# Computational Thinking and Computing linked to Problem-solving across the Post-primary Curriculum: St Malachy's College, Northern Ireland Case Study

Don Passey

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Don Passey. Computational Thinking and Computing linked to Problem-solving across the Post-primary Curriculum: St Malachy's College, Northern Ireland Case Study. IFIP. 2025. hal-05126544

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IFIP Task Force on 'Sustaining relevant digital inclusive education for young people (5-18 years of age)’

Computational Thinking and Computing linked to
Problem-solving across the Post-primary Curriculum

St Malachy's College, Northern Ireland

Case Study

Don Passey
Lead Researcher and Editor

Chair of the IFIP Task Force on Digital Education
Chair of IFIP AMB
Chair of IFIP TC3
Vice-chair of IFIP TA
Professor of Technology Enhanced Learning, Department of Educational Research, Lancaster University

June 2025
## Acknowledgements

Drawing together a case study of this type requires incredible levels of support, from the school principal, senior and teaching staff, and students, who have been willing to devote their time and energy to provide crucial background detail that enables a lead researcher and editor to draw this together into a 'story' that might make sense to others. The lead researcher and editor, the Chair of the IFIP Task Force, would like to thank most sincerely all those who have been willing to share and contribute to this 'story' – whether listed as named contributors or not. Without their dedication, generosity, support and honesty, this case study would not have been possible.

Key informants were all willing to provide evidence through recorded and transcribed interviews, and through observations of activities, for this, special thanks go to:

* Tara Bell, Teacher of RE, Teacher in the Digital Hub

* Eamon Cooke, Teacher of Mathematics and Teacher in the Digital Hub

* Caoimhe Evans, Teacher of Geography and SENCO

* Lois Graham, Vice Principal

* Chris Heaney, Head of Key Stage 3 and Teacher of English

* Paul McBride, Principal (at the time of the case study)

* Clare McGrath, Senior Teacher for Creative Digital Learning

* Sarah McLaughlin, Head of English

* Claire Montgomery Rintoul, Head of French

* Students in Years 9, 10 and 11, including Digital Leaders

* John Anderson, Visiting Professor of Education, Ulster University, and Independent Chair of the Education Network Innovation Forum

Particular thanks are offered to Prof John Anderson, whose knowledge and support have so greatly enabled the creation of this document and its outcomes. Without John's support, this document would not have been produced with the level of detail it currently contains.

Thanks are also extended to Capita, who encouraged this case study to be developed, and kindly and generously provided travel and accommodation support during the data gathering period.

Please note that St Malachy's College has agreed that all images and documents can be used as shown within this document, but that permission must be requested and granted for any use of figures or tables beyond the document itself (including making copies, creating direct links, or making recreated forms or formats).

Please accept that any errors or misconceptions arising in this document are entirely the responsibility of the lead researcher and editor rather than that of any individual contributor.
# Contents

<table><tr><td>1. Introduction</td><td>5</td></tr><tr><td>2. The school context</td><td>6</td></tr><tr><td>2.1. Location and layout</td><td>6</td></tr><tr><td>2.2. Management and overall digital focus</td><td>7</td></tr><tr><td>2.3. Digital technology provision</td><td>8</td></tr><tr><td>2.4. The Digital Hub</td><td>10</td></tr><tr><td>2.5. Subject, curriculum and after-school provision</td><td>12</td></tr><tr><td>2.6. Digital curriculum choice and student interest</td><td>13</td></tr><tr><td>3. How the school addresses the five key sustaining factors</td><td>14</td></tr><tr><td>3.1. Aspiration</td><td>14</td></tr><tr><td>3.2. Diversity, inclusion, the digital divide and the under-represented</td><td>20</td></tr><tr><td>3.3. Computational thinking and its links to problem-solving</td><td>22</td></tr><tr><td>3.4. Developing teacher practices</td><td>28</td></tr><tr><td>3.5. Short- and long-term plans and actions</td><td>33</td></tr><tr><td>4. What students do and achieve at each stage of their school development</td><td>34</td></tr><tr><td>4.1. Key Stage 3 (11-14 years of age)</td><td>34</td></tr><tr><td>4.2. Key Stage 4 (14-16 years of age)</td><td>39</td></tr><tr><td>4.3. Across the Key Stages</td><td>41</td></tr><tr><td>5. Concluding comments</td><td>42</td></tr></table>

# List of Figures

<table><tr><td>Figure 1: Location of St Malachy's College</td><td>6</td></tr><tr><td>Figure 2: Plan showing St Malachy's College teaching areas</td><td>7</td></tr><tr><td>Figure 3: Classroom set-up with a Clevertouch panel</td><td>8</td></tr><tr><td>Figure 4: A teacher using a MS Surface Pro</td><td>9</td></tr><tr><td>Figure 5: The part of the Digital Hub designed for group activity</td><td>11</td></tr><tr><td>Figure 6: The part of the Digital Hub designed for more independent activity</td><td>11</td></tr><tr><td>Figure 7: Examples of devices accessible in the Digital Hub</td><td>12</td></tr><tr><td>Figure 8: The Senior Leader for the Digital Hub supporting students programming a physical device</td><td>16</td></tr><tr><td>Figure 9: The Senior Leader for the Digital Hub team teaching and supporting students programming a physical device</td><td>16</td></tr><tr><td>Figure 10: Using Micro:bits for coding</td><td>18</td></tr><tr><td>Figure 11: Early elements of the digital skills scheme of work when students enter the school in Year 8</td><td>22</td></tr><tr><td>Figure 12: Year 8 scheme of work for digital skills that focus on computational thinking and problem-solving inks</td><td>23</td></tr><tr><td>Figure 13: Year 9 scheme for work for digital skills that focus on computational thinking and problem-solving</td><td>23</td></tr><tr><td>Figure 14: Description of how VR is used in English lessons to support aspects of creative writing</td><td>37</td></tr></table>
List of Tables

Table 1: Numbers of students enrolled in GCSE digitally focused courses from 2021-22 14

Table 2: Numbers of students enrolled in Key Stage 5 digitally focused courses from 2021-22
14

Table 3: Targets for using software to support student learning outcomes using specific software
29
# 1. Introduction

It has been shown through an in-depth case study<fnref n="1" /> that Northern Ireland (NI) has developed and implemented a long-term strategy and development for supporting sustained relevant digital inclusive education for 5-18-year-old young people. The implementation in NI has led to recognised successes, and whilst challenges have arisen, these have been tackled throughout the period of that 35-year-long (in 2024) development.

The case study indicates how the NI education technology development has related to key sustaining factors<fnref n="2" /> that were recognised in an international report of the IFIP Task Force. Those key factors highlighted the importance of:

* Aspiration for young people.

* Addressing diversity, inclusion, the digital divide and the under-represented.

* Integrating computational thinking and its links to problem-solving across the curriculum.

* Developing teacher practices.

* Implementing short- and long-term plans and actions.

Whilst the education system in NI has achieved success in sustaining relevant digital inclusive education, this is also true, of course, with respect to its individual schools. Examples of effective successes are identified through the NI ICT Excellence Awards<fnref n="3" />, which has run over the past ten years, with some of the latest school practices presented and awarded in June 2024. One of those examples of successful practices explored how a school was developing computational thinking and computing across the school and across the curriculum for young people.

Taking forward that example, to provide details of how this was and is undertaken (in 2025), this case study of the post-primary school in NI – St Malachy’s College - demonstrates how it has achieved successes related to the five key sustaining factors.

This case study refers to a number of commonly used terms, but within this context, these are defined as follows:

* Digital skills – refers to the individuals' abilities to use a wide range of digital technologies within different contexts and for different purposes

* Coding – refers to the processes or activities involved in writing computer programs.

* Programming – refers to writing computer code to create a program, so that a computer or robotic device can perform a specific task or tasks, in order to solve a problem.

<footnote n="1">¹ Passey, D. (ed.) (2025). IFIP Task Force on ‘Sustaining relevant digital inclusive education for young people (5-18 years of age)’: Northern Ireland Case Study. DOI: 10.52545/2-9.
https://inria.hal.science/hal-04866978v1</footnote>

<footnote n="2">² Passey, D., Soares Barbosa, L., Dalvean, J., Gwanzura, A., Lane, G., Hettihewa, D., Sodiya, A., & Min Tjoa, A. (2024). *Sustaining relevant digital inclusive education for young people (5-18 years of age): Final Report*. IFIP. [hal-04736825](https://hal-04736825)</footnote>

<footnote n="3">³ Smith, S. & Anderson, J. (2024). *Report on the 2023-24 ICT Excellence Awards: April 2024*. Belfast: Capita. [https://content.capita.com/ICTExcellenceAwards202324](https://content.capita.com/ICTExcellenceAwards202324)</footnote>
* Computing – refers to use or operation of computers, linked, or not linked, to networks and wider infrastructure.

* Computational thinking – refers to the thinking techniques that allow problems to be solved (with or without direct use of computers).

* Problem-solving – refers to the processes or acts of finding solutions to or addressing problems.

Following this introductory section, Section 2 introduces the school, Section 3 shows how it has achieved success with regard to each of the five sustaining factors, and Section 4 shows what students do and achieve at stages of their school development.

## 2. The school context

### 2.1 Location and layout

St Malachy's College<fnref n="4" /> is a Catholic post-primary school, located in an urban setting, situated in North Belfast (see Figure 1). In 2021, Belfast was reported to have a population of some 345,400 people<fnref n="5" />.

<figure><img src="image_3.png" /><figcaption>Figure 1: Location of St Malachy's College (Source: TomTom OpenStreetMap)</figcaption></figure>

St Malachy's College (referred to as 'school' in the remainder of this case study) was opened in 1833⁶ and has been on the same site since then. Its eleven-acre site was at the time on the northern edge of the town, but the town has since expanded.

The school buildings consist of 5 teaching blocks - A, B, C, D and E. Blocks A and B constituted the original school (at the front of the current building). They are attached to each other and were originally built on the Vicinage Farmland owned by Thomas Putnam McCabe in 1833. This

<footnote n="4">⁴ St. Malachy's College, Belfast, Northern Ireland</footnote>

<footnote n="5">⁵ Census 2021 Main statistics for Northern Ireland - Statistical bulletin - Demography and households</footnote>

<footnote n="6">⁶ St Malachy's College - Wikipedia</footnote>
original building has 17 classrooms, a library, a chapel, a sixth form study centre and the heritage corridor. The remainder of the site (made up of the three other blocks - C, D, and E) contains 45 classrooms (including laboratories), plus the Digital Hub (in block E), and this area of the building extends outwards to multiple 5G (fifth generation artificial surface) pitches, a sports hall and a gym (gymnasium for fitness and sports). A plan is shown in Figure 2.

<figure><img src="image_4.png" /><figcaption>Figure 2: Plan showing St Malachy's College teaching areas</figcaption></figure>

## 2.2 Management and overall digital focus

The school principal was supported, in the 2024-25 school year, by 2 vice principals, 4 senior leaders, 64 teachers, a bursar, a spiritual director, a principal's PA, 7 administrative staff, an assistant bursar, an ICT manager, 4 learning mentors, 37 general care/classroom assistants, 7 technical staff, a sixth form centre staff member, a school nurse, 3 maintenance staff, and 8 catering staff<fnref n="7" />. The school in 2025 has 1,210 students on roll, 11 to 18 years of age. The school recognises that it is well supported by its governors, its families and the wider community.

The school offers wide digital provision and is well recognised for its focus on developing sustained digital relevant education for its students. In this regard, the school was a winner in the NI-wide ICT Excellence Awards in June 2024. The school was recognised for its work on 'Partnerships, optimised by the application of digital technologies'.

<footnote n="7">7 Staff List | St Malachy's College</footnote>
## 2.3 Digital technology provision

All schools in Northern Ireland are supported through a centrally managed service provision. Provision is handled by C2k (a part of the NI-wide Education Authority). Currently, in 2025, the current government-funded computer to pupil ratio is broadly at a level of some 1:5, but with variations across primary, post-primary and special schools (and lower in schools which have added to the central service provision). Additionally, there is at least one personal device for each teacher. Depending on available budget, schools individually can add to the provision from a call-off catalogue. A summary of the school's infrastructure and devices from all sources follows.

