[senit] HOS Link NCSL Matrices

-- Original Message --

Here is the main link to all the matrices hosted by Becta NCSL
http://matrix.ncsl.org.uk/GMATRIX_4204995_56955257/1169642834104/rebrand/home/index.cfm?forcenew=yes
Mike
>-- Original Message --
>From: senit-request at lists.becta.org.uk
>Subject: senit Digest, Vol 40, Issue 20
>To: senit at lists.becta.org.uk
>Reply-To: senit at lists.becta.org.uk
>Date: Wed, 24 Jan 2007 12:00:11 +0000
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>Today's Topics:
>
>   1. ICT suite lessons (david fettes)
>   2. Re: ICT suite lessons (Eileen Perrins)
>   3. Re: Re: Who is providing you with support in the field of ICT
>      and Inclusion? (Eileen Perrins)
>   4. RE: Re: Who is providing you with support in the field of
>      ICTand Inclusion? (Claire Barnes)
>   5. RE: senit Digest, Vol 40, Issue 18 (Mike Carter)
>   6. RE: HOS (Chris Howles)
>   7. Support materials for VI pupils (Chris Howles)
>   8. RE: Support materials for VI pupils (Paul Nisbet)
>
>
>----------------------------------------------------------------------
>
>Message: 1
>Date: Tue, 23 Jan 2007 12:46:24 +0000 (GMT)
>From: david fettes <davidfettes3 at yahoo.co.uk>
>Subject: [senit] ICT suite lessons
>To: senit at lists.becta.org.uk
>Message-ID: <20070123124624.43120.qmail at web27512.mail.ukl.yahoo.com>
>Content-Type: text/plain; charset=iso-8859-1
>
>hi , anyone teach ICT to large classes (SLD) in ICT
>suite?
>in one lesson I have 45 mins and this is just enough
>for a short session round the IWB first , but in
>another lesson with another class I have 30 mins and
>there doesn't seem enough time for the IWB intro let
>alone a plenary. 10 students in class. Anyone got any
>solutions/ideas?
>thanks
>David
>
>
>		
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>------------------------------
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>Message: 2
>Date: Tue, 23 Jan 2007 17:10:26 +0000 (GMT)
>From: Eileen Perrins <it.belstead.s at talk21.com>
>Subject: Re: [senit] ICT suite lessons
>To: senit at lists.becta.org.uk
>Message-ID: <765879.39298.qm at web86411.mail.ird.yahoo.com>
>Content-Type: text/plain; charset=iso-8859-1
>
>David
>  45  mins is the shortest lesson I have and I just manage to split the
group
>for independent work for that lesson with SLD students. With only 30 mins
>it will just have to be turn taking round the IWB. I would do something
like
>this, starter with one of the Priory woods games eg shapes, buz or penalty,
>they are brilliant as the students have to work as a group because there
>is a reward if they get through the activity correctly eg bugz if the get
>the counting correct each time for 10 turns the reward is "karma Chameleon"
>also with penalty is to use the space bar at the correct time to score a
>goal, shapes they just love because of the rude noises.
>  The core of the lesson I would do "who wants to be a millionaire" you
can
>download a skeleton  template from the net , look for the matt Damon one.
>This is a powerpoint template in which he has put in music and animations
>from the TV game show into which you can put your own topics in, older students
>adore it, I have done things about my school, and also photos I had used
>in an OCR topic about technology, you can put in lots of silly answers and
>have a real laugh.
>  To finish I always use 4 music choices from the Priory woods site (I change
>them 1/2 termly so no one gets bored. This will more than fill a 30  min
>lesson. Hope this helps.
>   
>  Eileen Perrins
>  Belstead School
>
>david fettes <davidfettes3 at yahoo.co.uk> wrote:
>  hi , anyone teach ICT to large classes (SLD) in ICT
>suite?
>in one lesson I have 45 mins and this is just enough
>for a short session round the IWB first , but in
>another lesson with another class I have 30 mins and
>there doesn't seem enough time for the IWB intro let
>alone a plenary. 10 students in class. Anyone got any
>solutions/ideas?
