1. Directions of travel in curriculum and qualifications: ICT 11-19
Margaret Wright
Adviser, Curriculum
September 2006

2. The Role of QCA 4 Key objectives
Develop a modern, world-class curriculum that will inspire and challenge all learners and prepare them for the future.
Establish a coherent framework and a set of qualifications that meet the needs of learners, employers and higher education.
Improve and safeguard the delivery of examinations, tests and assessment.
Regulate awarding bodies, qualifications, examinations & national curriculum tests effectively to ensure they are fair, standards are secure, and that QCA acts as the public champion of the learner.

3. The Role of QCA curriculum
‘Develop a modern, world-class curriculum that will inspire and challenge all learners and prepare them for the future’

4. The Role of QCA curriculum
‘Develop a modern, world-class curriculum that will inspire and challenge all learners and prepare them for the future’

5. The big picture Total Learning Experience in and out of school
The Total Curriculum as experienced by pupils in school
National Curriculum: programmes of study
(statutory)

6. Our curriculum conversation
The ‘big picture’ of the curriculum
What are we trying to achieve?
How do we organise learning?
How well are we achieving our aim?

7. Curriculum Aims
We want the curriculum to enable all young people to become:
successful learners who enjoy learning, make progress and achieve
confident individuals who are able to live a safe, healthy and fulfilling life
responsible citizens who make a positive contribution to society.

8. .. who enjoy learning, make progress and achieve
Successful learners
.. who enjoy learning, make progress and achieve
have the essential learning skills of literacy, numeracy and information and communication technology
are creative, resourceful and able to solve problems
have enquiring minds and think for themselves to process information, reason, question and evaluate
communicate well in a range of ways
understand how they learn and learn from their mistakes
are able to learn independently and with others
know about big ideas and events that shape our world
enjoy learning and are motivated to achieve the best they can now and in the future.

9. Confident individuals
.. who are able to live safe, healthy and fulfilling lives
have a sense of self-worth and personal identity
relate well to others and form good relationships
are self-aware and deal well with their emotions
have secure values and beliefs and are able to distinguish right from wrong
become increasingly independent, are able to take the initiative and organise themselves
make healthy lifestyle choices
are physically competent and confident
take managed risks and stay safe
recognise their talents and have ambitions
are willing to try new things and make the most of opportunities
are open to the excitement and inspiration offered by the natural world and human achievements.

10. Responsible citizens ..who make a positive contribution to society
are well prepared for life and work
are enterprising
are able to work cooperatively with others
respect others and act with integrity
understand their own and others’ cultures and traditions and have a strong sense of their own place in the world
appreciate the benefits of diversity
challenge injustice, are committed to human rights and strive to live peaceably with others
sustain and improve the environment, locally and globally
take account of the needs of present and future generations in the choices they make
can change things for the better

11. The ‘big picture’ of the curriculum
Working draft (September 06)
Succ
Whole
Personal Development
Developing individuals…
Whole Curriculum
Skills, Knowledge and Attributes
The curriculum aims to enable all young people to become successful learners, confident individuals and responsible citizens
Successful learners
who make progress and achieve
Responsible Citizens who make a positive contribution to society
Enjoy and achieve Safe Healthy Participation Economically active
Skills
Functional Skills (Lit/Number/ICT) + Personal, Learning and Thinking Skills
Attitudes and dispositions, determined, adaptable, learning to learn
To do
To know and understand
To be
Curriculum Aim
Aim
Five outcomes
Knowledge and Understanding
Big Ideas that shape the world
Chronology, conflict, scientific method, etc.
Confident Individuals
who lead safe and healthy lives
What are we trying to achieve?
The curriculum as the entire planned learning experience
Components
Lessons
Out of school
Extended Hours
Routines
Events
Location
Environment
How to organise learning?
Areas of Learning
Learning Approaches
National Curriculum
Ethical – Cultural – Physical and health – Spiritual- Creative and aesthetic- Environmental- International –
Scientific and technological – Employability and enterprise – Human and social
A range of teaching and learning approaches (enquiry, active learning, practical and constructive) - in tune with child development and adolescence - learning beyond the school, community and business links – deep immersive and regular frequent learning – relevant and connected to life and work – a range of audiences and purposes – opportunity for learner choice and personalisation
Eng
A&D Ma
Sci
ICT
D&T
Hist
Geog RE
Cit
MfL PE
Music
PSHE
* To make learning and teaching more effective * So that learners understand quality and how to improve *
Assessment fit for purpose
Assessment
Building a more open relationship between learner and teacher
Clear learning
intentions
shared with pupils
Understood, shared/negotiated success criteria
Celebrate success against agreed success criteria
Advice on what to improve and how to improve it
Peer and self assessment
Peer and self evaluation of learning
Taking risks for learning
Testing
Individual target setting
Using error positively
How well are we achieving our aim?
Accountability and measures
Attainment and improved standards
Reduced NEET
Behaviour and attendance
Civic participation
Healthy Lifestyle Choices
To secure…

