mapping against GCSE ICT Short Course Our GCSE ICT Short Course specification covers the majority of the Programme of Study (with the intentional exception of section 4 Curriculum opportunities which is intended to be delivered through cross curricular and external ICT usage by students). Curriculum aims of Learning and undertaking activities in Information and Communication Technology (ICT) contribute to achievement of the curriculum aims for all young people to become: successful learners who enjoy learning, make progress and achieve confident individuals who are able to live safe, healthy and fulfilling lives responsible citizens who make a positive contribution to society. GCSE ICT specification aims In section 4 Aims and learning outcomes the specification emphasises the above bullet points. Section 1.2 of the GCSE ICT specification refers to: the development of transferable skills (such as thinking creatively, logically and critically) skills in problem solving collaborative working skills. In each of the specification subject content sections (3.1, 3.2, 3.3 and 3.4) there are specific references to the skills and knowledge that the specification aims to achieve. The importance of ICT in the The increasing use of technology in all aspects of society makes confident, creative and productive use of ICT an essential skill for life. ICT capability encompasses not only the mastery of technical skills and techniques, but also the understanding to apply these skills purposefully, safely and responsibly in learning, everyday life and employment. ICT capability is fundamental to participation and engagement in modern society. It can be used to find, develop, analyse and present information, as well as to model situations and solve problems. It enables rapid access to ideas and experiences from a wide range of people, communities and cultures and allows students to collaborate and exchange information on a wide scale. ICT acts as a powerful force for change in society and citizens should have an understanding of the social, ethical, legal and economic implications of its use, including how to use ICT safely and responsibly. Increased capability in the use of ICT supports initiative and independent learning, as students are able to make informed judgements about when and where to use ICT to enhance their learning and the quality of their work. There are references to these points throughout the GCSE ICT Short Course specification, which conforms to the national subject criteria for GCSE ICT. This is clarified in the following table. The table indicates where the maps against the AQA GCSE ICT Short Course specification.. Copyright 2010 AQA and its licensors. All rights reserved. Version 1.0 The Assessment and Qualifications Alliance (AQA) is a company limited by guarantee registered in England and Wales (company number 3644723) and a registered charity (registered charity number 1073334). Registered address: AQA, Devas Street, Manchester M15 6EX. 1
GCSE IC 1 Key concepts Content references are in numerical order not in order of direct relevance. References are to the specimen unit Candidate Booklets but future Candidate Booklets will follow the specimen materials. There are a number of key concepts that underpin the study of ICT. Students need to understand these concepts in order to deepen and broaden their knowledge, skills and understanding. It is recommended that ICT systems and applications (page 8) are used as a context for teaching the content of the specification. 1.1 Capability a. Using a range of ICT tools in a purposeful way to tackle questions, solve problems and create ideas and solutions of value. 3.2 (whole section) (Implementation, Report) b. Exploring and using new ICT tools as they become available. 3.1.1(b, c), 3.2.4, 3.2.5, 3.2.6, 3.2.7, 3.2.8, 3.2.9, 3.2.10 (Implementation, Report) c. Applying ICT learning in a range of contexts and in other areas of learning, work and life. 1.2 Communication and collaboration a. Exploring the ways that ICT can be used to communicate, collaborate and share ideas on a global scale, allowing people to work together in new ways and changing the way in which knowledge is created. Specification range of contexts ICT systems and applications (page 8) 3.2.2 Cross curricular uses of ICT mapped within the centre 3.1.1(c), 3.1.4(b, f), 3.2.2(g), 3.3.2(b), 3.4.1(a, b, c) (Design, Implementation) Unit 2 Task 1 (Report) 1.3 Exploring ideas and manipulating information a. Solving problems creatively by using ICT to explore ideas and try alternatives. b. Using ICT to model different scenarios, allowing people to identify patterns and test hypotheses. c. Manipulating information and processing large quantities of data efficiently. 3.1.1(c), 3.2.4(a), 3.2.7(d) Unit 2 Task 2 3.2.7(d) Unit 2 Task 2 3.2.2(g), 3.2.8(a, d, e, f), 3.3.3 2
1.4 Impact of technology a. Exploring how ICT changes the way we live our lives and has significant social, ethical and cultural implications. b. Recognising issues of risk, safety and responsibility surrounding the use of ICT. 1.5 Critical evaluation 3.3.2(a, b, c, d), 3.3.3 3.3.1(a, b, c), 3.3.2(c, d), 3.3.3, 3.4.1(c) a. Recognising that information must not be taken at face value, but must be analysed and evaluated to take account of its purpose, author, currency and context. b. Reviewing and reflecting critically on what they and others produce using ICT. 3.2.2(c) (Analysis, Self evaluation, Report, Evaluation of others use of ICT) 3.2.2(e, f) (Implementation, Self evaluation, Evaluation of others use of ICT) 3
