Unit 3A addresses the skills required to combine text and graphics using computer software (usually wordprocessors). Lessons include:

• Words and pictures: learning to combine text and graphics to communicate
• More than just a word: changing the way text looks
• Worth a thousand words?: learning to combine texts and graphics
• What is *?: amending text using correct key combinations
• Class magazine: learning to combine text and graphics to communicate information.

In this unit children explore and develop musical ideas by using ICT and other methods. Lessons include:

• At the keyboard: selecting and controlling sounds for effect
• Catch that sound: using ICT to record sounds
• Order, order!: organising souns, using icons to order musical phrases
• In the loop: combining electronic and live sounds
• In the mood: using ICT to create, organise and reorganise sounds.

In this unit, children learn to collect and store information involving more than one variable, use databases to answer simple questions by sorting and finding the top or bottom record and by searching in a single field. Lessons include:

• Too much information: collecting and storing information in an organised way
• Making a record: storing information as numbers, taking information from pictures
• Entering the data: using ICT to store and sort information
• Searching the data: matching contents of single field, ordering records in a key field
• Show and interpret: using databases to produce bar charts
• All about us: using a database to sort and classify information and presenting findings.

In this unit, children explore computer simulations and develop an understanding of the nature of simulations. Lessons include:

• I’m pretending: learning that computer simulations can represent real life or imaginary situations
• What happens if ...?: learning that simulations allow users to explore options.
• Good and bad: learning that computer simulations are simplified representations.

This unit addresses the skills required to send and receive e-mails, annotate e-mails and add attachments to e-mails. Lessons include:

• Messages: learning that e-mail can be used to send messages over distances
• My reply: reading and replying to e-mails
• This is what I think: learning to send annotated replies to e-mails
• Tell me about ...: learning that e-mails are sent to addresses
• My school: learning to add an attachment to an e-mail.

In this unit, children learn that ICT can be used to organise, reorganise, develop and explore ideas, and that working with information in this way can aid understanding. Lessons include:

• Presentation is everything: learn that newspapers use a variety of presentation techniques and written effects to communicate messages
• Size matters: changing font size and using effects to indicate relative importance
• All change: reorganising text to make its meaning clearer and using cut and paste to reorder text
• Find a better word: amending text - deleting, inserting, replacing text to improve clarity and mood
• Alfred’s grate: correcting mistakes and using spell-checker
• He or she?: automating amendments, using find and replace
• Newspaper report: using ICT to analyse ideas and information, editing text and using a variety presentation techniques.

 In this unit, children learn to develop visual ideas and to realise these ideas using ICT. Lessons include:

• Wrapping paper: using ICT to develop images, assemblingn images by repeating elements
• Airbrush sketching: learning to alter the size of the Airbrush tool
• Fish tank: selecting, copying and re-sizeing areas, flipping images using the draw tool
• Carpets: learning to use a range of visual effects, such as reflection or symmetry
• Stained glass: using ICT  to recreate images made by hand and using 'save as' to keep drafts
• Collage: selecting suitable information and media and prepare it for processing using ICT.

The focus of this unit is on sorting and classifying objects. leading children to consider how a computerised branching database differs from a manual one. Lessons include:

• I'm thinking of something: learning that 'yes/no' questions can be used to divide a set of objects into sub-sets
• Tree diagrams: using a tree diagram to organise information
• The computer answers: searching a computerised branching database
• Make a branching database: using a branching database to organise, reorganise and analyse information.

In this unit, children learn how to use a data handling package to create bar charts, pie charts and line graphs. Lessons include:

• Different graphs: using different graphs for different purposes
• Collecting data: designing simple questionnaires to record numbers, text and choices
• Comparing using pies: creating pie charts using ICT and using them to make comparisons between populations
• Very gradual changes: learning that line graphs show continuously changing information and creating them in ICT.

In this unit, children will learn about how a screen turtle can be controlled and commands can be built up. Lessons include:

• A turtle on the screen: using commands to move a screen turtle
• Using Logo: typing turtle commands in immediate mode
• Our initials: drawing specific shapes on the screen and moving without drawing a line
• Over and over: learning that instructions can be repeated efficiently using the repeat command
• Procedures: saving groups of instructions, editing a procedure to do something different
• Houses: learning that a procedure can call for another procedure
• Flowers: learning to write a repeating procedure to produce a desired outcome.