BECTA 2013

BECTA 2013Evidence for award renewal

Cwmaman Infants School

Our School vision for ICT

Pictures of ICT experiences through the curriculum.

Using the light box

2Simple Software

Using the Beebot

Using ICT in role play

Talking spots to make displays interactive

Listening Station

Using ICT in role play

Interactive Books

Using Digi-blu cameras to record activities.

Interactive Whiteboard activities

2Simple software on the Interactive Whiteboard

Using Easi-speak microphones during drama lessons.

Using microscopes to look at objects in detail.

Using Flip cameras in the Reception class.

Taking photographs independently.

List of ICT resources

ICT work and displays

Displays

More displays

ICT in the Hall

Extra-curricular visits Star Lab.

Staff at school using ICT

Our colour photocopier and scanner!

The school secretary on the telephone.

Mrs Cross having her dinner in the staff room.

ICT for planning

Using ICT to organise the school day.

Using ICT for additional learning needs.

Using ICT for communicating with parents.

Cwmaman Infants School

Ysgol Babanod Cwmaman

I am hoping that this slide show will show you everything that you will need to renew our BECTA award. If there are any other things that you require, please contact me.

Many Thanks

Katherine ConnorDeputy Headteacher01685 875862

admin.cwmamaninf@rctednet.net

www.wikispaces.com/cwmamaninfantsnews

Cwmaman Infants School

Ysgol Babanod CwmamanVision for Information, Communication Technology (ICT)

Plant yn gyntaf Children First

ICT Vision Statement

The appropriate use of ICT develops our school's high quality teaching and learning, administration and management, and communication with the whole school community.

Our staff gain proficiency in the effective use of technology through professional development activities and personal experiences.

Staff use technology to be more efficient and effective, and to enhance the instruction and learning experiences of their students.

Cwmaman Infant School provides students with a safe, supportive and caring learning environment - enabling all students to reach their full potential through the development of a desire for lifelong learning.

Pupils will be provided with opportunities to use computer applications relative to their age across all areas of learning

Cwmaman Infant School envisages an environment where the use of information and communications technology (ICT) is regarded as an integral part of our everyday practices and administration management. It acknowledges the potential of ICT to impact on learning outcomes for all students and the work habits of all staff.

Through ICT we encourage pupils and staff to assume greater responsibility for their own learning and develop their skills to become active and independent leaders and their ability to communicate, collaborate, plan, analyse and solve problems.

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Resources used for Information Communication Technology DVD players Interactive Whiteboards

Laptops

Flip cameras

Digital Cameras

Digi-blu Cameras

Microphones

Interactive Microscopes

Apple Mac Computer

Ipads

Beebots

Romers

Televisions

Video Camera

Fax Machine

Scanner

Printers

Photocopier

Telephones

Listening Stations

CD Player Recordable spots for display both inside and outside.

A4 recordable white boards

Continuous Provision Computer/ICT

What do children do?Key LearningResources

Seek help when necessary. Concentrate on a task and have definite likes and dislikes.

Understand and convey simple information.

Listen carefully and respond to a wider range of stimuli.

Sort and match objects and pictures by recognising similarities and differences.

Use 2Simple programmes appropriately.

Communicate observations and knowledge.

Use their experiences to develop their own ideas.

Reflect and evaluate by describing their work in detail using appropriate vocabulary.

Talk about what they and others have done and make simple suggestions about how to improve performance.

Explore different activities and practice improving their skills to link actions.

To develop mouse and keyboard control.

Use a range of tools to make images and artefacts and explore practically and imaginatively visual, tactile and sensory qualities, making changes to their work where they think these are necessary.

