curriculum ict

1© Lancashire Schools’ ICT Centre January 2010 http://www.lancsngfl.ac.uk/ictprogression

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ICTProgressionLancashire Schools’ ICT Centre


These materials have been produced to support teachers in teaching a progression of ICT skills, knowledge and understanding across the primary phase. They are not intended to be used as an ICT scheme of work, but as a means to teach skills discretely and identify where these can be integrated in a broad range of cross curricular contexts.

As we begin to interpret the curriculum more creatively and move away from ‘subject specific’ units of work, it is more important that we understand how ICT skills progress throughout the primary phase, taking into account children’s use of technology both in and beyond school. The application of ICT skills across the wider curriculum provides opportunities for learners to use ICT to support communication and collaboration, enquiry, creative and critical thinking. The aim is for children to become proficient, independent and discerning users of technology who recognise when and where ICT can enhance their learning and employ appropriate strategies to stay safe.

ICT Elements of Progression

To demonstrate good practice in expanding children’s ICT learning across the curriculum,the progression document is divided into nine elements, which express how various technologies can be combined.

The elements are titled:

Text and MultimediaImages, Video and AnimationSound Electronic CommunicationDigital ResearchData HandlingDataloggingLogo and ControlSimulations and Spreadsheet Modelling

Structure

The Lancashire Schools’ ICT Progression documents show how expectations for children’s ICT capability progress throughout the primary years. The content of each element is set outin three phases: Early, Middle and Later, as opposed to individual year groups, based on recent curriculum review documentation. The progression of ICT knowledge, skills andunderstanding will support all teachers to determine a range of expectations appropriate for their children.To support this document, you will need to develop a core ICT software toolkit. A current list of suggested software along with a blank template for you to complete, is available atwww.lancsngfl.ac.uk/ictprogression This website also contains an electronic version of the progression document and the most recent information regarding changes to the ICT curriculum.

For further enquiries, please contact Lancashire Schools’ ICT Centre [email protected] or telephone 01257 516360.

ICTProgression


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Contents

ICTProgression

Text and MultimediaImages, Video and AnimationSoundElectronic CommunicationDigital ResearchData HandlingDataloggingLogo and ControlSimulations and Spreadsheet Modelling

Lancashire Schools’ ICT Team is grateful to the following who havecontributed to this publication:

Mark Sanderson, Herefordshire School Improvement Service – for permission to

re-purpose their ICT progression materials (http://www.hereford-edu.org.uk/ict).

Lancashire Learning Excellence Team

Burnley Towneley Park City Learning Centre

Thanks to the following schools for their feedback and trialling of materials:

Cherry Fold Community Primary School, Burnley

Our Lady and St Gerards RC Primary School, Preston

Read St John's C of E Primary School, Read

Ribbleton Avenue Methodist Junior School, Preston

St James RC Primary School, Skelmersdale

St Josephs RC Primary School, Lancaster

St Michael and All Angels C of E Primary School, Foulridge

Acknowledgments


Text and Multimedia

Early Middle Later

Text

and

Multimed

ia

ס Continue to develop correct use of the keyboard, including the spacebar, backspace, delete, shift (for capital letters – not caps lock) and enter keys.

ס Begin to use both hands for typing.

ס Select appropriate images to add to work.

ס Select or record sounds to add to work.

ס Add captions to photographs and graphics.

ס Word process short texts, working directly at the com-puter rather than ‘copying up’ written work.

ס Make use of graphics, video and sound to enhance text in multimedia work.

ס Navigate around text in a variety of ways (mouse, ar-row keys) when editing work.

ס Select text using an appropriate method, e.g., highlight-ing or clicking text to select.

ס Make simple changes to selected text, e.g., colour, style and size.

ס Create simple presentations for different purposes us-ing templates for support.

ס Select text from word lists (if necessary).

ס Save, print, retrieve and amend work.

ס Continue to develop correct use of the keyboard with increasing speed and accuracy.

ס Use different font sizes, colours and effects to commu-nicate meaning for a given audience.

ס Use various layouts, formatting, graphics and illustra-tions for different purposes or audiences.

ס Use page setup to select different page sizes and orientations.

ס Use cut, copy and paste to refine and re-order content.

ס Use appropriate editing tools to ensure their work is clear and error free, e.g., spell checker, thesaurus, find and replace.

ס Select suitable text, sounds and graphics from other electronic sources, e.g., Espresso or VLE (Moodle), and import into own work.

ס Select and import sounds from other sources, e.g., own recordings, sound effects and music.

ס Select and import graphics from digital cameras, graph-ics packages and other sources and prepare for use, e.g., cropping, resizing and editing.

ס Recognise and use key layout and design features, e.g., text boxes, columns and borders.

ס Insert and edit simple tables.

