Derby City Primary Curriculum Framework for ict

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Derby City Primary Curriculum Framework for ICT

About this unit

In this unit pupils explore a range of information sources in their local environment and collect simple data using a digital camera. They then use ICT to create simple pictograms and bar charts to answer questions about what they found.

Suggested curricular & topic links

Time allocation

Maths: Block C Units 1-3: sorting objects and shapes according to given and pupils’ own criteria

Science: Sound and hearing, Sorting materials RE: Ourselves

This unit can also be taught in any area of the curriculum requiring the sorting and analysing of data

4 hours ICT curriculum

3 hours other curriculum areas

Year 1 Data Handling Information all Around

Learning Intentions

Key Ideas

  • that ICT can be used to create pictograms more quickly and easily than traditional methods.

  • that data represented graphically can be easier to understand than tables or text

  • to use ICT to classify information and present findings
  • that information can be presented in a variety of forms e.g. sound, text, picture, video

  • that information may sometimes be incorrect or untrue, and that simple mistakes can easily be made

Skills and Techniques

  • use ICT to create pictograms and use them to answer simple questions

  • open an existing data file and change the data

  • create a new data file and add simple data e.g. birthday month

  • choose graph or table view from the menu

  • print out a graph or table

  • to be able to identify obvious errors in data e.g. typos, data entry mistakes

Software Resources

Other Resources

Graphing software, 2Simple Count, 2 Graph, PicturePoint

Early Essentials, Pictogram

A digital camera

2D and 3D shapes or any items to sort and classify

Suggested Activities

  • Use appropriate software to collect information, sort and create a variety of graphs and charts.

  • Simple survey of class preferences (favourite colour, food, sport, eye colour etc)
  • Ask the children how they can travel to school, by bicycle, car, bus, or walking. Use the pictures of modes of transport to produce a pictogram. Discuss how pictograms show information at a glance. Ask the class to use the pictogram to answer questions, eg what is the most/least common way of travelling?

  • Ask each child to choose his/her favourite colour from the colours in 2 Count. Demonstrate to the class how to enter data and show them the icons which will produce a pictogram of data entered.

  • Ask each child to enter their favourite colour and to choose the icons that will create a pictogram. Print the pictogram and ask the class to answer simple questions about the pictogram, eg which colours are the most/least popular?

  • Simple survey related to topic work, for example, pets, foods etc

  • Use of 2 Graph and Graph to enter data (linked to topic) and to select appropriate icons to represent their data. Ask them to create a pictogram to represent the data they have collected and to present what they have learnt from their pictogram.

  • Take a walk around the local area or school and take photographs of different shaped buildings and objects.

  • Print the images and sort and put the images into a table.

  • Create a bar chart of the different shapes. The teacher can make a note of the names of the streets / places visited and put them into a table.

  • Look at the images and ask some questions about the streets / places visited. Some questions which can be answered by looking at the photographs and some which cannot e.g. which streets were noisy?

  • Give the children some shapes and ask them to fill in a table to show how many squares, triangles etc they have. Then ask them to make a simple bar chart of the shapes. Ask the pupils about other ways of sorting shapes e.g. size, colour, number of sides.
  • Discuss the different ways the teacher and pupils have gathered information using cameras, pencil and paper methods and what we have done with that information and why, e.g. what can we tell from the pictures? ( we can’t tell which streets were noisy)

Assessment for Learning


What is good about using a digital camera? Can children answer straightforward questions using graphs and charts? Can they enter data into a prepared database?

Are children aware that phrasing a question in different ways can produce a variety of answers/results? Is a table or chart the quickest way to answer a question such as which is the noisiest street?



Bar chart








Web Links

Examples of shape trails to download:

Maths Pack 2: tally charts, bar chart, pictogram and pie chart

Primary framework Maths planning:

About this unit

In this unit pupils will explore simple web pages and other digital content, discuss how it differs from print media like books, and learn how to use simple navigation buttons and hyperlinks to find specific words and pictures.

Suggested curricular & topic links

Time allocation

ICT Applications in Literacy:

Science: Animals, things around us, ourselves etc

History: The seaside, famous people etc

4 hours ICT curriculum

2 hours other subject areas

Year 1 Digital Research Let’s find out ...

