Category: Local Authority

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Removing Barriers to Learning Computing Science at Speyside School

As a teacher of Computer Science I’ve always looked for ways to remove barriers to learning and make the curriculum more accessible. One of the biggest hurdles to this has been the complex nature of managing the installation and use of IDEs (Integrated Development Environments) to teach computer programming. Without a burning passion for the subject, you can forget getting a young person to download something like Microsoft Visual Studio or Eclipse at home.

A few years ago, whilst looking for a solution to my concerns I switched to repl.it to teach computer programming with the language Python. Repl.it is an online development environment which is completely browser based and requires no software installations on the user’s device. It is device and operating system agnostic, so it will work on desktops, laptops, mobile and tablet devices.

An example of the repl.it programming interface (Python 3.8)

An example of the repl.it programming interface (Python 3.8)

Over this period, I have transitioned from using repl.it to teach software design, to using repl.it to teach all practical elements of the course with support for creating rich web content using HTML, CSS and JavaScript and interrogating databases using SQLite. Students can easily share these projects with each other and with me. There are even tools to allow students to work together on the same project, allowing for latency free peer programming through repl.it’s “multiplayer” feature.

Repl.it provides tools for assessment, through their Assignments tool which provides the student with a set of instructions, a pre-populated piece of code as a starting point and a console window. The student can then submit the assignment to the teacher for written feedback and receives a notification when this is sent to them. Repl.it assignments also allow for test conditions to be set to provide some level of instant feedback to the student.

 

 

An example of an assignment in Repl.it showing student code, instructions, console and feedback area.

This has enabled my students and I to make a smooth transition from classroom teaching to remote learning for National 5 and Higher Computing Science during the COVID-19 lockdown. Although using online tools for home learning has always been a part of my pedagogical practice at this school, I’ve adapted my methods slightly. At Speyside High School, learners are currently using a combination of Google Classroom, Scholar, repl.it and YouTube videos that I have created to begin their new Senior Phase courses.

To create learning materials, I am using OBS Studio to capture my screen and webcam, which means I am then able to explain concepts to the students as if I was teaching a class and seamlessly flip between my course material and my live coding environment on repl.it.

The tools mentioned in this blogpost are all free to use for teachers.

Repl.it can be found at www.repl.it
OBS Studio can be found at www.obsproject.com

Marc McWhirter
PT Computing & Technical / Speyside High School
@SpeysideCS

Speyside High @speysiderector

 

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P1 Transition Support, Strathburn School, Aberdeenshire

 

We have used a variety of technology to support Transition for our new Primary 1 pupils.See-Saw Screen shot

 

See-Saw Screen Shot

We obtained Seesaw consent using Microsoft Forms, set up a P1 Transition group using avatar names and invited all new parents to it. Through this group we have uploaded puppet pal videos which include a school tour, delivered parental sessions on emergent literacy using sway, allowed P6 pupils to read out letters they have written to P1, used QR codes to create a treasure hunt round the school building that pupils can carry out over the Summer period as part of their daily walk, started to introduce HWB aspects of the curriculum to pupils via video and used the forum for sharing messages, introducing staff and ensuring parents/carers receive regular up to
date messages about plans and next steps. We are also considering using home learning codes to allow pupils to upload pictures of any transition work they might have done to begin engagement with them.

Sock Puppets Video

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Remote Learning, Strathburn School, Aberdeenshire

 

 

Literacy – reading

I am currently supporting a probationer and we are continuing our observations and meetings As part of her GTC profile. She has been using seesaw to create a fantastic online learning platform for her class however as part of this is also using TEAMS to meet groups of her children to teach Numeracy concepts to small groups or carry out Literacy Tasks.

Today I was invited to participate in a Microsoft TEAM meeting as an observer and was blown away by seven and eight year olds in a TEAM meet. The teacher was sharing her screen so all children had access to a shared text which they could read, discuss, and answer questions on. The children were safe, comfortable within the learning environment that the teacher has established and responded well to their teacher using technology effectively as they muted and turned on the microphone as required when it was their turn to read. I have been an advocate of Glow for many years and am delighted to finally witnessing it being used to its full potential!

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Thoughts on the Additional Teaching Qualification in Computing, Jonathan Henderson and Emma Hedges

Jonathan Henderson, Lasswade Primary School, Midlothian, @MrHenderson321
Emma Hedges, Victoria Primary School, Falkirk, @MissHedgesVPS

We are delighted to be part of the first cohort of a new program of CLPL aimed at up-levelling primary teachers’ skills in delivering the Technologies curriculum. This online program leverages some of the UHI’s existing courses for cross-qualifying existing secondary teachers into Computer Science but provides primary teachers with the expertise necessary to deliver the computing curriculum up to SCQF Level 3. This course has been designed and supported by the British Computer Society, Microsoft, Education Scotland and the Scottish Government.

Currently, we are in Week 4 of the first 12 week module on Databases and Computer Systems, with a second module planned to start in September which will focus on Coding and Web Technologies. So far we have learned about Software, Hardware, Numbering Systems and Logic Gates, and we will soon be moving onto learning about databases and SQL. The work for each week is split up into sections which has contributed to making the course manageable to fit in around a full time teaching job. Each week has involved gaining new knowledge via videos and Sways. There have also been interactive elements such as mini quizzes and using what we have learned to complete tasks such as calculations involving binary numbers. There has been a feeling of satisfaction when we have been able to use our new found knowledge, or from learning from our mistakes, to complete these tasks.

