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Guidance

Curriculum andStandards

ICT consultants andICT teachers Status: Recommended

Date of issue: 09-2004

Ref: DfES 0649-2004 G

Increasing pupils’rates of progress in ICTNotes for tutors

Increasing pupils’ rates ofprogress in ICT

Notes for tutors

2 | Key Stage 3 National Strategy | Increasing pupils’ rates of progress in ICT | Resources for tutorsDfES 0649-2004 G | Crown copyright 2004

Disclaimer

The Department for Education and Skills wishesto make clear that the Department and its agentsaccept no responsibility for the actual content ofany materials suggested as information sourcesin this document, whether these are in the formof printed publications or on a website.

In these materials icons, logos, softwareproducts and websites are used for contextualand practical reasons. Their use should not beinterpreted as an endorsement of particularcompanies or their products.

The websites referred to in these materialsexisted at the time of going to print. Tutorsshould check all website references carefully tosee if they have changed and substitute otherreferences where appropriate.


Contents

Acknowledgements 4

Introduction 5

Overview of the sessions 5

Pre-unit task 6

Resources needed 7

Session 1 What does progression look like? 10

Session 2 Teaching for progression: key concepts 36

Session 3 Teaching for progression: thinking skills 68

Session 4 Departmental pathways to effective progression 94

Evaluation forms 103


Acknowledgements

With thanks to:

Saltash Community School, Saltash, Cornwall and Blessed Robert Johnson CatholicCollege, Telford for their involvement in the production of the video sequences.

Qualifications and Curriculum Authority (QCA) for the use of the ICT key characteristicsdocument and support in work in progression in ICT.

Introduction

This training unit is intended to support subject leaders in their work with teachers toincrease the rate of progress made by all pupils. The four sessions focus on exploringeffective teaching strategies to ensure that all pupils make the maximum progressthrough the key stage. Participants will focus on how to teach the yearly teachingobjectives for Years 7, 8 and 9 by identifying some of the major steps in pupils’learning through the key concepts and the ICT-related thinking skills. The materials aredesigned to be used flexibly, tailoring your training to the experiences and expertise ofparticipants.

Overview of the sessions

Session 1 What does progression look like? 75 minutes

Session 2 Teaching for progression: key concepts 90 minutes

Session 3 Teaching for progression: thinking skills 90 minutes

Session 4 Departmental pathways to effective progression 45 minutes

Session 1What does progression look like?

This session reviews previous training days related to progression into Year 7 andthrough Year 9. The work on levelness is extended through an additional resource thatdetails levels 3 through to 7. Further planning tools to support subject leaders andteachers in identifying progression are introduced. Participants are finally introduced toa different view of progression through a new tool that identifies the major contributionthat thinking skills make to ICT capability and vice versa.

Objectives

• To familiarise participants with the levelness statements for levels 3–7

• To understand how key concepts are developed through the sample teachingunits (STUs)

• To align the ICT-related thinking skills with the National Curriculum thinking skills

Session 2Teaching for progression: key concepts

During this session participants get the opportunity to explore in greater detailprogression in control and monitoring and in models and modelling, and ways inwhich teaching can be modified and/or made more focused to improve the rate ofprogress made by pupils. During the session participants will be shown video footageof classroom teaching and a departmental meeting to illustrate how subject leadersmight introduce some of this thinking to their department.

Objectives

• To understand progression in control and monitoring and in models and modelling

• To identify pedagogical approaches that support pupils in developing newconcepts and understanding


• To understand how subject leaders can use department meetings to informcolleagues and support progression in the classroom

Session 3Teaching for progression: thinking skills

This session takes the application of ICT-related thinking skills and identifies the explicitand implicit references to them in the sample teaching units (STUs). Participantsidentify further opportunities where these thinking skills can be developed, what pupilsneed to be taught to achieve the next step and the pedagogical approaches neededto achieve this.

Objectives

• To identify the thinking skills that aid ICT progression in teaching and planning

• To identify pedagogical approaches that increase progress in ICT capability

Session 4Departmental pathways to effective progression

This session gives participants the opportunity to reflect on the previous threesessions and begin to plan which specific aspects of the training they will use withtheir teachers and how. There is an opportunity to discuss the most appropriate wayto work with colleagues and to begin to create a departmental action plan.

Objective

• To plan effective teaching strategies to increase the rate of progress for all pupils

Pre-unit task

Before this unit participants are expected to:

• review both the Progression into and through Year 9 and the Year 7: transfer andprogression in ICT training materials;

• establish the key messages from these training days that look at how participantscan:

– develop Year 9 pupils in order that they are ready to progress to Key Stage 4;

– understand the issues of differentiation needed to support pupils coming intoYear 7 with a range of experiences;

• list the activities their school has engaged in following these two training days,identify any successes and bring this list to the training.

You will need to write to schools well in advance of the training to inform participantsof the pre-unit task. A copy of the instructions for the pre-unit task is included with thehandouts in these notes.


Resources needed For all sessions

For the tutor

• Computer with projection facilities

• Software for presentation

• Whiteboard or flipchart

• Sticky notes

• Flipchart paper and pens

For the participants

• Handout 1.1 Action planner

For each session

Session 1

For the tutor

• IP session1.ppt, Slide presentation for session 1

• Pre-unit task

• Evaluation form

Some of the following Key messages leaflets should be available:

• Year 9: Boosting achievement in ICT

• Year 7: transfer and progression in ICT

• Progression into and through Year 9

For each participant

• Completed pre-unit task


• Handout 1.2 What makes a level 3, 4, 5, 6, 7?

• Handout 1.3 Route map through the STUs

• Handout 1.4 Yearly teaching objectives

• Handout 1.5 National Curriculum thinking skills

• Handout 1.6 Application of thinking skills in the ICT curriculum

For each small group of participants

• Flipchart and pens

Session 2

For the tutor


• Video sequence 1

• Tutor resource 2.1 copied as necessary to provide sufficient cards when cut up


• Tutor resource 2.2 copied as necessary to provide sufficient sections when cut up

• Sufficient copies of handout 2.2 for one per small group of participants

• Sufficient copies of STUs 7.4, 8.4, 8.5 and 9.3 for one set per small group ofparticipants



• Handout 2.1 Progression guide for control and monitoring

• Handout 2.2 Introduce – apply – reflect

• Handout 2.3 Video questions

• Handout 2.4a Progression guide for models and modelling

• Handout 2.4b Progression guide for models and modelling

• Handout 2.5 Teaching for progression in models and modelling

• Handout 2.6 Guided group work

• Red, orange and green highlighter pens

Session 3

For the tutor



• A selection of STUs from Years 7, 8 and 9




• Handout 3.1a Evaluation: audience and purpose

• Handout 3.1b Evaluation: audience and purpose

• Handout 3.2 Summary of sample teaching units (STUs)

• Handout 3.3 Overview of case study 9.3

• Handout 3.4 Teacher planning

• Handout 3.5 Video sequence 2: Case study 9.3

• Handout 3.6 Enquiry – planning

Session 4

For the tutor



• Sufficient copies of tutor resource 4.1 to give to participants





• Handout 4.1 Teaching strategies

• Handout 4.2 Department meeting actions




What does progression look like?

Objectives


• To understand how key concepts are developed through the sample teachingunits (STUs)


Preparation and planning

• Ensure that participants have their pre-unit task available

• Write up activity 1.1 on a flipchart

Resources

For the tutor


• Pre-unit task

• Evaluation form

Some of the following Key messages leaflets should be available:

• Year 9: boosting achievement in ICT




• Completed pre-unit task


• Handout 1.2 What makes a level 3, 4, 5, 6, 7?

• Handout 1.3 Route map through the STUs

• Handout 1.4 Yearly teaching objectives

• Handout 1.5 National Curriculum thinking skills





1Session

Session outline 75 minutes

Introduction 5 minutes

The story of the day 10 minutes

Levelness 15 minutes

Route maps 15 minutes

Thinking skills 25 minutes

Plenary 5 minutes


Before participants arrive, load IP session1.ppt and show slide 1.0.

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 objectivesfor the day. Run through the objectives briefly.

Say that the aim of this training is to ensure that all ICT departments have clearexpectations for pupils’ progress of between one and two levels over Key Stage 3 and are able to deploy specific strategies for accelerating progress in the subject,leading to higher proportions of pupils improving by two levels by the end of 2005,2006 and 2007. This training is paralleled by units in English, mathematics andscience.


Slide 1.0

Increasing pupils’ rates of progress in ICT

Slide 1.0

Slide 1.1

Objectives: Increasing pupils’ rates of progress in ICT Slide 1.1

• To increase pupils’ rates of progress in ICT by ensuring clear expectations for pupils’progress of between one and two levels over Key Stage 3

• To explore strategies to accelerate progress through more focused teaching

• To identify ways in which departments can plan effectively to increase the rates ofprogress for all pupils

Additional guidance

You may wish to add information about the training dates for core subjects.

Say that this training builds on work already covered and brings together many of theKey Stage 3 ICT key messages. In particular it builds on the following training.



• Standards and assessment training

It also aims to encourage departments and subject leaders to reflect on how they canfurther use the optional training offered for individual teachers, including:

• Web technologies;

• Modelling;

• Communication: text and graphics;

• Control and monitoring;

• Handling data;

• Communication: sound and video.

Acknowledge that there has been much progress in two years. This day aims to bringall of the previous work together in order that as many pupils as possible have thebest chance of gaining level 5 or level 6.

Show slide 1.2.

The story of the day 10 minutes

Remind participants that the focus is on level 5 because this is the expectedachievement for the majority of 14-year-olds nationally across all subjects. Remindparticipants that there is a national target of 85% level 5+ for 2007.

Additional guidance

You may also wish to take this opportunity to reflect on the progress made last yearin terms of reaching Key Stage 3 ICT LEA targets and what the targets are for nextyear.

Say that, although the focus is on level 5, it is vital that we ensure that all pupils makegood progress through Key Stage 3. In mathematics in 2003, 49% of pupils achievedlevel 6 at the end of Key Stage 3.


T

Relationship between KS3 and GCSE outcomes Slide 1.2

English Mathematics Science 5 A*– Cs

5 5 5 55%

6 5 5 79%

6 6 6 97%

Slide 1.2

T

Remind participants that data from QCA shows that level 5 and 6 results in coresubjects at the end of Key Stage 3 are a crucial indicator of pupils’ chances ofsuccess at GCSE. Refer to slide 1.2, which identifies that the impact of an effectiveKey Stage 3 is a more effective Key Stage 4. By improving the rate of progress at KeyStage 3 teachers significantly enhance pupils’ ability to be successful at Key Stage 4.For example, getting a level 6 in English improves a pupil’s chance of gaining 5 A*–Csfrom 55% to 79%.

While we have less data for ICT, common sense tell us that similar inferences can bemade. The Year 9 training concentrated on developing:

• independent working;

• problem-solving skills;

• planning skills.

These are common features of the demands of course work and projects across allsubjects and throughout pupils’ lives. This training focuses on exploring effectiveteaching strategies to ensure that all pupils make the maximum progress through thekey stage. It will focus on how to teach the yearly teaching objectives for Years 7, 8and 9 by identifying some of the major steps in pupils’ learning through the keyconcepts and the ICT-related thinking skills.

Having identified the steps that pupils need to take on the journey through the yearlyteaching objectives, participants will explore the sample teaching units (STUs) foropportunities to:

• develop additional activities/lessons;

• develop alternative activities/lessons;

• identify specific pedagogical approaches that are most appropriate for theknowledge, skills and/or understanding being developed.

In order to help teachers identify these, three new tools have been developed.

1. The levelness statements have been extended to include all levels from 3 to 7.

2. The concepts pupils need to progress within, control and monitoring, and modelsand modelling, have been identified and matched against the level statements.

3. Progression in the application of thinking skills in the ICT curriculum has beendefined.

Show slide 1.3, the objectives for this session.

Talk through the objectives on the slide.


Objectives for session 1 Slide 1.3


• To understand how key concepts are developed through the sample teaching units(STUs)


Slide 1.3

The day will give participants the opportunity to explore departmental pathways toimproving progress.

Ask participants to find handout 1.1, their action planner, and explain that throughoutthe day they should use side 1 as a rough jotter during each session.

Remind them of the pre-unit task: they should be familiar with the material alreadyavailable for improving transfer into Year 7 and how to support pupils in progressingsmoothly into and through Year 9. Both training days had a major focus onprogression.


Handout 1.1

Pre-unit task

Action planner

5 | Key Stage 3 National Strategy | Increasing pupils’ rates of progress in ICT | Resources for participantsDfES 0645-2004 G | Crown copyright 2004

Handout 1.1

Session Actions

1. What does progression look like?

2. Teaching for progression: key concepts

3. Teaching for progression: thinking skills

4. Departmental pathways to effective progression


Handout 1.1 cont.

Action planner

School Position

Teacher E-mail/contact

Actions

Next week:

Next term:

Next year:

Actions for the short and medium term

Pre-unit task



• establish the key messages from these training days that look at how participantscan:– develop Year 9 pupils in order that they are ready to progress to Key Stage 4;




Show slide 1.4 and say that it shows three key messages from each of the relatedtraining units.

Activity 1.1 5 minutes

Ask participants to spend 5 minutes in small groups (e.g. groups around each table)discussing the key messages, identifying strategies being employed in theirdepartments in order to work towards these objectives.

Additional guidance

You should move from table to table listening to the discussions. Share any goodideas with the whole group at the end of the 5 minutes, otherwise move on.

Levelness 15 minutes

Remind participants that the Year 9: boosting achievement in ICT leaflet provided atable of ‘What makes a level 5?’. Similar tables have now been produced for levels 3,4, 6 and 7.

Activity 1.2

Show slide 1.5.


Slide 1.4

Slide 1.5

Year 7

Identify what pupils alreadyknow, understand and can do

Build on this prior learning toensure progression

Plan lessons taking intoaccount variation in pupils’experience

Year 9

Develop pupils’ skills increating information systems

Develop and encourage pupilsas independent learners

Identify and extend projects toallow pupils to apply capability

Levelness in ICT Slide 1.5

Activity 1.2

For this activity use handout 1.2 What makes a level 3, 4, 5, 6, 7?

• Pick out the key words and phrases in the Characteristics column that indicateprogression

• Record these on your flipchart for others to see

Progression into Year 7 and through Year 9 Slide 1.4

T

Ask participants to find their copy of handout 1.2. Explain that all levels have beenamalgamated onto the handout.

Participants will work in small groups. Ask the groups to identify, at each level, the keywords and phrases that indicate progression. When the group have agreed each level,they should write them on flipchart paper. After 5 minutes make sure that each table isrecording ideas on flipchart paper. While groups are working identify good examples toshare at the end of the activity, writing these on your own flipchart.

Additional guidance

The key characteristics from the National Curriculum in Action site are also availableon the CD-ROM. You may wish to use this as an additional resource for this activity.

Bring the activity to a close by pointing out one or two good examples and usingsome of the ideas listed below.

Examples

• Level 3 pupils: use – solve simple – understand – demonstrate – explore – select –develop – present;

• Level 4 pupils: produce – make decisions – interpret, develop and refine – query –combine information;

• Level 5 pupils: structure – combine – justify – check – fitness for purpose –audience;

• Level 6 pupils: test – integrate information – are efficient – predict – are precise –evaluate effectiveness – test;

• Level 7 pupils: scope – document – analyse – design – implement – test –evaluate – complex – user feedback.

In the plenary remind participants that this day is about progressing from one level tothe next. Select one of the words or phrases from level 3, ask the group to identify anappropriate word/phrase at level 4, level 5 etc.



Handout 1.2 cont.

Characteristics of level 7

Solutions combine a variety of ICT-based sourcesas well as using other sources, taking account ofthe needs of different audiences. For example, asingle problem may require more than one solutiondepending on the audiences.

Pupils are able to scope and define theparameters and assumptions made within acomplex financial model as part of a system.Feedback from users and past records from asimilar system are used in order to develop andimprove the solution.

In producing their solutions they develop aspecification to enable a solution to a complexcontrol problem. They can record physical dataremotely and at specified time periods andconsider the amount of data required for effectiveanalysis.

At all stages they are able to demonstrate anddocument the stages of the system life cycle thatcharacterise their solution. They show how theyanalyse, design, implement and test the ICTsolution throughout development, taking accountof comments from the audience and their owntesting procedures. They are able to translateenquiries into the form required by the system.

Throughout, there is evidence of understandingthe most suitable information sources andinformation handling applications. Evaluationsshow an awareness of how needs will informfuture planning. They identify the advantages andlimitations of different information handlingapplications.

Exemplification in the STUs

In case study 9.3 publicity materials are plannedand created including automated processessuitable for the audiences. Solutions are justified,for example a pupil poster may be appropriate foradvertising within the school, but a leaflet orpersonalised letter is more suitable forcommunicating with the wider audience outsidethe school.

In STU 8.5 pupils produce a financial model tocheck the profitability of producing a variety ofplants. In order to demonstrate level 7achievement they would need to be givenopportunities to develop this model in the contextof a local garden centre, having opportunities tocompare performance with information in similarventures. In case study 9.3 the financial modelwould link prices, booking and costs. A range ofpotential users would try out the solution and givefeedback.

In case study 9.1 they use sensors to control theflume ride at various points in the system, takingaccount of the different elements of the systemand the need to use sensors and time delays toensure that the whole system works safely andeffectively.

In case study 9.2 they produce and document adatabase to meet the needs of the hypothesisdeveloped. The system is documented andannotated to show how it is refined to meet theneeds of the audience. In testing, the languageused is specific to the database needs.

Selecting appropriate information and developinginformation systems are exemplified in case study9.2 with some elements in case study 9.3 andSTU 8.5.

What makes a level 7?


Handout 1.2 cont.


Solutions combine information from a range ofsources, taking account of greater complexity andinformation from the industrial and business world.Pupils discuss the impact of ICT on society.

Solutions consider a variety of audiences. Pupilsare able to justify their solution in terms of itsefficiency for the identified audience, comparing itwith known examples.

All their solutions increasingly show a clearunderstanding of the ‘input, process, output’sequence of events. This is an iterative process,where pupils find things out, develop ideas andshare information. This process may be repeatedmore than once in producing the solution. Pupilspredict outcomes, develop, try out and refinesequences of instructions, showing precision andefficiency in producing these instructions.

Pupils develop an ICT-based model by changingthe rules to solve a given task and comparingthese results to other information. At all stagesthey are able to justify choices against criteriadevised using knowledge from a greater range ofsources. They are critical of solutions and evaluateeffectiveness.

Solutions are developed with increasing integrationof elements from different software to develop anefficient solution. This may include usingautomated features.


Illustrated in STUs 8.5, 9.2 and 9.3.

In STU 8.2 pupils produce linked web pagesconsidering a range of audiences. They create astructure with links to navigate the web pagessuitable for different audiences. In order todemonstrate level 6 achievement they would needto be given opportunities to demonstrate how theirsolution is efficient. They might demonstrate thisby setting up hyperlinks that create a suitablestructure for the audience.

In STUs 8.5 and 9.1 pupils plan instructions whichwhen used will deliver an efficient solution to theproblem. In producing a control program tosequence the different stages of the water ride,they use variables to track the boats on the rideand increase the safety factors in refining theirsolution.

In case study 9.3 pupils establish a theatre ticketsystem. At the outset they gather information fromestablished systems and develop criteria for asuccessful solution. Throughout the developmentthey annotate their work using comment boxesand callouts to illustrate refinements made to thework as it progresses. They test their solutionagainst the agreed criteria.

In STU 8.5 pupils develop a database. Thisdatabase of information is then integrated indifferent parts of the solution, including creating aninvoice and using mail merge to personalise themailing of the leaflet for advertising.



Handout 1.2 cont.


Solutions will combine the use of ICT tools and notjust combine text and graphics.

Pupils make decisions about content, structureand fitness for purpose and are able to justify theirchoices.

All their solutions show a clear understanding ofthe ‘input, process, output’ sequence of events.

At all stages they will be able to justify choices andshow the process they have gone through. Theywill show evidence of understanding through theirwork, not just that they can manipulate a piece ofsoftware.

Throughout, there is evidence of checking theaccuracy and plausibility of both the informationthey select and their own outcomes.


Illustrated in STUs 8.2 and 8.5 for example.

In STU 7.3 pupils produce a leaflet with thestructure and content predetermined. In order todemonstrate level 5 achievement they would needto be given opportunities to choose their ownstructure and content and be able to justify theirchoices. They might demonstrate this by showinga number of solutions and talking about why theyhave made a particular choice.

For example, they will be able to identify theinformation they need to put into a model, explorethe relationships, change the variables in order tocheck hypotheses, answer ‘what if …?’ questionsand communicate some solutions. This isexemplified in STUs 8.4 and 7.6.

For example, by annotating their work, showingrefinements made to a piece of work as itprogresses, producing a portfolio or a display asexemplified in STU 7.3.

For example, in STUs 7.4 and 8.4 they selectappropriate information and choose the rightgraphs, diagrams and layouts for the task. Theycheck that their results are accurate.



Handout 1.2 cont.


Pupils produce solutions which combineinformation from different sources, checking thevalidity of their sources, e.g. text and pictures fromthe Internet and school intranet. They comparetheir use of ICT with other methods.

Pupils make decisions about the information theychoose: they interpret, develop and refine it. Theywill be able to refine against given criteria.

All their solutions will show that they can identify apurpose and the intended audience, and use ICTto refine the solution.

At all stages they are able to plan, test and refineinstructions to solve their problem.

Throughout, there is evidence that pupils arebeginning to query the value of any information,checking for errors and plausibility of anyconclusions they derive. They recognise that poorquality information leads to unreliable results.

Pupils explore patterns and relationships, refining amodel to arrive at the solution. Pupils understandthat ICT-based models/simulations can be used toforecast outcomes. Pupils ask ‘what if …?’questions to test the plausibility of the model andinterpret the results.

They exchange information in a variety of waysincluding via e-mail.


Illustrated, for example, in STU 7.2 where pupilsselect and evaluate information from the Internetand STU 7.5 where pupils extract information fromlarge data sets, check its source and the suitabilityof the output.

In STU 7.3 pupils produce a leaflet with thestructure and content predetermined. In order todemonstrate level 4 achievement they would needto be given opportunities to develop their leaflet fora specific purpose, ensuring that their leaflet meetsthe criteria given. They might demonstrate this byannotating their leaflet against the agreed criteria.

In STUs 7.1 and 7.3 pupils have a clearly-definedpurpose and audience against which they evaluateand refine their work. They develop their solutionto ensure that it meets the purpose set.

In STU 7.6 pupils plan a simple solution to controlthe temperature of a room, test the solution andmake amendments to ensure that it works.

Developing the model in STU 7.4, pupils need tocheck that their solutions are accurate and valid.

In STU 7.4 pupils develop the model as they test.In 7.4 the disco model has more variables addedas the ‘what if …?’ questions are asked in relationto profitability on different days.


What makes a level 3, 4, 5, 6, 7?

Pupils working at different levels in ICT demonstrate a number of characteristics. The following tables showthese characteristics and give examples of how these aspects may be accessed through the STUs.



Handout 1.2


Pupils use ICT to solve simple problems.

Pupils understand that they may need to use morethan one ICT tool to solve their problem.

Pupils understand and demonstrate that ICT canbe used to develop and generate their ideas.

All their solutions demonstrate that they can orderinstructions to solve a problem.

Pupils use ICT to explore contexts and answerquestions.

Throughout, there is evidence of using ICT toaccess information from a range of sources –information which they select using indexes andsimple search techniques.

After using ICT to solve simple problems pupilspresent and exchange their ideas with others.


Illustrated in STUs 7.4 and 7.6.

For example, in STUs 7.1 and 7.3 pupils use adigital camera to capture a suitable image whichthey manipulate using image editing software.They produce their solution in the form of apresentation or leaflet.

In STU 7.3 pupils use a given structure for a leafletwith elements of content already defined andavailable. In order to demonstrate level 3achievement they would need to be givenopportunities to develop the leaflet, makingappropriate choices to change the organisation ofthe leaflet and present their ideas.

In STU 7.6 pupils produce a flow chart todemonstrate how to make a cup of coffee.

In STU 7.4 pupils can use their models to solveproblems such as whether to advertise the discoand raise the entrance fee.

Selecting appropriate information and choosingthe right graphs as in STU 7.5.

In STU 7.1 pupils use ICT to produce apresentation about themselves which they presentto the rest of the class.

Handout 1.2

T

Put the completed flipcharts on the wall and ask participants to spend some timeduring one of the breaks observing the similarities between them.

Route maps 15 minutes

Explain that participants will now look at how the main themes in ICT are taughtthroughout the key stage. Refer participants to handout 1.3 and show slide 1.6.

Talk through the example on slide 1.6. Explain that this illustrates that all themes arecovered by the STUs. Say that this diagram represents a route through the STUs. Italso identifies a possible route for mapping the progression in the National Curriculum themes. Although the STUs explicitly identify some of the main yearlyteaching objectives being covered, others are not listed. For example, in STU 7.4when the pupils put together a report for the headteacher they are covering objectivesfrom the ‘exchanging and sharing information’ theme but this framework objective isnot listed.

Explain that it is expected that participants will have an understanding of the strengthsof their pupils and their department and will already have started to adapt the STUs.Another impact on their scheme of work will be the focus on assessment for learningand, in particular, objective-led teaching and associated learning outcomes.


Ask participants to spend 5 minutes, in pairs, looking at the routes and discussinghow they incorporate the STUs into their scheme of work in a way that also addressespupils’ prior learning and shows the needs of different groups.

After 5 minutes take one key point (that focuses on their route map) from each table ofparticipants and collate feedback on a flipchart.


Route map through the STUs

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Handout 1.3

Finding things out

7.2 7.5 8.1 8.3 8.4 8.5 9.2 9.3

Exchanging and sharing information

7.1 7.3 8.1 8.2 8.5 9.2 9.3

Developing ideas and making things happen

Analysing and automating processes

7.6 8.1 8.2 8.5 9.1 9.3

9.3


Control and monitoring

7.6 8.5 9.1

9.1


Models and modelling

7.4 8.58.4

Handout 1.3

Slide 1.6

Route maps Slide 1.6

Activity 1.3: Finding things out

7.2 7.5 8.1 8.3 8.4 8.5 9.2 9.3

Thinking skills 25 minutes

Say to participants that ICT teachers are good at teaching skills and techniques andalso at providing knowledge to pupils, but other things also contribute towards pupils’ growth as independent and purposeful users of ICT. Say that participantswould have been reminded of this when they scrutinised the levelness statements inactivity 1.1.

Ask participants if they can identify the five National Curriculum thinking skills. Takefeedback, then show slide 1.7.

Explain that many of the ICT-related thinking skills link very closely to these NationalCurriculum thinking skills. Use evaluation as an example. Evaluation is specificallymentioned throughout the Framework objectives for ICT, particularly in the keyconcept of fitness for purpose.

Refer participants to handout 1.4 and handout 1.5. Explain that handout 1.5 comesfrom National Curriculum Online: Learning across the curriculum – Thinking Skills atwww.nc.uk.net


Thinking skills Slide 1.7

Information processing

Reasoning

Enquiry

Creative thinking

Evaluation

Handout 1.4

Handout 1.5

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Handout 1.4 cont.

Finding things out

Using data and information sources• Select information sources and data systematically for an

identified purpose by:– judging the reliability of the information sources;– identifying possible bias due to sampling methods;– collecting valid, accurate data efficiently;– recognising potential misuse of collected data.

Searching and selecting• As part of a study, analyse high-volume quantitative and

qualitative data systematically by:– exploring the data to form and test hypotheses;– identifying correlations between variables;– drawing valid conclusions and making predictions;– reviewing the process of analysis and the plausibility of the

predictions or conclusions.

Organising and investigating• Construct, test and document the development of a database

system which shows:– a design specification;– appropriate means of data input and validation;– systematic testing of processes and reports;– evaluation of the system’s performance and suggested

modifications.


Analysing and automating processes• Automate ICT processes (e.g. use software to merge mail,

create macros in an application program).• Represent a system in a diagram, identifying all its parts,

including inputs, outputs and the processes used (e.g. tovalidate data).

Models and modelling• Design and create ICT-based models, testing and refining

rules or procedures.• Test hypotheses and predictions using models, comparing

their behaviour with information from other sources.

Control and monitoring• Use ICT to build and test an efficient system to monitor and

control events, including:– testing all elements of the system using appropriate test

data;– evaluating the system’s performance;– annotating work to highlight processes and justify decisions.

• Review and modify own or others’ monitoring and controlsystems to improve efficiency (e.g. use more efficientprocedures, reduce the number of instructions or procedures,add an element of feedback).


Fitness for purpose• Produce high quality ICT-based presentations by:

– creating clear presentations, sensitive to audience needs;– justifying the choice of form, style and content.

• Use knowledge of publications and media forms to devisecriteria to assess the quality and impact of multimediacommunications and presentations, and apply the criteria todevelop and refine own work.

Refining and presenting information• Use a wide range of ICT independently and efficiently to

combine, refine, interpret and present information by:– structuring, refining and synthesising information from a

range of sources;– selecting and using software effectively, justifying the

choices made.

Communicating• Apply knowledge of the technical issues involved to

communicate information efficiently (e.g. choose suitable filetypes to speed up transfer, use mail lists to speed upcommunication, use website tagging and hyperlinks to speedup searching).

• Understand the advantages, dangers and moral issues inusing ICT to manipulate and present information to largeunknown audiences (e.g. issues of ownership, quality control,exclusion, impact on particular communities).

Year 9 teaching objectivesNOTE: Objectives highlighted in a tint are related to reviewing, modifying and evaluating work as it progresses.

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Handout 1.4 cont.

Finding things out

Using data and information sources• Understand how the content and style of an information

source affect its suitability for particular purposes, byconsidering:– its mix of fact, opinion and material designed to advertise,

publicise or entertain;– the viewpoints it offers;– the clarity, accessibility and plausibility of the material.

• Devise and apply criteria to evaluate how well variousinformation sources will support a task.

• Justify the use of particular information sources to support aninvestigation or presentation.

Searching and selecting• Extend and refine search methods to be more efficient (e.g.

using synonyms and AND, OR, NOT).• Explain the advantages of the methods used by different

search engines and programs to search for data in variousformats.

Organising and investigating• In an investigation:

– use software options and formats to store, retrieve andpresent electronic material efficiently;

– explore and interpret collected data in order to drawconclusions;

– assess the consistency of conclusions with other evidence.• Understand:

– how data collection and storage are automated incommerce and some public services;

– the impact of electronic databases on commercial practiceand society;

– potential misuse of personal data.


