omputing

UNLOCKED No barriers, no limits to success

Cardiff Schools’ ICT & e-learning Service

Welcome to Computing Unlocked for nursery schools. Computing Unlocked is a comprehensive ICT & Computing scheme of work covering nursery school right through to Year 9 and references both the existing national curriculum and the new Digital Competence Framework, as well as the LNF. The nursery modules offer a basic and simple introduction to four areas of learning: Data Handling, Multimedia, Our Digital World & Programming.

Data Handling Nursery

Sorting Showstoppers!

Expected Outcomes: Use technology to collect information

Sort & sequence objects using appropriate software

Present findings in a purposeful way. i.e. create a Pictogram and discuss.

Introduction: In this module children will use technology to collect information, and use appropriate apps/software to sort & sequence objects on a screen. They will also discuss the use of pictograms.

Before we start:

Read through the module.

Understand how long you will need to deliver the module – each step roughly equates to a 1 hour lesson, however this may differ according to the ability of your pupils. Identify the resources you need (see list below) and ensure you will have access to them for the duration of the module. Familiarise yourself with the software or hardware you will be using to deliver the module.

Oracy: • Use newly learned

vocabulary in and through play activities

• Listen and respond with

growing attention and concentration

• Show understanding of basic

concepts such as in, on, big, little, wet, dry, hot and cold

Numeracy: • Match and sort sets of

objects or pictures by recognising similarities

• Compare, sort and order two

objects in terms of size, weight or capacity by direct observation

LNF Links

Step 1

Take photographs of things in/around the nursery. Teacher to plan the criteria to context or child’s interest.

For example: • Vehicles , Seasonal Features, Bugs, Technology Hunt.

Resources for Steps 1-3

Suggested Apps:

• Tiny hands (free)

• Sorting game (free)

• Count sort and match (79p)

• Book Creator £2.99

Software:

• Colour sorting game- http://primarygamesarena.com/Colour-Sorting-Game747

• Teddy bear sorting- http://www.iboard.co.uk/iwb/Bear-Sorting-345

• Fuzz bugs sorting colours- http://www.abcya.com/counting_sorting_comparing.htm

• Sorting fruit by colours- http://mrcrammond.com/games/gordon/Handav2.swf

Hardware: • PCs/Laptops • iPads/other

tablets • IWB/Display

screen • Cameras

Step 2

Sort photographs using software such as Notebook or Powerpoint using a set criteria. Alternatively, print the photographs and have children sort them into different groups. Step 3 Teacher to decide which activity is best for your children.

• Present findings in a purposeful way, for example: Print images and paste into a book or create an e-book in Book Creator for example.

• You can present images in a pictogram and discuss how many of the same type of Vehicle, Bug etc.

• Make a game i.e. Print double of everything and have children play Snap or play Mix and Match.

• Display images for all children to view.

Continuous Provision: • IWB - Pupils to sort a variety of pictures and items on the IWB

• Provide the children with a range of different objects to

sort. Children to take pictures of the items once they have been sorted

• Use the Suggested Apps in Resources to reinforce sorting.

Mark it Out

Introduction:

The aim of this module is to enable children to become familiar with different software packages. They will move objects around a screen and learn how to take effective photos/video with an iPad or other device. Children will also demonstrate the use of a paint tool for creating pictures and practise using other software packages for

letter/number formation.

Expected Outcomes:

To be able to move objects around a screen

Understand how to take pictures & video

To use a paint tool for creating pictures

To demonstrate letter/number formation using a software package

Before we start:

Read through the module.

Understand how long you will need to deliver the module – each step roughly equates to a 1 hour lesson, however this may differ according to the ability of your pupils. Identify the resources you need (see list below) and ensure you will have access to them for the duration of the module. Familiarise yourself with the software or hardware you will be using to deliver the module.

Multimedia Nursery (1)

Oracy: • Talk about, in simple

terms, drawings, models and movements.

Writing: • Recognise and make meaning from pictures on-

screen • Experiment with a range of mark-making

materials across a range of contexts • Communicate by using symbols and pictures • Attribute meaning to marks, drawings and art

work, e.g. adult annotation • Write letters, numbers and/or symbols randomly • Demonstrate an understanding of the

directionality of written print.

Numeracy: • Use mark making to

represent numbers in play activities that can be interpreted and explained

Reading: • Recognise differences and similarities in pictures,

shapes, patterns and textures • Differentiate between letters, words and pictures, and recognise a word as a group of letters with space on either side.

