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Encourage enterprise and the exploration of new approachesJ Encourage pride in work' Use of ICT to enhance school ethos2 Breadth of experience of ICT use in context; Planning of resources% Relationship to development planning priorities? Assessment policies#Encourage development of informed attitudes in relation to ICT in societyYEnable learners to modify information in a variety of forms, including text, graphical objects, moving images, sounds and web pagesDevelopment of new teaching styles2Progression in learning'Enterprise and active participation in their own learningIPride in workEnthusiasm and enterprise)Working in groups!Communicating and collaborating/Collection and analysis of information6Task analysis skills$Searching and researching)A problem-solving approach* Making the most of learning resources5 Working with the teacher( Working in groups! Controlling, modelling and exploring within the digital environmentS A problem-solving approach*Ability to modify information in a variety of forms, including text, graphical objects, moving images, sounds and web pagesCollection and analysis of information6Creation and presentation of their own material?Effective and responsible use of ICT4Developing informed attitudes in relation to ICT in societyKAbility to articulate evaluations of actions takenBRealistic but improving culture/Taking personal responsibility for learning;  @ @ @ @ @           ! "!#"$#%$&%'&(')(sDaYYIdParentIdName        )p\1fL%\:`%p Lp $\)p\1fL%\:`%p Lp $\)p\1fL%\:`%p Lp $\)p\1fL%\:`%p Lp $\)p\1fL%\:`%p Lp $\)p\   !" #$ %&  '   ' " ' $ ' & ' d @$ tp\T$  ` d $$ P@d:h(%x Lx $daD(T4`))xd5D@d:h%x Lx $daD(T4`*)xd5D@d:h%x Lx $daD(T4`+)xd5D "X  "X  " X  " X  " X 'h%v)P"X 'h%v*P"X 'h%v+P" X 'h%v+P" X 'h%v+P" X Yd:h,%x"X x 0-QdoD%,:T,%0 L0 $,,)x0,5DYd:h.%x"X x 0-QdoD%,:T/%0 L0 $,,)x0,5Dv0C l12Yd:h2%x" X x 0-QdoD%,:T3%0 L0 $,,)x0,5DYd:h4%x" X x 0-QdoD%,:T5%0 L0 $,,)x0,5DYd:h6%x" X x 0-QdoD%,:T7%0 L0 $,,)x0,5DYd:h8%x" X x 0-QdoD%,:T9%0 L0 $,,)x0,5DYd:h:%x" X x 0-QdoD%,:T:%0 L0 $,,)x0,5DYd:h;%x" X x 0-QdoD%,:T;%0 L0 $,,)x0,5DYd:h<%x" X x 0-QdoD%,:T<%0 L0 $,,)x0,5DYd:h=%x" X x 0-QdoD%,:T=%0 L0 $,,)x0,5DYd:h>%x" X x 0-QdoD%,:T>%0 L0 $,,)x0,5DYd:h?%x" X x 0-QdoD%,:T?%0 L0 $,,)x0,5DYd:h@%x" X x 0-QdoD%,:T@%0 L0 $,,)x0,5DYd:hA%x" X x 0-QdoD%,:TA%0 L0 $,,)x0,5DYd:hB%x" X x 0-QdoD%,:TB%0 L0 $,,)x0,5DYd:hC%x" X x 0-QdoD%,:TC%0 L0 $,,)x0,5DYd:hD%x" X x 0-QdoD%,:TD%0 L0 $,,)x0,5DYd:hE%x" X x 0-QdoD%,:TE%0 L0 $,,)x0,5D lF2f Yd:hG%x" X x 0-QdoD%,:T3%0 L0 $,,)x0,5DYd:hH%x" X x 0-QdoD%,:T5%0 L0 $,,)x0,5DYd:hI%x" X x 0-QdoD%,:T7%0 L0 $,,)x0,5DYd:hJ%x" X x 0-QdoD%,:T9%0 L0 $,,)x0,5DYd:h:%x" X x 0-QdoD%,:T:%0 L0 $,,)x0,5DYd:h;%x" X x 0-QK  @ @ @ @ @ !$& "%'   #( therEv4_AfterUpdate Form_Close Form_Load Form_Current FillFields HideTicks FormatFormMovePosEvalDone GetEvalScore $ɤs h)aN?Qy`GXGP UserEvalRecord LocateData1m. LockFieldsJ?P EditFields ``d  $(,048<@DHLPTX\ SelCurrentEval(aN?Q &Evaluation Record:  CompletedtpY?Visible Ev2FldsRqrd Ev4FldsRqrd EvalScore User UserID EvalID EvalRecordID ComponentID MeasureID Outcomes Components Measures EvidencePrim EvidenceSec OutcomeNo OutcomeTitle  Sm. ComponentName ComponentTitle Primary MeasureP2 MeasureTitle2 MeasureP4 MeasureTitle4 ExamplesP2 MeasureExample2 ExamplesP4 MeasureExample4 Ev21 Ev22 Ev23 Ev24 Ev25 Ev26 Ev41 Ev42 Ev43 Ev44 Ev45 Ev46 Secondary MeasureS2 MeasureS4 ExamplesS2 ExamplesS4 &Community Education EAL "Further Education Higher Education HOTS Nursery "Special Education Other Value> Enter 'Other Evidence for Level 2' in the field below or use the Evidence Editor to add evidence items for this Measure. Eval42 Eval43 Eval44 Eval45 Eval46 OtherEv2Enabled LockedSpecialEffect> Enter 'Other Evidence for Level 4' in the field below or use the Evidence Editor to add evidence items for this Measure.VBE6.DLL *0  Eval21 Eval22 Eval23 Eval24 Eval25 Eval26 Eval41qm.BackStyle OtherEv4 Ev2 Ev4 BlueBar1 OthEv2Lab Level2Lab EvLev2Lab dThere is no Measure at Leve  @ @ @ @ @              ! " # $ % & ' (k1S7U mJI6 _:?z5GI{}ͯHViewEvalReportLabel26 DelReportUserNameUserIDNo StartDateEndDateUserEvidTableNo EvalNotes UserEvalID EvalExists SelEvalBtnDelReport_Click Form_OpenSelEvalBtn_ClickViewEvalReport_Click x JThis feature is still in development. fIt will be available in the public release version. ContextSetFocusF;|? bYou have not entered data in the 'Context' field.& You will not be able to view the Evaluation Record unless you do so now. UserEvalData UserEvalIDQm. 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Components%%% Outcomes!!! Groups  G G  G ionUserEvalRecord.EvalRecordID: 'onUserEvalRecord.*/ gonUserEvalRecord.EvalRecordID: gionUserEvalRecord--- on Gon Gion on G Summary.MeasureNo0 '  Summary.Components.ComponentNo= ' Summary.OutcomeID0 ' Summary.GroupNo. 'EvidenceSecSummaryR@A5' EvidenceSec.*, gSummary.MeasureNo0 g Summary.Components.ComponentNo= gSummary.OutcomeID0 gSummary.GroupNo. g Summary.*( g EvidenceSec'''  Summary  G G   G Summary.MeasureNo0 '  Summary.Components.ComponentNo= ' Summary.OutcomeID0 ' Summary.GroupNo. 'SummaryEvidencePrimT@C7 EvidencePrim.*- gSummary.MeasureNo0 g Summary.Components.ComponentNo= gSummary.OutcomeID0 gSummary.GroupNo. g Summary.*( gEvidencePrim))) Summary  G G  GUserDataUserEvalDataN@E9!  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G G  GLVAL^ p @ @          xd7t`rd8YRBWWLJBLDFNSDQFSUHHGGRSYQRNcY BWJ`L`7F SQ@XSH`G@URR`YatNp8<p8Ӊe#portG @B!T% pRt$ HIUOPN_JXOGEYDJZBMVGCEGMRXH_U# HCU)P` _`QGY JB8V C0GRTHY:/ D8`Qp;q5_[QBHUGVC_CBVJOPDZODJPNNJPOHMTCU BU V4_0B^J D 4ZJp;NqOMETC ,%'^Rea_wk_wl[TBNVNTJQICWQBEKYOAGKCILBVHPB T&N N J@%I WpUA5KBODGCCmL8Pp_3C hzSelCurrentWmzAlu0QrBnPC{3CIWFZI$` $` $` $A ` $ ` $ ` nRrU x$ `<$A `$ `( ` 0 &$ `$ n      !"#\%&'()*+,-./013456789:;<=?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[^_`abcdefghijklmpqrstuvwxyz{|}~rU  9c1yDH]aI^ !*q^3q3qg hh/i9jjbc9cb@4ac@8yc @ < cI@@cttt@ D c@HQ!yppp@ L  drrr@:Py  @ T 1dvvv @XOutcomes.OutcomeID = Components.OutcomeNoGroups.GroupID = Outcomes.GroupNoComponents.ComponentID = Measures.ComponentIDEvidenceSec.MeasureNo = Summary.MeasureIDSummary.MeasureID = EvidencePrim.MeasureNoUserData.UserID = UserEvalData.UserIDNo iYw0N wwwwwwY Y  Y  Y  Y  Y  Y  Y n Y  Y   Y   Y  Y  Y EvidenceIDMeasureNoEv21Ev22Ev23Ev24Ev25Ev26Ev41Ev42Ev43Ev44Ev45Ev46Ocem%ntonoeu&M2xps'urYYY<YEvidenceID(EvidenceSecMeasureNo(MeasuresEvidencePrimPrimaryKey          9'9,N ,1i)Li 1yX1yN1OyO Pq,YP;ET@;ET@EvalDataQuery::::::::::: ;ET@;ET@Components44444444444  ;ET@;ET@Admin*********** ;ET@;ET@EvalReport44444444444 ;ET@;ET@GlobalModules::::::::::: ;ET@;ET@UserEvalRecord<<<<<<<<<<< ;ET@;ET@UserEvalData88888888888 ;ET@;ET@UserData00000000000 ;ET@;ET@ToolboxEditor::::::::::: ;ET@;ET@Switchboard66666666666  ;ET@;ET@SelCurrentUser<<<<<<<<<<<  ;ET@;ET@SelCurrentEval<<<<<<<<<<<  ;ET@;ET@EvidenceEditorSecBBBBBBBBBBB  ;ET@;ET@EvidenceEditorPrimDDDDDDDDDDD  ;ET@;ET@EvalReport44444444444  ;ET@;ET@UserDefined66666666666  ;ET@;ET@SummaryInfo66666666666  ;ET@;ET@AccessLayout88888888888 ;ET@;ET@SysRel,,,,,,,,,,, ;ET@;ET@Scripts........... ;ET@;ET@Reports........... ;ET@;ET@Modules........... ;ET@;ET@Forms*********** ;ET@;ET@DataAccessPages>>>>>>>>>>> ;ET@;ET@MSysRelationshipsDDDDDDDDDDB ;ET@;ET@MSysQueries88888888886 ;ET@;ET@MSysACEs22222222220 ;ET@;ET@MSysObjects88888888886 ;ET@;ET@MSysDb.........., ;ET@;ET@Relationships<<<<<<<<<<: ;ET@;ET@Databases44444444442 ;ET@;ET@Tables.........., v1b N  : k & W  C t/     <   Not for distribution All rights reserved# IP and David Walls, January 2003]@]XA@ Switchboard'2 2 4 6B@o(p] A@o' Edit Form "(`o]P  Lock Form "(`'dp Edit Form "(`'k@ A@ A@| 6!8A@4oAttribute VB_Name = "Form_ToolboxEditor"D Bas0{69273C08-D871-49AC-A196-0EE2290@63255} |G lobalSpacIFalse dCreatab"lTru Pr@edeclaId"Expose_TemplateDerivCustomizD$' Not for dision ' All rights reser, IP and David Walls, January 2003 Opt# Com~pk hlicitPZ^ Sub Clv() Dim stDoc!As SQng LinkCrirt}a }Lockick @SwitchboardwoCmd.Ope&n , Ast EC@.0urrent00my@'%$ields MCCLoadBc\an3@n ![8].CaC^5 A@5T_C@dk,@nn ErrGoTo_OCWIf * The Me,EPb  E?A f'A"If#F1 4w z > 4B FkJffffff@k$L% :t%4 L4 $ z)4 FkJ333333@k$L% :j%4 L4 $ z)4 @$@L% :s%4 L4 $ {)4    :$kl45x J\$?L% :n%4 L4 $ z)4 5J\$?L% :e%4 L4 $ z)4 5Gl$?L% :m%4 L4 $ {)4 3(% :$%4 L4 $ ,)4  :$ll45 J\$?L% :t%4 L4 $ z)4 5J\$?L% :j%4 L4 $ z)4 5Gl$?L% :s%4 L4 $ {)4 3(% :$%4 L4 $ ,)4  l 80  @(lL\84 KL `$ `` `2f<%L:P%` L` $L,)`Lzc(|kz#$*Fh/$}kz#$*1d/$sLh` L` $LWcP]1h L $ac<]1')`L681c<%L:P%` L` $L,)`LyLldFP%` L` $LWc<]1ldF,% L $ac]1')`L61c<%L:P%` L` $L,)`L zd(h=L:Pe%` L` $La:$F `6 I,hd4 $`L $ `  (L (< fp,:% L $Qo,6:% L $aUp*)5 :| :}4:e% L $Qo V5+3(%:% L $,)(l,hxl9 L $ac]4)5L(L l~x@,(]u L,4 c(\k*DhHR\`15<lF% L $Learners give evidence of a deeper insight into Learners give evidence of a deeper insight into just how computers might be used in this context.Learners can discuss a wide range of different specific uses of ICT in the wider world.Learners discuss the pros and cons of ICT approaches compared with work methods that do not include ICT.Learners discuss the pros and cons of a particular group ICT approach in more depth.Learners can evaluate in more detail the benefits or disadvantages of alternative ways of accomplishing a task using ICT.Learners give more complex reasons for using a particular ICT solution.There is good evidence of focused application to work during ICT sessions.Learners use other keyboard or taskbar shortcuts, e.g. customising toolbar menus, simple macros, etc.Learners experiment keenly and avidly explore software functionality.There is evidence to show that learners apply skills or knowledge learned elsewhere to the task in hand as a matter of course.Learners show determination to avoid and ignore distractions.Learners sustain activity and are able to focus on a sequence of tasks over a period of time.The correction process is complex.@LVALT @ @ @ @ @0$ DUz)\$5 `  ndd kj ` ;$:L%\` \ 0$ D`)\$5y$:L%\` \ 0Q$o%:,%:<% $ T  $ L $,) \5 `  ` U*F$:L%\ L\ $$a:<`1p)\$6@'%lpF,%'<%lxFL%\ $ ` \ ` \+$lxFL%\ $ T \ $Q$\"v*#*# 2        c2$:L%\ $ T \ $$ )\$Tf,%:< %$:L%\ $ T \ $$ L $!)\$Sc,%:< %$:L%\ $ T \ $$ L $")\$U(,%:< %$:L%\ $ T \ $$ L $#)\$U(,%:< %$:L%\ $ T \ $$ L $$)\$Tf,%:<%$:L%\ $ T \ $$ L $!)\$Sc,%:<%$:L%\ $ T \ $$ L $")\$U(,%:<%$:L%\ $ T \ $$ L $#)\$U(,%:<%$:L%\ $ T \ $$ L $$)\$Tf,%:<%%$:L%\ $ T \ $$ L $!)\$Sc,%:<%%$:L%\ $ T \ $$ L $")\$U(,%:<%%$:L%\ $ T \ $$ L $#)\$U(,%:<%%$:L%\ $ T \ $$ L $$)\$Tf,%:<&%$:L%\ $ T \ $$ L $!)\$Sc,%:<&%$:L%\ $ T \ $$ L $")\$U(,%:<&%$:L%\ $ T \ $$ L $#)\$U(,%:<&%$:L%\ $ T \ $$ L $$)\$Tf,%:<'%$:L%\ $ T \ $$ L $!)\$Sc,%:<'%$:L%\ $ T \ $$ L $")\$U(,%:<'%$:L%\ $ T \ $$ L $#)\$U(,%:<'%$:L%\ $ T \ $$ L $$)\$Tf,%:<(%$:L%\ $ T \ $$ L $!)\$Sc,%:<(%$:L%\ $ T \ $$ L $")\$U(,%:<(%$:L%\ $ T \ $$ L $#)\$U(,%:<(%$:L%\ $ T \ $$ L $$)\$<''' )\\ ,*>F \6  ` <$pdtx`< \$KmzCx!*#p+*#l*1t2pl@'(%ltF8%'H%lxFX%h $ ` h ` hQ:H% $:X%h $ T h $$ L $,)h$ +$lxFX%h $ T h $Q$h -         c2$:X%h $ T h $$ )h$<'''p )hh ,*>pF h6 j$0tx4 plh$ xK3)'h%x $ ` x , x<''$'Dd )xx ,*>dFT x6TD$ 0xx$ $dxTD$D<<L4@(\(c/<X@.~+Hhw O;pgKO崾vLearners use a ready-made checLearners use a ready-made checklist to record task completion.Learners engage in purposeful review of previous work with prompting.A process of correction is evident.<LVALn T $ $ $ $ $x\*#p*1x2tp/'' '@ xM`@^6@ .:`% L $)(x(tp@ 8$ K'$4! $4 $ 45$! *# *# *182 /'''$ 8M @^6$.: %4 L4 $)4 4 $ `4 47(F%'%(%(%( %4 $ `4 44Ch h\  \ \ d\ h\ plpV \ zPkVcG$: %4\ 4 0 D$:% L $a1:%\  0 Dc]1p'`) 46$1z \  Pd6: %4 L4 $a$Uz)45$Z:%: %4 $ T4 $ L $a$`)45$4vF%: %4 L4 $,)4.: %4 L4 $)44 $ Q4<:: %4 L4 $a$: :% L $ap`1@)46 $p' %l@< \! u"Cd dX #Cl l` X plpTNkTc\i ` :: $%4 L4 $Qo$%:%%` (45$:: &%4 L4 $Qo$%:'%` (45$:: %4 L4 $Qo$%:%` (45$vF%: %` (uD%: (%` (:: )%4X 4 0Qo$%:)%` (45$:: *%4X 4 0Qo$%:*%` (45$:: +%4X 4 0Qo$%:+%` (45$:: ,%4X 4 0Qo$%:,%` (45$:: -%4X 4 0Qo$%:-%` (45$ X ` d Nd\<1c%: %4 L4 $,)4` h ` X h X  `  X  \ z. 4 $ `4 42: %4 $ T4 $ )4#Cx/u# *1p/ @'%lpF%'%lxF %4 $ `4 `4<''' 044 ,1> F$ 46$  X@ h@dp8<DXx\l`tD 4$p`0KL8H! H 8 $4! $4 $ )H468$! *# *#2*1L2 /''$'8 LM @^68$.4: %H LH $4)H4 H $ `H H7(F%'%(%(%( %H $ `H 4HH $ QHT:4: %H LH $4a8$: :% L $a`1P)H46 8$' %lPT \!64: %H LH $4a8Uz)H458Z:%4: %H $ TH $4 L $a8`)H4584vF%4: %H LH $4,)H4#C` `\ pX \ "Z\ plc84: 3%H\ H 04 D8c]1$:(%\  0 D:% L $a1't) H468pX \  Zd4Ch lh5*1hKlh6*# " 7#*#p8*#l" 7#h*#d9*1h2 plhd kXLearners can discuss the pros and consLearners can discuss the pros and cons of a particular personal ICT approach.Learners can evaluate simply the possible benefits or disadvantages of these alternative suggestions.Learners use ready made (e.g. by teacher, or built-in) styles in a word processor such as MS Word.Learners continue work from previous sessions without fuss.They review their planning for future related work in the light of new information.f LVAL Jf  @ @ @ @ @hyb@l[ W    _:<%d:h%x Lx $Qdo%L:P%` L` $L)x`L57d:h%x Lx $da`)xd5p$ xd`Ld_:<%d:h%x Lx $Qdo%L:P%` L` $L)x`L5pd$ xd`L4XH:L%\`:d%t$ T t $ ` L\ $QHo8 )t`\58]ZH:L%\`:d%t$ T t $ ` L\ $Ha8` )t`\H58YH:L%\`:d%t$ T t $ ` L\ $Ha8Uz)t`\H58=:L%v F%`:d%t Lt $`)t`Wv F(%H:L%\`:d%t$ T t $ ` L\ $H,)t`\H?:L%`:d%t Lt $`8Uz)t`58t(x t`\H8D"v *#x*#t 2xt3\:`%p Lp $Q\oL p5LZ_:$%\:`%p Lp $Q\oL%4:8%H LH $4)pH45L7\:`%p Lp $\aL`)p\5Lx$ (xtp\H4L$K7((F%'8%(H%(X%(h%x$ ` x 4x)'h%x$ ` x ,x+:h%x$ ` x ,x<'''$ xx ,>$F x6 $ $$xDD\DP8rU \$` $A`$(`( &$`<$` $A`$` nrU T$t(p<tB5AAۥcV'HmǖTv^ `mGUBCx^ `mGUBCB5AAۥcMEH@[LS S>LL LLLLr&aq'zo'`sw*o'iaA k_' _Qe8{Y]]V v`ŀdQ or` mooP9f //QItqJ Q?tOEw /5, /5ěvP0  b5ic5\uoJO533!+"*Q9lu]G3'MeasureP2 Measam  *\G{000204EF-0000-0000-C000-000000000046}#4.0#9#C:\PROGRA~1\COMMON~1\MICROS~1\VBA\VBA6\VBE6.DLL#Visual Basic For Applications*\G{4AFFC9-5F99-101B-AF4E-00AA003F0F07}#rU =I^;q<X1y !*P`^q^;d _9_3q3/aaaYa@4a!b@815@< X! Learners express views that show understanding that ICLearners express views that show understanding that ICT might be used in ways that can affect people adversely.Learners can discuss different ways in which computers might be used in the work place outside the school environment.Learners can discuss some ways in which computers might be used in the wider world in general.Learners discuss the more obvious pros and cons of a particular group ICT approach.Learners can discuss the pros and cons of different ICT approaches at a simple level.Learners give practical reasons for using a particular ICT solution (i.e. "make it look neat", etc.).Learners use standard keyboard or taskbar shortcuts, e.g. CTRL "C", CTRL "V", printer icon.Learners show a willingness to experiment with software, e.g. trying out unfamiliar menu items.Learners sometimes show skills or knowledge appropriate to the task in hand and that they have learned independently to their peers.Learners are able to ignore distraction.The task set by the teacher does not need to be explained a second time.Learners seek to verify their work produced using ICT.N | x L D  \ 4 l D  |T,d<tL$\4 lD|T,d<tL$NN MM LL KK JJ II HH GG FF EE DD CC BB AA @@ ?? >> == << ;; :: 99 88 77 66 55 44 33 22 11 00 // .. -- ,, ++ ** )) (( '' && %% $$ ## "" !!                   s@ c@ s@ !C@ =@"FFF:."  x@   `@ J@Y@ ......"""""  j@ g@!"""""  U@P@O@V@ _@!]@ V@"^^^RF:...."  W@F@g@|@y@!a@ RRRRF:...." g@h@I@m@!u@ FFFF:.""""" L@@@![@ a@":::." ]@*@d@@@h@L@![@ j@"=@#vvj^RF:::." ?a@R@G@Q@!]@ T@"RRRF:.""""" @@"""""" *@G@?@@@!U@ FFFF:.""""" J@<@=@G@_@@!J@ ^^^^RF:::." ?8@3@U@%@$@FFFFFF:::." ? LVAL aN x  x<7d:h%x Lx $daT`)xd5T(<$ xdTD7d:h%x Lx $daT`)xd5T(D$ xdTP Cx@'0%ltF@%'P%lxF`%p $ ` p ` pLP,txp ` K z\ $ Q\d"\',%'<%'L%d Q\` ` ` d` h(` pl(pl c=dCx3$:L%\ L\ $Q$o \57$:L%\ L\ $$a`)\$54vF<%$:L%\ L\ $$,)\$pj ` nklcB$:L%\` \ 0$ DvF<]4)\$5pj:$:L%\` \ 0$ DUz)\$5 `  ndd kj ` ;$:L%\` \ 0$ D`)\$5y$:L%\` \ 0Q$o%:,%:<% $ T  $ L $,) \5 `  ` U*F$:L%\ L\ $$a:<`1p)\$6@'%lpF,%'<%lxFL%\ $ ` \ ` \+$lxFL%\ $ T \ $Q$\"v*#*# 2        c2$:L%\ $ T \ $$ )\$Tf,%:< %$:L%\ $ T \ $$ L $!)\$Sc,%:< %$:L%\ $ T \ $$ L $")\$U(,%:< %$:L%\ $ T \ $$ L $#)\$U(,%:< %$:L%\ $ T \ $$ L $$)\$Tf,%:<%$:L%\ $ T \ $$ L $!)\$Sc,%:<%$:L%\ $ T \ $$ L $")\$U(,%:<%$:L%\ $ T \ $$ L $#)\$U(,%:<%$:L%\ $ T \ $$ L $$)\$Tf,%:<%%$:L%\ $ T \ $$ L $!)\$Sc,%:<%%$:L%\ $ T \ $$ L $")\$U(,%:<%%$:L%\ $ T \ $$ L $#)\$U(,%:<%%$:L%\ $ T \ $$ L $$)\$Tf,%:<&%$:L%\ $ T \ $$ L $!)\$Sc,%:<&%$:L%\ $ T \ $$ L $")\$U(,%:<&%$:L%\ $ T \ $$ L $#)\$U(,%:<&%$:L%\ $ T \ $$ L $$)\$Tf,%:<'%$:L%\ $ T \ $$ L $!)\$Sc,%:<'%$:L%\ $ T \ $$ L $")\$U(,%:<'%$:L%\ $ T \ $$ L $#)\$U(,%:<'%$:L%\ $Learners can describe instances Learners can describe instances of synergy (e.g. interactive TV).Learners can discuss the pros and cons of a particular personal ICT approach in more depth.Learners retrospectively evaluate their own decisions in terms of comparison with alternatives.The reasons learners give for using a particular ICT solution show reflection on and learning from past experience.There is evidence of pre-determination of the means by which a task will be accomplished.They can customise these for personal use, e.g. the desktop and/or the MS Office taskbar.They are prepared to take risks when using ICT for tasks, e.g. guess at and test solutions.Learners take initiative in their work in order to improve the quality of outcomes.Learners engage in purposeful review of previous work without prompting." LVAL @c }  D  @ @ @ @ @ @@X aF@\ aF@` a9F@d aQF@h aiF@l aF@p aF@t aF@x aF@| aF@ aF@ aG@ aAG@aG@yG@G@G@ aG@ aG@:y  I @ ?WT0 Cx@'0%ltF@%'P%lxF`%p$ `p `pLT,txpPl=xx x$ xx@z2:T %d:h %x Lx $ d )xd8@$ xdLK uN2:T %d:h %x Lx $ d )xdz2:T %d:h %x Lx $ d )xdThey discuss the present and the future, giving a rangeThey discuss the present and the future, giving a range of examples, expressing a moral or ethical opinion, etc.There is evidence to show that learners routinely make decisions based on this process of evaluation.Learners suggest various alternative ways of improving the outcome of a group task using ICT.Learners justify their own decisions in terms of a clear evaluation of a range of alternative strategies at the outset.They show a good level of awareness of use of an appropriate tool for achieving a clear specific objective.There is evidence of pre-planning of the use of ICT resources.Learners can exercise a degree of control over standard desktop shortcuts.They are keen to try out new techniques and quickly find application for these.Learners return quickly to work after unavoidable distraction.There is evidence that learners retain well what has previously been learned in earlier phases of a set of tasks or a project.6LVALBN @ @ @ @ @Tru Predecla Id"Expo se_TemplateDerivCustom izD$' Not for dision ' All rights re, IP and David Walls, January 2003 Opt# Comp?k hlihcitPZ^ Sub Del_Ck() Dim KMsg As SPng8 This fXure" sti.in developBm." _ & vbCrLf A"It w be availI@the pub@#AleAvers6.!If 'Box($,Que on)@svbOK TheT ' Do@ nothiE2ESIf ADˈE isJPMe![H ]P lnAof cC uq 5g­ variB:AFrA""DblhC ancelgIn`tegerm?'al' Make;DH,ICl g!I cIDocICLinkCr4ithaMGst NSwitch board@DoCmd.Open'aVd, !st +On ErrsGoToA_, bD hkA i(:, Nu:msea)InLBoodb]idbBD`g, rstRec ordse @AddNew=  ! ' R eturnofeS`toYd .C(@e: c@ \routine "Loc`" shoul^d a .WSHet = $LDb ; -ty peD objectbA=aA&("!!" ' Enboedig tr" .EEnsD up lsaU"M@ove th gh dyn0t#Be that accoun6t!r0@ ifq`&qui`Ն  L\as`9c6E==.# C ,5eka&Evalk#In`;fie7Ӏ`tyBa`*p_e0uc`elps ex*WMr p[IsNull(=S)Zd)eF\Ex(it bZ d [*[WsWaNW !m0 1!=!]`1' `Checkm0gs's arQ-ssup!@k(?:* FNiAP i 0F KF!- 1 p!! rs confirm@,* sEv>P0}ppropn!AqID qb ,!IDu{1Nex0q i|a &0otx%, n has been mllylet,`changebdA' b/Єe#ra multi- environ2Be~VeQpGu@1,m =`=, sho t p?a new# wXK4ced'`"add K_apra\-aOprevious oneBϠZ`X!' D!ō0n#fC.na["% !4EMЮT@lvesp #blank0[on l`Fsubse\qu`hld wm-o0 R*4' &2Q s![]![iA@AddeckoO oO1}.Vup filP cŖ&?h!6_rson 0 {wlevaj r D"[1$]="@"'Q]T3 BF"c2`4!h 0mn7ngxp31> 75#Withs a .CaSA : M -4Ar ua1v2@&tk.VwPo|ns\bQpe? Áor N#ButtW28 Leave form open access to hiddP'Last User' field by 'SelCurrent2. "Fs![ >].Visible = FalseRAZEval]>ctor].Ena5d 6` 2Locke1Trug0SpecialEffect40!LBackStyhNameedcj1Organisationj3 f5 j7j9Design/9 8J 8Jl8parpF h6 j$0tx4 plh$ xK3)'h%x $ ` x , x<''$'Dd )xx ,*>dFT x6TD$ 0xx$ $dxTD$D<<L4@(4 4`$` nlpV \ zPkVcG$rU =I^;q<X1y !*P`^q^;d _9_3q3/aaaYa@4a!b@815@< X! @@Ib@:Dy  I   @HQ!yppp@L a rrr@ P IX  @T aww vv uu tt ss rr qq pp oo nn mm ll kk jj ii hh gg ff ee dd cc bb aa `` __ ^^ ]] \\ [[ ZZ YY XX WW VV UU TT SS RR QQ PP OO   @ @ @ @ @ @ @ @ @ @ @ @ @ @ @           ! "!#"$#%$&%'&(')(*)+*,+-,.-/.0/102132435465768798:9;:<;=<>=?>@?A@BACBDCEDFEGFHGIHJIKJLKMLNMO$P$Q$R$S$T$U$V$W$X$ Y$ Z$ [$ \$ ]$^$_$`$a$b$c$d$e$f$g$h$i$j$k$l$m$n$o$ p$!q$"r$#s$$t$%u$&v$'w$(__SRP_e 8.rU D)H1y@iHHy2H3q3/DDDyD@4 aErrr@8 a1Evvv@< a zzz@@ aiE~~~@DQ!yppp@H aE@L aE@P aE@T aE@X aF@\ aF@` a9F@d aQF@h aiF@l aF  @ @ @ @ @ @ @ @ @ @ @ @ @ @ @           ! "!#"$#%$&%'&(')(*)+*,+-,.-/.0/102132435465768798:9;:<;=<>=?>@?A@BACBDCEDFEGFHGIHJIKJLKMLNMO$P$Q$R$S$T$U$V$W$X$ Y$ Z$ [$ \$ ]$^$_$`$a$b$c$d$e$f$g$h$i$j$k$l$m$n$o$ p$!q$"r$#s$$t$%u$&v$'w$(@664@p EC@` @P @ @ @0 ;@, %@h @ @ @ HppdQ@$*\Rffff*0D40c09151$*\Rffff*0?40c09151*\R1*#3*\R1*#99*\R1*#98*\R1*#25*\R0*#13*\R0*#19*\R0*#14 p48v<z@~DHrLPTX   *@ px "  )@  <  ( 8 Not for distribution All rights reserved# IP and David Walls, January 2003]@Xds>`'' @ 6B@B4 6 Switchboard'2B@B 2 4 6B@B|> 6!8A@4Bo0Attribute VB_Name = "Form_UserDa ta" Bas0{697E8C4F-685C-434A-83D1-CA0091E82334} |Global!SpacFalse dCrezDblTru Predecla Id"Expo se_TemplateDerivCustomizaD$' Not for dision ' All rights re, IP and David Walls, January 2003 Opt# Compktab AhlicitPZ^ Sub ReturnToSwitchboard_Ck() Dim stDocAs SXng, Lin kCrit@@a Fn Err@7GoTo_V" AddNewFbEval DoCmd.Clf ,@acSaveYe~s*3EOpenA5A3%PExitW.: N  Q rr M sgBoxE.D`escrilResunICE User9`99frU $`d <$A`h $`l $`a $`p $A`t nAttribute VB_Name = "Form_SerU $`d <$A`/  @ @ @ @ @ @ @ @ @ @ @ @ @ @ @           ! "!#"$#%$&%'&(')(*)+*,+-,.-/.0/102132435465768798:9;:<;=<>=?>@?A@BACBDCEDFEGFHGIHJIKJLKMLNMO$P$Q$R$S$T$U$V$W$X$ Y$ Z$ [$ \$ ]$^$_$`$a$b$c$d$e$f$g$h$i$j$k$l$m$n$o$ p$!q$"r$#s$$t$%u$&v$'w$( xdL v *#t /t1fL%\:`%p L p $\)p\1fL%\:`%p L p $\)p\1fL%\:`%p L p $\)p\1fL%\:`%p L p $\)p\1fL%\:`%p L p $\)p\1fL%\:`%p L p $\)p\1fL%\:`%p L p $\)p\1fL%\:`%p L p $\)p\1fL%\:`%p L p $\)p\1fL%\:`%p L p $\)p\1fL%\:`%p L p $\)p\1fL%\:`%p L p $\)p\2(L%\:`%p L p $\)p\   ! "# $% &'  ( ! ( # ( % ( ' (` )@$ tp\< ` ) $ @t:x*% L  $taT(dD`+)t5T@t:x% L  $taT(dD`,)t5T@t:x% L  $taT(dD`-)t5T "X  "X  "X  "X  "X 'x%v+P"X 'x%v,P"X 'x%v-P"X 'x%v-P"X 'x%v-P"X Yt:x.%"X  0/QtoT%<:d.%@ L @ $<,)@<5TYt:x0%"X  0/QtoT%<:d1%@ L @ $<,)@<5Tv2C( l(32Yt:x4%"X  0/QtoT%<:d5%@ L @ $<,)@<5TYt:x6%"X  0/QtoT%<:d7%@ L @ $<,)@<5Tt:x% L  $taT)t(x]4Yt:x8%"X  0/QtoT%<:d9%@ L @ $<,)@<5TY(x]4Yt:x:%"X  0/QtoT%<:d9%@ L @ $<,)@<5TY(x]4YYt:x;%"X  0/QtoT%<:d9%@ L @ $<,)@<5T :x<4 :x<$ :x=(,(dh DtT% L  $taDcx]4)t6TD@t$T%"X  0/QtoD"dR6TD ~ :x>4 :x>$ :x?(,(dhDtT% L  $taDcx]4)t6TDRDt$T%"X  0/t D@D`#"H;/)t6TD ~VK l(A2 Yt:xB%"X1 gYw0N ))wwwwwwY Y  Y  Y  Y  Y  Y  Y n Y  Y   Y   Y  Y  Y EvidenceIDMeasureNoEv21Ev22Ev23Ev24Ev25Ev26Ev41Ev42Ev43Ev44Ev45Ev46Ocem)5ntonoeu)6M2xps)7urYYY<YEvidenceID(EvidenceSecMeasureNo&MeasuresEvidenceSecPrimaryKey))))))) ) ) ) ) ))) )) )) )) )) ))@D aJ@H aJ@L a K@P a)K@T aIK@X aiK@:\y  I @`K@d aF@hK@l aAG@pK@t attt@x aK@| a@ ?@ aG@ aE@ a xxx@ a |||@ aF@ aG@ a L@ aGWTl Cx@'0%ltF@%'P%lxF`%p$ `p `pLT,txpTv1b N  : k & W  C t/ @$ ` d 4`d/'D%:Ta%d$ ` d L`d/'D%:Ta%d$ ` d L`d/'D%:Ta%d$ ` d L`d2:T%d$ T d $   )d2:Ta%d$ T d $   )d6:T%d L d $aUzb)d5 :Tald! <Qd c'%:Td:De:4fubD$%'%l$ `  `)d6 <''' gdd ,h>F id6 X,hl,d|p00SLS S6 LLL<4<8<<<N0{697E8C4F-685C-434A-83D1-CA0091E82334}  <(8|:<# AnK L6Vmr$OfU\xr$OfU\# AnMEh@[LS S> LLLLLLLLLLw z > $Zl=tt t(xtx@z2:T %d:h %x Lx $ d )xd8@$ xdPK uN2:P %`:d %t Lt $ ` )t`z2:P %`:d %t Lt $ ` )t`zl=tt tl=tt t<'' '< tt ,>$F x6 $ $$xDD\DP8$ArU x$ `<$A `$ `( ` 0 &$ `$ n`\ `d <$A`a $`h $`l n/$I`` rU $`d <$A`h $`l $`a $`p $A`t nn" X rU 0jhapx1y )NP 1qAq9'9,N ,1i)Li 1yX1yN1OyO Pq,YP,P < 1!i!PQIQ!""""Q#y## $QUYL)1!RARRYS TTAUUq'''U!?dI9iVV!W3q3/!LLLYL@4I I@8 a@< a Learners give evidence of a deeper insight into Learners give evidence of a deeper insight into just how computers might be used in this context.Learners can discuss a wide range of different specific uses of ICT in the wider world.Learners discuss the pros and cons of ICT approaches compared with work methods that do not include ICT.Learners discuss the pros and cons of a particular group ICT approach in more depth.Learners can evaluate in more detail the benefits or disadvantages of alternative ways of accomplishing a task using ICT.Learners give more complex reasons for using a particular ICT solution.There is good evidence of focused application to work during ICT sessions.Learners use other keyboard or taskbar shortcuts, e.g. customising toolbar menus, simple macros, etc.Learners experiment keenly and avidly explore software functionality.There is evidence to show that learners apply skills or knowledge learned elsewhere to the task in hand as a matter of course.Learners show determination to avoid and ignore distractions.Learners sustain activity and are able to focus on a sequence of tasks over a period of time.The correction process is complex.@LVALT @ @ @ @witchboard Label13_ClickRegNewUser_Click stDocName1Wv stDocName2XvEvaluation_ClickeOpenUserSelect_Click Label10_Click8  Quit_ClickR' Label3_Click<ToolboxEditor_Click6 Label7_Click;EditPrimaryEvidence_Click Label8_ClicksEditSecEvidence_Click+Err_OpenUserSelect_ClickjUData3 UDATArcstAExit_OpenUserSelect_ClickErr_ToolboxEditor_ClickMeasuresSummary.OutcomeNoMeasuresSummary.ComponentID5MeasuresSummary.ComponentNoLabel45Label46Box57Line58Label73! PageBreak906ViewFullReporte/Label93kLabel95m Name_LabelOrganisation_Label1Designation_LabeltDepartment_Label'CommentHs Comment_LabelCombo15% Sector__Label&@ReturnToSwitchboardReport$ ReportHeaderŃLabel18H User_LabelT Sector_Label<% PageHeader-EvalStatement_Labelm{EvalScore_Label PageFootervText19rText20rLine22] ReportFooterR.Eval2-1Eval2-2Eval2-3Eval2-4Eval2-5Eval2-6Eval4-1REval4-2SEval4-3TEval4-4UEval4-5VEval4-6W EvidenceList&Label23hLine28cLine29dLine30 MakeCurrent|_Label15E RtrnToSwitchDelUserLUNameDblClickLabel16FLabel17GOpenUserSelect ToolboxEditorێLabel3,Label4,EditPrimaryEvidenceEditSecEvidence`Label7,Label8,Label10@ Evaluation@Label11ALabel13C RegNewUserLine14:Line15;ItemzFields7_B_var_UserEvalIDm_B_var_EvalExists2y_B_var_SelCurrentEvalD _B_var_Sector  _B_var_UserLearners use a ready-made checLearners use a ready-made checklist to record task completion.Learners engage in purposeful review of previous work with prompting.A process of correction is evident.