Assessing Using ICT at Key Stage 1 and 2

Pupils should be given opportunities to develop and build on their Using ICT skills year on year as they progress through the key stages. The assessment of these skills is based on teacher assessment of pupils’ Using ICT competence on ICT work done across the Areas of Learning.

Planning for Assessment

Therefore when planning for assessment you should ensure that:

  • you provide opportunities for pupils to experience the breadth of ICT (coverage of the 5 ‘E’s); and
  • pupils’ skills are applied and assessed in a cross-curricular context (through the use of CCEA Assessment Tasks or other planned Using ICT activities).

Here are some general tips that will help you as you start thinking about planning for assessment of Using ICT:

[Tip 1] Choose CCEA Tasks or plan other Using ICT activities that will fit in with the work you will be doing in class. This will be easier than choosing activities/tasks that will become a ‘bolt-on’ to an already full school day.

[Tip 2] Try to choose Tasks/ activities that cover as big a range of the levels in your class as possible. If you are choosing a Presenting task, for example, choose one that covers more than one level. If you have pupils in your class who you feel may sit outside of these levels, choose another similar Task, perhaps a generic one, so that you do not, as far as is possible, have to carry out a different set of tasks for different groups of pupils within the same class.

[Tip 3] Choose a combination of tasks/ activities that will allow you to cover the requirements for Moderation Portfolios. For example, completing several tasks/ activities on the same type of ICT will not allow you to assess the range required.

Using ICT Assessment Guidance Primary (Levels 1-5)UICT Microsite

Moderation

During 2015/16, there will be voluntary moderation of Using ICT.

Internal Standardisation
As with Communication and Using Mathematics, schools must carry out internal standardisation. This can take place at any time during the school year; it does not necessarily need to be linked to end of Key Stage statutory assessment. Schools must complete a Declaration of Internal Standardisation form for Using ICT as part of the evidence for external moderation. They should submit this form along with the requested sample of pupils’ portfolios for moderation.

External Moderation
Moderation is necessary to confirm that teachers have interpreted and applied the Levels of Progression accurately. This ensures that standards are maintained across the schools in Northern Ireland. At the end of each Key Stage (in the year that the school is being moderated for Using ICT), schools must submit electronic pupil portfolios of work to CCEA for each of the levels assessed in their Year 4 and 7 classes.

Voluntary Moderation of Using ICT

External Moderation Submissions
The purpose of External Moderation is to confirm to schools that the standards which schools are applying in teacher assessment are appropriate. External Moderation for the cross-curricular skills including Using ICT take place within a two-step process and will involve:

Step 1 - reviewing samples of pupils’ work within agreed school portfolios. Each portfolio should contain samples of work that are representative of the levels that the school intends to award to its Year 4 and Year 7 pupils. This first step will involve all schools who have volunteered for ICT moderation and collection of an electronic school portfolio will take place on Friday 26th February 2016. Guidance about how to complete a school portfolio is provided in the downloads at the bottom of the page.

Step 2 – moderator support visits or phone calls. This second step will involve only those schools whose standards in the school portfolio were not verified. This second step will take place in June (level outcomes can be reported to CCEA in mid-May but this is not required).

EMA Forms for External Moderation Submissions

You will need to include the forms listed below with your submission for External Moderation:

Declaration of Internal Standardisation (EMA1) - (to be submitted with the school portfolio, when complete please ensure you take a copy for your own records)UICT Microsite

School Portfolio cover sheet (EMA6(iP))UICT Microsite

Using Assessment Tasks for Using ICT

There are approximately 80 Using ICT Assessment Tasks available for schools to use. As part of the statutory assessment of Using ICT, there is no statutory requirement for schools to use CCEA tasks.

Please note: There is currently no statutory moderation of Using ICT. Schools may decide to use CCEA UICT tasks or alternatively, may prefer carry out their own ICT activities. CCEA has provided a bank of 70 UICT tasks which have been designed to give pupils meaningful opportunities to develop their skills. The tasks are available as a resource to help teachers plan for and carry out ICT work which contributes to the UICT Curriculum Requirements. Because the majority of the tasks are so generic, most tasks can be used on more than one occasion. All of the tasks allow access to more than one level.

