Ks3 Re Ict Train Pack

The Coalition Government took office on 11 May 2010. This publication was published prior to that date and may not reflect current government policy. You may choose to use these materials, however you should also consult the Department for Education website www.education.gov.uk for updated policy and resources.

ICT across the curriculum

ICT in religious education

Guidance

Curriculum andStandards

ICT consultantsand tutorsStatus: Recommended

Date of issue: 09-2004

Ref: DfES 0190-2004 G

Key Stage 3National Strategy

ICT across thecurriculumICT in religious education

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P 0

9-20

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Ref: DfES 0190-2004 G

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[29202] RE 16/4/04 6:32 pm Page 2


ICT across the curriculumICT in religious education

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© Crown copyright 2004DfES 0190-2004

3 ICT in religious educationKey Stage 3 National Strategy

Contents

Introduction 5

About the ICT across the curriculum (ICTAC) pack 5

About this ICT in religious education guide 5

1 Introduction to ICT across the curriculum 7

ICT capability 7

What do we mean by ‘ICT capability’? 7

Requirements for ICT in the National Curriculum 7

ICT – the subject 7

ICT – in subjects 8

The relationship between ‘ICT – the subject’ and ‘ICT – in subjects’ 8

An integrated approach to ICT across the curriculum 10

A whole-school policy for ICT across the curriculum 10

Key concepts in the Framework for teaching ICT capability: Years 7, 8 and 9 11

Planning and sequencing ICT across the curriculum 12

ICT as a teaching tool 12

2 Commentary: ICT and religious education 15

An overview 15

How can the use of ICT raise standards in religious education? 15

Planning and progression 15

Planning to use ICT in religious education lessons 16

3 ICT themes and key concepts in religious education 17

Using data and information sources 17

Searching and selecting 17

Fitness for purpose 18

Refining and presenting information 19

4 ICT capability: Moving forward in religious education 20

Examples of lessons supplied on the CD-ROM 20

Lesson 1 Where do we look for God? 21

Lesson 2 How far can the Internet enable people to experience a place of worship? 22

Lesson 3 How useful is the Nanakshahi calendar to Sikhs? 23

Lesson 4 What is the relationship between religion and science? 24

Lesson 5 How does suffering challenge or strengthen a person’s faith? 25

Further resources 26

5 Next steps 27

Key questions 27

Reviewing your current position 28

ICT in religious education 28

Identifying how the ICT National Curriculum is taught in your school 29

Applying and developing ICT capability taught in ICT lessons 30

Using the resources in the ICTAC pack to move forward 30

Moving forward 31

Working with the ICTAC pack 32

Action-planning – making it happen in your department 32

Appendices 33

Appendix 1: Key concepts 33

Appendix 2: Yearly teaching objectives for ICT 35

Appendix 3: End of Key Stage 2 expectations 39




5 ICT in religious educationKey Stage 3 National StrategyICT in religious educationKey Stage 3 National Strategy

Introduction

About the ICT across the curriculum (ICTAC) packThe training pack for ICT across the curriculum (ICTAC) forms part of the Key Stage 3National Strategy’s support for whole-school improvement. It should be used flexibly tosuit local circumstances and, if you have chosen ICT across the curriculum as your whole-school priority, will be supported by your local Key Stage 3 lead consultant for ICTAC.

The ICT across the curriculum (ICTAC) pack is a set of materials designed to promote theuse of ICT across all subjects in schools. It builds on the work of the Key Stage 3 NationalStrategy ICT strand and the ICT capability that pupils are bringing to their subject lessonsfrom their ICT lessons. It also considers the value that ICT can add to teaching andlearning in subjects and the need for a whole-school approach to develop coherent andeffective practice across the curriculum.

The training pack comprises:

■ a management guide;

■ a series of ICT in … printed guides (one per subject);

■ exemplification materials on the subject-specific CD-ROMs;

■ case study video on the subject-specific CD-ROMs;

■ subject-specific A2 colour posters describing use of ICT capability (two persubject).

About this ICT in religious education guideThis ICT in religious education guide is intended for subject leaders and teachers.

The main objectives of this publication are to:

■ raise awareness of how the ICT capability, as set out in the National Curriculum forICT and taught in ICT lessons, can be applied and developed in religiouseducation;

■ analyse the opportunities that exist in religious education for developing andapplying pupils’ ICT capability;

■ consider how ICT can add value to the teaching and learning of religiouseducation.

The past five years have seen a slow but steady improvement in pupils’achievements in ICT capability, the quality of teaching, and the leadership andmanagement of ICT … The complementary use of ICT across subjects, however,has been slow to develop and is uneven across schools and subjects …

The effective balance between the teaching of ICT skills, knowledge andunderstanding on the one hand and the application of these as part of learningacross subjects on the other hand remains a difficult and elusive goal for themajority of schools.

(Information and communication technology in secondary schools: Ofsted subject reports 2002/03)





1 Introduction to ICT across the curriculum

ICT capability

What do we mean by ‘ICT capability’?ICT capability involves technical and cognitive proficiency to access, use, develop, createand communicate information appropriately, using ICT tools. Learners demonstrate thiscapability by applying technology purposefully to solve problems, analyse and exchangeinformation, develop ideas, create models and control devices. They are discriminating intheir use of information and ICT tools, and systematic in reviewing and evaluating thecontribution that ICT can make to their work as it progresses.

ICT capability is much broader than acquiring a set of technical competencies in softwareapplications, although clearly these are important. ICT capability involves the appropriateselection, use and evaluation of ICT. In essence, pupils need to know what ICT isavailable, when to use it and why it is appropriate for the task.

For example, when pupils are creating a presentation, they use their ICT capability toselect appropriate software, consider fitness for purpose and match content and style to agiven audience. It is important that lessons are not driven by software or technology butare focused on clear objectives in religious education, where ICT is used as a vehicle tosupport achievement of those objectives and to enhance teaching and learning in religiouseducation.

Requirements for ICT in the National CurriculumThere are two statutory responsibilities within the National Curriculum for teaching ICT inschools at Key Stage 3. Schools need to ensure that all pupils are:

■ taught the programme of study, at each key stage, as set out in the NationalCurriculum for Information and communication technology – the attainment target,ICT capability, sets out the expected standard of pupils’ performance required ateach level;

■ given opportunities to apply and develop their ICT capability through the use ofICT tools to support their learning in all subjects.

The first bullet point focuses upon teaching ICT as a subject, whereas the second pointrefers to applying the subsequent ICT capability across other subjects.

ICT – the subjectIn this publication, ‘ICT – the subject’ refers to the teaching of the National Curriculum forICT. Advice on how ICT can be taught as a subject is detailed in the Key Stage 3 NationalStrategy publication, the Framework for teaching ICT capability: Years 7, 8 and 9 (DfES0321/2002). The Framework breaks down the Key Stage 3 ICT programme of study intoyearly teaching objectives. It also recommends that schools should allocate a minimum ofone hour per week for discrete ICT teaching in each year of Key Stage 3, to ensuresufficient time for the programme of study to be taught effectively.

The Strategy’s guidance about how to teach ICT capability as a subject is extensive. Aseries of sample teaching units, developed from the QCA/DfEE publication, A scheme ofwork for Key Stage 3 information and communication technology, includes detailed lessonplans and resources showing how the ICT yearly teaching objectives can be taught inlessons. The units are intended to provide a stimulus for planning, for individual schools toadapt and integrate within their own schemes of work.



All of the materials and guidance for teaching ICT as a subject are available on the websitefor the Key Stage 3 National Strategy (www.standards.dfes.gov.uk/keystage3).Teaching ICT as a subject is therefore not the focus of this publication, but there are clearlyoverlaps with the use of ICT in other subjects that should be considered. Consequently,this and related publications include guidance about how pupils can be given opportunitiesto apply and develop their ICT capability in other subjects, and how these relate to theteaching of ICT as a subject.

ICT – in subjectsSuccessful implementation of the ICT strand of the Key Stage 3 National Strategy will givepupils a sound level of ICT capability and the transferable skills to build upon in their learningof other subjects. This has implications for teachers across all subjects in the curriculum.

Pupils will come to religious education lessons with expectations about how they mightapply ICT to move their own learning forward. Religious education teachers will not need toteach ICT capability but can exploit new opportunities for pupils to apply and develop thecapability that they already have, to enhance their learning in religious education.Consequently, the focus of the lesson remains firmly rooted in religious education andteachers are not burdened with the need to teach ICT.

There are implications for subject teachers, in that they will need a good understanding ofthe breadth of ICT capability that pupils have been taught and will be bringing to theirlesson. This is explored later in this section. Teachers will also need to know which parts ofICT capability offer significant opportunities for teaching and learning in religious educationand how they can be incorporated into existing schemes of work. This is explored in detailin sections 2 and 3. The use of ICT needs to be purposeful and to add value to theteaching and learning of religious education and should not be seen simply as a bolt-on. Itneeds to be carefully integrated into religious education lessons, with a clear rationale for itsuse. Some examples of lessons are outlined in section 4 and included, in full, on theaccompanying CD-ROM.

The relationship between ‘ICT – the subject’ and ‘ICT – in subjects’ Pupils’ ability to apply their ICT capability across the curriculum is largely dependent onthe effective teaching and learning of ICT in the first place. Pupils’ use of ICT in othersubjects may be ineffective if they do not already have an appropriate level andunderstanding of ICT capability. This may result in a lack of progress in both ICT and thesubject area. For example, asking pupils to produce a presentation in religious educationwill be unproductive if they have little experience of using the software or understanding ofhow to create meaning and impact for a given audience. Pupils who try to learn new areasof ICT at the same time as new religious education content will often fail in bothendeavours.

