Sec Ict Citizen 019704

The Coalition Government took office on 11 May 2010. This publication was published prior to that date and may not reflect current government policy. You may choose to use these materials, however you should also consult the Department for Education website www.education.gov.uk for updated policy and resources.

ICT across the curriculum

ICT in citizenship

Guidance

Curriculum andStandards

ICT consultantsand tutorsStatus: Recommended

Date of issue: 09-2004

Ref: DfES 0197-2004 G

Key Stage 3National Strategy

ICT across thecurriculumICT in citizenship

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9-20

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Ref: DfES 0197-2004 G

Crown copyright 2004

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[29206] Citizenship 10/5/04 9:50 am Page 2

Key Stage 3National Strategy

ICT across the curriculumICT in citizenship

DisclaimerThe Department for Education and Skills wishes to make it clear that the Department, andits agents, accept no responsibility for the actual content of any of the materials suggestedas information sources within this document, whether these are in the form of printedpublications or on a website.

Inclusion of, or references to icons, logos or products including software in thesematerials, as exemplars or for contextual or practical reasons, should not be interpreted asan endorsement of such companies or their products.

Crown copyright 2004DfES 0197-2004

3 ICT in citizenshipKey Stage 3 National Strategy

Contents

Introduction 5

About the ICT across the curriculum (ICTAC) pack 5

About this ICT in citizenship 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 citizenship 15

An overview 15

How can the use of ICT raise standards in citizenship? 15

Planning and progression 15

Planning to use ICT in citizenship lessons 16

3 ICT themes and key concepts in citizenship 17

Using data and information sources 17

Searching and selecting 17

Fitness for purpose 18

Communicating 19



4 ICT capability: Moving forward in citizenship 20

Examples of lessons supplied on the CD-ROM 20

Lesson 1 Making decisions in our area 21

Lessons 2 and 3 Refugees and asylum-seekers 22

Lessons 4 and 5 Crime 23

Further resources 24

5 Next steps 25

Key questions 25

Reviewing your current position 26

ICT in the citizenship National Curriculum 26

Identifying how the ICT National Curriculum is taught in your school 27

Applying and developing ICT capability taught in ICT lessons 28

Using the resources in the ICTAC pack to move forward 28

Moving forward 29

Working with the ICTAC pack 30

Action-planning making it happen in your department 30

Appendices 31

Appendix 1: Key concepts 31

Appendix 2: Yearly teaching objectives for ICT 33

Appendix 3: End of Key Stage 2 expectations 37



Introduction

About the ICT across the curriculum (ICTAC) packThe training pack for ICT across the curriculum (ICTAC) forms part of the Key Stage 3National Strategys 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 per

subject).

About this ICT in citizenship guideThis ICT in citizenship 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 citizenship;

analyse the opportunities that exist in citizenship for developing and applyingpupils ICT capability;

consider how ICT can add value to the teaching and learning of citizenship.

The past five years have seen a slow but steady improvement in pupilsachievements 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 curriculumICT 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 citizenship, where ICT is used as a vehicle to supportachievement of those objectives and to enhance teaching and learning in citizenship.

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 Strategys 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 citizenship lessons with expectations about how they might apply ICT tomove their own learning forward. Citizenship teachers will not need to teach ICT capabilitybut can exploit new opportunities for pupils to apply and develop the capability that theyalready have, to enhance their learning in citizenship. Consequently, the focus of the lessonremains firmly rooted in citizenship and teachers are not burdened with the need to teachICT.

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 citizenship and howthey can be incorporated into existing schemes of work. This is explored in detail insections 2 and 3. The use of ICT needs to be purposeful and to add value to the teachingand learning of citizenship and should not be seen simply as a bolt-on. It needs to becarefully integrated into citizenship lessons, with a clear rationale for its use. Someexamples of lessons are outlined in section 4 and included, in full, on the accompanyingCD-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 citizenship will beunproductive if they have little experience of using the software or understanding of how tocreate meaning and impact for a given audience. Pupils who try to learn new areas of ICTat the same time as new citizenship content will often 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 citizenship; engage in higher-order thinking skills, for example, by using ICT to undertake

detailed 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 recommends thatschools allocate discrete ICT teaching time in all years at Key Stage 3, it will be for schoolsto decide which is the most effective model. There may be some opportunities for aspectsof ICT capability to be taught in a different subject area and then also applied in anappropriate context. For example, the control elements of the National Curriculum for ICTcould be taught within design and technology. However, teaching subject objectives andICT objectives at the same time can be problematic and teachers should be aware of thepotential for the lesson to lose sight of the ICT objectives. Progress in the teaching andlearning of a particular subject can also be disrupted by the time taken to teach therequired 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 (the subject); appropriate opportunities for pupils to apply and develop ICT capability in a range

of 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



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.

