Draft Guidance for Teachers

Assessing the Cross- Curricular Skills (Key Stage 3): Draft Guidance for Teachers

Communication Using Mathematics Using ICT

Assessing the Cross-Curricular Skills: Draft Guidance for Teachers 2 Contents

Contents Introduction 1 General guidance on using cross-curricular skills tasks 3 Communication Tasks 7 Communication Task 1: Group Discussion 8 Communication Task 2: Making Notes 13 Communication Task 3: Produce a Flyer 18 Using Maths Tasks 23 Using Maths Task 1: Investigation/Survey 24 Using Maths Task 2: Measuring 30 Using Maths Task 3: Read and Interpret 35 Using ICT Tasks 41 Using ICT Task 1: Image Manipulation 42 Using ICT Task 2: Presentation 48 Using ICT Task 3: Research 53

Assessing the Cross-Curricular Skills: Draft Guidance for Teachers 3 Introduction

Cross-Curricular Skills A bank of on-line assessment tasks and exemplar pupil work will be developed over the next few years to cover the range of levels of progression in all the cross-curricular skills. There Introduction will be variety of assessment tasks, including:

All subject strands/Areas of Learning have a statutory requirement to provide opportunities  generic examples that teachers can “drop in” to their own subject contexts; and for pupils to acquire and develop the cross-curricular skills (CCSs) of Communication, Using  examples involving collaborative activities within/across a number of Areas of Mathematics and Using ICT. It is the responsibility of every teacher in every subject to ensure Learning. that the CCSs are promoted and developed as part of learning and teaching within their subject. The cross-curricular skills are clearly visible in the statutory Learning Outcomes for each subject at Key Stage 3. Role of the Teacher By June 2009, schools will be required to report on the cross-curricular skills. By June 2010, When considering a pupil’s progress and achievement in a cross-curricular skill, teachers will schools will be required to assess and report with reference to the levels of progression. It is use the level descriptions and their professional judgement to make a holistic, ‘best fit’ not a requirement for all teachers to assess and report with reference to the levels of decision. This judgement is likely to be based on observation of the pupil over a period of progression. Schools will have flexibility to coordinate and manage reporting and assessment time and in a range of contexts, rather than on a single piece of work produced as confirming requirements in a way that suits their own circumstances. evidence. This is because it is unlikely that a single piece of work will provide pupils with the opportunity to demonstrate their breadth of achievement within the skill. For further information on coordinating and managing assessment and reporting, see section below on Assessing and Reporting on the CCSs with Reference to Levels. Further It will also be important to retain selected examples of work and records of assessment. guidance, training and support will be provided to schools, along with exemplification of pupil These will be necessary to support the level judgements assigned to each pupil, and for work, well in advance of June 2010 standardisation within and between Areas of Learning.

About this booklet Assessing and Reporting on the CCSs with Reference to Levels

The booklet contains nine exemplar tasks, three for each of the cross-curricular skills (CCSs) Across Key Stage 3, a minimum of two Areas of Learning should coordinate and report a of Communication, Using Mathematics and Using ICT. These tasks aim to help all teachers level for Communication, and Using Mathematics. promote and develop the CCSs in the context of their own subject; they are not intended to be used as tests, isolated from on-going learning and teaching. In order to build on the experience and established practice of the CCEA IT accreditation scheme, it is proposed that a minimum of two Areas of Learning each year be involved in For teachers who will have a role in assessing and reporting with reference to levels, this coordinating and reporting a level for Using ICT. Experience has further indicated that booklet is also intended as an introduction to help them begin to judge pupil performance. delivery of ICT is most successful when departments rotate responsibility for its assessment.

Teachers may use the exemplars here as templates to develop tasks in the contexts of their As confidence and practice grow, schools will be encouraged to review and broaden own schemes of work or they can contextualise the exemplars to suit the abilities and responsibility for assessing and reporting in levels in order to build expertise and to help interests of pupils within their subject. pupils see the transferability of their skills across the curriculum. A variety of approaches that may help to do this follows. .

Assessing the Cross-Curricular Skills: Draft Guidance for Teachers 4 Introduction

Approaches to Key Stage Assessment Schools may have different reasons for deciding which subjects have responsibility for assessing each of the cross-curricular skills. Reasons to inform choices may include:

Most natural links between subjects and skills subjects assume responsibility for skills which are most relevant to their subject/schemes of work Timing skills are covered at particular times of year to harmonise with: on-going subject work, events and activities, school calendar, etc. Spreading the load amongst subjects every subject assesses and reports with reference to the levels at least once for a year group across the key stage Subject clustering each skill is allocated to a particular group of subjects Developing expertise a lead subject, in collaboration with another, takes responsibility for reporting on a particular skill from Year 8 through to Year 10. Guided pupil selection pupils are guided to select appropriate examples of work which show their competence in a CCS

Schools will have flexibility to decide which subjects assess each of the cross-curricular skills and when to assess. Decisions such as how cross-curricular skills are overseen and coordinated across the curriculum will be made at the discretion of the school.

Assessing the Cross-Curricular Skills: Draft Guidance for Teachers 5 General Guidance on Using Cross-Curricular Skills

General Guidance on Using Cross-Curricular Skills Tasks Approach Communication Each Communication task will draw in some way on the three aspects of Statutory Assessment Communication (Talking and Listening, Reading, and Writing). It is practical to use one Schools will report on cross-curricular skills annually. of these three aspects as an explicit focus in any Communication task. However, a level awarded for a task will be a holistic Communication level; not a discrete level for Talking See also: and Listening, Reading or Writing. Pupils must take part in a Talking and Listening Progression in Communication across the curriculum; Progression in Using Mathematics across activity, a Reading activity and a Writing activity in order to be awarded a holistic level the curriculum; and Progression in Using ICT across the curriculum. These documents outline the for a Communication. different components of the cross-curricular skills and set out progression from Level 1 to Level 7. In each document, components of the skills are listed on the left hand side of the page as bullet In each Communication task, one coloured bullet point from the components of points. To guide teachers in using the documents, the components are colour coded so that Communication, as noted in Progression in Communication across the Curriculum, has progression can be tracked across the levels. been identified as being central to that particular task. When assigning a level, this colour can be tracked through the levels. Benefits of Using the Tasks Using Mathematics  Cross-curricular skills that arise naturally in many subjects can be developed. Using Mathematics focuses on how pupils apply their mathematical knowledge and skills appropriately in a variety of contexts. Ideally, these should be relevant real-life situations  Subject Knowledge and Understanding can be enhanced when carrying out the tasks. that require a mathematical dimension. Therefore, each task addresses not just what pupils know, but also how they are able to use their knowledge appropriately and  The tasks are provided as examples of how the cross-curricular skills may be assessed. accurately. Teachers may use these exemplars as templates to develop and modify their own CCSs tasks. Using Mathematics includes a number of aspects focusing on knowledge and concepts such as Number and Algebra; Shape, Space and Measures; and Handling Data. Each  They can be used to promote innovation and encourage professional development. Using Mathematics task is likely to draw on one or more of these aspects of Using Mathematics. When teachers are using or developing their own Using Mathematics Selecting a Task tasks, it may be most practical to use only one of these aspects as an explicit focus in a particular task. However, the level awarded will be a holistic Using Mathematics level, Teachers should use tasks: not a discrete level for one of the aspects. Therefore, evidence for the ‘best fit’ to a level  which sit comfortably within planned units of work; may be drawn from a range of tasks, or from various parts of a task.  which are relevant to their subject and;  with which they feel confident. Using ICT Each Using ICT task is likely to draw on one or more of the five components of Using Structure of the Tasks ICT: Explore, Express, Exchange, Evaluate, Exhibit. When teachers are using or All of the tasks follow a common structure: an outline of the activities involved in carrying out the developing their own Using ICT tasks, it may be most practical to use only one of these task, a breakdown of the sequence in which the activities can be followed, and a section on five components as an explicit focus in a particular task. However, the level awarded making a judgement. Within the making a judgement section details of the CCSs components for will be a holistic Using ICT level, not a discrete level for one of the five components. levels 3 – 6 relevant to the task have been taken from the documents Progression in Therefore, evidence for the ‘best fit’ to a level may be drawn from a range of tasks, or Communication across the curriculum; Progression in Using Mathematics across the curriculum; from various parts of a task. and Progression in Using ICT across the curriculum. Following this are suggestions of what to look for in terms of pupil attainment at each level. Making a Judgement

In all cases, the principle of ‘best fit’ applies. It may well be the case that in a given task a pupil will perform well in certain aspects and less well in others. When deciding that pupil’s attainment in a skill, it is likely that the decision will be based on ‘best fit’, rather than a precise checklist.

Assessing the Cross-Curricular Skills: Draft Guidance for Teachers 6 General Guidance on Using Cross-Curricular Skills

Prior Learning when and where prior learning has already taken place by liaising with colleagues in Each task has further details of the prior learning necessary for pupils to be able to undertake the other subjects. task. In planning when to carry out a cross-curricular skills task, teachers may need to establish

Assessing the Cross-Curricular Skills: Draft Guidance for Teachers 7 Communication Tasks

Talking and Listening

Writing Reading

Assessing the Cross-Curricular Skills: Draft Guidance for Teachers 8 Communication Task 1: Group Discussion

Communication Task Outline: Group Discussion Cross-Curricular Skill: Communication Assessment Focus: Talking and Listening Assessment Task Participate in a group discussion based on stimulus text(s)*

*Note on texts – Texts refers to ideas that are organized to communicate and present a message in written, spoken, visual and symbolic forms.

Requirement central to task Pupils should be enabled to contribute comments, ask questions and respond to others’ points of view. This statement comes from the document Progression in Communication across the curriculum

Task Outline

 Reading – pupils read stimulus text(s) for meaning and understanding.  Writing – pupils make notes on the text(s) they have read.

The activities above can run simultaneously. They support the Talking and Listening activity below.

 Talking and Listening – pupils contribute to a group discussion.

Approach This Communication task comprises three separate but linked activities. In this particular Communication task, the focus is Talking and Listening. The two contributing activities, one for Reading and one for Writing, support the Talking and Listening activity. Pupils must engage in all three activities in order to be awarded a level in Communication. The level awarded to a pupil will be a Communication level with a focus on Talking and Listening.

In this Communication task, Reading is the starting point. The Reading activity consists of interpreting the stimulus text(s), chosen by the teacher. Whilst the Reading activity alone will not result in a level, it will inform the group discussion and will therefore contribute to the level awarded for Communication with a focus on Talking and Listening.

The Writing activity, which consists of pupils making notes, gives pupils an opportunity to clarify and record ideas about the stimulus text(s). Whilst the Writing activity alone will not result in a level, it will prepare pupils for the group discussion and will therefore contribute to the level awarded for Communication with a focus on Talking and Listening.

The Talking and Listening activity of a group discussion is the assessment focus. All pupils* should therefore be awarded a level for their involvement in group discussion. This level will be a Communication level with a focus on Talking and Listening.

