iPad use in the Senior Divisions

iPad use in the Senior Divisions

iPad use in Art and Photography Rationale for iPad Use

In Art & Photography, iPads have multiple functions. As a research tool they support student exploration of artists, galleries, and secondary source material. As a study tool they allow students to take photographs to transfer to their OneDrive account. Students can use their iPads to transfer imagery to Photoshop for editing or to use as a reference to make drawings from e.g. photographing a still-life and referring to it in subsequent weeks, where using the iPad to convert it to black and white, can help students understand tonal range which supports tonal drawings.

Students have access to Procreate, a sophisticated drawing tool to encourage digital drawing.

Student Benefits

Benefits are varied, with immediate access to additional creativity by applying photo manipulation, storing source material for future work, research of the world’s best museums and galleries or artist websites and learning what apps are available to help with digital drawing or stop frame animation for example. There are a significant number of free editing apps, with Snapseed being one to highlight as particularly useful.

Strategies for Balancing Technology with Learning and Teaching

Students only use iPads in the lower years if the teacher is setting something specific such as using them to take photos of still-life or self-portraits for future work. Procreate is introduced at KS3 for students to gain a basic understanding of this resource. In the examination years, iPads are predominantly used for research or for referring to source material to aid practical work. They tend not be the main way students develop project work, although there are times where digital working, either through drawing using the Procreate app or through editing moving image etc. becomes the main driver of a student’s body of work. If this is the case, then the iPad simply becomes another tool that the student uses to help them alongside the editing software and digital media we have available in the computer suite. Sketchbooks are maintained to ensure more practical/traditional methods of documentation remain the priority.

Acknowledgement of Health and Well-being

iPads are a tool for creativity. Students are always the master of the tool and are guided in their use for Art & Photography tasks. If they are not required, they are asked to be put away and not used.

Art remains a predominantly practical subject where skills, techniques, processes, and media are used in a large variety of ways. The iPad is simply an additional way of learning and will never become the main driver in our creative and practical subject.

iPad use in Biology and Physics Rationale for iPad Use

The use of iPads in Biology and Physics provides students and teachers with a highly effective digital platform, centralising all necessary course resources in a single, accessible location. Utilising OneNote allows both departments to compile lesson materials, revision notes, textbooks, examination preparation content, and additional resources into one digitally editable and easily navigable space.

Supplementary digital keynotes can be distributed efficiently and annotated directly by students during lessons, significantly reducing time spent transcribing content from PowerPoint slides, while also allowing students to take effective notes and annotations directly onto pre-prepared, delivered notes. Additionally, advanced functionalities such as embedding bespoke audio feedback, instant digital distribution of differentiated resources and remote assistance capabilities enhance teaching efficiency, responsiveness, and individualised student support. Furthermore, adopting digital resources significantly reduces paper consumption, supporting sustainability and reducing the environmental impact of both departments.

Student Benefits

Students gain significantly from personalised and independent learning experiences enabled by iPads. Centralised resources on OneNote promote essential self-directed learning skills, allowing students to engage effectively with materials outside the classroom. Consistent organisation of resources reduces cognitive load, leading to greater clarity, improved efficiency in learning, enhanced confidence, and academic success. Students with special educational needs or those for whom English is an additional language particularly benefit from built in accessibility features, such as translation tools and zoom functions, fostering inclusive education. Moreover, proficiency in digital tools like OneNote and Teams prepares students effectively for future academic pursuits and the professional workplace, equipping them with valuable digital literacy and technological competencies. Additionally, iPads facilitate real time collaboration among students and between students and teachers, enhancing collaborative learning and teamwork skills.

Strategies for Balancing Technology with Learning and Teaching

While iPads significantly enhance learning, traditional teaching methodologies remain central to Biology and Physics instruction. Classroom teaching primarily involves direct instruction through interactive PowerPoint presentations, complemented by extensive practical demonstrations and hands on experiments. Practical based learning with scientific equipment occupies a substantial portion of classroom time, ensuring iPad usage is purposeful, complementary, and carefully integrated rather than dominant. iPads are used primarily for consolidating learning through structured digital workbooks aligned to examination board specifications, enabling students to reinforce understanding after practical and theoretical sessions. Teachers closely monitor student progress to maintain an effective balance between technology and traditional learning methods.

Additionally, teachers are empowered through the School’s disciplinary policy to issue amber card sanctions to any student caught misusing technology. In rare instances where misuse is observed, appropriate sanctions are applied promptly and effectively.

