Year 7 ICT

Ralph Allen School

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Teacher's guide

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Last updated June, 2004
Teacher's Guide

Topic Structure l Route through l Assessment l Evidence l Links

Topic Structure

Each topic should be structured using the accelerated learning cycle - there are seven parts of the cycle.

  1. Previous knowledge/experience - what previous skills have they got, what do they know about the context?
  2. The topic - clear instruction about what the topic covers.
  3. Learning outcomes - what are they going to learn/find out about?
  4. Skills - what ICT skills will be learnt
  5. The doing bit - the work is done
  6. Presentation of work - to the teacher/other groups
  7. Review and evaluation

There are examples of ways of achieving this in the table below.

Possible "routes through" and software packages used and KS3 strategy 'emphasis'

Click on a topic below to view a 'accelerated learning plan'.

Topic

Number

of

lessons

Demonstration Resources

PPt

Word

Excel

Publisher

Paint

Internet

E mail

Knowledge, skill and understanding

(based on KS3 ICT strategy SOW)

Breadth of study

(based on KS3 ICT strategy SOW)

Pupils will

(based on KS3 ICT strategy SOW)
1. Elvis and Ernie

6

Images ppt

 

Pat's poor

presentations:

First version, second version and third version

 P         P  

Exchanging and sharing information.

Reviewing and evaluating work.

Use digital cameras, scanners, sound files, fonts and colour.

Use presentation software.

Use the Internet.

Use images, text and sound in a presentation package.

Evaluate the work of others and modify own work as a result.
2. Party 5

Pocket money model

 

Computer systems

     P P      

Finding things out

Developing ideas and making things happen.

Reviewing and evaluating work.

Use the Internet.

Design, implement and test a system to solve a given problem.

Use desk top publishing and manipulate images.

Develop knowledge, understanding and skills of using spreadsheets.

Use appropriate data structures.

Present, interrogate and amend numerical models, using the context of a school party.

Develop a system that takes in real data (food costs) and use it to model a ticket price.

Create a high quality materials to a common theme.

Research possible costs for a party (food)  collate and enter data into an appropriate structure and create a report, making recommendations.

Consider wider aspects of modelling, including simulations and animations.
3. Lottery Bid 5

 

              

Reviewing and evaluating work.

Use desk top publishing and manipulate images.

Work with a range of information to consider characteristics and purpose.

Develop knowledge, understanding and skills of using spreadsheets.

Research people's opinions on a sports/leisure facilities, collate and enter data into an appropriate structure and create a report, making recommendations.
4. Newspaper 8

 

     P P   P  

Exchanging and sharing information.

Modifying and evaluating work.

Use digital cameras, scanners, sound files, fonts and colour.

Use the Internet.

Use desk top publishing and manipulate images.

Work with a range of information to consider characteristics and purpose.

Create a high quality materials to a common theme.

Review and evaluate work as it progresses.
5. Where the wind blows 6

 

 P   P     P  

Exchanging and sharing information.

 

Finding things out

Reviewing and evaluating work.

Use digital cameras, scanners, sound files, fonts and colour.

Use presentation software.

Use the Internet.

Implement and test solution to given design.

Work with a range of information to consider characteristics and purpose.

Use images, text and sound in a presentation package.

Create a weather information system (forecast)  that uses real (possibly live) data.
6. Food debate 6

Searching techniques

 

Data types

 

   P   P   P  

Finding things out

Reviewing and evaluating work.

Use the Internet.

Work with a range of information to consider characteristics and purpose.

 

Research GMO food opinions, CD selling web sites, smoking information web sites, collate and enter data into an appropriate structure and create a report, making recommendations.

Develop an argument for and against a given hypothesis.

Consider different types of data/information
7. Sports day 4

 

   P P P P    

Reviewing and evaluating work.

Use the Internet.

Implement and test solution to given design.

Use desk top publishing and manipulate images.

Develop knowledge, understanding and skills of using spreadsheets.

Create a high quality materials to a common theme.

Design, implement and test a system that simulates all aspects of an event.
8. Changing Rooms 5 Plan of room     P P? P P  

Developing ideas.

Exchanging and sharing information.

 

Reviewing and evaluating work.

 

 Use of the internet for research. Use desk top publishing and manipulate images. Create a design, share it with others, research and cost a project

There are additional topics to cover depending on time.

Assessment

A critical part of the work is the recording of the level a which the students are working at. This is achieved by the students completing a topic evaluation form. This sheet give guidance to the students as to what constitutes the working level and they can access examples for generic work (i.e. "What is level 5 when using PowerPoint?"). Students can be identified as "below the working level" or "exceeding the working level".

Portfolio evidence

Students will effectively build up an electronic portfolio - there is no need for any printed work.

Links

The Projects

bullet Elvis and Ernie
bullet Fact or opinion?
bullet Lottery Bid
bullet Newspaper
bullet Party
bullet Sports Day
bullet Weather
bullet Changing Rooms

Other links

bullet Quiz Pages
bullet Teacher's guide
bullet What is your level?

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© S.Hacker June, 2004