2020-2026
Creators and Communicators
Media and communication
Creators and Communicators
Contents
Contents
2
Basic Information
4
Timings
10
Learning Goals
12
The Entry Point
16
Knowledge Harvest
17
Explaining The Theme
19
Health and Wellbeing Learning Goals
20
Health and Wellbeing Task 1
21
Health and Wellbeing Task 2
23
Health and Wellbeing Task 3
25
Health and Wellbeing Task 4
27
Health and Wellbeing Extension Task
29
ICT & Computing Learning Goals
30
ICT & Computing Task 1
31
ICT & Computing Task 2
32
ICT & Computing Task 3
34
ICT & Computing Extension Task
36
Music Learning Goals
37
Music Task 1
38
Music Task 2
41
Music Extension Task
43
History Learning Goals
44
History Task 1
45
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History Task 2
48
History Task 3
50
History Extension Task
52
Art Learning Goals
53
Art Task 1
54
Art Task 2
57
International Learning Goals
59
International Task 1
60
International Task 2
62
International Extension Task
64
The Exit Point
66
Resources
68
Glossary
69
The Big Picture
70
Assessment for Improving Learning
72
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Creators and Communicators
Basic Information
Unit Summary
In 'Creators and Communicators', we will be learning about how creating and communicating using
technology has evolved throughout history and how we can create and communicate using technology
and digital media today. In order to develop our knowledge, skills and understanding of this topic, we will
need to be creators, communicators, historians and artists. Do we think that technology always allows us
to communicate and create better than without it?
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Introduction
This is a unit of learning for the International Primary Curriculum
The IPC has been developed to provide support to teachers to achieve the aim of improving learning
through the provision of international researched curriculum materials and engaging units of learning.
Central to the International Curriculum is the belief in, and commitment to, the holistic development of
learners through enjoyable academic, personal and international learning that prepares them for
opportunities and challenges now and in the future.
Through the International Curriculum, which supports teachers and leaders, learners are encouraged to be
globally competent (Boix Mansilla and Jackson, 2013), future ready, socially conscious and motivated to
positively contribute within a local and/or global context.
Planning with IPC thematic units (for more detail refer to the planning documents in the Implementation
Guide).
You will need a long term and medium-term view to plan most effectively for the IPC thematic units.
Keep in mind that all tasks including Entry Points and Exit Points are adaptable. Keep the focus on
meeting the goals to maintain the integrity of the route plan.
The school’s route plan:
Indicates which key skills are in which units, from this you can identify which will be practiced and
which will be assessed at different points in the milepost.
Reveals which other units on the same theme learners have completed.
Read the whole unit through considering the following:
Availability of resources - do you have access to a local resource that would enhance the unit?
Learners’ previous experience – which other units on the same theme have learners completed?
Agreed classroom approaches.
Which Language Arts and Mathematics links will you aim to include?
How to approach the ICT links – these goals are included in the route plan so are required learning
for the unit.
Who has responsibility for teaching which subjects?
Is there a whole school/milepost focus on specific Personal Learning Goals?
Create your medium-term plan:
Collaborate with any colleagues who have responsibility for specific subjects.
Collate the rubrics/learning advice for the unit.
Decide on grouping strategies.
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Collect necessary resources.
Book any fieldtrips and/or invite visitors/experts to the school.
Include differentiation for challenge and choice remembering that challenge is not just extending
learners but considering accessibility for those with particular needs.
Create a letter for parents.
After the Knowledge Harvest
Review your planning, does anything need more/less time based on what you found out about
learners during the Knowledge Harvest?
Is there any other differentiation or changes to planned differentiation that is needed based on the
information gathered in the Knowledge Harvest?
Assessment for Improving Learning opportunities
Opportunities to assess children’s skills progress exist throughout the unit, indicated by this
symbol
and bold text. There are teacher's and children’s rubrics as well as learning advice in the IPC Assessment
for Learning toolkit that should be used to support key skills progression. We recommend that only 1 skill
is assessed within any task. Assessment is multifaceted and may include:
Self-assessment against the rubrics, exemplars or co-created success criteria.
Peer-assessment and feedback using the rubrics.
Teacher assessment against the rubrics, exemplars or co-created success criteria.
The IPC has a simple but comprehensive structure
All of the learning in the IPC is based upon clearly defined learning goals which lay out the Subject,
Personal and International Learning children will undertake as they progress through the three mileposts
of the IPC.
Learning Goals
Learning Goals in academic subjects (10), including International, are statements of what children should
‘know’, ‘be able to do’ or develop an ‘understanding’ of at different mileposts. The IPC also provides
Personal Learning Goals; these follow the structure ‘To be _________ I aim to _____________’.
Knowledge, Skills and Understanding
Differentiating between Knowledge, Skills and Understanding is crucial to the development of children’s
learning; each have their own distinct characteristics that impact on how each is planned for, learned,
taught and assessed. Learning goals in the IPC specifically address Knowledge, Skills or Understanding.
The exception to these are the Personal Learning Goals which aim to develop character and attitudes.
The Process to Facilitate Learning
The units of learning provide practical activities which teachers can use in the classroom plus a wealth of
other supportive information. Each unit is structured to make sure that children’s learning experiences are
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as stimulating as possible.
All the units follow the same process to facilitate learning as described below.
Entry Point
The Entry Point is an activity for children that begins each unit of learning and provides an exciting
introduction to the learning that is to follow. Entry Points could just take one hour or the whole allocation
for IPC in the initial week, if, for example, the Entry Point is a field trip. The Entry Point is designed to
activate schemata – learners’ previous knowledge and experiences, as well as excite learners for the
coming unit.
Knowledge Harvest
The Knowledge Harvest takes place in the early stages of each unit and provides an opportunity for
children to reveal what they already know about the themes they are studying. This bank of knowledge
can then be added to, developed and even challenged by the teacher, throughout the course of the unit.
Explaining the Theme
This information should be shared with learners to help them see how the unit connects with others and
how it builds on previous learning goals or may progress in the future.
Research, Record and Reflect
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Each IPC unit has a number of activities that require learners to Research, Record and Reflect on their
learning.
Research
Research activities always precede the recording activities. IPC research activities have been designed to
be experiential and exploratory. During research activities, learners use a variety of methods and may
work collaboratively in groups or individually to find out a range of information.
Record
During the recording activities, children think about, process and interpret the learning they have
researched. Teachers should promote choice and challenge when supporting learners with recording
tasks as well as providing opportunities for learners to further develop their strengths and interests.
Reflect
Opportunities to discuss as well as record (written, audio or visual) answers to reflection questions should
be given. Questions that meet a variety of purposes are included, with at least one question for each task.
Reflective questions support learners with:
Making connections with other subjects and personal or international learning
Developing metacognition – awareness of how they learn
Planning next steps in their own learning
Identifying what they would like to know, understand and be able to do
Exploring the significance/importance of learning
Giving feedback to teachers e.g. Exit cards
Using the rubrics and learning advice for self and peer assessment
Thinking about Personal Learning Goals – learning about and learning to be.
Exit Point
The Exit Point has two main purposes. First, to help children pull together their learning from the unit and
second, to celebrate the learning that has taken place.
The IPC community would love to see examples of teaching and learning from a variety of IPC schools, in
any subject, at any stage in the unit of learning. Please share your examples of learning with the IPC via
Pinboard on the International Curriculum Portal to support the wider IPC community.
Disclaimer
The IPC is not responsible for the content of websites or videos listed in this unit. We cannot guarantee
nor accept any liability for the content or links of any websites or videos featured in this unit. We strongly
recommend that the websites and videos are checked before being used in the classroom.
The websites and videos listed in this unit are not under the control of the IPC. We have no control over
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the nature, content and availability of those websites and videos. The inclusion of links to any websites or
videos does not imply a recommendation of, or endorse the views expressed within, those websites and
videos.
The IPC takes no responsibility for, and will not be liable for, any website or video becoming unavailable.
If you find a link that does not function or no longer links to the intended resource need, please email
support@internationalcurriculum.com stating the unit title, subject, task and link or use the unit feedback
form on the International Curriculum Portal.
Due to the increase in advertising in online sources you may wish to explore a viewing platform to
reduce the risk of inappropriate content. Two such platforms are Videolink and Pure.
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Timings
This unit of work is intended to last about 6 weeks.
The following suggested timings are approximate guides and are dependent on each school's individual
context.
Entry Point, Knowledge Harvest, Explain the Theme
Health and Wellbeing
ICT & Computing
Music
History
Art
International
Exit Point
No of Hours
4
8
8
4
8
8
4
4
No of Weeks
0.5
1
1
0.5
1
1
0.5
0.5
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Links to other IPC2020 subjects
Language Arts, Mathematics and ICT links
Learning Goals are included at the end of relevant task sections. These may be goals that are part of
doing the task as designed or through an extension to the subject learning.
Language Arts Learning Goals can be applicable to any language learned in school, used in the
community or at home. The suggested link activities can be approached in a variety of ways to connect
subject learning in the IPC thematic unit to different languages and also to encourage the application of
language skills to the IPC units.
For a home learning extension task carried out in the home language
By the additional language teacher
In the language of instruction.
These may include repeating the task in a different language to promote retention of knowledge referred
to, developing understanding of subject content through multilingual opportunities and further
developing language skills.
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Learning Goals
Health and Wellbeing Learning Goals
Children will:
1.05 Understand that there are many factors that influence health and wellbeing
1.07 Understand that people benefit from different relationships in different ways
1.09 Know that the rules in different environments should be followed in order to support health and
safety
1.16 Know that we should not share information about ourselves online
1.18 Understand that being a good digital citizen means being safe and responsible online
ICT & Computing Learning Goals
Children will:
1.11 Be able to use images, text and audio to communicate information
1.14 Understand that some images available on the internet are free from copyright
1.18 Understand that the internet is a public domain that presents privacy risks
1.20 Know that there are different tools for communicating around the world
1.21 Be able to use given software for a particular purpose
Music Learning Goals
Children will:
1.02 Be able to perform individually and/or with others
1.03 Be able to respond to musical stimuli
1.07 Be able to choose appropriate sounds and instruments when creating music and be able to
give reasons for their choices
1.12 Understand how sounds and instruments communicate emotion and atmosphere
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1.14 Be able to comment on their own musical experiences with supporting reasons
History Learning Goals
Children will:
1.01 Be able to formulate questions about objects from the past
1.03 Be able to select and record relevant information about the past
1.06 Know that how people talk about time is influenced by culture
1.07 Be able to order events and objects chronologically
1.10 Know differences between their own lives and those of people from the past
1.11 Understand that technological development is not a recent phenomenon
Art Learning Goals
Children will:
1.01 Be able to create a work of art to express experiences, ideas and/or emotions
1.03 Be able to create an original artwork to serve a given purpose using given media
1.05 Understand that our own experiences can provide inspiration for original artwork
1.06 Be able to experiment and play with a variety of materials, techniques and technologies
1.09 Know that artwork can have a specific purpose
1.10 Know that there are different types of visual art
1.13 Be able to comment on works of art
International Learning Goals
Children will:
1.02 Be able to identify similarities and differences between the lives of children from different
countries
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1.07 Be able to articulate how they should be making a contribution to positive change
1.10 Understand that they can contribute to practices that promote physically and socially healthy
classrooms, schools and local spaces
1.11 Understand that the human race is diverse
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ICT & Computing Opportunities
This table shows opportunities to integrate ICT Learning Goals into subject tasks.
Task
Art Task 1
Art Task 2
History Task 1
History Task 2
History Task 3
International Task 1
International Task 2
Music Task 1
Music Task 2
Goals
1.15
1.09, 1.11, 1.14
1.09, 1.11, 1.20
1.11, 1.12
1.03, 1.20
1.20
1.03
1.20
1.20
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The Entry Point
How can we communicate with other people that we can’t speak face to face with?
Invite some volunteers (these could be other teachers, leaders or parents) to join you for the Entry Point
to act as people that the children have to try to communicate with.
To begin the Unit, set up a number of different ways to communicate with other people. This could
include digital and non-digital examples, and also examples from throughout history.
Some examples could include:
2 cups and a string
Use a phone to text someone
Exchange emails or chat online with someone
Have somebody you can write short messages to and courier back and forth
Have a simple guide to Morse code and, following the alphabet provided in the Glossary, have the
children spell simple words, their name, what their favourite food is, and so on. They could use paint,
tap on a door, tap on the other person’s back, or sound it out using their voice.
Depending on how many volunteers you were able to invite in, split the class into small groups or pairs
and allow them to experience at least two or three of the different communication formats, or all of them
if there is time.
In the examples above where they can't be sure of the identity of the person they are talking to (i.e.
texting or emailing), ask them to think about how they can find out who the person is. How do they know
their message is getting to the person?
When they are communicating with a visible partner (i.e. cups and string, morse code), ask them to think
about how easy or difficult it is to communicate in this way. What are some of the problems they faced?
Following the carousel of communication examples, ask the children to reflect on the following:
Could they always fully understand what the other person was communicating?
What information did they give the other person about themselves? Is it safe to do so?
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Creators and Communicators
Knowledge Harvest
It could be argued that people can be classed into two different categories in reference to their
absorption of media and their use of technology today: Communicators and Creators. Ask the children
what these two words mean and display the definitions.
Explain to the children that for this unit, they will be focusing on knowing about, understanding, and
being able to create and communicate with technology.
Gather some examples of modern-day technology (mobile phone, tablet computer, smart speaker,
laptop) that you would use to create digital content with, to communicate with, or both.
Provide the learners with two different sorting resources/strategies.
1. Provide them with a ring of communication (see example below) and ask them what they would use to
communicate with the people in each section of the ring. This could be done on paper, digitally or
created large on the floor:
People you don’t know refers to businesses, companies etc.
People you go to school with
Friends and family refers to people you have made friends with face to face or relatives.
2. Give them a list of different ways to create: take pictures, create art, produce movies, record music or
songs, film dance videos. Have the children categorize which examples of technology they would use to
create these.
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Reviewing the Knowledge Harvest - Hints for teachers
Did the children show any understanding of the risks of communicating with people they don’t know?
Did any of the children talk about family rules on communication devices and who they are allowed
to communicate with?
Did they mention clubs/teams they belong to? They may not know everyone, so should they
communicate with anyone who is part of the group?
Do the children know the local laws such as age restrictions on media apps?
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Explaining The Theme
Explain to the children that, together, you are going to learn about what is outlined below.
In Health and Wellbeing, we’ll be learning about:
Some of the risks when using technology
How to use technology safely
How to be responsible digital citizens
How to use the Internet safely and who to talk to if we find something unsafe
In ICT & Computing, we’ll be learning about:
Some different ways we can use technology to be creative
The different technology we can use to communicate with others
In Music, we’ll be learning about:
Using music to communicate emotions and feelings
How instruments can make different sounds depending on how you use/hit/play them
In History, we’ll be learning about:
How digital media and technology have changed over time
The impact that the evolution of technology and digital media has had on people
Different present-day ways of communicating using digital media and technology
In Art, we’ll be learning about:
What a portrait is and how to draw our own self-portraits
How to provide our own opinions in order to help others to improve their art
How we can use different visuals and technologies to communicate who we are
In International, we’ll be learning about:
How to communicate with people in other parts of the world
How technology can help individuals with physical or learning challenges
The differences between places in the world and their use of technology
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Health and Wellbeing Learning Goals
Children will:
1.05 Understand that there are many factors that influence health and wellbeing
1.07 Understand that people benefit from different relationships in different ways
1.09 Know that the rules in different environments should be followed in order to support health and
safety
1.16 Know that we should not share information about ourselves online
1.18 Understand that being a good digital citizen means being safe and responsible online
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Health and Wellbeing Task 1
Learning Goals
1.05 Understand that there are many factors that influence health and wellbeing
1.09 Know that the rules in different environments should be followed in order to support health and
safety
1.16 Know that we should not share information about ourselves online
1.18 Understand that being a good digital citizen means being safe and responsible online
Research activity
When using digital media tools to consume, create and communicate, it is important to understand the
possible dangers. Commonsense Media is a comprehensive site with many resources for educators and
parents to utilise.
Ask your children why they think using technology could be dangerous and collect their thoughts and
ideas. Then ask them who are the most important people to ask questions or talk to before or whilst using
technology.
Show the children this poster from Commonsense Media:
https://www.commonsense.org/education/elementary_poster
Talk through each of the suggested characteristics of a digital citizen - what do they know about each
one of them and how can they make sure they are successful digital citizens?
Recording activity
Create a class set of rules to follow that the learners agree will help them be successful Digital Citizens.
Display their rules and share with the parents so the rules can be followed at home as well.
Think about the physical aspects of using devices. Are there any risks? Add rules for these as well.
Consider food and drink, how/where to sit, lighting, etc.
Language Arts links:
1.18 Be able to use rich and varied vocabulary appropriate to the subject/theme
1.29 Be able to follow strategies to organise their writing
Text Type Guide Non fiction - NF01: Instruction can support this activity.
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Reflection
Have the children think about how they use technology at home and at school, and identify times they
think they could be more careful. Each child can set a goal for themselves. ‘When using technology, I
must remember to...’
Personal Goals
Ethical - 1.21 recognise that rules are there to help us
Respectful - 1.30 accept that others have different opinions to me
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Health and Wellbeing Task 2
Learning Goals
1.05 Understand that there are many factors that influence health and wellbeing
1.09 Know that the rules in different environments should be followed in order to support health and
safety
Research activity
There has been a lot of data collected in recent years around young children’s use of technology. Some
examples of statistics are shown below. Explain that % means a number out of 100. You could show this
with 10 children standing up and then asking those to whom the figure doesn’t apply to sit down).
