ICT Curriculum relevance in England

NATIONAL CURRICULUM ROLLOUT Year 7 from September 2008 Year 8 from September 2009 Year 9 from September 2010

The key sections of the ICT programme of study for Key Stage 3, extracted from The National Curriculum, which relate to BBC News School Report, are listed below.

The importance of ICT Key Concepts Key Processes Range and Content Curriculum Opportunities Aims

Personal, Learning and Thinking Skills (PLTS) Functional Skills Personal Development and Every Child Matters Cross Curriculum Dimensions

Teachers may also find these extracts useful.

1999 National Curriculum for ICT

THE IMPORTANCE OF ICT

ICT can be used to find, develop, analyse and present information.

ICT enables rapid access to ideas and experiences from a wide range of people, communities and cultures, and allows pupils to collaborate and exchange information on a wide scale.

...citizens should have an understanding of the …implications of its use, including how to use ICT safely and responsibly

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1 KEY CONCEPTS

1.1 Capability

c Applying ICT learning in a range of contexts and in other areas of learning, work and life.

1.2 Communication and collaboration

a Exploring the ways that ICT can be used to communicate, collaborate and share ideas on a global scale, allowing people to work together in new ways and changing the way in which knowledge is created.

1.4 Impact of technology

b Recognising issues of risk, safety and responsibility surrounding the use of ICT.

1.5 Critical evaluation

a Recognising that information must not be taken at face value, but must be analysed and evaluated to take account of its purpose, author, currency and context.

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2 KEY PROCESSES

2.1 Finding information

Pupils should be able to:

b use and refine search methods to obtain information that is well matched to purpose, by selecting appropriate sources.

d analyse and evaluate information, judging its value, accuracy, plausibility and bias.

2.2 Developing ideas

Pupils should be able to:

f bring together, draft and refine information, including through the combination of text, sound and image.

2.3 Communicating information

Pupils should be able to:

a use a range of ICT tools to present information in forms that are fit for purpose, meet audience needs and suit the content.

c use technical terms appropriately and correctly.

2.4 Evaluating

Pupils should be able to:

c reflect on what they have learnt and use these insights to improve future work.

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3 RANGE AND CONTENT

The study of ICT should include:

a use of a range of information, with different characteristics, structures and purposes, and evaluation of how it matches requirements and its fitness for purpose.

b use of a variety of information sources, including large data sets, in a range of contexts.

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4 CURRICULUM OPPORTUNITIES

The curriculum should provide opportunities for pupils to:

b work creatively and collaboratively.

d apply ICT to real-world situations when solving problems and carrying out a range of tasks and enquiries.

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AIMS

Successful learners

... develops successful learners who are equipped to play a full part in public life and in the democratic process.

... gives learners the ability to engage critically with challenging questions facing society today and to take action on political and social issues of concern.

Pupils consider complex problems and interrogate evidence about real issues. Pupils learn to speak out for themselves and others on issues and problems using their research to support their point of view. Learners work independently and collaboratively to plan and undertake action to try to make a difference in their communities and in society.

Learners develop understanding of the key concepts of democracy and justice as they question and reflect on what may be fair and reasonable in different situations, explore the likely impact of decisions, and consider how the rights and responsibilities of individuals and groups are effected. Through in-depth research and enquiry, learners develop analytical and evaluative skills to ensure that their arguments are informed, clear and coherent. Pupils demonstrate toleration of different views, including those with which they may not agree, and they develop understanding of how different views are formed and influenced.

Confident individuals

... to develop understanding of the ways in which citizens can participate in decisions that shape the communities in which they live.

... provide a range of opportunities to develop learners who have the confidence to participate. Pupils are encouraged to think and act for themselves, and to relate to and work with others. They build an understanding of their own identities and begin to appreciate that identities are both complex and changing within our diverse society.

