Information and Communication Technology...

Key Stage 3 National Strategy

Information and CommunicationTechnology (ICT)

One-day course for supply teachers

Participant’s resources

Acknowledgements

Slide 3.4, page 44: Extract from the publication inspired by the work of ShirleyClarke, entitled Unlocking formative assessment: practical strategies for enhancingpupils’ learning in the primary classroom, published by Hodder & Stoughton(© 2001 Shirley Clarke). Reprinted by permission of the publisher.

Disclaimer

The Department for Education and Skills wishes to make clear that theDepartment and its agents accept no responsibility for the actual contentof any materials suggested as information sources in this document,whether these are in the form of printed publications or on a website.

In these materials icons, logos, software products and websites are usedfor contextual and practical reasons. Their use should not be seen asan endorsement.

The websites referred to in these materials existed at the time of going to print.Tutors should check all website references carefully to see if they have changedand substitute other references where appropriate.

Contents

Theme card 1.1 Developing ideas and making things happen 5

Theme card 1.2 Exchanging and sharing information 7

Theme card 1.3 Finding things out 9

Handout 2.1 Outline of sample teaching units 11

Handout 3.1 ICT progression chart 16

Handout 3.2 Assessment prompt sheet 20

Handout 3.3 Lesson 6 leaflets – pupils’ work 21

Handout 3.4 Assessment prompt sheet completed 25

Handout 3.5 Pupil homework for lessons 5 and 6 26

Handout 3.6 Assessment prompt sheet completed (2) 28

Handout 3.7 What happened in the classroom? 29

Handout 3.8 Pupil work from teaching unit 7.3 30

Handout 3.9 Level descriptions from the National Curriculum 31

Handout 3.10 Teacher commentary on teaching unit 7.3 33

Handout 4.1 Year 8 ICT Framework objectives 34

Handout 4.2 Year 9 ICT Framework objectives 35

Session 1 slides 37

Session 2 slides 40

Session 3 slides 41

Session 4 slides 46

Evaluation form 51

3 | Key Stage 3 National Strategy | ICT supply teachers: Participant’s resources © Crown copyright 2004DfES 0074-2004

Theme card 1.1

Developing ideas and making things happen


Ana

lysi

ng a

nd a

uto

mat

ing

pro

cess

es

Use

aut

omat

ed p

roce

sses

to

incr

ease

effi

cien

cy

(e.g

. tem

plat

es, m

aste

r pa

ges)

.

Rep

rese

nt s

impl

e pr

oces

ses

as d

iagr

ams,

show

ing:

–ho

w a

tas

k ca

n be

bro

ken

dow

n in

tosm

alle

r on

es;

–th

e se

quen

ce o

f ope

ratio

ns, a

nd a

ny c

ondi

tions

or

deci

sion

s th

at a

ffect

it;

–th

e in

itial

info

rmat

ion

need

ed (e

.g. r

oom

tem

pera

ture

, pric

es o

f ite

ms)

.

Mo

del

s an

d m

od

ellin

g

Use

sof

twar

e to

inve

stig

ate

and

amen

d a

sim

ple

mod

el b

y:–

form

attin

g an

d la

bellin

g da

ta a

ppro

pria

tely

(e

.g. f

orm

attin

g ce

lls t

o di

spla

y cu

rren

cy);

– en

terin

g ru

les

or fo

rmul

ae a

nd c

heck

ing

thei

rap

prop

riate

ness

and

accu

rate

wor

king

;–

expl

aini

ng t

he r

ules

gov

erni

ng a

mod

el;

–pr

edic

ting

the

effe

cts

of c

hang

ing

varia

bles

orru

les.

Test

whe

ther

a s

impl

e m

odel

ope

rate

s sa

tisfa

ctor

ily.

Co

ntro

l and

mo

nito

ring

Impl

emen

t a

syst

em t

o ca

rry

out

a si

mpl

e co

ntro

l tas

kin

volv

ing

sens

ed p

hysi

cal d

ata

by:

–co

mpi

ling

sets

of i

nstr

uctio

ns a

nd id

entif

ying

tho

seth

at c

an b

e gr

oupe

d to

form

pro

cedu

res

orlo

ops;

–te

stin

g an

d re

finin

g th

e in

stru

ctio

ns.

Ana

lysi

ng a

nd a

uto

mat

ing

pro

cess

es

Aut

omat

e si

mpl

e pr

oces

ses

by:

–cr

eatin

g te

mpl

ates

;–

crea

ting

sim

ple

softw

are

rout

ines

(e.g

. sty

le s

heet

s,w

eb q

uerie

s, c

ontr

ol t

echn

ique

s on

web

pag

es).

Con

side

r th

e be

nefit

s an

d dr

awba

cks

of u

sing

ICT

toau

tom

ate

proc

esse

s (e

.g. u

sing

wiz

ards

, tem

plat

es).

Rep

rese

nt s

impl

e de

sign

spe

cific

atio

ns a

sdi

agra

ms.

Mo

del

s an

d m

od

ellin

g

Dev

elop

ICT-

base

d m

odel

s an

d te

st p

redi

ctio

ns b

ych

angi

ng v

aria

bles

and

rul

es.

Dra

w a

nd e

xpla

in c

oncl

usio

ns (e

.g. ‘

the

best

val

ue fo

rm

oney

is o

btai

ned

whe

n …

’).

Rev

iew

and

mod

ify IC

T m

odel

s to

impr

ove

thei

rac

cura

cy a

nd e

xten

d th

eir

scop

e (e

.g.

byin

trod

ucin

g di

ffere

nt o

r ne

w v

aria

bles

and

prod

ucin

g fu

rthe

r ou

tcom

es).

Co

ntro

l and

mo

nito

ring

Dev

elop

and

tes

t a

syst

em t

o m

onito

r an

d co

ntro

lev

ents

by:

– us

ing

sens

ors

effic

ient

ly;

– de

velo

ping

, tes

ting

and

refin

ing

effic

ient

seq

uenc

esof

inst

ruct

ions

and

pro

cedu

res;

– as

sess

ing

the

effe

cts

of s

ampl

ing

and

tran

smis

sion

rate

s on

the

acc

urac

y of

dat

a fro

m s

enso

rs.

Und

erst

and

how

con

trol

and

mon

itorin

g ha

saf

fect

edco

mm

erci

al a

nd in

dust

rial p

roce

sses

(e.g

.te

leco

mm

unic

atio

n, h

ealth

and

tra

nspo

rt s

ervi

ces)

.

Ana

lysi

ng a

nd a

uto

mat

ing

pro

cess

es

Aut

omat

e IC

T pr

oces

ses

(e.g

. use

sof

twar

e to

mer

gem

ail,

crea

te m

acro

s in

an

appl

icat

ion

prog

ram

).

Rep

rese

nt a

sys

tem

in a

dia

gram

, ide

ntify

ing

all i

tspa

rts,

incl

udin

g in

puts

, out

puts

and

the

pro

cess

esus

ed (e

.g. t

o va

lidat

e da

ta).

Mo

del

s an

d m

od

ellin

g

Des

ign

and

crea

t IC

T-ba

sed

mod

els,

tes

ting

and

refin

ing

rule

s or

pro

cedu

res.

Test

hyp

othe

ses

and

pred

ictio

ns u

sing

mod

els,

com

parin

g th

eir

beha

viou

r w

ith in

form

atio

n fro

mot

her

sour

ces.

Co

ntro

l and

mo

nito

ring

Use

ICT

to b

uild

and

tes

t an

effi

cien

t sy

stem

tom

onito

r an

d co

ntro

l eve

nts,

incl

udin

g:–

test

ing

all e

lem

ents

of t

he s

yste

m u

sing

appr

opria

tete

st d

ata;

– ev

alua

ting

the

syst

em’s

per

form

ance

;–

anno

tatin

g w

ork

to h

ighl

ight

pro

cess

esan

dju

stify

deci

sion

s.

Rev

iew

and

mod

ify o

wn

or o

ther

s’ m

onito

ring

and

cont

rol s

yste

ms

to im

prov

e ef

ficie

ncy

(e.g

. use

mor

eef

ficie

nt p

roce

dure

s, r

educ

e th

e nu

mbe

rof

inst

ruct

ions

or

proc

edur

es, a

dd t

o an

ele

men

tof

feed

back

).

Theme card 1.2

Exchanging and sharing information


Fitn

ess

for

pur

po

se

Rec

ogni

se c

omm

on fo

rms

and

conv

entio

ns u

sed

inco

mm

unic

atio

ns a

nd h

ow t

hese

add

ress

aud

ienc

ene

eds

(e.g

. col

umns

of t

ext

in n

ewsp

aper

s, g

raph

ics

and

enla

rged

prin

t in

pos

ters

, hyp

erlin

kson

web

site

s).

App

ly u

nder

stan

ding

of c

omm

on fo

rms

and

conv

entio

ns t

o ow

n IC

T w

ork.

Use

giv

en c

riter

ia t

o ev

alua

te t

he e

ffect

iven

ess

of o

wn

and

othe

rs’ p

ublic

atio

ns a

nd p

rese

ntat

ions

.

Ref

inin

g a

nd p

rese

ntin

g in

form

atio

n

Pla

n an

d de

sign

the

pre

sent

atio

n of

info

rmat

ion

indi

gita

l med

ia, t

akin

g ac

coun

t of

the

pur

pose

of t

hepr

esen

tatio

n an

d in

tend

ed a

udie

nce.

Use

ICT

to d

raft

and

refin

e a

pres

enta

tion,

incl

udin

g:

–ca

ptur

ing

still

and

mov

ing

imag

es a

nd s

ound

(e.g

.usi

ng a

sca

nner

, dig

ital c

amer

a, m

icro

phon

e);

–re

orga

nisi

ng, d

evel

opin

g an

d co

mbi

ning

info

rmat

ion,

incl

udin

g te

xt,i

mag

es a

nd s

ound

,us

ing

the

sim

ple

editi

ng fu

nctio

ns o

f com

mon

appl

icat

ions

;–

impo

rtin

g an

d ex

port

ing

data

and

info

rmat

ion

inap

prop

riate

form

ats.

Co

mm

unic

atin

g

Use

e-m

ail s

ecur

ely

and

effic

ient

ly fo

r sh

ort m

essa

ges

and

supp

ortin

g m

ater

ial.

