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#TheFeed - Issue 5 - March 2016

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Issue 5 of #TheFeed, our monthly view of all the news and stories across our Showcase School community and beyond. Check out the latest issue for tips, tricks and inspiration from the Microsoft education community

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#TheFeed - Issue 5 - March 2016

  1. 1. MAR 2016 ANYTIME, ANYWHERE LEARNING BE YOUR FUTURE INTERNSHIPS CAN WE CHANGE THE WAY WE LEARN? WHAT’S NEW WITH MICROSOFT? TOWARDS THE SERVERLESS SCHOOL LANE
  2. 2. doing with her unique video series, iTeach. Centred around helping fellow educators to better use technology in the classroom and improve engagement, Charlotte’s enthusiasm and passion for both education and technology really shines through in the videos and should be a book marked resource for all educators, for sure. In addition to being an inspirational educator, readers will find Charlotte’s back story into the profession from the corporate world interesting. It’s all about following your passions at the end of the day! Building on the theme of new experiences, our ‘What’s new with Microsoft’ article this month on Minecraft in Education shows where you can go when you embrace new ways of thinking. For example, Leigh Wolmarans, Headteacher of Lings Primary School in Northampton, discusses how seeing Minecraft in action at Minecon last summer made him realise the power and potential gaming offers for education. This realisation has led to an exciting journey within the school whereby home work is just as likely to be centred around Minecraft as it is maths. Check out the article and let us know your thoughts. Again, continuing this theme of challenging the status quo and thinking differently, Tom Rees This month’s issue of #TheFeed is all about personal discovery and the opportunities that present themselves when you take yourself out of your comfort zone and open yourself up to new experiences. Whether it’s discovering a new career or a whole new immersive Tim Bush Education Marketing Manager talks about the need to challenge kids in the classroom and don’t let them take the path of least resistance. Allowing kids to take more ownership of their learning is an interesting debate and look forward to hearing readers thoughts via Twitter. world, being open and flexible to new ideas and perspectives can result in amazing opportunities for both individual development and beyond. Continuing with the focus on our MIEE community, Charlotte Beckhurst shares the work she is Allowing kids to take more ownership of their learning is an interesting debate and look forward to hearing readers thoughts via Twitter. Mandeep Atwal Education Audience Manager Use the hashtag #TheFeedUK to share your reactions and engage with other readers. We are really proud of this issue and look forward to hearing your feedback. Until next time! This month’s issue is all about personal discovery and the opportunities that present themselves when you take yourself out of your comfort zone and open yourself up to new experiences. 2
  3. 3. Deputy Headteacher. Microsoft Innovative Educator Expert 2015. MIE Master Trainer. Microsoft Certified Educator. @_MWDavies Matthew Davies Microsoft Innovative Educator Expert 2014 &2015, Assistant Head of Primary School and lover of using tech to enhance learning. @CharBeckhurst Charlotte Beckhurst 15 A welcome helping hand from our team from so many different backgrounds. contents 2 EDITORS FOREWORD: MANDEEP & TIM 4 WHAT’S NEW WITH MICROSOFT: MINECRAFT EDUCATION EDITION 9 HEAD TEACHER’S RESPONSE: EMPOWERED LEARNERS THE GREAT PROGRESSIVE/TRADITIONALIST DEBATE 15 TOWARDS A SERVERLESS SCHOOL 18 SHOWCASE SCHOOL: TREORCHY COMPREHENSIVE SCHOOL 21 MIEE REPORT: ITEACH WITH CHARLOTTE 24 STUDENT AMBASSADOR: BE YOUR FUTURE 28 CS50 COMPUTER SCIENCE PRINCIPLES IMPLEMENTATION TRAINING WORKSHOP 29 EVENTS GALLERY 35 MEET THIS YEAR’S SHOWCASE SCHOOLS chat with us... Gerald Haigh Learner, teacher, writer, piano player. @geraldhaigh1 Laura-Jane Ellard Business and Management Student @LauraJaneEdu tweet us @TheFeedUK @microsoftedUK share us TheFeedUK DESIGN AND PRODUCTION BY STUDIO CO2 info@studioCO2.com Tom Rees Muggle, Dad, Headteacher. Cricket, The Beatles. You’re all clear kid, now let’s blow this thing and go home. @SdSPrimary 3
  4. 4. CANWE CHANGE THE WAY WE LEARN? MINECRAFT EDUCATION EDITION
  5. 5. SEE THE LAUNCH VIDEO UPGRADE TO WINDOWS 10 ©2015 Microsoft communication, digital citizenship, and much more through project-based learning. When is Minecraft: Education Edition available? Minecraft: Education Edition will be available this summer, in time for the 2016 school year. Interested educators can sign up to receive updates at http://education.minecraft.net. How much does Minecraft: Education Edition cost? Pricing is available online at http://education.minecraft.net. We understand the demands on today’s educators and are committed to making Minecraft: Education Edition as affordable and accessible as possible. Beginning this summer, we will offer a free trial of Minecraft: Education Edition to all students and educators in qualified academic institutions. What is the best way to learn about Minecraft? The best way to learn about Minecraft is to play Minecraft. Download the game on your phone, PC, or video game console. Building a replica of your school is a fun and easy project to get started. Ask your students about what they do in Minecraft. You’ll hear some amazing ideas! For more resources and information, visit http://education.minecraft.net We’re excited to announce Microsoft is acquiring MinecraftEdu and investing in a new and expanded version of Minecraft for the classroom called Minecraft: Education Edition. This new title – available as a free trial this summer – will build on the learnings from MinecraftEdu while offering an expanded set of features. And in support of MinecraftEdu customers, they can continue to use MinecraftEdu and we will offer the first year of Minecraft: Education Edition for free. In the spirit of the Minecraft community, we are dedicated to making sure Minecraft: Education Edition is shaped in the coming months by a growing community of educators online at education.minecraft.net. We’re also excited to share that these community pages will host a variety of resources like lesson plans and a new Minecraft Mentors page that allows educators experienced in Minecraft to connect with those interested in trying it for the first time. Arriving this summer, the new title aims to reach more educators around the world with a richer set of features and a thriving community. At its core, Minecraft is an open world that promotes creativity, collaboration, and problem solving. It’s enjoyed by a worldwide community of over 100 million players who constantly inspire us with their creations. Many of the skills required to enjoy Minecraft to its fullest are important to educators who might be searching for inventive ways to engage their students. By bringing Minecraft into the classroom, we are empowering educators and students to teach and learn through building and exploring within a fun, familiar environment. We’ve already seen it transform classrooms and curriculum. Since 2011, MinecraftEdu from TeacherGaming LLC from Finland – a version of Minecraft built especially for the classroom – has reached thousands of classrooms in more than 40 countries around the world, all reporting wild success. We don’t want to stop there. We believe this is just the beginning. ➜ Michel Van der Bel Managing Director, Microsoft UK Area Vice President, Microsoft International ANNOUNCING “Log in to the world and I’ll see you in there…” Headteacher Leigh Wolmarans prepares his class for their latest Minecraft lesson. 5
