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Guidance
Curriculum andStandards
ICT consultants andICT teachers Status: Recommended
Date of issue: 09-2004
Ref: DfES 0649-2004 G
Increasing pupils’rates of progress in ICTNotes for tutors
Increasing pupils’ rates ofprogress in ICT
Notes for tutors
2 | Key Stage 3 National Strategy | Increasing pupils’ rates of progress in ICT | Resources for tutorsDfES 0649-2004 G | Crown copyright 2004
Disclaimer
The Department for Education and Skills wishesto make clear that the Department and its agentsaccept no responsibility for the actual content ofany materials suggested as information sourcesin this document, whether these are in the formof printed publications or on a website.
In these materials icons, logos, softwareproducts and websites are used for contextualand practical reasons. Their use should not beinterpreted as an endorsement of particularcompanies or their products.
The websites referred to in these materialsexisted at the time of going to print. Tutorsshould check all website references carefully tosee if they have changed and substitute otherreferences where appropriate.
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Contents
Acknowledgements 4
Introduction 5
Overview of the sessions 5
Pre-unit task 6
Resources needed 7
Session 1 What does progression look like? 10
Session 2 Teaching for progression: key concepts 36
Session 3 Teaching for progression: thinking skills 68
Session 4 Departmental pathways to effective progression 94
Evaluation forms 103
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Acknowledgements
With thanks to:
Saltash Community School, Saltash, Cornwall and Blessed Robert Johnson CatholicCollege, Telford for their involvement in the production of the video sequences.
Qualifications and Curriculum Authority (QCA) for the use of the ICT key characteristicsdocument and support in work in progression in ICT.
Introduction
This training unit is intended to support subject leaders in their work with teachers toincrease the rate of progress made by all pupils. The four sessions focus on exploringeffective teaching strategies to ensure that all pupils make the maximum progressthrough the key stage. Participants will focus on how to teach the yearly teachingobjectives for Years 7, 8 and 9 by identifying some of the major steps in pupils’learning through the key concepts and the ICT-related thinking skills. The materials aredesigned to be used flexibly, tailoring your training to the experiences and expertise ofparticipants.
Overview of the sessions
Session 1 What does progression look like? 75 minutes
Session 2 Teaching for progression: key concepts 90 minutes
Session 3 Teaching for progression: thinking skills 90 minutes
Session 4 Departmental pathways to effective progression 45 minutes
Session 1What does progression look like?
This session reviews previous training days related to progression into Year 7 andthrough Year 9. The work on levelness is extended through an additional resource thatdetails levels 3 through to 7. Further planning tools to support subject leaders andteachers in identifying progression are introduced. Participants are finally introduced toa different view of progression through a new tool that identifies the major contributionthat thinking skills make to ICT capability and vice versa.
Objectives
• To familiarise participants with the levelness statements for levels 3–7
• To understand how key concepts are developed through the sample teachingunits (STUs)
• To align the ICT-related thinking skills with the National Curriculum thinking skills
Session 2Teaching for progression: key concepts
During this session participants get the opportunity to explore in greater detailprogression in control and monitoring and in models and modelling, and ways inwhich teaching can be modified and/or made more focused to improve the rate ofprogress made by pupils. During the session participants will be shown video footageof classroom teaching and a departmental meeting to illustrate how subject leadersmight introduce some of this thinking to their department.
Objectives
• To understand progression in control and monitoring and in models and modelling
• To identify pedagogical approaches that support pupils in developing newconcepts and understanding
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• To understand how subject leaders can use department meetings to informcolleagues and support progression in the classroom
Session 3Teaching for progression: thinking skills
This session takes the application of ICT-related thinking skills and identifies the explicitand implicit references to them in the sample teaching units (STUs). Participantsidentify further opportunities where these thinking skills can be developed, what pupilsneed to be taught to achieve the next step and the pedagogical approaches neededto achieve this.
Objectives
• To identify the thinking skills that aid ICT progression in teaching and planning
• To identify pedagogical approaches that increase progress in ICT capability
Session 4Departmental pathways to effective progression
This session gives participants the opportunity to reflect on the previous threesessions and begin to plan which specific aspects of the training they will use withtheir teachers and how. There is an opportunity to discuss the most appropriate wayto work with colleagues and to begin to create a departmental action plan.
Objective
• To plan effective teaching strategies to increase the rate of progress for all pupils
Pre-unit task
Before this unit participants are expected to:
• review both the Progression into and through Year 9 and the Year 7: transfer andprogression in ICT training materials;
• establish the key messages from these training days that look at how participantscan:
– develop Year 9 pupils in order that they are ready to progress to Key Stage 4;
– understand the issues of differentiation needed to support pupils coming intoYear 7 with a range of experiences;
• list the activities their school has engaged in following these two training days,identify any successes and bring this list to the training.
You will need to write to schools well in advance of the training to inform participantsof the pre-unit task. A copy of the instructions for the pre-unit task is included with thehandouts in these notes.
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Resources needed For all sessions
For the tutor
• Computer with projection facilities
• Software for presentation
• Whiteboard or flipchart
• Sticky notes
• Flipchart paper and pens
For the participants
• Handout 1.1 Action planner
For each session
Session 1
For the tutor
• IP session1.ppt, Slide presentation for session 1
• Pre-unit task
• Evaluation form
Some of the following Key messages leaflets should be available:
• Year 9: Boosting achievement in ICT
• Year 7: transfer and progression in ICT
• Progression into and through Year 9
For each participant
• Completed pre-unit task
• Handout 1.1 Action planner
• Handout 1.2 What makes a level 3, 4, 5, 6, 7?
• Handout 1.3 Route map through the STUs
• Handout 1.4 Yearly teaching objectives
• Handout 1.5 National Curriculum thinking skills
• Handout 1.6 Application of thinking skills in the ICT curriculum
For each small group of participants
• Flipchart and pens
Session 2
For the tutor
• IP session2.ppt, Slide presentation for session 2
• Video sequence 1
• Tutor resource 2.1 copied as necessary to provide sufficient cards when cut up
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• Tutor resource 2.2 copied as necessary to provide sufficient sections when cut up
• Sufficient copies of handout 2.2 for one per small group of participants
• Sufficient copies of STUs 7.4, 8.4, 8.5 and 9.3 for one set per small group ofparticipants
For each participant
• Handout 1.1 Action planner
• Handout 2.1 Progression guide for control and monitoring
• Handout 2.2 Introduce – apply – reflect
• Handout 2.3 Video questions
• Handout 2.4a Progression guide for models and modelling
• Handout 2.4b Progression guide for models and modelling
• Handout 2.5 Teaching for progression in models and modelling
• Handout 2.6 Guided group work
• Red, orange and green highlighter pens
Session 3
For the tutor
• IP session3.ppt, Slide presentation for session 3
• Video sequence 2
• A selection of STUs from Years 7, 8 and 9
For each participant
• Handout 1.1 Action planner
• Handout 1.6 Application of thinking skills in the ICT curriculum
• Handout 3.1a Evaluation: audience and purpose
• Handout 3.1b Evaluation: audience and purpose
• Handout 3.2 Summary of sample teaching units (STUs)
• Handout 3.3 Overview of case study 9.3
• Handout 3.4 Teacher planning
• Handout 3.5 Video sequence 2: Case study 9.3
• Handout 3.6 Enquiry – planning
Session 4
For the tutor
• IP session4.ppt, Slide presentation for session 4
• Video sequence 3
• Sufficient copies of tutor resource 4.1 to give to participants
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For each participant
• Handout 1.1 Action planner
• Handout 1.6 Application of thinking skills in the ICT curriculum
• Handout 4.1 Teaching strategies
• Handout 4.2 Department meeting actions
For each small group of participants
• Flipchart and pens
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What does progression look like?
Objectives
• To familiarise participants with the levelness statements for levels 3–7
• To understand how key concepts are developed through the sample teachingunits (STUs)
• To align the ICT-related thinking skills with the National Curriculum thinking skills
Preparation and planning
• Ensure that participants have their pre-unit task available
• Write up activity 1.1 on a flipchart
Resources
For the tutor
• IP session1.ppt, Slide presentation for session 1
• Pre-unit task
• Evaluation form
Some of the following Key messages leaflets should be available:
• Year 9: boosting achievement in ICT
• Year 7: transfer and progression in ICT
• Progression into and through Year 9
For each participant
• Completed pre-unit task
• Handout 1.1 Action planner
• Handout 1.2 What makes a level 3, 4, 5, 6, 7?
• Handout 1.3 Route map through the STUs
• Handout 1.4 Yearly teaching objectives
• Handout 1.5 National Curriculum thinking skills
• Handout 1.6 Application of thinking skills in the ICT curriculum
For each small group of participants
• Flipchart and pens
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1Session
Session outline 75 minutes
Introduction 5 minutes
The story of the day 10 minutes
Levelness 15 minutes
Route maps 15 minutes
Thinking skills 25 minutes
Plenary 5 minutes
Introduction 5 minutes
Before participants arrive, load IP session1.ppt and show slide 1.0.
Welcome participants to the session and deal with any domestic or administrativematters. Refer to the pack of resources and point out the evaluation form forcompletion at the end of each session. Show slide 1.1 and introduce the objectivesfor the day. Run through the objectives briefly.
Say that the aim of this training is to ensure that all ICT departments have clearexpectations for pupils’ progress of between one and two levels over Key Stage 3 and are able to deploy specific strategies for accelerating progress in the subject,leading to higher proportions of pupils improving by two levels by the end of 2005,2006 and 2007. This training is paralleled by units in English, mathematics andscience.
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Slide 1.0
Increasing pupils’ rates of progress in ICT
Slide 1.0
Slide 1.1
Objectives: Increasing pupils’ rates of progress in ICT Slide 1.1
• To increase pupils’ rates of progress in ICT by ensuring clear expectations for pupils’progress of between one and two levels over Key Stage 3
• To explore strategies to accelerate progress through more focused teaching
• To identify ways in which departments can plan effectively to increase the rates ofprogress for all pupils
Additional guidance
You may wish to add information about the training dates for core subjects.
Say that this training builds on work already covered and brings together many of theKey Stage 3 ICT key messages. In particular it builds on the following training.
• Year 7: transfer and progression in ICT
• Progression into and through Year 9
• Standards and assessment training
It also aims to encourage departments and subject leaders to reflect on how they canfurther use the optional training offered for individual teachers, including:
• Web technologies;
• Modelling;
• Communication: text and graphics;
• Control and monitoring;
• Handling data;
• Communication: sound and video.
Acknowledge that there has been much progress in two years. This day aims to bringall of the previous work together in order that as many pupils as possible have thebest chance of gaining level 5 or level 6.
Show slide 1.2.
The story of the day 10 minutes
Remind participants that the focus is on level 5 because this is the expectedachievement for the majority of 14-year-olds nationally across all subjects. Remindparticipants that there is a national target of 85% level 5+ for 2007.
Additional guidance
You may also wish to take this opportunity to reflect on the progress made last yearin terms of reaching Key Stage 3 ICT LEA targets and what the targets are for nextyear.
Say that, although the focus is on level 5, it is vital that we ensure that all pupils makegood progress through Key Stage 3. In mathematics in 2003, 49% of pupils achievedlevel 6 at the end of Key Stage 3.
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T
Relationship between KS3 and GCSE outcomes Slide 1.2
English Mathematics Science 5 A*– Cs
5 5 5 55%
6 5 5 79%
6 6 6 97%
Slide 1.2
T
Remind participants that data from QCA shows that level 5 and 6 results in coresubjects at the end of Key Stage 3 are a crucial indicator of pupils’ chances ofsuccess at GCSE. Refer to slide 1.2, which identifies that the impact of an effectiveKey Stage 3 is a more effective Key Stage 4. By improving the rate of progress at KeyStage 3 teachers significantly enhance pupils’ ability to be successful at Key Stage 4.For example, getting a level 6 in English improves a pupil’s chance of gaining 5 A*–Csfrom 55% to 79%.
While we have less data for ICT, common sense tell us that similar inferences can bemade. The Year 9 training concentrated on developing:
• independent working;
• problem-solving skills;
• planning skills.
These are common features of the demands of course work and projects across allsubjects and throughout pupils’ lives. This training focuses on exploring effectiveteaching strategies to ensure that all pupils make the maximum progress through thekey stage. It will focus on how to teach the yearly teaching objectives for Years 7, 8and 9 by identifying some of the major steps in pupils’ learning through the keyconcepts and the ICT-related thinking skills.
Having identified the steps that pupils need to take on the journey through the yearlyteaching objectives, participants will explore the sample teaching units (STUs) foropportunities to:
• develop additional activities/lessons;
• develop alternative activities/lessons;
• identify specific pedagogical approaches that are most appropriate for theknowledge, skills and/or understanding being developed.
In order to help teachers identify these, three new tools have been developed.
1. The levelness statements have been extended to include all levels from 3 to 7.
2. The concepts pupils need to progress within, control and monitoring, and modelsand modelling, have been identified and matched against the level statements.
3. Progression in the application of thinking skills in the ICT curriculum has beendefined.
Show slide 1.3, the objectives for this session.
Talk through the objectives on the slide.
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Objectives for session 1 Slide 1.3
• To familiarise participants with the levelness statements for levels 3–7
• To understand how key concepts are developed through the sample teaching units(STUs)
• To align the ICT-related thinking skills with the National Curriculum thinking skills
Slide 1.3
The day will give participants the opportunity to explore departmental pathways toimproving progress.
Ask participants to find handout 1.1, their action planner, and explain that throughoutthe day they should use side 1 as a rough jotter during each session.
Remind them of the pre-unit task: they should be familiar with the material alreadyavailable for improving transfer into Year 7 and how to support pupils in progressingsmoothly into and through Year 9. Both training days had a major focus onprogression.
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Handout 1.1
Pre-unit task
Action planner
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Handout 1.1
Session Actions
1. What does progression look like?
2. Teaching for progression: key concepts
3. Teaching for progression: thinking skills
4. Departmental pathways to effective progression
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Handout 1.1 cont.
Action planner
School Position
Teacher E-mail/contact
Actions
Next week:
Next term:
Next year:
Actions for the short and medium term
Pre-unit task
Before this unit participants are expected to:
• review both the Progression into and through Year 9 and the Year 7: transfer andprogression in ICT training materials;
• establish the key messages from these training days that look at how participantscan:– develop Year 9 pupils in order that they are ready to progress to Key Stage 4;
– understand the issues of differentiation needed to support pupils coming intoYear 7 with a range of experiences;
• list the activities their school has engaged in following these two training days,identify any successes and bring this list to the training.
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Show slide 1.4 and say that it shows three key messages from each of the relatedtraining units.
Activity 1.1 5 minutes
Ask participants to spend 5 minutes in small groups (e.g. groups around each table)discussing the key messages, identifying strategies being employed in theirdepartments in order to work towards these objectives.
Additional guidance
You should move from table to table listening to the discussions. Share any goodideas with the whole group at the end of the 5 minutes, otherwise move on.
Levelness 15 minutes
Remind participants that the Year 9: boosting achievement in ICT leaflet provided atable of ‘What makes a level 5?’. Similar tables have now been produced for levels 3,4, 6 and 7.
Activity 1.2
Show slide 1.5.
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Slide 1.4
Slide 1.5
Year 7
Identify what pupils alreadyknow, understand and can do
Build on this prior learning toensure progression
Plan lessons taking intoaccount variation in pupils’experience
Year 9
Develop pupils’ skills increating information systems
Develop and encourage pupilsas independent learners
Identify and extend projects toallow pupils to apply capability
Levelness in ICT Slide 1.5
Activity 1.2
For this activity use handout 1.2 What makes a level 3, 4, 5, 6, 7?
• Pick out the key words and phrases in the Characteristics column that indicateprogression
• Record these on your flipchart for others to see
Progression into Year 7 and through Year 9 Slide 1.4
T
Ask participants to find their copy of handout 1.2. Explain that all levels have beenamalgamated onto the handout.
Participants will work in small groups. Ask the groups to identify, at each level, the keywords and phrases that indicate progression. When the group have agreed each level,they should write them on flipchart paper. After 5 minutes make sure that each table isrecording ideas on flipchart paper. While groups are working identify good examples toshare at the end of the activity, writing these on your own flipchart.
Additional guidance
The key characteristics from the National Curriculum in Action site are also availableon the CD-ROM. You may wish to use this as an additional resource for this activity.
Bring the activity to a close by pointing out one or two good examples and usingsome of the ideas listed below.
Examples
• Level 3 pupils: use – solve simple – understand – demonstrate – explore – select –develop – present;
• Level 4 pupils: produce – make decisions – interpret, develop and refine – query –combine information;
• Level 5 pupils: structure – combine – justify – check – fitness for purpose –audience;
• Level 6 pupils: test – integrate information – are efficient – predict – are precise –evaluate effectiveness – test;
• Level 7 pupils: scope – document – analyse – design – implement – test –evaluate – complex – user feedback.
In the plenary remind participants that this day is about progressing from one level tothe next. Select one of the words or phrases from level 3, ask the group to identify anappropriate word/phrase at level 4, level 5 etc.
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Handout 1.2 cont.
Characteristics of level 7
Solutions combine a variety of ICT-based sourcesas well as using other sources, taking account ofthe needs of different audiences. For example, asingle problem may require more than one solutiondepending on the audiences.
Pupils are able to scope and define theparameters and assumptions made within acomplex financial model as part of a system.Feedback from users and past records from asimilar system are used in order to develop andimprove the solution.
In producing their solutions they develop aspecification to enable a solution to a complexcontrol problem. They can record physical dataremotely and at specified time periods andconsider the amount of data required for effectiveanalysis.
At all stages they are able to demonstrate anddocument the stages of the system life cycle thatcharacterise their solution. They show how theyanalyse, design, implement and test the ICTsolution throughout development, taking accountof comments from the audience and their owntesting procedures. They are able to translateenquiries into the form required by the system.
Throughout, there is evidence of understandingthe most suitable information sources andinformation handling applications. Evaluationsshow an awareness of how needs will informfuture planning. They identify the advantages andlimitations of different information handlingapplications.
Exemplification in the STUs
In case study 9.3 publicity materials are plannedand created including automated processessuitable for the audiences. Solutions are justified,for example a pupil poster may be appropriate foradvertising within the school, but a leaflet orpersonalised letter is more suitable forcommunicating with the wider audience outsidethe school.
In STU 8.5 pupils produce a financial model tocheck the profitability of producing a variety ofplants. In order to demonstrate level 7achievement they would need to be givenopportunities to develop this model in the contextof a local garden centre, having opportunities tocompare performance with information in similarventures. In case study 9.3 the financial modelwould link prices, booking and costs. A range ofpotential users would try out the solution and givefeedback.
In case study 9.1 they use sensors to control theflume ride at various points in the system, takingaccount of the different elements of the systemand the need to use sensors and time delays toensure that the whole system works safely andeffectively.
In case study 9.2 they produce and document adatabase to meet the needs of the hypothesisdeveloped. The system is documented andannotated to show how it is refined to meet theneeds of the audience. In testing, the languageused is specific to the database needs.
Selecting appropriate information and developinginformation systems are exemplified in case study9.2 with some elements in case study 9.3 andSTU 8.5.
What makes a level 7?
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Handout 1.2 cont.
Characteristics of level 6
Solutions combine information from a range ofsources, taking account of greater complexity andinformation from the industrial and business world.Pupils discuss the impact of ICT on society.
Solutions consider a variety of audiences. Pupilsare able to justify their solution in terms of itsefficiency for the identified audience, comparing itwith known examples.
All their solutions increasingly show a clearunderstanding of the ‘input, process, output’sequence of events. This is an iterative process,where pupils find things out, develop ideas andshare information. This process may be repeatedmore than once in producing the solution. Pupilspredict outcomes, develop, try out and refinesequences of instructions, showing precision andefficiency in producing these instructions.
Pupils develop an ICT-based model by changingthe rules to solve a given task and comparingthese results to other information. At all stagesthey are able to justify choices against criteriadevised using knowledge from a greater range ofsources. They are critical of solutions and evaluateeffectiveness.
Solutions are developed with increasing integrationof elements from different software to develop anefficient solution. This may include usingautomated features.
Exemplification in the STUs
Illustrated in STUs 8.5, 9.2 and 9.3.
In STU 8.2 pupils produce linked web pagesconsidering a range of audiences. They create astructure with links to navigate the web pagessuitable for different audiences. In order todemonstrate level 6 achievement they would needto be given opportunities to demonstrate how theirsolution is efficient. They might demonstrate thisby setting up hyperlinks that create a suitablestructure for the audience.
In STUs 8.5 and 9.1 pupils plan instructions whichwhen used will deliver an efficient solution to theproblem. In producing a control program tosequence the different stages of the water ride,they use variables to track the boats on the rideand increase the safety factors in refining theirsolution.
In case study 9.3 pupils establish a theatre ticketsystem. At the outset they gather information fromestablished systems and develop criteria for asuccessful solution. Throughout the developmentthey annotate their work using comment boxesand callouts to illustrate refinements made to thework as it progresses. They test their solutionagainst the agreed criteria.
In STU 8.5 pupils develop a database. Thisdatabase of information is then integrated indifferent parts of the solution, including creating aninvoice and using mail merge to personalise themailing of the leaflet for advertising.
What makes a level 6?
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Handout 1.2 cont.
Characteristics of level 5
Solutions will combine the use of ICT tools and notjust combine text and graphics.
Pupils make decisions about content, structureand fitness for purpose and are able to justify theirchoices.
All their solutions show a clear understanding ofthe ‘input, process, output’ sequence of events.
At all stages they will be able to justify choices andshow the process they have gone through. Theywill show evidence of understanding through theirwork, not just that they can manipulate a piece ofsoftware.
Throughout, there is evidence of checking theaccuracy and plausibility of both the informationthey select and their own outcomes.
Exemplification in the STUs
Illustrated in STUs 8.2 and 8.5 for example.
In STU 7.3 pupils produce a leaflet with thestructure and content predetermined. In order todemonstrate level 5 achievement they would needto be given opportunities to choose their ownstructure and content and be able to justify theirchoices. They might demonstrate this by showinga number of solutions and talking about why theyhave made a particular choice.
For example, they will be able to identify theinformation they need to put into a model, explorethe relationships, change the variables in order tocheck hypotheses, answer ‘what if …?’ questionsand communicate some solutions. This isexemplified in STUs 8.4 and 7.6.
For example, by annotating their work, showingrefinements made to a piece of work as itprogresses, producing a portfolio or a display asexemplified in STU 7.3.
For example, in STUs 7.4 and 8.4 they selectappropriate information and choose the rightgraphs, diagrams and layouts for the task. Theycheck that their results are accurate.
What makes a level 5?
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Handout 1.2 cont.
Characteristics of level 4
Pupils produce solutions which combineinformation from different sources, checking thevalidity of their sources, e.g. text and pictures fromthe Internet and school intranet. They comparetheir use of ICT with other methods.
Pupils make decisions about the information theychoose: they interpret, develop and refine it. Theywill be able to refine against given criteria.
All their solutions will show that they can identify apurpose and the intended audience, and use ICTto refine the solution.
At all stages they are able to plan, test and refineinstructions to solve their problem.
Throughout, there is evidence that pupils arebeginning to query the value of any information,checking for errors and plausibility of anyconclusions they derive. They recognise that poorquality information leads to unreliable results.
Pupils explore patterns and relationships, refining amodel to arrive at the solution. Pupils understandthat ICT-based models/simulations can be used toforecast outcomes. Pupils ask ‘what if …?’questions to test the plausibility of the model andinterpret the results.
They exchange information in a variety of waysincluding via e-mail.
Exemplification in the STUs
Illustrated, for example, in STU 7.2 where pupilsselect and evaluate information from the Internetand STU 7.5 where pupils extract information fromlarge data sets, check its source and the suitabilityof the output.
In STU 7.3 pupils produce a leaflet with thestructure and content predetermined. In order todemonstrate level 4 achievement they would needto be given opportunities to develop their leaflet fora specific purpose, ensuring that their leaflet meetsthe criteria given. They might demonstrate this byannotating their leaflet against the agreed criteria.
In STUs 7.1 and 7.3 pupils have a clearly-definedpurpose and audience against which they evaluateand refine their work. They develop their solutionto ensure that it meets the purpose set.
In STU 7.6 pupils plan a simple solution to controlthe temperature of a room, test the solution andmake amendments to ensure that it works.
Developing the model in STU 7.4, pupils need tocheck that their solutions are accurate and valid.
In STU 7.4 pupils develop the model as they test.In 7.4 the disco model has more variables addedas the ‘what if …?’ questions are asked in relationto profitability on different days.
What makes a level 4?
What makes a level 3, 4, 5, 6, 7?
Pupils working at different levels in ICT demonstrate a number of characteristics. The following tables showthese characteristics and give examples of how these aspects may be accessed through the STUs.
What makes a level 3?
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Handout 1.2
Characteristics of level 3
Pupils use ICT to solve simple problems.
Pupils understand that they may need to use morethan one ICT tool to solve their problem.
Pupils understand and demonstrate that ICT canbe used to develop and generate their ideas.
All their solutions demonstrate that they can orderinstructions to solve a problem.
Pupils use ICT to explore contexts and answerquestions.
Throughout, there is evidence of using ICT toaccess information from a range of sources –information which they select using indexes andsimple search techniques.
After using ICT to solve simple problems pupilspresent and exchange their ideas with others.
Exemplification in the STUs
Illustrated in STUs 7.4 and 7.6.
For example, in STUs 7.1 and 7.3 pupils use adigital camera to capture a suitable image whichthey manipulate using image editing software.They produce their solution in the form of apresentation or leaflet.
In STU 7.3 pupils use a given structure for a leafletwith elements of content already defined andavailable. In order to demonstrate level 3achievement they would need to be givenopportunities to develop the leaflet, makingappropriate choices to change the organisation ofthe leaflet and present their ideas.
In STU 7.6 pupils produce a flow chart todemonstrate how to make a cup of coffee.
In STU 7.4 pupils can use their models to solveproblems such as whether to advertise the discoand raise the entrance fee.
Selecting appropriate information and choosingthe right graphs as in STU 7.5.
In STU 7.1 pupils use ICT to produce apresentation about themselves which they presentto the rest of the class.
Handout 1.2
T
Put the completed flipcharts on the wall and ask participants to spend some timeduring one of the breaks observing the similarities between them.
Route maps 15 minutes
Explain that participants will now look at how the main themes in ICT are taughtthroughout the key stage. Refer participants to handout 1.3 and show slide 1.6.
Talk through the example on slide 1.6. Explain that this illustrates that all themes arecovered by the STUs. Say that this diagram represents a route through the STUs. Italso identifies a possible route for mapping the progression in the National Curriculum themes. Although the STUs explicitly identify some of the main yearlyteaching objectives being covered, others are not listed. For example, in STU 7.4when the pupils put together a report for the headteacher they are covering objectivesfrom the ‘exchanging and sharing information’ theme but this framework objective isnot listed.
Explain that it is expected that participants will have an understanding of the strengthsof their pupils and their department and will already have started to adapt the STUs.Another impact on their scheme of work will be the focus on assessment for learningand, in particular, objective-led teaching and associated learning outcomes.
Activity 1.3 10 minutes
Ask participants to spend 5 minutes, in pairs, looking at the routes and discussinghow they incorporate the STUs into their scheme of work in a way that also addressespupils’ prior learning and shows the needs of different groups.
After 5 minutes take one key point (that focuses on their route map) from each table ofparticipants and collate feedback on a flipchart.
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Route map through the STUs
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Handout 1.3
Finding things out
7.2 7.5 8.1 8.3 8.4 8.5 9.2 9.3
Exchanging and sharing information
7.1 7.3 8.1 8.2 8.5 9.2 9.3
Developing ideas and making things happen
Analysing and automating processes
7.6 8.1 8.2 8.5 9.1 9.3
9.3
Developing ideas and making things happen
Control and monitoring
7.6 8.5 9.1
9.1
Developing ideas and making things happen
Models and modelling
7.4 8.58.4
Handout 1.3
Slide 1.6
Route maps Slide 1.6
Activity 1.3: Finding things out
7.2 7.5 8.1 8.3 8.4 8.5 9.2 9.3
Thinking skills 25 minutes
Say to participants that ICT teachers are good at teaching skills and techniques andalso at providing knowledge to pupils, but other things also contribute towards pupils’ growth as independent and purposeful users of ICT. Say that participantswould have been reminded of this when they scrutinised the levelness statements inactivity 1.1.
Ask participants if they can identify the five National Curriculum thinking skills. Takefeedback, then show slide 1.7.
Explain that many of the ICT-related thinking skills link very closely to these NationalCurriculum thinking skills. Use evaluation as an example. Evaluation is specificallymentioned throughout the Framework objectives for ICT, particularly in the keyconcept of fitness for purpose.
Refer participants to handout 1.4 and handout 1.5. Explain that handout 1.5 comesfrom National Curriculum Online: Learning across the curriculum – Thinking Skills atwww.nc.uk.net
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Thinking skills Slide 1.7
Information processing
Reasoning
Enquiry
Creative thinking
Evaluation
Handout 1.4
Handout 1.5
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Handout 1.4 cont.
Finding things out
Using data and information sources• Select information sources and data systematically for an
identified purpose by:– judging the reliability of the information sources;– identifying possible bias due to sampling methods;– collecting valid, accurate data efficiently;– recognising potential misuse of collected data.
Searching and selecting• As part of a study, analyse high-volume quantitative and
qualitative data systematically by:– exploring the data to form and test hypotheses;– identifying correlations between variables;– drawing valid conclusions and making predictions;– reviewing the process of analysis and the plausibility of the
predictions or conclusions.
Organising and investigating• Construct, test and document the development of a database
system which shows:– a design specification;– appropriate means of data input and validation;– systematic testing of processes and reports;– evaluation of the system’s performance and suggested
modifications.
Developing ideas and making things happen
Analysing and automating processes• Automate ICT processes (e.g. use software to merge mail,
create macros in an application program).• Represent a system in a diagram, identifying all its parts,
including inputs, outputs and the processes used (e.g. tovalidate data).
Models and modelling• Design and create ICT-based models, testing and refining
rules or procedures.• Test hypotheses and predictions using models, comparing
their behaviour with information from other sources.
Control and monitoring• Use ICT to build and test an efficient system to monitor and
control events, including:– testing all elements of the system using appropriate test
data;– evaluating the system’s performance;– annotating work to highlight processes and justify decisions.
• Review and modify own or others’ monitoring and controlsystems to improve efficiency (e.g. use more efficientprocedures, reduce the number of instructions or procedures,add an element of feedback).
Exchanging and sharing information
Fitness for purpose• Produce high quality ICT-based presentations by:
– creating clear presentations, sensitive to audience needs;– justifying the choice of form, style and content.
• Use knowledge of publications and media forms to devisecriteria to assess the quality and impact of multimediacommunications and presentations, and apply the criteria todevelop and refine own work.
Refining and presenting information• Use a wide range of ICT independently and efficiently to
combine, refine, interpret and present information by:– structuring, refining and synthesising information from a
range of sources;– selecting and using software effectively, justifying the
choices made.
Communicating• Apply knowledge of the technical issues involved to
communicate information efficiently (e.g. choose suitable filetypes to speed up transfer, use mail lists to speed upcommunication, use website tagging and hyperlinks to speedup searching).
• Understand the advantages, dangers and moral issues inusing ICT to manipulate and present information to largeunknown audiences (e.g. issues of ownership, quality control,exclusion, impact on particular communities).
Year 9 teaching objectivesNOTE: Objectives highlighted in a tint are related to reviewing, modifying and evaluating work as it progresses.
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Handout 1.4 cont.
Finding things out
Using data and information sources• Understand how the content and style of an information
source affect its suitability for particular purposes, byconsidering:– its mix of fact, opinion and material designed to advertise,
publicise or entertain;– the viewpoints it offers;– the clarity, accessibility and plausibility of the material.
• Devise and apply criteria to evaluate how well variousinformation sources will support a task.
• Justify the use of particular information sources to support aninvestigation or presentation.
Searching and selecting• Extend and refine search methods to be more efficient (e.g.
using synonyms and AND, OR, NOT).• Explain the advantages of the methods used by different
search engines and programs to search for data in variousformats.
Organising and investigating• In an investigation:
– use software options and formats to store, retrieve andpresent electronic material efficiently;
– explore and interpret collected data in order to drawconclusions;
– assess the consistency of conclusions with other evidence.• Understand:
– how data collection and storage are automated incommerce and some public services;
– the impact of electronic databases on commercial practiceand society;
– potential misuse of personal data.
Developing ideas and making things happen
Analysing and automating processes• Automate simple processes by:
– creating templates;– creating simple software routines (e.g. style sheets, web
queries, control techniques on web pages).• Consider the benefits and drawbacks of using ICT to
automate processes (e.g. using wizards, templates).• Represent simple design specifications as diagrams.
Models and modelling• Develop ICT-based models and test predictions by changing
variables and rules.• Draw and explain conclusions (e.g. ‘the best value for money
is obtained when …’).• Review and modify ICT models to improve their accuracy and
extend their scope (e.g. by introducing different or newvariables and producing further outcomes).
Control and monitoring• Develop and test a system to monitor and control events by:
– using sensors efficiently;– developing, testing and refining efficient sequences of
instructions and procedures;– assessing the effects of sampling and transmission rates on
the accuracy of data from sensors.• Understand how control and monitoring has affected
commercial and industrial processes (e.g. telecommunication,health and transport services).
Exchanging and sharing information
Fitness for purpose• Recognise how different media and presentation techniques
convey similar content in ways that have different impacts.• Understand that an effective presentation or publication will
address audience expectations and needs (e.g. theaudience’s levels of literacy, familiarity with a topic).
• Devise criteria to evaluate the effectiveness of own and others’publications and presentations, and use the criteria to makerefinements.
Refining and presenting information• Plan and design presentations and publications, showing how
account has been taken of:– audience expectations and needs;– the ICT and media facilities available.
• Use a range of ICT tools efficiently to combine, refine andpresent information by:– extracting, combining and modifying relevant information for
specific purposes;– structuring a publication or presentation (e.g. using
document styles, templates, time lines in sound and videoediting, navigational structures in web media).
Communicating• Understand some of the technical issues involved in efficient
electronic communications (e.g. speed and bandwidth, sizeand type of file, features of different browsers and e-mailsoftware).
• Use ICT effectively to adapt material for publication to wider orremote audiences (e.g. as web articles or sites).
Year 8 teaching objectivesNOTE: Objectives highlighted in a tint are related to reviewing, modifying and evaluating work as it progresses.
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Handout 1.4 cont.
Finding things out
Using data and information sources• Understand how the content and style of an information
source affect its suitability for particular purposes, byconsidering:– its mix of fact, opinion and material designed to advertise,
publicise or entertain;– the viewpoints it offers;– the clarity, accessibility and plausibility of the material.
• Devise and apply criteria to evaluate how well variousinformation sources will support a task.