Kno

w h

ow t

o pr

otec

t pe

rson

al d

etai

ls a

nd w

hy t

his

isim

port

ant.

Fitn

ess

for

pur

po

se

Rec

ogni

se h

ow d

iffer

ent

med

ia a

nd p

rese

ntat

ion

tech

niqu

es c

onve

y si

mila

rco

nten

t in

way

s th

at h

ave

diffe

rent

impa

cts.

Und

erst

and

that

an

effe

ctiv

e pr

esen

tatio

n or

publ

icat

ion

will

addr

ess

audi

ence

exp

ecta

tions

and

need

s (e

.g. t

he a

udie

nce’

s le

vels

of l

itera

cy, f

amilia

rity

with

a t

opic

).

Dev

ise

crite

ria t

o ev

alua

te t

he e

ffect

iven

ess

of o

wn

and

othe

rs’ p

ublic

atio

ns a

nd p

rese

ntat

ions

, and

use

the

crite

ria t

o m

ake

refin

emen

ts.

Ref

inin

g a

nd p

rese

ntin

g in

form

atio

n

Pla

n an

d de

sign

pre

sent

atio

ns a

nd p

ublic

atio

ns,

show

ing

how

acc

ount

has

been

tak

en o

f:–

audi

ence

exp

ecta

tions

and

nee

ds;

–th

e IC

T an

d m

edia

faci

litie

s av

aila

ble.

Use

a r

ange

of I

CT

tool

s ef

ficie

ntly

to

com

bine

, ref

ine

and

pres

ent

info

rmat

ion

by:

–ex

trac

ting,

com

bini

ng a

nd m

odify

ing

rele

vant

info

rmat

ion

for

spec

ific

purp

oses

; –

stru

ctur

ing

a pu

blic

atio

n or

pre

sent

atio

n(e

.g.u

sing

docu

men

t st

yles

, tem

plat

es, t

ime

lines

in s

ound

and

vid

eo e

ditin

g, n

avig

atio

nal s

truc

ture

sin

web

med

ia).

Co

mm

unic

atin

g

Und

erst

and

som

e of

the

tec

hnic

al is

sues

invo

lved

inef

ficie

nt e

lect

roni

c co

mm

unic

atio

ns (e

.g. s

peed

and

band

wid

th, s

ize

and

type

of f

ile, f

eatu

res

of d

iffer

ent

brow

sers

and

mai

lsof

twar

e).

Use

ICT

effe

ctiv

ely

to a

dapt

mat

eria

l for

publ

icat

ion

tow

ider

or

rem

ote

audi

ence

s (e

.g. a

s w

eb a

rtic

les

orsi

tes)

.

Fitn

ess

for

pur

po

se

Pro

duce

hig

h qu

ality

ICT-

base

d pr

esen

tatio

ns b

y:–

crea

ting

clea

r pr

esen

tatio

ns, s

ensi

tive

toau

dien

cene

eds;

–ju

stify

ing

the

choi

ce o

f for

m, s

tyle

and

con

tent

.

Use

kno

wle

dge

of p

ublic

atio

ns a

nd m

edia

form

sto

devi

se c

riter

ia t

o as

sess

the

qua

lity

and

impa

ctof

mul

timed

ia c

omm

unic

atio

ns a

nd p

rese

ntat

ions

,an

d ap

ply

the

crite

ria t

o de

velo

p an

d re

fine

own

wor

k.

Ref

inin

g a

nd p

rese

ntin

g in

form

atio

n

Use

a w

ide

rang

e of

ICT

inde

pend

ently

and

effi

cien

tlyto

com

bine

, ref

ine,

inte

rpre

t an

d pr

esen

t in

form

atio

nby

:–

stru

ctur

ing,

ref

inin

g an

d sy

nthe

sisi

ng in

form

atio

nfro

m a

ran

ge o

f sou

rces

;–

sele

ctin

g an

d us

ing

softw

are

effe

ctiv

ely,

just

ifyin

gth

e ch

oice

sm

ade.

Co

mm

unic

atin

g

App

ly k

now

ledg

e of

the

tec

hnic

al is

sues

invo

lved

toco

mm

unic

ate

info

rmat

ion

effic

ient

ly (e

.g. c

hoos

esu

itabl

e fil

e ty

pes

to s

peed

up

tran

sfer

,use

mai

l lis

tsto

spe

ed u

p co

mm

unic

atio

n, u

se w

ebsi

te t

aggi

ngan

d hy

perli

nks

to s

peed

up

sear

chin

g).

Und

erst

and

the

adva

ntag

es, d

ange

rs a

nd m

oral

issu

es in

usi

ng IC

T to

man

ipul

ate

and

pres

ent

info

rmat

ion

to la

rge

unkn

own

audi

ence

s (e

.g. i

ssue

sof

ow

ners

hip,

qua

lity

cont

rol,

excl

usio

n, im

pact

on

part

icul

ar c

omm

uniti

es).

Theme card 1.3

Finding things out


Usi

ng d

ata

and

info

rmat

ion

sour

ces

Und

erst

and

that

diff

eren

t fo

rms

of in

form

atio

n –

text

,gra

phic

s, s

ound

, num

eric

dat

a an

d sy

mbo

ls –

can

be c

ombi

ned

to c

reat

e m

eani

ng a

nd im

pact

.

Iden

tify

the

purp

ose

of a

n in

form

atio

n so

urce

(e.g

. to

pres

ent

fact

s or

opi

nion

s, t

o ad

vert

ise,

pub

licis

e or

ente

rtai

n) a

nd w

heth

er it

is li

kely

to

be b

iase

d.

Iden

tify

wha

t in

form

atio

n is

rel

evan

t to

a t

ask.

Und

erst

and

how

som

eone

usi

ng a

n in

form

atio

nso

urce

cou

ld b

e m

isle

d by

mis

sing

or

inac

cura

tein

form

atio

n.

Sea

rchi

ng a

nd s

elec

ting

Sea

rch

a va

riety

of s

ourc

es fo

r in

form

atio

n re

leva

ntto

a ta

sk (e

.g. u

sing

inde

xes,

sea

rch

tech

niqu

es,

navi

gatio

nal s

truc

ture

s an

d en

gine

s).

Nar

row

dow

n a

sear

ch t

o ac

hiev

e m

ore

rele

vant

resu

lts.

Ass

ess

the

valu

e of

info

rmat

ion

from

var

ious

sou

rces

to a

par

ticul

ar t

ask.

Org

anis

ing

and

inve

stig

atin

g

In a

n in

vest

igat

ion:

–de

sign

and

use

an

appr

opria

te d

ata

hand

ling

stru

ctur

e to

ans

wer

que

stio

nsan

ddr

awco

nclu

sion

s;–

desi

gn a

que

stio

nnai

re o

r da

ta c

olle

ctio

n sh

eet

topr

ovid

e re

leva

nt d

ata;

–ch

eck

data

effi

cien

tly fo

r er

rors

;–

inve

stig

ate

rela

tions

hips

bet

wee

n va

riabl

es;

–us

e so

ftwar

e to

rep

rese

nt d

ata

in s

impl

e gr

aphs

,ch

arts

or

tabl

es, j

ustif

ying

the

cho

ice

ofre

pres

enta

tion;

–de

rive

new

info

rmat

ion

from

dat

a,

e.g.

ave

rage

s, p

roba

bilit

ies;

–ch

eck

whe

ther

con

clus

ions

are

pla

usib

le;

–re

view

and

am

end

the

stru

ctur

e an

d its

dat

ato

answ

er fu

rthe

r qu

estio

ns.

Usi

ng d

ata

and

info

rmat

ion

sour

ces

Und

erst

and

how

the

con

tent

and

sty

le o

fan

info

rmat

ion

sour

ce a

ffect

its

suita

bilit

yfo

rpa

rtic

ular

purp

oses

, by

cons

ider

ing:

–its

mix

of f

act,

opin

ion

and

mat

eria

l des

igne

dto

adve

rtis

e, p

ublic

ise

or e

nter

tain

;–

the

view

poin

ts it

offe

rs;

–th

e cl

arity

, acc

essi

bilit

y an

d pl

ausi

bilit

yof

the

mat

eria

l.

Dev

ise

and

appl

y cr

iteria

to

eval

uate

how

wel

l var

ious

info

rmat

ion

sour

ces

will

supp

ort

a ta

sk.

Just

ify t

he u

se o

f par

ticul

ar in

form

atio

n so

urce

sto

supp

ort

an in

vest

igat

ion

or p

rese

ntat

ion.

Sea

rchi

ng a

nd s

elec

ting

Ext

end

and

refin

e se

arch

met

hods

to

be m

ore

effic

ient

(e.g

. usi

ng s

ynon

yms

and

AN

D, O

R, N

OT)

.

Exp

lain

the

adv

anta

ges

of t

he m

etho

ds u

sed

bydi

ffere

nt s

earc

h en

gine

s an

d pr

ogra

ms

to s

earc

hfo

rda

ta in

var

ious

form

ats.

Org

anis

ing

and

inve

stig

atin

g

In a

n in

vest

igat

ion:

–us

e so

ftwar

e op

tions

and

form

ats

to s

tore

, ret

rieve

and

pres

ent

elec

tron

ic m

ater

ial e

ffici

ently

;–

expl

ore

and

inte

rpre

t co

llect

ed d

ata

in o

rder

todr

aw c

oncl

usio

ns;

–as

sess

the

con

sist

ency

of c

oncl

usio

ns w

ithot

her

evid

ence

.

Und

erst

and:

–ho

w d

ata

colle

ctio

n an

d st

orag

e ar

e au

tom

ated

inco

mm

erce

and

som

e pu

blic

ser

vice

s;–

the

impa

ct o

f ele

ctro

nic

data

base

s on

com

mer

cial

prac

tice

and

soci

ety;

–po

tent

ial m

isus

e of

per

sona

l dat

a.

Usi

ng d

ata

and

info

rmat

ion

sour

ces

Sel

ect

info

rmat

ion

sour

ces

and

data

sys

tem

atic

ally

for

an id

entif

ied

purp

ose

by:

–ju

dgin

g th

e re

liabi

lity

of t

he in

form

atio

n so

urce

s;–

iden

tifyi

ng p

ossi

ble

bias

due

to

sam

plin

g m

etho

ds;

–co

llect

ing

valid

, acc

urat

e da

ta e

ffici

ently

;–

reco

gnis

ing

pote

ntia

l mis

use

of c

olle

cted

dat

a.

