Unit 1A: An Introduction to modelling.
In this unit children learn that a computer can be used to represent real or fantasy situations. They understand that the representation is not an exact replica of the original. They discuss the main differences and similarities between a representation and the original. They create their own representations of real or fantasy situations.
Unit 1B: Using a wordbank.
In this unit children learn to use a word processor to assemble text held in a word bank and start to develop familiarity with the computer keyboard. Children will discuss the words they see around them and will understand that words convey information. They will use this knowledge to communicate ideas using ICT. This unit could be taught in reception.
Unit 1C: The Information around us.
In this unit children learn that information exists in a variety of forms, including text, still and moving pictures, charts and sounds and that different media are used for different purposes. They learn that ICT can be used to communicate and handle information in a variety of ways.
Unit 1D: Labelling and classifying.
In this unit children learn that key pieces of information can be used to describe objects. They also learn to use simple criteria to divide groups of objects into sub-sets, and to identify objects by key words. They will use a word processor with a word bank to present information.
Unit 1E: Representing information graphically: pictograms.
In this unit children learn how to use ICT to represent information graphically. They learn how to create pictograms and how to answer simple questions on the data shown in their pictograms. Children will use a graphing package to create their work and will learn how to enter data correctly and how to use icons.
Unit 1F: Understanding instructions and making things happen.
In this unit children learn how to give and follow instructions to make things happen. They learn how to sequence instructions, so that others can follow them, and to predict what will happen. Children learn that machines follow instructions and that they need to be switched on and off, and controlled. They will recognise the need for accuracy, definition, and common language.
Unit 2A: Writing stories communicating information using text.
In this unit children learn to use words to communicate messages and recognise that ICT lets them correct and improve their work, as they are working or at a later date. Children will also have opportunities to discuss their experiences of using ICT. Children will be able to apply what they have learnt in this unit when: writing stories with a clear sequence of events in a sustained style; using and punctuating a range of sentence types; commenting on the features which distinguish texts such as narrative, information and poetry.
Unit 2B: Creating pictures.
In this unit children develop visual ideas for different purposes by using ICT and other methods. They use the features of an ICT graphics package to explore and realise their ideas and to identify ways to develop and improve their work. They will need to select and use simple tools (pen, brush, fill, and spray) in their mark making, and understand that work can be easily amended and ideas can be tried out without spoiling earlier versions. They will learn how ICT techniques can inform other techniques and vice versa, and that sometimes a screen version is the final version of a piece of work.
Unit 2C: Finding information.
In this unit children learn to search for information held on a CD ROM. The children are introduced to CD ROM as a means of storing large amounts of information. They are taught to use menus, indexes and key words to search for pictures and gather information.
Unit 2D: Routes: controlling a floor turtle.
In this unit children learn how to create, test, modify and store instructions to control the movements of a floor turtle. They learn to programme the floor turtle to move around an area by using single instructions, a sequence of instructions and repeated sequences. The unit will develop children’s understanding of programmed devices used outside school.
Unit 2E: Questions and answers.In this unit children develop their awareness of different types of questions, how they can be asked and how ICT can be used to answer them using different types of software. They learn that some of the programs they have used so far to present data cannot provide the answers to some specific questions. They begin to realise that programs have limitations and that it is knowledge of the facilities and tools offered that helps us to select the most appropriate tool for a task. Children learn how to ask questions that can be answered with yes or no responses. They have opportunities to work with a prepared file on a binary tree program to practise their questioning skills.
Unit 3A: Combining text and graphics.
In this unit children learn how to communicate messages by using a combination of graphics and text. They also learn the importance of saving their work.
Unit 3B: Manipulating soundIn this unit children will explore and develop musical ideas by using ICT and other methods. They will use simple music software, tape recorders and a keyboard to compose, collect and communicate their musical ideas. They will amend and modify their work to explore various musical and sound effects, and use ICT to create, organise and record sounds
Unit 3C: Introduction to databases.
In this unit children learn to collect and store information involving more than two variables. They will use a database to answer simple questions by sorting and finding the top or bottom and searching in a single field. Children will be introduced to files, records and fields by exploring and comparing computer-based data and paper-based information. They will use a computer database, add to it, carry out simple searches and produce bar charts.
Unit 3D: Exploring simulations.
In this unit children begin to understand that computer simulations can represent real and imaginary situations. They learn how to explore simulations, explore options and to test their predictions. They evaluate simulations by comparing them with real situations and considering their usefulness.
Unit 3E: E-mail:
In this unit children learn to use e-mail (electronic mail) to send and receive messages. They learn about communicating over distances and will need to consider and compare different methods of communication. Using e-mail can help children develop their reading and writing skills and develop their knowledge of the wider community. The unit requires collaboration with other schools.
