Perhaps some of your students will be tempted, when designing a computer program for use by non-technical people, to make it as ‘proactively helpful’ as possible. If so, they should beware. A good idea would be to undertake some market research, if only of a rudimentary nature, to avoid the pitfall of merely annoying people.
One day when I was 15, I was milling around in this youth club trying to look cool, when someone came up to me and asked me if I’d be interested in joining a cinematography club he wanted to get started. He explained to me that I’d learn how to use a cine camera to shoot films, edit the films,learning about lighting and all that other technical stuff, so I said “Yes!”.
I’d never touched a cine camera in my life.
I wrote this document in May 2009. Since then, the proposed Level Descriptions have been changed. Here is a summary of the differences between this document and the revised changes, not in terms of the descriptors themselves, but my comments on them. Basically I have taken the view that a difference is only a difference if it makes a difference, so if the proposed level descriptor has changed, but its import hasn't, I haven't commented on it. In fact, as far as I can tell only two of the level descriptors have changed, and then only slightly.
Although this post is clearly aimed primarily at colleagues in England and Wales, it may be of interest to teachers from other countries too, as it shows what we're expecting young people to be able to do at different ages.
Also, it covers the whole of the programme of study for ICT, not just primary.
Anyway, here is a summary of the changes:
|Level||Changes in New Descriptor?||Comments on Changes|
|1||Yes - shorter||None|
|2||Yes - shorter||None|
|3||Yes - the reference to editing and formatting has been removed||It's now quicker to read, but I think it has lost some of its clarity|
|Exceptional Performance||No||Not applicable|
The level descriptors are © 2009 QCDA Copyright. I have reproduced them here in accordance with the QCDA's terms.