draft primary ict curriculum framework and …webfronter.com/towerhamlets/primaryict/other/tower...

Tower Hamlets eLearning Team

Written by John Woods and Marion Reilly 2006-2007

DDRRAAFFTT

PPrriimmaarryy IICCTT

CCuurrrriiccuulluumm FFrraammeewwoorrkk

aanndd

SScchheemmee ooff WWoorrkk AAuuttuummnn 22000077

Tower Hamlets Primary ICT Curriculum Framework and

Scheme of Work

Contents Introduction……………………………………………………. 3 Structure Diagram……………………………………………. 4 Curriculum Framework …………………………………. 5 Finding Things Out

• Data Handling…………………………………………….. 6 • Digital Research………………………………………….. 7

Developing Ideas and Making Things Happen

• Modelling………………………………………………….. 8 • Control…………………………………………………….. 9 • Data Logging……………………………………………… 10

Exchanging and Sharing Information

• Text and Graphics………………………………………. 11 • Multimedia………………………………………………... 12 • Digital Imaging…………………………………………… 13

Ongoing Attitudes and Processes……………………….. 14 Scheme of Work ………………………………………….. 15 Teaching Unit Overview……………………………………. 16 Teaching Unit Index…………………………………………. 17 Teaching Units

• Year 1…………………………………………………….. 20 • Year 2…………………………………………………….. 29 • Year 3…………………………………………………….. 38 • Year 4…………………………………………………….. 47 • Year 5…………………………………………………….. 56 • Year 6…………………………………………………….. 65

LBTH eLearning Team 2007 DRAFT Tower Hamlets Primary ICT Scheme of Work

2


Tower Hamlets Primary ICT Curriculum Framework

and Scheme of Work

Background

The Tower Hamlets LEA ICT Advisory Team created this document in response to the priorities laid down by Every Child Matters and in the light of a dialogue with QCA about the advisability of updating the scheme of work. In particular there are some new units dealing with the internet, with digital photography, still and moving, and there is an emphasis on developing pupils’ critical awareness, for example in relation to issues of internet safety.

National context

The Tower Hamlets Curriculum Framework and Scheme of Work represent a move on from the QCA Scheme of Work. They present a practical plan for the implementation of the National Curriculum programme of study at KS1 and KS2.

The Curriculum Framework

The Curriculum Framework consists of a progression of key concepts and skills broken down into the Strands of the National Curriculum for ICT. Each strand is further divided into themes. Each theme is then presented as a progression from Year One to Year Six, to offer c clear picture of how skills and concepts in that strand progress. This will support differentiation and the development of personalised learning. The framework may be used independently, broken down and integrated into the wider curriculum or in conjunction with the school’s own units of work for ICT.

The Scheme of Work

The Scheme of Work consists of a set of Units of Work which provide teachers with practical activities designed to develop the skills and understanding outlined in the Framework There will be eight units of work for each year group, with the same themes and areas re-visited each year to ensure progression. Each unit will have a suggested time allocation, rather than the traditional half-term duration. This will facilitate a more flexible approach to teaching and learning with ICT across the curriculum. The complete pack will contain:

• Introduction and guidelines for use

• Curriculum Framework

• Overview of units of work

• Units of work for each year group

• Assessment materials

• Hardware and software resource lists

• Guidelines on classroom organisation

• A glossary

3

National Curriculum Primary ICT

Finding Things Out


Exchanging and Sharing Ideas

Data Handling Collecting,

organising, analysing & evaluating data

Digital Research

Finding information using digital resources

Text & GraphicsUsing word processing,

presentation, DTP & email tools to communicate

MultimediaCombining text, digital images &

sounds

Digital Imaging

Working with still and moving digital images

ModellingSimulations,

models, graphical

modelling & painting

ControlRobots &

simple programming

Data Logging

Monitoring the world around

us

are fit for purpose Structure

Stra

nds

k C

urri

culu

m F

ram

ewor

Them

es

Problem Solving: Evaluating and modifying work Awareness of Audie : ensuring that outcomes are fit for purpose nce

The curriculum framework consists of learning objectives (presented as both ‘Key Ideas’ and ‘Skills and Techniques’) across eight themes that cover the curriculum. All eight themes are repeated each year to ensure progression.

There are forty-eight units of work, one for each theme across the year groups. Each unit has curriculum links, suggested activities, time allocations, resources lists, web links and vocabulary. Units can be modified to suit other contexts and topics.

Units of Work Year 1 Year 2 Year 3 Year 4 Year 5 Year 6








k S

chem

e of

Wor

Uni

ts

LBTH eLearning Team 2007 DRAFT Primary ICT Scheme of Work

Tower Hamlets DRAFT Primary ICT Scheme of Work Tower Hamlets DRAFT Primary ICT Scheme of Work

Curriculum Curriculum Framework Framework


5

Tower Hamlets Primary ICT Scheme of Work Finding Things Out

LBTH eLearning Team 2007 DRAFT Primary ICT Scheme of Work – Finding Things Out

Year 1 Year 2 Year 3 Year 4 Year 5 Year 6

• that information is available from a variety of sources, both digital & traditional

• that information can be presented in a variety of forms e.g. sound, text, picture, video,

• that the screen pointer will change when it is over a link or button e.g. into a hand

• that you can follow a hyperlink to another location e.g. a web page

• that keywords can be used to search for information

• that information can be found on CD-ROMs, websites & other digital media

• that the Internet is a network of connected computers across the world

• that a web browser lets us look at web pages, with tools to navigate e.g. back button.

• that a web browser allows us to store bookmarks for favourite pages

• that the Internet is a network of connected computers, & the world wide web is a vast collection of websites that are stored on these computers

• that web pages have unique resource locators (URLs) or addresses

• that keywords can be used to search for information, but results may not always be useful

• that favourites & links can be organised into folders

• that the parts of a web address (URL) can give useful information e.g. .gov,

• that a web browser keeps a history of pages visited

• that search engines use tools that catalogue website content to create a searchable database

• that searching the whole internet using Google can be time consuming & difficult

• that search results should be skimmed to save time

• that a web browser displays text, images & multimedia elements according to instructions given in a html document, & this is seen as a webpage

• that digital information sources have different layouts to print media (e.g. scrolling pages, pop-up boxes)

• that files & documents can be downloaded from a website, but could be unsafe

• that searches using a combination of keywords will be more effective for finding specific information

• that websites are designed for different audiences & may use a range of layouts, built-in tools & technologies depending on their purpose

• that the internet can be used to upload as well as download data, & create communities & connections

Key Ideas

• that the internet contains a lot of information created by a range of different people, (like a huge library) & might contain mistakes

• that some websites are better than others for finding specific information, as the internet is unregulated

• that images on the Internet have been put there by others, & should not be used without credit

• that some results from a search engine query have been paid for by the website owners. (sponsored links)

• that information from the internet should not be cut & pasted into original work without giving a reference

• that information should be skimmed, sifted, selected & checked for bias inaccuracy & misinformation

• that there are complex copyright & ownership issues around online content such a pictures, music etc

• that websites contain adverts & pop-ups that are designed to encourage clicking & may be unsafe

• open an internet browser & use favourites to load a website

• insert a CD-ROM & use the navigation screens & menus

• play online sounds & videos using onscreen buttons e.g. play, rewind

• click on hyperlinks & use the back button

• use obvious keywords to search for a simple information or pictures

• explore a CD-ROM & show that the information is stored on the disc, not the computer

• find out where the internet connections are in class & how the computers are connected up with cables

• explore pre-selected digital information sources purposefully, using simple navigation tools including hyperlinks, menus, index, forward & back buttons etc

• save a website into the favourites folder

• draw a representation of the internet to show a basic understanding of the connections & links

• type a simple URL into the address bar of a browser to locate a web page

• search an online library e.g. Living Library for images & text on a specific topic using keywords

• use the favourites folders to save a link in a new folder

• analyse search engine result lists by skimming & scanning & looking at the web address for clues

• look back at the history in a browser to find a previously visited website

• create a report or presentation that answers specific questions on a topic using keyword searches (either within a digital content library like Espresso, or in a child-friendly reference area like Yahoo Kids or the BBC)

• look at the html code behind a website, & identify some of the code elements

• use a Webquest or similar online treasure hunt to explore a collection of websites & produce an agreed outcome

• download files from the Webquest site & save & open.

• compare digital information sources (e.g. website) to print source (e.g. newspaper) & discuss reasons for differences

• search an online database for specific information e.g. world river data

• transfer that information into appropriate data handling package e.g. spreadsheets for analysis

• use a selection of websites to research a topic & create a presentation for a specific audience

• use a moderated online forum or website to ask a question, find out information or submit information or opinion

Skills & techniques

• discuss who makes a website & compare to a book author & illustrator

• write a review of a website, evaluating its usefulness

• copy & paste an image from a website & add a credit for the website used

• make a list of websites used in research, with the URL, the name of the website & if possible, the author

• explore a fake website & identify some of the ways to check author, accuracy etc

• discuss copyright issues

• identify various aspects of a webpage, including adverts. commercial toolbars, offsite links etc

Digital Research: finding information using digital resources

6

Tower Hamlets Primary ICT Scheme of Work Finding Things Out

LBTH eLearning Team 2007 DRAFT Primary ICT Scheme of Work – Finding Things Out

Data Handling: collecting, organising, analysing & evaluating data


• that ICT can be used to create pictograms more quickly & easily than traditional methods.

• that data represented graphically can be easier to understand than tables or text

• that ICT can be used to create graphs from data

• that information represented as graphs but that these can only provide limited answers to some questions

• that ‘yes/no’ questions can be used to divide a set of objects into sub-sets & that a sequence of ‘questions can identify an object

• that a tree diagram can be used to organise information

• that ICT can create a branching database

• that databases can exist in a variety of forms, including paper-based & ICT

• that a database provides a means of storing information & can be searched

• that a database can only answer questions if appropriate data is entered

• that information can be held in a database as numbers, choices e.g. yes/no) or words

• that sometimes charts are a good way to answer questions & sometimes searching data or looking at tables is more useful

• that the initial questions should determine the type of data collected, & the structure of the database

• that a database is created by collecting & inputting data into a prepared structure

• that pie charts are useful for answering some questions while line graphs are more appropriate for others

• that tables & graphs can show more than one variable allowing one to look at relationships and trends more clearly

• that a database can be searched using combination queries with AND/OR > < etc

• that choices as to whether to use locked or alphanumeric fields, pictures etc effect how a database may be used

• that a spreadsheet can be used to organise, sort & analyse data & produce graphs & reports

• that data held in a spreadsheet can be sorted & filtered using software tools

Key Ideas

• that simple mistakes can easily be made when recording information, both using ICT & other methods

• that digital information may be inaccurate, biased or unsafe

• that inaccurate data is sometimes more easily noticed in graphical representations of data

• that errors can occur during data collection and entry, and input will need to be checked

• that information held in databases may contain errors & that this can affect results

• that data & statistics can be used ambiguously to favour a desired point of view

• use ICT to create pictograms & use them to answer simple questions

• open an existing data file & change the data

• create a new data file & add simple data e.g. birthday month

• choose graph or table view from the menu

• print out a graph or table

• complete a table e.g. a simple spreadsheet & then create a graph to answer a question

• search a prepared branching database

• create a simple branching database using a collection of objects

• use a database to produce bar charts

•

• explore a range of paper-based databases & compare to ICT versions

• open a prepared database, & identify the main features: records, types of fields etc

• use the search tool on a simple database to find out the answers to questions

• answer simple questions by matching the contents of a single field

• select record view & report view appropriately to find information

• answer simple questions by ordering records by a key field & then taking the top orbottom record

• explore appropriate questions that can be answered by collecting specific data

• create a simple database with different types of fields and records

• collect data to answer a simple question using surveys, tally sheets, research etc

• use a variety of graphs to display the information, including pie charts, and discuss which type of graph works best for different kinds of data

• choose when to search when to sort & when to use a graph to answer questions

• collect appropriate data from various sources to investigate questions & theories

• create tables & graphs with more than one variable

• create a database using more complex setup tools (e.g. keywords) to answer specific questions

• copy cells & formulae using copy & paste & fill across & down

• use a spreadsheet to draw a graph appropriate to answering a given question

• filter data in a spreadsheet using Autofilter

• use ICT to create pie charts & line graphs as appropriate

Skills & techniques

• identify obvious errors in recorded information e.g. typos, data entry mistakes, spelling mistakes etc

• amend information in a data file to correct errors

• check for anomalies using graphical representations o

• work with a partner to check data input for errors

• check for accuracy by checking data against predicted or expected outcomes

• look at information from different viewpoints & validate resources

7

Tower Hamlets Primary ICT Scheme of Work Developing Ideas & Making Things Happen

Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 • that a computer can be used

to simulate a wide range of environments & situations

• understand that some simulations are more elaborate than others

• that a computer simulation allows you to make choices

• that computer simulations allow users to explore options & make choices

• that computer simulations are simplified representations of more complex real situations

• that computer simulations allow users to solve problems & test ideas

• that there are rules ‘behind the scenes’ that determine how things work in a model/ game/ simulation

• that computer simulations allow one to explore controlling aspects of a real life situations but there are limitations

• that spreadsheets can be used to create a simple model to calculate costs & are useful when numbers change

• spreadsheets may manipulate variables ‘behind the scenes’

• That spreadsheets can use a simple rule to create a tool to calculate things like currency conversions

• that spreadsheet models allow exploration of possible outcomes & what-if scenarios

Key

Ide

as

• that a painting package can be used to create, edit & print pictures

• that different techniques can be used to communicate ideas through pictures – e.g. use watercolour brush to re-create paint style

• that pictures & scenarios created on the computer can be edited, copied & printed easily.

• That digital photos can be altered using simple painting tools & stamps

• that graphics software can be used to automate & repeat some tasks

• that the zoom tools can be used to work in close up that there are differences between bitmap & vector graphics that will affect their suitability for a given task

• that areas of a picture can be selected, copied, cut & pasted

• that graphics software can be used to create a variety of effects e.g. using filters

• that transformation tools in graphics software can be used to cut out sections of a picture & paste it into another, to create collage

• that a graphical model can be used to explore alternatives & patterns e.g. classroom layout,

• that graphics software can be used to enhance & manipulate pictures e.g. to ‘fake’ photographs

• that pictures can be assembled from many different elements & changes can be made to any or all of these elements

• that graphics software allows layers to be created within an image, & that this allows complex images to be created & manipulated

• use a mouse to move & place (drag & drop) items accurately on a screen

• create a simple representation of a real or a fantasy situation using painting or modelling software

• explore the effect of changing the variables in simulations & use them to make & test predictions

• explore the effect of changing the variables in simulations & use them to make & test predictions

• explain some of the simple rules that control how the simulation behaves when choices are made

• change the variables in a simulation to achieve a given outcome

• record the outcome of choices in a simulation systematically to help achieve an outcome

•

• enter labels & numbers into a spreadsheet

• enter formulae into a spreadsheet

• change data in a spreadsheet to answer ‘what if...?’ questions & check predictions

• use ‘SUM’ to calculate the total of a set of numbers

• use a spreadsheet to convert one value to another based on a rule

• design & create a simple spreadsheet model using information from experiments & real life situations e.g. predict shadow length at different times of the day from initial measurements

Ski

lls &

tec

hniq

ues

• use simple tools in a painting package

• with support use print preview where appropriate & print out their paintings

• add stamps/motifs or clip art to a scene

• select purposefully & use a variety of tools in a painting package e.g. the straight line, geometric shapes & flood fill tools

• use stamps & clipart purposefully

• to open a digital image from a file & add painting effects using brushes & stamps

• Use the tile/repeating pattern tools in painting software to create a pattern

• zoom in & out of a picture to do detailed work

• create & edit vector graphics e.g. using the drawing tools in Word

• use the selection tools to explore the effects of cutting, copying & pasting areas of an image

• create & edit pictures using combinations of tools & effects

• Use the magic wand & other selection tools to cut & paste between pictures

• use geometric tools to create objects which can be manipulated

• move, rotate & re-size graphic elements e.g. shape

• select appropriate graphics tools to fulfil a design brief e.g. create an image for an advert

• use the layers tools in graphics software to create a complex design with several graphical elements

Modelling: simulations, models, graphical modelling & painting

LBTH eLearning Team 2007 DRAFT Primary ICT Scheme of Work: Developing Ideas & Making Things Happen 8


LBTH eLearning Team 2007 DRAFT Primary ICT Scheme of Work: Developing Ideas & Making Things Happen

Control: robots & simple programming


Key

Ide

as

• that there are many uses of control technology in the everyday world

• that machines & devices need a source of power e.g. electricity

• that machines & devices must be controlled

• that instructions must be given using appropriate language

• that one can give instructions to a floor turtle

• to compare a real turtle with an onscreen version

• that control technology is used in the wider world in a range of settings

• that instructions can be sequenced for more complicated tasks

• that devices that carry out repeated actions following stored instructions, e.g. washing machines

• to compare a floor turtle with an onscreen version

• that devices & machines are controlled in lots of different ways, using stored programs & user input (eg pressing buttons)

• that a screen robot can be given commands in an appropriate language to produce a specific outcome, & that the sequence of commands is called a program

• that the screen robot can draw a trail or move without drawing

• that programs can include repeated elements

• that computer programs can be written that control very complex situations like computer games & plane autopilots etc

• that there are a variety of programming languages which are used for different purposes

• that instructions can be grouped into a procedure, & named & saved

• that procedures can call other procedures to create complex sets of instructions

• that a control system has a number of distinct components that combine to work effectively e.g. input & outcomes

• that turning on & off inputs & outputs can control events in simulations & in the real world

• that control software (e.g. Flowol) can be used to control onscreen simulations & real devices

• that control software & data logging can be combined to develop more complex systems, both onscreen & in real life

• understand that control programs can be written to respond flexibly to circumstances – if this…then that

Ski

lls &

tec

hniq

ues

• identify & describe a range of everyday technology, & discuss how it might workuse directional language to ‘control’ someone else’s actions

• control a simple onscreen turtle

• use the appropriate keys to make a floor turtle go forward, backward, left & right by using instructions

• recognise & talk about a range of control technology in the wider world

• use the appropriate keys to make the floor turtle go forward, backward, left & right by using instructions, such as forward 5, right 1

• develop & record sequences of instructions to control the floor turtle, & predict & test results

• control a simple onscreen turtle purposefully e.g. navigate a maze

• describe & create simple flow diagrams to explain how devices & machines are controlled – e.g. traffic lights at a pelican crossing

• write a list of commands (a program) to produce a pre-drawn shape or pattern, or achieve an outcome

• use pendown & penup commands

• use the repeat command

• create & edit a procedure using a simple programming language e.g. logo

• write repeating procedures to produce a desired outcome

• write a procedure that uses other procedures to produce a result

• use control software e.g. Flowol or Robolab to write & edit simple programs to control devices & simulations e.g. traffic lights

• analyse real-world control systems & explain how they might work

• use simple control language to activate multiple devices & their interactions

9


Data Logging: monitoring the world around us


Key

Ide

as

• that we use our senses to find out what is happing around us, & that some machines can do the same

• that a computer can be used to measure external conditions like sound levels & temperature

• that simple sensors can control everyday devices like automatic doors, car park barriers, street lights etc

• that a device attached to a computer can take readings of conditions: light intensity, temperature & sound levels etc

• that different sensors will measure different conditions,

• that there are advantages to using computers to monitor & log data e.g. they can take accurate & reliable readings in dangerous conditions

• that a sensor can monitor external conditions & trigger appropriate responses

• that data logging software can be set up to log data in many different ways

• that programs can control devices to respond differently to different inputs

Ski

lls &

tec

hniq

ues

• identify a range of environmental factors such as light & dark, hot & cold, loud & quiet, & know which senses we use to detect differences in these factors

• view onscreen measurements of sound levels & temperature as part of topic work

• begin to identify & talk about how everyday devices with sensors work

• use a simple sensor attached to a computer to take readings as part of a science or humanities activity

• attach an appropriate sensor to a device connected to a computer & take readings to investigate a specific question or theory

• discuss the use of data logging in the wider world with examples of use e.g. street lighting, automatic doors, mars rover

• use a light/sound/temp sensor independently

• use a simple input to trigger an event – e.g. sound triggers a buzzer – burglar alarm

• set a variable e.g. time intervals in the data logging software

• develop a system that controls events in response to changing conditions

LBTH eLearning Team 2007 DRAFT Primary ICT Scheme of Work: Developing Ideas & Making Things Happen

10

Tower Hamlets Primary ICT Scheme of Work Exchanging & Sharing Information

LBTH eLearning Team 2007 DRAFT Primary ICT Scheme of Work – Exchanging & Sharing Information


• that text can be entered & corrected

• the importance of spaces between words

• the difference between running text (text wrap) & text with line breaks

• that ICT can be used to rearrange text to make it easier to read

• that pictures e.g. clipart can be inserted

• that ICT can be used to rearrange text to make it easier to read

• that ICT can be used to change the appearance of text to achieve a particular effect

• that text & graphics can be combined to present information

• that images can be resized & cropped on the page

• that ICT can be used to redraft more easily than traditional methods

• that a document can be viewed in a variety of ways onscreen e.g. whole page view, print preview etc

• that images & text can be arranged & grouped differently on a page using various layout & text wrapping settings

• that text & graphics & multimedia elements can be combined to communicate & present information

• that there is a range of software applications each one best suited to a different communication task

• that a range of tools including callouts, tables, text boxes & formatting tools can be useful in achieving the desired effect

• that hyperlinks can be created to link to websites, files & documents

• that presentation software can be used to communicate effectively for a given context or audience

• that software offers a range of language tools including spellchecker, thesaurus, grammar guide, word count

• that images on a webpage are stored separately & are linked to the webpage with code that you cannot see

• that presentation software can offer a range of interactive & dynamic tools & effects to engage the audience e.g. animation, transitions, s etc

• that WP software has tools to allow editing & changes to be tracked & shared collaboratively

• that WYSIWYG web design software will organise web page elements & manage website folders & navigation links

• that presentation software can be used with hyperlinks to create non-linear presentations

•

Key Ideas

• that the Internet can be used to share information via e-mail, online comments etc

• that email is used to send messages between individuals & groups

• that email addresses have a particular form

• that messages can be sent in other ways online e.g. IM

• that email can be used to send & receive attachments

• that email can be used to send malicious content

• that mobile phones & other devices can be used to send information

• that the internet can be used to participate in online communities, message boards & chat rooms

• that there are safety issues involved when using these tools

• that social networking websites can be used to communicate &share digital content, but that there are issues around privacy, fairness & rules for appropriate behaviour online

• type letters, words & simple sentences

• select text from a word bank

• use the following keys correctly: spacebar, backspace, shift, undo,

• use the return/enter key to insert line breaks

• insert clipart with support

• begin to use copy, cut & paste to re-organise text

• place the cursor on the screen to delete & insert text

• format text using simple formatting e.g. bold, fonts

• begin to use spellchecker

• use shift key for punctuation & symbols

• search for pictures in a clipart gallery or resource bank using keywords

• resize & crop images as appropriate using handles

• copy & paste text & pictures from a digital source e.g. web page into a document (with reference to issues of copyright)

• change some of the elements in the page setup e.g. Portrait/Landscape

• insert an image from a folder, & change the way the picture & text wrap using layout settings

• use presentation software e.g. PowerPoint to create a sequence a series of slides

• select & use appropriate software to achieve a design brief e.g. brochure, poster, menu etc

• use a range of tools to create appropriate layout - e.g. tables, borders, Wordart etc

• add hyperlinks to a document

• use the slide transition & simple animation tools in presentation software

• use the spell check, thesaurus & grammar functions when editing & modifying work

• put hyperlinks into a document e.g. to refer to a website

• create a simple webpage with some text & images, using web design software

• create a presentation with dynamic elements such as buttons, transitions & animations suited to the intended audience.

