Computing: Level Descriptors
a-Presentation and creativity*/hardware*/safety* – Presenting to a particular
audience by editing digital objects (PowerPoint, Flash, Audition, Dreamweaver,
Photoshop)
3: not shown consideration of audience (range of creativity on digital artefacts drop down; 1. and
basic reworking of digital artefacts, 2. and good reworking of digital artefacts, 3. and high
quality use of digital artefacts, 4. and multiple digital artefacts for a task 5. and evidence
digital artefacts have been produced independently)
4: designed for single audience
5: designed clearly for two audiences
6: combined more than one piece of software for multiple audiences
7: used research to inform the use of multiple pieces of software for multiple audiences
8: used research, multiple software over multiple devices taking into consideration the medium
and audience.
e-Modelling data – Importing and using data to solve particular problems using
computer models (database, spreadsheets, all programming)
3: imported data but limited understanding of instructions to predict output data
4: used data with variables, selection and possibly loops to predict output data
5: recognised similarities in simple problems using a range of equations, predicting the data
output
6: recognised similarities in simple problems and solved them with a wide range of equations,
controlling the flow of data.
7: independently taken a complex problem and, controlling the flow of data, made a simple model
to solve it effectively.
8: independently taken a complex problem and, controlling the flow of data, made a detailed
model to solve it fully
f-symbolic Programming – Using code and correct mathematical algorithms to solve
problems (scratch, crocodile ict,)
3: made a linear sequence of instructions which works but doesn’t have an efficient algorithm
4: made a sequence of instructions that added selection and repetition, which produced a
predictable output.
5: made a sequence of instructions that added variables and/or functions, which produced a
predictable output.
6: independently used a range of programming constructs including functions with parameters to
create and debug a short program.
7: used a range of programming constructs to take a problem given you in ordinary language and
created a solution for it.
8: used a wide range of programming constructs to solve a problem, taking into account ease of
use and suitability, creating a product that can be used easily by one or more users.
g-development and evaluation* – Using different tools and/or different programs to
create a finished article and evaluating the successes (All units of work)
3: made a sequence of instructions and improved it. – range of evaluation
4: made a sequence of instructions and improved the handling of data.
5: created, tested and reflected on a solution to a problem that a computer could solve
6: been able to develop solutions for problems that are described to you by someone else
7: been able to test the different modules of your program as you developed them, reflected on
the results and then improved them.
8: made sure that the programs you developed have been written so they are unlikely to crash or
cause errors.
i-Computer Systems and theory – Understanding the fundamental mathematical
building blocks of computer logic and programming (Binary lesson, all
programming units, Boolean logic lesson, hardware)
3: shown a basic understanding that computers work step by step and using bits
3. shown limited evidence in your work that you fully understand hardware components of a
computer.
4: understood the need for accuracy and shown a satisfactory understanding of the area of
computer theory just covered.
4. given 4 examples in your work showing understandixeeeeeeeeeeeeeeeng of hardware
components of a computer.
5: understand how data, such as numbers, sound and images are physically stored on a computer
system..
5. given 6 examples in your work showing understanding of hardware components of a computer.
6: understood how instructions are run inside a computer and show a sound understanding of the
area of computer theory just covered.
6. given a wide range of examples of computer hardware comparing components and devices that
use them.
7: understood how instructions can be written efficiently and be able to describe the efficiency of
your programs.
7. shown understanding of a wide range of hardware components and gone into some technical
detail as to how they work.
8. been able to show how elements of real life can be represented in programs and the difficulties
that sometimes exist when doing this.
m-textual programming – Understanding the components used to build and connect
computers (small basic, python, spreadsheets)
3: made a simple linear sequence of instructions which works but doesn’t have an efficient
algorithm
4: made a sequence of instructions that uses variables and one possible construct to control the
flow of data.
5: made a sequence of instructions that added selection and possibly repetition, which produced a
predictable output.
6: independently and mostly successfully used variables, selection, repetition and possibly
functions to make and debug a short program.
7: used a range of programming constructs, including a function and/or data structures, to take a
problem given you in ordinary language and created a solution for it.
8: used a range of programming constructs including functions with parameters and data
structures to take a problem given you in ordinary language and created a solution for it.
Plus – lots of syntax errors, some syntax errors, few syntax errors, no syntax errors.
t-Computer Safety – Appreciate the need for safety with computer hardware and
when being online (E-safety lesson, H&S lesson, hardware lesson?)
3: limited evidence in your work that you fully understand the need for safety within an IT
environment and/or online
4: given 4 examples in your work showing understanding of the need for safety within an IT
environment and/or online
5: given 6 examples in your work showing understanding of the need for safety within an IT
environment and/or online.
6: given a wide range of examples on how to stay safe with computers researched and discussed
legislative constraints that may apply when using computers
7: shown an understanding of a wide range of legislative constraints and how to keep your files
and folders secure through the use of password protection or encryption.
8. independently shown a thorough understanding of legislative constraints, data trustworthiness
and information reliability.
u-Analysis – Approaching a problem and developing a solution that uses some of the
programming building blocks learned.
3: been able to describe the goals of a given problem.
4: understood what is meant by a computational problem and design a solution.
5: been able to take a problem and divide it into its main sub-problems.
6: been able to take a problem and divide it into all its sub-problems and show this as a diagram.
7: been able to define an outline of a solution in terms of functions and global values.
8: been able to analyse real world problems and develop low-level and high-level plans for a
solution.