Year 5 Plan

Area of ICT	Year 5 outcome
Multimedia and word processing	Plan a multi-layered presentation, combine from a range of sources, organise and refine to suit purpose and audience
Graphics	Create digital artwork by copying/ pasting within and between photographs
Digital video / Pictures	Plan a storyboard for a video or animation. Create, edit and refine.
Music and sound	Create radio programme or sonic postcard by combining sounds
Communication Collaboration and publishing	Share ideas using a range of online methods. Develop key skills and ideas about personal safety when using any form of electronic communication
Research	Search for, interpret, check and question information; use logical inference to identify implausible and irrelevant information; present in a suitable format for a chosen audience
Handling data	Search a large (pre-prepared?) database to research information, using a range of search techniques
Modelling	Design and use a spread sheet to solve a problem by changing variables.
Control	Plan, carry out and evaluate an investigation using data logging technology. Create and refine a sequence of instructions to control events, using programmed procedures or a flow chart

Year 5; Multimedia and Word Processing
Chris Quigley Key Skills Level 3: They use editing and formatting techniques to develop and refine their work to improve its quality and presentation Level 4: They create and combine different forms of information, refining and presenting it for a particular purpose, showing an awareness of audience and the need for quality Level 5: They use ICT to structure, refine and present information in different forms and styles for specific purposes and audiences
Learning Objectives;	Key Skills; What the Children will do.	Outcomes;
·       Combine autoshapes to create a layered image. ·       Create leaflets and presentations that meet a brief. ·       Develop use of crop, group, rotate and resize tools within work.	·       Confidently use autoshapes to create a 2D image. ·       Crop, group, rotate and resize shapes and images within a piece of work to improve its appearance. ·       Create, from scratch, leaflets and presentations that meet a topic based brief. ·       Select an appropriate program to complete a given task. ·       Use ppt to keep a record of work completed by inserting screenshots.	Plan a multi-layered presentation, combine from a range of sources, organise and refine to suit purpose and audience
		Cross Curricular Links
		Assessment Opportunities E-Books – 5 Typing – 4 Photography 3, 5
Suggested Resources. Microsoft Office, DTP Tools Purple Mash Creative Tools: 2Publish 2Publish Extra, 2Publish Projects, Word, Publisher, Multimedia Authoring Tools: 2 Create a story, 2Create a Super Story, Clicker 4 or 5, Textease, Kar2ouche, PowerPoint Other Resources: microphone and digital sound recorder, digital microscope, Web and publishing UniServity ( Learning Platform)

Year 5; Digital Video/Pictures/Graphics
Chris Quigley Key Skills Level 3: They use editing and formatting techniques to develop and refine their work to improve its quality and presentation Level 4: They create and combine different forms of information, refining and presenting it for a particular purpose, showing an awareness of audience and the need for quality Level 5: They use ICT to structure, refine and present information in different forms and styles for specific purposes and audiences They assess the use of ICT in their work and are able to reflect critically in order to make improvements in subsequent work. They use appropriate evaluation criteria to critically evaluate the fitness for purpose of their work as it progresses
Learning Objectives;	Key Skills; What the Children will do.	Outcomes;
·       Recreate images using basic shapes. ·       Choose appropriate colours and shapes to represent objects. ·       Create an image that is as accurate and scaled as possible. ·       Explore 3D images to create accurate representations of objects. ·       Edit properties of images. ·       Use crop, group and rotate on images and shapes.	·       Produce 2D models of classrooms and buildings using shapes to layer and build up an image. ·       Produce 3D models with increasing accuracy of shape and detail. ·       Consider colours and features of what is being modelled and make increasingly accurate images. ·       Crop, edit and rotate images within a piece of work.	Create digital artwork by copying/ pasting within and between photographs. Plan a storyboard for a video or animation. Create, edit and refine.
		Cross Curricular Links
		Assessment Opportunities Creating Images 5, 7 Presentations 8
Suggested Resources. Sketchup, Microsoft Office, Colour Magic Graphics software Dazzle, 2Paint a Picture, Purple Mash: 2Paint, 2Animate, 2design and Make, 2 Publish Extra, CAD packages: 2design and make Google sketch Up 2Draw, Image editing Photo simple, Picassa, Microsoft Picture Manager, http://www.picnik.com/ , http://aviary.com/ Microscope Animation: 2Animate, Pivot stick animator, Powerpoint, Publishing : UniServity Learning Platform present their graphics through desktop publishing, multimedia and movie editing software: Microsoft Photostory Video Manipulation and Editing Microsoft Movie Maker

