Vision Statement


Posted by Tracey | Posted in Uncategorized | Posted on November 20, 2013



The Governments vision for the changes from ICT to Computing is to make students aware of how programming contributes to the world around them. Although ICT has been part of the education system for many years it has  changed names on several occasions. The Government believes that the old ICT curriculum is out of date in relation to England trying to compete in the global economy. They have introduced      ‘computational thinking and practical programming skills in order for England to be seen as a competitive in the computer industry’, (DfE, 2013).
Sarah Byrne writes for the Guardian stating that, ‘ICT curriculum is changing. For a start, it has a new name: computing. The hope is that the new curriculum will equip students with the skills they need to   become active participants of this fast-paced digital world’. Useful links like this will help to develop the skills teachers need in order to teach this new area.
The changes indicate that schools now have the freedom to teach a form of ICT until September 2014, (DfE, 2013) after which they will need to teach computing as the new program of study. This in turn requires old and new teachers to be up to date in their knowledge.
Technology gives students the chance to solve problems independently and with others. As teachers, we need to be able to offer the students the chance to flourish in all areas of the curriculum. ICT or Computing needs to be integrated in all areas of study if possible. This will then give the best chance for most students to benefit from learning new skills to use in the future. This has then changed the way teachers maybe perceived from ‘teaching to facilitator’ (Britland, 2013).
With the new curriculum changing a variety of support is on offer. PyconUk offered the chance for students to speak to software developers about their careers. The students were then able to try different resources and write their own software. It was noted that, ‘It was a pleasure to see new young programmers discover the fun that can be had writing software, Python community’s outreach and diversity efforts are bearing fruit’. These types of opportunities will help students and teachers understand what computing entails and how it can be implemented within the planning.
Is there still room for ICT within the curriculum? Several researchers have suggested that both need to taught, Matt Britland mentions that, ‘It is safe to say that I think it will help ‘some’ who eventually enter a career in computer science, but will hinder many more when they realise they are being taught things that are of little relevance to them. It is important to get the balance right. It is important not to restrict our student’s digital education’. This is also highlighted by Joanna Poplawska, ‘the discipline of information technology should be given “equal emphasis to computer science”, something she feels the new curriculum’s ‘Computing Programme of Study’ does not do. To compete with other countries it suggests that the curriculum needs to cover both in order for the students to have broader knowledge. This can be achieved by teachers having the skills and confidence to teach both areas. Trying to deliver both of these will be an issue regarding funding and time for the teachers to actually be trained.
Both ICT and Computing require the students be taught about E-safety. This needs to be implemented on a continuous basis,  during class session and letters home. Parents’ need to be involved in the information surrounding E-safety and how they can support their children. There are several web sites that give guidance on E-safety, The Early Surfers’ Zone offers teachers’ lessons plans as well as resources. The lessons evolve around a penguin, an animal that students can respond to, and asking questions that help him to stay safe. The site mentions that, “Pupils will hear the story of Smartie the Penguin and answer associated questions throughout the story to help Smartie make the best decisions whilst on the internet. Pupils will learn a simple e-safety message in the form of a song, which will be repeated on several occasions.”
The Tes website also offer detailed medium term plans on how to teach E-safety. These are very informative and can be used across the school. I would use both of these sites and read about E-safety before planning any ICT/Computing lessons. I would also invite the parents to an E-safety night, showing them video clips, leaflets and general question and answers. To plan these meetings I would need to make sure that I was fully converse with E-safety and be able to answer any questions addressed to me.
Following all my sessions at University I feel that I am now able to plan and teach a computing lesson. I would definitely use all the functions available on the purplemash website. This site covers all areas of the curriculum and things can easily be adapted to match any topic. I would also encourage the class to make a blog and continue this when they are at home. I would use a blog to keep in contact with other schools especially when a geography topic arises based on another country. This will need lots of research but would be a brilliant tool for the students to participate in. Another site that I found, which looks very useful was ICT in Early Years, it has a list of websites detailing what they specialise in. This site is easy to navigate and gives a clear indication to what would be useful when planning. I will actively seek any further training especially on the new curriculum but at present I feel able to teach a computing lesson.





Session 6 Final session


Posted by Tracey | Posted in Uncategorized | Posted on November 18, 2013

Final session for ICT. During this lesson the class peer reviewed each others blogs and also looked at the resources in the resource bank. I had a look at Rachael’s blog and noted down some key themes. I left feed back on her site and mentioned about the use of iPads. I now feel quietly confident in using ICT or rather Computing in schools.

