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ICT across the curriculum

ICT in design and technology

Guidance

Curriculum andStandards

ICT consultantsand tutorsStatus: Recommended

Date of issue: 09-2004

Ref: DfES 0182-2004 G

Key Stage 3National Strategy

ICT across thecurriculumICT in design and technology

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P 0

9-20

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ICT across the curriculum ICT in design and technology

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© Crown copyright 2004DfES 0182-2004

3 ICT in design and technologyKey Stage 3 National Strategy

Contents

Introduction 5

About the ICT across the curriculum (ICTAC) pack 5

About this ICT in design and technology guide 5

1 Introduction to ICT across the curriculum 7

ICT capability 7

What do we mean by ‘ICT capability’? 7

Requirements for ICT in the National Curriculum 7

ICT – the subject 7

ICT – in subjects 8

The relationship between ‘ICT – the subject’ and ‘ICT – in subjects’ 8

An integrated approach to ICT across the curriculum 10

A whole-school policy for ICT across the curriculum 10

Key concepts in the Framework for teaching ICT capability: Years 7, 8 and 9 11

Planning and sequencing ICT across the curriculum 12

ICT as a teaching tool 12

2 Commentary: ICT and design and technology 15

An overview 15

How can the use of ICT raise standards in design and technology? 15

Planning and progression 16

Planning to use ICT in design and technology lessons 16

3 ICT themes and key concepts in design and technology 18

Using data and information sources 18

Analysing and automating processes 18

Models and modelling 19

Control and monitoring 20

4 ICT capability: Moving forward in design and technology 21

Examples of lessons supplied on the CD-ROM 21

Lesson 1 Salt analysis 22

Lesson 2 Textiles: Designing and printing fabric 23

Lesson 3 Electronics: Designing and making a security device 24

Lesson 4 Making a puzzle game: designing and making for clients 25

Lesson 5 Using control for electronic monitoring 26

Acknowledgements 27

Further resources 27



5 Next steps 28

Key questions 28

Reviewing your current position 29

ICT in the design and technology National Curriculum 29

Identifying how the ICT National Curriculum is taught in your school 30

Applying and developing ICT capability taught in ICT lessons 31

Using the resources in the ICTAC pack to move forward 31

Moving forward 32

Working with the ICTAC pack 33

Action planning – making it happen in your department 33

Appendices 35

Appendix 1: Key concepts 35

Appendix 2: Yearly teaching objectives for ICT 37

Appendix 3: End of Key Stage 2 expectations 41




Introduction

About the ICT across the curriculum (ICTAC) packThe training pack for ICT across the curriculum (ICTAC) forms part of the Key Stage 3National Strategy’s support for whole-school improvement. It should be used flexibly tosuit local circumstances and, if you have chosen ICT across the curriculum as your whole-school priority, will be supported by your local Key Stage 3 lead consultant for ICTAC.

The ICT across the curriculum (ICTAC) pack is a set of materials designed to promote theuse of ICT across all subjects in schools. It builds on the work of the Key Stage 3 NationalStrategy ICT strand and the ICT capability that pupils are bringing to their subject lessonsfrom their ICT lessons. It also considers the value that ICT can add to teaching andlearning in subjects and the need for a whole-school approach to develop coherent andeffective practice across the curriculum.

The training pack comprises:

■ a management guide;

■ a series of ICT in … printed guides (one per subject);

■ exemplification materials on the subject-specific CD-ROMs;

■ case study video on the subject-specific CD-ROMs;

■ subject-specific A2 colour posters describing use of ICT capability (two persubject).

About this ICT in design and technology guideThis ICT in design and technology guide is intended for subject leaders and teachers.

The main objectives of this publication are to:

■ raise awareness of how the ICT capability, as set out in the National Curriculum forICT and taught in ICT lessons, can be applied and developed in design andtechnology;

■ analyse the opportunities that exist in design and technology for developing andapplying pupils’ ICT capability;

■ consider how ICT can add value to the teaching and learning of design andtechnology.

The past five years have seen a slow but steady improvement in pupils’achievements in ICT capability, the quality of teaching, and the leadership andmanagement of ICT … The complementary use of ICT across subjects, however,has been slow to develop and is uneven across schools and subjects …

The effective balance between the teaching of ICT skills, knowledge andunderstanding on the one hand and the application of these as part of learningacross subjects on the other hand remains a difficult and elusive goal for themajority of schools.

(Information and communication technology in secondary schools: Ofsted subject reports 2002/03)





1 Introduction to ICT across the curriculum

ICT capability

What do we mean by ‘ICT capability’?ICT capability involves technical and cognitive proficiency to access, use, develop, createand communicate information appropriately, using ICT tools. Learners demonstrate thiscapability by applying technology purposefully to solve problems, analyse and exchangeinformation, develop ideas, create models and control devices. They are discriminating intheir use of information and ICT tools, and systematic in reviewing and evaluating thecontribution that ICT can make to their work as it progresses.

ICT capability is much broader than acquiring a set of technical competencies in softwareapplications, although clearly these are important. ICT capability involves the appropriateselection, use and evaluation of ICT. In essence, pupils need to know what ICT isavailable, when to use it and why it is appropriate for the task.

For example, when pupils are creating a presentation, they use their ICT capability toselect appropriate software, consider fitness for purpose and match content and style to agiven audience. It is important that lessons are not driven by software or technology butare focused on clear objectives in design and technology, where ICT is used as a vehicleto support achievement of those objectives and to enhance teaching and learning indesign and technology.

Requirements for ICT in the National CurriculumThere are two statutory responsibilities within the National Curriculum for teaching ICT inschools at Key Stage 3. Schools need to ensure that all pupils are:

■ taught the programme of study, at each key stage, as set out in the NationalCurriculum for Information and communication technology – the attainment target,ICT capability, sets out the expected standard of pupils’ performance required ateach level;

■ given opportunities to apply and develop their ICT capability through the use ofICT tools to support their learning in all subjects.

The first bullet point focuses upon teaching ICT as a subject, whereas the second pointrefers to applying the subsequent ICT capability across other subjects.

ICT – the subjectIn this publication, ‘ICT – the subject’ refers to the teaching of the National Curriculum forICT. Advice on how ICT can be taught as a subject is detailed in the Key Stage 3 NationalStrategy publication, the Framework for teaching ICT capability: Years 7, 8 and 9 (DfES0321/2002). The Framework breaks down the Key Stage 3 ICT programme of study intoyearly teaching objectives. It also recommends that schools should allocate a minimum ofone hour per week for discrete ICT teaching in each year of Key Stage 3, to ensuresufficient time for the programme of study to be taught effectively.

The Strategy’s guidance about how to teach ICT capability as a subject is extensive. Aseries of sample teaching units, developed from the QCA/DfEE publication, A scheme ofwork for Key Stage 3 information and communication technology, includes detailed lessonplans and resources showing how the ICT yearly teaching objectives can be taught inlessons. The units are intended to provide a stimulus for planning, for individual schools toadapt and integrate within their own schemes of work.



All of the materials and guidance for teaching ICT as a subject are available on the websitefor the Key Stage 3 National Strategy (www.standards.dfes.gov.uk/keystage3).Teaching ICT as a subject is therefore not the focus of this publication, but there are clearlyoverlaps with the use of ICT in other subjects that should be considered. Consequently,this and related publications include guidance about how pupils can be given opportunitiesto apply and develop their ICT capability in other subjects, and how these relate to theteaching of ICT as a subject.

ICT – in subjectsSuccessful implementation of the ICT strand of the Key Stage 3 National Strategy will givepupils a sound level of ICT capability and the transferable skills to build upon in their learningof other subjects. This has implications for teachers across all subjects in the curriculum.

Pupils will come to design and technology lessons with expectations about how they mightapply ICT to move their own learning forward. Design and technology teachers will not needto teach ICT capability but can exploit new opportunities for pupils to apply and develop thecapability that they already have, to enhance their learning in design and technology.Consequently, the focus of the lesson remains firmly rooted in design and technology andteachers are not burdened with the need to teach ICT.

There are implications for subject teachers, in that they will need a good understanding ofthe breadth of ICT capability that pupils have been taught and will be bringing to theirlesson. This is explored later in this section. Teachers will also need to know which parts ofICT capability offer significant opportunities for teaching and learning in design andtechnology and how they can be incorporated into existing schemes of work. This isexplored in detail in sections 2 and 3. The use of ICT needs to be purposeful and to addvalue to the teaching and learning of design and technology and should not be seen simplyas a bolt-on. It needs to be carefully integrated into design and technology lessons, with aclear rationale for its use. Some examples of lessons are outlined in section 4 and included,in full, on the accompanying CD-ROM.

The relationship between ‘ICT – the subject’ and ‘ICT – in subjects’ Pupils’ ability to apply their ICT capability across the curriculum is largely dependent onthe effective teaching and learning of ICT in the first place. Pupils’ use of ICT in othersubjects may be ineffective if they do not already have an appropriate level andunderstanding of ICT capability. This may result in a lack of progress in both ICT and thesubject area. For example, asking pupils to produce a presentation in design andtechnology will be unproductive if they have little experience of using the software orunderstanding of how to create meaning and impact for a given audience. Pupils who tryto learn new areas of ICT at the same time as new design and technology content willoften fail in both endeavours.

