2018 Year 4 Mac Book Presentation

Cyber Safety Parent Workshop

Last night , over 70 parents and teachers attended the YSafe Cyber Safety Parent workshop. The feedback from parents has been very positive. We have decided that this will be an annual event for all parents to attend. 

Jordan Foster, psychologist and director of YSafe, discussed many relevant social media, gaming and internet topics. She also discussed issues around technology use for children ranging from 4 years old to the early teens. We would like to thank all the parent who attended this informative evening and appreciate the support in keeping the students at Sacred Heart safe online. Parents who were unable to attend, we strongly encourage you to attend our next Cyber safety Parent workshop, so we can share these strategies.

Jordan urged all parents to remember the ABC of cyber safety management and to attempt at least one of the strategies, or all three to be most effective.

• Control ACCESS
• Set BOUNDARIES
• Openly COMMUNICATE
  
  

Some links that may be helpful…

Common Sense Media - https://www.commonsensemedia.org/

Family zone- https://www.familyzone.com/au/

eSafety Office- https://www.esafety.gov.au/

CYBER SAFETY- INTERESTING SITES

http://www.cybersafetysolutions.com.au/fact-internet-safety-tips-kids.shtml

Jigsaw: for 8 -10 year olds  

Safe Web Surfing: Top Tips for Kids and Teens Online   

THINK U KNOW

https://www.thinkuknow.org.au/site/

2017 Year 4 MacBook WorkShop

Thank you, to all the Year 4 parents who joined us in learning more about the Sacred Heart 1:1 Laptop Program, on Tuesday 7th March.
We spent the evening discussing several topics, brought to our attention, from the parent survey, distributed before the workshop.
After discussing the requirements for the mandated Western Australian Curriculum and the cyber safety programs implemented at Sacred Heart, we worked together in a hands-on Google Slides session.
The parents participated in a mock classroom experience, where they experienced first hand, how the MacBook laptop is integrated into the curriculum and classroom practices.
We appreciated the enthusiasm the parents displayed, in completing the task set for them.

If you have any questions or concerns please contact your teacher or the leadership team.
Thank you to TechTree's Mr Derek Stewart and Mr Nick Stanley for sharing their tech expertise with the parents.


We look forward to offering the Parents at Sacred Heart Primary School,  Highgate, the opportunity to attend A Cyber Safety Parent Workshop, in the coming terms.
Watch this space!

Digital Citizenship

What is Digital Citizenship? Digital citizenship is defined as the norms of appropriate, responsible behaviour with regard to technology use. The key themes of digital citizenship address how to be ethical, safe and secure in online environments. It is often also classified under 9 specific elements here What is the  context of Digital Citizenship ? The three key contexts through which Digital Citizenship should be addressed in schools are: - Catholic perspective or Catholic World view - The National Safe Schools Framework and - The Australian Curriculum - particularly ICT general capabilities Why do Catholic Schools need to address Digital Citizenship? With the growth of Bring Your Own Device (BYOD) and 1:1 initiatives in schools there is a need to talk about appropriate and responsible use of technology within the context of our faith.   Evidence suggests many students are not provided with support in their use of technology. There are many organizations and individuals that are working on this topic. This site attempts to aggregate appropriate high quality digital citizenship advice and resources for schools, teachers and parents. How does the National Safe Schools Framework fit in ? The National Safe Schools Framework was ratified by state and territory Education Ministers in 2010. It was re-ratified in 2013 as a document that all schools should be addressing There are 9 elements of the National Safe Schools Framework     1. Leadership commitment to a safe school     2. A supportive and connected school culture     3. Policies and procedures     4. Professional learning     5. Positive behaviour management     6. Engagement, skill development and safe school curriculum     7. A focus on student wellbeing and student ownership     8. Early intervention and targeted support     9. Partnerships with families and community Nine Themes of Digital Citizenship 1.Digital Etiquette: electronic standards of conduct or procedure. 2.Digital Communication: electronic exchange of information. 3.Digital Literacy: process of teaching and learning about technology and the use of technology. 4.Digital Access: full electronic participation in society. 5.Digital Commerce: electronic buying and selling of goods. 6.Digital Law: electronic responsibility for actions and deeds 7.Digital Rights & Responsibilities: those freedoms extended to everyone in a digital world. 8.Digital Health & Wellness: physical and psychological well-being in a digital technology world. 9.Digital Security (self-protection): electronic precautions to guarantee safety. A digital footprint is the data trail left by activity in a digital environment such as email and social networks on the Internet but also may include Mobile telephone and other digital devices and sensors. Digital footprints are invisible electronic representations of memories and opinions, and provide data on physical and online activities. Information from the CNA website view @  http://cnadigitalcitizenship.weebly.com/digital-citizenship.html