ס Create a range of hyperlinks and produce a non-linear, interactive presentation.

ס Recognise intended audience and suggest improve-ments to make their work more relevant to that audi-ence.

ס Through self and peer assessment, evaluate presenta-tions and suggest suitable improvements to their work.

ס Continue to develop correct use of the keyboard with increasing speed and accuracy.

ס Develop and use criteria to evaluate design and layout of a range of resources including web sites, pages on VLE (Moodle), online resources and presentations.

ס Create an outline plan for a non-linear presentation; producing a diagram to demonstrate understanding how pages link and the need for clarity.

ס Develop the use of hyperlinks to produce more effec-tive, interactive, non-linear presentations.

ס Develop consistency across a document, using the same styles of font, colour, size for headings, body text, etc.

ס Make effective use of transitions and animations in presentations. Consider their appropriateness and overall effect on the audience.

ס Independently select process and import images, video and sounds from a variety of sources to enhance presentations.

ס Format and edit work to improve clarity and purpose using a range of tools, e.g., cut and paste, justify, tabs, insert and replace.

ס Make use of reviewing tools (comments) in word proc-essors to collaborate and evaluate each other’s work.

ס Through peer and self assessment, evaluate presenta-tions and make improvements.

ICT Ski l ls


Text and Multimedia

Early Middle Later

ס Know that text can be different colours, sizes and styles and these can easily be changed.

ס Know that multimedia includes sound, text and graphics.

ס Know that ICT can be used to communicate ideas in different ways, e.g. text, images, tables and sound.

ס Talk about their use of text, graphics and sound, including how the mood of a piece can easily be changed.

ס Begin to understand that images, sounds and text can be subject to copyright.

ס Recognise the features of good page design and multi-media presentations.

ס and consider how these meet the needs of the audience, e.g. poster, news paper, menu, instructions.

ס Understand that evaluation and improvement are vital parts of the design process and that ICT allows changes to be made quickly and efficiently. Demonstrate this through editing their work.

ס Recognise that ICT can automate manual processes, e.g., find and replace and understand the advantages and disadvantages of this.

ס Compare and contrast the impact of using different sounds, words and images from a variety of electronic sources.

ס Develop an increasing sense of audience and talk about the impact of choices and decisions in their work.

ס Understand that images, sounds and text can be subject to copyright and abide by copyright rules when creating a presentation.

ס Demonstrate awareness of intended audience in their work.

ס Independently select the most appropriate ICT tools for their intended purpose and audience.

ס Understand the importance of evaluation and adaptation of individual features to enhance an overall presentation.

ס Understand the potential of multimedia to inform or persuade and know how to integrate words, images and sounds imaginatively for different audiences and purposes.

ס Recognise the features of good design in different printed and electronic texts, e.g., poster, website, presentation. Talk about design in the context of their own work.

ס Understand that images, sounds and text can be subject to copyright and abide by copyright rules when creating a presentation.

K n o w l e d g e a n d U n d e r s t a n d i n g

Text

and

Multimed

ia


Images, Video and Animation

Graphics (Drawing and Painting)

ס Refine the use of shape, line and colour to commu-nicate a specific idea or artistic style/effect through various tools; including brushes, pens, lines, flood fill, spray and stamps.

ס Use ICT to source, generate and amend ideas for their work, e.g., searching the Internet for images by a specific artist.

ס Begin to use paint packages or photo-manipulation software to edit/change an image, e.g., cropping.

ס Save, print, retrieve and amend their work.

Imag

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Animati

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ס Acquire, store and retrieve images from cameras, scan-ners and the internet for a purpose.

ס Select specific areas of an image, copy and paste to make repeating patterns.

ס Be able to resize various elements in a graphics or paint package.

ס Use various tools in paint packages or photo-manipu-lation software to edit/change an image, e.g., applying different special effects.

ס Use the ‘print screen’ function to capture images.

ס Explore the use of graphics and paint packages to design and plan an idea.


ס Acquire, store and combine images from different sources, then use to enhance a presentation.

ס Create images using a range of techniques to develop a particular style.

ס Independently capture, store, retrieve and edit digital images to improve them.

ס Refine and make changes to images according toס audience.

ס Use an object based graphics package to design and develop a plan in order to find a solution to a specific problem, e.g., design a child’s bedroom, garden, zoo, map, playground, crazy golf course.

ס Be able to move, rotate and resize individual elements in an object based graphics package.

Early Middle Later

ICT Ski l ls



Imag

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Early Middle Later

ICT Ski l lsDigital Photographs, Video and Animation

ס Use a range of digital devices to capture and save both still and moving images. These could include digital cameras, video cameras, microscopes and webcams.

ס Upload images or movies from cameras and other digital devices to a computer, with support if needed.

