VIEW FROM THE CLASSROOM


later on. The five or six hours this took can now be spent focussing on the learning objective of the lesson rather than on carrying out the task itself.


I often find that the best learning experiences are those which give pupils a feel for the real-life application of knowledge. We put this approach to the test in our language department, which has been experimenting with the use of green screen technology for GCSE speaking assessments. Using this technology, pupils can superimpose themselves onto different backgrounds, such as travel destinations around the world, and we find that applying real-life scenarios really brings the assessments to life. Some of our pupils who are learning the Irish language took this to another level by setting up their own radio station, GaelTalk. Using recording equipment, they broadcast music, sports reports and weather forecasts in Irish. As a result, their proficiency in the language improved, and it was an enjoyable project for teachers and pupils alike. We were all very proud when the project won a British Academy Schools Language Award (BASLA).


To get the most out of IT in teaching and learning, a school needs a reliable technology environment, so that teachers and pupils can be confident in the knowledge that they can download resources without the WiFi going down, for example. In our case, our IT partner, Capita Managed IT Solutions provide a secure infrastructure so that we can use technology creatively throughout the school.


families is a vital piece of the jigsaw for schools considering a technology overhaul.


Many of our parents are keen to find out more about the new skills their children are developing, so we invite them into school to talk about the IT we are using in the classroom, and its impact on learning. Some of our pupils are given the position of digital leader, and they help us to show parents the resources we use. Now, our parents know what their children are talking about when they mention they have used Showbie to give a presentation, or Sibelius for their music composition.


A major concern for any school these days is e- safety, and it’s something we take very seriously here at St Mary’s. Regular communication with parents is a good way to keep families in the picture with the measures we take to protect their children online.


What do parents think about the way St Mary’s has embraced technology? It’s very important to get parents on board with any new initiative, and gaining the support of


With the help of two of our staff members who are qualified e-safety consultants, we have initiated a dialogue with parents on e-safety, and we are finding that parents are more aware of the steps they need to take to keep their children safe when using the internet at home too.


What has been the impact on your pupils? One of our key objectives is to equip our pupils


with the skills they need to thrive in the world beyond school. By embedding technology right through the school, we have seen a real increase in effective independent learning. Rather than relying on their teachers to show them where to find information, pupils are accessing resources, interpreting research and sharing ideas themselves.


Pupils are becoming more organised and self- reliant too, because they are able to manage their work effectively in their online portfolios. Taking responsibility for their own work is an important factor in helping pupils successfully navigate their next steps in higher education and the workplace.


What plans does your school have for the future?


One of our plans involves building a new creative arts hub which will provide pupils with an exciting environment in which to study music and recording technology at the school. But our main focus is to keep track of emerging technologies to help us educate the digital generation, and prepare them for a successful future.


St Mary’s IT partner is Capita Managed IT Solutions www.capita-mits.co.uk


May 2017


www.education-today.co.uk 21


Page 1  |  Page 2  |  Page 3  |  Page 4  |  Page 5  |  Page 6  |  Page 7  |  Page 8  |  Page 9  |  Page 10  |  Page 11  |  Page 12  |  Page 13  |  Page 14  |  Page 15  |  Page 16  |  Page 17  |  Page 18  |  Page 19  |  Page 20  |  Page 21  |  Page 22  |  Page 23  |  Page 24  |  Page 25  |  Page 26  |  Page 27  |  Page 28  |  Page 29  |  Page 30  |  Page 31  |  Page 32  |  Page 33  |  Page 34  |  Page 35  |  Page 36  |  Page 37  |  Page 38  |  Page 39  |  Page 40  |  Page 41  |  Page 42  |  Page 43  |  Page 44  |  Page 45  |  Page 46  |  Page 47  |  Page 48