Guidance Curriculum and Standards ICT line managers, teacher supply agencies Status: Recommended Date of issue: 03-2004 Ref: DfES 0074-2004 G ICT supply teachers materials
Guidance
Curriculum andStandards
ICT line managers,teacher supplyagenciesStatus: Recommended
Date of issue: 03-2004
Ref: DfES 0074-2004 G
ICT supply teachersmaterials
Key Stage 3 National Strategy
Information and CommunicationTechnology (ICT)
One-day course for supply teachers
Notes for tutors
Acknowledgements
Slide 3.4, page 19: 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
Programme 4
Introduction 5
Session 1 Introduction and context 7
Session 2 The structured lesson and sample teaching units (STUs) 14
Session 3 Standards, expectations and progress 17
Session 4 Teaching ICT in Year 9 27
Evaluation forms 37
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Programme
Session 1: Introduction and context 75 minutes
Session 2: The structured lesson and sample teaching units (STUs) 75 minutes
Lunch
Session 3: Standards, expectations and progress 90 minutes
Session 4: Teaching ICT in Year 9 30 minutes
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Introduction
This training unit is designed to support supply teachers in teaching ICT at KeyStage 3 in line with the requirements of the ICT strand of the Key Stage 3National Strategy.
Overview of the sessions
Session 1Introduction and context
This session provides the background to the Key Stage 3 National Strategyand shows how the ICT strand sits within it. Participants are introduced to theFramework for teaching ICT capability: Years 7, 8 and 9 (DfES 0321/2001) andgiven opportunities to explore the yearly teaching objectives.
Session 2The structured lesson and sample teaching units (STUs)
In this session participants are introduced to the nature and structure of thematerials available to Year 7 and Year 8 pupils. They have the opportunityto explore in detail one of the STUs and gain an overview of a further two.
Session 3Standards, expectations and progress
This session is based on the materials from the core training unit Standards andassessment. Participants are given time to understand what the expected standardis, how to help pupils achieve the standard and how to ensure that appropriateprogress is made.
Session 4Teaching ICT in Year 9
This is a short session using some of the material from the core training unitProgression into and through Year 9.
Session 1 Introduction and context 75 minutes
Session 2 The structured lesson and sample 75 minutesteaching units (STUs)
Session 3 Standards, expectations and progress 90 minutes
Session 4 Teaching ICT in Year 9 30 minutes
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Resources needed
Specific resources needed for each session are listed at the start of thatsession’s notes.
In all sessions
For the tutor
• Computer with projection facilities
• Software for presentation
• Whiteboard or flipchart
• Sticky notes
• Highlighter pens
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Introduction and context
Objectives
• To describe the elements of the Key Stage 3 National Strategy
• To set the context of the ICT strand and link this with Ofsted findingson the teaching of ICT
• To provide an overview of the Framework for teaching ICT capability:Years 7, 8 and 9
• To understand progression through Key Stage 3
Resources
For the tutor
• ST presentation1.ppt
• A copy of Sample teaching unit 8.5 per small group of participants,for example, one copy per table
For each participant
• Framework for teaching ICT capability: Years 7, 8 and 9
• Theme cards 1.1, 1.2 and 1.3 per small group, cut up
Session outline 75 minutes
Introduction 5 minutes
The Key Stage 3 National Strategy 10 minutes
The ICT strand and the links 25 minuteswith Ofsted findings
The Framework for teaching ICT capability: 30 minutesYears 7, 8 and 9
Plenary 5 minutes
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1Session
Introduction 5 minutes
Before participants arrive, load ST presentation1.ppt and show the title slide.
Welcome participants to the session and deal with any domestic or administrativematters. Refer to the pack of resources and point out the evaluation form forcompletion at the end of each session. Show slide 1.1 and introduce the aimsof the day. Run through the aims briefly.
The Key Stage 3 National Strategy 10 minutes
Show slide 1.2 to introduce the objectives of this session.
Explain that the Key Stage 3 National Strategy aims to raise standards for all pupilsaged 11–14 by spreading effective teaching and learning to every classroom and ispart of the Government’s wider plans to transform secondary education.
Show slide 1.3.
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Slide 1.0
Slide 1.1
Slide 1.2
Slide 1.3
Make the following points about the strands of the Key Stage 3 National Strategy.
• English, mathematics and science are moving into their third year.
• ICT and foundation subjects are just beginning their second year.
• Behaviour and attendance, and Teaching and learning in secondary schools,are whole-school projects.
Show slide 1.4.
Explain that the style and emphasis are changing as strands become mature.For example, English and mathematics are further down the continuum towardsembedding than ICT.
Make the following points.
• The emphasis is on school improvement.
• All strands promote these features of good teaching:
– high expectations and clear objectives conveyed to pupils in simplelanguage: ‘What I am looking for is pupils who can …’;
– structured lessons, with an engaging starter, new skills and ideas introducedin well-planned stages in the main part of the lesson, and a summary of thelesson in a concluding plenary;
– challenging and engaging activities and tasks to interest both girls and boys;
– manageable differentiation based on work common to all pupils in a class,with targeted support to help those with less experience and genuinechallenge for the more able;
– interactive teaching of whole classes, small groups and individuals,using a combination of exposition, demonstration, modelling, instructionand dialogue;
– effective questioning, giving pupils time to think, air views and hear the viewsof others, and to explain and justify their reasoning and decisions;
– time for pupils to reflect on their learning and progress, and evaluate theirown and other pupils’ work.
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Slide 1.4
The ICT strand and the links 25 minuteswith Ofsted findings
Background to the ICT strand
Tell participants the following.
• Many schools are still not meeting statutory requirements for the teachingof ICT capability, although this has been changing rapidly over the last year.
• Progress is slower when pupils develop their ICT capability throughother subjects.
• Some teachers may take insufficient opportunities to assess pupils’ workand may need to think about widening their range of techniques.
• Because pupils do not contribute to their own assessment, they sometimesdo not understand what they are trying to achieve.
• Performance in ICT at the end of Key Stage 3 is below national expectationsfor many pupils, who should by then be attaining level 5+.
• End-of-key stage assessments may not always reflect performance accuratelybecause they are not always moderated.
• Girls outperform boys.
• Pupils and teachers can be seduced by the technology and overlook theimportance of process.
Remind participants that the ICT strand has only been implemented sinceSeptember 2002.
Show slide 1.5.
Activity 1
Ask the participants to work in groups of two or three to discuss their mostrecent experience of teaching ICT capability at Key Stage 3 and describe anyevidence of the work on the slide in schools.
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Slide 1.5
Tell participants that in order to support staff the ICT strand has developed a rangeof teaching materials and training units. Show slide 1.6.
Refer participants to the copies of the sample teaching unit (STU) you have sharedamong them and explain that they will be looking at this STU in more detail later.Explain that Sample teaching unit 8.5, along with the Year 9 case studies, are partof Year 2 materials and that there are no plans to extend the range.