* Teachers may need to consider classroom management of the activity.

Prior Learning

Reading Details of prior learning for each of these Writing three activities can be found in “Sequence of Talking and Listening task” on pages 6-7.

Sequence of Task

Focus Process of Task

Reading (the Reading and Writing Stage 1 Individually, pupils read stimulus text(s), chosen by the teacher activities can run simultaneously)

Prior Learning This should include opportunities for pupils to read and explore different types of text, e.g. print, photographs, advertisements, cartoons, etc. Pupils should have opportunities to show understanding of messages and how they are conveyed, e.g. use of language, visual image and structure for purpose and audience.

Encourage pupils to consider How well do I pick up on key information and meaning? questions such as: How well do I understand the way that the writer uses language? What do I understand about the link between language, purpose and audience? Do I understand the way that fact and opinion have been used? What can I say about the visual aspects of the text? What can I say about the way that language and visuals work together?

Connecting the Communication The stimulus text(s) will provide a basis for group discussion. The Writing activity of making notes about the texts will help pupils to process ideas prior to activities group discussion.

The Reading activity alone will not result in a level.

Writing Stage 2 Writing notes

Prior Learning This should include opportunities for pupils to experiment with a range of note-making forms e.g. mind maps, lists, bullets, tables, etc.

Encourage pupils to consider What is an appropriate form for my notes? questions such as: Have I recorded the key messages? Have I noted my response to the key messages? How can I use colour, highlighting, symbols, etc to enhance the quality of my note making? Are my notes legible and organised? How is making these notes helping me to prepare for the group discussion?

Connecting the Communication Writing notes will help pupils to process the texts they are reading and interpreting. This will inform their contributions to group discussion. activities The Writing activity alone will not result in a level. The Reading and Writing activities will help to prepare pupils for the Talking and Listening activity.

Talking and Listening Stage 3 Group discussion

Prior Learning This should include opportunities to contribute in group discussions and to develop an awareness of group interaction and of the functions of various group participants e.g. Chair, note-taker, contributor. Pupils should have opportunities to demonstrate listening skills and to acquire and use vocabulary appropriate to subject context.

Encourage pupils to consider How can I contribute most effectively in discussion? questions such as: How can I effectively use my notes in discussion, rather than just reading them out? How can I explain my ideas most effectively? Which words and phrases, specific to the topic, do I need to use? What is the right tone of voice for me to use? How should I respond to opinions different from mine?

A Communication level is assigned on the completion of the three activities. The level assigned is a Communication level with a focus on Talking and Listening.

Making a Judgement

A Communication level for this task is assigned with reference to the statutory level descriptions for Talking and Listening (see the document Progression in Communication across the Curriculum). All of the bullets for any given Talking and Listening level should be considered when assigning a level. The statutory level descriptions which are central to this task are printed below in bold. Additional non-statutory guidance for these level descriptions follows beneath.

Pupils can Level 3 Level 4 Level 5 Level 6 Contribute comments, ask questions  follow the main points of  make relevant contributions  ask questions to explore  put in words their and respond to others’ points of discussions and make to discussion; and develop ideas, justify understanding of others’ ideas, view. contributions that show  respond appropriately to and challenge ideas and showing sensitivity. understanding; others’ points of view. opinions.  make comments and ask questions about what they hear.

General characteristics (non-statutory guidance)

Pupils… Level 3 Level 4 Level 5 Level 6 As previous Level plus: As previous Level plus: As previous Level plus: - stay focused on task; - keep discussion going; - summarize points made by - make contributions during - develop points, with - question others to clarify others, at appropriate times; discussion; prompting; points; - offer examples to illustrate - listen to others and comment - talk in complete sentences; - begin to challenge; others’ ideas; on their ideas; - show sensitivity to all members in a group; - encourage others to contributes by making positive comments; What to look for Level 3 Level 4 Level 5 Level 6 Contribution - infrequent contributions - regular contributions; - frequent contributions; - active involvement; to discussion; - valid points; - ideas drawn out; - a range of information used - points made but not - reasons being given for their to explain and support their developed; opinions; ideas; - limited response to others’ contributions; Choice and use of vocabulary - some attempt to use - words used appropriately to - words used in an appropriate - use of words that appropriate vocabulary; convey information, ideas way to support the development demonstrates a clear grasp - common words and and opinions; of ideas; of ideas and opinions; phrases used effectively; - use of words appropriate to - words/phrases specific to the - clear and logical - an attempt to explain audience and purpose; topic used appropriately; explanation; views; - reasons given for opinions; - contributions made - ideas and opinions - challenge of others’ ideas and - tact when addressing Interaction voluntarily; articulated in a positive way opinions by asking appropriate differences of opinion; - pupils asking questions; during discussion; questions; - positive contribution to Assessing the Cross-Curricular Skills: -Draft Guidancespeakers for beingTeachers allowed - appropriate tone of voice - positive response to varying group dynamics. 13 to finish. when responding to varying points of view; points of view. - appropriate tone of voice maintained when there are differences of opinion. Communication Task 2: Making Notes

Communication Task Outline: Making Notes Cross-Curricular Skill: Communication Assessment Focus: Reading Assessment Task Read and demonstrate understanding of a text* by making notes

Requirement central to task Pupils should be enabled to read a range of texts* for information, ideas and enjoyment This statement comes from the document Progression in Communication across the curriculum *Note on texts – Texts refers to ideas that are organized to communicate and present a message in written, spoken, visual and symbolic forms.

Task Outline

 Reading – pupils read a text provided by the teacher.

The understanding that comes from reading the text can be developed and demonstrated by carrying out the activities below.

 Talking and Listening – in pairs, pupils work together in discussion to develop their understanding of the text.

 Writing – Having talked about the texts, pupils (individually) make notes to evidence their understanding of the text. These notes are submitted to the teacher for assessment.

Approach

This Communication task comprises three separate but linked activities. In this particular Communication task, the focus is Reading. The two contributing activities, one for Talking and Listening and one for Writing, support the Reading activity. Pupils must engage in all three activities in order to be awarded a level in Communication. The level awarded to a pupil will be a Communication level with a focus on Reading.

In this assessment task, Reading is the starting point. The Reading activity involves pupils reading and responding to a stimulus text provided by the teacher. Making notes to demonstrate understanding is the assessment focus. The nature and content of pupils’ notes will depend on the type of text provided by the teacher and the purpose of the reading, as directed by the teacher. A level is awarded for each pupil’s response, as developed during the Talking and Listening activity and evidenced through the Writing activity.

In the Talking and Listening activity of a paired discussion, pupils consider and evaluate the main points and the vocabulary used in the text. Whilst the Talking and Listening activity alone will not result in a level, it will develop pupils’ understanding of the text and will therefore contribute to the level awarded for Communication with a focus on Reading.

In the Writing activity, pupils make notes to evidence their understanding of the text that has been read. Evidence of pupils’ understanding depends on their ability to organise ideas and convey them concisely in note form. Whilst the level awarded for this task does not focus on Writing, the Writing activity provides the evidence needed for teachers to award a level for Communication with a focus on Reading.

Prior Learning Reading Details of prior learning for each of these three Talking and Listening activities can be found in “Sequence of Task” Writing on pages 11-12.

Assessing the Cross-Curricular Skills: Draft Guidance for Teachers 14 Communication Task 2: Making Notes

Sequence of Task

Reading Stage 1 Read Text

Prior Learning Pupils should have opportunities to explore different types of texts for different purposes and audiences, e.g. print, photograph and moving image. Pupils should have opportunities to evaluate, select and prioritize key points and to identify and comment on key messages and inference.

Encourage pupils to consider Why am I reading this text? questions such as: What is the intended audience and purpose of this text? What are the key points in the text? Are there underlying messages? What issues arise from the key points? What is my personal response to what has been read?

Connecting the Communication Understanding in Reading must be demonstrated in order to award a level for Communication with a focus on Reading. The Talking and Listening and activities Writing activities provide both a means by which pupils can develop their understanding and an outcome which demonstrates understanding for the purpose of assessment.

Talking and Listening Stage 2 In pairs, pupils discuss the main events or ideas in a text.

In pairs, pupils agree on and highlight key words, phrases and points in the text. They may also identify difficult vocabulary and discuss alternative wording that could be used in their notes to demonstrate understanding.

Prior Learning: This should include opportunities to contribute in group/paired discussions and to develop an awareness of effective personal interaction. Pupils should have opportunities to demonstrate listening skills and to acquire and use vocabulary appropriate to subject context. They should also have opportunities to explain responses to text.

Encourage pupils to consider How can I contribute most effectively in discussion? questions such as: How can I explain my ideas most effectively? Which words and phrases, specific to the topic, do I need to use? What is the right tone of voice for me to use? How should I respond to opinions different from mine? How can I use and read body language?

Connecting the Communication The Talking and Listening activity gives pupils an opportunity to engage actively with the Reading text, to talk through their ideas and to have these ideas activities informed by another perspective. The Talking and Listening activity alone will not result in a level.

Writing Stage 3 individually, pupils demonstrate their understanding of the text in the form of notes.

Prior Learning This should include opportunities to write in a manner which is clear, organized, legible and concise. It should also include opportunities to experiment with a range of note-making forms such as bullet points, mind maps, tables, etc.

Encourage pupils to consider Have I chosen an appropriate form for my notes? questions such as: Am I including all the information I need? Am I demonstrating understanding? Am I using language to convey clearly my understanding of the text? Are my ideas sequenced logically? Do my notes clearly demonstrate my understanding of the text and the issues around it, as directed by my teacher?

The writing activity provides evidence for the teacher as to how well the pupil has understood the text, having read and discussed it.

A Communication level is assigned on the completion of the three activities. The level assigned is a Communication level with a focus on Reading.

Making a Judgement

A Communication level for this task is assigned with reference to the statutory level descriptions for Reading (see the document Progression in Communication across the Curriculum). All of the bullets for any given Reading level should be considered when assigning a level. The statutory level descriptions which are central to this task are printed below in bold. Additional non-statutory guidance for these level descriptions follows beneath.

Pupils can: Level 3 Level 4 Error! Not a valid link. Error! Not a valid link. Read a range of texts for  understand, sequence  understand, identify and  understand, identify and  identify how main points, information, ideas and and paraphrase main summarize main points or summarize details, details, processes or ideas enjoyment points and information. ideas. processes, main points or are organized and ideas. developed.

