A Summary of the Level Descriptors for ICT Level 1

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					                     MTCBC Integrated Children’s Service




         A Summary of the Level Descriptors for ICT



Level 1



Characterised by the use of ICT to explore options and make choices
to communicate meaning.


Communicating and Handling Information

Typically pupils:

   •   Data: Explore information from various ICT sourc es, showing
       they know that it exists in different forms
   •   Present: assemble text and symbols
   •   Communicate: Talk about using ICT




                             School ICT Support
                      MTCBC Integrated Children’s Service




Level 2



Characterised by purposeful use of ICT to achieve specific outcomes

Communicating and Handling Information

Typically pupils:

•      Data: access stored information with support; organise and
    classify
•      Search: find information in various forms (text, tables, pictures,
    sound) and retrieve with support
•      Present: different forms (text, tables, pictures, sound)
•      Communicate: describe their use of ICT


Modelling

Typically pupils:

•     Use ICT-based models/simulations to investigate options as they
    explore aspects of real and imaginary situations




                              School ICT Support
                    MTCBC Integrated Children’s Service


Level 3



Characterised by developing ideas and solving problems.

Communicating and Handling Information

Typically pupils:

•     Plan, implement & evaluate: some the following questions
    addressed throughout task:-
       o    Why?
       o    W ho?
       o    W hat?
       o    W here?
       o    How?
•     Data: access stored information
•     Search: carry out simple searches for information
•     Present: different forms (text, tables, pictures, sound)
•     Communicate: describe their use of ICT and its use outside
    school



Modelling

Typically pupils:


•   Use ICT-based models/simulations to help them make decisions,
    and are aware of the consequences of their choices




                            School ICT Support
                     MTCBC Integrated Children’s Service


Level 4



Characterised by the ability to combine and refine information from
various sources. Pupils interpret and question the plausibility of
information.

Communicating and Handling Information

Typically pupils:

•    Plan, implement & evaluate: work developed with an awareness of
   purpose and audience; majority the following questions addressed
   throughout task:-
       o    Why?
       o    W ho?
       o    W hat?
       o    W here?
       o     How?
•    Data: Add, amend and interrogate stored information
•    Search: understand the need for care in framing questions when
collecting, accessing and interrogating information
•    Analyse: interpret findings, question plausibility and recognise that
poor quality information yields unreliable results
•    Present: combine different forms (text, tables, pictures, sound)
•    Communicate: Compare their use of ICT with other methods



Modelling


Typically pupils:

•     Use ICT-based models/simulations to explore patterns and
relationships, and make simple predictions about the consequences of
their decision making




                             School ICT Support
                     MTCBC Integrated Children’s Service


Level 5



Level 5 is characterised by combining the use of ICT tools within the
overall structure of an ICT solution. Pupils critically evaluate the fitness
for purpose of work as it progresses.

Communicating and Handling Information

Typically pupils:

•      Plan, implement & evaluate: work developed with regard for
    specific purposes and audiences; valid ideas and suggestions given;
    all the following questions addressed throughout task:-
        o    Why?
        o    W ho?
        o    W hat?
        o    W here?
        o    How?
•      Data: select, validate, organise and prepare information in a
    suitable form for processing using ICT
•      Search: Able to effectively search for information and check for
    bias
•      Analyse: interpret findings , question plausibility and recognise
    that poor quality information yields unreliable results
•      Present: different forms (text, tables, pictures, sound) and styles
    (e.g. for text – email, report, letter) used
•      Communicate: Assess effectiveness of their use of ICT


Modelling

Typically pupils:

•     Use ICT-based models/simulations to explore the effects of
    changing the variables




                             School ICT Support