ࡱ> q` bjbjqPqP 2::1nnnnnnnf }}}8}92f(idffffff$hnwiiwwnnw^nndwdNJnnR pF#t}ՙ^0H0"0a3^a`RRan( wwwwwwwwwwwwww999C}999}Fbnnnnnn Teaching ICT KS2  TOC \o "1-3" \h \u  HYPERLINK \l "_Toc332116303" Course information  PAGEREF _Toc332116303 \h 3  HYPERLINK \l "_Toc332116304" Learning outcomes  PAGEREF _Toc332116304 \h 3  HYPERLINK \l "_Toc332116305" Course schedule  PAGEREF _Toc332116305 \h 4  HYPERLINK \l "_Toc332116306" Introduction  PAGEREF _Toc332116306 \h 4  HYPERLINK \l "_Toc332116307" The Practitioner Research Cycle  PAGEREF _Toc332116307 \h 5  HYPERLINK \l "_Toc332116308" Introducing ourselves  PAGEREF _Toc332116308 \h 5  HYPERLINK \l "_Toc332116309" Using the course resources in your project  PAGEREF _Toc332116309 \h 6  HYPERLINK \l "_Toc332116310" The project  PAGEREF _Toc332116310 \h 7  HYPERLINK \l "_Toc332116311" Reflect, evaluate and share with others  PAGEREF _Toc332116311 \h 9  HYPERLINK \l "_Toc332116312" Discussion  PAGEREF _Toc332116312 \h 10  HYPERLINK \l "_Toc332116313" Shared learning  PAGEREF _Toc332116313 \h 11  HYPERLINK \l "_Toc332116314" Evaluation  PAGEREF _Toc332116314 \h 11  HYPERLINK \l "_Toc332116315" Resources  PAGEREF _Toc332116315 \h 12  HYPERLINK \l "_Toc332116316" 1 Understanding ICT at Key Stage 2  PAGEREF _Toc332116316 \h 12  HYPERLINK \l "_Toc332116317" The self-review framework  PAGEREF _Toc332116317 \h 12  HYPERLINK \l "_Toc332116318" Sources of information and support  PAGEREF _Toc332116318 \h 13  HYPERLINK \l "_Toc332116319" National Curriculum in Action  PAGEREF _Toc332116319 \h 13  HYPERLINK \l "_Toc332116320" 2 Hard to teach areas sequencing and programming  PAGEREF _Toc332116320 \h 14  HYPERLINK \l "_Toc332116321" Other resources  PAGEREF _Toc332116321 \h 15  HYPERLINK \l "_Toc332116322" Progression more advanced learners  PAGEREF _Toc332116322 \h 16  HYPERLINK \l "_Toc332116323" 3 Teaching ICT at KS2 in other contexts simulations  PAGEREF _Toc332116323 \h 17  HYPERLINK \l "_Toc332116324" Cross-curricular activity using Google Earth  PAGEREF _Toc332116324 \h 17  HYPERLINK \l "_Toc332116325" Other online simulation games  PAGEREF _Toc332116325 \h 18  HYPERLINK \l "_Toc332116326" 4 Using games-based learning in schools  PAGEREF _Toc332116326 \h 19  HYPERLINK \l "_Toc332116327" Use of games in ICT  PAGEREF _Toc332116327 \h 20  HYPERLINK \l "_Toc332116328" Other games-based learning resources  PAGEREF _Toc332116328 \h 21  HYPERLINK \l "_Toc332116329" Background reading on gaming and education  PAGEREF _Toc332116329 \h 22  HYPERLINK \l "_Toc332116330" 5 Using ICT in MFL social media in the classroom  PAGEREF _Toc332116330 \h 22  HYPERLINK \l "_Toc332116331" MFL and ICT at KS2: e-twinning  PAGEREF _Toc332116331 \h 22  HYPERLINK \l "_Toc332116332" Other MFL/ICT KS2 resources  PAGEREF _Toc332116332 \h 23  HYPERLINK \l "_Toc332116333" References  PAGEREF _Toc332116333 \h 23  HYPERLINK \l "_Toc332116334" Acknowledgements  PAGEREF _Toc332116334 \h 28  Course information This is one of the project courses from Vital. It provides an opportunity for you to plan, carry out and evaluate a project in your classroom. It is supported by a set of resources and activities to give you ideas for possible projects. You are not expected go through every resource but to pick those which are most relevant to your interests, context and possible project. You will need access to: a computer with a web browser headset (including microphone and speakers) for online tutorials (optional webcam) a class/group of students groups could be within classes, whole classes, or groups across classes (e.g. clubs) and schools (e.g. clusters of schools or in collaborative projects). Duration of the course:You should allow for about one to two hours per week for this on top of the time taken to do the project in your classroom or other setting. Learning outcomes N.B. The technology or technologies to be used are identified in the Resources section for the course. Professional and reflective practitioner skills At the completion of this course, you should be able to: identify statutory requirements for teaching ICT at KS2 identify opportunities for the effective use of technology to support learning activities linked to your curriculum plans reflect on, and discuss, the impact of the use of technology to support learning share your learning with others in your field. Practical skills At the completion of this course, you should be able to: use technology to support teaching and learning in KS2. Knowledge and understanding At the completion of this course, you should be able to demonstrate an understanding of: a range of uses of technology to support KS2 the issues involved in using technology in KS2. Cognitive skills At the completion of this course, you should be able to: critically review the use of technology to support teaching and learning in KS2 share these reviews with others, and constructively critique their views. Course schedule WeekCourse activitiesTypeApproximate duration1Activity 1 Getting to know others on the courseOnline30 minutes12Activity 2 Exploring the resourcesOnline tutorial1 hourActivity 3 Guidance on using resources and planning for project30 minutes3Activity 4 Drawing up course plansIndividual planning1 hourActivity 5 Confirmation of course plansOnline tutorial1 hour48Activity 6 Classroom project ClassroomNo extra time neededActivity 7 Reflective journalIndividual30 minutes to 1 hour per weekActivity 8 Keeping in touch with your cohort and facilitatorOnline 30 minutes to 1 hour per week9Activity 9 Reflecting and reporting back Online1 hourActivity 10 Extracting our shared learningOnline30 minutes to 1 hourActivity 11 Course evaluation and certificationOnline30 minutes to 1 hourTotal912 hours over 9 weeksIntroduction The course applies a practitioner research model to look at how aspects of learning may be supported and enhanced through the use of technology. Your starting point is a need within your practice, which you will investigate how to address. This will involve exploring how other people have already attempted to address a similar need in their practice (bringing in some practical examples of how particular technologies are used in schools), before you plan and implement their use in your school and reflect and discuss what worked and what needs further refinement. At the heart of your learning is a project that you will carry out in your teaching and learning setting. These materials are written assuming that you have signed up for a course, although they can be followed in self-study mode. Where you have signed up for a course you will be carrying out a project with similar focus to others, both in terms of the phase of education, technology and the curriculum. Throughout you have an opportunity to share experiences with other participants. Where you have signed up to use these materials as part of a course you will have a facilitator who will conduct tutorials and help support you in your learning and reflection. The Practitioner Research Cycle Vital courses are based on a Practitioner Research Cycle as shown in the diagram below.  This cycle draws on, and develops, personal and professional knowledge bases. The latter may be seen in the literature, resources, policies and other materials that are used to inform practice. Throughout the course small icons will indicate the stage of the cycle being addressed. NB Prof/Pers KB = Professional/Personal knowledge base Introducing ourselves For the purposes of clarity the activities from this point on assume that you are on a course with others. If you are in self-study mode then some activities will not be applicable. This part of the course provides an introduction to each other, to get a feel for the contexts others are working in. This may allow for cross-fertilisation of ideas in projects and for supported reflection. Activity 1 Getting to know others on the course 30 minutes during the first week of the course (online). The objective of this course activity is to get to know the other participants on this course Task 1 Go to the course forum and the Introductions thread. There it will explain how these introductions will be done e.g. face-to-face, online, using a forum. Task 2 Where a forum is used, introduce yourself, and your context, telling the other course members what you hope to get out of the course. Reply to some of these