

ns to

pr

oduc

e eff

ectiv

e an

d effi

cien

t dig

ital

com

mun

icat

ions

prod

uce

solu

tions

●

that

are

acc

essi

ble

for a

ny u

ser:

solu

tions

that

re

cogn

ise

acce

ssib

ility

issu

es

and

appl

y th

e co

nven

tions

re

latin

g to

dig

ital

med

ia

reco

gnis

e an

d

●

desc

ribe

the

impa

ct o

f diff

eren

t fo

rmat

s and

co

nven

tions

on

pres

enta

tion,

eas

e of

use

, eas

e of

un

ders

tand

ing

and

acce

ssib

ility

cons

ider

the

●

impa

ct o

f diff

eren

t fo

rmat

s and

co

nven

tions

for

diffe

rent

gro

ups o

f us

ers f

or w

hom

the

syst

em m

ight

be

exte

nded

or

adap

ted

reco

gnis

e th

e

●

limita

tions

and

op

port

uniti

es o

f di

ffere

nt la

yout

fo

rmat

s and

use

th

ese

appr

opria

tely

refle

ct o

n th

e

●

wor

k of

oth

ers t

o he

lp p

lan

and

amen

d th

eir

com

mun

icat

ions

an

d un

ders

tand

ho

w e

ffect

ive

pres

enta

tions

or

publ

icat

ions

ad

dres

s spe

cific

au

dien

ce n

eeds

an

d ex

pect

atio

ns

use

a kn

owle

dge

of

●

publ

icat

ions

and

m

edia

pre

sent

atio

n te

chni

ques

to

devi

se c

ompl

ex

succ

ess c

riter

ia to

as

sess

the

qual

ity

and

impa

ct o

f co

mm

unic

atio

n pr

oduc

ts, a

nd

appl

y th

ese

crite

ria

to th

eir w

ork

use

feed

back

from

●

the

audi

ence

to

info

rm th

e de

velo

pmen

t of

thei

r dig

ital

com

mun

icat

ions

mak

e th

eir w

ork

●

mor

e ap

prop

riate

fo

r a g

iven

au

dien

ce b

y de

velo

ping

st

ruct

ured

m

etho

ds o

f ca

ptur

ing

spec

ific

feed

back

and

us

ing

it to

refin

e th

eir w

ork

mak

e th

eir w

ork

●

mor

e ap

prop

riate

fo

r a ra

nge

of

audi

ence

s, so

me

unkn

own,

by

deve

lopi

ng

stru

ctur

ed

met

hods

of

capt

urin

g sp

ecifi

c fe

edba

ck a

nd

usin

g it

to re

fine

thei

r wor

k



3.2

Refin

ing

and

pres

enti

ng in

form

atio

n

Year

7Ye

ar 8

Year

9Ye

ar 1

0Ye

ar 1

1Ex

tens

ion

use

ICT

to im

prov

e

●

thei

r wor

k th

roug

h dr

aftin

g an

d re

finin

g

draf

t, re

fine

and

●

stru

ctur

e th

eir

wor

k us

ing

a co

mbi

natio

n of

IC

T to

ols t

o co

nvey

m

eani

ng m

ore

effec

tivel

y

com

bine

text

,

●

imag

es, t

able

s an

d so

unds

from

a

num

ber o

f sou

rces

to

con

vey

mea

ning

mod

ify a

nd

●

deve

lop

text

, im

ages

, tab

les a

nd

soun

ds fr

om

seve

ral s

ourc

es

with

in th

e st

ruct

ure

of a

pie

ce o

f wor

k

refin

e an

d

●

com

bine

diff

eren

t co

mpo

nent

s of

text

, im

ages

, tab

les

and

soun

ds fr

om a

ra

nge

of so

urce

s



mat

ch th

e co

nten

t

●

and

styl

e of

thei

r w

ork

to th

e au

dien

ce a

nd

purp

ose

extr

act,

com

bine

●

and

mod

ify

rele

vant

in

form

atio

n fo

r a

spec

ific

purp

ose,

an

d st

ruct

ure

an

d se

quen

ce

this

to m

eet

audi

ence

nee

ds

wor

k

●

inde

pend

ently

and

effi

cien

tly to

sy

nthe

sise

in

form

atio

n fr

om

a ra

nge

of so

urce

s,

stru

ctur

ing

an

d re

finin

g pr

esen

tatio

ns fo

r sp

ecifi

c au

dien

ces

and

purp

oses

com

bine

ICT

tool

s

●

to in

put,

proc

ess

and

outp

ut

info

rmat

ion

to

mee

t the

nee

ds

of a

use

r

unde

rsta

nd th

e

●

tech

niqu

es a

nd

syst

ems n

eede

d to

su

ppor

t in

form

atio

n pr

oces

sing

and

co

mm

unic

atio

n,

incl

udin

g th

e ha

rdw

are

and

soft

war

e su

bsys

tem

s ne

eded

to su

ppor

t th

e te

chni

ques

and

sy

stem

s

impo

rt a

nd e

xpor

t

●

data

in a