Analysing and automating processes• Automate simple processes by:

– creating templates;– creating simple software routines (e.g. style sheets, web

queries, control techniques on web pages).• Consider the benefits and drawbacks of using ICT to

automate processes (e.g. using wizards, templates).• Represent simple design specifications as diagrams.

Models and modelling• Develop ICT-based models and test predictions by changing

variables and rules.• Draw and explain conclusions (e.g. ‘the best value for money

is obtained when …’).• Review and modify ICT models to improve their accuracy and

extend their scope (e.g. by introducing different or newvariables and producing further outcomes).

Control and monitoring• Develop and test a system to monitor and control events by:

– using sensors efficiently;– developing, testing and refining efficient sequences of

instructions and procedures;– assessing the effects of sampling and transmission rates on

the accuracy of data from sensors.• Understand how control and monitoring has affected

commercial and industrial processes (e.g. telecommunication,health and transport services).


Fitness for purpose• Recognise how different media and presentation techniques

convey similar content in ways that have different impacts.• Understand that an effective presentation or publication will

address audience expectations and needs (e.g. theaudience’s levels of literacy, familiarity with a topic).

• Devise criteria to evaluate the effectiveness of own and others’publications and presentations, and use the criteria to makerefinements.

Refining and presenting information• Plan and design presentations and publications, showing how

account has been taken of:– audience expectations and needs;– the ICT and media facilities available.

• Use a range of ICT tools efficiently to combine, refine andpresent information by:– extracting, combining and modifying relevant information for

specific purposes;– structuring a publication or presentation (e.g. using

document styles, templates, time lines in sound and videoediting, navigational structures in web media).

Communicating• Understand some of the technical issues involved in efficient

electronic communications (e.g. speed and bandwidth, sizeand type of file, features of different browsers and e-mailsoftware).

• Use ICT effectively to adapt material for publication to wider orremote audiences (e.g. as web articles or sites).


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Finding things out

Using data and information sources• Understand how the content and style of an information

source affect its suitability for particular purposes, byconsidering:– its mix of fact, opinion and material designed to advertise,

publicise or entertain;– the viewpoints it offers;– the clarity, accessibility and plausibility of the material.

• Devise and apply criteria to evaluate how well variousinformation sources will support a task.

• Justify the use of particular information sources to support aninvestigation or presentation.

Searching and selecting• Extend and refine search methods to be more efficient (e.g.

using synonyms and AND, OR, NOT).• Explain the advantages of the methods used by different

search engines and programs to search for data in variousformats.

Organising and investigating• In an investigation:

– use software options and formats to store, retrieve andpresent electronic material efficiently;

– explore and interpret collected data in order to drawconclusions;

– assess the consistency of conclusions with other evidence.• Understand:

– how data collection and storage are automated incommerce and some public services;

– the impact of electronic databases on commercial practiceand society;

– potential misuse of personal data.


Analysing and automating processes• Automate simple processes by:

– creating templates;– creating simple software routines (e.g. style sheets, web

queries, control techniques on web pages).• Consider the benefits and drawbacks of using ICT to

automate processes (e.g. using wizards, templates).• Represent simple design specifications as diagrams.

Models and modelling• Develop ICT-based models and test predictions by changing

variables and rules.• Draw and explain conclusions (e.g. ‘the best value for money

is obtained when …’).• Review and modify ICT models to improve their accuracy and

extend their scope (e.g. by introducing different or newvariables and producing further outcomes).

Control and monitoring• Develop and test a system to monitor and control events by:

– using sensors efficiently;– developing, testing and refining efficient sequences of

instructions and procedures;– assessing the effects of sampling and transmission rates on

the accuracy of data from sensors.• Understand how control and monitoring has affected

commercial and industrial processes (e.g. telecommunication,health and transport services).


Fitness for purpose• Recognise how different media and presentation techniques

convey similar content in ways that have different impacts.• Understand that an effective presentation or publication will

address audience expectations and needs (e.g. theaudience’s levels of literacy, familiarity with a topic).

• Devise criteria to evaluate the effectiveness of own and others’publications and presentations, and use the criteria to makerefinements.

Refining and presenting information• Plan and design presentations and publications, showing how

account has been taken of:– audience expectations and needs;– the ICT and media facilities available.

• Use a range of ICT tools efficiently to combine, refine andpresent information by:– extracting, combining and modifying relevant information for

specific purposes;– structuring a publication or presentation (e.g. using

document styles, templates, time lines in sound and videoediting, navigational structures in web media).

Communicating• Understand some of the technical issues involved in efficient

electronic communications (e.g. speed and bandwidth, sizeand type of file, features of different browsers and e-mailsoftware).

• Use ICT effectively to adapt material for publication to wider orremote audiences (e.g. as web articles or sites).


Slide 1.7

Show slide 1.8.

Talk through the example of creative thinking on the slide. Explain that this opportunityfor developing creative thinking skills is picked out from the yearly teaching objectivesfrom the ‘developing ideas and making things happen’ theme, but there will be otheryearly teaching objectives related to this.


Creative thinking Slide 1.8

Generating ideasYear 7 Models and modellingUse software to investigate and amend a simple model

Developing ideasYear 8 Control and monitoringDevelop and test a system to monitor and control events by developing, testing andrefining efficient sequences of instructions and procedures

HypothesisingYear 9 Models and modellingTest hypotheses and predictions using models, comparing their behaviour withinformation from other sources

Applying imaginationYear 8 Models and modellingDevelop ICT-based models and test predictions by changing variables and rulesYear 9 Models and modellingDesign and create ICT-based models, testing and refining rules or procedures

Seeking innovative alternativesYear 9 Control and monitoringReview and modify own or others’ monitoring and control systems to improveefficiency (e.g. use more efficient procedures, reduce the number of instructions orprocedures, add an element of feedback)

National Curriculum thinking skills


Finding relevant information

Sorting/classifying/sequencing information

Comparing/contrasting information

Identifying and analysing relationships

Reasoning

Giving reasons for opinions/actions

Inferring

Making deductions

Making informed judgements/decisions

Using precise language to reason

Enquiry

Asking questions

Defining questions for enquiry

Planning research

Predicting outcomes

Anticipating consequences

Drawing conclusions

Creative thinking

Generating ideas

Developing ideas

Hypothesising

Applying imagination

Seeking innovative alternatives

Evaluation

Developing evaluation criteria

Applying evaluation criteria

Judging the value of information and ideas


Handout 1.5

Slide 1.8


Ask participants to work in pairs on one of the other four thinking skills and its keyphrases. The task is for the pair to highlight key words in the Framework objectives forall three years that link directly to the thinking skill they have chosen. Ensure that allthe thinking skills are covered during this activity. After 7 minutes ask pairs to sharetheir conclusions. Take feedback on the other four skills.

Refer participants to handout 1.6 and explain to them that this document aims toplace the National Curriculum thinking skills in the context of ICT in a similar way.Although the wording of the document is slightly different from that of the yearlyteaching objectives, in essence it means the same. Not only does this documentfocus on ICT-related thinking skills but also on progression within them.

Ask participants to spend a further 5 minutes, in groups, identifying ways in which theICT curriculum and thinking skills form a positive relationship which will lead to pupils’increased progress.

After 5 minutes take one idea from each table.

Plenary 5 minutes

Refer participants to handout 1.1, their action planner.

Show slide 1.9 and remind teachers of the tools used in this session.

Ask participants to review their action planner (handout 1.1) and add anything thatrepresents an action arising from this session. Ask them to write down any questionsand areas for clarification that have been raised so far.

Explain that by the end of the day it is hoped that most of these issues will have beenaddressed. However, there will be an opportunity in the final session to raise anyunanswered queries.


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Handout 1.6

Thinking skills (NC)


Reasoning

Related ICT processes

Locating and finding, searching andselecting, organising (evaluation)

Make judgements, justifying, makedeductions, precision in thinking/logic.

Search using straightforward lines ofenquiry – how many? Search usingmenus, key words

Select information relevant to thetask. Organise their work so that theycan find it at a later date.

Justify by giving at least oneappropriate reason for a choice made.

Use simple criteria to explain choicesabout design, audience and purpose.

Ask straightforward questions toassess the plausibility of information.

Search using a range of techniques andbe able to refine a search. Develop a keyword into a string search/Boolean.

Select information, questioning the valueof the information found. Understand thatinformation has an author and purposeand may contain bias.

Organise into a form suitable forprocessing. Understand that the structureaffects the efficiency with which they cansort and search data.

Justify choices against given and owncriteria.

In discussion be able to create owncriteria. Able to question the plausibilityof a range of information from a range ofsources.

Interpret data in order to drawconclusions.

Search efficiently. Know that differentsearch engines work in different ways,that data can be gathered automatically,that sampling can affect the plausibilityand accuracy of information derived.

Select information, questioning the valueof the information found. Understand thatinformation has an author and purposeand may contain bias. Where appropriateverify information against other sources.

Organise information efficiently andwhere appropriate develop informationsystems. Understand that software can beintegrated which might allow data to beautomatically updated creating dynamicinformation systems. When using ICTbuild in validation rules to minimise errorsand ensure accuracy.

Justify against own and ‘customer’criteria that evidence efficiency andintegration.

Interpret and understand data structuresand reports in order to draw conclusionsand evaluate their evidence base.

Application of thinking skills in the ICT curriculum18

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Handout 1.6 cont.

Thinking skills (NC)

Enquiry

Creative thinking

Evaluation

Related ICT processes

Task definition, planning, testing

Hypothesise, generate and extend,look for alternatives (modelling)

Evaluate information, audience,purpose, develop criteria for judgingown and others’ work, bias, testing

Plan by identifying what information isrequired to answer a straightforwardproblem.

Explore possibilities, options, byasking ‘what if …?’ questions in givenmodels.

Develop ideas in successive steps,maybe through trial and error. Knowthat changes can be easily made andundone.

Design elements of a simple productusing their own preferences.

Evaluate information sources inrelation to the task.

Evaluate own work against how wellit meets the need of the task.

Understand the concept of audiencewhen related to self, peers and family.

Demonstrate understanding throughtheir work.

Test a simple system to check that itworks.

Plan by identifying the informationneeded, how it will be processed, the ICTtools required and the output. Modularity.

Develop and explore options by buildingstraightforward simple models that includeand demonstrate an understanding ofvariables.

Develop ideas iteratively using criteria toinform successive versions.

Design simple products, be able to justifychoices in terms of audience andpurpose.

Evaluate information sourcesrecognising accuracy, plausibility and bias.

Evaluate own work against criteria thatthey develop in relation to the externalsources.

Create suitable material for a specificaudience and purpose. Be able toexplain why and how decisions madeimpact on both.

Test and refine instructions to solve aproblem.

Plan by identifying the informationneeded, how it will be processed, the ICTtools required and the outputs.

Consider its constituent parts: order,sequence, the dependencies, scope.

Develop and explore options by buildingstraightforward models that explorerelationships through the understandingand use of rules and variables.

Develop ideas using feedback fromusers, external audiences, etc. resulting insolutions fit for purpose.

Design complex systems for an externalaudience having identified the need.

Evaluate information sourcesrecognising accuracy, plausibility and biasand, where appropriate, verify againstother sources.

Evaluate solution using feedback fromusers, external audiences, etc. resulting infitness for purpose.

Be able to demonstrate a clear sense ofaudience and purpose, both individualsand communities. Be able to articulate howdifferent decisions will impact on both.

Test and refine instructions takingaccount of comments from intendedaudience.

Application of thinking skills in the ICT curriculum

Slide 1.9

Plenary Slide 1.9

Tools used in this session:

• levelness statements – levels 3, 4, 5, 6, 7

• route maps through the STUs

• application of thinking skills in the ICT curriculum

Handout 1.6

Pre-unit task



• review the key messages from these training days that look at how participantscan:– develop Year 9 pupils in order that they are ready to progress to Key Stage 4;




Action planner


Handout 1.1

Session Actions

1. What does progression look like?

2. Teaching for progression: key concepts

3. Teaching for progression: thinking skills

4. Departmental pathways to effective progression


Handout 1.1 cont.

Action planner

School Position

Teacher E-mail/contact

Actions

Next week:

Next term:

Next year:

Actions for the short and medium term

What makes a level 3, 4, 5, 6, 7?

Pupils working at different levels in ICT demonstrate a number of characteristics. The following tables showthese characteristics and give examples of how these aspects may be accessed through the STUs.



Handout 1.2


Pupils use ICT to solve simple problems.

Pupils understand that they may need to use morethan one ICT tool to solve their problem.

Pupils understand and demonstrate that ICT canbe used to develop and generate their ideas.

All their solutions demonstrate that they can orderinstructions to solve a problem.

Pupils use ICT to explore contexts and answerquestions.

Throughout, there is evidence of using ICT toaccess information from a range of sources –information which they select using indexes andsimple search techniques.

After using ICT to solve simple problems pupilspresent and exchange their ideas with others.


Illustrated in STUs 7.4 and 7.6.

For example, in STUs 7.1 and 7.3 pupils use adigital camera to capture a suitable image whichthey manipulate using image editing software.They produce their solution in the form of apresentation or leaflet.

In STU 7.3 pupils use a given structure for a leafletwith elements of content already defined andavailable. In order to demonstrate level 3achievement they would need to be givenopportunities to develop the leaflet, makingappropriate choices to change the organisation ofthe leaflet and present their ideas.

In STU 7.6 pupils produce a flow chart todemonstrate how to make a cup of coffee.

In STU 7.4 pupils can use their models to solveproblems such as whether to advertise the discoand raise the entrance fee.

Selecting appropriate information and choosingthe right graphs as in STU 7.5.

In STU 7.1 pupils use ICT to produce apresentation about themselves which they presentto the rest of the class.


Handout 1.2 cont.


Pupils produce solutions which combineinformation from different sources, checking thevalidity of their sources, e.g. text and pictures fromthe Internet and school intranet. They comparetheir use of ICT with other methods.

Pupils make decisions about the information theychoose: they interpret, develop and refine it. Theywill be able to refine against given criteria.

All their solutions will show that they can identify apurpose and the intended audience, and use ICTto refine the solution.

At all stages they are able to plan, test and refineinstructions to solve their problem.

Throughout, there is evidence that pupils arebeginning to query the value of any information,checking for errors and plausibility of anyconclusions they derive. They recognise that poorquality information leads to unreliable results.

Pupils explore patterns and relationships, refining amodel to arrive at the solution. Pupils understandthat ICT-based models/simulations can be used toforecast outcomes. Pupils ask ‘what if …?’questions to test the plausibility of the model andinterpret the results.

They exchange information in a variety of waysincluding via e-mail.


Illustrated, for example, in STU 7.2 where pupilsselect and evaluate information from the Internetand STU 7.5 where pupils extract information fromlarge data sets, check its source and the suitabilityof the output.

In STU 7.3 pupils produce a leaflet with thestructure and content predetermined. In order todemonstrate level 4 achievement they would needto be given opportunities to develop their leaflet fora specific purpose, ensuring that their leaflet meetsthe criteria given. They might demonstrate this byannotating their leaflet against the agreed criteria.

In STUs 7.1 and 7.3 pupils have a clearly-definedpurpose and audience against which they evaluateand refine their work. They develop their solutionto ensure that it meets the purpose set.

In STU 7.6 pupils plan a simple solution to controlthe temperature of a room, test the solution andmake amendments to ensure that it works.

Developing the model in STU 7.4, pupils need tocheck that their solutions are accurate and valid.

In STU 7.4 pupils develop the model as they test.In 7.4 the disco model has more variables addedas the ‘what if …?’ questions are asked in relationto profitability on different days.



Handout 1.2 cont.


Solutions will combine the use of ICT tools and notjust combine text and graphics.

Pupils make decisions about content, structureand fitness for purpose and are able to justify theirchoices.

All their solutions show a clear understanding ofthe ‘input, process, output’ sequence of events.

At all stages they will be able to justify choices andshow the process they have gone through. Theywill show evidence of understanding through theirwork, not just that they can manipulate a piece ofsoftware.

Throughout, there is evidence of checking theaccuracy and plausibility of both the informationthey select and their own outcomes.


Illustrated in STUs 8.2 and 8.5 for example.

In STU 7.3 pupils produce a leaflet with thestructure and content predetermined. In order todemonstrate level 5 achievement they would needto be given opportunities to choose their ownstructure and content and be able to justify theirchoices. They might demonstrate this by showinga number of solutions and talking about why theyhave made a particular choice.

For example, they will be able to identify theinformation they need to put into a model, explorethe relationships, change the variables in order tocheck hypotheses, answer ‘what if …?’ questionsand communicate some solutions. This isexemplified in STUs 8.4 and 7.6.

For example, by annotating their work, showingrefinements made to a piece of work as itprogresses, producing a portfolio or a display asexemplified in STU 7.3.

For example in STUs 7.4 and 8.4 they selectappropriate information and choose the rightgraphs, diagrams and layouts for the task. Theycheck that their results are accurate.



Handout 1.2 cont.


Solutions combine information from a range ofsources, taking account of greater complexity andinformation from the industrial and business world.Pupils discuss the impact of ICT on society.

Solutions consider a variety of audiences. Pupilsare able to justify their solution in terms of itsefficiency for the identified audience, comparing itwith known examples.

All their solutions increasingly show a clearunderstanding of the ‘input, process, output’sequence of events. This is an iterative process,where pupils find things out, develop ideas andshare information. This process may be repeatedmore than once in producing the solution. Pupilspredict outcomes, develop, try out and refinesequences of instructions, showing precision andefficiency in producing these instructions.

Pupils develop an ICT-based model by changingthe rules to solve a given task and comparingthese results to other information. At all stagesthey are able to justify choices against criteriadevised using knowledge from a greater range ofsources. They are critical of solutions and evaluateeffectiveness.

Solutions are developed with increasing integrationof elements from different software to develop anefficient solution. This may include usingautomated features.


Illustrated in STUs 8.5, 9.2 and 9.3.

In STU 8.2 pupils produce linked web pagesconsidering a range of audiences. They create astructure with links to navigate the web pagessuitable for different audiences. In order todemonstrate level 6 achievement they would needto be given opportunities to demonstrate how theirsolution is efficient. They might demonstrate thisby setting up hyperlinks that create a suitablestructure for the audience.

In STUs 8.5 and 9.1 pupils plan instructions whichwhen used will deliver an efficient solution to theproblem. In producing a control program tosequence the different stages of the water ride,they use variables to track the boats on the rideand increase the safety factors in refining theirsolution.

In case study 9.3 pupils establish a theatre ticketsystem. At the outset they gather information fromestablished systems and develop criteria for asuccessful solution. Throughout the developmentthey annotate their work using comment boxesand callouts to illustrate refinements made to thework as it progresses. They test their solutionagainst the agreed criteria.

In STU 8.5 pupils develop a database. Thisdatabase of information is then integrated indifferent parts of the solution, including creating aninvoice and using mail merge to personalise themailing of the leaflet for advertising.



Handout 1.2 cont.


Solutions combine a variety of ICT-based sourcesas well as using other sources, taking account ofthe needs of different audiences. For example, asingle problem may require more than one solutiondepending on the audiences.

Pupils are able to scope and define theparameters and assumptions made within acomplex financial model as part of a system.Feedback from users and past records from asimilar system are used in order to develop andimprove the solution.

In producing their solutions they develop aspecification to enable a solution to a complexcontrol problem. They can record physical dataremotely and at specified time periods andconsider the amount of data required for effectiveanalysis.

At all stages they are able to demonstrate anddocument the stages of the system life cycle thatcharacterise their solution. They show how theyanalyse, design, implement and test the ICTsolution throughout development, taking accountof comments from the audience and their owntesting procedures. They are able to translateenquiries into the form required by the system.

Throughout, there is evidence of understandingthe most suitable information sources andinformation handling applications. Evaluationsshow an awareness of how needs will informfuture planning. They identify the advantages andlimitations of different information handlingapplications.


In case study 9.3 publicity materials are plannedand created including automated processessuitable for the audiences. Solutions are justified,for example a pupil poster may be appropriate foradvertising within the school, but a leaflet orpersonalised letter is more suitable forcommunicating with the wider audience outsidethe school.

In STU 8.5 pupils produce a financial model tocheck the profitability of producing a variety ofplants. In order to demonstrate level 7achievement they would need to be givenopportunities to develop this model in the contextof a local garden centre, having opportunities tocompare performance with information in similarventures. In case study 9.3 the financial modelwould link prices, booking and costs. A range ofpotential users would try out the solution and givefeedback.

In case study 9.1 they use sensors to control theflume ride at various points in the system, takingaccount of the different elements of the systemand the need to use sensors and time delays toensure that the whole system works safely andeffectively.

In case study 9.2 they produce and document adatabase to meet the needs of the hypothesisdeveloped. The system is documented andannotated to show how it is refined to meet theneeds of the audience. In testing, the languageused is specific to the database needs.

Selecting appropriate information and developinginformation systems are exemplified in case study9.2 with some elements in case study 9.3 andSTU 8.5.


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een

varia

bles

;–

use

softw

are

to re

pres

ent d

ata

in s

impl

e gr

aphs

, cha

rts o

rta

bles

, jus

tifyin

g th

e ch

oice

of r

epre

sent

atio

n;–

deriv

e ne

w in

form

atio

n fro

m d

ata,

e.g

. ave

rage

s,pr

obab

ilities

;–

chec

k w

heth

er c

onclu

sions

are

plau

sible;

– re

view

and

am

end

the

stru

ctur

e an

d its

dat

a to

ans

wer

furth

er q

uest

ions

.

Dev

elop

ing

idea

s an

d m

akin

g th

ings

hap

pen

Anal

ysin

g an

d au

tom

atin

g pr

oces

ses

•Us

e au

tom

ated

pro

cess

es to

incr

ease

effic

iency

(e.g

.te

mpl

ates

, mas

ter p

ages

).•

Repr

esen

t sim

ple

proc

esse

s as

diag

ram

s, s

how

ing:

– ho

w a

task

can

be

brok

en d

own

into

sm

aller

one

s;–

the

sequ

ence

of o

pera

tions

, and

any

con

ditio

ns o

r dec

ision

sth

at a

ffect

it;

– th

e in

itial in

form

atio

n ne

eded

(e.g

. roo

m te

mpe

ratu

re, p

rices

of it

ems)

.

Mod

els

and

mod

ellin

g•

Use

softw

are

to in

vest

igat

e an

d am

end

a sim

ple

mod

el by

:–

form

attin

g an

d lab

ellin

g da

ta a

ppro

priat

ely (e

.g. f

orm

attin

gce

lls to

disp

lay c

urre

ncy);

– en

terin

g ru

les o

r for

mul

ae a

nd c

heck

ing

their

appr

opria

tene

ss a

nd a

ccur

ate

wor

king;

– ex

plain

ing

the

rules

gov

erni

ng a

mod

el;–

pred

ictin

g th

e ef

fect

s of

cha

ngin

g va

riabl

es o

r rul

es.

•Te

st w

heth

er a

sim

ple

mod

el op

erat

es s

atisf

acto

rily.

Con

trol

and

mon

itorin

g•

Impl

emen

t a s

yste

m to

car

ry o

ut s

impl

e co

ntro

l tas

ks,

inclu

ding

som

e th

at in

volve

sen

sed

phys

ical d

ata,

by:

– co

mpi

ling

sets

of i

nstru

ctio

ns, i

dent

ifyin

g th

ose

that

can

be

grou

ped

to fo

rm p

roce

dure

s or

loop

s;–

test

ing

and

refin

ing

the

inst

ruct

ions

.

Exch

angi

ng a

nd s

harin

g in

form

atio

n

Fitn

ess

for p

urpo

se•

Reco

gnise

com

mon

form

s an

d co

nven

tions

use

d in

com

mun

icatio

ns a

nd h

ow th

ese

addr

ess

audi

ence

nee

ds (e

.g.

colu

mns

of t

ext i

n ne

wsp

aper

s, g

raph

ics a

nd e

nlar

ged

prin

t in

post

ers,

hyp

erlin

ks o

n w

ebsit

es).

•Ap

ply

unde

rsta

ndin

g of

com

mon

form

s an

d co

nven

tions

toow

n IC

T w

ork.

•Us

e gi

ven

crite

ria to

eva

luat

e th

e ef

fect

ivene

ss o

f ow

n an

dot

hers

’ pub

licat

ions

and

pre

sent

atio

ns.

Ref

inin

g an

d pr

esen

ting

info

rmat

ion

•Pl

an a

nd d

esig

n th

e pr

esen

tatio

n of

info

rmat

ion

in d

igita

lm

edia,

takin

g ac

coun

t of t

he p

urpo

se o

f the

pre

sent

atio

n an

din

tend

ed a

udien

ce.

•Us

e IC

T to

dra

ft an

d re

fine

a pr

esen

tatio

n, in

cludi

ng:

– ca

ptur

ing

still

and

mov

ing

imag

es a

nd s

ound

(e.g

. usin

g a

scan

ner,

digi

tal c

amer

a, m

icrop

hone

);–

reor

gani

sing,

dev

elopi

ng a

nd c

ombi

ning

info

rmat

ion,

inclu

ding

text

, im

ages

and

sou

nd, u

sing

the

simpl

e ed

iting

func

tions

of c

omm

on a

pplic

atio

ns;

– im

porti

ng a

nd e

xpor

ting

data

and

info

rmat

ion

in a

ppro

priat

efo

rmat

s.

Com

mun

icat

ing

•Us

e e-

mail

sec

urely

and

effic

iently

for s

hort

mes

sage

s an

dsu

ppor

ting

mat

erial

.•

Know

how

to p

rote

ct p

erso

nal d

etail

s an

d w

hy th

is is

impo

rtant

.

Year

7 t

eachin

g o

bje

cti

ves

NO

TE: O

bjec

tives

hig

hlig

hted

in a

tint

are

rela

ted

to re

view

ing,

mod

ifyin

g an

d ev

alua

ting

wor

k as

it p

rogr

esse

s.


Han

do

ut 1

.4 c

ont.

Find

ing

thin

gs o

ut

Usi

ng d

ata

and

info

rmat

ion

sour

ces

•Un

ders

tand

how

the

cont

ent a

nd s

tyle

of a

n in

form

atio

nso

urce

affe

ct it

s su

itabi

lity fo

r par

ticul

ar p

urpo

ses,

by

cons

ider

ing:

– its

mix

of fa

ct, o

pini

on a

nd m

ater

ial d

esig

ned

to a

dver

tise,

publ

icise

or e

nter

tain

;–

the

view

poin

ts it

offe

rs;

– th

e cla

rity,

acce

ssib

ility

and

plau

sibilit

y of

the

mat

erial

.•

Devis

e an

d ap

ply

crite

ria to

eva

luat

e ho

w w

ell v

ario

usin

form

atio

n so

urce

s w

ill su

ppor

t a ta

sk.

•Ju

stify

the

use

of p

artic

ular

info

rmat

ion

sour

ces

to s

uppo

rt an

inve

stig

atio

n or

pre

sent

atio

n.

Sear

chin

g an

d se

lect

ing

•Ex

tend

and

refin

e se

arch

met

hods

to b

e m

ore

effic

ient (

e.g.

usin

g sy

nony

ms

and

AND,

OR,

NO

T).

•Ex

plain

the

adva

ntag

es o

f the

met

hods

use

d by

diffe

rent

sear

ch e

ngin

es a

nd p

rogr

ams

to s

earc

h fo

r dat

a 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 e

lectro

nic

mat

erial

effic

iently

;–

expl

ore

and

inte

rpre

t col

lecte

d da

ta in

ord

er to

dra

wco

nclu

sions

;–

asse

ss th

e co

nsist

ency

of c

onclu

sions

with

oth

er e

viden

ce.

•Un

ders

tand

:–

how

dat

a co

llect

ion

and

stor

age

are

auto

mat

ed in

com

mer

ce a

nd s

ome

publ

ic se

rvice

s;–

the

impa

ct o

f elec

troni

c da

taba

ses

on c

omm

ercia

l pra

ctice

and

socie

ty;

– po

tent

ial m

isuse

of p

erso

nal d

ata.

Dev

elop

ing

idea

s an

d m

akin

g th

ings

hap

pen

Anal

ysin

g an

d au

tom

atin

g pr

oces

ses

•Au

tom

ate

simpl

e pr

oces

ses

by:

– cr

eatin

g te

mpl

ates

;–

crea

ting

simpl

e so

ftwar

e ro

utin

es (e

.g. s

tyle

shee

ts, w

ebqu

eries

, con

trol t

echn

ique

s on

web

pag

es).

•C

onsid

er th

e be

nefit

s an

d dr

awba

cks

of u

sing

ICT

toau

tom

ate

proc

esse

s (e

.g. u

sing

wiza

rds,

tem

plat

es).

•Re

pres

ent s

impl

e de

sign

spec

ificat

ions

as

diag

ram

s.

Mod

els

and

mod

ellin

g•

Deve

lop

ICT-

base

d m

odels

and

test

pre

dict

ions

by

chan

ging

varia

bles

and

rules

.•

Draw

and

exp

lain

conc

lusio

ns (e

.g. ‘

the

best

valu

e fo

r mon

eyis

obta

ined

whe

n …

’).•

Revie

w a

nd m

odify

ICT

mod

els to

impr

ove

their

acc

urac

y an

dex

tend

their

sco

pe (e

.g. b

y in

trodu

cing

diffe

rent

or n

ewva

riabl

es a

nd p

rodu

cing

furth

er o

utco

mes

).

Con

trol

and

mon

itorin

g•

Deve

lop

and

test

a s

yste

m to

mon

itor a

nd c

ontro

l eve

nts

by:

– us

ing

sens

ors

effic

iently

;–

deve

lopi

ng, t

estin

g an

d re

finin

g ef

ficien

t seq

uenc

es o

fin

stru

ctio

ns a

nd p

roce

dure

s;–

asse

ssin

g th

e ef

fect

s of

sam

plin

g an

d tra

nsm

issio

n ra

tes

onth

e ac

cura

cy o

f dat

a fro

m s

enso

rs.

•Un

ders

tand

how

con

trol a

nd m

onito

ring

has

affe

cted

com

mer

cial a

nd in

dust

rial p

roce

sses

(e.g

. tele

com

mun

icatio

n,he

alth

and

trans

port

serv

ices)

.

