ICT 4 Life 2 Functional skills matching chart LEVEL 1 - Use ICT Systems 1a. interact with and use ICT systems independently to meet needs 1.1. use correct procedures to start and shut down an ICT system 1.2. use a communication service to access the internet log in, log out, shutdown menu. broadband, dial up, network, mobile device Throughout the book: Pupils learn to log in and log out of their workstation and the ActiveTeach. Pupils are required to do this each lesson in order to save their work and use personalised aspects of ICT 4 Life. Throughout the book: Pupils may use email to gain feedback on their work and as part of research. They may also use some internet-based tool to collaborate on projects. 1.1-2: Pupils research collaborative tools 2.1-2.4: Pupils research e-time capsules and gather information that they wish to include in their own. 2.6: Pupils may publish their website to a school internet, intranet, or network. 3.1: Pupils research global warming 1.3. select and use software applications to meet needs and solve given problems word processing, spreadsheet, graphics, internet browser, email, audio and video software Throughout the book: Pupils are working within scenarios which are broadly familiar to them e.g. their own school, but applying new skills, knowledge and understanding to carry out their task. They are then introduced to scenarios which are not as familiar, but required to practise and develop previously-encountered skills. They are given the opportunity to solve problems independently, with the guidance of the teacher where appropriate. Some examples from each unit are given. This list is by no means exhaustive: 1.1: Pupils discuss collaborative software and the advantages of each. They use the chosen collaborative software for the class. 1.3: Pupils decide on whether they will create a video or a stop-frame animation and select software tools accordingly 1.3-4: Pupils use appropriate tools to develop their storyboard 1.6: Pupils use software to edit their video. 2.1-3: Pupils look at html code and wysiwyg applications and use appropriate applications. 3.1: Pupils use appropriate tools in internet search engines 3.1-5: Pupils use spreadsheet software to build a model 3.8: Pupils use appropriate software to create a questionnaire
1.4. recognise and use interface features effectively to meet needs 1.5. adjust system settings as appropriate to individual needs desktop, windows, dialogue box, menu, submenu, toolbar, scrollbar, drag and drop, zoom, minimise, maximise window size, mouse settings, icon size, screen resolution, desktop contrast volume 3.9: Pupils choose appropriate software to analyse the data in a questionnaire 3.11: Pupils use suitable software to create images for their poster and for compiling the poster as a whole. 4.2-3: Pupils use software to create a flowchart 4.3: Pupils use spreadsheet software as a simulation 4.5: Pupils are introduced to simple macros and discuss the advantages of these Throughout the book: Pupils are encouraged to use the most appropriate and efficient interface features using the Can I do this? activities throughout the materials. The following are the instances where software is introduced; there are many other instances throughout the materials. Pupils use interface features effectively in the following lessons: 1.1: Pupils are introduced to the collaborative software they will be using and the interface features to be used 1.2: Pupils discuss and use automatic settings in collaborative software to help them keep safe 1.5: Pupils use menus on cameras in order to achieve the settings they require for their filming 1.6: Pupils use video-editing software to edit their video or animation 2.3-5: Pupils use wysiwyg software to edit and develop their website, including cascading style sheets 3.1: Pupils use advanced features of browsers 3.3-4: Pupils use formulae and condition features 3.5: Pupils use features of spreadsheets that allow for security and data validation 3.9-10: Pupils use features of databases to allow them to analyse their data 3.11: Pupils use image editing software to create an effective poster. 4.5: Pupils use features to look at the VBA code in a macro and to run and edit a macro Throughout the book: There are opportunities for pupils to understand that settings can be adjusted as they consider different audiences for their product.
LEVEL 1 - Use ICT Systems (continued) 2 use ICT to plan work and evaluate their use of ICT systems 2.1 use ICT to plan and organise work time, convenience, cost Throughout the book: Pupils are encouraged to plan the use of ICT tools to save them time and make their project more effectively. They plan, and submit evidence of their planning. Unit 1: Pupils create a planning document and storyboard for their video Unit 2: Pupils create a planning document for their e-time capsule Unit 3: Pupils create a planning document for their model and questionnaire Unit 4: Pupils create a planning document for their simulation. 3 manage information storage 3.1 work with files and folders to organise, store and retrieve information 3.2 insert, remove, label and store media safely create, open, save, save as, print and close files, create folders and subfolders, name files and folders appropriately CD, DVD, memory stick, hard drives Throughout the book: Pupils set up folders and subfolders to organise their work. They learn to name files and folders appropriately so that they, or someone else, can easily find it. Pupils are encouraged to save versions of their work as they progress onto new aspects of their task. Specific examples of this include: There are opportunities for pupils to back up their work, or send it to others for feedback or even as the finished product.