Activity 2
Ask participants to spend 5 minutes in small groups talking about their experiencewith the STUs.
Show slide 1.7. Explain that the training units marked with an asterisk are coretraining days and that optional training units are for LEAs to use as and when theysee fit. Again, at the moment there are no plans to extend the range.
Say that there is already evidence of impact and when they are working in schoolsthey should begin to see some of the points listed on the next slide. Showslide 1.8.
Activity 3
Ask participants to discuss slide 1.8 in small groups and identify those aspectsthey have already noticed, those they have not and any implications for their work.After 5 minutes lead a discussion and dispel any misconceptions.
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Slide 1.6
Slide 1.7
Slide 1.8
Explain that not all of the work carried out in the first year is embedded, thereforewhen they are working in schools they are likely to find departments still workingtowards full implementation of STUs. Not all staff will have received the training theyrequire and teacher assessment is unlikely to be totally secure. However, the workof the ICT strand moves forward and the foci for Year 2 are shown on the nextslide. Show slide 1.9.
The Framework for teaching ICT 30 minutescapability: Years 7, 8 and 9
Explain that we are now going to move on to look at the Framework, which is thekey document for ICT. Every ICT teacher should have a copy. Ask participants tofind their copy in their course pack. Explain the structure of the document.
Tell participants that they will need to spend time familiarising themselves with thedocument and that during the day they will not have time to go through it in detail.However, they will spend some time looking at the yearly teaching objectivesfor ICT.
Activity 4
Ask participants to work in groups of two or three. Assign each group one of thefollowing: Finding things out, Developing ideas and making things happen,Exchanging and sharing information. Give each group a theme card, alreadycut and without the year group identified. Ask the participants to spend 5 minutesdiscussing the individual teaching objectives and then agree on an order, Year 7,Year 8 and Year 9.
After 15 minutes ask participants to turn to pages 29–32 of the Framework andspend 10 minutes reading – encourage them to use sticky notes and/or highlighterpens to identify important points and any issues.
Tell participants that the Framework offers advice to teachers and trainee teachersabout using the objectives to:
• establish high expectations of pupils’ achievements;
• plan and teach appropriately challenging and engaging lessons;
• assess the progress of individuals and groups of pupils;
• set targets for pupils’ future achievements.
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Slide 1.9
Plenary 5 minutes
Conclude the session by referring participants to the objectives and demonstratehow they have been met.
Invite participants to note down any further actions they will need to take as a resultof this session. Say that you hope many of their queries will have been answeredby the end of the day.
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The structured lesson and sampleteaching units (STUs)
Objectives
• To be able to plan activities to achieve objectives
• To become familiar with the effective teaching and learning strategies promotedthroughout the Strategy
• To become familiar with some of the STUs
Resources
For the tutor
• ST presentation2.ppt
• Full set of the STUs and Year 9 case studies
• Timer
For each participant
• Key Messages: Pedagogy and practice
• Handout 2.1, Outline of sample teaching units
• Sample teaching unit 7.3
• Sample teaching unit 7.6
• Sample teaching unit 8.5
For each group
• Flipchart paper
• Sticky notes
• Pens
Session outline 75 minutes
Introduction 10 minutes
The sample teaching units 60 minutes
Plenary 5 minutes
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2Session
Introduction 10 minutes
This section starts with the question: What do you understand to be an effectivelesson? Ask participants to spend 2 minutes in pairs or small groups to generatekey words or phrases that would sum up the characteristics of a good lesson.
After 2 minutes gather responses from each group. Collate the wordson the flipchart.
Ensure the following points are made. Effective lessons:
• are objective-led;
• are focused and structured;
• have an active start that interests and engages pupils;
• contain a main part of the lesson that uses a range of teaching andlearning strategies;
• have been planned with assessment for learning as an integral part;
• are well-paced;
• are based on high expectations;
• use appropriate resources;
• include a plenary that summarises the learning and identifies next steps.
Show slide 2.1 of ST presentation2.ppt and explain the objectives of the session.
The sample teaching units 60 minutes
Show slide 2.2.
Refer participants to handout 2.1, Outline of sample teaching units, andthe three example STUs they have in their pack. Explain that these have goneinto schools via training days but they are also available on the DfES websiteand can be downloaded.
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Slide 2.1
Slide 2.2
Explain that some schools are using the STUs unaltered and others have amendedthem to fit their local circumstances. Ask the group to volunteer any recent positiveexperience of the STUs in schools.
Activity 1
Divide each table into three small groups of two or three, assigning each smallgroup one of the STUs. Explain that they have 45 minutes to create a 5-minuteoverview of the unit. The overview will form part of a display at the end of thesession and has to be sufficiently self-explanatory to be clear to all the participants.Explain what resources they have: flipchart paper, pens and sticky notes. While thepairs are working, ensure that they are on task. Encourage them to get an overviewof the unit before they start to create their presentation.
After 45 minutes ask each pair to present their overview to the groups who havebeen working with the other two STUs. Set a timer and be strict on the 5-minutelimit. At the end of the presentations ask the groups to put their overviewson display.
You will need to provide sufficient space for the groups to present to each otherwithout disturbing other tables.
Plenary 5 minutes
Ask the participants to consider the presentations and decide what the commonelements in the STUs are. Are there any differences between the STUs? Collate theresponses on flipchart paper. You might find it helpful to ask for an additional scribeto help with the two flipcharts.
Key similarities
• Each STU has a detailed script.
• The STUs use various resources.
• The STUs include objective-led, structured, well-paced lessons.
• In the STUs pupils are told what they are going to do.
Some differences
Sample teaching unit 8.5:
• uses a range of objectives from different key themes;
• makes it clear in each lesson what the pupils will do and what they will learn;
• provides opportunities for pupils to make decisions for themselves;
• is reliant on other units having been taught previously.
Conclude the session by reminding participants that the units are there for schoolsand teachers to make their own. When going to a new school they will need to findout which units are being used, with which year groups, etc.
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Standards, expectationsand progress
Objectives
• To explore ways of sharing objectives and outcomes with pupils
• To develop a greater consistency of teachers’ expectations
• To establish a common understanding of what is required to demonstrateachievement at levels 4, 5 and 6
Resources
For the tutor
• ST presentation3.ppt
• Tutor resource 3.1, one set per table, cut up
For each participant
• Sample teaching unit 8.5
• Handouts 3.1–3.10
Session outline 90 minutes
Introduction 2 minutes
Sharing objectives and outcomes with pupils 18 minutes
National standards and progression 15 minutes
Making an assessment 45 minutes
Plenary 10 minutes
Before the beginning of this session check the experience of your group. You may need to scaffold these activities if the participants do not haveany recent experience.