ס Begin to make changes to images using basic tools in image manipulation software.

ס Create a sequence of images to form a short anima-tion.

Digital Photographs, Video and Animation

ס Use a range of devices to capture still and moving images for a purpose. These could include digital cameras, video cameras, microscopes and webcams.

ס Discuss and evaluate the quality of their own and others’ captured images and make decisions whether to keep, delete or change them.

ס Independently download and save images and video onto a computer.

ס Independently upload images and movies from digital cameras and other devices to a computer and save in a relevant location.

ס Be able to ‘resize’ images (pixels, resolution, aspect ratio and dimensions).

ס Be able to use basic tools in a software package to change images according to purpose.

ס Import music, stills or video into video editing software for a specific project.

ס Arrange, trim and cut clips to create a short film that conveys meaning.

ס Add simple titles, credits and special effects, e.g., transitions.

ס Storyboard, then use captured images to create a short animated sequence which communicates a specific idea.

Digital Photographs, Video and Animation

ס Make use of transitions and special effects in video editing software, understanding the effect they have on the audience.

ס Export images and movies in formats appropriate for the purpose and use them in multimedia presentations.

ס Plan and create a short animated sequence to communicate a specific idea, using a storyboard and timeline.


ס Understand the differences between a graphics pack-age and paper based art activities.

ס Understand there are a variety of tools in a graphics package, each fulfilling a different purpose.

ס Talk about their use of a graphics package and their choice of tools.

ס Know that there are various ways of capturing still and moving images.

ס Understand the need to frame an image or scene and keep the camera still.

ס Understand that animation is a sequence of still im-ages.

ס Understand that some software packages enable im-ages to be animated.

ס Understand the need for caution when using the Internet to search for images and what to do if they find unsuitable images (See school’s Acceptable Use Policy/AUP).

ס Know how to take images appropriately and responsi-bly (See school’s Acceptable Use Policy/AUP).


Imag

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Animati

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ס Understand that a digital image can be captured from different devices and it can be stored, developed and enhanced.

ס Begin to understand how images from different sources (stills, video, graphics, animation) are used to enhance a presentation or communicate an idea.

ס Begin to understand the meaning of ‘resizing’ i.e. the differences between pixel size, resolution and image dimensions and the need to maintain aspect ratios.

ס Understand that planning is a vital part of the design process.

ס Understand that evaluation and improvement are vital parts of the design process and ICT allows changes to be made quickly and efficiently.



ס Understand that copyright exists on most digital images and video.

ס Know that images (still and moving) can be used to enhance presentations or communicate ideas.

ס Routinely evaluate and improve work as part of the design process.

ס Understand the differences between object based graphics packages and paint packages.

ס Be aware when it is more appropriate to use an object based graphics package than a paint package.

ס Discuss and evaluate their own and others’ images and movies, refining for given audience or task.

ס Understand that computers can save digital images, graphics and movies in many different file formats and that some are better suited to certain purposes than others.



ס Understand the implications of copyright and apply this to their work.


Early Middle Later


Sound

Early Middle Later

Sound

ס Explore a range of electronic music and sound devices and software.

ס Be able to select and listen to a sound from a bank of pre-recorded sounds.

ס Use sound recorders, both at and away from the computer, to record and playback sounds, e.g., voices, instruments, environmental sounds.

ס Use software to explore and create sound and musical phrases for a purpose.

ס Use basic editing tools to change recorded sounds (speed up, slow down, reverse, echo) to alter the mood or atmosphere of their work.

ס Use recorded sound files in other software applications.

ס Be able to save sound files.

ס Be able to share recordings with a known audience.

ס Understand that most devices have stop, record and playback functions.

ס Be aware that sound can be recorded and stored on the computer as a sound file.

ס Begin to understand that sounds and music can be subject to copyright.

ס Use a variety of devices and software to select, playback and record voice and other sounds.

ס Locate and use sound files from online sources, e.g., Audio Networks, and other multimedia resources

ס Select, import and edit existing sound files in sound editing software, e.g., Audacity.

ס Use editing tools to refine and improve outcomes and performances.

ס Use recorded sound files in other software applications.

ס Be able to share sound recordings with a wider audience.

ס Use music software to experiment with capturing, repeating and sequencing sound patterns.

ס Use ICT to create and perform sounds or music that would otherwise not be possible in a live situation, e.g., editing a multi-part piece.

ס Talk about software which allows the creation and manipulation of sound and music.

ס Understand that many types of sounds can be com-bined in editing software.

ס Understand how sound can be used in multimodal texts to to create meaning and provide effects.

ס Understand that copyright exists on most recorded music.

ס Independently select and use a variety of appropriate devices to record musical and non-musical sounds.

ס Independently select, edit, manipulate and combine sound files from a range of sources to create a composition which could be broadcast for a specific purpose and audience, e.g., a soundbyte or podcast.