LNF Links

Suggested Apps:

• Kids Doodle (free and highly recommended)

• Little Writer (free) • Writing Magic Letters (£1.49) • Hairy Letters (£2.29) • I learn writing number lite (free) • Number Quiz (free)

Hardware:

• IWB/Display Screen

Software:

• Interactive Alphabet (Hwb)

Websites: www.doorwayonline.org.uk

Step 1

Children can use a variety of different apps, software packages or websites to make ‘marks’ and create simple pictures. These pictures can relate to a topic of your choice.

Resources - Steps 1 & 2

Suggested Apps:

• Kids Doodle (free) • Tinyhands sorting

1,2 and 3 (free) • Dress Teddy (free)

Hardware:

• IPads/Other tablets • IWB/ Display Screen • Laptop/PC • Camera’s

Software:

• Topmarks – Ladybird spots • Topmarks – Teddy numbers

Resources for Steps 3-4

Step 2

Children to trace letters and numbers using an app or computer software. This should be meaningful to them for example: The first letter in their name, the name of their pet or favourite toy.

You could also place a number (their age or count the bugs and write the number) or a letter on the Interactive Whiteboard and allow the children to trace over it using a whiteboard pen.

Step 3

Children to move objects around the screen using either their fingers on an iPad/other tablet or Interactive Whiteboard, alternatively, children can use a mouse/touchpad on a laptop or desktop computer with a mouse.

Step 4

Children to go on a letter hunt around the school. The children can either take pictures of things beginning with the letter of the week, or find the letter placed around the school/outdoor area. It is important that the children take the pictures themselves and are taught to:

• Press the button once to take a picture • Hold the camera/iPad/other tablet correctly • Make sure that the subject is on the screen when taking a photograph.

Here I am

Introduction:

The aim of this module is to enable children to become familiar with different software packages. They will move objects around a screen and learn how to take effective photos/video with an iPad or other device. Children will also demonstrate the use of a paint tool for creating pictures and practise using other software packages for

letter/number formation.

Expected Outcomes: Record sound & video

Add text/sound to an e-book

Use animation software to create a character.

Before we start:

Read through the module.

Understand how long you will need to deliver the module – each step roughly equates to a 1 hour lesson, however this may differ according to the ability of your pupils. Identify the resources you need (see list below) and ensure you will have access to them for the duration of the module. Familiarise yourself with the software or hardware you will be using to deliver the module.

Multimedia Nursery (2)

Suggested Apps:

• Chatterpix by Duck, Duck Mouse (free)

• Yakit - Android

Hardware:

• Tablet/iPad

Step 1 Children to create animations using images of their choice.

Children to import an image, this can be one of the following:

• themselves, a pet or school friend • their own a drawing/painting they have • or simply take an image with a tablet device.

Next, using the image in the app they can create voice recordings to correspond to the image to create animations.

Some examples for you to demonstrate how to use the app:

• talking fruit – have fruit introduce themselves and their health benefits • talking snowman/reindeer or other creatures around the room • introduce story-time, tell a joke, nursery rhyme.

Resources - Steps 1 & 2

Suggested Apps:

• 2 Create a Story by 2 Simple

Hardware:

Tablet/iPad

Step 2 Use animation software

If children are ready to tell a story then teacher to demonstrate the following:

• how to draw a picture - then have children draw their own using the tools within the app. (Maybe a self portrait or pet)

• how to add sound to the image - then have children add their own sound, it can be their own recording or built in sound from within the app

• how to add animation to the story - then have children add animations to their story.

NB: Stories can be saved within the app however they cannot be exported. We suggest that stories are played and video recorded onto another device they can then be saved in your usual way by plugging the tablet into a PC and saved into the children’s folders.

Resources - Steps 1 & 2

Continuous Provision • Provide paint brushes to use on the Interactive white board with

a paint program such as Paint or Fresco. • Use creative pens on the Interactive white board to make marks

and explore. • Use Doodle Buddy app to make marks and explore. • Children to role play being a photographer by using a digital

camera/iPad.

Where’s Your Tech at?

Introduction:

The aim of this module is to enable children to discuss the different uses of technology in the world around them, learn basic navigation skills on different devices and begin to understand how technology can be used for communication.

Expected Outcomes:

Discuss different uses of technology (home and in school) Understand basic navigation skills: mouse/touchpad, keyboard, touch Understand how technology can be used to communicate with each other.

Before we start: Read through the module. Understand how long you will need to deliver the module – each step roughly equates to a 1 hour lesson, however this may differ according to the ability of your pupils. Identify the resources you need (see list below each step) and ensure you will have access to them for the duration of the module. Familiarise yourself with the software or hardware you will be using to deliver the module.