Exch

angi

ng a

nd s

harin

g in

form

atio

n

Fitn

ess

for p

urpo

se•

Reco

gnise

how

diffe

rent

med

ia an

d pr

esen

tatio

n te

chni

ques

conv

ey s

imila

r con

tent

in w

ays

that

hav

e di

ffere

nt im

pact

s.•

Unde

rsta

nd th

at a

n ef

fect

ive p

rese

ntat

ion

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 lev

els o

f lite

racy

, fam

iliarit

y w

ith a

topi

c).

•De

vise

crite

ria to

eva

luat

e th

e ef

fect

ivene

ss o

f ow

n an

d ot

hers

’pu

blica

tions

and

pre

sent

atio

ns, a

nd u

se th

e cr

iteria

to m

ake

refin

emen

ts.

Ref

inin

g an

d pr

esen

ting

info

rmat

ion

•Pl

an a

nd d

esig

n pr

esen

tatio

ns a

nd p

ublic

atio

ns, s

how

ing

how

acco

unt h

as b

een

take

n of

:–

audi

ence

exp

ecta

tions

and

nee

ds;

– th

e IC

T an

d m

edia

facil

ities

avail

able.

•Us

e a

rang

e of

ICT

tool

s ef

ficien

tly to

com

bine

, ref

ine

and

pres

ent i

nfor

mat

ion

by:

– ex

tract

ing,

com

bini

ng a

nd m

odify

ing

relev

ant i

nfor

mat

ion

for

spec

ific p

urpo

ses;

– st

ruct

urin

g a

publ

icatio

n or

pre

sent

atio

n (e

.g. u

sing

docu

men

t sty

les, t

empl

ates

, tim

e lin

es in

sou

nd a

nd v

ideo

editin

g, n

avig

atio

nal s

truct

ures

in w

eb m

edia)

.

Com

mun

icat

ing

•Un

ders

tand

som

e of

the

tech

nica

l issu

es in

volve

d in

effic

ient

elect

roni

c co

mm

unica

tions

(e.g

. spe

ed a

nd b

andw

idth

, size

and

type

of f

ile, f

eatu

res

of d

iffere

nt b

row

sers

and

e-m

ailso

ftwar

e).

•Us

e IC

T ef

fect

ively

to a

dapt

mat

erial

for p

ublic

atio

n to

wid

er o

rre

mot

e au

dien

ces

(e.g

. as

web

arti

cles

or s

ites)

.

Year

8 t

eachin

g o

bje

cti

ves

NO

TE: O

bjec

tives

hig

hlig

hted

in a

tint

are

rela

ted

to re

view

ing,

mod

ifyin

g an

d ev

alua

ting

wor

k as

it p

rogr

esse

s.


Han

do

ut 1

.4 c

ont.

Find

ing

thin

gs o

ut

Usi

ng d

ata

and

info

rmat

ion

sour

ces

•Se

lect i

nfor

mat

ion

sour

ces

and

data

sys

tem

atica

lly fo

r an

iden

tified

pur

pose

by:

– ju

dgin

g th

e re

liabi

lity o

f the

info

rmat

ion

sour

ces;

– id

entif

ying

poss

ible

bias

due

to s

ampl

ing

met

hods

;–

colle

ctin

g va

lid, a

ccur

ate

data

effic

iently

;–

reco

gnisi

ng p

oten

tial m

isuse

of c

ollec

ted

data

.

Sear

chin

g an

d se

lect

ing

•As

par

t of a

stu

dy, a

nalys

e hi

gh-v

olum

e qu

antit

ative

and

quali

tativ

e da

ta s

yste

mat

ically

by:

– ex

plor

ing

the

data

to fo

rm a

nd te

st h

ypot

hese

s;–

iden

tifyin

g co

rrelat

ions

bet

wee

n va

riabl

es;

– dr

awin

g va

lid c

onclu

sions

and

mak

ing

pred

ictio

ns;

– re

view

ing

the

proc

ess

of a

nalys

is an

d th

e pl

ausib

ility

of th

epr

edict

ions

or c

onclu

sions

.

Org

anis

ing

and

inve

stig

atin

g•

Con

stru

ct, t

est a

nd d

ocum

ent t

he d

evelo

pmen

t of a

dat

abas

esy

stem

whi

ch s

how

s:–

a de

sign

spec

ificat

ion;

– ap

prop

riate

mea

ns o

f dat

a in

put a

nd v

alida

tion;

– sy

stem

atic

test

ing

of p

roce

sses

and

repo

rts;

– ev

aluat

ion

of th

e sy

stem

’s pe

rform

ance

and

sug

gest

edm

odific

atio

ns.

Dev

elop

ing

idea

s an

d m

akin

g th

ings

hap

pen

Anal

ysin

g an

d au

tom

atin

g pr

oces

ses

•Au

tom

ate

ICT

proc

esse

s (e

.g. u

se s

oftw

are

to m

erge

mail

,cr

eate

mac

ros

in a

n ap

plica

tion

prog

ram

).•

Repr

esen

t a s

yste

m in

a d

iagra

m, i

dent

ifyin

g all

its

parts

,in

cludi

ng in

puts

, out

puts

and

the

proc

esse

s us

ed (e

.g. t

ova

lidat

e da

ta).

Mod

els

and

mod

ellin

g•

Desig

n an

d cr

eate

ICT-

base

d m

odels

, tes

ting

and

refin

ing

rules

or p

roce

dure

s.•

Test

hyp

othe

ses

and

pred

ictio

ns u

sing

mod

els, c

ompa

ring

their

beh

avio

ur w

ith in

form

atio

n fro

m o

ther

sou

rces

.

Con

trol

and

mon

itorin

g•

Use

ICT

to b

uild

and

test

an

effic

ient s

yste

m to

mon

itor a

ndco

ntro

l eve

nts,

inclu

ding

:–

test

ing

all e

lemen

ts o

f the

sys

tem

usin

g ap

prop

riate

test

data

;–

evalu

atin

g th

e sy

stem

’s pe

rform

ance

;–

anno

tatin

g w

ork

to h

ighl

ight

pro

cess

es a

nd ju

stify

dec

ision

s.•

Revie

w a

nd m

odify

ow

n or

oth

ers’

mon

itorin

g an

d co

ntro

lsy

stem

s to

impr

ove

effic

iency

(e.g

. use

mor

e ef

ficien

tpr

oced

ures

, red

uce

the

num

ber o

f ins

truct

ions

or p

roce

dure

s,ad

d an

elem

ent o

f fee

dbac

k).

Exch

angi

ng a

nd s

harin

g in

form

atio

n

Fitn

ess

for p

urpo

se•

Prod

uce

high

qua

lity IC

T-ba

sed

pres

enta

tions

by:

– cr

eatin

g cle

ar p

rese

ntat

ions

, sen

sitive

to a

udien

ce n

eeds

;–

just

ifyin

g th

e ch

oice

of f

orm

, sty

le an

d co

nten

t.•

Use

know

ledge

of p

ublic

atio

ns a

nd m

edia

form

s to

dev

isecr

iteria

to a

sses

s th

e qu

ality

and

impa

ct o

f mul

timed

iaco

mm

unica

tions

and

pre

sent

atio

ns, a

nd a

pply

the

crite

ria to

deve

lop

and

refin

e ow

n w

ork.

Ref

inin

g an

d pr

esen

ting

info

rmat

ion

•Us

e a

wid

e ra

nge

of IC

T in

depe

nden

tly a

nd e

fficien

tly to

com

bine

, ref

ine,

inte

rpre

t and

pre

sent

info

rmat

ion

by:

– st

ruct

urin

g, re

finin

g an

d sy

nthe

sisin

g in

form

atio

n fro

m a

rang

e of

sou

rces

;–

selec

ting

and

usin

g so

ftwar

e ef

fect

ively,

just

ifyin

g th

ech

oice

s m

ade.

Com

mun

icat

ing

•Ap

ply

know

ledge

of t

he te

chni

cal is

sues

invo

lved

toco

mm

unica

te in

form

atio

n ef

ficien

tly (e

.g. c

hoos

e su

itabl

e file

type

s to

spe

ed u

p tra

nsfe

r, us

e m

ail lis

ts to

spe

ed u

pco

mm

unica

tion,

use

web

site

tagg

ing

and

hype

rlinks

to s

peed

up s

earc

hing

).•

Unde

rsta

nd th

e ad

vant

ages

, dan

gers

and

mor

al iss

ues

inus

ing

ICT

to m

anip

ulat

e an

d pr

esen

t inf

orm

atio

n to

larg

eun

know

n au

dien

ces

(e.g

. iss

ues

of o

wne

rshi

p, q

uality

con

trol,

exclu

sion,

impa

ct o

n pa

rticu

lar c

omm

unitie

s).

Year

9 t

eachin

g o

bje

cti

ves

NO

TE: O

bjec

tives

hig

hlig

hted

in a

tint

are

rela

ted

to re

view

ing,

mod

ifyin

g an

d ev

alua

ting

wor

k as

it p

rogr

esse

s.

National Curriculum thinking skills


Finding relevant information

Sorting/classifying/sequencing information

Comparing/contrasting information

Identifying and analysing relationships

Reasoning

Giving reasons for opinions/actions

Inferring

Making deductions

Making informed judgements/decisions

Using precise language to reason

Enquiry

Asking questions

Defining questions for enquiry

Planning research

Predicting outcomes

Anticipating consequences

Drawing conclusions

Creative thinking

Generating ideas

Developing ideas

Hypothesising

Applying imagination

Seeking innovative alternatives

Evaluation

Developing evaluation criteria

Applying evaluation criteria

Judging the value of information and ideas


Handout 1.5


Han

do

ut 1

.6

Thin

king

ski

lls (N

C)

Info

rmat

ion

proc

essin

g

Reas

onin

g

Rel

ated

ICT

proc

esse

s

Loca

ting

and

findi

ng, s

earc

hing

and

selec

ting,

org

anisi

ng (e

valu

atio

n)

Mak

e ju

dgem

ents

, jus

tifyin

g, m

ake

dedu

ctio

ns, p

recis

ion

in th

inkin

g/lo

gic.

Sear

chus

ing

stra

ight

forw

ard

lines

of

enqu

iry –

how

man

y? S

earc

h us

ing

men

us, k

ey w

ords

Sele

ctin

form

atio

n re

levan

t to

the

task

. Org

anis

eth

eir w

ork

so th

at th

eyca

n fin

d it

at a

late

r dat

e.

Just

ifyby

givi

ng a

t lea

st o

neap

prop

riate

reas

on fo

r a c

hoice

mad

e.

Use

simpl

e cr

iteria

to e

xplai

n ch

oice

sab

out d

esig

n, a

udien

ce a

nd p

urpo

se.

Ask

stra

ight

forw

ard

ques

tions

toas

sess

the

plau

sibi

lity

of in

form

atio

n.

Sear

chus

ing

a ra

nge

of te

chni

ques

and

be a

ble

to re

fine

a se

arch

. Dev

elop

a ke

yw

ord

into

a s

tring

sea

rch/

Bool

ean.

Sele

ctin

form

atio

n, q

uest

ioni

ng th

e va

lue

of th

e in

form

atio

n fo

und.

Und

erst

and

that

info

rmat

ion

has

an a

utho

r and

pur

pose

and

may

con

tain

bias

.

Org

anis

ein

to a

form

sui

tabl

e fo

rpr

oces

sing.

Und

erst

and

that

the

stru

ctur

eaf

fect

s th

e ef

ficie

ncy

with

whi

ch th

ey c

anso

rt an

d se

arch

dat

a.

Just

ifych

oice

s ag

ainst

give

n an

d ow

ncr

iteria

.

In d

iscus

sion

be a

ble

to c

reat

e ow

ncr

iteria

. Abl

e to

que

stio

n th

e pl

ausi

bilit

yof

a ra

nge

of in

form

atio

n fro

m a

rang

e of

sour

ces.

Inte

rpre

t dat

a in

ord

er to

dra

wco

nclu

sions

.

Sear

chef

ficien

tly. K

now

that

diffe

rent

sear

ch e

ngin

es w

ork

in d

iffere

nt w

ays,

that

dat

a ca

n be

gat

here

d au

tom

atica

lly,

that

sam

plin

g ca

n af

fect

the

plau

sibilit

yan

d ac

cura

cyof

info

rmat

ion

deriv

ed.

Sele

ctin

form

atio

n, q

uest

ioni

ng th

e va

lue

of th

e in

form

atio

n fo

und.

Und

erst

and

that

info

rmat

ion

has

an a

utho

r and

pur

pose

and

may

con

tain

bia

s. W

here

app

ropr

iate

verif

yin

form

atio

n ag

ainst

oth

er s

ourc

es.

Org

anis

ein

form

atio

n ef

ficie

ntly

and

whe

re a

ppro

priat

e de

velo

p in

form

atio

nsy

stem

s. U

nder

stan

d th

at s

oftw

are

can

bein

tegr

ated

whi

ch m

ight

allo

w d

ata

to b

eau

tom

atic

ally

upda

ted

crea

ting

dyna

mic

info

rmat

ion

syst

ems.

Whe

n us

ing

ICT

build

in v

alid

atio

nru

les to

min

imise

erro

rsan

d en

sure

acc

urac

y.

Just

ifyag

ainst

ow

n an

d ‘c

usto

mer

’cr

iteria

that

evid

ence

effic

iency

and

inte

grat

ion.

Inte

rpre

t and

und

erst

and

data

stru

ctur

esan

d re

ports

in o

rder

to d

raw

con

clusio

nsan

d ev

aluat

e th

eir e

viden

ce b

ase.

Applic

ati

on o

f th

inkin

g s

kill

s in

the I

CT

curr

iculu

m


Han

do

ut 1

.6 c

ont.

Thin

king

ski

lls (N

C)

Enqu

iry

Cre

ative

thin

king

Evalu

atio

n

Rel

ated

ICT

proc

esse

s

Task

def

initio

n, p

lanni

ng, t

estin

g

Hyp

othe

sise,

gen

erat

e an

d ex

tend

,lo

ok fo

r alte

rnat

ives

(mod

ellin

g)

Evalu

ate

info

rmat

ion,

aud

ience

,pu

rpos

e, d

evelo

p cr

iteria

for j

udgi

ngow

n an

d ot

hers

’ wor

k, b

ias, t

estin

g

Plan

by id

entif

ying

wha

t inf

orm

atio

n is

requ

ired

to a

nsw

er a

stra

ight

forw

ard

prob

lem.

Expl

ore

poss

ibilit

ies, o

ptio

ns, b

yas

king

‘wha

t if …

?’ q

uest

ions

in g

iven

mod

els.

Dev

elop

idea

s in

suc

cess

ive s

teps

,m

aybe

thro

ugh

trial

and

erro

r. Kn

owth

at c

hang

es c

an b

e ea

sily

mad

e an

dun

done

.

Des

ign

elem

ents

of a

sim

ple

prod

uct

usin

g th

eir o

wn

pref

eren

ces.

Eval

uate

info

rmat

ion

sour

ces

inre

latio

n to

the

task

.

Eval

uate

ow

n w

ork

again

st h

ow w

ellit

mee

ts th

e ne

ed o

f the

task

.

Unde

rsta

nd th

e co

ncep

t of a

udie

nce

whe

n re

lated

to s

elf, p

eers

and

fam

ily.

Dem

onst

rate

und

erst

andi

ng th

roug

hth

eir w

ork.

Test

a sim

ple

syst

em to

che

ck th

at it

wor

ks.

Plan

by id

entif

ying

the

info

rmat

ion

need

ed, h

ow it

will

be p

roce

ssed

, the

ICT

tool

s re

quire

d an

d th

e ou

tput

. Mod

ular

ity.

Dev

elop

and

exp

lore

opt

ions

by

build

ing

stra

ight

forw

ard

simpl

e m

odels

that

inclu

dean

d de

mon

stra

te a

n un

ders

tand

ing

ofva

riabl

es.

Dev

elop

idea

s ite

rativ

ely u

sing

crite

ria to

info

rm s

ucce

ssive

ver

sions

.

Des

ign

simpl

e pr

oduc

ts, b

e ab

le to

just

ifych

oice

s in

term

s of

aud

ience

and

purp

ose.

Eval

uate

info

rmat

ion

sour

ces

reco

gnisi

ng a

ccur

acy,

plau

sibilit

y an

d bi

as.

Eval

uate

own

wor

k ag

ainst

crit

eria

that

they

dev

elop

in re

latio

n to

the

exte

rnal

sour

ces.

Cre

ate

suita

ble

mat

erial

for a

spe

cific

audi

ence

and

pur

pose

. Be

able

toex

plain

why

and

how

dec

ision

s m

ade

impa

ct o

n bo

th.

Test

and

refin

ein

stru

ctio

ns to

sol

ve a

prob

lem.

Plan

by id

entif

ying

the

info

rmat

ion

need

ed, h

ow it

will

be p

roce

ssed

, the

ICT

tool

s re

quire

d an

d th

e ou

tput

s.

Con

sider

its

cons

titue

nt p

arts

: ord

er,

sequ

ence

, the

dep

ende

ncies

, sco

pe.

Dev

elop

and

exp

lore

optio

ns b

y bu

ildin

gst

raig

htfo

rwar

d m

odels

that

exp

lore

rela

tions

hips

thro

ugh

the

unde

rsta

ndin

gan

d us

e of

rule

san

d va

riabl

es.

Dev

elop

idea

s us

ing

feed

back

from

user

s, e

xter

nal a

udien

ces,

etc

. res

ultin

g in

solu

tions

fit f

or p

urpo

se.

Des

ign

com

plex

sys

tem

s fo

r an

exte

rnal

audi

ence

hav

ing

iden

tified

the

need

.

Eval

uate

info

rmat

ion

sour

ces

reco

gnisi

ng a

ccur

acy,

plau

sibilit

y an

d bi

asan

d, w

here

app

ropr

iate,

ver

ify a

gain

stot

her s

ourc

es.

Eval

uate

sol

utio

n us

ing

feed

back

from

user

s, e

xter

nal a

udien

ces,

etc

. res

ultin

g in

fitne

ss fo

r pur

pose

.

Be a

ble

to d

emon

stra

te a

clea

r sen

se o

fau

dien

ce a

nd p

urpo

se, b

oth

indivi

duals

and

com

mun

ities.

Be

able

to a

rticu

late

how

diffe

rent

dec

ision

s w

ill im

pact

on

both

.

Test

and

refin

ein

stru

ctio

ns ta

king

acco

unt o

f com

men

ts fr

om in

tend

edau

dien

ce.

Applic

ati

on o

f th

inkin

g s

kill

s in

the I

CT

curr

iculu

m

Teaching for progression: key concepts

Objectives


• To identify pedagogical approaches that support pupils in developing newconcepts and understanding

• To understand how subject leaders can use department meetings to supportprogression in the classroom

Preparation and planning

• Write the criteria for red, amber and green on three separate sheets of flipchartpaper (for activity 2.1)

• Cut tutor resource 2.1 into nine cards, sufficient for one set of cards per pair ofparticipants

ResourcesFor the tutor



• Tutor resource 2.1 copied as necessary to provide sufficient cards when cut up

• Tutor resource 2.2 copied as necessary to provide sufficient sections when cut up

• Sufficient copies of handout 2.2 for one per small group of participants

• Sufficient copies of STUs 7.4, 8.4, 8.5 and 9.3 for one set per small group ofparticipants



• Handout 2.1 Progression guide for control and monitoring

• Handout 2.2 Introduce – apply – reflect

• Handout 2.3 Video questions

• Handout 2.4a Progression guide for models and modelling

• Handout 2.4b Progression guide for models and modelling

• Handout 2.5 Teaching for progression in models and modelling

• Handout 2.6 Guided group work

• Red, orange and green highlighter pens


2Session



Progression in control 40 minutes

Progression in models and modelling 40 minutes

Plenary 5 minutes


Show slide 2.1 to introduce the objectives for the session.

Remind participants that in the last session they looked at progression in theoverarching concepts, levelness and the ICT-related thinking skills.

Explain to participants that this session focuses on progression through the‘developing ideas and making things happen’ theme of the programme of study froma different perspective. It identifies the important areas of understanding in models andmodelling and control – those that enable pupils to move forward to the next level inthese key concepts.

Explain that during moderation and assessment meetings and working with schools,these areas have been identified by teachers as key areas for support. In response tothis the Strategy has worked in conjunction with QCA to develop a clear progressionmap.

As well as examining progression within this theme, participants will also start to planhow they can most effectively enable level 3 pupils to reach level 4, level 4 pupils toreach level 5, etc.

Remind participants of the work in the Year 7 transfer training that states that if pupilshave a sound experience of control from primary school, the approach to STU 7.6 oughtto be different from the approach used with pupils who do not have this experience.

The outcome of this session will be to provide teachers and subject leaders with ideasas to how they can adapt and/or add to the STUs and their own schemes of work tosupport progression for their pupils.




• To identify pedagogical approaches that support pupils in developing new conceptsand understanding

• To understand how subject leaders can use department meetings to supportprogression in the classroom

Slide 2.1

Progression in control 40 minutes

Ask participants to find their copy of handout 2.1. Say that this has been developedto give a clearer picture of what progression looks like in terms of ‘understanding’.Through developing a clearer picture of progression they can be more effective in theirmedium- and short-term planning and in evaluating the impact of different resourcesand strategies in moving pupils forward.

Say that this document brings together information from the ‘Progression in ICT’document and the ‘National Curriculum level descriptions’ document, both of whichare located on the National Curriculum in Action website: www.ncaction.org.uk. A newcolumn shows the progression in concepts.

Show slide 2.2 and spend 5 minutes talking about the content of each column.


Handout 2.1

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Handout 2.1 cont.

Concepts

Sampling rates areimportant inrecording conditionsand for later analysisof results.

Feedback changesperformance of thesystem.

Progression guide for control and monitoring(Developing ideas and making things happen)

Control and monitoringaspect of NationalCurriculum level description

Key characteristics ofNational Curriculum level

Expansion of leveldescription

IllustrationWhat might pupils do?

Aspe

cts

of le

vel

7

8

EP

They use ICT to measure, record andanalyse physical variables and controlevents.

Scope, define, implement and refinesystems.

When developing systems that respondto events, they make appropriate use offeedback.

Design and implement systems forothers to use.

Design, implement, test, document andevaluate systems for others to use.

At this level pupil can develop aspecification for the design andimplementation of solutions to complexcontrol problems.

At this level pupil can record physicaldata remotely and at specified timeperiods, considering the amount of datarequired for effective analysis.

At this level pupil research into existingsystems is used as a basis to develop asolution. Areas for testing are identifiedand documented. How the systemchanges with the use of feedback isexplained. Documentation of thecomplete system includes possibleproblems with operation (variables whichmay need adjusting), maintenance.

The problem of managing the flow of cars into and out of a car park hasbeen analysed and a specification for the system produced. Controlling carpark barrier now includes variable – length of time barrier is opendepending on time taken to drive through.

Pupils analyse the problem of managing the flow of cars parking. Systemspecification includes testing under a variety of conditions and feedback.Documentation of the complete system includes possible problems withoperation (variables which may need adjusting), maintenance.

Progression in control Slide 2.2

The columns

• Concepts (commonly called understanding)

– The next step pupils need to take in their understanding in order to move to ahigher level

• Control aspect of the National Curriculum level description

– Information from the level description document

• Key characteristics of the National Curriculum level

– The key characteristics applied to this aspect

• Expansion of the level description

– The expansion of the level description is a further exemplification of the controlaspect of the National Curriculum

• Illustration

– Task suggestions to develop and apply concepts

Slide 2.2

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Handout 2.1 cont.

Concepts

Modularity. Decisionto choose betweendifferent instructionsdependent upon acondition.

Monitoring andcontrol combined.Decision to choosebetween differentinstructionsdependent uponvariable-basedcounter.






Aspe

cts

of le

vel

5

6

They create sequences of instructions tocontrol events, and understand the needto be precise when framing andsequencing instructions. Theyunderstand how ICT devices withsensors can be used to monitor andmeasure external events.

Combine instructions within an overallstructure.

They develop, try out and refinesequences of instructions to monitor,measure and control events, and showefficiency in framing these instructions.

At this level pupil can solve givenproblems requiring testing andrefinement of individual components e.g.identification of component parts(subroutines or procedures). Solutionscould include monitoring simple ‘on–off’conditions or conditions that fallbetween a specified range.

Pupil understands that sensors can beused to measure changes in physicalconditions precisely and monitorconditions accurately.

At this level pupil can develop solutionsto problems requiring a system tocontrol an event by the monitoring ofexternal conditions, and include using avariable to count, to make decisions.

• Create a procedure to perform an everyday event (Unit 7.6 lesson 5).

• Develop a control system to automate a greenhouse, taking into accountall environmental requirements (Unit 8.5 lesson 6).

• Develop a modular solution to the control of a theme park ride (Casestudy 9.1 lessons 4, 5 and 6).

• Use a datalogging system to produce graphical/tabular results ofmeasuring the temperature change over time of hot potatoes wrapped indifferent insulating materials.

• Develop a control system to automate a greenhouse, taking into accountall environmental requirements (Unit 8.5 lesson 6).

• Develop a solution to the control of a theme park ride using variables totrack the boats on the ride and increase the safety factors with the ride(Case study 9.1 lessons 4, 5 and 6).

• Plan a flow chart of a car park barrier. Develop subroutines to:Monitor – by counting vehicles in (monitoring inputs)Measure – comparing with predetermined value (10 cars in = car park full).Control – barrier up/down, light to display full sign.

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Handout 2.1

Concepts

Cause and effect,selecting options.

Purposeful usetowards specificoutcomes, usingsingle instructions.

Order a sequence ofinstructions, trialand error, to achievea specific outcome –where order isimportant.

Separation ofplanning andexecution.






Aspe

cts

of le

vel

1

2

3

4

They recognise that many everydaydevices respond to signals andinstructions. They make choices whenusing such devices to produce differentoutcomes.

Explore options and make choices.

They plan and give instructions to makethings happen and describe the effects.

Purposeful use towards a specificoutcome.

They use sequences of instructions tocontrol devices and achieve specificoutcomes.

Development of instructions to solveproblems.

They use ICT systems to control eventsin a predetermined manner and to sensephysical data.

At this level pupil can use instructions tomake something happen.

At this level pupil can use a linearsequence of instructions to achieve asingle goal. This could be a series ofseparate instructions developed throughtrial and error.

At this level pupil can create and refine aset of linear instructions and understandthat processes can be repeated in asimple system.

Sensing physical data does not need tohappen in the same system.

• Use a TV remote to adjust the volume.

• Press a button on a toy to make it work.

• Press buttons on a programmable toy to enter an instruction, e.g. Forward – 5.

• Use a photocopier to make a specific number of copies.

• Successively press buttons on a programmable toy to follow a given path.

• Write a series of instructions, in a turtle graphics application, to draw a specific shape.

• Plan instructions required to simulate a simple stop/go traffic light. Test program, refine if necessary (Unit 7.6 lesson 1).

• Create a flow chart to control light levels (Unit 7.6 lesson 3).

• Control the temperature of a room (Unit 7.6 lesson 4).

• Use a web camera to sense and log movement (Unit 7.6 lesson 3).

• Plan instructions to control a greenhouse (Unit 8.5 lesson 5).

The Concepts column

• This identifies what next step pupils need to take in their understanding to applythe key characteristic at that level.

Control aspect of the National Curriculum level description

• This is the information from the National Curriculum level descriptions that appliesto control.

Key characteristics of the National Curriculum level

• This looks at how the key characteristic of each level is applied to control. (It istaken from the ‘Progression in ICT’ document.)

Expansion of level description

• The aim of this column is to build on and clarify the limited information from the‘National Curriculum level descriptions’ document.

Illustration

• This give teachers ideas for the type of tasks that pupils could undertake in orderto apply and embed these concepts.

Make the following additional points.

• ICT is not just a skills-based subject, but includes higher-order thinking skills.

• The expansion of the level description shows clearly what a pupil profile shouldlook like and teachers should try not to disaggregate this.

• The document supports summative assessment as it pulls assessment informationfrom various sources together.

• Formative assessment is supported as it clearly identifies what pupils should havelearned.


Show slide 2.3.

Explain that participants are going to use this activity to help identify which conceptsare:

• in their medium- and short-term planning and well taught;

• in their medium- and short-term planning but the teaching of which needs furtherdevelopment;

• areas for further development.


Progression in control Slide 2.3

Activity 2.1: Study handout 2.1

Colour code the concept column from levels 3 to 7 in the following way

Red – This area is a priority for development

Amber – We have some concerns about the teaching of this area

Green – We are happy that this area is well taught

Slide 2.3

You may find it helpful to look in the expansion of level description column and theillustration column where opportunities in the STUs have been identified.

Ask participants to colour code the concepts on handout 2.1 using the categories red,amber and green (given on the slide and which you have noted in advance on flipchartsheets).

Additional guidance

The following list further exemplifies red, amber and green.

RedThis is an area of weakness across the department. It needs to be addressedand will require support from the consultant.This is not an area we have previously focused on.This concept is not covered well in our medium- and short-term planning.We are not teaching the required content in this area to develop and reinforcethe concept.

AmberWe have some concerns and have identified a need to move forward.This concept is partly covered in our medium- and short-term planning.Some members of the department find this area difficult.We are unsure as to the best approach in this area.Formative and summative assessment leads us to believe that this is an areathat pupils find difficult to understand.

GreenWe are happy that this concept is well covered in our medium- and short-termplanning.We are happy that it is well taught.It is taught explicitly.It has been a focus of work within the department or with the consultant.Most pupils show evidence that they have a grasp of this concept.

After 10 minutes ask participants to share their findings with their neighbour. After afurther 5 minutes ask participants to add comments to handout 1.1, their actionplanner. For example: how do they plan to move forward with those examplesidentified as red and amber?

Show slide 2.4.


T

Slide 2.4

Moving from level 3 to level 4 in control Slide 2.4

Separation of planning and execution

• Level 3 in control is characterised by pupils using ‘trial and error’ methods to solvea problem

• Level 4 in control is about making an informed decision as to how to solve aproblem most effectively. The outcome is predetermined (known) and therefore it isimportant to plan the solution

• This links to ICT thinking skills related to planning

Say that to move from level 3 to 4 pupils must understand how and why they need toseparate the planning and the execution of a task.

At level 3 it is acceptable for pupils to arrive at a given solution through trial and error;for example, they might input a forward command to a turtle and discover they havenot gone far enough and therefore add another forward movement. At level 4 the taskwill be more complex and they need to plan what they might do before they executetheir instructions.

• The problem is not linear, but should still be an everyday activity that pupils arefamiliar with.

• The output is known (predetermined).

