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Jenkin (2014) suggested that the benefits of citizen science go beyond meeting the demands of the curriculum, as its authenticity can act as a real hook enabling children to:

engage in work that has never been done before

gather data that is valuable for scientists

consider scientific careers

become more aware of real-world issues

go outside and engage in hands-on experiments

make a real difference to their local environment

develop a real sense of ownership over their projects.

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Digital data logger of science nature that can be shared with others.

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Creative tool to do digital stories and poems that can be shared with others.

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A visual aid to enhance lessons taking the student to the place to aid learning.

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The visible learning cycle (from Grantham, 2015, p. 32)

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The visible learning cycle (from Grantham, 2015, p. 32)

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Online programmes that the school can use for the children to do writing. It can be edited by peers which in turn can improve grammar and spellings for all involved in the process and the final copy can be sent to the teacher for marking online and can be return to the student online. This saves carrying boxes of books home for marking.

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Merchant’s six themes of digital communication 

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Merchant’s six themes of digital communication 

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Merchant’s six themes of digital communication: multimodality, linguistic innovation, remix, playfulness, participation and connection

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Use, Understand, Create

Competencies for digital literacy can be classified according to three main principles: Use, Understand and Create.

Use represents the technical fluency that’s needed to engage with computers and the Internet. Skills and competencies that fall under ‘use’ range from basic technical know-how – using computer programs such as word processors, web browsers, email, and other communication tools – to the more sophisticated abilities for accessing and using knowledge resources, such as search engines and online databases, and emerging technologies such as cloud computing.

Understand is that critical piece – it’s the set of skills that help us comprehend, contextualize, and critically evaluate digital media, so that we can make informed decisions about what we do and encounter online. These are the essential skills that we need to start teaching our kids as soon as they go online.

Understand includes recognizing how networked technology affects our behaviour and our perceptions, beliefs and feelings about the world around us.

Understand also prepares us for a knowledge economy as we develop – individually and collectively – information management skills for finding, evaluating and effectively using information to communicate, collaborate and solve problems.

Create is the ability to produce content and effectively communicate through a variety of digital media tools. Creation with digital media is more than knowing how to use a word processor or write an email: it includes being able to adapt what we produce for various contexts and audiences; to create and communicate using rich media such as images, video and sound; and to effectively and responsibly engage with Web 2.0 user-generated content such as blogs and discussion forums, video and photo sharing, social gaming and other forms of social media.

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A PLN essentially is a network of connections between people, tools and resources. The network can be harnessed to share ideas and resources, to collaborate or to keep up to date with changes and innovations in your area of interest.

By its very nature, an individual PLN is unique and will change over time.

A PLN can consist of both online and real-world elements, so may include friends and colleagues, textbooks and library resources as well as online connections via blogs and social media.

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Mathematics games and tools for the classroom.

Good to use in lessons to give the children an alternatives way to learn the national curriculum in Mathematics.

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The wide range of problems that Ollerton suggested are being solved every day by people ‘in all walks of life’ is mirrored in the broad categories listed below, of mathematical problems identified by Askew and Wiliam (1995)

Standard problems: often referred to as ‘word problems’, in which a calculation is given a context (e.g. If each egg box contains six eggs, how many boxes are needed for 37 eggs?)

Non-standard problems: more complex problems that require children to decide how to solve them.

‘Real-world’ problems: these are about solving genuine ‘real-life’ problems, such as how much to charge for different items on the cake stall at the summer fair, or designing and creating a scale plan for a new wild-life area.

Puzzles: these are more abstract and usually require more flexible and creative approaches.

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Ten 21st century skills, in four broad categories as defined by ATC21S (2012)

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Ten 21st century skills, in four broad categories as defined by ATC21S (2012)

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Concepts of computing to be used in lessons through cross curricular activities.

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The Jam sandwich algorithm lesson was a great way to show children that algorithms instructions need to be precise for the computer to understand the instruction.

I would use this 'unplugged lesson' as it is a great way to get children to understand computing concepts.

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Computational thinking: concepts and approaches supporting the teaching of computing

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Computational thinking: concepts and approaches supporting the teaching of computing

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ICT across the curriculum developing 21st century skills

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ICT across the curriculum developing 21st century skills

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A useful tool to use as a virtual brainstorming notice board.

Useful to use in school to share ideas with colleagues.

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Children could find coding interesting whilst creating a game or animation on the programme. This would be a useful tool to use in school to develop computing skills.

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I think it is an alternative way to teach in class.

Provided the school, children and parents are on board to support this idea then it would be useful to use as children would be able to experience learning ahead of the lesson and then misconceptions could get addressed during the lesson.

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The National Curriculum gives details of what is expected for children to be taught and learn. It is broken down in the Key stage year groups.

It is  a useful tool to find out what children are expected to learn and be taught.

I have used this when preparing for TMA's and when assisting in the classroom. It has enabled me to focus on the content and vocabulary required and this has enhanced my input with children in lessons.

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The Ofsted handbook gives guidance about the requirements needed to be an outstanding teacher.

It is  a useful tool to refer when working on personal development plan goals.

I have used this to refer to whilst writing TMA's and also it will be good to keep in mind when teaching in class.

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This English text book gives details about Primary English to assist in teaching in the primary sector.

It is  a useful tool to refer to and revise topics.

I have used this book to help revise the areas of Maths that I was unsure of and also to brush up on existing knowledge which has enabled me to feel confident and in turn assist children in class with there mathematics.

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This Science text book gives details about Primary Science to assist in teaching in the primary sector.

It is  a useful tool to refer to and revise topics.

I have used this book to help revise the areas of Science that I was unsure of and also to brush up on existing knowledge which has enabled me to feel confident and in turn assist children in class with their Science.

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Primary English Knowledge and Understanding

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Primary English Knowledge and Understanding

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This English text book gives details about Primary English to assist in teaching in the primary sector.

It is  a useful tool to refer to and revise topics.

I have used this book to help revise the areas of English that I was unsure of and also to brush up on existing knowledge which has enabled me to feel confident and in turn assist children in class with their English.

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The English work book completed for TMA03 gives full details and examples of English language requirements needed for children to understanding whilst following the National Curriculum.

It is  a useful tool to refer to and revise topics.

I have used this workbook to help revise the areas of English that I was unsure of and also to brush up on existing knowledge which has enabled me to feel confident and in turn assist children in class with their English