messages, identifying areas of overlap with your own context and interests. End of activity. Using the course resources in your project These materials, are complemented by supporting resources and activities, which you can use to support your project. Your facilitator, and others on the course, will help to you to plan and refine your ideas for this project. Activity 2 Exploring resources 1 hour over the first two weeks of the course (online) The objective of this course activity is to develop your understanding of the resources provided to support this course. Go to the Resources section, explore what is there and reflect on how might use them in your classroom or other setting. You are not expected to look at all of the resources, but to choose those which seem to be of most interest and relevance to you. In Activity 4, you will develop a project of your own and these resources are designed to help frame that project. As you explore you might want to make notes that you discuss with your facilitator in Activity 3. End of activity. Activity 3 Guidance on using resources and planning for project 30 minutes over the first two weeks of the course (online) The objectives of this course activity are: to develop your understanding of the resources available to develop a shared understanding of suitable project resources. Go to the course discussion forum and to the thread Tutorial: Resource and project guidance. This will contain guidance on how the tutorial will be conducted for example, it may be online or face-to-face. The tutorial will be supported by discussion in the forum. When you attend the tutorial, online, you should be prepared to discuss initial ideas for your project. End of activity. Activity 4 Drawing up course plans 1 hour during the third week of the course (individual activity) The objective of this course activity is to plan your use of the resources and associated technology in a project in your setting. You will need to consider: how your plan fits with your performance management or other targets the classes or groups of learners to be used in the project the learning gains or learning intentions the intended purposes for using the technology and resources what evidence you will look for of the impact of the resources and technologies on learning and teaching how you will share your findings with others in your setting. End of activity. Activity 5 Confirming course plans 1 hour during the third week of the course (online) The objectives of this course activity are to: develop your understanding of the resources available develop a shared understanding of suitable project activities. Go to the course forum and to the thread Confirming plans. You should go to this thread and outline what you plan to do. Comment on others plans looking, in particular, for plans which are similar to your own so that you may share ideas and findings. End of activity. The project  Having developed your plan on how to use the supporting resources in your classroom you now need to carry out the project. This will last for about half a term. Each week, as you work through the project, you should reflect on what you have learnt and the impact it is having on learners. You should be prepared to share your thoughts and reflections with others. Activity 6 Classroom project To be carried out during weeks 3 to 7 (half a term of classroom activity) The objective of this course activity is to carry out your plan for the use of the resources and technology in your classroom. It is not intended that, in doing so, you spend any extra time over and above your normal teaching and preparation time. End of activity. Activity 7 Reflective journal 30 minutes to 1 hour during each week of the project (individual activity) The objective of this course activity is to reflect systematically on what you have learnt. Each week you should note down what you have learnt from the project. This might take the form of reflection on your plans in Activities 3 and 4. These reflections may be kept in a blog or some other electronic journal. You will need to use these reflections to inform Activities 8 and 9. End of activity. Activity 8 Keeping in touch with your cohort and facilitator 30 minutes to 1 hour during each week of the project (online) The objectives of this course activity are to share your learning as the project progresses to gain support from colleagues on the course provide support for others in the cohort. Each week you will receive a message from your facilitator to support your progress through the course and project. Go to the course forum and to the thread Project discussions. Share how your project is going, what you are learning and any other resources that you have found to be of use. Respond to the message sent by your facilitator. You can also use the forum to ask for support and guidance and to support and guide others. You should check back into the forum regularly little and often is probably the best method here (15 minutes every other day is likely to be much more useful than a one hour block once a week). End of activity. Reflect, evaluate and share with others Having carried out a classroom project, you will share your reflections of what you learnt from it. Use the key questions below to help evaluate your project. Use your initial planning sheet and the reflections you have captured as a source of data to help you do this. What did the learners do? This is a descriptive activity that explains your action with the learners. What did they learn and how do you know? This is an issue of assessment including observation, discussion, question and answer, testing, etc Was it worthwhile, i.e. did it succeed in meeting your targets? This question relates to your purposes and intended learning outcomes. What did I do? Practitioner research is often done by individuals in their own work. This question requires a description of your own actions. What did I learn? This requires analysis of your data and reflection on your answers. What do I intend to do next? This relates to your next steps for action. This is where you will try to do things to achieve an improvement and to make the work you do with learners more worthwhile in your terms. Adapted from Open University Curriculum in Action materials (1981) Activity 9 Reflecting and reporting back 1 hour (online) during the final week of the course. The objectives of this course activity are to share your reflections on the project give feedback to others as they reflect on their projects. Make a brief presentation to share your findings maybe as a couple of slides, short video, images etc. Go to the forum, in the thread Reflections upload your presentation, and discuss: the extent to which your intended learning outcomes were achieved the evidence you have for this the ways in which you shared your project with others in your setting key reflections emerging from the consideration of the key questions for evaluation (listed above). The use of technology in learning and teaching will provide you with evidence that may be useful when considering the Professional Standards for Teaching. You will have collected evidence from planning through to your notes and evaluation to discussion in the forum. Such evidence may be useful to you when demonstrating ways in which you have met the standards. Depending on the stage of your career, certain Training and Development Agency for Schools TDA standards may be more relevant than others. Click the Discussion button to reveal a possible set of standards. If appropriate you can reflect on these in your feedback to this activity. Discussion  TDA standards relevant to you might include the following: C7 Evaluate their performance and be committed to improving their practice through appropriate professional development. C8 Have a creative and constructively critical approach towards innovation; being prepared to adapt their practice where benefits and improvements are identified. C17 Know how to use skills in literacy, numeracy and ICT to support their teaching and wider professional activities. C27 Design opportunities for learners to develop their literacy, numeracy, ICT and thinking and learning skills appropriate within their phase and context. P10 Contribute to the professional development of colleagues through coaching and mentoring, demonstrating