Introduction to assessment of ICT by gks27426

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									Introduction to assessment of ICT

Why Assess?
      To establish what pupils know and can do
      To inform the planning of future learning
      To review the effectiveness of curriculum planning
      To aid continuity and progression
      To encourage motivation and self-esteem
      To assess value added

Who should assess?
Primary:
        All class teachers
Secondary:
        The ICT teacher in discrete ICT lessons
NB: Subject teachers may have a contribution to make to the assessment process

What should be assessed?
       ICT techniques e.g. How to cut or copy and paste, how to use a search engine
       ICT capability e.g. How to collect, search, investigate information, how to
          organise, sort, classify, structure, process, interpret, analyse, hypothesise and test,
          awareness of audience and fitness for purpose, reflecting critically, using
          feedback.
NB: Successful ICT assessment will record capability AND techniques.

When should assessment take place?
Assessment should be both formative and summative.
Formative assessment will take place during the term as pupils work on ICT activities. It
may take the form of:
        Pupil records
        Portfolios of work
        Pupils’ self-assessment through diaries, log-books

Summative assessment will take place at the end of a key stage. Teachers will use the level
descriptors to come to a professional judgement about the level of a pupil’s work.
At Key Stage 1 the expectation is that pupils will be at level 2. At Key Stage 2 the
expectation is that pupils will be at Level 4. At Key Stage 3 the expectation is that pupils will
be at level 5-6.

Buckinghamshire Record Sheets
Buckinghamshire has developed record sheets for Key Stages 1, 2 and 3 which enable
teachers to record levels for work based on the QCA schemes of work. These record sheets
record the ICT competencies (skills, or techniques, and capabilities) which may be
developed. In order to show progression more precisely a system of graded levels has been
produced. These relate to the QCA expectations:
most children will attain relevant aspects of the unit and will be graded b)
some children will not have made as much progress and will be graded c)
some children will have progressed further and will be graded a)
The QCA schemes of work describe the expectations of each unit of work.
The record sheets are available to download or print on the ICT team web site at
www.bucksinct.org.uk
Completing the record sheets
It is suggested that teachers use a deficit model to remove the need to record every statement
of competency against every child i.e. the teacher assumes most pupils will be average or b).
There is therefore no need to record anything other than work at c) or a). Some teachers
choose to do this in different coloured markers so that it is easy to identify those pupils who
need additional reinforcement or extension work.

Assessing group work

Many ICT activities take place through collaborative and group work and it is necessary to
assess the contribution to the joint task of individuals within a group. Some possible
strategies:

           Teacher discussion with individuals as they work, asking individuals to show how
            they achieved the task
           Pupil presentation in which all contribute
           Pupils’ written account of their contribution to the task
           Checklist of points to be covered checked off by the individual/teacher
           Each pupil works in a different font/colour
           One pupil in a pair reports on what the other pupil has achieved

Standards in ICT

Help with understanding the ICT levels is available from the QCA exemplification website
on www.ncaction.org.uk. This site has examples of a range of levels of pupils’ work at Key
Stages 1, 2 and 3. There is a description of the context for the work and a commentary
justifying the level attributed. The site also has a progress map showing the difference
between the different levels.

There is an electronic portfolio of work for Key Stages 1 and 2 on the Bucks ICT Team web
site on www.bucksict.org.uk. The portfolio includes examples of work for every QCA unit
of work and the portfolio can be downloaded and printed out for an individual year group.

The Northern Grid website on www.northerngrid.org.uk also has an exemplar of key stage
portfolio.


Dodie Hodgkinson
5/19/2002
Ref: MyDocuments/Assessment/Introduction to assessment of ICT
Key Stage 1 Record Sheet Year 1                                                   Teacher:                                               Class:




Potential level 1
1A An introduction to modelling
Can understand that a computer can be used to
represent real situations
Can understand that a computer can be used to
simulate/model an environment where choices can be
made
Can use simple tools in a painting program to create a
representation of a scenario
Select and add stamps/motifs or clip art
End of Unit
b most children will understand that a computer can represent real or fantasy situations and that these do not replicate the original exactly; know that simple adventure games also
represent real or fantasy situations; create a simple representation of a real or fantasy situation using either an objects-based graphics program or a painting program

c some children will not have made so much progress and will use software, including a simple adventure game, that represents a real or fantasy situation; create a simple
representation of a real or fantasy situation with help

a some children will have progressed further and will use a variety of software, including adventure games, to represent real or fantasy situations and identify similarities and
differences; explain their decisions/choices
1B Using a Word Bank/ID Labelling and Classifying
Has basic keyboard familiarity – letter, number and
punctuation keys
Can use shift/caps lock, space bar and enter/return keys
appropriately
Can enter single letters to type a word
Can use a word bank to create simple sentences
End of Unit
b most children will enter single words from a keyboard; use a word bank to assemble sentences that communicate meaning

c some children will not have made so much progress and will enter single words from a keyboard; use a word bank to assemble sentences that communicate meaning

a some children will have progressed further and will use a variety of software, including adventure games, to represent real or fantasy situations and identify similarities and
differences; explain their decisions/choices
Potential level 1
1E Representing information graphically: pictograms
Can collect data, sort and group it (group activity if
preferred)
Can enter the data into a graphing program
Can present the collected data in different graphical
forms deciding on the best presentation
Can sort the graph into ascending/descending order
Can interpret the graph and answer class questions
End of Unit

b most children will use a graphing package to select appropriate icons, recognise quantities and create a pictogram

c some children will not have made so much progress and will enter information into a graphing package

a some children will have progressed further and will use a graphing package to select appropriate icons, recognise quanitities and create a pictogram, make comparisons such as
‘twice as many’
Key Stage 1 Record Sheet Year 2                                                  Teacher:                                              Class:




