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V24p1: Teaching ICT KS1
Course information
This is one of the ‘project courses’ from Vital. It provides an opportunity for you to plan, carry out and evaluate a project in your classroom. It is supported by a set of resources and activities to give you ideas for possible projects. You are not expected go through every resource but to pick those which are most relevant to your interests, context and possible project.
You will need access to:
- a computer with a web browser
- headset (including microphone and speakers) for online tutorials (optional webcam)
- a class/group of students – groups could be within classes, whole classes, or groups across classes (e.g. clubs) and schools (e.g. clusters of schools or in collaborative projects).
Duration of the course: You should allow for about one to two hours per week for this on top of the time taken to do the project in your classroom or other setting.
Learning outcomes
N.B. The technology or technologies to be used are identified in the Resources section for the course.
Professional and reflective practitioner skills
At the completion of this course, you should be able to:
- identify statutory requirements for teaching ICT at KS1
- identify opportunities for the effective use of technology to support learning activities linked to your curriculum plans
- reflect on, and discuss, the impact of the use of technology to support learning
- share your learning with others in your field.
Practical skills
At the completion of this course, you should be able to:
- use technology to support teaching and learning in KS1.
Knowledge and understanding
At the completion of this course, you should be able to demonstrate an understanding of:
- a range of uses of technology to support KS1
- the issues involved in using technology in KS1.
Cognitive skills
At the completion of this course, you should be able to:
- critically review the use of technology to support teaching and learning in KS1
- share these reviews with others, constructively critiquing others’ views.
Course schedule
| Week | Course activities | Type | Approximate duration |
| 1 | Activity 1 Getting to know others on the course | Online | 30 minutes |
| 1–2 | Activity 2 Exploring the resources | Online tutorial | 1 hour |
| Activity 3 Guidance on using resources and planning for project | 30 minutes | ||
| 3 | Activity 4 Drawing up course plans | Individual planning | 1 hour |
| Activity 5 Confirmation of course plans | Online tutorial | 1 hour | |
| 4–8 | Activity 6 Classroom project | Classroom | No extra time needed |
| Activity 7 Reflective journal | Individual | 30 minutes to 1 hour per week | |
| Activity 8 Keeping in touch with your cohort and facilitator | Online | 30 minutes to 1 hour per week | |
| 9 | Activity 9 Reflecting and reporting back | Online | 1 hour |
| Activity 10 Extracting our shared learning | Online | 30 minutes to 1 hour | |
| Activity 11 Course evaluation and certification | Online | 30 minutes to 1 hour | |
| Total | 9–12 hours over 9 weeks |
Introduction
The course applies a practitioner research model to look at how aspects of learning may be supported and enhanced through the use of technology. Your starting point is ‘a need’ within your practice, which you will investigate how to address. This will involve exploring how other people have already attempted to address a similar need in their practice (bringing in some practical examples of how particular technologies are used in schools), before you plan and implement their use in your school and reflect and discuss what worked and what needs further refinement.
At the heart of your learning is a project that you will carry out in your teaching and learning setting. These materials are written assuming that you have signed up for a course, although they can be followed in self-study mode. Where you have signed up for a course you will be carrying out a project with similar focus to others, both in terms of the phase of education, technology and the curriculum.
Throughout you have an opportunity to share experiences with other participants. Where you have signed up to use these materials as part of a course you will have a facilitator who will conduct tutorials and help support you in your learning and reflection.
The Practitioner Research Cycle
Vital courses are based on a Practitioner Research Cycle as shown in the diagram below.
This cycle draws on, and develops, personal and professional knowledge bases. The latter may be seen in the literature, resources, policies and other materials that are used to inform practice.
Throughout the course small icons will indicate the stage of the cycle being addressed.
NB Prof/Pers KB = Professional/Personal knowledge base
Introducing ourselves
For the purposes of clarity the activities from this point on assume that you are on a course with others. If you are in self-study mode then some activities will not be applicable.
