We started the second input for ICT by watching a video to really understand how professional animations are made. It was incredible and mind-blowing to see how many pictures are needed for each second of the video.

Our task was to create an animation in a program called “Zu3D” using a camera, a microphone for adding music, background and characters made from plasticine. We were working in groups of 5.  For every movement of the character(s) we took 5 photos. When we wanted the characters to move quicker, we took less photo. I really enjoyed this activity and believe that children would enjoy it very much. Every child would have their own role – someone would be a director, someone would be working with a camera, someone playing the characters. As teachers, we need to make sure every child has a role and that we give step-by-step instructions for children to know what to do.

We came up with the story as we were working. However, a great way to link more lessons together would be to give children a task to create a story in a Literacy lesson, the background, the scenes and the characters in Arts and then the animation itself in an ICT lesson.

After the third input, which focused on mental maths, our task was to investigate some mental maths materials. As a group, we found most of them very practical, useful and beneficial. I will use a lot of them in the classroom to enhance and promote understanding and problem-solving skills.

• The “counters” is a great way to start learning counting – addition, subtraction and easier multiplication and division calculations. They can be easily used as a tool for a pair or group work to improve discussion and talk in Maths as well as a part of whole-class teaching. In early years stages, they can be used for better conceptual understanding of numbers when we first start with concrete objects to represent numbers and simple calculations and move on to illustrations after that. This is called the “concrete-pictorial-abstract (CPA) approach”.

• Number fan is a great tool for calculations as well but especially for showing answers. It can be used during whole-class teaching or group work when for example two children give the calculation and the other two solve it and then show the answer with the number fan.

However, I find the Digit flips more effective for showing answers.

These mathematical tools are great for the demonstration and understanding of fractions, quarters and percentages. I would probably let children think (group work) first what these tools represent and and how we can use them in Maths lessons.

I really enjoy this tool illustrated on the left-hand side. They are great for introduction of more complicated calculations dealing with fractions and percentages. They can be used during the whole-class lesson as well as the group work. I would always encourage children to start with the mathematical process by writing everything down. When they become more used to such questions, they might be able to solve them mentally.

The tool on the right-hand side could be used as a warm up for the lesson during the introduction.

This tool is an effective way for chidren to practise their understanding of place value – units, tens and hundreds. I believe, this would be great for a pair work.

I believe that this tool might be used for understanding of place value as well, however, as a group, we agreed that this one might be very confusing for children.

The first input on ICT focused on the combination of music and creation of an animation. I found it really interesting to link the ICT to another subject of the curriculum. I believe that children would find it very exciting and enjoyable to create an animation based on a piece of music. It allows them to express their feelings and emotions and promote their art skills and creativity.

We created an animation in a program called the “Bush Ninja”.  I believe that this activity can be easily applied provided children have access to tablets or computers.

We also learnt how to work with a program called “Uz3D” which can be used to combine music with animation created in the classroom (we also need a camera). For this animation, we used small pieces of plastic blocks cut in various shapes to express the music piece. In my opinion, very clear and step-by-step instructions and guidance should be given to children during this task so that everyone knows what to do. However, I believe that children would have a great fun creating this animation. They would learn about sounds and how to express what they hear.

During the first input, we were given many tips on how to teach dance in primary schools. However, these tips can be applied not only when teaching dancing.

A teacher can play some music in the background (music videos) while children are entering the classroom. This will set the mood and it might get children more excited and curious about what is going to happen on that day. I really like this approach and will definitely use it in the classroom. I experienced this method a few times and it certainly helped set the positive atmosphere in the classroom. While letting music play, I would be standing in front of the classroom and welcoming the children. I believe that this would help build the positive learning environment and make children feel welcome and and more excited for the learning.

It is very important to have discussions with children about various kinds of music and dances to promote their communication and listening skills. The teacher can play a music video and then let children discuss it in pairs – the performers and performance, style, moves, effects, light, etc. The whole class discussion will follow. This activity is great for children as it makes them think and explore the dance and music from a different point of view. In my opinion, discussions can greatly promote children´s understanding and thanks to sharing their ideas and opinions with peers, they all broaden their perspectives. The teacher can also suggest to try some of the moves they have seen in the music video. I believe it can be very exciting and enjoyable for children.

When teaching Dance, I would start with simple activities – playing music in background while giving instructions to move forward/backward, right/left, jumping on one/both legs, ..  I will definitely do the “Travelling moves“ activity with children. They would not only have fun but also enhance their communication skills, listening skills, problems-solving skills and creativity skills while trying to come up with as many travelling moves as possible in pairs. Later, when they need to choose one, they promote their decision-making skills. There are many options regarding activites based on these “ travelling moves“. I really liked when we created a circle, every pair was given a number and while listening to music, we “performed“ our travelling move, meeting each other in the centre of the circle and changing places. It was very dynamic. We then also joined another pair and created a mini performace based on the two moves of ours. This activity is also hugely linked with the The Expressive Arts – Experiences and Outcomes which place a great emphasis on exploring and choosing movements to create and and perform dance. (https://education.gov.scot/Documents/expressive-arts-eo.pdf) It also stresses the importance of expressing ideas, thoughts and feelings through creative work in dance.

Physical activity is hugely important for children to have enough energy to learn and develop and keep their body in shape as well. Dance is not only about the moves and expressions but also about getting to know different cultures. It is also one of the Experiences and Outcomes (https://education.gov.scot/Documents/expressive-arts-eo.pdf) to experience dance from a range of styles and cultures to become aware of the various dance features.