ICT at KS 4. Defining Future Support at KS4 Schools Consultation Finstall Centre 26 th February 2004. IT at Key Stage 4. What are schools required to do?. Follow the National Curriculum for IT at KS4 for all students.
Defining Future Support at KS4
26th February 2004
What are schools required to do?
How can this be done?
Different accreditation routes
Comments on different exam choices- Key Skills
Comments on different exam choices- GNVQ, Applied ICT for all
Comment on delivery of programme of study through other subjects
Comments on a mixed approach for example option subject for some students, remainder either an qualification or through subjects
“ICT in Secondary Schools”
Published February 2004
Features of good teaching at Key Stage 4 include:
·a clear understanding of the course requirements
·shared learning objectives so that pupils know where their learning is leading and can gauge their progress
·questioning which builds upon pupils’ prior learning and makes them think
·tasks and resources available to pupils on the school’s network, so that objectives are clear and time is used efficiently.
“Some schools declare openly that this is to improve their position in league tables.
It has to be questioned whether there is always parity between these multiple awards and achievement in separate subjects which yields only the same point score.”
“Some Schools introduced an accredited course in Y9 where they feel pupils are able to tackle the work.
By and large this increases the school’s ability to ensure progression for higher attainers,
but there is a danger of discontinuity for average and lower-attaining pupils who benefit from the diversity of ICT experience that Key Stage 3 can offer up to Year 9.”
Although the Key Skills approach is rarely taken up, often because of a perceived lack of acknowledgement of this qualification, it can provide far more beneficial experiences for pupils for whom GCSE or GNVQ are less appropriate.
This needs very thorough planning and works best where schools continue to provide an element of discrete teaching combined with increasingly complex subject contexts that will move pupils forward.
The double GCSE award in applied ICT has generally extended opportunities for vocational work.
The curriculum time allocated to such courses, however, is often inadequate, especially where work should be focused on vocational contexts.
There is a need for more effective local networking so that visiting speakers can get into schools and firms can host visits and work placements without being swamped with requests.
Vocational work offers pupils the opportunities to develop their ICT capability further while also learning and experiencing something of how businesses and other organisations make use of ICT.
This combination can be very effective in motivating pupils to achieve.