ICT - Level A

			Science	Social Subjects
			ICT	Technology
			Health Education
Home Page	Site Guide	Investigative Approach & Teaching Strategies	Strands & Targets in Guidelines

Project 8: ICT Support for Assessment
ICT in Education - Fife Education	ICT links - East Renfrewshire
Integrating ICT with Environmental Studies RME/PSD/Health Expressive Arts	BECTA - ICT Advice for teachers ICT Advice Science Online Inset (primary) 2003 : The Inset Pack Top ICT Tips for a New Teacher (by Ollie Bray of Knox Academy) - Connected Online 12 Using web-based resources in Primary Science (Becta, pdf file)
Primary ICT - Creating a Whiteboard Lesson - Teacher's TV Video Primary ICT - Advanced Whiteboard Techniques - Teacher's TV Video
ICT - Technology and learning (Learning about Learning website) - The role of technology in learning. It reviews a range of new technologies and the way that ICT has changed the nature of learning experiences for young people and the skills required to develop digital literacy (video, 62.4 Mb). Digital Learning: the potential of ICT (Learning about Learning website) - Teaching staff and pupils from a primary school describe how ICT helps to motivate pupils as well as to develop critical thinking and boost confidence (Video, 113.9 Mb). Learning: skills for the 21st century (Learning about Learning website) - How a large primary school engages young people in the highest quality learning experiences. Staff and pupils review and evaluate the creative and innovative use of ICT (Video, 35.4 Mb). Digital Learning: joined up learning through ICT (Learning about Learning website) - Staff and pupils in a small primary school describe the importance of using all available ICT and the diverse benefits of embedding ICT in the classroom (Video, 106.2 Mb). Ambition: creative use of ICT (Learning about Learning website) - Using ICT to provide structure and depth to the curriculum within a primary school (Video, 75.6 Mb).

Interactive Guidelines - Knowledge & Understanding

Home Page			next strand
Level A	Learning activities e.g.	Additional advice from Guide for Teachers & Managers
This strand is concerned with the building of knowledge and understanding of the technology and the development of skills and confidence in using the technology effectively and responsibly.
UT-A1.1	Using the technology - The computer interface
Use a mouse to point/click, and navigate through suitable applications.
UT-A1.2	Using the technology - Hardware and responsible use
Start up / shut down the computer
UT-A1.3	Using the technology - Computer peripherals
Use a keyboard/ concept keyboard to enter familiar words and phrases (e.g. own name).
UT-A1.4	Using the technology - Computer peripherals
Print by clicking a print button.
UT-A1.5	Using the technology - Storing work and file management
Save and retrieve work with support, using a named file.

Home Page			previous strand	next strand
Level A	Learning activities e.g.		Additional advice from Guide for Teachers & Managers
This strand involves the development of the ICT knowledge and skills that pupils will need to create and effectively present their own ideas and other material.
CP-A2.1		Creating & presenting - Text handling
Create one or more sentences without teacher support.		Using appropriate software, begin word-processing skills by using some text-handling features, for example: 1. enter text through keyboard using, e.g.: spacebar shift enter delete keys 2. amend text by deleting. Where appropriate children may: enter text through concept keyboard overlays enter text through speech-recognition package.
CP-A2.2		Creating & presenting- Graphic manipulation
Create a picture.		Using appropriate simple art/drawing/graphic software, begin graphics manipulation skills by using some basic features, e.g.: pencil (line tool) fill stamps/templates delete paintbrush.
CP-A2.3		Creating & presenting - Multimedia manipulation
Add text to a picture.

Home Page		previous strand	next strand
Level A	Additional advice from Guide for Teachers & Managers
This strand deals with the use of ICT tools to collect and analyse structured information, such as databases and spreadsheets, and to solve problems.
CA-A3.1	Collecting & analysing - Concepts
Understand that information in a database has a consistent format.
CA-A3.2	Collecting & analysing- Database skills
Use simple pre-defined databases.	e.g. look up information about animals using a simple index.
CA-A3.3	Collecting & analysing - Problem solving
Demonstrate an understanding that computers can be used in problem solving.

Home Page		previous strand	next strand
Level A	Additional advice from Guide for Teachers & Managers
This strand addresses the development of skills and concepts in using ICT to search for information and to research topics. It involves the effective use of resources such as CD-ROMs and the internet.
SR-A4.1	Searching & researching - Where to search
In class and elsewhere within the school. In magazines, newspapers, comics, photo albums and electronic sources.
SR-A4.2	Searching & researching- How to search
Ask prepared questions. Play guessing games. Look at websites with teacher help.
SR-A4.3	Searching & researching - How to extract the information
Talk about important features of what has been found out.
SR-A4.4	Searching & researching - How to evaluate the results
Be encouraged to ask questions, such as "s this what we wanted to find out?"

Home Page			previous strand	next strand
Level A	Additional advice from Guide for Teachers & Managers
This strand addresses the development of skills and concepts in using ICT to search for information and to research topics. It involves the effective use of resources such as CD-ROMs and the internet.
CC-A5.1	Communicating & collaborating - Phone
In role play use mock equipment. Talk to others in, e.g., a play corner about :-		friends shopping lists complaints enquiries.
CC-A5.2	Communicating & collaborating - Phone
Pass on simple information such as:		information required to complete a task directions to reach a location list of items for collection as part of an arranged call.
CC-A5.3	Communicating & collaborating- E-mail
Open a simple message from a mail box.
CC-A5.4	Communicating & collaborating- E-mail
Read a simple message.
CC-A5.5	Communicating & collaborating- E-mail
Type a simple message in the e-mail message window.
CC-A5.6	Communicating & collaborating - E-mail
Click on the appropriate button/command to send a completed message.
CC-A5.7	Communicating & collaborating - E-mail
Print a message to keep a record or to provide information to others.
CC-A5.8	Communicating & collaborating - Videoconferencing
Speak to someone at distance. Be given the opportunity to observe a videoconference call and say hello to the people at the other site.
CC-A5.9	Communicating & collaborating - Videoconferencing
Participate in a short conversation with someone as part of an organised series of activities:		asking a set of prepared questions answering a set of prepared questions.

Home Page			previous strand	next strand
Level A	Additional advice from Guide for Teachers & Managers
This strand involves the development of knowledge and skills in using computers to instruct and control devices as well as to take measurements of, and model, the environment. National Museums of Scotland - Robots
UT-B6.1	Controlling & modelling - Position, movement and direction
Understand the following words related to movement/direction:		up, down left, right forwards, backwards.
UT-B6.2	Controlling & modelling - Control/simulation software and operations
Slide the pointer forwards, backwards, left and right on the screen using a mouse.
UT-B6.3	Controlling & modelling - Control/simulation software and operations
Use the mouse button and pointer to reposition (drag) a graphic to any new position on screen.
UT-B6.4	Controlling & modelling - Control hardware
Explore the use and operation of simple devices.
UT-B6.5	Controlling & modelling- Knowledge of terms and uses
Use appropriate vocabulary e.g. mouse, pointer, left, right.

Home Page			previous strand
Level A	Additional advice from Guide for Teachers & Managers
In this strand pupils progressively develop informed attitudes about the applications and implications of ICT in society.
UT-B7.1	Developing informed attitudes - Know where and how ICT is used
Know and give some basic examples of places where computers/ICT are used in society, e.g.:		homes schools banks shops library.
UT-B7.2	Developing informed attitudes - Implications of ICT
Progressively show when and where it is not appropriate to use ICT for a task.