Computing Reception Planning Short Term

Resources: Objectives – focused on EYFS ‘Understanding the World’ – ‘Technology’

Camera / tablet eg iPad / 30 – 50 months: Knows how to operate simple equipment. VideoShort camera Term Planning30 – 50 months: Year: Shows an Reception interest in technological Term: toys or real objects.1 30 – 50 months: Knows that information can be retrieved from computers DigitalTitle: microscope All about with ‘us’40 – 60 months: Completes a simple program on a computer. functionality to take 40 – 60 months: Uses ICT hardware to interact with age-appropriate equipment. photographs such as TTS Easiscope Early Learning Goal: Children recognise that a range of technology is used in places such as homes and schools. They select and use technology for particular purposes. Paint software / The planning for this term is based around a theme of finding out about each other, the school and the local area. The “I can” skills taught could easily Doodlebuddy App be transferred to a different theme/context.

Bee-Bot or other programmable device Who’s in my class? Adult led:  Whole class or small group introduction of camera/iPad to take a picture.  Can anyone take a photograph of me? Accept volunteer to take a photograph of you.  Observe what they do and describe to the rest of the class/group.  Show the rest of the class or group the control buttons. What do they do?  Emphasise careful use and treatment of the camera / iPad. Correct the operating of the camera / iPad as required. Ask for second volunteer if they have difficulty. If required show the group/class how you would take a picture.

Technology in our  Explain that we will be making a class wall display (or book) to introduce everyone in the class. Gold: I can hold the camera / tablet steady lives  Model how to take photographs including asking permission of someone before you take the so my photograph is clear. photograph. Show different ways you could take a photograph and let the children see the Handling Data results eg close up where e a person’s head is cut off or to the side. Let the children spot what is wrong. From this, discuss how best to ‘frame’ a photo. Also discuss why a photo may be blurry Silver: I can take a photo of a person I can operate simple 1 and how this can be avoided (stand still, gentle push of button). independently and answer questions about it equipment: take a when prompted. picture using a digital  Let the children take photos. Part way through the lesson, stop and show some of the photos on camera. the IWB. Which look the best? Why? How could we make them better?  Use the resulting photos to form the basis of an ‘all about me’ display. Add captions such as Bronze: I can take a photo of a person with “Jayden, photographed by Mia: “I made sure he was standing still and his head was in the middle the help of an adult to explain and remind me of the picture”” to show the children’s learning. how.  The display could also grow to include: a drawn self portrait, photos from home of family or important events, comments from the child about their favourite toys - anything that is important to them to explain ‘who they are’. Explore and apply:  Allow the children to use the cameras throughout the week/term to record models, work that they are proud of etc. Add their self-taken photos to their learning diaries/journeys as self-evaluation.  Alternatively,Gill Howell, a child Northcould be Cadbury “photographer Church of the of day/week”England andPrimary have theSchool responsibility and eLIM of recording the events of the day and sharing them at a review session at the end of the day.  Keep a box of ‘old tech’ – non-functional cameras, phones, computer bits etc, that the children