Potential level 2
2A Writing stories: communicating information using text
Has basic keyboard familiarity – letter, number and
punctuation keys
Can use shift/caps lock, space bar and enter/return keys
appropriately
Can create sentences
Understands the use of scroll bars/arrow keys and word
wrapping
Can edit text to correct and alter their work
End of Unit
b most children will use a word processor to produce sentences that communicate meaning

c some children will not have made so much progress and will enter words into a word processor

a some children will have progressed further and will use a word processor to produce sentences that communicate meaning, refine sentences by adding words and making
corrections; alter sentences in the light of comments

Potential Level 2
2B Creating Pictures
Can choose and paint with different colours
Can choose different brush sizes and/or styles e.g.
spray
Can use the following tools: rubber, fill, geometric
shapes(e.g. square, circle)

End of Unit
b some children will use a computer graphics package to create a picture; select the most appropriate tools to match their purposes

c some children will not have made so much progress and will use a computer graphics package to create a picture

a some children will have progressed further and will use a computer graphics package to create a picture; select the most appropriate tools to match their purposes; develop an
image and modify and correct their work as they go
Potential level 1
1F Understanding instructions and making things happen
Can record different sounds, voices, music
Can play back their sounds to an audience
Can recognise that many everyday devices respond to
signals and commands
Can write instructions using an agreed format
Can write a sequence of instructions for others to carry
out
Can write a sequence of instructions for others to carry
out and predict the outcome
End of Unit
Generic Skills
Can load appropriate software
Can confidently use a mouse or other input device
Can save work (if appropriate)
Can retrieve work already saved
Can print work
End of Unit

End of Year

b most children will read a set of instructions and usually predict the correct outcome; produce an accurate set of instructions for others to follow

c some children will not have made so much progress and will read a set of instructions and sometimes predict the correct outcome; produce instructions; but sequence them
incorrectly or make assumptions

a some children will have progressed further and will read a set of instructions and predict the correct outcome; produce an accurate set of instructions using standardised
measurements and agreed language
Potential level 2
2D Routes: controlling a floor turtle
Can recognise that many every day devices respond to
signals and commands
Can enter instructions to control a floor turtle
Can predict the results of different instructions
Can program a floor turtle to repeat instructions
Recognise that instructions can be repeated
Programme the floor turtle to repeat instructions
Develop and record sequences of instructions
Make predictions and test them
Develop and record more complex sequences of
instructions, predict results by identifying patterns
End of Unit
Generic Skills
Can load appropriate software
Can confidently use a mouse or other input device
Can save work (if appropriate)
Can retrieve work already saved
Can print work
End of Unit

End of Year

b most children will produce an accurate set of instructions but will need to amend them to make them correct; combine three forward movements into one by adding units together;
accurately predict the results of a set of instructions

c some children will not have made so much progress and will produce a set of instructions but make mistakes with directions and distances; incorrectly predict or guess the results
of a set of instructions

a some children will have progressed further and will produce an accurate set of instructions with little need for amendment; incorporate instructions which involve difficult angles
other than 90 or 180 degrees; accurately predict results of a set of instructions by identifying patterns
Potential level 2
2C Finding Information
Can search for information using direction, sound,
video buttons, scroll bars, hot-links, hyperlinks
Can use menus, indexes, key-words to locate
information
Can use straightforward enquiries to locate information
on a CD-Rom or the Internet
End of Unit

b most children will search a CD-Rom purposefully; follow a straightforward line of enquiry

c some children will not have made so much progress and will navigate a CD-Rom

a some children will have progressed further and will choose the most appropriate search technique for the purpose
Key Stage 2 Record Sheet Year 3                                                  Teacher:                                             Class:




Potential level 3
3A Combining text and graphics
Amend text and re-save work
Alter presentation of text e.g. page layout
Combine text and graphics
Use word processing tools e.g. spell checker, thesaurus
Produce work for a specific purpose, combining
information, showing an awareness of audience and
appropriate use of graphics and text
End of Unit
b most children will combine graphics with text; use appropriate effects and re-size graphics

c some children will not have made so much progress and will combine graphics and text

a some children will have progressed further and will combine graphics with text; choose effects that match their purposes so that graphics and text complement each other

