ŠĻą”±į>ž’ "$ž’’’ !’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’ģ„Į` ųæ”bjbję‡ę‡ L¢„ķ„ķ” ’’’’’’¤‚‚‚‚‚‚‚–ęęęę“Īęģ–­¶Ęė“zķzķzķzķļj}ņüyó€PRRRRRRchĖ!€R‚ąõńī"ļąõąõR‚‚zķzķwgDüDüDüąõ2‚zķ‚zķPDüąõPDüDü* ü‚‚Ą zķŗė pž zrÅęųz R\ō}0­n RK"Œś®K"¤Ą K"‚Ą œłóhaōJDü«ō<ēōłłółółóRR:ü łółółó­ąõąõąõąõ–––„Żę–––ę–––‚‚‚‚‚‚’’’’  Key Stages 1 & 2 ICT Scheme of Work  TOC \o "1-1" Scheme of Work Overview  PAGEREF _Toc469126441 \h 2 Reception  PAGEREF _Toc469126442 \h 2 Year 1 Term One  PAGEREF _Toc469126443 \h 4 Year 1 Term Two  PAGEREF _Toc469126444 \h 5 Year 1 Term Three  PAGEREF _Toc469126445 \h 6 Year 2 Term One  PAGEREF _Toc469126446 \h 7 Year 2 Term Two  PAGEREF _Toc469126447 \h 8 Year 2 Term Three  PAGEREF _Toc469126448 \h 10 Year 3 Term One  PAGEREF _Toc469126449 \h 12 Year 3 Term Two  PAGEREF _Toc469126450 \h 13 Year 3 Term Three  PAGEREF _Toc469126451 \h 14 Year 4 Term One  PAGEREF _Toc469126452 \h 16 Year 4 Term Two  PAGEREF _Toc469126453 \h 17 Year 4 Term Three  PAGEREF _Toc469126454 \h 18 Year 5 Term One  PAGEREF _Toc469126455 \h 19 Year 5 Term Two  PAGEREF _Toc469126456 \h 21 Year 5 Term Three  PAGEREF _Toc469126457 \h 22 Year 6 Term One  PAGEREF _Toc469126458 \h 23 Year 6 Term Two  PAGEREF _Toc469126459 \h 24 Year 6 Term Three  PAGEREF _Toc469126460 \h 25  Scheme of Work Overview YEARTerm OneTerm TwoTerm Three ReceptionUsing the mouse and mark making – Getting to know the computer Using a word bank (Introduction to Unit 1b) Project – making faces 11a – Introduction to modelling1b – Using a word bank Project – At the park1d – Labelling and classifying 1e – Representing info graphically Project – labels and graphs for shapes1c – The information around us Project – Gathering Information1f – Understanding instructions Project – directing around the room 22a – Communicating info using text2b – Creating Pictures Project – Homes1f – Understanding instructions and making things happen (review)2d – Routes: controlling a floor turtle Project – Treasure map2c – Finding information2e – Questions and answers Project – Teddy Bears 32c – Finding information (review) 3c – Introduction to databases Project – Researched database3e – E-mail3a – Combining text and graphics Project – School booklet3d – Exploring simulations Project – Simulation Evaluation3b – Manipulating Sound Project – Musical composition 43a – Combining text and graphics (review) 4a – Writing for different audiences Project – class newsletter4b – Developing images using repeated patterns4e – Modelling effects on screen Project – computer garden4d – Collecting and presenting info: questionnaires and pie charts4c – Branching databases Project – class branching database 55f – Monitoring environmental conditions and changes 4d- Collecting and presenting info 5d – Introduction to spreadsheets Project – class party5c – Evaluating information, checking accuracy and questioning plausibility 5b – Analysing data and asking questions Project – Data Investigation5a – Graphical Modelling5e – Controlling devices Project – Advertising display 66D – Using the internet to search large databases and to interpret information 6a – Multimedia Presentation Project – Multimedia Presentation5d – Introduction to spreadsheets (review)6b – Spreadsheet modelling Project – Pocket Money Investigation5e – Controlling devices (review)6c – Control and monitoring Project – Burglar Alarm Produced for Northern Grid for Learning www.northerngrid.org Reception Key Techniques Key understandings Teaching Activities and Focused TasksProgramme of Study ReferencesUsing the mouse and mark making to develop hand-eye co-ordination with mouse to be able to click to select objects to move items on screen to select and use simple mark making toolsUsing the mouse and mark making computers can be used to create pictures work can be printed out Demonstrate how to hold and control the mouse properly Introduce a program (such as My World) and show how the mouse can be used to select and move items on screen – have children use ready-made screen to carry out activity such as ‘dress the teddy’ Demonstrate how to select a brush and how to create different lines and choose different colours Demonstrate how to use stamps Demonstrate how to get a clean page Demonstrate how to print their work Give children opportunity to experiment with mark making KS1 Getting to know the computer to develop confidence exploring the computer to be able to click to select objectsGetting to know the computer information can be presented in a variety of forms sounds convey information pictures carry information Let children explore simple programs Discuss with children what they did and what they saw – pictures, sounds, etc Provide opportunities for children to become familiar with the technical vocabulary for the parts of the computerKS1 Using a word bank (Introduction to Unit 1b) to select, and listen to, text using the mouse to become familiar with the keyboardUsing a word bank text can be selected from a word bank words can be written onto the screen work can be printed out Use word processor with talking word bank facility to allow children to match words and pictures Give children opportunity to use the keyboard, typing in simple words and numbers KS1 1a, 1b, 2a, 2b Integrated Project Making faces Children will use a painting package to create faces with different expressions. They will also use a word processing package with a word bank to choose words that describe the face in their picture. They will listen to the words they have chosen and the teacher will print them out to use in a display with their pictures. See lesson planTechnical Vocabulary mouse keyboard screen/monitor printer  Produced for Northern Grid for Learning www.northerngrid.org Year 1 Term One Key Techniques Key understandings Teaching Activities and Focused TasksProgramme of Study ReferencesUnit 1a Introduction to Modelling to use a mouse to move and place items accurately on a screen to use simple tools in a painting package to print out their painting to add stamps/motifs or clip art to a scene Unit 1a computers can represent real or fantasy situations computer representations allow the user to make choices and that different decisions produce different outcomes computers can be used to represent a wide range of environments and some are more elaborate than others computer models are not an exact replica of the original computers can be used to create representations of various scenariosShow children a screen for dressing a teddy. Talk about how it is different from dressing a teddy in real life Demonstrate a selection of screens where children need to make choices for a particular purpose. Give children a chance to use the screens and talk about why they made specific choices. Show simple adventure game or simulation. What sort of environment or situation does it represent? Devise a set of questions – If they were at the seaside, what would they hear? Can you hear the same things in this simulation? etc. Children to explore the program and compare to real life – do the characters ever get tired? etc. Demonstrate a simple painting program – show how it can be used to create a visual representation of a scenario. Allow children to make their own representations using simple tools – brushes, colour-fill, palette, stamps/motifs. Show children how to print out their own work. KS1 2c, 2d, 4b, 4cUnit 1b Using a word bank to use the mouse to select and move items on screen to develop keyboard familiarity to select and listen to text using the mouse Unit 1b computers have a variety of uses ICT can be used to match words and pictures words convey information text can be entered into a computer and printed out text can be selected from a word bankAsk children to describe what computers are used for. Introduce a program (such as My World) and review how the mouse can be used to select and move items on screen – have children use ready-made screen to carry out activity Ask children to use a program to match words and pictures Children could use program to match beginning of sentences and end of sentences taken from a literacy story Talk with children about the text/words they see around them, eg label, signs, posters. Review how to type into the computer using the keyboard (encourage use of both hands) Demonstrate how to use the backspace key if they have