In terms of underlying connectivity, EdIS<fnref n="8" /> (the digitally focused programme of the NI-wide Education Authority) recently, in 2024, tasked the company BT with installing and managing 87 CISCO wireless access points around the school, including installations in every classroom. This provides access to the Internet on any device and allows trolleys of mobile devices to be managed and accessible throughout the school.

Each classroom has capacity for either a teacher-provided Surface Pro to connect to a full-size monitor, keyboard and mouse or, in the case of two technology classrooms, to a static desktop. There are either data projectors (in the majority of classrooms) or Clevertouch<fnref n="9" /> panels in a smaller number of classrooms for displaying work or for demonstration. Classrooms with data projectors have speakers on the wall or on the teacher's desk. Classrooms with data projectors also have access to Apple TV. In classrooms where there are Clevertouch panels (see Figure 3), these are interactive, have in-built speakers and can be connected wirelessly by any device. Most classrooms have a printer near the teacher's desk.

<figure><img src="image_5.png" /><figcaption>Figure 3: Classroom set-up with a Clevertouch panel</figcaption></figure>

To support teacher uses, there are in total 67 Microsoft (MS) Surface Pros<fnref n="10" /> (see Figure 4), which equates to one device for every full-time member of staff (as part-time staff are asked to share

<footnote n="8">⁸ Education Information Solutions (EdIS) Programme | Education Authority Northern Ireland</footnote>

<footnote n="9">⁹ Interactive displays / Interactive screens and Digital display screens / CleverTouch - Clevertouch Technologies Germany</footnote>

<footnote n="10">¹⁰ Discover Microsoft Surface Pro 2-in-1 laptop computers | Microsoft Surface</footnote>
these devices). However, the school has 10 additional Surface Pros that are accessible to
additional part-time teachers and for use by cover teachers (those covering lessons when staff
may not be in school).

<figure><img src="image_6.png" /><figcaption>Figure 4: A teacher using a MS Surface Pro</figcaption></figure>

For specialist computing and associated subjects, there are three ICT suites used in the school (which are separate from a more recently developed Digital Hub). Computing courses are taught in one of these suites, applied ICT courses in another, and business and communication systems (BACS) courses in the third. One of the ICT suites in the school has a trolley of 8 older Chromebooks<fnref n="11" /> provided during the Covid-19 pandemic by C2k.

Some subject departments and rooms share sets of devices on trolleys that allow the devices to be charged when not in use. The Art Department has a trolley of 31 iPads<fnref n="12" />, as well as 4 older MacBooks<fnref n="13" /> that are not often used. The Music Department has a trolley of 25 iPads. Additionally, there are two bookable trolleys that each hold 32 Chromebooks provided by C2k. Another 2 sets of Chromebooks on trolleys were ordered in 2025. Some subject departments had purchased iPads for staff use during the Covid-19 pandemic period. In total, 59 teaching staff have iPads, and there are, in 2025, 53 managed Apple TV facilities<fnref n="14" /> around the school either accessible in classrooms or in meeting rooms. The Careers Department uses a set of 5 older iPads to support student career and university research. For resource support, there are some 55 networked printers, and 6 photocopiers located around the school, and a number of classrooms use universal serial bus (USB) directly cabled printers if they do not have access to a free network point.

Some suites and rooms are specifically designed with integrated devices. For example, a
Moving Image Arts (MIA) suite has 21 iMacs (15 dating from 2017, 3 from 2019 and 4 from 2020).

<footnote n="11">¹¹ Google Chromebooks - Chromebooks are fast, secure and affordable laptops that you'll love.</footnote>

<footnote n="12">¹² iPad - Apple (UK)</footnote>

<footnote n="13">¹³ MacBook Pro - Apple (UK)</footnote>

<footnote n="14">¹⁴ Apple TV+ (UK)</footnote>
The school also has a range of computer suites, 14 in total, with desktops provided by C2k, but the desktops vary in size and number. These include an Upper Sixth Form (UVI) Study and an Art Computer Suite that has only 4 desktops, while the C01 Technology Computer Suite is equipped with 20 desktops. The C05 Planning Room has 3 school-purchased desktops, and the C06 Technology Computer Suite has a larger number of 21 school-purchased desktops. The Crolly Lower Sixth Form (LVI) Study is equipped with 10 Google Flex ChromeOS<fnref n="15" /> legacy (C2K non-supported) desktops, the Crolly UVI Study contains school-purchased C2K desktops, and the Crolly Computer Suite is equipped with school-purchased desktops. The A09 General ICT Suite is equipped with 32 desktops (8 of them being older than the others), and the B10 General ICT Suite has 33 desktops (with 2 used for running Cognitive Ability Tests (CAT2) only). The ICT Department is equipped with four computer suites: the E08 ICT Department Suite has 24 desktops; the E06 ICT Department Suite has 18 non-C2k desktops and the E05 ICT Department Suite has 15 non-C2k desktops, both running on a separate network; and the BACS ICT Suite has 24 desktops. In other departments, the Music M1 classroom is equipped with 8 desktops (2 being school-purchased devices), and the Home Economics Suite has 15 Google Flex ChromeOS legacy desktops. The school library is equipped with 8 Google Flex ChromeOS legacy desktops.

Staff rooms are also equipped with digital technologies. The D Block Staff Room is equipped with 3 desktops for staff use. Additionally, in other staff rooms, there is one desktop and 2 Google Flex ChromeOS legacy desktops. The D Block and C Block staff rooms are both equipped with colour photocopiers. Three members of non-teaching staff each have a laptop for administrative use.

## 2.4 The Digital Hub

Even with this range and spread of equipment, it was found that pupils were not all gaining levels of digital skills and computational thinking that would allow them to use the equipment across all subject, curriculum and after-school areas of the school most effectively. As a result, starting in 2022, the school set up an ambitious project to develop a Creative Digital Technology Hub ('Digital Hub' in short), which was designed specifically to support digital skills that would prepare young people entering the school to develop practices that they would use in any subject, curriculum or after-school areas, and to develop skills that would be essential for their longer-term employment and life needs (see Figures 5 and 6).

<footnote n="15">¹⁵ ChromeOS Flex: Our cloud-based operating system – ChromeOS</footnote>
<figure><img src="image_7.png" /><figcaption>Figure 5: The part of the Digital Hub designed for group activity</figcaption></figure>

<figure><img src="image_8.png" /><figcaption>Figure 6: The part of the Digital Hub designed for more independent activity</figcaption></figure>

The Digital Hub is equipped with an array of up-to-date digital technologies, designed to engage young people beyond the practice of what might be regarded as ‘basic skills’. The Digital Hub is equipped with: 25 high specification ‘Gamer’ PCs complete with gamer keyboards, mice, headphones (with microphones) and chairs; 25 Logitech webcamsm<fnref n="16" />; 25 Wacomsm<fnref n="17" /> (digital drawing pads); 31 Chromebooks with a chargeable cabinet; 30 ClassVR headsets<fnref n="18" />; 27 Spike Prime Lego kits<fnref n="19" />; 15 Sphero Bolt+sm<fnref n="20" /> with a chargeable storage case, along with 6 large branded

<footnote n="16">¹⁶ Webcamsm - 4K, Full HD, 1080p | Logitech</footnote>

<footnote n="17">¹⁷ Wacom | Interactive pen displays, pen tablets and stylus products.</footnote>

<footnote n="18">¹⁸ Downloads - ClassVR</footnote>

<footnote n="19">¹⁹ SPIKE Prime - STEAM Kit | LEGO® Education</footnote>

<footnote n="20">²⁰ Sphero BOLT+ — Oxford Educational Robotics</footnote>
Sphero sports mats<fnref n="21" />; 1 Insta360 digital camera<fnref n="22" />; 2 interactive teaching screens; and 4 display TVs, daisy-chained to make one large screen. An example of the forms of devices accessible in the Digital Hub are shown in Figure 7.

<figure><img src="image_9.png" /><figcaption>Figure 7: Examples of devices accessible in the Digital Hub</figcaption></figure>

## 2.5 Subject, curriculum and after-school provision

As the school prospectus states, the school offers a range of extra-curricular activities: Drama; Music; a Science Club; a Chess Club; the Irish Club ‘An Cumann Gaelach’; a Junior Visual Art and Animation Club; a Cookery Club; a History Club; and sports activities covering athletics; basketball; football; Gaelic football; golf; hurling; rugby; and waterpolo.

The school runs a two-week timetable, with 60 lessons across the two weeks. Of those lessons, within the Digital Hub, about half are taken up by the school's Key Stage 3 (Years 8, 9 and 10) needs, and the other half is devoted to supporting classes that come from other local schools.

There were, in the 2024-5 year, 1,210 pupils in the school. According to the school prospectus (p.15)<fnref n="23" />, in:

> *Years 8 to 10, all pupils follow the same curriculum, which includes a total of fifteen subjects as well as discrete provision for Learning for Life and Work [LLW].*

The fifteen listed subjects are: Art and Design; Digital Skills; French; Geography; History; Home Economics; Irish; LLW and Tutorial; Mathematics; Music; Physical Education; Religious Studies; Science; Spanish; Technology; Drama; and English. The prospectus states (p.15) that:

> *Elements of LLW are also infused across the learning areas, along with opportunities for the development of the cross-curricular skills (Communication, Using ICT, Using Maths). LLW includes the delivery of Personal Development, Citizenship, and Employability.*

<footnote n="21">²¹ Sphero Robotics FUN MAT 3 - RobotShop</footnote>

<footnote n="22">²² Insta360 | Action Cameras | 360 Cameras | VR Cameras</footnote>

<footnote n="23">²³ St Malachy's College Prospectus</footnote>
In the same school prospectus, at Key Stage 4, students can choose their General Certificate of Secondary Education (GCSE) options. Core subjects are: English Language; Mathematics; English Literature; Religious Studies; one or two languages from French, Irish, Spanish, and Gaeilge; and a double/single award science in Physics, Chemistry and Biology. Optional choices beyond this range are: Art and Design; Business and Communication Systems (BACS); Business Studies; Computer Studies; Drama; Further Mathematics; Geography; History; Home Economics; Learning for Life and Work (LLW); Moving Image Arts (MIA); Music; Physical Education; Politics; Software Systems Development (SSD); Technology and Design; Leisure and Tourism; and Motor Vehicles Skills. As the prospectus (p.15) states:

> In Year 10, students who have attended a Bunscoil [an Irish-language medium primary school] take Irish GSCE... These students can then access Gaeilge at GCSE. Students have [additionally] achieved excellent results in Polish and Arabic in Year 10. We have recently enhanced our curriculum provision to enable students to access additional GCSEs outside of the timetabled curriculum. Government and Politics and Music are offered as morning and after school classes to students who wish to study an extra GCSE.

At Key Stage 5 (KS5), the prospectus (p.15) states that:

> The College tries to accommodate any combination of subjects. Pupils normally study three subjects for AS and those with a strong GCSE performance are encouraged to study a fourth subject at GCE [General Certificate of Education] AS-level. Most students take three subjects through to A2 level but some may continue to study four. The following subjects are currently being offered at KS5 (A-level or Equivalent): Applied ICT (CTEC); Art & Design; Biology; Business Studies; Chemistry; Computing; Design & Technology; Drama; Economics; English Literature; French; Further Mathematics; Geography; Health & Social Care; History; Irish; Mathematics; Moving Image Arts; Music; Physical Education; Physics; Politics; Religious Studies; Sociology; Spanish; Sport (BTEC); Travel & Tourism (BTEC). Some of these subjects are offered through collaboration with other schools from within the North Belfast Area Learning Community<fnref n="24" />. All pupils are required to supplement their A-level studies by taking additional courses in Religious Education and Careers Education. There is a full and varied Enrichment Programme which is outlined in the Sixth Form Section.

