[senco-forum] Consultation on Draft

hesitate to ask what may seem an obvious question, but . . . be kind

Consultation on Draft

This whole focus on the SENCo role is due to the massive 'slippage'
which has occurred over the past few years since the publication of the
2001 Revised Code of Practice.  TAs as SENCos? When did this strange
beast start to appear - after the Workforce Reforms when it became a
wonderful excuse for some headteachers to save money and appoint SENCos
'on the cheap' by exploiting willing and skilled support staff. Not that
I'm having a 'go' at TAs and HLTAs as I know that they are exceptionally
professional people with a wealth of knowledge...but they are best used
in supporting the SENCo in such a complex role and not leading the
day-to-day operation of the SEN Policy. The Code of Practice is also at
fault in that it is full of 'suggestions' only in relation to the role
of the SENCo in a school - as a direct result of this imprecision
certain headteachers and governing bodies have systematically chipped
away at the status of the SENCo.  There are too many SENCos out there in
schools who have been given a ridiculously little (or no) amount of time
in which to do this whole-school job which is a 'leadership' role in
terms of: managing SEN provision, curriculum/programme design,
identification, meeting pupil needs, liaison with internal and external
partners, exceptionally close parental liaison, leading and managing
staff teams and advising/supporting school staff.  With the increasing
demands of school self-assessment, the administration of SEN, developing
an inclusive learning/working community, 'personalising' learning,
inter-agency working enhanced by engagement with extended services in
and around the school and the underpinning factors of the 'Every Child
Matters' agenda...isn't it about time that the teacher SENCo was rescued
from their 'Cinderella' existence and given the high order status and
respect which they deserve?

Andy Smith

-----Original Message-----
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When replying, please edit your Subject line so it is more specific
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Today's Topics:

   1. Re: Consultation on Draft,	Education	(Special
Educational
      Needs (Jean Hutchins)
   2. Literature search: The impact of adult support workers on
      pupils and mainstream schools (Diana Pearson)
   3. GTC (June Marriott)
   4. BrainMaster and NeuroFeedback (Pat Capel)
   5. elective mute (Tricia Neal)
   6. spelling using letter names (Helen Reidy)
   7. Re: spelling using letter names (Jean Dowding)
   8. scottish levels (Kate Barnes)
   9. Re: spelling using letter names (chris white)
  10. Progress Unit (chris white)
  11. Re: [SENco-forum] spelling using letter names (SEN at tringham.net)
  12. Scottish levels of attainments (E Olson)
  13. Re: spelling using letter names (Paul and Philippa Bodien)
  14. forging international links between schools
      (Paul and Philippa Bodien)
  15. Re: spelling using letter names (Sheridan)
  16. Re: elective mute (Mmilesep at aol.com)
  17. Re: spelling using letter names (Mary Kelly)
  18. Re: spelling using letter names (Maggie Downie)
  19. Re: Progress Unit (Maggie Downie)
  20. Re: Progress Unit (chris white)
  21. Mencap Photoshoot competition for YP with a	learning
      disability (Corinne McCrum)
  22. Re: Scottish levels- now school starting age (Kate Barnes)
  23. Re: scottish levels (Stuart Lucas)
  24. Poem - not SEN (Angela Drew)
  25. Re: Scottish levels of attainments (Stuart Lucas)

----------------------------------------------------------------------

Message: 1
Date: Wed, 16 Apr 2008 12:54:25 +0100
From: Jean Hutchins <jeanhutchins1 at ntlworld.com>
Subject: Re: [senco-forum] Consultation on Draft,	Education
(Special
	Educational Needs
To: senco-forum at lists.becta.org.uk
Message-ID: <4805E8F1.2070505 at ntlworld.com>
Content-Type: text/plain; charset=ISO-8859-1; format=flowed

Amanda wrote:
 >I have always said that I think that SENCOs should be teachers because
I think 
that teachers respond better to advice on classroom management from
those who 
know what it is like to manage a class<

I quite agree.
As a remedial teacher, I was asked by staff
whether I was a 'proper' teacher.
The tutor of a failing student on teaching practice,
asked whether one had to have qualifications to do my job
or whether this student could do it as she could not teach.

Class or subject teaching gives a perspective
of the range of abilities and needs.

On the RSA SpLD Dip courses, we only took teachers
who had done at least 2 years of class or subject teaching.
And I would not take candidates from special schools
as they did not have the range of experience.

Jean
-----------------------------------------
Jean Hutchins, SE Surrey DA.
RSA Dip SpLD, AMBDA, retired.
E-mail: jeanhutchins1 at ntlworld.com
British Dyslexia Association Web: www.bdadyslexia.org.uk
Also into spelling reform: www.simplifiedspelling.org
------------------------------------------------------------------------
-

------------------------------

Message: 2
Date: Wed, 16 Apr 2008 13:03:10 +0100
From: "Diana Pearson" <diana.pearson at manchester.ac.uk>
Subject: [senco-forum] Literature search: The impact of adult support
	workers on pupils and mainstream schools
To: "senco-forum at lists.becta.org.uk" <senco-forum at lists.becta.org.uk>
Message-ID: <20080416130310461.00000002648 at HD-0C31101>
Content-Type: text/plain; charset=us-ascii

Generator Microsoft Word 11 (filtered medium) Dear Colleagues

Re: Literature search: The impact of adult support workers on pupils and
mainstream schools.