ICT capability Apply and develop ICT capability

ICT the subject

ICT in subjects

ICT a tool for teaching(the medium)



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 citizenship are outlined in section 4 andincluded 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

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Analysing andautomatingprocesses

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1

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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 CitizenshipKey concepts

The diagram introduced on page 11 has been expanded to highlight some of the ICT keyconcepts that are particularly significant for citizenship. These are expanded further on theICT in citizenship poster (DfES 02102004 G) that accompanies this pack.

Commentary: ICT and citizenship

An overviewThe expectation is that pupils will have been taught all nine key concepts of ICT capabilityin their ICT lessons. This provides the foundation for the application and furtherdevelopment of these ICT key concepts across the curriculum. The nine ICT key conceptsare shown in the diagram on the opposite page.

Although many of the ICT key concepts could be applied and developed in citizenship,some are more significant than others. The four ICT key concepts, highlighted in thediagram, that are particularly significant for citizenship are:

using data and information sources; searching and selecting; fitness for purpose; communicating.

Other ICT key concepts such as refining and presenting information could also beapplied and developed, providing pupils with opportunities to draft and redraft their work andpresent their ideas in the most appropriate way with regard to the needs and expectations ofdifferent audiences. This would help them to develop further their understanding that theway information is presented can influence how the message is received.

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

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

provide opportunities for pupils to learn in alternative and challenging ways, usinga wide range of sources of information and techniques to support critical thinking;

support both collaborative and individual work; allow pupils access to sources of information relevant to a particular enquiry by

searching websites on the Internet;

allow pupils to identify and select the most useful information and sources for aninvestigation;

enable pupils to seek answers to focused questions by searching large datasets; enable pupils to improve their decision-making skills through the use of computer-

generated models;

enable pupils to review, refine, redraft and modify work in progress; help pupils to refine and present their ideas more effectively and in different ways.

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. Citizenship teachers may also wish pupils toapply ICT capability learned during the year in which they are being taught. It is importantto liaise with the ICT department to ensure that the levels of expectation and challenge areappropriate to pupils experiences and levels of ICT capability.

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To ensure the effective use of ICT in citizenship, 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 citizenship and ICT to inform planning ofschemes 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 citizenship and in the use of ICT. Inparticular teachers should plan to use ICT in citizenship lessons at a level pupils havealready covered in ICT lessons.

Teachers will need to ensure that:

pupils use of ICT is varied but appropriate to their learning in citizenship; as pupils ICT capability increases they are given further opportunities to apply and

develop aspects of that capability in citizenship lessons.

It may be appropriate to use low-level ICT skills to enhance learning in citizenship, butpupils should also be given opportunities to apply higher-order skills. This should enablepupils to enhance their learning in citizenship further, as well as to develop their capabilityin ICT. Using higher-order ICT skills will also increase pupils motivation by providing newopportunities for learning that could not be achieved easily in other ways.

Awareness of pupils capability in ICT will enable teachers to plan lessons that use and applyICT in ways that help challenge and motivate pupils of all attainment levels. It is expected that:

Year 6 ICT capability will support Year 7 work in citizenship; Year 7 ICT capability will support later Year 7 and Year 8 work in citizenship; Year 8 ICT capability will support later Year 8 and Year 9 work in citizenship; Year 9 ICT capability will support both later Year 9 work in citizenship and 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 citizenship lessonsEffective communication between the citizenship and ICT departments will foster a clearunderstanding of the timescale during which pupils should have developed the differentICT capability in each year. Citizenship teachers need to identify opportunities to exploitpupils capability in ICT to move learning in the subject forward. They also need toconsider whether the use of ICT is appropriate to the aspect of citizenship being taught.

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

the ICT is adding value to the lesson: Would the citizenship 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 citizenship;

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 citizenship.

