assessing using ict guidance - curriculum | ccea all subjects potentially have a role to play in...

Assessing Using ICT: Guidance

1

Contents

The Five ‘E’s – the statutory requirements P2

What are the statutory requirements in connection with Using ICT P3

Diagram of Levels Document P5

Activity 1: What are the Requirements for Using ICT P6

Activity 2: Looking at progression within a planned activity P7

Activity 3: ‘Desirable features’ P8 The Process of Assessment P9

Activity 4: Looking at Tasks P11

Making a summative judgement P13

Appendices

Appendix 1: Action Plan P16

Appendix 2: ICT Activity Scoping P17

Appendix 3: Photocopiable versions of Activity 1 3 P20

Appendix 4: Alternative approaches to Planning an Assessment Activity and Using Levels of Progression

P23

Appendix 5: ‘Desirable Features’ P25 Appendix 6: Overview of ICT Activities P32

Appendix 7: Observation Checklist/pupil self review P33

Appendix 8: Departmental Staff Development P34

Appendix 9: Task template P35

2

Using ICT across the Curriculum

Requirements

Across the curriculum, at a level appropriate to their ability, pupils should be enabled to develop ICT skills to:

Explore

• access and manage data and information; • research, select, process and interpret information; • investigate, make predictions and solve problems through interaction with digital tools.

Express

• create, develop, present and publish ideas and information using a range of digital media; • manipulate information and multimedia products using a range of assets.

Exchange

• communicate using a range of contemporary digital methods and tools; • share, collaborate, exchange and develop ideas digitally; • understand how to keep safe and display acceptable online behaviour.

Evaluate

• talk about, review and make improvements to work, reflecting on the process and outcome; • consider the sources and resources used.

Exhibit

• manage and present their stored work; • showcase their learning across the curriculum.

3

What are the Statutory Requirements in connection with Using ICT? Within the revised NI Curriculum, there is a requirement for pupils to be assessed annually in the crosscurricular skills of Communication, Using Mathematics and Using ICT. (See previous page, which describes these requirements)

In Years 3 to 10, (from 200910) this assessment will be with reference to levels of progression.

There is also a requirement for pupils to acquire and develop their crosscurricular skills within the context of the areas of learning.

What is Using ICT?

Using ICT encompasses those core aspects which are common to all schools in Northern Ireland and which form consistent standards for assessment and reporting. There is a focus on using the skill in a range of contexts across the curriculum. Pupils should therefore be given opportunities to demonstrate, apply and transfer their knowledge, understanding and skills in a variety of contexts across the curriculum.

Using ICT is the skill of applying ICT concepts, processes and understanding appropriately in a variety of contexts.

Using ICT: Acquisition, Development, Assessment and Reporting

Acquisition

Pupils should have an understanding of ICT as well being given opportunities to apply their understanding in different situations. Pupils, therefore, depending on the ICT skills previously acquired and developed in primary schools, will need explicit teaching the ‘how to’ of Using ICT. This acquisition can take place at the school’s discretion, in relevant subject contexts across the curriculum. For example, pupils may learn ‘how to’ work with images in Art and Design.

Development

Pupils should be given opportunities to demonstrate, apply and transfer their ICT skills in a variety of contexts across the curriculum.

Assessment

Reporting

Acquisition

Development

Promoting Demonstrating

Applying Transferring

4

All subjects potentially have a role to play in developing pupils’ Using ICT skills by providing opportunities for them to demonstrate, practise, apply and transfer these skills. Teachers will already be engaged in this process via the delivery of the statutory Learning Outcomes for each subject.

All subjects can also contribute to the ongoing formative assessment of Using ICT, e.g. through feedback to pupils, peer and self assessment, on a day to day basis.

Assessment and Reporting

There is a requirement to formally assess Using ICT each year with reference to the levels of progression.

Assessment should build on the acquisition and development that is taking place across the curriculum. However, while all subjects are required to contribute to the acquisition and development of Using ICT, not all are expected to contribute to the formal assessment or reporting. Schools therefore have the flexibility to create a model of coordination for assessment and reporting which is manageable and meaningful within their own particular school context.

Proposal Assessment evidence for Using ICT should be drawn from at least two Areas of Learning each year.

NB Discrete, timetabled ICT at Key Stage 3 does not constitute a subject strand or an Area of Learning in the Northern Ireland Curriculum.

Each pupil’s progress in Using ICT will be reported annually in the Pupil Profile. Customisable comment banks, referenced to the levels of progression, are available as part of the Profiles 7 report writing software package. These comment banks provide points of reference for teachers’ own comments on individual pupil progress.

