Talk time kit borrowed for use at art exhibition, which was to be set up in the local church hall. Parents/Carers invited to daffodil tea and to view art exhibition. Children also made bits to sell (enterprise) and talk time points used for children to record the price of their goods.
How ICT supported learning and teaching
The nursery children were unable to man the stalls due to health and safety in the hall. The talk time points meant the children were still involved in the ‘selling’ as it was their voices stating the cost of the goods. P7 children took responsibility on the stalls. Parents loved to hear the children’s voices by pressing the equipment. Due to the number of pieces of artwork displayed (100) I did manage to use the boards as I had planned. Also concerned the hall would be too noisy – it was! I would have used these back at the nursery this week if I had not had to return the equipment.
Impact/ Conclusion
Now that I have used this equipment and realised how easy it is to use I would use it again and can see the countless ways it would work in the nursery setting. I would suggest we buy talking points to reinforce key instructions in areas of the nursery – e.g. 4 children only at the sand tray. Also the board. The parents and children loved the results and I feel I only just started. Could take this a lot further.
Improving children’s mental maths skills. Using DS Brain Training to give children another interesting and stimulating resource to enjoy maths.
How ICT supported learning and teaching
One group per week used DS’s as an extension to their teaching and maths tasks. Children were competing against each other, trying to beat each other’s scores and times. Motivating children to finish tasks to move on to a stimulating extension activity.
Impact/ Conclusion
Borrowing for longer periods of time would be beneficial to make sure all children get a chance to use these.
As part of the ongoing McCrone work I was doing I got the children to choose their favourite song for music & in drama the Primary 1 to 4 worked with the a couple of Robert Munsch stories and Primary 5 to 6 worked with the Agnes Owen story, ‘Being Sent For.’
How ICT supported learning and teaching
The Flip camcorders were used by the children to record their choice of favourite children’s performance of a song linked to the music work and for drama either a freeze frame or a role-play. These were then uploaded onto Glow where the children were able to view them.
Impact / conclusion
I found the whole thing went very successfully. I feel the children found using the Flip camcorders were not only a very useful thing but they found it highly fun and enjoyable. The children being able to view the videos on Glow gave them a great opportunity to view every classes work and pass comment on something they would other wise not see. It was a great way for the whole school to get an overall view of what was going on in music and drama.
Started with free play, allowing Bee Bots to travel under the bridges and visit different places in town
Mathematics – linked to money and programming
Pupils had been learning about money to 10p so pupils then were asked to write a simple programme to make a total of 10p
How ICT supported learning and teaching
Extended mathematics for more able pupils. Challenging group to write the programme to allow the Bee Bot to Make 10p
Impact / conclusion
Pupils were extremely motivated and engaged and used good mathematical language to solve the problems.
Fantastic resource to use in many different curricular areas next steps would be to link to novel study – visit the characters and places in the book. Then set pupils a challenge to design own grid map and give to another group with a problem to solve.
We have bought some with Tesco vouchers for schools and hoping to purchase a few more and timetable for classes to use.
Children were learning about energy – sound and light. The children created a book and a movie about the things they had learned.
How ICT supported learning and teaching
The children all typed all pages of their energy books and this included using wordart as well as basic word processing skills. The children all then took parts in the filming, editing and creating of the class movie on energy.
Impact / conclusion
Children were all highly enthusiastic and very proud of what they had achieved. The parents were invited into school to view their books and to watch the movie and all commented on how much the children had enjoyed the topic and how much work they had done at home to ensure it was a success.
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