Searching, processing and managing information responsibly
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| Experiences and Outcomes |
Education Scotland Progression Framework |
Skills |
I can use digital technologies to search, access and retrieve information and are aware that not all of this information will be credible.
TCH 2-02a
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Learners have the knowledge and understanding to use a range of digital technologies and software to develop skills in creating multimedia, capturing and manipulating sounds, text and images in a variety of ways and contexts.
Learners have the knowledge and understanding to collect, analyse and present data and information.
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| Can use a range of devices, applications and software to capture/create media and modify images, sound and video |
| Is able to use age appropriate digital tools (e.g. tablet apps and software applications) independently to share, present and communicate their learning creatively. |
| Is able to store, share, evidence profile
learning electronically using an online
cloud based service. |
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With some support, can collect and analyse data from multiple devices/applications and combine these to create a publication, presentation of information resource.
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Suggested Resources
● GCC based projects (Determined to Animate, Determined to Make Movies) Serif software
● Doorway Typing http://doorwayonline.org.uk/texttype2.html This resource teaches how to touch type
● Dancemat Typing www.bbc.co.uk/schools/typing/levels/level1.shtml Keyboard typing training with a clear progression of skills. This can be an effective warm-up activity to compliment other ICT experiences.
● Tagxedo www.tagxedo.com/ Tagxedo takes Wordle a step further, allowing users to shape their word clouds. Users can upload their own picture or photo to design.
● Comic Life A great tool for making comic strips.
● Microsoft Publisher
● Microsoft Word
● Pixlr http://www.pixlr.com/ A web based application for editing digital images. There are three levels of complexity and learners can have opportunities to explore the different functions. The easiest setting
is suitable for second level.
● Shape Collage It teaches learners how images can be used to make interesting graphics.
● Incompetech Royalty Free Music http://incompetech.com/music/royalty-free/ A great resource to find backing tracks to animations or mini-movies.
● SoundBible- Free Sound FX http://soundbible.com/free-sound-effects-1.html Great for spicing up animations or mini-movies.
● Digital devices (i.e. tablets, laptops, computers, cameras, microphones) and applications for media capture and editing
● Microsoft Office, GLOW (office tools)
● One drive
● Google Drive
● Google Sites
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Using digital products and services in a variety of contexts to achieve a purposeful outcome
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| Experiences and Outcomes |
Education Scotland Progression Framework |
Skills |
I can extend and enhance my knowledge of digital technologies to collect, analyse ideas, relevant information and organise these in an appropriate way.
TCH 2-01a
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Learners have the knowledge and understanding to use a range of digital technologies and software to develop skills in creating multimedia, capturing and manipulating sounds, text and images in a variety of ways and contexts. Learners have the knowledge and understanding to collect, analyse and present data and information.
|
| Can use a range of devices, applications
and software to capture/create media
and modify images, sound and video. |
|
Is able to use age appropriate digital tools (e.g. tablet apps and software applications) independently to share, present and communicate their learning creatively.
|
|
Is able to store, share, evidence profile
learning electronically using an online
cloud based service.
|
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With some support, can collect and analyse data from multiple devices/applications and combine these to create a publication, presentation of information resource.
|
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Suggested Resources
● Digital devices (i.e. tablets, laptops, computers, cameras, microphones) and applications for media capture and editing
● Microsoft Office, GLOW (office tools)
● GCC based projects (Determined to Animate, Determined to Make Movies) Serif software
● Collecting
● Create A Graph www.nces.ed.gov/nceskids/createagraph/default.aspx Allows learners to create a range of graphs and charts using easy to follow steps.
● Survey Monkey www.surveymonkey.com/mp/education-surveys/ This resource allows you to create a set of questions for a class survey. It then has the ability to analyse and display the data for you to interpret. Users need to register (free) before using
● Maths is Fun www.mathsisfun.com/data/data-graph.php This website allows users to input data into a table, then quickly change to graphs or charts.
● Microsoft word
● Microsoft Excel
● Analysing Topmarks Data Handling: www.topmarks.co.uk/interactive.aspx?cat=28 A fantastic range of resources to support learning on graphs and charts.
● Interpreting Data www.bbc.co.uk/bitesize/ks2/maths/data/interpreting_data/read/1/ Step by step guidance on reading and understanding data from different sources.
● Spreadsheet Game www.what2learn.com/spreadsheet-game-ks3/ An interactive ‘snakes and ladders game’ with questions based on knowledge of how to use Excel.
● Lunar Theme Park www.teachingideas.co.uk/maths/files/lunarthemepark.pdf
● A problem solving task that requires children to apply their skills and knowledge of analysing data.
