Lower Key Stage 2 Scenario


Software/app/hardware choices

  • Spreaker (Windows/Mac/Browser/iOS - Free)


  • Audio – a general word for sound

  • Audio editing – combining different pieces of audio together to create a finished piece of work

  • Magazine - a television or radio programme made up of a variety of topical items or segments

  • Broadcast - made public or  shared by means of television or radio

  • Live broadcast - to broadcast or transmit a show without a significant delay. The show is being created as it is being shared.

  • Microphone – a device used to record the sound of a voice or instrument. Microphones be built into other devices (e.g. an iPad, a laptop), or can be separate devices that are plugged into a tablet or laptop. Generally, separate microphones provide better quality audio than the microphones that are built into other devices.​

  • Podcast - an audio show, usually spread across a series of episodes, which can be downloaded from the Internet and listened to on a computer, phone or MP3 player.


  • Understood the difference between live and pre-recorded broadcast.

  • Been able to evaluate what makes an effective audio recording.

  • Worked with others to write and record a script.

  • Created/used appropriate sounds, music and voices to represent objects, characters or atmospheres.

  • Shared recordings within the classroom and sought opinions from teachers and peers.​

  • Shared an opinion, with reasons, on the quality of a digital work from other learners.

Cross Curricular ideas


  • Tell/re-tell stories using podcasts to give instant feedback for readers

  • Record poetry recitals​ and scripted dramas

  • Create radio adverts using persuasive language and techniques

  • Recount and report on school trips and events


  • ​Write and record mathmatical themed songs/poems to help support ​​the recall of multiplication facts up to 12 x 12

  • ​Record counting on and bacwards through positive and negative numbers​​​

  • Create audio tutorials or 'how to' podcasts explaining how to solve various mathmatical problems


  • Interview characters of historical significance

  • Report on historical events

  • Conduct reports/explanations for extreme weathers or geolocial events

Computing National Curriculum Links

  • ​​Recognise common uses of information technology beyond school ​

  • ​​Select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information ​​

  • Use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact. ​

eSafety/Digital Literacy Considerations

​​​Ensure copyright is respected. Some content creators such as www.bensound.com provide royalty free music provided they are acknowledged.

Before you Start

  • Familiarise yourself with the software/app that you’ll be using to complete the recording

  • Download audio files, sound effects, and music, as required.​

  • Consider the logistics of the recording process, arranging for breakout space for quiet recording, and for additional staff or parental support, as required.

The Big Picture

Your Head Teacher has asked your class to create a magazine style radio show/podcast for children and parents of your school. It needs to be fun, but informative and tackle real issues that other children can relate to. You may choose a particular theme based on your current or previous school topics (e.g.World War II). 


A magazine style show is broken down into different segments. You might include school news, sports news and commentaries, theme based interviews & entertainment, fact files and documentaries, or audio tours. The choice is yours.

Key Questions

  • Why do people listen to the radio and podcasts?

  • What might you expect to hear from a radio show or a podcast?

  • What key skills will be important when making a radio show or podcast?​





Download LKS2 Broadcaster - Radio Star Presentation​

  • Presentation Cover (slide 1)

  • The Big Picture (slide 2)​

  • Awareness Discussion (slide 3):


Before producing research or content, quiz the children on their understanding of radio. 

You could ask the following:​

  • Why do people listen to the radio and podcasts?

  • What might you expect to hear from a radio show or a podcast?

  • What key skills will be important when making a radio show or podcast?


Audio Analysis Task (slide 4):

Using the PPT LKS2 Broadcaster - Radio Star Presentation​​​ resource and the WAGOLL's provided opposite, introduce the children to a variety of examples of radio/podcast clips. The example segments are clips from shows created by children from across KS2. Play them to your children and ask them to analyse them based on the skills previously discussed. Ask the children to record their analysis using the PDF LKS2 Broadcaster - Radio Star Awareness Worksheet​.


Consider the following:

  • Did you enjoy listening to the clip? If so, why? If not, why not?

  • Did you learn anything from the clip? Was it more informative or entertaining?

  • What did the presenters do well?

  • What could the presenters have done better?

  • Was the use of music and/or sound effects effective? Was it appropriate? Explain with reasons.

  • What preparation do you expect went into the clip?

  • How might you have improved the show?


Simplify audio analysis by asking children to grade given broadcasts on a scale of 1-10. They could discuss their gradings with peers and explain their reasons for the scores given.

​You might extend other learners by asking them to blog/vlog a critical analysis of a given broadcast. They should critique the work, offering praise where it may be necessary and constructive feedback where improvements could be made.