>thanks
>David
>
>
>
>___________________________________________________________ 
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>
>
>
>
>Eileen
>
> 		
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>From: "Alison Barton" <abarton3 at googlemail.com>
>To: senit at lists.becta.org.uk
>Subject: Re: [senit] ICT suite lessons
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>I don't teach in school so may be way off track here (my classes are 16-19's
>mostly and the most I have in one room at a time is 8 but there is no whole
>group work it is all done 1:1 either with me (tutor) or a support worker.
>I
>use the IWB for 1:1 work only as I have found that my learners (LDD inc
>Autism) don't 'do' group work well. Plus they are usually all doing
>different tasks anyway so there is no group as such, rather 8 individuals
>working in the same room.
>
>My idea is that you ditch the IWB whole group intro for the 30 min class
>and
>have whatever the activity you are doing already loaded on the desktops
for
>each learner or brief them in the classroom prior to the ICT session if
poss
>- that would mean they have more time on the task and maybe you would have
>time for the plenary on the IWB.
>
>Hope you don't mind me chipping in on this, I am conscious that have no
>experience with ICT in school or younger learners.
>
>Alison.
>
>On 23/01/07, david fettes <davidfettes3 at yahoo.co.uk> wrote:
>>
>> hi , anyone teach ICT to large classes (SLD) in ICT
>> suite?
>> in one lesson I have 45 mins and this is just enough
>> for a short session round the IWB first , but in
>> another lesson with another class I have 30 mins and
>> there doesn't seem enough time for the IWB intro let
>> alone a plenary. 10 students in class. Anyone got any
>> solutions/ideas?
>> thanks
>> David
>>
>>
>>
>> ___________________________________________________________
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your
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>
>------------------------------
>
>Message: 3
>Date: Tue, 23 Jan 2007 18:03:00 +0000 (GMT)
>From: Eileen Perrins <it.belstead.s at talk21.com>
>Subject: Re: [senit] Re: Who is providing you with support in the
>	field of ICT	and Inclusion?
>To: senit at lists.becta.org.uk
>Message-ID: <249880.41660.qm at web86406.mail.ird.yahoo.com>
>Content-Type: text/plain; charset=iso-8859-1
>
>Lesley
>  apologies first for not replying to your question , below, but for myself
>it is due to time pressure that I did not, because as a practioner I just
>do not have the time to give  a lot of time and thought to things that are
>not directly applicable to my work, this is an excuse I know as the only
>way to get things done is to shout out about it or at least to make a contribution.
>At the moment I have my foot up in plaster so have time to read think and
>reflect . The fact is I am an AST and a pastoral and subject (ICT ) teacher
>and all my energy goes into that. I work in Suffolk and although we do not
>get huge support from the county as they are completely geared up for mainstream
>they do have a service called slamnet which does include special schools
>in its work. I hopefully will be working with SLAMNET to be trained in the
>roll out of learning platforms To get in on the ground floor of this means
>I will hopefully be able to develop an appropriate platform for my special
> school, to allow inclusion for the 11-19year olds with SLD and PMLD.
>  The key stage 3 strategy consultants also offer us support even though
>it is more to do with  them finding out about special education, but hopefully
>I will get help from them next term to help me with a video project. They
>also arrange a conference for special schools and PRUS where we can share
>ideas. 
>  I also really find this forum invaluable.
>  Eileen Perrins
>  Belstead School
>   
>  Lesley Rahamin <lesley.rahamin at btinternet.com> wrote:
>  Hello everyone
>
>I said I would summarise the responses I received when I asked the question,
>"Who is providing you with support in the field of ICT and Inclusion?"
>Although very few teachers responded, their provision ranged from 'nothing
>formal' through SENIT to LEAs with good systems in place. More responses
>came from those providing the support, describing the sort of support that
>they provided and to whom.
>
>I've ended up with more questions than answers. Here are a few:
>
>Is the LEA support inclusive enough to be appropriate to those working with
>learners who have physical and/or sensory difficulties or perhaps profound
>and/or complex learning difficulties? Judith Stansfield asked the question
>"Is the support for specialists and/or mainstream teachers and do they allow
>people from outside the area or from independent schools to take part?"
