Written by Sophie Garner - Sunfield School ; distributed through SENIT Forum (Special Educational Needs Information Technology )
Communicating Information
(use a word processor, use an overlay keyboard, produce sound, produce graphics)
Within Level 1
P1 - Pupils are beginning to show sensory awareness in relation to a range of people, objects and materials in everyday contexts. They show reflex responses to sensory stimuli, e.g. startle response.
1. Make a response to a sound or image e.g. TV, telephone etc.
2. Make fleeting glances towards a stimulus but my attention is not held
P2 - Pupils perform some actions using trial and error and show reactive responses to familiar people and objects, such as reaching and holding objects, smiling and turning to familiar voices. They make sounds or gestures to express simple needs, wants or feelings in response to their immediate environment e.g. protesting or requesting, using facial expression to enhance meaning.
3. Turn towards a sound or image
4. Attend to a stimulus which has animation only
5. Attend to a stimulus which has sound only
P3 - Pupils show anticipation in response to familiar people, routines, activities and actions and respond appropriately to them. They explore or manipulate objects, toys or other equipment. They are able to communicate simple choices, likes and dislikes. They can communicate, using different tones and sounds and use some vocalisation and/or gestures to communicate.
6. Reach towards a computer screen
7. Respond appropriately to volume
P4
8. Reach towards a keyboard, rollerball etc.
9. Point to a favourite image
10. Show pleasure when certain images are presented
11. Show pleasure when certain sounds are presented
P5 12. Touch keys or a switch, mouse or rollerball etc.
13. Track movement across a screen
14. Make a sound, gesture or movement and expect a specific reaction
P6
15. Activate a switch (or other) to operate a device e.g. switch on a light
16. Touch a specific image on a screen
P7
17. Press a switch to attract attention
18. Recognise a printer symbol as matching than on screen
P8
19. Press a switch to complete an image on a screen
20. Stop activating a switch when the action is complete
Level 1
Pupils use IT to assemble text and symbols to help them communicate ideas. They explore information held on IT systems, showing an awareness that information exists in a variety of forms. They recognise that many everyday devices respond to signals and commands, and that they can select options when using such devices to produce different outcomes.
21. Choose the program I wish to use on the computer
22. Use a concept keyboard overlay
23. Understand that a mouse, rollerball or touchscreen control the pointer
24. Use a touch screen
25. Control a mouse or rollerball
26. Point to a specific target with a mouse or rollerball
27. Left click with a mouse or rollerball
28. Double left click with a mouse or rollerball
29. Identify the parts of a computer (screen, mouse, keyboard, hard drive, floppy drive, CD-ROM drive, printer etc.)
30. Recognise that sounds, text and pictures convey information
31. Find individual letters or numbers on a keyboard with physical prompt
32. Find individual letters or numbers on a keyboard with verbal prompt
33. Match symbol to symbol e.g. First Keys
34. Match symbol to word
35. Match word to word
36. Combine 2 or more symbols/words with a simple word processing package
37. Type name
38. Complete sentences with missing words using cue cards
39. Complete sentences with missing words independently
40. Identify the escape button on a keyboard
41. Identify the delete button on a keyboard
42. Identify the shift button on a keyboard
43. Identify the return button on a keyboard
44. Identify the backspace button on a keyboard
45. Identify the enter key on a keyboard
46. Identify the arrows on a keyboard
47. Change my work with help
48. Use a telephone to pass on information with physical prompt
49. Use a telephone to pass on information with verbal prompt
50. Use a telephone to pass on information with cues
51. Use a telephone to pass on information independently
52. Use a photocopier to pass on information with physical prompt
53. Use a photocopier to pass on information with verbal prompt
54. Use a photocopier to pass on information with cues
55. Use a photocopier to pass on information independently
56. Use e-mail to pass on information with physical prompt
57. Use e-mail to pass on information with verbal prompt
58. Use e-mail to pass on information with cues
59. Use e-mail to pass on information independently
60. Listen to what I have typed e.g. Writing with Symbols
61. Move pictures around the screen
62. Put pictures or symbols into the correct order
63. Recognise that ICT can be used to create pictures
64. Create a simple picture using Doodle or Dazzle
65. Switch on a computer and printer
66. Put in a floppy disk
67. Put in a CD
68. Put more paper in a printer
Level 2 Pupils use IT to help them generate and communicate ideas in different forms, such as text, tables, pictures and sound. With some support they retrieve and store work. They use IT to sort and classify information and to present their findings. Pupils control devices purposefully and describe the effects of their actions. They use IT-based models or simulations to investigate options as they explore aspects of real and imaginary situations.
