Year 1

Year 2 WALT WILF Assessment

 write sentences and longer pieces of work  sentences using capital letters and full stops Level 2

Communicating correctly Can improve my writing / picture / music

Text  writing which has been improved Can find saved work on the computer

Can save work

Can print work

Resource(s) Key Classroom ICT Activity QCA SoW reference(s)

Simple text entry. ICT 2A Writing stories: communicating

Simple entry of text e.g. label of display work, objects around the room, enter a simple sentence. Make some information using text

Textease consideration of size and colour related to purpose e.g. make the words bold and bright to be seen from a distance or

or linked to the word written i.e. words could be made orange like a goldfish. Enter text via the keyboard (or with help of

Clicker 4/5 an on screen word bank) having the opportunity to change the size and colour of the title to improve presentation.



Writing and organising text.

Subject Links Write instructions, e.g. recipes, game rules or directions from home to school, using strong verbs, appropriate ICT PoS

(NC,

Literacy NLS, NNS) punctuation and sentence structure. Choose and apply suitable layout and presentation e.g. use Return to start a new  Developing ideas and making things

Term 1 Text 9 line for each instruction, choose a clear font, add numbering. Save and print work. happen

“Pupils should be taught  Exchanging and sharing information

through shared and guided Editing text. (Communicating information)

writing to apply phonological, Editing skills: amending a piece of text, such as the beginning of a traditional tale. Check spelling and punctuation and

graphic knowledge and sight identify opportunities to improve the precision of the language or suitability for audience and purpose e.g. using strong

vocabulary to spell words adjectives to persuasive writing or formal vocabulary in a letter.

accurately.”

Skills

To be able to:

 develop the use of editing keys, e.g. shift

Text 15 & 16 for upper case

“… to write simple instructions,  know that text will flow onto the next line

getting to school, playing a automatically

game;”  know that the Return key is for moving

“… to use models from reading down to the next line for paragraphing

to organise instructions  use the mouse and arrow keys to insert

sequentially.” words and letters

 print their work, with help

Term 2 Text 13  save and retrieve their work, with help

“… to use story settings from

reading e.g. re-describe, use in

own writing, write a different

story in the same setting;”









ICT Scheme of Work Page 20

Year 2 WALT WILF Assessment

 find out how artists made pictures  talking about the styles of artists Level 2

Communicating  make pictures using different styles and  pictures using different tools Can improve my writing / picture / music

Images tools Can find saved work on the computer

Can save work

Can print work

Resource(s) Key Classroom ICT Activity QCA SoW reference(s)

Looking at other artists’ styles. ICT 2B Creating pictures

Look at pictures by an artist such as Monet, Picasso, Matisse or Mondrian. Identify the styles and Art 2C Picture this!

Dazzle features of one artist’s work. Many useful images can be found on the website

or www.the-artists.org

Revelation Natural Art www.kinderart.com





Subject Links Creating a picture in the style of an artist. ICT PoS

(NC, NLS, NNS)

Art and Design Use these to produce an image ‘in the style’ of the artist e.g. a picture of the school pond in the style of  Developing ideas and making things

Pupils should be taught to: Monet or pictures of plants in the style of Matisse. Use a range of tools, such as the spray can, shaped happen

1a record from firsthand observation, brushes, flood fill and symmetry tools to recreate the style of the artist. Children can experiment with a  Exchanging and sharing information

experience and imagination, and explore ideas range of effects and colours until the desired effect is achieved. (Communicating)

1b ask and answer questions about the starting

points for their work, and develop their ideas.



2a investigate the possibilities of a range of

Skills

materials and processes To be able to:

2b try out tools and techniques and apply these  select appropriate paint tools

to materials and processes, including drawing  select appropriate brush sizes

2c represent observations, ideas and feelings,  ‘undo’

and design and make images and artefacts.  use lines, hollow and fill rectangles and

circles

4a “Pupils should be taught about visual and  print, with help

tactile elements, including colour, pattern and  save and retrieve with help

texture, line and tone, shape, form and space.”



ICT Opportunity

“Pupils could use „paint‟ software to explore

shape, colour and pattern.”



