SESSION SEVEN (buttons)

• Dick King Smith "the queens nose"
• This button is made from the same wood as from "the lion witch and the wardrobe"
• Button moon
• This button was the same one worn by Napolean, what has this button seen in its lifetime?
• what does the button you chose say about you?

ICT involvement:

1. Podcasting
2. Blogging
3. Data Handling
4. Control
5. Animation (stop frame)
6. Internet searching and applications including VLEs  

lesson idea for shoe:

Introduce the lesson by telling students that they will look carefully at, talk about, and read about something that people wear everyday. These objects are used today and were used long ago. You might also tell students that these objects come in many sizes, are made from many different materials, and can be used for different purposes.

2.	Show students the shoe or boot and pass it around so that each student can examine it. Using the Artifact Analysis Questions as a guide, have students consider the attributes of the shoe and what the attributes tell students about the object. You may choose to write students' responses to the questions on a sheet of chart paper or the transparency you created. Note: You should monitor the discussion, making sure that all students are involved and the discussion remains focused. Five to ten minutes should be ample time for this analysis and discussion.
3.	After the artifact analysis, introduce Shoe Shoe Baby by Bernard Lodge. Tell students you will read aloud a book that takes a funny look at many kinds of shoes that people wear and why they need such special shoes.
4.	Read the book aloud to students. When you are finished reading, talk about why each character wanted such special shoes. Help students recognize that each shoe was related to the specific needs of the wearer.
5.	Conclude by having students describe what they think is important about the artifact shoe. Relate these attributes to the unit topic you are studying as appropriate.

SESSION SIX (bee bots)

6.      Bee bots

·         programmed bee bots to create shapes

·         programmed bee bot using software on computer

·         programmed bee bot to avoid obstacles

·         used "bee"  bee-bots that allows the commands to be simpler (KS1)

·         started with commands and ask questions - what will this draw

·         put a pen down the middle of the bee bot, allowing it to draw

·         bee bot mats

·         bee bot soft ware game

·         "bee" bee bot is limited as you cannot programme it with angles.

·         Bee bots in general are limited as they must always start at the beginning

·         ideas:

o    make the bee bot land on the right answer

o    land on the right coin e.g. 50p (using a mat of coins)

o    land on the picture of  "pig"(recognising/reading words)

o    spell the word...(mat of letters)

o    geography, bearings, co-ordinates etc.

o    can we all programme the bee bots the same?

o    can the cat catch the mouse...maybe include obstacles

o    use bee bot as the jolly postman making his deliveries

SESSION FIVE (planning)

5.      We explored planning websites, and prepared a lesson that involved an ICT component.

SESSION FOUR (text ease/ microsoft word)

4.      We looked at the text ease programme and compared it with Microsoft word. Text ease is a simpler version used in lower ability/lower age groups. This allows the pupils to get to grips with a simpler version before moving on to word.

SESSION THREE (create IWB/notebook)

3.      Creating an IWB resource that we could use within the classroom at our SBL setting.

Also we explored how to create a notebook slide and how the different options and tools can create an interactive resource)

SESSION TWO (2simple/2create a superstory/evaluate IWB)

2.      In this session we explored the software “2 simple” concentrating on the programme “2 create a super story” where we made our own story which was submitted.

I can see the benefits of this, in my previous school a TA that worked with an autistic pupil would create a book that would replicate the "class book" in a simpler form.
The programme she used was limited; this one would be more beneficial to the child. The child is quite competent with computers and would easily be able to create the book for himself. This would allow pride and ownership over the book, which would initiate more enthusiasm towards reading.

We evaluated IWB resources to see how we could adapt / adopt them in the classroom.

SESSION ONE (audit/blog/wordle)

1.      Today involved an audit of our prior knowledge, starting up a blog and exploring the possibilities with wordle