Progression in learning in ICT
The document below looks at the progression through the national curriculum core themes for ICT and links the activities for delivering this with the original QCA SOW for ICT (lower level) and the NELC SOW for ICT (higher level). To access the lesson plans from both schemes of work just click on the links in the tables. This provides an opportunity to ensure that pupils can be taught at an appropriate level according to their existing skills and knowledge. The suggestions for applications within the document consist of links to information about relevant 2Simple applications or Open Source applications (OS). The reasons for focusing on these applications are as follows:
2Simple software
The links in the tables take you to an online video which explains how the program works.
· A comprehensive suite of software now available to all primary schools in North East Lincolnshire at no cost
· The programs have videos which explain how to use them making them easy to use in the classroom
· Teacher options within the software allow s the programs to be set at different levels of difficulty which means that the applications can e used in different year groups at an appropriate level.
Open Source Applications (OS)
These are applications freely available on the internet and which can be used to support teaching and learning. There are a number of benefits to using OS applications namely:
· They are free so schools can use them to resource their ICT curriculum and use their ICT budget for other things such as hardware.
· Pupils who enjoy using the OS applications can download the programs and use them at home
There are also some issues with regards to OS applications that teachers should be aware of:
· Teachers may find that they can access OS applications at home but they are blocked in school by the web filters. If you find this to be the case in your school could you please email me (Yvonne.walker@nelincs.gov.uk) with the details of the OS application and your school and I will get the issue resolved for all schools in NE Lincs.
nc-ict-core-themes-progression-linked-to-applications
Below are statements which reflect the stage that most children should be at across the year groups:
Foundation stage
By the end of the Foundation Stage most children will meet the early learning goals and will:
- Show an interest in ICT
- Know how to operate simple equipment
- Complete a simple program on the computer and/or perform simple functions on ICT equipment
- Find out about and identify the uses of everyday technology and use information and communication toys to support their learning.
For example:
- Using ICT in role play
- Finding metal objects in the sand pit using a metal detector
- Photograph themselves using a digital camera
- Talking about how a washing machine works
Year One
By the end of year one most children will be able to:
- Know information exists in different forms:
- Explore information from different sources:
- Give and record individual instructions and make things happen:
- Explore options and make choices:
- Communicate and present their ideas using digital images, text and sound
For example:
- as part of work on a traffic survey children interpret a pictogram:
- using a simple topic based resource (web/CD):
- press buttons to control a robot or programmable toy:
- children explore cause and effect by using different colours in a portrait to reflect different ways they feel:
- take photographs of riding a bicycle, add a caption and or voice recording.
Year Two
By the end of year two most children will be able to;
- Collect, organise and classify data. Create graphs and use these to answer questions;
- Ask a range of questions about the information they have gathered;
- Predict, estimate and create a set of instructions to control devices and achieve specific outcomes;
- Use ICT to explore real and imaginary situations;
- Know how to express their ideas using a range of ICT tools
For example;
- collecting and analysing class based data about themselves;
- interpreting a chart and asking appropriate questions;
- control a floor robot to move between two or more fixed points involving distance and turn;
- children answer what if questions using a visual simulation of feeding animals and the relationship of food to number and can explain what has happened and why;
- children create an ebook about their visit to the shops in response to teacher led activity.
Year Three
By the end of year three most children will be able to:
- Identify and develop a means of collection, and collect appropriate data;
- And use it to answer questions;
- Find specific information using a range of ICT based resources;
- Predict and test short sequencers of linked instructions to achieve intended outcomes;
- Understand that they can explore a simulation and use this to change things and solve problems by identifying the rule;
- record and present information integrating an appropriate range of electronic media for a given audience.
For example:
- children design a questionnaire about playground activities and collate and present information electronically;
- Viking boat making;
- use a floor robot to navigate a floor map;
- children use a function machine in mathematics to demonstrate a model exploring input and output;
- children create a presentation linked to a narrative unit of work.
Year Four
By the end of year four most children will be able to:
- in order to answer a question children collect, organise classify and interpret data and develop a simple database;
- following straight forward lines of enquiry;
- investigate physical data through sensing data;
- use an on screen turtle to explore and understand the impact of changing variables;
- design and create their own multimedia presentation showing awareness of audience.
For example:
- construct a yes/no data base to classify leaves;
- children can find out information about diets in Roman times from a pre-prepared database;
- investigate temperature changes overnight
- children create a pattern using a range of same sized squares;
- children produce a presentation for younger children on the properties of shape explaining and justifying their decisions.
Year Five
By the end of year five most children will be able to:
- in order to solve a problem use ICT to collect and process data and present their findings;
- analyse information and ask questions using complex searches;
- refine instructions to improve the efficiency (procedure) of the instructions they have created;
- use ICT based models to explore variables to solve problems;
- design and create and evaluate their own presentations maximising the use of ICT to present information in different ways.
For example:
- children investigate the difference between the life expectancy of children in Victorian and modern times;
- can use the terms AND, OR. In their searches;
- use a sequence of instructions using “repeat” to control box to control a set of traffic lights;
- use a pre-prepared spreadsheet to calculate the cost of ingredients for biscuits. Pupils answer questions about price or quality changes;
- on a local intranet children create a presentation about their school for the community justifying their choice of medium and content.
Year Six
By the end of year six most children will be able to:
- generate process interpret, store and present data understanding the need for accuracy;
- interpret findings, check their plausibility and recognise that poor quality information leads to unreliable results;
- create a sequence of instructions to control events including the use of feedback from input devices;
- add and amend a given ICT model to solve a problem through a review of the rules and variable;
- communicate information having made choices about the appropriate medium, content and structure demonstrating an understanding of audience and purpose.
For example:
- mistakes in measurement data leading to misleading graphs
- control a buggy to go backwards and forwards and to detect obstacles using a push switch
- children explore the relationship between area and perimeter using a spread sheet
- Presentation of a design and technology project such as building a fairground to potential theme park developers
Key Stage Three
During KS3 most children will be able to:
- Select appropriate tools, information and processes having regard to accuracy and form for processing.
- Interpret findings, taking account of plausibility and bias recognising that information requires more than a literal interpretation
- Solve given problems requiring testing and refinement of individual components
- Create a simple model using a range of variables understanding that changing data within variables and variables themselves can change they way the model behaves and can predict the effect of these changes:
- Design for clear purpose and audience integrating a range of appropriate ICT tools demonstrating efficiency.
For example:
- as part of work on a system life cycle pupils interrogate information testing their hypotheses;
- modifying sub routines and procedures as part of developing a system to meet a need;
- differences in mobile phone tariffs exploring variables of cost and time;
- to promote a business design a flyer for the target audience and integrate a data base to merge information.
