The document describes the limited ICT resources available at a school located in a deprived area. It outlines the educator's plan to use the interactive whiteboard and Maths City program to teach nursery students prepositions and positions through creating an under the sea picture. The activity was differentiated for different ability groups. Some children struggled with the vocabulary while others exceeded expectations. Overall the activity provided an assessment of what skills need more support moving forward.

2.  The school which I am currently employed has a limited amount of resources for ICT. The school is based in a deprived
area and comes under the ‘Communities First’ however this unfortunately does not entitle the school to receive extra
funding to help in this department. We currently have 14 I pads in the Infant department which is to be shared using a
rota, there are 2 whiteboards - one situated in the Nursery classroom and the other in the Year1 classroom and each class
have around 3 laptops or computers each for the children. However these were donated and are not always reliable or
working correctly. The Junior department have similar resources however less computers/ lap tops in each class.
 I am currently situated in the Nursery and have been for the last 10 years since my employment. Although this is where I
am based for the majority of the time I have worked with other age groups within the school during interventions such
as ‘Student Appreciation Programme’ (SAP) and ‘Language and Play’ (LaP). I have also supported Welsh groups for
short sessions in both Infant and Junior departments.. I work alongside another member of support staff in the Nursery
as well as the Teacher. Each week we have a planning meeting where we have time to work together and decide on
activities for the following week. I then deliver these sessions to the children in small groups.
 My intentions for the activity is to work with the children in the Nursery on a one to one basis using the ‘Maths City’
programme on the interactive whiteboard. Although I will be focusing on the Maths skills/outcomes for the activity I
will also be observing the children using their ICT skills from the Bridgend skills ladders. I am hopeful the support of
using the whiteboard will encourage the children to be more engaged and enthusiastic during the activity. Through this
the children can then apply and consolidate the skills they learn from both to explore the laptops/ I pads independently
and complete a worksheet following the same instructions and knowledge of the vocabulary of prepositions the
following week.

3. Once the children have completed the activity I would like them to have achieved the outcomes/targets which will be set for
each group. As each group are set by ability the activity will be differentiated to suit each individual needs.
The children will listen and follow instructions to complete the task, therefore would need to use their listening skills and
recognise the correct vocabulary of the prepositions. Once they understand where the objects belong they can move them to the
correct places. However to correctly complete the picture the children will also need to recognise the names of each object that
will be needed to be moved. Support for this will depend on their ability and previous knowledge.
The children will print their picture and use it to discuss with the teacher and their parents in order to recap the activity and
skills used throughout. The discussion will consist of questions such as, how they made the picture? What resources they
needed to use? What objects are on the picture? Where did they place the objects? Did they enjoy creating the picture?
Through having this discussion afterwards the children will have the opportunity to revisit the task and name the prepositions
that they had heard and identified where they were. This will also encourage the children to describe their picture in more detail
if preferred as some enjoy discussing their work , what they have made and how they made it. As we are able to print out the
picture we will use it as part of their ‘home school task’ over the weekend which again will give them another opportunity to
revisit the activity to share it with their parents. We are hopeful this will encourage parents to ask questions and give the children
the option to practise the vocabulary of prepositions and discuss the resources they used to complete the task.
As an Infant department we encourage the children to practice the skills they have learnt the following week during another
focused task and during Continuous and Enhanced provisions. Therefore the children will hopefully apply the same skills and
knowledge of the vocabulary to complete a cutting and sticking worksheet of a pirate (see photograph 4 in Evidence section)
more confidently and with less support/ guidance depending on their achievements.

4. We would like the children to independently practise and apply the ICT skills that they will use as there are laptops and I
pads available with the same programmes and others similar in the classroom if they wish to use them.
If there are children who find the activity more difficult than others they will be offered more support from the teacher in
order to complete the task however as previously stated, the activity will be differentiated to suit their abilities and only
encouraged to move forward if they are ready.
Each activity is planned through and written down step by step at the beginning through using the Lofti and Oscar sheets
(see photo 7 in Evidence section) with the children. They will discuss the activity, think what skills are needed, select the
skills and plan it step by step. This encourages the children to manage the task ahead and assess what they will need and
how to apply their skills.
Once the activity has been completed the children will then evaluate the session. They assess what they done, if they have
used the skills that was required to complete the task and will then use the ‘traffic lights system’ to evaluate the difficulty of
the task. The ‘traffic light system’ consists of three faces- a red sad face if they found it hard to complete, an amber straight
lined face if the activity was a little tricky and a green happy face if they thought it was easy. They will also use hand
gestures for each such as thumbs up, thumbs down and a shake for in between.