• Pupils are able to describe what they are doing.

• Pupils understand why planning is important.

Conclude this section by talking through the example in STU 7.6 where pupils areasked to develop a system to control two sets of lights that will work in unison tocontrol the flow of traffic. Unless the pupil can plan how each pattern will relate to theother and consider timings before they move to the computer to implement a solution,they will find it difficult to develop an effective system.

It is important to teach this concept if pupils have done little work on control in primaryschool.

Acknowledge that the most difficult part of ‘skills, knowledge and understanding’ toteach is the understanding. If we want to increase the rate of progress that pupilsmake in ICT lessons we need to examine and reflect on how we do this in theclassroom.

Teaching and learning 5 minutes

Show slide 2.5.

Explain to teachers that this list originates from page 38 of the Framework for teachingICT capability: Years 7, 8 and 9 (DfES 0321-2002) which describes interactiveteaching and active learning.


Pedagogy Slide 2.5

Teaching and learning strategies:

• directing and telling

• demonstrating

• explaining and illustrating

• questioning and discussing

• exploring and investigating

• consolidating and embedding

• reflecting and evaluating

• summarising and reminding

Slide 2.5


Handout 2.2

Introduce – apply – reflectSome of the items on slide 2.5 may appear in more than one section below, used differently in each case.


Handout 2.2

Introduce

Directing and telling

Apply

Reflect

• How do subject leaders ensure that the approaches are effectively applied within their department?

• How do subject leaders support their teachers in the use of these techniques?

Video sequence 1

Usually for pupils to learn and assimilate a new concept they need to know what it is(be introduced to it), think about it (reflect) and at some point apply it.

From STU 7.6 lesson 2 we develop the use of control words and decisions withpupils. Firstly we introduce them by demonstrating how a flow chart could be used todescribe the process of making a cup of coffee. The pupils then apply this idea of(precise) control words to making a piece of toast and explore the idea by controllingevents. In the plenary they reflect on this by discussing the link between control wordsand decisions through planned questioning.

Refer participants to handout 2.2.


Ask each table of participants to consider the items on slide 2.5 and classify them intoone of the rows on handout 2.2.

Say that it is not expected that teachers will always do things in the same order, forexample sometimes learning is most effective when the implications of the choices apupil has made are apparent to the pupil after those choices have been applied.

One of the most effective ways of getting pupils thinking in a lesson is throughdirected and structured talk, coupled with effective questioning. This could either bebetween teacher and pupil(s) or between pupils.


Introduce video sequence 1 of:

• Marc (subject leader), Rob (ICT teacher) and Jim (consultant) discussing planningfor progression using STU 7.6;

• lesson 1 of STU 7.6 with Year 7 pupils;

• Rob sharing his experience at the next department meeting.

Saltash Community School is a mixed comprehensive with 1361 pupils in the agerange 11 to 18. It has recently achieved Specialist School status with a ruraldimension in science, mathematics and computing. The school is in the south-east of

Cornwall on the borders of a large urban area. Using most indicators the school isbroadly average, though there is a unit on site for children with severe learningdifficulties and the proportion of pupils with statements of special educational needsis well above average.

Show slide 2.6, and refer participants to handout 2.3.

Show the video sequence (9 minutes).

Ask participants, in pairs, to spend 5 minutes discussing the questions. After 5minutes, take feedback. Make sure that points are made in relation to the questionsas follows.

How did the department ensure that effective strategies were applied within allclasses?

• The department meeting was used as a platform to plan and discuss elements ofthe lesson in detail.

• Outside advice was sought from the consultant

• The meeting was used to develop the ideas and the talk which would be used inthe lesson in order to introduce the concept to the pupils and help them to reflecton it.

• Classroom management issues were discussed (in particular, group work).


Slide 2.6

Handout 2.3 Video Slide 2.6

Activity 2.3

• How did the department ensure that effective strategies were applied within allclasses?

• How did the meeting contribute to improving pupils’ progress?

• What strategies did the teacher employ in the classroom?

• What additional strategies could have been used?

Video questionsWhile watching the video consider the four questions below. Use the boxes to collate your thoughts.


Handout 2.3

How did the department ensurethat effective strategies wereapplied within all classes?

How did the meeting contribute toimproving pupils’ progress?

What strategies did the teacheremploy in the classroom?

What additional strategies couldhave been used?

How did the meeting contribute to improving pupils’ progress?

• There was a focus on the progression in understanding both from level 3 and fromlevel 4 in control.

• The meeting provided a platform to plan the tasks that would most effectivelysupport the pupils’ understanding of the concepts being developed.

• This was an opportunity for the department to discuss and plan how previouslearning could be built on.

• It identified clear characteristics and reflected on issues to move pupils through thelevels.

What strategies did the teacher employ in the classroom?

Draw out the following answers:

• guided group work to focus the teaching on targeted pupils;

• mind mapping to scaffold the thinking;

• talk modelling thought processes;

• use of questioning to aid understanding.

What additional strategies could have been used?

Examples include:

• individual work with specific pupil(s);

• writing frames to guide the process.

Summarise by making the following points.

• The lesson needs to be designed for the learner.

• In order to maximise progress we need to ensure that medium-term plans makeexplicit reference to the understanding at each level.

• We need to teach the understanding by selecting the appropriate pedagogy.

• Discussion and questioning need to be planned in advance in order to directpupils’ thinking.

• Work in departments to develop guided group work and questioning will have tobe repeated yearly if departments experience staff turnover.

• Subject leaders may wish to start identifying pedagogical issues that could appearon the agenda of their departmental meetings and offer opportunities to model,observe and share departmental/school practices.

Progression in models and modelling 40 minutes

Say that the previous activity identified the different elements of control at levels 4, 5and 6. Our next focus is models and modelling.



Show slide 2.7 and refer participants to handout 2.4a.

Ask them to work with a partner to complete the ‘expansion of level description’section of the table using the cards you have prepared from tutor resource 2.1. Theymay wish to refer to handout 2.1 for ideas.

After 5 minutes give each participant a copy of handout 2.4b, which is the completedtable. Give them 2 or 3 minutes to discuss the handout as a group around each tableand then take one observation from each group.

Briefly talk about the concepts at each level.

Using variables: Pupils understand that they can make choices by changing thevalues for variables, thus causing different outcomes.

Plausibility: Pupils consider whether the results produced by the model are realistic.


Slide 2.7

Handout 2.4a

Handout 2.4b

Tutor resource 2.1

Progression in models and modelling Slide 2.7

Activity 2.4

• Use the cards on your table to complete the ‘Expansion of level description’ columnon handout 2.4a Progression guide for models and modelling

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Handout 2.4a cont.

Concepts

Progression guide for models and modelling(Developing ideas and making things happen)

Models and modelling aspectof National Curriculum leveldescription

Key characteristics of NationalCurriculum level description

Expansion of level description IllustrationWhat might pupils do?

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8 Pupils independently select appropriateinformation sources and ICT tools for specifictasks, taking into account ease of use andsuitability. They design systems for others touse.

Designed and implemented for others touse.

Pupils evaluate software packages and ICT-based models, analysing the situations forwhich they were developed and assessingtheir efficiency, ease of use andappropriateness.

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Handout 2.4b cont.

Concepts

Scope:Model parameters areidentified, e.g. rules;variables andassumptions made;efficient methods oftesting including userfeedback and validitychecks.


Models and modellingaspect of NationalCurriculum level description




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7 They design ICT-based models andprocedures with variables to meetparticular needs.

Scope, define, implement and refine,audience and user feedback.

Pupils scope and choose appropriate ICT toolsto provide answers required to solve a problem,by the creation of a model. Pupils can define theproblem to identify variables, the relationshipsbetween variables and the outcome, and thetype of outcome relevant to the audience.Various scenarios are identified that will enableextensive testing of the model. Input (preferablyregular) – process – testing – output.

Pupils might automate test data generation totest and refine the model, e.g. randomiseddata is produced repetitively by using macros.The model is also refined from user feedback,e.g. the user interface may be designed withdropdown menus for ease of use.

Assumptions are explicitly expressed, e.g. thebirth rate of rabbits is a constant % of thepopulation.

• They compare model results to a previous year’s figures.• They investigate the relationship between increased ticket price

and the number of tickets sold.• They create a simulation of a hall seating plan for booking seats.• They calculate how many tickets can be sold for one performance

(remembering fire regulations and how many people can beaccommodated in the hall).

• They consider whether seats can be numbered so that people canbook the front row.

• Pupils further develop the financial plan and hall seating system inorder to combine them. The ticket booking system would need tomeet criteria identified initially by an external user and be effectivelytailored to the needs and requirements of that user.

• Assumptions can also be drawn out, i.e. people tend to buy ticketsin pairs, very few single tickets are sold, people want to sit next toeach other – and the effect on how tickets are sold, ratio of adultsand children buying tickets, etc.(See case study 9.3.)

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Handout 2.4b cont.

Concepts

Rules:Pupils understand theoverall structure of amodel is determinedby the rules (formulae)of the model andmake simple models.

Validity:Pupils improve thevalidity and efficiencyof models by: varyingrules; and comparingresults with otherreliable data sources.






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6

They explore the effects of changing thevariables in an ICT-based model.

Combining the features of a modelto understand the overall structure.

They use ICT-based models to makepredictions and vary the rules within themodels. They assess the validity ofthese models by comparing theirbehaviour with information from othersources.

Integration and efficiency of modelby critical evaluation.

Pupils understand the overall structure of themodel, variables, and rules, and that rulesgovern the behaviour of a model. Theyorganise data suitable for processing.

Pupils create simple models using a range ofvariables. Pupils understand that changingdata (data within variables and variablesthemselves) can change the way in which themodel behaves and pupils can predict someof the effects of these changes.

Pupils create models to solve a given task andexplore validity by changing variables andrules. Pupils identify appropriate informationsources to compare with the model behaviour.

Pupils understand that a model consists ofthree main stages, input data, process of data(rules) and output (charts, data, etc.). The typeof output data is considered in relation to theaudience, e.g. a report on the profitability of afundraising venture includes forecasts ofvarious scenarios (line charts). Linking thesecharts from the report to the model allowschanges in the model to be efficientlyintegrated into the report.

• Set up or alter variables within a model to compare the relativecost of different mobile phone providers (Unit 8.4 lessons 2, 3).

• Pupils may use absolute variables to increase efficiency, e.g. anabsolute cell reference for VAT enables the whole model to beupdated quickly with various VAT rates.(National Curriculum in Action).

• From case study 9.3: Pupils set up a financial plan based around atheatre booking system to model ticket pricing. The plan includesinformation on possible income and expenditure to be available onthe school intranet or a file in the school library (so that pupils arefinding information for themselves).

• (Bearing in mind that the production must not make a loss) pupilsdecide what price to set for the tickets.

• Pupils investigate the effect of different prices for seats.• They consider the impact of a pricing structure depending on

age/income.• They ascertain the costs involved.

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Handout 2.4b

Concepts

Cause and effect:Changing things.

Exploration:Purposeful use towardspecific outcomes.

Using variables:Pupils make choices,e.g. changing a value,selecting a route.

Plausibility:Pupils ask ‘what if …?’questions to interpretand explore models.Pupils considerwhether the results arerealistic.





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2

4

3


They use ICT to explore what happensin real and imaginary situations.


They make appropriate choices whenusing ICT-based models or simulationsto help them find things out and solveproblems.

Making changes to solve problems.

They use ICT-based models andsimulations to explore patterns andrelationships, and make predictionsabout the consequences of theirdecisions.

Test the plausibility of the model byinterpreting results againstexpectations.

At this level pupil can describe the effects when a model ischanged to make something happen.

Pupils use ICT-based models or simulations to help them findthings out and solve problems, e.g. by changing items in asimulation or model.

Pupils become more critical in their use of models, exploringrelationships, patterns and predicting consequences of changingvalues in a model. Pupils ask ‘what if …’ questions to test theplausibility of the model and interpret the results.

Pupils can identify features and limitations of a given model orsimulation.

• Day trip planner (Key Stage 2 Year 5).• Lung capacity investigation (Key Stage 2

Year 5). (National Curriculum in Action)

• Party planner (Key Stage 2 Year 5)(National Curriculum in Action).

• Setting up a football league table in order tomodel possible match outcomes (Unit 7.4lesson 1).

• Using and developing (with guidance) a modelto look at the financial implications of running aschool disco (Unit 7.4 lessons 3, 4).

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Handout 2.4a cont.

Concepts

Scope:Model parameters areidentified, e.g. rules;variables andassumptions made;efficient methods oftesting including userfeedback and validitychecks.





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7 They design ICT-based models andprocedures with variables to meet particularneeds.

Scope, define, implement and refine,audience and user feedback.

Pupils scope and choose appropriate ICT tools to provideanswers required to solve a problem, by the creation of amodel. Pupils can define the problem to identify variables, therelationships between variables and the outcome, and the typeof outcome relevant to the audience. Various scenarios areidentified that will enable extensive testing of the model. Input(preferably regular) – process – testing – output.

Pupils might automate test-data generation to test and refinethe model, e.g. randomised data is produced repetitively byusing macros. The model is also refined from user feedback,e.g. the user interface may be designed with dropdown menusfor ease of use.

Assumptions are explicitly expressed, e.g. the birth rate ofrabbits is a constant % of the population, etc.

• They compare model results to a previousyear’s figures.

• They investigate the relationship betweenincreased ticket price and the effect onnumber of tickets.

• They create a simulation of a hall seating planfor booking seats.

• They calculate how many tickets can be soldfor one performance (remembering fireregulations and how many people can beaccommodated in the hall.)

• They consider whether seats can be numberedso that people can book the front row.

• Pupils further develop the financial plan andhall seating system in order to combinethem. The ticket booking system would needto meet criteria identified initially by anexternal user and be effectively tailored to theneeds and requirements of that user.

• Assumptions can also be drawn out, i.e.people tend to buy tickets in pairs, very fewsingle tickets are sold, people want to sitnext to each other – and the effect on howtickets are sold, ratio of adults and childrenbuying tickets, etc.(See case study 9.3.)

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Handout 2.4a cont.

Concepts

Rules:Pupils understand theoverall structure of amodel is determinedby the rules (formulae)of the model andmake simple models.

Validity:Pupils improve thevalidity and efficiencyof models by: varyingrules; and comparingresults with otherreliable data sources.





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5

6

They explore the effects of changing thevariables in an ICT-based model.

Combining the features of a model tounderstand the overall structure.

They use ICT-based models to makepredictions and vary the rules within themodels. They assess the validity of thesemodels by comparing their behaviour withinformation from other sources.

Integration and efficiency of model bycritical evaluation.

• Set up or alter variables within a model tocompare the relative cost of different mobilephone providers (Unit 8.4 lessons 2, 3).

• Pupils may use absolute variables toincrease efficiency, e.g. an absolute cellreference for VAT enables the whole modelto be updated quickly with various VAT rates(National Curriculum in Action).

• From case study 9.3: Pupils set up a financialplan based around a theatre booking systemto model ticket pricing. The plan includesinformation on possible income andexpenditure to be available on the schoolintranet or a file in the school library (so thatpupils are finding information for themselves).

• (Bearing in mind that the production mustnot make a loss) pupils decide what price toset for the tickets.

• Pupils investigate the effect of different pricesfor seats.

• They consider the impact of a pricingstructure depending on age/income.

• They ascertain the costs involved.

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Handout 2.4a

Concepts

Cause and effect:changing things.

Exploration:purposeful use towardspecific outcomes.

Using variables:pupils make choices,e.g. changing a value,selecting a route.

PlausibilityPupils ask ‘what if …?’questions to interpretand explore models.Pupils considerwhether the results arerealistic.





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1

2

3

4


They use ICT to explore what happens in realand imaginary situations.


They make appropriate choices when usingICT-based models or simulations to helpthem find things out and solve problems.

Making changes to solve problems.

They use ICT-based models and simulationsto explore patterns and relationships, andmake predictions about the consequences oftheir decisions.

Test the plausibility of the model byinterpreting results against expectations.

At this level pupil can describe the effects when a model ischanged to make something happen.

Pupils use ICT-based models or simulations to help them findthings out and solve problems, e.g. by changing items in asimulation or model.

• Day trip planner (Key Stage 2 Year 5).• Lung capacity investigation (Key Stage 2

Year 5) (National Curriculum in Action).

• Party planner (Key Stage 2 Year 5)(National Curriculum in Action).

• Setting up a football league table in order tomodel possible match outcomes (Unit 7.4lesson 1).

• Using and developing (with guidance) amodel to look at the financial implications ofrunning a school disco (Unit 7.4 lessons 3, 4).


Slide 2.8

Handout 2.5

Rules: Pupils understand that the overall structure of a model is determined by therules (formulae) of the model and that they can develop and create rules to makesimple models.

Validity: Pupils understand the concept of validity when applied to modelling. Pupilsunderstand the need to validate models and can understand validation processessuch as comparing results with other reliable data sources.

Teaching for progression in models and modelling


Show slide 2.8 and refer participants to handout 2.5.

Divide up the concepts from level 3 to level 6 among tables of participants using level4 and level 5 again for additional tables.

Allocate STUs to each table depending on which concept they are working with.

Using variables – 7.4

Plausibility – 7.4

Rules – 8.4 and 8.5

Validity – 9.3

Explain to participants that they are now going to look through the STUs and identifywhere their concept is:

• introduced and taught by the teacher;

• applied and demonstrated by the pupil.

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Handout 2.5

Teaching for progression in models and modelling

Concept to be taught

Explicit references in theSTU to the concept (forexample 7.4, lesson 2activity 3)

What is the aim of coverage:• teaching?• demonstration by pupil?

Could this teaching episode be an opportunity where guided group work couldmove learners on more effectively?

How would you adapt or add to the activity to make it more effective?

Teaching for progression in models and modelling Slide 2.8

Activity 2.5

• For your concept use the first two columns of handout 2.5 to identify:

– the explicit references in the sample teaching unit

– whether this concept is:

taught; or

allows the pupil to demonstrate understanding

Ask participants to find at least one opportunity for each of these occurrences andrecord these opportunities in the first two columns on the handout. Say that we willlook at the third column later.


Show slide 2.9.

Explain that owing to the fact that STU 7.4 is very much about teaching pupils tocreate models, there are very few opportunities for them independently todemonstrate the skills they have developed. Some pupils will develop these skills veryquickly. Ask participants, in small groups, to think of an additional or adapted activitythat the pupils could do in order to demonstrate their new modelling skills. This couldcome out of a question from the headteacher regarding the report he or she was sent.Use sections from tutor resource 2.2, giving each group one example to start themoff. Refer participants to handout 2.6 if they need further help with guided groupwork. Ask participants to complete the final column of handout 2.5 with theirsuggestions and identify where group work could support these episodes and whatcould be adapted or added to make the episode more effective.


Teaching for progression in models and modelling Slide 2.9

Activity 2.6

• For your concept use handout 2.5 to identify:

– opportunities where guided group work could move learners on more effectively

– how you would adapt or add to the activity to make it more effective

Slide 2.9

Tutor resource 2.2

Guided group work is appropriate for pupils of all abilities and should be offered to allover time. It can be focused to support the needs of the following groups of pupils:

• low-attaining pupils – for example, those with limited comprehension who mayneed support reading the information available to them;

• pupils who have had limited experience in developing their techniques with specificICT tools – for example, those pupils who need support with manipulating adatabase;

• very able pupils – for example, those who would benefit from time with the teacherfor acceleration and enrichment;

• targeted groups – for example, pupils learning English as an additional language,who may be in need of intervention with English syntax, or other groups in need ofparticular support.


Handout 2.6 cont.

Guided group workEffective teaching of ICT concepts at Key Stage 3 is built on by:

• modelling those decisions required for planning a task, composing and editingwriting to develop reasoning;

• exploring and analysing examples of sections of the system life cycle, includingdeveloping justification against criteria and evaluating;

• supporting pupils in justifying their views.

What is guided group work?

Guided work in ICT at Key Stage 3 is about supporting pupils’ growing confidenceand independence. It follows a whole-class shared session where the teacher hasmodelled particular strategies to meet objectives. The guided session offers furthersupport to small groups of pupils within a group of peers towards using more expertstrategies than individual pupils can control independently.

Pupils benefit from the small secure learning environment in which the teacher canplan for, and teach to address, the particular shared needs of a selected group.Guided work builds on pupils’ experience of guided teaching and learning in theprimary phase (particularly for English and mathematics), and they continue to enjoythe extra attention and focused support they receive from the teacher during thesesessions.

Guided group work differs from traditional ‘group work’ in that there is more directteaching, planning and focused discussion ‘guided’ by the teacher.

Key features

Guided work is additional focused teaching designed to support pupils’ learningwithin the social context of a small group. In guided group work:

• pupils are organised into groups of about six;

• pupils are grouped for a common ability, need or focus;

• a teacher specifically plans the session;

• a short, focused teacher-led session of about 20 minutes operates within the lesson;

• pupils spend some time working independently (supported as necessary by theteacher);

• follow-up tasks and targets are set to ensure continuity and progression.

Managing the class

Guided group work should be familiar to pupils from their primary school experiencewhere they were used to taking responsibility for their own group work and managingtasks independently while the teacher worked with another group for part of thelesson. Similar expectations can be realistically set and continued within secondaryschool ICT lessons provided that you:

• establish ground rules and set expectations;

• provide suitable tasks.


Handout 2.6

Handout 2.6

Using variables

Plausibility

Rules

Validity


Example: STU 7.4 Introducing Yes, this is an opportunity for the homework tolesson 2 activity 5 lead into guided group work. The introduction

to plausibility here is the point about fractional numbers of teachers. Pupils could be guided to asolution using rounding functions, depending upon how they want the model to work.

Example: STU 9.3 Introducing Yes, the opportunity here is based around the uselesson 4 starter of the random function in order to cause the

model to behave more like real life and so have greater validity. Extra work could be done with a group to reinforce why we need to generate random numbers in some models and not in others. We could also help pupils to decide what the probabilities should be for each of the outcomes. For example, if we are dealing with choices people make we could do a survey – the validity of the model may then be compromised if we do not survey within the appropriate target group.

Example: STU 8.4 Introducing Yes, there is an opportunity here for guided group lesson 2 activity 4 work. When you have identified the pupils who

need more help with formulae you can focus on these and after dealing with any mathematical issues you can further question the pupils about how the rules work.

Example: STU 7.4 Applying Yes, guided group work could be used here. Thelesson 2 activity 3 extension questions could be used with a group

of more-able pupils. You could also question the pupils about why a football manager would use such a model and how that manager might use it.

Plenary 5 minutes

Show slide 2.10.

Explain that this is the list of criteria for a good lesson as described by Ofsted. Identifythat during this session we have been addressing some of these criteria. Refer to thestatements in bold type.

The criteria are from The Ofsted subject report 2002/3: Information technology insecondary schools.

Show slide 2.11 and give participants a few minutes to complete their action planner(handout 1.1).


Slide 2.10

What makes a good lesson? Slide 2.10

• the pace of the lesson

• a clear and understandable lesson structure

• the teacher’s use of dialogue with pupils to check understanding andconsolidate learning

• the use of teaching assistants who are familiar with the subject

• careful planning to build support for individuals into lessons

• questioning and group work

• pupils analysing their work critically, suggesting improvements and refining theirwork independently

• peer assessment by pupils to evaluate each other’s work in order that theycan then independently adapt it

Plenary Slide 2.11

What actions have you identified that:

• are linked to the progression documents?

• use and further develop the materials?

• have implications for future department meetings?

Slide 2.11


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urri

culu

m le

vel

Expa

nsio

n of

leve

lde

scri

ptio

nIll

ustr

atio

nW

hat

mig

ht p

upils

do?

Aspectsof level

1 2 3 4

They

reco

gnise

that

man

y ev

eryd

ayde

vices

resp

ond

to s

igna

ls an

din

stru

ctio

ns. T

hey

mak

e ch

oice

s w

hen

usin

g su

ch d

evice

s to

pro

duce

diffe

rent

outc

omes

.

Expl

ore

optio

ns a

nd m

ake

choi

ces.

They

plan

and

give

inst

ruct

ions

to m

ake

thin

gs h

appe

n an

d de

scrib

e th

e ef

fect

s.

Purp

osef

ul u

se to

war

ds a

spe

cific

outc

ome.

They

use

seq

uenc

es o

f ins

truct

ions

toco

ntro

l dev

ices

and

achi

eve

spec

ificou

tcom

es.

Deve

lopm

ent o

f ins

truct

ions

to s

olve

prob

lems.

They

use

ICT

syst

ems

to c

ontro

l eve

nts

in a

pre

dete

rmin

ed m

anne

r and

to s

ense

phys

ical d

ata.

At th

is lev

el pu

pil c

an u

se in

stru

ctio

ns to

mak

e so

met

hing

hap

pen.

At th

is lev

el pu

pil c

an u

se a

linea

rse

quen

ce o

f ins

truct

ions

to a

chiev

e a

singl

e go

al. T

his

coul

d be

a s

eries

of

sepa

rate

inst

ruct

ions

dev

elope

d th

roug

htri

al an

d er

ror.

At th

is lev

el pu

pil c

an c

reat

e an

d re

fine

ase

t of l

inea

r ins

truct

ions

and

und

erst

and

that

pro

cess

es c

an b

e re

peat

ed in

asim

ple

syst

em.

Sens

ing

phys

ical d

ata

does

not

nee

d to

happ

en in

the

sam

e sy

stem

.

•Us

e a

TV re

mot

e to

adj

ust t

he v

olum

e.

•Pr

ess

a bu

tton

on a

toy

to m

ake

it w

ork.

•Pr

ess

butto

ns o

n a

prog

ram

mab

le to

y to

ent

er a

n in

stru

ctio

n,

e.g.

For

war

d –

5.

•Us

e a

phot

ocop

ier to

mak

e a

spec

ific n

umbe

r of c

opies

.

•Su

cces

sively

pre

ss b

utto

ns o

n a

prog

ram

mab

le to

y to

follo

w

a gi

ven

path

.

•W

rite

a se

ries

of in

stru

ctio

ns, i

n a

turtl

e gr

aphi

cs a

pplic

atio

n, to

dr

aw a

spe

cific

shap

e.

•Pl

an in

stru

ctio

ns re

quire

d to

sim

ulat

e a

simpl

e st

op/g

o tra

ffic lig

ht.

Test

pro

gram

, ref

ine

if ne

cess

ary

(Uni

t 7.6

less

on 1

).

•C

reat

e a

flow

cha

rt to

con

trol li

ght l

evels

(Uni

t 7.6

less

on 3

).

•C

ontro

l the

tem

pera

ture

of a

room

(Uni

t 7.6

less

on 4

).

•Us

e a

web

cam

era

to s

ense

and

log

mov

emen

t (Un

it 7.

6 les

son

3).

•Pl

an in

stru

ctio

ns to

con

trol a

gre

enho

use

(Uni

t 8.5

less

on 5

).


Han

do

ut 2

.1 c

ont.

Con

cept

s

Mod

ular

ity. D

ecis

ion

to c

hoos

e be

twee

ndi

ffere

nt in

stru

ctio

nsde

pend

ent u

pon

aco

nditi

on.

Mon

itorin

g an

dco

ntro

l com

bine

d.D

ecis

ion

to c

hoos

ebe

twee

n di

ffere

ntin

stru

ctio

nsde

pend

ent u

pon

varia

ble-

base

dco

unte

r.

Pro

gre

ssio

n g

uid

e f

or

contr

ol

and m

onit

ori

ng

(Deve

lopin

g ideas

and m

akin

g t

hin

gs

hap

pen)

Con

trol

and

mon

itori

ngas

pect

of

Nat

iona

lC

urri

culu

m le

vel d

escr

iptio

n

Key

cha

ract

eris

tics

ofN

atio

nal C

urri

culu

m le

vel

Expa

nsio

n of

leve

lde

scri

ptio

nIll

ustr

atio

nW

hat

mig

ht p

upils

do?

Aspectsof level

5 6

They

cre

ate

sequ

ence

s of

inst

ruct

ions

toco

ntro

l eve

nts,

and

und

erst

and

the

need

to b

e pr

ecise

whe

n fra

min

g an

dse

quen

cing

inst

ruct

ions

. The

yun

ders

tand

how

ICT

devic

es w

ithse

nsor

s ca

n be

use

d to

mon

itor a

ndm

easu

re e

xter

nal e

vent

s.

Com

bine

inst

ruct

ions

with

in a

n ov

erall

stru

ctur

e.

They

dev

elop,

try

out a

nd re

fine

sequ

ence

s of

inst

ruct

ions

to m

onito

r,m

easu

re a

nd c

ontro

l eve

nts,

and

sho

wef

ficien

cy in

fram

ing

thes

e in

stru

ctio

ns.

At th

is lev

el pu

pil c

an s

olve

give

npr

oblem

s re

quirin

g te

stin

g an

dre

finem

ent o

f ind

ividu

al co

mpo

nent

s e.

g.id

entif

icatio

n of

com

pone

nt p

arts

(sub

rout

ines

or p

roce

dure

s). S

olut

ions

coul

d in

clude

mon

itorin

g sim

ple

‘on–

off’

cond

itions

or c

ondi

tions

that

fall

betw

een

a sp

ecifie

d ra

nge.

Pupi

l und

erst

ands

that

sen

sors

can

be

used

to m

easu

re c

hang

es in

phy

sical

cond

itions

pre

cisely

and

mon

itor

cond

itions

acc

urat

ely.

At th

is lev

el pu

pil c

an d

evelo

p so

lutio

nsto

pro

blem

s re

quirin

g a

syst

em to

cont

rol a

n ev

ent b

y th

e m

onito

ring

ofex

tern

al co

nditio

ns, a

nd in

clude

usin

g a

varia

ble

to c

ount

, to

mak

e de

cisio

ns.

•C

reat

e a

proc

edur

e to

per

form

an

ever

yday

eve

nt (U

nit 7

.6 le

sson

5).

•De

velo

p a

cont

rol s

yste

m to

aut

omat

e a

gree

nhou

se, t

akin

g in

to a

ccou

ntall

env

ironm

enta

l req

uire

men

ts (U

nit 8

.5 le

sson

6).

•De

velo

p a

mod

ular

sol

utio

n to

the

cont

rol o

f a th

eme

park

ride

(Cas

est

udy

9.1

lesso

ns 4

, 5 a

nd 6

).