Learning Intentions

Key Ideas

  • that information is available from a variety of sources, both digital and traditional

  • that information can be presented in a variety of forms e.g. sound, text, picture, video,

  • that the screen pointer will change when it is over a link or button e.g. into a hand

  • that you can follow a hyperlink to another location e.g. a web page

  • that keywords can be used to search for information

Skills and Techniques

  • open an internet browser and use favourites to load a website

  • use the navigation screens and menus

  • play online sounds and videos using onscreen buttons e.g. play, rewind

  • click on hyperlinks and use the back button

  • use obvious keywords to search for a simple information or pictures within a pre-selected website or digital content library such as Espresso or Knowledge Box

Software Resources

Other Resources

Digital content such as Espresso or Knowledge Box

Word Processor: 2Publish, Textease, Clicker5

Presentation software: Softease Presenter, 2Create a Story

Digital Content – RM Living Library, Espresso, Pearson Knowledge Box, Learn Premium etc

Suggested Activities

  • Using a topic or theme currently being explored, gather a range of information sources (images, books, photographs, websites, sounds, eyewitnesses etc) and discuss the differences between them.

  • Use a website to explore a more specific topic. Demonstrate the basic navigation structures being used, including Stop and Go buttons, Back and Forward buttons, Help and Exit buttons.

  • Collect icons (Use the Print Screen button to send an image of the screen to the clipboard, and the paste the image into Word Processing software, enlarge and print out or save in a file) and discuss conventions – a door usually means exit, a speaker usually means something will be read aloud etc. Create a display or book for reference.

  • Demonstrate basic navigation techniques, like using the vertical scroll bars and simple hyperlinks. Draw attention the fact that the pointer will change when it is moved over a hyperlink (arrow changes into a hand usually) and that clicking on a link is like turning a page in a book, and clicking Back is like turning back the page.

  • Pupils could work in pairs to explore an appropriate web-based digital resource. Ask them to find an image that you know is there, and that they can find by scrolling or navigating backwards and forwards through pages.
  • Provide visual prompts for matching, so that pupils will know when they have found the correct information, and can record that they have found it. A clear goal and outcome is important to develop focus and encourage pupils to remain on-task.

  • Use a digital resource (Espresso, Living Library) to search for a keyword and use the information to find out about a topic – Pupils can work in pairs using pre-determined keywords (provide written prompts to avoids spelling mistakes) to find simple information and images.

  • DO NOT use Google Image search for this, as the internet content filter cannot distinguish between appropriate and inappropriate images as it uses text to filter websites. Use a search box that is part of a pre-selected website.

  • Create a book or display using information found and printed from a variety of digital resources, alongside similar information sources such as books and photographs.

  • Use presenter software such asTextease to show what they have found.

Assessment for Learning


What kinds of things do we find in books/magazines on signs/labels/posters?

What can we see around the classroom/local area etc? How do we find things in a book? How do we find things on a computer screen?

Where is the information stored – (include books, audio tape, audio CD etc)

Ask pupils to explain how they use a digital resource - Can you show me how to find a picture of a horse? How can we go back to the front page? Can we hear any sounds on this page?










Web Links

Ask for Kids – search:

Onekey (Google Kids)

Historical Information about the Seaside

Sebastian Swan – online books about nature:

Online Orchestra with images and sound clips:

BBC website – famous people:

About this unit

This unit explores the nature of computer simulation, and the way that an activity on screen can represent a real situation. Pupils are asked to compare the simulated and real wherever possible. An interactive whiteboard can be used for discussion but pupils should have the opportunity to explore simulations on their own or with a partner.

Suggested curricular & topic links

Time allocation

Maths: Block B – Securing number facts, understanding shape

Block D: Calculating, measuring and understanding shape

Science: Exploring simple simulated experiments PHSE: Getting dressed appropriately

Art: develop children's understanding of colour, form and pattern . Use materials and processes to communicate ideas, feelings and meanings;

4 hours ICT curriculum

2 hours other curriculum

Year 1 Modelling Real or Not?