Key Presenting Skills Discussion (slide 5)

Radio presenters and producers need a variety of skills to be able to deliver an effective radio show or podcast. 


Ask the children to discuss with your partners and write a list of the key skills they think are needed to produce a quality broadcast.

Children should be able to identify key points similar to the following:

  • Operate the recording software

  • Collaborate with others under pressure

  • Plan their content in detail

  • Speak clearly with appropriate pace, volume and expression

  • Think on their feet and remain calm if they make a mistake


Speaking Skills Games​​

The most crucial part of a radio show or podcast is that the listener is able to hear and understand the presenter – meaning the presenter needs to speak clearly, with appropriate volume and pace.


Download the Speaking Skills Games LKS2 Broadcasting resource.​​

Get the children to practise their speaking skills by playing the games suggested in the Speaking Skills Games resource.

  • ​Spreaker Software Skills (slide 6)


Provide the children with an opportunity to learn the software. They need to investigate how to do the following:

  • Start and stop recordings

  • Retrieve and listen back to previous recordings

  • Add/remove and apply sound effects to their show

  • Add/remove music to their show

  • Adjust the fader and volume control

  • Operate ‘push to talk’ and adjust auto-ducking settings


For further support watch the Spreaker Studio for Windows & Mac Tutorial and/or iOS Spreaker Basics Tutorial. ​


If children have created other audio files through apps such as GarageBand they could import their audio files into Spreaker by following the steps shown in the Spreaker Studio for iOS: Import Audio Files From Other Apps Tutorial

Key Questions

Presenting/Speaking Skills:

  • ​​What key skills will you need to develop in order to produce a high quality podcast? For each key skill, think about what makes them so important to a presenter and the audience.

  • Which of the key skills do you feel you are already good at?

  • Which of the key skills do you feel you need to develop?

  • How could you develop these key skills in your own time?


Spreaker Software Skills:

  • What is the purpose of using the recording software?

  • What features might you need to learn how to use before recording your own show?


Option 1: 

Ask children to record themselves taking part in the Speaking Skills Games using the Spreaker software. If working in pairs, one child could record and implement sound effects and music etc. whilst the other speaks on a given topic. Children should reverse roles often.


Option 2:

To continue the development of both software and speaking skills, children could create a video/audio tutorial of how to use the Spreaker App. 


Option 3:

Simplify the speaking practise by asking children to record a short paragraph introducing themselves to the audience. Support further by allowing children an opportunity to script what they would like to day and allow them to read and record initially, before eventually moving onto recording without a script.​

Planning and Creation



Planning (slide 7):

Now that your class has mastered the key skills of radio production and presenting they need to curate their own content for a show. 


Allocate a segment topic to each group (e.g. entertainment news, school sports news, school council update, school awards and announcements, school visits.) Get the children to mind-map content ideas pertinent to their own segments. This can be done on whiteboards, paper or digitally using apps like Simple Mind and Popplet.


If children are preparing a show along a topical theme, allow them time to research the topic thoroughly before scripting. Children could use the Internet, text books and/or  school subject books to retrieve relevant information.


Once children are clear on the content that they're going to use, get them to script it collaboratively using DocX Editable Broadcasting Script Template LKS2. This works particularly well when done alongside or as part of a literacy session focussed on the features of a play script. Children should be encouraged to include sound effects and timings within their stage directions.


Children should read, review and edit their work before moving on to practise their show. They could perform their show in front of another group in order to receive feedback from their peers to develop their script or show further.


The process of script writing varies depending on the ability of the group but allocating approximately two literacy sessions or a whole afternoon is usually sufficient for this process. However, if you have the luxury of more time, allocating an extra hour can benefit the overall quality significantly by allowing children more time to get feedback and make appropriate adjustments.



At this point children will need to start applying the digital skills they learned earlier in the project.  Ask the children to record their show and practise the timing of sound effects and music, making volume adjustments so that the presenters' voices are not overpowered. 


Allow children time to listen back to their own shows as a group as this will offer valuable feedback about what works and what doesn't. Ask children not to delete old recordings as they can provide good evidence of the children's progress throughout the project. 


Finally, children need to record a final version of their show. They will need a quiet space, free from distractions and interruptions, and enough time to record the show/segment all the way through at least three times. If possible, ask a member of support staff to take each group out of class individually to record.


Recording sessions with other groups present is not recommended as it can harm the overall audio quality. It may also be useful to provide the children with individual headphones connected to the iPad or recording device using a multi-headphone splitter.​​​ 

Key Questions


  • What is the purpose of a script?