<LVALn T' \ )'(X( \ B@%lxF\%l$ `l `lP0pxtl<  $ <  $ <  $ <  $ <  $ KCl lh  h 3P:T %dh d 0 QPo@ d5@\^)'T%d$ `d ,d Cx@'%lpF %'0%lxFT%d$ `d `dJ dd ,l 2 PP ,l22 )dP6 dd 0d<''' dd ,> F@ d6@ 8 lpxht, dP@K{)'h%x$ `x ,xCd@'0%l`F@%'P%ldFh%x$ `x `x<''' , xx ,>,F x6  x,`d$,x K{)'h%x$ `x ,xCd@'0%l`F@%'P%ldFh%x$ `x `x<''' , xx ,>,F x6  x,`d$,x K{)'h%x$ `x ,xCd@'0%l`F@%'P%ldFh%x$ `x `x<''' , xx ,>,F x6  x,`d$,x KS)'h%x$ `x ,x x$ `x px<''$'Dd xx ,>dFT x6TD$ Px$ $dxTD$8<@pXdhLT l ` Dd $ P$6 TDd$ ~4 =t:x% L  $taT:dR]A)t5T u T PTD  Pd:xU$  P  P6TDd$ot:x% L  $taTD  Pd $ P$)t6 TDd$1t:xV% L  $t,)t>:xW T PTD  Pd`16TDd'(d! QQoTh` $` $A ` $ ` $ ` n <,%`40c09151O"Form_UserEvalData058MGFVETNMEIMFHEPWJYWAGIHKDEWK0?40c09151GlobalModules08LOZJSRKHSBRAUDZLYCELKKDYBODM0@40c09151.Form_EvidenceEditorPrimH70HH8RLVHVEJSZMCSBETINTRVLYZBUWYJ0A40c09151,Form_EvidenceEditorSecN0`8YRBWWLJBLDFNSDQFSUHHGGRSYQRN0B40c09151$Form_ToolboxEditor0x<8HIUOPN_JXOGEYDJZBMVGCEGMRXH_0C40c09151Form_EvalReport0:8BHUGVC_CBVJOPDZODJPNNJPOHMTC0D40c09151;Form_UserData,%0 8TBNVNTJQICWQBEKYOAGKCILBVHPB0E40c09151E"Report_EvalReport8IWFZIZKADFKEPDTCHTQRDOOVURWM0F40c09151I&Form_SelCurrentUser0/8BUDPVAILWDNTCENPIFKYEDWMJSMC0G40c09151}&Form_SelCurrentEval08EAEWRIIWMTMMGEJBMCGLNZYNQJXK0H40c09151 Form_Switchboard0:%(Hx0DvTD"$ JـF 1,Ld?rA$FTtSqϑ-CCƩcMx@A:dЂ%WuO @@`TIAӉo+7@bf>VmQBotvaFlM$K!0lV6Learners discuss some different speLearners discuss some different specific uses of ICT in the wider world.Learners suggest some ways of improving the outcome of a group task using ICT.Learners suggest alternative ways of accomplishing a task using ICT.The reasons learners give for using a particular ICT solution show some reflection on past experience.Learners use standard desktop shortcuts.Learners show a willingness to try out new techniques when they are shown these.Learners return fairly quickly to work after unavoidable distraction.Learners do not need to be encouraged to get down to work.They subsequently amend their original using ICT. LVAL ~Tm R %  @ @(rstOutcR(rstComp (rstMeasn (rstEvidPrimp (rstEvidSecfFormsSelCurrentEvals_Visible Form_Load{i`Captionx(ThisUser Completed Ev2FldsRqrdvo Ev4FldsRqrd# EvalScore&UserUserIDjEvalIDd EvalRecordIDF ComponentIDܵ MeasureID (OutcomesTblSF (ComponentsTbl (MeasuresTblD] (EvidTblPrim (EvidTblSec!+ (LocateDatae FillFields GetEvalScore Form_Current FormatForm]'(OtblIDj OutcomeNolK(CtblIDY(MtblID< MoveFirstNMove>y OutcomeTitle'ComponentTitle ComponentNameQ (ThisSector, MeasureTitle2 MeasureP2ݪ MeasureTitle4 MeasureP4ߪMeasureExample2 ExamplesP2%MeasureExample4 ExamplesP4'Ev21kEv22kEv23kEv24kEv25kEv26kEv41AlEv42BlEv43ClEv44DlEv45ElEv46Fl MeasureS2L MeasureS4N ExamplesS2 ExamplesS4(canEdit (LockFields HideTicksDIsNullValueKEval21Eval22Eval23Eval24Eval25Eval26Eval41HEval42IEval43JEval44KEval45LEval46MOtherEv2E2Enabled۪Locked  SpecialEffectN BackStyleqOtherEv4G2MovePosFldName$netwipsNhPosMtempFld BlueBar1 OthEv2Labd Level2Lab EvLev2Lab Ev2-1 LabelKZBlueBar2 OthEv4Lab] Level4Lab_ EvLev4Lab Ev4-1 LabelTTop5Height| EvalCtrl2! EvalCtrl4# Err_EvalDone"O EvalCompleted3FontBold ForeColorvbRedG/vbBlueG Exit_EvalDoneLmMsgBoxRErro Description  tempScore2 tempScore4Ev2RqddqEv4RqdFld2Name)Fld4Name tempFldName2q tempFldName4qLevel2Level4 Form_UserEvalDataDelReport_Click strMsgG&vbCrLf vbQuestionvbOK%ContextXnSetFocus Form_Open-CancelSelEvalBtn_Clickcontxt_ UEvalRcrd} UEvalDatar MeasureRcrd? UERECrcst6 Recordset UEDATArcstm MrcstrecNum1CrecNum2DrecNum3EpgtempRUEDfrm8tempSQL%QdbsǂErr_SelEvalBtn_ClickjEdit+UpdateMoveLast RecordCount{ (AddNewEval UserEvalID EvalExists MoveNextL!Learners express views that show understanding that ICLearners express views that show understanding that ICT might be used in ways that can affect people adversely.Learners can discuss different ways in which computers might be used in the work place outside the school environment.Learners can discuss some ways in which computers might be used in the wider world in general.Learners discuss the more obvious pros and cons of a particular group ICT approach.Learners can discuss the pros and cons of different ICT approaches at a simple level.Learners give practical reasons for using a particular ICT solution (i.e. "make it look neat", etc.).Learners use standard keyboard or taskbar shortcuts, e.g. CTRL "C", CTRL "V", printer icon.Learners show a willingness to experiment with software, e.g. trying out unfamiliar menu items.Learners sometimes show skills or knowledge appropriate to the task in hand and that they have learned independently to their peers.Learners are able to ignore distraction.The task set by the teacher does not need to be explained a second time.Learners seek to verify their work produced using ICT.(N | x L D  \ 4 l D  |T,d<tL$\4 lD|T,d<tL$NN MM LL KK JJ II HH GG FF EE DD CC BB AA @@ ?? >> == << ;; :: 99 88 77 66 55 44 33 22 11 00 // .. -- ,, ++ ** )) (( '' && %% $$ ## "" !!                   s@ .c@ *s@ 1C@0=@2FFF:."  x@ .  `@ .J@-Y@ *......"""""  j@ *g@1"""""  U@.P@-O@,V@ *_@1]@0V@2^^^RF:...."  W@.F@-g@,|@*y@1a@0RRRRF:...." g@.h@-I@*m@1u@0FFFF:.""""" L@*@@1[@0a@2:::." ]@.*@-d@,@@+h@*L@1[@0j@2=@3vvj^RF:::." ?a@.R@-G@*Q@1]@0T@2RRRF:.""""" @.@*"""""" *@.G@-?@*@@1U@0FFFF:.""""" J@.<@-=@,G@+_@*@1J@0^^^^RF:::." ?8@.3@-U@,%@+$@*FFFFFF:::." ? LVAL aN x  @ @ @ @ @X @p @ p@X(@664@x @h @d @T @D @4 @$ @ @ XX|Q@$*\Rffff*0H40c09151*\R2*#2e*\R1*#3*\R1*#99*\R1*#98*\R1*#25$*\Rffff*0?40c09151*\R2*#28*\R0*#13*\R0*#19*\R0*#1448<t@DpHrLPvTxXz\~`dh|lp   *@ px " " ) @  "  "(08 "@HP "X`h "px "    3 `` ,h )@  TJXX<  " ) @( @H P<Xh p"x ) @  < " ( )0HP X@x  < " )   <( 0@ Not for distribution All rights reserved# IP and David Walls, January 2003A@oh@]H @ 6B@B"~''UserData'  4 6B@oLearners can describe instances Learners can describe instances of synergy (e.g. interactive TV).Learners can discuss the pros and cons of a particular personal ICT approach in more depth.Learners retrospectively evaluate their own decisions in terms of comparison with alternatives.The reasons learners give for using a particular ICT solution show reflection on and learning from past experience.There is evidence of pre-determination of the means by which a task will be accomplished.They can customise these for personal use, e.g. the desktop and/or the MS Office taskbar.They are prepared to take risks when using ICT for tasks, e.g. guess at and test solutions.Learners take initiative in their work in order to improve the quality of outcomes.Learners engage in purposeful review of previous work without prompting." LVAL @c }  D ^(kCombo15% Sector__Label&@ReturnToSwitchboardReport$ ReportHeaderŃLabel18H User_LabelT Sector_Label<% PageHeader-EvalStatement_Labelm{EvalScore_Label PageFootervText19rText20rLine22] ReportFooterR.Eval2-1Eval2-2Eval2-3Eval2-4Eval2-5Eval2-6Eval4-1REval4-2SEval4-3TEval4-4UEval4-5VEval4-6W EvidenceList&Label23hLine28cLine29dLine30 MakeCurrent|_Label15E RtrnToSwitchDelUserLUNameDblClickLabel16FLabel17GOpenUserSelect ToolboxEditorێLabel3,Label4,EditPrimaryEvidenceEditSecEvidence`Label7,Label8,Label10@ Evaluation@Label11ALabel13C RegNewUserLine14:Line15;ItemzFields7_B_var_UserEvalIDm_B_var_EvalExists2y_B_var_SelCurrentEvalD _B_var_Sector  _B_var_UserCollect _B_var_UserIDK_B_var_Contextq _B_var_EvalID__B_var_OutcomeNo0E_B_var_ComponentID>_B_var_MeasureID1_B_var_ComponentNo_B_var_MeasureNo_B_var_Completedc _B_str_Chrm#_B_var_EvalStatementK, _B_var_Chr\;_B_var_EvidenceList2|_B_var_EvidenceList4~_B_var_LastUser_B_var_SelCurrentUserQ_B_var_Organisation_B_var_Designation5_B_var_Department; _B_var_Notesx;# EI    O  } "$ 8 <@pXdhLT l ` Dd $ P$6 TDd$ ~4 =t:x% L  $taT:dR]A)t5T u T PTD  Pd:xU$  P  P6TDd$ot:x% L  $taTD  Pd $ P$)t6 TDd$1t:xV% L  $t,)tBHUGVC_CBVJOPDZODJPNNJPOHMTC: BUDPVAILWDNTCENPIFKYEDWMJSMC: "tEAEWRIIWMTMMGEJBMCGLNZYNQJXK:*HIUOPN_JXOGEYDJZBMVGCEGMThey discuss the present and the future, giving a rangeThey discuss the present and the future, giving a range of examples, expressing a moral or ethical opinion, etc.There is evidence to show that learners routinely make decisions based on this process of evaluation.Learners suggest various alternative ways of improving the outcome of a group task using ICT.Learners justify their own decisions in terms of a clear evaluation of a range of alternative strategies at the outset.They show a good level of awareness of use of an appropriate tool for achieving a clear specific objective.There is evidence of pre-planning of the use of ICT resources.Learners can exercise a degree of control over standard desktop shortcuts.They are keen to try out new techniques and quickly find application for these.Learners return quickly to work after unavoidable distraction.There is evidence that learners retain well what has previously been learned in earlier phases of a set of tasks or a project.6LVALBN @ @ @ @~@x @@h @(d @X` @pP @L @< @, @ @ Hp~@x @h @d @` @P @L @0< @`, @ @ 0HVb~@`t @d @x` @\ @L @H @8 @( @ @ P b`~@x @t @8p @` @h\ @L @H @8 @4 @$ @ @ @ X >@B6@64@x @ h @ X @ H @( 8 @( @$ @p  @  @ @ @x8xx(Q@$*\Rffff*0G40c09151*\R1*#c1*\R1*#39$*\Rffff*0?40c09151*\R1*#99*\R1*#98*\R1*#92*\R1*#c2*\R0*#13*\R1*#1*\R1*#25*\R1*#a*\R1*#3*\R0*#19*\R0*#1448<@DpHrLPzTXv\~`dhl;   *@ px "_ 7 "_ " X  Z(Y8=HWX?hx  "  2"3 _ 7  ( "08 @7@ ) >$+ Learners can discuss hypothetLearners can discuss hypothetical scenarios for the future.Learners readily suggest ways of improving the outcome of a personal task using ICT.They discuss, investigate or test techniques, prepare a schedule for completion of tasks, etc.Learners set their own targets and create their own checklists electronically to record task completion.They are prepared to be adventurous, e.g. in Modern Languages, make mistakes, etc.LVALv1 @ @ @ @ @ @@h@@  ,        20hx   ^YY( ^8 ^ @8 8@ xYY  3 Y Y Y      ( 8 4P      4   ( Y@ YP  3` p  Yx   Y   Y      4  @  P  `  p  4   \  ` \p  \ P \h   \ 8 \H \(8 ><@ ':^BN@ H =Xbuh*o  1 >> 'Xp:eBS  =0bz@*t  4   111 101@1P1`1p1111 2 012201 202@ 'P `hp "x "  . @7 /0 /P /p 22  6 d @H P<Xh p Not for distribution All rights reserved! IP and David Walls, April 20032 Close off recordset as this is no longer required LB@B4 6 NB@B( PB@B RB@B TB@B V"X(Zito8 Global declarations for these events in "GlobalModules"@]Evaluation Report: b (`it "l(Z( "d(Z "f(Z "h(Z "j(Z "n(Z "p(Z "r(Z "t(Z "v(Z "(Z "(Z "( Initialise Table name variables@ (NB: This could be moved to AutoExec once this is implemented.)Outcomes'x Components'zMeasures'| EvidencePrim'~ EvidenceSec'E Get underlying table data resource for each of the MIICE main tables@ (NB: This could be moved to AutoExec once this is implemented.) L xA@ N zA@ P |A@ R ~A@ T A@1 Populate fields with data (see SubProc for code)A@oA@ox]P]]0H`xT Initialise Item ID variables (NB: minus one, since recordset.count starts at zero.) " ' "t ' "v '% Move all record sets to first record LB@ NB@ PB@ Learners use this checklist tLearners use this checklist to evaluate their own progress.8 ()`8pH  X 0  h @  x P ( ` 8  `  `k X%@H8%0%@6@l @\ @L @< @, x0   xH` p X @664@ d @ T @P @H @ @ 0 @ @ @0  @ @` @x @  H ` 0 @664ww vv uu tt ss rr qq pp oo nn mm ll kk jj ii hh gg ff ee dd cc bb aa `` __ ^^ ]] \\ [[ ZZ YY XX WW VV UU TT SS RR QQ PP OO  ( @ @ @ @ @ @ @ @ @ @ @ @ @ @ @//////// / /  /  /  / / ///////////////// /!/ "/!#/"$/#%/$&/%'/&(/')/(*/)+/*,/+-/,./-//.0//1/02/13/24/35/46/57/68/79/8:/9;/:</;=/<>/=?/>@/?A/@B/AC/BD/CE/DF/EG/FH/GI/HJ/IK/JL/KM/LN/MO4P4Q4R4S4T4U4V4W4X4 Y4 Z4 [4 \4 ]4^4_4`4a4b4c4d4e4f4g4h4i4j4k4l4m4n4o4 p4!q4"r4#s4$t4%u4&v4'w4(nce this is available (for future development)EALRTV Select appropriate MIICE Toolbox data once this is available (for future development)Further EducationRTV Select appropriate MIICE Toolbox data once this is available (for future development)Higher EducationRTV Select appropriate MIICE Toolbox data once this is available (for future development)HOTSRTV Select appropriate MIICE Toolbox data once this is available (for future development)NurseryRTV Select appropriate MIICE Toolbox data once this is available (for future development)Special EducationRTV Select appropriate MIICE Toolbox data once this is available (for future development)OtherRTnEvidence observed for Level 2: $ $'  z f z$  z.  z$ $ $' d  z. -------------------- $ $' k z "  $ $$Other evidence observed for Level 2: $ $'   " $ $' k  )$Evidence observed for Level 4: $ $'  h $  .  $ $ $'d0  . -------------------- $ $'k  "  $ $$Other evidence observed for Level 4: $ $'  " $ $'k  )& A@ "l(Z "d(Z "f(Z "h(Z "j(Z "n(Z "p(Z "r(Z "t(Z "(Z "(Z "v(Z "( "(( "(( "(( "(( "*( "*( "*( "*( "(9Zq o A@.op ]@X0P ' First ensure form is updated and saved : 6B@8 > @ B 6B@<> For older versions of Access F EvalReport H 6B@D F EvalReport J 6B@D F EvalReport H 6B@D V"X(Z V"2(Z "p' EvalReport'2 2 6 [UserID] = n AND [Completed] = True 6 ( @ @ @ @ @ @ @ @ @ @ @ @ @ @ @//////// / /  /  /  / / ///////////////// /!/ "/!#/"$/#%/$&/%'/&(/')/(*/)+/*,/+-/,./-//.0//1/02/13/24/35/46/57/68/79/8:/9;/:</;=/<>/=?/>@/?A/@B/AC/BD/CE/DF/EG/FH/GI/HJ/IK/JL/KM/LN/MO4P4Q4R4S4T4U4V4W4X4 Y4 Z4 [4 \4 ]4^4_4`4a4b4c4d4e4f4g4h4i4j4k4l4m4n4o4 p4!q4"r4#s4$t4%u4&v4'w4( d a  !Őwt@ lueS5A?bA> from objectDJ in[Lm9Q Title]!!Dr!{A!1p f ct= P2n. ew: have eq.edependqXon p!AL]plќsfy0 a qRofgv3Gsl, linkl@w u' 3accessre a5rMwqrc. PACQ  ' lapproP!NeToolbo>xR1g Is"/ary2l!1tR2D1!,P24eP4uI a|0Ca 6h ostjhbv oqfhc!#ƑAa.Кqbmp!1pal2-f = i7Ifp{(r1i)!0enzmDAR& iv Nexxt i5u5 4 Ev 4 n n y xn 0 G28ond3asureTitle2] = rstMeas! AS2 MXe![P44ZSelect@ Case EvalScore]B 0 )tatement kSecS5boE"b"End {iAfpName"Ev2" Src  1al2-AFor x 1 To 6& If(61 & x)True Then Evidence2( |AV E" Next xE]343343ye3y34(3yv)E.3yE~Is "Community Edu@cation7'w appropri MIICEaolbox @data oX this available D(f@mfut developAcD& EALFurtherǿzHig...HOTS.==h=NurserySpecial====>OM˦ArList2Are ob@%ved iL!h 2:"Chr(13)%0Kp`FldsRqrdae 2(p) <> "" g& p@ ". a *& R Else & -g `Ifa "pg!aB![, ]u b ec}l1&~ !q }Slb 14##4#(1#q#4#4(q#gq7 & q##O#$#D#q1# ?19 #` #erst40 # #%;R#LockF|ieB *1UH].VisiV0= Fa=Completed(H?6v&?6ŴC ID"Js alReкdOFon]?62 ?2uTB@ackSty=| 1q0End >!. gttEff= r#idT4]._ _? _vS@^WithX  'eA4 SubVPriv! Label95_Click(7ViewFul$0portte cDim stDo", msgStr As `ingaO`$rrGoEr$r_ck ' Fi@ enmuppBatsaveDoCmd.Run.macSaDoMenu"IJ acІmBXar,3s,0 5, 1Ver70Q old!vers@s of Access  D, 9Q"" I_rd_ReVL?ast DoCmd.GoToRecord acDataForm, "EvalReport",dFirs!SelCurrentR.Visible = FalseNF'!uationID?Me![ID]stDocNamZ Open ,ViewPrev , [UserUc" & " AND [Completed]True }" GX Exit_6Ful_Cl0ick:R S$ubrrMsgBox Err.DescripÁ!Resu3 -nd20x`HH (@  X 0 7 ( @ @ @ @ @ @ @ @ @ @ @ @ @ @ @//////// / /  /  /  / / ///////////////// /!/ "/!#/"$/#%/$&/%'/&(/')/(*/)+/*,/+-/,./-//.0//1/02/13/24/35/46/57/68/79/8:/9;/:</;=/<>/=?/>@/?A/@B/AC/BD/CE/DF/EG/FH/GI/HJ/IK/JL/KM/LN/MO4P4Q4R4S4T4U4V4W4X4 Y4 Z4 [4 \4 ]4^4_4`4a4b4c4d4e4f4g4h4i4j4k4l4m4n4o4 p4!q4"r4#s4$t4%u4&v4'w4() @( @H P<Xh p"x ) @  < " ( )0HP X@x  < " )   <( 0@ Not for distribution All rights reserved# IP and David Walls, January 2003A@oh@]H @ 6B@B"~''UserData'  4 6B@oA@oA@oHA@oA@oA@oxh]H` S]xon]UserData'  A@ D B@ "$Z Nothing: Error is handled by Sub's error handler and appropriate message generated there.d& Nothing: Leave for future developmentk` @ 6B@BSelCurrentUser'2 2 4 6B@| 6!8No current record. 6!8"Item not found in this collection.LThere are no existing users. Please select the 'Register a new user' button. 6(8kH 6!8A@40o( @ 6B@B]]  ToolboxEditor'2 2 4 6B@| 6!8A@4o8x @ 6B@B]x]EvidenceEditorPrim'2 2 4 6B@| 6!8A@4o @ 6B@B]]EvidenceEditorSec'2 2 4 6B@h|`X 6!8A@4@o8( @ 6B@B 6B@| 6!8A@4o`Attribute VB_Name = "Form_Switchboard"  Bas0{D2C748D2-DB38-4D69-904C-CDFA1E42B401} |GlobalSpacAIFalse dCreatablTru #-YtabaseN99Y  Y  GroupIDGroupDesc9;YY.rBPrimaryKey151*\R2*#24*\R1*#36*\R1*#c1*\R1*#99*\R1*( 5<tjڳGk1S7U mJI6 _:?z5GI{}ͯHx_:?z5GI{}ͯHjڳGk1S7U MEl @[LS S(Ln(LX>LLLLL LLLL^ET@^ET@EvidenceSummarySecDDDDDDDDDDD ^ET@^ET@EvidenceSummaryPrimFFFFFFFFFFF (^ET@_ET@EvidenceSec66666666666 ;ET@_ET@EvidencePrim88888888888 ;ET@;ET@EvalDataQuery::::::::::: ;ET@;ET@Components44444444444  ;ET@;ET@Admin*********** ;ET@;ET@EvalReport44444444444 ;ET@;ET@GlobalModules::::::::::: ;ET@;ET@UserEvalRecord<<<<<<<<<<< ;ET@;ET@UserEvalData88888888888 ;ET@;ET@UserData00000000000 ;ET@;ET@ToolboxEditor::::::::::: ;ET@;ET@Switchboard66666666666  ;ET@;ET@SelCurrentUser<<<<<<<<<<<  ;ET@;ET@SelCurrentEval<<<<<<<<<<<  ;ET@;ET@EvidenceEditorSecBBBBBBBBBBB  ;ET@;ET@EvidenceEditorPrimDDDDDDDDDDD  ;ET@;ET@EvalReport44444444444  ;ET@;ET@UserDefined66666666666  ;ET@;ET@SummaryInfo66666666666  ;ET@;ET@AccessLayout88888888888 ;ET@;ET@SysRel,,,,,,,,,,, ;ET@;ET@Scripts........... ;ET@;ET@Reports........... ;ET@;ET@Modules........... ;ET@;ET@Forms*********** ;ET@;ET@DataAccessPages>>>>>>>>>>> ;ET@;ET@MSysRelationshipsDDDDDDDDDDB ;ET@;ET@MSysQueries88888888886 ;ET@;ET@MSysACEs22222222220 ;ET@;ET@MSysObjects88888888886 ;ET@;ET@MSysDb.........., ;ET@;ET@Relationships<<<<<<<<<<: ;ET@;ET@Databases44444444442 ;ET@;ET@Tables.........., v1 @ @ @ @ @ @             ! " # $%'()*+,-./01 2 3 4& Summary.Components.ComponentNo= gSummary.OutcomeID0 gSummary.GroupNo. g Summary.*( g EvidenceSec'''  Summary  G G   G Summary.MeasureNo0 '  Summary.Components.ComponentNo= ' Summary.OutcomeID0 ' Summary.GroupNo. 'SummaryEvidencePrimT@C7 EvidencePrim.*- gSummary.MeasureNo0 g Summary.Components.ComponentNo= gSummary.OutcomeID0 gSummary.GroupNo. g Summary.*( gEvidencePrim))) Summary  G G  GUserDataUserEvalDataN@E9!  UserEvalData.EvalNotes5 g UserEvalData.UserEvidTableNo; g UserEvalData.EndDate3 g UserEvalData.StartDate5 g UserEvalData.Context3 gUserData.Notes- gUserData.Sector. gUserData.Department2 gUserData.Designation3 gUserData.Organisation4 gUserData.Name, gUserEvalData.UserEvalID6 gUserData.UserID. g 8{ @  @@ @ QqJ^iQfdimQqYOQbMQQOYmdifiY`QqYOQbMQQOYmdikQMkQ^MoiiQbmQqJ^kQ^MoiiQbmokQiksYmMWLdJiOmdd^LduQOYmdiokQiOJmJokQiQqJ^OJmJokQiQqJ^iQMdiOU^dLJ^`dOo^QkQqJ^iQfdimJO`YbOJmJJMMQkkfJUQkOJmJLJkQkSdi`k `dOo^Qk iQ^JmYdbkWYfkiQfdimk kMiYfmk kvkiQ^ mJL^QkMd`fdbQbmkQqJ^OJmJhoQivQqYOQbMQfiY` QqYOQbMQkQM!QqYOQbMQko``JivfiY`"QqYOQbMQko``JivkQM#`kvkJMQk`kvkdL[QMmk`kvkhoQiYQk`kvkiQ^JmYdbkWYfkJMMQkk^Jvdom`kvkOLko``JivYbSdokQiOQSYbQO   Y   Y      4  @  P  `  p  4   \  ` \p  \ P \h   \ 8 \H \(8 ><@ ':^BN@ H =Xbuh*o  1 >> 'Xp:eBS  =0bz@*t  4   111 101@1P1`1p1111 2 012201 202@ 'P `hp "x "  . @7 /0 /P /p 22  6 d @H P<Xh p Not for distribution All rights reserved! IP and David Walls, April 20032 Close off recordset as this is no longer required LB@B4 6 NB@B( PB@B RB@B TB@B V"X(Zito8 Global declarations for these events in "GlobalModules"@]Evaluation Report: b (`it "l(Z( "d(Z "f(Z "h(Z "j(Z "n(Z "p(Z "r(Z "t(Z "v(Z "(Z "(Z "( Initialise Table name variables@ (NB: This could be moved to AutoExec once this is implemented.)Outcomes'x Components'zMeasures'| EvidencePrim'~ EvidenceSec'E Get underlying table data resource for each of the MIICE main tables@ (NB: This could be moved to AutoExec oncOutcomes relating to Teachers Continuing Professional Development in ICTTOutcomes relating to the Management of Learning7Outcomes relating to abilities and attitudes of learners@8:::ConnectDatabaseDateCreateDateUpdate FlagsForeignNameIdLvLvExtraLvModule LvPropName OwnerParentIdRmtInfoLongRmtInfoShortTypecsDaYYIdParentIdName        kkA ################################################################' First ensure form is updated and saved : 6B@8 > @ B 6B@<> For older versions of AccessA Make sure that any changes are recorded in the EvalRecord Table. .%UPDATE UserEvalRecord SET Context = ' "Z' WHERE EvalID =  "'  B@( Assign values to other global variables "' V"X"'  )UserEvalRecord'f l fA@' lB@ ^ l! l"d l"p "G'j lB@ ^.There has been no evaluation of any Measures.@' /You must do this before you can view a Report.@'  Click on the "$ Select this evaluation"$  button.'  V"X(Z EvalReport'2 [EvalID]= AND [Completed]=True'4 2 4 6B@d A@4 k lB@Bh |` X 6!8A@4@ o8 0 tAttribute VB_Name = "Form_UserEvalData" " Bas0{6DDDCED3-854A-49C7-9996-7F3691A4 0B81} |GlobalSpacIFalse dHCrezblTru PredeclaId"Expose_Template DerivCustomizaD$' Not f@or dision ' All rights8 re, IP and David Walls, January 2003 Opt#` Compktab hlic4itPZ^ Sub DelRe@port_Ck() Dim LMsg As SQng  This f!@Yure sti@/in development." _ & v@bCrLf "It w be `availI@the pub@#Alevers@7F.@!If 'B(ox($,Qu"e on)svbOK The@U Me![Context].SetFocus&EVIf CG³Open(CancelADIger@J 'StarteSelABtn[ C\Docё], c-xta LinkCrit@a, UpRcrdA MV@o EUER ECrcsRecordsetDATAMnE recNum1A$',;a2p3h%inptsBooG@cDfrm!qSQLg^dbs'Cj6rLd On Err{GoToA_>GCheck to sehf u~'s a8uaz4ID`%f_an exing eC. ' (e: if no5hn a n4ew eds! `o: up by assig*n '!''AddNew!' O` rwiฦUfirmed.bc#:~IsNull(x.Value)|GYou haTve e *d '' fieldܔ ┝* a 6vi@+ !+unlessT yd@;o wm Exi>t$d)' /;a a' Fibrens m_up0p1js`dDoCmd.(Runhmac SDoMenuI: acqVpBar,9,0 5, 1Ver70W older das of Acc01U4Oj Loc{!!UELSAU' E LPproperlyP3b1w.EdQv X.U2 FMoveLasy uR=Counv!B?1:f' 04*selectFp2sWE҉whichFa[pRbeen cqeBw .q2o0rJ$2 i 0 Rh- 1 1 ![ID] A}A/Q1stsMBWM2 z ~qQ[wj (ҭ Xx p?'q"NAq i!jA_ eracg¶`rii=HaS0&p= ms![pCurrX]ctor]qr1' 3Q)m %d 7za!]cn]*aldd.Zt4so:r*v 36,%.R@equeryQ /M'M'O?M?M?MU?M5MSMake Wthaty changGLYww0N==w)wwww wwY Y Y Y  Y  Y  Y n Y  Y  Y   Y   Y   Y   Y  D Y  v Y  3 Y  v Y  2 Y  vMeasureIDOutcomeNoComponentIDComponentNoMeasureNoMeasureP2ExamplesP2MeasureS2ExamplesS2MeasureP4ExamplesP4MeasureS4ExamplesS4PrimStatement0PrimStatement2PrimStatement4SecStatement0SecStatement2SecStatement4 =t=u蜁0 =v0!=wtabe"=xatYY(YYYYYY.rG.rHComponentID&ComponentsMeasures1MeasureID1MeasureNo0MeasuresSummaryOutcomeNoPrimaryKey======= = = = = = == == ============H0 @` @ @ 0xHNb@`x @h @d @T H`0NbR@xx @h @d @T P8`xH6@p @` @P @@ @0 8X  x 8 X P N\bV@ \ @ L @ < @ , @( @ $ @  @`  x 8 )@ ` )@( ` 1@ @ @ @ @ @@ @ x 664 `T%x M@  @  x 6V64@ p @l @8 h @ X @ H @ 8 @( @P $ @h @  `T% @ *=#v1b N  : k & W  C t/` @ @ @ 664@x @@h @d @(T @XD @p4 @$ @ @ X((\ XQ@$*\Rffff*0F40c09151*\R2*#24*\R2*#2e*\R0*#e*\R0*#1*\R0*#14*\R0*#2*\R1*#c1*\R1*#39$*\Rffff*0?40c09151*\R1*#99*\R1*#98*\R1*#25*\R0*#13*\R2*#28*\R2*#29*\R2*#2a*\R1*#92*\R1*#c2*\R0*#19x48<@DHLpP   *@ px "|!/ (@H "PN7X " N7" ( 0@H` "h@ @@@@@   @    @@0@LVALjv  B d 0 02Xh)H @ @ures table. 1 Select appropriate MIICE Toolbox data for sectorPrimaryRT P" ) P" ) P" ) P"Learners involve fellow learners and the teacLearners involve fellow learners and the teacher sensibly in the rectification of problems.Learners adopt systematic approaches to putting things right when they go wrong using ICT.Learners demonstrate an understanding of the need for file management rules, and for the purposes of the exercise for which they are using the digital information.Learners are able to use a variety of software tools, and options available within these tools, to create and modify information.Learners have a wide experience of, and are confident about, working with text, graphics, numeric data and multimedia data forms, and importing them into applications.Learners use of ICT for searching helps them to refine their search skills and ability to evaluate the results, even when using non-ICT sources.Learners continue to refine their search skills by using ICT.Learners are able to derive relevant information and patterns of occurrence from a mass of data when using ICT.Learners continue to refine their enquiry skills by using ICT.Learners show progress in their use of ICT tools to create presentations that meet the needs of a range of audiences.Learners are able to articulate additional criteria for success in school projects involving ICT.Learners often exceed the laid-down criteria for success for a school project using ICT.Learners use ICT imaginatively to prepare and present their own material.The development of ICT skills accelerates the development of learners wider skills.ICT expertise enhances learners ability to make progress on the task in hand.Learners using ICT are always focused on the task in hand.Learners are very able to relate their own ICT activities to wider society. They are aware of and are able to sustain a point of view about issues such as privacy, misuse of information, de-skilling, new demands at work, and the growing synergy between technologies.Learners articulate clearly ways in which school activity relates to activities in the wider world.Learners show an appreciation of when ICT is not the optimal means of completing a project.Learners are able to articulate well - orally, in groups or in writing - ways in which a project or their work could be improved. They can undertake evaluation, both when working alone and as a member of a group.Learners can describe clearly the value and drawbacks of alternative approaches, both orally and in writing, and can justify their decisions.Learners are able to respond well to evaluative questions by the teacher and to explain their work or methods clearly. They adopt an ongoing critical approach to their own progress through a school project.Learners show a growing awareness of the balance between improvement and the time devoted to a task when they are using ICT.Learners show an interest in comparing different ways in which ICT can be applied and demonstrate systematic evaluation of the means used to meet project aims.Learners show an interest in going beyond the minimum standards for the task in hand and in improving their own work and are seen to explore and share innovations in their approach to tackling school projects.Learners are always seen to contribute positively to a project from their own interests and experience.Learners keep to the point of a project and add refinements on their own initiative.Learners are able to resume work from previous activity on their own initiative and without fuss. They are able to carry on and review a project over a period of time and retain much of the information and learning gained in earlier phases.Learners can use self-assessment very well when working with ICT to decide on subsequent activities and to remedy shortfalls in their understanding.