It is crucial that pupils are taught the appropriate ICT capability before applying it in othersubjects. The relationship between ‘ICT – the subject’ and ‘ICT – in subjects’ can thereforebe viewed as interactive and mutually supportive as shown in the diagram on page 9.

Purposeful and appropriate application of ICT in subjects offers pupils opportunities to:

■ use their ICT capability to assist and progress their learning in religious education;

■ engage in higher-order thinking skills, for example, by using ICT to undertakedetailed analysis when modelling data;

■ demonstrate, apply and reinforce their understanding of ICT capability within arange of subject contexts. The transferability of ICT capability is an importantaspect of progression in pupils’ knowledge, skills and understanding.



ICT capability Apply and develop ICT capability

ICT– the subject

ICT– in subjects

It is important to recognise that pupils using ICT effectively in subjects may not always beapplying high levels of ICT capability. For example, using a wordprocessor to draft andredraft text is a valid and powerful activity in a range of subjects; using software to supportlearning in MFL or using a learning support program in mathematics or a bespokeprogram designed to aid learning in science can be significant in helping pupils to makeprogress. In all such cases, ICT fulfils a legitimate function if using it moves learning in thesubject forward, but it may make little contribution to developing the ICT capability taughtin ICT lessons.

As pupils become more confident and proficient in using ICT there will be opportunities toapply and develop higher levels of ICT capability in subjects, for example, producing webpages for a given purpose and audience, manipulating data to test a hypothesis, orincorporating sound and video into a presentation to add meaning and impact. It isimportant to reiterate that, whatever the level of ICT capability applied, it must add value toteaching and learning in the subject.

Although the Framework for teaching ICT capability; Years 7, 8 and 9 (DfES 0321/2002)recommends that schools allocate discrete ICT teaching time in all years at Key Stage 3, itwill be for schools to decide which is the most effective model. There may be someopportunities for aspects of ICT capability to be taught in a different subject area and thenalso applied in an appropriate context. For example, the control elements of the NationalCurriculum for ICT could be taught within design and technology. However, teachingsubject objectives and ICT objectives at the same time can be problematic and teachersshould be aware of the potential for the lesson to lose sight of the ICT objectives. Progressin the teaching and learning of a particular subject can also be disrupted by the time takento teach the required ICT component from scratch.

Many schools continue to cling to a belief that cross-curricular provision can delivergood progression in ICT capability, in spite of inspection evidence to the contraryover recent years. The weight of evidence suggests that what works best is abalance between discrete provision and the application of ICT capability acrossother subjects. However, many schools continue to struggle to achieve this.

(Information and communication technology in secondary schools: Ofsted subject reports 2001/02)



An integrated approach to ICT across the curriculum

A whole-school policy for ICT across the curriculumSchools put considerable investment into ICT resources. However, this investment alonewill not necessarily give pupils appropriate opportunities to apply and develop ICTcapability – nor automatically add value to teaching and learning. Effective implementationof ICT across the curriculum is much more complex and involves strategic managementand coordination within whole-school policies. An effective model of applying anddeveloping ICT across the curriculum depends on a number of factors, including:

■ effective teaching of the National Curriculum programme of study for ICT (the subject);

■ appropriate opportunities for pupils to apply and develop ICT capability in a rangeof subjects and contexts (transferable knowledge, skills and understanding);

■ deployment of resources so that subject areas can access ICT when it is needed,including provision of ICT within subject classrooms or areas;

■ a policy for purchasing of resources that maximises their use and allows forflexibility of use, for example, whole-class teaching, small-group work, individualteacher use – this could include consideration of whole-school networkingprovision, laptops and wireless networking capability;

■ planned use of ICT in schemes of work for all subjects, so that resources can bedeployed and organised appropriately;

■ whole-school policies which clearly map and sequence opportunities forapplication and development of ICT, so that pupils bring the appropriate ICTcapability to subject lessons;

■ whole-staff awareness of ICT capability and what can reasonably be expected ofpupils in each year.



Key concepts in the Framework for teaching ICT capability: Years 7, 8 and 9The National Curriculum programme of study for ICT groups the knowledge, skills andunderstanding that pupils need to acquire into four themes:

■ finding things out;

■ developing ideas and making things happen;

■ exchanging and sharing information;

■ reviewing, modifying and evaluating work as it progresses.

The Framework for teaching ICT capability: Years 7, 8 and 9 (DfES 0321/2002) subdivideseach of the first three themes into three key concepts. The resulting nine key conceptsdescribe the breadth of ICT capability and progression in learning through Key Stage 3.This provides a useful vehicle when discussing how ICT can most enhance teaching andlearning in subjects. The fourth theme (reviewing, modifying and evaluating work as itprogresses) is a critical feature of ICT capability, which needs to be integrated throughoutall areas.

The diagram above shows the nine key concepts of ICT capability. Further guidance abouteach of these concepts can be found in Appendix 1.

In the ICT Framework, each key concept is broken down into suggested yearly teachingobjectives in Years 7, 8 and 9, to identify progression through the key stage. The yearlyteaching objectives are displayed in full in Appendix 2.

The breakdown of ICT capability into the nine key concepts shown in the diagram helpsidentify the most appropriate areas of ICT to enhance teaching and learning in subjects. It is important that pupils are given sufficient opportunities to develop and apply the fullrange of their ICT capability in the curriculum.

Key to ICT NationalCurriculum themes:

Finding things out

Developing ideas andmaking things happen

Exchanging andsharing information

Reviewing, modifyingand evaluating workas it progresses

ICT capability Key Stage 3Key concepts



ICT capability Apply and develop ICT capability

ICT– the subject

ICT– in subjects

ICT a tool for teaching(the medium)

Planning and sequencing ICT across the curriculumSubject teachers need to know what they can reasonably expect a pupil to know,understand and be able to do at each point in Key Stage 3.

Schools will need to map and sequence the teaching of ICT capability. This will identifywhen subject teachers can reasonably expect to develop and apply pupils’ ICT capabilityand move teaching and learning forward in their own subject teaching and learning. Forexample, once pupils have been taught appropriate search techniques on the Internet,including consideration of validity and bias, they can be expected to undertake purposefulresearch in other subjects and present their findings.

It is also important to consider the experiences of pupils at Key Stage 2. Again, individualschools will differ but Appendix 3 (extracted from the Framework for teaching ICTcapability: Years 7, 8 and 9 (DfES 0321/2002)) describes what most pupils should havelearned in ICT by the end of Key Stage 2. This summary is based largely on pupilsfollowing the Key Stage 2 QCA scheme of work, or equivalent, during Years 5 and 6.

ICT as a teaching toolSo far we have reviewed the use of ICT as a learning tool for pupils and haveacknowledged how pupils who are confident and proficient in ICT can bring with themopportunities for extending their learning as they use their ICT in other subjects in theschool curriculum.

However, existing and emerging ICT teaching tools provide further opportunities toenhance subjects and add value to teaching and learning. For example, the use ofinteractive whiteboards, video projection units, microscopes connected to computers,prepared spreadsheets to capture and model data, CD-ROMs, presentations with videoand carefully selected resources from the Internet all provide examples of how ICT can beembedded into subject teaching.

The diagram on page 9, showing ICT across the curriculum, can therefore be extended toinclude ICT as a tool or medium for teaching.



Clearly elements of the model will overlap and impinge on each other. For whole-schoolpolicies for ICT across the curriculum the challenge is to make the most purposeful use ofthe available resources across all teaching and learning. Opportunities to embed ICTappropriately in subject-teaching need to be exploited, as appropriate.

Use of ICT by a teacher may involve little or no use of ICT by pupils and, consequently,may do little to apply and develop their ICT capability. However, use of ICT by the teachercan enhance and stimulate the learning experiences of pupils and contribute to theachievement of subject objectives. It is important to recognise the different contributionsthat ICT can make to teaching and learning and acknowledge the importance of each. Amodel and policy for ICT across the curriculum should consider all these elements and therelationships between them.

Some examples of how this could be done in religious education are outlined in section 4and included in detail on the accompanying CD-ROM.

The DfES CD-ROM, Embedding ICT @ Secondary, also provides a series of subject-specific case studies focusing on teacher-use of ICT.



Using dataandinformationsources

Searchingandselecting

Organising andinvestigating

Models andmodelling

Control andmonitoring

Fitness forpurpose

Refiningand presentinginformation

Communicating

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Analysing andautomatingprocesses

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Key to ICT National Curriculum themes:

Finding things outDeveloping ideas and making things happenExchanging and sharing informationReviewing, modifying and evaluating work as it progresses

ICT capability Key Stage 3 Religious education Key conceptsThe diagram introduced on page 11 has been expanded to highlight some of the ICT keyconcepts that are particularly significant for religious education. These are expandedfurther on the ICT in religious education poster (DfES 0207–2004 G) that accompanies this pack.

Commentary: ICT and religious education

An overviewThe expectation is that pupils will have been taught all nine key concepts of ICT capabilityin their ICT lessons. This provides the foundation for the application and furtherdevelopment of these ICT key concepts across the curriculum. The nine key concepts areshown in the diagram on the opposite page.

Although many of the ICT key concepts could be applied and developed in religiouseducation (RE), some are more significant than others. The four ICT key concepts,highlighted in the diagram, that are particularly significant for RE are:

■ using data and information sources;

■ searching and selecting;

■ fitness for purpose;

■ refining and presenting information.