• use track changes tool to see & respond to comments made by a teacher or peer

• use the full range of tools in WP, DTP & presentation software to organise & present information suitable for an specific purpose

• create a simple website with basic navigation using web design software or an online tool eg LGfL

• create a non-linear presentation or text using hyperlinks & storyboards

Skills & techniques

• explore websites with email links & message forms

• open, read & send a reply to an email

• address, write & send a new email to several people

• discuss ways in which ICT is used to communicate

• send & receive attachments & open & save them

• use address books, BCC & CC fields,

• open files from online web space e.g. LGfL portals

• send a comment or request using an online form or poll to a pre-selected website

• participate in an online poll

• make a list of rules & tips for keeping safe online

• participate in a moderated online forum of community pre selected by an adult e.g. LGfL school discussion forum, school council forum etc

Text & graphics: using word processing, presentation, DTP & email tools to communicate

11



Multimedia: combining text, digital images & sounds


• that ICT can combine images, text & sounds e.g. a Talking Book CD-ROM, 2Simple 2 Create a Story

• that computer software can organise sound, pictures &text to create a multimedia presentation, using sounds & effects from a library within the software or recorded using tools within the software

• that images & sounds (including film & animation) can be imported into multimedia software

• that multimedia can be distracting & inappropriate for some audiences or purposes

• that there are different tones & registers for multimedia elements as well as text that are suitable for different audiences & purposes

• that the way a presentation is to be published (print, screen, web page) should inform choices at the design stage e.g. size & number of pictures

•

• that the elements of a multimedia presentation can be either embedded in the presentation, or linked to, & this has implications for file size & transferring the presentation to other computers

• that scanners & digital cameras (including webcams) can be used to create an image that can be seen on a computer

• that computers & other devices can record & store sounds

• know that digital images & sound files can be transferred to & from a computer or other digital storage

• that software can be used to edit & manipulate sound & image files, adding special effects etc

• that multimedia elements can take up a lot of digital storage space, & files may have to be compressed & edited

• that scanners & cameras & sound recorders have automated settings that make choices about how the image is recorded & where it is saved

• that sound & images can created & recorded in a range of common file types, & that this can sometimes be changed depending on the required use of the file K

ey Ideas

• That computers can be used to create musical sounds, & these might sound like real instruments

• that music software uses icons to represent sounds & musical elements

• that musical elements can be arranged, repeated & edited using ICT

• that music software can be used to change musical elements such as pitch, tempo & timbre

• hat a range of input devices can be used to create music with ICT e.g electronic keyboards

• that ICT can be used to create & edit complex musical pieces, with imported elements

• explore a talking book & discuss how it is different from a traditional book

• create a simple multimedia page/slide/scene with support

• use appropriate software to combine images, text & sounds to create a simple multimedia presentation using sounds & effects from a gallery or library , & recorded using tools within the software

• insert images & sounds created outside the multimedia software being used

• evaluate & modify a multimedia story or presentation to make it fit for purpose

• choose appropriate resources to create a multimedia presentation for a specific purpose & audience, & be able to explain choices

• record planning & design stages using diagrams & labels to support choices & subsequent modifications

• create a presentation with a range of multimedia elements, & then save & store the presentation in a way that conserves links & allows the presentation to be transferred & played successfully

• use a digital cameras, webcams & scanners to create a digital image with help from an adult

• use sound recording software with help e.g. Sound Recorder

• compare using a tape recorder/film camera

• take digital photographs with a camera or scanner, & transfer to a computer using USB lead or media card with support

• record, save & replay sounds using Sound Recorder or an MP3 recording device

• use simple image & sound editing software to re-size, crop & compress images & sound files to suit their purpose

• resize images to reduce their file size using simple graphics software, & know how this differs from changing screen dimensions

• Crop sound files using Sound Recorder or similar to remove unwanted sections

• use simple dialogue boxes & menus to set up the scanner, camera or sound recorder to create & save files with specific resolutions & save in an appropriate folder

• use software presets to import, save & export images & sounds for specific purposes, & give reasons for choices

Skills & techniques

• interact with buttons & pictures to create musical sounds & phrases

• use icons to arrange musical phrases

• use music software tools to create, organise & reorganise musical elements & sounds

• use music software to create a piece for a specific purpose – e.g. music for a film or play

• use a range of input devices to create music using ICT, including piano style keyboards if available

• use music software to create more complex musical pieces, with several tracks & a range of instruments

12




• that the soundtrack contributes to how we feel about a scene in a film, e.g. the opening

• that films have settings just as books do

• that there are rules to ensure continuity when shooting DV e.g. do not shoot a subject from the front & then from behind

• that a variety of shot (high & low angles, long shot & close up etc) is useful to show the audience what they need to see

• that relationships of time & space need to be constructed in a film sequence just as they do in written sentences

• that films use camera angles, lighting & other devices to qualify objects in a similar way to the way in which adjectives qualify nouns in written text

• that adding titles, subtitles & narration can help to make a film’s message clear

• that transitions & other effects can help achieve a desired tone

• that genre is an idea which applies to films as well as books, so films have particular audiences & talk to those audiences in particular ways

• that shooting successful DV involves taking account of what will be required at the editing stage

• that transitions, effects & editing rhythm can be used to achieve the desired tone in a film sequence

• that the way in which documentaries & other films appear to be ‘real’ depends on how they are made

• develop a deeper understanding of the way in which different elements work together to achieve a film’s effects

• that different elements work together in complex ways to achieve a film’s effects.

Key Ideas

• that one can take pictures using a digital camera or a scanner & transfer them to a computer

• that the way that elements are arranged within the frame of a picture constructs a focal point

• know how to transfer pictures to a computer or other digital storage

• that a digital camera allows the user to review & evaluate images on the spot, & make decisions about re-taking them

• that digital photographs may be planned for particular purposes & audiences

• that scanners & cameras have automated settings that make choices about how the image is recorded

• that there are compositional rules e.g. the golden section governing how the eye makes sense of a picture

• that you can switch to manual to get better control of a digital still or video camera e.g. to change the exposure, using the LCD to gauge the effect

• use the basic controls on a digital still/video camera/player to record & play footage

• shoot appropriately framed still & moving images avoiding strong backlights.

• discuss the setting of a film using appropriate vocab

• place DV cameras purposefully on tripods & shoot footage with a variety of appropriate framing e.g. close up when we need to see fine detail, long shot for the overall picture

• sequence, delete & crop clips with adult help

• create a simple storyboard

• discuss the narrative structure of a film or film sequence using appropriate vocabulary

• import DV, add transitions, titles & narration with help from an adult

• use a variety of camera angles & framing purposefully to achieve desired effects

• compare written & filmic rhetoric e.g. compare a piece of text & a film sequence based on it

• import DV, add transitions, titles & narration bearing the audience in mind

• put recorded sounds & still photographs into a DV film e.g. an advert

• use transitions, effects &

editing rhythm to achieve the desired tone in a film sequence

• compare some documentary with some fictional representations of an event, for example a historical one. Consider how they appear to be ‘real’.

• begin to consider subtle elements such as the use of off screen sounds when storyboarding

• use a range of postproduction strategies to improve a film

• evaluate film work using appropriate criteria

Skills & techniques

• take a picture with a digital camera with help from an adult

• scan a picture & save it with support from an adult

• shoot digital images, & download to My Pictures using USB lead or media card with support

• identify the focal point in a range of images

• take digital photographs, evaluate them in the camera, & re-take if necessary

• take digital photos for a specific purpose

• change the settings on a digital camera e.g. resolution, auto flash etc

• evaluate images & analyse their composition with reference to their intended purpose/audience

• explore the effect of changing the exposure on a digital still or movie camera

Digital imaging: working with still and moving digital images

13

Tower Hamlets Primary ICT Scheme of Work

LBTH ICT Advisory Team DRAFT Primary ICT Scheme of Work 2007

Ongoing attitudes and processes across the scheme

Awareness of audience: ensuring that outcomes are fit for their purpose

Year Learning Intentions Examples

1 • be aware that different images & sounds appeal to different people

• explain why they like a particular type of image e.g. cartoon

2 • understand that different audiences will prefer different styles of presentation

• create a publication for a specific purpose or audience e.g. a poster to attract attention

3 • understand that the intended function of a publication should be taken into account when making design choices

• explain how a publication could be edited to suit a different purpose or audience

4 • understand that the audience for a piece of work should be involved in feedback & evaluation

• understand that it is useful to look at examples of similar publications

• amend work in the light of comments & feedback from the audience

• use a range of examples to support design choices

5 • understand that work should reflect the needs of the audience in tone, style & content

• know that many applications have tools to help maintain a consistent style e.g. the design wizard or apply to all slides button

• explain a range of choices made with reference to intended audience & function of a publication or presentation

• use design wizard tools to create an appropriate ‘look

6 • be aware that ICT offers a range of tools to create & present information, but that they should be used appropriately

• use appropriate ICT to refine & improve documents & presentations after feedback from audience/peers

Problem Solving: evaluating and modifying to solve problems

Year Learning Intentions Examples

1 • that ICT allows us to try things out and change things • explore using the undo buttons and easer and rubber tools in painting and other software

2 • that ICT can automate processes, and that this allows us to repeat things easily, and try out a range of strategies more quickly

• use various tools (copy and paste, undo etc) to modify work and try out different strategies

3 • that problem solving involves analysis of results and trying again with new ideas and instructions

• observe the outcome of strategy, evaluate its success compared to the initial idea and try out a new strategy based on the evaluation

4 • that making notes and recording outcomes makes it easier to evaluate and amend strategies and solutions

• record attempts at solving a problem in an efficient way and use these notes when planning a new strategy

5 • that diagrams, flow charts and prototypes allow strategies to be tested and outcomes predicted more effectively

• draw a simple flow diagram to explain a strategy or idea

6 • that control systems may need to be tested and re-designed in the light of user experience many times

• evaluate the behaviour of a control system and suggest changes and modifications with explanations

14


Teaching Units

Teaching Units


15


Draft Primary ICT Scheme of work

Unit overview

• Based on the National Curriculum ICT strands

• Learning Intentions divided into Key Ideas and Skills and Techniques, following the original QCA Scheme of work structure.

• Eight units for each year group, with all aspects covered each year to ensure progression

• Units have suggested time allocations in hours rather than weekly sessions, allowing a more flexible approach to timetabling and cross curricular links

• Units have a range of suggested cross-curricular contexts

• Units have suggested talking points to encourage discussion

• Each unit has several web links to support the teaching and learning

NC

Strand Units

Finding Things Out

Digital Research Finding information

using digital resources

Data Handling Collecting, organising and analysing data


Text and

graphics Using word processing, presentation, DTP and

email tools to communicate

Multimedia Combining text, digital images and

sounds

Digital Imaging Digital photography and film making


Modelling Simulations, models, graphical modelling

and painting

Control

Technology Robots and simple programming

Data Logging Monitoring the world around us

16

Unit Index Tower Hamlets DRAFT Primary ICT Scheme of Work


Year National Curriculum Strand Theme Unit Title ICT hrs Other hrs

1 Finding Things Out Digital Research Let's Find Out… 3 2

1 Finding Things Out Data Handling Information All Around 4 2

1 Developing Ideas and Making Things Happen Control Technology World 4 2

1 Developing Ideas and Making Things Happen Data Logging Sensing the World 3 1

1 Developing Ideas and Making Things Happen Modelling and Simulation What is Real? 4 1

1 Exchanging and Sharing Information Text and Graphics Card Celebration 4 2

1 Exchanging and Sharing Information Multimedia Talking Books 4 1

1 Exchanging and Sharing Information Digital Imaging Sounds Unreal 5 2

2 Finding Things Out Digital Research Sight and Sound 3 2

2 Finding Things Out Data Handling Sorting Things Out! 5 2

2 Developing Ideas and Making Things Happen Control Robots Rule! 4 2

2 Developing Ideas and Making Things Happen Data Logging Sensing Challenge 3 1

2 Developing Ideas and Making Things Happen Modelling and Simulation Ideal World 4 2

2 Exchanging and Sharing Information Text and Graphics Poster Pairs 5 2

2 Exchanging and Sharing Information Multimedia Getting the Message Across 4 2

2 Exchanging and Sharing Information Digital Imaging Time and Space 5 2

17




3 Finding Things Out Digital Research Keys to the Web 3 3

3 Finding Things Out Data Handling Searching for Answers 5 1

3 Developing Ideas and Making Things Happen Control Get With the Program… 4 1

3 Developing Ideas and Making Things Happen Data Logging Meter Measure 3 2

3 Developing Ideas and Making Things Happen Modelling and Simulation Models and Patterns 4 2

3 Exchanging and Sharing Information Text and Graphics How Can I Put It? 5 2

3 Exchanging and Sharing Information Multimedia Check It and Change It! 4 0

3 Exchanging and Sharing Information Digital Imaging Point of View 6 2

4 Finding Things Out Digital Research Is it True? 3 3

4 Finding Things Out Data Handling Green Way 5 1

4 Developing Ideas and Making Things Happen Control Programming Patterns 4 1

4 Developing Ideas and Making Things Happen Data Logging Logging the Changes 3 2

4 Developing Ideas and Making Things Happen Modelling and Simulation Modelling by Design 5 2

4 Exchanging and Sharing Information Text and Graphics Newsround 5 1

4 Exchanging and Sharing Information Multimedia I Have a Dream 5 2

4 Exchanging and Sharing Information Digital Imaging Genre 5 3

18




5 Finding Things Out Digital Research Web Quest Challenge 4 2

5 Finding Things Out Data Handling Shush! 5 3

5 Developing Ideas and Making Things Happen Control All Systems Go! 5 1

5 Developing Ideas and Making Things Happen Data Logging Trigger Control 3 2

5 Developing Ideas and Making Things Happen Modelling and Simulation Spreadsheet Shopping 4 2

5 Exchanging and Sharing Information Text and Graphics A Thousand Words 5 3

5 Exchanging and Sharing Information Multimedia Know Your Media 5 1

5 Exchanging and Sharing Information Digital Imaging I Don't Believe It! 6 1

6 Finding Things Out Digital Research Online Detective 4 2

6 Finding Things Out Data Handling Water, Water Everywhere? 5 1

6 Developing Ideas and Making Things Happen Control Safe House 5 1

6 Developing Ideas and Making Things Happen Data Logging Safe House 2 2

6 Developing Ideas and Making Things Happen Modelling and Simulation Patterns and Rules 4 2

6 Exchanging and Sharing Information Text and Graphics Labyrinths 4 3

6 Exchanging and Sharing Information Multimedia Learn a Langauge 6 2

6 Exchanging and Sharing Information Digital Imaging Get Together 6 2

19

Tower Hamlets DRAFT Primary ICT Scheme of Work

Year 1 units


20

Tower Hamlets ICT Scheme of Work

LBTH eLearning Team 2007 DRAFT Primary Tower Hamlets ICT Scheme of Work

Learning Intentions

Key Ideas • that ICT can be used to create pictograms more quickly and

easily than traditional methods. • that data represented graphically can be easier to understand

than tables or text • to use ICT to classify information and present findings • that information can be presented in a variety of forms e.g.

sound, text, picture, video • that information may sometimes be incorrect or untrue, and that

simple mistakes can easily be made

Skills and Techniques • use ICT to create pictograms and use them to answer simple

questions • open an existing data file and change the data • create a new data file and add simple data e.g. birthday month • choose graph or table view from the menu • print out a graph or table • to be able to identify obvious errors in data e.g. typos, data

entry mistakes

Software Resources Other resources

Simple spreadsheet or graphing package e.g. Starting Graph or 2Simple 2Graph

A digital camera Some 2D and 3D shapes

Suggested Activities

• Tell the class that we are going to make a model of the local area. Take a walk around the neighbourhood and take pictures of differently shaped buildings and objects.

• Go back to class and put the shape data into a table. • Create a bar chart of the different shapes. The teacher can make a note of the names of the streets visited and put them into a

table. • Look at the pictures and ask some questions about the streets visited. Some questions which can be answered by looking at the

photographs and some which cannot e.g. which streets were noisy? • Give the children some shapes and ask them to fill in a table to show how many squares, triangles etc they have. Then ask them to

make a simple bar chart of the shapes. Ask the pupils about other ways of sorting shapes e.g. size, colour, number of sides. • Ask the pupils how many of the different shapes we would need to make a model of a building or buildings. • Discuss the different ways the teacher and pupils have gathered information using cameras pencil and paper methods and what

we have done with that information and why, e.g. what can we tell from the pictures? ( we can’t tell which streets were noisy)

Things to talk about Vocabulary

What is good about using a digital camera? Is a table or chart the quickest way to answer a question such as which is the noisiest street?

Database Record Bar chart Pictogram Model

Table Information Data Sort Graph

Web links

Primary framework Maths planning: http://www.standards.dfes.gov.uk/primaryframeworks/mathematics/planning/Year1 Examples of shape trails to download: http://education.brightonhove.gov.uk/index.cfm?request=c1146223

Finding things out

Year 1 Data handling Information All Around About this unit

In this unit pupils explore a range of information sources in their local environment and collect some simple data using a digital camera. They then use ICT to create simple pictograms and bar charts to answer simple questions about what they found.

Suggested curricular and topic links Time allocation

Maths: sorting objects and shapes according to given and pupils’ own criteria Science: Sound and hearing, Sorting materials RE: Ourselves

4 hours ICT curriculum 2 hours Maths curriculum

21

http://www.standards.dfes.gov.uk/primaryframeworks/mathematics/planning/Year1

http://education.brighton-hove.gov.uk/index.cfm?request=c1146223



Learning Intentions

Key Ideas • that information is available from a variety of sources, both digital and traditional

• that information can be presented in a variety of forms e.g. sound, text, picture, video,

• that the screen pointer will change when it is over a link or button e.g. into a hand

• that you can follow a hyperlink to another location e.g. a web page • that keywords can be used to search for information

Skills and Techniques • open an internet browser and use favourites to load a website • insert a CDROM and use the navigation screens and menus • play online sounds and videos using onscreen buttons e.g. play, rewind

• click on hyperlinks and use the back button • use obvious keywords to search for a simple information or pictures within a preselected website or digital content library like Espresso or Knowledge Box


Word Processor: 2Publish, Textease, Word Presentation software: Softease Presenter, 2Create a Story

Digital Content – RM Living Library, Espresso, Pearson Knowledge Box, Learn Premium etc CDROMS – DK Amazing Dictionary, Children’s Encyclopaedia etc


• Using a topic or theme currently being explored, gather a range of information sources (images, books, photographs, websites, sounds, eyewitnesses etc) and discuss the differences between them.

• Use a CDROM or website to explore a more specific topic. Demonstrate the basic navigation structures being used, including Stop and Go buttons, Back and Forward buttons, Help and Exit buttons.

• Collect icons (Use the Print Screen button to send an image of the screen to the clipboard, and the paste the image into Word, enlarge and print out or save in a file) and discuss conventions – a door usually means exit, a speaker usually means something will be read aloud etc. Create a display or book for reference.

• Demonstrate basic navigation techniques, like using the vertical scroll bars and simple hyperlinks. Draw attention the fact that the pointer will change when it is moved over a hyperlink (arrow changes into a hand usually) and that clicking on a link is like turning a page in a book, and clicking Back is like turning back the page.

• Pupils could work in pairs to explore a CDROM or a specific and appropriate webbased digital resource. Ask them to find an image that you know is there, and that they can find by scrolling or navigating backwards and forwards through pages.

• Provide visual prompts for matching, so that pupils will know when they have found the correct information, and can record that they have found it. A clear goal and outcome is important to develop focus and encourage pupils to remain ontask.

• Use a digital resource (Espresso, Living Library) to search for a keyword and use the information to find out about a topic – Pupils can work in pairs using predetermined keywords (provide written prompts to avoids spelling mistakes) to find simple information and images.

• DO NOT use Google Image search for this, as the internet content filter cannot distinguish between appropriate and inappropriate images as it uses text to filter websites. Use a search box that is part of a preselected website.

• Create a book or display using information found and printed from a variety of digital resources, alongside similar information sources such as books and photographs.


What kinds of things do we find in books/magazines on signs/labels/posters? What can we see around the classroom/local area etc? How do we find things in a book? How do we find things on a computer screen? Where is the information stored – (include books, audio tape, audio CD etc) Ask pupils to explain how they use a digital resource Can you show me how to find a picture of a horse? How can we go back to the front page? Can we hear any sounds on this page?

Internet Website Search Keyword Find

Home Back Menu hyperlink

Web links

Historical Information about the Seaside http://home.freeuk.com/elloughton13/seaconte.htm Sebastian Swan – online books about nature: http://www.sebastianswan.org.uk/index.html Online Orchestra with images and sound clips: http://ngfl.northumberland.gov.uk/music/orchestra/default.htm

Finding Things Out

Year 1 Digital Research Let’s Find Out… About this unit

In this unit pupils will explore simple web pages and other digital content, discuss how it differs from print media like books, and learn how to use simple navigation buttons and hyperlinks to find specific words and pictures.


English: Science: Animals, things around us, ourselves etc History: The seaside, famous people etc

3 hours ICT curriculum 2 hours other topics

22

http://home.freeuk.com/elloughton13/seaconte.htm

http://www.sebastianswan.org.uk/index.html

http://ngfl.northumberland.gov.uk/music/orchestra/default.htm



Learning Intentions

Key Ideas • that a computer can be used to simulate a wide range of environments and situations

• understand that some simulations are more elaborate than others • know that a computer simulation allows the user to make choices and that a computer model is not an exact replica of the original

• that different decisions produce different outcomes • that a painting package can be used to create, edit and print pictures

Skills and Techniques • use a mouse to move and place (drag and drop) items accurately on a screen

• create a simple representation of a real or a fantasy situation using painting or modelling software

• use simple tools in a painting package • with support use print preview where appropriate and print out their paintings

• add stamps/motifs or clip art to a scene


My World 2Simple 2Paint RM Colour Magic

Multilink cubes Teddy bears and clothes Paper and paint, crayons, feltips etc


• Explore a simulated dressing up activity (e.g. My World Dress the Teddy, Dress Barnaby Bear website)and talk about differences between real and simulated – use real teddy and real clothes to compare the two things

• Use My World Blocks to explore real and simulated – use Multilink cubes and work in pairs taking turns to make representations of on screen objects using the cubes. Compare the real and the simulated shapes

• Explore online jigsaws (CBeebies website, Bethnal Green Museum website) and compare with real jigsaws • Visit an appropriate website to explore simple online simulations (e.g. BBC Science clips) and talk about why using a simulation is

easier/quicker/safer/cheaper. Begin to talk about limitations compared to the real thing • BG Museum Make Own Toy game – talk about choices and outcomes – changing your mind to avoid problems – talk about and share

experiences of computer games at home

• Explore an online painting activity (eg CBeebies) • Look at painting package (2Paint, Colour Magic) and compare with real pens and paper – talk about ability of ICT to quickly erase

mistakes, change colour choices etc. • Teach a range of skills and tools – ask children to copy ideas from postcards of art from around the world – e.g. use bright colours,

shapes etc • Explore adding stamps and clipart if your painting package allows it. • Support pupils to print out at least one piece of their work.


How can we tell the difference between the teddy on the screen and the one in my hand? Which one is real? Is doing this on the computer different to doing it with the paints/cubes/clothes? Do you prefer doing this on the computer, or with the real objects?

Real, pretend, flat, 2D, 3D, choose, screen, simulation

Web links

BBC Science clips: http://www.bbc.co.uk/schools/scienceclips/index_flash.shtml Bethnal Green Museum of Childhood: http://www.vam.ac.uk/moc/kids/online_activities/index.html Dress Barnaby Bear: http://ngfl.northumberland.gov.uk/ict/mouseskills/barnaby.html CBeebies jigsaws: http://www.bbc.co.uk/cbeebies/funandgames/jigsaw.shtml Teletubbies painting game: http://www.bbc.co.uk/cbeebies/teletubbies/funandgames/paintinggame/index.shtml


Year 1 Modelling What is Real? About this unit

This unit explores the nature of computer simulation, and the way that an activity onscreen can represent a real situation. Pupils are asked to compare the simulated and real wherever possible. An interactive whiteboard can be used for discussion but pupils should have the opportunity to explore simulations on their own or in pairs


Science: Exploring simple simulated experiments PHSE: Getting dressed appropriately Maths: Shape and space, colour Art: Painting and drawing

4 hours ICT curriculum 1 hour other topics

23

http://www.bbc.co.uk/schools/scienceclips/index_flash.shtml

http://www.vam.ac.uk/moc/kids/online_activities/index.html

http://ngfl.northumberland.gov.uk/ict/mouseskills/barnaby.html

http://www.bbc.co.uk/cbeebies/funandgames/jigsaw.shtml

http://www.bbc.co.uk/cbeebies/teletubbies/funandgames/paintinggame/index.shtml



Learning Intentions

Key Ideas • that there are many uses of control technology in the everyday world

• that machines and devices need a source of power e.g. electricity • that machines and devices must be controlled • that instructions must be given using appropriate language • that one can give instructions to a floor turtle • to compare a real turtle with an onscreen version

Skills and Techniques • identify and describe a range of everyday technology, and discuss how it might work

• use directional language to ‘control’ someone else’s actions • control a simple onscreen turtle • use the appropriate keys to make a floor turtle go forward, backward, left and right by using instructions


2Simple 2Go, Softease Turtle Simple floor robots: Bee Bots, Pixies pictures of everyday control technology


• Go on a walk around school with digital camera and take photos of technology for display. Share on whiteboard and ask children to explain what jobs the devices and machines do. Create labels to identify power source – battery, plug etc

• Play Human Robot game to remind children about instructions etc. Designate an adult to be the robot. Ask the children to control the robot to move around and go to specific targets (e.g. over to the red table). Allow children to give vague/incomplete/incorrect instructions, and discuss what the robot is dong and why. Work together to ‘program’ robot correctly, using simple direction and distance vocabulary. Introduce the idea of giving several instructions that are ‘stored’ in the robot ‘memory’ and then all done at once when you say GO.