I am searching for literature on the impact of adult support workers on
pupils and mainstream schools. I am currently trawling various databases
(British Education Index, ERIC, Expanded Academic ASAP, IBSS, Psychinfo,
Social Sciences Citation Index (ISI Web of Science), Sociological
Abstracts, TESOL Quarterly, ZETOC: Electronic Table of Contents) but if
you have experience in that field and/or are familiar with the subject
matter and can recommend specific authors, articles or reports relating
to that topic that would be really helpful.

Many thanks

Dr Diana Pearson

------------------------------

Message: 3
Date: Wed, 16 Apr 2008 13:47:51 +0100 (BST)
From: June Marriott <june_marriott at yahoo.co.uk>
Subject: [senco-forum] GTC
To: senco-forum at lists.becta.org.uk
Message-ID: <406708.4289.qm at web23109.mail.ird.yahoo.com>
Content-Type: text/plain; charset=iso-8859-1

Chris, 

  The mere mention of a formal complaint to the GTC resulted in an
apology - albeit a very limited, grudging one including reference to his
"illness" - from my son's former head teacher, this after three years of
trying every other route. As a parent who had previously been treated
like an idiot, I definitely had the impression the GTC took professional
standards seriously; they were the only people who felt a head teacher
laughing in my face was unacceptable conduct!

  Sorry about your bad day!

  June

  "what else do the GTC do beside publishing magazines and
 distributing
them to teachers?
At least the GTC doesn't cost us the ?1000 odd it costs plumbers to
 belong
to Corgi....and before you ask that organisation is about as effective
 as
the GTC. 
Chris..    (whose having a bad day!     ) " 

---------------------------------
 Yahoo! for Good helps you make a difference

------------------------------

Message: 4
Date: Wed, 16 Apr 2008 16:20:57 +0100
From: "Pat Capel" <pcapel at mtsn.org.uk>
Subject: [senco-forum] BrainMaster and NeuroFeedback
To: <senco-forum at lists.becta.org.uk>
Message-ID:
	<4888B053C11DB64EB975DF4F8C310C577EA428 at mtsexchange.mtsn.org.uk>
Content-Type: text/plain;	charset="us-ascii"

Hi Everyone

Does anyone know anything about BrainMaster and NeuroFeedback?  I have
just received something and it all sounds very vague to me.  There are
no standardised scores on it.  No real evidence of any difficulty and
yet the advice is extra time.

HELP!!!

Pat

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Message: 5
Date: Wed, 16 Apr 2008 17:56:53 +0100
From: "Tricia Neal" <tricia.neal at btopenworld.com>
Subject: [senco-forum] elective mute
To: <senco-forum at lists.becta.org.uk>
Message-ID: <001601c89fe2$e4b0dac0$4101a8c0 at neal02>
Content-Type: text/plain; format=flowed; charset="iso-8859-1";
	reply-type=original

Hi
Can anybody point me to writings and references about elective mutism,
one 
of  the PGCE group I work with has a child in her class  and  is
considering 
including the child in her specialist study on inclusion.. but of course
she 
needs literature to support her work

Thanks

Tricia
Tricia Neal
Independent Consultant, ICT and Education,
Tel:  0116 2874567
Mob:07815844327
Skype: Tricia_Neal

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------------------------------

Message: 6
Date: Wed, 16 Apr 2008 18:38:01 +0100
From: "Helen Reidy" <mail at helenreidy.f9.co.uk>
Subject: [senco-forum] spelling using letter names
To: "senco forum" <senco-forum at lists.becta.org.uk>
Message-ID: <023601c89fe8$9e764800$0101a8c0 at hannah>
Content-Type: text/plain;	charset="iso-8859-1"

As a habitual lurker with the occasional foray into the limelight, I
hesitate to ask what may seem an obvious question, but . . .  be kind .
. .  here goes. . . . . . 

A colleague told me today that one of our Ed Psychs had found out that a
couple of the (Junior) pupils she was assessing fared much better when
they were asked to spell words using their letter names rather than
their letter sounds.

What does this point to/mean/indicate - answers on a small postcard
please, words of fewer than 2 syllables would help.

Mystified.

------------------------------

Message: 7
Date: Wed, 16 Apr 2008 18:53:44 +0100 (BST)
From: "Jean Dowding" <jeanld at fish.co.uk>
Subject: Re: [senco-forum] spelling using letter names
To: "Helen Reidy" <mail at helenreidy.f9.co.uk>
Cc: senco forum <senco-forum at lists.becta.org.uk>
Message-ID:

<26289.86.140.246.105.1208368424.squirrel at webmail.surefish.co.uk>
Content-Type: text/plain;charset=iso-8859-1

I always taught children to spell using letter names.  To me it seemed
rather more logical to use the names as you are spelling out each letter
of the alphabet that is included in a particular word, rather than
thinking about the sound that groups of letters make.  It is also easier
to think up and use mnemonics or silly rhymes/sentences to help
retention
when the letter names are used.

I hope that that is small enough for a postcard and that it helps.  I'm
sur there's a scholarly reason why it works - I just did it because it
did
work!