5.  There are currently 34 children in the Nursery class, 29 full time and 5 part time. There are 3 groups which are set
depending on the abilities of the children. Group Gwyrdd (more able and talented), Coch (average) and Glas (Basic skills).
Each group have mainly 10 children in each. The children who are part time are also in the groups, mostly in group Glas
and do not always join in with certain activities however one little girl is in group Gwyrdd as she is able to join in with the
work competently.
 The children are 3-4 years of age. As the children are Nursery age the class teacher follows the ‘Literacy and Numeracy
Framework’ (LNF), which was introduced by the Welsh Government to support all teachers in adapting their planning. As
the LNF has skills set out for children aged 5-14 year olds, the Nursery also uses the ‘Routes for Learning, ABC steps’ and
the Bridgend skills ladders This provides all children (including children with Additional Learning Needs (ALN) with
equal opportunities in their development and learning and to access the content/context from the experiences appropriate
to their needs (DCELLS, (2014).
 The outcomes the children work towards achieving are outcomes 1-3. This will depend on their ability therefore the
activities are differentiated in order to suit each individual.
 The outcomes/skills which the children will be following during the activity are from the LNF for the Mathematical
Development: Shapes, Position and Movement and Bridgend skills ladders for the ICT skills. (See lesson plan for each
group and the Outcomes/skills set).

6.  During the activity I would like the children to be working towards the outcomes required for their ability which will be
between outcome 1 – 3. The children will be working on the skills set by the Language and Numeracy Framework for
Mathematical Development: Shapes, Position and Movement.
 I would also be encouraging the children to use the ICT outcomes/skills from the Bridgend skills ladders.
 The children will create their own ‘under the sea’ picture following instructions and using the ICT resources required.
 The children can discuss their work afterwards with the class teacher and parents as a home school task.
 The children will hopefully apply the skills that they learn the following week during a cutting and sticking focused
activity following the same vocabulary of prepositions and during continuous and enhanced provisions.

7.  The resources that I will require before the activity are,
 Lofti and Oscar puppets and sheet to discuss skills needed (see picture 8 in the Evidence section).
 The resources that I will require during the activity are,
 The whiteboard
 The ‘Maths City’ programme
 Pointer stick (if needed to move objects).
 The resources that I will require after the activity are,
 I pads
 Laptops
 Print out of their work.

8.  See attached Word Document 1, 2 and 3.
 Each group has an individual one.

9. During the activity the children were required to achieve the Outcomes/skills for the Mathematical Development, focusing on
positions. The children took it in turns to use the interactive whiteboard to create an ‘Under the sea’ picture. In order to create
the picture the children were required to listen and follow instructions given by the teacher using the vocabulary on
prepositions. As previously stated the activity was differentiated for each group and therefore the support that was given was
also differentiated depending on how much was needed.
Many of the children were able to listen and follow instructions well however some children were unable to understand the
vocabulary used. Although the children are in groups of ability the achievements met by each were mixed. There were children
in group Glas who achieved the outcomes set which others in group Coch/ Gwyrdd could not. This was then noted in the
evaluation sheets and will be monitored by all staff. The children will now receive more support in order to achieve these
during other sessions.
Once the children created their picture I was able to discuss it with them asking appropriate questions such as, how they made
it? and what skills was used? This will also be done as a home school task with their parents. Fielder(2007) states the
importance of this,
‘’by asking questions you are prompting their ideas and thoughts, often providing opportunities to self-reflect as well as
developing skills for independent working and learning’’ (p.63).
The children were able to learn new vocabulary used for prepositions during the activity and therefore understand what they
mean and to use these in other areas during play. They were also able to learn how to use ICT as the activity required them to
use the interactive white board. WAG (2008) believe, ‘’that children should have the opportunity to develop their skills using a
wide range of equipment and software’’, (p.11). All children were able to do this with success through having support and the
correct guidance, as Estyn (2013) suggests,‘’pupils should be taught how to use ICT comfortably, safely and responsibly’’ (p.1).

10. The children were able to apply these skills in other areas through out the day and use the I pads/ laptops independently or with
little support for other Maths games (see pic 5 and 6 in evaluation), this can now encourage them to build upon and enhance
their Numeracy skills as both Estyn (2013) and WAG (2013) require them to do,
‘’The LNF focuses on the learners’ acquisition of and ability to apply the skills and concepts they have learned to
complete realistic tasks appropriate for their stage of development’’ WAG (2013), p.8.
The ICT that I used was able to support the learning as most children seemed to be more engaged during the activity as it was a
more enjoyable and fun way rather than sitting down moving items to follow the vocabulary. The children could see
themselves creating a picture without the realisation that it was actual work given by the teacher as they were ‘playing’ on the
white board. They also have the opportunity to now apply the ICT skills learnt further through using other ICT resources
available with the same programmes and other Maths activities.
‘’In nearly all schools, the use of ICT helps to motivate and engage pupils’’, Estyn(2013) p.19.
I was able to support the children in their learning for both Maths and ICT skills. I was able to offer any support that was
required for each individual depending on their understanding of the vocabulary and how to use the white board. I discussed
the picture throughout the activity with the children, explaining what each object was if they were unsure. I also explained to
the children of each position if needed, however as each picture was unique and their own work I would not make them change
it. I reassured the children throughout the activity and praised them. Once they created the picture I was then able to ask
questions and discuss it to give them the opportunity to recap what they had done and how they were able to create the picture.
If needed I was able to encourage and remind them of the ICT they used through prompting.
From using ICT for this particular activity I was able to see more clearly the understanding the children had of the vocabulary
as they were creating the picture on a one to one basis with me. I was able to give my complete attention to each child and
therefore the correct support required for each.

