forest primary school utilising the interactive whiteboard across the curriculum october 2005

Forest Primary SchoolForest Primary School

Utilising theUtilising the

Interactive Whiteboard Interactive Whiteboard Across the CurriculumAcross the Curriculum

October 2005


The Forest School has been making use of the interactive whiteboards for a number of years. The teachers have explored a range of uses including: electronic notebook, large screen presentation, on-screen editing of presentations and web based materials.

The resource has supported teachers in enhancing the learning environment, presenting information in more exciting and engaging ways, allowing methods and reasoning to be modelled through images and text and for the class to explore ‘what if’ questions supporting dialogue and assessment for learning.

The presentation will show teachers and children from every year from Reception to Year 6. The examples demonstrate opportunities from across the curriculum.


SubjectSubject ICT / LiteracyICT / Literacy Year GroupYear Group RR Page 1Page 1

Learning Intention(s):Learning Intention(s):

To use ICT to support learning.To use ICT to support learning.

To link sounds to letters.To link sounds to letters.

Success Criteria (Remember):Success Criteria (Remember):

To listen to the instructions from the computer.To listen to the instructions from the computer.

I know I have been successful if I am rewarded by the I know I have been successful if I am rewarded by the computer.computer.

SoftwareSoftware Talking Animated AlphabetTalking Animated Alphabet


SubjectSubject ICT / ICT / LiteracyLiteracy

Year GroupYear Group RR Page 2Page 2

Lesson Notes:Lesson Notes:

This is an activity that supports work on the recognition of letter This is an activity that supports work on the recognition of letter sounds.sounds.


SubjectSubject ICT / CreativeICT / Creative Year GroupYear Group RR Page 1Page 1


Use ICT to support learning.Use ICT to support learning.


To choose appropriate colours.To choose appropriate colours.

To select appropriate pen thickness.To select appropriate pen thickness.

I know I have been successful if I have drawn a picture of I know I have been successful if I have drawn a picture of myself.myself.

SoftwareSoftware 2Paint2Paint


SubjectSubject ICT / ICT / CreativeCreative

Year GroupYear Group RR Page 2Page 2


Following an introduction on the selection of tools, the children Following an introduction on the selection of tools, the children use the whiteboard to produce a picture of themselves. This is use the whiteboard to produce a picture of themselves. This is then printed out.then printed out.


SubjectSubject Literacy – Literacy – word workword work

Year GroupYear Group 11 Page 1Page 1


To read and spell Y1/Y2 high frequency words.To read and spell Y1/Y2 high frequency words.


You know if you have been successful if you can read and spell 5 You know if you have been successful if you can read and spell 5 more high frequency words.more high frequency words.

SoftwareSoftware www.bbc.co.uk/schools/wordsandpictures/hfwordswww.bbc.co.uk/schools/wordsandpictures/hfwords


SubjectSubject Literacy – Literacy – word workword work



‘‘Star Words’ is used as a fun way of learning or consolidating the Star Words’ is used as a fun way of learning or consolidating the learning of Y1/Y2 high frequency words. I use it as part of word work learning of Y1/Y2 high frequency words. I use it as part of word work sessions, although it might be used as a 5-minute activity at any sessions, although it might be used as a 5-minute activity at any time.time.

Within the program there is a teachers’ control panel, so that you Within the program there is a teachers’ control panel, so that you may select the focus words and the level of difficulty.may select the focus words and the level of difficulty.


SubjectSubject History - History - HomesHomes



To recognise and describe the similarities and differences between To recognise and describe the similarities and differences between homes today and homes from the past, including the household homes today and homes from the past, including the household objects found in them.objects found in them.


To explore the house.To explore the house.

To look for items you may not recognise.To look for items you may not recognise.

To find out how the objects were used.To find out how the objects were used.

SoftwareSoftware www.bbc.co.uk/education/dynamo/history/stepback.swww.bbc.co.uk/education/dynamo/history/stepback.shtmlhtml


SubjectSubject History - History - HomesHomes



The site is used in a lesson in which we compare the similarities and The site is used in a lesson in which we compare the similarities and differences between homes today and Victorian homes. We also use differences between homes today and Victorian homes. We also use it in order to find out about Victorian household objects.it in order to find out about Victorian household objects.