Regards

Jean

 As a habitual lurker with the occasional foray into the limelight, I
> hesitate to ask what may seem an obvious question, but . . .  be kind
. .
> .  here goes. . . . . .
>
> A colleague told me today that one of our Ed Psychs had found out that
a
> couple of the (Junior) pupils she was assessing fared much better when
> they were asked to spell words using their letter names rather than
their
> letter sounds.
>
> What does this point to/mean/indicate - answers on a small postcard
> please, words of fewer than 2 syllables would help.
>
> Mystified.
>
>
> ______________________________________________
> This email has been scanned by Netintelligence
> http://www.netintelligence.com/email
>

------------------------------

Message: 8
Date: Wed, 16 Apr 2008 18:57:40 +0100 (BST)
From: Kate Barnes <kate.senrab at btinternet.com>
Subject: [senco-forum] scottish levels
To: 'senco forum' <senco-forum at lists.becta.org.uk>
Message-ID: <255308.36853.qm at web86004.mail.ird.yahoo.com>
Content-Type: text/plain; charset=iso-8859-1

Could one of you people North of the border tell me what level c is
equivalent to in the England? I have just spent 15 minutes googling to
no avail.
  thanks
  Kate

------------------------------

Message: 9
Date: Wed, 16 Apr 2008 19:00:08 +0100
From: "chris white" <chris19251 at blueyonder.co.uk>
Subject: Re: [senco-forum] spelling using letter names
To: "'senco forum'" <senco-forum at lists.becta.org.uk>
Message-ID: <002301c89feb$b5036a50$8100a8c0 at SN035895120035>
Content-Type: text/plain;	charset="us-ascii"

I think I'm in correct in saying that the SOS  method (Simultaneous Oral
Spelling) uses letter names instead of sounds.
My attitude is "whatever works" and "try everything!" there IS no right
or
wrong way.
Chris

-----Original Message-----
From: senco-forum-bounces at lists.becta.org.uk
[mailto:senco-forum-bounces at lists.becta.org.uk] On Behalf Of Helen Reidy
Sent: 16 April 2008 18:38
To: senco forum
Subject: [senco-forum] spelling using letter names

As a habitual lurker with the occasional foray into the limelight, I
hesitate to ask what may seem an obvious question, but . . .  be kind .
. .
here goes. . . . . . 

A colleague told me today that one of our Ed Psychs had found out that a
couple of the (Junior) pupils she was assessing fared much better when
they
were asked to spell words using their letter names rather than their
letter
sounds.

What does this point to/mean/indicate - answers on a small postcard
please,
words of fewer than 2 syllables would help.

Mystified.

------------------------------

Message: 10
Date: Wed, 16 Apr 2008 19:10:06 +0100
From: "chris white" <chris19251 at blueyonder.co.uk>
Subject: [senco-forum] Progress Unit
To: "'senco forum'" <senco-forum at lists.becta.org.uk>
Message-ID: <002401c89fed$19c42690$8100a8c0 at SN035895120035>
Content-Type: text/plain;	charset="us-ascii"

Hi all,              
Having used the DFES level 3-4 Year 7 Progress Units since they were
first
introduced... it seems like about 10 years ago but probably isn't that
long!
(5 or 6 probably) I've decided that they are getting dated and want to
replace them with something else in September.
(Besides which I never liked them anyway although they were greatly
improved
by a couple of my support assistants who designed excellent Power Point
Presentations to go with them).

I've talked to the literacy coordinator in school and she says I can
have
some money and or time off timetable to write some new schemes of work
to
replace the Progress Units.

However not being one to reinvent the wheel are there any suggestions of
existing appropriate materials that could be used?

The lessons will continue in the form we've been using i.e. 3 mornings a
week for 20 minutes with groups of between 6-8 pupils taught by two
support
assistants/HLTAs.  I wish to cover the same material as the Progress
Units
in order to enable pupils to progress from level 3 to 4.
Thanks

Chris

------------------------------

Message: 11
Date: Wed, 16 Apr 2008 19:23:55 +0100
From: <SEN at tringham.net>
Subject: Re: [senco-forum] [SENco-forum] spelling using letter names
To: "Helen Reidy" <mail at helenreidy.f9.co.uk>,	"Becta Senco"
	<senco-forum at lists.becta.org.uk>
Message-ID: <FJEDIFGHLAFJDOLCCFOIMEJKELAA.SEN at tringham.net>
Content-Type: text/plain;	charset="iso-8859-1"

I'm with them.  Use what works.  USA use uppercase/names and phonics
uses
letter sounds. Great if it is a phonic word. Uppercase is fine as long
as
they know that 'N' is not written 'en' or 'L' as 'el' etc.

For my own children with dys I used both - cat c/a/t and C-A-T  or for
station is was   'st/-A -/shun-T-I-O-N'.  If that makes sense to you.
It
did to them.

 If someone gives you a word ie Table, how do you spell it aloud?
 T A B L E

Having poor memory it was better chunked orally as  T-A-/ble/ with
emphasis
on the 'ble' sound so they knew it was the spelling group -  gle/ble/dle
with  the 'le' like  an/gle and not 'el' as in 'A-/n/gel with a g'.

Sharon Tringham

-----Original Message-----
From: senco-forum-bounces at lists.becta.org.uk
[mailto:senco-forum-bounces at lists.becta.org.uk]On Behalf Of Helen Reidy
Sent: 16 April 2008 18:38
To: senco forum
Subject: [senco-forum] spelling using letter names

As a habitual lurker with the occasional foray into the limelight, I
hesitate to ask what may seem an obvious question, but . . .  be kind .
. .
here goes. . . . . .

A colleague told me today that one of our Ed Psychs had found out that a
couple of the (Junior) pupils she was assessing fared much better when
they
were asked to spell words using their letter names rather than their
letter
sounds.

What does this point to/mean/indicate - answers on a small postcard
please,
words of fewer than 2 syllables would help.

Mystified.