Sea

rchi

ng a

nd s

elec

ting

As

part

of a

stu

dy, a

naly

se h

igh-

volu

me

quan

titat

ive

and

qual

itativ

e da

ta s

yste

mat

ical

ly b

y:–

expl

orin

g th

e da

ta t

o fo

rm a

nd t

est

hypo

thes

es;

–id

entif

ying

cor

rela

tions

bet

wee

n va

riabl

es;

–dr

awin

g va

lid c

oncl

usio

ns a

nd m

akin

g pr

edic

tions

;–

revi

ewin

g th

e pr

oces

s of

ana

lysi

s an

d th

epl

ausi

bilit

yof

the

pre

dict

ions

or

conc

lusi

ons.

Org

anis

ing

and

inve

stig

atin

g

Con

stru

ct, t

est

and

docu

men

t th

e de

velo

pmen

t of

ada

taba

se s

yste

m w

hich

sho

ws:

–a

desi

gn s

peci

ficat

ion;

–ap

prop

riate

mea

ns o

f dat

a in

put

and

valid

atio

n;–

syst

emat

ic t

estin

g of

pro

cess

es a

nd r

epor

ts;

–ev

alua

tion

of t

he s

yste

m’s

per

form

ance

and

sugg

este

d m

odifi

catio

ns.

Handout 2.1

Outline of sample teaching units

ICT Sample teaching unit 7.1 (Using ICT for exchanging and sharing information)DfES 0399/2002

Unit 7.1 is an introductory unit for Year 7 pupils who will enter with varying levels of attainment andexperience. The purpose of the unit is to develop pupils’ ICT capability, building on their existingknowledge, skills and understanding in the subject. The lessons suggested in the unit also provideopportunities for teachers to find out what pupils can do and to give support to those with lessexperience or limited expertise in the necessary skills.

ICT Sample teaching unit 7.2 (Using data and information sources) DfES 0013/2003

This unit reviews pupils’ learning from Key Stage 2 and introduces some of the ICT Framework objectivesfor Year 7 in the theme ‘Finding things out’. The unit focuses on using data and information sources, andsearching for, selecting and evaluating information on the Internet.

Aspects of information handling are taught in English, history and mathematics. You might find it helpfulto ask colleagues in these departments what they have covered before you teach this unit. You couldthen refer to the work pupils have done in these other subjects at appropriate points in their ICT lessons.

ICT Sample teaching unit 7.3 (Making a leaflet) DfES 0410/2002

This unit is for Year 7 pupils who will enter with varying degrees of attainment and experience. The unitprovides opportunities for teachers to find out what pupils can do, and to give support to those withless experience or limited expertise in the necessary skills. It also enables pupils to build on work donein unit 7.1.

ICT Sample teaching unit 7.4 (Introduction to modelling and presenting numeric data)DfES 0417/2002

Unit 7.4 is the first unit in Year 7 which teaches pupils to use spreadsheets as a modelling tool. It givespupils the opportunity to review the learning from Key Stage 2 as well as introducing them to theFramework objectives for Year 7.

ICT Sample teaching unit 7.5 (Handling data) DfES 0447/2002

Unit 7.5 is a unit about data handling for Year 7. It allows you to review pupils’ learning from Key Stage 2and to introduce some of the ICT Framework objectives in the theme ‘Finding things out’.

Since handling data is one of the National Curriculum attainment targets in mathematics, you shouldconsult the mathematics department about what aspects of data handling have been taught in Year 7mathematics lessons, including the use of ICT. The handling data section of the supplement of examplesin the Framework for teaching mathematics: Years 7, 8 and 9, included on the CD-ROM accompanyingthis unit, illustrates the kind of work that pupils in Years 7, 8 and 9 will do in their mathematics lessons.

ICT Sample teaching unit 7.6 (Control and monitoring) DfES 0074/2003

This unit helps you to review pupils’ learning from Key Stage 2 and to introduce some of the ICTFramework objectives for Year 7 in the theme ‘Developing ideas and making things happen’.

Aspects of control and monitoring are taught in both science and design and technology. You might findit helpful to ask these departments what they have covered with pupils before you teach this unit. Youcould then refer to the work pupils have done in these other subjects at appropriate points in the lessons.


Handout 2.1cont.

ICT Sample teaching unit 8.1 (Public information systems) DfES 0400/2002

Pupils create an information system for a travel agent to look up details of the climate for customerswho wish to know about the weather they could expect at their holiday destination for the dates theywant to spend there.

ICT Sample teaching unit 8.2 (Publishing on the web) lessons DfES 0167/2003

This unit reviews pupils’ learning from Year 7 and introduces some of the ICT Framework objectives forYear 8 in the theme ‘Exchanging and sharing information’. In this unit, pupils plan and design a website,taking account of the users’ particular interests and needs. The lessons focus on the knowledge, skillsand understanding of refining and presenting information and recognising fitness for purpose.

Web technology changes rapidly. This unit is in line with current recommendations of the World WideWeb Consortium (W3C) (see http://www.w3.org/).

Microsoft FrontPage Express has been used in this unit to illustrate the general principles of web pageconstruction. It can no longer be downloaded from the Internet but is widely available in schools andis on the installation CD for Microsoft Office 2000 and Microsoft Office XP. There are many other suitableweb page authoring applications. If you do not have access to FrontPage Express, read through thesematerials and modify them for your chosen application. You may wish to discuss your choice ofapplication with your LEA’s ICT consultant.

ICT Sample teaching unit 8.3 (Information: reliability, validity and bias) DfES 0448/2002

This is a unit for Year 8 about aspects of handling information. It helps you to review pupils’ learning fromYear 7 and to introduce some of the ICT Framework objectives for Year 8 in the theme ‘Finding thingsout’. The unit focuses on using data and information sources, and searching for and selecting informationon the Internet.

ICT Sample teaching unit 8.4 (Models and presenting numeric data) DfES 0418/2002

Unit 8.4 builds on unit 7.4, which introduces pupils to using spreadsheets for modelling and presentingnumeric data.

ICT Sample teaching unit 8.5 (An ICT system: integrating applications to find solutions) DfES 0222-2003

This is a unifying unit focusing on a systems approach. It brings together financial modelling, control andmonitoring, and marketing. It allows you to review pupils’ learning from Year 7 and Year 8. It introducesand revisits some of the ICT Framework objectives from all four themes. It is the first unit that adoptsa project-based approach. The purpose is to provide a foundation for the Year 9 ICT Frameworkobjectives and, therefore, it is recommended that it is used towards the end of Year 8.

Since control and monitoring is part of the National Curriculum attainment targets in design andtechnology and science, staff in these departments should be consulted before starting this unit.


Handout 2.1cont.

Year 9 case studies

These case studies have been developed by schools to show how they have grouped Year 9 objectivesand planned how to teach them. They are based originally on Year 9 QCA units. They show how extendedprojects can be taught, and the structure of lessons might be maintained, but they are not fully developedSTUs. They exemplify one way to teach some of the Year 9 objectives but you should note that there areother ways. To demonstrate this, two case studies have been provided for unit 9.2 and one for unit 9.3.

The case studies include support materials that have been developed for use by pupils and teachers.They include starter activities and demonstrations of planning tools. Teachers have used the softwarethat they have available in their schools; you may need to develop similar resources in the software thatyou have available.

The case studies also include some indicative outcomes but these are not fully developed in all cases.You will need to use these case studies alongside information from the Standards and assessmenttraining session and the National Curriculum in Action website (www.ncaction.org.uk) in order to makejudgements about pupils’ achievements.

If you wish to use these case studies you will need to do some significant planning and preparation.You will have to consider such things as differentiation and different teaching styles. Alternatively,you might treat the case studies as stimuli for planning your own extended Year 9 projects.

9.2a

The aim of this case study is for the class to be linked with another, ideally in a different countryor location, for the purpose of exchanging information and questionnaires. If this is difficult to set up,the class could be linked with another in the same school. The exchange of questionnaires betweenpartner classes should yield a data set of around 20 to 30 records. This could be increased by linkingwith more than one class and completing more than one questionnaire in return.

The context of the investigation that pupils carry out in this unit should be agreed beforehand, throughconsultation with the partner class or school with which data will be exchanged. This would save timein getting the work under way. Pupils could also be involved in this process.

The case study assumes a basic level of familiarity with a database program but there is scope forexpanding or extending some of the lessons, particularly lessons 5, 6 and 7, in order to introducethe necessary skills and techniques.

The case study provides several opportunities for formative and summative assessment. Examplesare noted in lessons, although the list is not exhaustive. They range from the evaluation of pupils’ oralcontributions to more formal written or wordprocessed exercises. These can be included in a portfolioof evidence to trace individual pupils’ progress through the unit. In addition, there are several opportunitieswhere pupils test parts of the system for effectiveness, sometimes through peer review, and then refinethem accordingly. These are key points at which ICT capability can be consolidated and progression cantake place. The basis of the summative assessment should be a pupil’s own portfolio of evidence. Themain component of this will be the individual’s project documentation, which should contain a reflectiveappreciation of the whole process. The project documentation itself, the formatted questionnaires andthe PowerPoint slides all provide evidence of individual ICT capability. Each portfolio should also containannotated examples of the individual pupil’s work and their contribution to group work outcomes.

Timing

This unit of work is expected to take approximately 10 hours.


Handout 2.1cont.

9.2b

In this case study, pupils will plan a term-long project to gather a large amount of questionnaire dataonline, from contacts in partner schools anywhere in the world. The class should be linked with another,ideally in a different country or location. If there are no suitable links, a search of the Internet could yieldpotential contacts. The exchange of questionnaires between partner classes should yield a data set ofaround 150 records. The data set could be increased by linking with several classes or schools. Pupils will store the data in a database and then interrogate the data to support their hypotheses. This unit isdesigned mainly for pupils working at levels 5 and 6.

Before starting this project, teachers may wish to explore links that the school has with partners withinthe UK or abroad, for example, through foreign exchanges, penfriends or e-mail. Establish links withsome partner schools who are prepared to respond to the pupils’ forms. The context and purpose ofthe investigation should be agreed with the partner school before starting the project, to facilitate theexchange of data. Pupils could also be involved in this process.