Why we need to support 

Digital Learning 

for our children.

2013-1002 ISTE-Computational Thinking 111227 from Attic Media, Inc. on Vimeo.

2016 Year 4 Parent MacBook Workshop

The Year 4 parents were invited to a Macbook workshop.

Using a Google form survey, we asked the parents what they wanted to learn about the 1 to 1 laptop program.

The following presentation walks us through the topics for the evening.

The links below were also discussed.

Cyber safety program the Year 4 Class

Cyber Safety Link for Parents
Goggle Education

ACARA Digital Technologies

2015 Catholic Network Australia (CNA) Technology Workshop

The Year Six Sacred Heart Highgate students had the opportunity to participate in a technology workshop at the Newman Siena Centre. Organised by the Digital Technologies tea at CEWA, the Year Six class used the contemporary learning spaces. The students did some prior work in designing the App they wanted to create. Using MIT app inventor the students created an innovative App using this coding program. While they completed their creation, they were taken out in groups for a 3D printing session and robot coding session. Overall, it was a great day for the Year Six class and the Australian Delegates that travelled to Perth to view our Sacred Heart students in action. Below is a schedule for the day.

Thank you to Miss Claire Cooper, Mrs Gabrielle Trinca and Mr Peter Carey from the Digital Technologies Team at CEWA.

Overall focus for the day

Students will complete an individual Genius Project where they are asked to identify a need in the current app user market. Having identified that need, students will need to design an app to fill this gap using their coding skills and code.org. Students will be asked to pick a 3D shape at random (using PickMe etc), this will need to be incorporated into the logo for their app. Students will then design a 3D logo for their app to be printed using TinkerCad.

Session 1 9:00 - 11:00	9:00 - 9:30 - Introduce students to the spaces and allow them to familiarise themselves with the areas. - Students will have the rest of the morning session to complete any research that they require for their project. Students will also begin (and finalise) their logo designs during this time, incorporating their chosen 3D shape. - Students will be encouraged to make use of the liquid chalk markers and large Post-it pads in these final planning stages. Groups for breakout sessions can be written on one of the windows for everyone to see.
	9:30 - 10:30 (Delegates Visit 9:30 - 10:00) - 3D Printing and Coding Break Out Sessions - Students who are not in the break out sessions will continue with their 3D designs.
	10:00 - 10:30 - Finalise designs, any students that have completed this task may begin printing.
Morning Tea 10:30 - 11:00
Session 2 11:00 - 12:30pm	11:00 - 12:30 (Delegates Visit 11:00 - 11:30) - Students will spend this session completing the coding and creation of their apps. - All Students will use MIT App Inventor,
	11:00 - 11:30 Coding breakout session with Gabrielle (Ollie and Sphero)
Lunch 12:30 - 13:15
Session 2 Continued 13:15 - 14:00	- Students will spend this session completing the coding and creation of their apps. - Students will again have access to the liquid chalk markers and Post-it pads. - Google Form as reflection of project

3D Printing Break Out Session (Lead by Claire Cooper)

Three groups of 6/7 students.

45 minute break-out sessions throughout day.

