Millfield Mobile Learning Case Studies · teaching departments, of speciﬁc curriculum uses of...

The following is a collection, supplied by the teaching departments, of specific curriculum uses of iPads at Millfield School, and represents a wide range of tools, techniques and apps used in a variety of learning situations across different year groups. The collection shows specific uses beyond the mechanics of note taking, or issuing and receiving electronic work. The studies are organised by alphabetical order of subject, and include case studies from both the Senior School and the Prep School. Please browse through the ideas shown, and find inspiration to apply good usage in your own teaching and pupil learning. Scott Landry Millfield School September 2014

© Scott Landry / Millfield School

Introduction

Thank-you to all staff in the Senior and Prep Schools for your contributions to the collection of case studies.

Acknowledgements

Compiled and edited by S. Landry and F. Kinnersley September 2014

Art 1Using iPads to take photographs of architecture to create abstract images for clay sculpting.

Activity description: Year 9 Pupils have used their iPads to take a series of photographs of details of school architecture. These have then been manipulated to create abstract images on which to base clay sculptures, referencing the work of Lubna Chowdhary to make a ‘Millfield Metropolis’. How it helps pupils: Using the iPad allows pupils to have their own independent photographic recording device. They can take a range of photographs from a range of perspectives and delete or edit to select the appropriate image to use. How it helps staff: Pupils can work independently with their own devices, rather than a few cameras, charged up, distributed and monitored by staff. Future development: Using Photo editing apps in more depth in year 10, which can then be printed and used for GCSE Art coursework. Using photo capture apps when taking images to develop their Artistic portfolio.


Art 2Using iPads to create artwork inspired by the work of Albert Irvin, who exhibited in the Atkinson Gallery.

Activity description: Year 9 students used Adobe Ideas on their iPad to create art work in the Atkinson Gallery. They were able to respond to the artist Albert Irvin’s work which was being exhibited at the time to produce their own abstract and multi-layered outcomes. They also photographed his work in the gallery and then produced a research page on him for their sketchbook. Many students used an app to create this research page for prep. How it helps pupils: Within one or two lessons all students could create a successful outcome. Students found that they were able to develop their skills using Adobe Ideas reasonably quickly as the program is very user-friendly. How it helps staff: Students were able to create a colourful, multi-layered response in the gallery, whilst observing the original pieces of art work and without making a mess in the gallery space. Future development: The department will continue to use iPads in a wide variety of ways within Year 9 Art. This will include taking photographs for photography projects, for instant research and inspiration in lessons, for animation projects and to photograph 3D outcomes. Many students will continue to produce their research pages for prep using an app. on their iPad.


Art 3Using iPads, Year 9 and 10 Art Scholars explored stop-motion animation. How it helps pupils:

This type of activity was difficult to do in the past due to lack of equipment and software. The iPad made the whole process of capturing the images and inputting them onto a timeline a straightforward procedure for all abilities to create effective stop motion animation films. The pupils quickly adapted to the technology and enjoyed learning a simple process of creating a motion picture. How it helps staff: The app was very simple to use and all were engaged in the activity. This enabled staff to focus on the individuals who needed more help, whilst also focusing on the outcome, rather than any technical glitches. Future development: Video editing apps will be explored to further develop this project. Puppetry animation will also be investigated, combining the process of character design, sculpture and animation in to one exciting project.

Activity description: Year 9 and 10 Art Scholars used the Stop Motion app on their iPads to make animation films based on the theme ‘Emotions’. They experimented with Claymation and also used a two dimensional cut-out animation technique. Pupils were able to work in pairs to develop their character, finalise their storyboard and to film their animation shorts. These animations were premiered at an exhibition in the Atkinson gallery, where pupils discussed their work with guests.


BiologyUsing stop motions apps to make animations of key concepts such as phagocytosis. How it helps pupils: This helps pupils understand

how the discrete statements that they learn from their book actually work together to form ‘the big picture’. It also helps them visualise stages such as membranes fusing together. The final movie is then an effective revision tool. How it helps staff: The finished video allows teachers to check students' understanding of the topic and highlights misconceptions. For instance, it was evident that one group did not understand how the bacterium entered the white blood cell, as their animation did not express the correct membrane interactions. Future development: This idea can be used for many different processes in biology. Students have to learn a lot of processes such as DNA replication that have a number of steps and can be expressed visually. The finished video can then be embedded in a Pages document with notes or questions to check understanding.

Activity description: Students in year 12 have to learn about the process of phagocytosis, where a white blood cell engulfs a bacterium. In the past students have modelled this using plasticine; now they can use stop motion apps such as Lego Movie to make a video animation of their plasticine models. Students then loaded this into iMovie in order to record a soundtrack over the movie describing the different processes. In a small class, with students working in groups, the videos can be Airdropped to the teacher.


Business StudiesUsing video to create customer service case studies.