5

What are the Levels of Progression for Using ICT? The Levels of Progression form the standards which will be used to make annual judgements about pupils’ progress. There are seven levels which provide consistent standards across Key Stages 1, 2 and 3:

• At Key Stage 1 (Years 3&4), pupils will be working within Levels 1 to 3. • At Key Stage 2 (Years 57), pupils will be working up to Level 5. • At Key Stage 3 (Years 810), pupils will be working up to Level 7.

The Levels of Progression include: • the requirements for Using ICT; described under Explore, Express, Exchange, Evaluate and

Exhibit; • the expected standard at each level, expressed as competencebased ‘Pupils can…’

statements.

The requirements for Using ICT can be found at the top left of the Levels of Progression document. They are colour coded so that progression in the requirements can be tracked throughout the levels.

Progression in the

Requirements

Requirements

Expected standard at a level

‘Pupils can…’

6

Activity 1

What are the requirements for Using ICT?

Identify a specific opportunity in a curricular context in which your pupils have to use their ICT skills. What do they need to know? How do they need to use it? Map the activity to the requirements for Using ICT, (below) Define your own activity and draw arrows to the requirements/skills which pupils have to use in order to complete this activity. Consider the Using ICT skills the pupils will be using.

Opportunity:

ICT Skills used:

See also Appendix 2 ICT Activity ‐ Scoping

The Requirements for Using ICT Across the curriculum, at a level appropriate to their ability, pupils should be enabled to develop ICT skills to:

Explore

• access and manage data and information; • research, select, process and interpret information;

• investigate, make predictions and solve problems through interaction with digital tools.

Express

• create, develop, present and publish ideas and information using a range of digital media;

• manipulate information and multimedia products using a range of assets.

Exchange

• communicate using a range of contemporary digital methods and tools;

• share, collaborate, exchange and develop ideas digitally;

• understand how to keep safe and display acceptable online behaviour.

Evaluate

• talk about, review and make improvements to work, reflecting on the process and outcome;

• consider the sources and resources used.

Exhibit


7

Activity 2

Looking at progression within a planned activity

Choose one of the requirements for Using ICT. (Left hand column on The Levels of Progression) Read the statement associated with this requirement at each level (read across the colour coding). Note down the key words that define performance at each level and that represent progression from the previous level. To start with try this across Levels 3, 4 and 5.

Reflection

• Look back at the opportunity you identified in activity 1. • Does the context and scope of the activity allow pupils the opportunity to demonstrate

skills at an appropriate level? • Could you develop a more differentiated activity that would provide opportunities for

progression?

8

Activity 3

‘Desirable Features’ CCEA has produced additional guidance through a suggested range of ‘Desirable Features’ for work within a set of Activities. These are included as Appendix 5 and will cover the following activities:

• IMAGE MANIPULATION •ONLINE COLLABORATION •PRESENTATION •RESEARCHING •TEXT MANIPULATION •WEB DESIGN

Essentially these are guides for teachers to consider and they represent the characteristics pupils might display if involved in e.g. a web design task. Some teachers may be unfamiliar with some of these activities as they do represent the more progressive ICT skills. These ‘Desirable Features’ unlike the Levels of Progression, are not statutory.

Additional activities encompassing, in total, 13 different sets of ‘desirable features’ will be available online.

Choose one of the ‘Desirable Features’ for Using ICT. Read the statements associated with this feature at each level.

• Consider how you might use this in conjunction with the Levels of Progression.

• Does this provide an opportunity for the teacher to see how a task may be extended or enabled for the pupils and allow them to demonstrate skills at an appropriate level?

• Could this information easily be shared with pupils?

9

The Process of Assessment In Years 3 to 10, pupils’ progress in Using ICT will be assessed with reference to the Levels of Progression.

At the end of each year, teachers will make a holistic, ‘best fit’ judgement about the level which best describes the pupil’s progress and performance. This judgement will be based on ongoing assessments and observations throughout the year.

Any one assessment can only provide a snapshot of pupil progress. In order to build up a broader picture over time, you will need to carry out a number of assessments, including planned activities across a range of contexts and using a variety of assessment methods.

Some assessments may be based on observation of ongoing work within the classroom. However, activities to assess Using ICT should ideally include opportunities for pupils to demonstrate their ability to use their Using ICT skills appropriately for specific purposes across the curriculum.

Assessment can be based on a combination of: • teacher observation of groups and individuals – both planned and incidental; (See Appendix 7

for a possible resource for recording observations) • teacher interaction with groups and individuals; • practical, oral and written work (including evidence of work in progress e.g. different versions,

to illustrate process); • digital evidence (e.g. video, photo, computerbased assessments, etc.); • observation/evidence of peer and self assessment (including pupil records, notes, self and

peer assessment sheets etc).

