Year 7 Scheme of Work - INSPIRE

Year 7 Scheme of Work - INSPIRE2014 - 2015

Crypt schoolYear 7 Scheme of Work - INSPIRE2014 - 2015

RJP2014 - 2015

This is the revised scheme of work for Year 7 Inspire written by RJP

Gifted and Talented Department Identifiers

Those pupils that demonstrate ICT capability significantly above that expected for their age for example, key stage 3 pupils may be comfortable meeting the demands of the key stage 4 curriculum.

Those pupils that learn and apply new ICT techniques quickly for example, pupils who use shortcut keys for routine tasks effectively and appropriately; they quickly apply techniques for integrating applications such as mail merge and databases

Those pupils that use initiative to exploit the potential of more advanced features of ICT tools for example, pupils investigate the HTML source code of a website and apply features such as counters or frames to their own web designs

Those pupils that can transfer and apply ICT skills and techniques confidently in new contexts for example, having learned about spreadsheet modelling in a mathematical context, they recognise the potential of applying a similar model in a science investigation

Those pupils that can explore independently beyond the given breadth of an ICT topic for example, they decide independently to validate information they have found from a website; having learned control procedures for a simple traffic light model, they extend their procedure to include control of a pedestrian crossing

Those pupils that can initiate ideas and solve problems, use ICT effectively and creatively, develop systems that meet personal needs and interest for example, they create an interactive fan club website that sends out a monthly newsletter to electronic subscribers (either working on their own, or collaboratively with peers)

How the department will deal with Gifted and Talented students

In Key stage 3 and 4 the teaching materials for each unit is differentiated.

Staff will use existing data from tests, question and answer sessions, coursework and levelling of units to establish pupils current level of understanding. This will enable staff to determine starting points for the topics being taught.

Staff must ensure that higher level skills are attempted by Gifted and Talented pupils

Use a variety of challenging questioning strategies to encourage pupils to draw on previous experiences and to apply their thinking to new situations

Set extension tasks that avoid repetition - extension work should encourage pupils to pursue a greater depth of understanding of the subject or to apply their ICT skills in new contexts, including other subjects

Encourage pupils to use a wide range of source materials, including more complex data sets

Encourage pupils to combine evidence and/or information from a variety of sources, and to exchange and share their knowledge with a variety of audiences and for a variety of purposes

Challenge pupils about their approach to a task, in order to encourage them to justify their choices and try out alternative approaches

Provide a more complex problem as a stimulus for developing ICT systems, for example, a control problem with an increased number of inputs and variables

Encourage pupils to discuss the suitability of different approaches, the tools to be used, and the range of possible outcomes

Encourage pupils, as they are developing their ICT systems, to look for opportunities to develop greater efficiency, including automation of processes, and to consider where levels of integration can be increased. For example, pupils could be encouraged to write macros or to create mail merges that extract information from a database for integration with a word-processed document

Encourage pupils to refine their product by reviewing and evaluating the process undertaken, the ICT tools used, and the effectiveness of the end product in meeting the specified needs of the task

Discuss with pupils what they are learning, and encourage them to identify their own learning needs

Provide opportunities for gifted pupils to learn new ICT skills together and/or with older pupils, in order to accelerate their learning and give them an opportunity to challenge each other

Ensure that staff have the ICT expertise to challenge the most able pupils effectively

Review provision in terms of software and peripherals, to ensure that the most appropriate resources are available

Maintain a portfolio of outstanding work for teachers and pupils to look through

Use the internet and a school or local intranet to enable similarly gifted and interested pupils to collaborate on projects

During coursework higher level writing is encouraged by referring pupils to the higher mark band criteria

Topics covered in this Scheme of Work:

Topic

Lessons

File management and introduction to the school network

1

E-safety social networking and online grooming, cyberbullying, online reputation and digital footprint and finally, safe searches/downloading/apps

5

Aim of this project -

Students will: Understand a range of ways to use technology safely, respectfully, responsibly and securely, including protecting their online identity and privacy; recognise inappropriate content, contact and conduct and know how to report concerns.

Please note that there will be some preparation for the evaluation lesson. The quiz will need preparing from the information provided by the students plenaries.

Scheme of Work for September 2014 October 2014

Approximately 1 lesson

Topic:

File Management and introduction to the school network

Overview:

Students are new to the school. They need to be introduced to the network and to understand how to log on and access their personal areas. They need to understand how to create an effective folder structure in order to save their work sensibly. They also need to understand how to use the email system.