The case study assumes a basic level of familiarity with a database program but there is scope to expandsome of the lessons, particularly lessons 6 and 7, in order to introduce necessary skills and techniques.

The case study provides several opportunities for formative and summative assessment. They rangefrom the evaluation of pupils’ oral contributions to more formal written evaluation against criteria.These can be included in a portfolio of evidence to trace individual pupils’ progress through the project.In addition, there are several opportunities where pupils test parts of the system for effectiveness,sometimes through peer review, and then refine them accordingly. These are key points at which ICTcapability can be consolidated and progression can take place. The basis of the summative assessmentshould be a pupil’s own portfolio of evidence. The main component of this will be the individual’s projectdiary, which should contain a reflective evaluation of the whole process. The project documentation itself,the formatted questionnaires and the presentation slides all provide evidence of an individual’s ICTcapability. The portfolio should also contain annotated examples of the pupil’s work and their contributionto group outcomes.

Timing

This unit of work is expected to take 10 lessons of 60 minutes. Each activity has a guide time so that youcan alter the number and duration of lessons to suit your own timetable.

9.3

This case study is designed to develop the knowledge, skills and understanding needed to carry out aproject systematically. The project is to design a front-of-house ticketing system for a theatre or schoolproduction.

Pupils learn to plan the stages of a project and the use of a flow chart to record their decisions. Theyuse a design specification as the basis for their work and devise criteria to evaluate their success.They develop many skills, in particular, time-management and problem-solving skills. At the end ofthe case study they produce a written report summarising their project and its successes.

The project is limited to three tasks to allow the teacher to ensure that the whole class learn projectmethods. Differentiation is achieved through the work carried out by individual pupils for each of thetasks set within the framework of this case study. The three tasks are linked and more-able pupils willproduce solutions which dynamically link the seating and financial systems.

This case study is the third in the year and pupils should already be familiar with Gantt charts and projectdocumentation. Many pupils will be able to complete the tasks with increasing independence. Teacher


Handout 2.1cont.

resources have been provided to show a possible solution for pupils of different abilities. These areguidance for the teacher, not the pupil.

This school has developed resources around the school pantomime. This can readily be changedto promote specialisms within the school, for instance, drama, music, dance and sports displays.

Timing

This unit of work is expected to take approximately 14 hours.


ICT

pro

gre

ssio

n c

har

t

This

info

rmat

ion

can

be fo

und

on t

he N

atio

nal C

urric

ulum

in A

ctio

n w

ebsi

te, w

ww

.nca

ctio

n.o

rg.u

k

Han

do

ut

3.1

Leve

l 1

Leve

l 1 is

cha

ract

eris

ed b

y th

e us

e of

ICT

to e

xplo

re o

pti

ons

and

mak

ech

oic

esto

co

mm

unic

ate

mea

ning

. Pup

ils d

evel

op f

amili

arit

yw

ith s

impl

e IC

T to

ols.

Leve

l 2

Leve

l 2 is

cha

ract

eris

ed b

yp

urp

ose

fulu

se o

f IC

T to

ach

ieve

spec

ific

out

com

es.

Leve

l 3

Leve

l 3is

cha

ract

eris

ed b

y th

e us

e of

ICT

to d

evel

op

idea

san

d so

lve

pro

ble

ms.

Cha

ract

eris

tics

Typi

cally

, pup

ils:

•ex

plor

e in

form

atio

n fro

m v

ario

us s

ourc

es, s

how

ing

they

kno

w t

hat

it ex

ists

in d

iffer

ent

form

s;

•pr

esen

t an

d sh

are

idea

s us

ing

text

, im

ages

and

soun

ds –

the

y ta

lk a

bout

usi

ng IC

T;

•re

cogn

ise

that

eve

ryda

y de

vice

s re

spon

d to

sig

nals

and

mak

e si

mpl

e ch

oice

s w

hen

usin

g de

vice

s.

Cha

ract

eris

tics

Typi

cally

, pup

ils:

•ga

ther

, org

anis

e an

d cl

assi

fy in

form

atio

n;

•ex

plor

e re

al a

nd im

agin

ary

scen

ario

s;

•ge

nera

te a

nd a

men

d w

ork;

•pl

an a

nd g

ive

inst

ruct

ions

to

mak

e th

ings

hap

pen;

•pr

esen

t th

eir

findi

ngs

– th

ey r

ecor

d, s

ave

and

shar

eid

eas

in d

iffer

ent

form

s, in

clud

ing

text

, tab

les,

imag

esan

d so

unds

.

Cha

ract

eris

tics

Typi

cally

, pup

ils:

•fin

d an

d us

e ap

prop

riate

sto

red

info

rmat

ion,

follo

win

gst

raig

htfo

rwar

d lin

es o

f enq

uiry

;

•ex

plor

e IC

T-ba

sed

mod

els

or s

imul

atio

ns t

o he

lp t

hem

find

thin

gs o

ut a

nd s

olve

pro

blem

s;

•cr

eate

seq

uenc

es o

f ins

truc

tions

to

cont

rol d

evic

esan

d ac

hiev

e sp

ecifi

c ou

tcom

es;

•ge

nera

te, d

evel

op a

nd o

rgan

ise

thei

r w

ork

– th

eyus

eIC

T to

pre

sent

, sha

re a

nd e

xcha

nge

thei

r id

eas

with

othe

rs.

Exa

mp

le

As

part

of a

pro

ject

abo

ut li

fe a

nd li

ving

thi

ngs

pupi

ls lo

ok a

tin

form

atio

n on

ani

mal

s. T

hey

use

book

s, m

agaz

ines

, pho

togr

aphs

and

a C

D-R

OM

. The

y ta

lk a

bout

whe

re d

iffer

ent

anim

als

are

foun

d.Th

ey u

se a

n ar

t pa

ckag

e to

cre

ate

a fa

rmya

rd s

cene

, cho

osin

gap

prop

riate

ani

mal

s an

d pl

acin

g th

em o

nto

a ba

ckgr

ound

. The

ym

ake

a cl

ass

disp

lay

and

talk

abo

ut t

he s

imila

ritie

s an

d di

ffere

nces

betw

een

prin

tout

s, p

hoto

grap

hs a

nd d

raw

ings

.

Exa

mp

le

In g

eogr

aphy

pup

ils a

re c

onsi

derin

g sa

fe r

oute

s to

sch

ool.

As

part

of

the

proj

ect

they

und

erta

ke a

sur

vey

of t

he fr

eque

ncy

of t

raffi

c on

loca

l roa

ds. T

hey

use

a gr

aphi

ng p

rogr

am t

o en

ter,

stor

e an

dpr

esen

t th

eir

data

. The

y us

e th

is in

form

atio

n to

iden

tify

the

busi

est

and

quie

test

roa

ds. T

hey

reco

rd t

heir

findi

ngs

onto

a m

ap, w

hich

they

use

to

plan

saf

e ro

utes

to

scho

ol.

Exa

mp

le

Pup

ils h

elp

to p

lan

a da

y tr

ip. T

hey

use

the

Inte

rnet

and

pap

er-

base

d m

ater

ials

to

find

out

the

entr

y fe

es t

o va

rious

tou

rist

attr

actio

ns. T

hey

use

rout

e-fin

ding

sof

twar

e to

det

erm

ine

the

dist

ance

to

vario

us a

ttra

ctio

ns. P

upils

ent

er t

his

data

into

asp

read

shee

t m

odel

pre

pare

d in

col

labo

ratio

n w

ith t

he t

each

er. T

hem

odel

incl

udes

info

rmat

ion

on e

ntry

fees

and

cos

t of

tra

nspo

rt. T

hey

use

the

mod

el t

o es

tabl

ish

the

cost

per

pup

il. T

he t

each

er p

rovi

des

a nu

mbe

r of

sce

nario

s, s

uch

as a

n in

crea

se in

the

num

ber

of p

upils

.P

upils

exp

lore

the

mod

el t

o an

swer

que

stio

ns. L

ater

, gro

ups

mak

epr

esen

tatio

ns t

o th

e re

st o

f the

cla

ss a

bout

the

ir pr

efer

red

dest

inat

ions

.



Han

do

ut

3.1

con

t.

Leve

l 4

Leve

l 4is

cha

ract

eris

ed b

y th

eab

ility

to c

om

bin

e an

d r

efin

ein

form

atio

n fro

m v

ario

usso

urce

s.

Pup

ils in

terp

ret

and

ques

tion

the

pla

usib

ility

of in

form

atio

n.

Cha

ract

eris

tics

Typi

cally

, pup

ils:

•fin

d an

d in

terr

ogat

e in

form

atio

n, u

nder

stan

ding

the

nee

d fo

r ca

re in

fram

ing

ques

tions

;

•am

end

and

com

bine

diff

eren

t fo

rms

of in

form

atio

n fro

m a

var

iety

of

sour

ces;

•ex

plor

e pa

tter

ns a

nd r

elat

ions

hips

usi

ng IC

T-ba

sed

mod

els

and

sim

ulat

ions

– t

hey

inte

rpre

t th

eir

findi

ngs,

que

stio

n pl

ausi

bilit

y an

dre

cogn

ise

that

poo

r-qu

ality

info

rmat

ion

lead

s to

unr

elia

ble

resu

lts;

•co

ntro

l eve

nts

in a

pre

dete

rmin

ed m

anne

r an

d to

sen

se p

hysi

cal d

ata;

•pr

esen

t in

form

atio

n in

diff

eren

t fo

rms

– th

ey r

efin

e th

e qu

ality

of t

heir

pres

enta

tions

sho

win

g an

aw

aren

ess

of t

he in

tend

ed a

udie

nce;

•co

mpa

re t

heir

use

of IC

T w

ith o

ther

met

hods

.

Exa

mp

le

Pup

ils w

ere

aske

d to

inve

stig

ate

the

Elg

in m

arbl

es. T

hey

use

vario

us in

form

atio

n so

urce

s, in

clud

ing

the

Inte

rnet

, to

gath

erin

form

atio

n ab

out

the

mar

bles

. The

tea

cher

ask

s th

e cl

ass

tocr

eate

a p

rese

ntat

ion

inco

rpor

atin

g tw

o co

ntra

stin

g po

ints

of

view

abo

ut t

he fu

ture

of t

he m

arbl

es. P

upils

cut

and

pas

tein

form

atio

n fro

m t

he w

eb a

nd c

reat

e a

scra

pboo

k of

info

rmat

ion.

