Curriculum aims
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 (IE4 analyse and evaluate information, judging its
relevance and value) 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.
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.
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.
Impact of technology
- Exploring how ICT changes the way we live our lives and has significant
social, ethical and cultural implications.
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 (IE2 plan
and carry out research, appreciating the consequences of decisions)
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 (IE4 analyse and evaluate information, judging its relevance
and value)
- analyse and evaluate information (IE4 analyse
and evaluate information, judging its relevance and value), questioning
the plausibility and value.
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 (IE4 analyse and evaluate information, judging
its relevance and value), 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 (IE2 plan and carry out research,
appreciating the consequences of decisions), 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.
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.
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.
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 (IE4 analyse and evaluate information, judging
its relevance and value)
- 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.
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 (IE2 plan and carry out research, appreciating
the consequences of decisions) 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 (IE5
consider the influence of circumstances, beliefs and feelings on decisions
and events)
- 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