Now this is what I love about web apps. I showed a colleague the Google Docs system (we use Google Apps, Education Edition at our 13-18 school), and he had the courage, imagination, tenacity to use it to share our sports day results live on the net.
You’ll be able to read the article, and follow a link to the results here, http://learn.gcus.net
I love simple ideas, that are so powerful. An dI love working with imaginative, courageous teachers! Great work Phil!
There’s a great little Python script to take a csv file and easily add addresses to email lists in Google Apps. It’s saved me (or someone else!) a lot of time, and was a great reason to install and learn how to use Python. See the script here and read about the mistakes I made in learning to use it.
If you just read one:
http://ririanproject.com/2007/05/05/5-powerful-hacks-to-immediately-improve-your-presentations/
http://blog.scottjelias.net/wp-content/uploads/2007/11/slides.pdf
http://www.darrenbarefoot.com/archives/2007/09/everything-i-know-about-presentations-i-learned-in-theatre-school.html
http://www.randsinrepose.com/archives/2008/02/03/out_loud.html
http://www.randsinrepose.com/archives/2007/04/30/how_to_not_throw_up.html
http://blog.ericfeng.com/250-things-i-have-learnt-that-will-make-you-become-a-highly-successful-speaker/
http://presentationzen.blogs.com/presentationzen/2005/11/the_zen_estheti.html
http://presentationzen.blogs.com/presentationzen/2005/10/make_your_next_.html
Finding good images:
http://www.presentationzen.com/presentationzen/2006/01/where_can_you_f.html
INFORMATION & COMMUNICATION TECHNOLOGY (ICT)
| Core ICT All students |
Option ICT Students choosing ICT |
| National First Award in ICT | National First Certificate in ICT |
| 1 lesson per fortnight | 3 lessons per fortnight |
| Equivalent to 1 GCSE, grades A*-C | Equivalent to 2 more GCSEs, grades A*-C |
All students in years 10-11 follow a vocational course in Information and Communication Technology which leads to the award of a level 2 qualification. This qualification is equivalent to one GCSE at grades A*-C.
Students who choose ICT as an option gain two additional GCSE equivalents.
The course teaches the skills, knowledge and understanding required to take full advantage of computer software. It also helps students develop their personal skills in the areas of team working, communication and problem solving. Students learn how to plan and review work effectively and to use a wide range of industry standard software. They learn to produce work of near professional quality to meet a range of objectives.
Students are taught in dedicated ICT rooms by supportive and experienced staff. They have access to a range of printed and online resources. Tasks are clearly explained and students are encouraged to take responsibility for their own learning. Many tasks are designed to be carried out independently with the teacher providing guidance and support. It is important that students are well organised and able to meet deadlines. Students do not need access to a home computer. Access to computers and extra support are available at lunchtimes if necessary.
The tasks have been designed in a modern, practical way that is relevant to the workplace and will prepare students for progress into employment or further education. For each unit students produce a portfolio of work consisting of the final product, planning materials, testing evidence and an evaluation. The portfolios are a combination of paper based and electronic documents.
Students’ abilities are assessed in a modern, practical way that is relevant to them and their future. Portfolios are marked by teachers in school and then externally moderated by a visiting external moderator. There are no exams. Units are graded individually. The individual unit grades are then combined to provide an overall grade for the qualification.
| Grade |
GCSE Equivalent |
| Pass | C |
| Merit | A/B |
| Distinction | A*/A |
Students will be encouraged to achieve to the best of their ability and every opportunity will be provided for students to progress as far and as fast as they are able.
For more information please visit www.ict.gcus.net or contact Mr Bramwell, pbramwell@gcus.net
With all these independent learners and teachers around - what am I for?
Lots of interesting interactions have been wounding my pride recently, which is on the whole a good thing! Students who are better than I am at a whole range of things, teachers responding to exciting opportunities quicker than I do! - you know who you are 
You give them enough of the skills to work independently and make choices, a direction to go in, fuel an enthusiasm and give them some space… then what do I do once they are on their way making exciting discoveries?
Leave your answers below, but I guess it is along the lines of:
None of them sound much like teaching 
- I think I’d much rather be the learner.
I know I should be the learner alongside them, but here comes the pride again, maybe I’m just a little bit too tired to learn at the moment.
As for my colleagues, it’s great to see them finding exciting new ways to communicate understanding and share experiences, I wish I had the time to do half of what I wanted… - in a real creative-whack kind of way I guess that the question becomes “where am I spending my time in a way that isn’t producing that joy”? - Hmm, now that’s a trickier one!
Follow my online life: I've recently been blogging about: People having been commenting on: I've been bookmarking: People have been commenting on my photos: I've been reading about: I've been commenting on: I've been talking about ICT: Church is talking about: School is talking about:
