Resource File Foundation Stage

Transcription

LCP
Resource File
Foundation Stage
Malcolm Hughes & Mandy Lee
Commissioning Editor: Halina Boniszewska
Editors: Stephen Pavlovich • Aileen Lalor • Eleanor Holme
Design: Simon Dainty • Antony Dickens • Dave Overton
Illustrations: Andy Elkerton/Poggio
Proofreader: Gillian Rathbone
LCP • Hampton House • Longfield Road
Leamington Spa • Warwickshire • CV31 1XB
Tel: 01926 886914 • Fax: 01926 887136
E-mail: [email protected]
Website: www.LCP.co.uk
© LCP Ltd 2006
The photocopiable sheets in this pack may be reproduced and used only within the educational establishment which purchased this pack.
Reproduction of or use of reproductions of any or all of the sheets in this pack in any institution other than
the purchasing institution constitutes an infringement of copyright.
All rights reserved.
The authors’ moral rights have been asserted.
ISBN 1 905101 38 4
ICT Resource File Foundation Stage
Introduction.indd i
© 2006 LCP Ltd. Copies may be made for use within the purchasing institution only.
9/1/06 4:18:57 pm
Acknowledgements:
The authors and publisher are grateful to the following:
BBC for the use of screenshots from
www.bbc.co.uk/cbeebies/funandgames/buildahouse.shtml,
www.bbc.co.uk/cbeebies/somethingspecial/songs/oldmac.shtml,
www.bbc.co.uk/schools/laac/story/sbi.shtml,
www.bbc.co.uk/schools/laac/story/wish/sound.shtml,
www.bbc.co.uk/schools/laac/numbers/ch2.shtml.
Cambridge University Botanic Garden for use of a screenshot from www.botanic.cam.ac.uk/TitanMovie.htm
Crick Software, www.cricksoft.com for use of a screenshot from Clicker 4.
Dulux, AMV BBDO, Hibbert Ralph Animation, www.hra-online.com and 3Bears Animation, www.3bears.co.uk, for the use of a screenshot,
Dulux: Plasticine, from www.3bears.co.uk
Enchanted Learning Software for use of a screenshot from www.enchantedlearning.com/crafts/Boxcastle.shtml
Granada Learning/SEMERC www.granada-learning.com for the use of screenshots from Musical Leaps and Bounds
Inclusive technology, www.inclusive.co.uk for images of the Big Keys LX and Alphabet Keyboard Stickers.
Kent NGfL for the use of screenshots from www.sebastianswan.org.uk/rhyme/bkrhyme.html,
www.sebastianswan.org.uk/bigbook.html,
www.sebastianswan.org.uk/rhyme/bkrhyme4.html,
www.sebastianswan.org.uk/sounds/bksound.html,
www.sebastianswan.org.uk/sounds/bksound8.html.
Kudlian Software Ltd., www.kudlian.net for the use of screenshots from Pictogram
Logotron Ltd., for the use of screenshots from www.logo.com/imagine/project_gallery/town.HTM
PBS and Ragdoll Limited for the use of a screenshot and content from the PBS KIDS website,
http://pbskids.org/teletubbies/everywhere.html, Teletubbies™ © Ragdoll Limited 1996.
Sherston Software www.sherston.com Screenshot reproduced from Tizzy’s Toybox CD-ROM, published by Sherston.
Website www.sherston.com e-mail [email protected] tel 01666 843200.
Swallow Systems, www.swallow.co.uk for use of images of the Pixie and Pixie cover
TAG Learning, www.taglearning.com for the use of an image of the Digital Movie Creator II
Introduction.indd ii
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Foundation Stage
Introduction
Contents
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What is foundation stage ICT?
How do children learn during the foundation stage?