  6. 6. SEE THE LAUNCH VIDEO UPGRADE TO WINDOWS 10 Helping us shape and evolve Minecraft: Education Edition is Lings Primary School. “It all started at MineCon last summer,” recalls Leigh Wolmarans, Headteacher of Lings Primary School in Northampton, UK. “That’s where I realised the potential gaming offers for education.” At that point, Lings was already one of 400 Microsoft Showcase Schools receiving the company’s support in using technology to transform and modernise learning for children. Yet Wolmarans returned from his lightbulb moment determined to push the envelope even further. Fast forward six months and for his pupils, ‘I’m doing my homework’ may now just as likely mean Minecraft as mathematics. And as a dedicated gamer and tecchie himself, it’s fair to say Wolmarans is pretty excited about it. “For children, learning comes down to three key principles: engagement; relevance; and enjoyment,” he explains enthusiastically. “If you can tick all three boxes, you’re onto a winner. We’ve been using computer science for a little while now and we’ve seen an improvement in our pupils’ level of understanding during lessons. Yes, it’s fun and, yes, it’s engaging but the way we use something like Minecraft, it’s not a game. It’s a genuine learning technique.” The approach certainly seems to be working. When Wolmarans arrived at Lings in 2011, the school was rated ‘inadequate’ by the UK government and struggling to cope with one of the most poverty-hit catchment areas in the country. Now, just over four years on, it enjoys a 98% attendance rate, has 89% of its 236 children achieving or exceeding national standards in literacy and maths, and is one of the area’s shining educational lights. “One in three of our pupils lives in severe poverty and nearly two-thirds receive free school meals,” Wolmarans adds. “But using technology inside the classroom has helped them take a more active role in their own learning, improve their levels of attainment and, crucially, have more fun at school.” Together with a sparkling new ICT suite, a fantastic array of tablets and desktop PCs, and even a fully functioning onsite radio station (run by the kids), he believes the greater emphasis on computer science-based teaching is making a real difference to the school life of his pupils. But how exactly? It all comes back to those same three principles of engagement, enjoyment and relevance. Let’s take Minecraft as an example again. Instead of following a pre-ordained narrative, the game features two modes – Creative and Survival – both of which let players forge their own path by constructing or deconstructing worlds using blocks. They can then invite other people to ‘walk around’ their worlds and experience what they have created. Log in and Learn: How gaming is changing the future of Education. By Alex Eeles “For children, learning comes down to three key principles: engagement; relevance and enjoyment.” ➜ 6
  7. 7. SEE THE LAUNCH VIDEO UPGRADE TO WINDOWS 10 For schools, a slightly modified version also allows teachers to participate alongside their pupils – whether that be by offering feedback on their creations, hiding documents for them to discover or posing questions about the project in real time. Perhaps most importantly of all, it enables multiple children to work together, either in small groups or as an entire class. Engagement – ✓ Enjoyment – ✓ But what about the relevance? For Lings’ Year Six pupils (aged 10 and 11), this comes from using Minecraft to develop their own interpretations of the fairy world in Shakespeare’s Midsummer Night’s Dream. It’s a remarkable project, with 30 children collaborating and interacting in the real and virtual worlds simultaneously – to impressive effect. Tick. Teacher Matt Bushell, one of the school’s two fully-trained Microsoft Expert Educators, explains: “The atmosphere in a Minecraft lesson is always a buzz of conversation and ideas, and it’s astounding to see what the kids can create in a relatively short space of time. By building their own fairy worlds and linking back to the work we’re doing on the text in the classroom, they’re gaining a deeper understanding of the play. But they’re not simply learning facts. They’re also discovering how to be creative, how to collaborate and how to solve problems – skills they’ll need for the rest of their lives.” “Lessons are way more creative and fun now,” says 11 year old Dorcas, a member of Lings’ Year Six class and, by all accounts, a budding Minecraft genius. “Building the fairy world for real has definitely helped me understand Midsummer Night’s Dream better,” adds Ashton, 10. “And when we’re working together in Minecraft, there’s lots of teamwork, which is fun.” For the passionate Wolmarans, it is an example of technology facilitating learning in ways that just weren’t possible when he was at school. It’s also why Lings is currently extending its computer science programme into Years Three, Four and Five – a process being led by the pupils themselves. “When we’re learning with Minecraft, the nice thing is that all the decisions are our own. It’s our imagination and we teach each other.” Year Six pupil Abbie, 11. ➜ 7
  8. 8. SEE THE LAUNCH VIDEO UPGRADE TO WINDOWS 10 He does, however, strike a note of caution. “The most important thing about using tech is that it can’t just be an add-on with no actual value. Whether it’s a flat screen TV to show images in the classroom, OneNote for idea and document sharing or Minecraft for exploring Shakespeare, it has to make pupils’ education better, either by challenging them differently or by opening up new opportunities to learn. The day tech stops doing that is the day we should turn it off and do something different.” With more and more schools sharing the Lings model of a creative, connected curriculum where the boundaries between subjects are blurred, that day shows no sign of arriving anytime soon. Indeed, in Minecraft alone, pupils can employ design, maths, science, literacy and communication skills – all in a single 40 minute lesson. “Let’s be clear,” says Wolmarans. “Building the RSC (Royal Shakespeare Company) in Minecraft should never replace getting in the minibus and actually going there. But used correctly, technology can help break down old barriers between subjects and make the whole learning process more holistic and rewarding – for teachers and pupils alike.” It’s for this reason that Lings’ staff are also encouraged to think more broadly about how technology can help them in their work. That might be by communicating with parents on Facebook. By sharing information with each other via Yammer. By upgrading the school’s computer network to Windows 10. Or by keeping up with the latest developments in educational policy on Twitter. “The use of technology has been the single biggest change during my career as a teacher,” insists Wolmarans. “But it’s not something a school should just dive into and expect to work. At Lings, where we have got to now has taken years of preparation and we’re constantly talking to parents, colleagues and the children themselves about how different types of technology can help make their learning more effective. “It can mean the whole process takes longer but the kids who come out the other side are better learners and will be better citizens too. After all, we’re not here to help pupils pass a test. We’re here to give them the skills they need to change the world.” For more information about Minecraft: Education Edition check out our FAQ at education.minecraft.net and sign up to be a part of our educator community. “In Minecraft alone, pupils can employ design, maths, science, literacy and communication skills – all in a single 40 minute lesson.” 8