Acknowledgement of Health and Well-being

Both departments are aware of potential challenges related to increased screen time and digital distractions. To address these, study tasks are strategically distributed across course units to avoid prolonged screen exposure. Students are advised to use blue light filters to potentially reduce risks associated with extended screen time, although current research is inconclusive regarding the direct effects. Furthermore, paper like screen protectors are available to accommodate students who prefer a more traditional writing experience, supporting varied learning preferences and promoting overall student wellbeing.

iPad use in Chemistry Rationale for iPad Use

In Chemistry, iPads are not the primary teaching tool but are used selectively to support learning, particularly during revision. For example, students may be set electronic revision booklets on Class Notebook, which proved effective with Year 11 during their revision lessons. The department sees iPads as a supportive resource rather than a replacement for core teaching methods.

Student Benefits

Student feedback in Chemistry shows that most prefer using books for their main work. Many students find that combining books with occasional iPad use, such as for completing electronic exam packs or Seneca quizzes, provides a useful balance that supports their revision and understanding.

Strategies for Balancing Technology with Learning and Teaching

Our approach focuses on students taking clear, structured notes in their exercise books, supported by knowledge organisers and teacher guidance. This method encourages active engagement and ownership of their learning, rather than passively filling in pre-prepared documents. When teachers provide well-structured class notes, students build strong revision materials that support confidence and independent study. The iPad is used as an enhancement tool. For example, for stylus writing on electronic exam questions, but does not replace the value of handwritten notes and direct classroom interaction.

Acknowledgement of Health and Well-being

Research and experience show that handwriting - whether on paper or a tablet with a paper like cover - supports better cognitive recall and retention than typing. This informs our balanced approach: using paper as the primary medium, while integrating iPads where they genuinely enhance the learning process, particularly for revision and consolidation activities.

iPad use in Classics Rationale for iPad Use

iPads are vital for Year 7 - 9 who currently access their textbooks via iPads, with easy access related support resources associated with having e-textbooks. It also allows for access to language notes and other resources via OneNote (and Firefly, if used as an addition).

Year 10 – 13 benefits from accessing OneNote resources in lessons which can summarise the salient language points for reference during study and classwork. Some of the students’ work is submitted via OneNote.

Student Benefits

Students are not burdened by carrying physical textbooks, and the e-textbooks allow for a greater range of interactive resources.

Strategies for Balancing Technology with Learning and Teaching

Students will continue to complete tests and assessments on paper to ensure that they are preparing for written assessments.

Although we do not have a departmental policy about exclusive use of technology, it is balanced with traditional methods/resources such as the use of physical exercise books, and physical booklets.

Acknowledgement of Health and Well-being

The Classic Department has a balanced approach towards the use of iPads. Students are reminded that they do not have to use iPads in every lesson all the time

iPad/Computer use in Computer Science Rationale for Computer/iPad Use

In Computer Science lessons, students are expected to use desktop computers, as these provide the necessary tools for coding, website development, and data management, all of which are fundamental to understanding and applying computer science concepts effectively. iPads, which are brought in by students as part of the School’s digital learning provision, are not regularly used in these lessons. They are only utilised when a student is unable to access a computer due to forgetting their login details, experiences technical issues, or for specific activities. For example, in two Year 7 lessons after the May half term, students will use designated iPad applications to practise problem solving and strengthen their computational thinking skills.

Student Benefits

• Using desktop computers in Computer Science lessons ensures students gain hands-on experience with the tools and environments used in real world computing • Students will access their OneNote account, Firefly, Python programming software, website development tools, spreadsheet software, 3D modelling software and database software, all of which are integral to their learning • Occasional use of iPad applications supports the development of problem solving and computational thinking skills, reinforcing core concepts in an interactive and accessible way • Students will have the opportunity to learn touch typing, further enhancing their technical skills

Strategies for Balancing Technology with Learning and Teaching

Technology is used purposefully in Computer Science lessons to support learning objectives.

Desktop computers remain the primary tool for instruction, while iPads are used selectively, only when necessary, due to access issues or for specific tasks that enhance understanding. This balanced approach ensures technology serves learning, rather than distracting from it.

iPad use in Drama Rationale for iPad Use

In Drama, iPads have multiple functions. They are excellent for research for the creation of performances; watching live theatre, which is shared with the students answering questions in assessments; looking at theatre design for costume, set and props. They are a tool that is not used frequently, as practical exploration and written feedback tends to be our chosen methodology.

Student Benefits

iPads are useful to students in allowing them to access and analyse material in their own time and at their own pace. They are useful for watching recorded performances back, which is excellent as a device to analyse and evaluate their performance, which is a key skill in this subject area. They are vital as a research tool in creating new work, especially at GCSE for the Devised Unit and the creation of the Portfolio, as research must be personalised for everyone.

Strategies for Balancing Technology with Learning and Teaching

In Drama, iPads are used sparingly as this is a subject where practical engagement lies at the forefront of what we do. Drama is a subject where self-confidence and social skills are key. Therefore it is vital most of the teaching is through group work, and “making” and “showing”. Where technology is used, it is always to add to the learning rather than ever being the central focus in any of the planning.