Other ICT key concepts can also be applied and developed in RE. For example, the keyconcept of communication could be developed by pupils using e-mail to contact pupilsin other schools that are following similar topics, with a view to preparing a jointpresentation. An example of this might be two schools, both studying the Hajj, workingtogether on the topic, using e-mails and a submission form on a website.

How can the use of ICT raise standards in religious education?ICT can be used as a tool to:

■ support teachers:– to improve lesson design;– to transform teaching and learning;– to engage and motivate pupils more effectively;

■ provide opportunities for pupils to learn in alternative and challenging ways, usinga wide range of sources of information and techniques to support critical thinking;

■ support both collaborative and individual work;

■ allow pupils access to sources of information relevant to a particular enquiry bysearching websites on the Internet;

■ allow pupils to identify and select the most useful information and sources whenlearning about religion and when learning from religion;

■ enable pupils to improve their decision-making skills through the use of computer-generated models;

■ enable pupils to review, refine, redraft and modify work in progress;

■ help pupils to refine and present their ideas more effectively and in different ways.

Planning and progressionTeachers should expect pupils in any given year to have been taught all or most of the ICTFramework objectives from the previous year. Teachers of RE may also wish pupils toapply ICT capability learned during the year in which they are being taught. It is importantto liaise with the ICT department to ensure that the levels of expectation and challenge areappropriate to pupils’ experiences and levels of ICT capability.

2





To ensure the effective use of ICT in RE, teachers should:

■ plan the use of ICT by pupils in collaboration with the ICT department, to ensurethat pupils have appropriate ICT skills;

■ analyse how to build on prior learning in RE and ICT to inform planning ofschemes of work and design of lessons;

■ be sure that ICT resources are available for the lesson.

It is important to plan for a range of uses of ICT, to ensure that pupils’ capability isdeveloped and consolidated as they progress, both in RE and in the use of ICT. Inparticular, teachers should plan to use ICT in RE lessons at a level that pupils have alreadycovered in ICT lessons.

Teachers will need to ensure that:

■ pupils’ use of ICT is varied but appropriate to their learning in RE;

■ as pupils’ ICT capability increases, they are given further opportunities to applyand develop aspects of that capability in RE lessons.

It may be appropriate to use low-level ICT skills to enhance learning in RE, but pupilsshould also be given opportunities to apply higher-order skills. This should enable pupils toenhance their learning in RE further, as well as to develop their capability in ICT. Usinghigher-order ICT skills will also increase pupils’ motivation by providing new opportunitiesfor learning that could not be achieved easily in other ways.

Awareness of pupils’ capability in ICT will enable teachers to plan lessons that use andapply ICT in ways that help challenge and motivate pupils of all attainment levels. It isexpected that:

■ Year 6 ICT capability will support Year 7 work in RE;

■ Year 7 ICT capability will support later Year 7 and Year 8 work in RE;

■ Year 8 ICT capability will support later Year 8 and Year 9 work in RE;

■ Year 9 ICT capability will support both later Year 9 work in RE and GCSE work.

Appendix 2, Yearly teaching objectives for ICT, and Appendix 3, End of Key Stage 2expectations, provide a useful starting point for this, but practice in individual schools willvary, depending on how and when the National Curriculum for ICT is taught.

Planning to use ICT in religious education lessonsEffective communication between the RE and ICT departments will foster a clearunderstanding of the timescale during which pupils should have developed the differentICT capability in each year. Teachers of RE need to identify opportunities to exploit pupils’capability in ICT to move learning in the subject forward. They also need to considerwhether the use of ICT is appropriate to the aspect of RE being taught.

When planning to use ICT in lessons, teachers should consider whether:

■ the ICT is adding value to the lesson:– Would the RE learning outcomes be achieved as or more efficiently without the

use of ICT?– Is the identified form of ICT (both hardware and software) the most appropriate

one to use?

■ there are opportunities in the plenary for pupils to communicate theirunderstanding of how ICT has contributed to their learning in RE;

■ schemes of work reflect a range of uses of ICT:– by pupils, to consolidate and develop their ICT capability;– by teachers to support teaching of the locally agreed syllabus for RE.

ICT themes and key concepts in religious education

This section identifies some of the opportunities for applying and developing pupils’capability in ICT that can be built into medium- and short-term planning in RE. It considersICT key concepts that offer significant opportunities to enhance pupils’ learning in RE andgives some brief examples of how this could happen in classrooms.

This symbol indicates that the lesson is based on one that is described in detail on theaccompanying CD-ROM.

Using data and information sourcesICT gives access to large amounts of information. The critical examination of informationand data is a key component of enquiry in RE. Ability to detect bias, prejudice andpersonal position in such information is an important consideration in RE at all levels.Pupils need to be able to identify, interpret and use a range of sources appropriately tosupport their learning about religion and their learning from religion. ICT allows pupils toanalyse and evaluate evidence, and draw and justify conclusions. The quantity of materialavailable on the Internet gives pupils opportunities to develop skills that help them toevaluate both the information they receive and the websites themselves. The Internet is avast, unregulated resource that is used extensively by groups wishing to convey their ownreligious, ethical or moral positions. It can give pupils access to a wealth of information,insight and experience about authentic and contemporary religious expression and givespace for the ‘authentic voice’ of members of faith communities, which goes far beyondwhat traditional teaching materials can provide. However, teachers need to be aware thatthe Internet is an unregulated resource and can provide a forum for individuals or groupsto put forward biased views or beliefs.

Searching and selectingSelecting information relevant to a task is a central feature of RE teaching, and ICTinformation sources are rich and varied. The vast amount of information on websitesprovides pupils with unparalleled opportunities to identify, select and use sources

3



Pupils in Year 7 investigating places of worship used a variety of websites to makevirtual tours of different places of worship. They investigated aspects of thebuildings they visited to help them answer the question, ‘What beliefs held by thefaith community are expressed in this building?’ They then used the evidence theyhad collected to produce a guide for visitors that makes this clear. They were ableto choose how they produced this guide, but had to include both images and textin the final product.

Pupils in Year 8 were following the QCA non-statutory unit 8C: Beliefs andpractice and were using websites to investigate prayer in different communities.They used the opportunity to apply what they had learned earlier in their ICTlessons to make judgements about the validity and reliability of the websites theywere using. They then devised a series of questions they wanted to ask thecreators of each website, which were intended to make the points of view andstrategies used in the website transparent.

Pupils in Year 9 used websites of British and international newspapers to comparehow three newspapers reported the same incident, for example, the Hajj, thedeath of a major religious figure, a particular religious controversy. They identifiedfact, opinion and belief in the sources and tried to produce an objective accountof the incident.

appropriate to their learning about religion and their learning from religion. Pupils can useICT to search for and select evidence and data from a range of sources. Using ICT alsoprovides teachers with opportunities to enhance pupils’ capability in developing effectivesearch techniques. For any given task or problem, pupils will need to look for information,refining their searches to find appropriate content to support a balanced viewpoint.

They can use indexes, search techniques, navigational structures and engines to carry outsearches, narrowing down and refining searches to find the information they want by theuse of synonyms and words such as AND, OR and NOT.

Fitness for purposeRE often deals with difficult and contentious information that may challenge people’spersonal beliefs and raise difficult issues. Using ICT allows pupils to create high-qualitypresentations that reflect understanding of impact and sensitivity to the needs of theiraudiences. This includes an understanding of the potential consequences ofmisinformation and misunderstandings. Pupils can use a range of media, including digitalvideo, presentation packages, wordprocessing and desktop publishing, to present ideasand the results of enquiries to a variety of audiences with a range of needs.



Pupils in Year 7 were investigating the role and importance of an inspirationalreligious figure. As part of this, they worked in small groups; each group wasasked to select either Oscar Romero or Martin Luther King and investigatereasons why the man they had chosen was assassinated, and feelings about theevent. Each pupil in a group investigated the incident from the perspective of oneperson in the story, such as a family member, a friend, an enemy, a member of theChurch or a government spokesperson. They searched relevant sites forinformation and selected the facts and different perspectives they needed, tosupport the point of view of the person they were representing.

Pupils in Year 9 used a range of search techniques to find material that providedcontrasting testimonies of experiences of fasting or pilgrimage. They selectedaspects of the material they found to illustrate the contrasting testimonies. Theycut and pasted the selected extracts into a new document. Pupils who had useddifferent search techniques compared their documents. They used them as abasis for a critical evaluation of the search methods they had used and how thesecontributed to the efficiency and effectiveness of the search.

Pupils in Year 7 worked in small groups to investigate a place of worship. Usingtextbooks and the Internet, they collected evidence about the chosen place. Theywere asked to prepare information for a range of visitors to the place of worship.Part of the task was to select the medium of presentation they would use, andidentify the target audience. They then had to create the presentation and share itwith their class. The class used their prior learning in ICT lessons to choosecriteria to evaluate each presentation. They applied these criteria to each other’spresentations, evaluated them and made suggestions for improvement.

Pupils in Year 8 were preparing an account of the creation story, from one of themajor religious viewpoints, for pupils in Year 6 of their school’s partner primaryschools. They used an onscreen presentation, taking account of the audience andthe purpose. They included hyperlinks to take the younger pupils to differentsources of information, as this allowed them to keep the main body of the textshort and concise whilst enabling users with different degrees of understanding to

Refining and presenting informationAs well as religious purpose and intent, RE deals with ethical, moral and philosophicalknowledge and understanding. Pupils studying RE are required to undertake enquiries,combining information from a variety of sources. Use of ICT allows pupils to convey theoutcomes of this enquiry by means of a range of media and presentation techniques. Itallows them to plan, refine and present ideas, taking account of sensitive issues and theprior knowledge, emotions and understanding that different audiences bring to bear on atopic. Pupils can communicate similar content in ways that have a different impact,depending on the specific task and the audience. Pupils can use presentations to conveya variety of values and attitudes. They can refine and adapt their presentations accordingto need and the impact they want to make. They can use ICT to draft and redraft theirwork. They can use their ICT capability to decide which software to use to presentinformation and thus further develop their understanding of how the chosen medium mayaffect the outcome.



