I've just been asked to recommend software (Free or VERY low cost) for Art and Music in EYs & lower KS1...so I thought I'd share the list in the hope that others will add to it:
Big question...here goes!
More Musical Monsters - R-Y6 by Q&D ltd. (I really like this one, but there is a small price attached to it: http://www.q-and-d.co.uk/moremusicalmonsters1.htm
Black Cat Compose - linked to listening skills, good for differentiation and keeping kids focused: http://www.taglearning.com/search/publisher/by/BlackCat.html
Turtle Tunes - free game on the BBC website, a good starting point, but you can't save the file: http://www.bbc.co.uk/schools/digger/5_7entry/flash/createturtletune.shtml
Audacity: excellent composition software and its free! might be a little advance, but kids can quickly record anything (own voice singing or musical instrument) edit, and upload onto web side as a midi file: http://audacity.sourceforge.net/download/
Monkey Jam - fun and easy stop frame animation - used for storytelling too so strong links with literacy: http://www.giantscreamingrobotmonkeys.com/monkeyjam/download.html
TuxPaint: http://www.tuxpaint.org/ (probably the best I think)
Gimp - unfortunate name I know (I have used this with Key Stage 1 but can be used up to KS5, I also loaded this on to the Home Access laptops for looked after children at KS1 & 2 - (and it's free ;) http://www.gimp.org/
Drawing for children: Basic and fun - http://drawing.gamemaker.nl/
Rub-a-Dub - basic and free! http://www.brothersoft.com/rub-a-dub-7912.html
paint.net: for photo editing http://www.getpaint.net/
MyPaint - good opensource software: http://mypaint.intilinux.com/
Thursday, 24 June 2010
Tuesday, 22 June 2010
Attainment Vs Learning & Progress
Ofsted will now judge schools based on Learning & Progress against Attainment. No longer can schools get outstanding if they are 'below national average' but have an astounding CVA.
Example: School A; deprived area, 60% FSM - attainment lower than national average, CVA ++ which is statistically significant will only score a 2 or 2/3 overall.
**Special schools will still only be measured on their Learning & Progress **
This change of emphasis means that schools that do well (not outstanding) but good in a school that is well below national average, will likely score 4 and go into a catagory.
On the other side of this coin, schools that have an intake of above average and consequently coast or make little progress over a Key Stage will, however, Attainment is excellent, will now be in danger of scoring a 4 and consequently be deemed inadequate.
If you can't demonstrate that EVERY CHILD has made adequate progress, you're probably in trouble.
Lessons will no longer be graded, their will be no aggregation at teacher level.
Learning will be judged under the following catagories for each lesson:
*Learning
*Attainment
*Behaviour
*Meeting needs
*Teaching
On the upside, their should be more of a collaborative discussion with the inspection team, so if a lesson is deemed inadequate there is room for negotiation to have another look in that lesson.
If a teacher is deemed inadequate, then teaching in that school can get no higher than satisfactory, but more than likely be deemed inadequate.
Finish this on a positive note... Satisfactory is now Satisfactory, it is no longer the 'new inadquate.' this was explained to me with when the trainer stated: it's going to be very difficult to be an outstanding school under the new framework, so good is good and satisfactory is satisfactory...not sure if that is a positive way to finish... ;)
Example: School A; deprived area, 60% FSM - attainment lower than national average, CVA ++ which is statistically significant will only score a 2 or 2/3 overall.
**Special schools will still only be measured on their Learning & Progress **
This change of emphasis means that schools that do well (not outstanding) but good in a school that is well below national average, will likely score 4 and go into a catagory.
On the other side of this coin, schools that have an intake of above average and consequently coast or make little progress over a Key Stage will, however, Attainment is excellent, will now be in danger of scoring a 4 and consequently be deemed inadequate.
If you can't demonstrate that EVERY CHILD has made adequate progress, you're probably in trouble.
Lessons will no longer be graded, their will be no aggregation at teacher level.
Learning will be judged under the following catagories for each lesson:
*Learning
*Attainment
*Behaviour
*Meeting needs
*Teaching
On the upside, their should be more of a collaborative discussion with the inspection team, so if a lesson is deemed inadequate there is room for negotiation to have another look in that lesson.
If a teacher is deemed inadequate, then teaching in that school can get no higher than satisfactory, but more than likely be deemed inadequate.
Finish this on a positive note... Satisfactory is now Satisfactory, it is no longer the 'new inadquate.' this was explained to me with when the trainer stated: it's going to be very difficult to be an outstanding school under the new framework, so good is good and satisfactory is satisfactory...not sure if that is a positive way to finish... ;)
Monday, 21 June 2010
What evidence of practice will OFSTED want to see?
Learning and Teaching
Schools should ensure the appropriate and most up to date legislation of E-Safety. Data sre also in place through a carefully planned curriculum. This will include;
*Activities in PHSE & Citizenship
*Discrete ICT lessons
*ICT based curriculum activities
As a minimum schools must ensure that:
*The ICT scheme of work includes units covering e-safety, data security, copyright and digital rights management.
*Basic rules for e-safety are posted at each station and students are referred to these frequently.
