ICT teaching and learning framework updates by john mc lear
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ICT teaching and learning framework updates by john mc lear

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An updated ICT teaching and learning framework.

An updated ICT teaching and learning framework.

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ICT teaching and learning framework updates by john mc lear ICT teaching and learning framework updates by john mc lear Presentation Transcript

  • ICT Teaching and Learning Framework 2011<br />Sonning Common Primary School – Version 2<br />Authors<br />Created by Matt Lovegrove with contributions from Steve Greenfield, David Sheppard. John McLear and Claire Waite.<br />License<br />This document was created by the authors above and carries the following Creative Commons license: Attribution-NonCommercial-ShareAlike 3.0 Unported (CC BY-NC-SA 3.0).<br />You are free:<br />
    • to Share — to copy, distribute and transmit the work
    • to Remix — to adapt the work
    Under the following conditions:<br />
    • Attribution — you must attribute the work in the manner specified by the authors (see below) but not in any way that suggests that they endorse you or your use of the work
    • Noncommercial — you may not use this work for commercial purposes
    • Share Alike — if you alter, transform, or build upon this work, you may distribute the resulting work only under the same or similar license to this one
    Attribution:<br />
    • The authors above must be credited as the original writers of this document
    Contents<br />About this Framework – Page 4<br />Year One Framework – Page 5<br />Year Two Framework – Page 12<br />Year Three Framework – Page 19<br />Year Four Framework – Page 27<br />Year Five Framework – Page 34<br />Year Six Framework – Page 42<br />E-safety rules – Page 51<br />Key features of the Framework<br />
    • Creativity – developing imagination; creating something original
    • Collaboration – working and learning with others; sharing ideas and outcomes
    • Application of ICT – applying learning and skills within open-ended tasks
    • E-safety – using technology in a safe way; understanding the dangers of the internet and of digital communication
    • Self and peer-assessment – what I can do well, what I have learned, what I want to learn next, how I can improve my work
    Approach to learning<br />The Framework has been designed to promote the teaching of ICT through mainly cross-curricular activities. Where possible, ICT skills should be taught in the context of a topic or another subject. At times, however, discrete ICT teaching is needed.<br />Areas of learning<br />The Framework uses the following six areas of learning:<br />
    • Graphics – using ICT and visual effects to create pictures, animations and designs, refining work, discussing digital images
    • Word Processing / Desktop Publishing – communicating ideas using ICT, formatting and presenting work, combining text, sounds and images, using email
    • Music and Sound – using ICT to create and edit musical phrases, recording and organising sounds, locating sounds
    • Modelling – using the mouse and the keyboard to make things happen, simulations; cause and effect, spreadsheets and graphs
    • Finding Things Out – using ICT to search for and find information from different sources, pictograms, charts, databases
    • Control and Measurement – giving and recording instructions to computers, programming, creating procedures, sensors; data logging
    Year One<br />GraphicsChild friendly objectiveWhat to useCross-curricular suggestionsNotesI know which program to use to make pictures using a computerTux PaintPrimary PaintSeaside – make a seaside scene.Light festivals – create a colourful picture of glowing lights.Houses and homes – draw a picture of the three little pigs.Allow the children to be creative and to find things out and share ideas within their pairs.Allow the children to design a picture based on anything that’s important to them – this gives them creative control.As an end of unit task, allow the children to create their own picture from scratch using the skills they’ve learned – doing this will enable them to fully apply their learning.I can use the mouse to change the brush colourI can use different brushesI can use the rubberI can use the undo button if I make a mistake or want to change somethingI can make my own picturesI can talk about using a computer to make pictures I can tell my partner two things I like about their picture and one thing they could do to improve itI can talk about the differences between using a paint editor on the computer and painting using real paint<br />Word Processing / Desktop PublishingChild friendly objectiveWhat to useCross-curricular suggestionsNotesI know that I can use a computer to share my ideas and writing2Create A Story2Create A Story is a simple story editor that includes pages and an area for pictures. Simple animations can then be chosen for the pictures.Fairy tales – type a sentence or two of a story they’ve heard read and draw a picture to go with it.Houses and homes – type the story of the three little pigs and add a picture.Seaside – write a short seaside story and add a picture.Typing a story in this way could be a good activity to do at the end of a literacy unit.You could ask partner 1 to type the story and partner 2 to draw the pictures – this would enable the children to make a collaborative story book.You may want to link this activity to a typing skills session.I know which program to use to write a story using a computerI can use two fingers when typingI can use the space barI can use the backspace keyI can use the shift key to put in a capital letterI can use the return key to start a new lineI can change the colour of the text I can change the size of the textI can save my work by clicking on the save buttonI can talk about how I use a computer to type and what I’m good atI can talk about how people use computers to share their ideas and writing in our world<br />Music and SoundChild friendly objectiveWhat to useCross-curricular suggestionsNotesI know which programs to use to play and create musicMusic ToolkitPrimary Games arena music games http://primarygamesarena.com/musicLight and sound – use the software to explore the different sounds that instruments make.Create music for a story they’ve read (i.e. create music for the exciting part in Handa’s Surprise.)The children could apply their learning with an end of unit task, i.e. make some music to go with the story we’re currently reading. This would give you a good chance to assess their skills and learning.Could partner 1 create half of the music and partner 2 create the other half?I can explore the different sounds instruments make by clicking on them I can make my own music by putting sounds in the order I’d like them to playI can press the play button to listen to my musicI can talk about how I made musicI can listen to someone else’s music and say what I like about itI can talk about the differences between making music on a computer and making music using real instruments<br />ModellingChild friendly objectiveWhat to useCross-curricular suggestionsNotesI can use the mouse to choose somethinghttp://www.poissonrouge.com/Poisson Rouge is an interactive website for children. It’s great fun to explore and contains many cross-curricular learning opportunities. You may want to put a link to Poisson Rouge on the school website so that the children can use it at home and for quick access in the suite.Primary Games Arena – Interactive games for children.http://primarygamesarena.comForces - Poisson Rouge is full of things that can be pushed and pulled.Light and sound – Poisson Rouge contains lots of light and sound related activities.There are different areas within Poisson Rouge that allow the children to be creative – painting area, music area etc.Let the children explore the website in their own time and share what they’ve found with their peers.This would be a good start of year activity as it would develop the children’s mouse skills.I understand that computers can do things that couldn’t happen in the real wordI can use the mouse to drag things to a different placeI can talk about how I use a mouseI can show someone else what I’ve found and how it works<br />Finding Things OutChild friendly objectiveWhat to useCross-curricular suggestionsNotesI know how to make a pictogram using information/data I’ve collectedThere is currently no pictogram software but you may like to use http://goo.gl/JyE9Q which is a free ‘how I get to school’ online pictogram maker.Infant Encyclopediahttp://www.parkfieldict.co.uk/infant/This