Ofcom (2019) via OECD Report (2019)
Commonsense Media (2017)
There have been guidelines provided for the amount of time children should spend using technology
each day. These have been provided by the American Academy of Pediatrics and Royal College of
Paediatrics and Child Health in the UK.
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Talk to the children about screen time and what they think that means. What do they think the dangers of
too much screen time could be? What are some other things they could be doing instead of watching TV
or playing digital games?
Recording activity
Have the children create some questions they could ask each other and other children in school to find
out some information about their technology use – they could find out what devices other children have
access to in their house, if they are only allowed to use them at certain times, and what they use them for
the most (e.g. playing games, watching videos, video chatting, making calls, being creative, etc). Have the
children ask each other their questions, and then separate the class into groups. Ask those groups to
interview different age ranges around the school to see if there are any differences in responses among
Milepost 1, 2 and 3 children.
Finally, the children could display their findings using pictograms or bar graphs.
Language Arts link: 1.21 Be able to ask relevant questions to gain information.
Mathematics link: 1.89 Be able to construct pictograms, tally charts, bar graphs and tables.
Reflection
Once they know their results, what is some advice they could offer to children in school about how much
they are using technology?
Are there any risks with their own use of technology?
Personal Goals
Collaborator - 1.05 contribute to group work and learning with various groups/teams
Empathetic - 1.20 demonstrate kindness to others
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Health and Wellbeing Task 3
Learning Goals
1.09 Know that the rules in different environments should be followed in order to support health and
safety
1.16 Know that we should not share information about ourselves online
1.18 Understand that being a good digital citizen means being safe and responsible online
Research activity
It is important for learners to understand the different ways they need to be safe and responsible when
using digital media tools to consume, create or communicate.
These posters from Common Sense Education further communicate the message from the first activity:
https://d1e2bohyu2u2w9.cloudfront.net/education/sites/default/files/digital-resource/digital-citizenscharacter-posters.pdf
Use them as a stimulus and take some time to take the children through the posters, explaining what
each of them means. Discuss with the learners how you can ensure that you are being responsible in each
of the different areas.
Recording activity
Create a display with the different posters and ask the children to add ways of ensuring that they and
others can follow the guidance of the different characters. Use this display and refer to it during the unit
when using any technology for the different lessons.
Language Arts link: (Connection to Reflection activity)
1.19 Be able use a variety of tools and technologies to aid communication
1.27 Be able to use writing to convey simple ideas.
Children could create their own posters to display in areas of the school where technology is used.
Reflection
How do they think they could pass on this learning to peers their age? Why do they think it is important
to spread this learning to others?
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Personal Goals
Ethical - 1.21 recognise that rules are there to help us
Respectful - 1.31 be considerate of others' personal space and their things
Thinker - 1.35 give a reason for why I think something
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Health and Wellbeing Task 4
Learning Goals
1.09 Know that the rules in different environments should be followed in order to support health and
safety
1.16 Know that we should not share information about ourselves online
1.18 Understand that being a good digital citizen means being safe and responsible online
Research activity
Ask the children what each of the colours of a traffic light mean.
Show them the Internet Traffic Light video from the Commonsense Media website.
https://www.commonsense.org/education/video/digital-citizenship
Create a traffic light style display (you could use coloured paper plates, pieces of coloured paper, etc.)
and include some examples of websites that the children have accessed in previous units that fall within
each category, include search engines in your list, with child-friendly search engines being in the green
category and unrestricted search engines in yellow. Explain the reasons why they belong in each
category.
Recording activity
Have the children brainstorm what websites they know and use, and add them to the display where they
think they belong on the traffic light scale. Discuss with them their choices and the reasons why they
have placed them where they have. (Websites or apps that have age restrictions canbe included in red if
the age limit is above the age of the learners.)
Explain to the children that during the unit, with their help, you will be adding different websites to the
traffic lights.
Reflection
Think about what you would say if a friend tried to get you to access what you think is a ‘red’ website.
Role play with a partner to practice saying no.
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Personal Goals
Communicator - 1.13 be clear and relevant
Respectful - 1.30 accept that others have different opinions to me
Thinker - 1.35 give a reason for why I think something
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Health and Wellbeing Extension Task
Learning Goals
1.05 Understand that there are many factors that influence health and wellbeing
Extension activity
Have the children research into ways that companies have begun to try to monitor/limit the amount of
time people use technology.
Some examples include: Apple Screen Time tool, Google’s Digital Wellbeing tool, Amazon FreeTime.
Do they think this is a good thing? Why/why not?
As well as this, there has been an increase in the number of ways devices can help to track and measure
the amount of exercise someone is doing each day, or the amount of food someone eats. Have the
children do some research into some of these devices (examples include: FitBit, Garmin trackers, Apple
Watch, lots of different apps that you can use to input food choices) and talk to the class about the
positive use of technology for these reasons.
Ask the children to do a quick survey in their home and other members of their family’s homes to find out
how many exercise/eating tracking tools are being used and how many digital wellbeing tools are being
used.
Which do the children think are the most important and why?
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ICT & Computing Learning Goals
Children will:
1.11 Be able to use images, text and audio to communicate information
1.14 Understand that some images available on the internet are free from copyright
1.18 Understand that the internet is a public domain that presents privacy risks
1.20 Know that there are different tools for communicating around the world
1.21 Be able to use given software for a particular purpose
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ICT & Computing Task 1
Learning Goals
1.18 Understand that the internet is a public domain that presents privacy risks
1.20 Know that there are different tools for communicating around the world
Research activity
Avatars are used online to create digital characters to represent a person. These can be created to look
like the user, or individuals can have free reign over the appearance of their avatar. Ask the children if
they have ever made an avatar of themselves for a website or a game. Why do they think this might be a
good thing to create/use when online? (They will hopefully be able to refer to online safety from the
Health and Wellbeing lessons).
Recording activity
Direct the learners to www.avatarmaker.com (or other programs or websites that you know that allow
children to make an avatar). Working in pairs to help decide on facial features and the best shapes of
these, have each child create an avatar of themselves.
This activity links to the Art tasks on portrait painting.
Reflection
Could an avatar be used somewhere other than on online programs?
How could an avatar help keep us safe?
What should we believe about the avatars the others use? (Nothing!)
Personal Goals
Collaborator - 1.06 appreciate how everyone's activities combine to achieve a goal
Communicator - 1.13 be clear and relevant
Thinker - 1.37 reflect on where I have been successful in my learning
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ICT & Computing Task 2
Learning Goals
1.14 Understand that some images available on the internet are free from copyright
1.18 Understand that the internet is a public domain that presents privacy risks
1.20 Know that there are different tools for communicating around the world
Research activity
Ask the children if they have heard about YouTube or Baidu. What is it used for? Does anyone go on it?
What do they watch?
Talk a little about the history of YouTube and what its main purpose is.
“YouTube's mission is to give everyone a voice and show them the world.”
(https://www.youtube.com/intl/en-GB/about/)
Can the learners think of the positives and negatives related to YouTube or similar video streaming
platforms? Discuss with them the idea that advertising can be a negative, especially for young children. In
addition, talk about the fact that other YouTube videos shown on the side of the screen could be
inappropriate.
(Teacher tip: to watch a YouTube video without adverts and the other videos on the side of the screen, copy
the URL of the video, go to http://www.viewpure.com and paste it into the search bar.)
(To restrict inappropriate content that may be on YouTube, follow these instructions: 1. Click on your account icon in the top right-hand
corner of the screen. 2. Click 'Restricted Mode'. 3. In the dialog box that appears, toggle 'restricted mode' to 'on' or 'of '.)
Introduce the children to two famous, young YouTube video stars:
Kid President (Robby Novak)
He began making feel-good videos with a message and sharing on a YouTube channel called Soul
Pancake. His videos were incredibly popular and shared millions of times. More information about him can
be found at http://www.kidpresident.com/whoweare.html.
Ryan Kaji
Starting his YouTube channel at the age of 5, videos on Ryan’s World (formerly called Ryan’s Toy Reviews)
have been viewed over 30 billion times and he has over 20 million subscribers. Since starting by
unboxing and reviewing toys, his videos now encompass a lot of different themes and he even has his
own product ranges that are sold in stores across the USA. In 2019, Ryan earned $26,000,000 dollars!
Show some examples of the videos from both of these young YouTube stars. The videos can be found
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here:
Ryan’s World: https://www.youtube.com/channel/UChGJGhZ9SOOHvBB0Y4DOO_w
Kid President: https://www.youtube.com/user/soulpancake (scroll down to find the Kid President
playlist).