&LVAL(?" c " t 7 P  o  'qg8<LLLL_Z7T`Learners do not have experience of constructing a sLearners do not have experience of constructing a slide show, web page or other multimedia presentation.Learners have no experience of complex (multi-condition) searches using a database.Learners do not explore alternative ways in which multimedia information can be presented using ICT.Learners have no experience of simple (single condition) searches using a number of different databases.Learners have no experience of programming steps in an operation into a correct sequence using ICT.Learners are not able to use a control technology device.Learners are unable to apply a range of strategies in the solution of any problems they meet and are not able to articulate to the teacher and others how they did it.Learners do not seek appropriate help or advice from fellow learners and the teacher when working with ICT.Learners fail to adopt systematic strategies to cope with mistakes when they are working with ICT.Learners do not pay due regard to the rules for file management, nor to the purposes of the exercise for which they are using the digital information.Learners are unable to learn and use a growing range of software tools in a systematic way.Learners are unable to draft and redraft, working with text, graphics and multimedia forms.Learners use of ICT for searches does not help to improve their search skills when using non-ICT sources.Learners do not develop their search skills by using ICT.The use of ICT does not help learners to derive relevant information from a mass of data.Learners do not develop their enquiry skills - asking the appropriate questions - by using ICT.Learners do not show progress in their use of ICT tools to create presentations that meet the needs of a range of audiences.Learners do not show progress in their use of ICT tools to create presentations.Learners do not pay due regard to the criteria for success set down for a project.Learners do not use ICT efficiently to prepare and present their own material.Learners do not simultaneously develop their ICT skills and their skills in the learning activity for which they are using ICT.Learners with limited ICT skills are not able to make progress on the task in hand when using ICT.Learners using ICT are not usually focused on the task in hand.Learners are not aware of issues, such as privacy, in the context of new ways of processing information.Learners are not able to relate their own ICT activities to wider society.Learners are unable to relate their use of ICT to activities in the wider world appropriate to their age.Learners do not yet show an appreciation of when ICT is not the optimal means of completing a project.Learners are not able to articulate - orally, in groups or in writing - ways in which a project or their work could be improved.Learners cannot yet speculate on  what if questions about alternative courses of action.Learners are unable to respond to evaluative questions by the teacher or to explain their work or methods.Learners do not yet show any awareness of the balance between improvement and the time devoted to a task when they are using ICT.Learners do not show an interest in comparing different ways in which ICT can be applied.Learners do not show an interest in going beyond the minimum standards for the task in hand nor in improving their own work.Learners are not able to contribute to a project from their own interests.Learners use of ICT is not usually closely related to the purpose of the exercise.Learners are not able to resume work from previous activity on their own initiative nor without fuss.Learners cannot yet use self-assessment reliably nor use the results to decide on their next steps.!LVALjv  B Q QSy9J"i @Ph8 :6d(.0@` @P @L Learners involve fellow learners and the teacLearners involve fellow learners and the teacher sensibly in the rectification of problems.Learners adopt systematic approaches to putting things right when they go wrong using ICT.Learners demonstrate an understanding of the need for file management rules, and for the purposes of the exercise for which they are using the digital information.Learners are able to use a variety of software tools, and options available within these tools, to create and modify information.Learners have a wide experience of, and are confident about, working with text, graphics, numeric data and multimedia data forms, and importing them into applications.Learners use of ICT for searching helps them to refine their search skills and ability to evaluate the results, even when using non-ICT sources.Learners continue to refine their search skills by using ICT.Learners are able to derive relevant information and patterns of occurrence from a mass of data when using ICT.Learners continue to refine their enquiry skills by using ICT.Learners show progress in their use of ICT tools to create presentations that meet the needs of a range of audiences.Learners are able to articulate additional criteria for success in school projects involving ICT.Learners often exceed the laid-down criteria for success for a school project using ICT.Learners use ICT imaginatively to prepare and present their own material.The development of ICT skills accelerates the development of learners wider skills.ICT expertise enhances learners ability to make progress on the task in hand.Learners using ICT are always focused on the task in hand.Learners are very able to relate their own ICT activities to wider society. They are aware of and are able to sustain a point of view about issues such as privacy, misuse of information, de-skilling, new demands at work, and the growing synergy between technologies.Learners articulate clearly ways in which school activity relates to activities in the wider world.Learners show an appreciation of when ICT is not the optimal means of completing a project.Learners are able to articulate well - orally, in groups or in writing - ways in which a project or their work could be improved. They can undertake evaluation, both when working alone and as a member of a group.Learners can describe clearly the value and drawbacks of alternative approaches, both orally and in writing.Learners are able to respond well to evaluative questions by the teacher and to explain their work or methods clearly. They adopt an ongoing critical approach to their own progress through a school project.Learners show a growing awareness of the balance between improvement and the time devoted to a task when they are using ICT.Learners show an interest in comparing different ways in which ICT can be applied and demonstrate systematic evaluation of the means used to meet project aims.Learners show an interest in going beyond the minimum standards for the task in hand and in improving their own work and are seen to explore and share innovations in their approach to tackling school projects.Learners are always seen to contribute positively to a project from their own interests and experience.Learners keep to the point of a project and add refinements on their own initiative.Learners are able to resume work from previous activity on their own initiative and without fuss. They are able to carry on and review a project over a period of time and retain much of the information and learning gained in earlier phases.Learners can use self-assessment very well when working with ICT to decide on subsequent activities and to remedy shortfalls in their understanding.;LVAL(?" c " t 7 P  o  'q3|MQt ensurem is u%dBsaB DoCmd.RuJnmacS DoMenuItem acaaBar,@s, 5, a`Ver70@ older vers`s of @Access GoTo# @ D! , "΁ ?0Las_J' 4faset as th+@no long requi`1Learners seek appropriate help from fellow lLearners seek appropriate help from fellow learners and the teacher when working with ICT.Learners adopt systematic strategies to cope with mistakes when they are working with ICT.Each step in a school project using ICT embodies genuine progress on the learner s part.The use of resources (eg time or materials) in the classroom is generally efficient when using ICT.Working with ICT enhances teacher-learner relationships.Learners ask the teacher for validation and confirmation that they are correct at appropriate points throughout a school project.Learners generally ask the teacher realistic and relevant questions.Learners can manage the steps involved in a school project without frequent recourse to the teacher.Learners are able to work with others in roles that have been outlined by the teacher.Learners explore alternative ways in which multimedia information can be presented using ICT.Learners have experience of simple (single condition) searches using a database.Learners have experience of programming steps in an operation into a correct sequence using ICT.Learners are able to use a control technology device.Learners seek appropriate help or advice from fellow learners and the teacher when working with ICT.Learners adopt systematic strategies to cope with mistakes when they are working with ICT.Learners pay due regard to the rules for file management, and to the purposes of the exercise for which they are using the digital information.Learners are able to learn and use a growing range of software tools in a systematic way.Learners are able to draft and redraft, working with text, graphics and multimedia forms.Learners use of ICT for searches helps to improve their search skills when using non-ICT sources.Learners develop their search skills by using ICT.The use of ICT helps learners to derive relevant information from a mass of data.Learners develop their enquiry skills - asking the appropriate questions - by using ICT.Learners show progress in their use of ICT tools to create presentations.Learners pay due regard to the criteria for success set down for a project.Learners use ICT efficiently to prepare and present their own material.Learners simultaneously develop their ICT skills and their skills in the learning activity for which they are using ICT.Learners with limited ICT skills are occasionally able to make progress on the task in hand when using ICT.Learners using ICT are usually focused on the task in hand.Learners are aware of issues, such as privacy, in the context of new ways of processing information.Learners are able to relate their own ICT activities to wider society.Learners are able to relate their use of ICT to activities in the wider world appropriate to their age.Learners are able to articulate - orally, in groups or in writing - ways in which a project or their work could be improved.Learners can speculate on  what if questions about alternative courses of action.Learners are able to respond to evaluative questions by the teacher and to explain their work or methods.Learners show an interest in comparing different ways in which ICT can be applied.Learners show an interest in going beyond the minimum standards for the task in hand and in improving their own work.Learners are sometimes able to contribute to a project from their own interests.Learners use of ICT is usually closely related to the purpose of the exercise.Learners are able to resume work from previous activity on their own initiative and without fuss.Learners can use self-assessment reliably and use the results to decide on their next steps.LVAL%4 3 f |  [  4 >_Z7T4u and include the E^ Reco rd so$at program development can diffZes of evidence for eachAationQE If If F@ldName"Ev4" & ie0 Me![OthLab ].TopLearners do not have experience of constructing a sLearners do not have experience of constructing a slide show, web page or other multimedia presentation.Learners have no experience of complex (multi-condition) searches using a database.Learners do not explore alternative ways in which multimedia information can be presented using ICT.Learners have no experience of simple (single condition) searches using a database.Learners have no experience of programming steps in an operation into a correct sequence using ICT.Learners are not able to use a control technology device.Learners are unable to apply a range of strategies in the solution of any problems they meet and are not able to articulate to the teacher and others how they did it.Learners do not seek appropriate help or advice from fellow learners and the teacher when working with ICT.Learners fail to adopt systematic strategies to cope with mistakes when they are working with ICT.Learners do not pay due regard to the rules for file management, nor to the purposes of the exercise for which they are using the digital information.Learners are unable to learn and use a growing range of software tools in a systematic way.Learners are unable to draft and redraft, working with text, graphics and multimedia forms.Learners use of ICT for searches does not help to improve their search skills when using non-ICT sources.Learners do not develop their search skills by using ICT.The use of ICT does not help learners to derive relevant information from a mass of data.Learners do not develop their enquiry skills - asking the appropriate questions - by using ICT.Learners do not show progress in their use of ICT tools to create presentations that meet the needs of a range of audiences.Learners do not show progress in their use of ICT tools to create presentations.Learners do not pay due regard to the criteria for success set down for a project.Learners do not use ICT efficiently to prepare and present their own material.Learners do not simultaneously develop their ICT skills and their skills in the learning activity for which they are using ICT.Learners with limited ICT skills are not able to make progress on the task in hand when using ICT.Learners using ICT are not usually focused on the task in hand.Learners are not aware of issues, such as privacy, in the context of new ways of processing information.Learners are not able to relate their own ICT activities to wider society.Learners are unable to relate their use of ICT to activities in the wider world appropriate to their age.Learners do not yet show an appreciation of when ICT is not the optimal means of completing a project.Learners are not able to articulate - orally, in groups or in writing - ways in which a project or their work could be improved.Learners cannot yet speculate on  what if questions about alternative courses of action.Learners are unable to respond to evaluative questions by the teacher or to explain their work or methods.Learners do not yet show any awareness of the balance between improvement and the time devoted to a task when they are using ICT.Learners do not show an interest in comparing different ways in which ICT can be applied.Learners do not show an interest in going beyond the minimum standards for the task in hand nor in improving their own work.Learners are not able to contribute to a project from their own interests.Learners use of ICT is not usually closely related to the purpose of the exercise.Learners are not able to resume work from previous activity on their own initiative nor without fuss.Learners cannot yet use self-assessment reliably nor use the results to decide on their next steps.BLVAL&Fm  @ $ s 4   I  ?mU(r{x       8 H P X "` h p x   "They can use an on-line database to pinpThey can use an on-line database to pinpoint software which might be worth using.They use spreadsheet software to keep a record of individual attainment of skills associated with different strands in the 5-14 programme.They can use the school s management information system to get information about patterns of attainment on the part of the learners in their charge.They encourage learners to innovate and to share their findings with their peers and others.The school uses ICT to produce/distribute internal information to staff with efficiency and imagination and external information with sensitivity to the needs of external partners.Teachers are comfortable with a wide range of uses for ICT in communication and planning.The school gives teachers in all subjects realistic access to expensive resources.They are motivated to produce work of high quality and are keen to improve it by editing and improving the presentation, perhaps using desktop publishing and presentation software.They are keen to persevere, find relevant solutions when difficulties arise, and ask pertinent questions about the work in hand.They are able to explain and apply skills gained through group work.They can liaise with group members to decide their own role within the group without teacher input.They comply with the school s acceptable-use policy.They refine searches, which allows them to make decisions as to the appropriateness of using ICT as their research tool.They use search engines to target specific responses.They can break down a large project into manageable small steps with limited teacher support and bearing in mind the success or otherwise of prior steps.They can track down known or unknown sites using favourites/bookmarks files and search engines.They attempt to rectify problems themselves, and seek help only when these attempts have failed.They analyse mistakes and rectify them using a step-by-step approach.They regularly seek teacher support to effectively enhance or advance their work.They can use Scenario Manager from Excel to give best/worst case estimates.They can use more complex programming languages.They are familiar with the use of data loggers and can use them to gather information on a variety of environmental factors, create spreadsheets and graph results.They can undo mistakes and recover original files if problems occur.They can use network facilities confidently.They can confidently use more complex functions, eg charting.They refine searches, which allows them to make decisions as to the appropriateness of using ICT as their research tool.They use search engines to target specific responses.They can produce a PowerPoint presentation with appropriate animation, hyperlinks and hidden slides.They develop an understanding of a task which allows them to suggest progression routes during group work.They can confidently use many aspects of multimedia to enhance material.Their collaborative skills are enhanced while using ICT to investigate and solve problems.They can use a wide range of skills, eg searching web sites and using the information gained, to make good progress in their work.They can discuss a broad range of real-world applications of classroom ICT.They routinely judge when freehand art work might be more appropriate.They design and use a checklist to assess their own performance.They experiment on the computer and show each other new ways of doing things.As a matter of course, they use learning experiences from outside the classroom to enhance school work.They check their work, identify mistakes and engage in unsupported remediation.bLVAL!t% k  O . > 0s&zOyt(%  .8% h% Dx%  % % % %% ,& 6& & 0&  >@&4& 3&&Have pupils developed an ability to construct geneHave pupils developed an ability to construct generic solutions, such as macros, for repetitive tasks?Do learners have wide experience of programming activities, sequencing steps in an operation?Can learners use computers and other devices such as sensors to monitor and/or control the environment?Are learners able to apply a range of strategies in the solution of any problems they meet and are they able to articulate to the teacher and others how or why they did it?Do learners involve fellow learners and the teacher sensibly in the rectification of problems?Do learners adopt systematic approaches to putting things right when they go wrong using ICT?Do learners demonstrate an understanding of the need for file management rules, and for the purposes of the exercise for which they are using the digital information?Are learners able to use a variety of software tools, and options available within these tools, to create and modify information?Do learners have a wide experience of, and are confident about, working with text, graphics, numeric data and multimedia data forms, and importing them into applications?Does learners use of ICT for searching help them to refine their search skills and ability to evaluate the results, even when using non-ICT sources?Do learners continue to refine their search skills by using ICT?Are learners able to derive relevant information and patterns of occurrence from a mass of data when using ICT?Do learners continue to refine their enquiry skills by using ICT?Do learners show progress in their use of ICT tools to create presentations that meet the needs of a range of audiences?Are learners able to articulate additional criteria for success in school projects involving ICT?Do learners often exceed the laid-down criteria for success for a school project using ICT?Do learners use ICT imaginatively to prepare and present their own material?Does the development of ICT skills accelerate the development of learners wider skills?Does ICT expertise enhance learners ability to make progress on the task in hand?Are learners using ICT always focused on the task in hand?Are learners aware of and able to sustain a point of view about issues such as privacy, misuse of information, de-skilling, new demands at work, and the growing synergy between technologies?Can learners articulate ways in which school activity relates to activities in the wider world?Do learners show an appreciation of when ICT is not the optimal means of completing a project?Can learners undertake evaluation, both when working alone and as a member of a group?Can learners describe the value and drawbacks of alternative approaches, both orally and in writing, and justify their decisions?Do learners adopt an ongoing critical approach to their own progress through a school project?Do learners show a growing awareness of the balance between improvement and the time devoted to a task when they are using ICT?Do learners demonstrate systematic evaluation of the means used to meet project aims?Are learners seen to explore and share innovations in their approach to tackling school projects?Are learners seen to contribute positively to a project from their own interests and experience?Do learners keep to the point of a project and add refinements on their own initiative?Are learners able to carry on and review a project over a period of time, retaining much of the information and learning gained in earlier phases?Can learners use self-assessment when working with ICT to decide on subsequent activities and to remedy shortfalls in their understanding?SLVAL(Qo> ) n  D m JLp UJ: that accesses the relevant field from the Measures table. 