To build up a picture over time it is good practice to retain evidence of pupils’ achievement in their learning. This could be in the form of an eportfolio etc.

Planning for Assessment

In the light of this information so far, there is a clear need for planning in order to ensure that pupils have opportunities to demonstrate the full range of Using ICT skills in a variety of meaningful contexts.

Therefore: • What range of opportunities will pupils need to have in order to demonstrate achievement at a

level? • What contribution are you/is your department making to this? • What are the naturally occurring opportunities? Is there a need to develop these or to provide

additional opportunities? • Have you mapped these assessment opportunities to the requirements and levels of

progression for Using ICT (within or across departments)?

You may find the sample templates in Appendices 2, 3 and 6 useful to facilitate this process.

Creating Assessment Activities

Some assessments may be based on ongoing, regularly occurring work within the classroom, e.g. emailing, managing files, word processing etc. However, the assessment of Using ICT should include planned activities which combine opportunities for pupils to demonstrate their:

• understanding of appropriate software; • ability to select relevant procedures/skills in different contexts; • ability to use and apply software appropriately for specific purposes, e.g. to solve problems,

develop deeper understanding.

10

Effective assessment activities: • fall naturally out of teaching and learning within the curriculum and enrich the learning

experience for the pupils • encourage the demonstration, application and transferability of skills • are authentic and based on real and relevant contexts • are openended and flexible

o allowing for a range of approaches o encouraging independent thinking

• are accessible while also being challenging • allow for differentiation across the levels • are manageable for both teachers and pupils

Exemplar CCEA Tasks

CCEA will provide a range of exemplar assessment tasks for Using ICT over time. Three initial tasks are available in the support pack and online to illustrate one possible approach to assessment. These tasks:

• are generic, so that they can be integrated into the learning and teaching in a variety of subject contexts;

• address a range of levels to allow for differentiation; • focus on process as well as product; • include specific desirable features to illustrate achievement at each level within the context of

the task.

The three tasks allow pupils to engage in the following activities:

• Image Manipulation • Presentation • Researching

11

Activity 4

Looking at Tasks

Reflect on the structure and processes used in the CCEA exemplar tasks.

Look back at the opportunity you identified in Activity 1.

Think about how you would carry out and assess this activity in the classroom. Focusing on two levels, use the levels of progression document (and the ‘desirable features’, if appropriate to the task), to discuss what pupil achievement at each level would look like in the context of the chosen activity.

Guiding Principles for Designing ICT Activities

Effective ICT assessment activities:

• occur naturally in learning and teaching within the Areas of Learning • encourage the demonstration, application and transferability of skills • are authentic and based on real and relevant contexts – clear audience and purpose • are openended and flexible

o allowing for a range of approaches o encouraging independent thinking o set in a problem solving context

• are accessible and challenging • allow for differentiation across the levels • contribute to and enrich the learning experience for the pupils • are manageable for both teachers and pupils • allow for clear opportunities for debriefing

12

Task Development Process Turning principles into practice

Identify appropriate assessment opportunities within the subject/across the curriculum

Match the opportunities to the requirements for Using ICT (Levels of Progression)

Decide on a focus (e.g. 5 ‘e’s or Desirable Features) for assessment purposes

Identify the process and sequence of the activity (including pupil involvement)

Identify what you will be looking for by way of evidence of achievement and how you will obtain this (success criteria)

Use the levels of progression/desirable feature to define what achievement will look like at each level

Identify the prior learning required

Identify the range of level(s) that you wish pupils to be able to access through this activity

13

Making a summative judgement about the level at which a pupil is working It is necessary to determine a level in Using ICT for each pupil, each year. When making a summative judgement, the following should be kept in mind:

• The level awarded will be a ‘best fit’, holistic Using ICT level. • This judgement will be based on the pupil’s performance as a whole. • No one assessment is likely to look at the entire range of Using ICT. Therefore evidence for

the ‘best fit’ to a level may be drawn from a range of activities and tasks. • In order to achieve a level, pupils need to demonstrate both their ability to use and apply ICT

as appropriate.

In practical terms: Has the pupil achieved a ‘best fit’ at the level across all 5 Requirements (Explore, Express, Exchange, Evaluate and Exhibit) and across a range of activities/tasks and in a number of contexts?

Making a Summative Judgement

Level 4 Pupils can

research, select, edit and use assets from a range of digital sources

investigate and solve problems in a digital environment

process found or selfproduced assets, including text, number, sound, still or moving images, and combine these to create, present and communicate their work, showing an awareness of audience and purpose

use contemporary digital methods to communicate

demonstrate an awareness of acceptable online behaviour

use appropriate ICT tools and features to improve work

organise, store and retrieve their work

select and organise their work in a digital bank to showcase learning

Department 1 Judgement

Department 2 Judgement

Other Judgements

14

What will support me in assessing Using ICT?

