Statutory Assessment of Using ICT at KS3
August 2012 – March 2013
Preparing for Statutory Assessment
of the Cross-Curricular Skill of
Using ICT
Mick Davies mdavies@ccea.org.uk
Treasa Farrell tfarrell@ccea.org.uk
Melanie Mulligan mmulligan@ccea.org.uk
Dorothy Orr dorr@ccea.org.uk
Structure of the day
9.30 – 9.45:
Arrival, introduction and overview
9.45 - 10.45:
Effective Task Design
10.45 - 11.00:
Coffee
11.00 - 12.30:
Assessment Judgements
Pupil Work (subject contexts)
12.30 - 1.15:
Lunch
1.15 - 3.00:
Pupil Portfolios (holistic judgements)
3.00 - 3.30:
Questions and close
Aims for the session
Aim
To prepare for the implementation of statutory assessment of the crosscurricular skill of Using ICT.
Objectives
 To increase awareness of the statutory requirements for schools and
teachers in relation to assessment of the cross-curricular skill of Using
ICT;
 To model the process of designing effective cross-curricular tasks for
Using ICT;
 To increase understanding of the Desirable Features for Using ICT and
use them to make a judgement about pupil work;
 To understand how to make a holistic judgement about a pupil portfolio
with reference to the Levels of Progression;
 To identify processes needed to ensure the school fulfils its statutory
requirements.
Statutory Assessment of Using ICT at KS3
 Assessment of Using ICT becomes part of
statutory end-of-key-stage assessment in
2013/14.

http://www.nicurriculum.org.uk/docs/assessment/Guide_to_Assessment_Aug2011.pdf
http://www.deni.gov.uk/draft_target-setting_in_schools_regulations_2012__2_.pdf
 In preparation for this, you will be in the process
of considering where the evidence for
assessment will come from.
 There is an element of whole school planning
here, since evidence will come from a range of
tasks from several Areas of Learning.
Timetable
 2012 – 2013: CCEA officers provide systemwide training for assessment of Using ICT.
(Current Year 9 cohort first to be assessed in line with
statutory regulations)
 2013 – 2014: First year of Statutory Assessment
of Using ICT.
 DE have charged CCEA with moderation. Pupil
portfolios will be requested following your internal
assessment of Using ICT (with reference to the Levels of
Progression)
2012 – 2013 and beyond
Voluntary ICT Accreditation Scheme
Statutory Assessment
2012 – 2013: Final round of voluntary ICT
Accreditation Scheme
System-wide training for statutory
assessment of Using ICT
August 2012 – February 2013: Task Approval
August 2012 – February 2013: Task
Approval process available for all
schools ahead of statutory assessment
(.pdf Task Writing Tool)
process available for participating schools
(.pdf Task Writing Tool)
September 2012 – March 2013: Run assessment
tasks with Year 10 classes
September 2012 – June 2013: Assessment
tasks can be run with Year 8 and Year 9
pupils ahead of statutory assessment
April/May 2013: Participating schools submit
levels and pupil portfolios
September 2013 – March 2014:
Assessment tasks run with Year 10 pupils
May 2013: Moderation of pupil portfolios
March 2014 – School finalises holistic
judgements for KS3 statutory
assessment of Using ICT
June 2013: Reports are issued to participating
schools
The Statutory Order (SR2007 No 5)
 Each pupil shall be assessed in each school year by the
end of the summer term by a teacher in:
 each of the Areas of Learning;
 the cross-curricular skills; and
 other skills.
 The cross-curricular skills of pupils in Key Stages 1, 2
and 3 shall be assessed by the end of the school year
with reference to Levels of Progression.
Statutory Assessment of Using ICT at KS3
Learning Outcomes in the Statement of Minimum Content
Developing pupils’
Knowledge, Understanding and Skills
(Objective 1)
Developing pupils as Individuals
(Objective 2)
Developing pupils as Contributors to Society
(Objective 3)
Developing pupils as Contributors to the
Economy and the Environment
Pupils should have opportunities, through the contexts
opposite, to:
develop skills in scientific methods of enquiry to further
scientific knowledge and understanding:
planning for investigations,
obtaining evidence,
presenting and interpreting results;
develop creative and critical thinking in their approach to
solving scientific problems;
research scientific information from a range of sources;
develop a range of practical skills, including the safe use
of science equipment;
learn about:
Organisms and Health
Interdependence of plants and animals
Cells, genes and reproduction
Healthy body and mind
Chemical and material behaviour
Atoms and chemical changes
Structures, properties, uses of materials
Elements, compounds and mixtures
Forces and energy
Forces and energy transfer
Using electricity
Sound and light
Earth and Universe
The environment and human influences
The solar system and universe.