## 2.6 Digital curriculum choice and student interest

The school is aware that the Digital Hub is resulting in increased interest in computational thinking, computational and digital practices. In 2025, there were 210 pupils in Year 10 needing to choose GCSE subjects, and the school wanted to expand the curriculum by offering a wider range of interests and abilities in computing-related subjects. The school currently offers computer science GCSEs, Eduqas from the Welsh Joint Education Committee (WJEC), BACS from the Council for the Curriculum, Examinations and Assessment (CCEA), Moving Image Arts (MIA) (a course that focuses on digital creativity) from CCEA, and an added GCSE in digital technology (a multimedia course) also from CCEA. Of these four subjects, computer science had sometimes required setting up two classes to cope with the numbers enrolled. In 2024, 120

<footnote n="24">²⁴ Microsoft Word - 201920 AREA LEARNING COMMUNITY MEMBERSHIP - WEB TABLE FOR PUBLICATION</footnote>
out of the 200 students in the year chose a digitally based course, across the computer science, digital technology multimedia, MIA and BACS choices. This expansion in numbers from previous years was unexpected, but it necessitated the school setting up three cohorts of up to 20 students for BACS, one cohort of 17 students for digital technology multimedia, two cohorts of 15 students for computer science, and a cohort of 18 students for MIA. These figures, as well as figures that show an increase in digital subject interest at GCSE, are shown in Table 1.

<table><caption>Table 1: Numbers of students enrolled in GCSE digitally focused courses from 2021-22</caption><thead><tr><th rowspan="2">GCSE</th><th colspan="2">2021-22</th><th colspan="2">2022-23</th><th colspan="2">2023-24</th><th colspan="2">2024-25</th><th>2025-26</th></tr><tr><th>Year 11</th><th>Year 12</th><th>Year 11</th><th>Year 12</th><th>Year 11</th><th>Year 12</th><th>Year 11</th><th>Year 12</th><th>Projection</th></tr></thead><tbody><tr><td>Business &amp; Communication Systems (BACS)</td><td>22</td><td>33</td><td>37</td><td>22</td><td>37</td><td>38</td><td>55</td><td>37</td><td>40</td></tr><tr><td>Computer Science</td><td>26</td><td>40</td><td>29</td><td>26</td><td>33</td><td>29</td><td>30</td><td>33</td><td>35</td></tr><tr><td>Digital Technology</td><td>-</td><td>-</td><td>-</td><td>-</td><td>-</td><td>-</td><td>17</td><td>-</td><td>10</td></tr><tr><td>Moving Image Arts (MIA)</td><td>18</td><td>17</td><td>15</td><td>18</td><td>21</td><td>15</td><td>18</td><td>21</td><td>20</td></tr></tbody></table>

At Key Stage 5, students who have taken digital technology or computer science subjects at GCSE can progress to the A Level in Computer Science. The school offers two A-level courses as well as a Cambridge Technicals (CTEC)<fnref n="25" /> diploma in ICT. This latter course requires students to complete 100% coursework, and those students who might attain a lower point score are encouraged to take this course, as it is found that they usually gain distinction grades - an A grade. Table 2 shows the increase in interest in digitally focused Key Stage 5 courses since the 2021-22 school year.

<table><caption>Table 2: Numbers of students enrolled in Key Stage 5 digitally focused courses from 2021-22</caption><thead><tr><th rowspan="2">GCE and Diploma</th><th colspan="2">2021-22</th><th colspan="2">2022-23</th><th colspan="2">2023-24</th><th colspan="2">2024-25</th><th>2025-26</th></tr><tr><th>Year 13</th><th>Year 14</th><th>Year 13</th><th>Year 14</th><th>Year 13</th><th>Year 14</th><th>Year 13</th><th>Year 14</th><th>Projection</th></tr></thead><tbody><tr><td>Computer Science</td><td>4</td><td>0</td><td>5</td><td>4</td><td>6</td><td>5</td><td>16</td><td>5</td><td>18</td></tr><tr><td>Moving Image Arts (MIA)</td><td>10</td><td>13</td><td>6</td><td>10</td><td>2</td><td>5</td><td>15</td><td>1</td><td>18</td></tr><tr><td>Diploma ICT (CTEC)</td><td>22</td><td>17</td><td>23</td><td>23</td><td>16</td><td>17</td><td>34</td><td>12</td><td>30</td></tr></tbody></table>

### 3. How the school addresses the five key sustaining factors

The five key sustaining factors identified by the IFIP Task Force were: aspiration for young people; addressing diversity, inclusion, the digital divide and the under-represented; integrating computational thinking and its links to problem-solving across the curriculum; developing teacher practices; and implementing short- and long-term plans and actions. Each of these factors has been carefully considered and addressed over time by the school.

#### 3.1 Aspiration

In the past, prior to 2020, computing (computer science) was run in the school as a distinct discipline. The idea at that earlier time was to set up a separate computing area and then, over

<footnote n="25">²⁵ Cambridge Technicals</footnote>
time, to move additional equipment, access and use into other subject classrooms. A few years
ago, it was felt that the digital skills of students could be supported in other ways. It was found
that ICT suites in the school were not easily accessible to subject teachers generally, especially
those who were less confident about using the facilities available. Those teachers who did use
the facilities also found that it took a great deal of time for students to sign in, and that many
problems arose that they could not easily address. Consequently, ICT was not being integrated
into lessons for teaching and learning purposes. Even when the school took forward a policy
and practice to support one-to-one student uses of iPads, this initiative led to problems,
especially in terms of financing, where parents sometimes found it difficult to support the
initiative.

In the early 2020s, it was felt that a more long-term solution and provision was needed, where
students would be better supported if they were introduced to contemporary digital skills at an
early stage on entering the school, and that this approach, over time, would increase their
engagement in taking forward computing and associated subjects for their public examinations,
including General Certificate of Secondary Education (GCSE) at the end of Key Stage 3 (when 16
years of age). But it was recognised that the provision would need to, as the vice principal said:

> ignite the passion of students through a brand-new curriculum, a place that the young learners themselves would want to go and have it all singing and dancing.

It was recognised at the start of the initiative to develop this long-term solution, that students
themselves needed to be skilled up, so that when teachers taught their subjects in ICT suites,
that the pupils would know what they needed to do in digital terms.

This concern led to the development of what is now the school's Creative Digital Technology
Hub. The students since 2022 have gained digital skills at an early stage: they know how to sign
in with passwords through a system that is accessible via the screen; they remember their
passwords; and, in Microsoft (MS) Windows and Google Drive they already have files and folders
set up so that they know where to see their work.

But the Digital Hub provides facilities way beyond the development of basic digital skills,
enabling students to develop interests and aspiration for engagement in the long-term. An initial
aim of the initiative was to open the Digital Hub to other schools on a cross-community basis,
across the North Belfast Area Learning Community. By 2025, four other schools routinely
scheduled classes in the Digital Hub, with plans for two more schools to join at that time. In
terms of facilities accessible within the Digital Hub, as the school prospectus (p.10) states:

> The Hub houses a gaming arena, robotics room and breakout areas. The physical look is designed to excite and stimulate both pupils and staff. The hardware and software are state of the art, and include high spec gaming computers, lego robots and VR machines. Industry and the economy are in great need of a workforce which is adept at using digital technology. In St Malachy's we are ensuring that our students will use this vehicle to continue to be first class problem solvers, creative innovators, effective team players, strong leaders, outstanding managers of information and excellent communicators. Coding, artificial intelligence, robotics, gaming, augmented and virtual reality feature on the curriculum menu!
In the Digital Hub, the Senior Leader supports a wide range of digital skills, computational thinking and linked problem-solving both directly (see Figure 8) and through team teaching sessions with other subject teachers (see Figure 9).

<figure><img src="image_10.png" /><figcaption>**Figure 8:** The Senior Teacher for Creative Digital Learning supporting students programming a physical device</figcaption></figure>

<figure><img src="image_11.png" /><figcaption>**Figure 9:** The Senior Teacher for Creative Digital Learning team teaching and supporting students programming a physical device</figcaption></figure>

Before the Digital Hub was developed in the school, the Senior Leader for Key Stage 3 and the Senior Teacher for Creative Digital Learning had discussed how it might be possible to promote and develop digital and transferable skills, to develop innovation, creativity and collaboration. Whilst these skills had previously been a focus for teaching and learning, these senior leaders wanted to consider how to develop these skills in practices that would enable those students who might be more knowledgeable or interested in these areas to have chances to offer their help and support to others within their classes. An idea that emerged was to develop a real-life project in the Digital Hub, focusing on data analysis skills and communication skills. In the project that was currently being offered in 2025, students were provided with real world data where they had to create a presentation to prospective investors in a company. They needed to
analyse the data and tell the story about StimOxyGen<fnref n="26" /> (a medical pharmaceutical company that increases the impact that oxygen can have on tumours and cancer treatment) to prospective investors. The aim was to provide students with skills that would support their long-term needs, including how to analyse and translate scientific data in an accessible way.

By 2025, students were already reporting that they were being positively influenced by their experiences directly from those in the Digital Hub but additionally through the application of digital skills in other subject practices. One Year 10 student, for example, reported that his ideas about his career development had changed drastically - from perhaps considering being a lawyer or someone involved in the pharmaceutical industry, to now something geared more towards games development. This change had arisen from his involvement with coding in Minecraft Education and having enjoyed this activity so much. Another Year 10 student reported that he felt that his experience had changed the way he thought:

> *about things, because I think the way robotics and coding is constantly advancing, it's applicable to more and more jobs as the years go on. So, more jobs will need you to have a coding background or background to use them.*

The student explained further that he recognised coding and computational thinking would apply:

> *to so many jobs that none of them are just standard jobs... [they are] going toward a more digital aspect.*

Another student reported that developing digital skills was:

> *done very cleverly by the school by using things that the kids like and the kids identify with.*

The student said:

> *we've got Lego robots, which, you know kids will build at home... and you can code your Minecraft... and it just helps you really connect with the coding more, rather than it just being something, you know, in school you can do. It's something you can take outside of school, something you always think about.*

In terms of applying digital skills, computational thinking and problem-solving practices in wide subject areas, students reported about the different ways in which they had used digital technologies. For example, one student talked about uses in drama, about how to:

> *use AI to create how well you do facial expression or your script. It can improve your script board.*

Outside school, students also mentioned continued access and uses, such as accessing and using “My laptop to use Scratch”. One student referred to experiences in Year 9 in the Digital Hub, saying:

<footnote n="26">²⁶ About – StimOxyGen</footnote>
I was very excited about the lessons being taught through Minecraft Education... As I from quite a young age have been playing Minecraft by myself. It was really interesting to see that the school was able to take my interest in video games and implement it in an educational way. And that has also been... a part of Minecraft Club, allowing me to take the world home that we've been building our school project on and do work on and progress on it while we're at home... allowing you to work on the projects and use those skills that you learned in the Digital Hub outside of school as well.

As another student said:

> In our extra-curricular Minecraft Club, it [supports]... working skills that will be needed in the workplace... collaborative working with other people... Being able to... coordinate by ourselves... some people are going to go off and do this part... [using] their specialty and what their strengths and weaknesses are, and being able to work as part of a team.

In terms of after-school engagement, the school also runs an extra-curricular Micro:bit Coding Club on Thursdays. Students described how they had been involved in coding using a chip that had some 25 LEDs and buttons (see Figure 10), enabling them, with block code, to make games, such as a 'Flappy Bird'. As one student said:

> You just need to drag over the parts that you need and then it's just real easy to go from there.

<figure><img src="image_12.png" /><figcaption>Figure 10: Using Micro:bits for coding</figcaption></figure>

Students have become aware of "jobs becoming more digitalised". As one student said:
There's a program that we use in digital skills called typing.com<sup>27</sup> and whatever we're doing the lessons on it, whenever we go out into our lives and do like an office job or something, we'll be able to use those typing skills to get our work done.

Concerning the future, another student said:

> whenever I move on from school and stuff in Year 9, we're building digital portfolios, which will allow us to get jobs in the future, such as coders or just any job really.

Students were also aware of developing important personal skills, including creativity. As one student said:

> the Digital Hub has also expanded my imagination. Instead of just looking at the instructions on the Lego, I can just create my own stuff. Or in Minecraft, there's really no limit and you can just build whatever you want. So [it]... gave me... a new perspective... if you're buying... a game, for example, you don't realise just how much work goes into coding that game, or if you watch a movie... you're so immersed in it, you don't realise - you know that the dragon isn't actually there, someone's [had to] animate each frame.

