Attainment at L6+

1. 0 Securing KS3 ICT Standards Attainment at L6+ Supporting attainment at Level 6+ Jim Milton lead ICT Consultant, Worcsassistant ICT RA, W Mids

2. Does “Level 6” ICT capability matter? • AT KS3, highest profile given to “Level 5” • “Level 6” increasingly reported alongside “Level 5” • Link between KS 3 “Level 6” and KS4 “C”is weaker in ICT than in other subjects • Correlation between “Level 6” and “C” is very weak, especially for vocational awards • BUT … Functional Skills and new GCSEs should deliver more a integrated progression between KS3 and KS4 standards

3. KS3 to GCSE progression A B C D E F G L3 L4 L5 L6 L7

4. Worcestershire “Level 6+” : core subjects

5. Issues that might depress ICT Level 6+ Uncertainty about L6+ Poor standards on entry Limited curriculum time Non-specialist teachers L6 is “harder” in ICT than core Dominant focus on KS4 results Y9 focus ongetting Level 5 Lack of a SATs “incentive” Limited oppor-tunities for L6+ Inadequate resources Mixed-ability classes

6. What are the characteristics of Level 6?

7. ICT Level 6 “level descriptor” Pupils 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.

8. ICT Level 6 “level descriptor” Pupils 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.

9. ICT Level 6 “level descriptor” – any changes? 3 items of additional clarification and content: • Pupils plan and design ICT-based solutions to meet a specific purpose and audience, demonstrating increased integration and efficiency in their use of ICT tools. • They develop, try out and refine sequences of instructions to control events, and show efficiency in framing these instructions, using sub-routines where appropriate. • They plan and review their work, creating a logically structured portfolio of digital evidence of their learning.

10. Key characteristics of Levels

11. How do we identify higher “ability” in a mixed class? • Question and answer dialogue • Independent work (working alone) • Accelerated work (working quickly) • Additional tasks (“doing more stuff”) • Extension tasks (“doing harder stuff”) • Alternative contexts (independently applying learning) • Autonomous work (semi-independent projects)

12. How does evidence of Level 6 arise? Evidence of ICT Capability beyond Level 5 can be: • Opportunistic • Planned for in short term plans • Planned for in medium term plans

13. Evidencing higher Levels from work outside school Mark has created a web site independently at home, for a model aircraft club (to which he belongs). Mark is working on his site in school one lunch time, and you have ten minutes to spare. What conversation will you have with him?

14. How does evidence of Level 6 arise? Evidence of ICT Capability beyond Level 5 can be: • Opportunistic • Planned for in short term plans • Planned for in medium term plans

15. Evidencing higher Levels in a mixed ability class • Look at one of the example lesson outlines • Identify possible activities for able students in at least two parts of the lesson

16. How does evidence of Level 6 arise? Evidence of ICT Capability beyond Level 5 can be: • Opportunistic • Planned for in short term plans • Planned for in medium term plans

17. Fitness for purpose Audience = others Critical self-evaluation Careful structure 6 5 4 3 Refine their work Combine information Audience = peers Question plausibility Develop ideas Simple problems Linear tasks Audience = self High quality work Efficiency & automation Systematic approach Exploratory thinking Critical of validity Audience = range .. to meet need .. .. as possible done .. .. as well .. extend improve adapt enhance