ס Upload and download projects to other devices and online space, e.g., VLE (Moodle) or ‘Making the News’, collaborating and communicating with audiences in locations beyond school.

ס Create own sounds and compositions to add to presen-tations and films.

ס Use ICT to produce music or sound effects for a spe-cific purpose, considering the impact on the audience, e.g., length, style, genre.

ס Be aware of different sound file formats, e.g., MP3, WAV; save and use appropriately.

ס Know when it is appropriate to use sound/music to communicate with an audience.

ס Understand issues relating to copyright when choosing music samples and files and apply to their work.


ICT Ski l ls


Electronic Communication

Electro

nic

Communicatio

nPlease note: Many popular ‘Social Network’ sites (eg MSN, Facebook, Bebo)

have minimum age restrictions for use, usually beyond the primary age phase

ס Contribute ideas to class and group emails.

ס Send an email, using a subject heading, to a known member of the school community, e.g., another class, teacher, bursar.

ס Open and reply to an email from a known person.

ס Contribute to a blog, journal or forum on the school’s VLE (Moodle).

ס Develop an awareness of appropriate language to use in email and other forms of digital communication.

ס Begin to use webcams and /or video conferencing as a class, if appropriate and available, e.g., with external providers, another class or school.

ס Know what to do and who to tell if they see something inappropriate online, e.g., how to minimise a screen, turn the monitor off, use back buttons to return to the home page or the ‘Hector Protector’ screen so that they can keep safe, according to school’s eSafety policies and procedures /AUP.

ס Log on to an email account, open emails, create and send appropriate replies.

ס Forward an e-mail.

ס Save an e-mail in draft format and then return and edit prior to sending.

ס Attach different files to emails, e.g., text document, sound file or image.

ס Open and save attachments to an appropriate place.

ס Select an email recipient from a class address book.

ס Use a range of digital tools to communicate, e.g., contributing to chats and/or discussion forums, in school’s VLE (Moodle) or text messages, making purposeful contributions to respond to another pupil’s question or comment.

ס Be able to create a ‘secure’ password, e.g., combination of letters, symbols and numbers in accordance with the school’s eSafety policies and procedures /AUP.

ס Investigate the different styles of language, layout and format of different electronic communications and how these vary depending on the audience.

ס Continue to use webcams and /or video conferencing as a class, if appropriate and available, e.g., with external providers, another class or school, or abroad as part of a wider topic.

ס Begin to publish their work to a wider audience, e.g., using ‘Making the News’, VLE (Moodle) or podcasting tools.

ס Independently, and with regard for eSafety, select and use appropriate communication tools to solve problems by collaborating and communicating with others within and beyond school, e.g., email, discussion forums , wikis, text messages and other digital communication tools.

ס Evaluate the effectiveness of a variety of digital communication tools.

ס Add e-mail addresses to a class address book.

ס Create group or distribution lists of contacts from an address book.

ס Learn how to use the cc and bcc facilities when sending an e-mail and discuss when these should be used.

ס Send ‘group’ e-mails and be aware of the benefits and risks in ‘replying to all’.

ס Make use of webcams and /or video conferencing, if appropriate and available, e.g., to exchange ideas and collaborate on projects with external providers, another class or school, or abroad.

ס Extend online publishing to a more global audience, e.g., creating and publishing web pages and podcasting.

Early Middle Later

ICT Ski l ls



Electro

nic

Communicatio

n

ס Understand that messages can quickly be sent electronically over distances and that people can reply to them.

ס Understand that an email has to be sent to a unique email address and the need for accuracy in typing the address.

ס Understand that some emails may be malicious or inappropriate and begin to recognise when an attachment may be unsafe to open.

ס Understand the different ways that messages can be sent, e.g., email, text messages, letter, phone, VLE (Moodle) forum and begin to consider the advantages of each one.

ס Understand that messages can be in the form of pictures, sound and/or text.

ס Understand that personal information, e.g., email address, usernames, passwords, home address or telephone number should not be shared, either online or offline, without a trusted adult’s permission.

ס Recognise situations where they don’t feel safe, e.g., ‘scary’ emails, text messages or contact from an unfamiliar person and know to ask a trusted adult for help – according to school’s eSafety policies and procedures /AUP.

ס Know that they should not ask to meet anybody from the online world in the offline world.

ס Know that they should tell a trusted adult immediately if they are asked to meet somebody from the online world in the offline world.

ס Talk openly about their use of online communication in school and at home.

ס Understand that some emails may be malicious or inappropriate and recognise when an attachment may be unsafe to open.

ס Recognise the effect that content in their communications may have on others.

ס Respect the ideas and communications of others they encounter online.