It is crucial that pupils are taught the appropriate ICT capability before applying it in othersubjects. The relationship between ‘ICT – the subject’ and ‘ICT – in subjects’ can thereforebe viewed as interactive and mutually supportive as shown in the diagram on page 9.

Purposeful and appropriate application of ICT in subjects offers pupils opportunities to:

■ use their ICT capability to assist and progress their learning in design andtechnology;

■ engage in higher-order thinking skills, for example, by using ICT to undertakedetailed analysis when modelling data;

■ demonstrate, apply and reinforce their understanding of ICT capability within arange of subject contexts. The transferability of ICT capability is an importantaspect of progression in pupils’ knowledge, skills and understanding.



ICT capability Apply and develop ICT capability

ICT– the subject

ICT– in subjects

It is important to recognise that pupils using ICT effectively in subjects may not always beapplying high levels of ICT capability. For example, using a wordprocessor to draft andredraft text is a valid and powerful activity in a range of subjects; using software to supportlearning in MFL or using a learning support program in mathematics or a bespokeprogram designed to aid learning in science can be significant in helping pupils to makeprogress. In all such cases, ICT fulfils a legitimate function if using it moves learning in thesubject forward, but it may make little contribution to developing the ICT capability taughtin ICT lessons.

As pupils become more confident and proficient in using ICT there will be opportunities toapply and develop higher levels of ICT capability in subjects, for example, producing webpages for a given purpose and audience, manipulating data to test a hypothesis, orincorporating sound and video into a presentation to add meaning and impact. It isimportant to reiterate that, whatever the level of ICT capability applied, it must add value toteaching and learning in the subject.

Although the Framework for teaching ICT capability; Years 7, 8 and 9 (DfES 0321/2002)recommends that schools allocate discrete ICT teaching time in all years at Key Stage 3, itwill be for schools to decide which is the most effective model. There may be someopportunities for aspects of ICT capability to be taught in a different subject area and thenalso applied in an appropriate context. For example, the control elements of the NationalCurriculum for ICT could be taught within design and technology. However, teachingsubject objectives and ICT objectives at the same time can be problematic and teachersshould be aware of the potential for the lesson to lose sight of the ICT objectives. Progressin the teaching and learning of a particular subject can also be disrupted by the time takento teach the required ICT component from scratch.

Many schools continue to cling to a belief that cross-curricular provision can delivergood progression in ICT capability, in spite of inspection evidence to the contraryover recent years. The weight of evidence suggests that what works best is abalance between discrete provision and the application of ICT capability acrossother subjects. However, many schools continue to struggle to achieve this.

(Information and communication technology in secondary schools: Ofsted subject reports 2001/02)



An integrated approach to ICT across the curriculum

A whole-school policy for ICT across the curriculumSchools put considerable investment into ICT resources. However, this investment alonewill not necessarily give pupils appropriate opportunities to apply and develop ICTcapability – nor automatically add value to teaching and learning. Effective implementationof ICT across the curriculum is much more complex and involves strategic managementand coordination within whole-school policies. An effective model of applying anddeveloping ICT across the curriculum depends on a number of factors, including:

■ effective teaching of the National Curriculum programme of study for ICT (thesubject);

■ appropriate opportunities for pupils to apply and develop ICT capability in a rangeof subjects and contexts (transferable knowledge, skills and understanding);

■ deployment of resources so that subject areas can access ICT when it is needed,including provision of ICT within subject classrooms or areas;

■ a policy for purchasing of resources that maximises their use and allows forflexibility of use, for example, whole-class teaching, small-group work, individualteacher use – this could include consideration of whole-school networkingprovision, laptops and wireless networking capability;

■ planned use of ICT in schemes of work for all subjects, so that resources can bedeployed and organised appropriately;

■ whole-school policies which clearly map and sequence opportunities forapplication and development of ICT, so that pupils bring the appropriate ICTcapability to subject lessons;

■ whole-staff awareness of ICT capability and what can reasonably be expected ofpupils in each year.




Key concepts in the Framework for teaching ICT capability: Years 7,8 and 9The National Curriculum programme of study for ICT groups the knowledge, skills andunderstanding that pupils need to acquire into four themes:

■ finding things out;

■ developing ideas and making things happen;

■ exchanging and sharing information;

■ reviewing, modifying and evaluating work as it progresses.

The Framework for teaching ICT capability: Years 7, 8 and 9 (DfES 0321/2002) subdivideseach of the first three themes into three key concepts. The resulting nine key conceptsdescribe the breadth of ICT capability and progression in learning through Key Stage 3.This provides a useful vehicle when discussing how ICT can most enhance teaching andlearning in subjects. The fourth theme (reviewing, modifying and evaluating work as itprogresses) is a critical feature of ICT capability, which needs to be integrated throughoutall areas.

The diagram above shows the nine key concepts of ICT capability. Further guidance abouteach of these concepts can be found in Appendix 1.

In the ICT Framework, each key concept is broken down into suggested yearly teachingobjectives in Years 7, 8 and 9, to identify progression through the key stage. The yearlyteaching objectives are displayed in full in Appendix 2.

The breakdown of ICT capability into the nine key concepts shown in the diagram helpsidentify the most appropriate areas of ICT to enhance teaching and learning in subjects. Itis important that pupils are given sufficient opportunities to develop and apply the fullrange of their ICT capability in the curriculum.

Key to ICT NationalCurriculum themes:

Finding things out

Developing ideas andmaking things happen

Exchanging andsharing information

Reviewing, modifyingand evaluating workas it progresses

ICT capability Key Stage 3Key concepts



ICT capability Apply and develop ICT capability

ICT– the subject

ICT– in subjects

ICT a tool for teaching(the medium)

Planning and sequencing ICT across the curriculumSubject teachers need to know what they can reasonably expect a pupil to know,understand and be able to do at each point in Key Stage 3.

Schools will need to map and sequence the teaching of ICT capability. This will identifywhen subject teachers can reasonably expect to develop and apply pupils’ ICT capabilityand move teaching and learning forward in their own subject teaching and learning. Forexample, once pupils have been taught appropriate search techniques on the Internet,including consideration of validity and bias, they can be expected to undertake purposefulresearch in other subjects and present their findings.

It is also important to consider the experiences of pupils at Key Stage 2. Again, individualschools will differ but Appendix 3 (extracted from the Framework for teaching ICTcapability: Years 7, 8 and 9 (DfES 0321/2002)) describes what most pupils should havelearned in ICT by the end of Key Stage 2. This summary is based largely on pupilsfollowing the Key Stage 2 QCA scheme of work, or equivalent, during Years 5 and 6.

ICT as a teaching toolSo far we have reviewed the use of ICT as a learning tool for pupils and haveacknowledged how pupils who are confident and proficient in ICT can bring with themopportunities for extending their learning as they use their ICT in other subjects in theschool curriculum.

However, existing and emerging ICT teaching tools provide further opportunities toenhance subjects and add value to teaching and learning. For example, the use ofinteractive whiteboards, video projection units, microscopes connected to computers,prepared spreadsheets to capture and model data, CD-ROMs, presentations with videoand carefully selected resources from the Internet all provide examples of how ICT can beembedded into subject teaching.

The diagram on page 9, showing ICT across the curriculum, can therefore be extended toinclude ICT as a tool or medium for teaching.



Clearly elements of the model will overlap and impinge on each other. For whole-schoolpolicies for ICT across the curriculum the challenge is to make the most purposeful use ofthe available resources across all teaching and learning. Opportunities to embed ICTsuitably in subject-teaching need to be exploited, as appropriate.

Use of ICT by a teacher may involve little or no use of ICT by pupils and, consequently,may do little to apply and develop their ICT capability. However, use of ICT by the teachercan enhance and stimulate the learning experiences of pupils and contribute to theachievement of subject objectives. It is important to recognise the different contributionsthat ICT can make to teaching and learning and acknowledge the importance of each. A policy for ICT across the curriculum should consider all these elements and therelationships between them.

Some examples of how this could be done in design and technology are outlined insection 4 and included in detail on the accompanying CD-ROM.

The DfES CD-ROM, Embedding ICT @ Secondary, also provides a series of subject-specific case studies focusing on teacher-use of ICT.



Using dataandinformationsources

Searchingandselecting

Organising andinvestigating

Models andmodelling

Control andmonitoring

Fitness forpurpose

Refiningand presentinginformation

Communicating

<<Reviewing,modifyin

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Analysing andautomatingprocesses

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Key to ICT National Curriculum themes:

Finding things outDeveloping ideas and making things happenExchanging and sharing informationReviewing, modifying and evaluating work as it progresses

ICT capability Key Stage 3 Design and technologyKey concepts

The diagram introduced on page 11 has been expanded to highlight some of the ICT keyconcepts that are particularly significant for design and technology. These are expandedfurther on the ICT in design and technology poster (DfES 0203–2004 G) that accompaniesthis pack.

