Basic Principles of ICT and Information Processing

1. Information & Communication Technology Summer 2007

2. Basic principles • Use of ICT and non ICT based information sources • Processing of numerical data at all levels • Use of email at all three levels • Fitness for purpose • Use of multiple search criteria at Level 2 and Level 3

3. Clarification, Scope • Level 1 • All assessment criteria must be covered twice • While relating ICT 1.1, ICT 1.2 and ICT 1.3 in a single task is more meaningful, components 1.1, 1.2 and 1.3 DO NOT need to be related to the same task • BUTwork must be clearly set in context and not be stand-alone exercises.

4. Clarification, Scope • Level 2 • All assessment criteria must be covered twice • While relating the three components in a single task is often more meaningful, they do not have to be related to the same task • BUTwork must be clearly set in context and not be stand-alone exercises • For each component the two tasks MUST differ in significant aspects in both process and outcome.

5. Clarification, Scope • Level 3 • All assessment criteria must be covered twice • The portfolio must contain at least one major task covering all assessment criteria • Additional task(s) should be undertaken to meet the requirements of the relevant components • Tasks should differ in significant areas from those of the major task in both process and content • Tasks can cover one or more components.

6. Evidence • Level 1 • Evidence is required that shows the process the candidate has used, not just the final products • Evidence might be in the form of draft or rough work; notes; annotations; highlighting of alterations or similar methods • Where witness statements are used, there should normally be supporting evidence in the form of notes, plans or the work itself.

7. Evidence • Level 2 • As level 1 plus…… • The assignment brief or task, or the evidence itself, should indicate what the candidate has set out to do, the purpose and the expected outcome.

8. Evidence • Level 3 • Evidence is required of planning the major task, indicating how the resources available will be used and how the needs of the audience will be met • Evidence must demonstrate the component 3.3 has been met for at least two differentaudiences • Candidates should demonstrate their ICT skills in relevant contexts through meaningful tasks – demonstrating the ICT key skill in itself is not sufficient as a purpose.

9. ICT 1.1, Sources • ICT 1.1 • Find and select relevant information • ICT Sources – files, CD-ROMs, Internet • Non ICT Sources – notes, forms, diagrams, leaflets, questionnaires, newspaper articles etc.

10. ICT 2.1, Sources • ICT 2.1 Select information relevant to the task • Search for and select information to meet your needs • Use different information sources for each task and.. • Multiple search criteria in at least one case

11. ICT 3.1, Sources • ICT 3.1.1 • Plan how to obtain and use the information required for your tasks; • Search for information, using different sources and multiple search criteria • ICT 3.1.2 • Make selections based on judgements of relevance and quality

12. ICT 1.2, Enter and develop information • ICT 1.2.1 • Enter information using formats that help development • ICT 1.2.2 • Save the information so it can be found easily

13. Develop Information 1.2 Enter and develop the information to suit the task • Enter information (copy and paste text) • Import images using formats that help development • Structure information • Carry out calculations using suitable software

14. ICT2.2 Enter/develop information & derive new information • ICT 2.2.1 • Enter and combine information using formats that help • ICT 2.2.2 • Develop information and derive new information as appropriate

15. Develop Information Level 2 • Enter and combine information (copy and paste or insert text, images and numbers) using formats that help development • Develop information in the form of text, images and number • Derive new information (use formulas to calculate information such as totals or averages)

16. ICT3.2 Enter/develop information & derive new information • ICT 3.2.1 • Enter and bring together information using formats that help development • ICT 3.2.2 • Use software features to improve the efficiency of the work • ICT 3.2.3 • Annotate/document work to show an understanding of the processes followed and that the views of others have been taken into account.

17. Develop Information Level 3 • Enter information in consistent formats (style sheets, table structures etc.) • Use software features to improve efficiency of work (mail merge, database queries, LOOKUP functions) • Create and use structures and procedures for developing and combining text, images and number. • Derive new information (use of a spreadsheet to calculate results using conditional statements with logical operators)

18. Present Information Level 1 • Use layouts and techniques to suit different purposes (organise the presentation by moving, copying or inserting information) • Present information in a consistent way (fonts, bulleted lists) • Make sure it is accurate and clear (ask others, proof read, use a spell checker)

19. Present Information Level 2 • Use layouts and techniques to suit different document structures (indents, borders for images and text, tables) • Develop the presentation to suit the audience and types of information used (highlight information to improve its impact) • Present information in a consistent way (paragraph layouts, sizes and styles of text).

20. Present Information Level 3 • Develop the structure of the presentation (apply automatic referencing facilities) • Develop and refine the presentation by combining text, images and numbers (use of slide transition features, use of hyperlinks) • Present information to suit the purpose and the needs of the audience (from spreadsheets, selected mail merge printouts)

21. Use of purposeful Email • Level 1 and Level 2 A purposeful use of email must be evidenced as part of one of the tasks. This email will be used to develop the presentation. • Level 3 The portfolio must contain evidence of at least one email with attachment, related to the task – e.g. the attachment may be a copy of the work and the email could invite comment on a draft presentation in order to ‘guide refinements’ and to take into account the views of others.