There will be a range of support available for assessing Using ICT. This includes:

• CCEA exemplar tasks. These are optional tasks to provide opportunities for Using ICT, to support teacher judgement and to illustrate approaches.

They are available for download at www.nicurriculum.org.uk/ key_stage_3/assessment_and_reporting/index.asp.

The following support is under development and will also be available:

• Assessment microsite and online moderation support. • Additional CCEA exemplar tasks. • Detailed support for progression in Using ICT – further and ongoing ‘Desirable Features’ • Exemplification of standards. Examples of pupils’ work plus annotation/commentaries to

illustrate performance at a level in digital format to include podcasts, web pages, film and animation

• Quality assurance and moderation.

http://www.nicurriculum.org.uk/%20key_stage_3/assessment_and_reporting/index.asp

15

Appendices

16

Appendix 1

Action Plan – Assessing and Reporting Using ICT at Key Stage 3 Apr – June 08 • Assessment Training

May – June 08 • Design Audit Materials

• Taking account of Statutory Requirements for Using ICT across the Curriculum

May – June 08 • Audit all Departments

• Obtain a detailed overview of existing ICT Activities at Key Stage 3

• Identify new more ‘progressive’ ICT Requirements

• Identify possible Professional Development Needs

May June 08 • Map Activities against Statutory Requirements for Using ICT

• Identify gaps

• Identify opportunities within e.g. Thematic Units to take account of Using ICT Assessment

September 08 • Plan for Assessment

• Identify/Assign Departmental Responsibility for

• Acquisition

• Development

• Assessment

• Reporting

• Revise Schemes of work for taught programme (where appropriate) to take account of assessment requirements

October 08 • Plan for Moderation

• Consideration of Internal Standardisation/ Moderation Models

November 08 • ICT Assessment Policy

• To provide a detailed account of how Using ICT will be assessed at Key Stage 3

17

Appendix 2 ICT ACTIVITY SCOPING KEY STAGE 3 Use this for auditing extending existing ICT activities within your subject/Area of Learning and for planning new activities.

Subject/Area of Learning Year Group Term

Activity Description / Title

ICT Resources Used (e.g. Microsoft Word, Photoshop, Garageband, Websites…)

Is this activity used for Acquisition of ICT Skills?

Is this activity used for Development of ICT Skills?

Is this activity used for Assessment of ICT Skills?

Is this activity used for Reporting of ICT Skills?

Will this form part of the Reporting of your subject?

Could this activity be used to assess Communication/Using Maths Skills?

Does this activity provide pupils with opportunities for any of the following?

Explore • access and manage data and information; • research, select, process and interpret information; • investigate, make predictions and solve problems through interaction with digital tools;

1. Research using a Search Engine or Website? Or other digital source? Please specify…

2. Source assets e.g. film clip from a website, images from a digital microscope, sounds from a CD? Or other source? Please specify…

3. Evaluate, Justify and Reference their sources of data?

4. Solve problems using a digital environment?

5. Model a variety of solutions to a problem? (e.g. What if?...) Please describe how they model.

Express • create, develop, present and publish ideas and information using a range of digital media;

18


6. Present their work in a digital format? (e.g. mind map, podcast…) Please specify…

7. Integrate/Use different types of data? (e.g. text, images, sound, moving image, animations…) Please specify…

8. Create their own digital data? (e.g. image, webpage, music soundtrack…) responding to audience needs. Please specify type of data…

Exchange • communicate using a range of contemporary methods and tools; • share, collaborate, exchange and develop ideas digitally. • understand how to keep safe and display acceptable online behaviour.

9. Communicate work with peers? Please specify…

10. Share information with peers (e.g. through email peer assess…) Please specify…

11. Collaborate with peers, experts, end users etc to develop work and understanding? (e.g. use a VLE, make an Animation…) Please specify…

Evaluate • talk about, review and make improvements to work, reflecting on the process and outcome;


12. Modify and improve work? (e.g. spellchecking, collaborative tools, preview…) Please specify…

13. Review and justify their use of ICT? Please specify…

14. Test and adjust their work in response to views from their intended audience? Please specify…

19

Exhibit • manage and present their stored work; • showcase their learning across the curriculum.

15. Use folders to manage/organise their ICT work?

16. Understand file formats and file size and the implications for storage? Please specify…

17. Archive old files and documents? Please specify…

18. Understand implications of copyright and intellectual property rights?

19. Publish their work in a shared digital environment? (e.g. VLE, Learning Resources…) Please specify…

20. Apply principles of online safety

20

Appendix 3 Photocopiable versions of Activity 1 3 Activity 1 What are the requirements for Using ICT? Identify of a specific opportunity in a curricular context in which your pupils have to use their ICT skills. What do they need to know? How do they need to use it? Map the activity to the requirements for Using ICT Define your own activity and draw arrows to the requirements/skills which pupils have to use in order to complete this activity. Consider the Using ICT skills the pupils will be using.

