Medium Term Planning and Assessment Examples

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Medium Term Planning and Assessment Examples Powered By Docstoc
					In order to clarify how the Scheme of Work might be used, the following
 pages include completed examples of a teacher’s medium term planning,
recording & assessment for one term. The medium term planning sheets
         can be used as a basis for Short Term planning for ICT.




Included in this section is a sample lesson plan for an Integrated Project.
It is important to develop plans like this for each of the three Integrated
     Projects as they form the basis of the assessment for each year.




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                             Learning objectives                              Year 3/4 B Term Two                                          Annotated example

                                                                                                                                                       Data, resources, subject links,
         Key understandings                          Key Techniques                    Suggested Teaching Activities and Focused Tasks                         differentiation
Unit 3c Introduction to databases           Unit 3c                                   Children bring in examples of databases in their everyday     1 -classroom based
                                                                                       lives (eg: Top Trumps, directories etc). Use to introduce     dinosaur records
- collecting and storing information in     - to add a record to a file in a           concept of databases, linking to Unit 2E. Try search and      red group - simple cards TA
  an organised way helps them find            computer database                        sort of a paper database. Ask why some searches are           support
  answers to questions                      - to answer simple questions by            faster or easier to complete.                                 2 – sort search existing
- information on record cards is              matching the contents of a single       Ask children to develop a set of questions related to a       database
  divided into fields and that a set of       field (to do a simple search)            class topic. As whole class create database, which could      3/4 – Create database’ (website
  record cards is called a file             - to answer simple questions by            answer them .Have the children enter the data.                http://www.train.stockton.gov.uk/pages/v
- information can be held as numbers,         ordering records by a key field and     Demonstrate electronic sort and search, and compare to        iewpage.asp?pageid=1077)
  choices (such as yes/no) or words           then taking the top or bottom record     paper databases. Carry out sort/search activities.            NB SS & GK absent for several
- information can be taken from               (to do a simple sort)                    Differentiate by varying complexity of criteria.              sessions Integrated project
                                                                                                                                                     Cross-curricular links: Science,
  pictures or text                          - to use a database to produce bar        Review field types (number, choice etc). Show that field
- ICT can be used to store and sort           charts                                   type limits data entered. Add a new field to the database     History, Literacy
  information                                                                          and ask children to add a record.
                                                                                      Produce graphs including bar charts from computer
                                                                                       database. Use graphs to answer questions.
Unit 4c Branching databases                 Unit 4c                                   Tell children you are thinking of an object; say they can     1. Graphs samples whole class.
                                                                                       ask ‘yes/no’ questions to identify it. Children discuss       2.link questions to habitat topic
- ‘yes/no’ questions can be used to         - to search a branching database
                                                                                       which kinds of questions were most effective.                 (red group have starter
  divide a set of objects into sub-sets     - to create a branching database
  and that a sequence of ‘yes/no                                                      Show the children two objects and ask them to find a          questions)
                                                                                       good question to distinguish between them. Using              3/4. Build database, linking back
  questions can identify an object
                                                                                       appropriate software, build these objects and questions       to question
- a tree diagram can be used to
                                                                                       into a branching database. Children could add other           5. Discuss unsuitable graph egs.
  organise information
                                                                                       objects, then create their own tree diagram.                  Explain why.
                                                                                      In pairs, one child chooses an item and the other uses        Integrated project Tudors
                                                                                       the branching database to identify it. Able children could    database - see plan
                                                                                       evaluate the quality of their database questions and          Cross-curricular links:
                                                                                       efficiency of their diagram to classify objects. They could   Maths,Science, History
                                                                                       then refine their database.
            Any open-ended task rooted in the curriculum and drawing on the knowledge and techniques taught above                                          Technical Vocabulary
            (more project ideas can be found at wwwstandards.dfes.gov.uk/schemes3/documents/ICT_Teachersguideupdate.pdf)                             file           branch
            or:
 Integrated




                                                                                                                                                     database       question
   Project




            Branching database                                                                                                                       record         questionnaire
            - Children will choose a topic from a limited range and produce a branching database. They will work in pairs to collect                 field          tree diagram
                 information and use this to create the database. (Some children may need help setting it up.) Children test and evaluate each       sort
                 other’s databases, reviewing whether the questions used are appropriate.                                                            classify
            Database project                                                                                                                         order
            - Children enter data into a prepared database on a class topic. They use it to answer questions and create graphs to support            search
                 their answers. Children could go on to create questions of their own and answer them.                                               bar chart

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                                                                 Year 3/4 A Term Two - Monitoring, recording & assessing
Learning Objectives– write initial(s) of only the pupils at each end of spectrum                                                                    Formative assessment
Use this formative assessment in your planning for subsequent sessions and terms
 Pupils know that (knowledge & understanding - ICT capability)         Pupils who have progressed further                                      Pupils who have not made so much progress
 Unit 3c Introduction to databases                                                              MB / RS                                        MY
 - collecting & storing information in an organised way helps find answers to
   questions
 - information on record cards is divided into fields; a set of record cards is called a        MB / RS
   file
 - information can be held as numbers, choices (such as yes/no) or words                        MB / CB
 - information can be taken from pictures or text                                               MB / CB / RS                                   CF  PT
 - ICT can be used to store and sort information                                                MB / CB / RS / WG
 Unit 4d – collecting & presenting information: questionnaires & pie charts                     CB                                             CF PT
 - different graphs are used for different purposes
 - pie charts can be used to make comparisons                                                   CB / RS
 - line graphs can be used to show continuously changing information                            MB / CB / RS                                   Carole Mike PT