Year 5; Music and sound
Chris Quigley Key Skills Level 3: They use editing and formatting techniques to develop and refine their work to improve its quality and presentation. Level 4: They create and combine different forms of information, refining and presenting it for a particular purpose, showing an awareness of audience and the need for quality. Level 5 They use ICT to structure, refine and present information in different forms and styles for specific purposes and audiences.
Learning Objectives;	Key Skills; What the Children will do.	Outcomes;
·       Record a video with good quality sound. ·       Understand what makes a good sound recording.	·       Experiment with sound recording in different locations to find the best quality. ·       Be aware of the things that can affect the successful recording of sound.	Create radio programme or sonic postcard by combining sounds
		Cross Curricular Links
		Assessment Opportunities Composing Music 1, 3, 4 Editing Audio 1, 2, 3, 4
Suggested Resources. Music composition software e.g. Black Cat Compose, Compose World, Notate, 2simple music toolkit, Online tools: Purple Mash 2Sequence, BBC Making tracks web site, Aviary Music creator ROC Sound Manipulation: Audacity ( free) Podium, Myna from Aviary.com online audio editor Sound Capture Microphone and digital sound recorder; electronic Multimedia software to record sound straight into (eg. 2Create a super Story, Kar2ouche, PowerPoint, UniServity, Photostory Sound resources www.findsounds.com, Espresso, http://audio.lgfl.org.uk

Year 5; Communication Collaboration and publishing
Chris Quigley Key Skills Level 4 Use editing and formatting techniques to develop and refine work Communicate and exchange information and ideas with others collaborating to develop and improve work Understand benefits of online communication Manage some of the risks associated with digital environment Level 5 Exchange information and ideas with others in a variety of ways, including using digital communications Use ICT safely and responsibly
Learning Objectives;	Key Skills; What the Children will do.	Outcomes;
·       Understand e-safety issues. ·       Be confident emailing work in order to share it with others and to send to self. ·       Produce neat, professional looking work and understand what constitutes ‘fit for purpose’ ·       Save and open from a shared area for collaboration.	·       Learn about and discuss e-safety issues. ·       Practise/refresh the sue of email to share work. ·       In all work, consider the intended audience and adapt design accordingly. Avoid too many bright and shocking colours unless there is a clear reason for using them. ·       Find and save work to a shared area to allow others access.	Share ideas using a range of online methods. Develop key skills and ideas about personal safety when using any form of electronic communication
		Cross Curricular Links
		Assessment Opportunities Blogging 1, 6 Staying Safe Online 1, 2, 3, 4 Using A Computer 4 Communicating Online 3, 5
Suggested Resources. Outlook, ‘Pupils’ drive, MS Office, SMART internet rules. easy mail, grid club – Becta e-safety website, Uniservity Learning Platform blog, Wiki , forum tools, Podcast, Other Free web apps to try and some to embed: Web 2.0 Primary Pad Wallwisher, Dappleboard, Prezi, Doodle, Glogster.Edu

Year 5; Research
Chris Quigley Key Skills  Level 3: Pupils search for and use information from a range of sources and make judgements about its usefulness when following straightforward lines of enquiry Level 4: Pupils refine searches to find, select and use information, questioning its reliability Level 4: They interpret their findings, question plausibility and recognise that poor-quality information leads to unreliable results Level 5: They use ICT to organise, store and retrieve information using logical and appropriate structures
Learning Objectives;	Key Skills; What the Children will do.	Outcomes;
·       Use direct search terms to gain more effective search results. ·       Use information from the internet responsibly, ensuring that all information is accurate. ·       Verify information. ·       Use ICT models to filter information in order to answer questions.	·       Find information using the internet, beginning to use search terms to find appropriate information e.g. ‘KS2’ ·       Read and analyse information to ensure that it is accurate and suitable for the task. ·       Be able to filter information from spreadsheets in order to answer questions about the data.	Search for, interpret, check and question information; use logical inference to identify implausible and irrelevant information; present in a suitable format for a chosen audience
		Cross Curricular Links
		Assessment Opportunities Research 5, 6 Presenting Research 3, 4 Using Maps 3, 4
Suggested Resources. Internet Explorer, Google, MS Office, MS Excel The Internet; cached content eg Espresso, links page set up by teacher child-friendly search engines eg www.gogooligans.com and www.factmonster.com; search engines for sounds, eg www.findsounds.com