From a student-wide survey conducted in 2023, students (73 Key Stage 3 students in total), reported about their perspectives on gaining personal skills. The report stated:

> As well as learning about specific content, thinking skills and personal capabilities were impacted. 90% said it helped to develop their communication skills, 93% Using ICT skills, 96% being creative, 93% working with others, 81% thinking, problem solving and decision making, 79% managing information and 84% self-management<sup>28</sup>.

In 2024, a wide report from Year 8 and Year 9 students (114 in total) stated that:

> 97% of students enjoy digital skills classes and on a free answer question, many overwhelmingly identified that learning about operating PCs in general, cyber security and coding would be very valuable to them in the future, and 80% identified that digital skills in general w[ere] really important for their future. Whilst most of the students are still undecided about what they might study for GCSE, students more often than not indicated that they would choose a GCSE that involves general IT skills, coding, animation or robotics<sup>29</sup>.

When a number of students were asked in 2025 about the future of computational thinking and digital skills in the school, one student said:

> I would have to say just continue. They've done well, adapting to what's new... They've started esports clubs to help kids play video games competitively, and it's just all about

<footnote n="27"><sup>27</sup> Learn to Type | Type Better | Type Faster - Typing.com - Typing.com</footnote>

<footnote n="28"><sup>28</sup> McGrath, C. (2023). *Building a centre for developing essential skills: The Creative Technology Hub - Evaluation Report May 2023*. Belfast: St. Malachy's College.</footnote>

<footnote n="29"><sup>29</sup> McGrath, C. (2024). *Building a centre for developing essential skills: The Creative Technology Hub - Evaluation Report September 2024*. Belfast: St. Malachy's College.</footnote>
adapting with what's changing, what's the new interests and how they can apply that to coding - and to help get the kids interested.

## 3.2 Diversity, inclusion, the digital divide and the under-represented

As the school prospectus (p.17) states:

> The Additional Educational Needs Provision in St. Malachy's College is designed to ensure the needs of all students with specific individual learning needs such as [Autism Spectrum Disorder] ASD, Dyslexia, [Attention Deficit Hyperactivity Disorder] ADHD and Social, Emotional and Behavioural difficulties, are supported within an inclusive and socially integrated learning environment. There is a Learning Support Co-ordinator, who is assisted by Specialist Teachers, Learning Mentors and Classroom Assistants. The team ensures that each pupil has full access to the curriculum and enjoys a varied, engaging and socially inclusive experience at the College. There is a strong focus on Continuing Professional Development with staff availing of a wide range of accredited courses such as Understanding ASD and Applied Behaviour Analysis, Mental Health and Anxiety Management, Anxiety Based School Refusal and Peripatetic Hearing. We have introduced a monthly Parent Support Group which takes place on a Saturday morning. This allows parents to meet staff on an informal basis and to also share experiences and support with each other.

The school is strongly aware of diversity across its student population, and it actively explores ways to support inclusive practices. For example, some statemented<fnref n="30" /> students have been allocated iPads by the Education Authority (EA) that the school manages. There are also a small number of students whom teachers recognise would find it a physical challenge to type and use a mouse and physical peripherals. To address these challenges, the school has been exploring forms of digital technology to help with access arrangements, such as uses of readers<fnref n="31" /> and dictation technology<fnref n="32" />.

Additionally, the school recognises that there are children with ASD, and teachers have found that:

> a lot of them are very, very good on computers and they know lots about that. They are now getting the opportunity to show off their talent... in the class, previously, [they] couldn't put their hand up for fear of getting things wrong, whereas now they're having the opportunity to glow during their Digital Hub lessons, after school classes, lunchtime classes. They are the stars of the show.

Teachers have found that:

> there are a lot of children who, although they are of a certain standard academically, they would have difficulties with processing... [it] takes them maybe 10 seconds more to process than it would their peers.

<footnote n="30">³⁰ 3: What is a Statement? – The Special Educational Needs Advice Centre (SENAC)</footnote>

<footnote n="31">³¹ Assistive Technology Tools with Examples - (2025)</footnote>

<footnote n="32">³² Using speech-to-text technology to empower young writers with special educational needs - ScienceDirect</footnote>
Using their logins, when they go home, they have access to reading technology, so that they can highlight the text, and it reads it out for them. They can also play texts or recordings again. As the Head of English said:

> *But the reading technology, definitely that has been a lifesaver. And for some, parents have mentioned that being able to access that through their C2k [access] at home, that's been, you know, really positive for them.*

Whilst dictation facilities are also available, it is reported that not many students use these yet, and they have not yet been tried in an external examination.

The school recognises that there are students who display a range of neurodivergent characteristics. The opportunity to be inventive and creative is being provided for some of those students, supported by uses of digital technologies. Access arrangements and how students access the curriculum are both being considered in an ongoing way. Teachers have reported that they are continuing to find out about different opportunities and how students may be tested in a different way from their peers. Uses of digital technologies have been found by the teachers to support learning engagement; students who would not have put up their hands in class, those from care situations who might be more reluctant to share openly in this way for example, are now using digital technologies to offer ideas and to ask questions.

Students have indicated that their diversity is being accommodated. One student, for example, said that:

> *I think it's much more personalised, which I believe is superior. In your standard classroom, I will struggle... when it comes to writing, I think I struggle in it so I have to actually analyse and see what I have to write about... I'm not at the pace with everyone else... We're all at different levels and being able to do that on your own is important.*

That digital technologies are supporting social interactions and social skills is also being recognised. As a student said:

> *As well as helping you learn how to code, it also helps you make friends. Like whenever I started here, I was the only one from my primary school class to come here. The Digital Hub really helped me find friends that had the same interest as me. So, if you're struggling, people can help you out, and if they struggle, you can help them.*

Similarly, another student said:

> *I feel like now for sure I have a lot of... confidence. And speaking... for me, it's fascinating. It's opened up a lot of doors, which is led into me doing stuff like speaking in front of people and going and doing... interviews and stuff.*

The student reported that being placed in that more professional context was enabling the gaining of skills at a young age, but, importantly, also leading to increased confidence.
In terms of concerns that the school has regarding diversity and inclusion, as a Year 11 student summarised:

we live in a very evolving world that's changing so much because of how rapid the technology is changing. And yet, in our school systems, not much has changed from the level many years ago, despite how much technology is involved... whenever we have things like this Digital Hub, it allows us to push forward towards technology and allows more immersive learning with the new capabilities that we have with our new technology. Using this technology can really like push the boundaries of how learning is treated in school. Let's be honest, not everyone learns the same. For example, some people do learn from writing something down, some people are a visual learner. So, if you plan things like VR, you get to see what's going on around you.

## 3.3 Computational thinking and its links to problem-solving

There is a careful progression of digital skills (computational thinking and computing activities) in place across the school and across the curriculum. Currently, all students in Years 8, 9 and 10 are involved. The approach being used is to enable digital skills developed in lessons in the Digital Hub to be taken and applied elsewhere, across subject areas and lessons.

In this way, computational thinking and its links to problem-solving are developed for students in the school from Year 8 onwards. In Key Stage 3 (Years 8, 9 and 10), students are supported with specific digital skills teaching within the Digital Hub. Figure 11 shows a sample of the digital skills scheme of work that Year 8 students follow from the beginning of their studies in the school. Essential digital skills that can quickly be applied in other subject lessons, using Chromebooks, for example, are developed at the outset.

<table><caption>Figure 11: Early elements of the digital skills scheme of work when students enter the school in Year 8</caption><thead><tr><th colspan="2">Year 8</th><th colspan="2">Content</th><th colspan="2">Resources</th><th>Skills Addressed</th></tr></thead><tbody><tr><td rowspan="10">Basic use of digital devices and internet</td><td>Sub-Topic</td><td colspan="2">Students will learn</td><td rowspan="10">Introductory Digital Skills Slide Deck</td><td rowspan="10">Google Classroom Tasks 1 & 2</td><td rowspan="2">Physical handling of devices</td></tr><tr><td>Why Digital Skills?</td><td colspan="2">The rules and expectations of the Digital Hub, what Digital Skills are and why they are important</td></tr><tr><td rowspan="2">Hardware Basics</td><td colspan="2">To identify and use a PC, screen, keyboard, speaker, headphones and mouse (including left & right mouse clicks)</td></tr><tr><td colspan="2">To identify and use a Chromebook, keyboard and touchpad swipes & clicks</td></tr><tr><td rowspan="2">Logging in and out of devices</td><td colspan="2">The system of how to choose and remember a strong password</td></tr><tr><td colspan="2">To use password manager as a way of helping them to sign into accounts</td></tr><tr><td rowspan="4">Google Classroom Intro</td><td colspan="2">To log into the PCs and chromebooks with their username and password & log out</td></tr><tr><td colspan="2">To open Google Classroom using the Chrome browser and log in</td></tr><tr><td colspan="2">How to join Google Classrooms and recognise and respect the rules surrounding Google Classroom</td></tr><tr><td colspan="2">To identify and use the features of Google Classroom including the Upcoming Work window, the Stream, Classwork and People tabs</td></tr><tr><td rowspan="2">Google Drive Intro</td><td colspan="2">To recognise the role of the Guardians</td></tr><tr><td colspan="2">To use their phone to log in, scan and upload documents</td></tr><tr><td rowspan="2">Manipulating Windows</td><td colspan="2">To practise using Google Docs with Google classroom, and scanning a doc with their phone by completing Task 1 and Task 2 posted in Google Classroom</td></tr><tr><td colspan="2">To open Google Drive using the Chrome browser</td></tr><tr><td rowspan="2">File Explorer intro</td><td colspan="2">To create a St Malachys folder in MyDrive then a year group folder and a folder for each of their subjects including Digital Skills</td></tr><tr><td colspan="2">To create a new doc, rename and move to StMals folder. Students to save all their digital subject work into the correct folders going forward</td></tr><tr><td>Windows Shortcuts</td><td colspan="2">To recognise where Google docs save to automatically when they are created</td></tr><tr><td>Google Forms Survey</td><td colspan="2">To recognise the folder structure in file explorer and what the Downloads folder is for</td></tr><tr><td>Using the Internet safely and efficiently</td><td colspan="2">To recognise the folder structure in file explorer and what the Downloads folder is for</td></tr><tr><td>Using email</td><td colspan="2">To use the Google Search Engine effectively and be made briefly aware of being safe online</td></tr></tbody></table>
Schemes of work for digital skills progress across Years 8, 9 and 10. The focus within these schemes of work on computational thinking and problem-solving occurs later in Year 8 (in the second term, shown in Figure 12) and in Year 9 (shown in Figure 13).