SubjectSubject GeographyGeography Year GroupYear Group 22 Page 1Page 1


To draw around objects to make a plan.To draw around objects to make a plan.

To locate your position on a plan and identify features.To locate your position on a plan and identify features.


A plan is the image of an object seen from above looking down on it.A plan is the image of an object seen from above looking down on it.

Look carefully around the room and identify objects and spaces.Look carefully around the room and identify objects and spaces.

Think carefully about the shape of the objects as seen from above Think carefully about the shape of the objects as seen from above when drawing them on your plan.when drawing them on your plan.

SoftwareSoftware Digimap, Nature ArtDigimap, Nature Art



Lesson Notes:Lesson Notes: Observe and note all the features in the classroom Observe and note all the features in the classroom that would be needed on a plan, eg chairs, bookcase etc. Elicit what that would be needed on a plan, eg chairs, bookcase etc. Elicit what would not be needed on the plan and discuss ‘why not?’ would not be needed on the plan and discuss ‘why not?’

Use Digimap to explore a ‘birds’ eye view’ – seeing land mass, Use Digimap to explore a ‘birds’ eye view’ – seeing land mass, buildings, roads, cars etc from above. ‘Swoop’ onto the school like a buildings, roads, cars etc from above. ‘Swoop’ onto the school like a bird – look at the shape of the playground and building. Locate the bird – look at the shape of the playground and building. Locate the classroom on the map. Use Nature Art to model the use of geometric classroom on the map. Use Nature Art to model the use of geometric maths shapes to construct a plan of the classroom. Encourage the maths shapes to construct a plan of the classroom. Encourage the pupils to look carefully at the location of the objects in the classroom, pupils to look carefully at the location of the objects in the classroom, the shape as seen from above and the spaces. the shape as seen from above and the spaces.

Independent work – draw a plan of the classroom drawing around Independent work – draw a plan of the classroom drawing around objects and maths shapes. objects and maths shapes.

Plenary – share individual plans with the class identifying three stars Plenary – share individual plans with the class identifying three stars and a wish with a partner.and a wish with a partner.


SubjectSubject NumeracyNumeracy Year GroupYear Group 33 Page 1Page 1


Count on in 2’s, 3’s, 4’s and 5’sCount on in 2’s, 3’s, 4’s and 5’s

Look for patterns in the number sequencesLook for patterns in the number sequences

Predict the next number in a sequence, using the patternPredict the next number in a sequence, using the pattern


To add on the same each time.To add on the same each time.

To mark the pattern.To mark the pattern.

To use the pattern to help the prediction.To use the pattern to help the prediction.

SoftwareSoftware Easiteach / file / open / maths / main activity /Easiteach / file / open / maths / main activity /

year3 number / recognising multiples of 2, 5, 10year3 number / recognising multiples of 2, 5, 10


SubjectSubject NumeracyNumeracy Year GroupYear Group 33 Page 2Page 2


Recite the relevant tables.Recite the relevant tables.

Using the Smartboard numeracy grid with one number Using the Smartboard numeracy grid with one number sequence at a time, ask the children to produce the number sequence at a time, ask the children to produce the number pattern using the ‘fill’ tool, previous knowledge and counting pattern using the ‘fill’ tool, previous knowledge and counting on.on.

Ask the children to identify the pattern.Ask the children to identify the pattern.

Predict other numbers in the pattern and check.Predict other numbers in the pattern and check.

Look at the combination of 2x and 3x to produce the pattern for Look at the combination of 2x and 3x to produce the pattern for 6x table.6x table.


SubjectSubject ICT / REICT / RE Year GroupYear Group 33 Page 1Page 1


To use the ‘copy’ and ‘paste’ facilities in Textease.To use the ‘copy’ and ‘paste’ facilities in Textease.


Tell the computer what to copy.Tell the computer what to copy.

Place the cursor where you wish to paste.Place the cursor where you wish to paste.

Tell the computer to paste the selected graphic.Tell the computer to paste the selected graphic.

