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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 5B Analysing Data and Asking Questions
QCA 5B Analysing Data and Asking Questions sheet 2
QCA 5D Introduction to Spreadsheets
QCA 5F Monitoring environmental conditions and changes
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Learning Objectives |
Activities |
Subject Link |
Resources |
Learning Outcomes |
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Graphics |
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· To be able to use CAD tools of circles, arcs and text. · To be able to use geometric tools to create objects which can be manipulated using an object based graphics package. · To be able to use text features; panning, zoom in. · To be able to move, rotate and resize graphic elements. · To understand that a graphical model can be used to explore alternatives. Design and Technology 2e · To be able to use finishing techniques to strengthen and improve the appearance of their products using a range of equipment including ICT based sources. |
QCA 5A
Graphical Modelling Use a computer program to design any of your projects |
Maths Design and Technology Maths: Shape Space and Measures 2c
Design and
Technology 2e |
FlexiCAD 2 Word Draw |
Can understand the difference between a painting package and a graphics package (object). Can use an object based graphics to create objects. Can use an object based graphics package to manipulate shapes. Can use a graphical model to improve a design. Most children
will be able to use an object based graphics package to create and
manipulate basic objects and explore possibilities. |
Word Processing and DTP
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Learning Objectives |
Activities |
Subject Link |
Resources |
Learning Outcomes |
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Word Processing DTP |
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· To be able to format text to indicate relative importance. · To be able to justify text where appropriate. · To be able to use Word Art · To be able to maximize/ minimize Windows programs. · To be able to cut and paste between applications. · To be able to delete/insert and replace text to improve clarity and mood. · To be able to choose and then integrate elements (text, graphics, sound) into a presentation. History · To be able to communicate their knowledge and understanding of history in a variety of ways. |
Create posters for special occasions in school. Discuss how
the layout, font styles and size can make it easier for the onlooker to
take in the most important information. Create a big book, one page per group. Incorporate text and
images from a CD ROM or the Internet.
Graphical images created on colour magic or Paint on a topic of
choice, eg Space. Design and create an advert using a combination of media.
Each group make a presentation about a specific aspect of historical study to the rest of the class |
English History Geography Science Design and Technology English: Writing 1,2 Geography 1e Design and Technology 1b,1c, 1d History 5c |
First Word Publisher CD ROMs Hot Dog Junior Illuminatus Power Point
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Can format and justify text to show importance. Can use Word Art. Can cut and paste information between applications. Can integrate different elements into a simple presentation. Most children
will be able to organise, refine and present a multimedia page, which
incorporate images, sounds and text. |
Using E-mail
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Learning Objectives |
Activities |
Subject Link |
Resources |
Learning Outcomes |
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Word Processing DTP |
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Email: ·
Add an attachment to an e-mail (send and retrieve). |
Using email ask the children to exchange information about
their locality with other schools, eg attaching pictures, maps etc. |
English Geography Geography 2d,3d,3f English Writing 11 |
Internet Service Provider Email program |
Can add an attachment to an email.
Most children
will be able to send, receive, reply and add attachments to e-mails. |
Music
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Learning Objectives |
Activities |
Subject Link |
Resources |
Learning Outcomes |
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Music/sound |
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· To be able to use IT to create, organise/reorganise sounds. · Use IT to record sounds both vocal and instrumental. Music 5d · To develop the knowledge, skills and understanding of music through the use of ICT to capture, change and combine sounds. |
Create
a simple composition to add to a multimedia or web page. See Year 5 Word Processing/DTP Use an electronic keyboard to create/modify/combine sound effects. Using a sound sensor ask the children to detect and compare sounds made under different conditions.
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Music Music 5dMusic 4cScience 3f |
Compose World Compose World Junior |
Using IT, can create, save, retrieve and modify a musical composition.
Most
children will be able to create sounds for use in multimedia
presentations. |
QCA 5D Introduction to Spreadsheets
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Learning Objectives |
Activities |
Subject Link |
Resources |
Learning Outcomes |
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Modelling |
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· That computers can calculate costs and are useful when prices change. · To be able to enter labels and numbers into a spreadsheet. · To enter formulae into a spreadsheet. · To use SUM. · To change data in a spreadsheet to answer “what if…?” questions. Maths: Number · To be able to select and use appropriate mathematical equipment including ICT. See also Graphics Year 5 |
QCA 5D
Introduction to Spreadsheets Also see Spreadsheet Activities for KS 1 – 3 published by OQSA. |
Maths Maths Number 1c 4d |
Excel RM Number Magic Spreadsheet Activities for KS 1 - 3 |
Understands that costing models may need to changed. Can enter data into cells. Can enter data and formulae into cells, modify the data, make predictions of changes and check results. Can use SUM. Can create a spreadsheet to produce costings which are within a budget. Most children will be able to use a spreadsheet to carry out calculations. |
QCA 5B Analysing Data and Asking Questions
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Learning Objectives |
Activities |
Subject Link |
Resources |
Learning Outcomes |
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Finding Things Out |
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· To make queries using and/or (complex searches). · To be able to search using greater and less than. · To be able to skim read and sift information. · To be able to modify a search pattern. 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). Geography 2f · To be able to develop geographical enquiry through using ICT to help in their geographical enquiries. |
QCA 5B
Analysing Data and Asking Questions. Compare and contrast China’s Yellow River with the River Nile |
Science History Geography
English: Reading 7a, 9b Reading 2aGeography 2f |
Information Workshop / or Magic FlexiDATA
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Can make complex queries. To understand the need for care in framing questions when accessing and analysing information. To be able to select the appropriate graphical representation.