Pupils in Year 7 selected a well-known parable from the sacred text of the religionthey were studying. Their task was to develop a sequel to the story suitable for amodern audience of their own choosing. They displayed their work as a videopresentation, an animated text or a storyboard. After this they chose a differentmedium for telling their story to the same audience, refining their work andadapting it to this new medium. They then used their prior learning from their ICTlessons to evaluate the impact of the two versions, considering the appropriateuse of images, sound, fonts and colour in each case.

The RE and history departments were working together on the study of theHolocaust. Pupils in Year 9 studying the Holocaust in RE, as part of a unit onsuffering, produced a presentation for pupils in their class, based on the story ofAnne Frank. They could choose what kind of presentation to produce – a visualpresentation using a package such as Microsoft PowerPointTM, or a TV news story,or a text-based presentation such as a poster or a booklet. They were expectedto draw on a range of media, including still or moving images, and to incorporatestill or moving images in their presentations, and sound if this was appropriate tothe presentation they were giving. They were required to evaluate each others’completed presentations and form judgements about the usefulness of thedifferent software packages they had used to create the presentation.

access the supporting information. The primary school pupils were given a set ofcriteria against which they could evaluate the usefulness and interest of theaccounts they were given.

ICT capability: Moving forward in religious education

Examples of lessons supplied on the CD-ROMThe CD-ROM includes examples of RE lessons in which ICT is used to enhance teachingand learning. These have been chosen to give a flavour of the type of activities in whichpupils’ ICT capability can be applied and developed within the context of RE. They alsobroadly reflect the ICT key concepts identified on page 15 as being the most appropriateto apply and develop in the RE curriculum. The examples offer support for the teachingand learning of RE. They also provide opportunities for pupils to apply their own ICTcapability to new contexts as well as suggesting ways in which teachers can use ICT as a tool in teaching.

In each example, reference is made to the ICT key concept being applied or developed. In each case, the relevant ICT objectives have been taught before they are applied in theRE lesson.

Each example includes a description of the lesson, to place it within the context of thecurriculum. These identify the RE objectives and the expected outcomes, as well asindicating the ICT capability that pupils will be using in the lesson. The lesson outlines thatfollow are provided as full lesson plans on the accompanying CD-ROM.

Most lessons are supported by resource files and, where appropriate, links are provided torelevant websites for further resources and software downloads.

4





Lesson 1 Where do we look for God?

RE objectives covered

Pupils will be taught to:

■ understand about the place of Godin the Hindu religion and, inparticular, beliefs Hindus have aboutGod;

■ identify and understand the languagethat Hindus use when expressingtheir beliefs about God;

■ use this language correctly in writingabout God in Hinduism;

■ pose questions and seek answers toclarify Hindu beliefs about God.

RE lesson summary

This is an introductory lesson to a unitwhich explores concepts of God andarguments for the existence of God. Itlinks to the QCA non-statutory schemeof work, unit 7A: Where do we look forGod? The lesson provides pupils withopportunities to begin to learn about andunderstand the ways in which peopleclaim that God has been revealed tothem in their lives.

Pupils will be expected to:

■ appreciate and understand extractsfrom the Bhagavad-Gita;

■ understand the language someHindus use to express beliefs aboutGod;

■ present this understanding to theirclass, using words and pictures;

■ express their own ideas andresponses to what they havelearned;

■ raise questions about the waysHindus express their belief in God.

This lesson provides opportunities for pupils to develop their capabilities in the areasof using data and information sources, as they have to use the Internet to select apicture that most closely fits the image they have formed, having listened to and readthe extracts from the Bhagavad-Gita. There are also opportunities for pupils to refineand present information, as they will be creating and reorganising a presentation oftheir ideas to create impact and meaning for other pupils in their class. This lessonlinks to ICT Sample teaching unit 7.1.

Year group: 7



■ appreciate aspects of Hindu templesby making virtual visits to someHindu temples;

■ understand the language Hindus usein connection with places of worship;

■ use this language correctly in relationto the temple being studied.

RE lesson summary

This lesson should come towards theend of a unit about places of worship, inwhich pupils will have visited a real placeof worship. It is based on a virtual visit toa Hindu temple. The activities could bedone in relation to a place of worship, anexample of which pupils have beenunable to visit, or to one that they havevisited. Although the activity focuses on aHindu temple it could be adapted for anyreligious tradition. It links to the QCAnon-statutory scheme of work, unit 8E: Avisit to a place of worship.


■ ask appropriate questions about thetemple and select relevantinformation to answer them;

■ judge the authenticity of theexperience of the virtual visit;

■ show that they have understood theextent to which a place of worshipcan be experienced through theInternet;

■ make comparisons between theexperience of attending a real placeof worship and making a virtual visit,and share these with their class.



Lesson 2 How far can the Internet enable people to experience a place of worship?

This lesson contributes to the development of pupils’ capability in using data andinformation sources, by providing opportunities for pupils to develop anunderstanding of the usefulness and accessibility of information included in websites.It also helps to develop their capabilities in refining and presenting information, bycombining information from a range of sources to share their conclusions in apresentation package or using wordprocessing. These presentations will include textand images. Pupils will be using prior learning from their ICT lessons to evaluate theappropriateness and effectiveness of the presentations made by others. This lessonlinks to ICT Sample teaching units 8.2 and 8.3.

Year group: 8



Lesson 3 How useful is the Nanakshahi calendar to Sikhs?



■ appreciate and understand aspectsof the Sikh religion;

■ appreciate and understand how Sikhscriptures affect the lives of Sikhs;

■ appreciate and understand thedifferences between the lunarcalendar and the solar calendar;

■ appreciate and understand thereasons why changing calendarsraises important issues for Sikhs.

RE lesson summary

This lesson is part of a sequence oflessons about Sikhism. It focuses on thekey beliefs of Sikhs and how thesebeliefs affect their actions. The lessonprovides opportunities for pupils toreflect on a contemporary issue of faith.Pupils encounter Sikh teachings first-hand and develop their understanding ofSikh sacred texts. They evaluate therelationships between beliefs andpractice in society today for a Sikhbeliever. The lesson relates to the non-statutory QCA unit 8D: Beliefs andpractice: how do the beliefs of Sikhsaffect their actions?


■ identify the difference between thelunar and solar calendars;

■ explain the importance of the GuruGranth Sahib Ji to daily life;

■ find and select information from avariety of sources giving differentresponses by Sikhs to the use ofdifferent calendars;

■ analyse the different responses andidentify reasons for different opinions;

■ use religious technical vocabularyappropriately;

■ prepare an argument, putting eachset of viewpoints, to present to anidentified audience and evaluateeach others’ presentations againstset criteria.

The lesson provides opportunities for pupils to apply and develop their capabilities insearching and selecting appropriate information, as they are expected to assessthe value of information from various sources for a particular task. It also contributesto pupils’ understanding of fitness for purpose, as pupils are expected to use givencriteria to evaluate the effectiveness of their own and others’ publications andpresentations. Their choice of software and the way pupils select and presentelectronic material contributes to the application and development of their capabilitiesin the area of organising and investigating. This lesson links to ICT Sampleteaching units 7.1 and 7.2.

Year group: 8



Lesson 4 What is the relationship between religion and science?



■ consider the different points of viewin the debate;

■ consider whether a choice has to bemade between scientific andreligious values;

■ consider whether there are differentways of seeing the same thing;

■ appreciate and understand howpersonal beliefs are affected bypeople’s understanding of truth.

RE lesson summary

This lesson would be appropriate at thebeginning of a unit of work thatencourages pupils to examine and reflecton meaning and purpose in life, in thelight of their study of elements of differentreligious traditions. It looks at therelationship between religion and scienceby focusing on three leading scientistswho also have religious beliefs. Itencourages pupils to consider thecontribution each discipline can make tothe other and also the limitations of each.It links to the QCA non-statutory schemeof work, unit 9B: Where did the universecome from?


■ select and combine appropriateinformation from a number ofsources;

■ analyse the information to answerquestions about the relationshipbetween religion and science;

■ make an informed response, usingtheir own ideas and questions to thedebate about religion and science;

■ combine information and opinion toproduce a short account of thedebate for an audience of theirchoice.

This lesson provides opportunities for pupils to develop their capabilities in the area ofsearching and selecting, by searching websites to identify and select theinformation they need for the task. It also contributes to developing capabilities in thearea of refining and presenting information, by combining information fromdifferent places with opinion, in order to convey the main issues in the debate to anaudience of their choice. This lesson links to ICT Sample teaching units 8.2 and 8.3.

Year group: 9



Lesson 5 How does suffering challenge or strengthen a person’s faith?

The lesson contributes to developing pupils’ capabilities in using data andinformation sources and searching and selecting, as they are searching theInternet for appropriate and relevant information about different people’s responses tosuffering. It also develops capabilities in the areas of refining and presentinginformation and fitness for purpose, as pupils are expected to produce a reportillustrating their findings in electronic form. They are free to choose the form they useand will explain why they have made this choice.



■ investigate different responses to aspecific example of suffering;

■ hypothesise about the impact of thesuffering on feelings about God;

■ appreciate and understand howdifferent people respond to sufferingin different ways;

■ make an informed response to theissues raised.