ס Understand the need to keep personal information and passwords private in order to protect themselves when communicating online.

ס Know how to respond if asked for personal details or in the event of receiving unpleasant communications, e.g., saving the message and showing to a trusted adult –according to the school’s eSafety policies and procedures /AUP.

ס Understand the risks involved in arranging to meet and subsequently meeting anybody from the online world in the offline world.

ס Know that they should tell a trusted adult immediately if they are asked to meet somebody from the online world in the offline world.

ס Recognise that cyber bullying is unacceptable and will be sanctioned according to the school’s eSafety policies and procedures /AUP.

ס Know how to report an incident of cyber bullying if and when it occurs, according to the school’s eSafety policies and procedures /AUP.

ס Know what images are suitable to include in an online profile and ensure that appropriate permissions have been obtained, e.g., copyright or asking friends before uploading their images.

ס Understand that some emails may be malicious or inappropriate and recognise when an attachment may be unsafe to open.

ס Understand the potential benefits and risks of digital communication and that methods will vary according to purpose.

ס Understand that social network or other online environments have security settings, which can be altered, to protect the user.

ס Understand the need to respect privacy of other individuals, e.g., through using a bcc function on an email, not uploading/using images or personal information without permission.

ס Understand the benefits of developing a ‘nickname’ for online use where appropriate.

ס Understand they have a right to be protected from inappropriate use of technology by others and the need to respect the rights of other users.

ס Understand some malicious adults may use various techniques on the Internet to make contact, elicit personal information and ‘groom’ young children, e.g., fake profiles.

ס Understand the risks involved in arranging to meet and subsequently meeting anybody from the online world in the offline world.

ס Know that they should tell a trusted adult immediately if they are asked to meet anybody from the online world in the offline world.

ס Know how to report any suspicions, e.g., through school’s eSafety policies and procedures and the use of CEOP’s ‘report abuse’ button, which links directly to the police.

ס Recognise that cyber bullying is unacceptable and will be sanctioned according to the school’s eSafety policies and procedures /AUP.

K n o w l e d g e a n d U n d e r s t a n d i n gEarly Middle Later



Electro

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Communicatio

n

K n o w l e d g e a n d U n d e r s t a n d i n gEarly Middle Later

ס Know and abide by the school’s rules for keeping safe online.

ס Understand the need for certain rules of conduct particularly when using live forms of communication, e.g., chats and forums in the school’s VLE (Moodle), taking turns to speak when video conferencing.

ס Know the school’s rules for keeping safe online and be able to apply these beyond school.

ס Discuss the differences between online communication tools used in school and those used at home, e.g., those ‘blocked’ through the school’s filtering.

ס Know how to report an incident of cyber bullying if and when it occurs, according to the school’s eSafety policies and procedures /AUP.

ס Understand that they should not publish other peoples’ pictures or tag them on the Internet without permission.

ס Know that content, e.g., photographs and videos, put online are very difficult to remove.


Digital Research

Digital

Resea

rch

ס Use and explore appropriate buttons, arrows, menus and hyperlinks to navigate teacher selected web sites, VLE(Moodle), CD ROMs and other sources of stored information.

ס Using key words search a specific resource for information, e.g., Espresso and other websites, under the guidance and supervision of an adult.

ס Locate specific, teacher defined, age appropriate websites through a favourites menu and /or by typing a website address (URL) into the address bar in a web browser.

ס Begin to evaluate web sites by giving opinions about preferred or most useful sites.

ס Know what to do and who to tell if they see something inappropriate on a website, e.g., how to minimise a screen, turn the monitor off, use back buttons to return to the home page or the ‘Hector Protector’ screen so that they can keep safe, according to school’s eSafety policies and procedures /AUP.

ס Use a range of child friendly search engines to locate different media, e.g., text, images, sounds or videos.

ס Evaluate different search engines and explain their choices in using these for different purposes.

ס Develop key questions and key words to search for specific information to answer a problem, e.g., a ques-tion such as ‘Where could we go on holiday?’ would become a search for ‘holiday destinations’.

ס Consider the effectiveness of key questions on search results and refine where necessary.

ס Use strategies to verify the accuracy and reliability of information, distinguishing between fact and opinion, e.g., cross checking with different websites or books.

ס Use appropriate tools to save and retrieve accessed information, e.g., through the use of favourites, history, copy/paste and save as.

ס Identify whether a file has copyright restrictions and can be legally downloaded from the internet then used in their own work.

ס Identify and cancel unwanted advertising, pop-ups and potentially malicious downloads by using the task man-ager function and NOT through buttons on the pop-up window, or the cross in the right hand corner.

ס Know how to temporarily allow useful pop-ups from a website.

ס Choose to use the internet when appropriate as a tool for independent research, e.g., gathering text, images, videos and sound as resources to use in their own work.