<table><caption>Figure 12: Year 8 scheme of work for digital skills that focus on computational thinking and problem-solving inks</caption><thead><tr><th colspan="5">Year 8</th></tr><tr><th>Topic</th><th>Sub-Topic</th><th>Content</th><th>Resources</th><th>Skills Addressed</th></tr></thead><tbody><tr><td rowspan="8">Cyber Explorers</td><td>1. Hang Outs (#1)</td><td>About the use of technology across numerous different types of careers and the need for cyber security</td><td rowspan="2">Cyber Explorers Slide Deck</td><td rowspan="8">Being Safe and Responsible</td></tr><tr><td>2. Safe Use of Technology (#6)</td><td>About the dangers of the internet, the consequences of their actions and the risks associated with connecting with other people online</td></tr><tr><td>3. Controlling Access to Systems (#5)</td><td>About the risk to personal data and information, the need for passwords and how to create strong passwords</td><td rowspan="2">Use Hitting the track - Jordan and if finished Finding a cure with AJ</td></tr><tr><td>4. Protecting the Connected World (#2)</td><td>About the importance of using encryption when transmitting sensitive information, and recognise when it is being used. They will also recognise how access controls such as firewalls help protect networks and devices</td></tr><tr><td>5. Securing devices and software (#3)</td><td>About the common security features in web browsers and understand how they help maintain online privacy and security</td><td rowspan="3">Coding in Minecraft Slidedeck</td></tr><tr><td>6. Defending Against Malware (#4)</td><td>To recognise malware, its different categories and the damage it can cause. They will also learn the basic controls to support the mitigation of attacks</td></tr><tr><td>7. Save the City - Power Up</td><td></td></tr><tr><td rowspan="7">Coding in Minecraft Intro</td><td colspan="2">Assessment - CAT 2/Christmas Test - multi-choice test of knowledge</td><td rowspan="3">Coding in Minecraft 1 Game available on DH1 PCs</td><td rowspan="7">Creating Content<br>Problem Solving<br>Analysing and evaluating<br>Resilience</td></tr><tr><td>Lesson 1 and 2 - Basics and making the Agent move using Makecode</td><td>To interact with the CIM environment in lesson 1<br>To make the agent move in lesson 2 through 3 activities (1. summon the Agent. 2. Control the agent. 3. Make the agent move)<br>and 1 assessment challenge (Agent move challenge - get the agent through a maze)</td></tr><tr><td>Lesson 3 - Making the Agent Build using Makecode</td><td>To code the agent, using sequential steps, to build various shapes (and include loops) through 4 activities (1. Agent place on move. 2. Agent place. 3. Repeating Actions. 4. Agent Build) and 1 assessment challenge (Agent build Challenge)</td></tr><tr><td>Lesson 4 - Errors</td><td>To identify and fix errors (debug) in Makecode blocks through 2 activities (1. Errors activity 1. 2. Errors activity 2)<br>and 2 assessment challenges (Errors Challenge 1) and (Errors Challenge 2)</td><td></td></tr><tr><td colspan="2">Coding in Minecraft Assessment</td><td></td></tr><tr><td>Getting Started Tutorial Activities</td><td>To use block-based coding to code the light matrix on the lego hub and the colour sensor, motor and distance sensor attached to the hub</td><td></td></tr><tr><td>Digital Musicians</td><td>To code the lego hub to make music and use repeat loops</td><td></td></tr><tr><td>Moving Robots</td><td>To code the lego hub to move through use of the motors</td><td></td></tr><tr><td>Lego Robotics</td><td></td><td></td><td></td><td>Physical handling of devices<br>Creating Content<br>Problem Solving<br>Analysing and evaluating</td></tr></tbody></table>

<table><caption>Figure 13: Year 9 scheme for work for digital skills that focus on computational thinking and problem-solving</caption><tbody><tr><td rowspan="4">Coding in Minecraft Intermediate</td><td>Lesson 1 and 2 - Intro and Using Variables</td><td>To interact with the CIM environment in lesson 1<br>How to use variables in lesson 2 with 2 activities (1. Make the chat respond to a command. 2. Get the agent to jump 10 blocks on command)</td><td rowspan="4">Coding in Minecraft Slide Deck</td><td rowspan="4"></td></tr><tr><td>Lesson 3 - Using Logic</td><td>How to use loops, variables and logic, and design a programmatic solution for a given problem</td></tr><tr><td>Lesson 4 - Using Advanced Logic</td><td>To focus on the use of if/then/else statements and design a solution for a problem</td></tr><tr><td>Lesson 5 - Using Loops</td><td>To focus on the use of loops and design a solution for a problem. They will also practice indentifying errors in code (debugging)</td></tr><tr><td>Lesson 6 - Using Advanced Loops</td><td>To understand when a forever loop can and should be used and the problems this can cause if used incorrectly</td><td></td><td></td></tr><tr><td rowspan="4">Google Applied Digital Skills</td><td>Google Workspace: Sheets - Part1</td><td>Create a Google sheet, duplicate it and add new data, format, sort and organise it</td><td rowspan="4">www.applieddigitalskills.google.com</td><td rowspan="4"></td></tr><tr><td>Google Workspace: Sheets - Part2</td><td>Create filters and use filter views. Use the SUM fn to analyse data, display data in a chart, use the COUNTIF fn</td></tr><tr><td>Understand your Digital Footprint</td><td>List things people online and draw from this a personal digital footprint through sheets</td></tr><tr><td>Build Healthy Digital Habits</td><td>Summarise their own digital habits and collaborate on a presentation designed to promote healthy habits</td></tr><tr><td rowspan="4">Stand Up Speak Out Project</td><td>Watch the foreign film 'Sing'</td><td>About social injustice and standing up for what is right</td><td rowspan="4">Stand Up Speak Out Slide Deck</td><td rowspan="4">Nerve Centre Shortcut film Project website</td></tr><tr><td>Determine meaningful issues affecting peoples' lives</td><td>About what issues they believe in</td></tr><tr><td>Adobe Creative Express features</td><td>The features of Adobe Creative Express</td></tr><tr><td>Project Development</td><td>To create a poster/a short film/ an animation or social media content to advertise their cause</td></tr><tr><td colspan="4">Assessment CAT 3/Summer Test</td></tr></tbody></table>

Importantly, these digital skills continue to be transferred to subject activities and practices by teachers across the school (as will be described further in Sections 3.4 and 4 of this case study).
The school has developed a cascading of practices through their strategic approach. This was done partly because teachers had found that the school's student intake was not uniform when it came to their knowledge about digital devices. With 60+ feeder primary schools to St Malachy's College each year, from experience, teachers had found that some students had used iPads in primary school, some had used Chromebooks, others had used PCs, but some had not used digital devices at all in schools previously. An aim of the digital skills schemes of work was to create 'a level playing field', so that all students would be able to use personal computers (PCs) and Chromebooks, they would know the password system being used, know how to log on, and how to organise themselves using online environments with files and folders. In terms of virtual learning environments (VLEs), teachers had found that some had used Google Drive in their primary school, others had used Google Classroom or Microsoft Teams, but some had not used any VLE previously. All teachers in the case study school used Google Classroom, and whilst some might have used it more than others, they all used it. Some teachers used it as a way of messaging or talking to their class or for undertaking particular aspects of subject work, while others expected students to deliver their work through the VLE.

Rather than describing the digital education focus in the school for students as either computing or computational thinking, the focus is described in Key Stage 3 as ‘digital skills’. This is how the school prospectus describes these and their importance in and for the curriculum (p.11):

> With global technological advancement, the need for young people to develop and improve their digital skills has never been greater. A key aim of the first two years of the Digital Hub (DH) pilot has been the development and delivery [of] a new and relevant KS3 digital curriculum. This has been highly successful with students embracing workspace skills, producing digital portfolios and becoming skilled in aspects of programming and animation learning about cyber security and developing digital media projects. They have developed their own technology by learning to code using LEGO robots, Minecraft and Game Design, and are learning to digitally draw and animate using a range of software. Students have had opportunities to design 3D worlds and check them out with our VR headset technology. In terms of staff training and curricular embedding, Year 1 involved 3 staff and 180 learners and by Year 2 we have already moved to 7 staff and 360 learners. The DH staff promote a cross-curricular approach and have enabled other teachers to use digital technology to deliver learning experiences ranging from English creative writing to nuclear fission in Physics. Across the curriculum, the DH has created learning and teaching opportunities for 30 teachers and 1800 students. Our KS3 boys are embracing skills and opportunities that are not on offer elsewhere and are not yet a part of the statutory curriculum. Future curriculum developments will include use of AI, Cyber First and Google Applied Digital Skills Projects. Through the DH, the College is progressing a visionary and innovative digital curriculum that is skilling our learners for third level education and future careers. There is a real and recognised gap in the NI Curriculum, not only at KS3 but through to the current GCSE courses and at Post 16.

It is this forward-looking definition of digital skills development in the KS3 curriculum, as much as the design of the Digital Hub itself, that attracts considerable attention from teachers, educators and policymakers from across Northern Ireland. A key aim of the skills developed in the Digital Hub is to promote wider practices that can lead to student independence in
computing, computational thinking and problem-solving, not just in the classroom, but at home as well. Subject teachers also promote wider digital practices. The Head of Languages encourages the development of digital skills that enable access and practice at home, perhaps via student smartphones, since it is known that many people have access to these. For that teacher:

> that independence for me is what the technology has done in a way that it just wouldn't be possible otherwise. I can give a worksheet out but then I have to mark it and post all of that out if there is to be instantaneous feedback... I feel more like I'm facilitating their learning than I'm talking at them about how you learn French... When I was given a vocab test, they would say take it away, learn it all by heart, and I'd write it out 10 times and that's how I did it. But it's done in such an interactive and visually attractive way [with digital technologies]... I feel that it's really important for us to keep developing our skills because it develops their skills and so it's that cascade that I feel is really beneficial.

Similarly, a teacher of mathematics and teacher in the Digital Hub reported how Dr Frost<fnref n="33" /> was used by students. The teacher had been aware of this software when in a previous school, but in this school had recognised that everything needed to support uses of digital technologies was already in place. The teacher wanted to track homework being completed by the students, especially as the software could be set so that every single student had the same skills presented to them but might receive different questions. This prevented cheating at home, and the subject issues identified from across the student results meant that the teacher could identify what needed to be covered in a class lesson the week following. The teacher set a week-long homework that could be completed by the students whenever and wherever they wished during that time. The teacher found that the digital technology provided a scaffold for the students, aligned to the concrete pictorial abstract (CPA) approach of Jerome Bruner<fnref n="34" />. The teacher found that Dr Frost provided support for that approach, because of the use of an interface where it was possible to see images that showed meanings behind the questions. The teacher found this to be beneficial and found that students learning at their own pace and being told that they were doing well by seeing a green light outcome was beneficial to them too. But the program also told them when they were wrong; the students got a second chance at a question, and, if wrong again, then a video was provided to support further explanation. This form of scaffolding was found to help the students, working at their own pace.

Expanding the width of digital practices into subject topics and outside school applied to computing skills also. A teacher of religious education and teacher in the Digital Hub discussed how she had applied uses of Minecraft in this way. Apart from the difficulty that could arise, of engaging students in languages subjects, the demands of GCSE in the subject mean that a large of amount of detail needed to be retained for the examination. The stories that students had to retain were written in the style of the times – 1st century Palestine, some 2,000 years ago. So, a lot of the language and the context for imagery was found to be far removed from their experiences. The teacher decided to start introducing the stories earlier in the school, and asked students to work in groups, and to use Minecraft to interpret one of the plagues from the Book of Exodus. This required students to be creative and to address problems in their own

<footnote n="33">³³ Dr Frost Learning</footnote>

<footnote n="34">³⁴ CPA Approach Explained | Learn the Concrete, Pictorial, Abstract Method</footnote>
ways, such as finding ways to illustrate frogs (that do not exist in the animal form in Minecraft), or work out how to build a road, or to build and kill livestock (as the software was in safe mode, so they could not be killed). The teacher has noticed that test scores have increased, especially in cognitive ability test 2 (CAT2) scores. The teacher believes that recall was supported by the use of the Minecraft activities, enhanced through the students' enhanced forms of engagement in the activities. Students needed to think about the tasks across two or three lessons, where they were building as a team, working together and gaining from the strengths of the team and the individuals. A system was set up so that the teacher could view what the individual groups were achieving at any point in time. The teacher gathered from the activities some exemplar pieces of work that could be used for the following year. A key outcome that the teacher noted had been the students' abilities to recall stories from thousands of years ago in detail. The teacher believes that the recall and the detail is enhanced because of the individual opportunities to engage, in the ways that students could choose. In this sense, the learning was more personalised, offering enhanced ownership.

Whilst the focus in the Digital Hub has been on 'digital skills', the outcomes achieved and reported go much wider and further than what might be regarded as 'ways to use digital technologies'. For example, outcomes described cover skills such as collaboration, sharing, teamwork, creativity and project management. The school principal describes these wider outcomes as skills developed *through* digital. The importance of the development of such skills alongside and associated with computational thinking and coding skills has also been recognised by students. A Year 10 student, whilst not being sure about a specific career path, said that, due to the Digital Hub, he wanted to just create something and that activities like coding have "*really just help me put ideas out into the world*". He said that being:

> Able to... programme using the system and then... add it to the robot and just whatever I think you know, if I'm able to do it, I can. If I can't, I just try it over and over until I guess I'm able.

An example he gave was building a Lego robot which used colour sensors and distance sensors, where, depending what colour was added to the robot, the robot would start a specific action. Another student discussed how coding helped with a process of elimination. He said that when things do not go right the first time, you move past that and:

> *try again and try again... it's just the process of not giving up the first time and persevering, until you get something you want.*

Enabling independent activity has been a recognised outcome, both within and outside the school. One student reported how he had built his own computer over a holiday season. He stated that the activities in the school had "*made me better with my own computer and the skills that I learn in class*". He described how he had put all the parts together and built the computer in the kitchen, taking some 4 hours to complete the set up. A further comment from a student indicated how coding and computational thinking were supporting independence in other subject learning:

> *I believe coding allows you to think more outside of the box. Once you have the basics of coding, you could easily go and find multiple ways to achieve that goal and, like in Minecraft, if you want to build a structure, there could be different orders in which you*
build that structure and different ways and how you achieve that. I think it's that also [that] then applies in the other subjects, of finding multiple ways to get to your goal.