effective practice, and providing advice and feedback. E2 Research and evaluate innovative curricular practices and draw on research outcomes and other sources of external evidence to inform their own practice and that of colleagues. E14 Contribute to the professional development of colleagues using a broad range of techniques and skills appropriate to their needs so that they demonstrate enhanced and effective practice. End of discussion End of activity. Shared learning The reflective practitioner cycle is based on developing the professional knowledge base. We have come to the end of the personal reflection phase and will now develop a common understanding of what we have learnt. We will share the key learning points as a group so that these may be collated and added to the community knowledge. Activity 10 Extracting our shared learning 30 minutes to 1 hour (online) during the final week of the course The objectives of this course activity are to discuss and agree what we have learnt as a group. Go to the course forum and, in the Discussion called Shared Learning, post the key learning points that have emerged for you during the course. With your facilitator, agree on the common shared learning from the group. End of activity. Evaluation This final section allows for evaluation. Activity 11 Course evaluation 30 minutes to 1 hour (online), during the final week of the course The objectives of this course activity are to complete an evaluation form and rate and review the course. Your task is to complete the evaluation questionnaire, which can be found on the course page. There are also links there to print a certificate and rate the course. The certificate will be released by your facilitator. End of activity. Resources You do not need to do all the activities contained in this Resources section. Select those that are most appropriate to your context, interests and possible projects. Where possible we provide links to materialshostedby Vital. However, this is not always feasible so please bear in mind that over time material from external websites may become unavailable or obsolete. 1 Understanding ICT at Key Stage 2 The National Curriculum requirements for teaching ICT at KS2 can be found in the programmes of study. Reflection This Teachers TV programme from 2005, Primary ICT Back On Line ( HYPERLINK "http://www.schoolsworld.tv/videos/primary-ict-back-on-line" http://www.schoolsworld.tv/videos/primary-ict-back-on-line), HYPERLINK "http://www.google.com/url?q=http%3A%2F%2Fwww.teachers.tv%2Fvideos%2Fprimary-ict-back-on-line&sa=D&sntz=1&usg=AFQjCNFT6g5X6tf7MIMUsXmUbx19rYcwLA" http://www.google.com/url?q=http%3A%2F%2Fwww.teachers.tv%2Fvideos%2Fprimary-ict-back-on-line&sa=D&sntz=1&usg=AFQjCNFT6g5X6tf7MIMUsXmUbx19rYcwLAshows the progress of a school moving out of special measures it had failed its Ofsted inspection due partially to its lack of ICT capability. Since then it has worked to invest in resources and training in ICT.Watch this programme then browse the resources about the self-review framework below. End of activity. The self-review framework The self-review framework (SRF) provides a scaffolding for looking your schools use of ICT and how that use of technology affects your school improvement. It was made to help you review your use of technology in a planned and systemised way; this will then help to shape your whole school improvement strategy and plans. The framework is designed to support all schools, and all of the aspects are equally as relevant to infant schools, special schools and early years settings as to mainstream primary or secondary schools. In June 2010 the self-review framework was revised following consultation with teachers, head teachers, and organisations such as the TDA, National Strategies, Naace and SSAT, in order to ensure that it remains up to date and relevant to changes in quality standards, practices and ICT. Although Becta no longer exists as a government body, their resources on the self-review framework for ICT are excellent. These are currently available at:  HYPERLINK "https://selfreview.becta.org.uk/" https://selfreview.becta.org.uk/ Reflection Go to  HYPERLINK "https://selfreview.becta.org.uk/srf_Element_Descriptors/index.html" https://selfreview.becta.org.uk/srf_Element_Descriptors.zip to see where you might be in your cycle of planning of ICT in your school. If you are just beginning, what do you need to get started and to sustain the use of ICT throughout the curriculum? End of activity. Sources of information and support Other teachers The ICT register ( HYPERLINK "http://www.ict-register.net/" http://www.ict-register.net/) is a database of schools who are doing things with ICT that they are happy to share with others. You can search by topic, region, school name, etc. to find others who might support what you plan to do. Look on the TeachMeet site ( HYPERLINK "http://www.teachmeet.org.uk/" http://www.teachmeet.org.uk/) to see if there are other teachers in your area who are meeting to share elements of expertise in ICT. TeachMeets  HYPERLINK "http://www.google.com/url?q=http%3A%2F%2Fwww.teachmeet.org.uk%2F&sa=D&sntz=1&usg=AFQjCNEMA1LU6COE0Y2xSdemVpmufveWww" http://www.google.com/url?q=http%3A%2F%2Fwww.teachmeet.org.uk%2F&sa=D&sntz=1&usg=AFQjCNEMA1LU6COE0Y2xSdemVpmufveWwwre social events, usually in the evening, where teachers get together to network and socialise as well as to share good practice. A number of films of TeachMeets can be seen at  HYPERLINK "http://teachmeet.blip.tv" http://teachmeet.blip.tv or  HYPERLINK "http://learn4life.blip.tv/" http://learn4life.blip.tv/. The TeachMeet area of the Vital site is ongoing and has resources added regularly. All these films are issued under a Creative Commons share-all licence and allow you to download, use, modify and redistribute them for educational purposes. Naace ( HYPERLINK "http://www.naace.co.uk/" http://www.naace.co.uk/) is the professional association for the advancement of ICT in education (Naace is a subscription-based organisation, and so not free). For specialist IT and computing there is also the HYPERLINK "http://www.google.com/url?q=http%3A%2F%2Fwww.naace.co.uk%2F&sa=D&sntz=1&usg=AFQjCNHr5EqUGOdIKK_YjSSlR-52nHuICg" http://www.google.com/url?q=http%3A%2F%2Fwww.naace.co.uk%2F&sa=D&sntz=1&usg=AFQjCNHr5EqUGOdIKK_YjSSlR-52nHuICgComputing at School Working Group ( HYPERLINK "http://www.computingatschool.org.uk/" http://www.computingatschool.org.uk/). National Curriculum in Action  HYPERLINK "http://curriculum.qcda.gov.uk/key-stages-1-and-2/assessment/nc-in-action/index.aspx" http://curriculum.qcda.gov.uk/key-stages-1-and-2/assessment/nc-in-action/index.aspx These examples of pupils' work show how the programmes of study and non-statutory frameworks for Key Stages 1 and 2 translate into real activities. ICT in subject teaching  HYPERLINK "http://webarchive.nationalarchives.gov.uk/20100823130703/http://curriculum.qcda.gov.uk/key-stages-1-and-2/learning-across-the-curriculum/ictinsubjectteaching/index.aspx" http://webarchive.nationalarchives.gov.uk/20100823130703/http://curriculum.qcda.gov.uk/key-stages-1-and-2/learning-across-the-curriculum/ictinsubjectteaching/index.aspx This area of the National Curriculum website deals specifically with ICT across the curriculum. From this area there are relevant links to both cross-curricular and subject-specific information, for example in mathematics and geography: http://webarchive.nationalarchives.gov.uk/20100823130703/  HYPERLINK "http://curriculum.qcda.gov.uk/key-stages-1-and-2/learning-across-the-curriculum/ictinsubjectteaching/ictinmathematics/index.aspx" http://curriculum.qcda.gov.uk/key-stages-1-and-2/learning-across-the-curriculum/ictinsubjectteaching/ictinmathematics/index.aspx http://webarchive.nationalarchives.gov.uk/20100823130703/ HYPERLINK "" Error! Hyperlink reference not valid.ttp://curriculum.qcda.gov.uk/key-stages-1-and-2/learning-across-the-curriculum/ictinsubjectteaching/ictingeography/index.aspx This latter activity for geography could now be easily adapted using Google Maps perhaps more of a narrative feel could be given and the Robot used within a story situation. 