Activities in School
Below are brief outlines of some of the activities in March 2015 (in no particular order).
Dee Banks Working with KS3 & KS4 11-16yrs in a Special School context, creating animations with iPads. The children will work independently (some with TA support), basing their animations on a story that they are familiar with - The Princess & the Wizard by Julia Donaldson.
Waverton The Y2 class are currently learning about the Great Fire of London. On Thursday morning the children will be researching the topic by using the website 'BBC Samuel Pepys'. They will then design and create their own digital book about the topic using an app called Book Creator. Children can add their own video clips, pictures, recordings and information about the topic to create a personalised book.
Upton Heath CE We will be teaching programming, with the focus of sequencing and repetition. The activities will involve the use of BeeBots and ProBots. The children involved with the activity will have the opportunity to play with the equipment, in order to gain more confidence and gain a general feel for them. The children will then take part in a series of mini activities, which will lead to them creating a 'dance'.
Elleray Park We will be working with a mixed aged group of children with high level autism, who are mainly non-verbal. Due to the range of abilities, we will be working one-on-one with the children on tasks especially for each individual throughout the morning using both laptops and iPads. Theses tasks will range from cause and effect, i.e. being aware of an effect of touching the screen to simple typing to matching activities.
Dorin Park We will be working in a Special School context with practical, vocational and sensory classes. We will be spending all day Thursday working with children across Key Stage 3,4 and 5. We will be using Movie Maker, iPads, assisting with a mock AQA entry exam in Computing and using games.
Belgrave We will be taking joint responsibility for delivering a series of lessons from the iCompute curriculum using Microsoft Kodu. We will each be responsible for seven Y5 pupils and will teach them how to create their own Kodu 'world' and program their characters and objects to perform certain actions. The children will move on to creating a game using the software if there is time.
Sandiway We will be leading a lesson in which pupils will be using iPads to create an iBook linking into their forthcoming residential trip to London. Students will research the different places that they will be visiting and create an information book. Students will be encouraged to include pictures, text and voice recordings. Associate teachers will model to the class how to use the app and then support groups in completing the task.
Springwell Park The area of computing is animation and we are using the app PicPac to create a stop motion film. We are working with a year 2 class who will base their animations on either Jack and the Beanstalk or Christopher Columbus.
Brookfields We are completing a Beatbox project with a class of seven year five/six pupils with special needs. We will be creating a map and instructions on how to programme that links to their topic on ancient Egypt.
Saighton We will be working with a mixed year group consisting of year 3 and 4 pupils, with a range of academic ability from 2a to 4b. Children will work in pairs (grouped according to ability) to create a collecting coins game using 'Kodu's World' software. Success criteria for this task will differ according to children's ability.
Cobbs We have been separated into two groups and will be working with two different classes. My group will be working with Y2, using Scratch programming software. Children will be working in pairs creating an animation, coming up with their own background and character (this is relatively new for them and have not used it since September).
Liscard We will be helping to teach Y4 throughout the whole day on Thursday. The School has a three form entry, and so there will be one student per class. The day is based around ensuring the children are up to date with the current Computing curriculum and will include taking part in coding activities which will increase in difficulty throughout the day. The first morning session will include teaching the children how to use a simple app Cargo-Bot. This is an appropriate introduction to coding before progressing the children on. The next lesson increasing in difficulty again is how to use the app Hopscotch and finally the pupils will be taught how to use Scratch.
Bidston Avenue We are working with a Y6 class who have the task of making an interactive toy. The first steps involve the pupils creating their toy in Paint and then the pupils will discuss in groups how to make their toy interactive. This will then be transferred to Scratch where the pupils will make their toy interactive.
Dee Banks Working with KS3 & KS4 11-16yrs in a Special School context, creating animations with iPads. The children will work independently (some with TA support), basing their animations on a story that they are familiar with - The Princess & the Wizard by Julia Donaldson.
Waverton The Y2 class are currently learning about the Great Fire of London. On Thursday morning the children will be researching the topic by using the website 'BBC Samuel Pepys'. They will then design and create their own digital book about the topic using an app called Book Creator. Children can add their own video clips, pictures, recordings and information about the topic to create a personalised book.
