Frequently Asked Questions

 

Do we need any special equipment to participate in the programme?

WebPlay runs during two lessons per week. In one lesson, activities are teacher-led using hard copy materials and a PC or Apple Mac computer linked to the internet, with either an interactive whiteboard or a projector. In lesson two, children need access to computers while they build their webpages on www.think.com and send questions and answers to buddies in their partner class. If the school does not have enough computers in its suite or uses a small number of in-class computers, children can work in mixed ability groups and post information together, rotating roles if appropriate. WebPlay provides all the research materials and teaching resources necessary to run the project.

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How can I be assured that my students will be safe online during the programme

WebPlay takes place online, on Think.com, a closed and advertising-free education platform created by The Oracle Corporation. The site can be accessed from any computer that has access to the Internet, but is only available to children who have been registered by their school and given an username and password. Think.com membership is dependent upon teachers monitoring all content posted by children, and the site can be closed to pupils during holiday periods.

The Internet is a wonderful resource for education and communication. Because Think.com is a closed site, children are protected from most of the dangers that can arise from communicating with strangers online. However, we feel that children should know how to use the Internet safely and responsibly no matter where they are on the web. We believe that education and an open dialogue is the best way to do this. As a result, we have partnered with Childnet International, one of the world’s leading organisations dealing with Net Safety, to incorporate aspects of their KidSMART programme into WebPlay. Please also see the websites: www.kidsmart.org.uk and www.childnet-int.org.uk.

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How can I integrate WebPlay into my busy class and school curriculum?

WebPlay contains a wide range of meaningful curriculum links to Geography, Literacy, ICT, PSHE, Art and Design, Design and Technology – please see page with details of how WebPlay projects link to the National Curriculum

The ‘ThemeZines’ can be used as literacy information text for guided reading.

Report-writing, recounts, chronological reports, and instructional texts can be taught in the context of WebPlay – e.g. write an account of the Director’s role as a set of instructions. The writing of plays is taught in Phase IV.

Geography QCA units – ‘a contrasting UK locality’ and ‘a contrasting locality overseas’ (except in WebPlay Local) can be taught through WebPlay.

New Literacy Framework Speaking and Listening Objectives can be delivered via WebPlay – especially with children working in groups and using role cards.

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How does WebPlay add value to my pupils’ learning?

WebPlay provides a meaningful creative context for developing a wide variety of knowledge, skills and understanding in a range of curriculum subjects. It also provides flexibility, ‘real-life’ experience, and significant communicative opportunities

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How can I assess the impact of WebPlay on my pupils?

The Appendices of the teaching plan contain self assessment tick sheets for children to assess their degree of understanding in each lesson. ‘Big Picture’ assessment sheets are also included to assess the overall understanding of each phase. Pupils can use the assessment sheets to convey the areas they need further practice in to develop their understanding. WebPlays and Think.com pages are an excellent source of evidence of ICT skill development, and children’s geographical knowledge of their partner community. Children can be asked to create mind maps in teams, showing what they’ve learned. Teamwork and communication skills will be self-evident.

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How can I personalise WebPlay to meet my pupils’ needs?

WebPlay:

The flexible teaching plan provides core and extension activities for each lesson, week by week. The Appendices contain differentiated worksheets and paper resources, so that teachers can choose to use whatever level of material is suitable for their class, and personalise the materials to meet the specific needs of their pupils. There is also a ‘tool kit’ of suggestions on how to use specific software or hard copy resources to enhance the delivery of the project.

WebPlay Local:

The technique - ‘teacher-in-role’ underpins the delivery of the project. This provides a huge opportunity for personalisation, as teachers are given basic scripts and ideas for utilising in-role work in their teaching, but are encourged to adapt, and develop their role in whatever way is suitable or useful to motivate and enable their classes to learn.


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How will WebPlay help my class communicate better?

Children take on the significant role of representing their community and region as ambassadors for their partner class, and feel pride and motivation in communicating with their buddies. The project allows for meaningful, prolonged teamwork in mixed ability groups, working together to research, communicate and create.

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What if I am not very confident in my technology or drama skills?

WebPlay has proven results in improving teachers’ confidence in both technology and drama. Step by step teaching plans are provided, which offer clear advice on how to teach every element of the programme, and practical teacher training sessions are held covering both the technology and drama skills required. There has been consistent positive feedback about our teacher support, and in the UK experienced WebPlay teachers are able to visit your school and help as necessary. A similar scheme is being developed in the US.

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What happens if my internet connection goes down?

The teaching plan and resource pack provide a wealth of hard copy resources in the form of worksheets, research materials, and information on partner communities. Discussion around these materials, group activities and recounting of previous work can take the place of online activities.

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