These are the essential skills and processes in ICT that pupils need to learn to make progress.

2.1 Finding information

Pupils should be able to:
a. consider systematically the information needed to solve a problem, complete a task or answer a question, and explore how it will be used
b. use and refine search methods to obtain information that is well matched to purpose, by selecting appropriate sources
c. collect and enter quantitative and qualitative information, checking its accuracy
d. analyse and evaluate information, judging its value, accuracy, plausibility and bias.

2.2 Developing ideas

Pupils should be able to:
a. select and use ICT tools and techniques appropriately, safely and efficiently
b. solve problems by developing, exploring and structuring information, and deriving new information for a particular purpose
c. test predictions and discover patterns and relationships, exploring, evaluating and developing models by changing their rules and values
d. design information systems and suggest improvements to existing systems
e. use ICT to make things happen by planning, testing and modifying a sequence of instructions, recognising where a group of instructions needs repeating, and automating frequently used processes by constructing efficient procedures that are fit for purpose
f. bring together, draft and refine information, including through the combination of text, sound and image.

2.3 Communicating information

Pupils should be able to:
a. use a range of ICT tools to present information in forms that are fit for purpose, meet audience needs and suit the content
b. communicate and exchange information (including digital communication) effectively, safely and responsibly
c. use technical terms appropriately and correctly.

2.4 Evaluating

Pupils should be able to:
a. review, modify and evaluate work as it progresses, reflecting critically and using feedback
b. reflect on their own and others’ uses of ICT to help them develop and improve their ideas and the quality of their work
c. reflect on what they have learnt and use these insights to improve future work.

Explanatory notes

Explore: This could include discussing the information with peers, teachers or the project team.

Refine search methods: For example, developing a single-criterion search into a search with multiple criteria, or using the advanced search functions in most search engines or Boolean (logical) operators (and, or, +, –, not).

Checking its accuracy: For example, by rechecking data entry and comparing with other sources.

Judging its value, accuracy, plausibility and bias: This includes taking account of the source of the information to make judgements on its plausibility, accuracy, completeness, currency and reliability, and to assess bias and partiality.

Efficiently: For example, using master pages and slides, programs to compress graphic files, navigational menus and automated features, templates and macros.

Solve problems: For example, reaching conclusions by exploring, combining, manipulating, synthesising and repurposing information; deriving totals from raw data; transforming data from numeric table to graphical interpretation; and organising information by using appropriate data types and data structures, including non-linear structuring such as hyperlinks.

Developing models: This could include:

  • using a computer model to explore real and/or imaginary scenarios
  • exploring possibilities by answering ‘What if…?’ questions
  • testing and exploring cause and effect.

Rules and values: For example, altering variables and formulae in a spreadsheet model.

Planning, testing and modifying: For example, using HTML to create web pages and using other programming software and control programmes.

Automating: For example, saving sequences of instructions as component parts.

Refine information: This could include improving quality and adapting to feedback.

Effectively: Effective communication must be sensitive to the target audience (e.g. appropriate form, style and convention must be considered) and efficient in transferring information.

Safely and responsibly: When using digital communications, pupils should develop an understanding of safe practices and follow them. For example, they should be cautious about sharing personal information and viewing and uploading digital content. They should also recognise the need to show respect towards others.

Reflecting critically: This could include self-review, peer evaluation and user or audience feedback. Pupils should judge both the quality of their work and how effectively they have used ICT.