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------------------------------

Message: 12
Date: Wed, 16 Apr 2008 19:32:49 +0100
From: "E Olson" <elzo15ns at dsl.pipex.com>
Subject: [senco-forum] Scottish levels of attainments
To: "Kate Barnes" <kate.senrab at btinternet.com>,	"senco-forum"
	<senco-forum at lists.becta.org.uk>
Message-ID: <000501c89ff0$46113780$0300a8c0 at GrannyO>
Content-Type: text/plain; format=flowed; charset="iso-8859-1";
	reply-type=original

Below I copy the explanation of Scottish Levels as defined on the
Learning 
and Teaching Scotland Site.  My additional notes are rather long for a 
postcard ( lovely suggestion  in a different thread!) but I hope they
may be 
helpful.

  See http://www.ltscotland.org.uk/sharedglossary/levelsofattainment.asp

In the 5-14 National Guidelines, they state the Level which pupils
should 
attain at each stage of education. There are six levels, progressing
from A 
to F. Most pupils are expected to achieve Level A in P2/P3, Level B by
the 
end of P4, Level C in P4-P6, Level D by the end of P7 and Level E by the
end 
of S2. Level F specifies attainment beyond Level E reached by some
pupils 
before the end of S2. Level judgements should be based on the full range
of 
information available, and gathered over a period of time. When they
believe 
pupils have a good grasp of a significant body of learning, teachers
confirm 
their judgement through summative activities, which may include National

Assessments.

NB

1.   We use Primary one, P2, P3 and so on  for your years 1, 2,3....

2.  Scottish children complete seven years in Primary school  As you
see, 
"Most children" will have attained level E by the end of S2" ( This
would be 
your year 9- but the Scots would have  had only two secondary years in 
getting there).  I labour this point as it is my experience that a pupil

from S2 in a Scottish school and transferring to the English system will

struggle if put into year 9 among his English contemporaries.

3.  However,  the average and bright Scots pupils will sit standard
grades 
in S4 (the equivalent of O levels).  So  somewhere the Scottish child 
catches up and a pupil who has good passes in Standard grades could be 
expected to join his peers to begin A level work.

4.  A pupil working towards or having attained level three in your year
6 
would be of average attainment.  Obviously, an older pupil working at
that 
stage is experiencing difficulties.

Elizabeth

------------------------------

Message: 13
Date: Wed, 16 Apr 2008 22:42:21 +0400
From: "Paul and Philippa Bodien" <bodien at gmail.com>
Subject: Re: [senco-forum] spelling using letter names
To: "senco forum" <senco-forum at lists.becta.org.uk>
Message-ID:
	<1aec29ec0804161142v2f49915em97b8d1bd85be0eae at mail.gmail.com>
Content-Type: text/plain; charset=ISO-8859-1

Michael Thomson, of East Court School, wrote about Simultaneous Oral
Spelling in Dyslexia A Teaching Handbook.  He notes that saying either
the
letter names or the sounds aloud helps the mapping of sound to symbol
and
reinforces sequential letter combinations (2nd edn p141).

Imaging has shown that a visual area at the back of the brain and a
sound
area at the front are involved in literacy tasks (one way for decoding,
the
other way for encoding).  Dyslexia tends to be a disconnection between
the
two areas so the more you can activate the brain to
create/activate/strengthen that connection the better.

Postcard sized!

Philippa

On Wed, Apr 16, 2008 at 9:53 PM, Jean Dowding <jeanld at fish.co.uk> wrote:

> I always taught children to spell using letter names.  To me it seemed
> rather more logical to use the names as you are spelling out each
letter
> of the alphabet that is included in a particular word, rather than
> thinking about the sound that groups of letters make.  It is also
easier
> to think up and use mnemonics or silly rhymes/sentences to help
retention
> when the letter names are used.
>
> I hope that that is small enough for a postcard and that it helps.
I'm
> sur there's a scholarly reason why it works - I just did it because it
did
> work!
>
> Regards
>
> Jean
>
>
>  As a habitual lurker with the occasional foray into the limelight, I
> > hesitate to ask what may seem an obvious question, but . . .  be
kind .
> .
> > .  here goes. . . . . .
> >
> > A colleague told me today that one of our Ed Psychs had found out
that a
> > couple of the (Junior) pupils she was assessing fared much better
when
> > they were asked to spell words using their letter names rather than
> their
> > letter sounds.
> >
> > What does this point to/mean/indicate - answers on a small postcard
> > please, words of fewer than 2 syllables would help.
> >
> > Mystified.
> >
> >
> > ______________________________________________
> > This email has been scanned by Netintelligence
> > http://www.netintelligence.com/email
> >
>
>
>
>
>
>

------------------------------

Message: 14
Date: Wed, 16 Apr 2008 22:46:56 +0400
From: "Paul and Philippa Bodien" <bodien at gmail.com>
Subject: [senco-forum] forging international links between schools
To: "senco forum" <senco-forum at lists.becta.org.uk>
Message-ID:
	<1aec29ec0804161146j563d600akd5bafbd433ea8c0b at mail.gmail.com>
Content-Type: text/plain; charset=ISO-8859-1

Our Principal and team would like to set up links between our primary
school
in Dubai and schools around the world.

Might start with pupils becoming penfriends.  Could lead to exchanges of
teachers, secondments, sharing of expertise etc.

Anyone interested?  If so, I'll pass your contact details to our team.

Philippa

Jumeirah Primary School,
Dubai
UAE

------------------------------

Message: 15
Date: Wed, 16 Apr 2008 20:20:39 +0100
From: "Sheridan" <sheridan.sharp1 at btinternet.com>
Subject: Re: [senco-forum] spelling using letter names
To: "'Helen Reidy'" <mail at helenreidy.f9.co.uk>,	"'senco forum'"
	<senco-forum at lists.becta.org.uk>
Message-ID: <000001c89ff6$f88eabd0$6a00a8c0 at Study>
Content-Type: text/plain;	charset="windows-1250"

Spelling using letter sounds helps to alleviate the following
confusions.