The sessions of work
Contents of each session
Medium-term and session planning
How to use your session plan
Assessment
Software and hardware
Using the CD-ROM
Physical development
Websites
Making changes
About the authors
Units
Unit 1
Unit 2
Unit 3
Unit 4
Unit 5
Unit 6
Unit 7
Unit 8
Unit 9
Unit 10
Unit 11
Introducing control toys
Introducing computers
Introduction to cameras and video cameras
ICT in the world around us
Using computers
Audio
Using cameras and video cameras
Exploring letters, words and text
Exploring floor robots
Multimedia story making
Copying and enlarging
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• 29 •
• 61 •
• 75 •
• 99 •
• 135 •
• 159 •
• 175 •
• 207 •
• 215 •
• 227 •
•
Appendices
Useful resources
Hardware
Software
Free online games and resources
Books
ICT terms explained
Planning matrix
Session plan
Example of cross-curricular planning sheets
Introduction.indd iii
239 •
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• 245 •
• 258 •
• 260 •
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24/11/05 10:14:01 am
Foundation Stage
Introduction
Introduction
The foundation stage was introduced in September 2000 as a distinct phase of education for children aged 3–5.
In preparation for this, the Curriculum guidance for the foundation stage was distributed in May 2000.
This curriculum guidance sets out six areas of learning which form the basis of the foundation stage curriculum.
These areas are:
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•
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•
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Personal, social and emotional development
Communication, language and literacy
Mathematical development
Knowledge and understanding of the world
Creative development
Each area of learning has a set of related early learning goals. When the Education Act 2002 extended the
National Curriculum to include the foundation stage, the areas of learning and the early learning goals became
statutory, as did the use of the Curriculum guidance for the foundation stage as a guide.
The LCP ICT Resource File Foundation Stage is designed to help teachers deliver the requirements for ICT in the
Foundation stage and is structured to enable teachers to address aspects of each of the areas of learning using
Information and Communications Technology (ICT). They consist of a number of units that can be adapted for
children of different ages and levels of experience.
What is foundation stage ICT?
The foundation stage curriculum expects teachers to introduce early years children to a wide range of ICT
resources to support their learning. Computers play an important role, but there are also a number of other ICT
appliances and applications that should be provided within early years settings.
How do children learn during the foundation stage?
•
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•
Children learn by playing.
Early years experience should build on what children already know and can do.
Children need well-planned, purposeful activity and appropriate intervention by teachers.
Above all, high quality care and education by teachers will lead to effective learning and development for
young children.
The sessions of work
Each session comprises three types of activity:
An introductory activity that provides a play, story or musical context and models the processes or outcomes of
the ICT that will be used in the main activity. The introductory activity links the children’s experiences of the ‘real’
world to any new or unfamiliar experiences of using ICT.
A main activity, usually involving one or more focused tasks. Children as individuals, in pairs or in groups,
explore and use the ICT to achieve the objectives for the session. Tasks can normally be completed within one
session.
A follow-up activity that places the learning achieved into another context. Children can also play pairs, snap, or
dominoes with the flashcards.
There are 11 units comprising 37 sessions in the LCP ICT Resource File Foundation Stage. This provides for
approximately 18 sessions a year or an element of choice in selecting the most appropriate sessions for the
context relevant to the children’s current experience.
The order is based largely on the ICT skills/content of the unit. However, the difficulty of the other learning
objectives and the context of the activity have also been taken into account. The units are grouped into different
areas of ICT application to help you plan several ICT activities over a few weeks and so use the same or related
• iv •
Introduction.indd iv
© 2006 LC P Ltd. Copies may be made for use within the purchasing institution only.
9/1/06 11:56:47 am
Foundation Stage
Introduction
Introduction
ICT applications. You may find it helps you to organise your ICT in this way as you can plan for a progression of
ICT skills and ensure that, when you arrange an activity, you know that the children have had appropriate prior
experiences. It might also help with planning for the ICT resources, particularly if they have to be borrowed from
elsewhere.
