World Map Logic Activity

Computing

• Use logical reasoning to predict the behaviour of simple programs
• Create and debug simple programs

Geography

• Name and locate the world’s seven continents and five oceans
• Use simple compass directions (north, south, east and west) and locational and directional language (for example, near and far; left and right), to describe the location of features and routes on a map

Computing Science

• Understanding the world through computational thinking

Social Studies

• Using and applying skills in creating models, maps and graphical representation of information

This can be achieved by:

• Name and locate the world’s seven continents and five oceans
• Use simple compass directions (north, south, east and west) and locational and directional language [for example, near and far; left and right], to describe the location of features and routes on a map

UICT – Interactive Design

Level 1

• Explore a digital device or environment using simple commands, e.g. make a Bee-Bot move, take an existing sprite and use pre-existing commands to make it move or change;
• Talk about what they have done

Level 2

• Solve problems using a digital device or environment, e.g. enter commands to make a Bee-Bot or an onscreen turtle move to a specific location, make a sprite move in more than one direction
• Talk about how to improve their work

The World Around Us – Geography
Managing information
Questioning and Planning

• Respond to and ask geographical questions, e.g. Where is it?

Thinking, Problem Solving and Decision Making
Developing a line of reasoning

• Follow/Give directions for a route on a large scale map, using left/right directions
• Interpret information from a range of maps, e.g. use of colour, relative size of places on globe/world maps etc.

Being Creative

• Develop their sense of place through play, using jigsaw maps, games, puzzles and picture maps

Working with others

• Use a variety of strategies to enable children to work together to develop and use geographical language and to increase understanding e.g. activity based play, games

Self-Management

• Talk about the way they have worked individually in pairs or in groups

Mathematics and Numeracy
Shape and Space

• Understand and use a range of positional words
• Explore movement through programmable devices
• Follow/give directions from/to a partner for simple movements
• Use angle as a measure of turn; understand and give instructions for turning through right angles
• Know the four points of the compass
• Use programmable devices to explore movement and direction

Processes

• Mathematical Reasoning
• Recognise simple patterns and relationships and make predictions
• Explain their way of working

AoLE
Science and Technology

What Matters Statement
Computation is the foundation for our digital world

Descriptions of learning
Progression Step 2

• I can follow algorithms to determine their purpose and predict outcomes.

Humanities

What Matters Statement
Our natural world is diverse and dynamic, influenced by processes and human actions.

Descriptions of learning
Progression Step 2

• I can recognise the distinct physical features of places, environments and landscapes in my locality and in Wales, as well as in the wider world.
• I can locate and give simple explanations for the distinctive features of places, spaces and landforms in my locality and in Wales, as well as in the wider world.