Learning Objectives
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Key Skills
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Resources/Suggested ideas
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Using technology (threads throughout the curriculum)
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To continue to develop typing speed and accuracy to enable independent and efficient access to a computer.
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To understand the purpose of, and begin to independently use a range of different technology.
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Work on developing typing speed, aiming for a minimum speed of 13wpm by the end of the year.
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Continue exposure to and increasingly independently use a range of technology, including cameras, tablets, microphones/recording devices and computers
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Typing speed refers to copying WPM, composition WPM will be slower.
See ‘tools for teaching typing’ document for software and websites to use.
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Using the Internet (assessment link: Communication and Networks)
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To talk about the different forms of information (text, images, sound, multimodal) and understand some are more useful than others
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To understand and talk about how the information can be used to answer specific questions
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To begin to develop key questions and find information to answer them
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To recognise the layout of a web page, recognise web addresses, menu buttons and links
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To understand that the internet contains a large amount of information and recognise the need to use search tools and search engines to begin to find information
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Recognise that not all information is useful some information is more useful
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Use web based resources to find answers to questions
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Develop questions about a specific topic and use information to answer those questions
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Begin to navigate within a website using hyperlinks and menu buttons to locate information
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Begin to manipulate information using copy and paste for a specific purpose
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Enter given text into a search engine to find specific given web sites
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Understand that web sites have a specific address e.g. www.bbc.co.uk/
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Locate links to web sites from Favourites or saved hyperlinks, intranet or from the Learning Platform
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Use basic information from the internet.
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Communicating and Collaborating Online (assessment link: Communication and Networks)
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To start to understand that messages can be sent electronically over distances.
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To understand that email can be used to send messages electronically and people can reply to emails
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Look at the different ways that messages can be sent, letters, telephone, email, text, instant messaging etc
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Continue to contribute ideas to a class or group email and together respond to messages- this can be to real life of ‘fictitious’ characters.
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Creating and Publishing (assessment link: Information Technology)
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To use technology to word process work, making a wide range of edits and using common features of word processing tools.
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To use technology to create basic presentations giving consideration to the layout of slides and combining images and sound.
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To use the skills and techniques learnt to organise, reorganise and communicate ideas for a specific purpose in different contexts
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Word process work, changing the font, font size, colour and adding images and using text boxes, word art, and cut, copy and paste ensuring they can save and load their work.
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Create basic presentations (for example using Microsoft PowerPoint) changing the layout of slides and adding images and sound.
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Book Creator: Cost
Fifty Three Paper: Cost
Show Me Interactive Whiteboard: Free
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Digital Media (assessment link: Information Technology)
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To know they can explore sound and music in ICT using keyboards, and onscreen music software
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To know they can record sound using ICT that can be stored and played back and independently using a range of tools to record sound.
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To independently record video and sound using a range of tools.
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To use the computer to create basic images.
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To choose to take photographs for a range of different purposes.
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Use a computer to compose and record basic rhythms. (only if not covered in Y1)
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Record video for a range of purposes.
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Use a computer to create basic images.
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Continue to take photographs for a range of different purposes, developing independence.
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Independently record sounds using a range of different tools.
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Images- paint and http://canvastic.net, and http://pencilmadness.com/pencil_madness
Fifty Three Paper: Cost
Audio- use 2simple software- 2explore and 2beat
Audio Boo: Cost
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Using Data (assessment link: Data and Data Representation)
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To use technology to create graphs and amend created graphs.
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To begin to create their own branching databases using ICT, identifying objects and questions to classify data.
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Most application software - Using most programs involves retrieving data, manipulating it and then storing it. Open files in a text or hex editor to see how the program stores its data.
The Magic Cloud PC software, lets children choose what happens if their object is placed on a cloud cushion (usb). Intro to computing and 'what if' possibilities.
Media trials - Bring in a USB stick, CD-RW, DVD-RW, access to cloud storage (E.g. Google Drive) and an external hard drive. Then conduct an experiment to store a small file or picture. Ask children which is the easiest to do, how they can share the files with each other, how fast it is and how breakable each device is. Also do a Maths lesson with MB, GB and TB. Show them how much each drive can store. Perhaps with bricks or sand to show relative sizes.
Paper data cards - Get children to fill in a data card with series of fields. Create block graph so children can see answers to other questions. Manually sort cards in various ways then show how this looks on computer using software eg 2Investigate.
Giant branching tree created on carpet using paper and items
eg sports equipment/toy animals. As above - manually get children to find a question with yes/no answer to sort objects - create giant branching tree on carpet using strips of paper, YES/NO cards. Children manually move objects past questions along the correct branches. Then show how this looks on computer
Use school photocopiers, digital cameras etc
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Programming and Control (assessment link: Algorithms/Programming and Development)
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To continue to develop their understanding of how a computer processes instructions and commands.
