Applications are now invited for this 60-credit programme on Gaelic Medium Education. The programme is delivered by Aberdeen University and Sabhal Mòr Ostaig, and is fully-funded by the Scottish Government. Find out more.
Supporting the development of literacy in the classroom with GarageBand iPad app
GarageBand is an iPad app which has a host of uses for recording audio, which can include music in a host of different ways. But here’s how GarageBand can be used specifically to support the development of literacy in the classroom.
The how-to guide below provides the steps for learners recording themselves speaking using the GarageBand app on an iPad. A teacher can vary the steps depending on the purpose of the activity – so learners may start off needing to write a short story, or a poem or a conversation between characters, a report, or whatever is undertaken in the class.
It may be that learners have to retain key information, and the process of working sufficiently with a piece of text in order to prepare for recording it, then going through the recording process, then manipulating that recording (refining or editing or adding backing tracks), then sharing and listening to that recording, may help the learner engage more fully with the text, absorb it and make it their own, so they may be better able to recall that information if required to support their learning.
The outcome is that this chosen piece of writing is to be made into an audio recording to be shared with others. Whether that’s simply played back in class or shared with a wider audience online as determined by the learners and their teacher.
Knowing that their work will have a wider audience than their teacher changes the dynamic for the learner.
The resulting recording can have unwanted silences or other sounds edited out as described below, before the audio recording is shared with others.
Or as exercise in listening one group of pupils might record the words of a well-known piece of text being studied in class, but with the words in the incorrect order for another group of learners to use GarageBand to move the recordings of the words around until they are in the correct sequence.
So how do you use GarageBand to record and edit the spoken word? Follow the steps below, and then adapt the activity to suit the learning needs.
Recording learners speaking using the GarageBand iPad app
1. Click on + at top right in GarageBand Recents screen to begin a new recording
5. On the next screen click to the right of Section A where it says 8 bars to change to automatic by changing the slider to show on position for automatic
6. Switch off metronome icon so it does not show blue
7. Click on the input settings icon to the left beside the word “IN” and slide the button to the right beside the word “Automatic” to switch this on
10. Once you have finished speaking, press the white square stop button to halt recording.
11. Press the white triangle play button to play back what you recorded.
12. Double-clicking on the blue audio track will reveal a range of choices for editing that recording, whether cut, copy, delete, loop, split, rename or (from the settings option) adjusting the speed or even reversing the recording.
13. To edit out unwanted silence or noises between speaking then when you double click the track, slide the timeline arrow above the track to before the unwanted sound, choose split from the menu when double-clicked on the track, and pull downwards on the scissors icon which will appear. Repeat this to split after the unwanted part of the recording, then double click this unwanted section and cut it or delete it.
14. Using this process you can cut and paste sections, phrases or individual words or sounds and move elements around.
15. Click and hold any track and choose to redo if wanted
16. Once you’re happy with your recording then click on the downwards pointing arrow at the top left and choose “My Songs” to save this recording and return to the list of any other recordings
17. To name this recording simply hold your finger on the recording icon for the recording you’ve just made and choose rename from the menu, give it a new name and click done.
18. To share this recording elsewhere or with others then hold your finger on the recording icon for the recording you’ve just made and click on the sideways arrow until you see share as an option and click on that.
19. Choose “Song” so that this will convert the GarageBand file into an audio recording which can be played back by others without the need for the GarageBand app.
20. Select the level of quality you wish than click “share” so that you can then choose how you wish to share it, whether by airdrop to another iPad or saved somewhere else of your choosing.
21. You can even save it to this iPad just into iPad Notes so you can keep it beside typed text without having to have an internet connection to share elsewhere – you can still share this note and the recording later elsewhere.
Do you want to add background music to the audio recording of spoken text?
GarageBand has a host of inbuilt musical instruments available from which to choose to create a musical backing track to your audio recording of the spoken text. You don’t have to add this but it can add another dimension to the recording, especially if the recording is to be shared elsewhere. Also, as the musical background track is being added, the learner once more listens to the text to which the background track is added each time adjustments are made.
You don’t need to be able to play the chosen instrument, or know much about music, since GarageBand includes options for using neat auto-creation wizards. For this guide the steps will show how to add a guitar backing track.
How to add a guitar backing track to audio recording of spoken text
- Open the audio recording of spoken text you previously created in GarageBand
- Ensure you are viewing in track mode (click on the track icon to the top left next to the downwards pointing arrow).
- Click on the + symbol to the bottom left to add another track.