Lesson 1

Know: How to log onto the system

Understand: Why there are certain rules to follow in the computer room

Be able to: Create folders and send e-mails with attachments.

Students capability when using technology is up to date and their safe use is promoted

Students are aware of the impact of technology on all aspects of society (SMSC links)

Students recognise inappropriate content, contact and conduct

K:\ICT 2011 - 2012\Lesson plans year 7 from Teach-ICT

J:\ICT 2011 - 2012\Year 7

http://www.teach-ict.com/ks3/year7/file_management/tidy_files/tidy%20files.pdf

K:\ICT 2011 - 2012\Year 7 APP Sheets

Materials required:

List of student log-ons

List of student email addresses

Messy_tidy_folders.pdf

ICT intranet

Teacher/Class activity:

Greet and settle students. No starter activity this lesson. Take register

Expectations in computer rooms:

Ask students what behaviour they think is expected of them whilst they are using computer rooms. Possible suggestions:

No eating/drinking

No running about

Bags under desks

Do not give out password/log on details

Care with floppy disks/USB sticks

Create a spider diagram on the board.

Discuss why these rules are in place.

Expectations in lessons

Ask students what behaviour they think is expected of them during ICT lessons. Possible suggestions:

Come in quietly

Listen when spoken to

No Games or E-mail during lesson

All homework in on time, no excuses

Make back-up copies of work at home

All work has a footer with name and class

Create a spider diagram on the board.

Discuss why these rules are in place.

Introduction to the system

How to log on give out log on details. Get students to log on.

Changing password discuss why passwords should be changed. Discuss what makes a good password. Remind students again about not giving out password details. Students should change their passwords.

How to find applications show students where they can find commonly used applications and give them a chance to practice on their own

Creating folders discussion.

Show students the pdf messy_tidy_folders. Discuss why it is not a good idea to have an untidy personal area. Discuss the difference a properly organised folder structure will make.

Creating folders demonstration and activity.

Show students how to create a folder and how to rename it as Year 7

Show them how to create a subfolder for ICT.

Ask them to create a folder for each of their subjects inside their Year 7 folder.

Depending on time, you can get students to repeat this task for Year 8, 9 etc.

Using e-mail

Show students how to access the e-mail system

Show them how to create a new message.

Ask them to send a message to their neighbour.

Ask them to reply to the message.

Plenary:

Ask students to tell you the rules for the computer room and expectations for lessons.

Ask students to find some common programs e.g. Excel, PowerPoint etc.

Extension Tasks:

Sending attachments

Remind students how to access Word.

Ask them to write a couple of sentences about their time at their new school.

Get them to save this document to their ICT folder.

Show students how to send an attachment as part of an email. Get them to send their document to their neighbour. Ask their neighbour to open the attachment.

Homework:

No homework for the first term

Approximately 1 lesson

Topic:

Esafety safe searches/downloading/apps

Overview:

Students are going to understand about safe searches, downloading and apps. They will carry out research on the topics and put their findings in the publisher template they have been provided with.

Lesson 2

Know: The issues of risk, safety and responsibility when using ICT

Understand: That information must not be taken at face value

Be able to: Carry out safe searches

Videos if needed due to technical issues can be found on the BBC website under Horrible Histories.

Materials Required:

Lesson PPt

ICT Intranet

http://cybersmart.gov.au/cyberquoll/html/episode_2_finding_stuff.html

http://www.bbc.co.uk/cbbc/clips/p01g2ppl

Spider diagram software

Publisher template from the intranet

Teacher/Class activity:

Greet and settle students.

Take the register.

Display objectives PPt

Starter/Introduction to the topic

Using the spider diagram template make notes whilst you are watching the video. http://cybersmart.gov.au/cyberquoll/html/episode_2_finding_stuff.html

The end part of the quiz/episode is interactive and youll need to get the students to give you the answer. Also this is an Australian based learning resource so help links are for their country not the UK.

Video

Using the spider diagram template make notes whilst you are watching the video.

Show the video from BBC Horrible Histories Beware what you download http://www.bbc.co.uk/cbbc/clips/p01g2ppl

Activity

Show students the publisher template they will be using. And briefly explain what they will be doing with it.