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Cyber Resilience and Internet Safety
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| Experiences and Outcomes |
Education Scotland Progression Framework |
Skills |
I can explore online communities demonstrating an understanding
of responsible digital behaviour
and I’m aware of how to keep myself safe and secure.
TCH 2-03a
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Learners have the knowledge
and understanding to
demonstrate an awareness of
the safety issues of giving away personal information online and
can identify the differences between private and personal
details that can identify them
uniquely. Learners know how to
report cyber bullying. Learners
have developed strategies to
make a strong password and
keep it safe
|
| Can use a range of devices to search the
Internet responsibly. Knows that certain
words and phrases may generate
inappropriate content. |
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Understands the importance of not
sharing personal information online.
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Has some knowledge about preventing
personal date (i.e. telephone number,
bank details, Internet search history)
being shared online.
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Manages their own passwords and pins
for devices and a range of digital tools
and services.
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Learners know to report cyber bullying
to their parents/carers and school and
re aware of services available to them.
E.g. CEOP, ChildLine etc
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Suggested Resources
● CBBC
● Kidsmart
● NSPCC
● Childnet
● Simple Wikipedia
● Campus Cop – presentation (Based in Williamwood HS)
● Safety in the Park – P7 trip
● google Sites - teaching points
● Wild Web Woods www.wildwebwoods.org/popup.php?lang=en
● In order to get to e-city, you need to collect info, security, privacy and awareness tokens to reach the target.
● Who’s Ya Buddy? www.thinkuknow.co.uk/8_10/control/Whos-Ya- Buddy/ Instant messaging explained in a child friendly context.
● Thinkuknow Cybercafe www.thinkuknow.co.uk/8_10/cybercafe/Cyber-Cafe- Base/ This website contains many informative child friendly sections on electronic communication. Aimed at 8-10 year olds.
● Safe or unsafe? Email game www.thinkuknow.co.uk/8_10/Games/EmailQuiz/ A quiz to practise the safe use of email.
● First to a Million www.thinkuknow.co.uk/11_13/ Ever posted something you regret? Find out how to get help when things go too far. You choose what happens in this interactive film! Content 11+.
● Let’s fight it together http://old.digizen.org/cyberbullying/fullfilm.aspx Excellent video vividly portraying effect of cyberbullying. Includes short interviews with all the characters involved.
● Netiquette www.tes.co.uk/Download.aspx?storycode=6071671&type=X&id=6118393 Pupils can produce a netiquette leaflet/Do & don’t sheet
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Understanding the world through computational thinking
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| Experiences and Outcomes |
Education Scotland Progression Framework |
Skills |
I understand the operation of a process and its outcome. I can structure related items of information.
TCH 2-13a
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Learners have the knowledge and understanding to be able to analyse increasingly more complex problems, create and/or remix possible solutions using computational thinking techniques to justify, debug and evaluate its efficiency.
|
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Knows, understands and applies key
computational thinking concepts and
approaches to solve problems: Logic,
algorithms, decomposition, patterns,
abstraction, evaluation.
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Demonstrates an awareness of
computational thinking approaches:
Tinkering, creating,
debugging, persevering and collaborating.
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Is able to use a flow-chart and pseudo
code to represent digital solutions.
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Suggested Resources
● Hour of Code - https://code.org/learn
● Code Combat https://codecombat.com/play
● Hopscotch for iPad
● Programmable robots E.g. sphero, BB-8, Dash & Dot
● iPad apps
Kodable IntegerVariables1:Introduction(4th-5htGrade)
https://dashboard.kodable.com/#/curriculum/lesson/6/19/
ArrayVariables:Introduction(4th-5thGrade) https://dashboard.kodable.com/#/curriculum/lesson/7/22/ Properties1:Introduction(5thGrade)https://dashboard.kodable.com/#/curriculum/lesson/10/28/ PizzaParty(4th-5thGrade)
https://dashboard.kodable.com/#/curriculum/lesson/26/90/
HourofCode:Beginner(4thGrade)
https://dashboard.kodable.com/#/curriculum/lesson/19/62/
HourofCode:Advanced(4thGrade)
https://dashboard.kodable.com/#/curriculum/lesson/20/70/ HourofCode:Advanced(4th–5thGrade)
https://dashboard.kodable.com/#/curriculum/lesson/20/71/
HourofCode:ELAIntegration(4thGrade) https://dashboard.kodable.com/#/curriculum/lesson/22/75/
Assessment – OOP1: Concept Review https://dashboard.kodable.com/#/curriculum/lesson/8/44/
Scratch
Rock Band
https://codeclubprojects.org/en-GB/scratch/rock-band/
Paint box
https://codeclubprojects.org/en-GB/scratch/paint-box/