General Characteristics ( non-statutory guidance)

Pupils… Level 3 Level 4 Error! Not a valid link. Error! Not a valid link. As previous Level plus: As previous Level plus: As previous Level plus: - identify a limited number of - find most of the main points; - select appropriate main - structure notes effectively; the main points of the text; - chose and use an appropriate points and detail; - develop notes to demonstrate - make some basic form for note making; - make some links within thinking; assumptions based on the notes, as appropriate; text; - draw appropriate - use a given form to make conclusions from the text; notes;

What to look for

Understanding the key points - some words that are - tell the difference - notes that are fit for - concise use of not key; between main points purpose; vocabulary; - phrases copied directly and less important - development of a - reasoning illustrated by from text; points; number of key points; detail and example; - pupil’s own wording along with key words from text; Understanding issues - simple point of view - straightforward - detail sufficient to - exploration of key related to issues around development of one or demonstrate some points; the text; two of the key points; thinking; - considered opinion; - some understanding of - consideration of

underlying messages; different perspectives; Personal response - limited personal - straightforward - evidence of pupil’s - some evidence of response to the text; response to key points; questioning key points conventional opinions - identification of ideas - predictable response. and issues; being challenged; which are stated - personal response to - an imaginative explicitly in the text. key points informed by perspective. experience.

Assessing the Cross-Curricular Skills: Draft Guidance for Teachers 18 Communication Task 3: Produce a Flyer

Communication Task Outline: Produce a Flyer Cross-Curricular Skill: Communication Assessment Focus: Writing Assessment Task Produce a flyer to promote a product, service or event.

Requirement central to task Pupils should be enabled to develop, express and present ideas in a variety of forms and formats, using traditional and This statement comes from the document Progression in digital resources, for different audiences and purposes. Communication across the curriculum

Task Outline

 Reading – pupils read and analyse promotional material relevant to the subject, looking at structure, organisation and visual impact.  Talking and Listening – pupils contribute to a group discussion about the promotional material and its effectiveness in terms of audience and purpose. Alternatively, pupils might discuss ideas for their own flyers.

The activities above can run simultaneously. They support the activity below.

 Writing – Pupils plan, design and produce a flyer to promote a product, service or event for a specific audience and purpose.

Approach This Communication task comprises three separate but linked activities. In this particular Communication task, the focus is Writing. The two contributing activities, Talking and Listening and Reading, support the Writing activity. Pupils must engage in all three activities in order to be awarded a level in Communication. The level awarded to a pupil will be a Communication level with a focus on Writing.

In this assessment task, Reading is the starting point. This Reading activity involves pupils analysing promotional material. Whilst the activity of analysing promotional material will not result in a level, it will help pupils to see what makes promotional material effective. It will therefore contribute to the quality of the flyers that the pupils produce and, consequently, will feed into the level awarded for Communication with a focus on Writing.

In the Talking and Listening activity of a group discussion, pupils can share responses to the promotional material. Alternatively, pupils might discuss ideas for their own flyers. Whilst the activity of group discussion will not result in a level, it will give pupils a forum to share ideas. It will therefore contribute to the quality of the flyers that the pupils produce and, consequently, will feed into the level awarded for Communication with a focus on Writing.

The Writing activity of designing and producing a flyer is the assessment focus. All pupils should therefore be given a level for their flyer. This level will be a Communication level with a focus on Writing.

Prior Learning Reading Details of prior learning for each of these Talking and Listening three activities can be found in “Sequence Writing of Task” on pages 16-17.

Sequence of Task

Reading (the Reading and Talking Stage 1 Pupils read and analyse promotional material, e.g. print, A-V and web and Listening activities can run simultaneously)

Prior Learning Pupils should have opportunities to explore different types of promotional texts for different purposes and audiences, e.g. a billboard poster for a film, a TV ad for road safety, web advertising. Pupils should have opportunities to show understanding of messages and how they are conveyed. They should have opportunities to identify and comment on language techniques used in promotional texts such as slogans, rhymes and puns. They should also consider structure and organization of text including layout and use of visual images.

Encourage pupils to consider How well do I pick up on key information and the overall message? questions such as: How well do I understand the way that the writer uses language? What do I understand about the link between language, purpose and audience? How has the writer organized the text? What can I say about the visual aspects of the text? What can I say about the way that language and visuals work together?

Connecting the Communication Reading and analysing promotional material has the potential to inform pupils about how promotional material is put together. The promotional material read activities by pupils provides a stimulus for group discussion. It may also provide ideas for the flyer that they themselves produce.

Talking and Listening Stage 2 Take part in a group discussion

Prior Learning: This should include opportunities to contribute in group discussions and to develop an awareness of group interaction and the functions of various group participants e.g. Chair, note-taker, contributor. Pupils should have opportunities to demonstrate listening skills and to acquire and use vocabulary appropriate to subject context.

Encourage pupils to consider How can I contribute most effectively in discussion? questions such as: How can I explain my ideas most effectively? Which words and phrases, specific to the topic, do I need to use? What is the right tone of voice for me to use? How should I respond to opinions different from mine? How can I use and read body language?

Connecting the Communication Group discussion provides a forum to share responses about the promotional material. Pupils might also use the group discussion to share ideas about their activities own flyers.

The Talking and Listening alone will not result in a level. The Reading and Talking and Listening activities will help to prepare pupils for the Writing activity.

Writing Stage 3 Produce a flyer to promote a product, service or event

Prior Learning This should include opportunities to experiment with the techniques of promotional language such as slogans, rhyme and puns. In terms of visual impact, pupils may work with different layouts and experiment with visual images for effect.

Encourage pupils to consider Am I including all the information that I need and is it accurate? questions such as: Is the language I am using getting the message across to the reader? Are my spelling, punctuation and grammar accurate? Does my flyer make a visual impact? How successfully have I organised my message? How successfully have I used layout and visual images to get the message across to the reader?

A Communication level is assigned on the completion of the three activities. The level assigned is a Communication level with a focus on Writing.

Making a Judgement

A Communication level for this task is assigned with reference to the statutory level descriptions for Writing (see the document Progression in Communication across the Curriculum). All of the bullets for any given Writing level should be considered when assigning a level. The statutory level descriptions which are central to this task are printed below in bold. Additional non-statutory guidance for these level descriptions follows beneath.

The pupil can: Level 3 Level 4 Level 5 Level 6 Develop, express and present  use appropriate form.  choose from and use a  match writing to  organise and ideas in a variety of forms and range of forms, as purpose and audience; present writing for formats, using traditional and appropriate.  present information deliberate effect; digital resources, for different effectively using a  use appropriate tone audiences and purposes formal style where and style. appropriate.

General characteristics (non-statutory guidance)

Pupils….. Level 3 Level 4 Level 5 Level 6 As previous Level plus: As previous Level plus: As previous Level plus: - write in a way that is functional - demonstrate clear appreciation - show some originality; - organise the key messages and competent; of reader/ audience; - make language and visuals clearly; - write in a way that is clear, logical - use specialised vocabulary (if work effectively together; - convey key messages in a and organised; appropriate); simple way; - get across key messages clearly;

What to look for

Content - a flyer that contains basic - a flyer that contains clearly - a flyer containing information - a flyer that selects and uses a information; appropriate and accurate that is used imaginatively; range of information in a way information; that has a intended effect upon the reader; Choice and use of vocabulary - appropriate words used to - words that convey the main - words used in a way that - some words used to convey the message messages in a clear and conveys the main messages deliberate effect; effectively; accurate way; creatively, taking account of the - consideration of how a - a few examples of words used - sentence structures varied to reader; message can be conveyed; to deliberate effect; demonstrate control of language; - words/phrases specific to the - an appropriate degree of - key and common words - use of words/phrases specific to topic used in an effective way; formality; correctly spelt; the topic; - full stops, capital letters and - a range of punctuation, spelling question marks used and grammar used accurately on appropriately; most occasions;

Visual impact and organisation - images used in connection with - a flyer that uses images and - images and words used - thought-provoking use of words; words to some effect; imaginatively to get the attention images; - key messages set out clearly; - information organised and placed of the reader; - information organised in a - simple format appropriate for a so that readers can easily access - information organised in a way that commands the flyer. key points; coherent way; attention of the reader and - ideas organised in a way that - presentation that gets the encourages them to read the conforms to the conventions of a attention of the reader and whole flyer. flyer. draws attention to key points.

Assessing the Cross-Curricular Skills: Draft Guidance for Teachers 23 Using Mathematics Tasks

Number and Algebra

Handling Space, Shape Data and Measures

Assessing the Cross-Curricular Skills: Draft Guidance for Teachers 24 Using Mathematics Task 1: Investigation/Survey

Using Mathematics Task Outline: Investigation/Survey Cross Curricular Skill: Using Mathematics Assessment Focus: Handling Data Assessment Task Carry out an individual investigation or class survey

Requirements associated with Assessment Focus Pupils should be enabled to: These statements come from the document  choose the appropriate materials, equipment and mathematics to use in a particular situation; Progression in Using Mathematics across the  identify and collect information; curriculum  read, interpret, organise and present information in mathematical formats;  use mathematical understanding and language to ask and answer questions, talk about and discuss ideas and explain ways of working. Suggested Subject Contexts Learning for Life and Work, e.g. These suggestions within subject strands/Areas of  Class survey on eating habits. Learning. Subjects other than those listed here may  Pupil keeps a food diary and analyses the healthiness of his/her diet. (HE) also have relevant contexts for Handling Data  Pupil investigates how much time is spent each day/week on different activities in order to analyse school/life balance. (PD) activities  Class survey on spending habits, part time jobs etc. (Employability)  Pupil analyses his/her weekly spend to look at budgeting issues. (HE, Maths)

Geography, Science, e.g.  Class survey on travel and mobility.  Pupil conducts a personal energy audit (ecological footprint) to make recommendations about how to save energy. PE, e.g.  Pupil keeps a record of physical activity over the course of a week.

Task Description

Pupils conduct an individual or class survey to find out and analyse personal information relevant to the topic/issue being studied.

Coverage/range In this task, pupils are asked to apply their knowledge and understanding of Handling Data by identifying and collecting information, recording it appropriately, interpreting it to draw conclusions and presenting their findings in a suitable format. They may also be required to use their Number and Measuring skills depending on the nature of the survey.

Pupils may also use ICT as appropriate (e.g., spreadsheet package) to record and present information and to help interrogate and interpret the information.

Activities The task may be organised into 5 activities or stages:

1: Identifying information 2: Collecting and recording 3: Presenting information 4: Interpreting and drawing conclusions 5: Communicating findings

Flexibility It is likely that pupils will undertake most or all of the activities associated with the task. However, for assessment purposes, teachers may focus on one or more of these activities, as appropriate to the context. The activities may also be completed in a different order from that indicated; for example, pupils may interpret the information and draw conclusions before they decide on the best way to present the information and communicate what they have found out.

Differentiation The difficulty of the task, and the levels achieved by pupils, will depend on a number of factors, including: - the complexity of the information; - the independence with which pupils make decisions and carry out the task; - how pupils manipulate the information and the nature of their findings and conclusions.

Prior Learning In order to complete this assessment activity, pupils should have prior experience of: - making predictions; - recording information/data using tables/tally charts; - sorting and categorisation; - carrying out calculations using information/data; - interpreting and drawing conclusions from information/data; - presenting information using tables, graphs, charts etc.