• Justify the use of particular information sources to support aninvestigation or presentation.
Searching and selecting• Extend and refine search methods to be more efficient (e.g.
using synonyms and AND, OR, NOT).• Explain the advantages of the methods used by different
search engines and programs to search for data in variousformats.
Organising and investigating• In an investigation:
– use software options and formats to store, retrieve andpresent electronic material efficiently;
– explore and interpret collected data in order to drawconclusions;
– assess the consistency of conclusions with other evidence.• Understand:
– how data collection and storage are automated incommerce and some public services;
– the impact of electronic databases on commercial practiceand society;
– potential misuse of personal data.
Developing ideas and making things happen
Analysing and automating processes• Automate simple processes by:
– creating templates;– creating simple software routines (e.g. style sheets, web
queries, control techniques on web pages).• Consider the benefits and drawbacks of using ICT to
automate processes (e.g. using wizards, templates).• Represent simple design specifications as diagrams.
Models and modelling• Develop ICT-based models and test predictions by changing
variables and rules.• Draw and explain conclusions (e.g. ‘the best value for money
is obtained when …’).• Review and modify ICT models to improve their accuracy and
extend their scope (e.g. by introducing different or newvariables and producing further outcomes).
Control and monitoring• Develop and test a system to monitor and control events by:
– using sensors efficiently;– developing, testing and refining efficient sequences of
instructions and procedures;– assessing the effects of sampling and transmission rates on
the accuracy of data from sensors.• Understand how control and monitoring has affected
commercial and industrial processes (e.g. telecommunication,health and transport services).
Exchanging and sharing information
Fitness for purpose• Recognise how different media and presentation techniques
convey similar content in ways that have different impacts.• Understand that an effective presentation or publication will
address audience expectations and needs (e.g. theaudience’s levels of literacy, familiarity with a topic).
• Devise criteria to evaluate the effectiveness of own and others’publications and presentations, and use the criteria to makerefinements.
Refining and presenting information• Plan and design presentations and publications, showing how
account has been taken of:– audience expectations and needs;– the ICT and media facilities available.
• Use a range of ICT tools efficiently to combine, refine andpresent information by:– extracting, combining and modifying relevant information for
specific purposes;– structuring a publication or presentation (e.g. using
document styles, templates, time lines in sound and videoediting, navigational structures in web media).
Communicating• Understand some of the technical issues involved in efficient
electronic communications (e.g. speed and bandwidth, sizeand type of file, features of different browsers and e-mailsoftware).
• Use ICT effectively to adapt material for publication to wider orremote audiences (e.g. as web articles or sites).
Year 8 teaching objectivesNOTE: Objectives highlighted in a tint are related to reviewing, modifying and evaluating work as it progresses.
Slide 1.7
Show slide 1.8.
Talk through the example of creative thinking on the slide. Explain that this opportunityfor developing creative thinking skills is picked out from the yearly teaching objectivesfrom the ‘developing ideas and making things happen’ theme, but there will be otheryearly teaching objectives related to this.
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Creative thinking Slide 1.8
Generating ideasYear 7 Models and modellingUse software to investigate and amend a simple model
Developing ideasYear 8 Control and monitoringDevelop and test a system to monitor and control events by developing, testing andrefining efficient sequences of instructions and procedures
HypothesisingYear 9 Models and modellingTest hypotheses and predictions using models, comparing their behaviour withinformation from other sources
Applying imaginationYear 8 Models and modellingDevelop ICT-based models and test predictions by changing variables and rulesYear 9 Models and modellingDesign and create ICT-based models, testing and refining rules or procedures
Seeking innovative alternativesYear 9 Control and monitoringReview and modify own or others’ monitoring and control systems to improveefficiency (e.g. use more efficient procedures, reduce the number of instructions orprocedures, add an element of feedback)
National Curriculum thinking skills
Information processing
Finding relevant information
Sorting/classifying/sequencing information
Comparing/contrasting information
Identifying and analysing relationships
Reasoning
Giving reasons for opinions/actions
Inferring
Making deductions
Making informed judgements/decisions
Using precise language to reason
Enquiry
Asking questions
Defining questions for enquiry
Planning research
Predicting outcomes
Anticipating consequences
Drawing conclusions
Creative thinking
Generating ideas
Developing ideas
Hypothesising
Applying imagination
Seeking innovative alternatives
Evaluation
Developing evaluation criteria
Applying evaluation criteria
Judging the value of information and ideas
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Handout 1.5
Slide 1.8
Activity 1.4 20 minutes
Ask participants to work in pairs on one of the other four thinking skills and its keyphrases. The task is for the pair to highlight key words in the Framework objectives forall three years that link directly to the thinking skill they have chosen. Ensure that allthe thinking skills are covered during this activity. After 7 minutes ask pairs to sharetheir conclusions. Take feedback on the other four skills.
Refer participants to handout 1.6 and explain to them that this document aims toplace the National Curriculum thinking skills in the context of ICT in a similar way.Although the wording of the document is slightly different from that of the yearlyteaching objectives, in essence it means the same. Not only does this documentfocus on ICT-related thinking skills but also on progression within them.
Ask participants to spend a further 5 minutes, in groups, identifying ways in which theICT curriculum and thinking skills form a positive relationship which will lead to pupils’increased progress.
After 5 minutes take one idea from each table.
Plenary 5 minutes
Refer participants to handout 1.1, their action planner.
Show slide 1.9 and remind teachers of the tools used in this session.
Ask participants to review their action planner (handout 1.1) and add anything thatrepresents an action arising from this session. Ask them to write down any questionsand areas for clarification that have been raised so far.
Explain that by the end of the day it is hoped that most of these issues will have beenaddressed. However, there will be an opportunity in the final session to raise anyunanswered queries.
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Handout 1.6
Thinking skills (NC)
Information processing
Reasoning
Related ICT processes
Locating and finding, searching andselecting, organising (evaluation)
Make judgements, justifying, makedeductions, precision in thinking/logic.
Search using straightforward lines ofenquiry – how many? Search usingmenus, key words
Select information relevant to thetask. Organise their work so that theycan find it at a later date.
Justify by giving at least oneappropriate reason for a choice made.
Use simple criteria to explain choicesabout design, audience and purpose.
Ask straightforward questions toassess the plausibility of information.
Search using a range of techniques andbe able to refine a search. Develop a keyword into a string search/Boolean.
Select information, questioning the valueof the information found. Understand thatinformation has an author and purposeand may contain bias.
Organise into a form suitable forprocessing. Understand that the structureaffects the efficiency with which they cansort and search data.
Justify choices against given and owncriteria.
In discussion be able to create owncriteria. Able to question the plausibilityof a range of information from a range ofsources.
Interpret data in order to drawconclusions.
Search efficiently. Know that differentsearch engines work in different ways,that data can be gathered automatically,that sampling can affect the plausibilityand accuracy of information derived.
Select information, questioning the valueof the information found. Understand thatinformation has an author and purposeand may contain bias. Where appropriateverify information against other sources.
Organise information efficiently andwhere appropriate develop informationsystems. Understand that software can beintegrated which might allow data to beautomatically updated creating dynamicinformation systems. When using ICTbuild in validation rules to minimise errorsand ensure accuracy.
Justify against own and ‘customer’criteria that evidence efficiency andintegration.
Interpret and understand data structuresand reports in order to draw conclusionsand evaluate their evidence base.
Application of thinking skills in the ICT curriculum18
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Handout 1.6 cont.
Thinking skills (NC)
Enquiry
Creative thinking
Evaluation
Related ICT processes
Task definition, planning, testing
Hypothesise, generate and extend,look for alternatives (modelling)
Evaluate information, audience,purpose, develop criteria for judgingown and others’ work, bias, testing
Plan by identifying what information isrequired to answer a straightforwardproblem.
Explore possibilities, options, byasking ‘what if …?’ questions in givenmodels.
Develop ideas in successive steps,maybe through trial and error. Knowthat changes can be easily made andundone.
Design elements of a simple productusing their own preferences.
Evaluate information sources inrelation to the task.
Evaluate own work against how wellit meets the need of the task.
Understand the concept of audiencewhen related to self, peers and family.
Demonstrate understanding throughtheir work.
Test a simple system to check that itworks.
Plan by identifying the informationneeded, how it will be processed, the ICTtools required and the output. Modularity.
Develop and explore options by buildingstraightforward simple models that includeand demonstrate an understanding ofvariables.
Develop ideas iteratively using criteria toinform successive versions.
Design simple products, be able to justifychoices in terms of audience andpurpose.
Evaluate information sourcesrecognising accuracy, plausibility and bias.
Evaluate own work against criteria thatthey develop in relation to the externalsources.
Create suitable material for a specificaudience and purpose. Be able toexplain why and how decisions madeimpact on both.
Test and refine instructions to solve aproblem.
Plan by identifying the informationneeded, how it will be processed, the ICTtools required and the outputs.
Consider its constituent parts: order,sequence, the dependencies, scope.
Develop and explore options by buildingstraightforward models that explorerelationships through the understandingand use of rules and variables.
Develop ideas using feedback fromusers, external audiences, etc. resulting insolutions fit for purpose.
Design complex systems for an externalaudience having identified the need.
Evaluate information sourcesrecognising accuracy, plausibility and biasand, where appropriate, verify againstother sources.
Evaluate solution using feedback fromusers, external audiences, etc. resulting infitness for purpose.
Be able to demonstrate a clear sense ofaudience and purpose, both individualsand communities. Be able to articulate howdifferent decisions will impact on both.
Test and refine instructions takingaccount of comments from intendedaudience.
Application of thinking skills in the ICT curriculum
Slide 1.9
Plenary Slide 1.9
Tools used in this session:
• levelness statements – levels 3, 4, 5, 6, 7
• route maps through the STUs
• application of thinking skills in the ICT curriculum
Handout 1.6
Pre-unit task
Before this unit participants are expected to:
• review both the Progression into and through Year 9 and the Year 7: transfer andprogression in ICT training materials;
• review the key messages from these training days that look at how participantscan:– develop Year 9 pupils in order that they are ready to progress to Key Stage 4;
– understand the issues of differentiation needed to support pupils coming intoYear 7 with a range of experiences;
• list the activities their school has engaged in following these two training days,identify any successes and bring this list to the training.
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Action planner
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Handout 1.1
Session Actions
1. What does progression look like?
2. Teaching for progression: key concepts
3. Teaching for progression: thinking skills
4. Departmental pathways to effective progression
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Handout 1.1 cont.
Action planner
School Position
Teacher E-mail/contact
Actions
Next week:
Next term:
Next year:
Actions for the short and medium term
What makes a level 3, 4, 5, 6, 7?
Pupils working at different levels in ICT demonstrate a number of characteristics. The following tables showthese characteristics and give examples of how these aspects may be accessed through the STUs.
What makes a level 3?
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Handout 1.2
Characteristics of level 3
Pupils use ICT to solve simple problems.
Pupils understand that they may need to use morethan one ICT tool to solve their problem.
Pupils understand and demonstrate that ICT canbe used to develop and generate their ideas.
All their solutions demonstrate that they can orderinstructions to solve a problem.
Pupils use ICT to explore contexts and answerquestions.
Throughout, there is evidence of using ICT toaccess information from a range of sources –information which they select using indexes andsimple search techniques.
After using ICT to solve simple problems pupilspresent and exchange their ideas with others.
Exemplification in the STUs
Illustrated in STUs 7.4 and 7.6.
For example, in STUs 7.1 and 7.3 pupils use adigital camera to capture a suitable image whichthey manipulate using image editing software.They produce their solution in the form of apresentation or leaflet.
In STU 7.3 pupils use a given structure for a leafletwith elements of content already defined andavailable. In order to demonstrate level 3achievement they would need to be givenopportunities to develop the leaflet, makingappropriate choices to change the organisation ofthe leaflet and present their ideas.
In STU 7.6 pupils produce a flow chart todemonstrate how to make a cup of coffee.
In STU 7.4 pupils can use their models to solveproblems such as whether to advertise the discoand raise the entrance fee.
Selecting appropriate information and choosingthe right graphs as in STU 7.5.
In STU 7.1 pupils use ICT to produce apresentation about themselves which they presentto the rest of the class.
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Handout 1.2 cont.
Characteristics of level 4
Pupils produce solutions which combineinformation from different sources, checking thevalidity of their sources, e.g. text and pictures fromthe Internet and school intranet. They comparetheir use of ICT with other methods.
Pupils make decisions about the information theychoose: they interpret, develop and refine it. Theywill be able to refine against given criteria.
All their solutions will show that they can identify apurpose and the intended audience, and use ICTto refine the solution.
At all stages they are able to plan, test and refineinstructions to solve their problem.
Throughout, there is evidence that pupils arebeginning to query the value of any information,checking for errors and plausibility of anyconclusions they derive. They recognise that poorquality information leads to unreliable results.
Pupils explore patterns and relationships, refining amodel to arrive at the solution. Pupils understandthat ICT-based models/simulations can be used toforecast outcomes. Pupils ask ‘what if …?’questions to test the plausibility of the model andinterpret the results.
They exchange information in a variety of waysincluding via e-mail.
Exemplification in the STUs
Illustrated, for example, in STU 7.2 where pupilsselect and evaluate information from the Internetand STU 7.5 where pupils extract information fromlarge data sets, check its source and the suitabilityof the output.
In STU 7.3 pupils produce a leaflet with thestructure and content predetermined. In order todemonstrate level 4 achievement they would needto be given opportunities to develop their leaflet fora specific purpose, ensuring that their leaflet meetsthe criteria given. They might demonstrate this byannotating their leaflet against the agreed criteria.
In STUs 7.1 and 7.3 pupils have a clearly-definedpurpose and audience against which they evaluateand refine their work. They develop their solutionto ensure that it meets the purpose set.
In STU 7.6 pupils plan a simple solution to controlthe temperature of a room, test the solution andmake amendments to ensure that it works.
Developing the model in STU 7.4, pupils need tocheck that their solutions are accurate and valid.
In STU 7.4 pupils develop the model as they test.In 7.4 the disco model has more variables addedas the ‘what if …?’ questions are asked in relationto profitability on different days.
What makes a level 4?
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Handout 1.2 cont.
Characteristics of level 5
Solutions will combine the use of ICT tools and notjust combine text and graphics.
Pupils make decisions about content, structureand fitness for purpose and are able to justify theirchoices.
All their solutions show a clear understanding ofthe ‘input, process, output’ sequence of events.
At all stages they will be able to justify choices andshow the process they have gone through. Theywill show evidence of understanding through theirwork, not just that they can manipulate a piece ofsoftware.
Throughout, there is evidence of checking theaccuracy and plausibility of both the informationthey select and their own outcomes.
Exemplification in the STUs
Illustrated in STUs 8.2 and 8.5 for example.
In STU 7.3 pupils produce a leaflet with thestructure and content predetermined. In order todemonstrate level 5 achievement they would needto be given opportunities to choose their ownstructure and content and be able to justify theirchoices. They might demonstrate this by showinga number of solutions and talking about why theyhave made a particular choice.
For example, they will be able to identify theinformation they need to put into a model, explorethe relationships, change the variables in order tocheck hypotheses, answer ‘what if …?’ questionsand communicate some solutions. This isexemplified in STUs 8.4 and 7.6.
For example, by annotating their work, showingrefinements made to a piece of work as itprogresses, producing a portfolio or a display asexemplified in STU 7.3.
For example in STUs 7.4 and 8.4 they selectappropriate information and choose the rightgraphs, diagrams and layouts for the task. Theycheck that their results are accurate.
What makes a level 5?
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Handout 1.2 cont.
Characteristics of level 6
Solutions combine information from a range ofsources, taking account of greater complexity andinformation from the industrial and business world.Pupils discuss the impact of ICT on society.
Solutions consider a variety of audiences. Pupilsare able to justify their solution in terms of itsefficiency for the identified audience, comparing itwith known examples.
All their solutions increasingly show a clearunderstanding of the ‘input, process, output’sequence of events. This is an iterative process,where pupils find things out, develop ideas andshare information. This process may be repeatedmore than once in producing the solution. Pupilspredict outcomes, develop, try out and refinesequences of instructions, showing precision andefficiency in producing these instructions.
Pupils develop an ICT-based model by changingthe rules to solve a given task and comparingthese results to other information. At all stagesthey are able to justify choices against criteriadevised using knowledge from a greater range ofsources. They are critical of solutions and evaluateeffectiveness.
Solutions are developed with increasing integrationof elements from different software to develop anefficient solution. This may include usingautomated features.
Exemplification in the STUs
Illustrated in STUs 8.5, 9.2 and 9.3.
In STU 8.2 pupils produce linked web pagesconsidering a range of audiences. They create astructure with links to navigate the web pagessuitable for different audiences. In order todemonstrate level 6 achievement they would needto be given opportunities to demonstrate how theirsolution is efficient. They might demonstrate thisby setting up hyperlinks that create a suitablestructure for the audience.
In STUs 8.5 and 9.1 pupils plan instructions whichwhen used will deliver an efficient solution to theproblem. In producing a control program tosequence the different stages of the water ride,they use variables to track the boats on the rideand increase the safety factors in refining theirsolution.
In case study 9.3 pupils establish a theatre ticketsystem. At the outset they gather information fromestablished systems and develop criteria for asuccessful solution. Throughout the developmentthey annotate their work using comment boxesand callouts to illustrate refinements made to thework as it progresses. They test their solutionagainst the agreed criteria.
In STU 8.5 pupils develop a database. Thisdatabase of information is then integrated indifferent parts of the solution, including creating aninvoice and using mail merge to personalise themailing of the leaflet for advertising.
What makes a level 6?
28 | Key Stage 3 National Strategy | Increasing pupils’ rates of progress in ICT | Resources for tutorsDfES 0649-2004 G | Crown copyright 2004
Handout 1.2 cont.
Characteristics of level 7
Solutions combine a variety of ICT-based sourcesas well as using other sources, taking account ofthe needs of different audiences. For example, asingle problem may require more than one solutiondepending on the audiences.
Pupils are able to scope and define theparameters and assumptions made within acomplex financial model as part of a system.Feedback from users and past records from asimilar system are used in order to develop andimprove the solution.
In producing their solutions they develop aspecification to enable a solution to a complexcontrol problem. They can record physical dataremotely and at specified time periods andconsider the amount of data required for effectiveanalysis.
At all stages they are able to demonstrate anddocument the stages of the system life cycle thatcharacterise their solution. They show how theyanalyse, design, implement and test the ICTsolution throughout development, taking accountof comments from the audience and their owntesting procedures. They are able to translateenquiries into the form required by the system.
Throughout, there is evidence of understandingthe most suitable information sources andinformation handling applications. Evaluationsshow an awareness of how needs will informfuture planning. They identify the advantages andlimitations of different information handlingapplications.
Exemplification in the STUs
In case study 9.3 publicity materials are plannedand created including automated processessuitable for the audiences. Solutions are justified,for example a pupil poster may be appropriate foradvertising within the school, but a leaflet orpersonalised letter is more suitable forcommunicating with the wider audience outsidethe school.
In STU 8.5 pupils produce a financial model tocheck the profitability of producing a variety ofplants. In order to demonstrate level 7achievement they would need to be givenopportunities to develop this model in the contextof a local garden centre, having opportunities tocompare performance with information in similarventures. In case study 9.3 the financial modelwould link prices, booking and costs. A range ofpotential users would try out the solution and givefeedback.
In case study 9.1 they use sensors to control theflume ride at various points in the system, takingaccount of the different elements of the systemand the need to use sensors and time delays toensure that the whole system works safely andeffectively.
In case study 9.2 they produce and document adatabase to meet the needs of the hypothesisdeveloped. The system is documented andannotated to show how it is refined to meet theneeds of the audience. In testing, the languageused is specific to the database needs.
Selecting appropriate information and developinginformation systems are exemplified in case study9.2 with some elements in case study 9.3 andSTU 8.5.
What makes a level 7?
Route
map t
hro
ugh t
he S
TU
s
29 | Key Stage 3 National Strategy | Increasing pupils’ rates of progress in ICT | Resources for tutorsDfES 0649-2004 G | Crown copyright 2004
Han
do
ut 1
.3
Fin
din
g t
hin
gs
out
7.2
7.5
8.1
8.3
8.4
8.5
9.2
9.3
Exc
han
gin
g a
nd s
har
ing info
rmat
ion
7.1
7.3
8.1
8.2
8.5
9.2
9.3
Deve
lopin
g ideas
and m
akin
g t
hin
gs
hap
pen
An
alys
ing
an
d a
uto
mat
ing
pro
cess
es
7.6
8.1
8.2
8.5
9.1
9.3
9.3
Deve
lopin
g ideas
and m
akin
g t
hin
gs
hap
pen
Con
trol
an
d m
onit
orin
g
7.6
8.5
9.1
9.1
Deve
lopin
g ideas
and m
akin
g t
hin
gs
hap
pen
Mod
els
and
mod
ellin
g
7.4
8.5
8.4
30 | Key Stage 3 National Strategy | Increasing pupils’ rates of progress in ICT | Resources for tutorsDfES 0649-2004 G | Crown copyright 2004
Han
do
ut 1
.4
Find
ing
thin
gs o
ut
Usi
ng d
ata
and
info
rmat
ion
sour
ces
•Un
ders
tand
that
diffe
rent
form
s of
info
rmat
ion
– te
xt, g
raph
ics,
soun
d, n
umer
ic da
ta a
nd s
ymbo
ls –
can
be c
ombi
ned
tocr
eate
mea
ning
and
impa
ct.
•Id
entif
y th
e pu
rpos
e of
an
info
rmat
ion
sour
ce (e
.g. t
o pr
esen
tfa
cts
or o
pini
ons,
to a
dver
tise,
pub
licise
or e
nter
tain
) and
whe
ther
it is
likely
to b
e bi
ased
.•
Iden
tify
wha
t inf
orm
atio
n is
relev
ant t
o a
task
.•
Unde
rsta
nd h
ow s
omeo
ne u
sing
an in
form
atio
n so
urce
cou
ldbe
misl
ed b
y m
issin
g or
inac
cura
te in
form
atio
n.
Sear
chin
g an
d se
lect
ing
•Se
arch
a v
ariet
y of
sou
rces
for i
nfor
mat
ion
relev
ant t
o a
task
(e.g
. usin
g in
dexe
s, s
earc
h te
chni
ques
, nav
igat
iona
l stru
ctur
esan
d se
arch
eng
ines
).•
Nar
row
dow
n a
sear
ch to
ach
ieve
mor
e re
levan
t res
ults
.•
Asse
ss th
e va
lue
of in
form
atio
n fro
m v
ario
us s
ourc
es to
apa
rticu
lar ta
sk.
•Ac
know
ledge
sou
rces
of i
nfor
mat
ion
used
.
Org
anis
ing
and
inve
stig
atin
g•
In a
n in
vest
igat
ion:
– de
sign
and
use
an a
ppro
priat
e da
ta h
andl
ing
stru
ctur
e to
answ
er q
uest
ions
and
dra
w c
onclu
sions
;–
desig
n a
ques
tionn
aire
or d
ata
colle
ctio
n sh
eet t
o pr
ovid
ere
levan
t dat
a;–
chec
k da
ta e
fficien
tly fo
r erro
rs;
– in
vest
igat
e re
latio
nshi
ps b
etw
een
varia
bles
;–
use
softw
are
to re
pres
ent d
ata
in s
impl
e gr
aphs
, cha
rts o
rta
bles
, jus
tifyin
g th
e ch
oice
of r
epre
sent
atio
n;–
deriv
e ne
w in
form
atio
n fro
m d
ata,
e.g
. ave
rage
s,pr
obab
ilities
;–
chec
k w
heth
er c
onclu
sions
are
plau
sible;
– re
view
and
am
end
the
stru
ctur
e an
d its
dat
a to
ans
wer
furth
er q
uest
ions
.
Dev
elop
ing
idea
s an
d m
akin
g th
ings
hap
pen
Anal
ysin
g an
d au
tom
atin
g pr
oces
ses
•Us
e au
tom
ated
pro
cess
es to
incr
ease
effic
iency
(e.g
.te
mpl
ates
, mas
ter p
ages
).•
Repr
esen
t sim
ple
proc
esse
s as
diag
ram
s, s
how
ing:
– ho
w a
task
can
be
brok
en d
own
into
sm
aller
one
s;–
the
sequ
ence
of o
pera
tions
, and
any
con
ditio
ns o
r dec
ision
sth
at a
ffect
it;
– th
e in
itial in
form
atio
n ne
eded
(e.g
. roo
m te
mpe
ratu
re, p
rices
of it
ems)
.
Mod
els
and
mod
ellin
g•
Use
softw
are
to in
vest
igat
e an
d am
end
a sim
ple
mod
el by
:–
form
attin
g an
d lab
ellin
g da
ta a
ppro
priat
ely (e
.g. f
orm
attin
gce
lls to
disp
lay c
urre
ncy);
– en
terin
g ru
les o
r for
mul
ae a
nd c
heck
ing
their
appr
opria
tene
ss a
nd a
ccur
ate
wor
king;
– ex
plain
ing
the
rules
gov
erni
ng a
mod
el;–
pred
ictin
g th
e ef
fect
s of
cha
ngin
g va
riabl
es o
r rul
es.
•Te
st w
heth
er a
sim
ple
mod
el op
erat
es s
atisf
acto
rily.
Con
trol
and
mon
itorin
g•
Impl
emen
t a s
yste
m to
car
ry o
ut s
impl
e co
ntro
l tas
ks,
inclu
ding
som
e th
at in
volve
sen
sed
phys
ical d
ata,
by:
– co
mpi
ling
sets
of i
nstru
ctio
ns, i
dent
ifyin
g th
ose
that
can
be
grou
ped
to fo
rm p
roce
dure
s or
loop
s;–
test
ing
and
refin
ing
the
inst
ruct
ions
.
Exch
angi
ng a
nd s
harin
g in
form
atio
n
Fitn
ess
for p
urpo
se•
Reco
gnise
com
mon
form
s an
d co
nven
tions
use
d in
com
mun
icatio
ns a
nd h
ow th
ese
addr
ess
audi
ence
nee
ds (e
.g.
colu
mns
of t
ext i
n ne
wsp
aper
s, g
raph
ics a
nd e
nlar
ged
prin
t in
post
ers,
hyp
erlin
ks o
n w
ebsit
es).
•Ap
ply
unde
rsta
ndin
g of
com
mon
form
s an
d co
nven
tions
toow
n IC
T w
ork.
•Us
e gi
ven
crite
ria to
eva
luat
e th
e ef
fect
ivene
ss o
f ow
n an
dot
hers
’ pub
licat
ions
and
pre
sent
atio
ns.
Ref
inin
g an
d pr
esen
ting
info
rmat
ion
•Pl
an a
nd d
esig
n th
e pr
esen
tatio
n of
info
rmat
ion
in d
igita
lm
edia,
takin
g ac
coun
t of t
he p
urpo
se o
f the
pre
sent
atio
n an
din
tend
ed a
udien
ce.
•Us
e IC
T to
dra
ft an
d re
fine
a pr
esen
tatio
n, in
cludi
ng:
– ca
ptur
ing
still
and
mov
ing
imag
es a
nd s
ound
(e.g
. usin
g a
scan
ner,
digi
tal c
amer
a, m
icrop
hone
);–
reor
gani
sing,
dev
elopi
ng a
nd c
ombi
ning
info
rmat
ion,
inclu
ding
text
, im
ages
and
sou
nd, u
sing
the
simpl
e ed
iting
func
tions
of c
omm
on a
pplic
atio
ns;
– im
porti
ng a
nd e
xpor
ting
data
and
info
rmat
ion
in a
ppro
priat
efo
rmat
s.
Com
mun
icat
ing
•Us
e e-
sec
urely
and
effic
iently
for s
hort
mes
sage
s an
dsu
ppor
ting
mat
erial
.•
Know
how
to p
rote
ct p
erso
nal d
etail
s an
d w
hy th
is is
impo
rtant
.
Year
7 t
eachin
g o
bje
cti
ves
NO
TE: O
bjec
tives
hig
hlig
hted
in a
tint
are
rela
ted
to re
view
ing,
mod
ifyin
g an
d ev
alua
ting
wor
k as
it p
rogr
esse
s.
31 | Key Stage 3 National Strategy | Increasing pupils’ rates of progress in ICT | Resources for tutorsDfES 0649-2004 G | Crown copyright 2004
Han
do
ut 1
.4 c
ont.
Find
ing
thin
gs o
ut
Usi
ng d
ata
and
info
rmat
ion
sour
ces
•Un
ders
tand
how
the
cont
ent a
nd s
tyle
of a
n in
form
atio
nso
urce
affe
ct it
s su
itabi
lity fo
r par
ticul
ar p
urpo
ses,
by
cons
ider
ing:
– its
mix
of fa
ct, o
pini
on a
nd m
ater
ial d
esig
ned
to a
dver
tise,
publ
icise
or e
nter
tain
;–
the
view
poin
ts it
offe
rs;
– th
e cla
rity,
acce
ssib
ility
and
plau
sibilit
y of
the
mat
erial
.•
Devis
e an
d ap
ply
crite
ria to
eva
luat
e ho
w w
ell v
ario
usin
form
atio
n so
urce
s w
ill su
ppor
t a ta
sk.
•Ju
stify
the
use
of p
artic
ular
info
rmat
ion
sour
ces
to s
uppo
rt an
inve
stig
atio
n or
pre
sent
atio
n.
Sear
chin
g an
d se
lect
ing
•Ex
tend
and
refin
e se
arch
met
hods
to b
e m
ore
effic
ient (
e.g.
usin
g sy
nony
ms
and
AND,
OR,
NO
T).
•Ex
plain
the
adva
ntag
es o
f the
met
hods
use
d by
diffe
rent
sear
ch e
ngin
es a
nd p
rogr
ams
to s
earc
h fo
r dat
a in
var
ious
form
ats.
Org
anis
ing
and
inve
stig
atin
g•
In a
n in
vest
igat
ion:
– us
e so
ftwar
e op
tions
and
form
ats
to s
tore
, ret
rieve
and
pres
ent e
lectro
nic
mat
erial
effic
iently
;–
expl
ore
and
inte
rpre
t col
lecte
d da
ta in
ord
er to
dra
wco
nclu
sions
;–
asse
ss th
e co
nsist
ency
of c
onclu
sions
with
oth
er e
viden
ce.
•Un
ders
tand
:–
how
dat
a co
llect
ion
and
stor
age
are
auto
mat
ed in
com
mer
ce a
nd s
ome
publ
ic se
rvice
s;–
the
impa
ct o
f elec
troni
c da
taba
ses
on c
omm
ercia
l pra
ctice
and
socie
ty;
– po
tent
ial m
isuse
of p
erso
nal d
ata.
Dev
elop
ing
idea
s an
d m
akin
g th
ings
hap
pen
Anal
ysin
g an
d au
tom
atin
g pr
oces
ses
•Au
tom
ate
simpl
e pr
oces
ses
by:
– cr
eatin
g te
mpl
ates
;–
crea
ting
simpl
e so
ftwar
e ro
utin
es (e
.g. s
tyle
shee
ts, w
ebqu
eries
, con
trol t
echn
ique
s on
web
pag
es).
•C
onsid
er th
e be
nefit
s an
d dr
awba
cks
of u
sing
ICT
toau
tom
ate
proc
esse
s (e
.g. u
sing
wiza
rds,
tem
plat
es).
•Re
pres
ent s
impl
e de
sign
spec
ificat
ions
as
diag
ram
s.
Mod
els
and
mod
ellin
g•
Deve
lop
ICT-
base
d m
odels
and
test
pre
dict
ions
by
chan
ging
varia
bles
and
rules
.•
Draw
and
exp
lain
conc
lusio
ns (e
.g. ‘
the
best
valu
e fo
r mon
eyis
obta
ined
whe
n …
’).•
Revie
w a
nd m
odify
ICT
mod
els to
impr
ove
their
acc
urac
y an
dex
tend
their
sco
pe (e
.g. b
y in
trodu
cing
diffe
rent
or n
ewva
riabl
es a
nd p
rodu
cing
furth
er o
utco
mes
).
Con
trol
and
mon
itorin
g•
Deve
lop
and
test
a s
yste
m to
mon
itor a
nd c
ontro
l eve
nts
by:
– us
ing
sens
ors
effic
iently
;–
deve
lopi
ng, t
estin
g an
d re
finin
g ef
ficien
t seq
uenc
es o
fin
stru
ctio
ns a
nd p
roce
dure
s;–
asse
ssin
g th
e ef
fect
s of
sam
plin
g an
d tra
nsm
issio
n ra
tes
onth
e ac
cura
cy o
f dat
a fro
m s
enso
rs.
•Un
ders
tand
how
con
trol a
nd m
onito
ring
has
affe
cted
com
mer
cial a
nd in
dust
rial p
roce
sses
(e.g
. tele
com
mun
icatio
n,he
alth
and
trans
port
serv
ices)
.
Exch
angi
ng a
nd s
harin
g in
form
atio
n
Fitn
ess
for p
urpo
se•
Reco
gnise
how
diffe
rent
med
ia an
d pr
esen
tatio
n te
chni
ques
conv
ey s
imila
r con
tent
in w
ays
that
hav
e di
ffere
nt im
pact
s.•
Unde
rsta
nd th
at a
n ef
fect
ive p
rese
ntat
ion
or p
ublic
atio
n w
illad
dres
s au
dien
ce e
xpec
tatio
ns a
nd n
eeds
(e.g
. the
audi
ence
’s lev
els o
f lite
racy
, fam
iliarit
y w
ith a
topi
c).
•De
vise
crite
ria to
eva
luat
e th
e ef
fect
ivene
ss o
f ow
n an
d ot
hers
’pu
blica
tions
and
pre
sent
atio
ns, a
nd u
se th
e cr
iteria
to m
ake
refin
emen
ts.
Ref
inin
g an
d pr
esen
ting
info
rmat
ion
•Pl
an a
nd d
esig
n pr
esen
tatio
ns a
nd p
ublic
atio
ns, s
how
ing
how
acco
unt h
as b
een
take
n of
:–
audi
ence
exp
ecta
tions
and
nee
ds;
– th
e IC
T an
d m
edia
facil
ities
avail
able.
•Us
e a
rang
e of
ICT
tool
s ef
ficien
tly to
com
bine
, ref
ine
and
pres
ent i
nfor
mat
ion
by:
– ex
tract
ing,
com
bini
ng a
nd m
odify
ing
relev
ant i
nfor
mat
ion
for
spec
ific p
urpo
ses;
– st
ruct
urin
g a
publ
icatio
n or
pre
sent
atio
n (e
.g. u
sing
docu
men
t sty
les, t
empl
ates
, tim
e lin
es in
sou
nd a
nd v
ideo
editin
g, n
avig
atio
nal s
truct
ures
in w
eb m
edia)
.