  9. 9. A HEAD TEACHER’S RESPONSE Empowered Learners The Great Progressive/ Traditionalist Debate… BY TOM REES HEAD TEACHER OF SIMON DE SENLIS PRIMARY
  10. 10. Too many children sleepwalk through their school life being compliant, playing by the rules and allowing a combination of children and adults to do most of the thinking and learning for them. It’s an easy trap to fall into (intuitively we are programmed to follow the path of least resistance) but one that, if we’re not careful, we can allow children to exist in when really we should be making sure that they work ‘at least harder than their teachers and parents’. For many years now, schools have been moving towards a focus on the learning rather than the teaching (many schools even went to the trouble of changing the words ‘Teaching’ and ‘Learning’ around on their policies) but, in reality, unless children are consciously handed more responsibility and accountability for their learning, they will continue to rely predominately on teacher-led, direct instruction - becoming participants in (rather than the owners of) their education. Cue a familiar conversation that plays out as follows: Whoa, wait a minute. What’s wrong with direct instruction? ME: There’s nothing wrong with direct instruction. It remains a really effective way of teaching children basic facts and knowledge but teaching is also more than that, so we have to look at other approaches and styles to make sure that children are really engaged in the process of learning like self-regulation and meta cognition. That all sounds a bit like wishy washy nonsense to me Tom. My children just need to learn to behave and listen so I can fill the gaps they have in their knowledge and understanding. ME: Yes it’s funny how so much research and great practice that takes place in schools can still manage to be perceived as ‘wishy washy nonsense’ isn’t it?’. The Education Endowment Fund carried out extensive research which shows that up to 8 months additional progress can be made in a single year by using self- regulation and meta cognition strategies yet still, we have more to do in terms of transferring this into classroom strategies and practices more consistently. It stands to reason that when children are more engaged and involved in the process, they will learn better. That all sounds great but, at the end of the day, children need to pass tests and our appraisal targets say I have to get them through, so I’m going to do what I know works to get them there. ME: That’s your end of the day. My end of the day is that the 5 year olds in my school today will probably still be working into the 2070s and I need to make sure that their formative years provide them with the foundations to go on and lead a successful and happy existence in the future, not just jumping through some high stakes testing hoops to keep OFSTED at bay. But, as I’ve already pointed out (and as is backed up by substantial research), these progressive teaching methods do actually improve those test scores too. As the writer, I get the last word this time but there’s a real debate that’s waging in education at the moment between progressive and traditional types of instruction which is important to understand. Too often, we can see these arguments played out either in the press or through social networks which play in to the predictable media format which is to firstly find the issue of the day, and then find two people to be quoted or interviewed who have opposite views who can argue, provide readers with brief entertainment or distraction from their daily lives and then move on without finding an answer. This often then reduces a useful debate to an ‘or’ argument where approaches or teaching methods become pitched against each other such as: aThe Arts or Technology? aDiscrete teaching of subjects or a connected curriculum? aGroup work or individual work? aMixed ability groups or sets? aTechnology in education or a complete ban on all types of devices? aDetentions or a free for all on behaviour? aPSHE as a core subject or high academic standards? Reducing these issues to simple closed options does the debate a disservice. Professor Guy Claxton illustrates a more nuanced version in his blog describing the three ‘tribes’ in the education debate from the book, ‘Educating Ruby’, which he and Bill Lucas offer real hope and direction for those who want to see progress in education policy and practice. ➜ Empowered Learners The Great Progressive/Traditionalist Debate… ‘UNLESS CHILDREN ARE CONSCIOUSLY HANDED MORE RESPONSIBILITY AND ACCOUNTABILITY FOR THEIR LEARNING, THEY WILL CONTINUE TO RELY PREDOMINATELY ON TEACHER-LED, DIRECT INSTRUCTION – BECOMING PARTICIPANTS IN (RATHER THAN THE OWNERS OF) THEIR EDUCATION.’ 10
  11. 11. TEACHER- LED LOW LOW Teachers can easily ensure coverage, content and pitch. Easy to plan – teachers can use previous plans and schemes. Easy to track. Children can often be disengaged within lessons. Lower motivation and empowerment from children can mean that more 'carrot stick' motivation is then required. Few opportunities for meta- cognition or self-regulation. CO- CONSTRUCTION MEDIUM (DONE WITH THEM) MEDIUM A win/win which can potentially allow for higher engagement/ motivation from children alongside teacher control. Teachers engage students in meta-cognition, reflecting on learning and making adaptations. Some opportunities for self-regulated learning. Sometimes the learner's voice can be tokenistic? Is there authentic choice and ownership within the curriculum? If not planned carefully, can potentially compromise both teacher control and student empowerment. CHILD- LED HIGH (DONE BY THEM) LOW MODERATE Higher levels of motivation amongst learners. Outcomes are potentially much richer and deeper. Greater opportunities for self-regulated learning. Requires careful implementation. High confidence and skill level from teaching staff to deliver effectively. Rigour of coverage and content can be lost if not carefully implemented and managed. “In Educating Ruby, we offer a potted guide to the educational scene. Basically there are three tribes: Roms, Trads and Mods. The Romantics believe that children will blossom if we leave them alone. The Roms have almost completely died out – except in the mind of the second tribe, the Traditionalists. The Traditionalists seem to believe that all would be well if we had lots of old-fashioned grammar schools teaching Latin and algebra. They blame all educational ills on the (non-existent) Roms. If kids don’t do well at school it’s because the ‘trendy liberals’ have mucked things up – or the kids are too unintelligent (‘low-ability’) or lazy. Trads like to keep things simple, even if their beliefs are damaging or wrong. The third tribe is the Moderates, which includes the vast majority of people who work in or care about education. Where the Trads are simplistic and pugnacious, the Mods like to think and tinker (or ‘thinker’, as Michael Ondaatje put it).” So back to the original point about how we can empower learners… em|power VERB 1. give (someone) the authority or power to do something: “members are empowered to audit the accounts of limited companies” synonyms: authorise · license · entitle · permit · allow · sanction · [more] warrant · commission · delegate · certify · accredit · qualify · give someone the authority · give someone permission · enable · equip · give the power to · give the means to · give the go- ahead to · give the green light to · OK · give the OK to · give the thumbs up to antonyms: forbid 2. make (someone) stronger and more confident, especially in controlling their life and claiming their rights: “movements to empower the poor” synonyms: emancipate · unyoke · unfetter · unshackle · The empowered learner works harder than their teacher. They spend time both in and outside of the classroom genuinely interested