ICT
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QCA Scheme of Work ICT Website :
ICT
is connected and linked to all other subject .
When
using ICT teachers should
keep the focus on the
subject itself and
should make ICT
a routine choice for a wide range of tasks within
all subjects.
Students must be fully familiar with
ICT the
connection with
subject . All
resources and techniques are closely
linked with
ICT in all subjects
.
Somtime ago, ICT did
not exist as a separate
subject; students learned how to use computer and
technology while learning other subjects. Now while
ICT was being made a
compulsory subject
for all students in
most countries around the world still students can learn
ICT while learning other subjects and that gives them
more practical and live connection with real word .
Please download the QCA instructions of
ICT
in Other Subjects
A reference guide
to indicate ICT provision in the Programmes of Study for
other subjects in the National Curriculum.
Here some usage of ICT
with Geography and History :-
Using the ICT with QCA Units for Geography Year 3
Year 3
Units
Teaching activity
Resources & NC Guidance
Unit 6
Investigating our local area
Ask
the children, in pairs, to identify land use within
a small area of their locality. Collate the
children’s findings using a database or graphing
program, and use to present their results.
Data
handling software i.e. Starting Graph, Textease
Database, Information Magic, Information Workshop.
ICT Coverage:
QCA ICT 4d
QCA ICT 3c
Create
a presentation to show potential environmental
concerns in the local area and how they might be
addressed.
Multimedia program i.e. Textease 2000; PowerPoint;
Illuminatus.
ICT Coverage:
QCA ICT 3a
Create
a web page/site for a locality studied.
Web
design software i.e. Word, Publisher, Hot Dog,
Dreamweaver.
ICT Coverage:
QCA ICT 3a
Communicate by email with a class in a contrasting
locality who are also investigating their local
area. Send some information or pictures as
attachments.
ICT
Coverage:
QCA ICT 3e
Unit 7
Weather around the world
Gather data about
rain, temperature and/or wind. Put it into a
database and analyse the findings.
Database ie Textease Database; Information Magic;
Information Workshop.
ICT Coverage:
QCA ICT 3c
Design
a postcard to send from their holiday destination,
with appropriate text and graphics for the
weather/climate.
ICT
Coverage:
QCA ICT 3a
Unit
16
(Years 3 - 6)
What’s
in the news
Use the
Internet to find local or national news items display on
a 'class newsboard'.
Ask the
children to write a news report about a local issue (eg
closing down a local shop). Ask them to publish it using
word-processing or desktop publishing software.
Word,
Talking First Word, Writer, Publisher, Textease 2000.
Use quote
cards that outline the views of different interested
parties (both for and against) as a stimulus for the
children to write reports on a local issue (eg building
of a new bypass). Use word processing, desktop
publishing or other appropriate software to present it.
Debate the isuue.
Word,
Talking First Word, Writer, Publisher, Textease 2000.
Create a
spreadsheet to record incoming and outgoing faxes during
one week. Produce graphs to represent this information
and use them to analyse the data.
Spreadsheet program ie Excel, Number Magic, Textease
Spreadsheet.
Through
'twinning' with another school, exchange weather data by
fax or email daily for a set period of time. Enter the
data in to a spreadsheet and produce graphs and charts
to show similarities and differences between the weather
in the two places. Analyse the data giving reasons for
variations.
Spreadsheet program ie Excel, Number Magic, Textease
Spreadsheet. Email.
Ask the
children to write a letter to be sent by email, to their
twinned school, and attach a guide of their locality,
produced using ICT (word processed, scanned maps,
digital images etc).
Help the
children to locate websites used by travel agents to
plan routes. Ask the children to bookmark these sites
for future reference and print and save pages that are
useful for the whole class. Enter details of a journey
and check flight availaility. Gather data about
different flights and enter the information in to a
database. Use the database to check about availability
of flights.
Compare using ICT
based resources with using other sources (i.e. travel
brochures).
Use a
spreadsheet or graphing package to present the data,
about how people spend their time, graphically. Discuss
with the children the notions of work, recreation and
leisure, and the effect of weather on activities, and
draw conclusions.
Devise and
carry out a questionnaire survey to establish views
about a local traffic issue, i.e. a by-pass. Analyse the
data collected and suggest ways the issue may be
resolved. Use ICT to present their suggestions i.e.
produce a poster or multimedia presentation.
How
can we improve the area we can see from our window?
Give
groups of children colour copies of three or fours pages
of the book. Ask them to record the main features in
each view and note changes between views. Use a word
processor to write a story for their series of pictures,
focussing on change, land use and whatit would feel like
to be there.
Take the
children to explore the view from the classroom window,
focussing on selected features. The children could use
spreadsheets to record what they saw and then classify
and sort data, and interpret the results produced.
Ask the
children to produce a newspaper report, using ICT, based
on the Holbeck Hotel or a similar incident, using
information and sources from non-fiction books, atlases,
newspapers and the Internet.
Allocate
groups of children one of the following themes:
bird-watching holidays; walking holidays; beach
holidays; rock-climbing holidays. The children research
and investigate coastal environments around the UK
relevant to their theme,using OS maps, the Internet,
atlases, non-fiction books...
Use a
digital camera to take photos of the local area and
prepare a slideshow or presentation of the photos for
the children to identify where they were taken.
Ask the
children to interview a number of people to find out
their favourite holiday location and the reasons for
their choice. Ask the children to use an atlas to find
out where the places are. Ask the children to enter
their survey findings in a database. Ask them to produce
graphs of the results and to analyse their findings, eg:
Where are the favourite destinations?
Ask the
children to devise instructions to navigate a floor
robot through a maze. Encourage children to use
vocabulary ie: left, right, backwards, forwards, along,
clockwise, anticlockwise, right angle.
Ask the
children to undertake a pedestrian traffic count in a
corridor at different times during the school day. Enter
the data in a simple graphing program and produce a
pictogram or simple block bar graph to represent the
data. Discuss and interpret findings.
Ask the
children to undertake a survey of the journey to school,
looking, for example, at where children in the school
live, how they travel to school, how long their journey
takes.... Enter the gathered data in to a spreadsheet or
database and use to produce graphs to represent
findings. Sort the data to answer simple questions.
Ask the
children to study population data for two contrasting
settlements. They could enter the data in to a
spreadsheet and use it to produce a variety of charts to
demonstrate proportions of population within certain age
groups. They could write formulae to express results as
percentages.
'Walk' through a Viking village?
Download lifelike clips. Find
out who the Vikings were and get
an idea of the extent of their
travels. Write your name in
Runes and learn about their
longships.
Produce newspaper articles
bringing together the key points
of this unit. Possibly date the
paper on the day after the death
of Henry. Give each group a
different wife or marriage to
focus on. This activity could be
extended by including
advertising or a letters page.
What can we find out
about ancient Egypt from what
has survived?
Create a multimedia presentation
to summarise their findings.
Introduce the children to AND
and OR searches and take the
opportunity to discuss the
authenticity of information on
the web.