Upton Heath CE We will be teaching programming, with the focus of sequencing and repetition. The activities will involve the use of BeeBots and ProBots. The children involved with the activity will have the opportunity to play with the equipment, in order to gain more confidence and gain a general feel for them. The children will then take part in a series of mini activities, which will lead to them creating a 'dance'.
Elleray Park We will be working with a mixed aged group of children with high level autism, who are mainly non-verbal. Due to the range of abilities, we will be working one-on-one with the children on tasks especially for each individual throughout the morning using both laptops and iPads. Theses tasks will range from cause and effect, i.e. being aware of an effect of touching the screen to simple typing to matching activities.
Dorin Park We will be working in a Special School context with practical, vocational and sensory classes. We will be spending all day Thursday working with children across Key Stage 3,4 and 5. We will be using Movie Maker, iPads, assisting with a mock AQA entry exam in Computing and using games.
Belgrave We will be taking joint responsibility for delivering a series of lessons from the iCompute curriculum using Microsoft Kodu. We will each be responsible for seven Y5 pupils and will teach them how to create their own Kodu 'world' and program their characters and objects to perform certain actions. The children will move on to creating a game using the software if there is time.
Sandiway We will be leading a lesson in which pupils will be using iPads to create an iBook linking into their forthcoming residential trip to London. Students will research the different places that they will be visiting and create an information book. Students will be encouraged to include pictures, text and voice recordings. Associate teachers will model to the class how to use the app and then support groups in completing the task.
Springwell Park The area of computing is animation and we are using the app PicPac to create a stop motion film. We are working with a year 2 class who will base their animations on either Jack and the Beanstalk or Christopher Columbus.
Brookfields We are completing a Beatbox project with a class of seven year five/six pupils with special needs. We will be creating a map and instructions on how to programme that links to their topic on ancient Egypt.
Saighton We will be working with a mixed year group consisting of year 3 and 4 pupils, with a range of academic ability from 2a to 4b. Children will work in pairs (grouped according to ability) to create a collecting coins game using 'Kodu's World' software. Success criteria for this task will differ according to children's ability.
Cobbs We have been separated into two groups and will be working with two different classes. My group will be working with Y2, using Scratch programming software. Children will be working in pairs creating an animation, coming up with their own background and character (this is relatively new for them and have not used it since September).
Liscard We will be helping to teach Y4 throughout the whole day on Thursday. The School has a three form entry, and so there will be one student per class. The day is based around ensuring the children are up to date with the current Computing curriculum and will include taking part in coding activities which will increase in difficulty throughout the day. The first morning session will include teaching the children how to use a simple app Cargo-Bot. This is an appropriate introduction to coding before progressing the children on. The next lesson increasing in difficulty again is how to use the app Hopscotch and finally the pupils will be taught how to use Scratch.
Bidston Avenue We are working with a Y6 class who have the task of making an interactive toy. The first steps involve the pupils creating their toy in Paint and then the pupils will discuss in groups how to make their toy interactive. This will then be transferred to Scratch where the pupils will make their toy interactive.
Below are brief outlines of some of the activities carried out as part of the Project in Spring Term 2014.
Belgrave - Tues AM
Working with Y5 class, using Scratch. Children have already made shapes in Scratch using repeated patterns and angles, and have moved sprites from one place to another. In the session, they will be making characters move around using 'costume change' and making them walk and talk. They will produce an animation of their sprite telling a joke.
Belgrave - Tues PM
Working with Y2, creating a branching database on animals with the children using yes/no questions.
Bidston Avenue - Wed
Working with Y6, focusing on programming using 2Code, 2DIY 3D, Scratch and Espresso Coding - finished games will be evaluated by the children and embedded on a class blog.
Sandiway - Wed AM
Working with Y6, creating a booklet using different apps on the iPads. Each group will present their booklets using Apple TV. Apps will include Pic Collage, Book Creator, Popplet, Puppet Pals, Tellagami and Explain Everything.
Kingsley - Wed PM
Working with Y1, creating animations using Puppet Pals on iPads on the theme of 'Shakespeare' or The Great Fire of London.
