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Introduction to the renewed Framework for secondary Information and Communication Technology, which identifies yearly learning objectives from Year 7 to Year 11 and shows lines of progression in ICT. Describes its rationale to: reflect the revised ICT programmes of study; extend the Framework in Key Stage 4; and re-energise the Framework as a web resource.
Information about the main differences between the previous ICT curriculum and the new programme of study.
Breakdown of the guidance and support opportunities, including functional ICT, ensuring pupil progress, inclusion and intervention and assessment, target setting and pupil tracking.
Guidance on the specific challenges presented by secondary ICT to school leaders. Includes key points on strategic leadership in ICT.
Explanation of the importance of the third strand of the ICT Framework: Communicating information. Describes how communication helps to form communities, transmit values and expand horizons. Communication plays a large part in preparing pupils to be not only learners but also part of a wider community. Communicating information has three substrands in the ICT Framework, which are (3.1) Fitness for purpose, (3.2) Refining and presenting information, (3.3) Communicating.
Overview of the four study strands of the National Curriculum programmes of study for ICT in Key Stages 3 and 4, which group the knowledge, skills and understanding that pupils need to acquire into key processes (strands). These strands, which characterise what people normally do when they work with ICT, are: Finding information, Developing ideas, Communicating information and Evaluating. Crucial aspects are detailed, along with guidance on what to consider when viewing the individual strands.
Guidance on the importance of developing concepts in secondary ICT. Developing ideas has three substrands in the ICT Framework, which are: 2.1 Analysing and automating processes, 2.2 Models and modelling, and 2.3 Sequencing instructions.
Guidance on the concept of evaluating in secondary ICT. Topics addressed include: evaluating work in order to improve it; recognising fitness for purpose; recognising inappropriate use of ICT; and checking outcomes.
Flow chart illustrating the process of planning for ICT teaching. The chart looks at four main areas: familiarisation; review; planning; and pulling it all together'.
Guidance on the value of planning schemes of work in ICT, setting out the main benefits of this method and offering advice on creating a good scheme of work.
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