LEVEL 1 - Use ICT Systems (continued) 4 follow and understand the need for safety and security practices 4.1 minimise physical stress adjust seating and lighting, avoid hazards, take breaks, arrangement of hardware and cables, wrist rests 4.2 keep information secure keep copies safe, take backups, keep password and PIN secret Pupils are familiarised with working safely in their environment in Book 1. This is built on in Book 2, especially in Unit 1. Unit 1: Pupils discuss the importance of keeping documents secure with regard of copyright, safety of their documents and safety of their personal information e.g. password. They then put this into action. 4.3 understand the danger of computer viruses and how to minimise risk use virus-checking software, treat files from unknown sources with caution Unit 1: Pupils discuss further the potential dangers of viruses to their work and what they can do to avoid this. They then put this into action. 4.4 understand the need to stay safe and to respect others when using ICT-based communication avoid inappropriate disclosure of personal information, avoid misuse of images, use appropriate language, respect confidentiality, use copy lists with discrimination Unit 1: Pupils discuss in detail the dangers of disclosing personal information, contact with strangers. They discuss what to do if they are made to feel uncomfortable and discuss how they can avoid this unwanted contact in the first place. They then put this into action in their video presentation.
LEVEL 1 Find and select information 1. select and use a variety of sources of information independently 1.1 select and use appropriate sources of ICT based and other forms of information 1.2 recognise copyright constraints on the use of information newspapers, books, images, maps, conversations, CDs, DVDs, text messages, websites, podcasts, web logs, web-based reference sites music downloads, acknowledgement of sources, avoiding plagiarism Throughout the book: Pupils are given opportunities to find and select information from a variety of sources, and to improve their research skills. 1.1: Pupils conduct Internet research and other research to find out about collaboration and collaborative tools. 2.1: Pupils research e-time capsules and what makes them successful. 3.1: Pupils research global warming and how people influence it. 3.7-8: Pupils conduct research via questionnaire. 1.1-2: Pupils look at the dangers of collaborating and the implications of copyright. 1.5: Pupils consider whether they need to ask permission of people they video 2.2: Pupils consider what information they wish to gather for their e-time capsule and the need to acknowledge other people s work. 2.3: Pupils discuss where they will need to be aware of copyright 3.11: Pupils consider copyright of images they may wish to include in their poster. 2. access, search for, select and use ICT-based information and evaluate its fitness for purpose 2.1 access, navigate and search internet sources of information purposefully and effectively enter a web address, use a search engine, browse, save and use bookmarks 1.1, 2.1, 3.1: Pupils use search engines or other websites to navigate to the information they require. 2.2 use appropriate search techniques to locate and select relevant information 2.3 use information from a variety of sources and evaluate its match to requirements and fitness for purpose search criteria, quotation marks, search within results, relational operators, find/search tool recognise intention and authority of provider, currency of the information, relevance, bias 1.1 Pupils learn about safe ways to search for information 3.1: Pupils learn more about search criteria and search techniques for finding relevant information quickly Throughout the book: Pupils demonstrate that they can find information that is relevant to their task. 2.2: Pupils consider COCOAUP as a means of evaluating websites and put this into practice when finding their own information.
LEVEL 1 Develop, present and communicate information 1 enter, develop and format information to suit its meaning and purpose, including: text and tables, images, numbers, graphs, records 1.1 enter, organise, develop, refine and format information, applying editing techniques to meet needs headings, lists, tables, use of templates highlight, drag and drop, find, replace, undo, redo, templates Pupils choose appropriate ways to present information to suit its meaning. 1.3: Pupils consider the best way of communicating their message 2.1: Pupils plan the best way of demonstrating their messages in their e-time capsule 2.3: Pupils plan the navigation and layout of their website 2.4: Pupils use templates and css to make the website fit for purpose and use wysiwyg tools to make amends. 3.5: Pupils format their spreadsheet model to make it user-friendly, including data validation 3.11: Pupils combine elements to create their advertisement. 1.2 use appropriate page layout margins, header, footer, portrait, landscape, page breaks, page numbering 3.11: Pupils consider the most appropriate format for their advertisement and create it in this way. 1.3 format text to maximise clarity and enhance presentation 1.4 obtain, insert, size, crop and position images that are fit for purpose 1.5 enter, develop and organise numerical information that is fit for purpose bullets, numbering, alignment, tabs, line spacing, colour, font, style, size, simple tables clip-art, photo, scanned image cell data types, cell ranges, formulas with a single operator, SUM function, structure/layout of worksheet 2.4: Pupils use templates and css to make ensure that the text is clear and easy to navigate. 3.5: Pupils format their spreadsheet model to make it user-friendly, including data validation 3.10: Pupils format text in their report 3.11: Pupils use appropriate formatting to make the text in their advertisement clear and impactful. 1.4-5: Pupils may produce and use stills to create their animation 2.2-4: Pupils find and edit images to include in their e-time capsule 3.5: Pupils may use images in their environmental model which they need to make fit for purpose. 3.10: Pupils create a graph and copy and paste it as an image into their report. 3.11: Pupils may use images in their advertisement which they need to make fit for purpose. 3.2-3.6; 3.9-10; 4.3-4.8: Pupils use models and databases. They more learn about cell data types, formatting of spreadsheets, ranges of cells, the function SUM, formulae, validation and macros.
