Progressions+of+ICT+Capability+by+themes

Understand that pictures can be used to represent a piece of information. Create pictures on paper to represent information to be placed on a pictogram. || Handling data Take part in various sorting and mapping activities away from the computer. || Handling data Take part in class data handling activities using a simple graphing program. || Handling data Select icons to create a pictogram and begin to explore ways of displaying information, possibly with support. || Handling data ** Know  ** information exists in different forms. . || **  Know  ** information exists in different forms. E.g. As part of work on a traffic survey children interpret a pictogram. ||||   **  Collect  **, ** organise ** and ** classify ** data. Create graphs and use these to answer questions E.g. Collecting and analysing class based data about themselves (validity/accuracy) ||   **  Identify  ** and ** develop ** a means of collection, and ** collect ** ** appropriate ** data. And use it to answer questions. ||    In order to answer a ** question ** children ** collect **, ** organise ** ** classify ** and ** interpret ** data and ** develop ** a simple database. E.g. Construct a yes/no data base to classify leaves ||    In order to ** solve ** a ** problem ** use ICT to ** collect ** and ** process ** data and ** present ** their findings. E.g. Children investigate the difference between the life expectancy of children in Victorian and modern times. ||   **  Generate  ** ** process ** ** interpret, ** ** store ** and ** present ** data understanding the need for ** accuracy **. ||    Select appropriate tools, information and processes having regard to accuracy and form for processing. E.g.   As part of work on a system life cycle pupils interrogate information testing their hypotheses. || Experience finding information from a range of sources including text, sound, pictures and video with support. || Research Know that information is represented in text, sound, pictures and video. || Research Explore a range of information provided for them, including text, pictures, sound and video. || Research Describe the differences between the different types of information sources available to them. || Research ** Explore  ** information from different ** sources **. ||||  || **  Explore  ** information from different ** sources **. E.g. using a simple topic based resource (web/CD) ||    Ask a ** range ** of ** questions ** about the ** information ** they have gathered. Eg interpreting a chart and asking appropriate questions || ** Find  ** specific ** information ** using a ** range ** of ICT based resources. E.g Viking boat making  || Following straight forward lines of ** enquiry **. E.g. Children can find out information about diets in Roman times from a pre-prepared database ||   **  Analyse  ** information and ask ** questions ** using ** complex ** ** searches **. E.g can use the terms AND, OR. In their searches. ||   **  Interpret  ** findings, check their ** plausibility ** and ** recognise ** that poor quality information leads to unreliable results. ||    Interpret findings, taking account of plausibility and bias recognising that information requires more than a literal interpretation ?? ||  Show an interest in a range of everyday devices and toys with buttons and switches. || Controlling/Sensing Understand that everyday devices respond to signals and commands. Operate simple programmable toys and devices with support. || Controlling/Sensing Understand that a range of devices respond to signals and commands. Recognise that commands produce results and begin to predict what those results might be. || Controlling/Sensing Identify uses for ICT in their environment and operate simple devices (e.g. a floor robot) with a purpose in mind, possibly with support. || Controlling/Sensing Give and record individual ** instructions ** and make things ** happen **. || Give and record individual ** instructions ** and make things ** happen **. E.g. press buttons to control a robot or programmale toy  || ** Predict, estimate and create  ** a set of ** instructions ** to ** control ** devices and achieve ** specific ** outcomes. E.g. Control a floor robot to move between two or more fixed points involving distance and turn. ||   **  Predict and test short sequencers of linked   ** ** instructions  ** to achieve ** intended ** ** outcomes **. E.g.   use a floor robot to navigate a floor map ||   **  Investigate  ** physical data through ** sensing ** data. E.g. investigate temperature changes overnight. (Sc Unit 4c – keeping warm?)  || ** Refine  ** instructions to improve the ** efficiency ** (procedure) of the instructions they have created. E.g    Use a sequence of instructions using “repeat” to control box to control a set of traffic lights   || Create a sequence of instructions to control events including the use of feedback from input devices. E.g. control a buggy to go backwards and forwards and to detect obstacles using a push switch  || Solve given problems requiring testing and refinement of individual components. || Show an interest in role play, programmable toys and simulation software. || Modelling/simulations Operate simple programmable toys and simulation software with support. Role play with simulation toys for a short time. || Modelling/simulations Complete a simple simulation on a computer and carry out simple procedures using programmable toys. Role play with simulation toys for more sustained periods. || Modelling/simulations Explain that a simulation program or a programmable toy responds to commands and show an adult/other child how to operate that toy/program. || Modelling/simulations ** Explore  ** options and make ** choices **. || ** Explore  ** options and make ** choices **. E.g. children explore cause and effect by using different colours in a portrait to reflect different ways they feel ||    Use ICT to ** explore ** ** real ** and ** imaginary ** situations. E.g. children answer what if questions using a visual simulation of feeding animals and the relationship of food to number and can explain what has happened and why. ||   **  Understand  ** that they can ** explore ** a ** simulation ** and use this to ** change ** things and ** solve ** ** problems ** by ** identifying ** the ** rule **. E.g. Children use a function machine in mathematics to demonstrate a model  || Use an on screen turtle to ** explore ** and ** understand ** the ** impact ** of ** changing ** ** variables **. E.g.    