Wokingham LA ICT Schemes of Work

Wokingham LA ICT Schemes of Work Area of ICT Multimedia and word processing Graphics Digital video Communication Collaboration and Publishing Music and sound Handling data Research Modelling Control Year 4 outcome Plan, design and create and improve their own multimedia presentation showing awareness of audience. Create digital artwork by photographic editing. Children create, edit and evaluate digital video and/ or animation Use a range of online communication and collaboration tools to support projects on the Learning Platform compare methods. Understand the internet safety rules and implications on the Learning platform Plan and record material to create a sound story Use software to compose their own music Collect, find, organise and interpret information using graphing and a branching database. Find and evaluate specific relevant information to use in a presentation Modelling on screen: Design and test a sequence of instructions to solve a real-life problem, OR use Logo or Probot/ Probotix to write a procedure to create shapes; combine procedures to produce effects, including changing variables. As a class, plan an investigation using data logging. Carry out the investigation independently, downloading and interpreting results. For further information Please see planning guidance at the end of the schemes of work 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. NB: Where you see In order to progress: is intended for a small more able group 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 Further information contact kathy.smedley@wokingham.gov.uk Page 1 of 12

Multimedia Year 4 Multimedia This unit can be taught in association with the digital imagery, sound, music, communicating and publishing units Level 3: They use editing and formatting techniques to develop and refine their work to improve its quality and presentation Level 4: They create and combine different forms of information, refining and presenting it for a particular purpose, showing an awareness of audience and the need for quality Key Objectives Key Skills Outcomes Example Cross Curricular links and outcomes Assessment Opportunities: Suggested Resources: DTP Tools Purple Mash Creative Tools: 2Publish 2Publish Extra, 2Publish Projects, Word, Publisher, Multimedia Authoring Tools: 2 Create a story, 2Create a Super Story, Clicker 4 or 5, Textease, Kar2ouche, PowerPoint Other Resources: microphone and digital sound recorder, digital microscope, Web and publishing UniServity ( Learning Platform) Page 2 of 12

Year 4: Digital Imagery Create digital artwork by photographic editing. Children create, edit and evaluate digital video and/ or animation Level 3: They use editing and formatting techniques to develop and refine their work to improve its quality and presentation Level 4: They create and combine different forms of information, refining and presenting it for a particular purpose, showing an awareness of audience and the need for quality Learning Objectives Key Skills: What the children will do Outcomes Suggested Resources: Graphics software Dazzle, 2Paint a Picture, Purple Mash: 2Paint, 2Animate, 2design and Make, 2 Publish Extra, Image editing Photosimple, Picassa, Microsoft Picture Manager, Image Capture: digital camera digital video recorder. Other Image capture devices Visualisers, Microscope Animation: 2Animate, Pivot stick animator, Powerpoint, Publishing : UniServity Learning Platform present their graphics through desktop publishing, multimedia and movie editing software: Microsoft Photostory Video Manipulation and Editing Microsoft Movie Maker Page 3 of 12

Year 4 Communicating Collaborating and Publishing Wokingham LA Year 4 ICT Medium Term Planning Level 3 Organise information to answer questions and present findings in different forms Use editing and formatting techniques to develop and refine work They use communication tools to share and exchange their ideas with others, and use strategies for staying safe. Level 4 Use editing and formatting techniques to develop and refine work Communicate and exchange information and ideas with others collaborating to develop and improve work Understand benefits of online communication Manage some of the risks associated with digital environment Learning Objectives Key Skills what the children will do Outcomes Suggested Resources - easy mail, grid club,, Uniservity Learning Platform Web 2.0; blog, Wiki, forum tools, Podcast, Web pages, E portfolio tools, wall wisher, Primary Pad Page 4 of 12

