January 2007 - BATOD

MAGAZINEJanuary 2007

ISSN 1336-0799

NumeracyNumeracy

MAGAZINE

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Phone me on 01494 464190 or email

[email protected] our web pages www.batod.org.uk

Articles should be emailed to [email protected]

Cover PictureNumeracy at Longwill School, Birmingham

Need to contact BATOD aboutother matters?

Talk to National Secretary Paul Simpson email: [email protected]/fax 01494 464190

CONTENTSFocus on numeracy Testing times . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2Boosting maths skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3Plug teaching . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5Turn on the TV . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5Seeking new material? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6BSL Numeracy 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7The language of maths . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8Teaching standards in maths . . . . . . . . . . . . . . . . . . . . . . . . .9Laying the foundations for numeracy . . . . . . . . . . . . . . . . . .10Raising the standards . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12Numeracy in FE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14Discovering Teejay Maths . . . . . . . . . . . . . . . . . . . . . . . . . .15The wonders of the interactive whiteboard . . . . . . . . . . . . .16Where to start . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .17Never a dull day . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .19

General featuresComing soon to your classroom! . . . . . . . . . . . . . . . . . . . . .21The BKB Assessment Toolkit . . . . . . . . . . . . . . . . . . . . . . . .23Exploring literacy with BBC jam . . . . . . . . . . . . . . . . . . . . . .24Positive Support . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .26Keys to music . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .27Time to reflect . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .29It’s showtime! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .30Celebrations at the centre . . . . . . . . . . . . . . . . . . . . . . . . . .31

Regulars In the driving seat . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1Here and there – the BATOD audiology page . . . . . . . . . . .43ICT News . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .44Reviews . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .46This and that . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .50Noticeboard . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .53Abbreviations and acronyms . . . . . . . . . . . . . . . . . . . . . . . .54Calendar – meetings and training . . . . . . . . . . . . . . . . . . . .56

Association businessWhat went on at the NEC on 2 December 2006 . . . . . . . . .32BATOD UK . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .35When you are old... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .36Reviewing SEN allowances . . . . . . . . . . . . . . . . . . . . . . . . .37FM systems . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .37Representing you – ERCDO . . . . . . . . . . . . . . . . . . . . . . . .38Revising qualifications . . . . . . . . . . . . . . . . . . . . . . . . . . . . .39Changes to the Constitution . . . . . . . . . . . . . . . . . . . . . . . . .39Representing you – UKFPHB . . . . . . . . . . . . . . . . . . . . . . .40BATOD was there representing you . . . . . . . . . . . . . . . . . . .40Representing you – Deafed.net . . . . . . . . . . . . . . . . . . . . . .41Representing you – PAIG Steering Committee . . . . . . . . . .42Subscription rates 2006/07 . . . . . . . . . . . . . . . . . . . . . . . . .55Officers of Nations and Regions . . . . . . . . . . . . . . . . . . . . .57

From your editorThis is my first issue of the

Magazine as Editor.

I approach this new task with

a mixture of excitement and

trepidation. It is a great privilege

to be involved with such a well-

regarded and seminal publication.

Ann Underwood has transformed what was a small

newsletter into a stimulating mixture of themed features,

articles of general interest and Association and other

business.

I am enormously grateful to Ann for her support as I

undertake this new role.

As we embark on a new Magazine era please feel free

to feed back your comments to me as Editor

([email protected]). The Publications and Publicity

Committee is currently setting up a panel of readers to

review the Magazine on a regular basis in the hope that

this too will help to make it responsive to the needs of

Teachers of the Deaf and other colleagues.

This issue has the focus of Numeracy and I hope that you

enjoy the mixture of theory and practice from both those

working in the field and those with contributions to make

from elsewhere in the educational world.

Future issues of the Magazine will focus on:

March 2007 Life skills

May 2007 Transition

Sept 2007 Keeping children safe

Magazine editor

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In the last Magazine we celebrated the positiveoutcomes of lobbying on behalf of deaf candidates ina range of examinations. Although considerableprogress has been made in this area, a number ofunresolved issues remain. On behalf of BATOD, PaulSimpson has attended meetings at the DRC and QCAwhich considered a range of issues related toreasonable adjustments for deaf candidates.

On a similar theme, Jenny Baxter, with the support ofthe Educational Issues Committee, continues tomaintain and develop the work around languagemodification. Jenny led successful workshops onmodification during 2006. This training can supportTeachers of the Deaf who need to modify materials intheir own settings for curriculum delivery. However, oncompletion of a number of assessments, the coursesalso enable teachers to go on and become accreditedmodifiers for exam boards. Several teacherssuccessfully completed this process in 2006. If youfeel you also could contribute to this work, Jennywould be very happy to hear from you.

Regular readers of the Magazine will be aware that we have devoted much time and energy this year toestablishing new arrangements for its publication. We have referred frequently to the Magazine as theflagship of BATOD. However, BATOD membershipalso entitles members to a copy of the Journal:Deafness and Education International. It is important,therefore, that we ensure that this publication alsocontinues to thrive.

Many of you will remember that in 2005 thepublication of the Journal was taken over by WileyPublishers. At a similar time Linda Watson becamethe new editor. In November this year the SteeringGroup met with Wiley. This very positive meetingindicated that the new team is going from strength tostrength. Linda is receiving an increasing number ofarticles for review, with the result that the standard ofinformation in the Journal is rising steadily. On its part,Wiley is working hard to promote the Journalinternationally, resulting not only in a more

international readership but also in the submission ofarticles from a greater number of countries worldwide.

Since January 2006 the Journal has been available onlineto subscribers. This is proving a popular means of accessfor readers, particularly international members. There areno plans to replace the hard copy Journal currentlyprovided for members in the UK. However, if you areinterested in the possibility of receiving your Journal online,please let Paul Simpson know ([email protected])so that we can determine possible future numbers.

On becoming President I included the review of theBATOD survey as a key issue to be addressed. TheAssociation is committed to the continuation of a survey,as we believe that robust national data is essential if weare to continue to promote the profession and informdecision-making at both a local and national level. Werecognise, however, that data collection can be a time-consuming activity for schools and services and believethat it is time for a radical review of the process.

Such a review will take time and require investment.Before embarking on this I wanted to be sure that we hadthe support of schools and services, without whom wecannot proceed. Consequently, we asked delegates attwo conferences what they thought, circulating a briefquestionnaire. 98% of those who responded agreed thatthe survey is important and that they would submit theirinformation, as long as we:• learn from past experience, including the current

BATOD survey, the Achievements of Deaf Pupils inScotland and the successful Welsh audit

• take account of the data that schools and services arealready collecting, so that we reduce significantly the amount of time taken to supply the data

• are clear about how we will use the data and feed backrelevant information to schools and services.

Another positive outcome of this questionnaire is that anumber of respondents have offered to be part of aworking group to support the development of a newsurvey. This will enable us to pursue this work, sharingthe expertise from a number of settings – schools,resource bases and services – and with partners fromother agencies, including the voluntary sector and courseproviders. Now that we have this mandate to proceed, itmust be a priority for the New Year and I look forward toworking together with those who have expressed aninterest in taking the survey forward.

In the driving seatAlison Weaver outlines some key aims

for BATOD in 2007

Alison

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It may be surprising to know that deaf students arenot achieving as much as their hearing peers inmathematics and leave school with a level ofcompetence that seriously interferes with theirfuture educational and employment prospects. In a recent large study in the US, approximately 80%of the deaf 14-year-olds performed at basic orbelow basic levels in mathematics problem-solvingand knowledge of computation procedures (Traxler 2000).

Yet research has shown that there is no reason tothink that deaf people have in-built difficulties withnumber processing. Deaf pre-school children areas good as hearing children in early numberrepresentation tasks that do not involve counting(Zarfaty, Nunes and Bryant 2004), and deaf adultsdo not show any signs of impairment in numberprocessing (Bull, Blatto-Vallee and Fabich 2006).However, deaf children start to fall behind theirpeers right at the beginning of their school life.

We report here on a project that aims at developingearly intervention in mathematics for deaf childrenand analysing its effectiveness.

We first carried out a survey of deaf children’smathematical understanding with children in theirfirst and second years in school and compared theirperformance with that of hearing children. Usingspecific statistical techniques, we analysed whetherthe deaf children were under-performing for theirlevel of intelligence: were they achieving what wecould expect of them on the basis of theirintelligence? These studies, which involved about50 deaf and 120 hearing children (aged betweenfive and seven years), showed that the deaf childrenperformed as well as the hearing children in sometasks, when the information was presented to themwith the support of pictures and the picturesremained in view while the problem was described.However, there were other tasks in which theyunder-performed in comparison to hearing peers ofthe same level of intelligence. These situationsinvolved using counting to solve problems and alsounderstanding some logical principles which aretaken for granted when children are taught problem-solving and computation procedures in numeracylessons.

A salient example was their understanding of theinverse relation between addition and subtraction.In numeracy lessons children are taught, forexample, that in order to add 9 to any number, they

can add 10 (which is easier) and subtract 1: this isthe same as adding 9 because you add an extra unitbut then take it away. This requires children tounderstand the inverse relation between additionand subtraction. Hearing children with a mean ageof six years and one month achieved 34% correctresponses in our test of their understanding of theinverse relation between addition and subtraction;this level of correct response is only achieved bydeaf children about eight months later. This mayseem a small delay, but our research shows thathearing children who are behind in understandingthis concept perform poorly later on when they takethe SATs in maths at the end of Key Stage 1. Wehave also shown that improving children’sunderstanding of this inverse relation (and otherconcepts) in their first year of school significantlyboosts their performance later.

We identified similar delays in deaf children’sunderstanding of the early ideas about multiplication,which have an impact on mathematics learning.Some understanding of multiplication is implied – forexample, in learning about place value: in thenumber 52, the digit 5 represents 5 x 10. Youngchildren show an early understanding ofmultiplication in problems where they set objects inone-to-many correspondence. The illustration belowdemonstrates this type of problem.

In each house in this street live three dogs. Howmany dogs live in this street?

Six-year-olds solve this by pointing to each housethree times, therefore counting each of the threedogs that live inside each house. But deaf children

Boosting maths skills A research group at Oxford University is seeking to develop early interventions for deaf

children to improve mathematics learning, as Terezinha Nunes reports

Terezinha Nunes

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show very little understanding of how they couldapproach this problem. Here the delay is moresevere: deaf children with a mean age of six yearsand nine months just about catch up with the level ofperformance of hearing children with a mean age offive years and four months. Deaf children also seemto have more difficulties understanding sharing anddivision than hearing children; this delay is similar tothat in understanding one-to-many correspondences.

In the past two years, we have tried out differentways of developing deaf children’s understanding ofmathematical ideas. We tried these teachingprogrammes by comparing the progress made bychildren who had received the teaching – theexperimental group – with the progress shown by children who had received the same amount of attention from our researchers but had notparticipated in the specific teaching programmes –the comparison group. All the children benefitedfrom participation in the study because thecomparison group simply received a different type ofinstruction. For example, the children who learnedabout the inverse relation were the comparisongroup for a group learning about additivecomposition (ie the idea that any number can beformed by the sum of two other numbers) – and vice versa.

All the teaching programmes used visual materials –objects, printed pictures and pictures on a computerscreen. The research consistently showed that thedeaf children benefited significantly from theseteaching programmes.

Each of our past studies analysed the learning ofonly one set of concepts. In the coming year, about30 Teachers of the Deaf in several schools will betesting a more ambitious programme which willanalyse how much the deaf children benefit if theyhave the opportunity to learn about all theseconcepts when they are in their first and secondyears in school. Teachers, schools and parentshave been incredibly supportive over the past twoyears and continue to be committed to working withus to find ways of developing early interventions fordeaf children and give them a solid start in theirmathematics learning. There will be furtheropportunities to participate in the near future. Visit our website for more information about this:www.edstud.ox.ac.uk/research/childlearning/This project is supported by the RNID.

Terezinha Nunes is the Chair of Educational Studiesat the Department of Educational Studies, Universityof Oxford. Other members of the team includePeter Bryant, Diana Burman, Daniel Bell, DeborahEvans, Darcy Hallett and Laura Montgomerry.

ReferencesBull, R, Blatto-Vallee, G, and Fabich, M (2006)‘Subitizing, Magnitude Representation, andMagnitude Retrieval in Deaf and Hearing Adults’,Journal of Deaf Studies and Deaf Education, 11,289–302.

Nunes, T, Bryant, P, Evans, D, Bell, D, Gardner, S,Gardner, A, et al. (2006) ‘The Contribution ofLogical Reasoning to the Learning of Mathematicsin Primary School’, British Journal of DevelopmentalPsychology (in press).

Traxler, CB (2000) ‘The Stanford Achievement Test,9th Edition: National norming and performancestandards for deaf and hard-of-hearing students’,Journal of Deaf Studies and Deaf Education, 5,337–48.

Zarfaty, Y, Nunes, T, and Bryant, P (2004) ‘Theperformance of young deaf children in spatial andtemporal number tasks’, Journal of Deaf Studiesand Deaf Education, 9, 315–26.

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BATOD Magazine Jan 07 5

interesting mathematical problems. I have alsofound that the silent modelling of the processappears to increase their retention, which thenallows for exploration of why the algorithm works.Of course, this is only part of the topic of fractions,but it appears to enable the student to experiencesome success and allow further exploration of thetopic.

Plug teaching can be used to reteach anymathematical concept that can be described usingan algorithm and is most effective when there aremathematical symbols that can be used as clues.Try and develop silent modelling for changing apercentage into a fraction.

Bob Sawyer is Headteacher of All Saints CatholicHigh School, Sheffield.

Take a look at the start of every Key Stage 3mathematics course and you will see that the topicsof fractions, decimals and percentages appear earlyin the work. Furthermore, if you explore the in-house schemes of work for many schools Isuggest that it is likely you will find some work onthe revisiting of these topics in every year beyondYear 7. Even if it is not present in the scheme, I canalmost guarantee that it will regularly reappear in theteaching for all but the most able of mathematicians.

This has always been a disappointment to me,particularly as I found myself doing exactly asdescribed above and on each occasion becomingmore frustrated by the apparent necessity of thistask – a task I carried out with no flare orimagination. My only strategy when presented withthe gaze of bemusement was to repeat theexplanation by speaking a little slower and a littlelouder!

Of course, now having the benefit of 25 years ofteaching and research in mathematics education, I have since explored a wide range of teachingapproaches that have given benefit to somestudents and provided relief for both teacher andstudent from repetitive teaching disorder.

However, many of the students I have taughtcontinue to have difficulty with fractions because oftheir complexity, irrelevance and almost magicalalgorithms. It seems that no amount of activitiesinvolving chocolate bars or cake portions is sufficientto enable students to understand the algorithm toshow that 3/7 + 1/3 = 16/21.

Consider, then, another approach called plugteaching. The main principle of plug teaching is thatthere is no reteaching. The student is givenopportunities to relearn the concept or algorithm, butit is not retaught. The algorithm or process ismodelled visually and without any teacher speech.It is difficult to describe the method withoutanimation. However, the principle is that the teacherpoints to numbers and/or symbols and then writesdown new numbers and/or symbols. Experiencehas shown that the sequence of pointing and writingneeds to be precise in order for the student to retainthe process. Once the modelling has beenpresented to the student it is their responsibility tolearn the sequence.

