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a. Pupils’ progress in ICT capability
b. Pupils' progress more widely
c. Attitudes and behaviour
a. Pupils’ progress in ICT capability 1. Year-on-year progress Pupils should make good year-on-year progress in all aspects of ICT capability. 2. Progress of different groups Data on ICT progress show that pupils in those groups most likely to be disadvantaged make good progress. 3. Independence in working with ICT Most pupils should reach high levels of confidence in using and applying ICT independently and appropriately. b. Pupils' progress more widely 1. Breadth and range Most pupils are expected to extend and improve their learning through a wide range of ICT experiences across many curriculum areas and contexts, with ICT having a visible and frequent impact on learning in a wide range of contexts. 2. Broader aspects of learning ICT systematically contributes to the development of thinking and learning skills for most pupils, and is a significant contributory factor to progress in the development of thinking and learning skills. 3. Creativity Pupils extend their creative abilities on a regular basis through the use of ICT across a range of subjects. c. Attitudes and behaviour 1. Attitudes to learning The use of ICT should have a clear impact on pupils’ attitudes to learning, including their self-esteem. For most pupils the use of ICT should improve their ability to investigate, solve problems, refine their work, learn from their mistakes and reflect critically. 2. Behaviour ICT should engage, encourage collaboration and generally sustain attention. Children should show sensitivity and respect for others’ work, feelings, values and beliefs. 3. Motivation Pupils should show interest, enthusiasm and curiosity when they or others are using ICT. This encourages them to explore the potential of ICT both in and out of school and helps them to sustain concentration and study independently.
Pupils should make good year-on-year progress in all aspects of ICT capability.
Data on ICT progress show that pupils in those groups most likely to be disadvantaged make good progress.
Most pupils should reach high levels of confidence in using and applying ICT independently and appropriately.
b. Pupils' progress more widely 1. Breadth and range Most pupils are expected to extend and improve their learning through a wide range of ICT experiences across many curriculum areas and contexts, with ICT having a visible and frequent impact on learning in a wide range of contexts. 2. Broader aspects of learning ICT systematically contributes to the development of thinking and learning skills for most pupils, and is a significant contributory factor to progress in the development of thinking and learning skills. 3. Creativity Pupils extend their creative abilities on a regular basis through the use of ICT across a range of subjects. c. Attitudes and behaviour 1. Attitudes to learning The use of ICT should have a clear impact on pupils’ attitudes to learning, including their self-esteem. For most pupils the use of ICT should improve their ability to investigate, solve problems, refine their work, learn from their mistakes and reflect critically. 2. Behaviour ICT should engage, encourage collaboration and generally sustain attention. Children should show sensitivity and respect for others’ work, feelings, values and beliefs. 3. Motivation Pupils should show interest, enthusiasm and curiosity when they or others are using ICT. This encourages them to explore the potential of ICT both in and out of school and helps them to sustain concentration and study independently.
Most pupils are expected to extend and improve their learning through a wide range of ICT experiences across many curriculum areas and contexts, with ICT having a visible and frequent impact on learning in a wide range of contexts.
ICT systematically contributes to the development of thinking and learning skills for most pupils, and is a significant contributory factor to progress in the development of thinking and learning skills.
Pupils extend their creative abilities on a regular basis through the use of ICT across a range of subjects.
c. Attitudes and behaviour 1. Attitudes to learning The use of ICT should have a clear impact on pupils’ attitudes to learning, including their self-esteem. For most pupils the use of ICT should improve their ability to investigate, solve problems, refine their work, learn from their mistakes and reflect critically. 2. Behaviour ICT should engage, encourage collaboration and generally sustain attention. Children should show sensitivity and respect for others’ work, feelings, values and beliefs. 3. Motivation Pupils should show interest, enthusiasm and curiosity when they or others are using ICT. This encourages them to explore the potential of ICT both in and out of school and helps them to sustain concentration and study independently.
The use of ICT should have a clear impact on pupils’ attitudes to learning, including their self-esteem. For most pupils the use of ICT should improve their ability to investigate, solve problems, refine their work, learn from their mistakes and reflect critically.
ICT should engage, encourage collaboration and generally sustain attention. Children should show sensitivity and respect for others’ work, feelings, values and beliefs.
Pupils should show interest, enthusiasm and curiosity when they or others are using ICT. This encourages them to explore the potential of ICT both in and out of school and helps them to sustain concentration and study independently.
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