 Pupils can (techniques or skills):                                                             Pupils who have progressed further             Pupils who have not made so much progress
 Unit 3c Introduction to databases                                                              MB / CB / RS/ FT
 - add a record to a file in a computer database
 - answer simple questions by matching contents of a single field (simple search)               CB / RS
 - answer simple questions by ordering records by a key field and then taking the               MB / CB / RS
   top or bottom record (to do a simple sort)
 - use a database to produce bar charts                                                         MB / CB / RS                                   FS
 Unit 4d – collecting & presenting information: questionnaires & pie charts                     CB
 - collect information which could be graphed
 - present information graphically using appropriate graph or chart                             MB / CB / RS / SY                              NY

Units 3c & 4d Integrated project                                                                                                                          Summative assessment
Use this summative assessment in your planning for subsequent terms and to support levelling of ICT work
 Most children have:                                               Some children have not made so much progress and have:          Some children have progressed further and have:
  Entered data into a database with a predetermined structure      Entered data into a database with a predetermined structure    Entered data into a database with a predetermined structure
   and used it to answer straightforward questions                   and found information in it by matching the query to the        and used it to answer straightforward questions; turned
  Use database to create charts and graphs which are usually        question (perhaps with some support)                            questions into search criteria
   appropriate                                                      With some support created charts and/or graphs                 Used database to create charts and graphs which are
                                                                                                                                     appropriate. Give viable reasons for the choice of graph.

                                                                                        Working at (Level 2)                                            Working at (Level 4)
                      Working at (Level 3)                                                MY / PT / FS                                                   MB / CB / RS



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                    Unit 3c/4d – Example lesson plan for the Integrated task

   Year Group:                       Unit:                                   Project Title:
                                     Integrated Project for                  ‘Graphs from a database
   Year 3/4                          Unit 3c – Introduction to databases     (3 sessions)
                                     Unit 4d – collecting & presenting
                                     information: questionnaires & pie
                                     charts
   Context:                                               Technical Vocabulary:
   This project covers the techniques and
   understandings from Units 3c and 4d This project       Search                        field file
   can be used as the opportunity to assess children’s    key word                      record
   understanding about the use of databases and how       database                      sort
   the information in a database can be used to create    pie chart                     classify
   graphs which will be appropriate to answer certain     line graph                    order
   questions                                              questionnaire                 bar chart
   Teacher should remind children of the Learning
                                                          Resources:
   Objectives that they covered in the two units.            Information Workshop (or other simple database)
   Children will create a database (with the teacher’s       Internet access
   assistance) based on information that they have
   collected and will create graphs to answer
   questions related to the database.
   Learning Objectives: Children should learn:
   Key understandings
       collecting and storing information in an organised way helps them find answers to questions
    information on record cards is divided into fields and that a set of record cards is called a file
    information can be held as numbers, choices (such as yes/no) or words
    information can be taken from pictures or text
    ICT can be used to store and sort information
    different graphs are used for different purposes
    pie charts can be used to make comparisons
    line graphs can be used to show continuously changing information
   Key Techniques
    to add a record to a file in a computer database
    to answer simple questions by matching the contents of a single field (to do a simple search)
    to answer simple questions by ordering records by a key field and then taking the top or bottom record (to do a
       simple sort)
    to use a database to produce bar charts
    collect information which could be graphed
    present information graphically using appropriate graph or chart




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   Organisation of activity:
   The database could be on a generic topic such as animals or musical instruments or preferably related
   to another curriculum area such as History – about Henry VIII’s wives.

       Class decide what type of information they will be gathering (what sort of questions do they want to answer,
       what fields they do they need to include).
   Henry VIII’s wives - If they want to find out - which wife was his wife for the longest then they will need a field about
    ‘length of time as wife’ or which wife was the youngest when they died then they will need a field – ‘age at death’,
    etc.
       Animals - If they want to find out – do most animals eat meat – then they will need a field ‘type of feeder’ or
       do many animals sleep during the day then they will need a field ‘nocturnal’, etc.
       Musical Instruments - If they want to find out - are all woodwinds made out of wood then they will need a
       field ‘class’ and a field ‘material’ or which is the biggest instrument then they will need a field ‘size’, etc.
       Children design (with teacher’s assistance) an information capture form – similar to a paper-based record
       card.
       As part of their history topic, children research the data to be included in the database
       Either the children or the teacher (depending on the children’s ability and confidence with databases) create
       a database based on the children’s criteria and fields. Children enter their data into the database.
       Children use simple search and sort criteria to answer their questions that thought of at the beginning of the
       activity (some questions may have to be altered.)
      Children choose and create appropriate graphs to answer some of their questions.

       Children explain why their graphs are appropriate and more able children could create some inappropriate
       graphs and explain why these are not useful.
   Plenary:
   After each session, allow children to feedback their progress, noting learning objectives, where
   appropriate. At the end of the project, children should share their findings and reports with each other.

   Assessment:
   Through discussions with children and examination of their work, the teacher should find evidence of their ability
   to search for information effectively and their understanding about the uses of databases.

