ICT

ICT

Year 7 Synopsis

In Year 7 pupils will complete a series of tasks and the main thrust of the year is looking at 5 A day. Before that is completed three other areas need teaching

1)   Getting used to the system and Health & Safety posters (pupils will also complete their school MidYis test).
2)   Basic skills (2 lessons) – this is a base line type test and will be important in understanding the level of skill the pupils have and the level of independence that their have with ICT.
3)   E-safety – this is a statutory part of the ICT taught curriculum and in this unit pupils need to be aware of the dangers of on-line use.

Pupils will then complete 5/6 tasks to complete the 5 a day aspect.

1)   Create a logo (Fireworks) that represents the theme and then animate the logo using Scratch (4 lessons).
2)   Using Excel to use a model, create graphs and apply simple formulae. The eventual aim is for the pupils to have graphs showing their fruit and vegetable consumption in a week so that other documents can be created (7 lessons).
3)   Create recipes on Publisher that are tailored to their fruit and vegetable needs identified above (4 lessons). Pupils should plan the recipes and adjust them, so one is aimed at them to make and the other is aimed at parents.
4)   Create an Information Point that explains what 5 a day is and what a Year 7 pupil should know about the theme. A variety of media should be used within the Information Point and pupils should experiment with web cams and microphones (5 lessons).
5)   Create a stop-motion animation that has a link to the 5 a day theme. Pupils should work as a team to create an effective piece of work that uses refinement and aspects of planning and testing ( 6 lessons).
6)   If needed pupils can create a folder like that used in Aida for the information to be housed in.

APP – assessing pupil progress – Year 7 ICT Assessment

Year 8 Synopsis

In year 8 pupils will complete a series of tasks and the main component of the year is looking at environment issues. Before that begins 2 other area need teaching.
1)   Introduction lesson – General house-keeping and assessment preparation.  Main topic is reliability and bias. Pupils will look at what bias is and how web sites can give unreliable outcomes. Pupils will also learn how to validate and reference sources when working at level 5 or above. Also how to save and record work correctly (5 lessons).
2)   The pupils will then have the opportunity to work understanding how spreadsheets use formulas.  They will do a test model and then create their own quiz.  They will come back to using Excel later in the year where they will be expected to find and input some figures about environmental issues and then report their findings using Excel to help show the results via charts etc that are linked into flyers.
Pupils will then complete 4 tasks to complete the environmental aspect
1)   Create a wiki about countries in the world.  This is a group activity where the students will research facts about different countries in the world and then create a Year 8 wiki to be seen on the cLc ( 4 lessons).
2)   The students will have 2 lessons to learn how to use the cLc to record their PLTS information ( they should have collected evidence from subjects in input including some ICT evidence from the first part of the Autumn term) and to recap on the objectives of PLTS.

3)   Databases in society (2 lessons and extended homework task) takes a look at where and why databases are used and some of the advantages and problems that arise ( a group activity where the students produce a presentation outlining their findings to some key issues about the advantages and disadvantages of databases to some organisations).
4)   Create a database to hold information about countries and their CO2 omissions plus some other demographic facts. Pupils will interrogate the database and create data capture forms. Some pupils will utilise validation techniques (7 lessons).
5)   Create a game or animation as a fun way of getting a message across about human intervention and environmental problems. The game/animation will use control language and at the highest level will use complex commands, multiple characters and a combination of sets of sequences (6 lessons).
6)   Using the software Movie Maker, Audacity and Fireworks to create a movie that would encourage Year 8 students and their parents to make a change in their daily routine that would make a difference towards the environment.  Students will also rely on good research and analysis skills in this project.  The winners from each form will receive a prize and the top three movies in Year 8 will be shown on the cLc (7 lessons).
7)   The final topic is the communication project where the students will have to demonstrate their ability to effectively plan, research, reference and communicate their findings from the Database, Wiki and Movie topics via a report that will also include some data analysis from a spreadsheet model in the form of tables, charts and graphs.  Some students may have the opportunity as an extended piece of homework to create a logo and an interactive presentation.
The pupils will also be sitting a key skills exam at the end of Year 9 and will need to practice past key skills exam papers throughout the year with staff teaching elements of extra theory during each topic.  Pupils will also have to show a portfolio of evidence of different skill throughout the year and will be given a tick list of skills and how they can achieve that skill in each unit of work. (Dates of mock exams and final exam to be confirmed within the first half term).
Most work for Year 9 is submitted to the shared area and ‘submit work to teacher’ folder for their class but the pupils will have their own folder for storing the key skills evidence and past exam papers.

