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Ripple Infants Learning Intentions To explain our vision for integrating ICT meaningfully into the curriculum and to consider how it can be used to support.

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Presentation on theme: "Ripple Infants Learning Intentions To explain our vision for integrating ICT meaningfully into the curriculum and to consider how it can be used to support."— Presentation transcript:

1 Ripple Infants Learning Intentions To explain our vision for integrating ICT meaningfully into the curriculum and to consider how it can be used to support learning and teaching. To begin to engender your own vision for embedding ICT within your own institutions.

2 Timetable for Visit Arrive and Coffee Introduction, Expectations, Our Vision 8.45 – 9.15 Tour of the School9.15 – 9.30 Unpicking Our Vision – Learning & Teaching, the Community 9.30 – 9.45 Focussed observations in classrooms9.45 – Discussion – stages of maturity, challenges and leadership change – Plenary11.30 – 11.45

3 Ripple Infants Housekeeping Keep valuables with you. If you leave the building please close all doors behind you and report back to office on your return. Location of toilets. The whole site is non-smoking. Further information is available at or or the school direct:

4 Expectations

5 Context of School The school is located in an area of socio-economic disadvantage. Whilst almost half of pupils are of white British origin, a very high proportion are from ethnic minority backgrounds. Forty per cent are at an early stage of learning English and their main languages are Urdu, Punjabi and Albanian. The percentage with special educational needs is above average. Attainment on admission is well below average. The school is involved in initiatives in information and communication technology (ICT) and the Foundation Stage. (June 2005 HMI Report).

6 Setting the Context Ripple Infants took part in the DfES ICT Test Bed Project in order to trial the government’s future vision for Teaching & Learning with ICT (i.e. The Digital Strategy) What does this mean? £470,000 invested over 4 yrs. Computer child ratio of 1:2 (UK average 1:8) “Whole Class Interactive Teaching Technologies” and “Child- Consolidation Technologies” are used within 95% of lessons.

7 Setting the Context ICT at the core of the school community: Home-loaned PCs containing specialist digital content, provided by software companies, Computer clubs and after-school drop in sessions, 8-language multi-lingual website, containing over 150 school- produced digital resources for stake-holders, Children remotely and securely accessing their ICT-school work from home, 75% of parents receive e- newsletters electronically.

8 Setting the Context Further Achievements and Endorsements: “Ambassador Status” awarded by 2Simple and Espresso. 2Simple/2Type Case Study University of East London sends PGCE students to see exemplar practice. NCSL appointment to “SLICT” (Strategic Leadership of ICT) status. Presence on the National ICT Register. Exemplar teaching practice filmed by Becta/Teacher’s TV. Teaching staff contributed to national ICT conferences.

9 Identifying which technologies to use Recordable talking books Pixies ‘Small World Toys’ Microscopes Book-tapes Digital books Graphics Tablets Visualisers WCITT – ‘ Whole Class Interactive Teaching Technologies ‘Tools’ Software Skills/Subject Software Internet Google Images Digital Video Pictures Consolidation Segment Teaching & Guided Practice

10 Teaching Technologies PC, Video/Amp, Projector.

11 Teaching Technologies Visualiser.

12 The graphics tablet develops oracy as well as fine motor skills.

13 Using the WCITT to ‘enrich’ & inspire… pictures, video or sound!

14 What would integration within the consolidation segment of lessons look like within KS1? Conventional consolidation activity taking place ICT-based consolidation activity taking place Yr 8 buddy employed to support ICT consolidation activity

15 What would integration within the consolidation segment of lessons look like within KS1?

16 Consolidation Technologies used to consolidate skills

17 In FS, what would this look like? Use of timer to help with ‘turn taking’

18 Generating oracy via the Graphics Tablet in the FS White screen used for lesson ‘enrichment’ and/or Graphics Tablet use ‘Turn-taking’ supported by sand- timers.

19 Generating oracy with Pixies in the FS Pixie employed in a ‘thematic’ manner – linked to stories or topics.

20 Consolidation within Nursery A Mini-ICT suite with jumbo key-boards, mini mice and & interactive monitors.

21 a multi-lingual school website Specially designed Easily-updatable School Website Our Ethos School Prospectus in 8 Languages Class Work Newsletters Homework Computer-club/drop-ins

22 The Community 'School Newsletters by ' Service To help elevate the problem of school newsletters getting mislaid on their way home from school, we offer a newsletter by service. To subscribe to this service, parents should send a blank to with “SUBSCRIBE [your child's class] [your child’s name]” in the subject line. Once registered, all future school letters will be ed directly to your PC. All information held will remain confidential and will only be used for this purpose. 70% of our parents subscribe to this service!