This part of the course provides an introduction to each other, to get a feel for the contexts others are working in. This may allow for cross-fertilisation of ideas in projects and for supported reflection.
Activity 1 Getting to know others on the course
The objective of this course activity is to get to know the other participants on this course
Task 1 Go to the course forum and the ‘Introductions’ thread. There it will explain how these introductions will be done – e.g. face-to-face, online, using a forum.
Task 2 Where a forum is used, introduce yourself, and your context, telling the other course members what you hope to get out of the course. Reply to some of these messages, identifying areas of overlap with your own context and interests.
Using the course resources in your project
These materials, are complemented by supporting resources and activities, which you can use to support your project. Your facilitator, and others on the course, will help to you to plan and refine your ideas for this project.
Activity 2 Exploring resources
The objective of this course activity is to develop your understanding of the resources provided to support this course.
Go to the Resources section, explore what is there and reflect on how might use them in your classroom or other setting. You are not expected to look at all of the resources, but to choose those which seem to be of most interest and relevance to you. In Activity 4, you will develop a project of your own and these resources are designed to help frame that project. As you explore you might want to make notes that you discuss with your facilitator in Activity 3.
Activity 3 Guidance on using resources and planning for project
The objectives of this course activity are:
- to develop your understanding of the resources available
- to develop a shared understanding of suitable project resources.
Go to the course discussion forum and to the thread ‘Tutorial: Resource and project guidance’. This will contain guidance on how the tutorial will be conducted – for example, it may be online or face-to-face. The tutorial will be supported by discussion in the forum. When you attend the tutorial, online, you should be prepared to discuss initial ideas for your project.
Activity 4 Drawing up course plans
The objective of this course activity is to plan your use of the resources and associated technology in a project in your setting.
You will need to consider:
- how your plan fits with your performance management or other targets
- the classes or groups of learners to be used in the project
- the learning gains or learning intentions
- the intended purposes for using the technology and resources
- what evidence you will look for of the impact of the resources and technologies on learning and teaching
- how you will share your findings with others in your setting.
Activity 5 Confirming course plans
The objectives of this course activity are to:
- develop your understanding of the resources available
- develop a shared understanding of suitable project activities.
Go to the course forum and to the thread ‘Confirming plans’. You should go to this thread and outline what you plan to do. Comment on others’ plans looking, in particular, for plans which are similar to your own so that you may share ideas and findings.
The project
Having developed your plan on how to use the supporting resources in your classroom you now need to carry out the project. This will last for about half a term. Each week, as you work through the project, you should reflect on what you have learnt and the impact it is having on learners. You should be prepared to share your thoughts and reflections with others. 
Activity 6 Classroom project
The objective of this course activity is to carry out your plan for the use of the resources and technology in your classroom. It is not intended that, in doing so, you spend any extra time over and above your normal teaching and preparation time.
Activity 7 Reflective journal
The objective of this course activity is to reflect systematically on what you have learnt.
Each week you should note down what you have learnt from the project. This might take the form of reflection on your plans in Activities 3 and 4. These reflections may be kept in a blog or some other electronic journal. You will need to use these reflections to inform Activities 8 and 9.
Activity 8 Keeping in touch with your cohort and facilitator
The objectives of this course activity are
- to share your learning as the project progresses
- to gain support from colleagues on the course
- provide support for others in the cohort.
Each week you will receive a message from your facilitator to support your progress through the course and project.
Go to the course forum and to the thread ‘Project discussions’. Share how your project is going, what you are learning and any other resources that you have found to be of use. Respond to the message sent by your facilitator.
You can also use the forum to ask for support and guidance and to support and guide others. You should check back into the forum regularly – little and often is probably the best method here (15 minutes every other day is likely to be much more useful than a one hour block once a week).
Reflect, evaluate and share with others
Having carried out a classroom project, you will share your reflections of what you learnt from it.
Use the key questions below to help evaluate your project. Use your initial planning sheet and the reflections you have captured as a source of data to help you do this.
- What did the learners do? This is a descriptive activity that explains your action with the learners.