Acknowledgement of Health and Well-being

It is vital that Drama is an active, social, participatory subject where storytelling and communication are key. Ninety percent of lessons have no iPad use at all and are only encouraged if they serve the learning needs of an individual student.

iPad use in Economics & Business Rationale for iPad Use

iPads are an essential learning tool in the Economics and Business Departments, enhancing both the quality of teaching and the independence of student learning. They are used to support notetaking and diagram practise through Microsoft OneNote. Economics and Business students are expected to access high-quality academic resources such as The Financial Times, enabling them to link classroom theory with real-world developments. In addition, iPads are required for the completion of Up Learn (Economics only), our core online learning platform, which forms a significant part of our flipped learning strategy.

Using iPads allows teachers to view student work in real-time and provide immediate feedback, making live marking a seamless and integral part of the learning process. The use of digital folders means students can keep their notes, diagrams, essays, and resources in one place. This makes revision more efficient, reducing unnecessary printing, and eliminating the need for students to carry bulky folders of printed materials.

Student Benefits

• iPads support high-quality notetaking and diagram practice via OneNote. Students can easily sketch and annotate complex economic models such as supply and demand diagrams or cost curves, all stored neatly in topic-specific digital sections.

• Teachers can monitor student progress in real-time, giving targeted, live feedback directly onto student work, improving the speed and quality of intervention.

• Students access The Financial Times and other reputable economics journals easily, helping them stay up to date with current economic issues and deepen their understanding of theoretical content.

• Up Learn, our core online learning platform, is accessible on iPads, enabling students to review key content, complete quizzes, and track their own progress.

• Digital folders allow students to organise their work efficiently by theme/unit and topic area, simplifying revision and reducing reliance on printed handouts.

• Lessons become more streamlined with the digital distribution of resources such as past papers, data response questions, and mark schemes.

• iPads contribute to our sustainability goals by significantly reducing paper use.

• Economics and Business students benefit from engaging with interactive tasks and revision tools such as interactive graphs, quizzes, and exam question practice directly within OneNote or other apps. Additionally, teacher PowerPoints, instructional videos, links to podcasts and wider reading are also be shared via the OneNote app, giving students access to a wide array of economics resources in easy to find digital locations.

Strategies for Balancing Technology with Learning and Teaching

• All Economics and Business assessments are completed using pen and paper in line with exam board requirements.

• Extended written responses, including 25-mark essays, are handwritten to maintain and develop exam-writing stamina.

• Lessons incorporate a blend of digital and non-digital tasks. iPads are used purposefully, for instance, during research, note consolidation or independent work, and then closed during teacher-led discussions or traditional activities. Likewise, paired work such as think-pair share tasks are typically completed using mini whiteboards.

• Teachers set clear expectations around iPad use and monitor behaviour carefully. Misuse results in sanctions, such as Sixth Form Attitude to Learning Concerns.

• Students are encouraged to engage in offline activities such as group debates, class discussions and case study presentations to promote skills beyond screen-based learning.

• There is no expectation for iPads to be used for the entirety of every lesson; they are one tool among many in effective Economics and Business teaching.

Acknowledgement of Health and Well-being

We are aware of the potential risks associated with excessive screen time. Therefore, our lesson planning ensures that iPads are used in a measured and purposeful way, with regular opportunities for students to develop transferable skills including verbal reasoning, collaboration, essay planning, and economic analysis through discussion. By using iPads wisely, we aim to enhance learning while safeguarding student well-being.

iPad use in English Rationale for iPad Use

In the English Department, iPads are used to support and enhance the development of reading, writing, and analytical skills across all year groups. While traditional pedagogy remains at the heart of our teaching, iPads provide a flexible, accessible digital platform that complements classroom instruction. They are used to access digital versions of texts, support adaptive teaching instruction, annotate poems and prose, and engage in targeted revision activities using apps such as Seneca, Carousel and Quizlet.

In Years 10 and 11, iPads are used to consolidate learning, as well as accessing exemplars and teacher feedback. In some Year 10 lessons, students are provided with live links to the PowerPoint being used in class, allowing them to revisit material independently at their own pace after lessons to consolidate their understanding. Students also benefit from multimedia exposure to plays (e.g.

Macbeth and An Inspector Calls) and spoken versions of the plays they study. Furthermore, Firefly hosts key revision materials, model answers, and departmental essay structures, supporting consistency across the department and clarity for students.

Student Benefits

Students benefit from increased accessibility to high quality digital resources, including annotated texts, recorded feedback, revision materials, and exam preparation support. For those who use it, OneNote offers a centralised space for organising notes and planning essays, helping students develop essential revision and self-management skills. Built in accessibility tools, such as voice dictation, highlighting, and screen zoom, provide tailored support for SEND and EAL students, while collaborative tools enable peer review and shared analysis. iPads are particularly valuable for zooming in on complex texts, reviewing annotations in more detail and revisiting specific sections of a lesson post-delivery. They are especially helpful during revision or when consolidating difficult concepts. Digital literacy is a key byproduct of consistent iPad use: students become confident in navigating platforms such as Firefly, Teams, and OneNote, which will serve them well in Sixth form and beyond.