GCSE IC 2 Key processes These are the essential skills and processes in ICT that students need to learn to make progress. (Explanatory Notes from the are shown in blue and Italic) 2.1 Finding information Students should be able to: a. analyse systematically the information requirements to solve a range of problems b. scope the information flow required to develop an ICT-based solution (Scope the information flow: Represent a system and identify all its parts, including inputs, outputs and the processes used. (Processes could include manipulating data or information.) c. select appropriate information from a wide range of sources, showing discrimination in their choices and judging the value, accuracy, plausibility and bias of information (Judging the value, accuracy, plausibility and bias: This includes taking account of the source of the information to make judgements on its plausibility, accuracy, completeness, currency and reliability, and to assess bias and partiality.) d. explore, develop and interpret information to produce solutions that meet user needs e. evaluate critically and justify information choices and act on feedback from others where appropriate. (Evaluate critically: could include self-review, peer evaluation and user or audience feedback. Students should judge both the quality of their work and how effectively they have used ICT.) 3.2.1(ii), 3.2.2(b) (Analysis) 3.2.1, 3.2.2(a, b, d, f) (Design, Implementation) 3.1.4(e), 3.2.2(b, c) 3.2.2(e, f) 3.2.1, 3.2.2(b, c, eii) (Self evaluation, Report, Evaluation of others use of ICT) 4
2.2 Developing ideas Students should be able to: a. develop efficient and effective ICT-based solutions to a range of problems for themselves and others (Develop efficient and effective ICT-based solutions to a range of problems: For example: multimedia presentation: this could involve creating an interactive presentation or web presence and podcasting developing an ICT-based model to meet particular needs: this should involve testing predictions and discovering relationships, exploring, evaluating and developing models by changing their rules and values creating solutions that apply appropriate ICT techniques for measuring, recording, responding to, controlling and automating events.) b. select and use, with increasing integration and efficiency, the appropriate ICT tools for given problems (Efficiency: For example, using ICT to compress graphic, sound and video files to allow faster downloading; using automated features in software packages; and using templates and macros.) 3.2.2, 3.2.4, 3.2.5, 3.2.6, 3.2.7, 3.2.8 3.2.2(b, f), 3.2.4(a, b), 3.2.5, 3.2.6, 3.2.7, 3.2.8, 3.2.10 (Design, Implementation) c. independently explore, develop and interpret increasingly complex ICT-based information to solve problems Explore, develop and interpret: For example: using a computer model or simulation to explore real and/or imaginary scenarios exploring possibilities by answering What if? questions testing and exploring cause and effect searching for and synthesising information from a range of sources combining different types of information. 3.2.2(b, e, f), 3.2.7(d) d. use ICT safely and responsibly 3.3.1(a, b), 3.3.2(c, d), 3.4.1(c) Unit 2 Task 1 e. critically evaluate and justify the choice of ICT tools and act on feedback from others where appropriate. Justify the choice of ICT tools: For example, when choosing between software packages students should be able to justify their choices using criteria such as efficiency, ease of use, availability and fitness for purpose. 3.2.1, 3.2.4(a, b) Unit 2 Task 1 (Implementation, Self evaluation, Evaluation of others' use of ICT) 5
GCSE IC 2.3 Communicating information Students should be able to: a. use a range of ICT tools and media to share, exchange and present information effectively in a variety of contexts b. create quality solutions that show they have considered how the information should be interpreted and presented in forms that suit audience, purpose and content Suit audience, purpose and content: This includes considering form, style and convention. c. communicate and exchange information (including digital communication) safely, responsibly and securely. Safely, responsibly and securely: When using digital communications, students should develop an understanding of safe practices and follow them. For example, they should be cautious about sharing personal information and viewing and uploading digital content. They should also: recognise the need to show respect towards others; comply with data protection regulations; and know about systems that enable security of data (eg encryption, firewalls, back-ups and secure sites for financial transactions). 3.2.2(g), 3.4.1(b, c) (Implementation, Evaluation of others use of ICT) 3.2.2(e, f) (Implementation, Report) 3.1.4(e), 3.2.2g, 3.3.1(a, b, c), 3.3.2(c, d), 3.4.1(c) 2.3 Communicating information Students should be able to: a. review, modify and evaluate work as it progresses, reflecting critically and responding to user feedback Review: For example, checking that the brief for the work is being met by using peer assessment. b. evaluate the effectiveness of their own and others ICT-based solutions, using the results to improve the quality of their work and to inform future work. Effectiveness: This includes evaluating the effectiveness of the user interface. 3.2.1(i), 3.2.2(c, e) (Implementation, Self evaluation) 3.2.1(i), 3.2.2(c, e) Unit 2 Task 1 (Implementation, Self evaluation, Evaluation of others use of ICT) 6
