Handling Data ICT Medium Term Planning
Based on medium term plans produced by Wokingham LA and updated by York LA
Handling Data
This unit works closely with the data handling unit of the mathematics framework
Year 1 .................................................. Page 2
Year 2 .................................................. Page 3
Year 3 .................................................. Page 4
Year 4 .................................................. Page 5
Year 5 .................................................. Page 6
Year 6 .................................................. Page 7
These are Medium Term plans and should form the basis of your planning ICT: It is intended that units are not taught in isolation but key areas and skills are taught throughout the year as
appropriate with other units and in a cross curricular context. You might want to highlight the schemes as aspects are covered in your short term plans to ensure you have coverage.
In this Unit the children will know information exists in different forms. They will Collect, organise and classify data. Create graphs and use these to answer questions. As they progress they will
identify and develop a means of collection, and collect appropriate data. In order to answer questions they will collect, organise classify and interpret data and develop a simple database. In order
to solve a specific problem they will use ICT to collect and process data and present their findings understanding the need for accuracy
© These schemes of work have been authored and developed by the Wokingham ICT Team: Whilst we are happy to share the schemes with LAs and schools please acknowledge your sources.
This document has been amended by York LA September 2009.
Further information contact the ICT team
Please acknowledge source: © SOW developed Wokingham ICT Team. Amended by York LA 2009.
Page 1 of 7
Handling Data ICT Medium Term Planning
Handling Data
Year 1: Know information exists in different forms.
Learning objectives
Key Skills: what the children will do
Pictograms and simple graphing

Use ICT to Sort objects into groups according to a given

To use ICT drag and drop activity
criterion;
to consolidate and to illustrate

Identify criteria for sorting objects on screen
previous practical activities such as

Use further criterion for grouping the same objects in
sorting, classifying objects in to
different ways
hoops, boxes, jars etc

Understand that ICT can create and modify charts quickly

To explore an ICT pictogram
and easily
package to illustrate prior practical

Use pictogram software to enter data correctly,
learning and aid presentation
understanding how to use icons and represent and interpret

To talk about how they use ICT in
simple data
relation to sorting and classifying.

Use a pictogram to create and help answer simple
Begin to recognise that ICT allows
questions
quick changes

Recognise that there is a
In order to progress further
connection between data collected in

Develop different criteria and create own pictograms
class ( verbally , tally etc) and the
information presented on screen
Strand: Finding Information
Outcomes

Use software to represent data and information on screen.

Explore the tools to sort and view the data in different ways.

Make comparisons with other pencil and paper methods or
sorting real objects
Example Cross Curricular links and outcomes

Children interpret a pictogram showing the types of houses
people live in

Children undertake a traffic survey and interpret a pictogram

Children interpret a graph showing the most popular fruit in
the class

Children use ICT to sort objects according to whether they
are living or not living

Children collect and analysing class based data about
themselves (e.g. Our favourites / Our homes) (Science / DT /
Geog / Hist) (eye or hair colour)

Children talk about images of toys now and then

Children use ICT to sort objects according to whether they
are living or not living
Suggested Resources: Pictogram software, eg. 2Count(2Simple), Pick a picture(Black Cat), Pictogram (Kudian), Textease CT,
Please acknowledge source: © SOW developed Wokingham ICT Team. Amended by York LA 2009.
Page 2 of 7
Handling Data ICT Medium Term Planning
Handling Data
Strand: Finding Information
Year 2- Explore information from different sources.
Learning objectives
Key Skills: what the children will do
Outcomes
Simple Graphing

To understand that information can be
represented as block graphs or pictograms. This can
only provide limited answers to some questions

To use ICT to organise and present data
understand and describe how ICT makes things
quick and easy to add to and change

To understand that if data has not been entered
accurately it cannot be used to provide the answers
to questions

To talk about how they use ICT in relation to
organising and charting information.

Recognise that ICT allows quick changes


Branching Database

To understand that some questions have only
yes or no answers.