Strategies for Balancing Technology with Learning and Teaching

Traditional methods: paper-based annotation, verbal discussion, physical copies of texts, and handwriting essays, remain foundational. Much of the department continues to use printed booklets, which include key quotations, critical analysis, and exam-focused prompts. This is particularly important for developing students’ handwriting skills, as legibility and speed remain key assessment criteria in the English Language and Literature GCSE exams.

Assessments and most in class extended writing tasks are completed on paper to ensure students are prepared for the exam format. Reading aloud, group discussion, and modelling essays on the board ensure that iPads support rather than replace active classroom interaction.

Teachers are encouraged to use iPads selectively; for instance, for homework quizzes on Carousel, digital flashcards for quotation recall, and structured revision lessons using Firefly’s curated resources. iPads are used to complement rather than dominate the learning process, and students are regularly reminded to use them purposefully and responsibly.

Acknowledgement of Health and Well-being

It is vital that Drama is an active, social, participatory subject where storytelling and communication are key. Ninety percent of lessons have no iPad use at all and are only encouraged if they serve the learning needs of an individual student.

Looking Ahead

Looking ahead, one of the most significant developments for the English Department and for student learning more broadly, would be the widespread, proficient use of iPads or laptops equipped with appropriate keyboards. If all students were able to type efficiently and accurately, this would offer substantial long-term benefits, particularly in terms of essay planning, drafting, editing, and fluency.

The ability to type final examination responses would provide a fairer assessment method for many students, particularly those who struggle with handwriting speed or legibility. With many professional and academic environments requiring digital fluency, building these skills early would also prepare students more effectively for future study and the workplace.

iPad use in Geography Rationale for iPad Use

iPad use within the Geography Department is designed to support students in the organisation of their work and to accelerate learning. With the use of iPads, students have access to an immensely wide range of resources which can be accessed at any time as required, whether in lessons, during study or when revising for assessments. Digital textbooks ensure students always have access to the most up to date editions and use of OneNote ensures students never miss resources even if they are absent from a lesson. iPads are also invaluable when conducting fieldwork investigations, enabling the direct entry of data into apps such as Excel for ease of data analysis, alongside photography and sketching capabilities. From an environmental perspective, the Geography Department has been able to reduce our paper and printing use significantly.

Student Benefits

• Often, the use of iPads mean that students do not have to copy written information from the board (for example key term definitions and lengthy explanations). Instead, students are given this information and then given tasks to apply it. This is a much more productive use of student time and energy, and research proves that students retain more information from applying knowledge than simply copying it. Furthermore, not spending time copying information allows students to be more actively engaged in classroom discussion and activity • If a student misses a lesson, they will still be able to access the electronic notes via OneNote, simplifying the task of catching up on the work missed • Using iPads saves time in lessons which previously would have been spent handing out resources, cutting them to size and sticking sheets into books. iPads allow instant sharing of resources which allows students to spend the entirety of the lesson progressing their learning • Students can receive instant feedback from their teachers. Using apps such as OneNote, teachers can see student work in ‘live time’ and can provide meaningful feedback, thereby accelerating student progress • Students have easy access to resources, grouped by topic, on apps such as Firefly and OneNote. This allows for an efficient approach to revision • The potential for engaging with wider reading, particularly at A Level, is increased through the ease with which magazine articles and other publications can be distributed to students via OneNote • Students benefit from interactive and engaging quiz activities using apps such as Quizlet.

Strategies for Balancing Technology with Learning and Teaching • All Geography assessments are completed using paper and pen

• When working on iPads, student use stylus pens rather than typing to ensure they do not lose the skill of handwriting • Whilst note taking is completed on the iPad, during lessons there is significant time given over to discussion and questioning which naturally limits screen time • A variety of activities are employed in the teaching during Geography lessons, just as was the

case prior to the introduction of iPads. For example, graphs will be drawn by hand on graph paper, laminated paper copies of Ordnance Survey maps will be explored to develop map skills, mind maps will be produced as part of group work on large paper, and posters will be designed using paper and coloured pens/pencils • Students must always be looking up from their screens when the teacher is delivering explanations and instructions. At such points it would be usual for a teacher to instruct students to close their iPads

Acknowledgement of Health and Well-being

We acknowledge the risks of excessive screen time. Whilst iPads are utilised to some extent in most lessons, the actual time spent viewing their individual screen is limited by class discussion and questioning, and pair/group working. In addition, teachers are regularly encouraged to use a variety of activities and learning and teaching strategies in their lessons.

iPad use in History Rationale for iPad Use

iPad use within the History Department is designed to support students in the organisation of their work and to accelerate learning. iPads allow students to have access to an immensely wide range of resources which can be accessed in lessons, during study and when revising for assessments and consolidating learning. We use OneNote to provide students with resources for lessons, meaning these are organised systematically and that students do not miss anything if they are absent. It also means that students have access to resources if they wish to read ahead in preparation for their lessons. We make use of a range of platforms and apps including Nearpod, Quizlet and Seneca and students find these very useful for reinforcing their learning and enabling a variety of approaches.

