Dear Parents and Caregivers

We are very proud to be an innovative school that uses technology to enhance and support the learning journey, create connections, deepen creativity and develop critical thinking skills for all our learners. The year groups have shared below the age appropriate use of technology in the learning environment, and the progression through the primary school is clear.

The use of technology in everyone's lives has grown, as adults it can be hard to get away from. However to reiterate a message we have shared before - we are seeing an increase in concerns and issues coming from social media and messaging apps or services. We don't recommend that primary learners have access to any social media or unmoderated messaging apps. It is very easy for conversations online to filter back into school and have a significant impact on the learners involved. 

If your child has the use of a device at home please take the time to talk to them about being a responsible digital citizen. If you want to start a conversation about the use of social media with your child we've found this site The Smart Talk to be a useful resource.

Have a lovely weekend

Ms Fiona

In Nursery, the introduction and integration of technology is gradual and purposeful. As educators we document the children’s learning through photographs, videos and voice recordings which is shared through the Seesaw platform as ‘a window’ into the classroom. This generates authentic connections and conversations about learning between home and school. We begin to teach the learners how to take photos and participate in the learning process of sharing their learning. Learning to take photos and record voices not only introduces technical skills but also provides opportunities for children to express their thoughts, ideas, and emotions in a meaningful way. Later this term we will be introducing the children to some pre-coding conceptual thinking through hands on play experiences using 'Code-apillars'. 

The learners in Kindergarten are aware of the use and purpose of Seesaw.  We use this app to show a snapshot of the learning throughout the week at school.  The teachers are facilitators in this process, whereby we capture most of the photos and upload them to Seesaw then we add the child’s voice.  This could be through annotating the dialogue that occurs in a role play session, capturing comments in an inquiry session or recording responses to learning. It’s in the moment action, recorded to create a meaningful link between home and school.

This week Kindergarten presented at Assembly.  We have recently started a new unit for How we express ourselves - the arts. This presented the perfect opportunity to share how we found our way into the inquiry.  We arrived at school to find the home corner in Kindergarten all ‘messed up’.  The children looked for clues and talked about what they thought might have happened.  They made a connection to ‘Goldilocks and the Three Bears’, and went deeper into the inquiry process to find out more.  The children shared their learning in the auditorium to Year 1, Year 2 and their parents.

Technology is thoroughly integrated  into our curriculum, and our focus is to provide a safe and age-appropriate environment that fosters skill development in various areas. In our Year 1 classrooms, educational apps are a valuable tool for reinforcing concepts in an engaging and interactive manner. These apps not only support our lessons , but offer a mix of literacy, numeracy, and critical thinking activities. They are carefully selected to align with our curriculum, ensuring that screen time is purposeful and enriching. Through interactive games and challenges, learners develop cognitive skills, creativity, and problem-solving abilities, laying a strong foundation for future learning.

We have recently started our new UOI inquiring into how ‘People can apply their understanding of forces to invent and create'. As we encourage research skills, the learners have been introduced to dedicated websites such as Pebble Go, a resource that simplifies research on various inquiries. Learners learn to navigate through information, extract key details, and present their findings to the class. To further enhance their research experience, we introduce them to Kiddle, a children's visual search engine. This provides a safe online space for learners to explore and discover new information. Supervised internet use teaches them responsible digital citizenship, ensuring their curiosity is nurtured in a secure environment. 

The use of technology extends beyond individual tasks, and learners regularly engage in group and pair activities, where they collaborate on projects using tablets and laptops. This not only enhances their technological proficiency but also develops crucial teamwork, communication, and problem-solving skills. Self- management is very important and learning to manage screen time and take turns with devices is an essential part of our technology integration. Through structured activities and routines, learners develop self-management skills, understanding when it's time to engage with technology and when it's time for other forms of learning. We are committed to preparing our learners for the challenges and opportunities of the future. Through thoughtful integration of technology, we create an environment where curiosity is nurtured, skills are developed, and each child can confidently embrace the digital age.