The following groups shared their resources and suggested ways to use them whilst in a classroom.

Rebecca, Amber, Chloe and Collette chose an activity that would support story writing. Amber had used this activity whilst in a placement and so was able to offer first-hand experience in using it. The activity offered a selection of titles. The children were able to choose a title and then write about it. The titles had also been hyperlinked so the children could listen to the sounds and develop more ideas. To take this activity outside the classroom the titles offered allowed this, such as ‘woods’, the children could then visit a wood nearby to develop their story writing.

This could easily be adapted and the titles change to suit the current topic in class. I would use this activity during a literacy lesson. It gives the children the freedom to choose something that they can relate to rather than being told the subject by the teacher. This will make the work more independent and pupil choice.

Alice and Hannah gave ideas for progression within computing. They planned the structure of resources that could be used from EYFS to KS2. The information was very informative but did not show links to various sites that could be used. If links are made available this would be a very helpful resource when it comes to thinking of ideas for teaching. I hope they are able to add to their resource.

Ben, Gemma and Sophie decided on a topic ‘Pirates’. They then suggested a vast variety of activities, websites, stories, video’s that could all be used when planning for this topic. It was very informative and imaginative. Planning for cross curriculum activities was also mentioned. This resource was endless and would be very beneficial if the topic arose.

Serena, Marlene, Lindsay and Sarah decided to show how the ‘green screen’ app could be used within a classroom. They used the iPad touch cast app to develop this idea. Their theme was space, so they used puppets with a moon background to tell a story. One of the difficulties they found was the fact the iPad is quite heavy to hold while doing long screen shots and they felt it would be unsuitable for younger children to do. Although the resource looked interesting I felt that a lot of input would be needed for children in EYFS and maybe yr1 of KS1. Additional staff would need to be involved when trying to use in the classroom.

Lottie, Abbie, Stacey and Rosie also tried the green screen app on the iPad. Their resource suggested that the children would pick a theme and then try using the green screen app to make a small video. Again similar situations arose such as weight of iPad and staffing issues. A selection of titles would need to be offered to the children in order for them to make a choice. A finished video would be beneficial to show them first in order for them to understand what it is they are trying to make.

Myself, Rachael, Ellen and Kat used a variety of sites to create our resource bank. Our theme as mentioned in the previous blog was ‘Autumn’. We managed to cover most of the curriculum within our resources and felt that anybody could print it off and use it. The rest of the class said that they felt it was a resource that they would use, which gave me hope in the planning of computing, whilst at placement next year.

Session 5 Beyond the classroom


Posted by Tracey | Posted in Uncategorized | Posted on November 17, 2013

This session looked at taking technology outside either by bringing visitors in or exploring places that children wouldn’t normally see. Apps and sites are available for children to visit places online without them actually going. The class looked a variety of different sites and apps. During the session I looked into the site called ‘Espresso’. This site used very simple basic commands for the children to follow. It also had a commentary to follow at the beginning to show how the application worked.  As an introduction to simple programming, which is now part of the new national curriculum,   this website is useful. I did feel however that after the initial 2 lessons the activity was very similar and I felt that it would become boring to children.

Other options available; 3D shapes, this allows the children to take photos and then add speech bubbles to bring them to life. So, they are able to take photos of obscure things such as vegetables and create a scene around them. This could be very beneficial for creating stories during a cross curriculum activity. This is an application that I would attempt to use during a lesson as it is very open ended and the children can decided how to complete the activity. I found this blog site, iPad apptivities,  that shows you how to complete the activities.


The session also looked at sites that enable children to write stories in 6 slides, which looked interesting but did not have time to look at it. Some of the group looked at QR codes,on pinterest   , the children choose an object and then hold the iPad over it and create a QR code. The codes can then be joined together for others to try and follow. They can make maps of their local area, classroom and school or at home.

A copy of a QR code from google images.

During the session I also looked at the Kodable app available on Apple’s iTune site,  this activity was very basic, no words but very colourful characters.

One application that I found  interesting was eTwinning,  this app allows schools to join together when learning about different topics. They are able to blog about what they have been learning and pass this information onto other schools. This enables shared learning in a broader sense. The children are also able to talk about what they have learnt and then the other children can replay and listen to the information. During my employment as a TA my class learnt about Australia. They could only communicate via emails and with the time difference this caused delays. Using this app the children would be able to listen to what the children had replied and make the sessions more interactive. I would like to use this when I have my own class but especially with a class from a different country.