Com
mun
icat
ing
•Un
ders
tand
som
e of
the
tech
nica
l issu
es in
volve
d in
effic
ient
elect
roni
c co
mm
unica
tions
(e.g
. spe
ed a
nd b
andw
idth
, size
and
type
of f
ile, f
eatu
res
of d
iffere
nt b
row
sers
and
e-m
ailso
ftwar
e).
•Us
e IC
T ef
fect
ively
to a
dapt
mat
erial
for p
ublic
atio
n to
wid
er o
rre
mot
e au
dien
ces
(e.g
. as
web
arti
cles
or s
ites)
.
Year
8 t
eachin
g o
bje
cti
ves
NO
TE: O
bjec
tives
hig
hlig
hted
in a
tint
are
rela
ted
to re
view
ing,
mod
ifyin
g an
d ev
alua
ting
wor
k as
it p
rogr
esse
s.
32 | Key Stage 3 National Strategy | Increasing pupils’ rates of progress in ICT | Resources for tutorsDfES 0649-2004 G | Crown copyright 2004
Han
do
ut 1
.4 c
ont.
Find
ing
thin
gs o
ut
Usi
ng d
ata
and
info
rmat
ion
sour
ces
•Se
lect i
nfor
mat
ion
sour
ces
and
data
sys
tem
atica
lly fo
r an
iden
tified
pur
pose
by:
– ju
dgin
g th
e re
liabi
lity o
f the
info
rmat
ion
sour
ces;
– id
entif
ying
poss
ible
bias
due
to s
ampl
ing
met
hods
;–
colle
ctin
g va
lid, a
ccur
ate
data
effic
iently
;–
reco
gnisi
ng p
oten
tial m
isuse
of c
ollec
ted
data
.
Sear
chin
g an
d se
lect
ing
•As
par
t of a
stu
dy, a
nalys
e hi
gh-v
olum
e qu
antit
ative
and
quali
tativ
e da
ta s
yste
mat
ically
by:
– ex
plor
ing
the
data
to fo
rm a
nd te
st h
ypot
hese
s;–
iden
tifyin
g co
rrelat
ions
bet
wee
n va
riabl
es;
– dr
awin
g va
lid c
onclu
sions
and
mak
ing
pred
ictio
ns;
– re
view
ing
the
proc
ess
of a
nalys
is an
d th
e pl
ausib
ility
of th
epr
edict
ions
or c
onclu
sions
.
Org
anis
ing
and
inve
stig
atin
g•
Con
stru
ct, t
est a
nd d
ocum
ent t
he d
evelo
pmen
t of a
dat
abas
esy
stem
whi
ch s
how
s:–
a de
sign
spec
ificat
ion;
– ap
prop
riate
mea
ns o
f dat
a in
put a
nd v
alida
tion;
– sy
stem
atic
test
ing
of p
roce
sses
and
repo
rts;
– ev
aluat
ion
of th
e sy
stem
’s pe
rform
ance
and
sug
gest
edm
odific
atio
ns.
Dev
elop
ing
idea
s an
d m
akin
g th
ings
hap
pen
Anal
ysin
g an
d au
tom
atin
g pr
oces
ses
•Au
tom
ate
ICT
proc
esse
s (e
.g. u
se s
oftw
are
to m
erge
,cr
eate
mac
ros
in a
n ap
plica
tion
prog
ram
).•
Repr
esen
t a s
yste
m in
a d
iagra
m, i
dent
ifyin
g all
its
parts
,in
cludi
ng in
puts
, out
puts
and
the
proc
esse
s us
ed (e
.g. t
ova
lidat
e da
ta).
Mod
els
and
mod
ellin
g•
Desig
n an
d cr
eate
ICT-
base
d m
odels
, tes
ting
and
refin
ing
rules
or p
roce
dure
s.•
Test
hyp
othe
ses
and
pred
ictio
ns u
sing
mod
els, c
ompa
ring
their
beh
avio
ur w
ith in
form
atio
n fro
m o
ther
sou
rces
.
Con
trol
and
mon
itorin
g•
Use
ICT
to b
uild
and
test
an
effic
ient s
yste
m to
mon
itor a
ndco
ntro
l eve
nts,
inclu
ding
:–
test
ing
all e
lemen
ts o
f the
sys
tem
usin
g ap
prop
riate
test
data
;–
evalu
atin
g th
e sy
stem
’s pe
rform
ance
;–
anno
tatin
g w
ork
to h
ighl
ight
pro
cess
es a
nd ju
stify
dec
ision
s.•
Revie
w a
nd m
odify
ow
n or
oth
ers’
mon
itorin
g an
d co
ntro
lsy
stem
s to
impr
ove
effic
iency
(e.g
. use
mor
e ef
ficien
tpr
oced
ures
, red
uce
the
num
ber o
f ins
truct
ions
or p
roce
dure
s,ad
d an
elem
ent o
f fee
dbac
k).
Exch
angi
ng a
nd s
harin
g in
form
atio
n
Fitn
ess
for p
urpo
se•
Prod
uce
high
qua
lity IC
T-ba
sed
pres
enta
tions
by:
– cr
eatin
g cle
ar p
rese
ntat
ions
, sen
sitive
to a
udien
ce n
eeds
;–
just
ifyin
g th
e ch
oice
of f
orm
, sty
le an
d co
nten
t.•
Use
know
ledge
of p
ublic
atio
ns a
nd m
edia
form
s to
dev
isecr
iteria
to a
sses
s th
e qu
ality
and
impa
ct o
f mul
timed
iaco
mm
unica
tions
and
pre
sent
atio
ns, a
nd a
pply
the
crite
ria to
deve
lop
and
refin
e ow
n w
ork.
Ref
inin
g an
d pr
esen
ting
info
rmat
ion
•Us
e a
wid
e ra
nge
of IC
T in
depe
nden
tly a
nd e
fficien
tly to
com
bine
, ref
ine,
inte
rpre
t and
pre
sent
info
rmat
ion
by:
– st
ruct
urin
g, re
finin
g an
d sy
nthe
sisin
g in
form
atio
n fro
m a
rang
e of
sou
rces
;–
selec
ting
and
usin
g so
ftwar
e ef
fect
ively,
just
ifyin
g th
ech
oice
s m
ade.
Com
mun
icat
ing
•Ap
ply
know
ledge
of t
he te
chni
cal is
sues
invo
lved
toco
mm
unica
te in
form
atio
n ef
ficien
tly (e
.g. c
hoos
e su
itabl
e file
type
s to
spe
ed u
p tra
nsfe
r, us
e m
ail lis
ts to
spe
ed u
pco
mm
unica
tion,
use
web
site
tagg
ing
and
hype
rlinks
to s
peed
up s
earc
hing
).•
Unde
rsta
nd th
e ad
vant
ages
, dan
gers
and
mor
al iss
ues
inus
ing
ICT
to m
anip
ulat
e an
d pr
esen
t inf
orm
atio
n to
larg
eun
know
n au
dien
ces
(e.g
. iss
ues
of o
wne
rshi
p, q
uality
con
trol,
exclu
sion,
impa
ct o
n pa
rticu
lar c
omm
unitie
s).
Year
9 t
eachin
g o
bje
cti
ves
NO
TE: O
bjec
tives
hig
hlig
hted
in a
tint
are
rela
ted
to re
view
ing,
mod
ifyin
g an
d ev
alua
ting
wor
k as
it p
rogr
esse
s.
National Curriculum thinking skills
Information processing
Finding relevant information
Sorting/classifying/sequencing information
Comparing/contrasting information
Identifying and analysing relationships
Reasoning
Giving reasons for opinions/actions
Inferring
Making deductions
Making informed judgements/decisions
Using precise language to reason
Enquiry
Asking questions
Defining questions for enquiry
Planning research
Predicting outcomes
Anticipating consequences
Drawing conclusions
Creative thinking
Generating ideas
Developing ideas
Hypothesising
Applying imagination
Seeking innovative alternatives
Evaluation
Developing evaluation criteria
Applying evaluation criteria
Judging the value of information and ideas
33 | Key Stage 3 National Strategy | Increasing pupils’ rates of progress in ICT | Resources for tutorsDfES 0649-2004 G | Crown copyright 2004
Handout 1.5
34 | Key Stage 3 National Strategy | Increasing pupils’ rates of progress in ICT | Resources for tutorsDfES 0649-2004 G | Crown copyright 2004
Han
do
ut 1
.6
Thin
king
ski
lls (N
C)
Info
rmat
ion
proc
essin
g
Reas
onin
g
Rel
ated
ICT
proc
esse
s
Loca
ting
and
findi
ng, s
earc
hing
and
selec
ting,
org
anisi
ng (e
valu
atio
n)
Mak
e ju
dgem
ents
, jus
tifyin
g, m
ake
dedu
ctio
ns, p
recis
ion
in th
inkin
g/lo
gic.
Sear
chus
ing
stra
ight
forw
ard
lines
of
enqu
iry –
how
man
y? S
earc
h us
ing
men
us, k
ey w
ords
Sele
ctin
form
atio
n re
levan
t to
the
task
. Org
anis
eth
eir w
ork
so th
at th
eyca
n fin
d it
at a
late
r dat
e.
Just
ifyby
givi
ng a
t lea
st o
neap
prop
riate
reas
on fo
r a c
hoice
mad
e.
Use
simpl
e cr
iteria
to e
xplai
n ch
oice
sab
out d
esig
n, a
udien
ce a
nd p
urpo
se.
Ask
stra
ight
forw
ard
ques
tions
toas
sess
the
plau
sibi
lity
of in
form
atio
n.
Sear
chus
ing
a ra
nge
of te
chni
ques
and
be a
ble
to re
fine
a se
arch
. Dev
elop
a ke
yw
ord
into
a s
tring
sea
rch/
Bool
ean.
Sele
ctin
form
atio
n, q
uest
ioni
ng th
e va
lue
of th
e in
form
atio
n fo
und.
Und
erst
and
that
info
rmat
ion
has
an a
utho
r and
pur
pose
and
may
con
tain
bias
.
Org
anis
ein
to a
form
sui
tabl
e fo
rpr
oces
sing.
Und
erst
and
that
the
stru
ctur
eaf
fect
s th
e ef
ficie
ncy
with
whi
ch th
ey c
anso
rt an
d se
arch
dat
a.
Just
ifych
oice
s ag
ainst
give
n an
d ow
ncr
iteria
.
In d
iscus
sion
be a
ble
to c
reat
e ow
ncr
iteria
. Abl
e to
que
stio
n th
e pl
ausi
bilit
yof
a ra
nge
of in
form
atio
n fro
m a
rang
e of
sour
ces.
Inte
rpre
t dat
a in
ord
er to
dra
wco
nclu
sions
.
Sear
chef
ficien
tly. K
now
that
diffe
rent
sear
ch e
ngin
es w
ork
in d
iffere
nt w
ays,
that
dat
a ca
n be
gat
here
d au
tom
atica
lly,
that
sam
plin
g ca
n af
fect
the
plau
sibilit
yan
d ac
cura
cyof
info
rmat
ion
deriv
ed.
Sele
ctin
form
atio
n, q
uest
ioni
ng th
e va
lue
of th
e in
form
atio
n fo
und.
Und
erst
and
that
info
rmat
ion
has
an a
utho
r and
pur
pose
and
may
con
tain
bia
s. W
here
app
ropr
iate
verif
yin
form
atio
n ag
ainst
oth
er s
ourc
es.
Org
anis
ein
form
atio
n ef
ficie
ntly
and
whe
re a
ppro
priat
e de
velo
p in
form
atio
nsy
stem
s. U
nder
stan
d th
at s
oftw
are
can
bein
tegr
ated
whi
ch m
ight
allo
w d
ata
to b
eau
tom
atic
ally
upda
ted
crea
ting
dyna
mic
info
rmat
ion
syst
ems.
Whe
n us
ing
ICT
build
in v
alid
atio
nru
les to
min
imise
erro
rsan
d en
sure
acc
urac
y.
Just
ifyag
ainst
ow
n an
d ‘c
usto
mer
’cr
iteria
that
evid
ence
effic
iency
and
inte
grat
ion.
Inte
rpre
t and
und
erst
and
data
stru
ctur
esan
d re
ports
in o
rder
to d
raw
con
clusio
nsan
d ev
aluat
e th
eir e
viden
ce b
ase.
Applic
ati
on o
f th
inkin
g s
kill
s in
the I
CT
curr
iculu
m
35 | Key Stage 3 National Strategy | Increasing pupils’ rates of progress in ICT | Resources for tutorsDfES 0649-2004 G | Crown copyright 2004
Han
do
ut 1
.6 c
ont.
Thin
king
ski
lls (N
C)
Enqu
iry
Cre
ative
thin
king
Evalu
atio
n
Rel
ated
ICT
proc
esse
s
Task
def
initio
n, p
lanni
ng, t
estin
g
Hyp
othe
sise,
gen
erat
e an
d ex
tend
,lo
ok fo
r alte
rnat
ives
(mod
ellin
g)
Evalu
ate
info
rmat
ion,
aud
ience
,pu
rpos
e, d
evelo
p cr
iteria
for j
udgi
ngow
n an
d ot
hers
’ wor
k, b
ias, t
estin
g
Plan
by id
entif
ying
wha
t inf
orm
atio
n is
requ
ired
to a
nsw
er a
stra
ight
forw
ard
prob
lem.
Expl
ore
poss
ibilit
ies, o
ptio
ns, b
yas
king
‘wha
t if …
?’ q
uest
ions
in g
iven
mod
els.
Dev
elop
idea
s in
suc
cess
ive s
teps
,m
aybe
thro
ugh
trial
and
erro
r. Kn
owth
at c
hang
es c
an b
e ea
sily
mad
e an
dun
done
.
Des
ign
elem
ents
of a
sim
ple
prod
uct
usin
g th
eir o
wn
pref
eren
ces.
Eval
uate
info
rmat
ion
sour
ces
inre
latio
n to
the
task
.
Eval
uate
ow
n w
ork
again
st h
ow w
ellit
mee
ts th
e ne
ed o
f the
task
.
Unde
rsta
nd th
e co
ncep
t of a
udie
nce
whe
n re
lated
to s
elf, p
eers
and
fam
ily.
Dem
onst
rate
und
erst
andi
ng th
roug
hth
eir w
ork.
Test
a sim
ple
syst
em to
che
ck th
at it
wor
ks.
Plan
by id
entif
ying
the
info
rmat
ion
need
ed, h
ow it
will
be p
roce
ssed
, the
ICT
tool
s re
quire
d an
d th
e ou
tput
. Mod
ular
ity.
Dev
elop
and
exp
lore
opt
ions
by
build
ing
stra
ight
forw
ard
simpl
e m
odels
that
inclu
dean
d de
mon
stra
te a
n un
ders
tand
ing
ofva
riabl
es.
Dev
elop
idea
s ite
rativ
ely u
sing
crite
ria to
info
rm s
ucce
ssive
ver
sions
.
Des
ign
simpl
e pr
oduc
ts, b
e ab
le to
just
ifych
oice
s in
term
s of
aud
ience
and
purp
ose.
Eval
uate
info
rmat
ion
sour
ces
reco
gnisi
ng a
ccur
acy,
plau
sibilit
y an
d bi
as.
Eval
uate
own
wor
k ag
ainst
crit
eria
that
they
dev
elop
in re
latio
n to
the
exte
rnal
sour
ces.
Cre
ate
suita
ble
mat
erial
for a
spe
cific
audi
ence
and
pur
pose
. Be
able
toex
plain
why
and
how
dec
ision
s m
ade
impa
ct o
n bo
th.
Test
and
refin
ein
stru
ctio
ns to
sol
ve a
prob
lem.
Plan
by id
entif
ying
the
info
rmat
ion
need
ed, h
ow it
will
be p
roce
ssed
, the
ICT
tool
s re
quire
d an
d th
e ou
tput
s.
Con
sider
its
cons
titue
nt p
arts
: ord
er,
sequ
ence
, the
dep
ende
ncies
, sco
pe.
Dev
elop
and
exp
lore
optio
ns b
y bu
ildin
gst
raig
htfo
rwar
d m
odels
that
exp
lore
rela
tions
hips
thro
ugh
the
unde
rsta
ndin
gan
d us
e of
rule
san
d va
riabl
es.
Dev
elop
idea
s us
ing
feed
back
from
user
s, e
xter
nal a
udien
ces,
etc
. res
ultin
g in
solu
tions
fit f
or p
urpo
se.
Des
ign
com
plex
sys
tem
s fo
r an
exte
rnal
audi
ence
hav
ing
iden
tified
the
need
.
Eval
uate
info
rmat
ion
sour
ces
reco
gnisi
ng a
ccur
acy,
plau
sibilit
y an
d bi
asan
d, w
here
app
ropr
iate,
ver
ify a
gain
stot
her s
ourc
es.
Eval
uate
sol
utio
n us
ing
feed
back
from
user
s, e
xter
nal a
udien
ces,
etc
. res
ultin
g in
fitne
ss fo
r pur
pose
.
Be a
ble
to d
emon
stra
te a
clea
r sen
se o
fau
dien
ce a
nd p
urpo
se, b
oth
indivi
duals
and
com
mun
ities.
Be
able
to a
rticu
late
how
diffe
rent
dec
ision
s w
ill im
pact
on
both
.
Test
and
refin
ein
stru
ctio
ns ta
king
acco
unt o
f com
men
ts fr
om in
tend
edau
dien
ce.
Applic
ati
on o
f th
inkin
g s
kill
s in
the I
CT
curr
iculu
m
Teaching for progression: key concepts
Objectives
• To understand progression in control and monitoring and in models and modelling
• To identify pedagogical approaches that support pupils in developing newconcepts and understanding
• To understand how subject leaders can use department meetings to supportprogression in the classroom
Preparation and planning
• Write the criteria for red, amber and green on three separate sheets of flipchartpaper (for activity 2.1)
• Cut tutor resource 2.1 into nine cards, sufficient for one set of cards per pair ofparticipants
ResourcesFor the tutor
• IP session2.ppt, Slide presentation for session 2
• Video sequence 1
• Tutor resource 2.1 copied as necessary to provide sufficient cards when cut up
• Tutor resource 2.2 copied as necessary to provide sufficient sections when cut up
• Sufficient copies of handout 2.2 for one per small group of participants
• Sufficient copies of STUs 7.4, 8.4, 8.5 and 9.3 for one set per small group ofparticipants
For each participant
• Handout 1.1 Action planner
• Handout 2.1 Progression guide for control and monitoring
• Handout 2.2 Introduce – apply – reflect
• Handout 2.3 Video questions
• Handout 2.4a Progression guide for models and modelling
• Handout 2.4b Progression guide for models and modelling
• Handout 2.5 Teaching for progression in models and modelling
• Handout 2.6 Guided group work
• Red, orange and green highlighter pens
36 | Key Stage 3 National Strategy | Increasing pupils’ rates of progress in ICT | Resources for tutorsDfES 0649-2004 G | Crown copyright 2004
2Session
Session outline 90 minutes
Introduction 5 minutes
Progression in control 40 minutes
Progression in models and modelling 40 minutes
Plenary 5 minutes
Introduction 5 minutes
Show slide 2.1 to introduce the objectives for the session.
Remind participants that in the last session they looked at progression in theoverarching concepts, levelness and the ICT-related thinking skills.
Explain to participants that this session focuses on progression through the‘developing ideas and making things happen’ theme of the programme of study froma different perspective. It identifies the important areas of understanding in models andmodelling and control – those that enable pupils to move forward to the next level inthese key concepts.
Explain that during moderation and assessment meetings and working with schools,these areas have been identified by teachers as key areas for support. In response tothis the Strategy has worked in conjunction with QCA to develop a clear progressionmap.
As well as examining progression within this theme, participants will also start to planhow they can most effectively enable level 3 pupils to reach level 4, level 4 pupils toreach level 5, etc.
Remind participants of the work in the Year 7 transfer training that states that if pupilshave a sound experience of control from primary school, the approach to STU 7.6 oughtto be different from the approach used with pupils who do not have this experience.
The outcome of this session will be to provide teachers and subject leaders with ideasas to how they can adapt and/or add to the STUs and their own schemes of work tosupport progression for their pupils.
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Objectives for session 2 Slide 2.1
• To understand progression in control and monitoring and in models and modelling
• To identify pedagogical approaches that support pupils in developing new conceptsand understanding
• To understand how subject leaders can use department meetings to supportprogression in the classroom
Slide 2.1
Progression in control 40 minutes
Ask participants to find their copy of handout 2.1. Say that this has been developedto give a clearer picture of what progression looks like in terms of ‘understanding’.Through developing a clearer picture of progression they can be more effective in theirmedium- and short-term planning and in evaluating the impact of different resourcesand strategies in moving pupils forward.
Say that this document brings together information from the ‘Progression in ICT’document and the ‘National Curriculum level descriptions’ document, both of whichare located on the National Curriculum in Action website: www.ncaction.org.uk. A newcolumn shows the progression in concepts.
Show slide 2.2 and spend 5 minutes talking about the content of each column.
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Handout 2.1
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Handout 2.1 cont.
Concepts
Sampling rates areimportant inrecording conditionsand for later analysisof results.
Feedback changesperformance of thesystem.
Progression guide for control and monitoring(Developing ideas and making things happen)
Control and monitoringaspect of NationalCurriculum level description
Key characteristics ofNational Curriculum level
Expansion of leveldescription
IllustrationWhat might pupils do?
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They use ICT to measure, record andanalyse physical variables and controlevents.
Scope, define, implement and refinesystems.
When developing systems that respondto events, they make appropriate use offeedback.
Design and implement systems forothers to use.
Design, implement, test, document andevaluate systems for others to use.
At this level pupil can develop aspecification for the design andimplementation of solutions to complexcontrol problems.
At this level pupil can record physicaldata remotely and at specified timeperiods, considering the amount of datarequired for effective analysis.
At this level pupil research into existingsystems is used as a basis to develop asolution. Areas for testing are identifiedand documented. How the systemchanges with the use of feedback isexplained. Documentation of thecomplete system includes possibleproblems with operation (variables whichmay need adjusting), maintenance.
The problem of managing the flow of cars into and out of a car park hasbeen analysed and a specification for the system produced. Controlling carpark barrier now includes variable – length of time barrier is opendepending on time taken to drive through.
Pupils analyse the problem of managing the flow of cars parking. Systemspecification includes testing under a variety of conditions and feedback.Documentation of the complete system includes possible problems withoperation (variables which may need adjusting), maintenance.
Progression in control Slide 2.2
The columns
• Concepts (commonly called understanding)
– The next step pupils need to take in their understanding in order to move to ahigher level
• Control aspect of the National Curriculum level description
– Information from the level description document
• Key characteristics of the National Curriculum level
– The key characteristics applied to this aspect
• Expansion of the level description
– The expansion of the level description is a further exemplification of the controlaspect of the National Curriculum
• Illustration
– Task suggestions to develop and apply concepts
Slide 2.2
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Handout 2.1 cont.
Concepts
Modularity. Decisionto choose betweendifferent instructionsdependent upon acondition.
Monitoring andcontrol combined.Decision to choosebetween differentinstructionsdependent uponvariable-basedcounter.
Progression guide for control and monitoring(Developing ideas and making things happen)
Control and monitoringaspect of NationalCurriculum level description
Key characteristics ofNational Curriculum level
Expansion of leveldescription
IllustrationWhat might pupils do?
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They create sequences of instructions tocontrol events, and understand the needto be precise when framing andsequencing instructions. Theyunderstand how ICT devices withsensors can be used to monitor andmeasure external events.
Combine instructions within an overallstructure.
They develop, try out and refinesequences of instructions to monitor,measure and control events, and showefficiency in framing these instructions.
At this level pupil can solve givenproblems requiring testing andrefinement of individual components e.g.identification of component parts(subroutines or procedures). Solutionscould include monitoring simple ‘on–off’conditions or conditions that fallbetween a specified range.
Pupil understands that sensors can beused to measure changes in physicalconditions precisely and monitorconditions accurately.
At this level pupil can develop solutionsto problems requiring a system tocontrol an event by the monitoring ofexternal conditions, and include using avariable to count, to make decisions.
• Create a procedure to perform an everyday event (Unit 7.6 lesson 5).
• Develop a control system to automate a greenhouse, taking into accountall environmental requirements (Unit 8.5 lesson 6).
• Develop a modular solution to the control of a theme park ride (Casestudy 9.1 lessons 4, 5 and 6).
• Use a datalogging system to produce graphical/tabular results ofmeasuring the temperature change over time of hot potatoes wrapped indifferent insulating materials.
• Develop a control system to automate a greenhouse, taking into accountall environmental requirements (Unit 8.5 lesson 6).
• Develop a solution to the control of a theme park ride using variables totrack the boats on the ride and increase the safety factors with the ride(Case study 9.1 lessons 4, 5 and 6).
• Plan a flow chart of a car park barrier. Develop subroutines to:Monitor – by counting vehicles in (monitoring inputs)Measure – comparing with predetermined value (10 cars in = car park full).Control – barrier up/down, light to display full sign.
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Handout 2.1
Concepts
Cause and effect,selecting options.
Purposeful usetowards specificoutcomes, usingsingle instructions.
Order a sequence ofinstructions, trialand error, to achievea specific outcome –where order isimportant.
Separation ofplanning andexecution.
Progression guide for control and monitoring(Developing ideas and making things happen)
Control and monitoringaspect of NationalCurriculum level description
Key characteristics ofNational Curriculum level
Expansion of leveldescription
IllustrationWhat might pupils do?
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They recognise that many everydaydevices respond to signals andinstructions. They make choices whenusing such devices to produce differentoutcomes.
Explore options and make choices.
They plan and give instructions to makethings happen and describe the effects.
Purposeful use towards a specificoutcome.
They use sequences of instructions tocontrol devices and achieve specificoutcomes.
Development of instructions to solveproblems.
They use ICT systems to control eventsin a predetermined manner and to sensephysical data.
At this level pupil can use instructions tomake something happen.
At this level pupil can use a linearsequence of instructions to achieve asingle goal. This could be a series ofseparate instructions developed throughtrial and error.
At this level pupil can create and refine aset of linear instructions and understandthat processes can be repeated in asimple system.
Sensing physical data does not need tohappen in the same system.
• Use a TV remote to adjust the volume.
• Press a button on a toy to make it work.
• Press buttons on a programmable toy to enter an instruction, e.g. Forward – 5.
• Use a photocopier to make a specific number of copies.
• Successively press buttons on a programmable toy to follow a given path.
• Write a series of instructions, in a turtle graphics application, to draw a specific shape.
• Plan instructions required to simulate a simple stop/go traffic light. Test program, refine if necessary (Unit 7.6 lesson 1).
• Create a flow chart to control light levels (Unit 7.6 lesson 3).
• Control the temperature of a room (Unit 7.6 lesson 4).
• Use a web camera to sense and log movement (Unit 7.6 lesson 3).
• Plan instructions to control a greenhouse (Unit 8.5 lesson 5).
The Concepts column
• This identifies what next step pupils need to take in their understanding to applythe key characteristic at that level.
Control aspect of the National Curriculum level description
• This is the information from the National Curriculum level descriptions that appliesto control.
Key characteristics of the National Curriculum level
• This looks at how the key characteristic of each level is applied to control. (It istaken from the ‘Progression in ICT’ document.)
Expansion of level description
• The aim of this column is to build on and clarify the limited information from the‘National Curriculum level descriptions’ document.
Illustration
• This give teachers ideas for the type of tasks that pupils could undertake in orderto apply and embed these concepts.
Make the following additional points.
• ICT is not just a skills-based subject, but includes higher-order thinking skills.
• The expansion of the level description shows clearly what a pupil profile shouldlook like and teachers should try not to disaggregate this.
• The document supports summative assessment as it pulls assessment informationfrom various sources together.
• Formative assessment is supported as it clearly identifies what pupils should havelearned.
Activity 2.1 15 minutes
Show slide 2.3.
Explain that participants are going to use this activity to help identify which conceptsare:
• in their medium- and short-term planning and well taught;
• in their medium- and short-term planning but the teaching of which needs furtherdevelopment;
• areas for further development.
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Progression in control Slide 2.3
Activity 2.1: Study handout 2.1
Colour code the concept column from levels 3 to 7 in the following way
Red – This area is a priority for development
Amber – We have some concerns about the teaching of this area
Green – We are happy that this area is well taught
Slide 2.3
You may find it helpful to look in the expansion of level description column and theillustration column where opportunities in the STUs have been identified.
Ask participants to colour code the concepts on handout 2.1 using the categories red,amber and green (given on the slide and which you have noted in advance on flipchartsheets).
Additional guidance
The following list further exemplifies red, amber and green.
RedThis is an area of weakness across the department. It needs to be addressedand will require support from the consultant.This is not an area we have previously focused on.This concept is not covered well in our medium- and short-term planning.We are not teaching the required content in this area to develop and reinforcethe concept.
AmberWe have some concerns and have identified a need to move forward.This concept is partly covered in our medium- and short-term planning.Some members of the department find this area difficult.We are unsure as to the best approach in this area.Formative and summative assessment leads us to believe that this is an areathat pupils find difficult to understand.
GreenWe are happy that this concept is well covered in our medium- and short-termplanning.We are happy that it is well taught.It is taught explicitly.It has been a focus of work within the department or with the consultant.Most pupils show evidence that they have a grasp of this concept.
After 10 minutes ask participants to share their findings with their neighbour. After afurther 5 minutes ask participants to add comments to handout 1.1, their actionplanner. For example: how do they plan to move forward with those examplesidentified as red and amber?
Show slide 2.4.
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T
Slide 2.4
Moving from level 3 to level 4 in control Slide 2.4
Separation of planning and execution
• Level 3 in control is characterised by pupils using ‘trial and error’ methods to solvea problem
• Level 4 in control is about making an informed decision as to how to solve aproblem most effectively. The outcome is predetermined (known) and therefore it isimportant to plan the solution
• This links to ICT thinking skills related to planning
Say that to move from level 3 to 4 pupils must understand how and why they need toseparate the planning and the execution of a task.
At level 3 it is acceptable for pupils to arrive at a given solution through trial and error;for example, they might input a forward command to a turtle and discover they havenot gone far enough and therefore add another forward movement. At level 4 the taskwill be more complex and they need to plan what they might do before they executetheir instructions.
• The problem is not linear, but should still be an everyday activity that pupils arefamiliar with.
• The output is known (predetermined).
• Pupils are able to describe what they are doing.
• Pupils understand why planning is important.
Conclude this section by talking through the example in STU 7.6 where pupils areasked to develop a system to control two sets of lights that will work in unison tocontrol the flow of traffic. Unless the pupil can plan how each pattern will relate to theother and consider timings before they move to the computer to implement a solution,they will find it difficult to develop an effective system.
It is important to teach this concept if pupils have done little work on control in primaryschool.
Acknowledge that the most difficult part of ‘skills, knowledge and understanding’ toteach is the understanding. If we want to increase the rate of progress that pupilsmake in ICT lessons we need to examine and reflect on how we do this in theclassroom.
Teaching and learning 5 minutes
Show slide 2.5.
Explain to teachers that this list originates from page 38 of the Framework for teachingICT capability: Years 7, 8 and 9 (DfES 0321-2002) which describes interactiveteaching and active learning.
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Pedagogy Slide 2.5
Teaching and learning strategies:
• directing and telling
• demonstrating
• explaining and illustrating
• questioning and discussing
• exploring and investigating
• consolidating and embedding
• reflecting and evaluating
• summarising and reminding
Slide 2.5
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Handout 2.2
Introduce – apply – reflectSome of the items on slide 2.5 may appear in more than one section below, used differently in each case.
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Handout 2.2
Introduce
Directing and telling
Apply
Reflect
• How do subject leaders ensure that the approaches are effectively applied within their department?
• How do subject leaders support their teachers in the use of these techniques?
Video sequence 1
Usually for pupils to learn and assimilate a new concept they need to know what it is(be introduced to it), think about it (reflect) and at some point apply it.
From STU 7.6 lesson 2 we develop the use of control words and decisions withpupils. Firstly we introduce them by demonstrating how a flow chart could be used todescribe the process of making a cup of coffee. The pupils then apply this idea of(precise) control words to making a piece of toast and explore the idea by controllingevents. In the plenary they reflect on this by discussing the link between control wordsand decisions through planned questioning.
Refer participants to handout 2.2.
Activity 2.2 5 minutes
Ask each table of participants to consider the items on slide 2.5 and classify them intoone of the rows on handout 2.2.
Say that it is not expected that teachers will always do things in the same order, forexample sometimes learning is most effective when the implications of the choices apupil has made are apparent to the pupil after those choices have been applied.
One of the most effective ways of getting pupils thinking in a lesson is throughdirected and structured talk, coupled with effective questioning. This could either bebetween teacher and pupil(s) or between pupils.
Activity 2.3 15 minutes
Introduce video sequence 1 of:
• Marc (subject leader), Rob (ICT teacher) and Jim (consultant) discussing planningfor progression using STU 7.6;
• lesson 1 of STU 7.6 with Year 7 pupils;
• Rob sharing his experience at the next department meeting.
Saltash Community School is a mixed comprehensive with 1361 pupils in the agerange 11 to 18. It has recently achieved Specialist School status with a ruraldimension in science, mathematics and computing. The school is in the south-east of
Cornwall on the borders of a large urban area. Using most indicators the school isbroadly average, though there is a unit on site for children with severe learningdifficulties and the proportion of pupils with statements of special educational needsis well above average.
Show slide 2.6, and refer participants to handout 2.3.
Show the video sequence (9 minutes).
Ask participants, in pairs, to spend 5 minutes discussing the questions. After 5minutes, take feedback. Make sure that points are made in relation to the questionsas follows.
How did the department ensure that effective strategies were applied within allclasses?
• The department meeting was used as a platform to plan and discuss elements ofthe lesson in detail.
• Outside advice was sought from the consultant
• The meeting was used to develop the ideas and the talk which would be used inthe lesson in order to introduce the concept to the pupils and help them to reflecton it.
• Classroom management issues were discussed (in particular, group work).
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Slide 2.6
Handout 2.3 Video Slide 2.6
Activity 2.3
• How did the department ensure that effective strategies were applied within allclasses?
• How did the meeting contribute to improving pupils’ progress?
• What strategies did the teacher employ in the classroom?
• What additional strategies could have been used?
Video questionsWhile watching the video consider the four questions below. Use the boxes to collate your thoughts.
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Handout 2.3
How did the department ensurethat effective strategies wereapplied within all classes?
How did the meeting contribute toimproving pupils’ progress?
What strategies did the teacheremploy in the classroom?
What additional strategies couldhave been used?
How did the meeting contribute to improving pupils’ progress?
• There was a focus on the progression in understanding both from level 3 and fromlevel 4 in control.
• The meeting provided a platform to plan the tasks that would most effectivelysupport the pupils’ understanding of the concepts being developed.
• This was an opportunity for the department to discuss and plan how previouslearning could be built on.
• It identified clear characteristics and reflected on issues to move pupils through thelevels.
What strategies did the teacher employ in the classroom?
