PRI1_SOW_ICT_AY2019/20

INFORMATION AND COMMUNICATION TECHNOLOGY

PRIMARY 1 SCHEME OF WORK
Academic Year 2019-2020
TERM 1
Timeframe/ No. of Reference
Instructional Objectives Topics Technology Integration Resources SIS Values
weeks/ Sessions to syllabus
Week 1-2 1. Teacher models how the mouse controls the Starting with Text  word bank
pointer for insertion.  word processing software
2. Teacher guides students through this process:  prepared document – for practice class chart
‘How many times can your name be written
across a page (without spaces)?’’ Notes:
3. Introduce space bar:  Encourage the use of both hands when typing even if
‘How many times can your name be written it is only one finger from each hand
across a page (with spaces)?’  Encourage students to experiment - accuracy in what
1 session

4. Introduce Shift key and backspace: they type is less important at this stage than building
‘Make your name have a capital letter’ confidence Collaboration
5. Introduce Enter key:  The text used is unimportant – repeating simple
‘On the line underneath your name, see how words or short phrases will allow keyboard and
many times you can write a friend’s name editing skills to develop in students of all abilities.
across the page’
 Keep class discoveries chart updated and available
6. Practice of these skills could be consolidated in
for students to use as a reference or reminder. New
these ways:
terms learned can be added to this chart.
In the place of **** insert missing words into a
well known poem or rhyme or into a prepared
document
1. Write a list with a new word on each line (e.g.  http://www.nchsoftware.com/typingtutor/ Keyblaze
friends’ names, shopping list etc.) software
2. Create a class chart with terms and concepts  Personal USB stick
from this session  Install package for Keyblaze on Lab PCs desktops
1 session

3. Students to open and begin using KeyBlaze

touch typing software Perseverance
4. Do initial speed test
5. Students to copy Keyblaze software to their USBs
for home installation (if they do not already have
it)

1. Teacher models how to save a file and asks Starting with Text  printer & paper
students why saving is useful
2. Teacher models how to print a file Notes:
3. Students practise using Save and Print. This  The process of naming, saving & retrieving
could occur naturally within the context of documents can be complex for students to grasp. Perseverance
2 sessions

creating a document which needs to be continued Introducing these concepts at a pace the students Innovation
Week 3-4 over more than one lesson and printed for display can grasp is essential. Integrity
4. Add words and concepts from this session to the  encourage students to type their name on any work Collaboration
class chart. before printing
 students will learn from mistakes about saving &
printing their work – allowing some freedom to make
mistakes can produce good discussion points for
sharing knowledge.
School-in-Charge: SIS Medan 1 Last Reviewed: 17 July 2019

1. Teacher models how to use the mouse to select
words/sentences. Teacher guides students
through this process:
2. Introduce Copy and Paste
- students use Copy to see how many times
they can Paste their name
- across a page
2 sessions
- give students a chance to experiment with a
partner and discuss
Week 5-6
- discoveries with the class
1. Introduce Cut and Paste
- students put a familiar rhyme in order
- put a list into alphabetical order
- use Cut and Paste to put a process like
getting up in the morning or a life cycle of a
butterfly into logical order
- big, bigger biggest
1. Students spend five minutes selecting words from
a word bank that are incorrectly spelt
2. Students print their list and proof-read it using
simple dictionaries and basic word cards to check
any possible errors. They should then make
corrections on paper
3. Teacher models how to use the Delete keys to
2 sessions
make corrections
Week 7-8 4. Practice of these skills could be consolidated in
these ways:
5. Favorite class poems/stories with words spelt
incorrectly
6. List of names of students in class with some spelt
incorrectly. Students gather the information and
insert corrections where necessary
1. Student will write about what they have learnt
during the previous week classes in a file.
2. They will use find and replace option.
3. Teacher models how to find a word and replace
with another word.
4. Teacher also models how the students can
replace many words at the same time.
2 sessions
5. Practice of these skills could be consolidated in
Week 9 - 10 these ways:
6. They will write two paragraphs about his/her
friend’s using name of the friend’s.
7. Now the student will replace the name of friend’s
with another friend’s name.
School-in-Charge: SIS Medan 2 Last Reviewed: 17 July 2019
PRI1_SOW_ICT_AY2019/20
Starting with Text  teacher produced files with lines of familiar poems or
rhymes out of order
Notes:
 there are a number of ways to select text. It is best to
show one way to begin with and suggest that there
are other ways. Allow students the opportunity to
discover them for themselves or quietly tell one
Perseverance
person and see how fast the rumour spreads!
 there are a number of ways to Copy, Cut, and Paste.
Choose an easier option to start with e.g. using the
menu shortcut buttons (of scissors etc).
 keep class chart of discoveries updated and available
for students to use as a reference or reminder
Starting with Text  basic word cards
 simple dictionaries
 word bank of basic/familiar words, some spelt
incorrectly
 file of class members with names spelt incorrectly
Perseverance
Notes:
 students will already know the skills of editing and Innovation
making use of simple dictionaries to check spelling in Integrity
their written work Collaboration
 the editing process should be consolidated in
students work at all times and not only in isolation
 keep class discoveries chart updated and available
for students to use as a reference or reminder. New
terms learned can be added to this chart.
Starting with Text  simple dictionaries
 word bank of basic/familiar words, some spelt
incorrectly
 file of class members with names to find and replace
Notes:

students will already know the skills of finding and
replacing in their written work
 the process should be consolidated in students work
at all times and not only in isolation.
 Keep class discoveries chart updated and available
for students to use as a reference or reminder. New
terms learned can be added to this chart.