ס Develop use of more advanced searching techniques, e.g., searching for a phrase using quotation marks to locate precise information.

ס Choose the most appropriate search engine for a task, e.g., image search, search within a specific site or searching the wider internet.

ס Use appropriate strategies for finding, critically evalu-ating, validating and verifying information, e.g., using different keywords, skim-reading to check relevance of information, cross checking with different websites or other non ICT resources.

ס Distinguish between fact and opinion and make informed choices about the sources of online information used to inform their work.

ס Use their knowledge of the meaning of domain names and common website extensions, e.g., .co.uk, .com, .ac, .sch .org, .gov, .net, to support the validation process.

ס Develop skills to question where web content might originate from and understand that this gives clues to its authenticity and reliability, e.g., by looking at web ad-dress, author, contact us sections, linked pages.

ס Be able to create and use folders within lists of book-marks or favourites to organise content.

ס Identify how copyright restrictions can affect how a file can be used in their own work, e.g., those produced under Creative Commons Licensing.

Early Middle Later

ICT Ski l lsMany of the objectives in this section relate to developing children’s under-

standing of ‘Information literacy’ A useful website for teachers is http://november-learning.com/resources/information-literacy-resources/


Digital Research

Digital

Resea

rch

Early Middle Later

ICT Ski l ls

ס Understand when and where the internet can be used as a research tool.

ס Understand the concept of copyright and how it applies to material they find/download and to their own work.

ס Understand the concept of plagiarism and the importance of acknowledging and referencing sources.

ס Understand that you should not publish other peoples’ material on the Internet without their permission but you can hyperlink to their websites.

ס Become aware that file sharing is usually illegal due to copyright laws and can also spread viruses.

ס Talk about validity, plausibility and appropriateness of information, especially on the internet.

ס Understand some of the potential dangers and impact of not validating information.

ס Understand that good online research involves processing information, and interpreting it for others rather than direct copying.

ס Talk about and describe the process of finding specific information, noting any difficulties during the process and how these were overcome

ס Understand how search engines work and know that there are different search engines; some to search within sites, and some to search the wider Internet.

ס Understand that information found as a result of a search can vary in relevance.

ס Begin to recognise that anyone can author on the internet and sometimes web content is inaccurate or even offensive.

ס Understand that provision is made in schools to filter internet content, recognising this is possibly not the case on computers used at home.

ס Begin to understand the concept of copyright, e.g., what images, videos or sounds are legal and safe to use in their own work.

ס Be aware that copying text directly from websites or non-digital resources is equivalent to stealing other people’s work (plagiarism).

ס Begin to understand the need to acknowledge sources of information.

ס Understand the need to ignore unwanted advertising or pop-ups as they can inadvertently introduce viruses or spyware onto a computer system.

ס Understand that ICT can give rapid access to a wide variety of information and resources, including internet, TV, DVDs.

ס Talk about their use of ICT and other ways of finding information, e.g., books.

ס Understand that different forms of information, e.g., text, images, sound, multimedia, exist and that some are more useful for specific purposes than others.

ס Understand and discuss how information can be obtained and used to answer specific questions.

ס Understand a website has a unique address and the need for precision when typing it.

ס Begin to understand that not everything on the internet may be true, e.g., spoof websites.

ס Be aware that they can be accidently diverted from websites through a link to a new website, advertising or pop-ups.

ס Know that they should ignore any pop-ups and tell a trusted adult, who will take appropriate action to close them safely.


ס Know what to do and who to tell if they discover some-thing inappropriate or offensive on a website, at home and in school, e.g., how to minimise a screen, turn the monitor off, or use back buttons to return to the home page or the ‘Hector Protector’ screen so that they can keep safe, according to school’s eSafety policies and procedures /AUP

ס Know what to do and who to tell if they discover some-thing inappropriate or offensive on a website, at home and in school, e.g., how to minimise a screen, turn the monitor off, or use back buttons to return to the home page or the ‘Hector Protector’ screen so that they can keep safe, according to school’s eSafety policies and procedures /AUP.


Data Handling

Data

Handlin

g

ס Construct, refine and interpret bar charts, scatter graphs, line graphs and pie charts.

ס Design questions and perform complex searches using key words, to search a large pre-prepared database looking for relationships and patterns, e.g., data on the Internet; census data.

ס Check the reliability of the data; identify and correct inaccuracies.

ס Solve complex enquiries involving selecting, process-ing, and presenting data; drawing conclusions from their work, e.g., is there a relationship between minibeast habitat and diet?

ס Design a data capture form, e.g., a questionnaire or table to collect information to answer a specific question.

ס Search data according to more than one criterion.

ס Present data to a specified audience and display findings in other software, e.g., through presentation software.