   Most children will have:
    Entered data into a database with a predetermined structure and used it to answer straightforward questions
    Use database to create charts and graphs which are usually appropriate

   Some children will not have made so much progress and will have:
    Entered data into a database with a predetermined structure and found information in it by matching the query
     to the question (perhaps with some support)
    With some support created charts and/or graphs


   Some children will have progressed further and will have:
    Entered data into a database with a predetermined structure and used it to answer straightforward questions;
     turned questions into search criteria
    Used database to create charts and graphs which are appropriate. Give viable reasons for the choice of
     graph.

   Note: Creating the database themselves is not a requirement in any of the levels.




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                        The following sheets are short term planning
                    proformas, which could be used to develop the detail
                             given in the medium term planning




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                                         BLANK LESSON PLAN PRO FORMA

                                              Unit:                                            Lesson Title:
Year Group:
           Year          Term                                     Unit
ICT Aspects covered (tick as appropriate)
Developing ideas & Making things happen / Exchanging & sharing information / Finding things out / Reviewing, Modifying & evaluating

Context:                                                               Learning Objectives:




Technical Vocabulary:                                                  Resources:




Organisation of activity:




Differentiation:



Plenary:




.
Assessment (outcomes / expectations):




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                                                     COMPLETED EXAMPLE

Year Group:                                   Unit:              EXAMPLE                       Lesson Title:
            Year 1 Term 2                        Unit 1d – Labelling and classifying                      ‘Describing Shapes’
ICT Aspects covered (tick as appropriate)
Developing ideas & Making things happen / Exchanging & sharing information / Finding things out / Reviewing, Modifying & evaluating

Context:                                                               Learning Objectives:
                                                                       Key understandings
Children will learn that key pieces of information can be                 key pieces of information can describe objects
used to describe objects. They will also learn to use                     objects can be described using key words
simple criteria to divide groups of objects into sub-sets,
                                                                          objects can be divided according to criteria
and to identify objects by key words.
                                                                          objects can be identified from key words
                                                                       Key techniques
                                                                        to classify and label objects using key works
                                                                        to identify objects from key words
Technical Vocabulary:                                                  Resources:
   Information                                                         Pictures of objects on cards
   Key words                                                           Size and shape labels
                                                                        Word processor with a word bank and graphic insert
                                                                         capability
                                                                        Word bank with shapes, sizes and colours
Organisation of activity:
This activity could be done as a whole class or in groups.

The children could be asked to pretend that they have lost an object and that they have to describe it to the class
so that the other children can help them find it. It is ‘information’ that is used to describe the object.

The children could be asked to select an object from a collection of objects, including large and small coloured
shapes. (See attached sheet). They state its colour and size and then choose cards showing the colour, size and
shape. They list the words, eg circle, big, red, and then say the sentence, ‘It is a big red circle.”

With the same collection of shapes the children could take turns to divide them into two sets. The rest of the class
could guess the criterion chosen. Example – they could divide the shapes into large and small, red or blue,
squares or circles. The children could then take turns to give two words describing one of the objects, such as ‘big’
and ‘red’. The rest of the class could try to identify the object.

Using a prepared word bank containing the names, shapes, colours of objects, the children, in pairs, could choose
an object on screen and then give some information about it by clicking on the appropriate name, size and colour
in the word bank. The information could be printed onto labels and the objects could then be displayed.
Differentiation:
TA support for red group. Blue group could work with teacher and attempt more than one criterion for selection.
Blue group will be expected to give two sets of information about the shape when working on screen.
Extension work: pupils create their own labels using, ‘own labels’ word file (this has no word bank)

Plenary:
The children could use the labels they printed in order to describe their object to the rest of the class. The class
could classify the different objects into groups.

Assessment: (outcomes / expectations):
Most children will be able to use key words to label and classify objects.
Some children may have more difficulty and still use personal descriptions to describe objects.




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                                ICT Short Term Plan                Unit: ………       Class………………       Week …...………

Learning Objective/s:                                                                  Evaluation:




Key Vocabulary:                                                          Resources / Software:         Cross Curricula Links




Lesson Structure:                                                        Differentiation:
                                                                         T:




                                                                         L:




Plenary:



Additional Adults:



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The following sheets include guidance and
proformas designed to support assessment
             of work in ICT




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                 Developing ICT Skills
             for Independent Use of ICT


The following is a possible list of skills to be developed by the end of Key
Stages 1 and 2, and to be used and reinforced in Key Stage 3

Points to note:
 With regard to developing ICT capability these skills must not be seen
   in isolation and must be taught alongside knowledge and understanding
 They could be a set of skills which we could assume that the majority
   of children have acquired when moving to the next key stage and need
   reinforcing rather than introducing
 The main purpose for teaching ICT Skills is to enable children to work
   more independently at different NC levels
 The following is a set of skills at the end of Key Stage 1 and 2 which
   would help children to use ICT with increased independence
 They are not intended as a list for recording purposes or for levelling
   children’s achievement
 They can be seen as a set of skills that need to be taught to children
   within your current ICT Curriculum
 They can be seen as a set of skills that children need to have to help
   them use processes within ICT at an appropriate level

    For example, in order for children to develop their ideas effectively,
    (a key characteristic of level 3) they need a set of skills such as: using
    different fonts sizes and colour, a spell checker, being able to cut &
    paste within applications to reorder their ideas and combining text and
    graphics

   They could be used as a set of skills when talking to children about
    their use of ICT




