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ICT competences required by

Teacher

Ability to use:

• data projector/interactive whiteboard
• ready prepared presentation software
• demonstrate drag and drop in chosen software package

Child

• develop the skills of dragging and dropping

• sequence photographs into a time series of three time periods by identifying differences between present and past times
• use time-related vocabulary
• find out about holidays in the past from photos

Resources

• Computer with large screen or data projector and interactive whiteboard for whole class teaching
• ICT Suite/set of laptop computers
• Ready made PowerPoint presentation - seaside.ppt.

Further seaside photographs (optional) are available from Snaith Primary School's website at:
http://www.snaithprimary.eril.net

Vocabulary old, oldest, recent, modern, grandparents, long ago, sunhat, sunglasses, buckets, deckchairs, beach umbrellas, pier, dinghy etc.

Preparatory work

Download the PowerPoint presentation from the website: http://www.ict.oxon-lea.gov.uk/best_practice/seaside/seaside.ppt on to the demonstration computer. To download the file right click on the link and select Save As. Save the presentation in a folder or location where it will be easily accessible when you need to view it.
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The Lesson

Whole Class Teaching

The teacher displays the PowerPoint seaside.ppt. Teachers will note that there is a text box ready for pupils to insert their notes in the main activity, therefore ignore the prompt, "Write your notes here." at this stage.

Show slide 1 (Bournemouth 2002 but don't tell the pupils the year of any of the photographs). Make notes of pupils' responses on a flip chart, whiteboard etc.

Q What can you see?
pier, plastic and wooden deckchairs, buggy, beach umbrella, bikinis, swimming trunks, sun glasses, plastic toys - rubber ring, balls, ice box, dinghy, boat, sun hats, magazines etc.
If the pupils need refocusing -

Q What sort of clothes are people wearing?

Now display Slide 2 - Bournemouth, turn of the century

Q What can't you see in this picture that you saw in the last one?
Deckchairs, bikinis, swimming trunks, pier, plastic dinghies, beach umbrellas - why not?

Q What are the differences between the two pictures?
fully dressed, caps, boats right up on the beach, perambulator
Point out the bathing machine, just left of centre on the photograph and explain that these were used to save ladies' modesty. These were wheeled out into the sea with the ladies inside so that they could swim without exposing their bare flesh.

Now display Slide 3 - Eastbourne 1956

Q What can't you see in this picture that you saw in the last one?
bathing machines, people are not so fully clothed although there are people in clothes, wooden deckchairs, more people on holiday - why? beach huts, sun glasses, handbags, dogs in the water, newspapers etc.
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Main Activity

Explain to the pupils that they are going to look at the slides on their computers and use the text box to write notes about each of the pictures. (Overtype the phrase "Write your notes here.")

Encourage the pupils to use time related vocabulary e.g. recent, modern, old, older and oldest.

The pupils need to work in pairs with a computer between them. Pupils may need to be shown how to:
- open the seaside presentation
- view a slide show once they have added their comments (slide show> view show)

Plenary

Teacher draws the pupils together and they discuss their observations. Teacher changes the view in PowerPoint to Slide Sorter view (View>Slide Sorter) and demonstrates how to drag the slides into a different order.

Q Which is the oldest photograph? Why?

Once pupils have all agreed ask a pupil to come and drag it on the Interactive Whiteboard so that the oldest photograph is now at the beginning. (If you don't have an IWB the pupil can drag it using the mouse.)

Q Which is the next oldest photograph? How do you know? etc.
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Why use ICT

Demonstrating: Using ICT the teacher can effectively demonstrate methods, illustrate procedures and set out instructions and processes, firstly in this case the pupils' use of text boxes in PowerPoint and finally, in the plenary, the ability to use Slide Sorter to drag the photographs into the correct time sequence.

Accessing and analysing: As pupils have preferred learning styles ICT gives the opportunity to use a variety of approaches that incorporate these preferences. It allows access to information in multi-media format that can be easily differentiated to accommodate different learning styles and approaches. The use of ICT to quickly change the information provides the teacher with opportunities to engage with pupils at a higher and/or deeper level and, in particular, facilitates analysis and interrogation.

Presenting, representing and communicating: ICT opens up a new opportunity for presentation. By presenting the seaside photographs in electronic/multimedia format, the presentation is more exciting and engaging, creating motivating outcomes it enables the teacher to focus pupils on specific features and further explore, unpack or elucidate the content. Once the presentation is created it forms a reusable resource.

The use of the Internet provides a wealth of resources to introduce this unit and means that additional seaside photographs are available for every pupil in the class .

Testing and confirming: Using the presentation Slide Sorter view in the plenary allows instant modification of data. This is a powerful tool and can enhance the development of pupils' skills of analysis and hypothesis. Pupils can be encouraged to deepen their level of enquiry and generate their own questions and hypothesis, which they can then test and confirm.