Using data and information sources

• use information from primary or secondary sources
• create information from data for specific purposes and audiences, and recognise how the presentation of information can affect its validity and bias
• combine and refine information and data sources to answer and pose questions

Searching and selecting

• select information for a task from a range of sources and be aware of the relative strengths and weaknesses of these sources
• frame searches in an appropriate and considered way in relation to the required results
• search for information, altering and developing the search as appropriate, checking findings for plausibility
• use search terms correctly
• acknowledge sources and recognise copyright

Organising and investigating

• save files using appropriate file names and organise files in a hierarchical folder structure
• identify the significant data required to solve a problem
• develop closed questions which will lead to specific answers in a suitable form – e.g. text, numbers – and act safely and responsibly in seeking information  
• design a questionnaire or data-collection sheet to collect relevant data
• recognise the structure and format of data that can support checking and correcting to remove errors after entry; recognise that data may not be plausible and that this affects results
• generate simple queries using AND/OR operators applied to data items within fields
• use graphs to represent information; show all key features; justify their choice of chart or graph; produce a report from the information and check the accuracy of their conclusions
• consider examples of electronic databases in everyday life
• check whether the ICT tools they use are appropriate for the task
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Analysing and automating processes

• represent simple processes as diagrams to plan the task
• use automated processes to support consistency of style and presentation

Models and modelling

• recognise the difference between data, text and formulae in a computer model and organise these so that the model is fit for purpose
• use a model to predict an outcome
• explain how rules govern a model
• obtain information from a model and check this for plausibility

Sequencing instructions

• rationalise a set of instructions by repeating sections
• plan and implement sets of instructions, predicting outcomes before execution
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Fitness for purpose

• recognise the common layouts and conventions used in different types of communication and how these address intended and familiar audience needs
• recognise the limitations and opportunities of different layout formats and use these appropriately

Refining and presenting information

• use ICT to improve their work through drafting and refining
• combine text, images, tables and sounds from a number of sources to convey meaning
• match the content and style of their work to the audience and purpose
• import and export data in appropriate formats

Communicating

• capture, store and exchange information digitally by a variety of means
• use digital communication to share information and collaborate with others for a purpose
• recognise the risks associated with the sharing of personal information digitally and to take actions to protect themselves
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Evaluating work

• select ICT tools which will support the development and accuracy of their work, and learn the benefits of checking, correcting and refining their work as it progresses
• agree and use simple criteria and understand how to improve their work
• explain the reasons for choices they have made
• act purposefully on feedback
• understand when to use ICT to solve a problem
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