Activity description: Year 10 GCSE: Learning objective – to develop understanding of customer service to fulfil requirements of unit 3 GCSE. Pupils were set the task of finding a business where they interviewed an employee/representative on how they achieved effective customer service. This video is 100 seconds long. The group will make a combined film on customer service to be used by the pupils as a resource and also used by future students. How it helps pupils: This activity encourages communications skills, helps pupils to learn how to structure an effective interview and develops their understanding of customer service and its importance. How it helps staff: Develops independent learning, provides a real resource for future use and is a motivational task for this unit that provides real business life experience. Future development: This type of activity may be extended to other business units. The department is looking to investigate methods of storing and sharing such video resources and flipping the classroom.


CareersUsing iPads for Year 11 to take the 'Futurewise' online careers assessment.

How it helps pupils: Pupils also receive their report findings on the iPad, using colour graphics to clearly illustrate the match between personality, career interests, abilities and learning styles. This then forms the basis of a one-to-one meeting with a careers advisor and having this on the iPad in the meeting enables pupils to more easily review and discuss their assessment results with the advisor. How it helps staff: The average profiling time of 2 hours is split into modular components so teaching staff have some flexibility in the timetable for pupils who need to complete part of the assessment after the event on the iPad. Future development: Pupils can use a CV builder app to develop and update their CV with achievements and activities they have undertaken at school. In a similar way they can record and develop ideas and thoughts for their all-important UCAS personal statement on the iPad.


Activity description: All Year 11 pupils complete a careers-based psychological assessment called ‘Futurewise New Generation’ on the iPad. This comprises six online psychometric profiles using touch sensitive and timed tests which are easily accessed on the iPad.

ChemistryFlipping the classroom, using video and other tools.

How it helps pupils: Pupils are presented with a problem, be it researching information or key words, or with sixth form groups, an entire topic. Pupils can work in pairs or small groups, break the task down into smaller problems and then work to solve them and present their solutions to the rest of the class. They have presented using iMovie and Notability, while Comic Life has been straightforward for documenting practical activities. More opportunity to practise studying with each other should help to improve their study habits. How it helps staff: It helps staff to be less didactic and make better use of their time helping pupils to fix problems rather than trying to guess what they find difficult. It also can throw up unexpected and more creative solutions to problems. Teaching staff become more facilitators rather than instructors. Future development: The intention is to extend the activity to other apps and other year groups, particularly the Explain Everything app and the school's new to be launched ‘Planet e-stream’ video hosting service.

Activity description: Various year groups (principally year 10 and L6) learn content on line, principally by watching video lectures or recording their own practical activities, while more traditional assigned problems are done in class with tutors offering more personalised guidance.


ComputingPupils using apps such as Python 3.3 and Cargobot for developing understanding of coding.

Activity description: Year 10 use Cargobot & Python 3.3, L6 Use python 3.3. Learning objective: Pupils need to develop their understanding and skills in key programming techniques. Pupils learn coding on PCs in class, but now have the possibility of using the same languages on specialist apps for the iPad. This means that they can practice coding techniques in and out of the classroom. How it helps pupils: Pupils now have access both in and out of class to the key coding tools that support their courses. Cargobot is an interactive and visual tool for learning key concepts and problem solving. How it helps staff: Teachers can set work and tasks with the knowledge that pupils have full access to all the tools without restrictions or additional software/licensing required, therefore activities can be continued outside of the classroom Future development: Other apps are being investigated that will support computing learning, such as use of flowcharting apps to design algorithms. Many more coding apps are becoming available and this will broaden the range of tools available to the teacher and pupils to enrich their understanding.



How it helps staff: This has a knock-on effect whereby our Year 9 pupils will be ready for ICT use in other subjects in the school and for their GCSE study. Future development: The scheme is being reviewed and adjusted annually to ensure it keeps up to date with technological change and their learning needs at school. The use of iTunes U is being piloted as a course structure and resource for the course.

Digital Skills Curriculum Year 9New digital skills curriculum that blends the use of the PC and iPad.

Activity description: Year 9 pupils now follow a new ICT course of study in that aims to blend a wide range of digital skills, both PC and iPad based, to help them with their current and future learning. Year 9 pupils are given specific tasks that take advantage of iPad skills that can then be applied to other areas of the curriculum. They are also given an immersion in working with PC files and iPad files, and taught how to seamlessly work productively with both. Many preps are iPad based to take advantage of pupils’ ubiquitous access to technology, and to reinforce independence in using mobile technologies. Pupils are also encouraged to research apps and tools and present back their findings. How it helps pupils: This aspect of the Year 9 curriculum is very much about providing Year 9 pupils with confidence and skills so that they can then apply them in other subjects. This is the last time pupils at the senior school will follow a core compulsory subject of ICT, and it is important that they get the full range of skills to be capable digital citizens of the future.

DramaCreating and using storyboards to plan and analyse practical work.

Activity description: Use of the Comic Life app to create labelled sequences of images in practical sessions in order to enable comprehension and analysis of a play’s plot, themes and characters. Will work equally well across the year groups taught: 10-13.

How it helps pupils: Enables analytical understanding, useful both when rehearsing assessed pieces for performance and studying set texts. The finished product can also make a good revision tool. How it helps staff: Staff don’t have to produce synopses or continually go over plot or character development. Future development: We are looking into other ways in which visual iPad tools, such as the camera, can be used to capture key elements of practical lessons and enable our pupils to reflect on what they have done with a view to developing their ideas and techniques.


