Name: Why Toyz
Price: 3.95 USD
Author: Why Toyz

Kapow Primary

Engaging and progressive schemes of work, lesson plans and CPD for foundation subjects at primary school.

Encounter Edu

Award-winning online platform providing curriculum-aligned full lessons, activities, multimedia resources and live lessons with a focus on STEM and global...

Using technology resources for problem solving

Building common knowledge of technological solutions and their meaning in everyday life

Using technology as a part of explorative and creative process

Using technology as a part of explorative process

Practicing logical reasoning, algorithms and programming through making

Encouraging to build new information and visions

Learning to combine information to find new innovations

Learning to build information on top of previously learned

Using technological resources for finding and applying information

Understanding technological system operations through making

Understand and apply the fundamental principles and concepts of computer science, including abstraction, decomposition, logic, algorithms, and data representation.

Practicing to plan and execute studies, make observations and measurements

Practicing to look things from different perspectives

Practicing to create questions and make justifiable arguments based on observations

Practicing to notice causal connections

Practicing to take care of own and other people’s safety

Practicing to take care of one's own and other people’s safety

Practicing to take care of one's own wellbeing and health

Encouraging the growth of positive self-image

Learning to face failures and disappointments

Use abstraction effectively to model selected aspects of the external world in a program and to appropriately structure programs into modular parts with clear, well documented interfaces.

Evaluate the fitness for purpose of algorithms in meeting requi.rements efficiently using logical reasoning and test data

Use appropriate security techniques, including validation and authentication.

Design, write, test and refine programs, using one or more high-level programming language with a textual program definition, either to a specification or to solve a problem.

Take a systematic approach to problem solving including the use of decomposition and abstraction, and make use of conventions including pseudo code and flowcharts.

Characteristics and purpose of different levels of programming language, including low-level language.

Networks and the importance of connectivity, both wired and wireless, types of network,  common network topologies and network security.

Hardware components and embedded systems.

The purpose and functionality of systems software, including the operating system and utility software.

Boolean logic using AND, OR and NOT, combinations of these, and the application of logical operators in appropriate truth tables to solve problems.

Representation of text, sound, and graphics inside computers.

Representation of numbers in binary and hexadecimal; conversion between these and decimal; binary addition and shifts.

The concept of data type, including integer, Boolean, real, character and string, and data structures, including records and one- and two-dimensional arrays.

How particular programs and algorithms work.

Following and writing algorithms to solve problems including sequence, selection and iteration, and input, processing and output

Standard algorithms, including binary search and merge sort.

Apply mathematical skills relevant to computer science.

Understand the impacts of digital technology to the individual and to wider society.

Understand the components that make up digital systems, and how they communicate with one another and with other systems.

Think creatively, innovatively, analytically, logically and critically.

Analyse problems in computational terms through practical experience of solving such problems, including designing, writing and debugging programs.

Practicing strategic thinking

Developing problem solving skills

Practicing to use arts as a way to express

Practicing to use imagination and to be innovative

Practicing  to use imagination and to be innovative

Encouraging students to be innovative and express new ideas

Practicing to improvise

Practicing creative thinking

Creating requirements for creative thinking

Learning to find the joy of learning and new challenges

Practicing to evaluate one's own learning

Practicing to take responsibility of one's own learning

Practicing to find ways of working that are best for oneself

Practicing persistent working

Learning to notice causal connections

Practicing categorization and classification

Practicing fine motor skills

Understanding and practicing safe and responsible uses of technology

Practicing keyboard skills and touch typing

Practicing to find, evaluate and share information

Practicing to use information independently and interactively

Practising to understand visual concepts and shapes and observe their qualities

Learning to acquire, modify and produce information in different forms

Practicing logical reasoning to understand and interpret information in different forms

Connecting subjects learned at school to skills needed at working life

Practicing decision making

Learning to plan and organize work processes

Practicing time management

Learning to use foreign language in work context

Encouraging positive attitude towards working life

Enabling the growth of positive self-image

Learning to understand  the meaning of rules, contracts and trust

Learning decision-making, influencing and accountability

Learning about different languages

Learning to understand people, surroundings and phenomenons around us

Practicing to notice links between subjects learned

1705508583822.jpeg

CodiPlay

A comprehensive solution that allows you to learn the basics of programming using a smartphone.