4. Slide from left to right until the guitar choice appears on screen
5. Click on “smart guitar” at the bottom left
6. Now click on the icon which looks like a volume control dial at the top right
7. Click on the “Autoplay” dial so that the choice dot aligns with number 4 (you can make a different choice as you wish).
8. Try out creating music simply by clicking in turn on each chord to hear how it might sound. When you are ready to record the music simply click on the red record button, wait for the countdown, and then start playing your choice of chord buttons – note that you will hear the previously recorded audio recording of spoken text played back so that you will be able to match your guitar chords playing with this recording, and click on the white square stop icon to finish recording.
9. You can click on this guitar track to choose from the menus as to whether to delete and try again, or split and cut elements. You can adjust the relative volume of this track by sliding from the left and adjusting the volume control there.
10. Once ready to save and share this recording click on the downwards facing arrow at the top left
Looking to learn how to use more features of GarageBand iPad app?
Click on the link below for a free online manual on the Apple support site which guides you through every aspect of using the GarageBand app on an iPad
The video below “Beginner’s Guide to GarageBand for iPad” on the excellent Technology for Teachers and Students YouTube channel provides an introduction to using GarageBand on an iPad, including a host of tips and suggestions for using different features of the app.
Apple Teacher classroom-specific guide to using GarageBand
Click on the link below to sign up for the free Apple Teacher programme. This comprises standalone modules, one of which covers the use of GarageBand in a classroom setting
The Scottish Education Awards celebrate the commitment and success of Scottish education. We have a specific award for the Gaelic sector for which we invite nominations that recognise impact and achievements in both Gaelic Learner and Medium Education. The award is open to secondary, primary, early learning and child care centres, and special schools.
Nominations for the 2019 Scottish Education Awards are now open. Details are here.
Winners will be announced at an awards ceremony at the DoubleTree by Hilton Hotel, Glasgow Central on Wednesday 5th June 2019.
Nominations close at 6pm on Thursday 14th February, 2019.
Vibrant Libraries, Thriving Schools: ‘A National Strategy for School Libraries in Scotland, 2018-2023’, was published in September. The strategy highlights ways that staff in libraries and schools may collaborate on continuous improvement and professional development. This strategy will be of interest to those in English and Gaelic Medium Education.
More companies are trading with international markets and this has led to growth in global supply chains. Because of this, there is greater demand for workers who have modern language skills, experience of the international business environment and are prepared to work globally.
Increasingly, companies are interested in employing people who can engage and communicate with their customers and suppliers around the world. Workers with experience of the international business environment are more likely to recognise the cultural differences around the world and understand potential trade challenges and find solutions – companies look favourably upon this skillset.
A survey of UK companies found that a quarter of those surveyed said they had lost international business to their competitors, as they did not have adequate modern language skills in their organisation. It is imperative that we move away from the attitude that modern language skills is a ‘nice to have’ attribute.
Learning a modern language will help improve employment prospects. According to a 2015 QS world university rankings report, six out of ten employers said they would give extra credit for international student experience.
Paul Sheerin, Chief Executive, Scottish Engineering: “Companies need to open their minds and see exporting as a possibility. People learning languages in school is massively important in that respect. It is not important which language they learn—it is important that they learn a language.”
Do you want to engage with schools?
As a first port of call Scotland National Centre for Languages website outlines their support to engage with schools: https://www.scilt.org.uk/Business/tabid/1297/Default.aspx
Why not get involved with Developing the Young Workforce? The Scottish Government’s Youth Employment Strategy aims to engage employers with education to better prepare young people for the world of work. https://education.gov.scot/scottish-education-system/policy-for-scottish-education/policy-drivers/Developing the Young Workforce (DYW)
Do you need language support to enter a particular market?
Talk to a Scottish Development International (SDI) export adviser about your requirements. SDI may be able to support with translation and language requirements. https://www.scottish-enterprise.com/services/do-business-outside-scotland/talk-to-an-export-adviser/overview/enquiry-form
Do you want to get involved with Developing the Young Workforce and support young people in school?
There are now twenty-one DYW regional groups covering the whole of Scotland. The groups are led by industry and are the main conduit between employers and schools. They can provide practical support to develop programmes, which allow you to engage with young people.