My limited experience of using this technique hasshown that students are able to use the algorithm tosolve problems of adding and subtracting fractionsand, as a result, are able to explore many other

Bob Sawyer

Plug teaching Try a different approach to teaching fractions, says Bob Sawyer

Turn on the TVTeachers’ TV has a wealth of archiveprogrammes on the subject of numeracy. You might find some of them very useful. Visitwww.teachers.tv and go to the mathematicssection of the ‘Video Library’ on the right-handside of the Home page. Recent programmeswhich are available cover all key stages andpresent many aspects of numeracy in astimulating and attractive way. Subjects rangefrom understanding place value to Pythagoras’Theorem.

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I work as a ToD in ahearing support unit ina large comprehensiveschool. A great deal ofmy work involveswriting the material I present to mystudents. All mystudents are unique

due to their individual specific needs, and often the‘commercial’ courses available are not suitablebecause of the complexities of the language used. Asyou can imagine, the work involved in writing anddeveloping material is time consuming and arduous,as the material can often only be used once and Iregularly have to produce the same content of alesson in several different ways.

When teaching maths at Key Stage 4 I have regularlyused the Assessment and Qualifications Alliance(AQA) Units of Accreditation, a scheme designedspecifically for students who are unlikely to gain gradeG at GCSE. It is unit based and not all units need tobe completed. This has proved to be very useful andresourceful once the basics have been taught. Thescheme gives me the flexibility needed to reinforceconcepts already taught and helps me to differentiateaccording to the individual students’ needs. At thesame time it gives me a framework of outcomes whicheach student has to reach in order to achievesuccess. It promotes effective teaching and learningby ensuring careful consideration is given to learningoutcomes, evidence and assessment and by settingdown clear targets for the students. There is formalrecognition of success in the form of a Unit AwardStatement. This allows the students’ progress to bemonitored and gives them a sense of achievement,which helps to remotivate them after their oftentraumatic attempts at sitting their Key Stage 3 SATs –a frustrating ordeal since even if they can do thearithmetic involved in these, they often cannotunderstand the language of the questions, andrephrasing is not allowed.

AQA Units of Accreditation are available in manydifferent subjects and include non-academic subjectssuch as vehicle maintenance and life skills. Schoolscan submit their own written units for use by othercentres, and thus reduce individual teachers’workload. Some subjects, such as maths, are easilyconverted to give the student an entry levelqualification once all the units and assessments havebeen completed. To gain the formal entry level

qualification they need to sit an externally set finalexam. I recommend ToDs visit the website atwww.aqa.org.uk – it’s useful, informative and full of ideas.

The Maths Enhancement Programme (MEP)(www.cimt.plymouth.ac.uk) is the real jewel in thecrown. It has been a lifesaver for me on more thanone occasion when all other avenues of study havebeen exhausted or are simply not an option. Thismaterial was developed as part of the MEPDemonstration Project to support the Welsh ExamBoard's (WJEC) Certificate of EducationalAchievement in Mathematics. This certificate is nowknown as the Entry Level Certificate in Mathematics.The certificate course is for students in Years 10 and11 who are unlikely to achieve a grade in GCSEmaths. It is designed so that candidates can achievesome success. The materials include two practicebooks and teacher support material, including teachingnotes, a suggested timetable, schemes of work,overhead slides, mental tests and revision tests, casestudies and practice exam papers. All these, includingthe practice books, are available free on the website,and they are downloadable. I put the units of studyinto plastic folders and each student has ownership ofthem for the duration of the course.

The administration of the course is easy. Students likethe booklets, as the language used is easilyaccessible to them. The case studies help to reinforcethe topics learnt and put them into a practical situation.The students often don’t look on them as work, butmore as playing games.

The school has to register with the WJEC Board(www.wjec.co.uk) if it wishes its students to sit theentry level exam and gain a formal qualification. Aslong as each student has followed the scheme, thereis every likelihood that they will pass their final exam,which only contributes a small percentage to the finalgrade, since the course is designed for success andthe students are regularly tested throughout. Thetests and end-of-unit exams set by MEP act as apractice for the real thing, and students have theopportunity to sit three papers at each level, so theydo get a lot of practice. The WJEC also hosts trainingdays, usually in September, in centres in both Northand South Wales, and has a helpline for teachersfollowing the course. What more could we ask for?

Linda Morris teaches in a hearing support unit at MoldAlun School in Mold, North Wales.

Seeking new material? Linda Morris outlines some of the resources she uses in her Key Stage 4 maths teaching

Linda Morris

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Stories in the Air and Dunedin Multimedia areproducing a follow-up to their free CD-ROM, BSLNumeracy. In the first BSL Numeracy resource,children were given a spaceship and a mission toexplore the galaxy and to count and measurealiens as they went. BSL Numeracy 2 returns thechildren to Planet Earth to meet animals in exoticlocations such as the African savannah, theAmazonian rainforest and the Great Barrier Reef.The new CD-ROM aims to teach signs for pairs ofcontrasting quantities. It consists of a series of3D scenes. A virtual child presents a question inBSL, such as ‘Which is taller?’, referring toanimals within the scene. When the user clickson an animal and the ‘Check Answer’ button, thesigner provides feedback. English subtitles aredisplayed in a small box on the bottom of thescreen. The animation and software are beingproduced by Dunedin Multimedia in collaboration

with ToDs and deaf members ofStories in the Air. Users of theBSL Dictionary and the SignBridge to Literacy series willrecognise the cast of virtual childsigners: Anna, Bashir, Jimmy andKatie. The newest member of the team, Sophie, signs theunderwater sequences, includingan encounter with a pair ofjellyfish!

The numeracy signs covered inBSL Numeracy 2 include biggerand smaller, taller and shorter,higher and lower, behind and infront of, more and fewer, nearerand farther, faster and slower, anddarker and lighter. The signs areeasy to learn and it should not take

long for a child to work through the CD-ROM. Itis hoped that in providing strong visual metaphorswith the signs, the CD-ROM will assist children informing a mental vocabulary for these abstractconcepts.

BSL Numeracy 2 will be published early in 2007.Previews of the CD-ROM will be available soon atwww.learnbsl.org/ To request your free copy,include your name, address and postcode in anemail to [email protected].

BSL Numeracy 2 is supported by grants from theEquitable Charitable Trust, Lloyds TSBFoundation for Scotland, and the RayneFoundation.

Robert Clyde works for Dunedin Multimedia and isa Director of Stories in the Air.

BSL Numeracy 2 Robert Clyde provides a sneak preview of a new free CD-ROM teaching signs for maths work

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The language of mathsSteve Chinn takes a look at the confusion created by some of the terms most commonly

used in maths teaching

Early experiences – our number system andconfusionThe first double digit numbers learners meet are ten,eleven, twelve, thirteen, fourteen, fifteen, sixteen,seventeen, eighteen and nineteen. Eleven andtwelve are unique. They follow no pattern oflanguage or number. No doubt this is due to thehistory of these numbers and their everyday usage.Twelve, for example, held a key part in number andmeasurement for many years. The use of ‘a dozen’has almost disappeared, so few children these dayswould know, or would need to know, that a gross istwelve twelves. But the word remains to help confuseyoung learners.

The teen numbers are also unique in our numberlanguage. In fourteen, for example, the four comesfirst and is followed by ‘teen’ which means ‘ten’, butthe child has to write 1 followed by 4 as in 14.Subsequent decades revert to the correct order, as inforty-six (though ‘forty’ is used instead of ‘four tens’).In Cantonese and Welsh, the naming system isregular, for example, 15 is ten five and 54 is five tenand four.

If the teacher does not manage this inconsistencythen there is a strong likelihood that the child’s firstexperience of place value will be insecure. Researchfrom over 80 years ago warned about the influence ofthe first experience of learning a new topic. If thepupils learn the wrong idea then it will be hard forthem to unlearn it!

A similar confusion may arise when the child firstmeets decimal numbers, where the understanding ofplace value is often more challenging than for wholenumbers. Here the language sequence is ‘tenths,hundredths, thousandths…’, with a very subtlechange in sound from ‘tens, hundreds, thousands…’which is of particular relevance to deaf children.

Language and conceptsMaths uses a flexible and varied vocabulary,especially in the early years. For example, minus canalso be ‘take away’ or ‘subtract’ or ‘less’ or‘difference’. Some of these words are abstract to mostchildren; for example ‘subtract’ has no everydaymeaning that might hint at its role in maths. ‘Takeaway’, however, once you get past food, does have ameaning which is close to what it ‘does’ in maths.

Recently a teacher asked me what I do aboutteaching that ‘minus a minus is a plus’. It caught me

unawares and I had to think about the implications ofthe methods that might help a child understand ratherthan just recall. The more I thought, the more Irealised the importance of language in explaining thisstrange rule.

If you have a minus amount in money terms, such asa financial debt, and someone takes away that debt,then the net result is positive. You are better off. Butif you were to change the vocabulary of that firstsentence then it would be less clear – for example, ifyou have a negative quantity and you subtract aminus amount from it you get a positive answer.

A similar situation arises in multiplication. The word‘times’ is abstract. You have to understand themathematical interpretation of ‘six times seven’.There is no clue in the phrase as to its meaning. Ifyou use the phrase ‘six lots of seven’ then there issome meaning and a learner could make an image tomatch the words. Later, when partitioning isintroduced, combining ‘ten lots of seven’ with ‘six lotsof seven’ makes more linguistic sense than ‘multiplyseven by ten, multiply seven by six and add the twoanswers’.

I have always felt that ‘lots of’ is preferable to the rotereply of ‘repeated addition’ when you ask children‘What is multiplication?’

Language and translationsMahesh Sharma, an outstanding mathematicsteacher from the USA, says you have to teach thelanguage of maths as you would teach a foreignlanguage. So, if it were French, you would teachsome French to English and you would also teachsome English to French. Children are much morelikely to have to convert maths symbols to words thanword problems to symbols. Writing maths wordproblems is a skill and one that seems to encouragea need to mislead in professional story problemwriters. While children might not enjoy being on thereceiving end of that deviousness, they might enjoyindulging in it themselves! And that exercise may wellteach them how such problems can be constructed.

Language, motivation and attitudeThe language that teachers use to comment onpupils’ work will be critical in maintaining theirmotivation. Maths is itself judgmental. A question isusually right or wrong, whatever the teacher’sjudgment. However, teachers can improve thatstream of negative feedback by supportive

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©BATOD Magazine March 05 1©BATOD Magazine Jan 07 9

comments, or by ensuring that the majority of workset for each individual is within their comfort zoneand that the challenging questions come after anexperience of success. All this should becommunicated to the pupil.

Pupils will also use language to tell you how theyare feeling about maths. Teachers need to listento what these comments reveal. For example, ‘Iam no good at learning times tables, I won’t everbe good at any maths’, reveals a pervasive trait. ‘I just can’t do maths in Year 4, so I’ll never be ableto do maths in Year 5’, reveals a permanent traitand, ‘I am just too stupid to do this stuff’, reveals apersonal trait. These are the key elements ofattributional style. A negative attributional style willlead to learned helplessness in maths. All thosepupil statements can and should be gentlychallenged.

Steve Chinn was Founder and Principal of MarkCollege until 2005. The College was awardedBeacon School status in 1999. Steve now writesand lectures about learning difficulties in mathsworldwide.

Evaluating mathematics provision for 14–19 yearolds, from Ofsted illustrates how the quality ofteaching on GCSE, A-level and other post-14mathematics courses has a key influence onstudents’ achievement.

Inspectors found that the most effective teachershave a well-developed understanding ofmathematics and how to teach it They stimulatestudents to think for themselves and to apply theirknowledge and skills in unfamiliar situations. Theyset high expectations and make effective use ofinformation and communication technology (ICT).

However, too often the teachers themselves do notdemonstrate a sufficiently secure understanding ofmathematical ideas in order to teach them in themost effective way.

The majority of the teaching seen was at leastsatisfactory in preparing students for theirexaminations, but it did not always provide themwith enough understanding of the subject to usemathematics independently. Inspectors foundevidence of ‘teaching to the test’, with students

being taught how to obtain answers but not whattheir answers meant. The survey found thatteachers sometimes talked for too long and lessonsdid not contain enough practical or group work tostimulate discussion. In addition, a lack of specialistteachers is affecting students on GCSE and othernumeracy courses.

Ofsted recommends that the DfES, the QCA andawarding bodies should ensure that the currentreview of GCSE and A-level mathematics results inexaminations which encourage effectiveunderstanding and problem-solving, as well ascompetence in mathematical techniques.

The DfES should continue to invest in thedissemination of the successful approaches toteaching and learning developed through theStandards Unit’s framework for mathematics, withparticular emphasis on collaborative professionaldevelopment across mathematics departments.

Unfortunately, as we often see in such reports, thereis little reference to children with special educationalneeds and numeracy.

Teaching standards in mathsA small-scale survey from Ofsted has highlighted the factors that contribute to and work

against high achievement in mathematics

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The academic underachievement of children whoare deaf is well documented both historically (Wood,Wood, Griffiths and Howarth 1986) and to date(Spencer and Marschark 2006) and this includesevidence as to their mathematical achievement.Although there are promising signs as to theeffectiveness of new technologies and approachesfor supporting language and communication, there is still little hard evidence as to how standards andachievement have improved overall for thispopulation and even less as to the relationshipbetween inputs and outcomes.

Indeed, recent data regarding the mathematicalachievements of pupils with hearing impairment astheir primary need on their statements or at SchoolAction Plus shows over half of these children to befunctioning at levels below Level 4 by the age of 11.Do we sometimes in our anxiety to maximise theirlistening and communicative experiences payinsufficient attention to ensuring that the skills,attitudes and understanding that support other areasof learning are being also effectively supportedthrough these experiences?

There is at times an assumption that the early yearsare somehow ‘easier to cater for’, either in terms ofindividualising programmes of learning and/or inkeeping children who are deaf in step both in levelsand in experiences with their peers; that the natureof pre-school and Foundation Stage provisionmeans that children with hearing needs more readilyhave access to learning opportunities relevant totheir stage of development and that appropriateprovision is easier to make simply because there arefewer adults involved and less compartmentalisedsubjects to deal with. However, therein lies thedanger – that learning does not focus so much onhow the child interacts with the experience but moreon the experience itself.

I would suggest that many of the difficulties thatchildren who are deaf experience later, and much ofthe delay, are related to an almost too laissez-faireattitude at this time rather than a clear focus onsupporting the way children observe, engage andthink about their experiences.

Newborn hearing screening offers the opportunity for development and achievement to be overviewedand planned for in exciting but also challengingways. This responsibility is emphasised for allchildren through the Government’s EYFS (Early

Years Foundation Stage) initiative which reflects theconcern to provide for children’s safety, welfare andlearning in ways that are integrated, relevant andoptimally supportive of achievement and well-being.

EYFS comprises a single continuous qualityframework for supporting children’s care, learningand development from birth to fifth birthday. It isstatutory from 2008 and clearly focused on theEvery Child Matters outcomes and provision thatneeds to be made from the beginning. In bringingtogether Birth to Three Matters and the FoundationStage, EYFS is emphasising the need for continuityof experience and opportunities for children frombirth to five and how ways of providing for themmust reflect this.