(To restrict inappropriate content that may be on YouTube, follow these instructions: 1. Go to the account icon. 2. Click 'Restricted Mode'. 3.
In the dialog box that appears, toggle 'restricted mode' to 'on' or 'off'.)
Talk to them about how these two children use their voices, language, body language etc. to keep people
watching interested, to entertain, and to emphasize certain information etc.
Recording activity
These videos are great examples of creating and communicating. If the children could create any video in
the same style as these, to communicate to the world about something, what would it be? Have the
children write out what, how and why. Then ask them what equipment they would need and what skills
they would need to develop to be successful.
Language Arts links:
1.04 Be able to identify devices used by writers or speakers e.g. repetition.
1.44 Be able to respond to performances by identifying what they liked or disliked and giving simple
reasons.
1.45 Be able to comment on connections between performances and their own lives.
Reflection
Talk to the children about whether they think being a YouTube star at a young age is a good or bad thing.
Who do they think watches the videos of these two people and why? What could be the negatives about
posting such public videos?
Personal Goals
Empathetic - 1.19 recognise some of the differences and similarities between my own life and that of
others
Thinker - 1.39 use others' ideas as inspiration
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ICT & Computing Task 3
Learning Goals
1.11 Be able to use images, text and audio to communicate information
1.20 Know that there are different tools for communicating around the world
1.21 Be able to use given software for a particular purpose
Research activity
Is everything you see on a screen real? How do movies that are supposed to be in space filmed? Or
movies that include dragons or other magical animals? Or movies that allow people to be in different
countries?
The concept of Green Screen has been used for many years to create backdrops in movies and TV shows.
A common example of the use of green screen is the weather report on TV.
Show the children some examples of Green Screen in action:
https://www.youtube.com/watch?v=E7543VyHYf4
A green screen explanation from a meteorologist.
https://digitalsynopsis.com/design/movies-before-after-green-screen-cgi/
This website provides a wide range of still images with examples from movies. (You may want to pick and
choose which images to show).
https://www.youtube.com/watch?v=7rk0279i7vM
Hollywood movies with effects removed (Again, you may want to pick and choose which bits you show)
https://www.thethings.com/20-green-screen-photos-ruin-movies/
Other examples of still images from green screen in movies:
https://www.youtube.com/watch?v=Vco387mKnfA
Harry Potter Warner Bros Studios green screen broomstick experience:
(To restrict inappropriate content that may be on YouTube, follow these instructions: 1. Go to the account icon. 2. Click 'Restricted Mode'. 3.
In the dialog box that appears, toggle 'restricted mode' to 'on' or 'off'.)
There are a number of apps you can use to facilitate the green screen effect:
iMovie: A native app on Apple devices allows you to use green or blue chroma screens for videos.
WeVideo: Available on Chromebooks.
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Touchcast: A dedicated green screen app.
Green Screen by Do Ink (paid app): This is a very easy app to use to apply the effect on videos or
images. There is a range of colours that you can use as the backdrop in this app.
Keynote and Pages: These native apps on Apple devices allow you to remove the background of a
picture through the ‘Instant Alpha’ function.
Recording activity
You don’t have to be creating major blockbusters to use green screen! Have the children practise using
the green screen effect, either creating something of their own design, or linked to learning that is
happening in other subjects. Examples of green screen activities could be:
Create a short weather report
Fly like superman above buildings (needs a green piece of material to cover the ‘flying’ table).
(If Keynote is available) Using a picture book that the children know, such as ‘Where the Wild Things
Are’, the children could take a picture of themselves, put it in to Keynote, use the ‘Instant Alpha’ tool
and then add their image to one of the pages to become a character in the book.
Reflection
In movies and TV programs, what are the benefits of using a green screen? How does it help the movies
or TV Program get made?
Can you think of any recording tasks where using a green screen could have helped?
Assessment for Improving Learning
1.11 Be able to use images, text and audio to communicate information
Once completed, allow the learners to watch each other’s videos. Ask the children some questions after
each video to garner what information they learned while watching the videos – if they have
communicated information using the videos then they should be able to summarise some of the
information. Use the rubric to assess each video.
Personal Goals
Collaborator - 1.07 fulfil the role of leader or group member as and when directed
Resilient - 1.27 seek help only when I really need it
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ICT & Computing Extension Task
Learning Goals
1.11 Be able to use images, text and audio to communicate information
1.18 Understand that the internet is a public domain that presents privacy risks
1.20 Know that there are different tools for communicating around the world
Extension activity
After completing all the Digital Citizenship focused lessons in both this section and the Health &
Wellbeing section, tell the children that now they experts and know how to be responsible Digital
Citizens, they need to share what they have learnt to make sure others stay safe using digital media.
In pairs or small groups, create a Public Service Announcement poster or short video that explains one
way that teachers, parents and other children at the school can make sure they are responsible and
successful Digital Citizens!
What do they think is the best way to share their posters or videos? Have the groups decide on how to do
this and then share with the rest of the school/school community.
Review the learners’ videos or posters and determine whether their message is clear and relevant. Have
they shown an understanding of at least one possible danger of using technology?
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Music Learning Goals
Children will:
1.02 Be able to perform individually and/or with others
1.03 Be able to respond to musical stimuli
1.07 Be able to choose appropriate sounds and instruments when creating music and be able to
give reasons for their choices
1.12 Understand how sounds and instruments communicate emotion and atmosphere
1.14 Be able to comment on their own musical experiences with supporting reasons
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Music Task 1
Learning Goals
1.02 Be able to perform individually and/or with others
1.03 Be able to respond to musical stimuli
1.07 Be able to choose appropriate sounds and instruments when creating music and be able to
give reasons for their choices
1.12 Understand how sounds and instruments communicate emotion and atmosphere
Research activity
Explain to the children that music can be used to communicate feelings and atmosphere, especially in
movies, TV shows and cartoons. All good movies have a score that helps to show both the mood and
emotions of the characters on the screen, but also to create emotion for the people watching.
To begin with, play the children some scenes from movies that use music to show or try to evoke
emotion. Play just the sound and not the visual - this way they can purely focus on the music and sounds.
There are lots of good examples you can listen to, some you could use/search for include:
https://www.youtube.com/watch?v=F2bk_9T482g
The opening montage scene from Disney Pixar’s Up!
https://www.youtube.com/watch?v=FbLA0LS67XE
(start about 1:08 in)The wildebeest stampede scene from the original The Lion King movie
https://www.youtube.com/watch?v=30lrNWPk3bs
The beginning of the song ‘I Just Can’t Wait to be King’ from the Lion King (first 24 seconds)
https://www.youtube.com/watch?v=nTII0cyUbQo
This video uses segments of the Disney Pixar movie Inside Out. It has been put together so that viewers
can guess the emotions. Ask the children to try to focus on the accompanying music used for each of the
emotions.
(To restrict inappropriate content that may be on YouTube, follow these instructions: 1. Go to the account icon. 2. Click 'Restricted Mode'. 3.
In the dialog box that appears, toggle 'restricted mode' to 'on' or 'off'.)
Whilst playing the videos, tell the children to think about and try to guess the emotions that the music is
trying to evoke. Have them share their thoughts with the rest of the class and explain why. Collect ideas
about what elements of the music relate to certain types of emotion. Ask the children to think about
dynamics (loud/soft), pitch (high/low) and the speed of the music and how this has affected the emotion
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they are feeling. Can they identify any specific instrument families they think are being used in each of
the pieces (percussion, string, woodwind, etc.)?
Recording activity
For the next part, provide the children with a selection of instruments; or, if your learners have access to
tablets, they could use Garageband or another similar application. This is a fantastic way to incorporate
technology into the lessons and have the experience of playing a wide variety of instruments.
Firstly, allow the class some time to play the instruments, exploring and investigating different sounds
they might be able to make. Encourage the children to explore playing the instruments in more than one
way e.g. instead of banging a drum, they could try scraping across the top of it or only hitting the rim.
Which instruments do they think might be best to use for certain emotions? Have the learners record, in a
table, the instrument they’ve used, how they played it, the type of sound it made and what emotion they
think it could help to show.
Language Arts links: When discussing the audio:
1.01 Be able to summarise and retell what they have viewed (heard).
1.15 Be able to articulate and justify answers, arguments and opinions.
ICT link: If using garage band or digital instruments:
1.20 Know that there are different tools for communicating around the world.
Reflection
What were the limitations to success with creating the sounds you wanted? Were there sounds you
imagined but were unable to play?
Assessment for Improving Learning
1.07 Be able to choose appropriate sounds and instruments when creating music and be able to give
reasons for their choices
Ask the children to showcase the different sounds they’ve made with the instruments and then share with
a partner why they think those sounds are effective. They should demonstrate an understanding that most
instruments can be played in different ways to get different types of sounds.
Observe and take note of the learners' abilities to both share opinions with respect and listen carefully to
their classmates.