Upton Heath - Wed PM
Working in KS2, creating animations using LEGO® Movie Maker on iPads.
St Peter's CE - Wed AM
Working in KS2, programming using Scratch.
Overchurch - Wed AM
Working in KS2, introducing coding using Espresso and then moving on to create a ping-pong game using Scratch.
Kingsmead - Wed
Working with Y4 creating an animation with 2animate after picking from a theme (chase, fall, hunt, greet), background (space, beach, city, jungle) and characters in groups of four.
Cobbs - Wed
Making trailers in iMovie on iPads with Y2 children.
Belgrave - Tues AM
Working with Y5 class, using Scratch. Children have already made shapes in Scratch using repeated patterns and angles, and have moved sprites from one place to another. In the session, they will be making characters move around using 'costume change' and making them walk and talk. They will produce an animation of their sprite telling a joke.
Belgrave - Tues PM
Working with Y2, creating a branching database on animals with the children using yes/no questions.
Bidston Avenue - Wed
Working with Y6, focusing on programming using 2Code, 2DIY 3D, Scratch and Espresso Coding - finished games will be evaluated by the children and embedded on a class blog.
Sandiway - Wed AM
Working with Y6, creating a booklet using different apps on the iPads. Each group will present their booklets using Apple TV. Apps will include Pic Collage, Book Creator, Popplet, Puppet Pals, Tellagami and Explain Everything.
Kingsley - Wed PM
Working with Y1, creating animations using Puppet Pals on iPads on the theme of 'Shakespeare' or The Great Fire of London.
Upton Heath - Wed PM
Working in KS2, creating animations using LEGO® Movie Maker on iPads.
St Peter's CE - Wed AM
Working in KS2, programming using Scratch.
Overchurch - Wed AM
Working in KS2, introducing coding using Espresso and then moving on to create a ping-pong game using Scratch.
Kingsmead - Wed
Working with Y4 creating an animation with 2animate after picking from a theme (chase, fall, hunt, greet), background (space, beach, city, jungle) and characters in groups of four.
Cobbs - Wed
Making trailers in iMovie on iPads with Y2 children.
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Images from the planning afternoon on 31st March 2014.
Below are outlines of some of the activities carried out as part of the Project in Spring Term 2013.
After the planning session with the class teacher, we have decided to lead two different animation activities: one targeting high ability and one targeting low ability. We will be using Digiblue cameras and software and ready made equipment from the classroom to create the animation.
For the high ability group we will be using the small world area that is already set up as a jungle scene, and we will then use the small toy animals which will appear on the screen one at a time and this will eventually create a 'rumble in the jungle' with all the animals in one shot. The differentiation will be introduced by the animation being edited by the children to make the animals enter the scene slower or faster according to their size and the way they move (a subject they have already covered, using descriptive words). If possible, we may add in the animal sounds as they appear on the scene.
For the low ability group we will be using laminated pictures of bugs and insects they have created themselves on 2simple software, and these will be added to the toughspot area which will be filled with compost, woodchip stones etc to represent the jungle floor. The children will then move the insects around and the animation will then take place ina haphazard way.
After the planning session with the class teacher, we have decided to lead two different animation activities: one targeting high ability and one targeting low ability. We will be using Digiblue cameras and software and ready made equipment from the classroom to create the animation.
For the high ability group we will be using the small world area that is already set up as a jungle scene, and we will then use the small toy animals which will appear on the screen one at a time and this will eventually create a 'rumble in the jungle' with all the animals in one shot. The differentiation will be introduced by the animation being edited by the children to make the animals enter the scene slower or faster according to their size and the way they move (a subject they have already covered, using descriptive words). If possible, we may add in the animal sounds as they appear on the scene.
For the low ability group we will be using laminated pictures of bugs and insects they have created themselves on 2simple software, and these will be added to the toughspot area which will be filled with compost, woodchip stones etc to represent the jungle floor. The children will then move the insects around and the animation will then take place ina haphazard way.