mistyped or repeated a letter. Print their names. Review how to select words from a word bank and how to make the computer say the word – children to select words from a word bank to complete sentences KS1 1a, 1b, 2a, 2b  Integrated Project At the Park Children are going to create their own representation – could be related to a visit to the park, farm, seaside, etc. They should think about what it will look like and what sorts of decisions or choices they will have to make. They will use a selection of drawing tools – brushes, colour-fill, stamps/motifs. Children will use a word processor with a word bank facility to produce a caption for their representation.Technical Vocabulary representation/ model stamp/motif keykeyboard select space bar enter delete print/printerProduced for Northern Grid for Learning www.northerngrid.org Year 1 Term Two Key Techniques Key understandings Teaching Activities and Focused TasksProgramme of Study ReferencesUnit 1d Labelling and classifying (The teaching activities can be done away from the computer.)Unit 1d key pieces of information can describe objects objects can be described using key words objects can be divided according to criteria objects can be identified from key words Ask children to pretend that they have lost an object and get them to describe it to the class so that other children can help them find it. Say that we can find a lot of ‘information’ about an object. Discuss different properties such as colour, size, shape, feel, etc. Take a collection of objects, including large and small coloured balls and blocks, and have children divide them into two sets. Ask the class to guess the criterion chosen. Using the same collection, ask children to take it in turns to give two words describing one of the objects, such as ‘big’ and ‘red’. The class tries to identify the object. Ask why it is sometimes easier to do this. Discuss the properties that are unique to each other and the properties the objects share See lesson plan KS1 1a, 2bUnit 1e Representing information graphically to create pictograms to use pictograms to answer simple questionsUnit 1e data can be collected and presented as pictograms data represented graphically can be easier to understand than textual data ICT can be used to create pictogramsCollect pictures showing modes of transport. Ask the class to select the pictures that show how they travel to school. Arrange the pictures on the wall to build up a pictogram. Discuss how pictograms show information at a glance. Ask class to use the pictogram to answer questions, eg what is the most/least common way of travelling? Ask each child to choose his/her favourite colours of the spectrum. Demonstrate how to enter the data and show them the icons which will produce a pictogram of data entered. Ask each child to enter their favourite colour and to choose the icons that will create a pictogram. Print the pictogram and ask simple questions about the pictogram. Give children opportunity to make different pictograms. KS1 2a, 3a, 3b  Integrated Project Shapes Labels and Pictograms Children are going to create a display for shapes in the classroom. Provide the children with a collection of shapes. Provide a word bank containing the names, sizes and colours of the shapes. They will use the word bank to make labels for the shapes. They will then classify the shapes into groups based on different properties – by number of sides, size, colour, etc. They will then use a graphing package to select the appropriate icons to represent the data they have collected and to present what they have learned from their pictogram.Technical Vocabulary information key words pictogram icons sort collect classify Produced for Northern Grid for Learning www.northerngrid.org Year 1 Term Three Key Techniques Key understandings Teaching Activities and Focused TasksProgramme of Study ReferencesUnit 1c The Information around us Unit 1c information can be presented in a variety of forms information comes from a variety of sources sounds convey information pictures provide information information is all around us in a variety of forms computers use icons to provide information and instructions certain ‘rules’ (or conventions) are applied in communicating and presenting informationDiscuss with children that materials ‘tell’ us things – pictures, maps, labels and sounds. Where they might find things out – asking questions, books, television, etc. Prepare a tape of sounds that carry information – whistle at the end of playtime, a television theme tune, a siren – children describe what the sounds are ‘telling’ them. Show a selection of pictures – photographs, drawings, signs and maps – what is each picture ‘telling’ them? Introduce children to a multimedia program such as a talking book – look at icons on screen and suggest what information or instruction they provide. Collect samples of text - discuss why different sized texts are used or how red is often used for stop or danger. KS1 1a, 1bUnit 1f Understanding instructions to correctly sequence instructions to use directional language to ‘control’ someone else’s actions to use unit lengths and a common language, eg repeat and stop to record a sequence of instructions in a common format to read a set of instructions, predict the result and test their prediction (The teaching activities can be done away from a computer)Unit 1f machines and devices must be controlled machines and devices can be controlled by a sequence of physical actions sequence affects outcomes instructions can be given using a common language instructions can include measurable units in a common language instructions can be recorded for replication and amendment results can be predicted and predictions can be tested Discuss that there are machines and devices all around them – televisions, videos, washing machines. Explain how this equipment is operated – pressing on/off buttons, turning dials, remote control. Use a tape recorder, with the children, to record sounds. Show how the tape recorder buttons are used in the correct sequence to record and play back sound. Discuss the need for the correct sequence. During a PE lesson give instructions using simple directional language, such as forward, backward, left and right. Discuss how it is important to have everyone start from the same position. Discuss use of length of pace and degree of turn. Repeat activity but with more emphasis on units of numerical value, eg two steps forward. Introduce the idea of repetition, eg do that twice. Explain how to write down a set of instructions to move someone from one place to another. Discuss ways of standardising the recording methods, eg using F or red arrow for forward. KS1 2b, 2c Integrated Project Project 1 – Gathering Information Children to work in groups to collect information about a topic – Where will they find the information, how will they collect and present it. Encourage them to collect information in a variety of forms – pictures, interviews, books and photographs. Children to make a display of the materials they collected. Project 2 – Directing around the room Children will be writing instructions to get to different places in the classroom using an agreed format. Other children will predict where the instructions go and test their predictions. Children will be given the chance to amend their instruction if necessary. Technical Vocabulary button/icon information text text/font styles graphics/picturessound multimedia sequence order instructionProduced for Northern Grid for Learning www.northerngrid.org Year 2 Term One Key Techniques Key understandings Teaching Activities and Focused TasksProgramme of Study ReferencesUnit 2a Communicating information using text to use the backspace key to make corrections to type in text, including spaces between words, and to use the shift key to use the return/enter key to insert line breaks to delete and insert text to improve readability to change colour, size and style and to discuss its effect to use print preview button Unit 2a there are differences between handwritten and word-processed text text can be entered and corrected there is a difference between running text and text with line breaks ICT can be used to rearrange text to make it easier to read ICT can be used to improve text and make a message clearer changing