ICT & COMPUTER SCIENCE SCHEME OF WORK | NURSERY / RECEPTION

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Introduction
This scheme of work is built around three products that can be found in primary schools. Two of them, Microsoft Office 365 and​ ​Just2easy,​ ​are collaborative
cloud technologies, that are freely available to schools in Wales via the Hwb platform. Both of these can be accessed via a web browser, therefore eliminating
the need for schools to regularly purchase and update software, or use specific hardware or operating systems. They are also fundamental to supporting the
Digital Competence Framework strand of ​Interacting and Collaborating​. The scheme also includes reference to a small selection of Apple iPad applications​ ​that
are good at supporting digital creativity and 3D modelling. The main focus is on maximising the three products across the whole school, getting value for
money and ensuring that the skills for each of the tools are planned for, before appropriately using and applying to ​support all curriculum areas ​(see Digital
Competence below).

The scheme is organised into five strands:

● Digital Citizenship
● Creating, Communicating and Collaborating
● Solving Problems
● Digital Creativity
● Computer Science

There is a progression in ICT skills from nursery to year 6 in the different strands, and has excellent coverage of all areas of the existing ICT NC at KS2. An ICT
skills check list for this year group can be found at the end of the document. Alongside each ICT skill being developed is an ‘activity’. This activity provides the
teacher with a ​suggestion ​on how they might approach teaching that ICT skill, using a tool or application from one of the three products (O365 / J2e / iPad
app). Note that the length of time to teach each activity can vary considerably, dependent on the ability of the pupils, access to available technologies and the
approach taken to teach it.

Digital Competence
Along with suggested links to the Foundation Phase Profile Outcome, there are comprehensive references to the Digital Competence Framework (DCF)
throughout. The scheme ensures that the ICT skills needed to help to embed the DCF ​across the areas of learning​ are being taught at an appropriate year
group. At various points in the scheme you will often find reference to applying the ICT skills that have just been taught to a classroom topic or theme.

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FOUNDATION PHASE PROFILE SKILLS & ACTIVITIES LINKS WITH DIGITAL COMPETENCE
OUTCOME FRAMEWORK (CROSS CURRICULAR)

Digital Citizenship
The following activities are taken from the SWGfL ‘Digital Literacy’ website.
Further details on the Yr1 activities can be found here:
http://onlinesafetycymru.org.uk/Curriculum-Overview.aspx
Behavioural Regulation Going Places Safely Citizenship - 1.1 identity, image and reputation
Outcome 1 ​- are learning that some behaviour Activity 1 - ​Pupils are able to discover that the Internet can be used to visit - distinguish between someone they know and someone
is unacceptable. far-away places and learn new things. Compare how staying safe online is they have never met, e.g. this links to personal and social
Outcome 2​ - beginning to develop an similar to staying safe in the real world and explain rules for traveling education (PSE)/well-being and would form part of
awareness of personal safety in particular safely on the Internet. 'Stranger Danger' education. (Nursery)
dangerous hazards. - recognise that actions have consequences and identify
Outcome 3​ - beginning to recognise simple rules to keep them safe (offline and online), e.g.
appropriate behaviour for different situations classroom rules/charters should incorporate digital and
and respond to reason. non-digital rules. (Reception)
Citizenship - 1.4 online behaviour and cyberbullying
- identify emotions of others on a range of digital
software, ​e.g. talk about feelings and begin to recognise
emotions; consider how actions and words can affect
others; realise that behaviour has consequences; identify
when they are angry, worried or frightened and know who
to ask for help.​ ​(Nursery)
ABC Searching Producing - 3.1 planning, sourcing and searching
Activity 2 - ​Pupils are able to learn how to search online by using the - find information with a variety of sources,e.g. suggest
alphabet. Understand how to search for a specified letter of the alphabet technology as a source of information and explore familiar
on a children’s directory site and apply the results of their alphabet search image/symbol-based websites or apps. (Reception)
to create a picture dictionary. Citizenship - 1.1 identity, image and reputation
- recognise that data can be shared online,e.g. with adult
support, find images of themselves and others for instance
on the school website/school social media page, etc.
(Reception)
Pupils understand that information can be shared with others online. Interacting and Collaborating - 2.2 collaboration
- be aware that people can collaborate online. (Nursery)

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FOUNDATION PHASE PROFILE OUTCOME SKILLS & ACTIVITIES LINKS WITH DIGITAL COMPETENCE FRAMEWORK
(CROSS CURRICULAR)