Potential Level 2
3B Manipulating Sound
Understand how musical phrases can be organised and
re-organised using icons
Develop a musical sequence
Organise and re-organise sounds
Use multi-media information source/internet
Locate and record sounds
End of Unit
b most children will use music software to develop and refine musical composition

c some children will not have made so much progress and will use music software to create a sequence of musical phrases

a some children will have progressed further and will use music software to develop and refine musical composition and adapt it in the light of performance
Potential level 2
2E Questions and Answers
Understand the limitations of a simple graphing
programme
Construct questions and plausible answers from a data
set
Understand that some questions can have a YES/NO
answer
Use a binary tree
End of Unit

b most children will know that there are different programs for collecting and presenting data; ask questions in different ways to find them out

c some children will not have made so much progress and know that there are different programs for collecting and presenting data; be aware that questions can be asked in different
ways to find things out

a some children will have progressed further and will construct different types of questions for different purposes e.g. questions that can only be answered by yes or no for use with a
binary tree or questions that only have one possible answer
Potential level 3
3C Introduction to Databases
Can look through records of a prepared data file
Can enter a record of information into a prepared data
file checking for accuracy
Can search and sort information into categories
Can conduct a simple search to find specific records
Can use a database to answer class questions
Can use a database to generate bar charts and interpret
data
Create search criteria from questions
End of Unit
b most children will enter data into a database with a predetermined structure and use it to answer straightforward questions and produce bar charts

c some children will not have made so much progress and will enter data into a database with a predetermined structure and find information in it by matching the query to the
question

a some children will have progressed further and will enter data into a database with a predetermined structure and use it to answer straightforward questions and produce bar charts;
turn questions in to search criteria

Potential Level 2
3D Exploring Simulations
Can understand that computer simulations can
represent real and imaginary situations
Can use the simulation to make and explore predictions
and to identify patterns
Can evaluate simulations


b most children will recognise patterns within simulations and make and test predictions

c some children will not have made so much progress and will use simulations and test predictions; explore options

a some children will have progressed further and will identify the relationships and rules on which the simulations are based and test their predictions
Potential level 2
3E E-Mail
Send and receive E-Mails
Send annotated replies to E-Mails
Send attached files
End of Unit
Generic Skills
Name/Save work
Retrieve work
End of Unit

End of Year

b most children will send, receive and reply to e-mails; develop and refine text messages

c some children will not have made so much progress and will receive and reply to e-mails

a some children will have progressed further and will send, receive and reply to e-mails; develop and refine text messages; send text messages as attachments
Key Stage 2 Record Sheet Year 4                                                 Teacher:                                            Class:




Potential level 3
4A Writing for different audiences
Edit text
Alter presentation e.g. font size, effects
Add pictures, tables
Alter page set up
Use spell checker, thesaurus
Use cut and past to re-order work
Name/Save work
Retrieve work
Produce work for a specific purpose, combining
information, showing an awareness of audience
Use more advanced features of a word processor e.g.
margins, columns, alignment
End of Unit

b most children will use the more advanced features of a word processor to help them match their work to audience

c some children will not have made so much progress and will use features such as spellcheck to help them edit their work

a some children will have progressed further and will choose and use the more advanced features of a wordprocessor to increase their efficiency when matching work to audience
Potential level 3
4B Developing images using repeated patterns
Create repeating patterns using stamps and/or copy tool
Use cut, copy, past, move, resize
Use different brush sizes and effects
Use mirror/flip/rotational tools
Further refine and develop graphical work using a
variety of tools
End of Unit

b most children will use a computer graphics package to develop an image using a variety of tools

c some children will not have made so much progress and will use a computer graphics package to develop an image

a some children will have progressed further and will use a computer graphics package to develop and refine an image selecting the most appropriate tools, and saving drafts

Potential Level 3
4C Branching databases
Understand how yes/no questions can be used to
identify objects
Produce a tree diagram to identify objects
Create branching database which identifies items
uniquely
End of Unit
b most children will develop and search a branching database

c some children will not have made so much progress and will search a branching database

a some children will have progressed further and will develop and search database using effective criteria
Potential level 3
4D Collecting and presenting information: questionnaires and pie charts
Understand the purpose of graphs/everyday
applications
Design a questionnaire which matches the structure of
a database
Collect data using the data collection form
Enter data
Present the data in a range of formats
Interpret the graphs
Understand that line graphs are used to represent
continuously changing data
Be able to identify the appropriate graph to represent
data
End of Unit

b most children will collect data in a way that aids entry into a data handling package and use it to create bar charts, pie charts and line graphs

c some children will not have made so much progress and will collect data and enter data into a data handling package and use it to create bar charts, pie charts and line graphs

a some children will have progressed further and will collect data in a way that aids entry into a data handling package and use it to create bar charts, pie charts and choose the
appropriate form of graph to represent it
Potential level 3
4E Modelling effects on screen/Control - Logo
Write, test, modify and use instructions
Use REPEAT commands
Explore changes in variables/make predictions
Move a screen turtle without drawing a line
Name and save a LOGO procedure
Retrieve LOGO
Print LOGO procedure
Write sets of instructions to create complex
shape/pattern showing awareness of precision in
framing/sequencing instructions. Predict outcome of
changing variables within their program
End of Unit
Generic Skills
Name/Save Work
Retrieve work
Print work
End of Unit

End of Year

b most children will create a shape e.g. a flower, using one shape and rotating it; use the repeat instructions to duplicate the angle of turn, change the shape of the turn.

c some children will not have made so much progress and will work from an example shape and change the procedure to create their own shapes, make mistakes and need help to
amend the work.

a Some children will have progressed further and will create objects using more than one shape and rotating them; use the repeat instruction to duplicate shapes, investigate more
complex shapes and sizes, change the angle of turn.
Key Stage 2 Record Sheet Year 5                                                 Teacher:                                            Class:




Potential level 3
5A Graphical Modelling
Understand the difference between an object based
drawing package and a painting package
Use an object based drawing package to draw and
manipulate shapes
Use cut, copy, paste, move, re-size
Use mirror, flip, rotational tools
Use a graphical model for a specific purpose to
identify patterns and relationships
End of Unit

b most children will use an object based drawing package to create, combine, manipulate objects and explore possibilities

c some children will not have made so much progress and will use an object based drawing package to create and manipulate objects

a some children will have progressed further and will use an object based drawing package to create and explore an accurate graphical model checking predictions and make
decisions
5B Analysing data and asking questions: using complex searches
Carry out searches involving less than, ore than equal
to
Carry out searches using AND
Carry out searches involving OR
Use CD-ROM or an Internet search engine to locate
information
Skim read information to identify relevant sources
Carry out complex searches to check hypotheses
End of Unit
b most children will use AND, OR and = in their searches

c some children will not have made so much progress and will carry out searches using two or more criteria

a some children will have progressed further and will carryout complex searches to check hypotheses
Potential level 4
5C Evaluating information, checking accuracy and questioning plausibility
Identify implications of incorrect data
Identify incorrect or implausible data
Identify an incorrect point on a line graph
Identify and correct inaccurate and implausible data
when using ICT
End of Unit
b most children will interpret, check and question data, recognise that poor quality information leads to unreliable results.

c some children will not have made so much progress and will recognise the importance of checking data, recognise that poor quality information leads to unreliable results

a some children will have progressed further and will interpret, check and question data; use logical inference to identify implausiable and inaccurate data; recognise that poor
quality information leads to unreliable results

Potential Level 3
5D Introduction to spreadsheets
Input data
Produce a chart
Use formulae to carry out calculations
Look for relationships/patterns
Predict the outcomes of different decisions
Use functions
Name/save/retrieve a spreadsheet
Print spreadsheets/graph
Explore the effects of changing the data in a
spreadsheet
End of Unit
b most children will use a spreadsheet to carry out calculations

c some children will not have made so much progress and will use a spreadsheet to produce a table of data

a some children will have progressed further and will use a spreadsheet to carry out calculations; explore the effects of changing the data in a spreadsheet
Potential level 3
5E Controlling devices
Understand typical everyday applications of control
Understand that devices rely on a set of instructions
Understand that devices can be controlled by computer
Write a sequence to produce a recognisable event e.g. a
light going on and off
Recognise the need for precision when writing a
number of procedures in one sequence
Create sets instructions to control events, correct and
improve procedures
End of Unit

b most children will design and create a display which produces a combination of events; write simple procedures and be able to link output devices together; amend their procedure
to get a desired outcome

c some children will not have made so much progress and will design and create a display which produces a limited number of events; need help to write simple procedures and
design the display together; amend their procedure to get a desired outcome

a some children will have progressed further and will design and create a display which produces a combination of events; write, correct and improve procedures to link output
devices together; realise the limitation of the system
Potential level 4
5F Monitoring environmental conditions and changes
Understand that computers can monitor external
conditions
Be able to attach sensors and display readings on the
computer
Understand that computers can take a series of accurate
readings over a period of time
Understand that a line graph may be more illustrative
of change than tables/bar charts
Explain why a computer device is used to monitor and
record data rather than traditional methods
End of Unit
Generic Skills
Name/save work
Retrieve work
Print work
End of Unit

End of Year

b most children will choose the appropriate sensor/s to monitor environmental conditions and changes and carry out experiments safely and independently

c some children will not have made so much progress and will carry out experiments with support and/or guidance

a some children will have progressed further and will understand when it might be appropriate to use a computer device for datalogging, select appropriate sensors and carry out
experiments safely and independently; draw simple conclusions from the data
Key Stage 2 Record Sheet Year 6                                                 Teacher:                                             Class:




Potential level
6A Multimedia Presentation
Use text editing facilities
Use a range of art tools/.import own work
Import clip art/scanned images
Record/add their own sounds/music/voices to the
presentation
Add prepared sounds/music/voices
Link the screens together
Use a range of transition/effects
Save presentation
Print various screens
Produce a presentation to fulfil a specific purpose
combining at least three forms of information. Show
awareness of audience/use good presentation skills
End of Unit
 b most children will use a multimedia authoring program to organise, refine and present a set of linked multimedia pages which incorporate images, sounds and text

c some children will not have made so much progress and will use a multimedia authoring program to assemble images, sounds and text on a multimedia page

a some children will have progressed further and will use a multimedia authoring program to organise, refine and present a set of linked multimedia pages which incorporate images,
sounds and text; create pages which offer a variety of options; present information that matches the need of the audience
Potential level 4
6B Spreadsheet Modelling
lLoad/start a new spreadsheet
Understand that spreadsheets can be used to explore
mathematical models
Input data
Use formulae
Look for relationships/patterns
Predict the outcome of different decisions
Use functions
Create graphs
Name/save/retrieve spreadsheet
Print spreadsheet
Explore the effects of changing the data, make and test
predictions
End of Unit

b most children will explore the effects of changing data in a spreadsheet

c some children will not have made so much progress and will use a spreadsheet to calculate totals

