The National Strategy for ICT at Key Stage 3 challenges the practice and organization of ICT in secondary schools; presenting a very different way of teaching ICT in the early years of secondary education. The teaching of ICT in this key stage needs to be radically revised to implement new proposals, and this book will support teachers and schools as they do so. It sets out to extend teacher's understanding of the development of their students' ICT capability, explain and clarify the document for busy practitioners, interpret the expectations of the strategy, and provide practical suggestions and examples of ways of making it meet the needs of their students.
| Introduction |
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1 | (7) |
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8 | (10) |
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Using data and information sources |
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18 | (7) |
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25 | (8) |
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Introduction to modelling and presenting numeric data |
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33 | (8) |
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41 | (13) |
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Controlling and monitoring |
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54 | (12) |
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Public information systems |
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66 | (7) |
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73 | (13) |
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Information: reliability, validity and bias |
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86 | (8) |
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94 | (10) |
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An ICT system: integrating applications to find solutions |
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104 | (18) |
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122 | (14) |
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Development of a data-handling system |
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136 | (13) |
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Development of an online data-collection system |
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149 | (12) |
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Front-of-house theatre booking system |
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161 | (16) |
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Units mapped to National Curriculum for ICT |
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177 | (2) |
| Bibliography |
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179 | (1) |
| Index |
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180 | |
Clare Furlonger leads the middle years ICT specialist at Bath Spa University College. She has twelve years of teaching and managing ICT in secondary schools. Susan Haywood is a senior lecturer in ICT at the Bath Spa University College. Prior to working in higher education she worked in an LEA advisory service.