•Us

e a

data

logg

ing

syst

em to

pro

duce

gra

phica

l/tab

ular

resu

lts o

fm

easu

ring

the

tem

pera

ture

cha

nge

over

tim

e of

hot

pot

atoe

s w

rapp

ed in

diffe

rent

insu

latin

g m

ater

ials.

•De

velo

p a

cont

rol s

yste

m to

aut

omat

e a

gree

nhou

se, t

akin

g in

to a

ccou

ntall

env

ironm

enta

l req

uire

men

ts (U

nit 8

.5 le

sson

6).

•De

velo

p a

solu

tion

to th

e co

ntro

l of a

them

e pa

rk ri

de u

sing

varia

bles

totra

ck th

e bo

ats

on th

e rid

e an

d in

crea

se th

e sa

fety

fact

ors

with

the

ride

(Cas

e st

udy

9.1

lesso

ns 4

, 5 a

nd 6

).

•Pl

an a

flow

cha

rt of

a c

ar p

ark

barri

er. D

evelo

p su

brou

tines

to:

Mon

itor –

by

coun

ting

vehi

cles

in (m

onito

ring

inpu

ts)

Mea

sure

– c

ompa

ring

with

pre

dete

rmin

ed v

alue.

(10

cars

in =

car

par

k fu

ll)C

ontro

l – b

arrie

r up/

dow

n, lig

ht to

disp

lay fu

ll sig

n.


Han

do

ut 2

.1 c

ont.

Con

cept

s

Sam

plin

g ra

tes

are

impo

rtan

t in

reco

rdin

g co

nditi

ons

and

for l

ater

ana

lysi

sof

resu

lts.

Feed

back

cha

nges

perf

orm

ance

of t

hesy

stem

.

Pro

gre

ssio

n g

uid

e f

or

contr

ol

and m

onit

ori

ng

Deve

lopin

g ideas

and m

akin

g t

hin

gs

hap

pen)

Con

trol

and

mon

itori

ngas

pect

of

Nat

iona

lC

urri

culu

m le

vel d

escr

iptio

n

Key

cha

ract

eris

tics

ofN

atio

nal C

urri

culu

m le

vel

Expa

nsio

n of

leve

lde

scri

ptio

nIll

ustr

atio

nW

hat

mig

ht p

upils

do?

Aspectsof level

7 8 EP

They

use

ICT

to m

easu

re, r

ecor

d an

dan

alyse

phy

sical

varia

bles

and

con

trol

even

ts.

Scop

e, d

efin

e, im

plem

ent a

nd re

fine

syst

ems.

Whe

n de

velo

ping

sys

tem

s th

at re

spon

dto

eve

nts,

they

mak

e ap

prop

riate

use

of

feed

back

.

Desig

n an

d im

plem

ent s

yste

ms

for

othe

rs to

use

.

Desig

n, im

plem

ent,

test

, doc

umen

t and

evalu

ate

syst

ems

for o

ther

s to

use

.

At th

is lev

el pu

pil c

an d

evelo

p a

spec

ificat

ion

for t

he d

esig

n an

dim

plem

enta

tion

of s

olut

ions

to c

ompl

exco

ntro

l pro

blem

s.

At th

is lev

el pu

pil c

an re

cord

phy

sical

data

rem

otely

and

at s

pecif

ied ti

me

perio

ds, c

onsid

erin

g th

e am

ount

of d

ata

requ

ired

for e

ffect

ive a

nalys

is.

At th

is lev

el pu

pil r

esea

rch

into

exis

ting

syst

ems

is us

ed a

s a

basis

to d

evelo

p a

solu

tion.

Are

as fo

r tes

ting

are

iden

tified

and

docu

men

ted.

How

the

syst

emch

ange

s w

ith th

e us

e of

feed

back

isex

plain

ed. D

ocum

enta

tion

of th

eco

mpl

ete

syst

em in

clude

s po

ssib

lepr

oblem

s w

ith o

pera

tion

(varia

bles

whi

chm

ay n

eed

adju

stin

g), m

ainte

nanc

e.

The

prob

lem o

f man

agin

g th

e flo

w o

f car

s in

to a

nd o

ut o

f a c

ar p

ark

has

been

ana

lysed

and

a s

pecif

icatio

n fo

r the

sys

tem

pro

duce

d. C

ontro

lling

car

park

bar

rier n

ow in

clude

s va

riabl

e –

lengt

h of

tim

e ba

rrier

is o

pen

depe

ndin

g on

tim

e ta

ken

to d

rive

thro

ugh.

Pupi

ls an

alyse

the

prob

lem o

f man

agin

g th

e flo

w o

f car

s pa

rkin

g. S

yste

msp

ecific

atio

n in

clude

s te

stin

g un

der a

var

iety

of c

ondi

tions

and

feed

back

.Do

cum

enta

tion

of th

e co

mpl

ete

syst

em in

clude

s po

ssib

le pr

oblem

s w

ithop

erat

ion

(varia

bles

whi

ch m

ay n

eed

adju

stin

g), m

ainte

nanc

e.


Introduce – apply – reflectSome of the items on slide 2.5 may appear in more than one section below, used differently in each case.

Handout 2.2

Introduce

Directing and telling

Apply

Reflect

• How do subject leaders ensure that the approaches are effectively applied within their department?

• How do subject leaders support their teachers in the use of these techniques?


Video questionsWhile watching the video consider the four questions below. Use the boxes to collate your thoughts.

Handout 2.3

How did the department ensurethat effective strategies wereapplied within all classes?

How did the meeting contribute toimproving pupils’ progress?

What strategies did the teacheremploy in the classroom?

What additional strategies couldhave been used?


Han

do

ut 2

.4a

Con

cept

s

Cau

se a

nd e

ffect

:ch

angi

ng th

ings

.

Expl

orat

ion:

purp

osef

ul u

se to

war

dsp

ecific

out

com

es.

Usi

ng v

aria

bles

:pu

pils

mak

e ch

oice

s,e.

g. c

hang

ing

a va

lue,

selec

ting

a ro

ute.

Plau

sibi

lity

Pupi

ls as

k ‘w

hat i

f …?’

ques

tions

to in

terp

ret

and

expl

ore

mod

els.

Pupi

ls co

nsid

erw

heth

er th

e re

sults

are

reali

stic.

Pro

gre

ssio

n g

uid

e f

or

models

and m

odelli

ng

(Deve

lopin

g ideas

and m

akin

g t

hin

gs

hap

pen)

Mod

els

and

mod

ellin

g as

pect

of N

atio

nal C

urri

culu

m le

vel

desc

ript

ion

Key

cha

ract

eris

tics

of N

atio

nal

Cur

ricu

lum

leve

l des

crip

tion

Expa

nsio

n of

leve

l des

crip

tion

Illus

trat

ion

Wha

t m

ight

pup

ils d

o?Aspects of level

1 2 3 4

Expl

ore

optio

ns a

nd m

ake

choi

ces.

They

use

ICT

to e

xplo

re w

hat h

appe

ns in

real

and

imag

inar

y sit

uatio

ns.

Purp

osef

ul u

se to

war

ds a

spe

cific

outc

ome.

They

mak

e ap

prop

riate

cho

ices

whe

n us

ing

ICT-

base

d m

odels

or s

imul

atio

ns to

help

them

find

thin

gs o

ut a

nd s

olve

pro

blem

s.

Mak

ing

chan

ges

to s

olve

pro

blem

s.

They

use

ICT-

base

d m

odels

and

sim

ulat

ions

to e

xplo

re p

atte

rns

and

relat

ions

hips

, and

mak

e pr

edict

ions

abo

ut th

e co

nseq

uenc

es o

fth

eir d

ecisi

ons.

Test

the

plau

sibi

lity

of th

e m

odel

by

inte

rpre

ting

resu

lts a

gain

st e

xpec

tatio

ns.

At th

is lev

el pu

pil c

an d

escr

ibe

the

effe

cts

whe

n a

mod

el is

chan

ged

to m

ake

som

ethi

ng h

appe

n.

Pupi

ls us

e IC

T-ba

sed

mod

els o

r sim

ulat

ions

to h

elp th

em fi

ndth

ings

out

and

sol

ve p

robl

ems,

e.g

. by

chan

ging

item

s in

asim

ulat

ion

or m

odel.

•Da

y tri

p pl

anne

r (Ke

y St

age

2 Ye

ar 5

).•

Lung

cap

acity

inve

stig

atio

n (K

ey S

tage

2Ye

ar 5

) (N

atio

nal C

urric

ulum

in A

ctio

n).

•Pa

rty p

lanne

r (Ke

y St

age

2 Ye

ar 5

)(N

atio

nal C

urric

ulum

in A

ctio

n).

•Se

tting

up

a fo

otba

ll lea

gue

tabl

e in

ord

er to

mod

el po

ssib

le m

atch

out

com

es (U

nit 7

.4les

son

1).

•Us

ing

and

deve

lopi

ng (w

ith g

uida

nce)

am

odel

to lo

ok a

t the

fina

ncial

impl

icatio

ns o

fru

nnin

g a

scho

ol d

isco

(Uni

t 7.4

less

ons

3, 4

).


Han

do

ut 2

.4a

con

t.

Con

cept

s

Rul

es:

Pupi

ls un

ders

tand

the

over

all s

truct

ure

of a

mod

el is

dete

rmin

edby

the

rules

(for

mul

ae)

of th

e m

odel

and

mak

e sim

ple

mod

els.

Valid

ity:

Pupi

ls im

prov

e th

eva

lidity

and

effic

iency

of m

odels

by:

var

ying

rules

; and

com

parin

gre

sults

with

oth

erre

liabl

e da

ta s

ourc

es.

Pro

gre

ssio

n g

uid

e f

or

models

and m

odelli

ng

(Deve

lopin

g ideas

and m

akin

g t

hin

gs

hap

pen)

Mod

els

and

mod

ellin

g as

pect

of N

atio

nal C

urri

culu

m le

vel

desc

ript

ion

Key

cha

ract

eris

tics

of N

atio

nal

Cur

ricu

lum

leve

l des

crip

tion

Expa

nsio

n of

leve

l des

crip

tion

Illus

trat

ion

Wha

t m

ight

pup

ils d

o?Aspects of level

5 6

They

exp

lore

the

effe

cts

of c

hang

ing

the

varia

bles

in a

n IC

T-ba

sed

mod

el.

Com

bini

ng th

e fe

atur

es o

f a m

odel

toun

ders

tand

the

over

all s

truc

ture

.

They

use

ICT-

base

d m

odels

to m

ake

pred

ictio

ns a

nd v

ary

the

rules

with

in th

em

odels

. The

y as

sess

the

valid

ity o

f the

sem

odels

by

com

parin

g th

eir b

ehav

iour

with

info

rmat

ion

from

oth

er s

ourc

es.

Inte

grat

ion

and

effic

ienc

y of

mod

el b

ycr

itica

l eva

luat

ion.

•Se

t up

or a

lter v

ariab

les w

ithin

a m

odel

toco

mpa

re th

e re

lative

cos

t of d

iffere

nt m

obile

phon

e pr

ovid

ers

(Uni

t 8.4

less

ons

2, 3

).

•Pu

pils

may

use

abs

olut

e va

riabl

es to

incr

ease

effic

iency

, e.g

. an

abso

lute

cell

refe

renc

e fo

r VAT

ena

bles

the

who

le m

odel

to b

e up

date

d qu

ickly

with

var

ious

VAT

rate

s(N

atio

nal C

urric

ulum

in A

ctio

n).

•Fr

om c

ase

stud

y 9.

3: P

upils

set

up

a fin

ancia

lpl

an b

ased

aro

und

a th

eatre

boo

king

syst

emto

mod

el tic

ket p

ricin

g. T

he p

lan in

clude

sin

form

atio

n on

pos

sible

inco

me

and

expe

nditu

re to

be

avail

able

on th

e sc

hool

intra

net o

r a fi

le in

the

scho

ol lib

rary

(so

that

pupi

ls ar

e fin

ding

info

rmat

ion

for t

hem

selve

s).

•(B

earin

g in

min

d th

at th

e pr

oduc

tion

mus

tno

t mak

e a

loss

) pup

ils d

ecid

e w

hat p

rice

tose

t for

the

ticke

ts.

•Pu

pils

inve

stig

ate

the

effe

ct o

f diffe

rent

pric

esfo

r sea

ts.

•Th

ey c

onsid

er th

e im

pact

of a

pric

ing

stru

ctur

e de

pend

ing

on a

ge/in

com

e.•

They

asc

erta

in th

e co

sts

invo

lved.


Han

do

ut 2

.4a

con

t.

Con

cept

s

Scop

e:M

odel

para

met

ers

are

iden

tified

, e.g

. rul

es;

varia

bles

and

assu

mpt

ions

mad

e;ef

ficien

t met

hods

of

test

ing

inclu

ding

use

rfe

edba

ck a

nd v

alidi

tych

ecks

.

Pro

gre

ssio

n g

uid

e f

or

models

and m

odelli

ng

(Deve

lopin

g ideas

and m

akin

g t

hin

gs

hap

pen)

Mod

els

and

mod

ellin

g as

pect

of N

atio

nal C

urri

culu

m le

vel

desc

ript

ion

Key

cha

ract

eris

tics

of N

atio

nal

Cur

ricu

lum

leve

l des

crip

tion

Expa

nsio

n of

leve

l des

crip

tion

Illus

trat

ion

Wha

t m

ight

pup

ils d

o?Aspects of level

7Th

ey d

esig

n IC

T-ba

sed

mod

els a

ndpr

oced

ures

with

var

iables

to m

eet p

artic

ular

need

s.

Scop

e, d

efin

e, im

plem

ent a

nd re

fine,

audi

ence

and

use

r fee

dbac

k.

Pupi

ls sc

ope

and

choo

se a

ppro

priat

e IC

T to

ols

to p

rovid

ean

swer

s re

quire

d to

sol

ve a

pro

blem

, by

the

crea

tion

of a

mod

el. P

upils

can

def

ine

the

prob

lem to

iden

tify

varia

bles

, the

relat

ions

hips

bet

wee

n va

riabl

es a

nd th

e ou

tcom

e, a

nd th

e ty

peof

out

com

e re

levan

t to

the

audi

ence

. Var

ious

sce

nario

s ar

eid

entif

ied th

at w

ill en

able

exte

nsive

test

ing

of th

e m

odel.

Inpu

t(p

refe

rabl

y re

gular

) – p

roce

ss –

test

ing

– ou

tput

.

Pupi

ls m

ight

aut

omat

e te

st-d

ata

gene

ratio

n to

test

and

refin

eth

e m

odel,

e.g

. ran

dom

ised

data

is p

rodu

ced

repe

titive

ly by

usin

g m

acro

s. T

he m

odel

is als

o re

fined

from

use

r fee

dbac

k,e.

g. th

e us

er in

terfa

ce m

ay b

e de

signe

d w

ith d

ropd

own

men

usfo

r eas

e of

use

.

Assu

mpt

ions

are

exp

licitly

exp

ress

ed, e

.g. t

he b

irth

rate

of

rabb

its is

a c

onst

ant %

of t

he p

opul

atio

n, e

tc.

•Th

ey c

ompa

re m

odel

resu

lts to

a p

revio

usye

ar’s

figur

es.

•Th

ey in

vest

igat

e th

e re

latio

nshi

p be

twee

nin

crea

sed

ticke

t pric

e an

d th

e ef

fect

on

num

ber o

f tick

ets

sold

.•

They

cre

ate

a sim

ulat

ion

of a

hall

sea

ting

plan

for b

ookin

g se

ats.

•Th

ey c

alcul

ate

how

man

y tic

kets

can

be

sold

for o

ne p

erfo

rman

ce (r

emem

berin

g fir

ere

gulat

ions

and

how

man

y pe

ople

can

beac

com

mod

ated

in th

e ha

ll.)•

They

con

sider

whe

ther

sea

ts c

an b

e nu

mbe

red

so th

at p

eopl

e ca

n bo

ok th

e fro

nt ro

w.

•Pu

pils

furth

er d

evelo

p th

e fin

ancia

l plan

and

hall s

eatin

g sy

stem

in o

rder

to c

ombi

neth

em. T

he ti

cket

boo

king

syst

em w

ould

nee

dto

mee

t crit

eria

iden

tified

initia

lly b

y an

exte

rnal

user

and

be

effe

ctive

ly ta

ilore

d to

the

need

s an

d re

quire

men

ts o

f tha

t use

r.

•As

sum

ptio

ns c

an a

lso b

e dr

awn

out,

i.e.

peop

le te

nd to

buy

tick

ets

in p

airs,

ver

y fe

wsin

gle

ticke

ts a

re s

old,

peo

ple

wan

t to

sitne

xt to

eac

h ot

her –

and

the

effe

ct o

n ho

wtic

kets

are

sol

d, ra

tio o

f adu

lts a

nd c

hild

ren

buyin

g tic

kets

, etc

.(S

ee c

ase

stud

y 9.

3.)


EP

Han

do

ut 2

.4a

con

t.

Con

cept

s

Pro

gre

ssio

n g

uid

e f

or

models

and m

odelli

ng

(Deve

lopin

g ideas

and m

akin

g t

hin

gs

hap

pen)

Mod

els

and

mod

ellin

g as

pect

of N

atio

nal C

urri

culu

m le

vel

desc

ript

ion

Key

cha

ract

eris

tics

of N

atio

nal

Cur

ricu

lum

leve

l des

crip

tion

Expa

nsio

n of

leve

l des

crip

tion

Illus

trat

ion

Wha

t m

ight

pup

ils d

o?Aspects of level

8Pu

pils

inde

pend

ently

sele

ct a

ppro

priat

ein

form

atio

n so

urce

s an

d IC

T to

ols

for s

pecif

icta

sks,

takin

g in

to a

ccou

nt e

ase

of u

se a

ndsu

itabi

lity. T

hey

desig

n sy

stem

s fo

r oth

ers

tous

e.

Desig

ned

and

impl

emen

ted

for o

ther

s to

use.

Pupi

ls ev

aluat

e so

ftwar

e pa

ckag

es a

nd IC

T-ba

sed

mod

els, a

nalys

ing

the

situa

tions

for

whi

ch th

ey w

ere

deve

lope

d an

d as

sess

ing

their

effic

iency

, eas

e of

use

and

appr

opria

tene

ss.


Han

do

ut 2

.4b

Con

cept

s

Cau

se a

nd e

ffect

:C

hang

ing

thin

gs.

Expl

orat

ion:

Purp

osef

ul u

se to

war

dsp

ecific

out

com

es.

Usi

ng v

aria

bles

:Pu

pils

mak

e ch

oice

s,e.

g. c

hang

ing

a va

lue,

selec

ting

a ro

ute.

Plau

sibi

lity:

Pupi

ls as

k ‘w

hat i

f …?’

ques

tions

to in

terp

ret

and

expl

ore

mod

els.

Pupi

ls co

nsid

erw

heth

er th

e re

sults

are

reali

stic.

Pro

gre

ssio

n g

uid

e f

or

models

and m

odelli

ng

(Deve

lopin

g ideas

and m

akin

g t

hin

gs

hap

pen)

Mod

els

and

mod

ellin

gas

pect

of

Nat

iona

lC

urri

culu

m le

vel d

escr

iptio

n

Key

cha

ract

eris

tics

ofN

atio

nal C

urri

culu

m le

vel

Expa

nsio

n of

leve

l des

crip

tion

Illus

trat

ion

Wha

t m

ight

pup

ils d

o?Aspects of level

1 2 43

Expl

ore

optio

ns a

nd m

ake

choi

ces.

They

use

ICT

to e

xplo

re w

hat h

appe

nsin

real

and

imag

inar

y sit

uatio

ns.

Purp

osef

ul u

se to

war

ds a

spe

cific

outc

ome.

They

mak

e ap

prop

riate

cho

ices

whe

nus

ing

ICT-

base

d m

odels

or s

imul

atio

nsto

help

them

find

thin

gs o

ut a

nd s

olve

prob

lems.

Mak

ing

chan

ges

to s

olve

pro

blem

s.

They

use

ICT-

base

d m

odels

and

simul

atio

ns to

exp

lore

pat

tern

s an

dre

latio

nshi

ps, a

nd m

ake

pred

ictio

nsab

out t

he c

onse

quen

ces

of th

eirde

cisio

ns.

Test

the

plau

sibi

lity

of th

e m

odel

by

inte

rpre

ting

resu

lts a

gain

stex

pect

atio

ns.

At th

is lev

el pu

pil c

an d

escr

ibe

the

effe

cts

whe

n a

mod

el is

chan

ged

to m

ake

som

ethi

ng h

appe

n.

Pupi

ls us

e IC

T-ba

sed

mod

els o

r sim

ulat

ions

to h

elp th

em fi

ndth

ings

out

and

sol

ve p

robl

ems,

e.g

. by

chan

ging

item

s in

asim

ulat

ion

or m

odel.

Pupi

ls be

com

e m

ore

critic

al in

their

use

of m

odels

, exp

lorin

gre

latio

nshi

ps, p

atte

rns

and

pred

ictin

g co

nseq

uenc

es o

f cha

ngin

gva

lues

in a

mod

el. P

upils

ask

‘wha

t if …

’ que

stio

ns to

test

the

plau

sibilit

y of

the

mod

el an

d in

terp

ret t

he re

sults

.

Pupi

ls ca

n id

entif

y fe

atur

es a

nd lim

itatio

ns o

f a g

iven

mod

el or

simul

atio

n.

•Da

y tri

p pl

anne

r (Ke

y St

age

2 Ye

ar 5

).•

Lung

cap

acity

inve

stig

atio

n (K

ey S

tage

2Ye

ar 5

). (N

atio

nal C

urric

ulum

in A

ctio

n).

•Pa

rty p

lanne

r (Ke

y St

age

2 Ye

ar 5

)(N

atio

nal C

urric

ulum

in A

ctio

n).

•Se

tting

up

a fo

otba

ll lea

gue

tabl

e in

ord

er to

mod

el po

ssib

le m

atch

out

com

es (U

nit 7

.4les

son

1).

•Us

ing

and

deve

lopi

ng (w

ith g

uida

nce)

a m

odel

to lo

ok a

t the

fina

ncial

impl

icatio

ns o

f run

ning

asc

hool

disc

o (U

nit 7

.4 le

sson

s 3,

4).


Han

do

ut 2

.4b

con

t.

Con

cept

s

Rul

es:

Pupi

ls un

ders

tand

the

over

all s

truct

ure

of a

mod

el is

dete

rmin

edby

the

rules

(for

mul

ae)

of th

e m

odel

and

mak

e sim

ple

mod

els.

Valid

ity:

Pupi

ls im

prov

e th

eva

lidity

and

effic

iency

of m

odels

by:

var

ying

rules

; and

com

parin

gre

sults

with

oth

erre

liabl

e da

ta s

ourc

es.

Pro

gre

ssio

n g

uid

e f

or

models

and m

odelli

ng

(Deve

lopin

g ideas

and m

akin

g t

hin

gs

hap

pen)

Mod

els

and

mod

ellin

gas

pect

of

Nat

iona

lC

urri

culu

m le

vel d

escr

iptio

n

Key

cha

ract

eris

tics

ofN

atio

nal C

urri

culu

m le

vel

Expa

nsio

n of

leve

l de

scri

ptio

nIll

ustr

atio

nW

hat

mig

ht p

upils

do?

Aspects of level

5 6

They

exp

lore

the

effe

cts

of c

hang

ing

the

varia

bles

in a

n IC

T-ba

sed

mod

el.

Com

bini

ng th

e fe

atur

es o

f a m

odel

to u

nder

stan

d th

e ov

eral

l str

uctu

re.

They

use

ICT-

base

d m

odels

to m

ake

pred

ictio

ns a

nd v

ary

the

rules

with

in th

em

odels

. The

y as

sess

the

valid

ity o

fth

ese

mod

els b

y co

mpa

ring

their

beha

viour

with

info

rmat

ion

from

oth

erso

urce

s.

Inte

grat

ion

and

effic

ienc

y of

mod

elby

crit

ical

eva

luat

ion.

Pupi

ls un

ders

tand

the

over

all s

truct

ure

of th

em

odel,

var

iables

and

rules

, and

that

rules

gove

rn th

e be

havio

ur o

f a m

odel.

The

yor

gani

se d

ata

suita

ble

for p

roce

ssin

g.

Pupi

ls cr

eate

sim

ple

mod

els u

sing

a ra

nge

ofva

riabl

es. P

upils

und

erst

and

that

cha

ngin

gda

ta (d

ata

with

in v

ariab

les a

nd v

ariab

lesth

emse

lves)

can

cha

nge

the

way

in w

hich

the

mod

el be

have

s an

d pu

pils

can

pred

ict s

ome

of th

e ef

fect

s of

thes

e ch

ange

s.

Pupi

ls cr

eate

mod

els to

sol

ve a

give

n ta

sk a

ndex

plor

e va

lidity

by

chan

ging

var

iables

and

rules

. Pup

ils id

entif

y ap

prop

riate

info

rmat

ion

sour

ces

to c

ompa

re w

ith th

e m

odel

beha

viour

.

Pupi

ls un

ders

tand

that

a m

odel

cons

ists

ofth

ree

main

sta

ges,

inpu

t dat

a, p

roce

ss o

f dat

a(ru

les) a

nd o

utpu

t (ch

arts

, dat

a, e

tc.).

The

type

of o

utpu

t dat

a is

cons

ider

ed in

relat

ion

to th

eau

dien

ce, e

.g. a

repo

rt on

the

prof

itabi

lity o

f afu

ndra

ising

ven

ture

inclu

des

fore

cast

s of

vario

us s

cena

rios

(line

char

ts).

Link

ing

thes

ech

arts

from

the

repo

rt to

the

mod

el all

ows

chan

ges

in th

e m

odel

to b

e ef

ficien

tlyin

tegr

ated

into

the

repo

rt.

•Se

t up

or a

lter v

ariab

les w

ithin

a m

odel

to c

ompa

re th

e re

lative

cost

of d

iffere

nt m

obile

pho

ne p

rovid

ers

(Uni

t 8.4

less

ons

2, 3

).

•Pu

pils

may

use

abs

olut

e va

riabl

es to

incr

ease

effic

iency

, e.g

. an

abso

lute

cell

refe

renc

e fo

r VAT

ena

bles

the

who

le m

odel

to b

eup

date

d qu

ickly

with

var

ious

VAT

rate

s.(N

atio

nal C

urric

ulum

in A

ctio

n).

•Fr

om c

ase

stud

y 9.

3: P

upils

set

up

a fin

ancia

l plan

bas

ed a

roun

d a

thea

tre b

ookin

g sy

stem

to m

odel

ticke

t pric

ing.

The

plan

inclu

des

info

rmat

ion

on p

ossib

le in

com

e an

d ex

pend

iture

to b

e av

ailab

le on

the

scho

ol in

trane

t or a

file

in th

e sc

hool

libra

ry (s

o th

at p

upils

are

findi

ng in

form

atio

n fo

r the

mse

lves)

.•

(Bea

ring

in m

ind

that

the

prod

uctio

n m

ust n

ot m

ake

a lo

ss) p

upils

decid

e w

hat p

rice

to s

et fo

r the

tick

ets.

•Pu

pils

inve

stig

ate

the

effe

ct o

f diffe

rent

pric

es fo

r sea

ts.

•Th

ey c

onsid

er th

e im

pact

of a

pric

ing

stru

ctur

e de

pend

ing

onag

e/in

com

e.•

They

asc

erta

in th

e co

sts

invo

lved.


Han

do

ut 2

.4b

con

t.

Con

cept

s

Scop

e:M

odel

para

met

ers

are

iden

tified

, e.g

. rul

es;

varia

bles

and

assu

mpt

ions

mad

e;ef

ficien

t met

hods

of

test

ing

inclu

ding

use

rfe

edba

ck a

nd v

alidi

tych

ecks

.

Pro

gre

ssio

n g

uid

e f

or

models

and m

odelli

ng

(Deve

lopin

g ideas

and m

akin

g t

hin

gs

hap

pen)

Mod

els

and

mod

ellin

gas

pect

of

Nat

iona

lC

urri

culu

m le

vel d

escr

iptio

n

Key

cha

ract

eris

tics

ofN

atio

nal C

urri

culu

m le

vel

Expa

nsio

n of

leve

l de

scri

ptio

nIll

ustr

atio

nW

hat

mig

ht p

upils

do?

Aspects of level

7Th

ey d

esig

n IC

T-ba

sed

mod

els a

ndpr

oced

ures

with

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Guided group workEffective teaching of ICT concepts at Key Stage 3 is built on by:

• modelling those decisions required for planning a task, composing and editingwriting to develop reasoning;

• exploring and analysing examples of sections of the system life cycle, includingdeveloping justification against criteria and evaluating;

• supporting pupils in justifying their views.

What is guided group work?

Guided work in ICT at Key Stage 3 is about supporting pupils’ growing confidenceand independence. It follows a whole-class shared session where the teacher hasmodelled particular strategies to meet objectives. The guided session offers furthersupport to small groups of pupils within a group of peers towards using more expertstrategies than individual pupils can control independently.

Pupils benefit from the small secure learning environment in which the teacher canplan for, and teach to address, the particular shared needs of a selected group.Guided work builds on pupils’ experience of guided teaching and learning in theprimary phase (particularly for English and mathematics), and they continue to enjoythe extra attention and focused support they receive from the teacher during thesesessions.

Guided group work differs from traditional ‘group work’ in that there is more directteaching, planning and focused discussion ‘guided’ by the teacher.

Key features

Guided work is additional focused teaching designed to support pupils’ learningwithin the social context of a small group. In guided group work:

• pupils are organised into groups of about six;

• pupils are grouped for a common ability, need or focus;

• a teacher specifically plans the session;

• a short, focused teacher-led session of about 20 minutes operates within the lesson;

• pupils spend some time working independently (supported as necessary by theteacher);

• follow-up tasks and targets are set to ensure continuity and progression.

Managing the class

Guided group work should be familiar to pupils from their primary school experiencewhere they were used to taking responsibility for their own group work and managingtasks independently while the teacher worked with another group for part of thelesson. Similar expectations can be realistically set and continued within secondaryschool ICT lessons provided that you:

• establish ground rules and set expectations;

• provide suitable tasks.

Handout 2.6


Guided group work is appropriate for pupils of all abilities and should be offered to allover time. It can be focused to support the needs of the following groups of pupils:

• low-attaining pupils – for example, those with limited comprehension who mayneed support reading the information available to them;

• pupils who have had limited experience in developing their techniques with specificICT tools – for example, those pupils who need support with manipulating adatabase;

• very able pupils – for example, those who would benefit from time with the teacherfor acceleration and enrichment;

• targeted groups – for example, pupils learning English as an additional language,who may be in need of intervention with English syntax, or other groups in need ofparticular support.

