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Council for the Curriculum, Examinations and Assessment

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Whole School Planning

A Whole-School Approach
Information for ICT Co-Ordinators – Getting Started

  • Overview
  • Flow Chart
  • How have other co-ordinators approached it?

To Recap…

There is a statutory requirement to cover the 5 ‘E’s. These 5 ’E’s outline, in very broad terms, the type of UICT experiences that pupils should be given. You can ensure coverage of the 5 ‘E’s by giving your pupils opportunities to develop skills in different types of ICT. The Desirable Features document shows what pupils should demonstrate at each level within each type of ICT.


UICT Audit Grid PDF,73 KB

To develop the skills that pupils need, schools should plan to teach a progression of skills each year. This will enable pupils to build on their previous experience. The ICT activities or assessment tasks that you choose in Years 4 and 7 should reflect the skills that pupils have been building on in the previous year(s). This spreads the responsibility for assessment of UICT across the school, so that the end of key stage teachers do not have to both teach the skills and carry out the statutory assessment.

Planning for teaching and learning of the UICT requirements is closely linked with planning for assessment opportunities. We will cover this in more detail in the next section.

You may find the Audit grid useful as a way to get started on developing a whole-school approach to implementing ICT throughout the curriculum. This will help you to build in the use of assessment activities or tasks.

You should look at the requirements of the 5 ‘E’s at each level across the primary school. You then need to consider which types of ICT (as set out in the Desirable Features) your pupils should undertake in order to meet the requirements of each level.

The best way to do this is through a co-ordinated approach. For example:


Look at each type of ICT (Presenting, Film and Animation, Desk Top Publishing etc.) Select those that you will realistically be able to focus on in a school year. You might choose one type of ICT for all year groups to focus on in each half-term or term. Remember, you will not be able to cover all of the types of ICT in one year.


Identify the types of software or hardware those types of ICT require, which you will therefore have to teach the pupils to use.

After that…view

Map the progression of skills specific to each type of ICT that is being covered and create a whole-school scheme of work for these.


Teachers of each year group should look at their planning overview to identify themes or topics where different types of ICT will fit in and form part of the topic. Teachers can then ensure that they incorporate teaching these skills and using the various software and hardware into their planning. This will ensure that pupils develop their ICT skills in cross-curricular contexts. (Remember, depending on the stage of implementing UICT that your school is at, it may take several years of adding new types of ICT to your school scheme of work in order for everything to be developed.)


Have a look at the CCEA UICT Tasks if you wish to do so. There is no statutory requirement to use CCEA UICT Tasks. The tasks can be used throughout the primary school as both teaching and learning activities and as assessment tasks. Schools can however, decide to carry out their own ICT activities. If you decide to use the CCEA UICT Tasks, choose tasks that match the progression of ICT skills that you have planned for. The tasks or activities which you decide to do, should also fit in to topics within planning at each year group. You could select tasks (for teaching and learning purposes) in Year 3 and Year 6 that will complement those selected for Year 4 and Year 7. This allows pupils to build on their previous experience when completing tasks for assessment purposes.

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