Student Benefits

• Using iPads to provide resources means that students have access to the key notes that they need, reducing the time spent copying information. Instead, students are able to focus on developing their understanding, thinking critically and applying their learning • Students have access to the resources on OneNote to read ahead, to consolidate their learning after a lesson or to catch up work if they are absent • The instant sharing of resources via OneNote means that we do not have to spend valuable lesson time distributing materials • We are able to provide feedback to students via OneNote and Firefly, meaning they understand what they are doing well and how they can make progress • All of the revision resources are available to students on OneNote and Firefly, enabling them to prepare thoroughly for assessments • iPads allow easy access to academic journals via JSTOR and History Today, which supports students with wider reading and the completion of their coursework at A Level • Students benefit from interactive and engaging quiz activities using apps such as Quizlet and Seneca • Students benefit from interactive and engaging quiz activities using apps such as Quizlet.

Strategies for Balancing Technology with Learning and Teaching • All History assessments are completed using paper and pen

• When working on iPads, student use stylus pens rather than typing to ensure they do not lose the skill of writing • Students have the opportunity to participate in discussion and debate regularly in their lessons, limiting screen time • At IGCSE, students write answers to examination style questions on paper • Students are instructed to close their iPads when the teacher sees fit, ensuring they are focussed on instructions being given or the discussion taking place

Acknowledgement of Health and Well-being

We acknowledge the risks of excessive screen time. Whilst iPads are utilised to some extent in most lessons, the actual time spent viewing their individual screen is limited by class discussion and questioning, and pair/group working. In addition, teachers are regularly encouraged to use a variety of activities and learning and teaching strategies in their lessons.

iPad use in Mathematics Rationale for iPad Use

Within the Mathematics Department, iPads are employed to enhance clarity, flexibility, and engagement in the delivery of the curriculum. All students access their core textbooks in digital format, making the device a practical necessity for day-to-day learning.

Lesson content is structured and shared through Microsoft OneNote, enabling students to navigate topics with ease, annotate examples, and organise their own notes efficiently. Interactive tools such as Dr Frost Maths are regularly used during lessons to facilitate live questioning, allowing teachers to respond immediately to student input and tailor their explanations accordingly. Additionally, built in graphing applications are used to support visual understanding of functions and data sets, tools which are particularly useful in supporting students’ interpretation and application of mathematical concepts. The Apple Classroom app is also used by teachers to supervise iPad activity in real time, helping to maintain a focused and accountable learning environment.

Student Benefits

The use of iPads supports a more personalised and independent learning experience. Students can work through material at a pace appropriate to their needs, review prior topics quickly, and make use of digital resources beyond the classroom. This structure is particularly beneficial for exam preparation and long-term revision. Learners who require additional support benefit from features such as adjustable text sizes, audio feedback, and translation tools, making the platform more inclusive. Importantly, the digital approach also streamlines access to key information, reducing organisational challenges and promoting academic confidence. By engaging with platforms that mirror those used in higher education and industry, students also gain transferable digital skills relevant to their future studies and careers.

Strategies for Balancing Technology with Learning and Teaching

While iPads serve as a valuable educational tool, they are used to support, not replace, effective teaching practice. The department continues to prioritise clear instruction, collaborative problem solving, and the development of written mathematical reasoning. Digital tasks are incorporated selectively; often for consolidation, extension, or formative assessment, ensuring that technology is meaningfully aligned with learning objectives. Staff remain attentive to student use of devices during lessons, and expectations for appropriate use are reinforced consistently. Where necessary, misuse is addressed promptly in line with whole-School procedures, ensuring that the focus remains on learning.

Acknowledgement of Health and Well-being

The department recognises the importance of balancing screen time with varied modes of learning. iPads are used where they add clear value to the lesson, and students are encouraged to use them mindfully, taking breaks where appropriate. The department recognises that digital tools cannot fully replace the importance of handwriting, particularly given that final qualification examinations are conducted on paper. As such, we maintain a deliberate balance between digital submissions and written work in exercise books, enabling teachers to monitor progress through both formats effectively. The department is committed to reviewing its approach regularly, ensuring that digital learning continues to support both academic success and student wellbeing.

iPad use in Modern Languages Rationale for iPad Use iPads are used in the Modern Languages Department for various reasons, including but not limited to online apps for vocabulary and grammar practice, a research tool for exploring cultural topics and online dictionaries and verb tables. iPads can be an excellent complement to traditional teaching methods and are an excellent way of personalising students’ learning. There is a myriad of resources available online that add variety and fun to the classroom, which in turn helps students remain engaged with the lessons. In addition, we have seen a significant decrease in paper use and wastage because of the ability to distribute resources electronically.