1 Select appropriate MIICE Toolbox data for sectorPrimaryRT P" ) P" ) P" ) They can use the school s management information system to get informatiThey can use the school s management information system to get information about patterns of attainment on the part of the learners in their charge.They encourage learners to innovate and to share their findings with their peers and others.Teachers are comfortable with a wide range of uses for ICT in communication and planning.The school gives teachers at all stages realistic access to expensive resources.They are motivated to produce work of high quality and are keen to improve it by editing and improving the presentation, perhaps using desktop publishing and presentation software.They are keen to persevere, find relevant solutions when difficulties arise, and ask pertinent questions about the work in hand.They can liaise with group members to decide their own role within the group.They comply with the school s acceptable-use policy.The group takes into account the purpose of the presentation and the age of the audience.They take a more critical approach to taking information from the media, in terms of issues such as appropriateness, relevance, bias.They make more efficient use of search engines by using advanced search techniques.They can interrogate a database, eg Ourselves, to investigate the relationship between height and weight.They can search a database using multiple criteria.They can break down a large project into manageable small steps with limited teacher support and bearing in mind the success or otherwise of prior steps.They can track down known or unknown sites using favourites/bookmarks files and search engines.They attempt to rectify problems themselves, and seek help only when these attempts have failed.They analyse mistakes and rectify them using a step-by-step approach.They regularly seek teacher support or advice on important matters.They can write more complex procedures within Logo to produce an applet.They can use data sampling hardware/software to monitor temperature change.They can check and correct hyperlink pathways.They demonstrate an understanding of and ability to use different drives within a network.They can use generic spreadsheet functions within different applications.They take a more critical approach to taking information from the media, in terms of issues such as appropriateness, relevance, bias.They use advanced search techniques on search engines.They can interrogate a database, eg Ourselves, to investigate the relationship between height and weight.They can search a database using multiple criteria.They use talking book for infants, or PowerPoint presentations for parents.They can identify how to improve the investigation process, such as by adding more specific fields to a database, or varying times or locations of data sampling.They create their own images to illustrate project work.Their collaborative skills are enhanced while using ICT to investigate and solve problems.They can use a broad range of skills, eg hyperlinks in a presentation, to take their work forward.They can talk about a limited range of real-world applications of classroom ICT, for example robots in factories.They judge that freehand art work might be more appropriate.They tell the teacher about successes/problems.They are aware that they have limited time at the computer and use this time productively.They use a checklist to assess their own performance.They experiment on the computer and show each other new ways of doing things.Through dialogue, they make connections to external experiences and apply them to school work.They check their work, identify mistakes and seek help to rectify weaknesses.?LVAL"t% k $ l K  [ MCl > @(pd,0Q@*\R2*#2e*\R1*#c2$*\Rffff*0?40c09151*\R2*#24Do learners experiment with spreaDo learners experiment with spreadsheets: data, formula and graphs?Have pupils developed an ability to construct generic solutions, such as macros, for repetitive tasks?Do learners have wide experience of programming activities, sequencing steps in an operation?Can learners use computers and other devices such as sensors to monitor and/or control the environment?Are learners able to apply a range of strategies in the solution of any problems they meet and are they able to articulate to the teacher and others how they did it?Do learners involve fellow learners and the teacher sensibly in the rectification of problems?Do learners adopt systematic approaches to putting things right when they go wrong using ICT?Do learners demonstrate an understanding of the need for file management rules, and for the purposes of the exercise for which they are using the digital information?Are learners able to use a variety of software tools, and options available within these tools, to create and modify information?Do learners have a wide experience of, and are confident about, working with text, graphics, numeric data and multimedia data forms, and importing them into applications?Does learners use of ICT for searching help them to refine their search skills and ability to evaluate the results, even when using non-ICT sources?Do learners continue to refine their search skills by using ICT?Are learners able to derive relevant information and patterns of occurrence from a mass of data when using ICT?Do learners continue to refine their enquiry skills by using ICT?Do learners show progress in their use of ICT tools to create presentations that meet the needs of a range of audiences?Are learners able to articulate additional criteria for success in school projects involving ICT?Do learners often exceed the laid-down criteria for success for a school project using ICT?Do learners use ICT imaginatively to prepare and present their own material?Does the development of ICT skills accelerate the development of learners wider skills?Does ICT expertise enhance learners ability to make progress on the task in hand?Are learners using ICT always focused on the task in hand?Are learners aware of and able to sustain a point of view about issues such as privacy, misuse of information, de-skilling, new demands at work, and the growing synergy between technologies?Can learners articulate ways in which school activity relates to activities in the wider world?Do learners show an appreciation of when ICT is not the optimal means of completing a project?Can learners undertake evaluation, both when working alone and as a member of a group?Can learners describe the value and drawbacks of alternative approaches, both orally and in writing.Do learners adopt an ongoing critical approach to their own progress through a school project?Do learners show a growing awareness of the balance between improvement and the time devoted to a task when they are using ICT?Do learners demonstrate systematic evaluation of the means used to meet project aims?Are learners seen to explore and share innovations in their approach to tackling school projects?Are learners seen to contribute positively to a project from their own interests and experience?Do learners keep to the point of a project and add refinements on their own initiative?Are learners able to carry on and review a project over a period of time, retaining much of the information and learning gained in earlier phases?Can learners use self-assessment when working with ICT to decide on subsequent activities and to remedy shortfalls in their understanding?LVAL&Za t / \ h  _ D rA W'"2 ^  ^' ^RT  'RT   'RT   'RT   'RT  The school uses ICT to produce/distribute staff information such as daily absence lists and buThe school uses ICT to produce/distribute staff information such as daily absence lists and bulletins, and external communications such as newsletters or information on the school web site.The school promotes teacher collaboration in all subjects to develop a coherent progression in learning which meshes with the core skills framework.The school ensures that ICT is increasingly seen to permeate learning activities in all secondary subjects.The school gives all teachers and other staff a chance to contribute to discussions about the purchase of new ICT resources.The school uses ICT as part of its own development planning, eg for collaboratively drafting and redrafting departmental/subject plans.Staff develop learners appreciation/understanding of the effect/implications of ICT on aspects of their personal life.Staff encourage learners to use digital tools and digital information as a means to an end.Staff are aware of the range of available uses of ICT and conscious that these should be deployed in a progressive way in their subject and throughout the curriculum.They are motivated to produce work of reasonable quality and sometimes want to improve it by editing and improving the presentation, using appropriate software.They are reasonably willing to persevere and find solutions, even when difficulties arise, and to ask some questions about the work in hand.They discuss as a group the aspects of an investigation and the needs and nature of the audience.They use search refinement techniques practised using ICT when doing other work.They gain time from the ability to refine searches.They refine searches to focus on relevant data.They carry out research using encyclopaedias and the Internet, and develop and refine redrafting skills.They can break down a large project into manageable small steps with a little help from their teacher.They use simple guides, personal knowledge or on-line help to rectify mistakes, rather than using trial and error.They demonstrate improved learning at each step of a project.They can insert pre-recorded files into presentation packages, eg sound from CD-Roms or other sources.They can use a variety of programming languages.They can use a variety of control devices, eg simulations and sensors.They edit, spell check and grammar check, as appropriate.They can select, create and rename folders as appropriate to the specific subject.They are confident in using on-line help and tutorials in various applications.They can use features like text layout and editing tools to enhance their work.They use search refinement techniques practised using ICT when doing other work.They gain time from the ability to refine searches.They refine searches to focus on relevant data.They can carry out research using encyclopaedias and the Internet and develop and refine redrafting skills.They can confidently produce and deliver a PowerPoint presentation.They successfully fulfil all stages of a project.They can use some aspects of multimedia to prepare material.They can use previously unseen facilities to enrich or advance their work, eg browsing a CD-Rom during investigative work.They are able to explain how computers can invade privacy.They are able to explain some of the ways in which the computer is changing the world of work.They can explain how what they are doing relates to equivalent phenomena in the real world.They explore refinements like shortcuts or use of stylesheets.Learners are able to use a log to assess their progress through a scheme of work using the computer.1LVAL'?) j  / D Z  p  dql|$uLClc Dim stDocAs 2SngAyCLi nkCri@ia a' First ensurem is u%dBsaB DoCmd.RuJnmacS DoMenuItem acaaBar,@s, 5, a`Ver70@ older vers`s of @Access GoTo# @ D! , "΁ Do learners adopt systematic strategies to copDo learners adopt systematic strategies to cope with mistakes when they are working with ICT?Does each step in a school project using ICT embody genuine progress on the learner s part?Is the use of resources (eg time or materials) in the classroom generally efficient when using ICT?Does working with ICT enhance teacher-learner relationships?Do learners ask the teacher for validation and confirmation that they are correct at appropriate points throughout a school project?Do learners generally ask the teacher realistic and relevant questions?Can learners manage the steps involved in a school project without frequent recourse to the teacher?Are learners able to work with others in roles that have been outlined by the teacher?Do learners explore alternative ways in which multimedia information can be presented using ICT?Do learners have experience of simple (single condition) searches using a database (Primary) or a number of different databases (Secondary)?Do learners have experience of programming steps in an operation into a correct sequence using ICT?Are learners able to use a control technology device?Do learners seek appropriate help or advice from fellow learners and the teacher when working with ICT?Do learners adopt systematic strategies to cope with mistakes when they are working with ICT?Do learners pay due regard to the rules for file management, and to the purposes of the exercise for which they are using the digital information?Are learners able to learn and use a growing range of software tools in a systematic way?Are learners able to draft and redraft, working with text, graphics and multimedia forms?Does learners use of ICT for searches help to improve their search skills when using non-ICT sources?Do learners develop their search skills by using ICT?Does the use of ICT help learners to derive relevant information from a mass of data?Do learners develop their enquiry skills - asking the appropriate questions - by using ICT?Do learners show progress in their use of ICT tools to create presentations?Do learners pay due regard to the criteria for success set down for a project?Do learners use ICT efficiently to prepare and present their own material?Do learners simultaneously develop their ICT skills and their skills in the learning activity for which they are using ICT?Are learners with limited ICT skills occasionally able to make progress on the task in hand when using ICT?Are learners using ICT usually focused on the task in hand?Are learners aware of issues, such as privacy, in the context of new ways of processing information?Are learners able to relate their own ICT activities to wider society?Are learners able to relate their use of ICT to activities in the wider world appropriate to their age?Are learners able to articulate - orally, in groups or in writing - ways in which a project or their work could be improved?Can learners speculate on 'what if' questions about alternative courses of action?Are learners able to respond to evaluative questions by the teacher and explain their work or methods?Do learners show an interest in comparing different ways in which ICT can be applied?Do learners show an interest in going beyond the minimum standards for the task in hand and in improving their own work?Are learners able to contribute to a project from their own interests?Is learners use of ICT usually closely related to the purpose of the exercise?Are learners able to resume work from previous activity on their own initiative and without fuss?Can learners use self-assessment reliably and use the results to decide on their next steps?PLVAL(b"e' ]  / i 3 v & E Tl|nlnd] = 0  ' NB: This value needs to be set here and include the E^ Reco rd so$at program development can diffZes of evidence for eaThey build  technical training into class preparations for use of a software program toThey build  technical training into class preparations for use of a software program to ensure that learners know how to get going and make best use of the program for their learning.They know how to get information from the management information system used in their school about pupil attainments related to target-setting.The school tries to ensure that good access to ICT hardware and software is not limited by security issues.The school uses ICT to produce/distribute the weekly diary, newsletters, timetables or pupil information from a created structure.The school gives all teachers and other staff a chance to contribute to discussions about the purchase of new ICT resources.The school uses ICT as part of its own development planning, eg for drafting and redrafting, to permit a range of contributions to be pulled together.Staff develop learners appreciation/understanding of the effects ICT can have on aspects of their personal life.Staff encourage learners to use digital tools and digital information as a means to an end.Staff are aware of the range of available uses of ICT and conscious that these should be deployed in a progressive way throughout the curriculum.They are motivated to produce work of reasonable quality and sometimes want to improve it by editing and improving the presentation, using appropriate software.They are reasonably willing to persevere and find solutions, even when difficulties arise, and to ask some questions about the work in hand.They discuss as a group the purpose of the presentation.Their understanding of keyword searches enhances their use of an index.They can use key words with a simple search engine.They can interrogate a database, eg Ourselves, to find out how many have brown hair.They can search a database using simple criteria.They can break down a large project into manageable small steps with a little help from their teacher.They use the Undo function, a teacher-produced task-specific guide or personal knowledge to rectify mistakes, rather than using trial and error.They demonstrate some improved knowledge or skills at each step of a project.They use the speech function or recorded voice to read text in a presentation.They can write a short programme, such as drawing a square or triangle with Logo.They can use a programmable toy such as Roamer.They can organise files by saving to a specific folder.They can use menu and icon bars to explore software.They can change font size, type, colour etc to achieve desired effect.Their understanding of keyword searches enhances their use of an index.They can use key words with a simple search engine.They can interrogate a database, eg Ourselves, to find how many have brown hair.They can search a database using simple criteria.They learn how to import graphs and images to a linked multimedia presentation.They can produce a promotional poster, containing all relevant material, for an event.They use clip art to illustrate project work.When drafting or redrafting written work, they use the cut-and-paste function to make improvements.They can use a word bank/grid to draft written work.They are able to exemplify how computers can invade privacy.They are able to explain some of the ways in which the computer is changing the world of work.They can explain how what they are doing relates to equivalent phenomena in the real world.They explore refinements like shortcuts or use of stylesheets.They are keen to bring things from home which relate to a class project.They can check their work against simple criteria before deciding what to do next.+LVAL'?) j  ) { > T  j ^kfvoF<8<<<N0{927E49A5-AFC7-41E3-9D3A-3C7E2BF2A8DB}  0p`0k( `Do learners adopt systematic strategies to copDo learners adopt systematic strategies to cope with mistakes when they are working with ICT?Does each step in a school project using ICT embody genuine progress on the learner s part?Is the use of resources (eg time or materials) in the classroom generally efficient when using ICT?Does working with ICT enhance teacher-learner relationships?Do learners ask the teacher for validation and confirmation that they are correct at appropriate points throughout a school project?Do learners generally ask the teacher realistic and relevant questions?Can learners manage the steps involved in a school project without frequent recourse to the teacher?Are learners able to work with others in roles that have been outlined by the teacher?Do learners explore alternative ways in which multimedia information can be presented using ICT?Do learners have experience of simple (single condition) searches using a database (Primary) or a number of different databases (Secondary)?Do learners have experience of programming steps in an operation into a correct sequence using ICT?Are learners able to use a control technology device?Do learners seek appropriate help or advice from fellow learners and the teacher when working with ICT?Do learners adopt systematic strategies to cope with mistakes when they are working with ICT?Do learners pay due regard to the rules for file management, and to the purposes of the exercise for which they are using the digital information?Are learners able to learn and use a growing range of software tools in a systematic way?Are learners able to draft and redraft, working with text, graphics and multimedia forms?Does learners use of ICT for searches help to improve their search skills when using non-ICT sources?Do learners develop their search skills by using ICT?Does the use of ICT help learners to derive relevant information from a mass of data?Do learners develop their enquiry skills - asking the appropriate questions - by using ICT?Do learners show progress in their use of ICT tools to create presentations?Do learners pay due regard to the criteria for success set down for a project?Do learners use ICT efficiently to prepare and present their own material?Do learners simultaneously develop their ICT skills and their skills in the learning activity for which they are using ICT?Are learners with limited ICT skills occasionally able to make progress on the task in hand when using ICT?Are learners using ICT usually focused on the task in hand?Are learners aware of issues, such as privacy, in the context of new ways of processing information?Are learners able to relate their own ICT activities to wider society?Are learners able to relate their use of ICT to activities in the wider world appropriate to their age?Are learners able to articulate - orally, in groups or in writing - ways in which a project or their work could be improved?Can learners speculate on  what if questions about alternative courses of action?Are learners able to respond to evaluative questions by the teacher and explain their work or methods?Do learners show an interest in comparing different ways in which ICT can be applied?Do learners show an interest in going beyond the minimum standards for the task in hand and in improving their own work?Are learners able to contribute to a project from their own interests?Is learners use of ICT usually closely related to the purpose of the exercise?Are learners able to resume work from previous activity on their own initiative and without fuss?Can learners use self-assessment reliably and use the results to decide on their next steps?<n  > C $On @ @ @ @64@8t @Pd @`N@KQ@ JN@IE@Hc@G@ Fc@El@ DR@CK@Bc@AR@@K@?c@>vj^RF:."P@KX@ JP@I3@H]@G]@ET@CM@BZ@AT@@M@?Z@>vj^^RRF:."L@K/@JL@I>@HN@G:@ FN@EJ@DP@CI@BK@AP@@I@?K@>vj^RF:."}@Ke@J}@I]@G\@ F]@E\@D@Cz@BY@A@@z@?Y@>vj^RF::."m@ K6@Jm@ I|@HW@Gd@FW@E@De@Cm@ BS@Ae@@m@ ?S@>vj^RF:."=@ K=@ I<@ G<@ EA@C=@ B<@ AA@@=@ ?<@ >vj^RFF::..""f@ K>@Jf@ I<@H@ G@ Ej@ Cf@ B @ Aj@ @f@ ? @ >vj^^RRF:." H@ K`@JH@ I`@HL@ CH@ BL@ @H@ ?vvj^^RFFFFF:."a i@ K]@Ji@ I]@Ha@ Gs@Fa@ EM@Dk@ Ci@ Be@ Ak@ @i@ ?e@ >vj^RF:." `@ G>@F`@ EH@Dh@ C]@ Ah@ @]@ >vjj^RRF:." ~@K~@IX@ GX@ E@ C~@B@ A@ @~@?@ >vj^RFF::.."" Z@KT@If@G@Ea@CZ@Bn@Aa@@Z@?@>vj^RFF::..""h@Kh@I`@G1@F`@El@Ck@B@Al@@k@?@>vj^RRF:..""@G\@F@E@C~@A@@~@>j^^RFF::."W@K@@JW@I@@HW@G7@FW@EB@D[@CT@B@A[@@T@?@>vj^RF:."z@Kz@Ic@GO@Fc@EO@D~@Cw@B@A~@@w@?@>vj^RF:..""H@KJ@JH@Ib@G`@Fb@Ei@DL@CR@Bi@AL@@R@?i@>vj^RF::."T@KT@IY@GY@EY@CT@BV@AY@@T@?V@>vj^RFF::..""c@Kc@I@G@Eg@Cc@B@Ag@@c@?@>vj^RFF::..""^@KT@J^@If@H@GO@F@EQ@De@C^@B@Ae@@^@?@>vj^RF:."<g 2 Q p r@_~wE @ @ @ @\R0*#13]   *( I@!KI@!IP@QE@FP@PS@DB@SF@!BM@ OB@RF@!?M@ Nvj^RF:..""' f@ Kf@ Ib@Qb@Pi@Sf@ B_@Oi@Rf@ ?_@Nvj^RFF::..""& X@KX@Id@Qd@PZ@SX@Bd@OZ@RX@?d@Nvj^RFF::..""% f@Qf@Pj@$Cc@Oj@$@c@N^RRF::..""$ U@QU@PU@#CR@OU@#@R@N^RRF::..""# b@KP@Jb@Ih@HE@!GE@PM@Df@"C_@BB@Of@"@_@?B@Nvj^RRF:."" @K@Ih@ Gh@ EU@!CR@Bh@Oj@!@g@?h@Nvj^RFF::..""! e@KS@Je@I2@H_@GJ@F_@E2@De@ Cb@B\@Oe@ @b@?\@Nvj^RF:."  7@K1@J7@IH@Hi@GM@Fi@E@D;@C7@Bi@O;@@7@?i@Nvj^RF:." @G@E@C@O@@@N^RRF::.."" i@Ki@I`@G`@Em@Cf@B]@Am@@f@?]@>vj^RFF::.."" _@KThey use the Undo function._@I;@H_@G0@F_@EF@Dd@C\@B\@Ad@@\@?\@>{ocWK"@K9@J@IT@H@G\@F@E.@D@C@B@A@@@?@>vj^RF:."[@K6@J[@IQ@H@GK@F@E?@ D]@C[@B@A]@@[@?@>vj^RF:."[@KH@J[@IQ@ H@G@E]@C[@B@A]@@[@?@>vj^^RRF:."k@KI@Jk@IR@ H@G@F@Eo@Cg@B@Ao@@g@?@>vjj^RF:."7@K5@ J7@I5@ HB@G8@FB@Ez@ D;@C4@B?@A;@@4@??@>vj^RF:."W@KR@ JW@I1@ Hq@Gk@Fq@E[@CS@Bq@A[@@S@?q@>vjj^RF:."]@K3@ J]@Im@ HC@G5@ FC@E7@ Da@CZ@B@@Aa@@Z@?@@>vj^RF:."z@GM@ Fz@Ef@ D~@Cw@A~@@w@>vjj^RRF:."LVAL"^1 : w * S Z  gV,O_L)!`&}`&}0Learners are evidently enthusiastic in meeting challengeLearners are evidently enthusiastic in meeting challenges, both individually and in groups, when working with ICT.Learners focus on the task in hand and avoid distractions when working with ICT.Learners benefit from working in groups, including giving peer support and mutual assistance, and they appreciate those benefits.Learners can manage the steps involved in a school project without frequent recourse to the teacher.Learners are able to work with other learners in various groupings with limited teacher direction.Learners can be trusted to manage aspects of their communications such as electronic mail.c mail.When using ICT collaboratively, do learners take account of the needs of their audience, and refine presentation and content appropriately.Learners use of ICT for searching helps them to refine their search skills and their ability to evaluate the results, even when using non-ICT sources.Learners continue to refine their search skills when using ICT.Learners are able to derive relevant information and patterns of occurrence from a mass of data when using ICT.Learners continue to refine their enquiry skills by using ICT.Learners are systematic in repeatedly refining the tasks to be tackled and in adopting an on-going evaluative approach.Learners are systematic in making notes and recording their progress, over an extended period of time, through a school project involving ICT.Learners are systematic in their analysis of tasks in hand and are able to articulate, orally and in writing, the overall purpose and plan for a school project involving ICT.Learners are increasingly aware of and able to articulate the criteria by which digital information is judged, such as up-to-dateness, bias, copyright issues, fitness for purpose and relevant technicalities.Learners are able to focus on data relevant to the ICT project in hand.Learners are increasingly expert in refining searches of the web and electronic databases.Learners able to apply a range of strategies in the solution of any problems they meet and are able to articulate to the teacher and others how they did it.Learners involve fellow learners and the teacher sensibly in the rectification of problems.Learners using ICT adopt systematic approaches to remedying mistakes or problems.When using ICT, learners get tasks underway with minimum fuss.There is an aura of purpose and good organisation within the classroom and within groups when using ICT, including clear delineation of tasks and good access to appropriate resources.Learners regularly assist and contribute to the learning of others within the class.Learners seek help or more information from the teacher at important points of decision-making when involved in an ICT project.Learners make good use of the teacher at all times in an ICT-based project.Learners benefit from working in groups, including giving peer support and mutual assistance.Learners are able to work with other learners in various groupings with limited teacher direction.Learners have experience of constructing a slide show, web page or other multimedia presentation.Learners have experience of complex (multi-condition) searches using a database.Learners experiment with spreadsheets: data, formula and graphs.Pupils have developed an ability to construct generic solutions, such as macros, for repetitive tasks.Learners have wide experience of programming activities, sequencing steps in an operation.Learners can use computers and other devices such as sensors to monitor and/or control the environment.Learners are able to apply a range of strategies in the solution of any problems they meet and are able to articulate to the teacher and others how they did it.LVAL"^1 : w * S Z  gV,OfSLearners are evidently enthusiastic in meeting challengeLearners are evidently enthusiastic in meeting challenges, both individually and in groups, when working with ICT.Learners focus on the task in hand and avoid distractions when working with ICT.Learners benefit from working in groups, including giving peer support and mutual assistance, and they appreciate those benefits.Learners can manage the steps involved in a school project without frequent recourse to the teacher.Learners are able to work with other learners in various groupings with limited teacher direction.Learners can be trusted to manage aspects of their communications such as electronic mail.When using ICT collaboratively, do learners take account of the needs of their audience, and refine presentation