This paraphrased summary of ICT NC Levels has been annotated to identify possible opportunities for gaining evidence of pupil ICT levels in Science lessons.
"Crocodile" refers to "Crocodile Technology" on the School Network; "MMSS" to "Multimedia Science School"; "Chemistry Set 2000" is installed on the network. Other CD ROM science resources are available and several of these are networked.
Data Logging refers to existing computerised logging systems in the department. A computerised microscope is also available.
"Science Website" refers to the Gartree Science internet "domain" to which all pupils have access.
This hosts a library of links to selected sites relating to current topics.
All pupils and staff have access to internal e-mail and a range of computer software through the school network. This includes word processing, graphics, spreadsheets and Powerpoint.
Literacy is supported by the provision of word lists for science links on the Gartree Science website.
Raw experimental data is also available on the pupil server, and this can be copied, analysed and interpreted using Microsoft Excel.
ICT Levels. Pupils will be able to:
Level 4
- Understand need for care in framing questions when collecting, finding and interrogating information.
[Structured searches - Science Website]
- Interpret their findings, question plausibility and recognise that poor quality information leads to unreliable results.
[Modelling and Data logging]
- Add to, amend and combine different forms of information from a variety of sources.
[Structured searches - Science Website]
- Use ICT to present information in different forms and show that they are aware of the intended audience and the need for quality in their presentations.
[ICT media from graphics to graphs]
- Use ICT based models and simulations to explore patterns and relationships, and make predictions about the consequences of their decisions.
[Crocodile. Multi Media Science School MMSS]
- Compare their use of ICT with other methods and with its use outside school.
[Models, experiments and presentation of data]
Level 5
- Select information they need for different purposes, check its accuracy and organise it in a form suitable for processing.
[Science Website. Data logging.]
- Use ICT to structure, refine and present information in different forms and styles for specific purposes and audiences.
[ICT media from graphics to graphs]
- Exchange information and ideas with others in a variety of ways, including using e-mail.
[Use Science website and internal email]
- Create sequences of instructions to control events, and understand the need for precise framing and sequencing information.
[Crocodile. Modelling with MMSS]
- Understand how ICT devices with sensors can be used to monitor and measure external events.
[Data logging]
- Explore the effects of changing the variables in an ICT-based model.
[Crocodile. MMSS]
- Assess the use of ICT in their work and are able to reflect critically in order to make improvements in subsequent work.
[SC1 evaluations show evidence of ICT options considered]
Level 6
- Develop and refine their work to enhance its quality, using information from a range of sources.
[Science Website and CD ROMs]
- Where necessary, use complex lines of enquiry to test hypotheses.
[Crocodile. MMSS. Data logging. Modelling.]
- Present their ideas in a variety of ways and show a clear sense of audience.
[Graphics to graphs]
- Develop, try out and refine sequences of instructions to monitor, measure and control events, and show efficiency in framing these instructions.
[Crocodile. Data logging. Modelling. MMSS]
- Use ICT-based models to make predictions and vary the rules within the models.
[Crocodile. Modelling. MMSS]
- Assess the validity of these models by comparing their behaviour with information from other sources.
[Compare practical experiments with models]
- Discuss the impact of ICT on Society.
[Cross-curricular with Citizenship]
Level 7
- Identify the advantages and limitations of different information-handling applications.
[SC1 investigations]
- Use ICT to measure, record and analyse physical variables and control events.
[Crocodile. Data logging]
- Design ICT-base models and procedures with variables to meet particular needs.
[Not appropriate]
- Consider the benefits and limitations of ICT Tools and information sources and of the results produced, and use these to inform future judgements about the quality of their work.
[SC1 evaluation]
- Take part in informed discussions about the use of ICT and its impact on society.
[Cross curricular with Citizenship]
Level 8
- Independently select appropriate information sources and ICT tools for specific tasks, taking into account ease of use and suitability.
[Science Website. SC1 investigation]
- Design successful ways to collect and prepare information for processing.
[SC1 planning and use of MMSS and Microsoft Excel]
- Design and implement systems for others to use.
[Not appropriate]
- When developing systems that respond to events, make appropriate use of feedback.
[Not appropriate]
- Take part in informed discussions about the social, economic, ethical and moral issues raised by ICT.
[Cross curricular with Citizenship]
Colleagues are invited to add to this list as new ideas develop. e.g. from NEW Science GCSE. Thank you.
2003 updated ©2007