Four of us will be working with Year 2 using 2Simple 2 Animate. The children will be making an animation for an Eric Carle style story they have written. They will use the 'in-betweening' feature. Higher ability children will add further moving 'objects' to their animation, sound effects and labels. They will work in pairs. Beforehand they will have put together a storyboard in small groups so that they know what they are producing on the day.
We are going to be using Purple Mash and 2Go to investigate shape and create our own 3D pictures, like a bus for example. The children will be asked to design their own picture using the program and then we are going to have a building table where the children can bring their design to life by printing it off and constructing it. We will lead two groups and we will see the process through from design to completion. The children can use the program to make anything they like but we may have a theme. The children will then be asked questions about it on their class blog and be expected to answer these via their own blog space. It is being done with a year 2 class and differentiated in the fact that children can use their ability to make simple/complex structures to suit their ability.
Class: Year 2 pupils
Branching Databases
Introduction
The class teacher is going to model a paper copy of a branching database with a simple topic such as
fruit. She will allow time for children to investigate and test out simple branching databases.
Exploration
We will each take a group to develop more complex branching databases relating to their topic of minibeasts, using the programme '2question'.
Plenary
Children will share their branching databases testing out each others, evaluating and reflecting upon their work.
Branching Databases
Introduction
The class teacher is going to model a paper copy of a branching database with a simple topic such as
fruit. She will allow time for children to investigate and test out simple branching databases.
Exploration
We will each take a group to develop more complex branching databases relating to their topic of minibeasts, using the programme '2question'.
Plenary
Children will share their branching databases testing out each others, evaluating and reflecting upon their work.
In our school we are in a group of nine. Five of us will work with the Reception class and the other four with the Year 2 class. After the planning session with the class teachers, we decided to lead two Photo Story activities: a morning session for the Reception class and an afternoon session for Year 2. We will be using Photo Story 3 software and pictures taken by the children. The Reception children will take pictures of the different areas in their classroom while the Year 2 children will take pictures of areas around the school. The Reception children will order the pictures with support to create their story while the Year 2 children will work in pairs to create their story. They will order the pictures; add a title and sound effects to their story.
We're creating a branching database using a program called Flexitree. The children are going to be looking at vegetables prior to us visiting (where they're from, tasting and feeling, etc.), and will have created a physical branching tree in the classroom. The program allows them to add their own questions, add pictures and also facts about the vegetable at the end. The program is bought as a subscription from the school, but you can download a 5 hour trial if anyone wants to explore it?
We are using the 2Animate software to create a short animation to show how a plant grows from a seed to a flower. The children will work in pairs using the storyboards they made in a previous session.
Prior Learning:
The children have been introduced to the programme in a previous session, they have seen an example animation, and they have created a storyboard for today's lesson
Differentiation:
Low Achievers - will show the different phases of plant growth from a seed to a flower; Mid-Achievers - will change the speed of their animation; High Achievers - will add labels to their animation.
Introduction:
Model how to make a simple animation using the storyboard.
Development:
Using the Interactive Whiteboard, the teacher will be talking the children through the process of making the animation and the PGCE students will be helping the children working in groups of 4. We will also stop and use min-plenaries to deal with any issues/misconceptions.
Plenary:
To share some completed animations with the class on the Interactive Whiteboard
Prior Learning:
The children have been introduced to the programme in a previous session, they have seen an example animation, and they have created a storyboard for today's lesson
Differentiation:
Low Achievers - will show the different phases of plant growth from a seed to a flower; Mid-Achievers - will change the speed of their animation; High Achievers - will add labels to their animation.
Introduction:
Model how to make a simple animation using the storyboard.
Development:
Using the Interactive Whiteboard, the teacher will be talking the children through the process of making the animation and the PGCE students will be helping the children working in groups of 4. We will also stop and use min-plenaries to deal with any issues/misconceptions.
Plenary:
To share some completed animations with the class on the Interactive Whiteboard
Activities from Autumn Term 2012
We are using Kerpoof to create a story in a class of Y3 children. The aim of the session is to develop team work and sharing skills along with animation skills. The work will be furthered in later lessons by the teacher to create a play script in their literacy work. We will show an exemplar animation and then take the children through step by step so they can create their own Kerpoof movie. This activity will take all morning and the children will work in mixed-ability pairs set by the teacher. By the end of the session they will be able to show their animation and evaluate the work as movie critics (using 2 stars and a wish).