The

y sy

nthe

sise

thi

s in

form

atio

n to

cre

ate

bulle

tpo

ints

to

use

in a

pre

sent

atio

n. T

hey

com

bine

pic

ture

s an

dte

xt w

ithin

the

pre

sent

atio

n. T

hey

pres

ent

thei

r w

ork

to o

ther

clas

ses

in t

he y

ear

grou

p. L

ater

, pup

ils c

ondu

ct a

sur

vey

toes

tabl

ish

whi

ch p

oint

of v

iew

is m

ost

com

mon

with

in t

hesc

hool

.

Leve

l 5

Leve

l 5is

cha

ract

eris

ed b

yco

mb

inin

g t

he u

se o

f IC

Tto

ols

with

in t

he o

vera

llst

ruct

ure

of a

n IC

T so

lutio

n.P

upils

crit

ical

ly e

valu

ate

the

fitne

ss f

or

pur

po

seof

wor

kas

it p

rogr

esse

s.

Cha

ract

eris

tics

:

Typi

cally

, pup

ils:

•se

lect

the

info

rmat

ion

they

nee

d fo

r di

ffere

nt p

urpo

ses,

che

ck it

sac

cura

cy a

nd o

rgan

ise

it in

a fo

rm s

uita

ble

for

proc

essi

ng –

an

incr

ease

d ra

nge

of q

uant

itativ

e an

d qu

alita

tive

info

rmat

ion

isco

nsid

ered

;

•st

ruct

ure

and

refin

e in

form

atio

n in

diff

eren

t fo

rms

and

styl

es fo

r sp

ecifi

cpu

rpos

es a

nd a

udie

nces

;

•ex

plor

e th

e ef

fect

s of

cha

ngin

g th

e va

riabl

es in

an

ICT-

base

d m

odel

;

•cr

eate

seq

uenc

es o

f ins

truc

tions

to

cont

rol e

vent

s, a

nd u

nder

stan

d th

ene

ed fo

r pr

ecis

ion;

•m

onito

r an

d m

easu

re e

xter

nal e

vent

s w

ith s

enso

rs;

•as

sess

the

use

of I

CT

in t

heir

wor

k an

d ar

e ab

le t

o re

flect

crit

ical

ly in

orde

r to

mak

e im

prov

emen

ts in

sub

sequ

ent w

ork.

Exa

mp

le

Pup

ils in

vest

igat

e th

e lo

gist

ics

asso

ciat

ed w

ith s

tagi

ng s

choo

lth

eatre

pro

duct

ions

. The

y ga

ther

info

rmat

ion

abou

t cos

ts fr

omth

e he

ad o

f dra

ma.

The

y co

llect

info

rmat

ion

abou

t hire

of

cost

umes

, spe

cial

effe

cts

and

copy

right

fees

. The

y cr

eate

asp

read

shee

t mod

el. T

hey

crea

te a

sea

t-bo

okin

g sy

stem

. The

yus

e in

form

atio

n fro

m th

is in

thei

r fin

anci

al m

odel

to in

vest

igat

ebr

eak

even

poi

nts

for

diffe

rent

pro

duct

ions

. As

part

of t

heth

eatre

them

e th

ey c

reat

e pr

ogra

mm

es a

nd p

oste

rs fo

rdi

ffere

nt p

rodu

ctio

ns.

Han

do

ut

3.1

con

t.

Leve

l 6

Leve

l 6 is

cha

ract

eris

ed b

yin

crea

sed

inte

gra

tio

nan

def

ficie

ncy

in t

he u

se o

f IC

T to

ols.

A g

reat

er r

ange

and

com

plex

ity o

fin

form

atio

n is

con

side

red.

Cha

ract

eris

tics

Typi

cally

, pup

ils:

•us

e in

form

atio

n fro

m a

ran

ge o

f sou

rces

and

use

com

plex

lines

of e

nqui

ry t

o so

lve

prob

lem

s an

d te

st h

ypot

hese

s;

•m

ake

pred

ictio

ns a

nd v

ary

the

rule

s w

ithin

mod

els

– th

eyas

sess

the

val

idity

of t

heir

ICT-

base

d m

odel

s by

com

parin

gth

eir

beha

viou

r w

ith in

form

atio

n fro

m o

ther

sou

rces

;

•de

velo

p, t

ry o

ut a

nd r

efin

e se

quen

ces

of in

stru

ctio

ns t

om

onito

r, m

easu

re a

nd c

ontr

ol e

vent

s, a

nd s

how

effi

cien

cy in

fram

ing

thes

e in

stru

ctio

ns;

•pr

esen

t th

eir

idea

s in

a v

arie

ty o

f way

s an

d sh

ow a

cle

arse

nse

of a

udie

nce;

•di

scus

s th

e im

pact

of I

CT

on s

ocie

ty.

Exa

mp

le

Pup

ils e

valu

ate

a ra

nge

of w

ebsi

tes

cons

ider

ing

feat

ures

of s

tyle

,na

viga

tion

and

cont

ent.

They

use

thi

s in

form

atio

n to

pla

n an

dde

sign

the

ir ow

n w

ebsi

te fo

r a

part

icul

ar a

udie

nce.

The

y pr

oduc

e a

proj

ect

plan

, bre

akin

g do

wn

wor

k in

to a

ser

ies

of s

mal

ler

task

s. In

thei

r w

ork

they

con

side

r ef

ficie

ncy,

fitn

ess

for

purp

ose

and

audi

ence

need

s. F

or e

xam

ple,

the

y m

ight

use

ICT

to c

onve

rt a

nd c

ompr

ess

grap

hic

files

to

allo

w fa

ster

dow

nloa

d tim

es. T

hey

mak

e in

form

edus

e of

aut

omat

ed fe

atur

es in

sof

twar

e to

cre

ate,

for

exam

ple,

ana

viga

tiona

l men

u on

eac

h pa

ge. W

here

app

ropr

iate

, the

y in

tegr

ate

appl

icat

ions

. For

exa

mpl

e, t

hey

may

incl

ude

a re

spon

se fo

rm o

nth

eir

site

, to

colle

ct in

form

atio

n fro

m u

sers

. The

y te

st a

nd r

efin

e th

eir

site

usi

ng t

he s

choo

l int

rane

t.

Leve

l 7

Leve

l 7 is

cha

ract

eris

ed b

y th

eab

ility

to s

cop

eth

e in

form

atio

nflo

w r

equi

red

to d

evel

op a

n IC

Tsy

stem

. Pup

ils d

efin

e,im

ple

men

t an

d r

efin

eIC

Tsy

stem

s. T

hey

mak

e us

e of

aud

ienc

e an

d u

ser

feed

bac

kto

enha

nce

ICT

solu

tions

.

Cha

ract

eris

tics

Typi

cally

, pup

ils:

•se

lect

and

use

info

rmat

ion

to d

evel

op s

yste

ms

suite

d to

wor

k in

a v

arie

ty o

f con

text

s, t

rans

latin

g en

quiri

es e

xpre

ssed

in o

rdin

ary

lang

uage

into

the

form

req

uire

d by

the

sys

tem

;

•us

e IC

T to

mea

sure

, rec

ord

and

anal

yse

phys

ical

var

iabl

esan

d co

ntro

l eve

nts;

•sc

ope

and

desi

gn IC

T-ba

sed

mod

els

and

proc

edur

es w

ithva

riabl

es t

o m

eet

part

icul

ar n

eeds

;

•co

mbi

ne in

form

atio

n fro

m a

var

iety

of I

CT-

base

d an

d ot

her

sour

ces

for

pres

enta

tion

to d

iffer

ent

audi

ence

s;

•id

entif

y th

e ad

vant

ages

and

lim

itatio

ns o

f diff

eren

tin

form

atio

n-ha

ndlin

g ap

plic

atio

ns.

Exa

mp

le

Pup

ils d

esig

n an

d im

plem

ent

ICT

syst

ems.

The

y m

ay w

ork

from

ara

nge

of s

cena

rios

prov

ided

by

the

teac

her

or id

entif

y th

eir

own

star

ting

poin

t. Ty

pica

lly, a

pup

il m

ight

cre

ate

a sy

stem

bas

ed o

n a

‘car

tra

ding

’ sce

nario

. The

y es

tabl

ish

the

info

rmat

ion

flow

of t

hem

ain

tran

sact

ions

and

use

thi

s to

info

rm t

he d

esig

n of

the

ir IC

Tsy

stem

. For

exa

mpl

e, a

pup

il m

ight

con

stru

ct a

num

ber

of d

ata

tabl

es, i

dent

ifyin

g fie

lds

and

data

-typ

es. T

his

mig

ht in

clud

e a

tabl

efo

r ca

rs a

nd a

noth

er fo

r cu

stom

ers.

Info

rmat

ion

is p

roce

ssed

to

mat

ch c

usto

mer

s to

car

s. A

spec

ts o

f the

sys

tem

are

inte

grat

ed, f

orex

ampl

e, m

ail-m

erge

s ar

e cr

eate

d w

hich

inco

rpor

ate

info

rmat

ion

from

que

ries

into

sta

ndar

d le

tter

s fo

r di

ffere

nt g

roup

s of

cus

tom

ers.

Pup

ils p

rodu

ce u

ser

docu

men

tatio

n.


Leve

l 8

Leve

l 8is

cha

ract

eris

ed b

y sy

stem

s th

atar

e d

esig

ned

and

imp

lem

ente

d f

or

oth

ers

to u

se. T

he n

eeds

of u

sers

are

cons

ider

ed a

nd a

ddre

ssed

. The

wid

eris

sues

rai

sed

by IC

T ar

e di

scus

sed.