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Personal Goals
Adaptable - 1.02 try different ways of doing things
Resilient - 1.25 have more than one go at something
Respectful - 1.30 accept that others have different opinions to me
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Music Task 2
Learning Goals
1.02 Be able to perform individually and/or with others
1.07 Be able to choose appropriate sounds and instruments when creating music and be able to
give reasons for their choices
1.12 Understand how sounds and instruments communicate emotion and atmosphere
1.14 Be able to comment on their own musical experiences with supporting reasons
Research activity
Ask the children to return to their table from the previous lesson and discuss with a partner which
instruments they found could be played differently. Ask them to share with the class, either by describing
or playing the instrument, one example of what they recorded in their table.
Recording activity
The Inside Out snippets shown in the previous lesson are good examples to use to show feelings of
characters through music.
https://www.youtube.com/watch?v=dOkyKyVFnSs
A different version of the video can be found at the link below, and will work better for this task.
(To restrict inappropriate content that may be on YouTube, follow these instructions: 1. Go to the account icon. 2. Click 'Restricted Mode'. 3.
In the dialog box that appears, toggle 'restricted mode' to 'on' or 'off'.)
Have the children work in pairs. Let them choose one of the feelings that are shown in the video and
have them watch the section of the video without sound. Challenge the learners to use their instruments
or devices to create music that shows the feelings of the characters based on their movement, reactions
or body language.
If using Garageband or a similar application, have them record their music in the app. If using regular
instruments, record the musical creations as audio.
ICT link: If using garage band or digital instruments:
1.20 Know that there are different tools for communicating around the world.
Reflection
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Have the children play their recorded pieces back whilst you play the part of the video it relates to. Ask
the learners to share with the class why they chose the instrument and style of playing. Ask others to
provide feedback.
Assessment for Improving Learning
1.07 Be able to choose appropriate sounds and instruments when creating music and be able to give
reasons for their choices
Have the children self-assess their musical creations against the rubric. Ask them to consider the peer
feedback from the Reflection section. The children can add a reflective sentence which outlines why
they think the sounds they have created were linked to the emotions they were trying to convey.
Personal Goals
Adaptable - 1.01 approach tasks with an open mind
Communicator - 1.12 be honest and truthful
Thinker - 1.37 reflect on where I have been successful in my learning
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Music Extension Task
Learning Goals
1.02 Be able to perform individually and/or with others
1.07 Be able to choose appropriate sounds and instruments when creating music and be able to
give reasons for their choices
1.12 Understand how sounds and instruments communicate emotion and atmosphere
Extension activity
As a part of their final video creation, have the children create background music for their video or a
piece of introduction music. Make sure they refer back to their prior learning when creating their
recordings. The children should focus on trying to communicate or create an emotion with their music.
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History Learning Goals
Children will:
1.01 Be able to formulate questions about objects from the past
1.03 Be able to select and record relevant information about the past
1.06 Know that how people talk about time is influenced by culture
1.07 Be able to order events and objects chronologically
1.10 Know differences between their own lives and those of people from the past
1.11 Understand that technological development is not a recent phenomenon
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History Task 1
Learning Goals
1.01 Be able to formulate questions about objects from the past
1.07 Be able to order events and objects chronologically
1.11 Understand that technological development is not a recent phenomenon
Research activity
In this first task, have the children explore the ways in which people have communicated through both
digital and non-digital technology.
Using either physical objects or images, gather examples of media and the tools used to access that
media. Then, display them in the classroom. Have the children explore the objects/images and discuss
with each other what they think they are and what they are/were used for.
Some examples could include:
Early example of a radio (Guglielmo Marconi Radio, Early 1900s)
Early example of a TV (John Logie Baird, Mechanical Television, 1920s)
Early example of a computer (ENIAC [‘Giant Brain’] First general-purpose electronic, digital computer,
1946)
A tablet device (Microsoft Tablet PC, 2000)
An early example of a telephone (Alexander Graham Bell, 1876)
First smartphone (Simon Personal Communicator, made by IBM, 1992)
A newspaper (1600s)
A gramophone (Emile Berliner, 1890s)
A cassette player (Phillips, 1962)
A discman (Sony Discman D-50, 1984)
A set of encyclopedias (Naturalis Historia by Pliny the Elder, AD 77-79)
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Recording activity
There is a fair chance that the children will be unfamiliar with many of the examples. Have the children
choose one of the communication mediums that they don’t know about and encourage them to create
some questions that they could ask you to find out more. They should use clues in the image/object and
any prior knowledge they may have.
Next, either in their books, or as a display in the classroom, have children try to put the different
examples of communication technologies into groups as they see fit (Note: Some could belong in more
than one group). Once they have grouped them, challenge them to try to put those items in chronological
order - ask them to explain why they have chosen the order they have (See Assessment for Improving
Learning below). Have each group share their chronological orders. Give them the correct order of the
items and discuss as a class whether they were right or wrong.
Considering the changes that the children can see in these examples of communication technology, ask
them to think about both the positive and negative aspects of recent changes (e.g. easier to use, more
expensive, have to learn new things, size/mobility, quality, range/choice, etc.).
The children can then display these positives and negatives using an image of their piece of technology.
This could be in their book using a pre-printed image, or they could source an image from the internet
and reflect digitally using words or voice.
Language Arts link: 1.21 Be able to ask relevant questions to gain information
Learners could be given ‘W’ question word starters/prompts (who, what, where, when, why, how).
Alternatively, for challenge and choice, they could be given a question matrix to scaffold creating
questions about the objects. (An internet image search will provide various copies of these - you can use
one that provides a suitable level of challenge).
ICT links:
1.09 Be able to use a child-friendly search engine to find images or information
1.20 Know that there are different tools for communicating around the world
Reflection
Think about the technology in your own life. What are the benefits and challenges of the technology you
have access to?
Assessment for Improving Learning
1.07 Be able to order events and objects chronologically
After creating their chronology, share with a partner and identify any differences. The children will
explain why they decided on the order they did. As a class, discuss the differences and talk about the
questions you could ask to help. Why were some of the things harder to order?
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Personal Goals
Adaptable - 1.04 realise that my opinions may change over time
Thinker - 1.40 seek to connect learning to personal experiences
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History Task 2
Learning Goals
1.03 Be able to select and record relevant information about the past
1.06 Know that how people talk about time is influenced by culture
1.10 Know differences between their own lives and those of people from the past
1.11 Understand that technological development is not a recent phenomenon
Research activity
After exploring the history of media and related technology, ask the children how we could find out
about how technology and different types of media have changed people’s lives. Who could we ask?
Tell the children that they are going to interview their parents and/or grandparents to mainly focus on
finding out what communication technologies they had when they were younger. They may also want to
ask what the impact has been on their lives as changes have occurred throughout their life.
Collaborate with the class to formulate questions for their interviews. What is the main information they
want to find out? They may want to find out about how they communicated with family and friends, got
information or news, spent time on hobbies, etc.
Talk about how to interview somebody effectively, using good speaking and listening skills.
Discuss how they could record the answers, e.g. notes, audio, video. This is a good opportunity to talk
about seeking permission if wanting to record someone.
Family members could be invited in for the interviews, or they could be carried out as a home learning
task.
Recording activity
Either in school or at home, have the children complete the interviews.
After gathering information from their interviews, the children can compare their parents'/grandparents’
perspective and experience of technology with their own. What is different or the same? Do we use
anything differently now than before?
This could be done by:
Completing a piece of writing that summarizes the information from their interview.
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A short video, where the learners talk and reflect on the interview.
Introducing and using a Venn diagram or a Bridge Map to show similarities, differences and contrasts
(see Big Picture).
Language Arts links:
1.21 Be able to ask relevant questions to gain information
1.25 Be able to use writing to describe persons, places, objects and experiences
1.33 Understand that different speeds and tone of speaking are appropriate for communicating in
different situations
These goals canguide interview techniques and reporting back.
ICT links:
1.11 Be able to use images, text and audio to communicate information
1.12 Be able to use a given tool to collect and record information (Recording the interview)
Reflection
Think about how you recorded the interview (e.g. notes, audio, video). Was the method you chose
effective? What would you do next time you interview someone?
After collecting the information from the interview, provide the learners with a format/template that
encourages them to choose the relevant information and organise the information effectively to answert
the question - How has technology changed lives?
Assessment for Improving Learning
1.03 Be able to select and record relevant information about the past
The learners can self assess using the children's considering if they were you able to select relevant
information about the past from the interview.
Personal Goals
Communicator - 1.13 be clear and relevant
Empathetic - 1.19 recognise some of the differences and similarities between my own life and that of
others
Respectful - 1.32 recognise and accept that we are all different
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History Task 3
Learning Goals
1.01 Be able to formulate questions about objects from the past
1.06 Know that how people talk about time is influenced by culture
1.10 Know differences between their own lives and those of people from the past
1.11 Understand that technological development is not a recent phenomenon
Research activity
What are some of the different ways we communicate today using technology and media?
