|
Using the QCA Units for Geography
Please be aware that you do not need to teach all the units in
the QCA scheme of work and the units can be taught in different
year groups to those suggested. It is not a requirement that the
QCA scheme is followed, but your long term plan must address the
four areas of the program of study for geography: Geographical
enquiry and skills; Knowledge and understanding of places; Knowledge
and understanding of patterns and processes; Knowledge and understanding
of environmental change and sustainable development.
A checklist matrix could be used to check coverage.
|
|
Year 1 |
Units |
Teaching
activity |
Resources &
NC Guidance |
Unit 1
Around our school – the local area |
Uses investigative tasks to introduce children
to the idea of looking at their local area. |
|
| 
|
Design and carry out a survey of how children
come to school. Enter the information in to a data handling package.
Produce a pictogram and analyse the findings.
|
A simple data handling package ie Starting
Graph (use the ready made travel survey) or 2Go (transport file)
ICT Coverage:
|
Use a word bank to assemble sentences and label
objects for example use a Clicker Grid showing photographs of
common features, which may be found in a local area and around
a school.
|
Example clicker grids from the LearningGrids website
(please note that Clicker 4 is required and you have to register
free of charge on the website).
ICT Coverage:
|
Use a web based map of your local area to display
the children's addresses and to identify buildings, include annotations.
Copy a map of the local area in to Textease and use the polygon
tool to draw the 'journey to school' and animate a picture to
travel along the route.
|
ICT Coverage:
|
Use a digital camera to make an interactive wall
display, or an information pamphlet, about the local area.
|
ICT Coverage:
|
Take the children for a walk around the local
area. Then use a simple painting program to create a picture of
a building or area around the school.
|
Painting program i.e. Colour Magic, Dazzle, 2
paint.
ICT Coverage:
|
Use a word bank to assemble sentences and label
objects for example use Clicker grids to help develop understanding
of jobs people do.
|
Example clicker grids from the LearningGrids
website (please note that Clicker 4 is required and you have to
register free of charge on the website).
ICT Coverage:
|
Make a guided tour of school in digital format.
Link a plan of the school to images and text. Use a multimedia-editing
package or web writing software to create the tour.
Create a web site for a locality used in your scheme of work. |
Multimedia program i.e. PowerPoint, Textease
2000 or web writing software i.e. Dreamweaver, HotDog, Publisher.
ICT Coverage:
|
Teaching resource:
Ideas for geography in the street from Chester LEA.
|
|
Unit 2
How can we make our local area safer? |
Children investigate a local issue common to
most schools – parking. |
|
|
|
With the children’s help, design and carry
out a traffic survey of the road outside school. Enter the data
in to a simple graphing package and produce a pictogram. Analyse
the findings by answering questions i.e. is this a busy road?
Design and carry out a survey of cars parked in the street outside
the school. Present the results in a pictogram. Discuss the the
findings and make simple observations by answering questions.
Are the parked cars there all day? Where do people go when they
park their cars?
|
ICT Coverage:
Use a simple graphing package to create pictograms. e.g. Starting
Graph or 2Go.
|
Use a word bank to write a simple report about
a traffic survey, writing simple sentences about a range of vehicles
that were seen.
|
- Traffic
Survey - Grid. From the LearningGrids website (please
note that Clicker 4 is required and you have to register free
of charge on the website).
ICT Coverage:
|
Using the Hertfordshire OS maps, or Multimap,
find a street map that includes the school. Ask the children to
mark on the various ways used to control traffic.
Alternatively scan in a local area map to use. |
|
Years 1/2 |
| Units
|
Teaching
activity |
Resources
& NC Guidance |
|
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.
|
ICT Coverage:
|
|
Use the Barnaby Bear website to see where Barnaby
has visited on his travels. |
|
Barnaby Bear could send electronic postcards or
emails from around The class could also send him e-mails.
|
Internet and email access.
|
Scan some pictures of Barnaby Bear in to the computer,
or use digital photos, of the places he has visited. Help the
children to insert one of pictures in to a word processor. The
children then enter some text to describe the place.
|
Scanner or digital camera, word processor.
ICT Coverage:
|
Use a simple CD-ROM atlas, or a web based map,
to investigate some of the places Barnaby visits.
