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SCITT Yr 1 Day


Louise Jefferson

on 14 December 2012

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Transcript of SCITT Yr 1 Day

ICT Module Gateshead 3-7 SCITT Teaching Literacy and Mathematics through ICT Session Objectives: We will be learning the statutory requirements for teaching Literacy and Mathematics using ICT. We will be planning a literacy session using the the relevant contextual information.

We will be creating an interactive resource for teaching a small group of children.

We will be team teaching the children. ICT Session

10.00 Requirements for teaching using ICT
10.30 Looking at example lesson resources
11:00 Setting the scene
11:30 Initial discussions
12.00 Lunch
12.30 Planning a lesson and making a resource
1.30 Teaching the children
2.15 Reflecting and evaluating session
2.30 Finish Aims of the session What is required by the National Curriculum
Ways to meet the National Curriculum requirements
How to plan an interactive lesson
How to resource an interactive lesson
Sharing ideas with your peers What must we include in Literacy and Mathematics? Pupils should be given opportunities to apply and develop their ICT capability through the use of ICT tools to support their learning in all subjects. At Key Stage 1, it is statutory to teach the use of ICT in English, mathematics and science. Teachers should use their own judgement to decide where it is appropriate across these subjects. At other key stages, there are statutory requirements to use ICT in all statutory subjects, except PE.

Pupils should be given opportunities to support their work by being taught to:

find things out from a variety of sources, selecting and synthesising the information to meet their needs and developing an ability to question its accuracy, bias and plausibility
develop their ideas using ICT tools to amend and refine their work and enhance its quality and accuracy
exchange and share information, both directly and through electronic media
review, modify and evaluate their work, reflecting critically on its quality, as it progresses. What issues may arise from this? What implications does this have for you as a teacher? Pupils’ entitlement to ICT in English (KS1) READING Speaking and Listening ICT can contribute to the development of children’s skills of speaking and listening in many different ways. Some ideas for achieving this are:

Through the use of audio recordings such as story CDs and MP3s

Through digitised speech and multimedia, e.g. talking books

Through the use of videoconferencing

By providing contexts for collaborative decision-making 5. During the key stage, pupils should be taught the Knowledge, skills and understanding through:
a. working with a range of information to investigate the different ways it can be presented [for example, information about the sun presented as a poem, picture or sound pattern]
b. exploring a variety of ICT tools [for example, floor turtle, word processing software, adventure game]
c. talking about the uses of ICT inside and outside school. Choosing to use ICT Three Key Principles: Assessing attainment at the end of a key stage Key Stage 1 Attainment targets Level 1 Level 2 Level 3 Pupils explore information from various sources, showing they know that information exists in different forms. They use ICT to work with text, images and sound to help them share their ideas. They recognise that many everyday devices respond to signals and instructions. They make choices when using such devices to produce different outcomes. They talk about their use of ICT.

Pupils use ICT to organise and classify information and to present their findings. They enter, save and retrieve work. They use ICT to help them generate, amend and record their work and share their ideas in different forms, including text, tables, images and sound. They plan and give instructions to make things happen and describe the effects. They use ICT to explore what happens in real and imaginary situations. They talk about their experiences of ICT both inside and outside school.

Pupils use ICT to save information and to find and use appropriate stored information, following straightforward lines of enquiry. They use ICT to generate, develop, organise and present their work. They share and exchange their ideas with others. They use sequences of instructions to control devices and achieve specific outcomes. They make appropriate choices when using ICT-based models or simulations to help them find things out and solve problems. They describe their use of ICT and its use outside school. - Teachers may write their own schemes of work using the national curriculum guidance.

-In the past QCA was a common choice for lots of schools, however with schools leaning towards a more creative curriculum these schemes are becoming out-dated.

-The LCP ICT Resource Files offer medium-term plans, individual lesson plans, activity sheets, prompt sheets and resource sheets that cover the units in the QCA Scheme of Work for ICT at key stages 1 and 2. National Curriculum QCA Schemes of Work Pre-written'Bought in' Schemes e.g. LCP Task 4 Which is the best scheme? Working in groups of 5 or 6 you will be focusing on one scheme of work per group in order to become experts.