3 Crown copyright 2004DfES 0197-2004


ICT themes and key concepts in citizenship

This section identifies some of the opportunities for applying and developing pupilscapability in ICT that can be built into medium- and short-term planning in citizenship. Itconsiders ICT key concepts that offer significant opportunities to enhance pupils learningin citizenship and gives some brief examples of how this could happen in classrooms.

This symbol indicates that the lesson is based on one that is described in detail on theaccompanying CD-ROM.

Using data and information sourcesUse of ICT allows pupils to identify and combine information sources and evaluate themfor reliability and bias. Pupils can use information sources critically to enable them toestablish balanced, informed judgements in reaching conclusions about communities andsocieties. The critical examination of information is a key component of the study ofcitizenship. This includes an emphasis on identifying biased viewpoints and relatedpersuasive arguments. The quantity of information available on the Internet gives pupilsopportunities to evaluate both the information they receive and the websites themselves.The use of data and information sources through ICT can help them to develop andimprove these skills. However, teachers need to be aware that the Internet is anunregulated resource and can provide a forum for individuals or groups to put forwardbiased views or beliefs.

Searching and selectingICT allows pupils to search a variety of information sources and assess their value for aparticular task. It also enables them to select the appropriate information for an enquiry ortask. Websites offer vast amounts of information and up-to-date statistics, and giveaccess to material relevant to the study of citizenship that would not be possible throughany other medium. This provides pupils with unparalleled opportunities to identify, selectand use sources appropriate to particular enquiries. The ability to select and evaluatematerial relevant to a task is crucial, as pupils are often working with data in a variety offorms. Using ICT allows everyone to search for and select evidence and data from a rangeof sources. It provides teachers with opportunities to enhance pupils capabilities indeveloping effective search techniques. The efficient use of navigation, using CD-ROMsand the Internet, and familiarity with search conventions in order to refine their results, arecentral if pupils are to develop their skills of critical enquiry to the full.

Pupils in Year 8 used the Internet to research the views of various groupscampaigning to reform the youth justice system, as part of the work they weredoing on crime. They were able to identify a range of different views and toevaluate and discuss them. They were also able to identify information that theythought was misleading, which led to a discussion about the need to be critical ofthe sources of information themselves.

Pupils in Year 9 studied human rights, with a particular focus on the treatment ofrefugees. They used the Internet to identify sources of information appropriate totheir study and then used the capabilities they had developed in ICT lessons toform a judgement about reliability and bias in the sites they identified. This ledthem to a discussion about the possible misuse of data to support particularpoints of view and political positions.

oFitness for purposeUsing ICT enables pupils to investigate the way information and data are presented andapply this knowledge to their use of it. Pupils can use ICT to convey the outcomes ofenquiries, by means of a range of media and presentation techniques. Pupils cancommunicate similar content in ways that have a different impact, depending on thespecific task and the audience. They can use presentations to convey a variety of valuesand attitudes. Pupils can refine and adapt their presentations according to need and theimpact they want to make. They can use ICT to draft and redraft their work. They can usetheir ICT capability to decide which software to use to present information and thus furtherdevelop their understanding of how the chosen medium may affect the outcome. The effectof presentations on audiences and the way they consume and process this information isintegral to understanding the conventions of communicating sensitive material.



Pupils in Year 8 prepared a debate on genetically-modified crops and their impacton the environment. Some pupils made the case for genetically-modified crops,some made the case against and some tried to put a balanced view. Theysearched the Internet and CD-ROMs for relevant information, putting into practiceknowledge they had from ICT lessons in using indexes, search techniques,navigational structures and engines. They refined their search, using synonymsand commands such as AND, OR and NOT, to help them to select theinformation they needed to make their case in the debate.

Pupils in Year 7 studying democracy produced a presentation for children in Year6 of their neighbouring primary school. They used presentation software to showthe children how members of the school council were elected and how theyrepresented the views of other pupils. They also wanted to convey the kinds ofdecision the school council made and how these decisions impacted on theschool community. They were expected to make the presentation as concise andas clear as possible, having regard for the needs and expectations of pupils inYear 6. They were required to evaluate each others completed presentations andform judgements about their clarity, accuracy and appropriateness.