69. Use the Start and Programs buttons to select a program I wish to use
70. Use a keyboard independently
71. Understand the function of a mouse or rollerball left click
72. Drag and Drop with a mouse or rollerball
73. Understand the function of a double left click on a mouse or rollerball
74. Exit a program
75. Match pictures to words
76. Use a word bank to create sentences
77. Create sentences using a word processing package
78. Match symbolled sentences to clip art pictures
79. Create symbolled sentences and insert clip art pictures to match
80. Recognise that text can be edited to improve it
81. Change my work with minimal help e.g. font, cut & paste
82. Use a spell checker with help
83. Experiment with different types of packages on a computer
84. Use sounds in my work e.g. tape recorder, Big Mac, CDs
85. Locate two main function buttons in a toolbar i.e. print and save
86. Know the function of parts of a computer
87. Know the function of main buttons on a keyboard e.g. enter, space, backspace, delete, shift, escape, arrows
88. Understand that messages can be sent over distances
89. Respond to e-mails
90. Understand that text/words/symbols come in different sizes, colours, and styles
91. Understand that spaces need to be placed between words
92. Press spacebar to create spaces between words
93. Use the return key where appropriate
94. Use punctuation in my work
95. Select and use appropriate tools in painting packages
96. Control the pen in a paint package
97. Use the flood fill tool in a paint package
98. Use the straight line and geometric shapes in a paint package
99. Use the spray tool
100. Use different colours in a paint package
101. Use the eraser in a paint package
102. Use all of the tools in a paint package to create a picture from a photo, famous painting, object etc.
Level 3
Pupils use IT to generate, amend, organise and present ideas. They use IT to save data and to access stored information, following straightforward lines of enquiry. They understand how to control equipment to achieve specific outcomes by giving a series of instructions. They use IT-based models or simulations to help them make decisions, and are aware of the consequences of their choices. They describe their use of IT, and its use in the outside world.
103. Locate a range of functions in a toolbar e.g. size of font, type of font, bold, underline
104. Use the above functions to edit my work independently
105. Alter the look of text to create an effect
106. Combine graphics and text
107. Correct my work independently using a spell checker
108. Understand the function of a right click on a mouse or rollerball
109. Send annotated replies to e-mails
110. Attach files to e-mails
111. Create and respond to e-mails to gather information and communicate with others
Level 4 Pupils use IT to combine different forms of information, and show an awareness of audience. They add to, amend and interrogate information that has been stored. They understand the need for care in framing questions when collecting, accessing and interrogating information. Pupils interpret their findings, question plausibility and recognise that poor quality information yields unreliable results. Pupils use IT systems to control events in a predetermined manner, to sense physical data and to display it. They use It-based models and simulations to explore patterns and relationships, and make simple predictions about the consequences of their decision making. They compare their use of IT with other methods.
112. Produce text on screen that is clear and effor-free
113. Edit my work to show an awareness of audience
114. Combine different forms of information e.g. tables and graphs
Handling Information (sort and classify information, store and retrieve information on a simple database)
Within Level 1
P1 - Pupils are beginning to show sensory awareness in relation to a range of people, objects and materials in everyday contexts. They show reflex responses to sensory stimuli, e.g. startle response.