Cha

ract

eris

tics

Typi

cally

, pup

ils:

•de

sign

and

impl

emen

t sy

stem

s fo

r ot

hers

to

use;

•in

depe

nden

tly s

elec

t ap

prop

riate

info

rmat

ion

sour

ces

and

ICT

tool

s fo

r sp

ecifi

c ta

sks,

tak

ing

into

acc

ount

ease

of u

se a

nd s

uita

bilit

y –

they

des

ign

succ

essf

ulw

ays

to c

olle

ct a

nd p

repa

re in

form

atio

n fo

rpr

oces

sing

;

•m

ake

appr

opria

te u

se o

f fee

dbac

k w

hen

deve

lopi

ngsy

stem

s;

•ta

ke p

art

in in

form

ed d

iscu

ssio

ns a

bout

the

soc

ial,

econ

omic

, eth

ical

and

mor

al is

sues

rai

sed

by IC

T.

Exa

mp

le

Pup

ils d

esig

n an

d im

plem

ent

an IC

T-ba

sed

syst

em t

hat

mee

tsth

e ne

eds

of a

‘thi

rd p

arty

’. In

dev

elop

ing

the

syst

em, t

hey

com

pare

the

ir w

ork

with

exi

stin

g sy

stem

s. T

hey

tria

l the

irso

lutio

ns w

ith t

hird

-par

ty u

sers

and

tak

e ac

coun

t of

feed

back

to r

efin

e th

eir

wor

k.

Exc

epti

ona

l per

form

ance

Exc

eptio

nal p

erfo

rman

ce is

cha

ract

eris

edby

the

abi

lity

to d

esig

n, im

plem

ent,

test

,do

cum

ent

and

eval

uate

sys

tem

s fo

r ot

hers

to u

se.

Cha

ract

eris

tics

Typi

cally

, pup

ils:

•de

sign

and

impl

emen

t sy

stem

s fo

r ot

hers

to

use

– th

ey a

lso

eval

uate

sof

twar

e pa

ckag

es a

nd IC

T-ba

sed

mod

els,

anal

ysin

g th

e si

tuat

ions

for

whi

ch t

hey

wer

e de

velo

ped

and

asse

ssin

g th

eir

effic

ienc

y, e

ase

of u

se a

nd a

ppro

pria

tene

ss;

•su

gges

t re

finem

ents

to

exis

ting

syst

ems

and

desi

gn, i

mpl

emen

t an

d do

cum

ent

syst

ems

for

othe

rs t

o us

e, p

redi

ctin

gso

me

of t

he c

onse

quen

ces

that

cou

ld a

rise

from

the

use

of s

uch

syst

ems;

•us

e th

eir

know

ledg

e an

d ex

perie

nce

of in

form

atio

n sy

stem

s to

form

the

ir vi

ews

on t

he s

ocia

l, ec

onom

ic, p

oliti

cal,

lega

l,et

hica

l and

mor

al is

sues

rai

sed

by IC

T.

Han

do

ut

3.1

con

t.


Assessment prompt sheet

1 Finding things out

• What information has been used?

• How did the pupil gather information?

• Was the information relevant to the task?

• Was a single or a range of sources of informationconsidered?

• Did the pupil consider accuracy, bias and plausibilityof information considered?

• What range and complexity of information wassearched?

• Were straightforward or complex lines of enquiryfollowed?

Reviewing, modifying and evaluating

• Consider how searches have been modified andrefined as work progresses.

• Did the pupil apply criteria to evaluate how wellvarious information sources will support a task?

2 Developing ideas and making things happen

• How has the information been used?

• How has the pupil developed the information?

• Has information been used to solve problems or testa hypothesis?

• Has new information been derived?


• Consider the ways the pupil has modified and refinedwork as it progresses.

3 Exchanging and sharing ideas

• Has the presentation of information been plannedand designed to take account of the intendedaudience?

• Does the presentation of information and sharing ofinformation show (give examples):

– sensitivity to the needs of an audience;

– fitness for purpose;

– awareness of common forms and conventions?


• Has the pupil used given criteria to evaluate work?

• Has the pupil created criteria to evaluate work?

• Has the presentation been reorganised anddeveloped, taking account of the intended audience?

Handout 3.2


Lesson 6 leaflets – pupils’ work

The leaflet pupils produced in lessons 4 and 5 is reproduced overleaf.

The final leaflet produced in lesson 6 is on the following sheet.

Handout 3.3


Handout 3.4


Assessment prompt sheet completed






• Did the pupil consider accuracy, bias and plausibilityof information considered?









• Has information been used to solve problems or testa hypothesis?



• Consider the ways the pupil has modified and refinedwork as it progresses.



• Does the presentation of information and sharing ofinformation show (give examples):







• Has the presentation been reorganised anddeveloped, taking account of the intended audience?

Handout 3.4

Digital photographs, pupil work scanned? Logo

Don’t know

Yes

Small range

Difficult to tell

No idea

No idea

———

Possibly

In a leaflet

From A4 sheet to three-fold – no idea of rest.

Yes – the final outcome

No idea

———

Yes – clear layout, suitable font, images

Yes – appropriate pictures, layout allows white space

Yes – language level, clear font, style

Yes – white lettering on black, logos and style repeatedon front and back, address, contact on reverse

No idea

No idea

Some – reorganised from A4 leaflet


Pupil homework for lessons 5 and 6

Homework lesson 5 – Production of A4 leaflet

The leaflet had to include pictures of children’s work and also photographs ofworking in the classrooms.

I chose ICT as my subject so I asked my brother if he had work he had done in ICTor using computers in any of his subjects. I chose two pieces of work which I thenscanned. The files were large so I chose a black and white image for one piece toreduce the memory required for printing, without sacrificing quality. For Legoland Iwanted to keep the red on the logo as this is the image people remember.

Next I visited a class using ICT and took photographs with the digital camera. Icropped these to focus on people in the images, but kept colour.

I used the existing title and logo from previous lessons and placed my graphics onthe A4 page. Using Publisher I was able to resize and move around to get abalance. I added my new ICT logo. I created this using a vector graphic; changedthe colour to simplify into only three colour tones; added Word Art in the samecolours and then grouped the image so I could resize. I chose vector graphics as Iwould be able to change the size in my leaflets without losing quality.

I used simple descriptions so that people would read without too much text. I tookoff the hyphenation as in my first attempt this made it difficult to read the bottomsection. I used Arial 18 pt which is a clear script.

Homework for lesson 6 – Review of making a leaflet

During making my leaflet I have looked at designing logos, taking digitalphotographs and scanning images. I have also been able to look at how otherpeople design logos and leaflets (homework for lesson 3) to help me with a simpleA4 page and then a more difficult 3-fold leaflet.

My A4 leaflet is to show to pupils who don’t know about my chosen subject so Ihave tried to make the font easy to read but make the leaflet colourful andattractive. I reviewed my design with my partner against the given criteria. Our nexttask was to use one of the three folded leaflets given to the class and produce aleaflet to be given to parents at a parents evening. I chose the three-fold leafletbecause it would go into standard sized envelopes for new parents who had notpreviously visited the school and would not be attending the evening. This leafletwould also fit easily into bags and pockets without affecting its appearance.Opening in this way also helps focus on the pupil work which is across the fold.

To produce a leaflet about the local area I would need to first decide who the leafletwas aimed at. If it was children then my images would need to be things theywould be interested in such as parks, swimming pools, adventure playgrounds andpossibly some museums such as hands-on science. If the leaflet was for adultsthen information about shopping, schools, medical facilities as well as eveningentertainment would be useful. It may be one of a series of leaflets with oneconcentrating on each area. For example, one on leisure with entertainment,swimming, leisure clubs and dancing. I would review existing leaflets by checking

Handout 3.5


these with adults (my mum and dad) and also with children (my brother). I woulduse these examples to help me create my own leaflets.

To change the school’s corporate image I would have the logo redesigned. It is verygood on the school blazer or sweater but the colour does not help it stand out onprinted work. There are too many colours.

Handout 3.5 cont.


Assessment prompt sheet completed (2)






• Did the pupil consider accuracy, bias andplausibility of information considered?









• Has information been used to solve problems ortest a hypothesis?



• Consider the ways the pupil has modified andrefined work as it progresses.



• Does the presentation of information and sharingof information show (give examples):







• Has the presentation been reorganised anddeveloped, taking account of the intendedaudience?

Handout 3.6

Digital photographs, pupil work scanned? Logo

Asked older pupil. Took photographs around school.

Yes

Small range

Difficult to tell

Not an ICT search but made choices of appropriate images.

Some choices – cropped to make suitable

Choice of black and white, not colour because of memoryrestrictions. Resize, crop

Possibly – formed by looking at other leaflets

In a leaflet

Built up A4 leaflet from range of sources then into folded leaflet.

Yes – the final outcome

Yes. Created own text, taken photographs, produced logo

Taken off hyphenation. Resize. Move to get better effect. Addednew logo

Yes – clear layout, suitable font, images. Change for parents anddistribution

Yes – appropriate pictures, layout allows white space

Yes – language level, clear font, style

Yes – white lettering on black, logos and style repeated on frontand back, address, contact on reverse

Possibly

No idea

Yes – reorganised from A4 leaflet to three-fold


What happened in the classroom?

During the six lessons pupils were asked to produce a leaflet from an existingtemplate, in the same style as the August issue of ‘What’s On?’

They then produced their own layout and simple leaflet for their school, again usingexisting text, logos and pictures from the shared area. They peer-reviewed their firstdraft, annotated it and completed a second version. For homework they collectedexisting logos and reviewed the effectiveness of each one. Then they compiled alogo for the subject of their choice. They used a range of techniques from thelesson, including group work on what makes an effective logo. They annotated theirlogo after discussion with peers.

For the next stage they reviewed existing leaflets and, after input on scanning imagesand importing digital photographs, produced an A4 leaflet on their chosen subject.They used three digital photographs taken in school and two scanned images ofpupil work to represent their subject. They used the school name and logo andproduced text and combined this information with the photographs and scannedimages to produce an A4 leaflet. The leaflet is designed for Year 6 pupils to givethem an idea of what work in the chosen subject will be like in Year 7. The processof this work was reviewed for homework.

To produce the final leaflet, pupils converted the existing text and graphics into afolded leaflet. They were given the choice of portrait folded in half, landscape foldedin half or landscape folded into three parts. The design features and theirappropriateness were reviewed by the group in class and for homework.

Throughout the project there was teaching input on what makes good logos andpublished work, as well as technique development for using new areas of digitalphotography and scanning. Pupils made informed choices for text and picturesfrom lessons 4 to 6 and chose the final layout for creating the folded leaflet.