Year 4 : Music and Sound: Plan and record material for a radio programme, Use software to compose their own music Level 3: They use editing and formatting techniques to develop and refine their work to improve its quality and presentation Level 3: They use communication tools to share and exchange their ideas with others, and use strategies for staying safe Level 4: They create and combine different forms of information, refining and presenting it for a particular purpose, showing an awareness of audience and the need for quality Learning Objectives: Key Skills: What the children will do Outcomes To use music and notation packages to create, develop, amend and present their ideas for a specific audience Understand that evaluation and improvement is a vital part of a creative process and ICT allows changes to be made quickly and efficiently Use ICT to compose music or sounds including creating melodies To locate, listen to, import and use appropriate sound files in multimedia software Know that sound files can be uploaded on the learning platform and shared across a wider audience Locate sound files from CD ROMs, Internet sources, learning platform and Multimedia software e.g. PowerPoint clip art Select and import existing sound files using computer software Use IT to record voice, sounds vocal, sound effects and instrumental to create a sound story Select and import existing music and sounds into multimedia presentations Combine and layer sounds to create a sound story Create and refine compositions using musical software Create layered sound recordings of voice, sound and music Example Cross Curricular links and outcomes Or Pentatonic compositions to accompany images/film clips focussing on Use ICT to combine and layer sounds to create sound the Far East. stories or backing tracks to their voice or poem Using music software that allows pupils to create/edit a melody Use music software to organise and reorganise musical (Music Dragon Scales) phrases using notes on a scale Sound effects to accompany film/still images e.g. WAV files from Share there work on the learning platform for others to PowerPoint clip art etc. play and review Use Audacity to record and perform a poem or play add layers of Talk about how the software allows easy manipulation voice, Sound effects and music and creation of sound and music Upload sounds as podcasts onto the learning platform to share with a Begin to show an awareness of copyright when wider audience selecting music and sound Use itunes, Windows Media Player etc. to listen to music and sounds, Sharing their work create playlists etc. Upload their work on the learning platform for self and Record using sound recording devices e.g. tape recorders, PDA/EDA, peer evaluation sound recorder on laptop etc. to record sound bites of voice or music Upload sound and Embed their radio broadcast onto a compositions page on the learning platform, consider audience and Children make an audio recording of poems they have written. Use in length of piece a multimedia presentation ( Literacy Poetry Unit 2 Exploring Form) In order to progress further Children create a persuasive trailer for a film (Literacy Unit 4 non- Use ICT to create and perform sounds or music that fiction) would otherwise not be possible live e.g. playing a Assessment Opportunities multi-part piece or a very fast piece Children create multimedia presentations including music and sounds that show an awareness of audience and purpose Suggested Resources: Music composition software e.g. Black Cat Compose, Compose World, Notate, 2simple music toolkit, Online tools: Purple Mash 2Sequence, BBC Making tracks web site, Aviary Music creator ROC Sound Manipulation: Audacity ( free) Podium, Myna from Aviary.com online audio editor Sound Capture Microphone and digital sound recorder; electronic Multimedia software to record sound straight into (eg. 2Create a super Story, Kar2ouche, PowerPoint, UniServity, Photostory Sound resources www.findsounds.com, Espresso. Page 5 of 12

Year 4 :Finding Things Out: Research Following straight forward lines of enquiry Level 3 Pupils search for and use information from a range of sources and make judgements about its usefulness when following straightforward lines of enquiry They use communication tools to share and exchange their ideas with others, and use strategies for staying safe Level 4: Pupils refine searches to find, select and use information, questioning its reliability They interpret their findings, question plausibility and recognise that poor-quality information leads to unreliable results Learning objectives Key Skills: what the children will do Outcomes To draw information from a question to develop keywords to find relevant information e.g. What did Romans eat? Would become Roman food To understand the dynamics of a search engine and know that there are different search engines (some within specific sites e.g. BBC, and some the whole of the Internet e.g. Google, Yahooligans, Ask Jeeves To be able to skim read and sift information to check its relevance and modify their search strategies if necessary To understand that the information they use needs to be appropriate for the audience they are writing for e.g. copying and pasting difficult language To be able to use information to produce a report for a particular audience Evaluate different search engines and explain their choices for using these for different purposes Children should be aware of responsible internet use and abide by the rules of the school. Children begin to recognise that anyone can author on the Internet and sometimes authors on the Internet can produce content which is offensive, rude and upsetting and to follow school rules if anything is found Navigate to their chosen website to answer their questions on a specific topic Ask questions and develop keywords to enter their own search and choose an appropriate website Know there are different search engines and understand they work in different ways. E.g. some within specific sites e.g. BBC, and some the whole of the Internet e.g. Google, Yahooligans, Ask Jeeves To be able to discuss the different search engines and their features To know that they can use search engine tools for different types of media e.g. Google Image Search, video, sound but understand that the results are not always what you expect To be aware that web sites are not always accurate and that information should be checked before it is used. To develop keywords and enter them into a chosen search engine To present their findings using a word processing or multimedia/publishing package for a specific audience In Order to Progress further: To modify searches further to find relevant information for a report To select and combine information from a range of different source Pupils search for and use information from a range of sources and make judgements about its usefulness when following straightforward lines of enquiry Example Cross Curricular links and outcomes Children find and adapt online information for a different audience Children use the internet to investigate Jewish customs and produce a report Children explore natural habits using online virtual habitats, to produce a presentation Children carry out research using a search engine to find out information about and photographs of children in the second world war or other areas of class work Children find and repurposing online info for a different audience Children use the internet to explore How and where do we spend our time? Assessment Opportunities Use search tools to find and evaluate specific relevant information to use in a presentation for a topic Suggested Resources: Internet, search engines, Yahooligans, Northumberland grid, Cached Content e.g. Espresso, Knowledge Box, Education City, presentation software Page 6 of 12

