1. Internet Confident Child
1.1. Understands Technologies Limits
1.1.1. Knows what a technology can and cant do
1.1.2. Knows that some technologies will favour some kinds of device
1.2. Enterprising
1.2.1. Looks to ways to use new technologies to
1.2.1.1. Presents work
1.2.1.2. Shares information
1.2.1.2.1. learning how to use Google docs to work collaboratively with others
1.2.1.3. Communicates effectively
1.2.2. Discover and evaluate new technologies in light of
1.2.2.1. Knows benefits to child
1.2.2.2. Safety risks
1.2.2.3. Real costs
1.2.2.4. Terms and conditions
1.2.2.4.1. Analyse something like a mobile phone in light of benefits safety risks, costs and terms and conditions
1.3. Challenges information
1.3.1. Is aware that not all online sources are equally useful or equally correct
1.3.1.1. Knows that Google links come up in order of most visits not truthfulness
1.3.1.2. Knows to check facts on more than one site
1.3.2. Asks 'Is that too good to be true?'
1.3.3. Has an awareness of some forms of internet scams
1.3.3.1. Chain emails
1.3.3.2. 1000,000 visitor
1.3.3.3. Pseudo Celebrity sites
1.3.4. Is aware that sites can have agendas
1.3.4.1. Why has this site been written?
1.3.4.1.1. Childrens websites analysed round a theme
1.3.4.2. Who will benefit from this site?
1.4. Evaluates Risks
1.4.1. Weighs up benefits of technology against possible dangers
1.4.1.1. Open chat room evaluation
1.4.1.1.1. 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?
1.4.1.2. Social networking
1.4.1.2.1. School VLE and openly available social networking site compared on safety grounds (cyber bullying, picture safety, contacted by anyone)
1.4.1.2.2. http://www.abbotswood.hants.sch.uk/planning/digitalcitizenship/Keeping_our_identity_private.htm
1.4.2. Knows how to reduce risks by safe practices
1.4.2.1. Real friends only
1.4.2.2. Pictures suitable to show parent
1.4.2.2.1. Comic life create poster, audacity podcast or video to highlight safe practices
1.4.2.3. Locked down profile
1.4.2.4. Doesn't share passwords
1.4.3. Knows about viruses
1.4.3.1. Knows about keeping anti virus software up to date
1.4.3.2. Knows that some websites and email can carry viruses
1.4.4. Knows about phishing sites
1.4.4.1. Knows how to avoid sites that try to capture passwords from you
1.4.4.1.1. http://www.surfnetparents.com/talking_to_your_children_about_computer_and_internet_viruses-18880.html
1.5. Protects Friends
1.5.1. Coach peers into making good online decisions
1.5.2. Reports cyber bullying if they discover it happening to someone else
1.5.3. Leads the way in promoting safe technology use
1.5.3.1. Children produce their own lists of online safety tips we can publish on the school website
1.5.3.2. Pupils involved in formulating safe web policy in the school
1.6. Nurtures positive identity
1.6.1. Knows that online information is hard to remove
1.6.1.1. internet bottle put out information and see how far it goes and who views it
1.6.2. Protects their image by careful vetting
1.6.2.1. Asks
1.6.2.1.1. 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?
1.6.2.1.2. Create an image pack and ask children to comment on what the images say about the person in the picture.
1.6.2.2. Asks 'Am I happy for everyone to see this?'
1.6.2.3. Realises that once a picture has been posted it is impossible to get it back
1.6.2.3.1. 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
1.6.3. Realises that text without facial and sound context can be misunderstood
1.6.3.1. Us the chat room in the schools vle to investigate the effects of statements that could be taken either way.
1.6.3.1.1. Write a bank of ambiguous statements
1.6.4. Tailors personal information to the audience
1.6.4.1. Limits public information
1.6.4.2. Detailed information to friends only
1.6.4.2.1. 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?
1.6.5. Whole School Initiatives
1.6.5.1. Wizkid Messaging and school Gmail access dependant on pupils response to cyber citizenship?
2. Wordprocessing
2.1. Knows the difference between a desktop publishing program like Publisher and a Word processor and when to use either.
2.2. Is confident in creating and editing text
2.3. Can work collaboratively with others in editing and refining text
2.4. Knows how to draft work and improve it using a wordprocessor
2.5. Understands the benefits of saving regularly or creating versions of a document
2.6. Understands the negative and positive benefits of a collaborative online word processor compared with an offline word processor
2.6.1. Off-line has more features but limited access. On-line less features, greater availability greater scope for real time collaboration
2.7. Possible Programs MS Word or Google Document
3. Desktop Publishing
3.1. Knows the difference between a desktop publishing program and a word processor and understands when to use either
3.2. Understands the importance of consistent style in the creation of posters, fliers, visually important media
3.3. Knows how to combine text and picture to further the aims of the document
3.4. Knows how to move and arrange elements within a document to improve the aims of the document
4. Logical Programming
4.1. Can create commands in code which translate to action on the screen
4.2. Can build up sets of commands and save these for multiple use
4.3. Knows how to use the repeated command to save time
4.4. Understands the principles of nesting, placing one set of commands with another set of commands.
4.5. Understands angles within a practical environment
4.6. Possible programs MSW Logo (We use at present) Scratch (Has online upload) good for encouraging cyber citizenship
5. Databasing/Surveying
5.1. 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.
5.2. Knows what a survey and database are and be able to understand the differences
5.3. Knows where databases and surveys are used in school and online
5.4. Can create a survey using a variety of different question types. Understands the limitations of question types
5.5. Able to match the type of question to the type of information wanted.
5.6. Can analyse and explain the results in a way useful to a wider project
5.6.1. This aspect is the most lacking in our present ICT curriculum if we concentrate on surveys this will improve
5.7. Is able to use percentages in a real way
5.7.1. All data is presented in a survey in percentage terms