2 Hard to teach areas sequencing and programming Sequencing and programming can be seen as a very time-consuming and specialist skill. Fortunately there are some good video exemplars and lots of free resources linked to excellent practitioners available on the internet. In the KS2 programme of study, the Developing ideas and making things happen section states that Pupils should be taught how to create, test, improve and refine sequences of instructions to make things happen and to monitor events and respond to them [for example, monitoring changes in temperature, detecting light levels and turning on a light] (section 2b). Reflection 1 Watch the following video clip of a lesson in using Lego NXT Robotics Kits with a whole class:  HYPERLINK "http://blip.tv/file/201875" http://blip.tv/file/201875 (It takes a few seconds to start.) Notice how the teacher elicits answers and models instructions for the pupils. See how he breaks down the complicated vocabulary and pulls out the information from the class. (This sequence on the video is from 2 mins 50 secs to 12 mins 20 secs). Could a similar approach work in your school on a smaller scale or have you got access to a CLC and equipment where you could try these ideas out? 2 Have a look at the Other resources section below particularly Scratch. This is a simple drag and drop progamming environment that you can use on its own or link to and control ProBot cars or WeDo Lego kits. The MIT Scratch community site has thousands of pre-programmed exemplars of students and teachers work which you can download, adapt and reconfigure for teaching and learning purposes. What issues might prevent you from adopting the ideas offered? Where are these issues located for example, are they to do with resourcing in school? Or to do with matching your curriculum? Or something else? End of activity. Other resources Videos  HYPERLINK "http://www.blip.tv/file/2560910" http://www.blip.tv/file/2560910 Videos of Miles Berry demonstrating the use of Scratch  HYPERLINK "http://www.schoolsworld.tv/videos/teaching-web-design-and-programming" http://www.schoolsworld.tv/videos/teaching-web-design-and-programming (Watch from 7 mins and 25 secs into the video you can pull the video time bar at the bottom to view the precise section.) At Hillfields Primary, Beccy Sherratt updates her teaching of programming and control by borrowing robotic cars from her local city learning centre. Her pupils program them to follow various obstacle courses, or attach a pen to create patterns through programming. Websites Alphabet Designer example from the National Curriculum in Action website:  HYPERLINK "http://curriculum.qcda.gov.uk/key-stages-1-and-2/assessment/nc-in-action/items/ict/4/204.aspx" http://curriculum.qcda.gov.uk/key-stages-1-and-2/assessment/nc-in-action/items/ict/4/204.aspx Ollie Bray's blog on the use of Scratch, Picoboard and WeDo Lego kits:  HYPERLINK "http://olliebray.typepad.com/olliebraycom/2010/06/scratch-picoboards-and-wedo-lego-kits-lttfhw.html" http://olliebray.typepad.com/olliebraycom/2010/06/scratch-picoboards-and-wedo-lego-kits-lttfhw.html A whole host of videos about the use of Lego WeDo and Scratch programming:  HYPERLINK "http://www.youtube.com/results?search_query=Lego+wedo+and+scratch&aq=f" http://www.youtube.com/results?search_query=Lego+wedo+and+scratch&aq=f Scratch:  HYPERLINK "http://www.vital.ac.uk/community/course/view.php?id=761" http://www.vital.ac.uk/community/course/view.php?id=761 Miles Berry, a lecturer at Roehampton University, has produced a module on the Vital website, called Programming in Primary schools: promoting creative learning, about using the Scratch programming environment in Primary schools. This promotes creative learning and is a comprehensive set of materials on the use of programming and exemplars of creative learning including: learning through play interactivity early approaches to computer-assisted learning the childrens machine games-based learning informal learing with technology software development / AI social constructivism and open source control and monitoring virtual worlds. Each section refers you to more comprehensive reading, blogs, lectures, slides and PDF documents. Further resources are available on the MIT Scratch website ( HYPERLINK "http://scratch.mit.edu/" http://scratch.mit.edu/). Progression more advanced learners Alice: Video of students at KS3  HYPERLINK "http://blip.tv/file/1588953" http://blip.tv/file/1588953 On this video, boys at KS3 talk about their use of Alice programming ( HYPERLINK "http://www.alice.org/" http://www.alice.org/) between home and school. See how they are able to use Open Source Programming Software, Alice, between home and school and how different individuals have different levels of expertise some even being able to transfer skills across different programming environments. Greenfoot  HYPERLINK "http://greenfoot.org/" http://greenfoot.org/ Greenfoot allows you to program directly in Java using a drag and drop environment similar to Scratch. There are quite a few useful screencasts on the site and this would be very useful and challenging for more gifted learners. Websites and companies with robotics and control kit These are links to commercial company sites which have resources that have been tried and tested by different practitioners. The articles, blogs and links below show how they are used and planned for in schools.  HYPERLINK "http://www.tes.co.uk/article.aspx?storycode=6002692" http://www.tes.co.uk/article.aspx?storycode=6002692, TES article on Bee- and Pro-Bots.  HYPERLINK "http://bee-bots-downunder.blogspot.com/" http://bee-bots-downunder.blogspot.com/, excellent KS1 resources to do with Bee-Bots that can be adapted for KS2.  HYPERLINK "http://www.six.somerset.gov.uk/curriculum/content.asp?did=25638" http://www.six.somerset.gov.uk/curriculum/content.asp?did=25638, useful grid from Somerset Council giving exemplars of use of robots in context.  HYPERLINK "http://www.tts-group.co.uk/shops/tts/Products/PD1723580/Pro-Bot/" http://www.tts-group.co.uk/shops/tts/Products/PD1723580/Pro-Bot/, the Pro-Bot Floor Robot is a commercially available programmable floor robot that has proved to be popular with teachers teaching sequencing and programming.  HYPERLINK "http://firsthandtechnology.org.uk/" http://firsthandtechnology.org.uk/, the First Lego League uses commercially available Lego equipment and involves teams of up to 10 children, between 9 and 16 years of age, working in out-of-school clubs as part of the curriculum or within a community group. Participating teams across the UK and Ireland have 810 weeks from September to prepare for one of the regional tournament events. The First Lego League has recently been accredited with the British Science Association CREST award scheme. CREST is Britain's largest national award scheme for project work in the STEM subjects and was established over 23 years ago. Although it is Key Stage 3 in focus it is a useful set of activities to adapt or share with more gifted learners.  HYPERLINK "http://www.britishscienceassociation.org/web/ccaf/CREST/AboutCREST/index.htm" http://www.britishscienceassociation.org/web/ccaf/CREST/AboutCREST/index.htm CREST  HYPERLINK "http://www.stemdirectories.org.uk/" http://www.stemdirectories.org.uk/, STEM (science, technology, engineering and mathematics). Background reading Papert, S. (1980) Mindstorms: Children, Computers and Powerful Ideas, New York, Basic Books. 