Ripple Infants

Learning Intentions

To explain our vision for integrating ICT meaningfully into the curriculum and to consider how it can be used to support learning

and teaching.

To begin to engender your own vision for embedding ICT within your own institutions.

www.ripple-i.bardaglea.org.uk office@ripple-i.bardaglea.org.uk

Timetable for VisitArrive and Coffee 8.30 - 8.45

Introduction, Expectations, Our Vision

8.45 – 9.15

Tour of the School 9.15 – 9.30

Unpicking Our Vision – Learning & Teaching, the Community

9.30 – 9.45

Focussed observations in classrooms

9.45 – 10.30

Discussion – stages of maturity, challenges and leadership change

10.30 – 11.30

Plenary 11.30 – 11.45

Ripple Infants

Housekeeping

• Keep valuables with you.• If you leave the building please close all doors behind you and report back to office

on your return.• Location of toilets.• The whole site is non-smoking.• Further information is available at

www.ripple-i.bardaglea.org.uk or www.ripple-i.bardaglea.org.uk/downloads.htmor e-mail the school direct: office@ripple-i.bardaglea.org.uk

Expectations

Context of School

The school is located in an area of socio-economic disadvantage. Whilst almost half of pupils are of white British origin, a very high proportion are from ethnic minority backgrounds. Forty per cent are at an early stage of learning English and their main languages are Urdu, Punjabi and Albanian. The percentage with special educational needs is above average. Attainment on admission is well below average. The school is involved in initiatives in information and communication technology (ICT) and the Foundation Stage.

(June 2005 HMI Report).

Setting the Context

Ripple Infants took part in the DfES ICT Test Bed Project in order to trial the government’s future vision for Teaching & Learning with ICT

(i.e. The Digital Strategy)

What does this mean?

•£470,000 invested over 4 yrs.

•Computer child ratio of 1:2 (UK average 1:8)

•“Whole Class Interactive Teaching Technologies” and “Child-Consolidation Technologies” are used within 95%

of lessons.

Setting the Context

ICT at the core of the school community:

•Home-loaned PCs containing specialist digital content, provided by software companies,

•Computer clubs and after-school drop in sessions,

•8-language multi-lingual website, containing over 150 school-produced digital resources for stake-holders,

•Children remotely and securely accessing their ICT-school work from home,

•75% of parents receive e- newsletters electronically.

Setting the Context

Further Achievements and Endorsements:

•“Ambassador Status” awarded by 2Simple and Espresso.

•2Simple/2Type Case Study

•University of East London sends PGCE students to see exemplar practice.

•NCSL appointment to “SLICT” (Strategic Leadership of ICT) status.

•Presence on the National ICT Register.

•Exemplar teaching practice filmed by Becta/Teacher’s TV.

•Teaching staff contributed to national ICT conferences.

Identifying which technologies to use

Recordable talking books

Pixies

‘Small World Toys’

Microscopes

Book-tapes

Digital books

Graphics Tablets

Visualisers

WCITT – ‘Whole Class Interactive Teaching

Technologies

‘Tools’ Software

Skills/Subject Software

Internet

Google Images

Digital Video

Pictures

Consolidation Segment

Teaching & Guided Practice

Teaching Technologies

• PC, Video/Amp, Projector.

Teaching Technologies

• Visualiser.

The graphics tablet develops oracy as well as fine motor skills.

Using the WCITT to ‘enrich’ & inspire…pictures, video or sound!

What would integration within the consolidation segment of lessons look like within KS1?

Conventional consolidation activity

taking place

ICT-based consolidation activity taking place

Yr 8 buddy employed to support ICT

consolidation activity

What would integration within the consolidation segment of lessons look like within KS1?

Consolidation Technologies used to consolidate skills

In FS, what would this look like?

Use of timer to help with ‘turn taking’

Generating oracy via the Graphics Tablet in the FS

White screen used for lesson ‘enrichment’ and/or Graphics

Tablet use

‘Turn-taking’ supported by sand-timers.

Generating oracy with Pixies in the FS

Pixie employed in a ‘thematic’ manner – linked

to stories or topics.

Consolidation within Nursery

• A Mini-ICT suite with jumbo key-boards, mini mice and & interactive monitors.

a multi-lingual school website

Specially designed Easily-updatable School Website

Our Ethos

School Prospectus in 8 Languages

Class Work

Newsletters

Homework

Computer-club/drop-ins

The Community

'School Newsletters by E-mail' Service To help elevate the problem of school newsletters getting mislaid on their way home from school, we offer a newsletter by email service.

To subscribe to this service, parents should send a blank email to

newsletter@ripple-i.bardaglea.org.uk with

“SUBSCRIBE [your child's class] [your child’s name]” in the subject line.

