Category: Northern Alliance

Shetland Islands Council Q&A

Education Scotland’s DigiLearn team are always happy to provide their digital expertise and support to practitioners. In October 2020 the team took part in Shetland Islands Council’s two in-service days for practitioners, which for the first time were held on-line.  The DigiLearn team provided a wide range of sessions for staff on everything from digital pedagogy skills to unleashing creativity using digital tools.  In this Q&A Jacqueline Casey, Workforce Development Advisor at the time, and James Johnston, Quality Improvement Officer, from Shetland Islands Council, and Tracy Langley, Operational Lead For Remote Teaching for Shetland and Depute e-Sgoil, discuss the sessions.

 

Why are in-service days important for your staff?

 

The October In-service days are two dedicated days per year that are focussed on professional learning for our staff, therefore ensuring a varied yet appropriate programme for them each year is vital.  Usually our programme is planned and compiled based on the wants, needs and feedback from our frontline staff and management and also any national themes and focus at the time.  The opportunity for professional learning is very important for staff development and practice, and also contributes to staff being able to positively influence the lives and experiences of the children and young people they work with in Shetland.

 

  • This was the first time Shetland’s in-service Day has been held on-line. How did you find this compared to previous years?

 

At the start of COVID-19 we had started our planning, including contacting external trainers from across Britain on the premise that they would be physically visiting us in October.  So when we went into lockdown and realised eventually that it wasn’t going to be a short term thing, a quick decision had to be made as to if and how we were going to be able to deliver the programme.  It was decided that we would push on to try to organise a fully virtual programme, thinking that it would be far smaller than our usual offering.  We also decided on four themes to try to make things a bit more focussed – Health and Wellbeing (for pupils and staff), Digital Skills, Literacy and Numeracy.  These themes were decided both based on national themes but also on a reflection of what the year had been like for our staff, and where priorities had needed to shift so rapidly in response to COVID-19.

 

The actual programme itself went really well, and the feedback we got from our follow up survey was really positive.  We were delighted that we could provide such a large and varied programme and of course that the technology all worked on the day!

 

  • What topics were you looking for Education Scotland’s DigiLearn team to cover as part of the in-service days?

 

We have worked with Education Scotland for digital input for a few years now, and in conjunction with our Digital Skills Lead here in Shetland, to contribute to and build on our Digital Strategy.  So we were really happy to be guided by the digital team for our in-service programme – particularly where we were aware that remote teaching and learning had rocketed to the front focus of how teachers and pupils were now living and working.  We wanted this theme to be about the delivery of blended teaching and learning, but also about making the best use of the technology available to our staff.  Therefore the courses that Susan and her colleagues delivered were:

  • Flipped Learning to Support Blended / Mixed Delivery Model
  • Digital Tools for Assessment & Feedback
  • Digital Pedagogy Skills
  • Using Digital Tools to Capture, Create and Share Outdoor Learning Experiences
  • Unleashing Creativity Using Digital Tools

 

  • Why did you think these topics in particular would be of interest to practitioners?

The themes of literacy, numeracy, health and wellbeing and digital are present in each year of the October In-Service programme but are usually supplemented by a broad range of other professional learning opportunities.  Central Officers, in conjunction with workforce development colleagues took the decision to narrow the focus in 2020 across these core areas in respect of the following considerations:

Manageability – in terms of the online nature of the programme and practitioners skills and knowledge to access learning from remote locations

Alignment – ensuring professional learning supported our strategic priorities with regards to recovery and renewal and reflected our local authority messaging around minimising the number of school improvement priorities

Relevance – understanding the needs of staff and learners and providing a meaningful and motivating programme to meet these needs

Capacity – giving consideration to teachers’ and practitioners’ own ability to consume and implement new learning in the context of the pandemic

Readiness – supporting staff to be confident in delivering within their school’s approach to blended and/or remote learning

The digital skills aspect of the programme stood out by itself but also supported innovation and creativity relevant to the other three areas.

  • How do you think practitioners will use the information provided in these sessions?

 

The October In-Service creates an opportunity to collectively ‘pause and upskill’ but is just one aspect of a cyclical, year round offer of high quality professional learning opportunities.  Teachers will use the learning in a number of ways depending on where they are at in their learning journey but broadly speaking the digital approach to professional learning is driving more engagement and collaboration:

 

Engagement Building on the success of approaches to remote learning in term four of 2020, sharing coursework and homework on digital platformsand engaging with pupils and parents in a more digitally agile way.  Monitoring learner engagement and participation and identifying where more support is required.