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       ICT Information Sheet for the Foundation Stage–
                  Working Towards Level 1
   ICT (or related) Knowledge, Understanding and/or Skill
                                                                        QCA Scheme of Work

use a mouse to select and/or drag objects or tools
                                                                                QCA 1a
use a simple painting program to create a picture
                                                                             Introduction to
put simple text onto their picture using a text tool                            modelling
recognise simple words and pictures on screen
understand that the mouse controls the pointer
use mouse with a degree of eye/hand co-ordination
                                                                             QCA 1b
select text using the correct mouse button
                                                                        Using a word bank
recognise the letters in their names on a computer
keyboard
play something using a cassette tape recorder
use a talking book
                                                                            QCA 1c
recognise the difference between a video & a TV
                                                                     The information around
programme                                                                      us
interact with a simple CDROM controlling the pointer
with a mouse (or similar)
understand the concepts of big & small                                       QCA 1d
understand the written words for different colours                   Labelling & classifying
use a word processor with a word bank
collect data                                                               QCA 1e
understand that data can be presented graphically                        Representing
                                                                    information graphically:
                                                                          pictograms
have an awareness of simple switches in household
appliances                                                                   QCA 1f
understand the terms ‘on’ & ‘off’                                         Understanding
understand directional language such as forward,                      instructions & making
left, backward, turn                                                      things happen

be able to count




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                   ICT Information Sheet for Transfer
                         from Key Stage 1 to 2
General
e.g. when using ICT equipment with increasing confidence
Can use the mouse to select and move items and text on screen
Can find all the letter on the keyboard and the main keys
Can select a program and make it start
Can save and retrieve work
Can print work
Working with text
e.g. when amending their writing on a computer using simple editing tools
Can select, listen to, text using the mouse
Can enter text with spaces
Can use the cursor
Can use the backspace key to make corrections
Can use the return/enter key to insert line breaks
Can delete and insert text to improve readability
Can use the shift key to type capital letters
Can change font size
Working with pictures
e.g. when making a picture on a computer choosing tools to create specific effects
Can select a colour
Can select and use simple mark making tools and change its size
Can use the flood fill tool
Can select and use the straight line and geometric shapes
Can select and use the spray tool
Can use undo facility
Finding things out
e.g. when sorting and grouping information and presenting their finding
Can use pictograms to answer simple questions
Can enter data in to a graphing package
Can create a simple graph e.g. a bar chart
Can sort the data on a graph
Can enter data in a pre-structured database
Can search using the index
Can search using key words to search
Can search using menus
Can use hot links or hyperlinks to navigate a CD-ROM/Web site
Making things happen
e.g. when working with a turtle entering instruction sequences to follow a specific route
Can use directional language to ‘control’ someone else’s actions
Can enter instructions for a floor or screen turtle to move forward, backward, left & right
Can enter a sequence of instructions
Can make choices within a modeling program
                                                                               From Surrey LEA




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               ICT Information Sheet for Transfer
                From Key Stage 2 to Key Stage 3
      Framework for teaching ICT capability: Years 7, 8 and 9
            (From the Key Stage 3 Strategy Materials)
This describes what most pupils should have learned in ICT by the end of Key Stage 2, particularly
those aspects that relate to the yearly objectives in Key Stage 3:
Finding things out
By the end of Year 6, most pupils should be able to:
     identify the information they need to complete a simple task or solve a simple problem;
     use simple search techniques, including indexes and lists of contents, to find information;
     prepare information for use in a task by downloading relevant pieces or collecting them from
        various sources;
     classify information for use in a database and understand how a suitable structure is created;
     recognise different types of information such as text, numbers, graphics;
     enter data into a database, search it and present data in simple tables and graphs;
     check that information is accurate and reasonable;
     discuss what might happen if information is entered into the computer incorrectly or not
        downloaded completely

Developing ideas and making things happen

By the end of Year 6, most pupils should be able to:

     combine text, graphics and sound to develop and present their ideas;
     reorganise information for a particular task or problem;
     create, test and refine a simple sequence of instructions to control events or make things happen;
     use datalogging equipment to monitor changes, for example, in light, temperature or sound;
     use simple spreadsheet models to explore the effect of changing variables and answer
      straightforward questions;
     identify patterns revealed by simple models or simulations.

Exchanging and sharing information
By the end of Year 6, most pupils should be able to:
     use e-mail;
     use software to create stories, animations, presentations, displays and posters;
     consider the needs of different audiences, such as parents, peer groups, younger or older pupils;
     recognise the need for quality and accuracy in their presentations of work and ideas;
     work in groups to solve problems and complete t

Reviewing, modifying and evaluating work as it progresses
By the end of Year 6, most pupils should be able to:
     review what they have done and consider how they might improve their work;
     evaluate other people’s work and get ideas for their own;
     describe their use of ICT and how they might have completed a task using other methods;
     compare their use of ICT with other people’s;
     recognise the benefits of using ICT for particular tasks;
     describe some uses of ICT outside school and the impact it might have on people at work and at
       home.