We are going to be using Windows Movie Maker 2.6 to create a Bluescreen TV Interview about a class theme on the Tudors. Children have already made a 2 minute interview e.g. playing the parts of Henry VIII or William Shakespeare.
There's 31 Year 4 children in the class who have been split into 8 groups of 4 (differentiated by the Kagan model so they are of mixed ability).
We're going to begin by "team-teaching" for the first 20 mins outlining how they can use Windows Movie Maker 2.6. We'll begin by making one ourselves and showing the class how to do it step-by-step using the interactive whiteboard. Next, we'll reinforce what they have to do by getting children to re-create the steps for themselves as a whole class.
Then we're going to take 4 groups each for 20 minutes and guide the groups to make and edit their own film. It will involve them importing pictures, interview, adding titles + credits and atmospheric music before editing it so it's one flowing piece with certain special effects. If we have time, we're going to watch some together as a whole class. We have in total 1hr 45 mins.
There's 31 Year 4 children in the class who have been split into 8 groups of 4 (differentiated by the Kagan model so they are of mixed ability).
We're going to begin by "team-teaching" for the first 20 mins outlining how they can use Windows Movie Maker 2.6. We'll begin by making one ourselves and showing the class how to do it step-by-step using the interactive whiteboard. Next, we'll reinforce what they have to do by getting children to re-create the steps for themselves as a whole class.
Then we're going to take 4 groups each for 20 minutes and guide the groups to make and edit their own film. It will involve them importing pictures, interview, adding titles + credits and atmospheric music before editing it so it's one flowing piece with certain special effects. If we have time, we're going to watch some together as a whole class. We have in total 1hr 45 mins.
We are dividing our day between Yr2 and Yr3 therefore our plans shall be seperated as such.
Year 2 shall be working on creating and editing a short film about the topic of knights and castles. The main subject of which is to be the reasons for building castles. We shall split the learning objectives (LOs) between IT based targets and drama/content based targets e.g. answer 5 W's of building a castle/ have suitable characters explaining reasons for castles. The hope is that all pupils will produce a video and upload it to a shared file then, those who feel able to, may use Movie Maker to edit it. Pupils will work in small groups to complete this task with technical skills being modelled by one of the group via an interactive whiteboard. We would like to see pupils producing a 'changing rooms' style video with various points of view about important factors in castle building. Hopefully demonstrating the compromise between comfort and protection.
Year 3 shall be creating and uploading a podcast based on the topic of people in the mesolithic and neolithic period. Pupils will be spending some time writing up a script and will then record a report style podcast about the periods. Again the LOs will be split between IT and drama/content based targets. Those pupils who feel able to will be challenged to add sound effects using Audacity. We have circumnavigated the issue of e-safety by deciding to creating a 'sound bank' of effects in a shared file location. The hope here is that pupils create a time travellers report with appropriate dramatisation and characterisation.
Pupils will work in heterogenic groups for both years activities and we hope to have time to watch/ listen to all of the pupils work. Pupils will then have 2 stars and a wish for each of the videos/podcasts.
Year 2 shall be working on creating and editing a short film about the topic of knights and castles. The main subject of which is to be the reasons for building castles. We shall split the learning objectives (LOs) between IT based targets and drama/content based targets e.g. answer 5 W's of building a castle/ have suitable characters explaining reasons for castles. The hope is that all pupils will produce a video and upload it to a shared file then, those who feel able to, may use Movie Maker to edit it. Pupils will work in small groups to complete this task with technical skills being modelled by one of the group via an interactive whiteboard. We would like to see pupils producing a 'changing rooms' style video with various points of view about important factors in castle building. Hopefully demonstrating the compromise between comfort and protection.