We are often asked how we implement the use of technology in Year 2 and many families are surprised at how technology is enhancing the learning experience for our 6 to 7-year olds and the skills in which they are developing. Our focus is steadfastly on promoting creativity over consumption, ensuring that our young learners become confident creators and understand that technology helps us to share what we know as well as how we can reflect on the learning process.

Recently we concluded our How we express ourselves unit of inquiry. The learners enhanced their understanding of the elements of a story and at the end of the unit they were provided with a variety of modes to share their stories, including comic strips, puppet shows, sand art and using Book Creator. Book Creator is a digital tool which our budding authors used to create digital books, typing their stories, searching for and inserting images to represent the setting and characters, drawing with a stylus and voice recording their stories so younger learners can also enjoy their books. The learners who created puppet shows, sand art and comic strips also used the iPads to video and voice record their stories. Learners worked with a partner to help during this process, promoting their communication and collaboration skills. Learners also used the Clips app during our Who we are unit of inquiry, when they collaboratively designed an exercise video to encourage others about the importance of physical activity. Taking turns, sharing ideas and learning about video angles and distance were all important skills the learners developed. 

During our Language Arts sessions learners are provided with opportunities to enhance their phonics, reading and spelling skills when using the Reading Eggs app and accessing the EPIC online library. Reading Eggs and EPIC are tailored to individual needs, allowing the learners to not only enjoy the process of reading but also receive personalised support and encouragement as they progress through the programme. EPIC is also a valuable resource for accessing books connected to our units of inquiry, often providing the ‘Read to me’ function to help learners follow along whilst simultaneously developing their own skills. Pebble Go is an online resource we use during research based tasks, such as finding facts about wetlands. There is a function for learners to listen to the text, broadening the access for all learners. 

Our Mathematics sessions may include the use of the TODO Maths app. This can also be personalised and is an interactive and engaging way that aims to make abstract mathematical concepts more tangible. Mastering the building blocks of number concepts is essential in helping our young mathematicians build a strong foundation while having fun along the way.

As many families are already aware, Seesaw is a platform which allows for school-home communication as well as a digital portfolio for our learners to showcase their understanding of various subjects, making their learning experiences more engaging and personal. It encourages learners to express themselves in unique and dynamic ways as they reflect on the process of learning, not just the final products they produce. This allows parents to gain insights into their child's progress, achievements, and memorable moments in real-time. 

The experiences and skills we are developing in Year 2 will be further enhanced as the learners progress through their education. We believe that by emphasising creation over consumption, our learners will develop the skills they need to thrive in our digital world.

In Year 3, each class has 12 iPads and a collection of Macbooks, allowing our learners to have greater access to technology and preparing them for the technical skills needed in Year 5, where each learner brings their own device to school.

Seesaw has been an integral part of this journey, enabling both teachers and learners to create and share learning materials with ease. Our aim is to use such applications to scaffold learning and express ideas that might have been more challenging to do on paper.

Digital skills are explicitly taught through our Digi-skills lessons. Ms. Stephanie exposes learners to a range of skills that promote creativity and computational thinking. The goal is to empower learners with different skills so that they can express their learning in more creative and innovative ways.

Using technology authentically is key. For example, in Maths, we have been learning about coordinates and directions. To enhance this learning, we used Bee Bots (robots) that children programmed manually. Additionally, we encourage learners and teachers to be innovative and take risks. Recently, a teacher used AI to engage and excite learners during a writing task. We believe in the saying, 'All work and no play makes Jack a dull boy,' and strive to strike a balance between educational use and enjoyment of technology.

Year 4 learners are encouraged to utilise technology to enhance their learning across the curriculum. To achieve this goal, our Year 4 classes have discrete digital skills lessons which are focused on learning new skills which can later be applied to researching, organising, presenting and communicating information and ideas. 

Year 4 began the academic year by developing learners' sense of responsibility when handling devices. We reviewed ways to keep ourselves and our data safe online, and learners discussed etiquette when communicating using digital devices. 

In our recent Units of Inquiries, learners are learning to choose a website from a pre-selected list that matches their reading level. They are learning to identify key information in the text and to record their findings using sketch note apps, or in the written form. 

