Seeking ICT Help

Overview

This 40-minute lesson supports Year 3 pupils in developing awareness of appropriate ways to seek help with ICT problems in a workplace context. It builds on their understanding of basic ICT usage, emphasising practical communication skills and responsible use of technology. Aligned with the National Curriculum for England, the lesson addresses key objectives in Computing and SMSC (Social, Moral, Spiritual, and Cultural) development.

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National Curriculum Links

Computing

• Key Stage 2 (Years 3 and 4) - Purpose of Study and Aims:
  Pupils should learn to use technology safely, respectfully, and responsibly; recognise where to go for help and support when they have concerns about content or contact on the internet or other online technologies.
• Programmes of Study – Technology around us and Communication
  Pupils should be taught to:
  • Use technology purposefully to create, organise, store, manipulate, and retrieve digital content. (Computing 3.1)
  • Understand computer networks including the internet; how they provide multiple services, such as the World Wide Web. (Computing 3.4)
  • Use technology safely and respectfully. Recognise acceptable/unacceptable behaviour and identify a range of ways to report concerns about content/contacts. (Computing 3.6)

Personal, Social, Health and Economic Education (PSHE) / SMSC

• Developing communication skills and confidence when asking for help.
• Understanding appropriate sources of support in the school/work environment.
• Promoting responsible attitudes towards technology use and problem-solving.

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Learning Objectives

By the end of this lesson, pupils will be able to:

1. Identify a range of people they can ask for help when experiencing ICT problems in a workplace (e.g., IT technician, manager, colleague).
2. Demonstrate effective communication skills when seeking assistance with ICT issues.
3. Practise role-playing scenarios to reinforce polite, clear, and confident requests for help.
4. Understand the importance of staying calm and patient when resolving technology challenges.

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Resources Needed

• Scenario cards with workplace ICT problems (printed or digital)
• Role-play props (optional: phones, headsets, “help desk” signs)
• Whiteboard or flip chart and markers
• ICT classroom layout or picture to set context (optional)
• Reflection worksheet for pupils to note who they would ask for help and why

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Lesson Structure

Introduction (5 minutes)

1. Begin by revisiting what the pupils have learned in previous lessons about technology in the workplace and common ICT problems (e.g., a frozen screen, unable to print).
2. Prompt a brief class discussion:
   • “Who do you think you could ask for help if you had a problem using a computer at work?”
   • Note responses on the board: IT technician, manager, help desk, colleagues, teacher, etc.
3. Explain today’s focus is on practising how to ask for help clearly and politely.

Main Activity (25 minutes)

1. Exploring Help Sources (10 minutes)

• Present a simple workplace ICT environment (classroom, office reception, etc.).
• Discuss the roles of different people available to help with issues. Emphasise who might be the first person to approach and why.
• Briefly introduce that some problems may require different forms of communication – talking face-to-face, calling, or emailing.

2. Role-Play Scenarios (15 minutes)

• Divide class into pairs or triads (2 or 3 pupils each).
• Distribute scenario cards describing common workplace ICT issues (e.g., “The computer screen is blank,” “The printer is jammed,” “Can't log in to email”).
• Each group chooses a scenario and prepares a short role-play where one person is the employee seeking help, and the others are support staff.
• Encourage pupils to include:
  • Greeting politely
  • Describing the problem clearly and calmly
  • Asking for help directly
  • Saying thank you after receiving assistance
• Rotate roles to give everyone a chance to practise.
• Teacher circulates, modelling language where needed and noting positive communication behaviours.

Plenary (10 minutes)

• Bring the class back together and invite a few groups to perform their role-plays.
• Highlight effective communication techniques and discuss why asking for help is important.
• Pupils complete a quick reflection worksheet, writing/drawing:
  • Who they would ask for help at work
  • What polite phrases they could say
• End with a reminder that everyone can have technical problems and the best solution is to seek help promptly and kindly.

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Assessment

• Formative assessment through observation of role-plays: Assess pupils' ability to communicate clearly and politely, demonstrate understanding of appropriate contacts for help, and stay calm in their interactions.
• Reflection worksheet: Check for understanding of support sources and communication phrases.
• Provide positive verbal feedback highlighting confidence and empathy.

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Differentiation

• Support pupils with vocabulary: Prepare a visual word bank of helpful phrases (e.g., “Could you help me, please?”, “I’m having trouble with…”).
• For higher attainment pupils: Include scenarios that require follow-up questions or email communication practice.
• Provide additional modelling or sentence starters for pupils needing extra support.

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Extension Ideas

• Create a simple classroom "ICT Help Desk" rota for pupils to practise real-time peer support across the next lessons.
• Introduce photography or video recording of role-plays for self and peer assessment.
• Develop a class poster summarising how and where to get help with ICT issues, displayed visibly.

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Teacher Reflection

• Did pupils effectively identify appropriate helpers and practise polite communication?
• Were pupils confident and engaged in the role-play?
• Consider ways to integrate parental awareness by sharing strategies to ask for ICT help at home.

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This lesson combines Computing knowledge with real-world communication skills, delivering a rich learning experience appropriate for 7-8-year-olds while faithfully reflecting the English National Curriculum framework.