Sequence of Task Requirements Process of Task Pupils should be enabled to: Stage 1 identifying information When planning the activity and discussing it with the pupils, teachers may want to prompt pupils towards the following questions: choose the appropriate materials, equipment and mathematics to What do I want to find out? E.g. how balanced is my diet? What do I spend my money on each week? use in a particular situation; What information/data do I need that will help me? How will I find this information? What materials/resources will I need?

Stage 2 collecting and recording Teachers may want to prompt pupils towards the following questions: identify and collect information; How will I record the information? What is a suitable format? Will I use a ready-made table/sheet or create one myself? Do I need to group the information/data into categories?

Stage 3 presenting information Teachers may want to prompt pupils towards the following questions: …organise and present information in mathematical How can I present the information in a clear way that will help me understand and interpret it? formats; What’s best? E.g. table, bar chart, pie chart, pictogram etc. Do I know the correct way to present my information? E.g. title, labels, key etc. Can I use ICT to present my work?

Stage 4 interpreting and drawing conclusions Teachers may want to prompt pupils towards the following questions: read, interpret… information in mathematical formats; What does this information tell me? Can I identify any trends or patterns in the data? Did the information prove my initial prediction? Were there any surprises? Have I found out anything new? Are there any limitations in what the information can tell me? Is there anything further I need/would like to find out?

Stage 5 communicating findings Teachers may want to prompt pupils towards the following questions: use mathematical understanding and language… What are my findings in summary? What recommendations can I make? What is the best way to tell other people about my findings? How will I do this? In written form? Using mathematical language e.g. proportion, percentage, average, range?

Making a Judgement

References to the statutory level descriptions are in bold. Other criteria in normal text are provided as non-statutory examples of performance specific to this task.

Level 3 Level 4 Level 5 Level 6 General Characteristics Pupils can work with some Pupils work with some Pupils work independently, given an Pupils work independently, given a independence in a simple, familiar, independence using an agreed activity with some structure. They more substantial investigation with (these non-statutory overview structured activity. They make approach and given some structure. make generally appropriate choices some structure (e.g., which involves statements may be used when suggestions about methods of data They make some choices about about methods of data collection, grouping larger amounts of making judgement about a pupil’s collection and presentation. They methods of data collection, organisation and presentation. They information, using two sets of data performance in the task) can answer questions based on the organisation and presentation. They can summarise findings and draw etc). They can process, represent information collected. can draw simple conclusions based conclusions. and interpret a wider range of on the information collected. information. They can draw and explain conclusions.

What to look for Level 3 Level 4 Level 5 Level 6 Pupils should be enabled to: Pupils can: Pupils can: Pupils can: Pupils can: 1. Identifying information suggest different ways an activity identify the materials, equipment identify the materials, equipment, consider and identify a range of might be approached; and mathematics required; for mathematics and strategies to be materials/equipment, choose the appropriate materials, select and use appropriately the example: used; for example: mathematical techniques and equipment and mathematics to materials, equipment and  in group/class discussion, make  using structured prompt problem-solving strategies use in a particular situation; mathematics required for an relevant suggestions about what questions make independent required to meet the purpose of activity; for example: information is needed, where to decisions about what information activities; for example:  in group/class discussion, make find it and resources needed. is needed, where to find it and  given a scenario/issue/question one or two suggestions about resources needed. to investigate, make independent what information is needed, decisions about what information where to find it and resources is needed, where to find it and needed. resources needed.

2. Collecting and recording find, collect and interpret find, organise and interpret identify, obtain, process and obtain, process and interpret information; information; interpret information; information from a range of identify and collect information; collect and record relevant data collect, group, record and present collect, organise, record and sources; for a given task; for example: data with given class intervals; for represent data; for example: collect and record discrete and  use given data collection sheet for example:  design and use a data collection continuous data using a variety of discrete ungrouped data, e.g. how  use given data collection sheet, sheet; methods; for example: many pupils in the class take e.g. tally chart, spreadsheet;  complete recording accurately  where appropriate, create a bus/car/train to school;  complete recording accurately and with relevant information; questionnaire to collect data;  complete recording with general and with relevant information;  with one interval given, use equal  complete recording accurately and accuracy and relevant  where appropriate, group data class intervals to create frequency with relevant information; information. using given class intervals, e.g. tables and diagrams for grouped  select appropriate equal class How much pocket money pupils data; intervals to construct frequency get, e.g. £0-£4.99, £5-£9.99…  decide on categories for tables and diagrams for grouped grouping/classifying information. discrete data. 3. Presenting information record and present their findings record and present information record and present information use a range of suitable ways to using simple mathematical clearly, commenting on their accurately and appropriately; present findings, following …organise and present formats; construct and label findings; for example: construct and interpret a range of accepted conventions; information in mathematical simple bar charts and  choose and construct an tables, diagrams and graphs; for construct and interpret a variety formats pictograms; for example: appropriate representation (for example: of diagrams and graphs for  choose and construct an grouped or ungrouped data) from  choose and construct an discrete and continuous data; for appropriate representation (for the following: appropriate representation from example: ungrouped discrete data) from the  as previous level, plus the following:  choose and construct an following simple formats:  pictogram (using symbols/part  as previous level, plus appropriate representation (for  table symbols for groups of objects)  line graph discrete or continuous data) from  pictogram (using symbols for  bar line graph;  decision tree diagram; the following: objects or groups of objects)  use an appropriate scale;  select and use an appropriate  as previous level, plus  bar chart  construct and label representation scale;  pie chart  block graph correctly, e.g. title, axes, key.  construct and label representation  scatter graph;  Venn diagram; correctly, e.g. title, axes, key.  select and use appropriate scale,  construct and label representation class intervals etc; correctly, e.g. title, axes, key.  construct and label representation according to accepted conventions.

4. Interpreting and drawing find, collect and interpret find, organise and interpret identify, obtain, process and obtain, process and interpret conclusions information; information; interpret information; information from a range of find and interpret information represent and interpret data using calculate and use mean and sources; read, interpret… information in from tables, pictograms, lists, bar a range of graphs, tables and range; for example: find and use the median and mathematical formats charts, simple pie charts and diagrams; for example:  convert data to percentages or mode; databases; for example:  make statements based on the fractions to draw conclusions, e.g. use range and one of the  make statements and information/data, e.g. ‘I have fizzy 2/3 of boys…, 20% of my time…; measures of average to compare comparisons based on the drinks twice a day’;  begin to use statistical methods to two sets of data; for example: information/data, in response to  make observations comparing the analyse, e.g.  begin to use statistical methods to specific questions. information collected, e.g.  calculate and use the mean analyse, e.g. most/least/difference between; and range of a set of  find the median and mode;  draw simple conclusions based on ungrouped discrete data.  use range and measures of the information, e.g. ‘I could save average (mean, mode, money if I didn’t buy sweets every median) to compare two sets day’. of data, e.g., ‘on average, girls spend 2 hours more each week shopping’;  identify trends and patterns, e.g., ‘I waste 20% of my electricity at night’. 5. Communicating findings use appropriate mathematical use appropriate mathematical use appropriate mathematical use appropriate mathematical language to discuss and describe language to discuss their work language to express and language to communicate and use mathematical understanding their work; for example: and explain their thinking; for communicate ideas precisely; for explain their work for a wider and language…  use language appropriate for example: example: audience; for example: Level 3, e.g. bar chart, most/least  use chosen representation to  summarise findings and make  explain conclusions in etc. present/explain some findings; some generalisations; some detail, using information/  use language appropriate for  use chosen representation to representation to support their Level 4 to describe findings and illustrate or help explain their views; chosen presentation, e.g. per findings/ conclusions;  make recommendations based on cent, fraction, scale et).  use language appropriate for analysis ; Level 5 to describe choices of  use language appropriate for information, presentation etc, Level 6 to describe chosen findings and conclusions, e.g. approach/strategies, findings and average/mean, range. conclusions.

Assessing the Cross-Curricular Skills: Draft Guidance for Teachers 30 Using Mathematics Task 2: Measuring

Using Mathematics Task Outline: Measuring Cross Curricular Skill: Using Mathematics Assessment Focus: Shape, Space and Measures Assessment Task Carry out a Measuring Activity

Requirements associated with Assessment Focus Pupils should be enabled to: These statements come from the document Progression in  choose the appropriate materials, equipment and mathematics to use in a particular situation; Using Mathematics across the curriculum  work systematically and check their work;  identify and collect information. Suggested Subject Contexts Geography, e.g. These suggestions within subject strands/Areas of Learning.  Carry out a weather study to investigate own environment (temperature, rainfall, pressure, relationships between these). Subjects other than those listed here may also have relevant  Carry out a river study (to investigate the relationship between width, depth, speed of flow etc). contexts for Shape, Space and Measures activities Science, e.g. Accurate measurement is an integral skill in scientific methods of enquiry. Opportunities include:  Organisms and health: o Investigate the effects of pollution on seedling growth. o Investigate the effect of exercise on pulse and respiration rates etc.  Chemical and material behaviour: Measure temperature change due to chemical reactions.  Forces and energy: Measure current, effect of friction, speed, relationship between force, area and pressure etc.

Technology, e.g.  Appreciate the need for accurate measurement when planning, designing and manufacturing.

PE, e.g.  Measure time, height, length, pulse rate etc to monitor performance and the effects of exercise.

HE, e.g.  Use a range of measures when preparing and cooking food.

Task Outline

In this task, pupils carry out a series of measurements for a specific purpose. They choose the appropriate equipment and units of measurement and work to an appropriate degree of accuracy. They record their results and interpret and process these as necessary.

Measurements may include time, temperature, length, ‘weight’/mass, capacity, area, volume etc. They may also include more specific measurements such as current, speed, density, wind speed, pressure, pulse rate etc.

Coverage/range In this task, pupils are asked to apply their knowledge and understanding of Shape, Space and Measures. They may also be required to use their Handling Data skills (by organising and processing the data) depending on the nature of the activity.

Pupils may also use ICT as appropriate to measure and record data.

Activities Depending on the type of activity and level of complexity, the task may involve the following activities or stages:

1: Plan 2: Measure and Record 3: Process and Interpret

Differentiation The difficulty of the task, and the levels achieved by pupils, will depend on a number of factors, including: - the complexity of the measurements to be taken and the degree of accuracy required; - the independence with which pupils can plan and carry out the task; - the extent to which pupils are asked to process and interpret the information.

Prior Learning In order to complete this assessment activity, pupils should have prior experience/knowledge of: - using a range of measuring equipment; - the units of measurement required; - taking accurate measurements and discussing methods of ensuring accuracy; - recording measurements clearly and systematically; - interpreting results and discussing/drawing conclusions.