 

Year 5; Handling data
Chris Quigley Key Skills Level 3: They collect, record and organise data to answer questions and present findings Level 4: Pupils understand the need for collecting information in a format that is suitable for processing Level 4: They interpret their findings, question plausibility and recognise that poor-quality information leads to unreliable results Level 5: They use ICT to organise, store and retrieve information using logical and appropriate structures
Learning Objectives;	Key Skills; What the Children will do.	Outcomes;
·       Use formulae to calculate sums. ·       Be able to produce graphs from data. ·       Collect and record data about a given subject. ·       Search, sort and filter data to solve a problem. ·       Design a storage method for a specific data set.	·       Create an Excel spreadsheet that uses formulae to calculate totals and expenditures. ·       Create graphs from data and review whether the graph is suitable for the task. ·       Design, create and gather data for a class database that can be manipulated using manual searches, filters and sorting tools in response to a problem.	Search a large (pre-prepared?) database to research information, using a range of search techniques
		Cross Curricular Links
		Assessment Opportunities Data Handling 1, 3, 4 Databases 2, 3, 4, 5 Spreadsheets 2, 3, 4, 5, 6
Suggested Resources.MS Excel. Database Software, eg. 2Investigate, Textease database, Information Workshop, MangoData, UniServity Survey tool Graphing Software Purple Mash 2Count, 2Graph, Excel, RM Starting Graph; Textease Spreadsheet, 2Calculate. Branching database: 2Question, FlexiTree, Textease Branch

Year 5; Modelling
Chris Quigley Key Skills Level 3: They answer questions when using ICT models and simulations Level 4: They develop simple ICT-based models to explore patterns and relationships, and make predictions about the consequences of their decisions Level 5: They explore the effects of changing the variables in an ICT-based model
Learning Objectives;	Key Skills; What the Children will do.	Outcomes;
·       Design and build a model that meets a certain need. ·       Adapt a model to automate some functions. ·       Specify how a model could be adapted for an alternative purpose. ·       Begin to predict what a model will do.	·       Use formulae within Excel to create a party planning spreadsheet that can automatically calculate values. ·       Be prepared to adapt a spreadsheet in order to include further information. ·       Plan and predict changes that may need to be made to a model in certain circumstances. Be able to acknowledge how it might change. ·       Create a fully automated calculation model that can respond to changes applied to it with no user input.	Design and use a spread sheet to solve a problem by changing variables.
		Cross Curricular Links
		Assessment Opportunities Programming Game Design 1, 2, 3, 4, 5, 6 3D Modelling 1, 2, 3, 4, 5
Suggested Resources. MS Excel. spread sheet program Excel, 2Calculate, computer simulations

Year 5; Control
Chris Quigley Key Skills Level 3: They use sequences of instructions to control devices and achieve specific outcomes Level 4: They plan, test and refine sequences of instructions Level 4: They capture data using sensors to support investigations Level 5: They explore the effects of changing the variables in ICT-based model
Learning Objectives;	Key Skills; What the Children will do.	Outcomes;
·       Know the basic structure of a computer program. ·       Be able to build a simple computer program. ·       Develop an interactive game using variables and other user created variables to make it function. ·       Test a program, ensuring that all areas are tested thoroughly. ·       Plan a set of instructions and predict the outcome.	·       Create initial, basic computer programs using Scratch. Understand the various sections that are required to make it function. ·       Gain an understanding of what happens to a computer program if vital information is missing. ·       Plan and develop basic games using Scratch that can incorporate counters, levels and timers. ·       Be able to look at a set of code and begin to work out and predict what the code will cause to happen.	Plan, carry out and evaluate an investigation using data logging technology. Create and refine a sequence of instructions to control events, using programmed procedures or a flow chart
		Cross Curricular Links
		Assessment Opportunities Giving Instructions 7, 8 Computer Simulations 1, 2, 3, 4
Suggested Resources. Scratch. Data logger with graphing software dataharvest Easy Sense Q, Flowol (with Control box and models, maybe including home made models), Scratch ( free Download )