The document describes a lesson plan for teaching 3D shapes to reception students using ICT. It involves introducing shapes on the carpet, using a feely bag activity, then splitting into groups. One group takes photos of shapes around the school with an iPad and makes a slideshow with the My Story app. They present this to the class on the interactive whiteboard. The plan evaluates how ICT engaged the students and supported assessing their learning of shapes.

1. Supporting
Children's
Learning with
ICT
Charlotte Anne Davies

2. Introduction
Within the school in which I work the technology is of a high standard. Each class within the school contains an
Interactive White Board or Smart Board, the teachers use these on a regular basis to deliver lessons to the class.
The children are able to interact and engage in their learning through use of this. The Interactive White Board is
also used for activities through out the school day, e.g. Activities within Guided Reading time, where specific
programmes are used to help the children develop their skills.
Within the Foundation Phase there are two computers per classroom, where as higher up in Key Stage Two the
number of computers vary from 3 to 6 per class. Children complete focused tasks on these, as well as being able
to have free time on them if all work is completed.
The iPads are also used for focused tasks and can be used in Golden Time. There are apps that help the
children to develop their digital competence and literacy and numeracy skills, as well as fun apps, where they can
learn and play at the same time. The use of the iPads is an excellent tool for the pupils engagement. There are
four iPads per class in the Foundation Phase, and one to every two pupils in Key Stage Two. The teacher of each
class has their own iPad and camera. These can be used to take photos of the children for evidence. There is
one iPod per class, these can be used for oracy work and video or picture evidence.

3. Within the school there are ‘Beebots’ in the Foundation Phase and ‘Pro-bots’ in Key Stage Two. Children
within the Foundation Phase will use these to help them with counting and directional work. In Key Stage Two
the ‘Pro-bots’ are used. They are used for a higher level of work, and therefore the children have to have more
knowledge and skills to use them. They require the children to enter specific angles, instead of just clicking a
left or right button.
There are a number of Digital Microscopes throughout the school. These can be used for a range of different
topics, e.g. studying insects. The microscope can be linked up to the Interactive White Board, so all the
children are able to see the image or object under it more clearly.
Easi-speak are microphones that allow the children to record themselves. These can help to delvop children’s
oracy skills.
I am currently employed as a teaching assistant in a large primary school, primarily supporting pupils in the
reception class of the Foundation Phase. I work under the guidance of teaching staff and implement agreed
programmes of learning with the children. I am involved in the planning of the lessons, preparation of
resources, delivery of the activities, and marking and assessment of the pupils progress. On a regular basis I
work one to one with pupils with IPP’s – (Individual Play Plans), to help them achieve their targets.
Each afternoon I undertake a numeracy intervention programme, with identified pupils in Key Stage 2. These
children are working below the average expected level of attainment for their age, and have therefore been
identified for a numeracy catch up programme.

4. At the end of last year, I went on a six week ICT training course called Aspire 2 Be. I felt that this course
expanded my knowledge of how effective ICT can be in helping children to develop their skills across the
curriculum. This course developed my own personal skills in ICT, giving me the confidence to share my newly
learnt skills with both the teaching staff and pupils within my work place.
Both in the morning and afternoon ICT and technology plays a big part in helping the children to learn. iPads,
computers, interactive white boards etc. are incorporated into planning in order to help the children assess the
curriculum fully, and support their learning.
My intentions for the activity I have planned are for the pupils to become familiar with, recognise and describe 3D
Shapes. I have incorporated the use of ICT in order for the children to also develop their ICT skills.

5. Learning Objectives
By the end of the session I want the learners to be able to:
 List 3D shapes
 Name 3D shapes
 Apply knowledge of 3D shapes to create a
simple slideshow on ‘My Story’

6. Class dynamics
I will undertake this activity with a small group of
children – there will be five children in the group.
All five of the children in the group will be five years
old, and working at their expected level of an
outcome 3/4.
Within the class in which I work, we refer to the
Foundation Phase documents.

7. Lesson/activity outline
As a class the children will all be given the same introduction to 3D shapes. Children will make a circle on the
carpet, and will be told that today we are going to be covering 3D shapes. Pupils will be encouraged to share
with the rest of the class any prior knowledge on shapes they may have. Once complete, I will show the
children a range of 3D shapes. For example, a cube, cuboid, pyramid. As a class we will discuss certain
features of the shape, e.g. straight edges, curved edges.
Next, the children will be introduced to the ‘Feely Bag’ – (they will have seen this in previous lessons). A
number of different 3D shapes that we have already discussed will be in the bag. Children will be asked to
close their eyes and place their hand in the ‘Feely Bag’. The children will be chosen using lollipop sticks. If
the children are able to orally describe the shape they will be asked to do so. They will then hazard a guess
at what 3D shape they think is in the bag.
The children will then be spilt into ability groups to complete their activity. For the activity I will have the top
ability group. For the task the children will be going on a shape walk around the school. They will have an
iPad, and as they go they will have to take pictures of any objects they see that are 3D shaped, that we have
discussed during the earlier carpet session. Once the children have completed the walk and found a variety
of 3D objects, we will return to the classroom to complete the next part of the activity.