RE lesson summary

This lesson comes towards the end of aunit of work in which pupils examine andreflect on meaning and purpose in life, inthe light of their study of elements ofdifferent religious traditions. It investigatesdifferent responses to the question byfocusing on Jewish responses to theHolocaust, and enables pupils to engagewith concepts relating to human sufferingand the experience of evil. The lessonrelates to the non-statutory QCA unit 9C:Why do we suffer?


■ select examples of accountsproviding conflicting responses froma range of information from differentsources relating to Jewishexperiences of the Holocaust;

■ identify common themes in theseaccounts;

■ use the themes to produce ananalysis of ways in which people’sexperiences strengthened their faithin God;

■ produce an analysis of ways in whichtheir experiences challenged theirfaith in God;

■ use these analyses to prepare ananswer to the question, ‘How is faithchallenged when people suffer as theJews have done?’;

■ present arguments to othermembers of the class.

Year group: 9

Further resourcesFurther resources to support the use of ICT in religious education can be obtained fromthese sources.

Key Stage 3 Strategy www.standards.dfes.gov.uk/keystage3

ICT in Schools www.dfes.gov.uk/ictinschools/

QCA www.qca.org.uk

Becta www.becta.org.uk See also Becta’s ICT advice website:ww.ictadvice.org.uk

Ofsted www.ofsted.gov.uk

National Curriculum in Action www.ncaction.org.uk/subjects/ict/inother.htm

Teachernet www.teachernet.gov.uk/teachingandlearning/resourcematerials/

Virtual Teacher Centre http://vtc.ngfl.gov.uk/docserver.php

National Grid for Learning www.ngfl.gov.uk

Curriculum Online www.curriculumonline.gov.uk

National College for School http://www.ncsl.org.uk/index.cfmLeadership

National Association for Special www.nasen.org.ukEducational Needs

Religious educationRE Today www.retoday.org.uk

Association of RE inspectors, www.areiac.org.ukadvisers and consultants





5

■ How is use of ICT currently enhancing teaching and learning in religiouseducation?

■ What further opportunities can be exploited?

■ What is inhibiting further use of ICT?

Next steps

Key questionsThis section is intended to support subject leaders when working with their respectivedepartmental teams to move ICT across the curriculum forward. Subject leaders play acrucial role in raising standards by securing and sustaining improvement in the applicationof ICT capability in all subjects.

Fundamentally, there are four key questions for subject leaders to consider with theirsubject teams.

This section offers suggestions for some next steps for you and your department, broadlybased around:

■ reviewing your current position;

■ meeting the requirements for ICT in the locally agreed syllabus for religiouseducation (where appropriate);

■ identifying how the ICT National Curriculum is taught in your school;

■ applying and developing ICT capability from the ICT National Curriculum;

■ using the materials in this ICTAC pack to move forward;

■ action planning – making it happen in your department.

Below are some prompts and suggestions for analysing your existing provision,understanding how ICT is taught in your school and identifying potential new opportunitiesfor teaching and learning in your subject.



How is ICT being used in your department?

Identify ways in which ICT is currently used in lessons in your department to addvalue to teaching and learning.

■ What good practice in using ICT currently exists in your department and howdoes it enhance teaching and learning?

■ For each of these areas, is ICT being used by pupils, by teachers or by both?

■ Are all teachers in your department using ICT in lessons in the same way orare individual teachers just using their own ideas?

■ How can these ideas be shared with other teachers in the department?

dis

cuss

ion

poin

ts

Does the use of ICT in your department reflect the locally agreed syllabusrequirements for religious education?

Identify any explicit references to the use of ICT in your locally agreed syllabus forreligious education and ensure that these areas are already being covered in yourdepartment’s scheme of work.

■ How do you ensure that all teachers in your department are dealing with theexplicit references to ICT in your subject?

■ How do you monitor, review and evaluate the ICT experiences of all pupilsacross all classes that are taught by your department?

dis

cuss

ion

poin

ts

Reviewing your current position

You could consider:

■ asking teachers in your department to identify where they use ICT in their lessonsand how it impacts on teaching and learning in your subject: use the diagram onpage 14 to identify where the use of ICT fits;

■ allocating time at departmental meetings to share existing good practice and tolook at ways in which it could be incorporated or adapted into schemes of workfor all teachers in the department;

■ setting up peer observation or paired teaching for colleagues to observe eachother and assess the value that ICT is adding to the lesson – you may find the KeyStage 3 guidance on coaching (included in Sustaining Improvement: a suite ofmodules on Coaching, Running networks and Building capacity (DfES 0565–2003 G))a useful tool to help you with this;

■ using the audit document on the CD-ROM to help analyse your current position –this is adapted from the Key Stage 3 Strategy publication, Securing improvement:the role of subject leaders (DfES 0102/2002), which provides further guidance onsubject leadership.

ICT in religious education



How is the teaching of the ICT National Curriculum organised in yourschool?

Identify the aspects of ICT that pupils have been taught in ICT lessons duringYears 7, 8 and 9.

■ How is the teaching of the ICT National Curriculum organised in your school?

■ What ICT capability, through taught ICT lessons, can you reasonably expectpupils to be bringing to your subject lessons in each term?

dis

cuss

ion

poin

ts

You could consider:

■ using the locally agreed syllabus for religious education to identify where theprogramme of study refers to ICT, either specifically or as an example of how aparticular aspect of the subject might be taught: the National Curriculum in Actionwebsite provides a useful starting point for this and outlines statutory requirementsand non-statutory opportunities for your subject, see http://www.ncaction.org.uk/subjects/ict/inother.htm;

■ identifying, within your departmental schemes of work, how and when each ofthese references will be covered;

■ ensuring that you have planned access to the resources you will need by liaisingwith your ICT coordinator and/or the SMT member with responsibility for ICTacross the curriculum;

■ sampling pupils’ work to ensure consistency across classes; with a focus on theexplicit requirements of using ICT in your subject: the Key Stage 3 Strategypublication, Organising a work sample (DfES 0390/2003), offers guidance on howyou might organise a work-sampling exercise.

Identifying how the ICT National Curriculum is taught in yourschool

You could consider:

■ discussing with the school’s ICT subject leader how ICT is taught across the keystage in your school, in particular, to find out:

– the timetable allocation for ICT as a subject in Years 7, 8 and 9 – the Key Stage3 National Strategy recommends one hour per week in each year for ICTlessons;

– how the scheme of work for ICT is organised in each term, in each year andwhat ICT capability you would expect pupils to be bringing to your lessons;

– the use that is made of the Key Stage 3 Strategy’s ICT sample teaching units –the Strategy has produced detailed lesson plans with accompanying resourcesfor Years 7 and 8, and case studies for Year 9, based on the QCA Key Stage 3scheme of work.



Does the use of ICT in your department reflect the requirement to givepupils opportunities to apply and develop their ICT capability?

Identify where your current scheme of work gives pupils opportunities to applyand develop their ICT capability at a level appropriate to their experience.

■ Are all teachers in your department fully aware of the breadth of ICT capabilitythat pupils are taught in ICT?

■ Which parts of the ICT National Curriculum are particularly significant for yoursubject and give pupils potential opportunities to apply and develop their ICTcapability?

■ Are there implications for training for teachers in your department?

■ Does the scheduling of your subject scheme of work and the ICT scheme ofwork provide a coherent way forward for pupils’ use of ICT?

dis

cuss

ion

poin

ts

Applying and developing ICT capability taught in ICT lessons

You could consider:

■ inviting the ICT subject leader to a departmental meeting to explain the breadth ofICT capability that pupils are taught in the ICT National Curriculum. (You may findAppendix 2 helpful for the discussion, in that it provides an overview of how theKey Stage 3 programme of study could be broken down into yearly teachingobjectives. This appendix is extracted from the Key Stage 3 National Strategypublication, Framework for teaching ICT capability: Years 7, 8 and 9 (DfES0321/2002), which also provides further guidance on teaching ICT as a subject.);

■ identifying areas for staff development, either for individual teachers or the wholedepartment and working with the ICT subject leader and the LEA to establishsources of support;

■ discussing with the ICT subject leader possible changes to the schedule of theschemes of work to ensure that, in subject lessons, pupils are building on ICT thathas already been taught;

■ working with the school’s ICT coordinator to identify how your departmentcontributes to the whole-school policy of ICT across the curriculum;

■ discussing with other subject leaders in the school how they give pupilsopportunities to apply and develop ICT capability in their respective subjects.

Using the resources in the ICTAC pack to move forwardThe pack comprises five components:

1 ICT in … series guides (this publication)The guides consider how subjects can build on the ICT capability taught in ICTlessons, in this case, to add value to teaching and learning in religious education.

2 Video on CD-ROMThe video on the CD-ROM gives an example of how one subject leader has tackledthe use of ICT in religious education.

3 Examples of lessons on CD-ROMThe examples on the CD-ROM provide lesson plans and resources to demonstratesome ways that ICT could be applied and developed in religious education.



How can you move forward, using ICT to add value to teaching andlearning in religious education?

Use the materials provided in the ICTAC pack to identify new opportunities forpupils to apply and develop their ICT capability.

■ Which of the ICT key concepts are particularly relevant to your subject? Which aspects of ICT capability can be applied and developed in your subject?

■ What new opportunities are there for adding real value to teaching andlearning in your subject by exploiting the ICT capability that pupils are bringingto your lessons?

■ In the light of pupils’ increasing ICT capability, how do you ensure that themost effective use is made of ICT?

■ How does the work on ICT across the curriculum in your department fit withthe whole-school policy of ICT across the curriculum?

dis

cuss

ion

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ts

4 PostersThe poster gives a pictorial representation of the ICT key concepts and examples ofhow some of these could be relevant to teaching and learning in religious education.