Pupils in a Year 9 class investigated proposals by the local council to build a newleisure centre opposite the school. They collected a range of views about theleisure centre from local councillors, local people and pupils at the school whosupported or opposed the proposal. They spoke to planning officers and analyseddata about estimated traffic flows at different times of day. They used digital videoand recording equipment to collect some of the views. They then prepared apresentation for a Year 9 assembly to inform them about the issues around theproposal and to help other Year 9 classes form a view about the proposal. Afterthis, the collective views were to be taken to the school council for discussion.After considering how they should make the presentation, the class decided touse presentation software into which they could import some of the images andsounds they had collected. They also produced posters for display prior to theassembly advertising it. They chose fonts and font size carefully, to ensure that theposters had the impact they wanted.

CommunicatingICT has revolutionised the way people see the world. The use of electronic communicationhas simplified tasks and expanded boundaries. However, the accompanyingresponsibilities must be understood and appropriate actions taken. It is essential thatpupils have a critical understanding of the ways in which ICT impacts on individuals,communities, the nation and the wider world. The study of citizenship providesopportunities for pupils to explore the personal, social and political issues about theexplosion of information and communication through the Internet. It also providesunparalleled opportunities for them to communicate with other pupils in other schools inthis and other countries.



Pupils in a Year 7 class were working with pupils in a school in another town. Bothgroups studied crime in their local area. Each class analysed crime statistics fortheir town for the same period of time and prepared e-mails to share theinformation with each other, in order to compare the two situations. They preparedshort reports, including graphs, which they sent as attachments to their e-mails.Before writing the reports each group had to ensure that the file they wanted tosend as an attachment was of an appropriate size for the purpose.

Pupils in a Year 9 class were sharing a project on recycling with a similar school inSweden. Both schools used e-mail to agree a common set of enquiry questionsto help them research the extent and value of recycling in each of their towns. Thetwo schools agreed a regular time, once a week during lunchtime, when thegroups could talk to each other via video conferencing to ensure that both sets ofinvestigations were on track and dealing with potential problems. When theenquiry was completed, each school shared its analysis through e-mail. The Year9 pupils were then able to make a comparison between the ways in which thetwo towns approached the issue.

ICT capability: Moving forward in citizenship

Examples of lessons supplied on the CD-ROMThe CD-ROM includes examples of citizenship lessons in which ICT is used to enhanceteaching and learning. These have been chosen to give a flavour of the type of activities inwhich pupils ICT capability can be applied and developed within the context ofcitizenship. They also broadly reflect the ICT key concepts identified on page 15 as beingsignificant to the citizenship curriculum. The examples offer support for the teaching andlearning of citizenship. They provide opportunities for pupils to apply their own ICTcapability to new contexts as well as suggesting ways in which teachers can use ICT as atool 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 citizenship lesson.

Each example includes a description of the lesson to place it within the context of thecurriculum. These identify the citizenship objectives and the expected outcomes, as wellas indicating the ICT capability that pupils will be using in the lesson. The lesson outlinesthat follow are provided as full lesson plans on the accompanying CD-ROM. Whereappropriate, links are provided to websites that offer further resources.

4





Lesson 1 Making decisions in our area

Citizenship objectives covered

Pupils will be taught to:

identify appropriate decision-makersand interest groups;

frame appropriate questions for theenquiry.

Citizenship lesson summary

This lesson is aimed at developingpupils understanding of democracy andparticipation through exploring a localissue. The lessons develop the NationalCurriculum concept of democracy andare linked to the QCA scheme of work,unit 7: Local democracy, which focuseson this concept.

Pupils will be expected to:

investigate an issue of localimportance;

identify key stakeholders; survey key stakeholders through

e-mail to collect information for theinvestigation.

This lesson provides opportunities for pupils to apply their capabilities in the area ofcommunicating, as they will be using e-mail to contact decision-makers and otherstakeholders to find out their views about the local issue under discussion.

Year group: 7



Lessons 2 and 3 Refugees and asylum-seekers



recognise that refugees and asylum-seekers have rights but can facedifficulties accessing these rights;

recognise the role of the media informing and influencing attitudes andopinions.