1. When you use letter sounds for spellings you can become confused when
a
sound has more than one spelling pattern e.g. the sound 'k'  = c, k, ck,
ch
for spellings. 

2. Also the spelling of irregular words becomes more difficult when
using
letter sounds.  E.g said being spelt - "sed"

3. When sounding out letter sounds pupils can often add the schwa (uh
sound
at the end of a sound) and the child may omit the vowel as a result e.g
nut
being spelt nt (nu tu).

Will that fit on your postcard?? :-)

Regards

Sheridan

SpLd Tutor

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Checked by AVG. 
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09:34

------------------------------

Message: 16
Date: Wed, 16 Apr 2008 15:42:21 EDT
From: Mmilesep at aol.com
Subject: Re: [senco-forum] elective mute
To: tricia.neal at btopenworld.com, senco-forum at lists.becta.org.uk
Message-ID: <c13.2b396e53.3537b09d at aol.com>
Content-Type: text/plain; charset="US-ASCII"

In a message dated 16/04/2008 18:09:17 GMT Daylight Time,  
tricia.neal at btopenworld.com writes:

"The  only people who call technology  "technology" are those who were
born  
before it was invented."

So what would you call it tricia?

Martin

------------------------------

Message: 17
Date: Wed, 16 Apr 2008 21:03:37 +0100
From: "Mary Kelly" <mary.kelly4 at ntlworld.com>
Subject: Re: [senco-forum] spelling using letter names
To: "'Helen Reidy'" <mail at helenreidy.f9.co.uk>,	"'senco forum'"
	<senco-forum at lists.becta.org.uk>
Message-ID:

<20080416200745.PJYS219.aamtaout01-winn.ispmail.ntl.com at arthurii>
Content-Type: text/plain;	charset="US-ASCII"

Dear Helen,

If I want a child to spell a word I want them to segment it first. You
segment into phonemes, thus /c-oa-ch/ (three phonemes - no more
difficult to
segment than a CVC word), then I want them to think about how to
represent
those phonemes in letters (graphemes, if you prefer) - so the spelling
is
'c-o-a-c-h'. I find this helps them to be aware of the difference
between
segmenting into phonemes ("Fred Talk" to Ruth Miskin fans) and spelling,
which is about how to represent those phonemes in writing. So I want
them to
use letter names when discussing spellings. Then, when I'm wanting them
to
blend phonemes to read, they are less likely to confuse letters with
phonemes. I hope that makes sense?!

I used four words with 3 syllables - sorry!

Mary

-----Original Message-----
From: senco-forum-bounces at lists.becta.org.uk
[mailto:senco-forum-bounces at lists.becta.org.uk] On Behalf Of Helen Reidy
Sent: 16 April 2008 18:38
To: senco forum
Subject: [senco-forum] spelling using letter names

As a habitual lurker with the occasional foray into the limelight, I
hesitate to ask what may seem an obvious question, but . . .  be kind .
. .
here goes. . . . . . 

A colleague told me today that one of our Ed Psychs had found out that a
couple of the (Junior) pupils she was assessing fared much better when
they
were asked to spell words using their letter names rather than their
letter
sounds.

What does this point to/mean/indicate - answers on a small postcard
please,
words of fewer than 2 syllables would help.

Mystified.

------------------------------

Message: 18
Date: Wed, 16 Apr 2008 20:31:15 +0000 (GMT)
From: Maggie Downie <maizie2004 at yahoo.co.uk>
Subject: Re: [senco-forum] spelling using letter names
To: 'Helen Reidy' <mail at helenreidy.f9.co.uk>,	'senco forum'
	<senco-forum at lists.becta.org.uk>,	Mary Kelly
	<mary.kelly4 at ntlworld.com>
Message-ID: <682920.3689.qm at web23110.mail.ird.yahoo.com>
Content-Type: text/plain; charset=utf-8

Like Mary, I like children to segment words orally before spelling them.
As they are usually confused about phoneme/grapheme correspondences I
avoid letter names as much as possible, preferring to present the
'tricky'  graphemes visually by writing them on a whiteboard while
saying "The x sound in this word is spelled this way..."  For learning
which spelling of a 'sound' goes in particular words I would first get
them to practice spelling a set of words all containing the same
grapheme, then, when I've covered the commonest representation of the
sound, give them a sorting exercise with words containing the sound.  I
get the children to say each sound as they write it.  The intention is
to link sounds with graphemes and to enable them to have a go at
spelling any spoken word.  Chanting letter names seems to break the
connection between a sound and its spelling.  I think that successful
spelling is ultimately an automatic kinaesthetic response rather
 than a visual recall.  As by the time they get to me they do use letter
names I don't discourage it, but I don't encourage it either.

Sorry, it was a very big postcard. 

Maggie

P.S I would surmise that the children noted by the EP were used to
learning spellings as letter strings.  I wonder how aware they were of
phoneme/grapheme correspondences and how they would fare with being
asked to spell an unfamiliar spoken word.

[mailto:senco-forum-bounces at lists.becta.org.uk] On Behalf
> Of Helen Reidy
> Sent: 16 April 2008 18:38
> To: senco forum
> Subject: [senco-forum] spelling using letter names
> 
> As a habitual lurker with the occasional foray into the
> limelight, I
> hesitate to ask what may seem an obvious question, but . .
> .  be kind . . .
> here goes. . . . . . 
> 
> A colleague told me today that one of our Ed Psychs had
> found out that a
> couple of the (Junior) pupils she was assessing fared much
> better when they
> were asked to spell words using their letter names rather
> than their letter
> sounds.
> 
> What does this point to/mean/indicate - answers on a small
> postcard please,
> words of fewer than 2 syllables would help.
> 
> Mystified.

