USEFUL INFORMATION

TO HELP WITH IN THE

TEACHING OF ICT IN
PRAMARY SCHOOLS
Put together by Abigail Toller, Rianna Patel
and Matthew Connolly

Useful Web-links in Software and Hardware Supply for

inclusive Practice
http://www.inclusive.co.uk/articles/learning-difficulties-a278
http://www.cricksoft.com/uk/products/clicker/home.aspx
http://www.senteacher.org/files/- Free Software available or SEN
children

Articles to consider when looking at links between ICT

and inclusion
http://csunplugged.org/wp-content/uploads/2014/12/unplugged-04error_detection.pdf
http://mirandanet.ac.uk/wpcontent/uploads/2016/04/wtrs_ictsupport.pdf
http://scotens.org/sen/ict/
http://dera.ioe.ac.uk/13796/1/informationandcommunicationtechnol
ogyict.pdf
https://www.mheducation.co.uk/openup/chapters/0335211968.pdf
https://gupea.ub.gu.se/handle/2077/28245
QR Codes that we have provided in our Presentation. Each of
these are made by Abigail Toller, Matthew Connolly and Rianna
Patel. Print these out and Scan them via a QR code scanner
available free on iPads or Smartphones
What is a QR CODE?
It is a code made of black and white squares which machines such as
smartphones and tablets can read when the code is scanned. These are
easily generated freely online via http://www.qr-code-generator.com/
They are a quick way of sharing information and can be used to help
inform children and parents. We have seen this in practice where teachers
used QR codes that parents could scan to share news and homework
deadlines e.c.t.
What is the purpose of this cube?

We have devised an engaging way of using QR codes to discuss a variety

of Topics to do with Inclusive Computing. The cube can be rolled to lead to
a random topic to expand the participants learning or a side can be
chosen. This can be used in a similar way in the classroom when choosing
a topic or a fun way for children to research specific aspect of a topic. This
way the QR Codes could link to a range of resources the teacher has
structured that are age appropriate and relevant.
All of our presentations we have used a different type of software to
present the information. This shows how software can be used to
help children communicate

Inclusive Computing
and Mental Health

IPads and SEN

Inclusion in EYFS
Computing

Good vs Bad Strategies

to Tackle Inclusion

Issues with

Unplugged Lesson Idea

Subject/Curriculum focus/Area of learning: Computing
Date: N/A
Age: 10-11Duration of session: 60 mins

Previous Knowledge and Understanding:

Pupils will have been learning about error detection and correction in a previous les
before practicing the skills in this way.

Specific Learning Objectives:

To detect errors in a system.

To correct errors in a system.
Computing NC: to detect and correct errors in algorithms and programs.
Mathematics NC: pupils should develop their ability to solve a wider range of p

Resources:
EITHER
Minimum of a pack of playing cards per pair
OR
Minimum of 36 black and white squares/tiles per pair
Additional Adults:
Any additional adults that are available can walk around the
with the activity and focus their attention on them.

Planned Learning
Experiences:
Introduction

Shared Learning and Teaching

Introduce the flip card magic

trick to children:
Choose a child to lay out the
cards in a 5 5 square, with a
random mixture of sides
showing.
Casually add another row and
column, just to make it a bit
harder.
These cards are the key to the
trick. You must choose the
extra cards to ensure that there
is an even number of coloured
cards in each row and column.
Get a child to flip over one card
only while you cover your eyes.
The row and column containing
the changed card will now have
3

Key Vocabulary:
Detection
Correction
Pattern
Error

room looking for any in

Differentiation
Differentiation through
Questioning

Children with ADHD this is

physical task so may help
burn energy rather than s
a desk

All children are starting an

being introduced to the sa
task- equal playing field

Main Activity &

Mini Plenaries

an odd number of coloured

cards, and this will identify the
changed card.
Can the children guess how the
trick is done?

Now allow the children to

practice the trick:

1. Working in pairs, the children lay

out their cards 5 5.
2. How many colored cards are there
in each row and column? Is it an odd
or even number? Remember, 0 is an
even number.
3. Now add a sixth card to each row,
making sure the number of colored
cards is always even. This extra card
is called a parity card.
4. Add a sixth row of cards along the
bottom, to make the number of cards
in each column an even number.
5. Now flip a card. What do you notice
about the row and column? (They will
have an odd number of colored
cards.) Parity cards are used to show
you when a mistake has been made.
6. Now take turns to perform the
trick.