appearance affects clarity and effectiveness Show children examples of work created by older children using a word processor. Ask class to discuss how the work is different from handwritten work. Demonstrate how to correct mistakes using the backspace key. Read out sentences but leave out the pauses between words. Demonstrate how to use the spacebar to create a space and how to use the shift key to make a capital letter. Demonstrate how to use the return/enter key to insert line breaks (eg a shopping list) – discuss the difference between running text and text with line breaks. Demonstrate how to use the delete key. Practise changing colour, size and style and print preview button. Look at good and bad examples of use of colour, size and style. Identify issues, suggest and make improvements. KS1 2a, 3a, 4aUnit 2b Creating pictures to select and use simple mark making tools, eg pen and brush to use the flood fill tool to create highlights of colour to use ‘save as’ to select and use the straight line and geometric shapes to select and use the spray tool Unit 2b ICT can be used to create pictures ICT makes it easy to correct mistakes and explore alternatives Show the class examples of pictures created using ICT, including print outs and images on screen. Demonstrate how to select the brush and pen tools and how they can create different lines and textures. Demonstrate the ‘undo’ command. Demonstrate how a black line can be taken for a ‘walk’ around the screen. Show how to choose and use the flood fill tool within the picture. Show how to save work using ‘save as’. Demonstrate the use of the straight line and geometric shapes tools. Show how colours can be used to fill the shapes. See Lesson plan Demonstrate how to uses the spray tool KS1 1a, 2a, 3a Integrated Project Homes Project Children will create pictures of different homes using a painting package. They will be encouraged to use a variety of techniques and tools. They will write a few sentences about the pictures using a word processor. The teacher will help the children import their picture into the word processing package. The children will save and print their work. Design :-wanted poster to fit in with any story e.g. Goldilocks, advert for an event, leaflet e.g. based on current topic, explain choice of layout, font, colour etc and justify.Technical Vocabulary Shift Spacebar Return/enter Insert Backspace Delete graphics Icon Pencil tool Brush tool Spray tool Flood fill Line Texture Save as Produced for Northern Grid for Learning www.northerngrid.org Year 2 Term Two Key Techniques Key understandings Teaching Activities and Focused TasksProgramme of Study ReferencesUnit 1f Understanding instructions and making things happen (review) to correctly sequence instructions to use directional language to ‘control’ someone else’s actions to use unit lengths and a common language, eg repeat and stop to record a sequence of instructions in a common format to read a set of instructions, predict the result and test their prediction develop and record a written procedure Unit 1f machines and devices must be controlled machines and devices can be controlled by a sequence of physical actions sequence affects outcomes instructions can be given using a common language instructions can include measurable units in a common language instructions can be recorded for replication and amendment results can be predicted and that predictions can be tested procedures can be written down and followed Remind children that machines and devices are controlled. Ask the children to record sounds with a tape recorder. Have children carry out some sequencing activities. In PE lessons review simple directional language and use of units of numerical value. Review writing down sets of instructions. Children write instructions to send other children to different places in classroom. Children to predict where they will be sent and then they test their prediction. Use a chess board and models e.g. Lego figures. Creating a written procedure. Identifying all possible, quickest and best routes to a destination. Explaining reasoning. Add obstacles. KS1 2b, 2cUnit 2d Routes: controlling a floor turtle to use appropriate keys to make the floor turtle go forward, backward, left and right by using instructions, eg forward 4, right 1 to enter a sequence of instructions to use the repeat key to produce symmetrical shapes to identify and correct errors in a set of instructions to transfer floor turtle instructions to the screen in a simple program e.g. 2 Simple/ Textease using directional arrows and command procedures.Unit 2d control devices must be programmed control devices follow instructions which can contain numerical data instructions can be sequenced for more complicated tasks instructions can be repeated devices that carry out repeated actions follow stored instructions, eg washing machines Pre-program the floor turtle to follow a path through a set of obstacles. Ask the class how it ‘knows’ where to go. It follows instructions like other devices such as a washing machine. Show how to enter basic instructions. Show how to clear memory and how to enter instructions one at a time. Children take turns to enter instructions to get turtle to different objects. Demonstrate how to enter sequences of instructions, such as to draw shapes, eg forward 10, right 1, forward 5, right 1, forward 5, right 1, forward 5. Give children opportunity to predict and test sequences of instructions. Describe devices that repeat instructions, such as photocopiers. Show how the repeat button can be used to make the turtle repeat movements. Highlighting errors in a programmed route, explaining errors and correcting Identifying all possible, quickest and best routes to a destination. Explaining reasoning.  KS1 2c, 4a, 4b Integrated Project Treasure Maps The children will create treasure maps to find hidden treasure. Using the classroom as the island, the children will choose a starting point for the turtle and the location of the treasure. In groups the children will write the sequence of instructions to move the turtle to the treasure. They will create a treasure map based on the lay out of the room – if there is a desk to go around, it could become a volcano on the map. The groups will give their instructions to other groups to predict and test where the turtle will end up. Use of on-screen turtle. Designing own adventure island. Identifying all possible, quickest and best routes to a destination. Explaining reasoning.Technical Vocabulary sequence order instructions floor turtle  control devices data commands program Produced for Northern Grid for Learning www.northerngrid.org Year 2 Term Three Key Techniques Key understandings Teaching Activities and Focused TasksProgramme of Study ReferencesUnit 2c Finding Information to use buttons to navigate a CD-ROM to search using menus to search using the index to search using key words to use hotlinks or hyperlinks to navigate a CD-ROM Unit 2c CD-ROMs contain large amounts of information Searches can be used to find appropriate information Information can be connected in different ways at the same time Remind the class how they use books to find information and that longer books have indexes to help them find information. Explain that a CD-ROM contains as much information as several large books. Discuss ways of finding information on a CD-ROM. Demonstrate how to use a CD-ROM encyclopaedia to locate information using menus and the index. Show how to return to the menu/home page. Show how to locate information using a key word. Show the children how to use hyperlinks to find more information about a subject. Ask the children to work in pairs and find certain information on the CD-ROM. KS1 1a, 1c, 2bUnit 2e Questions and answers to use the search tool to find the answers to simple questions To associate different types of information to fields. Unit 2e information can be represented as graphs but this can only provide limited answers to questions there are different types of questions which can be answered in different ways some questions have only yes/no answers and have to be phrased carefully that some questions can have only one possible answer from a selection and others can have more than one answer from a selection a database provides a means of storing