Year Group: Reception Early learning goal – technology



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Integra is the trading arm of South Gloucestershire Council






Year Group: Reception
Early learning goal – technology

Children recognise that a range of technology is used in places such as homes and schools. They select and use technology for particular purposes.




ICT Project Title: Ourselves and People
Early Years Outcome: 30 – 50 months

  • Knows how to operate simple equipment.

  • Shows an interest in technological toys with knobs or pulleys, or real objects.

  • Shows skill in making toys work by pressing parts or lifting flaps to achieve effects such as sound, movements or new images.

  • Knows that information can be retrieved from computers.

Early Years Outcome: 40 – 60+ months

  • Completes a simple program on a computer.

  • Interacts with age-appropriate computer software.







Engaging Learners (stimulus, real world context, accessing prior learning)

Suggested child initiated activities

Adult led activity outcome

Adult led activity

Sharing the Learning (self and peer assess)

All About Me
Discuss similarities and differences between people and show sorting photographs of children. Use the photographs to create a class pictogram of eye colour / hair colour / favourite fruit / favourite vegetable on the whiteboard.


Use paint to make a hand print.

Draw a picture of themselves showing eye colour and hair colour.

Fill in a sheet with details about themselves.

Match baby pictures to pictures of children as reception children.

Children to sort images of children on the whiteboard based on similarities and differences.

Measure themselves – height, hand span, etc.




Use an art package to edit an image of themselves.

Show that children can use a computer program to draw over their photograph by showing an image of yourself and using paint tools to draw over it. Import photographs of the children into an art package.

Challenge 1: Make some changes to the image using brush tools and different colours.

Challenge 2: Make changes to the image using brushes of different thickness.

Challenge 3: Make changes to the image using additional tools such as shape.

Share some of the images and ask the children to identify which paint tools have been used to edit the images.

Healthy Eating
Talk about what foods people need to keep them healthy.


Ask the children to draw their favourite healthy meal.

Sequence some pictures showing animals / people growing.

Sort fruits and vegetables by colour, size, shape and type.

Write a menu

Cut up different fruits for the children to taste. Discuss safe use of knives when cutting.

Ask the children to draw what the inside of fruits look like.

Count the pips inside fruits. Do they all have the same?

Make a fruit salad or fruit juice drink following instructions.

Sort foods into different food types.

Make a café or restaurant. Make menus, labels and signs for the café using a word processing package.

Sort pictures of foods and meals to show which are healthy.


Instructions to make a sandwich

Children to watch you making a sandwich and film this so it can be watched again. Ask the children to describe the steps you need to take to make a sandwich.

Challenge 1: Put cards in order to describe how to make a sandwich.

Challenge 2: Make a sandwich following someone else’s cards to check that they are right.

Challenge 3: Edit an algorithm by adding another instruction to your sandwich algorithm to make a healthier sandwich eg add tomato or lettuce.

Show some instructions for making a sandwich that are in the wrong order. Ask the children how to change the instructions. Ask them which is the healthiest sandwich.




Engaging Learners (stimulus, real world context, accessing prior learning)

Suggested child initiated activities

Adult led activity outcome

Adult led activity

Sharing the Learning (self and peer assess)

Keeping Fit
Talk about why it is important to be active and keep fit.


Design an exercise route / obstacle course for keeping fit.

Count the number of jumps, star jumps, hops they can do while a minute sand timer runs out.

Design a keeping fit course for Beebot and use Beebot to navigate it.

Use a stop watch to time how long Beebot takes to do something.

Sort activities into those to help you keep fit and ones that are less active.



Use ICT to record and present information.

Challenge 1: Create a pictogram using photographs of the children on the whiteboard to show favourite spots.

Challenge 2: Demonstrate using software to create a pictogram of sports.

Challenge 3: Ask the children to create their own pictogram.



Share the pictograms and ask the children questions about the information to answer.


Looking After Myself
Talk about how to keep safe and healthy and the things children can do to support this.

Fill in patient card or create an entry for a patient on a computer noting down information about them.

Use a phone to make appointments for the doctors.

Create a doctor’s surgery and reception area for the children to use.

Use a telephone to ring the doctors to make an appointment.

Fill in an appointment on a diary sheet.

Fill in prescription sheets for patients.




Recording voices on digital devices

Challenge 1: Play back some messages recorded on digital devices.

Challenge 2: Record an answer phone message on a talking tin, answer phone or digital microphone

Challenge 3: Record some information about themselves to go with their photo in a talking book, PhotoStory or Power Point.



Talk about when you might need to record a message. Listen Play some of the recorded messages. Talk about what else you might need to leave in a message.

Listen to a recorded message about what the children need to do next.





Engaging Learners (stimulus, real world context, accessing prior learning)

Suggested child initiated activities

Adult led activity outcome

Adult led activity

Sharing the Learning (self and peer assess)

People who Help Us
Have a policeman or fireman visit to talk to the children about their job. Discuss different people who help us in the community. Talk about what their jobs are and why they are important. Include policeman and fireman.


Dress up as different roles and play the roles.

Play with telephones ringing for help or answering a call and asking for the right information.

Fill in a sheet with emergency information.

Use instruments to create a siren sound and record it.

Use remote controlled toys and role play visiting different areas to help eg picture of tree with cat, picture showing something on fire, picture showing someone injured.

Sort image to show who could help in different situations.

Read a talking book about people who help us.


Use a computer program to write text and images

Show a program to add images and text to create a poster. Show importing an image of a child and how this can be edited using paint tools or how to draw themselves as a fireman or policeman. Add text.

Challenge 1: Use a paint package to draw or edit an image.

Challenge 2: Add text using the keyboard.

Challenge 3: Text and picture to match and text to describe how the role helps keep children safe.


Share the pictures and text and ask children to read their text.

Jobs People Do
Watch a film or arrange a visit for someone with a job e.g. builder, farmer, gardener. Talk about the sorts of things that are involved in the job and why it is important for us.

Build a maze or route and use a toy to navigate it using a tractor.

Build a wall or building.

Gardening activities – plant things

Shop activities

Cooking

Driving and delivering role play and activities.



Chalk a road to follow with a programmable toy or Beebot.

Practice seeing people across the road.

Dress up in outfits for different roles and talk about their job.

Do some sewing or weaving.

Play Simple City gardening activities or building site activities.


Uses a remote controlled or programmable toy and explain what the controls do

Discuss how remote controlled and programmable toys can be programmed to move. Demonstrate the movements and ask the children to explain what the controls do as you do this.

Challenge 1: Use a remote controlled toy to deliver a message or parcel.

Challenge 2: Use a remote controlled toy to deliver a message or parcel to different places.

Challenge 3: Use a Beebot to deliver a parcel or to follow a route to deliver to different places.

Discuss what controls the children needed to use to deliver the parcels.

Talk about the difference between using the remote controlled and programmable toys.




Links to other areas of learning


Lesson

Resources and Web Links

Appendix

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