Within my setting, ICT is an opportunity for children to apply and develop their knowledge and capability.   With my help, they can research, question accuracy of sites and exchange and share information together and through emails (we also share with a neighbouring school and have class blogs).   Children are learning the fundamentals of research and electronic media, with support, guidance and safeguarding programs. They develop ideas using tools to refine work, enhance quality and accuracy, use spell checks and thesaurus.   These are just some of the general requirements from National Curriculum 1999, published by QCA. In conversation with my teacher, we noted how technology has changed rapidly. We use ICT in Assembly, Role Play, across the curriculum and taking photos for evidence. Teachers are finding it easier to source programs that make learning more fun. An ICT program, namely, www.educationcity.com, covers Key Stage 1-4, all Curriculum areas, plus a Teacher Zone and is used across our school. We agreed, in the words of Blatchford, that we must provide activities to encourage children to explore the technologically of a variety of ICT tools and encourage them to apply these, for a range of different purposes. (Siraj-Blatchford and Siraj-Blatchford, 2006, p. 2).   In line with National Occupational Standards expectations of Teaching Assistants in ICT, this ensures we get basic training to support pupils. (Block 5, Week 25, Activity 25.3: School activity: observing ICT).

Part One:
Our class has been exploring seeds, so I based my Storybird book (http://storybird.com/books/storybird-115/) around this.   We covered topics in Maths, Science, Environment and Circle Time. These cross-curricular links were important for our class activity from sourcing the materials needed, to who would look after them and estimating their eventual height.   The impact and effect flowers and bees had on our environment, and people‚Äôs feelings about this. I...