and content appropriately.Learners use of ICT for searching helps them to refine their search skills and their ability to evaluate the results, even when using non-ICT sources.Learners continue to refine their search skills when using ICT.Learners are able to derive relevant information and patterns of occurrence from a mass of data when using ICT.Learners continue to refine their enquiry skills by using ICT.Learners are systematic in repeatedly refining the tasks to be tackled and in adopting an on-going evaluative approach.Learners are systematic in making notes and recording their progress, over an extended period of time, through a school project involving ICT.Learners are systematic in their analysis of tasks in hand and are able to articulate, orally and in writing, the overall purpose and plan for a school project involving ICT.Learners are increasingly aware of and able to articulate the criteria by which digital information is judged, such as up-to-dateness, bias, copyright issues, fitness for purpose and relevant technicalities.Learners are able to focus on data relevant to the ICT project in hand.Learners are increasingly expert in refining searches of the web and electronic databases.Learners able to apply a range of strategies in the solution of any problems they meet and are able to articulate to the teacher and others how they did it.Learners involve fellow learners and the teacher sensibly in the rectification of problems.Learners using ICT adopt systematic approaches to remedying mistakes or problems.When using ICT, learners get tasks underway with minimum fuss.There is an aura of purpose and good organisation within the classroom and within groups when using ICT, including clear delineation of tasks and good access to appropriate resources.Learners regularly assist and contribute to the learning of others within the class.Learners seek help or more information from the teacher at important points of decision-making when involved in an ICT project.Learners make good use of the teacher at all times in an ICT-based project.Learners benefit from working in groups, including giving peer support and mutual assistance.Learners are able to work with other learners in various groupings with limited teacher direction.Learners have experience of constructing a slide show, web page or other multimedia presentation.Learners have experience of complex (multi-condition) searches using a database.Learners experiment with spreadsheets: data, formula and graphs.Pupils have developed an ability to construct generic solutions, such as macros, for repetitive tasks.Learners have wide experience of programming activities, sequencing steps in an operation.Learners can use computers and other devices such as sensors to monitor and/or control the environment.Learners are able to apply a range of strategies in the solution of any problems they meet and are able to articulate to the teacher and others how they did it.LVAL!f: f T  [ X  > FjDfe `XC`aObcjk OutcomeTitleArialm47UC`albcjk ComponentTitleAriaDo programmes of work allow for a diversity of entry points into tasks as well as a Do programmes of work allow for a diversity of entry points into tasks as well as a variety of satisfying exit points, to cater for different needs or experience in ICT?Do learners have evident interest in trying new approaches in their work when using ICT?Do learners always take care to produce work which meets and sometimes appropriately exceeds the success criteria laid down by the teacher?Are learners evidently enthusiastic in meeting challenges, both individually and in groups, when working with ICT?Do learners focus on the task in hand and avoid distractions when working with ICT?Do learners benefit from working in groups, including giving peer support and mutual assistance, and do they appreciate those benefits?Can learners manage the steps involved in a school project without frequent recourse to the teacher?Are learners able to work with other learners in various groupings with limited teacher direction?Can learners be trusted to manage aspects of their communications such as electronic mail?When using ICT collaboratively, do learners take account of the needs of their audience, and refine presentation and content appropriately?Does learners use of ICT for searching help them to refine their search skills and ability to evaluate the results, even when using non-ICT sources?Do learners continue to refine their search skills when using ICT?Are learners able to derive relevant information and patterns of occurrence from a mass of data when using ICT?Do learners continue to refine their enquiry skills by using ICT?Are learners systematic in repeatedly refining the tasks to be tackled and in adopting an on-going evaluative approach?Are learners systematic in making notes and recording their progress, over an extended period of time, through a school project involving ICT?Are learners systematic in their analysis of tasks in hand and able to articulate, orally and in writing, the overall purpose and plan for a school project involving ICT?Are learners increasingly aware of and able to articulate the criteria by which digital information is judged, such as up-to-dateness, bias, copyright issues, fitness for purpose and relevant technicalities?Are learners able to focus on data relevant to the ICT project in hand?Are learners increasingly expert in refining searches of the web and electronic databases?Are learners able to apply a range of strategies in the solution of any problems they meet and are they able to articulate to the teacher and others how they did it?Do learners involve fellow learners and the teacher sensibly in the rectification of problems?Do learners using ICT adopt systematic approaches to remedying mistakes or problems?When using ICT, do learners get tasks underway with minimum fuss?Is there an aura of purpose and good organisation within the classroom and within groups when using ICT, including clear delineation of tasks and good access to appropriate resources?Do learners regularly assist and contribute to the learning of others within the class?Do learners seek help or more information from the teacher at important points of decision-making when involved in an ICT project?Do learners make good use of the teacher at all times in an ICT-based project?Do learners benefit from working in groups, including giving peer support and mutual assistance?Are learners able to work with other learners in various groupings with limited teacher direction?Do learners have experience of constructing a slide show, web page or other multimedia presentation?Do learners have experience of complex (multi-condition) searches using a database?Do learners experiment with spreadsheets: data, formula and graphs?WLVAL E/ R V T G<S7PX  @ "  "Do programmes of work allow for a diversity of entry points into tasks as well as a Do programmes of work allow for a diversity of entry points into tasks as well as a variety of satisfying exit points, to cater for different needs or experience in ICT?Do learners have evident interest in trying new approaches in their work when using ICT?Do learners always take care to produce work which meets and sometimes appropriately exceeds the success criteria laid down by the teacher?Are learners evidently enthusiastic in meeting challenges, both individually and in groups, when working with ICT?Do learners focus on the task in hand and avoid distractions when working with ICT?Do learners benefit from working in groups, including giving peer support and mutual assistance, and do they appreciate those benefits?Can learners manage the steps involved in a school project without frequent recourse to the teacher?Are learners able to work with other learners in various groupings with limited teacher direction?Can learners be trusted to manage aspects of their communications such as electronic mail?When using ICT collaboratively, do learners take account of the needs of their audience, and refine presentation and content appropriately?Does learners use of ICT for searching help them to refine their search skills and ability to evaluate the results, even when using non-ICT sources?Do learners continue to refine their search skills when using ICT?Are learners able to derive relevant information and patterns of occurrence from a mass of data when using ICT?Do learners continue to refine their enquiry skills by using ICT?Are learners systematic in repeatedly refining the tasks to be tackled and in adopting an on-going evaluative approach?Are learners systematic in making notes and recording their progress, over an extended period of time, through a school project involving ICT?Are learners systematic in their analysis of tasks in hand and able to articulate, orally and in writing, the overall purpose and plan for a school project involving ICT?Are learners increasingly aware of and able to articulate the criteria by which digital information is judged, such as up-to-dateness, bias, copyright issues, fitness for purpose and relevant technicalities?Are learners able to focus on data relevant to the ICT project in hand?Are learners increasingly expert in refining searches of the web and electronic databases?Are learners able to apply a range of strategies in the solution of any problems they meet and are they able to articulate to the teacher and others how they did it?Do learners involve fellow learners and the teacher sensibly in the rectification of problems?Do learners using ICT adopt systematic approaches to remedying mistakes or problems?When using ICT, do learners get tasks underway with minimum fuss?Is there an aura of purpose and good organisation within the classroom and within groups when using ICT, including clear delineation of tasks and good access to appropriate resources?Do learners regularly assist and contribute to the learning of others within the class?Do learners seek help or more information from the teacher at important points of decision-making when involved in an ICT project?Do learners make good use of the teacher at all times in an ICT-based project?Do learners benefit from working in groups, including giving peer support and mutual assistance?Are learners able to work with other learners in various groupings with limited teacher direction?Do learners have experience of constructing a slide show, web page or other multimedia presentation?Do learners have experience of complex (multi-condition) searches using a database?LVAL=r0 j  e s Xa=M|I]za@EvidencC`aObcjk OutcomeTitleArialm47UC`albcjk ComponentTitleArialm47]C`a\bck MeasureTitle2Arialm47]C`a\bck MeasureTitle4Arialm47UC`'aKb cjkSectorSectorAriaThere is no variety of interactions within classrooms using ICT, including direct teachingThere is no variety of interactions within classrooms using ICT, including direct teaching (for technique, introducing purpose of task, evaluation), group tasks or individual tasks.Teachers are not aware of the progressions of which ICT methods are capable, even when they are not personally comfortable with every technique.Learners are generally unwilling to try out new approaches and tools in their work when using ICT.Learners do not take care to produce work which meets the success criteria laid down by the teacher.Learners are never willing to try to meet challenges, individually or in groups, when working with ICT.Learners do not make any attempt to focus on the task in hand or avoid distractions when working with ICT.Learners do not benefit from working in groups, nor do they give peer support or mutual assistance.Learners cannot manage the steps involved in a school project without frequent recourse to the teacher.Learners cannot work with others in roles which have been outlined by the teacher, nor can they understand or explain their own role.Learners are unwilling to share the workload and the credit when working in groups.When using ICT collaboratively, do learners take some account of the needs of their audience.Learners use of ICT for searching does not help to improve their search skills when using non-ICT sources.Learners do not develop their search skills by using ICT.The use of ICT does not help learners to derive relevant information from a mass of data.Learners do not develop their enquiry skills - asking the appropriate questions - by using ICT.Learners are not able to refine a task repeatedly into appropriate sub-tasks when using ICT.Learners are not able to record their progress with the plan for a project using ICT nor to mark sources for future reference by making notes or using the favourites/bookmarking facility.Learners are generally unable to plan the different steps of a project using ICT or to break it down into its component tasks.Learners are not aware of nor are they able to articulate the criteria by which digital information is judged, such as up-to-dateness, bias, copyright issues, fitness for purpose and relevant technicalities.Learners are unaware of issues such as bias, copyright or whether or not the information is current when they are making use of digital sources of information.Learners cannot use a growing range of media - books, CD-Roms, web sites and other digital sources - to glean quickly and accurately what is relevant.Learners are not able to apply a range of strategies in the solution of any problems they meet and are unable to articulate to the teacher and others how they did it.Learners do not seek appropriate help from fellow learners or the teacher when working with ICT.Learners do not adopt systematic strategies to cope with mistakes when they are working with ICT.Each step in a school project using ICT does not embody genuine progress on the learner s part.The use of resources (eg time or materials) in the classroom is rarely efficient when using ICT.Working with ICT does not enhance teacher-learner relationships.Learners rarely ask the teacher for validation or confirmation that they are correct at appropriate points throughout a school project.Learners never ask the teacher realistic and relevant questions.Learners cannot manage the steps involved in a school project without frequent recourse to the teacher.Learners are unable to work with others in roles that have been outlined by the teacher.LVAL=r0 j  e s Xa=M|Iabelm 27U`Pabce kEv2-3Ev23#Detailed evidence for this measure.ArialEv2_3d5U7`Kabce Ev2-3 Label3Arial Ev2_3_Labelm 27U`Labce k Ev2-4Ev24#Detailed evidence for this measure.ArialEv2There is no variety of interactions within classrooms using ICT, including direct teachingThere is no variety of interactions within classrooms using ICT, including direct teaching (for technique, introducing purpose of task, evaluation), group tasks or individual tasks.Teachers are not aware of the progressions of which ICT methods are capable, even when they are not personally comfortable with every technique.Learners are generally unwilling to try out new approaches and tools in their work when using ICT.Learners do not take care to produce work which meets the success criteria laid down by the teacher.Learners are never willing to try to meet challenges, individually or in groups, when working with ICT.Learners do not make any attempt to focus on the task in hand or avoid distractions when working with ICT.Learners do not benefit from working in groups, nor do they give peer support or mutual assistance.Learners cannot manage the steps involved in a school project without frequent recourse to the teacher.Learners cannot work with others in roles which have been outlined by the teacher, nor can they understand or explain their own role.Learners are unwilling to share the workload and the credit when working in groups.When using ICT collaboratively, do learners take some account of the needs of their audience.Learners use of ICT for searching does not help to improve their search skills when using non-ICT sources.Learners do not develop their search skills by using ICT.The use of ICT does not help learners to derive relevant information from a mass of data.Learners do not develop their enquiry skills - asking the appropriate questions - by using ICT.Learners are not able to refine a task repeatedly into appropriate sub-tasks when using ICT.Learners are not able to record their progress with the plan for a project using ICT nor to mark sources for future reference by making notes or using the favourites/bookmarking facility.Learners are generally unable to plan the different steps of a project using ICT or to break it down into its component tasks.Learners are not aware of nor are they able to articulate the criteria by which digital information is judged, such as up-to-dateness, bias, copyright issues, fitness for purpose and relevant technicalities.Learners are unaware of issues such as bias, copyright or whether or not the information is current when they are making use of digital sources of information.Learners cannot use a growing range of media - books, CD-Roms, web sites and other digital sources - to glean quickly and accurately what is relevant.Learners are not able to apply a range of strategies in the solution of any problems they meet and are unable to articulate to the teacher and others how they did it.Learners do not seek appropriate help from fellow learners or the teacher when working with ICT.Learners do not adopt systematic strategies to cope with mistakes when they are working with ICT.Each step in a school project using ICT does not embody genuine progress on the learner s part.The use of resources (eg time or materials) in the classroom is rarely efficient when using ICT.Working with ICT does not enhance teacher-learner relationships.Learners rarely ask the teacher for validation or confirmation that they are correct at appropriate points throughout a school project.Learners never ask the teacher realistic and relevant questions.Learners cannot manage the steps involved in a school project without frequent recourse to the teacher.Learners are unable to work with others in roles that have been outlined by the teacher.<O $ C z 0  M$Oz<@ V@ Ud@QO@!Fd@Pe@D@S@ Xd@O@R@ Wd@Nvj^RF:.."";S@ VS@ U\@Q9@ F\@P9@DU@SS@ X\@OU@RS@ Wc@Nvj^RF:.."":_@ V:@J_@ Uc@H@Q[@F@P_@S_@ X@O_@R_@ W@Nvjj^RF:."9l@ VI@Jl@ UR@H@Q@F@Pp@Sh@X@Op@Rh@W@Nvjj^RF:."87@V5@J7@U5@HD@QU@FD@Pz@D;@S4@XA@O;@R4@WA@Nvj^RF:."7W@VV@JW@U1@Hq@Qk@Fq@P[@SS@Xq@O[@RS@Wq@Nvjj^RF:."6]@V3@J]@Uj@HC@Q5@FC@P7@Da@SZ@X@@Oa@RZ@W@@Nvj^RF:."5Z@Vh@JZ@Uh@Hy@Q@Fy@P@D^@SZ@Xy@O^@RZ@Wy@Nvj^RF:."4@V@U@Q@P@S@X@O@R@W@Nvj^RFF::..""3|@V|@U@Q@P@ S@X@O@ R@W@Nvj^RFF::..""2@Q@P@ S@O@ R@N^RRF::..""1@V@UI@ QI@P@ S@XI@O@ R@WI@Nvj^RFF::..""0@V@U\@ Qa@F\@ Pa@D@ S@X\@O@ R@W\@Nvj^RF:..""/@ Q@ P@ S@O@ R@N^RRF::..""._@V_@U`@ Qb@F`@ Pb@Db@S\@'B]@Ob@R\@'?]@Nvj^RF:..""-_@&K@J_@&It@HV@ QG@FV@ PG@Dc@S\@&BS@Oc@R\@&?S@Nvj^RF:.", `@%KO@J`@%I?@HC@QC@ Pd@S]@%B@@ Od@R]@%?@@ Nvj^^RRF:."+ e@$Ke@$I@Q@Pb@Se@$B@ Ob@Re@$?@ Nvj^RFF::..""* >@#K>@#IY@QY@PB@S:@#BV@ OB@R:@#?V@ Nvj^RFF::.."") @"K@"I@Q@P@S@"B@ O@R@"?@ Nvj^RFF::.."".LVAL d / x ! ~  E }  EU>Jo|ion Label Organisation:Organisation_Labelm7U`ab]ce k Designation Designationd5U7`ab"ceDesignation Label Designation:DIs some use made of self-assessment techniques, such as maintenance Is some use made of self-assessment techniques, such as maintenance of progress logs by learners and completion of checklists by teachers?Do teachers help learners to understand the impact for a range of issues - such as impact on privacy and the changing nature of the world of work - of new ways to process information?Are teachers trying to broaden learners appreciation - in a way that reflects their stage of maturation - of how school activity relates to the uses of ICT in society?Does the learning environment increasingly relate classroom ICT activities to the wider world?Do teachers ensure that learners pay attention to the objectives of the task for which digital information is being used?Do teachers insist on regard for rules about file management (eg where to save or print) appropriate to the circumstances?Do teachers encourage the use of a growing range of software tools in a systematic way?Do teachers encourage and help learners to draft and redraft in text, graphics and multimedia forms?Are teachers exploring and experimenting with different forms of collaborative learning when using ICT?Are teachers aware of new pedagogical styles which the use of ICT facilitates?Does the school have inclusive practices ensuring involvement of all learners in ICT activity?Is there a variety of interactions within classrooms using ICT, including direct teaching (for technique, introducing purpose of task, evaluation), group tasks and individual tasks?Are teachers aware of the progressions of which ICT methods are capable, even when they are not personally comfortable with every technique?Are learners generally willing to try out new approaches and tools in their work when using ICT?Do learners take care to produce work which meets the success criteria laid down by the teacher?Are learners sometimes willing to try to meet challenges, individually and in groups, when working with ICT?Do learners make an attempt to focus on the task in hand and avoid distractions when working with ICT?Do learners benefit from working in groups, including giving peer support and mutual assistance?Can learners manage the steps involved in a school project without frequent recourse to the teacher?Are learners able to work with others in roles which have been outlined by the teacher, and to understand and explain their own role?Are learners willing to share the workload and the credit when working in groups?When using ICT collaboratively, do learners take some account of the needs of their audience?Does learners use of ICT for searching help to improve their search skills when using non-ICT sources?Do learners develop their search skills by using ICT?Does the use of ICT help learners to derive relevant information from a mass of data?Do learners develop their enquiry skills - asking the appropriate questions - by using ICT?Are learners able to refine a task repeatedly into appropriate sub-tasks when using ICT?Are learners able to record their progress with the plan for a project using ICT and to mark sources for future reference by making notes or using the favourites/bookmarking facility?Are learners generally able to plan the different steps of a project using ICT and break it down into its component tasks?Are learners aware of issues such as bias, copyright and whether or not the information is current when they are making use of digital sources of information?Are learners able to use a growing range of media - books, CD-Roms, web sites and other digital sources - to glean quickly and accurately what is relevant?Do learners seek appropriate help from fellow learners and the teacher when working with ICT?<LVAL d / x ! ~  E }  EUI*U}@ @eںIs some use made of self-assessment techniques, such as maintenance Is some use made of self-assessment techniques, such as maintenance of progress logs by learners and completion of checklists by teachers?Do teachers help learners to understand the impact for a range of issues - such as impact on privacy and the changing nature of the world of work - of new ways to process information?Are teachers trying to broaden learners appreciation - in a way that reflects their stage of maturation - of how school activity relates to the uses of ICT in society?Does the learning environment begin to relate classroom ICT activities to the wider world?Do teachers ensure that learners pay attention to the objectives of the task for which digital information is being used?Do teachers insist on regard for rules about file management (eg where to save or print) appropriate to the circumstances?Do teachers encourage the use of a growing range of software tools in a systematic way?Do teachers encourage and help learners to draft and redraft in text, graphics and multimedia forms?Are teachers exploring and experimenting with different forms of collaborative learning when using ICT?Are teachers aware of new pedagogical styles which the use of ICT facilitates?Are there inclusive practices ensuring involvement of all learners in ICT activity?Is there a variety of interactions within classrooms using ICT, including direct teaching (for technique, introducing purpose of task, evaluation), group tasks and individual tasks?Are teachers aware of the progressions of which ICT methods are capable, even when they are not personally comfortable with every technique?Are learners generally willing to try out new approaches and tools in their work when using ICT?Do learners take care to produce work which meets the success criteria laid down by the teacher?Are learners sometimes willing to try to meet challenges, individually and in groups, when working with ICT?Do learners make an attempt to focus on the task in hand and avoid distractions when working with ICT?Do learners benefit from working in groups, including giving peer support and mutual assistance?Can learners manage the steps involved in a school project without frequent recourse to the teacher?Are learners able to work with others in roles which have been outlined by the teacher, and to understand and explain their own role?Are learners willing to share the workload and the credit when working in groups?When using ICT collaboratively, do learners take some account of the needs of their audience?Does learners use of ICT for searching help to improve their search skills when using non-ICT sources?Do learners develop their search skills by using ICT?Does the use of ICT help learners to derive relevant information from a mass of data?Do learners develop their enquiry skills - asking the appropriate questions - by using ICT?Are learners able to refine a task repeatedly into appropriate sub-tasks when using ICT?Are learners able to record their progress with the plan for a project using ICT and to mark sources for future reference by making notes or using the favourites/bookmarking facility?Are learners generally able to plan the different steps of a project using ICT and break it down into its component tasks?Are learners aware of issues such as bias, copyright and whether or not the information is current when they are making use of digital sources of information?Are learners able to use a growing range of media - books, CD-Roms, web sites and other digital sources - to glean quickly and accurately what is relevant?Do learners seek appropriate help from fellow learners and the teacher when working with ICT?