Carry out further research on the safe searches and downloading, and then complete the section in the template.

Some useful websites: Childnet, thinkuknow, bbc etc.

Plenary 1

Show a short video on the future of searching, this is designed to get students thinking about the future of how we may search for information using portable devices.

http://www.theguardian.com/technology/video/2013/apr/04/future-search-made-simple-animated-guide

Plenary 2

In pairs and using the template provided students will come up with a question relating to safe searches, downloading and Apps, along with four multiple choice answers (ensuring that one is correct!), and email topic to their teacher to be used in a quiz further into the Inspire project.

Extension Tasks:

Find out how to:

Use the advanced search tool

Homework:

No homework to be set in first term

Topic:

E-safety social networking and online grooming

Overview:

With the continuing growth and use of the Internet, social networking sites and texting as a means of communication, it is essential that students are aware of potential risks to their safety and well-being and of the steps that they can follow to reduce these risks. The Inspire project is all about creating ESafety materials The first being a 4 page leaflet.

Lesson 3

Know: What the different topics of E-Safety are.

Understand: The dangers of social networking

Know: How to make information private when online

Understand: How a young person can be tricked by someone pretending to be a friend of a similar age

Be able to: Identify measures that they can use to keep themselves safe whilst chatting online.

Know: The main rules that they should follow when using online chatrooms

Videos if needed due to technical issues can be found on the BBC website under Horrible Histories.

Materials Required

Starter.doc

Lesson PPt

http://www.bbc.co.uk/cbbc/clips/p01g2pt6

Matt thought he knew video

Teacher/Class activity:

Greet and settle students. Take register

Display objectives PPt

Starter

Call my bluff starter activity

Work in groups of 4s

One person says something about himself (e.g. Weve got3 dogs and a cat)

Others have to decide if its true or not.

One point for each correct answer.

Go round the group a few times.

Teacher led discussion

Who are you talking to on the internet? How do you know what the person saying is true? Relate back to the Call My Bluff Game

Next ask students to list as many ways as they can think of, communicating with others, they need to be specific and not just say mobile phone for example (e.g. texting, ringing someone up, face-to-face, IM etc.

Collect responses (write them on the board), and ask the students what they think the term social networking means. Explain it is a way in which people can communicate with more than one person (for example Facebook, twitter, Instagram etc.). Ask how many are on these sites?

Video

Give them the spider diagram template to fill in whilst video is playing.

Introduce the video Horrible Histories Privacy, play video. http://www.bbc.co.uk/cbbc/clips/p01g2pt6

Paired discussion

What are the key issues arising from the video? Make notes on the classroom board from their responses (from their spider diagrams).

Video

Ask them to put their hands up if they chat to people other than their friends at school/home when online.

Tell them that they are going to see a short video clip about a boy who also chatted to people on the internet.

Show the video clip, Matt thought he knew from thinkuknow.co.uk

Paired discussion

In pairs students should come up with three things that Matt could have done to keep himself safe. Feedback to the class.

Students should work in pairs to complete the rules of using chatrooms safely activity

Go through the rules with students:

Tell your parents if you are planning to use chatrooms

Use a nickname rather than your real name

Never give out personal details

Dont send your picture to anyone

Dont open attachments from people you dont personally know

Stay in the public chatroom

Dont meet up in real life on your own

If anything makes you feel uncomfortable, tell your parents

Carry out some research on social networking and online grooming

Use the research you have done and put it into the publisher template. Remember you can change the colours, fonts etc. but ensure you keep to the basic structure.

Plenary

In pairs and using the template provided students will come up with a question relating to social networking and online grooming, along with four multiple choice answers (ensuring that one is correct!), and email topic to their teacher to be used in a quiz further into the Inspire project.

Extension Tasks:

Using the following link:

http://www.teach-ict.com/news/news_stories/news_online_safety.htm

Find a news story about how adults, especially teachers, can be bullied online. Write a short message to other students informing them as to why bullying others in this way is unacceptable.

Homework:

No homework to be set in first term

1 lesson

Year 7 CATS

Topic:

E-Safety cyberbullying

Overview:

This area looks at the issues surrounding bullying online and its many forms. Students will investigate the topic and complete the relevant section in their Publisher leaflet.

Lesson 4/5

Know: how to gather information regarding internet and mobile phone safety from online resources.