Most children
will be able to use ‘and/or’, ‘greater than/less than’ in their
searches. |
QCA 5B Analysing Data and Asking Questions
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Learning Objectives |
Activities |
Subject Link |
Resources |
Learning Outcomes |
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Finding Things Out |
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History 4b · To be able to ask and answer questions and to select and record information relevant to the focus of enquiry. Science: Breadth of Study 1c · To be able to develop their knowledge, skills and understanding through a range of sources of information and data including ICT based sources. |
QCA 5B
Analysing Data and Asking Questions. Use a data base or spreadsheet to analyse data about
types of food in school lunches. |
History 4b Science 1c Science: Life Processes 2c,2e,2f,5b, Materials and their properties 2e, Physical Processes 4b,4c,4d |
Information Workshop / or Magic FlexiDATA |
Can make complex queries. To understand the need for care in framing questions when accessing and analysing information. To be able to select the appropriate graphical representation. Most children will be able to use ‘and/or’, ‘greater than/less than’ in their searches. |
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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 recognise possible errors in data and in graphical representations. · 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. Geography 2f · To be able to develop geographical enquiry through using ICT to help in their geographical enquiries. |
QCA 5C
Evaluating Information. Create a data file to analyse fieldwork data, eg crops in fields, street names, etc |
History Geography Maths Science Maths: Processing,
Representing and Handling Data 2c Geography 2f |
Excel Information Workshop/ or Magic FlexiDATA |
Be able to recognise, through graphical representation in statistics, graphical errors in data. Most
children will be able to interpret, check and question data, recognising
that poor quality information leads to unreliable results. |
Control with Logo
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Learning Objectives |
Activities |
Subject Link |
Resources |
Learning Outcomes |
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Control and Measurement |
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· To be able to build a procedure and name it. · To write a repeating procedure to produce a desired outcome. |
Children to create a regular, geometric shape as a procedure and: investigate changing the variables within a procedure to produce different regular shapes. Create patterns with repeated rotation of shapes. Investigate tessellations. See QCA 4E Modelling effects on Screen, Integrated task |
Maths Maths Shape Space and Measures 1c
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Super Logo RM LOGO |
Can write a named procedure to produce a pre-determined outcome. Can combine procedures to produce a desired outcome.
Most children will be able to create repeated patterns using more than one shape and rotating them; use the repeat instructions to duplicate shapes; investigate more complex shapes and sizes; change the angle of turn. |
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Learning Objectives |
Activities |
Subject Link |
Resources |
Learning Outcomes |
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Control and Measurement |
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· To be able to control simple devices such as buzzers, light bulbs etc. by giving direct instructions. · To be able to use simple control language to activate multiple devices concurrently. Design and Technology 4c To be able to understand how mechanisms can be used to make things move in different ways using a range of equipment including an ICT control program.
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QCA 5E Controlling Devices Use a program, such as Flowol 2, to control models (eg traffic lights). |
Design and
Technology 4c |
Flowol 2
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Recognise that devices can be controlled by a computer. Recognise the need for precision when writing a number of procedures in one sequence of instructions. Most children will be able to create a display which produces a combination of events; write simple procedures and be able to link output devices together; amend their procedures to get a desired outcome. |
QCA 5F Monitoring environmental conditions and changes
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Learning Objectives |
Activities |
Subject Link |
Resources |
Learning Outcomes |
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Control and Measurement |
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· To be able to use sensors and data logging to detect and record changes in the environment. · To be able to use IT to monitor physical changes e.g. light intensity, temperature and sound levels. · To understand that a computer can take samples of data for a set period of time. Science: Scientific Enquiry 2f · To be able to make systematic observations and measurements, including the use of ICT for datalogging. |
QCA 5F Monitoring environmental conditions and changes. As part of an investigation into the effectiveness of different thermal insulation materials, temperature sensors are used to record temperature change of water over a period of time. |
ScienceScience: Scientific Enquiry 2f Materials and their properties 2b |
Junior Insight Data Logging software; RM Detector |
Can use a computer to monitor, record and display changes in the environment. Begin to develop an awareness of some of the problems faced
by scientists in collecting. Can understand that a line graph illustrates gradual change over time better that a either tables or bar charts. Most children will be able to choose the appropriate sensor/s to monitor environmental conditions and changes and carry out experiments safely and independently. |