Early Middle Later

ס Create frequency diagrams and graphs to answer questions.

ס Create and use a branching database to organise and analyse information to answer questions.

ס Begin to identify what data should be collected to answer a specific question.

ס Collect data and enter it into a database under appropriate field headings.

ס Use a database to answer straightforward questions by searching, matching and ordering the contents of a single field.

ס Based on the data collected, children should raise their own questions and translate them into search criteria that can be used to find answers to specific questions.

ס Compare different charts and graphs, e.g., in tables, frequency diagrams, pictograms, bar charts, databases or spreadsheets and understand that different ones are used for different purposes.

ס Select and use the most appropriate method to organ-ise, present, analyse and interpret data.

ס Develop classification skills by carrying out sorting activities (practically and on the IWB) which may include the use of online Carroll or Venn diagrams.

ס Use simple graphing software to produce pictograms and other basic tables or graphs.

ס Use graphing software to enter data and change a graph type, e.g., pictogram to bar chart.

ס Interpret and draw conclusions from graphs, discuss information contained and answer simple questions.

ס Sort and classify a group of items by asking simple yes / no questions. This may take place away from the computer, e.g., a ‘Guess Who’ game.

ס Use a branching database program, where appropriate, to sort and identify items.

ס Use basic search tools in a prepared database to answer simple questions, e.g., how many children have brown hair?

ס Save, retrieve and edit their work.

ICT Ski l ls


Data Handling

Data

Handlin

g

ס Recognise the need for accuracy when designing, entering and interrogating data and how this will affect the quality of information gained.

ס Recognise the consequences of using inaccurate data and relate to the outside world, e.g., police, doctors, banks, school databases.

ס Discuss how ICT enables you to search and sift through large amounts of different types of information and describe the advantages of using the tools.

ס Understand which searches and graph types are relevant to a specific problem and types of information.

ס Understand that there are different types of data, e.g., numeric, alphabetic, date, alphanumeric, currency.

ס Understand the importance of presentation techniques aimed at a specific audience.

ס Understand the need for data protection and some of the rights of individuals over stored data and how it affects use and storage of data in the real world.

Early Middle Later

ס Understand the need to structure information properly in a database.

ס Know, understand and use the vocabulary: file, record, field, sort and search

ס Recognise similarities and differences between ICT and paper-based systems.

ס Talk about the advantages of using ICT to sort, interrogate and classify information quickly.

ס Understand that effective yes / no questions are key to organising data efficiently in a branching database.

ס Understand that there are different types of data, e.g., numeric, alphabetic, date, alphanumeric, currency.

ס Know that ICT can enable the creation of a variety of tables and graphs that are used for different purposes.

ס Understand some graphs and charts are more appropriate and easier to read than others.

ס Begin to make choices about how to present data to solve a specific problem.

ס Understand that ICT can be used to sort items and information.

ס Understand that ICT can be used to create, display, add to and change graphs quite easily.

ס Begin to understand that unless data has been entered accurately it cannot be used to provide correct answers to questions.



Datalogging

Datalogging

ס Use a datalogger’s pre-programming features to log data over a chosen time span (perhaps overnight).

ס Use a range of external sensors including heart rate monitors, in a variety of situations in the course of scientific investigations.

ס Use a datalogger to make and record accurate measurements or observations and produce graphical information to answer questions and solve simple problems.

ס Be able to design experiments which require use of dataloggers, recognising what measurements will be needed, how many repeats and the most appropriate means of recording data.

Early Middle Later

ס Use dataloggers to capture, record and analyse data continuously over time, including sound, temperature and light.

ס Use a data logger to ‘snap shot’ a series of related but separate readings in the course of an appropriate investigation.

ס Use data loggers both connected to the computer (live) and remotely, transferring data to appropriate software at a later stage.

ס Participate in whole class demonstrations on an inter-active whiteboard using a data logger and monitoring live data, e.g., changing sound levels over time.

ס Develop an awareness of datalogging through the use of various peripheral devices, e.g., thermometers, microscopes and microphones.

ICT Ski l ls


ס Know when to choose dataloggers as the most appropri-ate tool for capturing data for a particular purpose and explain /justify their choices.

ס Appreciate that use of technology can bring added ac-curacy to results but also that occasional anomalies may need moderation and further investigation.

ס Understand that dataloggers can be used to sense external and physical changes and subsequently collect data in a range of simple investigations.

ס Understand that data can be collected more efficiently by a datalogging device compared with manual methods.

ס Know that datalogging devices can be pre-programmed to collect data for a given time and on different triggers.

ס Be aware that digital devices, e.g., thermometers, microscopes and microphones can be used to show external changes.


Logo and Control

Logo and C

ontrol

ס Create and refine sequences of commands using Logo programming, including the use of procedures, e.g., to construct and investigate geometric patterns and problems.

