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Curriculum QCA DFES Standards Secondary Framework
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Statutory Requirements

Notice about curriculum changes and the impact on ICT

There is currently a statutory entitlement for maintained schools to deliver the ICT National Curriculum at KS3 & 4.  It is good practice for this entitlement to be assessed appropriately at the end of key stages.  The entitlement at KS4 is usually assessed through some form of ICT qualification.  Some of the vocational ICT qualifications do not fully cover the KS4 ICT requirements. It's essential that any differences are catered for through effective curriculum design.

The National Curriculum Review is currently underway.  Draft programmes of study will be available from autumn 2012.  Finalised programmes of study will be available from September 2013 for full implementation in September 2014.

Find out more information about the review:

• www.education.gov.uk/inthenews/inthenews/a0073149/national-curriculum-review-launched

Secondary Framework for ICT

The National Curriculum ICT programme of study for KS3 and KS4 outlines statutory teaching requirements.

You can view the ICT programmes of study below;

• National Curriculum: KS3 ICT Programme of study
• National Curriculum: KS4 ICT Programme of study

National strategies have produced a series of learning objective frameworks for the different strands of the ICT programme of study.  You could use these to help you review and plan your ICT curriculum effectively.  The framework will also help you ensure progression in your subject across year groups.

• National Strategies: KS3 ICT learning objective framework

Cross-Curricular Requirements

The ability for pupils to use ICT across the curriculum is a statutory requirement for schools.
You can find out the expectations of cross-curricular ICT by visiting

• National Curriculum: The-statutory-secondary-curriculum

Don’t forget the curriculum is currently being reviewed by the coalition government and is subject to change shortly.

Progression

• The ICT Frameworks aim to increase rates of progress (e.g. the proportion/numbers of pupils making two levels of progress across KS3); improve progression from KS2 to KS4; and improve the levels of attainment at levels 5 and 6 at the end of KS3, and A*-C at GCSE.

• Planning progression through the secondary phase Y7-11 needs to take account of different progression routes for different groups of pupils, for example: