1. AGA KHAN PRIMARY SCHOOL
YEAR 6 ICT SCHEME OF WORK
SEPTEMBER TERM 2013
WEEK PERIOD TOPIC SUB-TOPIC OBJECTIVE PRACTICAL
ACTIVITY
REFERENCE/
RESOURCES
REMARKS
1 1 1.MULTIMEDIA
PRESENTATION(
USING PRESENTA-
TION SOFTWARE
TO CONVEY
MEANING).
SETTING THE
SCENE
understand
the potential
of multimedia
key idea: that
computer
software can
include a range
of media and
gives the user a
range of op-
tions
Discuss with the class the
difference between a CD-
ROM and books and videos,
and demonstrate that a CD-
ROM includes a range of
media and offers the user
different options. Discuss
how these options address
the needs of different audi-
ences.
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2 1 Short focused
task
recognise the
features of
good page
design
technique:to
designmulti-
mediapages
Show the class a variety of
multimedia page designs.
Discuss how emphasis and
location help the user un-
derstand the page, eg how
buttons are placed consist-
ently, how bright colours
and sizes are used to indi-
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.asp
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2. cate importance, how pic-
tures and text complement
each other.
Ask the children to evaluate
a CD-ROM or Internet
home page and list the fea-
tures which they think work
or do not work.
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3 1 Short focused
task
create a page
of sounds
which are
activated by
appropriately
named and
positioned
buttons
technique: to
sample sounds
Demonstrate how to record
sounds using a microphone
and how to create a button
which plays the sounds.
Divide the class into groups
and ask them to create a
page which includes a menu
of sounds. The page could
be a page of sounds record-
ed from musical instru-
ments, or an interactive
birthday greeting for an in-
fant class, which includes
hot spots linked to sounds.
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4 1 Short focused
task
organise
sample
technique: to p
roduce a
Demonstrate how buttons
can create links between
pages.
Prepare a set of A4 sheets
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3. screens and
identify ap-
propriate
choices and
links
diagram that
shows the links
between pages
technique: to
create buttons
to link pages
showing sample multimedia
pages without links. The set
should include a menu page
and pages which lead to a
number of following pages.
Ask the children to work in
groups to identify the links
between the pages, draw on
any necessary buttons and
write next to the buttons the
page to which they link.
Ask each group to produce a
flow chart showing the links
between the pages. The ar-
rows on the flow chart
should be labelled with the
choice that would appear on
screen.
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5 1 Integrated
task
design pages
and links
which pre-
sent the user
with clear
information
to use a multi-
mediaauthoring
program to or-
ganise,refine
and presentin-
formationin
differentforms
for a specific
audience
Explain to the class that
they will use what they have
learnt to create a multimedia
presentation, which includes
images, sounds and text.
Ask the class to recall what
they have learnt so far.
Divide the class into small
groups and ask each group
to choose a subject for their
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4. presentation and to describe
their audience. Ask each
group to draw a diagram of
their presentation, showing
how the pages link. Chil-
dren should then design
their pages on screen and
print out their results.
6 1 2. SPREADSHEET
MODELLING.
Settingthe
scene
understand
that spread-
sheetscanbe
usedto ex-
plore mathe-
matical mod-
els
key idea:that
mathematical
modelscanbe
exploredusinga
spreadsheet
Remind the children about
their earlier work with
spreadsheets and discuss
mathematical investigations
they have carried out. Tell
them they are going to use a
spreadsheet to explore a
mathematical problem.
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7 1 Short focused
task
identifyand
enterthe cor-
rect formulae
intocells,
modifythe
data, make
technique:to
identifyformu-
lae and enter
themintoa
spreadsheet
Remind children how to en-
ter a formula into a spread-
sheet, such as '=c2/c3'Ask
the children to identify the
formulae they would need
to enter to calculate:
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5. predictionsof
changesand
checkthem
the area of a rectangle;
the perimeter of a rectangle.
Ask the children to set up a
spreadsheet to work out the
area and perimeter of a rec-
tangle. The length and width
of the rectangle should ap-
pear so that the values can
be changed.
Ask the children to explore
what happens when the data
in the two cells is changed.
8 1 Short focused
task
copy formu-
lae to create
tables of re-
sults
technique:to
copy cells
Show the class how to copy
fomulae from one cell to
another. Ask the children to
create a set of multiplication
tables such as:
n
u
m
b
e
r
A
n
u
m
b
e
r
B
n
u
m
b
e
r
A
x
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6. n
u
m
b
e
r
B
414
428
The spreadsheet should ex-
tend number B to 12. Ask
the children to investigate
changing number A.
8 1 Short focused
task
Create graph
technique:to
use a spread-
sheettodraw a
graph
Showthe class howto create
graphs usingthe spreadsheet.