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3Session
Introduction 2 minutes
Explain that this session covers selected items from Standards and assessment.Participants will consider the difference between lesson objectives and lessonoutcomes and review ways of expressing teaching objectives in a language withwhich pupils can engage. They will consider and discuss standards in ICT andthere will be an opportunity to look at pupils’ work and discuss the evidenceneeded to make a judgement about the standard reached.
Show slide 3.1 of ST presentation3.ppt.
Sharing objectives and outcomes 18 minuteswith pupils
Tell participants that the terminology used when describing objectives andoutcomes can be confusing. The terms ‘teaching objective’ and ‘learning objective’are often used interchangeably. The ICT Framework and the STUs use the term‘teaching objective’. ‘Learning objective’ is used in the DfES/QCA scheme of work.
It is important to be clear about the difference between ‘objective’ and ‘outcome’.
• Lesson objective – What do you want all pupils in the class to learn?
• Expected pupil outcome – What are your expectations of pupils of differentabilities and with differing needs?
As the STUs have been developed they have included different features. Somehave objectives but not outcomes, some have both. Refer participants to Sampleteaching unit 8.5, page 11, the Framework objective, then page 16, slide 8, thelesson objective.
Ask participants in pairs or small groups to read the lesson and decide what theoutcome might be. After 5 minutes ask the groups to compare with lesson 2 andslide 1 on page 24.
After a further 5 minutes lead a discussion and ensure that the following pointsare raised.
Key points
• In lesson 1 pupils do not produce anything and the objective and the outcomeare the same.
• In lesson 2 they revise the knowledge, skills and understanding neededto create a financial model (the objective) and create a financial model(the outcome).
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Slide 3.1
Show slide 3.2.
Show slide 3.3.
Ask participants to continue to work in their pairs to reflect on the differencesbetween outcomes and objectives. Ask them to explain those differences intheir own words. Take feedback from one or two pairs. They should be ableto talk about:
• the teacher’s intentions for the lesson, what is going to be taught and whatthe teacher expects various pupils to be able to do at the end of the lesson;
• what pupils will have done by the end of the lesson, the outcomes,the methods used to test that learning has taken place.
Show slide 3.4. Say that this slide is drawn from the work of Shirley Clarke.It shows some strategies for sharing the objectives for a lesson with pupils.
Key points
• All the research highlights the fact that pupils learn better if they are clear aboutwhat they are going to do, what they will learn and why.
• Shirley Clarke uses acronyms as an aid for this work.
• One way of sharing objectives with pupils is to say ‘We are learning to …’(WALT).
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Slide 3.2
Slide 3.3
Slide 3.4
• ‘What I am looking for …’ (WILF) is a useful way of expressing an outcome.
• ‘This is because…’ (TIB) can be used to help pupils understand the purposeof the activity, and to put the learning into context.
National standards and progression 15 minutes
Tell participants that it is not recommended to level individual pieces of work.The guidance is to identify aspects of a level over an extended piece of work.As supply teachers they are unlikely to be making summative assessments butthey will need to understand the standards to ensure that the work is sufficientlychallenging and that pupils make appropriate progress.
Remind participants that ICT should be considered as a process leading toan outcome. The difficulty with looking at finished work in ICT is that it may showthe product well but it is less easy to assess the process, which is also of crucialimportance. It is as important to assess decisions made and consequent actionsas it is to assess the final outcome.
Say that during the production of ICT work pupils will find and develop information,constantly changing their ideas. They will share their findings but throughout thisprocess they will be reviewing, developing and evaluating. For this reason the fourththeme of the National Curriculum programme of study has been integrated into theother three themes of the teaching objectives in the ICT Framework.
Explain that the next three slides focus on national standards in ICT.
Show slide 3.5.
Remind participants of the purposes of level descriptions. Say that leveldescriptions define the standards in ICT; at the end of Key Stage 3, pupils’ workshould be assessed against those levels. Judgements will be made about pupils’work throughout the key stage, using evidence gathered to prove levels ofcapability. A single unit of work will allow pupils to demonstrate partial aspectsof a level description. Teachers will arrive at judgements by taking into accountperformance across a range of contexts and over a period of time.
Remind participants that making a judgement about pupils’ achievement againstthe level descriptions is about proving pupils’ capability. If, in order to achievea certain standard, pupils have had a lot of support and intervention, they cannotbe said to have achieved a standard. They will need to be given furtheropportunities to demonstrate achievement at a specific level.
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Slide 3.5
Additional guidance
Pupils should normally progress through two levels in the key stage if the wholeprogramme of study is taught effectively. Movement between levels is often morecomplex than teachers recognise and may depend on appropriate opportunitiesbeing given to pupils.
Pupils’ work in ICT will often only demonstrate aspects of a level and it is thecombination of teachers’ assessments that leads to an overall judgement of‘best fit’.
Issues of non-compliance should not be confused with pupils’ attainment. Forexample, failure to demonstrate use of control would not prevent a level beingawarded, even on partial coverage of the requirements of the level description.It is Ofsted’s role to check compliance. When giving a pupil a level, a teachershould use a ‘best fit’ approach.
Show slide 3.6.
Say that the majority of pupils in Key Stage 3 are expected to work at levels 3 to 7and attain levels 5 to 6 at the end of the key stage. Currently 67% of pupils achievelevel 5 or above in ICT (teacher assessment).
Show slide 3.7.
Remind participants that the national targets in ICT are to have:
• 75% of pupils at level 5+ by 2004;
• 85% of pupils at level 5+ by 2007.
Remind participants that although the ICT Framework maps out what pupils shouldbe taught over Years 7, 8 and 9, it is not specifically aimed at levelling pupils’ work.However, teaching the objectives and linking them to pupil outcomes should enableteachers to build up a picture of achievement over a unit of work.
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Slide 3.6
Slide 3.7
Activity 1
Divide the participants into small groups and give each group a set of cardsproduced from tutor resource 3.1. Ask the participants to spend 5 minutesdiscussing the key words and putting the cards in order to show the correctprogression from level 1 to level 8.
Show slide 3.8, which is a summary of work on progression (produced by QCA).
Tell participants that QCA has produced a chart that tracks progression by definingthe key characteristics of attainment at each level. Distribute handout 3.1, takenfrom Standards and assessment. Explain that this chart gives descriptions of thekey characteristics of ICT work at each level. Teachers can use it in planning forachievement as well as making a judgement. For example, unless a unit of workis designed to allow pupils to combine ICT tools within a structure, they are notgoing to be able to demonstrate achievement at level 5.
Additional guidance
www.ncaction.org.uk is the official website for exemplifying standards and replacesthe QCA publication ‘Exemplification of standards: information technology: KeyStage 3’, which was published in 1997. Through the use of commentaries andpupil work, QCA shows how judgements are made.
Ask participants to refer to handout 3.2, an example of an assessment promptsheet, and slide 3.5 to expand on the key characteristics of each level, specificallyusing the emboldened words to illustrate the key features. Say that these keyfeatures will help in making judgements about levels for pupil work.
