Teacher Lesson Packs

Free and fully resourced

Teacher Learning Packs have their genesis in a specific issue of Checkpoint Kids Magazine. Each issue is built around a theme, and the featured games are selected using broad-based criteria which includes age appropriateness, availability and platform. Contrary to popular belief, children do not all own, or have access to, the most popular consoles or up to date PCs. Schools certainly don’t. For this reason, we curate games which can be found on a range of consoles, PCs and mobile devices; however, there is no requirement to play any of the games featured in our Learning Packs and video clips (VC) of gameplay are included only when necessary. The learning potential of each game is considered, and a selection is made based not only on Checkpoint's extensive knowledge of videogames, pedagogy and the requirements of the national curriculum, but on what might interest and engage children. There can be no assumption that either schools or students have unlimited access to EdTech and so all our lessons can be delivered using a smartboard and a printer. We have coined the phrase ‘digital learning through analogue teaching’. What can be said with certainty is that regardless of accessibility, videogames represent children’s ‘cultural capital’ in a way that is far more relevant and easy to access than that of the national curriculum.

Once the subject and subsequent learning outcomes have been decided, extensive research into the game, gameplay, the relevant PoS, Ofsted reviews and related industries takes place. The development of the Learning Pack is a very organic and fluid process which often results in the need for extra resources to be developed, and further discussion with developers or related industries.

Teachers are time poor. We know this is the case globally too. They are also unlikely to understand videogames and what they offer in terms of learning or have the time to explore the possibilities. For this reason, all our resources are fully supported with the information and documentation required for teaching.

Checkpoint Learning resources satisfy Ofsted’s focus on substantive and disciplinary knowledge. The specific knowledge for mastery of a particular subject is often revealed through close reading of the PoS or an Ofsted subject review. Key vocabulary is an essential component of the Learning Pack. Activities within the lesson encourage the learning of specific vocabulary in context and so facilitate better communication and shared understanding as well as introducing concepts particular to the subject discipline. Videogames have their own lexicon and resources are provided to embed and develop their use. The inclusion of vocabulary related to disciplinary knowledge allows students to engage with materials as professionals in that discipline or semiotic domain. This is further enhanced through discussion with developers or other related professionals in a meaningful and satisfying context. For schools who have not participated in the initial development of the Learning Packs, VC of students interacting with professionals are included so that students can engage with the experience of their peers. Engagement with an increasingly diverse vocabulary across a number of disciplines but via the same medium of videogames can and should engender epistemic discussion. Such discussion will inevitably lead to valuable insights into what knowledge is and how it is perceived by different disciplines and the students themselves.

The activities in each Learning Pack are carefully designed to progress the students towards their own individually tailored outcome whilst allowing for a degree of autonomy; it is for the teacher to decide which activities are applicable to which students. Opportunities for self-assessment are placed at key intervals but it is important to note that these are child-centred and non-critical. Many of the national curriculum PoS do not provide assessment objectives, and whilst Checkpoint Learning applies the key elements of GCSE assessment objectives retrospectively to inform key areas of the particular discipline, formative and summative assessments of students are at the discretion of the teacher.

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