Opportunity

ICT Skills used

The Requirements for Using ICT Across the curriculum, at a level appropriate to their ability, pupils should be enabled to develop ICT skills to:

Explore

• access and manage data and information; • research, select, process and interpret information; • investigate, make predictions and solve problems through interaction with digital tools.

Express

• create, develop, present and publish ideas and information using a range of digital media;


Exchange

• communicate using a range of contemporary digital methods and tools;

• share, collaborate, exchange and develop ideas digitally;


Evaluate

• talk about, review and make improvements to work, reflecting on the process and outcome;


Exhibit


21

Appendix 3 Photocopiable versions of Activity 1 3 Activity 2

Looking at progression within a planned activity

Choose one of the requirements for Using ICT. (Left hand column on The Levels of Progression) Read the statement associated with this requirement at each level (read across the colour coding). Note down the key words that define performance at each level and that represent progression from the previous level.

To start with try this across Levels 3, 4 and 5.

Reflection

• Look back at the opportunity you identified in Activity 1

• Does the context and scope of the activity allow pupils the opportunity to demonstrate skills at an appropriate level?

• Could you develop a more differentiated activity that would provide opportunities for progression?

22

Appendix 3 Photocopiable versions of Activity 1 3 Activity 3

‘Desirable Features’ CCEA has produced additional guidance through a suggested range of ‘Desirable Features’ for work within a set of Activities. These are included as appendix 4 and will cover the following activities:

• IMAGE MANIPULATION •ONLINE COLLABORATION •PRESENTATION •RESEARCHING •TEXT MANIPULATION •WEB DESIGN

Essentially these are guides for teachers to consider and they represent the characteristics pupils might display if involved in e.g. a web design task. Some teachers may be unfamiliar with some of these activities as they do represent the more progressive ICT skills. These ‘desirable features’, unlike the Levels of Progression, are not statutory. Additional activities encompassing, in total, 13 different sets of ‘desirable features’ will be available online.

Activity 3 Choose one of the ‘Desirable Features’ for Using ICT. Read the statements associated with this feature at each level.

• Consider how you might use this in conjunction with the Levels of Progression • Does this provide an opportunity for the teacher to see how a task may be extended or

enabled for the pupils and allow them to demonstrate skills at an appropriate level? • Could this information easily be shared with pupils?

23

Appendix 4 Alternative Planning Documents Planning an Assessment Activity: Notes

Planning and carrying out the activity What is the activity? Link this to the Desirable Features What is the context for the activity?

What skills in Using ICT will pupils demonstrate? • Which requirements are the

focus for assessment? • What coverage/range will

they be using?

What levels will pupils be able to demonstrate?

What prior knowledge will pupils need to complete the activity?

What do pupils have to do? What are the stages? How much support is required/ appropriate?

How will pupil performance be observed/recorded? What’s the evidence?

24

Appendix 4 Planning an Assessment Activity: Notes

Assessing pupils: Using the levels of progression At each level: What are the general characteristics of pupil performance?

What ICT are they able to do in this task?

How are they using their ICT at this level (requirements/colour coded section)?

What specifically does this look like in the context of the activity?

25

Appendix 5

Desirable Features for Using ICT

Phase 1(6 Activities) April ‘08

26

IMAGE MANIPULATION Desirable Features for Using ICT Phase 1(6 Activities)

LEVEL 1 Pupils can …. • create picture using default tools, such as pencil, paintbrush • insert a picture by using stamp tool • select digital image, for example, drag and drop own photograph from

a picture bank LEVEL 2 Pupils can ….

• use a wider range of tools, for example, fill, shape, special effects, etc • use colour appropriately • begin to use tools appropriately, for example, thin/thick pencil • move an image

LEVEL 3 Pupils can …. • select appropriate tools and tool options, for example: size, colour,

pencil, paintbrush, paint, fill, special effect, wallpaper and repeat options

• scale an image proportionally • access images from a range of given sources, (guided by teacher)

e.g., camera, internet, clipart, own artwork scanned by teacher • insert a picture and move it around

LEVEL 4 Pupils can …. • work with images that may include photo, own scanned image, still

from film, clip art or stock image • crop an image • edit image to enhance it • explain changes to an image (observation/verbal) • access/select images (verbal/observation/comment on why) e.g. I

found this on Google and made it smaller • demonstrate awareness of file format of resolution of scanned images • use borders, text boxes, background and WordArt, if appropriate

LEVEL 5 Pupils can …. • demonstrate the process of enhancing through design, drafting and

versions • demonstrate awareness of audience and purpose • choose file formats • demonstrate awareness of audience for screen and print e.g.

understand resolution of image LEVEL 6 Pupils can ….