This set of lessons is part of a seriesabout human rights, based on theNational Curriculum for citizenship andlinks to the QCA scheme of work, unit 3:Human rights, and 4: Britain a diversesociety.


analyse information from the mediaand use their analysis to illustratedifferent attitudes to communities;

recognise reasons for positive andnegative representations in themedia, and appreciate bias in storiesand images;

prepare a presentation about howthe media present issues related torefugees for other members of theclass.

These lessons contribute to the development of pupils capability in using data andinformation sources. They provide opportunities for pupils to develop anunderstanding of reliability of information included in newspaper websites. They willhave opportunities to understand how the content and style of an information sourceaffects suitability for particular purposes, by considering the mix of fact and opinion,the viewpoints it offers and the clarity, accessibility and plausibility of the material. Theyalso provide opportunities for pupils to apply their capabilities in searching andselecting, as they will use newspaper websites to search for and select informationappropriate to their task. They will have opportunities to refine their searches, usingthe techniques they have learned in their ICT lessons. Pupils will be able to apply theircapabilities in fitness for purpose, by selecting an appropriate presentation medium,taking account of the content and the needs and expectations of the audience, andjustify their choice of medium.

Year group: 8



Lessons 4 and 5 Crime



recognise ways in which crimeaffects young people, victims ofcrime and the communities they livein;

understand the role of the media informing and influencing attitudes andopinions about crime;

construct a questionnaire andconsider what questions areappropriate, the length of thequestionnaire and the sample size tomake the survey valid.


This set of lessons is part of a seriesabout crime, based on the NationalCurriculum for citizenship and links to theQCA scheme of work, unit 2: Crime. Itfocuses on peoples perceptions of crimein their area and how these perceptionsare influenced by the media.


demonstrate knowledge of crime intheir community;

recognise the difference betweendifferent types of crime;

collect and analyse data about crimein their locality and makecomparisons with other localities andnational data;

construct a questionnaire to collectand analyse local views about theincidence of particular crimes in theirlocality and compare this with actualdata about these crimes;

analyse the way the media reportcrime to illustrate different attitudestowards victims and perpetrators;

present an argument about the waysin which the media influenceopinions to the class.

The lessons provide opportunities for pupils to apply their capability in organisingand investigating. They will collect data from different groups in the local area anduse this to create a simple database, using a spreadsheet software package. They willuse the spreadsheet to analyse the data, producing appropriate graphicalrepresentations to help them to consider what the information tells them aboutpeoples perceptions of crime in their area. They can then use official statistics tocheck these perceptions against the real incidence of crime in their local area. This willallow them to discuss validity and reliability of statistics and also the possible impactof the media on perceptions of crime. Their presentations allow them to apply theircapability in fitness for purpose, by reflecting on their choice of medium and theneeds and expectations of the audience.

Year group: 9

Further resourcesFurther resources to support the use of ICT in citizenship can be obtained from thesesources.

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 Bectas 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

CitizenshipAssociation for Citizenship Teaching www.teachingcitizenship.org.uk





5

How is use of ICT currently enhancing teaching and learning in citizenship? 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 citizenship National Curriculum (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 or

are 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 yourdepartments 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 05652003 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 citizenship 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 expect

pupils to be bringing to your subject lessons in each term?

dis

cuss

ion

poin

ts

You could consider:

using the National Curriculum orders for citizenship to identify where theprogramme 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 your school

You could consider:

discussing with the schools 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 Strategys 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 of

work 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 schools 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 citizenship.

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

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 citizenship.

4 PostersThe poster gives a pictorial representation of the ICT key concepts and examples ofhow some of these could be relevant to teaching and learning in citizenship.



How can you move forward, using ICT to add value to teaching andlearning in citizenship?

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

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 beachieved.

Moving forward

You could consider:

using the overview of the nine ICT concepts in Appendix 1 of this ICT in citizenshipguide to raise your awareness of the ICT that is taught to pupils, and the level of ICTcapability that pupils will be bringing to your lessons that you can apply and develop. The nine ICT key concepts provide a way of considering the breadth of ICTcapability that pupils will bring to your lessons. Some key concepts will be morerelevant than others to your subject and some may well overlap. The importantpoint is that the overview provides a basis for analysing current provision andpotential 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 citizenship are given to providestimuli 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 citizenshipdepartment 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 LEAsICTAC 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 theLEAs 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 identify

possible 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 within

the 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 LEAs 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 peoples 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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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

Documents

Sec Ict Citizen 019704