ICT Elements

Think about the role of a Chief Strategy Officer. An individual charged with understanding
your goals, connecting with your mission, exploring alternatives and creating options. Many
companies dont have the capacity but know the importance of this role. It is
where improvement is possible,change happens, and the power of transformation is
unleashed.
Here are some of the critical elements
Improvement - increase efficiency, refine and streamline process, tweak. Sometimes things
are just a little bit off and need some help.
Change exchange, modify, use a different process, think differently, alter.
Transform - turn on its head, radical change, alter the nature and substance. Things really
need to be different.
ICT Elements essential or characteristic aspect of something. Elements are the foundation
of who we are. They are critical to our being. Each of us has a different mix of elements
which make up who we are.
Our primary elements:
Strategic Important or essential in relation to a plan of action
Every motion, every action uses resources. Every motion, every action must be used to
achieve your goals. We make sure every motion is built into a plan of action. Set goals,
strategically use tools and tactics to achieve those goals. Every action has a purpose, we
make sure of that.
The greatest potential for progress lies beyond the status quo. OK, everyone says that,
thinks that, and most might agree with that. The challenge is actually putting a strategy in
place that truly moves beyond our comfort zone.
If you find yourself using the same tactics and strategies, lets talk. If you find yourself
running into the same barriers, lets grab coffee (yes, you can meet for coffee via Skype or
on the phone). Call us when you are not sure how to move forward, when your stuck, or need
someone to help others see a different path forward.
Connect link together logically related elements
There is power in building strategic connections. Your goals are alined with others.
Relationships built upon mutual interests that help multiple groups move forward are
incredibly powerful. We dont take this lightly. When we live in a vacuum and think we have
all the answers, we limit our own powerful potential, usually to our own detriment. We will
help you define your interests, look for links with others, and make those strategic
connections.

Impact the force exerted by a new idea, concept, technology, or ideology

Impact can be a personal or individual experience. Impact can begin with a few people and
quickly move to a larger group. Impact can cause ripples moving out broadly or a big splash
that changes the landscape, maybe even causing an aftershock. Lets figure out the best
strategy for the kind of impact you want to make. You will be surprised at how big an impact
you and your organization can make.
Urgency a force or impulse that impels
Far too often this element is missing. Without a sense of urgency, we linger. We are not
pushed to act, we let things go on too long without action. We also understand the difference
between urgency and rushing things. There is a pacing we can help define. One that keeps
things moving in sequence, but doesnt rush things. We help you capture and use that sense
of urgency as a catalyst for action!
Maximum Efficiency the ratio of the useful energy delivered by a dynamic system to the
energy supplied
We are always looking for it. It drives our push to make strategic connections. It increases
our ability to have quick impact. It does not push us to do less, or more with less. That kind
of thinking often leads to compromising potential impact. We will help you understand your
assets, define your goals, and establish your audience to produce the greatest impact.
Dont underestimate the power of high expectations to create a strategic framework for
maximum impact. High expectations can push us out of our safe zone and into a place
where impact is possible.
Information and Communication Technology
Key
Key
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Attainment target for ICT capability

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PowerPoint Presentation

Jointly published by Department for Education and Employment Sanctuary Buildings Great
Smith Street London SW1P 3BT
Qualifications and Curriculum Authority 29 Bolton Street London W1Y 7PD
First published in 1999
(c) Crown copyright 1999
(c) Qualifications and Curriculum Authority 1999

The National Curriculum Programmes of Study and Attainment Targets contained in this
publication are subject to Crown copyright protection and are reproduced with the permission
of the Controller of HMSO.
The additional information is copyright of the Qualifications and Curriculum Authority.
By agreement between the Controller of HMSO and QCA reproduction of any of the material in
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Information given in square brackets is non-statutory.
The importance of information and communication technology
Information and communication technology (ICT) prepares pupils to participate in a rapidly
changing world in which work and other activities are increasingly transformed by access to
varied and developing technology. Pupils use ICT tools to find, explore, analyse, exchange and
present information responsibly, creatively and with discrimination. They learn how to employ
ICT to enable rapid access to ideas and experiences from a wide range of people,
communities and cultures. Increased capability in the use of ICT promotes initiative and
independent learning, with pupils being able to make informed judgements about when and
where to use ICT to best effect, and to consider its implications for home and work both now
and in the future.]
Programme of study: information and communication technology Key stages 1 - 4.
Key stage 1
[During key stage 1 pupils explore ICT and learn to use it confidently and with purpose to
achieve specific outcomes. They start to use ICT to develop their ideas and record their
creative work. They become familiar with hardware and software.]
Knowledge, skills and understanding
Finding things out
1. Pupils should be taught how to:
a) gather information from a variety of sources [for example, people, books, databases, CDROMs, videos and TV]
b) enter and store information in a variety of forms [for example, storing information in a
prepared database, saving work]
c) retrieve information that has been stored [for example, using a CD-ROM, loading saved
work].