Handout 3.7



Pupil work from teaching unit 7.3

Display board of pupil work

Handout 3.8

Level descriptions from the National Curriculum

Attainment target for ICT capability

Level 1

Pupils explore information from various sources, showing they know thatinformation exists in different forms. They use ICT to work with text, images andsound to help them share their ideas. They recognise that many everyday devicesrespond to signals and instructions. They make choices when using such devicesto produce different outcomes. They talk about their use of ICT.

Level 2

Pupils use ICT to organise and classify information and to present their findings.They enter, save and retrieve work. They use ICT to help them generate, amendand record their work and share their ideas in different forms, including text, tables,images and sound. They plan and give instructions to make things happen anddescribe the effects. They use ICT to explore what happens in real and imaginarysituations. They talk about their experiences of ICT both inside and outside school.

Level 3

Pupils use ICT to save information and to find and use appropriate storedinformation, following straightforward lines of enquiry. They use ICT to generate,develop, organise and present their work. They share and exchange their ideas withothers. They use sequences of instructions to control devices and achieve specificoutcomes. They make appropriate choices when using ICT-based models orsimulations to help them find things out and solve problems. They describe theiruse of ICT and its use outside school.

Level 4

Pupils understand the need for care in framing questions when collecting, findingand interrogating information. They interpret their findings, question plausibility andrecognise that poor-quality information leads to unreliable results. They add to,amend and combine different forms of information from a variety of sources. Theyuse ICT to present information in different forms and show they are aware of theintended audience and the need for quality in their presentations. They exchangeinformation and ideas with others in a variety of ways, including using e-mail. Theyuse ICT systems to control events in a predetermined manner and to sensephysical data. They use ICT-based models and simulations to explore patterns andrelationships, and make predictions about the consequences of their decisions.They compare their use of ICT with other methods and with its use outside school.

Level 5

Pupils select the information they need for different purposes, check its accuracyand organise it in a form suitable for processing. They use ICT to structure, refineand present information in different forms and styles for specific purposes andaudiences. They exchange information and ideas with others in a variety of ways,including using e-mail. They create sequences of instructions to control events, andunderstand the need to be precise when framing and sequencing instructions. They

Handout 3.9


understand how ICT devices with sensors can be used to monitor and measureexternal events. They explore the effects of changing the variables in an ICT-basedmodel. They discuss their knowledge and experience of using ICT and theirobservations of its use outside school. They assess the use of ICT in their work andare able to reflect critically in order to make improvements in subsequent work.

Level 6

Pupils develop and refine their work to enhance its quality, using information from arange of sources. Where necessary, they use complex lines of enquiry to testhypotheses. They present their ideas in a variety of ways and show a clear sense ofaudience. They develop, try out and refine sequences of instructions to monitor,measure and control events, and show efficiency in framing these instructions. Theyuse ICT-based models to make predictions and vary the rules within the models.They assess the validity of these models by comparing their behaviour withinformation from other sources. They discuss the impact of ICT on society.

Level 7

Pupils combine information from a variety of ICT-based and other sources forpresentation to different audiences. They identify the advantages and limitations ofdifferent information-handling applications. They select and use information systemssuited to their work in a variety of contexts, translating enquiries expressed inordinary language into the form required by the system. They use ICT to measure,record and analyse physical variables and control events. They design ICT-basedmodels and procedures with variables to meet particular needs. They consider thebenefits and limitations of ICT tools and information sources and of the results theyproduce, and they use these results to inform future judgements about the qualityof their work. They take part in informed discussions about the use of ICT and itsimpact on society.

Level 8

Pupils independently select appropriate information sources and ICT tools forspecific tasks, taking into account ease of use and suitability. They designsuccessful ways to collect and prepare information for processing. They design andimplement systems for others to use. When developing systems that respond toevents, they make appropriate use of feedback. They take part in informeddiscussions about the social, economic, ethical and moral issues raised by ICT.

Exceptional performance

Pupils evaluate software packages and ICT-based models, analysing the situationsfor which they were developed and assessing their efficiency, ease of use andappropriateness. They suggest refinements to existing systems and design,implement and document systems for others to use, predicting some of theconsequences that could arise from the use of such systems. When discussingtheir own and others’ use of ICT, they use their knowledge and experience ofinformation systems to inform their views on the social, economic, political, legal,ethical and moral issues raised by ICT.

Handout 3.9cont.


Teacher commentary on teaching unit 7.3

In this unit of work the pupil has created and selected the information they need forthe specific purpose. They have used local sources to validate where theinformation has come from. They have used a range of techniques such as cut andpaste, crop, group, resize, reformat to produce and gather appropriate images.

The pupil has produced the information in two given styles, giving reasons forchoosing the three-fold leaflet as ‘helping with post and delivery’ rather than visualmerits linked to the audience. In developing the final product the pupil has takencare to ensure the text is suitable for the age, in an easily readable font, and duringthe process has taken out hyphenation to help with reading at this level. Theimages chosen support the choice of subject.

Some aspects are less effective. There are very minor text errors, including amissing word and full stop. Although work has been covered on corporate imagethe logo loses some of its impact in a black and white format and therefore lacksfitness for purpose. The flow of work on the A4 sheet, when it is unfolded, may bedifficult for some to follow. This relates particularly to the order of the text betweenthe pictures.

The work does demonstrate ‘combining and refining from various sources’. Theinformation demonstrates an awareness of the audience. However, to progressfurther the pupil would need to be provided with opportunities to make their ownchoices of overall structure, to refine the information for specific audiences.

Handout 3.10


Year 8 ICT Framework objectives

File to be supplied from CfBT

Han

do

ut

4.1

Year

8 I

CT

Fra

mew

ork

obje

ctiv

es

NO

TE: O

bjec

tives

in it

alic

sar

e re

late

d to

rev

iew

ing,

mod

ifyin

g an

d ev

alua

ting

wor

k as

it p

rogr

esse

s.

Find

ing

thi

ngs

out

Usi

ng d

ata

and

info

rmat

ion

sour

ces

•U

nder

stan

d ho

w t

he c

onte

nt a

nd s

tyle

of a

n in

form

atio

nso

urce

affe

ct it

s su

itabi

lity

for

part

icul

ar p

urpo

ses,

by

cons

ider

ing:

–its

mix

of f

act,

opin

ion

and

mat

eria

l des

igne

d to

adv

ertis

e,pu

blic

ise

or e

nter

tain

;

–th

e vi

ewpo

ints

it o

ffers

;

–th

e cl

arity

, acc

essi

bilit

y an

d pl

ausi

bilit

y of

the

mat

eria

l.

•D

evis

e an

d ap

ply

crite

ria t

o ev

alua

te h

ow w

ell v

ario

usin

form

atio

n so

urce

s w

ill su

ppor

t a

task

.

•Ju

stify

the

use

of p

artic

ular

info

rmat

ion

sour

ces

to s

uppo

rt a

nin

vest

igat

ion

or p

rese

ntat

ion.

Sea

rchi

ng a

nd s

elec

ting

•E

xten

d an

d re

fine

sear

ch m

etho

ds t

o be

mor

e ef

ficie

nt (e

.g.

usin

g sy

nony

ms

and

AN

D, O

R, N

OT)

.

•E

xpla

in t

he a

dvan

tage

s of

the

met

hods

use

d by

diff

eren

tse

arch

eng

ines

and

pro

gram

s to

sea

rch

for

data

in v

ario

usfo

rmat

s.

Org

anis

ing

and

inve

stig

atin

g•

In a

n in

vest

igat

ion:

–us

e so

ftwar

e op

tions

and

form

ats

to s

tore

, ret

rieve

and

pres

ent

elec

tron

ic m

ater

ial e

ffici

ently

;

–ex

plor

e an

d in

terp

ret

colle

cted

dat

a in

ord

er t

o dr

awco

nclu

sion

s;

–as

sess

the

con

sist

ency

of c

oncl

usio

ns w

ith o

ther

evi

denc

e.

•U

nder

stan

d:

–ho

w d

ata

colle

ctio

n an

d st

orag

e ar

e au

tom

ated

inco

mm

erce

and

som

e pu

blic

ser

vice

s;

–th

e im

pact

of e

lect

roni

c da

taba

ses

on c

omm

erci

al p

ract

ice

and

soci

ety;

–po

tent

ial m

isus

e of

per

sona

l dat

a.

Dev

elo

pin

g id

eas

and

mak

ing

thi

ngs

hap

pen

Ana

lysi

ng a

nd a

uto

mat

ing

pro

cess

es•

Aut

omat

e si

mpl

e pr

oces

ses

by:

–cr

eatin

g te

mpl

ates

;

–cr

eatin

g si

mpl

e so

ftwar

e ro

utin

es (e

.g. s

tyle

she

ets,

web

quer

ies,

con

trol

tec

hniq

ues

on w

eb p

ages

).

•C

onsi

der

the

bene

fits

and

draw

back

s of

usi

ng IC

T to

auto

mat

e pr

oces

ses

(e.g

. us

ing

wiz

ards

, te

mpl

ates

).

•R

epre

sent

sim

ple

desi

gn s

peci

ficat

ions

as

diag

ram

s.

Mo

del

s an

d m

od

ellin

g•

Dev

elop

ICT-

base

d m

odel

s an

d te

st p

redi

ctio

ns b

y ch

angi

ngva

riabl

es a

nd r

ules

.

•D

raw

and

exp

lain

con

clus

ions

(e.g

. ‘th

e be

st v

alue

for

mon

eyis

obt

aine

d w

hen…

’).

•R

evie

w a

nd m

odify

ICT

mod

els

to im

prov

e th

eir

accu

racy

and

exte

nd t

heir

scop

e (e

.g.

by in

trod

ucin

g di

ffere

nt o

r ne

wva

riabl

es a

nd p

rodu

cing

furt

her

outc

omes

).

Co

ntro

l and

mo

nito

ring

•D

evel

op a

nd t

est

a sy

stem

to

mon

itor

and

cont

rol e

vent

s by

:

–us

ing

sens

ors

effic

ient

ly;

–de

velo

ping

, tes

ting

and

refin

ing

effic

ient

seq

uenc

es o

fin

stru

ctio

ns a

nd p

roce

dure

s;

–as

sess

ing

the

effe

cts

of s

ampl

ing

and

tran

smis

sion

rat

eson

the

acc

urac

y of

dat

a fro

m s

enso

rs.

