Autumn Term
We Date
ek
1
2
1 SEPT
7 SEPT
Aims


Possible Teaching Activities
key idea: that newspapers
use a variety of
presentation techniques
and written effects to
communicate messages

technique: to alter font
size and use effects to
indicate relative
importance


3
14 SEPT


key idea: that ICT can be
used to reorganise text to
make its meaning clearer
technique: to use cut and
paste to reorder a piece of
text
Show the class examples of articles
from newspapers. Ask them to read
them in small groups and to mark on
them effects, such as: the use of
expressive language; clear sequence;
different style headings. Explain that
they are going to produce newspaper
articles, which share these features,
using a word processor.
Ask the class to suggest a list of five
ways to improve playtime and enter
their suggestions on screen.
Demonstrate how to change font size
and use bold to make some ideas seem
more important than others.
Divide the class into small groups and
ask each group to take turns to re-size
the words to indicate their order of
priority. Ask them to print their work
and return the screen to the way it
was.

Enter a set of descriptions of events in
random order, eg sets of instructions,
historical events, recollections of what
ten witnesses saw/heard at a bank
robbery.Explain to the class that
information is not always presented in
the most useful way. Demonstrate the
use of cut and paste to move text
around the screen.

Divide the class into pairs and ask the
Outcomes
Resources
All children can:
 recognise that newspapers use a variety of
written and visual effects
Word processor
newspaper articles
magazine articles

use font sizes and effects appropriately


use cut and paste to reorder text
produce a coherent sequence of events
children to reorder the sentences to
produce a clearer sequence of events
4
21 SEPT


key idea: that ICT can be
used to amend text
technique: to delete,
insert and replace text to
improve clarity and create
mood


5
28 SEPT


key idea: that ICT can be
used to correct mistakes
technique: to use
spellcheck


6
5 OCT


key idea: that ICT can be
used to automate the
amendment of text
technique: to amend text

Enter a short descriptive passage.
Provide the children with printed
copies of the text and discuss how
some words create moods.
Demonstrate how to delete, insert and
over-type words.
Ask the children to modify the
passage to change the mood, eg by
making it more exciting, calmer or
more up to date.

edit text
Enter an extract from an information
book, eg an encyclopedia, but include
a number of spelling mistakes.
Discuss why correct spelling is
important and explain that before a
book is printed editors and proofreaders correct spelling mistakes.
Show the class how to use spellcheck
and explain that it sometimes makes a
number of suggestions for one
word, eg 'wry', 'word', and 'wad' for
'wrd'. Explain that the first suggestion
is not always the right one and that
spellcheck does not recognise
mistakes where a real word is used, eg
it will not recognize 'set' in the
sentence 'the cat set on the
mat'. Divide the children into pairs
and ask them to use spellcheck to
correct the extract.

use spellcheck but recognise that spellcheck
is an aid, rather than a substitute for being
able to spell
Enter an extended account written in
the third person, which includes a
unisex name, eg Sam, and uses 'he',
'his', 'him'.

recognise that ICT can automate manual
processes
recognise some of the advantages and
disadvantages of automating manual

7
12 OCT


using find and replace

Discuss the account with the class and
explain that it is accurate except for
the fact that Sam is a girl not a boy.
Discuss how the account needs
changing and explain the
disadvantages of manually correcting
the account: the time needed, the
possibility of missing points.
Demonstrate the use of find and
replace and discuss what needs to be
considered when using this technique.
to use ICT to organise,
reorganise and analyse
ideas and information
to edit text and use a
variety of presentation
techniques

Explain to the class that they will be
using the techniques they have learnt
to produce newspaper articles. Ask the
class to recall what they have learnt so
far.
Ask children to review the work they
have been doing on a particular
history study unit. Explain that their
newspaper articles will bring together
the key points in the unit. The articles
must be factually correct, lively and
interesting. They must also use
appropriate presentation techniques.
Put the children into pairs to write
their articles. They should amend their
articles over a period of time, saving
the work as they go.
Explain to the class that they need to
identify the key points, experiment
with sequencing and modify the text
to make it more interesting. Ask them
also to identify any headings, subheadings and key pieces of text and to
use appropriate effects to make these
stand out.



