Good understanding and confident grasp of the majority of relevant concepts, ideas and issues; good relevance to question set; able to utilise literature and other materials effectively to demonstrate a clear understanding of concepts and issues Sound knowledge and understanding of relevant concepts; may be a tendency to generalise; some gaps in knowledge and understanding; some appropriate use made of literature and other materials, which enables a satisfactory understanding of concepts and issues.
Some knowledge and understanding of concepts; several significant errors and gaps; limited relevance and tenuous link between information given and question set; failure to utilise literature and other materials to demonstrate understanding of key concepts and issues Analysis of concepts and their application.
Good ability to interpret, analyse and apply knowledge and concepts to the context (s) under consideration; is able to determine importance of context and setting; effective use of professional practice (own and observation of others); demonstrates reflection and reflexivity; is able to present proposals for revision and change in an effective manner.
Sound links between relevant concepts and contexts; some understanding of context and is able to draw conclusions, although this may be rather general at times; some reference made to professional practice (own and observation of others); able to reflect and be reflexive, although may not be critical; recommendations for ways forward may be general and limited in critique.
Only tenuous links between relevant concepts and context; context and setting is minimal – a failure to draw on professional practice (own and observation of others); over use of descriptive narrative; limited evidence of reflection and reflexivity; ability to draw on evidence and provide recommendations for change and ways forward is limited Articulation, argument and coherence An answer which is well structured and comprehensive in its coverage; main issues are effectively evidenced; arguments are coherent and logical; able to recognise key aspects of argument; evidence of some original thinking; sources are fully acknowledged.
Recognition of main issues and a generally effectively structured answer; some evidence is provided for the main issues; argument sometimes may lack incisiveness and may be uncritical. Sound acknowledgement of sources Uses argument associated with answer but is unselective in approach; themes undeveloped and not carried through to conclusion. Quality of argument is weak. Structure of assignment lacks coherences. Sources may not be acknowledged Evaluation of literature and theory.
A range of literature is drawn on and evaluated, within the context of the assignment; able to identify and comment on different perspectives and place within the context of the question. Evidence of an emerging criticality in approaches to evaluation. Some originality and creative thinking. Limited range of literature used; some evidence of awareness of different perspectives and place within context is generally acknowledged. Evaluation is evident but a tendency to reproduce views. Original ideas and creative thinking may be in evidence, albeit limited.
Literature and authors may be mentioned; however, even where this happens, there is a poor relationship to the question; a failure to place the author in an appropriate conceptual context. There is no or only limited evidence of critical evaluation. Originality and creative thought is absent ASSIGNMENT ONE: NAME: Marie Swain This assignment must show that you have: Researched subject identity Researched requirements of users, employers and educators Read the National Curriculum for secondary ICT Critically reflected on whether the English National curriculum meets these needs.
Addressed the knowledge and understanding implied by the listed standards The assignment will not succeed if: There is no evidence of research/reading by the individual Any of the items requested are missing The work does not follow the appropriate presentation guidelines Assignment One – Subject Identity by Marie Swain Curriculum Tutor: Andy Connell Word Count: 3238 Table of Contents 1. Introduction 1 2. What is meant by ICT 2 3. Different names for the academic subject 3 4. Should ICT be a subject in its own right on the secondary curriculum 4 5.
Subject requirements at age 16, to meet the needs of users, employers and educators. 7 6. Critically evaluation of the secondary National Curriculum for ICT 9 7. Conclusion 10 8. Bibliography 11 Assignment One – Subject Identity 1. Introduction This report will discuss issues regarding the subject identity of ICT in secondary schools. In order to complete the report research was carried out in the form of intensive reading and from discussions with other teachers in secondary schools. After the research, the author concluded their findings in the report that follows, under the following headings:
What is meant by ICT Different names for the academic subject Should ICT be a subject in its own right on the secondary curriculum Subject requirements at age 16, to meet the needs of users, employers and educators. Critically evaluation of the secondary National Curriculum for ICT 2. What is meant by ICT ICT is an abbreviation for “Information and Communication Technology, this is the term used to describe exciting and innovative ways to provide lifelong learners with global access to information, learning and support.
Information systems that are seamlessly linked to learning support systems, that are enjoyable to use and which enable management” (University of Wolverhampton 2006). As this definition has been taken from a University website it is a reliable source, which you would expect to be of a high standard for a definition at degree level. This is one of many definitions to describe a subject that is based on technology and communications, that is now a core subject to be taught as either a discreet subject or cross curriculum, providing lifelong learners. 3.
Different names for the academic subject The subject has been known by many names such as: Computing; Computer Studies; Information Systems; Business Information Systems; Information Technology and now currently taught in schools under the title ICT. The change with the initials ICT being used instead of IT, is partly due to that fact ICT emphasises the increasingly important role that communications have on schools who have internet access, enabling pupils to send and receive email, and obtain information from websites published all around the world (Ager 1999).
Other differences in the subjects name can be explained in the definition of their title, as often the subject content might slightly differ because, for example, the subject might incorporate Business as in “Business Information System”. The subject titled “Information Systems” can be defined as a system, automated or manual, that comprises people, machines, and/or methods organized to collect, process, transmit, and disseminate data that represent user information (Wikipedia contributors 2006).
Therefore when the subject was taught as “IS” the difference was that the subject took an approach of teaching the subject as a system, which could be people or machines, and that could be partly why it was changed to “IT” to concentrate more on the technical side, (however the author was unable to find the research to support the change). Lastly, Computing and Computer Studies concentrates purely on the computer side and as Wikipedia contributers (2006a) defines “is the study of Information and Technology (IT)”.