Pupils should have opportunities to:
Explore emotional development, for example, the changes
associated with puberty.
Investigate ways of improving own learning by finding out
how the brain functions.
(Key Element: Personal Understanding)
Explore physical, chemical and biological effects on
personal health, for example, inherited characteristics,
exercise and nutrition, misuse of chemicals, loud sound, etc.
(Key Element: Personal Health)
Explore issues related to Mutual Understanding
Respect and co-operate with others in the process of
scientific enquiry, for example, work effectively as part of a
team in investigative work.
(Key Element: Mutual Understanding)
Explore issues related to Moral Character
Recognise and challenge over-simplistic or distorted
generalisations about science with informed and balanced
responses and take responsibility for choices and actions.
(Key Element: Moral Character)
Explore issues related to Spiritual Awareness
Develop a sense of wonder about the universe, for
example, the scale from the smallness of the atom to the
vastness of outer space; the complexity, diversity, and
interdependence of living things.
(Key Element: Spiritual Awareness)
Pupils should have opportunities to:
Investigate how the media (internet, television, radio,
newspapers) help inform the public about science and
science related issues. Explore some of the strengths and
limitations of these sources of information, for example,
maintain a journal of science issues in the news; compare
and contrast different approaches to dealing with scientific
issues.
(Key Element: Media Awareness)
Explore some ethical dilemmas arising from scientific
developments, for example, testing of new chemical
products for weapons development; growing genetically
modified crops.
(Key Element: Ethical Awareness)
Explore issues related to Citizenship
Consider factors that need to be taken into account when
assessing statements that claim to be based on scientific
research into issues affecting society, for example, the
nature, quality and source of the data.
(Key Element: Citizenship)
Explore issues related to Cultural Understanding
Consider how the development of scientific ideas or
theories relate to the historical or cultural context, for
example, the development of the heliocentric model of the
solar system, Jenner’s work on vaccination, etc.
(Key Element: Cultural Understanding)
Pupils should have opportunities to:
Identify how skills developed through science will
be useful to a wide range of careers, for example,
jobs involving animal welfare, building and construction,
education, electrical work , engineering, environmental
management, financial services, food and farming, forensics,
information and communications technology, journalism,
plumbing, technology, pharmaceuticals, medicine, etc.
(Key Element: Employability)
Investigate a product of economic importance to
determine the science behind it, for example, explore a
successful local product and generate ideas for a product of
their own.
Investigate a product to determine best value, for
example, compare performance and cost of an economy and
branded product, consumer product testing, etc.
(Key Element: Economic Awareness)
Investigate the effects of pollution, for example, water,
air, land, sound etc. and specific measures to improve and
protect the environment, for example, renewable energy,
efficient use of resources, waste minimisation, etc.
Explore the importance of biodiversity, how it impacts on
our lives and how it is affected by human activity.
Investigate what can be done to conserve and promote
biodiversity, for example, school wildlife gardens/
wilderness areas, anti-pollution strategies, habitat
management, etc.
(Key Element: Education for Sustainable Development)
Learning Outcomes
The learning outcomes require the demonstration of
skills and application of knowledge and understanding of
Science.
Pupils should be able to:
demonstrate a range of practical skills in undertaking experiments, including the safe use of scientific equipment and appropriate mathematical calculations;
use investigative skills to explore scientific issues, solve problems and make informed decisions;
research and manage information effectively, including Using Mathematics and Using ICT where appropriate;
show deeper scientific understanding by thinking critically and flexibly, solving problems and making informed decisions, demonstrating Using Mathematics and Using ICT
where appropriate;
demonstrate creativity and initiative when developing ideas and following them through;
work effectively with others;
demonstrate self management by working systematically, persisting with tasks, evaluating and improving own performance;
communicate effectively in oral, visual, written, mathematical and ICT formats, showing clear awareness of audience and purpose.