• use multiple images/layers • reference sources/review/justify choices • understand file formats, for example, for faster download • develop work independently • retain record of experimentation • control resolution of images

LEVEL 7 Pupils can …. • work independently, no longer reliant on teacher input • cut and paste from within groups of layers • plan and execute course of action to meet user needs and taking

account of context • create complex (multilayer) images • understand implications and exercise control of file size • exploit a range tools in a sophisticated and discerning way, for

example, ‘extract’ from background

27

ONLINE COLLABORATION Desirable Features for Using ICT Phase 1(6 Activities)

LEVEL 1, 2, Pupils can…. LEVEL 3 Pupils can ….

• understand basic principles of ‘Netiquette’ • understand an online prompt or posting • understand that a VLE/learning platform etc can be used for

communicating information e.g. making announcements LEVEL 4 Pupils can ….

• log on to e.g. a VLE • navigate through a VLE/Course and access materials • post a response • understand that communication through a VLE etc is a 2 way

process and the need for participants to check for responses • track changes, make modifications to collaborative documents

e.g. amend a wiki, contribute to a Google document etc • understand that there are synchronous and asynchronous forms

of communication e.g. chat room or instant messaging LEVEL 5 Pupils can ….

• communicate with teacher and other participants • show sensitivity to cultural differences and use of language • make timely responses – understanding the need for regular log

on • post responses and attachments • initiate new threads in e.g. a discussion forum • use key features of collaborative software such as sharing

materials and resources LEVEL 6 Pupils can ….

• demonstrate evidence of planning for online participation • work on a collaborative project with shared outcomes • provide peer support through asking questions, seeking

clarification, providing constructive feedback to each other • post quality responses and attachments of a more reflective

nature • use a range of collaborative features e.g. Digital Drop Box, File

Exchange etc • contribute constructively in a collaborative learning community

LEVEL 7 Pupils can …. • demonstrate they are active members of a community of

learners through populating some of the content for access by other participants

• post quality responses of a more reflective and evaluative nature • adopt a role/manage a task/project to achieve a shared outcome

e.g. may take on the role of time keeper, chair or reporter to aid an online discussion

• encourage participation e.g. motivate the reluctant participants to log on more frequently, provide occasional reminders, ask questions to draw others in

• demonstrate commitment showing clear evidence of collaboration

28

PRESENTATION Desirable Features for Using ICT Phase 1(6 Activities)

LEVEL 1 LEVEL 2 (Working in a group and using presentation software) Pupils can ….

• enter text onto a slide • insert a graphic • add a sound • select and use a simple transition • deliver presentation to class

LEVEL 3 (Working individually or as part of a group) Pupils can …. • choose a slide layout • add a background colour • combine selected graphics/sound with text • alter font, size, style and colour of text • deliver presentation to class or group

LEVEL 4 Pupils can …. • create a multimedia presentation showing an awareness of

audience and purpose • select and use a range of appropriate layouts for each slide • apply slide design templates • select and use a number of transitions • use text boxes • deliver presentation to class • use bullets • edit graphics, for example, resize, rotate, use border, sharpen

LEVEL 5 Pupils can …. • create a multimedia presentation, demonstrating a clear

understanding of audience and purpose • use transitions appropriately • animate slide appropriately • add a hyperlink/insert sound and video files • alter sequencing of slides if necessary • create a loop for slide show • insert and embed objects • edit graphics, for example: crop, recolour, adjust brightness,

contrast • combine above features to enhance presentation/timed loop

presentation for exhibition LEVEL 6 Pupils can ….

• use action/navigation buttons • insert speaker notes • insert sound and video files • edit graphics, for example: compress, fix background • use grouping and ungrouping • select appropriate print layout, for example: for handouts

LEVEL 7 Pupils can …. • use “pack and go”, runtime version • set up a slide show for running from a kiosk or display screen for

an end user

29

RESEARCHING Desirable Features for Using ICT Phase 1(6 Activities)

LEVEL 1 Pupils can …. • select a familiar picture or word from a given bank for a specific topic, e.g.

ourselves, homes • match picture to word

LEVEL 2 Pupils can …. • select an appropriate picture or sound from a wider range and use it purposefully,

for example, farm animals/zoo animals • take part in a whole class discussion about their choices

LEVEL 3 Pupils can …. • use search facilities, directed by the teacher, for example: given Internet sites,

given CD Rom • search for documents, sound or pictures on Internet or shared folders • talk about their choices, restating information, sometimes supported by evidence • discuss where information on a topic might be found • demonstrate some awareness of referencing sources • find content