•U

nder

stan

d ho

w c

ontr

ol a

nd m

onito

ring

has

affe

cted

com

mer

cial

and

indu

stria

l pro

cess

es (e

.g. t

elec

omm

unic

atio

n,he

alth

and

tra

nspo

rt s

ervi

ces)

.

Exc

hang

ing

and

sha

ring

info

rmat

ion

Fitn

ess

for

pur

po

se

•R

ecog

nise

how

diff

eren

t m

edia

and

pre

sent

atio

n te

chni

ques

conv

ey s

imila

r co

nten

t in

way

s th

at h

ave

diffe

rent

impa

cts.

•U

nder

stan

d th

at a

n ef

fect

ive

pres

enta

tion

or p

ublic

atio

n w

illad

dres

s au

dien

ce e

xpec

tatio

ns a

nd n

eeds

(e.g

. the

audi

ence

’s le

vels

of l

itera

cy, f

amilia

rity

with

a t

opic

).

•D

evis

e cr

iteria

to

eval

uate

the

effe

ctiv

enes

s of

ow

n an

dot

hers

’ pu

blic

atio

ns a

nd p

rese

ntat

ions

, an

d us

e th

e cr

iteria

to

mak

e re

finem

ents

.

Ref

inin

g a

nd p

rese

ntin

g in

form

atio

n•

Pla

n an

d de

sign

pre

sent

atio

ns a

nd p

ublic

atio

ns, s

how

ing

how

acc

ount

has

bee

n ta

ken

of:

–au

dien

ce e

xpec

tatio

ns a

nd n

eeds

;

–th

e IC

T an

d m

edia

faci

litie

s av

aila

ble.

•U

se a

ran

ge o

f IC

T to

ols

effic

ient

ly t

o co

mbi

ne, r

efin

e an

dpr

esen

t in

form

atio

n by

:

–ex

trac

ting,

com

bini

ng a

nd m

odify

ing

rele

vant

info

rmat

ion

for

spec

ific

purp

oses

;

–st

ruct

urin

g a

publ

icat

ion

or p

rese

ntat

ion

(e.g

. usi

ngdo

cum

ent

styl

es, t

empl

ates

, tim

e lin

es in

sou

nd a

nd v

ideo

editi

ng, n

avig

atio

nal s

truc

ture

s in

web

med

ia).

Co

mm

unic

atin

g•

Und

erst

and

som

e of

the

tec

hnic

al is

sues

invo

lved

in e

ffici

ent

elec

tron

ic c

omm

unic

atio

ns (e

.g. s

peed

and

ban

dwid

th, s

ize

and

type

of f

ile, f

eatu

res

of d

iffer

ent

brow

sers

and

mai

lso

ftwar

e).

•U

se IC

T ef

fect

ivel

y to

ada

pt m

ater

ial f

or p

ublic

atio

n to

wid

eror

rem

ote

audi

ence

s (e

.g. a

s w

eb a

rtic

les

or s

ites)

.


Han

do

ut

4.2

Year

9 I

CT

Fra

mew

ork

obje

ctiv

es

NO

TE: O

bjec

tives

in it

alic

sar

e re

late

d to

rev

iew

ing,

mod

ifyin

g an

d ev

alua

ting

wor

k as

it p

rogr

esse

s.

Find

ing

thi

ngs

out

Usi

ng d

ata

and

info

rmat

ion

sour

ces

•S

elec

t in

form

atio

n so

urce

s an

d da

ta s

yste

mat

ical

ly fo

r an

iden

tifie

d pu

rpos

e by

:

–ju

dgin

g th

e re

liabi

lity

of t

he in

form

atio

n so

urce

s;

–id

entif

ying

pos

sibl

e bi

as d

ue t

o sa

mpl

ing

met

hods

;

–co

llect

ing

valid

, acc

urat

e da

ta e

ffici

ently

;

–re

cogn

isin

g po

tent

ial m

isus

e of

col

lect

ed d

ata.

Sea

rchi

ng a

nd s

elec

ting

•A

s pa

rt o

f a s

tudy

, ana

lyse

hig

h-vo

lum

e qu

antit

ativ

e an

dqu

alita

tive

data

sys

tem

atic

ally

by:

–ex

plor

ing

the

data

to

form

and

tes

t hy

poth

eses

;

–id

entif

ying

cor

rela

tions

bet

wee

n va

riabl

es;

–dr

awin

g va

lid c

oncl

usio

ns a

nd m

akin

g pr

edic

tions

;

–re

view

ing

the

proc

ess

of a

naly

sis

and

the

plau

sibi

lity

of t

hepr

edic

tions

or

conc

lusi

ons.

Org

anis

ing

and

inve

stig

atin

g•

Con

stru

ct, t

est

and

docu

men

t th

e de

velo

pmen

t of

ada

taba

se s

yste

m w

hich

sho

ws:

–a

desi

gn s

peci

ficat

ion;

–ap

prop

riate

mea

ns o

f dat

a in

put

and

valid

atio

n;

–sy

stem

atic

tes

ting

of p

roce

sses

and

rep

orts

;

–ev

alua

tion

of t

he s

yste

m’s

per

form

ance

and

sug

gest

edm

odifi

catio

ns.

Dev

elo

pin

g id

eas

and

mak

ing

thi

ngs

hap

pen

Ana

lysi

ng a

nd a

uto

mat

ing

pro

cess

es•

Aut

omat

e IC

T pr

oces

ses

(e.g

. use

sof

twar

e to

mer

ge m

ail,

crea

te m

acro

s in

an

appl

icat

ion

prog

ram

).

•R

epre

sent

a s

yste

m in

a d

iagr

am, i

dent

ifyin

g al

l its

par

ts,

incl

udin

g in

puts

, out

puts

and

the

pro

cess

es u

sed

(e.g

. to

valid

ate

data

).

Mo

del

s an

d m

od

ellin

g•

Des

ign

and

crea

te IC

T-ba

sed

mod

els,

tes

ting

and

refin

ing

rule

s or

pro

cedu

res.

•Te

st h

ypot

hese

s an

d pr

edic

tions

usi

ng m

odel

s, c

ompa

ring

thei

r be

havi

our

with

info

rmat

ion

from

oth

er s

ourc

es.

Co

ntro

l and

mo

nito

ring

•U

se IC

T to

bui

ld a

nd t

est

an e

ffici

ent

syst

em t

o m

onito

r an

dco

ntro

l eve

nts,

incl

udin

g:

–te

stin

g al

l ele

men

ts o

f the

sys

tem

usi

ng a

ppro

pria

tete

stda

ta;

–ev

alua

ting

the

syst

em’s

per

form

ance

;

–an

nota

ting

wor

k to

hig

hlig

ht p

roce

sses

and

just

ifyde

cisi

ons.

•R

evie

w a

nd m

odify

ow

n or

oth

ers’

mon

itorin

g an

d co

ntro

lsy

stem

s to

impr

ove

effic

ienc

y (e

.g.

use

mor

e ef

ficie

ntpr

oced

ures

, re

duce

the

num

ber

of in

stru

ctio

ns o

rpr

oced

ures

, ad

d an

ele

men

t of

feed

back

).

Exc

hang

ing

and

sha

ring

info

rmat

ion

Fitn

ess

for

pur

po

se

•P

rodu

ce h

igh

qual

ity IC

T-ba

sed

pres

enta

tions

by:

–cr

eatin

g cl

ear

pres

enta

tions

, sen

sitiv

e to

aud

ienc

e ne

eds;

–ju

stify

ing

the

choi

ce o

f for

m, s

tyle

and

con

tent

.

•U

se k

now

ledg

e of

pub

licat

ions

and

med

ia fo

rms

to d

evis

ecr

iteria

to

asse

ss t

he q

ualit

y an

d im

pact

of m

ultim

edia

com

mun

icat

ions

and

pre

sent

atio

ns,

and

appl

y th

e cr

iteria

to

deve

lop

and

refin

e ow

n w

ork.

Ref

inin

g a

nd p

rese

ntin

g in

form

atio

n•

Use

a w

ide

rang

e of

ICT

inde

pend

ently

and

effi

cien

tly t

oco

mbi

ne, r

efin

e, in

terp

ret

and

pres

ent

info

rmat

ion

by:

–st

ruct

urin

g, r

efin

ing

and

synt

hesi

sing

info

rmat

ion

from

ara

nge

of s

ourc

es;

–se

lect

ing

and

usin

g so

ftwar

e ef

fect

ivel

y, ju

stify

ing

the

choi

ces

mad

e.

Co

mm

unic

atin

g•

App

ly k

now

ledg

e of

the

tec

hnic

al is

sues

invo

lved

to

com

mun

icat

e in

form

atio

n ef

ficie

ntly

(e.g

. cho

ose

suita

ble

file

type

s to

spe

ed u

p tr

ansf

er, u

se m

ail l

ists

to

spee

d up

com

mun

icat

ion,

use

web

site

tag

ging

and

hyp

erlin

ks t

o sp

eed

up s

earc

hing

).

•U

nder

stan

d th

e ad

vant

ages

, da

nger

s an

d m

oral

issu

es in

usin

g IC

T to

man

ipul

ate

and

pres

ent

info

rmat

ion

to la

rge

unkn

own

audi

ence

s (e

.g.

issu

es o

f ow

ners

hip,

qua

lity

cont

rol,

excl

usio

n, im

pact

on

part

icul

ar c

omm

uniti

es).


Session 2 slides


Session 3 slides


Session 4 slides



Evaluation form: ICT supply teachers

For completion by teachers

What were the most successful aspects of today’s sessions?

What changes would you suggest if today’s sessions were repeated?

Please grade each session on the basis of how well-structured and organised itwas to meet the learning objectives identified.

Supply teacher agency ____________________________________________

Post held ________________________________________________________

Please return this form to your tutor before leaving.

Key Stage 3

National Strategy

ICT

Session Grade: please ring Comment1 = Very good, 4 = Poor

1 Introduction and context 1 2 3 4

2 The structured lesson and 1 2 3 4sample teaching units (STUs)

3 Standards, expectations and progress 1 2 3 4

4 Teaching ICT in Year 9 1 2 3 4

Overall grade for the unit 1 2 3 4

Information and Communication Technology...

Documents

Transcript of Information and Communication Technology...