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To understand that devices or on screen turtles are controlled by sequences of instructions or actions, and that these can be inputted using icons of by text.
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To create, edit and refine sequences of instructions for a variety of programmable devices.
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Further develop their understanding of computational thinking.
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Continue to explore floor turtles, combining sequences of instructions to follow a pattern or create a shape.
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Explore an on screen turtle navigate it around a course or grid and/or draw shapes by inputting a sequence of instructions.
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Begin to understand that the on screen turtle can be directed through the use of text.
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Bee-Bot: Free
Hopscotch: Free
Kodable: Free
1 Pack of cards (digit cards would be good, or just a set with random numbers on) - Lots of opportunities for getting pupils to think creatively about algorithmic solutions. cards with the smallest difference? Competitive group work - Which table can find the smallest number? Which table can put the cards in order fastest? Which table can find the two. From here to working on lists in Scratch is a big, but not insurmountable step.
1 Lego Models (or other construction toys) Teach students to follow a series of instructions.
Bee-Bot: Free
1,2,3 BeeBots or
1,2,3 2go (from 2Simple, or 'Purple Mash')
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In pairs, one describes how to draw a shape or letter from a card or whiteboard, partner follows instructions and compares
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Getting from A to B - use the backgrounds to plot a route
Turn on the extra features (Ctrl, Shift + O) to allow programming of sequences for more able - plan the whole route before trying.
1,2,3 2 Simple: '2 Control' NXT
1,2,3 Logo - Move onto written commands (and sequences) using Logo language.
1,2,3 Sherston Software: Flobot; get Flobot dancing
1,2,3 Scratchel - New problem solving approach to introduce students to computer programming through MIT Scratch with Funky robots. New problems ranging in difficulty added each week
Pixies - programmable floor robots - more controls than beebots, easier than roamers
Lego We Do - build model following instructions and then program to move (software with easy instructions)
Textease turtle, Roamer For resources: http://www.kenttrustweb.org.uk/kentict/kentict_ct_roam_index.cfm
Daisy Dino: Free
Cargobot: Free
Cato’s Hike Lite: Free
ALEX: Free
Sherston Software: Charlie Chimp’s Big Modelling Party
3. Computer games. playing a computer game is about figuring out how it will respond to what you do - reverse engineering some aspects of its algorithm. Start simple, get harder.
Cato’s Hike Lite: Free
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Modelling and Simulations
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To use a range of basic simulations to represent real life situations and explore the effects of changing variable and the benefits of using the simulations.
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Enter information into a basic computer simulation and explore the effects of changing the variables in simulations and discuss the benefits of using these simulations.
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Discuss their use of simulations and compare with reality
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E-Safety (threads throughout the curriculum)
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Develop awareness of relevant e-Safety issues and understand that personal information is unique to them.
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Identify characteristics of people who are worthy of their trust.
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Children are aware that not everyone they meet online is automatically trustworthy.
Children understand that personal information is unique to them and should not be shared without a teacher or parent’s permission.
Children identify characteristics of people who are worthy of their trust.
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CEOP Thinkuknow resources, based on Hector’s World. http://www.thinkuknow.co.uk/5_7/hectorsworld/
including downloadable Teacher Resources.
lesson 1 – personal information is special
(Recap work done in Year 1)
lesson 2 – not everyone is trustworthy
lesson 3 – assessing trustworthiness
lesson 4 – being alert to unsafe situations
lesson 5 – check with an adult
School Internet Acceptable Use Policy
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Children use the internet purposefully to answer specific questions.
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Children know that not everything they encounter on the internet is true.
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Remind the children of the Hector’s World Safety Button and discuss possible Internet dangers, including what to do if they find something inappropriate online.
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Children explore a range of age-appropriate digital resources.
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Children to know that not everything they find online is accurate.
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Know that some websites contain advertisements (often embedded) and learn how to ignore them.
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Children discuss, understand and abide by the school’s e-Safety/AUP.
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Dongle Stay Safe quiz and reinforce SMART rules from CBBC Staysafe
www.bbc.co.uk/schools/famouspeople
Websites to aid research, e.g.;
Barnaby website to find out about his trips and how he travels.
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Children know the difference between communicating via email and online in a discussion forum
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Children are aware of the different forms of online communication (email, forums, instant messaging and social networking sites) and find out about their associated risks.
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Develop understanding of the concept of the Internet using Endless Forest Resources.
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Children are able to send suitable and purposeful emails, developing awareness of appropriate language to use.
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Children know that passwords help to keep information safe and secure and that they should not be shared
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Children contribute to a class discussion forum.
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http://www.learn-ict.org.uk/resources/intsafety/ks2_endless.htm - Endless Forest Introduction to the Internet
It’s Learning – Use of School Learning Platform
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