My Resources


SAMR: Free Image

SAMR is a very popular model for transforming technology use within education. We are starting to use it at school, but struggled to find a good, free version of the diagram that explains it. So, we made our own, which is shared below for use under a Creative Commons BY-SA-NC license. SAMR

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Hands On Stuff

HandsOnStuff0At the end of last school year I asked my students for some feedback. One of the things that came through loudly was a desire for more hands on time. This was most acute in Year 8, where I had simply tried to sneak …

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Anatomy Of A Phishing Scam

Phishing scams are easy to fall for, and hackers know they only need to catch a small proportion of potential victims to make it worth their while. Use the guide below to teach students and staff how to spot a phishing scam. Anatomy Of A Phishing Scam

Strimming With Students

StrimmerStrimming, weed whacking, weed eating, call it what you like, it’s a crazy process. Take a piece of nylon string, use a 2-stroke petrol engine to spin it around real fast, and then use that force to hack away at vegetation. As part of my …

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Visual Assessment Guide

What started last year as a Self Assessment Guide, has been reworked into a more general tool for assessment. This new guide is suitable for teacher, peer or self assessment and also offers a visual map of what we want students to learn (with highlighting of which concepts are most important). Although still ICT specific, this guide could be adapted to any subject by changing the attributes and keywords. Visual Assessment Guide - ICT & Media_web

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So, what's changed? Well, after a year of experience with student self assessment using the original guide, I have come to the following conclusions.
  1. Self assessment is great, and students really learn a lot by revisiting concepts learned, and writing about them. However, students get bored of self assessment, so using it more than 3 times a year with one group is not so great. The assessment tool should thus by more general, useful for teachers and peers to use.
  2. The old guide was based around "strands", which were essentially high level learning outcomes. The new guide focuses on "attributes", as I really want to be centered around the kind of students I want leaving my course after three years. The two schools I am involved in (ICHK Secondary and ICHK HLY) include formal ICT learning from Years 1 to 9, and we have tentatively decided to use these attributes across the entire age range. Hopefully this will lend consistency to what we are doing, allowing us to be more effective.
  3. In the original guide there was mapping from the ways of learning (a Bloomsian set from knowing through creating), allowing these to be turned into numeric scores. This was never ideal, as it is too reductionist and focuses attention on the grade, not what has been learned. The new version dispenses with the levels, and just focuses on the ways of learning. It has been tentatively agreed that next year I can experiment with reporting the top way of learning achieved in a particular piece of work. Hopefully this will help
  4. The old category of "becoming" connotes a moral element to what is being taught, and means assigning levels based on my own world view. Whilst I might find this appropriate, others may not. This point was raised by Toby Newton, and whilst I was initially hesitant, I can see the value of his point that we need students to be more critical of what we say, not just accepting and applying everything automatically.
I am really keen to get feedback on this style of assessment, and on the ICT content included and omitted from the guide. I don't doubt that collaboration will make this idea more useful and usable.

Epic Wallpers

In Year 7, my students undertake a short unit of work called Epic Wallpaper, in which they attempt to make a glossy wallpaper using Acorn and some graphic design techniques. This is the first year I have run this unit, and it went very …

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Inebriation

I saw these photos on Neatorama, and thought, that combined in to a series, they would make an amazing resource for students to discuss alcohol, prohibition and cultural shifts over time. From my point of view, any time we take a black and white view of things (e.g. alcohol equals bad) we run the risk of marginalising people whilst reducing issues to a point where realistic and profitable discussion is impossible. Inebriation

Wiring A Plug

British PlugLooking back on my own time in secondary school I remember, in terms of useful practical outcomes, precisely one lesson. Of course there are many more which influenced and shaped me, but only one that I regularly and knowingly draw on. It was Year 9 …

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