a some children will have progressed further and will explore the effects of changing data in a spreadsheet; make predictions and use the spreadsheet to test them
Potential level 4
6C Control and monitoring – What happens when…?
Understand that devices can monitor physical change
Understand that devices cause an event to happen when
a change occurs
Use sensors to detect/display change
Set relevant time intervals
Use an input devices (switch) to cause an event
Write a procedure to check 2 inputs and an output
event
Use 2 input devices
Use input and output devices and produce a set of
instructions linking cause and effect
Create sets of instructions using inputs/sensors to
control events. Use 2 or more sensors to detect
changes in state, displaying the data/identifying any
changes and/or relationships between the data
collected
End of Unit

b most children will produce simple procedures to turn on lights and sound alarms; need help with their program and will need to make amendments

c some children will not have made so much progress and will have difficulty producing procedures; need help to get the logic correct; need to correct work frequently

a some children will have progressed further and will produce procedures without difficulty, string procedures together; recognise patterns in programming. recognise the
weaknesses of a system
Potential level 4
6D Using the Internet to search large databases and to interpret information
Use hyperlinks to find information on the Internet
Use bookmarks
Enter an URL to find a web site
Use a search engine to find information
Use AND searches to search effectively
Skim and select information checking for bias
Copy, paste and print selectively from the Internet
Use a range of operators to search information on the
Internet
End of Unit
Generic Skills
Name/save work
Retrieve work
Print work
End of Unit

End of Year

b most children will search the Internet taking care when framing questions; understand when the information is valid and present it for a chosen audience

c some children will not have made as much progress and will search the Internet to find appropriate information and copy text and pictures for others to view

a some children will have progressed further and will search the Internet using a range of operators to find a range of information, validate resources and check for bias in presenting
it to a specific audience.
Key Stage 3 Record Sheet Year 7                                                Teacher:                                             Class:
Potential Level 4




QCA Unit 1 Using ICT
Be able to log on to their area on school’s network
Retrieve and save work save work
Understand conventions of behaviour e.g. use of
passwords, plagiarism, copying
Create a multi-media presentation
Incorporate sound, text and graphics(use digital
camera, scanner)
Demonstrate suitability for purpose and audience
Include more advanced features e.g. . Video,
animation.
End of Unit



b most pupils will: use a multimedia authoring package to authorise, refine and present a set of linked multimedia pages, which incorporate images, sounds and text

c some pupils will not have made so much progress and will: use a multimedia authoring package to assemble images, sound and text on a multimedia page.

a some pupils will have progressed further and will: use a multimedia package to organise, refine and present a set of linked multimedia pages, which incorporate images, sound
and text; create pages which offer users variety of options; present information that matches the needs of the audience.
Potential Level 4




QCA Unit 2 Information and Presentation
Identify at least 2 sources of information for a given
topic using CD-Rom, the Internet
Understand the need to validate information sources
Use different search mechanisms e.g. contents, index,
key word searches, free text and Boolean searches.
Use AND/OR searches
Modify a search after checking relevance of material
found
Use reference tools e.g. skimming, scanning
Be able to search, identify and organise material
Understand and interpret the relationship between
pictures, print, etc.
Prepare a presentation for a specific purpose and
audience
Use features other than text in the presentation e.g.clip
art/graphs
Use more complex search strategies. Be critically
selective in choice of material, identifying bias. Use
effective choice of resources in presentation.
End of Unit

b most pupils will: use ICT to search several sources to find information for specific purposes; select appropriate information, checking it for accuracy and bias; use ICT to
structure, refine and communicate information; produce a presentation using more than one format, which shows that they are aware of the needs of their audience.

c some pupils will not have made so much progress and will: understand the need to frame questions carefully when selecting information; use a range of strategies to select
material appropriate to their purpose and identify the source/originator; use ICT to present, structure and communicate information showing an awareness of audience, e.g. produce
a presentation in which key points of information have been transferred from research

a some pupils will have progressed further and will: develop and refine work using information from a variety of sources, e.g. use complex search strategies while using a range
of CD-ROM/Internet sources to find material from different viewpoints and be critically selective in their choice of material, identifying the source and any bias or particular
perspective; present their ideas in a variety of ways and demonstrate a clear sense of audience, e.g. rework information gathered to produce a personal presentation in which the
information illustrates an awareness of audience and effective choice of resources for illustration.
Potential Level 5




QCA Unit 3 Processing text and images
Produce a class newspaper (in groups)
Ability to work as a member of a team
Understanding of a variety of newspaper styles –
purpose/audience, key information
Ability to break a task into smaller sub-tasks
Contribute to the production of a newspaper
Understand why reliability of content should be
checked
Save and load files from shared areas across the
network
Understand how to use different file types. Use digital
images from a camera, scanner
Edit and manipulate images
Understand the concept of frames and layering
Analyse the effectiveness of the publication
Investigate further pre-press production
End of Unit

b most pupils will: work collectively to organise, refine and present a newspaper using a template designed through analysis of audience needs; identify image requirements
acquire and process images by the most appropriate method; share information freely among the group; apply their template and system to the production of further printed output.