Chatbot
https://codeclubprojects.org/en-GB/scratch/chatbot/
Ghostbusters
https://codeclubprojects.org/en-GB/scratch/ghostbusters/
Lost in space
https://codeclubprojects.org/en-GB/scratch/lost-in-space/
Memory
https://codeclubprojects.org/en-GB/scratch/memory/
Dodge ball
https://codeclubprojects.org/en-GB/scratch/dodgeball/
Brain Game
https://codeclubprojects.org/en-GB/scratch/brain-game/
Catch the dots
https://codeclubprojects.org/en-GB/scratch/catch-the-dots/
Clone wars
https://codeclubprojects.org/en-GB/scratch/clone-wars/
Create your own world
https://codeclubprojects.org/en-GB/scratch/create-your-own-world/
Python
https://www.cyberskillslesson.com/
Every Picture Tells a Story https://www.cyberskillslesson.com/lesson-picture/# Cracking one in a million passwords https://www.cyberskillslesson.com/lesson1/
How to Rob a Bank https://www.cyberskillslesson.com/lesson2/
Encrypting Files http://lessons.cyberskillslesson.com/?lesson=encryption 01/10/18 Ring of Firewalls http://lessons.cyberskillslesson.com/?lesson=firewall
Photo Detective
http://lessons.cyberskillslesson.com/?lesson=forensics
Database Clean Up
http://lessons.cyberskillslesson.com/?lesson=database
HTML and CSS
Happy Birthday
https://codeclubprojects.org/en-GB/webdev/happy-birthday/
Tell a story
https://codeclubprojects.org/en-GB/webdev/tell-a-story/
Wanted
https://codeclubprojects.org/en-GB/webdev/wanted/
Recipe
https://codeclubprojects.org/en-GB/webdev/recipe/
Mystery Letter
https://codeclubprojects.org/en-GB/webdev/mystery-letter/
Project Showcase
https://codeclubprojects.org/en-GB/webdev/project-showcase/
Build a Robot
https://codeclubprojects.org/en-GB/webdev/build-a-robot/ https://codeclubprojects.org/en-GB/webdev/stickers/ Sunrise https://codeclubprojects.org/en-GB/webdev/sunrise/ Linked Rooms https://codeclubprojects.org/en-GB/webdev/linked-rooms/ Magazine https://codeclubprojects.org/en-GB/webdev/magazine/ Pixel Art https://codeclubprojects.org/en-GB/webdev/pixel-art/
Coding Explained by Child-Friendly Video Clips www.bbc.co.uk/education/topics/zs7s4wx
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Understanding and analysing computer technology
|
| Experiences and Outcomes |
Education Scotland Progression Framework |
Skills |
I can explain core programming language
computational thinking concepts and
concepts in appropriate technical language.
TCH 2-14a
I understand how information is stored and how key components of computing technology connect and interact through networks.
TCH 2-14b
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Learners have the knowledge and understanding of how technology works such as computer networks. Learners have the knowledge and understanding that allows them to identify the main features of Computing Science – including key components and uses of computers, programs and the Internet.
|
|
Knows, understands and applies key
computational thinking concepts and
approaches to solve problems: Logic,
algorithms, decomposition, patterns,
abstraction, evaluation.
|
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Demonstrates an awareness of computational thinking approaches: Tinkering, creating, debugging, persevering and collaborating
|
|
Is able to use a flow-chart and pseudo
code
to represent digital solutions.
|
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Suggested Resources
● BBC Bitesize
● Quickstart Computing http://primary.quickstartcomputing.org
● Computing Science Unplugged http://csunplugged.org/activities/
● Computing in the National Curriculum in England http://www.computingatschool.org.uk/data/uploads/CASPrimaryComputing.pdf
● Computing Science resources available in the National Technologies Community on Glow
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Designing, building and testing computing solutions
|
| Experiences and Outcomes |
Education Scotland Progression Framework |
Skills |
I can create, develop and evaluate computing solutions in response to a design challenge
TCH 2-15a
|
Learners have the knowledge and understanding to write algorithms to solve simple problems. Learners have the knowledge and understanding to allow them to design, create and debug computer programs using coding languages.
|
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Applies computational thinking
concepts when developing computing
solutions.
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Can develop a set of instructions
involving sequences repetition and
selection for others to follow
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Can program a digital device to perform
more creative and complex commands
|
Understands that programs execute by
following precise and unambiguous
instruction
|
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Suggested Resources
● Computing Science Resources and guidance available from Barefoot Computing https://barefootcas.org.uk/activities/
● Quickstart Computing http://primary.quickstartcomputing.org , BBC and the National Technologies Community on Glow.
● Scratch, – See above
● HTML and CSS – See above
● Cyber Skill Lessons - see above
● Programmable robots – Sphero, Dash & Dot
● iPad apps
● Hour of Code - https://code.org/learn
● Code Combat https://codecombat.com/play
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