What is Cambridge ICT Starters?
Cambridge ICT Starters gives schools a flexible framework to develop learners’ ICT competence. Modules can be delivered according to the needs of each learning situation and age of the learners – across the curriculum or as a separate course of study.
Learners will develop key ICT skills in a range of applications including computer programming, word processing, digital graphics, databases, spreadsheets, email, presentations, video/animation, the internet and web authoring. They will also consider wider issues such as eSafety and the adaption of their work to suit their audience.
How much class time is recommended to teach Cambridge ICT Starters?
Cambridge International do not specify a defined number of learning hours in any of the modules.
Learners of different ages, with differing levels of experience of using ICT in other curriculum areas, may progress at different rates. Therefore, a judgement needs to be made within each school regarding how much teaching time is needed to enable their learners to confidently meet the learning objectives.
Is any special training or certification required of teachers of ICT Starters?
Cambridge International does not demand any formal training or certification for teachers. Teachers should familiarise themselves with the skills required from the whole syllabus before delivering the course. In particular, they should be able to teach the programme effectively carry out assessment activities and cope confidently with a wide range of software and applications.
It is also recommended that teachers view the Cambridge ICT Starters schemes of work as these
provide recommended activities and additional guidance in support of each module. The schemes of work can be downloaded from the Cambridge School Support Hub.
Is Cambridge ICT Starters available in any other languages?
The syllabus and assessment is available in English and Spanish. With the prior consent of Cambridge International, schools may also be permitted to translate the syllabus and administer their assessment tasks in another language. However, the resulting sample of learners' work must be translated into English before submission for moderation purposes.