Student Benefits • Using iPads and the OneNote app, teachers can view and give feedback on student work immediately. This allows students to engage fully with the marking process and establishes a much more meaningful dialogue with the class teacher about why and how to correct their work • Providing students with copies of PowerPoints, worksheets and other documents means that they always have accurate work to which they can refer. Students spend less time copying and more time actively applying and using the language they are taught • On the OneNote app, students can record themselves and teachers can give feedback – this means that even outside the classroom students can undertake meaningful speaking practice • Students have access to online resources to allow them to complete listening tasks independently, which means that they can do more practice of this skill than would have previously been the case • Using iPads saves time on administrative tasks in lessons which means more time is spent on learning. For example, years ago time would have been spent handing out resources, sticking work sheets into books etc • Students have easy access to resources, grouped by topic, on apps such as Firefly and OneNote. This allows for an efficient approach to revision • Students benefit from interactive and engaging quiz activities using apps such as Quizlet, Memrise, Kahoot and Nearpod. They can also access useful grammar websites such as www. conjuguemos.com or Bescherelle Conjugaison, Le conjugueur Bescherelle, la référence en conjugaison! which provides a much more interactive way of learning and reinforcing verbs, which, traditionally, was a process that students found difficult. Students enjoy having access to these activities and they provide a meaningful source of assessment • iPads allow for greater adaptive teaching in lessons. Teachers can be more flexible in which students they provide scaffolding for and can direct students to ‘stretch and challenge’ activities with ease

Strategies for Balancing Technology with Learning and Teaching

• All Modern Languages assessments are completed using paper and pen (in line with current examination protocol) • All extended writing pieces are handwritten. Furthermore, when working on iPads student use digital pens rather than the keyboard to ensure they do not lose the skill of handwriting • All lessons will involve a combination of iPad work and activities that require iPads to be closed. For example, lessons will also involve a considerable amount of speaking work that is not reliant on iPads • Teacher management of behaviour seeks to ensure that students remain on task Teachers make it very clear when students are permitted to use iPads and when they are not • Those students who misuse their iPads are sanctioned with a Yellow Card and detention • Teachers are encouraged to use a range of activities in lessons and for study tasks, giving students opportunities to work away from screens where possible • Students and staff are not required to use iPads exclusively in lessons.

Acknowledgement of Health and Well-being

We acknowledge the risks of excessive screen time. As a result, we plan lessons carefully to ensure not only that screens are used wisely but also that there is ample opportunity for students to develop skills that are useful in all spheres, such as face-to-face communication, risk-taking, problem-solving and group work. We cover the topic of Technology as this is a key topic in the GCSE syllabus. This allows us to discuss the benefits and drawbacks of a range of technological devices, including iPads and mental wellbeing, and gives the students the language and opportunities to discuss these issues within the classroom.

iPad use in Music Rationale for iPad Use The use of iPads in Music lessons from Year 7 to 13 provides a dynamic platform for creativity, research, and personalised learning. iPads enable access to music production apps such as GarageBand, which support composition and sequencing tasks in an intuitive way. They also facilitate differentiated learning through interactive resources and theory-based apps tailored to individual student needs. Instant playback, notation tools, and recording functions allow students to engage in creative projects while supporting self-evaluation and iterative improvement.

Furthermore, iPads encourage independent research and listening tasks when implemented with clear structure and expectations, helping students broaden their musical understanding beyond the classroom.

At GCSE and A Level, OneNote is increasingly being used as the central hub for lesson resources, listening tasks, collaborative research across each area of study. This ensures that materials are organised and accessible, supporting continuity between classroom and independent study. A further advantage is the ability to annotate musical scores digitally. Students can use colour coding to highlight key musical features, which enhances understanding and reduces the need for printed copies.

Student Benefits Students gain significant advantages from the integration of iPads into music lessons. They provide immediate access to a wide range of musical examples and genres, enhancing aural development and contextual understanding. Digital tools encourage creativity and experimentation in composition, offering intuitive interfaces that make complex processes more accessible. The ability to record and review performances supports instrumental skill development and reflective practice. When carefully integrated, iPads can also increase engagement for learners who respond positively to interactive and technology-driven approaches.

Strategies for Balancing Technology with Learning and Teaching

Effective use of iPads requires clear boundaries and purposeful planning. Teachers set specific, timebound tasks with clearly defined outcomes for iPad use in each lesson. Core lesson time prioritises traditional instrumental skills and notation work, ensuring that technology complements rather than replaces hands-on music-making. Alternating between screen-based activities and practical tasks helps maintain focus and variety, and teachers monitor iPad usage closely to ensures it always functions effectively as a tool for learning.