website provides information related to many of the Year 1 topics such as the Victorians and homes. It also lets children listen to information, so non-readers can access it too.Maths – create a pictogram based on collected data.Topic – find information about the topic currently being studied.Start talking about e-safety at this point and what the children should do if they get lost on the internet.Talk about the internet in general; about how anyone can make a website and put anything they want in it.I can use a computer to find informationI know that I can get information from lots of different placesI can talk about how I use a computer to find informationI can share information I found with a partner<br />Control and MeasurementChild friendly objectiveWhat to useCross-curricular suggestionsNotesI understand that a computer can be programmed to do different things2Control NXTLighthouse modelsYou may want to use the traffic light simulation within the software also.Lighthouse Keeper stories – create a sequence for a lighthouse.See if the children can work out how the software and lights work by themselves.Ask the children to apply their learning by making a lighthouse that flashes.Challenge: make a sequence where the light only flashes once for a very short period of time.The children could review their sequences in pairs.I can talk about things that need a computer to work in school and outside of schoolI can create a simple sequence using ‘on’, ‘off’ and ‘wait’I can change the speed of my sequenceI can talk about my sequence, explaining why it does what it does and how I made it<br />Other suggestions for using ICT across the curriculumSubject/areaToolAllUse the Easi-mics to record the children reading their stories, performing poems and plays etc. The recordings could be used as an assessment tool and put on the website for parents to hear.Use the DSis to take photos and record sounds (maybe interviews) on trips or of learning activities. The children can then use these photos and sounds to help them recount the trip/activity.Use the video recorder to make movies and to record performances/talks.MathsShow the children how to make maths learning games using 2DIY. Perhaps ask them to make games for another year group.2d shapes: http://www.mathcats.com/explore/polygonplayground.html2d and 3d shapes: http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks2/maths/3d/index.htmVarious activities: http://www.topicbox.net/mathematics/Various activities: http://www.woodlands-junior.kent.sch.uk/maths/Example learning games http://primarygamesarena.comScienceInteractive resources: http://www.bbc.co.uk/schools/scienceclips/ages/5_6/science_5_6.shtmlGeographyUse Google Maps and Google Earth to look at images and maps of the worldRE - ChristianityStories relating to Christianity: http://www.topmarks.co.uk/religious/default.aspx<br />Year Two<br />GraphicsChild friendly objectiveWhat to useCross-curricular suggestionsNotesI can choose the right paint tool for what I need to doTux PaintPrimary PaintPirates – design a pirate flag.Castles – there is a castle template built into Tux Paint – the children can paint on top of this template.Allow the children to design a picture based on anything that’s important to them – this gives them creative control.As an end of unit task, allow the children to create their own picture from scratch using the skills they’ve learned – doing this will enable them to fully apply their learning.Could the children work in pairs to design half a picture each?I can choose the right brush size for what I want to doI can use the rubber tool to make correctionsI can use the undo button if I make a mistake or want to change somethingI can use the line tool to draw linesI can use the shape tool to draw filled or hollow shapesI can save and open my work I can talk to my partner about which tools I’ve learned to useI can tell my partner two things I like about their picture and one thing they could do to improve itI can explain what tools I used to make my pictureI can talk about the differences between using a paint editor on the computer and painting using real paint<br />Word Processing / Desktop PublishingChild friendly objectiveWhat to useCross-curricular suggestionsNotesI know how to type a capital letterPrimary Pad2Create A Story2Create A Story is a simple story editor that allows children to add pages and draw pictures to go with their story. Simple animations can then be chosen for the pictures.Literacy – type a story written during literacy and add a picture.Science – write about a concept, such as forces, and add a picture.Typing a story in this way could be a good activity to do at the end of a literacy unit.Focus on basic typing skills.You could ask partner 1 to type the story and partner 2 to draw the pictures – this would enable the children to make a collaborative story.Could the children apply their learning through other subjects by writing and drawing about how, for instance, forces work?I know how to type a question markI know how to add full stops (and commas for children who wish to use them)I can use the arrow keys to move between letters and words to edit them if neededI can edit the text to make it bigger and change its colourI can add pages to my storyI can save my workI can open my saved workI can talk about what I’ve learned and what I want to learn about nextI can talk about how word processors are used by people in our world<br />Music and SoundChild friendly objectiveWhat to useCross-curricular suggestionsNotesI can listen to music on a CD and talk about the instruments that I can hear playingMusic ToolkitPirates – create music for a pirate song.Science – create music to represent a habitat.Good opportunities for creativity.The children could apply their learning by making, for instance, the tune to a pirate song.Could the children, in their pairs, make half a sequence each to see what they can make collaboratively?I can make simple musical sequencesI can listen to my musical sequences and make changes to improve themI can listen to someone else’s sequence and think of ways they could improve itI can save my workI can open my workI can talk about how I made my musical sequences and what I’ve learnedI can talk about the differences between making music on a computer and making music using real instruments<br />ModellingChild friendly objectiveWhat to useCross-curricular suggestionsNotesI can use the mouse to drag things into a different position2Do It Yourself (2DIY)Literacy – make a game based on a current story (i.e. Red Riding Hood has to eat the biscuits before being caught by the wolf.)This would be a good activity to do towards the end of the year as it involves the children applying a variety of their learned skills - graphic editing, music, control and word processing.Lots of opportunities for creativity - the children can choose what kind of game they want to make and create everything for their game.The children could make the game in pairs, sharing ideas and skills. They could then share and review their game with another pair.I can think of a plot for my gameI can use the correct tools to make characters for my gameI can animate my charactersI can add sounds to my gameI can make my character move using the arrow keysI can play my gameI can edit my game to improve itI can talk about how I made and how I played the game and about what I’ve learnedI can review and play someone else’s game and say what I liked about itI can talk about what I want to learn next<br />Finding Things OutChild friendly objectiveWhat to useCross-curricular suggestionsNotesI can explain what the internet isPrimaryschoolict.com – a safe and child friendly safe engine.Kidrex.org – a child friendly search engineInfant Encyclopediahttp://www.parkfieldict.co.uk/infant/This website provides information related to many of the Year 2 topics such as castles and animals.We currently have no branching database software but you may want to use these online ones: http://goo.gl/UR028http://goo.gl/OQKnVhttp://goo.gl/gI91ATopic – find information related to a current topic (i.e. search for information about a castle being studied.)Science – search for facts about mini-beasts.Refer to e-safety rules (at the bottom of this document) whilst using the internet. The children should start to learn not to trust everything they read on the internet.Talk about what the children should do if they get lost on the internet and what they should do if they see something that worries them.The children could learn about using branching databases in pairs – for instance, one child could think of an animal and the other could ask the yes/no questions in the database until