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                      Key Characteristics of Levels in ICT –
                       (From the KS3 Strategy Materials)

                                             Key Characteristics

Level 1       Exploratory use and developing familiarity

Level 2       Purposeful use toward specific outcomes

Level 3       Develop ideas and solve problems

Level 4       Combine and refine information from various sources; interpret and question plausibility

Level 5       Combine the use of ICT tools within an overall structure; critically evaluate fitness for
              purpose; accuracy

Level 6       Increased efficiency and integration; greater range and complexity of information

Level 7       Scope, define, implement and refine systems

Level 8       Design and implement systems for others to use

EP            Design, implement, test, document and evaluate systems for others


                              The Level Descriptions
                  (From the QCA NCAction website www.ncaction.org.uk)
There are five aspects of attainment for information and communication technology capability

     1.   finding things out
     2.   developing ideas and making things happen
     3.   exchanging and sharing information
     4.   reviewing, modifying and evaluating work as it progresses
     5.   breadth of study

Level 1
Pupils explore information from various sources, showing they know that information exists in
different forms. They use ICT to work with text, images and sound to help them share their
ideas. They recognise that many everyday devices respond to signals and instructions. They
make choices when using such devices to produce different outcomes. They talk about their
use of ICT.
Level 2
Pupils use ICT to organise and classify information and to present their findings. They enter,
save and retrieve work. They use ICT to help them generate, amend and record their work and
share their ideas in different forms, including text, tables, images and sound. They plan and
give instructions to make things happen and describe the effects. They use ICT to explore
what happens in real and imaginary situations. They talk about their experiences of ICT both
inside and outside school.
Level 3
Pupils use ICT to save information and to find and use appropriate stored information,
following straightforward lines of enquiry. They use ICT to generate, develop, organise and
present their work. They share and exchange their ideas with others. They use sequences of
instructions to control devices and achieve specific outcomes. They make appropriate choices
when using ICT-based models or simulations to help them find things out and solve problems.
They describe their use of ICT and its use outside school.

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Level 4
Pupils understand the need for care in framing questions when collecting, finding and
interrogating information. They interpret their findings, question plausibility and recognise that
poor-quality information leads to unreliable results. They add to, amend and combine different
forms of information from a variety of sources. They use ICT to present information in different
forms and show they are aware of the intended audience and the need for quality in their
presentations. They exchange information and ideas with others in a variety of ways, including
using e-mail. They use ICT systems to control events in a predetermined manner and to sense
physical data. They use ICT-based models and simulations to explore patterns and
relationships, and make predictions about the consequences of their decisions. They compare
their use of ICT with other methods and with its use outside school.
Level 5
Pupils select the information they need for different purposes, check its accuracy and organise
it in a form suitable for processing. They use ICT to structure, refine and present information in
different forms and styles for specific purposes and audiences. They exchange information
and ideas with others in a variety of ways, including using e-mail. They create sequences of
instructions to control events, and understand the need to be precise when framing and
sequencing instructions. They understand how ICT devices with sensors can be used to
monitor and measure external events. They explore the effects of changing the variables in an
ICT-based model. They discuss their knowledge and experience of using ICT and their
observations of its use outside school. They assess the use of ICT in their work and are able
to reflect critically in order to make improvements in subsequent work.
Level 6
Pupils develop and refine their work to enhance its quality, using information from a range of
sources. Where necessary, they use complex lines of enquiry to test hypotheses. They
present their ideas in a variety of ways and show a clear sense of audience. They develop, try
out and refine sequences of instructions to monitor, measure and control events, and show
efficiency in framing these instructions. They use ICT-based models to make predictions and
vary the rules within the models. They assess the validity of these models by comparing their
behaviour with information from other sources. They discuss the impact of ICT on society.
Level 7
Pupils combine information from a variety of ICT-based and other sources for presentation to
different audiences. They identify the advantages and limitations of different information-
handling applications. They select and use information systems suited to their work in a variety
of contexts, translating enquiries expressed in ordinary language into the form required by the
system. They use ICT to measure, record and analyse physical variables and control events.
They design ICT-based models and procedures with variables to meet particular needs. They
consider the benefits and limitations of ICT tools and information sources and of the results
they produce, and they use these results to inform future judgements about the quality of their
work. They take part in informed discussions about the use of ICT and its impact on society.
Level 8
Pupils independently select appropriate information sources and ICT tools for specific tasks,
taking into account ease of use and suitability. They design successful ways to collect and
prepare information for processing. They design and implement systems for others to use.
When developing systems that respond to events, they make appropriate use of feedback.
They take part in informed discussions about the social, economic, ethical and moral issues
raised by ICT.
Exceptional Performance
Pupils evaluate software packages and ICT-based models, analysing the situations for which
they were developed and assessing their efficiency, ease of use and appropriateness. They
suggest refinements to existing systems and design, implement and document systems for
others to use, predicting some of the consequences that could arise from the use of such
systems. When discussing their own and others' use of ICT, they use their knowledge and
experience of information systems to inform their views on the social, economic, political, legal,
ethical and moral issues raised by ICT.
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                          ASSESSING ICT – Annotation
This sheet and the pupil’s self-assessment sheet should be attached to printed evidence of pupils’
independent achievement in ICT e.g. work produced through the integrated project
  Date           Year group      Best fit                             Tick one:
                                 LEVEL        ICT Capability          - Developing
                                              (within the level)      - Capable
                                                                      - Very capable
  Curriculum context                          Learning objectives
 (Ref. QCA Unit / integrated task)




                   Main ICT aspects covered – (Tick any which this piece of work covers)
   Finding things out
                                                       Review/modify/evaluate
   Developing ideas/making things happen
                                                       Breadth of study
   Exchanging/sharing information
 ICT Access – hardware, software, ICT devices used to complete work

 Context - Teacher Commentary




 Pupil Voice (Specific examples of what pupil said or did which helps to indicate a level.