Draw out the following answers:
• guided group work to focus the teaching on targeted pupils;
• mind mapping to scaffold the thinking;
• talk modelling thought processes;
• use of questioning to aid understanding.
What additional strategies could have been used?
Examples include:
• individual work with specific pupil(s);
• writing frames to guide the process.
Summarise by making the following points.
• The lesson needs to be designed for the learner.
• In order to maximise progress we need to ensure that medium-term plans makeexplicit reference to the understanding at each level.
• We need to teach the understanding by selecting the appropriate pedagogy.
• Discussion and questioning need to be planned in advance in order to directpupils’ thinking.
• Work in departments to develop guided group work and questioning will have tobe repeated yearly if departments experience staff turnover.
• Subject leaders may wish to start identifying pedagogical issues that could appearon the agenda of their departmental meetings and offer opportunities to model,observe and share departmental/school practices.
Progression in models and modelling 40 minutes
Say that the previous activity identified the different elements of control at levels 4, 5and 6. Our next focus is models and modelling.
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Activity 2.4 10 minutes
Show slide 2.7 and refer participants to handout 2.4a.
Ask them to work with a partner to complete the ‘expansion of level description’section of the table using the cards you have prepared from tutor resource 2.1. Theymay wish to refer to handout 2.1 for ideas.
After 5 minutes give each participant a copy of handout 2.4b, which is the completedtable. Give them 2 or 3 minutes to discuss the handout as a group around each tableand then take one observation from each group.
Briefly talk about the concepts at each level.
Using variables: Pupils understand that they can make choices by changing thevalues for variables, thus causing different outcomes.
Plausibility: Pupils consider whether the results produced by the model are realistic.
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Slide 2.7
Handout 2.4a
Handout 2.4b
Tutor resource 2.1
Progression in models and modelling Slide 2.7
Activity 2.4
• Use the cards on your table to complete the ‘Expansion of level description’ columnon handout 2.4a Progression guide for models and modelling
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Handout 2.4a cont.
Concepts
Progression guide for models and modelling(Developing ideas and making things happen)
Models and modelling aspectof National Curriculum leveldescription
Key characteristics of NationalCurriculum level description
Expansion of level description IllustrationWhat might pupils do?
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8 Pupils independently select appropriateinformation sources and ICT tools for specifictasks, taking into account ease of use andsuitability. They design systems for others touse.
Designed and implemented for others touse.
Pupils evaluate software packages and ICT-based models, analysing the situations forwhich they were developed and assessingtheir efficiency, ease of use andappropriateness.
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Handout 2.4b cont.
Concepts
Scope:Model parameters areidentified, e.g. rules;variables andassumptions made;efficient methods oftesting including userfeedback and validitychecks.
Progression guide for models and modelling(Developing ideas and making things happen)
Models and modellingaspect of NationalCurriculum level description
Key characteristics ofNational Curriculum level
Expansion of level description
IllustrationWhat might pupils do?
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7 They design ICT-based models andprocedures with variables to meetparticular needs.
Scope, define, implement and refine,audience and user feedback.
Pupils scope and choose appropriate ICT toolsto provide answers required to solve a problem,by the creation of a model. Pupils can define theproblem to identify variables, the relationshipsbetween variables and the outcome, and thetype of outcome relevant to the audience.Various scenarios are identified that will enableextensive testing of the model. Input (preferablyregular) – process – testing – output.
Pupils might automate test data generation totest and refine the model, e.g. randomiseddata is produced repetitively by using macros.The model is also refined from user feedback,e.g. the user interface may be designed withdropdown menus for ease of use.
Assumptions are explicitly expressed, e.g. thebirth rate of rabbits is a constant % of thepopulation.
• They compare model results to a previous year’s figures.• They investigate the relationship between increased ticket price
and the number of tickets sold.• They create a simulation of a hall seating plan for booking seats.• They calculate how many tickets can be sold for one performance
(remembering fire regulations and how many people can beaccommodated in the hall).
• They consider whether seats can be numbered so that people canbook the front row.
• Pupils further develop the financial plan and hall seating system inorder to combine them. The ticket booking system would need tomeet criteria identified initially by an external user and be effectivelytailored to the needs and requirements of that user.
• Assumptions can also be drawn out, i.e. people tend to buy ticketsin pairs, very few single tickets are sold, people want to sit next toeach other – and the effect on how tickets are sold, ratio of adultsand children buying tickets, etc.(See case study 9.3.)
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Handout 2.4b cont.
Concepts
Rules:Pupils understand theoverall structure of amodel is determinedby the rules (formulae)of the model andmake simple models.
Validity:Pupils improve thevalidity and efficiencyof models by: varyingrules; and comparingresults with otherreliable data sources.
Progression guide for models and modelling(Developing ideas and making things happen)
Models and modellingaspect of NationalCurriculum level description
Key characteristics ofNational Curriculum level
Expansion of level description
IllustrationWhat might pupils do?
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6
They explore the effects of changing thevariables in an ICT-based model.
Combining the features of a modelto understand the overall structure.
They use ICT-based models to makepredictions and vary the rules within themodels. They assess the validity ofthese models by comparing theirbehaviour with information from othersources.
Integration and efficiency of modelby critical evaluation.
Pupils understand the overall structure of themodel, variables, and rules, and that rulesgovern the behaviour of a model. Theyorganise data suitable for processing.
Pupils create simple models using a range ofvariables. Pupils understand that changingdata (data within variables and variablesthemselves) can change the way in which themodel behaves and pupils can predict someof the effects of these changes.
Pupils create models to solve a given task andexplore validity by changing variables andrules. Pupils identify appropriate informationsources to compare with the model behaviour.
Pupils understand that a model consists ofthree main stages, input data, process of data(rules) and output (charts, data, etc.). The typeof output data is considered in relation to theaudience, e.g. a report on the profitability of afundraising venture includes forecasts ofvarious scenarios (line charts). Linking thesecharts from the report to the model allowschanges in the model to be efficientlyintegrated into the report.
• Set up or alter variables within a model to compare the relativecost of different mobile phone providers (Unit 8.4 lessons 2, 3).
• Pupils may use absolute variables to increase efficiency, e.g. anabsolute cell reference for VAT enables the whole model to beupdated quickly with various VAT rates.(National Curriculum in Action).
• From case study 9.3: Pupils set up a financial plan based around atheatre booking system to model ticket pricing. The plan includesinformation on possible income and expenditure to be available onthe school intranet or a file in the school library (so that pupils arefinding information for themselves).
• (Bearing in mind that the production must not make a loss) pupilsdecide what price to set for the tickets.
• Pupils investigate the effect of different prices for seats.• They consider the impact of a pricing structure depending on
age/income.• They ascertain the costs involved.
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Handout 2.4b
Concepts
Cause and effect:Changing things.
Exploration:Purposeful use towardspecific outcomes.
Using variables:Pupils make choices,e.g. changing a value,selecting a route.
Plausibility:Pupils ask ‘what if …?’questions to interpretand explore models.Pupils considerwhether the results arerealistic.
Progression guide for models and modelling(Developing ideas and making things happen)
Models and modellingaspect of NationalCurriculum level description
Key characteristics ofNational Curriculum level
Expansion of level description IllustrationWhat might pupils do?
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2
4
3
Explore options and make choices.
They use ICT to explore what happensin real and imaginary situations.
Purposeful use towards a specificoutcome.
They make appropriate choices whenusing ICT-based models or simulationsto help them find things out and solveproblems.
Making changes to solve problems.
They use ICT-based models andsimulations to explore patterns andrelationships, and make predictionsabout the consequences of theirdecisions.
Test the plausibility of the model byinterpreting results againstexpectations.
At this level pupil can describe the effects when a model ischanged to make something happen.
Pupils use ICT-based models or simulations to help them findthings out and solve problems, e.g. by changing items in asimulation or model.
Pupils become more critical in their use of models, exploringrelationships, patterns and predicting consequences of changingvalues in a model. Pupils ask ‘what if …’ questions to test theplausibility of the model and interpret the results.
Pupils can identify features and limitations of a given model orsimulation.
• Day trip planner (Key Stage 2 Year 5).• Lung capacity investigation (Key Stage 2
Year 5). (National Curriculum in Action)
• Party planner (Key Stage 2 Year 5)(National Curriculum in Action).
• Setting up a football league table in order tomodel possible match outcomes (Unit 7.4lesson 1).
• Using and developing (with guidance) a modelto look at the financial implications of running aschool disco (Unit 7.4 lessons 3, 4).
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Handout 2.4a cont.
Concepts
Scope:Model parameters areidentified, e.g. rules;variables andassumptions made;efficient methods oftesting including userfeedback and validitychecks.
Progression guide for models and modelling(Developing ideas and making things happen)
Models and modelling aspectof National Curriculum leveldescription
Key characteristics of NationalCurriculum level description
Expansion of level description IllustrationWhat might pupils do?
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7 They design ICT-based models andprocedures with variables to meet particularneeds.
Scope, define, implement and refine,audience and user feedback.
Pupils scope and choose appropriate ICT tools to provideanswers required to solve a problem, by the creation of amodel. Pupils can define the problem to identify variables, therelationships between variables and the outcome, and the typeof outcome relevant to the audience. Various scenarios areidentified that will enable extensive testing of the model. Input(preferably regular) – process – testing – output.
Pupils might automate test-data generation to test and refinethe model, e.g. randomised data is produced repetitively byusing macros. The model is also refined from user feedback,e.g. the user interface may be designed with dropdown menusfor ease of use.
Assumptions are explicitly expressed, e.g. the birth rate ofrabbits is a constant % of the population, etc.
• They compare model results to a previousyear’s figures.
• They investigate the relationship betweenincreased ticket price and the effect onnumber of tickets.
• They create a simulation of a hall seating planfor booking seats.
• They calculate how many tickets can be soldfor one performance (remembering fireregulations and how many people can beaccommodated in the hall.)
• They consider whether seats can be numberedso that people can book the front row.
• Pupils further develop the financial plan andhall seating system in order to combinethem. The ticket booking system would needto meet criteria identified initially by anexternal user and be effectively tailored to theneeds and requirements of that user.
• Assumptions can also be drawn out, i.e.people tend to buy tickets in pairs, very fewsingle tickets are sold, people want to sitnext to each other – and the effect on howtickets are sold, ratio of adults and childrenbuying tickets, etc.(See case study 9.3.)
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Handout 2.4a cont.
Concepts
Rules:Pupils understand theoverall structure of amodel is determinedby the rules (formulae)of the model andmake simple models.
Validity:Pupils improve thevalidity and efficiencyof models by: varyingrules; and comparingresults with otherreliable data sources.
Progression guide for models and modelling(Developing ideas and making things happen)
Models and modelling aspectof National Curriculum leveldescription
Key characteristics of NationalCurriculum level description
Expansion of level description IllustrationWhat might pupils do?
Aspe
cts
of le
vel
5
6
They explore the effects of changing thevariables in an ICT-based model.
Combining the features of a model tounderstand the overall structure.
They use ICT-based models to makepredictions and vary the rules within themodels. They assess the validity of thesemodels by comparing their behaviour withinformation from other sources.
Integration and efficiency of model bycritical evaluation.
• Set up or alter variables within a model tocompare the relative cost of different mobilephone providers (Unit 8.4 lessons 2, 3).
• Pupils may use absolute variables toincrease efficiency, e.g. an absolute cellreference for VAT enables the whole modelto be updated quickly with various VAT rates(National Curriculum in Action).
• From case study 9.3: Pupils set up a financialplan based around a theatre booking systemto model ticket pricing. The plan includesinformation on possible income andexpenditure to be available on the schoolintranet or a file in the school library (so thatpupils are finding information for themselves).
• (Bearing in mind that the production mustnot make a loss) pupils decide what price toset for the tickets.
• Pupils investigate the effect of different pricesfor seats.
• They consider the impact of a pricingstructure depending on age/income.
• They ascertain the costs involved.
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Handout 2.4a
Concepts
Cause and effect:changing things.
Exploration:purposeful use towardspecific outcomes.
Using variables:pupils make choices,e.g. changing a value,selecting a route.
PlausibilityPupils ask ‘what if …?’questions to interpretand explore models.Pupils considerwhether the results arerealistic.
Progression guide for models and modelling(Developing ideas and making things happen)
Models and modelling aspectof National Curriculum leveldescription
Key characteristics of NationalCurriculum level description
Expansion of level description IllustrationWhat might pupils do?
Aspe
cts
of le
vel
1
2
3
4
Explore options and make choices.
They use ICT to explore what happens in realand imaginary situations.
Purposeful use towards a specificoutcome.
They make appropriate choices when usingICT-based models or simulations to helpthem find things out and solve problems.
Making changes to solve problems.
They use ICT-based models and simulationsto explore patterns and relationships, andmake predictions about the consequences oftheir decisions.
Test the plausibility of the model byinterpreting results against expectations.
At this level pupil can describe the effects when a model ischanged to make something happen.
Pupils use ICT-based models or simulations to help them findthings out and solve problems, e.g. by changing items in asimulation or model.
• Day trip planner (Key Stage 2 Year 5).• Lung capacity investigation (Key Stage 2
Year 5) (National Curriculum in Action).
• Party planner (Key Stage 2 Year 5)(National Curriculum in Action).
• Setting up a football league table in order tomodel possible match outcomes (Unit 7.4lesson 1).
• Using and developing (with guidance) amodel to look at the financial implications ofrunning a school disco (Unit 7.4 lessons 3, 4).
46 | Key Stage 3 National Strategy | Increasing pupils’ rates of progress in ICT | Resources for tutorsDfES 0649-2004 G | Crown copyright 2004
Slide 2.8
Handout 2.5
Rules: Pupils understand that the overall structure of a model is determined by therules (formulae) of the model and that they can develop and create rules to makesimple models.
Validity: Pupils understand the concept of validity when applied to modelling. Pupilsunderstand the need to validate models and can understand validation processessuch as comparing results with other reliable data sources.
Teaching for progression in models and modelling
Activity 2.5 15 minutes
Show slide 2.8 and refer participants to handout 2.5.
Divide up the concepts from level 3 to level 6 among tables of participants using level4 and level 5 again for additional tables.
Allocate STUs to each table depending on which concept they are working with.
Using variables – 7.4
Plausibility – 7.4
Rules – 8.4 and 8.5
Validity – 9.3
Explain to participants that they are now going to look through the STUs and identifywhere their concept is:
• introduced and taught by the teacher;
• applied and demonstrated by the pupil.
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Handout 2.5
Teaching for progression in models and modelling
Concept to be taught
Explicit references in theSTU to the concept (forexample 7.4, lesson 2activity 3)
What is the aim of coverage:• teaching?• demonstration by pupil?
Could this teaching episode be an opportunity where guided group work couldmove learners on more effectively?
How would you adapt or add to the activity to make it more effective?
Teaching for progression in models and modelling Slide 2.8
Activity 2.5
• For your concept use the first two columns of handout 2.5 to identify:
– the explicit references in the sample teaching unit
– whether this concept is:
taught; or
allows the pupil to demonstrate understanding
Ask participants to find at least one opportunity for each of these occurrences andrecord these opportunities in the first two columns on the handout. Say that we willlook at the third column later.
Activity 2.6 15 minutes
Show slide 2.9.
Explain that owing to the fact that STU 7.4 is very much about teaching pupils tocreate models, there are very few opportunities for them independently todemonstrate the skills they have developed. Some pupils will develop these skills veryquickly. Ask participants, in small groups, to think of an additional or adapted activitythat the pupils could do in order to demonstrate their new modelling skills. This couldcome out of a question from the headteacher regarding the report he or she was sent.Use sections from tutor resource 2.2, giving each group one example to start themoff. Refer participants to handout 2.6 if they need further help with guided groupwork. Ask participants to complete the final column of handout 2.5 with theirsuggestions and identify where group work could support these episodes and whatcould be adapted or added to make the episode more effective.
47 | Key Stage 3 National Strategy | Increasing pupils’ rates of progress in ICT | Resources for tutorsDfES 0649-2004 G | Crown copyright 2004
Teaching for progression in models and modelling Slide 2.9
Activity 2.6
• For your concept use handout 2.5 to identify:
– opportunities where guided group work could move learners on more effectively
– how you would adapt or add to the activity to make it more effective
Slide 2.9
Tutor resource 2.2
Guided group work is appropriate for pupils of all abilities and should be offered to allover time. It can be focused to support the needs of the following groups of pupils:
• low-attaining pupils – for example, those with limited comprehension who mayneed support reading the information available to them;
• pupils who have had limited experience in developing their techniques with specificICT tools – for example, those pupils who need support with manipulating adatabase;
• very able pupils – for example, those who would benefit from time with the teacherfor acceleration and enrichment;
• targeted groups – for example, pupils learning English as an additional language,who may be in need of intervention with English syntax, or other groups in need ofparticular support.
33 | Key Stage 3 National Strategy | Increasing pupils’ rates of progress in ICT | Resources for participantsDfES 0645-2004 G | Crown copyright 2004
Handout 2.6 cont.
Guided group workEffective teaching of ICT concepts at Key Stage 3 is built on by:
• modelling those decisions required for planning a task, composing and editingwriting to develop reasoning;
• exploring and analysing examples of sections of the system life cycle, includingdeveloping justification against criteria and evaluating;
• supporting pupils in justifying their views.
What is guided group work?
Guided work in ICT at Key Stage 3 is about supporting pupils’ growing confidenceand independence. It follows a whole-class shared session where the teacher hasmodelled particular strategies to meet objectives. The guided session offers furthersupport to small groups of pupils within a group of peers towards using more expertstrategies than individual pupils can control independently.
Pupils benefit from the small secure learning environment in which the teacher canplan for, and teach to address, the particular shared needs of a selected group.Guided work builds on pupils’ experience of guided teaching and learning in theprimary phase (particularly for English and mathematics), and they continue to enjoythe extra attention and focused support they receive from the teacher during thesesessions.
Guided group work differs from traditional ‘group work’ in that there is more directteaching, planning and focused discussion ‘guided’ by the teacher.
Key features
Guided work is additional focused teaching designed to support pupils’ learningwithin the social context of a small group. In guided group work:
• pupils are organised into groups of about six;
• pupils are grouped for a common ability, need or focus;
• a teacher specifically plans the session;
• a short, focused teacher-led session of about 20 minutes operates within the lesson;
• pupils spend some time working independently (supported as necessary by theteacher);
• follow-up tasks and targets are set to ensure continuity and progression.
Managing the class
Guided group work should be familiar to pupils from their primary school experiencewhere they were used to taking responsibility for their own group work and managingtasks independently while the teacher worked with another group for part of thelesson. Similar expectations can be realistically set and continued within secondaryschool ICT lessons provided that you:
• establish ground rules and set expectations;
• provide suitable tasks.
32 | Key Stage 3 National Strategy | Increasing pupils’ rates of progress in ICT | Resources for participantsDfES 0645-2004 G | Crown copyright 2004
Handout 2.6
Handout 2.6
Using variables
Plausibility
Rules
Validity
48 | Key Stage 3 National Strategy | Increasing pupils’ rates of progress in ICT | Resources for tutorsDfES 0649-2004 G | Crown copyright 2004
Example: STU 7.4 Introducing Yes, this is an opportunity for the homework tolesson 2 activity 5 lead into guided group work. The introduction
to plausibility here is the point about fractional numbers of teachers. Pupils could be guided to asolution using rounding functions, depending upon how they want the model to work.
Example: STU 9.3 Introducing Yes, the opportunity here is based around the uselesson 4 starter of the random function in order to cause the
model to behave more like real life and so have greater validity. Extra work could be done with a group to reinforce why we need to generate random numbers in some models and not in others. We could also help pupils to decide what the probabilities should be for each of the outcomes. For example, if we are dealing with choices people make we could do a survey – the validity of the model may then be compromised if we do not survey within the appropriate target group.
Example: STU 8.4 Introducing Yes, there is an opportunity here for guided group lesson 2 activity 4 work. When you have identified the pupils who
need more help with formulae you can focus on these and after dealing with any mathematical issues you can further question the pupils about how the rules work.
Example: STU 7.4 Applying Yes, guided group work could be used here. Thelesson 2 activity 3 extension questions could be used with a group
of more-able pupils. You could also question the pupils about why a football manager would use such a model and how that manager might use it.
Plenary 5 minutes
Show slide 2.10.
Explain that this is the list of criteria for a good lesson as described by Ofsted. Identifythat during this session we have been addressing some of these criteria. Refer to thestatements in bold type.
The criteria are from The Ofsted subject report 2002/3: Information technology insecondary schools.
Show slide 2.11 and give participants a few minutes to complete their action planner(handout 1.1).
49 | Key Stage 3 National Strategy | Increasing pupils’ rates of progress in ICT | Resources for tutorsDfES 0649-2004 G | Crown copyright 2004
Slide 2.10
What makes a good lesson? Slide 2.10
• the pace of the lesson
• a clear and understandable lesson structure
• the teacher’s use of dialogue with pupils to check understanding andconsolidate learning
• the use of teaching assistants who are familiar with the subject
• careful planning to build support for individuals into lessons
• questioning and group work
• pupils analysing their work critically, suggesting improvements and refining theirwork independently
• peer assessment by pupils to evaluate each other’s work in order that theycan then independently adapt it
Plenary Slide 2.11
What actions have you identified that:
• are linked to the progression documents?
• use and further develop the materials?
• have implications for future department meetings?
Slide 2.11
50 | Key Stage 3 National Strategy | Increasing pupils’ rates of progress in ICT | Resources for tutorsDfES 0649-2004 G | Crown copyright 2004
Han
do
ut 2
.1
Con
cept
s
Cau
se a
nd e
ffect
,se
lect
ing
optio
ns.
Purp
osef
ul u
seto
war
ds s
peci
ficou
tcom
es, u
sing
sing
le in
stru
ctio
ns.
Ord
er a
seq
uenc
e of
inst
ruct
ions
, tria
lan
d er
ror,
to a
chie
vea
spec
ific
outc
ome
–w
here
ord
er is
impo
rtan
t.
Sepa
ratio
n of
plan
ning
and
exec
utio
n.
Pro
gre
ssio
n g
uid
e f
or
contr
ol
and m
onit
ori
ng
(Deve
lopin
g ideas
and m
akin
g t
hin
gs
hap
pen)
Con
trol
and
mon
itori
ngas
pect
of
Nat
iona
lC
urri
culu
m le
vel d
escr
iptio
n
Key
cha
ract
eris
tics
ofN
atio
nal C
urri
culu
m le
vel
Expa
nsio
n of
leve
lde
scri
ptio
nIll
ustr
atio
nW
hat
mig
ht p
upils
do?
Aspectsof level
1 2 3 4
They
reco
gnise
that
man
y ev
eryd
ayde
vices
resp
ond
to s
igna
ls an
din
stru
ctio
ns. T
hey
mak
e ch
oice
s w
hen
usin
g su
ch d
evice
s to
pro
duce
diffe
rent
outc
omes
.
Expl
ore
optio
ns a
nd m
ake
choi
ces.
They
plan
and
give
inst
ruct
ions
to m
ake
thin
gs h
appe
n an
d de
scrib
e th
e ef
fect
s.
Purp
osef
ul u
se to
war
ds a
spe
cific
outc
ome.
They
use
seq
uenc
es o
f ins
truct
ions
toco
ntro
l dev
ices
and
achi
eve
spec
ificou
tcom
es.
Deve
lopm
ent o
f ins
truct
ions
to s
olve
prob
lems.
They
use
ICT
syst
ems
to c
ontro
l eve
nts
in a
pre
dete
rmin
ed m
anne
r and
to s
ense
phys
ical d
ata.
At th
is lev
el pu
pil c
an u
se in
stru
ctio
ns to
mak
e so
met
hing
hap
pen.
At th
is lev
el pu
pil c
an u
se a
linea
rse
quen
ce o
f ins
truct
ions
to a
chiev
e a
singl
e go
al. T
his
coul
d be
a s
eries
of
sepa
rate
inst
ruct
ions
dev
elope
d th
roug
htri
al an
d er
ror.
At th
is lev
el pu
pil c
an c
reat
e an
d re
fine
ase
t of l
inea
r ins
truct
ions
and
und
erst
and
that
pro
cess
es c
an b
e re
peat
ed in
asim
ple
syst
em.
Sens
ing
phys
ical d
ata
does
not
nee
d to
happ
en in
the
sam
e sy
stem
.
•Us
e a
TV re
mot
e to
adj
ust t
he v
olum
e.
•Pr
ess
a bu
tton
on a
toy
to m
ake
it w
ork.
•Pr
ess
butto
ns o
n a
prog
ram
mab
le to
y to
ent
er a
n in
stru
ctio
n,
e.g.
For
war
d –
5.
•Us
e a
phot
ocop
ier to
mak
e a
spec
ific n
umbe
r of c
opies
.
•Su
cces
sively
pre
ss b
utto
ns o
n a
prog
ram
mab
le to
y to
follo
w
a gi
ven
path
.
•W
rite
a se
ries
of in
stru
ctio
ns, i
n a
turtl
e gr
aphi
cs a
pplic
atio
n, to
dr
aw a
spe
cific
shap
e.
•Pl
an in
stru
ctio
ns re
quire
d to
sim
ulat
e a
simpl
e st
op/g
o tra
ffic lig
ht.
Test
pro
gram
, ref
ine
if ne
cess
ary
(Uni
t 7.6
less
on 1
).
•C
reat
e a
flow
cha
rt to
con
trol li
ght l
evels
(Uni
t 7.6
less
on 3
).
•C
ontro
l the
tem
pera
ture
of a
room
(Uni
t 7.6
less
on 4
).
•Us
e a
web
cam
era
to s
ense
and
log
mov
emen
t (Un
it 7.
6 les
son
3).
•Pl
an in
stru
ctio
ns to
con
trol a
gre
enho
use
(Uni
t 8.5
less
on 5
).
51 | Key Stage 3 National Strategy | Increasing pupils’ rates of progress in ICT | Resources for tutorsDfES 0649-2004 G | Crown copyright 2004
Han
do
ut 2
.1 c
ont.
Con
cept
s
Mod
ular
ity. D
ecis
ion
to c
hoos
e be
twee
ndi
ffere
nt in
stru
ctio
nsde
pend
ent u
pon
aco
nditi
on.
Mon
itorin
g an
dco
ntro
l com
bine
d.D
ecis
ion
to c
hoos
ebe
twee
n di
ffere
ntin
stru
ctio
nsde
pend
ent u
pon
varia
ble-
base
dco
unte
r.
Pro
gre
ssio
n g
uid
e f
or
contr
ol
and m
onit
ori
ng
(Deve
lopin
g ideas
and m
akin
g t
hin
gs
hap
pen)
Con
trol
and
mon
itori
ngas
pect
of
Nat
iona
lC
urri
culu
m le
vel d
escr
iptio
n
Key
cha
ract
eris
tics
ofN
atio
nal C
urri
culu
m le
vel
Expa
nsio
n of
leve
lde
scri
ptio
nIll
ustr
atio
nW
hat
mig
ht p
upils
do?
Aspectsof level
5 6
They
cre
ate
sequ
ence
s of
inst
ruct
ions
toco
ntro
l eve
nts,
and
und
erst
and
the
need
to b
e pr
ecise
whe
n fra
min
g an
dse
quen
cing
inst
ruct
ions
. The
yun
ders
tand
how
ICT
devic
es w
ithse
nsor
s ca
n be
use
d to
mon
itor a
ndm
easu
re e
xter
nal e
vent
s.
Com
bine
inst
ruct
ions
with
in a
n ov
erall
stru
ctur
e.
They
dev
elop,
try
out a
nd re
fine
sequ
ence
s of
inst
ruct
ions
to m
onito
r,m
easu
re a
nd c
ontro
l eve
nts,
and
sho
wef
ficien
cy in
fram
ing
thes
e in
stru
ctio
ns.
At th
is lev
el pu
pil c
an s
olve
give
npr
oblem
s re
quirin
g te
stin
g an
dre
finem
ent o
f ind
ividu
al co
mpo
nent
s e.
g.id
entif
icatio
n of
com
pone
nt p
arts
(sub
rout
ines
or p
roce
dure
s). S
olut
ions
coul
d in
clude
mon
itorin
g sim
ple
‘on–
off’
cond
itions
or c
ondi
tions
that
fall
betw
een
a sp
ecifie
d ra
nge.
Pupi
l und
erst
ands
that
sen
sors
can
be
used
to m
easu
re c
hang
es in
phy
sical
cond
itions
pre
cisely
and
mon
itor
cond
itions
acc
urat
ely.
At th
is lev
el pu
pil c
an d
evelo
p so
lutio
nsto
pro
blem
s re
quirin
g a
syst
em to
cont
rol a
n ev
ent b
y th
e m
onito
ring
ofex
tern
al co
nditio
ns, a
nd in
clude
usin
g a
varia
ble
to c
ount
, to
mak
e de
cisio
ns.
•C
reat
e a
proc
edur
e to
per
form
an
ever
yday
eve
nt (U
nit 7
.6 le
sson
5).
•De
velo
p a
cont
rol s
yste
m to
aut
omat
e a
gree
nhou
se, t
akin
g in
to a
ccou
ntall
env
ironm
enta
l req
uire
men
ts (U
nit 8
.5 le
sson
6).
•De
velo
p a
mod
ular
sol
utio
n to
the
cont
rol o
f a th
eme
park
ride
(Cas
est
udy
9.1
lesso
ns 4
, 5 a
nd 6
).
•Us
e a
data
logg
ing
syst
em to
pro
duce
gra
phica
l/tab
ular
resu
lts o
fm
easu
ring
the
tem
pera
ture
cha
nge
over
tim
e of
hot
pot
atoe
s w
rapp
ed in
diffe
rent
insu
latin
g m
ater
ials.
•De
velo
p a
cont
rol s
yste
m to
aut
omat
e a
gree
nhou
se, t
akin
g in
to a
ccou
ntall
env
ironm
enta
l req
uire
men
ts (U
nit 8
.5 le
sson
6).
•De
velo
p a
solu
tion
to th
e co
ntro
l of a
them
e pa
rk ri
de u
sing
varia
bles
totra
ck th
e bo
ats
on th
e rid
e an
d in
crea
se th
e sa
fety
fact
ors
with
the
ride
(Cas
e st
udy
9.1
lesso
ns 4
, 5 a
nd 6
).
•Pl
an a
flow
cha
rt of
a c
ar p
ark
barri
er. D
evelo
p su
brou
tines
to:
Mon
itor –
by
coun
ting
vehi
cles
in (m
onito
ring
inpu
ts)
Mea
sure
– c
ompa
ring
with
pre
dete
rmin
ed v
alue.
(10
cars
in =
car
par
k fu
ll)C
ontro
l – b
arrie
r up/
dow
n, lig
ht to
disp
lay fu
ll sig
n.
52 | Key Stage 3 National Strategy | Increasing pupils’ rates of progress in ICT | Resources for tutorsDfES 0649-2004 G | Crown copyright 2004
Han
do
ut 2
.1 c
ont.
Con
cept
s
Sam
plin
g ra
tes
are
impo
rtan
t in
reco
rdin
g co
nditi
ons
and
for l
ater
ana
lysi
sof
resu
lts.
Feed
back
cha
nges
perf
orm
ance
of t
hesy
stem
.
Pro
gre
ssio
n g
uid
e f
or
contr
ol
and m
onit
ori
ng
Deve
lopin
g ideas
and m
akin
g t
hin
gs
hap
pen)
Con
trol
and
mon
itori
ngas
pect
of
Nat
iona
lC
urri
culu
m le
vel d
escr
iptio
n
Key
cha
ract
eris
tics
ofN
atio
nal C
urri
culu
m le
vel
Expa
nsio
n of
leve
lde
scri
ptio
nIll
ustr
atio
nW
hat
mig
ht p
upils
do?
Aspectsof level
7 8 EP
They
use
ICT
to m
easu
re, r
ecor
d an
dan
alyse
phy
sical
varia
bles
and
con
trol
even
ts.
Scop
e, d
efin
e, im
plem
ent a
nd re
fine
syst
ems.
Whe
n de
velo
ping
sys
tem
s th
at re
spon
dto
eve
nts,
they
mak
e ap
prop
riate
use
of
feed
back
.
Desig
n an
d im
plem
ent s
yste
ms
for
othe
rs to
use
.
Desig
n, im
plem
ent,
test
, doc
umen
t and
evalu
ate
syst
ems
for o
ther
s to
use
.
At th
is lev
el pu
pil c
an d
evelo
p a
spec
ificat
ion
for t
he d
esig
n an
dim
plem
enta
tion
of s
olut
ions
to c
ompl
exco
ntro
l pro
blem
s.
At th
is lev
el pu
pil c
an re
cord
phy
sical
data
rem
otely
and
at s
pecif
ied ti
me
perio
ds, c
onsid
erin
g th
e am
ount
of d
ata
requ
ired
for e
ffect
ive a
nalys
is.
At th
is lev
el pu
pil r
esea
rch
into
exis
ting
syst
ems
is us
ed a
s a
basis
to d
evelo
p a
solu
tion.
Are
as fo
r tes
ting
are
iden
tified
and
docu
men
ted.
How
the
syst
emch
ange
s w
ith th
e us
e of
feed
back
isex
plain
ed. D
ocum
enta
tion
of th
eco
mpl
ete
syst
em in
clude
s po
ssib
lepr
oblem
s w
ith o
pera
tion
(varia
bles
whi
chm
ay n
eed
adju
stin
g), m
ainte
nanc
e.
The
prob
lem o
f man
agin
g th
e flo
w o
f car
s in
to a
nd o
ut o
f a c
ar p
ark
has
been
ana
lysed
and
a s
pecif
icatio
n fo
r the
sys
tem
pro
duce
d. C
ontro
lling
car
park
bar
rier n
ow in
clude
s va
riabl
e –
lengt
h of
tim
e ba
rrier
is o
pen
depe
ndin
g on
tim
e ta
ken
to d
rive
thro
ugh.
Pupi
ls an
alyse
the
prob
lem o
f man
agin
g th
e flo
w o
f car
s pa
rkin
g. S
yste
msp
ecific
atio
n in
clude
s te
stin
g un
der a
var
iety
of c
ondi
tions
and
feed
back
.Do
cum
enta
tion
of th
e co
mpl
ete
syst
em in
clude
s po
ssib
le pr
oblem
s w
ithop
erat
ion
(varia
bles
whi
ch m
ay n
eed
adju
stin
g), m
ainte
nanc
e.
53 | Key Stage 3 National Strategy | Increasing pupils’ rates of progress in ICT | Resources for tutorsDfES 0649-2004 G | Crown copyright 2004
Introduce – apply – reflectSome of the items on slide 2.5 may appear in more than one section below, used differently in each case.
Handout 2.2
Introduce
Directing and telling
Apply
Reflect
• How do subject leaders ensure that the approaches are effectively applied within their department?
• How do subject leaders support their teachers in the use of these techniques?
