What is the NELC Primary Framework for ICT?

• A guide for teachers about developing pupil’s ICT capability

• An opportunity to strengthen teacher understanding of the key ICT concepts and skills

• A resource to assist teachers to identify standards within the subject of ICT

• A teacher’s guide to developing progression within the themes of ICT and understanding where these can be strengthened in subject teaching

• A guide to the key concepts within the subject supplementing the PoS/NC for ICT

The resource is not:

• A removal of the need to teach ICT as a discrete subject

• A response to new technology

Why is it being produced?

• In response to requests from teachers regarding support for discrete ICT and assessment

• To take advantage of the opportunity provided by the revision of the frameworks for literacy and mathematics to ensure coherence and consistency

• To ensure an appropriate progression for primary through to secondary

• To support teacher understanding of age related expectations

What is the purpose of the resource?

• To raise children’s attainment in ICT including their ability to apply their ICT capability in their learning

• To make explicit the progression of knowledge, skills and understanding in ICT capability from the foundation stage through to year seven

• To provide resources to assist planning and the assessment of ICT capability

• To make explicit key learning/teaching objectives mapped to year groups

• To provide clear guidance on standards in ICT

The resource complements the themes of the NC namely:

• Finding things out (Handling Data / Researching)

• Developing and making things happen (Control and Sensing / Modelling and Simulations)

• Exchanging and sharing information (Communication)

• Reviewing, modifying and evaluating work as it progresses (Embedded)

What is ICT Capability?
A child has true ICT capability when they understand the concepts involved, has learnt techniques, skills and facts, can apply these to new learning situations as appropriate and understands the significance of ICT in the contemporary world, in their learning and life. The extent to which they can do this independently and appropriately, making their own decisions, defines their level of capability.
ICT concepts
This aspect of capability is concerned with higher order thinking where children understand the strengths of ICT and can therefore make appropriate choices of when and when not to use it in their learning. They will draw upon learnt techniques and facts and on prior experience when choosing appropriate tools matched to their need. They will know what tools are available, when to use them, when not to use them, and why this is appropriate.
Process skills
This aspect of capability is concerned with the application of learnt skills and facts in a purposeful manner. Children apply the ICT they have learnt to create, access, amend and organise information. They will control, communicate and present information.

Techniques and facts
This aspect of capability is concerned with taught techniques and facts, for example, the skill of cutting and pasting information within a document.
Core aspects of ICT Capability
The programmes of study for ICT group the knowledge, skills and understanding that children require into themes being;
Finding things out
Developing ideas and making things happen
Exchanging and sharing information
A theme running through all of these is that of reviewing, modifying and evaluating work as it progresses. Although these themes are described separately in reality these are often merged as a natural consequence of the context that children are working within.
http://www.nc.uk.net/