EALYear 10 completing a research project and creating an e-book of their research.

How it helps pupils: This activity gave pupils the opportunity to extend their appreciation of a chosen topic through more independent research. They quickly adapted to the technology, enjoyed the freedom to be creative whilst practising and consolidating concepts and vocabulary they had discovered during the introductory classwork and building on this through independent learning. The project allowed them free range for textual and visual layout and the opportunity to record themselves speaking English, as well as using apps for the editing of video footage. How it helps staff: The class are engaged in the activity and this enables staff to focus on individuals who might need more help. The e-books are uploaded via Showbie which means that teachers have a permanent record of the pupils’ written and spoken English at that point in time. This can be used to assess progress being made. Future development: Pupils were keen to ‘re-visit’ this activity for different themes. An extension exercise has since been introduced to encourage peer- and self-evaluation.

Activity description: Year 10 Pupils completed a topic on Endangered Species and after sessions looking at information, language structure and related vocabulary, pupils were then asked to research a specific related topic of their own choice, to compile notes and to record their sources of information. These were then used to create an e-book, that included their research sources, text, a voice recording, images and a video clip.


EconomicsL6 Revision activities - using e-books to create video revision materials

Activity description: Pupils have been finding and taking videos of key economic terms and then used e-book apps to bring together video material, text notes, audio and diagrams to create a structured set of explanations to key topics. How it helps pupils: Pupils can take advantage of a range of learning styles to aid understanding and this medium provides a break from purely written prose. Pupils can share ideas and content that they have synthesised to aid the learning of their peers. Difficult concepts that are explained using video can be replayed and paused to assist the pupil learning. How it helps staff: Staff can add variety to the mode of teaching to their classes, and can differentiate by task. Future development: Staff are continuing to research online video content, so that further use of this medium can be made.


EnglishUsing Book Creator to compile revision materials and present research.

Activity description: Book Creator can be used with any year group, as a way for pupils to present their research and revision notes in a way that is logical, media-rich and memorable. The learning objectives are two-fold: first to enable pupils to articulate their findings in their own way and second to reinforce knowledge and understanding during revision. How it helps pupils: See above. How it helps staff: This approach is beneficial to us in that it results in the creation of resources that are directly useful to the pupils, rather than being what we think they need. Future development: There are numerous other apps which enable individuals and groups to present ideas and research in ways that are interesting and memorable. We will continue to research these and encourage pupils to use whatever apps work for them.


Food and NutritionCreating visual step-by-step guides in the Comic Life app to aid practical tasks.

Activity description: Pupils have used the iPad to photograph step-by-step stages of food production, so that each stage is created as an image. Pupils have then used the Comic Life storyboard app to put these images together with captions so that a clear visual guide of how to reproduce their individual product is produced. Pupils have submitted their visual guides as a PDF to Showbie, for the teacher to assess and give verbal feedback. How it helps pupils: Pupils have a step-by-step process available to support them during the practical sessions. This is a clear visual aid that enables pupils to recap key processes as and when they require the information. It is also stored on Showbie and their iPad as a reference tool for the future. How it helps staff: This saves the teacher having to repeat instructions verbally in the class as the visual aid will support pupils throughout the practical lesson. The most accurate document could also be used for future classes as a revision aid. Future development: The department will continue to promote such activities. The department is also looking to explore the use of video recording as a revision tool to support teaching and learning.



Activity description: Video demonstrations of techniques and machinery. Teachers can also document students' work quickly through photographs or videos for newsletters or marking. How it helps pupils: It gives them instant access which they can refer to at home or in lessons. How it helps staff: Less need to repeat themselves during lessons allowing teachers to stretch the brightest or help those who need greater assistance. Future development: Produce a full range of technique demonstration videos which will be made available for viewing by pupils and staff.

Food and Nutrition (MPS)Using iPads for demonstrations.

GeographyUsing iPads on field trips - Nettlecombe Court.

Activity description: L6 Pupils. Learning objective: Pupils used iPads as a note-taking device in the classroom, then on the field trip referred to the notes, using the device to record data. They photographed and videoed features of their study of the river landscape so that this could be presented and fed back in the classroom. How it helps pupils: The process became faster, in that pupils could instantly record and annotate photographs, rather than doing field sketches. Whilst field sketches have their merit, this method was more accurate and quicker. Pupils have access to all their notes, images data etc. on one device that is accessible in the classroom, at house and on the field trip itself. How it helps staff: Back at school staff used Airplay to enable students to present their findings as a class experience on the projection screen, enabling staff and pupils to have a better understanding of what was captured on the trip. Staff now have an archive of material. Future development: We are looking to use iPads in other field trips and also for human geography field trips where pupils will film live interviews to capture insights from real people to support their study.



Activity description: Course recap using Nearpod. How it helps pupils: Multiple choice answers, ways of providing answers other than just verbally, answers can be private so no fear of being wrong. How it helps staff: Permanent record and feedback available on teacher account. Helps to keep children focused as they cannot progress or move on until the teacher allows. Future development: Look to get subscription to allow greater storage of prepared sessions, sessions to be assigned as homework and full set of construction features.