54 | Key Stage 3 National Strategy | Increasing pupils’ rates of progress in ICT | Resources for tutorsDfES 0649-2004 G | Crown copyright 2004
Video questionsWhile watching the video consider the four questions below. Use the boxes to collate your thoughts.
Handout 2.3
How did the department ensurethat effective strategies wereapplied within all classes?
How did the meeting contribute toimproving pupils’ progress?
What strategies did the teacheremploy in the classroom?
What additional strategies couldhave been used?
55 | Key Stage 3 National Strategy | Increasing pupils’ rates of progress in ICT | Resources for tutorsDfES 0649-2004 G | Crown copyright 2004
Han
do
ut 2
.4a
Con
cept
s
Cau
se a
nd e
ffect
:ch
angi
ng th
ings
.
Expl
orat
ion:
purp
osef
ul u
se to
war
dsp
ecific
out
com
es.
Usi
ng v
aria
bles
:pu
pils
mak
e ch
oice
s,e.
g. c
hang
ing
a va
lue,
selec
ting
a ro
ute.
Plau
sibi
lity
Pupi
ls as
k ‘w
hat i
f …?’
ques
tions
to in
terp
ret
and
expl
ore
mod
els.
Pupi
ls co
nsid
erw
heth
er th
e re
sults
are
reali
stic.
Pro
gre
ssio
n g
uid
e f
or
models
and m
odelli
ng
(Deve
lopin
g ideas
and m
akin
g t
hin
gs
hap
pen)
Mod
els
and
mod
ellin
g as
pect
of N
atio
nal C
urri
culu
m le
vel
desc
ript
ion
Key
cha
ract
eris
tics
of N
atio
nal
Cur
ricu
lum
leve
l des
crip
tion
Expa
nsio
n of
leve
l des
crip
tion
Illus
trat
ion
Wha
t m
ight
pup
ils d
o?Aspects of level
1 2 3 4
Expl
ore
optio
ns a
nd m
ake
choi
ces.
They
use
ICT
to e
xplo
re w
hat h
appe
ns in
real
and
imag
inar
y sit
uatio
ns.
Purp
osef
ul u
se to
war
ds a
spe
cific
outc
ome.
They
mak
e ap
prop
riate
cho
ices
whe
n us
ing
ICT-
base
d m
odels
or s
imul
atio
ns to
help
them
find
thin
gs o
ut a
nd s
olve
pro
blem
s.
Mak
ing
chan
ges
to s
olve
pro
blem
s.
They
use
ICT-
base
d m
odels
and
sim
ulat
ions
to e
xplo
re p
atte
rns
and
relat
ions
hips
, and
mak
e pr
edict
ions
abo
ut th
e co
nseq
uenc
es o
fth
eir d
ecisi
ons.
Test
the
plau
sibi
lity
of th
e m
odel
by
inte
rpre
ting
resu
lts a
gain
st e
xpec
tatio
ns.
At th
is lev
el pu
pil c
an d
escr
ibe
the
effe
cts
whe
n a
mod
el is
chan
ged
to m
ake
som
ethi
ng h
appe
n.
Pupi
ls us
e IC
T-ba
sed
mod
els o
r sim
ulat
ions
to h
elp th
em fi
ndth
ings
out
and
sol
ve p
robl
ems,
e.g
. by
chan
ging
item
s in
asim
ulat
ion
or m
odel.
•Da
y tri
p pl
anne
r (Ke
y St
age
2 Ye
ar 5
).•
Lung
cap
acity
inve
stig
atio
n (K
ey S
tage
2Ye
ar 5
) (N
atio
nal C
urric
ulum
in A
ctio
n).
•Pa
rty p
lanne
r (Ke
y St
age
2 Ye
ar 5
)(N
atio
nal C
urric
ulum
in A
ctio
n).
•Se
tting
up
a fo
otba
ll lea
gue
tabl
e in
ord
er to
mod
el po
ssib
le m
atch
out
com
es (U
nit 7
.4les
son
1).
•Us
ing
and
deve
lopi
ng (w
ith g
uida
nce)
am
odel
to lo
ok a
t the
fina
ncial
impl
icatio
ns o
fru
nnin
g a
scho
ol d
isco
(Uni
t 7.4
less
ons
3, 4
).
56 | Key Stage 3 National Strategy | Increasing pupils’ rates of progress in ICT | Resources for tutorsDfES 0649-2004 G | Crown copyright 2004
Han
do
ut 2
.4a
con
t.
Con
cept
s
Rul
es:
Pupi
ls un
ders
tand
the
over
all s
truct
ure
of a
mod
el is
dete
rmin
edby
the
rules
(for
mul
ae)
of th
e m
odel
and
mak
e sim
ple
mod
els.
Valid
ity:
Pupi
ls im
prov
e th
eva
lidity
and
effic
iency
of m
odels
by:
var
ying
rules
; and
com
parin
gre
sults
with
oth
erre
liabl
e da
ta s
ourc
es.
Pro
gre
ssio
n g
uid
e f
or
models
and m
odelli
ng
(Deve
lopin
g ideas
and m
akin
g t
hin
gs
hap
pen)
Mod
els
and
mod
ellin
g as
pect
of N
atio
nal C
urri
culu
m le
vel
desc
ript
ion
Key
cha
ract
eris
tics
of N
atio
nal
Cur
ricu
lum
leve
l des
crip
tion
Expa
nsio
n of
leve
l des
crip
tion
Illus
trat
ion
Wha
t m
ight
pup
ils d
o?Aspects of level
5 6
They
exp
lore
the
effe
cts
of c
hang
ing
the
varia
bles
in a
n IC
T-ba
sed
mod
el.
Com
bini
ng th
e fe
atur
es o
f a m
odel
toun
ders
tand
the
over
all s
truc
ture
.
They
use
ICT-
base
d m
odels
to m
ake
pred
ictio
ns a
nd v
ary
the
rules
with
in th
em
odels
. The
y as
sess
the
valid
ity o
f the
sem
odels
by
com
parin
g th
eir b
ehav
iour
with
info
rmat
ion
from
oth
er s
ourc
es.
Inte
grat
ion
and
effic
ienc
y of
mod
el b
ycr
itica
l eva
luat
ion.
•Se
t up
or a
lter v
ariab
les w
ithin
a m
odel
toco
mpa
re th
e re
lative
cos
t of d
iffere
nt m
obile
phon
e pr
ovid
ers
(Uni
t 8.4
less
ons
2, 3
).
•Pu
pils
may
use
abs
olut
e va
riabl
es to
incr
ease
effic
iency
, e.g
. an
abso
lute
cell
refe
renc
e fo
r VAT
ena
bles
the
who
le m
odel
to b
e up
date
d qu
ickly
with
var
ious
VAT
rate
s(N
atio
nal C
urric
ulum
in A
ctio
n).
•Fr
om c
ase
stud
y 9.
3: P
upils
set
up
a fin
ancia
lpl
an b
ased
aro
und
a th
eatre
boo
king
syst
emto
mod
el tic
ket p
ricin
g. T
he p
lan in
clude
sin
form
atio
n on
pos
sible
inco
me
and
expe
nditu
re to
be
avail
able
on th
e sc
hool
intra
net o
r a fi
le in
the
scho
ol lib
rary
(so
that
pupi
ls ar
e fin
ding
info
rmat
ion
for t
hem
selve
s).
•(B
earin
g in
min
d th
at th
e pr
oduc
tion
mus
tno
t mak
e a
loss
) pup
ils d
ecid
e w
hat p
rice
tose
t for
the
ticke
ts.
•Pu
pils
inve
stig
ate
the
effe
ct o
f diffe
rent
pric
esfo
r sea
ts.
•Th
ey c
onsid
er th
e im
pact
of a
pric
ing
stru
ctur
e de
pend
ing
on a
ge/in
com
e.•
They
asc
erta
in th
e co
sts
invo
lved.
57 | Key Stage 3 National Strategy | Increasing pupils’ rates of progress in ICT | Resources for tutorsDfES 0649-2004 G | Crown copyright 2004
Han
do
ut 2
.4a
con
t.
Con
cept
s
Scop
e:M
odel
para
met
ers
are
iden
tified
, e.g
. rul
es;
varia
bles
and
assu
mpt
ions
mad
e;ef
ficien
t met
hods
of
test
ing
inclu
ding
use
rfe
edba
ck a
nd v
alidi
tych
ecks
.
Pro
gre
ssio
n g
uid
e f
or
models
and m
odelli
ng
(Deve
lopin
g ideas
and m
akin
g t
hin
gs
hap
pen)
Mod
els
and
mod
ellin
g as
pect
of N
atio
nal C
urri
culu
m le
vel
desc
ript
ion
Key
cha
ract
eris
tics
of N
atio
nal
Cur
ricu
lum
leve
l des
crip
tion
Expa
nsio
n of
leve
l des
crip
tion
Illus
trat
ion
Wha
t m
ight
pup
ils d
o?Aspects of level
7Th
ey d
esig
n IC
T-ba
sed
mod
els a
ndpr
oced
ures
with
var
iables
to m
eet p
artic
ular
need
s.
Scop
e, d
efin
e, im
plem
ent a
nd re
fine,
audi
ence
and
use
r fee
dbac
k.
Pupi
ls sc
ope
and
choo
se a
ppro
priat
e IC
T to
ols
to p
rovid
ean
swer
s re
quire
d to
sol
ve a
pro
blem
, by
the
crea
tion
of a
mod
el. P
upils
can
def
ine
the
prob
lem to
iden
tify
varia
bles
, the
relat
ions
hips
bet
wee
n va
riabl
es a
nd th
e ou
tcom
e, a
nd th
e ty
peof
out
com
e re
levan
t to
the
audi
ence
. Var
ious
sce
nario
s ar
eid
entif
ied th
at w
ill en
able
exte
nsive
test
ing
of th
e m
odel.
Inpu
t(p
refe
rabl
y re
gular
) – p
roce
ss –
test
ing
– ou
tput
.
Pupi
ls m
ight
aut
omat
e te
st-d
ata
gene
ratio
n to
test
and
refin
eth
e m
odel,
e.g
. ran
dom
ised
data
is p
rodu
ced
repe
titive
ly by
usin
g m
acro
s. T
he m
odel
is als
o re
fined
from
use
r fee
dbac
k,e.
g. th
e us
er in
terfa
ce m
ay b
e de
signe
d w
ith d
ropd
own
men
usfo
r eas
e of
use
.
Assu
mpt
ions
are
exp
licitly
exp
ress
ed, e
.g. t
he b
irth
rate
of
rabb
its is
a c
onst
ant %
of t
he p
opul
atio
n, e
tc.
•Th
ey c
ompa
re m
odel
resu
lts to
a p
revio
usye
ar’s
figur
es.
•Th
ey in
vest
igat
e th
e re
latio
nshi
p be
twee
nin
crea
sed
ticke
t pric
e an
d th
e ef
fect
on
num
ber o
f tick
ets
sold
.•
They
cre
ate
a sim
ulat
ion
of a
hall
sea
ting
plan
for b
ookin
g se
ats.
•Th
ey c
alcul
ate
how
man
y tic
kets
can
be
sold
for o
ne p
erfo
rman
ce (r
emem
berin
g fir
ere
gulat
ions
and
how
man
y pe
ople
can
beac
com
mod
ated
in th
e ha
ll.)•
They
con
sider
whe
ther
sea
ts c
an b
e nu
mbe
red
so th
at p
eopl
e ca
n bo
ok th
e fro
nt ro
w.
•Pu
pils
furth
er d
evelo
p th
e fin
ancia
l plan
and
hall s
eatin
g sy
stem
in o
rder
to c
ombi
neth
em. T
he ti
cket
boo
king
syst
em w
ould
nee
dto
mee
t crit
eria
iden
tified
initia
lly b
y an
exte
rnal
user
and
be
effe
ctive
ly ta
ilore
d to
the
need
s an
d re
quire
men
ts o
f tha
t use
r.
•As
sum
ptio
ns c
an a
lso b
e dr
awn
out,
i.e.
peop
le te
nd to
buy
tick
ets
in p
airs,
ver
y fe
wsin
gle
ticke
ts a
re s
old,
peo
ple
wan
t to
sitne
xt to
eac
h ot
her –
and
the
effe
ct o
n ho
wtic
kets
are
sol
d, ra
tio o
f adu
lts a
nd c
hild
ren
buyin
g tic
kets
, etc
.(S
ee c
ase
stud
y 9.
3.)
58 | Key Stage 3 National Strategy | Increasing pupils’ rates of progress in ICT | Resources for tutorsDfES 0649-2004 G | Crown copyright 2004
EP
Han
do
ut 2
.4a
con
t.
Con
cept
s
Pro
gre
ssio
n g
uid
e f
or
models
and m
odelli
ng
(Deve
lopin
g ideas
and m
akin
g t
hin
gs
hap
pen)
Mod
els
and
mod
ellin
g as
pect
of N
atio
nal C
urri
culu
m le
vel
desc
ript
ion
Key
cha
ract
eris
tics
of N
atio
nal
Cur
ricu
lum
leve
l des
crip
tion
Expa
nsio
n of
leve
l des
crip
tion
Illus
trat
ion
Wha
t m
ight
pup
ils d
o?Aspects of level
8Pu
pils
inde
pend
ently
sele
ct a
ppro
priat
ein
form
atio
n so
urce
s an
d IC
T to
ols
for s
pecif
icta
sks,
takin
g in
to a
ccou
nt e
ase
of u
se a
ndsu
itabi
lity. T
hey
desig
n sy
stem
s fo
r oth
ers
tous
e.
Desig
ned
and
impl
emen
ted
for o
ther
s to
use.
Pupi
ls ev
aluat
e so
ftwar
e pa
ckag
es a
nd IC
T-ba
sed
mod
els, a
nalys
ing
the
situa
tions
for
whi
ch th
ey w
ere
deve
lope
d an
d as
sess
ing
their
effic
iency
, eas
e of
use
and
appr
opria
tene
ss.
59 | Key Stage 3 National Strategy | Increasing pupils’ rates of progress in ICT | Resources for tutorsDfES 0649-2004 G | Crown copyright 2004
Han
do
ut 2
.4b
Con
cept
s
Cau
se a
nd e
ffect
:C
hang
ing
thin
gs.
Expl
orat
ion:
Purp
osef
ul u
se to
war
dsp
ecific
out
com
es.
Usi
ng v
aria
bles
:Pu
pils
mak
e ch
oice
s,e.
g. c
hang
ing
a va
lue,
selec
ting
a ro
ute.
Plau
sibi
lity:
Pupi
ls as
k ‘w
hat i
f …?’
ques
tions
to in
terp
ret
and
expl
ore
mod
els.
Pupi
ls co
nsid
erw
heth
er th
e re
sults
are
reali
stic.
Pro
gre
ssio
n g
uid
e f
or
models
and m
odelli
ng
(Deve
lopin
g ideas
and m
akin
g t
hin
gs
hap
pen)
Mod
els
and
mod
ellin
gas
pect
of
Nat
iona
lC
urri
culu
m le
vel d
escr
iptio
n
Key
cha
ract
eris
tics
ofN
atio
nal C
urri
culu
m le
vel
Expa
nsio
n of
leve
l des
crip
tion
Illus
trat
ion
Wha
t m
ight
pup
ils d
o?Aspects of level
1 2 43
Expl
ore
optio
ns a
nd m
ake
choi
ces.
They
use
ICT
to e
xplo
re w
hat h
appe
nsin
real
and
imag
inar
y sit
uatio
ns.
Purp
osef
ul u
se to
war
ds a
spe
cific
outc
ome.
They
mak
e ap
prop
riate
cho
ices
whe
nus
ing
ICT-
base
d m
odels
or s
imul
atio
nsto
help
them
find
thin
gs o
ut a
nd s
olve
prob
lems.
Mak
ing
chan
ges
to s
olve
pro
blem
s.
They
use
ICT-
base
d m
odels
and
simul
atio
ns to
exp
lore
pat
tern
s an
dre
latio
nshi
ps, a
nd m
ake
pred
ictio
nsab
out t
he c
onse
quen
ces
of th
eirde
cisio
ns.
Test
the
plau
sibi
lity
of th
e m
odel
by
inte
rpre
ting
resu
lts a
gain
stex
pect
atio
ns.
At th
is lev
el pu
pil c
an d
escr
ibe
the
effe
cts
whe
n a
mod
el is
chan
ged
to m
ake
som
ethi
ng h
appe
n.
Pupi
ls us
e IC
T-ba
sed
mod
els o
r sim
ulat
ions
to h
elp th
em fi
ndth
ings
out
and
sol
ve p
robl
ems,
e.g
. by
chan
ging
item
s in
asim
ulat
ion
or m
odel.
Pupi
ls be
com
e m
ore
critic
al in
their
use
of m
odels
, exp
lorin
gre
latio
nshi
ps, p
atte
rns
and
pred
ictin
g co
nseq
uenc
es o
f cha
ngin
gva
lues
in a
mod
el. P
upils
ask
‘wha
t if …
’ que
stio
ns to
test
the
plau
sibilit
y of
the
mod
el an
d in
terp
ret t
he re
sults
.
Pupi
ls ca
n id
entif
y fe
atur
es a
nd lim
itatio
ns o
f a g
iven
mod
el or
simul
atio
n.
•Da
y tri
p pl
anne
r (Ke
y St
age
2 Ye
ar 5
).•
Lung
cap
acity
inve
stig
atio
n (K
ey S
tage
2Ye
ar 5
). (N
atio
nal C
urric
ulum
in A
ctio
n).
•Pa
rty p
lanne
r (Ke
y St
age
2 Ye
ar 5
)(N
atio
nal C
urric
ulum
in A
ctio
n).
•Se
tting
up
a fo
otba
ll lea
gue
tabl
e in
ord
er to
mod
el po
ssib
le m
atch
out
com
es (U
nit 7
.4les
son
1).
•Us
ing
and
deve
lopi
ng (w
ith g
uida
nce)
a m
odel
to lo
ok a
t the
fina
ncial
impl
icatio
ns o
f run
ning
asc
hool
disc
o (U
nit 7
.4 le
sson
s 3,
4).
60 | Key Stage 3 National Strategy | Increasing pupils’ rates of progress in ICT | Resources for tutorsDfES 0649-2004 G | Crown copyright 2004
Han
do
ut 2
.4b
con
t.
Con
cept
s
Rul
es:
Pupi
ls un
ders
tand
the
over
all s
truct
ure
of a
mod
el is
dete
rmin
edby
the
rules
(for
mul
ae)
of th
e m
odel
and
mak
e sim
ple
mod
els.
Valid
ity:
Pupi
ls im
prov
e th
eva
lidity
and
effic
iency
of m
odels
by:
var
ying
rules
; and
com
parin
gre
sults
with
oth
erre
liabl
e da
ta s
ourc
es.
Pro
gre
ssio
n g
uid
e f
or
models
and m
odelli
ng
(Deve
lopin
g ideas
and m
akin
g t
hin
gs
hap
pen)
Mod
els
and
mod
ellin
gas
pect
of
Nat
iona
lC
urri
culu
m le
vel d
escr
iptio
n
Key
cha
ract
eris
tics
ofN
atio
nal C
urri
culu
m le
vel
Expa
nsio
n of
leve
l de
scri
ptio
nIll
ustr
atio
nW
hat
mig
ht p
upils
do?
Aspects of level
5 6
They
exp
lore
the
effe
cts
of c
hang
ing
the
varia
bles
in a
n IC
T-ba
sed
mod
el.
Com
bini
ng th
e fe
atur
es o
f a m
odel
to u
nder
stan
d th
e ov
eral
l str
uctu
re.
They
use
ICT-
base
d m
odels
to m
ake
pred
ictio
ns a
nd v
ary
the
rules
with
in th
em
odels
. The
y as
sess
the
valid
ity o
fth
ese
mod
els b
y co
mpa
ring
their
beha
viour
with
info
rmat
ion
from
oth
erso
urce
s.
Inte
grat
ion
and
effic
ienc
y of
mod
elby
crit
ical
eva
luat
ion.
Pupi
ls un
ders
tand
the
over
all s
truct
ure
of th
em
odel,
var
iables
and
rules
, and
that
rules
gove
rn th
e be
havio
ur o
f a m
odel.
The
yor
gani
se d
ata
suita
ble
for p
roce
ssin
g.
Pupi
ls cr
eate
sim
ple
mod
els u
sing
a ra
nge
ofva
riabl
es. P
upils
und
erst
and
that
cha
ngin
gda
ta (d
ata
with
in v
ariab
les a
nd v
ariab
lesth
emse
lves)
can
cha
nge
the
way
in w
hich
the
mod
el be
have
s an
d pu
pils
can
pred
ict s
ome
of th
e ef
fect
s of
thes
e ch
ange
s.
Pupi
ls cr
eate
mod
els to
sol
ve a
give
n ta
sk a
ndex
plor
e va
lidity
by
chan
ging
var
iables
and
rules
. Pup
ils id
entif
y ap
prop
riate
info
rmat
ion
sour
ces
to c
ompa
re w
ith th
e m
odel
beha
viour
.
Pupi
ls un
ders
tand
that
a m
odel
cons
ists
ofth
ree
main
sta
ges,
inpu
t dat
a, p
roce
ss o
f dat
a(ru
les) a
nd o
utpu
t (ch
arts
, dat
a, e
tc.).
The
type
of o
utpu
t dat
a is
cons
ider
ed in
relat
ion
to th
eau
dien
ce, e
.g. a
repo
rt on
the
prof
itabi
lity o
f afu
ndra
ising
ven
ture
inclu
des
fore
cast
s of
vario
us s
cena
rios
(line
char
ts).
Link
ing
thes
ech
arts
from
the
repo
rt to
the
mod
el all
ows
chan
ges
in th
e m
odel
to b
e ef
ficien
tlyin
tegr
ated
into
the
repo
rt.
•Se
t up
or a
lter v
ariab
les w
ithin
a m
odel
to c
ompa
re th
e re
lative
cost
of d
iffere
nt m
obile
pho
ne p
rovid
ers
(Uni
t 8.4
less
ons
2, 3
).
•Pu
pils
may
use
abs
olut
e va
riabl
es to
incr
ease
effic
iency
, e.g
. an
abso
lute
cell
refe
renc
e fo
r VAT
ena
bles
the
who
le m
odel
to b
eup
date
d qu
ickly
with
var
ious
VAT
rate
s.(N
atio
nal C
urric
ulum
in A
ctio
n).
•Fr
om c
ase
stud
y 9.
3: P
upils
set
up
a fin
ancia
l plan
bas
ed a
roun
d a
thea
tre b
ookin
g sy
stem
to m
odel
ticke
t pric
ing.
The
plan
inclu
des
info
rmat
ion
on p
ossib
le in
com
e an
d ex
pend
iture
to b
e av
ailab
le on
the
scho
ol in
trane
t or a
file
in th
e sc
hool
libra
ry (s
o th
at p
upils
are
findi
ng in
form
atio
n fo
r the
mse
lves)
.•
(Bea
ring
in m
ind
that
the
prod
uctio
n m
ust n
ot m
ake
a lo
ss) p
upils
decid
e w
hat p
rice
to s
et fo
r the
tick
ets.
•Pu
pils
inve
stig
ate
the
effe
ct o
f diffe
rent
pric
es fo
r sea
ts.
•Th
ey c
onsid
er th
e im
pact
of a
pric
ing
stru
ctur
e de
pend
ing
onag
e/in
com
e.•
They
asc
erta
in th
e co
sts
invo
lved.
61 | Key Stage 3 National Strategy | Increasing pupils’ rates of progress in ICT | Resources for tutorsDfES 0649-2004 G | Crown copyright 2004
Han
do
ut 2
.4b
con
t.
Con
cept
s
Scop
e:M
odel
para
met
ers
are
iden
tified
, e.g
. rul
es;
varia
bles
and
assu
mpt
ions
mad
e;ef
ficien
t met
hods
of
test
ing
inclu
ding
use
rfe
edba
ck a
nd v
alidi
tych
ecks
.
Pro
gre
ssio
n g
uid
e f
or
models
and m
odelli
ng
(Deve
lopin
g ideas
and m
akin
g t
hin
gs
hap
pen)
Mod
els
and
mod
ellin
gas
pect
of
Nat
iona
lC
urri
culu
m le
vel d
escr
iptio
n
Key
cha
ract
eris
tics
ofN
atio
nal C
urri
culu
m le
vel
Expa
nsio
n of
leve
l de
scri
ptio
nIll
ustr
atio
nW
hat
mig
ht p
upils
do?
Aspects of level
7Th
ey d
esig
n IC
T-ba
sed
mod
els a
ndpr
oced
ures
with
var
iables
to m
eet
parti
cular
nee
ds.
Scop
e, d
efin
e, im
plem
ent a
nd re
fine,
audi
ence
and
use
r fee
dbac
k.
Pupi
ls sc
ope
and
choo
se a
ppro
priat
e IC
T to
ols
to p
rovid
e an
swer
s re
quire
d to
sol
ve a
pro
blem
,by
the
crea
tion
of a
mod
el. P
upils
can
def
ine th
epr
oblem
to id
entify
var
iables
, the
relat
ions
hips
betw
een
varia
bles
and
the
outc
ome,
and
the
type
of o
utco
me
relev
ant t
o th
e au
dien
ce.
Vario
us s
cena
rios
are
iden
tified
that
will
enab
leex
tens
ive te
sting
of t
he m
odel.
Inpu
t (pr
efer
ably
regu
lar) –
pro
cess
– te
sting
– o
utpu
t.
Pupi
ls m
ight
aut
omat
e te
st d
ata
gene
ratio
n to
test
and
refin
e th
e m
odel,
e.g
. ran
dom
ised
data
is p
rodu
ced
repe
titive
ly by
usin
g m
acro
s.Th
e m
odel
is als
o re
fined
from
use
r fee
dbac
k,e.
g. th
e us
er in
terfa
ce m
ay b
e de
signe
d w
ithdr
opdo
wn
men
us fo
r eas
e of
use
.
Assu
mpt
ions
are
exp
licitly
exp
ress
ed, e
.g. t
hebi
rth ra
te o
f rab
bits
is a
con
stan
t % o
f the
popu
latio
n.
•Th
ey c
ompa
re m
odel
resu
lts to
a p
revio
us y
ear’s
figu
res.
•Th
ey in
vest
igat
e th
e re
latio
nshi
p be
twee
n in
crea
sed
ticke
t pric
ean
d th
e nu
mbe
r of t
icket
s so
ld.
•Th
ey c
reat
e a
simul
atio
n of
a h
all s
eatin
g pl
an fo
r boo
king
seat
s.•
They
calc
ulat
e ho
w m
any
ticke
ts c
an b
e so
ld fo
r one
per
form
ance
(rem
embe
ring
fire
regu
latio
ns a
nd h
ow m
any
peop
le ca
n be
acco
mm
odat
ed in
the
hall).
•Th
ey c
onsid
er w
heth
er s
eats
can
be
num
bere
d so
that
peo
ple
can
book
the
front
row.
•Pu
pils
furth
er d
evelo
p th
e fin
ancia
l plan
and
hall
sea
ting
syst
em in
orde
r to
com
bine
them
. The
tick
et b
ookin
g sy
stem
wou
ld n
eed
tom
eet c
riter
ia id
entif
ied in
itially
by
an e
xter
nal u
ser a
nd b
e ef
fect
ively
tailo
red
to th
e ne
eds
and
requ
irem
ents
of t
hat u
ser.
•As
sum
ptio
ns c
an a
lso b
e dr
awn
out,
i.e. p
eopl
e te
nd to
buy
tick
ets
in p
airs,
ver
y fe
w s
ingl
e tic
kets
are
sol
d, p
eopl
e w
ant t
o sit
nex
t to
each
oth
er –
and
the
effe
ct o
n ho
w ti
cket
s ar
e so
ld, r
atio
of a
dults
and
child
ren
buyin
g tic
kets
, etc
.(S
ee c
ase
stud
y 9.
3.)
62 | Key Stage 3 National Strategy | Increasing pupils’ rates of progress in ICT | Resources for tutorsDfES 0649-2004 G | Crown copyright 2004
Han
do
ut 2
.5
Teachin
g f
or
pro
gre
ssio
n i
n m
odels
and m
odelli
ng
Con
cept
to
be t
augh
t
Expl
icit
refe
renc
es in
the
STU
to th
e co
ncep
t (fo
rex
ampl
e 7.
4, le
sson
2ac
tivity
3)
Wha
t is
the
aim
of c
over
age:
• te
achi
ng?
• de
mon
stra
tion
by p
upil?
Cou
ld th
is te
achi
ng e
piso
de b
e an
opp
ortu
nity
whe
re g
uide
d gr
oup
wor
k co
uld
mov
e le
arne
rs o
n m
ore
effe
ctiv
ely?
How
wou
ld y
ou a
dapt
or
add
to th
e ac
tivity
to m
ake
it m
ore
effe
ctiv
e?
63 | Key Stage 3 National Strategy | Increasing pupils’ rates of progress in ICT | Resources for tutorsDfES 0649-2004 G | Crown copyright 2004
Guided group workEffective teaching of ICT concepts at Key Stage 3 is built on by:
• modelling those decisions required for planning a task, composing and editingwriting to develop reasoning;
• exploring and analysing examples of sections of the system life cycle, includingdeveloping justification against criteria and evaluating;
• supporting pupils in justifying their views.
What is guided group work?
Guided work in ICT at Key Stage 3 is about supporting pupils’ growing confidenceand independence. It follows a whole-class shared session where the teacher hasmodelled particular strategies to meet objectives. The guided session offers furthersupport to small groups of pupils within a group of peers towards using more expertstrategies than individual pupils can control independently.
Pupils benefit from the small secure learning environment in which the teacher canplan for, and teach to address, the particular shared needs of a selected group.Guided work builds on pupils’ experience of guided teaching and learning in theprimary phase (particularly for English and mathematics), and they continue to enjoythe extra attention and focused support they receive from the teacher during thesesessions.
Guided group work differs from traditional ‘group work’ in that there is more directteaching, planning and focused discussion ‘guided’ by the teacher.
Key features
Guided work is additional focused teaching designed to support pupils’ learningwithin the social context of a small group. In guided group work:
• pupils are organised into groups of about six;
• pupils are grouped for a common ability, need or focus;
• a teacher specifically plans the session;
• a short, focused teacher-led session of about 20 minutes operates within the lesson;
• pupils spend some time working independently (supported as necessary by theteacher);
• follow-up tasks and targets are set to ensure continuity and progression.
Managing the class
Guided group work should be familiar to pupils from their primary school experiencewhere they were used to taking responsibility for their own group work and managingtasks independently while the teacher worked with another group for part of thelesson. Similar expectations can be realistically set and continued within secondaryschool ICT lessons provided that you:
• establish ground rules and set expectations;
• provide suitable tasks.
Handout 2.6
64 | Key Stage 3 National Strategy | Increasing pupils’ rates of progress in ICT | Resources for tutorsDfES 0649-2004 G | Crown copyright 2004
Guided group work is appropriate for pupils of all abilities and should be offered to allover time. It can be focused to support the needs of the following groups of pupils:
• low-attaining pupils – for example, those with limited comprehension who mayneed support reading the information available to them;
• pupils who have had limited experience in developing their techniques with specificICT tools – for example, those pupils who need support with manipulating adatabase;
• very able pupils – for example, those who would benefit from time with the teacherfor acceleration and enrichment;
• targeted groups – for example, pupils learning English as an additional language,who may be in need of intervention with English syntax, or other groups in need ofparticular support.
Handout 2.6 cont.
65 | Key Stage 3 National Strategy | Increasing pupils’ rates of progress in ICT | Resources for tutorsDfES 0649-2004 G | Crown copyright 2004
Tutor resource 2.1
Pupils ask ‘what if …?’questions to test the plausibilityof the model and interpret theresults.
Pupils can identify features andlimitations of a given model orsimulation.
Pupils understand the overallstructure of the model, variablesand rules, and that rules governthe behaviour of a model. Theyorganise data suitable forprocessing.
Pupils create models to solve agiven task and explore validity bychanging variables and rules.Pupils identify appropriateinformation sources to comparewith the model behaviour.
Pupils create simple modelsusing a range of variables. Pupilsunderstand that changing data(data within variables andvariables themselves) canchange the way in which themodel behaves and can predictsome of the effects of thesechanges.
Pupils understand that a modelconsists of three main stages,input data, process of data(rules) and output (charts, dataetc.). The type of output data isconsidered in relation to theaudience, e.g. a report on theprofitability of a fundraisingventure includes forecasts ofvarious scenarios (line charts).Linking these charts from thereport to the model allowschanges in the model to beefficiently integrated into thereport.
Pupils can define the problem toidentify variables, therelationships between variablesand the outcome, and the typeof outcome relevant to theaudience.
Various scenarios are identifiedthat will enable extensive testingof the model. Input (preferablyregular) – process – testing –output.
Pupils become more critical intheir use of models, exploringrelationships, pattern andpredicting consequences ofchanging values in a model.
66 | Key Stage 3 National Strategy | Increasing pupils’ rates of progress in ICT | Resources for tutorsDfES 0649-2004 G | Crown copyright 2004
Pupils scope and chooseappropriate ICT tools to provideanswers required to solve aproblem, by the creation of amodel.
Pupils might automate test datageneration to test and refine themodel, e.g. randomised data isproduced repetitively by usingmacros. The model is alsorefined from the user feedback,e.g. the user interface may bedesigned with dropdown menusfor ease of use.
Assumptions are explicitlyexpressed, e.g. the birth rate ofrabbits is a constant % of thepopulation.
Tutor resource 2.1 cont.
67 | Key Stage 3 National Strategy | Increasing pupils’ rates of progress in ICT | Resources for tutorsDfES 0649-2004 G | Crown copyright 2004
Tutor resource 2.2
Using variables
Plausibility
Rules
Validity
Example: ApplyingSTU 7.4lesson 2 activity 3
Yes, guided group work could be used here. The extensionquestions could be used with a group of more-able pupils. Youcould also question the pupils about why a football manager wouldmake use of such a model and how that manager might use it.
Example: IntroducingSTU 9.3lesson 4 starter
Yes, the opportunity here is based around the use of the randomfunction in order to cause the model to behave more like real life andso have greater validity. Extra work could be done with a group toreinforce why we need to generate random numbers in some modelsand not in others. We could also help pupils to decide what theprobabilities should be for each of the outcomes. For example, if weare dealing with choices people make we could do a survey – thevalidity of the model may then be compromised if we do not surveywithin the appropriate target group.
Example: IntroducingSTU 7.4lesson 2 activity 5
Yes, this is an opportunity for the homework to lead into guidedgroup work. The introduction to plausibility here is the point aboutfractional numbers of teachers. Pupils could be guided to a solutionusing rounding functions, depending upon how they want themodel to work.
Example: IntroducingSTU 8.4lesson 2 activity 4
Yes, there is an opportunity here for guided group work. Whenyou have identified the pupils who need more help with formulaeyou can focus on these and after dealing with any mathematicalissues you can further question the pupils about how the ruleswork.