23 Have a look round….

24 The Ripple Infants KS1 ‘Model’ Opportunities to incorporate ICT throughout lessons: 1.Teaching & Guided Practice Segment: As a Teaching Aid – a resource to support direct teaching. 2.Child Consolidation Segment: Directly completing an ICT-based Activity – if it directly consolidates the learning intention for that lesson. Providing an activity which consolidates that lesson’s learning intention, whilst at the same time, Combining ICT-skills linked to that week’s ICT lesson.

25 Adapt lesson plans to incorporate ICT during Teaching Segment

26 The Ripple Infants KS1 ‘Model’ Opportunities to incorporate ICT throughout lessons: 1.Teaching & Guided Practice Segment: As a Teaching Aid – a resource to support direct teaching. 2.Child Consolidation Segment: Directly completing an ICT-based Activity – if it directly consolidates the learning intention for that lesson. Providing an activity which consolidates that lesson’s learning intention, whilst at the same time, Combining ICT-skills linked to that week’s ICT lesson.

27 Group/Activity 1 - Guided Read Group/Activity 2 - Browsing boxes/word game Group/Activity 3 - SSA led ‘Phoneme Grid’ Group/Activity 4 – ICT Based An opportunity for lesson Consolidation

28 The Ripple Infants KS1 ‘Model’ Opportunities to incorporate ICT throughout lessons: 1.Teaching & Guided Practice Segment: As a Teaching Aid – a resource to support direct teaching. 2.Child Consolidation Segment: Directly completing an ICT-based Activity – if it directly consolidates the learning intention for that lesson. Providing an activity which consolidates that lesson’s learning intention, whilst at the same time, Combining ICT-skills linked to that week’s ICT lesson.

29 An opportunity for ICT-skill Consolidation Group Activity 1 (supported write) Group Activity 2 (guided write) Group Activity 3 (independent write) Group/Activity 4 – ICT Based ICT: I will insert pictures into word documents. History: I can describe an old toy. In this example, skills taught within ICT lessons are being integrated within a History lesson.

30 An opportunity for ICT-skill Consolidation Group Activity 1 (sorting healthy/unhealthy foods) Group Activity 2 (guided write - menus) Group Activity 3 (independent write - menus) Group/Activity 4 – ICT Based ICT: I can attach a document to an . Science: I can name healthy foods. In this example, skills taught within ICT lessons are being integrated within a History lesson.

31 Whole School Overview Of ICT Autumn TermSpring TermSummer Term 1A1B2A2B3A3B Yr N Using A MouseControlling a PixieWord Processing Yr R Using a MouseControlling a Pixie On-going: Using A Mouse Word Processing On-going: Using A Mouse Data Handling On-going: Using A Mouse Yr 1 Information Around Us Using a Word Processor Understanding Instructions and Making Things Happen Labelling & Classifying Introduction to Modelling Representing Information Graphically Yr 2 Creating PicturesWord Processing to Communicate Information Questions & AnswersControlling a Programmable Robot Finding Information Additional Yr 3 Topics Using a databaseUsing Introduction to LogoCombining text and graphics Exploring simulations

32 For organisational purposes, a daily/weekly over-view is completed. How are the Year 8s supporting you/your class? Which key ICTs skills are to be reinforced throughout the week? ICT lesson 1 ICT lesson 2 Year One Weekly Planning Over View

33 Where practical, the weekly ICT skill is taught on Monday and then this skill is consolidated within the consolidation elements of other subjects (where appropriate).

34

35 The Ripple Infants FS ‘Model’ Employing the use of a.Traditional ICT ‘hardware’ b.Electronic ‘toys’ to: 1.Enrich lessons through multi-sensory experiences. 2.Enhance curriculum with stories, rhyme and song. 3.Extend confidence via talk, rhyme, song and spoken dialogue. 4.Develop fine & gross motor skills. 5.Increase memory and attention & concentration spans. 6.Facilitate a culture of turn-taking.

