The ICT Framework breaks down the ICT programmes of study into four strands (the four key processes) and ten substrands, as shown below.
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Strands |
Substrands |
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1 Finding information |
1.1 Using data and information sources |
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1.2 Searching and selecting |
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1.3 Organising and investigating |
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2 Developing ideas |
2.1 Analysing and automating processes |
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2.2 Models and modelling |
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2.3 Sequencing instructions |
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3 Communicating information |
3.1 Fitness for purpose |
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3.2 Refining and presenting information |
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3.3 Communicating |
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4 Evaluating |
4.1 Evaluating work (discrete but also embedded into the other nine above) |
Each of the ten substrands is detailed in the ICT learning objectives which describe progression in learning objectives.
Each strand and substrand describes the progression in pupils' learning from Year 7 through to Year 11. Year 11 extension objectives are included to indicate the degree of additional learning for those pupils working at exceptional performance and GCSE A* equivalence. These extension objectives provide further challenge and allow depth to support the transition to post-16 education.
The learning objectives are set out year by year to enable teachers to plan sequences of lessons that cluster objectives together into engaging, powerful learning experiences.
Although the Framework divides the learning experiences into specific years, it should not be seen as atomised in any way. The programme of study has been deconstructed to exemplify one way of showing different lines of progression in learning objectives to assist planning. The process of reconstructing the learning objectives into a coherent scheme of work – by grouping the objectives and aligning to appropriate context, activities and resources – is key to successful planning. The Framework provides a series of scaffolds for this.
The overview and the learning objectives are available in PDF format.
The Framework for secondary ICT: overview and learning objectives (96.41 KB)