Handout 2.6 cont.


Tutor resource 2.1

Pupils ask ‘what if …?’questions to test the plausibilityof the model and interpret theresults.

Pupils can identify features andlimitations of a given model orsimulation.

Pupils understand the overallstructure of the model, variablesand rules, and that rules governthe behaviour of a model. Theyorganise data suitable forprocessing.

Pupils create models to solve agiven task and explore validity bychanging variables and rules.Pupils identify appropriateinformation sources to comparewith the model behaviour.

Pupils create simple modelsusing a range of variables. Pupilsunderstand that changing data(data within variables andvariables themselves) canchange the way in which themodel behaves and can predictsome of the effects of thesechanges.

Pupils understand that a modelconsists of three main stages,input data, process of data(rules) and output (charts, dataetc.). The type of output data isconsidered in relation to theaudience, e.g. a report on theprofitability of a fundraisingventure includes forecasts ofvarious scenarios (line charts).Linking these charts from thereport to the model allowschanges in the model to beefficiently integrated into thereport.

Pupils can define the problem toidentify variables, therelationships between variablesand the outcome, and the typeof outcome relevant to theaudience.

Various scenarios are identifiedthat will enable extensive testingof the model. Input (preferablyregular) – process – testing –output.

Pupils become more critical intheir use of models, exploringrelationships, pattern andpredicting consequences ofchanging values in a model.


Pupils scope and chooseappropriate ICT tools to provideanswers required to solve aproblem, by the creation of amodel.

Pupils might automate test datageneration to test and refine themodel, e.g. randomised data isproduced repetitively by usingmacros. The model is alsorefined from the user feedback,e.g. the user interface may bedesigned with dropdown menusfor ease of use.

Assumptions are explicitlyexpressed, e.g. the birth rate ofrabbits is a constant % of thepopulation.

Tutor resource 2.1 cont.


Tutor resource 2.2

Using variables

Plausibility

Rules

Validity

Example: ApplyingSTU 7.4lesson 2 activity 3

Yes, guided group work could be used here. The extensionquestions could be used with a group of more-able pupils. Youcould also question the pupils about why a football manager wouldmake use of such a model and how that manager might use it.

Example: IntroducingSTU 9.3lesson 4 starter

Yes, the opportunity here is based around the use of the randomfunction in order to cause the model to behave more like real life andso have greater validity. Extra work could be done with a group toreinforce why we need to generate random numbers in some modelsand not in others. We could also help pupils to decide what theprobabilities should be for each of the outcomes. For example, if weare dealing with choices people make we could do a survey – thevalidity of the model may then be compromised if we do not surveywithin the appropriate target group.

Example: IntroducingSTU 7.4lesson 2 activity 5

Yes, this is an opportunity for the homework to lead into guidedgroup work. The introduction to plausibility here is the point aboutfractional numbers of teachers. Pupils could be guided to a solutionusing rounding functions, depending upon how they want themodel to work.

Example: IntroducingSTU 8.4lesson 2 activity 4

Yes, there is an opportunity here for guided group work. Whenyou have identified the pupils who need more help with formulaeyou can focus on these and after dealing with any mathematicalissues you can further question the pupils about how the ruleswork.

Teaching for progression: thinking skills

Objectives



Resources

For the tutor



• A selection of STUs from Years 7, 8 and 9




• Handout 3.1a Evaluation: audience and purpose

• Handout 3.1b Evaluation: audience and purpose

• Handout 3.2 Summary of sample teaching units (STUs)

• Handout 3.3 Overview of case study 9.3

• Handout 3.4 Teacher planning

• Handout 3.5 Video sequence 2: Case study 9.3

• Handout 3.6 Enquiry – planning



Identifying ICT thinking skills: 20 minutesaudience and purpose

Teaching for progression: 35 minutesaudience and purpose

Teaching for progression: 10 minutesICT thinking skills

Plenary 15 minutes


3Session


Show slide 3.1 and introduce the objectives for this session.

Remind participants of the following points.

• In the previous session they identified features of progression in control andmonitoring and in models and modelling.

• They have explored the concepts required to move between levels.

• Many of the ideas were also explored generically in the Year 7: transfer andprogression in ICT training.

ICT is an information processing curriculum and links explicitly to the NationalCurriculum thinking skills. While the development of ICT skills, techniques andconcepts contributes to the development of ICT capability, the thinking skills arefrequently the block to progression for many pupils.

Refer participants back to handout 1.6 and explain that this document puts theNational Curriculum thinking skills in the context of ICT. Show slide 3.2. This illustratesthe progression in the thinking skill of evaluation, which in ICT terms relates toaudience and purpose.

Point out that we expect pupils to evaluate all the time in many different contexts. Thekey words and phrases that appear in the Framework objectives are: evaluateinformation, audience, purpose, develop criteria for judging own and others’ work, bias.

Say, for example, that when pupils search for information, they should ask: is theinformation appropriate? When they produce a finished product, will it be suitable forthe purpose identified? These concepts, at the higher levels, require pupils to


Slide 3.1

Slide 3.2




Evaluation: audience and purpose Slide 3.2

Identifying progression in audience and purpose

presentation publishing website various various

Me → peers

7.1 7.3 8.2 8.5 9.1, 9.2, 9.3

School →Y6 parents ‘unknown’ headteacher

recognise that the information they use is accurate, not biased and should be valid.Pupils need tools to verify that their conclusions are appropriate. Similarly they need totest their solutions on different audiences. At these higher levels pupils need to moveto checking with other users and external audiences. The skill of evaluation linked toaudience and purpose can be simple or it may take in complex factors. However,currently we do not always explicitly teach these concepts.

Use the slide to focus on how there are some major links within the STUs that arequite explicit. Give the following examples.

In STU 7.1 we begin to develop pupils’ sense of audience and the purpose of apresentation. The purpose is to introduce themselves using a presentation to anaudience of their peers. (Pupils are themselves the subject matter of the presentationand their audience is familiar to them.) Presentation software is used to develop theskills in this area.

In STU 7.3 the purpose is to tell both Year 6 pupils and prospective parents about asubject in their school via a leaflet. The audience is slightly further from their sphere ofknowledge and when considering purpose outside factors are considered. Publishingsoftware is used and the range of choices widens.

In STU 8.2 the audience is potentially unknown and therefore considering the purposecan help define the audience that the publication is aimed at. The vehicle is a website.

In these three units the progression in terms of the audience and purpose is becomingmore sophisticated and the choice of software requires new skills and knowledge tobe developed.

When pupils use STU 8.5 and the Year 9 case studies they make choices based onthe knowledge, skills and understanding they have developed.

These units explicitly cover the theme ‘exchanging and sharing information’ from theFramework for teaching ICT capability: Years 7, 8 and 9 (DfES 0321/2002). However,many of the units make implicit reference to both audience and purpose and couldprovide other opportunities to develop this thinking skill.

Identifying ICT thinking skills: audience 20 minutesand purposeActivity 3.1 20 minutes

Refer participants to the activity on slide 3.3.


Slide 3.3

Audience and purpose Slide 3.3

Activity 3.1

• Look at handout 3.1a Evaluation: audience and purpose and handout 1.6Application of thinking skills in the ICT curriculum

• Key questions:

– Can you identify where your STU explicitly teaches audience and purpose?

– Can you identify where in your STU you might develop this concept to supportpupils who require further practice?

• Complete columns 3 and 4 on handout 3.1a

Say that understanding the concept of audience and purpose is one element of beingable to evaluate whether the outcome of a task is suitable and will form part of thecriteria used to judge quality. Refer participants back to handout 1.6, which showsprogression in audience and purpose within the evaluation section of thinking skills.Handout 3.1a lists this progression with some examples.

Say that activity 3.1 has been partially completed using the Year 7 STUs. Point out theentries in column 3 of handout 3.1a. Allocate each pair one STU from Year 8 or a Year 9case study. Ask the pairs to complete columns 3 and 4 for their STU. Check that theyunderstand the task. Point out that handout 3.2 provides a summary of all the STUs.

Additional guidance

If your group is small you may wish to concentrate on Year 8 STUs.

After 10 minutes, ask pairs of participants to share ideas with other pairs on theirtable. After a further 5 minutes take feedback, drawing out the following key points.


Handout 3.1a

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Handout 3.1a cont.

Evaluation: audience and purpose

(1) Progression

Pupils are able todemonstrate a clear sense ofaudience, both individualsand communities, andpurpose. They are able toarticulate how differentdecisions will impact on bothaspects. The audience’sneeds are part of the systemdevelopment. The needs ofthe users are explicitlyreferenced with feedbackfrom the user forming part ofthe testing and evaluation.

(2) Example

For example, the user may beknown and have fixed needs,or be external and requireassumptions to be madebased upon research andother evidence.

(3) These STUs/case studiesmake explicit reference tothe thinking skill

(4) Opportunities where theSTU could be used todevelop the thinking skill

(5) Teaching required tomove to the next step

(6) Possible teachingstrategies

T

9.3

This case study is designed to develop the knowledge, skills and understandingneeded to carry out a project systematically. The project is to design a front-of-houseticketing system for a theatre or school production.

Pupils learn to plan the stages of a project and the use of a flow chart to record theirdecisions. They use a design specification as the basis for their work and devisecriteria to evaluate their success. They develop many skills, in particular in timemanagement and problem solving. At the end of the case study they produce awritten report summarising their project and its successes.

The project is limited to three tasks to allow the teacher to ensure that the wholeclass learn project methods. Differentiation is achieved through the work carried outby individual pupils for each of the tasks set within the framework of this case study.The three tasks are linked and more-able pupils will produce solutions whichdynamically link the seating and financial systems.

This case study is the third in the year and pupils should already be familiar withGantt charts and project documentation. Many pupils will be able to complete thetasks with increasing independence. Teacher resources have been provided to showa possible solution for pupils of different abilities. The resources are offered asguidance for the teacher, not the pupil.

This school has developed resources around the school pantomime. This can readilybe changed to promote specialisms within the school, for instance, drama, music,dance or sports displays.


Handout 3.2 cont.

The case study provides several opportunities for formative and summativeassessment. Examples are noted in lessons, although the list is not exhaustive. Theyrange from the evaluation of pupils’ oral contributions to more formal written or wordprocessed exercises. These can be included in a portfolio of evidence to traceindividual pupils’ progress through the unit. In addition, there are several opportunitieswhere pupils test parts of the system for effectiveness, sometimes through peerreview, and then refine them accordingly. These are key points at which ICT capabilitycan be consolidated and progression can take place. The basis of the summativeassessment should be a pupil’s own portfolio of evidence. The main component ofthis will be the individual’s project documentation, which should contain a reflectiveappreciation of the whole process. The project documentation itself, the formattedquestionnaires and the presentation slides all provide evidence of individual ICTcapability. Each portfolio should also contain annotated examples of the individualpupil’s work and their contribution to group work outcomes.

9.2b

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

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

The case study assumes a basic level of familiarity with a database program butthere is scope to expand some of the lessons, particularly lessons 6 and 7, in orderto introduce necessary skills and techniques.

The case study provides several opportunities for formative and summativeassessment. They range from the evaluation of pupils’ oral contributions to moreformal written evaluation against criteria. These can be included in a portfolio ofevidence to trace individual pupils’ progress through the project. In addition, there areseveral opportunities where pupils test parts of the system for effectiveness,sometimes through peer review, and then refine them accordingly. These are keypoints at which ICT capability can be consolidated and progression can take place.The basis of the summative assessment should be a pupil’s own portfolio ofevidence. The main component of this will be the individual’s project diary, whichshould contain a reflective evaluation of the whole process. The projectdocumentation itself, the formatted questionnaires and the presentation slides allprovide evidence of an individual’s ICT capability. The portfolio should also containannotated examples of the pupil’s work and their contribution to group outcomes.


Handout 3.2 cont.

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 indesign and technology and in science, staff in these departments should beconsulted before starting this unit.

Year 9 case studies

9.1

These case studies have been developed by schools to show how they havegrouped Year 9 objectives and planned how to teach them. They are based originallyon Year 9 QCA units. They show how extended projects can be taught, and thestructure of lessons might be maintained, but they are not fully developed STUs.They exemplify one way to teach some of the Year 9 objectives but you should notethat there are other ways. To demonstrate this, two case studies have been providedfor unit 9.2.

The case studies include support materials that have been developed to be used bypupils and teachers. They include starter activities and demonstrations of planningtools. Teachers have used the software that they have available in their schools; youmay need to develop similar resources in the software that you have available.

The case studies also include some indicative outcomes but these are not fullydeveloped in all cases. You will need to use these case studies alongside informationfrom the Standards and assessment training session and the National Curriculum inAction website in order to make judgements about pupils’ achievements.

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

9.2a

The aim of this case study is for the class to be linked with another, ideally in adifferent country or location, for the purpose of exchanging information andquestionnaires. If this is difficult to set up, the class could be linked with another inthe same school. The exchange of questionnaires between partner classes shouldyield a data set of around 20 to 30 records. This could be increased by linking withmore 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 agreedbeforehand, through consultation with the partner class or school with which data willbe exchanged. This would save time in getting the work under way. Pupils could alsobe involved in this process.

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


Handout 3.2 cont.

ICT STU 7.6: Control and monitoring (DfES 0074/2003)

This unit helps you to review pupils’ learning from Key Stage 2 and to introducesome of the ICT Framework objectives for Year 7 in the theme ‘Developing ideas andmaking things happen’.

Aspects of control and monitoring are taught in both science and design andtechnology. You might find it helpful to ask these departments what they havecovered with pupils before you teach this unit. You could then refer to the work pupilshave done in these other subjects at appropriate points in the lessons.

ICT STU 8.1: Public information system (DfES 0400/2002)

Pupils create an information system for a travel agent to look up details of the climatefor customers who wish to know about the weather they could expect at their holidaydestination, for the dates they want to spend there.

ICT STU 8.2: Publishing on the web (DfES 0168/2003)

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

Web technology changes rapidly. This unit is in line with current recommendations ofthe World Wide Web Consortium (W3C) (see www.w3.org)

Microsoft FrontPage Express™ has been used in this unit to illustrate the generalprinciples of web page construction. It can no longer be downloaded from theInternet but is widely available in schools and is on the installation CD-ROM forMicrosoft 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 these materials and modify them for your chosen application. You maywish to discuss your choice of application with your LEA’s ICT consultant.

ICT STU 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 reviewpupils’ learning from Year 7 and to introduce some of the ICT Framework objectivesfor Year 8 in the theme ‘Finding things out’. The unit focuses on using data andinformation sources, and searching for and selecting information on the Internet.

ICT STU 8.4: Models and presenting numeric data (DfES 0418/2002)

Unit 8.4 builds on unit 7.4, which introduces pupils to using spreadsheets formodelling and for presenting numeric data.

ICT STU 8.5: Integrating applications to find solutions (DfES 0230/2003)

This is a unifying unit, focusing on a systems approach. It brings together financialmodelling, control and monitoring, and marketing. It allows you to review pupils’learning from Years 7 and 8. It introduces and revisits some of the ICT Frameworkobjectives from all four themes. It is the first unit that adopts a project-based


Handout 3.2 cont.

Summary of sample teaching units(STUs)ICT STU 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 ofattainment and experience. The purpose of the unit is to develop pupils’ ICTcapability, building on their existing knowledge, skills and understanding in thesubject. The lessons suggested in the unit also provide opportunities for teachers tofind out what pupils can do and to give support to those with less experience orlimited expertise in the necessary skills.

ICT STU 7.2: Using data and information sources (DfES 0013/2003)

This unit reviews pupils’ learning from Key Stage 2 and introduces some of the ICTFramework objectives for Year 7 in the theme ‘Finding things out’. The unit focuseson using data and information sources, and searching for, selecting and evaluatinginformation on the Internet.

Aspects of information handling are taught in English, history and mathematics. Youmight find it helpful to ask colleagues in these departments what they have coveredbefore you teach this unit. You could then refer to the work pupils have done in theseother subjects at appropriate points in their ICT lessons.

ICT STU 7.3: Making a leaflet (DfES 0410/2002)

This unit is for Year 7 pupils, who will enter with varying degrees of attainment andexperience. The unit provides opportunities for teachers to find out what pupils cando, and to give support to those with less experience or limited expertise in thenecessary skills. It also enables pupils to build on work done in unit 7.1.

ICT STU 7.4: Introduction to modelling and presenting numeric data(DfES 0417/2002)

Unit 7.4 is the first unit in Year 7 that teaches pupils to use spreadsheets as amodelling tool. It gives pupils the opportunity to review the learning from Key Stage 2as well as introducing them to the Framework objectives for Year 7.

ICT STU 7.5: Data handling (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 2 and to introduce them to some of the ICT Frameworkobjectives in the theme ‘Finding things out’.

Since handling data is one of the National Curriculum attainment targets inmathematics, you should consult the mathematics department as to which aspectsof data handling have been taught in Year 7 mathematics lessons, including the useof ICT. The handling data section of the supplement of examples in the Frameworkfor 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 theirmathematics lessons.


Handout 3.2

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Handout 3.1a cont.


(1) Progression

Pupils create suitable materialfor a specific audience andpurpose. They are able toexplain why and howdecisions made impact onboth.

The audience’s needs shouldbe tested by questionnaireand research to establish aclear sense of the audiencethat is being served.

(2) Example

The audience is similar, e.g.parent, headteacher, but thepurpose for each audiencemight be different, therebyrequiring structure to bedeveloped for the audience tonavigate the document, ordifferent versions of the sameinformation to be producedfor different audiences.The presentation or websitehas hyperlinks and menus totake users to different parts ofthe presentation or sitedepending on their needs.The leaflet is structured indifferent ways depending onthe intended use, for examplea folded leaflet rather than aposter leaflet because of aneed to mail or carry it.

For example, to establish aclear sense of audience theproduct should be tested.Pupils will have evaluatedprevious products to checkthe style, navigation andcontent. They will use thisinformation to create criteriato check the suitability of theirown product.


7.1 The presentation to Year 7pupils and to teachers wouldhave menus and links todirect the different audiences(Lesson 1, activity 4).

7.3 The leaflet is structured tomeet the needs of pupils andparents and different uses.


7.1 Lesson 2, activities 2, 3.



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Handout 3.1a


(1) Progression

Pupils understand theconcept of audience whenrelated to self, peers andfamily.Demonstrate understandingthrough their work.

Pupils present to an audiencethat is still within their sphereof reference, e.g. a tutor orheadteacher. Likely to bringinformation from differentsources to support themessage.

(2) Example

Single output for a singleaudience, for example peersand family.

Single output for a singleaudience but moving awayfrom their own friends andfamily. Add images and soundfrom a range of sources.


7.1 Presentation aboutthemselves to other Year 7pupils (Lesson 1, activities 4, 6).

7.1 Presentation to Year 7pupils which they adapt toportray themselves for theiryear tutor. Adds appropriateimages, text and sound whichthey have produced, or fromthe internet.


7.1 Lesson 1, activity 2.



• Using and findingappropriate resourcessuitable for the purposeand audience.

• Developing the sense ofaudience to include thoseoutside their family, but stillwithin the workingenvironment, e.g. adults inschool.


• Peer tutoring todemonstrate how tocapture images usingcameras and scanners.

• Modelling how to adaptand change images tomake them more suitable.

• Resource on schoolintranet as self-help fileteaching how to changeimages.

• Reviewing information andimages in documents usedby the audience, e.g.school documents used bythe headteacher.

• Plenary evaluating differentpresentations and audienceneeds and drawingconclusions.

Handout 3.2

Key points

Some units have a specific focus on audience and purpose. However, all productsshould have a purpose in mind and be evaluated against this purpose. For example, inSTU 7.4 pupils produce a report to the headteacher, though the objectives for the unitconcentrate on developing ideas and making things happen. This is therefore anopportunity to develop this concept.

Establishing criteria on which to judge the product supports pupils’ understanding andassessment. Giving constant opportunities to develop an area of thinking supportsprogression and enables those pupils who have not yet developed this area to havefurther opportunities. This is particularly important in the ICT curriculum where thereare many different areas of learning and different skill sets to develop. What isimportant is that pupils know that they are developing their thinking skills and thatthese can be further developed in other subjects.

Teaching for progression: audience 35 minutesand purpose


Show slide 3.4.

Explain that participants now need to complete columns 5 and 6 on handout 3.1a.Examples for STU 7.1 level 3 to level 4 have been completed.

Ask small groups (for example, each table) of participants to identify three teachingpoints to build into their medium- and short-term planning, together with ideas fordeveloping these areas. These teaching points should focus on developing pupils fromlevel 3 to level 4, level 4 to level 5 and level 5 to level 6.

After 10 minutes ask pairs to select one important area and write this on a sticky noteto be displayed on flipcharts. Spend 5 minutes grouping the ideas into teaching pointsand teaching strategies and discussing.


Slide 3.4

Teaching for progression: audience and purpose Slide 3.4

Activity 3.2

• Use handout 3.1a Evaluation: audience and purpose and complete columns 5 and6, which focus on teaching

• Record on sticky notes three teaching points to support pupils moving from level 3to level 4 and from level 4 to level 5

Refer participants to handout 3.1b, which provides some possible solutions. Askparticipants to consider how they might do this activity with their department and tomake a note of this on their action planner (handout 1.1).

Additional guidance

Tutor resources 3.1 and 3.2 from Year 7: transfer and progression in ICT trainingoffers a number of strategies.


Introduce video sequence 2 of Tim and his Year 9 class and say that handout 3.3provides an overview of case study 9.3 and handout 3.4 represents his planning forlesson 10 from this case study. Give participants 5 minutes to skim these handouts.

Blessed Robert Johnson Catholic College is a voluntary aided comprehensive with838 pupils in the age range 11 to 18. It is a mixed comprehensive school situated inan urban area. Using most indicators, including size, free school meal entitlement, theproportion of pupils with special needs, and the proportion who have English as anadditional language, the college is in line with the national average. The collegeserves Roman Catholic children from across the county and the proportion of pupilsfrom other faiths and the mix of social class also reflect the national average.


Handout 3.3

Handout 3.4

Overview of case study 9.3

This case study is designed to develop the knowledge, skills and understandingneeded to carry out a project systematically. The project is to design a front-of-houseticketing system for a theatre or school production. This involves a financial plan, aticket booking system and an information system for advertising the production topupils and parents.

Pupils learn to plan the stages of a project, and the use of a flow chart to record theirdecisions. They use a design specification as the basis for their work and devisecriteria to evaluate their success. They develop many skills, in particular in timemanagement and problem solving. At the end of the unit they produce a writtenreport summarising their project and its successes.




Timing

This unit is expected to take approximately 14 hours.

Front-of-house theatre booking system

In order that you can have users to check your pupils’ systems you will need to liaisewith a Year 10 class who will be the designated users of the final system. They willuse the system to input the costs for a production, assess the best ticket prices andbook the seats as they are sold. These pupils will need to work through the systemand give feedback on its suitability for purpose and ease of use to your pupils. Ideallythey should also be available in lesson 13 to receive and comment on a presentationof the final system. Using Key Stage 4 groups will be helpful for their work onsystems; however, if this is not possible, groups within the same class can be usedto check the system.


Handout 3.3

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Handout 3.1b cont.


(1) Progression

Pupils are able todemonstrate a clear sense ofaudience, both individualsand communities, andpurpose. They are able toarticulate how differentdecisions will impact on bothaspects. The audience’sneeds are part of the systemdevelopment. The needs ofthe users are explicitlyreferenced with feedbackfrom the user forming part ofthe testing and evaluation.

(2) Example

For example, the user may beknown and have fixed needs,or be external and requireassumptions to be madebased upon research andother evidence.


9.1 Solution of water ridepresented to the parkmanager with links to specificsections of the solution. Thesolution is part of the initialscoping of the systemdevelopment.

9.2 Exchanging information toprovide answers, includingscoping the problem takingaccount of the audience andpurpose in the solution.Documented decisions at allstages are linked to thesolution.

9.3 Marketing information ispart of whole solution.



• The audience and purposeare an integral part of thesystem development.

• There is a match to theneeds of the audience.

• Commercial considerationsare integral to the solution.


• Strategies to involve theend users in thedevelopment of thesystem.

• Questioning techniques toensure an accurateunderstanding between theuser and developer.

• Strategies fordemonstrating to the userthe impact of changes toensure the most accuratesolution.

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Handout 3.1b cont.


(1) Progression

The audience’s needs shouldbe tested by questionnaireand research to establish aclear sense of the audiencethat is being served.

(2) Example

For example, to establish aclear sense of audience theproduct should be tested.Pupils will have evaluatedprevious products to checkthe style, navigation andcontent. They will use thisinformation to create criteriato check the suitability of theirown product.


9.2 Presentation to peers andthose from potential differentlink countries. Structure toenable links to differentlanguages and data collectionfile and graphical displays.

9.1 Presentation to the parkmanager.

8.1 Public informationsystem. Developing a systemwhich integrates data fromthe website and dynamicallychanges with new request.Test this with users to checkfor display and source ofinformation with a range ofplaces.

8.2 Published website.

8.5 Marketing information.Web solution enables onlineform and user feedback.Leaflet uses mail merge ofprevious purchases.



• The user must be part ofthe testing and evaluationof the system.

• Testing should result inrefining the solution.

• Developing criteria shouldtake account ofcommercial considerations.

• The audience and purposeare part of the systemdevelopment.


• Peer work testing thesolution at different stages.Groups pre-planned to beavailable at differentsections of the lesson orstages of the project.

• Analysing other solutions.• Research criteria to

commercial solutionsanalysed.

• Providing examples ofhigh-quality evaluations aspart of the system life cycleprocess.

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Handout 3.1b cont.


(1) Progression

Pupils create suitable materialfor a specific audience andpurpose. They are able toexplain why and howdecisions made impact onboth.

(2) Example

The audience is similar, e.g.parent, headteacher, but thepurpose for each audiencemight be different, therebyrequiring structure to bedeveloped for the audience tonavigate the document, ordifferent versions of the sameinformation to be producedfor different audiences.The presentation or websitehas hyperlinks and menus totake users to different parts ofthe presentation or sitedepending on their needs.The leaflet is structured indifferent ways depending onthe intended use, for examplea folded leaflet rather than aposter leaflet because of aneed to mail or carry it.


7.1 The presentation to Year7 pupils and to teacherswould have menus and linksto direct the differentaudiences(Lesson 1, activity 4).

7.3 The leaflet is structured tomeet the needs of pupils andparents and different uses.

8.1 Public informationsystem: the final output ispresented in different styles toappeal to different audiences.

8.5 Marketing solution.Structured leaflet supportsease of use for adults.Website enables access toparents and the community.


7.1 Lesson 2, activities 2, 3.

7.4 The headteacher reportstructure could useembedded files extractedfrom the working documents.The data input is essential tothe presentation.

8.4 Produce criteria toevaluate the model. Producelinks within criteria structuredepending on the audienceand purpose of the user ofthe criteria.


• Justification of the solutionfor the audience andpurpose.

• Important to use a range ofmeans – questionnaire,research, to test whetherthe target audience ishappy with outcome – thattheir needs are met.

• Importance of efficiency insolution. Linking informationfrom users to supportsolution.

• Annotation to showexplicitly how account hasbeen taken of theaudience’s expectationsand needs.

• Developing criteria linked tousers’ needs.


• Modelling the process ofchanging the structure of adocument to change thefocus of its audience.

• Modelled writing to supportjustification of solution tomatch audience andpurpose.

• Use range of forms andquestionnaires to modelways of collecting audienceresponses.

• Use video sequence to getaudience response frompupils. Draw out how tocollect response to validateviews.

• Teach different methods ofintegrating data – pastespecial, web queries, webcollection forms, mailmerge.

• Teach different annotationmethods suitable fordifferent software packages,e.g. comment boxes, call-outs, notes in presentations.

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Handout 3.1b


(1) Progression

Pupils understand theconcept of audience whenrelated to self, peers andfamily.Demonstrate understandingthrough their work.

Pupils present to an audiencewhich is still within theirsphere of reference, e.g. atutor or headteacher. Likely tobring information fromdifferent sources to supportthe message.

(2) Example

Single output for a singleaudience, for example peersand family.

Single output for a singleaudience but moving awayfrom their own friends andfamily. Add images and soundfrom a range of sources.


7.1 Presentation aboutthemselves to other Year 7pupils (Lesson 1, activities 4, 6).

7.1 Presentation to Year 7pupils which they adapt toportray themselves for theiryear tutor. Adds appropriateimages, text and sound whichthey have produced, or fromthe Internet.




7.4 Report for theheadteacher.

8.3 Report on websiteevaluation.

8.4 Produce criteria toevaluate the model.


• Using and findingappropriate resourcessuitable for the purposeand audience.

• Developing the sense ofaudience to include thoseoutside their family, but stillwithin the workingenvironment, e.g. adults inschool.

• Understanding how therequirements of a specificaudience and purpose canbe enhanced by thestructure.

• The structure supports thesolution.

• The structure enables thesolution to be targeted atdifferent audiences.


• Peer tutoring todemonstrate how tocapture images usingcameras and scanners.

• Modelling how to adaptand change images tomake them more suitable.

• Resource on schoolintranet as self-help fileteaching how to changeimages.

• Reviewing information andimages in documents usedby the audience, e.g.school documents used bythe headteacher.

• Plenary evaluating differentpresentations and audienceneeds and drawingconclusions.

• Reviewing differentoutcomes and mappingout the structure. Analysingthe structure in terms ofsuitability for audience andpurpose.

• Presenting structurediagrams (schemas) and arange of scenarios – fit tomost suitable – could be aloop card activity.

Handout 3.1b

T

Main activity

• Group work

Students plan the narration for the advert. (30 minutes)

• Whole-class activity

Teacher to model creating and saving narration within the sound recordingsoftware.

Students to create their planned narration. (10 minutes)

• High-ability groups (level 6/7)

Teacher to model evaluation/user feedback using Chris’s poor advert storyboard.

Using the criteria devised in the previous lesson, the groups evaluate each other’sstoryboards and give feedback to each other.

• Low-ability groups (level 4/5)

The groups compare fitness for purpose and critically evaluate four differentbackground tracks, based on their criteria from the previous lesson.

40 minutes

Plenary

• Teacher-led

Middle-ability group evaluate high-ability groups’ refined storyboard as the users.

Class discussion about how this would be done in the real world.