SoftwareSoftware TexteaseTextease


SubjectSubject ICT / REICT / RE Year GroupYear Group 33 Page 2Page 2


This is an ICT follow up to an RE lesson on the story of Joseph. This is an ICT follow up to an RE lesson on the story of Joseph. The Smartboard is used to ‘model’ the children’s independent The Smartboard is used to ‘model’ the children’s independent activity.activity.

Before the lesson, the teacher will need to prepare a Textease Before the lesson, the teacher will need to prepare a Textease page with the required graphics – one of each object. This is page with the required graphics – one of each object. This is then placed in the year group folder for each child to access.then placed in the year group folder for each child to access.

The children are required to use the ‘cut’ and ‘paste’ facilities to The children are required to use the ‘cut’ and ‘paste’ facilities to produce a picture showing a scene from the story.produce a picture showing a scene from the story.


SubjectSubject LiteracyLiteracy Year GroupYear Group 44 Page 1Page 1


To understand the term ‘ tense’.To understand the term ‘ tense’.

To change the verb from the present to the past tense.To change the verb from the present to the past tense.


If the word ends with a short vowel, double the consonant and If the word ends with a short vowel, double the consonant and add ‘ed’.add ‘ed’.

If the word ends with a long vowel, just add ‘ed’.If the word ends with a long vowel, just add ‘ed’.

If the word ends in ‘y’, change the ‘y’ to an ‘i’ and add ‘ed’.If the word ends in ‘y’, change the ‘y’ to an ‘i’ and add ‘ed’.

SoftwareSoftware www.educate.org.ukwww.educate.org.uk (Registration is free) Go to (Registration is free) Go to ‘Interactive Spelling Instructions’‘Interactive Spelling Instructions’


SubjectSubject LiteracyLiteracy Year GroupYear Group 44 Page 2Page 2


This site is used as an introduction to changing verb tenses, This site is used as an introduction to changing verb tenses, following an initial discussion. following an initial discussion.

The children begin by saying all the words and then picking out The children begin by saying all the words and then picking out the long and short vowel sounds. These are highlighted. When the long and short vowel sounds. These are highlighted. When the long vowel sounds have been identified the children can the long vowel sounds have been identified the children can watch the verb change from the present tense to the past tense. watch the verb change from the present tense to the past tense. The children can operate the program. The children can operate the program.

It then goes on to short vowel sounds and the process is It then goes on to short vowel sounds and the process is repeated. The children can be asked to predict what will happen repeated. The children can be asked to predict what will happen before pressing ‘next’. An excellent program for all elements of before pressing ‘next’. An excellent program for all elements of VAK. The children then move on to independent activities.VAK. The children then move on to independent activities.


SubjectSubject Science Science (Moving and (Moving and

growing)growing)



To know that the skeleton is made up of bones.To know that the skeleton is made up of bones.

To know the names and position of the main bones in the body.To know the names and position of the main bones in the body.

To know the main function of the skeleton.To know the main function of the skeleton.


I will know if I have been successful if I know the names and I will know if I have been successful if I know the names and position of at least 5 of the main bones in the body.position of at least 5 of the main bones in the body.

SoftwareSoftware www.ase.org.uk/sen/focus/muscleswww.ase.org.uk/sen/focus/muscles

See also See also www.bbc.co.uk/schools/podsmission/bones/annie02www.bbc.co.uk/schools/podsmission/bones/annie02


SubjectSubject ScienceScience Year GroupYear Group 44 Page 2Page 2


Introduction – Ask the child to think about what makes them Introduction – Ask the child to think about what makes them stay upright; why they don’t fall over? Elicit appropriate stay upright; why they don’t fall over? Elicit appropriate vocabulary, including ‘bones’ and ‘skeleton’.vocabulary, including ‘bones’ and ‘skeleton’.

Main - Show children the skeleton and elicit main functions of Main - Show children the skeleton and elicit main functions of the skeleton; to support and protect organs. Ask children if the skeleton; to support and protect organs. Ask children if they know the names of any bones. Children should locate the they know the names of any bones. Children should locate the bones on the skeleton and attach an appropriate label. They bones on the skeleton and attach an appropriate label. They should also identify the correct location on their own body.should also identify the correct location on their own body.

Individual – A skeleton worksheet and individual research.Individual – A skeleton worksheet and individual research.