Learning Intentions

Key Ideas

  • that a computer can be used to simulate a wide range of environments and situations

  • understand that some simulations are more elaborate than others
  • know that a computer simulation allows the user to make choices and that a computer model is not an exact replica of the original

  • that different decisions produce different outcomes

  • that a painting package can be used to create, edit and print pictures

Skills and Techniques

  • use a mouse to move and place (drag and drop) items accurately on a screen

  • create a simple representation of a real or a fantasy situation using painting or modelling software

  • use simple tools in a painting package

  • with support use print preview where appropriate and print out their paintings

  • add stamps/motifs or clip art to a scene

Software Resources

Other Resources

My World, 2Simple Modelling toolkit , 2Simple Science,

Dazzle 03, Textease Paint, 2Simple 2Paint, Revelation Natural Art

Multilink cubes, Teddy bears and clothes

Paper and paint, crayons, feltips etc

Suggested Activities

  • Explore a simulated dressing up activity (e.g. My World Dress the Teddy, Dress Barnaby Bear website)and talk about differences between real and simulated – use real teddy and real clothes to compare the two things

  • Use My World Blocks to explore real and simulated – use Multilink cubes and work in pairs taking turns to make representations of on screen objects using the cubes. Compare the real and the simulated shapes

  • Explore online jigsaws (CBeebies website, Bethnal Green Museum website) and compare with real jigsaws
  • Use 2 Simple Science or BBC Science clips to explore simple simulations and talk about why using a simulation is easier/quicker/safer/cheaper. Begin to talk about limitations compared to the real thing

  • BG Museum - Make Own Toy game – talk about choices and outcomes – changing your mind to avoid problems – talk about and share experiences of computer games at home

  • Explore an online painting activity (eg CBeebies)

  • Look at painting package (2Paint, Dazzle 03, Textease Paint) and compare with real pens and paper – talk about ability of ICT to quickly erase mistakes, change colour choices etc.

  • Teach a range of skills and tools – ask children to copy ideas from postcards of art from around the world – e.g. use bright colours, shapes etc

  • Explore adding stamps and clipart if your painting package allows it.

  • Support pupils to print out at least one piece of their work.

Assessment for Learning


Are the children able to click to select/drag/click to drop?

Is doing this on the computer different to doing it with the paints/cubes/clothes?

Do you prefer doing this on the computer, or with the real objects?

Can children select appropriate tools for the task?

By outcome, each child to use design to make an item of clothing for teddy or favourite toy, could link to ‘Build a Bear’

Do children know the main functions of an art package tool bar? Can they mix colours?




2D 3D




Web Links

BBC Science clips:

Bethnal Green Museum of Childhood:

Dress Barnaby Bear:

CBeebies jigsaws:

Teletubbies painting game:

Build a Bear games:

About this unit

In this unit pupils will discuss why people make machines and devices to carry out specific jobs and tasks, and how they work. They will learn that to make machines and devices work we need to give them appropriate instructions. They will also investigate simple floor robots and how to give them instructions to carry out a simple task, and compare this to making onscreen robots and turtles follow instructions.

Suggested curricular & topic links

Time allocation

Maths: Block C: Handling data and measures

Block D: Calculating, measuring and understanding shape

Geography – Routes, maps, directions

Literacy: Instructions

4 hours ICT curriculum

2 hours other curriculum

Year 1 Control Robots Rule!

Learning Intentions

Key Ideas

  • that there are many uses of control technology in the everyday world

  • that machines and devices need a source of power e.g. electricity

  • that machines and devices must be controlled

  • that instructions must be given using appropriate language

  • that one can give instructions to a floor turtle
  • to compare a real turtle with an onscreen version

Skills and Techniques

  • identify and describe a range of everyday technology, and discuss how it might work

  • use directional language to ‘control’ someone else’s actions

  • control a simple onscreen turtle

  • use the appropriate keys to make a floor turtle go forward, backward, left and right by using instructions

Software Resources

Other Resources

2Simple 2Go, Softease Turtle, RoamerWorld

Pixie, Roamer, Beebot, remote control toys

Suggested Activities

  • Go on a walk around school with digital camera and take photos of technology for display. Share on whiteboard and ask children to explain what jobs the devices and machines do. Create labels to identify power source – battery, plug etc

