Y4DH2 To use ICT to collate data in a table and convert it to a graph.

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1 Data Handling Strand V6 Year 4 Data Handling: Collecting, using, manipulating, presenting and interpreting data. Overview: Children make a graph from information in a spreadsheet. They use sort and search in a database. They understand fields can be numeric or text based. They check the plausibility of their answers to search questions. KS2 National Curriculum Context: use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information Y4DH1 To use ICT to create different graph types appropriately for different purposes. Y4DH2 To use ICT to collate data in a table and convert it to a graph. Y4DH3 To understand what a database is, how data is structured and that information can be held as numbers, choices or text. Y4DH4 To understand that questions can be turned into search criteria and that database tools can be used to find answers. Y4DH5 To understand that if data has not been entered it cannot be used to provide the answers to questions. Y4DH6 To make and test predictions using data they have obtained. Y4DH7 To compare computer and paper database systems and talk about their strengths and weaknesses. Determine the data needed to answer a specific question and use ICT to organise, present, analyse and interpret the data appropriately in tables, diagrams, tally charts, pictograms and bar charts Enter data into a pre-defined database and use the information to answer a specific question Begin to use sort, search and graph to interpret / question data Have regular opportunities to enter data into a spreadsheet and use it to create and interpret a range of graphs Collect appropriate information, enter it into a database and use the database to answer simple questions Add new records to a database and place information in the correct fields using the correct conventions e.g. Text data in text fields Numeric data in number fields (be aware of spelling errors and case sensitivity whilst entering data) Translate questions into search criteria to find information using the appropriate sort / search / graph facility of the software Search and sort data using key words and discuss the plausibility of the answers (be aware of spelling errors and case sensitivity whilst entering keywords). Use more advanced searches e.g. and/or searches. Collect information and enter into a spreadsheet to create different graphs for different purposes. Find answers to questions about data using a simple database. Predict the answers to questions and analyse the data and the method used to organise the data if the results appear implausible. Conduct a survey with a questionnaire and to graph it Children explore relationships in personal data (e.g. leg length and long jump) Children collect weather data and use this as part of their work in comparing weather around the world Children create a database of the favourite sandwiches including the type of bread, filling, extra filling, butter etc. AF2 Levels 2 and 3 Be aware that web sites are not always accurate and that information should be evaluated and checked before it is used. Understand the need to keep personal information and passwords private. 1

2 Information Literacy Strand V6 Year 4 Information Literacy: Research using electronic data and the Internet. Overview: Children carefully choose keywords for their searches. They examine results for accuracy and modify if necessary. They can talk about a page of results and tell which sites will be useful by reading the search summary page. They also use safe search engines to find video, images and audio. KS2 Curriculum Context: understand computer networks including the internet; how they can provide multiple services, such as the world wide web; and the opportunities they offer for communication and collaboration use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact Y4IL1 To carry out relevant searches developing keywords from a question. Y4IL2 To be able to skim read and sift information to check its relevance and modify their search strategies if necessary. Y4IL3 To be able to use appropriate information to produce a report for a particular audience. Y4IL4 To evaluate different search engines and explain their choices for using these for different purposes. Y4IL5 To understand that many search engines have specific searches for specific media. Understand the dynamics of a search engine and know that there are different search engines Know that they can use search engine tools for different types of media e.g. CC Search, Google Image Search, video and sound but understand that the results are not always what you expect Understand the summary information for a site on a page of search results and rank according to relevance to their enquiry Understand web sites are not always accurate and that information should be checked before it is used Use keywords and enter them into a chosen search engine and access relevant information quickly; modify the keywords and search if the results are not useful To be able to discuss the different search engines and their features To present their findings using a word processing or multimedia/publishing package for a specific audience. To select, compare and combine information from a range of different sources. Find and evaluate specific relevant information to use in a presentation. Become adept at using search engines with suitable keywords to access appropriate information quickly. Children find and adapt online information for a different audience Compare findings from a variety of search engines based on a specific topic i.e. Egyptian burials Children explore natural habits using online virtual habitats, to produce a presentation Children carry out research using a search engine to find out information about and photographs of children in the second world war or other areas of class work Children find and repurpose online info for a different audience Children use the internet to explore "How and where do we spend our time?" Children access online video, audio, blogs and forums relevant to their topic work. Key Vocabulary Search engine, ranking, keywords, media. Use an Internet search to answer questions on a specific topic, and to gather resources for their own work. Know there are different search engines available and that each has advantages and disadvantages. Use summaries displayed within search results to choose which sites to explore further. Be aware that web sites are not always accurate and that information should be evaluated and checked before it is used. We recommend that teachers check results of image search sites before children use them.