1. Make a response to a sound or image e.g. TV, telephone etc.
2. Make fleeting glances towards a stimulus but my attention is not held
P2 - Pupils perform some actions using trial and error and show reactive responses to familiar people and objects, such as reaching and holding objects, smiling and turning to familiar voices. They make sounds or gestures to express simple needs, wants or feelings in response to their immediate environment e.g. protesting or requesting, using facial expression to enhance meaning.
3. Turn towards a sound or image
4. Attend to a stimulus which has animation only
5. Attend to a stimulus which has sound only
P3 - Pupils show anticipation in response to familiar people, routines, activities and actions and respond appropriately to them. They explore or manipulate objects, toys or other equipment. They are able to communicate simple choices, likes and dislikes. They can communicate, using different tones and sounds and use some vocalisation and/or gestures to communicate.
6. Reach towards a computer screen
7. Respond appropriately to volume
P4 8. Observe various sensory stimuli in routine events
P5 9. Listen to recorded sounds and music
10. Look towards a specific visual stimuli
P6 11. Request further stimulation by a smile, gesture etc.
12. Anticipate the effects of my actions upon the environment
P7 13. Press a switch in response to one of two options being highlighted
14. Recognise that differing switches create differing actions
P8 15. Recognise different sounds as being created by different devices e.g. telephone bell, start up beep on computer etc.
16. Respond to photographs/symbols relating to everyday experiences
Level 1 Pupils use IT to assemble text and symbols to help them communicate ideas. They explore information held on IT systems, showing an awareness that information exists in a variety of forms. They recognise that many everyday devices respond to signals and commands, and that they can select options when using such devices to produce different outcomes.
17. Record sounds or movements on tape (or video)
18. Choose which sound or piece of music to replay on a tape (or video)
19. Choose which page to view next
20. Use a touchscreen to choose preferences from a menu
21. Choose a name for a data file to save to disc
22. Know that CD-ROMs hold large amounts of information
23. Choose a symbol/category to search a database on (or CD-ROM, Internet etc.)
24. Find a data file that I wish to load into the computer
Level 2 Pupils use IT to help them generate and communicate ideas in different forms, such as text, tables, pictures and sound. With some support they retrieve and store work. They use IT to sort and classify information and to present their findings. Pupils control devices purposefully and describe the effects of their actions. They use IT-based models or simulations to investigate options as they explore aspects of real and imaginary situations.
25. Describe an object to somebody else in appropriate terms
26. Label items appropriately
27. Sort word/phrases/symbols/objects into appropriate categories
28. Understand the need to structure information
29. Recognise the similarities between the computer and paper-based record systems
30. Save my work with help
31. Retrieve work which I have previously saved with help
Level 3 Pupils use IT to generate, amend, organise and present ideas. They use IT to save data and to access stored information, following straightforward lines of enquiry. They understand how to control equipment to achieve specific outcomes by giving a series of instructions. They use IT-based models or simulations to help them make decisions, and are aware of the consequences of their choices. They describe their use of IT, and its use in the outside world.
32. Save my work independently
33. Retrieve my work independently
34. Collect data
35. Sort and classify data
36. Create a graph using a computer program
37. Enter data using a database
38. Use a database to generate bar charts and interpret data
39. Search for information on a CD-ROM or Internet with help using key words
40. Print out information found
41. Use hot links or hyperlinks to find more information about a particular subject
42. Use the forwards and backwards buttons to retrace steps
Level 4 Pupils use IT to combine different forms of information, and show an awareness of audience. They add to, amend and interrogate information that has been stored. They understand the need for care in framing questions when collecting, accessing and interrogating information. Pupils interpret their findings, question plausibility and recognise that poor quality information yields unreliable results. Pupils use IT systems to control events in a predetermined manner, to sense physical data and to display it. They use It-based models and simulations to explore patterns and relationships, and make simple predictions about the consequences of their decision making. They compare their use of IT with other methods.
43. Use appropriate questions to collect data
44. Access information independently
45. Interrogate information
46. Interpret findings
47. Question reliability of findings
48. Recognise poor quality information
Within Level 1
P1 - Pupils are beginning to show sensory awareness in relation to a range of people, objects and materials in everyday contexts. They show reflex responses to sensory stimuli, e.g. startle response.