LEVEL 4 Pupils can …. • make suggestions on searches for a given topic • talk about reasons for their choices – text, images, sounds and moving images • gathers information from a limited range of sources with some relevance, quality,

depth and balance • select information to download in suitable format, e.g. partial content from a

website • edit found text and draw conclusions • add appropriate websites to favourites/bookmarks • show an awareness that not all information is accurate • may provide some reference to sources

LEVEL 5 Pupils can …. • gather information in an organised manner from a range of sources, print and

digital • download text, pictures and sound in appropriate format • copy and paste selected relevant information • search for information from a range of sources, for example, CD Rom, Internet,

LNI and carry out more advanced searches • begin to evaluate in terms of audience and purpose • store favourites • reference sources and provide supporting notes • show an awareness that not all information is objective • analyse the evidence collected

LEVEL 6 Pupils can …. • independently refine searches and gather information from a range of quality

sources • store and organise favourites selectively • evaluate found assets for authenticity and for audience/purpose • download text, still and moving images and sound, identifying and using different

formats for storage of assets, for example: jpegs, gifs, formatted/unformatted text • organise the storage of found assets • demonstrate understanding of validity of information and discriminate in its use • independently reference sources • carefully analyse information collected and draw appropriate conclusions

supported by evidence • demonstrate clear writer’s voice

LEVEL 7 Pupils can …. • use advanced search techniques to refine searches, for example, “quotes”,

operators (+, ) • develop questioning/research independently • verify found assets by crossreferencing a number of sources • reference sources, for example: lists of sites/comments on usefulness • take account of web standard sites when preparing to share materials for

particular audiences and purposes

30

TEXT MANIPULATION Desirable Features for Using ICT Phase 1(6 Activities)

LEVEL 1 Pupils can …. • use a simple word bank to create a simple phrase or sentence

LEVEL 2 Pupils can …. • create/combine text and available pictures/sounds • spell common and familiar words • control the mouse to navigate on screen • use spaces in text (show evidence of word spacing) • use full stops and some capital letters • save work using icon • talk about how to improve their work

LEVEL 3 Pupils can …. • open new (or existing) document • alter font, size, style and colour of text • spell frequently used words correctly • display text appropriately, for example: using correct punctuation, word spacing • include title if appropriate • position a graphic appropriately • save work and give it a suitable file name • save work to a specified location • carry out improvements to work if necessary

LEVEL 4 Pupils can …. • retrieve existing document/folder • copy and paste text appropriately from a range of digital sources • insert text • use a text box • create a table • import graphs • use the text and picture toolbars to edit appearance of text and images • use spellchecker • demonstrate awareness of the tab key • resize a graphic if necessary • create folders for saved work • format text showing an awareness of audience, for example: inserting text

boxes, aligning/justifying text appropriately, using page borders, using paragraphs, text wrapping, columns

LEVEL 5 Pupils can …. • update saved work, if and when necessary • create subfolders • use page numbers where appropriate • use the tab key for formatting • format a table, including merging cells, changing widths and heights within a

table • display text in a variety of formats, such as newspapers, presentations,

leaflets, etc LEVEL 6 Pupils can ….

• use grouping • use ordering • use paragraphing facilities • indent cells within a table • compress graphics • change format of files • exploit potential of ICT to work collaboratively, e.g. use tracking tool • in an extended piece of formatted text, use appropriate tools such as word

count, page numbers, headers and footers, line spacing and bullet points, watermarks, footnotes, extended numbering

LEVEL 7 Pupils can …. • compare and merge documents • use indexing • use style galleries

31

WEB DESIGN Desirable Features for Using ICT Phase 1(6 Activities)

LEVEL 1 Pupils can …. LEVEL 2 Pupils can ….

• use a website • understand how web sites are used for communicating

information and contain navigation LEVEL 3 (working as part of a group) Pupils can ….

• contribute to the design of a webpage, work together in a group with allocated roles e.g. sourcing images

• understand the need for a site map and take a role in producing and combining text, sound, images etc for inclusion on the webpage

LEVEL 4 Pupils can …. • create a site map (this may be done manually) • produce a single page with some sense of layout

combining text, sound, still or moving images etc • use template driven applications e.g. Google Page

Creator • demonstrate an awareness of online behaviour • produce website showing some understanding of

audience and purpose LEVEL 5 Pupils can ….