EYFS and the new Primary Frameworks for Literacyand Mathematics have been developed alongsideeach other and both stress the need for approachesto learning (and teaching) that reflect thedevelopment as well as the age of the learner. Onefeature of the guidance is that many more detailedsteps of learning will be provided to help supportplanning and meeting individual learners’ needseffectively. Currently, much of the work relating todevelopmental progress completed by Early Supportis being embedded into this. Since this frameworkwill guide all EYFS provision it is imperative that weare both familiar with it and use it to children’sadvantage.

Laying the foundations for numeracy It is vital that young deaf children are given opportunities to explore and experiment

with mathematical concepts. Sue Lewis explains how the EYFS initiative will support

new approaches to learning


Sue Lewis

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From the point of view of mathematicaldevelopment, of key importance is the shift in thetitle of this area of learning, which is now calledproblem-solving, reasoning and numeracy. Thisreflects the desire to focus on what mathematicalskills and understanding support in everyday life.

The world rarely, except in classrooms, providesexperiences that are simply mathematical – childrendevelop and use their mathematical skills of pattern-seeking, making connections, recognisingrelationships, measuring, sorting, counting andmatching as they engage in all other activities. Theyare constantly exposed to mathematical language asthey play and talk with their families and peers inreal situations – hide and seek, putting shoes on,sorting Lego, finding particular colours, and so on.These are real-life experiences that they havebefore they ever sit down at a table to put things into’sets’, and real-life puzzles which they have to solveif they are to be able to transport their water safelyor do what they want to before bedtime. These arethe experiences from which the more formalmathematical language and skills grow.

With literacy, when children arrive at school they arealready equipped with some fundamentalunderstanding of language, and similarly formathematics, there are key understandings andattitudes that are supported through everyday livingthat children need to have before more formalcontexts can be meaningful.

Many deaf children will need these everydaylearning contexts carried into the Foundation Stageand beyond if they are to be successfulmathematical learners later. Unfortunately, for somesuch children, the environment’s response is to‘decontextualise’ – to teach mathematical languageand concepts within mathematical tasks (sums,capacity, measurement), rather than go back to thecontexts which support the understanding on towhich such language and ideas can be mapped(everyday living experiences, play, songs andgames) and which support incidental as well asmore formal mathematical conversations.

Gregory (1998) reminds us of the danger that deafchildren are exposed to fewer of these incidentalmathematical conversations and indeed may havemore restricted experiences in general to draw on.As Teachers of the Deaf we are well aware thatearly identification and intervention does not thenensure that children have access to the range ofexperiences that they need for smooth all-roundlearning. There is an important role, as EYFSindicates, not simply for monitoring deaf children’sdevelopment, but also their experiences and the sortof language/concepts they are exposed to from birthto five to ensure skills and understanding for all

areas of learning are developing. By this I do notmean formal ‘tick lists’ of activities. This is aboutbeing conscious of the range of concepts andlearning attitudes that is being supported, ratherthan simply the language it is encapsulated in.Opportunities for problem-solving and reasoning, forpractising skills in real life, for experimenting and forexploring are part of mathematical experience for allchildren. They must be actively provided for deafchildren in EYFS and beyond.

Sue Lewis is Director of Educational Developmentand Inclusion, Mary Hare.

ReferencesGregory S in Gregory S, Knight P, McCracken W,Powers A and Watson L (1998) Issues in DeafEducation, David Fulton Publishers

Spencer P and Marschark M (2006) Advances in the spoken language development of deaf and hard of hearing children, Oxford University Press,New York

Wood D, Wood H, Griffiths A, and Howarth I (1986)Teaching and talking with deaf children, Wiley Press

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Frank Barnes School is oneof the few schools for deafchildren in England with asign bilingual and biculturalphilosophy, and the onlyone of its kind in London.The children have a rangeof ethnic backgrounds andcome from all over GreaterLondon. The school ethosand the deaf studies

curriculum help the children to develop a positivedeaf identity, giving them high levels of self-esteemand confidence in themselves as independent andsuccessful learners.

In numeracy we aim to offer the children a broad,balanced and stimulating curriculum which willpromote independence and enable each child tofulfil their mathematical potential. This is achievedthrough careful planning linked to the NationalNumeracy Strategy (NNS), thus ensuringprogression and continuity.

The DfES renewed the 1999 National NumeracyStrategy (NNS) Framework in September 2005 andall schools must comply with this revised strategyfrom September 2007. It is essential that allTeachers of the Deaf, advisory teachers and anyother professionals working with deaf children arefamiliar with the new framework.

A brief outline of the revised frameworkThere are eight main adjustments in this frameworkand they are as follows:1 Using computers to link quickly to a wide range ofteaching and learning resources.2 Customising planning, teaching and assessmentmore easily.3 A clearer structure for mathematics with simplifiedand fewer objectives, seven strands of learning inmathematics and a broad overview of thecurriculum. The strands are: • Use and apply mathematics• Count, compare and order numbers, and describe

relationships between them• Develop secure knowledge of number facts which

can be recalled quickly and used and applied appropriately

• Calculate efficiently and accurately• Position and transform shapes, recognising and

using their properties to visualise and construct• Measure accurately using appropriate units,

interpret and compare scales

• Process, present and interpret data to pose andanswer questions.

4 Objectives aligned to the seven strands todemonstrate progression in each strand. 5 More help with planning, teaching and learning byusing ICT from the electronic framework, includingnew interactive materials. 6 A clear template for medium-term planning whichhelps to identify objectives for each unit and cyclesof teaching, practising, applying and reviewingacross the units. 7 Flexibility to draw on resources which are helpfulto design the teaching and learning opportunities forclasses across the school.8 Guidance on day-to day assessment andexamples of assessment questions.

In line with the new framework, both our policy andpractice have had to be altered. The chart oppositeoutlines previous policy and required action neededto comply with the new framework.

At Frank Barnes School we are very proud to haveachieved Beacon Status, Investors in People and aSchool Achievement Award in recognition of ourwork. This was reconfirmed by Ofsted in January2006. Should any professional or parents like to experience what we do please contact the office on tel/minicom: 020 7586 4665, email: [email protected], keep an eye out for open days orevents on www.fbarnes.camden.sch.uk/

To obtain documents or further information on theRenewed Framework for teaching mathematics,contact DfES Publications: Tel 0845 6022260. Fax: 0845 6033360. Textphone: 0845 6055560.Email: [email protected]. Website:www.standards.dfes.gov.uk/primaryframeworks/

Bryan Whatley is the Numeracy Co-ordinator atFrank Barnes School, Camden, London.

Raising the standards Bryan Whatley explains how his school has adjusted to meet the Renewed National

Numeracy Strategy Framework for 2007


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Aims of the revisions (DfES Framework)

Present policy and practice Action needed to comply

a. Support improved leadership andmanagement of maths to stimulate andmaintain improvements in standards.

• As maths co-ordinator – monitoringstandards through assessments acrossschool (long, medium and short term).

• Attending internal INSETs and professional training/courses.

• Sharing good practice. Classroomobservations.

• Maths leader (TLR) – responsible forstandards by maintaining regular andaccurate data of pupils’ levels ofattainments and records in electronicframework.

b. Provide integrated advice across theEarly Years Foundation Stage.

• Learning maths through balanced playprovision – to ensure progression andcontinuity of developing variousmathematical concepts in activities as pupils move through the Foundation Stages in preparation for school.

• Teachers from KS1 and FoundationStage to ensure good practice in teaching maths and instil appropriateassessment to monitor progression forindividual pupils to move between thetwo stages.

c. Create a clearer set of outcomes forlearning progression in maths to help raisethe attainment of all pupils and secureintervention for those pupils who need it.

• Numeracy Developmental Framework –recording/monitoring the objectives of pupils throughout the year groups – working on/partially achieved/achieved.

• Carrying out tasks from NNS Wave 3Mathematics for pupils with gaps in theirmathematical understanding.

• Sharpening the focus on what holdspupils back through more effective use ofassessment to inform and direct teachingand learning.

• Possibility of linking IEP targets, SMARTobjectives and level descriptions (for annual reviews/reports) to electronic framework.

d. Reduce workload and foster professionaldialogue, providing better links to helpaccess the range of teaching materials andprofessional development opportunities thatcan support teachers and children in theclassroom.

• Teaching textbooks: Ginn – Abacus and Numeracy Focus – Rigby.

• Teachers’ files of photocopiedworksheets.

• Reduce paperwork and improve accessto ICT for teaching materials.

• Guidance to support teachers on goodpractice in teaching through using theelectronic framework.

e. Promote longer-term planning of teachingsequence that builds learning over time.

• Long- and medium-term planningsaved/accessible in school’s computer network from NNS term/yearframework/units plan.

• Short-term planning – written by teacheron FBS Lesson Plan format or retrieved from websites such as NNS Unit Plan or clickteaching, etc.

• Customising planning, teaching andassessments more easily.

• Day-to-day assessment.

f. Incorporate speaking and listeningstrands to promote children’s learning inmaths.

• Sign-Bilingual Communication policy andpractice – modes for group teaching and one-to-one vary to meet communication needs, cognitive ability, etc.

• Classroom practices to facilitate access to learning.

• To add policy and practice on strategies for effective signing (speaking) and listening to foster peer relationships and to focus on applying maths, verbally, mentally and cognitively.

g. Support the application of key aspects oflearning in the teaching of maths across thecurriculum.

• Restructuring teaching and learning over sequences of lessons as well as within lessons.

• Creating stronger links between the teaching of maths and application of what is learned across the curriculum.

h. Provide greater emphasis on the use ofICT to support learning and teaching inmaths.

• ICT and interactive boards are available and used by teachers in most subjects.

• Software packages for most subjects.

• Improved access to school’s computer network for all teachers to use the provisions of the renewed framework, accompanied by an electronic frameworkto link quickly to a wide range of teachingand learning resources.

• To customise planning, teaching and assessment more easily.

i. Bring an increased sense of drive andmomentum to maths, making adjustmentsto learning objectives, involving somescaling-up of expectations around particularaspects, such as calculation and using andapplying maths.

• Objectives and learning outcomes stated and monitored in each lesson. Pupils’understanding on vocabulary and comprehension checked through their dominant language.

• Using and applying maths – strategies for methods of calculations.

• To devise a weekly timetable of activities/worksheets to aid calculation (mental and written) and using and applying maths.

• To set up visual displays.

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Within my community the local further educationcollege provides discrete classes in literacy andnumeracy for the deaf population. The outline belowis based on the experiences at this college only andmight not necessarily reflect what happenselsewhere around the country.

Over the past four years that I have worked at mycollege the adult numeracy class has had around adozen students enrolled each year. Students rangein age from 16 to 60+. They vary in hearing loss,some have other additional support needs and theyhave differing communication needs. Some of thesestudents are enrolled on other courses at college,including mainstream numeracy classes.

The class is run on a weekly basis for one-and-a-half hours. It is staffed with two qualified Teachersof the Deaf, one deaf tutor and a communicationsupport worker. This year we have a secondsupport worker who works specifically with two ofthe very needy students. This second worker is himself deaf.

All students are given an initial assessment to findout roughly what level they are operating at innumeracy. They are then asked to complete adiagnostic assessment which gives detailedinformation on areas of work they are comfortablewith and those that need to be improved. From thisinformation teachers identify a learning programmefor each student, who will then work most of the timeon their own individual activity, at their own level.

Students use booklets that are focused on one areaof numeracy, such as fractions. When thesebooklets are completed students undertake mini-tests which allow them (and us) to check theirunderstanding. These booklets have been devisedfor the adult numeracy curriculum by the college andare used in most adult numeracy and key skillclasses across the organisation.

Group work according to level of ability is alsoundertaken at various points throughout the year.Students are given an opportunity to work togetherto support and learn from each other while workingon a common task. They usually enjoy theopportunity to work with others on a group task.

Where appropriate, practical activities, games andquizzes are used to supplement the workbooks andthe individual work approach. We also useSkillswise, on the BBC website, to reinforce workundertaken. However, this site does not contain

much work that is appropriate to the lower levelstudents in the class.

Students who attend these classes come for avariety of reasons, but we are acutely aware that, formany, one of the reasons for coming is to meet andwork with their deaf peers in a deaf-friendly environment.

Students work towards external qualifications at theappropriate level. For those on entry level we usethe Edexcel qualification and for level one we useOCR. Most students around the college at level oneand above take the OCR exam on the computer.We have found, however, that students are moresuccessful when they take the paper-based option,as they seem more willing to ‘work things out’ and toreturn to questions.

One of the major frustrations we encounter inteaching numeracy to adults is the lack ofappropriate materials available with sufficientextension activities at the right level. Although weuse the college-designed materials, these canprogress too quickly on to the next steps, whereasour students may need to practise over and over again.

Elizabeth Mackinder works at Sheffield College andis a member of the Educational Issues Committee ofthe BATOD NEC.

Numeracy in FEElizabeth Mackinder reveals how numeracy classes for the deaf have taken off in her

local FE college


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The textbooks are printedin full colour, and Iparticularly like the waythe relevant words neededfor a sum are highlightedin colour, so those childrenwho have weaker Englishskills can quickly see whatthey need to make theircalculations.

The Teejay Maths booksare written by Scottish teachers and follow thepattern of the 5–14 curriculum. Teejay firstpublished Homework Sheets for Primary Schoolsusing the Heinemann Maths Scheme. These werereceived so well that the company consequentlywent to work on maths textbooks. It now producestextbooks covering Levels B to E and I believe LevelA will be out soon.

There are several 5–14 packs, revision, mental anddiagnostic, as well as standard grade, intermediate,higher and advanced higher support packs. There is also photocopiable support material for bothHeinemann and Nelson Thorne’s Maths in Actiontextbooks. Visit www.teejaypublishers.co.uk for moreinformation.

Fiona Mackenzie is a peripatetic Teacher of theDeaf in the Highlands of Scotland.

As a peripatetic teacher I visit many differentschools in the Highland region and see children atvarying stages of their school careers. Althoughmost of my work is in the literacy field, I am oftenasked to consolidatemaths work that thehearing-impairedchild has beenworking on or hasmissed because ofabsence. I enjoymaths myself, so I amalways happy whenasked to do this typeof work.

Schools in Scotlandfollow the 5–14programme whichhas national testsknown as Levels A toE. National exams are taken in S4, 5 and 6. Most ofthe primary schools that I visit follow the HeinemannMaths Scheme. For years I had made individualworksheets, explaining the maths concepts we weredealing with, as the youngsters I taught had difficultywith the presentation of the work in the Heinemannscheme. Then I discovered Teejay Maths.

Teejay Maths books are ideal for deaf children: theyget straight to the point, and it is extremely clearwhat is being taught. There are well-workedexamples laid out in an orderly fashion, and thenthere are repetitive questions, enabling thereinforcement of the learning.

In the primary books, there is a family of characterswho explain the concepts and feature in theproblems; the children like these characters andoften want to know what they will be doing next!