Our Digital World - Nursery

LNF Links

Oracy: • Speak clearly enough to be understood by adults and peers • Understand and use simple questions, e.g. ‘Why?’, ‘How?’ and ‘Can I?’,

to establish why things happen and clarify understanding • Listen and respond with growing attention and concentration • Answer ‘Who?’ and ‘What?’ questions relating to own experiences,

stories or events • Ask an appropriate question about something that has been said.

Step 1:

Ask the children if they can be ‘Technology Hunters’? Discuss what technology means. In small groups children to go on a technology hunt around the school and use iPads or cameras to take photographs of what they find. Children to ask questions to the school secretary about technology in her room, e.g. What is that for? Children to explore different classrooms and digital leaders or older children explain different types of technology in the classroom. Children to look at the photos and discuss what they have found.

Resources

Hardware: • iPads/Cameras

Step 2:

Children to be given the opportunity to learn navigation skills:

• How to hold the mouse or control a touchpad correctly • Move the mouse/touchpad with accuracy • Click the buttons at the appropriate time • Navigation skills whilst using a touch screen.

This can be done through using programs or websites to play educational games. Link to resource

Resources

Suggested Apps: • Tiny Hands Sorting

1, 2 and 3 (Free) • Letter School (Free) • Number Quiz Free

(Free)

Hardware: • PCs/Lapto

ps • iPads/oth

er tablets

Websites: www.crickweb.co.uk www.minmouse.us A range of curriculum related games are available via HWB

Step 3:

Introduce walkie-talkies to children and demonstrate how to use them and discuss their purpose. Children to use walkie-talkies to communicate from different parts of the classroom. In small groups children to discuss what sort of questions they would like to ask each other. Children to ask each other simple questions via the walkie-talkies and listen to the answer e.g. What is your name? What is your favourite colour?

Hardware: A set of Walkie-Talkies

Continuous Provision

• Play with pretend technology in the role play area such as the school office, home, vets etc.

• Place walkie-talkies in the outdoor area - use white boards to record messages.

• iPads with a variety of apps to explore and play e.g. Letter School, Tiny Hands and Number quiz. • Computers/laptops with a range of software to explore and play on. E.g. Paint

Pass the Remote

Introduction:

The aim of this module is to encourage children to play with remote controlled cars so they can understand the relation ship between inputs and outputs

Expected Outcomes: Explore the functions of a remote controlled car through play Understand the relationship between input (the controller) and output (the car).

Before we start: Read through the module. Understand how long you will need to deliver the module – each step roughly equates to a 1 hour lesson, however this may differ according to the ability of your pupils. Identify the resources you need (see list below each step) and ensure you will have access to them for the duration of the module. Familiarise yourself with the software or hardware you will be using to deliver the module.

Our Digital World - Nursery

Programming Nursery

LNF Links

Oracy: • Talk about, in simple terms, drawings, models and movements • Use newly learned vocabulary in and through play activities • Listen to and carry out a two step instruction

Numeracy: Use number facts and relationships • Realise that anything can be counted, not just objects, e.g. claps,

steps • Calculate using mental and written methods • Understand and use the concept of ‘one more’ in their play • Understand and use the concept of ‘one less’ in their play area and volume Angle and position • Follow two-step instructions for simple movements within games and play activities

Step 1:

Children to explore remote controlled cars in small groups. If possible have a two button control (forward and backwards) and a four button control (forward, backwards, left and right). Teacher to prompt discussion ‘What happens when you….?’

Step 2:

Lay out letter/number mats and explain to the children that they need to guide the remote control car to the letter/number card using the remote control. Link letters and numbers to context for example: letters in children’s names or something meaningful to them. Children to use the forward and backwards control. If children are able they can use the four button control.

Step 3:

Provide the children with a variety of construction materials e.g. large wooden blocks, Duplo, cones, cardboard boxes, soft bricks etc. In pairs the children are to create a route for their partner to guide the remote control car through. Children should be encouraged to think about which buttons they need to keep the car on the route.

Resources – Steps 1, 2 & 3

Hardware:

• Remote controlled cars, • Number/letter mats • Lego/Duplo/other building

blocks

Continuous Provision: • Use the remote control cars with a range of objects that the children have

to get to • Set up an obstacle course and challenge the children to guide the remote

control car through the course • Provide Bee-bots for children to explore.

Text, design and layout © Cardiff County Council. The right of Richard Clement & Sarah Dawson to be identified as the authors of this work has been asserted by them in accordance with the Copyright, Design and Patents Act 1988. All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior permission of the authors.