Acknowledgement of Health and Well-being

Health and wellbeing considerations are central to responsible technology use. Students are encouraged to take regular screen breaks and maintain good posture during extended iPad activities.

Educating learners about healthy digital habits and the impact of screen time on concentration fosters self-awareness and balance. Teachers emphasise the importance of real-world musical interaction alongside digital tools, and can limit iPad use if it becomes a barrier to social engagement or the development of performance skills.

iPad use in Physical Education Rationale for iPad Use The use of iPads significantly enhances teaching and learning by supporting detailed performance analysis through video, allowing students to identify strengths and areas for improvement in their sporting performance. iPads also provide reliable video evidence, as they are used to record GCSE and A Level practical performances for offsite activities, with video editing software such as iMovie enabling all footage to be merged into a single video. Accessibility is improved, as absent students can easily catch up on missed lessons through instant access to resources, while the practical nature of Physical Education allows theoretical content to be delivered in active settings, with students still able to complete written work digitally. iPads also promote efficient use of lesson time, as students can quickly navigate between multiple platforms and tools. Storage ensures work is organised and easily accessible, preventing lost resources and supporting effective revision, with students able to access completed work from home. In addition, iPads enable seamless collaboration, allowing group tasks to continue beyond the classroom and encouraging teamwork and independent study.

Finally, they support exam and assessment preparation by providing a wide range of revision tools, including digital flashcards, quizzes and past papers, helping students revise more effectively.

Student Benefits • Personalised learning – Resources can be easily adapted for students with different learning needs. Intervention tasks can be provided to develop understanding of specific topic areas.

• Instant access to resources – Students can quickly retrieve lesson materials, research information, and review past work with ease.

• Development of digital literacy – Regular use of digital tools enhances students’ technical skills such as video analysis, video editing software and the creating of presentations.

• Efficient organisation – Digital storage keeps work structured and easily accessible, improving workflow and revision strategies.

• Collaboration & communication – Cloud-based tools enable teamwork on projects, fostering essential skills for study and work.

• Preparation for future study & careers – Familiarity with digital platforms equips students with skills needed for higher education and modern workplaces.

Strategies for Balancing Technology with Learning and Teaching

Teaching within Physical Education makes use of varied methods, combining both practical and theoretical approaches to provide students with a well-rounded learning experience. Students participate in one practical lesson per week, ensuring that hands-on learning and physical activity remain central to the curriculum. Technology is used selectively and purposefully, with iPads incorporated only when they clearly enhance learning, such as through video analysis to support performance assessment and improvement.

Key topics on the GCSE and A Level Physical Education curriculum, including vascular shunting, movement analysis and fitness testing, are delivered through active, real-world applications rather than relying heavily on digital methods. This approach minimises over-reliance on technology and maintains a strong focus on movement and engagement, ensuring that iPads support and enrich learning rather than dominate it.

Acknowledgement of Health and Well-being

Digital distractions are minimised through clearly structured lessons that set explicit guidelines on when and how iPads should be used, ensuring students remain focussed and avoid unnecessary use. As a practical-based subject, Physical Education prioritises physical activity, with the majority

of lessons centred on movement, teamwork and real-world application, thereby reducing prolonged screen exposure. Lessons also encourage both physical and mental well-being through active learning strategies, reinforcing the importance of maintaining a healthy balance between technology and activity. In addition, students are supported in developing responsible digital habits by being guided on how to use iPads effectively for learning while avoiding distractions, skills that extend beyond the classroom.

iPad use in Politics Rationale for iPad Use In Politics, iPads are essential for engaging students with both current political information and academic resources. They support students’ access to digital textbooks, platforms like ‘PreChewed Politics,’ and tools for independent research on political case studies. In addition to digital resources, traditional methods, such as card sort activities and graph analysis, are also used to explore political trends and policy impacts, ensuring a varied approach to learning. iPads also facilitate participation in activities like the New Hall Question Time debates, where students can quickly reference resources and current political events to inform their contributions.

Student Benefits The use of iPads offers numerous benefits for students. At A Level, students can efficiently access mark schemes, examiners’ reports, and example answers, which is more effective than using paperbased materials for exam preparation. The ability to access digital textbooks and interactive learning resources supports in depth exploration of political topics. For both A Level and Year 10, iPads allow for quick research and engagement with up-to-date case studies, which are essential for broadening their knowledge beyond the classroom. In the lead up to events like Question Time, iPads allow students to review speeches, current affairs, and previous debates, enhancing their ability to engage critically.

Strategies for Balancing Technology with Learning and Teaching

To balance the use of technology with traditional teaching methods, iPads are incorporated in ways that complement other activities, such as group work, discussions, and visual tasks. While technology plays a significant role in research and accessing resources, students are also encouraged to engage in hands on activities like card sorts and creating graphs to understand political trends.