Group One: 9.45-10.30am

Group Two: 11.00-11.45am

Group Three: 1.15-2pm

• Introduction of the structure and parts of the 3D printer.
• Exploring the tools
• Discuss the process of printing from a teacher's perspective - sending from the computer, how we can hear the nozzle warming up - warms to etc
• Print dimensions - (120mm wide, deep and high) - 12cm
• Nozzle temp when printing - 260 degrees
• Printing options
• Solid - very dense
• Loose
• Hollow
• Big hole - most regularly used, loose lattice structure
• Shell - completely hollow
• surface
• Brainstorming sessions - walls and Post it pads:
• What could we use a 3D printer for?
• How has 3D printing changed the modern world?
• Why is it important that students’ today are educated about the use of 3D printers?
• Kahoot quiz on 3D printing as wrap up - 3D shapes preview quiz as a practice.

Sphero & Ollie Coding Break-Out Session (Lead by Gabrielle Trinca) 

Prior to this session:

1. Go to http://www.tynker.com/schools
2. Use your school email address to create account.
3. Enter our class ID number

Three groups of 6/7 students.

45 minute break-out sessions throughout day.

Group One: 9.45-10.30am

Group Two: 11.00-11.45am

Group Three: 1.15-2pm

• Brief introduction to Sphero and Ollie
  - Ollie app on iPads
  - Sphero Draw and Drive app on iPads
• Introduction to the Tykner app on iPads.
• Work through the crash course program
  - using the drone, Sphero and Ollie as an example and an introduction to the Tynker coding program.
• Students take notes of coding hints and movements with chalk pens on walls or on large pieces of paper made available.
• When all levels complete, students can program either Ollie or Sphero in two small groups.
  - Create an obstacle course for the robot to achieve.
  - Obstacle course hints and reminders to be visible on walls.
• Socrative quiz as digital exit pass at end of 45 minute session.

A Reflection and Recommendations after 2 Years of Implementation in Year 4-6

Guidelines for use of educational Technology in a 1:1 Laptop Environment

Sacred Heart Primary School, Highgate 2014

A Reflection and Recommendations after 2 Years of Implementation in Year 4-6
(Review in 2016)

Observations of what has been successful.

Observations of what needs further and ongoing attention

The combination of using educational technology with Project Based and Authentic Instruction. Using technology to organise core skills of learning. Examples Spelling - Audio recording and Conquer Words in Google Docs, Reading - RAZ Kids reading results. Communication - with parents via class blogs or websites. With students via Edmodo, class blogs, Google docs, Airdrop facility. Ability to use technology to engage higher order thinking and the General Capabilities from ACARA. The quality of lessons that involve meaningful uses of technology directed at improving student learning. Use of MacBook applications such as iBooks Author to consolidate learning. Digital Citizenship has been adopted well by students. Use of flipped learning as a real aspect of teaching that promotes independence and autonomy. Individualise learning Digital Citizenship and the digital licence has been adopted well by students.

Ensuring direct and explicit instruction still remains an essential part of the daily teaching strategies implementing technology integration when it enriches and can improve the learning experience. Continued focus on core learning before, during or after technology integration. Incorporation of Google Apps including Google Classroom to further enhance productivity. Using Mathletics in a more directed and strategic manner and for predominantly school based use. Continued focus on the quality of lessons that involve meaningful uses of technology directed at improving student learning. Digital portfolios of learning - using apps such iBooks Author to communicate student learning to parents. Consolidation of the 20/20 model of 20 minutes work time, stand and move and look at something 20 m away. (not being seen in most classes as an ingrained student action) More parent access to planning of fluencies so that they are more informed and better able to help and support their children. Continued refinement of the 21st Century Fluencies as a planning model for project based authentic instruction. Work with Edith Cowan study project ongoing. Parent workshops on using Apple devices. Continued focus on individualised learning Stronger consistency of approaches throughout the three year levels. Continued development of the digital licence process and implementation as required.