Sequence of Task Requirements Process of Task Pupils should be enabled to: Stage 1 plan Pupils identify what they are going to measure and choose the appropriate equipment and unit(s) of measurement. They discuss/decide issues such as how choose the appropriate materials, often they will measure, for how long, and to what degree of accuracy. They may be required to identify what variables need to be controlled. equipment and mathematics to use in a particular situation; When planning the activity and discussing it with the pupils, teachers may want to prompt pupils towards the following questions: work systematically and check What are you going to measure? Why? their work; What is the best equipment to use? Do you know how to use the equipment properly? What unit(s) of measurement are you going to use? How accurate do your measurements have to be? How will you make sure that your readings are as accurate as possible? How will you check that your readings are accurate? How are you going to record this information? What are you going to use this information for?

Stage 2 measure and record Pupils carry out measurements and record their results. They check the accuracy of their measurements. They may also estimate before or after measuring work systematically and check to check if their answers are reasonable. their work; Teachers may want to prompt pupils towards the following questions: identify and collect information; Are you using the equipment appropriately, e.g. starting at zero? Are you using the appropriate/correct unit of measurement? Have you considered all the factors that may affect your measurement? (What are the controlled variables?) What is the clearest way to record your results? Do your results ‘look right’? Are there any anomalies?

Stage 3 process and interpret Pupils use their results for a specific purpose. identify and collect information. Teachers may want to prompt pupils towards the following questions:

Do your results give you the information you need for the purpose of your activity? Do you need to carry out any calculations using your results? What do your results tell you?

Making a Judgement

Pupils should be enabled to: Level 3 Level 4 Level 5 Pupils can: Pupils can: Pupils can: General Characteristics Under the direction of the teacher, pupils can read With increasing independence, pupils decide what Pupils identify equipment and strategies for simple measuring instruments and measure out to measure and how to measure it. They measuring accurately. They measure and record (these non-statutory overview required amounts. They record their findings measure to an appropriate degree of accuracy independently, systematically and efficiently. statements may be used when using a given framework. and decide how to record their findings. They can process the information for a required making judgement about a pupil’s purpose. performance in the task)

What to look for Level 3 Level 4 Level 5 Pupils should be enabled to: Pupils can: Pupils can: Pupils can: select and use appropriately the materials, identify the materials, equipment and identify the materials, equipment, choose the appropriate materials, equipment and mathematics required for an mathematics required; for example: mathematics and strategies to be used; for equipment and mathematics to activity; for example:  identify equipment needed which gives example: use in a particular situation;  choose appropriate equipment, e.g. when appropriate accuracy, e.g. use stop watch  identify strategies to ensure accuracy when measuring the playground, choose between rather than second hand of watch; measuring, e.g. repeat measurements; how to ruler, metre stick and trundle wheel;  choose appropriate unit of measurement to control variables by measuring from the same  choose correct unit of measurement, e.g. use, e.g. cm for pupil height; mm for point each time or at regular intervals; metres and not kilograms for length; Technology (more precision needed); seconds  use equipment correctly for purpose, e.g. for time taken to run 100 m. measure length on ruler from 0, not end of ruler. begin to organise their work and check its plan and organise their own work and work plan and work systematically and efficiently; work systematically and check accuracy; for example: systematically; for example: their work;  know order in which to carry out review their work and check for accuracy; for  use equipment and record results quickly and activities/measurements; example: accurately.  check that they have recorded using correct  discuss and agree criteria for measuring units, e.g. 14cm and not just 14. accurately by controlling variables that will independently review their work, considering affect the measurement, e.g. over same if their findings are reasonable and making period of time, using same size of container changes where appropriate; for example: etc;  recognise anomalous results.  check their measurements to ensure answers are accurate and make sense. find, collect and interpret information; for find, organise and interpret information; for identify, obtain, process and interpret

identify and collect information; example: example: information; for example:  record measurements in an organised way by  choose a format to record measurements in  increase accuracy by repeating using a given format/table; an organised way; measurements and calculating mean;  describe their findings, e.g., ‘I can run 100m in  explain their findings, e.g., ‘My results show  use mean and range to interpret data, e.g. 15 seconds’. that the classroom is warmer in the afternoon. calculate average monthly temperature; use This may be because it gets direct sunlight’. range to make comparisons;  interpret and apply findings for a particular context. estimate, measure and record length, estimate and measure length, ‘weight’/mass, convert from one metric unit to another; for use mathematical knowledge and capacity, volume, ’weight’, time and time and temperature, working to an example: concepts accurately in the temperature; for example: appropriate degree of accuracy; for example:  convert using decimal notation where context of Measures.  make sensible estimates, e.g. that their height  estimate by comparison to a known amount, necessary, e.g. from centimetres to metres, is 150 cm, not metres; that distance from e.g. ‘If the height of the door is 2 metres, then litres to millilitres. Belfast to Antrim is 35 km not 35m. the height of the room is about…’;  read measurements to the nearest graduation. add, subtract, multiply and divide common read simple measuring instruments with an measures. appropriate degree of accuracy; for example: understand the relationship between metric  e.g., adapt recipes for different numbers of  read instruments where not all graduations are units and choose and use the appropriate people. numbered. metric units for tasks;  e.g., know that 100 cm is 1 metre etc. read digital and analogue displays; for example: add and subtract common measures; for  read digital display on a scale (showing whole example: units);  carry out simple calculations on results, e.g.  read time on an analogue scale or clock (5 calculate that 2m minus 40cm is 1m 60cm. minute intervals).

Assessing the Cross-Curricular Skills: Draft Guidance for Teachers 35 Using Mathematics Task 3: Read and Interpret

Using Mathematics Task Outline: Read and Interpret Cross Curricular Skill: Using Mathematics Assessment Focus: Handling Data Number Assessment Task Read, extract and process information from a table and use this to make a recommendation or solve a problem

Requirements associated with Assessment Focus Pupils should be enabled to: These statements come from the document Progression in  read, interpret, organise and present information in mathematical formats; Using Mathematics across the curriculum  use mathematics to solve problems and make decisions;  develop financial capability*.

* where appropriate Suggested Subject Contexts Geography, e.g. These suggestions within subject strands/Areas of Learning.  Given a specific scenario, pupils recommend a suitable travel itinerary. Subjects other than those listed here may also have relevant contexts for Handling Data activities Science/Home Economics, e.g.  Given a table of food values and recommended amounts for balanced diet, pupils prepare a menu/diet sheet.

Home Economics, e.g.  Pupils interpret tables detailing cost of living for different places, possibly through the context of moving away from home.

PE/Personal Development, e.g.  As part of planning for an active and healthy lifestyle, pupils use a schedule of activities for a leisure centre. They consider opening times for pool and gym, times of classes such as aerobics, Pilates, etc. They plan how to get the recommended allowance of daily activity.

Citizenship, Employability, Financial Capability, e.g.  Given a table of data and a scenario/problem appropriate to the subject context, pupils give recommendations/proposals or possible solutions to a problem.

Task Description

Pupils interrogate information in mathematical formats such as tables. They process this information and use it to solve a problem or make decisions on which they base their recommendations. Where appropriate, this may include aspects of financial capability and Using ICT.

Coverage/range In this task, pupils are asked to apply their knowledge and understanding of Handling Data by reading, extracting and processing information in mathematical formats. They will also be required to use their Number skills to process and interpret the information.

Pupils may also use ICT as appropriate (e.g. spreadsheet package) to record and present information and to help interrogate and interpret the information.

Activities The task can be organised into 3 activities or stages: 1. Read, extract and interpret information in a table. 2. Process information using appropriate mathematics to solve problems and make decisions. (Certain contexts may provide possibilities to demonstrate financial capability). 3. Present solutions/recommendations in suitable formats.

Flexibility It is likely that pupils will undertake most or all of the activities associated with the task. However, for assessment purposes, teachers may focus on one or two of these activities, as appropriate to the context.

Differentiation The difficulty of the task, and the levels achieved by pupils, will depend on a number of factors, including: - the complexity of the information; - the independence with which pupils make decisions and carry out the task; - how pupils manipulate the information and the nature of their findings and conclusions.

NB: Combining information from 2 tables increases complexity for higher levels.

Prior Learning In order to complete this assessment activity, pupils should have prior experience of:

- reading information from tables; - interpreting and organising information; - presenting information in a suitable formats; - problem solving in everyday contexts; - making decisions based on mathematical information; - considering ‘best value for money’ scenarios.

Sequence of Task Requirements Process of Task Pupils should be enabled to: Stage 1 read, extract and interpret information in a table Pupils demonstrate their ability to extract information from a table. They choose the appropriate information to suit a given context. read and interpret information in They can describe patterns in the data. mathematical formats; When planning this activity and discussing it with the pupils, teachers may want to consider the following questions with their pupils: What is the purpose of the data/information in the table? What specific information does the table provide? E.g., Who? Which? What is? Which is the most/least? What can you suggest about …? What information do you need to solve the problem? Can you see any relationships or patterns in the information? Could this information be misleading?

Stage 2 process information using appropriate mathematics to solve problems and make decisions. (Certain contexts may also provide possibilities to demonstrate financial capability). Pupils perform mathematical calculations using the data in the table. use mathematics to solve problems and make decisions; Teachers may want to prompt pupils towards the following questions: What calculations do you do need to use in order to get the necessary information from the table? What more do you need to do to the information? E.g., Can pupils statistically analyse information, where appropriate, such as finding an average or the range? What conclusions can you draw from the data? Why do you think that yours is the best recommendation? Are you aware of the financial constraints in the decision making process? In making a recommendation, have you considered the financial aspects?

Stage 3 present solutions/recommendations in suitable formats. Pupils present their solution or recommendation clearly and accurately. They explain why their recommendation is the most suitable. organise and present information. Teachers may want to prompt pupils towards the following questions: How can you present your findings clearly and accurately? Can you explain why/how you arrived at this conclusion?

Making a Judgement

Level 3 Level 4 Level 5 Level 6 Pupils can: Pupils can: Pupils can: Pupils can: General Characteristics Teacher provides stimulus material in Teacher provides stimulus material Pupils obtain their own information Pupils obtain information from more a simplified format. Pupils extract available to general public. Pupils for a specific purpose. They than one source. They interrogate (these non-statutory overview required information in response to extract information suitable for the interrogate this information and the information and choose what they statements may be used when teacher questions. purpose and make a present a number of options, would recommend from a number of making judgement about a pupil’s recommendation. listing pros and cons of each. options. They are able to justify their performance in the task) choice.

