Reception WALT WILF
explore and solve problems talk about the choices you have made
Modelling (i)
Resource(s) Key Classroom ICT Activity Assessment
My World Exploring an imaginary environment Has used a computer program successfully
Working in pairs possibly with adult support, explore an on-screen environment using arrows and links to move around Can share the use of appropriate equipment
or and make things happen. Children should be encouraged to discuss their actions, choices and the resulting Can follow instructions from the teacher
Izzy‟s Island/Tizzy‟s consequences. Free play is an important part of developing children‟s confidence in this area. They need opportunities to Has experienced a range of ICT including a digital
Toybox become familiar with a range of software. camera, Internet and programs that support
or learning
Solving problems
At the Vet‟s/Doctor‟s/Cafe Children work in pairs to solve problems using prediction and logic. They should be encouraged to discuss their actions,
Subject Links choices and the resulting consequences. Children need opportunities to spend significant lengths of time on these Knowledge and understanding of
problem solving activities to build confidence and allow them to apply skills and knowledge in a variety of contexts. the world
(Areas of learning) (Curriculum Guidance for the Foundation Stage)
Knowledge and Give opportunities for the use of ICT to
understanding of the world develop skills across the areas of learning.
Explore objects Encourage children to show each other
Show an interest in why things how to use ICT equipment.
happen and how things work Teach simple skills of using equipment, for
p.88 example, switching on and off.
Creative development
Respond in a variety of ways to
ICT PoS
what they see, hear, smell, Developing ideas and making things
touch and feel happen
Express and communicate their (Modelling)
ideas, thoughts and feelings by
using a widening range of Skills
materials, suitable tools, To be able to:
imaginative and role play p. 126 Control the mouse effectively using left
Additional resources click
Web links Make appropriate choices
www.bbc.co.uk/schools/digger/5_7entry/5_7.shtml Follow a set of instructions
A range of simple activities based on stories for children to share. Adult support is advisable to assist with reading Discuss and explain choices
instructions. Discuss and explain the consequences of
www.kidstime.com their actions
Guess what will happen when „Little Miss Magic‟ casts her spells. Use the clues to work out where Pipkin is hiding in
„Find Pipkin‟. Answer the questions to help Casper to „Find Polly‟.
http://ngfl.northumberland.gov.uk/ict
A range of short, practical activities which encourage children to develop early modelling and mouse skills. Many of
the activities encourage children to plan their actions and try out different possibilities.
www.babyz.net
Download a demo of software that allows you to care for babies, providing food, nappies, entertainment and
emotional support.
ICT Scheme of Work Page 20
Reception WALT WILF
explore Internet problems
use the and solve to learn about being safe at home and at school talk about staying safe at home and outdoors
talk about the choices you have made
Modelling (i)
Modelling (ii)
Resource(s) Key Classroom ICT Activity
Supplementary Classroom ICT Activity Assessment
My World Safety in the imaginary local community
Exploring an home and environment Has used a computer program successfully
Working in pairs possibly with adult support, explore an on-screen environment using arrows and links to move around
www.bgfl.org/bgfl/activities/intranet/ey/english/holding_hands/index.htm Can share the use of appropriate equipment
or
Websites and make things happen. Children should be encouraged to discuss their
www.bgfl.org/bgfl/activities/intranet/ey/english/safe_places/index.htm actions, choices and the resulting Can follow instructions from the teacher
Izzy‟s Island/Tizzy‟s consequences. teach the children good part of developing importance of staying close to an adult throughout your
These websites Free play is an importantroad safety and the children‟s confidence in this area. They need opportunities to Has experienced a range of ICT including a digital
Toybox journey. familiar with a range ofor small groups with adult support. They can explore and discuss the activities.
become Children work in pairs software. camera, Internet and programs that support
or learning
Solving problems
Health awareness, family life and safety outdoors
At the Vet‟s/Doctor‟s/Cafe
Subject Links Knowledge and understanding of
Children work in pairs
www.welltown.gov.uk to solve problems using prediction and logic. They should be encouraged to discuss their actions,
Subject Links
(Areas of learning) choices has a selection of activities to choose from based on different spend significant lengths centre on these
This siteand the resulting consequences. Children need opportunities tolocations. Visit the health of time to learn about the understanding of
Knowledge and world
(Curriculum Guidance for the Foundation Stage)
problem ailments, the house to discuss families and safety in the home, the park to learn about safety of contexts.
different solving activities to build confidence and allow them to apply skills and knowledge in a variety and the school to the world
(Areas of learning)
Personal, Social and explore in and around the school building. Give opportunities for the use of ICT to
(Curriculum Guidance for the Foundation Stage)
Emotional This site is best used with an adult and could be used with individuals, pairs, groups or the whole class to explore develop skills across the areas of learning.