• Use simple robot (Pixie/BeeBot) to explore making it move and giving specific instructions – e.g. go across the circle…can you make it come back etc

• Explore and play with robots in small groups, becoming more focussed as skills develop “Can you get the BeeBot through the skittles? “etc

• Use simple robot and predict where instructions will make it go – tell children what instructions you will give the robot (use simple notation on paper, or cards, to help children predict) put counters down in circle to mark predicted place. Give instructions to robot, and press Go – talk to children as instructions are carried out – how well did they predict? (Use grid on the floor with robot sized square to support predicting robot steps and turns.)

• Give instructions to simple robot to move around a maze/grid/map etc – to go on a specific journey e.g. Little Red Riding Hood in the woods, Bear Hunt, picking up toys at a bus stop, visiting numbers in order etc.

• Use online resources to explore instructions and sequences – • Use 2 Simple Infant Toolkit 2Go on screen turtle to complete a specific journey – e.g. visit all the planets on screen etc. Use the simple

keypad without numbers initially. • (choose in teacher Options screen – Ctrl, Shift and letter O keys) • Compare the onscreen robot/turtle with the real one – relate to work done in Modelling unit – the idea of a simulation


What is a machine? Who makes machines? What are they made from? How do they get the energy to work – relate to food and petrol – things that make people and cars ‘go’. Discuss electricity, and how it gets to the power socket. Compare to batteries. Relate instructions given to a robot back to instructions given to a person – the idea of a brain and a memory, and following instructions.

Instruction Robot Control Right

Left Predict Repeat Forward Backwards

Web links

Little Red Ship: http://ngfl.northumberland.gov.uk/english/littleredship/LRS%20control/LRS%20control.htm iBoard Control It screens: http://content.lgfl.org.uk/secure/iboard/pages/purpleset/controlit/index.htm


Year 1 Control Technology World About this unit

In this unit pupils will discuss why people make machines and devices to carry out specific jobs and tasks, and how they work. They will learn that to make machines and devices work we need to give them appropriate instructions They will also investigate simple floor robots and how to give them instructions to carry out a simple task, and compare this to making onscreen robots and turtles follow instructions.


Geography – Routes, maps, directions English – Instructions and sequences, positional language Maths: nonstandard units, measurement, number lines, patterns and sequences

4 hours ICT curriculum 2 hours Other curriculum areas

24

http://ngfl.northumberland.gov.uk/english/littleredship/LRS%20control/LRS%20control.htm

http://content.lgfl.org.uk/secure/iboard/pages/purpleset/controlit/index.htm



Learning Intentions

Key Ideas • That we use our senses to find out what is happening around us, and that some machines can do the same

• That we can use our senses to compare environmental conditions, and put them in order quiet, loud, louder, loudest etc

Skills and Techniques • Identify a range of environmental factors such as light and dark, hot and cold, loud and quiet, and know which senses we use to detect differences in these factors

• Observe and compare environmental conditions and use appropriate vocabulary – hotter, colder, hottest, loudest etc


Internet link Disposable forehead strip thermometer Other temperature measuring resources – e.g. classroom thermometer etc Torches etc


• Talk about using your senses to find out about the world around you – this links directly with the Science unit Ourselves • Discuss what happens if you can’t use one of your senses – can we use things to help us? We usually use another sense to

compensate for the missing one, but sometimes use machines to help us – e.g. hearing aids. • Using a variety of devices (torches with different brightness levels, musical instruments that can be ranked by loudness etc) play a game

where children have to put the devices and objects into order of loudness/brightness etc. Ask children to predict the order before they find out by experimenting.

• Use disposable forehead strip thermometers to measure children’s temperatures – discuss how the thermometer shows us how hot we are (usually a colour code, or symbols that become visible)

• Discuss other ways of measuring how hot something is – how hot we feel, a classroom thermometer, weather reports with sunny symbols etc.

• How do we know how cold something is? Look at a fridge, and the gauges and dials that tell us if it is cold enough. • Take photos of things that are hot or cold, and sort them accordingly.


How do we know which one is the hottest/coldest etc. How can we tell exactly? How can we measure… How do animals use their senses? Are they different to humans (e.g. cats can see in the dark etc)

Sense Hear Touch predict

Sight Taste Smell measure

Web links

BBC Science Clips – simulations for Light, Sound and hearing, Ourselves etc: http://www.bbc.co.uk/schools/scienceclips/ages/5_6/science_5_6.shtml


Year 1 Datalogging Sensing the World About this unit


Science: Ourselves, Growing Plants, Light and Dark, Sound and Hearing Maths: measures

3 hours ICT curriculum 1 hour other curriculum

25

http://www.bbc.co.uk/schools/scienceclips/ages/5_6/science_5_6.shtml



Learning Intentions

Key Ideas • that text can be entered and corrected • the importance of spaces between words • the difference between running text (text wrap) and text with line breaks

• that ICT can be used to rearrange text to make it easier to read • that pictures e.g. clipart can be inserted

Skills and Techniques • type letters, words and simple sentences • select text from a word bank • use the backspace and delete keys to make corrections • use the spacebar to space words correctly • use the shift key for capitals etc • use the return/enter key to insert line breaks • insert clipart with support • begin to use copy, cut and paste to reorganise text


A word processor (with access to Clipart or a similar resource if possible) E.g. Microsoft Word, RM Talking First Word, Textease, 2Simple 2Write Clicker or other talking word bank

Range of greetings cards Typing tutor software or online resource e.g. the BBC


• Ask children to share what they already know about using a keyboard and text, and make sure that common misconceptions and errors are corrected (e.g. one space between words, using shift rather than Caps Lock, using backspace rather than delete etc)

• Demonstrate how to use both hands on the keyboard, and the ‘home’ keys. Consider using Typing Tutor software or online resource to develop and consolidate typing skills

• Pupils write about themselves, what they like, hobbies, family etc, using a word processor. Save their work (with adult support) and reopen in following sessions. Discuss where the work is saved and stored.

• Demonstrate how to copy and paste repeated text – I like, My favourite etc – some pupils may be able to do this with support • Demonstrate the Undo button – describe as a ‘time machine’ and compare it to the way we can (or cannot) correct mistakes in

written work on paper. • Demonstrate how to add clipart to their work, using a clipart gallery to select images. • Pupils choose images they like to illustrate their simple text about themselves – this could be printed out to create a class book. • Pupils make labels for displays and objects in the classroom e.g. name labels for the coat rack • Show pupils a range of cards for different occasions – explore the relationship of the image and text – look at font style etc. • Pupils create a card for a particular event or person, using appropriate images and text. Some may change the look of the text with

support from an adult, or this could be done as a whole class demonstration. Encourage pupils to use Copy and Paste, and all the other editing tools they have been working on.

• Print out the cards twice –send one and make a display with the other. Discuss how ICT enables us to create more than one identical copy.

• Evaluate the outcome how much do they like their cards?


How do I get a capital letter? What happens if I hold my finger down on a key? What are the arrow keys for? What does the flashing line in the text do? Could you move the insertion point to here, in front of the word Humpty? How can I find a picture of an elephant? Which picture shall I use – why do you like this one best? Who is this work for – why do you think they will like it? What do we do when we make a mistake on paper? Is a computer better and correcting mistakes?

Document Text Graphic Cut Paste Select

Enter key Space Spacebar Shift Backspace

Undo Insert Insertion point Cursor

Web links

Examples of texts with images and clipart: Sebastian Swan Big Books http://www.sebastianswan.org.uk/ CBEEBIES http://www.bbc.co.uk/cbeebies/fimbles/comfycorner/index.shtml (Search for cards to find examples of cards to print and make) BBC Typing Tutor: http://www.bbc.co.uk/schools/typing/

Exchanging and Sharing information

Year 1 Text and Graphics Card Celebration About this unit

In this unit pupils will explore the idea that a computer allows us to enter, rearrange, edit and correct text more easily that traditional pencil and paper methods. They will also begin to add pictures and clipart to their texts, and create a simple greetings card to print out and send.


English non fiction, writing labels, captions and instructions 4 hours ICT curriculum 2 hour English curriculum

26

http://www.sebastianswan.org.uk/

http://www.bbc.co.uk/cbeebies/fimbles/comfycorner/index.shtml

http://www.bbc.co.uk/schools/typing/



Learning Intentions

Key Ideas • that ICT can be used to combine images, text and sounds • that we can use ICT to create multimedia storybooks • that scanners and digital cameras (including a webcam) can be used to create an image that can be seen on a computer

• that computers and other devices can record and store sounds

Skills and Techniques • explore a talking book and discuss how it is different from a traditional book

• create a simple multimedia page/slide/scene with support • use a digital camera and a scanner to create a digital image with help from an adult

• use sound recording software with help e.g. Windows Sound Recorder

• compare using a tape recorder/film camera with using ICT


Multimedia software A media player,(e.g. Windows Media Player) a sound recorder, (e.g. Sound Recorder (in Accessories folder on a Windows PC) Software suitable for creating a talking book: 2Simple2 Create a Story Softease Presenter, Microsoft PowerPoint

A range of websites with options to play audio and video, An online talking book or CDROM Tape recorder Microphone – to plug into a computer


• Listen to prerecorded sounds on audio tape – guessing what they are, then create some new sound recordings • Record pupil’s own voice e.g. asking parents questions about the local area: How could we make our neighbourhood better for us all to

live in? • Explore sounds on the Internet e.g. those on the CBeebies website and talk about where sound is stored, how it gets out of the

computer (speakers) etc • Demonstrate and use Sound Recorder to record our own voices, compare this process to using audio tape – where is the sound stored?

Is it portable? • Use appropriate software to make a class talking book – a simple series of slides with images and text to describe a

journey/visit/event/sequence/process. Use digital photos if possible, or children’s artwork, or use painting tools within the software • Add simple sound effects and animations from within the software – use the gallery or library of clips provided • Some pupils may be able to create their own versions working in pairs with adult support. • Discuss the multimedia elements that are being created and stored on the computer – relate this back to previous work with Sound

Recorder. • Record a simple shared narration for each slide with the class to create a talking book. • Look at how a video recorder or camera works: use play/record, rewind, fast forward and other controls compare to audio tape recorder • If available, use a webcam attached to a computer and interactive whiteboard to look at pupils singing, speaking etc. • Look at Espresso or other online videos – use tools to pause, play etc, compare with video recorder


What are the differences between a traditional book and this online one? What does the computer story have that is better/different/the same as the traditional book? What do these buttons/icons look like? Have you seen buttons like them anywhere else? What might happen if we click this speaker/ear/mouth icon? Where is the sound coming from?

sound picture text animation video

record play fast forward rewind stop

store tape microphone headphones audio

Web links

Websites with sounds and music CBeebiesTweenies Music Maker: http://www.bbc.co.uk/cbeebies/tweenies/songtime/games/makemusic/ Virtual Orchestra: http://ngfl.northumberland.gov.uk/music/orchestra/default.htm CBeebies Stories page – a selection of simple taling and animated books: http://www.bbc.co.uk/cbeebies/stories/ LGfL 2Simple Talking Stories: http://stories.lgfl.org.uk/ LGfL PB Bear Talking Books: http://pbbear.lgfl.org.uk/


Year 1 Multimedia Talking Books About this unit

In this unit pupils explore the rage of multimedia elements that make up talking books and websites, and think about how they are stored. They create (with support) a shared multimedia ‘talking book’ style presentation using appropriate software.


English: making some pages for a talking story book – sequencing events and ideas Science: making a multimedia Science report – a growing plant, a life cycle Humanities – presenting information about topics, people or places being studied – e.g. Florence Nightingale

4 hours ICT curriculum 1 hour other curriculum areas

27

http://www.bbc.co.uk/cbeebies/tweenies/songtime/games/makemusic/

http://ngfl.northumberland.gov.uk/music/orchestra/default.htm

http://www.bbc.co.uk/cbeebies/stories/

http://stories.lgfl.org.uk/

http://pbbear.lgfl.org.uk/



Learning Intentions

Key Ideas • that the soundtrack contributes to how we feel about a scene in a film, e.g. the opening

• that films have settings just as books do • discuss the setting of a film using appropriate vocabulary • that different images and sounds appeal to different people

Skills and Techniques • use the basic controls on a digital still/video camera/player to record and play footage

• shoot appropriately framed still and moving images avoiding strong backlights

• discuss the setting of a film using appropriate vocabulary


Editing software e.g. iMovie, Windows Movie Maker, Pinnacle studio Digital video cameras, microphones, tripods, headphones, lights and props


• Play the opening to a film with the image unseen and ask pupils to speculate about the setting from the soundtrack. Play the opening again and ask the pupils to revise their initial views based on what they can see.

• Show pupils how to put the camera on a tripod, plug in headphones and how to use the wide angle telephoto zoom to frame a shot appropriately making sure there is no strong backlight, not too much head space and the important elements are fore grounded by the composition. Tell pupils that if there is a choice between zooming into a subject and moving the tripod closer it is generally better to move the tripod.

• Reshoot a sequence from a film changing the setting to the school setting. If possible use 2 cameras with 1 camera shooting in long shot and the other taking close ups. Capture the footage to the computer showing the pupils the process and explaining what is happening

• Show pupils the process of assembling a sequence combining long shots and close ups to focus attention as required and make a visually interesting pattern. Talk about which parts of the film could be improved and how.

• Show the pupils how to plug in an external microphone and use headphones to monitor sound levels. Explain that you must use headphones so that you hear the sound the microphone is picking up, notice if it is not switched on etc. Reshoot elements identified as in need of improvement

• Ask pupils to capture the new material and put it into the storyboard or timeline (with support). Discuss whether it has achieved the desired effect.

• Show pupils the process of importing sound from a CD and from the Internet and adding it to the film sequence. Discuss the different moods created by adding different music to the film

• Show a group of pupils how to access a shared music folder and ask them to experiment with different soundtracks for their film and choose their preferred one.


Framing: is our attention focused upon what we want it to be focused upon? Sound: how can I make sure I get good sound for my film? Setting: look at this film clip! Can you describe the setting?

Long shot Medium shot Close up Tripod Zoom

Play Pause Record Storyboard Timeline

Backlight Microphone Headphone jack

Web links

The British Institute has many useful resources some of which are free to download or look at online: http://www.bfi.org.uk/education/teaching/witm/thinking.html#language Film education http://www.filmeducation.org/ Media Education http://www.mediaed.org.uk/ Internet Movie database glossary this site has lots of good resources but it is not child centred! http://www.imdb.com/Glossary/F


Year 1 Digital Imaging Sounds Unreal! About this unit

In this unit pupils build upon the skills developed in Early Years. The focus of this unit is doing things purposefully e.g. making sure that framing focuses the viewer’s attention appropriately. Digital photography (moving or still) is multifaceted and quite support intensive in Keystage 1 so while there may whole class discussion of film openings and settings and demonstrations of key skills much of the pupil’s work will be done in a small group.


English: work on setting either familiar settings or fantasy ones Music: Sounds interesting using sounds expressively

5 hrs ICT curriculum 2 hrs English curriculum

28

http://www.bfi.org.uk/education/teaching/witm/thinking.html

http://www.filmeducation.org/

http://www.mediaed.org.uk/

http://www.imdb.com/Glossary/F


Year 2 Year 2 units units


29



Learning Intentions

Key Ideas • That ICT can be used to create graphs from data • That information represented as graphs but that these can only provide limited answers to some questions

• That ‘yes/no’ questions can be used to divide a set of objects into subsets and that a sequence of ‘yes/no’ questions can identify an object

• That a tree diagram can be used to organise information • That ICT can create a branching database to sort and classify • that digital information may be inaccurate, biased or unsafe

Skills and Techniques • Complete a table e.g. a simple spreadsheet and then create a graph to answer a question

• Search a prepared branching database • Create a simple branching database using a collection of objects • Open a prepared database, and identify the main features: records, different types of fields etc

• amend information in a data file to correct errors


2Simple 2Graph, RM Starting Graph, Softease Database and Branch Information Workshop, 2Investigate,

Online resources to support the curriculum area in which the data handling is taking place e.g. Collins Virtual Experiments on the London Grid or BBC Science on living things


• Play the yes/no game (An object is hidden in a box or a picture of something is obscured. The class are invited to frame questions which can be answered in the affirmative or negative the truth is revealed perhaps using the notebook tools on an interactive whiteboard) e.g. with samples of materials or pictures of plants and ‘animals’. Encourage the pupils to focus on refining the search down by taking account of the answers to previous questions when asking their own

• A: Visit a local park and record the plants and ‘animals’ found there using a preprepared template (which might be a table on a piece of paper, a database or spreadsheet on a mobile device)

• B: Provide the pupils with some materials including some which harden on cooling e.g. butter, chocolate and ask them to write a one sentence description of each using vocabulary developed in the yes no game sessions

• Give the pupils a toy animal or a picture of an animal and then sort by colour e.g. if your animal is brown go to the table with the brown paper on, if it is yellow to the table…etc if it is any other colour go to the carpet

• Try searching the animals e.g. stand up if your animal has 4 legs. • Ask the pupils to fill in a template about their animal e.g. number of legs, can it fly, does it live on land or water etc. Try answering some

questions using the templates. • A: B: open a prepared flat database e.g. materials or living things and discuss how the information is presented e.g. field names, record

and list view • A: B: open a prepared branching database e.g. materials or living things and thinking of a material or living thing and searching the

database in a way that replicates the process of the yes no game • Create a branching database using e.g. Softease Branch or 2question to sort e.g. materials or living things drawing on the earlier

activities to help frame the questions • Use the tables created when investigating living things or materials to create simple spreadsheet e.g. using RM Starting Graph. Discuss

which questions can be best answered by creating a graph. Also discuss the pros and cons of ‘spreadsheets’ and flat and branching databases e.g. a simple spreadsheet lets you see data in a table and graph it very quickly, a flat field database lets you search to find the answers to many different sorts of question and a branching database lets you sort things quickly and easily

Things to talk about. Vocabulary

Look at this database! Can you show me some of the key features? View the decision tree of a branching database and ask pupils to talk you through the process of searching down to a particular thing, e.g. wood or an ant. Look at a database and a spreadsheet and discuss the process of answering questions using the tools offered by them

information data database classify pie chart

line graph branching database spreadsheet flat database

Web links

London Grid Science materials http://www.lgfl.net/lgfl/accounts/content/web/Key%20Stage%20Content%20Pages/Key%20Stage%202/Science/home/

Finding things out

Year 2 Data handling Sorting things out! About this unit

In this unit pupils explain how ICT can be used to store, present and analyse information in a variety of ways. They learn that often ICT can make recording, analysing and presenting quicker and easier than paper based approaches


Maths: following a line of enquiry, using ICT to organise and present data Science: plants and animals in the local area, grouping and changing materials

5 hours ICT curriculum 1 hour Science curriculum, 1 hour Maths curriculum

30

http://www.lgfl.net/lgfl/accounts/content/web/Key%20Stage%20Content%20Pages/Key%20Stage%202/Science/home/



Learning Intentions

Key Ideas • that information can be found on CDROMs, websites and other digital media

• that the Internet is a network of connected computers across the world

• that a web browser lets us look at web pages, with tools to navigate e.g. back button.

• that a web browser allows us to store bookmarks for favourite pages

• that the internet contains a lot of information created by a range of different people, (like a huge library) and might contain mistakes and things that are not suitable for children

Skills and Techniques • explore a CDROM & show that the information is stored on the disc, not the computer

• find out where the internet connections are in class & how the computers are connected up with cables

• explore preselected digital information sources purposefully, using simple navigation tools including hyperlinks, menus, index, forward & back buttons etc

• save a website into the favourites folder • discuss who makes a website and compare to a book author and illustrator


2Simple 2Create a Story PowerPoint Range of appropriate CDROMs – DK First Amazing Dictionary, World Explorer etc

Range of photographs, leaflets, magazines, newspapers, books etc on appropriate topics


• Look at a digital resource with video clips like the Arkive website, or a Children’s CDROM encyclopaedia and look at a video clip. Demonstrate how to start, stop and pause the video, and compare the controls to that on a real video/DVD player.

• Show pupils how to access a website using the favourites button on the Internet Browser, and how to add a current website to the favourites list.

• Using an appropriate context based around your curriculum focus in (History, Geography or Science topics work well) provide pupils with a selection of different media with similar information (e.g. book about animals, the Arkive website, some photographs etc) Ask the pupils to find specific information, or match pictures and words using the different information sources. Discuss the differences and similarities between them, and the quality of information. Provide a simple comparison grid to support focused work.

• Compare a multimedia website (eg something on CBeebies or BBC Schools) with a similar book or comic. • Discuss how much information we get from looking at real objects, or visiting places, compared to books, images and multimedia. • Ask pupils who creates the information on a web site or CDROM. Explore packaging etc to find authors and publishers compare with

book authors and illustrators. Discuss the idea that anyone can publish on the web, whereas books are checked for spelling mistakes and errors etc.

• Talk about where the information on the computer is coming from – explore the idea of the internet and how the computer is connected to it with cables and sockets. Explain (and possibly demonstratem but check with the ICTCO first) what happens if the connection is broken – the website cannot be seen.

• Show children the connections and network cables attached to school computers. If possible, show them where the network cables come into the school (from the BT connection outside) and are connected to the main hub (a large box on the wall with lots of wires and flashing lights ask your technician or ICTCO!) Explain that the lights flash when information is being sent backwards and forwards

• Ask children to describe what they think the Internet is. What is it made from? Explain that it consist of lots of computers around the world joined together using the telephone network, and other connections. Create a shared picture of the Internet.


How are things on the Internet similar to things in the real world? (eg Video, music, images etc) How are they different? Talk about useful keywords – and the imprtnace of spelling them correctly. Does the Internet know everything? Who writes books? How do we know? Who puts the information on the Internet? What is the Internet made of?

Information multimedia Internet Video clip

Compare Author Network Connection

Web links

Museum of Childhood Moving Toy video clips: http://www.vam.ac.uk/vastatic/microsites/1482_moving_toys/toys_bband.htm Arkive animal video clip collection: http://www.arkive.org/ Planet Arkive informationwebsite: http://www.planetarkive.org/home.html BBC Schools Famous People website: http://www.bbc.co.uk/schools/famouspeople/index.shtml

Finding Things Out

Year 2 Digital Research Sight and Sound About this unit

This unit explores the use of multimedia in presenting information. Pupils are asked to compare a rnage of information sources and the information they provide, using a curriculum topic as a context. There are opportunities to begin to discuss what the Internet actuall IS, and who makes it.


Science: Animals and Plants History: Toys, Seaside, Famous People Geography: Places and Maps

3 hours ICT curriculum 2 hours other subjects

31

http://www.vam.ac.uk/vastatic/microsites/1482_moving_toys/toys_bband.htm

http://www.arkive.org/

http://www.planetarkive.org/home.html

http://www.bbc.co.uk/schools/famouspeople/index.shtml



Learning Intentions

Key Ideas • that simulations allow us to explore options and make choices • that computer simulations are simplified representations of more complex real situations

• that different techniques can be used to communicate ideas through pictures – e.g. use watercolour brush to recreate impressionist style

• that pictures and scenarios created on the computer can be edited, copied and printed easily.

• that digital photos can be altered using simple painting tools

Skills and Techniques • explore the effect of changing the variables in simulations and use them to make and test predictions

• select purposefully and use a variety of tools in a painting package e.g. the straight line, geometric shapes and flood fill tools

• use stamps and clipart purposefully • to work on a digital photo from a file and add painting effects using brushes and stamps


My World: Make Town, City Whiteboard software – drag and drop gallery items Painting package – Colour Magic, Softease Paint etc

Art media and tools Still life – fruit/flowers/toys etc Science equipment – related to current science topic


• Revise ideas of simulation and modelling –– how does it compare to real world? Why use a simulation? (cheap/safe/quick/less messy/etc). Explore a simulation related to a science topic (Use BBC Science clips website) and compare to the experiments and investigations that the pupils have carried out in the ‘real world’, pointing out the simplifications that have been made in the simulation.

• Discuss the idea of a painting program being a simulation or ‘real’ painting and drawing. Ask the pupils to compare the two activities, by working in pairs with a simple still life (fruit, flower, toy etc). One pupil creates the picture on screen, the other with ‘real’ media (paint, pastels, crayons, pencils etc). Then swap, so that both have the experience of both activities. Create a gallery of the traditional and the digital images, and compare both the outcome, and the process. Draw out the idea of being able to correct, erase and change your mind more easily with the painting program – the idea of the undo button. Also discuss the limitations on the artistic effects – texture, shade and tone, blending colours etc.

• Explore a wider range of simulations, including open ended activities that allow the user to ‘play’ rather then try and achieve a set goal. e.g. My World – Make Town. Ask pupils to create a safe city area, with a park and places to live. Talk about their local area, and the things that they like and dislike about it. Use the My World screens to explore a fantasy local area. Pupils can create their own on screen models, and then print them out and add some writing or other simple annotations. Discuss again the reasons for using a simulation, and the limitations it imposes. This idea can be extended using the City Creator website.