@LVAL kL 9 X > Y 0 o,'n}$};eLabel47Evidence for Level 2Ariald5W`uabgceLabel48Evidence for Level 4Ariald5U`abceLabel49Level 2AThere is systematic monitoring of each learner s progress in refining their skillsThere is systematic monitoring of each learner s progress in refining their skills, insights and attitudes in ICT (in other subjects as well as computing in secondary).Some use is made of self-assessment techniques, such as maintenance of progress logs by learners and completion of checklists by teachers.Teachers help learners to understand the impact for a range of issues - such as impact on privacy and the changing nature of the world of work - of new ways to process information.Teachers try to broaden learners appreciation - in a way that reflects their stage of maturation - of how school activity relates to the uses of ICT in society.The learning environment begins to relate classroom ICT activities to the wider world.Teachers ensure that learners pay attention to the objectives of the task for which digital information is being used.Teachers insist on regard for rules about file management (eg where to save or print) appropriate to the circumstances.Teachers encourage the use of a growing range of software tools in a systematic way.Teachers encourage and help learners to draft and redraft in text, graphics and multimedia forms.Teachers explore and experiment with different forms of collaborative learning when using ICT.Teachers are aware of new pedagogical styles which the use of ICT facilitates.There are inclusive practices ensuring involvement of all learners in ICT activity.There is variety of interactions within classrooms using ICT, including direct teaching (for technique, introducing purpose of task, evaluation), group tasks and individual tasks.Teachers are aware of the progressions of which ICT methods are capable, even when they are not personally comfortable with every technique.Learners are generally willing to try out new approaches and tools in their work when using ICT.Learners take care to produce work which meets the success criteria laid down by the teacher.Learners sometimes willing to try to meet challenges, individually and in groups, when working with ICT.Do learners attempt to focus on the task in hand and avoid distractions when working with ICT.Learners benefit from working in groups, including giving peer support and mutual assistance.Learners can manage the steps involved in a school project without frequent recourse to the teacher.Learnerscan work with others in roles which have been outlined by the teacher, and can understand and explain their own role.Learners are willing to share the workload and the credit when working in groups.When using ICT collaboratively, do learners take some account of the needs of their audience.Learners use of ICT for searching helps to improve their search skills when using non-ICT sources.Learners develop their search skills by using ICT.The use of ICT helps learners to derive relevant information from a mass of data.Learners develop their enquiry skills - asking the appropriate questions - by using ICT.Learners are able to refine a task repeatedly into appropriate sub-tasks when using ICT.Learners are able to record their progress with the plan for a project using ICT and to mark sources for future reference by making notes or using the favourites/bookmarking facility.Learners are generally able to plan the different steps of a project using ICT and to break it down into its component tasks.Learners are aware of issues such as bias, copyright and whether or not the information is current when they are making use of digital sources of information.Learners can use a growing range of media - books, CD-Roms, web sites and other digital sources - to glean quickly and accurately what is relevant.@LVAL kL 9 X > Y 0 o,'n}$};trocedure]h1U`ab7c@iQuitCommand9[Event Procedure](There is systematic monitoring of each learner s progress in refining their skillsThere is systematic monitoring of each learner s progress in refining their skills, insights and attitudes in ICT (in other subjects as well as computing in secondary).Some use is made of self-assessment techniques, such as maintenance of progress logs by learners and completion of checklists by teachers.Teachers help learners to understand the impact for a range of issues - such as impact on privacy and the changing nature of the world of work - of new ways to process information.Teachers try to broaden learners appreciation - in a way that reflects their stage of maturation - of how school activity relates to the uses of ICT in society.The learning environment begins to relate classroom ICT activities to the wider world.Teachers ensure that learners pay attention to the objectives of the task for which digital information is being used.Teachers insist on regard for rules about file management (eg where to save or print) appropriate to the circumstances.Teachers encourage the use of a growing range of software tools in a systematic way.Teachers encourage and help learners to draft and redraft in text, graphics and multimedia forms.Teachers explore and experiment with different forms of collaborative learning when using ICT.Teachers are aware of new pedagogical styles which the use of ICT facilitates.There are inclusive practices ensuring involvement of all learners in ICT activity.There is variety of interactions within classrooms using ICT, including direct teaching (for technique, introducing purpose of task, evaluation), group tasks and individual tasks.Teachers are aware of the progressions of which ICT methods are capable, even when they are not personally comfortable with every technique.Learners are generally willing to try out new approaches and tools in their work when using ICT.Learners take care to produce work which meets the success criteria laid down by the teacher.Learners sometimes willing to try to meet challenges, individually and in groups, when working with ICT.Do learners attempt to focus on the task in hand and avoid distractions when working with ICT.Learners benefit from working in groups, including giving peer support and mutual assistance.Learners can manage the steps involved in a school project without frequent recourse to the teacher.Learnerscan work with others in roles which have been outlined by the teacher, and can understand and explain their own role.Learners are willing to share the workload and the credit when working in groups.When using ICT collaboratively, do learners take some account of the needs of their audience.Learners use of ICT for searching helps to improve their search skills when using non-ICT sources.Learners develop their search skills by using ICT.The use of ICT helps learners to derive relevant information from a mass of data.Learners develop their enquiry skills - asking the appropriate questions - by using ICT.Learners are able to refine a task repeatedly into appropriate sub-tasks when using ICT.Learners are able to record their progress with the plan for a project using ICT and to mark sources for future reference by making notes or using the favourites/bookmarking facility.Learners are generally able to plan the different steps of a project using ICT and to break it down into its component tasks.Learners are aware of issues such as bias, copyright and whether or not the information is current when they are making use of digital sources of information.Learners can use a growing range of media - books, CD-Roms, web sites and other digital sources - to glean quickly and accurately what is relevant.l<O  n C `MRWbelmEv4_4Ev4-4d Ev4_4_LabelEv4-4 Labelm!Ev4_5Ev4R @a@`@ ]@ \@ _@c@[@ ^@b@Zvj^RFF::..""Q @a@`R@ ]R@ \@ _@XO@[@ ^@WO@Zvj^RFF::..""P @V@Uu@ ]u@ \@ _@Xq@ [@ ^@Wq@ Zvj^RFF::..""O@Vv@!J@U|@ H@ _@X@ ^@Wvvj^^RFFFFF:."aN@V@U@ ]@ \@ _@X@ [@ ^@W@ Zvj^RFF::..""M]@V`@U@]@\W@_Y@X@ [W@^Y@W@ Zvj^RFF::..""L{@V]@ J{@U]@H@_x@X@^x@Wvvj^^RFFFFF:."aK|@V|@U@]@\@_y@X@ [@^y@W@ Zvj^RFF::..""JY@VY@U@]@\]@_V@X@ []@^V@W@ Zvj^RFF::..""If@Vf@U^@]^@\i@_c@X[@[i@^c@W[@Zvj^RFF::..""Hi@Vi@UD@]D@\e@_`@XD@[e@^`@WD@Zvj^RFF::..""GP@VP@US@]S@\T@_P@XS@[T@^P@WS@Zvj^RFF::..""FY@]Y@\Y@_Y@[Y@^Y@Z^RRF::..""EU@V`@U@]@\X@_U@X@[X@^U@W@Zvj^RFF::..""D@V@U@]@\@S@X@[@R@W@Zvj^RFF::..""C@V@J@U@H@Q@ P@S@X@[@R@W@Zvj^^RRF:."Bb@Vb@UZ@QZ@Pd@Sb@XW@[d@Rb@WW@Zvj^RFF::..""Ab@V@Jb@U@H@Q@#F@P@Df@S_@X@[f@R_@W@Zvj^RF:."@n@Vn@Ut@Qt@Pi@Sj@Xt@!Oi@Rj@Wt@!Nvj^RFF::..""?h@V@Jh@U@HU@Q@"FU@P@Dl@S`@XR@ Ol@R`@WR@ Nvj^RF:.">b@Vb@U@Q@PF@De@S_@ X@Oe@R_@ W@Nvj^RF::..""=f@ Vf@ Uf@Qf@Pi@Sf@ Xf@Oi@Rf@ Wf@Nvj^RFF::..""iLVALvw ( | 8 \ 7 w[$=f.8([UserID] = 32 ANDTeachers consistently promote care in the use of ICT and the prTeachers consistently promote care in the use of ICT and the preparation of work that overtakes the laid-down success criteria.There is evidence of well-embedded activity using ICT to promote links with the wider school community, eg parents, business or other agencies.There is a culture of appreciation among school staff of the potential advantages of ICT for learning rather than a dread of the insupportable workload implications.There is evidence in the use of ICT of innovation, cooperation and collaboration involving the wider school community.The paramount concern of school planning is to ensure a progression in the skills, insights and attitudes that learners develop as they experience broadening and deepening of their uses of ICT.There is a supportive environment in which ICT is used to help teachers and others to communicate with each other and with fellow professionals elsewhere.There are workable school policies on those aspects of ICT use which reflect the benefits of coordination, such as Internet access, progression in the use of software tools, the purchase of consumable items and staff development.The school has open-minded policies for sharing resources rather than a tendency towards garnering personal resources.There is shared ownership of the school s policies on the use of ICT.ICT features as an important element in the discussion of priorities for the school s evolving development plan.ICT is used for a wide range of special educational needs, including the need to stretch those capable of more rapid progress in their learning.Assessment policies include assessment of progress, with an ability to report on appropriate  next steps for individual learners.School assessment policies include deepening and broadening of skills in ICT.Assessment serves a range of purposes, including formative assessment of progress in a diversity of situations.The learning environment effectively draws learners attention to wider issues, such as privacy, changing nature of work, copyright and developing technologies.Teachers help learners to articulate ways in which school activity relates to economic, social and other activities in the wider world, including an appreciation of the impacts of ICT.Teachers help learners understand the need for file management (eg where to save or print their work), especially for the purposes of the exercise for which they are using the digital information.Teachers help learners to deploy a variety of software tools, and options within those tools, to create and modify information.Teachers offer learners experience of text, graphical, numeric and multimedia data forms.There is widespread use of collaborative learning using ICT tools.There is widespread teacher exploration of new pedagogical styles when using ICT.There is an effort to transfer skills practised using ICT to other learning situations.There is a discernible effort to ensure that all learners gain a range of experience of ICT use appropriate to their age, experience and needs.Teachers are aware of the need to refine and rephrase requests and instructions to reflect different prior experience and abilities on the part of learners, and plan/set tasks accordingly.Programmes of work allow for a diversity of entry points into tasks as well as a variety of satisfying exit points, to cater for different needs or experience in ICT.Learners have evident interest in trying new approaches in their work when using ICT.Learners always take care to produce work which meets and sometimes appropriately exceeds the success criteria laid down by the teacher.iLVALvw ( | 8 \ 7 w[$=f. @ @ @Teachers consistently promote care in the use of ICT and the prTeachers consistently promote care in the use of ICT and the preparation of work that overtakes the laid-down success criteria.There is evidence of well-embedded activity using ICT to promote links with the wider school community, eg parents, business or other agencies.There is a culture of appreciation among school staff of the potential advantages of ICT for learning rather than a dread of the insupportable workload implications.There is evidence in the use of ICT of innovation, cooperation and collaboration involving the wider school community.The paramount concern of school planning is to ensure a progression in the skills, insights and attitudes that learners develop as they experience broadening and deepening of their uses of ICT.There is a supportive environment in which ICT is used to help teachers and others to communicate with each other and with fellow professionals elsewhere.There are workable school policies on those aspects of ICT use which reflect the benefits of coordination, such as Internet access, progression in the use of software tools, the purchase of consumable items and staff development.The school has open-minded policies for sharing resources rather than a tendency towards garnering personal resources.There is shared ownership of the school s policies on the use of ICT.ICT features as an important element in the discussion of priorities for the school s evolving development plan.ICT is used for a wide range of special educational needs, including the need to stretch those capable of more rapid progress in their learning.Assessment policies include assessment of progress, with an ability to report on appropriate  next steps for individual learners.School assessment policies include deepening and broadening of skills in ICT.Assessment serves a range of purposes, including formative assessment of progress in a diversity of situations.The learning environment effectively draws learners attention to wider issues, such as privacy, changing nature of work, copyright and developing technologies.Teachers help learners to articulate ways in which school activity relates to economic, social and other activities in the wider world, including an appreciation of the impacts of ICT.Teachers help learners understand the need for file management (eg where to save or print their work), especially for the purposes of the exercise for which they are using the digital information.Teachers help learners to deploy a variety of software tools, and options within those tools, to create and modify information.Teachers offer learners experience of text, graphical, numeric and multimedia data forms.There is widespread use of collaborative learning using ICT tools.There is widespread teacher exploration of new pedagogical styles when using ICT.There is an effort to transfer skills practised using ICT to other learning situations.There is a discernible effort to ensure that all learners gain a range of experience of ICT use appropriate to their age, experience and needs.Teachers are aware of the need to refine and rephrase requests and instructions to reflect different prior experience and abilities on the part of learners, and plan/set tasks accordingly.Programmes of work allow for a diversity of entry points into tasks as well as a variety of satisfying exit points, to cater for different needs or experience in ICT.Learners have evident interest in trying new approaches in their work when using ICT.Learners always take care to produce work which meets and sometimes appropriately exceeds the success criteria laid down by the teacher.jLVALBX c  Y ; \ QC$0Do teachers promote an atmosphere in which learners are keen toDo teachers promote an atmosphere in which learners are keen to evaluate the success of a chosen strategy and to do so publicly?Do teachers create an atmosphere conducive to learners suggesting and trialling new approaches and worthwhile strategies?Do teachers support eagerness on the part of learners to trial, to draft and redraft and to model?Do teachers consistently promote care in the use of ICT and the preparation of work that overtakes the laid-down success criteria?Is there evidence of well-embedded activity using ICT to promote links with the wider school community, eg parents, business or other agencies?Is there a culture of appreciation among school staff of the potential advantages of ICT for learning rather than a dread of the insupportable workload implications?Is there evidence in the use of ICT of innovation, cooperation and collaboration involving the wider school community?Is the paramount concern of school planning to ensure a progression in the skills, insights and attitudes that learners develop as they experience broadening and deepening of their uses of ICT?Is there a supportive environment in which ICT is used to help teachers and others to communicate with each other and with fellow professionals elsewhere?Are there workable school policies on those aspects of ICT use which reflect the benefits of coordination, such as Internet access, progression in the use of software tools, the purchase of consumable items and staff development?Does the school have open-minded policies for sharing resources rather than a tendency towards garnering personal resources?Is there shared ownership of the school s policies on the use of ICT?Does ICT feature as an important element in the discussion of priorities for the school s evolving development plan?Is ICT used for a wide range of special educational needs, including the need to stretch those capable of more rapid progress in their learning?Do assessment policies include assessment of progress, with an ability to report on appropriate  next steps for individual learners?Do school assessment policies include deepening and broadening of skills in ICT?Does assessment serve a range of purposes, including formative assessment of progress in a diversity of situations?Does the learning environment effectively draw learners attention to wider issues, such as privacy, changing nature of work, copyright and developing technologies?Do teachers help learners to articulate ways in which school activity relates to economic, social and other activities in the wider world, including an appreciation of the impacts of ICT?Do teachers help learners understand the need for file management (eg where to save or print their work), especially for the purposes of the exercise for which they are using the digital information?Do teachers help learners to deploy a variety of software tools, and options within those tools, to create and modify information?Do teachers offer learners experience of text, graphical, numeric and multimedia data forms?Is there widespread use of collaborative learning using ICT tools?Is there widespread teacher exploration of new pedagogical styles when using ICT?Is there an effort to transfer skills practised using ICT to other learning situations?Is there a discernible effort to ensure that all learners gain a range of experience of ICT use appropriate to their age, experience and needs?Are teachers aware of the need to refine and rephrase requests and instructions to reflect different prior experience and abilities on the part of learners, and plan/set tasks accordingly?jLVALBX c  Y ; \ QC$0ں4 Do teachers promote an atmosphere in which learners are keen toDo teachers promote an atmosphere in which learners are keen to evaluate the success of a chosen strategy and to do so publicly?Do teachers create an atmosphere conducive to learners suggesting and trialling new approaches and worthwhile strategies?Do teachers support eagerness on the part of learners to trial, to draft and redraft and to model?Do teachers consistently promote care in the use of ICT and the preparation of work that overtakes the laid-down success criteria?Is there evidence of well-embedded activity using ICT to promote links with the wider school community, eg parents, business or other agencies?Is there a culture of appreciation among school staff of the potential advantages of ICT for learning rather than a dread of the insupportable workload implications?Is there evidence in the use of ICT of innovation, cooperation and collaboration involving the wider school community?Is the paramount concern of school planning to ensure a progression in the skills, insights and attitudes that learners develop as they experience broadening and deepening of their uses of ICT?Is there a supportive environment in which ICT is used to help teachers and others to communicate with each other and with fellow professionals elsewhere?Are there workable school policies on those aspects of ICT use which reflect the benefits of coordination, such as Internet access, progression in the use of software tools, the purchase of consumable items and staff development?Does the school have open-minded policies for sharing resources rather than a tendency towards garnering personal resources?Is there shared ownership of the school s policies on the use of ICT?Does ICT feature as an important element in the discussion of priorities for the school s evolving development plan?Is ICT used for a wide range of special educational needs, including the need to stretch those capable of more rapid progress in their learning?Do assessment policies include assessment of progress, with an ability to report on appropriate  next steps for individual learners?Do school assessment policies include deepening and broadening of skills in ICT?Does assessment serve a range of purposes, including formative assessment of progress in a diversity of situations?Does the learning environment effectively draw learners attention to wider issues, such as privacy, changing nature of work, copyright and developing technologies?Do teachers help learners to articulate ways in which school activity relates to economic, social and other activities in the wider world, including an appreciation of the impacts of ICT?Do teachers help learners understand the need for file management (eg where to save or print their work), especially for the purposes of the exercise for which they are using the digital information?Do teachers help learners to deploy a variety of software tools, and options within those tools, to create and modify information?Do teachers offer learners experience of text, graphical, numeric and multimedia data forms?Is there widespread use of collaborative learning using ICT tools?Is there widespread teacher exploration of new pedagogical styles when using ICT?Is there an effort to transfer skills practised using ICT to other learning situations?Is there a discernible effort to ensure that all learners gain a range of experience of ICT use appropriate to their age, experience and needs?Are teachers aware of the need to refine and rephrase requests and instructions to reflect different prior experience and abilities on the part of learners, and plan/set tasks accordingly?LVALO- O y  1 $@VSm$Eent4 LabelLevel 4ArialMeasureStatement4_Labelm 7`2ahb!e" jk OutcomeTitle OutcomeTitle'Enter orTeachers do not produce straightforward print documents for Teachers do not produce straightforward print documents for learning and teaching purposes with a limited range of media.Teachers do not urge learners to try out new approaches, nor do they value their attempts at this.Teachers do not encourage learners to be enterprising and creative, and value their attempts at this.Teachers do not foster an atmosphere that encourages willingness to trial, to draft and redraft and to model.Teachers do not promote care in the use of ICT and the preparation of work that meets laid-down success criteria.There is no evidence of any activity using ICT to promote links with the wider school community, eg parents, business or other agencies.Teachers do not avoid being overly restricted by security aspects when they are using ICT.ICT does not contribute to the school ethos. It is not used in a range of communications to parents/pupils nor in more ambitious forms of collective display such as intranet/Internet sites.There is no evidence of positive, rather than restrictive, coordination between teachers (and others) to maximise the progress which learners make in their uses of ICT.ICT is not used for a range of purposes within appropriate learning contexts. It is rather a  bolt-on extra which demands time in the curriculum.There are no workable school policies on those aspects of ICT use which reflect the benefits of coordination, such as Internet access, progression in the use of software tools, the purchase of consumable items and staff development.The needs of learners (rather than a desire for the latest technology) is not the key consideration in resource planning.There is not culture of participation in the school in the ways that additional resources are acquired.ICT does not feature as an important element in the discussion of priorities for the school s evolving development plan.ICT is not seen to be contributing to one or more of