Discovering Teejay Maths Fiona Mackenzie has found an ideal source of maths resources for deaf children

Fiona Mackenzie

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Staff and children at Longwill School are alwayskeen to adopt new ideas and technologies whichmay improve teaching and learning opportunitieswithin the classroom. For the past four years, theinteractive whiteboard (IWB) has provided us withanother tool which can further enhance teaching andlearning outcomes for our pupils. It provides adynamic, visually appealing and accessible tool inthe classroom, and is of particular benefit to signbilingual children.

An interactive whiteboard:• enhances whole-class teaching and encourages

active learning during the mental/oral session• enables us to review/reflect on previous learning• helps us to iron out misconceptions and allows

the teacher to demonstrate and model• helps with pupil motivation and engages pupils in

their learning• allows for more pupil interaction and involvement• is particularly beneficial in gaining the visual

attention of deaf children. The beauty of the IWBis that the child need only focus on one thing at any one time

• grabs the attention of the children through the clarity of the graphics

• can correct calculations instantly. Less confidentpupils will often take risks on an IWB because their mistakes aren’t permanent.

How we use the IWB in numeracy lessonsThe interactive whiteboard is invaluable for thevisual learner. It enables pupils to manipulate digitsphysically around the board. For example, whenteaching the written method for addition (456 + 369),children can come up and separate the hundreds,

tens and units (HTUs) (400 + 300) (50 +60) (6+9). Less confident learners areable to have a go, as mistakes are notpermanent or met with big red marks.

Using the Easiteach maths program (youcan get hold of this from RM) the childrenwere able to see the way the numberschanged and understand what ‘carryingover’ was all about.

During number sessions the IWB helps tokeep children actively engaged. They donot relate the many games and tasksavailable to the development of high levelmaths skills (for example,’ Space Shuttle’,which is a game using +/- of two- andthree-digit numbers). Boys, in particular,can become highly motivated to learn

when supported by ICT!

Games can be used as part of the plenary sessionto consolidate learning. For example, the children atKey Stage 2 love playing noughts and crosses,based on learning from previous lessons. It is awhole-class activity, with the class divided into twoteams.

Handling data can be taught effectively as childrencan develop a better understanding of the issueswhen they are presented visually. They can usestraight-line drawing tools to create vertical orhorizontal axes; they can transfer information from agraph to a table and be confident that if a mistake ismade they simply ‘drag’ to make corrections.Furthermore, using standard data-handlingpackages on the IWB enables the teacher to modelbuilding up graphs and pictograms to the whole class.

We can enhance the understanding of angles byusing an interactive angle estimator with the children(subscription from www.echalk.co.uk).

Calculating Angles is one of the many mathsresources for the IWB from the Standards site(www.standards.dfes.uk) and is another fabulousway to bring maths lessons alive!

Teaching time to children has always been a trickything to do, but this resource works wonderswww.wmnet.org.uk/wmnet/custom/files_uploaded/uploaded_resources/503/clock.swf/

Division Bingo on the Birmingham Grid for Learningis one example of how using the IWB with the whole

The wonders of the interactive whiteboardAlison Jackson and Alison Carter explore how numeracy lessons are enhanced by

the use of interactive whiteboards


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class can inject fun and pace into a plenary. Seewww.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks2/maths/bingo/bingo1-2.html/

Top tips for using IWBs• Ensure lively and engaging activities• Use clear instructions • Use visual reinforcement to recognise

achievement• Don’t be afraid to experiment with it and be

creative• Don’t use the IWB as a flashy presentation tool.

The ‘I’ stands for ‘interactive’! Get the children up to the front, using the board. That’s when the IWBcomes into its own!

Alison Jackson and Alison Carter work at LongwillSchool for Deaf Children, Birmingham.

The introduction of the National Numeracy Strategyinto secondary schools gave a challenge to manymathematics teachers in that they needed to findappropriate activities to use in the first ten minutes orso. The result, in my experience of mainstreamcomprehensive education, was a rush to look forpuzzles and challenges that were used many yearsago. This, along with repeating times tablesendlessly, seemed to be as far as it went. Somebooks subsequently appeared on the market, such as101 Red Hot Maths Starters (ISBN 1840856963), andwhile these were OK for some lessons, they did notprovide enough starters to cover the full year.

I have found that www.transum.org/software is anexcellent source of ideas for all ages and abilities.Not only is it free but it also gives feedback on thestarters that are most popular. I like the way thatthese can be used directly on a Smartboard. Someare interactive in the sense that numbers or objectsneed to be moved around the screen, while manysimply set a task that needs to be read and followedthrough. The fact that there is a starter for each dayof the week throughout the whole year gives plenty ofscope for variety (although I have found that some arerepeated from month to month).

Generally I use these directly from the Internet, butthey can be stored on the content cache of yourserver if you use a network, or possibly written to CDmonth by month.

To practise for mental arithmetic tests, have a look atthis: www.transum.org/Software/SW/Starter_of_the_day/starter_May27.ASP/ It gives a flavour of the realthing in SATs and can be tailored to most abilities.

I have used this type of activity to teach or reinforce themeaning of ‘consecutive, vertical, horizontal anddiagonal’: www.transum.org/Software/SW/Starter_of_the_day/starter_June17.asp/

A tried and tested fall-back for all situations is this one:www.transum.org/software/SW/Starter_of_the_day/starter_November24.asp/ It can be used for mostabilities and for as long as you like!

A variation on the old faithful of game of hangman,using maths words, can be found at: www.transum.org/software/Hangman/default.asp/ Do the students knowthe three most common letters used in the alphabet?‘A’, ’e’, and ‘t’ are always the best place to start. I havenot looked at all the resources available on this site butthere are enough to keep most people happy for a longtime. You can even set some of the puzzles forhomework if all the students have access to theInternet.

If there is a drawback to using this website, it is that itrequires some time to look at the starters and decidewhich are most appropriate. I have found that keepinga list of which ones the students enjoy and can do best gives me plenty to go on, and I do not repeat toooften.

I have used this website at secondary level with allabilities and ages, to the extent that my Year 11students now arrive at lessons asking, ‘Can we do“Starter of the day”?’

Geoff Goddard is Maths Co-ordinator at St John’sSchool for the Deaf, Boston Spa.

Wonderful website resources!www.ictgames.comwww.multiplication.com/classroom_games.htmwww.funbrain.com/brain/MathBrain/MathBrain.htmlwww.dositey.comwww.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks2/maths/3d/index.htmwww.bbc.co.uk/weather/ukweatherwww.echalk.co.uk/Maths/paintSquares/PaintSquaresWeb.swfwww.standards.dfes.gov.uk/primary/www.halton.gov.uk/schintranet/weblinks/numeracylinks_ks2-teachers.htmhttp://espresso.bgfl.org/modules/m1_time/activities/activity_clock.htmlwww.visuallessons.com/index.htmwww.primaryresources.co.uk/online/index.htm

Where to start Stuck on ideas for maths starters? Geoff Goddard has found a really useful website

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confidence. As I had been dealing with the public,I had learnt how easy it was to say, ‘I am deaf,please could you repeat that.’ I was morecomfortable with being profoundly deaf in ahearing world. I had more life experience and Ialso met my future husband! We married in July2006.

Once I started on the course I really enjoyed it. I was aware of the prejudices and attitudes ofsome people, but I didn’t care, I just got on with it,made some friends and enjoyed my time there.

I had a note-taker for all my lectures. I had totrain her so she was aware of the things I neededher to note down and also of the things that werenot important. It worked well. I was also allowedextra time in my exams if I needed it.

Tell us a little about your daily routine and howit is affected by being deaf.I have a data projector, which means I do not haveto turn away to write on the white/blackboard, sothe first thing I do is check that it is working well. I need to be prepared for all my classes.

The worst thing is the tannoy announcements.Dingwall Academy is such a large school thatannouncements are given over a tannoy, deliveredto each classroom at a set time each day. I haveto watch the pupils’ faces and actions and try to

Tell us a bit about yourself and your work.I have been profoundly deaf since I was born.Without my hearing aids I can hear some veryloud (95dB) low frequency sounds. I work atDingwall Academy in the Highland region ofScotland, teaching maths to 12–18-year-olds from S1 to S6 with a mixture of abilities.

How long have you been a teacher?This is my third year. I gained a BSc inmathematics and its applications at StirlingUniversity in 2003. I then went to Moray House in Edinburgh to complete my PGCE and did myprobation year in 2004 at Dingwall Academy.Luckily at the end of that year a job came up – I applied and was successful. So I started as a‘real’ teacher in 2005.

What gave you the incentive to become ateacher?I enjoyed explaining things to my student friends; it gave me a good feeling when I was able to bringclarity to something they were having difficultywith. They often told me I should be a teacher, asI was good at explaining, so I decided to do it. I thought I’d be good role model, showing thatdisability doesn’t matter and you can just get onwith it. I also thought it would be a goodopportunity to make people aware of the disabilityof deafness.

What training route did you take?When I left school, I wanted to be an electrical andelectronic engineer, so I went to StrathclydeUniversity to study for an MEng. But after a fewmonths I realised it wasn’t for me. It was far toosolitary and I missed the contact with people. (Ilike to talk!) I also felt that at 16 I was too youngand needed more experience of life.

So I left university and worked as a ‘sandwich girl’in a local deli, trying to decide what I wanted to dowith my life. I knew I wanted to go back touniversity. I had enjoyed the maths part of theengineering course and noticed a maths andpsychology course at Stirling University. It lookedinteresting, so I applied.

Taking that year out was the best move I couldhave made. I went to Stirling with so much more

Never a dull dayWe asked Emma MacKay, a deaf teacher of maths, about her route into the

profession, her views on teaching and her future ambitions

Emma MacKay

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as Dingwall Academy has a resource base for deaf children. I would like to do my charteredteacher qualification as well, and I know thatBATOD is looking at trying to get the ToDqualification included as part of the charteredteacher qualification here in Scotland. That wouldbe ideal.

I would have to investigate the funding andcourses available. It would also be better for me to get a lot more experience of teaching hearingpupils first. I would also like to have a family atsome point, so although I think I would like to dothe ToD qualification, it is something for the future.

Do you enjoy the job and what are its positivesand negatives?I do enjoy the job, but like anything else there aregood days and bad days. I know I wouldn’t want todo anything else. The negatives are that it is verytiring; I have to be on the ball the whole time. Theworst things are the discipline, political issues andthe inspections.

The social interaction with pupils, however, issomething I really enjoy. It’s good to know I’vehelped them learn something, and seeing pupilsachieve their potential is a really positive part ofthe job. Getting a text from another teacher sayinghow well I am doing gives me a buzz too. Everyday is different, it’s unpredictable, and teaching isdefinitely not boring!

guess what may have been said. If one or twopupils stand up, then they have probably beenasked to go to the office. If lots put their hands upand look excited, then there is probably a sportsmeeting. I always have to be one step ahead ofthe pupils, so I have to make sure I know what ishappening. I am very lucky, as my principalteacher (PT) will let me know if there is somethingespecially important. And the pupils will relay it too.

The fire alarm is easy because every one gets upand makes for the door and I usually know if thereis to be a practice. Again, the PT or pupils will tell me.

Pupils who are in my class know that they do notknock on my door, but come straight in.Sometimes there is a problem if it is a pupil whodoesn’t know me – they could be knocking on thedoor for ever!

Discipline in the class could be a problem, but I follow the discipline procedures laid down in theschool, and I do not think I have any moreproblems than anyone else. At first I thought theproblems were because of my disability, but now I know they are just general discipline issues.

When I first started teaching, I found it very, verytiring, as all new teachers do, but for me especiallythere was the constant concentration onlipreading. I would come home and have a nap,but now I no longer need it!

How can ToDs encourage other deaf peopleinto the profession?We need role models for deaf children in all walksof life. Teachers should encourage young peopleto believe that they can do whatever they want todo. They have to be realistic. It won’t be a pieceof cake – there is no use giving them false hopes– and the difficulties ahead need to be explained.I liken it to my maths – when you come across aproblem you find difficult, what do you do? Giveup or find ways around it? I find hearing difficult,so I make more of an effort to understand theworld around me. Other people may have thoughtI couldn’t do what I have done, but I tried it,because it was what I wanted to do.

Would you be interested in becoming a ToDand if so, how would you go about it?Yes I would, but first I would like to get moreexperience teaching maths to different classes. I do have the occasional deaf pupil in my class,

Searching for a QToD?Job vacancies can be advertised on the

BATOD website at a cost of £150.00

Teaching Section - Situations Vacant

www.batod.org.uk

one of our most popular pages - especially ona Monday with hundreds of ‘hits’!!!

email your Word file to [email protected] instructions about invoicing and your advertshould appear very soon afterwards AND REMAINVISIBLE until after the deadline! If you put in anemail contact this will be an active link so potentialapplicants can contact you directly. Embeddedlogos should be sent as additional .jpg or .gif files aswell.

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equipment provide a real-life link to its practicalapplication and everyday usage.

Innovative technology is an area in which Deafaxspecialises; this guide builds on its expertise in bothsoftware development and training. Deafax starts byselecting a topical area and developing an IT-baseddeaf-friendly resource. Once the resource has beendeveloped, a training package is created basedaround the resource and this can then be offered asa workshop.

Deafax provides training to schools, colleges andadult education centres as well as to many otherlearning centres. The training covers a variety oftopics, including sexual health, drug awareness,cultural identity and CV writing. Qualified deaftrainers deliver training in BSL or spoken Englishusing unique deaf-friendly resources.

At last, a helpful guide for Teachers of the Deaf withadvice, ideas and guidance on the practical use ofICT in the classroom, brought to you by Deafax andBATOD.

Over the last five years, Deafax and BATOD havebeen working together looking at different softwareand hardware, and assessing its usability for deafstudents. The results from their findings are beingpublished and will be available soon. One free copywill be sent to each school, hearing supportservice/unit and sensory impairment services(additional copies will be £10).

With technologyimproving rapidly,most teachers do nothave the spare time tocontinually check andreview what isavailable to them.

This publication contains useful tips and reviews onsoftware and hardware, giving ideas and advice onhow to get the best use of the available technology.There are top tips on how to use standard softwaresuch as Microsoft Office as well as advice onspecialist software such as StoryMaker andWorkBar. Recommended software is given adetailed review and there are suggestions on ways itcould be used to support lessons.

The guide not only covers software but also containsessential information about hardware and key piecesof equipment. These are discussed and reviewedand each is given a ‘thumbs-up’ section on why weliked them, as well as a ‘thumbs-down’ section withthings to consider. Case studies of pupils andteachers who have used and benefited from the

Coming soon to your classroom! BATOD and Deafax introduce their new ICT guide

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desktop PC using any of the available mediaplayers. Recording it in this format frees the ToDfrom having to deliver it, thus allowing a greaterchance to monitor the child and his or herresponses.

The photograph shows the equipment ready foruse by the peripatetic ToD using a laptop, which isset up with an external speaker and a CD playerfor the background babble noise. These are bothconnected to the external speaker with a two-wayadaptor jack.

The volume of the BKB is controlled using thelaptop/PC settings, and the CD player adjusts thevolume for the babble. The laptop and speaker areset up three metres in front of the child, enablingthe ToD to sit closer to the child and hear theresponses more clearly and also to monitor thechild more closely.

