ICT Guide

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Section 1: Teaching, Learning and Assessing ICT
Exemplification of ICT 5-14 strands

The tables of exemplification have taken as a starting point the strands and attainment targets described in the framework and set out in Information and Communications Technology: 5-14 National Guidelines. It is worth reinforcing the statement contained in the national guidelines.

It is important to recognise that this framework is a way of describing the curriculum and of identifying the desired outcomes of learning in ICT; it does not prescribe a particular approach to teaching.
Information and Communications Technology: 5-14 National Guidelines,
Learning and Teaching Scotland, 2000

In planning for learning in ICT careful consideration should be given to the nature and content of the seven strands.
Using the technology
Creating and presenting
Collecting and analysing
Searching and researching
Communicating and collaborating
Controlling and modelling
Developing informed attitudes in relation to ICT in society

In primary schools, the tables of exemplification will provide assistance in planning for coherence and progression through P1-P7, and in secondary schools individual departments can be invited to examine their current provision against these and to share the information with other departments. This will reveal duplication or gaps. School clusters will find the tables useful in offering a common set of examples and promoting negotiations on coverage. Some individual teachers might feel that the degree of specification in the tables is extremely challenging, while others will appreciate the support this offers.
The real translation of learning through ICT will come from the more incremental but vitally important task of examining schemes of work and programmes of study with a view to building in the ICT.

The real translation of learning through ICT will come from the more incremental but vitally important task of examining schemes of work and programmes of study with a view to building in the ICT.

The exemplification reproduced here draws on examples of current practice collected from a number of schools. However, it is unlikely that many schools are in a position to ensure immediate coverage of the strands in total and instead will use the statements in the national guidelines and these tables of exemplification initially as a reference point for development planning. In particular, the resources available in a school will determine which strands can be fully developed, or planned for. As additional resources become available, including teachers' skills, more can be progressively tackled.

Two further features of these tables should be noted. First, and importantly, the tables are not 'programmes of study' in ICT, rather they are guides to assist schools in planning their own provision for skills development in pupils for their ICT experience, to then apply through the curriculum. Secondly, they represent a possible analysis at this point in time and much of the detail may quickly be replaced by the facilities offered by emerging technologies, software and services.
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Section 1: Teaching, Learning and Assessing ICT Exemplification of ICT 5-14 strands The tables of exemplification have taken as a starting point the strands and attainment targets described in the framework and set out in Information and Communications Technology: 5-14 National Guidelines. It is worth reinforcing the statement contained in the national guidelines.
It is important to recognise that this framework is a way of describing the curriculum and of identifying the desired outcomes of learning in ICT; it does not prescribe a particular approach to teaching. Information and Communications Technology: 5-14 National Guidelines, Learning and Teaching Scotland, 2000
In planning for learning in ICT careful consideration should be given to the nature and content of the seven strands. Using the technology Creating and presenting Collecting and analysing Searching and researching Communicating and collaborating Controlling and modelling Developing informed attitudes in relation to ICT in society
In primary schools, the tables of exemplification will provide assistance in planning for coherence and progression through P1-P7, and in secondary schools individual departments can be invited to examine their current provision against these and to share the information with other departments. This will reveal duplication or gaps. School clusters will find the tables useful in offering a common set of examples and promoting negotiations on coverage. Some individual teachers might feel that the degree of specification in the tables is extremely challenging, while others will appreciate the support this offers.		The real translation of learning through ICT will come from the more incremental but vitally important task of examining schemes of work and programmes of study with a view to building in the ICT.
The real translation of learning through ICT will come from the more incremental but vitally important task of examining schemes of work and programmes of study with a view to building in the ICT. The exemplification reproduced here draws on examples of current practice collected from a number of schools. However, it is unlikely that many schools are in a position to ensure immediate coverage of the strands in total and instead will use the statements in the national guidelines and these tables of exemplification initially as a reference point for development planning. In particular, the resources available in a school will determine which strands can be fully developed, or planned for. As additional resources become available, including teachers' skills, more can be progressively tackled. Two further features of these tables should be noted. First, and importantly, the tables are not 'programmes of study' in ICT, rather they are guides to assist schools in planning their own provision for skills development in pupils for their ICT experience, to then apply through the curriculum. Secondly, they represent a possible analysis at this point in time and much of the detail may quickly be replaced by the facilities offered by emerging technologies, software and services. [RETURN TO 5-14 ONLINE] [BACK] [INDEX] [NEXT]