Can talk about work of peers, choosing positive elements and saying why likes. Discovers some of the boundaries of behaviour what are/are not allowed to do. Learns what is acceptable by observing the positive attitudes of others familiar adults and then peers. Sorts out differences in expectation between the home and setting with support from familiar adults. Responds to questions in a variety of ways enthusiastically. Often works alongside particular adults and peers. Will regularly work alone or in parallel play. Can select favourite activities and work for short periods. Will explore when accompanied by a familiar adult. Is reliant on others to gain experience Can work alongside a small group of peers whilst observing possible roles in setting. Listens to others and observes carefully to model social role on what is seen and heard. I can use ICT toys in role play. I can use simple computer programs through a range of input devices. I can make connections between the input device and the effect on the screen. I understand that ICT devices can be switched off. I can sort and match objects or pictures by recognising similarities. I can sort objects or pictures using one criterion. I have experienced information presented through sound and pictures. I can use ICT to interact with others. I can make simple predictions based on my experiences of ICT. I can use ICT toys in role play. I have begun to select letters and symbols to communicate. I have experienced a range of stimuli and show enjoyment when talking about pictures, words and sounds. I can use my preferred hand and make marks using appropriate software. I have been introduced to the use of the internet. I can follow simple instructions when using ICT. Computer

Abacus Programs

Literacy Box for Reception and Year One THRASS activities

Letter land activities

Literacy CD Roms

Mathematics CD Roms

Variety of CDs for different activities.

Listening Station

Oxford Reading Tree Tapes

Music CDs

DVDS

Video Tapes (Tomi etc)

Digital Camera

Bee Bots and Romers

Microscopes

Microphones

2Simple Software

Key Skills: communication, co-operation, independence, persistence, key words/phrases, knowledge and understanding, mathematical skills, concentration, problem solving, investigation skills, reflecting, evaluating, decision making, predicting, testing, evidence of skills/knowledge taught, creativity, on task, sustained activity.

Physical Development

Children show improved balance and coordination.

Children to practice shapes taught by evolve angry cat, happy cat etc. Work through Gymnastics for Nursery. Recap Lessons 1-5 and proceed with Lesson 6.

Can say what sort of movements a piece of music suggests

Children to listen to the sounds of the sea. Talk about what they can hear.

Games that can be played: Seafood Limbo Act like different sea animals. (wiggle like a fish, walk like a crab, slide like an eel)

Fish in the Ocean. One child to be a shark. The rest of the children must try and cross the ocean. If they are caught by the shark, they must try to catch more fish, until only one person is left.

They are able to pedal appropriate sized bikes and trikes and cars.

Gross Motor Skills Children to use the Bikes and Trikes to develop Gross Motor skills.

Under the Sea

Summer Term 2013

PSDWCD

Understands that the setting has different social groups to that at home.

Talk about the different people that we have in our lives. Why are they special?

SEAL Relationships.

Mathematical Development.

See individual planning for Room 3. Children will be differentiated according to ability.

Knowledge & Understanding of the World

Can group animals by simple, given, criteria

Children to use different sea animals and group them according to one criterion. Maybe, sea animals with fins, sea animals with legs etc.

Is confident to talk about ideas

Take children on a walk to the river. Look for animals and insects that live in the water. Pond dipping do any of these animals live in the sea?

Information Communication Technology.

Use mathematics in day-to-day activities and in their play / ICT, responding appropriately to key vocabulary and questions

Children to use 2Simple to identify different farm animals and different Jungle animals.

Language, Literacy and Communication Skills.

See individual planning for Room 1. Children will be differentiated according to ability.

Welsh Development

They increasingly want to join in with songs and nursery rhymes.

During circle time encourage children to join in with rhymes and songs to introduce new language patterns.

Nursery Planning

Summer Term

Fortnightly Planning: Week Beginning: Monday 8th April 2013

Creative Development

Can use blocks of colour with some accuracy within a simple shape.

Children to use a variety of shells and objects that are found on a beach to make a repeating pattern. Talk about manmade and natural materials during the task.

Can assemble materials with different properties and can talk about why and how joined.

Make a paper Mache octopus.

Make a fishing rod.