      ___________________________________________________________ 
Yahoo! For Good helps you make a difference  

http://uk.promotions.yahoo.com/forgood/

------------------------------

Message: 19
Date: Wed, 16 Apr 2008 20:43:08 +0000 (GMT)
From: Maggie Downie <maizie2004 at yahoo.co.uk>
Subject: Re: [senco-forum] Progress Unit
To: 'senco forum' <senco-forum at lists.becta.org.uk>,	chris white
	<chris19251 at blueyonder.co.uk>
Message-ID: <278364.68857.qm at web23114.mail.ird.yahoo.com>
Content-Type: text/plain; charset=utf-8

I'd say go for the Ruth Miskin Freshstart.  It's rather different from
the progress units, but has the added bonus of really improving reading
skills.

I think the PUs came out in 2001.  I 'delivered' some of them in the
first year but found them very difficult to fit into the time allowed!
Making the resources was a nightmare.. Children didn't make much
'progress' I'm afraid.  We abandoned them after that.

How did you find them, Chris?  Did they improve the children's levels?

Maggie

--- On Wed, 16/4/08, chris white <chris19251 at blueyonder.co.uk> wrote:

> From: chris white <chris19251 at blueyonder.co.uk>
> Subject: [senco-forum] Progress Unit
> To: "'senco forum'" <senco-forum at lists.becta.org.uk>
> Date: Wednesday, 16 April, 2008, 7:10 PM
> Hi all,              
> Having used the DFES level 3-4 Year 7 Progress Units since
> they were first
> introduced... it seems like about 10 years ago but probably
> isn't that long!
> (5 or 6 probably) I've decided that they are getting
> dated and want to
> replace them with something else in September.
> (Besides which I never liked them anyway although they were
> greatly improved
> by a couple of my support assistants who designed excellent
> Power Point
> Presentations to go with them).
> 
> I've talked to the literacy coordinator in school and
> she says I can have
> some money and or time off timetable to write some new
> schemes of work to
> replace the Progress Units.
> 
> However not being one to reinvent the wheel are there any
> suggestions of
> existing appropriate materials that could be used?
> 
> The lessons will continue in the form we've been using
> i.e. 3 mornings a
> week for 20 minutes with groups of between 6-8 pupils
> taught by two support
> assistants/HLTAs.  I wish to cover the same material as the
> Progress Units
> in order to enable pupils to progress from level 3 to 4.
> Thanks
> 
> Chris

      ___________________________________________________________ 
Yahoo! For Good helps you make a difference  

http://uk.promotions.yahoo.com/forgood/

------------------------------

Message: 20
Date: Wed, 16 Apr 2008 22:58:02 +0100
From: "chris white" <chris19251 at blueyonder.co.uk>
Subject: Re: [senco-forum] Progress Unit
To: <maizie2004 at yahoo.co.uk>, "'senco forum'"
	<senco-forum at lists.becta.org.uk>
Message-ID: <002801c8a00c$f0ffd950$8100a8c0 at SN035895120035>
Content-Type: text/plain;	charset="us-ascii"

Thanks for your reply.
I agree with what you say about the Progress Units. That's why the
support
assistants did the Power Points. It made them easier and quicker to
deliver
and much more user friendly!
The progress made over the last few years has been good. I can't
remember
the actual statistics off the top of my head. However this year and last
year neither pupils nor support assistants have been enthusiastic. This
I am
sure will affect progress made.
We have actually arranged Fresh Start training for the whole
department...and other secondary teachers in the borough who may be
interested, for July. That may well be the way we do move forward.
Chris 

-----Original Message-----
From: Maggie Downie [mailto:maizie2004 at yahoo.co.uk] 
Sent: 16 April 2008 21:43
To: 'senco forum'; chris white
Subject: Re: [senco-forum] Progress Unit

I'd say go for the Ruth Miskin Freshstart.  It's rather different from
the
progress units, but has the added bonus of really improving reading
skills.

I think the PUs came out in 2001.  I 'delivered' some of them in the
first
year but found them very difficult to fit into the time allowed! Making
the
resources was a nightmare.. Children didn't make much 'progress' I'm
afraid.
We abandoned them after that.

How did you find them, Chris?  Did they improve the children's levels?

Maggie

--- On Wed, 16/4/08, chris white <chris19251 at blueyonder.co.uk> wrote:

> From: chris white <chris19251 at blueyonder.co.uk>
> Subject: [senco-forum] Progress Unit
> To: "'senco forum'" <senco-forum at lists.becta.org.uk>
> Date: Wednesday, 16 April, 2008, 7:10 PM
> Hi all,              
> Having used the DFES level 3-4 Year 7 Progress Units since
> they were first
> introduced... it seems like about 10 years ago but probably
> isn't that long!
> (5 or 6 probably) I've decided that they are getting
> dated and want to
> replace them with something else in September.
> (Besides which I never liked them anyway although they were
> greatly improved
> by a couple of my support assistants who designed excellent
> Power Point
> Presentations to go with them).
> 
> I've talked to the literacy coordinator in school and
> she says I can have
> some money and or time off timetable to write some new
> schemes of work to
> replace the Progress Units.
> 
> However not being one to reinvent the wheel are there any
> suggestions of
> existing appropriate materials that could be used?
> 
> The lessons will continue in the form we've been using
> i.e. 3 mornings a
> week for 20 minutes with groups of between 6-8 pupils
> taught by two support
> assistants/HLTAs.  I wish to cover the same material as the
> Progress Units
> in order to enable pupils to progress from level 3 to 4.
> Thanks
> 
> Chris

