Interactive Storytelling
Technology • 30 • 20 students • Created with AI following Aligned with National Curriculum for England
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Teaching Instructions
Task
Create a plan for an interdisciplinary lesson which makes effective use of ICT to develop both a computing and an English learning outcome.
Purpose
This task develops your ICT subject knowledge and your understanding of interdisciplinary approaches to learning. You will also consolidate and extend your Block 2 learning about the relationship between subject knowledge and planning. This task gives you the opportunity to practice professional skills related to planning learning activities for children.
Guidance
In Block 5 you have explored how digital technologies can be used across the curriculum. In this assignment you will plan a 20–30 minute activity for primary children that makes effective use of ICT to support the teaching and learning of computing and English. You can choose which literacy and computing topics to teach for your activity, so that you can personalise your learning to your own goals and interests. However, the topic of the activity must be different to the topics you explored for your TMA 03 Part 2.
You can choose which age group within the primary age range this activity is for, such as P1, Year 3 or Upper Key Stage 2.
You are not required to work through activities in order to complete the EMA. However, you may wish to revisit Activity 9.4 and the feedback you received for TMA 02 to support you to complete your EMA Part 1. The Block 5 Study Guide and activities will also support you to complete this part of your assignment.
i.Using appropriate national curriculum documents (such as the Curriculum for Excellence in Scotland, or the Curriculum for Wales), identify a learning objective for the activity which is suitable for the age range you have selected.
ii.Using the planning grid, create an activity plan which includes details of the following aspects:
The activity
What is the learning objective? What are the key English principles and vocabulary? A description of the activity, including: What the children would do. Use of resources with particular attention to the role of ICT. What the adult’s role is. Children’s learning
How would this activity
enable children to develop their subject knowledge? enable children to develop their computational thinking? develop children’s 21st century skills? develop children’s digital literacy? Your subject knowledge
What foundational subject knowledge would you need to teach this activity? What pedagogical content (transformational) knowledge would you need to teach this activity? Consider especially interdisciplinary approaches and the role of ICT in supporting learning. Complete all sections of the grid. You need to provide evidence to justify the choices you make. This evidence might come from curriculum documents, school policies, the Study Guide and Activities, the module readers, or wider academic reading.
iii.Once you have completed your activity plan, copy and paste it into your EMA document.
Evidence should be cited in-text and included in the reference list at the end of Part 1. Please follow the referencing guidelines found here.
Examples will be available for discussion in tutorials and on your tutor group forum. If you are unable to make a tutorial, please watch a tutorial recording to access these examples.
Interactive Storytelling
Learning Objective
National Curriculum Objective:
- English (Writing): Year 3 - Plan their writing by discussing and recording ideas. (National Curriculum, 2014)
- Computing: Understand and use algorithms to solve problems; create simple programs. (National Curriculum, 2014)
Key English Principles and Vocabulary
- Vocabulary: Story elements (opening, build-up, problem, resolution), characters, settings, dialogue.
- Key Principles: Story structure, narrative voice, and sequencing of events.
Activity Description
What the Children Would Do
- Brainstorm Story Elements: In pairs, students will brainstorm elements of a story (characters, settings, problems) using a digital mind-mapping tool (e.g., MindMeister or Google Docs).
- Interactive Story Creation: Using a simple programming tool such as Scratch, students will create an interactive story by choosing characters and backgrounds, and coding basic interactions (e.g., if a character reaches a location, then display a dialogue box).
- Presentation: Each pair will present their interactive story to the class, explaining the choices they made and how they coded the interactions.
Use of Resources
- Digital Mind-Mapping Tool: For brainstorming and organizing story ideas.
- Scratch: A visual programming platform for creating interactive stories.
- Projector/Smart Board: For sharing ideas and demonstrating code.
- Laptops/Tablets: Access to the internet for research and story creation.
- Whiteboard/Markers: For note-taking and ideas collection by the teacher.
Adult's Role
- Facilitator: Guide students during brainstorming and provide support in navigating the digital tools.
- Presenter: Model the process of using Scratch to create a simple story, demonstrating key functions.
- Encourager: Prompt students to think critically about their story elements and coding decisions during presentations.
Children's Learning
Subject Knowledge Development
- English: Students will enhance their understanding of narrative structure and vocabulary associated with storytelling.
- Computing: They will learn to manipulate digital tools, developing skills in coding and algorithmic thinking through the creation of interactive stories.
Development of Computational Thinking
- Problem-Solving: Students will face challenges in coding their stories and must troubleshoot to create working interactive elements.
- Logical Thinking: Creating sequences for story logic will foster logical reasoning skills.
21st Century Skills Development
- Collaboration: Working in pairs will enhance teamwork skills.
- Creativity: Students will explore their creative abilities by constructing unique storylines.
Development of Digital Literacy
- Navigating Digital Tools: Familiarity with mind-mapping and programming platforms strengthens digital literacy.
- Online Safety: Discussion on responsible internet use while researching story ideas.
Subject Knowledge
Foundational Subject Knowledge
- Understanding of narrative structure and elements of storytelling.
- Familiarity with basic programming concepts and functionalities within Scratch or similar platforms.
Pedagogical Content Knowledge
- Interdisciplinary Approaches: The integration of English and Computing helps students understand the application of technology in creative processes.
- Role of ICT: Emphasizing the use of digital tools in storytelling reinforces engagement and enables diverse expressions of creativity.
References
- National Curriculum 2014. (2014). The National Curriculum in England: Framework Document. Department for Education.
- Cennamo, K. S., Ross, J. D., & Ertmer, P. A. (2019). Technology Integration for Meaningful Classroom Use: A Whole-Part-Whole Approach. Cengage Learning.
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