10 minutes


Handout 3.4 cont.Teacher planning

Year 9 unit 9.3 lesson 10

Objectives

• Exchanging and sharing information

• Fitness for purpose

Produce high quality ICT-based presentations by:– creating clear presentations, sensitive to audience needs– justifying the choice of form, style and content

Use knowledge of publications and media forms to devise criteria to assess thequality and impact of multimedia communications and presentations, and applythe criteria to develop and refine own work

• Refining and presenting information

Use a wide range of ICT independently and efficiently to combine, refine, interpretand present information by:– structuring, refining and synthesising information from a range of sources

Resources

Text fileHeadphones with

microphonesChris’s poor advertStopwatch

Starter

• Planning activity – teacher-led

Model how to record audio into the sound recording software; teacher to read aselection of text that would take more than 10 seconds to complete, students totime the reading.

Get a student to then try and read more than the teacher in the 10 secondsallowed. (Model planning of time slots.) Play the text back to the class – discussionabout fitness for purpose and audience.

Allow each student to make an attempt at reading the text. Count how manywords they managed to say.

Class discussion about how many words they can fit into 10 seconds, that wouldbe clear and at a suitable speed. If the advert was 30 seconds long how manywords would they be able to say?

10 minutes


Handout 3.4

StoryboardsSound recording softwareFour background tracksNarration boardSuccess criteria

Video sequence 2: Case study 9.3 Slide 3.5

Activity 3.3: Feedback prompts

• Guided group work with different groups to model through processes

• Reflecting on previous learning

• Open-ended questioning

• Use of electronic whiteboard with resources readily available

• Peer assessment linked to pupils’ developed criteria

• Constant references to developed criteria to focus outcomes

Slide 3.5

Refer participants to handout 3.5 and ask them to complete it as they watch the nextvideo sequence. The handout requires participants to collate their thoughts on theareas of classroom management, teaching strategies, tools and assessment forlearning used by the teacher to support learning gains of pupils.

Play the video sequence (about 9 minutes) and then allow 2 or 3 minutes forparticipants to finish noting examples and share observations with others at their table.

Show slide 3.5. Use this to take feedback from participants.


Handout 3.5

Video sequence 2: Case study 9.3

While watching the video sequence, consider the four questions below. Use theboxes to collate your thoughts.


Handout 3.5

What pedagogies are used to teach evaluation?

What explicit classroom management strategies are used?

How are assessment for learning strategies embedded into the lesson?

What tools does the teacher offer pupils to improve progress?

Video sequence 2

Teaching for progression: 10 minutesICT thinking skills

Show slide 3.6.


Ask participants to look again at handout 1.6 and handout 3.3. Ask participants to work inpairs to identify the major thinking skills that are important for success in this case study.

After 5 minutes take feedback on areas of difference and begin to develop a sense ofhow the thinking skills are essential in the development of ICT capability.

Key points

• A number of specific products are the outcomes of this case study. The ticketingsystem requires pupils to develop and explore – to hypothesise and produce amodel to sell the tickets (creative thinking).

• The tickets, poster, website and report all require that the outcome considers theaudience and purpose, and criteria should be developed to evaluate suitableoutcomes (evaluation).

• To develop the system pupils need to locate suitable information and organise andplan the information in a form suitable for processing (information processing).

• Using planning tools within the system life cycle is a key feature of the teaching inthis case study (enquiry).

• Although all of the thinking skills come into play, creative thinking, evaluation,information processing and planning are key to this unit.


Slide 3.6

ICT thinking skills Slide 3.6

Activity 3.4

• Use handout 1.6 Application of thinking skills in the ICT curriculum and handout 3.3Overview of case study 9.3 to answer the key question:

– What are the main ICT thinking skills that pupils would need to complete this casestudy successfully?


Slide 3.7

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Handout 3.6

Enquiry – planning

Progression

Plan by identifying the informationrequired to answer a straightforwardproblem. Simple linear model, controlor communication project with achoice of inputs.

Plan by identifying the informationneeded, how it will be processed andthe ICT tools required. Still a singlesoftware solution, but structure movesaway from a linear output dependingon the needs of different audiences.

Plan by identifying the informationneeded, how it will be processed andthe ICT tools required.

Consider: order, sequence, thedependencies, scope.

Example

A leaflet which includes pictures and words, forwhich the pupil has considered the order andplacement of the inputs. A control problemwhere the pupil has been given the output –e.g. a single set of traffic lights.

Structure of a flat file database and associatedreports.

Plan the structure of a non-linear informationsystem (presentation).

Plan the structure of a website taking intoaccount audience and purpose.

Control solution that involves decisionsbetween different instructions dependent on acondition and the need to produce a modulestructure, e.g. subroutines.

Think about the plan for the system – integratedifferent software.

Plan the structure of a relational databaseincluding front-end forms and associatedreports.

Plan the structure of a website taking intoaccount accessibility and review in light ofaudience feedback.

Reference to STUs

7.3 Pupils plan the placement of informationfor the school leaflet – lesson 1 homework. Theinputs are given and output is unknown.

7.1 Pupils plan the information and orderrequired for their presentation: lesson 1.

7.6 A single traffic light sequence with apredetermined output. The plan needs to orderthe input to ensure that the solution works:lesson 1, activity 3.

7.4 The inputs keep being added to theproblem.

7.5 Lesson 4. Ensure that the problemrequires increased range of quantitative andqualitative information.


8.5 Pupils identify how changes intemperature will require different actions withinthe system.

9.3 Plan seating and booking model takingaccount of the user.

9.3 Plan seating and booking model takingaccount of the user.

Teaching points

Even with simple linear problems there is an input,process and output and paper-based or ICT tools canaid this planning. These can be taught for all tasksand need to be made explicit. For some tasks there isa given output and for others given inputs. Usingstoryboard techniques, the outliner, mind mapping,card sorts, graph paper or blocks to move around in aDTP package will help pupils to order information.

A range of tools that support understanding of theneed to plan the structure of the solution is used:• fish bones;• state diagrams;• flow diagrams;• card sorts;• spider diagrams.

The main components (modules) of a system areidentified. It is important that the solution may not belinear and must cross-reference the planning toaudience and purpose.

Full diagrammatic representation of a system andcomponent parts are identified.

Gantt charts, action planning, data flow diagrams (forintegrated and non-integrated systems) are used.

Written specification for a system and fulldiagrammatic representation of a system areproduced and component parts are identified. Whatinformation is passed between components?

Handout 3.6

Plenary 15 minutes

Say that session 2 developed the importance of planning in order to support pupils’thinking. In control we use flow diagrams to aid our thinking. In case study 9.3 it isimportant to plan the whole project and therefore to break it down into manageableparts of input, process, output.

Show slide 3.7 and ask participants to spend 10 minutes reviewing handout 3.6 asrequested on the slide. Ask them to add to their action planner (handout 1.1) theirthoughts on specific teaching tools that might enable planning .

During the first 10 minutes eavesdrop and identify some good practice. Lead adiscussion and bring out the following points.

Key points

Expect participants to identify teaching examples such as:

• tools, e.g. outliner, mind mapping, card sorts, Gantt chart;

• strategies:– modelling planning on screen with the whole class as a starter or in guided

group work;– providing items for a flow chart to put into correct order, asking pupils to suggest

changes necessary to make the flow chart work;– giving pupils four choices for the solution and asking them to discuss these in

groups;– modelling the thinking process;– scaffolding sheets for input, process, output;– illustrating through their own planning.

Plenary Slide 3.7

• Review handout 3.6 and identify specific teaching tools that you might use toenable planning throughout the key stage


Han

do

ut 3

.1a

Eva

luati

on:

audie

nce a

nd p

urp

ose

(1) P

rogr

essi

on

Pupi

ls un

ders

tand

the

conc

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f aud

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ew

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relat

ed to

self

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rs a

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mily

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mon

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te u

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ding

thro

ugh

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k.

Pupi

ls pr

esen

t to

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still

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pher

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.g. a

tuto

r or

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ly to

brin

gin

form

atio

n fro

m d

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ent

sour

ces

to s

uppo

rt th

em

essa

ge.

(2) E

xam

ple

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tput

for a

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gle

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, for

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and

fam

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tput

for a

sin

gle

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ence

but

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away

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their

ow

n fri

ends

and

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ily. A

dd im

ages

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sou

ndfro

m a

rang

e of

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(3) T

hese

STU

s/ca

se s

tudi

esm

ake

expl

icit

refe

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the

thin

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ski

ll

7.1

Pres

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tion

abou

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lves

to o

ther

Yea

r 7pu

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(Les

son

1, a

ctivi

ties

4, 6

).

7.1

Pres

enta

tion

to Y

ear 7

pupi

ls w

hich

they

ada

pt to

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ay th

emse

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for t

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year

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U c

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on 1

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ivity

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7.1

Less

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(5) T

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.•

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outs

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wor

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envir

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adu

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scho

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ake

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.•

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form

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in d

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use

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, e.g

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Han

do

ut 3

.1a

con

t.

Eva

luati

on:

audie

nce a

nd p

urp

ose

(1) P

rogr

essi

on

Pupi

ls cr

eate

sui

tabl

e m

ater

ialfo

r a s

pecif

ic au

dien

ce a

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rpos

e. T

hey

are

able

toex

plain

why

and

how

decis

ions

mad

e im

pact

on

both

.

The

audi

ence

’s ne

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shou

ldbe

test

ed b

y qu

estio

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ean

d re

sear

ch to

est

ablis

h a

clear

sen

se o

f the

aud

ience

that

is b

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serv

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(2) E

xam

ple

The

audi

ence

is s

imila

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g.pa

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, hea

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ate

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of t

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ame

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to b

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edfo

r diffe

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aud

ience

s.Th

e pr

esen

tatio

n or

web

site

has

hype

rlinks

and

men

us to

take

use

rs to

diffe

rent

par

ts o

fth

e pr

esen

tatio

n or

site

depe

ndin

g on

their

nee

ds.

The

leafle

t is

stru

ctur

ed in

diffe

rent

way

s de

pend

ing

onth

e in

tend

ed u

se, f

or e

xam

ple

a fo

lded

leaf

let ra

ther

than

apo

ster

leaf

let b

ecau

se o

f ane

ed to

mail

or c

arry

it.

For e

xam

ple,

to e

stab

lish

acle

ar s

ense

of a

udien

ce th

epr

oduc

t sho

uld

be te

sted

.Pu

pils

will

have

eva

luat

edpr

evio

us p

rodu

cts

to c

heck

the

style

, nav

igat

ion

and

cont

ent.

They

will

use

this

info

rmat

ion

to c

reat

e cr

iteria

to c

heck

the

suita

bility

of t

heir

own

prod

uct.

(3) T

hese

STU

s/ca

se s

tudi

esm

ake

expl

icit

refe

renc

e to

the

thin

king

ski

ll

7.1

The

pres

enta

tion

to Y

ear 7

pupi

ls an

d to

teac

hers

wou

ldha

ve m

enus

and

links

todi

rect

the

diffe

rent

aud

ience

s(L

esso

n 1,

act

ivity

4).

7.3

The

leafle

t is

stru

ctur

ed to

mee

t the

nee

ds o

f pup

ils a

ndpa

rent

s an

d di

ffere

nt u

ses.

(4) O

ppor

tuni

ties

whe

re th

eST

U c

ould

be

used

tode

velo

p th

e th

inki

ng s

kill

7.1

Less

on 2

, act

ivitie

s 2,

3.

(5) T

each

ing

requ

ired

tom

ove

to th

e ne

xt s

tep

(6) P

ossi

ble

teac

hing

stra

tegi

es


Han

do

ut 3

.1a

con

t.

Eva

luati

on:

audie

nce a

nd p

urp

ose

(1) P

rogr

essi

on

Pupi

ls ar

e ab

le to

dem

onst

rate

a c

lear s

ense

of

audi

ence

, bot

h in

divid

uals

and

com

mun

ities,

and

purp

ose.

The

y ar

e ab

le to

artic

ulat

e ho

w d

iffere

ntde

cisio

ns w

ill im

pact

on

both

aspe

cts.

The

aud

ience

’sne

eds

are

part

of th

e sy

stem

deve

lopm

ent.

The

need

s of

the

user

s ar

e ex

plici

tlyre

fere

nced

with

feed

back

from

the

user

form

ing

part

ofth

e te

stin

g an

d ev

aluat

ion.

(2) E

xam

ple

For e

xam

ple,

the

user

may

be

know

n an

d ha

ve fi

xed

need

s,or

be

exte

rnal

and

requ

ireas

sum

ptio

ns to

be

mad

eba

sed

upon

rese

arch

and

othe

r evid

ence

.

(3) T

hese

STU

s/ca

se s

tudi

esm

ake

expl

icit

refe

renc

e to

the

thin

king

ski

ll

(4) O

ppor

tuni

ties

whe

re th

eST

U c

ould

be

used

tode

velo

p th

e th

inki

ng s

kill

(5) T

each

ing

requ

ired

tom

ove

to th

e ne

xt s

tep

(6) P

ossi

ble

teac

hing

stra

tegi

es


Han

do

ut 3

.1b

Eva

luati

on:

audie

nce a

nd p

urp

ose

(1) P

rogr

essi

on

Pupi

ls un

ders

tand

the

conc

ept o

f aud

ienc

ew

hen

relat

ed to

self

, pee

rs a

ndfa

mily

.De

mon

stra

te u

nder

stan

ding

thro

ugh

their

wor

k.

Pupi

ls pr

esen

t to

an a

udien

cew

hich

is s

till w

ithin

their

sphe

re o

f ref

eren

ce, e

.g. a

tuto

r or h

eadt

each

er. L

ikely

tobr

ing

info

rmat

ion

from

diffe

rent

sou

rces

to s

uppo

rtth

e m

essa

ge.

(2) E

xam

ple

Sing

le ou

tput

for a

sin

gle

audi

ence

, for

exa

mpl

e pe

ers

and

fam

ily.

Sing

le ou

tput

for a

sin

gle

audi

ence

but

mov

ing

away

from

their

ow

n fri

ends

and

fam

ily. A

dd im

ages

and

sou

ndfro

m a

rang

e of

sou

rces

.

(3) T

hese

STU

s/ca

se s

tudi

esm

ake

expl

icit

refe

renc

e to

the

thin

king

ski

ll

7.1

Pres

enta

tion

abou

tth

emse

lves

to o

ther

Yea

r 7pu

pils

(Les

son

1, a

ctivi

ties

4, 6

).

7.1

Pres

enta

tion

to Y

ear 7

pupi

ls w

hich

they

ada

pt to

portr

ay th

emse

lves

for t

heir

year

tuto

r. Ad

ds a

ppro

pria

teim

ages

, tex

t and

sou

nd w

hich

they

hav

e pr

oduc

ed, o

r fro

mth

e In

tern

et.

(4) O

ppor

tuni

ties

whe

re th

eST

U c

ould

be

used

tode

velo

p th

e th

inki

ng s

kill

7.1

Less

on 1

, act

ivity

2.

7.1

Less

on 2

, act

ivity

2.

7.4

Repo

rt fo

r the

head

teac

her.

8.3

Repo

rt on

web

site

evalu

atio

n.

8.4

Prod

uce

crite

ria to

evalu

ate

the

mod

el.

(5) T

each

ing

requ

ired

tom

ove

to th

e ne

xt s

tep

•Us

ing

and

findi

ngap

prop

riate

reso

urce

ssu

itabl

e fo

r the

pur

pose

and

audi

ence

.•

Deve

lopi

ng th

e se

nse

ofau

dien

ce to

inclu

de th

ose

outs

ide

their

fam

ily, b

ut s

tillw

ithin

the

wor

king

envir

onm

ent,

e.g.

adu

lts in

scho

ol.

•Un

ders

tand

ing

how

the

requ

irem

ents

of a

spe

cific

audi

ence

and

pur

pose

can

be e

nhan

ced

by th

est

ruct

ure.

•Th

e st

ruct

ure

supp

orts

the

solu

tion.

•Th

e st

ruct

ure

enab

les th

eso

lutio

n to

be

targ

eted

at

diffe

rent

aud

ience

s.

(6) P

ossi

ble

teac

hing

stra

tegi

es

•Pe

er tu

torin

g to

dem

onst

rate

how

toca

ptur

e im

ages

usin

gca

mer

as a

nd s

cann

ers.

•M

odell

ing

how

to a

dapt

and

chan

ge im

ages

tom

ake

them

mor

e su

itabl

e.•

Reso

urce

on

scho

olin

trane

t as

self-

help

file

teac

hing

how

to c

hang

eim

ages

.•

Revie

win

g in

form

atio

n an

dim

ages

in d

ocum

ents

use

dby

the

audi

ence

, e.g

.sc

hool

doc

umen

ts u

sed

byth

e he

adte

ache

r.•

Plen

ary

evalu

atin

g di

ffere

ntpr

esen

tatio

ns a

nd a

udien

cene

eds

and

draw

ing

conc

lusio

ns.

•Re

view

ing

diffe

rent

outc

omes

and

map

ping

out t

he s

truct

ure.

Ana

lysin

gth

e st

ruct

ure

in te

rms

ofsu

itabi

lity fo

r aud

ience

and

purp

ose.

•Pr

esen

ting

stru

ctur

edi

agra

ms

(sch

emas

) and

ara

nge

of s

cena

rios

– fit

tom

ost s

uita

ble

– co

uld

be a

loop

car

d ac

tivity

.


Han

do

ut 3

.1b

con

t.

Eva

luati

on:

audie

nce a

nd p

urp

ose

(1) P

rogr

essi

on

Pupi

ls cr

eate

sui

tabl

e m

ater

ialfo

r a s

pecif

ic au

dien

ce a

ndpu

rpos

e. T

hey

are

able

toex

plain

why

and

how

decis

ions

mad

e im

pact

on

both

.

(2) E

xam

ple

The

audi

ence

is s

imila

r, e.

g.pa

rent

, hea

dtea

cher

, but

the

purp

ose

for e

ach

audi

ence

mig

ht b

e di

ffere

nt, t

here

byre

quirin

g st

ruct

ure

to b

ede

velo

ped

for t

he a

udien

ce to

navig

ate

the

docu

men

t, or

diffe

rent

ver

sions

of t

he s

ame

info

rmat

ion

to b

e pr

oduc

edfo

r diffe

rent

aud

ience

s.Th

e pr

esen

tatio

n or

web

site

has

hype

rlinks

and

men

us to

take

use

rs to

diffe

rent

par

ts o

fth

e pr

esen

tatio

n or

site

depe

ndin

g on

their

nee

ds.

The

leafle

t is

stru

ctur

ed in

diffe

rent

way

s de

pend

ing

onth

e in

tend

ed u

se, f

or e

xam

ple

a fo

lded

leaf

let ra

ther

than

apo

ster

leaf

let b

ecau

se o

f ane

ed to

mail

or c

arry

it.

(3) T

hese

STU

s/ca

se s

tudi

esm

ake

expl

icit

refe

renc

e to

the

thin

king

ski

ll.

7.1

The

pres

enta

tion

to Y

ear

7 pu

pils

and

to te

ache

rsw

ould

hav

e m

enus

and

links

to d

irect

the

diffe

rent

audi

ence

s(L

esso

n 1,

act

ivity

4).

7.3

The

leafle

t is

stru

ctur

ed to

mee

t the

nee

ds o

f pup

ils a

ndpa

rent

s an

d di

ffere

nt u

ses.

8.1

Publ

ic in

form

atio

nsy

stem

: the

fina

l out

put i

spr

esen

ted

in d

iffere

nt s

tyles

toap

peal

to d

iffere

nt a

udien

ces.

8.5

Mar

ketin

g so

lutio

n.St

ruct

ured

leaf

let s

uppo

rtsea

se o

f use

for a

dults

.W

ebsit

e en

ables

acc

ess

topa

rent

s an

d th

e co

mm

unity

.

(4) O

ppor

tuni

ties

whe

re th

eST

U c

ould

be

used

tode

velo

p th

e th

inki

ng s

kill

7.1

Less

on 2

, act

ivitie

s 2,

3.

7.4

The

head

teac

her r

epor

tst

ruct

ure

coul

d us

eem

bedd

ed fi

les e

xtra

cted

from

the

wor

king

docu

men

ts.

The

data

inpu

t is

esse

ntial

toth

e pr

esen

tatio

n.

8.4

Prod

uce

crite

ria to

evalu

ate

the

mod

el. P

rodu

celin

ks w

ithin

crit

eria

stru

ctur

ede

pend

ing

on th

e au

dien

cean

d pu

rpos

e of

the

user

of

the

crite

ria.

(5) T

each

ing

requ

ired

tom

ove

to th

e ne

xt s

tep

•Ju

stific

atio

n of

the

solu

tion

for t

he a

udien

ce a

ndpu

rpos

e.

•Im

porta

nt to

use

a ra

nge

ofm

eans

– q

uest

ionn

aire,

rese

arch

, to

test

whe

ther

the

targ

et a

udien

ce is

happ

y w

ith o

utco

me

– th

atth

eir n

eeds

are

met

.•

Impo

rtanc

e of

effic

iency

inso

lutio

n. L

inkin

g in

form

atio

nfro

m u

sers

to s

uppo

rtso

lutio

n.•

Anno

tatio

n to

sho

wex

plici

tly h

ow a

ccou

nt h

asbe

en ta

ken

of th

eau

dien

ce’s

expe

ctat

ions

and

need

s.•

Deve

lopi

ng c

riter

ia lin

ked

tous

ers’

nee

ds.

(6) P

ossi

ble

teac

hing

stra

tegi

es

•M

odell

ing

the

proc

ess

ofch

angi

ng th

e st

ruct

ure

of a

docu

men

t to

chan

ge th

efo

cus

of it

s au

dien

ce.

•M

odell

ed w

ritin

g to

sup

port

just

ificat

ion

of s

olut

ion

tom

atch

aud

ience

and

purp

ose.

•Us

e ra

nge

of fo

rms

and

ques

tionn

aires

to m

odel

way

s of

col

lectin

g au

dien

cere

spon

ses.

•Us

e vid

eo s

eque

nce

to g

etau

dien

ce re

spon

se fr

ompu

pils.

Dra

w o

ut h

ow to

colle

ct re

spon

se to

vali

date

view

s.•

Teac

h di

ffere

nt m

etho

ds o

fin

tegr

atin

g da

ta –

pas

tesp

ecial

, web

que

ries,

web

colle

ctio

n fo

rms,

mail

mer

ge.

•Te

ach

diffe

rent

ann

otat

ion

met

hods

sui

tabl

e fo

rdi

ffere

nt s

oftw

are

pack

ages

,e.

g. c

omm

ent b

oxes

, call

-ou

ts, n

otes

in p

rese

ntat

ions

.


Han

do

ut 3

.1b

con

t.

Eva

luati

on:

audie

nce a

nd p

urp

ose

(1) P

rogr

essi

on

The

audi

ence

’s ne

eds

shou

ldbe

test

ed b

y qu

estio

nnair

ean

d re

sear

ch to

est

ablis

h a

clear

sen

se o

f the

aud

ience

that

is b

eing

serv

ed.

(2) E

xam

ple

For e

xam

ple,

to e

stab

lish

acle

ar s

ense

of a

udien

ce th

epr

oduc

t sho

uld

be te

sted

.Pu

pils

will

have

eva

luat

edpr

evio

us p

rodu

cts

to c

heck

the

style

, nav

igat

ion

and

cont

ent.

They

will

use

this

info

rmat

ion

to c

reat

e cr

iteria

to c

heck

the

suita

bility

of t

heir

own

prod

uct.

(3) T

hese

STU

s/ca

se s

tudi

esm

ake

expl

icit

refe

renc

e to

the

thin

king

ski

ll

9.2

Pres

enta

tion

to p

eers

and

thos

e fro

m p

oten

tial d

iffere

ntlin

k co

untri

es. S

truct

ure

toen

able

links

to d

iffere

ntlan

guag

es a

nd d

ata

colle

ctio

nfile

and

gra

phica

l disp

lays.

9.1

Pres

enta

tion

to th

e pa

rkm

anag

er.

8.1

Publ

ic in

form

atio

nsy

stem

. Dev

elopi

ng a

sys

tem

whi

ch in

tegr

ates

dat

a fro

mth

e w

ebsit

e an

d dy

nam

ically

chan

ges

with

new

requ

est.

Test

this

with

use

rs to

che

ckfo

r disp

lay a

nd s

ourc

e of

info

rmat

ion

with

a ra

nge

ofpl

aces

.

8.2

Publ

ished

web

site.

8.5

Mar

ketin

g in

form

atio

n.W

eb s

olut

ion

enab

les o

nlin

efo

rm a

nd u

ser f

eedb

ack.

Leaf

let u

ses

mail

mer

ge o

fpr

evio

us p

urch

ases

.

(4) O

ppor

tuni

ties

whe

re th

eST

U c

ould

be

used

tode

velo

p th

e th

inki

ng s

kill

(5) T

each

ing

requ

ired

tom

ove

to th

e ne

xt s

tep

•Th

e us

er m

ust b

e pa

rt of

the

test

ing

and

evalu

atio

nof

the

syst

em.

•Te

stin

g sh

ould

resu

lt in

refin

ing

the

solu

tion.

•De

velo

ping

crit

eria

shou

ldta

ke a

ccou

nt o

fco

mm

ercia

l con

sider

atio

ns.

•Th

e au

dien

ce a

nd p

urpo

sear

e pa

rt of

the

syst

emde

velo

pmen

t.

(6) P

ossi

ble

teac

hing

stra

tegi

es

•Pe

er w

ork

test

ing

the

solu

tion

at d

iffere

nt s

tage

s.G

roup

s pr

e-pl

anne

d to

be

avail

able

at d

iffere

ntse

ctio

ns o

f the

less

on o

rst

ages

of t

he p

rojec

t.•

Analy

sing

othe

r sol

utio

ns.

•Re

sear

ch c

riter

ia to

com

mer

cial s

olut

ions

analy

sed.

•Pr

ovid

ing

exam

ples

of

high

-qua

lity e

valu

atio

ns a

spa

rt of

the

syst

em lif

e cy

clepr

oces

s.


Han

do

ut 3

.1b

con

t.

Eva

luati

on:

audie

nce a

nd p

urp

ose

(1) P

rogr

essi

on

Pupi

ls ar

e ab

le to

dem

onst

rate

a c

lear s

ense

of

audi

ence

, bot

h in

divid

uals

and

com

mun

ities,

and

purp

ose.

The

y ar

e ab

le to

artic

ulat

e ho

w d

iffere

ntde

cisio

ns w

ill im

pact

on

both

aspe

cts.

The

aud

ience

’sne

eds

are

part

of th

e sy

stem

deve

lopm

ent.

The

need

s of

the

user

s ar

e ex

plici

tlyre

fere

nced

with

feed

back

from

the

user

form

ing

part

ofth

e te

stin

g an

d ev

aluat

ion.

(2) E

xam

ple

For e

xam

ple,

the

user

may

be

know

n an

d ha

ve fi

xed

need

s,or

be

exte

rnal

and

requ

ireas

sum

ptio

ns to

be

mad

eba

sed

upon

rese

arch

and

othe

r evid

ence

.

(3) T

hese

STU

s/ca

se s

tudi

esm

ake

expl

icit

refe

renc

e to

the

thin

king

ski

ll

9.1

Solu

tion

of w

ater

ride

pres

ente

d to

the

park

man

ager

with

links

to s

pecif

icse

ctio

ns o

f the

sol

utio

n. T

heso

lutio

n is

part

of th

e in

itial

scop

ing

of th

e sy

stem

deve

lopm

ent.

9.2

Exch

angi

ng in

form

atio

n to

prov

ide

answ

ers,

inclu

ding

scop

ing

the

prob

lem ta

king

acco

unt o

f the

aud

ience

and

purp

ose

in th

e so

lutio

n.Do

cum

ente

d de

cisio

ns a

t all

stag

es a

re lin

ked

to th

eso

lutio

n.

9.3

Mar

ketin

g in

form

atio

n is

part

of w

hole

solu

tion.

(4) O

ppor

tuni

ties

whe

re th

eST

U c

ould

be

used

tode

velo

p th

e th

inki

ng s

kill

(5) T

each

ing

requ

ired

tom

ove

to th

e ne

xt s

tep

•Th

e au

dien

ce a

nd p

urpo

sear

e an

inte

gral

part

of th

esy

stem

dev

elopm

ent.

•Th

ere

is a

mat

ch to

the

need

s of

the

audi

ence

.•

Com

mer

cial c

onsid

erat

ions

are

inte

gral

to th

e so

lutio

n.

(6) P

ossi

ble

teac

hing

stra

tegi

es

•St

rate

gies

to in

volve

the

end

user

s in

the

deve

lopm

ent o

f the

syst

em.

•Q

uest

ioni

ng te

chni

ques

toen

sure

an

accu

rate

unde

rsta

ndin

g be

twee

n th

eus

er a

nd d

evelo

per.

•St

rate

gies

for

dem

onst

ratin

g to

the

user

the

impa

ct o

f cha

nges

toen

sure

the

mos

t acc

urat

eso

lutio

n.

Summary of sample teaching units(STUs)ICT STU 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 ofattainment and experience. The purpose of the unit is to develop pupils’ ICTcapability, building on their existing knowledge, skills and understanding in thesubject. The lessons suggested in the unit also provide opportunities for teachers tofind out what pupils can do and to give support to those with less experience orlimited expertise in the necessary skills.

ICT STU 7.2: Using data and information sources (DfES 0013/2003)

This unit reviews pupils’ learning from Key Stage 2 and introduces some of the ICTFramework objectives for Year 7 in the theme ‘Finding things out’. The unit focuseson using data and information sources, and searching for, selecting and evaluatinginformation on the Internet.

Aspects of information handling are taught in English, history and mathematics. Youmight find it helpful to ask colleagues in these departments what they have coveredbefore you teach this unit. You could then refer to the work pupils have done in theseother subjects at appropriate points in their ICT lessons.

ICT STU 7.3: Making a leaflet (DfES 0410/2002)

This unit is for Year 7 pupils, who will enter with varying degrees of attainment andexperience. The unit provides opportunities for teachers to find out what pupils cando, and to give support to those with less experience or limited expertise in thenecessary skills. It also enables pupils to build on work done in unit 7.1.

ICT STU 7.4: Introduction to modelling and presenting numeric data(DfES 0417/2002)

Unit 7.4 is the first unit in Year 7 that teaches pupils to use spreadsheets as amodelling tool. It gives pupils the opportunity to review the learning from Key Stage 2as well as introducing them to the Framework objectives for Year 7.