1. Make a response to a sound or image e.g. TV, telephone etc.
2. Make fleeting glances towards a stimulus but my attention is not held
P2 - Pupils perform some actions using trial and error and show reactive responses to familiar people and objects, such as reaching and holding objects, smiling and turning to familiar voices. They make sounds or gestures to express simple needs, wants or feelings in response to their immediate environment e.g. protesting or requesting, using facial expression to enhance meaning.
3. Turn towards a sound or image
4. Attend to a stimulus which has animation only
5. Attend to a stimulus which has sound only
P3 - Pupils show anticipation in response to familiar people, routines, activities and actions and respond appropriately to them. They explore or manipulate objects, toys or other equipment. They are able to communicate simple choices, likes and dislikes. They can communicate, using different tones and sounds and use some vocalisation and/or gestures to communicate.
6. Reach towards a computer screen
7. Respond appropriately to volume
P4 8. Watch my environment for signs of a favourite stimuli
P5 9. Watch a television programme and show a preference for particular favourites
P6 10. Watch self on TV/video and communicate recognition
11. Watch familiar places on TV and communicate recognition
12. Listen to recordings of self and friends with interest
P7 13. Recognise that certain activities occur in certain environments
14. Recognise that images on a monitor can represent reality e.g. an apple
15. Find a use for a switch when it is offered, exploring to see how it operates
P8 16. Use a switch to complete an image or sound
17. Make a choice between two options in a decision making game
Level 1 Pupils use IT to assemble text and symbols to help them communicate ideas. They explore information held on IT systems, showing an awareness that information exists in a variety of forms. They recognise that many everyday devices respond to signals and commands, and that they can select options when using such devices to produce different outcomes.
18. Find an object in reality having seen it on the screen and vice versa
19. Create random patterns with art or music software using touchscreen
20. Create random patterns with art or music software using mouse or rollerball
21. Explore a concept keyboard looking from the keyboard to the screen
22. Follow the plot or storyline in a simple adventure game or talking book
23. Explore a simple adventure game or talking book
24. Creatively name figures on screen as people or friends etc.
25. Choose objects for a picture on screen from those available
Level 2 Pupils use IT to help them generate and communicate ideas in different forms, such as text, tables, pictures and sound. With some support they retrieve and store work. They use IT to sort and classify information and to present their findings. Pupils control devices purposefully and describe the effects of their actions. They use IT-based models or simulations to investigate options as they explore aspects of real and imaginary situations.
26. Discuss decisions with peers/friends
27. Record decisions on a map or graph
28. Understand that adventure games can represent real or imaginary situations
29. Recognise how text, pictures and sound are used in a computer program
31. Plan 2/3 movements ahead with a Turtle, or figure in a simulation
31. Choose from memory or plans in advance the objects to be included in a simulation
32. Use a simple design program to create images reflecting reality
Level 3 Pupils use IT to generate, amend, organise and present ideas. They use IT to save data and to access stored information, following straightforward lines of enquiry. They understand how to control equipment to achieve specific outcomes by giving a series of instructions. They use IT-based models or simulations to help them make decisions, and are aware of the consequences of their choices. They describe their use of IT, and its use in the outside world.
33. Understand that adventure games allow users to try things that would be difficult or impossible to do in practice
34. Evaluate adventure games
35. Use adventure games to make and explore predictions
Level 4 Pupils use IT to combine different forms of information, and show an awareness of audience. They add to, amend and interrogate information that has been stored. They understand the need for care in framing questions when collecting, accessing and interrogating information. Pupils interpret their findings, question plausibility and recognise that poor quality information yields unreliable results. Pupils use IT systems to control events in a predetermined manner, to sense physical data and to display it. They use It-based models and simulations to explore patterns and relationships, and make simple predictions about the consequences of their decision making. They compare their use of IT with other methods.