Knowledge and Give opportunities for the use of ICT to
Development important issues. Discussion of the content is vital and should be encouraged. Children should be able to relate on- Encourage children to show each other
understanding of the world develop skills across the areas of learning.
Self-Confidence and Self- screen activities to real experiences. how to use ICT equipment.
Explore objects Encourage children to show each other
Esteem Teach simple skills of using equipment, for
Show an interest in why things how to use ICT equipment.
Have a developing awareness of example, switching on and off
happen and how things work Teach simple skills of using equipment, for
their own needs, views and
p.88 example, switching on and off.
feelings and be sensitive to the
needs, views and feelings of
Creative development ICT PoS
others p.34
Respond in a variety of ways to ICT PoS
Developing ideas and making things
what they see, hear, smell, happen
Developing ideas and making things
Making Relationships (Modelling)
touch and feel happen
To value and contribute to own
Express and communicate their
well-being and self-control p.36
(Modelling) Skills
ideas, thoughts and feelings by
using a widening range of
To be able to: Skills
Behaviour and Self-Control be able to: mouse effectively using left
To Control the
materials, suitable tools,
Understand what is right, what Additional resources click
Control the mouse effectively using left
imaginative and role play p. 126
is wrong, and why p.38 Additional resources Make appropriate choices
click
Web links
Followappropriate choices
Make a set of instructions
www.bbc.co.uk/schools/digger/5_7entry/5_7.shtml Follow a set of instructions
A range of simple activities based on stories for children to share. Adult support is advisable to assist with reading Discuss and explain choices
instructions. Discuss and explain the consequences of
www.kidstime.com their actions
Guess what will happen when „Little Miss Magic‟ casts her spells. Use the clues to work out where Pipkin is hiding in
„Find Pipkin‟. Answer the questions to help Casper to „Find Polly‟.
http://ngfl.northumberland.gov.uk/ict
A range of short, practical activities which encourage children to develop early modelling and mouse skills. Many of
the activities encourage children to plan their actions and try out different possibilities.
www.babyz.net
Download a demo of software that allows you to care for babies, providing food, nappies, entertainment and
emotional support.
ICT Scheme of Work Page 21
Reception WALT WILF
use the Internet to learn about being safe at home and at school talk about staying safe at home and outdoors
Modelling (ii)
Resource(s) Supplementary Classroom ICT Activity Assessment
Safety in the home and local community Has used a computer program successfully
www.bgfl.org/bgfl/activities/intranet/ey/english/holding_hands/index.htm Can share the use of appropriate equipment
Websites www.bgfl.org/bgfl/activities/intranet/ey/english/safe_places/index.htm Can follow instructions from the teacher
These websites teach the children good road safety and the importance of staying close to an adult throughout your Has experienced a range of ICT including a digital
journey. Children work in pairs or small groups with adult support. They can explore and discuss the activities. camera, Internet and programs that support
learning
Health awareness, family life and safety outdoors
Subject Links Knowledge and understanding of
www.welltown.gov.uk
the world
(Areas of learning) This site has a selection of activities to choose from based on different locations. Visit the health centre to learn about
different ailments, the house to discuss families and safety in the home, the park to learn about safety and the school to (Curriculum Guidance for the Foundation Stage)
Personal, Social and explore in and around the school building. Give opportunities for the use of ICT to
Emotional This site is best used with an adult and could be used with individuals, pairs, groups or the whole class to explore develop skills across the areas of learning.
Development important issues. Discussion of the content is vital and should be encouraged. Children should be able to relate on- Encourage children to show each other
Self-Confidence and Self- screen activities to real experiences. how to use ICT equipment.