3 Teaching ICT at KS2 in other contexts simulations Cross-curricular activity using Google Earth This activity is based around the National Curriculums objective to use simulations and explore models in order to answer What if ? questions, to investigate and evaluate the effect of changing values and to identify patterns and relationships. At ICT Level 3, pupils are to demonstrate that they make appropriate choices when using ICT-based models or simulations to help them find things out and solve problems. They describe their use of ICT and its use outside school. Reflection Watch the video on HYPERLINK "http://www.google.com/url?q=http%3A%2F%2Fteachmeet.blip.tv%2Ffile%2F2056277%2F&sa=D&sntz=1&usg=AFQjCNHtbLBqxtXoNoC_Nqtrlx_-8zz_8w"    HYPERLINK "http://teachmeet.blip.tv/file/2056277/&sa=D&sntz=1&usg=AFQjCNHtbLBqxtXoNoC_Nqtrlx_-8zz_8w" TeachMeet Talks (from 6 minutes in) by Tom Barrett. It shows his use of Google Earth to replicate the story of one small section of Roald Dahls James and the Giant Peach. He uses Google Earth to make a simulation of the story that can mirror the narrative. He then works with the children to elicit spoken and written responses to the story. He has outlined this in far more detail in five blog posts covering the process:  HYPERLINK "http://edte.ch/blog/2008/11/23/google-earth-is-our-paper-part-1-find-a-location-begin-a-journey/" Google Earth is our Paper Part 1: Find a location, Begin a journey  HYPERLINK "http://edte.ch/blog/2008/11/24/google-earth-is-our-paper-part-2-add-your-voice/" Google Earth is our Paper Part 2: Add your Voice  HYPERLINK "http://edte.ch/blog/2008/11/25/google-earth-is-our-paper-part-3-consolidate-and-empower/" Google Earth is our Paper Part 3: Consolidate and Empower  HYPERLINK "http://edte.ch/blog/2008/11/26/google-earth-is-our-paper-part-3-improve-the-story/" Google Earth is our Paper Part 4: Improve the Story  HYPERLINK "http://edte.ch/blog/2008/12/01/google-earth-is-our-paper-part-5-a-week-in-review/" Google Earth is our Paper Part 5: A Week in Review This is quite a sophisticated use of Google Earth, and allied Web 2.0 programs, used in a very cross-curricular way. It encompasses the use of several subject areas and combines them using media to re-tell and re-invent story. Could you think of a similar process that could be locally relevant to you and your school? Does it have to be as complex a process? Could you simplify or streamline the process and working? What are the barriers to doing this? End of activity. Other online simulation games  HYPERLINK "http://www.coolmath-games.com/lemonade/index.html" Lemonade Stand is a simple text-based simulation of running a lemonade stall. You can buy or sell supplies and the different options allow you to change how much profit/loss you are making. This would involve cross-curricular maths skills.  HYPERLINK "http://pbskids.org/dragonflytv/games/game_balloon.html" The Great Balloon Race is a relatively simple simulation with two parameters using a burner and vent to control the cartoon balloon over a series of objects in a countryside landscape.  HYPERLINK "http://www.geffrye-museum.org.uk/kidszone/room" Design a room is a Geffrye Museum history resource allowing you to design different types of rooms. It takes you through an animated walkthrough of rooms of different periods.  HYPERLINK "http://puzzling.caret.cam.ac.uk/game.php?game=plants&sa=D&sntz=1&usg=AFQjCNHR_VTNXC3IMGeTUUELb4xUYhV4gw" Plant Force is quite a complex plant-growing simulation with different parameters for optimal growth and outcomes leading to profit or loss. This simple  HYPERLINK "http://ngfl.northumberland.gov.uk/ict/modelling/index.html" graphical modelling exercise for a classroom or park is aimed at year 5 pupils.  HYPERLINK "http://ngfl.northumberland.gov.uk/ict/colins%20coffee/colins_coffee.html" The coffee simulation game is a year 3/4 exercise from the Northumberland grid for learning enabling students to make informed choices about making Colin a cup of coffee.  HYPERLINK "http://www.wmnet.org.uk/index.cfm?s=1&m=372&p=6,view_resource&start=1&kw=eco&el=4,5,6,7&sc=0&id=1690" ECO2 Home asks how much money and carbon dioxide can be saved by running the energy system in a house efficiently. Quite a complicated simulation for KS2. These online simulations are just a few of hundreds available on the internet. However, just because they are readily available doesnt mean that they can be used cold or out of the box with pupils. Like Tom Barrett above, it might be wise to think of cross-curricular contextual opportunities when introducing these or maybe they could be used as starters or plenaries to enrich or highlight other areas of the curriculum. Rather than just lay these resources out in front of learners, it is much better to try and build in frequent opportunities for discussion and reflection and sometimes reworking in different media. For example, Lemonade Stand, Plant Force and ECO2 Home might benefit from an interesting variation where you could lay some of the figures out in a spreadsheet to see the discrete data and how it affects the outcomes of profit and loss or other parameters. The Great Balloon Race could be linked to the Storybird ( HYPERLINK "http://storybird.com/" http://storybird.com/) storytelling site, or similar, where elements of the race could be incorporated into a simple linear narrative. You have list-making and other opportunities also built into that activity. Design a room would obviously be linked to history and historical account; again this could involve quite specific use of vocabulary in writing. The coffee simulation game lends itself beautifully to a manipulation of the data using sheets of paper and discussing the options to solve the riddle of Colins perfect cup of coffee. 4 Using games-based learning in schools Why should we consider using computer-based games in the classroom? One of the reasons put forward is that video games are very much part of younger peoples culture these days. Familiarity is not, in itself, a justification for teaching and learning. However, if more emotional engagement with the subject-matter improves teaching and learning then that is a far better justification. The question still remains: how is ICT involved with this process other than just the use of gaming computers? In the exemplar blogs below, such as Dawn Halleybones and the Consolariums, these activities lead to quantifiable outcomes and progression in certain subject areas, and that is a more specific reason still. We would refer you to those blogs for specific instances and research. There are also many arguments for and against the culture of using games in the classroom. Many people will justify it, in that it can bring a truly cross-curricular focus and social hub (through the process of gaming) around learning. Bringing activities that are fun and engaging into the classroom to bind together disparate cross-curricular themes in a socially cohesive way is the aim. The idea is that if people are having fun, constructively socially engaged and involved then they will learn better... In light of this, look at this Teachers TV video about the  HYPERLINK "http://www.schoolsworld.tv/videos/computer-games-in-the-classroom" use of computer games in the classroom. Reflection Do you think the use of computer video games is relevant to your practice? Look at the Teachers TV video above and study the activities and resources in the following section about games-based learning and games-making software. Then reflect on how this might inform your awareness of the use of video games in the classroom. How do you think your SLT will react to the use of games-based learning? Do you think there is a case for games-based learning in your institution? What games do your pupils play at home? Ask them about their use of games. End of activity. Use of games in ICT  HYPERLINK "http://www.youtube.com/watch?v=MtaMaAMr4kI" http://www.youtube.com/watch?v=MtaMaAMr4kI HYPERLINK "http://www.youtube.com/watch?v=MtaMaAMr4kI" http://www.youtube.com/watch?v=MtaMaAMr4kI HYPERLINK "http://blip.tv/file/3922948" http://blip.tv/file/3922948 Watch the first of these two videos outlining Matt Lovegrove's use of games-making software. It shows his work with making games with pupils at Sonning Common primary school. The second video is more to do with the teachers reflections on how he has used the games and gives a little more detail and insight into the planning process and outcomes. Reflection Although games-making software is not on the National Curriculum, if you view the TeachMeet video of the Skype conversation between Matt Lovegrove and Helen Caldwell he outlines many of the skillsets used in making games. Can you make a list of these skillsets and do you think they are transferable to other parts of the curriculum? Matt was using these activities as a contextual hub for teaching and learning activities across the curriculum, where the school community was able to work across the curriculum and age group. Do you think you could establish similar processes in your school if not what are the barriers? Would you want to would they be consistent with the school's ethos? How would you use social activity based around games to extend teaching and learning in ICT? Would it involve explicit teaching of skills where could you embed those learning outcomes in cross-curricular work? End of activity. Other games-based learning resources  HYPERLINK "http://www.gamebasedlearning2010.com/" Games-based Learning Exhibition/Conference is an annual exhibition/conference based around games-based learning bringing together several practitioners on the subject.  