Commentary: ICT and design and technology

An overviewThe expectation is that pupils will have been taught all nine key concepts of ICT capability intheir ICT lessons. This provides the foundation for the application and further development ofthese ICT key objectives across the curriculum. The nine key concepts are shown in thediagram on the opposite page.

Although many of the ICT key concepts could be applied and developed in design andtechnology, some are more significant than others. The four ICT key concepts, highlightedin the diagram, that are particularly significant for design and technology are:

■ using data and information sources;

■ analysing and automating processes;

■ models and modelling;

■ control and monitoring.

Other ICT key concepts, such as refining and presenting information, can also beapplied and developed in design and technology. For example, pupils can use ICT topresent and display ideas and products to different audiences, using a variety of mediatechniques. Pupils can communicate what is essentially the same information in differentways and with different impact. They can refine and adapt their presentations according toneed and the impact they want to make. They can use ICT to draft and redraft their work.They can use also their ICT capability to decide which software to use to presentinformation and thus further develop their understanding of how the chosen medium mayaffect the outcome.

How can the use of ICT raise standards in design and technology?ICT can be used as a tool to:

■ support teachers:– to improve lesson design;– to transform teaching and learning;– to engage and motivate pupils to learn more effectively;

■ provide opportunities for pupils to learn in alternative and challenging ways using awide range of sources of information and techniques to support critical thinking;

■ support both individual and collaborative learning;

■ allow pupils access to sources of information relevant to a particular enquiry orproject by searching websites on the Internet;

■ allow pupils to identify, select and compare similar products, taking account ofhow they will be used, their cost and who will use them;

■ enable pupils to improve their decision-making and design skills through the use ofcomputer-generated models;

■ enable pupils to review, refine, redraft and modify work in progress usingcomputer-aided design and manufacture software;

■ provide flexible means of programmable control for systems and resources,enabling pupils to provide dedicated microprocessor control to systems they havedesigned and made;

■ help pupils to refine and present their ideas more effectively and in different ways.

2





Planning and progressionTeachers should expect pupils in any given year to have been taught all or most of the ICTFramework objectives from the previous year. Design and technology teachers may alsowish pupils to apply ICT capability learned during the year in which they are being taught.It is important to liaise with the ICT department to ensure that the levels of expectation andchallenge are appropriate to pupils’ experiences and levels of ICT capability.

To ensure the effective use of ICT in design and technology, teachers should:

■ plan the use of ICT by pupils in collaboration with the ICT department, to ensurethat pupils have appropriate ICT skills;

■ analyse how to build on prior learning in design and technology and ICT to informplanning of schemes of work and design of lessons;

■ be sure that ICT resources are available for the lesson.

It is important to plan for a range of uses of ICT, to ensure that pupils’ capability isdeveloped and consolidated as they progress, both in design and technology and in theuse of ICT. In particular, teachers should plan to use ICT in design and technology lessonsat a level that pupils have already covered in ICT lessons.

Teachers will need to ensure that:

■ pupils’ use of ICT is varied but appropriate to their learning in design andtechnology;

■ as pupils’ ICT capability increases they are given further opportunities to apply anddevelop aspects of that capability in design and technology lessons.

It may be appropriate to use low-level ICT skills to enhance learning in design andtechnology, but pupils should also be given opportunities to apply higher-order skills. Thisshould enable pupils to enhance their learning further in design and technology as well asto develop their ICT capability. Using higher-order ICT skills will also increase pupils’motivation by providing new opportunities for learning that could not be done easily inother ways.

Awareness of the capabilities of pupils competent in ICT will enable teachers to planlessons that use and apply ICT in ways that help challenge and motivate pupils of allattainment levels. It is expected that:

■ Year 6 ICT capability will support Year 7 work in design and technology;

■ Year 7 ICT capability will support later Year 7 and Year 8 work in design andtechnology;

■ Year 8 ICT capability will support later Year 8 and Year 9 work in design andtechnology; and

■ Year 9 ICT capability will support both later Year 9 work in design and technologyand GCSE work.

Appendix 2, Yearly teaching objectives for ICT, and Appendix 3, End of Key Stage 2expectations, provide a useful starting point for this, but practice in individual schools willvary, depending on how and when the National Curriculum for ICT is taught.

Planning to use ICT in design and technology lessonsEffective communication between the design and technology department and the ICTdepartment will foster a clear understanding of the timescale during which pupils shouldhave developed the different ICT capability in each year. Design and technology teachersneed to identify opportunities to exploit pupils’ capability in ICT to move learning in the

subject forward. They also need to consider whether the use of ICT is appropriate to theaspect of design and technology being taught.

When planning to use ICT in lessons, teachers should consider whether:

■ the ICT is adding value to the lesson:– Would the design and technology learning outcomes be achieved as or more

efficiently without the use of ICT?– Is the identified form of ICT (both hardware and software) the most appropriate

one to use?

■ there are opportunities in the plenary for pupils to communicate theirunderstanding of how ICT has contributed to their learning in design andtechnology:

■ schemes of work reflect a range of uses of ICT:– by pupils, to consolidate and develop their ICT capability;– by teachers, to support teaching of the National Curriculum for design and

technology.



3



ICT themes and key concepts in design andtechnology

This section identifies some of the opportunities for applying and developing pupils’capability in ICT that can be built into medium- and short-term planning in design andtechnology. It considers the ICT key concepts that offer significant opportunities toenhance pupils’ learning in design and technology and gives some brief examples of howthis could happen in classrooms.

Using data and information sourcesICT allows pupils to explore a variety of information sources to generate ideas, takingaccount of users’ needs. It lets them develop their understanding of designing and makingby investigating familiar products and ideas, and finding out about the work of designersand the manufacturing industry. Websites of designers and manufacturers, in particular,offer pupils unparalleled opportunities to identify, select and use sources appropriate toparticular enquiries and design tasks.

The quantity and quality of material available on the Internet gives pupils opportunities todevelop skills that help them to evaluate both the information they receive and thewebsites themselves. Exploration of existing products, similar or analogous to the task inhand, stimulates creative thinking; so, too, does the work of established designers andmakers, including work from other times and other cultures. ICT-based searches revealsource material, including text and images, which may be captured, edited, manipulatedand combined to create a record of an investigation as part of a design portfolio.

Analysing and automating processesICT-based automated processes are central to modern manufacturing techniques.Sophisticated computer-aided design (CAD) software can transform two-dimensionaldrawings into three-dimensional representations. Drawings produced by CAD softwaremay be further processed to generate the coding required to programme automatedequipment to manufacture the product in a wide range of materials with consistentaccuracy. As pupils design and make, they are able to use computers, includingcomputer-aided design and computer-aided manufacture software (CAD–CAM), andcontrol software, as an integral part of designing and making.

Year 7 pupils were set the task of designing and making a clock in the style ofwell-known artists. The Internet provided access to a wide variety of images andideas. The use of the image-manipulation software enabled them to stylise andrefine their designs to fit the intended purpose. They printed their finished imagesand laminated them onto MDF, then added a mechanism to complete the clock.

A team of Year 8 pupils took part in a challenge organised by the local businesseducation partnership. They used the Design and Technology Milestonesdatabase as a source of information about how mechanisms control clocks. Thishelped them to judge whether a similar mechanism could be employed whendesigning a vehicle driven by elastic bands.

Year 9 pupils used a search engine and CD-ROMs to search for information abouthealthy eating. They used their prior learning from ICT lessons to judge thereliability of the sources they found, and the validity of the information they offered.

Models and modellingICT allows the use of software simulations to compare a theoretical model to the situationin reality and to evaluate the limitations of the model. Pupils can use a range of modellingsoftware to investigate situations and ideas and to explore what would happen ifconditions were varied. Using ICT, pupils can also explore patterns and relationships bychanging variables and rules. They can use this to answer ‘What if …?’ questions that arecentral to the development of design ideas. In this way, pupils are able to explorecompeting variables and evaluate their effect on a finished product.

Pupils can use spreadsheets to ask and answer questions about costs, quantities andnutritional values of food, for example, or of costs and durability of materials used inmanufacturing a product. They can use drawing and illustration software to creategraphical models, while ICT-based rapid prototyping techniques enable the creation oficonic three-dimensional models. Pupils can use parametric modelling software to alterproportions and adjust sizes, to ensure that a mechanism perfoms a required function.Throughout, they can use software simulation tools extensively, in a range of contextssuch as testing the validity of an electronics circuit or planning a safe approach to foodproduction, following Hazard Analysis and Critical Control Point (HACCP) guidelines.



Pupils in Year 7 were designing and making a welcome pack for younger pupilsvisiting their school. They selected a suitable packaging ‘net’ from the Packagingdesign section of DT Online (see address below) and used the parametriccapability of Packaging Designer to adjust sizes to their own needs. They savedthe net as a .dxf file, then transferred it into 2D Designer (or CorelDraw) to addtext and image details. The finished design was output directly to a CNCcutter/plotter for production in large quantities.

www.dtonline.org/apps/menu/app?3&areas%2F2%2F1%2Fo%2F&0

Pupils in Year 9 were designing a desk storage unit. They researched differentkinds of structure by making sketches of large engineering structures, such astowers, bridges, cranes, stadiums and office blocks, where the structural elementsare clearly exposed. They then identified a list of items that might be included in adesk storage unit and made a collection of them. They focused on a structuraldetail to use as the basis for the desk storage design and used card, drinkingstraws, string and cocktail sticks to make models of their ideas. They sketchedtheir designs on squared paper and used a CAD–CAM package to produce finaldrawings and send output to a CNC miller or router to make the component parts.