4c differences and similarities in the work of

artists, craftspeople and designers in different

times and cultures









ICT Scheme of Work Page 21

Year

Year 2 2 WALT WALT WILF

WILF Assessment

  find out how artists made pictures

recognise the sounds made by instruments   talking about the styles of artists

music to go with a poem or picture Level 2

Communicating

Communicating  use different instruments to make a happy or styles and

 make pictures using different sad  pictures using different tools Can improve my writing / picture / music

Images

Music piece of music tools Can find saved work on the computer

Can save work

Can print work

Resource(s)

Resource(s) Key Classroom ICT Activity

Key Classroom ICT Activity QCA SoW reference(s)

Looking at other artists’ styles.

Listening to music 2B

ICT 3B Manipulating sound

Creating pictures

Look at variety by an artist such as Monet, Picasso, Matisse or Mondrian. Identify the styles and

Children to listen to the pictures of sounds available, compare with real instruments or recordings where possible. Art 2C

Music 6 What’s the score? – Exploring

Picture this!

Dazzle

Music Box 2 features be used to create different moods and feelings found on to website

Identify how sounds can of one artist’s work. Many useful images can bee.g. listen theSaint-Saens’ Carnival of the instruments and symbols

or or www.the-artists.org

Animals or Peter and the Wolf or Vivaldi’s Four Seasons.

Revelation Natural

RM Music Explorer Art www.kinderart.com

Children identify how the tempo of music changes to reflect mood and feeling.



Subject Links

Subject Links Composing music

Creating a picture in the style of an artist. ICT PoS

NLS, NNS)

Art(NC, (NC, NLS, NNS) a prepared Use these to produceto accompanythe style’ of the artist e.g. a picture of the school pond in theand of

and

Music Design Edit short piece of music an image ‘in an image or poem. Experiment with a range of instruments style  Developing ideas and making things

appropriate instruments and tempo to suit the mood a range of Add suitable ending to the piece.

2b “Pupils should be taught how tempos. ChooseMonet or pictures of plants in the style of Matisse. Useand feeling.tools,asuch as the spray can, shaped

Pupils should be taught to: happen

brushes, flood fill and symmetry tools to recreate the style of the artist. Children can experiment with a

to explore, choose and organise Save and print work.

1a record from firsthand observation,  Exchanging and sharing information

sounds and and imagination, and explore ideas

experience musical ideas.” range of effects and colours until the desired effect is achieved. (Communicating)

Children may

1b ask and answer questions about the starting use non-standard or traditional musical notation.

ICT opportunity:

points for their work, and develop their ideas.

“Pupils could use software

designed to enablepossibilities of a range of

2a investigate the exploration

Skills

materials and processes

of sounds.” To be able to:

2b try out tools and techniques and apply these  create simple musical phrases



 select appropriate paint tools

use simple editing to alter phrases

Music

to materials and processes, including drawing 

2c “Pupils should be taught how

3b represent observations, ideas and feelings,  select with help

print, appropriate brush sizes



 ‘undo’

save and retrieve, with help

to make improvements to their

and design and make images and artefacts.  use lines, hollow and fill rectangles and

own work.” circles

4a “Pupils should be taught about visual and  print, with help

ICT opportunity:

tactile elements, including colour, pattern and  save and retrieve with help

texture, line use recording

“Pupils could and tone, shape, form and space.”

equipment to recall sounds and

ICT Opportunity

identify and make

improvements.” „paint‟ software to explore

“Pupils could use

shape, colour and pattern.”



4c differences and similarities in the work of

artists, craftspeople and designers in different

times and cultures









ICT Scheme of Work Page 22

Year 2 WALT WILF Assessment

 recognise the sounds made by instruments  music to go with a poem or picture Level 2

Communicating  use different instruments to make a happy or sad Can improve my writing / picture / music

Music piece of music Can find saved work on the computer

Can save work

Can print work

Resource(s) Key Classroom ICT Activity QCA SoW reference(s)

Listening to music ICT 3B Manipulating sound

Children to listen to the variety of sounds available, compare with real instruments or recordings where possible. Music 6 What’s the score? – Exploring

Music Box 2 Identify how sounds can be used to create different moods and feelings e.g. listen to Saint-Saens’ Carnival of the instruments and symbols

or Animals or Peter and the Wolf or Vivaldi’s Four Seasons.

RM Music Explorer

Children identify how the tempo of music changes to reflect mood and feeling.



