Measuring & Control
Applications & Effects
|They can use ICT to assemble text, graphics and sound to help them share their ideas.
|They can explore information from various sources, showing an awareness that information exists in different forms.
|They can recognise that many everyday devices respond to signals and commands, and that they can make choices when using such devices to produce different outcomes.
|They can talk about their use of ICT.
|They use ICT to help them generate and record their work and share their ideas in different forms, e.g. text, tables, graphics and sound.
can enter, store and retrieve work.
Pupils can use ICT to organise and classify information and to present their findings.
|They can use ICT-based simulations to explore what happens in real and imaginary situations.
|They can plan and give instructions purposefully to make things happen and describe the effects.
|They can talk about their experiences of ICT both inside and outside school.
can use ICT to generate, develop, organise and present
They share and exchange their ideas with others.
|Pupils can use ICT to save information and to find and use appropriate stored information, following straightforward lines of enquiry.
|They can use ICT-based models or simulations to help them find things out, and are aware of the consequences of their choices.
|They understand how to control devices to achieve specific outcomes by giving a series of instructions.
|They can describe their use of ICT and its use outside school.
|They can use ICT to present different forms of information, and show an awareness of the intended audience. They exchange information and ideas with others in a variety of ways, including the use of e-mail.
can add to, amend and combine different forms of
information from a variety of sources.
They understand the need for care in framing questions when collecting, finding and interrogating information.
They can interpret their findings, question plausibility and recognise that poor quality information yields unreliable results.
|They can use ICT-based models and simulations to explore patterns and relationships, and make simple predictions about the consequences of their decisions.
|They can use ICT systems to control events in a predetermined manner and to sense physical data.
|They can compare their use of ICT with other methods and with its use outside school.
can use ICT to structure, refine and present information
in different forms and styles for specific purposes and
They can exchange information and ideas with others in a variety of ways, including the use of e-mail.
|They can select the information needed for different purposes, check its accuracy and organise and prepare it in a form suitable for processing using IT.
|They can explore the effects of changing the variables in an ICT-based model.
can create sets of instructions to control events, and
are sensitive to the need for precision in framing and
They understand how ICT devices can be used to monitor and measure external events using sensors.
|They can discuss their knowledge and experience of using ICT and their experience of its use outside school and they can assess its use in their working practices.
can develop and refine work, using information from a
range of sources.
They can present their ideas in a variety of ways and demonstrate a clear sense of audience.
|Where necessary, they can use complex lines of enquiry to test hypotheses.
|They can use ICT-based models to make predictions, vary the rules within them and assess the validity of these models by comparing their behaviour with information from other sources.
|They can develop, trial and refine sets of instructions to monitor, measure and control events, demonstrating an awareness of efficiency and economy in framing these instructions.
|They can discuss the wider impact of IT on society.
|Pupils can combine information from a variety of ICT-based and other sources for display and presentation to differing audiences.
|They can identify the advantages and limitations of different information-handling applications, and select and use suitable information systems, translating enquiries expressed in ordinary language into forms required by the system.
|They can design ICT-based models and procedures, with variables, in order to meet identified needs.
|They can use ICT to measure, record and analyse physical variables and control events.
|They can consider the limitations of ICT tools and information sources and of the results they produce, and they discuss the wider use of ICT in an informed way.
|Pupils can select appropriate information sources and ICT tools for specific tasks, taking into account ease of use and suitability for purpose.
|They can design successful means of capturing and preparing information for processing.
|They can design and implement systems for others to use.
|When developing systems that respond to events, they can make appropriate use of feedback.
|They can discuss in an informed way the social, economic, ethical and moral issues raised by ICT.
|Pupils can evaluate software packages and ICT-based models, analysing the situations for which they were developed and assessing their efficiency, ease of use and appropriateness.
|They can suggest refinements, and design, implement and document systems for others to use, predicting some of the consequences that could arise.
|When discussing their own and others' use of ICT, they can relate their understanding of the technical features of information systems to an appreciation of how those systems relate to wider social, economic, political, legal, ethical and moral issues.
|145 = 960