To use a branching database and to know that it
can be used to find out the answers to questions





Develop different criteria and create
own pictograms
Use a simple graphing package to
record information – add labels and
numbers as appropriate
Use ICT to edit and change the
information quickly.
Talk about how ICT helps them to
organise their information
Save , retrieve and amend their work
Use a graphs to create and answer
questions
Branching Database

Understand the difference between
questions and answers

Ask questions that comply with the rule
that it can only have a yes or no answer

Use a branching database to identify
objects using yes or no questions
Use a graphing package to collect, organise and classify data,
selecting appropriate tools to create a graph and answer questions.

Enter information into a simple branching database, and use it to
answer questions
Example Cross Curricular links and outcomes

Children collect information on school food preferences such as
favourite snacks. This information is graphed and the children
interpret and discuss the results

Children collect information about minibeasts found in different
environments around the school, represent it in a graph and interpret
the results

Children identify the minibeasts they have found using a
branching database

Children use a branching database to sort regular 2D shapes

Children collect information on school food preferences such as
favourite crisps. This information is graphed and the children
interpret and discuss the results

Children create a graph linked to plants and animals found in
their local environment
 Suggested Resources: Graphing software, eg. 2Count, 2Graph (2Simple); branching database program eg. 2Question(2Simple), Textease Branch (CT)
 Pictogram software, eg. 2Count(2Simple), Pick a picture(Black Cat), Pictogram (Kudian), Textease CT
Please acknowledge source: © SOW developed Wokingham ICT Team. Amended by York LA 2009.
Page 3 of 7
Handling Data ICT Medium Term Planning
Handling Data
Year 3 Identify and develop a means of collection, and collect appropriate data
Learning objectives
Key Skills: what the children will do
Strand: Finding Information
Outcomes
Graphing

Research information and enter data into a database with

Answer a question by organising, representing and
a predetermined structure
interpreting data

Answer straight forward questions and produce bar charts

Create frequency tables, pictograms and bar charts

Turn questions into search criteria
to show results and observations
Example Cross Curricular links and outcomes

Choose, print and annotate appropriate graphs to

(Maths Block C)
answer simple questions e.g. bar charts or pie charts.

Children explore relationships in personal data (e.g. leg

Compare different charts and graphs and understand
length and long jump)
they are used for different purposes

Children collect weather data and use this as part of their
Database
work in comparing weather around the world
Database

View paper based database (e.g. Top Trumps) and

Children create a database of the favourite sandwiches

To understand the need to structure
know that information cards are divided into fields and
including the type of bread, filling, extra filling, butter etc
information in a database
that a set of record cards is called a file. Answer simple

Children undertake a needs analysis & evaluation for

To recognise information can be held as
questions using the paper based database.
sandwich and snacks
numbers, choices or words

Collect appropriate information, enter it into a

Children create a yes/no data base about the

To understand that questions can be
database and use the database to answer simple
characteristics of materials
turned into search criteria and that database
questions

Children survey their parents/carers about jobs e.g.
tools can be used to find answers

Add new records to a file and place information in the
distance travelled to work, travel method, job type and enter

To recognise similarities between the
correct fields using the correct conventions
information into a database to answer questions
computer and paper-based systems

Construct questions and suggest plausible answers.

To understand that if data has not been
Understand answers can be yes/no, of a multiple choice
entered it cannot be used to provide the
or individual (e.g. Name)
answers to questions

Translate questions into search criteria to find

To talk about the use of a database to
information ( E.g. to find most common, favourite etc)
sort, classify and chart different types of

Search using key words and use fields correctly to
information quickly
answer questions

Use the search tool to find answers to simple
questions

Create simple bar charts to answer questions
Suggested Resources: database program, eg. Junior Viewpoint (Logotron) Textease database(CT)2Investigate(2Simple)
Handling Data

To understand that collecting and
organising information using ICT makes it
easier to find answers to questions

To understand that ICT can be used to
create different graphs that show data for
different purposes across the curriculum