Teaching for progression: thinking skills
Objectives
• To identify the thinking skills that aid ICT progression in teaching and planning
• To identify pedagogical approaches that increase progress in ICT capability
Resources
For the tutor
• IP session3.ppt, Slide presentation for session 3
• Video sequence 2
• A selection of STUs from Years 7, 8 and 9
For each participant
• Handout 1.1 Action planner
• Handout 1.6 Application of thinking skills in the ICT curriculum
• Handout 3.1a Evaluation: audience and purpose
• Handout 3.1b Evaluation: audience and purpose
• Handout 3.2 Summary of sample teaching units (STUs)
• Handout 3.3 Overview of case study 9.3
• Handout 3.4 Teacher planning
• Handout 3.5 Video sequence 2: Case study 9.3
• Handout 3.6 Enquiry – planning
Session outline 90 minutes
Introduction 10 minutes
Identifying ICT thinking skills: 20 minutesaudience and purpose
Teaching for progression: 35 minutesaudience and purpose
Teaching for progression: 10 minutesICT thinking skills
Plenary 15 minutes
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3Session
Introduction 10 minutes
Show slide 3.1 and introduce the objectives for this session.
Remind participants of the following points.
• In the previous session they identified features of progression in control andmonitoring and in models and modelling.
• They have explored the concepts required to move between levels.
• Many of the ideas were also explored generically in the Year 7: transfer andprogression in ICT training.
ICT is an information processing curriculum and links explicitly to the NationalCurriculum thinking skills. While the development of ICT skills, techniques andconcepts contributes to the development of ICT capability, the thinking skills arefrequently the block to progression for many pupils.
Refer participants back to handout 1.6 and explain that this document puts theNational Curriculum thinking skills in the context of ICT. Show slide 3.2. This illustratesthe progression in the thinking skill of evaluation, which in ICT terms relates toaudience and purpose.
Point out that we expect pupils to evaluate all the time in many different contexts. Thekey words and phrases that appear in the Framework objectives are: evaluateinformation, audience, purpose, develop criteria for judging own and others’ work, bias.
Say, for example, that when pupils search for information, they should ask: is theinformation appropriate? When they produce a finished product, will it be suitable forthe purpose identified? These concepts, at the higher levels, require pupils to
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Slide 3.1
Slide 3.2
Objectives for session 3 Slide 3.1
• To identify the thinking skills that aid ICT progression in teaching and planning
• To identify pedagogical approaches that increase progress in ICT capability
Evaluation: audience and purpose Slide 3.2
Identifying progression in audience and purpose
presentation publishing website various various
Me → peers
7.1 7.3 8.2 8.5 9.1, 9.2, 9.3
School →Y6 parents ‘unknown’ headteacher
recognise that the information they use is accurate, not biased and should be valid.Pupils need tools to verify that their conclusions are appropriate. Similarly they need totest their solutions on different audiences. At these higher levels pupils need to moveto checking with other users and external audiences. The skill of evaluation linked toaudience and purpose can be simple or it may take in complex factors. However,currently we do not always explicitly teach these concepts.
Use the slide to focus on how there are some major links within the STUs that arequite explicit. Give the following examples.
In STU 7.1 we begin to develop pupils’ sense of audience and the purpose of apresentation. The purpose is to introduce themselves using a presentation to anaudience of their peers. (Pupils are themselves the subject matter of the presentationand their audience is familiar to them.) Presentation software is used to develop theskills in this area.
In STU 7.3 the purpose is to tell both Year 6 pupils and prospective parents about asubject in their school via a leaflet. The audience is slightly further from their sphere ofknowledge and when considering purpose outside factors are considered. Publishingsoftware is used and the range of choices widens.
In STU 8.2 the audience is potentially unknown and therefore considering the purposecan help define the audience that the publication is aimed at. The vehicle is a website.
In these three units the progression in terms of the audience and purpose is becomingmore sophisticated and the choice of software requires new skills and knowledge tobe developed.
When pupils use STU 8.5 and the Year 9 case studies they make choices based onthe knowledge, skills and understanding they have developed.
These units explicitly cover the theme ‘exchanging and sharing information’ from theFramework for teaching ICT capability: Years 7, 8 and 9 (DfES 0321/2002). However,many of the units make implicit reference to both audience and purpose and couldprovide other opportunities to develop this thinking skill.
Identifying ICT thinking skills: audience 20 minutesand purposeActivity 3.1 20 minutes
Refer participants to the activity on slide 3.3.
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Slide 3.3
Audience and purpose Slide 3.3
Activity 3.1
• Look at handout 3.1a Evaluation: audience and purpose and handout 1.6Application of thinking skills in the ICT curriculum
• Key questions:
– Can you identify where your STU explicitly teaches audience and purpose?
– Can you identify where in your STU you might develop this concept to supportpupils who require further practice?
• Complete columns 3 and 4 on handout 3.1a
Say that understanding the concept of audience and purpose is one element of beingable to evaluate whether the outcome of a task is suitable and will form part of thecriteria used to judge quality. Refer participants back to handout 1.6, which showsprogression in audience and purpose within the evaluation section of thinking skills.Handout 3.1a lists this progression with some examples.
Say that activity 3.1 has been partially completed using the Year 7 STUs. Point out theentries in column 3 of handout 3.1a. Allocate each pair one STU from Year 8 or a Year 9case study. Ask the pairs to complete columns 3 and 4 for their STU. Check that theyunderstand the task. Point out that handout 3.2 provides a summary of all the STUs.
Additional guidance
If your group is small you may wish to concentrate on Year 8 STUs.
After 10 minutes, ask pairs of participants to share ideas with other pairs on theirtable. After a further 5 minutes take feedback, drawing out the following key points.
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Handout 3.1a
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Handout 3.1a cont.
Evaluation: audience and purpose
(1) Progression
Pupils are able todemonstrate a clear sense ofaudience, both individualsand communities, andpurpose. They are able toarticulate how differentdecisions will impact on bothaspects. The audience’sneeds are part of the systemdevelopment. The needs ofthe users are explicitlyreferenced with feedbackfrom the user forming part ofthe testing and evaluation.
(2) Example
For example, the user may beknown and have fixed needs,or be external and requireassumptions to be madebased upon research andother evidence.
(3) These STUs/case studiesmake explicit reference tothe thinking skill
(4) Opportunities where theSTU could be used todevelop the thinking skill
(5) Teaching required tomove to the next step
(6) Possible teachingstrategies
T
9.3
This case study is designed to develop the knowledge, skills and understandingneeded to carry out a project systematically. The project is to design a front-of-houseticketing system for a theatre or school production.
Pupils learn to plan the stages of a project and the use of a flow chart to record theirdecisions. They use a design specification as the basis for their work and devisecriteria to evaluate their success. They develop many skills, in particular in timemanagement and problem solving. At the end of the case study they produce awritten report summarising their project and its successes.
The project is limited to three tasks to allow the teacher to ensure that the wholeclass learn project methods. Differentiation is achieved through the work carried outby individual pupils for each of the tasks set within the framework of this case study.The three tasks are linked and more-able pupils will produce solutions whichdynamically link the seating and financial systems.
This case study is the third in the year and pupils should already be familiar withGantt charts and project documentation. Many pupils will be able to complete thetasks with increasing independence. Teacher resources have been provided to showa possible solution for pupils of different abilities. The resources are offered asguidance for the teacher, not the pupil.
This school has developed resources around the school pantomime. This can readilybe changed to promote specialisms within the school, for instance, drama, music,dance or sports displays.
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Handout 3.2 cont.
The case study provides several opportunities for formative and summativeassessment. Examples are noted in lessons, although the list is not exhaustive. Theyrange from the evaluation of pupils’ oral contributions to more formal written or wordprocessed exercises. These can be included in a portfolio of evidence to traceindividual pupils’ progress through the unit. In addition, there are several opportunitieswhere pupils test parts of the system for effectiveness, sometimes through peerreview, and then refine them accordingly. These are key points at which ICT capabilitycan be consolidated and progression can take place. The basis of the summativeassessment should be a pupil’s own portfolio of evidence. The main component ofthis will be the individual’s project documentation, which should contain a reflectiveappreciation of the whole process. The project documentation itself, the formattedquestionnaires and the presentation slides all provide evidence of individual ICTcapability. Each portfolio should also contain annotated examples of the individualpupil’s work and their contribution to group work outcomes.
9.2b
In this case study, pupils will plan a term-long project to gather a large amount ofquestionnaire data online, from contacts in partner schools anywhere in the world.The class should be linked with another, ideally in a different country or location. Ifthere are no suitable links, a search of the Internet could yield potential contacts. Theexchange of questionnaires between partner classes should yield a data set ofaround 150 records. The data set could be increased by linking with several classesor schools. Pupils will store the data in a database and then interrogate the data tosupport their hypotheses. This unit is designed mainly for pupils working at levels 5and 6.
Before starting this project, teachers may wish to explore links that the school haswith partners within the UK or abroad, for example through foreign exchanges, penfriends or e-mail. Establish links with some partner schools who are prepared torespond to the pupils’ forms. The context and purpose of the investigation should beagreed with the partner school before starting the project, to facilitate the exchangeof data. Pupils could also be involved in this process.
The case study assumes a basic level of familiarity with a database program butthere is scope to expand some of the lessons, particularly lessons 6 and 7, in orderto introduce necessary skills and techniques.
The case study provides several opportunities for formative and summativeassessment. They range from the evaluation of pupils’ oral contributions to moreformal written evaluation against criteria. These can be included in a portfolio ofevidence to trace individual pupils’ progress through the project. In addition, there areseveral opportunities where pupils test parts of the system for effectiveness,sometimes through peer review, and then refine them accordingly. These are keypoints at which ICT capability can be consolidated and progression can take place.The basis of the summative assessment should be a pupil’s own portfolio ofevidence. The main component of this will be the individual’s project diary, whichshould contain a reflective evaluation of the whole process. The projectdocumentation itself, the formatted questionnaires and the presentation slides allprovide evidence of an individual’s ICT capability. The portfolio should also containannotated examples of the pupil’s work and their contribution to group outcomes.
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Handout 3.2 cont.
approach. The purpose is to provide a foundation for the Year 9 ICT Frameworkobjectives and, therefore, it is recommended that it is used towards the end of Year 8.
Since control and monitoring is part of the National Curriculum attainment targets indesign and technology and in science, staff in these departments should beconsulted before starting this unit.
Year 9 case studies
9.1
These case studies have been developed by schools to show how they havegrouped Year 9 objectives and planned how to teach them. They are based originallyon Year 9 QCA units. They show how extended projects can be taught, and thestructure of lessons might be maintained, but they are not fully developed STUs.They exemplify one way to teach some of the Year 9 objectives but you should notethat there are other ways. To demonstrate this, two case studies have been providedfor unit 9.2.
The case studies include support materials that have been developed to be used bypupils and teachers. They include starter activities and demonstrations of planningtools. Teachers have used the software that they have available in their schools; youmay need to develop similar resources in the software that you have available.
The case studies also include some indicative outcomes but these are not fullydeveloped in all cases. You will need to use these case studies alongside informationfrom the Standards and assessment training session and the National Curriculum inAction website in order to make judgements about pupils’ achievements.
If you wish to use these case studies you will need to do some significant planningand preparation. You will have to consider such things as differentiation and differentteaching styles. Alternatively, you might treat the case studies as stimuli for planningyour own extended Year 9 projects.
9.2a
The aim of this case study is for the class to be linked with another, ideally in adifferent country or location, for the purpose of exchanging information andquestionnaires. If this is difficult to set up, the class could be linked with another inthe same school. The exchange of questionnaires between partner classes shouldyield a data set of around 20 to 30 records. This could be increased by linking withmore than one class and completing more than one questionnaire in return.
The context of the investigation that pupils carry out in this unit should be agreedbeforehand, through consultation with the partner class or school with which data willbe exchanged. This would save time in getting the work under way. Pupils could alsobe involved in this process.
The case study assumes a basic level of familiarity with a database program butthere is scope for expanding or extending some of the lessons, particularly lessons 5,6 and 7, in order to introduce the necessary skills and techniques.
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Handout 3.2 cont.
ICT STU 7.6: Control and monitoring (DfES 0074/2003)
This unit helps you to review pupils’ learning from Key Stage 2 and to introducesome of the ICT Framework objectives for Year 7 in the theme ‘Developing ideas andmaking things happen’.
Aspects of control and monitoring are taught in both science and design andtechnology. You might find it helpful to ask these departments what they havecovered with pupils before you teach this unit. You could then refer to the work pupilshave done in these other subjects at appropriate points in the lessons.
ICT STU 8.1: Public information system (DfES 0400/2002)
Pupils create an information system for a travel agent to look up details of the climatefor customers who wish to know about the weather they could expect at their holidaydestination, for the dates they want to spend there.
ICT STU 8.2: Publishing on the web (DfES 0168/2003)
This unit reviews pupils’ learning from Year 7 and introduces some of the ICTFramework objectives for Year 8 in the theme ‘Exchanging and sharing information’.In this unit, pupils plan and design a website, taking account of the users’ particularinterests and needs. The lessons focus on the knowledge, skills and understandingof refining and presenting information and recognising fitness for purpose.
Web technology changes rapidly. This unit is in line with current recommendations ofthe World Wide Web Consortium (W3C) (see www.w3.org)
Microsoft FrontPage Express™ has been used in this unit to illustrate the generalprinciples of web page construction. It can no longer be downloaded from theInternet but is widely available in schools and is on the installation CD-ROM forMicrosoft Office 2000™ and Microsoft Office XP™. There are many other suitableweb page authoring applications. If you do not have access to FrontPage Express,read through these materials and modify them for your chosen application. You maywish to discuss your choice of application with your LEA’s ICT consultant.
ICT STU 8.3: Information: reliability, validity and bias (DfES 0448/2002)
This is a unit for Year 8 about aspects of handling information. It helps you to reviewpupils’ learning from Year 7 and to introduce some of the ICT Framework objectivesfor Year 8 in the theme ‘Finding things out’. The unit focuses on using data andinformation sources, and searching for and selecting information on the Internet.
ICT STU 8.4: Models and presenting numeric data (DfES 0418/2002)
Unit 8.4 builds on unit 7.4, which introduces pupils to using spreadsheets formodelling and for presenting numeric data.
ICT STU 8.5: Integrating applications to find solutions (DfES 0230/2003)
This is a unifying unit, focusing on a systems approach. It brings together financialmodelling, control and monitoring, and marketing. It allows you to review pupils’learning from Years 7 and 8. It introduces and revisits some of the ICT Frameworkobjectives from all four themes. It is the first unit that adopts a project-based
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Handout 3.2 cont.
Summary of sample teaching units(STUs)ICT STU 7.1: Using ICT for exchanging and sharing information (DfES 0399/2002)
Unit 7.1 is an introductory unit for Year 7 pupils, who will enter with varying levels ofattainment and experience. The purpose of the unit is to develop pupils’ ICTcapability, building on their existing knowledge, skills and understanding in thesubject. The lessons suggested in the unit also provide opportunities for teachers tofind out what pupils can do and to give support to those with less experience orlimited expertise in the necessary skills.
ICT STU 7.2: Using data and information sources (DfES 0013/2003)
This unit reviews pupils’ learning from Key Stage 2 and introduces some of the ICTFramework objectives for Year 7 in the theme ‘Finding things out’. The unit focuseson using data and information sources, and searching for, selecting and evaluatinginformation on the Internet.
Aspects of information handling are taught in English, history and mathematics. Youmight find it helpful to ask colleagues in these departments what they have coveredbefore you teach this unit. You could then refer to the work pupils have done in theseother subjects at appropriate points in their ICT lessons.
ICT STU 7.3: Making a leaflet (DfES 0410/2002)
This unit is for Year 7 pupils, who will enter with varying degrees of attainment andexperience. The unit provides opportunities for teachers to find out what pupils cando, and to give support to those with less experience or limited expertise in thenecessary skills. It also enables pupils to build on work done in unit 7.1.
ICT STU 7.4: Introduction to modelling and presenting numeric data(DfES 0417/2002)
Unit 7.4 is the first unit in Year 7 that teaches pupils to use spreadsheets as amodelling tool. It gives pupils the opportunity to review the learning from Key Stage 2as well as introducing them to the Framework objectives for Year 7.
ICT STU 7.5: Data handling (DfES 0447/2002)
Unit 7.5 is a unit about data handling for Year 7. It allows you to review pupils’learning from Key Stage 2 and to introduce them to some of the ICT Frameworkobjectives in the theme ‘Finding things out’.
Since handling data is one of the National Curriculum attainment targets inmathematics, you should consult the mathematics department as to which aspectsof data handling have been taught in Year 7 mathematics lessons, including the useof ICT. The handling data section of the supplement of examples in the Frameworkfor teaching mathematics: Years 7, 8 and 9, included on the CD-ROM accompanyingthis unit, illustrates the kind of work that pupils in Years 7, 8 and 9 will do in theirmathematics lessons.
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Handout 3.2
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Handout 3.1a cont.
Evaluation: audience and purpose
(1) Progression
Pupils create suitable materialfor a specific audience andpurpose. They are able toexplain why and howdecisions made impact onboth.
The audience’s needs shouldbe tested by questionnaireand research to establish aclear sense of the audiencethat is being served.
(2) Example
The audience is similar, e.g.parent, headteacher, but thepurpose for each audiencemight be different, therebyrequiring structure to bedeveloped for the audience tonavigate the document, ordifferent versions of the sameinformation to be producedfor different audiences.The presentation or websitehas hyperlinks and menus totake users to different parts ofthe presentation or sitedepending on their needs.The leaflet is structured indifferent ways depending onthe intended use, for examplea folded leaflet rather than aposter leaflet because of aneed to mail or carry it.
For example, to establish aclear sense of audience theproduct should be tested.Pupils will have evaluatedprevious products to checkthe style, navigation andcontent. They will use thisinformation to create criteriato check the suitability of theirown product.
(3) These STUs/case studiesmake explicit reference tothe thinking skill
7.1 The presentation to Year 7pupils and to teachers wouldhave menus and links todirect the different audiences(Lesson 1, activity 4).
7.3 The leaflet is structured tomeet the needs of pupils andparents and different uses.
(4) Opportunities where theSTU could be used todevelop the thinking skill
7.1 Lesson 2, activities 2, 3.
(5) Teaching required tomove to the next step
(6) Possible teachingstrategies
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Handout 3.1a
Evaluation: audience and purpose
(1) Progression
Pupils understand theconcept of audience whenrelated to self, peers andfamily.Demonstrate understandingthrough their work.
Pupils present to an audiencethat is still within their sphereof reference, e.g. a tutor orheadteacher. Likely to bringinformation from differentsources to support themessage.
(2) Example
Single output for a singleaudience, for example peersand family.
Single output for a singleaudience but moving awayfrom their own friends andfamily. Add images and soundfrom a range of sources.
(3) These STUs/case studiesmake explicit reference tothe thinking skill
7.1 Presentation aboutthemselves to other Year 7pupils (Lesson 1, activities 4, 6).
7.1 Presentation to Year 7pupils which they adapt toportray themselves for theiryear tutor. Adds appropriateimages, text and sound whichthey have produced, or fromthe internet.
(4) Opportunities where theSTU could be used todevelop the thinking skill
7.1 Lesson 1, activity 2.
7.1 Lesson 2, activity 2.
(5) Teaching required tomove to the next step
• Using and findingappropriate resourcessuitable for the purposeand audience.
• Developing the sense ofaudience to include thoseoutside their family, but stillwithin the workingenvironment, e.g. adults inschool.
(6) Possible teachingstrategies
• Peer tutoring todemonstrate how tocapture images usingcameras and scanners.
• Modelling how to adaptand change images tomake them more suitable.
• Resource on schoolintranet as self-help fileteaching how to changeimages.
• Reviewing information andimages in documents usedby the audience, e.g.school documents used bythe headteacher.
• Plenary evaluating differentpresentations and audienceneeds and drawingconclusions.
Handout 3.2
Key points
Some units have a specific focus on audience and purpose. However, all productsshould have a purpose in mind and be evaluated against this purpose. For example, inSTU 7.4 pupils produce a report to the headteacher, though the objectives for the unitconcentrate on developing ideas and making things happen. This is therefore anopportunity to develop this concept.
Establishing criteria on which to judge the product supports pupils’ understanding andassessment. Giving constant opportunities to develop an area of thinking supportsprogression and enables those pupils who have not yet developed this area to havefurther opportunities. This is particularly important in the ICT curriculum where thereare many different areas of learning and different skill sets to develop. What isimportant is that pupils know that they are developing their thinking skills and thatthese can be further developed in other subjects.
Teaching for progression: audience 35 minutesand purpose
Activity 3.2 15 minutes
Show slide 3.4.
Explain that participants now need to complete columns 5 and 6 on handout 3.1a.Examples for STU 7.1 level 3 to level 4 have been completed.
Ask small groups (for example, each table) of participants to identify three teachingpoints to build into their medium- and short-term planning, together with ideas fordeveloping these areas. These teaching points should focus on developing pupils fromlevel 3 to level 4, level 4 to level 5 and level 5 to level 6.
After 10 minutes ask pairs to select one important area and write this on a sticky noteto be displayed on flipcharts. Spend 5 minutes grouping the ideas into teaching pointsand teaching strategies and discussing.
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Slide 3.4
Teaching for progression: audience and purpose Slide 3.4
Activity 3.2
• Use handout 3.1a Evaluation: audience and purpose and complete columns 5 and6, which focus on teaching
• Record on sticky notes three teaching points to support pupils moving from level 3to level 4 and from level 4 to level 5
Refer participants to handout 3.1b, which provides some possible solutions. Askparticipants to consider how they might do this activity with their department and tomake a note of this on their action planner (handout 1.1).
Additional guidance
Tutor resources 3.1 and 3.2 from Year 7: transfer and progression in ICT trainingoffers a number of strategies.
Activity 3.3 20 minutes
Introduce video sequence 2 of Tim and his Year 9 class and say that handout 3.3provides an overview of case study 9.3 and handout 3.4 represents his planning forlesson 10 from this case study. Give participants 5 minutes to skim these handouts.
Blessed Robert Johnson Catholic College is a voluntary aided comprehensive with838 pupils in the age range 11 to 18. It is a mixed comprehensive school situated inan urban area. Using most indicators, including size, free school meal entitlement, theproportion of pupils with special needs, and the proportion who have English as anadditional language, the college is in line with the national average. The collegeserves Roman Catholic children from across the county and the proportion of pupilsfrom other faiths and the mix of social class also reflect the national average.
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Handout 3.3
Handout 3.4
Overview of case study 9.3
This case study is designed to develop the knowledge, skills and understandingneeded to carry out a project systematically. The project is to design a front-of-houseticketing system for a theatre or school production. This involves a financial plan, aticket booking system and an information system for advertising the production topupils and parents.
Pupils learn to plan the stages of a project, and the use of a flow chart to record theirdecisions. They use a design specification as the basis for their work and devisecriteria to evaluate their success. They develop many skills, in particular in timemanagement and problem solving. At the end of the unit they produce a writtenreport summarising their project and its successes.
The project is limited to three tasks to allow the teacher to ensure that the wholeclass learn project methods. Differentiation is achieved through the work carried outby individual pupils for each of the tasks set within the framework of this case study.The three tasks are linked and more-able pupils will produce solutions whichdynamically link the seating and financial systems.
This case study is the third in the year and pupils should already be familiar withGantt charts and project documentation. Many pupils will be able to complete thetasks with increasing independence. Teacher resources have been provided to showa possible solution for pupils of different abilities. The resources are offered asguidance for the teacher, not the pupil.
This school has developed resources around the school pantomime. This can readilybe changed to promote specialisms within the school, for instance, drama, music,dance or sports displays.
Timing
This unit is expected to take approximately 14 hours.
Front-of-house theatre booking system
In order that you can have users to check your pupils’ systems you will need to liaisewith a Year 10 class who will be the designated users of the final system. They willuse the system to input the costs for a production, assess the best ticket prices andbook the seats as they are sold. These pupils will need to work through the systemand give feedback on its suitability for purpose and ease of use to your pupils. Ideallythey should also be available in lesson 13 to receive and comment on a presentationof the final system. Using Key Stage 4 groups will be helpful for their work onsystems; however, if this is not possible, groups within the same class can be usedto check the system.
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Handout 3.3
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Handout 3.1b cont.
Evaluation: audience and purpose
(1) Progression
Pupils are able todemonstrate a clear sense ofaudience, both individualsand communities, andpurpose. They are able toarticulate how differentdecisions will impact on bothaspects. The audience’sneeds are part of the systemdevelopment. The needs ofthe users are explicitlyreferenced with feedbackfrom the user forming part ofthe testing and evaluation.
(2) Example
For example, the user may beknown and have fixed needs,or be external and requireassumptions to be madebased upon research andother evidence.
(3) These STUs/case studiesmake explicit reference tothe thinking skill
9.1 Solution of water ridepresented to the parkmanager with links to specificsections of the solution. Thesolution is part of the initialscoping of the systemdevelopment.
9.2 Exchanging information toprovide answers, includingscoping the problem takingaccount of the audience andpurpose in the solution.Documented decisions at allstages are linked to thesolution.
9.3 Marketing information ispart of whole solution.
(4) Opportunities where theSTU could be used todevelop the thinking skill
(5) Teaching required tomove to the next step
• The audience and purposeare an integral part of thesystem development.
• There is a match to theneeds of the audience.
• Commercial considerationsare integral to the solution.
(6) Possible teachingstrategies
• Strategies to involve theend users in thedevelopment of thesystem.
• Questioning techniques toensure an accurateunderstanding between theuser and developer.
• Strategies fordemonstrating to the userthe impact of changes toensure the most accuratesolution.
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Handout 3.1b cont.
Evaluation: audience and purpose
(1) Progression
The audience’s needs shouldbe tested by questionnaireand research to establish aclear sense of the audiencethat is being served.
(2) Example
For example, to establish aclear sense of audience theproduct should be tested.Pupils will have evaluatedprevious products to checkthe style, navigation andcontent. They will use thisinformation to create criteriato check the suitability of theirown product.
(3) These STUs/case studiesmake explicit reference tothe thinking skill
9.2 Presentation to peers andthose from potential differentlink countries. Structure toenable links to differentlanguages and data collectionfile and graphical displays.
9.1 Presentation to the parkmanager.
8.1 Public informationsystem. Developing a systemwhich integrates data fromthe website and dynamicallychanges with new request.Test this with users to checkfor display and source ofinformation with a range ofplaces.
8.2 Published website.
8.5 Marketing information.Web solution enables onlineform and user feedback.Leaflet uses mail merge ofprevious purchases.
(4) Opportunities where theSTU could be used todevelop the thinking skill
(5) Teaching required tomove to the next step
• The user must be part ofthe testing and evaluationof the system.
• Testing should result inrefining the solution.
• Developing criteria shouldtake account ofcommercial considerations.
• The audience and purposeare part of the systemdevelopment.
(6) Possible teachingstrategies
• Peer work testing thesolution at different stages.Groups pre-planned to beavailable at differentsections of the lesson orstages of the project.
• Analysing other solutions.• Research criteria to
commercial solutionsanalysed.
• Providing examples ofhigh-quality evaluations aspart of the system life cycleprocess.
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Handout 3.1b cont.
Evaluation: audience and purpose
(1) Progression
Pupils create suitable materialfor a specific audience andpurpose. They are able toexplain why and howdecisions made impact onboth.
(2) Example
The audience is similar, e.g.parent, headteacher, but thepurpose for each audiencemight be different, therebyrequiring structure to bedeveloped for the audience tonavigate the document, ordifferent versions of the sameinformation to be producedfor different audiences.The presentation or websitehas hyperlinks and menus totake users to different parts ofthe presentation or sitedepending on their needs.The leaflet is structured indifferent ways depending onthe intended use, for examplea folded leaflet rather than aposter leaflet because of aneed to mail or carry it.
(3) These STUs/case studiesmake explicit reference tothe thinking skill
7.1 The presentation to Year7 pupils and to teacherswould have menus and linksto direct the differentaudiences(Lesson 1, activity 4).
7.3 The leaflet is structured tomeet the needs of pupils andparents and different uses.
8.1 Public informationsystem: the final output ispresented in different styles toappeal to different audiences.
8.5 Marketing solution.Structured leaflet supportsease of use for adults.Website enables access toparents and the community.
(4) Opportunities where theSTU could be used todevelop the thinking skill
7.1 Lesson 2, activities 2, 3.
7.4 The headteacher reportstructure could useembedded files extractedfrom the working documents.The data input is essential tothe presentation.
8.4 Produce criteria toevaluate the model. Producelinks within criteria structuredepending on the audienceand purpose of the user ofthe criteria.
(5) Teaching required tomove to the next step
• Justification of the solutionfor the audience andpurpose.
• Important to use a range ofmeans – questionnaire,research, to test whetherthe target audience ishappy with outcome – thattheir needs are met.
• Importance of efficiency insolution. Linking informationfrom users to supportsolution.
• Annotation to showexplicitly how account hasbeen taken of theaudience’s expectationsand needs.
• Developing criteria linked tousers’ needs.
(6) Possible teachingstrategies
• Modelling the process ofchanging the structure of adocument to change thefocus of its audience.
• Modelled writing to supportjustification of solution tomatch audience andpurpose.
• Use range of forms andquestionnaires to modelways of collecting audienceresponses.
• Use video sequence to getaudience response frompupils. Draw out how tocollect response to validateviews.
• Teach different methods ofintegrating data – pastespecial, web queries, webcollection forms, mailmerge.
• Teach different annotationmethods suitable fordifferent software packages,e.g. comment boxes, call-outs, notes in presentations.
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|Increasing pupils’ rates of progress in IC
T|
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DfES
0645-2004 G|
Crow
n copyright 2004
Handout 3.1b
Evaluation: audience and purpose
(1) Progression
Pupils understand theconcept of audience whenrelated to self, peers andfamily.Demonstrate understandingthrough their work.
Pupils present to an audiencewhich is still within theirsphere of reference, e.g. atutor or headteacher. Likely tobring information fromdifferent sources to supportthe message.
(2) Example
Single output for a singleaudience, for example peersand family.
Single output for a singleaudience but moving awayfrom their own friends andfamily. Add images and soundfrom a range of sources.
(3) These STUs/case studiesmake explicit reference tothe thinking skill
7.1 Presentation aboutthemselves to other Year 7pupils (Lesson 1, activities 4, 6).
7.1 Presentation to Year 7pupils which they adapt toportray themselves for theiryear tutor. Adds appropriateimages, text and sound whichthey have produced, or fromthe Internet.
(4) Opportunities where theSTU could be used todevelop the thinking skill
7.1 Lesson 1, activity 2.
7.1 Lesson 2, activity 2.
7.4 Report for theheadteacher.
8.3 Report on websiteevaluation.
8.4 Produce criteria toevaluate the model.
(5) Teaching required tomove to the next step
• Using and findingappropriate resourcessuitable for the purposeand audience.
• Developing the sense ofaudience to include thoseoutside their family, but stillwithin the workingenvironment, e.g. adults inschool.
• Understanding how therequirements of a specificaudience and purpose canbe enhanced by thestructure.
• The structure supports thesolution.
• The structure enables thesolution to be targeted atdifferent audiences.
(6) Possible teachingstrategies
• Peer tutoring todemonstrate how tocapture images usingcameras and scanners.
• Modelling how to adaptand change images tomake them more suitable.
• Resource on schoolintranet as self-help fileteaching how to changeimages.
• Reviewing information andimages in documents usedby the audience, e.g.school documents used bythe headteacher.
• Plenary evaluating differentpresentations and audienceneeds and drawingconclusions.
• Reviewing differentoutcomes and mappingout the structure. Analysingthe structure in terms ofsuitability for audience andpurpose.
• Presenting structurediagrams (schemas) and arange of scenarios – fit tomost suitable – could be aloop card activity.
Handout 3.1b
T
Main activity
• Group work
Students plan the narration for the advert. (30 minutes)
• Whole-class activity
Teacher to model creating and saving narration within the sound recordingsoftware.
Students to create their planned narration. (10 minutes)
• High-ability groups (level 6/7)
Teacher to model evaluation/user feedback using Chris’s poor advert storyboard.
Using the criteria devised in the previous lesson, the groups evaluate each other’sstoryboards and give feedback to each other.
• Low-ability groups (level 4/5)
The groups compare fitness for purpose and critically evaluate four differentbackground tracks, based on their criteria from the previous lesson.
40 minutes
Plenary
• Teacher-led
Middle-ability group evaluate high-ability groups’ refined storyboard as the users.
Class discussion about how this would be done in the real world.
10 minutes
48 | Key Stage 3 National Strategy | Increasing pupils’ rates of progress in ICT | Resources for participantsDfES 0645-2004 G | Crown copyright 2004
Handout 3.4 cont.Teacher planning
Year 9 unit 9.3 lesson 10
Objectives
• Exchanging and sharing information
• Fitness for purpose
Produce high quality ICT-based presentations by:– creating clear presentations, sensitive to audience needs– justifying the choice of form, style and content
Use knowledge of publications and media forms to devise criteria to assess thequality and impact of multimedia communications and presentations, and applythe criteria to develop and refine own work
• Refining and presenting information
Use a wide range of ICT independently and efficiently to combine, refine, interpretand present information by:– structuring, refining and synthesising information from a range of sources
Resources
Text fileHeadphones with
microphonesChris’s poor advertStopwatch
Starter
• Planning activity – teacher-led
Model how to record audio into the sound recording software; teacher to read aselection of text that would take more than 10 seconds to complete, students totime the reading.
Get a student to then try and read more than the teacher in the 10 secondsallowed. (Model planning of time slots.) Play the text back to the class – discussionabout fitness for purpose and audience.
Allow each student to make an attempt at reading the text. Count how manywords they managed to say.
Class discussion about how many words they can fit into 10 seconds, that wouldbe clear and at a suitable speed. If the advert was 30 seconds long how manywords would they be able to say?
10 minutes
47 | Key Stage 3 National Strategy | Increasing pupils’ rates of progress in ICT | Resources for participantsDfES 0645-2004 G | Crown copyright 2004
Handout 3.4
StoryboardsSound recording softwareFour background tracksNarration boardSuccess criteria
Video sequence 2: Case study 9.3 Slide 3.5
Activity 3.3: Feedback prompts
• Guided group work with different groups to model through processes
• Reflecting on previous learning
• Open-ended questioning
• Use of electronic whiteboard with resources readily available
• Peer assessment linked to pupils’ developed criteria
• Constant references to developed criteria to focus outcomes
Slide 3.5
Refer participants to handout 3.5 and ask them to complete it as they watch the nextvideo sequence. The handout requires participants to collate their thoughts on theareas of classroom management, teaching strategies, tools and assessment forlearning used by the teacher to support learning gains of pupils.