c some pupils will not have made so much progress and will: work within a group and help in organising, refining and presenting a newspaper using a template; scan suitble
images from identified sources; share information

a some pupils will have progressed further and will: develop a process of newspaper production that divides tasks into clearly defined subtasks with clarity in the analysis and
design of the solution (extra work may involve advanced processes, eg simulating pre-press production, creating separation film); manage and time subtasks; develop a range of
appropriate template styles for a variety of uses
Potential Level 45




QCA Unit 4 Models: rules and investigations
Understand and present the rules of a model
Create a spreadsheet which is a financial model
Enter and edit data
Carry out calculations using formulae (using cell
references)
Save and revise model
Test the model
Refine and extend the model, varying the rules, based
on the result of test runs
End of Unit

b most pupils will: understand and be able to describe the rules that govern the operation of models such as a school tuck shop; construct and manipulate a spreadsheet model using
formulae; explore patterns and relationships; predict consequences of decisions

c some pupils will not have made so much progress and will: understand that rules govern the behaviour of models; test the behaviour of simple spreadsheet models; solve
problems

a some pupils will have progressed further and will: refine and extend a spreadsheet model, varying the rules, based on the results of test runs
Potential Level 5




QCA Unit 5 Data: designing structure, capturing and presenting data
Evaluate a range of questionnaire designs, highlighting
the advantages of specific questions
Understands fields, records, data types
Compose questions for a questionnaire, which will be
entered on to a database
Design and set up a database
Enter data into a database
Check the accuracy of the data
Search the data
Produce graphs
Produce a report combining information from the
database
Form hypotheses as a result of further research. Use
complex searches to test hypotheses.
End of Unit

b most pupils will: consider an appropriate hypothesis for the analysis of their collected data; analyse the data and prepare reports using appropriate display methods; eg graphs
and appraise the original hypothesis; check data for accuracy and select appropriate information for the production of the report

c some pupils will not have made so much progress and will: design questionnaires to collect data; construct a database to contain the data; enter data into the file and check it
for accurate entry; analyse the data and display results, eg graphs; discuss the validity of the results they obtain

a some pupils will have progress further and will: form hypotheses as a result of further research, eg web-based study; use complex searching to test hypotheses; have a clear
sense of audience in presenting the outcomes of their work in their report.
Potential Level 5




QCA Unit 6 Control: input, process and output
Understand inputs which cause an event to happen
Use counters as controls
Use a flow diagram to graphically model a solution to a
problem
Write a procedure
Build a program from a number of procedures
Test and refine a program to achieve the intended
outcome
Evaluate and describe the control model
Refine the instructions within a program
End of Unit

b most pupils will: write a sequence of instructions that control events and understand that the order in which instructions are executed is important; explore the effects of changing
variables in an ICT-based model; discuss the use of ICT outside school and make judgements about its use in their work

c some pupils will not have made so much progress and will: write a solution that will raise and lower the barrier by giving instructions in a predetermined sequence; compare
the use of ICT with other methods and how it is used outside school

a some pupils will have progressed further and will: refine the instructions within a program so that they are carried out effectively and economically; make judgements about
their overall project and understand the areas that need to be developed after applying criteria that they have identified; demonstrate a deeper understanding of how such
developments have implications for society.
Potential Level 5




QCA Unit 7 Measuring Physical Data
Understand how devices can be used to measure
changes over time
Understand different types of sensors
Plan a data logging task
Understand how to interpret and present the data in
order to make conclusions
Design and test a system to capture data effectively to
test a hypothesis.
Present findings in a report
Be able to suggest alternative refinements to the system
End of Unit
End of Year

b most pupils will: understand how to design a computer-based system to record accurately the results of a simple experiment; discuss the advantages and disadvantages of using
such a system in comparison with more traditional methods

c some pupils will not have made so much progress and will: understand that computers can be used to monitor the physical environment; but may not have realised this as a
practical experiment.

a some pupils will have progressed further and will: reflect sensibly on the system that they have designed and suggest possible alternative applications and/or refinements to the
system to make it more effective.
Key Stage 3 Record Sheet Year8                                                   Teacher:                                              Class:
Potential Level 4




QCA Unit 8 Public Information Systems
Investigate a range of electronic and print sources (of
information about weather)
Understand that information can be presented in
different forms for different audiences and purposes
Understand that weather data can come from a wide
range of sources
Analyse the form and structure of data from specific
sources
Understand the needs of the audience and constraints
of a software presentation package
Be able to select from a range of presentation methods
the most appropriate for the audience
Present the rules of analysis
Collect, download or save data from data logging (or
other sources)
Understand and make critical selections from available
data
Analyse and present the data using appropriate graphs
(combining information from different sources)
Present the information for a specific audience
Critically evaluate the presentation
Collect and combine information from a range of ICT
based sources, complete an analysis of the data and
prepare information using complex lines of enquiry
End of Unit
b most pupils will: collect data from a range of sources and complete an analysis of their data; prepare information using complex lines of enquiry for publication in a public
information system (which may have had a pre-prepared structure)

c some pupils will not have made so much progress and will: collect data appropriate to their needs and prepare it for processing; present information in a public information
system (which may have had a pre-prepared structure)
a some pupils will have progressed further and will: collect and combine data from a range of ICT-based and other sources; complete an analysis of their data and prepare
information using complex lines of enquiry; design and publish a public information system for the display of their results
Key Stage 3 Record Sheet Year 7                                                 Teacher:                                             Class:
Potential Level 5