Pupils in Year 8 food technology lessons modelled the functional properties of aproduct. A database of ingredients allowed them to modify the ratio of ingredientsin a bakery product. They were able to test new ideas through real-life models andinteraction. In later lessons they used nutrition data to explore the consequenceson the product's profile of substituting or modifying ingredients. This allowed themto identify ways of reducing the amount of fat used in the product.

Pupils studying electronics in Year 9 used Crocodile Clips software to model theirdesigns for an electronics alarm circuit, prior to making a personal bag alarm.They changed the values of components to see the effect and transferred theirfinal design into software that automatically creates the required PCB mask toenable the circuit to be built.

Control and monitoringPupils can use ICT to analyse, design, create and test a wide range of control andoperating systems. Designing and implementing control systems that can be tested lies atthe heart of design and technology. Pupils can use ICT to simulate complex processesand draw design conclusions from the results. Simulation software enables them to designand test electronic circuit designs. Additional software is available for them to convertthese circuit-layout designs into actual working circuits. These can be used to controlsystems comprising electronic, mechanical, structural and pneumatic elements.



Pupils in Year 7 were using appropriate software to learn the basis ofprogrammable systems. They used the test run features of the software tosimulate a variety of control systems on screen. They then designed and made aboard game that used electronic dice. The LEDs flashed randomly until a buttonwas pressed to freeze the pattern so that the dice score could be read.

Pupils in Year 8 were making bread. They were learning that the monitoring oftemperature and pH are critical in the manufacture of most food products,particularly to ensure food safety and hygiene. They used simple data-loggingtechniques to monitor and control the environment (proving, resting, baking) of thebread.

ICT capability: Moving forward in design andtechnology

Examples of lessons supplied on the CD-ROMThe CD-ROM includes examples of design and technology lessons in which ICT is used toenhance teaching and learning. These have been chosen to give a flavour of the type ofactivities in which pupils’ ICT capability can be applied and developed within the context ofdesign and technology. They also broadly reflect the ICT key concepts identified on page15 as being significant to the design and technology curriculum. The examples offersupport for the teaching and learning of design and technology. They also provideopportunities for pupils to apply their own ICT capability to new contexts as well assuggesting ways in which teachers can use ICT as a tool for teaching.

In each of the examples, reference is made to the ICT key concept being applied ordeveloped. In each case the relevant ICT objectives have been taught before they areapplied in the design and technology lesson.

Each example includes a description of the lesson to place it within the context of thecurriculum. These identify the design and technology objectives and the expectedoutcomes, as well as indicating the ICT capability the pupils will be using in the lesson.The lesson outlines that follow are provided as full lesson plans on the accompanying CD-ROM.

Most lessons are supported by resource files and, where appropriate, links are provided torelevant websites for further resources and software downloads.

4






Lesson 1 Salt analysis

Design and technology objectivescovered

Design and technology focus: Food technology

Pupils will be taught to:

■ when evaluating their own ideas andproducts, make judgements aboutthe originality and value of ideas andsolutions to further theirdevelopment;

■ when evaluating the ideas andproducts of others, examine,describe and evaluate similarproducts to gain useful technicalinformation.

Design and technology lessonsummary

This lesson is part of a unit of work thatexplores how the nutritional analysis ofexisting products provides usefultechnical information from which todevelop and evaluate further ideas.Pupils learn about hidden salt in foodsand apply this knowledge whendeveloping a new and appetising pastyfilling to appeal to their own age group.

Pupils will be expected to:

■ use nutritional analysis software toanalyse the salt content of a recipe;

■ evaluate their recipe ideas as theydevelop and modify their proposals,by changing variables in the recipe tocut salt content;

■ draw conclusions about salt contentin foods through questioning and useof charts from the analysis ofrecipes.

This lesson provides opportunities for pupils to apply their ICT capabilities in the areaof using data and information sources by enabling pupils to explore the saltcontent of food in relation to their pasty recipe. It also provides opportunities inmodels and modelling by enabling pupils to explore the effects of changes in therecipe to provide a pasty with low salt content.

Year group: 7



Lesson 2 Textiles: Designing and printing fabric


Main design and technology focus:Textiles


■ use appropriate software to design afabric pattern;

■ understand the use of colour ways,how they are achieved and theirimpact on design development;

■ appreciate that designers evaluateand modify their prototypes beforestarting a production run.


This is part of a series of lessons whichintroduce pupils to different ways ofprinting fabrics, before one of thetechniques to make a small personalitem. It links to the QCA scheme of work,unit 7biii: Designing and making foryourself. It provides opportunities forpupils to enhance their skills in productanalysis before designing and makingtheir item.

Pupils are expected to:

■ create a mood board, using a rangeof materials and media;

■ experiment with producing patternsand colouring;

■ refine and change their designs andcolour ways;

■ evaluate the different results beforeprinting their fabric.

This lesson provides opportunities for pupils to refine and present ideas bycombining images which they refine and amend, using drawing and graphicssoftware. It may also provide opportunities for pupils to apply their ICT capability in thearea of using data and information sources, by searching and selectingappropriate images from the Internet or CD-ROM, or creating their own.

Year group: 7



Lesson 3 Electronics: Designing and making a security device


Main design and technology focus:Control and structures


■ recognise inputs, processes andoutputs;

■ combine subsystems to create asystem to achieve a particularfunction.


This lesson forms part of a design andmake project for Year 8, linked to theQCA scheme of work, unit 8d: Usingcontrol for security. Pupils will design and test electronic circuit designs thatcould be used to create a securitydevice. The lessons provideopportunities for pupils to work togetherin teams to refine and improve theiroriginal design.


■ modify, amend and test existingsystems to suit a range ofrequirements;

■ recognise advantages anddisadvantages of particular inputdevices by annotating systemscircuits.

There are opportunities for pupils to apply their ICT capabilities in the area ofanalysing and automating processes as they use computer-aided design (CAD)software to analyse systems, recognise how the systems can be broken down intosmaller subsystems and be represented by diagrams. There are also manyopportunities for pupils to demonstrate and build on their capabilities in control andmonitoring.

Year group: 8



Lesson 4 Making a puzzle game: designing and making forclients


Design and technology focus: CAD and CAM


■ use a range of design skills thatcombine creative thinking andapplication of knowledge to effectchange;

■ develop flexible and independentthinking about existing products andsolutions (by encouragingquestioning, openness to ideas anddifferent ways of doing things);

■ record and share their ideas withothers and gather and useconstructive feedback to develop adetailed design proposal.


This lesson is based on the NationalStrategy’s Frameworks for Teaching D&Tand ICT for Year 8 and supports theobjectives for the QCA scheme of work,unit 8bii: Designing and making forclients. The focus of the lesson is ongenerating and developing design ideasfor a hand-held ballbearing puzzle game.Pupils are introduced to software whichenables them to develop ideas in 2D andtranslate them into a 3D mould formanufacture.


■ explain how a three-dimensionalrelief has been developed, andrepeat the task if asked again;

■ produce solutions that are realisticand have had the correct colourattributes applied;

■ create a design for a game that maybe produced by vacuum-formingand involves a number ofballbearings.

This lesson provides opportunities for pupils to apply their ICT capabilities in the areaof models and modelling by using CAD–CAM software to create models and testpredictions. Pupils will refine and modify their designs to improve their accuracy andextend their scope by changing variables and assessing the outcomes of thechanges.

Year group: 8



Lesson 5 Using control for electronic monitoring


Design and technology focus:Electronics and control


■ continually think visually, spatially andanalytically when developing andevaluating ideas;

■ try alternative, sometimesunconventional, approaches forovercoming difficulties, modifyingproposals and communicating theseto others;

■ draw on mathematical, scientific andtechnical knowledge whenappraising ideas against their designcriteria;

■ make decisions regarding the choiceof materials and manufacturingprocesses and use this to inform amanufacturing specification.


This module links to the QCA scheme ofwork, unit 9d: Using control for electronicmonitoring. It focuses on how pupils canuse systems design software andsystems control software to model anddevelop their design ideas. The pupilsuse a number of ICT packages thatenable them to explore product designs,develop control systems, and model andevaluate design ideas, before producinga PCB.


■ be able to apply a systems approachto the analysis and description ofeveryday electronic devices;

■ recognise and use a number ofelectronic building blocks(subsystems);

■ be able to develop a controlprogram, using appropriate software;

■ be able to communicate a designproposal for a ‘sense and act’ device.

This lesson provides opportunities for pupils to apply their ICT capabilities in the areaof models and modelling and control and monitoring by using CAD–CAMsoftware to create and control models and test predictions by changing variables.Pupils will refine and modify their designs to improve their accuracy and extend theirscope by changing variables and assessing the outcomes of the changes.