Contents of each session
For each session, the file contains:
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•
overview of the main activity
prior experience
learning objectives for both ICT and the early learning goal being addressed
foundation stage profile
resources and organisation, including any management issues to consider
vocabulary list
stepping stones leading to the early learning goal and examples of children’s actions that demonstrate these
steps
description of the introductory activity or activities
explanation of the main activity with demonstration points and key questions
ideas for a follow-up activity or activities
flashcards with the key vocabulary, which can be laminated and used in the classroom as appropriate
assessment opportunities
prompt and task posters, which can be photocopied for use in class to guide children through the task.
Alternatively, teachers can open an electronic version of the prompt poster and adapt it for their own children’s
use. For example, it is possible to add additional graphics or key vocabulary
space to evaluate the activity and record how you would adapt the activity for next time.
Medium-term and session planning
The information from the Planning Matrix (see Appendix page 245) can be used to look at the main activity
overviews and learning intentions at a glance and to match the ICT unit to the early learning goal/strand to be
addressed. Strands are presented individually or have been split or combined, where appropriate, for ease of use.
The Resource File and Planning Matrix are arranged according to the areas of learning in the Curriculum guidance
for the foundation stage.
As an additional support for planning, we have also provided a grid which suggests an order in which you might
plan to do the units. The order is based largely on the ICT skills/content of the unit. However, we have also taken
into account the difficulty of the other learning intentions and the context of the activity. We have grouped the
units into different areas of ICT application to help you plan several ICT activities over a few weeks and so use the
same or related ICT applications.
Each unit has a medium-term plan outlining activities, learning objectives, early learning goals and foundation
stage profile.
Most units will address more than one strand or early learning goal but each session is matched to what is
believed to be the most appropriate goal/strand and assessment scale.
An example cross-curricular planning sheet (see Appendix page 260) is provided to help adapt the planning
set out in the planning matrix. A session planning sheet (see Appendix page 259) is also provided to help link
the ICT activities to other planned learning within a carousel of activities. Practitioners in early years settings use
a variety of planning approaches and methods of recording and communicating planning to support staff. The
approach adopted in the LCP session planning sheet is based upon a carousel of group activities set in a session
format that includes some whole class and individual activity times.
Introduction.indd v
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Foundation Stage
Introduction
Introduction
How to useSession
yourplan
session plan
4
Collage of
electrical
equipment
(clear away)
3
Dark place
role play
(battery tester)
1
4
Fling a fish
an IWB
(wheel from
a cupboard)
CBeebies/f&games
Session begins
2
Circle time
Songs: Story.
Show &
tell
Pixie Challenge
2 Towers
Meetings
individual play
Carousel 4
4
Fling a fish
on IWB
(return to
cupboard)
1
Pixie Challenge
Dark place
role play
(folding blankets
store torches)
Circle
time
Weather
Show & tell
Sleeping lions. Fling
a fish
Carousel 3
Carousel 1
3
Pixie challenge
4
Pixie Challenge
batteries on
charge
Snack &
Drink
Outside play
1
Collage of
electrical
equipment
(mix adhesive)
2
Fling a fish
on IWB
(AD goes first)
1
Dark place
role play
(get torches &
blankets)
Carousel 2
3
Collage of
electrical
equipment
2
3
Dark place
role-play
(check M
to toilet)
Fling a fish on IWB
2
Collage of electrical
equipment
(printed from
John’s Shirt?)
Start at the top of the octagon as the children arrive and engage in ‘individual’ play and practitioners can meet
with parents/carers. There is then a circle time of ‘show and tell’: daily activities such as the weather, and wholeclass demonstrations of work that the groups will engage with during the session, for example, the computer
game, ‘Fling a fish’. Halfway through the morning/afternoon there is an opportunity for a snack, drink and
outside play, and the session finishes with a circle time for songs, stories and a ‘show and tell’ of outcomes from
the session.
Planning Matrix.indd 256
7/11/05 2:57:17 pm
The remaining four blocks refer to a carousel of activities for the children. The activities for each block are linked
to group circles:
The circle is split into four activities related to the four ‘Carousel’ activities. Children should move around and
between the activities. Planning is strategic, to ensure that the areas of knowledge are accessed in a broad and
balanced way, providing abundant opportunities for exploration and open-endedness. It can also be targeted to
meet the needs and enthusiasms of individual children:
4
1
Carousel 1
Dark place role-play (get torches and blankets)
Carousel 2
Collage of electrical equipment (find John’s art shirt)
3
2
Carousel 3
Fling a fish on IWB
Carousel 4
Pixie Challenge to knock over brick tower (put batteries on charge)
The information in brackets is either a reminder:
• to set up resources required for that group during the activity first e.g. ‘get torches and blankets’ which all four
groups will then use
• to put away resources used by the last group to do that activity e.g. ‘put batteries on charge’
• or of some particular need or advice to practitioners e.g. ‘find John’s art shirt’ or ‘AD goes first’
The planning matrix also refers to themes from the LCP Foundation Stage Resource File to help you create
groups of linked learning activities that provide coherence and progression. Printed copies of a blank crosscurricular planning sheet and a blank session plan are provided (see Appendix page 259) and electronic copies
• vi •
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Foundation Stage
Introduction
Introduction
can be accessed from the CD-ROM. There is also a completed example of
both planning sheets to show one approach to planning using the LCP
resources, on page 258.
Where appropriate, we have linked the ICT activities to advice from the
Qualifications and Curriculum Authority (QCA) on learning with ICT, and
about ICT, in the foundation stage. We have also indicated in each unit
those activities that might be attempted with an interactive whiteboard.
Where the use of such a board could enhance the learning experience for
the children we have inserted this icon.
Assessment
During the activity each child’s developments and achievements can be noted and recorded on assessment
scales found in the Foundation stage profile which has been derived from the stepping stones and the early
learning goals. You should have a copy of the Foundation stage profile for each child in your class. More details of
the use of the Foundation stage profile can be found in the Foundation stage profile handbook, which you can
download from the website at www.qca.org.uk/downloads/5824_handbook_web.pdf
The Foundation stage profile captures the early learning goals as a set of 13 assessment scales, each of which
has nine points.
The first three points describe a child who is still progressing towards the achievements described in the early
learning goals, and are based mainly on the stepping stones in the curriculum guidance. Most children will
achieve all of these three points before they achieve any of the early learning goals.
The next five points are drawn from the early learning goals themselves. These are presented in approximate
order of difficulty. However, the points are not necessarily hierarchical and a child may achieve a later point
without having achieved some or all of the earlier points.
The final point in each scale describes a child who has achieved all the points from 1–8 on that scale, has
developed further both in breadth and depth, and is working consistently beyond the level of the early learning
goals.
The profile has been designed to be used as part of the ongoing teaching and assessment cycle; the idea is to
collect evidence of achievements on a cumulative basis and to record these at intervals during the year. From the
profile, it will be possible to see which items a child has achieved in the autumn, spring and summer terms. This
will assist teachers who wish to use the profile as part of their approach to assessment for learning.
The Foundation stage profile forms the basis for reports to parents and for information to be passed on to the
child’s next teacher.
Software and hardware
During the foundation stage, children should have opportunities to explore and use a wide range of equipment
such as:
• computers with lower-case keyboards, infant mice, large monitors for whole-class activities, colour printers,
speakers, headphones and microphones
• additional computer hardware: scanners, digital cameras (with movie facility), digital microscopes and overlay
keyboards
• computer software including simple talking wordprocessors with word bank facility, paint programs, data
handling packages, presentation programs, drag and drop software and a range of CD-ROMs
• Internet access for online resources and opportunities to use e-mail
• programmable toys including simple floor robots and remote-control toys; televisions, videos recorders,
radios, tape recorders, CD players, DVD players, video cameras and music key boards
• photocopiers and calculators
• telephones including toys and real telephones
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Foundation Stage
Introduction
Introduction
• cookers, microwaves, fridge and toasters
• toy cash-registers, swipe cards, typewriters and other play equipment that model ICT applications’ use in
everyday life.
Some units use or refer to specific software titles that are widely used and widely available. Teachers’ notes will
include details of where to get the software or alternative titles that can be used. If alternative software titles
are used, some resources (electronic files referred to in the session plans and notes) may need to be adapted.
Using the CD-ROM
The LCP ICT Resource File Foundation Stage comes with a CD-ROM that holds the electronic files which you
may need to use in demonstrations or which the children will need to complete the tasks referred to in the
lesson plans and notes. These files should be copied to a convenient location for you and the children to use.
For example, you may decide to copy all demonstration files to your own file space, and to put all the files the
children will need onto a server (if you do not have a networked system, the files may need to be copied onto the
hard drive of each machine.) Text files are available in MS Word format.
The planning matrix does not make reference to the physical development early learning goal. Many aspects
of using ICT can provide opportunities for the development of hand–eye coordination and fine motor skills.
‘Painting with Bubbles’ and the ‘Fling a fish’ game in ‘Just a minute’ are good examples of children being able to
coordinate the small movements of the mouse or stylus with dynamic changes on the screen. It could also be
argued that, when the children are playing games like ‘Fling a Fish’ on an interactive whiteboard using their hand
or a stylus to move the objects, they would be using gross motor skills, balance and control. Nevertheless, our
view is that such activity provides collateral opportunities to address areas of children’s physical development
rather than it being the reason why we choose to use ICT; we would rather see children encouraged to dance and
skip, race and chase.
Websites
Website addresses are given throughout the teacher’s notes, and listed in the Appendix, that children and
teachers can access in order to obtain additional information. It is not unknown for unscrupulous individuals or
organisations to place highly unsuitable material on websites to which children might have access. It is essential
that teachers check the contents of websites before allowing the children access to them. Although we have
tried to suggest reliable sources, websites can sometimes be removed or have their addresses changed. LCP
can neither be held responsible for websites that are removed or change their addresses, nor for the content of
websites.
Making changes
All the documents in this file are saved on the CD-ROM and can be opened and edited to suit your own and your
children’s needs. For example, you may want to change a lesson plan before you print and file it, or you might like
to include additional graphics on a pupil prompt sheet. You may also want to enlarge the font on the flashcards
for use in whole class teaching.
About the authors
Malcolm Hughes was a school ICT coordinator and is now Senior Lecturer and Programme Leader for PGCE
Primary and Early Years at the University of the West of England.
Mandy Lee was a school ICT coordinator and is now Senior Lecturer and ICT Subject Leader on the PGCE and
Undergraduate Primary and Early Years programmes at the University of the West of England.
• viii •
Introduction.indd viii
9/1/06 4:11:15 pm
Foundation Stage
Unit 1
Sessions 1–3
Contents
Medium-term plan
3
Session 1
Construction buggy
4
Session 2
Are we nearly there yet?
9
Session 3
Pixie on a caterpillar
17
Foundation Stage
ICT FS RF UNIT1 Divider.indd 1
•1•
22/11/05 4:14:08 pm
ICT Resource Files Foundation Stage
The children should press the forward button the correct number of
times for the Pixie to land on the body part of the caterpillar bearing
that cardinal number. They have understood and used directional and
positional words. They have counted the body parts on a caterpillar and
matched them to the programming of the robot.
NCL 6
Counts reliably up to ten everyday objects.
22/11/05 3:58:48 pm
Uses developing mathematical ideas and methods to solve practical
problems.
SSM 8
The children estimate the distance and press the forward button the
correct number of times. They begin to evaluate their estimates.
Uses everyday words to describe position and direction.
Mathematical
development: Numbers as
labels and for counting
SSM 5
NLC 6
Program a floor robot.
Mathematical
development: Shape,
space and measures
The children have the opportunity to explore controlling a construction
toy buggy. The children find out how to move the buggy forwards and
backwards and to turn it.
SSM 8
Learn to program a floor
robot to travel forwards.
Mathematical
development: Shape,
space and measures
Main early learning goal
Foundation stage profile
Program a Pixie robot to
travel the correct number of
body parts on a caterpillar.
