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Everything
Bold is the statutory links from other NC subjects
Everything Italic is a suggested subject link through which an aspect ICT could
be taught
You
have to decide when you are teaching the various components – some are short
tasks, other may take several weeks. Many of them will slot easily into your
rolling programme – other sections may require discrete ICT teaching.
Any activities on this sheet can have your own substitutions slotted in to fit your topic – a blank scheme outline where you can build in all of your own activities is available.
QCA 3A Combining Text and Graphics
QCA 3C Introduction to Databases
Graphics
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Learning Objectives |
Activities |
Subject Link |
Resources |
Learning Outcomes |
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Graphics |
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· To use editing skills for visual effects eg tone, depth, shading, and zoom. · To use a range of visual effects such as symmetry and reflection. Art and Design 5c · To be able to develop knowledge, skills and understanding through using a range of materials and processes including ICT.
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Object study of still life or a self portrait that requires use of shading or tone eg light and shadow effects. Look at examples in the environment of vertical symmetry (butterflies) and horizontal symmetry (horizons) or other designs such as Islamic carpet patterns and create own pictures. Compare digital art with other forms of art: animations/cartoons etc |
Art RE Maths Art and Design
5c Art and Design
2b |
RM Colour Magic Examples of symmetrical pictures and designs.
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Can create pictures using a variety of brush sizes and effects. Can create patterns using the symmetry tool.
Most children will be able to use a computer graphics package to develop an image. |
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QCA 3A Combining Text and Graphics
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Learning Objectives |
Activities |
Subject Link |
Resources |
Learning Outcomes |
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Word Processing |
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· To develop further basic drafting skills. · Insert words or sentences. · Centre titles. · Change font, font size, colour. · To be able to cut, copy and paste within applications to reorder. · To be able to combine text and graphics to communicate information. · Be able to use spell check.
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QCA 3A Combining Text and Graphics |
English History Geography Science Design and Technology Writing 2 Writing 1,2 |
RM Talking First Word Write Away RM Colour Magic Paint Greetings Cards |
To be able to recognise the key features of layout, that is appropriate to different types of writing. Can alter the look of text to create an effect. Can cut, copy and paste. Can combine text and graphics. Most children will be able to combine text with graphics; choose effects and re-size graphics. |
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Learning Objectives |
Activities |
Subject Link |
Resources |
Learning Outcomes |
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Word Processing |
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· To understand that e-mail can be used to send messages over distances. · To be able to read, annotate and reply to e-mail. · Understand that emails are sent to addresses. · Can use an address book to send an email. |
QCA 3E E-mail |
English Geography Writing 11 |
Internet Service Provider |
Understands that e-mails can be sent over distances. Can read and respond to e-mails. Can send annotated replies to e-mails (use reply to author). Can send e-mails (use compose new message). Most children
will be able to send, receive and reply to e-mails: develop and refine
text messages. |
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Learning Objectives |
Activities |
Subject Link |
Resources |
Learning Outcomes |
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Music |
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· To be able to use ICT to select and record sounds. · To be able to use IT to organise and reorganise sounds.
Music 5d · To develop the knowledge, skills and understanding of music through the use of ICT to capture, change and combine sounds. |
QCA Manipulating Sound 3B From Compose World
Junior select from Jumbles picnic or similar and try to organise the
phrases into the proper sequence.