- What did they learn and how do you know? This is an issue of assessment including observation, discussion, question and answer, testing, etc
- Was it worthwhile, i.e. did it succeed in meeting your targets? This question relates to your purposes and intended learning outcomes.
- What did I do? Practitioner research is often done by individuals in their own work. This question requires a description of your own actions.
- What did I learn? This requires analysis of your data and reflection on your answers.
- What do I intend to do next? This relates to your next steps for action. This is where you will try to do things to achieve an improvement and to make the work you do with learners more worthwhile in your terms.
Adapted from Open University Curriculum in Action materials (1981)
Activity 9 Reflecting and reporting back
The objectives of this course activity are
- to share your reflections on the project
- give feedback to others as they reflect on their projects.
Make a brief presentation to share your findings – maybe as a couple of slides, short video, images etc. Go to the forum, in the thread ‘Reflections’ upload your presentation, and discuss:
- the extent to which your intended learning outcomes were achieved
- the evidence you have for this
- the ways in which you shared your project with others in your setting
- key reflections emerging from the consideration of the key questions for evaluation (listed above).
The use of technology in learning and teaching will provide you with evidence that may be useful when considering the Professional Standards for Teaching. You will have collected evidence from planning through to your notes and evaluation to discussion in the forum. Such evidence may be useful to you when demonstrating ways in which you have met the standards.
Depending on the stage of your career, certain Training and Development Agency for Schools TDA standards may be more relevant than others. Click the ‘Discussion’ button to reveal a possible set of standards. If appropriate you can reflect on these in your feedback to this activity.
Discussion
TDA standards relevant to you might include the following:
- C7 Evaluate their performance and be committed to improving their practice through appropriate professional development.
- C8 Have a creative and constructively critical approach towards innovation; being prepared to adapt their practice where benefits and improvements are identified.
- C17 Know how to use skills in literacy, numeracy and ICT to support their teaching and wider professional activities.
- C27 Design opportunities for learners to develop their literacy, numeracy, ICT and thinking and learning skills appropriate within their phase and context.
- P10 Contribute to the professional development of colleagues through coaching and mentoring, demonstrating effective practice, and providing advice and feedback.
- E2 Research and evaluate innovative curricular practices and draw on research outcomes and other sources of external evidence to inform their own practice and that of colleagues.
- E14 Contribute to the professional development of colleagues using a broad range of techniques and skills appropriate to their needs so that they demonstrate enhanced and effective practice.
Shared learning
The reflective practitioner cycle is based on developing the professional knowledge base. We have come to the end of the personal reflection phase and will now develop a common understanding of what we have learnt. We will share the key learning points as a group so that these may be collated and added to the community knowledge.
Activity 10 Extracting our shared learning
The objectives of this course activity are to discuss and agree what we have learnt as a group.
Go to the course forum and, in the Discussion called ‘Shared Learning’, post the key learning points that have emerged for you during the course. With your facilitator, agree on the common shared learning from the group.
Evaluation
This final section allows for evaluation.
Activity 11 Course evaluation
The objectives of this course activity are to complete an evaluation form and rate and review the course.
Your task is to complete the evaluation questionnaire, which can be found on the course page. There are also links there to print a certificate and rate the course. The certificate will be ‘released’ by your facilitator.
Resources
The activities and resources here consist of a general introduction and then specific foci on English, maths, science, the arts and the humanities.
You do not need to do all the activities contained in this Resources section. Select those that are most appropriate to your context, interests and possible projects.
Where possible we provide links to materials hosted by Vital. However, this is not always feasible so please bear in mind that over time material from external websites may become unavailable or obsolete.
1 Introduction to ICT
Understanding ICT at Key Stage 1
The National Curriculum for England (NC) requirements for teaching ICT at KS1 can be found on the QCDA website and in the programme of study.
Reflection
Are any of those NC requirements under-/over-represented within your classroom? Why might some areas be under-represented? Is this caused by lack of resources, lack of curriculum time, poor teacher confidence or something else?