*The PHSE/Citizenship scheme of work includes units on CYBERBULLYING and improper use of ICT tools
Schools should ensure the appropriate and most up to date legislation of E-Safety. Data sre also in place through a carefully planned curriculum. This will include;
*Activities in PHSE & Citizenship
*Discrete ICT lessons
*ICT based curriculum activities
As a minimum schools must ensure that:
*The ICT scheme of work includes units covering e-safety, data security, copyright and digital rights management.
*Basic rules for e-safety are posted at each station and students are referred to these frequently.
*The PHSE/Citizenship scheme of work includes units on CYBERBULLYING and improper use of ICT tools
What policies, documentation are required?
Core documents
*Safeguarding policy - which should contain reference to e-safety policy, cyberbullying policy, AUPs for all stakeholders,webfiltering, DATA protection policy and e-safety curriculum.
*Staff Handbook - which should contain; full copies or summaries of the above policies appropriate guide to staff conduct; https://ict-liverpool.wikispaces.com/file/view/Be+InLine+Online.doc
*Equipment in school or equipment used for school purposes.
Policy in detail
E-Safety Policy - The over-arching policy will include:
*Roles and responsibilities of Staff, senior leaders and governors
-E-Safety coordinator
-network manager
-Child protection officer
-E-Safety committee
-All users
Key Policy statements include:
*Education - Students,parents,extended schools
*Education and training staff
*Training - governors
*Technical infrastructure, filtering monitoring
*Curriculum
*Uses of digital and video images
*Data protection
*Communications
*Unsuitable and inappropriate activities
*response to misuse
Policy templates for all the above can be found at:
Also:
Also:
More Key Documents you will need to have on hand....
*Staff & Student AUPs - these should be age appropriate and differentiated for all individuals.
*Guest/volunteer AUP
*Parent/Carer AUP - a summary document to be signed by parents & carers. (accompanied by student AUP)
*Parent/Carer agreement for use of digital and video images.
*School filtering policy
*School password security policy
*School personal data handling policy
*Safeguarding policy - which should contain reference to e-safety policy, cyberbullying policy, AUPs for all stakeholders,webfiltering, DATA protection policy and e-safety curriculum.
*Staff Handbook - which should contain; full copies or summaries of the above policies appropriate guide to staff conduct; https://ict-liverpool.wikispaces.com/file/view/Be+InLine+Online.doc
*Equipment in school or equipment used for school purposes.
Policy in detail
E-Safety Policy - The over-arching policy will include:
*Roles and responsibilities of Staff, senior leaders and governors
-E-Safety coordinator
-network manager
-Child protection officer
-E-Safety committee
-All users
Key Policy statements include:
*Education - Students,parents,extended schools
*Education and training staff
*Training - governors
*Technical infrastructure, filtering monitoring
*Curriculum
*Uses of digital and video images
*Data protection
*Communications
*Unsuitable and inappropriate activities
*response to misuse
Policy templates for all the above can be found at:
Also:
Also:
More Key Documents you will need to have on hand....
*Staff & Student AUPs - these should be age appropriate and differentiated for all individuals.
*Guest/volunteer AUP
*Parent/Carer AUP - a summary document to be signed by parents & carers. (accompanied by student AUP)
*Parent/Carer agreement for use of digital and video images.
*School filtering policy
*School password security policy
*School personal data handling policy
What might an E-Safety inspection look like
In the development stage of the new evaluation schedule OFSTED conducted a number of trial inspections. These typically looked like SUBJECT inspections and included for example:
*15 minute interview with headteacher
*1 hour interview with E-Safety coordinator & network manager (Together)
*Tour of the school with students.
*Students asked to log onto the system to check what they can and cannot access on the weband look at the content of their areas
*Interview with several groups of students; this will include student that has enrolled outside of normal term time.
*Interviews with cross section of staff
*Speaking to different students over lunch
*Review of documentation; this will include but not be limited to:
-E-Safety Policy
-Linked policies (e.g. PHSE, Safeguarding)
-E-Safety action plan
-AUP
-Information to all stakeholders (especially parents)
-Governors reports
-Evidence of curriculum related tasks
-SEF
-Evidence of of E-Safety incident management system
-Linkage to PHSE program and pastoral procedures
-Evidence of staff training (e.g. presentations and information in staff and INDUCTION handbook)
Clearly these initial trial inspections were more to do with policies and training (specifically around students) and much less about the technical infrastructure.
*15 minute interview with headteacher
*1 hour interview with E-Safety coordinator & network manager (Together)
*Tour of the school with students.
*Students asked to log onto the system to check what they can and cannot access on the weband look at the content of their areas
*Interview with several groups of students; this will include student that has enrolled outside of normal term time.
*Interviews with cross section of staff
*Speaking to different students over lunch
*Review of documentation; this will include but not be limited to:
-E-Safety Policy
-Linked policies (e.g. PHSE, Safeguarding)
-E-Safety action plan
-AUP
-Information to all stakeholders (especially parents)
-Governors reports
-Evidence of curriculum related tasks
-SEF
-Evidence of of E-Safety incident management system
-Linkage to PHSE program and pastoral procedures
-Evidence of staff training (e.g. presentations and information in staff and INDUCTION handbook)
Clearly these initial trial inspections were more to do with policies and training (specifically around students) and much less about the technical infrastructure.
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