in their studies and asking questions of their RISK ! BENEFITS QUESTIONS/ DISADVANTAGES LEVEL OF TEACHER CONTROL LEVEL OF CHILD EMPOWERMENT ➜ teachers, parents and peers which consolidate their understanding and extend their thinking. They remain curious for longer than their less empowered peers who will switch off quicker and are less keen to play an active role within the classroom. The empowered learner is able to make independent decisions about aspects of their learning (self-regulation); they are also engaged in thinking about the learning process they are involved in (meta cognition). Having genuinely empowered learners in your class or school is a privilege and a pleasure but they don’t occur by chance or good fortune; this empowerment has (usually) been carefully permitted, delegated, authorised and unshackled LOW (DONE TO THEM) HIGH skilfully by teachers using a range of progressive teaching methods. As a self-diagnosed ‘mod’ with a tendency to ‘thinker’, I’ve pinched the three definitions (Teacher-Led, Co-construction Child-Led) from Professor Stephen Heppell’s typically refreshing and useful post around learner-led learning research and have adapted them to describe different styles of curriculum or learning experiences which empower children in the learning process at different levels in the following table. 11
  12. 12. At 4, children can use the toilets as and when they need to within their daily provision; by 10, usual practice is for them to have to wait until break times and by 14, the chances are that the toilets are locked until the bell goes as children can’t be trusted to use them without supervision. A similar pattern exists with learning styles – the freedom that we see our youngest learners with, gradually erodes until suddenly at 16, the common room and study periods allow it flooding back in again. Have we really got it right? But anyway, the debate will go on. Some will say that the children should be set free and allowed to take more of a lead; others will say that the teachers know best and that if they just listened and did what they were told, things would be better. I KNOW THAT I SPENT FAR TOO MUCH OF MY OWN SCHOOL LIFE FEELING BORED AND FRUSTRATED, RESPONDING TO CLOSED QUESTIONS AND LISTENING TO LECTURES, ANECDOTES OR EXTRACTS FROM TEACHER’S UNWRITTEN AUTOBIOGRAPHIES – HOW MANY CHILDREN WOULD STILL SAY THE SAME TODAY? Some people think that we could get so much more from the children if we tapped into their interests as starting points and allowed them flexibility in how they work; others think that the discipline they learn from a well organised and structured academic curriculum is what it’s all about. I think that there’s a bit of truth in it all and, whilst we all accept that some fads have just been fads and distractions (learning styles springs to mind), we can’t ignore necessary, well-researched change for the convenience of doing what we’ve always done. ➜ I often return to Professor Heppell’s definitions when we’re developing new ideas or looking at curriculum projects and it’s been a really helpful gauge when we’ve introduced our Design Thinking curriculum approach over the last two years at Simon de Senlis as we constantly look at where we can loosen the reins and allow children to take more of a lead, without losing the necessary rigor within the curriculum. The irony of empowering learners in UK schools is that we often allow most responsibility to our youngest learners. 5 STARTING POINTS TO FURTHER EMPOWER LEARNERS 1. 2. 3. 5. 4. Find a process like Design Thinking which helps you to keep that right balance of learning styles as you progress through a lesson, project or term. Use some of the planning resources from Notosh to work through the different phases of Design Thinking allowing students to develop both a divergent and convergent mindset as part of this creative process. Spend an hour reading some of the projects on Professor Stephen Heppell’s Blog which are fun as well as really informative. In particular, you can read about why going shoeless in the classroom ‘just works’. If you are looking for ways to develop co-construction in the classroom or more child-led learning opportunities in school, here are 5 places you might start: Read the Education Endowment Fund’s section on Meta Cognition and Self-Regulation which includes a video overview and a printable resource for schools. These can all be adapted for use in your schools to develop thinking and practice in this area. Read up on the ‘Campaign for Learning’ who have developed and researched self-regulation and meta cognition teaching styles and approaches over the last 15 years and who were involved in much of the EEF research in this area. With individuals such as Jackie Beere leading their training for schools programme, you can learn lots about great classroom practice from the publications, conferences and workshops this organisation run. Watch Ron Berger’s classic ‘Austin’s Butterfly’ clip which shows how critique groups and peer feedback can be used to great effect with learners of an early age. 12
  13. 13. Keep it Simple; Keep it Cheap – Choose 5 key tools which are simple to use and allow children and teachers to innovate within these constraints rather than constantly introducing new apps or programmes. At Simon de Senlis, we carry out more than 90% of our online learning using core programmes such as OneNote, Sway, Office 365, Scratch and web-based research or games. All of these are free and web-based by narrowing the amount of applications, staff and children can become proficient and confident users. Empowered learning through technology doesn’t need to be complicated or expensive. WAYS THAT WE MIGHT USE TECHNOLOGY TO FURTHER EMPOWER LEARNERS… Let children Capture Learning through technology. At concerts, conferences and in our everyday lives, we constantly capture notes, photos and videos of experiences that we want to share, remember and revisit later. By allowing students to use devices to take ‘multimedia notes’, we can allow them to revisit learning ‘on-demand’ in a more flexible and powerful way than before. Whether this is through a BYOD scheme or through the use of school devices, making this type of recording ‘legal’ in a classroom can really help. 01. 02. 04. 03. 05. The ‘Flipped Classroom’ model is becoming heavily used in schools across the world and offers a structure where technology is used initially for children to acquire knowledge and concepts online (often through video) in advance of sessions with their teachers. Through video, accurate explanations and models can be ensured and students can pause, rewind or fast-forward to personalise the pace of instruction around their preferences. The role of teacher can then become focused on higher order skills such as synthesis, evaluation and critical thinking rather Use technology to break down barriers for children with Specific Learning Difficulties and allow them to access learning in mainstream classes. Whether accessibility tools for children with dyslexia, dictation for children with visual impairments or real-time translator tools for children who arrive in our schools with no English, we can give children a level playing field with their peers through technology. Access Experts in the classroom through tools such as Skype for both increased motivation and bringing greater expertise to learners. Last year, through Skype in the Classroom, we were able to bring computer programmers and video producers into our school to share expertise with children. Using technology in this way can allow students the independence to communicate and collaborate far easier than before. Tweet Tom @trees2066 or read his blog here than modelling or explaining in a traditional and restrictive ‘one-to many’ model. This approach is currently being evaluated as an Education Endowment Fund research project at Microsoft Showcase School, Shirelands Collegiate Academy, looking at the impact of the flipped approach in Primary schools and the effect this has on Maths progress across KS2. Shirelands are hosting FlipCon this year featuring John Bergmann, renowned as an authority in this field. 13
