Links
Curriculum QCA ICT DCSF Standards Secondary Framework
Do not delete cell

New Secondary Curriculum

Renewed Secondary Framework for ICT & The New ICT PoS (KS3 & KS4)

Many of you attended our subject leader meeting last term at which we introduced the new secondary curriculum and the renewed framework for ICT.

The ICT section of the new secondary website is at: 

• Curriculum QCA ICT

Renewed Secondary Frameworks Website

The National Strategies Secondary Frameworks website is now live:

• www.standards.dcsf.gov.uk/secondary/frameworks

The framework builds on the existing Secondary Framework for teaching and reflects the emphases in the new secondary curriculum on key concepts, processes and skills. The electronic format offers direct links to a range of existing National Strategies’ materials and guidance.   The learning objectives for years 7 to 11 show how to plan for progression across both Key Stage 3 and Key Stage 4 and there is guidance on planning and teaching to ensure effective progression, and on day-to-day and periodic assessment to support the tracking of pupil progress.

New ICT Curriculum

There will then be a three-year period from 2008-2010 for schools to implement the new programmes of study.

• www.qca.org.uk/qca_12195.aspx

Renewed Framework Key Messages

• The final form of the renewed framework is published on the web as an interactive planning tool

• The renewed Framework is an integral part of SNS (Secondary National Strategy) support for the delivery of the new Programme of Study and has been updated to reflect new technologies and developments in ICT.  It extends the original Framework into key stage 4 and is designed to increase pupils’ access to excellent teaching and engaging, purposeful learning that will enable them to make good progress through key stage 3 and key stage 4.

• A key component of the ICT Framework is the ICT progression grids which identify the yearly learning objectives from Year 7 to Year 11 and show clear lines of progression in ICT.

• The renewed subject 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:

Some Key Changes at KS3 & KS4

The new curriculum has been updated to reflect new technologies and developments in ICT including:

• Safe working practices and eSafety (built into lessons – much more than just having an acceptable use policy)

• The use of ICT to support collaboration, especially using ICT to exchange information and support collaborative working. (could be Wikis, Blogs, not just e-mail)

• Greater emphasis on file management and e-portfolios (level 4, 5, 6)

In addition, there are some specific changes to content, for example:

• Explicit references to aspects of control (no need for wires and boxes) have been removed and a greater emphasis given to sequencing instructions (this means all forms of ‘on screen’ control including games creation)

• Explicit references to measuring and monitoring external events have been removed

• The programmes of study for ICT embed the knowledge, skills and understanding necessary to develop ICT functional skills.

There is an emphasis on some aspects which will have an impact on planning across all areas, for example:

• Using ICT purposefully to solve problems in real-life contexts

• Manipulating and processing large quantities of data efficiently

• Understanding the social, ethical, legal and economic implications of the use of ICT

• Using ICT to support independent learning

• Contribution of ICT to the wider curriculum review and compelling learning experiences across the curriculum

The reference to ‘manipulating and processing large quantities of data’ is mentioned at both KS3 and KS4 (Key concepts 1.3C).

This will be particularly important for pupils entering the world of work and in their daily lives. So students should be given the opportunity to work with large quantities of imported data (what about iTunes as well as ready made Access or Excel databases) and to become familiar with searching, sorting, filtering, query and report creating.

Ideas for the Use of Large Databases in the Classroom

Alan Jones - ICT Leading Teacher has contributed the following article to illustrate the use of large databases in the classroom.

Using historical databases as part of KS3 ICT

As part of the year 7 curriculum we concentrate on the student starting with a newspaper story about them in year 6 to creating a database about their class.  We then look at one of a number of large database files.  We have tended to concentrate on the Titanic because of the film.  We look at the world in 1912, read 1912 newspapers covering a number of days about the disaster looking at reliability and validity of information and comparing the news with what we now know as historical fact.  We hypothesise on whether 3rd class passengers lost out to 1st and 2nd class passengers in the fight for survival.  Also we look at whether women and children were more likely to be saved.  We present the information as graphs and tables in Flexisoft. We try to ensure that multiple criteria are used in queries and emphasise the role of Object, Linking and Embedding (OLE) by taking graphs from Flexisoft and embedding them in Ms Word or Ms Publisher in the form of their own 1912 newspaper.

I really like researching prison records from the Victorian period and I am looking at working on material on Bedford Gaol and information on crime and punishment during that period. 

Titanic 1912

• www.webquestuk.org.uk A useful jumping off point to other links to do with the Titanic disaster
• www.encyclopedia-titanica.org  A huge resource on the Titanic
• www2.nexus.edu.au/Teachstud/titanic2/home/titic1.htm   BBC has audio archives about the disaster

Bedford Gaol

Teaching materials:

• www.schools.bedfordshire.gov.uk/gaol 

The actual database:

• http://apps.bedfordshire.gov.uk/grd

Alan Jones   Head of ICT  St George’s School

Assessment Tasks at KS3 - Update

Last year was the final pilot year of the onscreen test and has been succeeded by non statutory tasks designed to aid teacher assessment in the classroom. The first two tasks, Data Handling and modelling are now available with others following during the year. These tasks are designed to be used in the classroom to support teacher assessment.

The schedule for the publication of the remaining tasks is:

• Presenting and handling information - June 2008 
• Control - November 2008  

For more information:

• www.naa.org.uk/naaks3  see the latest (March 2008) issue of countdown at
• www.naa.org.uk/downloads/countdown_spring08.pdf (pdf file)