Unit 4A: Writing for different audiences.
In this unit children learn that ICT can be used to organise, reorganise, develop and explore ideas, and that working with information in this way can aid understanding. It also gives children opportunities to discuss their experiences of using ICT and how it is used in the wider world. Children will be able to apply what they have learnt in this unit when: identifying key points in a story or account; writing accounts in which details of character and action are used to interest the reader; using evidence and examples to support key points.
Unit 4B: Developing images using repeating patterns.
In this unit children learn to develop visual ideas and to realise these ideas using ICT. Children will need to use a computer graphics package to explore and experiment with ideas and will amend and modify their work to meet specific outcomes. They also learn to save their work as they go along. Children learn to use ICT tools appropriately and will select areas of an image to cut, copy and change. They learn to export their work to other packages and import images from sources such as clip art, scanner or digital camera.
Unit 4C: Branching databases.
In this unit children learn to use and create branching databases to sort and classify information. Children will be introduced to ‘yes/no’ questions which separate a set of objects into two sub-sets. They are shown how to search and create branching databases.
Unit 4D: Collecting and presenting information: questionaires and pie charts.
In this unit children learn how to use a data handling package to create bar charts, pie charts and line graphs, and how to use this information to support an argument. Children learn to collect information in a way that it can be easily processed; enter data correctly; select and create an appropriate graph for their purpose; consider how to frame questions. They also learn to compare the effectiveness of different charts and use their charts to test hypotheses.
Unit 4E: Modelling effects on screen.
In this unit children learn to enter instructions to control a screen turtle and will compare the operation of the screen turtle with a floor turtle. They learn how to write a procedure that ‘teaches’ the computer a new word and will be asked to write short sequences to produce particular shapes on screen. They understand that screen steps are smaller than floor turtle steps and will be asked to repeat procedures to produce ‘crystal flowers’ by rotating the screen turtle through 360 degrees.
Unit 5A: Graphical modelling.In this unit children learn to use an object-based graphics package to produce images and visual models. They learn the key differences between an object-based program and a paint package and understand that visual models can be used to identify patterns and relationships.
Unit 5B: Analysing data and asking questions: using complex searches.
In this unit children learn to use prepared databases to answer questions which rely on more than one variable. They will present data in graphical form, print out their graphs and use them to help them answer questions relating to the data. Children will be able to build on what they have learnt in this unit when: investigating possible relationships between data in history, geography, science and mathematics; undertaking investigations that rely on more data than they are able to collect for themselves, for example when searching for information on the World Wide Web.
Unit 5C: Evaluating information,checking accuracy and questioning plausibility.
In this unit children learn the importance of checking information for mistakes and anomalies, how to detect mistakes and to amend them.
Unit 5D: Introduction to spreadsheets.
In this unit children learn to enter numbers, labels and simple formulae into a spreadsheet and to use the data to calculate totals. Children will be introduced to spreadsheet software and will explore how changes in price and quantity can affect total cost.
Unit 5E: Controlling devices.
In this unit children learn how to control simple devices, such as buzzers, small motors and lights, using basic control boxes. They learn how to control devices by turning them on and off according to a set of instructions. This will be developed so that children understand how to sequence a set of instructions to get a desired outcome.
Unit 5F: Monitoring environmental conditions and changes.
In this unit children learn that devices can be connected to a computer to monitor and measure changes in environmental conditions. Children gain an understanding of computer monitoring of external conditions.
Unit 6A: Multi media presentation.
In this unit children learn to create a multimedia presentation using text, images, and sounds. They will be taught to create links between pages and show sensitivity to the needs of their audience.
Unit 6B: Spreadsheet modelling.
In this unit children learn to use a spreadsheet to explore a mathematical model. Children will be taught to use formulae in spreadsheets to answer ‘what if …?’ questions. They will explore how changes in a spreadsheet affect results and identify simple rules.
Unit 6C: Controlling and monitoring – what happens when.
In this unit children learn how to use input devices or switches to control a process. They learn that it is possible to attach devices such as pressure pads, light sensors, magnetic switches, on/off switches or other devices to a control box. The computer can then be programmed to carry out a process when it detects some sort of change, eg switch on the light when it gets dark. They learn the new control language necessary to program the control box to make such decisions, eg ‘if… then…’
Unit 6D: Using the intenet to search large databases and to interpret information.
In this unit children learn to use large sources of information, such as those found on the internet. They will use, skim read and take in information to be able to own it for themselves and interpret it with others. At times they will be critical of content and may be able to check for different viewpoints.Children will present the researched information in a form suitable to the needs of their audience.