Developing ideas and making things happen

2 Pupils should be taught:
a) to use text, tables, images and sound to develop their ideas
b) how to select from and add to information they have retrieved for particular purposes
c) how to plan and give instructions to make things happen [for example, programming a floor
turtle, placing instructions in the right order]
d) to try things out and explore what happens in real and imaginary situations [for example,
trying out different colours on an image, using an adventure game or simulation].
Exchanging and sharing information
3. Pupils should be taught:
a) how to share their ideas by presenting information in a variety of forms [for example, text,
images, tables, sounds]
b) to present their completed work effectively [for example, for public display].
Reviewing, modifying and evaluating work as it progresses
4. Pupils should be taught to:
a) review what they have done to help them develop their ideas
b) describe the effects of their actions
c) talk about what they might change in future work.
Breadth of study
5. During the key stage, pupils should be taught the Knowledge, skills and understanding
through:
a) working with a range of information to investigate the different ways it can be presented
[for example, information about the Sun presented as a poem, picture or sound pattern]
b) exploring a variety of ICT tools [for example, floor turtle, word processing software,
adventure game]
c) talking about the uses of ICT inside and outside school.
Key stage 2
[During key stage 2 pupils use a wider range of ICT tools and information sources to support
their work in other subjects. They develop their research skills and decide what information is

appropriate for their work. They begin to question the plausibility and quality of information.
They learn how to amend their work and present it in a way that suits its audience.]
Knowledge, skills and understanding
Finding things out
1 Pupils should be taught:
a) to talk about what information they need and how they can find and use it [for example,
searching the internet or a CD-ROM, using printed material, asking people]
b) how to prepare information for development using ICT, including selecting suitable sources,
finding information, classifying it and checking it for accuracy [for example, finding
information from books or newspapers, creating a class database, classifying by
characteristics and purposes, checking the spelling of names is consistent]
c) to interpret information, to check it is relevant and reasonable and to think about what
might happen if there were any errors or omissions.
Developing ideas and making things happen
2 Pupils should be taught:
a) how to develop and refine ideas by bringing together, organising and reorganising text,
tables, images and sound as appropriate [for example, desktop publishing, multimedia
presentations]
b) how to create, test, improve and refine sequences of instructions to make things happen
and to monitor events and respond to them [for example, monitoring changes in temperature,
detecting light levels and turning on a light]
c) to use simulations and explore models in order to answer 'What if ... ?' questions, to
investigate and evaluate the effect of changing values and to identify patterns and
relationships [for example, simulation software, spreadsheet models].
Exchanging and sharing information
3. Pupils should be taught:
a) how to share and exchange information in a variety of forms, including e-mail [for example,
displays, posters, animations, musical compositions]
b) to be sensitive to the needs of the audience and think carefully about the content and
quality when communicating information [for example, work for presentation to other pupils,
writing for parents, publishing on the internet].
Reviewing, modifying and evaluating work as it progresses

4. Pupils should be taught to:

a) review what they and others have done to help them develop their ideas
b) describe and talk about the effectiveness of their work with ICT, comparing it with other
methods and considering the effect it has on others [for example, the impact made by a
desktop-published newsletter or poster]
c) talk about how they could improve future work.
Breadth of study
5. During the key stage, pupils should be taught the Knowledge, skills and understanding
through:
a) working with a range of information to consider its characteristics and purposes [for
example, collecting factual data from the internet and a class survey to compare the findings]
b) working with others to explore a variety of information sources and ICT tools [for example,
searching the internet for information about a different part of the world, designing textile
patterns using graphics software, using ICT tools to capture and change sounds]
c) investigating and comparing the uses of ICT inside and outside school.
Key stage 3
[During key stage 3 pupils become increasingly independent users of ICT tools and
information sources. They have a better understanding of how ICT can help their work in other
subjects and develop their ability to judge when and how to use ICT and where it has
limitations. They think about the quality and reliability of information, and access and combine
increasing amounts of information. They become more focused, efficient and rigorous in their
use of ICT, and carry out a range of increasingly complex tasks.]
Knowledge, skills and understanding
Finding things out
1 Pupils should be taught:
a) to be systematic in considering the information they need and to discuss how it will be used
b) how to obtain information well matched to purpose by selecting appropriate sources, using
and refining search methods and questioning the plausibility and value of the information
found
c) how to collect, enter, analyse and evaluate quantitative and qualitative information,
checking its accuracy [for example, carrying out a survey of local traffic, analysing data
gathered in fieldwork].
Developing ideas and making things happen

