ICT at key stage 3

The scheme of work draws together parts of the programme of study to create a framework that shows how pupils might be helped to progress.

Building on pupils' earlier experiences

In ICT at key stages 1 and 2, pupils will have had opportunities to develop a range of skills and competencies, including:

• knowledge and understanding of the importance of information and of how to select and prepare it;
• an ability to use hardware and software to manipulate information in problem solving, recording and expressive work;
• an ability to apply ICT capability to support their use of language and communication and their learning in other areas;
• an appreciation of ICT, its value for themselves, others and society, and an awareness of its advantages and limitations.

Transfer from primary to secondary

The scheme builds on the knowledge, skills and understanding developed through the key stage 2 programme of study. For example, unit 1 'Using ICT' enables teachers to diagnose pupils' strengths and weaknesses in ICT at an early point in key stage 3.

Although the expectation is that pupils starting key stage 3 are working at level 4, the units take account of the fact that some pupils will be working at level 3.

Expected levels of attainment

Level 4 is the expected attainment of pupils at the end of key stage 2. This is the starting point for this scheme of work. So, by the beginning of key stage 3, pupils should be able to:

• understand the need for care in framing questions;
• interpret their findings, questioning plausibility;
• combine different forms of information from different sources;
• use ICT to present information in different forms and show awareness of their audience;
• exchange information in a variety of ways;
• use ICT to control events and to sense physical data;
• use ICT-based models and simulations;
• compare their use of ICT with other methods and with its use outside school.

Some pupils will have progressed further and should be able to:

• select the information they need for different purposes, checking accuracy and organising it in suitable forms;
• use ICT to structure, refine and present information in different forms and styles;
• exchange information and ideas with others;
• create sequences of instructions to control events and understand the need for precision;
• understand how ICT devices with sensors can be used to monitor and measure external events;
• explore the effects of changing the variables in a model;
• discuss their knowledge and experience of using ICT;
• assess their use of ICT in their work and reflect critically in order to make improvements.

By the end of key stage 3, most pupils who started at level 4 will have progressed and should be able to:

• combine information from a variety of ICT and other sources for presentation to different audiences;
• identify advantages and limitations of different information-handling applications;
• select, use and refine information to suit the system;
• use ICT with physical variables and control events;
• design ICT models and procedures with variables;
• consider benefits and limitations of ICT tools and information sources;
• consider the results they produce and use these results to inform future judgements;
• take part in informed discussions about the use of ICT and its impact on society.

These expectations, and the end-of-unit expectations, are based on the level descriptions in ICT.

Inclusion

Teachers who use this scheme of work may find they need to adapt it to ensure it takes account of the different experiences, strengths and interests of their pupils. In doing this, they will need to take account of the statutory requirements and guidance on inclusion set out in the national curriculum.

The statutory inclusion statement sets out three principles that are essential to developing a more inclusive curriculum:

• setting suitable learning challenges;
• responding to the diverse needs of pupils;
• overcoming potential barriers to learning and assessment for individuals and groups of pupils.

The scheme of work is designed to cater for pupils working at levels 3-7. It is also designed to be challenging and to raise expectations. The expectation is that the average attaining pupil will be working at level 4 or 5 in year 7, level 5 or 6 in year 8 and level 6 or 7 in year 9. The pitch in year 9 units is towards level 6. The purpose is to provide challenging targets for pupils while recognising that not all pupils will reach this standard. For pupils whose attainments are significantly above or below these expected levels, a much greater degree of differentiation will be necessary. Further guidance on this can be found in Guidance on providing for gifted and talented pupils and Guidance on providing for pupils with learning difficulties, produced by QCA in 2000.

To provide suitable learning challenges for all pupils to achieve as high a standard as possible, teachers may wish to modify the whole scheme of work, or parts of units.