Problem Solving
Mathematical Development JIT Pictogram - Data Handling Data and Computational Thinking - 4.2 data and
Outcome 1 - ​find similar objects when prompted by Activity 1 - ​Pupils are with support, able to create a simple information literacy
an adult. pictogram using suitable software. - gather data using objects. (Nursery)
Outcome 2​ - make marks to represent numbers in Introduce JIT Pictogram to the pupils explaining that they can use - sort familiar objects using set criteria. (Nursery)
their play and to record collections. Sort and match computers to help them to sort and group objects. With support - Recognise that there are different types of data, e.g. sort
objects and pictures by recognising similarities. the pupils are to add suitable data to a class pictogram. and/or match objects/photographs/symbols. (Nursery)
Outcome 3​ - sort and classify objects using one - create a simple pictogram using suitable software.
criterion and record collections using marks, (Reception)
numbers or pictures. - classify objects using one criterion. (Reception)
- begin to interpret information/data by making direct
comparisons e.g. explain why one group / set is different to
another set.​ ​(Reception)

CBeebies Playtime Island​ iPad App - Modelling and Simulation

Activity 2 - ​Pupils are able to explore simple digital games and use
digital technology to support role play.

Games - Modelling and Simulation

Activity 3 - ​Pupils are able to explore simple modelling and
simulation games, improving mouse control and double click.
Examples:
CBeebies Twirlywoos Fruit Tea Machine
CBeebies Junior Vets On Call
Crickweb Early Years Learning Activities
CBeebies Games

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FOUNDATION PHASE PROFILE OUTCOME SKILLS & ACTIVITIES LINKS WITH DIGITAL COMPETENCE FRAMEWORK
(CROSS CURRICULAR)

Creating, Communicating and Collaborating

JIT Write and JIT Mix - Word Processing Producing - 3.2 creating
- explore and use different multimedia components in order
Language Literacy and Communication Skills - ● Pupils are able to recognise letters, numbers, space key, to capture and use text, image, sound, animation and video.
Writing full stop and the shift key on a keyboard. (Nursery)
Outcome 2​ - demonstrate an understanding of the ● Pupils are able to understand that by pressing or touching - select appropriate software from a limited range to create
directionality of written print, and they realise that a letter/ number key, the corresponding letter/number will multimedia components; create and explore the use of text,
the spoken word can be written down. With be displayed on the screen. image, sound, animation and video. (Reception)
support, they orally compose a sentence to a form ● Pupils are able to recognise some parts of the computer. Interacting and Collaborating - 2.2 collaboration
modelled by an adult. ● Pupils understand that work done on a computer can be - collaborate with a partner on a piece of digital work.
Outcome 3 - ​distinguish between upper- and saved. (Reception)
lower-case letters and show an awareness of full ● Pupils are beginning to understand that digital devices Interacting and Collaborating - 2.3 storing and sharing
stops and spaces between words. They contribute in need to be handled with care. - save work by clicking an icon.
writing to a form modelled by an adult, showing ● Pupils are aware of some of the different digital (Nursery)
developing understanding of different formats and technologies around them and can make simple - save work by clicking an icon and understand that the work
conveying meaning by sequencing words, symbols observations about their use. can be retrieved. (Reception)
and pictures. ● Pupils are aware that digital work can belong to others Citizenship - 1.3 digital rights, licensing and ownership
and can find the name of the author on digital work. - identify some work that belongs to others,e.g. find a
● Pupils are able to drag and drop objects and double click photograph/picture created by a familiar peer/adult.
to select with a mouse. (Nursery)
- find the name of the author on digital work. (Reception)
Citizenship - 1.3 digital rights, licensing and ownership
- add their name to digital work by using initial letter e.g.
type first letter of their name on the keyboard. (Nursery)
- add name to a digital work e.g.type first name on
keyboard. (Reception)
Citizenship - 1.2 health and well being
- use digital devices and media with care,e.g. name a variety
of digital devices and handle appropriately. (Nursery)
- talk about everyday uses of digital devices and media e.g.
identify a range of media and digital devices from familiar
experiences. Make simple observations about their uses.
(Reception)
Citizenship - 1.4 online behaviour and cyberbullying
- give reasons for likes/dislikes of on-screen activities.
(Nursery)