Plenary – The web-site is used as one way to assess the Plenary – The web-site is used as one way to assess the children’s learning in the lesson. The quiz can be timed, which children’s learning in the lesson. The quiz can be timed, which was of particularly enjoyed by the children.was of particularly enjoyed by the children.


SubjectSubject MusicMusic Year GroupYear Group 55 Page 1Page 1


We are learning to fit different patterns together.We are learning to fit different patterns together.


You know you have been successful if you can change the dance You know you have been successful if you can change the dance movement when you hear the music cue in the cyclic pattern.movement when you hear the music cue in the cyclic pattern.

SoftwareSoftware CD Rom with Music Express schemeCD Rom with Music Express scheme

www.acblack.com/musicexpresswww.acblack.com/musicexpress


SubjectSubject MusicMusic Year GroupYear Group 55 Page 2Page 2


The children are doing cyclic patterns as a topic, using African The children are doing cyclic patterns as a topic, using African drums.drums.

The children learn some simple African dance movements to The children learn some simple African dance movements to accompany the cyclic patterns they have learnt. They also learn how accompany the cyclic patterns they have learnt. They also learn how the cue signals the dances to change movements.the cue signals the dances to change movements.

The dances are on four video clips on the CD Rom and these are The dances are on four video clips on the CD Rom and these are run to show the children. They then practise in front of the run to show the children. They then practise in front of the whiteboard as the clips are run again.whiteboard as the clips are run again.


SubjectSubject ArtArt Year GroupYear Group 55 Page 1Page 1


To use a viewfinder to select part of an arrangement or object.To use a viewfinder to select part of an arrangement or object.


To place the viewfinder carefully and accurately.To place the viewfinder carefully and accurately.

To keep the viewfinder in place whilst you are drawing.To keep the viewfinder in place whilst you are drawing.

To draw only what you see through the viewfinder, not the To draw only what you see through the viewfinder, not the whole of the object you know is there.whole of the object you know is there.

SoftwareSoftware Easiteach – to display learning intentions and Easiteach – to display learning intentions and success criteria. success criteria.

www.hotcourses.comwww.hotcourses.com

Forest Primary SchoolForest Primary SchoolSubjectSubject ArtArt Year GroupYear Group 55 Page 2Page 2


Show children the Object Slideshow. Explain that the pictures show Show children the Object Slideshow. Explain that the pictures show where a viewfinder could be placed to create an interesting composition. where a viewfinder could be placed to create an interesting composition. Discuss some of the questions posed under each photograph. Ensure Discuss some of the questions posed under each photograph. Ensure children are aware of compositions that exist in everyday life and children are aware of compositions that exist in everyday life and compositions that are designed by an artist. Explain that the pictures do compositions that are designed by an artist. Explain that the pictures do not show the whole picture, but part of what we know is there.not show the whole picture, but part of what we know is there.

Show the children a photograph taken of a section of a composition that Show the children a photograph taken of a section of a composition that can be made in the classroom. If resources allow, help groups to can be made in the classroom. If resources allow, help groups to recreate the composition and to place a viewfinder so that they can only recreate the composition and to place a viewfinder so that they can only see what is shown in the photograph. Draw this view in sketch books see what is shown in the photograph. Draw this view in sketch books and have a copy of the photograph for each child to accompany their and have a copy of the photograph for each child to accompany their drawing. Children experiencing difficulty using a viewfinder could try drawing. Children experiencing difficulty using a viewfinder could try drawing a flatter object viewed through the viewfinder.drawing a flatter object viewed through the viewfinder.

Children could search areas of the school recording compositions using Children could search areas of the school recording compositions using a digital camera. Others could work out what it is and where it is taken.a digital camera. Others could work out what it is and where it is taken.


SubjectSubject ScienceScience Year GroupYear Group 55 Page 1Page 1


To understand the difference between pitch and loudness.To understand the difference between pitch and loudness.

To know how to change the pitch and loudness of a variety of To know how to change the pitch and loudness of a variety of instruments.instruments.


