Tag Archives: Early

Nintendo Wii @ St Timothy’s Primary


We borrowed the wii to provide motivation for children to participate in physical activity. We also wanted to improve the fine and gross motor skills of P1 children and in particular children with Additional Support Needs. 

How ICT supported Learning and Teaching

We used the wii within our P.E. sessions, Purposeful Play and our school Fun Day. Children played a variety of games from the wii sports package in small groups. During P.E. we used the wii as a station within our fitness stations. Children rotated through all stations ensuring that everyone had a turn. During Purposeful Play the wii was used as a specific area where children could develop their movement skills.


Many children were experienced in using the wii and were skilled in using the controllers and navigating through the games. We found the wii had a positive impact on social interaction. Experienced wii users enjoyed explaining to less experienced users how to use the controllers to play the games. The games also provided the children with a topic of conversation and the communication between players and the audience during the games was an unexpected benefit. The wii also provided an excellent way for children with ASN/physical disabilities to participate fully in physical activity and to develop their fine and gross motor skills. All children enjoyed using the wii and were motivated to take part in physical activity.

Here are some of their thoughts:

“I liked playing the tennis. It was the best part.”

“The bowling was fun.”

“I liked playing the wii during the fun day because it was fun.”

“I liked when I was playing with my friends because it was good fun.”

“Everyone got a shot of the wii.”

“It was good in gym because it was fun.”

“It was super fun.”

TalkTime – Abronhill Nursery


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.

Nicola Coleman

Talk-Time Chapelhall Primary School


The pupils of Chapelhall Primary School held a Scottish Art Exhibition. Every class studied a Scottish artist and using inspiration from that artist’s work, each child then created their own pictures.  Along with the artwork each class also produced a poster with background information about their artist.  All work was displayed and parents and friends were invited to come along and buy the children’s work.

How ICT supported learning and teaching

Each class received 2 -3 talk boards. They were displayed along with the children’s artwork.  The talk boards were used in different ways. Some children recorded information about the Scottish artist they were studying. Others recorded how they felt when creating the artwork.  Some children recorded how they felt about the artists work. Some children recorded how they created their artwork. Parents and children were able to listen to them while they were going around the Art Exhibition.

Impact / conclusion

The children enjoyed creating the recorded message. Adults and children listened to them. A few people commented that they were good, but some were difficult to hear. Children liked them if they couldn’t read the other information on the posters.


Whole school holding a Spring Fayre as an enterprise event. Each class displayed spring art work in hall where fayre was being set up. The white recordable boards allowed each class to record a small explanation of their work, which visitors could listen to.

How ICT supported learning and teaching

Pupils had to consider the focus of their learning and record this in a concise format. They had to speak clearly and with enough volume to allow others to hear and understand when playing it back.

Impact / conclusion

These boards were a good way to allow others to find out more about the learning that had taken place in order to achieve the final result. Having to record the aspects of learning helped to consolidate this. All visitors to the school found them useful and other pupils often listen to the boards to hear about other classes work.

Airliner Tablet – St. Adian’s Primary School

Intention – I intended to use the airliner to aid the use of the SMARTBoard without having to be beside it. I hoped it would help when I was working with children at a table but still needed to use the board.

How ICT supported learning and teaching

Evaluation – I found the airliner to be very helpful. The children are able to use it from their own chairs and it has stopped the children climbing over one another to reach the board. It has also sped up the time it takes to play games on the board as the children do not need to make their way to the board.

Impact / conclusion

The airliner was slightly difficult to set up and it took a few attempts but when it was up and running it was fine.

BeeBots – P2 Netherton Primary

Pupils had already used Roamer but these have been a great progression to independent work for small groups and pairs.

How ICT supported learning and teaching

Activities with Beebots allowed groups to work independently after initial instructions and demonstrations. Some pupils discovered for themselves how the gadgets used instructions entered. The thinking process that pupils had to engage into programming the Beebot was very valuable.

Impact / conclusion

I would love to have them as part of school resource or on a termly basis from the centre.