Esteem Teach simple skills of using equipment, for
Have a developing awareness of example, switching on and off
their own needs, views and
feelings and be sensitive to the
needs, views and feelings of ICT PoS
others p.34 Developing ideas and making things
happen
Making Relationships (Modelling)
To value and contribute to own
well-being and self-control p.36 Skills
To be able to:
Behaviour and Self-Control Control the mouse effectively using left
Understand what is right, what Additional resources click
is wrong, and why p.38 Make appropriate choices
Follow a set of instructions
ICT Scheme of Work Page 22
Year 1 WALT WILF Assessment
explore and solve problems predict what will happen and talk about choices Level 1
Modelling Has successfully used an adventure game that
involves making choices
Resource(s) Key Classroom ICT Activity QCA SoW reference(s)
Exploring an adventure game ICT 1A Introduction to modelling
Children explore Albert‟s House to find where Albert is hiding. They make predictions about where he might be and test
Albert‟s House out their ideas. Children write a list of the rooms that they have been in. They draw and label a plan of the house
showing the rooms visited and the items investigated.
Subject Link
ICT PoS
(NC, NLS, NNS)
Literacy Developing ideas and making things
Term 2 Text 25 happen
“Pupils should be taught to write (Modelling)
simple non-chronological
reports, based on own reading
experience.”
Skills
To be able to:
use the mouse
make appropriate choices
describe the choices made
record the decisions taken
know that computers can represent real or
fantasy situations
ICT Scheme of Work Page 23
Year 2 WALT WILF Assessment
make predictions and decisions explain why events happened and what you would Level 2
Modelling do next time Can say, draw or write about what will happen
when making a decision in an adventure game
or simulation
Resource(s) Key Classroom ICT Activity QCA SoW reference(s)
Exploring an adventure game Geog 6 Investigating our local area
Children explore the environment, solving problems using a logical approach. They make notes and draw diagrams.
Badger Trails
Children write a chronological account of the route and actions of the badger. They describe some of the events that
took place, what they saw, what they inferred and give reasons for the decisions made.
Subject Links ICT PoS
(NC, NLS, NNS) Developing ideas and making things
Literacy happen
Term 1 Text 14 (Modelling)
“To note key structural features,
e.g. clear statement of purpose
at start, sequential steps set out
in a list, direct language;”
Skills
Text 15 To be able to:
“To write simple instructions, describe the choices they have made
e.g. getting to school, playing a record their journey/ choices
game.” understand that a model can be a
representation of something real or
Geography imaginary
Pupils should be taught to:
3a identify and describe what
places are like [for example, in
terms of landscape, jobs,
weather]
3b identify and describe where
places are [for example,
position on a map, whether they
are on a river]
ICT Scheme of Work Page 24
Year 3 WALT WILF Assessment
make decisions and predict what will happen problems solved using a logical approach Level 3
Modelling (i) to demonstrate what a variable is Can record useful information to solve
problems in an adventure game or simulation
Can predict and explain the consequences of
choosing different options or choices
Resource(s) Key Classroom ICT Activity QCA SoW reference(s)
Demonstrate the rollercoaster simulation. ICT 3D Exploring simulations
www.funderstanding.com/k12/coaster
Websites
Discuss the different variables which can be changed. It may be helpful to click on the question mark buttons for more
information.
Subject Link Run the rollercoaster with all variables set as low as possible. Discuss the resulting ride with the children. Explore the
effects of changing each variable individually.
ICT PoS
Design and technology Developing ideas and making things
Pupils should be taught to: happen
Children work in groups to create a ride for maximum thrills, keeping the rollercoaster on the track and keeping a record
1c plan what they have to do, (Modelling)
of the decisions they make.
suggesting a sequence of
actions and alternatives, if
Children should present their final coaster to the class and explain their choices. Differences and similarities between
needed
groups should be discussed.
3a reflect on the progress of
their work as they design and
Skills
make, identifying ways they To be able to:
could improve their products Enter a website address
3c carry out appropriate tests Follow on-screen instructions
before making any Keep a record of what happens in a
improvements simulation
4c how mechanisms can be Change one variable at a time and explain
used to make things move in the effects
different ways, using a range of
equipment including an ICT
control program
ICT Scheme of Work Page 25
Year 3 WALT WILF Assessment
make a simple circuit a logical approach to testing ideas Level 3
Modelling (ii) try out „what happens if…‟ explanations of the effects of different choices Can record useful information to solve
predict what will happen and explain results problems in an adventure game or simulation
Can predict and explain the consequences of
choosing different options or choices
Resource(s) Key Classroom ICT Activity QCA SoW reference(s)
Creating and testing electrical circuits on screen ICT 3D Exploring simulations
This activity could be followed by practical work to follow up their ideas. They should already have experience of working
Crocodile Clips with simple circuits. Science 4F Circuits and Conductors
Look at a simple circuit. Discuss the brightness of the bulb. Discuss voltage.