I'm
>pretty long in the tooth now, and perhaps the inclusion movement has
>resulted in a more inclusive attitude by the providers of training to
>mainstream schools, but I remember having to work out for myself how I was
>going to adapt the content of courses to the students I was working with.
>
>Is the trend towards commercial suppliers providing separate information
>and
>training on their particular products? Clicker Days, Inclusive Days etc
>are successful in providing opportunities, not only to learn about their
>products, but also for the attendees to talk to fellow practitioners. Where
>else can practitioners (often isolated from others in similar situations)
>meet? I am a great believer in email forums such as SENIT but they are no
>substitute to meeting face-to-face. Becta used to put on conferences many
>moons ago that provided just that.
>
>Does the support go beyond access technology? How can assistive technology
>practitioners assess a student's access needs if they do not know what the
>student is supposed to be accessing? Finding a way of removing the physical
>barriers to learning is only one part of the solution.
>
>Sean O'Sullivan referred to the questions being asked by Adam Wait and John
>Galloway and concluded that, ". this is another area in which we could
>fruitfully ask ourselves to not only record what we have had so far, but
>more importantly, what do we want and need?"
>
>I know what has been most useful for me so far and that is the support of
>fellow professionals working in the same field. But as to the future...
for
>once this is something that I feel I should not comment on because I (like
>many others in our field) am approaching retiring age. It is up to
>practising teachers to say what they want, as Sean has done. If we don't
>ask we won't get!
>
>Thanks to everyone who responded,
>
>Lesley Rahamin
>
>Education Consultant
>
>
>
>
>
>
>
>Eileen
>
> 		
>---------------------------------
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>2007
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>Date: Tue, 23 Jan 2007 20:45:00 +0000 (GMT)
>From: david fettes <davidfettes3 at yahoo.co.uk>
>Subject: Re: [senit] ICT suite lessons
>To: senit at lists.becta.org.uk
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>
>hi, and thanks for your responses. The conclusion
>seems to be that 30 mins is too short for a 2 or 3
>part lesson so that in that amount of time I can
>either stay at the IWB and differntiate for the group
>or have the class working individually at PCs. Or
>maybe alternate these approaches. An alternative is
>small group work but that would require LSAs to teach
>rather than monitoring a small group - and they would
>need training up on that. Oout of interest how much
>time per week would students spend in the ICT suite at
>SLD schools or provision? 
>david
>--- Alison Barton <abarton3 at googlemail.com> wrote:
>
>> I don't teach in school so may be way off track here
>> (my classes are 16-19's
>> mostly and the most I have in one room at a time is
>> 8 but there is no whole
>> group work it is all done 1:1 either with me (tutor)
>> or a support worker. I
>> use the IWB for 1:1 work only as I have found that
>> my learners (LDD inc
>> Autism) don't 'do' group work well. Plus they are
>> usually all doing
>> different tasks anyway so there is no group as such,
>> rather 8 individuals
>> working in the same room.
>> 
>> My idea is that you ditch the IWB whole group intro
>> for the 30 min class and
>> have whatever the activity you are doing already
>> loaded on the desktops for
>> each learner or brief them in the classroom prior to
>> the ICT session if poss
>> - that would mean they have more time on the task
>> and maybe you would have
>> time for the plenary on the IWB.
>> 
>> Hope you don't mind me chipping in on this, I am
>> conscious that have no
>> experience with ICT in school or younger learners.
>> 
>> Alison.
>> 
>> On 23/01/07, david fettes <davidfettes3 at yahoo.co.uk>
>> wrote:
>> >
>> > hi , anyone teach ICT to large classes (SLD) in
>> ICT
>> > suite?
>> > in one lesson I have 45 mins and this is just
>> enough
>> > for a short session round the IWB first , but in
>> > another lesson with another class I have 30 mins
>> and
>> > there doesn't seem enough time for the IWB intro
>> let
>> > alone a plenary. 10 students in class. Anyone got
>> any
>> > solutions/ideas?