Once registered, all future school letters will be emailed directly to your PC. All information held will remain confidential and will only be used for this purpose.

70% of our parents subscribe to this service!

Have a look round….

The Ripple Infants KS1 ‘Model’

Opportunities to incorporate ICT throughout lessons:

1. Teaching & Guided Practice Segment:• As a Teaching Aid – a resource to support direct teaching.

2. Child Consolidation Segment:• Directly completing an ICT-based Activity – if it directly consolidates

the learning intention for that lesson.• Providing an activity which consolidates that lesson’s learning

intention, whilst at the same time, Combining ICT-skills linked to that week’s ICT lesson.

Adapt lesson plans to incorporate ICT during Teaching Segment

The Ripple Infants KS1 ‘Model’

Opportunities to incorporate ICT throughout lessons:

1. Teaching & Guided Practice Segment:• As a Teaching Aid – a resource to support direct teaching.

2. Child Consolidation Segment:• Directly completing an ICT-based Activity – if it directly consolidates

the learning intention for that lesson.• Providing an activity which consolidates that lesson’s learning

intention, whilst at the same time, Combining ICT-skills linked to that week’s ICT lesson.

Group/Activity 1- Guided Read

Group/Activity 2- Browsing boxes/word game

Group/Activity 3- SSA led ‘Phoneme Grid’

Group/Activity 4 – ICT Based

An opportunity for lesson Consolidation

The Ripple Infants KS1 ‘Model’

Opportunities to incorporate ICT throughout lessons:

1. Teaching & Guided Practice Segment:• As a Teaching Aid – a resource to support direct teaching.

2. Child Consolidation Segment:• Directly completing an ICT-based Activity – if it directly consolidates

the learning intention for that lesson.• Providing an activity which consolidates that lesson’s learning

intention, whilst at the same time, Combining ICT-skills linked to that week’s ICT lesson.

An opportunity for ICT-skill Consolidation

Group Activity 1(supported write)

Group Activity 2(guided write)

Group Activity 3(independent

write)

Group/Activity 4 – ICT Based

ICT:I will insert pictures into word documents.

History:I can describe an old toy.

In this example, skills taught within ICT lessons are being integrated within a History

lesson.

An opportunity for ICT-skill Consolidation

Group Activity 1(sorting

healthy/unhealthy foods)

Group Activity 2(guided write -

menus)

Group Activity 3(independent write - menus)

Group/Activity 4 – ICT Based

ICT:I can attach a document to an e-mail.

Science:I can name healthy foods.

In this example, skills taught within ICT lessons are being integrated within a History

lesson.

Whole School Overview Of ICTAutumn Term Spring Term Summer Term

1A 1B 2A 2B 3A 3B

Yr N Using A Mouse Controlling a Pixie Word Processing

Yr R Using a Mouse Controlling a Pixie

On-going: Using A Mouse

Word Processing

On-going: Using A Mouse

Data Handling

On-going: Using A Mouse

Yr 1 Information Around Us

Using a Word Processor

Understanding Instructions and Making Things

Happen

Labelling & Classifying

Introduction to Modelling

Representing Information Graphically

Yr 2 Creating Pictures Word Processing to Communicate

Information

Questions & Answers Controlling a Programmable

Robot

Finding Information

Additional

Yr 3 Topics

Using a database Using E-mail Introduction to Logo Combining text and graphics

Exploring simulations

For organisational purposes, a daily/weekly over-view is completed.

How are the Year 8s supporting you/your

class?

Which key ICTs skills are to be reinforced throughout the

week?

ICT lesson

1

ICT lesson 2

Year One Weekly Planning Over View

Where practical, the weekly ICT skill is taught on Monday and then this skill is consolidated within the consolidation elements of other subjects (where

appropriate).

Where practical, the weekly ICT skill is taught on Monday and then this skill is consolidated within the consolidation elements of other subjects (where

appropriate).

The Ripple Infants FS ‘Model’

Employing the use of

a. Traditional ICT ‘hardware’b. Electronic ‘toys’

to:

1. Enrich lessons through multi-sensory experiences.2. Enhance curriculum with stories, rhyme and song.3. Extend confidence via talk, rhyme, song and spoken dialogue.4. Develop fine & gross motor skills.5. Increase memory and attention & concentration spans.6. Facilitate a culture of turn-taking.

Using ICT to Enrich the Foundation Stage Curriculum.

Curriculum enhanced with

story rhyme and song.

Multi-sensory experiences,

developing fine & gross motor skills.

A culture of turn taking and sharing within large and

small groups.

Confidence extended via talk, rhyme, song and spoken dialogue.

Activities to extend memory,

attention & concentration.

To save

and print work &

use mouseindependentl

y.

Programme a toy

and know that it

retains it’s memory.