Learners have used a range of applications to create designs and present their ideas and information. For example, in Music learners confidently used GarageBand to construct instrumentals. In Art, technology is used to create designs and to record different stages of the design process. In recent weeks learners have learned to use some of the tools on Google Maps which was put to good use when locating and mapping the course of the Pelton Canal as part of our Sharing the Planet Unit of Inquiry focusing on 'Water is an essential resource.'  The video and audio recording tool on the Seesaw platform is regularly used by learners to self-reflect and edit their pieces of writing and to explain their understanding of a mathematical concept or skill. 

Learners are currently extending their coding skills through 'Tynker'. Logical thinking; analytical thinking; problem-solving; collaboration and attention to detail and skills are developed while creating games and sets of instructions to control the movements of a robotic device.

Digital citizenship and responsibility are expected and embedded in technology learning at Nexus. In Year 5 learners have their own 1:1 device. We begin the year with a focus on developing a shared understanding of what it means to be a responsible digital citizen, both at school and at home. An essential agreement is collaboratively designed by learners with their teachers. This provides a reference point that ensures learners are safe and responsible online. Teachers take the time to have conversations with learners about using their device as a tool that supports and enhances their learning. 

Technology use and digital skills are integrated into all curriculum areas. Learners are able to confidently and flexibly use different platforms and applications. Padlet is a versatile application that teachers and learners are able to use for a variety of purposes. The key feature that supports collaboration is how the Padlet board is able to be viewed by everyone using it. Some ways we use Padlet include: creating book reviews, uploading a photo of a prior knowledge brainstorm, reflecting on learning and answering key questions. Learners have also been exploring the world of Generative Artificial Intelligence  through using poetry to create static images using Padlet’s AI drawing tool. This enables learners to use words to create striking images. 

When using technology, learners are applying all of the approaches to learning. Social, communication, research, thinking and self-management skills. Our recent unit of inquiry focused on Scientific Inquiry is a great example of how these skills were combined. Learners used photo and video footage to record their investigations. They then combined this with their scientific understanding to create their i-Movie. Critical and creative thinking skills were developed, as learners discuss ideas, reflected and designed a movie that communicated their learning.

In Digital Skills, our Year 5 learners have been working with Makey Makeys, a circuit board that turns any object that conducts electricity into a keyboard key. Their first challenge was to explore and discover which materials could conduct electricity.  Currently, they are engaged in the creative process of constructing game controllers using everyday items like tinfoil, cardboard, play dough, and even various foods.  Next, they will use these unique controllers to play the Maze game they programmed before Christmas. This fusion of digital technology and tangible materials exemplifies the PYP's inquiry-based approach, encouraging students to blend technological skills with imaginative thinking to solve problems.

We are excited to share how technology seamlessly integrates with learning in Year 6 at Nexus International School. In our pursuit of a balanced education, we have found innovative ways to leverage the versatility of iPads, utilising both the stylus and keyboard based on the specific needs of each learning experience.

A prime example of this integration is seen in our Literacy Circles. Here, learners select their own books and, with the aid of iPads, collaborate on shared documents to provide insights into their specific roles. For instance, the 'Discussion Director' guides the group in their discussion, and the 'Predictor' explores potential story directions, while offering constructive feedback to each other. This approach not only fosters creativity but also enhances productivity and shared responsibility, leading to engaging conversations within the groups.

In our current Unit of Inquiry (UOI), technology plays a pivotal role. iPads are employed to slow down experiments using the slow-motion video function, enabling learners to make careful observations and delve deeper into the scientific process. Additionally, learners use the school's trusted websites and resources to develop their own questions, building upon their prior knowledge to explore areas of interest. This enables differentiation of both inquiry topics and sophistication of the language and content explored. This approach particularly supports our Bilingual-Multilingual Language learners (BML) who also use translation functions, as well as our more confident readers who can explore increasingly complex text types independently using resources such as Britannica Schools.

As we navigate the digital landscape, our focus remains on nurturing critical thinking, collaboration, and creativity while maintaining balance. We believe that by embracing technology in a purposeful manner, we empower our learners for success in both current and future educational endeavours.