Year group: 9



AcknowledgementsThanks are due to INDIGO Visions for kind permission to reproduce lessons 1, 4 and 5from their Enhancing Subject Teaching Using ICT (CPD) materials. The lessons have beenextracted from a much broader CPD package offered by INDIGO Visions for teaching andlearning, which contains online digital materials, face-to-face support, online mentoringand an online community to share good practice.

Further details can be obtained from the INDIGO Visions website at www.indigo-visions.co.uk.

Further resourcesFurther resources to support the use of ICT in design and technology can be obtainedfrom these sources.

Key Stage 3 Strategy www.standards.dfes.gov.uk/keystage3

ICT in Schools www.dfes.gov.uk/ictinschools/

QCA www.qca.org.uk

Becta www.becta.org.uk See also Becta’s ICT advice website:ww.ictadvice.org.uk

Ofsted www.ofsted.gov.uk

National Curriculum in Action www.ncaction.org.uk/subjects/ict/inother.htm

Teachernet www.teachernet.gov.uk/teachingandlearning/resourcematerials/

Virtual Teacher Centre http://vtc.ngfl.gov.uk/docserver.php

National Grid for Learning www.ngfl.gov.uk

Curriculum Online www.curriculumonline.gov.uk

National College for School http://www.ncsl.org.uk/index.cfmLeadership

National Association for Special www.nasen.org.ukEducational Needs

Design and technologyDesign and Technology Association www.data.org.uk

The national advisors and www.naaidt.org.ukinspectors in design and technology



5

■ How is use of ICT currently enhancing teaching and learning in design andtechnology?

■ What further opportunities can be exploited?

■ What is inhibiting further use of ICT?

■ What are the next steps in moving the department forward?

Next steps

Key questionsThis section is intended to support subject leaders when working with their respectivedepartmental teams to move ICT across the curriculum forward. Subject leaders play acrucial role in raising standards by securing and sustaining improvement in the applicationof ICT capability in all subjects.

Fundamentally, there are four key questions for subject leaders to consider with theirsubject teams.

This section offers suggestions for some next steps for you and your department, broadlybased around:

■ reviewing your current position;

■ meeting the requirements for ICT in the design and technology NationalCurriculum (where appropriate);

■ identifying how the ICT National Curriculum is taught in your school;

■ applying and developing ICT capability from the ICT National Curriculum;

■ using the materials in this ICTAC pack to move forward;

■ action-planning – making it happen in your department.

Below are some prompts and suggestions for analysing your existing provision,understanding how ICT is taught in your school and identifying potential new opportunitiesfor teaching and learning in your subject.




How is ICT being used in your department?

Identify ways in which ICT is currently used in lessons in your department to addvalue to teaching and learning.

■ What good practice in using ICT currently exists in your department and howdoes it enhance teaching and learning?

■ For each of these areas, is ICT being used by pupils, by teachers or by both?

■ Are all teachers in your department using ICT in lessons in the same way orare individual teachers just using their own ideas?

■ How can these ideas be shared with other teachers in the department?

dis

cuss

ion

poin

ts

Does the use of ICT in your department reflect the National Curriculumrequirements for your subject?

Identify any explicit references to the use of ICT in your subject NationalCurriculum orders and ensure that these areas are already being covered in yourdepartment’s scheme of work.

■ How do you ensure that all teachers in your department are dealing with theexplicit references to ICT in your subject?

■ How do you monitor, review and evaluate the ICT experiences of all pupilsacross all classes that are taught by your department?

dis

cuss

ion

poin

ts

Reviewing your current position

You could consider:

■ asking teachers in your department to identify where they use ICT in their lessonsand how it impacts on teaching and learning in your subject: use the diagram onpage 14 to identify where the use of ICT fits;

■ allocating time at departmental meetings to share existing good practice and tolook at ways in which it could be incorporated or adapted into schemes of workfor all teachers in the department;

■ setting up peer observation or paired teaching for colleagues to observe eachother and assess the value that ICT is adding to the lesson – you may find the KeyStage 3 guidance on coaching (included in Sustaining Improvement: A suite ofmodules on Coaching, Running networks and Building capacity (DfES 0565–2003 G))a useful tool to help you with this;

■ using the audit document on the CD-ROM to help analyse your current position –this is adapted from the Key Stage 3 Strategy publication, Securing improvement:the role of subject leaders (DfES 0102/2002), which provides further guidance onsubject leadership.

ICT in the design and technology National Curriculum



How is the teaching of the ICT National Curriculum organised in yourschool?

Identify the aspects of ICT that pupils have been taught in ICT lessons duringYears 7, 8 and 9.

■ How is the teaching of the ICT National Curriculum organised in your school?

■ What ICT capability, through taught ICT lessons, can you reasonably expectpupils to be bringing to your subject lessons in each term?

dis

cuss

ion

poin

ts

You could consider:

■ using the National Curriculum orders for design and technology to identify wherethe programme of study refers to ICT, either specifically or as an example of how aparticular aspect of the subject might be taught. The National Curriculum in Actionwebsite provides a useful starting point for this and outlines statutory requirementsand non-statutory opportunities for your subject, see http://www.ncaction.org.uk/subjects/ict/inother.htm;

■ identifying, within your departmental schemes of work, how and when each ofthese references will be covered;

■ ensuring that you have planned access to the resources you will need by liaisingwith your ICT coordinator and/or the SMT member with responsibility for ICTacross the curriculum;

■ sampling pupils’ work to ensure consistency across classes; with a focus on theexplicit requirements of using ICT in your subject. The Key Stage 3 Strategypublication, Organising a work sample (DfES 0390–2003), offers guidance on howyou might organise a work-sampling exercise.

Identifying how the ICT National Curriculum is taught in yourschool

You could consider:

■ discussing with the school’s ICT subject leader how ICT is taught across the keystage in your school, in particular, to find out:

– the timetable allocation for ICT as a subject in Years 7, 8 and 9 – the KeyStage 3 National Strategy recommends one hour per week in each year forICT lessons;

– how the scheme of work for ICT is organised in each term, in each year andwhat ICT capability you would expect pupils to be bringing to your lessons;

– the use that is made of the Key Stage 3 Strategy’s ICT sample teaching units– the Strategy has produced detailed lesson plans with accompanyingresources for Years 7 and 8, and case studies for Year 9, based on the QCAKey Stage 3 scheme of work.



Does the use of ICT in your department reflect the National Curriculumrequirement to give pupils opportunities to apply and develop their ICTcapability?

Identify where your current scheme of work gives pupils opportunities to applyand develop their ICT capability at a level appropriate to their experience.

■ Are all teachers in your department fully aware of the breadth of ICT capabilitythat pupils are taught in ICT?

■ Which parts of the ICT National Curriculum are particularly significant for yoursubject and give pupils potential opportunities to apply and develop their ICTcapability?

■ Are there implications for training for teachers in your department?

■ Does the scheduling of your subject scheme of work and the ICT scheme ofwork provide a coherent way forward for pupils’ use of ICT?

dis

cuss

ion

poin

ts

Applying and developing ICT capability taught in ICT lessons

You could consider:

■ inviting the ICT subject leader to a departmental meeting to explain the breadth ofICT capability that pupils are taught in the ICT National Curriculum. You may findAppendix 2 helpful for the discussion, in that it provides an overview of how theKey Stage 3 programme of study could be broken down into yearly teachingobjectives. This appendix is extracted from the Key Stage 3 National Strategypublication, Framework for teaching ICT capability: Years 7, 8 and 9 (DfES0321/2002), which also provides further guidance on teaching ICT as a subject;

■ identifying areas for staff development, either for individual teachers or the wholedepartment and working with the ICT subject leader and the LEA to establishsources of support;

■ discussing with the ICT subject leader possible changes to the schedule of theschemes of work to ensure that, in subject lessons, pupils are building on ICT thathas already been taught;

■ working with the school’s ICT coordinator to identify how your departmentcontributes to the whole-school policy of ICT across the curriculum;

■ discussing with other subject leaders in the school how they give pupilsopportunities to apply and develop ICT capability in their respective subjects.

Using the resources in the ICTAC pack to move forwardThe pack comprises five components:

1 ICT in … series guides (this publication)The guides consider how subjects can build on the ICT capability taught in ICTlessons, in this case, to add value to teaching and learning in design and technology.

2 Video on CD-ROMThe video on the CD-ROM gives an example of how one subject leader has tackledthe use of ICT in design and technology.

3 Examples of lessons on CD-ROMThe examples on the CD-ROM provide lesson plans and resources to demonstratesome ways that ICT could be applied and developed in design and technology.



How can you move forward, using ICT to add value to teaching andlearning in design and technology?

Use the materials provided in the ICTAC pack to identify new opportunities forpupils to apply and develop their ICT capability.

■ Which of the ICT key concepts are particularly relevant to your subject? Which aspects of ICT capability can be applied and developed in your subject?

■ What new opportunities are there for adding real value to teaching andlearning in your subject by exploiting the ICT capability that pupils are bringingto your lessons?