Link this to the detecting and

correcting error from previous
lesson(s).
Pupils are to be split into
partners and be given their
cards/squares.
Tell children to number
themselves 1 and 2
1s are the magician first and 2s
are the volunteer.
Let the children practice the
trick and walk around the room
checking which pupils are
detecting and correcting the
errors correctly.

Once all children have practiced

4

The pairs are in ran

mixed ability. All pu
start the activity wi
cards in a 5x5 grid.

If any pupils are str

to understand how
perform the trick th
lower the grid down
as the trick works t
same way. A fourth
and column is wher
pupils ensure the c
in even numbers.

Any pupils with Eng

an Additional Langu
necessary can first
with the teacher or
support staff until t
understand how the
works. Then, they c
continue to practice
pupil from the class
same strategy coul
used with pupils wh
SEN to first assess
ability to complete
task and then pract
trick with others
depending on their
needs.

For any pupils exce

expectations, see if
can perform the tric
a 7x7 grid

the trick ask them to practice it

on each other. One of them
being the magician and the
other being the volunteer.

Plenary/Lesson
Summary

Extension: The volunteer

flipping more than one ca
and the magician has to d
and correct all errors.

With any remaining time allow

pupils to discuss how well they
think they did at performing the
trick and detecting and correcting
the errors.

The idea for this lesson was taken from: http://csunplugged.org/wpcontent/uploads/2014/12/unplugged-04-error_detection.pdf [Online] [accessed
on 24th May 2016] the complete reference can be found on our reference list.
It has since been adapted into our own lesson plan for the purpose of our
presentation.

Computing Hardware- How this

can be used in the class
5

Tablet/iPad

Tablet mounting case

o For those with physical disabilities, who may not be able to physically hold
the device- gives the opportunity to use the various items of technology
where it may not have been possible.
o can use independently- nobody needed to sit there and hold it with them
o enables access to tablets for all children- learning through tablets can then
be taught as normal (no special treatment required)
o with prices starting at 50, they can be quite costly- if tablets arent used
enough it may not be worthwhile- also dependent on the number of tablets
available and if the SEN child will have enough access to make it
worthwhile
o Will require knowledge of how to construct/ use the equipment with
teacher, TA and student- could be difficult and time consuming.
Tablet stylus/ keyboard case
o For those with physical disabilities, who may struggle to access the tablets
keyboard or screen- gives the opportunity for those with physical
difficulties to access the technology.
o can be used independently- makes the tablets more accessible
o enables access to tablets for all children- learning through tablets can then
be taught as normal (no separate planning required)
o relatively cheap- under 10 each
o styluses could get lost/ misplaced- causing replacements to be purchased
IPad/ tablets can be used in class for internet research, making videos, music
composition, creating/sharing demonstrations, apps, interactive textbooks etc.
Training on using iPad/ tablets is likely to be required for those who arent fully
confident-this will also mean that tablets are used as efficiently as possible.
Tablets in the classroom allow lessons to become interactive, childrens learning
will then be enhanced as they are using computing first hand with modern
technology.

Talking accessories

Talking whiteboards/ pegs and buttons

o Can be used for those who struggle with dyslexia- instead of reading off
the board they are able to listen to what is written (makes comprehension
of tasks easier- can read along with voice)
o Can be used for those who are auditory learners (instead of writing
answers, they can say/ record them) - can be used to informally access
understanding.
o accessible for a variety of different learners (auditory)
o Variety of uses (talking wall displays, setting tasks, used by children to
describe their work etc.)
o with packs starting at 25 for three whiteboards, six buttons or six pegs, it
could be considered quite expensive for schools who dont have the
budget

a quantity of six/ three is unlikely to be sufficient enough for a class of

thirty and may then mean that there are not enough for all children to
access
Talking accessories can be used instead of writing and may be seen as more
exciting for children and therefore more engaging.
This provides experiences of new forms of technology, not just computers, being
more engaging may also encourage pupil participation.
o