they find out what the animal is.Try to apply this learning within a curriculum area. For instance, the children could use a branching database to identify mini-beasts they find.I know how to keep myself safe on the internet I can search the internet using kidrex.orgI can follow internet linksI know that there are lots of different ways of finding information and lots of different questions that can be askedI know that some questions only have yes or no answersI know what a branching database is I can use a branching database to ask and answer questionsI can explain how a branching database works and talk about my learning<br />Control and MeasurementChild friendly objectiveWhat to useCross-curricular suggestionsNotesI can control a robot around a route by giving it instructions2Control NXT softwareUse the software to allow the children to get used to controlling a robot around a track/various objects on-screen.Then use the actual robots by plugging them into the laptops.Maths – ½ and ¼ turns, position, direction and movement, use the robots to make shapes (square, rectangle, octagon), repeating patterns.PE – movement and turns.One child could make an on-screen track using the bricks and another child could direct the robot around the track without it bumping into anything.Allow the children to play with the on-screen robot to see what shapes they can draw with it – could be an investigation.The children could use the robots to experiment with drawing on-screen patterns. How many different patterns can they make? This would be a good application of skills activity.I can ask the robot to make ½ and ¼ turnsI can give the robot a sequence of simple instructions to followI can record my sequence for someone else to useI can predict the results of someone else’s sequenceI can control my robot so that it draws a patternI can talk about what I learned and what I want to learn next<br />Other suggestions for using ICT across the curriculumSubject/areaToolAllUse the Easi-mics to record the children reading their stories, performing poems and plays etc. The recordings could be used as an assessment tool and put on the website for parents to hear.Use the DSis to take photos and record sounds (maybe interviews) on trips or of learning activities. The children can then use these photos and sounds to help them recount the trip/activity.Use the video recorder to make movies and to record performances/talks.All/brainstorminghttp://PrimaryWall.com - – create a big post-it note style wall that all children can access and post notes on. Very good for brainstorming and completing a ‘what I know, what I want to know’ chart at the start of a topic.http://www.linoit.com – create a big post-it note style wall that all children can access and post notes on. Very good for brainstorming and completing a ‘what I know, what I want to know’ chart at the start of a topic.LiteracyComic creator: http://superherosquad.marvel.com/create_your_own_comicMathsShow the children how to make maths learning games using 2DIY. Perhaps ask them to make games for another year group.2d shapes: http://www.mathcats.com/explore/polygonplayground.html2d and 3d shapes: http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks2/maths/3d/index.htmVarious activities: http://www.topicbox.net/mathematics/Interactive games: http://primarygamesarena.com/mathsVarious activities: http://www.woodlands-junior.kent.sch.uk/maths/ScienceInteractive resources: http://www.bbc.co.uk/schools/scienceclips/ages/6_7/science_6_7.shtmlRE - ChristianityStories relating to Christianity: http://www.topmarks.co.uk/religious/default.aspx<br />Year Three<br />GraphicsChild friendly objectiveWhat to useCross-curricular suggestionsNotesI can talk about how people in our world use graphics and animation softwareTux PaintPrimary PaintYou may want to start using sumopaint.com also – this is an online paint editor with a variety of effects that can be applied.PivotPivot is a simple animation program that works by making small movements to and taking pictures of a model. The pictures taken are then played back quickly to make an animation.Habitats – paint a picture of a habitat and add animals.Rainforest – paint a picture of a rainforest scene.Maths – symmetry and reflection – these concepts can be demonstrated using Tux Paint – this may help some children understand them.Continued…Egyptians – create an animation showing an Egyptian dance.Sumopaint.com has a large number of built in brushes that create different paint effects – the children could explore these and choose the ones they want to use for a particular purpose.Allow the children time to explore and find things out for themselves.Could one child start a picture and the other finish it off?Allow the children to apply their learning by starting from scratch and creating an image based on a certain topic or for a particular purpose (i.e. to promote a cake sale).Could the children create an animation relevant to their topic, i.e. a rainforest invasion?Could they peer assess and improve each other’s animations?Children can collaborate in real time on PrimaryPaintI can explore the different effects and choose the ones I want to use in my picturesI can zoom in to add more detail to my picturesI can use the symmetry tool to make a symmetrical pictureI can use the reflection tool to make a pictureI can add light and shade to pictures by using lighter and darker coloursI can create an animation by making small movements to a model, taking snapshots, and playing the snapshots back quicklyI can save and open my workI can edit my work to make changes and improvementsI can say what I like about someone else’s workI can talk about the differences between using a paint editor on the computer and painting using real paint<br />Word Processing / Desktop PublishingChild friendly objectiveWhat to useCross-curricular suggestionsNotesI can talk about how I use a word processorWordYou may also want to use Publisher if you’d like the children to create a poster.Primary PadPrimary EmailSCPS CloudOnce upon a time – word process a written story.Poetry – make a poster for a poem with text, images, relevant colours etc.Topic – email questions to children at another school for them to research and answer. I can help you find a link school if needed.Could the children apply their learning by typing a story for a child in Year 2 to read? Could they work together to create a collaborative document?Introduce email safety here. Refer to the e-safety rules (at the end of this document) whilst teaching email.Children cannot send or receive emails to or from anyone outside of school using their cloud email addresses. Tell them that most email addresses don’t work like this and that they need to be careful in the future about reading emails from strangers.Teach the children how to use the report button on the cloud to report inappropriate emails.I can change the fontI can change the colour and size of the textI can copy and paste to reorder my writing if neededI can add pictures to my documentI can use the spell checker and change spellings that are wrongI can talk about what email is and how it worksI know how to read my emailsI know that emails are sent to email addressesI can send an email to an addressI can use the address book to send an emailI can talk about how I should use my email address properly and about how to keep myself safe whilst using emailI can talk about what I’ve learned and what I want to learn next<br />Music and SoundChild friendly objectiveWhat to useCross-curricular suggestionsNotesI can use ICT to record and play soundsEasi-micsMusic ToolkitRainforest – record instruments that make rainforest sounds. Create rainforest music.Egyptians – create music for an Egyptian dance.Once upon a time – create music to go with a written story. Good opportunities for creative work. Allow the children to find things out for themselves.Could the children apply their learning by creating music to go with a story they’re reading or to do with a topic (i.e. music for the Pharaoh?)Could the children work together to create two pieces of music that complement each other? Could the children work in pairs to create a piece of music whilst only using two instruments each?I can create and edit my own musical phrasesI can talk about how I made musicI can talk about what I like about someone else’s music and how they could improve it<br />ModellingChild friendly objectiveWhat to useCross-curricular suggestionsNotesI know that computers can do things that can’t happen in real lifeDuck BuilderThis is new to our school. It involves designing a duck perfect for flying.There are some online simulations that you may wish to use such as: http://goo.gl/ATbm6 - screenshot below.Habitats – use Duck Builder to design a duck.The children should become aware of the consequences of decisions (cause and effect) whilst using simulations.Could the children decide in pairs which changes to make to a simulation and predict the outcomes?Ideally the children should use a simulation related to their current topic (i.e. a roller coaster simulation when studying forces.)I can changes the options within a computer simulationI can predict how a computer simulation will reactI can test the changes I’ve madeI can enter data into a computer simulationI can talk about what I’ve learned and what I want to learn next<br />Finding Things OutChild friendly objectiveWhat to useCross-curricular suggestionsNotesI can carry out a simple internet search using key wordsPrimaryschoolict.com – a safe and child friendly safe engine.Kidrex.org – child friendly search engineExcelTopic – find information related to a current topic, i.e. facts about the Tudors.Habitats – search for habitat images.Maths – data entry in spreadsheets. The children could use data they collected in maths to create a simple spreadsheet and graph.Rainforests – could the children find data to do with rainforests and then create a graph based on this?Teach the children how to keep safe whilst searching. You may want to talk to the children about how some people use the internet in not such good ways and about not downloading anything until they’ve spoken to an adult.Refer to e-safety rules (at the bottom of this document.)The children should be given chances to apply their learning by being asked to search for something related to what they’re studying. For instance, they could be asked to find three facts on the internet about Egyptian burials.I can suggest key words to help me find what I’m looking forI can follow website linksI can share good websites I’ve found with someone else and tell them how I found themI can talk about why I shouldn’t trust everything I read and see on the internet I know how to keep myself safe on the internet and what I should do if I see something that worries meI can talk about what I’ve learned about the internet and what I want to learn nextI can use ICT to make a simple graph by entering data into a spreadsheetI can change the type and style of my graphI can print my graph<br />Control and MeasurementChild friendly objectiveWhat to useCross-curricular suggestionsNotesI can write a set of instructions to make a robot draw a shape or a picture2Control NXTComplete on-screen first and then use the robots.Maths – 2d shapes, angles, position, direction and movement, coordinates (you could use the on-screen grid as a coordinates grid.)Ideally the children should be working in pairs with a robot – one child programming it and the other observing and ensuring that it doesn’t bump into anything.Could the children apply their learning by creating a course for a robot to move around and then programming it to do so? This could involve ramps, obstacles etc.Could the children program the robots to make them draw patterns? How many patterns can they make?I can change the angle of the turns that the robot makesI can use the repeat option to ask the robot to do something a certain number of times and to save me timeI can edit my instructions to make improvements to themI can record my instructions in different waysI can predict the results of someone else’s instructionsI can talk about what I’ve learned and what I want to learn next<br />Other suggestions for using ICT across the curriculumSubject/areaToolAllUse the Easi-mics to record the children reading their stories, performing poems and plays etc. The recordings could be used as an assessment tool and put on the website for parents to hear.Use the DSis to take photos and record sounds (maybe interviews) on trips or of learning activities. The children can then use these photos and sounds to help them recount the trip/activity.Use the video recorder to make movies and to record performances/talks.All/brainstorminghttp://PrimaryWall.com - – create a big post-it note style wall that all children can access and post notes on. Very good for brainstorming and completing a ‘what I know, what I want to know’ chart at the start of a topic.http://www.linoit.com – create a big post-it note style wall that all children can access and post notes on. Very good for brainstorming and completing a ‘what I know, what I want to know’ chart at the start of a topic.LiteracyComic creator: http://superherosquad.marvel.com/create_your_own_comicMathsShow the children how to make maths learning games using 2DIY. Perhaps ask them to make games for another year group.2d shapes: http://www.mathcats.com/explore/polygonplayground.html2d and 3d shapes: http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks2/maths/3d/index.htmVarious activities: http://www.topicbox.net/mathematics/Various activities: http://www.woodlands-junior.kent.sch.uk/maths/ScienceInteractive resources: http://www.bbc.co.uk/schools/scienceclips/ages/7_8/science_7_8.shtmlhttp://bodybrowser.googlelabs.com/ - an interactive body viewer including the skeleton, organs and skin. You have to use this with the Google Chrome browser (it will not work with Internet Explorer or Firefox.)RE - ChristianityStories relating to Christianity: http://www.topmarks.co.uk/religious/default.aspx<br />Year Four<br />GraphicsChild friendly objectiveWhat to useCross-curricular suggestionsNotesI can talk about how people use graphics software in our worldPrimary PaintSumopaint.comSumopaint is a free online paint editor. The benefit of this is that children can continue using it at home.Robots – create a picture of a robot using metallic colours.Mighty Mountains – create a mountain scene.Romans – create a mosaic (use Tux Paint to do this.)Layers can be a tricky concept but are useful in many ways. I can help you understand how they work if you’re not familiar with them.Good opportunities for creativity and for allowing the children to find out things for themselves. Allow the children to experiment and to choose which brushes they wish to use to create a particular effect.The children could apply their learning by creating an image scene related to the topic they’re studying from scratch. Could they make a poster for their classroom?Could the children work in pairs to create half a picture each? Could they save their image and email it to a pen friend in another school. Could they review a pen friend’s picture that’s been emailed to them?PrimaryPaint can be used to draw collaboratively in real-time.I can choose the right paint tool for what I need to doI can choose a brush for a particular purpose and explain why I chose that brushI can choose effects to add to my pictures and explain why I chose themI know how to add a layer to my picture I can switch between layers and edit them as neededI can save my picture to my computerI can save draft copies as I’m completing my workI can open my picture to carry on editing itI can say what I like about my picture and how I could improve itI can talk about the differences between using a paint editor on the computer and painting using real paint<br />Word Processing / Desktop PublishingChild friendly objectiveWhat to useCross-curricular suggestionsNotesI can change the orientation of my document (landscape/portrait)WordPrimary PadPrimary EmailSCPS Cloud – you could use the document editor so that the children can save their work online to continue at home.Literacy – type a literacy story and send it to a friend / someone in another school for them to review.Healthy me – write a factual document about keeping healthy. Email it to a friend.Could the children use information they found from the internet in their document somehow?At this stage the children should develop an increasing awareness of audience.Refer to e-safety guidelines (at the end of this document) whilst teaching email.Children cannot send or receive emails to or from anyone outside of school using their cloud email address. Tell them that most email addresses don’t work like this and that they need to be careful in the future about reading emails from strangers.We could allow them to send emails to pen-friends at another school if you wanted (this would give them an opportunity to apply their learning). We could change the cloud settings to allow them send emails to and read emails from another school. Teach the children how to use the report button on the cloud.PrimaryPad can be used to encourage peer assessmentI can insert question, exclamation and speech marks into my documentI can delete and replace textI can copy and paste to reorder my writing if neededI can find images from the internet to copy and paste