■ In the light of pupils’ increasing ICT capability, how do you ensure that themost effective use is made of ICT?

■ How does the work on ICT across the curriculum in your department fit withthe whole-school policy of ICT across the curriculum?

dis

cuss

ion

poin

ts

4 PostersThe poster gives a pictorial representation of the ICT key concepts and examples of howsome of these could be relevant to teaching and learning in design and technology.

5 Management guideA guide for school leaders, in particular the senior member of staff with overallresponsibility for ICT across the curriculum. It outlines the need for a whole-schoolapproach to ICT across the curriculum and offers guidance on how this may be achieved.

Moving forward

You could consider:

■ using the overview of the nine ICT concepts in Appendix 1 of this ICT in designand technology guide to raise your awareness of the ICT that is taught to pupils,and the level of ICT capability that pupils will be bringing to your lessons that youcan apply and develop. The nine ICT key concepts provide a way of consideringthe breadth of ICT capability that pupils will bring to your lessons. Some keyconcepts will be more relevant than others to your subject and some may welloverlap. The important point is that the overview provides a basis for analysingcurrent provision and potential new opportunities;

■ using the ICT key concepts described in section 3 of this booklet, and on theaccompanying posters, to identify new opportunities for your subject. Examples ofhow some of these key concepts are significant for design and technology are given toprovide stimuli for analysing your current schemes of work for additional opportunities;

■ using the examples of lessons, provided on the CD-ROMs, to provoke thoughtand compare with your current practice. Overviews of each of these lessons areprovided in section 4 of this booklet;

■ viewing the video clip on the CD-ROM to consider how one design andtechnology department is going about embedding ICT in their subject;

■ using the additional resources provided in section 4 of this guide and on the CD-ROM to identify further sources of support and guidance;

■ if this is part of a wider-school day on ICT across the curriculum, viewing the videoclip on the Management Guide CD-ROM, which considers the critical roles ofheadteacher, SMT with responsibility for ICT, ICT subject leader, ICT coordinator andother subject leaders in moving ICT across the curriculum forward in the school.



If your school has selected ICT across the curriculum as its whole-school priority, the LEA’sICTAC lead consultant will be able to offer further support and guidance on using thematerials in this ICTAC pack.

Working with the ICTAC packAction-planning – making it happen in your departmentClearly schools will be at different stages of development with ICT across the curriculum.Departments within individual schools will also be at different stages. This ICTAC pack isdesigned to be used flexibly, for example:

■ as part of a whole-school focus on ICT across the curriculum, supported by theLEA’s lead ICTAC consultant;

■ as an individual department working within a school;

■ as a group of departments within a school;

■ as a group of subject departments across schools.

Whatever the scenario, subject leaders should define clear priorities, using the materials inthis pack. Consider:

■ reviewing the current position;

■ using the materials in this ICTAC pack to provoke thought and help identifypossible routes forward;

■ looking at schemes of work and identifying changes that would have minimalresourcing implications for staff and equipment;

■ identifying changes that would have more substantial implications;

■ how the work on ICT across the curriculum in your department is located withinthe whole-school policy for ICT across the curriculum;

■ liaising with other key players in the school, in particular, the ICT subject leaderand ICT coordinator and/or senior teacher with responsibility for ICT across thecurriculum;

■ liaising with the LEA for sources of support, in particular, the LEA’s lead ICTACconsultant.





Appendices

Appendix 1

Key conceptsFinding things outThe theme Finding things out is concerned not only with finding information from a widerange of sources but also with recognising that the user must judge the quality of contentfound.

Pupils are taught to make judgements about the validity, reliability and bias of various dataand information sources, and to select information relevant to a task, using, forexample, CD-ROMs or the Internet. They are taught that the way in which different typesof information are combined conveys meaning. For example, pupils recognise that thearrangement of text, graphics, and numeric data in an advertisement is intended topersuade us to buy a product.

When searching and selecting, pupils are taught to use search engines to findappropriate information, to refine their searches, to make them more effective and toselect relevant information by reference to its origin and quality. For example, a pupilsearching the Internet for information about global warming might select the data found ona website with a .org or .gov suffix because it should be more reliable.

When organising and investigating, pupils are taught to retrieve and collect informationfor a specific purpose or task. They process the data in various ways to find somethingout, draw conclusions or answer hypotheses. They are able to present their findingseffectively. For example, pupils may develop a hypothesis about the effects of a localbuilding project. To test this hypothesis they would create a questionnaire to collect andrecord people’s attitudes, process the data in a spreadsheet or database and use theiranalysis to support or refute their hypothesis, finally using graphs to present their findings.

Developing ideas and making things happenDeveloping ideas and making things happen is concerned with using ICT to process,develop or display information efficiently.

Pupils are taught to analyse problems, breaking them down into component parts, and toautomate processes to increase their speed and accuracy. For example, pupils maydevelop their understanding of efficiency by using master pages in publications to explorea range of possibilities before making a decision.

Pupils are taught that they can use models and modelling to represent a situation orprocess on screen. They explore patterns and relationships by changing variables andrules and can use this technique to answer ‘What if … ?‘ questions. For example, pupilsmay explore a spreadsheet model of the relative costs of running a mobile phone bychanging the number of minutes used per month (changing variables) to see what thephone would cost if … . They may then develop the model by including the number of freetext messages (changing rules).

Pupils are taught to develop computer-based systems to control and monitor situations.They analyse the problem and design, create, test and refine a solution. For example, in ascience experiment pupils may develop a system to measure temperature, light andhumidity, using a range of sensors incorporating a subroutine for each sensor, withappropriate sampling rates, and triggering an alarm when a condition is met.



Exchanging and sharing informationThis theme relates to the process of communication. Pupils are taught to recognisecommon forms and conventions used in communications and to use this knowledge topresent information appropriately to a specified audience.

When exchanging and sharing information, pupils are taught to consider fitness forpurpose. They review and evaluate the effectiveness of their work and are able to justifythe choices they have made. They are able to use this critical evaluation to develop andimprove their presentation of information, refining it for the purpose and audience. Forexample, pupils may use digital video to create an advertisement for overseas visitors totheir locality. They may refine their work further by devising criteria drawn from an analysisof existing TV adverts, during which they identify the common forms and conventions.

They are taught to use ICT to communicate effectively with wider and remote audiences.For example, pupils may use e-mail or online questionnaires to gather information frompupils in other countries, recognising and understanding the technical issues involved andthe rules governing such communications.



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dow

n in

to s

mal

ler

ones

;

–th

e se

quen

ce o

f ope

ratio

ns, a

nd a

ny c

ondi

tions

or

deci

sion

s th

at a

ffect

it;

–th

e in

itial

info

rmat

ion

need

ed (e

.g. r

oom

tem

pera

ture

,pr

ices

of i

tem

s).

Mo

del

s an

d m

od

ellin

g•

Use

sof

twar

e to

inve

stig

ate

and

amen

d a

sim

ple

mod

el b

y:

–fo

rmat

ting

and

labe

lling

data

app

ropr

iate

ly (e

.g. f

orm

attin

gce

lls t

o di

spla

y cu

rren

cy);

–en

terin

g ru

les

or fo

rmul

ae a

nd c

heck

ing

thei

rap

prop

riate

ness

and

acc

urat

e w

orki

ng;

–ex

plai

ning

the

rul

es g

over

ning

a m

odel

;

–pr

edic

ting

the

effe

cts

of c

hang

ing

varia

bles

or

rule

s.

•Te

st w

heth

er a

sim

ple

mod

el o

pera

tes

satis

fact

orily

.

Co

ntro

l and

mo

nito

ring

•Im

plem

ent

a sy

stem

to

carr

y ou

t a

sim

ple

cont

rol t

ask,

incl

udin

g so

me

that

invo

lve

sens

ed p

hysi

cal d

ata,

by:

–co

mpi

ling

sets

of i

nstr

uctio

ns, i

dent

ifyin

g th

ose

whi

ch c

anbe

gro

uped

to

form

pro

cedu

res

or lo

ops;

–te

stin

g an

d re

finin

g th

e in

stru

ctio

ns.

Exc

hang

ing

and

sha

ring

info

rmat

ion

Fitn

ess

for

pur

po

se

•R

ecog

nise

com

mon

form

s an

d co

nven

tions

use

d in

com

mun

icat

ions

and

how

the

se a

ddre

ss a

udie

nce

need

s(e

.g. c

olum

ns o

f tex

t in

new

spap

ers,

gra

phic

s an

d en

larg

edpr

int

in p

oste

rs, h

yper

links

on

web

site

s).

•A

pply

und

erst

andi

ng o

f com

mon

form

s an

d co

nven

tions

to

own

ICT

wor

k.

•U

se g

iven

crit

eria

to

eval

uate

the

effe

ctiv

enes

s of

ow

n an

dot

hers

’ pub

licat

ions

and

pre

sent

atio

ns.

Ref

inin

g a

nd p

rese

ntin

g in

form

atio

n•

Pla

n an

d de

sign

the

pre

sent

atio

n of

info

rmat

ion

in d

igita

lm

edia

, tak

ing

acco

unt

of t

he p

urpo

se o

f the

pre

sent

atio

n an

din

tend

ed a

udie

nce.