8. Pupils will now be asked to make a slideshow on the iPad, which will involved oracy and the earlier pictures they
took on the walk. The app they will create this on ‘My Story’. The children will be given time before they start the
slideshow to explore the app for themselves. I will show them key features that they will need to complete the
task, e.g. how to upload a photo from the camera roll. The children may need some assistance from myself to
complete this.
For the plenary, the group will return to the carpet to show the other pupils within the class what they have been
doing. The iPad will be linked to the interactive white board for all the children to be able to hear and see the
slideshow that has been created.

9. Foundation Phase Lesson Plan – Reception (age 5)
Date: 4th May 2015
Area of Learning/Lesson Focus:
Mathematical Development: 3D Shapes – (Group of Reception children)
Learning Objectives:
For all children to become familiar with 3D shapes, e.g. for children to be able to recognise, name, describe and sort 3D
shapes into specific criteria.
(WALT) – What am I learning today? (WILF) – What I am looking for?
WALT – We will be learning
Recognising 3D shapes
Naming 3D shapes
WILF – I am looking for
Children that are focused on the set activity

10. Assessment Opportunities/Outcomes
The activity I will be carrying out will be based on Outcome 3/4 -
Use familiar words
Compare two or more objects by direct observation
Use everyday language to describe properties of regular shapes
Are able to discuss their work
In the new 2015 curriculum:
Reception - recognise and name common 2D shapes (circle, square, triangle and rectangle) and some 3D shapes
(cube, cuboid, and sphere) within play activities and the environment.
Classroom Organisation
I will deliver the introduction to the lesson on the carpet. The children I have planned the activity for will be in their
ability group. They will undertake the activity as a group. They will be working within the school facility for their
activity. The group will be working independently in taking pictures, but an adult will be present, to assist the
children in creating the story on the ‘My Story’ app.

11. Introduction/Carpet Work:
As a class the children will all be given the same introduction to 3D shapes. I will ask the children to make a
circle on the carpet. I will tell the children that today we are going to be covering 3D shapes. I will ask the
children if they have any prior knowledge on shapes and listen to their responses. Once complete I will show the
children a range of 3D shapes. For example, a cube, cuboid, pyramid. As a class we will discuss certain
features of the shape, e.g. straight edges, curved edges.
Next, the children will be introduced to the ‘Feely Bag’ – (they will have seen this in previous lessons). A number
of different 3D shapes that we have already discussed will be in the bag. Children will be asked to close their
eyes and place their hand in the ‘Feely Bag’. The children will be chosen using lollipop sticks. If the children are
able to orally describe the shape they will be asked to do so. They will then hazard a guess at what 3D shape
they think is in the bag.
The children will then spilt into ability groups to go and complete their activities.

12. Focused Tasks
Fluffy Clouds (top group) – Their activity will be both indoor and outdoor based. They will be undertaking their
activity in the hall/corridors/forest/nature reserve. As a group we will have a small discussion about any objects we
can think about that are a 3D shape, e.g. the cupboards in the corridors are cube shaped, logs in the forest are
cylinders. We will then set off on our walk around the school. I will encourage the children to talk amongst
themselves about any 3D shapes they see. When the children feel they have found an object that they think fits
one of the shapes we are looking for, I will ask them to take a picture for evidence for our story book later. Team
work will be encouraged throughout the task.
Once the children have a range of different pictures of 3D shaped objects, we will return to the classroom where
we will sit down as a group and create a simple story, using ‘My Story’ app. The children will be familiar with this
app, as they will have used it before. Pupils will be asked to speak over the pictures of the 3D shaped objects they
have taken. I will encourage them to not only name the shape in the picture, but to also describe it if they can, e.g.
this is a cube. Cubes have all straight edges. They will need to work as a group to create the story.
The adult supporting them (myself) will then ask the children some set questions about the given shapes, e.g. Can
you name me a shape that has only straight edges? What shape is a football? The children will use the i-Pod to
record their answers for evidence.
Self-assessment
As a group we will use our thumbs to decide whether we found naming, recognising and sorting 3D shapes difficult,
ok, or easy.

13. Plenary
As soon as all the activities are complete, we will return to the carpet, where we will have a group discussion. We
will recap what we have covered during the lesson. The children’s names will be on lollipop sticks in a jar, and I will
choose out of here on random when I ask I question, e.g. What have we been learning today? How did you find
the activity? I will use the Interactive White Board to show the other children what my group have been doing, and
the story that they have created from their shape walk.
Once complete, I will play a little game with the children, to reinforce what I have taught throughout the morning. I
will have a slide show of 3D shapes, which I will get the children to name to me. I will make it more difficult by
using the ‘Shadow tool’. This is a tool that makes the screen black, and allows you drag it down allowing you only
to see part of the shape. The children will be asked to place quiet hands in the air when they believe they know
what the shape is.
Resources/Vocabulary
iPad, Interactive White Board, Feely Bag, 3D shapes
3D shapes, cube, cuboid, pyramid, cone, sphere, cylinder, straight edges, curved edges,
Criteria for Success
Can you recognise a cube, cuboid, cone, pyramid, sphere and a cylinder?
Can you name 3D shapes focused on today?