36 Using ICT to Enrich the Foundation Stage Curriculum. Curriculum enhanced with story rhyme and song. Multi-sensory experiences, developing fine & gross motor skills. A culture of turn taking and sharing within large and small groups. Confidence extended via talk, rhyme, song and spoken dialogue. Activities to extend memory, attention & concentration. To save and print work & use mouse independently. Programme a toy and know that it retains it’s memory. Understand the use of the internet. To use familiar content software. Understand need to care for PCs and programmable toys Begin to use ‘tools’ software (WORD / 2Simple etc) confidently. To complete a programme on a PC. Use technology within context of play & role play.

37 Using ICT to Enrich the Foundation Stage Curriculum. Curriculum enhanced with story rhyme and song. Multi-sensory experiences, developing fine & gross motor skills. A culture of turn taking and sharing within large and small groups. Confidence extended via talk, rhyme, song and spoken dialogue. Activities to extend memory, attention & concentration. To save and print work & use mouse independently. Programme a toy and know that it retains it’s memory. Understand the use of the internet. To use familiar content software. Understand need to care for PCs and programmable toys Begin to use ‘tools’ software (WORD / 2Simple etc) confidently. To complete a programme on a PC. Use technology within context of play & role play. Video PE lessons for instant playback. Recording experiences to return to. Microscopes part of interactive displays. Chn using word / 2Simple to write / draw etc linked to topic / theme. Digital cameras – pics of models, role play, paintings, home-life. Discussion of photos of experiences from home / school captured by child. Whole class “care for equipment” lessons. “TV Studio” – cam on tripod + TV – recording and playback of role play, stories etc. Stories, rhymes and songs available – on CD, Internet etc. Robots and roamers dressed up as story characters. Devises to record voices – laptops / tape recorders. Showing objects / pics on visualiser – talking / discussing. Role play area enriched by laptop playing music / video / pictures / sounds etc Video on laptops in role play area, modelling play opportunities. Pixie, roamer, robot etc used within role play context – given a specific task / investigation. Karaoke machine – singing & recording songs / ‘Play- Stations’ & ‘Gameboys’. Portable tape- recorders with mics. CD-ROMs of Narrated Stories. Video, DVD etc. Listening to stories, rhymes, songs on internet/Espr esso etc. Selected white screen image enriching lesson in background. Recordable ‘talking’ books. Using mouse in programmes – Espresso, Clicker 5, Leaps & Bounds etc Robots, roamers, pixies etc dressed up as story/topic characters. Programming robots and toys (theme- based). Using software to develop subject-based skills. Maths / English Software to develop specific skills. Graphics Tablet connected to White-screen/ CT’s Monitor – children taking turns. Video PE lessons for instant playback. My World 3, Leaps & Bounds, Izzys Island, 2Music etc.

38 ICT within Teaching & Guided Practice Segment of Lessons The advantages: Greater participation – the “wow factor”. Allow teachers to model key concepts clearly. Greater interaction – improved pace. Clarity through video (EAL children). Children will model, demonstrate & explain key concepts to each other. Improved oracy. Tool for reinforcement. Good opportunity for formative assessment. Increased self-esteem. Children listen carefully to each other! ICT skills are raised.

39 This pedagogy is incorporated within our Learning & Teaching Policy: Demonstration & Modelling teacher-demonstrations & modelling, using: –the visualiser, –the PC, –WCITT (whole class interactive teaching technology – e.g. Graphics Tablets/Activ-Slate etc), children modelling & demonstrating key concepts to others, using: –the visualiser, –the PC, –WCITT (whole class interactive teaching technology – e.g. Graphics Tablets/Activ-Slate etc). ICT within Teaching & Guided Practice Segment of Lessons

40 Consolidating with ICT in every lesson The advantages: The only manageable way to give children the opportunity to consolidate ICT skills taught during ICT lessons (without an ICT suite). It is more meaningful to consolidate ICT skills within a context. Stops ICT being an isolated stand-alone subject. Greater participation. Subject-specific skills are acquired much quicker. Increased Motivation & Behaviour. An opportunity for discussion. Children listen to each other! - improved oracy. Develops Social Skills and increases Self-esteem. Ofsted – ‘value for money’. It fulfils our obligation to teach ICT skills from within the ICT Scheme of Work and provide children with opportunities to consolidate these skills.

