Where virtual reality (VR) technology excels is in bridging theory and practice: for example, practising unsafe skills in a safe environment; “hands-on” learning where that is otherwise impractical; or exploration and familiarisation with an expected working environment.
Our digital education team worked through the Early Years T Level curriculum focusing on those elements that could be effectively supported by custom-designed VR experiences – those we felt were not particularly well served by classroom teaching and incompatible with practical or hands-on learning (for practicality, health or safeguarding reasons).
The priority topics we identified were common childhood illnesses and signs of abuse.
Developing these curriculum elements in VR gave us the opportunity to consider what was the best way of teaching these topics.
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