 

Collaboration – using digital platforms to collaborate at many levels.  For example, withinschools, across departments andlocal authorities as well as engagement at RIC level and participation in national conversations, regional improvement collaboratives and nationally.  The ability to share knowledge and practice with colleagues and gather insight and information from national partners has been strengthened.

 

  • Looking to the future – what digital topics do you think will be useful for your practitioners to learn about?

 

Practitioners will need time to embed new skills and ways of working and so the pace of change needs to be managed effectively.  It is important to create the right conditions to ensure that people feel confident, competent and supported in working in a digitally agile way.  We have paused the development of a digital and teaching strategy in order to understand and evaluate this period of rapid change and, given the period of significant change within the digital learning and teaching landscapesince March 2020 , revisit some of the consultation questions which were shaping the strategy prior to lockdown.  This will ensure we are moving in the right direction, investing our resources and time in the right way and building a digital education workforce where nobody is left behind.  In the meantime, for the remainder of this school year, we will take advantage of the range of professional learning opportunities to support our current position and listen to what our teachers need next.

Going forward digital skills training for the use of the Glow platform and Teams, SharePoint, PowerPoint, One Note Class Notebook and the Promethean interactive panels are to be made our standard offering. Our digital skills support package is updated throughout the year to direct all staff to these online courses which they can do at a time that suits them best. One off sessions delivered by Ian Stuart at Microsoft and the Education Scotland team can also be offered as and when needed throughout the year. These can complement each other and also allow for staff to revisit online courses andtutorials if needed.

 

Local authorities – if you would like advice or support from Education Scotland’s DigiLearn team please contact – Kirsty McFaul via email at Kirsty.McFaul@educationscotland.gov.scot

Aberdeenshire EAL Header

Aberdeenshire English as an Additional Language (EAL) Service

aberdeen council logoIn Aberdeenshire, our EAL teachers have been working to find the best ways to support bilingual learners and their families throughout the pandemic, as well as class teachers. If adapting to the challenges of the pandemic and online learning were not hard enough, many children and families have also faced the language barrier, as well as perhaps not being familiar with the Scottish Curriculum and routines and norms that may be taken for granted as something all children and families will think of as normal. Over the last year, our EAL teachers have embraced new ways of working and have developed a range of resources and approaches. Telephone interpreting used to be very rarely used but has now seen demand skyrocket with a lot of positive feedback on its effectiveness in breaking down the language barrier and building relationships between school and family. On several occasions schools have been able to speak to parents who they had not previously managed to reach, and as a result have managed to overcome some barriers that had prevented families from accessing online learning. EAL teachers have also been supporting bilingual learners by sharing advice and resources with class teachers, and also working with some pupils through video conferencing, including teaching SQA ESOL courses. The service has also produced translated comments and videos to support families who may be having difficulty in engaging with online learning.

 

 

Translated comments

A range of translated comments were develo­­­­­­ped to support home-school communication and have been used to communicate one way information to families, with comments being successfully used to overcome barriers to engagement:

 

“Aberdeenshire EAL Service covers a wide geographical area with a number of rural remote communities where our families can be distributed and which can pose communication challenges, particularly when schools are closed to most pupils during this time. One of my larger small town schools, that has a wide catchment area, have a family who were not responding to school information circulars and letters home. I sent the school the translated comments information which included a translation and the school came back and said they found it very useful and were discussing whether to send the translations out to other EAL families across the school.”

Sue Clutterbuck (EAL Teacher)

 

Translated Text Graphic

Telephone interpreting

Translated letters have also been developed to communicate to parents when the school would like to make a call and offer options that the parent can highlight for when they would be available. This has resulted in several calls with parents being arranged when the school had previously found it difficult to reach the parents.

 

“I supported a teacher in one of my schools in using the telephone interpreting service for the first time. By using the translated letters we had produced, parents were able to tell her when they would be free and she was able to call them and speak to them for the first time through an interpreter.”

Ian Brownlee (PT of EAL)

 

Our service has been strongly encouraging schools to use telephone interpreting and in general the feedback has been great (see examples of feedback in the picture below).

 

Telephone Interpreting Graphic

 

Translated Videos

We also worked in partnership with Aberdeenshire’s Learning Through Technology Team to develop translated videos that guide pupils/parents on how to log in to glow and how to use Microsoft Teams and Google Classrooms. The videos were produced in the top five most common languages in Aberdeenshire and have been successfully used to support some families in overcoming barriers to accessing and engaging with online learning:

“They used the link, watched the video and it worked! Bingo. ️”

Sarah Jane Bennison (EAL Teacher)

“I sent the video on how to connect to google classrooms to 2 of the P1 teachers from one of my schools, I made sure they had a direct access to the video, so they didn’t have to look around for it. They sent the video to the parents of P1 pupils with little English, who had not been engaged and 1 child the following day was online and the other child the week after.”

Amanda Blackburn (EAL Teacher)

Colleagues in other local authorities have also  given positive feedback on the videos:

“Of course, we have also been signposting homes to the brilliant videos on the use of ICT/GLOW/Teams on the Aberdeenshire site!”

“I’ve watched the translated glow videos your service have made – they are amazing! Would you mind if I shared that link with some of our schools?; the teams one and logging into glow are so valuable right now.”

 

Translated Video Screen Shot

 

 

Some aspects of online learning and supporting pupils remotely have of course been challenging and we are continuing to try to find ways to support bilingual learners, their families and teachers through the continually evolving circumstances. However the above examples have been successes that we were really happy with and delighted to share.

Ian Brownlee

Principal Teacher of English as an Additional Language

Aberdeenshire EAL Service

Practitioner Examples of Blended Learning in Primary – Webinar

Andrew Boulind and Rory Buchanan, St Joseph’s Primary School, Aberdeen

We shared how Blended Learning has been used on return at the start of this new session 2020-2021 and its impact on the learners. After having returned in August form Lockdown, we felt it was important to utilise the digital skills the learners had gained as well as improving pupil engagement, motivation, and challenge by using a blended approach to learning in the classroom. By maintaining this blended approach, we have been able to provide a differentiated and more personalised approach to learning.

Although technology has played an important part in our classes it has been important to create a stimulating environment in the classroom where the displays demonstrate a range of curricular areas and are accessible and used to reinforce learning.

By using our variation of Blended learning, the pupils have been leading the learning. It was vital for us that learning was relevant and built on previous online learning. The approach has made sure that pupils are aware of learning expectations and know how to be successful in their learning, whether online or in class.

Learners are engaging in various types of learning experiences, online, in class and in groups. Learners are encouraged to develop high order thinking strategies in their classwork using the and online activities. Due to the use of online assessment tools the Learners are aware of feedback and can act rapidly on this. Digital technology is a feature of learning with both in class as well as at home. After the lockdown and the possibility that they had more “textbook type activities” it has been important to provide them with activities that they can relate their learning to real life contexts.

The Webinar will looked at the tools and pedagogy used in this first term (August – October), the digital tools used and their impact on their learners. 

Recorded Webinar – Practitioner Examples of Blended Learning in Primary

 

      PowerPoint Presentation – Practitioner Examples of Blended Learning in Primary

Bebras Computing Challenge at Portlethen Academy

post by Ian Simpson (@familysimpson), Faculty Head of ICT at Portlethen Academy (@portyacad)

 

What is the Bebras Computing Challenge?

The Bebras Computing Challenge is a long-running international competition which promotes the importance of computational thinking and problem solving skills in a wider world context. It is organised in over 50 countries and designed to get students aged 6 to 18 from all over the world excited about computing.

Students have to employ a variety of problem-solving strategies in order to complete up to 18 challenges in the allotted time. High scoring students may be lucky enough to qualify for a celebration event which, in previous years, has taken place at Hertford College, Oxford.

 

Why we entered the competition

At Portlethen Academy all S1-3 students take part in the competition, with those in senior phase given the chance to participate as part of their Computing Science or Mathematics classes. Every individual who takes part receives a digital certificate from the University of Oxford which can be printed out in school or at home and those who achieve scores in the top 25% of the cohort are invited to take part in the TCSOCC Challenge in February as recognition of their strong computational thinking skills and to increase their exposure to computer programming problems.

Faculty Head of ICT Ian Simpson has coached groups of students to take part in the Bebras Computing Challenge since 2013. “To get the best out of the groups it shouldn’t be an add on or break from ‘normal lessons’, it is in the school’s best interest to embed teaching of computational thinking skills and prepare for the challenge using the practice challenges or the Perfect Day app.”

 

What pupils learnt from it

Seven students from S1 and 2 scored highly enough in the 2019 challenge to receive an invitation to the celebration event at Hertford College in January 2020. Thanks to support from contacts at Total and Aberdeenshire DYW six were able to travel to Oxford to take part in the final round, experience Computing Science sample lectures and find out more about life as a student at the University of Oxford. Ian Simpson added “This was the first time that such a high number of students from a state school in Aberdeenshire had qualified for the final round. It was a surprise in some ways but testament to the hard work the students put in preparing for the challenge.”

As well as giving students the chance to think creatively and apply their knowledge from across a variety of subject areas the Bebras Computing Challenge helps build student resilience. These skills have increasing demand in further and higher education and will serve them well in the workplace of the future. Taking part in the final round also gave the students increased confidence in their own abilities and, on the drive back to Heathrow, many were sharing strategies they had learned from other participants to improve on their scores next year.

 

Sign up for Bebras here.

12 November 2020 16:00-17:00, Practitioner Examples of Blended Learning in Primary

The Webinar will look at the tools and pedagogy used in this first term, the digital tools used and their impact on learners.

About this Event

Delivered by Andrew Boulind and Rory Buchanan from St Joseph’s RC School, Aberdeen.

Open to all practitioners, Glow Login Required

The Webinar will look at how Blended Learning has been used on return at the start of this new session 2020-2021 and its impact on the learners. After having returned in August form Lockdown, we felt it was important to utilise the digital skills the learners had gained as well as improving pupil engagement, motivation, and challenge by using a blended approach to learning in the classroom. By maintaining this blended approach, we have been able to provide a differentiated and more personalised approach to learning.

Although technology has played an important part in our classes it has been important to create a stimulating environment in the classroom where the displays demonstrate a range of curricular areas and are accessible and used to reinforce learning.

By using our variation of Blended learning, the pupils have been leading the learning. It was vital for us that learning was relevant and built on previous online learning. The approach has made sure that pupils are aware of learning expectations and know how to be successful in their learning, whether online or in class.

Learners are engaging in various types of learning experiences, online, in class and in groups. Learners are encouraged to develop high order thinking strategies in their classwork using the and online activities. Due to the use of online assessment tools the Learners are aware of feedback and can act rapidly on this. Digital technology is a feature of learning with both in class as well as at home. After the lockdown and the possibility that they had more “textbook type activities” it has been important to provide them with activities that they can relate their learning to real life contexts.

The Webinar will look at the tools and pedagogy used in this first term (August – October), the digital tools used and their impact on their learners. They will be examples of activities and pupil work as well as practical ideas and applications to take away from the session.

Register Here

Title image - Q and A

DigiLearnScot Webinar Q&A with Claire Eade, Meethill Primary School, Peterhead

We have been speaking to teachers across Scotland to find out more about their experiences of using digital technology to support their learners. In this Q&A Claire Eade, Class Teacher at Meethill Primary School in Peterhead, shares what she has learned from joining webinars to build digital skills and the top tips she would give to other educators on using digital technology. Look out for more Q&As soon!

 

How has your use of digital changed since schools closed in March? 

My use of digital has changed a huge amount. I had used Teams a little bit before schools closed but not to the extent we then needed to. Initially I had no idea how to navigate Teams and upload assignments but taking part in the digital skills webinars helped me with this greatly.

 

Which webinar/s from Education Scotland’s DigiLearn team did you join and why?

I joined the webinar on using mobile devices to enhance and capture language learning and I joined webinars on using Teams. I also joined the webinar on Google Classroom in case I ever need to use that.  

 

Why did you pick these webinars in particular?

The descriptions for these webinars sounded exactly like what I needed to help with teaching the children on-line.

 

How was the experience of joining an online webinar?

They were absolutely brilliant. They were so easy to join. I was sent a link and I just needed to click on it to access the webinar. It’s up to the webinar attendees whether they switch their camera and microphone on. You’re given the opportunity to put questions in and if these aren’t answered at the time then the DigiLearn team will come back to you with an answer later. The webinars are recorded so you also have the option to watch it later which is great in case there is anything you have forgotten.

 

What have you learned from joining these webinar/s to build digital skills?

I’ve learned that it is not essential for me to be face to face with the children to teach them. When schools closed I thought I really needed to be in front of the children to teach them but I’ve learned that we can absolutely teach them on-line.

 

How did you use these skills to support your learners? Tell us more.

These digital skills have helped me to support my learners in many ways. For example I’ve learned how to use screen capture so that I can show my pupils videos or PowerPoints. I can also record commentary over a PowerPoint so that I can highlight and explain different points to my pupils. I can also use the whiteboard tool to actually demonstrate examples to them and aid their understanding.