11. The children were able to print their picture themselves and I was then able to use this for their home school task which I
would not have been able to do if I had not used ICT. This helps to keep the parents up to date with the work the children are
doing and can therefore continue this at home and give the same support received in school. Through using the programme I
am now more aware of a variety of programmes available for the children and how much ICT can be beneficial and supportive
in their development in all areas.
As a result I will be continuing and encouraging other members of staff to use ICT in other subjects as I feel the children will
benefit from this, as not only will it help them in specific areas but will have the opportunity gain more practice to apply their
ICT skills which is also encouraged by Estyn (2013).
I am more confident in using ICT since using the Maths City programme for my activity and have since explored other
programmes which are relevant for the Nursery children and their development. I believe I can support the children when
needed during enhanced and continuous provisions using other ICT resources as well my focused activities.
I feel my activity was successful, although not all children were able to achieve each Maths outcome fully they were
completely engaged throughout and were enthusiastic in using the interactive whiteboard which is not always used by the
children themselves. As the children will be doing a similar activity to achieve the same outcomes next week the teacher
delivering the activity can use my evaluation sheets in order to know what each child achieved and what individual support
will be required.

12. Photograph 1 and 2 show Child A completing the activity using the programme ‘Maths
City’ on the interactive whiteboard. She followed instructions of how to click onto the
object and drag it to the correct position when asked by the teacher, i.e. put the octopus
‘next’ to the green seaweed.
As some children find it difficult to drag items using their fingers, we offer them a
pointing stick if preferred.
1 2

13. The photograph on the left is the printout of the activity the children completed on
the whiteboard.
As there were suggestions on the bottom of the worksheet we also used this as a
home school task where the parents could continue the learning and discuss
prepositions with the children and for the children to talk about how they made the
picture.
The photograph on the right is an example of the work sheet completed by the children
applying the skills they had learnt from my activity. They had to follow the same
instructions again and place particular objects in certain positions, i.e. put the hat ‘on’
the pirate’s head.
3 4

14. 5
6
The photograph on the left is an example of a child using their new
and own ICT skills. They independently used a Maths app on the I pad
and played a variety of games.
The photograph on the right is showing the children
applying the same skills of prepositions they had learnt
previously, using the laptops using the Maths city and
simple city programmes.

15.  Photograph 7 is an example of the Lofti and
Oscar sheet that is completed at the beginning of
each Focused activity with the teacher and the
children.
 Lofti the puppet explains the activity and the
learning objective to the children. Ocsar is the
puppet that will discuss all the skills that will be
required to achieve the learning outcomes.
 The children will discuss each activity and
learning outcome with the teacher and then work
together to discuss and decide what skills they
feel will be required to complete the task. These
skills will be written down through a step by step
order of what they will need to do first and then
the next step, etc.
7

16. Photograph 8 is an example of the evaluation sheet which is completed by the
teacher who delivered the activity. This is where we are able to write notes of
particular things we feel may have stood out from each child during the activity.
We also write if the children were able to complete the activity independently,
with support or not at all.
There is an evaluation sheet for each group which is kept in individual group files
for the class teacher. Although these are used often they are not always needed to
be completed as the outcomes from activities are entered straight onto classroom
monitor (see photograph 10, 11 and 12 in evidence).
8

17. Photograph 9 is an example of the LNF consolidate/application sheet which
is completed by the teacher/support staff when the children are able to use
the skills they had learnt the previous week in a different activity/situation.
These can be filled at any time during the week depending when the
children show the skills. The children may achieve these; however they can
be on going depending on their abilities and achievements.
9

18.  In order to evaluate each child and their achievements, after every focused activity the teacher will in put the results onto ‘Classroom
Monitor’ on the computer. There is a specific page set up for each group and each group has the name of each child with their
individual results. There are separate sections on Classroom Monitor for each subject and their specific areas , i.e. Maths-money, Maths-
number, Maths volume and capacity, etc.
 Classroom Monitor is used throughout the school by every class in order to store the progress of the children throughout the years from
Nursery to Class 10. The teacher then has the information of what each child can achieve or where they may be struggling in certain
areas.
 This is also used to analyse the data and statistics at the end of the school year. This will help us develop any areas that may need more
support and teaching.
121110

19.  DCELLS (2008) Framework for Children’s learning for 3 – 7 year olds in Wales. Cardiff: WAG
 DCELLS (2014) Curriculum for Wales: Revised areas of learning and programmes of study. Cardiff: WAG
 DCELLS (2013) National Numeracy and Literacy Framework: To support schools in introducing the National Literacy
and Numeracy Framework. Cardiff: WAG
 Fielder, S. (2007).The Teaching Assistant’s Guide to Numeracy. London: Continuum
Internet
 http://www.estyn.gov.uk/english/docViewer/285585.3/the-impact-of-ict-on-pupils-learning-in-primary-
schools-july-2013/?navmap=30,163
Accessed: 09/05/2015