14. Resources
 Interactive White Board
 Computer
 iPad – ‘My Story’ app
 iPod
 Learning environment (indoor and
outdoor)

15. The Evaluation
At the beginning of the lesson, I explained to the children what they would be learning (WALT), and what I would
be looking for (WILF). By clearly explaining my learning objective to the children stating that I wanted them to be
able to recognise, name and describe 3D shapes. I was able to then use this as a focus for my evaluation of what
the children had learnt. By asking the children what they already knew about 3D shapes at the beginning of the
lesson also helped me to assess what they had learnt in my lesson.
The use of the ‘Feely Bag’ in my introduction seemed to enthused the children as they seemed excited to have a
turn of putting their hand into the bag and trying to describe some of the shapes.
I worked with the top group, ‘Fluffy Clouds’, both indoors and outdoors looking at the various 3D shapes that we
could find in the school environment. The use of the iPad to take photos of the shapes they saw reinforced their
ICT skills, as they kept this for evidence to use with ‘My Story’ app. The pupils mathematical skills were
developed through the discussion of the mathematical vocabulary, as they asked each other through out the
activity the names of the various shapes they saw. I was able to support the children’s learning by assisting them
in the vocabulary, and asking relevant questions. The use of the iPod to record their answers helped me assess
what they had learnt. It seemed that by the children’s use of the ‘My Story’ app their ICT skills were developed.
Their independent llearning was developed as their had time to experiment with different icons on the app prior to
the completion of their work.

16. In my plenary the slideshow created by the group was shared with the rest of the class using the interactive white
board. This seemed to have a positive affect on the groups’ self esteem, as they looked very proud as I showed
their work to the rest of the class. Also, in my plenary, I was able to assess what the children had learnt through
the use of the ‘Shadow Tool’.
The assessment of the group I had worked with showed that the children had worked together effectively and
supported each other in their learning. Most of the children were able to recognise and recall the names of the 3D
shapes we had worked with, and were able to identify the shapes indoors and outdoors with various objects.
Higgins (2014), states, ‘.. ICT can help pupils to learn and teachers to teach more effectively’. (p.5). It was
apparent that the use of ICT by myself as the teaching assistant supported the children’s learning and gave me the
opportunity to assess what they had learnt. I also felt that the use of the iPad developed the children’s language
skills as well as their mathematical vocabulary because they communicated with each other in the group activity,
and the ‘My Story’ app allowed the children to create a slideshow at their level.
In my role as a teaching assistant, I felt that the use of ICT to support pupils’ learning allows children of all abilities
to achieve success in their learning. Estyn (2013), states, ‘In nearly all the primary schools, ICT has a positive
impact on teaching and learning, mainly by motivating and engaging pupils. (p.8)

17. It is particularly useful to encourage boys in their learning as the two boys in my group were very enthusiastic
and seemed very interested in the activity.
Passey, Rogers et al (2004), write,
Boys and girls were both motivated by the use of ICT. There was evidence that motivation
from ICT use positively affected the work patterns of boys so that they worked in similar
ways to the persistent pattern of girls. (p.3)
Sometimes, in class these boys do not always stay on the task when doing written activities. My assessment at
the end of the activity showed me that the boys had achieved the expected learning outcomes for the planned
lesson.
The Skill Framework for 3 to 19 year olds in Wales identifies developing ICT across the curriculum. The
framework has two strands:
 Finding and developing information and ideas
 Creating and presenting information and ideas
My lesson planned for the use of ICT and to communicate ideas through the use of the iPad app ‘My Story’.

18. The Skills Framework for Wales (2008),
This framework does not attempt to replicate the entire content of the ICT order. Instead,
it includes a selection of skills from the ICT Order which offer clear opportunities for cross
curricular delivery and the support of learning and teaching in a range of subject areas (DCELLS p.7).
My planned activity developed mathematical skills, language skills and ICT skills, allowing a cross
curricular approach.
Through out my research and my role as a teaching assistant I feel that the use of ICT has a positive
impact on pupils learning and is an effective tool to engage pupils actively in their learning, thus
developing their various skills and abilities.

19. The Evidence
Scan this QR Code with an app called QRReader.

20. Referneces
Foundation Phase for Wales, (2008), Framework for 3 to 7-year-olds in Wales: Welsh Assembly Government
Higgin, S. (2014), Does ICT Improve Learning and Teaching in Schools? (A professional User Review of UK
research undertaken for the British Education Association). Newcastle University
Passey, D. Rogers, C. Marchelle, J. and McHugh, G. (2004), The Motivation Effect of ICT on Pupils. Lancaster
University: Department of Education Research
The Report of Biringham School. (2011), Estyn Report. Chief Inspector: ESTYN