Year 3 shall be creating and uploading a podcast based on the topic of people in the mesolithic and neolithic period. Pupils will be spending some time writing up a script and will then record a report style podcast about the periods. Again the LOs will be split between IT and drama/content based targets. Those pupils who feel able to will be challenged to add sound effects using Audacity. We have circumnavigated the issue of e-safety by deciding to creating a 'sound bank' of effects in a shared file location. The hope here is that pupils create a time travellers report with appropriate dramatisation and characterisation.
Pupils will work in heterogenic groups for both years activities and we hope to have time to watch/ listen to all of the pupils work. Pupils will then have 2 stars and a wish for each of the videos/podcasts.
We will be spending the day with the Year 1 class. They are studying the Great Fire of London and will be using a piece of drawing software to create a series of pictures with captions that will re-tell the story. The children are new to both ICT, having only just been shown how to turn a computer on and off, and to the topic of the Great Fire as well...so this may be challenging, despite its apparent simplicity! Each of us will have 'responsibility' for 6 children, who will be working in pairs and as part of the group to retell the story in 6 pictures.
THe teacher has kindly said that we can be in class for the whole day, even though the ICT part will just be in the afternoon. This will enable us to take part in the planning stage in the morning and also get to observe a Read Write Inc phonics session which will be taking place between 11-12.
THe teacher has kindly said that we can be in class for the whole day, even though the ICT part will just be in the afternoon. This will enable us to take part in the planning stage in the morning and also get to observe a Read Write Inc phonics session which will be taking place between 11-12.
We are going to be working with Year 4, 2 and 6 in ICT lessons. We will be using the software, Purple Mash to plan and deliver differentiated lessons for each year group. We will be taking a teacher role in this lesson and will be supported by the class teacher. We will make our lessons as creative as possible and try and work along a theme of 'Bonfire night' as it is close to the time of our visit.
Structure of the morning looks like this:
- arrive between 8 and 8.30
- school starts at 8.40
- morning session 9- 10.10 (intro 15- 20 minutes, group learning of skills)
- assembly 10.10- 10.25
- break 10.25- 10.45
- 2nd morning session 10.45- 12.05 (applying knowledge of skills to jazz up Power Point presentation, plenary: viewing presentations, checking WALT achieved, showing extension of Prezi)
- afternoon showcases presentations to parents
School/ children's input before our arrival:
- trip to London
- pictures, videos documenting trip on specific London landmark
- draft of writing re: trip
- audit of PowerPoint knowledge
- introduction/ recap of the basics of PowerPoint
- basic presentation created re: trip
The morning session will aim to look like this:
- 4 x groups of 6, working in pairs
- model all skills to be learned in a Power Point presentation about landmarks in Chester
- teach 4/5 ICT skills: importing videos (downloading), pictures and sound (recording and downloading), adding text effects, creating a wordle and importing it, and as an extension creating hyperlinks
- assist children in jazzing up Power Point presentation
- create opportunities to learn skills in context of trip and with material they have
- arrive between 8 and 8.30
- school starts at 8.40
- morning session 9- 10.10 (intro 15- 20 minutes, group learning of skills)
- assembly 10.10- 10.25
- break 10.25- 10.45
- 2nd morning session 10.45- 12.05 (applying knowledge of skills to jazz up Power Point presentation, plenary: viewing presentations, checking WALT achieved, showing extension of Prezi)
- afternoon showcases presentations to parents
School/ children's input before our arrival:
- trip to London
- pictures, videos documenting trip on specific London landmark
- draft of writing re: trip
- audit of PowerPoint knowledge
- introduction/ recap of the basics of PowerPoint
- basic presentation created re: trip
The morning session will aim to look like this:
- 4 x groups of 6, working in pairs
- model all skills to be learned in a Power Point presentation about landmarks in Chester
- teach 4/5 ICT skills: importing videos (downloading), pictures and sound (recording and downloading), adding text effects, creating a wordle and importing it, and as an extension creating hyperlinks
- assist children in jazzing up Power Point presentation
- create opportunities to learn skills in context of trip and with material they have
The class consists of 32 children, who will be split into groups of 4 in order to complete an animation using plasticine on their topic of 'Romans in Chester'. At the start of the day i will use powerpoint to do an introductory presentation so that the children become more familiar with both myself and the programme. I discussed various activities with the class teacher, one of which is a giant story board within their groups at the beginning of the day so that they have an idea of what the main points to their animation will be. It may be that a couple of groups do their story boards before the Friday so that they are ready to begin their animations at the start of the day. They will then work on animations two groups at a time so that myself and the class teacher can work around them. Myself and the teacher are currently discussing various group activities.We will end the day by watching each others animations.