5 Management guideA guide for school leaders, in particular the senior member of staff with overallresponsibility for ICT across the curriculum. It outlines the need for a whole-schoolapproach to ICT across the curriculum and offers guidance on how this may be achieved.

Moving forward

You could consider:

■ using the overview of the nine ICT concepts in Appendix 1 of this ICT in religiouseducation guide to raise your awareness of the ICT that is taught to pupils, andthe level of ICT capability that pupils will be bringing to your lessons that you canapply and develop. The nine ICT key concepts provide a way of considering thebreadth of ICT capability that pupils will bring to your lessons. Some key conceptswill be more relevant than others to your subject and some may well overlap. Theimportant point is that the overview provides a basis for analysing current provisionand potential new opportunities;

■ using the ICT key concepts described in section 3 of this booklet, and on theaccompanying posters, to identify new opportunities for your subject. Examples ofhow some of these key concepts are significant for religious education are given toprovide stimuli for analysing your current schemes of work for additionalopportunities;

■ using the examples of lessons, provided on the CD-ROMs, to provoke thoughtand compare with your current practice. Overviews of each of these lessons areprovided in section 4 of this booklet;

■ viewing the video clip on the CD-ROM to consider how one religious educationdepartment is going about embedding ICT in their subject;

■ using the additional resources provided in section 4 of this guide and on the CD-ROM to identify further sources of support and guidance;

■ if this is part of a wider-school day on ICT across the curriculum, viewing the videoclip on the Management Guide CD-ROM, which considers the critical roles ofheadteacher, SMT with responsibility for ICT, ICT subject leader, ICT coordinator andother subject leaders in moving ICT across the curriculum forward in the school.



If your school has selected ICT across the curriculum as its whole-school priority, the LEA’sICTAC lead consultant will be able to offer further support and guidance on using thematerials in this ICTAC pack.

Working with the ICTAC packAction-planning – making it happen in your departmentClearly schools will be at different stages of development with ICT across the curriculum.Departments within individual schools will also be at different stages. This ICTAC pack isdesigned to be used flexibly, for example:

■ as part of a whole-school focus on ICT across the curriculum, supported by theLEA’s lead ICTAC consultant;

■ as an individual department working within a school;

■ as a group of departments within a school;

■ as a group of subject departments across schools.

Whatever the scenario, subject leaders should define clear priorities, using the materials inthis pack. Consider:

■ reviewing the current position;

■ using the materials in this ICTAC pack to provoke thought and help identifypossible routes forward;

■ looking at schemes of work and identifying changes that would have minimalresourcing implications for staff and equipment;

■ identifying changes that would have more substantial implications;

■ how the work on ICT across the curriculum in your department is located withinthe whole-school policy for ICT across the curriculum;

■ liaising with other key players in the school, in particular, the ICT subject leaderand ICT coordinator and/or senior teacher with responsibility for ICT across thecurriculum;

■ liaising with the LEA for sources of support, in particular, the LEA’s lead ICTACconsultant.



Appendices

Appendix 1

Key conceptsFinding things outThe theme Finding things out is concerned not only with finding information from a widerange of sources but also with recognising that the user must judge the quality of contentfound.

Pupils are taught to make judgements about the validity, reliability and bias of various dataand information sources, and to select information relevant to a task, using, forexample, CD-ROMs or the Internet. They are taught that the way in which different typesof information are combined conveys meaning. For example, pupils recognise that thearrangement of text, graphics, and numeric data in an advertisement is intended topersuade us to buy a product.

When searching and selecting, pupils are taught to use search engines to findappropriate information, to refine their searches, to make them more effective and toselect relevant information by reference to its origin and quality. For example, a pupilsearching the Internet for information about global warming might select the data found ona website with a .org or .gov suffix because it should be more reliable.

When organising and investigating, pupils are taught to retrieve and collect informationfor a specific purpose or task. They process the data in various ways to find somethingout, draw conclusions or answer hypotheses. They are able to present their findingseffectively. For example, pupils may develop a hypothesis about the effects of a localbuilding project. To test this hypothesis they would create a questionnaire to collect andrecord people’s attitudes, process the data in a spreadsheet or database and use theiranalysis to support or refute their hypothesis, finally using graphs to present their findings.

Developing ideas and making things happenDeveloping ideas and making things happen is concerned with using ICT to process,develop or display information efficiently.

Pupils are taught to analyse problems, breaking them down into component parts, and toautomate processes to increase their speed and accuracy. For example, pupils maydevelop their understanding of efficiency by using master pages in publications to explorea range of possibilities before making a decision.

Pupils are taught that they can use models and modelling to represent a situation orprocess on screen. They explore patterns and relationships by changing variables andrules and can use this technique to answer ‘What if … ?‘ questions. For example, pupilsmay explore a spreadsheet model of the relative costs of running a mobile phone bychanging the number of minutes used per month (changing variables) to see what thephone would cost if … . They may then develop the model by including the number of freetext messages (changing rules).

Pupils are taught to develop computer-based systems to control and monitor situations.They analyse the problem and design, create, test and refine a solution. For example, in ascience experiment pupils may develop a system to measure temperature, light andhumidity, using a range of sensors incorporating a subroutine for each sensor, withappropriate sampling rates, and triggering an alarm when a condition is met.



Exchanging and sharing informationThis theme relates to the process of communication. Pupils are taught to recognisecommon forms and conventions used in communications and to use this knowledge topresent information appropriately to a specified audience.

When exchanging and sharing information, pupils are taught to consider fitness forpurpose. They review and evaluate the effectiveness of their work and are able to justifythe choices they have made. They are able to use this critical evaluation to develop andimprove their presentation of information, refining it for the purpose and audience. Forexample, pupils may use digital video to create an advertisement for overseas visitors totheir locality. They may refine their work further by devising criteria drawn from an analysisof existing TV adverts, during which they identify the common forms and conventions.

They are taught to use ICT to communicate effectively with wider and remote audiences.For example, pupils may use e-mail or online questionnaires to gather information frompupils in other countries, recognising and understanding the technical issues involved andthe rules governing such communications.



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sign

a q

uest

ionn

aire

or

data

col

lect

ion

shee

t to

pro

vide

rele

vant

dat

a;

–ch

eck

data

effi

cien

tly fo

r er

rors

;

–in

vest

igat

e re

latio

nshi

ps b

etw

een

varia

bles

;

–us

e so

ftwar

e to

rep

rese

nt d

ata

in s

impl

e gr

aphs

, cha

rts

orta

bles

, jus

tifyi

ng t

he c

hoic

e of

rep

rese

ntat

ion;

–de

rive

new

info

rmat

ion

from

dat

a, e

.g. a

vera

ges,

prob

abilit

ies;

–ch

eck

whe

ther

con

clus

ions

are

pla

usib

le;

–re

view

and

am

end

the

stru

ctur

e an

d its

dat

a to

ans

wer

furt

her

ques

tions

.

Dev

elo

pin

g id

eas

and

mak

ing

thi

ngs

hap

pen

Ana

lysi

ng a

nd a

uto

mat

ing

pro

cess

es•

Use

aut

omat

ed p

roce

sses

to

incr

ease

effi

cien

cy (e

.g.

tem

plat

es, m

aste

r pa

ges)

.

•R

epre

sent

sim

ple

proc

esse

s as

dia

gram

s, s

how

ing:

–ho

w a

tas

k ca

n be

bro

ken

dow

n in

to s

mal

ler

ones

;

–th

e se

quen

ce o

f ope

ratio

ns, a

nd a

ny c

ondi

tions

or

deci

sion

s th

at a

ffect

it;

–th

e in

itial

info

rmat

ion

need

ed (e

.g. r

oom

tem

pera

ture

,pr

ices

of i

tem

s).

Mo

del

s an

d m

od

ellin

g•

Use

sof

twar

e to

inve

stig

ate

and

amen

d a

sim

ple

mod

el b

y:

–fo

rmat

ting

and

labe

lling

data

app

ropr

iate

ly (e

.g. f

orm

attin

gce

lls t

o di

spla

y cu

rren

cy);

–en

terin

g ru

les

or fo

rmul

ae a

nd c

heck

ing

thei

rap

prop

riate

ness

and

acc

urat

e w

orki

ng;

–ex

plai

ning

the

rul

es g

over

ning

a m

odel

;

–pr

edic

ting

the

effe

cts

of c

hang

ing

varia

bles

or

rule

s.

•Te

st w

heth

er a

sim

ple

mod

el o

pera

tes

satis

fact

orily

.

Co

ntro

l and

mo

nito

ring

•Im

plem

ent

a sy

stem

to

carr

y ou

t a

sim

ple

cont

rol t

ask,

incl

udin

g so

me

that

invo

lve

sens

ed p

hysi

cal d

ata,

by:

–co

mpi

ling

sets

of i

nstr

uctio

ns, i

dent

ifyin

g th

ose

whi

ch c

anbe

gro

uped

to

form

pro

cedu

res

or lo

ops;

–te

stin

g an

d re

finin

g th

e in

stru

ctio

ns.

Exc

hang

ing

and

sha

ring

info

rmat

ion

Fitn

ess

for

pur

po

se

•R

ecog

nise

com

mon

form

s an

d co

nven

tions

use

d in

com

mun

icat

ions

and

how

the

se a

ddre

ss a

udie

nce

need

s(e

.g. c

olum

ns o

f tex

t in

new

spap

ers,

gra

phic

s an

d en

larg

edpr

int

in p

oste

rs, h

yper

links

on

web

site

s).