3 Modelling Strand V6 Year 4 Modelling: Models and simulations Overview: Children are introduced to spreadsheets and use them to add numbers. They add data to prepared spreadsheets. KS2 National Curriculum Context: Select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts Y4M1 To understand what a spreadsheet is and how to enter data in a spreadsheet. Y4M2 To know how to add numbers in a spreadsheet. Y4M3 Understand one element of the spreadsheet can be changed and this can have effects on the other calculations. Enter labels and numbers into a spreadsheet Use 'SUM' to calculate the total of a set of numbers in a range of cells Use a spreadsheet to model possible outcomes by adding and changing data. Use a prepared spreadsheet and manipulate the data to answer questions supporting work in mathematical / scientific investigations. Use a simple spreadsheet model to make comments and answer queries. Explore changing variables in pre-designed spreadsheets. If the children are using an online spreadsheet tool for example Google Docs, the teacher must ensure that the class/pupil logins adhere to the school s e-safety policy.

4 Multimedia Strand V6 Year 4 Multimedia: Combine text, data, graphics, video and sound Overview: Children begin to create multimedia presentations. They may take download and edit their own photos to add to their work. Children start to analyse some features of good design. They may also begin adding posts to blogs KS2 National Curriculum Context: select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information, use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact. Y4MM1 To discuss features of good page design and multimedia presentations. Y4MM2 To collect, create and insert appropriate (fit for purpose) graphics and sound files to enhance the presentation. Y4MM3 To understand the different contributions sounds, words and images can make in a presentation. Y4MM4 To be able to choose appropriate media for a presentation, review and develop the structure to convey intention to an audience. Evaluate a range of electronic multimedia appropriate to task. Recognise key features of layout and design Select / create and import different sounds to include in their presentations Select and import graphics from digital cameras, graphics packages and other sources and prepare for use (cropping, resizing, editing) Combine text, sound and graphics and use font sizes and effects appropriately and consistently to communicate meaning for a given audience To amend and improve text by using Spell Check, Thesaurus and other language tools appropriately Develop increasing sense of audience and talk about their choices and decisions Through peer assessment and self-evaluation, evaluate their own designs and make suitable improvements. Begin to design and produce non-linear presentations and explain the need for using links in this way Make appropriate independent choices about what application(s) to use to present information to a specific audience. Design and create their own multimedia presentation showing awareness of audience. Children produce a presentation on a fictional or historical character On a school trip children collect digital images, video, and sound samples and use these to produce a multimedia presentation to show either their parents or other children in the school Children create an explanation text with links to provide additional detail Children create a photomontage of parts of faces from a variety of sources linked to class work e.g. Africa Children record vocals and sound effects to accompany their story book Children create a blogpost on a rolling basis. Discuss the different search engines and their features, e.g. search engine tools for different types of media, Primary Safe Search for images, video, sound, understanding that the results are not always what you expect. Understand copyright issues what images / videos / sounds are legal and safe to use. Be aware that web sites are not always accurate and that information should be evaluated and checked before it is used.

5 Programming Strand V6 Year 4 Computer Programming including understanding how digital devices work. Overview: Children write a simple games program and add sound and graphics. They will consolidate existing abilities and will transfer previously learnt programming skills and concepts between different programs. KS2 National Curriculum Context Pupils should be taught to: design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts,use sequence, selection, and repetition in programs; work with variables and various forms of input and output,use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs,understand computer networks including the internet; how they can provide multiple services, such as the world wide web; and the opportunities they offer for communication and collaboration,use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content, select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information,use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact. Y4P1 To create a series of commands that can be combined or condensed to create more complex or efficient routines called procedures. Y4P2 To understand and explore different game genres. Y4P3 To understand what makes a good game. Y4P4 To understand that games are made of specific code. Y4P5 Refine game to make it more appealing to a specific audience. Y4P6 Transfer existing coding skills to a new program. Y4P7 Understand how a computer network works. Create an instruction or set of instructions with the shortest number of commands to create a desired effect by using procedures Combine a number of procedures to create a desired effect Debug a series of commands containing deliberate mistakes Analyse pre-created code and debug it to improve the game and correct mistakes e.g. in Kodu Explore a variety of game genres and identify the key features Incorporate features of specific game genres into their own game Use Scratch to move, turn and control a character using keys Add sound and graphics in Scratch Create a visual representation of how a computer network works. Create conditional statements e.g. if x happens then do y.eg If up arrow is pressed make Scratch move up. Create and review procedures to make them efficient and effective. Be able to improve programs and problem solve to make the code more efficient. The children will transfer existing coding skills to a new program. Use Logo to create a pattern repeating a range of same sized squares Explore the impact changing the variable of length and side relating to shapes and patterns Use procedures in LOGO to combine 2D shapes including a variety of angles Create a game based on a certain genre e.g. Frogger, Pacman Create a mind map of a computer network. Key vocabulary Algorithm, command, debug, input device, output, procedures, sequence, series. If Scratch 2 (online version) is being used create a class account controlled and monitored by the teacher. Pupils save work locally and the teacher uploads examples of good work. Be aware that the online content on the Scratch site may not necessarily be moderated.