information and can be searched a database can only answer questions if appropriate data has been entered Different fields require different types of information.Using a topic such as pets – make a list of questions to ask about the pets, eg How many pets do they have? What kind of pets do they have? Make a class pictogram using a prepared set of pictures. Using the pictogram, answer some simple questions, eg How many people have dogs? Do more people have cats or hamsters? Ask more questions, eg Who has a dog? Does the pictogram or graph provide this information? Discuss the kind of information that might be useful when looking at pets. Record the different types of questions. If the question is What is the name of the pet?, the answer would be name. But if the question is Do you have a pet?, the answer would be yes or no. Look at a binary tree using a set of objects such as fruit (both paper-based and on the computer) focus on yes/no questions. Discuss other types of questions – where a number is the answer or the answer is limited to a choice of answers. Show children a simple database and demonstrate search tool. Prepare a sheet of questions that can be answered and some that cannot. Discuss what data might need to be added. Discussion of differences between types of field and the information they require in prepared database. KS1 1b, 1c, 2c, 4a, 4c Integrated Project Teddy Bear Project Ask children to think of a stuffed animal toy that they have, such as a teddy bear. Children will use a CD-ROM encyclopaedia to do research on that type of animal. Help children to copy information into word processor and ask them to write a sentence about the animal they found. The sentence should include the key word they used. Draw up a simple questionnaire with the children about their stuffed toys, using all types of questions. Type of animal, its name, its favourite sandwich (from a choice of four), if it sleeps on your bed (yes/no), etc. Create a database and, with children’s help, enter data. Have children think of questions to ask the database and see if they can use the search tool to find out the answers. Children should record their own questions and the answers they found. Design database containing fields that require different types of information: numerical, text, multiple choice, yes/no. Technical Vocabulary search CD-ROM menu index key word hyperlinksinformation key words collect sort classify pictogram graph binary treeProduced for Northern Grid for Learning  HYPERLINK "http://www.northerngrid.org" www.northerngrid.org Year 3 Term One Key Techniques Key understandings Teaching Activities and Focused TasksProgramme of Study ReferencesUnit 2c Finding information (review) to use buttons to navigate a CD-ROM to search using menus to search using the index to search using key words to use hotlinks or hyperlinks to navigate a CD-ROM Initial use of ineternet for limited search Unit 2c CD-ROMs contain large amounts of information Searches can be used to find appropriate information Information can be connected in different ways at the same time Review how to use a CD-ROM encyclopaedia to locate information using menus and the index. Remind them how to return to the menu/home page. Review how to locate information using a key word. Remind the children how to use hyperlinks to find more information about a subject. (not in unit) Introduce internet by showing a particular site that is relevant to the subject that the children are researching Make a powerpoint page with links to specific children friendly websites for them to search initially. KS1 1a, 1c, 2bUnit 3c Introduction to databases to add a record to a file in a computer database to answer simple questions by matching the contents of a single field (to do a simple search) to answer simple questions by ordering records by a key field and then taking the top or bottom record (to do a simple sort) to use a database to produce bar charts use more than one search criteria for interrogation Unit 3c collecting and storing information in an organised way helps them find answers to questions information on record cards is divided into fields and that a set of record cards is called a file information can be held as numbers, choices (such as yes/no) or words information can be taken from pictures or text ICT can be used to store and sort information Discuss how difficult it is to find information when it is not organised. Introduce the class to a set of paper-based record cards containing information on a particular subject. Explain how the information can be structured into fields with all the information on one object held on a single card called a ‘record’. Give groups of children a set of numbered record cards. Ask them to use the cards to answer questions. Explain that information on a record card can be entered as numbers, text or choice (eg ‘yes’ or ‘no’). Ask children to add new record cards to the file. See lesson plan Prepare a database containing information on a particular subject. Demonstrate how to enter the program and select the correct file. Show how to move through records and highlight features that the computer database shares with the paper-based record cards. Demonstrate how to add a record to the database – have children add records. Show how to turn simple questions into appropriate search criteria (discuss advantages and disadvantages of using a computer for this) Show how to produce bar charts using record cards and using the computer. Use ‘AND’ ‘OR’ etc to expand search KS2 1b, 1c, 2b, 4a Integrated Project Researched Database Children will create an animal database based on information that they have researched. The class will decide what type of information they will be gathering and the teacher will create a database based on the children’s criteria. Children will use CD-ROMs, paper-based encyclopedias and specific website addresses to do their research. They will enter their data into the database and create questions that could be translated into simple search criteria. They will create and produce bar charts to answer some simple questions based on their research. More able design their own specific question around which they research, design database and present outcome to an audience.Technical Vocabulary Search Key word Index menu hyperlinksdatabase Field file record sort classify order bar chart Produced for Northern Grid for Learning www.northerngrid.org Year 3 Term Two Key Techniques Key understandings Teaching Activities and Focused TasksProgramme of Study ReferencesUnit 3e E-mail to read e-mail to read, annotate and reply to e-mail to send an e-mail using an address book to add an attachment to an e-mail This unit could also include the Becta Internet Proficiency Scheme. An internet Proficiency Passport is also available from Becta website.Unit 3e e-mail can be used to send messages over distances e-mails are sent to addresses Discuss ways of sending messages over distances. Introduce idea of e-mail – discuss some procedures to follow to keep everyone safe. Have arranged to have a teacher from another school to send e-mails containing simple messages. (Could be done within own school if necessary) Show how to open the mail box and read the messages. Have children read and reply to the message. Prepare an address book with a number of e-mail addresses. Demonstrate how to send a message using an address book. Demonstrate how to send an e-mail with an attachment Space Quest- EB ICT Develop a cyber pal within a controlled environment and e-mail them regularly. KS2 1a, 1c,3a, 3bUnit 3a Combining text and graphics to alter font type, size and colour for emphasis and effect to amend text and save changes to combine graphics and text to use the shift key to type characters, such as question marks Unit 3a text and graphics can be combined to communicate information ICT can be used to improve text Show the class a range of greeting cards. Discuss the designs and point out elements, such as pictures, fonts and messages. Children to produce annotated poster identifying card’s key features. Show the class font editing features, such as how to change font type, size and colour. Ask children to change the look of a number of words so that it reflects its meaning, such as rainbow, grow, ghost, etc. Type in a piece of text with