The tasks can also be used for the purpose of assessment. However it is important that, if you do use them for this purpose, your pupils have already acquired the skills they need to complete the task.

Tasks at a glanceUICT Microsite

How the tasks are organised

Most of the tasks are generic in context: you can fit them into any topic that you are doing with your class, in any Area of Learning.

Tasks are categorised by the type of ICT activity (Desirable Features) that they focus on. When you search the Task Library, search by the category of ICT that you would like a task to cover. Each task focuses on one or more of these:

  • Desktop Publishing;
  • Film and Animation;
  • Interactive Design;
  • Managing Data;
  • Music and Sound;
  • Online Communication;
  • Presenting; and/or
  • Working with Images.

Each task sets out the following:

  • prior learning and suggested Plan–Do–Review ideas;
  • level(s) of Using ICT addressed;
  • the ‘E’s that may be covered;
  • the associated Desirable Features; and
  • teacher and pupil notes.

Choosing the right task

The tasks that teachers choose will vary from class to class and from school to school. When you select tasks, ensure that:

  • they fit in with the topics and themes you have planned for;
  • your pupils are able to use the required software; and
  • you have access to any equipment that you will need.

Look at tasks which cover the types of ICT (Desirable Features) that you would like to do and are relevant to your classroom work.

If a task has several parts and your pupils won’t be completing them all, check which of the listed Desirable Features you will be covering. In some tasks, only particular parts fulfil the requirements of specific Desirable Features.

To summarise

The Tasks:

  • are not statutory. They are a resource for supporting teachers in their delivery of UICT;
  • can be used for statutory assessment of pupils in Years 4 and 7;
  • can also be used to help pupils acquire and develop their skills in every year group
  • should be integrated into planned work so that pupils carry them out in meaningful contexts;
  • provide opportunities for pupils to demonstrate their competence in Using ICT;
  • help you to make and confirm judgements about the level at which a pupil is working; and
  • facilitate consistency of standards across schools.

When planning for assessment, ensure that you select tasks which:

  • sit naturally within your classroom topics (and are not a ‘bolt-on’);
  • support work you are doing in the Areas of Learning;
  • assess learning that has taken place; and
  • provide your pupils with opportunities to demonstrate their Using ICT skills across the range of ‘E’s. 

FAQs and Technical Support

FAQs

What is the ‘expected level’ at the end of each Key Stage?

  • The ‘expected level’ at the end of Key Stage 1 is Level 2.
  • The ‘expected level’ at the end of Key Stage 2 is Level 4.
  • The ‘expected level’ at the end of Key Stage 3 is Level 5.

Why are there no levels higher than Level 5?

There are seven levels in total, but Levels 6 and 7 are only appropriate for post-primary. Level 5 requires a very high degree of sophistication which is out of the reach of most primary school pupils. The expected level at the end of Key Stage 2 is Level 4.

Technical Support and ‘How to’ guides

You will find many help sheets and demos here that may help you with difficulties or questions you have about various pieces of software. However, if your problem relates to a technical issue with your school network or accessing particular software (and is not addressed here), you can contact C2k by:

Please note that you may be able to find the information you’re looking for in our Technical Support and ‘How To’ Guides or Frequently Asked Questions sections. If not, use the information below to decide who could best help you with your query.

‘How to’ guidesUICT Microsite

Contact Us

For queries about Using ICT Requirements, Tasks, Levels or Moderation, or general information regarding the Cross-Curricular Skill of Using ICT, please contact:

CCEA Primary ICT Team

Ciara Mahon
cmahon@ccea.org.uk
(028) 9026 1200 ext. 2606

Judith Morgan
jmorgan@ccea.org.uk
(028) 9026 1200 ext. 2665

You can also use this form to contact us. We will get back to you as soon as possible.UICT Microsite

Downloads