This section outlines the breadth of the subject on which teachers should draw when teaching the key concepts and key processes.
The study of ICT should include:
a. use of a range of information, with different characteristics, structures and purposes, and evaluation of how it matches requirements and its fitness for purpose
b. use of a variety of information sources, including large data sets, in a range of contexts
c. use and review of the effectiveness of different ICT tools, including a range of software applications, in terms of meeting user needs and solving problems
d. developing an understanding of the need to:
- employ safe working practices in order to minimise physical stress
- keep information secure
- manage information organisation, storage and access to secure content and enable efficient retrieval
e. the impact of ICT on individuals, communities and society, including the social, economic, legal and ethical implications of access to, and use of, ICT.
Explanatory notes
Software applications: For example, multimedia, desktop publishing, image manipulation, sound manipulation, word processing, spreadsheets, graphics, web browsers and email.
Safe working practices: For example, adjusting seating and lighting, avoiding hazards, taking breaks, arranging hardware and cables safely and using wrist rests and other devices where appropriate.
Keep information secure: For example, keeping copies safe, backing up work and protecting passwords or PINs to avoid identity theft.
Organisation, storage and access: For example, using appropriate file names, classifying folders in a meaningful way, using password protection and using back-up files.
The impact of ICT: This could include: issues relating to ownership, copyright, plagiarism and privacy of information; effects on employment and working practices; effects on local communities; sustainability issues; the causes and implications of unequal access to ICT locally, nationally and globally; and the abuse of ICT, including the issue of cyber-bullying.