To talk about the use of ICT and describe
how it supports learning
Please acknowledge source: © SOW developed Wokingham ICT Team. Amended by York LA 2009.
Page 4 of 7
Handling Data ICT Medium Term Planning
Handling Data
Year 4: In order to answer a question children collect, organise classify and interpret data and develop a simple database.
Learning objectives
Key Skills: what the children will do
Outcomes

Graphing

Determine the data needed to answer a
specific question; organise, present, analyse
and interpret the data in tables, diagrams,
tally charts, pictograms and bar charts,
using ICT where appropriate

Enter data into a pre defined database
use the information to answer a specific
question

Use the data produced to answer
specific lines of enquiry

Have regular opportunities to enter data
into a spreadsheet and use it to create a
range of graphs, and to interpret data
across all subjects

Compare how different graph types can
be used for different purposes and how
some are more appropriate than others





To understand that ICT can produce different
graphs quickly and easily if data is entered correctly
To know that ICT can create different graph
types for different purposes and some are more
appropriate and easier to read than others for
specific tasks
To understand that a spreadsheet is different to
a database in that a spreadsheet is useful for single
lines of enquiry and numerical values and a
Database can handle lots of different types of
information
To begin to make choices about how to present
data to solve a specific problem (e.g. to show
different heights in the class)
To talk about the use of ICT to create different
present, organise and amend data and how it
automates the process
Strand: Finding Information
Collect information and enter into a spreadsheet to create
different graphs for different purposes

Recognise how ICT enables the quick graphing of different types
of information for interpretation

Organise and interpret data by using a branching database
Example Cross Curricular links and outcomes

(Maths Block C)

Conduct a survey with a questionnaire, to collect data for use
with a spreadsheet as graphing package

Design a branching database for others to use that will teach
them about the wives of Henry the VIII

Create a branching database to identify different features of
musical instruments

Identify features of materials and their properties and sort them

Sort minibeasts/habitats in the local environment, create keys
and enter results into branching database using four or five fields of
information

Create a database to investigate how people spend their time
and use the database to answer questions. e.g. leisure

Record the results of an experiment investigating friction and
use the results to answer hypotheses/questions. (e.g. cars down
slopes)
Branching Databases

To understand that ‘yes/no’ questions can be
Branching Databases
Search a branching database to identify
used to divide a set of objects into sub-sets and that 
a sequence of ‘yes/no’ questions can identify an
objects
object

Develop efficient questions to organise

To understand that questions are key to
and sort objects by properties using yes no
organising data efficiently in a branching database to
fields
solve problems

Create and use a branching database to

To understand that control systems often use a
organise, reorganise and analyse
branching structure to their questions ( e.g. cash
information to answer questions
machine, vending machine, doctors symptoms
database, mp3 players etc)
Suggested Resources: database program, eg. Junior Viewpoint (Logotron) Textease database(CT)2Investigate(2Simple) Spreadsheet, eg. Microsoft Excel, Textease
Spreadsheet, 2Calculate. branching database program eg. 2Question(2Simple), Textease Branch (CT)
Please acknowledge source: © SOW developed Wokingham ICT Team. Amended by York LA 2009.
Page 5 of 7
Handling Data ICT Medium Term Planning
Handling Data
Strand: Finding Information
Year 5: In order to answer a question children collect, organise classify and interpret data and develop a simple database.
Learning objectives
Key Skills: what the children will do
Outcomes

Graphing

Determine the data needed to answer a set of
related questions; select and organise relevant
data,

Use frequency tables; construct pictograms,
bar graphs and line graphs that represent the
frequencies of events and changes over time; use
the ICT to present and highlight features that lead
to further questions







Understand that different programs
create graphs in different ways, and that
they each have suitable uses
To be able to create different types of
graphs and charts and use them to
interpret and answer a specific questions
Understand that information found is
not always helpful in answering questions
Understand that information held on
databases may contain errors and that
this can affect results
Recognise the consequences of data
not being accurate, relate to outside
world ( E.g. Police / doctors / banks/
school database)
Understand there are different ways
in finding anomalies in data; graphs,
sorting, searching
Discuss how ICT enables you to
search and sift through large amounts of
different types of information and
describe the advantages of using the
tools and the need for accuracy
Databases