Curriculum Maestro

Curriculum Maestro is a game-changing online platform for primary schools that helps you to implement and manage your primary curriculum...

Good morning/afternoon {{firstname}},Thank you for your enquiry.I have passed your details over to the curriculum advisor for your area who will be in touch shortly.Kind regardsBeth RobertsSenior Finance Officer

General response

Hi {{firstname}},Thank you for requesting a demo for {{productName}}.We work with over [insert number] {{institutionType}}s ranging from the small to very large and it will be great to show what we can do for {{organisationName}}.To arrange a demonstration, please find a time and book straight into our calendar via this link [Insert Meeting Booking Link].[Insert information about trials, discounts available or special offers you have]I know how school can get busy, so if I don’t hear from you, I’ll send you a reminder in [insert time period]. My email will come from [insert email address] rather than through EdTech Impact, so please look out for that.[Insert signoff]

Demo

Hi {{firstname}},Thank you for requesting a quote for {{productName}}.We work with over [insert number] {{institutionType}}s ranging from the small to very large and recognise that no two {{institutionType}}s are the same.We offer a number of options for how you can get started using {{productName}} in order to suit the different requirements and budgets of {{institutionType}}s.For a school like {{organisationName}} pricing can start from [insert pricing] per year.[Insert information about trials, discounts available or special offers you have]Would you like to arrange a demonstration or discuss your quotation in more detail? You can book straight into our calendar via this link [Insert Meeting Booking Link].I know how school can get busy, so if I don’t hear from you, I’ll send you a reminder in [insert time period]. My email will come from [insert email address] rather than through EdTech Impact, so please look out for that.[Insert signoff]

Flat Rate Pricing

Hi {{firstname}},Thank you for requesting a quote for {{productName}}.We work with over [insert number] {{institutionType}}s ranging from the small to very large and recognise that no two {{institutionType}}s are the same.We offer a number of options for how you can get started using {{productName}} in order to suit the different requirements and budgets of {{institutionType}}s.The price for {{organisationName}} is dependent on the number of [students / staff] who will be using {{productName}}. Pricing starts from [insert pricing] per user for example.[Insert information about trials, discounts available or special offers you have]In order for me to provide you with an accurate quotation, can we arrange a time to speak so I can fully understand your requirements and provide you with the best price possible?You can book straight into my calendar via this link [Insert Meeting Booking Link].I know how school can get busy, so if I don’t hear from you, I’ll send you a reminder in [insert time period]. My email will come from [insert email address] rather than through EdTech Impact, so please look out for that.[Insert signoff]

Licence Pricing

Hi {{firstname}},Thank you for requesting a trial for {{productName}}.We work with over [insert number] {{institutionType}}s ranging from the small to very large and it will be great to set up a trial for {{organisationName}}.To start your trial, we need a bit more information, so can we arrange a time to speak? You can book a time straight into our calendar via this link [Insert Meeting Booking Link].I know how school can get busy, so if I don’t hear from you, I’ll send you a reminder in [insert time period]. My email will come from [insert email address] rather than through EdTech Impact, so please look out for that.[Insert signoff]

Trial (Meeting Needed)

Hi {{firstname}},Thank you for requesting a trial for {{productName}}.We work with over [insert number] {{institutionType}}s ranging from the small to very large and it will be great to set {{organisationName}} up on a trial.To get started, all you need to do is go to [Insert Link] and [Insert Instructions].I’ll keep a lookout to make sure you sign up. If you haven’t got started within [insert time period], I’ll check in to see you’re doing okay. My email will come from [insert email address] rather than through EdTech Impact, so please look out for that.[Insert signoff]

Trial (Self Serve)

Britannica School

Developed by Encyclopedia Britannica,  Britannica School is a trusted, reliable online resource providing teachers and students with a safe...