On a copy of a map the children could use the AutoShapes in Word
to produce caption boxes detailing some information about the
places. Some sound clips could also be added.
|
ICT Coverage:
|
Ask the children to produce a graph showing the
number of times Barnaby used different types of transport and
find out which type he used the most. |
ICT Coverage:
|
| Use the interactive activities based on the themes
of travelling & maps, weather & packing, landscape, sightseeing,
transport and shopping on th 'Where in the World is Barnaby Bear'
CD-ROM .
|
|
Teaching resource:
Download travel photographs from a website (check on copyright
issues). |
|
|
Year 2 |
| Units
|
Teaching
activity |
Resources
& NC Guidance |
Unit 3
An Island home |
Shows how a storybook can be used to develop
children’s understanding of geographical features and ideas
while at the same time developing their literacy skills. |
|
|
|
After reading 'Katie Morag and the two grandmothers'
to the children use an electronic atlas to show the children the
location of Scotland and the Western Isles.
|
|
Program a floor turtle to follow a route on a
large map of Struay.
|
ICT Coverage:
|
Create a class pictogram of the types of transportation
use in Struay. Ask children to use the pictogram to answer some
simple questions.
|
ICT Coverage:
|
Use a simple painting program to create a panoramic
picture of Struay or their locality.
|
Painting program i.e.Colour Magic, Dazzle.
ICT Coverage:
|
Using a word processor write about the island
from a visitor's point of view.
|
Word processor ie Talking First Word, Writer.
ICT Coverage:
|
Link with a school on an island using electronic
pen pals (ie epals).
|
|
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.
|
ICT Coverage:
|
|
|
Design and carry out a survey to find places that
children have visited. Enter the information in to a database
or graphing package. Create graphs and use to answer questions.
|
Data handling software ie Starting Graph.
ICT Coverage:
|
|
Use websites with pictures, photos and stories to aid discussion
about the main features of the seaside.
|
|
Ask the children to write a short report or poem
about a day at the seaside, now and then, using a word processor
ie Talking First Word, Clicker, Writer.
|
ICT Coverage:
|
Teaching Resource:
Lesson plans and worksheets From Educate the Children.
|
ICT Coverage:
|
|
Year 3 |
| Units
|
Teaching
activity |
Resources
& NC Guidance |
Unit 6
Investigating our local area |
In which children develop geographical
ideas and skills by studying their own locality.
|
|
|
|
Using a web based map ask the children to use progressively larger
scales to locate a region, county, village.
|
|
Ask the children to find the school site on an
electronic map and on an aerial photograph.
|
|
Ask the children, in pairs, to identify land use
within a small area of their locality. Collate the children’s
findings using a database or graphing program, and use to present
their results.
|
Data handling software i.e. Starting Graph, Textease
Database, Information Magic, Information Workshop.
ICT Coverage:
|
| Children record land use around their local area.
Back in the classroom this information is entered into a prepared
(Number Magic) spreadsheet.
|
- WBOL
website: Land Use Survey activity. Number Magic program.
|
Create a presentation to show potential environmental
concerns in the local area and how they might be addressed.
|
Multimedia program i.e. Textease 2000; PowerPoint;
Illuminatus.
ICT Coverage:
|
Create a web page/site for a locality studied.
|
Web design software i.e. Word, Publisher, Hot
Dog, Dreamweaver.
ICT Coverage:
|
Communicate by email with a class in a contrasting
locality who are also investigating their local area. Send some
information or pictures as attachments.
|
ICT Coverage:
|
| The children carry out a car parking survey and
record and display their results on a prepared (Starting Graph)
table and graph.
|
- WBOL
website: Car Parking Survey activity. Starting Graph program.
|
Unit 7
Weather around the world |
It helps children to develop ideas
about weather conditions around the world. |
|
|
|
Gather data about rain, temperature and/or wind. Put it into
a database and analyse the findings.
|
Database ie Textease Database; Information Magic;
Information Workshop.
ICT Coverage:
|
Design a postcard to send from their holiday destination,
with appropriate text and graphics for the weather/climate.
|
ICT Coverage:
|
Children, in groups, use a variety of sources,
including the Internet and CD-ROMs, to research what their chosen
holiday destination is like.