Statutory Assessment of Using ICT at KS3
 All teachers are accountable through the
Learning Outcomes in their own subject for
contributing to the acquisition and
development of skills in Using ICT.
 However, only some will contribute to evidence
for statutory assessment.
DE Expected Levels
 The expected level for most pupils at the end of Key
Stage 3 is level 5.
 Most pupils are expected to move at least one level over
the course of each Key Stage.
 If a pupil has been awarded a level 4 in P7, he/she
should leave KS3 having achieved at least a level 5.
 If a pupil has been awarded a level 5 in P7, he/she
should be achieving at least a level 6 by the end of Key
Stage 3.
Education (Target-Setting in Schools)
Regulations (Northern Ireland) 2012
Measures of Performance for which Boards of Governors
of secondary schools must set targets
1. The percentage of pupils which should achieve level
5 or above in each of the cross-curricular skills for
which the Department has specified levels of
progression under Article 8(3) of the 2006 Order at the
end of key stage 3.
SCHEDULE 2 Regulation 6(b)
More details are available on the website:
http://www.deni.gov.uk/consultation-on-the-provision-of-performance-andother-information-about-pupils-and-schools
The Requirements of the Levels of
Progression
Statutory Assessment of Using ICT at KS3
 Where will the evidence for assessment come
from?
 Typically schools have found that it takes a
minimum of four assessment tasks to cover the
requirements of the Levels of Progression.
 The next section will look at what’s involved in
constructing assessment tasks.
Statutory Assessment of Using ICT at KS3
Consider the messages presented so far:
 Where are you now?
 What is already happening?
 Record any questions on post-its
Effective Task Design
This section of the day will look in more detail at
what’s involved in designing assessment tasks.
How Do I Use the Desirable Features
Card Activity: Familiarising yourself with the Desirable Features.
Groups look at:
 Researching
 Online Collaboration
 DTP
 Working with Sound
Note to Coordinators
Case Study
Statutory Assessment of Using ICT at KS3
Assessment Judgements: Pupil Work
1. Presentation: Prezi
2. Online Collaboration
Prezi Example
 You have a sense now of what’s involved in 4
sets of the Desirable Features.
 Next, we’ll examine how the Desirable Features
for Presentation can be applied here.
Online Collaboration Example
Using the Task Writing Tool
 Developing a task in the ‘Task Writing Tool’
Either
 Work up an idea for a task based on an existing
activity;
Or
 Refer to the suggestions in your pack.
Using the Task Writing Tool
Lunch
12.30 – 1.15 : Lunch
We will return to complete the remainder of the Task
Writing Tool activity after lunch.
Using the Task Writing Tool
Summary of Effective Task Design
 It needs an appropriate subject context;
 That is, a ‘naturally occurring opportunity’;
 With sufficient scope to address targeted levels;
 Differentiated to more than 1 level;
 Written with clear success criteria.
MindMap
Holistic Judgements
 Evidence from several assessment tasks;
 Coverage of the 5‘E’s;
 ‘Best-fit’;
 Refer to the Levels of Progression.
The 5 ‘E’s: Explore
– access, select, interpret and research
information from safe and reliable sources;
– investigate, make predictions and solve
problems through interaction with digital
tools.
Express
process found or selfproduced assets,
including text, data,
sound, still or moving
images, and combine
these to create, present
and communicate their
work, showing an
awareness of audience
and purpose.
process found and selfproduced assets,
integrating text, data,
sound, still and moving
images to create, present
and communicate their
work, demonstrating a
clear understanding of
audience and purpose.
Exchange
3
4
use a contemporary
digital method to
communicate or contribute
to a supervised online
activity.
use contemporary digital
methods to communicate,
exchange and collaborate in
supervised online activities.
Evaluate and Exhibit
Evaluate and Exhibit
talk about, review and make improvements to work, reflecting on the
process and outcome and consider the sources and resources used,
including safety, reliability and acceptability.
manage and present their stored work and showcase their learning
across the curriculum, using ICT safely and responsibly.
