ICT in the Foundation Phase

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ICT in the Foundation Phase
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Developing Skills across the curriculum
The non-statutory Skills Framework has been
developed in order to provide guidance about
continuity and progression in skills for children
and learners from 319. Children should acquire,
develop, practise, apply and refine their skills
through group and individual tasks in a variety
of contexts across the areas of learning.
Progress can be seen in terms of the refinement
of these skills and by their application to tasks
that move from concrete to abstract simple to
complex personal to the big picture familiar
to unfamiliar and supported to independent and
interdependent.
Thinking Skills planning, developing and
reflecting.
Communication Skills oracy, reading, writing,
and wider communication.
ICT creating, presenting and developing
information and ideas.
Number using mathematical information,
calculating and interpreting and presenting
results.
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Areas of Learning
Personal and Social Development, Well-Being and
Cultural Diversity Language, Literacy and
Communication Skills Mathematical
Development Bilingualism Knowledge and
Understanding of the World Physical
Development Creative Development.
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Personal and Social Development Well-Being and
Cultural Diversity
Play is about children learning through
perseverance, attention to detail, and
concentration characteristics usually
associated with work. Play is not only crucial to
how children become self-aware and the way in
which they learn the rules of social behaviour
it is also fundamental to intellectual
development.
These qualities can be also be applied to
childrens use of ICT. e.g. enthusiasm to
succeed and rewards for success paying attention
to detail, e.g. using digital microscopes taking
turns at the computer sharing tasks, and helping
each other at the computer discussing how to
solve problems.
Personal Development Skills Experiment with new
learning opportunities including ICT
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Language, Literacy and Communication Skills
They should be encouraged to listen and respond
to others, to the variety of life experiences
that their peers bring to the learning
environment and to a range of stimuli, including
audio-visual material and ICT interactive
software.
Oracy Children should be given opportunities to
experience a range of stimuli including media and
ICT texts, such as childrens TV programmes and
animated tales on CD.
Reading Children should be given opportunities
to experience and respond to a wide range of
print and fonts that include information,
reference and non-literary texts, including print
and computer-based materials.
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Language, Literacy and Communication Skills
Writing The Foundation Phase should enable
children to enjoy experimenting with written
communication and make progress in their ability
to .... organise and present imaginative and
factual writing in different ways, e.g. a
cumulative pattern in a poem, a list of
ingredients for a cake, helpful to the purpose,
task and reader, using ICT as appropriate, and
incorporating some of the different
characteristics of forms that are used. plan and
review their writing, assembling and developing
their ideas on paper, using ICT as appropriate,
and presenting their writing clearly and neatly
in order to communicate their meaning
effectively.
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Language, Literacy and Communication Skills
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Language, Literacy and Communication Skills
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Language, Literacy and Communication Skills
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Language, Literacy and Communication Skills
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Mathematical Development
Children sort, match, sequence and compare
objects and events, and create simple patterns
and relationships. They use appropriate
mathematical language to explain their reasoning,
and present their work in a variety of ways using
objects, pictures, diagrams, words, symbols and
ICT.
Mathematical Skills Throughout the Foundation
Phase, children should be given opportunities
to use calculators and computer software, both
as a means of exploring number and as tools for
calculating with realistic data. represent
collected data in a variety of ways.
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Mathematical Development
Handling data Collect, represent and interpret
data, using ICT at times sorting and
classifying sets of objects using one or more
criteria collecting and organising information
in purposeful contexts. representing collected
data initially using real objects, pictures or
diagrams, progressing to a variety of simple
charts, graphs, diagrams, tables or
databases. extracting and interpreting
information from a variety of simple charts,
graphs, diagrams, tables or databases.
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Mathematical Development
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Mathematical Development
www.interactive-resources.co.uk
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Mathematical Development
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Mathematical Development
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Mathematical Development
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Bilingualism
During the Foundation Phase, children should
learn to use and communicate in Welsh to the best
of their ability. They should listen to a range
of stimuli, including audio-visual material and
ICT interactive software in Welsh.
Oracy Children should be given opportunities to
experience a range of stimuli including media and
ICT texts, such as childrens TV programmes and
animated tales on CD.
Reading Children should be given opportunities
to read information, both in print and
on-screen, and make use of a range of sources of
information. read and make use, for different
purposes, of a variety of printed and ICT
resources.
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Bilingualism
Writing Skills Activities undertaken throughout
the Foundation Phase in Welsh should enable
children to enjoy experimenting with written
communication and to make progress in their
ability to organise and present imaginative and
factual writing in different ways, e.g. a
cumulative pattern in a poem, a list of
ingredients for a cake, helpful to the purpose,
task and reader, using ICT as appropriate.
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Bilingualism
www.ngfl-cymru.org.uk
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Knowledge and Understanding of the World
Children should experience the familiar world
through enquiry, investigating the indoor and
outdoor environment in a safe and systematic way.
They should be given experiences that help them
to increase their curiosity about the world
around them and to begin to understand past
events, people and places, living things, and the
work people do. The childrens skills should be
developed across all areas of learning through
participation in experiential learning activities
and through using sources such as stories,
photographs, maps, models and ICT.
Skills To experience the familiar world through
investigating the indoor and outdoor environment,
children should be encouraged to be curious and
find out by sorting and grouping information
using ICT on some occasions.
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Knowledge and Understanding of the World
Throughout the Foundation Phase children should
be given opportunities to ... Time and
People look at different representations and
interpretations of the past, e.g. different
books/pictures/ICT sources about the same person
or event. Places and People / Myself and Other
Living Things / Myself and Non-living
Things Although ICT is not specifically mentioned
here there are many software packages available
to develop the childrens skills and
understanding of these areas.
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Knowledge and Understanding of the World
www.kented.org.uk/ngfl/games/
ngfl.northumberland.gov.uk/ict/
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Knowledge and Understanding of the World
My First Incredible Amazing Dictionary (Dorling
Kindersley)
ngfl.northumberland.gov.uk/ict/AAA/
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Knowledge and Understanding of the World
Magic Beanbag (Sherston Software)
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Knowledge and Understanding of the World
Digital Camera
Digital Microscope (QX5)
Movie Creator (Digital Blue)
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Physical Development
Children should develop their gross and fine
motor skills, physical control, mobility and an
awareness of space, using large and small
equipment, across all areas of learning, indoors
and outdoors.
Fine motor skills Co-ordination and
dexterity Hand-eye co-ordination Handling ICT
equipment / resources, e.g. mouse, whiteboard
pen or graphics tablet pen digital camera and
digital movie camera, microphone and audio
recorders digital microscope, floor robot
(Roamer, Beebot)
Range Throughout the Foundation Phase, children
should have opportunities to develop their
skills, knowledge and understanding
through using different resources including ICT
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Creative Development
Children should be continually developing their
imagination and creativity across the curriculum.
Their natural curiosity and disposition to learn
should be stimulated by everyday sensory
experiences, both indoors and outdoors. Children
should engage in creative, imaginative and
expressive activities in art, craft, design,
music, dance and movement. Children should
explore a wide range of stimuli, develop their
ability to communicate and express their creative
ideas, and reflect on their work.
Art, Craft and Design Music Creative Movement
Although ICT is not specifically mentioned in the
Creative Development section of the Foundation
Phase - Framework for Childrens Learning
(Consultation Document January 2007) there are
many software packages available to develop the
childrens skills and understanding of these
areas.

