The document discusses improving and innovating ICT use in Foundation Stage and Key Stage 1. It covers health and safety guidelines for computer use by young children, statutory ICT requirements, appropriate applications to support learning across subjects like literacy and numeracy, and how ICT can be used to show progression in skills like programming robots and handling data from Foundation to Key Stage 1. Examples are given of applications like Beebots, 2Create a Story and Clicker 5 that engage students and meet curriculum goals.

1. FS and Key Stage 1 ICT Improving and Innovating Improving & innovating

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

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8. 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 Improving and Innovating

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

11. Health and Safety and Ergonomics DATEC recommend that 3 year olds should not spend more than 10-20 minutes @ a PC rising to 40minutes by the age of 8 Children should be sitting with an upright back and feet flat on the floor Children should be using appropriate size mouse or tracker ball We need to model and encourage children to use two hands on the keyboard. Further Information from Surrey University Ergonomics Unit Improving and Innovating

12. 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 Improving and Innovating

13. Requirements in other Subjects Statutory referen ces 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 Improving and Innovating

14. 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. Improving and Innovating

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16. Session 1: ‘ Curriculum Clarity’ Improving and Innovating Improving & innovating FDN & KS1

19. EYFS in Summary Improving and Innovating

20. 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 situations Exchanging and Sharing Information Share ideas in a variety of forms Present information in a variety of forms effectively Reviewing, 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 . Improving and Innovating

21. Key Stage 1 ICT in Summary Improving and Innovating Breadth of Study

22. 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 computers Numeracy / Problem Solving and Reasoning Instruct a programmable toy. Improving and Innovating

23. ICT across the Curriculum a 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 Improving and Innovating

24. Session 2: ‘ Beebots’ Improving and Innovating Improving & innovating FDN & KS1

25. 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

30. 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 Improving and Innovating 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

31. Session 3: ‘ On- Screen Applications’ Improving and Innovating Improving & innovating FDN & KS1

32. Appropriate ICT Applications… Improving and Innovating

33. ICT across the Curriculum a 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 Improving and Innovating

34. 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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36. Clicker 5 Not just for SEN Addresses areas of Creative development Is used from Foundation to Y6

37. Progression: Communication By 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 Improving and Innovating 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

38. What makes a good ICT Lesson? Improving and Innovating

39. Death by Colour Magic or… Improving and Innovating In Between Sessions Technical failure Low expectations Recipe teaching A failure to recognise or build upon the skills of the child A dull or uninspiring context for the skills taught Too much talk too little mouse action The ‘just explore’ lesson

40. 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

41. Music Toolkit Is used from Foundation to Y6 Key stage 1 Allows children to explore sounds, record music and improve their work Linked to Music Curriculum: Responding and reviewing - appraising skills 3b: make improvements to their own work 2b: explore, choose and organise sounds and musical ideas

42. With all of these applications we need to consider stages of children’s development: Stimulated by Explore Practice / Rehearse Use for intended Audience Improving and Innovating

43. Progression: Handling data By 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 Improving and Innovating 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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45. 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 Improving and Innovating 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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47. DMC3 Allows children to exercise control, develop their tech literacy and communicate what they see Fits into: Knowledge and understanding of the World PSE Physical development Can be used inside, outdoor area or attached to PC