Attainment target for ICT

Attainment Target for ICT:

Level 1:
Pupils explore information from various sources, demonstrating awareness that information exists in different forms. They use ICT to engage with text, images, and sound to express their ideas. They recognize that everyday devices respond to signals and instructions. They make choices when using such devices to create different outcomes, and they discuss their ICT usage.

Level 2:
Pupils use ICT to organize and categorize information and to present their discoveries. They input, save, and retrieve their work. They employ ICT to facilitate the generation, modification, and recording of their work and the communication of their ideas through various formats, including text, tables, images, and sound. They plan and provide instructions to achieve desired outcomes, describing the effects. They utilize ICT to investigate real and imaginary scenarios. They converse about their ICT experiences both within and outside of school.

Level 3:
Pupils use ICT to store and access information and to retrieve appropriate stored information based on straightforward inquiries. They utilize ICT to produce, elaborate, arrange, and present their work. They exchange and convey their ideas with others. They employ sequences of instructions to govern devices and attain specific results. They make informed choices when utilizing ICT-based models or simulations to gather information and resolve problems. They describe their utilization of ICT and its applications beyond the school environment.

Level 4:
Pupils grasp the importance of precision in formulating questions when gathering, finding, and interrogating information. They interpret their findings, question plausibility, and acknowledge that low-quality information leads to unreliable outcomes. They supplement, revise, and combine diverse forms of information from various sources. They use ICT to present information in diverse formats, demonstrating awareness of the intended audience and the necessity for quality in their presentations. They exchange information and ideas with others using methods such as e-mail. They use ICT systems to control events in a predetermined manner and to monitor physical data. They employ ICT-based models and simulations to explore patterns and relationships and make predictions about the consequences of their decisions. They evaluate their use of ICT in comparison with other methods and its applications beyond school.

Level 5:
Pupils select the information they require for different purposes, verifying its accuracy and structuring it appropriately for processing. They employ ICT to structure, refine, and present information in various styles and formats tailored to specific objectives and audiences. They communicate information and ideas with others through various means, including e-mail. They construct sequences of instructions to manage events and appreciate the necessity for precision when framing and sequencing instructions. They understand how ICT devices with sensors can be employed to monitor and measure external events. They investigate the effects of altering variables within an ICT-based model. They engage in discussions about their knowledge and experience with ICT and their observations of its applications beyond school. They evaluate the use of ICT in their work and are capable of reflecting critically to make improvements in subsequent work.

Level 6:
Pupils enhance and refine their work to elevate its quality, drawing information from a range of sources. When necessary, they employ complex lines of inquiry to test hypotheses. They convey their ideas in various ways, showing a clear understanding of their audience. They formulate, test, and refine sequences of instructions to monitor, measure, and control events, displaying efficiency in framing these instructions. They utilize ICT-based models to make predictions and modify the rules within the models. They assess the validity of these models by comparing their behavior with information from other sources. They engage in discussions about the societal impact of ICT.

Level 7:
Pupils amalgamate information from a variety of ICT-based and other sources for presentation to different audiences. They discern the advantages and limitations of diverse information-handling applications. They choose and apply information systems suitable for their work in different contexts, translating inquiries expressed in plain language into the required system format. They use ICT to measure, record, and analyze physical variables and control events. They design ICT-based models and procedures with variables to meet specific requirements. They evaluate the benefits and limitations of ICT tools and information sources and their outcomes. They partake in informed discussions about the use of ICT and its societal impact.

Level 8:
Pupils independently select appropriate information sources and ICT tools for specific tasks, taking into account ease of use and suitability. They devise effective methods for gathering and preparing information for processing. They design and implement systems for others to use. When creating systems that respond to events, they adeptly employ feedback. They participate in informed discussions concerning the social, economic, ethical, and moral issues arising from ICT usage.

Exceptional Performance:
Pupils evaluate software packages and ICT-based models, analyzing the contexts for which they were developed and assessing their efficiency, ease of use, and appropriateness. They propose enhancements to existing systems and design, implement, and document systems for others to use, foreseeing potential consequences. When discussing their own and others’ use of ICT, they leverage their knowledge and experience of information systems to inform their views on the social, economic, political, legal, ethical, and moral issues associated with ICT.