You know you have been successful if:You know you have been successful if:

You can explain how to change the pitch and loudness on at You can explain how to change the pitch and loudness on at least two different musical instruments,least two different musical instruments,

You can give a general rule for making a higher pitch sound You can give a general rule for making a higher pitch sound and a lower pitch sound on any musical instrument.and a lower pitch sound on any musical instrument.

SoftwareSoftware www.bbc.co.uk/schools/scienceclipswww.bbc.co.uk/schools/scienceclips

Forest Primary SchoolForest Primary SchoolSubjectSubject ScienceScience Year GroupYear Group 55 Page 2Page 2


Revise the difference between pitch and loudness.Revise the difference between pitch and loudness.

We look at how these change with the virtual instruments in the We look at how these change with the virtual instruments in the program. Use questioning to draw out how the changes occur. program. Use questioning to draw out how the changes occur. Ensure that the children can hear the differences in pitch and Ensure that the children can hear the differences in pitch and loudness. Use questioning to draw out the generalisation that loudness. Use questioning to draw out the generalisation that smaller things make higher sounds and larger things make smaller things make higher sounds and larger things make lower sounds.lower sounds.

The children then carry out a number of practical activities with The children then carry out a number of practical activities with a range of musical instruments to determine how pitch and a range of musical instruments to determine how pitch and loudness can change.loudness can change.

The children then share their findings with the class and are The children then share their findings with the class and are asked to suggest ways to make specific sounds eg. a higher asked to suggest ways to make specific sounds eg. a higher sound on a drum, a lower sound on a wind instrument etc.sound on a drum, a lower sound on a wind instrument etc.

Ask the children to demonstrate that their findings work in Ask the children to demonstrate that their findings work in practice by playing instruments. Ask musicians how they alter practice by playing instruments. Ask musicians how they alter pitch and loudness. Relate what they say to ‘vibrations’.pitch and loudness. Relate what they say to ‘vibrations’.




To explain erosion, transportation and deposition in meanders when To explain erosion, transportation and deposition in meanders when we learn about rivers.we learn about rivers.


The outside of the bend erodes.The outside of the bend erodes.

The inside of the bend deposits.The inside of the bend deposits.

SoftwareSoftware Easiteach GeographyEasiteach Geography




The children are taken on a walk down Petit Bot Valley, where they The children are taken on a walk down Petit Bot Valley, where they follow the course of the stream. They discuss their observations of follow the course of the stream. They discuss their observations of erosion and deposition.erosion and deposition.

Erosion is linked to the feeling of being thrown outwards as we turn Erosion is linked to the feeling of being thrown outwards as we turn corners in a car.corners in a car.

Fast moving water is able to transport particles, whilst slow moving Fast moving water is able to transport particles, whilst slow moving water drops sand and stone.water drops sand and stone.

The video and graphic sequences are used to model the river flow The video and graphic sequences are used to model the river flow and reinforce the practical work on our return to the classroom.and reinforce the practical work on our return to the classroom.


SubjectSubject FrenchFrench Year GroupYear Group 66 Page 1Page 1


The French names for the contents of a pencil case.The French names for the contents of a pencil case.


You know you have been successful if you can say, write and spell You know you have been successful if you can say, write and spell correctly in French, the items in your pencil case.correctly in French, the items in your pencil case.

SoftwareSoftware www.linguascope.comwww.linguascope.com (Ma trousse) (Ma trousse)


SubjectSubject FrenchFrench Year GroupYear Group 66 Page 2Page 2


Each unit in Linguascope starts with a presentation, when each Each unit in Linguascope starts with a presentation, when each graphic is followed by its name, which can be repeated back.graphic is followed by its name, which can be repeated back.

There is also a drag and drop process, matching up names and There is also a drag and drop process, matching up names and objects.objects.

This then develops into other activities involving typing in the names This then develops into other activities involving typing in the names themselves, consolidation work and finally a worksheet, if desired.themselves, consolidation work and finally a worksheet, if desired.

Each section can be re-run if necessary. Then children can practise Each section can be re-run if necessary. Then children can practise the unit on their own in the ICT room.the unit on their own in the ICT room.

forest primary school utilising the interactive whiteboard across the curriculum october 2005

Documents

learning intentions

learning environment

lesson notes

fun way of learning

success criteria

use ict

star words

focus words