Year 4: Finding Things Out: Handling Data In order to answer a question children collect, organise classify and interpret data and develop a simple database Level 3 They collect, record and organise data to answer questions and present findings Level 4: They interpret their findings, question plausibility and recognise that poor-quality information leads to unreliable results Pupils understand the need for collecting information in a format that is suitable for processing Learning objectives Key Skills: what the children will do Outcomes Suggested Resources: Database Software, eg. 2Investigate, Textease database, Information Workshop, MangoData, UniServity Survey tool Graphing Software Purple Mash 2Count, 2Graph, Excel, RM Starting Graph; Textease Spreadsheet, 2Calculate. Branching database eg. 2Question, FlexiTree, Textease Branch Page 7 of 12

Wokingham LA Year 4 ICT Medium Term Planning Year 4: Developing ideas and making things happen: Control Investigate physical data through sensing data. Level 3: They collect, record and organise data to answer questions and present findings Level 4: They capture data using sensors to support investigations Learning objectives Key Skills: What the children will do Outcomes Suggested resources: data loggers, pulse sensors, temperature probes, data logging software,, Scratch Page 8 of 12

Year 4: Developing ideas and making things happen: Modelling and Simulations Use an on-screen turtle to explore and understand the impact of changing variables Level 3: They use sequences of instructions to control devices and achieve specific outcomes Level 4 They develop simple ICT-based models to explore patterns and relationships, and make predictions about the consequences of their decisions They answer questions when using ICT models and simulations Learning objectives Key Skills: What the children will do Outcomes To understand that specific instructions has to be used to enable them to interact with a simulation e.g. on screen robot/sprite navigate a screen or draw specific shapes, they can relate this to the floor robot/probot, Flowol mimics or models, Scratch animations. Understand that a specific programming language (including flowcharts and icon based systems) can be used to program software and other devices To understand that sequences of commands can be improved through the writing of procedures and the use of repeat commands Investigate how everyday devices are controlled using inputs and outputs eg automatic doors, kettle, traffic lights, microwave oven Draw flow diagrams to show how everyday devices work ( relate to handling data branching databases) Enter instructions to enable the on screen sprite/turtle navigate a screen or draw specific shapes, relate this to the floor robot Use the repeat command to shorten sets of instructions Use and change a pre-written procedure Create a set of instructions either as a list, as a flow diagram or as a sequence of icons to complete a task (such as drawing a shape with a screen turtle or controlling a set of traffic lights) and name it as a procedure Use a Logo-type program to write procedure to create shapes; combine procedures to produce effects, including changing variables Example Cross Curricular links and outcomes Use Logo to create a pattern using a range of same sized squares explore the impact changing the variable of length and side relating to shapes and patterns use Logo to explore patterns, eg. Islamic border patterns design a Tudor rose or house using the Logo program use a floor turtle to create similar designs to the ones done on-screen; compare the results Explore changing variables in pre-designed spreadsheets Complex patterns form simple repetition Design an Islamic pattern using logo Outline drawings in DT using Logo. Control a mimic or a model in DT In order to progress further Assessment opportunities To use a procedure linked to or within a Enter instructions to enable the on screen turtle procedure to achieve a specific out come ( navigate a screen or draw specific shapes create a flower by repeating a command to Use repeat commands to shorten sets of instructions spin a square) Write a set of instructions to create a shape and name it Write a series of instructions to control as a procedure output devices eg. lights and sound Create a set of instructions that creates a predetermined outcome. Use repeat commands or calling a procedure on more than one occasion Suggested resources: Screen turtle program, spreadsheet program with pre-prepared spreadsheets, floor turtle, Flowol with simple mimics Page 9 of 12

