Reimagining Outdoor Learning Spaces handbook. This handbook focuses on the use and utility of outdoor space for play and learning, and aims to support those thinking about redesigning their outdoor spaces as part of the Primary Capital Programme or other initiatives.
This handbook is not, however, a ‘how to’ manual, or an attempt to present a set of rigid guidelines or recommendations. There is a vast array of specific needs, visions, aims and local contexts that will mediate the precise way outdoor play and learning spaces are utilised and configured. Rather it is an attempt to inspire, provoke thinking, offer a range of links, examples and ideas that encourage the reimagining of outdoor learning and play spaces, rather than to merely reproduce newer versions of what has gone before. It urges those involved in redesign to be innovative, radical, pioneering and to rethink the possibilities offered by this once-in-a-generation opportunity to help reshape and improve the broad educational experience for all young people. Reimagining_Outdoor_Learning_Spaces_handbook. Children’s Role in Home-School Relationships and the Role of Digital Technologies literature review.
This review provides an overview of the key debates and current practice and research into home-school relationships, with a particular focus on children’s role and the opportunities offered by digital technologies to facilitate home-school relationships.
Children’s learning is not restricted to the time they spend in school; they learn in different ways in a wide range of different contexts, with friends and family at home and in other settings. Taking this more holistic view of children’s learning lives’, it is clear that children do not leave the rest of their lives behind when they enter the school gate, and so to support children’s learning in the broadest sense, we need to take account of their lives and learning in and out of school. Much research, strategy and policy on home-school relationships has focused on the relationship between parents and schools. Home-School_Relationships_review. Developing the Home-School Relationship using Digital Technologies handbook.
This handbook introduces key issues around home-school relationships to provide schools with a framework in which to consider how to support these relationships, and how to navigate the challenges afforded by the use of digital technologies in this field.
In recent years there has been a growing understanding of the importance of factors outside the immediate school environment in explaining children’s success in school. At the same time, there has been increasing attention paid to the ways in which children’s home and family cultures are valuable learning environments in their own right. How children’s schools relate to and work together with their home environments is therefore a critical subject for school staff to consider in order to support children’s learning in the widest sense.
Home-School_Relationships_handbook. Mobile Technologies and Learning literature review. Mobile_Technologies_and_Learning_review. Promoting Transformative Innovation in Schools handbook. This handbook aims to offer evidence, insights, ideas and recommendations that can be built upon to support and nurture a culture of transformative innovation within education.
Increasingly it is recognised that there is a need to innovate to enable greater creativity, flexibility, learner input and so forth, and to deliver a more personalised educational system and foster new skills amongst learners. There is a need for transformative innovation in order to develop new relationships and ways of working, to update approaches, and to harness the collective social capital and skills of school communities to deliver better learning and teaching. This means challenging accepted practice and prevailing logic, which can place practitioners outside their comfort zone, as many changes that innovations may bring can often be disruptive and challenging in the short term. Innovation can be challenging and hard work, yet the rewards are plentiful. Promoting_Transformative_Innovation_handbook. Thinking Spaces workshop resource. This workshop resource aims to support people who are thinking about, or currently undertaking, redesign and rebuild projects.
It provides a set of activities, tools and techniques that can be used to facilitate workshop sessions. Thinking Space is a free workshop resource from CABE (Commission for Architecture and the Built Environment), Futurelab and Portsmouth City Council. It aims to support people who are thinking about, or currently undertaking, redesign and rebuild projects, including those involved in the Building Schools for the Future (BSF) and Primary Capital Programmes (PCP).
The resource goes some way to addressing a need that has been identified by educationalists and other stakeholders, by providing a set of activities, tools and techniques that can be used to facilitate workshop sessions to help people in the visioning and pre-engagement phases of redesign and rebuild projects. The full version of this resource is available to download in pdf format. Thinking_Space_workshop_resource. Using Digital Technologies to Promote Inclusive Practices in Education handbook. Digital_Inclusion_handbook. Enquiring Minds. Enquiring Minds is an approach to teaching and learning that takes students' ideas, interests and experiences as its starting point, and provides them with more responsibility for the direction and content of their learning.
Enquiring Minds stemmed from a three-year programme of research in UK schools, and is designed as a response to the challenges schools face in preparing children for a future characterised by rapid social, technological and cultural change. It is a distinctive approach to teaching and learning based on a set of principles to underpin relationships between adults and children in schools and classrooms. Outputs from the project include a set of digital tools to support teachers and school leaders to explore the Enquiring Minds approach. A free guide and supporting resources available online via the Enquiring Minds website. www.enquiringminds.org.uk. Enquiring_Minds_guide. Enquiring Minds. Curriculum and Teaching Innovation handbook.
Aimed at educational leaders involved in curriculum and teaching innovation, this handbook provides guidance for exploring the potential of personalisation to transform curriculum design and teaching practices.