Early Education Wrexham . October 2006

Cwmaman Infants School Timetable September 20129:00 9:109:10 10:1510:15 10:2510:25 10:4010:40 10:5510:55 12:0012:00 1:001:00 1:301:30 2:552:55 3:15

MondayRegistrationPE

NurseryFruit and MilkAssemblyLesleyBreak

Jackie and MichaelaLianne (Reception) - PELunchGroup Reading and Reading SessionsAnnalise Forest Schools

Year 2 (Donna)PE Claire Year 2 ICT Suite (2:30)

TuesdayRegistrationRachel (Reception)- ICTFruit and MilkAssembly

Lianne/RachelBreak

Lis and CathrynLis (Year1 ) - PELunchGroup Reading and Reading SessionsAnnalise Forest Schools Year 1 (Lis)PE - DonnaYear 2 ICT Suite (2:30)

WednesdayRegistrationPE

NurseryFruit and MilkAssemblyDonna

Break

Jackie and AnnaliseLunchGroup Reading and Reading SessionsAnnalise Forest Schools

Year 1/2 (Claire)PE - LisYear 1 ICT Suite (2:30)

ThursdayRegistrationFruit and MilkAssembly

Lis/ClaireBreak

Donna , and MichaelaRachel (Reception) - PELunchGroup Reading and Reading SessionsPPA Reception ClassAnnalise, Lianne and Kath to take groups outdoors.

FridayRegistrationPE

NurseryLianne (Reception)- ICTFruit and MilkAssembly

KathBreak

Claire and CathrynLunchMark Fit4 Fun

PPA Lis, Claire and Donna

*Just a few notes:

When it is your break duty, please take your break during assembly time. Annalise is the floater for play duty. If a member of staff is off for morning play. Annalise will cover.More Able and Talented Register April 2013NameArea of AbilityAchievementSENExternal Agency InvolvementYear Group

Lacey-Jo DaviesTalentedDancingDance ClassReception

Elise AireyTalentedDancingDance ClassReception

Harvey WilliamsTalentedRubyRugby TrainingReception

Jayden DaviesTalentedKick-Boxing

Kick-Boxing LessonsReception

Kodi JonesTalentedRugbyRugby Training

Year 1

Levi BrittainTalentedRugbyRugby Training

Year 1

Ethan EvansTalentedKick-BoxingKick-Boxing LessonsYear 1

Rhys DonovanTalentedKick-BoxingKick-Boxing LessonsYear 2

Creed JenkinsTalentedRugbyRugby TrainingYear 2

Samuel ForwardMore AbleMathematicsDifferentation in groups/class

Pre-Nursery

Iestyn ReesMore AbleArticulate and KnowledgeableOppurtunities to speak in class

Pre-Nursery

Kaitlyn DaviesMore AbleVery knowledgeable and writing skills are developingDifferentation in groups/classNursery

Kai MorganMore AbleArticulate and KnowledgeableOppurtunities to speak in class

Nursery

Paris CooperMore AbleLanguage (Good phonetical knowledge)Differentiation in GroupsReception

Kaydee-May MahoneyMore AbleArticulateDifferentiation in class/oppurtunities to speak in class.

Reception

Thomas PhillipsMore AbleArticulateDifferentiation in class/oppurtunities to speak in class.

Reception

Keira BoundfordMore AbleLanguage Writing and Reading activitiesDifferentiation in class/groups.Reception

Krystal PaigeMore AbleWritingDifferentiation in class/groups

Year 1

Layla ThomasMore AbleWritingDifferentiation in class/groups

Year 1

Grace MilesMore AbleWritingCP RegisterDifferentiation in class/groups

Year 1

Ellie-May DaviesMore AbleWriting, Reading and Language SkillsDifferentiation in class/groupsYear 1

Thomas MorganMore AbleReadingDifferentiation in class/groups

Year 1

Olivia JohnsonMore AbleLanguage (Reading in particular)Differentiation in class/groupsYear 1

Bobbie-May LewisMore AbleStory WritingMAT group with Mrs Berry

Year 2

Ellis StaceyMore AbleStory WritingMAT group with Mrs Berry

Year 2

Sophie DeaconMore AbleStory WritingMAT group with Mrs Berry

Year 2

Knowledge and Understanding of the World

Over the past academic year, Jasmine has studied the topics of The Time Machine Celebrations and Light and Dark. Jasmine has worked hard over the past year, examining the way in which we live and comparing our lives to events from the past. Jasmine is able to recognise similarities and differences between the present and the past in her own and other people's lives and can recount episodes from simple stories of the past. Whilst studying our topic of the Time Machine and Cwmaman, Jasmine was able to show her emerging sense of chronology by sequencing a few objects and artefacts in order. Jasmine has the ability to identify a wide range of similarities and differences between old and new artefacts and can give reasons for these differences. Jasmine has also had the opportunity to explore the local environment and could make observations about the physical and human features of her locality Cwmaman. She has compared the different buildings in the local vicinity and is able to record information about the village. When we visit Newton in the Summer Term, Jasmine will be given the opportunity to compare similarities and differences in regards to our own village to the village of Newton in Porthcawl.