... provides an environment for pupils to explore and express their ideas and opinions and to challenge those with which they do not agree. Learners have opportunities to present to and communicate with real audiences, both in school and in the wider community. Pupils engage with and listen to others as they consider different viewpoints, actions, decisions, values and beliefs. By recognising and debating different ideas and issues, pupils learn to respond with confidence, develop logical arguments and justify viewpoints with evidence.

Regular participation in group discussions and in community-based action develops pupils' confidence in dealing with a range of real and complex issues and problems. Pupils work in groups and teams, trying out different courses of action and ideas to address issues or to achieve agreed objectives. Pupils take collective responsibility for completing projects, and they reflect on their activities in order to improve the quality of their work.

Responsible citizens

... inspires pupils to think about their role in society and in the wider world, and about how their decisions and actions can make a difference. Pupils engage with a wide range of political, social and ethical dilemmas that affect individuals, communities and the environment. Learners think about issues in new and critical ways and are willing to challenge ideas, policies, behaviours and actions with which they disagree. Pupils gain a sense of empowerment and achievement by participating in activities where they:

• Try to make a difference to the lives of others
• Contribute to real decision-making
• Are involved in bringing about change to policy or practice

Taking part in individual and collective actions engenders in pupils a sense of responsibility for themselves and for others. Pupils research issues affecting local, national and global communities.

Learners develop an understanding of the world as an interconnected and interdependent place. Pupils consider what is fair and reasonable, discriminatory or unjust, and learn about cultures and ideas that are different from their own. These activities develop pupils' understanding of what it means to be an informed, active, responsible citizen.

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PERSONAL, LEARNING AND THINKING SKILLS (PLTS)

Independent enquirers

The key process of finding information requires pupils to carry out research and to analyse and critically evaluate what they find, judging its relevance, purpose, accuracy, plausibility, value, and possible bias.

The key processes of communicating information and evaluating require pupils to support their choices and conclusions using reasoned argument and evidence, and to present their conclusions to a range of audiences.

Creative thinkers

Pupils solve problems by exploring, structuring and developing information, and they learn to derive new information for particular purposes.

Team workers

…encourages pupils to act responsibly and to take responsibility for their actions, especially when using ICT to communicate with others

Self-managers

They [pupils] make autonomous decisions, selecting which ICT tools and techniques to use in order to meet their goals.

Effective participators

The subject provides wide-scale access to information and ideas, which can enhance pupils' knowledge and understanding of local, national and international issues, enabling them to make informed and positive contributions.

Reflective learners

They [pupils] judge how effectively they have used ICT as well as considering the quality of the solutions they produce. Pupils reflect on what they have learnt and use the resulting insights to improve their future work.

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FUNCTIONAL SKILLS

In the case of ICT this means that:

• each individual is confident and capable when using ICT systems and tools to meet a variety of needs in a range of contexts. For example, they will use ICT to find, select and bring together relevant information and to develop, interpret and exchange information, for a purpose.

• each individual will be able to apply ICT safely to enhance their learning and the quality of their work.

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PERSONAL DEVELOPMENT AND EVERY CHILD MATTERS

Enjoy and achieve

...by providing powerful tools to support their creativity, initiative and independent thinking.

...enables pupils to explore possibilities, seek innovative alternatives, take risks with their thinking, make new connections, and adapt and modify their ideas.

...gives pupils tools to convey their ideas in original ways and to develop effective communication skills... the opportunities...to investigate real people, events and places that are relevant to their own lives and to current world events. They [pupils] also value the use of digital communication technology to engage with others when discussing issues or working collaboratively.

Stay safe

Pupils learn to stay safe through understanding risk and developing safe working practices.

Pupils learn about the safe and responsible use of ICT, in particular when using email and the internet.

They learn to take responsibility for their own safety (for example, by avoiding disclosure of personal details). Pupils learn to consider the safety of, and show respect for, other people.

Achieve economic wellbeing

Pupils learn to obtain, analyse, develop and present information in formats that meet the needs of various audiences.

...encourages pupils to be adaptable, to find creative solutions to problems, to plan and prepare, and to engage in effective collaborative working. These transferable skills help to equip pupils for lifelong learning and for the world of work.

