Amplification of Level Descriptions

1
Amplification of Level Descriptions

• Emyr Morgan
• Prif Safonwr
• Chief Moderator

2

• There is only 1 AT in ICT however 4 strands run
  through the level descriptions.
• Using Databases
• Using Models and/or simulations
• Communicating Information
• Sharing and Exchanging information safely
• Tasks up to level 6 can be teacher led
• Independent design work is needed for level 7
  onwards

3
Using Databases
4

• Level 4
• ..use ICT to select relevant information from a
  range of given sources, recognising that poor
  quality information and data yields unreliable
  results.
• Pupils begin to check the validity of data. They
  add and amend records in databases.
• Use a database package
• Add, Edit and Delete Records

5

• Level 5
• Search for and select information from a range
  of sources, considering relevance, plausibility
  and accuracy.
• Pupils create their own databases and search or
  sort on more than one field to follow particular
  lines of enquiry.
• Create own database,
• Enter valid/plausible data (correcting any
  errors),
• Perform complex searches. The scenario can be
  straightforward.

6

• Level 5
• What do we mean by Create?
• Thinking skills should be used by the pupil
• What do I need to store in my database (this
  could be done as a whole class brainstorming
  exercise)?
• What would be sensible field names?
• Create does not mean that a pupil follows a plan
  as laid out by the teacher.

7

• Level 6
• Use databases to follow complex lines of
  enquiry and draw conclusions.
• Perform a range of queries using the logical
  operators AND, OR, NOT
• (Note there needs to be more evidence of higher
  order thinking skills here . The pupil will
  typically have analysed a scenario and thought
  about both the fields and the conditions to be
  searched for).

.
8

• Level 7
• .. design a database making appropriate choices
  within a data-handling application, using its
  specialised functions.
• Independently design and build a realistic
  database
• Realistically and appropriately use the database
  e.g. through searches and sorts.

9
Using Models and/or Simulations
10

• Level 4
• ...use ICT to explore patterns and
  relationships. They make simple predictions about
  how changing one variable affects another in
  models or simulations.
• This can be approached in one of two ways
• either
• Use simple model and change a variable.
• or
• Task where the pupil has thought about what will
  happen if a variable is changed

Clear evidence of changing a variable is needed
if the first approach is used both before and
after versions of the model should be provided.
Teacher annotation and the cover sheet should
draw attention to what variable is changed and
where this can be found in the sample evidence.
11

• Level 5
• ..create their own models or simulations and
  investigate the effect of changing data.
• Create Model
• Use the model, through changing at least two
  variables

Clear evidence of changing 2 variables is needed
both before and after versions of each change
should be provided. Teacher annotation / cover
sheet should draw attention to what variables are
changed and where they can be found in the sample
evidence.
12

• Level 5
• What do we mean by Create?
• Thinking skills should be used by the pupil
• Pupils could be given the data and helped with
  the formulae they need to use e.g. In a shop
  model they could be advised to multiply the unit
  cost by the quantity sold
• Create does not mean that a pupil follows a plan
  as laid out by the teacher.

13

• Level 6
• ..use models or simulations of increasing
  complexity, vary the rules within them and test
  hypotheses.
• vary rules used in an existing model.

Clear evidence of changing a formula is needed
both before and after versions of the change
should be provided (e.g. in formula view).
Teacher annotation / cover sheet should draw
attention to what formula is changed and where
this can be found in the sample evidence. The
change should be appropriate to the level a
change such as from A4 5 to A4 8 is too
simplistic, it is suggested that at least 2 cells
should be referenced in the formula
14

• Level 7
• ..design computer models and procedures, with
  variables, to meet specific needs.
• Build and use a model from scratch to model a
  realistic problem,
• Use should be shown through investigations
  showing changes in both data and formula.

15
Communicating Information
16

• Level 4
• Pupils broadly plan their tasks and combine a
  variety of information and media when creating
  and developing their ideas, with a sense of
  purpose and audience.
• Combination of at least two media
• Evidence of the pupil having thought about the
  purpose of the presentation, or the audience.

17

• Level 5
• Pupils plan their tasks for purpose and
  audience. They combine a variety of information
  and media when creating, refining and developing
  their own ideas and information.
• Refinement needs to be shown, before and after
  versions of output is a good way of doing this.
• Combination of media is required
• Evidence of thinking about the audience and
  purpose.

18

• Level 6
• Pupils plan their tasks in detail for specific
  purposes and audiences. They use ICT to create
  and refine their work using information from a
  range of sources, recognising the need for
  different styles for different audiences.
• Two different items of work are needed
• Both items should show clear evidence of
  refinement to address the needs of the audiences.
  

19

• Level 7
• Pupils plan independently for different purposes
  and audiences specifying resources and sources.
• They refine their choice of selected information
  to match the needs of a specific purpose or
  audience.
• One example of work can be sufficient providing
  it provides appropriate evidence
• Advanced skills should be used

20
Sharing and Exchanging Information Safely
21

• Level 4
• ..send and receive information electronically.
  Pupils discuss and begin to form opinions about
  some of the issues raised by the use of ICT and
  internet safety.
• Send and receive a message electronically, e.g.
  via email or VLE
• Evidence that the pupil use the internet safely
  and has thought about some of the issues raised
  by the use of ICT.

22

• Level 5
• ..use ICT to send and receive files
  electronically. Pupils form opinions about issues
  raised by the use of ICT and are aware of dangers
  associated with misuse of the internet/related
  technologies.
• Send and receive a message which includes an
  attachment, e.g. via email or transferring a file
  using a VLE
• Confirmation that the pupil uses the internet
  safely and is aware of the dangers of its misuse.

23

• Level 6
• Pupils have opinions about issues raised by the
  use of ICT and know the dangers associated with
  misuse of the internet/related technologies.
• Evidence could include a completed task on
  internet safety, e.g. Poster/ Presentation /Video
  / classroom exercise.
• Evidence that the pupil uses the internet safely

24

• Level 7
• Pupils have informed opinions of legal and other
  issues raised by the use of ICT in the wider
  world. They use the internet/related technologies
  safely and independently.
• Task on legal/other issues
• Poster/ Presentation /Video on internet issues
• Evidence of independent thinking about the issues
  raised by the use of I CT.
• Evidence that the pupil uses the internet safely

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• Recap on what should be provided
• At each level evidence of work is needed of Using
  Databases, Using Models and/or simulations,
  Communicating Information, Sharing and Exchanging
  Information Safely
• Evidence of work at levels 4 to 7
• Therefore 16 items of sample evidence need to be
  provided.
• Details of tasks plus examples of pupil work
  should be provided in all cases.
• Please dont provide any evidence which you
  consider to be borderline, examples should
  clearly demonstrate the relevant characteristics
  at all levels.