•A

pply

und

erst

andi

ng o

f com

mon

form

s an

d co

nven

tions

to

own

ICT

wor

k.

•U

se g

iven

crit

eria

to

eval

uate

the

effe

ctiv

enes

s of

ow

n an

dot

hers

’ pub

licat

ions

and

pre

sent

atio

ns.

Ref

inin

g a

nd p

rese

ntin

g in

form

atio

n•

Pla

n an

d de

sign

the

pre

sent

atio

n of

info

rmat

ion

in d

igita

lm

edia

, tak

ing

acco

unt

of t

he p

urpo

se o

f the

pre

sent

atio

n an

din

tend

ed a

udie

nce.

•U

se IC

T to

dra

ft an

d re

fine

a pr

esen

tatio

n, in

clud

ing:

–ca

ptur

ing

still

and

mov

ing

imag

es a

nd s

ound

(e.g

. usi

ng a

scan

ner,

digi

tal c

amer

a, m

icro

phon

e);

–re

orga

nisi

ng, d

evel

opin

g an

d co

mbi

ning

info

rmat

ion,

incl

udin

g te

xt, i

mag

es a

nd s

ound

, usi

ng t

he s

impl

e ed

iting

func

tions

of c

omm

on a

pplic

atio

ns;

–im

port

ing

and

expo

rtin

g da

ta a

nd in

form

atio

n in

appr

opria

te fo

rmat

s.

Co

mm

unic

atin

g•

Use

e-m

ail s

ecur

ely

and

effic

ient

ly fo

r sh

ort

mes

sage

s an

dsu

ppor

ting

mat

eria

l.

•K

now

how

to

prot

ect

pers

onal

det

ails

and

why

thi

s is

impo

rtan

t.

Appendix

2Ye

arl

y te

ach

ing o

bje

ctiv

es

for

ICT



Year

8 t

eachin

g o

bje

cti

ves

NO

TE: O

bjec

tives

hig

hlig

hted

in c

olou

r ar

e re

late

d to

rev

iew

ing,

mod

ifyin

g an

d ev

alua

ting

wor

k as

it p

rogr

esse

s.

Find

ing

thi

ngs

out

Usi

ng d

ata

and

info

rmat

ion

sour

ces

•U

nder

stan

d ho

w t

he c

onte

nt a

nd s

tyle

of a

n in

form

atio

nso

urce

affe

ct it

s su

itabi

lity

for

part

icul

ar p

urpo

ses,

by

cons

ider

ing:

–its

mix

of f

act,

opin

ion

and

mat

eria

l des

igne

d to

adv

ertis

e,pu

blic

ise

or e

nter

tain

;

–th

e vi

ewpo

ints

it o

ffers

;

–th

e cl

arity

, acc

essi

bilit

y an

d pl

ausi

bilit

y of

the

mat

eria

l.

•D

evis

e an

d ap

ply

crite

ria t

o ev

alua

te h

ow w

ell v

ario

usin

form

atio

n so

urce

s w

ill su

ppor

t a

task

.

•Ju

stify

the

use

of p

artic

ular

info

rmat

ion

sour

ces

to s

uppo

rt a

nin

vest

igat

ion

or p

rese

ntat

ion.

Sea

rchi

ng a

nd s

elec

ting

•E

xten

d an

d re

fine

sear

ch m

etho

ds t

o be

mor

e ef

ficie

nt (e

.g.

usin

g sy

nony

ms

and

AN

D, O

R, N

OT)

.

•E

xpla

in t

he a

dvan

tage

s of

the

met

hods

use

d by

diff

eren

tse

arch

eng

ines

and

pro

gram

s to

sea

rch

for

data

in v

ario

usfo

rmat

s.

Org

anis

ing

and

inve

stig

atin

g•

In a

n in

vest

igat

ion:

–us

e so

ftwar

e op

tions

and

form

ats

to s

tore

, ret

rieve

and

pres

ent

elec

tron

ic m

ater

ial e

ffici

ently

;

–ex

plor

e an

d in

terp

ret

colle

cted

dat

a in

ord

er t

o dr

awco

nclu

sion

s;

–as

sess

the

con

sist

ency

of c

oncl

usio

ns w

ith o

ther

evi

denc

e.

•U

nder

stan

d:

–ho

w d

ata

colle

ctio

n an

d st

orag

e ar

e au

tom

ated

inco

mm

erce

and

som

e pu

blic

ser

vice

s;

–th

e im

pact

of e

lect

roni

c da

taba

ses

on c

omm

erci

al p

ract

ice

and

soci

ety;

–po

tent

ial m

isus

e of

per

sona

l dat

a.

Dev

elo

pin

g id

eas

and

mak

ing

thi

ngs

hap

pen

Ana

lysi

ng a

nd a

uto

mat

ing

pro

cess

es•

Aut

omat

e si

mpl

e pr

oces

ses

by:

–cr

eatin

g te

mpl

ates

;

–cr

eatin

g si

mpl

e so

ftwar

e ro

utin

es (e

.g. s

tyle

she

ets,

web

quer

ies,

con

trol

tec

hniq

ues

on w

eb p

ages

).

•C

onsi

der

the

bene

fits

and

draw

back

s of

usi

ng IC

T to

auto

mat

e pr

oces

ses

(e.g

. usi

ng w

izar

ds, t

empl

ates

).

•R

epre

sent

sim

ple

desi

gn s

peci

ficat

ions

as

diag

ram

s.

Mo

del

s an

d m

od

ellin

g•

Dev

elop

ICT-

base

d m

odel

s an

d te

st p

redi

ctio

ns b

y ch

angi

ngva

riabl

es a

nd r

ules

.

•D

raw

and

exp

lain

con

clus

ions

(e.g

. ‘th

e be

st v

alue

for

mon

eyis

obt

aine

d w

hen

…’).

•R

evie

w a

nd m

odify

ICT

mod

els

to im

prov

e th

eir

accu

racy

and

exte

nd t

heir

scop

e (e

.g. b

y in

trod

ucin

g di

ffere

nt o

r ne

wva

riabl

es a

nd p

rodu

cing

furt

her

outc

omes

).

Co

ntro

l and

mo

nito

ring

•D

evel

op a

nd t

est

a sy

stem

to

mon

itor

and

cont

rol e

vent

s by

:

–us

ing

sens

ors

effic

ient

ly;

–de

velo

ping

, tes

ting

and

refin

ing

effic

ient

seq

uenc

es o

fin

stru

ctio

ns a

nd p

roce

dure

s;

–as

sess

ing

the

effe

cts

of s

ampl

ing

and

tran

smis

sion

rat

eson

the

acc

urac

y of

dat

a fro

m s

enso

rs.

•U

nder

stan

d ho

w c

ontr

ol a

nd m

onito

ring

has

affe

cted

com

mer

cial

and

indu

stria

l pro

cess

es (e

.g. t

elec

omm

unic

atio

n,he

alth

and

tra

nspo

rt s

ervi

ces)

.

Exc

hang

ing

and

sha

ring

info

rmat

ion

Fitn

ess

for

pur

po

se

•R

ecog

nise

how

diff

eren

t m

edia

and

pre

sent

atio

n te

chni

ques

conv

ey s

imila

r co

nten

t in

way

s th

at h

ave

diffe

rent

impa

cts.

•U

nder

stan

d th

at a

n ef

fect

ive

pres

enta

tion

or p

ublic

atio

n w

illad

dres

s au

dien

ce e

xpec

tatio

ns a

nd n

eeds

(e.g

. the

audi

ence

’s le

vels

of l

itera

cy, f

amilia

rity

with

a t

opic

).

•D

evis

e cr

iteria

to

eval

uate

the

effe

ctiv

enes

s of

ow

n an

dot

hers

’ pub

licat

ions

and

pre

sent

atio

ns, a

nd u

se t

he c

riter

ia t

om

ake

refin

emen

ts.

Ref

inin

g a

nd p

rese

ntin

g in

form

atio

n•

Pla

n an

d de

sign

pre

sent

atio

ns a

nd p

ublic

atio

ns, s

how

ing

how

acc

ount

has

bee

n ta

ken

of:

–au

dien

ce e

xpec

tatio

ns a

nd n

eeds

;

–th

e IC

T an

d m

edia

faci

litie

s av

aila

ble.

•U

se a

ran

ge o

f IC

T to

ols

effic

ient

ly t

o co

mbi

ne, r

efin

e an

dpr

esen

t in

form

atio

n by

:

–ex

trac

ting,

com

bini

ng a

nd m

odify

ing

rele

vant

info

rmat

ion

for

spec

ific

purp

oses

;

–st

ruct

urin

g a

publ

icat

ion

or p

rese

ntat

ion

(e.g

. usi

ngdo

cum

ent

styl

es, t

empl

ates

, tim

e lin

es in

sou

nd a

nd v

ideo

editi

ng, n

avig

atio

nal s

truc

ture

s in

web

med

ia).

Co

mm

unic

atin

g•

Und

erst

and

som

e of

the

tec

hnic

al is

sues

invo

lved

in e

ffici

ent

elec

tron

ic c

omm

unic

atio

ns (e

.g. s

peed

and

ban

dwid

th, s

ize

and

type

of f

ile, f

eatu

res

of d

iffer

ent

brow

sers

and

mai

lso

ftwar

e).

•U

se IC

T ef

fect

ivel

y to

ada

pt m

ater

ial f

or p

ublic

atio

n to

wid

eror

rem

ote

audi

ence

s (e

.g. a

s w

eb a

rtic

les

or s

ites)

.