HYPERLINK "http://www.immersiveeducation.eu/index.php/missionmakerm" Missionmaker is commercial software that enables you to make traditional first person  HYPERLINK "http://en.wikipedia.org/wiki/Graphic_adventure_game" adventure games.  HYPERLINK "http://naacetv.blip.tv/file/156542/" This video interview with Donna Burton Wilcox tells how to use Missionmaker to make interactive games.  HYPERLINK "http://www.2simple.com/2diy/" 2simpleDIY is commercial software that can make simple Flash-based video games. See also the Vital resource on  HYPERLINK "http://www.vital.ac.uk/community/course/view.php?id=1200" Making Games with 2Simple DIY. HYPERLINK "http://www.google.com/url?q=http%3A%2F%2Fwww.2simple.com%2F2diy%2F&sa=D&sntz=1&usg=AFQjCNGE2s1wXP8StPsZUJb6nCym8YE4gA" http://www.google.com/url?q=http%3A%2F%2Fwww.2simple.com%2F2diy%2F&sa=D&sntz=1&usg=AFQjCNGE2s1wXP8StPsZUJb6nCym8YE4gABlogs by educators who use games in their practice  HYPERLINK "http://www.google.com/url?q=http%3A%2F%2Fhallyd.edublogs.org%2F&sa=D&sntz=1&usg=AFQjCNGup580BKasUIHKYSID5LLLKBjPvQ" http://www.google.com/url?q=http%3A%2F%2Fhallyd.edublogs.org%2F&sa=D&sntz=1&usg=AFQjCNGup580BKasUIHKYSID5LLLKBjPvQawn Hallybones  HYPERLINK "http://hallyd.edublogs.org/" blog. Her  HYPERLINK "http://blip.tv/file/3330637" presentation at MirandaMod contains a number of allied resources about the debate around games-based learning. Consolarium blog,  HYPERLINK "http://www.ltscotland.org.uk/usingglowandict/gamesbasedlearning/consolarium.asp" http://www.ltscotland.org.uk/ictineducation/gamesbasedlearning/index.asp Ollie Bray's blog on how he uses Guitar Hero as a transition project,  HYPERLINK "http://olliebray.typepad.com/olliebraycom/guitar_hero/" http://olliebray.typepad.com/olliebraycom/guitar_hero/ and specifically his blog entry on planning:  HYPERLINK "http://olliebray.typepad.com/olliebraycom/2009/12/k12online09.html" http://olliebray.typepad.com/olliebraycom/2009/12/k12online09.html Some of the ICT elements contained in the planning are: podcast a concert design T-shirts/merchandise for battle of the bands monitor how they sold make a pop/rock video/poster design a guitar using a CAD package make a CD (MP3 files of music). The video of his presentation to Naace on  HYPERLINK "http://naacetv.blip.tv/file/3443235/" games-based learning is available and gives more information about contextual hubs. Background reading on gaming and education Gee, J. (2004) What Videogames Have to Teach Us About Learning and Literacy, New York, Palgrave Publishing. 5 Using ICT in MFL social media in the classroom The National Curriculums MFL Level 2 attainment target expects pupils to show that they understand short phrases presented in a familiar context. They match sound to print by reading aloud single familiar words and phrases. They use books or glossaries to find out the meanings of new words. The word computers may be subtituted for books. Here Lisa Stevens talks about her  HYPERLINK "http://www.ustream.tv/recorded/8187160" use of MFL in the Primary classroom. Her pupils then talk about their use of  HYPERLINK "http://blip.tv/file/1584760" VoiceThread. Reflection How might these exemplars especially the use of VoiceThread fit with your teaching of MFL in the Primary classroom? How would you adapt these exemplars for your classroom? How could you personalise the resource for different levels of learners? Could you devise strategies to use the resource in different ways, as Lisa has done here, by pre-recording a welcome and instructions for her learners? What elements of these resources/ activities could you use live in the classroom and which elements could be put on a VLE or used by the learners at a later stage? How would you blend ICT with face to face teaching and learning? What cross-curricular elements could you include? End of activity. MFL and ICT at KS2: e-twinning Lisa Stevens  HYPERLINK "http://www.slideshare.net/lisibo/what-can-etwinning-do-for-you-3423517" slidecast on e-twinning contains embedded level descriptors with concrete examples and photos. Another HYPERLINK "http://www.slideshare.net/lisibo/exciting-ict-for-the-language-classroom-2253378"  slidecast deals with a range of ICT uses in the language classroom. Reflection How would you go about establishing an e-twin for your school? Are there any barriers to you establishing this in your school? How are you going to manage the project? What time will you have to establish this activity? End of activity. Other MFL/ICT KS2 resources Background reading/video material Link to non-statutory MFL in the NC:  HYPERLINK "http://www.google.com/url?q=http%3A%2F%2Fcurriculum.qcda.gov.uk%2Fkey-stages-1-and-2%2Fsubjects%2Fmfl%2F&sa=D&sntz=1&usg=AFQjCNF1i-AiXppAPuxXxTGBBG34MBGA-w" http://curriculum.qcda.gov.uk/key-stages-1-and-2/subjects/mfl/ HYPERLINK "http://www.google.com/url?q=http%3A%2F%2Fcurriculum.qcda.gov.uk%2Fkey-stages-1-and-2%2Fsubjects%2Fmfl%2F&sa=D&sntz=1&usg=AFQjCNF1i-AiXppAPuxXxTGBBG34MBGA-w" http://www.google.com/url?q=http%3A%2F%2Fcurriculum.qcda.gov.uk%2Fkey-stages-1-and-2%2Fsubjects%2Fmfl%2F&sa=D&sntz=1&usg=AFQjCNF1i-AiXppAPuxXxTGBBG34MBGA-wWebsites of MFL practitioners who use ICT The websites below all have excellent examples of the use of ICT to teach MFL. They have been chosen because they are gateway sites to dozens more resources; a wider MFL teaching community and even more exemplars of practice; and they are all regularly updated. Lisa Stevens:  HYPERLINK "http://lisibo.co.uk/" http://lisibo.co.uk/, a blog that points to thousands of MFL activities/resources using ICT with the focus on the Primary KS1/2 classroom. HYPERLINK "http://lisibo.co.uk/" http://lisibo.co.uk/Joe Dale:  HYPERLINK "http://joedale.typepad.com/" http://joedale.typepad.com/, probably the most comprehensive website about the integration of ICT into the MFL classroom. It has literally hundreds of resources and classroom exemplars/videos all free to download and explore. Jos Picardo talking about the use of social media in MFL. Some of these are KS3 examples but could easily be adapted for KS2.  HYPERLINK "http://www.ustream.tv/recorded/8187614" http://www.ustream.tv/recorded/8187614 HYPERLINK "http://www.google.com/url?q=http%3A%2F%2Fwww.ustream.tv%2Frecorded%2F8187614&sa=D&sntz=1&usg=AFQjCNGeKwOU6j7ulCk4amcBY0rG4bD8Zw" http://www.google.com/url?q=http%3A%2F%2Fwww.ustream.tv%2Frecorded%2F8187614&sa=D&sntz=1&usg=AFQjCNGeKwOU6j7ulCk4amcBY0rG4bD8ZwThe resources he mentions are listed here: http://nhsmfl.wikispaces.com/Videos Again Jos also has an excellent  HYPERLINK "http://www.boxoftricks.net/" MFL website outlining yet more resources. HYPERLINK "http://www.google.com/url?q=http%3A%2F%2Fwww.boxoftricks.net%2F&sa=D&sntz=1&usg=AFQjCNGzvuah8oAkQUL5hpOzcyvD0n1tNA" http://www.google.com/url?q=http%3A%2F%2Fwww.boxoftricks.net%2F&sa=D&sntz=1&usg=AFQjCNGzvuah8oAkQUL5hpOzcyvD0n1tNAAlthough for KS3, it is still a wonderful showcase of exemplar material that may also be used with upper KS2.  