Subject Links Composing music ICT PoS

(NC, NLS, NNS)

Music Edit a prepared short piece of music to accompany an image or poem. Experiment with a range of instruments and  Developing ideas and making things

2b “Pupils should be taught how tempos. Choose appropriate instruments and tempo to suit the mood and feeling. Add a suitable ending to the piece. happen

to explore, choose and organise Save and print work.  Exchanging and sharing information

sounds and musical ideas.” (Communicating)

Children may use non-standard or traditional musical notation.

ICT opportunity:

“Pupils could use software

designed to enable exploration

Skills

of sounds.” To be able to:

 create simple musical phrases

Music  use simple editing to alter phrases

3b “Pupils should be taught how  print, with help

to make improvements to their  save and retrieve, with help

own work.”



ICT opportunity:

“Pupils could use recording

equipment to recall sounds and

identify and make

improvements.”









ICT Scheme of Work Page 23

Year 2 WALT WILF Assessment

 Combine digital images to tell a story.  A clearly sequenced 2D animation Level 2

Communicating I can improve my animation.

I can save and find work on the computer.

Multimedia



Resource(s) Supplementary Classroom ICT Activity QCA SoW reference(s)

ICT 2B Creating Pictures (extended).

1. Look at examples of 2D animation and discuss processes

2animate Any suitable curriculum link.

www.pixar.com

or www.cartoonnetwork.com

Revelation Natural Art www.nick.com



2. Create flip book to demonstrate the process of making a still image appear to move.

Subject Link www.cccoe.k12.ca.us/bats/flip.html ICT PoS

(NC, NLS, NNS)

Literacy Year 2

1b Sequence events and

http://home.att.net/~RTRUSCIO/FLIPBOOK.htm Communicating

 Developing ideas and making things happen

recount them in appropriate 3. Demonstrate how to use the range of tools within the software such as pens, fill, spray stamp etc.  Exchanging and sharing information.

detail. Children experiment with the range of tools and explore the effects.

2b Assemble and develop ideas

on paper and on screen. 4. Produce a storyboard to show a sequence which tells a story in pictures. Skills

Art To be able to:

5. Use techniques above to create a simple 2D animation which tells a story in pictures. Continue to work on

2a Investigate the possibilities  Use different tools to change the appearance of

animation until desired effect is achieved.

of a range of materials and my work.

processes.  Save and retrieve with help.

6. Share animations and evaluate final products.

2b Try out tools and techniques

and apply these to materials Extension Activity

and processes, including

drawing. Record some narration to accompany the animation.

2c Represent observations,

ideas and feelings and design

and make images and artefacts.









ICT Scheme of Work Page 24

Year 2 WALT WILF Assessment

 make a bar chart and use it to answer questions  answer questions using information from bar charts Level 2

Handling Can display information as a graph or chart

Information and interpret the information



Graphing

Resource(s) Key Classroom ICT Activity QCA SoW reference(s)

Using pictograms and simple bar graphs to answer straightforward questions. ICT 2C Finding information

Children collect and enter their own information in order to answer a question, such as ‘What kind of homes do we ICT 2E Questions and answers

2count

live in?’. They create graphs and use them to answer questions, such as ‘How many people live in a flat?’. They

or sort data into ascending/ descending order to help them explore the data.

Graph Plot 2



Subject Links ICT PoS

(NC,

Numeracy NLS, NNS)  Finding things out

Y2 Unit 12 – 13  Exchanging and sharing information

“Solve a problem by sorting, (Handling information)

classifying and organising

information in a table,

pictogram or block graph.”

Skills

To be able to:



 understand that data can be collected and

presented as a graph

 use pictograms to answer simple

questions

 know that graphs can be amended

 interpret the data and answer simple

questions

 understand that the y axis can be in a

different scale

 search indexes or menus









ICT Scheme of Work Page 25

Year 2 WALT WILF Assessment

 use ‘yes or no’ questions to sort a collection of  objects sorted correctly using the branching Level 2

Handling objects database Can sort information electronically and

Information interpret the information



Sorting &

classifying

Resource(s) Key Classroom ICT Activity QCA SoW reference(s)

Sort a collection of objects (e.g. 3D shapes, fabrics, fruit or minibeasts) according to physical features (e.g. colour or ICT 2E Questions and answers

size). Encourage the children to use questions with ‘yes’ or ‘no’ answers to continue sorting and refining criteria. Science 2C Variation

2 Question

or Introduce the software by using a ready made branching database (e.g. to identify fruit). Demonstrate entering a list of

Textease branch objects to be sorted. Involve the children in constructing questions

Or

Flexi Tree



Subject Link ICT Strand

Numeracy  Finding things out

Y2 Unit 12,13 (Handling information)

“Solve a problem by sorting,

classifying and organising

information in a table,

pictogram or block graph.”