an error. Show how to edit text by highlighting the words and over-typing them. Demonstrate how to save work and give it a sensible name. Ask children to edit text and save their work. Prepare examples of text which would benefit from graphics. Demonstrate how to locate, retrieve, insert and add a graphic to a piece of text. Show how to resize the graphic. Show how to use the shift key to type upper case letters and to type other characters such as question marks. Increased focus on text effects for a particular audience/purpose. KS2 2a, 3b, 4b Integrated Project School Booklet In groups children will present information about their school to send to children at another school . This could be a booklet or poster but they may use other software ie PowerPoint/web authoring that they are familiar with to present this information . They will pick topics such as ‘location’, ‘playtimes’, etc to write about. They will find appropriate graphics (photographs if digital camera or scanner is available) to include in their presentation. The completed booklets will be sent as attachments to e-mails explaining the project to children in other schools. Technical Vocabulary e-mail attachment address graphics highlight selectfont size/type/colour frame copy insert centre align left align right re-size/scale Produced for Northern Grid for Learning www.northerngrid.org Year 3 Term Three Key Techniques Key understandings Teaching Activities and Focused TasksProgramme of Study ReferencesUnit 3d Exploring Simulations to enter data into a computer simulation to explore the effect of changing the variables in simulations and use them to make and test predictions Unit 3d computer simulations can represent real or imaginary situations computer simulations allow users to explore options computer simulations are simplified representations Demonstrate the main features of a particular simulation. Show the class how to make choices and enter data. Discuss how a computer simulation allows users to study or try things which would be difficult or impossible to do in real life. Ask the class to think of examples where simulations might be useful, eg for training pilots, designing buildings, testing products. Children to explore simulations. Make predictions and identify any patterns. Compare and contrast the successful elements to a range of simulations.  HYPERLINK "www.Coxhoe.durham.sch.uk" www.Coxhoe.durham.sch.uk range of links to good activities. KS2 2cUnit 3b Manipulating sound to use ICT to record sounds to use icons to arrange musical phrases Unit 3b ICT can be used select and control sounds sounds can be stored on CD-ROM ICT can be used to organise and reorganise sounds electronic and live sounds can be combined in a performance Create a set of musical cards which have pictures of various instruments whose sounds are represented on an electric keyboard. Discuss families of instruments, such as strings, wind and percussion. Demonstrate sounds using instruments and a CD-ROM. Have children record (on a tape recorder) a sound sample from a CD-ROM and sketch the instrument. Demonstrate a piece of music software in which an icon represents a musical phrase. Discuss which pictures have musical phrases that sound happy/sad, fast/slow or sound like the beginning/middle/end. Children create a musical sequence using pictures. Create longer musical compositions using same software to create ‘a loop’ (repeating a complete section of music as many times as required). Children can add percussion parts. Discuss some of the differences between live and computer-controlled aspects of the composition.  KS2 1a, 2a, 3a, 4a Integrated Project Simulation Evaluation Children to do in-depth evaluation of a simulation related to topic work. Answer questions such as - How is the simulation like/not like…; what has been left out; is it realistic; is it helpful; how could it be improved? Note any decisions that they had to make when using the simulation and the results of any actions. Were they able to make predictions and did they find any patterns in the simulation? Musical Composition Working in pairs or groups, children are going to create simple melodies. Need to create a mood in their composition by selecting appropriate sounds and phrases. Need to think about the structure of their compositions, by using a simple pattern such as AABA Save and share their compositions with the rest of the class. Children prepare and present a radio play with their own soundtrack or compose a soundtrack for a dance or digital animation either their own or on from the internet. Technical Vocabulary simulation sequence  Produced for Northern Grid for Learning www.northerngrid.org Year 4 Term One Key Techniques Key understandings Teaching Activities and Focused TasksProgramme of Study ReferencesUnit 3a Combining text and graphics (review) to alter font type, size and colour for emphasis and effect to amend text and save changes to combine graphics and text to use the shift key to type characters, such as question marksUnit 3a text and graphics can be combined to communicate information ICT can be used to improve text Review how to locate, retrieve, insert and add a graphic into a piece of text. Review how to re-size the graphic. Discuss how to use features such as WordArt to add interest to headings, etc. Children to create folder labels with name in WordArt and appropriate graphic to represent themselves See shorter tasks Use digital camera to collect save and use own pictures/ video in text. KS2 2a, 3b, 4bUnit 4a Writing for different audiences to alter font size and use effects to indicate relative importance to use cut and paste to reorder a piece of text to delete, insert and replace text to improve clarity and create mood to use spell check to amend text using find and replaceUnit 4a ICT can be used to: reorganise text to make its meaning clearer amend text correct mistakes automate the amendment of text (find and replace)Show how to change font size and how to use bold – children to make tray names labels Show how to cut and paste – children to reorder weekly timetable or nursery rhyme See shorter tasks Show how to amend text, using delete and find and replace – children to choose better words for ‘nice’ See shorter tasks Demonstrate use of spell check, find, replace other keyboard shortcuts including those on newer keyboards. KS2 1b, 2a, 3b, 4c Integrated Project Class Newsletter Producing a class newsletter to send to update parents about what is happening in the class. The newsletter must be factually correct, lively and interesting. They must also use appropriate presentation techniques. Put children into pairs to write their newsletter. They should amend their articles over a period of time, saving the work as they go. Explain that they need to identify key points, experiment with sequencing and modify the text to make it more interesting. Ask them also to identify any headings, sub-headings and key pieces of text and to use appropriate effects to make these stand out. The newsletters could then be edited and published on school website, other software could also be used to present to an audience.Technical Vocabulary font size/type highlight select all frame copy spellcheckcut and paste insert align left align right centre re-size/scale graphics find and replace Produced for Northern Grid for Learning www.northerngrid.org Year 4 Term Two Key Techniques Key understandings Teaching Activities and Focused TasksProgramme of Study ReferencesUnit 4b Developing images using repeated patterns to use stamps and/or the copy tool to alter the size of the brush tool to select areas, copy and re-size them to use a range of visual effects, such as reflection or symmetry to use ‘save as’ to keep draftsUnit 4b ICT can be used to develop images pictures can be assembled by repeating elements ICT can be used to recreate images made by hand a screen image can be a finished product Explain that some of the same ICT features, such as cut and paste, can be used to develop pictures. Collect some wrapping paper that uses repeated patterns – discuss how the patterns are created and talk about the background colours used. Show use of stamps – design wrapping paper. Discuss work of Seurat and his use of dots. Demonstrate how to alter the size and pattern of the brush tool to produce a ‘pointillist’ effect. Demonstrate how areas of the screen can be selected, copied and re-sized – children to create fish tank by drawing single fish then making multiple copies of different sizes. Discuss designs which use symmetry, eg Islamic carpets – show how paint package can create symmetrical patterns automatically – children to produce rug pattern.  