the school s development planning priorities, even where ICT is not itself a priority.Continuous assessment is not the norm, and is seldom built into collective project work, nor is it a reliable assessment of individual learner s achievements.There is no systematic monitoring of each learner s progress in refining their skills, insights and attitudes in ICT (in other subjects as well as computing in secondary).No use is made of self-assessment techniques, such as maintenance of progress logs by learners and completion of checklists by teachers.Teachers do not help learners to understand the impact for a range of issues - such as impact on privacy and the changing nature of the world of work - of new ways to process information.Teachers do not try to broaden learners appreciation - in a way that reflects their stage of maturation - of how school activity relates to the uses of ICT in society.The learning environment does not relate classroom ICT activities to the wider world.Teachers do not ensure that learners pay attention to the objectives of the task for which digital information is being used.Teachers fail to insist on regard for rules about file management (eg where to save or print) appropriate to the circumstances.Teachers do not encourage the use of a growing range of software tools in a systematic way.Teachers do not encourage or help learners to draft and redraft in text, graphics and multimedia forms.Teachers do not exploe or experiment with different forms of collaborative learning when using ICT.Teachers are not aware of new pedagogical styles which the use of ICT facilitates.There is no effort to transfer skills practised using ICT to other learning situations.There are no inclusive practices ensuring involvement of all learners in ICT activity.LVALO- O y  1 $@VSm$E @ @d CLabel50mDGroupDesch EEditLockFormeHBox57fILine58Teachers do not produce straightforward print documents for Teachers do not produce straightforward print documents for learning and teaching purposes with a limited range of media.Teachers do not urge learners to try out new approaches, nor do they value their attempts at this.Teachers do not encourage learners to be enterprising and creative, and value their attempts at this.Teachers do not foster an atmosphere that encourages willingness to trial, to draft and redraft and to model.Teachers do not promote care in the use of ICT and the preparation of work that meets laid-down success criteria.There is no evidence of any activity using ICT to promote links with the wider school community, eg parents, business or other agencies.Teachers do not avoid being overly restricted by security aspects when they are using ICT.ICT does not contribute to the school ethos. It is not used in a range of communications to parents/pupils nor in more ambitious forms of collective display such as intranet/Internet sites.There is no evidence of positive, rather than restrictive, coordination between teachers (and others) to maximise the progress which learners make in their uses of ICT.ICT is not used for a range of purposes within appropriate learning contexts. It is rather a  bolt-on extra which demands time in the curriculum.There are no workable school policies on those aspects of ICT use which reflect the benefits of coordination, such as Internet access, progression in the use of software tools, the purchase of consumable items and staff development.The needs of learners (rather than a desire for the latest technology) is not the key consideration in resource planning.There is not culture of participation in the school in the ways that additional resources are acquired.ICT does not feature as an important element in the discussion of priorities for the school s evolving development plan.ICT is not seen to be contributing to one or more of the school s development planning priorities, even where ICT is not itself a priority.Continuous assessment is not the norm, and is seldom built into collective project work, nor is it a reliable assessment of individual learner s achievements.There is no systematic monitoring of each learner s progress in refining their skills, insights and attitudes in ICT (in other subjects as well as computing in secondary).No use is made of self-assessment techniques, such as maintenance of progress logs by learners and completion of checklists by teachers.Teachers do not help learners to understand the impact for a range of issues - such as impact on privacy and the changing nature of the world of work - of new ways to process information.Teachers do not try to broaden learners appreciation - in a way that reflects their stage of maturation - of how school activity relates to the uses of ICT in society.The learning environment does not relate classroom ICT activities to the wider world.Teachers do not ensure that learners pay attention to the objectives of the task for which digital information is being used.Teachers fail to insist on regard for rules about file management (eg where to save or print) appropriate to the circumstances.Teachers do not encourage the use of a growing range of software tools in a systematic way.Teachers do not encourage or help learners to draft and redraft in text, graphics and multimedia forms.Teachers do not exploe or experiment with different forms of collaborative learning when using ICT.Teachers are not aware of new pedagogical styles which the use of ICT facilitates.There is no effort to transfer skills practised using ICT to other learning situations.There are no inclusive practices ensuring involvement of all learners in ICT activity.LVALS+ L E e ( XVe!HD!eate_Labelm 457U;ab:ceUserEvidTableNoUserEvidTableNom 27U`7aGbcSk EvalNotes EvalNotesd5U7aGb cLabel12Evaluation Notes:m 457]`oabNckAre teachers aware of new pedagogical Are teachers aware of new pedagogical styles which the use of ICT facilitates?Are teachers able to articulate sensible configurations of ICT hardware or software for their purpose?Are teachers able to apply appropriate pedagogical and technical criteria to the selection of appropriate ICT learning resources?Are teachers aware of the ICT elements relevant to national and local curricular guidance for their subject(s) and/or stage(s)?Are teachers able to audit their schemes of work to identify progressions in ICT as well as in the core subject matter?Do teachers show willingness to subsume their own preferences and habits to fit in with the legitimate needs of a whole-school policy designed to develop understanding?Do teachers act as role models by deploying good habits in their use of ICT tools and by resolving problems systematically?Are teachers able to anticipate some of the operational difficulties when learners are making use of ICT within a curricular context?Are teachers aware of national and local curricular guidance about progressions in the development of ICT skills?Do teachers know how to navigate the Web and to access appropriate sites using favourites/bookmarks?Do teachers have basic skills to send and receive electronic mail?Can teachers make appropriate use of spreadsheets and databases (or other software tools) for recording progress within their own programmes of work?Can teachers cope with standard school or EA educational management information systems?Are teachers able to prepare a slide show or equivalent presentation related to their needs for learning and teaching?Are teachers able to make straightforward adaptations to templates or other standard materials to customise them for their own purposes?Can teachers produce straightforward print documents for learning and teaching purposes with a limited range of media?Do teachers urge learners to try out new approaches, and value their attempts at this?Do teachers encourage learners to be enterprising and creative, and value their attempts at this?Do teachers foster an atmosphere that encourages willingness to trial, to draft and redraft and to model?Do teachers promote care in the use of ICT and the preparation of work that meets laid-down success criteria?Is there evidence of some activity using ICT to promote links with the wider school community, eg parents, business or other agencies?Do teachers avoid being overly restricted by security aspects when they are using ICT?Does ICT contribute to the school ethos, including being used in a range of communications to parents/pupils and possibly more ambitious forms of collective display such as intranet/Internet sites?Is there evidence of positive, rather than restrictive, coordination between teachers (and others) to maximise the progress which learners make in their uses of ICT?Is ICT used for a range of purposes within appropriate learning contexts (rather than as a  bolt-on extra which demands time in the curriculum)?Are the needs of learners (rather than a desire for the latest technology) the key consideration in resource planning?Is there a culture of participation in the school in the ways that additional resources are acquired?Is ICT seen to be contributing to one or more of the school s development planning priorities, even if ICT is not itself a priority?Is continuous assessment the norm, often built into collective project work, while still being a reliable assessment of individual learner s achievements?Is there systematic monitoring of each learner s progress in refining their skills, insights and attitudes in ICT (in other subjects as well as computing in secondary)?LVALS+ L E e ( XVe!HD!edh[o2ej[p5bcr35cd vbzbcij MS Sans Serif{5bcJ `7!Detail9e125]`0a? bJcfBlueBar2e125]`a? bJcfAre teachers aware of new pedagogical Are teachers aware of new pedagogical styles which the use of ICT facilitates?Are teachers able to articulate sensible configurations of ICT hardware or software for their purpose?Are teachers able to apply appropriate pedagogical and technical criteria to the selection of appropriate ICT learning resources?Are teachers aware of the ICT elements relevant to national and local curricular guidance for their subject(s) and/or stage(s)?Are teachers able to audit their schemes of work to identify progressions in ICT as well as in the core subject matter?Do teachers show willingness to subsume their own preferences and habits to fit in with the legitimate needs of a whole-school policy designed to develop understanding?Do teachers act as role models by deploying good habits in their use of ICT tools and by resolving problems systematically?Are teachers able to anticipate some of the operational difficulties when learners are making use of ICT within a curricular context?Are teachers aware of national and local curricular guidance about progressions in the development of ICT skills?Do teachers know how to navigate the Web and to access appropriate sites using favourites/bookmarks?Do teachers have basic skills to send and receive electronic mail?Can teachers make appropriate use of spreadsheets and databases (or other software tools) for recording progress within their own programmes of work?Can teachers cope with standard school or EA educational management information systems?Are teachers able to prepare a slide show or equivalent presentation related to their needs for learning and teaching?Are teachers able to make straightforward adaptations to templates or other standard materials to customise them for their own purposes?Can teachers produce straightforward print documents for learning and teaching purposes with a limited range of media?Do teachers urge learners to try out new approaches, and value their attempts at this?Do teachers encourage learners to be enterprising and creative, and value their attempts at this?Do teachers foster an atmosphere that encourages willingness to trial, to draft and redraft and to model?Do teachers promote care in the use of ICT and the preparation of work that meets laid-down success criteria?Is there evidence of some activity using ICT to promote links with the wider school community, eg parents, business or other agencies?Do teachers avoid being overly restricted by security aspects when they are using ICT?Does ICT contribute to the school ethos, including being used in a range of communications to parents/pupils and possibly more ambitious forms of collective display such as intranet/Internet sites?Is there evidence of positive, rather than restrictive, coordination between teachers (and others) to maximise the progress which learners make in their uses of ICT?Is ICT used for a range of purposes within appropriate learning contexts (rather than as a  bolt-on extra which demands time in the curriculum)?Are the needs of learners (rather than a desire for the latest technology) the key consideration in resource planning?Is there a culture of participation in the school in the ways that additional resources are acquired?Is ICT seen to be contributing to one or more of the school s development planning priorities, even if ICT is not itself a priority?Is continuous assessment the norm, often built into collective project work, while still being a reliable assessment of individual learner s achievements?Is there systematic monitoring of each learner s progress in refining their skills, insights and attitudes in ICT (in other subjects as well as computing in secondary)?gLVALaq b  F  2sy @ @Teachers are able to anticipate where use of ICT tools, or a particular software package, may obscure the deveTeachers are able to anticipate where use of ICT tools, or a particular software package, may obscure the development of understanding of important underlying skills or concepts in the subject matter for which it is used.Teachers are able to articulate sensible configurations of ICT hardware or software for their purpose.Teachers are able to apply appropriate pedagogical and technical criteria to the selection of appropriate ICT learning resources.Teachers are aware of the ICT elements relevant to national and local curricular guidance for their subject(s) and/or stage(s).Teachers are able to audit their schemes of work to identify progressions in ICT as well as in the core subject matter.Teachers show willingness to subsume their own preferences and habits to fit in with the legitimate needs of a whole-school policy designed to develop understanding.Teachers act as role models by deploying good habits in their use of ICT tools and by resolving problems systematically.Teachers are able to anticipate some of the operational difficulties when learners are making use of ICT within a curricular context.Teachers are aware of national and local curricular guidance about progressions in the development of ICT skills.Teachers know how to navigate the Web and to access appropriate sites using favourites/bookmarks.Teachers have basic skills to send and receive electronic mail.Teachers make appropriate use of spreadsheets and databases (or other software tools) for recording progress within their own programmes of work.Teachers cope with standard school or EA educational management information systems.Teachers are able to prepare a slide show or equivalent presentation related to their needs for learning and teaching.Teachers are able to make straightforward adaptations to templates or other standard materials to customise them for their own purposes.Teachers produce straightforward print documents for learning and teaching purposes with a limited range of media.Teachers urge learners to try out new approaches, and value their attempts at this.Teachers encourage learners to be enterprising and creative, and value their attempts at this.Teachers foster an atmosphere that encourages willingness to trial, to draft and redraft and to model.Teachers promote care in the use of ICT and the preparation of work that meets laid-down success criteria.There is evidence of some activity using ICT to promote links with the wider school community, eg parents, business or other agencies.Teachers avoid being overly restricted by security aspects when they are using ICT. ICT contributes to the school ethos, including being used in a range of communications to parents/pupils and possibly more ambitious forms of collective display such as intranet/Internet sites.There is evidence of positive, rather than restrictive, coordination between teachers (and others) to maximise the progress which learners make in their uses of ICT.ICTis used for a range of purposes within appropriate learning contexts (rather than as a  bolt-on extra which demands time in the curriculum).The needs of learners (rather than a desire for the latest technology) is the key consideration in resource planning.There is a culture of participation in the school in the ways that additional resources are acquired.ICT is seen to be contributing to one or more of the school s development planning priorities, even if ICT is not itself a priority.Continuous assessment is the norm, often built into collective project work, while still being a reliable assessment of individual learner s achievements.gLVALaq b  F  2sy @ @val4-2)Eval4-3*Eval4-4+Eval4-5,Eval4-6-OtherEv4.Ev4FldsRqrdTeachers are able to anticipate where use of ICT tools, or a particular software package, may obscure the deveTeachers are able to anticipate where use of ICT tools, or a particular software package, may obscure the development of understanding of important underlying skills or concepts in the subject matter for which it is used.Teachers are able to articulate sensible configurations of ICT hardware or software for their purpose.Teachers are able to apply appropriate pedagogical and technical criteria to the selection of appropriate ICT learning resources.Teachers are aware of the ICT elements relevant to national and local curricular guidance for their subject(s) and/or stage(s).Teachers are able to audit their schemes of work to identify progressions in ICT as well as in the core subject matter.Teachers show willingness to subsume their own preferences and habits to fit in with the legitimate needs of a whole-school policy designed to develop understanding.Teachers act as role models by deploying good habits in their use of ICT tools and by resolving problems systematically.Teachers are able to anticipate some of the operational difficulties when learners are making use of ICT within a curricular context.Teachers are aware of national and local curricular guidance about progressions in the development of ICT skills.Teachers know how to navigate the Web and to access appropriate sites using favourites/bookmarks.Teachers have basic skills to send and receive electronic mail.Teachers make appropriate use of spreadsheets and databases (or other software tools) for recording progress within their own programmes of work.Teachers cope with standard school or EA educational management information systems.Teachers are able to prepare a slide show or equivalent presentation related to their needs for learning and teaching.Teachers are able to make straightforward adaptations to templates or other standard materials to customise them for their own purposes.Teachers produce straightforward print documents for learning and teaching purposes with a limited range of media.Teachers urge learners to try out new approaches, and value their attempts at this.Teachers encourage learners to be enterprising and creative, and value their attempts at this.Teachers foster an atmosphere that encourages willingness to trial, to draft and redraft and to model.Teachers promote care in the use of ICT and the preparation of work that meets laid-down success criteria.There is evidence of some activity using ICT to promote links with the wider school community, eg parents, business or other agencies.Teachers avoid being overly restricted by security aspects when they are using ICT. ICT contributes to the school ethos, including being used in a range of communications to parents/pupils and possibly more ambitious forms of collective display such as intranet/Internet sites.There is evidence of positive, rather than restrictive, coordination between teachers (and others) to maximise the progress which learners make in their uses of ICT.ICTis used for a range of purposes within appropriate learning contexts (rather than as a  bolt-on extra which demands time in the curriculum).The needs of learners (rather than a desire for the latest technology) is the key consideration in resource planning.There is a culture of participation in the school in the ways that additional resources are acquired.ICT is seen to be contributing to one or more of the school s development planning priorities, even if ICT is not itself a priority.Continuous assessment is the norm, often built into collective project work, while still being a reliable assessment of individual learner s achievements.<7 $  < s `)xl:h $n@in@hr@kn@ gr@jn@ f^RRF::..""g $f@af@`T@iT@hj@kc@cT@ gj@jc@bT@ fvj^RFF::..""f $D@aD@`f@if@hH@kA@cc@gH@jA@bc@fvj^RFF::..""e #@a@`~@i}@l~@h@$D@k@c{@g@j@b{@fvj^RF:..""d #Z@a@&JZ@`@ez@i@'Fz@h@#D]@kV@cv@g]@jV@bv@fvj^RF:."c "x@ax@`@i@hz@kx@c@gz@jx@b@fvj^RFF::..""b "@a@`@i@h@k@c@g@j@b@fvj^RFF::..""a "x@ax@`m@e@i@h{@_t@ c@g{@^t@ b@fvj^RRFF:.""` !X@ aX@ `@]^@&F@\^@"Dd@_U@ c@gd@^U@ b@fvj^RF:..""_ !c@ ac@ `{@]{@\g@_`@ cx@gg@^`@ bx@fvj^RFF::..""^ k@ ak@ `d@]d@\o@_h@ ca@go@^h@ ba@fvj^RFF::..""] o@ ao@ `@]@\s@_l@ c@[s@^l@ b@Zvj^RFF::..""\ @ a@ `@]@\@_@c@[@^@b@Zvj^RFF::..""[ X@am@%JX@`_@e@]@\\@_U@c@[\@^U@b@Zvj^^RRF:."Z @a@$J@`@%Hx@]x@\@!D@_@cx@[@^@bx@Zvj^RRF:."Y @a@`@$H@]@\@_@c@[@^@b@Zvj^RRFF:.""X @a@`m@#H@][@%F@\[@ D@_@c@[@^@b@Zvj^RF:.""W @]@\@_@[@^@Z^RRF::..""V x@ax@`~@]R@$F~@\T@D{@_w@cx@[{@^w@bx@Zvj^RF:..""U g@a~@#Jg@`~@"HJ@]J@\i@_g@cJ@[i@^g@bJ@Zvj^^RRF:."T y@]y@\}@_u@[}@^u@Z^RRF::..""S @a@"J@`@!H@ ]@ \@_@c@[@^@b@Zvj^^RRF:." LVAL 4  R 4 @ @H$0JG3}3}Blob IpTypeInfoFHIGlobalModulesr this measure.Ariald5U7ͬ7FRE-6oReportHeaderdLabel18dUser_LabelUser LabelmUserdSector_LabelSector LabelmSectormContextdContext_LabelContext LabelPageHeader Detailm MeasureNom EvalStatementd EvalStatement_LabelEvalStatement Labeld MeasureNo_LabelMeasureNo LabelmEvalScoredEvalScore_LabelEvalScore LabelmBlobDeltaPropData]DirData^0ML3}3}0:<=Bb c%ghij.k8([UserID] = 32 AND [Completed] = True AND [EvalID] = 69)"<`@QUserEvalRecord EvalReport[Event Procedure]Arial8SSSS%hDHP OfficeJet G Series@ dA4 (210 x 297 mm)W2FH& Y  Y vGrptbcd TbName.epz|;YTbIndexzz Y / Y | Y | Y   / Y  / Y  Teachers can deal with routine technical difficulties when they ariTeachers can deal with routine technical difficulties when they arise and can explain serious problems to appropriate support agencies.Teachers are able to modify settings on operating systems and software packages on a temporary basis to suit particular circumstances, and restore them to meet the needs of others who share use of the computer.Teachers are capable of controlling the computer environment and configurations in an optimal way for their curricular purpose.There is widespread use of collaborative learning using ICT tools.There is widespread teacher exploration of new pedagogical styles when using ICT.Teachers are able to make effective use of ICT resources - such as options within software packages - to make learning more responsive to individual needs and interests.Teachers are able to judge progress in the development of ICT skills and understanding as well as in the core curricular purpose, and are able to identify underlying conceptual problems which may be hidden by the use of ICT resources.Teachers are able to articulate the optimal configuration of software or hardware to maximise the usefulness of the ICT resources for their curricular purpose.Teachers are able to identify and apply appropriate technical and pedagogical criteria for selection of appropriate ICT resources.Teachers are aware of developments for adding value through the use of ICT in their subject(s) and/or stage(s).Teachers can use their own schemes of work to add value to overall school schemes for the development of ICT skills.Teachers are able to contribute usefully to school policies on ICT skills development.Teachers cultivate good habits in the use of ICT software tools, including appropriate shortcuts and tool options. Tthey adopt systematic resolution to problems they encounter, and they build these habits and solutions into lesson planning.Teachers are able to deal with most of the operational difficulties they meet when they are making use of ICT within a curricular context.Teachers are knowledgeable about national and local curricular guidance about progressions in development of ICT skills and their relationship to subject and/or stage.Teachers are capable of capturing text and graphics resources from web sites (with due regard to copyright).Teachers can search efficiently for known and unknown sites on the World Wide Web.Teachers have skills to send, receive and manage electronic mail, including handling attachments.Teachers demonstrate independent, effective use of generic software to record progress and improve teaching and learning.Teachers demonstrate independent, effective use of standard school or EA educational management information systems.Teachers are able to use movies, animation, sound and other multimedia elements when they are preparing a slide show, web page or equivalent presentation for learning and teaching.Teachers show imagination in the customisation of templates or other standard source materials to reflect the diverse needs of different learners.Teachers produce a flexible range of print documents, embodying an appropriate range of media, for differentiated learning and teaching.Teachers promote an atmosphere in which learners are keen to evaluate the success of a chosen strategy and to do so publicly.Teachers create an atmosphere conducive to learners suggesting and trialling new approaches and worthwhile strategies.Teachers support eagerness on the part of learners to trial, to draft and redraft and to model.LVAL' ^ ,  >W2FH&Teachers can deal with routine technical difficulties when