•U

se IC

T to

dra

ft an

d re

fine

a pr

esen

tatio

n, in

clud

ing:

–ca

ptur

ing

still

and

mov

ing

imag

es a

nd s

ound

(e.g

. usi

ng a

scan

ner,

digi

tal c

amer

a, m

icro

phon

e);

–re

orga

nisi

ng, d

evel

opin

g an

d co

mbi

ning

info

rmat

ion,

incl

udin

g te

xt, i

mag

es a

nd s

ound

, usi

ng t

he s

impl

e ed

iting

func

tions

of c

omm

on a

pplic

atio

ns;

–im

port

ing

and

expo

rtin

g da

ta a

nd in

form

atio

n in

appr

opria

te fo

rmat

s.

Co

mm

unic

atin

g•

Use

e-m

ail s

ecur

ely

and

effic

ient

ly fo

r sh

ort

mes

sage

s an

dsu

ppor

ting

mat

eria

l.

•K

now

how

to

prot

ect

pers

onal

det

ails

and

why

thi

s is

impo

rtan

t.

Appendix

2Ye

arl

y te

ach

ing o

bje

ctiv

es

for

ICT



Year

8 t

eachin

g o

bje

cti

ves

NO

TE: O

bjec

tives

hig

hlig

hted

in c

olou

r ar

e re

late

d to

rev

iew

ing,

mod

ifyin

g an

d ev

alua

ting

wor

k as

it p

rogr

esse

s.

Find

ing

thi

ngs

out

Usi

ng d

ata

and

info

rmat

ion

sour

ces

•U

nder

stan

d ho

w t

he c

onte

nt a

nd s

tyle

of a

n in

form

atio

nso

urce

affe

ct it

s su

itabi

lity

for

part

icul

ar p

urpo

ses,

by

cons

ider

ing:

–its

mix

of f

act,

opin

ion

and

mat

eria

l des

igne

d to

adv

ertis

e,pu

blic

ise

or e

nter

tain

;

–th

e vi

ewpo

ints

it o

ffers

;

–th

e cl

arity

, acc

essi

bilit

y an

d pl

ausi

bilit

y of

the

mat

eria

l.

•D

evis

e an

d ap

ply

crite

ria t

o ev

alua

te h

ow w

ell v

ario

usin

form

atio

n so

urce

s w

ill su

ppor

t a

task

.

•Ju

stify

the

use

of p

artic

ular

info

rmat

ion

sour

ces

to s

uppo

rt a

nin

vest

igat

ion

or p

rese

ntat

ion.

Sea

rchi

ng a

nd s

elec

ting

•E

xten

d an

d re

fine

sear

ch m

etho

ds t

o be

mor

e ef

ficie

nt (e

.g.

usin

g sy

nony

ms

and

AN

D, O

R, N

OT)

.

•E

xpla

in t

he a

dvan

tage

s of

the

met

hods

use

d by

diff

eren

tse

arch

eng

ines

and

pro

gram

s to

sea

rch

for

data

in v

ario

usfo

rmat

s.

Org

anis

ing

and

inve

stig

atin

g•

In a

n in

vest

igat

ion:

–us

e so

ftwar

e op

tions

and

form

ats

to s

tore

, ret

rieve

and

pres

ent

elec

tron

ic m

ater

ial e

ffici

ently

;

–ex

plor

e an

d in

terp

ret

colle

cted

dat

a in

ord

er t

o dr

awco

nclu

sion

s;

–as

sess

the

con

sist

ency

of c

oncl

usio

ns w

ith o

ther

evi

denc

e.

•U

nder

stan

d:

–ho

w d

ata

colle

ctio

n an

d st

orag

e ar

e au

tom

ated

inco

mm

erce

and

som

e pu

blic

ser

vice

s;

–th

e im

pact

of e

lect

roni

c da

taba

ses

on c

omm

erci

al p

ract

ice

and

soci

ety;

–po

tent

ial m

isus

e of

per

sona

l dat

a.

Dev

elo

pin

g id

eas

and

mak

ing

thi

ngs

hap

pen

Ana

lysi

ng a

nd a

uto

mat

ing

pro

cess

es•

Aut

omat

e si

mpl

e pr

oces

ses

by:

–cr

eatin

g te

mpl

ates

;

–cr

eatin

g si

mpl

e so

ftwar

e ro

utin

es (e

.g. s

tyle

she

ets,

web

quer

ies,

con

trol

tec

hniq

ues

on w

eb p

ages

).

•C

onsi

der

the

bene

fits

and

draw

back

s of

usi

ng IC

T to

auto

mat

e pr

oces

ses

(e.g

. usi

ng w

izar

ds, t

empl

ates

).

•R

epre

sent

sim

ple

desi

gn s

peci

ficat

ions

as

diag

ram

s.

Mo

del

s an

d m

od

ellin

g•

Dev

elop

ICT-

base

d m

odel

s an

d te

st p

redi

ctio

ns b

y ch

angi

ngva

riabl

es a

nd r

ules

.

•D

raw

and

exp

lain

con

clus

ions

(e.g

. ‘th

e be

st v

alue

for

mon

eyis

obt

aine

d w

hen

…’).

•R

evie

w a

nd m

odify

ICT

mod

els

to im

prov

e th

eir

accu

racy

and

exte

nd t

heir

scop

e (e

.g. b

y in

trod

ucin

g di

ffere

nt o

r ne

wva

riabl

es a

nd p

rodu

cing

furt

her

outc

omes

).

Co

ntro

l and

mo

nito

ring

•D

evel

op a

nd t

est

a sy

stem

to

mon

itor

and

cont

rol e

vent

s by

:

–us

ing

sens

ors

effic

ient

ly;

–de

velo

ping

, tes

ting

and

refin

ing

effic

ient

seq

uenc

es o

fin

stru

ctio

ns a

nd p

roce

dure

s;

–as

sess

ing

the

effe

cts

of s

ampl

ing

and

tran

smis

sion

rat

eson

the

acc

urac

y of

dat

a fro

m s

enso

rs.

•U

nder

stan

d ho

w c

ontr

ol a

nd m

onito

ring

has

affe

cted

com

mer

cial

and

indu

stria

l pro

cess

es (e

.g. t

elec

omm

unic

atio

n,he

alth

and

tra

nspo

rt s

ervi

ces)

.

Exc

hang

ing

and

sha

ring

info

rmat

ion

Fitn

ess

for

pur

po

se

•R

ecog

nise

how

diff

eren

t m

edia

and

pre

sent

atio

n te

chni

ques

conv

ey s

imila

r co

nten

t in

way

s th

at h

ave

diffe

rent

impa

cts.

•U

nder

stan

d th

at a

n ef

fect

ive

pres

enta

tion

or p

ublic

atio

n w

illad

dres

s au

dien

ce e

xpec

tatio

ns a

nd n

eeds

(e.g

. the

audi

ence

’s le

vels

of l

itera

cy, f

amilia

rity

with

a t

opic

).

•D

evis

e cr

iteria

to

eval

uate

the

effe

ctiv

enes

s of

ow

n an

dot

hers

’ pub

licat

ions

and

pre

sent

atio

ns, a

nd u

se t

he c

riter

ia t

om

ake

refin

emen

ts.

Ref

inin

g a

nd p

rese

ntin

g in

form

atio

n•

Pla

n an

d de

sign

pre

sent

atio

ns a

nd p

ublic

atio

ns, s

how

ing

how

acc

ount

has

bee

n ta

ken

of:

–au

dien

ce e

xpec

tatio

ns a

nd n

eeds

;

–th

e IC

T an

d m

edia

faci

litie

s av

aila

ble.

•U

se a

ran

ge o

f IC

T to

ols

effic

ient

ly t

o co

mbi

ne, r

efin

e an

dpr

esen

t in

form

atio

n by

:

–ex

trac

ting,

com

bini

ng a

nd m

odify

ing

rele

vant

info

rmat

ion

for

spec

ific

purp

oses

;

–st

ruct

urin

g a

publ

icat

ion

or p

rese

ntat

ion

(e.g

. usi

ngdo

cum

ent

styl

es, t

empl

ates

, tim

e lin

es in

sou

nd a

nd v

ideo

editi

ng, n

avig

atio

nal s

truc

ture

s in

web

med

ia).

Co

mm

unic

atin

g•

Und

erst

and

som

e of

the

tec

hnic

al is

sues

invo

lved

in e

ffici

ent

elec

tron

ic c

omm

unic

atio

ns (e

.g. s

peed

and

ban

dwid

th, s

ize

and

type

of f

ile, f

eatu

res

of d

iffer

ent

brow

sers

and

mai

lso

ftwar

e).

•U

se IC

T ef

fect

ivel

y to

ada

pt m

ater

ial f

or p

ublic

atio

n to

wid

eror

rem

ote

audi

ence

s (e

.g. a

s w

eb a

rtic

les

or s

ites)

.