into my documentI can write where I found the images I use in my document to make sure people know that I’m using someone else’s workI can use the spellchecker to correct spelling errorsI can save draft copies as I’m completing my workI can open my saved workI can attach my document to an email to send to someoneI can open an attachmentI know that I am responsible for the emails that I sendI know that I shouldn’t trust emails from strangersI can talk about what I’ve learned<br />Music and SoundChild friendly objectiveWhat to useCross-curricular suggestionsNotesI can edit musical phrases by adding or deleting sections or notesMusic ToolkitRobots – create robot music or music to go with a robot dance.Topic – create music that goes with an image from a topic, i.e. a picture of a mountain.Romans – create war music.The children could apply their learning by making music to go with their current topic or a story they’re reading. Could they create music to go with a PE dance?Good creative and exploratory opportunities.Could the children create a piece of music to go with their current mood?Could the children work in pairs and create half a piece of music each?I can choose sounds and notes for my phrases for a particular purposeI can make improvements to music and talk about why I made the changesI can talk about how effective my music isI can listen to someone else’s music and say what I like about it and how it could be improved<br />ModellingChild friendly objectiveWhat to useCross-curricular suggestionsNotesI can talk about how people use spreadsheets in the real worldExcelPrimary EmailSCPS Cloud has an excellent spreadsheet built into it. You may decide to use this rather that Excel as children can then continue working at home.http://goo.gl/oJJkt - Simple pie chart makerMaths – use data collected in maths to create graphs and charts.Topic – use topic data (i.e. names and heights of the ten tallest mountains in the world) to create a graph.Healthy me – create a graph based on pulse rates before and after exercise.Could the children apply their learning by creating graphs and charts to answer questions after collecting data in science or maths?Could the children work in pairs to double check the entry of the data?Could the children email their graphs and charts to a pen-friend to compare data with another school?I can enter data into a spreadsheetI can create a graph using the data in my spreadsheetI can create a pie chart using the data in my spreadsheetI know that pie charts can be used to compare thingsI can change the colour and style of my graph and pie chartI can change the data in my spreadsheet and predict how it will affect my graph or pie chartI can save, open and print my work I can talk about what I’ve learned and what I want to learn next<br />Finding Things OutChild friendly objectiveWhat to useCross-curricular suggestionsNotesI can explain what a branching database is and how it worksWe currently have no branching database software.Primaryschoolict.com – a safe and child friendly safe engine.Kidrex.org – child friendly search engineTopic – search for information, images, sounds, videos, maps etc. about a current topic.Romans – find two Roman websites and compare them.Could the children work in pairs to create and check a branching database?The children should be using a branching database relevant to their current topic.Could the children apply their learning by making a database relevant to their topic (i.e. about mountains around the world)? One child could make the database and another child could check it for accuracy.Teach e-safety here – what the children should do if they come across an inappropriate website.The children should be given chances to apply their learning by being asked to search for something related to what they’re studying. For instance, they could be asked to find three facts about robots.I can search a branching database I can make my own simple branching database using information that I’ve gotI can explain how a search engine worksI can search the internet for information by using key wordsI can compare two websites, thinking about which one is the most useful to meI know that not all websites are safe and that I shouldn’t click on links if I don’t know where they’re taking meI can talk about why I shouldn’t trust everything I read and see on the internetI know that I shouldn’t use the internet to talk to strangersI can talk about the differences and similarities between finding information on the internet and finding information in different ways, such as looking through books I can talk about what I’ve learned and what I want to learn next<br />Control and MeasurementChild friendly objectiveWhat to useCross-curricular suggestionsNotesI know and understand the following commands: fd, bk, lt, rt, pu, pdMSW LogoMaths – position, direction and movement, degrees and angles, shape.Robots – simple programming to make something happen.I can show you how to use MSW Logo – the children really enjoy using it.Allow the children to experiment to find out what shapes and patterns they can make. The children can apply their learning by being asked to program the triangle to different shapes and outlines.fd: forwardsbk: backwardslt: leftrt: rightpu: pen up (draw)pd: pen down (don’t draw)repeat: repeat a certain number of timesto: creates a commandi.e.fd 50 bk 10 = the triangle moves 50 steps forwards and then 10 steps backwards.repeat 4 [fd 10 lt 90] = the commands in the brackets are repeated 4 times - a square is drawn.Ask the children to share and review each other’s work.I know how to make the triangle move a certain number of steps forwards and backwardsI know how to make the triangle turn left and right by a certain number of degreesI can use the [repeat] command to tell the triangle to do something a certain number of timesI can use the to command to save my set of instructions as a commandI can write a set of instructions to make the triangle draw a simple shape or an outline of somethingI can predict the outcome of someone else’s instructionsI can talk about what I’ve learned and what I find hardI can talk about what I want to learn next<br />Other suggestions for using ICT across the curriculumSubject/areaToolAllUse the Easi-mics to record the children reading their stories, performing poems and plays etc. The recordings could be used as an assessment tool and put on the website for parents to hear.Use the DSis to take photos and record sounds (maybe interviews) on trips or of learning activities. The children can then use these photos and sounds to help them recount the trip/activity.Use the video recorder to make movies and to record performances/talks.All/brainstorminghttp://PrimaryWall.com - – create a big post-it note style wall that all children can access and post notes on. Very good for brainstorming and completing a ‘what I know, what I want to know’ chart at the start of a topic.http://www.linoit.com – create a big post-it note style wall that all children can access and post notes on. Very good for brainstorming and completing a ‘what I know, what I want to know’ chart at the start of a topic.https://bubbl.us/ - an excellent online brainstorming service – easy to use.LiteracyComic creator: http://superherosquad.marvel.com/create_your_own_comicMathsShow the children how to make maths learning games using 2DIY. Perhaps ask them to make games for another year group.2d shapes: http://www.mathcats.com/explore/polygonplayground.html2d and 3d shapes: http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks2/maths/3d/index.htmVarious activities: http://www.topicbox.net/mathematics/Various activities: http://www.woodlands-junior.kent.sch.uk/maths/Interactive games: http://primarygamesarena.com/mathsScienceInteractive resources: http://www.bbc.co.uk/schools/scienceclips/ages/8_9/science_8_9.shtmlhttp://bodybrowser.googlelabs.com/ - an interactive body viewer including the skeleton, organs and skin. You have to use this with the Google Chrome browser (it will not work with Internet Explorer or Firefox.)RE - ChristianityStories relating to Christianity: http://www.topmarks.co.uk/religious/default.aspx<br />Year Five<br />GraphicsChild friendly objectiveWhat to useCross-curricular suggestionsNotesI can use the correct tools to draw shapes (quadrilaterals and circles)Google SketchUpThis is new to our school, but is very powerful and great fun to use. I’ll show you how to use it.Use a camera and plasticine to make stop motion animations.Australia – create a model of an Australian landmark, i.e. the harbour bridge.Keen to be green – create a model of an eco-house.Islam – create a model of a Mosque.Good opportunities for creativity – allow the children