2 Pupils should be taught:

a) to develop and explore information, solve problems and derive new information for
particular purposes [for example, deriving totals from raw data, reaching conclusions by
exploring information]
b) how to use ICT to measure, record, respond to and control events by planning, testing and
modifying sequences of instructions [for example, using automatic weather stations,
datalogging in fieldwork and experiments, using feedback to control devices]
c) how to use ICT to test predictions and discover patterns and relationships, by exploring,
evaluating and developing models and changing their rules and values
d) to recognise where groups of instructions need repeating and to automate frequently used
processes by constructing efficient procedures that are fit for purpose [for example, templates
and macros, control procedures, formulae and calculations in spreadsheets].
Exchanging and sharing information
3 Pupils should be taught:
a) how to interpret information and to reorganise and present it in a variety of forms that are
fit for purpose [for example, information about a charitable cause presented in a leaflet for a
school fundraising event]
b) to use a range of ICT tools efficiently to draft, bring together and refine information and
create good-quality presentations in a form that is sensitive to the needs of particular
audiences and suits the information content
c) how to use ICT, including e-mail, to share and exchange information effectively [for
example, web publishing, video conferencing].
Reviewing, modifying and evaluating work as it progresses
4 Pupils should be taught to:
a) reflect critically on their own and others' uses of ICT to help them develop and improve
their ideas and the quality of their work
b) share their views and experiences of ICT, considering the range of its uses and talking
about its significance to individuals, communities and society
c) discuss how they might use ICT in future work and how they would judge its effectiveness,
using relevant technical terms
d) be independent and discriminating when using ICT.
Breadth of study

5. During the key stage, pupils should be taught the Knowledge, skills and understanding
through:
a) working with a range of information to consider its characteristics, structure, organisation
and purposes [for example, using database, spreadsheet and presentation software to
manage membership and finances of a club and present the annual report]
b) working with others to explore a variety of information sources and ICT tools in a variety of
contexts
c) designing information systems and evaluating and suggesting improvements to existing
systems [for example, evaluating a web site or researching, designing and producing a
multimedia presentation for a science topic]
d) comparing their use of ICT with its use in the wider world.
Key stage 4
[During key stage 4 pupils become more responsible for choosing and using ICT tools and
information sources. They use a wide range of ICT applications confidently and effectively,
and are able to work independently much of the time. They choose and design ICT systems to
suit particular needs and may design and implement systems for other people to use. They
work with others to carry out and evaluate their work.]
Knowledge, skills and understanding
Finding things out
1 Pupils should be taught:
a) how to analyse the requirements of tasks, taking into account the information they need
and the ways they will use it
b) to be discriminating in their use of information sources and ICT tools.
Developing ideas and making things happen
2 Pupils should be taught to:
a) use ICT to enhance their learning and the quality of their work
b) use ICT effectively to explore, develop and interpret information and solve problems in a
variety of subjects and contexts
c) apply, as appropriate, the concepts and techniques of using ICT to measure, record,
respond to, control and automate events
d) apply, as appropriate, the concepts and techniques of ICT-based modelling, considering
their advantages and limitations against other methods.

Exchanging and sharing information

3 Pupils should be taught to:
a) use information sources and ICT tools effectively to share, exchange and present
information in a variety of subjects and contexts
b) consider how the information found and developed using ICT should be interpreted and
presented in forms that are sensitive to the needs of particular audiences, fit for purpose and
suit the information content.
Reviewing, modifying and evaluating work as it progresses
4 Pupils should be taught to:
a) evaluate the effectiveness of their own and others' uses of information sources and ICT
tools, using the results to improve the quality of their work and to inform future judgements
b) reflect critically on the impact of ICT on their own and others' lives, considering the social,
economic, political, legal, ethical and moral issues [for example, changes to working practices,
the economic impact of e-commerce, the implications of personal information gathered, held
and exchanged using ICT]
c) use their initiative to find out about and exploit the potential of more advanced or new ICT
tools and information sources [for example, new sites on the internet, new or upgraded
application software].
Breadth of study
5. During the key stage, pupils should be taught the Knowledge, skills and understanding
through:
a) tackling demanding problems in a wide variety of contexts, including work in other subjects
b) using a range of information sources and ICT tools to improve efficiency and extend
capability
c) working with others to explore, develop and pass on information
d) designing information systems and evaluating and suggesting improvements to existing
systems, with use by others in mind [for example, designing an integrated system for running
a school production or a small company]
e) comparing their use of ICT with its use in the wider world.
6. Pupils should be taught to be independent, responsible, effective and reflective in their
selection, development and use of information sources and ICT tools to support their work,
including application in other areas of their study and in other contexts [for example, work
experience, community activity].