  14. 14. 14 The best Windows ever. windows.com
  15. 15. SEE THE LAUNCH VIDEO UPGRADE TO WINDOWS 10 TOWARDS THE SERVERLESS SCHOOL GERALD HAIGH LOOKS AT AZURE IN ACTION AT SOUTH LEE SCHOOL GERALD HAIGH LOOKS AT AZURE IN ACTION AT SOUTH LEE SCHOOL The idea of the ‘serverless school’ has been around ever since the Cloud floated into view some years ago. It’s not difficult to see the attraction. Keeping a school’s technology resources running and up-to-date is a demanding and expensive business. Typically, it requires a dedicated space, ideally air-conditioned, housing a number of power-hungry servers that have to be bought or leased, maintained and ultimately replaced. Add the essential cost of technical support and you end up with a major budget heading. Attempting to economise risks breakdowns, frustrated teachers and major expenditure further down the line. That said, there have been some cost-saving developments. Tech-savvy IT managers have saved their schools significant money by virtualising servers with the aid of Microsoft Hyper-V technology. Together with ‘private cloud’ initiatives, they can be seen as markers on a road leading towards complete ‘desktop-as-a- service’ cloud hosting. The final step came with the availability of Microsoft ‘Azure’ enterprise cloud, enabling cloud-hosting for any and all of the services currently provided by on-site servers. As a result, the true ‘serverless school’ environment is now well within reach. ➜ 15
  16. 16. South Lee, Think IT and Tekpool. A year ago, staff at South Lee engaged Think-IT’ to carry out a complete review of IT at the school. Think –IT is a DfE recognised procurement framework specifically for cloud based services in education. As part of the review, Think- IT introduced Director of Studies and IT resource manager Paul Begbie to Tekpool, to look at providing a virtual desktop environment – that’s to say, all of the existing and future IT resources of the school hosted in the Cloud, available on demand anytime, anywhere, on any device. ‘I went to a Think-IT conference and realised that there that the virtual desktop model is ideal for the environment of our school,’ says Paul. “A lot of the work here is done out of school hours. Teachers work from home, and students have homework. I knew we wanted modern IT functionality with tablets, and all that the internet has to offer, integrated into the every day running of the school.” Tekpool’s virtual desktop environment was installed over the Summer of 2015, and a Beta version was running by the start of the Autumn term. Meanwhile, the drastic reduction in the need to look after servers is a huge bonus for the school. “We have a part-time technician, and there’s an IT teacher and myself. I did have a background in IT years ago. But really, an organisation of our size cannot maintain the expertise to run an in-house system. We want the management of our IT to be situated in the best place for it, which is in Microsoft’s data centre.” Be prepared. Ahead of the installation, though, the first step for South Lee – and this is a lesson for all schools embarking on an IT refresh or upgrade, especially where cloud access is involved – was to upgrade the wifi. We rejigged the whole network,’ says Paul Begbie. ‘What we had was archaic. Now we have a superb wifi network.’ There are still occasional problems, however, which will ultimately be solved with an extra broadband line dedicated to the Azure platform. They named the new system ‘Grasshopper’, partly because the young students would like it, and also as a gesture of respect to Grace Hopper (‘Amazing Grace’) the US Navy Admiral who did pioneering work on programming languages in the Forties. From the start, teachers have been enthusiastic about their new ability to work anywhere, anytime on any device, with the full familiar experience on all of their usual software and applications. ‘Staff are very supportive,’ says Paul Begbie. ‘They are inspired by what is on offer, such as the ability to get on with work and print files from home. In class we see teachers using it to project their lessons on to screens.’ Now, South Lee uses on-site servers only to play DVDs, which are extensively used in multi-media classroom presentations. ‘That’s a half-way stage,’ says Paul Begbie. I envisage in the future we’ll be able to move their content to Azure and log straight in to run them.’ Better service Tekpool CEO Jason Taylor says, “The beauty of our platform is that it will run on almost any device, providing those who use it the familiar look and feel of a traditional Microsoft desktop and all of the applications which run on it.” Not only that, as enhancements to the Azure platform are made, they can be passed on straight away, as Jason Taylor goes on to point out. “As Microsoft provision new and faster servers in Azure we as customers can move our clients to faster servers instantly as part of the service. You can’t replicate that in a traditional hardware scenario especially with the limited budgets available to schools.” “A LOT OF THE WORK HERE IS DONE OUT OF SCHOOL HOURS. TEACHERS WORK FROM HOME, AND STUDENTS HAVE HOMEWORK. I KNEW WE WANTED MODERN IT FUNCTIONALITY WITH TABLETS, AND ALL THAT THE INTERNET HAS TO OFFER, INTEGRATED INTO THE EVERY DAY RUNNING OF THE SCHOOL.” ➜ “A LOT OF THE WORK HERE IS DONE OUT OF SCHOOL HOURS. TEACHERS WORK FROM HOME, AND STUDENTS HAVE HOMEWORK. I KNEW WE WANTED MODERN IT FUNCTIONALITY WITH TABLETS, AND ALL THAT THE INTERNET HAS TO OFFER, INTEGRATED INTO THE EVERY DAY RUNNING OF THE SCHOOL.” 16
  17. 17. Looking forward. At the moment staff use the virtual desktop system more than students do, because student access is currently limited to the computer suites. The next step is move to one-to-one student devices. The school is taking its time with this, says Paul Begbie, trialling different devices, making sure of taking the right decisions. “Given the age range – two to thirteen – requirements may well differ. The juniors could want something robust, with detachable keyboards, perhaps Microsoft Surface.” In fact the strength of the Tekpool Azure- based platform is that any wifi enabled device, with any operating system will run on it, maintaining a consistent look and feel. ‘Moving forward, we know that Think- IT will help us in making the right decisions for our school.’ --- If, like South Lee, your school is considering new devices, then we’d recommend you take a look at our Devices in Education eBook. We are also offering a 30% discount on Surface 3 bundles through our partners until 31st March 2016. Cost saving. There are clear and significant cost savings for a school to be had from reducing, or entirely eliminating on-site servers. Apart from the obvious elimination of the cost of buying, leasing and replacing servers, there will be a dramatic reduction in electricity. The server room can also be reclaimed for teaching and learning. Then there’s the considerable saving in cost, time and convenience that comes when technical support becomes either unnecessary, or can be directed more productively to helping teachers make the most of the available technology. Buying through Think- IT gives schools easy and direct access to leading-edge companies like Tekpool. As Paul says, “We have not had to purchase any network servers. Based on evidence from other schools, we considered that we would probably have had to take on a full-time technician to support the network infrastructure had we not gone for the Cloud-based solution.” “IN FACT THE STRENGTH OF THE TEKPOOL AZURE- BASED PLATFORM IS THAT ANY WIFI ENABLED DEVICE, WITH ANY OPERATING SYSTEM WILL RUN ON IT, MAINTAINING A CONSISTENT LOOK AND FEEL.” Microsoft Azure “IN FACT THE STRENGTH OF THE TEKPOOL AZURE BASED PLATFORM IS THAT ANY WIFI ENABLED DEVICE, WITH ANY OPERATING SYSTEM WILL RUN ON IT, MAINTAINING A CONSISTENT LOOK AND FEEL.” 17