Hard to teach areas
At Key Stage 1, an area which teachers typically find hard to teach is ‘Handling data’ (within ‘Finding things out’). Reviewing, modifying and evaluating work as it progresses is also often an issue. Of course there is also that tricky bit about the ‘Use of information and communication technology across the curriculum’. The National Curriculum ‘General teaching requirements’ for the use of ICT state:
- 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 … [with the exception of physical education at key stages 1 and 2].
- Pupils should be given opportunities to support their work by being taught to:
- a.find things out from a variety of sources, selecting and synthesizing the information to meet their needs and developing an ability to question its accuracy, bias and plausibility
- b.develop their ideas using ICT tools to amend and refine their work and enhance its quality and accuracy
- c.exchange and share information, both directly and through electronic media
- d.review, modify and evaluate their work, reflecting critically on its quality, as it progresses.
Watch the following video clip from Teachers TV:
http://www.schoolsworld.tv/ videos/ data-handling-in-the-classroom
Reflection
- How did this school tackle each of the issues listed above? Has/could a similar approach work in your school?
- It might be interesting to note that in the first of the lesson plans provided the following learning objective was identified but not the subject area. Is this significant?
To know how to record temperature over a period of time, and use the data to plot a graph and draw conclusions.
- What issues might prevent you from adopting the ideas offered? Where are these issues located – for example are they to do with resourcing in school? Or to do with match to your curriculum? Or something else?
Other resources
Ictopus: Ictopus (ICT online primary user support) is a free web-based support service for primary education. Amongst the resources it provides are lesson plans designed to promote the use of ICT within the curriculum. The ‘Lessons2Go’ resources can be sorted by subject or age group once you are logged in.
ICT in subject teaching: this area of the National Curriculum website deals specifically with ICT across the curriculum.
http://webarchive.nationalarchives.gov.uk/20100823130703/http://curriculum.qcda.gov.uk/key-stages-1-and-2/learning-across-thecurriculum/ictinsubjectteaching/index.aspx
National Curriculum in Action: these examples of pupils' work show how the programmes of study and non-statutory frameworks for Key Stages 1 and 2 translate into real activities.
http://curriculum.qcda.gov.uk/ key-stages-1-and-2/ assessment/ nc-in-action/ index.aspx
Background reading
Becta (2009). Pupil Entitlement to ICT, http://teachfind.com/ becta/ becta-schools-curriculum-pupil-entitlement-ict Accessed 23 July 2010
2 Teaching ICT at Key Stage 1 – within English
Using ICT in English at Key Stage 1
This website offers guidance to teachers on the use of ICT within English:
This document, ICT learning in English at KS1, lists some ways that ICT can be used to support learning and invites reflection.
Reflection
- What suggestions are made in the document ‘ICT Learning in English’ for using ICT skills within English?
- Are any of those suggestions evidenced within your classroom practice?
- Why might some be under-represented? Is this caused by lack of resources, lack of curriculum time, poor teacher confidence or something else?
- Have you used ICT to support learning and/or teaching in English in a different way?
Practical applications
ICT statutory requirements
Pupils should be given opportunities to apply and develop their ICT capability through the use of ICT tools to support their learning. Here are the statutory requirements to use ICT in the English programme of study:
Key stage 1
En2 Reading: Breadth of study
7a: The range should include print and ICT-based information texts, including those with continuous text and relevant illustrations.
En3 Writing
2b: Assemble and develop ideas on paper and on screen.
Watch the following two video clips from Teachers TV:
http://www.schoolsworld.tv/ videos/ ks1-ks2-literacy-reading-film-at-ks1-the-lesson
This clip looks at how using the language of film and film techniques can help children to understand narrative texts and to structure their own writing.
http://www.schoolsworld.tv/ videos/ new-ideas-in-primary-ict
This clip takes a look at how ICT tools can be used to support speaking and listening activities, amongst other things.
Reflection
- Which of these requirements were evident in the videos? What else?