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Music 5d Music 4c
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Musical Instruments CD ROM Tape Recorder Compose World Junior Music Explorer Electronic keyboard |
Can locate and play sounds on CD ROM or keyboard. Can create and record sounds. Understands how musical phrases can be organised and re-organised using icons to represent phrases or notes. Most children will be able to use music software to develop and refine a musical composition. |
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Learning Objectives |
Activities |
Subject Link |
Resources |
Learning Outcomes |
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Modelling |
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· To understand that computer simulations can represent real or imaginary situations. · To become aware of consequences of decisions. · To understand that computer simulations allow users to explore options and make and test predictions. · To be able to enter data into a computer simulation. |
QCA 3D Exploring Simulations Use a computer simulation to show changes in the populations of micro-organisms in different conditions |
Science History Geography Science: Life Processes 5f |
CD ROMs Being a
Scientist Ancient Greeks Map Detectives RomansDig |
Understands that computer simulations can be real or imaginary. Can use a model to explore predictions and identify patterns. Most children
will be able to recognise patterns in simulations and make and test
predictions. |
QCA 3C Introduction to Databases
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Learning Objectives |
Activities |
Subject Link |
Resources |
Learning Outcomes |
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Finding Things Out |
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· To choose, print and annotate appropriate graphs, to answer simple questions eg bar charts, or pie charts. · Be able to carry out simple searches. · To recognise the similarities between the computer and paper based systems and be able to add records to a database. · To be able to design a simple questionnaire to record numbers, text and choices. Maths: Processing, Representing and Handling Data 2c To be able to represent and interpret discrete data using graphs and diagrams, including pictograms, bar charts and line graphs, then interpret a wider range of graphs and diagrams, using ICT where appropriate. |
QCA Introduction to Databases 3C Compare a local weather data base, with one from a contrasting locality
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Science Geography Maths Geography 2d Maths 2c |
First Workshop Information Workshop / or Magic |
Can choose appropriate graph to answer questions and interpret data. Use fields correctly to answer questions. Add records to a data-base. Most children
will be able to enter data into a database with a predetermined structure
and use it to answer straightforward questions and produce bar charts. |
Finding Things Out
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Learning Objectives |
Activities |
Subject Link |
Resources |
Learning Outcomes |
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Finding Things Out |
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· To be able to search using key words. · To be able to use hot/hyperlinks to navigate a CD ROM and/or Internet page. English: Reading 7a, 9b · To be able to read a range of materials including print and ICT based reference and information materials (eg dictionaries, encyclopaedias, CD ROMS, Internet) · To be able to find out about the events, people and changes studied from an appropriate range of sources including ICT based sources 4b · To be able to ask and answer questions and to select and record information relevant to the focus of the enquiry. |
Research information linked to topic work eg Various science topics can be researched to find out about things that cannot be directly observed such as the heart, skeleton, sun, moon, and earth. Use the CD “The Ancient Greeks” to find out about the lives of children during that period of history. Search the Internet to find out about the role of slaves in ancient Greece. Imagine that you lived near the Acropolis. Can you report back to the rest of the class what the building looked like. |
English History Geography Science Science: Life Processes 2c,2e,2f,5b, Materials and their Properties 2e Physical Processes 4b,4c,4d English: Reading 7a, 9b History 4a, 4b |
CD ROMS: Micropaedia Oxford
Dictionary World Explorer Human Body Being a
Scientist Space and the Universe List of appropriate Web sites |
Can use menus and indexes and key words to locate information. Can use hot links and hyperlinks to navigated CD-ROM. Is beginning to search for information with some purpose. Most children will be able to search a CD ROM or Internet page purposefully to answer straightforward questions. |
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Roamer
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Learning Objectives |
Activities |
Subject Link |
Resources |
Learning Outcomes |
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Control and Measurement |
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· To understand that Roamer and Logo use the same language. · To be able to record instructions. · To be able to predict a list of commands to produce a pre- drawn shape. · To be able to use instructions eg lift, drop pen, set pen colour. Maths: Number 4d · To be able to approach spatial problems flexibly, including trying alternative approaches to overcome difficulties.
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Using a prepared screen ask the children to navigate the screen turtle through a maze or puzzle and to record the instructions. Ask the children to predict what the instructions would be for drawing the letter H. Ask them to check and change their instructions if necessary. |
Geography Maths Number 4d
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Super Logo Acetate Sheets |
Can navigate a turtle through prepared maze and record appropriately. Can make sensible predictions. Can change instructions to correct predictions where necessary. Can use tools to move around the screen with greater accuracy (lift and drop pen) and create different designs. Most children
will recognise that the language for LOGO and a floor turtle is the same;
produce shapes on the screen; make mistakes and need to amend their work. |