Making an assessment 45 minutes
This activity gives participants an opportunity to undertake an assessmentas a group and to consider the evidence needed to make a valid judgement.The process is modelled through dialogue and ‘running commentary’.
Tell participants that they are now going to work in groups to make an assessment.Ask participants to refer to handout 3.2 again. Tell them that it could be used tofocus attention on pupils’ ICT capability.
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Slide 3.8
Show slide 3.9.
Use slide 3.9, alongside handout 3.2, to illustrate the types of question thatteachers might ask to enable them to make a judgement about pupils’ work.Ask participants to look at handout 3.3, Lesson 6 leaflets – pupils’ work.This shows two finished leaflets produced through the six lessons describedin Sample teaching unit 7.3.
Show slide 3.10, which shows the teaching objectives for this lesson.
Refer participants to Sample teaching unit 7.3 for the detailed objectives for theunit. Remind them that the pupils’ final task of the six lessons was to use theexisting text and graphics from the A4 leaflet from lessons 4 and 5 to producea new leaflet for parents. The original leaflet was designed to give Year 6 pupilsan idea of what work in a chosen subject will be like in Year 7. The original A4leaflet was to be redesigned as a three-fold leaflet of suitable layout. The designfeatures and their appropriateness were reviewed in class and for homework.
Ask participants, in pairs, to fill in any parts of the assessment prompt sheet thatthey can. After 5 minutes ask each pair to share and discuss their observationswith another pair.
Take feedback from different groups under each of the key headings on handout3.2. Responses may be similar to those outlined in handout 3.4, Assessmentprompt sheet completed. Expect the response in many areas to be ‘No idea’,‘Don’t know’ or ‘Need to know’. One of the key purposes of this activity is toidentify where evidence is needed and might have been recorded.
Explain that, although some information can be gained from the finished product,in order to make a full judgement about ICT capability it is vital to judge the ICTprocess as well. One way of doing this is through observing pupils’ work andrecording where practical.
Use the following points for discussion.
• It may only be necessary to record observations where pupils’ insights arenot of the expected quality or differ from those of the majority of the class.
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Slide 3.9
Slide 3.10
• Teachers might ask pupils to record in their notebooks some decisionsor discussion about their plans. These could be recorded for homework,as part of the pupils’ evaluation.
• Recording observations should not detract from the general pace of the lesson.Teachers might observe one or two pupils in a lesson, or while they are workingwith a group.
• The key is to record observations that lead to making judgements or revisingearlier judgements.
Other evidence and standards
Refer to handout 3.5, Pupil homework for lessons 5 and 6. Ask participantsto work in pairs again, using handout 3.2, Assessment prompt sheet, to identifywhich features of ICT capability are now evident with this extra information.They should revise their earlier comments on their copies of the prompt sheet.
Take feedback from different pairs for each of the key headings. Participants shouldobserve that they can now consider some of the processes that the pupil wentthrough. This, together with the final product, should enable them to developa picture of the areas in which the pupil is doing well and areas that may stillneed more work or further investigation. Refer to handout 3.6, Assessmentprompt sheet completed (2), to discuss the extra evidence towards the pupil’sdelivery of the objectives.
Write on the flipchart the heading: Evidence collected by …
Start the list with ‘homework clearly directed to ask about the process of creatingthe leaflet’.
Say that work such as the homework helps to identify pupils’ next steps asteachers can identify thought processes as well as the output.
Ask participants for other ways in which this information might have been collected.Collect responses on the flipchart, looking for suggestions such as:
• homework clearly directed to ask about the process of creating the leaflet;
• homework directed to ask about evaluation against criteria;
• pupils involved in peer-assessment against a checklist which they annotate;
• process diaries, learning logs;
• teacher observation;
• annotation of their leaflet to show why they made choices.
Show slide 3.11 and use it to review responses.
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Slide 3.11
Discuss the merits of planning and targeting assessment by working with specificgroups. It is not necessary to plan to assess every pupil during a lesson. Someassessments may be oral, while others may depend on written responses. Forexample, during a lesson, the teacher might work with a less-able group usingquestioning that will provide evidence of understanding of specific conceptsand learning outcomes. The teacher may plan to collect evidence to supportassessment using written work from another group during this time.
Explain that participants are now going to make an assessment based on thisevidence and a summary of what happened in the classroom during the six-weekunit. Use handout 3.7, What happened in the classroom?, and refer to handout3.8, Pupil work from teaching unit 7.3. This comprises a display board of the finalpupil work. The final task of lesson 6 is peer review of the display board. This isdisplayed and annotated and pupils suggest what works well and areas that mightbe changed. It tells the story of the work from the first design of the school leafletto the final product.
Show slide 3.12.
Ask participants to use the progression chart and/or level descriptions (providedas handout 3.9) and the other material they have been working on to build upthe picture of pupil work and to suggest the level of this work. Remind participantsto look at the key characteristics of each level as well.
Allow 5 minutes for discussion.
Show slide 3.13.
Refer to handout 3.10, Teacher commentary on teaching unit 7.3, which givesthe teacher’s commentary and assessment of this pupil’s work. It shows thereasons why the teacher judged this pupil to be working at level 4.
Ask participants to continue to work in pairs, using the commentary, for a further5 minutes. They should read handout 3.10 and compare the judgements withtheir own.
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Slide 3.12
Slide 3.13
Take feedback and ensure that all participants are clear about why level 4 is themost appropriate level. Show slide 3.14.
Say that although in this example some use of structure and work on fitness forthe purpose of the audience is apparent, Sample teaching unit 7.3 is a structuredteaching unit.
More able pupils could be given opportunities to make more choices and achievelevel 5.
Remind participants that they have only been looking at one pupil engaged inone task. End-of-key stage assessments should be based on performance acrossa range of contexts and over a period of time, rather than focusing on a singlepiece of work.
Remind participants that the expected level of attainment for the majority of pupilsat Key Stage 3 is level 5/6 and that a single piece of work is unlikely to cover all theexpectations set out in a level description. In order to make a judgement a teachermust take into account several pieces of work, covering a range of contexts.
The statutory requirement is that teachers must produce a separate subject reportand award an attainment level for each pupil at the end of Year 9. Parents shouldreceive notification of these results by the end of the summer term, along withnational averages for the previous year.
Plenary 10 minutes
Draw this session to a close by asking participants to refer back to the objectivesfor the session.
Ask participants to spend 5 minutes reflecting on the issues raised during thesession and identifying areas for future work.
Remind participants that they have several resources that they can use whenworking in schools.