Get in touch with your regional group using the details below:
|Argyll and Bute||Maureen McKenna||Maureen.McKenna@uhi.ac.uk|
|Dundee and Angus||Angela Vettrainofirstname.lastname@example.org|
|Dumfries and Galloway||Tricia Hunteremail@example.com|
|Edinburgh and Lothians||Michelle Fenwickfirstname.lastname@example.org|
|Forth Valley||Jen Hendersonemail@example.com|
|Inverness and Central
|North Highland||Trudy Morrisfirstname.lastname@example.org|
|Perth and Kinross||Fiona Reith||FReith@pkc.gov.uk|
|West Highland||Dougie Ormistonemail@example.com|
|North East||James Breamfirstname.lastname@example.org|
|Outer Hebrides||Bernard Chisholmemail@example.com|
|West Lothian||Lauren Brownfirstname.lastname@example.org|
Are you a large national employer looking to develop a programme to rollout across multiple regions in Scotland? Get in touch with Steven Turnbull who can support you to develop a programme – email@example.com
Linguascope now includes resources to support Gaelic (Learners) as L2 and L3 in the curriculum.
Examples of these resources are available here:
Existing subscribers may log in here:
Our National Improvement Hub has resources for Gaelic (Learners):
Updates from Education Scotland on Gaelic (Learners) are available here:
2 – 5 July 2018, University of Strathclyde, Glasgow.
This national leadership programme is now open for registration. It is hosted by SCILT and Education Scotland. The programme is aimed at those who have, or aspire to have, a responsibility for leading languages and developing colleagues’ capacity to deliver the 1+2 approach to languages in their context. The programme is free of charge for educators in the public sector and begins with a summer school.
The programme themes include:
- 1+2 languages: the national picture and the position of languages within the National Improvement Framework and the Scottish Attainment Challenge
- Strategic leadership in languages: planning and evaluation
- Progression in language learning
- Parental and wider engagement in language learning
- Raising attainment: practical ways to develop literacy skills across languages
- L3 – existing models, diversity of languages
- Inclusive practice in languages
Local Authority colleagues with responsibility for languages, together with colleagues from the Universities Council on Modern Languages Scotland, Bilingualism Matters, SQA and Scottish Government met at Atlantic Quay in Glasgow 29th January 2018, to hear about updates on languages, with a particular focus on 1+2 implementation, as well as looking at languages policy beyond Scotland. The group heard from Professor Judy Kroll, from the University of California Riverside, on language learning policies in the USA and closer to home, the findings of the recent Eurydice report on language learning in Europe; the report contains more than a fair share of mentions around language policy in Scotland, which is always pleasing to see. Professor Antonella Sorace of Edinburgh University gave a presentation on bilingualism and how language learning positively affects cognitive functions – ‘bilingualism’ in this sense meaning knowing more than one language, not just those born into bilingual families. Great news for all linguists out there!
SQA gave updates on National 5 assignment and local authority colleagues shared with us some of the ways in which they are helping to ensure 1+2 is becoming the norm in their communities.
The group was joined by JohnPaul Cassidy, HMI, who started at ES in November 2017. Many of you will know JohnPaul already, as he was a former DO in languages at ES, before moving to a QIO post in Angus Council. JohnPaul’s background is in secondary modern languages and he spoke briefly to the group about evaluating modern languages in the secondary context. Jane Renton, Assistant Director at ES gave an overview of the arrangements around the Regional Improvement Collaboratives and responses to the Education (Scotland) Bill. Jane’s powerpoint presentation also contains updates on changes in the leadership team at ES.
The presentations from the day can be accessed here.
Scotland’s National Centre for Languages (SCILT) has published a case study which focuses on increasing the uptake for languages as young people move from the broad general education into the senior phase. It demonstrates how self-evaluation has been used to secure improvements.
The case study is available here:
To use a similar approach for Gaelic (Learners), please consider using the following:
How good is our school? (fourth edition)
Gaelic Learner Education and a 1+2 Approach to Languages
Paragraphs 2.24 – 2.28 of the statutory Guidance on Gaelic Education
SCILT have published a programme of professional learning which practitioners may find useful in implementing Gaelic (Learners) as part of the 1+2 Approach to languages. We have also taken this opportunity to list a few resources which curriculum planners may find useful in taking forward Gaelic as part of 1+2.
SCILT CLPL Programme
Advice on 1+2 and the role of Gaelic
Resources for teaching Gaelic as L2 and L3 at the primary stages
Professional learning for teachers, including those who have little or no prior knowledge
Resources for teaching Gaelic (Learners) as L2 and L3 at the secondary stages
Advice to support improvement in Gaelic across sectors:
This link is useful for keeping practitioners up-to-date with our support for quality and improvement: