ICT Training for Teachers

Talent Guide

Conference Area

ICT Tasks

Glossary of terms

References

ICT Competencies

Resources to Download

Primary Foundation Stage

How ICT can enhance teaching and learning in the Foundation Stage ICT and the Foundation Stage ICT activities suitable for children in the Foundation Stage Sample plans and worksheets for Reception Resources available to support the teaching of the Foundation Stage. Web sites for the Foundation Stage Print Version (178KB - 8 pages)

Module 1: Why Use ICT Module 2: The Use of Generic ICT Resources Module 3: Identifying and Evaluating the Use of Subject Specific ICT Resources Module 4: Planning for and Managing the Use of ICT Module 5: Teaching and Assessing the Use of ICT Module 6: Evaluating the Impact of ICT and Planning for Future Development ICT and English ICT and Maths ICT and Science ICT and the Foundation Stage ICT and Special Educational Needs ICT and Design and Technology ICT and History ICT and Geography Back to Web Site Map

Teachers can use ICT to enhance teaching and learning in the Foundation Stage by:

• Encouraging pupils to become familiar with ICT and positive users of it;
• Ensuring that all pupils have opportunities to use ICT, and that their experience takes account of any home use or other previous experience of ICT;
• Identifying and teaching the skills necessary for handling input devices effectively e.g. switches, mouse, keyboard (including keyboard short cuts and 'hot' keys), floppy discs, CD-ROMs;
• Using ICT to support the development of language and literacy, through the use of programs which develop reading and writing e.g. to reinforce letter/sound correspondence and encourage pupils to engage with stories, songs and rhymes presented on the screen, as well as through the use of high quality educational broadcasts;
• Using ICT to support the development of numeracy through the use of computer programs and robots which develop and reinforce the use of mathematical language, and the recognition and exploration of numbers, simple mental operations and patterns;
• Using ICT to support pupils' creative development through the use of computer programs which encourage them to explore and experiment with pattern, shape, pictures, sound and colour;
• Encouraging pupils working collaboratively with ICT to share responsibilities for making decisions and reaching conclusions, e.g. as they progress through a simple computer adventure game.

(TTA Publication: 'Identification of Training Needs' 1999)

ICT and the Foundation Stage

The Early Learning Goal for ICT is included in the area of learning known as 'Knowledge and Understanding of the World'. It states:

By the end of the Foundation Stage (Reception), most children should be able to:

• find out about and identify the uses of everyday technology and use information and communication technology and programmable toys to support their learning

see also www.qca.org.uk/ca/foundation/guidance/curr_guidance.asp

The TTA (1999) state that 'teachers of pupils aged 3 to 5 should understand the importance of introducing pupils in Nursery and Reception classes to the use of ICT and recognise the contribution that ICT can make to this age group. ('Identification of Training Needs' page 32)

Some suggestions for ICT activities suitable for children in the Foundation Stage

• Make laminated labels for the different parts of the computer to introduce ICT vocabulary. Use the labels to play a game with the children: read a label and ask the children to place it on the appropriate part.
• Use CD-ROMs such as Living Books to develop early reading skills, whilst also improving mouse control.
• Use click and drag to order the letters of their name, to match numbers to sets or to match words to pictures.
• Use a word processing package and to type their name, labels for the classroom or home corner. If a lower case keyboard is not available you could provide children with alphabet cards that show upper and lower case letters side by side to help children differentiate and work out the letter they need to use. Change font, colour and size of font, use Delete, Enter / Return and the space bar. Print out work.
• Use a paint program to draw or represent something that has meaning to the child. Allow children to experiment with tools and colours expressing themselves creatively through 2D work using ICT as a tool. Combine text with the graphics by encouraging pupils to add their names using the keyboard or the mouse. Introduce the rubber to correct mistakes.
• Use a programmable toy (e.g. Pixie, Pip or Roamer) to move forward and backwards to a partner or forward to knock down blocks. More able children can move on to using left and right turns. They can then program the robot to travel around the room or round a floor map (see Module 2, Task 5).
• Having collected data such as "Favourite Fruit" or "Favourite Pets" the children could enter the data into a simple data handling package (e.g. Graphers - see Module 2 and Module 3). Using 'click and drag' they could sort the data on screen. They could then produce a pictogram and print out their work.
• Set up the home corner as a supermarket, doctor's surgery, office or bank etc. Include elements such as cash tills, checkouts and computers as examples of ways of storing information. Through role play, supported with visits, children can begin to develop an awareness of the uses of ICT in the world around them.
• Introduce ICT in the world through walks and visits pointing out satellite dishes, scanners, EPOS devices (electronic point of sale), ATM (automatic telling machines), traffic lights, LCD (liquid crystal display).
• Use a digital camera to import photographs of children for displays and book making
• Use a scanner to import children's drawings, paintings and writing.

Sample plans for the Foundation Stage

We have included here six examples of how ICT can be used to support specific learning objectives in teaching across the six areas of learning. They are available as downloadable files in MS Word and ClarisWorks. The exemplars are presented on an Adult Focus planner adapted from the Lewisham publication 'Learning for Life'. Click on the appropriate link to download the document.

Area of learning	Activity	Word version	ClarisWorks
Communication Language and Literacy	Using a talking book CD-ROM	cll.doc	cll.cwk
Creative and Physical	Exploring painting	creative.doc	creative.cwk
Creative	Using painting program and tools appropriately	artactivity.htm	not available
Knowledge and Understanding of the World	ICT Walk	kuw.doc	kuw.cwk
Personal Social and Emotional	Using the Internet to support an outing	artactivity.htm	not available
Mathematics	Using a programmable toy	maths.doc	maths.cwk
Adult focus planner	-	fsictplan.doc	ictplan.cwk

For some thoughts on planning for ICT read:

• www.mape.org.uk/curriculum/earlyyears/nursery.htm

ICT opportunities in the 6 areas of learning

There are many opportunities to use ICT in the foundation stage curriculum. To assist in the completion of tasks 1 and 3 there are downloadable work sheet that have identified opportunities to use ICT in stepping stones and early learning goals. You can use the sheets to identify the stepping stones and goals in your planning and to help you define a rationale for task 1.

• ictopps.doc (Word)
• ictopps.cwk (ClarisWorks)

See also

• 'Where ICT can support the Early Learning Goals'
• 'Information Handling Skills in the Foundation Stage'

We have included here two examples of how ICT can be used to support specific objectives in teaching literacy and numeracy.

• Matching text and image to reinforce initial letter sounds
• Correspondence activity

You might like to try these out, or to think of ways of adapting them for your own class.

Resources available to support the teaching of the Foundation Stage.

Web sites for the Foundation Stage

Early Learning Goals	ICT supported by web links
Personal, Social and Emotional
Disposition and attitudes continue to be interested, excited and motivated to learn be confident to try out new activities initiate ideas and speak in a familiar group maintain attention, concentration, and sit quietly when appropriate	Children using appropriate ICT are interested, excited and motivated. For a general introduction to using ICT in the foundation stage see curriculum guidance at http://k1.ioe.ac.uk/cdl/DATEC/datecfrm1.htm
Making relationships form good relationships with adults and peers work as part of a group of class, taking turns and sharing fairly, understanding that there needs to be agreed values and codes of behaviour for groups of people, including adults and children to work harmoniously	Computers can be powerful facilitators of group work and programs that present challenges can stimulate children to discuss and share. Creative programs can raise self-esteem where children can produce work that they want to share. For examples of activities to stimulate foundation children see www.bbc.co.uk For descriptions/reviews of software see under ‘Recommended software and websites’ at www.pin.org.uk and visit Lewisham’s conference site http://ecs.lewisham.gov.uk where you will find reviews by practitioners in Lewisham Schools (task 7) Follow the link to join a conference and look in the curriculum and foundation stage folders within the Primary Schools.
Communication Language and Literacy
Communication interact with others, negotiating plans and activities and taking turns in conversation	Role play activities with ICT elements are perfect environments for developing a wide range of communication skills. See: http://curriculum.becta.org.uk/docserver.php?docid=2666 Scroll down to view these sections: 'Role Play - School Office' and 'Role Play - Car Park'
Language for communication sustain attentive listening, responding to what they have heard by relevant comments, questions or actions build up vocabulary that reflects the breadth of their experiences extend their vocabulary, exploring the meaning and sounds of new words	CD-ROM talking books, on screen big books, audio cassettes and interactive web sites are ways in which ICT can be used to present stories, music and rhymes See these web site for some stories: www.asiabigtime.com/storybooks/aki_menu.html www.bbc.co.uk/cbeebies www.threetofiveyears.co.uk/activities/christmas/story/front/christmasstory.htm http://ngfl.northumberland.gov.uk/english/default.htm
Language for thinking use language to imagine and create roles and experiences use talk to organise, sequence and clarify thinking, ideas, feelings and events	Role play encourages the use of props to stimulate imagination and to play out real life experiences. See:  http://k1.ioe.ac.uk/cdl/DATEC/datecfrm1.htm Follow the links to exemplars then ‘supporting socio-dramatic play’. Use of programmable toys can stimulate discussion and cooperative problem solving, for ideas visit: www.swallow.co.uk www.valiant-technology.com
Linking sounds and letters hear and say initial and final sounds on words, and short vowel sounds within words link sounds to letters, naming and sounding the letters of the alphabet	Word games including matching, rhyming and first letter recognition are available on websites and as part of CD collections. These allow children to practice skills in a very motivating environment. See Digby the Mole at www.bbc.co.uk/education/laac/menu.html Some activities can only be used by subscribers. A useful activity that can be accessed by all allows children to engage in word recognition activities. www.thebigbus.com
Reading explore and experiment with sounds, words and texts retell narratives in the correct sequence, drawing on the language patterns of stories read a range of familiar and common words and simple sentences independently know that print carries meaning and, in English, is written from left to right and top to bottom show an understanding of the elements of stories, such as main character, sequence of events, and openings, and how information can be found in non-fiction texts to answer questions about where, who, why and how	On-screen books can be used to help focus children's attention on print and to explore a variety of stories. See a range of big books in the MAPE website www.mape.org.uk/kids/bigbooks/index.htm More stories can be found on the BBC Little Animals Activity Centre at: www.bbc.co.uk/education/laac/menu.html and see: www.naturegrid.org.uk/infant/bigbook.html
Writing use their phonic knowledge to write simple regular words and make phonetically plausible attempts at more complex words  attempt writing for various purpose, using features of different forms such as lists, stories and illustrations write their own names and other things such as labels and captions and begin to form sentences, sometimes using punctuation	The use of the computer for the writing of labels and captions allows children to achieve a rewarding finished product. Word processors can also be used for 'play' writing in role play. Such exploration helps to develop early word processing skills and keyboard familiarity. Find some ideas for using ICT in role play see playing with print http://curriculum.becta.org.uk/docserver.php?docid=480 and Post Office - Role play http://curriculum.becta.org.uk/docserver.php?docid=352 Clicker is a writing program, based on word processing, which can be customised for early writers. Find out more about it at: www.cricksoft.com/cgfl/index.htm
Mathematical Development
Numbers as labels for counting say and use number names in order in familiar contexts count reliably up to 10 everyday objects recognise numerals 1 to 9 use developing mathematical ideas and methods to solve practical problems	Simple on-screen counters are available which provide stimulus for talking and thinking about numbers. For example using the counter at the web address below the teacher could set it to count in steps of 1, stop the count at 6 (or 9 or 19) and ask - What will the next number be? What is one more? And so on.... Ambleside Bigcount Page Try the mathematics resources at www.bgfl.org/bgfl/primary/ey/index.htm There are differentiated activities with accompanying notes for them (look at counting to 10 & matching numbers to 20). If the activity doesn't work it is likely that you do not have the necessary downloads to make them operate. A quick way to get these is to access the notes of the activity and scroll down to the end of the page where you will see the downloads - you need to choose 'Macromedia authorware web player' follow the on screen instructions.
Calculating  in practical activities and discussion begin to use the vocabulary involved in adding and subtracting use language such as 'more' or 'less' to compare two numbers find one more or one less than a number from 1 to 10 begin to relate addition to combining two groups of objects, and subtraction to take away	Mathematical games and activities are available on websites and as part of CD collections, allowing children to practice skills in a very motivating environment. See, for example: www.bbc.co.uk/education/numbertime You could also try 'Guess my Number' under mathematics at www.bgfl.org/bgfl/primary/ey/index.htm
Shape, space and measures use language such as 'greater','smaller', heavier' or 'lighter', compare quantities talk about, recognise and recreate simple patterns use language such as 'circle' or 'bigger' to describe the shape and size of solids and flat shapes use everyday words to describe position use developing mathematical ideas and methods to solve practical problems	The use of programmable toys encourages children to think about space and position and make use of appropriate vocabulary for discussing these. See 'We're Going on a Bear Hunt' at: http://curriculum.becta.org.uk/docserver.php?docid=2666 See a practitioners views on using roamers: www.mape.org.uk/curriculum/earlyyears/roamers.htm The use of ICT enables children to practice different ways of sorting and grouping without the need to move objects physically. See 'Mittens in Sorting Games' in the KidsMape, section of the MAPE website www.mape.org.uk/kids/index.htm See the manufacturers' web sites for lots of ideas and starting poings for using programmable toys. www.swallow.co.uk (pixie) www.valiant-technology.com (roamer)
Knowledge and Understanding of the World
Exploration and Investigation investigate objects and materials by using all of their senses as appropriate find out about, and identify some features of, living things, objects and events they observe look closely at similarities, differences, patterns and change ask questions about why things happen and how things work	The use of digital cameras can heighten children's attention to visual detail. ICT presents lots of opportunities for exploring and asking - What would happen if I did this? Most schools will have an Intel Play QX microscope that works on a computer. Give it a try with your class, what a wonderful way to allow children to explore natural resources they can find and see the finer detail on the monitor. See the article 'Autumn Walk': www.mape.org.uk/curriculum/science/science5.htm and view a record of an autumnal walk at http://schoolsite.edex.net.uk/1253/Classes/Reception/Autumn/autumn.htm For activities about the weather visit the bbc web site for a collection of 100 artworks depicting different weather conditions - you can click on a weather symbol (a collection of 10) to view paintings. http://www.bbc.co.uk/paintingtheweather/
Information and Communications Technology find out about and identify the uses of everyday technology and use information and communication technology and programmable toys to support their learning	Role play presents opportunities to find out about everyday use of ICT. See 'Class Café' or 'Timers' at: http://curriculum.becta.org.uk/docserver.php?docid=2666
A sense of place observe, find out about, and identify features in the place they live and the natural world find out about their environment, and talk about those features they like and dislike	Trails in and around the school grounds can be made using tape recorded instructions to direct children's attention to the world around them. Ideas for a seasonal nature walk see www.naturegrid.org.uk/infant/index.html
Physical Development
Health and bodily awareness recognise the importance of keeping healthy and those things which contribute to this recognise the changes that happen to their bodies when they are active	Computer programs are available which can be used in the context of a topic on 'All About Me'. See 'All About Me - My Body' at: http://curriculum.becta.org.uk/docserver.php?docid=2666
Using tools and materials handle tools, objects, construction and malleable materials safely and with increasing control	The computer keyboard and mouse are tools that require practice for effective use. See the article 'What are the most efficient strategies for It in the early years' on the MAPE website www.mape.org.uk/curriculum/earlyyears/it.htm
Creative development
Exploring media and materials explore colour, texture, shape, form and space in two and three dimensions	Many programs allow children to paint and print. For a web example see 'Design a House with Mr. Bentley' on www.bobthebuilder.com
Music recognise and explore how sounds can be changed, sing simple songs from memory, recognise repeated sounds and sound patterns and match movements to music	Songs and music are available on-line and on CD. www.threetofiveyears.co.uk/activities/farm/farm.html There is a virtual orchestra at http://ngfl.northumberland.gov.uk/music/orchestra/default.htm Children can explore the instruments belonging to the brass, wind, percussion and string families and hear them played. To support the development of rhythm there is a game to play 'The Music House' unfortunately for PC users only, it is downloadable for using off line, visit: http://ngfl.northumberland.gov.uk/music/index2.htm
Responding to experiences, and expressing and communicating ideas respond in a variety of ways to what they see, hear, smell, touch and feel; express and communicate their ideas, thoughts and feelings by using a widening range of materials, suitable tools, imaginative and role play, movement, designing and making, and a variety of songs and musical instruments	Tape recorders and video or digital cameras may be used to record children's own music, songs and dance. See 'Weather Dance' at: http://curriculum.becta.org.uk/docserver.php?docid=2666