Make a positive contribution

The emphasis...on communicating, exchanging and presenting information and ideas provides pupils with skills and opportunities to make positive contributions.

...provides tools that support collaborative working and problem-solving locally and globally.

...offers wide-scale access to information and ideas that enhance pupils' knowledge and understanding of local, national and international issues, enabling their contributions to be both informed and positive.

...enables pupils to share and exchange information with people from diverse cultural and socio-economic backgrounds. This experience can lead pupils to consider their own role in the world and how they might contribute in positive ways.

Pupils consider social, ethical and cultural implications for individuals and society; these include issues such as sustainability, equality of access, security of personal information, copyright, plagiarism.

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CROSS-CURRICULUM DIMENSIONS: TECHNOLOGY AND THE MEDIA

The media plays a significant role in shaping and defining our culture and our view of the world. New technologies continue to transform the way we work and learn.

Informed and responsible citizenship requires that young people become critical consumers of media, able to reflect on the relationship between reality and the world portrayed by the media. They should be aware of the ability of the media to inform, entertain and influence public opinion, and its important role in society. Young people need opportunities to become discerning and critically literate in relation to the media and the internet, learning to question the authenticity, accuracy and reliability of the information they encounter.

Similarly, to participate fully in a technology-driven society, young people must develop the practical skills to use technology confidently and productively. They need to develop the competencies to use technology safely and effectively to find things out, try things out, develop and present their ideas, and communicate and collaborate with others across the world.

Developments in technology continue to change the relationship between consumers and producers. Technology gives unprecedented access to events, experiences, opinions and sources of knowledge from around the world. It allows young people to communicate and collaborate with others locally and internationally, and extends the range of opportunities they have to develop as successful learners and global citizens.

Developing a curriculum that supports the technology and media dimension In order to help learners appreciate the role of technology and the media in their lives and make informed decisions about how to use it, they should have opportunities across the curriculum to:

• Access and use a rich range of technologies, including broadcast media, film, printed communications, games, web, podcasts and animation
• Consider media as both consumers and authors of content
• Develop the skills to adapt to the changing nature of both technologies and media
• Ask and answer questions such as: 'Can I believe what I read?', 'How can I use technology safely?' and 'How can the media be used to benefit society?'
• Use technology to create products for real situations, and increase their awareness of its role in the creative industries and media
• Access a culturally and historically diverse range of technologies and media products
• Access the information that contextualises the way in which technologies are used and media products are made
• Use technology to personalise learning, so they can work at different times, in different places and with a wider audience

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1999 NATIONAL CURRICULUM FOR ICT

The key sections of the ICT programme of study for Key Stage 3, extracted from the existing National Curriculum, which relate to BBC News School Report, are listed below.

Knowledge, skills and understanding

1a Pupils should be taught to be systematic in considering the information they need and to discuss how it will be used.

1b Pupils should be taught how to obtain information well matched to purpose by selecting appropriate sources, using and refining search methods and questioning the plausibility and value of the information found.

Exchanging and sharing information

3a Pupils should be taught how to interpret information and to reorganise and present it in a variety of forms that are fit for purpose.

3b Pupils should be taught to use a range of ICT tools efficiently to draft, bring together and refine information and create good-quality presentations in a form that is sensitive to the needs of particular audiences and suits the information content.

3c Pupils should be taught to how to use ICT, including email, to share and exchange information effectively [for example, web publishing, video conferencing] whilst ensuring their own safety and the safety of others.

Reviewing, modifying and evaluating work as it progresses

4a Pupils should be taught to reflect critically on their own and others' uses of ICT to help them develop and improve their ideas and the quality of their work.

Breadth of study

5b During the key stage, pupils should be taught the knowledge, skills and understanding through working with others to explore a variety of information sources and ICT tools in a variety of contexts.

5d During the key stage, pupils should be taught the Knowledge, skills and understanding through comparing their use of ICT with its use in the wider world.

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