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 Microsoft Office 365 Email - Communicating Interacting and Collaborating - 2.1 communication
Activity - ​Pupils are aware that technology allows people to - be aware that there are different forms of online
communicate with one another. communication, e.g. e-mail, messaging, video call.​ ​(Nursery)
Demonstrate to the pupils how some of these communications are - talk about different forms of online communication, e.g.
used. Send an email to another class or school, instant message or e-mail, messaging, video call and their uses. (Reception)
video call. Think about the words we might use when we talk or
write to another person. Citizenship - 1.4 online behaviour and cyberbullying
- identify emotions of others on a range of digital software,
e.g. talk about feelings and begin to recognise emotions;
consider how actions and words can affect others; realise
that behaviour has consequences; identify when they are
angry worried or frightened and know who to ask for help.
(Nursery)
- use appropriate words and feelings, e.g. discuss words and
feelings that could upset people – link to offline personal
and social education (PSE) and well-being work. (Reception)
- explain how people can connect with others online, e.g.
identify forms of communication (including digital).
(Reception)

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FOUNDATION PHASE PROFILE OUTCOME SKILLS & ACTIVITIES LINKS WITH DIGITAL COMPETENCE
FRAMEWORK (CROSS CURRICULAR)

Digital Creativity
- Provide opportunities for pupils to:
- interact and explore multimedia presentations created by others
(staff / older pupils) which include hyperlinks, e.g. web pages,
Google Slides
- Interact and explore their environment using multimedia
equipment, e.g. tablet device, digital microscopes, cameras and
video equipment.
- Look at and move through a series of digital photos or video on
the computer or device.
Creative Development Variety of JIT Applications - Creativity Producing - 3.1 planning sourcing and searching
Outcome 1​ - exercise some control in mark and Appropriate applications could include: - navigate through a piece of software using an internal
pattern making with fingers and tools. Paint menu to find desired item. (Nursery)
Outcome 2​ - produce marks and begin to use lines Animation - respond to and ask some questions such as why, what,
and shapes to create symbols and images Mix how and where in relation to the task, e.g. in response to
Outcome 3 ​- use a range of tools/equipment with questions decide what digital equipment to use.​ ​(Nursery)
increasing accuracy and are able to create images and ● Pupils are able to interact and explore their environment - identify a success criterion in response to questions, e.g.
symbols from a range of lines, marks and shapes. with suitable digital technologies. success criteria may include ensuring the subject is in the
They express an opinion on their own work and the ● Pupils are able to create a simple musical sequence. middle of the image when taking a photograph.
work of others, and are beginning to participate in ● Pupils are able to create marks or drawings on screen (Reception)
the planning of future activities by reflecting on using different colours. Producing - 3.2 creating
previous learning. ● Pupils are able to simply explain how they could make - explore and use different multimedia components in
improvements to their work. order to capture and use text, image, sound, animation
● Pupils are able to navigate to a suitable program or and video. (Nursery)
application and open. - select appropriate software from a limited range to
● Pupils are able to comment on their work describing what create multimedia components; create and explore the use
has been done and in relation to a single success criterion. of text, image, sound, animation and video.​ ​(Reception)
● Pupils are beginning to make simple choices about the Producing - 3.3 evaluating and improving
device or application they would like to use. - describe in response to questions some of what has been
done in the task, e.g. add comments using recording
feature in software. (Nursery)
- comment on work in relation to a single success criterion,
e.g. add comments using recording feature in software.
(Reception)

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 Apple iPad (or other suitable device) - Video Producing - 3.2 creating
Pupils understand that they can record and view video. - explore and use different multimedia components in
order to capture and use text, image, sound, animation
and video. (Nursery)
- select appropriate software from a limited range to
create multimedia components; create and explore the use
of text, image, sound, animation and video.​ ​(Reception)
Citizenship - 1.4 online behaviour and cyberbullying
- identify emotions of others on a range of digital software,
e.g. talk about feelings and begin to recognise emotions;
consider how actions and words can affect others; realise
that behaviour has consequences; identify when they are
angry worried or frightened and know who to ask for help.
(Nursery)

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FOUNDATION PHASE PROFILE OUTCOME SKILLS & ACTIVITIES LINKS WITH DIGITAL COMPETENCE
FRAMEWORK (CROSS CURRICULAR)