  18. 18. Showcase School
  19. 19. 15SEE THE LAUNCH VIDEO UPGRADE TO WINDOWS 10 Showcase School We are on an exciting trajectory which will allow pupils to develop the 21st century skills which are required for the workplace. Treorchy Comprehensive school is situated in the Rhondda valleys in the heart of the old Welsh mining community. There are currently 1640 pupils on roll of whom just under 25% are entitled to free school meals. The school was made a Microsoft Showcase school this academic year and has 5 Microsoft Innovative Expert Educators (MIEEs) amongst its teaching staff. The school prides itself on being a community school committed to excellence. The school is forward thinking in its use of technology and is innovative in its use throughout the curriculum. It has thought long and hard about its strategy and has worked from the ground up ensuring infrastructure was sound prior to embarking on the exciting times ahead. The school has been a Microsoft Academy since 2013 which has allowed both staff and students access to resources to develop their skills. One pupil, Robert Cook, secured an apprenticeship with the NHS due to the opportunities offered to him through the academy. Robert was one of the first pupils to sit a Microsoft Office Specialist (MOS) qualification at the school. ➜ MOS certifications are recognised qualifications from Microsoft that allow students to demonstrate their proficiency in a number of Office applications, including Word, Excel and PowerPoint. These qualifications supported Robert in gaining an apprenticeship with the NHS and were noted as one of the reasons he was hired. “You hear too often of schools purchasing devices and not being in a position to use them effectively. This was one trap we were determined not to fall into. Significant investment of time and money have been made to ensure that the digital vision of the school could become a reality.” Mr R Angell Jones (Headteacher) Treorchy Comprehensive School 19
  20. 20. 15SEE THE LAUNCH VIDEO UPGRADE TO WINDOWS 10 The project exceeded expectations, pupils’ interest and engagement in reading had improved (especially that of boys), they found new ways to work together, they were using new technology and software with confidence (they discovered Office Mix all on their own) and it got departments working together like never before. Office 365 is providing pupils opportunities to work within collaborative environments ensuring the development of their independent and interdependent skills. What next? The school is currently in its first year of offering pupils the opportunity to purchase and bring devices to lessons. We’re excited by the Learning Tools being developed for OneNote (Preview). Having built-in reading and writing tools will definitely be welcomed by teachers and learners at Treorchy Comprehensive. This along with the school priorities of developing digital competency and giving it equal value to literacy and numeracy is ensuring that ALL our learners are prepared for the 21st Century workplace. Staff have also engaged in CPD through the Academy with 25 staff having gained the Microsoft Certified Educator (MCE) qualification to date with a further 21 staff aiming to do so this year. “We believe that Digital Competency is an essential skill for all pupils and is vital for the 21st Century Workplace – equipping teachers with the tools they need to help facilitate this is equally as important.’’ Treorchy Comprehensive School has given digital competency the same status as literacy and numeracy and the curriculum is being designed around this allowing pupils to develop their skills across the curriculum and in a meaningful context. Making the most of Office 365 For the school, ensuring that all pupils had access to Microsoft Office was a reality via the Office 365 Pro Plus scheme, not only did pupils get the latest Office updates, but they were able to download the software for free on their home devices. For a school with 25% of its pupils entitled to free school meals, this is quite powerful and life changing – for many Office at home would have been off limits due to cost – now ALL pupils have the opportunity to practice at home for their MOS qualifications. The learning tools within Office 365 is changing classroom practice and the way different subjects now work and collaborate together. For example, last year a group of Year 7 pupils embarked on a cross curricular project between the English and ICT department. What started out as a project to enhance the reading skills of pupils turned out to be much more! Pupils were reading the book Carries War in English and this theme continued into their ICT lessons. They were able to do this through sharing their class OneNote across both subjects. By the end of the project, the collaboration found its way into the History department too – pupils presented their findings and projects as part of the VE day celebrations. “ The NHS valued my MOS qualifications and it enabled me to be narrowed down from 365 applicants to one. After talking with my employer, who is the head of software development at Cwm Taff, he said he valued my Microsoft experience greatly and it made me stand out.” Robert Cook Treorchy Comprehensive School Showcase School 20
  21. 21. ➜ MIEE Report Supported by
  22. 22. 15 ITEACH with Charlotte is a YouTube channel which promotes the use of technology in schools and in the classroom. Set up by Microsoft Expert Educator Charlotte Beckhurst, the resources aim to tackle the issues and concerns teachers and schools experience when considering how to introduce technology into school strategy and daily classroom life. Through snappy 2-3 minute videos, Charlotte an Assistant Head at Brook House Primary school, looks at ideas for incorporating technology into lessons and provides her own thoughts and opinions on current and future tech trends in education. What drew you to the field of education? Why is it important to you? I got into teaching because I wanted to work in Human Resources and training, which is where I began. Years ago, one route to become a trainer was to go into teaching first. That was it! I entered teaching, fell in love with the profession and never returned to the corporate world. I love working with people and working in an industry where I can learn and develop from other people at the same time as teaching or training them. If you work hard, you will always get back what you put in and be able to develop along the way. I find I am on a constant learning and developing path. Describe how your professional achievements have advanced innovation in education. What has changed as a result of your work? I have been working actively to promote technology in education since 2012, my previous school was the first to be solely cloud-based using Office 365. My work was recognised by Microsoft and I was awarded MIEE status in 2014. This led to an exciting and successful relationship with Toshiba MIEE Report: where we jointly published 20 lesson plans which incorporated technology into the primary curriculum. The ultimate aim – to help teachers use more than just the search engine. Charlotte Beckhurst Teacher I think every school should have ICT/computing central to their school improvement plan. ITEACH with Charlotte is hoping to not only provide ideas but to encourage and support schools to put ICT first; to build schools innovative in their approach. Then in 2015, in partnership with Toshiba we decided to practice what we preached and embrace the world of vlogging with ITEACH with Charlotte. 22