In this unit children learn that a computer can be used to represent real or fantasy situations. They understand that the representation is not an exact replica of the original. They discuss the main differences and similarities between a representation and the original. They create their own representations of real or fantasy situations.
Unit 1B: Using a wordbank.
In this unit children learn to use a word processor to assemble text held in a word bank and start to develop familiarity with the computer keyboard. Children will discuss the words they see around them and will understand that words convey information. They will use this knowledge to communicate ideas using ICT. This unit could be taught in reception.
Unit 1C: The Information around us.
In this unit children learn that information exists in a variety of forms, including text, still and moving pictures, charts and sounds and that different media are used for different purposes. They learn that ICT can be used to communicate and handle information in a variety of ways.
Unit 1D: Labelling and classifying.
In this unit children learn that key pieces of information can be used to describe objects. They also learn to use simple criteria to divide groups of objects into sub-sets, and to identify objects by key words. They will use a word processor with a word bank to present information.
Unit 1E: Representing information graphically: pictograms.
In this unit children learn how to use ICT to represent information graphically. They learn how to create pictograms and how to answer simple questions on the data shown in their pictograms. Children will use a graphing package to create their work and will learn how to enter data correctly and how to use icons.
Unit 1F: Understanding instructions and making things happen.
In this unit children learn how to give and follow instructions to make things happen. They learn how to sequence instructions, so that others can follow them, and to predict what will happen. Children learn that machines follow instructions and that they need to be switched on and off, and controlled. They will recognise the need for accuracy, definition, and common language.
Unit 2A: Writing stories communicating information using text.
In this unit children learn to use words to communicate messages and recognise that ICT lets them correct and improve their work, as they are working or at a later date. Children will also have opportunities to discuss their experiences of using ICT. Children will be able to apply what they have learnt in this unit when: writing stories with a clear sequence of events in a sustained style; using and punctuating a range of sentence types; commenting on the features which distinguish texts such as narrative, information and poetry.
Unit 2B: Creating pictures.
In this unit children develop visual ideas for different purposes by using ICT and other methods. They use the features of an ICT graphics package to explore and realise their ideas and to identify ways to develop and improve their work. They will need to select and use simple tools (pen, brush, fill, and spray) in their mark making, and understand that work can be easily amended and ideas can be tried out without spoiling earlier versions. They will learn how ICT techniques can inform other techniques and vice versa, and that sometimes a screen version is the final version of a piece of work.
Unit 2C: Finding information.
In this unit children learn to search for information held on a CD ROM. The children are introduced to CD ROM as a means of storing large amounts of information. They are taught to use menus, indexes and key words to search for pictures and gather information.
Unit 2D: Routes: controlling a floor turtle.
In this unit children learn how to create, test, modify and store instructions to control the movements of a floor turtle. They learn to programme the floor turtle to move around an area by using single instructions, a sequence of instructions and repeated sequences. The unit will develop children’s understanding of programmed devices used outside school.
Unit 2E: Questions and answers.In this unit children develop their awareness of different types of questions, how they can be asked and how ICT can be used to answer them using different types of software. They learn that some of the programs they have used so far to present data cannot provide the answers to some specific questions. They begin to realise that programs have limitations and that it is knowledge of the facilities and tools offered that helps us to select the most appropriate tool for a task. Children learn how to ask questions that can be answered with yes or no responses. They have opportunities to work with a prepared file on a binary tree program to practise their questioning skills.
Unit 3A: Combining text and graphics.
In this unit children learn how to communicate messages by using a combination of graphics and text. They also learn the importance of saving their work.
Unit 3B: Manipulating soundIn this unit children will explore and develop musical ideas by using ICT and other methods. They will use simple music software, tape recorders and a keyboard to compose, collect and communicate their musical ideas. They will amend and modify their work to explore various musical and sound effects, and use ICT to create, organise and record sounds
Unit 3C: Introduction to databases.
In this unit children learn to collect and store information involving more than two variables. They will use a database to answer simple questions by sorting and finding the top or bottom and searching in a single field. Children will be introduced to files, records and fields by exploring and comparing computer-based data and paper-based information. They will use a computer database, add to it, carry out simple searches and produce bar charts.
Unit 3D: Exploring simulations.
In this unit children begin to understand that computer simulations can represent real and imaginary situations. They learn how to explore simulations, explore options and to test their predictions. They evaluate simulations by comparing them with real situations and considering their usefulness.
Unit 3E: E-mail:
In this unit children learn to use e-mail (electronic mail) to send and receive messages. They learn about communicating over distances and will need to consider and compare different methods of communication. Using e-mail can help children develop their reading and writing skills and develop their knowledge of the wider community. The unit requires collaboration with other schools.