  • Play Human Robot game to remind children about instructions etc. Designate an adult to be the robot. Ask the children to control the robot to move around and go to specific targets (e.g. over to the red table). Allow children to give vague/incomplete/incorrect instructions, and discuss what the robot is doing and why. Work together to ‘program’ robot correctly, using simple direction and distance vocabulary. Introduce the idea of giving several instructions that are ‘stored’ in the robot ‘memory’ and then all done at once when you say GO.
  • Use simple robot (Pixie/BeeBot) to explore making it move and giving specific instructions – e.g. go across the circle…can you make it come back etc

  • Explore and play with robots in small groups, becoming more focussed as skills develop - “Can you get the BeeBot through the skittles? “etc

  • Use simple robot and predict where instructions will make it go – tell children what instructions you will give the robot (use simple notation on paper, or cards, to help children predict) put counters down in circle to mark predicted place. Give instructions to robot, and press Go – talk to children as instructions are carried out – how well did they predict? (Use grid on the floor with robot sized square to support predicting robot steps and turns.)

  • Give instructions to simple robot to move around a maze/grid/map etc – to go on a specific journey e.g. Little Red Riding Hood in the woods, Bear Hunt, picking up toys at a bus stop, visiting numbers in order etc.

  • Use online resources to explore instructions and sequences –

  • Use 2 Simple Infant Toolkit 2Go on screen turtle to complete a specific journey – e.g. visit all the planets on screen etc. Use the simple keypad without numbers initially.

  • (choose in teacher Options screen – Ctrl, Shift and letter O keys)Compare the onscreen robot/turtle with the real one – relate to work done in Modelling unit – the idea of a simulation

Assessment for Learning


Can children follow instructions using simple directional language?

Can children create simple set of instructions?

Are children able to make sensible predictions as to result of following a set of instructions?

Can they record sequences using a common language?






Predict Repeat



Web Links

Little Red Ship:

About this unit

This unit introduces pupils to a data logger, and explores how it can sense, measure and record environmental conditions, displaying information on a computer screen. Pupils also look at a range of everyday devices that use sensors.

Suggested curricular and topic links

Time allocation

Science: Ourselves, Growing plants

3 hours Science

Year 1 Datalogging Sensing the World

Learning Intentions

Key Ideas

  • That we use our senses to find out what is happening around us, and that some machines can do the same
  • That we can use our senses to compare environmental conditions, and put them in order- quiet, loud, louder, loudest etc

Skills and Techniques

  • Identify a range of environmental factors such as light and dark, hot and cold, loud and quiet, and know which senses we use to detect differences in these factors

  • Observe and compare environmental conditions and use appropriate vocabulary – hotter, colder, hottest, loudest etc

Software Resources

Other Resources

Internet link

Data logging software (e.g. LogIT explorer)

Disposable forehead strip thermometer

Other temperature measuring resources – e.g. classroom thermometer etc

Torches etc

Data logger

Suggested Activities

  • Talk about using your senses to find out about the world around you – this links directly with the Science unit Ourselves

  • Discuss what happens if you can’t use one of your senses – can we use things to help us? We usually use another sense to compensate for the missing one, but sometimes use machines to help us – e.g. hearing aids.

  • Using a variety of devices (torches with different brightness levels, musical instruments that can be ranked by loudness etc) play a game where children have to put the devices and objects into order of loudness/brightness etc. Ask children to predict the order before they find out by experimenting.
  • Use disposable forehead strip thermometers to measure children’s temperatures – discuss how the thermometer shows us how hot we are (usually a colour code, or symbols that become visible)

  • Discuss other ways of measuring how hot something is – how hot we feel, a classroom thermometer, weather reports with sunny symbols etc.

  • How do we know how cold something is? Look at a fridge, and the gauges and dials that tell us if it is cold enough.

  • Take photos of things that are hot or cold, and sort them accordingly

Assessment for Learning


Where do you think the sensing equipment is in this (use picture) device?

Can you see it?

How does the street light know when to come on?

Can you tell me about something in your home that has a sensor? How does it work?















Web Links

BBC Science Clips – simulations for Light, Sound and hearing, Ourselves etc:

The teacher can search for a range of suitable images using Google before the lessons, and save the images into a folder or PowerPoint to share with the children. Don’t use Google image search directly with children, as images can sometimes get past the text filtering software.

About this unit

In this unit pupils will explore the idea that a computer allows us to enter, re-arrange, edit and correct text more easily that traditional pencil and paper methods. They will also begin to add pictures and clipart to their texts.

