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Cymraeg

Case Study: Colette Hughes

Published on 27 May 2020

When Colette Hughes was deciding on a topic for one of her final assessments as part of her teacher training, she was inspired by a Technocamps workshop that the Bangor team had delivered to her class a week earlier.


Colette, who is a Year 5 teacher at Ysgol Y Castell in Rhuddlan, Denbighshire, recently completed her NQT year. It was her mentor’s final assessment, so it was important that she deliver a really good session. A successful result would mean her obtaining formal recognition and registration as a qualified teacher.


She chose to use the workshop as a basis for a follow-up lesson which focused on creating algorithms using Edison V2.0 Robots. The lesson would lead to a new unit of work on ‘Light’ so the work with the robots was contextualised appropriately at the start.


In her lesson Colette differentiated learning outcomes, prescribing three levels of work for the learners, with different levels of skill and challenge required for each task set. Throughout the session, Colette used pit-stop plenaries to question pupils about their progress and to keep them focused on the task. The questioning was also cleverly designed to stimulate the most able learners to work out higher-level solutions for any problems encountered along the way.


The lesson was enormously stimulating, and the pupils remained on task and motivated throughout. Colette’s Mentor was certainly impressed, claiming that she had never seen a lesson hit so many teaching standards at once! A great example of how computer science can be embedded into the Primary School curriculum in a cross-curricular context.


Congratulations Colette.


“Learners tackled the coding activity with confidence following a previous workshop. The positive rapport and the challenge provided by Colette promoted high standards of achievement – learners strived to attain their goals with resilience and sustained effort. This lesson met so many descriptors, and Colette deserves to be highly praised”.

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