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Section 5 Attainment Outcome, Strands and Targets A familiar 5-14 model of an attainment outcome with a number of strands and targets, in this case related to the ICT aspect of the curriculum, is introduced in Section 2: Framework for ICT. The single attainment outcome described for ICT, developing ICT capability, involves the development of knowledge, skills and attitudes. The strands of ICT 5-14 are: 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. The attainment targets within each strand provide clear statements of what pupils should know and be able to do at each of the levels A-F. The grid that follows provides schools with a model of attainment targets for the attainment outcome and for each of its strands at each level A-F, and provides pupils with a coherent learning entitlement in ICT. The major purpose of this grid is to provide teachers with a common framework in planning for effective learning, in monitoring pupil progress and experiences, and in assessing, recording and reporting. In addition, as has already been stated, the nature of learning in ICT often involves pupils moving naturally around targets or levels within a strand, or among several different strands within the overall framework. Some strands and their associated targets may be met through planned separate provision for ICT skills development, and others through the contextualised application of ICT in other 5-14 curriculum areas. This distinction is important but not clear-cut and schools will use their judgement in planning a variety of approaches to be used. Again, careful planning and managing is required to ensure consistency of provision. The framework of strands and targets should be viewed as providing a number of important reference points, or milestones of achievement, that ensure coverage over time, and not as a prescriptive programme of study or linear series of activities and experiences. It is important to recognise that this framework describes key skills in ICT that can be used in a number of curricular contexts; it does not prescribe particular approaches that schools will adopt to the arrangements for the teaching of ICT within 5-14. Detailed exemplification of how schools might elaborate the strands is found in the Guide for Teachers and Managers. This level of detail and specification will support teachers in understanding the expected pupil attainments and in planning ICT 5-14. [RETURN TO 5-14 ONLINE] [BACK] [INDEX] [NEXT] © The 5-14 Curriculum (Scotland) Guidelines were produced by the Scottish Executive and Learning and Teaching Scotland and are reproduced with permission from the Queen's Printer for Scotland.