3 Range and content This section outlines the breadth of the subject on which teachers should draw when teaching the key concepts and key processes. (Explanatory Notes from the are shown in blue and Italic) The study of ICT should include: a. use of increasingly demanding problems and more complex information from a wide range of sources in a variety of contexts Variety of contexts: Students should apply their knowledge, skills and understanding to a range of problems, including those in other areas of learning. Specification range of contexts ICT systems and applications (page 8) 3.2.2 (Design, Implementation) b. use of a range of ICT tools to meet the needs of the user and solve problems c. developing an understanding of the need to: employ safe working practices in order to minimise physical stress Safe working practices: For example, arranging hardware and cables safely and using wrist rests and other devices where appropriate. keep information secure and minimise risks from computer viruses and other malicious practice Keep information secure: For example, keeping copies safe, backing up work and protecting passwords or PINs to avoid identity theft. manage information, storage and access to secure content and enable efficient retrieval 3.1.1(b, c), 3.2.4(a, b) 3.3.1(c) 3.3.1(a, b), 3.3.2(c), 3.4.1(c) 3.2.2(h), 3.3.1(a), 3.4.1(c) d. the impact of ICT on individuals, communities and society, considering the social, economic, legal and ethical implications of access to, and use of, ICT. The impact of ICT: This could include: issues relating to ownership, copyright, plagiarism and privacy of information; effects on employment and working practices; effects on local communities; sustainability issues; the causes and implications of unequal access to ICT locally, nationally and globally; and the abuse of ICT, including the issue of cyber bullying. 3.1.4(f), 3.2.2(g), 3.3.1(a, b), 3.3.2(a, b, c, d), 3.3.3, 3.4.1(c) Unit 2 Task 1 (Implementation acknowledging sources) 7
GCSE IC Curriculum opportunities There are sections of the which offer an intentionally wider range of opportunities than the scope of a single GCSE specification shown in red and Italic. The Curriculum opportunities section represents them. During the key stage students should be offered the following opportunities that are integral to their learning and enhance their engagement with the concepts, processes and content of the subject. The curriculum should provide opportunities for students to: a. make choices about when and where it is appropriate to exploit technology to support them in other areas of learning and everyday life Appropriate to exploit technology: Students should be encouraged to be discriminating in their choice of when, where and how to use ICT. b. work creatively and collaboratively, taking different roles in teams Collaboratively: This includes using learning communities and working together to create a solution to a problem. c. be independent, discriminating and reflective when choosing when to use technology d. use ICT to manage themselves, their work and their learning e. apply ICT to real-world situations when solving problems and carrying out a range of tasks and enquiries Real-world situations: This could include case studies based on or drawn from examples outside the school environment (eg information systems used in the local community). f. use initiative to find out about and exploit the potential of more advanced or new ICT tools and information sources More advanced or new ICT tools: ICT is in a continual state of flux and new technologies are developed with increasing rapidity. Students should be able to demonstrate an awareness of (and, if practicable, use of) such developments in their solutions. For example, they could use new sites on the internet, upgraded or new software applications and new technologies. g. evaluate their experiences of using ICT, considering the range of its uses and its significance to individuals, communities and society 3.1.1(b, c), 3.2.2(b) Cross curricular and community uses of ICT mapped within the centre. 3.4.1(a, b, c) Cross curricular collaborative uses of ICT mapped within the centre. 3.2.2(b) 3.2.1, 3.2.2(b, c, d, e, f, h) Cross curricular uses of ICT mapped within the centre. Specification range of contexts ICT systems and applications (page 8) Cross curricular and community uses of ICT mapped within the centre. 3.1.1(c), 3.2.2, 3.2.4, 3.2.5, 3.2.6, 3.2.7, 3.2.8 Cross curricular uses of ICT mapped within the centre. 3.1.4(f), 3.2.1, 3.3.2 (Design, Implementation) (Design) (Implementation, Testing, Report) (Implementation, Report) (Self evaluation, Evaluation of others use of ICT) h. use ICT in other subjects and areas of learning with contexts that are relevant and interesting to them. Use ICT in areas of learning is addressed within the contexts of the unit 2. Cross curricular uses of ICT mapped within the centre. Personal student uses of ICT, within and outside the direct learning areas of the centre, mapped within the centre. 8
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