Communicating in the Digital World
Strand 1 - Digital Communication and Sharing Information
Overall Learning Objectives
  • Begin to understand the potential of multimedia to inform or persuade and know how to integrate words, images and sounds imaginatively for different audiences and purposes on a range of digital devices.
  • Start to recognise the features of good design in different printed and electronic texts (e.g. poster, website, presentation, etc.) Talk about design in context of their own work.
  • With advice select the most appropriate ICT tools for their intended purpose and audience.
  • Width advice, and with appropriate supervision and regard for e-safety, select and use appropriate communications to solve problems, answer questions and present information in different forms.
  • Know about the different forms of electronic communication, their appropriateness to different tasks and their advantages and disadvantages.
  • Begin to understand the importance of personal safety and use rules developed when using online communications.
Strand 2 - Producing and Editing Media
Overall Learning Objectives
  • Begin to understand the difference between object based graphic packages and paint packages. Begin to be aware when it is more appropriate to use an object based drawing package than a paint program.
  • Begin to understand that computers save digital image and graphics as many different file types and that some are better suited to certain purposes than others.
  • Begin to understand issues relating to copyright of music, images, video etc. and apply to their own work.
  • With adult support create music or sound files to add to presentations.
  • Be aware of different sound file formats (e.g. MP3, WAV) and save and use appropriately. Judge when it is appropriate to use a sound file (podcast) as a means of communication.
Exploring the Digital World
Collecting, Analysing, Evaluating Real World Data/Problem Solving
Overall Learning Objectives
  • Begin to recognise the need for accuracy when designing entering and interrogating data and consider the consequences of data not being accurate (e.g. Police/doctors/banks/school database).
  • Begin to understand how ICT enables you to search and sift through large amounts of different types of information and describe the advantages of using the tools and the need for accuracy.
  • Solve problems through selecting, processing and presenting data; drawing conclusions from their work (e.g. using spreadsheets).
  • Begin to understand the need for data protection. Discuss the rights of individuals over stored personal data.
  • Begin to understand when data capture will be useful and design experiments involving dataloggers to solve problems.
  • Appreciate how ICT has simplified the task but spurious results may need to be moderated.
  • Begin to understand and predict patterns in graphical data produced from data loggers.
  • Have some awareness of plausibility and appropriateness of information using a range of sources to check validity.
  • Begin to understand the meaning of 'copyright' and how it applies to material they find and to their own work.
  • To know about personal safety when online, at home and in school and have strategies to keep safe.
  • Begin to understand how search engines rank and select results.
  • Have some awareness of computer networks and how they can provide multiple services, such as the world-wide web; and the opportunities they offer for communication and collaboration.
  • Begin to recognise the impact of using incorrect information in their work.
Shaping the Digital World
Strand 1 - Modelling and Simulations
Overall Learning Objectives
  • Begin to understand that spreadsheets can automate functions, making it easier to test variables (e.g. when planning a budget you can change number of items and see the changed total cost).
  • Have some awareness of the need for accuracy and frequent checking when entering formulae. Understand the possible consequences of inaccurate data or formulae.
  • Begin to understand that spreadsheets can be used to explore mathematical models.
  • Begin to understand that changes made to one element of a spreadsheet can impact on other calculations.
  • Know that some computer games (simulations) are played by many people at the same time.
  • Start to be aware that all ICT games and simulations have been written using a programming language.
Shaping the Digital World
Strand 2 - Control and Programming
Overall Learning Objectives
  • Begin to understand when it is appropriate to use a control system and appreciate what needs to be built into the programming to ensure that the system is reliable.
  • Control or simulate physical systems, working with variables and various forms of input and output.
  • Explain the algorithm that was written to show an understanding of the logical steps.
  • Design, write and debug (where necessary) a program to accomplish a specific goal (e.g. a simulation or game).
  • Know how their experiences relate to control systems in the real world.
Overall Learning Objectives
  • Know most of the school e-safety rules and develop own strategies to help them keep themselves safe.
  • Become discerning readers of online material. Be aware of copyright issues and website privacy policies. Know how to find information about a website's author.
  • Respect other users.
  • Be clear about the differences between public social networking sites and 'closed' learning environments, understanding the risks with the former.