Suggested curricular and topic links

Time allocation


non fiction, labels, labels, lists and captions and instructions

narrative: Stories with familiar settings

3 hours ICT curriculum

3 hours other curriculum

Year 1 Text & Graphics Publish IT!

Learning Intentions

Key Ideas

  • that text can be entered and corrected

  • the importance of spaces between words

  • the difference between running text (text wrap) and text with line breaks

  • that ICT can be used to rearrange text to make it easier to read

  • that pictures e.g. clipart can be inserted

Skills and Techniques

  • type letters, words and simple sentences

  • select text from a word bank

  • use the backspace and delete keys to make corrections

  • use the spacebar to space words correctly

  • use the shift key for capitals etc
  • use the return/enter key to insert line breaks

  • insert clipart with support

  • begin to use copy, cut and paste to re-organise text

Software Resources

Other Resources

A word processor with access to Clipart, Textease, Clicker5

2Simple 2Publish, 2Simple 2Publish+, other talking word processor

Range of greetings cards

Suggested Activities

  • Ask children to share what they already know about using a keyboard and text, and make sure that common misconceptions and errors are corrected (e.g. one space between words, using shift rather than Caps Lock, using backspace rather than delete etc)

  • Demonstrate how to use both hands on the keyboard, and the ‘home’ keys.

  • Pupils write about themselves, what they like, hobbies, family etc, using a word processor. Saveas their work (with adult support) and

re-open in following sessions. Discuss where the work is saved and stored.

  • Demonstrate how to copy and paste repeated text – I like, My favourite etc – some pupils may be able to do this with support

  • Demonstrate the Undo button – describe as a ‘time machine’ and compare it to the way we can (or cannot) correct mistakes in written work on paper.

  • Demonstrate how to add clipart to their work, using a clipart gallery to select images.

  • Pupils choose images they like to illustrate their simple text about themselves – this could be printed out to create a class book.
  • Pupils make labels for displays and objects in the classroom e.g. name labels for the coat rack

  • Show pupils a range of cards for different occasions – explore the relationship of the image and text – look at font style etc.

  • Pupils create a card for a particular event or person, using appropriate images and text. Some may change the look of the text with support from an adult, or this could be done as a whole class demonstration. Encourage pupils to use Copy and Paste, and all the other editing tools they have been working on.

  • Print out the cards twice –send one and make a display with the other. Discuss how ICT enables us to create more than one identical copy.

  • Evaluate the outcome- how much do they like their cards?

Assessment for Learning


How do I get a capital letter? What happens if I hold my finger down on a key? What are the arrow keys for? What does the flashing line in the text do? Could you move the insertion point to here, in front of the word Humpty?

How can I find a picture of an elephant? Which picture shall I use – why do you like this one best? Who is this work for – why do you think they will like it?

What do we do when we make a mistake on paper? Is a computer better and correcting mistakes? Can children use keyboard for own name?

Can children use a simple word bank to help ‘write’ a simple letter?

Document Text





Enter key


Spacebar Shift





Save As

Web Links

Examples of texts with images and clipart: Sebastian Swan Big Books:


Ask for Kids – search:

Onekey (Google Kids)

About this unit

In this unit pupils build upon the skills developed in Early Years, pupils explore the rage of multimedia elements that make up talking books and websites, and think about how they are stored. The focus of this unit is doing things purposefully e.g. making sure that framing focuses the viewer’s attention appropriately. Digital photography (moving or still) is multifaceted and quite support intensive in KS1 so while there may whole class discussion of film openings and settings and demonstrations of key skills much of the pupil’s work will be done in a small group.