Year

9 t

eachin

g o

bje

cti

ves

NO

TE: O

bjec

tives

hig

hlig

hted

in c

olou

r ar

e re

late

d to

rev

iew

ing,

mod

ifyin

g an

d ev

alua

ting

wor

k as

it p

rogr

esse

s.

Find

ing

thi

ngs

out

Usi

ng d

ata

and

info

rmat

ion

sour

ces

•S

elec

t in

form

atio

n so

urce

s an

d da

ta s

yste

mat

ical

ly fo

r an

iden

tifie

d pu

rpos

e by

:

–ju

dgin

g th

e re

liabi

lity

of t

he in

form

atio

n so

urce

s;

–id

entif

ying

pos

sibl

e bi

as d

ue t

o sa

mpl

ing

met

hods

;

–co

llect

ing

valid

, acc

urat

e da

ta e

ffici

ently

;

–re

cogn

isin

g po

tent

ial m

isus

e of

col

lect

ed d

ata.

Sea

rchi

ng a

nd s

elec

ting

•A

s pa

rt o

f a s

tudy

, ana

lyse

hig

h-vo

lum

e qu

antit

ativ

e an

dqu

alita

tive

data

sys

tem

atic

ally

by:

–ex

plor

ing

the

data

to

form

and

tes

t hy

poth

eses

;

–id

entif

ying

cor

rela

tions

bet

wee

n va

riabl

es;

–dr

awin

g va

lid c

oncl

usio

ns a

nd m

akin

g pr

edic

tions

;

–re

view

ing

the

proc

ess

of a

naly

sis

and

the

plau

sibi

lity

of t

hepr

edic

tions

or

conc

lusi

ons.

Org

anis

ing

and

inve

stig

atin

g•

Con

stru

ct, t

est

and

docu

men

t th

e de

velo

pmen

t of

ada

taba

se s

yste

m w

hich

sho

ws:

–a

desi

gn s

peci

ficat

ion;

–ap

prop

riate

mea

ns o

f dat

a in

put

and

valid

atio

n;

–sy

stem

atic

tes

ting

of p

roce

sses

and

rep

orts

;

–ev

alua

tion

of t

he s

yste

m’s

per

form

ance

and

sug

gest

edm

odifi

catio

ns.

Dev

elo

pin

g id

eas

and

mak

ing

thi

ngs

hap

pen

Ana

lysi

ng a

nd a

uto

mat

ing

pro

cess

es•

Aut

omat

e IC

T pr

oces

ses

(e.g

. use

sof

twar

e to

mer

ge m

ail,

crea

te m

acro

s in

an

appl

icat

ion

prog

ram

).

•R

epre

sent

a s

yste

m in

a d

iagr

am, i

dent

ifyin

g al

l its

par

ts,

incl

udin

g in

puts

, out

puts

and

the

pro

cess

es u

sed

(e.g

. to

valid

ate

data

).

Mo

del

s an

d m

od

ellin

g•

Des

ign

and

crea

te IC

T-ba

sed

mod

els,

tes

ting

and

refin

ing

rule

s or

pro

cedu

res.

•Te

st h

ypot

hese

s an

d pr

edic

tions

usi

ng m

odel

s, c

ompa

ring

thei

r be

havi

our

with

info

rmat

ion

from

oth

er s

ourc

es.

Co

ntro

l and

mo

nito

ring

•U

se IC

T to

bui

ld a

nd t

est

an e

ffici

ent

syst

em t

o m

onito

r an

dco

ntro

l eve

nts,

incl

udin

g:

–te

stin

g al

l ele

men

ts o

f the

sys

tem

usi

ng a

ppro

pria

te t

est

data

;

–ev

alua

ting

the

syst

em’s

per

form

ance

;

–an

nota

ting

wor

k to

hig

hlig

ht p

roce

sses

and

just

ifyde

cisi

ons.

•R

evie

w a

nd m

odify

ow

n or

oth

ers’

mon

itorin

g an

d co

ntro

lsy

stem

s to

impr

ove

effic

ienc

y (e

.g. u

se m

ore

effic

ient

proc

edur

es, r

educ

e th

e nu

mbe

r of

inst

ruct

ions

or

proc

edur

es, a

dd a

n el

emen

t of

feed

back

).

Exc

hang

ing

and

sha

ring

info

rmat

ion

Fitn

ess

for

pur

po

se

•P

rodu

ce h

igh

qual

ity IC

T-ba

sed

pres

enta

tions

by:

–cr

eatin

g cl

ear

pres

enta

tions

, sen

sitiv

e to

aud

ienc

e ne

eds;

–ju

stify

ing

the

choi

ce o

f for

m, s

tyle

and

con

tent

.

•U

se k

now

ledg

e of

pub

licat

ions

and

med

ia fo

rms

to d

evis

ecr

iteria

to

asse

ss t

he q

ualit

y an

d im

pact

of m

ultim

edia

com

mun

icat

ions

and

pre

sent

atio

ns, a

nd a

pply

the

crit

eria

to

deve

lop

and

refin

e ow

n w

ork.

Ref

inin

g a

nd p

rese

ntin

g in

form

atio

n•

Use

a w

ide

rang

e of

ICT

inde

pend

ently

and

effi

cien

tly t

oco

mbi

ne, r

efin

e, in

terp

ret

and

pres

ent

info

rmat

ion

by:

–st

ruct

urin

g, r

efin

ing

and

synt

hesi

sing

info

rmat

ion

from

ara

nge

of s

ourc

es;

–se

lect

ing

and

usin

g so

ftwar

e ef

fect

ivel

y, ju

stify

ing

the

choi

ces

mad

e.

Co

mm

unic

atin

g•

App

ly k

now

ledg

e of

the

tec

hnic

al is

sues

invo

lved

to

com

mun

icat

e in

form

atio

n ef

ficie

ntly

(e.g

. cho

ose

suita

ble

file

type

s to

spe

ed u

p tr

ansf

er, u

se m

ail l

ists

to

spee

d up

com

mun

icat

ion,

use

web

site

tag

ging

and

hyp

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Appendix 1From Key Stage 2 to Key Stage 3This appendix describes what most pupils should have learned in ICT by the end ofKey Stage 2, particularly those aspects that relate to the yearly objectives in KeyStage 3.

Finding things out

By the end of Year 6, most pupils should be able to:

• identify the information they need to complete a simple task or solve a simpleproblem;

• use simple search techniques, including indexes and lists of contents, to findinformation;

• prepare information for use in a task by downloading relevant pieces orcollecting them from various sources;

• classify information for use in a database and understand how a suitablestructure is created;

• recognise different types of information such as text, numbers, graphics;

• enter data into a database, search it and present data in simple tables andgraphs;

• check that information is accurate and reasonable;

• discuss what might happen if information is entered into the computerincorrectly or not downloaded completely.

Developing ideas and making things happen


• combine text, graphics and sound to develop and present their ideas;

• reorganise information for a particular task or problem;

• create, test and refine a simple sequence of instructions to control events ormake things happen;

• use datalogging equipment to monitor changes, for example, in light,temperature or sound;

• use simple spreadsheet models to explore the effect of changing variablesand answer straightforward questions;

• identify patterns revealed by simple models or simulations.

Appendix 3End of Key Stage 2 expectations



Exchanging and sharing information


• use e-mail;

• use software to create stories, animations, presentations, displays and posters;

• consider the needs of different audiences, such as parents, peer groups,younger or older pupils;

• recognise the need for quality and accuracy in their presentations of work and ideas;

• work in groups to solve problems and complete tasks.

Reviewing, modifying and evaluating work as itprogresses


• review what they have done and consider how they might improve their work;

• evaluate other people’s work and get ideas for their own;

• describe their use of ICT and how they might have completed a task usingother methods;

• compare their use of ICT with other people’s;

• recognise the benefits of using ICT for particular tasks;

• describe some uses of ICT outside school and the impact it might have onpeople at work and at home.

Guidance

Curriculum andStandards

ICT consultantsand tutorsStatus: Recommended

Date of issue: 09-2004

Ref: DfES 0182-2004 G


ICT across thecurriculumICT in design and technology

OU

P 0

9-20

04

Copies of this document may be available from:

DfES PublicationsTel: 0845 60 222 60Fax: 0845 60 333 60Textphone: 0845 60 555 60e-mail: [email protected]

Ref: DfES 0182-2004 G

© Crown copyright 2004

Produced by theDepartment for Education and Skills

www.dfes.gov.uk

If this is not available in hard copy it can bedownloaded from:

www.standards.dfes.gov.uk

The content of this publication may be reproducedfree of charge by schools, ITT providers and local education authorities provided that the material isacknowledged as Crown copyright, the publicationtitle is specified, it is reproduced accurately and notused in a misleading context. Anyone else wishingto reuse part or all of the content of this publicationshould apply to HMSO for a core licence.

The permission to reproduce Crown copyrightprotected material does not extend to anymaterial in this publication which is identifiedas being the copyright of a third party.

Applications to reproduce the material from this publication should be addressed to:

HMSO, The Licensing Division, St Clements House2-16 Colegate, Norwich NR3 1BQFax: 01603 723000e-mail: [email protected]

[29211] Design/Tech 16/4/04 6:47 pm Page 2

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