8
19 OCT
processes


organise and reorganise text on screen
use appropriate techniques to ensure that
their writing is clear, well presented and free
of errors
HALF-TERM BREAK
9
2 NOV
10
9 NOV

(* 11 NOV BANK
HOLIDAY)
key idea: that ICT can be
used to develop images

Remind the class how ICT features,
such as cut and paste, can help them
with their writing. Explain that they
are going to use ICT to develop
pictures, using similar tools and
techniques.

recognise that ICT can be used to develop
images
A computer graphics
package with a range of
tools and edit features
scanner
clip art
11
16 NOV

technique: to alter the
size of the brush tool


12
23 NOV

technique: to select areas,
copy and re-size them


13
30 NOV

technique: to use a range
of visual effects, such as
reflection or symmetry


14
7 DEC


key idea: that ICT can be
used to recreate images
made by hand
key idea: that a screen

Discuss the work of Seurat and his use
of dots. Demonstrate how to alter the
size and pattern of the brush tool to
produce a 'pointillist' effect.
Ask children to recreate sketches from
their sketchbooks on screen using a
pointillist technique.

create pictures using a variety of brush sizes
and effects
Demonstrate how areas of the screen
can be selected, copied and re-sized.
Show the class pictures of tropical
fish. Ask children to create a fish tank
by drawing a single fish then making
multiple copies of different sizes.

select appropriate areas, copy and re-size
them
Discuss designs which use
symmetry, eg Islamic
carpets. Demonstrate how a paint
program can create symmetrical
patterns automatically.
Ask children to produce their own
designs for carpets using the
symmetry tool.

create patterns using the symmetry tool
Ask children to create a number of
black and white templates for stainedglass windows using felt pens or ink,
possibly inspired by the work of

recognise that a screen image can be a
finished product
save drafts which show the development of
their design


image can be a finished
product
technique: to use 'save as'
to keep drafts

15
16 DEC
Charles Rennie Mackintosh or from
sketches of local church windows.
Scan a number of sketches into the
computer as a starting point for work
on light and colour. Show the children
how to use 'save as' to save drafts.
Ask children to experiment with
colours by flood filling the templates
with various colours and ask them to
use 'save as' to keep versions which
work well. Discuss the quality of light
created.
Educational online activities
XMAS BREAK
Spring Term
We Date
ek
1
4 JAN
Aims

(* 6 JAN BANK
HOLIDAY)

Possible Teaching Activities
to use the skills and
techniques learnt to
organise, reorganise and
communicate ideas
to select suitable
information and media and
prepare it for processing
using ICT


Show the class a mixed-media
collage, such as 'Guitar' by Pablo
Picasso, and discuss some of the
techniques used. Encourage children
to find material that can be
scanned, eg from newspapers or
magazines.
Ask children to use the various
techniques learnt to incorporate the
scanned images in order to create
composite images, based on direct
observation of musical instruments.
Encourage them to focus on particular
details, such as tuning pegs or keys.
Outcomes

use a variety of materials, created on and
away from the computer, and use them to
make a final image
Resources

2
11 JAN
3
18 JAN
4
25 JAN


key idea: that 'yes/no'
questions can be used to
divide a set of objects into
sub-sets and that a
sequence of 'yes/no'
questions can identify an
object
key idea: that a tree
diagram can be used to
organise information



5
1 FEB

technique: to search a
branching database

Each child could be given a different
viewpoint. Remind them of the
importance of saving drafts.
Ask children to print out multiple
copies of their work and use the print
outs, together with other collected
images, to make a mixed-media
collage.
Show the class a selection of about 15
similar objects, such as household
objects. Tell the class that you are
thinking of one of the objects and that
they must work out which one it is by
asking 'yes/no' questions, such as, is it
made of plastic?Discuss which
questions work well and point out that
questions about small numbers of
objects are unhelpful if the answer is
no. Encourage them to use questions
which divide the set of objects into
two.

Show the class how to create a tree
diagram of branching questions which
can be used to identify each object.
Divide the class into groups and give
each group a set of eight pictures. Ask
them to create a tree diagram that can
identify each picture uniquely.

produce a tree diagram to identify objects
Prepare a branching database of rocks.
Show the children how to search the
branching database to identify
specimens of rock. Give pairs of
children a rock specimen and ask
them to use the branching database to
identify it.

search a branching database to identify
objects
create a series of 'yes/no' questions to
identify objects
MS Power Point
A variety of objects for
‘keying out’, such as
labelled rocks, pictures of
plants, household objects,
pictures of minibeasts
a branching database with
a prepared data file
6
8 FEB

to use a branching
database to organise,
reorganise and analyse
information

Demonstrate how to create a
branching database. Place various
musical instruments in front of the
children, and discuss their similarities
and differences. Label each
instrument with its name as it is
discussed. Then ask the children to
work in groups to create a branching
database. Ask each group to test the
others' databases

create a branching database which identifies
items uniquely

understand that different graphs are used for
different purposes
HALF-TERM BREAK
7
22 FEB
8
29 FEB
9
7 MARCH
Continue above

