About the units
The diagram of the programme of study references covered in each unit shows, in a year-by-year sequence, the titles of the 28 units (10 for key stage 1 and 18 for key stage 2) and indicates the section of the programme of study on which each focuses. Opportunities for teaching the applications and effects of IT and addressing the opportunities set out in the programme of study are built into each unit.
Ways in which the units might be sequenced during the course of a year (or sometimes two years) to ensure progression in the development of children's knowledge and skills are shown in the example long-term plan.
The scheme of work consists of a set of units together with guidance on sequencing the units to produce a coherent progressive curriculum. Each unit introduces new aspects of IT, building on earlier units. In addition, children will need to be provided with opportunity to:
- apply what they have learnt in a range of contexts;
- practise the skills they have learnt.
Some of the material taught within the units will be revisited often. For example, the techniques taught for editing text in Units
2A and
4A might be practised when children:
- experiment with rhyming words, choosing rhymes to complete the lines of a poem; write sequences of instructions eg recipes in year 2;
- write descriptively eg describing a character or setting known to them either in a text or in life using a fixed number of words and develop story openings in year 3;
- produce play scripts, using established conventions of layout, and write reports using bullet points in year 4;
- write in the style of an author, continue a story opening in a specific style, or modify a given piece of text aimed at one audience eg a fictional text, estate agent's leaflet or travel brochure in year 5;
- write summaries, produce extended writing in a given genre and write themed poetry in year 6.
Similarly, children's understanding of data handling could be further developed and practised in their work in science, history and geography.
Some of the material taught may be revisited less often. For example, the units on control might specifically be developed as part of a design and technology project.
Programmes of study references for each unit
| Year |
Unit
Title |
Key Stage |
Programme of study
references |
| 1 |
An
introduction to modelling, 1A |
KS1 |
2c, 2d, 4b, 4c |
| 1 |
Using
a word bank, 1B |
KS1 |
1a, 1b, 2a, 2b |
| 1 |
The
information around us, 1C |
KS1 |
1a, 1b |
| 1 |
Labelling
and classifying, 1D |
KS1 |
1a, 2b |
| 1 |
Representing
information graphically: pictograms, 1E |
KS1 |
2a, 3a, 3b |
| 1 |
Understanding
instructions and making things happen, 1F |
KS1 |
2b, 2c |
| 2 |
Writing
stories: communicating information using text, 2A |
KS1 |
2a, 3a, 4a |
| 2 |
Creating
pictures, 2B |
KS1 |
1a, 2a, 3a |
| 2 |
Finding
information, 2C |
KS1 |
1a, 1c, 2b |
| 2 |
Routes:
controlling a floor turtle, 2D |
KS1 |
2c, 4a, 4b |
| 2 |
Questions
and answers, 2E |
KS1 |
1b, 1c, 2c, 4a, 4c
|
| 3 |
Combining
text and graphics, 3A |
KS2 |
2a, 3a, 4b |
| 3 |
Manipulating
sound, 3B |
KS2 |
1a, 2a, 3a, 4a |
| 3 |
Introduction
to databases, 3C |
KS2 |
1b, 1c, 2b, 4a |
| 3 |
Exploring
simulations, 3D |
KS2 |
2c |
| 3 |
E-mail,
3E |
KS2 |
1a, 1c, 3a, 3b |
| 4 |
Writing
for different audiences, 4A |
KS2 |
1b, 2a, 3b, 4c |
| 4 |
Developing
images using repeating patterns, 4B |
KS2 |
1a, 2a, 3a |
| 4 |
Branching
databases, 4C |
KS2 |
1b, 1c, 4a |
| 4 |
Collecting
and presenting information: questionnaires and pie charts, 4D |
KS2 |
1b, 1c, 2a, 3b |
| 4 |
Modelling
effects on screen, 4E |
KS2 |
1c, 2a, 2c |
| 5 |
Graphical
modelling, 5A |
KS2 |
2a, 3a, 3b |
| 5 |
Analysing
data and asking questions: using complex searches, 5B |
KS2 |
1a, 1b, 1c |
| 5 |
Evaluating
information, checking accuracy and questioning plausibility, 5C |
KS2 |
1a, 1b, 1c, 3a |
| 5 |
Introduction
to spreadsheets, 5D |
KS2 |
1b, 2c, 4a |
| 5 |
Controlling
devices, 5E |
KS2 |
1c, 2a, 2b, 4b, 4c |
| 5 |
Monitoring
environmental conditions and changes, 5F |
KS2 |
2b, 2c, 4b, 4c |
| 6 |
Multimedia
presentation, 6A |
KS2 |
1a, 2a, 3b |
| 6 |
Spreadsheet
modelling, 6B |
KS2 |
1b, 2c |
| 6 |
Control
and monitoring - What happens when...?, 6C |
KS2 |
2a, 2b, 4a, 4b |
| 6 |
Using
the internet to search large databases and to interpret information, 6D
|
KS2 |
1a, 1b, 1c, 3b |
Example long-term plan
The units are planned to cover the programme of study in three two-year cycles. Units for years 1 and 2 cover the key stage 1 programme of study. Units for years 3 and 4 begin to cover, and units for years 5 and 6 complete the coverage of the key stage 2 programme of study. This ensures that key ideas are revisited, extended and consolidated.
A possible teaching sequence is:
| |
Term 1 |
Term 2 |
Term 3 |
| Year 1 |
| Year 2 |
| Year 3 |
| Year 4 |
| Year 5 |
| Year 6 |
|
|
| 1B |
|
1D |
| 2A |
|
2D |
| 3B |
|
3C |
| 4C |
|
|
| 5B |
|
5C |
| 6B |
|
|
|
| 1E |
|
1F |
| 2C |
|
|
| 3A |
|
3E |
| 4D |
|
4E |
| 5A |
|
5E |
| 6C |
|
|
|
In addition, opportunities should be scheduled for revisiting and extending the material covered in the units in a range of contexts. These opportunities will form part of the planning for other subjects. For example, in year 3 children could apply the skills of using a word processor developed in the previous year in their history and English work. Children will apply what they have learnt about simulations in year 3 when using simulations in geography and mathematics. A school's planning for science might include applying the material taught in Unit 4C on branching databases in year 6 as part of the class work on classifications and keys.
Mixed-age classes
Although the units have been planned on a year-by-year basis, schools with mixed-aged classes will find that it is possible to sequence the units in pairs so that children, for example in years 3 and 4, taught in the same class, can cover work on similar material.
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