• Carry out a simple survey to find out how the children got to school. Display the information graphically either by producing a pictogram or simple bar graphs. Use the graph to ask questions
• Other charts could also be produced in this topic about leisure activities, jobs in the locality etc.
  ICT Scheme of Work: Unit 1E Representing information graphically: pictograms
• You will investigate and walk the local area on different occasions for this topic. Use the digital camera to take pictures.
• Use the pictures for a display e.g. on a large map of the school or area.
• Create a drag and drop sequencing activity putting pictures in the route order.
• Use a simple word processor that can insert pictures and words (Clicker 4 is a good example, but others can be adapted) Allow children to Insert images and add simple text from a word-bankICT Scheme of Work: Unit 1B Using a Word Bank
• Children could also be encouraged to use a paint package to create a picture of a building or a favorite place around the school.
  ICT Scheme of Work: Unit 1A An introduction to modeling
• With adult support, use a floor robot and a map on the floor to explore routes around the school or local area.

• The children could do a traffic survey of the road outside the school. The information can be entered into a simple graphing package and used to answer questions "Is this a busy road?"
• Do a survey of cars parked in the street outside the school. The information can be entered into a simple graphing package and used to answer questions
  ICT Scheme of Work: Unit 1E Representing information graphically: pictograms
• Use digital camera to photograph signs markings and for display
• Use a tape recorder to record questions put to staff and parents about parking around the school.
• Use a large screen to word process a letter with the class to the transport department about improving safety around the school

• Using a simple painting program, create a picture / map of Struay or an island of their own
  ICT Scheme of Work: Unit 2B Creating pictures
• Use a large screen monitor or projector to model writing about different features of an island
• Use a word processor with word bank and facility to incorporate images: write about the island or a route describing places of interest on the way. (link to activity below)
• Use a floor turtle (or on screen turtle, with a map as a background) to create a route around the island visiting places of interest on the way
  ICT Scheme of Work: Unit 2D Routes: controlling a floor turtle
• Create a drag and drop sequencing activity to create a route to visitor attractions on the island
  ICT Scheme of Work: Unit 2A Writing stories: communicating information using text

Internet Resources:
Information on the Scottish Islands
www.scotland-info.co.uk/coll.htm, www.aboutscotland.com/coll/dairyglendyke.html,www.sturgeon.dircon.co.uk/index.htm

• Collect information on the places children visited in their holidays. Enter the information into a prepared database or spreadsheet. Produce charts and graphs, use the information to answer questions and draw conclusions from evidence.
  ICT Scheme of Work: Unit 2E Questions and answers
• Write a report about different seaside places using a WP package.
  ICT Scheme of Work: Unit 2A Writing stories: communicating information using text
• Build up a collection of images from photographs of seaside holidays. Scan the images to create a digital scrapbook. Powerpoint could be used to create a slide show. Use images of the seaside projected on a computer screen to discuss features of different
• Seaside resorts http://home.freeuk.net/elloughton13/seaconte.htm has images from seaside resorts and a sheet to fill in about each resort
• Sammy the Seagull Explore this big book that tell syou all about Sammys seaside home: http://www.kented.org.uk/ngfl/sammy/book-cov-ks1.html

Unit 4: Going to the seaside

The theme of the seaside is set mainly in a geographical context but uses a historical perspective to help children understand how seaside places have evolved over time. See also the History Units

Internet Resources:
Snaith Primary School: Seaside resources: http://home.freeuk.net/elloughton13/seaconte.htm A good site with a variety of seaside related activities. Visit Blackpool and all the sites as a starting point about seaside holidays. Or create your own beach scene.
Download this word document with beach scene photographs: http://www.thegrid.org.uk/learning/ict/primary/teachers/ictinsubjects/history/examples/seasidepictures.doc
Use Google image search for digital photographs of beaches. www.google.co.uk
Educate the Children: Resources lesson ideas and photographs
http://www.educate.org.uk/teacher_zone/classroom/geography/unit4.htm

• Use a CD-ROM atlas to investigate some of the places Barnaby visits. (The Internet can also be a valuable sources of information and images but will need some vetting beforehand.
  ICT Scheme of Work: Unit 2C Finding information

• Either take picture's of BArnaby Bear visiting different places or scan into the computer some pictures incorporate Barnaby bear. Use a word processing package to insert images and text about where Barnaby use word banks to support the writing describing how he might have got there.
  ICT Scheme of Work: Unit 2A Writing stories: communicating information using text

• Collect data about Barnaby's travels graph information such as types of transport and find out which type of transport he used most.
  ICT Scheme of Work: Unit 1E Representing information graphically: pictograms

• Use e-mail to send messages from Barnaby form around the world. Encourage the children to ask relevant questions about transport, food weather clothes etc. the children can put his route onto a map.