Children could use a prepared multimedia presentation to find
out about life in the chosen locality. |
Internet, CD-ROMs, prepared presentation about
chosen locality.
|
Children can log onto the Internet to find the
weather for their chosen locality.
|
|
Use Webcams to search particular weather conditions.
|
|
Teaching resources:
Websites for children to use to help develop ideas about weather.
|
|
|
Year 4 |
| Units
|
Teaching
activity |
Resources
& NC Guidance |
Unit 8
Improving the environment |
Children use the school buildings, grounds and
immediate locality to investigate environmental issues and improvements. |
|
|
|
At the end of each day for a week, collect all
the classroom rubbish; estimate how much there is and then weigh
it. Ask the children to produce a cumulative graph, for an interactive
display, that shows the weight of rubbish throughout the week.
Discuss the findings. |
ICT Coverage:
|
Ask the children to investigate litter in the
school grounds. The children present their findins using spreadsheets
and simple graphing software. Discuss the findings.
|
Spreadsheet or graphing program i.e. Starting
Graph, Textease Spreadsheet, Number Magic, Excel.
ICT Coverage:
|
Use a sound sensor to measure the level of sound
at different times of the day in different locations.
Enter the data in to a spreadsheet and produce graphs to present
the findings.
|
Sound sensors ie RM sensors, Robolab sound sensor,
Ecolog, LogIT. Spreadsheet program.
ICT Coverage:
|
Use a tape recorder to tape the noise of children
moving around the school at different times of the day, noting
the number of children involved in the moving. Present the information
in a graph using a graphing program or spreadsheet. Discuss the
findings.
|
Spreadsheet or graphing program i.e. Starting
Graph, Textease Spreadsheet, Number Magic, Excel.
ICT Coverage:
|
Use a word processor to write a report, for example
about rubbish and pollution, about the area. A writing frame such
as a Clicker Grid could be used to help structure the report and
help with vocabulary.
|
Word processor.
ICT Coverage:
|
Use the Internet to find out about recycling and
other environmenatal issues.
|
|
Unit 9
Village settlers |
Children are introduced to how settlements develop
over time and how early settlers provided many of the settlements
we use today. |
|
|
|
Use a website to find information about settlements.
|
|
Create a Word template with only a river marked
on it and a blank key at the side. Children then devise their
own village development using names to identify areas on the map
and OS map symbols to generate their maps.
|
ICT Coverage:
|
Unit 10
A village in India |
Children develop ideas about a less economically
developed country. |
|
|
|
Use online atlases/maps and CD-ROMs to locate
the position of the UK, Europe, Asia, India and Chembakolli.
|
|
| Use the Internet to find information about, and
images of, India. Identify and explain the main similarities and
differences between their own locality and Chembakolli.
|
ICT Coverage:
|
Create a web site, or multimedia presentation,
of the less economically developed country studied.
|
Web design software i.e. Word, Publisher, Hot Dog, Dreamweaver.
Or, multimedia program i.e. Textease 200; PowerPoint; Illuminatus.
ICT Coverage:
|
Teaching Resources:
Lesson plans and worksheets From Educate the Children. Free subscription site.
ActionAid India |
|
|
Year 5 |
| Units
|
Teaching
activity |
Resources
& NC Guidance |
Unit 11
Water |
Children learn about water supply around the
world. |
|
|
|
Ask the children to record their use of water
in the home on a spreadsheet. Discuss with the children the patterns
of water consumption and how reducing consumption might improve
the environment. A prepared spreadsheet could be used or the children/class
could design their own.
|
- WBOL
website: Water Use Survey activity. Number Magic program.
Spreadsheet program i.e. Excel, Number Magic, Textease Spreadsheet.
ICT Coverage:
|
Use the Internet to find out about times when
people did not have clean water and how changes were brought about.
|
Search engines ie Google, Ask Jeeves for Kids.
ICT Coverage:
|
Use the Internet to find out about the work of
aid agencies in water provision in less economically developed
countries.
|
Search engines ie Google, Ask Jeeves for Kids.
ICT Coverage:
|
Unit 12
Should the high street be closed to traffic? |
Focused investigation for children who have developed
fieldwork skills. |
|
|
|
Visit the local high street area and ask the children
to look at, and collect data about, traffic issues eg volume of
traffic, parking problems, varying needs of different high street
users. Use spreadsheets and graphing software to record data in
a datafile and produce graphs. |
Spreadsheet program ie Excel, Number Magic,
Textease Spreadsheet.
