Victorian Toys Computing lesson

1. Computing – Victorian Toys Lesson Plan
Year Group Term 5 Date Group 1 Lesson Computing
Follow up from last lesson:
Refer to prior learning experience of looking at the Pieter Bruegel painting – ‘Chidren’s games’ that we
discussed in the last lesson.
Remind children of the lesson where we made a video for our pirates topic, and how we used QR codes to
research them.
Refer to the painting in the Education room
at the museum.
Main activities:
Task 1: Create a video of Victorian children playing with period toys and games using green screen and
Imovie app.
Task 2: Children to use QR codes placed around the museum to research the toys and games they see.
CH in pre-set mixed ability groups, children made aware what group they are in the morning of the trip.
Ipads
Victorian clothes and toys (provided by
museum)
Green Screen
Review:
Discuss any issues that we faced in recording the video.
Key questions:
Are there any other areas of Victorians where we could use this to enhance our understanding?
Where do we think green screen might be used by adults?
How did we decide what was good information for our research?

2. LI & SC
I can use computing skills to help my understanding of a topic.
SC:
I can work as a team to make a Victorian movie.
I can use QR codes to research a topic.
I can decide what is a good source of information.
How the use of ICT impacts on learning:
Using QR codes -
- Allows children to access information that has been selected by the teacher, this allows the
children the freedom to research and judge the quality of information from the internet without the
fear of them accessing inappropriate material.
Recording information on Ipads -
- using the ipads to take screen shots, photos, record written and voice recorded notes allows
children to record their learning experiences as they happen. These can then be collated and
reflected upon to produce a presentation which is an important life skill.
- Making videos
- Allows children to show their understanding of a topic, developing writing skills, develop
teamwork and technological skills.
Time Detailed Structure Roles
Morning
slot.
Intro CT lead Intro and main activity
Task 1

3. CT to lead:
Ask children to reflect on prior learning experience of looking at the prezi focussing on the painting
‘Children’s games’ by Pieter Bruegel . What games and toys do they remember discussing? Refer to the
version of the painting that is in the museum.
Children to use talk partners (TTYP) to discuss the work we did in the previous lesson regarding what we
saw in the painting in class. Ask for feedback, TA to note responses.
Museum Liaison Officer to go through her introduction to ‘Victorian Toys and Games’ – allow children to
ask questions and log them to refer back to at the end of the lesson. Children have access to the toys and
get a tactile, interactive experience.
Main Activity
Children split into 2 groups (children aware of their grouping and partner).
Task 1 – CT supported – make a movie.
Children to work in groups of four to produce a movie using I-movie App and green screen. Children to
take it in turns to film/direct and act/present in the movie. Children acting/presenting will have access to
Victorian toys and clothes (provided by museum).
CT to remind children how to use the I-movie App and green screen. Explain how to access the chosen
backdrop of the Victorian playroom, and give the groups 5 minutes to complete this task.
Explain that the movie can be either based on fact (non-fiction) where the children present the
toys/games and describe how children played with them, or it can be a fictitious (a story) that shows the
children playing with the toys/games.
TA to swap swap with CT for writing time (swap back after this).
Children to be allowed 15minutes to discuss and decide what they want to film.
Further 20 minutes to film, review and edit their video.
TA to support children in
research groups – Task 2
Museum Education Liaison –
Museum/Victorian toys intro.

4. 10 minutes to show their videos to the other group.
Task 2 – TA/Museum Liaison supported.
15 mins - Children to be given a tour of the museum, led by museum education liaison officer.
5 mins – Children to be given opportunity to ask questions about what they have seen .
TA and CT to swap group to allow CT to brief the children on the task (swap back after brief)
5 mins – TA to brief children on the research task, using Ipads to follow QR code links. CT to model using
the QR tool (children have done this before so should be aware of how to do it).
25 mins – Children to use the QR codes that are placed around the museum to research the items they are
placed near. Some website links will be better than others and children must decide which are good
sources of information. Children can use Ipad screen shots, photos and notes to record their research.
These images/notes will be used to create a presentation in a future lesson.
Children to come together and discuss their findings with TA and Museum Liaison.
After morning break groups to swap task.
Plenary:
Look at the questions we logged in the morning – have we learnt anything that helps us to answer these
questions.
Ask children to describe modern versions of the games and toys we have seen.

5. Future lessons
Children to be taught how to make a presentation using powerpoint using the images and information they logged at the museum.
Children to use doodlemap/google earth to show 3 stages of the parks development:
- historic (google earth)
- present (google earth/doodlemap)
- Future (doodlemap, digital media of choice)
Main task will be to design a park for the future.