ppro

pria

te

form

ats

use

a ra

nge

of IC

T

●

tool

s effi

cien

tly to

re

fine

the

pres

enta

tion

of

info

rmat

ion

for a

sp

ecifi

c pu

rpos

e

iden

tify

the

●

adva

ntag

es a

nd

disa

dvan

tage

s of

diffe

rent

soft

war

e ap

plic

atio

ns fo

r sp

ecifi

c pu

rpos

es,

and

just

ify th

eir

choi

ces,

inte

grat

ing

ICT

tool

s whe

re

appr

opria

te

scop

e th

e ra

nge

of

●

info

rmat

ion

requ

ired

to d

evel

op

an a

utom

ated

in

tera

ctiv

e co

mm

unic

atio

n sy

stem

desi

gn a

nd

●

impl

emen

t an

auto

mat

ed

inte

ract

ive

syst

em

for o

ther

s to

use

deve

lop

and

refin

e

●

the

desi

gn a

nd

impl

emen

tatio

n of

an

aut

omat

ed,

inte

ract

ive

syst

em,

base

d on

feed

back

fr

om d

iffer

ent

grou

ps o

f use

rs



3.3

Com

mun

icat

ing

Year

7Ye

ar 8

Year

9Ye

ar 1

0Ye

ar 1

1Ex

tens

ion

capt

ure,

stor

e

●

and

exch

ange

in

form

atio

n di

gita

lly b

y a

varie

ty o

f mea

ns

sele

ct a

ppro

pria

te

●

met

hods

of

exch

angi

ng d

igita

l in

form

atio

n an

d re

cogn

ise

that

the

form

at a

ffect

s the

m

etho

d of

ex

chan

ge

reco

gnis

e an

d

●

desc

ribe

the

tech

nica

l lim

itatio

ns a

nd

stre

ngth

s as

soci

ated

with

a

rang

e of

dig

ital

com

mun

icat

ion

met

hods

use

digi

tal

●

com

mun

icat

ion

to

shar

e in

form

atio

n an

d co

llabo

rate

w

ith o

ther

s for

a

purp

ose

use

digi

tal

●

com

mun

icat

ions

fo

r the

shar

ing

and

colla

bora

tive

deve

lopm

ent o

f id

eas f

or a

var

iety

of

pur

pose

s

use

a ra

nge

of to

ols

●

to a

utom

ate

the

shar

ing

of

info

rmat

ion

and

com

mun

icat

ion

for

a ra

nge

of p

urpo

ses

refin

e th

e us

e of

●

tool

s to

crea

te a

n effi

cien

t co

mm

unic

atio

n sy

stem

to fa

cilit

ate

colla

bora

tion

appl

y

●

com

mun

icat

ion

syst

ems t

o fa

cilit

ate

colla

bora

tion

and

diss

emin

atio

n of

in

form

atio

n w

ith a

w

ider

and

pos

sibl

y un

know

n au

dien

ce,

taki

ng a

ccou

nt o

f ap

prop

riate

use

of

feed

back



reco

gnis

e th

e ris

ks

●

asso

ciat

ed w

ith th

e sh

arin

g of

per

sona

l in

form

atio

n di

gita

lly a

nd to

take

ac

tions

to p

rote

ct

them

selv

es

wor

k in

a sa

fe

●

and

resp

onsi

ble

way

whe

n co

mm

unic

atin

g w

ith o

ther

s

be re

spon

sibl

e, sa

fe

●

and

secu

re in

all

com

mun

icat

ions

desc

ribe

the

mor

al,

●

soci

al, l

egal

and

et

hica

l iss

ues

rela

ting

to d

igita

l co

mm

unic

atio

n an

d th

e sh

arin

g of

in

form

atio

n, a

nd

appl

y th

em w

hen

com

mun

icat

ing

in

a re

spon

sibl

e, sa

fe

and

secu

re m

anne

r

exch

ange

●

info

rmat

ion

secu

rely

, m

inim

isin

g th

e ris

ks a

nd th

e m

isus

e of

per

sona

l in

form

atio

n; re

flect

cr

itica

lly o

n th

e us

e of

dig

ital

com

mun

icat

ions

, th

e im

plic

atio

ns fo

r in

tern

atio

nal

com

mun

icat

ion

and

the

impa

ct o

n gl

obal

life

supp

ort a

nd d

irect

●

orga

nisa

tions

to

deve

lop

acce

ptab

le

use

and

safe

ty

polic

ies t

hat

cont

ain

appr

opria

te

guid

elin

es o

n ex

chan

ging

and

sh

arin

g in

form

atio

n



4 Ev

alua

ting

4.1

Eval

uati

ng w

ork

Year

7Ye

ar 8

Year

9Ye

ar 1

0Ye

ar 1

1Ex

tens

ion

sele

ct IC

T to

ols

●

whi

ch w

ill su

ppor

t th

e de

velo

pmen

t an

d ac

cura

cy o

f th

eir w

ork,

and

le

arn

the

bene

fits

of c

heck

ing,

co

rrec

ting

and

refin

ing

thei

r wor

k as