>> > thanks
>> > David
>> >
>> >
>> >
>> >
>>
>___________________________________________________________
>> > What kind of emailer are you? Find out today - get
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>> > email personality. Take the quiz at the Yahoo!
>> Mail Championship.
>> >
>>
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>> >
>> >
>> 
>
>
>
>	
>	
>		
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>------------------------------
>
>Message: 4
>Date: Tue, 23 Jan 2007 21:31:14 -0000
>From: "Claire Barnes" <clairebarnes at willowdeneschool.co.uk>
>Subject: RE: [senit] Re: Who is providing you with support in the
>	field of	ICTand Inclusion?
>To: "'Lesley Rahamin'" <lesley.rahamin at btinternet.com>,
>	<senit at lists.becta.org.uk>
>Message-ID: <E1H9TH6-0000mH-WC at davinci.ngfl.gov.uk>
>Content-Type: text/plain;	charset="us-ascii"
>
>Hi Lesley,
>
>I too meant to reply to this, but I did not want to give misinformation
as
>I
>have only taken up the ICT Leader role this year and am still finding my
>feet.
>
>As far as I am aware, in our LA, we have to buy into the LA's ICT support
>service and we are one of only three (I think) schools in the borough who
>do
>not. We decided not to as we felt the level of service provision was not
>good value - I think it includes three days of consultancy annually from
>the
>team and maybe some other stuff too and I'm not sure what the cost is, but
>somewhere in the region of several hundred pounds. We felt there was not
>the
>expertise amongst the LA ICT Team to make the consultancy really valuable.
>
>That said, I have been attending some of the ICTCo Forums and other CPD
>offered by the LA just to orientate myself in the wider picture - these
vary
>in their usefulness. This is free to schools within the borough, although
>it
>was remarked that they may have to start charging schools who do not buy
>into their service!
>
>The LA ICT Team who I have been in contact with have been very helpful,
but
>I have not approached them about anything directly SEN related and I think
>that it would probably be outside their comfort zone.
>
>We are lucky enough to have CENMAC based at our secondary feeder school
>(we're primary) and I have arranged for them to provide some Clicker 5
>training for 8 of our staff (three of us are going on the Crick Soft Clicker
>training) and then we are going to cascade that by pairing up classes (we
>have 20 classes) for a couple of whole school staff meetings, so everyone
>(teachers and LSAs) at least gets the opportunity to see Clicker in action
>and learns how to edit a grid (if not create their own - aim high!).
>
>In the Summer term, we're going to do a similar thing with SwitchIt Maker2
>and ChooseIt Maker2, which should work well as they are SO simple to use.
>
>So, we're providing a lot of our own CPD for staff and I'm also doing some
>support for individual children, staff or classes. Since I have taken up
>the
>post, my school has been very supportive of my personal CPD, allowing me
>to
>attend 2 days at BETT, which I made full use of, attending 9 seminars over
>the two days, as well as having a good look around and talking to people.
>I
>have also been on an Inclusive Technology day, which was also very useful;
>a
>LA "Leadership and ICT" course, which was quite useful, although my role
>is
>somewhat different from a mainstream model; and an LGfL course, which again,
>was fairly useful in giving me an overview of LGfL.
>
>>From my own perspective, SENIT provides valuable support and I agree with
>Sean O'Sullivan and Lesley Rahamin that face-to-face opportunities to
>discuss specific issues re ICT and SEN are invaluable and rare. Also, I
had
>a look at the Atomic Learning site that Sean flagged up and something like
>that which provided training for the software we use in special schools
>would be REALLY useful. And it would be nice to have some guidance from
>government sources which was specific to children with the sorts of
>difficulties that we work with.
>
>Anyway, that's far too long and rambling an answer, but you did ask...
>
>Claire Barnes
>Willow Dene School
>
>
>-----Original Message-----
>From: Lesley Rahamin [mailto:lesley.rahamin at btinternet.com] 
>Sent: 22 January 2007 20:02
>To: senit at lists.becta.org.uk
>Subject: [senit] Re: Who is providing you with support in the field of
>ICTand Inclusion?
