On this page are some examples of ICT based activities and tasks that will support children's learning during upper Key Stage Two. The examples given are offered as prompts for you to draw from and embed in your planning for literacy. In order to use these prompts successfully you will need to apply effective 'assessment for learning' to ensure the tasks you plan support the children's stage of development and learning.

Speaking and listening

1. Speaking
   • PodcastPodcast
     Description:
     Take any digitally recorded audio outcomes from pupils' work and share with a wider audience via the Internet. For example, as part of the Y6 journalistic writing unit pupils may produce a radio news bulletin and augment it with interviews, adverts and other types of text appropriate to the medium of radio.
     Audio files may be simply uploaded to a website so that they may be downloaded manually by listeners. Alternatively, if regular episodes are to be broadcast, have a podcast feed set up so that listeners may subscribe and have episodes delivered to them automatically. For example, a regular radio podcast through which a single class share examples of poetry, audio plays, interviews, stories, reports/recounts, advertisements etc.
     Resources:
     - Digital sound recording devices or computers with microphones.
     - Audio editing and sequencing software, such as Audacity or Garage Band.
     - Web hosting service - usually provided by Regional Broadband Consortium.
   • Peer reviewPeer review
     Description:
     Following a scientific investigation pupils present their experiences, including data, graphs, and photographs, to their peers. They debate alternative methodologies and conclusions; mirroring the practice of scientific communities outside school.
     Resources:
     - Multimedia presentation application, such as PowerPoint or Flash.
   • PresentationsPresentations
     Description:
     Use pictures, text or multimedia effectively to support oral presentations. Where possible use authentic audience for presentations, such as assemblies, governors etc.
     Resources:
     - Interactive whiteboard.
     - Data projector.
     - Multimedia presentation software, such as PowerPoint.
     - Digital movie cameras.
2. Listening and responding
   • Analysing broadcast talkAnalysing broadcast talk
     Description:
     Use web-based on-demand audio and video resources in the study of: formality of talk; analysis of persuasive language; gesture; contexts and purposes for talk.
     Resources:
     - Examples of various genres such as those found at bbc.co.uk, free music player sites or iTunes.
   • Video conferencingVideo conferencing
     Description:
     Use video conferencing to widen the range of opportunities for meaningful interaction through talk, conversation and discussion with people from other schools. Establish ground-rules for taking turns. Develop clear diction and microphone technique.
     Resources:
     - VC solution from regional broadband consortium. This need not necessarily require expensive hardware; most systems will work adequately with simple webcams.
3. Group discussion and interaction
   • Hide and reveal picturesHide and reveal pictures
     Description:
     Conceal pictorial stimuli behind a mask on an Interactive whiteboard. Slowly reveal the picture to stimulate speculation and discussion, questioning and response.
     Resources:
     - Interactive whiteboard application.
   • Peer reviewPeer review
     Description:
     Following a scientific investigation pupils present their experiences, including data, graphs, and photographs, to their peers. They debate alternative methodologies and conclusions; mirroring the practice of scientific communities outside school.
     Resources:
     - Multimedia presentation application, such as PowerPoint or Flash.
4. Drama
   • Radio dramaRadio drama (audio enactments of narrative text)
     Description:
     Produce drama conforming to the conventions of radio plays. Digitally record dialogue, edit and add music and sound effects. Share outcomes with a wider audience via the Internet.
     Resources:
     - Digital sound recording devices or computers with microphones.
     - Audio editing and sequencing software, such as Audacity or Garage Band.

