1. Databases and progression

2. Learning objectives Distinguish between branching tree (binary), flat file, relational and spreadsheet databases Begin to explore the ways in which subject knowledge in a range of curriculum areas impacts on teaching and learning in ICT Consider ways in which databases can be used in subject teaching Explore progression in database-related activities in the context of the National Curriculum Programme of Study for ICT Introduce related legal issues and the ways in which these are addressed in schools

3. So what is a database? It’s a collection of data, with common features – eg telephone directory Two main characteristics, being fields and records data fields define the kind of information Eg Name, address, telephone number Records are distinct sets of information Pam Maunders, FWB102, 01962827751

4. Electronic databases have distinct advantages over paper based databases: It is very easy and quick to: add and edit records and data sort records by any field select specific kinds of records

5. Databases in primary schools Often different from those used in other contexts Designed to facilitate learning about the processes and possibilities of data handling as well as the retrieval and manipulation of information

6. Branching tree (binary)

7. Posing questions to be answered yes/no Distinguishing between shapes, minibeasts, people in our class,, musical instruments for example Progressive elimination, until one item is left

8. Flat file (tabular)

9. Most familiar- one dimensional Can only see one record at a time Card index file analogy (football cards) Comprises records, arranged in fields, holding Data

10. Flat file (tabular)

11. Relational Complex structure Information tagged Tagging interrelates data Greater flexibility in interrogation Features: menus, indexes, keyword searching, hyperlinks

13. Databases and the National Curriculum Programme of study: information and communication technology (1999) 1. Finding things out 2. Developing ideas and making things happen 3. Exchanging and sharing information 4. Reviewing, modifying and evaluating work as it progresses 5. Breadth of study

14. Finding things out – KS1 1. Pupils should be taught how to: gather information from a variety of sources [for example, people, books, databases, CD ROMs, videos and TV] enter and story information in a variety of forms [for example, storing information in a prepared database, saving work] retrieve information that has been stored [for example, using a CD ROM, loading saved work]

15. Finding things out – KS2 1. Pupils should be taught: to talk about what information they need and how they can find and use it [for example, searching the internet or a CD ROM, using printed material, asking people] how to prepare information for development using ICT, including selecting suitable sources, finding information, classifying it and checking it for accuracy [for example, finding information from books or newspapers, creating a class database, classifying by characteristics and purposes, checking the spelling of names is consistent] to interpret information, to check it is relevant and reasonable and to think about what might happen if there were any errors or omissions

16. How does work with databases relate to the Programme of Study for ICT? Finding things out rapid retrieval of data refining questioning skills analysis and interpretation

17. How does work with databases relate to the Programme of Study for ICT? Developing ideas and making things happen making predictions testing hypotheses decision-making

18. How does work with databases relate to the Programme of Study for ICT? Exchanging and sharing information organising and structuring analysing, interpreting, synthesising and presenting presenting and interpreting graphical information Exploring relationships, inconsistencies and errors

19. Legal and ethical issues Data Protection Act Privacy and sensitivity

20. Using a Database in teaching have clear understanding about how it will help develop the children's subject knowledge, understanding and skills and what ICT capability they will be developing. You will need to consider issues such as: Is the data set I want to use available and appropriate for the subject and age? Should I adapt an available data set to make it more appropriate to the children's needs? Should I create and save a data structure and input a data set for the children to use? Should I provide the children with a partially complete data set for them to use? Should I provide the children with a database structure for them to input the data set? Is it appropriate for the children to create the database structure and input the data?