ICT Coverage:
|
Divide the class into groups and allocate a range
of roles to each e.g. a shopkeeper, a young parent, a delivery
driver. Debate the issue of traffic on the high street. Each group
prepares a presentation of its views on the high street. Vote
for best plan for the high street.
|
ICT Coverage:
|
Unit 13
A contrasting UK locality – Llandudno |
Children study a locality in the UK that contrasts
with their own area. |
|
|
|
Use an online mapping service, in addition to
paper based maps and atlases, to locate Llandudno (or area being
studied) and their school. Identify similarities and differences
in locations. |
Online mapping service i.e.
|
Children plan the best route to Llandudno (or
the contrasting locality being studied) and then compare with
directions given by an online mapping service.
|
Online mapping service i.e.
|
In the contrasting locality being studied ask
the children, in small groups, to complete a traffic survey at
a busy and a quiet time. Ask the children to enter their data
in a spreadsheet and create graphs to show their findings.
|
Spreadsheet program ie Excel, Number Magic,
Textease Spreadsheet.
ICT Coverage:
|
Create a multimedia presentation or web site about
the area being studied, to share with a chosen audience i.e. other
clases in the school.
|
Multimedia program ie Textease 2000; PowerPoint; Illuminatus.
ICT Coverage:
|
|
Year 6 |
| Units
|
Teaching
activity |
Resources
& NC Guidance |
Unit 14
Investigating rivers |
Children learn, through fieldwork
and research, about rivers and the effects they have on the landscape.
|
|
|
|
The children position and label the various elements
of the Water Cycle on a diagram in My World 3. |
|
Use a computer model to identify and sequence
the components of the water cycle.
|
|
Whilst undertaking fieldwork use a digital camera
to photograph features of a river. Use the photos when writing
about the river.
|
|
Whilst undertaking fieldwork collect information
for a database e.g. height, depth, width and speed of the river
at different sections along its course. Enter the data into a
database and use it to find answers to questions.
|
Database ie Textease Database; Information Magic;
Information Workshop.
ICT Coverage:
|
Ask the children to find out further information
about the river they are studying, by using CD-ROMs or the Internet.
Create a multimedia presentaion on their river.
|
The Internet. Multimedia program i.e. Textease
2000; PowerPoint; Illuminatus.
ICT Coverage:
|
Use a CD-ROM i.e. 'River Focus' CD-ROM (Neptune Computer Technology)
to explore the physical processes of rivers through the use of
photographs, diagrams and text.
|
|
Teaching Resources:
Lesson plans and worksheets From Educate the Children. Free subscription site.
Information and activities about rivers on Anglia Campus.
A guide to the River Thames.
Why rivers flood and the impact this has.
A focus on rivers and case study rivers.
Living Library Spotlight 'Watching the River Flow' (in the Teacher
Tips section).
BBC Schools 'Rivers and Coasts'.
Living Library Classroom Activity 'Investigate the Journey of
a River' (in the Teacher Tips section). |
|
Unit 15
The mountain environment |
Encourages children to investigate,
through research, other places in the UK. |
|
|
|
Ask the children, in groups, to investigate a
mountain environment, using CD-ROMs, the Internet and other sources.
Children present their findings, to the rest of the class, as
a multimedia presentation.
|
The Internet. Multimedia program ie Textease
2000; PowerPoint; Illuminatus.
CD-ROMs ie Encarta World Atlas, Comptons 3-D World Atlas, Eyewitness
World Atlas.
ICT Coverage:
|
Use the Internet or the Meteorological Offices's
METAFAX service to produce sets of data about weather patterns
in different parts of the World.
|
ICT Coverage:
|
Teaching Resources:
Lesson plans and worksheets From Educate the Children. Free subscription site.
Camping and Tramping website - camping and walking in the mountains
of the UK.
|
|
|
Additional Units |
| Units
|
Teaching
activity |
Resources
& NC Guidance |
Unit 16
(Years 3 - 6)
What’s in the news |
Shows how news items at a widening range of scales
can be used to develop geographical skills and ideas. |
|
|
|
Use the Internet to find local or national news
items display on a 'class newsboard'.
|
ICT Coverage:
|
Ask the children to write a news report about
a local issue (eg closing down a local shop). Ask them to publish
it using word-processing or desktop publishing software.
|
Word, Talking First Word, Writer, Publisher, Textease
2000.
