PROGRAMME OF STUDY:
Knowledge, Skills, and Understanding
During Key Stage 4, pupils take on more responsibility for selecting and utilizing ICT tools and information sources. They approach a wide array of ICT applications with confidence and effectiveness, often working independently. They make choices and design ICT systems tailored to specific needs, and they might even design and implement systems for others. Collaborative work and evaluation of their efforts with others become integral to their work.
Finding Things Out:
1) Pupils should learn:
a) How to analyze the requirements of tasks, taking into account the information they need and how they will use it.
Notes
b) To be discerning in their use of information sources and ICT tools.
Developing Ideas and Making Things Happen:
2) Pupils should learn to:
a) Use ICT to enrich their learning and enhance the quality of their work.
b) Use ICT effectively to explore, develop, interpret information, and solve problems across various subjects and contexts.
c) Apply, when appropriate, the concepts and techniques of ICT to measure, record, respond to, control, and automate events.
d) Apply, when appropriate, the concepts and techniques of ICT-based modeling, considering their advantages and limitations compared to other methods.
Exchanging and Sharing Information:
3) Pupils should learn to:
a) Effectively use information sources and ICT tools to share, exchange, and present information in various subjects and contexts.
b) Consider how information found and developed using ICT should be interpreted and presented in formats that are sensitive to specific audiences, fit for purpose, and suitable for the information content.
Reviewing, Modifying, and Evaluating Work as It Progresses:
4) Pupils should learn to:
a) Evaluate the effectiveness of their own and others’ use of information sources and ICT tools. They should use the results to enhance the quality of their work and inform future judgments.
b) Reflect critically on the impact of ICT on their lives and the lives of others, taking into account social, economic, political, legal, ethical, and moral issues (for example, changes in working practices, the economic impact of e-commerce, implications of personal information gathered, held, and exchanged using ICT).
c) Use their initiative to discover and make the most of advanced or new ICT tools and information sources (for example, new websites on the internet, new or upgraded application software).
Breadth of Study:
5) During this key stage, pupils should learn Knowledge, Skills, and Understanding by:
a) Tackling challenging problems in a wide range of contexts, including cross-disciplinary work.
b) Utilizing various information sources and ICT tools to enhance efficiency and expand capabilities.
c) Collaborating with others to explore, develop, and share information.
d) Designing information systems and assessing and proposing enhancements to existing systems, keeping in mind their usability by others (for example, designing an integrated system for managing a school production or a small company).
e) Comparing their use of ICT with its application in the broader world.
6) Pupils should learn to be independent, responsible, effective, and reflective in their selection, development, and use of information sources and ICT tools to support their work. This includes applying ICT in other areas of study and in different contexts (for example, during work experience or community activities).
7) Pupils should learn to integrate the four aspects of Knowledge, Skills, and Understanding in their ICT work.