Five-A-Day National Curriculum Statutory Requirements

This project aims to cover the national curriculum in the following areas:

1. KEY CONCEPTS

There are a number of key concepts that underpin the study of ICT. Pupils need to understand these concepts in order to deepen and broaden their knowledge, skills and understanding.

1.1 Capability
a. Using a range of ICT tools in a purposeful way to tackle questions, solve problems and create ideas and solutions of value.
b. Exploring and using new ICT tools as they become available.
c. Applying ICT learning in a range of contexts and in other areas of learning, work and life.

1.2 Communication and collaboration
a. Exploring the ways that ICT can be used to communicate, collaborate and share ideas on a global scale, allowing people to work together in new ways and changing the way in which knowledge is created.

1.3 Exploring ideas and manipulating information
a. Solving problems creatively by using ICT to explore ideas and try alternatives.
b. Using ICT to model different scenarios, allowing people to identify patterns and test hypotheses.
c. Manipulating information and processing large quantities of data efficiently.

1.4 Impact of technology
a. Exploring how ICT changes the way we live our lives and has significant social, ethical and cultural implications.
b. Recognising issues of risk, safety and responsibility surrounding the use of ICT.

1.5 Critical evaluation
a. Recognising that information must not be taken at face value, but must be analysed and evaluated to take account of its purpose, author, currency and context.
b. Reviewing and reflecting critically on what they and others produce using ICT.

2. KEY PROCESSES

These are the essential skills and processes in ICT that pupils need to learn to make progress.

2.1 Finding information
Pupils should be able to:
a. consider systematically the information needed to solve a problem, complete a task or answer a question, and explore how it will be used
b. use and refine search methods to obtain information that is well matched to purpose, by selecting appropriate sources
c. collect and enter quantitative and qualitative information, checking its accuracy
d. analyse and evaluate information, judging its value, accuracy, plausibility and bias.

2.2 Developing ideas
Pupils should be able to:
a. select and use ICT tools and techniques appropriately, safely and efficiently
b. solve problems by developing, exploring and structuring information, and deriving new information for a particular purpose
c. test predictions and discover patterns and relationships, exploring, evaluating and developing models by changing their rules and values
d. design information systems and suggest improvements to existing systems
e. use ICT to make things happen by planning, testing and modifying a sequence of instructions, recognising where a group of instructions needs repeating, and automating frequently used processes by constructing efficient procedures that are fit for purpose
f. bring together, draft and refine information, including through the combination of text, sound and image.

2.3 Communicating information
Pupils should be able to:
a. use a range of ICT tools to present information in forms that are fit for purpose, meet audience needs and suit the content
b. communicate and exchange information (including digital communication) effectively, safely and responsibly
c. use technical terms appropriately and correctly.

2.4 Evaluating
Pupils should be able to:
a. review, modify and evaluate work as it progresses, reflecting critically and using feedback
b. reflect on their own and others’ uses of ICT to help them develop and improve their ideas and the quality of their work
c. reflect on what they have learnt and use these insights to improve future work.

3. RANGE AND CONTENT

This section outlines the breadth of the subject on which teachers should draw when teaching the key concepts and key processes.
The study of ICT should include:
a. use of a range of information, with different characteristics, structures and purposes, and evaluation of how it matches requirements and its fitness for purpose
b. use of a variety of information sources, including large data sets, in a range of contexts
c. use and review of the effectiveness of different ICT tools, including a range of software applications, in terms of meeting user needs and solving problems
d. developing an understanding of the need to:
    employ safe working practices in order to minimise physical stress
    keep information secure
    manage information organisation, storage and access to secure content and enable efficient retrieval
e. the impact of ICT on individuals, communities and society, including the social, economic, legal and ethical implications of access to, and use of, ICT.

4. CURRICULUM OPPORTUNITIES

During the key stage pupils should be offered the following opportunities that are integral to their learning and enhance their engagement with the concepts, processes and content of the subject.
The curriculum should provide opportunities for pupils to:
a. make choices about when and where it is appropriate to exploit technology to support them in their learning and everyday life
b. work creatively and collaboratively
c. be independent, discriminating and reflective when choosing when to use technology
d. apply ICT to real-world situations when solving problems and carrying out a range of tasks and enquiries
e. share their views and experiences of ICT, considering the range of its uses and its significance to individuals, communities and society
f. use ICT in other subjects and areas of learning with contexts that are relevant and interesting to them.