Geography (MPS)Year 3 using the Nearpod app.


Activity description: At the end of our geography mapping topic, working through maps from a planet level to classroom level, an alien visited using the maps we created. iPads and the String AR app were used to hunt for the alien and have photos taken with it. How it helps pupils: Provides a focus for the end of the work. How it helps staff: Helps to maintain interest. Future development: String AR has been used in English as a stimulus for writing. Investigating use of Aurasma to display children’s work.

Geography (MPS)Junior geography - Year 3.

HistoryUsing 'Educreations' app to annotate political cartoons and share them with the class.

How it helps pupils: Pupils can draw, write and speak over the material using the iPad and this enables depth of thought to be recorded. This method has advantages over simply writing their ideas. It provides an engaging and different and perhaps more kinaesthetic way of commenting on archive material. How it helps staff: Staff can collect work electronically and the teacher can replay the Educreation work for assessment and feedback to pupils. By doing all of this activity on the iPad all the tools and resources are available electronically and the entire task can be done outside of lessons e.g. in prep. Having work uploaded via the iPad means that it is available to be used as a future resource. Future development: This activity could be extended to other year groups, e.g. Year 9 slavery projects. Pupils have also been using the Comic Life app to create storyboards of historical events. Use of iBooks is also being trialled.

Activity description: L6 pupils had to do a critique of political cartoons and engravings in 18th century colonial America. A lesson was delivered and the pupils had to use the Educreations app to visually and interactively annotate the source cartoon/image.


ICTUsing the App-shed tool to develop and create apps for phones and the iPad.

How it helps pupils: Pupils learnt about how to design and build the structure, content and navigation for a simple app and how to upload graphics, links and interactive scripts. Pupils also gained an understanding of the process of how apps are tested and uploaded to both Apple and Android app stores. The pupils can use their iPad to continue developing their apps outside of the lesson – and many pupils did so without being asked to! The iPad was also used for viewing the finished apps using a QR code to share the link. How it helps staff: This has been an engaging activity, that enables pupils to blend together a range of ICT skills. It has enabled staff to gain an insight into pupils’ ability across a range of skills, as graphics, visual layout and technical building skills are all required. The open ended nature of the task meant that the activity was a natural differentiator. Future development: The suite has an advanced set of programming tools and interactive content modules and those teaching computing units further up the school will be able to progress the use of this suite of tools.

Activity description: As part of the new digital skills curriculum, Year 9 pupils have been designing and creating apps for use on phones and tablets using the app-building and simulation tool ‘App shed’. Pupils created a tourism app highlighting places to eat and visit, links to weather and transport and created navigation buttons. Pupils created their own app in their own area of interest.


LanguagesYear 9 pupils creating and presenting films of a fashion show.

How it helps pupils: Through the creation of the video, pupils consolidated vocabulary and grammatical structures within the unit of work on fashion. Pupils adapted and manipulated the language learnt, to produce the script for the voice over. Pupils independently demonstrated their understanding of the language in a personal and creative way by using the iMovie app. They watched each other’s videos and appraised content and language, thus practising their listening and peer assessing skills. How it helps staff: Due to the individual nature of the project, staff were able to support each pupil whilst they worked at their own pace. In addition, staff had evidence of pupils’ performance in the skills of writing, speaking and listening. Staff have kept a record of these movies which can then be used as a teaching tool for a variety of purposes. Future development: This project could be shared across languages in the Languages Teaching and Learning forum for staff to gain expertise with the iMovie app.

Activity description: Year 9 pupils prepared a video with a voice-over on the theme of a fashion catwalk using vocabulary and grammatical structures learnt in the previous weeks.


LanguagesYear 9 and 10 pupils using the ShowMe app to create grammar videos.

Activity description: Year 9 and 10 pupils used iPads to make short videos examining a grammar point, including Possessive Adjectives in Italian and the Preterite Tense in Spanish. Having recorded their videos and published them to the ShowMe Website, pupils watched each other’s videos and were encouraged to exchange constructive feedback on the quality of the explanation. How it helps pupils: Explaining and demonstrating a grammar point in detail gives pupils the chance to showcase their knowledge, whilst taking the time to prepare and record the video allows time to reflect and uncover any doubts. The activity provides a high degree of pupil control over their learning and transforms the study of grammar from a regimented task into a creative one. It provides a useful stepping stone for pupils between listening to a presentation on a grammar point and being asked to put it into practice in a written task. How it helps staff: Using the videos, staff can assess pupils’ understanding and identify strengths and weaknesses, thereby making it easier to provide individualised support or extension. The videos can be used with future classes as a teaching tool or to model the task. Pupil videos enhance the variety of methods used to teach grammar, which directly links to the Ofqual reforms in GCSE assessment of Modern Languages: “In each of AO2 and AO4 at least 10 per cent of the marks available must be allocated to knowledge and accurate application of the grammar and structures of the language prescribed in the specification”.

Future development: Videos could be shared across classes and year groups or revisited at a later date to challenge pupils to improve on their original work. They could also be useful for independent study in lunchtime workshops or in case of pupil absence from school.


