Views & Opinion Turning texters into typists Comment by SAL McKEOWN, journalist and editor
AQA is planning to offer on-screen versions of GCSE English Language and Literature exams from 2025. Soon digital exams will be the norm and those who write by hand will be the exception.
Personally, I can’t wait. As a former examiner for both exams, I sometimes struggled to read what candidates had written and I know many pupils could not revise from their own notes. Handwriting matters. Primary schools invest an excessive
amount of time on teaching and practising these skills but some candidates never master a legible script. While I could get the gist of the answer, I could not always read individual words and this matters when one of the criteria is accurate spelling.
Candidates who take the digital exams will have many advantages over those whose answers are handwritten. They will be able to edit, to reorder sentences to make arguments more compelling, to correct spellings, punctuation and grammar with no crossings out. If they get an answer wrong, they can delete and start afresh. However, the downside is that most candidates are texters, not typists. Candidates may have spent five or more years using a pen but their typing skills are non-existent. Learning to type
Many schools are adopting KAZ Type because it is GDPR compliant and inclusive. They offer a version for learners with visual impairments and a dyslexia edition, developed with advice and guidance from the British
Dyslexia Research Trust. It works well for children with neurological differences including dyspraxia, ADHD, ASD and Tourette’s. Once students can type without looking at the keys they are no longer working at word and letter level and write more fluently. The programme is online and requires minimal staff supervision. Kathryn Stowell, Head of Outreach and AAC at Charlton Park Academy says: ‘Kaz teaches touch typing fast so students are not taking much time out from other subjects to learn the keyboard. Best of all, we have one portal at the school and can see from the student logins how they are getting on. With students right across London, this saves us time when we are checking on progress.’
KAZ Type teaches the letter keys in just 90 minutes. It is then up to teachers to encourage students to build their speed and accuracy and make word processing their normal way of working. Students can get a qualification too
KAZ Type has partnered with Open Awards to deliver the only nationally available touch typing qualification. There is no minimum age requirement so long as you provide an invigilator. Primary schools are beginning to adopt touch typing. Alan Tsui is Subject Lead for Primary Computing at Willow Brook Primary School Academy in East London and uses KAZ Type as part of the digital literacy component of the computing curriculum. “In today’s world of technology, touch typing is a crucial 21st century skill,” he said. “We use KAZ as part of our after school club offer on Friday afternoons. It is so over-subscribed, we have extended it to two groups.” For more information, visit:
https://kaz-type.com/
How can the UK adequately prepare students for ‘blue-sky’ thinking?
Comment by MIKE MONGO, Astronaut Teacher and Ambassador for RM Technology
In today’s rapidly evolving world, nurturing ‘blue sky thinking’ is more vital than ever. From an early age, children should be inspired to dream big because imagining endless possibilities can shape their future careers and build the world of tomorrow.
But what about “black-sky thinking” to take this to the next level? In 2024, I believe promoting the possibilities of space and
integrating STEAM learning (Science, Technology, Engineering, Arts, and Mathematics) into children’s curricula is fundamental in 2024. Preparing students for tomorrow’s jobs
Creating students ready for space is now essential. The space industry already significantly impacts the UK economy, contributing over £16.4 billion annually and employing more than 45,000 people. The recent opening of the UK’s first vertical-launch spaceport and the launch of SpaceX’s Starship highlight how recreational space travel may soon be a reality.
Tomorrow’s jobs are in space. As humanity ventures to low Earth orbit and beyond, we will need more than just astronauts who are engineers, pilots, and physicists; we may need space veterinarians, chefs, athletes, artists, entrepreneurs, and even influencers. Why shouldn’t we encourage children to think like this?
The next generation must be prepared to think creatively, experiment, and explore beyond established boundaries. With a strong foundation in STEAM education, students are primed to imagine and pursue diverse pathways, both within and beyond Earth’s atmosphere. Implementing STEAM learning to bolster creative thinking Despite its importance, integrating STEAM into the curriculum is challenging
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for UK schools due to limited resources and time constraints. Parents also struggle; while 96% encourage their children’s interest in space exploration, only 43% feel they have sufficient knowledge to teach STEAM subjects outside the classroom.
Teachers and parents are not alone. Advanced technologies like AI and virtual educational experiences can support children’s learning. While some may have reservations about AI in the classroom, it has the potential to engage students in new ways, especially in STEAM subjects. For instance, Microsoft’s Reading Coach, available for free and integrable into Teams, allows students to create stories with customisable characters and settings. Students read the stories aloud, and any mispronounced words are highlighted. Personalised practice is then provided for these words, which are incorporated into the next AI-generated story. Virtual experiences can also offer a fresh perspective and bring lessons to life. I’ve been honoured to be part of ‘Starflight Academy’ in partnership with RM Technology and SaxaVord Spaceport to teach primary school students about the space industry. This four-week virtual course is designed to fuel children’s curiosity and set them on paths for careers in science and technology.
Interactive educational experiences like this leave a lasting impact on students, complementing the engaging lessons they have in the classroom. The Sky is No Longer the Limit
Science and technology aren’t just for aspiring astronauts and scientists. The creativity and exploration skills fostered by these subjects help students envision themselves as artists, business leaders, inventors, and more. Future roles lie in space exploration, AI, and VR, and those prepared will lead the way, potentially becoming the next Helen Sharman, Tim Peake, or David Mackay. As long as children and parents believe in the possibilities, the sky is no longer the limit.
July/August 2024
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