Teaching ICT and Computing with Treasure Maps, Superheroes and Monsters
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This document discusses teaching computing and ICT using engaging themes like treasure maps, superheroes, and monsters. It describes various lesson plans and projects taught by Kate Farrell at Castlebrae Community High School, such as creating stop motion animations, interactive story maps, and video games. It emphasizes taking an interdisciplinary approach to teach skills like programming, digital media, and internet safety while also improving numeracy and literacy.
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Teaching ICT and Computing with Treasure Maps, Superheroes and Monsters
- 1. Here Be Dragons! Teaching Interdisciplinary ICT and Computing with Treasure Maps, Superheroes and Monsters… …and why it’s important! Image ©SeanKane.com
- 2. Kate Farrell, Teacher of Computing Castlebrae Community High School @Digitalkatie
- 3. Kate Farrell, Chair of Computing At School Scotland
- 4. Castlebrae Community High School Secondary school in Edinburgh 156 pupils 34% pupils claim free school meals 65-70% entitled to claim free school meals 45% pupils have additional support needs 35% of pupils in bottom 20% of population for numeracy and literacy 50% of S1 pupils in bottom 20% of population for numeracy and literacy
- 5. 2010 - 2011 Period 1 2 3 4 5 6 7 Mon German Maths English PSE CDT CDT Art Tues Science German PE PE Music Maths English Wed Art PSE ICT Maths English RMPE Music Thurs SS English German PE HE HE Maths SS Fri RMPE Science Science
- 6. 2011 - 2012 Period 1 2 3 4 5 6 7 Mon German Maths English PSE CDT CDT Art Tues Science German PE PE Music Maths English Wed Art PSE SS Maths English RMPE Music Thurs SS English German PE HE HE Maths Fri RMPE Science Science SS
- 7. How to teach CS and ICT Outcomes?
- 8. ICT Outcomes TCH 2-03a / 3-03a Learn new software TCH 2-03b Searching skills TCH 2-04a Use computer technology TCH 3-04a Use ICT skills in different ways TCH 2-04b Be creative with digital media
- 9. Computing Science Outcomes TCH 2-08a / 3-08a Be safe online TCH 3-08b Build a digital solution with multimedia to communicate TCH 3-08c Computer hardware TCH 2-09a Design a game with control technology or interactive multimedia TCH 3-09a Make a game or animation
- 10. The Great Map Based Interactive Story Caper
- 11. The Great Map Based Interactive Story Caper
- 12. The Great Map Based Interactive Story Caper
- 13. The Great Map Based Interactive Story Caper
- 14. The Great Map Based Interactive Story Caper
- 15. Formula Maths: a race to knowledge
- 16. Formula Maths: a race to knowledge
- 17. Formula Maths: a race to knowledge
- 21. Paper Creations: Cardboard in Disguise
- 22. Paper Creations: Cardboard in Disguise
- 23. Paper Creations: Cardboard in Disguise
- 24. Paper Creations: Cardboard in Disguise
- 25. Paper Creations: Cardboard in Disguise
- 26. Paper Creations: Cardboard in Disguise
- 27. Paper Creations: Cardboard in Disguise
- 28. Paper Creations: Cardboard in Disguise
- 29. Paper Creations: Cardboard in Disguise
- 30. The Amazing Make-a-Book Bookmaking Extravaganza
- 31. The Amazing Make-a-Book Bookmaking Extravaganza
- 32. The Amazing Make-a-Book Bookmaking Extravaganza
- 33. The Amazing Make-a-Book Bookmaking Extravaganza
- 34. The Amazing Make-a-Book Bookmaking Extravaganza
- 35. The Amazing Make-a-Book Bookmaking Extravaganza
- 36. Fantastic Foreign Quiz Game
- 37. Fantastic Foreign Quiz Game
- 38. Fantastic Foreign Quiz Game
- 39. Search for the Hero Inside My super hero she has died red hair like blood. Pink costume like strawberry milk shake. On my costume I have a white love hart and I have a pink mask.
- 40. Search for the Hero Inside His hair is as black as the night sky His eye mask is blue as the Scottish flag. His body is blue and white like the Scottish flag He is tall as a goalkeeper. His bottoms are white and blue same as his boots like the sky . He is very muscular like a body-builder. He has a logo like a flying eagle on his chest.
- 41. Internet Safety
- 42. Presentations
- 43. Eco-homes
- 46. Progression at Castlebrae National Certificates (NCs) in: Digital Media Computing Computer Games Development National Progress Awards (NPAs) in: Computer Games Development Digital Media Animation Digital Media Editing Web Design Fundamentals
- 48. It’s more than just Facebook…
- 49. Computers are not magic!
- 53. We need more women in Computing!
- 54. Contact me kate@katefarrell.co.uk www.twitter.com/digitalkatie
Notas del editor
- Computing isn’t IT IT is a critical skill that we all need – Computing is the more critical science underlying IT that most people probably don’t understand. Common analogy of knowing how to a car works, not just how to drive it Astronomy isn’t “how to use a telescope” Fluency in French isn’t buying a dictionary Word processing, use of databases and spreadsheets are all essential skills. But how do these programs work? Can they be improved? Could you create your own?
- Common misconception – on computer all the time so must be good at it Using social media does not give you mastery of the machine Computer use does not signify understanding
- It’s not unicorns and rainbows! Computers are deterministic : they do what you tell them to do. Computers are precise : they do exactly what you tell them to do. Computers can therefore be understood ; they are just machines with logical working.
- Computing and programming gives young people incredibly useful transferable skills seeing a problem and its solution at many levels of detail ( abstraction ) thinking about tasks as a series of steps ( algorithms ) understanding that solving a large problem will involve breaking it down into a set of smaller problems ( decomposition ) appreciating that a new problem is likely to be related to other problems the learner has already solved ( pattern recognition ) realising that a solution to a problem may be made to solve a whole range of related problems ( generalisation ).
- Generally smallest allocation of time amongst all school subjects Do your pupils have enough time to cover the Computing outcomes and experiences meaningfully as well as the ICT outcomes? Yesterday English Department for Education announced Computing is to be the fourth Science How much could your pupils achieve and learn if they had the same time in Computing as they did in other sciences? Think of all the incredible and engaging classwork your Computing teachers could do if they didn’t have to spend 5 minutes at the start of each lesson recapping what was done in the single 45 minute lesson last week.
- Scottish IT industry has a skills shortage Companies like Cisco, IBM and Oracle are trying to recruit more woman and young people Two-thirds of Scottish IT businesses are planning to take on staff 40,000 technology recruits will be needed within the next five years Polly Purvis, executive director of ScotlandIS, said the industry is “crying out for talent” despite stubbornly high levels of unemployment across the country. “ Although technology is completely integrated with all aspects of our lives, the image of the sector is one-dimensional and totally underestimates the job options available for bright young people and women,” Purvis said. “ Talented individuals are often steered to more traditional sectors, but with areas like law and teaching with more candidates than vacancies, we would urge them to consider technology as a very attractive career option.” Linda O’Donoghue, site director at IBM in Greenock, said the variety of opportunities available in technology was often “underestimated and misunderstood”. She said: “We have many employees whose core skills span a range of disciplines and are in many cases also complemented with a language rather than very technical specialist skills.”
- Only 24% of pupils gaining a pass at Higher Computing and 14 % at Advanced Higher were female Knock on effect to university and industry Women account for less than one in five of the country’s IT professionals, Need to be addressed in Primary school – by Secondary the damage is done