This balanced approach ensures that technology enriches the learning experience rather than dominating it.

Acknowledgement of Health and Well-being

Recognising the importance of maintaining students’ wellbeing, iPad use is monitored to ensure it complements other learning activities, preventing overreliance on screen time. While iPads support research and access to resources, they are used alongside group discussions and non-digital activities, promoting a healthy balance of both.

Students are also educated on using technology responsibly, including the use of AI. While AI tools can be helpful for gathering information and conducting research, students are guided to verify the information provided by AI through cross checking with reliable sources, emphasising the importance of academic integrity and critical thinking.

iPad use in Psychology Rationale for iPad Use The use of iPads in Psychology provides a central location for work and marking for students and teachers in OneNote. We can compile lesson resources, revision notes, examination specifications and assessment tracking. Materials can be easily distributed to students, adapted and annotated.

It allows all marked work to be stored in one place and organised. This also reduces printing and paper consumption. Students also have the option of accessing an online textbook.

Student Benefits Students benefit from having materials organised effectively for them in OneNote. The collaboration space can be used for group work. OneNote allows for live marking so students can get feedback in real time. Having class notes on OneNote and online textbooks means students are always prepared for lessons as they only need to bring their iPad and stylus. The use of iPads also promotes IT skills, essential for future academic or professional pursuits.

Strategies for Balancing Technology with Learning and Teaching

Student work is checked regularly on OneNote to ensure it is being used appropriately and effectively.

Teachers monitor the class during lessons to make sure students are on task. Assessments or timed essays are typically completed on paper to be reflective of exam conditions. Lessons incorporate discussion tasks, the use of physical textbooks, and practical tasks to provide a balance.

Acknowledgement of Health and Well-being

We recognise the potential issues linked to excessive screen time. A variety of tasks are used in lessons to reduce screen time and iPads should be off during discussions. Students are encouraged to complete exam style work on paper.

iPad use in Theology Rationale for iPad Use iPad use within the Theology Department is designed to accelerate learning and to facilitate engaging learning activities that further student understanding. With the use of iPads, students have access to an immensely wide range of resources such as academic texts, videos, interactive assessment tools, apps to allow for creative expression of ideas and instant access to teaching resources. Most valuably, iPads allow students to personalise the resources that teachers are using, for example PowerPoints, with their own notes. Whilst still committed to traditional teaching methods, Theology teachers use iPads when they can add meaning to learning and when they can make learning more efficient. From an environmental perspective, the Theology Department has been able to reduce significantly our paper and printing use.

Student Benefits • Often, the use of iPads mean that students do not have to copy written information from the board (for example key term definitions and lengthy explanations). Instead, students are given this information and then given tasks to apply it. This is a much more productive use of student time and energy, and research proves that students retain more information from applying knowledge than simply copying it. Furthermore, not spending time copying information allows students to be more actively engaged in classroom discussion and activity • Using iPads saves time in lessons, which means more time is spent on learning. For example, years ago time would have been spent handing out resources, sticking work sheets into books etc. iPads allow instant sharing of resources which allows students to spend the entirety of the lesson progressing their learning • Students can receive instant feedback from their teachers. Using apps such as OneNote, teachers can see student work in ‘live time’ and can provide meaningful feedback, thereby accelerating student progress • Students have easy access to resources, grouped by topic, on apps such as Firefly and OneNote. This allows for an efficient approach to revision • Students benefit from interactive and engaging quiz activities using apps such as Quizlet, Kahoot and Nearpod. Students enjoy these activities, and they provide a meaningful source of assessment • iPads allow for greater adaptive teaching in lessons. Teachers can be more flexible in which students they provide scaffolding for, and can direct students to ‘stretch and challenge’ activities with ease

Strategies for Balancing Technology with Learning and Teaching

• All Theology assessments are completed using paper and pen (in line with current examination protocol) • All extended writing pieces are handwritten. Furthermore, when working on iPads, student use digital pens rather than the keyboard to ensure they do not lose the skill of handwriting • All lessons will involve a combination of iPad work and activities that require iPads to be closed. For example, Theology lessons will also involve a substantial element of discussion and creativity which are not dependent on iPads

• Teacher management of behaviour seeks to ensure that students remain on task • Those students who misuse their iPads are sanctioned with a Yellow Card and detention • Teachers of Theology are encouraged to set a variety of different tasks for study, some of which require iPads and others which do not • Students must always be looking up from their screens when the teacher is delivering explanations and instructions

Acknowledgement of Health and Well-being

We acknowledge the risks of excessive screen time. It is for this reason that we do not solely rely on iPads in Theology lessons. Teachers are regularly encouraged to use a variety of activities and learning and teaching strategies in their lessons. Furthermore, high standards of behaviour management ensure that students do not misuse their iPads in lessons.

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