What to look for Level 3 Level 4 Level 5 Level 6 Pupils should be enabled to: Pupils can: Pupils can: Pupils can: Pupils can: find, collect and interpret find, organise and interpret identify, obtain, interpret and obtain, process and interpret read, interpret, organise and information; for example: information; for example: record information; for example: information from a range of present information in  know the purpose of the data  extract information considering  obtain information using sources; for example: mathematical formats; source; two criteria. brochures, travel time-tables,  collate/manipulate information  discuss features of the data the Internet etc; from different sources, e.g. source; record and present information  determine and accurately compare travel agent’s  find the required information clearly, commenting on their select the most appropriate package holiday with one self- from source material and apply findings; for example: information. arranged on the Internet. it to the required context.  process the information so that it is presented to make its record and present information use a range of suitable ways to record and present their findings meaning more clear; accurately and appropriately; for present findings, following using simple mathematical  present the information in a example: accepted conventions. for formats; for example: suitable format, e.g. itinerary;  present information in a format example:  talk or write about what they  describe concisely what they that would be used in an  present findings using more found out. have found out/are everyday context; than one method of presenting recommending.  ensure that different options (could link with Communication read and interpret a calendar; are explicitly labelled as such; and/or Using ICT). understand and use analogue and  use ICT as appropriate. find and interpret information digital time and use am, pm and from tables, pictograms, lists, bar 24-hour notation; read and interpret timetables and charts, simple pie charts and solve related problems; for databases; for example: represent and interpret data using example:  read, extract and answer a range of graphs, tables and  time calculations, e.g. total

questions on information from diagrams. for example: journey time, fastest journey simple table(s) and list(s).  carry out calculations using option etc. data/change format of table.  interpret key on timetable, e.g. is travel service provided every day? is travel service direct or are there stops/changes on the way?

interpret and draw conclusions from a range of diagrams and graphs. for example:  decide if this is most appropriate information – e.g. what would add to it?;  present further details to give a more complete picture.

What to look for Level 3 Level 4 Level 5 Level 6 Pupils can: Pupils can: Pupils can: Pupils can: develop and use efficient mental use a range of problem solving use a range of problem solving adapt their approach as needed; use mathematics to solve calculation strategies; for example: strategies; for example: strategies, suggesting and trying for example: problems and make decisions;  use data from the source to  describe how they will use out different approaches; for  consider how this solution answer specific questions. information in the table to solve example: would need to be altered/ the problem;  consider different strategies to adjusted if one or more of understand, use, add, subtract  identify what they have to do to address problems/arrive at original parameters change, and multiply whole numbers up to solve the problem, e.g. what recommendation; e.g. at least 1000; calculations to use;  work out 2 or more different - longer time; know 2, 3, 4, 5 and 10  use information to solve a options; - more people; multiplication tables and use this problem/make a  consider the pros and cons of - leg of journey cancelled. knowledge to solve problems; for recommendation. each option. example: carry out calculations with  carry out basic calculations with add, subtract, multiply and divide multiply and divide numbers with numbers of any size in practical information on table. whole numbers using a range of up to 2 decimal places by a whole contexts; for example: mental, written and calculator number; for example:  offer one or more solution/ methods;  work using decimals, e.g. recommendation, giving add and subtract numbers with up money calculations. reasons for each; to two decimal places;  summarise findings and draw know multiplication tables up to conclusions. 10x10 and use this knowledge to solve problems; for example:  diet calculations, e.g. given the amount of fat in 100g of bread, calculate fat in 600g

loaf;  costing calculations, e.g. given price per adult, calculate total cost of holiday for four adults.

What to look for Level 3 Level 4 Level 5 Level 6 Pupils can: Pupils can: Pupils can: Pupils can: use number skills to solve make choices about spending and make informed choices about calculate using percentages in develop financial capability. problems in the context of money value for money; for example: personal budgeting and spending relevant contexts; for example: up to £10; for example:  when given a certain amount of and understand the concept of  possible charges for paying by  make recommendations for a money, recommend options interest when saving and debit/credit card; scenario where maximum taking value for money into borrowing; for example:  commission on changing spend is £10, e.g. a journey account.  consider the time needed to currency/travellers cheques. for £10 or eating healthily for a save, e.g. for a holiday; day/over a weekend for £10. show understanding of ways in  budget certain proportions of apply mathematical concepts to a which payments for goods can be income, e.g. for food etc; range of financial situations; for made; for example:  make choices in financial example:  consider different ways of contexts;  weigh up the best options. paying, the pros and cons of  choose one item over another each, e.g. cash, credit and debit in order to meet a budget; cards etc.  calculate how much more it costs to borrow money, e.g. for a holiday, compared to saving for it;  calculate consequences of going over budget, e.g. scale up for number of people involved;  consider extras not explicit in headline cost, e.g. taxes, fuel charges, baggage charges, excess baggage charges, insurance etc.

Assessing the Cross-Curricular Skills: Draft Guidance for Teachers 41 Using ICT Tasks

Explore

Express

Exhibit Exchange

Evaluate

Assessing the Cross-Curricular Skills: Draft Guidance for Teachers 42 Using ICT Task 1: Image Manipulation

Using ICT Task Outline: Image Manipulation Cross-Curricular Skill: Using ICT Assessment Focus: Image Manipulation Assessment Task Use electronic devices as tools to gather information in the form of images, and use software to combine, arrange and modify aspects of those images to create a visual outcome.

Requirements associated with Assessment Focus Pupils should be enabled to: These statements come from the Explore document Progression in Using ICT across the  access and manage data and information curriculum  research, select, process and interpret information  investigate, make predictions and solve problems through interaction with digital tools Express  create, develop, present and publish ideas and information using a range of digital media  manipulate information and multimedia products using a range of assets Exchange  communicate using a range of contemporary methods and tools Evaluate  talk about, review and make improvements to work  consider sources and resources used Exhibit  manage and present their stored work Suggested Subject Contexts Art and Design – using digital image manipulation software, set up a document, and import images to make a collage of several layers. These suggestions within subject strands/Areas of Use images from a bank of examples of work of artists who have used the theme of the holocaust in their work. Incorporate layers Learning are examples only. Subjects other than containing text and prepare for screen display or print. those listed here may also have relevant contexts for History – make a documentary of the holocaust in the form of a sequence of images which are collaged together and annotated to illustrate image manipulation activities some aspect of the issues associated with the period. RE – compile a bank of digital images associated with the holocaust and use these to prepare a collage which focuses on the elements of anti-semitism which were a feature of the Nazi ‘Final Solution’.

Task Description Pupils use digital image manipulation software. In this example they investigate the subject of the holocaust as it has been documented in images of the time, Nazi art, art created inside the camps, documentary footage of the liberation of the camps, the records of inmates and survivors, holocaust monuments and memorials, and the work of artists who have used the holocaust as a theme in their work, either at the time or thereafter.

Prior Learning Pupils should have had time to become familiar with the equipment and procedures appropriate to the subject context. This will involve getting to know: - The hardware and software available, such as CD-Roms of relevant images, other image files, and how to access the images. - What the software is capable of and how to use appropriate combinations of tools and commands within the interface of the software to achieve the desired outcome. - Which potential sources to choose from, some of which will be more suitable than others for the particular task (CDROM). - How to import image files in to the software workspace; position images using scale, crop, rotate commands; add subsequent images as separate layers within a document; apply image editing features to separate layers.

- How to review and modify effects as the image is built up. Sequence of Task Requirements Process of Task Explore & Express Stage 1 becoming familiar with hardware and software Explore Familiarity with hardware and software is about seeing examples of how ICT is applied within specific contexts. For example, understanding that an image  access and manage data and can have various attributes adjusted to alter its appearance. It is about understanding what sort of work is done in subject contexts, and how ICT can facilitate information that work. For example, seeing examples of the work of image editors and photographers in composing digital images. It will be necessary to consider the  research, select, process and typical activities associated with specific contexts, and to appreciate how specific ICT applications and software have been developed for those activities. For interpret information example, investigating how resolution of image affects the way it is displayed on screen. At higher levels, pupils will also begin to question existing Express assumptions about how procedures are used and results obtained—perhaps considering alternatives and experimenting with modifications. For example,  Create, develop, present and much of the work in image editing is performed on a trial and error basis, but to be successful users need to be able to move back and forth between different publish ideas and information versions of an image to choose the one they want to work with. using a range of digital media  manipulate information and Do I know when and how ICT is used within the subject? multimedia products using a Is there a real-world version of this work that people in jobs actually do? range of assets Is the hardware and software used in this subject different to what I already know about? Do I know enough about how to use the hardware and software to get started?

Express, Exchange and Evaluate Stage 2 composing a composite image Express Once pupils have had the opportunity to see how image manipulation software works, they need sufficient time to re-visit contexts and concepts to which they  Create, develop, present and have been introduced. They need to spend time experimenting with different combinations of images to decide on a composition that complements their publish ideas and information intentions. It is at this stage that pupils should begin to acquire some independence in their use of ICT—so that they are able to carry out appropriate tasks using a range of digital media without detailed stage-by-stage instructions for every operation.  Manipulate information and multimedia products using a Am I ready to do image editing on my own? range of assets What do I do if I hit difficulties in using the hardware and software? Exchange Are there any other people in the class that could help me with problems I can’t work out on my own?  Communicate using a range of Am I ready to try a more difficult image editing technique? contemporary methods and Have I come up with any ideas for things to do next in the course of this work? tools Evaluate  Talk about, review and make improvements to work, reflecting on the process and outcome  Consider the sources and resources used Express, Exchange, Evaluate and Stage 3 applying Knowledge, Understanding and Skills to image editing Exhibit Express As pupils get used to using ICT within a subject context, they will need opportunities to become more independent in their work. Often, this is likely to be  Create, develop, present and accomplished through undertaking activities which invite pupils to engage in successive cycles of work of increasing sophistication. Within this process of publish ideas and information advancing complexity, there will be opportunities for pupils to choose from amongst a range of ways of going about an activity. This may be as simple as using a range of digital media evolving a personal style of workflow in using software. Or it could extend to identifying problems for themselves, setting up a test, and trying out ways of

 Manipulate information and addressing the issue identified. multimedia products using a range of assets How confident am I in using ICT in this subject? Exchange What do I need to find out so that I can make further progress?  Communicate using a range of Do I know which combinations of hardware and software will achieve what I want in this subject? contemporary methods and How well do I know the software? Can I make it do what I want? tools Can I follow the stages in doing this sort of work so that I can keep track of where I’m going and how to get there? Evaluate How good am I at reviewing my work in progress and using review to decide what to do next?  Talk about, review and make Could I explain to someone else how I did this work? improvements to work, reflecting on the process and outcome  Consider the sources and resources used Exhibit  Manage and present their stored work