key idea: that different
graphs are used for
different purposes

Collect examples of different graphs,
for example bar charts that show
monthly rainfall, line charts that show
people's growth, pie charts that show
how people spend money. Discuss
with the class how the different graphs
represent data.
Graphing package
measuring equipment
MS Excel
examples of different
graphs
data capture sheet
10
14 MARCH

technique: to design
simple questionnaires to
record numbers, text and
choices


Remind the class about fields and
records. Tell the class that they are
going to produce a school database
with information about all the children
in the school. Tell them that they will
use the database to answer questions
about their peers and discuss how this
could be useful for particular
purposes, such as organising sports
day and trips.
Produce a class list of fields and
discuss how they could collect the
necessary information. Introduce the

design questionnaires which match the
structure of the database
idea that information could be
collected more quickly using a
standard sheet, and that entering and
checking information would be easier
if the structure of the sheet matched
the fields. Remind the class about
number, text and choice fields.
Remind the class that the computer
will only treat things as the same if
they are called the same. Ask the
children to design questionnaires to
collect the data and help them create a
database with suitable fields. Ask the
children to produce questions which
others in the class can answer.
EASTER BREAK
Summer Term
We Date
ek
Aims
1
4 APRIL
Continue abve
2
11 APRIL

Possible Teaching Activities
key idea: that pie charts
can be used to make
comparisons between

Discuss with the class how they are
going to check whether the balance
between boys and girls in their class is
Outcomes

produce pie charts using ICT and recognise
that the larger the segment, the larger the
proportion
Resources

populations
technique: to use ICT to
create pie chart


3
18 APRIL


key idea: that line graphs
can be used to show
continuously changing
information
technique: to use ICT to
create line graphs

the same as for the school as a whole.
Enter the number of boys and girls for
the class and for the school into a data
handling package. Remind the class
that they can create different types of
charts to represent the information.
Produce two bar charts (one for the
class and one for the school) and
make comparisons. Discuss how
difficult it is if one chart is much
larger than the other. Create two pie
charts showing the two distributions.
Discuss that although pie charts do not
show that there are more boys and
girls in the school than in the class,
they are more useful for making
comparisons.
Discuss other hypotheses that could
be tested using pie charts, for
example, that boys are more interested
in football than girls, or that the news
is more popular with their parents than
with them, or that children with brown
hair usually have brown eyes. Ask the
children to collect information and
produce pie charts to test these
hypotheses.

use pie charts to make comparisons between
populations
Enter the results from a science
experiment, such as the length of a
shadow throughout the day, into a data
handling package. Use the package to
produce a pie chart, bar chart and line
graph. Discuss how the pie chart is not
clear. Discuss the bar chart. Choose
adjacent bars and ask the class if the
shadow 'jumped' from one length to
the next. Discuss how the line graph
shows that the shadow's length
changed smoothly. Ask the class to
think of other things that change

understand that line graphs are used to
represent continuously changing data
smoothly.
4
25 APRIL

key idea: to interpret and
analyse information in
graphs

Investigations in science, mathematics
and geography provide ways of
drawing together the key ideas and
techniques taught in this unit

use bar charts, pie charts and line graphs
appropriately
5
(* 2-3 MAY
BANK
HOLIDAY)



Show the class how a floor turtle can
be programmed to move in a square
and write the instructions on the board
- forward 4, right 90, forward 4, right
90, forward 4, right 90, forward 4,
right 90. Repeat the activity using a
repeat loop - repeat 4 [forward 4, right
90]. Discuss with the children their
previous experiences of using these
techniques with a floor turtle.
Introduce the children to the screen
turtle. Talk about the direction the
turtle is facing and how it moves.
Type in some instructions to show the
turtle moving. Discuss spaces between
command and number, and the use of
the return key. Introduce them to the
clear screen command. Again type in
the instructions for drawing a square,
but use forward 100 instead of 4.
Discuss with the children the different
step size that a screen turtle uses.
Discuss the differences between using
a floor turtle and a screen turtle.
Remind the children that instructions
are relative. Explain to them that they
are going to make the screen turtle
follow a number of instructions.