If you are reading the PDF version, click on the link below to see the video:http://www.showme.com/sh/?h=mmGb0TY

LibrarySchool subscriptions to digital e-book resources for pupils to borrow.

How it helps pupils: Enabling students to access e-books via the iPad has helped overcome the habitual problem of students forgetting to bring books to lessons. It also means, of course, that they have ready access to reading materials at any time of the day. The collections have allowed us to provide audio books for those who prefer these and may struggle with printed text. We were able to use the interactive e-book, Maggot Moon for our Year 9 reading week. This provides students with a range of interactive media to enhance their reading experience. How it helps staff: The e-book collection means that students no longer have to physically visit the library to acquire reading material. It enables staff to see quickly and easily what reading material is available and also to sample the book before borrowing. Future development: Our main challenge now is to promote the e-book collections more effectively. The switch to Year 9 houses should help us to target these students and we are exploring the possibilities of Aurasma to promote books through interactive book trailers.

Activity description: The library has subscribed to two e-book providers this year – Overdrive and Brown’s books for students. These were introduced to students during the Year 9 induction in the Autumn term. Our selection of texts was made with Year 9 students in mind to support the Year 9 reading initiative we have piloted this year – with time set aside at the start of each English lesson for reading.


LSCUsing Comic Life app to create comic books of exam texts to aid revision and preparation.

Activity description: The Year 10s and 11s have been studying their set texts, ‘Of Mice and Men’ and ‘Animal Farm.’ For their exams, pupils are able to use a blank copy of the text but must be able to find quotations or specific passages with ease. This year we started using the Comic Life app to create a simple comic version of the texts, with the main events in each chapter and key quotations. We also used all the pupils’ work to create a revision board in the corridor. The app is particularly useful for visual learners; it is very quick and easy to use, with pupils downloading pictures from the internet and inserting speech and thought bubbles. How it helps pupils: The process really helps pupils to revise the plot, find key quotations and familiarise themselves with the most important aspects of each chapter. They seem to have found it much more appealing than making revision cards or mind maps. How it helps staff: By projecting their comics up onto the interactive board, using Airplay, we were all able to look at the successful elements of each, as well as what details may have been missed and to agree the most important events. Future development: As this has been so successful, in the future we will be using this app to create revision books for the set poems. We would also like to experiment with using iMovie to create mini revision plays of the texts.


MathematicsUsing graphing apps.

How it helps pupils: Pupils can use graph-drawing apps to investigate this topic before it is ‘taught’, giving them a good intuitive understanding of the concepts before they are discussed with the teacher. While working on exercises or class questions they can check their answers giving them instant feedback. In particular, pupils can pick up on their own mistakes as they make them and hence avoid the development of common misconceptions. How it helps staff: Pupils can correct their own work and so the teacher is freed up to work with those who are struggling to understand the concepts. Instant access to dynamic graphs reinforces the connection between the coordinate plane and algebra and creates a deeper understanding of the topic. Use of an app such as Geogebra avoids the, sometimes tempting, option of teaching the transformation of graphs as a table of rules to be memorised. Future development: Geogebra is a powerful app that has potential in many areas. The ability to move seamlessly between algebra, geometry and graphs helps to create these important links in the minds of pupils and encourages a deeper understanding of the concepts being covered and how they relate to the rest of mathematics.

Activity description: Lower sixth classes use graphing packages to investigate how changes to a function transform the graph of that function. Pupils use Quick Graph or Geogebra to look at a graph as the changes are being made to the function.


Activity description: Use Explain Everything/Doceri to review a topic. Produce an instructional 'how to' video. How it helps pupils: Has made them think more carefully about the processes they have been using and made them think about how to explain these processes clearly for an audience. They have then been able to review others' work, comment on what they thought was good and give advice on how it might have been improved. It has allowed pupils to be creative and meant that pupils with weaker literacy skills are able to give more of a verbal explanation and not be so dependent on a written explanation. How it helps staff: allowed each pupil's understanding to be reviewed within or after lesson. This has helped to highlight individual misconceptions, especially the incorrect use of mathematical vocabulary, which then can be discussed with the pupil. Future development: The department would like to continue to explore this opportunity to use instructional video with pupils.


Mathematics (MPS)Year 7 & 8 pupils, using Explain Everything / Doceri

MediaUsing the camera to film material to upload to blogs to document practical work.

Activity description: Lower Sixth-AS Media. The aim was to create more interesting blog sites that utilised a greater range of multimedia tools. The main apps used were iMovie, Weebly, Video Scribe, i-Motion HD, sound recording apps and Comic Life.

How it helps pupils: Pupils have primarily been creating video diaries and ‘Making of…’ films on their iPads, which they then upload directly to their blogs using the Weebly app. They have also been recording podcasts, taking photographs, creating Comic Life comics, and creating Prezis. Students are assessed in their use of digital technology in the blog, so using a wide range of different technologies is crucial. How it helps staff: Being able to upload video shot on the iPads directly to blog sites cuts down on the use of department cameras for filming short pieces and staff time in terms of manually moving footage from camera to edit suite to blog site. Students are fulfilling the assessment criteria more fully and we hope this will lead to a rise in results! Future development: With the range of multimedia apps growing we will continue to exploit any of these that are applicable! We hope to increase the use of iPads for ‘mock shoots’, whereby we send students out to shoot their footage in ‘first draft’ to pick up on any errors before allowing them out with cameras.