12. The ‘big picture’ of the curriculum
Working draft (September 06)
Whole
Succ
Personal Development
Developing individuals…
Whole Curriculum
Skills, Knowledge and Attributes
The curriculum aims to enable all young people to become successful learners, confident individuals and responsible citizens
Successful learners
who make progress and achieve
Responsible Citizens who make a positive contribution to society
Enjoy and achieve Safe Healthy Participation Economically active
Skills
Functional Skills (Lit/Number/ICT) + Personal, Learning and Thinking Skills
Attitudes and dispositions, determined, adaptable, learning to learn
To do
To know and understand
To be
Curriculum Aim
Aim
Five outcomes
Knowledge and Understanding
Big Ideas that shape the world
Chronology, conflict, scientific method, etc.
Confident Individuals
who lead safe and healthy lives
What are we trying to achieve?
The curriculum as the entire planned learning experience
Components
Lessons
Out of school
Extended Hours
Routines
Events
Location
Environment
How to organise learning?
Areas of Learning
Learning Approaches
National Curriculum
Ethical – Cultural – Physical and health – Spiritual- Creative and aesthetic Environmental- International –
Scientific and technological – Employability and enterprise – Human and social
A range of teaching and learning approaches (enquiry, active learning, practical and constructive) - in tune with child development and adolescence - learning beyond the school, community and business links – deep immersive and regular frequent learning – relevant and connected to life and work – a range of audiences and purposes – opportunity for learner choice and personalisation
Eng
A&D Ma
Sci
ICT
D&T
Hist
Geog RE
Cit
MfL PE
Music
PSHE
A range of teaching and learning approaches (enquiry, active learning, practical and constructive) - in tune with child development and adolescence - learning beyond the school, community and business links – deep immersive and regular frequent learning – relevant and connected to life and work – a range of audiences and purposes – opportunity for learner choice and personalisation
* To make learning and teaching more effective * So that learners understand quality and how to improve *
Assessment fit for purpose
Assessment
Building a more open relationship between learner and teacher
Clear learning
intentions
shared with pupils
Understood, shared/negotiated success criteria
Celebrate success against agreed success criteria
Advice on what to improve and how to improve it
Peer and self assessment
Peer and self evaluation of learning
Taking risks for learning
Testing
Individual target setting
Using error positively
How well are we achieving our aim?
Accountability and measures
Attainment and improved standards
Reduced NEET
Behaviour and attendance
Civic participation
Healthy Lifestyle Choices
To secure…

13. What’s changing in ICT? National Curriculum PoS Key Stage 3 review
End of key stage 3 on-screen test development
14-19
Functional ICT
National Curriculum PoS Key Stage 4
GCSE ICT
Specialised diploma in ICT e-skills UK lead
GCE ICT & Computing

14. What’s changing in ICT?
National Curriculum PoS Key Stage 3 review
End of key stage 3 on-screen test development
14-19
Functional ICT
National Curriculum PoS Key Stage
GCSE ICT
Specialised diploma in ICT
GCE ICT & Computing

15. Features of the new NC Programmes of Study
enable connections between subjects to make the curriculum more coherent;
emphasise creativity and adaptability and the need for pupils to relate to the world beyond the classroom;
designed to help schools be innovative in timetabling and provide for learners in a variety of ways;
support school priorities and innovation.

16. NC Programme of Study common framework
Importance Statement
Key Concepts
Key processes
Range and content
Curriculum opportunities

17. ICT importance statement
The increasing use of technology in all aspects of society makes confident, creative and productive use of ICT an essential skill for life. ICT capability encompasses not only the mastery of technical skills and techniques, but also the understanding to apply these skills purposefully in learning, everyday life and employment. ICT capability is fundamental to participation and engagement in modern society.
ICT can be used to find, use, develop, analyse and present information, to model situations and to solve problems. Communication technologies enable rapid access to ideas and experiences from a wide range of people, communities and cultures and help learners to collaborate and to exchange information on a wide scale. These technologies act as a powerful force for change in society and informed citizens should have an understanding of the social, ethical, legal and economic implications of their use, including how to use them safely and responsibly. Increased capability in the use of ICT supports initiative and independent learning, as pupils are able to make informed judgements about when and where best to use ICT to enhance their learning and the quality of their work.