4 MAY
key idea: that the screen
turtle can be moved on
screen
technique: to transfer
floor turtle instructions to
the screen and understand
common language
should recognise that the same language is
used to programme a screen turtle and a
floor turtle
recognise that the size of numbers used for
distance is different

6
9 MAY

key idea: that the screen
Children:
turtle obeys the same
Prepare a worksheet with a few simple
language commands as the sequences on it (forward, right, left). Ask the
floor turtle
children to predict what will appear on screen

recognise that commands typed in LOGO are in the
same language as they have been using with the floor
turtle
recognise that the screen turtle reacts with the same
Floor turtles / Bee bots
MS Logo
7
16 MAY

technique: to type
commands in immediate
mode

key ideas: that the screen
turtle can be given
commands to produce a
specific shape on screen
that the turtle can be
moved before it starts
drawing
techniques: to write a list
of commands to produce a
pre-drawn shape
to use pendown and penup
to move the turtle

key idea: that instructions
can be repeated
technique: to use the
repeat command




8
23-25 MAY

(*26-27 BANK
HOLIDAY)

when these instructions are entered and give
movement that is shown by the line it draws
them a chance to work in pairs at the computer
to test their hypotheses. Remind them to send
the turtle 'home' before beginning each set of
instructions.

Provide two examples of letters (eg E
or M) that can be drawn with the
screen turtle using only 45 or 90
degrees; use graph paper (1cm2) to
draw the letters. Show the class how
to draw the two letters and explain
how each square on the graph paper
measures 50 screen turtle steps.
Demonstrate how to write instructions
to produce the two letters on screen.
Ask children to draw the first letter of
their name on a piece of graph paper
and get them to write the instructions
for the screen turtle. When children
have completed their sequences
produce the example letters, but use
penup and pendown to move the turtle
to the left of the screen before doing
the first letter and then to the right of
the screen to do the second letter.
Show the children how to print their
work. Divide the children into pairs
and ask each pair to create their
initials on screen and print the results.

produce two shapes on screen and learn to
move the screen turtle without drawing a
line
Prepare a worksheet with a few simple
repeat sequences on it. These could
include:
 repeat 4 [forward 100, left
90];
 repeat 3 [forward 150, right
120];
 repeat 6 [forward 100, right
60];
 repeat 360 [forward 1 right

learn to use the repeat instruction and will
predict what will happen
1];
repeat 10 [forward 50, right
36]
Discuss with the children their
previous experiences with a repeated
sequence and demonstrate the
instruction: repeat 5 [forward 80, right
108]. Ask the children how many
sides they think the shape will have.
Type the instruction into the computer
and show the children what happens.
Using the prepared worksheet when
the instructions are entered ask the
children to predict what will appear on
screen and give them a chance to
work in pairs at the computer to test
their hypotheses.



9
30 MAY
key idea: that groups of
instructions can be named
technique: to use and change a prewritten procedure


Write the following procedures into
the computer and save them: square,
equilateral triangle, staircase,
pentagon. Give the procedures
arbitrary names, such as 'Pooh',
'Tigger', 'Eyore' and 'Piglet'. All these
sequences have been used in previous
lessons.
Show the children the screen turtle
drawing a square, without using the
procedure you have written. Then
move the turtle using penup and
pendown and repeat the square.
Explain how it would make things
easier if the turtle could learn a word
to draw a square. Tell the children that
you have taught the turtle four new
words and demonstrate the one that
draws the square. Show them how
they could change the numbers in the
procedure to make a bigger square.
Divide the class into groups and let

learn that sequences of instructions can be
named and edited
them test all four procedures. Ask
them to try changing the size of the
sides and the steps.
10
6 JUNE


11
13 JUNE

key idea: that procedures
can call other procedures
technique: to write a
procedure that uses other
procedures to produce a
result

Use the procedures from the last task
to write a new procedure called 'hum'.
Use the square (Pooh) and the triangle
(Tigger) and penup and pendown to
draw a simple house. You will need to
rotate the turtle by 60 degrees before
'putting' the roof on. Show the
children that every time you type
'hum', the house appears. Divide the
children into pairs and ask them to
write their own version of 'hum',
maybe changing the size of the square
and the triangle. When they have done
this ask them to use 'hum' to create a
number of houses and ask them to
print their results.

learn how to combine procedures to form a
new procedure
to write repeating
procedures to produce a
desired outcome

Explain to the class that they will
create a number of 'crystal flowers' on
screen. Tell them that they will need
to write a number of procedures, such
as square, rectangle, triangle,
pentagon, and that they will combine
the shapes into a larger procedure; the
larger procedure will allow them to
rotate the shapes 360 degrees and
produce a flower. An example
procedure might be: repeat 36 [square,
right 10] which would produce 36
squares with a rotation of 10 degrees
in between, producing a flower effect.
Ask children to work in pairs to create
their own flowers and get them to
print out their work. They could
colour in their flowers and produce a
garden display for the classroom.

learn how to write procedures using standard
commands
learn to combine procedures to produce a
desired outcome


12
20 JUNE
Educational online activities
SUMMER HOLIDAY