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Level
1
Level 2
Level 3
Level 4
Level 5
Level 6
Level 7
Level 8
Exceptional
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Attainment Target for
Information and Communication Technology
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Level Description
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What this means
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Level 1
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students explore information from various sources, showing
they know that information exists in different forms.
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You can find information from CD Roms and the Internet.
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They use ICT to work with text, images and sound to help them share their
ideas.
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You can mix the types of information that you use
to communicate.
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They recognise that many everyday devices respond to signals and instructions.
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e.g. a light switch, a water tap, and a burglar
alarm
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They make choices when using such devices to produce different outcomes.
They talk about their use of ICT.
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You can use an information system, such as a TV
control.
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Level 2
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students use ICT to organise and classify information and to present their
findings.
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They enter, save and retrieve work.
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They use ICT to help them generate, amend and record their work and share
their ideas in different forms, including text, tables, images and sound.
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They plan and give instructions to make things happen and describe the
effects.
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They use ICT to explore what happens in real and imaginary situations.
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They talk about their experiences of ICT both inside and outside school.
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Level 3
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students use ICT to save information and to find and use appropriate stored
information, following straightforward lines of enquiry. They use ICT
to generate, develop, organise and present their work. They share and
exchange their ideas with others. They use sequences of instructions to
control devices and achieve specific outcomes. They make appropriate choices
when using ICT-based models or simulations to help them find things out
and solve problems. They describe their use of ICT and its use outside
school.
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Level 4
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students understand the need for care in framing questions when collecting,
finding and interrogating information. They interpret their findings,
question plausibility and recognise that poor-quality information leads
to unreliable results. They add to, amend and combine different forms
of information from a variety of sources. They use ICT to present information
in different forms and show they are aware of the intended audience and
the need for quality in their presentations. They exchange information
and ideas with others in a variety of ways, including using e-mail. They
use ICT systems to control events in a predetermined manner and to sense
physical data. They use ICT-based models and simulations to explore patterns
and relationships, and make predictions about the consequences of their
decisions. They compare their use of ICT with other methods and with its
use outside school.
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Level 5
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students select the information they need for different purposes, check
its accuracy and organise it in a form suitable for processing. They use
ICT to structure, refine and present information in different forms and
styles for specific purposes and audiences. They exchange information
and ideas with others in a variety of ways, including using e-mail. They
create sequences of instructions to control events, and understand the
need to be precise when framing and sequencing instructions. They understand
how ICT devices with sensors can be used to monitor and measure external
events. They explore the effects of changing the variables in an ICT-based
model. They discuss their knowledge and experience of using ICT and their
observations of its use outside school. They assess the use of ICT in
their work and are able to reflect critically in order to make improvements
in subsequent work.
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Level 6
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students 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.
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Level 7
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students combine information from a variety of ICT-based and other sources
for presentation to different audiences. They identify the advantages
and limitations of different information-handling applications. They select
and use information systems suited to their work in a variety of contexts,
translating enquiries expressed in ordinary language into the form required
by the system. They use ICT to measure, record and analyse physical variables
and control events. They design ICT-based models and procedures with variables
to meet particular needs. They consider the benefits and limitations of
ICT tools and information sources and of the results they produce, and
they use these results to inform future judgements about the quality of
their work. They take part in informed discussions about the use of ICT
and its impact on society.
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Level 8
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students independently select appropriate information sources and ICT tools
for specific tasks, taking into account ease of use and suitability. They
design successful ways to collect and prepare information for processing.
They design and implement systems for others to use. When developing systems
that respond to events, they make appropriate use of feedback. They take
part in informed discussions about the social, economic, ethical and moral
issues raised by ICT.
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Exceptional performance
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students evaluate software packages and ICT-based models, analysing the
situations for which they were developed and assessing their efficiency,
ease of use and appropriateness. They suggest refinements to existing
systems and design, implement and document systems for others to use,
predicting some of the consequences that could arise from the use of such
systems. When discussing their own and others' use of ICT, they use their
knowledge and experience of information systems to inform their views
on the social, economic, political, legal, ethical and moral issues raised
by ICT.
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