Talk to the class and model some of the different ways we utilize technology in order to communicate
today:
Using emojis. Explain to the class how emojis are often used to show someone how you are feeling or
your reaction to an event or something that has been said.
Online translators. Model how online translators help people who speak different languages to
communicate with each other.
Artificial Intelligence: Using virtual assistants, we are able to communicate with each other, but also
communicate with technology itself.
Sign Language Translator: Although this example only uses the Portuguese language, it allows people
to translate sign language to aid communication with those who are hearing impaired.
https://www.insider.com/hand-talk-app-translate-speech-sign-language-hugo-brazil-libras-2016-9
ICT links:
1.03 Understand that there are a range of everyday devices that follow programs.
1.20 Know that there are different tools for communicating around the world.
Recording activity
Have the children choose one of the examples talked about and draw a clearly labelled picture showing
people using that form of communication. Have them add some positives and negatives for this form of
communication.
Language Arts links:
1.32 Understand that there may be differences between spoken and written forms used in school and
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those used elsewhere
1.34 Understand that messages and meaning can be communicated through verbal and non-verbal
expressions
Reflection
Have they used any of these forms of communication? What was their experience of that – was it easy or
difficult?
Personal Goals
Thinker - 1.35 give a reason for why I think something
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History Extension Task
Learning Goals
1.10 Know differences between their own lives and those of people from the past
1.11 Understand that technological development is not a recent phenomenon
Extension activity
Ask the children ‘How will you communicate using media and technology in the future?” Ask the children
to think about how they think technology will change and what ways they will communicate when they
are older. Have the children create a short comic strip that shows people communicating in the future
either using a brand-new piece of technology or an evolved piece of current technology.
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Art Learning Goals
Children will:
1.01 Be able to create a work of art to express experiences, ideas and/or emotions
1.03 Be able to create an original artwork to serve a given purpose using given media
1.05 Understand that our own experiences can provide inspiration for original artwork
1.06 Be able to experiment and play with a variety of materials, techniques and technologies
1.09 Know that artwork can have a specific purpose
1.10 Know that there are different types of visual art
1.13 Be able to comment on works of art
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Art Task 1
Learning Goals
1.03 Be able to create an original artwork to serve a given purpose using given media
1.06 Be able to experiment and play with a variety of materials, techniques and technologies
1.10 Know that there are different types of visual art
1.13 Be able to comment on works of art
Research activity
Begin by showing the children a number of different examples of portraits, either as photographs,
paintings or sketches, with and without colour. Explain to them that a portrait is a pictorial representation
of a person, usually showing the face. Have them explore the portraits you have shown them and explain
to you what they like and don’t like about each example.
There are many good examples of portraits and self-portraits. Some you may want to use include:
Mona Lisa by Leonardo Da Vinci
Portrait of a Man in Red Chalk by Leonardo Da Vinci (self-portrait)
Self Portrait with Skeleton Arm by Edvard Munch (self-portrait)
Self Portrait with Thorn Necklace and Hummingbird by Frida Kahlo (self-portrait)
Girl with a Pearl Earring by Johannes Vermeer
Woman with a Hat by Henri Matisse
Modern day portrait photography by Martin Schoeller (https://martinschoeller.com)
Make sure some of the portrait examples are self-portraits. Explain to the learners that self-portraits are
portraits of people drawn or painted by themselves. What do they think could be difficult about doing a
self-portrait?
Recording activity
Have the children create four self-portraits with the following media and tools:
1. Ask the children to complete a self-portrait, on paper using a pencil, without using anything to help
them, e.g. a mirror, a photo etc. After completing this, ask the learners how they think they could improve
their drawing. What could they use to help them improve?
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2. Next, have the children use a mirror, so they can see their face whilst they are drawing. Tell them to
make sure to use the mirror so they can take extra care in making sure the drawing looks like them.
Ask the children how they think technology could help them to draw their self-portrait. Then, using a
drawing app (e.g. Tayasui Sketches School, Keynote, Paper 53 or Adobe Illustrator Draw) on an iPad or
another tablet, or using paper and a pencil, follow the steps below to have the children draw themselves
with some more scaffolding.
a. Place a dot at the top of the page and then one at the bottom of the page opposite each other – these
provide guidance markers for the children to draw the outline of the face.
b. Add dashed/dotted lines horizontally and vertically through the shape to provide more guidance lines
for proportions and placement of facial features. (If completing this non-digitally, make these lines very
faint and easily erasable).
c. Add facial features, using the lines as guidance. Eyes should be placed just above the horizontal
guideline and using the vertical line to ensure they are an equal distance apart. The nose should be
added just below the horizontal guideline, the mouth just below the nose. Add eyebrows and eyelashes.
If their hair isn’t long, add ears, with the top of the ears level with the eyes. Encourage them to
experiment with different shapes for the eyes, nose and mouth. Do they want to be smiling or have their
mouth closed? Are their eyes more round or oval shaped? Is their nose round or straight/sharp?
d. With the facial features added, have the children add their hair.
e. Finally, add colour and any additional items – freckles, hair accessories, earrings, etc.
3. Have the learners use the camera on a device to take a selfie, or they could ask someone to take a
photo for them and crop it to include just their head and shoulders. Put the photo into an app in which
they can draw over the image – the apps listed above allow this. Have the children follow the same steps
from above, but this time they will be tracing over their face. Once completed, delete the original image,
leaving just the image drawn by the child.
4. Finally, if possible, have the children pose for a portrait photograph. Explain to them that they can hold
any pose they would like in the photo. You could have the peers take the photos of each other, take them
yourself, or invite a professional photographer in to both talk to the children about the process of taking
good portrait shots and to take their portraits. (Note: On the newer camera phones, there are settings
included that specifically allow you to take good quality portrait photographs. This could be something to
consider using).
ICT link: 1.15 Be able to save, retrieve and revise files.
The children will need the files of their self-portraits for the next task.
Reflection
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After each portrait is completed, have the children both self-reflect and provide peer feedback to at least
one other member of the class.
Compare the five at the end. Which tool and process helped you produce the best portrait?
Assessment for Improving Learning
1.13 Be able to comment on works of art beyond giving an opinion
After each portrait is completed, have the children both self-reflect and provide peer feedback to at least
one other child in the class.
Personal Goals
Resilient - 1.28 realise that learning takes effort
Thinker - 1.37 reflect on where I have been successful in my learning
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Art Task 2
Learning Goals
1.01 Be able to create a work of art to express experiences, ideas and/or emotions
1.03 Be able to create an original artwork to serve a given purpose using given media
1.05 Understand that our own experiences can provide inspiration for original artwork
1.06 Be able to experiment and play with a variety of materials, techniques and technologies
1.09 Know that artwork can have a specific purpose
1.13 Be able to comment on works of art
Research activity
Explain to the children that they are going to be creative in how they communicate who they are and
what they like. Ask the learners what information they could provide people to help them communicate
their identity (e.g. nationality, where they feel at home, family, hobbies, favourite food, favourite school
subject) using visual images.
Create success criteria with the class. This may be a list of the features to include, the number of items to
be added, the format/type or the quality of the items added. Discuss expectations of citing their sources
for the images they use to build their picture. At minimum they should include a link, the website name
or the original image creator. Not all of these are easily identifiable but the concept of citing and respect
for the work of others should be introduced and the children should try to include this infromation. (They
may wish to do it as a key on the side, labelling the images they have used with a letter or number and
then listing this in a key).
Recording activity
Have children choose one of the two digital self-portraits they created in Art Task 1.
Import the photo into a digital creation app that can be used on a tablet or touch screen laptop, e.g.
Keynote
Powerpoint
Explain Everything
Tayasui Sketches School
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With their own portrait creation in the centre of the screen, have them write ‘I am *NAME*’ at the top of
the page. Then, ask them to add images, drawings, words or vector images they have found around the
edges of their self-portrait to further show/communicate what is unique identity and who they are.
Invite the children to share their creations. Can they find something new that they learned about one of
their classmates? Can they find commonalities across the portraits, identifying the less unique elements?
For challenge and choice, the children could incorporate the found images in the portrait. e.g. replace the
iris of the eye with a round image that connects with their identity.
ICT links:
1.09 Be able to use a child-friendly search engine to find images or information
1.11 Be able to use images, text and audio to communicate information
1.14 Understand that some images available on the internet are free from copyright
Reflection
Why did they choose the self-portrait image that they did?
It can be very tempting for the children to add lots and lots of words/images/vectors etc. It is important to
ensure that they stay focused and that they choose relevant and interesting things to share. Ask the
learners why they have chosen the specific items and ask others to share what new things they have
learned about their peers.