Activity: Pupils have used the iPad to photograph teacher-led demonstrations of using the equipment, so that each stage is captured as an image. Pupils have then gone on to use the Comic Life storyboard app to put these images together with captions so that a clear visual guide of how the equipment is set up is produced by each pupil. Pupils have submitted their visual guides as a PDF to Showbie, for the teacher to assess and give verbal feedback. The best produced guide has been re-circulated to pupils via the iPad to aid revision. How it helps pupils: The pupils have a precise record of how to set up and cable music technology kit. This is both visual and sequential and is kept on the iPad for future reference. Pupils in future can use their own guide ‘independently’ to set up equipment and revise. How it helps staff: This saves the teacher time in repeating instructions to those pupils who may forget, as the pupil's own visual guide can be referred to. The best-produced guide can also be used in the future by the teacher in instructional or revision material. Future development: In music pupils will also explore the use of video, to produce instructional materials and also to analyse musical performances of pupils.

MusicBTEC L6 Pupils creating comic strip guides on setting up music technology.



Activity description: Pupils complete listening tests using Notability and return them via Showbie. How it helps pupils: Pupils are able to instantly access their work on Showbie to check corrections, and all work is kept in one place so it can be easily referenced in the future. How it helps staff: Working towards a paperless classroom, staff have pupils' work instantly available and can refer back to it easily for reports etc. It is also very useful to have pupils’ work readily available for Parents’ Evenings. Future development: Ideally it would be beneficial to have GarageBand installed on all the school iPads allowing pupils to use them for composition work in conjunction with the iMacs. Pupils would have the ability to record live music in practice rooms using their iPads which could be then transferred for further development onto the more comprehensive version of GarageBand on the iMacs.

Music (MPS)Year 7 Listening Test


How it helps pupils: Pupils experience using live instruments in conjunction with music technology and are able to further enhance their work by adding instruments, loops and effects from GarageBand for a more professional sounding end result. How it helps staff: Staff are able to teach a much more comprehensive and relevant unit by using real instruments as well as music technology. All pupils’ work is saved in the Pupil Save area to enable easy access for marking and compositions may also be converted to mp4 files allowing parents to hear their childrens' work. Future development: If GarageBand were to be installed on the iPads, pupils would be able to record musical ideas directly into the software in their practice rooms. This particular unit could also be enhanced by working in conjunction with the drama department and having pupils act out and record a film trailer or scene on their iPad for which original music could then be composed.

Music (MPS)Year 8 Film Music Composition on the iMacs

Activity description: Year 8 pupils have been studying film music with particular reference to the horror film genre. Pupils were asked to compose the music for a scene in a horror film using a selection of instruments including keyboards, violins, guitars, xylophones, glockenspiels and percussion. These compositions were recorded into GarageBand on the iMac computers using the audio interface, which enabled pupils to continue adding parts and effects.

PEBTEC L6 Pupils using the Book Creator app to create e-books How it helps pupils: In previous years, students

produced an A2 poster. The students did however find using e-books quite hard initially, especially understanding how to use the different multimedia options/tools, but the end result exceeded previous years' grades. How it helps staff: Students seemed to be more engaged and the use of multimedia enhanced their ability to explain concepts in the unit. Having the iPad meant that all pupils had access to all of the tools in every lesson to be able to try such an ambitious activity. Future development: The department will continue to promote such activities. We are also developing the use of video and video analysis tools, using apps such as ‘Coach's Eye’ so that pupils can analyse their own sporting performances, and also experimenting with ‘Exit ticket’ an iPad student response system that allows teachers to assess learning.

Activity description: For BTEC Unit 11 Sports Nutrition pupils used the iPad to make an eBook using the book Creator App and then published the book to iBooks. The assignment was on the different macro and micro nutrients and how the body digests food, all the way from the mouth to leaving the body. The students produced an e-book which allowed them to bring the information and detail to life by using a range of tools. They used audio, video/movie, images, colour and text to make the e-book interactive for the readers.


PhotographyFlipping the classroom using video of camera technical instructions.

Activity description: In AS Photography the Lower Sixth have trialled a new way of exploring the technical aspects of using the camera. Complex ideas have been broken down in to three short videos, hosted on YouTube, that the pupils can watch, pause and repeat, allowing them to explore: how a camera works, shutter speed, and aperture. The classroom is ‘flipped’ as pupils learn outside of lessons for themselves and classroom work reinforces and refines that understanding. How it helps pupils: Pupils can watch the videos at their own pace and ideas are easily reiterated, particularly as they may become relevant at different times throughout the year. How it helps staff: The three videos represent about two taught lessons. With occasional pupils joining this course late it is now easier for pupils to catch up whilst the staff can focus on the progression of the main group. The videos are also very practical and show examples in a personal, one-to-one style that would not be easy to replicate in the classroom. Future development: This department is also making other short videos to introduce technical concepts, ideas, projects and practical help.


PhysicsUsing Vernier Video Physics to find the acceleration of a falling ball due to gravity.