Either a remote mouseor a mouse with a longlead can control thedelivery of thesentences. Eachsentence can be playedthen paused to allow thechild to respond. If thechild has no difficultywith his or herresponses, the list canbe played withoutpausing, as there isenough of a time lapsebetween the sentences for the child to respond.

The equipment for the peripatetic ToD consists of: • laptop • speaker – the PAL (Portable Audio Laboratory)

is not cheap but gives excellent sound quality • two jack-to-jack leads and a two-way adaptor• CD player• sound-level meter.

A desktop computer will have integral speakers, sothe CD player will need its own speaker.

The DVD, price £10, is available from the Servicefor Hearing Impaired Children, Specialist SupportServices, Prince Edward Primary School, CityRoad, Sheffield S12 2AA. Tel and fax: 0114 2398338. Email: [email protected] [email protected].

The Bamford Kowal Bench (BKB) is an integralpart of our assessment toolkit for hearing-impairedchildren across our service.

The method we have used up to now has been forToDs to speak the sentences, monitoring theirvoice level with a handheld sound-level meter at ameasured distance, usually 3m, from the child.Lipreading was removed by a ‘high-tech method’,using a piece of paper positioned in front of themouth. This, however, could have an impact onthe high frequency sounds of speech, so it is notan ideal system.

A tape positioned at the same set distance, eitherin front or behind the student, provided thebackground babble noise. Both voice intensity andbackground babble intensity needed to be at thesame level of around 60–70dB at the student’s ear,to give a signal-to-noise ratio of 0dB. This meantmeasuring your voice at a distance of about onemetre – an arm’s length – then measuring thebackground babble noise at the same distance andadjusting the volume of voice or babble or both.

This was not an easy task. As a teacher, thenatural thing to do is to raise your voice to combatany distracting noise, so keeping the voice at asteady level was very hard.

Delivering the sentence from this distance at thecorrect voice level and listening to the child whilescoring it did not allow you as a teacher to closelymonitor the student to pick up signs of anydifficulty, anxiety or other emotions that the childmight show during the test. In fact, hearing exactlywhat the child said was often very difficult,particularly in background babble noise when thechild had a quiet voice.

We have nowdeveloped the BKBDVD as part of ourService BKBToolkit. BKB sentence lists1–8 have beenrecorded ontoDVD, both with fullface and withmasking over themouth to remove the child’s ability to uselipreading. This format allows great flexibility in itsdelivery. This DVD can be played on a laptop or

The BKB Assessment ToolkitAnne Wilson and Lisa Pickerill describe a new method they’ve been using for

assessing the hearing of deaf children

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Encouraging young children to learn independentlyand support their development of English and BSLliteracy, BBC jam’s new sign-bilingual BSL literacyresource uses a combination of video clips, gamesand creative activities with innovative BSL signingavatars to engage 5–11-year-olds.

Performing Hands is underpinned by sign-bilingualism and emphasises BSL as a means todevelop skills in English literacy. It provideslearners with stories, poetry, games, exercises andactivities that simultaneously explore and developliteracy in both written English and BSL.

The resource covers three areas of literacydevelopment: reading, learning and creating.

ReadingThere is a whole library of stories by popularchildren’s writers (including: Babette Cole, JuliaDonaldson, Dick King-Smith, Sarah Hayes,Anthony Horowitz and Roald Dahl). For the firsttime, these stories have been interpreted intovideo BSL performances by leading deaf actors,directors and storytellers. On top of this, the

resource contains new BSL poetry, jokes, real-lifestories and dramatised stories including deafchildren. There are materials and BSL accentsfrom a number of UK nations and regions.

Learning Suitable literacy exercises for deaf learners arealso included. These are simple, interactivegames and activities which have been specificallydesigned to be a fun way of exercising the areasthat are most challenging to children learning BSLand English at the same time. One such activity isthe ‘Action Book’, which allows learners to exploreBSL stories in synchronisation with the written text

on which they arebased. Learnerscan view the Englishstory text alongsidethe BSL story video,highlighting the textwhich is beingsigned, and makingit easier to view (andcompare) particularphrases in Englishand BSL by simplyclicking on them.

CreatingAs BSL is aperformed, not awritten, language another feature of the resourceis a synthetically generated, signing avatar ‘friend’,who provides learners with an engaging way ofinteracting with the activities.

BBC jam has created activities where learners canbuild up sentences in BSL, based on their ownEnglish inputs, and combine these into bilingual

BSL-English stories of theirown, which they can saveand get the avatar to performfor them. The resource alsoincludes a ‘Make a Play’activity, allowing learners tocreate their own BSL playsbased on well-known classicstories, which the avatarswill then perform for them onsuitable play sets.

According to JonathanHassell, who commissionedthe resource, the BBCdecided to create it as there

are very few BSL-accessible, ICT learningmaterials available at present. The fact that itmakes popular and widely available children’swriters accessible in BSL also adds to its appeal.

Says Jonathan, ‘Nothing like this has been triedbefore. I was inspired by the great work on BSLsigning avatars that I’d seen from the academicand deaf communities, and saw the potential forus to use these avatars, not just as a translationdevice, but as engaging characters which wouldappeal to children and inspire them to create theirown stories and plays. I’ve been delighted by thecreative ideas and expertise from the team at the

Exploring literacy with BBC jamBBC jam supports sign-bilingual BSL literacy with an innovative new ICT resource


Jonathan Hassell

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Shoreditch Consortium which created this resourcefor us. From day one, the team has made surethat signed BSL is central to all content, ratherthan appearing on the margins as it does in muchdeaf televisual material. The team surroundeditself with great advisors and collaborators: fromthe University of East Anglia and the RNID on thetechnical side, and the talented BSL actors andstorytellers that interpreted the stories, to the deafchildren that we’ve been using to test the resource.The result, we believe, is something really special– the right combination of education andinnovation to give deaf children the resource theydeserve.’

The content is informed by appropriate learningobjectives at different levels of BSL and writtenEnglish literacy experience and ability, and withreference to targets in the National LiteracyStrategy. Activities are mapped to learningoutcomes that support learning at a variety oflevels. Learners can access activities at levelsappropriate to their experience (and age) andprogress through those related to the differentstories, working towards more challenging ‘stretchactivities’.

BBC jam (bbc.co.uk/jam) is the BBC’s newbroadband service for 5–16-year-olds. It is a freeservice providing high-quality learning resourcesdesigned to stimulate learning both at home and atschool. Aiming to bridge the home–school divide,it offers parents the opportunity to be more directlyinvolved in their children’s education and providesa flexible tool for teachers. The service is basedon school curricula for Key Stages 1–4 acrossEngland, Scotland, Northern Ireland and Wales.

Your first chance to see this innovative resource willbe at the BETT Show and Special Needs Fringe, atOlympia and the Olympia Hilton respectively, from10–13 January. It will launch later in Spring 2007 onbbc.co.uk/jam/

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In November 2005 the ‘Positive Support in the livesof deaf children and their families project’ waslaunched at the Annual Conference for Heads ofSchools and Services. The project is now well underway, with a number of families already taking part.

This research is needed because of new andsubstantial changes in health, education and socialcare policy concerning services for deaf children andtheir families. Implementation of these policies isnow well advanced, led by the Government’s EveryChild Matters agenda and the recent Children Act,the introduction of the Newborn Hearing ScreeningProgramme (NHSP), the Modernisation of Children’sHearing Aid Services (MCHAS) and the DfES-funded programme Early Support (ES). This isgiving rise to significantly earlier identification of deafchildren than ever before, followed by early supportinitiatives for babies, infants and their families.

However, we do not yet have a full understanding ofthe links between what happens after identificationof deafness and outcomes later in life. To addressthis, the Big Lottery Fund has given a £500,000grant for the ‘Positive Support in the lives of deafchildren and their families research project’. Theresearch, led by Professor John Bamford, is acollaboration between the University of Manchester,University College London, The National DeafChildren’s Society and Deafness Research UK.

The study will measure the type and extent ofsupport and intervention, including familyfunctioning, and relate these to outcomes. Fromthis, we hope to be able to disseminate more robustinformation upon which parents may make informedchoices, and services may base their improvementsin provision so that early development is likely to beoptimal and the social exclusion of deaf childrenreduced. It is also hoped that the research will leadin the future to the development of a nationaldatabase of outcomes for deaf children and theirfamilies that will serve as a valuable resource forfamilies and professionals.

This important new research is being conducted withbabies born and identified with a bilateral hearingloss greater than 40dB since September 2005. Thefirst families have now been recruited to the study,but we are still looking for more to take part.

The project provides the first opportunity in Englandto monitor closely the long-term development of deafchildren at a national level. We are seeking toidentify the factors within families, individual children

and service providers that contribute to success. It also provides an opportunity to stress theimportance of early support services and todemonstrate the impact of such services.

To do this, we are monitoring key outcomes duringthe study. These key outcomes are language,communication, play and social behaviour and motorand physical development, using the parent-ledMonitoring Protocol (ESMP), developed as part ofthe Early Support programme, and the MacArthur-Bates Communicative Development Inventory (forboth English and British Sign Language).

It is, therefore, extremely important that as manyfamilies as possible take part in the research. Someservices are already helping us to recruit families,but we are aware that some services might not yetknow about the project.

There is more information about the project on thewebsite, www.positivesupport.info/ It includesinformation for professionals and families, as well assome of the recruitment information in communitylanguages, including BSL. We would like to recruit asmany families as possible between now and the endof August 2007 so we can get the best possibleunderstanding of the links between what happensafter identification of deafness and outcomes later in life.

If you are not already involved and you or yourservice would like to be a part of this innovativeresearch, please contact Tracey Keeble on 0161 275 5976 or email [email protected].

Angela Deckett is Professional Services ProjectsWorker for the National Deaf Children’s Society.

Positive SupportAngela Deckett outlines a research project which looks at the quality and extent of

support offered to deaf children and their families


Angela Deckett

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early years. It has included a wide range ofmusical concepts, such as pulse, rhythm, pitchand dynamics, with percussion instruments usedas they offer visual and tactile sensation.Movement and lots of visual props have also beenused to make the activities understandable. Manyaspects of music for very young children, such asnursery rhymes which have been sung to childrenfor many generations, are inaccessible to deafchildren. All the inaccessible aspects have beenadapted and further opportunities have been madeavailable to increase participation and enjoymentand eliminate the exclusion of deaf young people.

The workshops have been attended by parentsand early years leaders and teachers, and theideas from the workshops have been evaluated by

Music and the Deaf (MatD), the unique charity inthe UK providing music-making opportunities fordeaf people by deaf musicians, has recentlycompleted the final stage of ’Keys to Music:Unlocking the National Curriculum for Deaf Pupils’.From 2003 the project has involved assessingcurrent resources and the curriculum guidelinesand requirements, undertaking workshops inschools with deaf pupils and making adaptationsto enable all hearing-impaired pupils in primaryand secondary schools to take part in the musicNational Curriculum. User-friendly teachers’guides have been published for Key Stages 1 and2 and for Key Stage 3 (with advice on Key Stage4), and these are in use across the UK and thewider world – in schools as far away as Alaska,Australia, Canada and Japan.

The final stage of the Keys to Music project is withdeaf pupils in early years settings. Our work withdeaf young people and their families since 1988has highlighted how vital it is that they participatein music activities from the earliest opportunity –allowing them to grow up appreciating that musicis a totally normal activity for deaf people to getinvolved with.

Danny Lane, Education Projects Manager at MatD,who is himself profoundly deaf, has led aprogramme of workshops in early years settingsacross the UK. Danny has researched the Birth toThree Matters framework and the FoundationStage curriculum and has made adaptations toenable the youngest deaf children to be included.

The workshop programme has covered all aspectsof the framework and curriculum for pupils in their

Keys to musicTwo new early years guides are the culmination of a three-year project aimed at

making music with deaf children, reports Sue Rosborough

Sue Rosborough

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They will be able to use songs for singing andsigning. The DVD portrays very clearly how this isdone and how to involve the children as much aspossible. Tips and extensions for every activityare given. There are also creative ideas for usingeveryday objects in the home and in early yearssettings to make musical instruments and to usethem as props.

The guides are available at a subsidised cost of£25 for use in early years settings and £15 for theguide for use at home, due to generous supportfrom The Esmee Fairbairn Foundation.

Further information and copies of each guide and DVD can be ordered by contacting DannyLane at Music and the Deaf on 01484 483115(voice), 01484 483117 (minicom) or email [email protected].

‘Keys to Music: Making Music with Deaf Childrenin Early Years’ has been pledged to the MusicManifesto.

Sue Rosborough works for Music and the Deaf.

group leaders and parents to assess theirsuitability in terms of learning opportunities andaccess for deaf children. Feedback has beenextremely positive, with parents and teachersstating that the activities are easy to use in theirhomes and pre-school environments. Some of thecomments include:‘The activities are easy to remember and join inwith.’ (Mother) ‘I can use these ideas immediately and they growother ideas in my mind.’ (Teacher)

The project concludes with the publication of twouser-friendly guides: one for specialists in earlyyears education and one for parents to use in theirhomes. A signed song DVD is included with eachguide.

Neither guide requires any specialist knowledge ofmusic. They provide ideas, advice and step-by-step instructions to help parents and teachersprovide music activities in their own homes and atpre-school. The activities are educational and fun.Parents can work with their children on a one-to-one basis or even involve other family members.Early years leaders will be able to use the guideswith deaf children and also with a mix of deaf andhearing children.

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speaker, Alys Young, Peter Watkin, Capi Weverand John Atkins. Time was left open in theafternoon for discussion about the current issuesand this revealed that many shared David’sconcerns, although there were lots of practicalideas about ways in which we can move on. Forexample, David and Peter (an audiologicalphysician), explained how parents can be trulypart of the audiological assessment process; then,as Peter commented, you don’t have the momentwhen you have to ‘break the news’, because theparents have been part of it with you and sharethe diagnosis fully.

David’s previous visits have included counsellingweekends for parents and professionals, andseveral people have moved on their practice afterreflecting on his words. Cathy Spruce ofBirmingham has started very open family groups,resisting the temptation we all have to spend ourtime sharing information. Parents do of courseneed information, but they also need time.Research has shown that we take in very little ofwhat is told us in clinics, particularly if we areanxious. As David has commented, ‘Whenemotion is high, cognition is low.’ In an era ofchoices often driven by technology, one wonders ifthis is the right time to be making major decisions,especially those regarding cochlear implantation.

The groups discussed how we can provide timeand space for parents, even though these may bethe most difficult things to find!

Many BATOD Magazine readers will know thework of David Luterman – and his books which areso accessible for us and the families with whomwe work. David has just paid his third visit to theEar Foundation and stayed a week, giving manypeople an opportunity to talk with him. Many morehad an opportunity to hear him as his Twilightlecture on the Monday evening was broadcast onthe Phonak iLearning website as a webcast – it isvery easy to tune in to these and to go back laterif you missed it. One listener sent a commenthalfway through to say what a great talk it was andthat she was just off to fetch the kids and wouldpick it up later!

David’s concerns about the implications of theintervention of technologies so early in family lifeare shared by many and were the theme of histalk – that the process of bonding with their childmay be disrupted for many parents by thediagnosis and intervention of technology andprofessionals in their lives at a time when they arevulnerable. His full day on counselling skills at theEar Foundation took us further into thinking abouthow we can give parents time when time is thelast thing many have in hard-pressed educationaland health services. The day was oversubscribedas usual, so this year we decided to record it andto make a DVD for flexible use later – this willsoon be available.

A whole day was devoted to ‘Parenting in thecochlear implant era’ – a conference attended byboth parents and professionals from all overEurope. Speakers included David as keynote

Time to reflectIn the light of David Luterman’s recent visit to the Ear Foundation, Sue Archbold

considers the importance of giving parents the time and space they need

following diagnosis

Sue Archbold

David Luterman and Cathy Spruce

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Another lecture which can be accessed is ‘Whatsurgeons start, teachers have to finish’ by GerryO’Donoghue of Nottingham Cochlear ImplantProgramme and Sue Archbold, the Teacher of theDeaf who managed the programme for 15 years.This lecture emphasises the importance ofengaging Teachers of the Deaf in the process of implantation from the beginning and their vitalrole in the long-term support of children withimplants.

Sue Archbold is Education Co-ordinator with theEar Foundation, Nottingham.

At the Ear Foundation we are starting ParentSpace to try to do just that. We are holding atwice-yearly session called ‘Time to Reflect’ forprofessionals who are trying to change theirpractice. So if you feel you are working withfamilies after diagnosis in new ways, look out forthe DVD, and for the opportunity to join us in Time to Reflect.

The Ear Foundation Twilight lectures, which covera range of topics and professional areas, areavailable through Phonak’s iLearning’s website,accessible through www.earfoundation.org.uk/

The Specialist Schools and Academies Trust(SSAT) has signed up as a show partner in 2007 for the first time. The SSAT will introduce expertseminars on subjects such as communityengagement, the impact of new technologies, andeducation in the context of 14–19 vocationallearning.

Also new for secondary teachers will be thesecondary resources showcase and the secondarylounge.

‘This event is packed full with useful andinformative feature areas – but it will also retain a sense of fun and I am sure the Healthy SchoolsZone and the rest of the show will attractphenomenal interest from everyone involved in the education sector,’ says Joanne Smith, ActingGroup Head of Events, Emap Public Sector.

For your free ticket contact the hotline on 0870 429 4580 or to pre-register in advancevisit the website at www.education-show.co.uk/

The Education Show is the UK's leading event for all education professionals, offering a uniqueopportunity to review the widest selection oflearning resources from every sector under oneroof.

This year’s show will take place at the NECBirmingham, starting on Thursday 22 March andrunning until Saturday 24 March.

New educational products and all the latestresources from more than 600 exhibitors form thebackbone of the show. But it’s far more than atrade exhibition – it offers a great chance forlearning professionals to improve their skills andabilities in CPD-accredited seminars.

Alongside the training seminars, creative live art,drama and dance lessons, a dedicated specialneeds zone and user-friendly and practical ICTdemonstrations to aid lesson planning combine tomake this year’s show an essential visit for bothsecondary and primary teachers.

It’s showtime! Make a date in your diary, as the annual Education Show kicks off in March this year

BATOD_29,30.qxp 18/12/06 11:04 Page 2


Over 200 guests enjoyeda dazzling performanceby Mary Hare musicians,supported by therenowned singer-songwriter KT Tunstall,at the official opening ofMary Hare’s newArlington Arts Centre inOctober last year.

Pupils, parents and staffwere joined by thosewho had supported thefour-year campaign bythe Mary HareFoundation to raise £2.5 million towards thecentre’s building costs.It was a joyful affair anda great opportunity for allsupporters to cometogether and see at firsthand what a difference the new facility will make,both to the school and to the wider community.

The audience enjoyed performances by the MaryHare School Band and Dance Ensemble and an in-house rock group, ‘The Deafness’, who recentlyrecorded their first CD at Paul Weller’s recordingstudio in Berkshire, as well as playing at theprestigious Silver Clef Music Awards ceremony inLondon earlier in the year.

The musicians received rapturous applause andenthusiastic congratulations from KT Tunstall, whotoured the school before officially announcing theopening of the centre at the end of the formalproceedings. KT, whose brother Dan is deaf, was‘blown away’ by the Mary Hare musicians andencouraged them to continue enjoying their musicthroughout and beyond their school careers. Shesaid, ‘I’m so impressed; they were wicked! It’s reallygreat that they’re writing their own stuff, becausethat’s so important. They are really doing such agreat job!’

Once the formalities were over, guests were invitedto take a look around the new centre and find outmore about this exciting new facility, whichrepresents the latest development in the work ofMary Hare. The centre is the only theatre andconference venue of its kind to be built with theneeds of deaf people to the fore, using the latesttechnology available. The building also includes

an extensive musicteaching department forthe school, as well as amusic therapy unit,which will provideservices for children’sgroups and familiesthroughout the South.

The centre will host aseries of shows andconcerts suitable for allages, including somefamily showsspecifically designed forchildren and ‘young atheart’ adults! Many ofthe performances willbe surtitled using abrand new Stagetextfacility.

As well as offering a fullprogramme of theatre and dance for the theatre-going public, Arlington Arts Centre is available forhire, providing a venue for events such asconferences, seminars, music, dance and theatre (it has a fully equipped recording studio and semi-sprung dance floor). Conference and meetingrooms are fully equipped with the latest presentationtechnology, and a wide selection of catering optionsis available.

Mary Hare Training Services is already making gooduse of the new venue. Several short courses andseminars for professionals working in the field ofdeafness are now being run at Arlington Arts Centre.The opening of this new facility means that a muchwider range of professional developmentopportunities can now be offered to Teachers of theDeaf, teaching support assistants, audiologists,speech and language therapists, music andlanguage teachers and other practitioners workingwith deaf children. For details of training andprofessional development opportunities, visit theMary Hare website at www.maryhare.org.uk/

Arlington Arts Centre is now open and the latestprogramme of events is available from the boxoffice: Tel: 01635 244246. Website: www.arlingtonarts.co.uk/Email: [email protected].

Deborah Buckland is Marketing & DevelopmentOfficer with Mary Hare.

Celebrations at the centreA new arts centre built with specific attention to the needs of the deaf opened its

doors last year, reports Deborah Buckland

BATOD_31.qxp 18/12/06 11:08 Page 1

The last meeting of the year took place inBirmingham on 2 December. The President,Alison Weaver, welcomed Lucy Philips from Waleswho had come along to experience the NEC forthe first time. She also welcomed Jennifer Morristo her first NEC as the official BATOD Scotlandrepresentative.

For some time members from Scotland have beentrying to ensure that the training course at MorayHouse contains a teaching practice element.Carole Torrance recently sent key officials in theScottish Executive a copy of the HMI review of themandatory qualification courses in England. Thisseems to have made an impact and colleaguesnow await the final decision.

Teaching assistants and CSWs can now be specialmembers of BATOD, and our consultant, TedMoore, along with our Educational IssuesCommittee, is looking into ways of supporting them.

The Secretary highlighted correspondence,including a letter informing us of the retirement ofMiranda Pickersgill, Chief Executive of CACDP.BATOD has worked closely with CACDP overmany years and Miranda has always been verysupportive of BATOD’s work. We have greatlyappreciated this and celebrate her contribution tothe education of deaf children and young people.We have written to her expressing our warmestgood wishes for the future.

Concerns about inspection of schools where deafchildren are educated causes concern, asinspectors now only have a short period of genericSEN training and there is no requirement for aparticular specialist to inspect a school for thedeaf. This is in contrast to what takes place inScotland. Our Educational Issues Committee isgoing to re-examine the guidelines BATOD hasproduced for Ofsted inspectors.

The President reported on a very positive meetingwith our Journal publisher Wiley. We were showna wealth of information about the online use of theJournal and how this allows Wiley to gain newsubscribers.

At recent conferences (BATOD South and theHeads of Schools and Services) a questionnaireabout the future of the survey was distributed.Over 70 returns revealed an almost 100%response in favour of continuing the survey insome form, although there is general agreementthat it needs significant revision to make itmanageable but still effective. The NDCS has

expressed strong support for the survey and mayconsider financial support to secure its future. Atthe same time we are continuing to press theGovernment itself to collect more detailed andthus useful information on deaf children.

Further moves have taken place in relation tocharitable status and we are now at the stage ofselecting trustees to start the new charitable armof BATOD, which will be a company limited byguarantee.

Concern has been expressed about some aspectsof SEN tribunals in which many members areinvolved from time to time. Teachers of the Deafwho sit on tribunals are to meet with BATOD andother colleagues to consider guidelines for goodpractice in the conduct of these events – in theinterests of the profession as a whole.

The Secretary’s report included information aboutthe forthcoming elections, the progress of thechangeover in Magazine production (of which thisedition is the first example) and a meeting whichtook place with the Associated Boards aboutalternative tests for deaf candidates taking GCSEmusic. Finally, Paul also drew attention to thebiennial congress of FEAPDA which will take placein Friedberg in Germany from 19–21 October 2007on the topic of cochlear implantation.

Ted Moore delivered a report on his activities asconsultant in recent months, which covered a widerange of topics. It was decided that we should putthe report on the website and in a later edition ofthis Magazine. The topics included a recentmeeting with the Welsh union, UCAC, thedevelopment of a model pay policy for unattachedspecialist teachers for the DfES, informal supportto colleagues over the introduction of TLRs,reports on recent meetings about trainingTeachers of the Deaf and with course providers.Ted also raised concerns about the accountabilityof funds delegated to schools for deaf children andthe accessibility to NCSL courses for headship forTeachers of the Deaf working in services.

The Treasurer reported that the finances werehealthy. Membership stands at around 1,660, witha number of cheque-payers still to renew.

A recent South Region conference produced anumber of comments from members about areasof concern and these suggestions were consideredlater in the day during dedicated committee time.Furthermore, Ted Moore will talk to somecolleagues about specific issues. Cindy Paulding,

What went on at NEC on 2 December 2006


BATOD_32,33.qxp 18/12/06 13:52 Page 1


a former member of NEC, has retired as SouthRegion’s treasurer and warm tributes were paid toher for her lengthy contribution and commitmentover recent years.

BATOD Scotland raised concerns about the lack ofyoung Teachers of the Deaf and the fact that theintroduction of chartered teacher status wouldserve as a disincentive to teachers to train as ToDsas, in many cases, the qualification is notrecognised as a contributor to chartered teacherstatus. Ted will advise on how to proceed with thiswith the Scottish Executive.

The revival of the North Region continues and anumber of people have come forward as possibleofficers. A letter and questionnaire will be sent outin the New Year to all members of the NorthRegion, and a meeting has been arranged at theconference in Leeds in March.

The Educational Issues Committee reported on itswork with Edexcel, NATED and CACDP to developa CSW qualification. Lack of robust statisticsabout the possibility of uptake from LSAs andCSWs is a concern, as this is needed beforeEdexcel will develop the qualification.

The Secretary reported on recent meetings at theQCA and with the new Federation of Leaders inSpecial Education. Full reports of these meetingswill appear in the next Magazine, but it is importantto note that certificate indications are not to beremoved until the barriers relating to access toqualifications for disabled candidates have beenaddressed. Oral communicators, while not yetreinstated, are currently under review and there isgreat pressure from BATOD, NDCS and otherconcerned bodies in our field that they be reinstatedas soon as possible as a reasonable adjustmentunder the DDA which applies to examinations fromSeptember 2007.

The five committees carried out their own workduring the rest of the meeting until we returned for aplenary session in which we said farewell and thanksto Lucy Leith and Sharon Pointeer who have givensix years’ service to NEC and need to stand downfor a year. We hope that they will return after theirbreak. Jenny Baxter, however, is retiring from NEChaving been a member for 16 years, many of theseas an efficient and highly knowledgeable AssistantSecretary. Warm applause and a bouquet of flowersexpressed NEC’s good wishes for Jenny as shestepped down.

Join us to discover more about an emotions curriculum specificallydesigned for deaf pupils and take away a teaching & resource pack

for use in your schools and units

Date: Saturday 23rd June 2007

Contact Shanée Buxton at Oak Lodge School for further information

(By 7th March as places are limited)Tel: (020) 8673 3453 (voice/minicom)

Email: [email protected]

BATOD_32,33.qxp 18/12/06 13:52 Page 2

BATOD_34 23/12/06 10:58 Page 1

BBBBAAAATTTTOOOODDDD UUUUKKKK

BATOD Wales held a committee meeting atBrecon on 19 September. Following this, asurprise celebration was organised to say thankyou to Norma Moses for being Treasurer for 12 years.

During the committee meeting of 9 November therewas a brief demonstration from Andrew Murray,which led to the purchase of the Front Row flexibleFM active learning system to use in future BATODWales meetings.

The BATOD Wales conference will be held on 2July 2007 in the Vale Hotel, Vale of Glamorgan.The theme will be ‘Assessment’.

A GCSE Language Modifiers’ course has now beenarranged for Wales in the spring, as the autumnnewsletter indicated.

BATOD South had a very successful conferenceand AGM at the Resource Centre in London.There were just under 80 delegates from acrossthe regions and settings.

The conference looked at holistic assessmentacross the years. There were 11 twenty-minutepresentations, plus the AGM. The response fromparticipants was very positive, with very highratings of ‘excellent’ on the evaluation sheets.

At the BATOD South AGM, the Chair welcomedthree new committee members at the same time asreluctantly saying farewell to Cindy Paulding who isresigning as Treasurer and from the BATOD SouthCommittee.

BATOD Scotland held its annual conference andAGM on 4 November 2006 – it was very wellattended (96 delegates). After the disappointmentof small numbers last time, great thought had beengiven to content, timing and location and so, havingreturned to the old venue, numbers increased.

The keynote speaker was Dr Glynnis Parker fromNorth Trent Medical Audiology, who spoke aboutthe ‘hot’ topic of auditory neuropathy.

In the afternoon there was a series of workshops,and all delegates attended three of these. Current issues which have been under discussionin Scotland are the lack of a teaching element inthe Teacher of the Deaf training course at MorayHouse in Edinburgh, sending a survey to heads ofservice to find out about the profession inScotland, and the lack of younger teachers optingto train as ToDs, when they could earn more aschartered teachers.

The BATOD Northern Ireland regional autumnmeeting and AGM were held on 21 October atCraigavon Area Hospital. Andrew Broughton,Head of the Sensory Inclusion Service in Telfordand Shropshire, gave an excellent presentation on classroom acoustics. His talk was veryinformative, extremely practical and relevant toteachers’ needs.

Finally, a presentation was made to JoanMcKeever, who retired as Senior Teacher of theHearing-Impaired with the Belfast Education andLibrary Board in the summer. Joan has agreed tocontinue as Treasurer for one more year, untilsomebody else is appointed.

The Midlands Region held its AGM during theOctober day conference at Exhall Grange inCoventry. Just 40 delegates attended theconference on ‘Assessment and then what?’ Therelatively low turn out will be discussed at the nextcommittee meeting. The committee understandsthat this is a problem for other regions andorganisations.

The posts of treasurer and secretary came up forrenewal at the AGM. Robert Miller (Treasurer) andUrsula Walker (Secretary) both agreed to continuein these roles for another two years.

The next event will be a May twilight, possibly inthe Birmingham area. The committee has alreadybegun to discuss possible topics. Suggestions sofar all have an audiological theme: speechperception and acoustics, the uses and abuses ofSoundfield, and listening for children withmonaural hearing losses.