  23. 23. 15 MIEE Report: In your view, what is the most exciting innovation happening in education today? The synergy between technology and education. I think every school should have ICT/computing central to their school improvement plan. ITEACH with Charlotte is hoping to not only provide ideas but to encourage and support schools to put ICT first; to build schools innovative in their approach. For example, the world of programming is becoming more readily available with new software like the BBC micro:bit, giving learners a genuine opportunity to define their own learning outcomes. I wonder how many schools have embraced this opportunity provided by the BBC? I would love to see schools provide learners with tools to engage and deepen their learning and educators with the skills to create purposeful, empowering and technological classrooms. When educators become more confident and comfortable using technology, creative and innovative teaching methods emerge. Is there a 21st century skill (critical thinking and problem solving, communication, collaboration, or creativity and innovation) that you are most passionate about? Why? For my year one students, they are still learning the skill of collaboration, thinking about how to take turns, how to share ideas, how to compromise and to listen to other ideas. Therefore, I would have to choose collaboration, although I love creativity. Technology is a great tool to develop and encourage collaboration and at the same time, coming up with new ideas together with the students about how to use the technology and what they do with it, often surprises me. Why did you choose to vlog to share your practice? Teachers are always short of time, so providing CPD that can be accessed on the go makes it easy and accessible. Each vlog is jam packed with relevant information and no more than 3 minutes in length. It’s still early days, but vlogs include using Kids Story Builder in Literacy and using Nova Mind mapping in the classroom. If you want to get involved, ITEACH with Charlotte is always on the look out to share ideas and to promote good practice from whole school and classroom perspective. Have your ideas shared or pose some questions for Charlotte to answer. You can get in contact with Charlotte via ITEACH with Charlotte on YouTube or on Twitter @CharBeckhurst. Lesson Plan 3: Using Nova Mindmapping in the classroom I would love to see schools provide learners with tools to engage and deepen their learning and educators with the skills to create purposeful, empowering and technological classrooms. When educators become more confident and comfortable using technology, creative and innovative teaching methods emerge. 23
  24. 24. 1515 STUDENT AMBASSADOR Laura BE YOUR FUTURE
  25. 25. It’s a known fact that humans resist change. Whether that be changing schools, moving jobs or being surrounded by different people, it’s only natural that this is daunting for many of us. So as a student it can be a terrifying experience when you are confronted with choices which instigate great change. We are asked to choose GCSEs, pick the right A-Levels, choose a University course and ultimately start making progress towards a successful career. To put it simply, we are being asked if we can make decisions that have the potential to change the rest of our lives. A year ago, I would have been thinking exactly what you are now. There was no way I was ready to dive head first into the big, wide and somewhat corporate world, beginning to make decisions that really matter. It was too risky. So when I embarked on the best internship programme around (OK – perhaps I’m slightly biased), I wanted to be part of something that can help other students overcome this fear we have of moving on. When you first join a scheme like I have, you naturally become a part of a very tight community. In July 2015, there were 101 of us fresh-faced university students, embarking on our placement year as part of our university courses. We had all moved away from home to university, then moved from university to the wonder that is Reading to start at the UK HQ. This meant that every one of us was in the same position, so it was not surprising when we all became like family to one another over the year. During our induction we all shared our role titles. Some of ours were self-explanatory, others not so much. CSS EMEA, TAM in SMSP, SSP in EPG…. WHAT?! It was clear that there were some amazing opportunities that were being offered, but even clearer that none of us had a clue what those were yet. It was then that I set myself 2 objectives to help students in the position that I was in last year: 1. Help make the transition easier for those just beginning their career. 2. Inform students on the opportunities available to them (without the corporate jargon). So, when I was offered the opportunity to take on the role of Content Lead for the Be Your Future blog, educating and entertaining students all over the globe on what life is really like for a student at Microsoft, it was a case of two birds, one stone. BUILDING THE NEW BLOG The bigger and better Be Your Future blog was relaunched in November 2015 and since has reached over 70,000 students in over 100 different countries, with our monthly views now topping 23,000! 70,000 STUDENTS IN 100 COUNTRIES 23,000 MONTHLY VIEWS Rebuilding the entire website. Rebranding the blog with a new logo, colour scheme, formatting etc. Scrapping old content and creating a tonne of new great stuff. Filming amazing videos (keep your eyes peeled on this one…) Collaborating with other interns around the world. Become part of the intern family! The Be Your Future blog team is now a team of 11 interns who have put everything into supporting students the way we would have liked to have been supported. Although there was a website left by the previous interns, we knew that this was not reaching BYF’s full potential, so we took a few minor steps to improve it, such as: STUDENT AMBASSADOR Laura 25
  26. 26. There is so much great stuff on the blog and everything that we post is there to help you. We know exactly what you are all going through, so being able to give our top tips and advice to you through BYF is an incredible opportunity for both you and us. If you want to find out more about life as a student at Microsoft, or the career options you have, then the Be Your Future blog is the place for you. If there is anything that isn’t covered in the blog that you would like to see, or you have any feedback on the content we already have, get in touch with me via Twitter and I’ll see what I can do for you! Attending the BETT show! you can also get in touch via our facebook twitter channels Get in touch via twitter: @LauraJaneEdu + YOUR QUESTIONS + #TheFeed #BYF Check out our blog! #BYF Role insights for all sorts of jobs across the apprenticeship, internship and MACH schemes. Day in the life posts, looking at the day-to-day life of a students at Microsoft Events to attend or hear about, such as the free Aspire Event or the BETT Show. Cultural posts which look at the great stuff that Microsoft gets up to. International Insights from Poland, Ireland and many more. Application tips and advice on the process you got through to get here. 101 Team news and updates, from our other intern stretch projects. Opportunities to get involved with the BYF team, such as our recent Skype Roulette, Twitter Placement Chat or FAQ Videos . Links to apply, including the Apprentice applications which have just opened! WHAT CAN YOU FIND ON THE BLOG? STUDENT AMBASSADOR Laura 26