• Using digital images of the local area, or playground, or school, ask the children to use a painting program to add their own objects and decorations, e.g. add more greenery to a city street by drawing in some trees and flowers. Encourage imaginative and unusual ideas – painting houses green, adding strange towers etc. Show the pupils a range of tools, starting with the basic brushes, and then adding more as they gain confidence and skills. Discuss how the computer allows us to explore fantasy ideas and play with the real world safely. Try this out with traditional collage techniques and compare.

• Pupils can now create their own cityscape/landscape using a growing range of painting tools. Use the shape tools to create buildings, and the fill tool to colour them. The Copy and Paste tools can be introduced to allow repeating patterns and shapes – e.g. a row of buildings or trees. Demonstrate new tools gradually as pupils become more confident and skilled, rather than introduce them all at once


Why do we use simulations? Are they realistic? How can we tell? What are the advantages/disadvantages of a model or simulation? Who creates the simulation? How do they know what will happen in a simulated science experiment? (Someone must have done it in real life first…) Computer games – are they simulations? Which simulate the real world, and which ones are real life simulations? Is digital painting as much fun as ‘real’ painting? How does it feel to paint without paint? Are the colours accurate? Do the colours mix the same?

Choice Evaluate Change Undo Edit Realistic Fantasy

Stamps Collage Digital image Brush Spray Fill Tools

Web links

BBC Science Clip Simulations: http://www.bbc.co.uk/schools/scienceclips/index_flash.shtml City Creator (fantasy world building blocks): http://www.citycreator.com/


Year 2 Modelling Ideal World About this unit

This unit will develop the idea that simulations and models can represent the real world (e.g. science experiments, town planning) but that they have limitations compared with the real world. Simulations also allow us to explore fantasy worlds and develop our imaginations, and pupils will create their own fantasy town or landscape, and relate it to their own environment. The unit will include whole class demonstration and shared work, paired work and discussion.


Art: Painting and picture making activities with a range of media Geography: Local Environment Literacy: Fantasy literature and story settings

4 hours ICT curriculum 2 hours cross curricular subjects/topics

32


http://www.citycreator.com/



Learning Intentions

Key Ideas • that control technology is used in the wider world in a range of settings

• that instructions can be sequenced for more complicated tasks • that devices that carry out repeated actions following stored instructions, e.g. washing machines

• that a special language is used to give instructions to a robot

Skills and Techniques • recognise and talk about a range of control technology in the wider world

• use the appropriate keys to make the floor turtle go forward, backward, left and right by using instructions, such as forward 5, right 1

• develop and record sequences of instructions to control the floor turtle, and predict and test results

• control a simple onscreen turtle purposefully e.g. navigate a maze


2Simple 2Go, Softease Turtle, Roamer World Floor robots: Bee Bots, Pixies, Roamers, Pips pictures of control technology in the wider world digital camera


• Revise ideas on control technology in the wider word – look at photographs and talk about how thing like washing machines, lighthouses, pelican crossings etc. Pupils can label the images (either on IWB, or on paper) and explain how they think they work

• Look at representations of “robots” in the media – what do we mean when we say “robot”. Look at factory robots (Citroen Picasso car factory advert etc)

• Introduce the idea of a ‘brain’ that can store instructions in a ‘memory’, like a person. E.g.: washing machine knows how long to wash for, and when to turn off, traffic lights always light up in the same order etc. Discuss the idea that the device can only understand a very simple language, and cannot understand mistakes or wrong ‘words’.

• Demonstrate how to make a simple floor robot move forwards and backwards. Revise previous work on instructions, how far each robot step is etc. Introduce a more complex robot (Roamer, Pip) and explore the idea of adding a quantity to the instruction – eg. go forward 5 steps. Try instructing the robot to move along a number line to do ‘sums’.

• Ask pupils to suggest sequence of instructions to make robot move in a square. Think about how a ‘turn’ is measured – degrees, or a right angle, or a quarter turn etc. Try out sequence. Discuss possible modifications. Try again.

• Pupils then work in small groups with a robot to practice making it move purposefully – eg in a shape, or into a ‘garage’ area, or through an obstacle course. Pupils should note down the instruction sequence, or ‘program’

• Repeat above activity, but this time with 2Simple 2Go onscreen robot. (The control pad can be modified in the teacher section to include a range of turn options) Compare the real robot with the onscreen one. What are the differences?

• Use Learn with Dogs Zippy game – whole class demo then working in 2s and 3s to develop collaboration and problem solving – ask children to share problem solving strategies with class.


Talk about technology that interests the children – ask them what gadgets they like, and why? Use pictures to stimulate discussion and description. Discuss ways of working out what to do, and what to do if it doesn’t go exactly right. How can we organise turn taking, and sharing out ideas. Ask questions like: Why did you do it that way? What did you do to make it work better this time?

Repeat Forward Backwards Memory microchip

Predict Instruction Robot Control

Web links

iBoard Whiteboard activities on the LGfLControl it: http://content.lgfl.org.uk/secure/iboard/pages/purpleset/controlit/index.htm Which Way: http://content.lgfl.org.uk/secure/iboard/pages/redset/whichway/index.htm Turns and Distance: http://content.lgfl.org.uk/secure/iboard/pages/greenset/turnsanddistance/index.htm

Zippy the Dog: http://www.learnwithdogs.co.uk/games/virtualWalk.htm


Year 2 Control Robots Rule! About this unit

In this unit pupils explore the use of control technology is used in the wider world around us, and why it is useful. They will learn how to use sequences of instructions to achieve a goal, both with floor and onscreen robots. There will be opportunities for collaborating, evaluating, revising and problem solving along the way


Science – Electricity and What Happens When…? Prediction and Problem Solving Maths: Angle and turn, shapes, number bonds, number lines Literacy: Instructions, sequencing, positional language, explanation, lists

4 hours ICT curriculum 2 hours other curriculum areas

33

http://content.lgfl.org.uk/secure/iboard/pages/purpleset/controlit/index.htm

http://content.lgfl.org.uk/secure/iboard/pages/redset/whichway/index.htm

http://content.lgfl.org.uk/secure/iboard/pages/greenset/turnsanddistance/index.htm

http://www.learnwithdogs.co.uk/games/virtualWalk.htm



Learning Intentions

Key Ideas • that a computer can be used to measure external conditions like sound levels and temperature

• That simple sensors can control everyday devices like automatic doors, car park barriers, street lights etc

Skills and Techniques • View onscreen measurements of sound levels and temperature as part of topic work

• Begin to identify and talk about how everyday devices with sensors work


Data logging software (e.g. LogIT explorer) Data logger Range of traditional measuring devices – e.g. thermometer, clock, scales etc


• Talk about how we use our senses to keep safe, and aware of the world around us – we can sense if something is too hot, or too loud, and we can remove ourselves from the danger or situation ( e.g. put our hands over our ears, answer the doorbell, turn off the kettle etc)

• Discuss the kinds of automatic devices in everyday life that might need to sense their environment to work effectively – e.g. lift doors, street lights, burglar alarms.

• Collect pictures of these devices (from catalogues, magazines etc) and sort hem into various criteria (those that sense sound, those that move etc.)

• Talk about the weather, and how we measure various aspects such as temperature, rainfall, wind, cloudiness etc. • Use simple database software such as Pick a Picture or Softease Pictogram to record weather data for several weeks, and look at

trends and patterns in the resulting database. Discuss how accurate the measurements are. Could we use computers to help us? • Demonstrate how a data logger can measure the environment using built in sensors. Compare these to human senses, and also

measuring equipment like a thermometer. • With the data logger connected to the computer, use the software (set to show reading as a fluctuating meter rather than a graph) to find

out who has the loudest voice, or the warmest hands. See how quiet it really is when everyone is silent. Who has the quietest whisper? Where is the darkest part of the room?

• If resources allow, pupils can experiment with the data loggers in smaller groups, and record their findings in a simple table. They can begin to use the scales shown on the onscreen meters, but it is more important to look at differences in readings rather than absolute values at this stage.

• Make a display showing who has the loudest//quietest/hottest etc, with digital photos to show how the data logger were used.


Where do you thin the sensing equipment is in this (use picture) device? Can you see it? How does the street light know when to come on? Can you tell me about something in your home that has a sensor? How does it work?

Sense Measure Thermometer Temperature Sound Light

Loud Quiet Hot weather level

Web links

The teacher can search for a range of suitable images using Google before the lessons, and save the images into a folder or PowerPoint to share with the children. Don’t use Google image search directly with children, as images ca sometimes get past the text filtering software.


Year 2 Datalogging Sensing Challenge About this unit

This unit introduces pupils to a data logger, and explores how it can sense, measure and record environmental conditions, displaying information on a computer screen. Pupils also look at a range of everyday devices that use sensors.


Science: measuring, Light and sound Maths: Measuring and recording Geography: The local environment DT: How things work

3 hours ICT curriculum 1 hour other curriculum

34



Learning Intentions

Key Ideas • that ICT can be used to rearrange text to make it easier to read • that ICT can be used to change the appearance of text to achieve a particular effect

• that text and graphics can be combined to present information

Skills and Techniques • place the cursor on the screen to delete and insert text • format text using simple formatting e.g. choice of font bold, • begin to use spellchecker • use shift key for punctuation and symbols • copy and paste text and pictures from a source e.g. a CD or web page into a document

• search for pictures in a clipart gallery or resource bank using keywords

• resize pictures as appropriate using handles


A Word processor with access to Clipart or a similar resource Typing tutor software or online resource e.g. the BBC A selection of posters, both successful and less successful, on a range of topics.


• Create a class text using a word processor, and revise ways of editing and formatting text – e.g. font style, size and colour. Use these tools together to create a text based on a topic or theme in English/History etc – e.g. a poem, list. Save this text to the network area, in a place that pupils can access.

• Work in pairs to write a simple text, • Share work with class using whiteboard • Demonstrate editing text – using arrows, backspace, inserting text at the cursor. • Use prepared text files to rearrange text and edit using simple editing tools – revise cut/copy and paste. • Children work in pairs on a prepared text, looking for errors, or adding punctuation/capital letters, or changing all the proper names into

bold red text etc. • Demonstrate rearranging text – cut and paste to reorder a well know poem or story. • Pupils work in pairs to so the same with a variety of appropriate prepared texts, and share their work on the whiteboard – giving reasons

for editing choices, and explaining how they did it – which tools did they use? • Look at a range of posters for a variety of themes/topics etc. Discuss what makes a good poster – fonts size and colour, layout, images

etc. • Demonstrate how to make a simple Poster using clipart and text – possible Word Art if using Word. • Show a ‘bad’ poster – talk about what makes it less successful. • Children work in pairs to create a poster on the computer. • Demonstrate how to save work into their own folder on the network. Call it a first draft, save it as draft 1 • Demo how to open previous work from a folder. Look at editing and changing things to improve their poster. Show how to save with a

new name – draft 2. • Pupils work on their posters in pairs. • Share the work on the whiteboard – comparing the two drafts. Ask children to justify their choices and changes. • Print out some posters, and evaluate them – do they work? Are they easy to read? Eyecatching? Can you understand the message?


What could you do to make this page clearer? What is really good about this page? Keeping the aspect ratio the same, could you make this picture slightly bigger? Could you find a picture of Samuel Pepys for me?

Navigation Keyword Aspect ratio Bold Handles

Glossary Format Font Spellchecker

Web links

Examples of online texts using simple layouts: Beside the Seaside – created by a primary school: http://home.freeuk.com/elloughton13/seaconte.htm Nature Explorers: http://www.naturegrid.org.uk/children.html


Year 2 Text and Graphics Poster Pairs About this unit

In this unit pupils learn that text and graphics can be rearranged and changed in appearance to present information in a particular way or for a particular effect. They work in pairs to create a poster, after looking at real life examples.


English: non fiction, writing labels, captions and instructions PHSE (Health awareness) Geography, Science, RE, writing explanatory text


35

http://home.freeuk.com/elloughton13/seaconte.htm

http://www.naturegrid.org.uk/children.html



Learning Intentions

Key Ideas • that computer software can organise sound, pictures, text and animations to create a multimedia presentation, using sounds and effects from a gallery or library within the software, or recorded using tools within the software

• know that digital images and sound files can be transferred to and from a computer or other digital storage

Skills and Techniques • use appropriate software to combine images, text and sounds to create a simple multimedia presentation using sounds and effects from a gallery or library, and recorded using tools within the software

• take photos with a digital camera and download to computer using USB lead or media card with support

• record and save sounds using Sound Recorder or an MP3 recording device


2 Create a Story Softease Paint Softease Presenter Windows Movie Maker 2Simple Music Toolkit or similar software incorporating a sequencer

Websites with local area pictures and video, music sequencing websites (BBC, LGfL)


Explore some more complex talking books and narrated presentations, discussing how the recorded sound reflects the text and images. If possible look at some bilingual stories and presentations. Use appropriate software to make their own set of slides, with images and text. With help add simple animation and sound effects. Discuss adding sound your own sounds and narration. Use a microphone plugged into the computer and record sounds (sound effects, read the text of the story etc) using the sound recording tools built into the software. Show how to use the buttons and icons to play the sounds back. Demonstrate how to use both the onscreen volume controls and manual volume controls on the computer Take sequential photographs of a lesson activity, science experiment, school trip etc, and demonstrate how the images can be transferred to the computer and viewed onscreen. Create a simple class presentation based on a current curriculum topic or theme – e.g. growing a plant, keeping healthy, a famous person, our trip to the museum. Discuss the order of the slides. Pupils create their own version in pairs or small groups, perhaps using a template with inserted photographs to scaffold the presentation structure. (Ask pupils to resequence slides to improve the order etc) Add sound effects and a narration for each slide, using home languages if appropriate. Share the presentations with the class, or another class/audience, and evaluate their outcome.

(If available use a webcam (or Digital Blue camera) attached to a IWB to explore moving images. Point the plugged in webcam at the class so that the image is on the IWB. Ask the children to move, and watch the image. Discuss real world applications of this – CCTV etc. Record a short piece of video using the webcam software of the class, and play it back. Discuss where the film is stored.)


Are these onscreen media controls (play, pause etc) easy to find and use? How can I change the order of my slides/pages? Can I hear this text being read aloud to me? Is it in another language? Which is the most interesting information about this picture/slide? Does this presentation tell me what I want to know? Is it easy to understand?

multimedia animation image slide

presentation Narration recording

sequence organise editing

Web Links

LGfL 2Simple Talking Stories: http://stories.lgfl.org.uk/ BGfL – Sequencing activity: http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks2/science/food_stories_closed/index.htm


Year 2 Multimedia Getting the Message Across! About this unit

In this unit pupils will continue to develop skills in creating simple multimedia presentations, with images, text and sounds and animated elements. They create a presentation designed to get across a specific message or idea, rather than a story.


English: making a talking story book Science: making a multimedia Science report History and Geography: presenting what we have learnt about our topic PHSE recording an interview with a pupil or their parent

4 hours ICT curriculum 2 hours Geography

36

http://stories.lgfl.org.uk/

http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks2/science/food_stories_closed/index.htm



Learning Intentions

Key Ideas • that there are rules to ensure continuity when shooting DV e.g. do not shoot a subject from the front and then from behind

• that a variety of shot (high and low angles, long shot and close up etc) is useful to show the audience what they need to see

• that relationships of time and space need to be constructed in a film sequence just as they do in written sentences

• that the way that elements are arranged within the frame of a picture constructs a focal point

• know how to transfer pictures to a computer or other digital storage

Skills and Techniques • place DV cameras purposefully on tripods and shoot footage with a variety of appropriate framing e.g. close up when we need to see fine detail, long shot when we need the overall picture

• sequence, delete and crop clips with adult help • create a simple storyboard • discuss the narrative structure of a film or film sequence using appropriate vocabulary

• shoot digital images, and download to My Pictures using USB lead or media card with support

• identify the focal point in a range of images


Editing software e.g. iMovie, Windows Movie Maker, Pinnacle studio Digital video cameras, microphones, tripods, headphones, lights and props, a short film, a storyboard template or some storyboarding software.


• Watch a short film, e.g. a BFI story short and ask the pupils to discuss the narrative structure including the opening, the main events in the story and the ending. Refer to the pupils’ knowledge of literary narrative structures.

• Ask the pupils to watch a short film sequence and then create a story board from that sequence e.g. using Film education’s Wallace and Gromit software (This is included in the LA Visual literacy pack) or a story board template.

• Read a short prose excerpt and talk about how conjunctions of time and space are used to organise the narrative. Discuss how this narrative could be composed as a film sequence.

• Discuss a topic for a short film e.g. being safe with electricity. Different groups within the class could storyboard different safety scenarios e.g. don’t use electrical equipment in the bath. The teacher should stress the importance of thinking about camera angle and framing at the storyboarding stage. When do we need to see a detail (close up) and when do we need to see the overall picture (long shot) alternatively groups might storyboard short narrative films based on their History topic.

• Groups can film their scenarios and take some still photographs for accompanying posters. Pupils should be encouraged to film everything several times using a variety of camera angle and framing.

• When shooting the publicity stills pupils should think about the composition – Does the picture say what we want it to say about the film? • The teacher should demonstrate how to capture video from the camera to the computer and how to download still photographs and then

discuss some of the pupils work noting examples of good framing as well as framing or angles which are less effective. • The teacher can work with small groups to edit the film which can then be shown to and evaluated by the whole class.


Time and space: how do we know these two things are happening at the same time in the film? How do we know this is happening before or after that? How do we know where this scene is taking place e.g. is there an establishing shot or are some props or dialogue used? What do we look at first in this picture? Can we see the most important part of the picture clearly? How do we get pictures from the camera to the computer?

Edit Crop Delete

Storyboard Framing Download Capture

Web links

English: Primary strategy planning for Year 2 http://www.standards.dfes.gov.uk/primaryframeworks/literacy/planning/Year2/Narrativestories/ Science: Using electricity http://www.standards.dfes.gov.uk/schemes2/science/45079/?view=get Film weblinks The British Institute has many useful resources some of which are free to download or look at online: http://www.bfi.org.uk/education/teaching/witm/thinking.html#language Film education http://www.filmeducation.org/ Media Education http://www.mediaed.org.uk/ Internet Movie database glossary this site has lots of good resources but it is not child centred! http://www.imdb.com/Glossary/F


Year 2 Digital Imaging Time and Space About this unit

In this unit pupils build upon the skills developed in Year 1. The focus of this unit is narrative structure: telling the story effectively. Film work is multifaceted and quite supportintensive in Keystage 1, so that while there may be whole class discussion of film openings and settings and demonstrations of key skills, much of the pupil’s work will be done in a small group.


English: fiction – understanding narrative non fiction explanatory texts Science electricity being safe

5hrs ICT curriculum 1 hrs literacy curriculum 1 hr curriculum

37

http://www.standards.dfes.gov.uk/primaryframeworks/literacy/planning/Year2/Narrativestories/

http://www.standards.dfes.gov.uk/schemes2/science/45079/?view=get








38



Learning Intentions

Key Ideas • that a database provides a means of storing information and can be searched

• that a database can only answer questions if appropriate data has been entered

• that information can be held in a database as numbers, choices (such as yes/no) or words

• that sometimes charts are a good way to answer questions and sometimes searching data or looking at tables may be more effective

• that inaccurate data is sometimes more easily noticed in graphical representations of data

Skills and Techniques • use the search tool on a simple database to find out the answers to specific questions

• to answer simple questions by matching the contents of a single field

• select record view and report view appropriately to find information

• to answer simple questions by ordering records by a key field and then taking the top or bottom record

• to use a database to produce bar charts • identify a deliberate error in data when analysing graphs and charts


A database application such as Information Magic or Softease Database

Radio Times online TV listings Radio Times or other TV listings magazines


• Look at some books and discuss the way in which the information is organised and how the index and contents help us find what we want

• Give the pupils record cards with a number of fields already prepared e.g. name, date of birth, favourite TV programme and answer some questions with a show of hands. We will come back to these questions later!

• Show the pupils a TV listing magazine and compare with an interactive onscreen TV guide such as Radio times online. You may wish to look at an electronic programme organiser such as a Sky or Freeview interface. Discuss the pros and cons of each.

• Give each pupil a listings magazine and ask them to keep a TV watching diary for a week and then enter the data into a database with field names such as, day of week, title of programme, channel, genre, duration pupil name and gender etc

• Show the pupils how to use a search tool and ask them to find answers to some questions that will involve searching different types of field

• Remind the pupils how to use the graph tool to create a bar chart and ask them to answer questions some of which can be answered using a bar chart. Discuss when it is best to create a graph and when it is best to search

• Discuss what pupils already know about the topic of a database and come up with a list of things the pupils would like to find out e.g. what was the most popular channel or programme. Show pupils how to use the sort tool and invite them to use searching, sorting and graphing to answer their list of questions. Discuss pupils’ different approaches to finding the information

• Show pupils how to use the record and table views of a database and discuss when the table view is useful e.g. when looking at search results

• Make a list of questions about what pupils watch on TV with the class and ask the pupils to investigate using the search, sort and graph techniques they have been taught.


Can you give me some examples of information stored in a database? E.g. medical records at the doctor. How much TV do you think children should watch? How can we find out how much TV we watch each week? What kinds of information would it be useful to record in out diary?

field search sort

report query record

Web links

Radio Times TV listings: http://www.radiotimes.com/

Finding things out

Year 3 Data handling Searching for Answers About this unit

In this unit pupils gather information and enter it into a database so that appropriate questions may be answered. They search, sort and graph appropriately to answer questions. They also learn to use record and report view, graph and print to present information in a way that makes it easy to understand


Maths: Answer a question by collecting, organising and interpreting data; use tally charts, frequency tables, pictograms and bar charts to represent results and illustrate observations; use ICT to create a simple bar chart, Science, History and Geography


39

http://www.radiotimes.com/



Learning Intentions

Key Ideas • that the Internet is a network of connected computers, and the world wide web is a vast collection of websites that are stored on these computers

• that web pages have unique resource locators (URLs) or addresses • that keywords can be used to search for information, but results may not always be useful

• that favourites and links can be organised into folders • that some websites are better than others for finding specific information, as the internet is unregulated

• that images on the Internet have been put there by others, and should not be used without credit

Skills and Techniques • draw a representation of the internet to show a basic understanding of the connections and links

• type a simple URL into the address bar of a browser to locate a web page

• search an online library e.g. Living Library for images and text on a specific topic using keywords

• use the favourites folders to save a link in a new folder • write a review of a website, evaluating its usefulness • copy and paste an image from a website and add a credit for the website used


Range of appropriate CDROMs –Oxford Children’s Encyclopaedia, World Explorer etc Digital content – RM Living Library, Espresso, Learn Premium, Knowledge Box etc

Appropriate books, leaflets and other information sources


• Look at the Internet Browser and explore what the different tools and buttons do. Label a screenshot of a website using Word callouts explaining the function of different tools e.g. Back, Favourites, Refresh etc

• Discuss the idea or the URL, or Unique Resource Locator for a website. Compare to a postal address. • Ask children to draw a diagram or picture of what they think the Internet looks like. Share some of the responses, and correct

misconceptions and errors. Create a shared diagram that includes computers, servers (alwayson computers that store websites), network connections (telephone network, broadband cable network, satellites etc). Discuss the ways that some people try and misuse the network and break privacy rules. Emphasise that you should never share personal information on the internet.

• Use a walled garden digital resource (CDROM or online collection) to explore using keywords to search. Experiment with vague and more specific search terms (e.g. polar bear rather than animal), and ambiguous search terms (eg Rome – the modern city and Ancient Rome – add ancient to the keywords) and discuss the outcomes. Ask children to find five facts about a curriculum topic or theme using keyword searches. Use a recording sheet to ensure focus. Share the findings, and then carry out the search as a class, creating a shared outcome. Talk about the need to give credit to the author of a website, and not take their work and pretend it is your own. Compare to photocopying a book.

• Compare digital resources – try and find out the same information using books, CDROMS and websites. Is the information all the same? Make lists of websites that were used in the research.

• Write a review of several CDROMs and digital library resources as well as information books. Include judgements on ease of navigation, available help, layout, reading age of text etc. Create a class book of reviews to share with others.


Where is this website being stored? How is the information getting to my computer? What happens if the connection breaks? Does it come directly to my computer? Talk about books and websites – use of contents and index pages, compared to using a search box. Talk about the usefulness of hyperlinks, and the difference between browsing the web and reading a book page by page.