Play the video sequence (about 9 minutes) and then allow 2 or 3 minutes forparticipants to finish noting examples and share observations with others at their table.
Show slide 3.5. Use this to take feedback from participants.
74 | Key Stage 3 National Strategy | Increasing pupils’ rates of progress in ICT | Resources for tutorsDfES 0649-2004 G | Crown copyright 2004
Handout 3.5
Video sequence 2: Case study 9.3
While watching the video sequence, consider the four questions below. Use theboxes to collate your thoughts.
49 | Key Stage 3 National Strategy | Increasing pupils’ rates of progress in ICT | Resources for participantsDfES 0645-2004 G | Crown copyright 2004
Handout 3.5
What pedagogies are used to teach evaluation?
What explicit classroom management strategies are used?
How are assessment for learning strategies embedded into the lesson?
What tools does the teacher offer pupils to improve progress?
Video sequence 2
Teaching for progression: 10 minutesICT thinking skills
Show slide 3.6.
Activity 3.4 10 minutes
Ask participants to look again at handout 1.6 and handout 3.3. Ask participants to work inpairs to identify the major thinking skills that are important for success in this case study.
After 5 minutes take feedback on areas of difference and begin to develop a sense ofhow the thinking skills are essential in the development of ICT capability.
Key points
• A number of specific products are the outcomes of this case study. The ticketingsystem requires pupils to develop and explore – to hypothesise and produce amodel to sell the tickets (creative thinking).
• The tickets, poster, website and report all require that the outcome considers theaudience and purpose, and criteria should be developed to evaluate suitableoutcomes (evaluation).
• To develop the system pupils need to locate suitable information and organise andplan the information in a form suitable for processing (information processing).
• Using planning tools within the system life cycle is a key feature of the teaching inthis case study (enquiry).
• Although all of the thinking skills come into play, creative thinking, evaluation,information processing and planning are key to this unit.
75 | Key Stage 3 National Strategy | Increasing pupils’ rates of progress in ICT | Resources for tutorsDfES 0649-2004 G | Crown copyright 2004
Slide 3.6
ICT thinking skills Slide 3.6
Activity 3.4
• Use handout 1.6 Application of thinking skills in the ICT curriculum and handout 3.3Overview of case study 9.3 to answer the key question:
– What are the main ICT thinking skills that pupils would need to complete this casestudy successfully?
76 | Key Stage 3 National Strategy | Increasing pupils’ rates of progress in ICT | Resources for tutorsDfES 0649-2004 G | Crown copyright 2004
Slide 3.7
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|Increasing pupils’ rates of progress in IC
T|
Resources for participants
DfES
0645-2004 G|
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n copyright 2004
Handout 3.6
Enquiry – planning
Progression
Plan by identifying the informationrequired to answer a straightforwardproblem. Simple linear model, controlor communication project with achoice of inputs.
Plan by identifying the informationneeded, how it will be processed andthe ICT tools required. Still a singlesoftware solution, but structure movesaway from a linear output dependingon the needs of different audiences.
Plan by identifying the informationneeded, how it will be processed andthe ICT tools required.
Consider: order, sequence, thedependencies, scope.
Example
A leaflet which includes pictures and words, forwhich the pupil has considered the order andplacement of the inputs. A control problemwhere the pupil has been given the output –e.g. a single set of traffic lights.
Structure of a flat file database and associatedreports.
Plan the structure of a non-linear informationsystem (presentation).
Plan the structure of a website taking intoaccount audience and purpose.
Control solution that involves decisionsbetween different instructions dependent on acondition and the need to produce a modulestructure, e.g. subroutines.
Think about the plan for the system – integratedifferent software.
Plan the structure of a relational databaseincluding front-end forms and associatedreports.
Plan the structure of a website taking intoaccount accessibility and review in light ofaudience feedback.
Reference to STUs
7.3 Pupils plan the placement of informationfor the school leaflet – lesson 1 homework. Theinputs are given and output is unknown.
7.1 Pupils plan the information and orderrequired for their presentation: lesson 1.
7.6 A single traffic light sequence with apredetermined output. The plan needs to orderthe input to ensure that the solution works:lesson 1, activity 3.
7.4 The inputs keep being added to theproblem.
7.5 Lesson 4. Ensure that the problemrequires increased range of quantitative andqualitative information.
7.6 Lesson 5, activity 3.
8.5 Pupils identify how changes intemperature will require different actions withinthe system.
9.3 Plan seating and booking model takingaccount of the user.
9.3 Plan seating and booking model takingaccount of the user.
Teaching points
Even with simple linear problems there is an input,process and output and paper-based or ICT tools canaid this planning. These can be taught for all tasksand need to be made explicit. For some tasks there isa given output and for others given inputs. Usingstoryboard techniques, the outliner, mind mapping,card sorts, graph paper or blocks to move around in aDTP package will help pupils to order information.
A range of tools that support understanding of theneed to plan the structure of the solution is used:• fish bones;• state diagrams;• flow diagrams;• card sorts;• spider diagrams.
The main components (modules) of a system areidentified. It is important that the solution may not belinear and must cross-reference the planning toaudience and purpose.
Full diagrammatic representation of a system andcomponent parts are identified.
Gantt charts, action planning, data flow diagrams (forintegrated and non-integrated systems) are used.
Written specification for a system and fulldiagrammatic representation of a system areproduced and component parts are identified. Whatinformation is passed between components?
Handout 3.6
Plenary 15 minutes
Say that session 2 developed the importance of planning in order to support pupils’thinking. In control we use flow diagrams to aid our thinking. In case study 9.3 it isimportant to plan the whole project and therefore to break it down into manageableparts of input, process, output.
Show slide 3.7 and ask participants to spend 10 minutes reviewing handout 3.6 asrequested on the slide. Ask them to add to their action planner (handout 1.1) theirthoughts on specific teaching tools that might enable planning .
During the first 10 minutes eavesdrop and identify some good practice. Lead adiscussion and bring out the following points.
Key points
Expect participants to identify teaching examples such as:
• tools, e.g. outliner, mind mapping, card sorts, Gantt chart;
• strategies:– modelling planning on screen with the whole class as a starter or in guided
group work;– providing items for a flow chart to put into correct order, asking pupils to suggest
changes necessary to make the flow chart work;– giving pupils four choices for the solution and asking them to discuss these in
groups;– modelling the thinking process;– scaffolding sheets for input, process, output;– illustrating through their own planning.
Plenary Slide 3.7
• Review handout 3.6 and identify specific teaching tools that you might use toenable planning throughout the key stage
77 | Key Stage 3 National Strategy | Increasing pupils’ rates of progress in ICT | Resources for tutorsDfES 0649-2004 G | Crown copyright 2004
Han
do
ut 3
.1a
Eva
luati
on:
audie
nce a
nd p
urp
ose
(1) P
rogr
essi
on
Pupi
ls un
ders
tand
the
conc
ept o
f aud
ienc
ew
hen
relat
ed to
self
, pee
rs a
ndfa
mily
.De
mon
stra
te u
nder
stan
ding
thro
ugh
their
wor
k.
Pupi
ls pr
esen
t to
an a
udien
ceth
at is
still
with
in th
eir s
pher
eof
refe
renc
e, e
.g. a
tuto
r or
head
teac
her.
Like
ly to
brin
gin
form
atio
n fro
m d
iffer
ent
sour
ces
to s
uppo
rt th
em
essa
ge.
(2) E
xam
ple
Sing
le ou
tput
for a
sin
gle
audi
ence
, for
exa
mpl
e pe
ers
and
fam
ily.
Sing
le ou
tput
for a
sin
gle
audi
ence
but
mov
ing
away
from
their
ow
n fri
ends
and
fam
ily. A
dd im
ages
and
sou
ndfro
m a
rang
e of
sou
rces
.
(3) T
hese
STU
s/ca
se s
tudi
esm
ake
expl
icit
refe
renc
e to
the
thin
king
ski
ll
7.1
Pres
enta
tion
abou
tth
emse
lves
to o
ther
Yea
r 7pu
pils
(Les
son
1, a
ctivi
ties
4, 6
).
7.1
Pres
enta
tion
to Y
ear 7
pupi
ls w
hich
they
ada
pt to
portr
ay th
emse
lves
for t
heir
year
tuto
r. Ad
ds a
ppro
pria
teim
ages
, tex
t and
sou
nd w
hich
they
hav
e pr
oduc
ed, o
r fro
mth
e in
tern
et.
(4) O
ppor
tuni
ties
whe
re th
eST
U c
ould
be
used
tode
velo
p th
e th
inki
ng s
kill
7.1
Less
on 1
, act
ivity
2.
7.1
Less
on 2
, act
ivity
2.
(5) T
each
ing
requ
ired
tom
ove
to th
e ne
xt s
tep
•Us
ing
and
findi
ngap
prop
riate
reso
urce
ssu
itabl
e fo
r the
pur
pose
and
audi
ence
.•
Deve
lopi
ng th
e se
nse
ofau
dien
ce to
inclu
de th
ose
outs
ide
their
fam
ily, b
ut s
tillw
ithin
the
wor
king
envir
onm
ent,
e.g.
adu
lts in
scho
ol.
(6) P
ossi
ble
teac
hing
stra
tegi
es
•Pe
er tu
torin
g to
dem
onst
rate
how
toca
ptur
e im
ages
usin
gca
mer
as a
nd s
cann
ers.
•M
odell
ing
how
to a
dapt
and
chan
ge im
ages
tom
ake
them
mor
e su
itabl
e.•
Reso
urce
on
scho
olin
trane
t as
self-
help
file
teac
hing
how
to c
hang
eim
ages
.•
Revie
win
g in
form
atio
n an
dim
ages
in d
ocum
ents
use
dby
the
audi
ence
, e.g
.sc
hool
doc
umen
ts u
sed
byth
e he
adte
ache
r.•
Plen
ary
evalu
atin
g di
ffere
ntpr
esen
tatio
ns a
nd a
udien
cene
eds
and
draw
ing
conc
lusio
ns.
78 | Key Stage 3 National Strategy | Increasing pupils’ rates of progress in ICT | Resources for tutorsDfES 0649-2004 G | Crown copyright 2004
Han
do
ut 3
.1a
con
t.
Eva
luati
on:
audie
nce a
nd p
urp
ose
(1) P
rogr
essi
on
Pupi
ls cr
eate
sui
tabl
e m
ater
ialfo
r a s
pecif
ic au
dien
ce a
ndpu
rpos
e. T
hey
are
able
toex
plain
why
and
how
decis
ions
mad
e im
pact
on
both
.
The
audi
ence
’s ne
eds
shou
ldbe
test
ed b
y qu
estio
nnair
ean
d re
sear
ch to
est
ablis
h a
clear
sen
se o
f the
aud
ience
that
is b
eing
serv
ed.
(2) E
xam
ple
The
audi
ence
is s
imila
r, e.
g.pa
rent
, hea
dtea
cher
, but
the
purp
ose
for e
ach
audi
ence
mig
ht b
e di
ffere
nt, t
here
byre
quirin
g st
ruct
ure
to b
ede
velo
ped
for t
he a
udien
ce to
navig
ate
the
docu
men
t, or
diffe
rent
ver
sions
of t
he s
ame
info
rmat
ion
to b
e pr
oduc
edfo
r diffe
rent
aud
ience
s.Th
e pr
esen
tatio
n or
web
site
has
hype
rlinks
and
men
us to
take
use
rs to
diffe
rent
par
ts o
fth
e pr
esen
tatio
n or
site
depe
ndin
g on
their
nee
ds.
The
leafle
t is
stru
ctur
ed in
diffe
rent
way
s de
pend
ing
onth
e in
tend
ed u
se, f
or e
xam
ple
a fo
lded
leaf
let ra
ther
than
apo
ster
leaf
let b
ecau
se o
f ane
ed to
or c
arry
it.
For e
xam
ple,
to e
stab
lish
acle
ar s
ense
of a
udien
ce th
epr
oduc
t sho
uld
be te
sted
.Pu
pils
will
have
eva
luat
edpr
evio
us p
rodu
cts
to c
heck
the
style
, nav
igat
ion
and
cont
ent.
They
will
use
this
info
rmat
ion
to c
reat
e cr
iteria
to c
heck
the
suita
bility
of t
heir
own
prod
uct.
(3) T
hese
STU
s/ca
se s
tudi
esm
ake
expl
icit
refe
renc
e to
the
thin
king
ski
ll
7.1
The
pres
enta
tion
to Y
ear 7
pupi
ls an
d to
teac
hers
wou
ldha
ve m
enus
and
links
todi
rect
the
diffe
rent
aud
ience
s(L
esso
n 1,
act
ivity
4).
7.3
The
leafle
t is
stru
ctur
ed to
mee
t the
nee
ds o
f pup
ils a
ndpa
rent
s an
d di
ffere
nt u
ses.
(4) O
ppor
tuni
ties
whe
re th
eST
U c
ould
be
used
tode
velo
p th
e th
inki
ng s
kill
7.1
Less
on 2
, act
ivitie
s 2,
3.
(5) T
each
ing
requ
ired
tom
ove
to th
e ne
xt s
tep
(6) P
ossi
ble
teac
hing
stra
tegi
es
79 | Key Stage 3 National Strategy | Increasing pupils’ rates of progress in ICT | Resources for tutorsDfES 0649-2004 G | Crown copyright 2004
Han
do
ut 3
.1a
con
t.
Eva
luati
on:
audie
nce a
nd p
urp
ose
(1) P
rogr
essi
on
Pupi
ls ar
e ab
le to
dem
onst
rate
a c
lear s
ense
of
audi
ence
, bot
h in
divid
uals
and
com
mun
ities,
and
purp
ose.
The
y ar
e ab
le to
artic
ulat
e ho
w d
iffere
ntde
cisio
ns w
ill im
pact
on
both
aspe
cts.
The
aud
ience
’sne
eds
are
part
of th
e sy
stem
deve
lopm
ent.
The
need
s of
the
user
s ar
e ex
plici
tlyre
fere
nced
with
feed
back
from
the
user
form
ing
part
ofth
e te
stin
g an
d ev
aluat
ion.
(2) E
xam
ple
For e
xam
ple,
the
user
may
be
know
n an
d ha
ve fi
xed
need
s,or
be
exte
rnal
and
requ
ireas
sum
ptio
ns to
be
mad
eba
sed
upon
rese
arch
and
othe
r evid
ence
.
(3) T
hese
STU
s/ca
se s
tudi
esm
ake
expl
icit
refe
renc
e to
the
thin
king
ski
ll
(4) O
ppor
tuni
ties
whe
re th
eST
U c
ould
be
used
tode
velo
p th
e th
inki
ng s
kill
(5) T
each
ing
requ
ired
tom
ove
to th
e ne
xt s
tep
(6) P
ossi
ble
teac
hing
stra
tegi
es
80 | Key Stage 3 National Strategy | Increasing pupils’ rates of progress in ICT | Resources for tutorsDfES 0649-2004 G | Crown copyright 2004
Han
do
ut 3
.1b
Eva
luati
on:
audie
nce a
nd p
urp
ose
(1) P
rogr
essi
on
Pupi
ls un
ders
tand
the
conc
ept o
f aud
ienc
ew
hen
relat
ed to
self
, pee
rs a
ndfa
mily
.De
mon
stra
te u
nder
stan
ding
thro
ugh
their
wor
k.
Pupi
ls pr
esen
t to
an a
udien
cew
hich
is s
till w
ithin
their
sphe
re o
f ref
eren
ce, e
.g. a
tuto
r or h
eadt
each
er. L
ikely
tobr
ing
info
rmat
ion
from
diffe
rent
sou
rces
to s
uppo
rtth
e m
essa
ge.
(2) E
xam
ple
Sing
le ou
tput
for a
sin
gle
audi
ence
, for
exa
mpl
e pe
ers
and
fam
ily.
Sing
le ou
tput
for a
sin
gle
audi
ence
but
mov
ing
away
from
their
ow
n fri
ends
and
fam
ily. A
dd im
ages
and
sou
ndfro
m a
rang
e of
sou
rces
.
(3) T
hese
STU
s/ca
se s
tudi
esm
ake
expl
icit
refe
renc
e to
the
thin
king
ski
ll
7.1
Pres
enta
tion
abou
tth
emse
lves
to o
ther
Yea
r 7pu
pils
(Les
son
1, a
ctivi
ties
4, 6
).
7.1
Pres
enta
tion
to Y
ear 7
pupi
ls w
hich
they
ada
pt to
portr
ay th
emse
lves
for t
heir
year
tuto
r. Ad
ds a
ppro
pria
teim
ages
, tex
t and
sou
nd w
hich
they
hav
e pr
oduc
ed, o
r fro
mth
e In
tern
et.
(4) O
ppor
tuni
ties
whe
re th
eST
U c
ould
be
used
tode
velo
p th
e th
inki
ng s
kill
7.1
Less
on 1
, act
ivity
2.
7.1
Less
on 2
, act
ivity
2.
7.4
Repo
rt fo
r the
head
teac
her.
8.3
Repo
rt on
web
site
evalu
atio
n.
8.4
Prod
uce
crite
ria to
evalu
ate
the
mod
el.
(5) T
each
ing
requ
ired
tom
ove
to th
e ne
xt s
tep
•Us
ing
and
findi
ngap
prop
riate
reso
urce
ssu
itabl
e fo
r the
pur
pose
and
audi
ence
.•
Deve
lopi
ng th
e se
nse
ofau
dien
ce to
inclu
de th
ose
outs
ide
their
fam
ily, b
ut s
tillw
ithin
the
wor
king
envir
onm
ent,
e.g.
adu
lts in
scho
ol.
•Un
ders
tand
ing
how
the
requ
irem
ents
of a
spe
cific
audi
ence
and
pur
pose
can
be e
nhan
ced
by th
est
ruct
ure.
•Th
e st
ruct
ure
supp
orts
the
solu
tion.
•Th
e st
ruct
ure
enab
les th
eso
lutio
n to
be
targ
eted
at
diffe
rent
aud
ience
s.
(6) P
ossi
ble
teac
hing
stra
tegi
es
•Pe
er tu
torin
g to
dem
onst
rate
how
toca
ptur
e im
ages
usin
gca
mer
as a
nd s
cann
ers.
•M
odell
ing
how
to a
dapt
and
chan
ge im
ages
tom
ake
them
mor
e su
itabl
e.•
Reso
urce
on
scho
olin
trane
t as
self-
help
file
teac
hing
how
to c
hang
eim
ages
.•
Revie
win
g in
form
atio
n an
dim
ages
in d
ocum
ents
use
dby
the
audi
ence
, e.g
.sc
hool
doc
umen
ts u
sed
byth
e he
adte
ache
r.•
Plen
ary
evalu
atin
g di
ffere
ntpr
esen
tatio
ns a
nd a
udien
cene
eds
and
draw
ing
conc
lusio
ns.
•Re
view
ing
diffe
rent
outc
omes
and
map
ping
out t
he s
truct
ure.
Ana
lysin
gth
e st
ruct
ure
in te
rms
ofsu
itabi
lity fo
r aud
ience
and
purp
ose.
•Pr
esen
ting
stru
ctur
edi
agra
ms
(sch
emas
) and
ara
nge
of s
cena
rios
– fit
tom
ost s
uita
ble
– co
uld
be a
loop
car
d ac
tivity
.
81 | Key Stage 3 National Strategy | Increasing pupils’ rates of progress in ICT | Resources for tutorsDfES 0649-2004 G | Crown copyright 2004
Han
do
ut 3
.1b
con
t.
Eva
luati
on:
audie
nce a
nd p
urp
ose
(1) P
rogr
essi
on
Pupi
ls cr
eate
sui
tabl
e m
ater
ialfo
r a s
pecif
ic au
dien
ce a
ndpu
rpos
e. T
hey
are
able
toex
plain
why
and
how
decis
ions
mad
e im
pact
on
both
.
(2) E
xam
ple
The
audi
ence
is s
imila
r, e.
g.pa
rent
, hea
dtea
cher
, but
the
purp
ose
for e
ach
audi
ence
mig
ht b
e di
ffere
nt, t
here
byre
quirin
g st
ruct
ure
to b
ede
velo
ped
for t
he a
udien
ce to
navig
ate
the
docu
men
t, or
diffe
rent
ver
sions
of t
he s
ame
info
rmat
ion
to b
e pr
oduc
edfo
r diffe
rent
aud
ience
s.Th
e pr
esen
tatio
n or
web
site
has
hype
rlinks
and
men
us to
take
use
rs to
diffe
rent
par
ts o
fth
e pr
esen
tatio
n or
site
depe
ndin
g on
their
nee
ds.
The
leafle
t is
stru
ctur
ed in
diffe
rent
way
s de
pend
ing
onth
e in
tend
ed u
se, f
or e
xam
ple
a fo
lded
leaf
let ra
ther
than
apo
ster
leaf
let b
ecau
se o
f ane
ed to
or c
arry
it.
(3) T
hese
STU
s/ca
se s
tudi
esm
ake
expl
icit
refe
renc
e to
the
thin
king
ski
ll.
7.1
The
pres
enta
tion
to Y
ear
7 pu
pils
and
to te
ache
rsw
ould
hav
e m
enus
and
links
to d
irect
the
diffe
rent
audi
ence
s(L
esso
n 1,
act
ivity
4).
7.3
The
leafle
t is
stru
ctur
ed to
mee
t the
nee
ds o
f pup
ils a
ndpa
rent
s an
d di
ffere
nt u
ses.
8.1
Publ
ic in
form
atio
nsy
stem
: the
fina
l out
put i
spr
esen
ted
in d
iffere
nt s
tyles
toap
peal
to d
iffere
nt a
udien
ces.
8.5
Mar
ketin
g so
lutio
n.St
ruct
ured
leaf
let s
uppo
rtsea
se o
f use
for a
dults
.W
ebsit
e en
ables
acc
ess
topa
rent
s an
d th
e co
mm
unity
.
(4) O
ppor
tuni
ties
whe
re th
eST
U c
ould
be
used
tode
velo
p th
e th
inki
ng s
kill
7.1
Less
on 2
, act
ivitie
s 2,
3.
7.4
The
head
teac
her r
epor
tst
ruct
ure
coul
d us
eem
bedd
ed fi
les e
xtra
cted
from
the
wor
king
docu
men
ts.
The
data
inpu
t is
esse
ntial
toth
e pr
esen
tatio
n.
8.4
Prod
uce
crite
ria to
evalu
ate
the
mod
el. P
rodu
celin
ks w
ithin
crit
eria
stru
ctur
ede
pend
ing
on th
e au
dien
cean
d pu
rpos
e of
the
user
of
the
crite
ria.
(5) T
each
ing
requ
ired
tom
ove
to th
e ne
xt s
tep
•Ju
stific
atio
n of
the
solu
tion
for t
he a
udien
ce a
ndpu
rpos
e.
•Im
porta
nt to
use
a ra
nge
ofm
eans
– q
uest
ionn
aire,
rese
arch
, to
test
whe
ther
the
targ
et a
udien
ce is
happ
y w
ith o
utco
me
– th
atth
eir n
eeds
are
met
.•
Impo
rtanc
e of
effic
iency
inso
lutio
n. L
inkin
g in
form
atio
nfro
m u
sers
to s
uppo
rtso
lutio
n.•
Anno
tatio
n to
sho
wex
plici
tly h
ow a
ccou
nt h
asbe
en ta
ken
of th
eau
dien
ce’s
expe
ctat
ions
and
need
s.•
Deve
lopi
ng c
riter
ia lin
ked
tous
ers’
nee
ds.
(6) P
ossi
ble
teac
hing
stra
tegi
es
•M
odell
ing
the
proc
ess
ofch
angi
ng th
e st
ruct
ure
of a
docu
men
t to
chan
ge th
efo
cus
of it
s au
dien
ce.
•M
odell
ed w
ritin
g to
sup
port
just
ificat
ion
of s
olut
ion
tom
atch
aud
ience
and
purp
ose.
•Us
e ra
nge
of fo
rms
and
ques
tionn
aires
to m
odel
way
s of
col
lectin
g au
dien
cere
spon
ses.
•Us
e vid
eo s
eque
nce
to g
etau
dien
ce re
spon
se fr
ompu
pils.
Dra
w o
ut h
ow to
colle
ct re
spon
se to
vali
date
view
s.•
Teac
h di
ffere
nt m
etho
ds o
fin
tegr
atin
g da
ta –
pas
tesp
ecial
, web
que
ries,
web
colle
ctio
n fo
rms,
mer
ge.
•Te
ach
diffe
rent
ann
otat
ion
met
hods
sui
tabl
e fo
rdi
ffere
nt s
oftw
are
pack
ages
,e.
g. c
omm
ent b
oxes
, call
-ou
ts, n
otes
in p
rese
ntat
ions
.
82 | Key Stage 3 National Strategy | Increasing pupils’ rates of progress in ICT | Resources for tutorsDfES 0649-2004 G | Crown copyright 2004
Han
do
ut 3
.1b
con
t.
Eva
luati
on:
audie
nce a
nd p
urp
ose
(1) P
rogr
essi
on
The
audi
ence
’s ne
eds
shou
ldbe
test
ed b
y qu
estio
nnair
ean
d re
sear
ch to
est
ablis
h a
clear
sen
se o
f the
aud
ience
that
is b
eing
serv
ed.
(2) E
xam
ple
For e
xam
ple,
to e
stab
lish
acle
ar s
ense
of a
udien
ce th
epr
oduc
t sho
uld
be te
sted
.Pu
pils
will
have
eva
luat
edpr
evio
us p
rodu
cts
to c
heck
the
style
, nav
igat
ion
and
cont
ent.
They
will
use
this
info
rmat
ion
to c
reat
e cr
iteria
to c
heck
the
suita
bility
of t
heir
own
prod
uct.
(3) T
hese
STU
s/ca
se s
tudi
esm
ake
expl
icit
refe
renc
e to
the
thin
king
ski
ll
9.2
Pres
enta
tion
to p
eers
and
thos
e fro
m p
oten
tial d
iffere
ntlin
k co
untri
es. S
truct
ure
toen
able
links
to d
iffere
ntlan
guag
es a
nd d
ata
colle
ctio
nfile
and
gra
phica
l disp
lays.
9.1
Pres
enta
tion
to th
e pa
rkm
anag
er.
8.1
Publ
ic in
form
atio
nsy
stem
. Dev
elopi
ng a
sys
tem
whi
ch in
tegr
ates
dat
a fro
mth
e w
ebsit
e an
d dy
nam
ically
chan
ges
with
new
requ
est.
Test
this
with
use
rs to
che
ckfo
r disp
lay a
nd s
ourc
e of
info
rmat
ion
with
a ra
nge
ofpl
aces
.
8.2
Publ
ished
web
site.
8.5
Mar
ketin
g in
form
atio
n.W
eb s
olut
ion
enab
les o
nlin
efo
rm a
nd u
ser f
eedb
ack.
Leaf
let u
ses
mer
ge o
fpr
evio
us p
urch
ases
.
(4) O
ppor
tuni
ties
whe
re th
eST
U c
ould
be
used
tode
velo
p th
e th
inki
ng s
kill
(5) T
each
ing
requ
ired
tom
ove
to th
e ne
xt s
tep
•Th
e us
er m
ust b
e pa
rt of
the
test
ing
and
evalu
atio
nof
the
syst
em.
•Te
stin
g sh
ould
resu
lt in
refin
ing
the
solu
tion.
•De
velo
ping
crit
eria
shou
ldta
ke a
ccou
nt o
fco
mm
ercia
l con
sider
atio
ns.
•Th
e au
dien
ce a
nd p
urpo
sear
e pa
rt of
the
syst
emde
velo
pmen
t.
(6) P
ossi
ble
teac
hing
stra
tegi
es
•Pe
er w
ork
test
ing
the
solu
tion
at d
iffere
nt s
tage
s.G
roup
s pr
e-pl
anne
d to
be
avail
able
at d
iffere
ntse
ctio
ns o
f the
less
on o
rst
ages
of t
he p
rojec
t.•
Analy
sing
othe
r sol
utio
ns.
•Re
sear
ch c
riter
ia to
com
mer
cial s
olut
ions
analy
sed.
•Pr
ovid
ing
exam
ples
of
high
-qua
lity e
valu
atio
ns a
spa
rt of
the
syst
em lif
e cy
clepr
oces
s.
83 | Key Stage 3 National Strategy | Increasing pupils’ rates of progress in ICT | Resources for tutorsDfES 0649-2004 G | Crown copyright 2004
Han
do
ut 3
.1b
con
t.
Eva
luati
on:
audie
nce a
nd p
urp
ose
(1) P
rogr
essi
on
Pupi
ls ar
e ab
le to
dem
onst
rate
a c
lear s
ense
of
audi
ence
, bot
h in
divid
uals
and
com
mun
ities,
and
purp
ose.
The
y ar
e ab
le to
artic
ulat
e ho
w d
iffere
ntde
cisio
ns w
ill im
pact
on
both
aspe
cts.
The
aud
ience
’sne
eds
are
part
of th
e sy
stem
deve
lopm
ent.
The
need
s of
the
user
s ar
e ex
plici
tlyre
fere
nced
with
feed
back
from
the
user
form
ing
part
ofth
e te
stin
g an
d ev
aluat
ion.
(2) E
xam
ple
For e
xam
ple,
the
user
may
be
know
n an
d ha
ve fi
xed
need
s,or
be
exte
rnal
and
requ
ireas
sum
ptio
ns to
be
mad
eba
sed
upon
rese
arch
and
othe
r evid
ence
.
(3) T
hese
STU
s/ca
se s
tudi
esm
ake
expl
icit
refe
renc
e to
the
thin
king
ski
ll
9.1
Solu
tion
of w
ater
ride
pres
ente
d to
the
park
man
ager
with
links
to s
pecif
icse
ctio
ns o
f the
sol
utio
n. T
heso
lutio
n is
part
of th
e in
itial
scop
ing
of th
e sy
stem
deve
lopm
ent.
9.2
Exch
angi
ng in
form
atio
n to
prov
ide
answ
ers,
inclu
ding
scop
ing
the
prob
lem ta
king
acco
unt o
f the
aud
ience
and
purp
ose
in th
e so
lutio
n.Do
cum
ente
d de
cisio
ns a
t all
stag
es a
re lin
ked
to th
eso
lutio
n.
9.3
Mar
ketin
g in
form
atio
n is
part
of w
hole
solu
tion.
(4) O
ppor
tuni
ties
whe
re th
eST
U c
ould
be
used
tode
velo
p th
e th
inki
ng s
kill
(5) T
each
ing
requ
ired
tom
ove
to th
e ne
xt s
tep
•Th
e au
dien
ce a
nd p
urpo
sear
e an
inte
gral
part
of th
esy
stem
dev
elopm
ent.
•Th
ere
is a
mat
ch to
the
need
s of
the
audi
ence
.•
Com
mer
cial c
onsid
erat
ions
are
inte
gral
to th
e so
lutio
n.
(6) P
ossi
ble
teac
hing
stra
tegi
es
•St
rate
gies
to in
volve
the
end
user
s in
the
deve
lopm
ent o
f the
syst
em.
•Q
uest
ioni
ng te
chni
ques
toen
sure
an
accu
rate
unde
rsta
ndin
g be
twee
n th
eus
er a
nd d
evelo
per.
•St
rate
gies
for
dem
onst
ratin
g to
the
user
the
impa
ct o
f cha
nges
toen
sure
the
mos
t acc
urat
eso
lutio
n.
Summary of sample teaching units(STUs)ICT STU 7.1: Using ICT for exchanging and sharing information (DfES 0399/2002)
Unit 7.1 is an introductory unit for Year 7 pupils, who will enter with varying levels ofattainment and experience. The purpose of the unit is to develop pupils’ ICTcapability, building on their existing knowledge, skills and understanding in thesubject. The lessons suggested in the unit also provide opportunities for teachers tofind out what pupils can do and to give support to those with less experience orlimited expertise in the necessary skills.
ICT STU 7.2: Using data and information sources (DfES 0013/2003)
This unit reviews pupils’ learning from Key Stage 2 and introduces some of the ICTFramework objectives for Year 7 in the theme ‘Finding things out’. The unit focuseson using data and information sources, and searching for, selecting and evaluatinginformation on the Internet.
Aspects of information handling are taught in English, history and mathematics. Youmight find it helpful to ask colleagues in these departments what they have coveredbefore you teach this unit. You could then refer to the work pupils have done in theseother subjects at appropriate points in their ICT lessons.
ICT STU 7.3: Making a leaflet (DfES 0410/2002)
This unit is for Year 7 pupils, who will enter with varying degrees of attainment andexperience. The unit provides opportunities for teachers to find out what pupils cando, and to give support to those with less experience or limited expertise in thenecessary skills. It also enables pupils to build on work done in unit 7.1.
ICT STU 7.4: Introduction to modelling and presenting numeric data(DfES 0417/2002)
Unit 7.4 is the first unit in Year 7 that teaches pupils to use spreadsheets as amodelling tool. It gives pupils the opportunity to review the learning from Key Stage 2as well as introducing them to the Framework objectives for Year 7.
ICT STU 7.5: Data handling (DfES 0447/2002)
Unit 7.5 is a unit about data handling for Year 7. It allows you to review pupils’learning from Key Stage 2 and to introduce them to some of the ICT Frameworkobjectives in the theme ‘Finding things out’.
Since handling data is one of the National Curriculum attainment targets inmathematics, you should consult the mathematics department as to which aspectsof data handling have been taught in Year 7 mathematics lessons, including the useof ICT. The handling data section of the supplement of examples in the Frameworkfor teaching mathematics: Years 7, 8 and 9, included on the CD-ROM accompanyingthis unit, illustrates the kind of work that pupils in Years 7, 8 and 9 will do in theirmathematics lessons.
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Handout 3.2
ICT STU 7.6: Control and monitoring (DfES 0074/2003)
This unit helps you to review pupils’ learning from Key Stage 2 and to introducesome of the ICT Framework objectives for Year 7 in the theme ‘Developing ideas andmaking things happen’.
Aspects of control and monitoring are taught in both science and design andtechnology. You might find it helpful to ask these departments what they havecovered with pupils before you teach this unit. You could then refer to the work pupilshave done in these other subjects at appropriate points in the lessons.
ICT STU 8.1: Public information system (DfES 0400/2002)
Pupils create an information system for a travel agent to look up details of the climatefor customers who wish to know about the weather they could expect at their holidaydestination, for the dates they want to spend there.
ICT STU 8.2: Publishing on the web (DfES 0168/2003)
This unit reviews pupils’ learning from Year 7 and introduces some of the ICTFramework objectives for Year 8 in the theme ‘Exchanging and sharing information’.In this unit, pupils plan and design a website, taking account of the users’ particularinterests and needs. The lessons focus on the knowledge, skills and understandingof refining and presenting information and recognising fitness for purpose.
Web technology changes rapidly. This unit is in line with current recommendations ofthe World Wide Web Consortium (W3C) (see www.w3.org).