HYPERLINK "http://www.coxhoe.durham.sch.uk" www.coxhoe.durham.sch.uk  KS2 1a, 2a, 3aUnit 4e Modelling effects on screen to transfer floor turtle instructions to the screen and understand common language to type commands in immediate mode to write a list of commands to produce a pre-drawn shape to use pendown and penup to move the turtle to use the repeat command to use and change a pre-written procedure to write a procedure that uses other procedures to produce a resultUnit 4e the screen turtle can be moved on screen the screen turtle obeys the same language commands as the floor turtle the screen turtle can be given commands to produce a specific shape on screen the turtle can be moved before it starts drawing the instructions can be repeated groups of instructions can be named procedures can call other proceduresIntroduce the screen turtle. Type in some instructions to show the turtle moving. Introduce clear screen command. Type in instructions for drawing a square. Prepare a worksheet with a few simple sequences on it. Ask children to predict what will appear and then let them test their hypotheses. Demonstrate how to draw letters using the screen turtle. Children to draw their initials See Shorter Focused Tasks Prepare a worksheet with a few simple repeat sequences. Children to predict and then test hypotheses. Demonstrate how a group of instructions can be named, such as the procedure for drawing a square. KS2 1c, 2a, 2c Integrated Project Garden Display Creating ‘crystal flowers’. Tell them that they will need to write a number of procedures, such as square, rectangle, triangle, pentagon, and that they will combine the shapes into a larger procedure; the larger procedure will allow them to rotate the shapes 360 degrees and produce a flower. An example procedure might be: repeat 36[square, right 10] which would produce 36 squares with a rotation of 10 degrees in between, producing a flower effect. Work in pairs to create their own flowers and get them to print out their work. They could colour in their flowers. Combine the ‘crystal flowers’ with flowers created in a drawing package to create a garden display for the classroom. Children design their own wrapping paper/card for sale at the a school fair or patterns for class letterhead, transfers for t –shirts, book covers and plates, emblems for specific events etc.Technical Vocabulary import export undo save as scanner clip art digital camera procedure repeat penup pendown clear cut copy paste Produced for Northern Grid for Learning www.northerngrid.org Year 4 Term Three Key Techniques Key understandings Teaching Activities and Focused TasksProgramme of Study ReferencesUnit 4d Collecting and presenting information: questionnaires and pie charts to design simple questionnaires to record numbers, text and choices to use ICT to create pie charts to use ICT to create line graphs to interpret and analyse information in graphsUnit 4d different graphs are used for different purposes pie charts can be used to make comparisons between populations line graphs can be used to show continuously changing informationShow examples of different graphs: bar charts, pie charts and line charts. Remind class about fields and records. Tell class that they are going to create a class database – will be able to use the database to answer questions. Produce a class list of fields and discuss how they could collect the necessary information – using a standard sheet. Remind class about number, text and choice fields. Children design questionnaire to collect data. Help them create a database with suitable fields. Discuss how they are going to check whether the balance between boys and girls in their class is the same as the school as a whole. Enter the number of boys and girls for the class and for the school into a data handling package. Show how pie charts are more effective in this case to make comparisons. link Enter the results from a science experiment, such as length of shadow throughout the day. Discuss effectiveness of different types of graphs. See Lesson Plan KS2 1b, 1c, 2a, 3bUnit 4c Branching databases to search a branching database to create a branching databaseUnit 4c ‘yes/no’ questions can be used to divide a set of objects into sub-sets and that a sequence of ‘yes/no questions can identify an object a tree diagram can be used to organise informationShow a selection of 15 similar objects. Tell them you are thinking of one of the objects and they must work out which one by asking ‘yes/no’ questions, such as ‘Is it made of plastic?’ Show the class how to create a tree diagram of branching questions. Divide the class into groups and give each group a set of eight pictures. Ask them to create a tree diagram that can identify each picture uniquely. Prepare a branching database (on rocks, leaves, etc). Show how to search the database to identify certain items. Give pairs an item and ask them to use the database to identify it. Demonstrate how to create a branching database, using different musical instruments. Discuss similarities and differences. Children to create database that identifies each instrument. KS2 1b, 1c, 4a Integrated Project Class Branching Database Children will produce a class branching database that identifies all or a group of children in the class. First they will have to develop a questionnaire to collect information about the children. They could then input the information into a database. (Some children may need help setting up the database.) Using the information that has been collected, the children will create a branching database that identifies each child uniquely. This could also be linked to a curriculum area eg habitats, with independent research, or they could prepare a branching database for use with a Keystage 1 topic.Technical Vocabulary branch pie chart line graph bar chart questionnaireProduced for Northern Grid for Learning www.northerngrid.org Year 5 Term One Key Techniques Key understandings Teaching Activities and Focused TasksProgramme of Study ReferencesUnit 5f Monitoring environmental conditions and changes to attach a sensor to a device connected to a computer and take readings to use the program set-up features to set variables such as selected sensor and time span of recording Unit 5f sensing devices can be used to monitor changes in environmental conditions a device attached to a computer can take readings of conditions such as light intensity, temperature and sound levels computers can take sample data for a set period of timeDiscuss ways in which measurements of environmental data are taken in a range of everyday situations – weather forecasting, central heating, etc. Discuss difficulties experienced when manually recording data. Identify difficulties when collecting data over very short or long periods and discuss different ways of recording – tables and graphs. Show how to link sensor to the computer. Record various levels of sound, show changes on computer screen. Children to ‘have a go’ without being related to any precise scientific investigation. Set a light sensor to monitor the classroom over 24 hours. Ask children to interpret the resulting graph. Show children how to change variables for timings of the readings.KS2 2b, 2c, 4b, 4cThis unit could be done any time in Year 5 and should be linked to science curriculum investigations. ***Unit 4d Collecting and presenting Information (review) to design simple questionnaires to record numbers, text and choices to create pie charts and line graphs to interpret and analyse information in graphsUnit 4d different graphs are used for different purposes pie charts can be used to make comparisons between populations line graphs can be used to show continuously changing informationReview fields and records (number, text and choice fields) Children to design questionnaires to collect data. Help children to create database that will be relevant to a pie chart Prepare a data file of continuously changing information – such as change of shadow lengths (use line graph to illustrate) KS2 1b, 1c, 2a, 3bUnit 5d Introduction to spreadsheets to enter labels and numbers into a spreadsheet to enter formulae into a spreadsheet to use ‘SUM’ to calculate the total of a set of numbers in a range of cells to change data in a spreadsheet to answer ‘what if …?’ questions and check predictionsUnit 5d computers can calculate costs and are useful when prices change Discuss the idea of working to a budget, ie school trip. Totals need to be recalculated if prices or quantities change. Show how to move around a spreadsheet and how to enter numbers and labels – children to produce a table showing costs of various items. Show children how to enter a formula into a spreadsheet – children to use formulae to add the contents of two cells – explore subtraction, multiplication, and division and predict how cells will change. Introduce the use of ‘=SUM(c1:c2)’ as a shorter way of producing totals – children to use ‘SUM’ to calculate the total cost of a meal. KS2 1b, 2c, 4a Integrated Project Planning a Christmas party Use a spreadsheet to calculate the cost of materials. They will be given a budget and they are to decide what materials to buy so that they don’t go over the budget. They will need to conduct a survey to decide what materials they will need. They will need to find out such things as the most popular food and drink. They will need to draw graphs to show the results and analyse the graphs to decide what food and drink to buy. Create posters or invitations For more able they could be given a broad outline of a final end product( ie party, school trip and audience) but they decide how they get to that end and what software they use and how to present it to that audience. See Lesson PlanTechnical Vocabulary spreadsheet cell sum formula calculate questionnaire pie chart/line graph/ bar chart sensing equipment sensors analogue/digital readings datalogging recording monitoring measuringProduced for Northern Grid for Learning www.northerngrid.org Year 5 Term Two Key Techniques Key understandings Teaching Activities and Focused TasksProgramme of Study ReferencesUnit 5c Evaluating Information to check for accuracy by checking data to check for anomalies using graphical representations to correct inaccurate data Unit 5c information held on databases may contain errors and that this can affect results Discuss databases in everyday life (purposes and uses) and importance of avoiding errors Children to check prepared database for accuracy and amend records Prepare a data file that measures child’s height from birth to age 12 and include error (show how line graph can help highlight errors) KS2 1a, 1b, 1c, 3aUnit 5b Analysing data and asking questions to search a database using =< and => to search a database using ‘AND’ to search a database using ‘OR’ to skim read and sift information to modify a search strategy to use ICT to test an hypothesis Unit 5b searches can be carried out using more than one criterion information found is often unhelpful  Use a prepared database on a topic such as birds Remind children how to carry out simple searches using ‘=’ and sorting on one field. Discuss questions which require other types of searches (need for focused searches). Show how to use ‘=<’ and ‘=>’ in a search. Ask children to work in groups to answer comparative questions. Show how to use ‘AND’ in a search. Show how to use ‘OR’ in a search. Use an American CD-ROM or internet search engine to search for information on a topic such as ‘Birmingham’ – print out some of the material and ask class to skim read it to decide if it is useful. Modify search to ‘Birmingham AND England’ KS2 1a, 1b, 1c Integrated Project Data Investigation Using a prepared database, children will be set a number of tasks. to check for accuracy by checking data and using graphical representations to correct inaccurate data to use searches to locate information to use searches to find evidence to support a hypothesis to use graphs to support their conclusions They will produce a report of their data investigation, annotating their results. Prepare or extend a database linked to a subject eg history, include graphics, text and hyperlinksTechnical Vocabulary accuracy error bias AND OR  Produced for Northern Grid for Learning www.northerngrid.org Year 5 Term Three Key Techniques Key understandings Teaching Activities and Focused TasksProgramme of Study ReferencesUnit 5a Graphical Modelling to move, rotate and re-size graphic elements to use geometric tools to create objects which can be manipulated using an object-based graphics packageUnit 5a images can be created by combining and manipulating objects a graphical model can be used to explore alternatives and identify patterns and relationshipsDiscuss techniques used in paint packages and the limitations – difficult to move specific aspects of a picture. Introduce object-based graphics package to create geometric shapes (‘The Snail’ by Matisse) – shapes can selected, copied, layered, resized, etc See Lesson Plan Introduce straight and curved lines, geometric shapes and curved shapes – create graphic elements to produce plan of bedrooms (for homework – do sketches of bedrooms to work from) KS2 2a, 3a, 3bUnit 5e Controlling devices to control simple devices, such as small motors, light bulbs, buzzers, by giving direct instructions to use simple procedures to control more than one output device to use simple control language to activate multiple devices concurrently to control output devices, by building a sequence of events, to solve a problemUnit 5e devices can be controlled through direct instructions a control box and software can be used to control an output device a control box can control more than one output deviceAsk class to identify devices that operate on instructions and discuss whether they rely on a single instruction or on a sequence. (a barrier in a car park) Introduce a control box (with a light bulb in output socket 1) Show how using control language such as ‘switch on 1’ controls the light. Demonstrate setting up a procedure to flash the light. Demonstrate repeat commands and name the procedure. Children to write own procedures to make the bulb ‘flash’ and sound a buzzer in short bursts. Discuss simple traffic light set-up – discuss the sequence of the lights. Children to write and test own procedure. Children to identify errors or omissions in a set of simple instructions. KS2 1c, 2a, 2b, 4b, 4c Integrated Project Advertising Display Children are going to work in small groups to create their own advertising display with lights, buzzers and a small motor. Each group will get a control box, the output devices and the appropriate leads. They will need to think about what sequence their display will perform. Children should storyboard the sequence and produce, test and compare three different displays. Ask children to programme their sequences and discuss how they might ‘tidy up’ any small procedures. They can use an objects-based graphics package in the planning stage to create a diagram of their advertising display. Link with electricity project to make an interactive display depending on resources.Technical Vocabulary object layer switch on wait switch off repeat procedures  Produced for Northern Grid for Learning www.northerngrid.org Year 6 Term One Key Techniques Key understandings Teaching Activities and Focused TasksProgramme of Study ReferencesUnit 6d Using the internet to search large databases and to interpret information to access an internet site using a favourites list to print a page from the internet to use a search engine to find information to search the internet using ‘and’ to use hyperlinks to trail an idea to type in a URL to locate a web page to save and use pictures and text and import into a document for a presentationUnit 6d it is important to interpret information and to understand it printed information is understood understand the importance of choosing key words to find information information can be skimmed, sifted, selected and checked for bias copyright and acknowledgment of sources is understood As part of literacy hour, discuss finding key points from articles. Using a topic being studied, demonstrate how to choose a site from a favourites list and how to