Reading

1. Word structure and spelling
   • Crossword compilerCrossword compiler
     Description:
     Pupils use software which produces crossword grids to make puzzles. For example:
     - children make a puzzle where all the answers are about a class novel; its characters and events. In order that they may devise suitable clues, they must fully understand the text
     - children create crosswords which then challenge peers to complete based on current spelling objectives
     Resources:
     - For example, JCross - (part of the HotPotatoes suite, free for educational use for those publishing their work on the web from hotpot.uvic.ca ).
   • 'Find' investigations'Find' investigations
     Description:
     Use the 'find' tool of a wordprocessor to scan a large body of text for particular graphemes. Investigate where the graphemes appear in words and sentences.
     Resources:
     - Word processor.
2. Understanding and interpreting texts
   • Computer manuals and helpComputer manuals and help
     Description:
     Use ICT as a context for the study of instructional text. Compare different computer software manuals for a single piece of software. Compare and contrast computer Help files with paper-based software manuals. Write your own software manuals by using screen-grab techniques to capture images.
     Resources:
     - Various software titles or websites.
     - Various software manuals intended for different audiences.
     - Word processing or desktop publishing applications.
   • Director's commentaryDirector's commentary
     Description:
     Deliver a spoken commentary over a video text in the style of a DVD director's commentary track. Focus on elements of visual literacy and articulate what the director is 'trying to say'.
     Resources:
     - Digital video editing application.
3. Engaging with and responding to texts
   • Online reading journalOnline reading journal
     Description:
     Maintain an online reading journal so that readers may log their reading experiences and others, such as parents and teachers, may comment and make suggestions to guide future reading.
     Resources:
     - Secure and private discussion board or blog component of Learning Platform - often provided by LA or regional broadband consortium.
   • Online discussionOnline discussion
     Description:
     Use a discussion board for pupils to share ideas. For example, responding to a text. Where appropriate, extend the principle by allowing access from home or by working in partnership with people from another school.
     Resources:
     - Secure and private discussion board Learning Platform - often provided by LA or regional broadband consortium.
   • Email news streamEmail news stream
     Description:
     Simulate a newsroom in the classroom by receiving and responding to a stream of emails, each giving more details of a story as it breaks as though in real time.
     Resources:
     - Email. Some email client applications allow the scheduled sending of messages. This means that this activity can be set up in advance.
   • Email inboxEmail inbox
     Description:
     Distribute texts and tasks to pupils by email and have them respond by email too. This approach is particularly effective when children and/or the teacher are working in role.
     Set up email distribution lists for groups of pupils in the class so that differentiated texts and tasks may be distributed efficiently.
     Resources:
     - Email.
   • Newsreel footageNewsreel footage
     Description:
     Compare and contrast modern television news journalism with examples of movie newsreels from the early twentieth century.
     Resources:
     - British Pathe newsreel footage is available free of charge to schools via Regional Broadband Consortia.
   • Online newsOngoing news
     Description:
     Use the World Wide Web as a source of journalistic writing.
     Compare how different sites report world events.
     Compare with non-electronic formats.
     Resources:
     - Various web-based news services, some of which may be written specifically with children in mind.
   • Crossword compilerCrossword compiler
     Description:
     Pupils use software which produces crossword grids to make puzzles. For example:
     - children make a puzzle where all the answers are about a class novel; its characters and events. In order that they may devise suitable clues, they must fully understand the text
     - children create crosswords which then challenge peers to complete based on current spelling objectives
     Resources:
     - For example, JCross - (part of the HotPotatoes suite, free for educational use for those publishing their work on the web from hotpot.uvic.ca ).
   • Multimedia visualisationMultimedia visualisation
     Description:
     Use multimedia storyboard software to create an animated visualisation of a text. For example, pupils construct an animated storyboard to represent their interpretation of a Shakespeare text.
     Resources:
     - Multimedia presentation software, for example Kar2ouche, PowerPoint.

Writing

1. Word structure and spelling
   • Crossword compilerCrossword compiler
     Description:
     Pupils use software which produces crossword grids to make puzzles. For example:
     - children make a puzzle where all the answers are about a class novel; its characters and events. In order that they may devise suitable clues, they must fully understand the text
     - children create crosswords which then challenge peers to complete based on current spelling objectives
     Resources:
     - For example, JCross - (part of the HotPotatoes suite, free for educational use for those publishing their work on the web from hotpot.uvic.ca ).
   • 'Find' investigations'Find' investigations
     Description:
     Use the 'find' tool of a wordprocessor to scan a large body of text for particular graphemes. Investigate where the graphemes appear in words and sentences.
     Resources:
     - Word processor.
2. Creating and shaping texts
   • Computer manuals and helpComputer manuals and help
     Description:
     Use ICT as a context for the study of instructional text. Compare different computer software manuals for a single piece of software. Compare and contrast computer Help files with paper-based software manuals. Write your own software manuals by using screen-grab techniques to capture images.
     Resources:
     - Various software titles or websites.
     - Various software manuals intended for different audiences.
     - Word processing or desktop publishing applications.
   • Multimedia booksMultimedia books
     Description:
     Combine text, pictures and sound in a multimedia application to produce electronic books for specific audiences. For example, KS2 pupils could produce talking picture books intended for children in the reception class.
     Resources:
     - Multimedia application, such as PowerPoint.
   • TV AdvertisementsTV Advertisements
     Description:
     Consider TV adverts as type of persuasive text. Using digital video techniques, pupils can produce advertisements which conform to the conventions of the genre.
     Resources:
     - Digital movie camera.
     - Movie editing software, such as Movie Maker or iMovie.
     - Online music library, such as Audio Networks.
   • Screen recorderScreen recorder
     Description:
     Use a screen recorder to record an ICT procedure, process or technique. Annotate with captions or add a spoken commentary to clarify and explain.
     Resources:
     - Screen recording feature of an interactive whiteboard suite of programs or independent screen capture application.
     - Digital movie editing software.
3. Text structure and organisation
   • Survey analysisSurvey analysis
     Description:
     Set up an online survey to collect data about an issue. Collate, edit and combine responses to produce a balanced argument in prose form. For example, survey parents' views about whether or not to have a school uniform. Collate quotes from both sides of the argument by pasting survey responses into a Word processor. Edit quotes and use appropriate connectives in order to construct a balanced argument to present to governors.
     Resources:
     - Online survey component of Learning Platform - often provided by LA or regional broadband consortium.
   • Track changesTrack changes
     Description:
     Use the track changes tool of a word processor for response partners to make editorial suggestions.
     - These suggestions may either be, accepted, rejected or left as evidence of the drafting process.
     Resources:
     - Word processor with track changes tool.
4. Sentence structure and punctuation
   • Text markText mark
     Description:
     Scan or paste text extracts into interactive whiteboard documents. Use pen and highlighter tools to mark text features.
     Resources:
     - Interactive whiteboard application.
     - Scanner.
5. Presentation
   • Keyboard tutorKeyboard tutor
     Description:
     Use online keyboard tutor resources to develop manual dexterity and keyboard fluency. Consider as an ongoing homework task.
     Resources:
     - Various free resources available. For example: http://www.bbc.co.uk/schools/typing/