National Curriculum Levels for Site Exercises


Level Descriptor text in red indicates coverage of the level in the exercise
  Exercise Title   (Topic) Level Level Descriptor
1
 Number Bytes
(Bits and Bytes)
5.3
 They use ICT to structure, refine and present information in different forms and styles for specific purposes and audiences.
2
 Text Bytes
(Bits and Bytes)
5.3
 They use ICT to structure, refine and present information in different forms and styles for specific purposes and audiences.
3
 Picture Bytes
(Bits and Bytes)
5.3
 They use ICT to structure, refine and present information in different forms and styles for specific purposes and audiences.
4
 Picture Bytes and Compression
(Bits and Bytes)
5.3
 They use ICT to structure, refine and present information in different forms and styles for specific purposes and audiences.
5
 Sound Bytes - 1
(Bits and Bytes)
6.2
 They develop and refine their work to enhance its quality, using a greater range and complexity of information.
6
 Sound Bytes - 2
(Bits and Bytes)
6.2
 They develop and refine their work to enhance its quality, using a greater range and complexity of information.
7
 Data Capture for Surveys
(Charting Data)
4.2
 Pupils understand the need for care in framing questions when collecting, finding and interrogating information.
8
 Analysing Survey Data with Charts
(Charting Data)
4.3
 They interpret their findings, question plausibility and recognise that poor-quality information leads to unreliable results.
9
 Showing Data Values on Charts
(Charting Data)
4.4
 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.
10
 Annotating Charts
(Charting Data)
4.1
 Pupils combine and refine different forms of information from various sources.
11
 Introduction
(Control)
4.10
 They compare their use of ICT with other methods and with its use outside school.
12
 Beginning Flowcharts
(Control)
4.7
 They plan and test sequences of instructions.
13
 Controling Lights
(Control)
4.7
 They plan and test sequences of instructions.
14
 Level Crossing 1
(Control)
4.7
 They plan and test sequences of instructions.
15
 Level Crossing 2
(Control)
6.5
 They develop, try out and refine sequences of instructions and show efficiency in framing these instructions, using sub-routines where appropriate.
16
 Level Crossing 3
(Control)
7.6
 They test and refine sequences of instructions as part of an ICT system to solve problems.
17
 Primary Keys
(Database Construction)
5.7
 They use ICT to organise, store and retrieve information using logical and appropriate structures.
18
 Data Types
(Database Construction)
5.7
 They use ICT to organise, store and retrieve information using logical and appropriate structures.
19
 Databases
(Database Construction)
5.7
 They use ICT to organise, store and retrieve information using logical and appropriate structures.
20
 Data Encoding
(Database Construction)
5.7
 They use ICT to organise, store and retrieve information using logical and appropriate structures.
21
 Data Validation
(Database Construction)
5.7
 They use ICT to organise, store and retrieve information using logical and appropriate structures.
22
 Data Verification
(Database Construction)
5.2
 They select the information they need for different purposes, check its accuracy and organise it in a form suitable for processing.
23
 Simple and Complex Searches
(Database Searching)
5.7
 They use ICT to organise, store and retrieve information using logical and appropriate structures.
24
 Searching for Properties
(Database Searching)
5.7
 They use ICT to organise, store and retrieve information using logical and appropriate structures.
25
 Relational Operators (1)
(Database Searching)
5.7
 They use ICT to organise, store and retrieve information using logical and appropriate structures.
26
 Relational Operators (2)
(Database Searching)
5.7
 They use ICT to organise, store and retrieve information using logical and appropriate structures.
27
 Wild Card Searching
(Database Searching)
5.7
 They use ICT to organise, store and retrieve information using logical and appropriate structures.
28
 Database Reports
(Database Searching)
5.7
 They use ICT to organise, store and retrieve information using logical and appropriate structures.
29
 Database Sorting
(Database Searching)
5.7
 They use ICT to organise, store and retrieve information using logical and appropriate structures.
30
 Must-Have Requirements
(Developing Evaluation Skills)
5.11
 They use appropriate evaluation criteria to critically evaluate the fitness for purpose of their work as it progresses.
31
 Success Criteria
(Developing Evaluation Skills)
5.11
 They use appropriate evaluation criteria to critically evaluate the fitness for purpose of their work as it progresses.
32
 Evaluate Diary
(Developing Evaluation Skills)
5.11
 They use appropriate evaluation criteria to critically evaluate the fitness for purpose of their work as it progresses.