41 This pedagogy is incorporated within our Learning & Teaching Policy: Consolidation Activity  well-selected, meaningful activities, enabling children to consolidate the intended learning points as effectively as possible;  children using ICT: o to consolidate learning linked directly to the learning intention for that lesson; o to consolidate learning linked to the learning intention for that lesson, whilst at the same time revising key skills from within the ICT Scheme of Work and associated minimum standard documents (where appropriate). Consolidating with ICT in every lesson

42 Have a look round….

43 ClassLessonTeaching TechnologiesChild Consolidation Technologies Nursery IFSSmartboard showing Travel Agents Slideshow. Digital cameras to take pictures to make passports. Games reinforcing Transport (2City/CBeebies) Piano Stepper Tigers – Yr R IFSEnriching “backdrop” on White-screen – Train Playing 2Type. Yr 8’s with Pixies (linked to transport). Gorillas – Yr R IFSEnriching “backdrop” on White-screen – holiday slide shows 2Type. Yr 8’s with Pixies (linked to transport). Penguins – Yr 1 1. English (Blocked Unit) 2. RSWShop (Literacy) 3. Maths PowerPoint Clicker 4 Graphics Tablets/Activ Studio Visualiser. 2Simple – 2 Connect. Maths base Power Point 2. WORD 3. Maths Base 3 Snakes – Yr 1 1. English (Blocked Unit) 2. RSWShop (Literacy) 3. Maths PowerPoint Clicker 4 Graphics Tablets/Activ Studio Visualiser. 2Simple – 2 Connect. Maths base Power Point 2. WORD 3. Maths Base 3 Lions – Yr 2 1. Science 2. RSWShop (Literacy) 3. Maths PowerPoint Visualiser WORD EasiTeach Maths/Internet Graphics Tablets. 1.Inserting Pictures into WORD/Tables. 2.WORD & Clicker 5 3.Maths Sphere Giraffes – Yr 2 1. Science 2. RSWShop (Literacy) 3. Maths PowerPoint Visualiser WORD EasiTeach Maths/Internet Graphics Tablets. 1.Inserting Pictures into WORD/Tables. 2.WORD & Clicker 5 3.Maths Sphere

44 Stages of Maturity Experimentation Phase Risk taking, Trail and error, ‘Freedom to experiment’, Taking time-out from the curriculum/timetable. Nurturing/monitoring staff. Mature/Creative Phase Vision instilled amongst staff Taking time-out from the curriculum/time table to pursue teacher’s/class interest or expertise. Systematic Phase Vision growing amongst staff. Systematically embedding ICT within lessons. Structure and support/monitoring mechanisms in place.

45 Identifying which technologies to use Recordable talking books Pixies ‘Small World Toys’ Microscopes Book-tapes Digital books Graphics Tablets Visualisers WCITT – ‘ Whole Class Interactive Teaching Technologies ‘Tools’ Software Skills/Subject Software Internet Google Images Digital Video Pictures Consolidation Segment Teaching & Guided Practice

46 Embedding ICT context Visualiser Digital Camera The Internet Digital Video Portable devices Desktop devices Recording devices Resources Publishing Editing Communicating Accessing information Composing Recording Opportunities Collaborating

47 Review and monitor Use of digital content (Intranet sites, internet sites and CD ROMs) Use of digital images (cameras, webcams, video) Use of ICT for record keeping and assessment Achievements Challenges

48 Prioritise EasyDifficult Do-ability (cost, time, resources etc) Impact on standards Low High

49 Tools to facilitate change – Where will we be in 2 years time? Stakeholders Thinking Feeling Saying Doing Leaders Teachers SSAs Children

50 Challenges 1.Acquiring the Vision. 2.Instilling ownership in staff / disseminating the vision. 3.Providing a structure for staff to follow (systematically). 4.Monitoring recording progress on planning. 5.Change of management. 6.Getting the cynics ‘on board’ – why should we change? 7.“What’s in it for me?” (wifms) 8.Equipment working? 9.Money/sustainability? 10.Knowing when NOT to use ICT.

51 Leadership Style - reflection 1.Engendering Ownership. 2.Reflecting on the application of the Hay Leadership styles (visionary, pace-setting, democratic, co-ercive, affiliative, coaching). 3.Goleman’s work on Emotional Intelligence. 4.Handy’s ‘School Cultures’/management structures (i.e. club, role, task and person). 5.Giving staff the opportunity to embark on “personalised tangents” (“when you’re doing things you love, your enthusiasm, creativity, and commitment all increase”).

52 Useful contacts 1.Complete Solution: Network and Cabling Solutions 2.Bespoke-ICT Content: Barking College’s Content Workshop 3.Ripple Infants run bespoke-ICT Hosting/Facilitation Events 4.Serco, who provide our Administrative Office software, CMIS

53 Evaluation What Went Well…Even Better Ifs…


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