Unit 5: Where in the world is Barnaby Bear?

Uses a first-hand object – Barnaby the teddy bear – to enable children to learn about other countries and places. Barnaby travels with different people connected to the school as well as on school visits, creating a sense of personal involvement for the children.

Internet Resources:

BBC site Where is Barnaby? http://www.bbc.co.uk/schools/barnabybear/
The Barnarby Bear site from the Geographical association: http://www.barnabybear.co.uk/

• Use CD roms and the Internet to find information and images to support work done on the structure of the eye.
• Design and conduct a small scale survey into what is recycled in the home. Graph and chart the information.
  ICT Scheme of Work: Unit 2C Finding information; ICT Scheme of Work: Unit 1E Representing information graphically: pictograms; Unit 2E Questions and answers
• On a large monitor or screen prepare a class questionnaire or interview for a loacl optician.

Unit 17: Global Eye

Brings together investigations and ideas in geography and science. Children learn about the workings of the eye and find out how people are fitted with spectacles in different parts of the world.

Internet Resources:

BBC site Where is Barnaby? http://www.bbc.co.uk/schools/barnabybear/
The Barnarby Bear site from the Geographical association: http://www.barnabybear.co.uk/
Anglia Campus Bear in the city: http://www.angliacampus.com/public/pri/geog/bearcity/

• Use a Word-processing package and word bank to suppport writing about a contrasting locality overseas. In a table of two columns match sentences about the different localities such as houses, food, shopping and going to school under the different headings.
  ICT Scheme of Work: Unit 2A Writing stories: communicating information using text

Unit 22: A Contrasting Locality overseas

Introduces a distant locality through aspects of life that will be familiar to children such as housing, cooking and going to school.

Internet Resources:
OXFAMS Cool Planet: http://www.oxfam.org.uk/coolplanet/index.html On these pages you will find all the support you need to make global issues come alive in the classroom. An excellent resource
Global Eye Focus on Mexico: http://www.globaleye.org.uk/primary/oncamera/index.html
Meet Mexico: http://www.demon.co.uk/mexuk/meet_mex/index.htm produced by the Mexican embassy Or
St Lucia: http://www.interknowledge.com/st-lucia/ and from World aware http://www.worldaware.org.uk/education/projects/st_lucia/index.html

• Use a digital camera to pictures around the local area. Ask the children to paste the into a wordprocessing pacakage and write a short caption
• Create a database of different locations their families have visited on holiday or a favourite holiday destination. Ask them to produce graphs of their results and to analyse their findings. Collect information on how they travelled and how long it took to get there and what the weather was like. Use a map to find out where they went
• Use a tape recorder to interview people about the countries they have visited
• As part of the Barnaby Bear topic or finding out about countries from stories, packaging or currency, select a number of places to research with and for the children using the Internet. Put together a digital scrap book of maps and images.
• Use the CD Rom Wake up World or the complmentary Oxfam site to find out about Children's lives around the world. Use the information to make simple comparisons about their own lives.
  ICT Scheme of Work: Unit 4D Collecting and presenting information: questionnaires and pie charts; Unit 4A Writing for different audiences; Unit 5D Introduction to spreadsheets; Unit 6D Using the Internet to search large databases and to interpret information

Unit 24: Passport to the World

Encourages the development of knowledge about places and their locations

Internet Resources:
OXFAMS Cool Planet: http://www.oxfam.org.uk/coolplanet/index.html On these pages you will find all the support you need to make global issues come alive in the classroom. An excellent resource

• Use a floor turtle to navigate a simple route (this can be linked to Literacy and Numeracy) Use vocabulary such as left, right, forwards, backwards, along, clockwise, anticlockwise and right angles.
  ICT Scheme of Work: Unit 2D Routes: controlling a floor turtle
• Ask the children to undertake a simple survey. e.g. a pedestrian traffic count in a corridor at different times during the school day Or traffic past the school gate. Enter data into a graphing program and produce a pictogram or simple bar graph. Discuss their findings and support their interpretation of their findings.
  ICT Scheme of Work: Unit 1E Representing information graphically: pictograms

Unit 25: Geography and Numbers