to experiment making different types of models/animations.Could the children review each other’s models/animations and improve them?Could one child make half a model and other child make the other half?The children could apply their learning by being asked to make a model relevant to a topic they’re studying, i.e. make a model of a skate ramp during the extreme sports topic.The children could make an animation relevant to their topic, i.e. a skater moving around a skate park.Could the children email their models/animations to another school using the same software to share their learning?I can pull the shapes up, down or across to make them 3dI can add detail, including text, to my 3d modelI can move the screen around and zoom in and out in order to best edit my modelI can compare models, saying which one would work best and whyI can review someone else’s model by saying what I like about it and how I would improve itI can create pictures for a stop motion animation by making small movements to objects and taking photosI can make the pictures I took play back quickly to create an animationI can talk about how people use 3d models and animations in our worldI can talk about what I learned and what I found hard<br />Word Processing / Desktop PublishingChild friendly objectiveWhat to useCross-curricular suggestionsNotesI can create a simple presentationPrezi.com Or PowerPointThesaurus.comPrimary PadPrimaryBlogger (Free blog service)http://Primaryblogger.co.ukAutocue (Free online autocue)http://Primaryschoolict.com/autocueTopic – create a presentation about an aspect of a topic that they are studying.Talks – create a presentation for a talk.Create a presentation about themselves as a start of year task.Aztecs – create a presentation to help sell their fridge cake.The children could use information and images from the internet in their presentations. If they do, teach them how to correctly acknowledge the source to give credit to the author.Good opportunities for creativity.The children should apply their learned skills to create a presentation for a talk based around a topic.The children could share their presentations with their peers online and work on them collaboratively.Could the children work in small collaborative groups to create presentations on different aspects of a topic?Note the e-safety rules, as the children will be using websites. Tell them never to use their real names.I can change the style/theme of my presentationI can format text in ways that best show the important parts within my presentationI can justify text where neededI can use a digital thesaurus to find alternative wordsI can proof read text to make improvements and correct errors (deleting, inserting and replacing text)I can use and format images within my presentationI can cut and paste between applicationsI can give a simple presentation using ICT, focussing on speaking with clarityI can talk about how effective my presentation was and about the impact it had on my audienceI can talk about why I chose to use the software I didI can review someone else’s presentation, thinking of strengths and weaknesses<br />Music and SoundChild friendly objectiveWhat to useCross-curricular suggestionsNotesI can use ICT to create sounds and advanced musical phrases for a purposeMusic ToolkitAudacityAustralia – create aboriginal music.Aztecs – create music to go with their fridge cake to help them sell it.Music – create music to go with a song that they’ve written and record it being performed using Audacity.Topic – use Audacity to record an interview with a visitor.All subjects – use Audacity to record each other talking about their learning.The children could apply their learning by making music to go with their current topic or a story they’re reading. Could they create music to go with a PE dance?Good creative and exploratory opportunities.Could the children create a piece of music to go with their current mood?Could the children work in pairs and create half a piece of music each?Could the children share their music with another school or another year group?I can use ICT to record sounds, both vocal and instrumentalI can edit my sounds and phrases to improve themI can listen to someone else’s music and say what I like about it and how I’d improve itI can talk about what I’ve learned and what I want to lean about next<br />ModellingChild friendly objectiveWhat to useCross-curricular suggestionsNotesI know that computers can calculate costs and are useful when information (such as prices) changesExcelPrimary EmailSCPS Cloud has an excellent spreadsheet built into it. You may decide to use this rather that Excel as children can then continue working at home.Maths – create a spreadsheet for a purpose (i.e. to calculate the profit involved in selling fridge cakes) using real data.Extreme sports – calculate what it would cost to take everyone skiing abroad.Eco-friendly – calculate how much it would cost to run an eco-house.Could the children apply their learning by creating graphs and charts to answer questions after collecting data in maths or science?Could the children work in pairs to double check the entry of the data? Ask the children to discuss what would happen if there were errors in a spreadsheet in real life.Could the children email their graphs and charts to a pen-friend to compare data with another school?I can enter labels and numbers into a spreadsheetI can enter formulae into a spreadsheetI can use SUM to find a totalI can change the data in a spreadsheet to answer ‘what if…?’ questionsI can talk about how I made my spreadsheetI can check someone else’s spreadsheet to make sure that they’re using the correct formulae<br />Finding Things OutChild friendly objectiveWhat to useCross-curricular suggestionsNotesI can talk about the differences and similarities between finding information on the internet and finding information in different ways, such as looking through booksPrimaryschoolict.com – a safe and child friendly safe engine.Google.co.ukMake sure the safe-search filter is on.SCPS CloudThe SCPS Cloud has a form option where users can create a survey and collect data.Qwikvoteshttp://qwikvotes.com is a QR code/mobile phone online serviceTopic – search for information, images, sounds, videos, maps etc. about a current topic.Topic – search for information to answer questions.Topic – search for data to use in a maths investigation.Maths – design a survey to collect data for a maths investigation.Literacy – design a survey to collect information as part of a debate and to collect people’s viewpoints.Continued…Teach e-safety here (rules at the end of this document). What should the children do if they come across inappropriate websites? Why should they avoid clicking on adverts that sound too good to be true? Why should they avoid clicking on links if they don’t know where they’re going to take them?Could the children compare their search results with a partner’s results to find out which search terms work best?The children can apply their learning by searching for information related to a current topic for a reason and by creating a survey to collect information/data for a science or maths project.Search terms:biking Italy = searches for the words biking and Italyrecycle steel OR iron = information on recycling steel or recycling ironsalsa-dance = searches for the word salsa, but not the word dance“I have a dream” = searches for the exact phrase ‘I have a dream’define:school = definitions of the word ‘school’ from the webI can use a search engine to search for online information and improve the results using different options and search termsI can skim read to quickly work out whether the information I’ve got is useful to me or notI know what to do if I see something inappropriate on the internetI know that not all websites contain information that is trueI can use ICT to design a survey that collects information/dataI can change the question type within my survey to make sure that I receive the kind of information/data that I wantI can send my survey to the correct people groupI can view the data/information that my survey collected and write a summary about itI can talk about what I’ve learned and what I want to learn next<br />Control and MeasurementChild friendly objectiveWhat to useCross-curricular suggestionsNotesI can talk about things in the real world that use sensors and log data for a particular purpose2Control NXT with the robotsSenor and data logger:Procedure writer:Maths – use data loggers and sensors to collect data as part of an investigation.Science – use data loggers to record data for an investigation.Extreme sports – create a sequence to control a small roller-coaster ride.The children could