Another student reported the impact of understanding more about collaborative working, and the process of what it takes to be a team. The student recognised the importance of listening to others, having a planning phase, considering options, and what each option might look like when creating drama game levels. He stressed the importance of "when you get something that you finally like, it proceeds great". Another student stated that he believed his digital creativity had increased, saying:

> I'll use templates to make little games [to] use to help my education like languages, as before I failed my Spanish test.

Yet another student commented on the flexibility and independence that digital technologies offered.

> I believe that learning at our pace is probably best because instead of sitting in a classroom and somebody saying do this and do that, if you don't have enough time, you need to complete at home and be more restrictive. I prefer being more open and working at your own pace.

Enhanced engagement with learning through digital, computational thinking and problem-solving activities was reported by many students. As one student reported:

> I like the way that digital skills, instead of just [when] they write code on the board and we copied it and tell us what to do. They use digital skills to adapt into more ways that we like to do things, so like VR, they find a lot of ways to teach through VR and through like robotics, and it just makes us more... inspired to listen and learn off that.

Importantly, knowing about ways to work safely in digital environments was also reported by students. One student reported that:

> I wasn't really too interested in tech, but as I progressed through the school, I believed that my skills... improved around security using a programme called Cyber Explorers<fnref n="35" />.

In summary, of 82 Year 8 students responding in a survey in a 2023 report<fnref n="36" />:

> Roughly 87% were fully aware of what they were learning each week, thought it was important to learn to code and liked using Lego to do it, liked how the course was delivered, thought it was really fun and enjoyed the challenges that were set.

Similarly, as one student reported about the importance of the digital practices offered through the school in 2025:

<footnote n="35">³⁵ Cyber Explorers</footnote>

<footnote n="36">³⁶ McGrath, C. (2023). *Building a centre for developing essential skills: The Creative Technology Hub - Evaluation Report May 2023*. Belfast: St. Malachy's College.</footnote>
> So if we were to want to go on and do a job that involves coding, like we're not going to learn all of that in the digital skills class because we just wouldn't have enough time. But we would learn all the essentials that we would need to take that off.

It should also be noted that in order to achieve these forms of outcomes, subjects across the school provide for ‘unplugged’ (without a digital device, using concrete resources or physical actions) as well as ‘plugged’ (coding a digital or robot device). The balance of these activities, as well as the progression of these activities, is aligned to the development of students’ computational thinking and engagement in coding.

### 3.4 Developing teacher practices

The school seeks to make digital skills and practice ‘grow rather than it be something imposed’. Previously, iPad technology and some earlier related facilities were felt by contrast to be imposed, and this was found to be counterproductive. From 2022, the school has been developing digital skills and practice ‘organically’, in order to seek to ‘build something permanent’. In the currently observed developments in 2025, all teachers and support staff were actively involved in developing uses of digital technologies to support digital education for the young people in the school.

The Digital Hub provided a centralised place for the training of teachers. When teachers booked sessions in the Digital Hub, they could ask for the Senior Teacher for Creative Digital Learning to be present, in order to see how an experienced colleague would teach their lesson. To do this, the subject teacher let the Senior Teacher know what they were teaching and the Senior Teacher then helped with the technology and showed how the facilities could be used easily, without difficulty. The Senior Teacher supported the subject teacher until they were confident to take lessons themselves. The expectation was that the subject teacher would use the practices supported in the Digital Hub and practise them elsewhere in the school. For example, when a teacher of mathematics wanted to integrate technology or use a software package such as Dr Frost, they either booked into the Digital Hub or used Chromebooks within another room. For the students, they already knew how to log in, and they knew also which Chromebook to use, as their name was already registered on that device.

When a subject teacher has found out how to use facilities in the Digital Hub, it is then possible for them to train up other teachers in their subject department on a staff day to show them how to use the technology or a specific software package. The development of digital skills has been approached in a uniform way, so that everyone has followed the same system that the digital skills teachers teach; all other teachers are then aware of the basic functions that have been covered by students at different times during Years 8, 9 and 10 that can support their subject needs and practices, so that the teacher knows that students can use the digital technologies without them having to teach digital skills as a part of their subject lessons. The implementation of this digital skills system has set precedents; for example, ways of accessing the computer and system, how to organise work on the system, and how to be safe. The development of a digital passport for students has led to recognised benefits. Teachers know that students now know, for example, how to log into an e-mail account and send an e-mail, upload work to Google Classroom (which was an issue during the Covid-19 period as students submitted work without attaching any documents because they did not understand the processes involved), and how to share a document.
In the Digital Hub, subject teachers can book in and teach their subjects using digital technologies that are only based in the Digital Hub. The Senior Teacher for Creative Digital Learning monitors other subject usage and what students and teachers are doing. However, trying to find times when subject teachers can book into the Digital Hub has become more challenging over time. In 2025, with three year groups having digital skills lessons in the Digital Hub (as the digital skills curriculum has developed across subsequent year groups over time), time for subject teachers to book into the Digital Hub is becoming an increasing challenge, especially as the Digital Hub provides access for classes from other schools in the North Belfast Area Learning Community (ALC). In spite of the challenges, all teaching staff in the school, some 70 in total, use digital technologies in their teaching. The importance of digital technologies to the teaching staff is illustrated by a comment from the Senior Teacher:

*if you can't log on to a computer, everybody's crying. That's the basics.*

To share practices as they continue to be developed, meetings are arranged at times to showcase what is being done and to demonstrate practices such as Chromebook trolley routines. These make sure that teachers are aware of how students should handle the devices, know how to take them out, work on them and put them back so that they can be used by others. All of those routines become a part of a system to ensure that all runs smoothly and does not fall apart.

Other subject teachers met in a working group with the Senior Teacher for Creative Digital Learning to consider how to develop digital skills and practice. The Head of French, for example, is a member of the digital skills development working group. Although relatively new to the school, the Head of French says that she has a "real passion for technology in the classroom" and uses it in "every single lesson really". A teacher of mathematics, in his second year in the school, is also a member of this working group. He has supported the implementation of the specific support software package Dr Frost, seeing an opportunity to enable greater tracking of student achievement through the uses of this and other software (see Table 3 that illustrates how this practice is linked to current targets for all teachers of mathematics).

<table><caption>Table 3: Targets for using software to support student learning outcomes using specific software packages</caption><thead><tr><td>Targets</td><td>Success Criteria</td><td>Actions</td><td>Monitoring Method</td><td>Evaluation &amp; Evidence</td></tr></thead><tbody><tr><td>1. Each teacher will continue to build and create/enhance resources in their own Dr Frost platform for use with their maths classes</td><td>Students will experience quality teaching and learning.</td><td><ul><li>Each child to log in using their unique username and password.</li><li>Course content to be created in Dr Frost</li><li>Safe use of electronic device in the classroom (if applicable)</li><li>Assignments will be set with deadlines</li></ul></td><td>Teachers will facilitate sharing resources Departmental meetings for sharing ideas</td><td><ul><li>Dr Frost will be rich with resources by June 2025</li><li>Pupil voice</li><li>Positive experiences by every student</li></ul></td></tr></tbody></table>
<table><thead><tr><td>Targets</td><td>Success Criteria</td><td>Actions</td><td>Monitoring Method</td><td>Evaluation & Evidence</td></tr></thead><tbody><tr><td>2. Each teacher will incorporate regular retrieval practice in their lessons.</td><td>Students will gain experience in attempting higher-level problem-solving questions</td><td><ul><li>Use of Dr Austin Maths<sup>37</sup> and Mathsbox<sup>38</sup> for retrieval starters</li></ul></td><td>Shared practice (Departmental minutes<br>Classroom Observations</td><td><ul><li>Outcomes improved in CATS</li><li>Minutes</li><li>Pupil Voice</li></ul></td></tr></tbody></table>

In the digital skills development working group, the focus has, by 2025, been on exploring practices in Key Stage 3. One teacher reported aims of this role as:

to narrow it down a little bit, taking a class and trying to really push the curriculum and seeing what differences we can make for that class and what their pupil voice responses to it are in particular - where they feel they are at the end and has it been beneficial? Are they learning more in the subject, but also in terms of their digital skills? So, it's the little things that we're trying to do, or even offering to observe or help or facilitate... like someone could say 'Would you mind coming and helping me with this particular class because I'm having a problem over X, Y or Z'.

Teachers can arrange planned observations of each other to enable sharing and discussion. The role of the working group, in terms of sharing, has been reported as:

Trying to share our best practise within the group and then spread in the longer term. So, we recognise that, at the minute, it's us going, 'we love this, it's great. Here are some of the things we're doing'. But then if we take it back to each department and then each department highlights what they've benefited, how they've benefited.

This approach has supported sharing and development in an ongoing way, when digital technologies are continuing to evolve at a quite rapid pace.

The teacher of mathematics recognised that the learning curve for developing practices to support teachers and students has been steep. As he said:

we've got the gaming PCs and Digital Hub, so learning the new spec was quite difficult at the beginning because there were high end computers in this second Digital Hub.

He indicated the importance, with digital devices such as Chromebooks, for the need to adapt, and also the need to be willing to take initiative:

I had to learn myself how to code through Minecraft. It was at the time last year being one lesson ahead of the pupils, but now I am kind of up to date with it.

The driving influence for this teacher was clear:

<footnote n="37">37 Maths Teaching Resources | Dr Austin Maths</footnote>

<footnote n="38">38 Mathsbox | Quality time saving resources</footnote>
I had to learn that there because I knew it was important to the boys. And they were
doing a lot more things than what I was able to do with them.

But, using the students' expertise, as he reported, they “team teach with me... I've learned from the boys”. The teacher clearly demonstrated inquisitiveness, in exploring new software opportunities. As the teacher reported in this context:

Claude<fnref n="39" />, a fantastic curriculum, there's a lot of software there that I had never heard of... searching for new websites and searching for new software and then using the updated software has led me then [to] bring this into maths and then that actually was how the Doctor Frost came about.

For this teacher, inquisitiveness was involved in exploration of different possibilities:

*If there's something already there, we can bring it in.*

Teachers recognised that they were not only developing digital skills but also pedagogic skills.
As the teacher of mathematics reported:

> *certainly I found my own skill set has definitely improved. And last year I benefited greatly.*

Team teaching opportunities provided a reassuring environment, as:

*There's a few boys in every class that are always going to know more than me.*

Having someone else in the room to support those students who were already ready to be pushed on, was highlighted as a key benefit. But the teacher also recognised a change in pedagogical practice:

*I became very much a facilitator in the room, which, completely, it changed what I taught and my normal subject approach.*

In terms of the effect on the students as a result of this pedagogic shift, the teacher reported that they seemed:

> *much more confident staying on task, problems solving, especially for the coding.*
> 
> *Towards the end of the year, they were [addressing] problems in the code. [They] had to identify the code, go back, correct the code, see if it worked.*

The teacher noted a shift in their learning behaviours:

*Usually in classrooms when the boys go up against the problem, they automatically put their hand up - they want the teacher to step in - whereas in the Digital Hub there was just that little element of confidence.*

<footnote n="39">³⁹ Claude</footnote>
This shift was reported to enable the students to tackle the problems themselves. The teacher reported that “*I would teach completely differently now*”. As the software is being used to support activity, the teacher recognised that his role was more concerned with facilitating:

> we help people who are struggling, so the technique of teaching has changed for me.

Whilst research evidence can suggest that teachers are quite conservative with regard to change in their practices<fnref n="40" /> and that they can be quite afraid of change, teachers in the school were demonstrating that reflective practice was enabling them to adopt different strategies that aligned with student interests and needs. The focus on professional development, starting with colleagues who could share their practices with other colleagues in their subject departments had led to skilling up across the teacher population. The role of the Digital Hub in supporting this spreading of expertise was recognised by key subject teachers who had led this phase of the development.

