Learning and undertaking activities in information and communication technology
(ICT) contribute to achievement of the curriculum aims for all young people
to become:
- successful learners who enjoy learning, make progress and achieve
- confident individuals who are able to live safe, healthy and fulfilling
lives
- responsible citizens who make a positive contribution to society.
The importance of ICT
The increasing use of technology in all aspects of society makes confident,
creative and productive use of ICT an essential skill for life. ICT capability
encompasses not only the mastery of technical skills and techniques, but
also the understanding to apply these skills purposefully in learning, everyday
life and employment. ICT capability is fundamental to participation and
engagement in modern society.
ICT can be used to find, use, develop, analyse and present information,
as well as to model situations and solve problems. ICT enables rapid access
to ideas and experiences from a wide range of people, communities and cultures,
and allows pupils to collaborate and exchange information on a wide scale.
ICT acts as a powerful force for change in society and citizens should have
an understanding of the social, ethical, legal and economic implications
of its use, including how to use ICT safely and responsibly. Increased capability
in the use of ICT supports initiative and independent learning, as pupils
are able to make informed judgements about when and where to use ICT to
enhance their learning and the quality of their work.
Key concepts
There are a number of key concepts that underpin the study of ICT. Pupils
need to understand these concepts in order to deepen and broaden their knowledge,
skills and understanding.
Capability
- Understanding that ICT is a powerful tool, which allows people to manipulate
information
efficiently in ways that were previously impossible or time consuming.
- Recognising issues of risk and safety surrounding the use of ICT.
- Applying ICT across a range of contexts, in other areas of learning,
work
and life.
Manipulate
For example through speed of processing, ability to automate.
Information
For example text, numbers, still and moving images, graphics and sound.
Work and life
For example project planning, diaries, folders.
Communication
and collaboration
- Exploring the ways that ICT can be used to communicate, collaborate
and share ideas easily on a global scale, allowing people to work together
in new ways and changing the way in which knowledge is created.
Communication and collaboration
Communicating with real and authentic audiences, for example by using
blogs, wikis, collaborative software and collaborative websites.
Modelling and exploring
ideas
- Using ICT to model different scenarios, allowing people to identify
patterns and test hypotheses.
- Solving problems creatively by using ICT to explore ideas and try alternatives.
Exploring ideas
For example trying different options, using the 'undo' function and saving
different versions, using existing knowledge, skills and understanding
of ICT in new contexts and purposes.
Impact of technology
- Exploring how ICT changes the way we live our lives and has significant
social,
ethical and cultural implications.
Social, ethical and cultural implications
This could include issues relating to ownership, copyright, plagiarism;
issues of privacy of information; effects on employment and working practices;
effects on local communities; sustainability issues; the causes and implications
of unequal access to ICT locally, nationally and globally. Pupils should
appreciate that the cultural background of the receiver may influence
the way the information is interpreted.
Critical evaluation
- Recognising that information must not be taken at face value, but must
be analysed and evaluated to take account of its purpose, author, currency
and context.
Key processes
These are the essential skills and processes in ICT that pupils need to
learn to make progress.
Finding information
Pupils should be able to:
- consider systematically the information needed to solve a problem, complete
a task or answer a question, and explore
how it will be used
- use and refine
search methods to obtain information that is well matched to
purpose, by selecting different and appropriate sources
- collect and enter quantitative and qualitative information, checking
its accuracy
- analyse and evaluate information, questioning
the plausibility and value.
Explore
This could include discussing the information with peers, teachers or
the project team.
Refine search methods
For example developing a single criteria search into a search with multiple
criteria, or using the advanced search functions in most search engines
or Boolean operators (and, or, +, -, not).
Checking its accuracy
For example by rechecking data entry and comparing with other sources.
Questioning the plausibility and value
This includes taking account of the source of the information to make
judgements on its plausibility, accuracy, completeness, currency, reliability
and to assess bias and partiality. This could also include understanding
the different suffixes of web addresses (eg '.co','.org' and '.ac').
Developing ideas
Pupils should be able to:
- select and use
ICT tools efficiently, and techniques safely and appropriately
- solve
problems by developing, exploring and structuring information,
and deriving new information for a particular purpose
- test predictions and discover patterns and relationships by changing
their rules
and values, and by exploring, evaluating and developing models
- design information systems and suggest improvements to existing systems
- use ICT to make things happen and to plan,
test and modify a sequence of instructions, recognising where
a group of instructions need repeating, and automating
frequently used processes by constructing efficient procedures that are
fit for purpose
- bring together, draft, and refine
information to suit audience, purpose and content.
Use ICT tools efficiently
For example master pages and slides, programs to compress graphic files,
navigational menus and automated features, templates and macros.
