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New ICT Curriculum by Mind Map: New ICT Curriculum
0.0 stars - reviews range from 0 to 5

New ICT Curriculum

Internet Confident Child

Understands Technologies Limits

Knows what a technology can and cant do

Knows that some technologies will favour some kinds of device

Enterprising

Looks to ways to use new technologies to, Presents work, Shares information, learning how to use Google docs to work collaboratively with others, Communicates effectively

Discover and evaluate new technologies in light of, Knows benefits to child, Safety risks, Real costs, Terms and conditions, Analyse something like a mobile phone in light of benefits safety risks, costs and terms and conditions

Challenges information

Is aware that not all online sources are equally useful or equally correct, Knows that Google links come up in order of most visits not truthfulness, Knows to check facts on more than one site

Asks 'Is that too good to be true?'

Has an awareness of some forms of internet scams, Chain emails, 1000,000 visitor, Pseudo Celebrity sites

Is aware that sites can have agendas, Why has this site been written?, Childrens websites analysed round a theme, Who will benefit from this site?

Evaluates Risks

Weighs up benefits of technology against possible dangers, Open chat room evaluation, Evaluating Wizkid chatroom pluses and minuses what would they recommend to their friends it be used for? Are their any safety concerns with this tool?, Social networking, School VLE and openly available social networking site compared on safety grounds (cyber bullying, picture safety, contacted by anyone), http://www.abbotswood.hants.sch.uk/planning/digitalcitizenship/Keeping_our_identity_private.htm

Knows how to reduce risks by safe practices, Real friends only, Pictures suitable to show parent, Comic life create poster, audacity podcast or video to highlight safe practices, Locked down profile, Doesn't share passwords

Knows about viruses, Knows about keeping anti virus software up to date, Knows that some websites and email can carry viruses

Knows about phishing sites, Knows how to avoid sites that try to capture passwords from you, http://www.surfnetparents.com/talking_to_your_children_about_computer_and_internet_viruses-18880.html

Protects Friends

Coach peers into making good online decisions

Reports cyber bullying if they discover it happening to someone else

Leads the way in promoting safe technology use, Children produce their own lists of online safety tips we can publish on the school website, Pupils involved in formulating safe web policy in the school

Nurtures positive identity

Knows that online information is hard to remove, internet bottle put out information and see how far it goes and who views it

Protects their image by careful vetting, Asks, Take images of each other as a class. View these and ask others in the class to comment on what the picture says about us?, Create an image pack and ask children to comment on what the images say about the person in the picture., Asks 'Am I happy for everyone to see this?', Realises that once a picture has been posted it is impossible to get it back, Story of a picture. Picture is taken and posted what happens next to it? Children make up their own picture stories to show how quickly something replicates

Realises that text without facial and sound context can be misunderstood, Us the chat room in the schools vle to investigate the effects of statements that could be taken either way., Write a bank of ambiguous statements

Tailors personal information to the audience, Limits public information, Detailed information to friends only, Create info sheet about themselves that they would like their friends to know about. Including a picture. Photocopy a couple of copies of these so pupils have 3 copies. Pupils then go round and sellotape these to a friend. Would everyone be happy to walk to Totton with these stuck to them? Why not?

Whole School Initiatives, Wizkid Messaging and school Gmail access dependant on pupils response to cyber citizenship?

Wordprocessing

Knows the difference between a desktop publishing program like Publisher and a Word processor and when to use either.

Is confident in creating and editing text

Can work collaboratively with others in editing and refining text

Knows how to draft work and improve it using a wordprocessor

Understands the benefits of saving regularly or creating versions of a document

Understands the negative and positive benefits of a collaborative online word processor compared with an offline word processor

Off-line has more features but limited access. On-line less features, greater availability greater scope for real time collaboration

Possible Programs MS Word or Google Document

Desktop Publishing

Knows the difference between a desktop publishing program and a word processor and understands when to use either

Understands the importance of consistent style in the creation of posters, fliers, visually important media

Knows how to combine text and picture to further the aims of the document

Knows how to move and arrange elements within a document to improve the aims of the document

Logical Programming

Can create commands in code which translate to action on the screen

Can build up sets of commands and save these for multiple use

Knows how to use the repeated command to save time

Understands the principles of nesting, placing one set of commands with another set of commands.

Understands angles within a practical environment

Possible programs MSW Logo (We use at present) Scratch (Has online upload) good for encouraging cyber citizenship

Databasing/Surveying

Up until now we have created databases which have been very difficult to use within the wider curriculum. If we were to move to creating and analysing surveys which are very similar in concept we would find a lot more scope for integration.

Knows what a survey and database are and be able to understand the differences

Knows where databases and surveys are used in school and online

Can create a survey using a variety of different question types. Understands the limitations of question types

Able to match the type of question to the type of information wanted.

Can analyse and explain the results in a way useful to a wider project

This aspect is the most lacking in our present ICT curriculum if we concentrate on surveys this will improve

Is able to use percentages in a real way

All data is presented in a survey in percentage terms

Able to create a use branching database

Possible Programs Google Survey & Online databases

CD Use

I have always left this out of the present curriculum and recommend that we leave it out of the new curriculum it has mostly been overtaken by the rise of the internet

Control

Understands that computers can be made to control external engines (Lights, motors, buzzers etc)

Realises that this technology is all around us and can be seen in everything from traffic lights to automatic doors

Can create a simple program to control external engines

Can adapt a simple program to control external engines to respond to changed circumstances

Can build simple sub procedures to develop more complex programs to control external engines

Spreadsheets

Can create a graph from real data using a spreadsheet program

Can use a spreadsheet to investigate pattern within number

Can use a spreadsheet to model and hypothesise about costings

Mindmapping

Is able to map their thoughts quickly and easily using mind mapping software

Is able to collaborate in project design through the medium of mind mapping

Multimedia

Podcasting

Animation