Suggested curricular and topic links

Time allocation

Literacy: Non-fiction: information books

Narrative: Stories with familiar settings, making pages for a talking story book – sequencing events and ideas

Humanities: presenting information about topics, people or places being studied

4 hours ICT curriculum

3 hours other curriculum

Year 1 Multimedia & Digital Imaging Telling a story

Learning Intentions

Key Ideas

  • that ICT can be used to combine images, text and sounds

  • that we can use ICT to create multimedia storybooks

  • that scanners and digital cameras (including a webcam) can be used to create an image that can be seen on a computer

  • that computers and other devices can record and store sounds

  • that the soundtrack contributes to how we feel about a scene in a film, e.g. the opening

  • that films have settings just as books do

  • discuss the setting of a film using appropriate vocabulary

  • that different images and sounds appeal to different people

Skills and Techniques

  • explore a talking book and discuss how it is different from a traditional book

  • create a simple multimedia page/slide/scene with support

  • use a digital camera to create a digital image with help from an adult

  • use sound recording software with help e.g. Windows Sound Recorder

  • compare using a tape recorder/film camera with using ICT

  • use the basic controls on a digital still/video camera/player to record and play footage

  • shoot appropriately framed still and moving images avoiding strong backlights

  • discuss the setting of a film using appropriate vocabulary

Software Resources

Other Resources

A media player such as Windows Media Player, a sound recorder, such as Sound Recorder in Accessories folder on a Windows PC or Audacity

2Simple 2 Create a Story, Textease, Clicker5, Photostory3

iMovie, Windows Movie Maker, Pinnacle studio

A range of websites with options to play audio and video, an online talking book or CD-ROM, microphone – to plug into a computer

Digital video cameras, microphones, tripods, headphones, lights and props

Suggested Activities

  • Listen to pre-recorded sounds on audio tape – guessing what they are, then create some new sound recordings

  • Record pupil’s own voice e.g. asking parents questions about the local area: How could we make our neighbourhood better for us all to live in?

  • Explore sounds on the Internet e.g. those on the CBeebies website, discuss where sound is stored, how we hear it (speakers) etc

  • Demonstrate and use Sound Recorder, compare this process to using audio tape – where is the sound stored? Is it portable?

  • Use appropriate software to make a class talking book – a simple series of slides with images and text to describe a journey/visit/event/sequence/process. Use digital photos if possible, or children’s artwork, or use painting tools within the software

  • Add simple sound effects and animations from within the software – use the gallery or library of clips provided

  • Some pupils may be able to create their own versions working in pairs with adult support.
  • Discuss the multimedia elements that are being created and stored on the computer – relate this back to previous work with Sound Recorder.

  • Record a simple shared narration for each slide with the class to create a talking book.

  • Look at how a video recorder or camera works: use play/record, rewind, fast forward and other controls compare to audio tape recorder

  • If available, use a webcam attached to a computer and interactive whiteboard to look at pupils singing, speaking etc.

  • Look at Espresso or other online videos – use tools to pause, play etc, compare with video recorder

  • Play the opening music to a film and ask pupils to speculate about the setting. Play the opening again , where they right?

  • Show pupils how to put the camera on a tripod, plug in headphones and how to use the wide angle telephoto zoom to frame a shot appropriately making sure there is no strong backlight, not too much head space and the important elements are fore grounded by the composition. Explain that if there is a choice between zooming in and moving the tripod closer it is generally better to move the tripod.

  • Re-shoot a sequence from a film changing the setting to the school setting. If possible use 2 cameras with 1 camera shooting in long shot and the other taking close ups. Capture the footage to the computer showing the pupils the process and explaining what is happening

  • Show pupils the process of assembling a sequence combining long shots and close ups to focus attention as required and make a visually interesting pattern. Talk about which parts of the film could be improved and how.

  • Show the pupils how to plug in an external microphone and use headphones to monitor sound levels. Explain that you must use headphones so that you hear the sound the microphone is picking up, notice if it is not switched on etc. Re-shoot elements identified as in need of improvement
  • Ask pupils to capture the new material and put it into the storyboard or timeline (with support).

  • Importing sound from a CD or the Internet. Discuss the different moods created by adding different music to the film

  • Show how to access a shared music folder and ask them to experiment with different soundtracks for their film and choose their preferred one.

Assessment for Learning


Framing: is our attention focused upon what we want it to be focused upon?

Sound: how can I make sure I get good sound for my film?

Setting: look at this film clip! Can you describe the setting?

Can children navigate a talking book?

Do children know function of main tools in the software?




long shot

Close up



fast forward


medium shot Zoom








Web Links

Websites with sounds and music: CBeebiesTweenies Music Maker:

CBeebies Stories page – a selection of simple taling and animated books:

Internet Movie database glossary - this site has lots of good resources but it is not child centred!

Adapted with permission from Tower Hamlets LA

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