ס Plan, create, test, modify and refine control sequences which use inputs and outputs, e.g., using if … then … commands to control events (real and on screen simulations) taking account of purpose and needs.

ס Make predictions regarding the consequences of decisions when creating sequences of commands.

ס Devise, test and refine more effective control sequences incorporating conditional statements, procedures and sub-routines, taking account of purpose and needs.

Early Middle Later

ס Plan, create, test and modify sequences of commands to solve open ended problems using a floor robot, screen turtle or other programmable devices.

ס Use more advanced Logo programming, including penup/pendown, and repeat commands to create, test, modify and refine sequences, e.g., more complex symmetric and repeating geometric patterns.

ס Create simple flow diagrams or pictorial sequences of commands using appropriate tools/software.

ס Refine these sequences of commands to control physical devices using outputs only, e.g., lighting sequences, buzzers and motors (This could include real devices and/or on screen simulations /software).

ס Give and follow commands (one at a time) to navigate other children and programmable toys around a course or a familiar journey, including straight and turning movements.

ס Plan, generate and follow a sequence of commands (actual and on-screen) to complete a given task or problem.

ס Explore and create a sequence of commands to repro-duce a simple geometric shape or pattern on screen.

ס Make predictions when controlling devices and describe the effects.

ס Make changes to improve the effectiveness of commands.

ICT Ski l ls

K n o w l e d g e a n d U n d e r s t a n d i n gס Be able to choose ICT equipment as appropriate to

resolve a specific problem according to users, purpose and needs.

ס Know that creating sequences of commands, or pro-gramming can be represented in different formats including written and diagrammatic.

ס Understand the need for precision when creating sequences of commands to ensure that the system or program is reliable.

ס Understand how experiences of programming and control relate to control systems in the real world.

ס Be aware that Logo is a computer programming lan-guage.

ס Understand what an output is.

ס Be aware that everyday devices use sensors and outputs, e.g., automatic doors, traffic lights, intruder alarms.

ס Understand that a control box connected to a computer, running appropriate software, can be used to control output devices, e.g., bulbs, buzzers and motors, and that these can also be simulated on screen.

ס Understand that devices respond to commands.

ס Talk about devices in the home that are controlled by commands.

ס Understand that prediction, trial and error are important considerations when controlling movement to achieve a specific outcome.

ס Understand that there are different ways to create or produce a sequence of commands, including verbal, recorded, graphical, pressing buttons and on screen methods.


Simulations and Spreadsheet Modelling

Simulat

ions and

Spreadsh

eet

Modelling

ס Explore the effects of changing variables in models and simulations in order to solve a problem.

ס Make and test predictions.

ס Enter formulae into a pre-prepared spreadsheet model to explore the effects of changing variables, e.g., simple calculations such as using ‘SUM’ to calculate the total of a set of numbers in a range of cells.

ס Develop simple spreadsheet models to investigate a real life problem.

ס Identify and enter the correct formulae into cells. Make predictions of the outcome of changing variables.

Early Middle Later

ס Explore the effects of changing variables in models and simulations, asking ‘What if?’ questions.

ס Make and test predictions.

ס Use a pre-prepared spreadsheet to record data to answer questions and produce graphs.

ס Use a pre-prepared spreadsheet to explore simple number patterns, e.g., multiples.

ס Change the contents of cells in a pre-prepared spreadsheet and explore the consequences.

ס Explore simulations of real and virtual environments in other curriculum areas, e.g., BBC science clips, virtual plants and pets.

ס Make informed choices when exploring what happens in a simulation.

ס Talk about the rules found in simulations.

ICT Ski l ls

K n o w l e d g e a n d U n d e r s t a n d i n gס Understand when and where it is appropriate to use a

spreadsheet model or a simulation to support an investigation and explain their choices.

ס Understand that spreadsheets can automate functions, making it easier to test variables, e.g., when planning a budget you can change the number of items and see the changes to total cost.

ס Understand that spreadsheets can be used to explore mathematical models.

ס Understand the need for accuracy and frequent checking when entering formulae.

ס Understand the possible consequences of using inaccurate data or formulae.

ס Understand how computer simulations can represent real or imaginary situations and how these can help in the wider world.

ס Understand how computer simulations and spread-sheet models allow changes to be made quickly and easily in comparison with real life situations.

ס Understand that changes made to one element of a spreadsheet can impact on other calculations.

ס Understand computers simulations can represent real and virtual environments.

ס Discuss use of simulations and compare with reality, e.g., a simulation of a science investigation.

ס Understand that computer simulations allow the user to explore options and make choices, recognising that different decisions produce different outcomes.


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© Lancashire Schools’ ICT Centre January 2010 http://www.lancsngfl.ac.uk/ictprogression

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