 NC Attainment Level (summative assessment)


 Next Steps (formative assessment)
 
 
 



  Produced by Hertfordshire ICT Team       www.thegrid.org.uk/learning/ict/          78
                                                                               Annotated example

                           ASSESSING ICT – Annotation
Date                Year group       Best fit                                    Tick one:
                                     LEVEL            ICT Capability             - Developing
                                                      (within the level)         - Capable
                                                                                 - Very capable
Curriculum context                                    Learning objectives
(Ref. QCA Unit / integrated task)




                    Main ICT aspects covered – (Tick any which this piece of work covers)
    Finding things out
                                                        Review/modify/evaluate
    Developing ideas/making things happen
                                                        Breadth of study
    Exchanging/sharing information
ICT Access – hardware, software, ICT devices used to complete work

Context - Teacher Commentary

Consider the following and enter information, as appropriate:

     Highlight what the teacher taught the pupils –the learning objectives
     Indicate the level of support provided by the teacher or supporting adults.
     Whether the pupils worked as individuals, pairs, groups, etc.
     Identify other resources, which were provided, that the pupil used to achieve the
      outcomes, including help sheets, etc.
     The length of time the task took to complete.
     Whether there was ongoing development, modifications made.
     Identify whether the pupil was given the opportunity to share their work with others.
     Highlight what the pupil achieved and demonstrated in the example.

Pupil Voice (Specific examples of what pupil said or did which helps to indicate a level.




NC Attainment Level (summative assessment)
Characteristics within the activity that fit with the level judgement
Write in bullet form any key characteristics, which indicate a particular level.
Use the attainment target and ICT levelling grid provided to help make judgements


Next Steps (formative assessment)
Some of the characteristics of the next level that are not evident within the activity
Write in bullet form what the pupils would need to demonstrate next, in terms of ICT capability to
reach the next level or ensure they were secure within the level indicated.



Produced by Hertfordshire ICT Team          www.thegrid.org.uk/learning/ict/                  79
                 ICT Student Voice Sheets

These sheets should be used at the end of each term to assess progress and attainment
in the integrated project.

They could also be used when the child had produced a significant piece of work or as a
tool to find out individual achievement when children have been working collaboratively.

They should be used when children have been working on key activities and not used for
every ICT activity.

The first sheets would be suitable for Foundation Stage and Year 1, while the last sheets
would suit upper Key Stage 2. Teachers should choose sheets suited to the children they are
teaching.




Produced by Hertfordshire ICT Team   www.thegrid.org.uk/learning/ict/          80
                        My name is
         __________
                  This is how I feel
                about my ICT work …





Produced by Hertfordshire ICT Team   www.thegrid.org.uk/learning/ict/   81
   Put a sticker on your ICT work or on the
     chart to show how you feel about it.




                                
                                
                                
                                
Produced by Hertfordshire ICT Team   www.thegrid.org.uk/learning/ict/   82
Put a sticker on your ICT work or on the
chart to show how you feel about it.




Produced by Hertfordshire ICT Team   www.thegrid.org.uk/learning/ict/   83
                          ICT Self-Assessment
   Name                                                                 Date

   What was my task?

    




   Who did I work with? Who helped me?
    




   What did I do?

    




   How do I feel about my computer work?



                                
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                       ICT Self-Assessment
Name                                                                    Date

What was my task?

 


What Software did I use?
                                     
Who did I work with?
Who helped me?                       
What did I do?
  




What did I learn?
 



What will I improve/change next time?

 


How do I feel about my computer work?


                                  
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                                ICT Self-Assessment
    Name                                                            Date

    What task did you complete?




    What Software did you use?




    How did you complete the task?




    Describe any difficulties you had completing the task?




    What features of the software did you find helpful? Why?




    What did you learn?




Produced by Hertfordshire ICT Team   www.thegrid.org.uk/learning/ict/      86
        This sheet is designed for pupils’ formative assessment.
The class could work out a set of targets at the beginning of a unit of work and colour the shapes (on
paper or electronically) as each one is achieved. Teachers may produce sheets for younger children,
             but older pupils could produce their own sheet, from a set of agreed targets.


 Name:
                                                                    I can use key words
                                                                    to find something
                                                                    out on a CD ROM
                  I can change my
                   writing on the
                      computer



                                                                         I can make a
                                                                      picture using four
                                                                       different tools

           I can make a capital letter
                on the computer




                                      My ICT
                                                                             I can print my work
  I can save my work
   on the computer
                                      targets                    I can find my work on
                                                                the computer the next
                                                                   day and change it
                   I can find my way
                 around a CD ROM or
                   website and find
                  information I need
                                                                       I can make a set of
                                                                      instructions to move
                                                                           the Roamer



              I can change a word on the
            computer using the delete key


 Produced by Hertfordshire ICT Team    www.thegrid.org.uk/learning/ict/             87
               Resources to support the assessment
                      and monitoring of ICT




