Professional Focus Paper
Course: Information and Communications
Technology
Level: National 2
1.
Who is this paper for and what is its purpose?
This paper is for teachers and other staff who provide learning, teaching and support as learners work towards
Information and Communications Technology National 2.
Curriculum for Excellence is a unique opportunity to raise achievement and to ensure that all learners are better
prepared than they have been in the past for learning, life and work. This is because the new curriculum gives real
scope to build learning 3–18 in a joined-up, seamless way. As a result, progression in learning can be much
stronger, with a strong focus on the attributes and capabilities, skills (including higher-order thinking skills), and
knowledge and understanding. These are delivered through the experiences and outcomes of the 3-15 Broad
General Education (BGE) and, at the senior phase, through programmes that build directly on the BGE leading to
qualifications. Because of a strengthened focus on the nature and quality of learning experiences, self-motivation is
likely to be increased and learners will be more engaged and enthused. To ensure continuity and progression,
qualifications at the senior phase have been changed to embrace this unambiguous focus on high-quality learning.
Curriculum for Excellence has the flexibility to meet the needs of all learners in their local circumstances, enabling
each to achieve their very best. For example, some schools may take the opportunity to offer National Courses
over two years which might involve bypassing qualifications at a given level, whereas others may work towards a
qualification within one year. In both cases, this advice is relevant to the learning and teaching approaches that
learners will encounter. This paper, then, is intended to stimulate professional reflection and dialogue about
learning. It highlights important features of learning which are enhanced or different from previous arrangements at
this SCQF level.
How will you plan for progression in learning and teaching, building on the Broad General Education?
2.
What’s new and what are the implications for learning and teaching?
Information and Communications Technology National 2 (ICT) comprises one mandatory Unit and two optional
Units providing learners with the opportunity to develop and apply a range of information and technology skills for
life and work within real-life contexts.
Mandatory
 ICT Applications
Optional
 Communications Applications
 Internet Applications
 Multimedia Applications
 Working with Digital Images
INFORMATION AND COMMUNICATIONS TECHNOLGOY
To achieve Information and Communications Technology National 2, learners must pass all three of the required
Units.
The outcomes across the Units give automatic certification of the Core Skill: Information and Communications
Technology at SCQF Level 2; Core Skill component: Providing and Creating Information at SCQF Level 2; Core
Skill component: Critical Thinking at SCQF Level 2.
The outcomes across the Units may also provide personalised achievement opportunities for learners, for example:
 National 2 Personal Achievement Award
 National 2 Personal Development Award
What are the key aspects of Information and Communications Technology National 2?
Skills development
Information and Communications Technology National 2 builds on the experiences and skills developed within the
BGE and has an emphasis on skills development and application of those skills. It builds on the experiences and
outcomes of technologies and enhances opportunities to develop skills for learning, skills for life and skills for work.
The skills developed in ICT National 2 are complementary to creative and performance arts, mathematics and
science. Learners will be encouraged to develop their understanding and use of ICT and as a result gain the skills
and confidence to use them. For example when using search engines to find information, sending and receiving
emails learners will be able to develop and apply personal safety rules. Application of personal safety rules can be
transferred to other learning situations and applied in leisure activities. Developing thinking skills, problem solving
and decision making skills are enabled in practical situations and contexts. For example when planning an outing to
the cinema, learners are able to search for times of film showings, costs of tickets and use this to inform their
planning of the outing. Developing employability, enterprise and citizenship skills can be applied in other curricular
areas and involvement in the wider life of the centre.
Wider range of evidence of learning
There is an increased emphasis on naturally occurring evidence and combined assessments, building on
approaches developed in the BGE. Staff can now make use of a wider range of evidence including, for example:
observation of evidence demonstrated during an activity by using an observation checklist, visual recording,
photography or equivalent; screen captures; oral questioning before, during and on completion of task; learning
and teaching activities which generate physical evidence for assessment. Opportunities for interdisciplinary and
cross-curriculum working can provide a framework for integrated approaches to assessment.
Hierarchy of Units and progression
Information and Communications Technology National 2 has progression from qualifications in creative arts,
computing or related areas in SCQF Level 1. It provides progression to other Units, Awards and Courses at
National 2 including Creative Arts and Performance Arts and National 3 Computing Science Course or Units.
Programmes of learning can be designed to enable learners to experience learning within and across SCQF levels
as appropriate to their needs. This approach has the potential to encourage all learners to achieve at the highest
level and build a strong platform for further learning at National 2 and beyond.
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INFORMATION AND COMMUNICATIONS TECHNOLOGY
What are the key features of learning in Information and Communications Technology National 2?
Active learning
Learners will be expected to take an active role in the learning process, working individually and collaboratively to
develop and apply skills. Learning activities, linked to their own needs and interests, will develop learners’ ability to
test their ideas, solve problems and apply their learning in other aspects of their lives. Through active learning
learners should experience tasks and activities that require them to analyse and make decisions, explain their
thinking and synthesise aspects of their existing skills. When learners are increasingly active in their learning, they
make links across their learning that help them to make sense of the world and give their learning relevance and
authenticity.