- What issues might prevent you from adopting the ideas offered? Where are these issues located – for example are they to do with resourcing in school? Or to do with matching your curriculum? Or something else?
- Is there any scope for teaching ICT objectives alongside English objectives? (Hint: ‘Finding things out’ and ‘Exchanging and sharing information’.) What might the benefits/problems be?
Other resources
Ictopus: Ictopus (ICT online primary user support) is a free web-based support service for primary education. Amongst the resources it provides are lesson plans designed to promote the use of ICT within the curriculum. The ‘Lessons2Go’ resources can be sorted by subject or age group once you are logged in.
National Curriculum in Action: these examples of pupils' work show how the programmes of study and non-statutory frameworks for Key Stages 1 and 2 translate into real activities. The resource Creating poems from templates provides an activity in which children create poems using templates, http://curriculum.qcda.gov.uk/ key-stages-1-and-2/ assessment/ nc-in-action/ items/ english/ 2/ 1367.aspx
Background reading
Becta (2009), ICT in Primary English: A Pupil’s Entitlement, http://teachfind.com/ becta/ becta-schools-curriculum-pupil-entitlement-ict
3 Teaching ICT at Key Stage 1 – within mathematics
Using ICT in mathematics at Key Stage 1
This website offers guidance to teachers on the use of ICT within mathematics:
This document, ICT learning in mathematics at KS1, lists some ways that ICT can be used to support learning and invites reflection.
Reflection
- What suggestions are made for using ICT skills within mathematics?
- Are any of those suggestions evidenced within your classroom practice?
- Why might some be under-represented? Is this caused by lack of resources, lack of curriculum time, poor teacher confidence or something else?
- Have you used ICT to support learning and/or teaching in mathematics in a different way?
Practical applications
ICT statutory requirements
Pupils should be given opportunities to apply and develop their ICT capability through the use of ICT tools to support their learning. Here are the statutory requirements to use ICT in the mathematics programme of study.
Key stage 1
Breadth of study
1f: Pupils should be taught the knowledge, skills and understanding through exploring and using a variety of resources and materials, including ICT. Pupils should be given opportunities to apply and develop their ICT capability through the use of ICT tools to support their learning.
Take a look at the following game from the BBC:
http://www.bbc.co.uk/ schools/ laac/ numbers/ ch1.shtml
Reflection
- Could introducing your pupils to this game help you to meet the statutory requirements?
- What features of this game might encourage you to adopt/reject it as a tool to support learning?
- Is there any scope for teaching ICT objectives alongside mathematics objectives? (Hint: ‘Developing ideas and making things happen’.) What might some of the benefits/problems be?
Other resources
Ictopus: Ictopus (ICT online primary user support) is a free web-based support service for primary education. Amongst the resources it provides are lesson plans designed to promote the use of ICT within the curriculum. The ‘Lessons2Go’ resources can be sorted by subject or age group once you are logged in.
National Curriculum in Action: these examples of pupils' work show how the programmes of study and non-statutory frameworks for key stages 1 and 2 translate into real activities. The resource, Routes – Ben, provides an activity in which children used a roamer to solve problems related to length, http://curriculum.qcda.gov.uk/ key-stages-1-and-2/ assessment/ nc-in-action/ items/ mathematics/ 2/ 693.aspx.
Background reading
4 Teaching ICT at Key Stage 1 – within science
Using ICT in science at Key Stage 1
This website offers guidance to teachers on the use of ICT within science:
This document, ICT learning in science at KS1, lists some ways that ICT can be used to support learning and invites reflection.
Reflection
- What suggestions are made for using ICT skills within science?
- Are any of those suggestions evidenced within your classroom practice?
- Why might some be under-represented? Is this caused by lack of resources, lack of curriculum time, poor teacher confidence or something else?
- Have you used ICT to support learning and/or teaching in science in a different way?
Practical applications
ICT statutory requirements
Pupils should be given opportunities to apply and develop their ICT capability through the use of ICT tools to support their learning. Here are the statutory requirements to use ICT in the science programme of study.