Produced by Hertfordshire ICT Team   www.thegrid.org.uk/learning/ict/   88
                   A check that the school is meeting statutory
                              requirements for ICT
Stage                Teaching ICT      ICT in subjects          Assessment                 Reporting
                                      ICT is used to
                   Schools must                                                     Schools must report
                                      support             Teachers must produce
                   teach the                                                        pupils’ experiences of
Foundation                            explorative         a record of what
                   stepping-stones                                                  ICT to parents at the
Stage                                 learning across     children can do
                   & early learning                                                 end of the stage
                                      the Foundation
                   goals for ICT.
                                      Stage curriculum
                                                          There is no statutory
                                                          obligation for teachers
                                                                                    Pupils’ progress in ICT
                                                          to record and report
Key Stage 1                                                                         must be reported to
                   Schools must                           children’s attainments
                                      ICT should be                                 parents at the end of
                   cover the                              in the form of levels.
Expected                              used to support                               each year.
                   programme of
attainment by                         learning in other
                   study for Key                          However, pupils’ levels
the end of key                        subjects.                                     There is no
                   Stage 1.                               of attainment should
stage is level 2                                                                    requirement to report
                                                          be assessed in order to
                                                                                    levels to parents.
                                                          determine pupils’
                                                          progress.
Key Stage 2                                               There is no statutory     Pupils’ progress in ICT
                                                          obligation for teachers   must be reported as a
                                                          to record and report      separate subject.
                   Schools must                           children’s attainments
                                      ICT should be
                   cover the                              in the form of levels.    Subject reports should
                                      used to support
                   programme of                                                     include a statement
                                      learning in other
                   study for key                          However, pupils’ levels   about how pupils used
                                      subjects.
Expected           stage 2.                               of attainment should      ICT.
attainment by                                             be assessed in order to   There is no
end of key                                                determine pupils’         requirement to report
stage is level 4                                          progress.                 levels to parents.
                                                                                    Parents should receive
                   Schools must                           At the end of year 9      notification of the
                                      ICT should be
                   cover the                              teachers must produce     levels attained,
Key Stage 3                           used by pupils in
                   programme of                           a separate subject        comparative school
                                      all subjects,
                   study for key                          report and award an       results for year 9
                                      except PE.
                   stage 3.                               attainment level for      pupils and national
                                                          each pupil.               averages for the
                                                                                    previous year.
                                                                                    Schools must report to
                   Schools must
                                      ICT should be                                 parents on pupils’
                   cover the
                                      used by pupils in   The subject can be        progress at the end of
                   programme of
Key Stage 4                           all subjects        assessed through          each year.
                   study for key
                                      except PE.          examination.              Attainment is also
                   stage 4.
                                                                                    reported through
                                                                                    certification.
                                                          There should be
                                                          measures in place for     Attainment is reported
                   Optional Key       ‘Signposted’ ICT
Key Stage 5                                               assessing the level of    through Key Skills
                   Skills ICT         Key Skills
                                                          school leavers’           qualifications
                                                          competence in ICT


 Produced by Hertfordshire ICT Team       www.thegrid.org.uk/learning/ict/                  89
Blank pro forma for schools’ use
                                     Resources Map
        Covering the ICT Programmes of Study for Foundation Stage and Key Stage 1
       Unit                                                               Software, hardware or other
Year




       Title                                                              ICT resource
F
D      Language
N
F
D      Mathematics
N
F
D      Creative
N
F
D
       Knowledge and Understanding of the World
N


1 An introduction to modelling, 1A


1 Using a word bank, 1B


1 The information around us, 1C


1 Labelling and classifying, 1D


1 Representing information graphically: pictograms, 1E


1 Understanding instructions and making things happen, 1F


2 Writing stories: communicating information using text, 2A


2 Creating pictures, 2B


2 Finding information, 2C


2 Routes: controlling a floor turtle, 2D


2 Questions and answers, 2E

       Note: there are other resources and online links at www.thegrid.org.uk/learning/ict/


Produced by Hertfordshire ICT Team     www.thegrid.org.uk/learning/ict/              90
Blank pro forma for schools’ use

                                       Resources Map
                        Covering the ICT Programmes of Study for Key Stage 2
         Unit                                                               Software, hardware or other
  Year



         Title                                                              ICT resource

  3 Combining text and graphics, 3A

  3 Manipulating sound, 3B

  3 Introduction to databases, 3C

  3 Exploring simulations, 3D

  3 E-mail, 3E

  4 Writing for different audiences, 4A

  4 Developing images using repeating patterns, 4B

  4 Branching databases, 4C
         Collecting and presenting information: questionnaires and pie
  4
         charts, 4D
  4 Modelling effects on screen, 4E

  5 Graphical modelling, 5A

  5 Analysing data and asking questions, 5B
         Evaluating information, checking accuracy and questioning
  5
         plausibility, 5C
  5 Introduction to spreadsheets, 5D

  5 Controlling devices, 5E

  5 Monitoring environmental conditions and changes, 5F

  6 Multimedia presentation, 6A

  6 Spreadsheet modelling, 6B

  6 Control and monitoring - What happens when...?, 6C

         Using the internet to search large databases and to interpret
  6
         information, 6D
         Note: there are other resources and online links at www.thegrid.org.uk/learning/ict/


Produced by Hertfordshire ICT Team       www.thegrid.org.uk/learning/ict/              91
Pro forma for schools’ use

                   Resources Map linked to Window Box software
                        Covering the ICT Programmes of Study for Key Stage 1
     Unit                              Software, hardware or other ICT        Notes, details, other
Yea




     Title                             resource                               resources etc
r




F                                      CD-ROMs / websites etc, My
D Language                             World, Clicker 4 , Talking First
N                                      Word
F
                                       CD-ROMs / websites etc
D Mathematics
                                       My World, Starting Graph
N
F
                                       Colour Magic, Compose World
D Creative
                                       Junior
N
                                       CD-ROMs / websites etc, My World
F
                                       Control toys for role-play etc eg.
D Knowledge and Understanding
                                       phone, photocopier, tv, video, cash
N of the World
                                       till, RC toys or cars etc

