DECEMBER 2004: ISSUE NO. 5
    
 
    
 

ICT IN THE CLASSROOM - SENLC WORKING GROUPS

  
 

This group met for the first time on 15 September and has a superb experience of what is on offer in an Infant School!

Our objectives are:

  • To promote and facilitate the sharing of good ICT practice across the network.
  • To evaluate how ICT has enhanced learning
  • To design INSET materials and ideas that can be accessed through this website.

If you would like to get involved or have ideas and ICT recommendations that you can contribute then please contact any member of the group:

  • Sally Pemberton - sallypemberton@sweynepark.com
  • Paul Norris - norris@delasalle.essex.sch.uk
  • Clare Nice - cnice@fish.co.uk
  • Nick Sherwood - nsh@woodlandsschool.essex.sch.uk
  • Sarah Jane Robjant - sarahjane.robant@tesco.net

  

    
 

GIFTED AND TALENTED PROJECTS

  
 

There are a number of Inclusion Projects underway in the LEA and one of those involving schools in our network is a gifted and talented project led by Grove Infant School. This project involves Riverside Infants, Riverside Juniors along with two other Rayleigh schools - Our lady of Ransome and Edward Frances Junior.

Any useful materials or findings emerging from the project will be shared with our network schools through Bulletin and/or this website.

Project Representatives

  • Lou Reck - Riverside Infant School
  • Megan Jenkins - Riverside Junior School
  • Sally Pemberton - Sweyne Park School
  • Jo Acors - Sweyne Park School

  

   
 

INCLUSION PROJECT

  
 

A second project where Glebe, Riverside and Sweyne Park are working together focuses on inclusion, particularly the issues of Year 6-7 transition. June Morgan (SPS), Megan Jenkins and Lou Reck are the project leaders.

Sweyne Park School, Riverside and Glebe Junior Schools are currently engaged in a joint Inclusion Project. The project will focus on the areas of literacy and Design and Technology and will raise the awareness of staff in all three schools about the work carried out in these subjects in the opposite phase.

The aim of the project is to consider how the process of transition between Key Stages Two and Three can be improved. Although the project involves just two curriculum areas, it is hoped that any lessons learned can be transferred to other subjects.

Research [Galton et al. 1999] shows that whilst social transition is now much smoother, curriculum transition is managed less well, with a minority of children becoming disaffected possibly due to a lack of challenging work as they join Key Stage Three.

Although the project is in its early stages, it is envisaged that it will involve teaching staff visiting each other schools to watch lessons, team teach and talk to pupils. Another possibility is the provision of an induction booklet for Design and Technology which will be drawn up following consultation with pupils in years six and seven.

All three schools are looking forward to their involvement in the project and hope that the outcomes will give us a better understanding of what we as teachers and managers need to do to ensure that the education we offer becomes more inclusive.

<MEGAN JENKINS/ LOU RECK/ JUNE MORGAN>