ICT Coverage:
|
Children use a graphical modelling package to
create their own weather forecast.
|
ICT Coverage:
|
Use quote cards that outline the views of different
interested parties (both for and against) as a stimulus for the
children to write reports on a local issue (eg building of a new
bypass). Use word processing, desktop publishing or other appropriate
software to present it. Debate the isuue.
|
Word, Talking First Word, Writer, Publisher, Textease
2000.
ICT Coverage:
|
Teaching Resources:
Channel 4's Geography Essentials - What's in the News? |
|
Unit 17
(Year 2)
Global Eye
|
Children learn about the workings of the eye
and find out how young people are fitted with spectacles in their
local area and in other parts of the globe, in particular in Africa.
|
|
|
|
Children investigate the basic structure of the
eye using a variety of resources including CD-ROMs and the Internet. |
CD-ROM ie The
Ultimate Human Body (DK).
The Internet (eg use the find faciltiy in Living Library).
ICT Coverage:
|
Children conduct a survey of what is recycled
in their homes. Use graphing software to find out the extent to
which spectacles are recycled.
|
Graphing software ie Starting Graph.
ICT Coverage:
|
Use ICT to design a poster to persuage people
to recycle spectacles.
|
ICT Coverage:
|
Unit 18
(Year 3 - 6)
Connecting ourselves to the world |
Shows how information and communications technology
(ICT) can be used to develop geographical skills and ideas. |
|
|
|
Create a spreadsheet to record incoming and outgoing
faxes during one week. Produce graphs to represent this information
and use them to analyse the data.
|
Spreadsheet program ie Excel, Number Magic,
Textease Spreadsheet.
ICT Coverage:
|
Through 'twinning' with another school, exchange
weather data by fax or email daily for a set period of time. Enter
the data in to a spreadsheet and produce graphs and charts to
show similarities and differences between the weather in the two
places. Analyse the data giving reasons for variations.
|
Spreadsheet program ie Excel, Number Magic,
Textease Spreadsheet. Email.
ICT Coverage:
|
Ask the children to write a letter to be sent
by email, to their twinned school, and attach a guide of their
locality, produced using ICT (word processed, scanned maps, digital
images etc).
|
ICT Coverage:
|
Help the children to locate websites used by travel
agents to plan routes. Ask the children to bookmark these sites
for future reference and print and save pages that are useful
for the whole class. Enter details of a journey and check flight
availaility. Gather data about different flights and enter the
information in to a database. Use the database to check about
availability of flights.
Compare using ICT based resources with using other sources (i.e.
travel brochures). |
ICT Coverage:
|
Useful websites
|
|
Unit 19
(Year 4)
How and where do we spend out time? |
Makes the link between how and where children
spend their leisure, recreation and working time. It develops
the theme of settlement within the school's local area. |
|
|
|
Devise a questionnaire and carry out a survey
to find out how people spend their time. Work out average times
and convert to decimals and fractions. Use mapping software to
produce a map of the locations of the places where they spend
their time. Calculate distances and meqan distances travelled. |
|
Use a spreadsheet or graphing package to present
the data, about how people spend their time, graphically. Discuss
with the children the notions of work, recreation and leisure,
and the effect of weather on activities, and draw conclusions.
|
ICT Coverage:
|
Unit 20
(Year 5)
Local Traffic – an environmental issue |
Deals with a local traffic improvement scheme
(a by-pass) and the impact it will have on local people and the
environment |
|
|
|
Devise and carry out a questionnaire survey to
establish views about a local traffic issue, i.e. a by-pass. Analyse
the data collected and suggest ways the issue may be resolved.
Use ICT to present their suggestions i.e. produce a poster or
multimedia presentation.
|
ICT Coverage:
|
Useful websites
|
|
Unit 21
(Years 3/4)
How can we improve the area we can see from our window? |
Shows how geography can be linked with work
on language. It is based on a book called 'Window' by Jeannie
Baker. |
|
|
|
Give groups of children colour copies of three
or fours pages of the book. Ask them to record the main features
in each view and note changes between views. Use a word processor
to write a story for their series of pictures, focussing on change,
land use and whatit would feel like to be there.
