Learning and undertaking activities in information and communication technology
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 students 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 students
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. Students
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, the 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, eg 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. Students 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 students need
to learn to make progress.
Finding information
Students should be able to:
- analyse systematically the requirements of a range of problems
- scope
the information flow required to develop an ICT-based solution
- select appropriate information from a wide range of sources, showing
discrimination in their choices and questioning
the plausibility and value of information
- explore, develop and interpret information to produce solutions that
meet user needs
- discuss, critically
evaluate and justify information choices and act on feedback
where appropriate.
Scope the information flow
Represent a system and identify all its parts, including inputs, outputs
and the processes used. (Processes could include manipulating data or
information.)
Questioning the plausibility and value
This includes taking account of the source of the information to make
judgements on its plausibility, accuracy, completeness, currency and reliability,
and to assess bias and partiality. This could also include understanding
the different suffixes of web addresses (eg '.co','.org' and '.ac').
Critically evaluate
This could include self-review, peer evaluation, user or audience feedback.
Students could judge how effectively they used ICT as well as considering
quality.
Developing ideas
Students should be able to:
- develop
quality ICT-based solutions to a range of problems for themselves
and others that interface
effectively with users
- select and use, with increasing integration
and efficiency, the appropriate ICT tools for a given problem
- independently explore,
develop and interpret increasingly complex ICT-based information
to solve problems
- use ICT safely and effectively
- discuss, critically evaluate and justify
the choice of ICT tools and act on feedback where appropriate.
Develop quality ICT-based solutions to a range
of problems
For example:
- multimedia presentation: creating an interactive presentation, creating
a web-presence and podcasting
- developing an ICT-based model to meet particular needs: testing
predictions and discovering relationships by exploring, evaluating
and developing models and changing their rules and values
- creating solutions that apply, as appropriate, ICT techniques for
measuring, recording, responding to, controlling and automating events.
Interface effectively with users
Students should understand that effective communication is sensitive to
the target audience efficient in transferring information. Interaction
should be intuitive and solutions should be easy to use.
Integration and efficiency
For example, using ICT to compress graphic, sound and video files to allow
faster downloading; using automated features in software packages; using
templates and macros.
Explore, develop and interpret
For example using a computer model or simulation to explore real and/or
imaginary scenarios; exploring possibilities by answering 'What if??'
questions; testing, and exploring cause and effect; searching for and
synthesising information from a range of sources; combining different
types of information.
Justify the choice of ICT tools
For example when choosing between software packages students should be
able to justify their choices using criteria such as efficiency, ease
of use, availability and fitness for purpose.
Communicating information
Students should be able to:
- use a range of information sources and ICT tools effectively to share,
exchange and present information in a variety of contexts
- create solutions that show they have considered how the information
should be interpreted and presented in forms that suit
audience, purpose and content
- communicate and share information safely,
responsibly and securely.
Suit audience, purpose and content
This includes considering form, style and convention.
Safely, responsibly and securely
When using digital communication, students 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 by:
- not divulging personal data
- complying with data protection regulations.
They should know about systems that enable safety, eg encryption, firewalls,
backups, secure sites for financial transactions.
Evaluating
Students should be able to:
- review,
modify and evaluate work as it progresses, reflecting critically and responding
to user feedback
- evaluate the effectiveness
of their own and others' ICT-based solutions, using the results to improve
the quality of their work and to inform future work.
Review
For example checking that the brief for the work is being met by using
peer-to-peer assessment.
Effectiveness
This includes evaluating the effectiveness of the user interface.
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:
- use of increasingly complex information in a variety
of contexts
- use of a wide range of information sources
- use of a range of ICT tools including a range of software
applications to meet the needs of the user and solve problems
- review the effectiveness of ICT tools to meet the needs of the user
in order to inform future judgements
- a range of ICT-based solutions
- 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 with files
and folders to organise, store and retrieve information,
enabling efficient information retrieval
- the danger of computer
viruses and how to minimise the risk
- the
impact of ICT on individuals, communities and society, considering
the social, economic, legal and ethical implications of access to, and
use of, ICT.
Variety of contexts
Students should apply their knowledge, skills and understanding to a range
of problems, including in other areas of learning.
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; using virtual learning environments.
Safe working practices
For example 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.
Computer viruses
For example use virus checking software and treat files from unknown sources
with caution.
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. Students could also consider the
causes and implications of unequal access to ICT locally, nationally and
globally, as well as sustainability issues. When considering the impact
of ICT on individuals, students should consider the impact on their own
lives.
Curriculum opportunities
During the key stage students 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 students to:
- make choices about when and where it is appropriate
to exploit technology to support them in other areas of work
and everyday life, and be independent, discriminating and reflective when
doing so
- work creatively and collaboratively,
taking different roles in teams
- apply ICT to real-world
situations when solving increasingly demanding problems
- use ICT to enhance their learning and the quality of their work in a
variety of contexts
- use initiative to find out about and exploit the potential of more
advanced or new ICT tools and information sources
- use ICT in contexts drawn from other subjects and areas of learning
that are relevant and interesting to students.
Appropriate to exploit technology
Students should be encouraged to be discriminating in their choice of
when, where and how to use ICT.
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 eg information systems used in the local community.
More advanced or new ICT tools
ICT is in a continual state of flux and new technologies are developed
with increasing rapidity. Students should be able to demonstrate an awareness
of (and, if practicable, use of) such developments in their solutions.
For example, they could use new sites on the internet, upgraded software
applications and new technologies.
