Secondary National Strategy Attainment at L6+ Securing KS3 ICT Standards Supporting attainment at Level 6+ Jim Milton lead ICT Consultant, Worcs assistant ICT RA, W Mids

Secondary National Strategy: Worcestershire LA Does “Level 6” ICT capability matter? AT KS3, highest profile given to “Level 5” “Level 6” increasingly reported alongside “Level 5” Link between KS 3 “Level 6” and KS4 “C” is weaker in ICT than in other subjects Correlation between “Level 6” and “C” is very weak, especially for vocational awards BUT … Functional Skills and new GCSEs should deliver more a integrated progression between KS3 and KS4 standards

Secondary National Strategy: Worcestershire LA KS3 to GCSE progression L6L5L4L7L3 A B C D E F G

Secondary National Strategy: Worcestershire LA Worcestershire “Level 6+” : core subjects

Secondary National Strategy: Worcestershire LA Issues that might depress ICT Level 6+ Non-specialist teachers Limited curriculum time Dominant focus on KS4 results Lack of a SATs “incentive” Poor standards on entry Mixed-ability classes Y9 focus on getting Level 5 Limited oppor- tunities for L6+ Uncertainty about L6+ Inadequate resources L6 is “harder” in ICT than core

Secondary National Strategy: Worcestershire LA What are the characteristics of Level 6?

Secondary National Strategy: Worcestershire LA Pupils develop and refine their work to enhance its quality, using information from a range of sources. Where necessary, they use complex lines of enquiry to test hypotheses. They present their ideas in a variety of ways and show a clear sense of audience. They develop, try out and refine sequences of instructions to monitor, measure and control events, and show efficiency in framing these instructions. They use ICT-based models to make predictions and vary the rules within the models. They assess the validity of these models by comparing their behaviour with information from other sources. They discuss the impact of ICT on society. ICT Level 6 “level descriptor”

Secondary National Strategy: Worcestershire LA Pupils develop and refine their work to enhance its quality, using information from a range of sources. Where necessary, they use complex lines of enquiry to test hypotheses. They present their ideas in a variety of ways and show a clear sense of audience. They develop, try out and refine sequences of instructions to monitor, measure and control events, and show efficiency in framing these instructions. They use ICT-based models to make predictions and vary the rules within the models. They assess the validity of these models by comparing their behaviour with information from other sources. They discuss the impact of ICT on society. ICT Level 6 “level descriptor”

Secondary National Strategy: Worcestershire LA 3 items of additional clarification and content: Pupils plan and design ICT-based solutions to meet a specific purpose and audience, demonstrating increased integration and efficiency in their use of ICT tools. They develop, try out and refine sequences of instructions to control events, and show efficiency in framing these instructions, using sub-routines where appropriate. They plan and review their work, creating a logically structured portfolio of digital evidence of their learning. ICT Level 6 “level descriptor” – any changes?

Secondary National Strategy: Worcestershire LA Key characteristics of Levels Level 5Level 6Level 7 The characteristic which differentiates L5 from L4 is its increased rigour. Quantitative and qualitative information is considered and the value of using IT in working practices is assessed. Fitness for purpose is critically evaluated as work progresses. The characteristic which differentiates L6 from L5 is an increase in range, focus, and complexity. Work is more developed and refined, and the wider impact of ICT on society is considered. There is increased efficiency, automation and integration of ICT tools. The characteristic which differentiates L7 from L6 is the ability to scope the information flow required to develop an ICT system. Pupils define, implement and refine ICT systems. They make use of audience and user- feedback to enhance ICT solutions.

Secondary National Strategy: Worcestershire LA How do we identify higher “ability” in a mixed class? Question and answer dialogue Independent work (working alone) Accelerated work (working quickly) Additional tasks (“doing more stuff”) Extension tasks (“doing harder stuff”) Alternative contexts (independently applying learning) Autonomous work (semi-independent projects)

Secondary National Strategy: Worcestershire LA Evidence of ICT Capability beyond Level 5 can be: Opportunistic Planned for in short term plans Planned for in medium term plans How does evidence of Level 6 arise?