To support sharing of teacher practices with digital technologies, the school operated what it called ‘Tech Tuesdays’. On Tuesdays, after school, teachers were invited to a session where a teacher talked about how they were using a specific software package or application. Additionally, the school supported the sharing of practices and ideas through ‘Tech Tips’. These were sent via email. The aim was to support teachers through professional development approaches that enabled them to feel confident about using digital technologies and try out different technologies. As one teacher reported:

> I think Tech Tip Tuesday is a little easy win and I love it when someone writes back to you and says, ‘Oh my goodness, that was brilliant’. And it’s so small and simple.

The teacher went on to say:

> you can say, you know, delete if it's not for you, but it's just about little drops trying to expand the use of technology so that it becomes a little bit less scary. And then also about us trying to spread a bit of positivity so that the chat around use of technology is more positive, not that it's negative at the minute, but I just don't think it's as widespread as it could be.

The teachers shared:

> what we see as the benefits and what we see is the really positive things that we can do with it... helping them be able to see the difference that can make.

The school also arranged a ‘Joint Staff Day’, when expertise from outside the school was brought in for sharing and development purposes. In the latest of those days in 2025, personnel from C2k were involved (the team within the Education Authority’s Education Information Solutions (EdIS) programme<fnref n="41" /> who support and manage the provision of digital technologies and experiences across the country). In this day, the school provided a wide range of activities in the

<footnote n="40">⁴⁰ Teachers and Change: The Role of Reflective Practice - ScienceDirect</footnote>

<footnote n="41">⁴¹ https://www.eani.org.uk/services/education-information-solutions-programme-edis</footnote>
technology-related agenda, including workshops and content covering pastoral teaching and
learning about child protection.

**3.5 Short- and long-term plans and actions**

When example activities from school annual schemes of work and medium-term plans are
viewed across the age range, it is clear to see that these are student focused. This focus has
been and continues to be central to planning and activities.

In this respect, the Senior Leader of Key Stage 3 has had and continues to have a pivotal role. He
has supported all the heads of department with a complete refreshment and review of all of
their schemes of work in terms of skills (digital and more widely). As he says, it is important:

> getting under the skin of what those terms meant, and a name linking them to the
> learned activity... that work was [previously] all done and completed... there was a
> complete overhaul of every year group. [But now] I think we're ready for refreshment... to
> incorporate the digital in a similar process.

Teachers in the school continue to monitor the digital changes that are happening internally
within the school and externally as digital technology facilities emerge, considering the new
opportunities that these can bring for teaching and learning. Taking on board some of these
changes can lead to long-term shifts in pedagogy. A teacher of languages, for example, said that
for "*a languages teacher... about learning and consolidation... there is so much scope*".
Recognising that the technology now exists that offers levels of sophistication, this teacher has
taken this forward in terms of future activities:

> the only thing that I can really do that is truly meaningful is ask them to learn at home, and the most effective way that I can track their learning is through digital technology. So, if they have the app on their phone for Quizlet^42... I can track every login. We use another website called Language Gym^43; in every single answer the stats are all there to show me how long they spent on that exercise, how many answers they did, what their accuracy was, and so that kind of detail. I would never have that information without technology.

The teacher sets homework that can be supported by digital technology, which can help the
teacher view what is happening over a longer period of time:

> [for] any long-term embedding... I have a trackable [view]. So, it has really changed what I would do in terms of my homework setting certainly.

But some issues are not immediately resolved that relate to digital technologies, and these do
need longer-term consideration, planning and strategy, from outside as well as inside the
school. The use of controlled assessment is one such issue of concern, due to student uses of
digital technologies using generative artificial intelligence (GenAI). Concerns about controlled

<footnote n="42">42 Digital Flashcards & Revision Cards for Students | Quizlet</footnote>

<footnote n="43">⁴³ Language Gym - Home</footnote>
assessment are not new. For example, Ofqual in 2013⁴⁴ published a review that raised levels of concern.

A further wider concern of the school relates to the need still in examinations for handwriting. Teachers are concerned that examination boards need to recognise that being and working digital is in line with the future; but for the current, handwriting in examinations is still required. The school has supported digital forms of assignment completion, where essays, for example, would be handed in, the teacher would scan them, or students would take images and upload them. The teacher would then mark on the digital copy directly. As one teacher said:

> I can colour code it so they know what the colour codes mean and then I can write my notes on the side and give them their marks and feedback at the bottom, but they will never lose that material and that's one thing that I would love to do further down the school... they are also the ones here most likely to lose their materials.

In terms of long-term plans for digital provision, the school continues to focus forward. In a 2023-24 open night leaflet<fnref n="45" />, the school stated (p.3) that:

> Plans and preparations are in an advanced stage for the development of a major £11million Digital Skills Factory on the old seminary site. Our new universal design for learning centre will house a vast array of cutting-edge technology extending further our reach into the North Belfast Area Learning Community and beyond, developing our approaches to AI, and cementing further our marriage between education and industry in a very real way, addressing the necessary skills for the world of work in the 21st Century!

## 4. What pupils do and achieve at each stage of their school development

The school considers progression across all Key Stages and Year levels. At Key Stage 3, the development of digital skills and their application in subject areas is a major focus that is framed through the year-based schemes of work. At Key Stage 4 (KS4), students choose GCSE and Diploma subjects for examination, and the focus is on an expansion of digitally based examination choices and digital support within other subject examination courses. At Key Stage 5, the focus is similar to that within KS4, where students choose to study specific AS and A level examinations.

### 4.1 Key Stage 3 (11-14 years of age)

At Key Stage 3, student development of digital skills, including computational thinking, coding and problem solving, are supported through specific digital skills lessons within the Digital Hub. These skills are transferred within subject areas where activities can be undertaken in other rooms and suites across the school. From a curriculum perspective, a digital scheme of work for each year group is concerned with developing the skills and competences that students can then go on to apply within other subject areas.

<footnote n="44">⁴⁴ Review of Controlled Assessment in GCSEs</footnote>

<footnote n="45">⁴⁵ St Malachy's College Belfast (2024). Year 2 Creative Digital Hub 2023-2024. Belfast: St Malachy's College.</footnote>
The 2024 Evaluation Report<sup>46</sup> of the outcomes of Digital Hub listed example activities that were undertaken in different subject areas:

* **French** - Year 8-10 classes used Chromebooks to access Language Gym<sup>47</sup> and Quizlet<sup>48</sup>, which was reported to help "students to use, remember and access the language in many different contexts".

* **Mathematics** - Year 8-10 classes used Chromebooks to access the Dr Frost<sup>49</sup> website, which was reported to allow "students to explore, learn and practise a large range of mathematical topics... promot[ing] independent learning and helps to free the teacher in the room to provide help to those more in need".

* **English** - Year 8 classes used VR headsets in pairs "to explore environmental scenes that would inspire the use of adjectives in their [creative] writing".

* **Geography** - Year 8 classes used Minecraft Education<sup>50</sup> to build settlements "using the natural resources they found. Students worked in groups to locate the best area within a world full of forests, lakes, waterfalls and open sea to settle before building a settlement using their own knowledge and imagination to meet a set of criteria". Year 10 classes used VR headsets "to explore the inner workings of an active volcano and were able to answer questions and establish the type of volcano based on what they saw".

* **Religion** - Year 10 classes used Minecraft Education "to populate the inside of a museum with representations of significant events in the lives of Martin Luther King and Oscar Romero. Students worked in groups, with each group being given a particular event to represent that they had to build from scratch using their own knowledge, creative skills and Minecraft skills".

* **Science** - Year 9 classes used Minecraft Education "to understand the structure of atoms and to craft elements based on knowing the correct numbers of protons, neutrons and electrons. They then used the elements they made to work in small groups to build their own versions of the Periodic table and explain their groupings".

Subject teachers reported in more detail about the influences and impacts that they were observing from this range of activities, directly involving student digital skills, computation thinking, coding and problem-solving. A geography teacher reported that digital technologies had enabled an extension of the geography curriculum for certain topic areas. For example, one topic area covered was 'settlements'. Following a demonstration from the Senior Leader of the Digital Hub, the teacher of geography considered how Minecraft might:

> bring the topic to life if the children could create their own settlement. And so we together came up with an idea... for Year 9... and [the students] love it.

The teacher also involved Year 10 students in using digital technologies when exploring the topic of 'volcanoes', so that the students could look at a live volcano erupting, using a VR set. As the teacher said:

<footnote n="46"><sup>46</sup> McGrath, C. (2024). *Building a centre for developing essential skills: The Creative Technology Hub - Evaluation Report September 2024*. Belfast: St. Malachy's College.</footnote>

<footnote n="47"><sup>47</sup> Language Gym - Home</footnote>

<footnote n="48"><sup>48</sup> Digital Flashcards & Revision Cards for Students | Quizlet</footnote>

<footnote n="49"><sup>49</sup> Dr Frost Learning</footnote>

<footnote n="50"><sup>50</sup> Get Minecraft Education for Your School's Leaders | Minecraft Education</footnote>
> And that was incredible. They loved that... It was brilliant to see everything come to life...
> It was sort of like a cartoon, you know, of what it would be like... So, it really brought to
> life to them, what it... would be like rather than just pictures.

The teacher found that the VR experience went beyond what would happen if the students were seeing a still image and writing about it. When coming back to the classroom after visualising it through the VR headsets, and seeing everything happening when a volcano erupts, the teacher found that their use of language indicated that they understood, knew and could relate what happens in detail. As the teacher said:

> it's not just a picture... they've seen it in 3D... and they use geographical language.

The teacher reported that similar outcomes arose when Minecraft was used to create a settlement, saying that they knew:

> they have to look for natural advantages and... they're coming out with all of these
> geographical terms. And so the language that they're using, it's really lovely to hear that.

The Head of English also used VR headsets to support teaching and learning of specific topics. The teacher looked for ways to marry new digital technology uses with more traditional skill development in the classroom. One example was concerned with uses in creative writing (see the outline in Figure 14). In this activity<fnref n="51" />, run since 2023, different Year 8 English classes were learning to write creatively; students used the VR headsets in pairs, with each student exploring one of two environmental scenes. Students looking at scene 1 described what they saw using only adjectives without sharing where they were, then students looking at scene 2 reciprocated. They then proceeded to use Google Docs on Chromebooks to write about their scenes and shared their documents digitally in order to peer assess their work. Overall, the teacher found that use of VR had been particularly useful in the English classroom in developing their use of detailed and descriptive written language.

<footnote n="51">⁵¹ McGrath, C. (2023). *Building a centre for developing essential skills: The Creative Technology Hub - Evaluation Report May 2023*. Belfast: St. Malachy's College.</footnote>
<figure><img src="image_13.png" /><figcaption>Figure 14: Description of how VR is used in English lessons to support aspects of creative writing</figcaption></figure>

In languages, a teacher reported that in French classes, for example, traditional textbooks were being replaced by books that were produced by a company called Language Gym<fnref n="52" />, who run a website that accompanies the books. On this site, the teacher said there were:

> games, audio files and exercises, all tailored to develop vocabulary through recycling of vocabulary. So, we are making the leap, relying on the website as a major facilitator. They will have my voice in the classroom, but they will do a huge amount of practise of listening independently. And what I love about that is that that is our weakest skill by quite a long way, and for most students, listening tends to be the last one [skill] to come. And they can do it at home, repeatedly, repeatedly, repeatedly, and so anybody who says to me, 'I'm really struggling with this', my first thing to say is 'Do you think we could do a wee bit more on that using this'... and then we have things like extensions that you can add on to Netflix to make the languages accessible, and you can add questions and there's so many ways that we can do it with technology now. So, I think developing our curriculum in that way, from a very young age now, next year is going to have a long-term impact. I'm hoping it will have a long-term impact, but we probably won't see that for a little bit yet.