  • What features/details would you expect to find in a script?

  • How might using a script help you as a podcast presenter?



  • ​Who is going to take responsibility for recording the show using the Spreaker App?

  • What key skills will you need to practise as individuals or as a group before recording?

download (6).png


  • Organise your class into mixed ability groups to support the less able pupils and improve the overall quality of the scripting.

  • Extend some children by getting them to use editing software such as Audacity or GarageBand. Editing software could be used to combine, trim and overlay clips. They could also add in after-effects such as changing the speed/pitch.

Sharing and Evaluation


Sharing on Spreaker

Set up a folder within the Spreaker app for children to share their final recording - see ​iOS Spreaker - Sharing Audio Files Tutorial (YouTube)​ for support. This will create a single space for the groups to store their work. We would recommend downloading the files before handing them over to children to analyse – just in case they're accidentally deleted.


There are two ways to share the children's work with others. The first and easiest method is to connect the teacher's iPad or laptop to the interactive whiteboard and speakers and play the show to the whole class.


Another option is to get the children to go into the folder within the Spreaker app where all their final versions are shared. If you're taking this approach, it would be ideal if children were to do this one between two using headphone splitters and a pair of headphones each – without such equipment it will likely be too noisy in the classroom for children to analyse the shows effectively.


Sharing with QR codes

You could also evidence children's work by creating QR codes that could be printed and shared on displays and in books. To do this you will need to be download the original audio files from Spreaker and then upload them to a cloud-based platform, such as Dropbox, Google Drive or OneDrive. Once stored online in the cloud, a URL link can be generated. Copy and paste the URL link into a website such as www.qrstuff.co.uk or www.the-qrcode-generator.com and your QR codes will be generated and ready to download, print and share.


​Sharing using iOS apps

​Apps such as SeeSaw and Showbie provide an online platform where teachers and students can login (usually using a class code, a QR code link provided within the app, or an email address) to share, view and comment on each other's work. The audio files could be uploaded into a shared folder within these apps, which would enable all children in the class an opportunity to access them without the risk of files being damaged or deleted.

Sharing on other platforms​


Other alternatives for sharing work online where teachers and students have access are:

  • ​School Learning Platform

  • Office365 - OneDrive/OneNote

  • Google Education - Google Drive

  • Dropbox

Note: When sharing children's work online, if it contains personal information which could indentify an individual (full name, face, school name etc) please consider where the work is being stored if you are using a cloud-based system. Some platforms may not hold their data centres in the UK or EU which may contravene Data Protection regulations. 



After children have listened to each show/segment, refer them back to the questions they answered at the start of the project in the 'Awareness' stage and have them reflect through discussion or a written exercise - PDF Awareness Worksheet LKS2 Broadcasting​.

You could use ask children to use Padlet to collaborate when offering feedback, a​s well as display their evaluations and reflections based on the questions provided in the Awareness Worksheet resource.​​​

Key Questions

  • Did you enjoy listening to the clip? If so, why? If not, why not?

  • Did you learn anything from the clip? Was it more informative or entertaining?

  • What did the presenters do well?

  • What could the presenters have done better?

  • Was the use of music and/or sound effects effective? Was it appropriate? Explain with reasons.

  • What preparation do you expect went into the clip?​

  • How might you have improved the show?

download (1).jfif


Option 1: 

Instead of using the Awareness resource, ask children to record a short audio clip using Spreaker, offering feedback to another group whose work they have listened to. The feedback should include a comment on what worked well, and what could have been better with reasons given.​ 


Option 2:

Some children could conduct radio-style interviews asking other groups how they found the experience and process of creating their own podcast/show. They could script questions that require the interviewee/s to self-reflect, analyse and evaluate their own performance.




All learners will be able to

  • Listen to and reflected on recordings

  • Record and listened to their own voice

  • Control the playback of a recording

  • Work with others to write and record a script

  • Identify important skills needed for recording a podcast

Some learners will be able to

  • Make judgements on what makes a good recording, offering opinions on how they could be improved further

  • Use playback controls to transition smoothly between effects/tracks/segments

  • Carry out editing tasks by splitting clips using simple software

Most learners will be able to

  • ​Listen to, reflected on and shared a range of recordings

  • Recognise the differences between a live and recorded broadcast

  • Include the timings of music and sound effects in a script

  • Use sounds/music to represent objects or create moods

  • Use effective expression and volume when speaking on a recording