Understand the use of

the internet.

To use familiar content

software.

Understand need to care for PCs and

programmable toys

Begin to use ‘tools’

software (WORD /

2Simple etc) confidently.

To complete a

programme on a PC.

Use technology

within context of

play & role play .

Using ICT to Enrich the Foundation Stage Curriculum.

Curriculum enhanced with

story rhyme and song.

Multi-sensory experiences,

developing fine & gross motor skills.

A culture of turn taking and sharing within large and

small groups.

Confidence extended via talk, rhyme, song and spoken dialogue.

Activities to extend memory,

attention & concentration.

To save

and print work &

use mouseindependentl

y.

Programme a toy

and know that it

retains it’s memory.

Understand the use of

the internet.

To use familiar content

software.

Understand need to care for PCs and

programmable toys

Begin to use ‘tools’

software (WORD /

2Simple etc) confidently.

To complete a

programme on a PC.

Use technology

within context of

play & role play .

Video PE lessons for

instant playback.

Recording experiences to return to.

Microscopes part of

interactive displays.Chn using

word / 2Simple to write / draw etc linked to

topic / theme.

Digital cameras –

pics of models, role

play, paintings, home-life.

Discussion

of photos of experiences from home /

school captured by

child.

Whole class “care for

equipment” lessons.

“TV Studio” – cam on

tripod + TV – recording

and playback of role play, stories etc.

Stories, rhymes and

songs available – on CD, Internet

etc.

Robots and roamers

dressed up as story

characters.

Devises to record voices – laptops / tape

recorders.

Showing objects / pics on visualiser

– talking / discussing.

Role play area

enriched by laptop playing

music / video / pictures / sounds etc

Video on laptops in role play

area, modelling

play opportunities

.

Pixie, roamer, robot etc used within role play context – given a specific task / investigation.

Karaoke machine – singing & recording

songs / ‘Play-Stations’ &

‘Gameboys’.

Portable tape-

recorders with mics.

CD-ROMs of Narrated Stories.

Video, DVD etc.

Listening to stories, rhymes, songs on

internet/Espresso etc.

Selected white screen

image enriching lesson in

background.

Recordable ‘talking’ books.

Using mouse in

programmes – Espresso, Clicker 5, Leaps &

Bounds etc

Robots, roamers, pixies etc

dressed up as story/topic characters.

Programming robots and

toys (theme-based).

Using software to

develop subject-

based skills.

Maths / English

Software to develop

specific skills.

Graphics Tablet connected to White-screen/ CT’s Monitor – children taking

turns.

Video PE lessons for

instant playback.

My World 3, Leaps &

Bounds, Izzys Island,

2Music etc.

ICT within Teaching & Guided Practice Segment of Lessons

The advantages:

• Greater participation – the “wow factor”.• Allow teachers to model key concepts clearly.• Greater interaction – improved pace.• Clarity through video (EAL children).• Children will model, demonstrate & explain key concepts to each

other.• Improved oracy.• Tool for reinforcement.• Good opportunity for formative assessment.• Increased self-esteem.• Children listen carefully to each other!

• ICT skills are raised.

This pedagogy is incorporated within our Learning & Teaching Policy:

Demonstration & Modelling• teacher-demonstrations & modelling, using:

– the visualiser,– the PC,– WCITT (whole class interactive teaching technology – e.g. Graphics Tablets/Activ-Slate

etc),• children modelling & demonstrating key concepts to others, using:

– the visualiser,– the PC,– WCITT (whole class interactive teaching technology – e.g. Graphics Tablets/Activ-Slate

etc).

ICT within Teaching & Guided Practice Segment of Lessons

Consolidating with ICT in every lesson

The advantages:

• The only manageable way to give children the opportunity to consolidate ICT skills taught during ICT lessons (without an ICT suite).

• It is more meaningful to consolidate ICT skills within a context.• Stops ICT being an isolated stand-alone subject.• Greater participation.• Subject-specific skills are acquired much quicker.• Increased Motivation & Behaviour.• An opportunity for discussion.• Children listen to each other! - improved oracy.• Develops Social Skills and increases Self-esteem.• Ofsted – ‘value for money’.

It fulfils our obligation to teach ICT skills from within the ICT Scheme of Work and provide children with opportunities to consolidate these skills.

This pedagogy is incorporated within our Learning & Teaching Policy:

Consolidation Activity

well-selected, meaningful activities, enabling children to consolidate the intended learning points as effectively as possible;

children using ICT:o to consolidate learning linked directly to the learning intention for that

lesson;o to consolidate learning linked to the learning intention for that lesson,

whilst at the same time revising key skills from within the ICT Scheme of Work and associated minimum standard documents (where appropriate).

Consolidating with ICT in every lesson

Have a look round….

