ICT Assignment 2015

1. Area of Learning:
Mathematical Development: Shape, Position
and Movement.
Class: Year: Nursery
Date: Mon 20th - Wed 22nd
April 2015
Teacher: Mrs H Carr
NNEB: Miss A Adams
Group: Gwyrdd MAT, AV, BS/ ALN
For the activity the group will be sent to play and the children will be called one at a time to
take it in turns.
Resources needed:
 LOFTI & OSCAR puppets/file
 White Board
 Maths City programme
 Pointer stick
 Printer
 Traffic Light Cards
 I pads/ laptops

Context / Previous Learning: As this is the first time for the children to be following the vocabulary of prepositions they will not have
any previous learning, however they will have the understanding of following instructions and the knowledge of using the whiteboard
with support.
AFL Strategies
Self Asses Peer Asses 3* Wish Reflection
Thought
Shower
Talk Partners
Hot
Seating
Rainbow
Groups
Snowballing
Mini
Presentation
Jigsaw Envoy
Role Play
Individual
Thinking
Active
Listening
Mind
Mapping
Yes/No
Questions
Scan and
Check
Listening
Triangles
Group
Discussions
Learning outcomes/skills covered: (LOFTI)
Outcome 1: In play, begin to respond to language associated with shape, space and position.
Outcome 2: Show understanding of simple prepositions e.g. ‘on’ and ‘under’, when used by practitioner.
Outcome 3: Develop an awareness of position and movement during his/her own physical activities.

2. Success criteria: (or might be child led) (OSCAR)
Most will: Show interest in positioning objects.
Some will: Show understanding of simple prepositions.
Few will: Follow instructions correctly, understanding and using prepositions.
Welsh Language Development:
Incidental throughout, following patterns used: Gwrandewch, Edrychwch, Ble? Counting / naming objects.
Introduction/warm up:
 Explain task to children using LOFTI puppet. We are going to follow instructions and listen carefully to the prepositions to know
and understand where the objects belong.
 Explain that to create the ‘Under the sea’ picture the children need to use their ICT skills and create it using the whiteboard.
Main teaching points:
 Are the children able to understand the prepositions said to them in order to place them in the correct places?
 Are the children able to identify the objects that are asked to be placed in certain positions?
 Are the children able to use the Interactive white board in order to create their own ‘Under the sea’ picture?
 Once the picture is created, are the children able to discuss and explain what they had to do in order to create it using the
correct vocabulary?

3. ICT:
 The children are required to use the Interactive white board in order to create their picture.
 ICT planned in enhanced and continuous provision using Ipads and laptops available.
Opportunities for assessment/AFL
Discussion, Observation, Marking,
Questioning
Children to follow instructions by
understanding the vocabulary used.
Adult to question appropriately throughout
task and observe how children handle the
white board.
Support the children with the ICT and
vocabulary.
Children reflect on task my using ‘thumbs’ /
traffic light cards.
Plenary:
Reflect on task. What did LOFTI ask us to
do? Were we able to do it? Using OSCAR,
what skills helped us to complete the task?
Use Traffic Light cards with children to
indicate how they found the activity.
Skills covered: TH, COM, NUM, ICT,
Thinking – children have time to think about
the task and reflect on the activity.
Communication – children discuss the
picture and print.
Numeracy – understanding of prepositions.
ICT – children to use the interactive white
board to create picture.
BLP: Reflectiveness, Reciprocity,
Resilience, Resourcefulness
Next Step: apply all skills learnt during
enhanced and continuous provisions and for
new focused activities.
Extension:
Children discuss the picture created and
the skills used. Can they use the correct
vocabulary of prepositions?