  27. 27. What’s better than free?  Something that’s free and incredibly useful. Investing in technology usually comes at a price. Not this time. Microsoft Office Education Plus provides familiar apps like Word, Excel and OneNote free to all eligible teachers and pupils in an easy-to-install download.   Empower your teachers and pupils with the tools they’re familiar with, on multiple devices such as PCs, mobiles and tablets – at school and at home.   Are you making the best of what you’ve got? Check eligibility at office.com/getoffice365 For resources to promote in your school, go to office.com/getoffice365resources
  28. 28. In response to educators expressing an interest in adopting curriculum that provides secondary school students with an introduction to computer science, Microsoft has partnered with Harvard to bring CS50 Computer Science Principles (CS50 CSP) to secondary schools, globally. Adapted for secondary school success by Harvard University’s Professor David J. Malan and with Microsoft’s support, the curriculum is based on the ‘This is CS50 course’, which originated at Harvard University and is now also taught at Yale. AUDIENCE AND OBJECTIVES This training is designed for teachers who plan to teach CS50 CSP in a classroom setting. It is assumed that educators’ experience with programming and/or teaching programming will vary, but that all participating educators will feel confident in a text-based programming environment. Teacher learning objectives include: • Become familiar with C Programming language and the span of computer science and computational thinking concepts addressed in the course. • Experience an introduction to CS50. • Learn about Objectives and Assessments. • Understand how to use the course materials. • Learn tips and tricks for creating and growing your school’s computer science learning community. • Leverage the support of Microsoft. • Understand how to teach the course. • Understand further preparations that may be needed to be ready to teach the course. UPON WORKSHOP COMPLETION: Educators completing this two and ½ day workshop will: Receive a Certificate of Participation from Harvard, in which the hours of participation are recorded. May apply to run their own their CS50 CSP Implementation Workshop for other educators in summer 2017. COST: No cost for workshop. Participants responsible for travel/expenses. Educators Apply Here for UK workshops: http://cs50.harvard.edu/ap/apply TRAINING COURSE FOR EDUCATORS CS50 CSP Educator Implementation Training is a 2 and 1/2-day, in-person workshop designed to prepare teachers for teaching CS50 CSP in their classrooms. The workshop guides teachers through key components of the CS50 learning experience, and highlights the pedagogy and methodology that has made secondary school student success a reality for educators in the CS50 Pilot. Educators receive hands-on experience with the curriculum and a deep understanding of the course’s three guiding principles: 1. RIGOR 2. ACCESSIBILITY 3. COMMUNITY CS50 COMPUTER SCIENCE PRINCIPLES IMPLEMENTATION TRAINING WORKSHOP MAY 27-29, 2016 LONDON INTRO INTRO 28
  29. 29. V E NTSE 29
  30. 30. For the Microsoft education team, the BETT Show is a special time of the year. The show offers the whole team a chance to meet with our broader community, provide a stage to our Showcase Schools and MIEEs to share their stories/best practice and connect with the many Microsoft partners exhibiting at the show. BETT 2016 was no different – with over 12,000 people visiting the stand it was a very busy and exciting week! 20-23 JANUARY 2016 EXCEL LONDON 30
  31. 31. BETT Microsoft Showcase School Tour On Tuesday 19th January over 300 educators and ministry officials boarded buses destined for their chosen showcase school location – either UTC Reading, Simon de Senlis, Ark Swift and Sydenham. Participants heard about the school vision and values, observed learning in motion, had opportunity to see contemporary physical spaces and see how Microsoft solutions were being used by students and MIE- Experts. The buses were buzzing on the return journeys with attendees talking about Surface and digital inking, OneNote Class Notebook, Office 365, Skype, Minecraft and Windows 10. Find out more about our 600 Showcase Schools 31
  32. 32. 32 @Isen_praktikant @MAMTANARULA
  33. 33. Microsoft’s partnership with Code.org, and the specially created Hour of Code Minecraft tutorial, has the bold ambition of helping millions of young people to start coding. It was great to see Prime Minster David Cameron and the Secretary of State for Education, Nicky Morgan, host a reception at Downing Street to get to grips with the tutorial themselves. Pupils from Eastlea brought their BBC micro:bits to Westminster and taught Members of Parliament some invaluable digital skills. @codeorg #hourofcode 33
  34. 34. Our MIEE’s are participating in and running a series of TeachMeet’s up and down the country. Keep an eye on the UK Schools Blog for dates. We would love to see you at a future event! 34
  35. 35. Recognising Education Innovation At Microsoft, we believe that technology alone cannot develop the 21st century skills students require. Technology is an accelerator, but alone it does not enable change. We believe in the power of schools and the impact school leadership can have when they are brought together around a community of professional practice. The Microsoft Schools program is a leadership-focused initiative to highlight innovative leading and teaching across globally recognised schools. What are Showcase Schools? Showcase Schools are recognized leaders in personalized learning, amplified by 1:1 deployments effectively using Microsoft solutions (e.g. Surface, Office 365, Office Mix, OneNote, Skype), to enable anywhere, anytime education for all students. A Microsoft Showcase School work in an open-hearted and collaborative way towards improving the life chances of the students. What are Associate Showcase Schools?  Associate Showcase Schools* (ASCS) are a ‘lighter touch’ group of schools who are exploring some MSFT solutions within the school, have begun a process of transformation or who are exploring new approaches using MSFT solutions. Their leadership is keen to implement technology solutions to drive innovation and improve learning outcomes.  *Associate Showcase Schools can be on boarded at any time during the year. To apply for Associate Showcase School status contact @microsoftedUK for more details. Showcase School 1 2 Abington Vale Primary School Ark Bentworth Bolsover CE Junior School Denbigh School Duston Eldean Primary School Eastlea Community School Ecton Brook Primary School Fosse Way School Gwyrosydd Primary MEET THIS YEAR’S SHOWCASE AND ASSOCIATE SHOWCASE SCHOOLS: Ark Swift Primary School Central London Broadclyst Community Primary School Exeter Cam Everlands Primary Gloucester Cornwallis Academy Kent Danesfield Primary School Reading Darran Park Primary School Wales Oasis South Bank Academy Central London Ribblesdale High School Clitheroe Sandymoor School Runcorn Shireland Collegiate Academy Birmingham Simon De Senlis Primary School Northampton St Edmund Arrowsmith Catholic High School Wigan St John’s Beaumont Surrey Sydenham School Central London The Whitehaven Academy Lake District Treorchy Comprehensive School Wales UTC Reading Reading Wellington College Crowthorne West College Scotland Scotland Wymondham High School Norfolk 15 14 13 12 11 10 9 8 7 6 5 4 3 20 19 18 17 16 4 2 11 36 9 8 10 12 13 147, 1, 15 16 17 5, 18 19 20 Hayesdown School Headlands Primary School Lings Primary School Myddelton College Sevenoaks School The Mendip School UTC Media City Weston Favell CE Primary Wirral Grammar School for Boys Associate Showcase School
  36. 36. @thefeedUK #thefeedUK TheFeedUK

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