HYPERLINK "http://www.etwinning.net/en/pub/index.htm" eTwinning is the online community for schools in Europe. Teachers from all participating countries can register and use the e-Twinning online tools to find each other, meet virtually, exchange ideas and practice examples, team up in groups, learn together in learning events, and engage in online-based projects. Schools from at least two different European countries create a project and use ICT to carry out their work. As schools communicate and collaborate via the internet, there are no grants or administrative conditions connected to the scheme and face-to-face meetings are not required. References Alice. Programming software  HYPERLINK "http://www.alice.org/" http://www.alice.org/ Accessed 26 August 2010 Alice. Video of students at KS3  HYPERLINK "http://blip.tv/file/1588953" http://blip.tv/file/1588953 Accessed 3 September 2010 Barratt, T. Google Earth is our Paper Part 1: Find a location, Begin a journey  HYPERLINK "http://edte.ch/blog/2008/11/23/google-earth-is-our-paper-part-1-find-a-location-begin-a-journey/" http://edte.ch/blog/2008/11/23/google-earth-is-our-paper-part-1-find-a-location-begin-a-journey/ Accessed 6 September 2010 Barratt, T. Google Earth is our Paper Part 2: Add Your Voice  HYPERLINK "http://edte.ch/blog/2008/11/24/google-earth-is-our-paper-part-2-add-your-voice/" http://edte.ch/blog/2008/11/24/google-earth-is-our-paper-part-2-add-your-voice/ Accessed 6 September 2010 Barratt, T. Google Earth is our Paper Part 3: Consolidate and Empower  HYPERLINK "http://edte.ch/blog/2008/11/25/google-earth-is-our-paper-part-3-consolidate-and-empower/" http://edte.ch/blog/2008/11/25/google-earth-is-our-paper-part-3-consolidate-and-empower/ Accessed 6 September 2010 Barratt, T. Google Earch is our Paper Part 4: Improve the Story  HYPERLINK "http://edte.ch/blog/2008/11/26/google-earth-is-our-paper-part-3-improve-the-story/" http://edte.ch/blog/2008/11/26/google-earth-is-our-paper-part-3-improve-the-story/ Accessed 6 September 2010 Barrett, T. Goole Earth is our Paper Part 5: A Week in Review  HYPERLINK "http://edte.ch/blog/2008/12/01/google-earth-is-our-paper-part-5-a-week-in-review/" http://edte.ch/blog/2008/12/01/google-earth-is-our-paper-part-5-a-week-in-review/ Accessed 7 September 2010 Becta. Schools Self Review Framework  HYPERLINK "http://selfreview.becta.org.uk" http://selfreview.becta.org.uk Accessed 25 August 2010 Bee-bots Downunder  HYPERLINK "http://bee-bots-downunder.blogspot.com/" http://bee-bots-downunder.blogspot.com/ Accessed 26 August 2010 Blip TV. Dawn Hallybone speaking at the MirandaMod Games Based Learning Event at the Institute of Education  HYPERLINK "http://blip.tv/file/3330637" http://blip.tv/file/3330637 Accessed 26 August 2010 Blip TV. Lego NXT and Mindstorms Control Lesson  HYPERLINK "http://blip.tv/file/201875" http://blip.tv/file/201875 Accessed 26 August 2010 Blip TV. Matt Lovegroves Skype at Teachmeet Milton Keynes  HYPERLINK "http://blip.tv/file/3922948" http://blip.tv/file/3922948 Accessed 26 August 2010 Blip TV. MFL in the Primary classroom using VoiceThread  HYPERLINK "http://www.blip.tv/file/1584760" http://www.blip.tv/file/1584760 Accessed 3 September 2010 Blip TV. Miles Berry demonstrates Scratch at OSS  HYPERLINK "http://blip.tv/file/2560910" http://blip.tv/file/2560910 Accessed 3 September 2010 Box of Tricks. Technology & Education  HYPERLINK "http://www.boxoftricks.net/" http://www.boxoftricks.net/ Accessed 26 August 2010 Bray, O. Creativity & Innovation in Education Scratch, Picoboards & WeDe Lego Kits  HYPERLINK "http://olliebray.typepad.com/olliebraycom/2010/06/scratch-picoboards-and-wedo-lego-kits-lttfhw.html" http://olliebray.typepad.com/olliebraycom/2010/06/scratch-picoboards-and-wedo-lego-kits-lttfhw.html Accessed 26 August 2010 HYPERLINK "http://www.google.com/url?q=http%3A%2F%2Folliebray.typepad.com%2Folliebraycom%2F2010%2F06%2Fscratch-picoboards-and-wedo-lego-kits-lttfhw.html&sa=D&sntz=1&usg=AFQjCNGL93VIuix7DXthp-FSQ4cjPX9XWA" http://www.google.com/url?q=http%3A%2F%2Folliebray.typepad.com%2Folliebraycom%2F2010%2F06%2Fscratch-picoboards-and-wedo-lego-kits-lttfhw.html&sa=D&sntz=1&usg=AFQjCNGL93VIuix7DXthp-FSQ4cjPX9XWABray, O. Guitar Hero Transition rocks in Falkirk HYPERLINK "http://www.google.com/url?q=http%3A%2F%2Fwww.ltscotland.org.uk%2Fictineducation%2Fgamesbasedlearning%2Findex.asp&sa=D&sntz=1&usg=AFQjCNHHDoiGu3_8NpVDWcMq772Z9NoNRg" http://www.google.com/url?q=http%3A%2F%2Fwww.ltscotland.org.uk%2Fictineducation%2Fgamesbasedlearning%2Findex.asp&sa=D&sntz=1&usg=AFQjCNHHDoiGu3_8NpVDWcMq772Z9NoNRg HYPERLINK "http://olliebray.typepad.com/olliebraycom/guitar_hero/" http://olliebray.typepad.com/olliebraycom/guitar_hero/ Accessed 26 August 2010 Bray, O. K-12 On-Line Conference 2009: Computer Games in the Classroom  HYPERLINK "http://olliebray.typepad.com/olliebraycom/2009/12/k12online09.html" http://olliebray.typepad.com/olliebraycom/2009/12/k12online09.html Accessed 26 August 2010 British Science Association. Crest Awards  HYPERLINK "http://www.britishscienceassociation.org/web/ccaf/CREST/AboutCREST/index.htm" http://www.britishscienceassociation.org/web/ccaf/CREST/AboutCREST/index.htm Accessed 26 August 2010 Caret Brainteazers and Puzzles. Plant Force Growing Plants  HYPERLINK "http://puzzling.caret.cam.ac.uk/game.php?game=plants&sa=D&sntz=1&usg=AFQjCNHR_VTNXC3IMGeTUUELb4xUYhV4gw" http://puzzling.caret.cam.ac.uk/game.php?game=plants&sa=D&sntz=1&usg=AFQjCNHR_VTNXC3IMGeTUUELb4xUYhV4gw Accessed 6 September 2010 Cool Math Games.  HYPERLINK "http://www.coolmath-games.com/lemonade/index.html" Run your own lemonade stall http://www.coolmath-games.com/lemonade/index.htmlAccessed 6 September 2010 Computing at School Working Group. ( HYPERLINK "http://www.computingatschool.org.uk/" http://www.computingatschool.org.uk/ Accessed 3 September 2010 Dale, J. Integrating ICT into the MFL Workshop HYPERLINK "http://www.google.com/url?q=http%3A%2F%2Flisibo.co.uk%2F&sa=D&sntz=1&usg=AFQjCNHaXzUI8qQbjn5CiqqkYQSpJqRy6g" http://www.google.com/url?q=http%3A%2F%2Flisibo.co.uk%2F&sa=D&sntz=1&usg=AFQjCNHaXzUI8qQbjn5CiqqkYQSpJqRy6g HYPERLINK "http://joedale.typepad.com/" http://joedale.typepad.com/ Accessed 26 August 2010 HYPERLINK "http://www.google.com/url?q=http%3A%2F%2Fjoedale.typepad.com%2F&sa=D&sntz=1&usg=AFQjCNGqNVOUnhqDOrWpzdKHAoKQRKpLZw" http://www.google.com/url?q=http%3A%2F%2Fjoedale.typepad.com%2F&sa=D&sntz=1&usg=AFQjCNGqNVOUnhqDOrWpzdKHAoKQRKpLZwDale, L. Recording Skype and editing in Audacity HYPERLINK "http://www.google.com/url?q=http%3A%2F%2Fwww.ustream.tv%2Frecorded%2F8187614&sa=D&sntz=1&usg=AFQjCNGeKwOU6j7ulCk4amcBY0rG4bD8Zw" http://www.google.com/url?q=http%3A%2F%2Fwww.ustream.tv%2Frecorded%2F8187614&sa=D&sntz=1&usg=AFQjCNGeKwOU6j7ulCk4amcBY0rG4bD8Zw HYPERLINK "http://nhsmfl.wikispaces.com/Videos" http://nhsmfl.wikispaces.com/Videos Accessed 27 August 2010 Dragonfly TV. The Great Balloon Race  HYPERLINK "http://pbskids.org/dragonflytv/games/game_balloon.html" http://pbskids.org/dragonflytv/games/game_balloon.html Accessed 6 September 2010 eTwinning: online community for schools in Europe  HYPERLINK "http://www.etwinning.net/en/pub/index.htm" http://www.etwinning.net/en/pub/index.htm Accessed 3 September 2010 First Hand Technology.  HYPERLINK "http://firsthandtechnology.org.uk/" http://firsthandtechnology.org.uk/ Accessed 26 August 2010 Gee, J. (2004). What Videogames Have to Teach Us About Learning and Literacy, New York, Palgrave Publishing. Geffrye Museum. Design a room  HYPERLINK "http://www.geffrye-museum.org.uk/kidszone/room/" http://www.geffrye-museum.org.uk/kidszone/room/ Accessed 7 September 2010 Greenfoot. The Java Object World  HYPERLINK "http://greenfoot.org/" http://greenfoot.org/ Accessed 26 August 2010 Hallybone, D. From Dawn till Dusk Games & Life: musings on ICT, handhelds and life  HYPERLINK "http://hallyd.edublogs.org/" http://hallyd.edublogs.org/ Accessed 6 September 2010 ICT Register.  HYPERLINK "http://www.ict-register.net/" http://www.ict-register.net/ Accessed 25 August 2010 Immersive Education. MissionMaker  HYPERLINK "http://www.immersiveeducation.eu//index.php/missionmakerm" http://www.immersiveeducation.eu//index.php/missionmakerm Accessed 7September 2010 Learn for Life.  HYPERLINK "http://learn4life.blip.tv/" http://learn4life.blip.tv/ Accessed 25 August 2010 Learning and Teaching Scotland. Consolarium blog  HYPERLINK "http://www.ltscotland.org.uk/ictineducation/gamesbasedlearning/index.asp" http://www.ltscotland.org.uk/ictineducation/gamesbasedlearning/index.asp Accessed 26 August 2010 Naace TV. Games-based learning  HYPERLINK "http://naacetv.blip.tv/file/3443235/" http://naacetv.blip.tv/file/3443235/ Accessed 3 september 2010 Naace The ICT Association.  