26 | Key Stage 3 National Strategy | ICT supply teachers: Notes for tutors | Session 3 © Crown copyright 2004DfES 0074-2004
Slide 3.14
4Session
Teaching ICT in Year 9
Objectives
• To examine the progression into the Year 9 ICT Framework objectives
• To explore the issues and challenges for teaching ICT in Year 9
Resources
For the tutor
• ST presentation4.ppt
• Copies of the Framework for teaching ICT capability: Years 7, 8 and 9
• Extra copies of handouts 4.1 and 4.2 from Progression into and through Year 9(one for each participant)
For each participant
From Progression into and through Year 9:
• Handout 4.1, Year 8 ICT Framework objectives
• Handout 4.2, Year 9 ICT Framework objectives
• Highlighter pens
• Sticky notes
Session outline 30 minutes
Introduction 5 minutes
Progression into the Year 9 Framework objectives 10 minutes
Challenges for teaching ICT in Year 9 10 minutes
Plenary 5 minutes
27 | Key Stage 3 National Strategy | ICT supply teachers: Notes for tutors | Session 4 © Crown copyright 2004DfES 0074-2004
Introduction 5 minutes
Show slide 4.1 of ST presentation 4.ppt to introduce the objectivesof this session.
Explain that in this session participants will consider and discuss the progressioninto the Year 9 Framework objectives, how teaching will change to incorporatethem and how to make the progression from Year 8 seamless. They will alsoidentify the issues and challenges for teaching ICT in Year 9.
The Framework for teaching ICT capability: Years 7, 8 and 9 provides guidanceabout structuring lessons and using a range of teaching styles. In some casesthe STUs have been adapted and used to inform existing schemes of workand integrate with them. The materials have also been adapted to suit localcircumstances and open up opportunities for differentiation. Such practice willincrease as teachers become more familiar and confident with the materials.
As pupils progress towards the end of Key Stage 3, and ultimately into Key Stage4, planning for progression continues to be critical. The challenge for the teacheris to provide the structure and support that pupils still need at this stage, whileensuring that pupils are given as much opportunity as possible to achieve thehigher levels.
Remind participants of the expected attainment of most pupils at the end of eachyear of Key Stage 3:
• Year 7 level 4/5;
• Year 8 level 5;
• Year 9 level 5/6.
Progression into the Year 9 10 minutesFramework objectives
Show slide 4.2.
28 | Key Stage 3 National Strategy | ICT supply teachers: Notes for tutors | Session 4 © Crown copyright 2004DfES 0074-2004
Slide 4.1
Slide 4.2
Ask participants to look at handout 4.1, Year 8 ICT Framework objectives, andhandout 4.2, Year 9 ICT Framework objectives (both from Progression into andthrough Year 9).
Remind participants that the objectives are divided into three themes (with thefourth theme integrated). Each theme is then sub-divided into key concepts.
Divide the participants into small groups (for example, a group per table). Allocatea theme to each group, then ask the groups to split into pairs to identify key words,for their given theme, that show progression from Year 8 into Year 9. They coulduse highlighter pens to do this. Suggest that verbs are particularly significant.After 5 minutes take feedback from the groups, using a flipchart to collect the keywords that emerge. Group the responses together. Possible groupings includewords that emphasise:
• increasing independence (design, create, select, …);
• working within a system (construct, test, document, …);
• increasing reflection (evaluate, modify, judge, …);
• drawing conclusions (conclude, justify, …).
Show slide 4.3.
The previous activity should have drawn out the key themes:
• increasing independence;
• working within a system life cycle.
Note: The term ‘system’ refers to an ‘information’ or ‘ICT-based’ system. Say thatsystems will be a recurring theme.
Say that implicit in much of the discussion on progression is the need to offeropportunities for different pupils to work at different levels.
Show slide 4.4.
29 | Key Stage 3 National Strategy | ICT supply teachers: Notes for tutors | Session 4 © Crown copyright 2004DfES 0074-2004
Slide 4.3
Slide 4.4
Focus on the National Curriculum ICT programme of study for Key Stage 3. Pointout the words highlighted in red. These statements reinforce and emphasise theaspects of independence and systems.
Show slide 4.5.
Now focus on Key Stage 4. Acknowledge that the issues of independenceand systems are also characteristics of Key Stage 4. Ask participants aboutthe differences in their approach to teaching pupils at Key Stage 4, as comparedto those at Key Stage 3. Possible responses include observations that teachingat Key Stage 4 involves:
• longer, extended individual pieces of work, especially if pupils are undertakingpublic examination coursework;
• more focus on the system life cycle;
• a need for comprehensive documentation;
• more direct teaching from the front of the class perhaps shifting to morefocused intervention and support.
Say that part of the challenge of teaching Year 9 is to bridge the gap betweenKey Stage 3 and Key Stage 4. Reaffirm the point that, at Key Stage 3, teachingneeds to be planned so that it gives pupils opportunities to progress through theobjectives. Giving pupils more independence does not equate to giving them lessteaching. The role of the teacher remains crucial.
Show slide 4.6.
Point out that this reference is from the National Curriculum in Action website(www.ncaction.org.uk). It is important that teachers give pupils increasingopportunities to apply their ICT capability independently. Some approachesthat are heavily teacher-driven may limit access to higher levels for some pupils.
30 | Key Stage 3 National Strategy | ICT supply teachers: Notes for tutors | Session 4 © Crown copyright 2004DfES 0074-2004
Slide 4.5
Slide 4.6
Show slide 4.7.
Explain that, by looking at other levels, teachers can identify key characteristicsthat help to indicate what opportunities need to be given in their planning. TheNational Curriculum in Action website provides clear guidance on progressionthrough the levels.
A key aspect of the Standards and assessment training, which was touched onin session 3, was identifying not only the level to which the work was contributing,but how opportunities could be given to contribute to the next level.
Point out the implicit references to systems and independence, for example,at level 5, creating overall structures for an ICT solution. The reference becomesexplicit at level 7, where pupils need to be able to analyse the scope of theinformation flow. This involves identifying all parts of the problem and analysingwhat needs to be done. The system life cycle plays a critical role in identifyingthe stages.
Acknowledge that this brings considerable challenges for teachers. Mention thatthis aspect will feature in the next section.
It may be worth reminding participants that teaching the Year 7 and Year 8objectives to pupils is a prerequisite for teaching the Year 9 objectives. Teachers willalso need experience of working with the Year 7 and Year 8 STUs before using theYear 9 materials.
Challenges for teaching ICT in Year 9 10 minutes
Show slide 4.8.
Ask participants to focus on the question on the slide. Say that they havediscussed where they need to get to in Year 9, but ask what the challengesand barriers are to doing this in school. Ask them to focus on the points statedon the slide rather than more general issues, such as teacher expertise.
31 | Key Stage 3 National Strategy | ICT supply teachers: Notes for tutors | Session 4 © Crown copyright 2004DfES 0074-2004
Slide 4.7
Slide 4.8
Slide 4.9Slide 4.10
Lead a discussion using slide 4.9 and slide 4.10 in turn.
Key points
• Teachers sometimes find it difficult to balance direct teaching with supportfor pupils to work more independently.