Assessment Decisions
 Assess pupil work using the success criteria.
 Check against the approved task.
 Which level is the ‘best fit’?
 Remember, levels are broad.
 Which ‘E’s are represented?
 What does the task contribute to the overall eportfolio?
Holistic Judgements: Pupil Portfolios
 Planning where the evidence within the portfolio will
come from is of key significance;
 Pupils need opportunities to show what they are capable
of in Using ICT;
 You need to know your mix of tasks well in advance;
 The mix of tasks is unlikely to be the same in different
schools because of:
 Contributing subjects
 Subject contexts
 Hardware/software available and being used by pupils
Portfolios
 It is the overall portfolio of evidence that represents the level;
 Evidence in the overall portfolio will come from several
subjects and types of hardware/software;
 A portfolio will contain evidence from a minimum of 2 Areas of
Learning (but it’s easier if you have more subjects involved);
 A single task will rarely contribute to all 5‘E’s, nor will it satisfy
an ‘E’ in its entirety;
 The overall Portfolio must contain evidence of each of the
5‘E’s.
Example of one possible approach
Areas of Learning
The context (audience
and purpose)
LLW: Home Economics Food blog for young
people to share ideas
for healthy cheese
snack recipes
LLW: Employability
Website to promote
cheese as a nutritious
food source
Art & Design
Design food packaging
labels for the cheese
snack made in HE
English
Write and publish a
radio advertisement
(podcast) to promote
cheese product
Software used
CHECK
More than 2 Areas of
Learning
CHECK
CHECK
Range of appropriate
5 sets of Desirable
software
Features
N.B range of levels will
have been
predetermined in
advance
CHECK
Who is it for and
what’s the purpose?
Desirable Features
Fronter/Wordpress
Online Collaboration
Kompozer/Frontpage
Researching
Web Design
Photoshop
Working with Images
Audacity
Working with Sound
5’E’s
Explore
Express
Exchange
Exhibit
Express
Exhibit
Evaluate
Express
Exhibit
Explore
Express
Evaluate
Exhibit
CHECK
5’E’s addressed
NOTE: how each task is
developed and how pupil
work is evidenced will impact
on whether or not a school’s
level judgements are
confirmed at moderation.
The Requirements of the Levels of
Progression
Timeline
 Coordinators lead groups in using the Timeline
cards to decide:
 What needs to happen when?
 Can several things be done simultaneously?
 What is the current state of readiness in my school?
Tasks: what is available to help you:








Online advice and guidance;
Effective task design;
Ideas for tasks;
Desirable Features;
Task Writing Tool;
Task approval process;
Exemplification database;
Case studies.
Practical Advice for 13/14:
 Submit tasks for approval early;
 Activities are most successful when they are embedded
in a relevant subject context;
 Tasks are differentiated to more than 1 level;
 No single piece of pupil work on its own constitutes the
award of a level;
 Move away from purely office-based
approaches/software;
 Vary the task activities to ensure breadth and depth and
to avoid duplication (e.g. no more than 1 .ppt).
Getting prepared during 12/13
1. If you want to make an early start… CCEA will
be offering the final cycle of the voluntary ICT
accreditation scheme in 12/13, so by
registering you could be getting some tasks
approved in readiness for 2013/14 and could
submit pupil work for moderation.
2. All schools will be able to access Task
Approval whether registered for the scheme or
not.
Take-Home Messages
 Successful preparation for assessment requires a wholeschool approach.
 Coordinators need support and decisions from SMT.
 Decide which subjects are going to be involved in
assessing Using ICT within your school.
 Decide what mix of subjects and software is feasible in
your situation.
 Decide which levels are most appropriate for your pupils
by the end of KS3.
 More tasks and more departments involved leaves room
for manoeuvre.
Before you leave…
 Travel Claim Forms – 11CA
 Evaluation Forms
Mick Davies mdavies@ccea.org.uk
Treasa Farrell tfarrell@ccea.org.uk
Melanie Mulligan mmulligan@ccea.org.uk
Dorothy Orr dorr@ccea.org.uk
CCEA
29 Clarendon Road
Clarendon Dock
Belfast BT1 3BG