7. Pupils should be taught to integrate the four aspects of the Knowledge, skills and
understanding in their work with ICT.

<="" a="">Attainment target for information and communication technology

capability
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Level 1 Pupils explore information from various sources, showing they know that information
exists in different forms. They use ICT to work with text, images and sound to help them share
their ideas. They recognise that many everyday devices respond to signals and instructions.
They make choices when using such devices to produce different outcomes. They talk about
their use of ICT.
Level 2 Pupils use ICT to organise and classify information and to present their findings. They
enter, save and retrieve work. They use ICT to help them generate, amend and record their
work and share their ideas in different forms, including text, tables, images and sound. They
plan and give instructions to make things happen and describe the effects. They use ICT to
explore what happens in real and imaginary situations. They talk about their experiences of
ICT both inside and outside school.
Level 3 Pupils use ICT to save information and to find and use appropriate stored information,
following straightforward lines of enquiry. They use ICT to generate, develop, organise and
present their work. They share and exchange their ideas with others. They use sequences of
instructions to control devices and achieve specific outcomes. They make appropriate choices
when using ICT-based models or simulations to help them find things out and solve problems.
They describe their use of ICT and its use outside school.
Level 4 Pupils understand the need for care in framing questions when collecting, finding and
interrogating information. They interpret their findings, question plausibility and recognise
that poor-quality information leads to unreliable results. They add to, amend and combine
different forms of information from a variety of sources. They use ICT to present information in
different forms and show they are aware of the intended audience and the need for quality in
their presentations. They exchange information and ideas with others in a variety of ways,
including using e-mail. They use ICT systems to control events in a predetermined manner
and to sense physical data. They use ICT-based models and simulations to explore patterns
and relationships, and make predictions about the consequences of their decisions. They
compare their use of ICT with other methods and with its use outside school.
Level 5 Pupils select the information they need for different purposes, check its accuracy and
organise it in a form suitable for processing. They use ICT to structure, refine and present
information in different forms and styles for specific purposes and audiences. They exchange
information and ideas with others in a variety of ways, including using e-mail. They create
sequences of instructions to control events, and understand the need to be precise when
framing and sequencing instructions. They understand how ICT devices with sensors can be
used to monitor and measure external events. They explore the effects of changing the
variables in an ICT-based model. They discuss their knowledge and experience of using ICT

and their observations of its use outside school. They assess the use of ICT in their work and
are able to reflect critically in order to make improvements in subsequent work.
Level 6 Pupils develop and refine their work to enhance its quality, using information from a
range of sources. Where necessary, they use complex lines of enquiry to test hypotheses.
They present their ideas in a variety of ways and show a clear sense of audience. They
develop, try out and refine sequences of instructions to monitor, measure and control events,
and show efficiency in framing these instructions. They use ICT-based models to make
predictions and vary the rules within the models. They assess the validity of these models by
comparing their behaviour with information from other sources. They discuss the impact of
ICT on society.
Level 7 Pupils combine information from a variety of ICT-based and other sources for
presentation to different audiences. They identify the advantages and limitations of different
information-handling applications. They select and use information systems suited to their
work in a variety of contexts, translating enquiries expressed in ordinary language into the
form required by the system. They use ICT to measure, record and analyse physical variables
and control events. They design ICT-based models and procedures with variables to meet
particular needs. They consider the benefits and limitations of ICT tools and information
sources and of the results they produce, and they use these results to inform future
judgements about the quality of their work. They take part in informed discussions about the
use of ICT and its impact on society.
Level 8 Pupils independently select appropriate information sources and ICT tools for specific
tasks, taking into account ease of use and suitability. They design successful ways to collect
and prepare information for processing. They design and implement systems for others to use.
When developing systems that respond to events, they make appropriate use of feedback.
They take part in informed discussions about the social, economic, ethical and moral issues
raised by ICT.
Exceptional performance Pupils evaluate software packages and ICT-based models, analysing
the situations for which they were developed and assessing their efficiency, ease of use and
appropriateness. They suggest refinements to existing systems and design, implement and
document systems for others to use, predicting some of the consequences that could arise
from the use of such systems. When discussing their own and others' use of ICT, they use
their knowledge and experience of information systems to inform their views on the social,
economic, political, legal, ethical and moral issues raised by ICT.