Unit 4A: Writing for different audiences.
In this unit children learn that ICT can be used to organise, reorganise, develop and explore ideas, and that working with information in this way can aid understanding. It also gives children opportunities to discuss their experiences of using ICT and how it is used in the wider world. Children will be able to apply what they have learnt in this unit when: identifying key points in a story or account; writing accounts in which details of character and action are used to interest the reader; using evidence and examples to support key points.
Unit 4B: Developing images using repeating patterns.
In this unit children learn to develop visual ideas and to realise these ideas using ICT. Children will need to use a computer graphics package to explore and experiment with ideas and will amend and modify their work to meet specific outcomes. They also learn to save their work as they go along. Children learn to use ICT tools appropriately and will select areas of an image to cut, copy and change. They learn to export their work to other packages and import images from sources such as clip art, scanner or digital camera.
Unit 4C: Branching databases.
In this unit children learn to use and create branching databases to sort and classify information. Children will be introduced to ‘yes/no’ questions which separate a set of objects into two sub-sets. They are shown how to search and create branching databases.
Unit 4D: Collecting and presenting information: questionaires and pie charts.
In this unit children learn how to use a data handling package to create bar charts, pie charts and line graphs, and how to use this information to support an argument. Children learn to collect information in a way that it can be easily processed; enter data correctly; select and create an appropriate graph for their purpose; consider how to frame questions. They also learn to compare the effectiveness of different charts and use their charts to test hypotheses.
Unit 4E: Modelling effects on screen.
In this unit children learn to enter instructions to control a screen turtle and will compare the operation of the screen turtle with a floor turtle. They learn how to write a procedure that ‘teaches’ the computer a new word and will be asked to write short sequences to produce particular shapes on screen. They understand that screen steps are smaller than floor turtle steps and will be asked to repeat procedures to produce ‘crystal flowers’ by rotating the screen turtle through 360 degrees.
Unit 5A: Graphical modelling.In this unit children learn to use an object-based graphics package to produce images and visual models. They learn the key differences between an object-based program and a paint package and understand that visual models can be used to identify patterns and relationships.
Unit 5B: Analysing data and asking questions: using complex searches.
In this unit children learn to use prepared databases to answer questions which rely on more than one variable. They will present data in graphical form, print out their graphs and use them to help them answer questions relating to the data. Children will be able to build on what they have learnt in this unit when: investigating possible relationships between data in history, geography, science and mathematics; undertaking investigations that rely on more data than they are able to collect for themselves, for example when searching for information on the World Wide Web.
Unit 5C: Evaluating information,checking accuracy and questioning plausibility.
In this unit children learn the importance of checking information for mistakes and anomalies, how to detect mistakes and to amend them.
Unit 5D: Introduction to spreadsheets.
In this unit children learn to enter numbers, labels and simple formulae into a spreadsheet and to use the data to calculate totals. Children will be introduced to spreadsheet software and will explore how changes in price and quantity can affect total cost.
Unit 5E: Controlling devices.
In this unit children learn how to control simple devices, such as buzzers, small motors and lights, using basic control boxes. They learn how to control devices by turning them on and off according to a set of instructions. This will be developed so that children understand how to sequence a set of instructions to get a desired outcome.
Unit 5F: Monitoring environmental conditions and changes.
In this unit children learn that devices can be connected to a computer to monitor and measure changes in environmental conditions. Children gain an understanding of computer monitoring of external conditions.
Unit 6A: Multi media presentation.
In this unit children learn to create a multimedia presentation using text, images, and sounds. They will be taught to create links between pages and show sensitivity to the needs of their audience.
Unit 6B: Spreadsheet modelling.
In this unit children learn to use a spreadsheet to explore a mathematical model. Children will be taught to use formulae in spreadsheets to answer ‘what if …?’ questions. They will explore how changes in a spreadsheet affect results and identify simple rules.
Unit 6C: Controlling and monitoring – what happens when.
In this unit children learn how to use input devices or switches to control a process. They learn that it is possible to attach devices such as pressure pads, light sensors, magnetic switches, on/off switches or other devices to a control box. The computer can then be programmed to carry out a process when it detects some sort of change, eg switch on the light when it gets dark. They learn the new control language necessary to program the control box to make such decisions, eg ‘if… then…’
Unit 6D: Using the intenet to search large databases and to interpret information.
In this unit children learn to use large sources of information, such as those found on the internet. They will use, skim read and take in information to be able to own it for themselves and interpret it with others. At times they will be critical of content and may be able to check for different viewpoints.Children will present the researched information in a form suitable to the needs of their audience.