BATOD_35.qxp 18/12/06 11:16 Page 1

For some time now I’ve been intending to jot downsome thoughts about retirement to pass on toBATOD Magazine readers. So I’ve managed at lastto get off the sofa. Fundamentally, the way thatretirement can affect you falls under two mainheadings: Joy and Poverty.

Joy will of course be interpreted in different ways bydifferent people. But perhaps some of the followingthings will give cause for celebration.There should be no more:• writing reports, lesson plans, policies, letters to

parents or letters to the local authority• marking of food-stained scripts • Sunday (and generally all other) evenings spent

completing paperwork and doing the ironing atthe same time

• panics about Ofsted visits• Performance Management• Threshold application forms to fill in• listening to the whinging from children, parents,

headteachers and colleagues• new policies and re-organisations from the local

authority or DfES• adhering to strict dress rules – wearing a tie

when the temperature is 30°C, for example• traffic jams to encounter first thing in the morning• rising early unless you want to (perhaps so that

you can engage in schadenfreude!).

But, of course, all of the above are things to be rid of.

So what joys are to take the daily grind’s place?Take your pick. • World cruises, holiday homes, taking holidays

when all the children are in school, holidays inAustralia during January and February.

• Having time to visit people (and talk to them).• Moving nearer to your own children

(grandchildren) – seeking permission first, ofcourse!

• Staying up late to watch a midnight movie or sportwithout falling asleep.

• Playing sport in the week when the facilities arereasonably quiet and the unfortunates are stillslogging away.

• Sorting out the garage, the loft, the sparebedroom and/or the garden.

• Helping out with a charity or a voluntary organisation.

• Above all else, not having to comply with the rules(often petty) of the workplace. You now have thechance to say ‘No’ to that and ‘Yes’ to this.

Unfortunately, these latter activities all involvemoney. The questions are, therefore, ‘Will you haveenough?’ or ‘Are you going to be linked to‘Poverty’?’• Will you have paid off the mortgage?• Will you have fully paid-up savings accounts,

alternative pension schemes’ accounts and/orinsurance policies to supplement your teachers’pension?

• Is your partner, wife, or husband rich and stillworking? If not, does she/he already have aworthwhile pension?

• Will you be able to afford a luxurious lifestyle orhave to wear lots of jumpers so that you canleave the heating off?

In addition, have you investigated:• how many FTE years of pensionable

employment you have• how much the state pension is going to be worth

to you, and when you can get it• what ‘power of attorney’ involves• how inheritance and capital gains tax might affect

you in the future• alternative forms of employment?

And/or have you: • made a will• taken out health insurance• decided to carry on teaching until you are

thrown out• considered what life is like working in a

supermarket to pay off your debts?

I have every intention of producing the nextinstalment, with more practical information, in thenext Magazine – if, of course, I can stagger to myBBC computer. If you can’t wait for such pearls ofwisdom, then you can call 01325 745746 or contactwww.teacherspensions.co.uk/

Ted Moore is the BATOD Consultant.

When you are old…Ted Moore asks, ‘How prepared are you for retirement?’


Ted Moore

BATOD_36.qxp 18/12/06 11:17 Page 1


them and for what? And how are they perceived by various different stakeholders within schools.

• What is and should be the purpose of SEN allowances?

• Does the eligibility criterion hinder or enhance the use of SEN allowances in both mainstream and special schools?

• What are the overlaps between SEN allowances and other allowances or permitted payments, particularly TLR payments?

• How are SEN allowances used in the current arrangements for central local authority SEN services?

• What should be the role of local authorities with centralised SEN services in awarding SEN allowances?

• What is the future role of SEN allowances within Every Child Matters developments, such as a common assessment framework, Children Trustsand integrated services?

• In the long term, what should be the role of SEN allowances within the teachers’ pay system?

If you have any points to make, please send them tothe BATOD Secretary, Paul Simpson.

Ted Moore is the BATOD Consultant.

connected as if it were a set of cochlear testearphones. It can also connect easily to a stetoclipfor monitoring purposes

A number of useful ‘snippets of information’ werediscussed: • It is recommended that children with cochlear

implants should continue to use an FM system within a Soundfield system.

• Do not ‘mix and match’ different FM systems, owing to the potential of different gain and frequency responses. It is considered best practice to maintain transmitter and receiver pairs from the same manufacturer.

• Be aware that cochlear implant (CI) monitor earphones have a 90-second window of ‘listeningtime’ on the CI processor – so don’t think it’s faulty! However, the time may be extended by reselection.

Stuart Whyte is Chair of the Audiology Committee.

A number of people have expressed concernsregarding the SEN pay allowances. The Secretaryof State has asked the School Teachers’ ReviewBody (STRB) to consider these allowances inpreparation for further evidence to be submitted in2007 and possible change in 2008.

The Rewards and Incentives Group (RIG) hasproduced, in Section 6 of its submission to theSTRB, the following points which it considers to bethe key issues:6.98. In the light of this evidence presented by RIG,the STRB is requested to undertake an open,honest review of SEN allowances based around thekey issues listed below, without drawing anyforegone conclusions either way. The list below isby no means exhaustive and the STRB should feelfree to add or amend the list accordingly.

6.99. The STRB should note that in considering theissues below that RIG will be submitting furtherevidence in 2007 in light of the Government's formalresponse to the Education and Skills Committee'srecent report and recommendations on SEN.

• What is the actual use of SEN allowances in bothmainstream and special schools – who receives

The Children’s FM Working Group is continuing tocollaborate on national standards and guidelines tobe published as part of the existing series of NDCSQuality Standards. The FM Quality Standardsdocument should be published in March 2007.

The Group is working to develop a protocol that willallow teachers and technicians to test and verifypersonal FM systems used by children with cochlearimplants.

In parallel with the development of the newguidelines, Connevans Ltd has produced adedicated test lead and earpiece (£30) that allowsyou to make baseline measurements from specificcochlear processors in a hearing-aid test box.

The lead and earpiece allows baselinemeasurements from Nucleus Cochlear products –BTE CI-22/24 ESPrit 3G and body-worn SPrint – to be made in a hearing-aid test box. The lead is

Reviewing SEN allowancesTed Moore highlights some issues from the Rewards and Incentives Group

FM systemsStuart Whyte reports back from the latest meeting of the NDCS Children’s FM

Working Group

BATOD_37.qxp 18/12/06 11:19 Page 1

1 Present: Jill Bussien (NATED), Angela Deckett(NDCS), Keith Gladstone (DELTA), Kathleen Grehan(RNID), Chris Rees (Auditory-Oral Consortium),Karen Simpson (Sign Bilingual Consortium), PaulSimpson (BATOD), Lorna Williams (NDCS)

2 Apologies: Sue Archbold (Ear Foundation), BrianLamb (RNID)

3 Points arising from the notes of the last meeting:

a Kathleen announced that she was leaving theRNID on Friday having been made redundant. Shewould pass the Labour Force Survey information toPaul Simpson.

b No reply had been received either from LouiseFranklin, the PLASC contact at the DfES, or the AllParty Parliamentary Group. This is very disappointing.

c Paul described the background and currentsituation in relation to certificate indications for deafstudents taking GCSE and entry level examinations.The indications have been restored until suitablecompetences, which are not discriminatory, can bedrawn up, although the JCQ website says that thereinstatement lasts only until Summer 2007. Thisapplies to English, MFL and music. Oralcommunicators have not been reinstated but they arenow under review. It is clear that continuing pressureon the QCA and JCQ is required.

d Karen explained that Susan Gregory and RuthSwanwick are to issue a document about the currentstate of sign bilingualism. LASER has provided£2,000 towards the production and dissemination ofthe document which should be available in 2007. Itwill draw on and highlight current research in the field,including the literacy development of childrenfollowing this approach. The SB website will soon belive. It is hoped that the QCA will producestandardised DVDs of maths and scienceassessment materials for BSL-using candidates.

e Jill explained that talks were currently taking placebetween NATED, CACDP, BATOD and Edexcel aboutthe production of a qualification for CSWs working ineducational situations. It is hoped that Edexcel willundertake this but it is considering at the momentwhether there are enough candidates to make itworthwhile. NATED has no doubt that there is astrong need for this. BATOD is looking into the needat school level.

4 The DfES has failed repeatedly to respond tocommunications asking for the PLASC data collectionto be extended. Paul mentioned that Mike Granatt,former Government Director of Information andCommunications, had suggested writing directly tothe Secretary of State pointing out that for very littleeffort and cost, improvement could be made to theeducation of about 25,000 deaf children. The lettercould be used in conjunction with BATOD’s attempt torevive and refine the survey which this year has hada return of around 50%, thus providing insufficientlyrobust data for strong conclusions to be drawn andtrends to be identified. Recent figures released aboutthe performance of deaf students in SATs and GCSEswere less than helpful as they were not comparinglike for like and referred only to maintained (includingmaintained special) schools.

5 It was agreed that the research page could be onthe BATOD website and could link to other relevantsites. It is hoped not only to put current researchprojects on the site, but to have a section where‘burning’ research questions could be placed so thatresearchers could see how they fit in with their ownresearch projects. The draft document produced withDCAL about improving relations between researchersand schools and services has not yet receiveduniversal welcome, so it is currently beingreconsidered. Keith Gladstone drew attention to arecent article in Deafness and Education International(Vol 8 Number 3 2006) by an auditory verbal therapyconsultant pointing out that, because of the nature ofthe research, although it was clear that AVT wasbeneficial, it could not be shown that it was any morebeneficial than any other approach.

Other research projects currently in train were alsodiscussed. These included examination ofcommunication options of children with CIs, literacydevelopment in sign-bilingual settings, children withunilateral hearing loss, teaching and learning criteria,attitudes of student Teachers of the Deaf and high-achieving deaf young people. It was agreed that itwould be useful for a course provider to attend thismeeting.

6 News from the organisationsCamden is currently looking to relocate FrankBarnes School. This has raised inevitable concernsand uncertainty.

NATED’s current thrust was the development of thequalification for CSWs working in phases of schools.

Representing you – ERCDONotes from the meeting of the Education Research Consortium of Deaf Organisations,

held at the RNID on Monday 16 October 2006


BATOD_38,39.qxp 18/12/06 11:25 Page 1


The Now We’re Talking consortium currentlyincludes Delta, the Ewing Foundation and theElizabeth Foundation. It is now to be expanded toinclude AVT, Christopher Place and Mary Hare. It ishoped that this larger group will eventually lead to thecollection of more robust data. Negotiations areunder way with the Alexander Graham BellAssociation for a joint conference at Mary Hare in the summer (June or July).

BATOD’s main concern, where research isconcerned, is the future of the BATOD survey, which it is urgently looking at due to a less than satisfactoryresponse to the last survey.

NDCS has a new Director of UK services taking overfrom Gwen Carr – Sean Moran. The acting deputy is

Vicky Kirwin. Current work includes a project calledDrugscope. It is also involved in a project about deadregions for cochlear implants. There is ongoingresearch into parents’ experiences of SaLT services.Lorna and Suzanne Harrigan are involved in this. ThePositive Support project continues and Angela Deckettis now the key contact. She agreed to write about it forthe BATOD Magazine (see page 26).

RNID is changing its educational structure and this hasled to Kathleen’s redundancy as she did not wish toapply for the post of Head of Education, which wouldinvolve commissioning and raising funds for thatresearch.

7 Date and place of next meeting: NDCS, 12 February 2007; 12.30–2.30pm.

Deaf learners in schools and colleges are frequentlysupported not only by Teachers of the Deaf but alsoby a range of support staff. The EdexcelProfessional Development Award in CommunicationSupport Work with Deaf Learners is currently theonly qualification specifically for educational supportstaff working with deaf children and students.Despite considerable confusion in the field over itsstatus, it is still available, and details of centresapproved to deliver it are available from Edexcel, orfrom www.cacdp.org.uk (under Information>What'sNew>Factsheets>Educational CommunicationSupport Work).

However, there is also a strong feeling in the fieldthat this qualification needs to be revised in order tomeet the support needs of all deaf learners, and ofboth the schools and post-16 sectors. The CACDP,NATED and BATOD are proposing a model thatwould include two components: • a qualification in educational support work with

deaf learners in either schools or further education (from Edexcel)

• a qualification in facilitating communication (fromCACDP)

Put together, these two components would result instaff being qualified in educational support work withparticular age phases and communication choices.As part of its new suite of qualifications, CACDP hasalready begun developing Level 3 Certificates inFacilitating Communication: • Level 3 Certificate in Facilitating Communication

with Deaf People (Lipspeaking) • Level 3 Certificate in Facilitating Communication

with Deaf People (Note-taking)

• Level 3 Certificate in Facilitating Communication with Deaf People (BSL/English)

• Level 3 Certificate in Facilitating Communication with Deaf People (BSL)

These qualifications will become available in 2006 and2007. Full information can be found in the booklet onthe CACDP website: www.cacdp.org.uk (underInformation>What’s New> Unitisation News>NewQualification Booklet and Progression Chart).

At the time of writing, CACDP, NATED and BATOD arewaiting to hear whether Edexcel is willing to developan updated qualification in Educational Support Workwith Deaf Learners. We will let you know as soon aswe have any new information.

Emma Kelty is Chair of the Educational IssuesCommittee and Wendy Martin is CSW Officer at CACDP.

Revising qualificationsWendy Martin and Emma Kelty provide an update on qualifications for educational

support staff

Changes to the ConstitutionThe National Executive Council has agreed somechanges to the Constitution to bring it in line withcurrent practice. These changes also need to beagreed at the next AGM. Key changes relate tothe length of service on NEC and the abolition oflife membership. Other changes are minor.

The proposed revised Constitution is available inthe association area of the website, along with adocument which can be downloaded showing thespecific changes which are being proposed.

Paul Simpson, Secretary

BATOD_38,39.qxp 18/12/06 11:25 Page 2

The primary aims of the UK Federation ofProfessionals in Hearing and Balance (UKFPHB) are to provide a national forum for the debate ofprofessional issues, for the sharing of information andas a sounding board for new ideas. It is able to act asa channel of access between professional associationsand the relevant government departments.

The UKFPHB is very broad-based, consisting ofrepresentatives from the field of education as well ashealthcare, from charities as well as professionalbodies, from the private as well as the public sector.The following organisations have a seat on thecommittee:BAA British Academy of Audiology BAAP British Association of Audiological

PhysiciansBACDA British Association of Community

Doctors in AudiologyBAEA British Association of Educational

AudiologistsBAO–HNS British Association of

Otolaryngologists – Head & Neck Surgeons

BATOD British Association of Teachers of the Deaf

Date External participants Purpose of meeting Venue

November6 RNID and NDCS Termly tripartite meeting NDCS, London7 UKCoD Annual General Meeting London7 Independent Schools Council Reasonable adjustments; examinations London8 Cross Party Group on Deafness Regular meeting Scottish Parliament,

Edinburgh13 Associated Board; Royal Schools of Music Adapting aural tests for deaf candidates London15–17 Heads of Services and Schools Annual conference NCSL, Nottingham25 FEAPDA Council meeting Luxembourg29 QCA DDA and examinations LondonDecember7 UKCoD Trustees’ meeting London8 RCSLT Revision of BATOD/RCSLT guidelines Whitchurch11 QCA Oral Communicators LondonJanuary 200718 PAIG Regular steering group Cardiff

BSHAA British Society of Hearing Aid Audiologists

RCSLT Royal College of Speech and Language Therapists

BSA British Society of Audiology

In addition to the above organisations four ‘observer’organisations sit on the committee: DOH Department of Health NDCS National Deaf Children’s SocietyPASA NHS Purchasing and Supply AgencyRNID Royal National Institute for Deaf People

A representative from the DfES is sought. PaulineBeesley, President Elect of BAA, is the current Chairof UKFPHB.

