Unit 1: Technology in Our Lives
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KS1 NC: Recognise common uses of information technology beyond school
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Target Tracker Assessment: Recognise common uses of IT in the home and school environment
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Week
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Objective
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Activity
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Resources
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1
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Recognise and discuss common uses of IT in the home and school environment.
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Consider different uses of technology. Talk about IT they have at home, what a computer does and what other devices can be used for, use photo pack to prompt discussion. Go for a walk around school to locate different forms of IT. Label uses of technology around the classroom and around the school. Bring pictures of uses of technology at home in for a classroom display.
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Somerset ELIM Technology in Our Lives
https://slp.somerset.org.uk/sites/edtech/Primary%20Computing/Technology%20in%20lives%20FS%20KS1.pdf
If you have a subscription use Twinkle-ICT-Equipment-Display-Photos.pdf or find your own using an image search
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2
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Name and label the parts of common IT devices used in school and at home.
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To name and label parts of a computer, laptop and tablet. Discuss their uses at home and in school.
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CAS resource created by Matthew Wimpenny - Smith
Parts of a computer.pdf
Parts of a tablet.pdf
Parts of a laptop.pdf
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3
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Recognise the use of digital cameras in the home and school environment.
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Children learn the features of a digital camera. They learn how to take a photo with the school camera in order to earn their camera license. They learn how cameras have changed over time. They could create an ‘all about me snapshop’ and a classroom display of the photographs they took.
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Twinkle subscription website for resources-
http://www.twinkl.co.uk/resources
Twinkle Take-a-Picture-of-Something-Challenge-Cards.pdf
Twinkle-Camera-License.pdf
Twinkle compact-digital-camera---how-it-works-activity-sheet_ver_4.pdf
Twinkle-all-about-me-snapshot-activity_ver_2.pdf
Twinkle-Cameras-Since-1950.doc
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4
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Recognise the use of IT in the school library for borrowing and returning books.
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Visit the school library and show how we take out, borrow and return books. Pupils then roleplay what happens to a book when it is borrowed from the library. They learn how they are tracked using a list (database) which records if they are in or out of the library.
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Code-it.co.uk
How a School Library Works
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5
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Recognise the use of tablets in the home and school environment.
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What is a tablet? What do you use it for? What can you do on it? Who uses a tablet as school and home and what do they use it for? Create own paper tablet and draw a selfie on the tablet template.
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Twinkle Tablet Resources
Twinkle-Create-a-Tablet-Cut-Out-Activity.pdf
Twinkle my-selfie-on-a-tablet-activity- pdf
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6
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Recognise and use some apps used on devices at home and at school.
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Go through the rules for using the school tablets and how to use them safely. Show the children how to operate the tablet and access the apps. Make sure they know how to switch them on, enter the password and switch them off correctly.
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Twinkle Tablet-Rules-Display-Posters_ver_2
Twinkle Using-Tablets-Safely-Display-Posters_ver_2.pdf
CBeebies Playtime app
Cbeebies Platime Island app
CBeebies storytime appp
Toca Kitchen app
Collins Story apps
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Assessment Task
Target Tracker Assessment: Recognise common uses of IT in the home and school environment
Task: Ask pupils to draw and name as many common IT devices that are used in school and at home as they can.
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Unit 2: Storytelling
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KS1 NC: Use technology purposefully to create digital content
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Target Tracker Assessment: Use technology purposefully to create digital content
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Week
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Objective
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Activity
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Resources
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1
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Listen to and discuss features on animated audio story.
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As a class, listen to an animated audio story. Discuss how the storyteller uses his or her voice. Discuss and list features, text, images, sound. Compare listening to the animated audio story with reading a book or watching a film. Discuss similarities and differences and pupil preferences.
Read the story of the 3 Little Pigs (use the resource link story script or find a storybook version) and then ask the children if they can think of some sound effects that, if added, would make the story more exciting or engaging, e.g. clapping, stamping, laughing, sneezing, etc.
As a class, listen to some sound effects added to the story (see storytelling with instruments resource link)
Ask the children to think about how they could produce their own sound effects to go with the story or follow the script provided and pupils add in the sound effects.
Explain that this term they will be creating their own storybooks using the computers.
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Online short stories:
https://learnenglishkids.britishcouncil.org/en/short-stories
BBC Bitesize KS1 Music
Using sound to accompany stories
http://www.bbc.co.uk/education/clips/z26b9j6
Storytelling with Instruments : The 3 Little Pigs
http://www.letsplaykidsmusic.com/storytelling-three-little-pigs/
3 Little Pigs story and character pictures
http://www.letsplaykidsmusic.com/wp-content/uploads/2014/06/Three-Little-Pigs-Musical-Storytelling.pdf
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2
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Planning the story pages
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Read the story of Goldilocks and the 3 Bears to the children and ask them to think about how the voices of the characters could sound. Ask the pupils to write a list of all the sound effects they could use. How would they make thre sound effects?
Explain to the children that they are going to work in pairs to create an e-storybook using 2Create a Story software. The teacher could briefly model the features of this software at this stage. Explain that you can add images, text, sound and animation. We will look at these in more details in the coming weeks.
Pairs create a simple storyboard of the story. There are a number of resources listed including sequencing activities and a simple picture storyboard with room for text beneath. The teacher should create a very simple storyboard to use in future weeks for demonstration purposes.
Goldilocks arrives at the house
She finds and eats the porridge
She sits on the chairs and breaks one
She tries and then sleeps on baby bear’s bed
The bears come home
Goldilocks runs away.
The pupils should practise reading the story again, this time adding live sound effects at the appropriate points.
Encourage the children to keep rehearsing their performance so that they are word perfect for the recording. They should give one another constructive feedback on their performance and help one another to improve
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Switched on Computing – We are Storytellers Unit 1.5 – producing a talking book
Storyboard templates for Goldilocks:
Twinkle has a very simple storyboard template
Goldilocks story, picture and text sequencing activities:
https://www.sgsts.org.uk/SupportForVulnerablePupils/EMTAS/Shared%20Documents/Goldilocks%20and%20%20Three%20Bear%20collaborative%20activity.pdf
Goldilocks and the 3 Bears story – The Learn English Story has a transcript and video of the story
https://learnenglishkids.britishcouncil.org/en/short-stories/goldilocks-and-the-three-bears
http://www.bbc.co.uk/wales/snapdragon/yesflash/story.htm
http://www.dltk-teach.com/rhymes/goldilocks_story.htm
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3
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To create the story pages adding text and images.
To save their work to the class folder with adult support.
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Show pupils how to access the software and how to add a picture and text. User guide page 5.
Show the children how to save their work to the class folder using ‘save as’. Make sure all work is saved so they can retrieve it in the next lesson. Explain how to choose a suitable file name (e.g.) initials of children in the pair EC and PB.
Ask the Computing subject leader to create a class folder called Goldilocks for pupils to save their work to. This should be done in advance of the lesson.
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2Create A Story User Guide
http://support.2simpleweb.com/public/docs/userguides/2Create%20A%20Story.pdf
NOTES taken from -
http://www.kadansky.com/files/newsletters/2012/2012_05_30.html
Use Save when you're editing an existing document and you want to preserve your changes to it as you work. Save replaces the original file. A typical editing session for a given document might look like this: Open existing document, make changes, Save, make more changes, Save, Print, Close.
Use Save As when you want to create a new document based on the one you've already got open and save it to a specific location such as the server or pupil drive. Open the existing document, Save As, choose the folder where the new document will be created, type in the name of the new document, click the "Save" button.
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