Activity description: L6 physicists learn about the equations of motion as part of their AS course and year 10 students learn about motion and acceleration in preparation for their GCSE exams. Video physics allows an event to be broken down into regular time intervals and plotted on a graph. Students can then easily analyse the motion and make relevant calculations. How it helps pupils: Video physics allows pupils to see how the motion that they observe can be translated into motion graphs. Difficult concepts can be reinforced quickly and it is also good fun. How it helps staff: Some aspects of motion are difficult to demonstrate (for example, separating horizontal and vertical motion when dealing with projectiles). Video physics is a useful tool. Future development: Video physics is also useful for looking at examples of simple harmonic motion and understanding the phase difference between displacement and velocity. It is a simple tool that allows students to analyse motion in a variety of situations.


Product Design 1Using iBooks to support GCSE coursework.

Activity description: Year 10 Pupils begin their GCSE coursework at Easter. This is a long and extended controlled assessment covering five different sections. The iBook provides pupils with the information and support they need for each page of the coursework, along with exemplar work from previous years, interactive diagrams and suggested layouts to pages. Pupils have used the guide effectively both in class and in prep to help support their independent learning. How it helps pupils: The pupils benefit from clear information that they can read off their iPad. Those who struggle to read from the board can work at their own pace and review the information as often as they need. Key words are also highlighted to help them. How it helps staff: All staff across the department have the same information. It allows both low and high ability students to work independently, allowing for more 1-1 support for those pupils who need it. Staff can refer to the iBook when setting prep, with the extra support that it offers making the work completed more effective. It also promotes a common approach to the coursework following on from the Year 10 course. Future development: The book will be expanded to include a glossary of key terms for each section. The exemplar work will also be improved over the summer break.


Product Design 2Using video to record staff demonstrations of CAD software.

Activity description: Year 9 pupils are given recordings of demonstrations of Computer Aided Design software (CAD) techniques to foster confidence in using the department Computer Aided Design software independently. How it helps pupils: Pupils can engage with the training presentation and then return to work stations and practice the software. Problems and obstacles can be revisited on the iPad and pupils can collaborate on the task. Having a recording of the technique means that pupils can work at their own pace and not wait for the teacher to re-demonstrate a technique. How it helps staff: Not having to repeat presentation. Time to focus on pupils with greatest needs or on more complex tasks. This can free up the teacher to differentiate activities and having the pupils in the class working at levels best suited to their ability. Future development: Pupils will be encouraged to make their own recordings using their own explanations and share them amongst the class.


Product Design (MPS)Activity description: Pupils access research on the internet in order to make informed decisions on their design work. How it helps pupils: Pupils can quickly access research throughout the design process. This promotes independent learners. Evaluations can be completed using video, photos or writing. This has resulted in much better presentation and gives pupils more pride in their work. How it helps staff: Pupils can be directed to the internet quickly. Pupils produce work of a higher standard. Marking work and collecting work is easier as it is submitted on Showbie. Future development: Full design folders can be created on iPads using Keynote or Book Creator. More step-by-step photos and videos can be used to show the progress of students' work.


Using iPads to help in research and evaluation.

MPS PSHEActivity description: Digital Literacy: understanding the DISCOVER technique when researching digital information. How it helps pupils: Pupils use both internet and apps to solve different questions, puzzles, teasers to show how using mobile technology can speed up or slow down working practices. Pupils have to produce a presentation of their own choosing to give to the rest of the class. This highlights good practice and also accentuates how time can be wasted or information misinterpreted from unreliable sources. How it helps staff: Project pupils work onto whiteboard. Understand how pupils of different abilities work and think. Highlights difficulty pupils have accessing some information through over-reliance on one search method. Future development: Live screen capture to show good and poor working practice.


Year 8 Developing Digital Literacy

PsychologyUsing assessment and quizzing tools to assess and measure progress.

How it helps staff: Quizlets are quick and easy to build and can be reused in several different ways. Quizlet “scatter” games on the iPad provide good starters to lessons when pupils can be challenged to match all the terms and definitions within a time. Quizlet “tests” on the web site or printed can be used at the beginning and end of lessons to assess learning. Going through the flashcards can provide touchstones for raising questions during revision sessions. The action of building a topic into a quizlet can help you to see the simple structure that underlies it. Regular Quizlets help us to meet our marking policy and see individual pupils’ learning trajectories. Future development: We are building a single Quizlet account for all the best Quizlets that have been developed within the department so that these can be maintained and shared more easily in the future. During revision sessions, these can be shared with pupils to help them develop their core knowledge of the topic independently. Next year, we will trial the use of Quizlet “tests” for formative assessment at the beginning of flipped lessons.

Activity description: Lower 6 pupils learning topics which require strong knowledge of key terms and descriptions of evidence used Quizlet. How it helps pupils: In class, pupils have appreciated seeing their knowledge develop by taking short Quizlet “tests” at the beginning and end of lessons and comparing scores. In some cases, pupils have taken ownership of a topic by building Quizlets for a topic themselves, then sharing them with others in the class. If pupils have not been with a teacher for several days, “scatter” tasks have been useful for drawing attention back into a topic. Outside class, pupils have used Quizlets that have been prepared by staff to develop their knowledge of key terms and evidence before key tests.