33
 Evaluate Shopping Model
(Developing Evaluation Skills)
5.11
 They use appropriate evaluation criteria to critically evaluate the fitness for purpose of their work as it progresses.
34
 Evaluate Newsletter
(Developing Evaluation Skills)
5.11
 They use appropriate evaluation criteria to critically evaluate the fitness for purpose of their work as it progresses.
35
 Comparing Web Pages with Printed Pages
(Developing Websites)
4.8
 They use ICT-based models and simulations to explore patterns and relationships, and make predictions about the consequences of their decisions.
36
 Basic HTML
(Developing Websites)
4.8
 They use ICT-based models and simulations to explore patterns and relationships, and make predictions about the consequences of their decisions.
37
 Web Page Design-Consistency
(Developing Websites)
4.8
 They use ICT-based models and simulations to explore patterns and relationships, and make predictions about the consequences of their decisions.
38
 Responsible Web Publishing-Copyright
(Developing Websites)
5.8
 They use ICT safely and responsibly.
39
 Responsible Web Publishing-Plagiarism
(Developing Websites)
5.8
 They use ICT safely and responsibly.
40
 Features
(DTP)
4.8
 They use ICT-based models and simulations to explore patterns and relationships, and make predictions about the consequences of their decisions.
41
 Typefaces
(DTP)
4.8
 They use ICT-based models and simulations to explore patterns and relationships, and make predictions about the consequences of their decisions.
42
 Introduction to Bitmap and Vector Images
(Graphics)
4.8
 They use ICT-based models and simulations to explore patterns and relationships, and make predictions about the consequences of their decisions.
43
 Working with Vector Tools
(Graphics)
5.7
 They use ICT to organise, store and retrieve information using logical and appropriate structures.
44
 Modifying Vector Images
(Graphics)
6.1
 Pupils plan and design ICT-based solutions to meet a specific purpose and audience, demonstrating increased integration and efficiency in their use of ICT tools.
45
 Working with Bitmap Tools
(Graphics)
5.7
 They use ICT to organise, store and retrieve information using logical and appropriate structures.
46
 Modifying Bitmap Images
(Graphics)
6.1
 Pupils plan and design ICT-based solutions to meet a specific purpose and audience, demonstrating increased integration and efficiency in their use of ICT tools.
47
 Word Processing-Formatting Text
(Handling Text)
4.8
 They use ICT-based models and simulations to explore patterns and relationships, and make predictions about the consequences of their decisions.
48
 Writing Formal Letters
(Handling Text)
4.10
 They compare their use of ICT with other methods and with its use outside school.
49
 Mail Merge
(Handling Text)
5.1
 Pupils combine ICT tools within the overall structure of an ICT solution.
50
 Personalised Stories 1
(Handling Text)
5.1
 Pupils combine ICT tools within the overall structure of an ICT solution.
51
 Personalised Stories 2
(Handling Text)
6.2
 They develop and refine their work to enhance its quality, using a greater range and complexity of information.
52
 Keyboard Shortcuts
(Hardware)
6.1
 Pupils plan and design ICT-based solutions to meet a specific purpose and audience, demonstrating increased integration and efficiency in their use of ICT tools.
53
 Input/Output Devices
(Hardware)
5.9
 They discuss their knowledge and experience of using ICT and their observations of its use outside school.
54
 Storage
(Hardware)
5.9
 They discuss their knowledge and experience of using ICT and their observations of its use outside school.
55
 Ports
(Hardware)
5.9
 They discuss their knowledge and experience of using ICT and their observations of its use outside school.
56
 People as Input Devices
(Hardware)
6.9
 They discuss the impact of ICT on society.
57
 E-Safety
(Impact of ICT on Society)
4.6
 They understand the risks associated with communicating digitally, including the security of personal information.
58
 Bullying
(Impact of ICT on Society)
6.9
 They discuss the impact of ICT on society.
59
 Tools of our Times
(Impact of ICT on Society)
6.1
 Pupils plan and design ICT-based solutions to meet a specific purpose and audience, demonstrating increased integration and efficiency in their use of ICT tools.
60
 Changing Working Patterns
(Impact of ICT on Society)
6.9
 They discuss the impact of ICT on society.
61
 Shops and Supermarkets
(Impact of ICT on Society)
6.9
 They discuss the impact of ICT on society.
62
 The Data Protection Act
(Impact of ICT on Society)
6.9
 They discuss the impact of ICT on society.
63
 Controlling a Turtle Cursor 1
(Logo)
4.7
 They plan and test sequences of instructions.