      ___________________________________________________________ 
Yahoo! For Good helps you make a difference  

http://uk.promotions.yahoo.com/forgood/

------------------------------

Message: 21
Date: Thu, 17 Apr 2008 05:33:54 +0100
From: "Corinne McCrum" <Corinne.McCrum at mencap.org.uk>
Subject: [senco-forum] Mencap Photoshoot competition for YP with a
	learning	disability
To: <senco-forum at lists.becta.org.uk>
Message-ID: <4806E142020000E500009FFF at mailsrv.mencap.org.uk>
Content-Type: text/plain; charset=UTF-8

Mencap has a fantastic opportunity for 10 young people to win a full
fashion photoshoot with leading creative director, Gary Harvey (see
www.garyharveycreative.com ). He has personal experience of learning
disability through a member of his family and has offered this
opportunity to change the way people see young people with a learning
disability, including those who may also have a physical disability. The
young people will also be interviewed about their hopes and dreams.
Initially this will appear as an eight-page section in the May/June
issue of Viewpoint, Mencap?s bimonthly magazine. There will also be
video clips of the event on the Young Mencap website (due to launch
later this month).

Due to the nature of the fashion world, there are very short deadlines.
?   The e-mail application has to be sent with 3 photos by Friday 25th
April, which means the organisations involved may have to help with
this.
?   The winners will be told by Tuesday 29th April.
?   The photoshoot will be on Friday 2nd May or Saturday 3rd May.
?   The photoshoot will take place in a fully accessible studio in
central London (venue tbc). The parents or supporters will be able to
wait near by.
?   Any young person needing a supporter for physical or communication
needs will be considered along with all the other applications.
?   All young people should be encouraged to apply if they
               -   like being photographed (and could wait around for
the 30 minutes or so that will take)
               -   enjoy being the centre of attention
               -   are available to get to central London, ideally on
either of the 2 days (the shoot will take approximately 4 hours)
               -   like dressing up in urban gear
               -   want to win a framed photograph of themselves
               -   are aged between 15 and 25 years.

If you know of any individuals who would be interested please e-mail for
the form, guidance, etc to
corinne.mccrum at mencap.org.uk .
This opportunity will probably reach a lot of special schools through
our network but it is much more difficult to access pupils in mainstream
schools who would be interested and have a definite learning disability
(across the board), rather than dyslexia, ADHD, Aspergers, etc. I would
really appreciate your help in passing on this unusual opportunity.
Thanks 

Corinne McCrum
Partnership Coordinator for Children & Young People
Mobile 07947 999191

For more information about learning disability and Mencap, go to
www.mencap.org.uk or call our Learning Disability Helplines free on 
0808 808 1111 (England), 0808 8000 300 (Wales) or 0845 763 6227
(Northern Ireland - calls charged at local rates). 

This email should be read in conjunction with the disclaimer contained
within the Mencap Web site at: www.mencap.org.uk/disclaimer 

If you have received this e-mail in error please notify the postmaster
at postmaster at mencap.org.uk

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------------------------------

Message: 22
Date: Thu, 17 Apr 2008 09:19:16 +0100 (BST)
From: Kate Barnes <kate.senrab at btinternet.com>
Subject: Re: [senco-forum] Scottish levels- now school starting age
To: E A Olson <eao20brab at dsl.pipex.com>
Cc: 'senco forum' <senco-forum at lists.becta.org.uk>
Message-ID: <737726.88870.qm at web86003.mail.ird.yahoo.com>
Content-Type: text/plain; charset=iso-8859-1

Many thanks. I should have known it would be complicated.!... but from
your correction it would seem that Level c = English Level 4.
  I didnt understand your ref to Scottish pupils having 7 years in
primary school and thus being "behind" ie s2 =y9. In England children
start in Reception (YR) and then move to Y1-Y6 in primary, thereby also
doing 7 years. Do you mean that children start school a year later in
Scotland - so that if they transfer to uk and are put into a class based
on chronological age they will in fact be with pupils who have had a
year more in school? Children in England start school in the september
of the academic year they will be 5.
  Kate

E A Olson <eao20brab at dsl.pipex.com> wrote:
  Sorry, in note 4 of my previous email I should have written:

A pupil working towards or having attained level C in your year 6 
would be of average attainment. Obviously, an older pupil working at
that 
stage is experiencing difficulties.

Elizabeth

------------------------------

Message: 23
Date: Thu, 17 Apr 2008 09:27:08 +0100
From: "Stuart Lucas" <lucass at loretto.com>
Subject: Re: [senco-forum] scottish levels
To: "Kate Barnes" <kate.senrab at btinternet.com>,	"senco forum"
	<senco-forum at lists.becta.org.uk>
Message-ID:

<14EB58729C4FC14CAA5C93ADE22AD8C503CCC15D at lsexchange.loretto.com>
Content-Type: text/plain;	charset="us-ascii"

Depends!
Are you talking about Maths / writing / reading?
Can not put it into words - exactly - as in the secondary sector -
But possibly get it for you later ...

Basically, you would have expected, I believe, an 11 year old to achieve
level C by age 11, and level D by age 12 ...

That being said, some at age 12 will have gone onto extended work and
achieve level F ... many will achieve level E ...
Of course stick in an SpLD and the levels go down.