The handbook is not a step-by-step guide to ‘doing’ innovation in school, nor a set of classroom resources. It should be used for schools to devise aims and objectives for curriculum and teaching innovations, and to inform the decision-making process during long-term curriculum planning. It can be read and used by all educators interested in educational change, and it aims to draw together key considerations from a range of curriculum and teaching initiatives from across the UK.
Curriculum_and_Teaching_Innovation_handbook_0. Digital Participation, Digital Literacy and School Subjects literature review. This review aims to provide a critical introduction to the policies and research on the subjects of digital literacy and digital participation, seeking to show what they mean for classroom practice.
Aimed at teachers and practitioners, especially those involved in continuing professional development programmes, and providers of teacher training or practice-based Masters courses, it reviews the major research and evidence on developing digital literacy and digital participation in the classroom. It highlights the fact that there is extensive theory, conceptual development and policy on digital literacy and digital participation, yet little evidence about how this can be translated into practice. Digital_Participation_review. Digital Literacy across the Curriculum handbook. This handbook introduces educational practitioners to the concepts and contexts of digital literacy and supports them in developing their own practice aimed at fostering the components of digital literacy in classroom subject teaching and in real school settings.
The handbook is aimed at educational practitioners and school leaders in both primary and secondary schools who are interested in creative and critical uses of technology in the classroom. Although there is increasing policy and research attention paid to issues related to digital literacy, there is still relatively little information about how to put this into practice in the classroom. There is even less guidance on how teachers might combine a commitment to digital literacy with the needs of their own subject teaching. How can digital literacy be fostered, for example, in a maths or science lesson? This handbook is also supported by case studies of digital literacy in practice which can be downloaded here. Digital_Literacy_case_studies. Digital literacy across the curriculum. New assessment scenarios. This report outlines some of the main challenges and opportunities that lie ahead in the field of technology-enhanced assessment.
Our primary aim was to identify some of the main trends in school assessment and situate them within current developments in policy and academic research, in the UK and internationally. Some of these trends are associated with technological innovation, but more often they relate to wider aspects of pedagogy and policy. The findings of this study can be summarised in two high-level points: Assessment can benefit from a number of innovations that, if embraced, can have a positive impact on all other aspects of teaching and learning. Such innovations are clustered in the three scenarios which constitute the main outputs of the study. New_assessment_scenarios_in_brief. New_assessment_scenarios. New_assessment_scenarios_poster.
“It’s not chalk and talk anymore” School approaches to developing students’ digital literacy. In order to flourish in ever more digital cultures, young people need to be able to participate in a wide range of critical and creative practices involving technology and media. These practices of ‘digital literacy’ are likely to be important throughout young peoples’ lives as the development of technology and media continues to affect how people work, how they socialise, communicate and spend their leisure time and how they learn and share knowledge.
Digital literacy is therefore coming to the attention of educators as they recognise that not only does the teaching profession have a role in preparing children for a digital world, but that a sustained engagement with technology and media is now integral to the development of knowledge across disciplines and subjects. This document is the result of a nine-month research project investigating teacher and student experiences of school-based digital literacy interventions. Digital_participation_strand_1_final_report. Connecting digital literacy between home and school. Connecting_digital_literacy_between_home_and_school. Curriculum Development and Youth Media. Curriculum_Development_and_Youth_Media_DML_final. Digital Literacy: Professional Development Resource.
This resource is designed to support primary and secondary teachers to integrate the development of students’ digital literacy into everyday learning. The activities cover the following areas: Developing practitioners’ understanding of digital literacy and its relevance to their own contexts.Planning activities that can be integrated into everyday teaching to support students to develop both subject knowledge and digital literacy.Practical ideas for the classroom, including explorations of free web-based tools and activities. The materials, developed with primary and secondary school teachers as part of Futurelab’s digital participation project, can be downloaded from our website.
Digital_Literacy_Resource. Neuroscience and technology enhanced learning. There is increasing interest in applying insights from neuroscience in education, but their impact may be greatest where another force for change, technology, is already transforming how we learn. This review focuses specifically on the potential of neuroscience to inform the design and use of educational technology. It will be of interest not just to researchers but also to those concerned with the future role of technology in education. To download this report, please click on the link below.
NTEL_online_AW. Futures Thinking Teachers pack. This free resource supports teachers and learners to develop approaches to exploring the future that are not about making predictions, but about considering possible, probable and preferable futures in order to support action and decision making in the present. Education is about the future. Educators aim to prepare young people for the future and to support them to fully participate in all aspects of civic, cultural, social, intellectual and economic life.
It is therefore important for young people to be given opportunities to think carefully about that future and their role in it. The Futures Thinking Teachers Pack supports teachers and learners to develop approaches to exploring the future that are not about making predictions, but about considering possible, probable and preferable futures in order to support action and decision making in the present. About the teacher pack 15 classroom activities Resources Watch the future worlds webcasts Asher: Cheryl: Futures_Thinking_Teacher_Pack.