HYPERLINK "http://www.google.com/url?q=http%3A%2F%2Flearn4life.blip.tv%2F&sa=D&sntz=1&usg=AFQjCNG7bhNrb0DCrAe-B-_Irjn5uxQbsw" http://www.google.com/url?q=http%3A%2F%2Flearn4life.blip.tv%2F&sa=D&sntz=1&usg=AFQjCNG7bhNrb0DCrAe-B-_Irjn5uxQbsw Accessed 25 August 2010 Naace TV. How to make an interactive game with MissionMaker  HYPERLINK "http://naacetv.blip.tv/file/156542/" http://naacetv.blip.tv/file/156542/  HYPERLINK "http://www.google.com/url?q=http%3A%2F%2Fwww.2simple.com%2F2diy%2F&sa=D&sntz=1&usg=AFQjCNGE2s1wXP8StPsZUJb6nCym8YE4gA" http://www.google.com/url?q=http%3A%2F%2Fwww.2simple.com%2F2diy%2F&sa=D&sntz=1&usg=AFQjCNGE2s1wXP8StPsZUJb6nCym8YE4gAccessed 3 September 2010 National Curriculum. Alphabet Designer  HYPERLINK "http://curriculum.qcda.gov.uk/key-stages-1-and-2/assessment/nc-in-action/items/ict/4/204.aspx" http://curriculum.qcda.gov.uk/key-stages-1-and-2/assessment/nc-in-action/items/ict/4/204.aspx Accessed 26 August 2010 National Curriculum. ICT in Mathematics  HYPERLINK "http://webarchive.nationalarchives.gov.uk/20100823130703/" http://webarchive.nationalarchives.gov.uk/20100823130703/http://curriculum.qcda.gov.uk/key-stages-1-and-2/learning-across-the-curriculum/ictinsubjectteaching/ictinmathematics/index.aspx Accessed 26 August 2010 National Curriculum. Housing in the Local Area HYPERLINK "http://www.google.com/url?q=http%3A%2F%2Fcurriculum.qcda.gov.uk%2Fkey-stages-1-and-2%2Flearning-across-the-curriculum%2Fictinsubjectteaching%2Fictinmathematics%2Findex.aspx&sa=D&sntz=1&usg=AFQjCNFzE_qtxTGHevpRoCvh5Kx6lG1WCA" http://www.google.com/url?q=http%3A%2F%2Fcurriculum.qcda.gov.uk%2Fkey-stages-1-and-2%2Flearning-across-the-curriculum%2Fictinsubjectteaching%2Fictinmathematics%2Findex.aspx&sa=D&sntz=1&usg=AFQjCNFzE_qtxTGHevpRoCvh5Kx6lG1WCA  HYPERLINK "http://curriculum.qcda.gov.uk/key-stages-1-and-2/assessment/nc-in-action/items/geography/1/1491.aspx" http://curriculum.qcda.gov.uk/key-stages-1-and-2/assessment/nc-in-action/items/geography/1/1491.aspx Accessed 26 August 2010 National Curriculum for England. Modern Foreign Languages Key Stage 2  HYPERLINK "http://www.google.com/url?q=http%3A%2F%2Fcurriculum.qcda.gov.uk%2Fkey-stages-1-and-2%2Fsubjects%2Fmfl%2F&sa=D&sntz=1&usg=AFQjCNF1i-AiXppAPuxXxTGBBG34MBGA-w" http://curriculum.qcda.gov.uk/key-stages-1-and-2/subjects/mfl/ HYPERLINK "http://www.google.com/url?q=http%3A%2F%2Fcurriculum.qcda.gov.uk%2Fkey-stages-1-and-2%2Fsubjects%2Fmfl%2F&sa=D&sntz=1&usg=AFQjCNF1i-AiXppAPuxXxTGBBG34MBGA-w" http://www.google.com/url?q=http%3A%2F%2Fcurriculum.qcda.gov.uk%2Fkey-stages-1-and-2%2Fsubjects%2Fmfl%2F&sa=D&sntz=1&usg=AFQjCNF1i-AiXppAPuxXxTGBBG34MBGA-wAccessed 26 August 2010 National Curriculum for England programmes of study.  HYPERLINK "http://curriculum.qcda.gov.uk/uploads/ICT 1999 programme of study_tcm8-12058.pdf" http://curriculum.qcda.gov.uk/uploads/ICT%201999%20programme%20of%20study_tcm8-12058.pdf Accessed 25 August 2010 National Curriculum in Action.  HYPERLINK "http://curriculum.qcda.gov.uk/key-stages-1-and-2/assessment/nc-in-action/index.aspx" http://curriculum.qcda.gov.uk/key-stages-1-and-2/assessment/nc-in-action/index.aspx Accessed 26 August 2010 Northumberland Grid for Learning. Clever Colins Coffee Conundrum  HYPERLINK "http://ngfl.northumberland.gov.uk/ict/colins%20coffee/colins_coffee.html" http://ngfl.northumberland.gov.uk/ict/colins%20coffee/colins_coffee.html Accessed 7 September 2010 Northumberland Grid for Learning. Graphical Modelling  HYPERLINK "http://ngfl.northumberland.gov.uk/ict/modelling/index.html" \l " Accessed 7 September 2010" http://ngfl.northumberland.gov.uk/ict/modelling/index.html# Accessed 7 September 2010 Papert, S. (1980). Mindstorms: Children, Computers and Powerful Ideas,  HYPERLINK "http://books.google.co.uk/books?hl=en&lr=&id=HhIEAgUfGHwC&oi=fnd&pg=PR6&dq=Mindstorms:+Children,+Computers+and+Powerful+Ideas&ots=CDGSDGB-Rf&sig=8KdO61Jm27nmxnJhvjVUzy9YOf8" New York, Basic Books. Scratch. Create and share your own interactive stories, games, music and art  HYPERLINK "http://scratch.mit.edu/" http://scratch.mit.edu/ Accessed 26 August 2010 Simple Software. 2Simple DIY  HYPERLINK "http://www.2simple.com/2diy/" http://www.2simple.com/2diy/ Accessed 7 September 2010 Somerset County Council. Developing Ideas and Making Things Happen: Control and Monitoring Progression  HYPERLINK "http://www.six.somerset.gov.uk/curriculum/content.asp?did=25638" http://www.six.somerset.gov.uk/curriculum/content.asp?did=25638 Accessed 26 August 2010 Stem Directories.  HYPERLINK "http://www.stemdirectories.org.uk/" http://www.stemdirectories.org.uk/ Accessed 26 August 2010 Stevens, L. Exciting ICT for the language classroom  HYPERLINK "http://www.slideshare.net/lisibo/exciting-ict-for-the-language-classroom-2253378" http://www.slideshare.net/lisibo/exciting-ict-for-the-language-classroom-2253378 Accessed 3 September 2010 Stevens, L. MFL Primary resources  HYPERLINK "http://lisibo.co.uk/" http://lisibo.co.uk/ Accessed 26 August 2010 Stevens, L. Use of MFL in the Primary classroom  HYPERLINK "http://www.ustream.tv/recorded/8187160" http://www.ustream.tv/recorded/8187160 Accessed 26 August 2010 Stevens, L. What can eTwinning do for you?  HYPERLINK "http://www.slideshare.net/lisibo/what-can-etwinning-do-for-you-3423517" http://www.slideshare.net/lisibo/what-can-etwinning-do-for-you-3423517 Accessed 26 August 2010 Storybird. Collaborative Storytelling  HYPERLINK "http://storybird.com/" http://storybird.com/ Accessed 26 August 2010 Teachers TV. Teaching the Future Today Teaching Web Design and Programming  HYPERLINK "http://www.schoolsworld.tv/videos/teaching-web-design-and-programming" http://www.schoolsworld.tv/videos/teaching-web-design-and-programming Accessed 26 August 2010 Teachers TV. The Games Children Play  HYPERLINK "http://www.schoolsworld.tv/videos/computer-games-in-the-classroom" http://www.schoolsworld.tv/videos/computer-games-in-the-classroom Accessed 7 September 2010 TeachMeets (list).  HYPERLINK "http://www.teachmeet.org.uk/" http://www.teachmeet.org.uk/ Accessed 25 August 2010 TeachMeet Talks.  HYPERLINK "http://teachmeet.blip.tv" http://teachmeet.blip.tv Accessed 25 August 2010 TeachMeetTalks (2010). 'TeachMeet NorthEast London Tom Barrett'  HYPERLINK "http://teachmeet.blip.tv/file/2056277/&sa=D&sntz=1&usg=AFQjCNHtbLBqxtXoNoC_Nqtrlx_-8zz_8w" http://teachmeet.blip.tv/file/2056277/&sa=D&sntz=1&usg=AFQjCNHtbLBqxtXoNoC_Nqtrlx_-8zz_8w Accessed 3 September 2010 Travail, B. Primary ICT Bee-bot and his Big Brother TES Magazine 19 September 2008  HYPERLINK "http://www.tes.co.uk/article.aspx?storycode=6002692" http://www.tes.co.uk/article.aspx?storycode=6002692 Accessed 26 August 2010 TTS. Pro-bot Advanced Programmable Floor Robot  HYPERLINK "http://www.tts-group.co.uk/shops/tts/Products/PD1723580/Pro-Bot/" http://www.tts-group.co.uk/shops/tts/Products/PD1723580/Pro-Bot/ Accessed 26 August 2010 Ustream. MFLSat3  HYPERLINK "http://www.ustream.tv/recorded/8187614" http://www.ustream.tv/recorded/8187614 Accessed 26 August 2010 Vital module. Programming in Primary schools: promoting creative learning HYPERLINK "http://www.youtube.com/results?search_query=Lego+wedo+and+scratch&aq=f" http://www.youtube.com/results?search_query=Lego+wedo+and+scratch&aq=f HYPERLINK "http://www.vital.ac.uk/community/course/view.php?id=761" http://www.vital.ac.uk/community/course/view.php?id=761 Accessed 26 August 2010 Wikipedia. Graphic Adventure Game  HYPERLINK "http://en.wikipedia.org/wiki/Graphic_adventure_game" http://en.wikipedia.org/wiki/Graphic_adventure_game Accessed 7 September 2010 Wmnet. E-CO2 Home  HYPERLINK "http://www.wmnet.org.uk/index.cfm?s=1&m=372&p=6,view_resource&start=1&kw=eco&el=4,5,6,7&sc=0&id=1690" http://www.wmnet.org.uk/index.cfm?s=1&m=372&p=6,view_resource&start=1&kw=eco&el=4,5,6,7&sc=0&id=1690 Accessed 7 September 2010 YouTube video. Making Games at Sonning Common Primary School  HYPERLINK "http://www.youtube.com/watch?v=MtaMaAMr4kI" YouTube-Making Games at Sonning Common Primary School Accessed 26 August 2010 HYPERLINK "http://www.youtube.com/watch?v=MtaMaAMr4kI" http://www.youtube.com/watch?v=MtaMaAMr4kIYouTube videos. Use of Lego WeDo and Scratch programming  HYPERLINK "http://www.youtube.com/results?search_query=Lego+wedo+and+scratch&aq=f" http://www.youtube.com/results?search_query=Lego+wedo+and+scratch&aq=f Accessed 26 August 2010 Acknowledgements Author: Leon Cych Reviewers: Terry Freedman, Pete Bradshaw Editors: Peter Lee and Matthew Driver     PAGE 28 PAGE 28 '()*FGHI[\]wxyz{|}~ĶāvgVgvgvĶ j}hFUmHnHujhFUmHnHu*hFmHnHu*"h iBhF0J?mHnHsH u*2jhFhF>*B*UmHnHphuhFmHnHuh iBhF0J?mHnHu'jh iBhF0J?UmHnHu*hFmH sH jhFUmH sH hFhFhFhFCJ4mH sH }# r , Q @ P H F h edsgdF E h edsgdF D h edsgdFedsgdFD h ]^edsgdF      ! " # $ % A B ·ҷҀf·UҷҀ jqhFUmHnHu2jhFhF>*B*UmHnHphuh iBhF0J?mHnHu jwhFUmHnHuhFmHnHujhFUmHnHu*hFmHnHu*h iBhF0J?mHnHu*'jh iBhF0J?UmHnHu*2jhFhF>*B*UmHnHphu B C D P Q R l m n o p q r s t ·ҷҀfTC jehFUmHnHu"h iBhF0J?mHnHsH u*2jhFhF>*B*UmHnHphuh iBhF0J?mHnHu jkhFUmHnHuhFmHnHujhFUmHnHu*hFmHnHu*h iBhF0J?mHnHu*'jh iBhF0J?UmHnHu*2jhFhF>*B*UmHnHphu & ' ( ) * + , - . 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