>
>Hello everyone
>
>I said I would summarise the responses I received when I asked the question,
>"Who is providing you with support in the field of ICT and Inclusion?"
>Although very few teachers responded, their provision ranged from 'nothing
>formal' through SENIT to LEAs with good systems in place.  More responses
>came from those providing the support, describing the sort of support that
>they provided and to whom.
>
>I've ended up with more questions than answers.  Here are a few:
>
>Is the LEA support inclusive enough to be appropriate to those working with
>learners who have physical and/or sensory difficulties or perhaps profound
>and/or complex learning difficulties?  Judith Stansfield asked the question
>"Is the support for specialists and/or mainstream teachers and do they allow
>people from outside the area or from independent schools to take part?"
I'm
>pretty long in the tooth now, and perhaps the inclusion movement has
>resulted in a more inclusive attitude by the providers of training to
>mainstream schools, but I remember having to work out for myself how I was
>going to adapt the content of courses to the students I was working with.
>
>Is the trend towards commercial suppliers providing separate information
>and
>training on their particular products?   Clicker Days, Inclusive Days etc
>are successful in providing opportunities, not only to learn about their
>products, but also for the attendees to talk to fellow practitioners.  Where
>else can practitioners (often isolated from others in similar situations)
>meet?  I am a great believer in email forums such as SENIT but they are
no
>substitute to meeting face-to-face.  Becta used to put on conferences many
>moons ago that provided just that.
>
>Does the support go beyond access technology?  How can assistive technology
>practitioners assess a student's access needs if they do not know what the
>student is supposed to be accessing?  Finding a way of removing the physical
>barriers to learning is only one part of the solution.
>
>Sean O'Sullivan referred to the questions being asked by Adam Wait and John
>Galloway and concluded that, ". this is another area in  which we could
>fruitfully ask ourselves to not only record what we have had so far, but
>more importantly, what do we want and need?"
>
>I know what has been most useful for me so far and that is the support of
>fellow professionals working in the same field.  But as to the future...
>for
>once this is something that I feel I should not comment on because I (like
>many others in our field) am approaching retiring age.  It is up to
>practising teachers to say what they want, as Sean has done.  If we don't
>ask we won't get!
>
>Thanks to everyone who responded,
>
>Lesley Rahamin
>
>Education Consultant
>
>
>
>
>
>
>------------------------------
>
>Message: 5
>Date: Wed, 24 Jan 2007 08:33:33 +0000
>From: "Mike Carter" <m.carter at gateshead.org>
>Subject: [senit] RE: senit Digest, Vol 40, Issue 18
>To: senit at lists.becta.org.uk
>Message-ID: <45B0C13E00000F0E at kisstheblade.derwentside.net>
>Content-Type: text/plain; charset="US-ASCII"
>
>After answering the questions in the HoS the Teacher is provided with an
>action plan which although generic taken from the questions answered it
is
>editable and can form the basis of a CPD process. This would also be part
>of an evidence base for CPD in the school if the school was using the CEF
>matrix to work towards the ICT Mark.
>Mike
>
>ICT Gateshead
>6 Keel Row
>The Watermark
>Gateshead
>NE11 9SZ
>tel   : 0191 4602900
>mobile: 07886791263
>
>Excellent Education for Everyone in Gateshead
>
>
>
>------------------------------
>
>Message: 6
>Date: Wed, 24 Jan 2007 08:38:41 -0000
>From: "Chris Howles" <chrishowles at broadbandsandwell.org.uk>
>Subject: RE: [senit] HOS
>To: <senit at lists.becta.org.uk>
>Message-ID:
>	<A8A89C691D7889429A650C74FAC2F01008661A at BBSCLUSTER.ad.clickemu>
>Content-Type: text/plain;	charset="us-ascii"
>
>Hi
>No I didn't know about HOS matrix and I can't find it. Link seems to be
>dead.