Ask the children to write some “What happens if..?” questions to test a circuit e.g. What happens if I use one battery
Subject Link and 3 bulbs?
ICT PoS
Science Developing ideas and making things
Physical processes Ask the children to demonstrate other ways of connecting 3 bulbs to a battery (parallel circuit) happen
1a Pupils should be taught to (Modelling)
construct circuits, incorporating The children should print out their diagrams as a record of their work.
a battery or power supply and a
range of switches, to make This software is available as a free download from the Crocodile Clips website:
electrical devices work.
www.crocodile-clips.com/m6_4.htm Skills
To be able to:
Using a simulation program
Ask “What happens if..?” questions
Test ideas on screen
Print out a record of their work
ICT Scheme of Work Page 26
Year 4 WALT WILF Assessment
make decisions and say what will happen solve problems and explain what you would do Level 3
Modelling (i) differently next time Can record useful information to solve
problems in an adventure game or simulation
Can predict and explain the consequences of
choosing different options or choices
Resource(s) Key Classroom ICT Activity QCA SoW reference(s)
Viking Quest ICT 3D Exploring simulations
Demonstrate the Viking Quest adventure on www.bbc.co.uk/history/ancient/vikings/launch_gms_viking_quest.shtml
Websites History 6C Why have people invaded and
settled in Britain in the past? A
Discuss the different variables which can be controlled and the predicted outcomes of different decisions. Viking case study
Play the game as a class, noting choices made and how they relate to the final outcome.
Subject Link ICT PoS
History Children work in groups to improve on the class‟s achievements. Developing ideas and making things
Pupils should be taught: happen
2a about characteristic features Children should present their results to the class and explain their choices. Differences and similarities between groups (Modelling)
of the periods and societies should be discussed.
studied, including the ideas,
beliefs, attitudes and Extension activity
experiences of men, women and
children in the past
Children could write gaming tips for others to use this adventure game, to be posted on the school website. Skills
To be able to:
2c to identify and describe Enter a website address
reasons for, and results of, Follow on-screen instructions
historical events, situations, and Keep a record of what happens in a
changes in the periods studied simulation
Change one variable at a time and explain
3 Pupils should be taught to the effects
recognise that the past is
represented and interpreted in
different ways, and to give
reasons for this.
ICT Scheme of Work Page 27
Year 4 WALT WILF Assessment
use a computer model to design a room layout design a room within a given budget Level 3
Modelling (ii) Can record useful information to solve
problems in an adventure game or simulation
Can predict and explain the consequences of
choosing different options or choices
Resource(s) Key Classroom ICT Activity QCA SoW reference(s)
Planning a room layout ICT 5A Graphical modelling
Kitchen design: the children are given a budget and a clear design brief. They design a kitchen, with all the appropriate
Spex+ appliances: sink, cooker, fridge etc. The size of room, position of windows and doors should be fixed. The children then
have to explain their designs, in terms of safety, such as placement of the cooker and sink in relation to each other.
Designs can be judged on these criteria. Designs should be presented to the class, with clear explanations of their
choices and the budget spent.
Subject Links ICT PoS
(NC, NLS, NNS)
Design and technology Developing ideas and making things
1a “Pupils should be taught to happen
generate ideas for products (Modelling)
after thinking about who will use
them and what they will be used
for, using information from a
variety of sources, including
ICT-based sources.”
Skills
To be able to:
describe the effects of their actions
know that a computer is able to represent
a real environment
plan a room design within budget
describe the choices made
ICT Scheme of Work Page 28
Year 5 WALT WILF Assessment
use a spreadsheet to carry out explain how your spreadsheet calculates costs Level 4
Modelling calculations Can explore patterns and investigate the
effects of changing some values and explain
“What will happen if…” type questions.