If modifying the whole scheme, teachers may wish to consider whether:

• particular parts of the scheme should be emphasised or expanded;
• pupils should be given more time for particular aspects of the scheme or given opportunities to progress more rapidly;
• particular pupils need opportunities to revisit knowledge and skills in different contexts;
• the attainments of pupils will provide a relevant structure for teaching ICT. If this is not the case, eg for pupils who have significant learning difficulties or groups able to work at a particularly challenging level, schools may wish to use the scheme as a resource for developing an alternative. The alternative must offer pupils opportunities to experience a range of work across key aspects drawn from the programme of study. The scheme of work for key stages 1 and 2 provides much suitable material for adaptation to key stage 3 pupils.

If adapting particular units, teachers may wish to consider whether:

• the expectations and learning objectives need modifying;
• there is a need to add challenge by increasing the requirements;
• there is a need to provide small steps, short, guided and more focused tasks and supporting structures to enable pupils working below the demands of the learning objectives to undertake the activity;
• the outcomes need to be changed to take account of revisions to the objectives and activities, or because pupils will operate on different levels;
• to vary contexts, resources, or teaching and learning styles to take account of the different learning needs of boys and girls, and the needs of pupils from different social and cultural backgrounds and/or with different lifestyles;
• the activities need to be adapted to provide support for pupils with difficulties in communication, language or literacy.

The type of support provided for pupils with difficulties in communication, language and literacy could include:

• using alternative and augmentative communication;
• reducing the amount of written work and reading;
• giving pupils the opportunity to clarify their ideas through discussion, modelling, role play and the use of tape recorders, video and photographs, rather than relying on written materials.

In addition, it may be necessary to use specialist equipment to give motivating and relevant experiences to pupils with sensory and physical disabilities. For pupils with emotional and behavioural difficulties, there may be a need to emphasise short-term goals and provide highly specific outcomes.

Assessing progress

Opportunities for assessing pupils' progress are built into each unit. The learning objectives are pitched at an appropriate level for the year group identified. The outcomes can be used to review progress and check whether pupils are ready to move on to the next activity or need more support or challenge. They also provide a framework for giving feedback to pupils. The expectation statements for each unit are related to the level descriptions in the national curriculum and the tasks set, and allow pupils' overall progress to be monitored.

The learning objectives are written primarily for teachers, but can be adapted and given to pupils as the objectives of a lesson or sequence of lessons. The objectives and expectations can also be used to help pupils review their own progress. Feedback to pupils, which can range from providing informal oral comments to a whole class to closely marked individual work, should relate to the objectives set.

The work pupils do will provide evidence of what they have been taught and their progress. It is not necessary to make detailed records for each pupil or activity. Pupils might keep electronic portfolios of their work and should be taught how to choose which pieces of work best demonstrate their achievements. In order to demonstrate process, it may be necessary in the short term to retain earlier drafts of work. A judgement based on these portfolios and on a summative piece of work can be used when considering how individual pupils are achieving in relation to the end-of-unit expectations. Some pupils may need more help or extension activities. Opportunities for extension activities have been suggested in the 'Points to note' column.

Pupils' responses to the demands, particularly of the year 9 units, will provide evidence for teachers to make end-of-key-stage assessments against the level descriptions.

Work at home and outside lessons

Each unit suggests suitable enrichment and extension activities which can be completed outside teaching time, over and above normal homework activities. Activities suggested are not intended as homework activities, but rather wider, optional pursuits that might encourage pupils to see the relevance of ICT outside the classroom. There is no assumption that pupils will have access to computers outside school, but increasingly schools, libraries and youth centres offer access to equipment outside the school day. Suitable and worthwhile tasks for ICT can include:

• finding out more about the topics in the units, eg by extended internet use;
• planning and constructing physical models for some units, eg unit 13 'Control systems';
• undertaking visits to assess the use of ICT in realistic situations, eg supermarkets, fundraising events.

Opportunities to use the internet are highlighted in 'Resources' and 'Points to note' in the units. Teachers will need to check the content of websites used by pupils to make sure it is appropriate. Teachers may want to bookmark sites in advance.

Web addresses listed were correct at the time of publication, although teachers need to be aware that web addresses and site content can change.

Find out more about getting around the schemes of work