Microsoft FrontPage Express™ has been used in this unit to illustrate the generalprinciples of web page construction. It can no longer be downloaded from theInternet but is widely available in schools and is on the installation CD-ROM forMicrosoft Office 2000™ and Microsoft Office XP™. There are many other suitableweb page authoring applications. If you do not have access to FrontPage Express,read through these materials and modify them for your chosen application. You maywish to discuss your choice of application with your LEA’s ICT consultant.
ICT STU 8.3: Information: reliability, validity and bias (DfES 0448/2002)
This is a unit for Year 8 about aspects of handling information. It helps you to reviewpupils’ learning from Year 7 and to introduce some of the ICT Framework objectivesfor Year 8 in the theme ‘Finding things out’. The unit focuses on using data andinformation sources, and searching for and selecting information on the Internet.
ICT STU 8.4: Models and presenting numeric data (DfES 0418/2002)
Unit 8.4 builds on unit 7.4, which introduces pupils to using spreadsheets formodelling and for presenting numeric data.
ICT STU 8.5: Integrating applications to find solutions (DfES 0230/2003)
This is a unifying unit, focusing on a systems approach. It brings together financialmodelling, control and monitoring, and marketing. It allows you to review pupils’learning from Years 7 and 8. It introduces and revisits some of the ICT Frameworkobjectives from all four themes. It is the first unit that adopts a project-based
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Handout 3.2 cont.
approach. The purpose is to provide a foundation for the Year 9 ICT Frameworkobjectives and, therefore, it is recommended that it is used towards the end of Year 8.
Since control and monitoring is part of the National Curriculum attainment targets indesign and technology and in science, staff in these departments should beconsulted before starting this unit.
Year 9 case studies
9.1
These case studies have been developed by schools to show how they havegrouped Year 9 objectives and planned how to teach them. They are based originallyon Year 9 QCA units. They show how extended projects can be taught, and thestructure of lessons might be maintained, but they are not fully developed STUs.They exemplify one way to teach some of the Year 9 objectives but you should notethat there are other ways. To demonstrate this, two case studies have been providedfor unit 9.2.
The case studies include support materials that have been developed to be used bypupils and teachers. They include starter activities and demonstrations of planningtools. Teachers have used the software that they have available in their schools; youmay need to develop similar resources in the software that you have available.
The case studies also include some indicative outcomes but these are not fullydeveloped in all cases. You will need to use these case studies alongside informationfrom the Standards and assessment training session and the National Curriculum inAction website in order to make judgements about pupils’ achievements.
If you wish to use these case studies you will need to do some significant planningand preparation. You will have to consider such things as differentiation and differentteaching styles. Alternatively, you might treat the case studies as stimuli for planningyour own extended Year 9 projects.
9.2a
The aim of this case study is for the class to be linked with another, ideally in adifferent country or location, for the purpose of exchanging information andquestionnaires. If this is difficult to set up, the class could be linked with another inthe same school. The exchange of questionnaires between partner classes shouldyield a data set of around 20 to 30 records. This could be increased by linking withmore than one class and completing more than one questionnaire in return.
The context of the investigation that pupils carry out in this unit should be agreedbeforehand, through consultation with the partner class or school with which data willbe exchanged. This would save time in getting the work under way. Pupils could alsobe involved in this process.
The case study assumes a basic level of familiarity with a database program butthere is scope for expanding or extending some of the lessons, particularly lessons 5,6 and 7, in order to introduce the necessary skills and techniques.
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Handout 3.2 cont.
The case study provides several opportunities for formative and summativeassessment. Examples are noted in lessons, although the list is not exhaustive. Theyrange from the evaluation of pupils’ oral contributions to more formal written or wordprocessed exercises. These can be included in a portfolio of evidence to traceindividual pupils’ progress through the unit. In addition, there are several opportunitieswhere pupils test parts of the system for effectiveness, sometimes through peerreview, and then refine them accordingly. These are key points at which ICT capabilitycan be consolidated and progression can take place. The basis of the summativeassessment should be a pupil’s own portfolio of evidence. The main component ofthis will be the individual’s project documentation, which should contain a reflectiveappreciation of the whole process. The project documentation itself, the formattedquestionnaires and the presentation slides all provide evidence of individual ICTcapability. Each portfolio should also contain annotated examples of the individualpupil’s work and their contribution to group work outcomes.
9.2b
In this case study, pupils will plan a term-long project to gather a large amount ofquestionnaire data online, from contacts in partner schools anywhere in the world.The class should be linked with another, ideally in a different country or location. Ifthere are no suitable links, a search of the Internet could yield potential contacts. Theexchange of questionnaires between partner classes should yield a data set ofaround 150 records. The data set could be increased by linking with several classesor schools. Pupils will store the data in a database and then interrogate the data tosupport their hypotheses. This unit is designed mainly for pupils working at levels 5and 6.
Before starting this project, teachers may wish to explore links that the school haswith partners within the UK or abroad, for example through foreign exchanges, penfriends or e-mail. Establish links with some partner schools who are prepared torespond to the pupils’ forms. The context and purpose of the investigation should beagreed with the partner school before starting the project, to facilitate the exchangeof data. Pupils could also be involved in this process.
The case study assumes a basic level of familiarity with a database program butthere is scope to expand some of the lessons, particularly lessons 6 and 7, in orderto introduce necessary skills and techniques.
The case study provides several opportunities for formative and summativeassessment. They range from the evaluation of pupils’ oral contributions to moreformal written evaluation against criteria. These can be included in a portfolio ofevidence to trace individual pupils’ progress through the project. In addition, there areseveral opportunities where pupils test parts of the system for effectiveness,sometimes through peer review, and then refine them accordingly. These are keypoints at which ICT capability can be consolidated and progression can take place.The basis of the summative assessment should be a pupil’s own portfolio ofevidence. The main component of this will be the individual’s project diary, whichshould contain a reflective evaluation of the whole process. The projectdocumentation itself, the formatted questionnaires and the presentation slides allprovide evidence of an individual’s ICT capability. The portfolio should also containannotated examples of the pupil’s work and their contribution to group outcomes.
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Handout 3.2 cont.
9.3
This case study is designed to develop the knowledge, skills and understandingneeded to carry out a project systematically. The project is to design a front-of-houseticketing system for a theatre or school production.
Pupils learn to plan the stages of a project and the use of a flow chart to record theirdecisions. They use a design specification as the basis for their work and devisecriteria to evaluate their success. They develop many skills, in particular in timemanagement and problem solving. At the end of the case study they produce awritten report summarising their project and its successes.
The project is limited to three tasks to allow the teacher to ensure that the wholeclass learn project methods. Differentiation is achieved through the work carried outby individual pupils for each of the tasks set within the framework of this case study.The three tasks are linked and more-able pupils will produce solutions whichdynamically link the seating and financial systems.
This case study is the third in the year and pupils should already be familiar withGantt charts and project documentation. Many pupils will be able to complete thetasks with increasing independence. Teacher resources have been provided to showa possible solution for pupils of different abilities. The resources are offered asguidance for the teacher, not the pupil.
This school has developed resources around the school pantomime. This can readilybe changed to promote specialisms within the school, for instance, drama, music,dance or sports displays.
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Handout 3.2 cont.
Overview of case study 9.3
This case study is designed to develop the knowledge, skills and understandingneeded to carry out a project systematically. The project is to design a front-of-houseticketing system for a theatre or school production. This involves a financial plan, aticket booking system and an information system for advertising the production topupils and parents.
Pupils learn to plan the stages of a project, and the use of a flow chart to record theirdecisions. They use a design specification as the basis for their work and devisecriteria to evaluate their success. They develop many skills, in particular in timemanagement and problem solving. At the end of the unit they produce a writtenreport summarising their project and its successes.
The project is limited to three tasks to allow the teacher to ensure that the wholeclass learn project methods. Differentiation is achieved through the work carried outby individual pupils for each of the tasks set within the framework of this case study.The three tasks are linked and more-able pupils will produce solutions whichdynamically link the seating and financial systems.
This case study is the third in the year and pupils should already be familiar withGantt charts and project documentation. Many pupils will be able to complete thetasks with increasing independence. Teacher resources have been provided to showa possible solution for pupils of different abilities. The resources are offered asguidance for the teacher, not the pupil.
This school has developed resources around the school pantomime. This can readilybe changed to promote specialisms within the school, for instance, drama, music,dance or sports displays.
Timing
This unit is expected to take approximately 14 hours.
Front-of-house theatre booking system
In order that you can have users to check your pupils’ systems you will need to liaisewith a Year 10 class who will be the designated users of the final system. They willuse the system to input the costs for a production, assess the best ticket prices andbook the seats as they are sold. These pupils will need to work through the systemand give feedback on its suitability for purpose and ease of use to your pupils. Ideallythey should also be available in lesson 13 to receive and comment on a presentationof the final system. Using Key Stage 4 groups will be helpful for their work onsystems; however, if this is not possible, groups within the same class can be usedto check the system.
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Handout 3.3
Teacher planning
Year 9 unit 9.3 lesson 10
Objectives
• Exchanging and sharing information
• Fitness for purpose
Produce high quality ICT-based presentations by:– creating clear presentations, sensitive to audience needs– justifying the choice of form, style and content
Use knowledge of publications and media forms to devise criteria to assess thequality and impact of multimedia communications and presentations, and applythe criteria to develop and refine own work
• Refining and presenting information
Use a wide range of ICT independently and efficiently to combine, refine, interpretand present information by:– structuring, refining and synthesising information from a range of sources
Resources
Text fileHeadphones with
microphonesChris’s poor advertStopwatch
Starter
• Planning activity – teacher-led
Model how to record audio into the sound recording software; teacher to read aselection of text that would take more than 10 seconds to complete, students totime the reading.
Get a student to then try and read more than the teacher in the 10 secondsallowed. (Model planning of time slots.) Play the text back to the class – discussionabout fitness for purpose and audience.
Allow each student to make an attempt at reading the text. Count how manywords they managed to say.
Class discussion about how many words they can fit into 10 seconds that wouldbe clear and at a suitable speed. If the advert was 30 seconds long how manywords would they be able to say?
10 minutes
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Handout 3.4
StoryboardsSound recording softwareFour background tracksNarration boardSuccess criteria
Main activity
• Group work
Students plan the narration for the advert. (30 minutes)
• Whole-class activity
Teacher to model creating and saving narration within the sound recordingsoftware.
Students to create their planned narration. (10 minutes)
• High-ability groups (level 6/7)
Teacher to model evaluation/user feedback using Chris’s poor advert storyboard.
Using the criteria devised in the previous lesson, the groups evaluate each other’sstoryboards and give feedback to each other.
• Low-ability groups (level 4/5)
The groups compare fitness for purpose and critically evaluate four differentbackground tracks, based on their criteria from the previous lesson.
40 minutes
Plenary
• Teacher-led
Middle-ability group evaluate high-ability groups’ refined storyboard as the users.
Class discussion about how this would be done in the real world.
10 minutes
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Handout 3.4 cont.
Video sequence 2: Case study 9.3
While watching the video sequence consider the four questions below. Use theboxes to collate your thoughts.
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Handout 3.5
What pedagogies are used to teach evaluation?
What explicit classroom management strategies are used?
How are assessment for learning strategies embedded into the lesson?
What tools does the teacher offer pupils to improve progress?
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Han
do
ut 3
.6
Enquir
y –
pla
nnin
g
Prog
ress
ion
Plan
by id
entif
ying
the
info
rmat
ion
requ
ired
to a
nsw
er a
stra
ight
forw
ard
prob
lem. S
impl
e lin
ear m
odel,
con
trol
or c
omm
unica
tion
proj
ect w
ith a
choi
ce o
f inp
uts.
Plan
by id
entif
ying
the
info
rmat
ion
need
ed, h
ow it
will
be p
roce
ssed
and
the
ICT
tool
s re
quire
d. S
till a
sin
gle
softw
are
solu
tion,
but
stru
ctur
e m
oves
away
from
a lin
ear o
utpu
t dep
endi
ngon
the
need
s of
diffe
rent
aud
ience
s.
Plan
by id
entif
ying
the
info
rmat
ion
need
ed, h
ow it
will
be p
roce
ssed
and
the
ICT
tool
s re
quire
d.
Con
sider
: ord
er, s
eque
nce,
the
depe
nden
cies,
sco
pe.
Exam
ple
A lea
flet w
hich
inclu
des
pict
ures
and
wor
ds, f
orw
hich
the
pupi
l has
con
sider
ed th
e or
der a
ndpl
acem
ent o
f the
inpu
ts. A
con
trol p
robl
emw
here
the
pupi
l has
bee
n gi
ven
the
outp
ut –
e.g.
a s
ingl
e se
t of t
raffic
light
s.
Stru
ctur
e of
a fl
at fi
le da
taba
se a
nd a
ssoc
iated
repo
rts.
Plan
the
stru
ctur
e of
a n
on-li
near
info
rmat
ion
syst
em (p
rese
ntat
ion)
.
Plan
the
stru
ctur
e of
a w
ebsit
e ta
king
into
acco
unt a
udien
ce a
nd p
urpo
se.
Con
trol s
olut
ion
that
invo
lves
decis
ions
betw
een
diffe
rent
inst
ruct
ions
dep
ende
nt o
n a
cond
ition
and
the
need
to p
rodu
ce a
mod
ule
stru
ctur
e, e
.g. s
ubro
utin
es.
Thin
k ab
out t
he p
lan fo
r the
sys
tem
– in
tegr
ate
diffe
rent
sof
twar
e.
Plan
the
stru
ctur
e of
a re
latio
nal d
atab
ase
inclu
ding
fron
t-end
form
s an
d as
socia
ted
repo
rts.
Plan
the
stru
ctur
e of
a w
ebsit
e ta
king
into
acco
unt a
cces
sibilit
y an
d re
view
in lig
ht o
fau
dien
ce fe
edba
ck.
Ref
eren
ce to
STU
s
7.3
Pupi
ls pl
an th
e pl
acem
ent o
f inf
orm
atio
nfo
r the
sch
ool le
aflet
– le
sson
1 h
omew
ork.
The
inpu
ts a
re g
iven
and
outp
ut is
unk
now
n.
7.1
Pupi
ls pl
an th
e in
form
atio
n an
d or
der
requ
ired
for t
heir
pres
enta
tion:
less
on 1
.
7.6
A sin
gle
traffic
light
seq
uenc
e w
ith a
pred
eter
mine
d ou
tput
. The
plan
nee
ds to
ord
erth
e inp
ut to
ens
ure
that
the
solut
ion
wor
ks:
lesso
n 1,
act
ivity
3.
7.4
The
inpu
ts k
eep
bein
g ad
ded
to th
epr
oblem
.
7.5
Less
on 4
. Ens
ure
that
the
prob
lemre
quire
s in
crea
sed
rang
e of
qua
ntita
tive
and
quali
tativ
e in
form
atio
n.
7.6
Less
on 5
, act
ivity
3.
8.5
Pupi
ls id
entif
y ho
w c
hang
es in
tem
pera
ture
will
requ
ire d
iffere
nt a
ctio
ns w
ithin
the
syst
em.
9.3
Plan
sea
ting
and
book
ing
mod
el ta
king
acco
unt o
f the
use
r.
9.3
Plan
sea
ting
and
book
ing
mod
el ta
king
acco
unt o
f the
use
r.
Teac
hing
poi
nts
Even
with
sim
ple
linea
r pro
blem
s th
ere
is an
inpu
t,pr
oces
s an
d ou
tput
and
pap
er-b
ased
or I
CT
tool
s ca
naid
this
plan
ning
. The
se c
an b
e ta
ught
for a
ll tas
ksan
d ne
ed to
be
mad
e ex
plici
t. Fo
r som
e ta
sks
ther
e is
a gi
ven
outp
ut a
nd fo
r oth
ers
give
n in
puts
. Usin
gst
oryb
oard
tech
niqu
es, t
he o
utlin
er, m
ind
map
ping
,ca
rd s
orts
, gra
ph p
aper
or b
lock
s to
mov
e ar
ound
in a
DTP
pack
age
will
help
pup
ils to
ord
er in
form
atio
n.
A ra
nge
of to
ols
that
sup
port
unde
rsta
ndin
g of
the
need
to p
lan th
e st
ruct
ure
of th
e so
lutio
n is
used
:•
fish
bone
s;•
stat
e di
agra
ms;
•flo
w d
iagra
ms;
•ca
rd s
orts
;•
spid
er d
iagra
ms.
The
main
com
pone
nts
(mod
ules
) of a
sys
tem
are
iden
tified
. It i
s im
porta
nt th
at th
e so
lutio
n m
ay n
ot b
elin
ear a
nd m
ust c
ross
-refe
renc
e th
e pl
anni
ng to
audi
ence
and
pur
pose
.
Full d
iagra
mm
atic
repr
esen
tatio
n of
a s
yste
m a
ndco
mpo
nent
par
ts a
re id
entif
ied.
Gan
tt ch
arts
, act
ion
plan
ning
, dat
a flo
w d
iagra
ms
(for
inte
grat
ed a
nd n
on-in
tegr
ated
sys
tem
s) a
re u
sed.
Writ
ten
spec
ificat
ion
for a
sys
tem
and
full
diag
ram
mat
ic re
pres
enta
tion
of a
sys
tem
are
prod
uced
and
com
pone
nt p
arts
are
iden
tified
. Wha
tin
form
atio
n is
pass
ed b
etw
een
com
pone
nts?
Departmental pathways to effective progression
Objective
• To plan effective teaching strategies to increase the rate of progress for all pupils
Resources
For the tutor
• IP session4.ppt, Slide presentation for session 4
• Video sequence 3
• Sufficient copies of tutor resource 4.1 to give to participants
For each participant
• Handout 1.1 Action planner
• Handout 1.6 Application of thinking skills in the ICT curriculum
• Handout 4.1 Teaching strategies
• Handout 4.2 Department meeting actions
For each small group of participants
• Flipchart and pens
Session outline 45 minutes
Introduction 5 minutes
Reviewing teaching strategies 15 minutes
Next steps 15 minutes
Plenary 10 minutes
Introduction 5 minutes
Show slide 4.1 and run through the objective of this session.
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4Session
Slide 4.2
Objective for session 4 Slide 4.1
• To plan effective teaching strategies to increase the rates of progress for all pupils
Teaching strategies
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Handout 4.1
Key ICT thinking skills
Information processing:
• Search
• Select
• Organise
Reasoning:
• Justify
• Use criteria
• Plausibility
Enquiry:
• Plan
• Test
Creative thinking:
• Explore
• Develop and explore
Evaluation:
• Evaluate
• Audience
• Purpose
Teaching strategies Examples to use within yourdepartment
Impact on learning
Remind participants of the following.
• In session 1 they were introduced to a range of tools to review and furtherunderstand progression in ICT:
– levelness statements for levels 3, 4, 5, 6 and 7;
– key concepts within control and monitoring and models and modelling;
– route maps through the STUs;
– application of thinking skills in the ICT curriculum.
• The key concepts for control and monitoring and models and modelling weredeveloped in session 2, by identifying pedagogical approaches to support theteaching of these concepts.
• In session 3 the work on ICT thinking skills was developed using progression interms of audience and purpose and planning.
This session will review teaching strategies to support development and reflect ondepartmental planning throughout the key stage in order to support the increase in therates of progress for all pupils.
Reviewing teaching strategies 15 minutesActivity 4.1 15 minutes
Refer to the video of the two schools seen in sessions 2 and 3. Explain that in thisthird clip Jim (consultant), Marc (subject leader) and Rob (teacher) continue theirmeeting. Steve (consultant) and Tim (teacher) discuss the issues of progression.
Ask participants to locate handout 4.1 and handout 1.6. Show slide 4.2, whichdescribes the activity.
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Handout 4.1
Slide 4.2
Play video sequence 3, on teaching strategies (about 6 minutes).
Give participants 2 or 3 minutes, in groups, to discuss the content of the videoextract. After 3 minutes ask them to write in column 2 of handout 4.1 the teachingstrategies they saw. When they have completed column 2 they should completecolumn 3, noting examples from the STUs or lessons where they might use some ofthe ideas with their department. They should use column 4 to consider the differencethis might make to pupils’ rates of progress.
After 10 minutes ask each table of participants to select three ideas and write them ona flipchart to share with the whole group.
Additional guidance
Tutor resource 4.1 gives some suggestions of possible strategies and links to STUs.
After a further 5 minutes take feedback from participants, using tutor resource 4.1 toadd suggestions not already offered by participants.
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Video sequence 3: Teaching techniques Slide 4.2
Activity 4.1: Feedback prompts
• Using handout 4.1 note down the elements of the ICT thinking skills from handout1.6 that are being supported by suggestions made by the teachers and consultants
T
Tutor resource 4.1
Video sequence 3
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Tutor resource 4.1
Key ICT Teaching Examples to use Impact on learningthinking skills strategies within your
department
Information processing:
Search
Select
Organise
Reasoning:
Justify
Use criteria
Plausibility
Enquiry:
Plan
Test
Use video as a follow-upto using real-lifeexamples, to establishcriteria for judgements.
Work with differentgroups to developlanguage.
Embedded in what youwant to hapen.
Visual scaffold for 9.1water ride.
‘Input, process, output’breakdown of theproblem.
Use Gantt chart toorganise project.
Use storyboarding.
Matching to criteria.
Different ways ofrepresenting planning in avisual manner.
Use ‘input, process,output’ approach in allunits. Build differentscaffolds to differentiate.
Break down the elementsof the project.
Use storyboarding tobreak down sequences.
Use of end user.
Breaking down theproblem enables pupilsto approach the answerin a logical manner, andin control enables themto reach the next level.
Refocusing on the Ganttchart at strategic pointsenables pupils to rethinkthe whole problem andwhere the elements fit in.
This clarifies the structure.Links the required outputto necessary inputs.
Pupils are able tojustify choices againstdeveloped criteriarather than justexplaining or usingrecount.
Examples of othersolutions (from any areaof ICT), with teachersmodelling thinking of howthey would formjudgements. Use someexamples that are clearlynot suitable in order tochallenge plausibility.
Model writing of how asolution is justified.
102 | Key Stage 3 National Strategy | Increasing pupils’ rates of progress in ICT | Resources for tutorsDfES 0649-2004 G | Crown copyright 2004
Key ICT Teaching Examples to use Impact on learningthinking skills strategies within your
department
Creative thinking:
Explore
Develop and explore
Evaluation:
Evaluate
Audience
Purpose
Modelling critique usinga poor video, linking toaudience and purpose.Develop this with ahigh-ability group.
The rest of the classalso become end usersand use the criteria.
Involve the class in realexamples – time fornarration, e.g. What canyou do in 10 seconds?
Will this work for theaudience?
Scoping the problem.
Using existing materials,e.g. adverts.
Developing theirnarration.
Increase modelling ofthinking through issuesand developing moresophisticated criteria.
Set up examples toshow what can bedone. Use timedpresentation with talk-over. Make use of peerwork to checksuitability.
Video editing software.
Pupils begin to usemore specificlanguage linked to thecommercial world.
Provides practice withpeers to enablegroups to match workto purpose. Lowerability required asusers are alsopractising evaluationskills.
Tutor resource 4.1 cont.
Next steps 15 minutes
Ask participants to think about the classes and groups in their school. Ask them toreflect on the three previous sessions and the last video sequence and to think abouttheir current practice. They should then ask themselves the two key questions shownon slide 4.3.
Allow a short time for participants to think about these questions and then ask themto read the examples of possible action points on handout 4.2. Ask participants tofocus on one or two key areas for development and, in pairs, discuss how to usethem in their medium- and short-term planning for their department.
Ask participants to reflect on the sessions and the ideas on handout 4.2. They shouldalso look at the notes they have taken during the day. Ask them to write their actionpoints on their action planner (handout 1.1). Remind participants of the importance ofSMART targets and ask them to look at side 2 of the action planner and think in termsof short-, medium- and long-term planning.
During this activity, circulate among the groups and identify one or two participants tocontribute to the final plenary.
97 | Key Stage 3 National Strategy | Increasing pupils’ rates of progress in ICT | Resources for tutorsDfES 0649-2004 G | Crown copyright 2004
Slide 4.3
What can you do next? Slide 4.3
• Can you identify areas for development that would increase the rates of progress forpupils in all classes?
• Can you choose one or two areas to develop with your whole department?
Handout 4.2
52 | Key Stage 3 National Strategy | Increasing pupils’ rates of progress in ICT | Resources for participantsDfES 0645-2004 G | Crown copyright 2004
Department meeting actionsExamples
Handout 4.2
Analyse previous Year 9 outcomes toidentify possible curricular targets.
Produce a display of the progression incontrol and modelling concepts forpupils and teachers.
Work with teachers to developevaluation linked to audience andpurpose through all the units.
Establish criteria for judgingpublications.
Look at the route maps with thedepartment to see explicit progressionand identify other opportunities todevelop concepts.
Use the levelness statements to shareoutcomes with pupils.
Use the subject development material todevelop peer and self-assessment.
Review short-term planning in the lightof the progression in ICT-related thinkingskills.
Introduce the idea of input, process andoutput planning to the department andplan how this can be embedded intoteaching the STUs.
Work with staff to identify differentplanning tools to support pupils inbreaking down problems.
Use the video with the department toreview opportunities for modellingthinking and planning.
Choose one of the thinking skills andwork through how the scheme of workcan be adapted to make practising anddeveloping this skill explicit.
Establish shared observation linked toreviewing teacher modelling of ideasand thinking processes.
Use the subject development material todevelop curricular target setting in ICT.
Plenary 10 minutes
Remind participants of the aim of the training by showing the objectives of the unit onslide 4.4.
Ask participants to consider whether the actions they have identified will achieve thisaim. Ask one or two participants to contribute at this point.
If participants have unanswered questions or feel that any areas covered by thetraining need clarification, deal briefly with these issues.
Ask participants to hand in their completed action planner (handout 1.1), saying thatthese will be photocopied and returned to their schools later. Explain that this will helpyou to target support.
Point out the Key messages leaflet in the participants’ pack. Explain that the leafletsummarises the key points from the day and is intended for their colleagues who werenot present at this training.
Also point out the CD-ROM that accompanies the unit. Explain that the CD-ROMcontains all the materials used in the four sessions and relevant resources developedfrom different training units.
Ask participants to complete their evaluation forms and hand them in before theyleave. Thank them all for their contributions.
98 | Key Stage 3 National Strategy | Increasing pupils’ rates of progress in ICT | Resources for tutorsDfES 0649-2004 G | Crown copyright 2004
Slide 4.4
Objectives: Increasing pupils’ rates of progress in ICT Slide 4.4
• To increase pupils’ rates of progress in ICT by ensuring clear expectations for pupils’progress of between one and two levels over Key Stage 3
• To explore strategies to accelerate progress through more focused teaching
• To identify ways in which departments can plan effectively to increase the rates ofprogress for all pupils
99 | Key Stage 3 National Strategy | Increasing pupils’ rates of progress in ICT | Resources for tutorsDfES 0649-2004 G | Crown copyright 2004
Teaching strategies
Handout 4.1
Key ICT-related thinkingskills
Information processing:
• Search
• Select
• Organise
Reasoning:
• Justify
• Use criteria
• Plausibility
Enquiry:
• Plan
• Test
Creative thinking:
• Explore
• Develop and explore
Evaluation:
• Evaluate
• Audience
• Purpose
Teaching strategies Examples to use within yourdepartment
Impact on learning
100 | Key Stage 3 National Strategy | Increasing pupils’ rates of progress in ICT | Resources for tutorsDfES 0649-2004 G | Crown copyright 2004
Department meeting actionsExamples
Handout 4.2
Analyse previous Year 9 outcomes toidentify possible curricular targets.
Produce a display of the progression incontrol and modelling concepts forpupils and teachers.
Work with teachers to developevaluation linked to audience andpurpose through all the units.
Establish criteria for judgingpublications.
Look at the route maps with thedepartment to see explicit progressionand identify other opportunities todevelop concepts.
Use the levelness statements to shareoutcomes with pupils.
Use the subject development material todevelop peer and self-assessment.
Review short-term planning in the lightof the progression in ICT-related thinkingskills.
Introduce the idea of input, process andoutput planning to the department andplan how this can be embedded intoteaching the STUs.
Work with staff to identify differentplanning tools to support pupils inbreaking down problems.
Use the video with the department toreview opportunities for modellingthinking and planning.
Choose one of the thinking skills andwork through how the scheme of workcan be adapted to make practising anddeveloping this skill explicit.
Establish shared observation linked toreviewing teacher modelling of ideasand thinking processes.
Use the subject development material todevelop curricular target setting in ICT.
101 | Key Stage 3 National Strategy | Increasing pupils’ rates of progress in ICT | Resources for tutorsDfES 0649-2004 G | Crown copyright 2004
Tutor resource 4.1
Key ICT-related Teaching Examples to use Impact on learningthinking skills strategies within your
department
Reasoning:
Justify
Use criteria
Plausibility
Enquiry:
Plan
Test
Creative thinking:
Explore
Develop and explore
Use video as a follow-upto using real-lifeexamples, to establishcriteria for judgements.
Work with differentgroups to developlanguage.
Visual scaffold for 9.1water ride.
‘Input, process, output’breakdown of theproblem.
Use Gantt chart toorganise project.
Use storyboarding.
Matching to criteria.
Different ways ofrepresenting planning in avisual manner.
Use ‘input, process,output’ approach in allunits. Build differentscaffolds to differentiate.
Break down the elementsof the project.
Use storyboarding tobreak down sequences.
Use of end user.
Breaking down theproblem enables pupilsto approach the answerin a logical manner, andin control enables themto reach the next level.
Refocusing on the Ganttchart at strategic pointsenables pupils to rethinkthe whole problem andwhere the elements fit in.
This clarifies the structure.Links the required outputto necessary inputs.
Pupils are able tojustify choices againstdeveloped criteriarather than justexplaining or usingrecount.
Examples of othersolutions (from any areaof ICT), with teachersmodelling thinking of howthey would formjudgements. Use someexamples that are clearlynot suitable in order tochallenge plausibility.
Model writing of how asolution is justified.
Scoping the problem.
Using existing materials,e.g. adverts.
Developing theirnarration.
Video editing software.
102 | Key Stage 3 National Strategy | Increasing pupils’ rates of progress in ICT | Resources for tutorsDfES 0649-2004 G | Crown copyright 2004
Key ICT-related Teaching Examples to use Impact on learningthinking skills strategies within your
department
Evaluation:
Evaluate
Audience
Purpose
Test
Modelling critique usinga poor video, linking toaudience and purpose.Develop this with ahigh-ability group.
The rest of the classalso become end usersand use the criteria.
Involve the class in realexamples – time fornarration, e.g. What canyou do in 10 seconds?
Will this work for theaudience?
Increase modelling ofthinking through issuesand developing moresophisticated criteria.
Set up examples toshow what can bedone. Use timedpresentation with talk-over. Make use of peerwork to checksuitability.
Pupils begin to usemore specificlanguage linked to thecommercial world.
Provides practice withpeers to enablegroups to match workto purpose. Lowerability required asusers are alsopractising evaluationskills.
Tutor resource 4.1 cont.
103 | Key Stage 3 National Strategy | Increasing pupils’ rates of progress in ICT | Resources for tutorsDfES 0649-2004 G | Crown copyright 2004
Evaluation form: Increasing pupils’ rates of progress in ICT
For completion by teachers
What were the most successful aspects of today’s sessions?
What changes would you suggest if today’s sessions were repeated?
Please grade each session on the basis of how well-structured and organised it wasto meet the learning objectives identified.
School ________________________________________________________
Post held ________________________________________________________
Please return this form to your tutor before leaving.
SessionGrade: please ring
Comment1 = Very good, 4 = Poor
Session 1 What does progression 1 2 3 4look like?
Session 2 Teaching for progression: 1 2 3 4key concepts
Session 3 Teaching for progression: 1 2 3 4thinking skills
Session 4 Departmental pathways 1 2 3 4to effective progression
Overall grade for the unit 1 2 3 4
Key Stage 3
National Strategy
ICT
104 | Key Stage 3 National Strategy | Increasing pupils’ rates of progress in ICT | Resources for tutorsDfES 0649-2004 G | Crown copyright 2004
105 | Key Stage 3 National Strategy | Increasing pupils’ rates of progress in ICT | Resources for tutorsDfES 0649-2004 G | Crown copyright 2004
Summary evaluation form: Increasing pupils’ rates ofprogress in ICT
For completion by consultants or tutors after presenting the unit
LEA: Region:
Venue: Date(s):
Tutor(s):
Number of schools represented: Middle
Secondary (all categories)
Special
Number of participants attending:
Please total the grades given by participants and (overleaf) summarise the commentsyou received, then forward this sheet to your regional director at the address overleaf.Please provide numbers, not percentages, when collating the grades.
Total for each grade
SessionVery good Poor
1 2 3 4
Session 1 What does progression look like?
Session 2 Teaching for progression:key concepts
Session 3 Teaching for progression:thinking skills
Session 4 Departmental pathwaysto effective progression
Total number of teachers
Overall grade for the unit
Key Stage 3
National Strategy
ICT
Participants regarded the most successful aspects of the course as …
Main changes suggested by participants were …
Please send this survey to:
ICT Team Senior Regional CoordinatorCentre for School Standards60 Queens RoadReading RG1 4BS
106 | Key Stage 3 National Strategy | Increasing pupils’ rates of progress in ICT | Resources for tutorsDfES 0649-2004 G | Crown copyright 2004
107 | Key Stage 3 National Strategy | Increasing pupils’ rates of progress in ICT | Resources for tutorsDfES 0649-2004 G | Crown copyright 2004
Evaluation form: Increasing pupils’ rates of progress in ICT
For completion by consultants or tutors after presenting the unit
Name
LEA
What were the most successful aspects of today’s sessions?
What changes would you suggest if today’s sessions were repeated?
Please grade the tutor’s materials 1–4 for clarity, pitch, ease of use, appropriatenessfor teachers and so on. Use additional sheets of paper if you wish to provide moredetailed comments.
Please send this survey to:
ICT Team Senior Regional CoordinatorCentre for School Standards60 Queens RoadReading RG1 4BS
SessionGrade: please ring
Comment1 = Very good, 4 = Poor
Session 1 What does progression 1 2 3 4look like?
Session 2 Teaching for progression: 1 2 3 4key concepts
Session 3 Teaching for progression: 1 2 3 4thinking skills
Session 4 Departmental pathways 1 2 3 4to effective progression
Overall grade for the unit 1 2 3 4
Key Stage 3
National Strategy
ICT
108 | Key Stage 3 National Strategy | Increasing pupils’ rates of progress in ICT | Resources for tutorsDfES 0649-2004 G | Crown copyright 2004
Copies of this document may be available from:
DfES Publications Tel: 0845 60 222 60Fax: 0845 60 333 60Textphone: 0845 60 555 60e-mail: [email protected]
Ref: DfES 0649-2004 G
© Crown copyright 2004
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