Has used a prepared spreadsheet to make
predictions about what will happen if some
of the data or formula are changed and can
use this approach to solve a given problem
Resource(s) Key Classroom ICT Activity QCA SoW reference(s)
Problem solving skills, using computer-based models to help explain patterns ICT 6B Spreadsheet modelling
Use the „Sandwich Shop‟ activity in the Model Shop to create sandwiches of varying calorific value. Discuss the
Model Shop relationships between the changing values, asking children to predict and explain them.
or
Textease spreadsheet Use a teacher-prepared spreadsheet to investigate how many weeks of pocket money are needed to buy a series of
items, e.g. CDs, trainers etc.
Subject Links Set up a spreadsheet that costs the items needed for the Christmas party, based upon an assumed budget and range ICT PoS
(NC, NLS, NNS)
Numeracy of items. You could use a supermarket website to cost food items. Developing ideas and making things
Y6 Unit 11 happen
Extend written methods to column Extension activity – furnishing a room (Modelling)
addition and subtraction of numbers Pupils set up a spreadsheet to calculate the cost of furnishing their bedroom, using an Argos/Ikea catalogue or
involving decimals. website for pricing. To extend the activity further, give the children fixed rules to work within e.g. the size of the
Choose appropriate room, pieces of furniture which must be included or a strict budget.
operations/calculation methods.
Explain working.
Skills
Check using sums/differences of To be able to:
odd/even numbers or doing the design, evaluate and modify simple
inverse calculation. models i.e. enter data, enter formulae,
copy cells and simple formatting
use a spreadsheet to draw a graph
interrogate/manipulate data to answer
„what if‟ questions
ICT Scheme of Work Page 29
Year 6 WALT WILF Assessment
create a spreadsheet to answer „what a spreadsheet, including calculations, to try Level 4
Modelling happens if…‟ questions out and explain costs and patterns Has used a prepared spreadsheet to make
Spreadsheet predictions about what will happen if some of
the data or formula are changed and can use
this approach to solve a given problem
Level 5
Is able to construct a simple model to test an
idea and present the findings e.g. what is the
break-even cost for a summer fete and the
subsequent cost per visitor?
Can make a prediction about what will happen
when changing variables in a procedure
Resource(s) Key Classroom ICT Activity QCA SoW reference(s)
Problem solving skills, using computer-based models to help explain patterns ICT 6B Spreadsheet modelling
Use a teacher-prepared spreadsheet to investigate how many weeks of pocket money are needed to
Textease spreadsheet buy a series of items, e.g. CDs, trainers etc. Science 6E Forces in action
or
MS Excel Set up a spreadsheet that costs the items needed for the Christmas party, based upon prices from a
supermarket website and a given range of items.
Subject Links ICT PoS
Numeracy (NC, NLS, NNS) The children have to decided upon the calculation needed to change Pounds into Euros and use Finding things out
Y6 Unit 11 modelling skills to determine the amount of English money needed to reach a specified number of Developing ideas and making things happen
Problems involving „real life‟, money or Euros. (Modelling)
measure.
Identify and use appropriate operations Alternatively, pupils could set up a spreadsheet template and, using an Argos catalogue or similar,
(including combinations of operations) to solve furnish their bedroom keeping to a given budget.
word problems involving numbers and
quantities based on „real life‟, money or Use a spreadsheet to carry out a scientific investigation into forces Skills
measures (including time), using one or more Design and carry out a fair test to investigate what happens to the length of an elastic band when To be able to:
steps, including converting pounds into a weights are suspended from it. Record the weights and lengths in a spreadsheet. Use the spreadsheet to design, evaluate and modify simple models
foreign currency, or vice versa, and calculating model what would happen if greater weights were added. Children should suggest explanations for i.e. enter data, enter formulae, copy cells
percentages such as VAT. results and discuss the accuracy of the model. and simple formatting
use a spreadsheet to draw a graph
Science interrogate/manipulate data to answer
Physical processes „what if‟ questions
2e Pupils should be taught how to measure
forces and identify the direction in which they
act.
Scientific enquiry
2f Pupils should be taught to make systematic
observations and measurements
2h use a wide range of methods, including
diagrams, drawings, tables, bar charts, line
graphs and ICT, to communicate data in an
appropriate and systematic manner
2l use their scientific knowledge and
understanding to explain observations,
measurements or other data or conclusions
ICT Scheme of Work Page 30
ICT Scheme of Work Page 31