AF 1 Planning, Developing and Evaluating Use ICT to solve a problem. Begin to comment on the success of their work.

Examples taken from School, or Basic Explanation What is our classs favourite food? Collect data in a tally chart and write the answers into basic graphing software. What IS our favourite food? What do you like? What do you think could be better? HOW could you improve your work? By assessing our work, we can start thinking about how we can make it better! Children will also be copying the ideas of others. This is fine, as in ICT lessons its the SKILLS that are the means to an end. Obviously as we get older, copying for the sake of it becomes inappropriate.

Develop information using ICT tools and techniques to make changes. Describe how they use ICT at school and at home.

Making changes. Editing. - Making better or indeed offering an alternative. Tools and techniques can include changing font, size and colour; moving and resizing pictures and turning numerical data into bar charts. So. How do we use ICT at school? How do we use it at home? I bet theres a bit more computer gaming at home than at school!!

AF2 Handling data, Sequencing Instructions and Modelling

Examples taken from School, or Basic Explanation

Collecting information usually means asking people thoughts and opinions To begin to collect, organise and classify data writing the answers into a tally chart. It could also mean researching from the Internet or books in order to find information. in order to answer a question. Classifying data: Grouping answers, or more commonly graphing up and discussing the results. Which is biggest (most popular / frequent)? Which is least frequent? If we were to make a menu for a restaurant, would we bother including the answers with NO results? To program and record simple sequences of instructions. A sequence of instructions. Do this. Do that, then do that We use little car robots that can be programmed to follow routes. At level 2 we are copying instructions to get a feel for the hardware, and then creating our own, in order to program the car to make shapes, or navigate through a particular route. The car stores the sequence in its memory, but we can also record the instructions on paper if need be. We also have the software which replicates the real life car. This is a great example of a simulation, whereby you can practise things in software (the computer) before uploading it to the hardware (the car). Other sequences could be inserting custom animation into PowerPointwhereby different pictures fly in and out in a particular order.

Use ICT-based models or simulations to explore options and make choices.

Explore options: what happens if I do this? What happens if I change it? What affect does it have on the outcome? At level 2, there may not be the mathematical or scientific knowledge behind the changing of the variables, but the children are enjoying exploring the games and seeing what happens. Simulations we run in Level 2 include throwing snow balls and making electrical circuits. Choices to be made will help solve problems. How can we make a light bulb light up brightly without blowing? How can we make a snowball fly over a wall?

AF3 Finding, Using and Communicating Information Begin to identify and select appropriate information using straightforward lines of enquiry

Examples taken from School, or Basic Explanation

In year 2 we have a Searching the Internet block in the Summer Term, where we answer questions by looking at bookmarked websites (Barnaby Bear etc) to search for the answers to questions. We can even select - copy and paste images into the answer sheets. Even at this stage we are aware that we shouldnt just copy and paste text from the Internet (although in year 2 we do, as its a handy skill to practise)! {see AF4} Basic information can be what we are learning in class: Rainforests, houses etc. Using text and images is easy to show what we have learnt. Other media can include photographs, sound and video recordings. At this basic level that would be it. Moving up the skills chart, well be embedding this information into our work directly.

Begin to present Information using text, images and other media

Begin to use digital communication to exchange ideas

Exchanging ideas. Sharing work. We can use the school network to load up different childrens work to share and assess with the class. Children can then take these ideas with them and put into their own work. Other forms of digital communication range from phone calls and texting - to using email, video conferencing such as Skype and Internet forums to share and discuss ideas. At a more basic level, we can see the work of others on a screen across the class, and copy their ideas.. Ideas ARE being exchanged!

AF4 Word Processing Edits mistakes using a range of skills (mouse, arrows, backspace, delete)

Examples taken from School, or Basic Explanation Mistakes creep in all of the time. Its a fact of life! The first skill is identifying a mistake in the first place - either by oneself or using the computers auto corrector to highlight the problem. First we need to tell the computer where the mistake is. We could use the mouse to click next to the error, or use the cursor keys (arrows) to move it about the screen. Backspace allows us to delete a word that we have just written, and the delete key allows us to eat up the word in front of the text cursor. Another handy skill we teach early on in year 1s is the UNDO icon; or Ctrl+z. First we need to tell the computer which aspect of our writing needs to be changed. We do this by SELECTING. Usually by clickdragging a selection, double clicking a word, triple clicking a paragraph or click dragging the margin. (not all necessarily level 2)! We can then change the way the writing looks by

