Many of you will be using iPads to support learning in the classroom. As you use the iPad you and your pupils will quickly be able to work out how to use various tools as and when you need them. One of the great features of the iPad is the way you can use it intuitively and rapidly work out how to use it to support your own learning and the learning of your pupils.
Another way of developing your skills is to complete the Apple Teacher course available through the Apple Teacher Learning Centre. You can access it here.
Once you have used your Apple Teacher ID to sign into the site you can work your way through the iPad modules: iPad, Pages for iPad, Keynote for iPad, Numbers for iPad, iMovie for iPad, Garageband for iPad and creativity with iPad. Having worked your way through these modules and taken a test you can then display the Apple Teacher digital badge on your blog and email signature. In addition to the iPad learning there is also set of four modules with a focus on coding and Swift and a set focused on using the Mac.
The modules are user friendly and informative, based around digital books that you can download and return to. Alongside them are many other useful resources in the site that can take you further with using tools such as Clips and explore themes such as being creative and remote learning.
If you have completed Apple Teacher let us know in the comments below. How has it supported your work in the classroom?
As you keep up to date with the news you will no doubt be considering how we in education can work for a more fair and equal society. In classrooms using children’s literature as the basis for conversations is a good way in.
This author notes that: “Beyond addressing issues of race and racism, this children’s reading list focuses on taking action. It highlights resistance, resilience and activism; and seeks to empower youth to participate in the ongoing movement for racial justice. Children not only need to know what individual, institutional, and internalized racism looks like, they need to know what they can do about it.” (The Conscious Kid, 2019, lines 22-270).
Another great source of book recommendations in this field is from classroom teachers. Year 4 teacher, Miss Newton (@MissNewton91 on twitter) has shared this presentation of her recommended picture books. You can access it here.Going beyond sharing and talking about stories it is also vital to integrate the black experience across all the subjects that we teach. Miss Newton shared her planning for a Year 4 history unit which you can access here.
From children themselves as readers we can begin to understand how it feels to find oneself represented in the books that are around. Ananya Ganesh, a fifteen year old, had written about this in her blog post ‘We need more #ownvoices books’ which you can read here.
As well working in our individual classrooms in stories and the curriculum there are also organisations to support and develop diversity in education. One of these is BAMed:
“BAMEed is a movement initiated in response to the continual call for intersectionality and diversity in the education sector. All members are volunteers and have committed their time and efforts into creating a tangible support network to equip teachers and leaders with the tools to progress into and through the workforce.
BAMEed connects, enables and showcases the talent of diverse educators so they may inspire future generations and open up the possibilities within education careers.” (BAMed, 2020, lines 3-5).
BAMed is developing regional networks, resources and and a network of speakers. They have collected a useful book list which you can see here. This was curated by Darren Chetty (@rapclassroom), Kaen Sands O’Connor (@ksandsoconnor) and Books for keeps (ABooksforKeeps).
They also recommend exploring Letter Box Library which specialises in selecting and recommending books “in which all children can see themselves and which reflect our world community in all of its diversity” (Letterbox Library, 2020, lines 9-10).
Now is the time to use the amazing stories, resources and networks that we have around us to educate ourselves and the children we support to take action to grow up in a more just and fair world.
If you are interested in exploring the representation of black and ethnic minorities in children’s literature this CLPE survey was published in 2018.
BAMed. (2020) About us. website [online] Available from: https://www.bameednetwork.com/about-us/ [Accessed; 03/06/2020].
Ganesh, A. (2020) We need more #ownvoices books. website. [online] Available from: https://www.ananyaganesh.com/post/we-need-more-ownvoices-books [Accessed; 3rd June 2020].
Letterbox Library (2020) Letterbox Library. website. [online] Available from: https://www.letterboxlibrary.com/ [Accessed 3rd June 2020].
The Conscious Kid. (2019) 31 Children’s Books to Support Conversations on Race, racism and Resistance. Notew0rthy. [online] Available from: https://blog.usejournal.com/31-childrens-books-to-support-conversations-on-race-racism-and-resistance-9dbabc28360e [Accessed: 03/06/2020].
The Conscious Kid. (2019) A children’s book list for anti-racist activism (image). Notew0rthy. [online] Available from: https://blog.usejournal.com/31-childrens-books-to-support-conversations-on-race-racism-and-resistance-9dbabc28360e [Accessed: 03/06/2020].
As the month of June begins there are some interesting activities taking place to draw our attention to the natural world.
The first is the annual event run by The Wildlife Trusts: “30 Days Wild“.
At the link you can sign up to take part as a family, a care home, a business or a school or group. When you sign up you will receive a downloadable wall chart to help you plan a month of wildlife centred activities along with some other useful and fun resources.
You can see the first two weeks of the calendar here.
Another activity that takes place next week is international Nature Journaling Week (1st to 7th June 2020). The aim of the week is to “come together as a world-wide community to celebrate and document the beauty and diversity of the natural world”. (NJW, 2020, lines 7-8).
As well as a theme of each day and “live” online activities there is a useful ‘for parents and teachers” page. It has suggestions for how to involve children in observing and recording nature in the early years, primary years and teenage years along with a website link to John Muir Laws’s resources.