Produce a whole class display.
|
ICT Coverage:
|
Take the children to explore the view from the
classroom window, focussing on selected features. The children
could use spreadsheets to record what they saw and then classify
and sort data, and interpret the results produced.
|
ICT Coverage:
|
Unit 22
(Year 2)
A contrasting locality overseas – Tocuaro |
Introduces a distant locality through aspects
of life that will be familiar to children such as housing, cooking
and going to school. |
|
|
|
Ask the children to use a word processor to write:
- a short description of what Tocuaro is like.
- a description of life in Tocuaro, using headings i.e. as houses,
food, shopping and going to school. Repeat for their own locality.
|
ICT Coverage:
|
Use the 'Tocuaro - A Mexican Village' CD ROM.
The CD ROM covers a range of topics including: Tocuaro village,
the Horta family, food, music, dance, religion and festivities,
weather, Mexico's volcanoes, Mexico's history, the local Tarascan
people and shrinking Lake Patzcuaro a local environmental issue.
|
|
Teaching resources
|
|
Unit 23
(Year 5/6)
Investigating coasts |
Explores the possibilities for teaching about
coastal environments at local and regional scales. |
|
|
|
Ask the children to produce a newspaper report,
using ICT, based on the Holbeck Hotel or a similar incident, using
information and sources from non-fiction books, atlases, newspapers
and the Internet.
|
ICT Coverage:
|
Allocate groups of children one of the following
themes: bird-watching holidays; walking holidays; beach holidays;
rock-climbing holidays. The children research and investigate
coastal environments around the UK relevant to their theme,using
OS maps, the Internet, atlases, non-fiction books...
|
ICT Coverage:
|
During fieldwork use a digital camera to photograph
coastal features and produce an information leaflet about the
features. |
ICT Coverage:
|
Teaching resources
|
|
Unit 24
(Years 1 - 6)
Passport to the world |
Encourages the development of knowledge about
places and their locations |
|
|
|
Use a digital camera to take photos of the local
area and prepare a slideshow or presentation of the photos for
the children to identify where they were taken.
|
|
Ask the children to interview a number of people
to find out their favourite holiday location and the reasons
for
their choice. Ask the children to use an atlas to find out where
the places are. Ask the children to enter their survey findings
in a database. Ask them to produce graphs of the results and
to analyse their findings, eg: Where are the favourite destinations? |
ICT Coverage:
|
Ask pairs of children to 'adopt' a city and research
it using the Internet.
The children could record the weather over a week, using a spreadsheet,
and produce graphs to represent findings.
A word processor, desktop publishing program, or multimedia presentation
package, could be used to present their city to the class. |
ICT Coverage:
|
Teaching Resources:
Lesson Plans and Worksheets from Educate the Children. Free subscription site |
|
Unit 25
(Years 1 - 6)
Geography and numbers |
Shows how geographical enquiry can provide a
meaningful context for the teaching and reinforcement of many
apsect of the framework for teaching mathematics. |
|
|
|
KEY STAGE 1
Ask the children to devise instructions to navigate a floor
robot through a maze. Encourage children to use vocabulary ie:
left,
right, backwards, forwards, along, clockwise, anticlockwise,
right angle. |
ICT Coverage:
|
KEY STAGE 1
Ask the children to undertake a pedestrian traffic count in a
corridor at different times during the school day. Enter the data
in a simple graphing program and produce a pictogram or simple
block bar graph to represent the data. Discuss and interpret findings. |
ICT Coverage:
|
KEY STAGE 2
Ask the children to undertake a survey of the journey to school,
looking, for example, at where children in the school live, how
they travel to school, how long their journey takes.... Enter
the gathered data in to a spreadsheet or database and use to produce
graphs to represent findings. Sort the data to answer simple questions. |
ICT Coverage:
|
KEY STAGE 2
Ask the children to study population data for two contrasting
settlements. They could enter the data in to a spreadsheet and
use it to produce a variety of charts to demonstrate proportions
of population within certain age groups. They could write formulae
to express results as percentages.
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ICT Coverage:
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General Websites |
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Clicker
(*.clk)
Executable
(*.exe)
External
web links (www)
gif image
files
Information
magic (.imr)
Information
workshop (iws)
jpg
image files
My
World (*.mw)
Number
magic (*.nm) 
Textease
database (*.td)