Browser URL Web address

Broadband Server network

Web links

RM Living Library (needs paid subscription) http://www.livinglibrary.com Ask for Kids – search: http://www.askforkids.com/

Finding Things Out

Year 3 Digital Research Keys to the Web About this unit

In this unit pupils will use an internet browser with increasing sophistication, developing the skills to predict which websites might be useful. They will use keyword searches to find specific information, and compare different information sources


Science, History, Geography, Art – any topic or theme that requires fact finding or research. 3 hours ICT curriculum 3 hours other subject areas

40

http://www.livinglibrary.com/

http://www.yahooligans.com/

http://www.askforkids.com/



Learning Intentions

Key Ideas • that computer simulations allow users to solve problems and test ideas • that there are rules ‘behind the scenes’ that determine how things work in a model/ game/ simulation

• that there are differences between bitmap and vector graphics that will affect their suitability for a given task

• that graphics software can be used to automate and repeat tasks • that the zoom tools can be used to work in close up

Skills and Techniques • explore the effect of changing the variables in simulations and use them to make and test predictions

• explain some of the simple rules that control how the simulation behaves when choices are made

• create and edit vector graphics e.g. use the drawing tools in Word • Use the tile/repeating pattern tools to create a painting patterns • zoom in and out of a picture to do detailed work


Simulations: Duck Game (see below to download), Sherston Model Shop, Granny’s Garden Graphical modelling: Microsft Word, Softease Draw, Painting: Colour Magic, Softease Paint

Wallpaper samples, wrapping paper samples, Picture examples of repeating patterns in nature and the world around us (bricks, animal patterns, crystals etc) PostIt notes


Simulations • Look at Colin’s Coffee Cup simulation website in pairs, independently. Let the children explore the simulation without demonstrating it first –

ask them to work out what is going on. Give them time to explore ways of working, and possibly recording. • Share the solution together as a class, using IWB if possible. Discuss ways of working more effectively – recording the results of choices,

approaching it systematically, sharing strategies etc. As a whole class, ask children to use IWB to discuss how the simulation works, and what they think the rules are. Use ‘if this, then that’ structures to explain how it might work.

• Use the DuckGame simulation (download the small program from the CGP website – see below) and demonstrate it to the class. Discuss the rules, and how they were agreed at by the creators of the simulation. Do they simulate a real duck?

• Consolidate by looking at more BBC Science Clip simulations relating to the science topic. Also use Collins Virtual Experiments form the LGfL (May need a password and username to access)

Painting and graphical modelling • Pupils use a painting package to design a motif for a repeating pattern. (wallpaper, wrapping paper, textiles, rugs etc) They can then use the

copy and paste tools to repeat the motif to create a pattern. Pupils should look at examples of such patterns and see how the pattern repeats – in lines, symmetrical etc. What are the limitations with using a painting package to repeat and move a single motif – the whole picture background is moved too, once it is stuck down, it cannot be moved again, cutting out cuts the background out too etc.

• Introduce the idea of a different type of imaging software – one that uses separate drawing objects rather then a single painted image. Use a painted picture and a picture using postit notes with motifs to illustrate. You can move the post it notes around easily to change your design and make choices. Introduce the terms bitmap image (painting) and vector graphics (drawing objects)

• Demonstrate how to create drawing objects using the Word Drawing toolbar. (View/Toolbars/Drawing from the top menu to show the drawing toolbar). Show how to use the AutoShapes Menu to create predrawn shapes and freehand shapes using the line tool.

• Create a simple motif as before, and explore the differences of using a graphical modelling program to copy and paste the repeated pattern. The objects remain moveable and editable, and can be rearranged easily. Share some designs using both methods, and discuss the advantages and limitations of each. – a vector graphic can be made bigger without distorting, whereas a bitmap image will go ‘blocky’, and show the squares or pixels that it is made up of (use the zoom tool to see the pixels).


Do you think this simulation is realistic? How did the programmers decide on what should happen when you move the slider/press the button? Could you learn to fly/drive/operate just using a simulation? Why not? What are the limitations? Why might a simulation be useful to train people? Why is graphical modelling different to digital painting? Why is it useful? Who might use it?

Simulation Model Virtual Systematic

Strategy Graphic Vector

Bitmap Motif Pixel

Web links

Colin’s Coffee Cup simulation: http://ngfl.northumberland.gov.uk/ict/qca/ks2/unit3D/colins%20coffee/colins%20coffee.html Download the DuckGame simulation from here: http://www.cgpbooks.co.uk/online_rev/duck/duck.htm (you will need to install it on your computer, and may need technical support to do this.) BBC Science Clip Simulations: http://www.bbc.co.uk/schools/scienceclips/index_flash.shtml Collins Virtual Experiments: http://www.lgfl.net Choose Content Grid from the menu, then go to Science KS2 and you will see the link.


Year 3 Modelling Models and Patterns About this unit

This unit has two sections. One looks at simulations and the rules that they use to recreate the real world, and encourages paired work, problem solving and discussion. There is a lot of opportunity to explain ideas and strategies with the whole class. The other section explores the use of two types of digital graphics programs to create a repeating pattern.


Literacy: Explanations and instructions – speaking and listening Maths: prediction, problem solving and patterns Science: forces and motion, prediction and problem solving, patterns in nature Art: Repeating patterns and motifs

4 hours ICT curriculum 2 hours other curriculum

41

http://ngfl.northumberland.gov.uk/ict/qca/ks2/unit3D/colins%20coffee/colins%20coffee.html

http://www.cgpbooks.co.uk/online_rev/duck/duck.htm


http://www.lgfl.net/



Learning Intentions

Key Ideas • That devices and machines are controlled in lots of different ways, using stored programs and user input (eg pressing buttons)

• that a screen robot can be given commands in an appropriate language to produce a specific outcome, and that the sequence of commands is called a program

• that the screen robot can draw a trail or move without drawing • that programs can include repeated elements

Skills and Techniques • describe and create simple flow diagrams to explain how devices and machines are controlled – e.g. traffic lights at a crossing

• write a list of commands (a program) to produce a predrawn shape or pattern, or achieve an outcome

• use Pendown and Penup commands • use the repeat command


MSW Logo (free download), Softease Turtle, 2Simple 2Go


• Explore the Unit the Robot website –it is IMPORTANT that pupils work in pairs to encourage discussion and problem solving etc • Use whiteboard to demonstrate Play section – ask pupils to come up and explore – let them find out how it works.Then demonstrate

Practise Mode – set simple challenge can pupils come up and move Unit 5 steps along, raise his head, go back 5 and lower his head? Pairs must discuss possible program before coming out to try. Then encourage suggestions from class on how to modify.

• Demonstrate the difference between Practice and Program modes – practice mode is step by step, Program mode involves deciding on all the steps to achieve an outcome, (writing a program) and then running them all at once.

• Work in pairs and try out Balloon Popping activity – using Practise Mode to explore how to pop a balloon and move across the screen. Then use Program mode to write a program to pop all the balloons in one go. Discuss problem solving strategies and collaboration – listening to other ideas, trying things out, no ‘wrong’ answer, trial and error etc

• Move on to Apple Picking Activity, again start with Practice Mode and then move on to Program Mode. Encourage discussion and sharing of ideas and strategies in the pair. (Children should be ability grouped and work with someone they get on well with to maximise the opportunities for good collaboration and team work. Some pairs will need adult support to model this approach)

• Ask pupils to explain their programs on the whiteboard – why did they choose a particular strategy? • Introduce a screen robot program that uses the Logo language. Discuss the screen robot (or turtle) and what it can do. Discuss the

Logo language, and provide ‘vocabulary’ sheets with the basic commands and their shortened versions (e.g. forward and fd). Demonstrate how to enter commands into the command line, initially step by step (enter command and press Enter to run) and then in sequences. Ask pupils (in pairs) to try and draw a square, using step by step, and then program methods. Pupils can demonstrate their solutions to the class and explain their program.

• Show the Penup and Pendown commands, and then ask pupils to create shapes, patterns and pictures using the turtle. Can they write a program to write their initials? Draw a house? Move through a maze? (most Logo programs allow you to load a background image – pupils could create a maze in a painting package, save the file and then load it as a background image.)

• Discuss the repeated elements of drawing a square – forward x four times, and turn 90 four times. Demonstrate how to use the Repeat command to write a simple program to draw a square. (Repeat 4 [fd 50, rt 90]. Discuss the syntax, and how it must be exactly right. Compare it to grammar and punctuation in Literacy.

• Ask pupils to use the Repeat command to write programs to draw simple regular shapes and patterns • Ask pupils to record their programs on cards, and then other pupils can try out their programs, after predicting what they will do. They

could print out the on screen shape or pattern, and then make a matching game, where you have to match the program card with the pattern or shape it will draw when run. This can then be tested on screen.

• Discuss the use of computer programs in the world – they are stored on computer chips and used to make devices and machines work.


How did you decide what to do? Who was in charge of decision making? How can we work fairly together? What else is like a program (recipe, instructions for making something). Discuss the computer programmer’s job – what do they write programs for? Relate this to a real world example – eg traffic lights. What does the program look like – what kind of commands might it have?

Program Command Sequence Repeat

Syntax Trial and error Strategy Collaboration

Web links

Unit the Robot website: http://www.mape.org.uk/startower/unit/index.htm MSW Logo download: http://www.softronix.com/logo.html


Year 3 Control Get with the program… About this unit

In this unit pupils will work in pairs to program a screen robot to carry out tasks. They will be encouraged to develop collaborative trial and error methods to achieve their goals. They will be introduced to the Logo programming language, and how to write simple programs to draw shapes and patterns, navigate mazes etc. Pupils should work in friendship pairs of similar ability to encourage collaboration.


Geography: Maps and Journeys Maths: Shapes, measurements, angle, patterns and sequences Literacy: Instructions, sequences, lists, explanations PHSE: Working together, collaboration, sharing and valuing other peoples ideas

4 hours ICT curriculum 1 hour other subject areas

42

http://www.mape.org.uk/startower/unit/index.htm

http://www.softronix.com/logo.html



Learning Intentions

Key Ideas • that a device attached to a computer can take readings of conditions: light intensity, temperature and sound levels etc

Skills and Techniques • Use a simple sensor attached to a computer to take readings as part of a science or humanities activity


Data logging software Data logger Selection of materials with a range of opacities


• Discuss how a data logger measures environmental conditions – explore using the data logger away from the computer as a light and sound meter – the display on the data logger itself should give a reading in appropriate units.

• Discuss the measurements and units they already know (length, capacity, time, angle etc) • Talk about the units for measuring sound and light (decibel and lux) • As a class activity, take a series of readings of sound and light to give a range of measures with values – a kind of basic calibration • Discuss issues of fair testing when comparing measurements. • Find out how bright the classroom lights are. Is a torch brighter? • Measure a single shout, a whole class shout, a whisper, a finger click, a clap etc, and arrange them on a scale of loudness. • Use the data logger to support science work – work in Year 3 might include: • measuring the light available to plants growing in different conditions. Rather than just say a plant grown in the dark, and in the light,

measure the light levels and add them with units to the recorded data. • Measuring the opacity of various materials – (perhaps in the context of finding out which material would make the best curtains for a

night shirt worker, or the best sunglasses etc.) by shining a light through and measuring how much passes through by placing the data logger on the other side of the material. Again, consider carefully fair testing here.


How can we make sure the measurements are fair, so we can compare them? Why does it need to be fair? Why are the units called decibels and lux? Who decided on those names? How many decibels is dangerous for humans. Who might be at risk from loud noises, and what can they do about protecting themselves. (examples might include airport runway staff, people who work with loud machinery like road diggers etc0 What about very bright light?

meter opacity transparent

lux decibel fair test

Web links

Collect images using image search (not in front of pupils, as textbased filters often fail to stop images getting through) of a range of light and sound meters, and people doing jobs that need protection from extreme noise and light. Safety Supplies website: http://www.safetysupplies.co.uk/trolleyed/index.htm


Year 3 Datalogging Meter Measure About this unit

In this unit pupils learn about measuring light and sound using standard units. They use the data logger as a light and sound meter, and test materials and conditions as part of science experiments and activities, considering issues of fair testing.


Science – helping plants Grow, Properties of materials Maths: Data handling, Measures

3 hours ICT curriculum 2 hours Science 1 hour Maths

43

http://www.safetysupplies.co.uk/trolleyed/index.htm



Learning Intentions

Key Ideas • that ICT can be used to redraft more easily than traditional methods • that text and graphics and multimedia elements can be combined to communicate and present information e.g. using PowerPoint

• that a document can be viewed in a variety of ways onscreen e.g. whole page view, print preview etc

• that the Internet can be used to share information via email, online comments etc

Skills and Techniques • amend work and save original as a draft • insert a picture or sound from a folder e.g. digital photo • format the text wrapping as required to place a picture • change some of the elements in the page setup e.g. Portrait/Landscape orientation

• use presentation software e.g. PowerPoint to create and sequence a series of slides

• send a comment using an online form or poll e.g. feeding back to BBC Newsround


A Word processor with access to Clipart or a similar resource, some CD ROMs

Typing tutor software or online resource e.g. the BBC A website which invites feedback on some aspect of the local area e.g. www.eastendtalking.org.uk


• Consider some questions relating to the local area e.g. where is our school? What is main land use in our area? What jobs do people do? Watch a film sequence set in London and answer the questions from the film’s representation of the area. Pupils can record this in 50 words, using Word Count to check the number of words

• Pupils or the teacher can read a story or part of a story, set locally and write 50 words to record the representation of London. • Use cut, copy and paste techniques combined with redrafting to merge the 2 accounts into one description of London as the setting

for a story and save appending v1 to the filename • Add pictures illustrative of the local area (perhaps from folders with local area pictures created as part of work in Digital Imaging)

and save appending v2 to the filename • Peer review the resulting texts, do some further redrafting in the light of evaluations then save appending v3 to the filename and

print the finished piece, using print preview and changing the page set up as required • Use copy and paste to put text, pictures and sounds into PowerPoint and view as a slide show. Consider the relative merits of the

hard copy and the slide show • Send comments to a website concerned with the local area e.g. East End Talking and discuss pros and cons of this sort of

feedback


Looking at the different drafts of your work could you talk me through some of the changes you have made? Could you show me how to select a picture and change the way the text wraps around it? What are the advantages and disadvantages of using an online form rather than sending a letter to an organisation? Do you ever have any problems highlighting and changing text? If so let’s redraft some text together and see what happens!

Location Setting Redraft Preview Hard copy

Portrait Landscape Online form Poll Text wrapping

Web links

East End Talking: http://www.eastendtalking.org.uk/ CBBC News: http://news.bbc.co.uk/cbbcnews/default.stm


Year 3 Text and Graphics How Can I Put It? About this unit

The key element of this unit is that ICT can be used to redraft and that pictures and sounds can be added to communicate effectively. Pupils are encouraged to reflect on their work and make appropriate changes. The theme of this unit if the local area as is the case for the Year 3 Digital Imaging unit, teachers may wish to combine elements of the 2 units rather than doing one whole unit then the other!


English: narrative settings Geography: our local area


44

http://www.eastendtalking.org.uk/



http://news.bbc.co.uk/cbbcnews/default.stm



Learning Intentions

Key Ideas • that images and sounds can be imported into multimedia software as well as using clipart and stock sounds and animations

• that multimedia can be distracting and inappropriate for some audiences or purposes

Skills and Techniques • insert images and sounds created outside the multimedia software being used

• evaluate and modify a multimedia story or presentation to make it fit for purpose


Presentation software e.g. PowerPoint or Presenter Digital still camera Digital video camera


• Look at some sets of instructions both on screen and in hard copy (instruction booklet) and discuss conventions. • Create a set of slides with instructions for example on how to use a video camera. Use clip art, diagrams and if necessary take some

photographs to illustrate the instructions. • Add some narration to the slides to make the salient points absolutely clear • Investigate sounds and symbols available through clipart etc are their suitable sounds to make the presentation more effective e.g. in

the industry or manufacturing folders? Or do we need to create our own? • If pupils need to record their own sounds or commentary they could use Windows Sound Recorder. The teacher may need to show

pupils how to browse for the sound files they have saved and insert them into the presentation using Insert sound from file. • Evaluate the finished presentations and discuss the pros and cons of instructions in multimedia as opposed to hard copy. • Revisit the instructions and edit in the light of the evaluation process.


Do you think someone watching and listening to your presentation could go away and use the camera? What could you improve to make your instructions clearer and more useful?

Evaluate Hard copy Narration

Web links

How to use a Video Camera http://www.eastendtalking.org.uk/GetCreative/onlinetraining/digitalvideo1.asp


Year 3 Multimedia Check it and Change it! About this unit

In this unit pupils develop their understanding of the importance of evaluating work at an early stage, redoing and redrafting as appropriate.


English: link to work on redrafting D&T: link to work on evaluating and improving

4 hrs ICT curriculum

45

http://www.eastendtalking.org.uk/GetCreative/online-training/digital-video1.asp



Learning Intentions

Key Ideas • that films use camera angles, lighting and other devices to qualify objects in a similar way to the way in which adjectives qualify nouns in written text

• that adding titles, subtitles and narration can help to make a film’s message clear

• that transitions and other effects can help achieve a desired tone • that a digital camera allows the user to review and evaluate images on the spot, and make decisions about retaking them

Skills and Techniques • import DV, add transitions, titles and narration with help from an adult

• use a variety of camera angles and framing purposefully to achieve desired effects

• compare written and filmic rhetoric e.g. compare a piece of text and a film sequence based on it

• take digital photographs, evaluate them in the camera, and re take if necessary




• Pupils can explore filming each other from different angles and discussing the effects e.g. low angles can make people seem threatening, half profile medium close ups can make people seem reliable. They can then experiment with different lighting e.g. low angle low key lighting can make people seem threatening; three point lighting can make them seem reliable.

• Pupils can storyboard a film including information about camera angles e.g. they could write a class myth or a version of an existing myth and use camera angles and lighting to make some characters appear wicked and others good.

• Pupils can rehearse their dramas and take still photographs, discussing which angles etc are effective and why. • Read part of a myth and then watch a film interpretation. Discuss how the author achieves their effects and look at their filmic

equivalents • Use earlier storyboards to shoot a short film or make a short film about the local area. Experiment with adding titles, narration and

transitions and discuss the effects.


What was the effect of using strong lighting from below, shooting from low or high angles? When might we want to use a close up or a long shot? Tell me some of the uses of titles and subtitles!

High angle Low angle Narration

Transition Titles Subtitles

Web links

The British Institute has many useful resources some of which are free to download or look at online: http://www.bfi.org.uk/education/teaching/witm/thinking.html#language Film education http://www.filmeducation.org/ Media Education http://www.mediaed.org.uk/ Internet Movie database glossary this site has lots of good resources but it is not child centred! http://www.imdb.com/Glossary/F


Year 3 Digital Imaging Point of View About this unit

In this unit pupils learn about a variety of techniques for provoking reactions in the viewers of their films. They come to understand that shooting the film in particular ways can have an effect upon how viewers react and so can elements such as titles and transitions added in the editing stage.


English: familiar settings for narratives and characterisation in myth e.g. Identify features that writers use to provoke readers' reactions Geography the local area

6 hrs ICT curriculum 2 hrs English or Geography curriculum

46








47



Learning Intentions

Key Ideas • that the initial questions should determine the type of data collected, and the structure of the database

• that a database is created by collecting and inputting data into a prepared structure

• that tables and graphs can show more than one variable allowing one to look at relationships more clearly

• that pie charts are useful for answering some questions while line graphs are more appropriate for others

• that errors can occur during data collection and entry, and input will need to be checked

Skills and Techniques • explore appropriate questions that can be answered by collecting specific data

• create a simple database with different types of fields and records • collect data to answer a simple question using surveys, tally sheets, research etc

• use a variety of graphs to display the information, including pie charts, and discuss which type of graph works best for different kinds of data

• work with a partner to check data input for errors


2Simple 2Graph, RM Starting Graph, Softease Database and Branch Preprepared databases e.g. the Materials, Victorians or Weather databases available from THeGRID website


• Collect some examples of materials which are thrown away from the classroom. How can we sort them? E.g. what they are made of? Can we reuse or recycle them?

• Discuss ways to improve the school environment. Do a litter survey of the school using a prepared table or spreadsheet to collect data this might include location, dropped by pupil, visitor, teacher etc

• Use ICT to collate and analyse data and discuss. You could make this the topic of your text and graphics unit presentation • As part of materials work in Science, use the activities in the LA materials pack to investigate materials and their properties, this could

be linked to the Collins Virtual Experiments • Create your own materials database linked to work in Geography – what do we throw away at school? What is it made of? How could

we throw away less? • Look at some different graphs and their uses – so a pie chart may quickly show who is dropping most of the litter in the school but a line

graph may be more useful when looking at trends over time e.g. the temperature or length of shadow or looking at relationships say height and shoe size


What is useful about creating graphs of the data we collected? Were their things we wanted to find out that we could not when we looked at our spreadsheet and database?

field pie chart cell

criteria record analyse

Web links

Tower Hamlets Grid for Learning (THeGRID) – look in the ICT portal from the Teaching Staff page http://www.towerhamlets.lgfl.net Geography planning http://www.standards.dfes.gov.uk/schemes2/geography/geo8/?view=get London Grid Science materials http://www.lgfl.net/lgfl/accounts/content/web/Key%20Stage%20Content%20Pages/Key%20Stage%202/Science/home/

Finding things out

Year 4 Data Handling Green Way About this unit The focus of this unit is answering questions. Pupils need to gather data in a way which will prove useful later. The teacher may wish to give the pupils a brief, say a let’s make a greener school advertising campaign. Pupils could gather data, analyse it and then make presentations in text and graphics time

Suggested curricular and topic links Time allocation Maths: suggest a line of enquiry and the strategy needed to follow it: collect, organise and interpret information to find answers Answer a question by identifying what data to collect: organise, present, analyse and interpret the data …using ICT where appropriate Geography: how much do we throw away at school?

5 hrs ICT curriculum 1hr other curriculum areas

48

http://www.tower-hamlets.lgfl.net/

http://www.standards.dfes.gov.uk/schemes2/geography/geo8/?view=get




Learning Intentions

Key Ideas • that the parts of a web address (URL) can give useful information • that a web browser keeps a history of pages visited • that search engines use tools that catalogue website content to create a searchable database

• that searching the whole internet using Google can be time consuming and difficult

• that there are some sites designed for children to search that search results should be skimmed to save time

• that some results from a search engine query have been paid for by the website owners (sponsored links)

• that information from the internet should not be cut and pasted into original work without giving a reference

Skills and Techniques • analyse search engine result lists by skimming and scanning and looking at the web address for clues

• look back at the history in a browser to find a previously visited website

• create a report or presentation that answers specific questions on a topic using keyword searches (either within a digital content library like Espresso, or in a childfriendly reference area like Yahoo Kids or the BBC)

• make a list of websites used in research, with the URL, the name of the website and if possible, the author.


Word Processor Telephone directories, leaflets and other information sources


• Revise knowledge of the Internet, who creates it and how it is connected. Discuss regulation, (Who is in charge? Who decides on naming conventions etc).

• Look at codes and common conventions – country identifiers, use of sch, edu and ac for educational websites, gov and org, co and com for commercial companies etc. Provide a list of preselected web addresses and ask pupils to predict what kind of information they might find on them. Try them out to test their predictions – provide a recording sheet or grid to support focussed work. Children will need practice in typing addresses into the address bar – emphasise the need for complete accuracy.

• Discuss how a search engine works – small programs that constantly search the web cataloguing words. Do a Google search for your school name and see how many pages are found. Demonstrate how to skim the list to find the most useful results.

• Look at how the results are arranged – locate sponsored links and explain that they are paid for, and other results are passed on how popular the website is.

• Discuss situations when you might want to find specific information outside school – share ways of doing this – asking people, using a library, writing to someone, using a phone directory etc. Compare this with using the Internet. Try finding out specific things (like the address of your local library, a place on a map, the name of the Headteacher of a nearby school etc.

• Discuss using the Internet for homework and research into school topics. Explore some appropriate websites (e.g. Ask for Kids, BBC, Fact Monster etc)

• Look for a specific piece of information using different media (books, internet etc) and see if the answer is always the same. Which one is correct? (Try river length, planet size, historical dates etc)

• Demonstrate the Browser History function and explain that the browser stores a lost of visited websites that can be useful to look back on. Compare this to using Favourites

• Show children how to find the main author/publisher of a website. Explore a website together looking for clues. Talk about who made the websites, and what their bias might be – e.g. compare various websites about healthy teeth.

• Ask children to visit a selection of preselected websites (either in Favourites or written as a list) and find out who created them. Provide a recording sheet to ensure focussed work.


Discuss all the different ways to find something out. Which ways are best? What resources do you need? How much do they cost. What about people who can’t afford a computer, of don’t know how to use one? What about people who have problems seeing information?

Search engine Browser history Accurate Inaccurate

Fake Publisher Bias

Web links

Colgate Kids pages:http://www.colgate.com/app/KidsWorld/US/HomePage.cvsp British Sugar: http://www.britishsugar.co.uk/RVEb68fda6066794940a00bbc77675353a8,,.aspx Learning and teaching Scotland (Scottish Executive) Teeth Game: http://www.ltscotland.org.uk/healthykids/demo/ Ask for Kids: http://www.askforkids.com/ Fact Monster: http://www.factmonster.com/

Finding Things Out

Year 4 Digital Research Is it True? About this unit

In this unit pupils will be exploring the way the web is structured and created, and who puts information up on the Internet. They will learn how to find out a bit more about a website and to evaluate it’s usefulness to them in their research.


