ICT

1. Supporting
Children's
Learning with
ICT
Student Name
Allison Hearne

2. Introduction
I am a Learning Support Officer in a Primary school and currently working in the
Foundation Phase, predominately in Year One. In my school setting every class as
at least two computers. The school has access to sixty iPads which have to be
signed out for. Our computer suite comprises of fourteen computers that are
included in the schools time-table. All classes have an interactive whiteboard.
In my class we use our interactive whiteboard is used in all of the lessons, as this
enables the children to participate and engage in their learning. We use speak
easy recorders to retell stories or to relay instructions, e.g. recipes, the beebot is
used within our maths for measuring or planning a route. We try to use the iPads
as often as possible. The programmes that we regularly use are popplett, this is
used to create fact files or story mapping. We use pic collage to create posters
and recently to create invitations. The 2simple programme is one that we have
used the most and the children are familiar with this. It is used for a wide range of
activities, such as creating graphs, retelling stories and making posters. They can
explore within the programme to extend their learning.
The purpose of the activity that I am doing is to create a wedding invitation to
coincide with our topic of Fairy tales. The children have already presented their
ideas on paper and have looked at different types of invitations. The children now
need to present these ideas onto an iPad using the pic collage software.

3. Learning Objectives
At the end of the session the learners should be able to create an invitation using
the pic collage application, be able to insert text, change background, change font
colour and size. The learners should recall on their previous knowledge of using
this application and apply that knowledge within the programme. They are
expected to think, pair and share their ideas and compare these ideas to their plan.
They are expected to assess the invitation that they have created by using the two
stars and a wish format, this helps them to reflect on their work and find ways that
it can be improved.

4. Class dynamics
I will be supporting 8 children of mixed abilities and mixed gender. My reasons for
incorporating the different abilities is to allow the less able learners to engage and
explore their learning with their peers. The Foundation Phase Framework
recognises that children learn through exploring and by having a range of
experiences available to them throughout all areas of learning. The Foundation
Phase Framework (2008) states that “ICT should be holistic and integral across the
curriculum” p11.
Estyn (2013) reports that
The Non-statutory Framework for 3-19 year olds in Wales provides
guidance on developing continuity and progression across the
curriculum and between Key stages in the skills of thinking,
communication, ICT and number (p1).
Estyn also carried out a survey in July 2013, this survey revealed that the ICT
within Foundation Phase was better than that in Key Stage 2. In my school Key
Stage 2 generally use the 2simple programme as the children are familiar with this.
We may not have a lot of technology resources within the school but I think
Foundation Phase make better use of what we have.

5. Lesson plan
Class: Year 1 Date: 01:05:2015 Time: 14:15 - 15:00
Subject: ICT LSO: Miss Hearne
Lesson Objective: To create a wedding invitation using pic collage.
Success Criteria: To be able to use the functions within pic collage.
Key words: insert, font, background
Assessment strategies: Think-pair-share, questioning, two stars and a wish.
Lesson: To present their ideas for an invitation.
Introduction: To have children recall the invitations that they have planned. Ask questions about
their plans, what information is needed in a wedding invitation Model on the interactive
whiteboard pic collage through airplay on the iPad. Do they remember the functions within the
pic collage software, if not explain the functions to them. Tell them they will be working in pairs
and can take their ideas from either one or both plans to create their own. Ask the children for
thumbs up/down for understanding.
Reflection: Ask the paired children to show their end product to the group and to give two stars
and a wish on how they could improve it.

6. Lesson activity
The activity that I will be implementing is ICT using the pic collage software. I chose this as the
learners had used it previously. The class teacher and I discussed my lesson plan beforehand.
This was to ensure that the lesson was appropriate.
Before commencing the lesson I needed to ascertain that, in addition to booking the iPads out,
that they were fully charged. As the interactive whiteboard in class was being used by the
class teacher, it was decided that I would take the children to our Lolfa dawel (quiet room) to
deliver the lesson.
The learners sat around a table whilst I explained what the activity was about. We talked about
the wedding invitations that they had planned. I asked them to share their ideas about what
information they would find on one. I demonstrated on the interactive whiteboard pic collage, by
using an iPad and displaying it through airplay. I modelled an invitation on the interactive
whiteboard using their ideas. I asked questions such as, Do you remember how to make a text
box? What happens if I press this? How can I change the background? This enabled the
learners to recall on their previous learning of working with this application. I then explained
that they were going to create a wedding invitation by working in pairs and using either one or
both of their plans. To clarify their understanding I asked them to show thumbs up/down. I
then put them into pairs ensuring that children of the same ability were not working together.
The children looked at their plans and collaborated to create their invitation. I supported them
by encouraging them to take turns, to listen to one another and to share their ideas.

7. Lesson activity (continued)
I observed and questioned them to keep them about their learning, How did you do
that? What are you going to put in that box? This kept them on task and engaged
in their work. At the end of the session I asked them to show their invitation to the
rest of the group and for them to give a reflection on their work by using two stars
and a wish on how it could be improved. In order for children to develop their
personal development The Foundation Phase Framework (2008) mentions that
children should be given opportunities to develop an awareness of what
they are good at and understand how they can improve their learning
and use feedback to improve their work (p16).

8. Resources
The resources that I will be using are iPads, an interactive whiteboard and the
children's drafted plan of a wedding invitation.

9. The Evaluation
I am not that familiar with pic collage, as I have tended to use the 2simple
programme more. This was a learning curve for myself. In order to deliver the
lesson with confidence I made myself familiar with the programme beforehand. The
children have only used this programme once before. I observed that they seemed
much more at ease using the iPads than a computer. They were able to insert a
text box with ease by just tapping on the icon, making them bigger or smaller. They
collaborated in their learning. The children questioned one another about their
work. The pairing of the learners was important, by incorporating different abilities
this allowed the less able child to consolidate their knowledge and understanding.
They were more willing to ask their peer for help than ask myself. They became
active learners and fully participated. I noticed that the children were observing
what others had done and asked them how they had done that.
I supported them by encouraging them to take turns, to listen to one another and to
share their ideas. This allows them to develop their social skills. To develop their
skills, knowledge and understanding in this area The Foundation Phase
Framework (2008) suggests that “activities that allow them to adopt a range of
roles, including leadership within a small group, paired learning or working within a
team” (p16).

10. EVALUATION (continued)
In future I would use the iPads in all of my ICT lessons as they were more
manageable for the children, as they can have difficulty with mouse control. At the
moment the 2simple programme is not on the iPads, so I think this needs to be
addressed. I think overall the children gained a lot out of this lesson as they had
the freedom to choose or change their written plan. They had the opportunity to
explore the pic collage programme. As I was not that familiar with it myself I could
question them about how they did certain operations. I found that this lesson was
pupils and teacher learning together, rather than in previous lessons where I have
been the leader. I think it was one of the most enjoyable lessons that I have done
in ICT.

11. The Evidence

15. REFERENCES
Dcells. (2008),Framework for Children's
learning for 3-7 year olds in Wales. Online at
www.gov.wales/docs/publications/141111-
framework-for-children’s-learning-for-3-to-7-
year-olds-en-pdf.
Estyn, (2013), The impact of pupils’ learning in
primary schools. Online at
www.estyn.gov.uk/the-impact-of-ICT-on-pupils’-
learning-in-primary-schools.pdf.