LEVEL 1 Develop, present and communicate information (continued) 1 enter, develop and format information independently to suit its meaning and purpose, including: text and tables, images, numbers, graphs, records 1.6 format numerical information appropriately currency, percent, number of decimal places 3.5: Pupils format their spreadsheet model to make it user-friendly, including data validation 4.7-8: Pupils discuss improvements to their simulation and how it could be made user-friendly. 1.7 create and develop charts and graphs to suit requirements, using suitable labels pie chart, bar chart, single line graph, appropriate format, title, axis titles, legend 3.10: Pupils create a graph from a database. They use a wizard, but are given opportunities to control the wizard checking the data range, adding or deleting labels or legends. 1.8 enter, organise and sort structured information in ascending and descending order field selection, data sort (alphanumeric), filter 3.9-10: Pupils enter data into a database and then query this alongside a larger database as a point of comparison. 2 bring together information to suit content and purpose 2.1 bring together and organise components of images and text organise: combine images, graphs and tables with text, combine texts, graphics, sound and video footage purpose: for a poster, newsletter, web page, multimedia presentation Having planned their task, collected the information they have found from various sources, and edited it to make it fit for purpose, pupils combine these elements to produce their final product. Unit 1: Pupils bring together and organise the frames or video and audio they have created or sourced. Unit 2: Pupils bring together and organise the information and video and audio assets they have gathered for their e-time capsule. Unit 3: Pupils bring together the information they have gathered for their spreadsheet model. Pupils gather and analyse data they have gathered via a questionnaire into a database. Pupils gather relevant information from their data to present appropriately in a report. Pupils organise information they have sourced into an advertisement.
LEVEL 1 Develop, present and communicate information (continued) 3 present information in ways that are fit for purpose and audience 3.1 work accurately and proofread, using software facilities where appropriate for the task 3.2 produce information that is fit for purpose and audience using accepted layouts as appropriate ensure meaning is clear, seek view of others, check spelling, check calculations, ensure consistent layout, print preview letter, memo, report newsletter, poster, information sheet, webpage, multi-media presentation 1.3, 1.6: Pupils gain feedback on their plans and their edited video to ensure the meaning is clear. 2.3-5: Pupils plan the layout of their website and use templates and css to ensure consistent layout. 2.4: Pupils use preview tools in their web editor to check how their website will look 3.2, 3.6 : Pupils investigate formulae by entering variables and checking the results are plausible, using test data 3.7: Pupils gain feedback on their questionnaire design from their target audience. 3.10: Pupils have the opportunity to check their report for accuracy and spelling, and to use print preview to ensure elements such as the graph appear appropriately. 3.11: Pupils have the opportunity to check their advertisement for accuracy and spelling and to use print preview to check it will appear appropriately. 4.5: Pupils run their macro code to ensure that the results are as expected. 4.8: Pupils test their simulation to ensure it is fit for purpose. Throughout ICT 4 Life, pupils consider the intended audience and purpose of the challenge of that particular unit. They consider what information is important to the audience, include that information, present it in the most appropriate manner and format it accordingly. 4 evaluate the selection and use of ICT tools and facilities used to present information 4.1 evaluate the effectiveness of ICT tools to meet presentation needs time taken, quality 1.7: Pupils evaluate the effectiveness of their choices to create a video for parents 2.7: Pupils evaluate the effectiveness of their choices to create an e-time capsule 3.6: Pupils evaluate the success of their model 3.11: Pupils evaluate the success of their advertisement 4.8: Pupils evaluate the effectiveness of their simulation
4.2 review and modify work as it progresses to ensure the result is fit or purpose and audience produce drafts, review against initial plans, check with intended audience Throughout the tasks in ICT 4 Life, pupils critically review their work as it progresses and improve as a result of this. 1.3: Pupils gain feedback on their initial plans for their video from their target audience 1.4: Pupils give feedback on each other s storyboards 1.6: Pupils give feedback on each other s videos 1.7: Pupils give feedback on each other s finished videos 1.4: Pupils review the text for their presentation and ask for feedback 2.1: Pupils gain feedback on each other s ideas for an e-time capsule 2.6: Pupils give feedback on each other s websites 3.3: Pupils give each other feedback on their answers to the model questions 3.5: Pupils give each other feedback on the user friendliness of their models 3.7: Pupils gain feedback from their target audience on their questionnaire design 3.11: Pupils feed back to each other whether their posters are fit for purpose. 4.3, 4, 8: Pupils feed back on each other s spreadsheets 5 select and use ICT to communicate and exchange information safely, independently, responsibly and effectively 5.1 create, access, read and respond appropriately to email and other ICT-based communication, including attachments, and adapt style to suit audience open mailbox, read, reply, forward, communicate using from, to, cc, bcc, subject and content fields, add and open attachments, use instant messaging, contribute to forums, web logs or web-based reference sites Unit 1: Pupils create, read, and share documents in order to help them progress through the task, using the schools chosen collaborative software. They discuss suitability and audience. 5.2 use a contacts list add, amend and delete contact entries Introduction: Pupils have the opportunity, if appropriate at the school, to be introduced to a contacts list in the chosen collaborative software.