                                       My World, simulation CD ROM or
1 An introduction to modelling, 1A
                                       website, Colour Magic
                                       Topic Bank in First Word
1 Using a word bank, 1B
                                       Clicker 4
                                       Tape recorder, CD player,
1 The information around us, 1C        Multimedia CD ROM or website,
                                       talking stories etc

                                       Topic Bank in First Word, Clicker 4
1 Labelling and classifying, 1D
                                       My World

     Representing information
1                                      Starting Graph or similar
     graphically: pictograms, 1E

     Understanding instructions and    Programmable toy eg Roamer,
1
     making things happen, 1F          PIP, Pixie etc

     Writing stories: communicating
2                                      Talking First Word, Clicker 4
     information using text, 2A

2 Creating pictures, 2B                Colour Magic

                                       Electronic resource that can be
2 Finding information, 2C
                                       searched (CD-ROM, website etc)

                                         Programmable toy eg. Roamer ,
     Routes: controlling a floor turtle,
2                                        PIP, backed by onscreen turtle (eg
     2D
                                         Softease Turtle etc
                                     Pick a picture, Decisions 3, Starting
2 Questions and answers, 2E
                                     Graph
      Note: there are other resources and online links at www.thegrid.org.uk/learning/ict/

Produced by Hertfordshire ICT Team    www.thegrid.org.uk/learning/ict/             92
Pro forma for schools’ use

                   Resources Map linked to Window Box software
                        Covering the ICT Programmes of Study for Key Stage 2
                                                                                             Notes, details,
        Unit                                          Software, hardware or other
 Year




                                                                                             other resources
        Title                                         ICT resource
                                                                                             etc
                                                      Talking First Word, Colour
3 Combining text and graphics, 3A
                                                      Magic

                                                      Compose, CD ROM / website
3 Manipulating sound, 3B
                                                      about Musical Instruments

3 Introduction to databases, 3C                       Information Magic
                                                      Any adventure simulation CD-
3 Exploring simulations, 3D
                                                      ROM / website
3 E-mail, 3E                                          Internet access, the Grid email
4 Writing for different audiences, 4A                 Talking First Word
        Developing images using repeating
4                                                     Colour Magic
        patterns, 4B
4 Branching databases, 4C                             Decisions3
        Collecting and presenting information:        Information Magic, Number
4
        questionnaires and pie charts, 4D             Magic
                                                      Roamer or PIP for review
4 Modelling effects on screen, 4E                     RoamerWorld, Softease Turtle
                                                      or MSW LOGO (download from
                                                      www.softronix.com)
                                                      Draw tools in Talking First
5 Graphical modelling, 5A                             Word – red level, My World
                                                      ‘Tiles’ screen, websites
                                                      Information Magic, Number
5       Analysing Data & asking questions, 5B
                                                      magic, websites
  Evaluating information, checking accuracy           Information Magic, Number
5
  and questioning plausibility, 5C                    magic, websites
5 Introduction to spreadsheets, 5D                    Number Magic
                                                      Robolab software and kits (can
5 Controlling devices, 5E                             loan from Wheathampstead Development
                                                      Centre Resources)
        Monitoring environmental conditions and
5                                                     Logit Explorer and Logit Lab
        changes, 5F
6 Multimedia presentation, 6A                         PowerPoint
6 Spreadsheet modelling, 6B                           NumberMagic / Excel
        Control and monitoring - What happens         Robolab software and kits (can
6                                                     loan from Wheathampstead Development
        when...?, 6C                                  Centre Resources)
        Using the internet to search large
6                                                  Online databases
        databases and to interpret information, 6D
         Note: there are other resources and online links at www.thegrid.org.uk/learning/ict/


Produced by Hertfordshire ICT Team       www.thegrid.org.uk/learning/ict/                    93
 Checklist for use of ICT to support learning objectives in other subjects – Key Stage 1 and Key Stage 2
 School Name:                                                                                                     Date:
                          Key Stage 1                                                          Key Stage 2
                       Year 1                  Year 2                Year 3             Year 4             Year 5         Year 6
  English /
  Literacy

  Maths /
  Numeracy

  Science


  History


  Geography


  DT


  PE


  RE


  Art

  Music

  PSHE/
  Citizenship

Produced by Hertfordshire ICT Team   www.thegrid.org.uk/learning/ict/                                                          94
 Checklist for Cross-curricular ICT – Key Stage 1
 School Name:                                                                    Date:
                                           Year 1                       Year 2
  English /
  Literacy

  Maths /
  Numeracy

  Science


  History


  Geography


  DT


  PE


  RE


  Art


  Music

  PSHE/
  Citizenship

Produced by Hertfordshire ICT Team   www.thegrid.org.uk/learning/ict/                    95
 Checklist for Cross-curricular ICT – Key Stage 2
 School Name:                                                                       Date:
                           Year 3                                 Year 4   Year 5           Year 6
  English /
  Literacy

  Maths /
  Numeracy

  Science


  History


  Geography


  DT


  PE


  RE


  Art


  Music

  PSHE/
  Citizenship

Produced by Hertfordshire ICT Team   www.thegrid.org.uk/learning/ict/                                96
                Snapshot Overview of ICT across the Curriculum for:                         Year        Term(s)

                 English /     Maths /
         Week                              Science            History   Geography   Music    Art/DT   RE/PHSE     PE
                 Literacy      Numeracy
     1


     2


     3


     4


     5


     6


     7


     8


     9


     10


     11


     12


Produced by Hertfordshire ICT Team   www.thegrid.org.uk/learning/ict/                                                  97