print a page from the internet. Demonstrate a search on the computer using key words – use a search engine to search for Cornwall – write down the number of sites found. Search for Eclipse on its own. Then try Eclipse and Cornwall. Discuss the different results. Give children chance to try their own searches. Discuss the importance of knowing what questions they want to ask. Choose a topic of current media interest. Use prepared printed text and pictures and have children to skim, select and check information for bias. Look for different points of view. Pick an internet site with clear hyperlinks. Demonstrate how to find information using links rather than searches. Demonstrate how to bookmark favourite sites. Ask children to use pre-selected sites using hyperlinks to navigate. Demonstrate how to enter the URLs (addresses) to find a site. Demonstrate how to copy pictures or text. Use Minimise and open a text program. Use the paste command. KS2 1a, 1b, 1c, 3bUnit 6a Multimedia Presentation to design multimedia pages to sample sounds to produce a diagram that shows the links between pages to create buttons to link pagesUnit 6a computer software can include a range of media and gives the user a range of optionsDiscuss the difference between a CD-ROM and books and videos, and show that a CD-ROM includes a range of media and offers the user different options. Show a variety of multimedia page designs. Evaluate them. Demonstrate how to record sounds using a microphone and how to create a button which plays the sounds. In groups, children create a page which includes a menu of sounds. Demonstrate how buttons can create links between pages. Provide a set of A4 sheets showing sample multimedia pages without links. Children produce a flow chart showing the links between pages. KS2 1a, 2a, 3b Integrated Project Multimedia Presentation In small groups create a presentation related to history topic to present to rest of class Use the Internet to research their topics and to find relevant images The children need to decide how many pages they will make and how they will be linked together. They create a flow chart on paper first. Children can use pictures from clipart, the Internet or a painting package. They can also record their own sounds using a microphone. Multimedia presentation can also be done as web pages and published on the web. In groups the children can make revision powerpoint presentations for each science area that can be used for revision in lessons. These could also be published on the school website. See lesson planTechnical Vocabulary audience internet index bookmark URL search enginebias string hyperlink interactive hotspot/ hyperlink hypertext font size frameProduced for Northern Grid for Learning www.northerngrid.org Year 6 Term Two Key Techniques Key understandings Teaching Activities and Focused TasksProgramme of Study ReferencesUnit 5d Introduction to spreadsheets (review) to enter labels and numbers into a spreadsheet to enter formulae into a spreadsheet to use ‘SUM’ to calculate the total of a set of numbers in a range of cells to change data in a spreadsheet to answer ‘what if …?’ questions and check predictionsUnit 5d computers can calculate costs and are useful when prices change Review the idea of working to a budget, ie school trip. Totals need to be recalculated if prices or quantities change. Review how to move around a spreadsheet and how to enter numbers and labels – children to produce a table showing costs of various items Review how to enter a formula into a spreadsheet – children to use formulae to add the contents of two cells – explore subtraction, multiplication, and division and predict how cells will change Review the use of ‘=SUM(c1:c2)’ as a shorter way of producing totals  KS2 1b, 2c, 4aUnit 6b Spreadsheet Modelling to identify formulae and enter them into a spreadsheet to copy cells to use a spreadsheet to draw a graph to change data and formulae in a spreadsheet to answer ‘what if…?’ questions and check predictionsUnit 6b mathematical models can be explored using a spreadsheetDiscuss how you can use a spreadsheet to explore a mathematical problem. Ask children to identify the formulae they would need to calculate: the area of a rectangle and the perimeter of a rectangle. Children set up a spreadsheet to work out the area and perimeter of a rectangle. The length and width of the rectangle should appear so that the values can be changed. Show how to copy formulae from one cell to another. Children to create a set of multiplication tables. Show how to create graphs using the spreadsheet. Children to investigate graphs such as y = x2, y = 2x, y = x + 3 KS2 1b, 2c Integrated Project Pocket Money Investigation Children will use spreadsheet software to investigate different options for pocket money. Part 1 Your parents have decided to change your pocket money for 12 weeks. You can choose between two options. With the first option to you get 1p for the first week, but each following week the amount will double. For example, this week you would get 1p, next week 2p, the following week 4p and so on. The second option is to take 50p for the first week and add 50p each week after, so that this week you get 50p, next week £1.00 and so on. Which option will give you the most money at the end of the 12 weeks? Part 2 What if you started with 2p in the first option and got £1.00 each week instead of 50p in the second option? School council’s budget could be monitored and spreadsheet used to plan and discuss expenditure, fundraising etc. Links with any topic to extend more able children’s skills with a purpose. See Lesson PlanTechnical Vocabulary Spreadsheet Cell Formula Sum Calculate Data  model Produced for Northern Grid for Learning www.northerngrid.org Year 6 Term Three Key Techniques Key understandings Teaching Activities and Focused TasksProgramme of Study ReferencesUnit 5e Controlling devices (review) to control simple devices, such as small motors, light bulbs, buzzers, by giving direct instructions to use simple procedures to control more than one output device to use simple control language to activate multiple devices concurrently to control output devices, by building a sequence of events, to solve a problemUnit 5e devices can be controlled through direct instructions a control box and software can be used to control an output device a control box can control more than one output deviceReview devices that operate on instructions and discuss whether they rely on a single instruction or on a sequence. (a barrier in a car park) Review control boxes (with a light bulb in output socket 1) Show how using control language such as ‘switch on 1’ controls the light. Review how to write a sequence of instructions KS2 1c, 2a, 2b, 4b, 4cUnit 6c Control and Monitoring to use ‘if…then…’ and ‘repeat forever’ to use a light sensor to use and program two input sockets Unit 6c computers can monitor physical factors a switch can cause an event to occur a light sensor can monitor light and dark and trigger an event more than one input device can be usedDiscuss how cause and effect devices work, eg central heating, security lights, etc. The environment is monitored, eg when it gets cold the heating comes on. Discuss difference between a timed event and an event that occurs as a result of measuring physical change. (Children to identify three systems that use monitoring to control events – write a simple description of how each system works) Look at simple procedure to make a lightbulb come on. Explain that the computer is going to have an input device added to it – a simple switch. The children need to understand the concept of an endless loop – repeat forever – because the computer has to check continually if the switch has been pressed. Introduce a light meter to monitor light and darkness. Creating lighthouse effect where the lightbulb will flash every second when it is dark. Introduce pressure pads and other input devices. KS2 2a, 2b, 4a, 4b Integrated Project  Burglar Alarm Make a house security system with a floodlight and house lights that come on after dark and go off in the morning, a window alarm based on a magnetic switch, a door alarm based on a pressure pad and a burglar alarm with a loud buzzer and flashing lights. 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