Resource material for the IT PGCE: exemplar material for the IT NC levels

This page contains the level descriptors of the IT National Curriuculum, divided into the four strands. It also contains links to examplar materials which IT PGCE BTs will collect during the year. See also the examples on the ICT part of the 'National Curriculum in Action' site. Index Level 1 Level 2 Level 3 Level 4 Level 5 Level 6 Level 7 Level 8 Exceptional performance The level statements of the IT National Curriculum Progression in the level descriptions. Level 1 is characterised by the initial exploratory use of IT and a developing familiarity with some of its everyday uses. Return to index Finding things out. Pupils explore information from various sources, showing they know that information exists in different forms. Click for example Developing ideas. They recognise that many everyday devices respond to signals and instructions. They make choices when using such devices to produce different outcomes. Click for example Exchanging and sharing. They use ICT to work with text, images and sound to help them share their ideas. Click for example Reviewing and modifying. They talk about their use of ICT. Click for example Progression in the level descriptions. The characteristic which differentiates Level 2 from Level 1 is the more purposeful use of IT to achieve specific outcomes. Options are investigated, and the effects of actions described. Return to index Finding things out. Pupils use ICT to organise and classify information and to present their findings. They enter, save and retrieve work. Click for example Developing ideas. They plan and give instructions to make things happen and describe the effects. They use ICT to explore what happens in real and imaginary situations. Click for example Exchanging and sharing. They use ICT to help them generate, amend and record their work and share their ideas in different forms, including text, tables, images and sound. Click for example Reviewing and modifying. They talk about their experiences of ICT both inside and outside school. Click for example Progression in the level descriptions. The characteristic which differentiates Level 3 from Level 2 is the ability to develop ideas. Lines of enquiry are followed, decisions are made, the results are taken into account in successive steps, and the use of IT is described. Return to index   Finding things out. Pupils use ICT to save information and to find and use appropriate stored information, following straightforward lines of enquiry. Click for example Developing ideas. They use ICT to develop their work. They use sequences of instructions to control devices and achieve specific outcomes. They make appropriate choices when using ICT-based models or simulations to help them find things out and solve problems. Click for example Exchanging and sharing. They use ICT to generate, organise and present their work. They share and exchange their ideas with others. Click for example Reviewing and modifying. They describe their use of ICT and its use outside school. Click for example Progression in the level descriptions. The characteristic which differentiates Level 4 from Level 3 is the ability to interpret the information obtained by using IT tools and information sources, question its plausibility and compare the use of IT with other methods. Return to index Finding things out. Pupils understand the need for care in framing questions when collecting, finding and interrogating information. They interpret their findings, question plausibility and recognise that poor-quality information leads to unreliable results. They add to, amend and combine different forms of information from a variety of sources. Click for example Developing ideas. They use ICT systems to control events in a predetermined manner and to sense physical data. They use ICT-based models and simulations to explore patterns and relationships, and make predictions about the consequences of their decisions. Click for example Exchanging and sharing. They use ICT to present information in different forms and show they are aware of the intended audience and the need for quality in their presentations. They exchange information and ideas with others in a variety of ways, including using e-mail. Click for example Reviewing and modifying. They compare their use of ICT with other methods and with its use outside school. Click for example Progression in the level descriptions. The characteristic which differentiates Level 5 from Level 4 is its increased rigour . Quantitative and qualitative information is considered and the value of using IT in working practices is assessed. Return to index Finding things out. Pupils select the information they need for different purposes, check its accuracy and organise it in a form suitable for processing. Click for example Developing ideas. They create sequences of instructions to control events, and understand the need to be precise when framing and sequencing instructions. They understand how ICT devices with sensors can be used to monitor and measure external events. They explore the effects of changing the variables in an ICT-based model. Click for example Exchanging and sharing. They use ICT to structure, refine and present information in different forms and styles for specific purposes and audiences. They exchange information and ideas with others in a variety of ways, including using e-mail.   Click for example Reviewing and modifying. They assess the use of ICT in their work and are able to reflect critically in order to make improvements in subsequent work. They discuss their knowledge and experience of using ICT and their observations of its use outside school. Click for example Progression in the level descriptions. The characteristic which differentiates Level 6 from Level 5 is an increase in range, focus, efficiency and complexity . Work is more developed and refined, and the wider impact of IT on society is considered. Return to index Finding things out. 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. Click for example Developing ideas. 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. Click for example Exchanging and sharing. They present their ideas in a variety of ways and show a clear sense of audience. Click for example Reviewing and modifying. They discuss the impact of ICT on society.   Click for example Progression in the level descriptions. The characteristic which differentiates Level 7 from Level 6 is that IT systems are selected and designed considering the advantages and limitations of different packages, tools and information sources and of the results that they produce. Return to index Finding things out. They identify the advantages and limitations of different information-handling applications. They select and use information systems suited to their work in a variety of contexts, translating enquiries expressed in ordinary language into the form required by the system.   Click for example Developing ideas. They use ICT to measure, record and analyse physical variables and control events. They design ICT-based models and procedures with variables to meet particular needs. Click for example Exchanging and sharing. Pupils combine information from a variety of ICT-based and other sources for presentation to different audiences. Click for example Reviewing and modifying. They consider the benefits and limitations of ICT tools and information sources and of the results they produce, and they use these results to inform future judgements about the quality of their work. They take part in informed discussions about the use of ICT and its impact on society. Click for example Progression in the level descriptions. The characteristic which differentiates Level 8 from Level 7 is that systems are designed and implemented for others to use. The needs of lay users are considered and addressed, and the wider issues raised by IT are discussed. Return to index Finding things out. They design successful ways to collect and prepare information for processing. They design and implement systems for others to use. Click for example Developing ideas. When developing systems that respond to events, they make appropriate use of feedback. Click for example Exchanging and sharing. Pupils independently select appropriate information sources and ICT tools for specific tasks, taking into account ease of use and suitability. Click for example Reviewing and modifying. They take part in informed discussions about the social, economic, ethical and moral issues raised by ICT. Click for example Progression in the level descriptions. Exceptional performance. Return to index Finding things out. They suggest refinements to existing systems and design and implement systems for others to use, predicting some of the consequences that could arise from the use of such systems. Click for example Developing ideas. Pupils evaluate software packages and ICT-based models, analysing the situations for which they were developed and assessing their efficiency, ease of use and appropriateness. Click for example Exchanging and sharing. They document systems for others to use. Click for example Reviewing and modifying. When discussing their own and others' use of ICT, they use their knowledge and experience of information systems to inform their views on the social, economic, political, legal, ethical and moral issues raised by ICT. Click for example Return to top of this page Back to PGCE Information Technology Home Page Back to Institute of Education Home Page This page is maintained by Tim Brosnan. Please send any comments to: t.brosnan@ioe.ac.uk Last updated on 21st June 2001 .