Foundation stage planning exemplars for ICT

Activity

/ Exploring painting
Area(s) of learning / Communication Language and Literacy Creative
Knowledge & Understanding of the World Mathematics
Personal, Social & Emotional Physical
What do we want the children to learn?
(examples of learning intentions) / ·  Handle tools with increasing control
·  Explore colour, texture, shape, form and space in two dimensions
·  Express and communicate ideas and use imagination
What will the children do? / ·  Follow demonstration by adult and explore the painting tools and icons
Resources / ·  Generic software – painting within Apple/ClarisWorks or Word
·  Colour printer
·  Kid Pix
ICT Skills / ·  Point and click mouse control
·  Holding down mouse button
·  Use of pointer and toolbars for selecting tools
·  Recognising icons
Children’s individual targets , that this activity could meet / ·  Sequencing of actions
·  Follow instructions
·  Confidence to try out new activity, explore and experiment
·  Problem solving skills
·  Developing relationships
Adult input (including language to be introduced, questions to be asked) / ·  Demonstrate how to use the mouse to create a line/flow of paint
·  Show how to change colour and tools (where appropriate)
·  Show how to create shapes (where appropriate)
·  What will happen if/how do you think this works/what does this tool do?
·  Vocabulary – point, click, drag, hold down, icons, toolbar, tools
Areas & resources inside & out for spontaneous learning / ·  Paint and graphic materials
·  Chalk for using outside
·  Mark making equipment
Questions for assessment opportunities / ·  How did you paint/draw on the screen?
·  How did you choose/change the colour?
·  How is it different from using paint on the easel or paint/felts on a piece of paper on the table?
·  How do you print your work?
·  What can you do when you are finished?
Other areas of learning that could be supported by this activity /

PSE

·  Work as part of a group...taking turns and sharing fairly
·  Select and use resources independently

Mathematical Development

·  Talk about, recognise and recreate simple patterns
·  Use language such as ‘circle’ or ‘bigger’ to describe the shape and size of flat shapes
·  Use everyday words to describe position
K & U
·  Use information and communication technology to support their learning

Planner adapted from Learning for Life

Lewisham Early Years Service