3 Pixie on a caterpillar
SSM 5
Practise using a control toy.
Learning objectives
Learning outcomes
Program a Pixie robot to
travel to and from one child
to another. Estimate how far
to send the robot.
2 Are we nearly there yet?
Activities
Medium-term plan
Explore controlling a
construction toy buggy.
Unit 1
1 Construction buggy
Session
Foundation Stage
1.Construction Buggy MTP 3
•3•
Foundation Stage
Unit 1
Session 1
Construction buggy
Main activity overview
Children explore controlling a construction toy buggy
Prior experience of ICT needed
No prior experience of ICT is required for any of the
activities.
Shape, space and measures 5: Use everyday words to
describe position and direction
Early learning goal
Shape, space and measures
Learning objectives
Mathematical development: Shape, space and
measures
Use a control toy to explore directions and use
directional language
ICT
Practise using a control toy
Resources and organisation
Key vocabulary
For the main activity you will need a remote-control toy, such as the Lego
Commotion Remote Control Duplo Buggy, available from Commotion Ltd. at
www.commotiongroup.co.uk, or a similar toy. The buggies have three channels so
you can use three in a room without the children finding that their controller is
moving the wrong buggy!
A classroom or corridor is the best place for this activity as with these particular
buggies the children have to stay quite close to the buggy for it to work.
Have the Vocabulary flashcards selected from the CD-ROM ready to show the
children to support the activity.
backwards
button
forwards
left
press
remote control
right
together
turn
For the follow-up activity you will need Duplo bricks
Stepping stones
Step 1
Observe and use positional and directional language
Walks to a given point by following directions
Step 2
Not applicable
Step 3
Instruct a remote-control toy
Moves the buggy around using the remote-control buttons
Step 4 (goal)
Use everyday words to describe position and direction
Describes where the toy has travelled using words such as left, right, turn, backwards
•4•
Unit1.indd 4
22/11/05 3:53:11 pm
Foundation Stage
Unit 1
Session 1
Construction buggy
Introductory activity
Ask the children to walk to a given point in the room. Which direction did they move in? Did they need to turn?
Ask one child to pretend that the room is very dark so it is difficult to see; they may be happy to put their hands
over their eyes. Using clear directional vocabulary, direct the child to the same point in the room.
Review the words you used to check understanding and pair the children to try the same activity.
Main activity
Demonstrate that the control toy moves around by pressing the buttons on
the pad but don’t show the children which button to press for each function.
Have they played with toys like this before?
Set the challenge to find out how to make the control toy move forwards,
backwards and turn. Give each pair of children a buggy and let them
experiment.
On the Duplo Buggy, the right remote-control button moves the wheels on
the right of the buggy and the left button moves the wheels on the left, so you have to coordinate both to move
it forwards and backwards. This makes the challenge really interesting for the children, although you could use a
simpler toy if you think it more appropriate.
Check the children are managing to share the toy and discuss the challenge.
Review their findings. Use the remote control and the directional flashcards to help to
explain how to make the buggy move.
Take many opportunities to introduce and reinforce:
key vocabulary using the flashcards
directional and positional vocabulary
Follow-up activity
Give the children the opportunity to add Duplo blocks to the buggies to make their own individual toy and to
practise driving the buggies around.
Assessment opportunities
• Can the children find out how to move the buggy forwards and backwards?
• Can they discover how to turn it?
Evaluation including how you would adapt the activity for next time
Unit1.indd 5
•5•
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Foundation Stage
Unit 1
Session 1
Vocabulary flashcards
remote
control
button
press
forwards
•6•
Unit1.indd 6
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Foundation Stage
Unit 1
Session 1
backwards
turn
left
right
Unit1.indd 7
•7•
22/11/05 3:53:52 pm
Foundation Stage
Unit 1
Session 1
together
•8•
Unit1.indd 8
22/11/05 3:54:03 pm

Resource File Foundation Stage

Transcription

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