Finally, of course, as always at this time of year Springwatch is running on BBC and social media channels.
There are live broadcasts on social media at 9am, midday and 5pm along with the terrestrial BBC2 program at 8pm on Tuesdays to Fridays for three weeks. There are live webcams streaming all the time, allowing wildlife to be observed live from wherever you are.
The weather is great so now is the time to go and look at the outdoors wherever you are and notice what is happening in the world around.
Nature Journaling Week (2020) Welcome to International Nature Journaling Week. NJW website. [online] Available from: https://www.naturejournalingweek.com/ [Accessed 29/05/2020].
Nature Journaling week. (2020) For parents and teachers webpage. NJW website. [online] Available from: https://www.naturejournalingweek.com/parents-and-teachers [Accessed 29/05/2020].
BBC 92020) Springwatch. BBC. [online] Available from: https://www.bbc.co.uk/programmes/b007qgm3 [Accessed: 29/05/2020].
The Wildlife Trusts. (2020) 30 Days Wild calendar. The Wildlife Trusts. [online] Available from: https://www.wildlifetrusts.org/sites/default/files/2020-04/combinepdf%20%282%29.pdf [Accessed: 29/05/2020].
Tomorrow two new national support resources for learning at home are being launched. If you are providing learning for your pupils at home or supporting your own children you might find these useful.
The first is by BBC Bitesize. This consists of daily lessons on the BBC Bitesize website along with special programmes on BBC iPlayer and the BBC red button. There will be a new daily English and mathematics lesson for all ages, supported by videos, practice tests, games and articles. There will also be lessons for science, history, geography, music and art. There will be programmes each evening to support learning at GCSE and A level for older students. Daily podcasts for primary and secondary pupils and an app are also part of this resource along with interaction on Facebook and Twitter for parents and Instagram for teenage students.
The other resource is from a new organisation called the oak national academy, a group of schools and teachers who have been commissioned by the DfE to provide a sequenced series of video lessons and resources. It is providing resources for pupils from reception age to year 6 in the subjects of English , mathematics and a range of other subjects and areas including science, humanities, creative and Spanish and for pupils in years 7 to 9 the subjects of English, mathematics, science, history, geography, Spanish, French, Latin, RE and art. The Oak National Academy can be followed on twitter here.
(Oak National Academy, 2020)
BBC (2020) Daily lessons start Monday. BBC. [online] Available from: https://www.bbc.co.uk/bitesize [Accessed 19/04/2020].
Oak National Academy (2020) Web home page. Oak National Academy. [online] Available from: https://www.thenational.academy/ [Accessed 19/04/2020].
Earlier in March FDLT Y2 students had the opportunity to explore augmented and virtual reality and consider how it could support learning now and in the future.
The UoN students had a go at using the VIVE virtual reality headset and controls, exploring Google Earth and TiltBrush. They also looked at using greenscreen apps and CoSpaces. We discussed how virtual reality could have the potential to give pupils’ experiences they couldn’t possibly have eg distant places, places from the past, places they couldn’t possibly go and imaginary places. They brought up the points that some children could find it hard to distinguish between virtual reality and real world; the relationship between virtual reality and what pupils experience in gaming and the expense of the equipment along with a need for technical support. We wondered if, over the next ten years. this could become one of our tool for teaching and supporting learning, or whether it will remain something less commonly used in schools.
The Leicester students visited the Van Gogh: the Immersive Experience, where they explored the works of Van Gogh in a digital exhibition. We lucky to be in the exhibition at the same time as a class of young children, who were captivated with the way the pictures had been subtly brought to life digitally. An example was a series of landscapes with a railway line running through which had the train moving through the pictures and then steam from the train appearing around the floor and walls. My favourite was the blossom – petals fell and swirled on the floor. As the paintings were brought to life and spilled out of the frames and onto the walls, ceiling and floor the children became more engaged with the spectacle.
The exhibition also contained the opportunity to have a brief VR experience during which we could see children talking with each other about what they could see. They could also draw a picture, scan it and see it projected onto the wall immediately.
If you are a TA or HLTA you might be involved preparing work packs or ideas to support learning at home in the coming weeks or months. On the Padlet below are and links to activities and resources that you might find useful. These include:
Non digital resources that can be photocopied and handed out to pupils. Some of these are in formats that can be used as a model and applied to a range of subjects and age groups.
Digital tools that are already free or are offering temporary free access.
Advice about safeguarding, planning and news.
It will be important to consider the practicalities of staff, parents and pupils learning to use new tools in short period of time. It could be more user friendly to stick with whatever they are familiar with.
Over the last few weeks the FDLT Year 1 students have been making stop motion animations.
They used the app ‘StopMotionStudio’ on ipads to make their animations, and the app ‘iMovie’ to edit them, adding sounds and music.
The students chose an aspect of the science PoS to explain in their animations, using visuals and words to explore ideas such as how water is used by plants; seasonal change; the cycel of the moon and many more.
You can watch the animations on this YouTube channel:
The website is a comprehensive resource of educational legislation and commentary on the political context that surrounds it. If you need to find out where an initiative or approach came from or track back to see how it developed over time you can do this here.