Secondary National Strategy: Worcestershire LA Evidencing higher Levels from work outside school Mark has created a web site independently at home, for a model aircraft club (to which he belongs). Mark is working on his site in school one lunch time, and you have ten minutes to spare. What conversation will you have with him?

Secondary National Strategy: Worcestershire LA Evidence of ICT Capability beyond Level 5 can be: Opportunistic Planned for in short term plans Planned for in medium term plans How does evidence of Level 6 arise?

Secondary National Strategy: Worcestershire LA Evidencing higher Levels in a mixed ability class Look at one of the example lesson outlines Identify possible activities for able students in at least two parts of the lesson

Secondary National Strategy: Worcestershire LA Evidence of ICT Capability beyond Level 5 can be: Opportunistic Planned for in short term plans Planned for in medium term plans How does evidence of Level 6 arise?

Secondary National Strategy: Worcestershire LA Develop ideas Simple problems Linear tasks Audience = self Develop ideas Simple problems Linear tasks Audience = self Refine their work Combine information Audience = peers Question plausibility Refine their work Combine information Audience = peers Question plausibility Fitness for purpose Audience = others Critical self-evaluation Careful structure Fitness for purpose Audience = others Critical self-evaluation Careful structure High quality work Efficiency & automation Systematic approach Exploratory thinking Critical of validity Audience = range High quality work Efficiency & automation Systematic approach Exploratory thinking Critical of validity Audience = range extend improveadaptenhance done.... as well.... to meet need.... as possible

Secondary National Strategy: Worcestershire LA Level 6 in ICT In ICT, pupils combine information from a range of sources, taking account of greater complexity and information justify and analyse solutions for efficiency and effectiveness show a clarity of the input, process, output sequence of events develop an ICT-based model by changing the rules to solve a given task and comparing these results to other sources develop solutions with increasing integration of elements from different software; this may include using automated features. present their ideas in a variety of ways and show a clear sense of audience discuss the the impact of ICT on society

Secondary National Strategy: Worcestershire LA Level 6 – what’s needed? Teaching that: ‘instils fundamental subject principles’ helps pupils to understand the ‘big concepts’ of the subject and make connections within and across subjects encourages sustained independent work employs ‘probing questions’ helps pupils make decisions about when and where to use the knowledge they have gained (Ofsted 2005)

Secondary National Strategy: Worcestershire LA NC Levels in Data handling Level 4understand the need for care in framing questions when collecting, finding and interrogating information; interpret their findings, question plausibility and recognise that poor quality information leads to unreliable results Level 5select the information they need for different purposes, check its accuracy Level 6where necessary, they use complex lines of enquiry to test hypotheses Level 7use ICT to measure, record and analyse physical variables and control events Combine / refine / interpret information; question plausibility Careful structure; combine tools; critically evaluate FFP Increased range/focus/ complexity; integration and efficiency; critical of validity Scope information flow; define, implement & refine systems; use user- & audience feedback

Secondary National Strategy: Worcestershire LA NC Level Descriptor statements for modelling Level 4use models to explore patterns and relationships; make predictions about the consequences of decisions Level 5explore the effects of changing the variables in a model Level 6use models to make predictions; vary the rules within the models; assess the validity of models by comparing their behaviour with information from other sources Level 7design ICT-based models and procedures with variables to meet particular needs

Secondary National Strategy: Worcestershire LA NC Levels in Control Level 4plan and test a sequence of instructions to control events in a predetermined manner Level 5create sequences of instructions to control events, and understand the need to be precise when framing and sequencing instructions Level 6develop, try out and refine sequences of instructions to control events, and show efficiency in framing these instructions, using sub-routines where appropriate Level 7use ICT to measure, record and analyse physical variables and control events Combine / refine / interpret information; question plausibility Careful structure; combine tools; critically evaluate FFP Increased range/focus/ complexity; integration and efficiency; critical of validity Scope information flow; define, implement & refine systems; use user- & audience feedback

Secondary National Strategy: Worcestershire LA Key features of NC progression Level 4 – Combine and refine information from various sources and for an audience Interpret and consider plausibility Level 5 – Combine the use of ICT tools showing consideration of overall structure Critically evaluate fitness for purpose Level 6 – Integration, automation and efficiency Level 7 – Scope, design and implement ICT systems Make good use of audience- and user-feedback.