Recognise and use simple on-screen symbols e.g. Exit door, Q-Quit, Arrow - forwards, backwards.

Recognise letters on keyboard

Print with assistance

Use mouse – point and click

Recognise letters on keyboard

Print with assistance

Create, edit and print work

Change: font, size, colour, style

Present work showing awareness of layout, font, font size, colour etc.

Save work.

With assistance, find saved work and open it.

Improve the appearance and layout of work for a variety of purposes

E.g.

* Choose font size, style, colour appropriate to content and audience

* Show awareness of layout using the options to embolden, centre, underline

Save work. Find and open work

Use fonts, style, page-layout etc. in an appropriate way to complement work showing an awareness of audience

With assistance, insert clip art, pictures (or digital camera images from file saved by teacher) into writing

Support work by research from CD ROMs and Internet where possible

Talk about different forms information can take – sounds, pictures, words

Carry out practical sorting activities for colour, shape, size etc.

Use appropriate software to reinforce sorting and matching skills e.g. Tizzy’s Toybox , Sheep, Caterpillar – Level 1

Clicker 4 Grids

Participate in making a whole class pictogram – e.g. on topic of eye colour using

Carry out practical sorting using 1 criteria

Use appropriate software to reinforce sorting and matching skills (sets, patterns), e.g. Tizzy’s Toybox Levels 2/3 Sheep, Caterpillar

Clicker 4 Grids

With assistance, create and interpret a pictogram using Counting Pictures e.g. on topics Ourselves, Houses

Be able to explain what pictogram represents – with emphasis on being able to find own data on the chart

Use a simple graph program to present information in pictograms or bar chart e.g. Counting Pictures, Starting Graph

Interpret and discuss information

Know that information can be stored and retrieved (e.g. Use Counting Pictures - Open a Class File)

With assistance use a prepared database e.g. Pick a Picture to

As a whole class activity collect data

Use a simple graph program to present information in pictograms or bar chart. E.g. Starting Graph

As part of a whole class activity present graph in different ways e.g. largest to smallest, smallest to largest

and discuss.

Move towards a more independent use of data handling software e.g. children collect data related to their group, enter data, graph data, print, use for whole class discussion

Use a prepared data collection sheet to gather information

Where appropriate –

-0 record data using tally marks

-1 Working in groups present information in graph form and sort information e.g. largest to smallest

-2 With assistance discuss and interpret the information displayed in different ways e.g. horizontal, vertical bar graph, table using Starting Graph or Number Magic

Use a database purposefully e.g. First Workshop - Animals

Enter information into the prepared database

With assistance, discuss and interpret data, search data on 1 criterion

Access stored information from a variety of sources database, CD ROMs, Internet to support work across the curriculum

As a whole class activity design a data collection sheet. Collect data either individually or in groups.

Working in groups use a graph facility e.g. in Number Magic to present information using a suitable graph type i.e. bar graph, line graph

Interpret data and discuss findings

Use a database purposefully e.g First Workshop or Information Workshop 2000 (Ourselves, Countries)

- Enter information Where appropriate sort information e.g. for size (largest-smallest) or alphabetical order

Access stored information from a variety of sources – database, CD ROMs and Internet

Navigate through a website to locate and retrieve specific information

Use a database purposefully To: enter own records into a prepared database e.g. My Favourites (CCEA) or to interrogate a database where the records are already entered e.g. Titanic Passengers (CCEA)

Sort and search the database using up to 2 criteria and discuss findings

Explore and talk about imaginary situations presented on software – e.g. a structured environment in My World 3

Develop concept of direction – show understanding of terms -up, down, backwards, forwards

Explore and investigate environments/imaginary situations presented on software

Participate in positional games using vocabulary - on, beside, above, under, behind, next to, in front of

Use programs to reinforce positional language (Tizzy’s Toy Box - Spade/Bucket section)

Consolidate Positional Language using Roamer within more structured environments – obstacles – Put Roamer behind the skittle, in front of, beside etc.

Use imaginary situations in computer programs to investigate options and find out what happens if certain decisions are made (commands may be given via the keyboard or mouse)

Move through a simple Adventure recognising and selecting commands such as turn left, right, forward, backward – e.g. Let’s Go 1-3

Let’s Go to The Zoo

Use imaginary situations in computer programs to investigate options and find out what happens if certain decisions are made e.g. using Let’s Go 1-3

Use simulated shopping activities e.g. Smart Spender -Money Machine, Number Works - Drinks Machine, Snack Attack

Use Roamer to Develop concept of angle as degree of turn

Use/Program Roamer to move to a given point - employ Trial and Improvement approach using "What happens if?" reasoning

Use a simple model or simulation to pose questions and make decisions

Investigate direction in Let’s Go 4-7

Reinforce understanding of 4 compass points using

Let’s Go 4-7

Use RoamerWorld/ Black Cat Logo to control Roamer on screen

Use a model or simulation to investigate situations, patterns and relationships, and make simple predictions about the consequences of their decision making e.g. Crystal Rainforest, Smart Spender

Use structured environments effectively e.g. to reinforce

8 compass points using Lets Go 4-7 - Camping/Hiking

As a whole class activity use a prepared spreadsheet e.g. Number Magic to carry out problem solving activities involving money and explore "what happens if" we change a variable such as price or quantity

Use a model or simulation to investigate situations, patterns and relationships, and make simple predictions about the consequences of their decision making

Write, edit and use a series of instructions to create patterns, shapes and designs - Using Black Cat Logo or MS LOGO

Use a spreadsheet such as Number Box 2 or Number Magic to handle real data e.g. to investigate the cost of food for a class party and explore the effect of changing variables

Use software package such as Let’s Go 8-10 to explore e.g. 8 Compass Points –

Talk about everyday electronic devices and recognise that they respond to signals and commands e.g. TV, Video, CD Player - remote control

Take part in direction games, following instructions (pre-Roamer activities)

Talk about and use programmable toys – Roamer

Observe and discuss how Roamer is controlled by Teacher/Classroom Assistant

Talk about everyday electronic devices and recognise that they respond to signals and commands

Talk about and use programmable and electronic toys

With assistance, program Roamer to move forwards and backwards

Talk about and use programmable and electronic toys

Use control devices purposefully – remote control to switch on and off, pause, turn sound up/down etc.

Use Roamer to consolidate movement – forwards, backwards, left, right

Use control devices purposefully

Problem solving games – guide Roamer to a given position

Program Roamer to follow simple route – using turns

Record instructions

Control a programmable device directly using a series of commands entering them one at a time

Program Floor or Screen Roamer to make simple shapes – square, rectangle

Guide Roamer through skittles, investigate concept of right angle

Control a programmable device directly using a series of commands entering them one at a time

Create a simple procedure to control Floor Roamer or an On-Screen Roamer (e.g. using RoamerWorld or Black Cat Logo)

Control a programmable device directly using a series of commands entering them one at a time

Understand how to control an external device (Floor Roamer/On Screen Roamer) by using a sequence of commands or by building a procedure

(Write a series of commands, test, edit, retry etc.)

Progamme Floor Roamer/On Screen Roamer to make more complicated shapes