6 Sound and Music Strand V6 Year 4 Sound and Music: Recording, creating and manipulating music and sound. Overview: Children locate and download sounds and add them to a piece of work. They can combine simple sounds together. KS2 National Curriculum Context: use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information Learning Objectives: Skills, knowledge and understanding Outcomes Y4SM1 To understand that evaluation and improvement is a vital part of a creative process and that ICT allows you to make changes quickly and efficiently. Y4SM2 To use ICT to compose music or sounds including creating melodies. Y4SM3 To locate, listen to, import and use appropriate sound files in multimedia software. Y4SM4 To know that sound files can be uploaded on the internet and shared with a wider audience. Y4SM5 To understand sounds can be copyrighted and abide by copyright rules when using them. Locate copyright free sound files from the school network, Internet sources, learning platform and other software Select and import existing sound files using computer software Use ICT to record a variety of sounds in and around the classroom Use ICT to combine a variety of sounds and edit them into one piece of audio appropriate to task Share their work on the Internet for others to play and review Talk about how the software allows easy manipulation and creation of sound and music. :- Use ICT to create and perform sounds or music that would otherwise not be possible live e.g. playing a multi-part piece or a very fast piece Use ICT to combine and layer sounds to create sound stories or backing tracks to their voice or poem. Select and import existing music and sounds into multimedia presentations. Create and refine compositions using musical software/apps. Create more complex sound recordings combining voice, sound and music in one linear piece. Use Audacity / Podium to record and perform an advert to sell a product combining voice, sound effects and music Upload MP3 files of scientific investigations as podcasts onto the Internet to share with a wider audience Use itunes, Windows Media Player etc. to listen to music and sounds, create playlists etc. Record using sound recording devices e.g. ipod, sound recorder on laptop etc. to record sound bites of voice or music compositions Children record an interview with Sir Titus Salt. Use an internet search to answer questions on a specific topic, and to gather resources for their own work. Discuss the different search engines and their features, e.g. search engine tools for different types of media, Google Image Search, video, sound, understanding that the results are not always what you expect. The children must understand copyright issues what images / videos / sounds are legal and safe to use. Children only use their first names when creating an audio recording.

7 Visual Media Strand V6 Year 4 Visual Media: Creating and manipulating digital images, animation and video. Overview: Children begin to use object based graphics packages, make basic edits to video and are create short stop motion animations without audio or titles. They also use filters or effects to alter images KS2 National Curriculum Context: select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information Y4VM1 To use suitable software packages to create, develop, amend and present their ideas for a specific audience. Y4VM2 To begin to understand how images from different sources (stills, video, graphics, animation) are used to enhance a presentation or communicate an idea. Y4VM3 To understand that evaluation and improvement is a vital part of a design processes and ICT allows them to make changes quickly and efficiently. Creating & manipulating images Begin to enhance a presentation by acquiring, storing and retrieving images from different sources Use paint packages and photo-manipulation software to change and manipulate an image using features of the package including filters and effects Use an object based graphics package to create, combine and manipulate objects Through peer assessment and self-evaluation, evaluate design and suggest suitable improvements Talk about their choices and changes they have made to achieve a specific outcome or purpose To storyboard and shoot a short stop-motion animated sequence Use video editing software to make simple edits to captured / stored video. Capturing images Independently capture, review and delete images on an image capture device Take pictures thinking about the purpose of the image taking into consideration lighting and framing Discuss and evaluate the quality of their own and others captured images and make decisions (e.g. keep, delete, change). To begin to choose the appropriate package to edit specific media and apply particular effects. Through peer and self-evaluation, children develop and refine images/video to use as part of a wider presentation for a specific task/audience. Create pop art-style images by changing effects of a still image Create an advert for healthy food using a digital video camera Create a copy of a TV program to fit with other work (e.g. Weakest Link Henry VIII's wives; historical cookery programme) Use stop motion animation to illustrate a scene from a story set in an imaginary world Children create a persuasive trailer for a film Children use the filters and cutting tools in photo editing software to create their own fantasy settings to support their writing. Pupils are aware of the school s procedures for image searching safely. Discuss the different search engines and their features, e.g. search engine tools for different types of media image search, video, sound, understanding that the results are not always what you expect. Understand copyright issues what images / videos / sounds are legal and safe to use. Know that need to have appropriate permission for use of images of friends or those they have found online. Page 1 of 7