Key stage 1
Sc1 Scientific enquiry
Investigative skills
2g: Communicate what happened in a variety of ways, including using ICT (for example, in speech and writing, by drawings, tables, block graphs and pictograms).
Breadth of study
1c: Pupils should be taught the knowledge, skills and understanding through using a range of sources of information and data, including ICT-based sources.
Watch the Science Clips activities provided by the BBC:
http://www.bbc.co.uk/ schools/ scienceclips/ index_flash.shtml
Reflection
- Could introducing your pupils to these games/simulations help you to meet the statutory requirements above?
- What features of these games/simulations might encourage you to adopt/reject them as tools to support learning?
- Is there any scope for teaching ICT objectives alongside science objectives? (Hint: ‘Developing ideas and making things happen’.) What might some of the benefits/problems be?
- What about other aspects of ICT? How might you introduce handling data, research, sensing, control and communication objectives?
Other resources
Ictopus: Ictopus (ICT online primary user support) is a free web-based support service for primary education. Amongst the resources it provides are lesson plans designed to promote the use of ICT within the curriculum. The ‘Lessons2Go’ resources can be sorted by subject or age group once you are logged in.
National Curriculum in Action: these examples of pupils' work show how the programmes of study and non-statutory frameworks for Key Stages 1 and 2 translate into real activities. The resource, Farm sounds, describes an activity in which children used ICT to help them investigate sound, http://curriculum.qcda.gov.uk/ key-stages-1-and-2/ assessment/ nc-in-action/ items/ science/ 1/ 1371.aspx
Background reading
Becta (2009), ICT in Primary Science: A Pupil’s Entitlement, http://teachfind.com/ becta/ becta-schools-curriculum-pupil-entitlement-ict
5 Teaching ICT at Key Stage 1 – within the arts
Using ICT in the arts at Key Stage 1
This website offers guidance to teachers on the use of ICT within art and design:
This website looks at ICT within design and technology:
While this one looks at ICT within music:
Reflection
- What suggestions are made for using ICT skills within the arts?
- Are any of those suggestions evidenced within your classroom practice?
- Why might some be under-represented? Is this caused by lack of resources, lack of curriculum time, poor teacher confidence or something else?
- Have you used ICT to support learning and/or teaching in the arts in a different way?
Practical applications
ICT statutory requirements
There are no statutory requirements to teach ICT within the arts at KS1; however, it is expected that teachers will do so and the websites listed above describe ICT opportunities related to the relevant programmes of study.
Have a look at the following resources provided by Teachers TV:
http://www.schoolsworld.tv/ series/ diy-whiteboard-primary-music-animations
http://www.schoolsworld.tv/ videos/ making-bags
Or this primary art resource from the BBC:
http://www.bbc.co.uk/ northernireland/ schools/ 4_11/ primaryart/
Or this collaborative art space:
Reflection
- Could introducing your pupils to these games/simulations help you to enhance their experience of learning about the arts?
- What features of these resources might encourage you to adopt/reject them as tools to support learning?
- Is there any scope for teaching ICT objectives alongside the arts objectives? (Hint: ‘Exchanging and sharing ideas’.) What might some of the benefits/problems be?
- What about other aspects of ICT? How might you introduce handling data, research, sensing, control and modelling objectives?
Other resources
Ictopus: Ictopus (ICT online primary user support) is a free web-based support service for primary education. Amongst the resources it provides are lesson plans designed to promote the use of ICT within the curriculum. The ‘Lessons2Go’ resources can be sorted by subject or age group once you are logged in.