Science

Skills

Scientific enquiry To be able to:

Pupils should be taught to:  sort and classify a collection of objects

2h make simple comparisons [  identify sorting criteria

for example, hand span, shoe  ask and answer yes/no questions

size ] and identify simple

patterns or associations.









ICT Scheme of Work Page 26

Year 2 WALT WILF Assessment

 find useful information on a CD ROM or website  answer questions using information from a CD Level 2

Handling Information using the contents list or index ROM or website Can sort information electronically and

Information (i) interpret the information





Resource(s) Key Classroom ICT Activity QCA SoW reference(s)

Talk about how children have used contents and index pages to find information in non-fiction books. ICT 2C Finding information

Demonstrate and discuss the use of a CD-ROM encyclopaedia, how much information it holds and how to find History 4 Why do we remember

Oxford Children’s Encyclopedia what you want. Demonstrate the use of hyperlinks, navigation buttons and how to return to the menu or Florence Nightingale?

or homepage.

online encyclopaedia or

dictionary Using menus/contents

Discuss how to find information on a specific topic. Use menu/contents to identify useful sections/categories of a

website or encyclopaedia e.g. selecting ‘insects’ to find out about bees. Click on a useful link to find more

Subject Links detailed information. Read and discuss information to identify which parts are useful. ICT PoS

(NC, NLS, NNS) Using an index

 Finding things out

(Handling information)

Literacy Revise the use of index pages in non-fiction books. Discuss the key vocabulary relating to a specific topic.

Term 2 Text 16, 17 & 18 Demonstrate how to find information using the index page of a CD or website. Children choose a specific area of

“Pupils should be taught to use a topic to research and find relevant information using the index. Make notes or copy and paste text and pictures

dictionaries and glossaries to locate into a word processor.

words by using initial letter;”

“…that dictionaries and glossaries give Online encyclopaedia

definitions and explanations; discuss www.britannica.com

what definitions are, explore some Online dictionary Skills

simple definitions in dictionaries;” www.enchantedlearning.com/Dictionary To be able to:

“…to use other alphabetically ordered  search using menus/contents

texts, e.g. indexes, directories,  search using an index

listings, registers; to discuss how they  search using keywords

are used;”  choose appropriate search

techniques to follow a

Literacy straightforward line of enquiry

Term 3 Text 14, 15

“Pupils should be taught to pose

questions and record these in writing,

prior to reading non-fiction to find

answers;”

“…to use a contents page and index to

find way about text;”



History

Pupils should be taught:

4a how to find out about the past from

a range of sources of information

4b to ask and answer questions about

the past.



ICT Opportunity

Pupils could use information from a

CDROM to find out about the life of a

significant person, or the way of life in

the past.

ICT Scheme of Work Page 27

Year 2 WALT

WALT WILF

WILF Assessment

 find useful information on a CD ROM or website  answer questions using information from CD

answer questions using information from aa CD Level 2

Handling Information using the contents list or index ROM or website

ROM or website Can sort information electronically and

Information (i)

Information (ii) interpret the information





Resource(s) Key Classroom ICT Activity QCA SoW reference(s)

Talk about how children have used contents and index pages to find information in non-fiction books. ICT 2C Finding information

Demonstrate and discuss the use of a CD-ROM encyclopaedia, how much information it holds and how to find History 4 Why do we remember

Children’s Encyclopedia

Oxford Oxford Children’s what you want. Demonstrate the use of hyperlinks, navigation buttons and how to return to the menu or Florence Nightingale?

Encyclopaedia

or homepage.

online encyclopaedia or

or

dictionary keywords

Using menus/contents

online encyclopaedia or

Demonstrateto find information on a specific topic. or website. Emphasise identify useful sections/categories of a

Discuss how the use of the search facility on a CD Use menu/contents to the need for accuracy in spelling and

dictionary website or encyclopaedia e.g. selecting ‘insects’ to find out searching for information on a specific topic e.g.

choice of words. Explore which words might be useful whenabout bees. Click on a useful link to find more

Subject Links information about healthy eating could information to identify which parts ‘vegetables’. Make notes or copy and

detailed information. Read and discuss be found using ‘diet’, ‘vitamins’ or are useful. ICT PoS

paste text and pictures into a word processor.