36. Use adventure games to develop an understanding of what is being simulated
37. Use adventure games to recognise patterns
Within Level 1
P1 - Pupils are beginning to show sensory awareness in relation to a range of people, objects and materials in everyday contexts. They show reflex responses to sensory stimuli, e.g. startle response.
1. Make a response to a sound or image e.g. TV, telephone etc.
2. Make fleeting glances towards a stimulus but my attention is not held
P2 - Pupils perform some actions using trial and error and show reactive responses to familiar people and objects, such as reaching and holding objects, smiling and turning to familiar voices. They make sounds or gestures to express simple needs, wants or feelings in response to their immediate environment e.g. protesting or requesting, using facial expression to enhance meaning.
3. Turn towards a sound or image
4. Attend to a stimulus which has animation only
5. Attend to a stimulus which has sound only
P3 - Pupils show anticipation in response to familiar people, routines, activities and actions and respond appropriately to them. They explore or manipulate objects, toys or other equipment. They are able to communicate simple choices, likes and dislikes. They can communicate, using different tones and sounds and use some vocalisation and/or gestures to communicate.
6. Reach towards a computer screen
7. Respond appropriately to volume
P4 8. Reach for a closer object which is within reach
9. Reach for a preferred item when presented
P5 10. Look for a staff member to switch on an electrical toy
11. Show concern when a favourite activity ceases
P6 12. Recognise the purpose of a switch when it is presented
P7 13. Choose between two switches to create a preferred effect
P8 14. Use a switch to build or sequence events on a monitor
15. Press switch at appropriate moment e.g. to hit target
16. Contribute to making sounds through the use of a soundbeam
Level 1 Pupils use IT to assemble text and symbols to help them communicate ideas. They explore information held on IT systems, showing an awareness that information exists in a variety of forms. They recognise that many everyday devices respond to signals and commands, and that they can select options when using such devices to produce different outcomes.
17. Recognise that machines and devices have to be controlled
18. Label switches and batteries on pictures of machines and devices
19. Press a switch to start a process e.g. an electric kettle
20. Use a switch to control the environment e.g. switch on lights, press play on tape recorder etc.
21. Use a keyboard to make music with a synthesiser
22. Use a digital camera to record activities
23. Recognise that some machines and devices work by using a sequence of physical actions e.g. recording on a tape recorder
24. Put instructions in the correct sequence to achieve the correct result e.g. a recipe
25. Follow instructions in a common language e.g. simple directional language in a PE lesson
26. Recognise control devices e.g. Floor Turtle
27. Recognise that control devices follow instructions
28. Press a switch to move a Turtle a predetermined distance
Level 2 Pupils use IT to help them generate and communicate ideas in different forms, such as text, tables, pictures and sound. With some support they retrieve and store work. They use IT to sort and classify information and to present their findings. Pupils control devices purposefully and describe the effects of their actions. They use IT-based models or simulations to investigate options as they explore aspects of real and imaginary situations.
29. Understand the significance of using measurement in instructions
30. Write a sequence of instructions for others to carry out
31. Interpret a sequence of instructions correctly
32. Predict the result of a sequence of instructions
33. Record weather etc. with data logging software
34. Use video camera to record activities
35. Enter prepared instructions to control the floor turtle
Level 3 Pupils use IT to generate, amend, organise and present ideas. They use IT to save data and to access stored information, following straightforward lines of enquiry. They understand how to control equipment to achieve specific outcomes by giving a series of instructions. They use IT-based models or simulations to help them make decisions, and are aware of the consequences of their choices. They describe their use of IT, and its use in the outside world.
36. Write instructions in an agreed format using standardised unit lengths
37. Recognise that instructions can be repeated
38. Programme the floor turtle independently to achieve specific outcomes
Level 4 Pupils use IT to combine different forms of information, and show an awareness of audience. They add to, amend and interrogate information that has been stored. They understand the need for care in framing questions when collecting, accessing and interrogating information. Pupils interpret their findings, question plausibility and recognise that poor quality information yields unreliable results. Pupils use IT systems to control events in a predetermined manner, to sense physical data and to display it. They use It-based models and simulations to explore patterns and relationships, and make simple predictions about the consequences of their decision making. They compare their use of IT with other methods.