Easi-speak mics

Can be used for those who struggle with dyslexia- instead of writing they
can say
o Can be used for a variety of learners (audio/ verbal)
o Can be used for EAL children- setting a task in their language.
o accessible for a variety of learners (audio/ visual)
o variety of uses mics (recording investigations/ tasks, podcasts, oral
assessment)
o At 35 each they can be considered costly and may not be possible to
have a sufficient quantity in class for all to access
o teachers, TAs and students will need to be taught how to use them
Mics can be used for recording assessment, creating pieces of work and
familiarising children with different forms of technology.
o

Digital camera/ video recorder

Can be used to accommodate for a variety of learners (audio/ visual)

can be used to evidence informal work
Can be used to create work that isnt written (videos/podcasts)
can be considered costly at 70+
could be considered technical for younger children (need to be taught how
to use)
Can be used for recording assessment, creating pieces of work and familiarising
children with different forms of technology.
o
o
o
o
o

Coloured keyboard/ mouse

o
o
o
o

Can be used by those who have visual impairments or physical difficulties

in using standard keyboards/ mice.
Can be used by EAL children who may have little experience with
computers
different colours, sizes and organisation of keys means it can be made
beneficial to a wider number of children
easier and simpler for children to use could be considered embarrassing
for children to use and may then be reluctant

Software
Software is essentially just the programs used by the computer or tablet.
Not that complicated right? Read on and put your mind at ease?
How can software be used to include all pupils making reference
to areas on SEN and how do they offer a range of learning
experiences?

Encourages independence- an important skill for children with SEN to learn

It puts children on an equal level to their peers- Assistive software- switchoperated software, screen readers and magnifiers
Gives them confidence in communication in other ways than speech
Enables students to demonstrate achievement in ways which might not be
possible with traditional methods (Becta, 2003)
Becta. (2013) What the research says about ICT supporting special
educational needs (SEN) and inclusion. [Online] [Accessed 27th May
2016] http://mirandanet.ac.uk/wpcontents/uploads/2016/04/wtrs_ictsupport.pdf
Helps involve them in the wider community giving children higher
aspirations interested in future game design, secretary etc.
Lack of knowledge amongst carers and teachers with the right guidance
in this area then children could benefit more from this technology
Many sites can be accessed on the internet for free in basic settings or
given a free trial (pic monkey, weebly etc.) there is therefore no excuse
for children not to be introduced to basic software. There is lots of Free
alternatives listed below
o Kodu- Free Programming website for children- alternative for scratch
o http://www.senteacher.org/files/- Free Software available or SEN
children
o www.topmarks.co.uk- Free- lots of interactive games available from
EYFS to year 6
o http://www.j2e.com/jit - Free and a range of programs available
o http://storybird.com/ Cross curricular link to English and story
writing
More complex software such as Lego wedo can be expensive. IPads are
often expensive for schools or they are shared amongst the whole school.
Therefore access to Free Apps could be limited.
o http://www.pcadvisor.co.uk/test-centre/google-android/best-kidsapps-2016-best-apps-for-children-ipad-iphone-android-may3464905/
o This link is for 46 best free and cheap educational Apps for children
which again is cost effective making it more inclusive as children
could access this on IPads at home with no additional cost.
Using ICT as a hook engages children and children are often extremely
interested and fascinated with new technology.
8

o
o

http://www.educatorstechnology.com/2014/05/the-best-augmentedreality-apps-for.html
This article discussed augmented reality which can entice children
and bring subjects such as history to life

How can software be used to provide ALL children with an

interesting and enriching learning experience both in IT and cross
curricular?

Providing access to technology to schools is not the same as

making sure every learner has access. Access might require
adaptations to accommodate different learners (Florian, no
date)
Florian, L. (No date) Uses of Technology that Support Pupils with Special
Educational Needs. [Online] [Assessed on 23rd May 2016]
https://www.mheducation.co.uk/openup/chapters/0335211968.pdf
Can set different difficulty levels- all children can work on same program but at
their level.
Emotional/behavioural difficulties- takes them away from busy classroom and
focuses their attention Less likely to fail?
Increase confidence and communication through software that can help children
access learning