Jasmine has also had experiences of using the class listening station, the Interactive Whiteboard and a wide range of programs on the computers in the class room and in the school computer suite. Jasmine is aware that information exists in different forms and she can use ICT to work with text, images and sound to help her share her ideas. Jasmine has used ICT and in particular 2Simple software to draw pictures and use words from a word bank to communicate meaning and she is beginning to write phrases and sentences independently. She is able to recognise that computer programs use sounds, text and pictures to communicate information and has used ICT to support her learning when completing scientific experiments. Jasmine has had experiences of planning, observing, predicting and drawing up a conclusion from an experiment and is able to use her knowledge about the topic to compare and contrast during an experiment. Jasmine is able to work hard during Science lessons as part of a group and will always contribute her own ideas, asking relevant questions in regards to the topic in question. When struggling with a science question, Jasmine is confident enough to ask for guidance but is also aware that she can find the information from books or the internet if she wanted to continue to develop her own ideas

Physical Development

Over the past academic year, Jasmine has participated in gymnastics, dance and sporting lessons. Jasmine enjoys Physical Education lessons and has a good understanding as to why exercise is important and how it keeps us healthy. She is able to explain why her heart beats faster and her temperature rises when participating in P.E lessons. Jasmine is a good little gymnast and has experienced gymnastic lessons on balancing and movement. When performing a variety of gymnastic movements, Jasmine demonstrates co-ordination and control and can transfer skills from ground level onto the larger apparatus. Jasmine is able to perform movements independently and can work in a small group or with a partner. Jasmine has also experienced lessons in the outdoor environment and is able to use the bikes and trikes in the school yard. Jasmine is also able to use the smaller apparatus and is able to track, intercept, stop and catch balls and beanbags and small hoops (quoits).

Welsh Language DevelopmentThroughout Jasmines year in the Reception/Year One class, Jasmine has been taught Welsh as part of the class theme. Jasmine has a good understanding of the Welsh language and can use incidental Welsh throughout the school day. Jasmine shows an understanding of words and phrases spoken clearly by a familiar voice and with prompting from an adult, she is able to respond appropriately to phrases, instructions and simple questions. Jasmine is becoming more confident in the spoken Welsh language and is beginning to communicate her ideas orally. Jasmine is also beginning to write words and some simple phrases from memory.

Creative DevelopmentAll of the art work that Jasmine has produced this year has been linked to the class topic. Jasmine enjoys being creative and always responds positively to ideas. Jasmine uses a variety of materials and processes to design and make images and artefacts and can describe what she thinks or feels about her own work. She is able to plan what she would like to make and is able to work with an adult or independently to complete the task. Jasmine will comment on similarities and differences between her own and others' work and consequently can adapt and improve her work. Much of Jasmines work has been displayed in the class environment.

Jasmine has had experiences of using a range of musical instruments and has learnt a variety of songs through class and whole school singing. She is able to use her voice well in different ways such as speaking, singing and chanting and performs with awareness of others and she responds well to different moods in music and can recognise well-defined changes in sounds. When singing and using instruments Jasmine can make and control long and short sounds and can accurately identify simple repeated patterns and carefully take account of musical instructions. Jasmine is able to work independently and in a group of to compose music in response to a stimulus.

Religious Education

Jasmine has made progress in Religious Education this year. She has studied the religions of Judaism and Christianity and understands that religious beliefs are very important to people. Jasmine has visited the local church as part of our topic of Brilliant Buildings and is aware that the atmosphere in the church contribute to Christian Worship. Jasmine knows some of the key features of a church and understands their significance for many Christians in worship. Jasmine understands that religious beliefs can be very important to people. She understands the meaning of the festivals of Hanukkah and Passover and the concept of one God who has a special relationship with the Jews. Jasmine has listened to many religious stories from both the religions of Christianity and Judaism and is able to talk about their meaning as part of the class lessons.