Class Lesson Teaching Technologies Child Consolidation Technologies

Nursery IFS Smartboard showing Travel Agents Slideshow.

Digital cameras to take pictures to make passports.Games reinforcing Transport (2City/CBeebies)Piano Stepper

Tigers – Yr R IFS Enriching “backdrop” on White-screen – Train Playing

2Type.Yr 8’s with Pixies (linked to transport).

Gorillas – Yr R IFS Enriching “backdrop” on White-screen – holiday slide shows

2Type.Yr 8’s with Pixies (linked to transport).

Penguins – Yr 1

1. English (Blocked Unit)

2. RSWShop (Literacy)

3. Maths

PowerPointClicker 4Graphics Tablets/Activ StudioVisualiser.2Simple – 2 Connect.Maths base 3.

1. Power Point

2. WORD

3. Maths Base 3

Snakes – Yr 1 1. English (Blocked Unit)

2. RSWShop (Literacy)

3. Maths

PowerPointClicker 4Graphics Tablets/Activ StudioVisualiser.2Simple – 2 Connect.Maths base 3.

1. Power Point

2. WORD

3. Maths Base 3

Lions – Yr 2 1. Science

2. RSWShop (Literacy)

3. Maths

PowerPointVisualiserWORDEasiTeach Maths/InternetGraphics Tablets.

1. Inserting Pictures into WORD/Tables.

2. WORD & Clicker 53. Maths Sphere

Giraffes – Yr 2

1. Science

2. RSWShop (Literacy)

3. Maths

PowerPointVisualiserWORDEasiTeach Maths/InternetGraphics Tablets.

1. Inserting Pictures into WORD/Tables.

2. WORD & Clicker 53. Maths Sphere

Stages of Maturity

Experimentation Phase

Risk taking,

Trail and error,

‘Freedom to experiment’,

Taking time-out from the curriculum/timetable.

Nurturing/monitoring staff.Mature/Creative

Phase

Vision instilled amongst staff

Taking time-out from the curriculum/time

table to pursue teacher’s/class

interest or expertise.

Systematic Phase

Vision growing amongst staff.

Systematically embedding ICT within

lessons.

Structure and support/monitoring

mechanisms in place.

Identifying which technologies to use

Recordable talking books

Pixies

‘Small World Toys’

Microscopes

Book-tapes

Digital books

Graphics Tablets

Visualisers

WCITT – ‘Whole Class Interactive Teaching

Technologies

‘Tools’ Software

Skills/Subject Software

Internet

Google Images

Digital Video

Pictures

Consolidation Segment

Teaching & Guided Practice

Embedding ICT contextEmbedding ICT context

Visualiser

Digital Camera

The Internet

Digital Video

Portable devices

Desktop devices

Recording devices

Resources

Publishing

Editing

Communicating

Accessinginformation

Composing

Recording

Opportunities

Collaborating

Review and monitorReview and monitor

Use of digital content (Intranet sites, internet sites and CD ROMs)

Use of digital images (cameras, webcams, video)

Use of ICT for record keeping and assessment

Achievements

Challenges

PrioritisePrioritise

EasyDifficult Do-ability(cost, time, resources etc)

Impact onstandards

Low

High

Tools to facilitate change – Where will we be in 2 years time?

StakeholdersThinking Feeling SayingDoing

Leaders

Teachers

SSAs

Children

Challenges

1. Acquiring the Vision.2. Instilling ownership in staff / disseminating the vision.3. Providing a structure for staff to follow (systematically).4. Monitoring recording progress on planning.5. Change of management.6. Getting the cynics ‘on board’ – why should we change?7. “What’s in it for me?” (wifms)8. Equipment working?9. Money/sustainability?10. Knowing when NOT to use ICT.

Leadership Style - reflection

1. Engendering Ownership.

2. Reflecting on the application of the Hay Leadership styles (visionary, pace-setting, democratic, co-ercive, affiliative, coaching).

3. Goleman’s work on Emotional Intelligence.

4. Handy’s ‘School Cultures’/management structures (i.e. club, role, task and person).

5. Giving staff the opportunity to embark on “personalised tangents” (“when you’re doing things you love, your enthusiasm, creativity, and commitment all increase”).

Useful contacts

1. Complete Solution: Network and Cabling Solutions

http://www.networkandcabling.co.uk/home/default.asp

2. Bespoke-ICT Content: Barking College’s Content Workshophttp://www.barkingcollege.ac.uk/cw/html/about.htm

3. Ripple Infants run bespoke-ICT Hosting/Facilitation Events http://www.ict-register.net/schooldetails.php?id=336

4. Serco, who provide our Administrative Office software, CMIShttp://www.teknical.com/

EvaluationWhat Went Well… Even Better Ifs…