apply their learning by measuring data related to something they’re studying, i.e. heat of the body after skating around the playground (extreme sports).I suggest you use the traffic lights that come with the robots for the procedure writing objectives – the children could apply their learning by writing a procedure to control a set of traffic lights. Could this be used somehow as part of a topic?Could the children compare their procedures with others to determine which ones work the best?Allow the children to be creative with their procedures – what can they find out by themselves?I can use sensors and data loggers to detect, monitor and record physical and environmental changesI know that computers can take a sample of data for a set period of timeI can use ICT to control simple devices such as bulbs by giving them direct instructions I can write a repeating procedure to make simple devices do what I want them to doI can test and improve my procedureI can predict the outcome of someone else’s procedureI can talk about what I’ve learned, what I want to learn next and what I found difficult<br />Other suggestions for using ICT across the curriculumSubject/areaToolAllUse the Easi-mics to record the children reading their stories, performing poems and plays etc. The recordings could be used as an assessment tool and put on the website for parents to hear.Use the DSis to take photos and record sounds (maybe interviews) on trips or of learning activities. The children can then use these photos and sounds to help them recount the trip/activity.Use the video recorder to make movies and to record performances/talks.All/brainstorminghttp://PrimaryWall.com - – create a big post-it note style wall that all children can access and post notes on. Very good for brainstorming and completing a ‘what I know, what I want to know’ chart at the start of a topic.http://www.linoit.com – create a big post-it note style wall that all children can access and post notes on. Very good for brainstorming and completing a ‘what I know, what I want to know’ chart at the start of a topic.https://bubbl.us/ - an excellent online brainstorming service – easy to use.LiteracyComic creator: http://superherosquad.marvel.com/create_your_own_comicMathsShow the children how to make maths learning games using 2DIY. Perhaps ask them to make games for another year group.2d shapes: http://www.mathcats.com/explore/polygonplayground.html2d and 3d shapes: http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks2/maths/3d/index.htmVarious activities: http://www.topicbox.net/mathematics/Various activities: http://www.woodlands-junior.kent.sch.uk/maths/ScienceInteractive resources: http://www.bbc.co.uk/schools/scienceclips/ages/9_10/science_9_10.shtmlInteractive games: http://primarygamesarena.comhttp://bodybrowser.googlelabs.com/ - an interactive body viewer including the skeleton, organs and skin. You have to use this with the Google Chrome browser (it will not work with Internet Explorer or Firefox.)RE - ChristianityStories relating to Christianity: http://www.topmarks.co.uk/religious/default.aspx<br />Year Six<br />GraphicsChild friendly objectiveWhat to useCross-curricular suggestionsNotesI can create my own images using text and effect toolsPaint.netI can help you learn how to use this piece of software.Primary PaintWorld War – add effects to photos to make them look old.Water worlds – add water effects to photos.Art – add effects to their art work (scanned in.)Add effects to photos of themselves to make a display.Good opportunities for creativity – allow the children to experiment with the effects to see what they can learn by themselves.The children can apply their learning by editing a photo to, for instance, remove a piece of rubbish from the ground. Could the children then assess each other’s photos and give feedback and tips?Could one child take a photo and the other edit it?I can add and edit layers within my image fileI can apply effects to a photoI can edit a photo for a purpose (i.e. to remove red eye)I can copy images between applicationsI can save my images in different formats for different purposesI can talk about how people use photo editing software in our worldI can talk about what I’ve learned, what I want to learn next and what I found difficult<br />Word Processing / Desktop PublishingChild friendly objectiveWhat to useCross-curricular suggestionsNotesI can change the template of my document so that it’s fit for purpose (i.e. leaflet template)PublisherFor the presentation task, the children could choose to use PowerPoint or Prezi.com.If using Prezi.com, talk to the children about never giving away personal details on a website. Refer to e-safety rules at the end of this document.Primary PadLiteracy – create a leaflet about something whilst having a literacy focus, i.e. using a variety of persuasive language within the leaflet.Science – create a document explaining a science concept that another year group could use to learn from.Talks – create a presentation for a talk.World War 2 – create a presentation about an aspect of WW2.Woodlands – create a presentation with photos, text and sounds about their time in Woodland.Continued…Could the children use information they’ve found from the internet in their document? If they use online information/images, teach them how to correctly acknowledge the source so that they are giving credit to the author.Help the children understand that they need to pick colours and fonts carefully so that they match with the overall theme of their document. I.e. use blues if promoting a seaside holiday.The children should focus on their intended audience whilst designing their document. Could they peer-assess each other’s documents half-way through to give improvement suggestions?Could they apply their learning by creating a leaflet to promote something related to a current topic?With the presentation task, leave the children to show all for their skills – don’t give too much input. Leave them to be creative and to use whichever piece of software they want. Watching the presentations will give you a good idea of how the children are applying their ICT learning to a task and what skills they have grasped.I can change the layout of my document by moving the parts of it aroundI can change the colours and fonts in my document to fit in with the document’s main themeI can add columns and tables to my documentI can add text and image boxes to my documentI can proof read my document to correct errors and use the spell checker to correct spellingsI can talk about how effective my document is and what it would look like if I made it in a different way, such as by handI can use all of my ICT skills to create a presentation for a specific audienceI can give a presentation to an audience using ICT (without using notes)I can review someone else’s presentation, thinking about the strengths and weaknesses of their talk and of their use of ICTMusic and SoundChild friendly objectiveWhat to useCross-curricular suggestionsNotesI can use the internet to find and download sounds that I wish to use in my workGet the children to search the interenet to look for websites that offer free sounds to download. Teach them how to be wary of sites that offer free downloads, as sometimes the downloads aren’t what they seem. When downloading a sound file, the file will usually end with .mp3 or .wav (i.e. creakingdoor.wav). If the file ends with something else, teach the children to check with a teacher before they download it.Easi-micsFor presentations – find sounds that they could use in their presentations.World War 2/Literacy – find WW2 sounds (i.e. warning sirens) to help inspire their writing.Water Worlds – record water sounds for them to use in their work.Maths – record the chanting of times tables etc. to play back at the start of lessons.School play –create sound effects for use in the end of year show.Woodlands – take the Easi-mics to Woodlands and allow the children to record interviews with each other about their time there. Could they then use these recordings as part of a presentation?The children may want to use these sounds to improve a presentation they’ll make (see above).Could the children make their own sounds for their presentations by recording each other playing instruments using the mics? Allow them to be creative to explore how they can make the sounds they want.Could the children share the sounds they’ve found/made with their peers by putting them in a shared folder?Talk to the children about giving credit to the original author of the sounds in their work somehow. Teach them that downloading sounds and using them without giving credit is bad practice and isn’t being fair to the original