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Learning Objectives: Year 3 Term 1 Text 13 to collect suitable words and phrases in order to write poems and short descriptions, design simple patterns.

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Presentation on theme: "Learning Objectives: Year 3 Term 1 Text 13 to collect suitable words and phrases in order to write poems and short descriptions, design simple patterns."— Presentation transcript:

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2 Learning Objectives: Year 3 Term 1 Text 13 to collect suitable words and phrases in order to write poems and short descriptions, design simple patterns with words, use repetitive phrases; write imaginative comparisons. T. explains that one of the facilities of ICT is to present different combinations of words, pictures and sounds. In this session they will explore the effect that sound can have on the way we see and understand pictures and words. This will help them to think about using sound effectively when they are building interactive texts as their way of writing. T. shows the first slide of the PP (the forest image), initially without activating any of the sound buttons. T asks the children to discuss in pairs what they think the forest is like, and whether they would like to be there. How would they feel? They discuss. Then the children are asked to write a few words down on their dry wipe boards that they could use to describe the forest. There are shared and discussed. T. explains that several sound clips have been dropped onto this slide. T. then asks the children to look at the image again, but this time plays one of the sound clips at the same time, by clicking one of the sound icons. Children are asked whether the sound changes the way they see and feel about the picture. They are again asked to write down a few words on their dry wipe boards to describe the forest but in the light of the sounds, They are not to describe the sounds themselves, but are to describe how they ‘see’ the forest when they hear these particular sounds. They share and discuss the words and how and why they are different from the first set. T. repeat this activity with a couple more contrasting sounds, selected from those available on the slide. (At some points particular children are invited to come out to activate the sound buttons.) T. again selects one of the sounds and asks the children to listen carefully. Working and discussing in pairs, the children are then asked to write a sentence on their dry wipe boards, responding to the image/sound combination just experienced. These are shared and discussed. Some time is spent discussing how the sentences could be made more interesting, and the children improve their sentences, again sharing and discussing the outcomes. A similar Y3 example can be found in the Learning and Teaching through ICT materials. DfES Publications: (

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