• Opportunities for differentiated outcomes need to be identified during theplanning of extended pieces of work.
• Teachers need to have prior experience of teaching the STUs in Year 7 andYear 8, or alternatives, as well as feeling comfortable with the new knowledge,skills and understanding in the Year 9 objectives.
Say that the challenges for teaching Year 9 have now been identified. Establish howmany participants have used or adapted the QCA scheme of work for Year 9.
Ask participants how many of the identified challenges are related to the fact thatsome pupils, and indeed teachers, have not as yet experienced the Year 7 andYear 8 STUs. Acknowledge that some schools will be in a better position thanothers. The important point is that schools need to plan in both the short andmedium term to establish a coherent approach throughout Key Stage 3.
Lead a discussion and make the following points.
• In many schools, ICT teaching in Year 9 may be limited.
• Some schools may have used aspects of the QCA scheme of work for Year 9in their teaching. Participants will be looking to build on that experience laterin the day when they look at some case studies.
• The Year 9 objectives are focused at level 5/6 and may not all have been taughtby all schools.
Say that teachers need to build on the work of the Strategy so far as they moveinto Year 9 teaching. Show slide 4.11, which identifies key elements of the STUsin Year 7 and Year 8.
32 | Key Stage 3 National Strategy | ICT supply teachers: Notes for tutors | Session 4 © Crown copyright 2004DfES 0074-2004
Slide 4.11
Remind participants that they are still talking about Key Stage 3. The expectationis not that pupils will engage in long, unaided pieces of project work. Teaching isstill structured, with pupils generally working on similar tasks but at different levels.
Plenary 5 minutes
Summarise the session by showing slide 4.12.
Explain that the overview shows the Year 9 ‘givens’ – those elements that needto be included during planning. It also shows aspects that teachers are tryingto develop through Year 9 as pupils move into Key Stage 4. Say that this will beexemplified by case studies, using the QCA scheme of work for Year 9 as a startingpoint – not least because many schools will already have experience of using it.
Make the point that, as ICT capability increases, there is a parallel need for pupilsto become more sophisticated users of ICT skills and techniques. This will bean iterative process through Key Stage 3, as pupils use a broader range of bothsoftware and hardware and become more skilled and efficient in using them.Remind participants that efficiency is a key characteristic of level 6 in the NationalCurriculum for ICT.
Show slide 4.13 to draw together a list of considerations for Year 9.
33 | Key Stage 3 National Strategy | ICT supply teachers: Notes for tutors | Session 4 © Crown copyright 2004DfES 0074-2004
Slide 4.13
Slide 4.12
Key points
Planning for Year 9 teaching needs to start to:
• develop independence;
• use a systems-based approach.
It should do this through:
• extended units of work;
• differentiation by outcome;
• increasingly complex use of software and hardware.
Conclude the day by thanking them for their input. Refer participants to theevaluation form for their completion.
34 | Key Stage 3 National Strategy | ICT supply teachers: Notes for tutors | Session 4 © Crown copyright 2004DfES 0074-2004
Progression levels
35 | Key Stage 3 National Strategy | ICT supply teachers: Notes for tutors | Tutor resource 3.1 © Crown copyright 2004DfES 0074-2004
Tutor resource3.1
explore options
develop ideas
combine theuse of ICT tools
integration
scope
independence
specificoutcomes
make choices
solve problems
designing forothers
structure
efficiency
interpret
combine and refine
familiarity
plausibility
fitness forpurpose
implement
design
purposeful
37 | Key Stage 3 National Strategy | ICT supply teachers: Notes for tutors © Crown copyright 2004DfES 0074-2004
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.
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
Key Stage 3
National Strategy
ICT
39 | Key Stage 3 National Strategy | ICT supply teachers: Notes for tutors © Crown copyright 2004DfES 0074-2004
Summary evaluation form: ICT supply teachers
For completion by consultants or tutors after presenting the unit
LEA: Region:
Venue: Date(s):
Tutor(s):
Number of teacher supply agencies represented:
Number of participants attending:
Please total the grades given by participants and (overleaf) summarise thecomments you received, then forward this sheet to your regional director atthe address overleaf. Please provide numbers, not percentages, when collatingthe grades.
Total for each grade
SessionVery good Poor
1 2 3 4
1 Introduction and context
2 The structured lesson and sample teaching units (STUs)
3 Standards, expectations and progress
4 Teaching ICT in Year 9
Total number of teachers
Overall grade for the unit
Key Stage 3
National Strategy
ICT
Participants regarded the most successful aspects of the course as …
Main changes suggested by participants were …
Please send this summary to:
ICT Team Senior Regional CoordinatorCentre for School Standards60 Queens RoadReading RG1 4BS
40 | Key Stage 3 National Strategy | ICT supply teachers: Notes for tutors © Crown copyright 2004DfES 0074-2004
41 | Key Stage 3 National Strategy | ICT supply teachers: Notes for tutors © Crown copyright 2004DfES 0074-2004
Evaluation by tutors: ICT supply teachers
For completion by consultants or tutors after presenting the unit
Name
LEA
What were the most successful aspects of today’s sessions?
What changes would you suggest if today’s sessions were repeated?
Please grade the tutor’s materials 1–4 for clarity, pitch, ease of use, appropriatenessfor teachers and so on. Use additional sheets of paper if you wish to provide moredetailed comments.
Please return this form to:
ICT Team Senior Regional CoordinatorCentre for School Standards60 Queens RoadReading RG1 4BS
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
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 11
Handout 2.1 Outline of sample teaching units 13
Handout 3.1 ICT progression chart 18
Handout 3.2 Assessment prompt sheet 22
Handout 3.3 Lesson 6 leaflets – pupils’ work 23
Handout 3.4 Assessment prompt sheet completed 27
Handout 3.5 Pupil homework for lessons 5 and 6 28
Handout 3.6 Assessment prompt sheet completed (2) 30
Handout 3.7 What happened in the classroom? 31
Handout 3.8 Pupil work from teaching unit 7.3 32
Handout 3.9 Level descriptions from the National Curriculum 33
Handout 3.10 Teacher commentary on teaching unit 7.3 35
Handout 4.1 Year 8 ICT Framework objectives 36
Handout 4.2 Year 9 ICT Framework objectives 37
Session 1 slides 39
Session 2 slides 42
Session 3 slides 43
Session 4 slides 48
Evaluation form 53
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
5 | Key Stage 3 National Strategy | ICT supply teachers: Participant’s resources © Crown copyright 2004DfES 0074-2004
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)
.
Fitn
ess
for
pur
po
se
Pro
duce
hig
h qu
ality
ICT-
base
d pr
esen
tatio
nsby
:–
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
cont
ent.