Religious StudiesPresentations on the Samsara Wheel and Mandala for the study of Buddhism.

How it helps pupils: Pupils have relished the chance to make their own decisions about their work and those that don’t do this, have had to take ownership of their work which has been a good challenge. The pupils have a record of all the work and research (often lost when done on paper). All can incorporate visual, music, audio and be creative in their approach. Each worked at his/her own pace, rather than being teacher-led. How it helps staff: No repetition of instructions necessary as all on Showbie, all pupils can work at their pace, allows for differentiation through outcome. It helps keep records of all work with less organised pupils. Less able pupils can add pictures, notes to their work very easily and it looks good when presenting it. They can use other means than just the written word to communicate their understanding, more easily. Future development: The department is looking forward to using more of this creative approach to pupil learning and also are keen to start using iTunesU to create an ‘online linear course’.

Activity description: Year 9 Pupils have used the iPad to photograph their specific mandala, decorated by them to show they have experienced the Buddhist style of worship. They researched and listened to Buddhist meditation music on the iPad, while doing this exercise as Monks would do. They thereby captured their images and were able to share these when presenting their findings on the iPad. Individual pupils could find their own music too. Pupils then used the documents on Showbie on the two areas to investigate the topics, added their own research with guidance on web sites and they used the apps to produce a final piece.


Science (MPS)Year 6, 7, and 8 pupils using Foldr to save work from their iPads to their school network folders. Activity description: Document storage using

existing school network folders. How it helps pupils: Enables pupils to access all their school network folder using an iPad app. This is especially useful to pupils who are using a shared school device. Enables all pupils to save iPad files to their school network folder. How it helps staff: Enables teachers to access their school network folder using an iPad app. Can also be used with other devices for remote access to network folder. It ensures that files containing personal information remain on school servers. No need to use an external company such as Dropbox or Google Drive etc. Future development: Increased use by other departments to increase pupil familiarity with the app.


General: Note-taking


How it helps pupils: Pupils have a backed-up copy of their notes. They can add rich content to the notes, e.g. photographs, screen captures, scans of texts. Using note-taking apps means that text-based coursework can be progressed in class and outside the classroom on the iPad. How it helps staff: Potentially this could speed up the lesson, whereby instead of long periods of writing, pupils could be combining richer ideas, and annotating existing texts. Future development: It is important that this is not used as a direct substitution for handwriting, and that using the iPad to do this has advantages other than simply recording written notes as described above.

Using the Notability and Pages apps to take notes.

Activity description: Pupils have a range of apps to take notes or capture ideas to support learning. For handwritten notes, many use Notability – the school-provided app; for word processing many use Pages. Pupils may find that by taking notes on their iPad they can also easily take photographs of whiteboard information, paper texts etc. and combine these with their notes. They can also add links to web page content. Some staff will provide an outline PDF text note, and the pupils can then handwrite on it, rather like scribbling over a text book – encouraging pupils to highlight, and add pertinent points to assist their learning.


How it helps pupils: Pupils get instant feedback and marks, and also get information about why a question was wrong or what the correct answer should be. Such assessments can be done in class or for prep, without any technological barriers to overcome. How it helps staff: staff can create, share and re-use quizzes, thus saving time in the long run. Many quizzes can be self-marking and can also provide a good indication of where learning has been effective and where pupil understanding needs to improve. Future development: Socrative is the school-provided quizzing app, however there are others, and these need to be explored.

General: QuizzingUsing quizzing apps for assessment.

Activity description: Various classes in a range of year-groups are taking advantage of quizzing apps to complete online assessments to check understanding of topics. Quizzing apps can include text, pictures, multiple choice, short answer questions etc. Quizzes can be electronically set and pupils can work at their own pace, to a set time or even have a teacher led assessment whereby after each question the teacher can see who answered correctly and discuss with the class why some pupils answered questions wrongly.

How it helps pupils: Pupils can see instructions (and historical instructions), during lessons, outside lessons and for prep. Pupils will be able to revise previous work at a later date. How it helps staff: Staff can see pupils' work at all times, and can provide annotations, and text or audio feedback at any time. Staff can also be reassured that pupil work done by pupils in a wide range of apps is safely uploaded to the teacher and not lost. Future development: Showbie Pro is being implemented by the school to increase functionality.

General: Electronic exchange of work


Using the Showbie app to receive and return iPad-generated work.

Activity description: Teachers can set up a class in Showbie, and ask pupils to join the class by entering a class code. Once this is done, a list of pupils is visible to the teacher on the iPad screen. The teacher can then upload resources and instructions that the pupils can instantly see, access and use. The pupils can also return completed work to the class teacher using the same system. The teacher can then annotate and mark work electronically. Using this system ensures that pupil and teacher exchanges of resources are logically organised, accessible at all times by both teacher and pupil, and a good record of learning is kept. Previously this kind of activity would have been done using e-mail, and this caused problems for pupils in terms of organisation and losing historical work.

Millfield Mobile Learning Case Studies · teaching departments, of speciﬁc curriculum uses of...

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