ICT STU 7.5: Data handling (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 2 and to introduce them to some of the ICT Frameworkobjectives in the theme ‘Finding things out’.

Since handling data is one of the National Curriculum attainment targets inmathematics, you should consult the mathematics department as to which aspectsof data handling have been taught in Year 7 mathematics lessons, including the useof ICT. The handling data section of the supplement of examples in the Frameworkfor 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 theirmathematics lessons.


Handout 3.2

ICT STU 7.6: Control and monitoring (DfES 0074/2003)

This unit helps you to review pupils’ learning from Key Stage 2 and to introducesome of the ICT Framework objectives for Year 7 in the theme ‘Developing ideas andmaking things happen’.

Aspects of control and monitoring are taught in both science and design andtechnology. You might find it helpful to ask these departments what they havecovered with pupils before you teach this unit. You could then refer to the work pupilshave done in these other subjects at appropriate points in the lessons.

ICT STU 8.1: Public information system (DfES 0400/2002)

Pupils create an information system for a travel agent to look up details of the climatefor customers who wish to know about the weather they could expect at their holidaydestination, for the dates they want to spend there.

ICT STU 8.2: Publishing on the web (DfES 0168/2003)

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

Web technology changes rapidly. This unit is in line with current recommendations ofthe World Wide Web Consortium (W3C) (see www.w3.org).

Microsoft FrontPage Express™ has been used in this unit to illustrate the generalprinciples of web page construction. It can no longer be downloaded from theInternet but is widely available in schools and is on the installation CD-ROM forMicrosoft 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 these materials and modify them for your chosen application. You maywish to discuss your choice of application with your LEA’s ICT consultant.

ICT STU 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 reviewpupils’ learning from Year 7 and to introduce some of the ICT Framework objectivesfor Year 8 in the theme ‘Finding things out’. The unit focuses on using data andinformation sources, and searching for and selecting information on the Internet.

ICT STU 8.4: Models and presenting numeric data (DfES 0418/2002)

Unit 8.4 builds on unit 7.4, which introduces pupils to using spreadsheets formodelling and for presenting numeric data.

ICT STU 8.5: Integrating applications to find solutions (DfES 0230/2003)

This is a unifying unit, focusing on a systems approach. It brings together financialmodelling, control and monitoring, and marketing. It allows you to review pupils’learning from Years 7 and 8. It introduces and revisits some of the ICT Frameworkobjectives from all four themes. It is the first unit that adopts a project-based


Handout 3.2 cont.

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 indesign and technology and in science, staff in these departments should beconsulted before starting this unit.

Year 9 case studies

9.1

These case studies have been developed by schools to show how they havegrouped Year 9 objectives and planned how to teach them. They are based originallyon Year 9 QCA units. They show how extended projects can be taught, and thestructure of lessons might be maintained, but they are not fully developed STUs.They exemplify one way to teach some of the Year 9 objectives but you should notethat there are other ways. To demonstrate this, two case studies have been providedfor unit 9.2.

The case studies include support materials that have been developed to be used bypupils and teachers. They include starter activities and demonstrations of planningtools. Teachers have used the software that they have available in their schools; youmay need to develop similar resources in the software that you have available.

The case studies also include some indicative outcomes but these are not fullydeveloped in all cases. You will need to use these case studies alongside informationfrom the Standards and assessment training session and the National Curriculum inAction website in order to make judgements about pupils’ achievements.

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

9.2a

The aim of this case study is for the class to be linked with another, ideally in adifferent country or location, for the purpose of exchanging information andquestionnaires. If this is difficult to set up, the class could be linked with another inthe same school. The exchange of questionnaires between partner classes shouldyield a data set of around 20 to 30 records. This could be increased by linking withmore 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 agreedbeforehand, through consultation with the partner class or school with which data willbe exchanged. This would save time in getting the work under way. Pupils could alsobe involved in this process.

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


Handout 3.2 cont.

The case study provides several opportunities for formative and summativeassessment. Examples are noted in lessons, although the list is not exhaustive. Theyrange from the evaluation of pupils’ oral contributions to more formal written or wordprocessed exercises. These can be included in a portfolio of evidence to traceindividual pupils’ progress through the unit. In addition, there are several opportunitieswhere pupils test parts of the system for effectiveness, sometimes through peerreview, and then refine them accordingly. These are key points at which ICT capabilitycan be consolidated and progression can take place. The basis of the summativeassessment should be a pupil’s own portfolio of evidence. The main component ofthis will be the individual’s project documentation, which should contain a reflectiveappreciation of the whole process. The project documentation itself, the formattedquestionnaires and the presentation slides all provide evidence of individual ICTcapability. Each portfolio should also contain annotated examples of the individualpupil’s work and their contribution to group work outcomes.

9.2b

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

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

The case study assumes a basic level of familiarity with a database program butthere is scope to expand some of the lessons, particularly lessons 6 and 7, in orderto introduce necessary skills and techniques.

The case study provides several opportunities for formative and summativeassessment. They range from the evaluation of pupils’ oral contributions to moreformal written evaluation against criteria. These can be included in a portfolio ofevidence to trace individual pupils’ progress through the project. In addition, there areseveral opportunities where pupils test parts of the system for effectiveness,sometimes through peer review, and then refine them accordingly. These are keypoints at which ICT capability can be consolidated and progression can take place.The basis of the summative assessment should be a pupil’s own portfolio ofevidence. The main component of this will be the individual’s project diary, whichshould contain a reflective evaluation of the whole process. The projectdocumentation itself, the formatted questionnaires and the presentation slides allprovide evidence of an individual’s ICT capability. The portfolio should also containannotated examples of the pupil’s work and their contribution to group outcomes.


Handout 3.2 cont.

9.3

This case study is designed to develop the knowledge, skills and understandingneeded to carry out a project systematically. The project is to design a front-of-houseticketing system for a theatre or school production.

Pupils learn to plan the stages of a project and the use of a flow chart to record theirdecisions. They use a design specification as the basis for their work and devisecriteria to evaluate their success. They develop many skills, in particular in timemanagement and problem solving. At the end of the case study they produce awritten report summarising their project and its successes.





Handout 3.2 cont.

Overview of case study 9.3

This case study is designed to develop the knowledge, skills and understandingneeded to carry out a project systematically. The project is to design a front-of-houseticketing system for a theatre or school production. This involves a financial plan, aticket booking system and an information system for advertising the production topupils and parents.

Pupils learn to plan the stages of a project, and the use of a flow chart to record theirdecisions. They use a design specification as the basis for their work and devisecriteria to evaluate their success. They develop many skills, in particular in timemanagement and problem solving. At the end of the unit they produce a writtenreport summarising their project and its successes.




Timing

This unit is expected to take approximately 14 hours.

Front-of-house theatre booking system

In order that you can have users to check your pupils’ systems you will need to liaisewith a Year 10 class who will be the designated users of the final system. They willuse the system to input the costs for a production, assess the best ticket prices andbook the seats as they are sold. These pupils will need to work through the systemand give feedback on its suitability for purpose and ease of use to your pupils. Ideallythey should also be available in lesson 13 to receive and comment on a presentationof the final system. Using Key Stage 4 groups will be helpful for their work onsystems; however, if this is not possible, groups within the same class can be usedto check the system.


Handout 3.3

Teacher planning

Year 9 unit 9.3 lesson 10

Objectives

• Exchanging and sharing information

• Fitness for purpose

Produce high quality ICT-based presentations by:– creating clear presentations, sensitive to audience needs– justifying the choice of form, style and content

Use knowledge of publications and media forms to devise criteria to assess thequality and impact of multimedia communications and presentations, and applythe criteria to develop and refine own work

• Refining and presenting information

Use a wide range of ICT independently and efficiently to combine, refine, interpretand present information by:– structuring, refining and synthesising information from a range of sources

Resources

Text fileHeadphones with

microphonesChris’s poor advertStopwatch

Starter

• Planning activity – teacher-led

Model how to record audio into the sound recording software; teacher to read aselection of text that would take more than 10 seconds to complete, students totime the reading.

Get a student to then try and read more than the teacher in the 10 secondsallowed. (Model planning of time slots.) Play the text back to the class – discussionabout fitness for purpose and audience.

Allow each student to make an attempt at reading the text. Count how manywords they managed to say.

Class discussion about how many words they can fit into 10 seconds that wouldbe clear and at a suitable speed. If the advert was 30 seconds long how manywords would they be able to say?

10 minutes


Handout 3.4

StoryboardsSound recording softwareFour background tracksNarration boardSuccess criteria

Main activity

• Group work

Students plan the narration for the advert. (30 minutes)

• Whole-class activity

Teacher to model creating and saving narration within the sound recordingsoftware.

Students to create their planned narration. (10 minutes)

• High-ability groups (level 6/7)

Teacher to model evaluation/user feedback using Chris’s poor advert storyboard.

Using the criteria devised in the previous lesson, the groups evaluate each other’sstoryboards and give feedback to each other.

• Low-ability groups (level 4/5)

The groups compare fitness for purpose and critically evaluate four differentbackground tracks, based on their criteria from the previous lesson.

40 minutes

Plenary

• Teacher-led

Middle-ability group evaluate high-ability groups’ refined storyboard as the users.

Class discussion about how this would be done in the real world.

10 minutes


Handout 3.4 cont.

Video sequence 2: Case study 9.3

While watching the video sequence consider the four questions below. Use theboxes to collate your thoughts.


Handout 3.5

What pedagogies are used to teach evaluation?

What explicit classroom management strategies are used?

How are assessment for learning strategies embedded into the lesson?

What tools does the teacher offer pupils to improve progress?


Han

do

ut 3

.6

Enquir

y –

pla

nnin

g

Prog

ress

ion

Plan

by id

entif

ying

the

info

rmat

ion

requ

ired

to a

nsw

er a

stra

ight

forw

ard

prob

lem. S

impl

e lin

ear m

odel,

con

trol

or c

omm

unica

tion

proj

ect w

ith a

choi

ce o

f inp

uts.

Plan

by id

entif

ying

the

info

rmat

ion

need

ed, h

ow it

will

be p

roce

ssed

and

the

ICT

tool

s re

quire

d. S

till a

sin

gle

softw

are

solu

tion,

but

stru

ctur

e m

oves

away

from

a lin

ear o

utpu

t dep

endi

ngon

the

need

s of

diffe

rent

aud

ience

s.

Plan

by id

entif

ying

the

info

rmat

ion

need

ed, h

ow it

will

be p

roce

ssed

and

the

ICT

tool

s re

quire

d.

Con

sider

: ord

er, s

eque

nce,

the

depe

nden

cies,

sco

pe.

Exam

ple

A lea

flet w

hich

inclu

des

pict

ures

and

wor

ds, f

orw

hich

the

pupi

l has

con

sider

ed th

e or

der a

ndpl

acem

ent o

f the

inpu

ts. A

con

trol p

robl

emw

here

the

pupi

l has

bee

n gi

ven

the

outp

ut –

e.g.

a s

ingl

e se

t of t

raffic

light

s.

Stru

ctur

e of

a fl

at fi

le da

taba

se a

nd a

ssoc

iated

repo

rts.

Plan

the

stru

ctur

e of

a n

on-li

near

info

rmat

ion

syst

em (p

rese

ntat

ion)

.

Plan

the

stru

ctur

e of

a w

ebsit

e ta

king

into

acco

unt a

udien

ce a

nd p

urpo

se.

Con

trol s

olut

ion

that

invo

lves

decis

ions

betw

een

diffe

rent

inst

ruct

ions

dep

ende

nt o

n a

cond

ition

and

the

need

to p

rodu

ce a

mod

ule

stru

ctur

e, e

.g. s

ubro

utin

es.

Thin

k ab

out t

he p

lan fo

r the

sys

tem

– in

tegr

ate

diffe

rent

sof

twar

e.

Plan

the

stru

ctur

e of

a re

latio

nal d

atab

ase

inclu

ding

fron

t-end

form

s an

d as

socia

ted

repo

rts.

Plan

the

stru

ctur

e of

a w

ebsit

e ta

king

into

acco

unt a

cces

sibilit

y an

d re

view

in lig

ht o

fau

dien

ce fe

edba

ck.

Ref

eren

ce to

STU

s

7.3

Pupi

ls pl

an th

e pl

acem

ent o

f inf

orm

atio

nfo

r the

sch

ool le

aflet

– le

sson

1 h

omew

ork.

The

inpu

ts a

re g

iven

and

outp

ut is

unk

now

n.

7.1

Pupi

ls pl

an th

e in

form

atio

n an

d or

der

requ

ired

for t

heir

pres

enta

tion:

less

on 1

.

7.6

A sin

gle

traffic

light

seq

uenc

e w

ith a

pred

eter

mine

d ou

tput

. The

plan

nee

ds to

ord

erth

e inp

ut to

ens

ure

that

the

solut

ion

wor

ks:

lesso

n 1,

act

ivity

3.

7.4

The

inpu

ts k

eep

bein

g ad

ded

to th

epr

oblem

.

7.5

Less

on 4

. Ens

ure

that

the

prob

lemre

quire

s in

crea

sed

rang

e of

qua

ntita

tive

and

quali

tativ

e in

form

atio

n.

7.6

Less

on 5

, act

ivity

3.

8.5

Pupi

ls id

entif

y ho

w c

hang

es in

tem

pera

ture

will

requ

ire d

iffere

nt a

ctio

ns w

ithin

the

syst

em.

9.3

Plan

sea

ting

and

book

ing

mod

el ta

king

acco

unt o

f the

use

r.

9.3

Plan

sea

ting

and

book

ing

mod

el ta

king

acco

unt o

f the

use

r.

Teac

hing

poi

nts

Even

with

sim

ple

linea

r pro

blem

s th

ere

is an

inpu

t,pr

oces

s an

d ou

tput

and

pap

er-b

ased

or I

CT

tool

s ca

naid

this

plan

ning

. The

se c

an b

e ta

ught

for a

ll tas

ksan

d ne

ed to

be

mad

e ex

plici

t. Fo

r som

e ta

sks

ther

e is

a gi

ven

outp

ut a

nd fo

r oth

ers

give

n in

puts

. Usin

gst

oryb

oard

tech

niqu

es, t

he o

utlin

er, m

ind

map

ping

,ca

rd s

orts

, gra

ph p

aper

or b

lock

s to

mov

e ar

ound

in a

DTP

pack

age

will

help

pup

ils to

ord

er in

form

atio

n.

A ra

nge

of to

ols

that

sup

port

unde

rsta

ndin

g of

the

need

to p

lan th

e st

ruct

ure

of th

e so

lutio

n is

used

:•

fish

bone

s;•

stat

e di

agra

ms;

•flo

w d

iagra

ms;

•ca

rd s

orts

;•

spid

er d

iagra

ms.

The

main

com

pone

nts

(mod

ules

) of a

sys

tem

are

iden

tified

. It i

s im

porta

nt th

at th

e so

lutio

n m

ay n

ot b

elin

ear a

nd m

ust c

ross

-refe

renc

e th

e pl

anni

ng to

audi

ence

and

pur

pose

.

Full d

iagra

mm

atic

repr

esen

tatio

n of

a s

yste

m a

ndco

mpo

nent

par

ts a

re id

entif

ied.

Gan

tt ch

arts

, act

ion

plan

ning

, dat

a flo

w d

iagra

ms

(for

inte

grat

ed a

nd n

on-in

tegr

ated

sys

tem

s) a

re u

sed.

Writ

ten

spec

ificat

ion

for a

sys

tem

and

full

diag

ram

mat

ic re

pres

enta

tion

of a

sys

tem

are

prod

uced

and

com

pone

nt p

arts

are

iden

tified

. Wha

tin

form

atio

n is

pass

ed b

etw

een

com

pone

nts?

Departmental pathways to effective progression

Objective

• To plan effective teaching strategies to increase the rate of progress for all pupils

Resources

For the tutor



• Sufficient copies of tutor resource 4.1 to give to participants




• Handout 4.1 Teaching strategies

• Handout 4.2 Department meeting actions





Reviewing teaching strategies 15 minutes

Next steps 15 minutes

Plenary 10 minutes


Show slide 4.1 and run through the objective of this session.


4Session

Slide 4.2

Objective for session 4 Slide 4.1

• To plan effective teaching strategies to increase the rates of progress for all pupils

Teaching strategies


Handout 4.1

Key ICT thinking skills

Information processing:

• Search

• Select

• Organise

Reasoning:

• Justify

• Use criteria

• Plausibility

Enquiry:

• Plan

• Test

Creative thinking:

• Explore

• Develop and explore

Evaluation:

• Evaluate

• Audience

• Purpose

Teaching strategies Examples to use within yourdepartment

Impact on learning

Remind participants of the following.

• In session 1 they were introduced to a range of tools to review and furtherunderstand progression in ICT:

– levelness statements for levels 3, 4, 5, 6 and 7;

– key concepts within control and monitoring and models and modelling;

– route maps through the STUs;

– application of thinking skills in the ICT curriculum.

• The key concepts for control and monitoring and models and modelling weredeveloped in session 2, by identifying pedagogical approaches to support theteaching of these concepts.

• In session 3 the work on ICT thinking skills was developed using progression interms of audience and purpose and planning.

This session will review teaching strategies to support development and reflect ondepartmental planning throughout the key stage in order to support the increase in therates of progress for all pupils.

Reviewing teaching strategies 15 minutesActivity 4.1 15 minutes

Refer to the video of the two schools seen in sessions 2 and 3. Explain that in thisthird clip Jim (consultant), Marc (subject leader) and Rob (teacher) continue theirmeeting. Steve (consultant) and Tim (teacher) discuss the issues of progression.

Ask participants to locate handout 4.1 and handout 1.6. Show slide 4.2, whichdescribes the activity.


Handout 4.1

Slide 4.2

Play video sequence 3, on teaching strategies (about 6 minutes).

Give participants 2 or 3 minutes, in groups, to discuss the content of the videoextract. After 3 minutes ask them to write in column 2 of handout 4.1 the teachingstrategies they saw. When they have completed column 2 they should completecolumn 3, noting examples from the STUs or lessons where they might use some ofthe ideas with their department. They should use column 4 to consider the differencethis might make to pupils’ rates of progress.

After 10 minutes ask each table of participants to select three ideas and write them ona flipchart to share with the whole group.

Additional guidance

Tutor resource 4.1 gives some suggestions of possible strategies and links to STUs.

After a further 5 minutes take feedback from participants, using tutor resource 4.1 toadd suggestions not already offered by participants.


Video sequence 3: Teaching techniques Slide 4.2

Activity 4.1: Feedback prompts

• Using handout 4.1 note down the elements of the ICT thinking skills from handout1.6 that are being supported by suggestions made by the teachers and consultants

T

Tutor resource 4.1

Video sequence 3


Tutor resource 4.1

Key ICT Teaching Examples to use Impact on learningthinking skills strategies within your

department


Search

Select

Organise

Reasoning:

Justify

Use criteria

Plausibility

Enquiry:

Plan

Test

Use video as a follow-upto using real-lifeexamples, to establishcriteria for judgements.

Work with differentgroups to developlanguage.

Embedded in what youwant to hapen.

Visual scaffold for 9.1water ride.

‘Input, process, output’breakdown of theproblem.

Use Gantt chart toorganise project.

Use storyboarding.

Matching to criteria.

Different ways ofrepresenting planning in avisual manner.

Use ‘input, process,output’ approach in allunits. Build differentscaffolds to differentiate.

Break down the elementsof the project.

Use storyboarding tobreak down sequences.

Use of end user.

Breaking down theproblem enables pupilsto approach the answerin a logical manner, andin control enables themto reach the next level.

Refocusing on the Ganttchart at strategic pointsenables pupils to rethinkthe whole problem andwhere the elements fit in.

This clarifies the structure.Links the required outputto necessary inputs.

Pupils are able tojustify choices againstdeveloped criteriarather than justexplaining or usingrecount.

Examples of othersolutions (from any areaof ICT), with teachersmodelling thinking of howthey would formjudgements. Use someexamples that are clearlynot suitable in order tochallenge plausibility.

Model writing of how asolution is justified.


Key ICT Teaching Examples to use Impact on learningthinking skills strategies within your

department

Creative thinking:

Explore

Develop and explore

Evaluation:

Evaluate

Audience

Purpose

Modelling critique usinga poor video, linking toaudience and purpose.Develop this with ahigh-ability group.

The rest of the classalso become end usersand use the criteria.

Involve the class in realexamples – time fornarration, e.g. What canyou do in 10 seconds?

Will this work for theaudience?

Scoping the problem.

Using existing materials,e.g. adverts.

Developing theirnarration.

Increase modelling ofthinking through issuesand developing moresophisticated criteria.

Set up examples toshow what can bedone. Use timedpresentation with talk-over. Make use of peerwork to checksuitability.

Video editing software.

Pupils begin to usemore specificlanguage linked to thecommercial world.

Provides practice withpeers to enablegroups to match workto purpose. Lowerability required asusers are alsopractising evaluationskills.


Next steps 15 minutes

Ask participants to think about the classes and groups in their school. Ask them toreflect on the three previous sessions and the last video sequence and to think abouttheir current practice. They should then ask themselves the two key questions shownon slide 4.3.

Allow a short time for participants to think about these questions and then ask themto read the examples of possible action points on handout 4.2. Ask participants tofocus on one or two key areas for development and, in pairs, discuss how to usethem in their medium- and short-term planning for their department.

Ask participants to reflect on the sessions and the ideas on handout 4.2. They shouldalso look at the notes they have taken during the day. Ask them to write their actionpoints on their action planner (handout 1.1). Remind participants of the importance ofSMART targets and ask them to look at side 2 of the action planner and think in termsof short-, medium- and long-term planning.

During this activity, circulate among the groups and identify one or two participants tocontribute to the final plenary.


Slide 4.3

What can you do next? Slide 4.3

• Can you identify areas for development that would increase the rates of progress forpupils in all classes?

• Can you choose one or two areas to develop with your whole department?

Handout 4.2


Department meeting actionsExamples

Handout 4.2

Analyse previous Year 9 outcomes toidentify possible curricular targets.

Produce a display of the progression incontrol and modelling concepts forpupils and teachers.

Work with teachers to developevaluation linked to audience andpurpose through all the units.

Establish criteria for judgingpublications.

Look at the route maps with thedepartment to see explicit progressionand identify other opportunities todevelop concepts.

Use the levelness statements to shareoutcomes with pupils.

Use the subject development material todevelop peer and self-assessment.

Review short-term planning in the lightof the progression in ICT-related thinkingskills.

Introduce the idea of input, process andoutput planning to the department andplan how this can be embedded intoteaching the STUs.

Work with staff to identify differentplanning tools to support pupils inbreaking down problems.

Use the video with the department toreview opportunities for modellingthinking and planning.

Choose one of the thinking skills andwork through how the scheme of workcan be adapted to make practising anddeveloping this skill explicit.

Establish shared observation linked toreviewing teacher modelling of ideasand thinking processes.

Use the subject development material todevelop curricular target setting in ICT.

Plenary 10 minutes

Remind participants of the aim of the training by showing the objectives of the unit onslide 4.4.

Ask participants to consider whether the actions they have identified will achieve thisaim. Ask one or two participants to contribute at this point.

If participants have unanswered questions or feel that any areas covered by thetraining need clarification, deal briefly with these issues.

Ask participants to hand in their completed action planner (handout 1.1), saying thatthese will be photocopied and returned to their schools later. Explain that this will helpyou to target support.

Point out the Key messages leaflet in the participants’ pack. Explain that the leafletsummarises the key points from the day and is intended for their colleagues who werenot present at this training.

Also point out the CD-ROM that accompanies the unit. Explain that the CD-ROMcontains all the materials used in the four sessions and relevant resources developedfrom different training units.

Ask participants to complete their evaluation forms and hand them in before theyleave. Thank them all for their contributions.


Slide 4.4

Objectives: Increasing pupils’ rates of progress in ICT Slide 4.4

• To increase pupils’ rates of progress in ICT by ensuring clear expectations for pupils’progress of between one and two levels over Key Stage 3

• To explore strategies to accelerate progress through more focused teaching

• To identify ways in which departments can plan effectively to increase the rates ofprogress for all pupils


Teaching strategies

Handout 4.1

Key ICT-related thinkingskills


• Search

• Select

• Organise

Reasoning:

• Justify

• Use criteria

• Plausibility

Enquiry:

• Plan

• Test

Creative thinking:

• Explore

• Develop and explore

Evaluation:

• Evaluate

• Audience

• Purpose

Teaching strategies Examples to use within yourdepartment

Impact on learning


Department meeting actionsExamples

Handout 4.2

Analyse previous Year 9 outcomes toidentify possible curricular targets.

Produce a display of the progression incontrol and modelling concepts forpupils and teachers.

Work with teachers to developevaluation linked to audience andpurpose through all the units.

Establish criteria for judgingpublications.

Look at the route maps with thedepartment to see explicit progressionand identify other opportunities todevelop concepts.

Use the levelness statements to shareoutcomes with pupils.

Use the subject development material todevelop peer and self-assessment.

Review short-term planning in the lightof the progression in ICT-related thinkingskills.

Introduce the idea of input, process andoutput planning to the department andplan how this can be embedded intoteaching the STUs.

Work with staff to identify differentplanning tools to support pupils inbreaking down problems.

Use the video with the department toreview opportunities for modellingthinking and planning.

Choose one of the thinking skills andwork through how the scheme of workcan be adapted to make practising anddeveloping this skill explicit.

Establish shared observation linked toreviewing teacher modelling of ideasand thinking processes.

Use the subject development material todevelop curricular target setting in ICT.


Tutor resource 4.1

Key ICT-related Teaching Examples to use Impact on learningthinking skills strategies within your

department

Reasoning:

Justify

Use criteria

Plausibility

Enquiry:

Plan

Test

Creative thinking:

Explore

Develop and explore

Use video as a follow-upto using real-lifeexamples, to establishcriteria for judgements.

Work with differentgroups to developlanguage.

Visual scaffold for 9.1water ride.

‘Input, process, output’breakdown of theproblem.

Use Gantt chart toorganise project.

Use storyboarding.

Matching to criteria.

Different ways ofrepresenting planning in avisual manner.

Use ‘input, process,output’ approach in allunits. Build differentscaffolds to differentiate.

Break down the elementsof the project.

Use storyboarding tobreak down sequences.

Use of end user.

Breaking down theproblem enables pupilsto approach the answerin a logical manner, andin control enables themto reach the next level.

Refocusing on the Ganttchart at strategic pointsenables pupils to rethinkthe whole problem andwhere the elements fit in.

This clarifies the structure.Links the required outputto necessary inputs.

Pupils are able tojustify choices againstdeveloped criteriarather than justexplaining or usingrecount.

Examples of othersolutions (from any areaof ICT), with teachersmodelling thinking of howthey would formjudgements. Use someexamples that are clearlynot suitable in order tochallenge plausibility.

Model writing of how asolution is justified.

Scoping the problem.

Using existing materials,e.g. adverts.

Developing theirnarration.

Video editing software.


Key ICT-related Teaching Examples to use Impact on learningthinking skills strategies within your

department

Evaluation:

Evaluate

Audience

Purpose

Test

Modelling critique usinga poor video, linking toaudience and purpose.Develop this with ahigh-ability group.

The rest of the classalso become end usersand use the criteria.

Involve the class in realexamples – time fornarration, e.g. What canyou do in 10 seconds?

Will this work for theaudience?

Increase modelling ofthinking through issuesand developing moresophisticated criteria.

Set up examples toshow what can bedone. Use timedpresentation with talk-over. Make use of peerwork to checksuitability.

Pupils begin to usemore specificlanguage linked to thecommercial world.

Provides practice withpeers to enablegroups to match workto purpose. Lowerability required asusers are alsopractising evaluationskills.



Evaluation form: Increasing pupils’ rates of progress in ICT

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 it wasto meet the learning objectives identified.

School ________________________________________________________

Post held ________________________________________________________

Please return this form to your tutor before leaving.

SessionGrade: please ring

Comment1 = Very good, 4 = Poor

Session 1 What does progression 1 2 3 4look like?

Session 2 Teaching for progression: 1 2 3 4key concepts

Session 3 Teaching for progression: 1 2 3 4thinking skills

Session 4 Departmental pathways 1 2 3 4to effective progression

Overall grade for the unit 1 2 3 4

Key Stage 3

National Strategy

ICT



Summary evaluation form: Increasing pupils’ rates ofprogress in ICT

For completion by consultants or tutors after presenting the unit

LEA: Region:

Venue: Date(s):

Tutor(s):

Number of schools represented: Middle

Secondary (all categories)

Special

Number of participants attending:

Please total the grades given by participants and (overleaf) summarise the commentsyou received, then forward this sheet to your regional director at the address overleaf.Please provide numbers, not percentages, when collating the grades.

Total for each grade

SessionVery good Poor

1 2 3 4

Session 1 What does progression look like?

Session 2 Teaching for progression:key concepts

Session 3 Teaching for progression:thinking skills

Session 4 Departmental pathwaysto effective progression

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 survey to:

ICT Team Senior Regional CoordinatorCentre for School Standards60 Queens RoadReading RG1 4BS



Evaluation form: Increasing pupils’ rates of progress in ICT

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 send this survey to:

ICT Team Senior Regional CoordinatorCentre for School Standards60 Queens RoadReading RG1 4BS

SessionGrade: please ring

Comment1 = Very good, 4 = Poor

Session 1 What does progression 1 2 3 4look like?

Session 2 Teaching for progression: 1 2 3 4key concepts

Session 3 Teaching for progression: 1 2 3 4thinking skills

Session 4 Departmental pathways 1 2 3 4to effective progression

Overall grade for the unit 1 2 3 4

Key Stage 3

National Strategy

ICT


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 0649-2004 G

© Crown copyright 2004

Produced by the Department for Education and Skills

www.dfes.gov.uk

If this is not available in hard copy it can be downloaded from:

www.standards.dfes.gov.uk

The content of this publication may be reproducedfree of charge by schools and local educationauthorities provided that the material isacknowledged as Crown copyright, the publicationtitle is specified, it is reproduced accurately and notused in a misleading context. Anyone else wishingto reuse part or all of the content of this publicationshould apply to HMSO for a core licence.

The permission to reproduce Crown copyrightprotected material does not extend to anymaterial in this publication which is identifiedas being the copyright of a third party.

Applications to reproduce the material from thispublication should be addressed to:

HMSO, The Licensing Division, St Clements House,2–16 Colegate, Norwich NR3 1BQFax: 01603 723000 e-mail: [email protected]

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