Planning Guidance Wokingham LA Year 4 ICT Medium Term Planning ICT Capability The most important aspect of the plans is that each area of ICT should build up to an outcome, which can be celebrated and evaluated as a finished product. As the diagram shows, skills teaching is only one part of ICT Capability: the others are working towards a purpose, and the concepts of why ICT is being used, and why this particular area of ICT is useful. The nine areas of ICT All nine areas should be covered during the year. However, they do not need to be taught in the same way, and it is not expected that you will teach a single area of ICT in one term. Some lend themselves well to being covered through other subjects. Some benefit from a block of teaching, either two or three lessons a week for a couple of weeks, or even a whole day devoted to them. Some are the opposite, benefiting from regular revisiting through single cross-curricular lessons throughout the year. Others are somewhere in between. You may wish to revisit an area later in the year through a different topic area: as long as you have time to cover the full curriculum, this would be excellent for children s deeper understanding. How much time you can give to ICT will depend on the resources available in your school as well as how well you manage to embed ICT into the rest of the curriculum. What weighting to give to the nine areas will depend on the children s prior learning and on your own professional judgement, but here is a suggested guide to weighting in Year 4: Major units (4-5 hours): Digital video Minor units (2-3 hours) followed by revisiting: Multimedia/ word processing; Graphics; Music and sound; Control Short sessions, revisited throughout year: Handling data; Research; Modelling Communication Collaboration and publishing; Cross-curricular planning When planning an ICT outcome, try to choose one which covers objectives in at least one other subject. This is the key to finding sufficient time in the day: if your work is both Literacy and ICT, you can teach two subjects in one slot, and if it covers Geography objectives as well, so much the better! Doing this, you may need to teach some lessons discretely and some lessons together, such as doing some exploration and skills work before the Literacy unit, and maybe finding some ICT time for finishing off, after the Literacy has moved on. Revisiting areas of ICT covered previously is also an excellent way of embedding into other subjects: if you have taught a short unit on using a paint package, the children will be ready for a Mathematics lesson using 2D shapes to draw a picture. Of course, some areas of ICT are very simple and will not need skills teaching beforehand: using an online simulation is an example of this. Page 10 of 12

Planning across the year Wokingham LA Year 4 ICT Medium Term Planning If you know your topics for the year, it is a good idea to use the blank planner below to draft your ideas for when you will cover the areas of ICT as near as possible to the start of the year. You can then amend it as you go through, but it is a way of avoiding leaving the tricky bits to the end of the year when they might just get forgotten. Planning a unit of work Here is a suggested order of thinking when planning a unit of work: What outcome are we aiming for, and what other subjects will it cover? What do I want it to look like for the more able, average ability and less able children? What concepts do they need to understand? (see column 1 of the plans) What skills do they need to be taught, or to discover by exploration? (see column 2 of the plans) What resources (software, peripherals) do we need? How long will it take, and can I use other subjects lessons? Differentiation and assessment It is important for all children to learn to the best of their ability. While it is beneficial for more able children to support the less able, using this too much can mean that the less able child never gets a turn (so learns little), while the more able child is held back. You will certainly want to vary how you seat the children, but if you need to seat the children in pairs, you may wish to consider similar-ability pairings. Differentiation Needs to take place: The level descriptors at the top of each plan will act as a guide when deciding what children at different levels need to do. LAPS: Lower Achieving Pupils less able children could be given a simpler task, or use the same package but be taught fewer skills or scaffold their learning through the use of templates. MAPS: Middle Achieving Pupils HAPS: Children will be working at the expected level HAPS: Higher Achieving Pupils more able can spend more time in self- and peer-assessment, planning, evaluating and improving their work. Page 11 of 12

Term 1 Term 2 Term 3 Multimedia and word processing Graphics Communication Collaboration and Publishing Music and sound Handling Data Research Modelling Control Page 12 of 12