Year 9 Synopsis

In Year 9 pupils will complete a series of tasks and the main thrust of the year is looking Fantasy Football. Before that is completed one other area needs teaching.
Pupils will then complete 5 tasks within the Fantasy football topic
1)   E-safety – this is a statutory part of the ICT taught curriculum and in this unit pupils need to explain in detail 3 key areas of e-safety beyond those of simple internet safety (4 lessons).
2)   Using Access to create a database to hold information about the footballers. Information will need to be collected by the pupils and added to a survey on the cLc (data can then be put into an Excel spreadsheet for data input) . A DCF will be created and searches carried out (10 lessons).
3)   Create a presentation for a cross curricular subject using ICT and multimedia to convey a powerful message.  The subject is Drama this year (4 lessons).
4)   Create a game/animation all about football (or other viable option) using Scratch. The game must be tested and refined with instructions manuals where appropriate  (7 lessons).
5)   Create a movie to promote the Fantasy Football within the school using different media to present to different audiences/purposes (6 lessons).
6)   Create a model to calculate the value of each player from the statistics in the database. This can be compared with real life leagues to ensure validity (7 lessons).
7)   Create a logo for the topic that promotes the Fantasy Football league. Then create a letter that uses this logo to inform the pupil or staff member which team they have selected.  Mail merge will then be used to collate the information. This will draw information from the above units (6 lessons).
8)   Mission to Mars – To test some of the skills used during the year the pupils complete a portfolio of crew information about possible astronauts to go on a mission to Mars.  They must then use a model to find the best crew for the job given different variables and then produce a magazine article to show the final team of chosen astronauts (6 lessons).

APP – assessing pupil progress – Year 9 ICT Assessment

Information and Communication Technology Edexcel Single GCSE ICT

This course is a single award qualification taught for 5 lessons a fortnight over two years. Within the course, pupils are required to complete 2 units.

The units are called:

Unit 1- Living in a Digital world

Unit 2- Using Digital Tools

Unit 1- Living in a Digital world

It is worth 40% of the total GCSE grade. The exam paper is made up of 5 compulsory questions consisting of multiple choice, short answer and extended writing style questions. The exam will take place in June 2011.

The exam will assess what students know about current and emerging technologies and how they will impact on our lives such as learning and earning, leisure, shopping and money management, health and wellbeing, on the move. Examples would include e-safety, social networking and online shopping.

Unit 2- Using Digital Tools

Students have 40 hours to work on Controlled assessment brief (CAB). The CAB is worth 60% of the total GCSE.

Students will learn to reflect critically on their own and others use of ICT to adopt safe, secure and responsible practice. Students will put into practice what they learn in unit 1 and broaden and enhance their ICT skills. They will work with a range of digital tools and new technologies to present their knowledge and understanding by doing 1 task which is broken down into 4 activities including:

Activity 1- gathering and creating publications

Activity 2- a modelling activity using a Spreadsheet and creating digital publications

Activity 3- requires students to produce a design and test it to demonstrate its effectiveness

Activity 4- evaluate products produced and judge own performance

Assessment

Unit 1- Living in a Digital world – This is externally assessed by Edexcel as a 90 minutes exam.

Unit 2- Using Digital Tools – This is an internally assessed under controlled exam conditions called a CAB (Controlled assessment brief). Marked by teachers and moderated by Edexcel.

 

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