{"id":2005,"date":"2018-06-04T11:33:24","date_gmt":"2018-06-04T10:33:24","guid":{"rendered":"https:\/\/blogs.glowscotland.org.uk\/nl\/ColtnessHS-ComputingScience\/?page_id=2005"},"modified":"2018-06-04T11:33:24","modified_gmt":"2018-06-04T10:33:24","slug":"benchmarks-second-level","status":"publish","type":"page","link":"https:\/\/blogs.glowscotland.org.uk\/nl\/ColtnessHS-ComputingScience\/broad-general-education\/benchmarks-second-level\/","title":{"rendered":"Benchmarks &#8211; Second Level"},"content":{"rendered":"<h1>Benchmarks &#8211; Second Level<\/h1>\n<h2>Digital Literacy<\/h2>\n<h3>Using digital products and services in a variety of contexts to achieve a purposeful outcome<\/h3>\n<p><em>I can extend and enhance my knowledge of digital technologies to collect, analyse ideas, relevant information and organise these <\/em><em>in an appropriate way. TCH 2-01a<\/em><\/p>\n<ul>\n<li>Identifies and saves in a range of standard file formats<\/li>\n<li>Saves files using an organised filing system.<\/li>\n<li>Stores, shares and collaborates using an online cloud based service for example, Glow or other platforms.<\/li>\n<li>Identifies the key features of input, output and storage devices.<\/li>\n<li>Selects and use applications and software to capture, create and modify text, images, sound and video.<\/li>\n<li>Selects the most appropriate digital software to perform a task.<\/li>\n<\/ul>\n<h3>Searching, processing and managing information responsibly<\/h3>\n<p><em>I can use digital technologies to search, access and retrieve information and are aware that not all of this information will be credible. TCH 2-02a<\/em><\/p>\n<ul>\n<li>Uses search engines to search the internet for specific or relevant information for example, using quotation marks to narrow the results.<\/li>\n<li>Access websites and use navigation skills to retrieve information for a specific task.<\/li>\n<li>Demonstrates an understanding of usage rights and can apply these within a search for example creative commons<\/li>\n<\/ul>\n<h3>Cyber resilience and internet safety<\/h3>\n<p><em>I can explore online communities demonstrating an understanding of responsible digital behaviour and I\u2019m aware of how to keep myself safe and secure.TCH 2-03a<\/em><\/p>\n<ul>\n<li>Demonstrates an understanding of the content they should include in an online profile.<\/li>\n<li>Discusses the importance of being a responsible digital citizen, giving examples of appropriate online behaviours and actions.<\/li>\n<li>Identifies appropriate ways to report concerns.<\/li>\n<li>Uses strong passwords.<\/li>\n<li>Has an understanding of the law as it relates to inappropriate or illegal online behaviours, for example, the sharing of inappropriate images<\/li>\n<\/ul>\n<h2>Technological Developments in Society and Business<\/h2>\n<h3>Awareness of technological developments (Past, Present and Future), including how they work.<\/h3>\n<p><em>I can investigate how product design and development have been influenced by changing lifestyles. TCH 2-05a<\/em><\/p>\n<ul>\n<li>Gives examples of how our changing lifestyles have impacted on product design.<\/li>\n<\/ul>\n<h3>Impact, contribution, and relationship of technologies on business, the economy, politics, and the environment.<\/h3>\n<p><em>I can analyse how lifestyles can impact on the environment and Earth\u2019s resources and can make suggestions about how to live in a more sustainable way. TCH 2-06a<\/em><\/p>\n<ul>\n<li>Explains how and why it is important to conserve energy.<\/li>\n<\/ul>\n<p><em>I can make suggestions as to how individuals and organisations may use technologies to support sustainability and reduce the impact on our environment.\u00a0\u00a0TCH 2-07a<\/em><\/p>\n<ul>\n<li>Discusses the advantages and disadvantages of how technologies impact on the environment for example, renewable energy technologies.<\/li>\n<\/ul>\n<h2>Computing Science<\/h2>\n<h3>Understanding the world through computational thinking<\/h3>\n<p><em>I understand the operation of a process and its outcome. I can structure related items of information. TCH 2-13a<\/em><\/p>\n<ul>\n<li>Compares activities consisting of a single sequence of steps with those consisting of multiple parallel steps, for example, making tomato sauce and cooking pasta to be served at the same time.