39. Control events in a predetermined manner
40. Make predictions and test them
Application and Effects (draw attention to the uses of ICT, discuss first hand experiences of ICT)
Within Level 1
P1 - Pupils are beginning to show sensory awareness in relation to a range of people, objects and materials in everyday contexts. They show reflex responses to sensory stimuli, e.g. startle response.
1. Make a response to a sound or image e.g. TV, telephone etc.
2. Make fleeting glances towards a stimulus but my attention is not held
P2 - Pupils perform some actions using trial and error and show reactive responses to familiar people and objects, such as reaching and holding objects, smiling and turning to familiar voices. They make sounds or gestures to express simple needs, wants or feelings in response to their immediate environment e.g. protesting or requesting, using facial expression to enhance meaning.
3. Turn towards a sound or image
4. Attend to a stimulus which has animation only
5. Attend to a stimulus which has sound only
P3 - Pupils show anticipation in response to familiar people, routines, activities and actions and respond appropriately to them. They explore or manipulate objects, toys or other equipment. They are able to communicate simple choices, likes and dislikes. They can communicate, using different tones and sounds and use some vocalisation and/or gestures to communicate.
6. Reach towards a computer screen
7. Respond appropriately to volume
P4 8. Choose whether or not to use a switch when presented
P5 9. Choose to bring equipment to a lesson e.g. communication machine
P6 10. Choose to work in a different medium e.g. finger painting instead of touchscreen
P7 11. State a clear preference for a form of access to technology e.g. switch, touchscreen or keyboard
P8 12. Choose from a limited choice of software the best for my purpose
Level 1 Pupils use IT to assemble text and symbols to help them communicate ideas. They explore information held on IT systems, showing an awareness that information exists in a variety of forms. They recognise that many everyday devices respond to signals and commands, and that they can select options when using such devices to produce different outcomes.
13. Choose to finish an activity
14. Assess the effectiveness of my work
15. Care for a computer properly with verbal prompt e.g. storing disks
16. Tell staff that something is not working
17. Know when equipment is not appropriate e.g. microwave in a tent
18. Use a range of input devices
19. Locate computers around school, in offices, in shops etc.
20. Discuss my experiences of computers
Level 2 Pupils use IT to help them generate and communicate ideas in different forms, such as text, tables, pictures and sound. With some support they retrieve and store work. They use IT to sort and classify information and to present their findings. Pupils control devices purposefully and describe the effects of their actions. They use IT-based models or simulations to investigate options as they explore aspects of real and imaginary situations.
21. Care for a computer properly e.g. shut it down properly
22. Decide when it is appropriate to use a computer in my work
23. Decide which device is most appropriate to use
24. Understand the different uses of computers e.g. work or leisure
Level 3 Pupils use IT to generate, amend, organise and present ideas. They use IT to save data and to access stored information, following straightforward lines of enquiry. They understand how to control equipment to achieve specific outcomes by giving a series of instructions. They use IT-based models or simulations to help them make decisions, and are aware of the consequences of their choices. They describe their use of IT, and its use in the outside world.
25. Describe my use of ICT
26. Describe the use of ICT in the outside world
Level 4 Pupils use IT to combine different forms of information, and show an awareness of audience. They add to, amend and interrogate information that has been stored. They understand the need for care in framing questions when collecting, accessing and interrogating information. Pupils interpret their findings, question plausibility and recognise that poor quality information yields unreliable results. Pupils use IT systems to control events in a predetermined manner, to sense physical data and to display it. They use It-based models and simulations to explore patterns and relationships, and make simple predictions about the consequences of their decision making. They compare their use of IT with other methods.
27. Compare my use of ICT with other methods
28. Experience ICT in the outside world through work experience e.g. the till in Sunfield shop
Sophie Garner - Sunfield School- 1999