Any subject area that requires research and information 3 hours ICT curriculum 3 hours other subject areas

49

http://www.colgate.com/app/Kids-World/US/HomePage.cvsp

http://www.britishsugar.co.uk/RVEb68fda6066794940a00bbc77675353a8,,.aspx

http://www.ltscotland.org.uk/healthykids/demo/

http://www.askforkids.com/

http://www.factmonster.com/



Learning Intentions

Key Ideas • that computer simulations allow one to explore controlling aspects of a real life situations but there are limitations

• that a graphical model can be used to explore alternatives and identify patterns and relationships e.g. classroom layout, playground/garden design using Draw tools in Word

• that graphics software can be used to create a variety of effects e.g. using filters

• That transformation tools in graphics software can be used to cut out sections of a picture and paste it into another, to create a digital collage

Skills and Techniques • change the variables in a simulation to achieve a given outcome • record the outcome of choices in a simulation systematically to help achieve an outcome

• use geometric tools to create objects which can be manipulated using an objectbased graphics package

• move, rotate and resize graphic elements e.g. shapes • create and edit pictures using combinations of tools and effects • Use the magic wand and other selection tools to cut and paste between pictures


Modelling packages – Sherston Model Shop Educational computer games – Granny’s Garden Graphical modelling: Microsoft Word, Textease, Aspex Draw, Softease Draw

Squared paper Plans of the school, if available Estate agent information with room plans


• Revise previous work on simulations, and discuss computer games that pupils play at home. This is a chance to find out more about their home computer use. Pupils could write a review of their favourite game – after deciding what might be different about this type of review compared to a book or film review.

• Look at examples of more traditional realistic simulations (eg flight simulations, heart operation, roller coaster etc) and discuss their use in training and education. If you have simulation software (eg Sherston Model shop, Granny’s Garden, then use these here)

• Pupils can explore the simulations in pairs at a computer, and discuss strategy, rules etc, and share ideas with the class in the plenary • Revise the basics of Graphical modelling – the idea that you can draw objects, change their properties, and move, copy and change

them easily to explore possibilities. Ask pupils to create a simple layout of shape objects in Word, using the Drawing toolbar and autoshapes. Revise how to change the size, line and colour etc.

• Demonstrate the classroom layout model at the Northumberland Grid website. Discuss scale and birds eye view/plan view. Ask the pupils to create their own classroom/garden/bedroom layout on squared paper initially. Discuss the olimitations of this when you want to change your mind or try out things.

• Do the same activity using software by creating the objects and then organising them on the screen. Compare pencil and paper with the computer method.

• Then change the design brief. Ask them to adapt their room/garden to suit a wheelchair user/small child/elderly person etc. Encourage pupils to explain their adaptations, and evaluate each others layouts with reference to the design requirements.

• Explore the BBC Virtual Garden Design website, and experiment with creating simple 3D gardens. Compare the 3D walkthrough with the plan view. Create a fantasy garden, then as before, add in a design brief, a ‘customer’ who only likes blue flowers, or wants five water features etc.


Why do we use computers? How do they help us make choices? What are the limits of computer simulations. Who makes them, and who used them in the real world? Are computer games good for education? Is playing computer games good for young people?

Graphical model Limitations Advantage Disadvantage

Design brief Scale Plan Layout

Web links

Simple flight simulation (use as demo on IWB, as the website is not an education resource) http://www.gieson.com/Library/projects/games/carrier/bigger.html Funderstanding Rollercoaster: http://www.funderstanding.com/k12/coaster/ Heart operation simulation: http://www.bhf.org.uk/cbhf/games/heart_op/ Classroom layout graphical modelling: http://ngfl.northumberland.gov.uk/ict/qca/ks2/unit5A/graphicalmodelling/index.html BBC Virtual Garden designer: http://www.bbc.co.uk/gardening/design/virtualgarden_index.shtml


Year 4 Modelling Modelling by Design About this unit

This unit further develops the idea of using computer simulations and models to explore choices and decisions. The unit looks at using real world sims for training, and the use of models for designing and modifying room and garden layouts for different uses. There is the opportunity to discuss computer games which will give valuable insight into home computer use. There are whole class activities, paired and group work.


Science: Human Body, growth DT: Designing and evaluating

Maths: Scale and ratio, plan view Geography: Maps and plan view diagrams

5 hours ICT curriculum 2 hours other curricular areas

50

http://www.gieson.com/Library/projects/games/carrier/bigger.html

http://www.funderstanding.com/k12/coaster/

http://www.bhf.org.uk/cbhf/games/heart_op/

http://ngfl.northumberland.gov.uk/ict/qca/ks2/unit5A/graphicalmodelling/index.html

http://www.bbc.co.uk/gardening/design/virtualgarden_index.shtml



Learning Intentions

Key Ideas • that computer programs can be written that control very complex situations like computer games and plane autopilots etc

• that there are a variety of programming languages which are used for different purposes

• that instructions can be grouped into a procedure, and named and saved

• that procedures can call other procedures to create complex sets of instructions

Skills and Techniques • list a range of real world applications of computer programming • create and edit a procedure using a simple programming language e.g. Logo

• write repeating procedures to produce a desired outcome • write a procedure that uses other procedures to produce a result


MSW Logo, Softease Turtle etc Crystal Rainforest Adventure (Sherston)

Mathematical shape patterns shape pictures from nature Fractal images


• Revise previous work on Logo, with reminders of the Logo programming language, command vocabulary and syntax. Relate this to learning another language – share experiences of problems and issues arising from not understanding written and spoken languages on holiday, or for people who speak community languages etc

• Revise how to draw a square using the repeat command. Ensure that pupils are able to write simple repeat programs to create a range of simple regular shapes independently before they move on to procedures.

• Discuss efficiency, and how it would be useful to ‘teach’ the computer some new ‘words’. • Try typing in a word like ‘square’ into the command line. The program will return with “I don’t know how to square!”. It doesn’t

understand that word. Demonstrate how to create a procedure using the edit “name” command. Pupils then write the program (e.g. for a square use repeat 4 [fd 40 rt 90]) in the procedure editing window or box. By saving the procedure, you are defining the new command. Relate this to defining words using a dictionary – everyone has to agree what the word means.

• The explore running the procedure by typing the name in the command line. The computer should now ‘understand’ that command and draw a square. Explore changing the variable in the procedure – making the square bigger or smaller. You can edit the procedure by typing edit “procedurename and then changing the variables in the editing window and saving the new procedure.

• Explore repeating procedures and moving the turtle a little to draw patterns. Try repeat 100 [square rt 10] This will draw this pattern. Some pupils will be able to create a procedure using this sequence – try calling it flower. Try different angles of turn and number of repeats. Encourage trial and error.

• Pupils can change the pen colour using the setpencolour command. • There are comprehensive instructions for using MSW Logo on the download website. • If possible, compare different versions of Logo software, looking at similarities and differences, and the different user interfaces. • Pupils can consolidate and extend this unit by exploring tThe Blockcorner website listed below. It uses logolike commands to

manipulate blocks, and build structures on screen. • The Crystal Rainforest Adventure CDROM is an adventure game with Logo puzzles and problems to solve


How difficult would it be to create these patterns without a computer? What types of drawings are computers good at? What are they bad at? Compare this type of pattern with previous work on patterns using painting software. What would it be like to work as a computer programmer? What skills do they need? What other subjects do you need to understand before you can write these kind of programs?

Definition Procedure Program variable

Web links

MSW Logo Download and Instruction sheets: http://www.softronix.com/logo.html Block Corner: http://www.blockcorner.com/


Year 4 Control Programming Patterns About this unit

In this unit pupils explore the Logo programming language, and learn how to write a program using repeat commands and procedures to create complex geometrical patterns and shapes. Pupils can work collaboratively to share ideas and solve problems, and then work on their own patterns individually. There are opportunities to develop perseverance and problem solving strategies.


Maths: Shapes, angles etc Art: Patterns and motifs, geometric patterns in Islamic art

4 hours ICT curriculum 1 hour other subjects

51

http://www.softronix.com/logo.html

http://www.blockcorner.com/



Learning Intentions

Key Ideas • that different sensors will measure different conditions, • that there are advantages to using computers to monitor and log data e.g. they can take accurate and reliable readings in dangerous conditions

Skills and Techniques • attach an appropriate sensor to a device connected to a computer and take readings to investigate a specific question or theory

• discuss the use of data logging in the wider world with examples of use e.g. Street lighting, automatic doors, Mars Rover , seismography etc


Data logging software Data logger


• Discuss uses of continuous data recording in the real world – e.g. seismography, measuring temperature in museums, EEG machines to measure heart rate, lie detectors etc.

• Look at a range of graphical displays of changing data, and identify some significant events – e.g. an earthquake, a door opening in a museum store room etc.

• Use a data logger as part of a science experiment to find good insulating materials. The data logger (with an attached temperature probe) can be used to record how the various liquid samples cool over time, as a real time visual display.

• Discuss why using the data logger is better than conventional measurements using a thermometer at timed intervals (the temperature probe is more accurate, can take many readings per minute, doesn’t get bored, doesn’t forget to take a reading etc)

• Use the data collected to support the science processes – hypothesising, drawing conclusions, spotting trends and patterns in results etc


Compare use of ICT with other methods, and discuss issues of cost, maintenance etc. Is ICT always better?

Detectors, seismography, intervals,

accurate, inaccurate, precise

Web links

A company that specialises in data logging equipment – lots of real world examples and pictures of equipment http://www.deltat.co.uk/index.html Global Seismograph Network – live examples of earthquakes and seismography records and charts from around the world http://aslwww.cr.usgs.gov/Seismic_Data/telemetry_data/map_sta_eq.shtml


Year 4 Datalogging Logging the Changes About this unit

In this unit pupils will use a data logger to record changing data over time as a line graph, and identify simple events from the recorded data. The unit links closely with the science units for year 4


Science: Habitats, Keeping Things warm Maths: Data handling, measures

3 hours ICT curriculum 2 hours Science curriculum 1 hour Maths curriculum

52

http://www.delta-t.co.uk/index.html

http://aslwww.cr.usgs.gov/Seismic_Data/telemetry_data/map_sta_eq.shtml



Learning Intentions

Key Ideas • that there is a range of software applications each one best suited to a different communication task e.g. WP, DTP, Slide Presentation

• that presentation software can be used to communicate information effectively for a given context or audience

• a range of tools including callouts, tables, text boxes and formatting tools can be useful in achieving the desired layout or effect

• that email is used to communicate between computers using an internet connection

• that email addresses have a particular form

Skills and Techniques • select and use appropriate software to achieve a design brief e.g. brochure, poster, menu etc

• use a range of tools to create appropriate layout e.g. tables, borders etc

• use the slide transition and simple animation tools in presentation software

• use an email application to open and read an email • Use an email application to address, write and send a reply to an email


A Word processor with access to Clipart or a similar resource, some CD ROMs, Presentation software e.g. PowerPoint

Websites relating to water and its use around the world Websites relating to the properties of materials element in the Science curriculum e.g. the Virtual Experiments on the LGfL


• The teacher shows part of a presentation (a Science PowerPoint about how solids and liquids behave differently perhaps or a Geography presentation on water – a precious resource) pointing out the use of callouts, borders, tables etc

• Pupils plan a presentation (they may take time out of the digital research curriculum, Science or Geography to do relevant research) on their chosen topic including links to a range of resources, e.g. flash files, websites, video and audio clips. They organise pictures (resizing and compressing as required), diagrams, auto shapes, text etc to get their key points across effectively to their chosen audience

• Pupils create a folder and put relevant resources for their presentation into it. They create their slides, putting in links or embedding resources in the presentation saving their work with a new version number as part of the file name at the end of each lesson

• Pupils peer review the work in progress and incorporate changes based on feedback • The teacher may use a web discussion to organise feedback on pupils’ work and pupils may email one another copies of their work for

comment • When pupils are happy with their presentations they package them for CD as required


What was useful about planning the presentation and assembling resources before creating the presentation? How was time spent on these aspects not helpful? E.g. did you assemble lots of resources you did not, in the end, use? Could you talk me through why you chose the format you did for your presentation and why you laid it out in the way you did?

.swf flash callouts auto shapes embed

Animation @Package for CD

Web links

Collins virtual experiments (if they don’t appear you may need to unblock pop ups for this website) http://www.lgfl.net/lgfl/accounts/content/web/Key%20Stage%20Content%20Pages/Key%20Stage%202/Science/home/ Water use websites http://www.acdicida.gc.ca/CIDAWEB/acdicida.nsf/En/REN218125537Q2B http://www.nationalgeographic.com/gaw/frwater/frwater_58_teacher.html


Year 4 Text and Graphics Newsround About this unit

This unit is about making good decisions about how to organise available resources to create an effective presentation bearing the audience in mind. It involves working together to plan, compose and review presentations.


Science: solids and liquids Geography: water


53


http://www.acdi-cida.gc.ca/CIDAWEB/acdicida.nsf/En/REN-218125537-Q2B

http://www.nationalgeographic.com/gaw/frwater/frwater_58_teacher.html



Learning Intentions

Key Ideas • that there are different tones and registers for multimedia elements as well as text that are suitable for different audiences and purposes

• that multimedia elements can take up a lot of digital storage space, and files may have to be compressed and edited

Skills and Techniques • chose appropriate resources to create a multimedia presentation for a specific purpose and audience, and be able to explain choices

• resize images to reduce their file size using simple graphics software, and know how this differs from changing the dimensions on screen

• Crop sound files using Sound Recorder or similar to remove errors and quiet patches etc


Music sequencing software Presentation software e.g. PowerPoint or Presenter

Digital still camera


• Look at some stories and films that explore dreams paying particular attention to what gives the pictures their dreamlike quality. Explain to the pupils that we are going to make a picture book about a dream set in the school

• Try taking some pictures using the auto or default settings then with and without the flash, in and out of focus, view them in b&w and sepia, try lighting particular elements in the frame and leaving others in relative darkness

• Ask each group in the class to storyboard three dream images for a given location in the school e.g. I was in the kitchen, all the pots and pans were rattling and clanging by themselves, an eerie music was coming from the oven

• Ask each group to shoot their sequence experimenting with high and low angles, close ups and long shots • Remind pupils of how to import pictures from a camera and show them how to edit them in a graphics package, save them in different

formats e.g. jpeg, bmp or tiff and put them into a PowerPoint or other presentation software. • Remind pupils of how to organise the images on the page or slide, stressing the difference between resizing and cropping and the

importance of deleting any images which are not needed • Add appropriate sound effects to the talking book using a resource bank e.g. Clipart • Record an appropriate sound track for the talking book and learn how to delete unwanted sections in the sound recorder. • Put the different groups’ work together into one PowerPoint and ask the class to discuss whether the tone is consistent and what

changes if any need to be made to make it so. Who would comprise the best audience for this multimedia text?


Tell me about the lighting in this picture Why did you decide to work in b&w/colour? Was your storyboard useful when you came to shoot your pictures? Could you show me how to resize an image and save it as a jpeg? Why did you arrange the elements in the frame as you did? E.g. what is that extraneous element doing there in the foreground?

setting flash file format camera angle black and white frame

edit graphics tempo timbre download

Web links

Microsoft Clipart Online: http://office.microsoft.com/engb/clipart/default.aspx Planning for Art and Design http://www.standards.dfes.gov.uk/schemes2/art/art4a/?view=get


Year 4 Multimedia I Have a Dream About this unit

This unit develops pupils understanding of the language of pictures. Choices pupils make when taking and presenting pictures will affect the audience’s understanding! It also focuses on the role of music within multimedia texts and how choices of tempo and instrumentation affect audience response. There are opportunities for differentiated individual, group and whole class work in a variety of media.


Art and Design: Atmosphere and viewpoints English: link to work on writing for different audiences

5hrs ICT curriculum 2 hrs crosscurricular subjects

54

http://office.microsoft.com/en-gb/clipart/default.aspx

http://www.standards.dfes.gov.uk/schemes2/art/art4a/?view=get



Learning Intentions

Key Ideas • that genre is an idea which applies to films as well as books, so films have particular audiences & talk to those audiences in particular ways

• that shooting successful DV involves taking account of what will be required at the editing stage

• that the audience for a piece of work should be involved in feedback & evaluation

• that it is useful to look at examples of similar publications • that digital photographs may be planned with particular purposes & audiences in mind

• that scanners & cameras have automated settings that make choices about how the image is recorded

Skills & Techniques • import DV, add transitions, titles & narration bearing the audience in mind

• put recorded sounds & still photographs into a DV film e.g. an advert • amend work in the light of comments & feedback from the audience • use a range of examples to support design choices • take digital photos for a specific purpose • change the settings on a digital camera e.g. resolution, auto flash etc


Editing software e.g. iMovie, Windows Movie Maker, Pinnacle studio Digital video cameras, microphones, tripods, headphones, lights & props


• Talk to the pupils about how books are arranged in a classroom, bookshop, school & local library. Ask pupils if any have been to a video shop & ask how films are arranged in such places.

• Look at some short sequences from films e.g. historical & fantasy stories & stories from different cultures. Discuss the genres they belong to. • Remind the pupils of the importance of varying camera angles & framing e.g. close up & long shot. Also remind the pupils how to storyboard

a narrative perhaps using a story board template (available from THeGrid) Ask the pupils to storyboard a short narrative perhaps using historical or fantasy stories that they have written in their English lessons.

• Review some of the pupils’ storyboards & discuss whether they contain suitable information to allow the film makers to end up with a film which reflects the original story or achieves the effect they want.

• Assemble props, costumes & equipment & begin shooting the narratives in small groups. • Pupils can take some publicity stills. Tell pupils about auto focus, how it works & how it is important to keep the camera still & auto aperture

& the importance of avoiding strongly contrasting light. Try switching the automatic settings off. Review the stills with the class & talk about why they took the shots they did & whether they could be used to make adverts which would appeal to the desired audience.

• Review the initial footage & discuss what works well & what needs to be shot again. Continue filming until each group has completed their story or their part of a larger narrative. Remind pupils to stay focused on getting all the shots that they will need later in the edit: “Can we hear everything we need to hear? Can we see everything we need to see? For every shot the pupils need to think “Where is the best place to put the camera?”

• Each group can capture their footage & review it in the DV editing software. Remind the pupils of the basic editing techniques, using the timeline, cropping & deleting clips.

• Each group can edit their film, sequencing their clips, cropping & deleting as appropriate. • Show the class how to use transitions, titles & narration & ask each group to do so. • Show the class a short film clip suitable to highlight the use of sound & music & talk about the work of the Foley artist. • Demonstrate the relevant skills & then ask pupils to add some recorded or downloaded sounds e.g. birdsong to their film. • Demonstrate how to add stills to a film & ask the pupils to do so, perhaps for the title or credit sequence. • The teacher should collate the groups’ work as required & the class should evaluate the finished work referring to earlier considerations such

as “was there anything we did not have in the finished film because we omitted to shoot it in the first place?”


Ask the pupils about the kind of things we tend to find in science fiction films or westerns. Looking at the work ask pupils about their choices of framing & camera angle. Ask pupils which editing techniques they feel confident about & which they feel they need more help with.

Genre Transition Still

Framing Foley artist Props

Web links

Primary strategy literacy planning: http://www.standards.dfes.gov.uk/primaryframeworks/literacy/planning/Year4/Narrativestories/ The British Institute has many useful resources some of which are free to download or look at online: http://www.bfi.org.uk/education/teaching/witm/thinking.html#language Film education http://www.filmeducation.org/ Media Education http://www.mediaed.org.uk/ Internet Movie database glossary this site has lots of good resources but it is not child centred! http://www.imdb.com/Glossary/F

Exchanging & Sharing Information

Year 4 Digital Film Making Genre About this unit

This unit develops the idea of thinking about audience & making films to address particular audiences. Pupils are asked to think about & discuss how they want the finished film to look as they are shooting the initial footage.

Suggested curricular & topic links Time allocation

English: comparing historical & fantasy stories & stories from different cultures 5 hrs ICT curriculum 2 hrs English curriculum

55

http://www.standards.dfes.gov.uk/primaryframeworks/literacy/planning/Year4/Narrativestories/








56



Learning Intentions

Key Ideas • that a database can be searched using combination queries with AND/OR > < etc

• that choices as to whether to use locked or alphanumeric fields, pictures etc change how a database may be used

• that more detailed searches using a combination of keywords will be more effective for finding specific information

• that information held on databases may contain errors and that this can affect results

Skills and Techniques • choose when to search, when to sort and when to use a graph to answer questions

• collect appropriate data from various sources to investigate questions and theories

• create tables and graphs with more than one variable • create a database using more complex setup tools (e.g. keywords) to answer specific questions

• check for accuracy by checking data against predicted or expected outcomes


2Simple 2Graph, RM Starting Graph Softease Database and Branch LA materials database


• The teacher introduces a topic for enquiry e.g. does anyone feel it is too noisy where they live? (This topic may need to be handled with some sensitivity as there is often a negative value attached to noisy urban environments)

• Alternatively the enquiry could revisit the media work done in year 3 on pupils’ TV viewing habits. • Collect the data e.g. go for a local area walk with a sound recording device and a data logger and collect data on sound levels • Put the data into a spreadsheet and look at some graphs e.g. to compare different locations and possibly different times. The teacher

may wish to use this opportunity to teach pupils how to create simple formulae and enter them e.g. to show how much louder the noise is at 9.00 and 3.30 than at 12.00

• Use a data logger to do an experiment testing different materials to see which ones muffle sound effectively • Use a materials database e.g. the LA materials database and add a field for sound insulation. Try adding two fields, one with a decibel

value from a data logger and another as a locked field with verbal descriptions such as very good, good etc • Create some graphs about sound insulation and look at how certain graphs require numbers while others work well with words. • Consider the question of what would be a suitable material to insulate a house or flat with and search the database for more than one

variable e.g. a good sound insulator which is also waterproof • Compare your data to data from other sources e.g. London noise maps and compare where the pupils live to other places 1

• Consider the accuracy and reliability of the data by graphing results and looking for anomalies. The teacher might want to deliberately introduce some and see if the pupils can find them.


Model answering a question using a graph and then ask a pupil to think of their own question. Were there questions we could not answer using our database and how could we change things so that we could answer those questions? Do you think the decibel values from the internet were more or less accurate than those we measured using a data logger?

field record

locked field greater than less than

Web links

How do numbers help us in Geography in Years 5 and 6: http://www.standards.dfes.gov.uk/schemes2/geography/geo25/25q3?view=get Science: investigating sound proofing: http://www.standards.dfes.gov.uk/schemes2/science/sci5f/sci5fq6?view=get London noise maps: http://www.noisemapping.org/frames/Map.asp

Finding things out

Year 5 Data Handling Shush! About this unit

The focus of this unit is refining: in the construction of the database by using locked fields to control the input and in searching the database by using Boolean logical operators to narrow the enquiry.


Maths: Answer a set of related questions by collecting, selecting and organising relevant data; draw conclusions, using ICT to present features, and identify further questions to ask Science: investigating sound Geography: local traffic

5 hrs ICT curriculum 2 hrs Science curriculum 1 hrs Geography curriculum

57

http://www.standards.dfes.gov.uk/schemes2/geography/geo25/25q3?view=get

http://www.standards.dfes.gov.uk/schemes2/science/sci5f/sci5fq6?view=get

http://www.noisemapping.org/frames/Map.asp



Learning Intentions

Key Ideas • that a web browser displays text, images and multimedia elements according to instructions given in a html document, and this is seen as a webpage

• that digital information sources have different layouts to print media (e.g. scrolling pages, popup boxes)

• that files and documents can be downloaded from a website, but could be unsafe

• that information should be skimmed, sifted, selected and checked for bias inaccuracy & misinformation

• that there are complex copyright and ownership issues around online content such a pictures, music etc

Skills and Techniques • look at the html code behind a website, and identify some of the code elements

• use a Webquest or similar online treasure hunt to explore a collection of websites and produce an agreed outcome

• download files from the Webquest site and save and open. • compare digital information sources (e.g. website) to print source (e.g. newspaper) and discuss reasons for differences

• explore a fake website and identify some of the ways to check author, accuracy etc

• discuss copyright issues


Word Processor e.g. Word) DTP – e.g. Publisher Presentation software – e.g. PowerPoint

A range of ‘traditional’ information sources related to the topic being researched – books, photos, magazines etc


• Explore several websites with a range of content, and use View: Source from the browser toolbar to see the html code behind the webpage. Look at some of the code, and identify some text from the webpage – if possible find some bold text, and look for the code for bold (<b)

• Explore some more complex websites and look at popup boxes, dropdown menus and other dynamic elements. Discuss how these might be distracting as well as useful.

• Look at a fake website, and discuss how you might be confused of fooled by the way it is made. Explore ways of crosschecking and finding out who created the website.

• Introduce the idea of a Webquest Challenge. Explain that it is a group activity to help pupils learn to find out information and become better researchers as well as learning how to work well as a team. Explain that pupils have a challenge, or task to complete, with a specific outcome that will be shared and evaluated (and perhaps judged…)

• Use a prepared Webquest, either created specifically for a topic you are working on, (Use Word ) or find one from the many lists of Webquests already created. (see websites below)

• Introduce the Webquest to the whole class, clarifying the structure of each group (do pupils have different roles, or are they all working together. Is there a team leader?) Ensure the pupils understand the outcome that is required, and have the resources and skills to create it. (Do they know how to make a PowerPoint? Where is the sugar paper?) If possible have an audience for the outcome.