>
>Chris
>
>Chris Howles
>Broadband Sandwell
>Sandwell TDC
>Popes Lane
>Oldbury
>West Midlands
>B69 4PJ
>
>0121 569 2400
>
>
>
>------------------------------
>
>Message: 7
>Date: Wed, 24 Jan 2007 08:53:00 -0000
>From: "Chris Howles" <chrishowles at broadbandsandwell.org.uk>
>Subject: [senit] Support materials for VI pupils
>To: <senit at lists.becta.org.uk>
>Message-ID:
>	<A8A89C691D7889429A650C74FAC2F01008661B at BBSCLUSTER.ad.clickemu>
>Content-Type: text/plain;	charset="iso-8859-1"
>
>I have been asked by our service for VI students to purchase a piece of
software
>called 2D design from Techsoft.
>I have no knowledge of this software.It costs ?245 for single user.
>
>They see it as a means of creating materials for their KS3 and 4 students.
>Replicating exam materials etc. especially shapes and maps.
>I think it may be a sledgehammer to crack a nut and may be inappropriate
>use of the wrong technology.
>Would freehand drawing and photocopying or scanning be more sensible?
>
>Should such software be necessary or are ready-made resources available?
>
>How do other support teams create such materials for their VI students?
>
>Thanks
>
>Chris
>
>Chris Howles
>Broadband Sandwell
>Sandwell TDC
>Popes Lane
>Oldbury
>West Midlands
>B69 4PJ
>
>0121 569 2400
>
>
>
>------------------------------
>
>Message: 8
>Date: Wed, 24 Jan 2007 10:57:42 -0000
>From: "Paul Nisbet" <Paul.Nisbet at ed.ac.uk>
>Subject: RE: [senit] Support materials for VI pupils
>To: <senit at lists.becta.org.uk>
>Message-ID: <01bc01c73fa6$7893ed70$66fd51c2 at education.ed.ac.uk>
>Content-Type: text/plain;	charset="iso-8859-1"
>
>I don't know what Techsoft is but raised or tactile diagrams are a
>recognised and popular method for blind pupils to access graphic material.
>You can make your own, or get an agency to make them for you from the
>original. See the RNIB National Centre for Tactile Diagrams at
>http://www.nctd.org.uk/ for lots of info. Several suppliers on Revealweb
>www.revealweb.org.uk/ also provide a service - in some cases very cheap
-
>e.g. some HM Prisons. You can search for particular tactile resources that
>have already been done on Revealweb as well.
>
>
>
>__________________________________
>Paul D. Nisbet CEng MIET
>Senior Research Fellow / Joint Coordinator
>CALL Centre, University of Edinburgh
>Paterson's Land, Holyrood Road
>Edinburgh EH8 8AQ
>Paul.Nisbet at ed.ac.uk 
>Tel 0131 651 6236
>http://callcentrescotland.org 
>__________________________________
> 
>
>-----Original Message-----
>From: senit-bounces at lists.becta.org.uk
>[mailto:senit-bounces at lists.becta.org.uk] On Behalf Of Chris Howles
>Sent: 24 January 2007 08:53
>To: senit at lists.becta.org.uk
>Subject: [senit] Support materials for VI pupils
>
>I have been asked by our service for VI students to purchase a piece of
>software called 2D design from Techsoft.
>I have no knowledge of this software.It costs ?245 for single user.
>
>They see it as a means of creating materials for their KS3 and 4 students.
>Replicating exam materials etc. especially shapes and maps.
>I think it may be a sledgehammer to crack a nut and may be inappropriate
>use
>of the wrong technology.
>Would freehand drawing and photocopying or scanning be more sensible?
>
>Should such software be necessary or are ready-made resources available?
>
>How do other support teams create such materials for their VI students?
>
>Thanks
>
>Chris
>
>Chris Howles
>Broadband Sandwell
>Sandwell TDC
>Popes Lane
>Oldbury
>West Midlands
>B69 4PJ
>
>0121 569 2400
>
>
>
>
>
>
>End of senit Digest, Vol 40, Issue 20
>*************************************

ICT Gateshead
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The Watermark
Gateshead
NE11 9SZ
tel   : 0191 4602900
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Excellent Education for Everyone in Gateshead