We have also been given the opportunity to complete an additional entry-level Cisco course about Linux which many participants have signed up to complete.

So far, it has been fascinating to go further into subjects which are beyond the normal scope of the primary curriculum and refresh and update our understanding of computing. Through being provided with this opportunity we are once again in the role of the learner. This has been an interesting experience and has made us consider the different ways in which we can share what we are learning to the wide range of needs of our learners, as well as with our colleagues.

We are also enjoying the opportunity to network with colleagues from across Scotland as well as across primary and secondary education. It has been interesting to learn about the different backgrounds of our colleagues who are also enrolled on the course and to be able to interact with them online either on the UHI learning space or on Twitter. With the submission date of our first assessment approaching, we’re very much focussed on doing our best in order to get the most out of the course both for ourselves and for our pupils.

Find out more about the qualification here

 

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Distance Learning: Examples of Practice from Falkirk

Practitioners from across Falkirk have collated examples of how they are using digital tools for distance learning.  The document contains examples from primary and secondary educators and the tools and strategies that they are using to engage learners.

  • Victoria Primary School
  • Westquarter Primary School
  • Maddiston Primary School
  • Drumbowie Primary School
  • Carmuirs Primary School
  • St Marys Primary School
  • Kinneil Primary School
  • Dunipace Primary School
  • Bantaskin Primary School
  • Larbert Village Primary School
  • Deanburn Primary School
  • Carrongrange High School
  • Falkirk High School
  • Graeme High School
  • Grangemouth High School
  • Larbert High School
  • St Mungo’s High School [read more]
  • Denny High School

Distance Learning Examples of Practice from Falkirk

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What distance learning looks like at St Mungos High School, Falkirk

St Mungo’s High School in Falkirk have produced a Sway illustrating what distance learning looks like in the school.

“We have shifted the emphasis during this period to digital applications that can be accessed and engaged with easily using a smart phone or tablet. We have also moved more towards creating videos as a way of communicating with our pupils and sharing content.”

The Sway has a number of short video examples from across the school faculties including Creative, Modern Languages, Health and Well Being, Science, Technologies and Pastoral.

Practitioners from across Falkirk have also contributed to a document illustrating what distance learning looks like in the authority. Find out more here.

https://sway.office.com/s/cKyrnndWhzvw7F3V/embed

Sway Link

you learning designing a robot with pen and paper

Robotics- Learning New Digital Skills In Context

This year we received an Education Scotland CLPL grant to train staff in digital skills; for part of the project we have been learning computer science and technology to do with robotics.  A grant from the DigitalXtra fund has also  allowed us to purchase robotics equipment from early years up for the cluster, and has …

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you learning designing a robot with pen and paper

Robotics- Learning New Digital Skills In Context

This year we received an Education Scotland CLPL grant to train staff in digital skills; for part of the project we have been learning computer science and technology to do with robotics.  A grant from the DigitalXtra fund has also  allowed us to purchase robotics equipment from early years up for the cluster, and has …

Continue reading "Robotics- Learning New Digital Skills In Context"

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Problem Solving at Neilston Primary School, East Renfrewshire

Problem Solving Challenges and Tutorials

At Neilston Primary, we are creating instructional videos to set daily problem solving questions for our primary six and primary seven pupils. 

Using existing resources, we prepare a PowerPoint to set the question and a separate PowerPoint explaining the solution. Principal Teacher, Andrew Howie, then uses online recording tool – Loom, to video himself explaining the problems and the solutions. Loom places a recording of Mr Howie in a small circle directly on top of the PowerPoint image, allowing him to be seen and not just heard and as these videos are relatively short, it is easy to record in one take meaning no editing is required. 

We then post the videos on to Google Classroom and Twitter. These post are scheduled (using TweetDeck for Twitter) to appear at the correct time – 9am for the problem, and 3pm for the solution. By posting the videos on Twitter we have also found younger pupils engage with them and share their answers. 

Moving ahead, we hope to record and schedule a whole week’s worth of posts in advance. This will help streamline the process, and we also hope this means the videos can be shared in advance with other schools in the authority who may find them useful. 

The videos can be viewed on Twitter @neilston_madras 

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Pupil and Parental Engagement at St Mark’s Primary School, East Renfrewshire

Increasing Pupil and Parental Engagement at St Mark’s with Twitter

 

In St. Mark’s, we have been working hard to increase parental engagement and maintain relationships with our families during school closure. Twitter has been a great tool for us to celebrate the achievements of our pupils and stay connected to our families.

Teachers have shared examples of good work that has been submitted on Google Classroom and we have tweeted them from our school account to celebrate their success. Mr Hutcheson used examples of tweets from parents in his virtual assembly to highlight the excellent work that was taking place at home to all pupils.

PE, STEM and art challenges set by teachers on Google Classroom have been some of our most popular tweets, the creativity and enthusiasm of our pupils has been exceptional. We have also set a variety of challenges for our pupils and families and have observed a noticeable increase in engagement with these over time. The most recent Getty Museum Challenge has been fantastic and has again highlighted how creative our pupils and staff are:

Feedback from parents/carers regarding the use of Twitter to stay connected with our learners has been extremely positive and, in some cases, has helped to increase engagement with Google Classroom. Sharing examples of their learning in this way has helped to motivate pupils to attempt more activities and has had a positive impact on their confidence and enthusiasm for learning.