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Assessing
Pupil Progress in ICT Key Stage 1 Last updated: 4/1/03 |
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Level 1
Pupils explore information from various sources, showing they know
that information exists in different forms. They use ICT to work with
text, images and sound to help them share their ideas. They recognise
that many everyday devices respond to signals and instructions. They
make choices when using such devices to produce different outcomes.
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Unit 1A An introduction to modelling |
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Working towards Level 1 |
Level 1 |
Working towards Level 2 |
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Use software, including a simple adventure game, that represents a real or fantasy situation; create a simple representation of a real or fantasy situation with help.
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Understand that a computer can represent real or fantasy situations and that these do not replicate the original exactly; know that simple adventure games also represent real or fantasy situations; create a simple representation of a real or fantasy situation using either an objects-based graphics program or a painting program
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Use a variety of software, including adventure games, to represent real or fantasy situations and identify similarities and differences; explain their decisions/choices |
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Unit 1B Using a word bank |
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Working towards Level 1 |
Level 1 |
Working towards Level 2 |
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enter single words from a keyboard; use a word bank to combine words, with help |
enter single words from a keyboard; use a word bank to assemble sentences that communicate meaning |
use ICT to create sentences that communicate meaning, using the keyboard for the majority of the text |
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Unit 1C The information around us |
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Working towards Level 1 |
Level 1 |
Working towards Level 2 |
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have had opportunities to collect information in various forms and from various sources have had opportunities to collect information in various forms and from various sources
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know that information exists in a variety of forms and be able to gather it from a variety of sources |
recognise that computer programs use sounds, text and pictures to communicate information; begin to recognise some of the conventions used to communicate information |
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Unit 1D Labelling and classifying |
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Working towards Level 1 |
Level 1 |
Working towards Level 2 |
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use personal descriptions to describe objects |
use key words to label and classify objects |
use key words from fixed categories to label and classify objects |
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Unit 1E Representing information graphically: pictograms |
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Working towards Level 1 |
Level 1 |
Working towards Level 2 |
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enter information into a graphing package |
use a graphing package to select appropriate icons, recognise quantities and create a pictogram |
use a graphing package to select appropriate icons; recognise quantities and create a pictogram; make comparisons, such as ‘twice as many’ |
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Unit 1F Understanding instructions and making things happen |
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Working towards Level 1 |
Level 1 |
Working towards Level 2 |
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read a set of instructions and sometimes predict the correct outcome; produce instructions but sequence them incorrectly or make assumptions |
read a set of instructions and usually predict the correct outcome; produce an accurate set of instructions for others to follow |
read a set of instructions and predict the correct outcome; produce an accurate set of instructions using standardised measurements and agreed language |
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Level 2
Pupils use ICT to organise and classify information and to present
their findings. They enter, save and retrieve work. 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. 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.
They talk about their experiences of ICT both inside and out side school.
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Unit 2A Writing stories: communicating information |
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Working towards Level 2 |
Level 2 |
Working towards Level 3 |
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enter words into a word processor |
use a word processor to produce sentences that communicate meaning |
use a word processor to produce sentences that communicate meaning; refine sentences by adding words and making corrections; alter sentences in the light of comments |
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Unit 2B Creating pictures |
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Working towards Level 2 |
Level 2 |
Working towards Level 3 |
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use a computer graphics package to create a picture |
use a computer graphics package to create a picture; select the most appropriate tools to match their purposes |
use a computer graphics package to create a picture; select the most appropriate tools to match their purposes; develop an image and modify and correct their work as they go |
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Unit 2C Finding information |
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Working towards Level 2 |
Level 2 |
Working towards Level 3 |
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navigate a CD-ROM |
search a CD-ROM purposefully; follow straightforward lines of enquiry |
search a CD-ROM purposefully; follow straightforward lines of enquiry; choose the most appropriate search techniques for their purposes |
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Unit 2D Routes: controlling a floor turtle |
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Working towards Level 2 |
Level 2 |
Working towards Level 3 |
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produce a set of instructions but make mistakes with directions and distances; incorrectly predict or guess the results of a set of instructions |
produce an accurate set of instructions but will need to amend them to make them correct; combine three forward movements into one by adding units together; accurately predict the results of a set of instructions |
produce an accurate set of instructions with little need for amendment; incorporate instructions that involve difficult angles other than 90 and 180 degrees; accurately predict results of a set of instructions by identifying patterns |
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Unit 2E Questions and answers |
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Working towards Level 2 |
Level 2 |
Working towards Level 3 |
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know that there are different programs for collecting and presenting data; be aware that questions can be asked in different ways to find things out |
know that there are different programs for collecting and presenting data; ask questions in different ways to find things out
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construct different types of questions for different purposes, eg questions that can only be answered by yes or no for use with a binary tree or questions that can only have one possible answer
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