they ariTeachers can deal with routine technical difficulties when they arise and can explain serious problems to appropriate support agencies.Teachers are able to modify settings on operating systems and software packages on a temporary basis to suit particular circumstances, and restore them to meet the needs of others who share use of the computer.Teachers are capable of controlling the computer environment and configurations in an optimal way for their curricular purpose.There is widespread use of collaborative learning using ICT tools.There is widespread teacher exploration of new pedagogical styles when using ICT.Teachers are able to make effective use of ICT resources - such as options within software packages - to make learning more responsive to individual needs and interests.Teachers are able to judge progress in the development of ICT skills and understanding as well as in the core curricular purpose, and are able to identify underlying conceptual problems which may be hidden by the use of ICT resources.Teachers are able to articulate the optimal configuration of software or hardware to maximise the usefulness of the ICT resources for their curricular purpose.Teachers are able to identify and apply appropriate technical and pedagogical criteria for selection of appropriate ICT resources.Teachers are aware of developments for adding value through the use of ICT in their subject(s) and/or stage(s).Teachers can use their own schemes of work to add value to overall school schemes for the development of ICT skills.Teachers are able to contribute usefully to school policies on ICT skills development.Teachers cultivate good habits in the use of ICT software tools, including appropriate shortcuts and tool options. Tthey adopt systematic resolution to problems they encounter, and they build these habits and solutions into lesson planning.Teachers are able to deal with most of the operational difficulties they meet when they are making use of ICT within a curricular context.Teachers are knowledgeable about national and local curricular guidance about progressions in development of ICT skills and their relationship to subject and/or stage.Teachers are capable of capturing text and graphics resources from web sites (with due regard to copyright).Teachers can search efficiently for known and unknown sites on the World Wide Web.Teachers have skills to send, receive and manage electronic mail, including handling attachments.Teachers demonstrate independent, effective use of generic software to record progress and improve teaching and learning.Teachers demonstrate independent, effective use of standard school or EA educational management information systems.Teachers are able to use movies, animation, sound and other multimedia elements when they are preparing a slide show, web page or equivalent presentation for learning and teaching.Teachers show imagination in the customisation of templates or other standard source materials to reflect the diverse needs of different learners.Teachers produce a flexible range of print documents, embodying an appropriate range of media, for differentiated learning and teaching.Teachers promote an atmosphere in which learners are keen to evaluate the success of a chosen strategy and to do so publicly.Teachers create an atmosphere conducive to learners suggesting and trialling new approaches and worthwhile strategies.Teachers support eagerness on the part of learners to trial, to draft and redraft and to model.)LVALr% - s  \ ~  r?e@DP[n0ccessObjectsJDDDDDDDDDDB 2qComponentsqMeasuresMeasures^NEvidencePrimEvidencePriCan teachers deal with routine technical difficulties when they aCan teachers deal with routine technical difficulties when they arise and explain serious problems to appropriate support agencies?Are teachers able to modify settings on operating systems and software packages on a temporary basis to suit particular circumstances, and restore them to meet the needs of others who share use of the computer?Are teachers capable of controlling the computer environment and configurations in an optimal way for their curricular purpose?Is there widespread use of collaborative learning using ICT tools?Is there widespread teacher exploration of new pedagogical styles when using ICT?Are teachers able to make effective use of ICT resources - such as options within software packages - to make learning more responsive to individual needs and interests?Are teachers able to judge progress in the development of ICT skills and understanding as well as in the core curricular purpose, and are they able to identify underlying conceptual problems which may be hidden by the use of ICT resources?Are teachers able to articulate the optimal configuration of software or hardware to maximise the usefulness of the ICT resources for their curricular purpose?Are teachers able to identify and apply appropriate technical and pedagogical criteria for selection of appropriate ICT resources?Are teachers aware of developments for adding value through the use of ICT in their subject(s) and/or stage(s)?Can teachers use their own schemes of work to add value to overall school schemes for the development of ICT skills?Are teachers able to contribute usefully to school policies on ICT skills development?Do teachers cultivate good habits in the use of ICT software tools, including appropriate shortcuts and tool options, do they adopt systematic resolution to problems they encounter, and do they build these habits and solutions into lesson planning?Are teachers able to deal with most of the operational difficulties they meet when they are making use of ICT within a curricular context?Are teachers knowledgeable about national and local curricular guidance about progressions in development of ICT skills and their relationship to subject and/or stage?Are teachers capable of capturing text and graphics resources from web sites (with due regard to copyright)?Can teachers search efficiently for known and unknown sites on the World Wide Web?Do teachers have skills to send, receive and manage electronic mail, including handling attachments?Do teachers demonstrate independent, effective use of generic software to record progress and improve teaching and learning?Can teachers demonstrate independent, effective use of standard school or EA educational management information systems?Are teachers able to use movies, animation, sound and other multimedia elements when they are preparing a slide show, web page or equivalent presentation for learning and teaching?Do teachers show imagination in the customisation of templates or other standard source materials to reflect the diverse needs of different learners?Can teachers produce a flexible range of print documents, embodying an appropriate range of media, for differentiated learning and teaching?)LVALr% - s  \ ~  r?e 6 "H H !F h F "( `F  EEPCan teachers deal with routine technical difficulties when they aCan teachers deal with routine technical difficulties when they arise and explain serious problems to appropriate support agencies?Are teachers able to modify settings on operating systems and software packages on a temporary basis to suit particular circumstances, and restore them to meet the needs of others who share use of the computer?Are teachers capable of controlling the computer environment and configurations in an optimal way for their curricular purpose?Is there widespread use of collaborative learning using ICT tools?Is there widespread teacher exploration of new pedagogical styles when using ICT?Are teachers able to make effective use of ICT resources - such as options within software packages - to make learning more responsive to individual needs and interests?Are teachers able to judge progress in the development of ICT skills and understanding as well as in the core curricular purpose, and are they able to identify underlying conceptual problems which may be hidden by the use of ICT resources?Are teachers able to articulate the optimal configuration of software or hardware to maximise the usefulness of the ICT resources for their curricular purpose?Are teachers able to identify and apply appropriate technical and pedagogical criteria for selection of appropriate ICT resources?Are teachers aware of developments for adding value through the use of ICT in their subject(s) and/or stage(s)?Can teachers use their own schemes of work to add value to overall school schemes for the development of ICT skills?Are teachers able to contribute usefully to school policies on ICT skills development?Do teachers cultivate good habits in the use of ICT software tools, including appropriate shortcuts and tool options, do they adopt systematic resolution to problems they encounter, and do they build these habits and solutions into lesson planning?Are teachers able to deal with most of the operational difficulties they meet when they are making use of ICT within a curricular context?Are teachers knowledgeable about national and local curricular guidance about progressions in development of ICT skills and their relationship to subject and/or stage?Are teachers capable of capturing text and graphics resources from web sites (with due regard to copyright)?Can teachers search efficiently for known and unknown sites on the World Wide Web?Do teachers have skills to send, receive and manage electronic mail, including handling attachments?Do teachers demonstrate independent, effective use of generic software to record progress and improve teaching and learning?Can teachers demonstrate independent, effective use of standard school or EA educational management information systems?Are teachers able to use movies, animation, sound and other multimedia elements when they are preparing a slide show, web page or equivalent presentation for learning and teaching?Do teachers show imagination in the customisation of templates or other standard source materials to reflect the diverse needs of different learners?Can teachers produce a flexible range of print documents, embodying an appropriate range of media, for differentiated learning and teaching?=LVALt U l b 7 - 1<wTeachers are not able to report difficultiTeachers are not able to report difficulties clearly to appropriate support agencies.Teachers are not respectful of the need for certain settings for computers whose use they share with others.Teachers do not know that changes can be made to the settings of the computer.Teachers do not experiment with forms of collaborative learning when using ICT.Teachers are not aware of new pedagogical styles which the use of ICT facilitates.Teachers are not able to make effective use of ICT resources - such as options within software packages - to make learning more responsive to individual needs and interests.Teachers are not able to anticipate where use of ICT tools, or a particular software package, may obscure the development of understanding of important underlying skills or concepts in the subject matter for which it is used.Teachers are unable to articulate sensible configurations of ICT hardware or software for their purpose.Teachers are unable to apply appropriate pedagogical and technical criteria to the selection of appropriate ICT learning resources.Teachers are not aware of the ICT elements relevant to national and local curricular guidance for their subject(s) and/or stage(s).Teachers are not able to audit their schemes of work to identify progressions in ICT as well as in the core subject matter.Teachers do not show willingness to subsume their own preferences and habits to fit in with the legitimate needs of a whole-school policy designed to develop understanding.Teachers do not act as role models by deploying good habits in their use of ICT tools and by resolving problems systematicallyTeachers are not able to anticipate any of the operational difficulties when learners are making use of ICT within a curricular context.Teachers are not aware of national and local curricular guidance about progressions in the development of ICT skills.Teachers are not capable of capturing text and graphics resources from web sites (with due regard to copyright).Teachers do not know how to navigate the Web nor to access appropriate sites using favourites/bookmarks.Teachers do not have basic skills to send and receive electronic mail.Teachers make poor or little use of spreadsheets and databases (or other software tools) for recording progress within their own programmes of work.Teachers do not cope with standard school or EA educational management information systems.Teachers are unable to prepare a slide show or equivalent presentation related to their needs for learning and teaching.Teachers are unable to make straightforward adaptations to templates or other standard materials to customise them for their own purposes.<LVALt U l a 6 , 0;v@ " P  R  @_+~4p5qS5x<}S%[# Measures.*) gComponents.*+ g Outcomes.*) g Groups.*' g Measures!!!  Components%%%  Outcomes!!!  Groups  G G   G UserEvalRecord.EvalRecordID: 'UserEvalRecord.*/ gUserEvalRecord.EvalRecordID: gUserEvalRecord---  G G  G Summary.MeasureNo0 '  Summary.Components.ComponentNo= ' Summary.OutcTeachers are not able to report difficultiTeachers are not able to report difficulties clearly to appropriate support agencies.Teachers are not respectful of the need for certain settings for computers whose use they share with others.Teachers do not know that changes can be made to the settings of the computer.Teachers do not experiment with forms of collaborative learning when using ICT.Teachers are not aware of new pedagogical styles which the use of ICT facilitates.Teachers are not able to make effective use of ICT resources - such as options within software packages - to make learning more responsive to individual needs and interests.Teachers are not able to anticipate where use of ICT tools, or a particular software package, may obscure the development of understanding of important underlying skills or concepts in the subject matter for which it is used.Teachers are unable to articulate sensible configurations of ICT hardware or software for their purpose.Teachers are unable to apply appropriate pedagogical and technical criteria to the selection of appropriate ICT learning resources.Teachers are not aware of the ICT elements relevant to national and local curricular guidance for their subject(s) and/or stage(s).Teachers are not able to audit their schemes of work to identify progressions in ICT as well as in the core subject matter.Teachers do not show willingness to subsume their own preferences and habits to fit in with the legitimate needs of a whole-school policy designed to develop understanding.Teachers do not act as role models by deploying good habits in their use of ICT tools and by resolving problems systematically.Teachers are not able to anticipate any of the operational difficulties when learners are making use of ICT within a curricular context.Teachers are not aware of national and local curricular guidance about progressions in the development of ICT skills.Teachers are not capable of capturing text and graphics resources from web sites (with due regard to copyright).Teachers do not know how to navigate the Web nor to access appropriate sites using favourites/bookmarks.Teachers do not have basic skills to send and receive electronic mail.Teachers make poor or little use of spreadsheets and databases (or other software tools) for recording progress within their own programmes of work.Teachers do not cope with standard school or EA educational management information systems.Teachers are unable to prepare a slide show or equivalent presentation related to their needs for learning and teaching.Teachers are unable to make straightforward adaptations to templates or other standard materials to customise them for their own purposes. LVAL 4 N Y  __A__          !"( 8#<$y%}&Teachers use the computers in the classroom and elsewhere to explore Teachers use the computers in the classroom and elsewhere to explore a variety of individual, group and whole-class learning possibilities.They can use an on-line database to pinpoint software which might be worth using.They routinely introduce and consolidate ICT skills within their school project work which are consistent with the overall school programmes.They build appropriate training into their programmes of work to prepare learners to make best use of any software package they are using, and can deal with most of the tangents on which learners embark.They are familiar with how the 5-14 ICT guidelines and local/school implementation policies can be delivered through permeation of the entire 5-14 curriculum.They use spreadsheet software to keep a record of individual attainment of skills built into the planning of a topic study.% LVAL%X ; Teachers use the computers in the classroom and ICT suites to exploreTeachers use the computers in the classroom and ICT suites to explore a variety of individual, group and whole-class learning possibilities.They routinely introduce and consolidate ICT skills within their school project work which are consistent with the overall school programmes.They build appropriate training into their programmes of work to prepare learners to make best use of any software package they are using, and can deal with most of the tangents on which learners embark.They are familiar with how the 5-14 ICT guidelines, the Higher Still baseline guidance for their subject and the local/school implementation policies can be delivered through permeation of the entire 12-18 curriculum.<7V J i n+zd InsDwEdKueeEu%eed"DwHyK58L%%5eee 6`ctoDwHzK58LeeeeeeK liDw@H{xK58 Leeeeee6@ DwH|K%(0L%ueee%6Dw H}0K%(@LU6 Dw|H~K%(PLE%6"DwEK%(`L%e6PDwԡEDK58pLeUEU6DwKK%(LeE6@ ToDwdKK%(Leueuuu6@IICDwEXK%(Leeueuu6`te DwhHKw )S@qS@p@i@hW@kS@s@gW@jS@r@fvj^RFF::..""v )j@qj@p@i@hn@kj@s@gn@jj@r@fvj^RFF::..""u )L@q@oL@p@e@i@hP@kI@s@gP@jI@r@fvj^^RRF:."t (Q@qQ@pD@iD@hQ@kJ@sD@gQ@jJ@rD@fvj^RFF::..""s (P@aP@`S@i@lS@h@mT@kP@sS@gT@jP@rS@fvj^RF:..""r '@i@h@k@g@j@f^RRF::..""q '@q@p@i@h@k@c@g@j@b@fvj^RFF::..""p 'h@a@oh@`@e@i@hj@kh@c@gj@jh@b@fvj^^RRF:."o '@a@o@`@e@iS@l@hS@%D@ k@c@g@ j@b@fvj^RF:."n '@a@`q@ iq@ h@ k@cq@g@ j@bq@fvj^RFF::..""m &y@a@oy@`@ev@ i@lv@ h@m}@ ky@cv@g}@ jy@bv@fvj^RF:."l &@a@`X@ iX@ h@ k@cX@g@ j@bX@fvj^RFF::..""k %}@ad@o}@`d@e@ i@ h@ kz@c@ g@ jz@b@ fvj^^RRF:."j %@a@'J@`@e@ i@l@ h@m@k@c@ g@j@b@ fvj^RF:."i %s@as@`@i@l@h@mw@ks@c@ gw@js@b@ fvj^RF:..""9 LVALo Q They can use the control panel to set up the operating environment to better They can use the control panel to set up the operating environment to better suit the needs of their learners, and they know the school procedures on this.They are able to transform the installation notes for a software package into a configuration to suit their learners/computers.They can determine from a catalogue whether software is worth closer examination for their schemes of work and whether it works on the computers to which they have access.They build opportunities to note attainment of ICT skills (and problems regarding this attainment) into their schemes of work.They are seen to make use of manuals, online help or other forms of help when they meet a problem. LVAL! .. ɼz^CEGMRXH_:qVH__SRP_12oN.__SRP_13fiu BHUGVC_CBVJOPDZODJPNNJPOHMTC:dSD __SRP_14(__SRP_15gm&gTBNVNTJQICWQBEKYOAGKCILBVHPB:_bI__SRP_16__SRP_17lvgIWFZIZKADFKEPDTCHTQRDOOVURWM:>p;__SRP_82__SRP_9osNBUDPVAILWDNTCENPIFKYEDWMJSMC:t$t__SRP_a __SRP_br]EAEWRIIWMTMMGEJBMCGLNZYNQJXK:*__SRP_18__SRP_19uRdir__SRP_0wTW:__SRP_1Are teachers able to report difficultiesAre teachers able to report difficulties clearly to appropriate support agencies?Are teachers respectful of the need for certain settings for computers whose use they share with others?Do teachers know that changes can be made to the settings of the computer?Are teachers experimenting with forms of collaborative learning when using ICT?Are teachers able to anticipate where use of ICT tools, or a particular software package, may obscure the development of understanding of important underlying skills or concepts in the subject matter for which it is used? LVAL!  @ @ @mpleted EvalScore Ev2FldsRqrd OutcomeNo OutcomeTitleComponentTitle MeasureTitle2 MeasureTitle4MeasureExample2ContextMeasureExample4Ev21Ev22Ev24Ev25Ev26SC7?DetailEv41 Eval21_Click Eval22_Click Eval23_Click Eval24_Click Eval25_Click Eval26_Click Eval41_Click Eval42_Click Eval43_Click Eval44_Click Eval45_Click Eval46_ClickOtherEv2_AfterUpdateOtherEv4_AfterUpdate Form_Close Form_Load Form_Current FillFields HideTicks FormatFormMovePosEvalDone GetEvalScore $ɤs h)aN?Qy`GXGP UserEvalRecord LocateData1m. LockFieldsJ?P EditFields ``d  $(,048<@DHLPTX\ SelCurrentEval(aN?Q &Evaluation Record:  CompletedtpY?Visible Ev2FldsRqrd Ev4FldsRqrd EvalScore User UserID EvalID EvalRecordID ComponentID MeasureID Outcomes Components Measures EvidencePrim EvidenceSec OutcomeNo OutcomeTitle  Sm. ComponentName ComponentTitle Primary MeasureP2 MeasureTitle2 MeasureP4 MeasureTitle4 ExamplesP2 MeasureExample2 ExamplesP4 MeasureExample4 Ev21 Ev22 Ev23 Ev24 Ev25 Ev26 Ev41 Ev42 Ev43 Ev44 Ev45 Ev46 Secondary MeasureS2 MeasureS4 ExamplesS2 ExamplesS4 &Community Education EAL "Further Education Higher Education HOTS Nursery "Special Education Other Value> Enter 'Other Evidence for Level 2' in the field below or use the Evidence Editor to add evidence items for this Measure. Eval42 Eval43 Eval44 Eval45 Eval46 OtherEv2Enabled LockedSpecialEffect> Enter 'Other Evidence for Level 4' in the field below or use the Evidence Editor to add evidence items for thAre teachers able to report difficultiesAre teachers able to report difficulties clearly to appropriate support agencies?Are teachers respectful of the need for certain settings for computers whose use they share with others?Do teachers know that changes can be made to the settings of the computer?Are teachers experimenting with forms of collaborative learning when using ICT?Are teachers able to anticipate where use of ICT tools, or a particular software package, may obscure the development of understanding of important underlying skills or concepts in the subject matter for which it is used?HLVALf` @ @ @ment PrimStatement2 Organisation PrimStatement4 Eval2- Eval4- SecStatement0 SecStatement2 SecStatement4 <Evidence observed for Level 2: . ,. -------------------- HOther evidence observed for Level 2: EvidenceList2+[O2VK^CommentName <Evidence observed for Level 4: HOther evidence observed for Level 4: EvidenceList4 EvidList2 EvidList4 *` ` [UserID] =  0 AND [Completed] = True AND [EvalID] = O7M(ZDpzDH8iMLBVmQBotvaFlM$K!0lV6Ng1%'*| AccessName VBAWin16~Win32MacVBA6# MIICEToolbox>cDAO Form_UserEvalRecord^ _Evaluate Eval21_ClickNEvalDone@~ Eval22_Click^ Eval23_Click Eval24_ClickW Eval25_ClickЏ Eval26_Clicka Eval41_Click Eval42_Click Eval43_Click Eval44_ClickY Eval45_Click  Eval46_ClickOtherEv2_AfterUpdateOtherEv4_AfterUpdate7i Form_Close[ stDocNamezstLinkCriteriaYDoCmdƧ RunCommand` acCmdSaveF DoMenuItem&e acFormBar acRecordsMenu6 acMenuVer70X GoToRecordM6 acDataFormacFirst%acLast(rstOutcR(rstComp (rstMeasn (rstEvidPrimp (rstEvidSecfFormsSelCurrentEvals_Visible Form_Load{i`Captionx(ThisUser Completed Ev2FldsRqrdvo Ev4FldsRqrd# EvalScore&UserUserIDjEvalIDd EvalRecordIDF ComponentIDܵ MeasureID (OutcomesTblSF (ComponentsTbl (MeasuresTblD] (EvidTblPrim (EvidTblSec!+ (LocateDatae FillFields GetEvalScore Form_Current FormatForm]'(OtblIDj OutcomeNolK(CtblIDY(MtblID< MoveFirstNMove>y OutcomeTitle'ComponentTitle ComponentNameQ (ThisSector, MeasureTitle2 MeasureP2ݪ MeasureTitle4 MeasureP4ߪMeasureExample2 ExamplesP2%MeasureExample4 ExamplesP4'Ev21kEv22kEv23kEv24kEv25kEv26kEv41AlEv42BlEv43ClEv44DlEv45ElEv46Fl MeasureS2L MeasureS4N ExamplesS2 Examples < @ @ @ @ @ @ @ @ @ @ @ @ @ @ @LLLLLLLL L L  L  L  L L LLLLLLMMMMMMMMMM M  M !M "M #M$M%M&M'M(M)T*T+T,T-T.T/T0T1T2T 3T 4T 5T 6T 7T8T9T:T;T<T=Y>Y?Y@YAYBYCYDYEYFY GY HY IY JY KYLYMYNYOYPYQYRYSdTdUdVdWdXdYdZd[d\d ]d ^d _d `d adbdcdddedfdgdhdinjnknlnmnnnonpnqnrn sn tn un vn wnMoveLast RecordCount{ (AddNewEval UserEvalID EvalExists MoveNextL! 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EvalCompleted Completed EvalScore Ev2FldsRqrd OutcomeNo OutcomeTitleComponentTitle MeasureTitle2 MeasureTitle4MeasureExample2ContextMeasureExample4Ev21Ev22Ev24Ev25Ev26SC7?DetailEv41 Eval21_Click Eval22_Click Eval23_Click Eval24_Click Eval25_Click Eval26_Click Eval41_Click Eval42_Click Eval43_Click Eval44_Click Eval45_Click Eval46_ClickOtherEv2_AfterUpdateOtherEv4_AfterUpdate Form_Close Form_Load Form_Current FillFields HideTicks FormatFormMovePosEvalDone GetEvalScore $ɤs h)aN?Qy`GXGP UserEvalRecord LocateData1m. LockFieldsJ?P EditFields ``d  $(,048<@DHLPTX\ SelCurrentEval(aN?Q &Evaluation Record:  CompletedtpY?Visible Ev2FldsRqrd Ev4FldsRqrd EvalScore User UserID EvalID EvalRecordID ComponentID MeasureID Outcomes Components Measures EvidencePrim EvidenceSec OutcomeNo OutcomeTitle  Sm. ComponentName ComponentTitle Primary MeasureP2 MeasureTitle2 MeasureP4 MeasureTitle4 ExamplesP2 MeasureExample2 ExamplesP4 MeasureExample4 Ev21 Ev22 Ev23 Ev24 Ev25 Ev26 Ev41 Ev42 Ev43 Ev44 Ev45 Ev46 Secondary MeasureS2 MeasureS4 ExamplesS2 ExamplesS4 &Community Education EAL "Further Education Higher Education HOTS Nursery "Special Education Other Value> Enter 'Other Evidence for Level 2' in the field below or use the Evidence Editor to add evidence items for this Measure. Eval42 Eval43 Eval44 Eval45 Eval46 OtherEv2Enabled LockedSpecialEffect> Enter 'Other Evidence for Level 4' in the field below or use the Evidence Editor to add evidence items for this Measure.VBE6.DLL *0  Eval21 Eval22 Eval23 Eval24 Eval25 Eval26 Eval41qm.BackStyle OtherEv4 Ev2 Ev4 BlueBar1 OthEv2Lab Level2Lab EvLev2Lab dThere is no Measure at LeveKy[v1 @ @ @ @ @ @l 2 for this Component. Ev2-1 Label BlueBar2 OthEv4Lab Level4Lab EvLev4Lab*S ` dThere is no Measure at Level 4 for this Component. 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