Subject Links

(NC, NLS, NNS) Using an index

 ICT PoS

Finding things out

(Handling information)

(NC, NLS, NNS)

Literacy Revise the use of index pages in

Choosing search techniques non-fiction books. Discuss the key vocabulary relating to a specific topic.  Finding things out

(Handling information)

Term 2 Text 16, 17 & 18

Literacy Demonstrate how to find for example famous index page of a children work Children choose a specific area of

As part of a class project,information using thehistorical people,CD or website. in small groups to carry out

research about the and of one famous figure e.g. using theNightingale, Georgeor copy and paste text and pictures

a topic to research life find relevant information Florence index. Make notes Stephenson, Grace Darling,

“Pupils should be16, 17 & 18

Term 3 Text 14, taught to use

dictionaries and glossaries to locate into a word processor.

Mary Secole, Rosa Parks. Make notes or copy and paste text and pictures into a word processor. Encourage the

“Pupils should be taught to pose

words by using initial letter;” children to find information in non-fiction books as well. Each child could write one sentence about the person

questions and record these in writing, using aencyclopaedia

Online word processor. Discuss the similarities and differences between searching for information using ICT and

“…that dictionaries and glossaries give

definitions and non-fiction to find

prior to readingexplanations; discuss www.britannica.com

using books.

answers;”

what definitions are, explore some Online dictionary Skills

“…to scan a text to find specific

simple definitions in dictionaries;” Children’s search engine

www.enchantedlearning.com/Dictionary To be able to: Skills

sections, other alphabetically ordered

“…to use e.g. key words or phrases, www.yahooligans.com  be able to:

To search using menus/contents

subheadings;”

texts, e.g. indexes, directories, Online encyclopaedia 

 search using an index

search using menus/contents

“…to skim-read title, contents page,

listings, registers; to discuss how they www.britannica.com 

 search using an index

search using keywords

are used;”

illustrations, chapter headings and Online dictionary 

 search appropriate search

choose using keywords

sub-headings, to speculate what a www.enchantedlearning.com/Dictionary  techniques to followsearch

choose appropriate a

Literacy

book might be about;”

straightforward line a

techniques to follow of enquiry

Term 3 Text 14, 15

“…to evaluate the usefulness of a text straightforward line of enquiry

“Pupilspurpose;” taught to pose

for its should be

questions and record these in writing,

prior to

Historyreading non-fiction to find

answers;”

Pupils should be taught:

“…to use a contents page and index to

4a how to find out about the past from

a range of sources of information

find way about text;”

4b to ask and answer questions about

the past.

History

Pupils should be taught:

ICT Opportunity about the past from

4a how to find out

a range of sources of information

Pupils could use information from a

4b to ask find out about the life of a

CDROM toand answer questions about

the past. person, or the way of life in

significant

the past.

ICT Opportunity

Pupils could use information from a

CDROM to find out about the life of a

significant person, or the way of life in

the past.

ICT Scheme of Work Page 28

Year 2 WALT WILF Assessment

 find useful information on a CD ROM or website  answer questions using information from a CD Level 2

Handling Information using the contents list or index ROM or website Can sort information electronically and

Information (ii) interpret the information





Resource(s) Key Classroom ICT Activity QCA SoW reference(s)

Talk about how children have used contents and index pages to find information in non-fiction books. ICT 2C Finding information

Demonstrate and discuss the use of a CD-ROM encyclopaedia, how much information it holds and how to find History 4 Why do we remember

Oxford Children’s what you want. Demonstrate the use of hyperlinks, navigation buttons and how to return to the menu or Florence Nightingale?

Encyclopaedia homepage.

or

Using keywords

online encyclopaedia or

Demonstrate the use of the search facility on a CD or website. Emphasise the need for accuracy in spelling and

dictionary choice of words. Explore which words might be useful when searching for information on a specific topic e.g.

information about healthy eating could be found using ‘diet’, ‘vitamins’ or ‘vegetables’. Make notes or copy and

paste text and pictures into a word processor.