Solve problems
For example reaching conclusions by exploring, combining, manipulating,
synthesising and repurposing information, deriving totals from raw data,
transforming data from numeric table to graphical interpretation, organising
information by use of appropriate data types and data structures, including
non-linear structuring, for example hyperlinks.
Rules and values
For example altering variables and formulae in a spreadsheet model.
Developing models
The process of developing models is iterative. This could include:
- reviewing and modifying work as it progresses
- using a computer program to explore real and/or imaginary scenarios
- exploring possibilities by answering 'what if' questions, testing
and exploring cause and effect.
Plan, test and modify
For example use of Logo, use of HTML to create webpages, JavaScript and
control programs.
Automating
For example saving sequences of instructions as component parts.
Refine information
This could include improving quality and adapting to feedback.
Communicating information
Pupils should be able to:
- use a range of ICT tools to present information in forms that are fit
for purpose, meet audience needs and suit the content
- communicate and share information effectively,
safely
and responsibly
- communicate information in different ways, including the combination
of text, sound and image
- use technical terms appropriately and correctly.
Effectively
Effective communication must be sensitive to the target audience (for
example appropriate form, style and convention must be considered) and
efficient in transferring information.
Safely and responsibly
When using digital communication, pupils should develop an understanding
of safe practices and follow them. For example they should be cautious
about sharing personal information and viewing digital images. They should
also recognise the need to show respect towards others.
Combination of text, sound and image
This includes considering the interplay of sound, moving image, graphics,
commentary, text, and other content.
Evaluating
Pupils should be able to:
- review, modify and evaluate work as it progresses, reflecting
critically and using feedback
- reflect on their own and others' uses of ICT to help them develop and
improve their ideas and the quality of their work
- reflect on what they have learnt and use these insights to improve future
work.
Reflecting critically
This could include self-review, peer evaluation, user or audience feedback.
Pupils could judge how effectively they use ICT as well as considering
the quality of their work.
Range and content
This section outlines the breadth of the subject on which teachers should
draw when teaching the key concepts and key processes.
The study of ICT should enable pupils to apply their knowledge, skills
and understanding to relevant real-world situations.
This should include:
- a range of information, with different characteristics, structures,
organisation and purposes, evaluating its match to requirements and fitness
for purpose
- use of a variety of information sources in a range of contexts
- use and review the effectiveness of a range of ICT tools including a
range of software
applications to meet the needs of the user and solve problems
- use of ICT to manage
work and learning
- developing an understanding of the need for:
- safe
working practices in order to minimise physical stress
- keeping
information secure
- managing information storage and access, including working with
files
and folders to organise, store and retrieve information
to secure content and enable efficient retrieval
- the
impact of ICT on individuals, communities and society, including
the social, economic, legal and ethical implications of the use of ICT.
Software applications
For example word-processing, spreadsheet, graphics, browser, email.
Manage work and learning
This includes using ICT to plan and review work; using ICT to create and
maintain an up-to-date, logically structured portfolio of digital evidence
of learning.
Safe working practices
For example adjust seating and lighting, avoid hazards, take breaks, arrangement
of hardware and cables, wrist rests and other devices.
Keeping information secure
For example keeping copies safe, backup of work, and protection of password
or PIN.
Files and folders
For example using appropriate file names, classifying folders in a meaningful
way, using password protection, using back up files.
The impact of ICT
This could include issues relating to copyright, plagiarism and effects
on employment and local communities. Pupils could also consider the causes
and implications of unequal access to ICT locally, nationally and globally.
Curriculum opportunities
During the key stage pupils should be offered the following opportunities
that are integral to their learning and enhance their engagement with the
concepts, processes and content of the subject.
The curriculum should provide opportunities for pupils to:
- make choices about when and where it is appropriate
to exploit technology to support them in their everyday life
to use
ICT to manage, and be independent and discriminating when doing
so work creatively and collaboratively
- apply ICT to real-world
situations when solving problems and carrying out a range of
tasks and enquiries
- share their views and experiences of ICT, considering the range of its
uses and its significance to individuals, communities and society
- use ICT in contexts
drawn from other subjects and areas of learning that are relevant
and interesting to pupils.
Appropriate to exploit technology
Pupils should be encouraged to be discriminating in their choice of when,
where and how to use ICT.
Use ICT to manage
Using planning tools, e-portfolios, calendars and alerts as well as files
and folders to organise, store and retrieve work.
Collaboratively
This includes using collaborative learning communities and working together
to create a solution to a problem.
Real-world situations
This could include case studies based on or drawn from examples outside
the school environment, for example information systems used in the local
community.
Contexts drawn from other subjects and areas
of learning
For example designing a website or designing and producing a multimedia
presentation.