Session 4 Digital Technology


Posted by Tracey | Posted in Uncategorized | Posted on October 28, 2013

Session 4

Digital technology

During this session we looked at themes to be used across the curriculum using digital technology. Once a theme has been identified, planning can then be based upon the main ideas. We looked at various tools that will help in completing plans for the curriculum. The list seemed to be endless and time to look at them was limited. We therefore decided to choose just one tool each and see what we could find. I decided to use purple mash; this website enables you to cover lots of the curriculum areas. Our group; Tracey, Kat, Ellen and Rachael decided on the theme autumn, I managed to find within purple mash a literacy lesson that was based upon writing autumn sentences. I then used the site to write autumn poems and draw firework pictures.


This part of the site allowed you to choose various leaves from the right-hand side and then write your own poem underneath. These can then be printed off and displayed on the wall.

The purple mash application also allowed you to click and drag the pictures about autumn or conkers. The children can write about both topics these  can be printed off to display or talk about in the classroom.

The firework picture was created by choosing different coloured pens and making squiggles on the picture. The pens also came in sparkly fluorescent colours which gave a touch of realism to the picture. For mathematics I decided to look the site nrich.

‘Encourages mathematical thinking and reasoning’

This activity involved putting lots of autumn objects in a bag and the children touching and describing what the object it. These can be things such as leaves, small pumpkins, conkers, acorns, fir cones and miniature animals such as hedgehogs/squirrels. This is a great activity to help children use descriptive mathematical language such as smooth, corners, small, light, heavy and big.

All these websites would be great to use as an activity in the classroom.

Our group also added the activities to the resource bank.

I have found the resource bank a great way to share ideas. The resources are ready to use in a classroom when trying to cover so many different topics.






















Session 3, Toys, Turtles and Games!


Posted by Tracey | Posted in Uncategorized | Posted on October 28, 2013

Session 3

During this session we looked at the Toys, Turtles and games. The National Curriculum has changed ICT to Computing. The evidence that the children need to achieve is vast. The main focus is on actual programming and control of objects. The NC recognises that we are now in a digital world and children need to be computer literate in order to find suitable employment. Bee-Bots have been used for some time and these incorporate simple programming for children. They also incorporate directional language which encourages the children to talk to each other.

As well as looking at small electronic equipment to program, we can also look at the idea of following simple instructions. These simple instructions are also the basis of how programming works. By giving children the ideas that these instructions work the same way as programming will help them to understand the process. These instructions can be, making a sandwich, giving directions around the classroom, finding an object in the playground. This will link into Literacy; writing and Mathematics with coordinates.

This site recommends the Bee-Bots and suggests that they are ‘a perfect starting point to teach control, directional language and programming’.

During the session we looked at various sites; Scratch, 2 do it yourself, purple mash, ideas to inspire, 2 create a story and Lego WeDo. All of these required the children to create creatures, people, houses, rooms, fictional places and then for events to happen to them. This again is a simple form of programming. The children choose and design their ideas and then run the program to show these.


Lego WeDo involves making the object with pieces of Lego, which was very time consuming and fiddly. When made the objects did not really seem to do much and the actual programming was also fairly difficult. Children in reception and year 1 would need lots of support when using this product. Lego state that;

‘Working with theme-based activities, younger primary school students are able to build LEGO robotic models with working motors, gears, cams and tilt sensors before programming with the intuitive WeDo robotics software to bring them to life. The WeDo Construction Set enables the students to hook up the robots to their computer via the supplied USBhub allowing them to program the robots actions, sounds and responses’.


 Our task for the session was to create a Literacy lesson but incorporate Computing. Our group consisted of Rachael, Kat and I, we chose the story of the 3 Little Pigs and decided to use the Bee-Bots. Using a large plastic sheet with roughly 20 pockets attached, we filled them with random pictures of the story. The idea was for the children to retell the story and use the Bee-Bots to find their way to the matching pictures. The children would work together to help give directional instructions to find the picture.  We collated all our information and added it to the resource bank.

John Naughton (2012) mentions in his column in The Guardian, how he believes ICT in schools needs to be changed. He states that, ‘Starting in primary school, children from all backgrounds and every part of the UK should have the opportunity to: learn some of the key ideas of computer science; understand computational thinking; learn to program; and have the opportunity to progress to the next level of excellence in these activities’.   Little did he realize that by 2014 it would be!