Simplify and manipulate algebraic expressions (including those involving surds {and algebraic fractions}) by factorising quadratic expressions of the form x2 + bx + c, including the difference of two squares; {factorising quadratic expressions of the form ax2 + bx + c}.

{describe the changes and invariance achieved by combinations of rotations, reflections and translations}.

Interpret and use fractional {and negative} scale factors for enlargements.

Can solve problems by applying their mathematics to a variety of routine and nonroutine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions.

Reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language.

Become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately.

Deduce expressions to calculate the nth term of linear {and quadratic} sequences.

Recognise and use sequences of triangular, square and cube numbers, simple arithmetic progressions, Fibonacci type sequences, quadratic sequences, and simple geometric progressions (r n where n is an integer, and r is a positive rational number {or a surd}) {and other sequences}.

Solve linear inequalities in one {or two} variable{s}, {and quadratic inequalities in one variable}; represent the solution set on a number line, {using set notation and on a graph}.

Translate simple situations or procedures into algebraic expressions or formulae; derive an equation (or two simultaneous equations), solve the equation(s) and interpret the solution.

{find approximate solutions to equations numerically using iteration}.

Solve two simultaneous equations in two variables (linear/linear {or linear/quadratic}) algebraically; find approximate solutions using a graph.

Solve quadratic equations {including those that require rearrangement} algebraically by factorising, {by completing the square and by using the quadratic formula}; find approximate solutions using a graph.

{recognise and use the equation of a circle with centre at the origin; find the equation of a tangent to a circle at a given point}.

{calculate or estimate gradients of graphs and areas under graphs (including quadratic and other non-linear graphs), and interpret results in cases such as distance-time graphs, velocity-time graphs and graphs in financial contexts}.

Plot and interpret graphs (including reciprocal graphs {and exponential graphs}) and graphs of non-standard functions in real contexts, to find approximate solutions to problems such as simple kinematic problems involving distance, speed and acceleration.

{sketch translations and reflections of the graph of a given function}.

Recognise, sketch and interpret graphs of linear functions, quadratic functions, simple cubic functions, the reciprocal function y = 1/x with x ≠ 0 {the exponential function y = kx for positive values of k, and the trigonometric functions (with arguments in degrees)y = sin x, y = cos x and y = tan x for angles of any size.

Identify and interpret roots, intercepts and turning points of quadratic functions graphically; deduce roots algebraically {and turning points by completing the square}.

Use the form y mx c = + to identify parallel {and perpendicular} lines; find the equation of the line through two given points, or through one point with a given gradient.

Where appropriate, interpret simple expressions as functions with inputs and outputs; {interpret the reverse process as the ‘inverse function’; interpret the succession of two functions as a ‘composite function’}.

Know the difference between an equation and an identity; argue mathematically to show algebraic expressions are equivalent, and use algebra to support and construct arguments {and proofs}.

Simplify and manipulate algebraic expressions (including those involving surds {and algebraic fractions}) bysimplifying expressions involving sums, products and powers, including the laws of indices.

Practising visual recognition

Understanding and interpreting of matrices and diagrams

Realizing the connection between subjects learned in free time
and their impact to skills needed at worklife

Practicing versatile ways of working

Learning consumer knowledge and smart economics

Practicing to give, get and reflect feedback

Practicing communication through different channels

Practicing to argument clearly own opinions and reasonings

Select appropriate concepts, methods and techniques to apply to unfamiliar and nonroutine problems; interpret their solution in the context of the given problem.

Model situations mathematically and express the results using a range of formal mathematical representations, reflecting on how their solutions may have been affected by any modelling assumptions.

Make and use connections between different parts of mathematics to solve problems.

Develop their use of formal mathematical knowledge to interpret and solve problems, including in financial contexts.

Develop their mathematical knowledge, in part through solving problems and evaluating the outcomes, including multi-step problems.

Assess the validity of an argument and the accuracy of a given way of presenting information.

Explore what can and cannot be inferred in statistical and probabilistic settings, and express their arguments formally.