The use of digital technologies has influenced associated shifts in pedagogical approaches by teachers as well as shifts in the development of wider skills by students. In one reported example, a flipped classroom approach was used, to initially engage students in exploring and researching a topic on Martin Luther King, which was followed by a group activity. A project-based learning focus for the group work was developed by the department, creating very specific success criteria for each of the groups. In groups, the students used Chromebooks, sharing a Microsoft (MS) PowerPoint file to edit it according to their ideas from their own research using the resources that they had been given. The students then needed to create a part of their assessment as a presentation to the class. As the teacher said:

<footnote n="52">⁵² Language Gym - Home</footnote>
So, in terms of independence, there they were in control of the information, they had to select the correct information, the relevant information they had to present it in a way that was user-friendly... [they had] very specific success criteria and then they had to get up and present it to the class. And at the end of the assessment, there were a few questions that the rest of the class asked them. And so, in terms of... developing not just their digital skills, it gave me the freedom as a teacher to get them to get up and use presenting skills, develop their oracy, actually take on a bit of responsibility for their learning. And they had to have a go in independently researching... But that skill of getting them up in front of their peers, exposing them to that vulnerability of talking, talking clearly, addressing an audience through eye contact. And I just don't think I would have had the same freedom with that in terms of the constraints if I was doing that in class, paper based. It was done in the one PowerPoint that they shared with me, so I could check the boys editing the work on it at home. But in terms of developing not just their digital skills but other skills that are going to be essential moving forward, it did give us as a department an opportunity to see what the boys currently have and then, hopefully, from there, develop it further.

Student digital skills are being applied to support wider communication and personal skills. In the languages department, Chromebooks were used to support the creation of resources for language leaders. Language leaders was a student group set up to promote the use of languages, not only in the school, but also in primary schools. They were called language leaders because, as the Head of Languages said:

*one of the first things that we're doing is talking about how do you lead a group? How do you take someone else with you? How do you talk to a group? How do you communicate and facilitate?*

In this way, the students are not just developed as digital or academic students but are supported in developing other important skills such as presentation skills, that they need beyond the classroom environment. They shared all of the materials they were creating for their work in schools, prior to using them, with the Head of Languages, so that the materials could be proofread and checked. The students created all the worksheets and all other materials that they used in the schools. The language leaders then visited primary schools and taught a lesson. The Head of Languages reported that the Year 10 linguists were developing to a greater extent than the Year 11 and 12 linguists, adding that:

*I don't think that they're a variable group... The thing is that the technology has supported them so strongly and that independence, to do the technology at home... I do think there's been an improvement in performance as well, so the language they can produce now is more like the GCSE language that I would be expecting in Year 11 or 12. But because they've been really well supported by the technology then it recycles the language. So, I think that technology has supported the learning really well.*

Digital skills involved in subject learning were also utilised in after-school and home activities, importantly involving parents on occasions also. In mathematics, the department ran a homework club provision after school a couple of days a week, but for some who might not have been able to attend, it was possible for them to use the online Dr Frost facility at home. The
teacher contacted the parents and suggested that “There... [are] videos there that will correct him if he’s wrong”. The teacher was also able to reassure parents, for, as he said:

> It does give parents that little bit more because if you're not involved in education, it can be quite a scary place for a parent to be and giving them little things where all they have to do is monitor; you're not expecting them to go over complex maths or any other subject. As long as they know they can support their child through something that's working.

Overall, across subject areas, teachers reported that social skills were being supported and enhanced through uses of digital technologies, as well as features such as enhancing performance due to greater memorability, leading to remembering of details to a greater extent, but also that detail was being related to a greater extent so that the language or the vocabulary being used was enhanced.

Students reported similar outcomes to those reported by the teacher. In languages, students said that one of the first activities they were asked to undertake was to create animations, perhaps drawing out a family tree. Similarly, students reported that in French lessons, standard textbooks were used initially, but there had been greater adaptability to uses of digital technologies, with two lessons using Chromebooks and just one lesson involving writing in hardcopy. Students learning French and Spanish related how they used a website that gave access to digital flash cards and helped with writing in another language. The importance of the competitive element for some students arose also. For example, not only did students compete against themselves in trying to ensure high scores, but they also could be put into teams and asked to compete. In the 'settlement' project in geography, the students needed to code in Minecraft Education, working in teams, but competing against each other to build the best settlement in 'the best location'. The students also related how VR headsets had helped them in geography with the topic on volcanoes:

> we use the VR headsets to help our studies with volcanoes and earthquakes. We got to spend 2 periods in there [the Digital Hub] and it was really good because it gave you a proper insight of like the magnitude of them and how like it was just far more interactive... I feel like it helped me retain the information more... I've actually seen it.

Across the Key Stage, the development of safe and secure online and digital interactions was emphasised and developed. In this context, one student related ways that the software Cyber Explorers<fnref n="53" /> had:

> really helped me understand cybersecurity, like a lot more rather than just being told about it because it's very interactive and... it's just very immersive.

## 4.2 Key Stage 4 (14-16 years of age)

The 2024 Evaluation Report<fnref n="54" /> of the outcomes of Digital Hub listed example activities that were undertaken in different subject areas in Key Stage 4:

<footnote n="53">⁵³ Cyber Explorers</footnote>

<footnote n="54">⁵⁴ McGrath, C. (2024). *Building a centre for developing essential skills: The Creative Technology Hub - Evaluation Report September 2024*. Belfast: St. Malachy's College.</footnote>
* **French** - Year 11-12 classes used Chromebooks to access Language Gym and Quizlet which was reported to help "students to use, remember and access the language in many different contexts".

* **History** - a Year 11 class used the VR headsets "to explore the World War I trenches whilst studying the topic and gave rise to discussion to help with answering questions".

* **Mathematics** - Year 11-12 classes used Chromebooks to access the Dr Frost website which was reported to allow "students to explore, learn and practise a large range of mathematical topics. Not only does this allow students to practise and engage with their learning using digital devices but it also promotes independent learning and helps to free the teacher in the room to provide help to those more in need".

* **English** - Year 11 classes explored scenes of the Colosseum and Caesar's bust.

In Key Stage 4, students choose their GCSE and related examination subjects. Whilst some GCSEs are digitally focused, the use of digital technologies in other subjects still persists.

In the context of GCSE and examination subject choice, in terms of developing computational thinking and coding interests and skills, as one student said:

> You said about building on block-based coding and how that can develop into other types of coding as a GCSE student. I am doing GCSE computer sciences and a large part of the subject itself is Python coding and the fact that the Digital Hub can teach our Year 8s, 9s and 10s the basics on coding gives them an incredible head start on these types of subjects, once they move into GCSE and possibly A level.

In terms of how other subject uses support skills for other digitally related GCSEs, another student reported that:

> the point with animations in Year 8, once you check GCSE subjects, one of the subjects you can choose to do is Moving Image Arts, and a large part of the first-year course in the GCSE is an animation topic, where you can choose to either do a digitalised or stop-motion animation. And these skills that you can learn in your digital studies incredibly well apply to a higher level of GCSEs.

Teachers reported that digital, coding, computational thinking and problem-solving skills, as well as wider social and personal skills, had been developed when digital technologies were appropriately used. For example, the Head of English found that students could support others with uses of software such as Adobe Express. In one activity, students were asked to 'sell' Belfast or Northern Ireland to tourists. They had to create marketing materials for the Northern Ireland Tourist Board. In a computer suite, students had a free hand to use the digital facilities available. They used Microsoft (MS) PowerPoint for example, and created screens in a form that the teacher was not aware was possible. The teacher also recognised the value that the digital technologies had brought to enhancing speaking and listening. For example, to support an argument of whom was most at fault for the death of Julius Caesar, it was found that speaking and listening had been enhanced about this topic through the detail provided when students could be placed virtually into the Colosseum, in a different time period. The students realised that they were placed in an environment where they became aware of how gladiators were put in positions where they were at odds with one another. The teacher felt that thinking about those
social and personal skills and attitudes had definitely helped to improve the speaking and listening skills that were being assessed.

### 4.3 Across the Key Stages

The school supports a progression of computational thinking and coding across the Key Stages and year groups. Visual code is used from Year 8. In Year 9, for coding new games, for example, block code in Scratch is used, where blocks have specific functions and blocks are connected together to create outcomes. In Year 10, use of Scratch block code progresses into coding with JavaScript and Python.

In Year 10, students are supported with choices for GCSEs, which can then relate to later careers. Based on what students want to do, they can consult a large online careers library which explains which GCSEs might be needed to pursue a particular career<fnref n="55" />. Students reported that this facility supported them greatly in identifying interests that they might not otherwise have considered. Whilst students can elect to take digitally focused GCSE and resalted examination subjects in Years 11 and 12, nevertheless students can continue to apply their digital, coding, computational thinking and problem-solving skills in other subject areas. For example, Year 11 classes in English explored scenes of the Colosseum and Caesar's bust to develop listening and speaking skills.

Digital technologies are also supporting access that would otherwise not be possible. For example, in English, Year 13s study Dracula, and it would be unlikely that a funded trip to areas of interest would be possible. However, through digital technology, access is feasible.

At Key Stage 5, students choose AS and A level subjects, either those that are digitally related or in other subject area. The use of digital, coding, computational thinking and problem-solving skills can still be applied across the range of subject areas. For example, a Year 13 business studies class used VR headsets "to explore the inside of an automated factory which drove discussion in the lesson and helped students to answer questions on the subject"<fnref n="56" />. In sports science:

> Year 14 used the VR headsets to explore the circulatory system including the structure of the heart and the effect of exercise on both the circulatory and respiratory systems. Discussion, questioning and retrieval practice were the teaching and learning practises this gave rise to.

Digital technologies were also used to support wider engagement for students beyond the school. Two teachers ran a shared project with Year 13s, involving students in Northern Ireland working with those in the South of Ireland. Called ‘chart education for positive innovation’, students building towards university worked on online topics to explore what their university life would be like in a specific subject related to climate change. Based around climate change, students completed modules on climate change, and they had to answer questions and work via a video conferencing environment. They met in person once and then they met online. The experience in the Digital Hub meant that they knew already about the video conference

<footnote n="55">⁵⁵ https://www.careerpilot.org.uk/</footnote>

<footnote n="56">⁵⁶ McGrath, C. (2024). *Building a centre for developing essential skills: The Creative Technology Hub - Evaluation Report September 2024*. Belfast: St. Malachy's College.</footnote>
environment and how to move into breakout rooms. This was seen as a positive preparation for university life.

## 5. Concluding comments

The school takes a cascading approach to the focus of computational thinking and computing across the curriculum. Through specific digital skills lessons in the Digital Hub, these are then applied in lessons across the subject curriculum.

The school addresses the five sustaining features identified in the IFIP Task Force report in ways that engage students, teachers, and parents. In terms of key design features, these include careful concern for:

* Aspiration

* Students' external uses of digital technologies are considered

* Students' and parents' concerns for the future are considered

* Students are shown how uses of computational thinking and computing apply to curriculum areas and to longer-term applications beyond the school

* Teachers introduce subject and real-world activities associated with computational thinking and computing

* Diversity, inclusion, the digital divide and the under-represented

* There is a careful progression of activities and techniques across the school

* All classes and all students are involved

* Positive student engagement is identified

* Activities are devised and amended to ensure inclusion

* Computational thinking and its links to problem-solving

* 'Unplugged' as well as 'plugged' activities are introduced across the school

* Off-screen time is considered important for developing social skills and computational thinking

* Computational thinking and computing activities are linked to problem-solving techniques and outcomes

* Students' independence is seen to be developed and enhanced

* Students' problem-solving abilities and engagement are seen to be developed and enhanced

* Students' social and personal skills, including communication, creativity, collaboration and team working are seen to be enhanced

* Developing teacher practices

* All teachers and support staff are involved

* Teachers share and discuss outcomes, successes and challenges regularly

* Teachers gain from and share with others

* The Senior Teacher for Creative Digital Learning, working with the senior leadership and with a working group, actively supports forward planning and current and future activities
* Short- and long-term plans and actions

* The long-term plan is student-focused

* Computational thinking and computing can be integrated across all curriculum areas

* The plan implements the emphasis placed in the Northern Ireland Curriculum<fnref n="57" /> on problem-solving as a thinking skill that helps learners develop critical and creative thinking, as well as important related social and personal skills

* Different devices, techniques and software packages are used to support different subject areas and year groups

* The school, through teacher monitoring and feedback, regularly evaluates the effectiveness of implementation

<footnote n="57">⁵⁷ https://ccea.org.uk/downloads/docs/ccea-asset/General/Thinking%20Skills%20and%20Personal%20Capabilities%20for%20Key%20Stage%203.pdf</footnote>