ICT

ICT Curriculum Intent

Key Stage 3

The curriculum intent for Key Stage 3 Progress in Computing focuses on providing students with a solid foundation in computational thinking, digital literacy, and information technology. The intent is to equip students with the knowledge and skills necessary to thrive in the digital age and to prepare them for further study and potential careers in computing and related fields. Here are the key components of the curriculum intent for Key Stage 3 progress in computing:

1. Computational Thinking: The curriculum aims to develop students' ability to think logically, solve problems, and design algorithms. Students learn to break down complex problems into smaller, more manageable parts, and to use computational thinking techniques to develop solutions.

2. Programming and Coding: The intent is to introduce students to programming concepts and languages, such as Python, Scratch, or JavaScript, and to help them develop the skills to create and debug simple programs. This may involve understanding variables, loops, conditional statements, and basic data structures.

3. Digital Literacy: The curriculum aims to promote digital literacy by teaching students how to use technology safely, responsibly, and effectively. This includes understanding online safety and security, evaluating digital content, and using digital tools for communication, collaboration, and research.

4. Information Technology: Students are introduced to key concepts in information technology, including the use of software applications, data representation and manipulation, and the basics of computer networks and the internet.

5. Creativity and Innovation: The intent is to foster students' creativity and innovation by encouraging them to use technology to create digital artifacts, such as animations, games, websites, or multimedia presentations.

6. Ethical and Social Implications: The curriculum aims to raise awareness of the ethical and social implications of technology, including issues related to privacy, intellectual property, and the impact of technology on society. Overall, the curriculum intent for Key Stage 3 progress in computing is to provide students with a broad and balanced foundation in computing, enabling them to develop essential skills and knowledge while fostering a passion for technology and its applications.

Key Stage 4

The NCFE Level 1 and Level 2 Digital Functional Skills in ICT courses aim to equip learners with essential digital skills, enabling them to function effectively in various real-world environments. These courses are designed for individuals who need to develop practical and useful ICT skills for everyday tasks, whether in personal, professional, or academic settings. Here's a breakdown of the curriculum intent for both levels: Curriculum intent for a Year 10.

NCFE Digital Functional Skills ICT courses

Curriculum Intent for Level 1 Digital Functional Skills (ICT)

Basic Digital Literacy

• Develop learners' confidence in using digital devices, such as computers, tablets, and smartphones
• Equip learners with foundational knowledge of operating systems and software applications.

Practical Application of ICT Skills

• Focus on everyday digital tasks like sending emails, browsing the internet safely, and using online platforms.
• Teach learners how to manage files, folders, and digital information effectively.

Problem Solving with ICT

• Encourage learners to solve practical problems using ICT tools.
• Foster critical thinking by using ICT to find information, communicate, and complete tasks.

Safe and Responsible Use of Technology

• Introduce the principles of online safety, including data privacy and responsible digital behaviour.
• Educate learners about threats like viruses, phishing, and hacking.

Numeracy and Communication Skills

• Help learners use technology to enhance numeracy skills, such as working with spreadsheets and simple data analysis.
• Improve digital communication by teaching word processing and presentation software.

Curriculum Intent for Level 2 Digital Functional Skills (ICT)

Advanced Digital Literacy

• Deepen learners' understanding of various digital tools and platforms, focusing on more complex operations and software functionalities.
• Develop an understanding of different types of networks, including the internet, and their components.

Effective Digital Communication

• Equip learners with skills to use more advanced communication tools, such as creating and managing professional emails, using collaborative platforms (e.g., Google Drive, Microsoft Office 365).
• Enhance learners’ ability to communicate effectively through digital means, including advanced word processing, presentations, and multimedia integration.

Data Management and Analysis

• Introduce more sophisticated tools for managing and analysing data, such as complex spreadsheets and databases.
• Teach learners to use formulas and functions to interpret and present data effectively.

Digital Problem Solving

• Encourage learners to approach more complex problems with ICT, including troubleshooting technical issues and applying solutions in unfamiliar contexts.
• Develop learners' ability to identify and select the appropriate digital tools for different tasks.

Understanding the Wider Digital World

• Focus on more in-depth knowledge of cyber security, data protection laws (like GDPR), and ethical use of digital tools.
• Equip learners with skills to work in a digital business environment, preparing them for employment or further study in the field of ICT.

Professional and Collaborative Use of Technology

• Enable learners to work collaboratively using shared workspaces and project management tools.
• Focus on the effective use of ICT for career development, including creating CVs, applying for jobs, and using social media professionally.

Assessment

Students taking Progress in Computing are assessed in a number of different ways which are highlighted below;

• Combination of formative and summative assessments. These may include:
• Quizzes and Tests: Regular quizzes on specific topics to gauge understanding.
• Class Participation: Active involvement in class discussions and activities.
• Projects and Presentations: Assignments that require research and presentation skills.
• Homework Assignments: Tasks designed to reinforce learning outside the classroom.
• Exams: End-of-term or end-of-year exams to assess cumulative knowledge.
• Teachers may also provide ongoing feedback to help students improve throughout the year.

NCFE Digital Functional Skills Level 1

Students taking NCFE Digital Functional Skills Level 1 are assessed through a combination of practical and knowledge-based tasks that measure their understanding and application of digital skills. The assessment focuses on real-world scenarios to ensure that students can demonstrate their ability to use digital tools effectively in everyday situations. Key components of the assessment typically include:

• Practical tasks
• Knowledge based questions
• Application of Digital Skills in Context
• Online or Paper-Based Exam

Students are graded on a pass/fail basis, with the primary focus being on the demonstration of competencies required for the level.

The NCFE Digital Functional Skills Level 2 assessment focuses on evaluating a learner's ability to use digital tools and applications in real-world situations. This qualification is equivalent to a GCSE pass at grade 4 (C), and it helps learners demonstrate their digital literacy in various practical contexts.

Here’s how students are typically assessed:

• Practical-Based Assessment
• Competency in Core Digital Skills
• Automated & Manual Marking
• Pass/Fail System

This practical, hands-on assessment style ensures that learners can apply their digital skills effectively in the workplace and everyday life.

ICT Long Term Plan