Strand
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Attainment target
|
Page
|
Level
|
Pupil experiences
|
Assessment
|
Evaluation
|
Interaction of living things with their environment
|
Give examples of how to care for living things and their environment
|
WHAT
|
A
|
Activity - identify that a healthy tree needs sun, water, roots, leaves, bark and care.
|
Correctly identifying a tree's needs
|
|
Interaction of living things with their environment
|
Recognise and name some common plants and animals found in the local environment
|
WHERE
|
A
|
Activity - identify the living things within the woods
|
Completed scrapbook (can be printed out for assessment evidence)
|
|
Interaction of living things with their environment
|
Give examples of feeding relationships found in the local environment
|
WHERE
|
B
|
Activity - through text and sound identify some feeding relationships within the woods
|
Adult can ask for examples
|
|
Interaction of living things with their environment
|
Give some examples of seasonal change that take place in the appearance of plants
|
WHEN
|
A
|
Activity - establish the difference between deciduous and evergreen and identify seasonal appearances
|
Clicking and dragging the correct picture to the correct tree.
|
|
Interaction of living things with their environment
|
Give examples of feeding relationships found in the local environment
|
WHEN
|
B
|
Activity - identify the correct food for the red squirrel
|
Pine cones collected for the winter
|
|
Interaction of living things with their environment
|
Give examples of feeding relationships found in the local environment
|
WHY
|
B
|
Activity - identify variety of life supported by dead wood environment
|
Completed quiz means the beetle escapes!
(2 quiz levels)
|
|
Strand
|
Main features
of the strand
|
Attainment target
|
Level
|
Assessment
|
Evaluation
|
Using the technology
|
The computer interface
|
Use a mouse to point/click and navigate through suitable applications
|
A
|
Successful navigation of website
|
|
|
Hardware and responsible use
|
Start up/shut down the computer
|
A
|
Safe use
|
|
|
Computer peripherals
|
Print by clicking a 'print' button
|
A
|
Printed scrapbook in WHERE section
|
|
|
The computer interface
|
Use menus and further mouse controls
|
B
|
Double click, drag icons.
|
|
|
Hardware and responsible use
|
Start and close an application
|
B
|
Responsible access
|
|
Searching and researching
|
Where to search
|
Recognise information can be found electronically
|
A/B
|
Regular, independent access to websites
|
|
|
How to search
|
Look at websites with teacher help
|
A
|
Level of support required
|
|
|
How to search
|
Use bookmarks set by the teacher to access websites
|
B
|
Teacher observation
|
|
|
How to extract information
|
Discuss important features of the site and begin to use extracted information
|
A/B
|
Ways in which learning has been used
|
|
|
How to evaluate the results
|
Ask questions and check information from a variety of sources
|
A
|
Confirmation of learning
|
|
Controlling and modelling
|
Control software and operations
|
Use the mouse pointer in different directions and to reposition graphics
|
A/B
|
Pupils able to apply learning in each section
|
|
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