Background reading
Pupil Entitlement to ICThttp://www.bee-it.co.uk/ downloads/ guidance-and-research/ doc_details/ 545-pupil-entitlement-to-ict.html
ICT in primary Art and Design: A pupil’s entitlement http://www.bee-it.co.uk/ Guidance%20Docs/ Becta%20Files/ Schools/ Curriculum/ Art%20and%20design/ 02%20ICT%20in%20primary%20art%20and%20design%20A%20pupil%27s%20entitlement.pdf
ICT in Design and Technology (D&T): A pupil's entitlement http://www.bee-it.co.uk/ Guidance%20Docs/ Becta%20Files/ Schools/ Curriculum/ Design%20and%20technology/ 02%20ICT%20in%20primary%20design%20and%20technology%20A%20pupil%27s%20entitlement.pdf
Primary Music with ICT: A pupil’s entitlement to ICT in primary music http://www.bee-it.co.uk/ Guidance%20Docs/ Becta%20Files/ Schools/ Curriculum/ Music/ 02%20ICT%20in%20primary%20music%20A%20pupil%27s%20entitlement.pdf
6 Teaching ICT at Key Stage 1 – within the humanities
Using ICT in the humanities at Key Stage 1
This website offers teachers guidance on the use of ICT within geography:
This one looks at ICT within history:
While this one looks at ICT within religious education:
Reflection
- What suggestions are made for using ICT skills within the humanities?
- Are any of those suggestions evidenced within your classroom practice?
- Why might some be under-represented? Is this caused by lack of resources, lack of curriculum time, poor teacher confidence or something else?
- Have you used ICT to support learning and/or teaching in the humanities in a different way?
Practical applications
ICT statutory requirements
There are no statutory requirements to teach ICT within the humanities at KS1; however, it is expected that teachers will do so and the websites listed above (except for RE) describe ICT opportunities related to the relevant programmes of study.
Watch the following resource provided by Teachers TV:
http://www.schoolsworld.tv/ videos/ indian-journey
Although aimed at Key Stage 2, there are ideas that could be adapted for use in Key Stage 1.
Take a look at these humanities resources from the BBC:
http://www.bbc.co.uk/ education/ dynamo/ history/
http://www.bbc.co.uk/ schools/ teachers/ keystage_1/ topics/ geography.shtml
http://www.bbc.co.uk/ learningzone/ clips/
Reflection
- Could introducing your pupils to these games/simulations/resources help you to enhance their experience of learning about the humanities?
- What features of these resources might encourage you to adopt/reject them as tools to support learning?
- Is there any scope for teaching ICT objectives alongside the humanities objectives? (Hint: ‘Finding things out’.) What might some of the benefits/problems be?
- What about other aspects of ICT? How might you introduce handling data, communication, sensing, control and modelling objectives?
Other resources
Ictopus: Ictopus (ICT online primary user support) is a free web-based support service for primary education. Amongst the resources it provides are lesson plans designed to promote the use of ICT within the curriculum. The ‘Lessons2Go’ resources can be sorted by subject or age group once you are logged in.
Background reading
Pupil entitlement to ICThttp://www.bee-it.co.uk/ downloads/ guidance-and-research/ doc_details/ 545-pupil-entitlement-to-ict.html
Primary Geography with ICT: A pupil’s entitlement at Key Stages 1 and 2http://www.bee-it.co.uk/ Guidance%20Docs/ Becta%20Files/ Schools/ Curriculum/ Geography/ 02%20ICT%20in%20primary%20geography%20A%20pupil%27s%20entitlement.pdf
Primary History with ICT: A pupil’s entitlement to ICT in primary Historyhttp://www.bee-it.co.uk/ Guidance%20Docs/ Becta%20Files/ Schools/ Curriculum/ History/ 02%20ICT%20in%20primary%20history%20A%20pupil%27s%20entitlement.pdf
Primary RE with ICT: A pupil’s entitlement to ICT in primary REhttp://www.bee-it.co.uk/ Guidance%20Docs/ Becta%20Files/ Schools/ Curriculum/ Religious%20Education/ 02%20ICT%20in%20primary%20religious%20educationm%20A%20pupil%27s%20entitlement.pdf
References
Acknowledgements
Author: Gwenllian South
Reviewers: Terry Freedman, Pete Bradshaw
Editors: Peter Lee, Matthew Driver