David Crookes (2013) reporter for The Independent, also spoke about the new NC and he feels towards the introduction of programming for children. He states, ‘Even if children do not go on to become programmers later in life, they will have learnt to express logic in a form that can be processed automatically. They will learn how to solve problems and they will understand structure and organisation’.

I have used Bee-bots several times whilst in placement and they have always been well received. I will continue to source new ideas to use within the classroom but aim to look at programming objects to cover the new National Curriculum changes.




Session 2 iPads


Posted by Tracey | Posted in Uncategorized | Posted on October 16, 2013

Session 2

During this session we looked at the use of iPads within the classroom. As a group we discussed who had used iPads during their school experience. The majority of the class had seen them used during the normal ICT lesson but others had mentioned how they had been used inappropriately. During the lesson we looked at different ways that the iPads can be used. There is a huge variety of apps that are available for children to use. These range from phonics to creating books for themselves. Lots of the apps enable the children to practice their handwriting by following letter formation using a stylus. Other apps give comprehensive maths sessions, covering shapes, sorting, time and coins.

Collins big cat app involved the children writing their own books, recording their voices, creating the pictures for the story and then being able to show the story to their peer. When the stories are finished the children can peer assess each others work. This should lead to good discussions and valued ideas. It may also give the opportunity for children who may struggle with other areas of the curriculum the chance to express themselves.

Other apps that we looked at were Tocabuilders and Tocaboka both these are very simplistic cartoon style adventures. Children create; new worlds, animals, outfits and homes for little people. These can be easily used by the youngest of children. This app could be used as a cross curriculum activity. If I iPads available during sessions I would encourage the children to try this app.

During the session Ben and I created a life cycle of a plant using an app called Doodlebug.

 Screen shot from iPad

Life Cycle of plants


Demonstrating knowledge of plants and how they live.

Suitable for

Key Stages 1 and 2

What you need Toontastic app and Doodlebug app    iPads

What you do

Take the stimuli of plants and create a story based on the life cycle of plants. Get the children to draw their own pictures of plants and what they think plants look like when they first grow, children will then draw themselves into the story and explain what is going on in the story. Repeat until the life cycle of a plant is complete.

Learning benefits

Provides a context for children in regard to the life cycle in plants, it allows them to experience and explain the plant cycle in their own words.

Taking it further

Relate the process which they have drawn to the real-life classroom plant. Allow the children to predict what may happen to the plant and then justify it using the plant life cycle story they have create                                                                                                                                                  My experience is very limited in terms of using iPads whilst at placements. At one Primary school the children had four iPads that were positioned on a small table only 20cms off the ground. They were left to use it as they wished; consequently there were several heated arguments, with the boys especially, on whose turn it was. The iPads only had games installed on them which did not identify specific learning opportunities. I can see from the variety that we looked at during the session how versatile iPads can be if used correctly.

Research by Naace, suggest that iPads have ‘revolutionised teaching’, on the other hand; learningwithipads,suggests that there is not enough evidence as yet to prove how they have improved children’s education, ‘There is little hard evidence to prove that the iPads raises attainment but we are in the early stages of iPad adoption in education’.

iPads do offer versatility and can be made personal to the individual child. If the applications are used in conjunction with appropriate planning and backed up with observations, then the use of iPads should be encouraged. I would definitely use iPads within my classroom, I think the majority of children have access to this type of media at home.



Year 3, count down begins!


Posted by Tracey | Posted in Uncategorized | Posted on October 9, 2013

Welcome back, summer is over and we are now in the last stretch of this course. First ICT lesson of the new term and we looked at digital storytelling. The new National Curriculum has renamed ICT to Computing. The idea of computing is for children to actually understand about how computers can be programmed in order to follow instructions. So on this basis we looked at ways children can program and create stories of their own. So, we were asked the question, ‘why do we tell stories?’. The group came up with a variety of reasons; can express their own imaginations, escapism from the classroom, increase vocabulary, listen and make up their own stories and maybe relate to some of the issues they are listening to. A good story can produce cross curriculum plans for a term and longer! By creating a story in the computing lesson the children are also using their literacy skills, their creative skills, following a sequence of events as in numeracy, developing the story  will lay down foundations for  understanding the world, by talking with their peers they have covered PSE and by using their hands they are developing their fine motor skills for PE!  So, by creating a story we can see how other ideas can develop.