• In addition to the webbased resources from the Webquest, provide at least one nonweb resource (a newspaper, book, magazine etc). Discuss the main differences between the different resources. Ask pupils to complete a simple questionnaire about how easy it was to use the different resources.

• Discuss the websites that are offered, and why/how they were chosen. Remind children to give a reference/credit to the websites that they used in their finished presentations/publications with a reminder of copyright issues

• Once the Webquests have been completed, and the outcomes shared and evaluated, ask the pupils to look for information to complete the task using Google. Compare any information found with the information from the Webquest resources. Discuss with pupils the differences – compare this with using books supplied by school (e.g. chosen) and going to a library without a librarian.


Talk about plagiarism, copyright etc. Who owns material on a website? Who owns the text and images in a book? How are books published? What about websites? Who is in control of the Inetrnet?

Webquest Search engine Plagiarism copyright

Evaluate Resource reference

Web links

THeGRID Webquest Community: http://www.lgfl.net/lgfl/leas/towerhamlets/accounts/THe%20Grid/teachers/communities/Webquest%202/ Webquest UK: http://www.webquestuk.org.uk/ The Webquest Page (lots of eamples, mainly from the US): http://webquest.sdsu.edu/ Tree Octopus (Fake website): http://zapatopi.net/treeoctopus/

Finding Things Out

Year 5 Digital Research Web Quest Challenge About this unit

This unit involves working as a group to complete a Webquest ‘mission’ and produce an outcome. Pupils will consolidate research skills using preselected websites to find the information they need to completer their task, and explore some issues around copyright and innacuracy


History, especially if a museum trip is planned Science – works best with factbased areas such as Life processes and Living things.

4 hours ICT curriculum 2 hours other subjects

58

http://www.lgfl.net/lgfl/leas/tower-hamlets/accounts/THe%20Grid/teachers/communities/Webquest%202/

http://www.webquestuk.org.uk/

http://webquest.sdsu.edu/

http://zapatopi.net/treeoctopus/



Learning Intentions

Key Ideas • that spreadsheets can be used to create a simple model to calculate costs and are useful when numbers change

• spreadsheets may manipulate variables ‘behind the scenes’ • that graphics software can be used to enhance and manipulate pictures e.g. to ‘fake’ photographs

• that pictures can be assembled from many different elements and changes can be made to any or all of these elements

Skills and Techniques • enter labels and numbers into a spreadsheet • enter formulae into a spreadsheet • change data in a spreadsheet to answer ‘what if...?’ questions and check predictions

• use ‘SUM’ to calculate the total of a set of numbers in a range of cells

• select appropriate graphics tools to fulfil a design brief e.g. create an image for an advert


Spreadsheet software: Number Magic, Number Box, Softease Spreasheet, Microsoft Excel Painting and graphics software: Colour Magic, Revelation Natural Draw, Dazzle, Paint etc.

Supermarket till receipts and recipe cards Examples of food packaging and advertising Video clips of adverts


• Most pupils will need a basic introduction to spreadsheets, starting with a tour of the parts of a spreadsheet – cells, labels, menus etc. • Demonstrate a simple shopping list, with columns for item, cost per item, number of items and total cost. Show how to eneter text into a

cell, and to stretch the cell to fit the text. Initially add the columns up manually, to find total for each item, and then a total for the shopping. Then discuss what will happen to the total if quantities and prices change. Explain that the spreadsheet software can do the calculations for you. Show how to add a formula rather than a number, and explain that the spreadsheet used the cell address rather then the number, so that any number can be put into the cell. Show how the = signals the formula.

• Ask the children to create their own simple shopping list, with formulas for item totals and total shopping bill. • Discuss how this was done before computers and calculators. Look at pictures of adding machines, hand written ledgers, old fashiobed

cash registers etc, • Collect till receipts to use for shopping lists. Create an electronic shopping list that calculates how much change you will get from your

budget amount. • Use supermarket recipe cards to create a shopping list for the recipe. How much would it cost for one person? For five? For fifty? • Extend this shopping model by using one of the online supermarket shopping websites. Pupils can find nutritional information about a

range of foods, and create a spreadsheet to calculate the total calories, fat and sugar content of their shopping. • Explore food packaging, and how products are marketed to different audiences. Explore advertising, especially how food is sold to

children on children’s TV and magazines. • Use digital imaging and painting software to create adverts and marketing material for fantasy products, or real products. Explore using

the filters and image manipulation tools to change and enhance photos. Experiment with adding effects and stamps. Use the cloning and selection tools to create a collage picture, using the ideas of advertising and marketing (e.g. enhancing colours, removing blemishes, adding extra bits etc.)


Why is a spreadsheet useful? What did people do to calculate using lots of numbers before computers and calculators? What happens if someone makes a mistake, either with a formula or a number? How can we check for mistakes – idea of plausible outcomes. How has digital imaging and the use of computers changed advertising? This is a chance for pupils to reflect on how the media uses and manipulates images for a specific effect

Spreadsheet Cell Address Formula Calculation

Advertising Marketing Fake Manipulation Filter

Web links

Sainsbury online: http://www.sainsburys.co.uk/shoppingandservices/default.htm Asda online: http://www.asda.com


Year 5 Modelling Spreadsheet Shopping About this unit

This unit using shopping to explore spreadsheets and digital image manipulation in advertising. The unit could be adapted to look more specifically at healthy eating and lifestyle. It oinvolves exploring online shpooing websites to collect information and prices for products, as well as a chance to create your own advert with faked pictures!


Science: Healthy Eating PHSE: Healthy lifestyles Maths: Algebra and number functions History: Shopping and money through the ages, different calculation and recording methods Literacy: persuasive writing and advertising, writing for magazines and newspapers

4 hours ICT curriculum 2 hours other subject areas

59

http://www.sainsburys.co.uk/shoppingandservices/default.htm

http://www.asda.com/



Learning Intentions

Key Ideas • that a control system has a number of distinct components that combine to work effectively e.g. input and outcomes

• that turning on and off inputs and outputs can control events in simulations and in the real world

• That control software (e.g. Flowol) can be used to control onscreen simulations and real devices

Skills and Techniques • use control software e.g. Flowol or Robolab to write and edit simple programs to control devices and simulations e.g. traffic lights


Robolab Lego Control software Flowol Junior Control Insight CoCo

Robolab Lego Control Box appropriate to software being used Connectors and wires Electrical components including bulbs, batteries, buzzers, etc Construction materials to create simple moving models


• Brainstorm the words Control. What are the various meanings of the word in common usage. Now explore the word Robot. Look at stereotyped ideas about robots being made only of metal, looking like humans etc. Collect images of robots, both in the real world, toys and science fiction. Discuss the jobs robots can do, and why it is useful to get robots to do them (safety, boredom, accuracy, strength, efficiency, precision, speed etc)

• Look at image of a car factory in more detail. Remind pupils of previous work on computer programs. • Discuss examples of uses of Control Technology in everyday life washing machine, automatic doors, traffic lights etc. • Look at example of a washing machine in more detail. Break the machine down into parts that relate directly to a human. Compare the

electricity to breakfast, wires to nerves, the rotating drum to the arm, the motor to arm muscles etc. Then discuss how the washing machine ‘knows how to wash your clothes – the idea that you choose a prewritten program. What are the variables? Time, water temperature, drum speed, spin speed and time etc. We use a dial or button to select the program. This is an example of an input – we are putting information INTO the control system. The program then sends information to an OUTPUT – the motor for example, and tells it to rotate at a particular speed for a set amount of time. Continue the human analogy – the program is like spoken instructions to raise your arm, your ears receive the information like the INPUT dial or button, and your brain stores the program like a microchip. Use visual resources to support the analogy.

• Use a control software package to design and test simple programs to control a range of simple simulated control systems onscreen e.g. a set of traffic lights, a lighthouse, a bumper car, a buggy etc.

• Use a control interface box with a range of inputs and outputs to allow the computer program to control a constructed ‘real’ version of the simulation. Start with small sections of the system – a switch, a motor turning a wheel, and gradually combine them into a more complex system – a buggy, a lighthouse etc. Explore the idea of a simple input – a switch or a single sensor (pressure pad, touch sensor etc) and how this affects the program and the outcome.

• Compare the behaviour of the real model to that of the simulation. It is IMPORTANT that pupils have a go at running a program with a real construction, to ensure that they understand that there is a relationship between the constructed device and the control program. For example, if the program instructs a light attached to an input called input 1 to switch on for 5 seconds, but the model is constructed with a buzzer attached to input 1, then the buzzer will sound rather than the light switching on. The outcome depends on the model AND the program, and this is not easily seen when using a simulation.

• Take photographs of models and constructions, and ask pupils to annotate them with explanations and evaluations (Use Word Callouts) • Pupils can consolidate and extend this unit by exploring the BotBlox websites listed below. The BotBlox challenge allows pupils to write

programs using Logo commands that define the actions of onscreen creatures, and then watch them interact.


Share problem solving and troubleshooting strategies – how did you decide what to try next? Discuss real world applications and why things are ‘computerized’ – for convenience etc. Look at real world applications like the Mars Rover, and Lighthouses in remote places etc.

Control interface Input Output System

Simulation Troubleshoot Evaluation Modify

Web links

Robolab Online (need subscription): http://www.robolabonline.com/ MaMa Media Bot Blox challenge (Bot Blox is in the Surprise section): http://www.mamamedia.com


Year 5 Control All Systems Go! About this unit

In this unit pupils will explore the idea of a control system, and the components that combine to create a system that works. They will construct, test, evaluate and modify programs and models that use simple input and outputs.


DT: Design and construction, evaluation and modification Literacy: Instruction writing Science: electricity, forces and movement, sound and light

5 hours ICT curriculum 1 hour other subject areas

60

http://www.robolabonline.com/

http://www.mamamedia.com/



Learning Intentions

Key Ideas • that a sensor can monitor external conditions and trigger appropriate responses

• that data logging software can be set up to log data in many different ways

• that onscreen simulations can be used to explore data logging and triggering events

Skills and Techniques • use a light/sound/temp sensor independently • use a simple input to trigger an event – e.g. sound triggers a buzzer – burglar alarm

• set a variable e.g. time intervals in the data logging software • Use a simulation to set up a trigger and response system


Flowol, Junior Control Insight, Scratch or other control software Buzzers, lights, wires Control interface box


As part of the Control strand, pupils will be designing control systems that use simple programs to control events and behaviours, both onscreen and with real objects (Lego models etc).

This work can be further extending by adding in aspects of data logging and monitoring to further develop the control systems that pupils are designing, or have already created previously, either with real models and a control interface box, or with online simulations

Examples might include: • Creating a system that controls a lighthouse simulation so that the main light only switches on when the sun goes down and it becomes

dark – the system senses the light levels, and triggers an event when the light falls below a certain value. • Setting up a series of environmental triggers in a bedroom simulation, so that lights and buzzers sound if someone opens a door, or sets

on a pressure sensor. • Some data loggers have an optional control addon, which allows simple triggers to be set up and events (setting off a buzzer or light)

triggered when the data logger measures an appropriate condition. If available, pupils can explore these after class demonstrations. • Use online tools such as Bot Blox and Scratch to design systems that rely on triggers and events to make the game work – e.g. if an

object hits another object, it is programmed to change direction, or send a message. Pupils can explore these activities in pairs, to encourage collaboration and shared problem solving.


How can we work together to solve this problem? What kinds of systems in the real world use this kind of monitoring and triggering approach? What happens if the sensors or triggers don’t work?

Trigger Event Value Variable

Control Program system

Web links

MaMa Media Bot Blox challenge (Bot Blox is in the Surprise section): http://www.mamamedia.com Scracth – fantastic logobased programming tool to create on screen games and animations. http://scratch.mit.edu/ (needs to be downloaded and installed – it is free and well worth the effort!)


Year 5 Datalogging Trigger Control About this unit

This unit very much toes in with the year 5 Control unit, and should be combined with it or completed soon afterwards. It will not be appropriate to do it before the control unit. The unit extends the control ideas to include measuring and logging external conditions and using the collected data to trigger events under certain conditions.


ICT – Control Maths: measuring and data handling DT: Designing and evaluating


61


http://scratch.mit.edu/



Learning Intentions

Key Ideas • That software offers a range of language tools including spellchecker, thesaurus, grammar guide, word counts etc

• that hyperlinks allow one to access files, websites or move to other places in the same document

• to understand that presentation software can offer a range of interactive and dynamic tools and effects to engage the audience e.g. animation, transitions etc

• that email can be used to send and receive files as attachments that email can be used to send malicious content

Skills and Techniques • Use the spell check, thesaurus and grammar functions when editing and modifying work

• put hyperlinks into a document e.g. to refer to a website • use software to create a presentation that using dynamic elements such as buttons, transitions and animations suited to the intended audience.

• send and receive attachments using email, and open files from online web space e.g. LGfL portals

• use address books, BCC and CC fields and folders


A Word processor with access to Clipart or a similar resource, some CD ROMs, Presentation software e.g. PowerPoint

Bj1891 database available from THeGRID Access to London Grid web space and a secure email solution


• Pupils have a brief: to write a newspaper article or an article for a pamphlet about families living in the East End in Victorian Times. They can email each other with questions about their area of interest e.g. age of children at work and a census database e.g. bj1891 can be searched and information exchanged.

• Throughout the series of lessons the teacher can give brief demonstrations of a range of language tools including spellchecker, thesaurus, grammar guide, word counts and encourage pupils to use these by giving them amounts of copy to produce and so on

• Pupils should keep the addresses of other pupils who are working on their area of interest in their address book and exchange information, including relevant pictures with them. The teacher may email pupils with editorial comments, attaching resources etc. They may also set up a web discussion on the LGfL and show pupils how to post questions and reply to existing ones

• The teacher should discuss email etiquette with pupils and how web discussion differs from email e.g. it is more public • The teacher may wish to link to issues of plausibility and bias in ICT and persuasive writing in literacy by asking pupils to write a

polemical piece e.g. poverty then and now. • Pupils may be asked to submit work by uploading to a London Grid folder or emailing it to the teacher and copying it to some of their

peers for teacher and peer evaluation • Pupils can be told that their articles about, for example, poverty in the East End have provoked a great deal of interest and they are

invited to give a talk on the subject. They will need to prepare a presentation incorporating the material from their article.


Which language tools did you find useful? Was it useful to get email feedback from other pupils? From me? Tell me a bit about why you designed your presentation in the way you did?

Attachment Tools Options

Animation Transition Thread

Web links

Victorian websites http://www.victoriantimes.org/ixbin/hixclient.exe?_IXSESSION_=7I_vJSJDRq3&_IXACTION_=file&_IXFILE_=research.html National Archive website http://www.nationalarchives.gov.uk/census/


Year 5 Text and Graphics A Thousand Words About this unit

One of the key ideas is that using digital technology pictures can quickly be assembled and used to present information or argument. In this unit pupils come to appreciate that email can be an efficient way to send information including pictures backward and forwards, to get feedback and have a discussion They consolidate their awareness of the range of tools available within word processors and presentation software and to make good choices as to which tools to use when


History: life in our locality in Victorian times English: persuasive writing


62

http://www.victoriantimes.org/ixbin/hixclient.exe?_IXSESSION_=7I_vJSJDRq3&_IXACTION_=file&_IXFILE_=research.html

http://www.nationalarchives.gov.uk/census/


LBTH ICT Advisory Team DRAFT Tower Hamlets Primary ICT Scheme of Work

Learning Intentions

Key Ideas • that the way a presentation is to be published (print, screen, web page) should inform choices at the design stage e.g. size and number of pictures

• that scanners and cameras and sound recorders have automated settings that make choices about how the image is recorded and where it is saved

Skills and Techniques • record planning and design stages using diagrams and labels to support choices and subsequent modifications

• Use simple dialogue boxes and menus to set up the scanner, camera or sound recorder to create and save files with specific resolutions and save in an appropriate folder


Music software Presentation software e.g. PowerPoint or Softease Presenter Web authoring software (Microsoft Frontpage, Dreamweaver) or Word / Publisher

Digital camera Microphones CDROMs on various subjects – e.g. DK Children’s Encyclopaedia etc Websites relevant to topic e.g. BBC and Collins virtual experiments


• Explain to the class that they are going to produce a learning resource for print, kiosk and web publication and demonstrate some of the key issues e.g. drag a small bitmap out large and show that it looks ok onscreen but unacceptably blocky when you print it out. Remind pupils how to save in different file formats

• Plan four or five pages noting any links, transitions and other considerations e.g. large margin on left of pages for print to accommodate the book binding machine

• Look at some pictures from a report and consider how elements are placed within the frame so that our attention is drawn to the desired focus

• Compose the learning resource e.g. about sound: how it is produced and travels. When taking pictures (or filming DV if pupils want to insert some) of the Science work think carefully about how the shot is composed: can we see what we need to see? Is there sufficient space above people’s heads? Pupils creating web pages with hyperlinks can do so in Word and save as html but using web authoring software would be better!

• Record sounds from the Science investigations and incorporate them into the learning resource as appropriate • Add some sound effects and music if required for the kiosk publication • Pupils should evaluate their work. If it is designed to teach about sound would some graphs of db levels from a data logger be useful. A

printed pamphlet might benefit from some graphics with associated db levels e.g. watch ticking 4db, racing car 140 db etc. Web pages might be more interesting with some relevant sound files attached.

• Evaluate the self scrolling kiosk presentation, the printed pamphlet and the web pages and discuss the pros and cons of each medium for the given task


Do you think it was most important for us to get really big pictures for print, web or the screen? Look at this picture: what is your eye drawn to? Why do you think that is?

print web page kiosk composition foreground background

head space

Web links

NatureGrid: http://www.naturegrid.org.uk/ Holnet: History of London Online: http://www.lgfl.net/lgfl/accounts/holnet/upload/learningzone/londonatwar/index.html East End Talking: http://www.eastendtalking.org Science Exploratorium – Music video clips: http://www.exploratorium.edu/music/movies/index.html QCA sound planning http://www.standards.dfes.gov.uk/schemes2/science/sci5f/?view=get


Year 5 Multimedia Know Your Media About this unit

This unit represents a development of Year 4’s awareness of audience: pupils come to understand that it is important to bring knowledge of the conventions of the publishing medium to bear from the planning stage onward.

Suggested curricular and topic links Time allocation Science: report about Sound investigation English: reports and explanations

5 hours ICT curriculum 1 hour Science

63

http://www.naturegrid.org.uk/

http://www.lgfl.net/lgfl/accounts/holnet/upload/learningzone/londonatwar/index.html

http://www.eastendtalking.org/

http://www.exploratorium.edu/music/movies/index.html

http://www.standards.dfes.gov.uk/schemes2/science/sci5f/?view=get


LBTH ICT Advisory Team DRAFT Tower Hamlets Primary ICT Scheme of Work

Learning Intentions

Key Ideas • that transitions, effects and editing rhythm can be used to achieve the desired tone in a film sequence

• that the way in which documentaries and other films appear to be ‘real’ depends on how they are made.

• that work should reflect the needs of the audience in tone, style and content

• that there are compositional rules e.g. the golden section governing how the eye makes sense of a picture

Skills and Techniques • use transitions, effects and editing rhythm to achieve the desired tone in a film sequence

• compare some documentary with some fictional representations of an event, for example a historical one. Consider how they appear to be ‘real’.

• explain a range of choices made with reference to intended audience

• evaluate images and analyse their composition with reference to their intended purpose/audience




• Pupils film one another doing PE in long shot in a long take e.g. a pupil doing a forward roll. Use another camera to film with a variety of framing and angle. Compare the long take to a film of the roll made up of a sequence of shots from different angles and distances edited together. They are both records of the same thing. How does the effect differ? If you were making a news story about how important it is that pupils do gymnastics in school which version would you use and why?

• Look at some Pathe news clips and discuss why we think the events they show really happened. Show a clip of a fictional account of an important historical event and ask the pupils whether the film makers were really there when the event occurred. What clues are there that the film makers were not really there in the clip we are looking at?

• Show pupils how to add their own commentary to a Pathe news clip e.g. by importing the wmv into Windows Movie maker, deleting parts of the existing sound track and then adding their own commentary. Experiment with trying to put a different ‘spin’ on the footage.

• Look at some different photographs and discuss how the elements in the frame are arranged to achieve a desired effect e.g. advertise a product. Discuss how some film makers use natural light, handheld cameras and other techniques to hide the composition and suggest that the camera has happened to capture something which was happening without being arranged by the film maker.

• Take the PE footage and try to make it more artistic by adding effects such as colour changes and slow motion, adding music etc


Look at an example of a long take and a film sequence with rapid editing and discuss the differences. Show the pupils some photographs and ask them what they look at first and why they think that is. Discuss a news report and the possibility of giving the same report but from a different point of view. What is it about a given film sequence that makes you like or dislike it? Talk me through some of the choices you made when reediting the PE sequence.

Documentary Composition Point of View

Web links

Link to the British Pathe site: http://www.lgfl.net/lgfl/accounts/content/web/Projects/British%20Pathe%20on%20LGfL/Home/?verb=view Primary strategy planning for non fiction: http://www.standards.dfes.gov.uk/primaryframeworks/literacy/planning/Year5/Nonfiction/unit2/ The British Institute has many useful resources some of which are free to download or look at online: http://www.bfi.org.uk/education/teaching/witm/thinking.html#language Film education http://www.filmeducation.org/ Media Education http://www.mediaed.org.uk/ Internet Movie database glossary this site has lots of good resources but it is not child centred! http://www.imdb.com/Glossary/F


Year 5 Digital Imaging I Don’t Believe It! About this unit

This unit links to work pupils are doing in Digital literacy and Data handling considering the plausibility and accuracy of information. In it pupils consolidate their editing skills. They develop a critical awareness of film through understanding how films are made.


English: non fiction creating a news report Science Keeping healthy – how do we know a Scientific report is telling us the truth.

6 hrs ICT curriculum 1 hr Literacy curriculum

64

http://www.lgfl.net/lgfl/accounts/content/web/Projects/British%20Pathe%20on%20LGfL/Home/?verb=view

http://www.standards.dfes.gov.uk/primaryframeworks/literacy/planning/Year5/Nonfiction/unit2/








65



Learning Intentions

Key Ideas • that a spreadsheet can be used to organise, sort and analyse data and produce graphs and reports

• that data held in a spreadsheet can be sorted & filtered using software tools

• that information can be skimmed, sifted, selected and checked for bias

• that data can be used ambiguously to favour a desired point of view

Skills and Techniques • copy cells and formulae using copy and paste and fill across and down

• use a spreadsheet to draw a graph appropriate to answering a given question

• filter data in a spreadsheet using Autofilter • use ICT to create pie charts and line graphs as appropriate with support

• look at information from different viewpoints and validate resources

• discuss how some statistics are used in adverts


Database software e.g. Softease Database, Information Magic Spreadsheet software e.g. Excel, Number Magic or Softease Spreadsheet

LA water use spreadsheet, relevant websites e.g. to do with water usage


• Remind pupils of their work in year 5 finding out about and presenting information on local sound levels, for example. Show some different types of graphs and discuss their suitability for different purposes and how one might spot anomalies in the data used to produce them.

• Choose a topic to find out about e.g. water use in the global perspective. Ask the pupils to use the internet to find out about water use in different places.

• Use the LA spreadsheet to analyse pupils’ and teacher’s own use of water (some sensitivity might be required regarding issues of hygiene)

• Some pupils might work with a version of the spreadsheet which has had the formulae stripped out and be asked to create formulae as well as enter data others may have extra formulae put in for them.

• Compare data from different sources and consider how you could present information in different ways to put a different complexion on it.

• Create a spreadsheet e.g. annual rainfall in different countries. Ask pupils to sort the data and to try creating graphs which make the differences seem small or great (for example by changing the scale of the graph.

• Use the autofilter tool to organise the data and filter by different categories. • Consider global warming and ask pupils to create graphs of annual temperature, compare to rainfall by plotting both on one graph.

Discuss with pupils the fact that spreadsheets are very good at showing trends but not they are only as good as the data entered. What other factors are involved in global warming?

• Look at some TV programmes using statistics e.g. news bulletins or adverts and discuss the pros and cons of the way the information is presented

• Give the pupils some predictions about increases in temperature and ask them to create formulae in their annual temperature spreadsheets to reflect these predictions. Some pupils will need to have this process modelled for them.


Make me a pie chart and a line graph of annual rainfall. Which is appropriate for showing which country has most or least? And which is appropriate for showing how one country’s rainfall changes through time?

formula filter continuous discrete

data series source data name box legend

Web links

Tower Hamlets Grid for Learning (THeGRID) – look in the ICT portal from the Teaching Staff page: http://www.towerhamlets.lgfl.net

Humanities Education Centre Global Dimensions: http://www.lgfl.net/lgfl/leas/towerhamlets/accounts/projects/global/homepage/home/

Finding things out

Year 6 Data Handling Water, water everywhere? About this unit

This unit is the culmination of data handling and pupils apply the data handling skills and critical awareness they have developed. They carry out an investigation, analyse data and present their findings.