Understand: About developing supportive responses to peers facing negative online experiences.

Be able to: make responsible decisions relating to online experiences

Materials Required:

Lesson PPt

Esafety situations starter and answers

Lets fight it together video

Digizen game

Teacher/Class activity:

Greet and settle students. Take register

Display objectives PPt

Starter:

E-Safety situations starter.

Go through the answers with the students.

Main Task

Using the spider diagram template make notes as you watch the video.

Show the lets fight it together video.

Have students recall what happened to Joe in the cyberbullying film and the different opportunities the other pupils had to react and respond to the situation.

Explain that text bullying isnt the only technology that can be used by others to bully students. Ask students how many use instant messengers such as MSN, chatrooms or social networking sites. Explain that these are now used more frequently by bullies than text messaging.

ActivityUsing the spider diagram and your notes carry out further research on cyberbullying and complete the relevant page in your leaflet.

Activity

Students introduced to the cyberbullying game online. Students play the game and print out the correct quiz answers at the end of the game.

Plenary 1

Students to complete the what is cyberbullying worksheet.

Plenary 2

In pairs and using the template provided students will come up with a question relating to cyberbullying, along with four multiple choice answers (ensuring that one is correct!), and email topic to their teacher to be used in a quiz further into the Inspire project.

Extension Tasks:

View character interviews from Joe and Kimanalyse as a class the different characters reactions/emotions. What opportunities did the characters have to stop the situation or report it?

Have groups create a mind map for accessory and bystander (see sample). Discuss the meaning of the words and the response a responsible digital citizen would have to a cyberbullying situation. Discuss ways to report cyberbullying (teacher, head teacher, parent, police, and service providers).

Homework:

No homework to be set in first term

1 lesson

Topic:

Esafety online reputation and your digital footprint

Overview:

This lesson will focus on how you present yourself online and how your digital footprint is affected.

Lesson 6

Know: that what you put up online is forever and can have an impact on your future

Understand: the consequences of not being truthful online

Be able to:

Videos if needed due to technical issues can be found on the BBC website under Horrible Histories.

Materials Required:

Lesson PPt

http://www.youtube.com/watch?v=DinW62zlWcc

http://www.bbc.co.uk/cbbc/clips/p01g2pg0

http://www.bbc.co.uk/cbbc/clips/p00nxznx

http://cybersmart.gov.au/cyberquoll/html/episode_4_putting_stuff_up.html

Have you ever quiz

My online life

Teacher/Class activity:

Greet and settle students.

Take the register.

Starter

Chat room challenge starter activity

Have you ever quiz

My online life quiz

Video

Using the spider diagram template make notes as you watch the videos.

Horrible Histories Age http://www.bbc.co.uk/cbbc/clips/p01g2pg0

Horrible Histories videos foreverhttp://www.bbc.co.uk/cbbc/clips/p00nxznx

Activity

Using your spider diagrams and further research from the internet on the topic of online reputations and digital footprints complete the relevant page of the leaflet.

Video

http://cybersmart.gov.au/cyberquoll/html/episode_4_putting_stuff_up.html

Plenary

In pairs and using the template provided students will come up with a question relating to online reputation and your digital footprint, along with four multiple choice answers (ensuring that one is correct!), and email topic to their teacher to be used in a quiz further into the Inspire project.

Extension Tasks:

Students could look at other ways of presenting this project and draw up a plan on what it would contain and how it may look.

Homework:

No homework to be set in first term

1 lesson

Topic:

Evaluation

Overview:

In this lesson we are rounding up the entire project and evaluating all the work that we have done especially seeing where we have met the success criteria for both the leaflet and the power point.

Lesson 7

Know: How to evaluate your work effectively.

Understand: How critiquing your work can improve performance

Be able to: Evaluate your all the work that has been undertaken for the inspire project.

Materials Required:

Lesson PPt

Who wants to be a safe communicator quiz

Evaluation Worksheet.

Teacher/Class activity:

Starter

Show the students the levels for this part of the assessment. Explain that detail is required to effectively evaluate your work. We are not looking for one word answers.

Go through the Who wants to be a safe communicator quiz with the students.

Student Activity

Get students to fill in evaluation worksheet.

Extension Tasks:

Ask students to use more reflective tones in their work. They should consider using connectives to expand their evaluation for higher levels.

Homework:

No homework to be set in the first half of term.

10