Presentation on theme: "Control The QCA Curriculum from Foundation Stage to Year 6."— Presentation transcript:
Control The QCA Curriculum from Foundation Stage to Year 6
The importance of information and communication technology Information and communication technology (ICT) prepares pupils to participate in a rapidly changing world in which work and other activities are increasingly transformed by access to varied and developing technology. Pupils use ICT tools to find, explore, analyse, exchange and present information responsibly, creatively and with discrimination. They learn how to employ ICT to enable rapid access to ideas and experiences from a wide range of people, communities and cultures. Increased capability in the use of ICT promotes initiative and independent learning, with pupils being able to make informed judgements about when and where to use ICT to best effect, and to consider its implications for home and work both now and in the future. www.nc.uk.net/nc/contents/ICT-home.htm
Most Pupils expectations These are all taken from the ICT QCA units of work.
Foundation Stage Find out about and identify the uses of everyday technology and use information and communication technology and programmable toys to support their learning Year 1 1F Understanding instructions and making things happen read a set of instructions and usually predict the correct outcome; produce an accurate set of instructions for others to follow Year 2 2D Routes produce an accurate set of instructions but will need to amend them to make them correct; combine three forward movements into one by adding units together; accurately predict the results of a set of instructions Year 3 3D Exploring Simulations recognise patterns within simulations and make and test predictions Year 4 Unit 4E Modelling effects on screen create a flower using one shape and rotating it; use the repeat instruction to duplicate the shape; change the angle of turn Year 5 5E Controlling devices design and create a simple advertising display which produces a combination of events; write simple procedures and be able to link output devices together; amend their procedures to get a desired outcome Year 6 Unit 6C Control and monitoring – What happens when...? produce simple procedures to turn on lights and sound alarms; need help with their program and will need to make amendments
Vocabulary Year 1 1F Understanding instructions and making things happen sequence order instruction Year 2 2D Routes floor turtle control devices instructions data commands program Year 3 3D Exploring Simulations simulation Year 4 Unit 4E Modelling effects on screen procedure repeat penup pendown clear Year 5 5E Controlling devices switch on wait switch off repeat procedures Year 6 Unit 6C Control and monitoring – What happens when...? If... then... until
Resources Required? Photographs from www.eriding.netwww.eriding.net
Foundation Stage Talking word processor, talking books, paint program, telephone, CD ROMs, Video, television and musical tapes In the local area - traffic lights, telephones, street lights, barcode scanners Year 1 1F Understanding instructions and making things happen tape recorder battery-operated toys remote-controlled toy (optional) cards showing each stage in a recipe Year 2 2D Routes one, or more, floor turtles which follows instructions such as forward 10, right 5 a large map of an imaginary treasure island, marked with treasure spots A4 copies of the treasure map for recording instructions Year 3 3D Exploring Simulations a computer simulation which allows the user to make choices, enter data, explore consequences, and to freeze position, eg an adventure game Year 4 4E Modelling effects on screen a floor turtle a version of LOGO that includes the commands clear, penup and pendown and which allows final results to be printed out worksheets of sequences graph paper Year 5 5E Controlling devices control box simple switches and output devices such as buzzers, lights and small motors Year 6 Unit 6C Control and monitoring – What happens when...? control box output devices, such as bulbs, small motors and buzzers input devices, such as pressure pads and light sensors
Attainment target for information and communication technology capability There are five aspects of attainment in this attainment target: 1.finding things out 2.developing ideas and making things happen 3.exchanging and sharing information 4.reviewing, modifying and evaluating work as it progresses 5.breadth of study Where does control fit?
Level Descriptors The numbers in brackets within the level descriptions identify these aspects. If you select one you will trigger a search for pupils' work that illustrates that aspect from the www.ncaction.org.uk website.www.ncaction.org.uk Level 1 Pupils explore information from various sources, showing they know that information exists in different forms.(1; 5) They use ICT to work with text, images and sound to help them share their ideas.(3) They recognise that many everyday devices respond to signals and instructions.(2) They make choices when using such devices to produce different outcomes.(2) They talk about their use of ICT.(3; 4)(1;5)(3)(2) (3; 4) Level 2 Pupils use ICT to organise and classify information and to present their findings.(2; 3) They enter, save and retrieve work.(1) They use ICT to help them generate, amend and record their work and share their ideas in different forms, including text, tables, images and sound.(2; 3; 4) They plan and give instructions to make things happen and describe the effects.(2) They use ICT to explore what happens in real and imaginary situations.(2) They talk about their experiences of ICT both inside and outside school.(3; 4; 5)(2;3)(1)(2;3;4)(2) (3;4;5)
Level 3 Pupils use ICT to save information and to find and use appropriate stored information, following straightforward lines of enquiry.(1) They use ICT to generate, develop, organise and present their work.(2; 3; 4) They share and exchange their ideas with others.(3) They use sequences of instructions to control devices and achieve specific outcomes.(2) They make appropriate choices when using ICT-based models or simulations to help them find things out and solve problems.(2) They describe their use of ICT and its use outside school.(3; 4; 5)(1)(2;3;4)(3)(2) (3;4;5) Level 4 Pupils understand the need for care in framing questions when collecting, finding and interrogating information.(1) They interpret their findings, question plausibility and recognise that poor-quality information leads to unreliable results.(4) They add to, amend and combine different forms of information from a variety of sources.(2; 4) They use ICT to present information in different forms and show they are aware of the intended audience and the need for quality in their presentations.(3; 4) They exchange information and ideas with others in a variety of ways, including using e-mail.(3) They use ICT systems to control events in a predetermined manner and to sense physical data.(2) They use ICT- based models and simulations to explore patterns and relationships, and make predictions about the consequences of their decisions.(2) They compare their use of ICT with other methods and with its use outside school.(4; 5)(1)(4)(2;4)(3;4)(3)(2) (4;5) www.ncaction.org.uk
Level 5 Pupils select the information they need for different purposes, check its accuracy and organise it in a form suitable for processing.(1; 2) They use ICT to structure, refine and present information in different forms and styles for specific purposes and audiences.(2; 3; 4) They exchange information and ideas with others in a variety of ways, including using e-mail.(3; 5) They create sequences of instructions to control events, and understand the need to be precise when framing and sequencing instructions.(2) They understand how ICT devices with sensors can be used to monitor and measure external events.(2) They explore the effects of changing the variables in an ICT- based model.(2) They discuss their knowledge and experience of using ICT and their observations of its use outside school.(3; 4; 5) They assess the use of ICT in their work and are able to reflect critically in order to make improvements in subsequent work.(4)(1;2)(2;3;4)(3;5)(2) (3;4;5)(4) www.ncaction.org.uk
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