For this project we will be working with a mixed year 3/4 class. The children will be using the animation programme Kerpoof in order to make a short 20 second animation. The focus of the lesson will be on timelining and developing the children's understanding of how events occur simultaneously. The children will select 2 characters prior to the project day but will have no access to the programme beforehand. 4 sessions of 1 hour will run throughout the day with different children attending each session. We will work with the children to demonstrate the skills and help them to create their own animation. We will take the lead in 1 session each with everybody else acting as teaching assistants.
The children will have the chance to view each other's animations at the end of the session and will be asked to think of 1 star and a wish for the persons sat next to them.
The children will have the chance to view each other's animations at the end of the session and will be asked to think of 1 star and a wish for the persons sat next to them.
We are working with a Y2 class of 28 children and will take a small group of children each to do our activity. The activity is for children to create, test, modify and store instructions to control the movement of a floor turtle (a Bee Bot). They learn to programme the Bee Bot to move around an area by using single instructions, a sequence of instructions and repeated sequences (QCA Unit 2D).
The children have been doing a topic looking at the story of Katie Morag and the Isle of Struay and ICT will be incorporated in to this, making a good cross curricular activity. We will start by allowing the children time to practise and play with the bee bot and asking them to programme simple instructions from one point on the floor to another. We will then introduce the map of the Isle of Struay and ask the children to programme the Bee Bot to get from one point of the map to another. We will be making sure they use correct vocabulary such as 'clockwise', 'right angle' and 'East, West' etc. If the children are confident with the basics, they can make more complicated routes and include 'pausing' at a point on the map.
The children have been doing a topic looking at the story of Katie Morag and the Isle of Struay and ICT will be incorporated in to this, making a good cross curricular activity. We will start by allowing the children time to practise and play with the bee bot and asking them to programme simple instructions from one point on the floor to another. We will then introduce the map of the Isle of Struay and ask the children to programme the Bee Bot to get from one point of the map to another. We will be making sure they use correct vocabulary such as 'clockwise', 'right angle' and 'East, West' etc. If the children are confident with the basics, they can make more complicated routes and include 'pausing' at a point on the map.
For the ICT day we were asked to use ‘SCRATCH’ programming software, within a year 5 class. The children had never seen the program before, so in the morning the class teacher covered the basics and then went on to divide the children into groups of 6, for each of us to guide through the following steps. This was a full day activity and later in the afternoon we repeated the process to another year 5 class. By the end of the day, the children in pairs, were expected to create their own animations utilising all of the previous skills learnt.
We will be in a key stage 3 and 4 class for pupils with SLD. There are 12 pupils in the class with varying abilities. On Friday we will be supported by the class teacher Janet and 2 teaching assistants. We will be working with the children in the morning 9-12 depending on circumstances.
S3 (the class we are working in) has been working with another class to produce some art work along the theme of ‘black and white’. We will be using this art work, along with other resources to make an animation using the “I can animate” application on iPad. We are also attempting to make a skeleton dance using stop motion animation. A couple of children will be taking photographs of the activity which will be added into the project.
Due to the complex needs of the children in the class the groups in which we will be working will be decided on the day.
After we have worked with the children to make the animations, the two of us will put it all together to make one whole video project which pieces together all the children’s work.
S3 (the class we are working in) has been working with another class to produce some art work along the theme of ‘black and white’. We will be using this art work, along with other resources to make an animation using the “I can animate” application on iPad. We are also attempting to make a skeleton dance using stop motion animation. A couple of children will be taking photographs of the activity which will be added into the project.
Due to the complex needs of the children in the class the groups in which we will be working will be decided on the day.
After we have worked with the children to make the animations, the two of us will put it all together to make one whole video project which pieces together all the children’s work.