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FS and Key Stage 1 ICT
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Welcome- Introduction Mobiles off Introduction Expectations Fire Procedures Post its Postcard Activity
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Aims To be clear about the statutory
requirements for ICT in FDN and Key Stage 1
To gain practical experience of a number of appropriate ICT applications
To consider progression
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Welcome- Introduction Mobiles off Introduction Expectations Fire Procedures Post its Postcard Activity
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Health and Safety and ErgonomicsDATEC recommend that 3 year olds should not spend more than 10-20 minutes @ a PC rising to 40minutes by the age of 8Children should be sitting with an upright back and feet flat on the floorChildren should be using appropriate size mouse or tracker ballWe need to model and encourage children to use two hands on the keyboard.
Further Information from Surrey University Ergonomics Unit
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ICT Suites and Interactive Whiteboards can not teach!!High levels of resources are not enough by themselves.
The crucial determinant of success is still the teacher and his or her use of ICT to support learning and raise
standards.
Becta ICT Supporting Learning and Developing Effective Practice 2002
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Requirements in other Subjects
Statutory references to the applications of ICT in all other subject programmes of study @ Key Stage 2 (apart from physical education)
There are also statutory requirements for the application of ICT in the core subjects programmes of study @ Key Stage 1
There is a statutory requirement regarding the use of ICT across the curriculum
Huge implications in exemplified units and objectives of Renewed Frameworks for Literacy and Numeracy
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ICT is all around us
•Each of these items contain microprocessors and some form of memory. They all execute a program through the interplay of input and output devices.
•Each of these items contain microprocessors and some form of memory. They all execute a program through the interplay of input and output devices.
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Session 1:
‘Curriculum Clarity’
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FDN & KS1
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EYFS in Summary
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KS1 Requirements ICT NC
Finding Things Out: Gather, store and retrieve information from a variety of
sources ( people, books, own work, databases)Developing Ideas and Making Things Happen Use text, tables, images sound to develop ideas Select from retrieved information Try things out and explore real and virtual situationsExchanging and Sharing Information Share ideas in a variety of forms Present information in a variety of forms effectivelyReviewing, Modifying and evaluating work as it progresses Review what has been done, describe the effects of actions
and talk about how they could change their work
.
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Key Stage 1 ICT in Summary
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Breadth of Study
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Early Years Curriculum Guidance
Knowledge and understanding : Show an Interest in ICT Know how to Operate simple equipment Complete a simple program on the computer and/
or perform simple functions on ICT apparatus Find out about and identify the use of everyday
technology and use ICT and programmable toys to support their learning
Communication Language and Literacy Know that information can be retrieved from books
and computersNumeracy / Problem Solving and Reasoning Instruct a programmable toy.
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ICT across the Curriculuma feature of so many Ofsted Reports
We also think you do not always get to use the computers and other equipment
Letters from Ofsted to children following report
"(ICT) it is not used enough to support learning across the curriculum".
Judgement in recent Ofsted report
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Session 2:
‘Beebots’
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FDN & KS1
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Beebot
A thinking and problem solving tool Very cross curricular- is mentioned in Renewed
Framework for Numeracy Helps children to think beyond themselves- the robot
is a tool for thinking Is the beginnings of programming On screen version – Focus on Beebot
How do we show Progression between Foundation and Key Stage 1
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Progression: Control and Sensing.By the end of Year One most children will be able to: Give and record individual instructions and make things happen
For example Press buttons to control a robot or programmable toy
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By the end of Year Two most children will be able to: Predict, estimate and create a set of instructions to control
devices and achieve specific outcomes For example . Control a floor robot to move between two or more fixed points
involving distance and turn
Taken from the Pilot materials for Progression QCA 2005-6
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Session 3:
‘On- Screen Applications’
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Appropriate ICT Applications…
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ICT across the Curriculuma feature of so many Ofsted Reports
We also think you do not always get to use the computers & other equipment
Letters from OFSTED to children following report
"(ICT) it is not used enough to support learning across the curriculum".
Judgement in recent OFSTED report
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2Ceate & Create a Story
Allows for integration of ICT and literacy skills Children are able to integrate sound, animation and
images for true multimodality Texts can be non-linear
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Clicker 5
Not just for SEN Addresses areas of Creative development Is used from Foundation to Y6
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Progression: CommunicationBy the end of Year One most children will be able to: Communicate and present their ideas using digital images, text and sound
For example Take photographs of riding a bicycle, add a caption and or voice recording
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By the end of Year Two most children will be able to: Know how to express their ideas using a range of ICT tools.
For example Children create an ebook about their visit to the shops in response to teacher
led activity.
Taken from the Pilot materials for Progression QCA 2005-6
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What makes a good ICT Lesson?
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Death by Colour Magic or…
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In Between Sessions
Technical failureLow expectationsRecipe teachingA failure to recognise or build upon the skills of the childA dull or uninspiring context for the skills taughtToo much talk too little mouse action The ‘just explore’ lesson
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2Paint a Picture
“Clean” Art - Explore mixing digital and traditional media
Children can do what they can’t normally - stars, rainbow paint
ICT- 3a share ideas by presenting in a variety of forms
5b explore a variety of tools Clear links with Art NC
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Music Toolkit
Is used from Foundation to Y6Key stage 1 Allows children to explore sounds, record music
and improve their work
Linked to Music Curriculum:
Responding and reviewing - appraising skills3b: make improvements to their own work
2b: explore, choose and organise sounds and musical ideas
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With all of these applications we need to consider stages of children’s development:
Stimulated byExplorePractice / RehearseUse for intended Audience
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Progression: Handling dataBy the end of Year One most children will be able to: Know information exists in different forms:
For example as part of work on a traffic survey children interpret a pictogram
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By the end of Year Two most children will be able to: Collect, organise and classify data. Create graphs and use these to
answer questions;
For example collect and analyse class based data about themselves;
Taken from the Pilot materials for Progression QCA 2005-6
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Progression: Modelling and Sim.By the end of Year One most children will be able to: Explore options and make choices
For example Children explore cause and effect by using different colours in a portrait to
reflect different ways they feel
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By the end of Year Two most children will be able to: Use ICT to explore real and imaginary situations. For example Children answer what if questions using a visual simulation of
feeding animals and the relationship of food to number and can explain what has happened and why.
Taken from the Pilot materials for Progression QCA 2005-6
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DMC3 Allows children to exercise control, develop their tech literacy and communicate what they see
Fits into:Knowledge and understanding of the WorldPSEPhysical developmentCan be used inside, outdoor area or attached to PC