 

How have you used Glow to help you support learning at home?

I found Glow very useful for finding resources. For example, I found a great resource for teaching activities in French through Glow. I also saw posts from teachers on social media suggesting resources they had found using Glow which I could then go and look up. Glow has also been very useful for communication as my class regularly contacted me through my Glow email while schools were closed.

 

From your experience, what top tips would you give to other educators on using digital?

My top tip is don’t be scared! Don’t be scared to ask questions especially on the DigiLearn Teams group. It doesn’t matter what the question is, and you might think it is a silly question, but there is always someone else wanting to ask the same thing. I posted a question recently asking about how to archive my Team and I got a response back really quickly. It’s important to make use of the expert knowledge out there as there is always someone who can answer your question.

Stay Organised with Wakelet

I would like to share with you, my fellow educators, a tool I have discovered recently. riverbank primary school logoIt is called Wakelet. Before, I used Pocket and it was good, but it had its limitations.  

Wakelet is a website and an app. It allows you to curate websites, tweets, pictures,  blog entries, newspaper articles, links, videos, songs, and other items in your Google Drive.  

You classify everything into collections. 

Regarding privacy, you can make these collections private, you can share them with certain people or you can make them public. You can choose the degree of privacy for each collection. Wakelet has a variety of uses: 

For example, Wakelet is a great timesaver, and will put your memory at rest. We can stop relying on remembering everything.  With Wakelet’s collections, you will not lose a thing.  

 Curation is a specially useful feature of Wakelet. As a teacher you read useful articles, websites, watch videos, do CPD etc. You will discover that curating  those items to refer back to and/or share with others is something easy and quick to organise and to find afterwards. You’ll stop saying : ” where did I read that?”. 

 I have a Wakelet colleague in South Africa who I met at the Microsoft Educator centre and again at Twitter.  I never thought before of the enormous possibilities that Wakelet offers to our profession. We share our Wakelet collections in such an easy way. We share ideas, projects, learning, digital literacy tips and good advice. Collaborating  with others is one of the perks of Wakelet. Colleagues can contribute to your collections and you can contribute to theirs. They can add to your list. 

In upper primary and in secondary it can be an exciting tool to to use with the learners. As a teacher, you curate information for the learners to use and master in an online or blended our in the class environment, while the learners can do the same as they organize research projects from a wide variety of digital resources and express themselves by using all the features of Wakelet. to reflect on and connect to previous learning experiences. Wakelet fosters communication. You create a hub for your learners, where they can be confidently  interacting with their classmates about the topic you or they have chosen. Online resources, pieces of work, videos, podcasts, photographs can all be great samples of the work that is being done in the classroom.  

Wakelet’s latest creation is called spaces, it helps you to be top notch organised. Several collections are part of a space and you again can choose its privacy. 

Come and ride the #WakeletWave with us. Once you start, you won’t be able to stop using it. Wakelet is a great tool to keep you prepared. As a Wakelet community Leader, let me know if I can support you with any queries you may have. You can find me in Twitter @pilararqued and Wakelet at https://wakelet.com/@MrsArqued

Blog Header - Rachel

Creating engaging, interactive lessons in Home Economics using Google Slides and Pear Deck

Using Pear Deck, a Google Slides Add-On, in Home Economics makes the lessons engaging, fun, interactive and accessible for all. My best lockdown find!

As we return to teach in a classroom at a social distance from our students, I can set the deck to work either at a student or instructor pace. Using the asynchronous setting Pear Deck allows students to work at their own pace unhindered by others. Nothing holds them back; the high flyers move on to extension activities whilst those who can struggle with their reading or have EAL can use the immersive reader feature. Everyone has a go at the tasks as although their responses can be displayed on my whiteboard they are anonymous so suddenly the quiet student who has never raised their hands contributes to the lesson. At any time the lesson can become synchronous. Left as asynchronous work can be completed when they leave class such as in Study or for homework. At all times during the lesson, I am able to see exactly what each student is working on, stop them and draw their attention to points raised without calling out any particular student and potential embarrassing them. Pear Deck has been my best find of lockdown and is compatible with many other EdTEch tools. Not all features are free but for approximately £10 a month it’s worth the upgrade.
Rachel Richards, PT for Faculty of Design, Technology and Home Economics
Kingussie High School
Highland

Click here to open the Google Slides presentation

Home Economics Google Slide
Northern Alliance language webinars

Northern Alliance, Language Learning Webinars

The Northern Alliance Sharepoint site offers an ongoing series of webinars to support practitioners both during the school closures and beyond.

