The secondary curriculum review
To make good progress pupils need continuity and opportunities for development across the key stages. To achieve this, curriculum planning at key stage 3 needs to:
During key stage 2 pupils develop the skills and ability to use a wider range of ICT tools and information sources to support their studies. They understand the need to remain safe while communicating digitally. They develop their research skills and make choices about which information is appropriate for their work. They begin to question the plausibility and quality of information. They learn how to amend their work and present it in a way that is fit for purpose and audience.
By the end of key stage 2 most pupils are able to combine and refine information from various sources, interpreting and questioning the plausibility of the information they find. They use ICT to present information in different forms and show they are aware of the intended audience and the need for quality in their presentations. They recognise the need for safety when using digital communications.
The ICT programme of study for key stage 3 builds on the knowledge, skills and understanding pupils acquire at key stage 2. Pupils become increasingly independent users of ICT tools and information sources, using, accessing and combining increasing amounts of information. They think about the quality and reliability of information, including identifying bias to critically evaluate information. Pupils continue to develop their understanding and awareness of the need to ensure their own safety and respect others when communicating electronically. They have a better understanding of how ICT can help their work in other areas of study and develop their ability to judge when and how to use ICT and where it has limitations. They become more focused, efficient and rigorous in their use of ICT, and carry out a range of increasingly complex tasks.
By the end of key stage 3 most pupils are able to independently combine the use of ICT tools within the overall structure of an ICT solution. Most pupils can reflect and critically and evaluate the fitness for purpose of work as it progresses. Most consider an increased range of quantitative and qualitative information for use in increasingly complex tasks. Most pupils recognise the need to be safe and act responsibly when using digital communications. Most begin to use ICT to help their work in other areas of study and develop their ability to judge when and how to use it.
During key stage 4 pupils become more responsible for choosing and using ICT tools and information sources. Pupils make use of a wide range of ICT applications confidently and effectively, and work independently much of the time. They choose and design ICT systems to suit particular needs and may design and implement systems for other people to use. They continue to collaborate with others to carry out and evaluate their work.
By the end of key stage 4 most pupils are able to identify needs and opportunities for using ICT, showing knowledge and understanding of the range and scope of ICT applications, and demonstrating increased integration and efficiency in their use of ICT tools. Most pupils are able to plan and design ICT solutions to meet a specific purpose and audience and can scope the information flow required to develop an ICT solution. Most are able to develop and refine their work to enhance its quality using a greater complexity and range of information. Most consider the benefits and limitations of ICT tools and information sources and of the results they produce, and they use these results to inform future judgements about the quality of their work. Most take part in informed discussion about the use of ICT tools and the impact of ICT on society.