Computer Science
A range of Computational Thinking lessons and background teacher Data and Computational Thinking - 4.1 problem solving
resources, created by Barefoot Computing are available via the and modelling
Hwb platform. Make sure you are logged into Hwb to access these - follow a simple sequence of instructions. (Nursery)
playlists: - create one step instructions and identify the next step.
Lessons (Nursery)
‘Teach Yourself’ - complete patterns and sequences (nursery)
- follow a process making simple adjustments where
Mathematical Development Giving Instructions To Make Things Happen (Coding) needed. (Nursery)
Outcome 1 ​- They follow one-step instructions for (Nursery and Reception) Activity 1 - ​Pupils are able to understand - control devices by giving them instructions. (Reception)
simple movements. that devices can be given instructions. - listen to and follow a sequence of instructions from
Outcome 2​ - They follow two-step instructions for Appropriate tools / applications could include: others. (Reception)
simple movements. Bee-Bot​ / ​Bee-Bot Apple iPad application - create verbal instructions. (Reception)
Outcome 3 ​- They move in given directions. Code-a-Pillar - attempt alternative approaches to achieve a goal.
Remote control toys (Reception).
Language, Literacy and Communication Skills JIT Turtle (on screen turtle - simple setting)
Outcome 1​ - Oracy: They follow spontaneous Pupils to follow simple instructions and sequences, and think of
one-step instructions and show an understanding of alternative ways to complete their task.
simple phrases.
Outcome 2​ - Oracy: They listen with growing
attention and concentration and show
understanding of two-step instructions and basic
concepts, and ask or answer simple questions.
Outcome 3​ - Oracy: They demonstrate they have
listened to others and understand three-step
instructions and basic concepts.

Nursery Activity 2 - ​Pupils are able to complete the final steps in a Data and Computational Thinking - 4.1 problem solving
sequence of getting dressed or making toast. and modelling
- complete patterns and sequences.

Nursery Activity 3 - ​Pupils are able to follow picture or symbol - follow a simple sequence of instructions.
sequence to make a simple snack.

Nursery Activity 4 - ​Pupils are able, when following instructions to - follow a process making simple adjustments where
make a sandwich, adjust spreading of the butter to cover the whole needed.
slice.

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 Nursery Activity 5 - ​Pupils are able to give a single instruction to a - create one step instructions and identify the next step.
programmable toy, observe what has happened and then decide
what instruction to give to move to the next given destination​.

Reception Activity 2 - ​Pupils will ‘tinker’ to find out about Data and Computational Thinking - 4.1 problem solving
programmable toys. and modelling
Programmable Toys Tinkering​ - Barefoot Computing lesson and - control devices by giving them instructions.
resources available from the Hwb platform. You will need to be
logged into Hwb to access this resource.
This activity involves pupils tinkering with programmable toys (for
example, Bee-Bots) to find out what they do and how to program
them. They will start to understand the very simple programming
language – the command buttons – used by the programmable
toys.

Reception Activity 3 - ​Pupils are able create and record instructions - create verbal instructions.
for others to follow in a mini beast hunt (or similar).

Reception Activity 4 - ​Pupils are able to listen to and follow a - listen to and follow a sequence of instructions from
sequence of instructions from others. others.
Follow verbal instructions from others. Examples could include, - attempt alternative approaches to achieve a goal.
how to get to hidden treasure in a pirates game or recreate a
constructed model .

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 Teacher ICT and Computer Science Skills Checklist - Nursery / Reception

Digital Citizenship Problem Solving Creating, Communicating and Digital Creativity Computer Science
Collaborating

Discover that the Internet can be Create a simple pictogram using Recognise letters, numbers, space Interact and explore their Understand that devices can be
used to visit far-away places and suitable software. key, full stop and the shift key on a environment with suitable digital given instructions.
learn new things. Compare how keyboard. technologies.
staying safe online is similar to Explore simple digital games and Nursery​ - Complete the final steps
staying safe in the real world and use digital technology to support Understand that by pressing or Create a simple musical sequence. in a sequence.
explain rules for traveling safely on role play. touching a letter/ number key, the Nursery​ - Follow picture or symbol
the Internet. corresponding letter/number will Create marks or drawings on sequence
Explore simple modelling and be displayed on the screen. screen using different colours. Nursery ​- Follow a process and
Learn how to search online by simulation games, improving make simple adjustments.
using the alphabet. Understand mouse control and double click. Recognise some parts of the Simply explain how they could Nursery​ - Create a single
how to search for a specified letter computer. make improvements to their work. instruction and identify the next
of the alphabet on a children’s step.
directory site and apply the results Understand that work done on a Navigate to a suitable program or
of their alphabet search to create a computer can be saved. application and open. Reception​ - Find out about
picture dictionary. programmable toys through
Understand that digital devices Comment on their work describing ‘tinkering’.
Understand that information can need to be handled with care. what has been done and in relation Reception​ - Create and record
be shared with others online. to a single success criterion. instructions for others to follow.
Aware of some of the different Reception​ - Listen to and follow a
digital technologies around them Beginning to make simple choices sequence of instructions from
and can make simple observations about the device or application others.
about their use. they would like to use.

Aware that digital work can belong Understand that they can record
to others and can find the name of and view video.
the author on digital work.

Drag and drop objects and double

click to select with a mouse.

Aware that technology allows

people to communicate with one
another.

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