Copyright © by Mark Baker 2003
At the top level, the Key Stage 3 ICT curriculum has a pleasing simplicity as it stated in the National Curriculum. There is a single attainment target, a single overall aim and that is the teaching of "ICT capability". There is plenty of detailed amplification too, both within the National Curriculum document, QCA scheme of work and the Key Stage 3 Framework. However, there is a level at which there is no real guidance, the level below "ICT capability" - there is no succinctly stated vision of what ICT capability is all about.
Question: "If there was a child at the end of Key Stage 3 who had a high degree of ICT capability and they were standing in front of you now, what characteristics would they exhibit?" I believe that being able to answer this question is important for all education professionals who are involved with ICT. We should have a clear view of what we are trying to achieve. This is an area which has not, so far, been addressed in official publications.
I am pleased that this gap has been left, although I do not think it has been a deliberate ploy. It leaves an opportunity for all to define their own visions, tailored to local circumstances and personal strengths and interests. Provided that there is a degree of consensus about the core of our teaching, having room for diversity will promote richness, innovation and ultimately strength in our educational ICT offering.
When I work with teachers I offer the following personal vision as stimulus material. I regard it as being a work in progress and it is very much an individual approach. It is always interesting to hear how people react to it, what they like and what they dislike. I hope in time to see personal visions that are radically different as this can only help to move the teaching of ICT forward. If what follows prompts you to think about the nature of ICT capability, then it will have served its purpose.
KS3 National Curriculum for ICT-on-a-page diagram
ICT Capability - a personal vision
ICT Capability - a personal vision expressed in a diagram Author: Mark Baker, e-mail mbaker@rmplc.co.uk