QCA Unit 7 Measuring Physical Data
Understand how devices can be used to measure
changes over time
Understand different types of sensors
Plan a data logging task
Understand how to interpret and present the data in
order to make conclusions
Design and use a system to capture data effectively to
test a hypothesis
Present findings in a report
Be able to suggest alternative refinements to the system
End of Unit
End of Year

b most pupils will: understand how to design a computer-based system to record accurately the results of a simple experiment; discuss the advantages and disadvantages of using
such a system in comparison with more traditional methods.

c some pupils will not have made so much progress and will: understand that computers can be used to monitor the physical environment, but may not have realised this as a
practical experiment

a some pupils will have progressed further and will: reflect sensibly on the system that they have designed and suggest possible alternative applications and/or refinements to the
system to make it more effective
Potential Level 5




QCA Unit 9 Publishing on the web
Understand that web pages can be designed for
different audiences
Create and link web pages including:
 inserting text
 creating a background
 inserting graphics
 creating tables
 creating links
 producing animations
 creating buttons
Understand how HTML code is used to design pages
Understand the importance of audience and purpose
when designing web pages
Evaluate and improve presentation
Be aware of publishing issues
Use automated routines to control events e.g. areas of
the screen which change in response to mouse
movements
End of Unit

b most pupils will: create a web page that includes graphics and hyperlinks to other areas within the same page, it will contain at least one graphic and should include coherent
content about a subject of the pupil’s choice; use information from a variety of sources and present this information in different forms and styles for specific purposes and audiences;
develop a set of instructions that control the links and automatic functions of their page; reflect critically in order to make improvements.

c some pupils will not have made so much progress and will: create a web page that includes graphics – the document will be about a simple subject; understand the needs of an
audience; show evidence of using instructions to control events

a some pupils will have progressed further and will: use automated routines to control events on their page to make the contained information more accessible to a range of
users, eg areas of the screen that change in response to mouse movements; present their ideas in a variety of ways showing a clear sense of audience; refine their work to enhance its
quality
Potential Level 5




QCA Unit 10 Information: reliability, validity and bias
Search the Internet to find information
Understand the structure of an URL
Be able to plan a research project
Be able to make informed judgements about the
validity of information
Collect data and information
Present information from research using appropriate
software
Evaluate project using criteria
Use presentation software to convert information into
both electronic and document form. Work more
autonomously
End of Unit

b most pupils will: find and use a number of sources to select relevant information appropriate for their task; refine the information and use it to make informed judgements about
the content and messages they want to give their intended audience; apply criteria to determine the success of their project; discuss the implications of implementing their project

c some pupils will not have made so much progress and will: search a number of sources to find information; be able to save their work

a some pupils will have progressed further and will: use presentation software and convert their information into both electronic and document form; become increasingly
autonomous users of ICT
Potential Level 5




QCA Unit 11 Data: use and misuse
Understand that information can be readily gathered
about people to inform decision-making
Understand how bar-coding operates (and links to data
handling)
Understand the EPOS system
Understand the data protection Acts
Understand the advantages and disadvantages of data
collection
Develop a greater understanding of the issues involved
in data collection
End of Unit

b most pupils will: understand the data about us can be collected through everyday activities and that this data can be used by organisations to adapt the way that they work; know
that this information needs to be protected and that we have rights concerning its use; understand what EPOS and EFTPOS mean and how they benefit customers and organisations

b some pupils will not have made so much progress and will: understand that organisations collect information on people so that they can make decisions; know that we have
rights to the use of this information; understand that EPOS and EFTPOS are used by organisations to make it easier for customers and themselves

a some pupils will have progressed further and will: understand that there are many issues surrounding the collection and use of data that is of a personal nature; know that there
are laws that protect individuals as to the use and storage of this data; understand the effect of EPOS and EFTPOS with regards to the customer and vendor; understand clearly the
link between each of these elements
Potential Level 6




QCA Unit 12 System: integrating applications to find solutions
Act 1: work as a member of a team to set up, organise
and run an event
Split an overall problem into component tasks
Justify use of ICT in solving problems
Act 2: identify rules governing a model
Enter formulae into and use spreadsheet
Act 3: Produce a simple design using a vector graphics
programme (understand importance of file types)
Manipulate and combine images
Act 4: Enter data into a database (understanding how
file structures relate to the requirements of the system)
Use mail merge
Incorporate graphic design into a word processed
document
Contribute to a sustained group work report
Act 5: incorporate graphics files into a variety of
documents using
Produce a range of document for different purposes
and explain processes used
Act 6: Update and amend a database
Produce reports from a database
Use an e-mail address book
Make a short automated presentation
Act 8: Produce a report on the effectiveness of the
systems developed
Combine information from a variety of sources.
Understand the advantages and limitations of the ICT
based solutions. Discuss the use of ICT in an informed
way
End of Unit
End of Year
Unit 12

b most pupils will: select information needed for different purposes, check its accuracy and organise and prepare it in a form suitable for processing; use ICT to structure, refine
and present information in different forms and styles for specific purposes and audiences; exchange information and ideas with others in a variety of ways including the use of e-mail
and explore the effects of changing the variables in an ICT-based model; discuss their knowledge and experience of using ICT, its use outside school, and assess its use in working
practice.