Confidently changes the appearance of text (font, size, colour

Font

Size

Smaller Larger

Colour

Searches for appropriate images and inserts them into work

Clip art. A library of pictures stored on the computer, and indeed on the Internet. By searching the clip art library we can safely search for pictures to spruce up our work. We can search for cartoons, photographs and indeed animated pictures (gifs). Obviously to make it appropriate, the image needs to be about the topic being written about. At higher levels children will be thinking about the target audience. Little children may wish to see cartoons, whilst older children / adults may prefer photographs. Using animated Gifs throughout a presentation may well make it seem rather babyish.

Confidently resizes pictures and keeps proportions

Which picture is better the first or second?

We generally ONLY change the size of pictures by using the CORNER drag handles. Dragging the sides, top or bottom breaks the ratio or shape. Imagine a picture of yourself where you gain 100lbs because some potato head stretched you by the sides, not the corners!! Saves opens and prints work from a desired network folder Work isnt just saved in a My Documents folder. In order to streamline the organisation of work we can divide folders into sub-folders. For example, children in year 2 will be able to go to their year groups document folder, go to an ICT folder, then a topic folder in order to find a particular piece of work. The reverse is true for saving work, but with the added onus of remembering to save the work with our name and title. By saving with our name we can search for our work if the file goes missing

Begins to use spellchecker

Children are better at picking spellings from a list than actually spelling from memory. Words with a red squiggly line are Microsoft's way of suggesting the word is spelt wrong. Right click on this word, and select the correct spelling from the list. By beginning to use a spell checker, I guess if they choose the wrong word its not the end of the World! We also learn that if our name isnt recognised by the spell checker (Priyanka, Rajveer and Ishmahan for example), we can add it to the computers dictionary.

Begins to use the shift key Find the letter, press AND HOLD shift, then tap the letter. CAPITAL! What other symbols can we insert? ( ? !@ ) for capitals and symbols Copy and pastes text and graphics from a different source As mentioned elsewhere, we can find the answers to questions on the Internet (for example) - select the relevant information then copy and paste the writing (or picture) to an answer sheet.

AF5 E-safety

Examples taken from School, or Basic Explanation

If you know my password you can access my account. Knows that passwords should be kept secret and If you are in my account, you can send messages from me. These messages could range from just silly messages to down right evil ones. understands the consequences of sharing If someone receives a message, the only easy way we know who sent it, will be by seeing the sent from field. We dont know who was behind the screen when typing... Even best friends quarrel, so we MUST make sure we keep our password SAFE and SECRET!

Understands why it is important to use child friendly search engines

The Internet is amazing. Pretty much anything that has been found out, discovered or created can be . found out about. That includes material that is inappropriate for children. At Pinkwell we have a filtered Internet line that blocks sites that have not been vetted. Even then, things could creep in through the system. By using sites such as kidsclick.org and askkids.com we can be more certain that the search results will be safe(r) Most child sites are a) highly sponsored and b) JUST use Googles very own safe search function..

Understands what to do if an email is received with malicious content

If you get a nasty message.. 1) Keep it 2) Do NOT reply 3) Show a trusted adult We need to keep it as its EVIDENCE to show the authorities (school) what has been sent. If we reply, we could make things worse, and even land ourselves into trouble By telling someone, we are not only sharing the burden, but THEY can help sort things out.

Understands that unknown files could contain viruses

Things break. Things could get broken on purpose. Viruses spread like organic viruses: person to person computer to computer. Viruses are programs that alter the way our computers work, and are commonly spread by attaching themselves to other files (either attachments in emails, or hidden files - in illegally downloaded music, film and games for example). If we dont know or trust a file, we just delete it because it could contain a virus. If we dont trust a website, we shouldnt be on it in the first place!

Knows to keep personal information private and is beginning to understand the reasons for this Uses a secure on-line community

Personal Information: where we live, phone number, our school, photographs of ourselves etc. All of these things should be kept safe and PRIVATE. Obviously as an adult well make decisions to give our details to people (banks etc), but as a child, we should keep things to friends and family. We use www.hillingdongrid.org/hillingdon for our secure online community. Other such communities could include clubpenguin and Mathletics.