We assess along the lines of ages 5-14 north of ye border -
When pupil is ready to sit the test they do ... first test is level A
(back to front I know!).

For example, one child age 10 in August is currently at level B in
writing (going towards level C), but level D in reading and level C in
Maths. SpLD keeping the writing level down.

Stuart

-----Original Message-----
From: senco-forum-bounces at lists.becta.org.uk
[mailto:senco-forum-bounces at lists.becta.org.uk] On Behalf Of Kate Barnes
Sent: 16 April 2008 18:58
To: 'senco forum'
Subject: [senco-forum] scottish levels

Could one of you people North of the border tell me what level c is
equivalent to in the England? I have just spent 15 minutes googling to
no avail.
  thanks
  Kate

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School postal address: Loretto School, Linkfield Road, Musselburgh,
East Lothian, Scotland, UK. EH21 7RE.  T +44 (0)131 653 4444
E reception at loretto.com  www.loretto.com

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Charity No. SCO13978. Loretto School Ltd is registered in Scotland, 
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------------------------------

Message: 24
Date: Thu, 17 Apr 2008 09:58:30 +0100
From: "Angela Drew" <ajdrew at blueyonder.co.uk>
Subject: [senco-forum] Poem - not SEN
To: "SENCo Forum" <senco-forum at lists.becta.org.uk>
Message-ID: <000501c8a069$3582e480$f8312f52 at multivisionoem>
Content-Type: text/plain;	charset="us-ascii"

A friend of mine has just sent me this. I think he may be desperate. He
is in our profession working particularly with Behaviour problems.
I know the feelings but they are deminishing since I have retired.
Angie

I love my job, I love the pay!
I love it more and more each day.
I love my boss, he is the best!
I love his boss and all the rest.

I love my office and its location, I hate to have to go on vacation.
I love my furniture, drab and grey, and piles of paper that grow each
day.
I think my job is really swell, there's nothing else I love so well.
I love to work among my peers, I love their leers, and jeers, and
sneers.
I love my computer and its software, I hug it often though it won't
care. 
I love each program and every file. I'd love them more if they worked a
while.

I'm happy to be here, I am, I am.
I'm the happiest slave of the Firm, I am.
I love this work, I love these chores.
I love the meetings with deadly bores.
I love my job - I'll say it again - I even love those friendly men.
Those friendly men who've come today,
In clean white coats to take me away!!!!!

------------------------------

Message: 25
Date: Thu, 17 Apr 2008 09:31:53 +0100
From: "Stuart Lucas" <lucass at loretto.com>
Subject: Re: [senco-forum] Scottish levels of attainments
To: "E Olson" <elzo15ns at dsl.pipex.com>,	"Kate Barnes"
	<kate.senrab at btinternet.com>,	"senco-forum"
	<senco-forum at lists.becta.org.uk>
Message-ID:

<14EB58729C4FC14CAA5C93ADE22AD8C503CCC15F at lsexchange.loretto.com>
Content-Type: text/plain;	charset="us-ascii"

What we have noticed is that those that sit Standard Grade (even if all
Credit Grade 1s) do find moving onto AS level difficult!

Standard Grade will go.

Though Uni is geared to 4 years and not 3 as in England.
S

-----Original Message-----
From: senco-forum-bounces at lists.becta.org.uk
[mailto:senco-forum-bounces at lists.becta.org.uk] On Behalf Of E Olson
Sent: 16 April 2008 19:33
To: Kate Barnes; senco-forum
Subject: [senco-forum] Scottish levels of attainments

Below I copy the explanation of Scottish Levels as defined on the
Learning 
and Teaching Scotland Site.  My additional notes are rather long for a 
postcard ( lovely suggestion  in a different thread!) but I hope they
may be 
helpful.

  See http://www.ltscotland.org.uk/sharedglossary/levelsofattainment.asp

In the 5-14 National Guidelines, they state the Level which pupils
should 
attain at each stage of education. There are six levels, progressing
from A 
to F. Most pupils are expected to achieve Level A in P2/P3, Level B by
the 
end of P4, Level C in P4-P6, Level D by the end of P7 and Level E by the
end 
of S2. Level F specifies attainment beyond Level E reached by some
pupils 
before the end of S2. Level judgements should be based on the full range
of 
information available, and gathered over a period of time. When they
believe 
pupils have a good grasp of a significant body of learning, teachers
confirm 
their judgement through summative activities, which may include National

Assessments.

NB

1.   We use Primary one, P2, P3 and so on  for your years 1, 2,3....

2.  Scottish children complete seven years in Primary school  As you
see, 
"Most children" will have attained level E by the end of S2" ( This
would be 
your year 9- but the Scots would have  had only two secondary years in 
getting there).  I labour this point as it is my experience that a pupil

from S2 in a Scottish school and transferring to the English system will

struggle if put into year 9 among his English contemporaries.

3.  However,  the average and bright Scots pupils will sit standard
grades 
in S4 (the equivalent of O levels).  So  somewhere the Scottish child 
catches up and a pupil who has good passes in Standard grades could be 
expected to join his peers to begin A level work.

4.  A pupil working towards or having attained level three in your year
6 
would be of average attainment.  Obviously, an older pupil working at
that 
stage is experiencing difficulties.

Elizabeth

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East Lothian, Scotland, UK. EH21 7RE.  T +44 (0)131 653 4444
E reception at loretto.com  www.loretto.com

______________________________________________________________________

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No. SCO59500. Registered office: 16 Heriot Row, Edinburgh, EH3 6HR.

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End of senco-forum Digest, Vol 55, Issue 17
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