<\/li>\n<li>Identifies algorithms\/instructions that include repeated groups of instructions a fixed number of times and\/or loops until a condition is met.<\/li>\n<li>Identifies when a process is not predictable because it has a random element for example, a board game which uses dice.<\/li>\n<li>Structures related items of information for example, a family tree (MNU 2- 20b).<\/li>\n<li>Uses a recognised set of instructions\/ an algorithm to sort real worlds objects for examples, books in a library or trading cards.<\/li>\n<\/ul>\n<h3>Understanding and analysing computing technology<\/h3>\n<p><em>I can explain core programming language concepts in appropriate technical language.\u00a0TCH 2-14a<\/em><\/p>\n<ul>\n<li>Explains the meaning of individual instructions (including variables and conditional repetition) in a visual programming language<\/li>\n<li>Predicts what a complete program in a visual programming language will do when it runs, including how the properties of objects for example, position, direction and appearance change as the program runs through each instruction.<\/li>\n<li>Explains and predicts how parallel activities interact<\/li>\n<\/ul>\n<p><em>I understand how information is stored and how key components of computing technology connect and interact through networks. TCH 2-14b<\/em><\/p>\n<ul>\n<li>Demonstrates an understanding that all computer data is represented in binary for example, numbers, text, black and white graphics.<\/li>\n<li>Describes the purpose of the processor, memory and storage and the relationship between them<\/li>\n<li>Demonstrates an understanding of how networks are connected and used to communicate and share information, for example the internet.<\/li>\n<\/ul>\n<h3>Designing, building and testing computing solutions<\/h3>\n<p><em>I can create, develop and evaluate computing solutions in response to a design challenge TCH 2-15a<\/em><\/p>\n<ul>\n<li>Creates programs in a visual programming language including variables and conditional repetition.<\/li>\n<li>Identifies patterns in problem solving and reuses aspects of previous solutions appropriately for example, reuse code for a timer, score counter or controlling arrow keys.<\/li>\n<li>Identifies any mismatches between the task description and the programmed solution, and indicates how to fix them.<\/li>\n<\/ul>\n","protected":false},"excerpt":{"rendered":"<p>Benchmarks &#8211; Second Level Digital Literacy Using digital products and services in a variety of contexts to achieve a purposeful outcome I can extend and enhance my knowledge of digital technologies to collect, analyse ideas, relevant information and organise these in an appropriate way. TCH 2-01a Identifies and saves in a range of standard file &hellip;<\/p>\n","protected":false},"author":32,"featured_media":0,"parent":1477,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-2005","page","type-page","status-publish","hentry"],"jetpack_sharing_enabled":true,"_links":{"self":[{"href":"https:\/\/blogs.glowscotland.org.uk\/nl\/ColtnessHS-ComputingScience\/wp-json\/wp\/v2\/pages\/2005","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.glowscotland.org.uk\/nl\/ColtnessHS-ComputingScience\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/blogs.glowscotland.org.uk\/nl\/ColtnessHS-ComputingScience\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.glowscotland.org.uk\/nl\/ColtnessHS-ComputingScience\/wp-json\/wp\/v2\/users\/32"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.glowscotland.org.uk\/nl\/ColtnessHS-ComputingScience\/wp-json\/wp\/v2\/comments?post=2005"}],"version-history":[{"count":1,"href":"https:\/\/blogs.glowscotland.org.uk\/nl\/ColtnessHS-ComputingScience\/wp-json\/wp\/v2\/pages\/2005\/revisions"}],"predecessor-version":[{"id":2006,"href":"https:\/\/blogs.glowscotland.org.uk\/nl\/ColtnessHS-ComputingScience\/wp-json\/wp\/v2\/pages\/2005\/revisions\/2006"}],"up":[{"embeddable":true,"href":"https:\/\/blogs.glowscotland.org.uk\/nl\/ColtnessHS-ComputingScience\/wp-json\/wp\/v2\/pages\/1477"}],"wp:attachment":[{"href":"https:\/\/blogs.glowscotland.org.uk\/nl\/ColtnessHS-ComputingScience\/wp-json\/wp\/v2\/media?parent=2005"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}