Children use logo to create a pattern using a range of same sized squares ||    Use ICT based models to ** explore ** ** variables ** to ** solve ** ** problems **. E.g. use a pre-prepared spreadsheet to calculate the cost of ingredients for biscuits. Pupils answer questions about price or quality changes. ||   **  Add  ** and ** amend ** a given ICT model to ** solve ** a ** problem ** through a ** review ** of the ** rules ** and ** variable **. E.g. Children explore the relationship between area and perimeter using a spread sheet ||    Create a simple model using a range of variables understanding that changing data within variables and variables can change the way the model behaves and can predict the effect of these changes:   || Show interest in programs that use sound, text and pictures. Show interest in simple graphics programs. || Communication Operate and explore simple programs that use sound, text and pictures, possibly with support. Use a simple graphics program or recording device (e.g. a camera or video recorder), possibly with support. || Communication Perform simple tasks within a program, using the mouse to select and move words or pictures with support. Recognise that computer programs use sounds, text and pictures. Explore basic colour tools within a simple graphics program. || Communication Use simple programs with sound, text and pictures independently to support their learning. Use a mouse to select and move words or pictures and use a word bank with help. Experiment with tools in a simple graphics program or on a recording device with help. || Communication ** Communicate  ** and ** present ** their ** ideas ** using digital images, text and sound. || ** Communicate  ** and ** present ** their ** ideas ** using digital images, text and sound. E.g. take photographs of riding a bicycle, add a caption and or voice recording || ** Know  ** how to ** express ** their ideas ** using ** a range of ICT tools. E.g. Children create an ebook about their visit to the shops in response to teacher led activity. ||   **  Record  ** and ** present ** information ** integrating ** an appropriate range of electronic media for a given ** audience **. e.g.   Children create a presentation linked to a narrative unit of work. ||   **  Design  ** and ** create ** their own multimedia ** presentation ** showing awareness of ** audience **. E.g Children produce a presentation for younger children on the properties of shape explaining and justifying their decisions ||   **  Design  ** and ** create ** and ** evaluate ** their own ** presentations ** maximising the use of ICT to ** present ** ** information ** in ** different ** ** ways **. E.g. On a local intranet children create a presentation about their school for the community justifying their choice of medium and content || ** Communicate  ** information having made ** choices ** about the appropriate medium, content and structure demonstrating an ** understanding ** of ** audience ** and ** purpose **. E.g.    Presentation of a D&T project such as building a fairground to potential theme park developers  || Design for clear purpose and audience integrating a range of appropriate ICT tools demonstrating efficiency. E.g. To promote a business design a flyer for the target audience and integrate a data base to merge information. ||
 * Progressions of ICT Capability by themes from Foundation Stage (Early Years) to Year 7+ **
 * EYS STEP 1 ||  STEP 2  ||  STEP 3  ||  STEP 4  ||  STEP 5/Yr 1  ||
 * Handling data
 * ** Finding things out: - // Handling data //  ** ||
 * Y1 ||||  Y2  ||  Y3  ||  Y4  ||  Y5  ||  Y6  ||  Y7 and beyond  ||
 * ** Loose Links to QCA – interpreted by Essex ICT team ** ||
 * 1D ||||  1E  ||  2E, 4C  ||  3C  ||  5B  ||  5C, 6B, 6D  ||   ||
 * STEP 1 ||  STEP 2  ||  STEP 3  ||  STEP 4  ||  STEP 5/Yr 1  ||||   ||
 * Research
 * ** Finding things out: - // Research //  ** ||
 * Y1 ||  Y2  ||  Y3  ||  Y4  ||  Y5  ||  Y6  ||  Y7 and beyond  ||
 * ** Loose Links to QCA ** ||
 * 1C ||  2C  ||   ||  3C  ||  5B  ||  5C, 6D  ||   ||
 * STEP 1 ||  STEP 2  ||  STEP 3  ||  STEP 4  ||  STEP 5/Yr 1  ||
 * Controlling/Sensing
 * ** Developing ideas and making things happen: - // Control and sensing //  ** ||
 * Y1 ||  Y2  ||  Y3  ||  Y4  ||  Y5  ||  Y6  ||  Y7 and beyond  ||
 * ** Loose Links to QCA **  ||
 * 1F ||  2D/3B  ||  3B/4E  ||  4D/5F  ||  5E  ||  6C  ||   ||
 * STEP 1  ||   STEP 2   ||   STEP 3   ||   STEP 4   ||   STEP 5/Yr 1   ||
 * Modelling/simulations
 * ** Developing ideas and making things happen: - // Modelling and simulations //  ** ||
 * Y1 ||  Y2  ||  Y3  ||  Y4  ||  Y5  ||  Y6  ||  Y7 and beyond  ||
 * ** Loose Links to QCA ** ||
 * 1A ||   ||  3D   ||  4E   ||  5A/ 5D   ||  6B   ||   ||
 * STEP 1  ||   STEP 2   ||   STEP 3   ||   STEP 4   ||   STEP 5/Yr 1   ||
 * Communication
 * Exchanging and sharing information: - // Communication // ||
 * Y1 ||  Y2  ||  Y3  ||  Y4  ||  Y5  ||  Y6  ||  Y7 and beyond  ||
 * ** Loose Links to QCA ** ||
 * 1A/1B ||  2A/2B  ||  3A/3B/3E/4B  ||  4A/6A  ||  6A+  ||  6A++  ||   ||