Databases and progression
 It’s a collection of data, with common features – eg telephone directory
 Two main characteristics, being fields and records
• data fields define the kind of information
• Eg Name, address, telephone number
• Records are distinct sets of information
•
Electronic databases have distinct advantages over paper based databases:
It is very easy and quick to:
 add and edit records and data
 sort records by any field
 select specific kinds of records
Branching tree (binary)
 Posing questions to be answered yes/no
 Distinguishing between shapes, minibeasts, people in our class,, musical
instruments for example
 Progressive elimination, until one item is left
Fat file
 Most familiar- one dimensional Can only see one record at a time
 Card index file analogy (football cards)
 Comprises
• records, arranged in
• fields, holding
Databases and the National Curriculum
Programme of study: information and communication technology (1999)
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
Finding things out – KS1
Pupils should be taught how to:
 gather information from a variety of sources [for example, people, books,
databases, CD ROMs, videos and TV]
 enter and story information in a variety of forms [for example, storing
information in a prepared database, saving work]
 retrieve information that has been stored [for example, using a CD ROM,
loading saved work]
Finding things out – KS2
Pupils should be taught:
 to talk about what information they need and how they can find and use it [for
example, searching the internet or a CD ROM, using printed material, asking
people]
 how to prepare information for development using ICT, including selecting
suitable sources, finding information, classifying it and checking it for
accuracy [for example, finding information from books or newspapers,
creating a class database, classifying by characteristics and purposes, checking
the spelling of names is consistent]
 to interpret information, to check it is relevant and reasonable and to think
about what might happen if there were any errors or omissions