The document discusses a lesson plan for a maths/ICT activity where students will go on a shape treasure hunt using iPads. The teacher hopes students will improve their ICT skills and knowledge of shapes. There are limited technology resources at the school. The activity is intended to help students learn to use iPads independently to take photos of shapes and record their findings. The teacher was surprised that the students were more capable with technology than expected and may plan future lessons at a higher level.

1. Lucy Brennan – P138842

2.  Introduction.
The technology within my setting is far from adequate. With limited ICT it can be a struggle to give
pupils the opportunities they need. With only thirty I-Pads within the whole school and limited
interactive white boards children are unable to access ICT on a daily basis. This is a shame as ICT is
the future nowadays and the children within my setting are clearly missing out on opportunities.
According to Higgins (2013), ‘ICT can help pupils to learn and teachers to teach more effectively’ (page
5). With a limited budget and as our school is not classed as deprived we are fundraising to raise
money to improve the ICT ourselves.
 My position within the school.
 My position with the school is as an LSA working in a year one class with children aged between five
and six years old. I work in a mixed ability class with a small number of ALN children. I also take
children for one to one and group sessions for catch up reading and phonics every afternoon.
Personally I feel that the children I take for these sessions would benefit from ICT phonic programmes
that are available to aid with learning but due to insufficient ICT I am unable to provide the children
with these opportunities on a regular basis.
 My intentions for the activity.
 The activity I will be carrying out will be maths/ICT activity. From this activity I hope that the children
will aid their learning using I-pads and increase their confidence with the equipment. Kennewell and
Beauchamp(…….) write, 'There is growing evidence that increasing the level of ICT resourcing in
schools can have a positive effect on young children’s attainment in the ‘core’ subjects of English,
Mathematics and Science’ (page 1).

3.  By the end of this activity I would like all learners to be able to use I-pads with confidence and
ease.
◦ Knowledge: to name and recognise 2D shapes and understand the how to use ICT (Ipad)
◦ Comprehension: to be able to sort and describe the shapes found and explain hpw they
recorded their findings.
◦ Application: to practice and apply prior knowledge of their use of ICT.
◦ Analysis: to compare their findings with other group members.
◦ Evaluation: to discuss and evaluate their findings as a group, placing their findings onto a
chart.

4.  There are ten children in the group I am carrying out the activity with.
 The children are aged between five and six years old. They are an average ability group working at
Foundation phase level 4.
 National Curriculum/Foundation Phase documents reference
 The underlined outcome is what I am hoping to achieve with this group of children.
GROUP 3
Use a variety of suitable ICT equipment and software to
support learning.
Understand the uses of ICT in every day life and in
his/her environment.
Investigate and explore how to operate simple
equipment in every day life.
Begin to understand and identify parts of the
computer.
Begin to use a mouse with more control.
Find out how ICT can be used to support his/her
learning.
Understand information can be saved.

5.  The lesson I will be conducting will target two learning areas Mathematics and ICT. Children will be
asked to complete a treasure hunt for shapes using the I-pads to record their findings.
 ICT Mathematics – Shape
 ICT is said to have positive effects on Mathematics and Science and had a large impact on attainment
(Becta, 2007).
GROUP 3
Use a variety of suitable ICT equipment and software to
support learning.
Understand the uses of ICT in every day life and in
his/her environment.
Investigate and explore how to operate simple
equipment in every day life.
Begin to understand and identify parts of the computer.
Begin to use a mouse with more control.
Find out how ICT can be used to support his/her
learning.
Understand information can be saved.
OUTCOME 4
Use everyday language to compare and to describe
positions and properties of regular shapes.
Make increasingly more complex models, patterns and
pictures.
Discuss his/her work.
Record/represent his/her work with shapes and pictures.
Solve simple problems involving shape.
Give and follow simple instructions/directions for
movement and turns, using real objects.
Complete more complex interlocking jigsaws.

6.  The resources I will be using to carry out the activity are I-pads, check lists and 2D shapes. These
resources will help improve the children’s ICT skills and their knowledge of shape. According to Estyn
(2013) many schools, ‘use ICT well to develop pupils’ understanding of data handling and the impact
of changing variables in models or simulations’ (page 15).

7. Investigate and
explore how to
operate simple
equipment in
every day life.
Children to take
part in a shape
treasure hunt
and record their
findings on the
I-pads.
Foundation
phase
Outcome 4.
Lofti and Oscar
Traffic Lights
Explain Lofti
Teacher led
Oscar
Teacher and pupil led
Steps to acheive Lofti
Treasure hunt
Pupil led
Results
Pupil led
Investigate, explore, search, record
Ensure children are
On task and enthusiastic.

8.  Teaching and learning.
 I introduced the activity to the children clearly explaining the learning outcome (LOFTI). I reinforced
what the children already had learnt during a previous lesson about 2D shapes. I then explained that
we were going on a shape hunt using the I-pads. I asked the children to find a partner and they would
be taking it in turns to find shapes and take photos using the I-pads to record their findings. The
children were engaged throughout the activity and used the ICT well with very little support from
myself.
 During the activity the children learned to record their findings independently and also how to describe
the shapes they found in detail.
 By using the I-pads the children were able to present their findings through photos which they had
taken whilst on their shape hunt. They were able to open the correct application, take photographs and
save their findings. Children were also able to browse through the photographs they had taken to
discuss their findings with the group.
 Throughout the activity I ensured that the ICT equipment was being used correctly and that the
children stayed on task. I was able to further the children’s learning by helping them search for shapes
in less obvious places.
 The ICT improved the children’s knowledge and confidence whilst using the I-pads. In fact the
children were far more capable than I had previously assumed.
 During the task I was surprised at how much the children actually already knew with regards to
ICT in some aspects the task was too easy for some children.
 For future planning I would definitely plan at a higher outcome for ICT as the children’s
knowledge was far better than I had previously assumed.
 Relate these evaluations and comments to relevant
background research and reading.

9. Here is a collection of photo evidence taken by the
Pupils during the treasure hunt for shapes. Circles,
Squares, stars, rectangles are amongst some of
The shapes the discovered.

10.  Evidence of the children using ICT.