Use
kno
wle
dge
of p
ublic
atio
ns a
nd m
edia
form
s to
devi
se c
riter
ia t
o as
sess
the
qua
lity
and
impa
ct o
fm
ultim
edia
com
mun
icat
ions
and
pre
sent
atio
ns, a
ndap
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
effic
ient
lyto
com
bine
, ref
ine,
inte
rpre
t an
d pr
esen
tin
form
atio
n by
:–
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
s m
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
dhy
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 1.2
Exchanging and sharing information
7 | Key Stage 3 National Strategy | ICT supply teachers: Participant’s resources © Crown copyright 2004DfES 0074-2004
Fitn
ess
for
pur
po
se
Rec
ogni
se c
omm
on fo
rms
and
conv
entio
ns u
sed
in c
omm
unic
atio
nsan
d ho
w t
hese
add
ress
aud
ienc
e ne
eds
(e.g
. col
umns
of t
ext
in n
ewsp
aper
s,gr
aphi
cs a
nd e
nlar
ged
prin
t in
pos
ters
,hy
perli
nks
onw
ebsi
tes)
.
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
heef
fect
iven
ess
of o
wn
and
othe
rs’
publ
icat
ions
and
pre
sent
atio
ns.
Ref
inin
g a
nd p
rese
ntin
gin
form
atio
n
Pla
n an
d de
sign
the
pre
sent
atio
n of
info
rmat
ion
in d
igita
l med
ia, t
akin
gac
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
esan
d so
und
(e.g
. usi
ng a
sca
nner
,di
gita
l cam
era,
mic
roph
one)
;–
reor
gani
sing
, dev
elop
ing
and
com
bini
ng in
form
atio
n, in
clud
ing
text
,im
ages
and
sou
nd, u
sing
the
sim
ple
editi
ng fu
nctio
ns o
fco
mm
on a
pplic
atio
ns;
–im
port
ing
and
expo
rtin
g da
ta a
ndin
form
atio
n in
app
ropr
iate
form
ats.
Fitn
ess
for
pur
po
se
Rec
ogni
se h
ow d
iffer
ent
med
ia a
ndpr
esen
tatio
n te
chni
ques
con
vey
sim
ilar
cont
ent
in w
ays
that
hav
edi
ffere
nt im
pact
s.
Und
erst
and
that
an
effe
ctiv
epr
esen
tatio
n or
pub
licat
ion
will
addr
ess
audi
ence
exp
ecta
tions
and
need
s (e
.g. t
he a
udie
nce’
s le
vels
of
liter
acy,
fam
iliarit
y w
ith a
top
ic).
Dev
ise
crite
ria t
o ev
alua
te t
heef
fect
iven
ess
of o
wn
and
othe
rs’
publ
icat
ions
and
pre
sent
atio
ns, a
ndus
e th
e cr
iteria
to
mak
e re
finem
ents
.
Ref
inin
g a
nd p
rese
ntin
gin
form
atio
n
Pla
n an
d de
sign
pre
sent
atio
ns a
ndpu
blic
atio
ns, s
how
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
toco
mbi
ne, r
efin
e an
d pr
esen
tin
form
atio
n by
:–
extr
actin
g, c
ombi
ning
and
mod
ifyin
gre
leva
nt in
form
atio
nfo
rsp
ecifi
c pu
rpos
es;
–st
ruct
urin
g a
publ
icat
ion
orpr
esen
tatio
n (e
.g. u
sing
doc
umen
tst
yles
, tem
plat
es, t
ime
lines
in s
ound
and
vide
o ed
iting
, nav
igat
iona
lst
ruct
ures
in w
eb m
edia
).
Fitn
ess
for
pur
po
se
Pro
duce
hig
h qu
ality
ICT-
base
dpr
esen
tatio
ns b
y:–
crea
ting
clea
r pr
esen
tatio
ns,
sens
itive
to a
udie
nce
need
s;–
just
ifyin
g th
e ch
oice
of f
orm
, sty
lean
d co
nten
t.
Use
kno
wle
dge
of p
ublic
atio
ns a
ndm
edia
form
s to
dev
ise
crite
ria t
o as
sess
the
qual
ity a
nd 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
effic
ient
ly t
o co
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
a r
ange
of s
ourc
es;
–se
lect
ing
and
usin
g so
ftwar
eef
fect
ivel
y, ju
stify
ing
the
choi
ces
mad
e.
Fitn
ess
for
pur
po
se
Rec
ogni
se h
ow d
iffer
ent
med
iaan
dpr
esen
tatio
n te
chni
ques
con
vey
sim
ilar
cont
ent
in w
ays
that
hav
edi
ffere
nt im
pact
s.
Und
erst
and
that
an
effe
ctiv
epr
esen
tatio
n or
pub
licat
ion
will
addr
ess
audi
ence
exp
ecta
tions
and
need
s (e
.g. t
he a
udie
nce’
s le
vels
of
liter
acy,
fam
iliarit
y w
ith a
top
ic).
Dev
ise
crite
ria t
o ev
alua
te t
heef
fect
iven
ess
of o
wn
and
othe
rs’
publ
icat
ions
and
pre
sent
atio
ns, a
ndus
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
ndpu
blic
atio
ns, s
how
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
toco
mbi
ne, r
efin
e an
d pr
esen
tin
form
atio
n by
:–
extr
actin
g, c
ombi
ning
and
mod
ifyin
gre
leva
nt in
form
atio
nfo
rsp
ecifi
c pu
rpos
es;
–st
ruct
urin
g a
publ
icat
ion
orpr
esen
tatio
n (e
.g. u
sing
doc
umen
tst
yles
, tem
plat
es, t
ime
lines
in s
ound
and
vide
o ed
iting
, nav
igat
iona
lst
ruct
ures
in w
eb m
edia
).
Theme card 1.2cont.
9 | Key Stage 3 National Strategy | ICT supply teachers: Participant’s resources © Crown copyright 2004DfES 0074-2004
Co
mm
unic
atin
g
Use
e-m
ail s
ecur
ely
and
effic
ient
ly fo
rsh
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
lsan
d w
hy t
his
is im
port
ant.
Co
mm
unic
atin
g
Und
erst
and
som
e of
the
tec
hnic
alis
sues
invo
lved
in e
ffici
ent
elec
tron
icco
mm
unic
atio
ns (e
.g. s
peed
and
band
wid
th, s
ize
and
type
of f
ile,
feat
ures
of d
iffer
ent
brow
sers
and
mai
lsof
twar
e).
Use
ICT
effe
ctiv
ely
to a
dapt
mat
eria
lfo
rpu
blic
atio
n to
wid
er o
r re
mot
eau
dien
ces
(e.g
. as
web
art
icle
s or
site
s).
Co
mm
unic
atin
g
App
ly k
now
ledg
e of
the
tec
hnic
alis
sues
invo
lved
to
com
mun
icat
ein
form
atio
n ef
ficie
ntly
(e.g
. cho
ose
suita
ble
file
type
s to
spe
ed u
ptr
ansf
er,u
se m
ail l
ists
to
spee
d up
com
mun
icat
ion,
use
web
site
tag
ging
and
hype
rlink
s to
spe
ed u
p se
arch
ing)
.