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Creative Development
Art Software
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Creative Development
Music Software

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ICT and Outdoor Play

• Investigation and exploring
• Metal detectors
• Digital microscopes
• Sound recorders / microphones
• Digital movie maker
• Web cam

• Sense of place / spacial awareness
• Tracks/maps for programmable or
• remote control toys
• Digital photographs of places most
• liked / least liked
• Web cam in wildlife area

• Sense of time
• Digital photographs - seasons
• Digital and analogue clocks
• Digital microscopes / movie makers
• Digital photographs sequences
• Timers for various tasks/activities

• Construction
• Constructions for remote control
• cars, e.g. parking area, garage.

• Creative / Role play
• Music mats
• Microphones
• Defunct mobile phones, cameras

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Existing Units of Work for Year 1
Units in italic have been moved to DT or science.
Are these units of work relevant to the
requirements of Curriculum 2008?
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Skills developed through the existing Units of
Work for Year 1
Units in italic have been moved to DT or science.
Units 1A-1C
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Skills developed through the existing Units of
Work for Year 1
Units in italic have been moved to DT or science.
Units 1D-1F
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Existing Units of Work for Year 2
Are these units of work relevant to the
requirements of Curriculum 2008?
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Skills developed through the existing Units of
Work for Year 2
Units in italic have been moved to DT or science.
Units 2A-2C
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Skills developed through the existing Units of
Work for Year 2
Units in italic have been moved to DT or science.
Units 2D-2E
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ICT in the Foundation Phase