Making a Judgement Requirements for Using ICT Across the Curriculum Pupils should be enabled to: Level 3 Level 4 Level 5 Level 6 Pupils can: Pupils can: Pupils can: Pupils can: Explore access select and use research, select, edit and use research, select, edit, use and research, select and evaluate  Access and manage data and information from given digital information from a range of digital evaluate assets from a range of assets from a range of digital information sources sources digital resources resources, justifying and  Research, select, process and referencing their sources interpret information carry out and edit a series of investigate and solve problems in investigate and solve problems in  Investigate, make predictions instructions, make predictions a digital environment a range of digital environments investigate and solve problems in and solve problems through and solve problems using digital environments by interaction with digital tools digital devices or environment developing and manipulating models Express communicate and develop ideas process found or self-produced process found and self-produced manipulate and integrate a  Create, develop, present and by creating and editing text assets, including text, number, assets, integrating text, number, combination of text, number, publish ideas and information onscreen - combine this with sound, still or moving images, sound, still and moving images to sound, still and moving images, to using a range of digital media appropriate, selected images and combine these to create, create, present and communicate create, present and communicate  Manipulate information and and/or sound present and communicate their their products, demonstrating a their information and multimedia multimedia products using a range work, showing an awareness of clear understanding of audience products, for specific audiences of assets collect, enter, organise and audience and purpose and purpose and purposes present data and draw conclusions Exchange understand that digital methods use contemporary digital methods use a range of contemporary use a range of contemporary can be used to communicate to communicate digital methods to communicate, digital methods to communicate, Communicate using a range of  share and exchange information share and exchange information contemporary methods and tools with peers with peers, experts and end users Evaluate make modifications to their use appropriate ICT tools and use appropriate ICT tools and review their use of ICT, routinely  Talk about, review and make work features to improve work features to carry out ongoing evaluating and justifying the improvements to work, improvements and reflect on processes and outcomes reflecting on the process and process and outcome outcome  Consider the sources and resources used Exhibit save work for further use, organise, store and retrieve their Organise, store and maintain their manage their stored work,  Manage and present their stored using meaningful file names work work showing an awareness of format, work portability and size

What to look for (non statutory guidance) Level 3 can Level 4 can Level 5 can Level 6 can Format and control documents follow step-by-step instructions to open, create and set up new set up document values taking move backwards and forwards during production of finished image set up a new document document values such as size and account of the purpose(s) and through the history of a document to resolution intended audience(s) for the work experiment with effects and try out (explore) open floating palettes using menu combinations of commands commands organise the desktop workspace to suit the task by controlling display of demonstrate awareness of file floating palettes format of resolution of scanned images Acquire pre-existing images to follow step-by-step instructions to import images from saved image import images from files saved in a include elements within images manipulate from a range of sources import images from existing files files variety of formats from a range of which have been self produced, input/image capture devices such as either by importing own images, (explore/express) access images from a range of given cut and paste from pre-existing a digital camera, scanner, existing digital photographs or constructing sources, for example, camera, image files saved image file illustrations using available tools internet, own scanned artwork access/select images (verbal control resolution of images observation/comment on why) Use layers to collage elements of a paste more than one image in to use layers to arrange multiple control display of layers and change combine groups of layers together, composite image together document to create multiple layers images within a single document order of layers to manipulate apply interactions between layers overlapping images such as layer blends and layer (explore/express) effects, and control the display of the hide and display layers output image by manipulating layers

use multiple images/layers Use a range of selection tools use basic selection techniques such select individual components with demonstrate understanding of how demonstrate understanding that as select all, deselect and magic images such as all contents of a to make selections in a number of most tools and commands for image (express/evaluate) wand single layer ways using a range of tools such as manipulation work by selecting some selecting a specified colour range or component of the image. explain changes to an image by drawing out a selection marquee (observation verbally) choose appropriate selection tool to use to achieve intended effect Change appearance of image(s) use basic image manipulation tools alter appearance of imported images demonstrate familiarity with a range use and combine sequences of using values/parameters of tools applied to the whole image such as by selecting elements of the image of image manipulation tools and how manipulations in order to Posterise to adjust for example change to adjust their parameters, try out progressively alter the appearance (express/evaluate) contrast values effects, undo changes and revert to of images original conditions reference, review and justify choices demonstrate awareness of audience and purpose Change appearance of image(s) by follow step-by-step instructions to move, crop, scale, rotate, duplicate control individual components within independently control and altering relative position move, crop, scale, rotate, duplicate (copy) individual images an image using commands to manipulate all the components of a an image position and assemble a number of complex image built up of many

(express/evaluate) separate layers layers

demonstrate the process through design, drafting and versions Control attributes of document taking follow step-by-step instructions to save document in native format save copies of document in formats import and export images between account of portability, sharing, save document in native format suited to different end functions such applications, manage portability and display and audience as jpeg sharing, taking account of end users and audience (exchange/exhibit) choose file formats

Assessing the Cross-Curricular Skills: Draft Guidance for Teachers 48 Using ICT Task 2: Presentation

Using ICT Task Outline: Presentation Cross Curricular Skill: Using ICT Assessment Focus: Presentation Assessment Task Prepare and deliver a digital presentation

Requirements associated with Assessment Focus Pupils should be enabled to: These statements come from the Explore document Progression in Using ICT across the  access and manage data and information curriculum  research, select, process and interpret information Express  create, develop, present and publish ideas and information using a range of digital media.  manipulate information and multimedia products using a range of assets Exchange  share, collaborate, exchange and develop ideas digitally. Evaluate  talk about, review and make improvements to work, reflecting on the process and outcome Exhibit  manage and present their stored work Suggested Subject Contexts English, writers life, exemplify some aspect of grammar, talking book, interactive story These suggestions within subject strands/Areas of PE, exercise sequence warm up to cool-down, rules of a particular sport, stages of performance to analyse movement, heart rate during Learning are examples only. Subjects other than exercise those listed here may also have relevant contexts for Technology & Design, document a manufacturing process, using a piece of equipment, show sequence through planning in design phase presentation activities of work, run a rendering sequence in a 3D modelling package R.E. looped images of Diwali with voiceover, ethical implications of euthanasia

Task Description Pupils create a digital presentation for electronic display and/or exhibition. The teacher should draw attention to the intended audience and purpose, making clear that the presentation is not for a printed end-product; bearing in mind that hand-outs may form part of the activity. It will be necessary to emphasise the importance of factors such as accessibility for other users; as well as coming to appreciate the distinctions between print-based formats and digital resources which incorporate features such as transitions, voice-over, animations etc.

It is most likely that pupils will use specific presentation software to create their work, although equivalent results can be achieved in other ways such as using 3D modelling software which provides facilities for animation. Pupils should be encouraged to think in terms of: - using the presentation as a tool to illustrate a talk - understanding the characteristics of something running in a loop and how this can be used to attract the audience’s attention - using timing within the presentation to gain and hold the attention of the intended audience - the capacity to paraphrase or précis text on-screen so that the presenter does not merely read out the text on-screen Many software package templates exist which offer a natural starting point for the development of this sort of digital work. Pupils should be encouraged to redraft work as it progresses so as to adapt it to take account of the responses of a test audience

It will be helpful for pupils to look at the advantages and disadvantages of different features and strategies commonly used to embody content. For example in presentations which:

- use mainly text; - include diagrams or graphs; - use still and/or moving images; - have a voiceover and/or music; - feature animations and/or transitions; - are dependent on a ‘live’ presenter to interpret the content for the audience; - are structured to run in a loop without presenter interpretation. When pupils go on to create their own presentations they can then begin to appreciate how information can be packaged and disseminated effectively.

Prior Learning Pupils should have had opportunities to: - select and structure content; - consider and reflect on what makes an effective and appropriate presentation for audience and purpose. Pupils should have been guided through a critical consideration of how to order content when making a presentation, and have investigated some basic principles for choosing and arranging material to include in their own work; - prepare draft presentation and present finalised version; - be familiar with the need to carry out tasks related to the preparation and manipulation of assets in a suitable order; - be familiar with protocols for publishing information in a public context, such as acknowledging sources; - consider the requirements of the target audience, such as attention span, visual impairment, age and previous experience of the subject chosen for presentation; - be able to use the existing ICT infrastructure to save and make available their completed work.

Sequence of Task Requirements Process of Task Explore & Express Stage 1 plan and make Explore Once initial decisions about the focus for the presentation have been taken, then the content of the presentation needs to be created or acquired. Planning a  Access and manage data and presentation involves deciding what combination of information in the form of text, pictures and sound to use. Content is about the information, ideas and information messages that are chosen and used. It is about the appropriateness, comprehensiveness and accuracy of that content, and about how the author has  Research, select, process adapted it to suit the audience and purpose. and interpret information Express When planning the activity and discussing it with pupils, teachers may ask them to consider the following questions in order to establish success criteria:  Create, develop, present and publish ideas and information Have I chosen to include content which is suited to the intended audience and purpose? using a range of digital media; Have I used a suitable mix of content such as text, pictures, graphs etc.?  Manipulate information and Have I edited found materials to make them fit the presentation? multimedia products using a How much have I written or created myself, and how much have I adapted from found sources? range of assets

Express and Evaluate Stage 2 present draft, and evaluate taking account of test audience Express Drafting a presentation requires that information be structured so that it is delivered in a way which engages the audience. Successfully engaging the  Create, develop, present and audience may require several drafts to establish which means of getting information across are most effective. It is important that pupils retain early versions publish ideas and information of their work for later comparison. using a range of digital media  Manipulate information and Teachers may want to get pupils to ask themselves the following questions to establish success criteria: multimedia products using a range of assets Is the range of content I have chosen right for my presentation, or have I included things that aren’t really effective? Evaluate Is the language I have used in my text suitable for the intended audience?  Talk about, review and make Are the type settings suitable for the intended audience—can the text be read even by someone with a visual impairment? improvements to work, Have I saved all the files so that I can share my documents? reflecting on the process and Have I done a spell check—and have I checked that this hasn’t corrected words that are easily confused? outcome Have I carried out a test presentation to see how my ideas are working? Did anything come up in the test presentation that needs to be changed?

Exchange and Exhibit Stage 3 finalise amended version Exchange Making a presentation often requires that a presenter use prepared resources in the course of delivery. It is about how the main points are made and about  Share, collaborate, exchange how well the pacing and digital enhancements complement and clarify the intended message. and develop ideas digitally Exhibit Teachers may want to get pupils to ask themselves the following questions to establish success criteria:  Manage and present their stored work Were the messages I wanted to get across in my presentation communicated clearly and effectively? What software features did I use to make my presentation clear and effective? How did I split up the information to make my presentation clear and effective? Did I successfully incorporate a range of assets such as pictures, sounds and graphs, and did these help get my messages across to the audience?