• create a digital site map using e.g. a mindmapping tool or flow chart tool

• create and build a multi page website e.g. online newsletter with navigation links to other pages/to email/other web sites

• integrate found and self produced text/sound/still and moving images

• publish and present website showing a clear understanding of audience and purpose

LEVEL 6 Pupils can …. • use a web creation package and show evidence of

planning • include at least 4 related web pages • manipulate and integrate found and self produced

text/sound/still and moving images e.g. format images for web use taking account of resolution/file format/filenames, select appropriate textures, patterns

• publish to a world wide web audience LEVEL 7 Pupils can ….

• use a web creation package and show clear evidence of specifying the intended interactivity and functionality

• identify a real end user showing collaborative approaches to the development e.g. try out with a test audience

• create advanced interactivity and functionality e.g. roll over buttons, drop down menus, links, breadcrumbs, illustrations, photographs, logos, textures, patterns and animations

• upload to web space for end user • take account of web standards e.g.

http://webstandards.org./

http://webstandards.org./

32

Appendix 6 Overview of ICT ACTIVITIES – KEY STAGE 3 Identify how many of these activities you currently do Subject ……………………

Activity Title When Acquisition/ Development/ Assessment

ANIMATION

FILM MAKING (PRE PRODUCTION; PRODUCTION & POSTPRODUCTION) IMAGE MANIPULATION

LOGO/CONTROL

MEASUREMENT

MUSIC TECHNOLOGY

ONLINE COLLABORATION

PRESENTATION

RESEARCHING

TEXT MANIPULATION

USING DATA

WEB DESIGN

WORKING WITH SOUND

OTHER

33

Appendix 7

Observation Checklist/Pupil Self Review Research using a Search Engine or Website? Source assets? Evaluate, Justify and Reference? Solve problems using a digital environment?

Explore • access and manage data and information; • research, select, process and interpret information;

• investigate, make predictions and solve problems through interaction with digital tools;

Model a variety of solutions to a problem? (e.g. What if?...) Present their work in a digital format? Integrate/Use different types of data?

Express • create, develop, present and publish ideas and information using a range of digital media;


Create their own digital data?

Communicate work with peers?

Share information with peers?

Exchange • communicate using a range of contemporary methods and tools;

• share, collaborate, exchange and develop ideas digitally.


•

Collaborate with peers, experts, end users?

Modify and improve work? Review and justify their use of ICT?

Evaluate • talk about, review and make improvements to work, reflecting on the process and outcome;

• consider the sources and resources used. Test and adjust their work in response to views from their intended audience? Use folders to manage/organise their ICT work? Understand file formats file size and storage? Archive old files and documents? Understand implications of copyright /intellectual property rights? Publish their work in a shared digital environment?

Exhibit • manage and present their stored work; • showcase their learning across the curriculum.

Apply principles of online safety?

34

Appendix 8 Departmental selfreview

In what areas of ICT are you comfortable? Where you would like to be? Priority for action?

ANIMATION

FILM MAKING PRE PRODUCTION; PRODUCTION & POST PRODUCTION

IMAGE MANIPULATION

LOGO/CONTROL

MEASUREMENT

35

Departmental selfreview In what areas of ICT are you comfortable? Where you would like to be? Priority for action?

MUSIC TECHNOLOGY

ONLINE COLLABORATION

PRESENTATION

RESEARCHING

TEXT MANIPULATION

USING DATA

WEB DESIGN

WORKING WITH SOUND

36

Appendix 9 Task Template ………………………………: Outline of Task

Assessment Task Cross Curricular Skill: Using ICT

Assessment Focus: ………………………………..

Requirements associated with Assessment Focus

These statements come from the definitions of Explore, Evaluate and Exhibit in the requirements for Using

ICT across the curriculum

Explore Pupils should be enabled to:

Express Pupils should be enabled to:

Exchange Pupils should be enabled to:

Evaluate Pupils should be enabled to:

Exhibit Pupils should be enabled to:

Suggested Subject Contexts These suggestions are examples only,

teachers should design assessment tasks in Using ICT based on existing

activities planned within their scheme of work which would naturally provide a focus for confirming the level a pupil has achieved in Using ICT within the

subject, and in keeping with the Learning Outcomes for the subject.

Task Description/Task Outline/Details of Task

Prior Learning Pupils should have had time to become familiar with the equipment and procedures appropriate to the subject context.

37

………………………………….: Sequence of Task Focus Process of Task 5’e’s Stage 1

Stage 2

Stage 3

38

……………………………………….: Making a Judgement Requirements for Using ICT Across the Curriculum The pupil can: Level 3 Level 4 Level 5 Level 6 Explore Pupils should be enabled to:

Express Pupils should be enabled to:

Exchange Pupils should be enabled to:

Evaluate Pupils should be enabled to:

Exhibit Pupils should be enabled to:

39

What to look for – Success Criteria Level 3 Level 4 Level 5 Level 6

Desirable Features for…..