Design questions using key words, to search a
large pre-prepared database

If adding to a database recognise the need for
accuracy and how this will effect the information
and answers to questions

Make queries using and/or to search data
when looking for relationships and patterns in data
(complex searches)

Search using search terms greater and less
than

Modify a search pattern in order to find specific
information

Check for accuracy by checking data, using
different views, search tools, and graphing. Be
able to recognise and correct the data

Use graphs to provide supporting evidence for
their conclusions
Understand how ICT enables you to search and sift through large
amounts of different types of information and describe the advantages of
using the tools.

Understand that data is only good if it is put in accurately , describe
what happens if data isn’t accurate and consider possible consequences

Search a large pre-prepared database to research information, using
a range of search techniques
Example Cross Curricular links and outcomes

Search a large pre-prepared database of Victorian census data to
draw conclusions about differences in lifestyles then and now

Search a large pre-prepared database of the planets and stars to
compare them according to a range of criteria

Children create a simple database to record responses from
parents/grandparents or carers about: what games they played in the
playground? What luxury items they had? Where they travelled for
holidays and how they travelled to these places? They compare this with
today’s experiences.

Children record and analyse the results of an experiment stretching
elastic bands
Suggested resources: a large pre-prepared database, database program, eg. Junior Viewpoint (Logotron) Textease
database(CT)2Investigate(2Simple) Spreadsheet, eg. Microsoft Excel, Textease Spreadsheet, 2Calculate.
Please acknowledge source: © SOW developed Wokingham ICT Team. Amended by York LA 2009.
Page 6 of 7
Handling Data ICT Medium Term Planning
Handling Data
Year 6: In order to answer a question children collect, organise classify and interpret data and develop a simple database.
Learning objectives
Key Skills: what the children will do
Outcomes









To understand how ICT can be used to solve
problems.
Identify and collect appropriate data to answer
their questions (e.g. what are the differences in heart
rates resting, during and after exercise )
To understand how to organise data in a
spreadsheet or a database.
To use tools such as searches, filters, sorting and
graphing to refine the information
To understand which searches and graphs are
relevant to a specific problem
To understand the importance of presentation
techniques aimed at a specific audience understanding
the need for accuracy.
To question reliability of data -sources (plausible,
implausible)






Solve problems involving selecting, processing,
presenting and interpreting data
Construct and interpret a range of appropriate
tables and graphs relating to task.
Use ICT to present and highlight information
and identify further questions to ask from data
collected
Collect and organise data in an efficient and
accurate way by designing fields and records in a
database
Interpret data by using a range of searches,
sorting , filtering and graphing and check for
accuracy
Draw conclusions from data and use
conclusions to solve the original problem
Present findings to a specified audience and
display in other software ( e.g poster, multimedia,
Word processing)
Strand: Finding Information
To solve a problem by planning and carrying out data
collection, by organising and analysing data using a
database, and by drawing conclusions and presenting
findings to a specific audience
Example Cross Curricular links and outcomes

Children compare data about themselves with those
from a younger class (Starting with a hypothesis e.g. do
children with longer legs run faster or can taller children
throw a ball further; create a simple database to store data
from a series of PE events. Use the database to answer the
hypothesis.)

Children gather data about local issues (eg. litter, traffic

or pedestrian flow, accidents), to make conclusions and to
present this to others
Children gather and analyse data as part of a river
investigation
In order to progress further

Justify reasons for their choices and explain
why other methods were not appropriate
Suggested Resources: database program, eg. Junior Viewpoint (Logotron) Textease database(CT)2Investigate(2Simple) Spreadsheet, eg. Microsoft Excel, Textease
Spreadsheet, 2Calculate.
Please acknowledge source: © SOW developed Wokingham ICT Team. Amended by York LA 2009.
Page 7 of 7