Making a Judgement Requirements for Using ICT Across the Curriculum Pupils should be enabled to: Level 3 Level 4 Level 5 Level 6 Pupils can: Pupils can: Pupils can: Pupils can: Explore access select and use information access, select, edit and use research, select, edit and use research, select, edit, use and Pupils should be enabled to: from a given digital source information from given digital assets from range of digital evaluate assets from a range of  Access and manage data and sources sources digital resources information  Research, select, process and interpret information

Express  Create, develop, present and create and edit text onscreen, communicate and develop ideas process found or self-produced process found and self-produced publish ideas and combine images and/or sound by creating and editing text assets, including text, number, assets, integrating text, number, information using a range of onscreen – combine this with sound, still or ,moving images, sound, still and moving images, to digital media. appropriate selected images and combine these to create, create, present and communicate  Manipulate information and and/or sound present and communicate their their products, demonstrating a multimedia products using a work, showing an awareness of clear understanding of audience range of assets audience and purpose and purpose

Exchange use a range of contemporary  Share, collaborate, exchange understand that digital methods use contemporary digital methods use a range of contemporary digital methods to communicate, and develop ideas digitally. can be used to communicate to communicate digital methods to communicate, share and exchange information share and exchange information with peers, experts and end users with peers Evaluate review their use of ICT routinely  Talk about, review and make make modifications to their work use appropriate ICT tools and use appropriate ICT tools and evaluating and justifying the improvements to work, features to improve work features to carry out ongoing processes and outcomes reflecting on the process and improvements and reflect on outcome process and outcome

Exhibit manage their stored work save work for future use, using organise store and retrieve their organise store and maintain their showing an awareness of format,  Manage and present their meaningful file names work work portability and size stored work What to look for (non statutory guidance) Level 3 Level 4 Level 5 Level 6 Working individually or as part of a can: can: can: group, pupils can:

- Choose a slide layout - Create a multimedia presentation - Create a multimedia presentation, - Use action/navigation buttons - Add a background colour showing an awareness of demonstrating a clear - Insert speaker notes - Combine selected graphics/sound audience and purpose understanding of audience and - Insert sound and video files with text - Select and use a range of purpose - Edit graphics for example - Change font, style, size, colour of appropriate layouts for each slide - Use transitions appropriately compress, fix background text - Apply slide design templates - Animate slide appropriately - Use grouping and ungrouping - Deliver presentation to class or - Select and use a number of - Add a hyperlink or insert sound - Select appropriate print layout other group within the class transitions and video files when preparing handouts to - Use text boxes - Alter the sequencing of slides if accompany the presentation - Use bullet points to order content necessary - Edit graphics for example: resize, - Create a loop for a slideshow rotate, use border, sharpen - Insert and embed objects - Deliver presentation to class - Edit graphics, for example crop, re-colour, adjust brightness, adjust contrast - Combine the above features to enhance presentation or timed loop presentation for exhibition

Assessing the Cross-Curricular Skills: Draft Guidance for Teachers 53 Using ICT Task 3: Research

Using ICT Task Outline: Research Cross-Curricular Skill: Using ICT Assessment Focus: Researching Assessment Task Carry out online research, using one given source and own individually identified sources. For the purposes of this task, the research will be relevant to personal aspirations and pupils will investigate a possible career path

Requirements associated with Assessment Focus Pupils should be enabled to: These statements come from the Explore document Progression in Using ICT across the  access and manage data and information curriculum  investigate, make predictions and solve problems through interaction with digital tools Evaluate  consider the sources and resources used Exhibit  manage and present their stored work Suggested Contexts LLW Employability – where discrete provision exists These suggestions within subject strands/Areas of LLW Home Economics – investigate work in tourism and leisure, hospitality, food hygiene or health executive Learning are examples only. Subjects other than Art and Design – investigate the work of a games designer, fashion buyer, magazine editor, marketing director those listed here may also have relevant contexts for Music – investigate the work of a record company agent, retail buyer, promoter, DJ, session musician research activities Drama – investigate the work of a TV presenter, Human Resources manager, negotiator, manager English – investigate the work of a journalist, researcher, PR officer, advertising executive History – investigate the work of a curator, archivist, local historian or researcher Geography – investigate the work of a surveyor, seismologist, geologist or planning officer Maths – investigate the work of an actuary, financier, banker, statistician Modern Languages – investigate the work of a translator, sales executive, customer liaison officer, diplomatist, reporter PE – investigate the work of a personal trainer, sports coach, physiotherapist, occupational health officer Science – investigate the work of a geneticist, paramedic, organic chemist, or particle physicist Design and Technology – investigate the work of an electrical engineer, machinist, computer technician, architect

Task Description For the purposes of this specific task on researching, pupils are asked, within an employability context, to select an area which matches personal interests and knowledge understanding and skills within a choice of subject. Pupils investigate case studies of routes in to related jobs and qualifications. Pupils conduct research using one given source and the Internet, and evolve appropriate search criteria to inform their investigations, ensuring as far as possible that they match aspirations with current skills/aptitudes etc. The product of this research can be determined directly by the pupil, who should decide how to record the information and what to do with it.

The initial and specific focus for this task centres on the ICT based research carried out by pupils and they should be encouraged to consider how to plan their research, how to refine skills in using search engines and examining the results of web-searches. They should acquire information about the skills required in the areas under consideration, the qualifications associated with the jobs, and the routes to acquiring these qualifications.

Included in the research should be a collection of materials from relevant bodies, professional organisations, careers agencies, prospectuses and forms. The assembled research should be stored as part of an e-portfolio and cross-referenced with personal interests, qualities, achievements and ambitions.

Much of the evidence for this task may well be observational and reflect the process in which the pupil is engaged.

Prior Learning

Prior Learning in relation to ICT Pupils should have had opportunities: - to acquire basic skills in the use of a search engine, and refining search criteria; - to store and manage their search findings on the intranet; - to use appropriate software to compile and present their findings in whatever format is selected.

Prior Learning in relation to Employability Pupils should have had opportunities: - to consider personal strengths and aptitudes and to correlate these with subject interests; - to use appropriate Employability software to assess aptitudes and interests.

Sequence of Task Requirements Process of Task Stage 1 personal skills

Pupils consider their interests and aptitudes. They match these with some initial thoughts about the types of career that fit their preferences. The task is then to carry out research to find career paths which are appropriate to the individual pupil’s mix of skills.

When planning which careers to investigate, the following questions can help decide where to look first:

What are my personal skills? What sorts of careers use the skills I have, or offer scope for their further development? What might I need to do to achieve a level of skill appropriate to the careers that interest me? Are there new skills that I want to acquire to fulfil my aspirations?

Stage 2 research skills Explore  access and manage data and Using the search criteria that have been defined in relation to personal interests, pupils plan a visit to access sources of information. Before making visits to information appropriate sites, pupils plan how to collate the results of their searches, perhaps setting up a file within their e-portfolio. They then proceed to collect  research, select, process and promising materials. interpret information  understand how to keep safe What is the purpose of my research? and display acceptable online What research skills will be necessary to find the information I need for my careers research? behaviour What am I planning to do with this information? What will the outcome be? How can I apply the information I find to my own interests? How do I refine/narrow my search? When carrying out on-line research how do I ensure that me and my computer are not at risk?

Stage 3 reviewing acquired information Evaluate  talk about, review and make Once some results have been obtained, they review what they have found. Based on this evaluation and analysis of the material, superfluous documents are improvements to work, discarded, and the next round of search criteria planned. Work proceeds in repeated cycles of planning, gathering and sifting until the pupil has acquired a reflecting on the process and suitable range of viable alternatives. Consideration should be given to the appropriateness, comprehensiveness and accuracy of the content selected. outcome  consider the sources and How do I know the information is reliable? What other sources will add to my stock of information? resources used Is there a range of content available? How effective is it in giving me the information I require, e.g. visual information, data, text etc.?

Stage 4 storing and organising results Exhibit  manage and present their Pupils should generate a stock of information of various sorts. Some will be in the form of web-pages containing the information they have searched for. stored work Some may be extracts from web-pages which have been saved separately. There may be images in various file formats, sound files and moving image files.

These should be stored for later use. When considering the success of the information gathering it may be useful to ask:

How much of the content I have saved did I write myself and how much did I paraphrase from existing sources?

How should sources be recorded, referenced and acknowledged? Could I find this material again quickly? Could I tell someone else how to find it? How structured is the system of storage I have used? Have I created a file hierarchy, and have I saved assets in file formats suitable for future use? Can all the resources I have saved be easily and conveniently retrieved for future use?

Making a Judgement Requirements for Using ICT Across the Curriculum Pupils should be enabled to: Level 3 Level 4 Level 5 Level 6 Pupils can: Pupils can: Pupils can: Pupils can: Explore  access and manage data and information access select and use access, select, edit and use research, select, edit, use and research, select and evaluate assets  research, select, process information from given information from given digital evaluate assets from a range of from a range of digital resources, and interpret information digital sources sources digital resources justifying and referencing their choices  understand how to keep safe and display acceptable demonstrate acceptable online online behaviour demonstrate an awareness of demonstrate acceptable online behaviour using agreed protocols Evaluate acceptable online behaviour behaviour  talk about, review and make improvements to work, reflecting on the process talk about how to make modifications to their work use appropriate ICT tools and review their use of ICT, routinely and outcome improve their work features to carry out ongoing evaluating and justifying the process  consider the sources and improvements and reflect on and outcome resources used process and outcome Exhibit  manage and present their stored work save work using organise, store and retrieve their organise, store and maintain their manage their stored work, showing an meaningful files names work work awareness of format, portability and size

What to look for (non statutory guidance) Level 3 can Level 4 can Level 5 can Level 6 can search use search facilities, can make suggestions for searches search for information from a range of independently refine searches to improve directed by the teacher, and use search facilities, e.g. Internet sources, carrying out more advanced relevance of found assets e.g. given Internet sites, sites, CD ROM searches using keywords etc. access relevant and balanced sources given CD ROM store work name and store files set up and name a folder in which to set up and name sub-folders in which to set up and name sub-folders within a save results of searches store the results of multiple searches hierarchy to save results of multiple searches and different file formats add appropriate websites to store and organise favourites favourites/bookmarks store and organise favourites selectively gather gather documents, sound gather information from a limited gather information in an organised independently gather information from a or pictures on Internet or range of sources with some manner from a range of relevant range of quality sources from shared folders relevance, quality, depth and balance sources, print and digital download download text, pictures and sound download text, pictures and sound in download, identify and use different appropriate format formats for storage of assets, e.g., jpegs, gifs, formatted/unformatted text evaluate discuss where specific talk about reasons for their choices begin to evaluate in terms of audience evaluate found assets in terms of

information may be found and purpose appropriateness to intended audience and and talk about their purpose choices evaluate found assets for authenticity, for example, academic/university sites, national institutions analyse edit found text and draw conclusions look for additional information before carefully analyse the information collected drawing conclusions and drew appropriate conclusions supported by evidence voice restate information show some understanding of how to rework information demonstrate independent writer’s voice rework material authenticity find content on websites, show some understanding of lack of selects sources with some success and demonstrate understanding of the validity but may display naivety in accuracy within websites references sources of information and is discriminating in the accepting that content uses of this information show an awareness that not all show an awareness that not all information is accurate information is objective referencing show some awareness of reference sources and may provide reference sources independently reference sources referencing sources some supporting documentation demonstrate awareness of copyright issues keeping safe show awareness how to behave take care when asked for personal data show awareness of URL extensions like when working online .org, .com, .uk, .ac etc. awareness of implications of pop-ups check the implications of signing up for memberships

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