Handwriting vs. Keyboard Skills Literacy Toolkit HGIOS 4 Where does it link to How Good is Our School? 2.2 – Curriculum 2.3 – Learning, teaching and assessment 2.4 – Personalised support The notes section in each presentation is primarily for the facilitator, indicating additional requirements or information. Handwriting vs. Keyboard Skills The objective of this PPT is to explore the use of keyboard skills within the classroom environment. This PPT will address the following Quality Indicators from HGIOS 4: QI: 2.2 – Curriculum – Themes: Rationale and design Development of the curriculum Skills for learning, life and work QI: 2.3 – Learning, teaching and assessment – Themes: Learning and engagement Quality of teaching Planning, tracking and monitoring QI: 2.4 – Personalised support – Themes: Universal support Removal of potential barriers to learning

Handwriting vs. Keyboard Skills Literacy Toolkit Agenda Activity 1 – Introduction / Starter Activity (5 mins) Activity 2 – How’s it going / feedback (10-20 mins) Activity 3 – New Learning (25-40 mins) Activity 4 – Personal Action Planning (10 mins) Activity 5 – Summary of Learning (5 mins) This agenda is fixed and is the same for every presentation in the toolkit.

Handwriting vs. Keyboard Skills Literacy Toolkit Activity 1: Voice on the table In a maximum of 30 seconds, share how often you use handwriting skills in everyday correspondence? To start the session choose an activity which is non-judgemental and everyone can contribute. “How often do you use handwriting skills in everyday correspondence? You have 30 seconds per teacher to tell the group what it is. No teacher can ‘pass” The role of the teachers when it is not their turn is active listening You may use a stopwatch Choose respondents to share their opinion -everyone must be involved in this activity Max 5 Minutes for this activity

Handwriting vs. Keyboard Skills Literacy Toolkit Activity 2: How’s it going? Independently, reflecting on your current literacy planning documents, highlight the planned opportunities you provide in your classroom for children to: learn handwriting skills learn keyboard skills. Are we missing an opportunity? Facilitator to ask staff to bring along any relevant literacy planning documents so they can reflect on planned experiences. If staff do not have their planning documents, they should be encouraged to create a list of opportunities that they use to develop handwriting and keyboard skills. Staff to share the experiences they currently give children in handwriting and in keyboard skills in their classroom. Are we balancing our teaching of handwriting with teaching keyboarding skills? Are we missing an opportunity? 15 minutes

Handwriting vs. Keyboard Skills Literacy Toolkit Activity 3: New Learning “The world has changed considerably in recent times, and it is essential that education not only keeps up with change but anticipates the future as far as possible. If Scotland's children and young people are to gain the knowledge, skills and attributes needed for life in the 21st century we need a forward-looking, coherent curriculum that will inspire them to achieve at the highest levels.” Education Scotland: The case for change How should we adapt the literacy opportunities given to children to ensure they are fully prepared for the world of ICT in the 21st century? Following on from the previous exercise – the facilitator should share this quote from Education Scotland: The case for change [accessed on [http://www.educationscotland.gov.uk/thecurriculum/whatiscurriculumforexcellence/howwasthecurriculumdeveloped/caseforchange/]. The question on the slide should then be asked. How should we adapt the literacy opportunities given to children to ensure they are fully prepared for the world of ICT in the 21st century? Staff should be given 2 minutes to discuss their thoughts with a partner; these should then be shared amongst the group. 5 – 10 minutes

Handwriting vs. Keyboard Skills Literacy Toolkit Activity 3: New Learning This video details the importance of keyboard skills for learners in the 21st century. Keyboarding - Prepare for the future What are the barriers to this? How would we go about teaching children to be efficient and skilled in typing? Watch the video, available on: http://www.bing.com/videos/search?q=death+of+handwriting&qs=n&form=QBVR&pq=death+of+handwriting&sc=0-12&sp=-1&sk=&adlt=strict#view=detail&mid=AD0C77AFAAC5BC4F134CAD0C77AFAAC5BC4F134C In pairs/ as a group, discuss: What are the barriers to this? How would we go about teaching children to be efficient and skilled in typing? 15 - 20 minutes

Handwriting vs. Keyboard Skills Literacy Toolkit Key points It is important that children are fully literate in the world of technology. Keyboarding skills play an important part in accessing this world efficiently. How would we go about teaching children to be efficient and skilled in typing? [cont.] BBC - Dance Mat Typing Facilitator to share key points. Reflect on the answers from the previous slide: How would we go about teaching children to become efficient in their keyboarding skills? Follow the link to the BBC website which demonstrates a program children can use to develop keyboard skills. Staff to discuss how this program (and similar packages) could be used in the classroom (during literacy time, soft start, structured play etc.). Encourage staff to share any other ideas that they may have. At this point the facilitator may refer to the school’s ICT policy/framework, including progression across the school. 5 – 10 minutes

Handwriting vs. Keyboard Skills Literacy Toolkit Activity 4: Personal Action Planning Over the coming weeks, look for opportunities to for children to develop their keyboard skills in your classroom. Choose one or two elements that you are going to explore and evaluate. Bring back your findings to the next session Using the Personal Action plan sheet each teacher chooses one or two elements s/he is going to explore and use during the next month. This may involve doing more of some things and less of others and teachers may need pushing on this. Activity 4: Personal Action Planning Have copies of My Personal Action Plan ready to distribute Pair-share: two minutes sharing your plan with your partner then swap. Randomly choose two or three teachers to share with the group what their partner is planning 5 – 10 minutes

Handwriting vs. Keyboard Skills Literacy Toolkit Activity 5: Summary of Learning Write your name on the card or post-it and one implication today’s session will have on your practice. Leave your card or post-it on your way out. EXIT CARDS Distribute exit cards( pieces of card or post its) and ask each member to write their name on the card and one thing that they learned in the workshop on the card. Collect in the exit cards. Read through the cards so that you can feedback to the group at the start of the next workshop.

Handwriting vs. Keyboard Skills Literacy Toolkit FOLLOW UP LINKS: Sense-Lang Typing BBC - Dance Mat Typing Typing Test - Games Typing Test - Free Test FOLLOW UP LINKS The facilitator should refer participants to the follow up links which can be accessed independently for further information.