ICT

'ICT is not only the future of our childrens' education it is the present; and we need to make the investment in ICT now!' - Walter Lockhart

 

Milestone 1
(Year 1 & Year 2)

Milestone 2
(Year 3 & Year 4)

Milestone 3
(Year 5 & Year 6)

 

To code
(using Scratch)

Motion

• Control motion by specifying the number of steps to travel, direction and turn.

• Use specified screen coordinates to control movement.

• Set IF conditions for movements. Specify types of rotation giving the number of degrees. 

Looks

• Add text strings, show and hide objects and change the features of an object.

• Set the appearance of objects and create sequences of changes.

• Change the position of objects between screen layers (send to back, bring to front).

 

Sound

• Select sounds and control when they are heard, their duration and volume.

• Create and edit sounds. Control when they are heard, their volume, duration and rests.

• Upload sounds from a file and edit them. Add effects such as fade in and out and control their implementation.

 

Draw

• Control when drawings appear and set the pen colour, size and shape.

• Control the shade of pens.

• Combine the use of pens with movement to create interesting effects.

 

Events

• Specify user inputs (such as clicks) to control events.

• Specify conditions to trigger events.

• Set events to control other events by ‘broadcasting’ information as a trigger.

 

Control

• Specify the nature of events (such as a single event or a loop).

• Use IF THEN conditions to control events or objects.

• Use IF THEN ELSE conditions to control events or objects.

 

Sensing

• Create conditions for actions by waiting for a user input (such as responses to questions like: What is your name?).

• Create conditions for actions by sensing proximity or by waiting for a user input (such as proximity to a specified colour or a line or responses to questions).

• Use a range of sensing tools (including proximity, user inputs, loudness and mouse position) to control events or actions.

 

Variables and lists

• From Year 3 onwards.

• Use variables to store a value. 

• Use the functions define, set, change, show and hide to control the variables.

• Use lists to create a set of variables.

 

Operators

• From Year 3 onwards.

• Use the Reporter operators 

() + () 

() - () 

() * () 

() / () 

to perform calculations.

• Use the Boolean operators 

() < () 

() = () 

() > () 

()and() 

()or() 

Not() 

to define conditions.

• Use the Reporter operators 

() + () 

() - () 

() * () 

() / () 

to perform calculations. 

Pick Random () to () 

Join () () 

Letter () of () 

Length of () 

() Mod () This reports the remainder 

after a division calculation 

Round () 

() of ().

 

To connect

 

• Participate in class social media accounts.

• Understand online risks and the age rules for sites.

• Contribute to blogs that are moderated by teachers.

• Give examples of the risks posed by online communications.

• Understand the term ‘copyright’.

• Understand that comments made online that are hurtful or offensive are the same as bullying.

• Understand how online services work.

• Collaborate with others online on sites approved and moderated by teachers.

• Give examples of the risks of online communities and demonstrate knowledge of how to minimise risk and report problems.

• Understand and demonstrate knowledge that it is illegal to download copyrighted material, including music or games, without express written permission, from the copyright holder.

• Understand the effect of online comments and show responsibility and sensitivity when online.

• Understand how simple networks are set up and used. 

To communicate

 

• Use a range of applications and devices in order to communicate ideas, work and messages.

• Use some of the advanced features of applications and devices in order to communicate ideas, work or messages professionally.

• Choose the most suitable applications and devices for the purposes of communication.

• Use many of the advanced features in order to create high quality, professional or efficient communications.

To collect

 

• Use simple databases to record information in areas across the curriculum.

• Devise and construct databases using applications designed for this purpose in areas across the curriculum. 

• Select appropriate applications to devise, construct and manipulate data and present it in an effective and professional manner.