18. ICT Key concepts
ICT is a powerful, creative tool which enables efficient manipulation of information to create new information, model situations, solve problems and develop ideas for different purposes or audiences.
Information is presented for a purpose so must not be taken at face value but be critically evaluated. The cultural backgrounds of the user and the originator influence the way information is accessed, presented and interpreted.
The use of technology has an important influence on society and has significant social, ethical and cultural implications.
Safe and responsible use of communications technology is essential.

19. ICT key processes – KS3 Find things out Develop ideas
be systematic in the way they consider the information needed to solve a problem, complete a task or answer a question and discus how it will be used
obtain information that is well matched to purpose by selecting different and appropriate sources, using and refining search methods and questioning the plausibility and value of the information found
collect, enter, analyse and evaluate quantitative and qualitative information, checking its accuracy
Develop ideas
solve problems by developing, exploring and structuring information and deriving new information for a particular purpose
use ICT to test predictions and discover patterns and relationships, by exploring, evaluating and developing models and changing their rules and values
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
Communicate and evaluate
use a range of ICT tools efficiently to draft, bring together and refine information to present it in forms that are fit for purpose and sensitive to the needs of particular audiences and suit the information content
use ICT to communicate and share and information effectively, safely and responsibly
reflect critically on their own and others' uses of ICT to help them develop and improve their ideas and the quality of their work

20. Key Stage 3 Range and content KS3 Curriculum opportunities KS3
Working with a range of information to consider characteristics, structure, organisation & purposes
Exploring the impact of ICT on individuals, communities & society
Discussing how to use ICT in future work & discussing its effectiveness
Curriculum opportunities KS3
Make choices about when & where to use ICT
Work creatively & collaboratively with others in a range of contexts
Solve problems & carry out a range of tasks & enquiries
Review, modify & evaluate work
Design & evaluate information systems
Use contexts drawn from other subjects

21. Key stage 3 review timeline
February 2007 – May 2007
Formal Consultation
draft revised programmes of study published for consultation period (12 weeks)
Summer 2007
Provide advice to the Secretary of State for Education on the proposed key stage 3 curriculum and assessment changes
Autumn 2007
Schools receive new key stage 3 curriculum and guidance on changes
September 2008
Start of phased implementation of new key stage 3 curriculum

22. Functional ICT
Functional skills are core elements of English, mathematics and ICT that provide an individual with essential knowledge, skills and understanding that will enable them to operate confidently, effectively and independently in life and at work.

23. ICT standards Level 1 Use ICT systems Find & select information
Develop, present & communicate information
Interact with & use ICT systems independently to meet needs
Evaluate their use of ICT systems
Manage information storage
Select & use a variety of sources of information independently to meet needs
Enter, develop & format information to suit its meaning and purpose, including text & tables, images, numbers & records
Follow & understand the need for safety & security practices
Access, search for, select & use ICT based information and evaluate its fitness for purpose
Present information in ways that are fit for purpose and audience
Access & use ICT to communicate & exchange information safely, responsibly & effectively

24. Find & select information Level 1
Skill standard
Coverage
Examples
Access, search for, select & use ICT based information and evaluate its fitness for purpose
Access, navigate & search internet sources of information purposefully & effectively
Use appropriate search techniques
Use a variety of sources & evaluate match to purpose
Enter a web address, use search engine, save bookmarks
Search criteria, relational tools
Intention & authority of provider, relevance, bias

25. Functional skills will link with….
National Curriculum
GCSE ICT
Specialised diploma
And exist as a standalone qualification
Website Functional skills

26. Specialised Diploma: ICT
Employers in the “driving seat” through e-skills uk, the IT sector skills council
Level 1-3 of NQF
Purpose:
To provide a world-class learning experience for young people, through a blend of general education & applied learning
Develop young people who, when they enter employment, have the essential skills & capabilities which meet employer needs
Aid effective transition from schools or college to FE or HE & to adult working life

27. GCE Computing/ICT Create subject criteria for GCE ICT
Update subject criteria for GCE Computing
Consider the implications of:
reducing GCE AS & A level units from 6-4 units
introduce further stretch and challenge into ‘A’ level exam papers
Ensure appropriate balance of subject content between AS & A level
Ensure subject content provides suitable progression to HE
Ensure coursework components are fit for purpose
2008 first teaching

28. What qualifications do you currently offer?
What principles do you use for offering ICT qualifications for students in your school/college?
How will the development of functional skills, review of GCSE & introduction of a specialised diploma affect what you offer?

31. Contacts
QCA website
Margaret Wright