Personal Goals
Communicator - 1.13 be clear and relevant
Empathetic - 1.19 recognise some of the differences and similarities between my own life and that of
others
Ethical - 1.24 make positive choices when given the opportunity
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International Learning Goals
Children will:
1.02 Be able to identify similarities and differences between the lives of children from different
countries
1.07 Be able to articulate how they should be making a contribution to positive change
1.10 Understand that they can contribute to practices that promote physically and socially healthy
classrooms, schools and local spaces
1.11 Understand that the human race is diverse
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International Task 1
Learning Goals
1.02 Be able to identify similarities and differences between the lives of children from different
countries
1.11 Understand that the human race is diverse
Research activity
The teacher who will lead the activity should, in advance of this lesson, explore the different video
calling apps you can provide in the classroom. To do a Mystery Skype type activity, you will need to find a
participant and arrange a suitable time to call. If you know someone who teaches a class in another
country, you could arrange to have a mystery video call with them, either using Skype or another video
or virtual meeting service. (You could also put a request on Pinboard for a mystergy class to particpate.)
You should use video calling apps in line with your school's policy and may need to seek permission from
parents for participation.
https://tinyurl.com/3r3kmp7w
This blog explains how amystery skype can work.
To begin the task, ask the children how we communicate with people we know using technology today
(e.g. phone, text message, email, video calls). Find out how many of them have communicated in any of
these ways before.
Ask them who they think we are most likely to:
Text message?
Email?
Speak to on the phone?
Have a video call with?
Private group chat/party embedded within a game?
What are the positives and negatives of each one?
Recording activity
Explain to the children that you have made a connection with another teacher and class somewhere else
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in the world, but that they are going to play a game to figure out where they are from! Explain to them
that they are going to have a mystery video call and they will need to ask questions to the other children
on the screen to try to find out where they are. The class can only answer yes or no. Ask the children
what might be some good questions to ask and choose who will ask the other class each question.
Have the Mystery Skype/Zoom or Teams call. Where do they think the people are from? How do they
know? What were the clues that helped them to think this?
Language Arts links:
1.13 Be able to make appropriate and respectful contributions to class and group discussions
1.21 Be able to ask relevant questions to gain information
1.33 Understand that different speeds and tone of speaking are appropriate for communicating in
different situations
ICT link:
1.20 Know that there are different tools for communicating around the world.
Reflection
After the call, ask the children how else they think they could have communicated with that class? Would
it have been easier, harder, quicker, or slower? Would this have been possible in the past?
Assessment for Improving Learning
1.02 Be able to identify similarities and differences between the lives of children from different
countries
Following the call, ask the children to summarise what they found out from the Skype call. They should
create a comparison chart to show the similarities and differences between their own lives and the lives
of the children in the class that they Skyped with.
Personal Goals
Communicator - 1.13 be clear and relevant
Thinker - 1.34 identify and consider issues in local and global contexts
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International Task 2
Learning Goals
1.02 Be able to identify similarities and differences between the lives of children from different
countries
1.07 Be able to articulate how they should be making a contribution to positive change
1.10 Understand that they can contribute to practices that promote physically and socially healthy
classrooms, schools and local spaces
Research activity
Introduce the concept of accessibility features. These help people with disabilities to create and
communicate using technology in the same way as able-bodied people. Be aware and be sensitive that
the discussion may be difficult for children with disabilities.
Ask the children if they know of any technology that helps people so that we can all communicate and
create. Remind them of the translation app for sign language from History Task 3. Make a list of any ideas
they have. They should identify the challenge and the type of technology that may help.
Apple have a promotional video to showcase how some of their Accessibility features help people:
https://www.apple.com/accessibility/
Direct link to Apple which is regularly updated.
https://www.youtube.com/watch?v=XB4cjbYywqg
The 2016 video from Apple on accesibility features.
(To restrict inappropriate content that may be on YouTube, follow these instructions: 1. Go to the account icon. 2. Click 'Restricted Mode'. 3.
In the dialog box that appears, toggle 'restricted mode' to 'on' or 'off'.)
Watch the video(s) and check for understanding: Who made the video for Apple? It was made by Sady
Paulson, the lady featured at the beginning and end.
Recording activity
Look at the list they made of challenges and solutions. Did they see any of these in the video?
Watch the video again and see which examples on the list and which new solutions they see. Sometimes
it is a case of using something in a different way, such as video calling. Anyone can use this app, but it is
especially helpful for people who communicate with sign language. Some can be quite hard to identify,
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so you may need to pause the video to discuss what is happening e.g. voice control.
Examples:
Hearing aids – plus hearing aids that are now attached to other devices
Text-to-speak feature on devices
Subtitles
Eye gesture control
Speech synthesizer
Language Arts links:
1.01 Be able to summarise and retell what they have viewed
1.08 Be able to retrieve information and ideas from a specific given written text
ICT link: 1.03 Understand that there are a range of everyday devices that follow programs
Reflection
How would they help someone if they had a disability and joined the class? In what ways, both digital and
non-digital, could they help others to create and communicate?
Assessment for Improving Learning
1.02 Be able to identify similarities and differences between the lives of children from different
countries
Look at the comparison chart from International Task 1. Think about children who may face the
challenges discussed in today's lesson. Highlight the aspects of the comparison chart that are also
common for children with disabilities.
Personal Goals
Empathetic - 1.16 recognise that others may have different learning needs to myself
Respectful - 1.32 recognise and accept that we are all different
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International Extension Task
Learning Goals
1.02 Be able to identify similarities and differences between the lives of children from different
countries
Extension activity
Explain to the children that in some areas of the world, children are not as lucky as they themselves are.
They may not be able to access any technology, or only in limited amounts.
Some information you could explain to them from a 2017 UNICEF report are:
“Nearly 9 out of 10 of the young people (aged 15–24) currently not using the internet live in Africa or
Asia and the Pacific.”
“The top-line numbers are striking: Nearly one third of all youth worldwide – around 346 million 15–
24 year olds – are not online. In Africa, 3 out of 5 youth (aged 15 to 24) are offline; in Europe, the
proportion is just 1 in 25. But digital divides go deeper than just connectivity. In a world where 56 per
cent of websites are in English, many children cannot find content they understand or that’s relevant
to their lives. Many also lack the skills, as well as the access to devices like laptops, that would allow
them to make the most of online opportunities. If these digital divides are not bridged, they will
deepen existing socio-economic divisions.”
You could also show or read to the children page 31 from the report:
https://www.unicef.org/bulgaria/media/421/file/State%20of%20the%20world%27s%20children%20%20children%20in%20a%20digital%20age.pdf
Source: Children in a Digital World, UNICEF (2017)
Why do the children think this is the case? Do they think this would be in all areas of Africa or Asia or
only some specific countries?
Have learners do some research on their home country and find any information or statistics about
technology use among children. In small groups, ask the children to show on a world map the countries
they have looked into, and add information they have found – this could be completed using different
colours with a key, small images, or by writing information on to the map. Ask the small groups to share
with the rest of the class the information they have found.
Reflection:
What are some of the reasons that could prevent children across the world using technology to create or
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communicate?
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The Exit Point
Explain to the children that they have now learned all the knowledge, mastered the skills and have all the
understanding to become expert video-makers!
Channeling their inner Robby Novak, Ryan Kaji or even Steven Spielberg, set the children the challenge
to create a video that communicates to the viewer information about one of the pieces of technology or
digital media (new or old) that they learned about during the Unit.
Encourage the learners to be as creative as possible using the different digital skills they have learned:
Green screen
Digital art
Music creation
And perhaps finding a way to include some of the other elements of communication they have learned
about:
Make the video accessible to people with a disability
Utilise other forms of communication – body language, emojis, other languages
Have the class work in groups of 4 to create the video. Consider different roles that each group member
could have – either all the way through or taking turns in each role. Each group would need a presenter,
director, videographer and a script holder for each scene. Talk through the expectations of each role prior
to the task.
End the Exit Point with a grand showcase of the information videos. See whether you are able to display
them in other areas around the school or in a showcase event to members of the school community.
Exit Point reflection
Was the Exit Point successful? Why?
What could you have done to improve the Exit Point?
Final Unit Reflection
Use the some of the suggestions below or your own questions to guide a final reflection on the unit.
How might you use what you have learnt in the unit in the future?
What was your favourite part of the unit?
Which tasks did you find the most challenging?
When were you most successful in this unit? Why?
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Which task did you learn the most from?
The IPC community would love to see examples of your learning, in any subject, at any stage of the
learning process. If you have any pictures or stories you would like to share please do so on the
Curriculum Portal Pinboard, tweet @The_IPC, post on our Facebook page at
facebook.com/InternationalPrimaryCurriculum.
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Resources
For this unit, you will need some, but not necessarily all, of the following:
Equipment
A digital device for the children to use while learning.