c some pupils will not have made so much progress and will: develop and refine work, using information from a range of sources; use ICT-based models to make predictions,
vary the rules within them and assess the validity of these models; discuss the application of ICT-based solutions to aspects of the world of work.

a some pupils will have progressed further and will: combine information from a variety of ICT-based and other sources for display and presentation to different audiences; select
and use suitable information systems, translating enquiries expressed in ordinary language into forms required by a system; design ICT-based models and procedures, with variables,
in order to meet identified needs and consider the limitations of ICT tools and information sources and the results they produce; discuss the wider use of ICT in an informed way.
Key Stage 3 Record Sheet Year 9                                                 Teacher:                                             Class:
Potential Level 6




QCA Unit 13 Control Systems
Describe real-world systems and understand
implications for people’s safety
Describe a control system
Produce a system diagram, identifying inputs and
outputs
Test algorithms
Produce working procedures including the use of
conditions, inputs and outputs
Set up and test document systems
Use a presentation package to demonstrate the system’s
features to a specific audience
Evaluate the processes and tools used
Develop systems for others to use which respond to
events and make use of feedback; identify advantages
and limitations of the system in relation to its
requirements; have a range of techniques for collecting
and combining information in a presentation to a
specified audiences
End of Unit

b most pupils will: develop, trial and refine sets of instructions to monitor and control a system, including the development of a number of procedures (with variables combined
into a single system); design a system which meets identified needs; develop a presentation which demonstrates an awareness of purpose and audience, using a variety of media

c some pupils will not have made so much progress and will: understand how ICT devices can be used to monitor and control external events, using sensors and software to
produce sets of instructions to control events; understand that a system needs to be designed to meet specified needs, develop a presentation which records their system

a some pupils will have progressed further and will: develop systems for others to use which respond to events and make appropriate use of feedback; identify advantages and
limitations of the system in relation to its requirements; have a range of techniques for collecting and combining information in a presentation to the specified audience
Potential Level 6




QCA Unit 14 Global Communications: negoating and transferring data
Contact a remote partner via e-mail
Analyse and plan and project
Prepare and communicate information
Understand that successful negotiations depend on
good preparation
Understand that projects are improved by sharing and
refining of ideas
Identify success criteria for projects(s)
Prepare a data capture system which can be used by
others
Assess the adequacy and clarify of information for
specific purposes
Put in place validation and clarification techniques
Analyse the data and draw conclusions
Prepare and share project outcomes
Write coherent texts for different purposes including
analysis and review
Identify limitations and constraints of the software
Apply criteria to evaluate the outcomes of the project
Produce a project report
Design appropriate methods for capturing and
ensuring the integrity of data; design a database for
others to use, identifying advantages and
disadvantages of different applications and paying
attention to ease of use and appropriateness.
End of Unit
b most pupils will: identify an area of interest, design and data collection; enter data into a database, formulate questions, interrogate the database using apropriate queries and
analyse the data; make an informed choice of which software to prepare and present their findings; refine work using information from a range of sources, testing their hypotheses;
identify any limitations in the software tools which have constrained the success of the project.
c some pupils will not have made so much progress and will:
Need to work on their own system to design a database for use by themselves; prepare a presentation of results to their peers in the remote site.
a some pupils will have progressed further and will:
design appropriate methods for capturing and ensuring the integrity of their data; eg use of OMR or verification techniques; design a database for use by others identifying
advantages and disadvantages of different applications (within the school or the remote site); ensure that particular attention is paid to ease of use and appropriateness of their
database implementation; consider the benefits and limitations of ICT tools and information sources and use results to inform future judgements.
Potential Level 7




QCA Unit 15 Systems: Managing a project
Understand the need for a systematic approach to a
specified project
Produce reports showing clear definitions of expected
outcomes
Break down a problem into processes and outcomes
and represent diagrammatically
Specify criteria for evaluation
Understand and present design specifications as a flow
chart
Work as a member of a team to design, plan, carry out
and report back on task
Understand the project management and time
management
Evaluate appropriately and revise outcomes based on
evaluation
Present project evaluations
End of Unit
End of Key Stage

b most pupils will: produce a project report where the work is carried out through closely following a systematic approach (each stage of the system is wlel documented and
presented, the final solution is effectively applied and the solution is workable); use a variety of ICT tools and information sources; provide evidence of evaluation with suggestions
for improvement; consider the benefits and limitations of the ICT tools and use this to inform their evaluation of the project’s success.

c some pupils will not have made so much progress and will: produce a project report where the work is carried out following a systematic approach (each stage of the system is
documented and presented, the final solution is applied, with assistance, and presented for a specific audience and purpose); use a variety of ICT tools and information sources;
provide evidence of evaluation

a some pupils will have progressed further and will: produce a project report using a systematic approach that has undergone improvement through critical evaluation at each
stage (each stage of the system is well documented and presented, the final solution is effectively applied and the solution is workable and repeatable); provide evidence of
independent working and evaluation at each stage of the system, with evidence used to inform future judgements of the quality of the work; include a concise and clear user guide
for use by others in managing a different school event.

								
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