EDUCATION
support and contribute to the life and work of the college, this specialist academy offers state-of-the-art laboratories and facilities for those aged between 13 and 19 years – inspiring the next generation of Britain's scientists, technicians, engineers and programmers. One of CAST’s biggest draws is its ‘challenge projects’ with businesses in the Cambridge Cluster and beyond, something which continued even when students were learning from home. “Challenges offer the experience of work-related and project-based learning, and often use industry-level technology to provide our students with the practical skills that underpin learning achieved through academic study,” explains principal Danielle Pacey. “The programme is regarded as a national exemplar of excellence in project- based learning by educationalists and business leaders.” She adds: “We were delighted we were still able to continue with our challenge project work with employer partners during lockdown, with a number of year 9 students managing to complete a Bronze Industrial Cadets award with Amazon and ARM, and some year 10 students continuing
to work on their hydroelectric power project with Mott MacDonald.” Being such a tech-focused school, it’s no surprise CAST was fleet of foot when it came to adapting to online teaching, quickly integrating pre- recorded presentations and live virtual lessons, plus posting lesson resources on Microsoft Teams. And although they’re happy to have welcomed back pupils now, the team has drawn positives from recent experiences. “There have been a number of advantages to the ways we have used technology over lockdown: as families are not allowed in the building for events, posting narrated PowerPoint presentations and arranging Microsoft Teams meetings help keep them informed about students learning and progress,” says Danielle. “Also, while we’re pleased to be back teaching face to face, all the lessons we learnt mean we are ready to move towards remote teaching if staff members or students need to remain at home. The skills staff have acquired during this time are already being incorporated into day-to-day teaching.” It’s a similar story at The Leys, where lessons learned in lockdown have informed the school’s approach to tech moving forwards. “Now that
the school has reopened, albeit with strict social-distancing guidelines in place, the tech gains made in digital learning have been retained and built upon,” comments Geoffrey Howe. “Staff have received further training so that if local lockdowns become a feature of the academic year, learning at The Leys will continue.” The school was already evaluating the use of virtual reality (VR) technology before the pandemic and, last year, one of the teaching rooms was transformed into a VR classroom that can provide an immersive experience for pupils and teachers, allowing them to create, upload and share content in engaging and unique ways. “It will be exciting to see how this concept is
developed over the coming year,” concludes Geoffrey. “Technology is an integral part of the world we all live in and teaching digital skills and exposing students to an education where digital delivery is commonplace is essential to preparation for life beyond the school gate.”
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