Either images of, or physical examples of technology from throughout history (see
suggested list in History lessons).
Webcam – to complete the Skype lesson, this will be necessary. Teachers need to
create a Skype account.
Green Screen - these can be bought as full sets, or you could paint a wall. A piece of
cloth or boxes covered in green paper can also work. For some apps, it doesn’t have to
be green, as long as the colours of the objects in front of the coloured screen aren’t the
same. Guidance on how to create using a green screen and what you might need can be
found here: https://www.techsmith.com/blog/how-to-create-a-diy-green-screen
Thinking Maps - these are a set of mapping templates, based on neurological, thinking
and learning research. Information about them and the examples of each can be found
here: https://www.thinkingmaps.com/why-thinking-maps-2/
Books
Everyone Can Create books by Apple – these can be found on the Apple Books Store.
They are a great resource that provide guidance and practical examples to follow either
online or offline. They cover: Drawing, Music, Photo and Video. There is also an Early
Learners specific book with ideas for younger students.
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Glossary
Vocabulary to meet the success criteria of using technical/subject language.
Music
Atmosphere (noun): The character, feeling, or mood of a place or situation.
Emotions (noun): A feeling such as happiness, love, fear, anger or hatred, which can be caused by the
situation that you are in or the people you are with.
Character (noun): A person in a story, play, or movie.
History
Artificial Intelligence (noun): The use of computer programs that have some of the qualities of the human
mind, such as the ability to understand language, recognize pictures, and learn from experience.
Chronological (adjective): The order in which a series of events happened.
Interview (noun): A meeting in which someone answers questions about himself or herself for a
newspaper article, television show, etc.
Art
Portrait (noun): A painting, photograph, drawing, etc. of a person or, less commonly, of a group of people.
Self-portrait (noun): A portrait of oneself done by oneself.
International
Accessible (adjective): Easy to reach, use or get into, especially by people with disabilities; adapted for
use by people with disabilities.
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The Big Picture
The Big Picture provides teachers with subject-based background information to the issues contained
within the unit. Teachers are encouraged to review recent news articles that explain any relevant
changes or developments, including those specific to the school or host country context.
Technology is all around us and today’s young learners come into daily contact with technology and the
media more than any previous generations. Nearly 20 years ago, these learners were being referred to as
‘digital natives’ - those who have been born into a world of technology
(https://www.cnn.com/2012/12/04/business/digital-native-prensky/index.html). Whilst this may be true,
that term has led many to assume that all children are able to use technology with ease and have an
understanding of the many benefits and dangers that technology holds. This is a worrying assumption.
Access to technology and the media is 24/7. Technology seems to be ever-present with students of all
ages, with access to mobile phones and tablets becoming more prevalent amongst younger children.
Commonsense Media regularly explore and report on issues surrounding media usage, with many surveys
and their findings available on their website. In 2017, they published the findings from their survey titled
‘The Common Sense Census: media use by kids age 0 to 8.’ Amongst other data, they found that:
35% of all screen time was from mobile devices
Between 2013 and 2017, the average daily media time spent on mobile devices tripled to 48 minutes
per day.
(the full report and infographic for this survey can be found at:
https://www.commonsensemedia.org/research/the-common-sense-census-media-use-by-kids-age-zero-toeight-2017)
However, it is not all doom and gloom. Technology and the media still provide many positives within
society and there is much to celebrate! Families and friends are more connected than ever through the
variety of choices they have to communicate, be it voice, video or written communication. Wherever
people may be in the world, ‘home’ is still at their fingertips. Whilst that is the case, through the advent of
Virtual Reality (VR) and Augmented Reality (AR), we are also only fingertips away from anywhere in or
beyond our world. Virtual Reality especially allows us to immerse ourselves in new worlds, different
historical eras or the remotest areas of our own and other planets! The opportunities to create using
technology are infinite. Many of the non-digital skills we learn in order to draw or make music are
enhanced in numerous ways with the inclusion of digital tools.
Technology also allows us to communicate with it. Artificial Intelligence (A.I.), touch control and gesture
control are just a few examples of these. It can also be used to help people communicate across language
barriers, or help people with learning, physical or mental disabilities to communicate with the world
around them.
Although all of these examples above provide many positives related to media and technology, it is
important that we remember two things:
1. There are still many areas of the world which do not have uncontrolled access to media and
technology that other parts of the world enjoy.
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2. There are negative elements that can be linked to the media and technology, some being:
excessive screen time, addiction, bullying, the development of FOMO (Fear Of Missing Out), and
difficulty in distinguishing between fact and fiction.
History of YouTube: https://interestingengineering.com/youtube-its-history-and-impact-on-the-internet
It would be a good idea to spend some time working with the students to make sure they know how to
hold a tablet/phone in order to take good video or photos. It is important to hold the devices steady,
speak clearly, point the camera in the direction that is needed and make sure they have everything they
need within the camera frame.
A link to learn how to use morse code: https://www.wikihow.com/Learn-Morse-Code
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Assessment for Improving Learning
Are your children busy, or are they busy learning? This is the question that we need to be able to answer
throughout each IPC unit — what improvements are being made to children’s learning as a result of
studying this theme? Assessment provides the answer.
Assessing Knowledge
The IPC does not provide examples of Knowledge assessments as the Knowledge content of the
curriculum can be adapted to any national curricula requirements. Knowledge assessments should be
designed to promote recall, repeated recall will help secure Knowledge in the long-term memory. These
recall tasks can be formal or informal, oral or written and include examples such as quizzes, tests,
matching activities and other strategies that may be listed in the school’s classroom approaches. Teachers
should plan for a variety of opportunities to assess Knowledge, these will become more extensive as the
unit progresses and more Knowledge is gained.
Assessing Skills
Assessment for Improving Learning opportunities are highlighted in the thematic unit to offer guidance
on how to assess children’s skills progress throughout the unit. The Learning Goals indicated by this
symbol and bold text are the Key Skills for which we have provided teachers’ and children’s rubrics as
well as Learning Advice in the IPC Assessment for Improving Learning Toolkit.
We recommend that only 1 skill is assessed within any task*. Although Key Skills of other subjects may be
linked to the tasks, only the Key Skill of the subject being learnt should be assessed. Assessment of Key
Skills is multifaceted and may include assessment of both the product and/or performance of the skill.
When assessing the product, teachers ask: What evidence does this product provide of the child’s
application of the Key Skill?
When assessing the performance teachers ask: What evidence can I observe of the Key Skill in
action?
* The exception to this is the two Science Learning Goals on prediction and comparing predictions to results, these may be assessed
together once children have experience of both skills.
Teachers should review the units in their milepost to establish when each Key Skill is taught. It is not
expected that all the Key Skills within each unit will be assessed at every opportunity. Consideration
should be given to both practice and assessment during medium term planning and focus Key Skills to be
assessed during each unit should be identified. Prior to each unit we recommend you download the
rubrics you need and make agreements on how these will be used consistently across the milepost. Some
schools provide copies of the children’s rubrics for them to highlight during the unit as they make
progress, other schools make display versions to discuss with the class during learning.
The rubrics provided for the Key Skills support teachers and learners with a comprehensive skills
assessment tool. For teachers, the detailed rubrics provide consistent level descriptors of Key Skills which
can be applied and moderated across multiple groups of learners within a milepost. For children, using
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the rubrics enables them to identify where they are now and where they need to be, which can be
expressed as a learning goal or next step for improvement.
The Assessment for Improving Learning Toolkit can be used in different ways and at different times e.g.
before, during or after a task. The rubric should be available and discussed with learners when practicing
the Key Skills as well as prior to any assessment.
The following are all encouraged:
Self-assessment against the children’s rubrics, goal setting driven by the Learning Advice.
Peer-assessment using the rubrics and generating feedback based on the Learning Advice.
Teacher assessment against the teacher rubrics, feedback guided by the Learning Advice.
The Key Skills should be developed across a range of tasks and care should be taken to not confuse the
Learning Goal with the task outcome. Success criteria for the task can be co-created and used alongside
the rubrics to guide learners in their efforts.
We recommend that you collect data on learner’s progress with the Key Skills within and across the units;
your school may decide to use an a online tracking tool for this.
Assessing Understanding
Assessing understanding involves any or all of the following at different times as appropriate:
A collection of evidence over time
Teacher judgment
Open ended task construction
Application of thinking skills
A certain breadth of knowledge so that connections can be made
Multiple opportunities that are designed in different ways.
It is important to note that there are degrees of understanding, that can be indicated by breadth or depth
and are influenced by personal experience and perspective, including empathy for others’ perspectives.
Due to its complexity, teachers are encouraged to discuss when planning a unit what evidence of
Understanding they anticipate and later to share learning that they consider provides evidence of
Understanding.
For further information please see the Curriculum Guide and the Implementation Guide sections on
Foundation 7: Assessment for Improving Learning.
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