Our task this session was to try and create a story with 5 slides. Ben and I worked together and with Ben’s vivid imagination we came up with a plot. This had to involve Nicholas Cage, don’t ask me why! The story was about birds and how Nic would either fight them or befriend them. We decided on the friendly option as this seemed more appropriate for young children. I didn’t fancy trying to create a blood and guts picture. I decide to create the story using  the 2 simple range;  2 create a super story.

Ben used the iPad but had trouble trying to save it so went back onto the computer. He used the program ‘popplet‘ which involved lots of text boxes with pictures that all linked together.

There are a variety of different apps that children can use to create stories. During the lesson we only manged to view a few but from what we saw they are all very creative, imaginative and guide children into making a worth while story. Some examples are;

Night Zookeeper– children can create any type of animal and then send them on exciting adventures. One review suggests that the app is, Inspiring! by Primary Teacher London ‘This app really stimulated the imaginations of the children in my class. We used it during a literacy project on stories set in imaginary worlds. The children came up with their own magical animals after completing the creative missions hidden in the star filled sky’.

Communication 4 all are ready made screens for the children to create a story. There are different themes for the children to choose to which they can add their own dialogue. The story options are very colourful and the children can relate to them.

An app for the iPad that I came across, Toonia Storymaker, this combines the ‘ease of a sticker-book app with a multi-page layout and doesn’t require reading or writing (but it is an option).  Players create different scenes and can then tell a story about their artwork as the slideshow of pages automatically progresses’. Although I haven’t been able to download this app and give it a try it looks very appealing to children. If anyone has access to an iPad then let me know how you get on!

Stuart Dredge, who writes for the Guardian newspaper, summed up how ICT is used in schools just through his heading, ‘The best children’s apps are about great story telling and strong characters. Technology doesn’t replace traditional skills, but it can bring kids into the creative process’.

I will definitely give some of the apps a try during my next placement. From what I have seen the apps look like they will be useful for all abilities. I have used stories before to complete a weeks planning, ‘The Lighthouse Keeper’s Lunch’, the children wrote about what they would like in their sandwiches and also made their own sandwiches. They made lighthouses with kitchen rolls and electrical circuits to light the bulbs! They painted seaside pictures and counted out all the objects they could see in large scaled seaside picture eg; seagulls, starfish, boats, flags etc. In the outside area we had the sand with plastic food and in the water tray we had a collection of seashells. I prefer working from a theme as it seems easier to think of things to do!

Hope you have enjoyed my blog, can’t wait for your responses!


Final thoughts……………


Posted by Tracey | Posted in Uncategorized | Posted on April 1, 2013

So after 3 sessions our ICT for Year 2 is over. After successfully watching everybody’s trailers and understanding how ICT can be used during placements, I feel well equipped to try things out. Although some schools do not have the same resources as others, there is still a lot that can be done with limited equipment. The use of cameras is particularly an element of ICT which I will be hoping to try during my next placement.


After visiting Ted talk website, which was developed in 1984, it  highlighted the need to bring technology, entertainment and design together. It is designed to inspire conversations, exchange opinions and spread worthwhile ideas. involves inspiring thinkers and innovators who speak about their products and then these are shown around the world. This enables great ideas to be seen and implemented by lots of people. The site can be located from

Ofsted offer professional development guides for ICT in Primary schools. These documents available from   explain in different sections about activities and questions that teachers can discuss. The first part questions what characteristic needed in order to have effective teaching in ICT. It is very thorough and makes you question what the teacher has been doing prior to reading this document; giving guidance on how to improve the teaching of ICT.

During our sessions we looked at digital cameras and there uses. An article on using digital images; explains why digital cameras should be used. It explains that children are at the centre of their learning, there is instant feed back or them to respond to. It should be motivating and engaging in order to meet the learning objectives. Children will feel valued and develop a strong sense of self. It personalises their learning and helps to develop their language which can be a valuable tool for sharing and communicating.

Digitals cameras can develop the child’sCLL, creativity and composition. It helps build confidence and self-esteem (PSED) and also fine motor skills along with co-ordination.  The cameras can also encourage discussions, decision making, reviewing and evaluating of the child’s work. They are also useful for document a child’s work and then printing off for evidence.