Und
erst
and
the
adva
ntag
es, d
ange
rsan
d m
oral
issu
es in
usi
ng IC
T to
man
ipul
ate
and
pres
ent
info
rmat
ion
tola
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).
Co
mm
unic
atin
g
Use
ICT
effe
ctiv
ely
to a
dapt
mat
eria
lfo
rpu
blic
atio
n to
wid
er o
r re
mot
eau
dien
ces
(e.g
. as
web
art
icle
s or
site
s).
Theme card 1.3
Finding things out
11 | Key Stage 3 National Strategy | ICT supply teachers: Participant’s resources © Crown copyright 2004DfES 0074-2004
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.
13 | Key Stage 3 National Strategy | ICT supply teachers: Participant’s resources © Crown copyright 2004DfES 0074-2004
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.
14 | Key Stage 3 National Strategy | ICT supply teachers: Participant’s resources © Crown copyright 2004DfES 0074-2004
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.
15 | Key Stage 3 National Strategy | ICT supply teachers: Participant’s resources © Crown copyright 2004DfES 0074-2004
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
16 | Key Stage 3 National Strategy | ICT supply teachers: Participant’s resources © Crown copyright 2004DfES 0074-2004
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.
17 | Key Stage 3 National Strategy | ICT supply teachers: Participant’s resources © Crown copyright 2004DfES 0074-2004
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
.
18 | Key Stage 3 National Strategy | ICT supply teachers: Participant’s resources © Crown copyright 2004DfES 0074-2004
19 | Key Stage 3 National Strategy | ICT supply teachers: Participant’s resources © Crown copyright 2004DfES 0074-2004
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.
20 | Key Stage 3 National Strategy | ICT supply teachers: Participant’s resources © Crown copyright 2004DfES 0074-2004
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.
21 | Key Stage 3 National Strategy | ICT supply teachers: Participant’s resources © Crown copyright 2004DfES 0074-2004
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?
Reviewing, modifying and evaluating
• 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?
Reviewing, modifying and evaluating
• 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
22 | Key Stage 3 National Strategy | ICT supply teachers: Participant’s resources © Crown copyright 2004DfES 0074-2004
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
23 | Key Stage 3 National Strategy | ICT supply teachers: Participant’s resources © Crown copyright 2004DfES 0074-2004
Handout 3.4
24 | Key Stage 3 National Strategy | ICT supply teachers: Participant’s resources © Crown copyright 2004DfES 0074-2004
25 | Key Stage 3 National Strategy | ICT supply teachers: Participant’s resources © Crown copyright 2004DfES 0074-2004
26 | Key Stage 3 National Strategy | ICT supply teachers: Participant’s resources © Crown copyright 2004DfES 0074-2004
Assessment prompt sheet completed
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?
Reviewing, modifying and evaluating
• 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?
Reviewing, modifying and evaluating
• 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 3.4
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
27 | Key Stage 3 National Strategy | ICT supply teachers: Participant’s resources © Crown copyright 2004DfES 0074-2004
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
28 | Key Stage 3 National Strategy | ICT supply teachers: Participant’s resources © Crown copyright 2004DfES 0074-2004
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.
29 | Key Stage 3 National Strategy | ICT supply teachers: Participant’s resources © Crown copyright 2004DfES 0074-2004
Assessment prompt sheet completed (2)
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 andplausibility of 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 ortest a hypothesis?
• Has new information been derived?
Reviewing, modifying and evaluating
• Consider the ways the pupil has modified andrefined work 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 sharingof information show (give examples):
– sensitivity to the needs of an audience;
– fitness for purpose;
– awareness of common forms and conventions?
Reviewing, modifying and evaluating
• 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 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
30 | Key Stage 3 National Strategy | ICT supply teachers: Participant’s resources © Crown copyright 2004DfES 0074-2004
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
31 | Key Stage 3 National Strategy | ICT supply teachers: Participant’s resources © Crown copyright 2004DfES 0074-2004
Pupil work from teaching unit 7.3
Display board of pupil work
Handout 3.8
32 | Key Stage 3 National Strategy | ICT supply teachers: Participant’s resources © Crown copyright 2004DfES 0074-2004
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
33 | Key Stage 3 National Strategy | ICT supply teachers: Participant’s resources © Crown copyright 2004DfES 0074-2004
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.
34 | Key Stage 3 National Strategy | ICT supply teachers: Participant’s resources © Crown copyright 2004DfES 0074-2004
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
35 | Key Stage 3 National Strategy | ICT supply teachers: Participant’s resources © Crown copyright 2004DfES 0074-2004
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)
.
36 | Key Stage 3 National Strategy | ICT supply teachers: Participant’s resources © Crown copyright 2004DfES 0074-2004
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).
37 | Key Stage 3 National Strategy | ICT supply teachers: Participant’s resources © Crown copyright 2004DfES 0074-2004
Session 1 slides
39 | Key Stage 3 National Strategy | ICT supply teachers: Participant’s resources | Slides © Crown copyright 2004DfES 0074-2004
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41 | Key Stage 3 National Strategy | ICT supply teachers: Participant’s resources | Slides © Crown copyright 2004DfES 0074-2004
Session 2 slides
42 | Key Stage 3 National Strategy | ICT supply teachers: Participant’s resources | Slides © Crown copyright 2004DfES 0074-2004
Session 3 slides
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44 | Key Stage 3 National Strategy | ICT supply teachers: Participant’s resources | Slides © Crown copyright 2004DfES 0074-2004
45 | Key Stage 3 National Strategy | ICT supply teachers: Participant’s resources | Slides © Crown copyright 2004DfES 0074-2004
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Session 4 slides
48 | Key Stage 3 National Strategy | ICT supply teachers: Participant’s resources | Slides © Crown copyright 2004DfES 0074-2004
49 | Key Stage 3 National Strategy | ICT supply teachers: Participant’s resources | Slides © Crown copyright 2004DfES 0074-2004
50 | Key Stage 3 National Strategy | ICT supply teachers: Participant’s resources | Slides © Crown copyright 2004DfES 0074-2004
51 | Key Stage 3 National Strategy | ICT supply teachers: Participant’s resources | Slides © Crown copyright 2004DfES 0074-2004
52 | Key Stage 3 National Strategy | ICT supply teachers: Participant’s resources | Slides © Crown copyright 2004DfES 0074-2004
53 | Key Stage 3 National Strategy | ICT supply teachers: Participant’s resources © Crown copyright 2004DfES 0074-2004
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
Copies of this document may be available from:
DfES Publications Tel: 0845 60 222 60Fax: 0845 60 333 60Textphone: 0845 60 555 60e-mail: [email protected]
Ref: DfES 0074-2004 G
© Crown copyright 2004
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AC
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03-
2004