History: how has Britain changed since 1948? Look at some data e.g. numbers of TV licenses, infant mortality rates Geography: Water pupils could look at water use as a global issue.

5 hours ICT curriculum 1 hour history or geography curriculum

66


http://www.lgfl.net/lgfl/leas/tower-hamlets/accounts/projects/global/homepage/home/



Learning Intentions

Key Ideas • that searches using a combination of keywords will be more effective for finding specific information

• that websites are designed for different audiences and may use a range of layouts, builtin tools and technologies depending on their purpose

• that the internet can be used to upload as well as download data, and create communities and connections

• that websites contain adverts and popups that are designed to encourage clicking and that this can be unsafe

•

Skills and Techniques • search an online database for specific information • transfer information into appropriate data handling package e.g. spreadsheets for analysis

• use a selection of websites to research a topic and create a presentation for a specific audience

• use a moderated online forum or website to ask a question, find out information or submit information or opinion

• identify various aspects of a webpage, including adverts. commercial toolbars, offsite links etc


Word processor, spreadsheet or database software Newspapers

• Suggested Activities

• Introduce a factfinding task, with clear and focussed questions and outcomes – (e.g. Ten longest world rivers, cost of flights to ten holiday destinations, temperatures & rainfall last week across Europe, five facts about ten favourite authors, a list of healthy foods, etc)

• Search (using combinations of keywords) for this very specific information (including figures) on a particular topic, and transfer data directly into a spreadsheet or database. Create graphs and charts, and present the information to audience.

• Discuss how getting information from traditional media tends to be a oneway process. Compare this with the Internet. Ask pupils to share their own experiences of uploading rather than downloading. They may have MySpace accounts, or have siblings who do. Discuss the safety issues around giving out personal information, chatting to people they don’t know etc.

• Show the children some online resources to help them stay safe, and explore them as a class, with discussion time and a chance to ask questions and share experiences.

• Visit an interactive website with opportunities to send feedback and contribute explore all the ways that you can contribute – polls, quizzes, comments etc. Talk about how information sent to a website in this way is public, and can be seen by everyone. Compare this to email and instant messages, as they are sent directly to one person, and are usually private. Talk about how this means that you must be careful when sending information to any website

• Ask children to explore the site, and contribute in some way. (Work in pairs if possible). Emphasise esafety, and ensure children feel comfortable. Talk about what to do if a website asks for your email address – have you checked with an adult if it is safe to do so etc.

• Visit an appropriate website for children that they can signup to use (e.g CBBC Newround PressPack, or the MaMa Media website) • Go through the signup process with one child as a demo (Try it out yourself before you do it with pupils) • Discuss the issues around giving personal information, giving email addresses, keeping passwords safe etc. Tell the children that some

websites are moderated – that an adult reads everything that is sent in before it is posted to check it is OK. Talk about the fact that many other websites don’t have this. Emphasise that children need to check with an adult before giving this type of information.

• Explore some of the Internet Safety links given below with the class, and talk about some of the issues together • Give pupils some time in small groups to further explore the websites and prepare some feedback to the class based on what

they have found out. Ask for evaluations of the different websites – were they age appropriate? Interesting? Useful? Easy to use?


Talk about issues of ownership online. Who owns the information? Also discuss the issues around private/public information and data protection Begin to explore possible problems with cyber bullying etc. (maybe compare to text message bullying etc) and show children how to delete their accounts.

Upload Download Account Signup

Private Public Bias accuracy

Web links

Internet Safety websites: KIDSMART: http://www.kidsmart.org.uk/yp/under11/ CBBC Stay Safe: http://www.bbc.co.uk/cbbc/help/safesurfing/ Internet Proficienct Scheme Cybercafe: http://www.gridclub.com/teachers/t_internet_safety.html

East End Talking website: http://www.eastendtalking.org.uk/ CBBC Newsround website: http://news.bbc.co.uk/cbbcnews/ BBC Newsround Press Pack website: http://www.bbc.co.uk/cbbc/presspack/index.shtml MaMa Media website: http://www.mamamedia.com/

Finding Things Out

Year 6 Digital Research Online Detective About this unit

This unit will focus on pupils exploring the ways in which they can contribute online, and upload information as well as download it. There will be an emphasis on understanding the issues around keeping safe online


Literacy – writing reports and newspaper articles PHSE/Citizenship – current affairs and issues that effect young people

4 hours ICT time 2 hours Literacy

67

http://www.kidsmart.org.uk/yp/under11/

http://www.bbc.co.uk/cbbc/help/safesurfing/

http://www.gridclub.com/teachers/t_internet_safety.html


http://news.bbc.co.uk/cbbcnews/

http://www.bbc.co.uk/cbbc/presspack/index.shtml




Learning Intentions

Key Ideas • That spreadsheets can use a simple rule to create a tool to calculate things like currency conversions

• that spreadsheet models allow exploration of possible outcomes and whatif scenarios

• that graphics software allows layers to be created within an image, and that this allows complex images to be created and manipulated

•

Skills and Techniques • use a spreadsheet to convert one value to another based on a simple rule

• design and create a simple spreadsheet model using information from experiments and real life situations e.g. predict shadow length at different times of the day from initial measurement data

• use the layers tools in graphics software to create a complex design with several graphical elements


Spreadsheet software: Number Magic, Number Box, Softease Spreasheet, Microsoft Excel

Weather reports Newspapers with exchange rates Examples of menus and shopping lists from other countries


• Revise previous work on spreadsheets, including using formulas and calculating various totals and differences. • Explore a range of prepares spreadsheets that demonstrate how a spreadsheet can be used to explore choices and the effect of

changing variables. • Introduce the idea of rules. Explore what rules are – talk about school rules, the laws of the land, religious rules, etc. The relate to

mathematical rules, (1+1 always equals 2 etc) and scientific rules, (things fall to earth when they are dropped because of gravity) • Look at simple conversion tools – e.g. currency conversions, and converting inches to cm, miles to kilometres. What is the rule? • Create simple conversion tools – perhaps based around a fantasy world, with strange measurements and currency, or real world foreign

currency. Current exchange rates can be found in newspapers or on the web. This could be extended to explore shopping on holiday. • Ensure that children are clear about the rules that are behind the spreadsheets calculations. • Discuss the way that scientific rules, or theories, are based on looking for patterns in evidence and observations, collected as data.

Suggest collecting some data to see if a pattern can be found in collected data – e.g do children’s hand spans increase as they get older. The easy answer is yes, our hands get bigger as we grow. Collect data from a range of age groups, and collect it into a simple spreadsheet table. Create a line graph, and see if there is a pattern – is the line straight? Is there a rule – does the hand grow 1 cm each year? Does it double in length? Does growth slow down as we get older? Other areas for data include the motion of shadows through the day, plant growth etc. Any measurements of children should be carefully considered to avoid children feeling embarrassed.

• Work with the whole class to try and define a simple rule, based on collected evidence. Then use the rule to predict what will happen in situations that you haven’t observed. Use a simple formula to create a spreadsheet model – e.g. if hand growth seems to follow a 2cm a year rule, then how big would someone’s hand be when they are 70? Does the model seem to work? Do old people have giant hands? What is wrong with our rule?

• Discuss the limitations of such a model, and the idea that many many observations re needed to make the model more accurate. • Discuss real world examples of such models – weather prediction, baby weight and height graphs, predictions for global warming and

climate change • Explore more complicated models, such as the Rabbits and Wolves population simulation. Discuss the rules that might govern this type

of model.


Discuss rules in many different contexts. How are laws different to rules? Why do we need rules? Are scientific theories true? What happens when you find evidence that a rule is wrong? Look at examples of this – e.g. the Sun moving around the Earth, aliens living on the moon etc. Discuss limitations of computer models, and the implications when they get it wrong – Hurricane in 1987 – weather forcaster said there was nothing to worry about!

Rule Theory Data Hypothesis

Currency Measurement Conversion Exchange rate

Web links

Rabbits and Wolves population model: http://www.shodor.org/interactivate/activities/RabbitsAndWolves


Year 6 Modelling Patterns and Rules About this unit

This unit explores the use of spreadsheets to create very simple models with rules. They create simple conversion tools using a predefined rule, then begin to explore the scientific process of collecting data, finding patterns and creating models using evidence based rules. Pupils are encouraged to relate their own simple models to complex modelling of real world situations such as weather and population.


Science: collecting evidence and looking for patterns in data Maths: Mathematical rules and conversion formula Literacy: Creation of a fantasy world with its own measurement and currency Geography: Systems of measurement and currency in other countries History: Systems of measurement and currency through history

4 hours ICT curriculum 2 hours other subject areas

68

http://www.shodor.org/interactivate/activities/RabbitsAndWolves



Learning Intentions

Key Ideas • that control software and data logging can be combined to develop more complex systems, both onscreen and in real life

• understand that control programs can be written to respond flexibly to circumstances – if this…then that

• that programs can control devices to respond differently to different inputs (from data logging strand)

Skills and Techniques • analyse realworld control systems and explain how they might work

• use simple control language to activate multiple devices and their interactions

• develop a system that controls events in response to changing conditions (from data logging strand)


One of the following: Robolab Lego Control software Flowol Junior Control Insight CoCo Scratch

Robolab Lego Data logging equipment Control Box appropriate to software being used (eg Flowgo) Control House model with inputs and outputs Connectors, wires and sensors (e.g. pressure pad, sound sensor) Electrical components including bulbs, batteries, buzzers, etc Construction materials to create simple moving models


• Consolidate previous learning about control systems, and the components needed to make a system work effectively. Look at real world examples, including simple household machines and examples of control systems in the wider world – e.g. traffic lights etc.

• Discuss how simple control systems can be combined to produce a more complex system. Ask pupils to draw a representation of a more complex system, for example a central heating system that turns itself on when the temperature reaches a certain level, and switches off again if the temperature drops. Use flow diagrams to represent the components of the system. (refer back to the diagrams used in the control software that you are using e.g. Flowol etc)

• Discuss data logging, and consider previous work. Revise use of a data logger to record changing sound levels, light levels and temperature, and creating a graph of the data using the data logging software. If resources allow, work in groups, or demonstrate to the whole class. Demonstrate how the graph will show certain events (a sudden shout, a sudden drop in light levels) with a ‘data spike’ that can be clearly seen. Discuss how this sudden change in data could be used in a control system.

• Some data logging systems (e.g. LogIT Explorer) have optional control components that allow you to attach buzzers and lights to the data logger, and use the data to trigger a simple event like switching on the buzzer in response to a loud noise. If this is available, explore the use of this type of system to act as a burglar alarm, or warning system etc.

• Use the websites below to explore real world systems that use control technology in the home to support elderly people with difficulty remembering simple everyday tasks. Get pupils to create simple flow diagrams to illustrate some of the systems described.

• Use appropriate control software (Flowol, CoCo etc) to explore on screen simulations (mimics) of control systems including smart houses. Working in pairs, pupils can create a simple control system to control electronic devices in a kitchen or bedroom – e.g. switching a lamp on when a pressure pad is activated. Relate this back again to realworld examples and systems wherever possible.

• Use the programs created for onscreen simulations to control real components and models. (This may have to be a whole class demonstration, depending on resources.) it is important that pupils have a chance to explore the relationship between the program and the model, and understand that aspects of both will affect the outcome of running the program. (e.g. if a wire is connected to the wrong output on the control box, then the program will produce unexpected results in the model – the wrong light will flash etc).

• Once pupils have explored the real world applications of control systems, they can consolidate their understanding of how to create and trouble shoot simple programs using free onscreen applications like Scratch, or Bot Blox. They can use this software to create simple computer games that include objects that are given rules and behaviours. This can be offered as something to try out at home.


Share problem solving and troubleshooting strategies – how did you decide what to try next? Discuss real world applications and why things are ‘computerized’ – for convenience, accuracy, safety etc. Look at real world applications like the Mars Rover, and lighthouses in remote places etc. Talk about the various employment opportunities that involve this kind of work – system designers and engineers etc.

interface Input Output System

Simulation Troubleshoot Evaluation Modify

Web links

BBC News article about a robot used to explore tunnels in the Great Pyramids: http://news.bbc.co.uk/1/hi/world/middle_east/2259838.stm BBC News artcile about a smart house designed for elderly people with dementia: http://news.bbc.co.uk/1/hi/health/799128.stm Website with details of the smart house designed for elderly people: http://www.bath.ac.uk/bime/home.php?nl=projects/dc_projects.html&mt=projects MaMa Media Bot Blox challenge (Bot Blox is in the Surprise section): http://www.mamamedia.com


Year 6 Control Safe House About this unit

In this unit pupils will consolidate previous work on control systems, and develop a greater understanding of how such systems can respond to external circumstances. The unit will explore links with real world systems such as burglar alarms and ‘smart house’ systems. It is combined with the data logging unit for year 6


DT: Design and construction, evaluation and modification Literacy: Instruction writing Science: electricity, forces and movement, sound and light

4 6 hours ICT curriculum 1 hour other subject areas

69

http://news.bbc.co.uk/1/hi/world/middle_east/2259838.stm

http://news.bbc.co.uk/1/hi/health/799128.stm

http://www.bath.ac.uk/bime/home.php?nl=projects/dc_projects.html&mt=projects




Learning Intentions

Key Ideas • that programs can control devices to respond differently to different inputs

Skills and Techniques • develop a system that controls events in response to changing conditions


See Control Unit: Safe House See Control Unit: Safe House


• See Control Unit: Safe House


See Control Unit: Safe House See Control Unit: Safe House

Web links

See Control Unit: Safe House


Year 6 Datalogging Safe House About this unit

The learning intentions for this unit are covered as part of the Control unit – Safe House Please see that unit for further details


Science: Measurement Maths: Data Handling and Measures DT: Designing and evaluating systems


70



Learning Intentions

Key Ideas • that WP software has tools to allow editing and changes to be tracked and shared collaboratively

• that the hyperlink is a powerful way of navigating text in a nonlinear way

• that a web browser displays text, images and multimedia elements according to instructions given in a html document, and this is seen as a webpage

• that the internet can be used to join and participate in online communities and chat rooms

• that there are safety issues involved when using these tools

Skills and Techniques • use track changes tool to see and respond to comments made by a teacher or peer

• use the full range of tools in a WP, DTP and presentation software to organise and present information suitable for an particular audience

• participate in a moderated online forum of community pre selected by an adult e.g. LGfL school discussion forum, school council forum etc


A Word processor, Presentation software e.g. PowerPoint Examples of multimedia interactive texts e.g. Primary Strategy year 6 multi modal writing exemplification materials – The Trail from the Keys to Learning DVD and online (see below) Access to a safe online discussion forum – e.g. CBBC Newsround Help sheets on THeGRID e.g. making an interactive worksheet in Word and multimedia poetry using PowerPoint


Write a multi modal non linear narrative A multi modal narrative in this instance is a multimedia story. A non linear narrative is one in which the reader is invited to make choices and follow a different path through the story as a result, so if the mouse takes the left fork in the path through the forest he meets the fox, the right fork he meets the Gruffalo

• Explore a nonlinear narrative by discussing gameplay in a typical computer game – what happens when you make choices. Explore some online examples and if possible some chooseyourownadventure books.

• Explore a nonlinear PowerPoint story like Trails (see web links below) • Pupils revise how to create a hyperlink in Word/PowerPoint. • The teacher can plan the narrative with the whole class deciding what the main choices to be made in the story are, where they take

you and what the main events in the story are. Then different groups can write different parts of the story. Alternatively pupils can plan and write their own individual narrative and put in all the links themselves.

• Whether carried out as a whole class or an individual pupil activity the basic steps to accomplishing a non linear multi modal narrative are the same:

• Plan the main elements of the narrative and create a storyboard of the way the pages link together. This will probably be best achieved on paper – PostIt notes work well for each page, as they can be moved around. Lines should be drawn to represent links, so that pupils are clear when they come to make the final presentation where the links should go.

• Create the first slide or page and clarify the links and which slides or pages they will take you to, create those slides or pages, adding sound, pictures, animated elements and so on, again think about the links, create the next set of slides or pages and so on until the narrative is completed. Finally go back and put in all the hyperlinks.

• Pupils can use track changes (if they are using Word to compose their text) to allow the teacher or another pupil to suggest changes which they can then accept or reject

• Pupils can contribute to an online forum e.g. BBC Newsround. They can see that good ideas can be built up over time by people discussing issues or cooperating to create things


What is the difference between reading a text linearly and nonlinearly? How will we know when the story is over? Does the role of the author in guiding us through the story change?

Non linear Multi modal

Web links

Links to National Strategy teaching and learning examples – look at Year 6 nonlinear texts 1 and 2 – there is a video clip, lesson notes and an example of a nonlinear text the Trails PowerPoint http://samples.lgfl.org.uk/primary/text_only/pages/Menu_6LI.htm


Year 6 Text and Graphics Labyrinths About this unit

In this unit pupils learn more about how wordprocessors, presentation software and internet browsers can produce and display non linear and multimedia texts electronically. Pupils learn more about working collaboratively with a word processor Pupils are introduced to web forums and chat rooms and some of the issues surrounding their use


English: multi modal writing 4hrs ICT curriculum 3 hrs English curriculum

71

http://samples.lgfl.org.uk/primary/text_only/pages/Menu_6-LI.htm



Learning Intentions

Key Ideas • to know how to combine a range of ICT resources to create a multimedia presentation/video for specific purpose/audience and how to publish that presentation

• that you can switch to manual to get better control of a digital still or video camera e.g. to change the exposure, using the LCD to gauge the effect that ICT can be used to edit and manipulate sound files

Skills and Techniques • chose appropriate resources and be able to explain choices • explore the effect of changing the exposure on a digital still or movie camera

• use sound recording software to record, edit and combine sounds, and add effects


Presentation software e.g. PowerPoint Video editing software e.g. Windows Movie Maker Music software

Microphone Help sheets on THeGRID e.g. multimedia poetry in PowerPoint and Making an interactive worksheet in Word


• Show the children a resource for learning a language and give them a brief: to make a similar resource using presentation software, digital still and movie cameras with microphones and tripods

• Show the pupils how buttons and hyperlinks can be used to make their resource interactive e.g. on a page entitled ca va bien, click the smiley face to go on to a video showing how to ask someone their name or a sad face to go on to a video demonstrating how to ask someone how they are and showing suitable facial expressions for ca va bien, ca va mal and comme ci comme ça asking The pupils can plan an interactive multimedia resource using a presentation software

• Ask the pupils to plan their resource: it should include some short video clips demonstrating usage in the chosen language, some interactive pages to test learners knowledge and plenty of supporting pictures and text with accompanying sound files

• Pupils should shoot video shorts with an emphasis on good sound quality, using an external microphone and editing the sound in the audio track of the DV software if necessary

• Find, compose and combine music suitable for a resource for a specific language and add it to the resource


The viewfinder shows that this photo will be a little dark, what can I do to improve matters? Why did you choose the pictures, sounds and music that you did for your resource? If you had more time to shoot and edit your films how would you improve them?

brief button interactive Boom microphone External microphone Accessory shoe

Headphone jack Jack plug 12 bit and 16 bit sound soundtrack

Web links

The Tower Hamlets Grid for Learning: http://www.towerhamlets.lgfl.net Audio Network copyright free music library http://www.lgfl.net/lgfl/accounts/content/web/Key%20Stage%20Content%20Pages/Key%20Stage%202/Music/audionetworkintro/ Teachers may prefer to download a range of music samples from AUDIO NETWORK and let pupils work with them or work with small groups who choose their own music to download


Year 6 Multimedia Learn a Language About this unit

This unit brings together a range of skills developed as part of digital film making, text and graphics and working with multimedia. Pupils combine a range of skills to bring disparate elements together to good effect


Modern Foreign Languages English: impersonal writing

6 hours ICT curriculum 2 hours English

72


http://www.lgfl.net/lgfl/accounts/content/web/Key%20Stage%20Content%20Pages/Key%20Stage%202/Music/audionetworkintro/



Learning Intentions

Key Ideas • Develop a deeper understanding of the way in which different elements work together to achieve a film’s effects

• Evaluate film work using appropriate criteria • that you can switch to manual to get better control of a digital still or video camera e.g. to change the exposure, using the LCD to gauge the effect

• that ICT can be used to edit & manipulate sound files

Skills & Techniques • Begin to consider subtle elements such as the use of off screen sounds when storyboarding

• Use a range of postproduction strategies to improve a film • chose appropriate resources & be able to explain choices • explore the effect of changing the exposure on a digital still /movie camera • use sound recording software to record, edit & combine sounds, & add effects


Editing software e.g. iMovie, Windows Movie Maker, Pinnacle studio Digital video cameras, microphones, tripods, headphones, lights, props


• Pupils consider the different resources they may need to make a short film e.g. making a language film pupils may want costume, food, music associated with the language, images still & moving of a country or countries where that language is widely spoken or making a film about My School pupils may need access to areas within the school e.g. the kitchen, to staff for interview, also artefacts & pieces of work

• The emphasis of this unit is on bringing together different signifiers effectively. When pupils begin to storyboard a short film or series of short clips they need to think carefully about how the different elements in each shot will work e.g. if they are making a news programme how will they arrange the background, actors, lighting, props, sound etc to create the effect of a TV news report. In most cases time spent analysing films & how the different elements work together in a given sequence is well spent because in this way we can provide pupils with very high quality examples to work from

• Year 6 pupils should have some experience of editing so that even at the storyboarding stage they can think about techniques & strategies that will be used in post production e.g. if they are focusing on flashbacks the teacher may show some example film sequences & pupils may decide to put the flashback scenes in black & white or use a long lap dissolve to introduce them. They may want to use point of view shots & have flashbacks showing the same event from different points of view.

• At the storyboarding stage the teacher may wish to address the issue of pupils’ roles in the collaborative film production e.g. pupils asked to focus on sound may think about sounds which may enhance a particular shot – the sound of food sizzling in the pan to enliven the discussion of a national dish, how to capture sound – are the mics & headphones working? where do microphones need to be? what music would be appropriate? Where?

• Once the storyboard has been reviewed & refined, filming may begin. It is rarely possible to capture all of the desired elements for a given shot in one go. For example if pupils making a My School film had a shot set in the school kitchen they would not be able to shoot close ups of staff working, record sounds of pans clattering close up & so on. The teacher might demonstrate how to create some such sounds, record them, adjust or add effects if required & import them into video editing software, then crop & adjust the volume as required when the sound is added

• Clarity is very important in film making but by Year 6 pupils may wish to experiment with techniques which involve switching the camera to manual. E.g. shooting a clip about costume in the school play one could frame some characters in costume appropriately then switch the focus to manual zoom out, commence filming & zoom in to the original frame where the focus becomes sharp or perhaps some characters are dancing in brightly coloured costumes, one could frame at the start then switch to manual & explore the effect of colour & movement.

• Pupils should be encouraged to consider the whole world their film is creating & not just what is in shot so that when pupils review their rushes the teacher can invite them to consider off screen sounds they might add to make the scene ‘seem more real’. Light may appear from an off screen source & characters etc may into & out of the frame. Once pupils have reviewed & peer reviewed rushes they will need to shoot some more material & then proceed to add transitions, titles, music & any voice over required.


Ask pupils about how different elements work together in a film sequence to achieve a desired effect. Ask pupils about why they chose to film a sequence in a particular way. Ask pupils about the circumstances in which it might be desirable to switch the auto focus & aperture off & film using manual settings.

Point of view shot Cinematog raphy

Foley artist Dissolve Fade Flashback

Pan Tilt Rushes Jump cut

Aperture Exposure Depth of field

Web links

BFI The British Film Institute has many useful resources some of which are free to download or look at online http://www.bfi.org.uk/education/teaching/witm/thinking.html#language Film education: http://www.filmeducation.org/ Media Education: http://www.mediaed.org.uk/ Internet Movie Database glossary e.g. for Foley artist: http://www.imdb.com/Glossary/F (This site has good resources but it is not child centred!)

Exchanging & Sharing Information

Year 6 Digital Imaging Get It Together About this unit

In this unit pupils bring together the skills & understanding they have developed throughout their digital film & visual literacy work in school. They begin to take a more holistic approach to film making, considering how different elements may work together to achieve the desired effect.

Suggested curricular & topic links Time allocation Art & Design: my school exploring the shapes, forms, spaces, colours, textures, sounds & patterns that make up the school as the pupil prepares to move on or theatrical costume filming the preparation & performance of the leavers play Citizenship: making a news programme Geography: what’s in the news Science: how we see things exploring light English: narrative flashbacks or exploring journalistic writing

6 hours ICT curriculum 2 hours other curriculum areas

73






LBTH eLearning Team 2007 DRAFT Tower Hamlets Primary ICT Scheme of Work73

draft primary ict curriculum framework and …webfronter.com/towerhamlets/primaryict/other/tower...

Documents