Interpret when the structure of a numerical problem requires additive, multiplicative or proportional reasoning.

Reason deductively in geometry, number and algebra, including using geometrical constructions.

Make and test conjectures about the generalisations that underlie patterns and relationships; look for proofs or counter-examples; begin to use algebra to support and construct arguments {and proofs}.

Extend their ability to identify variables and express relations between variables algebraically and graphically.

Extend and formalise their knowledge of ratio and proportion, including trigonometric ratios, in working with measures and geometry, and in working with proportional relations algebraically and graphically.

Use mathematical language and properties precisely.

Move freely between different numerical, algebraic, graphical and diagrammatic representations, including of linear, quadratic, reciprocal, {exponential and trigonometric} functions.

Extend fluency with expressions and equations from key stage 3, to include quadratic equations, simultaneous equations and inequalities.

Consolidate their algebraic capability from key stage 3 and extend their understanding of algebraic simplification and manipulation to include quadratic expressions, {and expressions involving surds and algebraic fractions}.

Select and use appropriate calculation strategies to solve increasingly complex problems, including exact calculations involving multiples of π {and surds}, use of standard form and application and interpretation of limits of accuracy.

Consolidate their numerical and mathematical capability from key stage 3 and extend their understanding of the number system to include powers, roots {and fractional indices}.

Use and interpret scatter graphs of bivariate data; recognise correlation and know that it does not indicate causation; draw estimated lines of best fit; make predictions; interpolate and extrapolate apparent trends whilst knowing the dangers of so doing.

Apply statistics to describe a population.

Interpret, analyse and compare the distributions of data sets from univariate empirical distributions through appropriate measures of central tendency (including modal class) and spread {including quartiles and inter-quartile range}.

Interpret, analyse and compare the distributions of data sets from univariate empirical distributions through appropriate graphical representation involving discrete, continuous and grouped data, {including box plots}.

{construct and interpret diagrams for grouped discrete data and continuous data, i.e. histograms with equal and unequal class intervals and cumulative frequency graphs, and know their appropriate use}.

Interpret and construct tables and line graphs for time series data.

Infer properties of populations or distributions from a sample, whilst knowing the limitations of sampling

Set up, solve and interpret the answers in growth and decay problems, including compound interest {and work with general iterative processes}.

MathsWatch

MathsWatch is the complete online Maths platform that makes learning available to your students 24/7 from anywhere in the world.


Educake

An award-winning online assessment and revision platform, this powerful educational assessment software allows educators to effortlessly set specification-matched tests, track student progress, and analyse results in seconds.									

CodeMonkey is a game-based learning platform for coding suitable for students aged eight and older. The platform teaches real programming languages and offers personalized feedback in real time. CodeMonkey provides a turnkey solution for educators by offering basic training, management, reporting tools, automatic grading and detailed tutorials.

CodeMonkey

A game-based learning platform for coding.

square-large.jpg

ClickView

Discover classroom-safe videos for any learning level in seconds, from curriculum-aligned clips to popular movies.

ubbu

ubbu is a learning tool to teach computer science and coding to kids. With programming games, videos and activities for...

Why Toyz

educational content one can 3D print straight off a mobile device from home or school with guidebooks

8-10

11-13

14-16

17-18

With Content

Without Content

Use EdTech Impact to find the best resources to boost 21st Century Skills.

21st Century Skills

Use EdTech Impact to find the best Art and Design resources for your school.

Art and Design

Use EdTech Impact to find the best Business &amp; Finance resources for your school.

Business & Finance

Use EdTech Impact to find the best Citizenship resources for your school.

Citizenship

Use EdTech Impact to find the best Classics resources for your school.

Classics

Use EdTech Impact to find the best Computing resources for your school.

Computing

Use EdTech Impact to find the best Dance resources for your school.

Dance

Use EdTech Impact to find the best Design Technology resources for your school.

Design Technology

Use EdTech Impact to find the best Digital &amp; Media Literacy resources for your school.

Why Toyz

Why Toyz

What is Why Toyz?

Recommended Usage

Why Toyz Pricing

About EdTech Impact