author.Teach e-safety here: what to do if they come across websites that are inappropriate.I can use a microphone to record my own soundsI can import the sounds I’ve downloaded and recorded into my workI can credit the authors of the sounds that I downloaded and used in my work in order to acknowledge that I’m using other people’s workI talk about what I’ve learned and what I want to learn next<br />ModellingChild friendly objectiveWhat to useCross-curricular suggestionsNotesI can design a spreadsheet for a particular purposeExcelSCPS Cloud has an excellent spreadsheet built into it. You may decide to use this rather that Excel as children can then continue working at home.Maths – use data they’ve collected in maths to create a spreadsheet and graphs/charts and to answer questions.Science – use collected data to answer questions and make charts/graphs.You might want to start with a question focus, i.e. how much will it cost in total to have an end of year party and how much would we each have to pay? Children could then design a spreadsheet to calculate costs and divide the total between them. You could then tell them that the prices of some items have changed or that they need to pay more for delivery than expected – the children will have to adjust their spreadsheets A graph could be made to compare the new cost of the party with the old cost. Could the children apply their learning further by making a spreadsheet to do with something personal to them i.e. a spreadsheet that calculates how may goals they’ve scored so far whilst playing for their team, and the average number goals they score per match.You might want to give the children a spreadsheet with errors in for them to detect. What would happen in real life if there were errors in a spreadsheet?Could the children share their spreadsheets with each other to compare them and pick up tips? Could the children work in pairs to ensure that the spreadsheet is designed correctly? I can enter data into a spreadsheetI can enter formulae into a spreadsheetI can use SUM to find a totalI can change the data in a spreadsheet to answer ‘what if…?’ questionsI can create a graph or a chart using a spreadsheetI can find errors within a spreadsheetI can evaluate someone else’s spreadsheet, giving constructive feedbackI can talk about what I’ve learned, what I want to learn next and what I found difficult<br />Finding Things OutChild friendly objectiveWhat to useCross-curricular suggestionsNotesI can use a search engine to search for online information and improve the results using different options and search termsPrimaryschoolict.com – a safe and child friendly safe engine.Google.co.ukMake sure the safe-search filter is on and that the children know and understand our school e-safety rules (at the end of this document.)We currently have no database software.Continued…Topic – use the internet to find pictures, sounds, videos, text etc. related to the current topics for use in their own work. Compare the websites found and discuss how useful they are.Topic – use the internet to find data about the current topic, i.e. how many people died in WW2? How many soldiers fought and how many died?Science – use the internet to search for information/data related to the current science topic.Woodlands – use the Woodlands websites to find information about what it will be like staying there.Maths – use the internet to search for data as part of a maths investigation.Art – use the internet to find images related to a current art topic for inspiration.Could the children compare their search results with a partner’s results to find out which search terms work best? Could they compare the websites they find to work out which ones are the most useful?The children can apply their learning by searching the internet for information related to a current topic and by using a database to find data/information about something they’re studying.You could give them an application challenge: can you use the internet and data to work out which country has the largest population/biggest city etc.?Search terms:biking Italy = searches for the words biking and Italyrecycle steel OR iron = information on recycling steel or recycling ironsalsa-dance = searches for the word salsa, but not the word dance“I have a dream” = searches for the exact phrase ‘I have a dream’define:school = definitions of the word ‘school’ from the webThe children should be taught to recognise the issues of copyright and how to acknowledge sources properly.I can use the internet to find relevant dataI know that not all websites contain information that is correct and trueI can use a database to access relevant dataI can skim read to quickly work out whether the information I’ve got is useful to me or notI can compare two sources of information and decide which is the most useful for meI know that if I use somebody else’s work that they’ve made available on the internet in my own work, I should credit them properlyI know what to do if I see something that’s inappropriate on the internetI can talk about what I’ve learned<br />Control and MeasurementChild friendly objectiveWhat to useCross-curricular suggestionsNotesI can talk about how computers are used to control things in our world2Control NXT with the robotsMSW LogoChildren to create fairground rides. There is no link to a topic here.Allow the children to find different ways of writing a procedure that works. Could the children then compare their procedures to work out which ones work the best and to share ideas with each other?Could the children apply their learning by designing a procedure to run a fairground ride that starts and stops when a button is pressed?Could the children work in pairs and then swap partners every 30 minutes to learn and share with other people.I can write, edit, improve and run a repeating procedure to make something happen (i.e. a motor move to spin a fairground ride)I can use a timer within my procedureI can make my procedure respond to things that happenI can evaluate somebody else’s procedure, thinking about what I like about it and how it could be improved<br />Other suggestions for using ICT across the curriculumSubject/areaToolAllUse the Easi-mics to record the children reading their stories, performing poems and plays etc. The recordings could be used as an assessment tool and put on the website for parents to hear.Use the DSis to take photos and record sounds (maybe interviews) on trips or of learning activities. The children can then use these photos and sounds to help them recount the trip/activity.Use the video recorder to make movies and to record performances/talks.All/brainstorminghttp://PrimaryWall.com - – create a big post-it note style wall that all children can access and post notes on. Very good for brainstorming and completing a ‘what I know, what I want to know’ chart at the start of a topic.http://www.linoit.com – create a big post-it note style wall that all children can access and post notes on. Very good for brainstorming and completing a ‘what I know, what I want to know’ chart at the start of a topic.https://bubbl.us/ - an excellent online brainstorming service – easy to use.LiteracyComic creator: http://superherosquad.marvel.com/create_your_own_comicMathsShow the children how to make maths learning games using 2DIY. Perhaps ask them to make games for another year group.2d shapes: http://www.mathcats.com/explore/polygonplayground.html2d and 3d shapes: http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks2/maths/3d/index.htmVarious activities: http://www.topicbox.net/mathematics/Various activities: http://www.woodlands-junior.kent.sch.uk/maths/ScienceInteractive resources: http://www.bbc.co.uk/schools/scienceclips/ages/10_11/science_10_11.shtmlhttp://bodybrowser.googlelabs.com/ - an interactive body viewer including the skeleton, organs and skin. You have to use this with the Google Chrome browser (it will not work with Internet Explorer or Firefox.)RE - ChristianityStories relating to Christianity: http://www.topmarks.co.uk/religious/default.aspxRE Learning game: http://primarygamesarena.com/RE<br />E-safety rules<br />
    • Ask for permission before using the internet
    • Use the internet sensibly by thinking before you do anything
    • Ask for help if you get lost
    • Only click on links if you know where they will take you
    • Only send emails to people you know
    • Only send polite and friendly emails
    • Only open an email if it’s from somebody you know
    • Tell an adult about anything that you see that worries you
    • Never give out any personal details
    • Never arrange to meet strangers, even if you trust them
    • Tell an adult if someone is making you feel uncomfortable