Computing
Swift Playgrounds
In 2019/20, Swift Playgrounds formed the cornerstone of our new Year 7 curriculum.
We appreciated the application on the iPad because it allowed for innovative, independent learning. The students were encouraged to use the teacher as a problem solving tool when other venues of solving the issue failed. This led to interesting, exciting discussions in the classroom. Students were encouraged to progress at their own pace allowing those more able students to explore the tool further. The coding foundations learned through swift playgrounds has enabled a greater understanding of the concepts needed using Python at GCSE.
Parents who came for a Year 6 site visit commented on how relaxed and enthusiastic the class was. They loved how the children were able to use the workbooks we created for the iPad to support and document their progress, and were encouraged by the independent learning where students helped each other and the teacher facilitated that learning by linking their tasks to overall learning objectives.
Key Stage 3 Digital Workbooks
When we started developing the new Key Stage 3 syllabus at Tomlinscote, we had two main drivers.
Use of iPads to support learning for students with specific learning difficulties
We used the student voice feedback to respond to specific areas. The students asked us to make their supporting material easier to access. Students with specific learning challenges like dyslexia asked us to record the instructions for each task so that they could break down the tasks. In addition, we felt that using the screen capture facility to record the teacher demonstrating model answers would be particularly helpful. Finally, we added links to each page for the students to follow so that they could find the correct answers independently without the issues of which website pages are appropriate for their learning.
Using the workbooks to improve retrieval of previous topics so that the end of year assessment is not as daunting for our pupils.
During the student voice feedback, students pointed out that the time between topic 1 in term 1 and their end of year assessment was too long for them to remember all of the details. This lead to the creation of topic workbooks to support the students learning and store the applicable definitions and theory, which was later used in retrieval exercises.
In the end, the workbooks were extremely useful in supporting the students learning which has led to an increased understanding of the subject.
Augmented Reality with AR Makr
AR’s relative seamlessness of digital objects within the “real world” encourages interactivity and engagement AR brings concepts into reality.
Year 9 students used AR Makr to both utilise and place pre-existing objects into their real world classroom environment as well as allowing students to create their own elements. Differentiation is automatically built in as the more adventurous students created and animated their scenes whilst still enabling the less artistic to produce some fantastic effects.
Minimal instruction was given thereby enabling the students to explore the software both independently and collaboratively. It was amazing to see the classroom come alive with excited children showing each other what they had created and to see the classroom transformed into a completely different virtual space with scenes sprouting from every surface.
This student drew a bee and then created a swarm which she animated to fly in different directions.
A student’s view of how AR helps with real world understanding.
Here a student created their own 3D shape which was then placed in the real environment. It is abstract but the student quickly realised the importance of being able to take abstract ideas and turn them into visual representations which could then be seen in the real world with real life applications.
Another student realised he could begin to make architectural objects that could be placed in the real world. He said it would be possible to see how a design would look in an environment without going to the expense of building it only to realise that it would not blend in with its surroundings.
Raising Robots with Lego Spike Prime
Robots, Lego and iPad - does it get any better than that?
Combining colourful LEGO building elements, easy-to-use hardware, and an intuitive drag-and-drop coding language based on Scratch, this combination continuously engages students through playful learning activities to think critically and solve complex problems, regardless of their learning level. From easy-entry projects to limitless creative design possibilities, including the option to explore text-based coding with Python, students can work collaboratively to unleash their problem-solving skills and creativity.
The ability to use the blue tooth functionality of the iPad to connect with the brick element results in instant communication and experimentation. Students feel emboldened to ‘have a go’ whilst being supported by the collaboration of their team members. Failure becomes trial and error, building self-confidence and positivity resulting from success.
Students are engaged with very little learning time and input from the teacher. Learning at its best!
These robots were built by the students using instructions on their ipads:
The earthquake simulator
The rescue robot
PC build analysis
Students in Key Stage 4 must investigate the hardware involved in a standard PC. This used to be taught using parts gleaned from old technology, however, with the iPad, we realised that we had the opportunity to use the technology to create an interactive, student led learning experience whereby the students would dismantle old PCs, record their journey using the iPad, and overlay the movie with relevant details about the technology.
Retrieval
We have utilised the iPad apps to improve retrieval and assist the students in their revision techniques. The apps currently used by Key Stage 4 are:
Seneca Learning
Brainscape
These allow for deeper understanding of the syllabus by the students and play to the strengths of the iPad being available for short, effective bursts of learning.