64
 Controlling a Turtle Cursor 2
(Logo)
4.7
 They plan and test sequences of instructions.
65
 The Repeat Command
(Logo)
4.7
 They plan and test sequences of instructions.
66
 Nested Repeats Commands
(Logo)
5.5
 They create sequences of instructions and understand the need to be precise when framing and sequencing instructions.
67
 Logo Procedures
(Logo)
6.5
 They develop, try out and refine sequences of instructions and show efficiency in framing these instructions, using sub-routines where appropriate.
68
 Introduction
(Modelling)
4.8
 They use ICT-based models and simulations to explore patterns and relationships, and make predictions about the consequences of their decisions.
69
 Key Spreadsheet Features
(Modelling)
4.8
 They use ICT-based models and simulations to explore patterns and relationships, and make predictions about the consequences of their decisions.
70
 Changing the Rules in a Model: Medical Diagnosis
(Modelling)
6.6
 They use ICT-based models to make predictions and vary the rules within the models.
71
 Building a Model: Holiday
(Modelling)
5.6
 They explore the effects of changing the variables in an ICT-based model.
72
 Building a Model: Birthday Party
(Modelling)
6.2
 They develop and refine their work to enhance its quality, using a greater range and complexity of information.
73
 The SUM Function
(Modelling)
5.6
 They explore the effects of changing the variables in an ICT-based model.
74
 Common Spreadsheet Functions
(Modelling)
6.6
 They use ICT-based models to make predictions and vary the rules within the models.
75
 The IF Function
(Modelling)
6.6
 They use ICT-based models to make predictions and vary the rules within the models.
76
 Personal Data
(Privacy and Security)
4.6
 They understand the risks associated with communicating digitally, including the security of personal information.
77
 Communication and Control
(Programming)
4.10
 They compare their use of ICT with other methods and with its use outside school.
78
 Stored Programs
(Programming)
5.5
 They create sequences of instructions and understand the need to be precise when framing and sequencing instructions.
79
 Constants and Variables
(Programming)
5.5
 They create sequences of instructions and understand the need to be precise when framing and sequencing instructions.
80
 Conditional Statements 1
(Programming)
5.5
(6.5)
 They create sequences of instructions and understand the need to be precise when framing and sequencing instructions.
81
 Conditional Statements 2
(Programming)
5.5
(6.5)
 They create sequences of instructions and understand the need to be precise when framing and sequencing instructions.
82
 Repetition 1
(Programming)
5.5
(6.5)
 They create sequences of instructions and understand the need to be precise when framing and sequencing instructions.
83
 Repetition 2
(Programming)
5.5
(6.5)
 They create sequences of instructions and understand the need to be precise when framing and sequencing instructions.
84
 X,Y Coordinates
(Programming)
4.8
 They use ICT-based models and simulations to explore patterns and relationships, and make predictions about the consequences of their decisions.
85
 Collision Detection
(Programming)
4.8
(6.5)
 They use ICT-based models and simulations to explore patterns and relationships, and make predictions about the consequences of their decisions.
86
 Message Passing
(Programming)
5.5
(6.5)
 They create sequences of instructions and understand the need to be precise when framing and sequencing instructions.
87
 Using Lists
(Programming)
5.5
(6.5)
 They create sequences of instructions and understand the need to be precise when framing and sequencing instructions.
88
 Displaying Information
(Public Information Systems)
4.4
 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.
89
 Public Information System
(Public Information Systems)
4.4
 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.
90
 Reliability
(Reliability, Validity and Bias)
4.2
 Pupils understand the need for care in framing questions when collecting, finding and interrogating information.
91
 Valid Information
(Reliability, Validity and Bias)
4.3
 They interpret their findings, question plausibility and recognise that poor-quality information leads to unreliable results.
92
 Information Bias
(Reliability, Validity and Bias)
4.3
 They interpret their findings, question plausibility and recognise that poor-quality information leads to unreliable results.
93
 Sensors
(Sensors)
4.10
 They compare their use of ICT with other methods and with its use outside school.
94
 Framing Camera Shots
(Video)
5.9
 They discuss their knowledge and experience of using ICT and their observations of its use outside school.
95
 Storyboarding
(Video)
5.3
 They use ICT to structure, refine and present information in different forms and styles for specific purposes and audiences.
96
 Video and Audio Clips
(Video)
5.9
 They discuss their knowledge and experience of using ICT and their observations of its use outside school.
97
 Titles, Effects and Transitions
(Video)
5.9
 They discuss their knowledge and experience of using ICT and their observations of its use outside school.