Session 3


Posted by Tracey | Posted in Uncategorized | Posted on March 6, 2013

So today’s the day, time for us all to show off our media skills or not!! Each group had to fulfill a success criteria which consisted of; 1. engaging and lively presentation, 2. clear communication, 3. specific and relevant, 4. body language. The rest of the class then marked us accordingly. We were reminded that at some point in our studies and career that we would need to use all of these skills in front of; fellow staff members, parents, teaching assistants and the most dreaded Ofsted!! So the groups lined up to share their trailers. First up, Kat’s group, consisting of Ellen and Rachael, went first and they decided on the book “The Very Hungry Caterpillar’. The story unfolded with the caterpillar eating everything it could get its hands on then it went for a tasty human (this being Ellen!). It was well documented and the filming followed the story well. The items they used were very colourful and the music they chose was in keeping with the story.  I think that a class of reception or year1 children will thoroughly enjoy the film clip and be able to continue the story for themselves.

Here is a link to watch the story via Youtube.

Next was Collette’s group, consisting of Chloe, Amber and Rebecca, decided on the story of Elmer the elephant. Their video clips ran smoothly together with great sound effects and pictures. The elephant story also reminders on how everybody is the same and we should be aware of how we treat people. A story with strong morals attached. The group also linked different areas of the curriculum to their story.


The next group decided on the story ‘Going on a bear hunt’. Ellie’s group, consisting of Hannah and Alice, used different props and materials to explain how the story would unfold. They had ideas on how to use the story within the classroom. Again this story could easily be used during any of out placements and one that I will try and use next time.


Sakinah’s group consisting of Abbie and Lottie decided on the story The Gruffalo. They only used a few slides as they felt that the story is very well known by the children and therefore they did not need to use lots of images. They explained about using the story to start a literacy lesson. Again the story can be used in various settings and with the added use of puppets would be a great way in a literacy lesson; story time and role play situations.

Rosie and Stacey were the next group up and they choose the story of Goldilocks and the three bears. They used puppets to introduce their trailer. They had some great music which complemented the pictures. They used the puppets in a fun way and would be easy for the children to follow.  The whole class agreed that their trailer was very cleverly made and would complement the story very well.


The next group, consisting of Serena, Sarah, Marlene and Lindsey decided on the story, Little Red Riding Hood. This group chose a different angle on how to show their trailer. They decided to star in the actual trailer themselves. They decided on a character and managed to find suitable clothing and props. They decided to film their trailer outside on the university grounds. It was hilarious to watch and I am sure a group of children would be fully entertained.


 So finally my group; Tracey, Ben and Gemma. Our trailer was based on the story, Little Honey Bear and the Smiley Moon. The filming for this trailer had been done the previous week and the sounds had been added later. The clips had been edited at my home and then given the ok by Ben and Gemma via Facebook! I had also uploaded to Youtube so that others could comment on the trailer and advise on anything else that needed to be done. Ben had created a literacy lesson plan and also commented on how our trailer could be used for a drama lesson. Some of our voiceovers had been our own and not from Youtube!! Our group scored 3 out 4 which was great seeing as I had never done anything like this before.

In case you have not had time to watch the trailer here is the link again!      We hope that you enjoy it.

Session 2


Posted by Tracey | Posted in Uncategorized | Posted on February 20, 2013

So here we are lesson 2!

Ben is absent today due to his driving test, hopefully he has passed! Gemma and I go ahead with the planning of the story. We have been told that it only needs to be a short trailer of the story just to get the children’s interest. While we are looking at the book Ellie announces that Stephen the ICT technician will talk us through how we use movie maker. So moving our chairs nearer and notebook in hand we listen intently! Actually by the time he had finished it seemed quite straight forward. Between me and Gemma we decide on the individual scenes and made a story board for us to follow.

Please find pictures below.









Once we had decided on how the story would be represented we began filming. We found a quiet area in the corridor which, luckily for us it had a grey background, which helped our story.

Luckily for me Gemma is a dab hand at using ICT so I acted out the parts while she filmed.  After filming we went back to the computer and began editing following Stephens advice. It is coming together nicely, sound effects need to be added and some back ground images. We will pass it to Ben for him to take a look and let him have a go at editing!

So I met up with Ben to try and finalise this book trailer. We had difficult at first in trying to put all the scenes in order as no sooner have you added a new one then the original disappears! After some time it was decided that I would take it home and try and add the sound effects, oh lordy lordy why me?! Anyway I will give it my best shot ready for next week.

So, a few hours of youtubing for various sounds, please find a link below to watch the final piece. Have popcorn, squash (or coke, I don’t know, what ever takes your fancy!) sit back, relax and enjoy.