KEY STAGE 3 ICT PILOT Part of the key stage 3 strategy which also includes numeracy, literacy, science and TTL Aimed at raising standards in ICT

Expectations: high expectations of every individual pupil in every subject and a constant drive to raise standards. Progression: continuous progression in teaching and learning from Key Stage 2 to Key Stage 3 and beyond in teaching and learning. Engagement: opportunities for all pupils to benefit from a range of teaching approaches and contexts designed to unlock their motivation. Transformation: a programme designed to build the capacity of teachers to use a wide variety of proven teaching approaches. KEY FEATURES

KEY STAGE 3 ICT: THE ISSUE In only one-third ….. of schools at Key Stages 3 …... do pupils make good progress in information technology. (HMCI) Teacher assessment results in IT were a full level below other subjects. (QCA)

The majority of pupils in both key stages spends too much time practising low-level information technology skills. This involves manipulation of text, graphics and even moving images, but does not often result in high-quality informative or sufficiently attractive outcomes. HMCI annual report

Some interesting and relevant approaches have been used in schools to teach information technology skills and knowledge in sensible subject contexts, but the quality of teaching remains weak too often, and is overall significantly below that of other subjects. HMCI annual report

Teachers often expect too little of pupils given their technical skills and the facilities available. Good work often occurs in designated information technology lessons, but it is insufficiently integrated with applications of information technology in other subjects. HMCI annual report

The in-service training of information technology teachers, especially of those who lead information technology work in secondary schools, has not kept pace with developments in the subject. The dearth of targeted professional in-service training gives cause for concern. HMCI annual report

CONSEQUENCES Few pupils take qualifications in ICT at key stage 4. This puts government's target that 'by 2002 most school leavers should have a good understanding of ICT, and there should be measures in place for assessing the level of school leavers' competence in ICT' at risk. The lack of ICT skills amongst key stage 3 pupils prevents teachers using ICT to teach the higher order thinking skills associated with the upper levels of attainment in other subjects. Those developing means of assessing ICT face issues of reliability, validity and standardisation. ITT providers find it difficult to place ICT trainees in schools with appropriate pedagogy and assessment practices.

CONSEQUENCES Few pupils take qualifications in ICT at key stage 4. This puts government's target that 'by 2002 most school leavers should have a good understanding of ICT, and there should be measures in place for assessing the level of school leavers' competence in ICT' at risk. The lack of ICT skills amongst key stage 3 pupils prevents teachers using ICT to teach the higher order thinking skills associated with the upper levels of attainment in other subjects. Those developing means of assessing ICT face issues of reliability, validity and standardisation. ITT providers find it difficult to place ICT trainees in schools with appropriate pedagogy and assessment practices.

CONSEQUENCES Few pupils take qualifications in ICT at key stage 4. This puts government's target that 'by 2002 most school leavers should have a good understanding of ICT, and there should be measures in place for assessing the level of school leavers' competence in ICT' at risk. The lack of ICT skills amongst key stage 3 pupils prevents teachers using ICT to teach the higher order thinking skills associated with the upper levels of attainment in other subjects. Those developing means of assessing ICT face issues of reliability, validity and standardisation. ITT providers find it difficult to place ICT trainees in schools with appropriate pedagogy and assessment practices.

CONSEQUENCES Few pupils take qualifications in ICT at key stage 4. This puts government's target that 'by 2002 most school leavers should have a good understanding of ICT, and there should be measures in place for assessing the level of school leavers' competence in ICT' at risk. The lack of ICT skills amongst key stage 3 pupils prevents teachers using ICT to teach the higher order thinking skills associated with the upper levels of attainment in other subjects. Those developing means of assessing ICT face issues of reliability, validity and standardisation. ITT providers find it difficult to place ICT trainees in schools with appropriate pedagogy and assessment practices.

A KEY STAGE 3 PILOT PROJECT  A curriculum dimension, aimed at developing an exemplar framework for teaching ICT, linked to its use to support teaching and learning in other subjects;  A support dimension, aimed at developing models of locally- provided school-based support;  An assessment dimension, aimed at providing a test-bed for key stage 3 assessment materials in ICT to be developed by QCA.

LEAs Barking and Dagenham Reading Staffordshire Wakefield York City

Nov 2000: appoint Project Director, identify LEAs and schools, analysis of QCA scheme of work Sept Jan 2001: develop draft framework, put in place support structure, begin pilots Jan March 2001: small scale pilots and first evaluation March Sept 2001: review of draft framework Sept June 2002: main pilot June 2002: dissemination of key messages TIMELINE

AIMS OF THE PROJECT The principal aim of the pilot is to trial methods of teaching the ICT programme of study that will raise standards of achievement in ICT at Key Stage 3. Through the proposed pilot, teaching and learning at key stage 3 should:  Raise expectations by enabling pupils to achieve increasingly higher levels of ICT capability given the increase in access to good quality technology;  Encourage pupils to progress into ICT courses leading to accreditation during key stage 4 to meet government and European targets for school leavers;  Encourage pupils to apply their ICT capability more widely to engage with learning.

The exemplification website National Curriculum S.O.W. Exemplification Resources

A single piece of work might demonstrate attainment across a range of themes at different levels. The commentaries represents only a part of the information available to teachers to make judgements. The commentaries on the website are illustrative. Teachers are not expected to keep detailed written records on every child. It seeks to encourage assessment using the themes in an holistic way. Remember ‘best fit’. –What information did the pupil find? –How was the information collected used or processed? –How was the information shared/used? –How effectively did the pupil critically reflect and modify work throughout the activity? Using the exemplification web site