Subject Links ICT PoS

(NC, NLS, NNS) Choosing search techniques  Finding things out

(Handling information)

Literacy As part of a class project, for example famous historical people, children work in small groups to carry out

research about the life of one famous figure e.g. Florence Nightingale, George Stephenson, Grace Darling,

Term 3 Text 14, 16, 17 & 18

Mary Secole, Rosa Parks. Make notes or copy and paste text and pictures into a word processor. Encourage the

“Pupils should be taught to pose

children to find information in non-fiction books as well. Each child could write one sentence about the person

questions and record these in writing, using a word processor. Discuss the similarities and differences between searching for information using ICT and

prior to reading non-fiction to find using books.

answers;”

“…to scan a text to find specific Children’s search engine Skills

sections, e.g. key words or phrases, www.yahooligans.com To be able to:

subheadings;” Online encyclopaedia  search using menus/contents

“…to skim-read title, contents page, www.britannica.com  search using an index

illustrations, chapter headings and Online dictionary  search using keywords

sub-headings, to speculate what a www.enchantedlearning.com/Dictionary  choose appropriate search

book might be about;” techniques to follow a

“…to evaluate the usefulness of a text straightforward line of enquiry

for its purpose;”



History

Pupils should be taught:

4a how to find out about the past from

a range of sources of information

4b to ask and answer questions about

the past.



ICT Opportunity

Pupils could use information from a

CDROM to find out about the life of a

significant person, or the way of life in

the past.









ICT Scheme of Work Page 29

Year 2 WALT WILF Assessment

 make a floor robot follow a route using right angles  talk about the instructions given to a floor turtle Level 2

Control Can make a floor robot move as they want and

talk about how it was made move in a

particular way

Can plan and record instructions for future use





Resource(s) Key Classroom ICT Activity QCA SoW reference(s)

Turning ¼ and ½ turns ICT 2D Routes: controlling a floor turtle

The teacher sets out a maze or model environment. The children enter commands prior to setting off Pip. They then Geog 6 Investigating our local area

Pip amend their instructions if they are incorrect. They develop understanding of 90° left and 90° right. (Use a simple

or protractor to help).

Pixie

Record instructions.



Subject Links Move Pip through a route, knocking over obstacles in a given order. ICT PoS

(NC,

Numeracy NLS, NNS)  Developing ideas and making things

Y2 Unit 5-6 Write instructions for another child to knock over the obstacles in a different order. happen

“Use mathematical vocabulary (Control)

to describe position, direction

and movement.”



ICT opportunity:

“Pupils could program a toy to

Skills

follow a path involving half- and To be able to:

quarter-turns.”  control Pip around a prepared route

 make the floor robot turn through ¼ and

Geography ½ turns

ICT Opportunity  record instructions for someone else to

Pupils could use a follow

programmable toy to develop  predict the results of a series of

instructions for following a instructions

route.  begin to appreciate that the robot’s

orientation is crucial to the effect of a

command

 be familiar with maps, plans and scales

 estimate distances









ICT Scheme of Work Page 30

Year 2 WALT WILF Assessment

 give a turtle instructions to make it move around the  programming a turtle using distances and right Level 3

Onscreen control screen angles Can enter a pre-planned sequence of

instructions to a floor robot or screen turtle to

perform a specific task



Resource(s) Supplementary Classroom ICT Activity QCA SoW reference(s)

Estimating distances. ICT 2D Routes: controlling a floor turtle

Children give a screen turtle instructions to explore a picture or imaginary environment e.g. a treasure island map,

2 go maze or race track. They write down instructions using symbols and numbers, try them out and amend if necessary.

or Children should be set specific aims e.g. to visit places in a particular order or avoid driving on the grass. These

Textease Turtle activities could be varied to provide differentiation and extension work. Children may be able to give instructions for

others to follow.



Subject Link ICT PoS

(NC,

Numeracy NLS, NNS)  Developing ideas and making things

Y2 Unit 5-6 happen

“Use mathematical vocabulary (Control)

to describe position, direction

and movement.”



ICT opportunity:

“Pupils could program a toy to

Skills

follow a path involving half- and To be able to:

quarter-turns.”  understand forward, backward and right

angled turns

 record instructions

 follow a set of instructions









ICT Scheme of Work Page 31

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 32