Year

9 t

eachin

g o

bje

cti

ves

NO

TE: O

bjec

tives

hig

hlig

hted

in c

olou

r ar

e re

late

d to

rev

iew

ing,

mod

ifyin

g an

d ev

alua

ting

wor

k as

it p

rogr

esse

s.

Find

ing

thi

ngs

out

Usi

ng d

ata

and

info

rmat

ion

sour

ces

•S

elec

t in

form

atio

n so

urce

s an

d da

ta s

yste

mat

ical

ly fo

r an

iden

tifie

d pu

rpos

e by

:

–ju

dgin

g th

e re

liabi

lity

of t

he in

form

atio

n so

urce

s;

–id

entif

ying

pos

sibl

e bi

as d

ue t

o sa

mpl

ing

met

hods

;

–co

llect

ing

valid

, acc

urat

e da

ta e

ffici

ently

;

–re

cogn

isin

g po

tent

ial m

isus

e of

col

lect

ed d

ata.

Sea

rchi

ng a

nd s

elec

ting

•A

s pa

rt o

f a s

tudy

, ana

lyse

hig

h-vo

lum

e qu

antit

ativ

e an

dqu

alita

tive

data

sys

tem

atic

ally

by:

–ex

plor

ing

the

data

to

form

and

tes

t hy

poth

eses

;

–id

entif

ying

cor

rela

tions

bet

wee

n va

riabl

es;

–dr

awin

g va

lid c

oncl

usio

ns a

nd m

akin

g pr

edic

tions

;

–re

view

ing

the

proc

ess

of a

naly

sis

and

the

plau

sibi

lity

of t

hepr

edic

tions

or

conc

lusi

ons.

Org

anis

ing

and

inve

stig

atin

g•

Con

stru

ct, t

est

and

docu

men

t th

e de

velo

pmen

t of

ada

taba

se s

yste

m w

hich

sho

ws:

–a

desi

gn s

peci

ficat

ion;

–ap

prop

riate

mea

ns o

f dat

a in

put

and

valid

atio

n;

–sy

stem

atic

tes

ting

of p

roce

sses

and

rep

orts

;

–ev

alua

tion

of t

he s

yste

m’s

per

form

ance

and

sug

gest

edm

odifi

catio

ns.

Dev

elo

pin

g id

eas

and

mak

ing

thi

ngs

hap

pen

Ana

lysi

ng a

nd a

uto

mat

ing

pro

cess

es•

Aut

omat

e IC

T pr

oces

ses

(e.g

. use

sof

twar

e to

mer

ge m

ail,

crea

te m

acro

s in

an

appl

icat

ion

prog

ram

).

•R

epre

sent

a s

yste

m in

a d

iagr

am, i

dent

ifyin

g al

l its

par

ts,

incl

udin

g in

puts

, out

puts

and

the

pro

cess

es u

sed

(e.g

. to

valid

ate

data

).

Mo

del

s an

d m

od

ellin

g•

Des

ign

and

crea

te IC

T-ba

sed

mod

els,

tes

ting

and

refin

ing

rule

s or

pro

cedu

res.

•Te

st h

ypot

hese

s an

d pr

edic

tions

usi

ng m

odel

s, c

ompa

ring

thei

r be

havi

our

with

info

rmat

ion

from

oth

er s

ourc

es.

Co

ntro

l and

mo

nito

ring

•U

se IC

T to

bui

ld a

nd t

est

an e

ffici

ent

syst

em t

o m

onito

r an

dco

ntro

l eve

nts,

incl

udin

g:

–te

stin

g al

l ele

men

ts o

f the

sys

tem

usi

ng a

ppro

pria

te t

est

data

;

–ev

alua

ting

the

syst

em’s

per

form

ance

;

–an

nota

ting

wor

k to

hig

hlig

ht p

roce

sses

and

just

ifyde

cisi

ons.

•R

evie

w a

nd m

odify

ow

n or

oth

ers’

mon

itorin

g an

d co

ntro

lsy

stem

s to

impr

ove

effic

ienc

y (e

.g. u

se m

ore

effic

ient

proc

edur

es, r

educ

e th

e nu

mbe

r of

inst

ruct

ions

or

proc

edur

es, a

dd a

n el

emen

t of

feed

back

).

Exc

hang

ing

and

sha

ring

info

rmat

ion

Fitn

ess

for

pur

po

se

•P

rodu

ce h

igh

qual

ity IC

T-ba

sed

pres

enta

tions

by:

–cr

eatin

g cl

ear

pres

enta

tions

, sen

sitiv

e to

aud

ienc

e ne

eds;

–ju

stify

ing

the

choi

ce o

f for

m, s

tyle

and

con

tent

.

•U

se k

now

ledg

e of

pub

licat

ions

and

med

ia fo

rms

to d

evis

ecr

iteria

to

asse

ss t

he q

ualit

y an

d im

pact

of m

ultim

edia

com

mun

icat

ions

and

pre

sent

atio

ns, a

nd a

pply

the

crit

eria

to

deve

lop

and

refin

e ow

n w

ork.

Ref

inin

g a

nd p

rese

ntin

g in

form

atio

n•

Use

a w

ide

rang

e of

ICT

inde

pend

ently

and

effi

cien

tly t

oco

mbi

ne, r

efin

e, in

terp

ret

and

pres

ent

info

rmat

ion

by:

–st

ruct

urin

g, r

efin

ing

and

synt

hesi

sing

info

rmat

ion

from

ara

nge

of s

ourc

es;

–se

lect

ing

and

usin

g so

ftwar

e ef

fect

ivel

y, ju

stify

ing

the

choi

ces

mad

e.

Co

mm

unic

atin

g•

App

ly k

now

ledg

e of

the

tec

hnic

al is

sues

invo

lved

to

com

mun

icat

e in

form

atio

n ef

ficie

ntly

(e.g

. cho

ose

suita

ble

file

type

s to

spe

ed u

p tr

ansf

er, u

se m

ail l

ists

to

spee

d up

com

mun

icat

ion,

use

web

site

tag

ging

and

hyp

erlin

ks t

o sp

eed

up s

earc

hing

).

•U

nder

stan

d th

e ad

vant

ages

, dan

gers

and

mor

al is

sues

inus

ing

ICT

to m

anip

ulat

e an

d pr

esen

t in

form

atio

n to

larg

eun

know

n au

dien

ces

(e.g

. iss

ues

of o

wne

rshi

p, q

ualit

y co

ntro

l,ex

clus

ion,

impa

ct o

n pa

rtic

ular

com

mun

ities

).





From Key Stage 2 to Key Stage 3This appendix describes what most pupils should have learned in ICT by the end ofKey Stage 2, particularly those aspects that relate to the yearly objectives in KeyStage 3.

Finding things out

By the end of Year 6, most pupils should be able to:

• identify the information they need to complete a simple task or solve a simpleproblem;

• use simple search techniques, including indexes and lists of contents, to findinformation;

• prepare information for use in a task by downloading relevant pieces orcollecting them from various sources;

• classify information for use in a database and understand how a suitablestructure is created;

• recognise different types of information such as text, numbers, graphics;

• enter data into a database, search it and present data in simple tables andgraphs;

• check that information is accurate and reasonable;

• discuss what might happen if information is entered into the computerincorrectly or not downloaded completely.

Developing ideas and making things happen


• combine text, graphics and sound to develop and present their ideas;

• reorganise information for a particular task or problem;

• create, test and refine a simple sequence of instructions to control events ormake things happen;

• use datalogging equipment to monitor changes, for example, in light,temperature or sound;

• use simple spreadsheet models to explore the effect of changing variablesand answer straightforward questions;

• identify patterns revealed by simple models or simulations.

Appendix 3End of Key Stage 2 expectations



Exchanging and sharing information


• use e-mail;

• use software to create stories, animations, presentations, displays andposters;

• consider the needs of different audiences, such as parents, peer groups,younger or older pupils;

• recognise the need for quality and accuracy in their presentations of workand ideas;

• work in groups to solve problems and complete tasks.

Reviewing, modifying and evaluating work as itprogresses


• review what they have done and consider how they might improve theirwork;

• evaluate other people’s work and get ideas for their own;

• describe their use of ICT and how they might have completed a task usingother methods;

• compare their use of ICT with other people’s;

• recognise the benefits of using ICT for particular tasks;

• describe some uses of ICT outside school and the impact it might have onpeople at work and at home.

Guidance

Curriculum andStandards

ICT consultantsand tutorsStatus: Recommended

Date of issue: 09-2004

Ref: DfES 0190-2004 G


ICT across thecurriculumICT in religious education

OU

P 0

9-20

04

Copies of this document may be available from:

DfES PublicationsTel: 0845 60 222 60Fax: 0845 60 333 60Textphone: 0845 60 555 60e-mail: [email protected]

Ref: DfES 0190-2004 G

© Crown copyright 2004

Produced by theDepartment for Education and Skills

www.dfes.gov.uk

If this is not available in hard copy it can bedownloaded from:

www.standards.dfes.gov.uk

The content of this publication may be reproducedfree of charge by schools, ITT providers and local education authorities provided that the material isacknowledged as Crown copyright, the publicationtitle is specified, it is reproduced accurately and notused in a misleading context. Anyone else wishingto reuse part or all of the content of this publicationshould apply to HMSO for a core licence.

The permission to reproduce Crown copyrightprotected material does not extend to anymaterial in this publication which is identifiedas being the copyright of a third party.

Applications to reproduce the material from this publication should be addressed to:

HMSO, The Licensing Division, St Clements House2-16 Colegate, Norwich NR3 1BQFax: 01603 723000e-mail: [email protected]

[29202] RE 16/4/04 6:32 pm Page 2

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