Foundation and Key Stage 1 ICT

a better place to live Improving and Innovating

FS and Key Stage 1 ICT

Improving & innovating

a better place to live

Welcome- Introduction Mobiles off Introduction Expectations Fire Procedures Post its Postcard Activity

Improving and Innovating


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



Welcome- Introduction Mobiles off Introduction Expectations Fire Procedures Post its Postcard Activity


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


http://www.surreyergonomics.org.uk/index.php?option=com_content&task=view&id=15&Itemid=7


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



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



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.



Session 1:

‘Curriculum Clarity’


FDN & KS1


EYFS in Summary



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

.



Key Stage 1 ICT in Summary


Breadth of Study


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.



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



Session 2:

‘Beebots’


FDN & KS1


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


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


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


Session 3:

‘On- Screen Applications’


FDN & KS1


Appropriate ICT Applications…



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



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


Clicker 5

Not just for SEN Addresses areas of Creative development Is used from Foundation to Y6


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


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.



What makes a good ICT Lesson?



Death by Colour Magic or…


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


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


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


With all of these applications we need to consider stages of children’s development:

Stimulated byExplorePractice / RehearseUse for intended Audience



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


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;



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


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.



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

Foundation and Key Stage 1 ICT

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Transcript of Foundation and Key Stage 1 ICT