Askthe childrentoinvestigate
graphs suchas y = x2
,y = 2x,y
= x +
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9 1 Integrated
task
Create
create and
use a spread-
to change the
data and formu-
lae ina spread-
sheettoanswer
'what if ...?'
questionsand
Ask the children to use a
spreadsheet model to find
out the maximum area that
can be included in a rectan-
gular field of fixed perime-
ter. Ask them to set up for-
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7. sheet to iden-
tify an opti-
mum shape
checkpredic-
tions
mulae in a spreadsheet and
to try whole numbers for
one side first. Ask them to
look at a graph of the areas
to see where the maximum
point is.
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10 1 3. CONTROL AND
MONITORING.
What happens
when?......
Settingthe
scene
learn that
devices can
monitor
physical
changes
that devices
cause an
event to hap-
pen when a
change oc-
curs
key idea: that
computers can
monitor physi-
cal factors
Discusswiththe classhow a
varietyof cause and effect
deviceswork, egcentralheat-
ing,security lights,roadlights,
supermarketfreezers. Talk
abouthow the environmentis
monitoredconstantlytocheck
if changeshave occurred, eg
whenit getscold the heating
comeson,or street lights
come onwhenit gets dark.
Discussthe differencebe-
tweenatimedeventandan
eventthatoccurs as a resultof
measuringphysical change.
Askthe childrentoidentify
three systemsthatuse moni-
toringto control events.Ask
themto write a simple desrip-
tionof howeachsystemmight
work
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11 1 Short focused
activity
learn that an
input device
key idea: that a swi
tch can cause an
Remind the pupils of the
simple procedure used to
make a lightbulb come on.
Explain that the computer is
going to have an input de-
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8. can be used
to cause an
event
event to occur
technique: to use
'If ...then...' and
'repeat forever'
vice added to it - in this case
a simple switch. When the
switch is pressed the light-
bulb will come on. The
children will need to under-
stand the concept of an end-
less loop - repeat forever -
because the computer has to
check continually if the
switch has been pressed.
Write a simple procedure
with the children to produce
this effect, eg repeat forev-
er
if Input 1 on then lamp
end repeat
where lamp is a simple pro-
cedure to turn on the bulb,
wait two seconds and switch
it off.
Ask the class to work in
small groups to check that
the bulb always comes on
when the switch is pressed.
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12 1 Short focused
task
learn how to
write a pro-
cedure to
key idea: that
a light sensor
can monitor
light and dark
and trigger an
Repeat the previous lesson
but use a light meter to
monitor light and darkness.
Ask the children to design a
simple lighthouse using a
bulb, a cardboard tube and a
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9. check two
inputs and an
output event
event
technique: to
use a light sen-
sor
light sensor. Tell the chil-
dren they are now going to
make their lighthouse work.
Ask the children to write a
procedure to make the
lightbulb flash every sec-
ond. Ask the children to
draw a diagram of their
lighthouse and show where
the wires are plugged into
the control box. Allow them
to test and amend their pro-
cedures. Now ask them to
use the light sensor to make
the sequence occur when it
is dark and not when it is
light.
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13 1 Short focused
task
learnhowto
use two input
devices
key idea: that
more than one
input device
can be used
technique: to
use and pro-
gram two input
sockets
Discuss how automatic
doors sometimes operate
using pressure pads. Explain
that when something comes
in contact with the pads,
they send a signal to a mo-
tor which opens the doors.
When pressure is taken off
the pads the the doors close.
Describe the other input de-
vices used to control doors,
eg light beams and heat
sensors. Ask the children to
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10. describe a system, draw a
picture and then write two
procedures to open and
close a door. Allow the
children to enter their pro-
cedures, test and modify
them.
14 1 Integrated
task
use input and
output devic-
es and pro-
duce a sim-
ple set of in-
structions
linking caus-
es and effects
To develop a
system that
controls events
in response to
conditions
Explain to the class that
they are going to 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.
Ask the children to work in
groups to build a model of a
house with a variety of input
and output devices attached.
This could just be the front
facade, built out of card-
board or other material. The
house will need a floodlight
and light sensor outside and
lights at one or more win-
dows inside. The front door
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11. will need a pressure pad un-
der the door mat and the
window will need a magnet-
ic switch. Both door and
window will need to open.
There should be a coloured
light and buzzer on the front
of the house marked 'alarm'.
Ask each group to write a
sequence of instructions to
switch lights on at night and
off in the morning and for
the alarms to sound if the
door or window is opened.
They should write separate
sequences for each event,
not try to combine them all.
Ask them to record their
programs, draw and anno-
tate a diagram and describe
the results.