Having previously delivered an Education Scotland/Northern Alliance joint ‘Languages using digital tools’ event at the Scottish Learning Festival in 2019, we felt that a webinar on this topic was more relevant than ever.  To enable a more in-depth look at the diverse range of digital tools available to support language learning we created a series of 4 webinars. We were also keen to look at where digital tools were being used successful in a languages classroom and to share stories and approaches from across the Northern Alliance.  These webinars were made available through the Northern Alliance CLPL sharepoint on Glow to Northern Alliance authorities and were also available to other Regional Improvement Collaboratives.

The sessions were,

Primary – using digital tools in Glow to Enhance and Capture Language Learning 

This session focused on,

  • Office 365 Web Apps​
  • Immersive Reader​
  • PowerPoint Record​
  • Forms​ – Creating self-marking quizzes
  • OneNote​ – Capturing learning, including pupil voice
  • Help and Support

Secondary – using digital tools in Glow to Enhance and Capture Language Learning

We were delighted to have input from Liegha and Fraser from the Language Dept at Meldrum Academy in Aberdeenshire. Liegha and Fraser shared the many ways they are using digital tools to engage learners and how these tools are embedded throughout their department.

  • Glow ​
  • Teams​
  • Office 365 Web Apps​
  • Immersive Reader​
  • OneNote​
  • Forms​
  • Meldrum Academy – Journey so far​
  • Help and Support

Primary and BGE languages – using G Suite to Enhance and Capture Language Learning 

We were delighted to have input from Gwen McCrossan, Languages Development Officer, Argyll and Bute. Gwen demonstrated how to create virtual classrooms to engage learners in a blended learning environment and how Google Sites can be used to exemplify learning.

This session also focused on,

  • How to access GSuite
  • Google Docs
  • Google Forms
  • Google Sites
  • Google Slides
  • Screen Record Tools
  • Help and Support

Primary and BGE languages – using mobile devices to Enhance and Capture Language Learning

This session focused on,

  • What is Rich Media?​
  • Why use Rich Media?​
  • Apps for creating Rich Media​
  • Sharing and saving content​
  • Help and support

    The Language Webinars were recorded and can be accessed via the Glow Site below.

    There are also links to resources mentioned in the webinars including language virtual classrooms and mobile app information.

https://glowscotland.sharepoint.com/sites/AberdeenshireCouncil/northernalliance/mfldevgroup

Susan Sey, Digital Skills Development Officer, Education Scotland

and

Sylvia Georgin, Languages Development Officer, Aberdeenshire Council and

Languages Workstream Lead, Northern Alliance

post school destination blog post header

Post School Destinations, UCAS – Virtual Showcase

DGS Virtual University and College Showcase. On Wednesday 10th June, 15 Universities, Colleges and Organisations from across Scotland delivered virtual presentations with q&a’s to young people and families across Argyll & Bute. This was done in 1/2 hour slots throughout the day via 6 digital platforms; MicrosoftTeams, Adobe Connect, Zoom, Blackboard, WebEx and Youtube. Pupils were added to a Google Classroom via their Glow accounts where they could access the links as well as other valuable information regarding UCAS. For families or recent school leavers who didn’t have access to Glow, we made the links available on our school website. We used our school and Skills Development Scotland social media platforms to promote the event. For a number of sessions, we had over 90 participants which was a fantastic level of engagement from the young people of Argyll & Bute. We had double figures engagement for every session, averaging 50-60 participants. A number of institutions recognised that we were the first school in Scotland to enquire about a Virtual Showcase to school pupils, something that many of the Universities and Colleges had never done before. The day ran extremely smoothly, with every session being successfully delivered via their technologies and chosen platforms. A number also agreed to record their sessions and allow us to post in our Google classroom for regular access. Institutions who could not deliver on the day, have contacted us and sent over recordings which we again can publish. Overall, it was a fantastic experience the see the extremely high level of engagement from young people in an authority that covers a large geographical area connect with so many Universities, Colleges and Organisations that wouldn’t be able to deliver in the current climate face to face. Through technology, we were able to deliver our originally planned physical showcase in the school building and deliver it on a larger scale with increased levels of engagement from young people and institutions.
Colin Deans
Principle Teacher, Guidance
Dunoon Grammar

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