it p

rogr

esse

s

impr

ove

the

qual

ity

●

of o

utco

mes

for

spec

ific

audi

ence

s an

d pu

rpos

es b

y us

ing

a ra

nge

of

ICT

tool

s

use

ICT

tool

s

●

toge

ther

to

dem

onst

rate

a

varie

ty o

f ou

tcom

es,

enab

ling

the

mos

t ap

prop

riate

cho

ice

of to

ol to

be

mad

e

com

pare

and

●

cont

rast

the

effec

ts

on a

syst

em o

f co

mbi

ning

di

ffere

nt IC

T to

ols

in d

iffer

ent w

ays

eval

uate

thei

r use

●

of IC

T to

ols i

n en

ablin

g a

user

to

inte

ract

with

the

syst

em e

ffici

ently

com

pare

and

●

cont

rast

exi

stin

g so

lutio

ns to

the

sam

e pr

oble

m,

iden

tifyi

ng re

ason

s fo

r par

ticul

ar

appr

oach

es

agre

e an

d us

e

●

sim

ple

crite

ria, a

nd

unde

rsta

nd h

ow to

im

prov

e th

eir w

ork

mak

e an

d us

e

●

sim

ple

succ

ess

crite

ria th

at e

nsur

e fit

ness

for p

urpo

se

devi

se a

nd re

view

●

com

plex

succ

ess

crite

ria to

mod

ify

and

deve

lop

thei

r w

ork

as it

pr

ogre

sses

devi

se a

nd re

view

●

com

plex

succ

ess

crite

ria to

mod

ify

and

deve

lop

thei

r w

ork

as it

pr

ogre

sses

; pup

ils

reco

gnis

e th

e

need

to in

terp

ret

end-

user

re

quire

men

ts in

to

the

syst

em’s

succ

ess c

riter

ia

inco

rpor

ate

●

com

plex

succ

ess

crite

ria in

to th

e de

sign

and

im

plem

enta

tion

of

a sy

stem

and

am

end

thes

e th

roug

hout

the

deve

lopm

ent o

f th

e sy

stem

life

cy

cle

outli

ne a

nd

●

desc

ribe

the

proc

ess f

or th

e id

entifi

catio

n of

de

taile

d su

cces

s cr

iteria

, to

supp

ort

othe

rs in

de

velo

ping

a

com

plex

syst

em



expl

ain

the

reas

ons

●

for c

hoic

es th

ey

have

mad

e

just

ify th

e pr

oces

s

●

they

use

in re

latio

n to

the

task

eval

uate

the

●

effec

tiven

ess o

f th

eir a

ppro

ach

to

deve

lopi

ng a

n IC

T so

lutio

n

cons

ider

oth

er

●

rela

ted

task

s and

pr

oble

ms i

n or

der

to d

efine

the

incr

easi

ng sc

ope

of

thei

r IC

T so

lutio

n

carr

y ou

t lin

ked

●

eval

uatio

ns o

f di

ffere

nt a

spec

ts o

f th

eir w

ork,

from

sp

ecifi

catio

n to

re

port

ing

outli

ne a

nd

●

desc

ribe

the

test

ing

proc

esse

s req

uire

d,

to su

ppor

t oth

ers

in so

lvin

g a

com

plex

pro

blem

act p

urpo

sefu

lly o

n

●

feed

back

gath

er a

nd u

se

●

feed

back

to in

form

fu

ture

wor

k

gath

er, r

ecor

d an

d

●

use

syst

emat

ic

feed

back

from

us

ers t

o im

prov

e th

eir w

ork

plan

and

●

impl

emen

t a

test

ing

regi

me

that

in

corp

orat

es tr

ials

w

ith u

sers

, and

use

th

e in

form

atio

n ga

ther

ed to

refin

e th

eir w

ork

in a

di

scrim

inat

ing

way

appl

y us

er

●

feed

back

and

thei

r ow

n ev

alua

tions

to

max

imis

e effi

cien

cy

and

optim

ise

user

in

tera

ctio

n w

ith th

e sy

stem

unde

rsta

nd w

hen

●

to u

se IC

T to

solv

e a

prob

lem

refle

ct o

n th

eir

●

prev

ious

wor

k an

d le

arni

ng in

ord

er to

im

prov

e th

eir w

ork

appl

y pr

ior l

earn

ing

●

to th

eir w

ork

appl

y pr

ior l

earn

ing

●

in th

eir w

ork

and

unde

rsta

nd h

ow

it ha

s im

prov

ed

thei

r wor

k

use

thei

r wid

e

●

rang

e of

pre

viou

s le

arni

ng to

hel

p th

em d

esig

n,

deve

lop

and

impl

emen

t IC

T sy

stem

s

iden

tify

the

●

lear

ning

requ

ired

by o

ther

s, to

pr

epar

e th

em to

so

lve

a sp

ecifi

c pr

oble

m o

r de

sign

a sy

stem

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