How will you plan opportunities for learners to take a more active role in their learning?
Personalised learning and learning independently
Learners undertaking Information and Communications Technology National 2 will continue to develop their
confidence as independent learners either working on their own or in groups. Learners can develop confidence and
self-motivation through activities that offer a choice of approaches and resources and which encourage them to be
self-reliant. This could nurture their leadership skills and promote responsibility and team working, essential skills
for learning, life and work. Personalised learning helps every learner to develop and understand their own
distinctive set of skills and abilities, into adulthood and beyond. Learners working at National 2 level may require
varying degrees of staff support for all or part of the tasks. Well defined assessment will determine the level of
support an individual learner may require at any given point within the learning and teaching environment. Learners
should be given the opportunity to use their normal mode of communication and have access to the appropriate
resources identified to support their learning. Learners should be encouraged to develop their literacy skills through
communication and presenting information in a range of ways. For example learners could create a blog to share
news and information which can demonstrate an understanding of appropriate information to share with others. For
some learners, specific targets may continue to be set within their individualised educational programmes to ensure
skills are developed across literacy, numeracy and health and wellbeing. In planning activities and skill
development in this area, staff should also take account of targets set in other curricular areas, including literacy,
numeracy and personal development.
How will you plan opportunities for learners to work independently?
Responsibility for learning
Learners should be expected to take increasing responsibility for, and plan their own learning based on an
understanding of how best they themselves learn. Opportunities for personalisation and choice will enable learners
to show what they can do. This will promote motivation and ensure that individuals are challenged appropriately.
Learners progress at different rates and will require different levels of support depending on the task/activity to be
undertaken. Staff should be aware of the types and range of supports required to enable the learner to achieve and
experience success, with the least possible intervention. Personalised learning, with clear links to previous
learning, progress and achievement ensures that learning and teaching and individual educational programmes are
tailored to the learners’ needs across the contexts for learning. Learners’ preferred methods of communication and
the appropriate resources for support in real-life situations will enable learners to take responsibility for their
learning. Within Information and Communications Technology National 2 the use of real-life situations as contexts
for learning will engage learners with real-life materials such as electronic tablets, email, search engines, digital
images, applications and a range of software helping them to understand themselves and the world in which they
live.
INFORMATION AND COMMUNICATIONS TECHNOLGOY
How will you support learners to take responsibility for, and plan, their own learning?
Collaborative learning
Information and Communications Technology National 2 builds on collaborative approaches to learning from the
BGE. Collaborative learning challenges learners to think independently and engage in discussion, debate and
activity to achieve specific outcomes. In planning activities, staff should provide opportunities for learners to
collaborate more widely with others. For example, in the Communications Applications Unit, learners can
collaborate with others as a team in a games competition. This reinforces that learning is embedded in everyday
life and this activity can be carried into leisure time which builds on personal interests and reinforces social and
interpersonal skills. Working with peers also gives opportunities for problem solving, creative thinking and
transferring skills to other cross-curricular activities. For example, organising a school show, party or seasonal
event. Working in different groups and teams enables learners to take on different roles and to contribute
effectively to the event and the team.
How will you ensure that learners have the confidence to take on appropriate roles and responsibilities in
collaborative tasks?
How will you ensure that learners can access opportunities to work with a wide range of partners?
Applying learning
Information and Communications Technology National 2 enables learners to develop and apply skills and
knowledge across a range of technologies. Learners can apply the skills and knowledge they have developed to
use a range of equipment/applications/peripherals across a range of contexts. For example, opening and closing
applications; creating text, saving it and printing it off or using design and drawing software. ICT skills can also be
used to support learning activities in other subject areas, for example, using ICT to undertake web-based research
in social subjects and using virtual tours of museums and galleries to enhance experiences and understanding.
Using these skills in other subject areas will develop confidence, help learners make connections in their learning
and ensure these skills are transferrable. Working with others to follow instructions can reinforce important steps in
using equipment, developing interpersonal skills and personal safety.
How can ensure that learners can access opportunities to apply their learning in other curricular areas?
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INFORMATION AND COMMUNICATIONS TECHNOLOGY
3.
Qualification information
The SQA website provides you with the following documents:
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Assessment Overview
Course Specification
Unit Specification
Support Notes
Course Assessment Specification
Unit Assessment Support Package
Full information on arrangements for this qualification is available at the SQA website:
Practical Crafts Skills National 2: http://www.sqa.org.uk/sqa/48571.html
4.
What other materials are available on the Education Scotland website which staff
could use?
http://www.educationscotland.gov.uk/learningteachingandassessment/curriculumareas/technologies/index.asp
T +44 (0)141 282 5000 E enquiries@educationscotland.gov.uk W www.educationscotland.gov.uk
Education Scotland, Denholm House, Almondvale Business Park, Almondvale Way, Livingston EH54 6GA
© Crown copyright, 2012
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