You will then be put into a new group made up of one person from each expert group to tell each other about the schemes of work you focused on.

You must make a poster advertising the pros and cons of the different schemes you have looked at. Task 4
Discussion points Are all the schemes of work beneficial?

In what way are they/aren’t they useful?

What are the pros and cons for teachers using schemes of work.

How would you use these in your planning? What can software have on children? impact Task 2 Working in small groups of 3 or 4, I would like you to plan a lesson in Literacy using the lesson plan perfoma, an objective and some initial ideas. You may use the internet or software if needed.

You must create an activity and ICT resource (Smartboard Notebook or PowerPoint) to fulfill the specific learning objectives. You will be allocated a group of children from a stated ability group.

You should be ready to present your lesson plan (saved on the network) and lead a small group activity incorporating ICT by 1.30. Task 2
Discussion points Were you able to create an activity to meet the objective?

Did you use ICT effectively in your lesson?

Did you find it challenging or helpful to use ICT?

What would your next step be? Is it statutory to use ICT in your teaching? 2a. Statutory: Use the organisational features of non-fiction texts, including captions, illustrations, contents, index and chapters, to find information

7a. Statutory: the range should include print and ICT-based information texts, including those with continuous text and illustrations. ICT should be used to support teaching and learning in all aspects of Literacy. There are also specific, statutory requirements for the use of ICT. Have a look at:

http://www.education.gov.uk/schools/teachingandlearning/curriculum/primary What is the Pupils' entitlement to ICT when reading in Key Stage 1? 2b. Statutory: working with the teacher, in order to be able to develop their writing, pupils should be taught to assemble and develop ideas on screen and on paper. WRITING Now take a look at En3 Writing and consider consider the children's entitlement when writing in Key Stage 1. Finally take a look at En1 and consider the use of ICT in Speaking and Listening. ICT statutory requirements in Mathematics Pupils must be given opportunities to apply and develop their ICT capability through the use of ICT tools to support their learning in Maths. Look at the DfE website the POS for Mathematics in Key Stage 1 to answer the following question:

Where is ICT mention in the statutory requirements for Maths in Key Stage 1? Key stage 1 1f: Pupils should be taught the knowledge, skills and understanding through exploring and using a variety of resources and materials, including ICT. Breadth of study 1. Decisions about when, when not and how to use ICT in lessons should be based on whether the use of ICT supports good practice in teaching the subject. If it does not, it should not be used.

2. When planning, decisions about when, when not and how to use ICT in a particular lesson or sequence of lessons must be directly related to the teaching and learning objectives in hand.

3. The use of ICT should either allow the teacher or the pupil to achieve something that could not be achieved without it; or allow the teacher to teach or the pupils to learn something more effectively and efficiently than they could otherwise, or both. Example Lesson Resources Where do we start when planning a lesson? Medium Term Plans
Lesson Objectives
The starting point of your children (assessment data) What resources are available when planning? Internet
books/planning guides
Smartboard/Promethean A week of Literacy A week of Numeracy Setting the Context Using ICT to inspire
Literacy and Numeracy How can gaming Inspire Literacy or Numeracy? On your tables you have been allocated Literacy or Numeracy. Work together to think of all the ways in which the Mario Kart game can be used as an inspiration for a unit of work. Task 3 Task 3
Discussion Points What effect would this have on children?

What are the possible issues?

Could the use of ICT to inspire be applied to other subjects? For more information on this go to: http://www.ltscotland.org.uk/ictineducation/gamesbasedlearning/index.asp What do you need to know? What do you want to know? Non-Fiction Instructional writing Year 1 You will be allocated children from the same ability group Tipps assessment is available - what the children need to achieve! Full lesson should be planned but only 45 minutes to be spent with children in a small group Possible activity organisation: Show children a prepared resource with instructions for how to do something.

Ask children to follow the instructions themselves.

Ask children to write instructions for the same process.

*Remember the key features of amazing instructions! Gateshead 3-7 SCITT To be able to write instructions.
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