Saturday, 17 July 2010

ICT at key stages 1 and 2

ICT at key stages 1 and 2

Programmes of study references for each unit

Year Unit
Title Key Stage Programme of study references
1 An introduction to modelling, 1A KS1 2c, 2d, 4b, 4c
1 Using a word bank, 1B KS1 1a, 1b, 2a, 2b
1 The information around us, 1C KS1 1a, 1b
1 Labelling and classifying, 1D KS1 1a, 2b
1 Representing information graphically: pictograms, 1E KS1 2a, 3a, 3b
1 Understanding instructions and making things happen, 1F KS1 2b, 2c
2 Writing stories: communicating information using text, 2A KS1 2a, 3a, 4a
2 Creating pictures, 2B KS1 1a, 2a, 3a
2 Finding information, 2C KS1 1a, 1c, 2b
2 Routes: controlling a floor turtle, 2D KS1 2c, 4a, 4b
2 Questions and answers, 2E KS1 1b, 1c, 2c, 4a, 4c
3 Combining text and graphics, 3A KS2 2a, 3a, 4b
3 Manipulating sound, 3B KS2 1a, 2a, 3a, 4a
3 Introduction to databases, 3C KS2 1b, 1c, 2b, 4a
3 Exploring simulations, 3D KS2 2c
3 E-mail, 3E KS2 1a, 1c, 3a, 3b
4 Writing for different audiences, 4A KS2 1b, 2a, 3b, 4c
4 Developing images using repeating patterns, 4B KS2 1a, 2a, 3a
4 Branching databases, 4C KS2 1b, 1c, 4a
4 Collecting and presenting information: questionnaires and pie charts, 4D KS2 1b, 1c, 2a, 3b
4 Modelling effects on screen, 4E KS2 1c, 2a, 2c
5 Graphical modelling, 5A KS2 2a, 3a, 3b
5 Analysing data and asking questions: using complex searches, 5B KS2 1a, 1b, 1c
5 Evaluating information, checking accuracy and questioning plausibility, 5C KS2 1a, 1b, 1c, 3a
5 Introduction to spreadsheets, 5D KS2 1b, 2c, 4a
5 Controlling devices, 5E KS2 1c, 2a, 2b, 4b, 4c
5 Monitoring environmental conditions and changes, 5F KS2 2b, 2c, 4b, 4c
6 Multimedia presentation, 6A KS2 1a, 2a, 3b
6 Spreadsheet modelling, 6B KS2 1b, 2c
6 Control and monitoring - What happens when...?, 6C KS2 2a, 2b, 4a, 4b
Using the internet to search large databases and to interpret information, 6D

KS2 1a, 1b, 1c, 3b

Example long-term plan

The units are planned to cover the programme of study in three two-year cycles. Units for years 1 and 2 cover the key stage 1 programme of study. Units for years 3 and 4 begin to cover, and units for years 5 and 6 complete the coverage of the key stage 2 programme of study. This ensures that key ideas are revisited, extended and consolidated.

A possible teaching sequence is:

Term 1 Term 2 Term 3
Year 1
Year 2
Year 3
Year 4
Year 5
Year 6
1A 1C
4A 4B
1B 1D
2A 2D
3B 3C
5B 5C
1E 1F
3A 3E
4D 4E
5A 5E

In addition, opportunities should be scheduled for revisiting and extending the material covered in the units in a range of contexts. These opportunities will form part of the planning for other subjects. For example, in year 3 children could apply the skills of using a word processor developed in the previous year in their history and English work. Children will apply what they have learnt about simulations in year 3 when using simulations in geography and mathematics. A school's planning for science might include applying the material taught in Unit 4C on branching databases in year 6 as part of the class work on classifications and keys.

Mixed-age classes

Although the units have been planned on a year-by-year basis, schools with mixed-aged classes will find that it is possible to sequence the units in pairs so that children, for example in years 3 and 4, taught in the same class, can cover work on similar material.

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