Key point: Professor Adrian Davis is facilitating ‘Policyinto Practice’ forum meetings between the FPHB andhealth, education and parliamentary representatives.BATOD has been asked to contribute a five-minutepresentation of three PowerPoint slides highlightingthe expectations and priorities of the services ofeducation and the changes or drivers which wouldhave a high impact on their delivery.Stuart Whyte is Chair of the Audiology Committee.

Representing you – UKFPHBStuart Whyte reports from the UKFPHB meeting on 11 July 2006

BATOD was there representing you...Between the NEC meetings, members of BATOD attend various meetings that are of particular interest toTeachers of the Deaf. This list is not exhaustive as some reports have not yet been received or meetingsreported on. Your representatives at the meetings listed include: Peter Annear, Emma Kelty, Ted Moore,Jenny Nicholson, Paul Simpson, Lys Thomson, Carole Torrance, Tina Wakefield, Alison Weaver, StuartWhyte.


Please inform the Secretary, Paul Simpson, if you know of any meetings where you feel representation onbehalf of Teachers of the Deaf would be of benefit. Although there is no guarantee that BATOD would be ableto attend every meeting, situations could be monitored and the interests of ToDs represented.

A comprehensive list of meetings that BATOD has attended recently is now published on the BATOD websitealong with the Calendar, which is found at the back of the Magazine. Follow ‘Calendar’ and ‘Coming events’then ‘Representing you’.

BATOD_40.qxp 18/12/06 11:28 Page 1


matter of sitting in front of the screen! They areinteractive and asynchronous (ie not occurring at aspecific time), have tutor access and are alwaysevaluated to ensure that the original aims have beenachieved. However, it would clearly be possible toparticipate without taking the points. (Scottish teachershave to do 35 hours of CPD annually, so it would beuseful also to work with the number of hours.)

Discussion took place regarding the wide range ofprovision and the background of teachers, placeswhere they were working and the wide range ofstudent needs. Teachers on both sides of the Atlanticcould be isolated and encounter students withadditional low-incidence conditions. It was agreed thatalthough there were differences in sign language wedid have much common ground – huge diverse citiesand rural communities, sign language issues, ethnicminorities, English language. Harold offered expertisein technologies.

The proposal is that we explore the possibility ofextending this to the UK, initially on a very small scale.In furtherance of this it has been proposed that wehave two pilot ‘modules’ which we would advertise tocolleagues to monitor interest and take-up. The UScolleagues would provide one on amplification, andthe UK one on literacy.

Paul Simpson is Secretary of BATOD.

Context: The meeting was held through iVisit and a transatlantic telephone conference call(simultaneously) and involved Lys Thomson and PaulSimpson from BATOD on 28 September 2006.

Present: Prof Nancy Benham (President-elect of theAssociation of College Educators – Deaf and Hard ofHearing), Prof Harold Johnson (Deaf EducationTeacher Preparation, Michigan State University), PaulSimpson, Lys Thomson, (BATOD), Helen Lansdown(Deafax)

Previous meetings had laid the ground for this meetingand have been described in past Magazines and NECminutes. Professor Johnson is involved with onlineCPD for Teachers of the Deaf. He has funding for atwo-year pilot project. Nancy has already run two pilotunits on Visual Literacy and Working with Families.The online sessions are open for a certain time andinclude presentations, such as video or PowerPoint,and availability of the contributor to interact withparticipants, for example, by email or videoconference.

In the US, CPD points have to be gained by ToDsevery year and there is a charge of about $75 perCPD unit, which covers about ten hours’ work,delivered over four to six weeks, including anassignment. These units all have to be validated by aboard for a specific amount of credits – it is not just a

Representing you – Deafed.net Paul Simpson reports on collaborating with the US on CPD for Teachers of the Deaf

BATOD Conference 2007Saturday 10 March 09.30 – 16.15

TransitionMake it an INSET day

Transition across all phases - how Teachers of the Deaf can help, encourage, support and prepare deafyoungsters as they take their places in adult society. Speakers include deaf rôle models.

10 principles of Transition Keynote speaker: Simon Blake on behalf of the National Children’s BureauWorkshops to include:

The exhibition and conference pack provide opportunities for schools and services to advertise and sell materials.

Download the exhibitor information from the BATOD website calendar link for more details.

Join us in Leeds for this important conferenceThe Leeds Marriott Hotel, 4 Trevelyan Square, Boar Lane, Leeds LS1 6ET

� Cochlear implants for children - implicationsfor transition

� Transferring from Children's to Adult Services� Deaf Start in Leeds (post-16 support)� Early Support Provision� Connexions service and transition plans� From deaf pupil to deaf Teacher of the Deaf� Primary to secondary transfer

� Transition to adulthood� Transitions between language programmes� The Teacher of the Deaf and the rôle as

keyworker in childhood to adolescence

‘Special Interest’ Groups lunchtime meetings:� Deaf Teachers of the Deaf� Isolated/unattached teachers� Teaching Assistants and Communication

Support WorkersNorth region meeting

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events, meetings and courses, and a useful list ofaudiology journals (publications), as well as otheritems. There is a news section which contains arange of up-to-date audiology-related news storiesfrom around the world. Alternately, if you wouldlike to relax and play an audiology-themed game,visit the section entitled 'Fun stuff'. A forum areais also included, for the specialist, professionaland student in audiology or an associated field, tofacilitate the discussion of various topics. Anaudiology jobs area is also provided in the forum.We already have members from around the worldfor our Audiology Discussions forum, and furtherinternational members are welcome to join.

Recommend a website From your favouritewebsites or ‘tips andtricks’, to that ‘must have’piece of kit, we wouldlove you to share yourideas with us! Send an email [email protected].

Share a piece of kit

Do you need an AudiologyAgony Aunt?Is there something about audiology you alwayswanted to know, but were afraid to ask? We wouldwelcome questions from ToDs and students too, soget those fingers flying!

Ask a question and we'll do our best to supply theanswer: [email protected].

So if you ask, ‘Where?’

You’ll have the answer in‘Hear and there’!

The Audiology Committee thought it would behelpful to start a series of articles that highlightsuseful sources of information and resources.

In this issue we share some websites that are firmfavourites of Stuart Whyte, a Teacher of the Deafin West Sussex, who is working towards an MSc ineducational audiology. Stuart says, ‘I appreciateinformative websites that give me something I candownload and use! Staying up-to-date with goodpractice is essential, and there a number ofprofessional and commercial sites that have keepme in touch with current developments.’

So here are a few sites to encourage your ownsearches, although inclusion on the list should notbe regarded as an endorsement of the site.

www.connevans.comConnevans is a family-run company thatspecialises in meeting the needs of people whoare deaf or hearing impaired. This site has someexcellent information, articles and presentations(as well as an online catalogue full of illustrations,which are brilliant for identifying that audio shoefound at the back of the cupboard!).

www.phonak.co.ukThis company site has a dedicated professionalsection packed full of downloadable information onpaediatric research, hearing instrumenttechnology, and conference proceedings. Itsonline training and support site iLearn will bereviewed in a forthcoming article.

www.mrchear.infoThis is the website of the MRC Hearing &Communication Group that promotes high-qualityresearch into hearing. There are links toresources and to projects, such as the NewbornHearing Screening Programme and the site fordeveloping countries, www.soundstart4all.com/

www.psych-sci.manchester.ac.uk/mchasThe Modernising of Children's Hearing AidServices website provides information andmaterials relevant to the fitting and managementof children’s hearing aids. This site is helpful forcontinuing professional development and has greattopical ‘zones’ to refer to.

www.aud.org.uk is an informative site with somegreat resource links. The website currentlyincludes: details of audiology-related researchgroups and specialist centres, information onprofessional organisations, listings of audiology

Hear and there The BATOD Audiology page

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Is the television in your classroom getting past itsbest? Would you like to be able to record subtitles,but the video recorder you used to use no longerworks and you cannot find a replacement?

We have recently been considering purchasing anew HD-ready TV for home and have been amazedat the low resolution of many of the LCD TVsavailable in the shops. Given that we are now allused to computer monitors with ever-increasingnumbers of pixels, it was a surprise to find thatmany of the LCD and plasma TVs have a maximumresolution of 1,366 x 768, less than that of my 17"monitor. Yet they can be as big as 46", twice ornearly three times the size of my monitor.

The result, of course, is a picture which looks grainyand pixilated unless you are a long way away. Sowhat is the alternative? We discovered gadgetsproduced by a number of companies which allowyou to turn your computer into a TV. These tinyboxes, when plugged into the USB port of yourcomputer, act as a digital TV receiver and give youaccess to all the digital Freeview channels. Theycome with a remote control and small aerial,although to get the best reception it is necessary toplug into your normal roof-top TV aerial.

The software which comes with them will allow youto pause and rewind live TV, display subtitles andrecord and subsequently view programmes withtheir subtitles on the hard drive of your computer –all this, and prices which start at around £40.

The one I purchased interfaces seamlessly with myCD- and DVD-burning software and it is possible torecord a programme, burn it to DVD and then showit on a normal DVD player, although not with thesubtitles. It would also be possible to export theprogrammes to an iPod video, if I had one.

There are also gadgets for connecting up your videorecorder, tape player and record deck as well and,should you wish to do it, for sending the recordingsback to analogue TV sets around your home.

Buy a new TV? Not us – when we do replace ourTV it will be with a system based around acomputer, with a high resolution monitor, large harddrive and set of hi-fi speakers, doing away with thecurrent separate units of television, DVD player,video recorder, record player, CD and tape players.

Think of the space we are going to save! A fairlymodest system for your classroom based perhapsaround a Mac Mini or laptop computer might proveto be a very useful way of accessing subtitled TVprogrammes easily and cheaply. Makes to look outfor include Miglia, Elegato, TVstick and Hauppauge,with versions available for Macs and PCs.

Resources The DfES has produced a number of publicationsrelated to inclusion and the Primary NationalStrategy. Of particular relevance to this Magazine isthe National Numeracy Strategy publicationGuidance to support pupils with hearing impairments- the daily mathematics lesson. This publicationdates back to 2001, so it is possible that not allteachers or teaching assistants who come intocontact with hearing-impaired pupils in their mathsclasses are familiar with it. While it does not go intoa great deal of detail, it would be a useful startingpoint for discussion and further work. Put ‘hearingimpairment’ into the 'Search this area' box to findthis and other potentially useful publications atwww.standards.dfes.gov.uk/primary/publications/mathematics/

If you have ever read an advert or received a flyerabout a new piece of software or the latestinteractive resource and wondered what it was reallylike and if it would be suitable for your class, thenthe Schoolzone evaluation service may well helpyou out. The evaluations are written by teacherswho have used the resources in their classrooms.You can also sign up to receive details of updates,access to user-only areas of the website andopportunities to be involved in educational polls.The website also gives details of how to become anevaluator. Visit www.schoolzone.co.uk/resources/evaluations/

Press releasesTeletec International produces a number of productswhich help deaf people to use the telephone. Itsupplies minicoms and, up until recently, a captionedtelephone and meeting service via its RemoteCommunication Support Service. These haverecently been replaced by its new IP-Based RemoteCommunication Support. Using this system thecaller logs on to the website and enters their phonenumber and the number they want to call. TheWebCapTel Service connects to the caller's phoneand then dials the other party. When the other party


ICT NewsWelcome to this edition of ICT News. If you would like to contribute

anything to these pages, please contact Sharon Pointeer at

[email protected]

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answers, word-for-word, real-time captions of theconversation can be viewed in a window on thecaller's Internet browser.

There is a similar system for face-to-faceconversation, lectures or meetings. The system isdesigned to work with any phone and any Internetaccess device, so special equipment is not needed.Support is still provided for the RemoteCommunication Support Service for currentsubscribers, but new users are not being taken on.The new service is commercially available fromJanuary 2007. For more information look at theTeletec International website at www.teletec.co.uk/

Websites worth a visit

Hearing Concern – this is a national charitydedicated to improving the quality of life for peoplewho are deaf or hard of hearing. It has acomprehensive website giving details about thecharity, the campaigns with which it is involved andthe events it runs regionally. It has an online versionof the Hear Now newsletter which always containsinteresting articles on a wide range of 'deaf interest'topics. The information about research on listeninglevels and damage due to MP3 players was ofparticular interest, as was the information about thedevelopment of speech skills in cochlear-implantedchildren following meningitis.www.hearingconcern.org.uk/

The National Centre for Excellence in theTeaching of Mathematics (NCETM) – this is aninitiative funded by the DfES to enhanceprofessional development for the mathematicsteacher. The website is designed to encourageteachers to be involved in collaborative practice tofacilitate, enhance and provide leadership forcontinuing professional development of mathsteachers from primary school to college level. Theaim is to make maths lessons more stimulating,encourage more pupils to take A-level maths andwiden the pool of highly qualified maths teachers.There are links to articles of interest and othermathematical sites, as well as discussion forums.www.ncetm.org.uk/

The MacTutor History of Mathematics Archive –while the linguistic content may well be too difficultfor many of the pupils we teach, this websiteprovides a wealth of information about the history ofmathematics which anyone interested in maths willfind fascinating. The site is run by the School ofMathematical and Computational Sciences at theUniversity of St Andrews in Scotland and containsover 1,000 biographies and historical articles of amathematical nature. There are pictures of famous,and not so famous, mathematicians and it ispossible to find people by name, gender, honours,

birthplace or university. There is also a Mathematicianof the Day. Click on the MacTutor History link onwww-groups.dcs.st-and.ac.uk (note the hyphenfollowing www).

Teaching Ideas – this website contains hundreds offree ideas and resources for primary teachers. Thereare lots of ideas for numeracy, as well as all the othersubjects. Many of the ideas are downloadable in pdfformat and, as with all free resources sites, you needto evaluate the resources and ideas to see if they willbe of use to your setting. www.teachingideas.co.uk/

A quick search in Google or other search engine of‘numeracy + resources’ will yield lots of websitescontaining ideas, worksheets and interactive activitiessuitable for busy teachers to use with their pupils.Here are just a few you might like to have a look at:

• Numeracy World – free photocopiable mathsworksheets. www.numeracyworld.com/• A+ Maths – a collection of java and non-java games,interactive worksheets and printed worksheetgenerators. www.aplusmaths.com/• Joe The Dragon – Flash games and puzzles tosupport maths learning. www.joethedragon.co.uk/

• Maths Is Fun – the idea behind this site is to offermathematics, as well as some fun bits, and to combinethe two wherever possible. Perhaps it is rather toowordy in the explanations of how to do variousmathematical operations, but the games andworksheets are fun and well presented.www.mathsisfun.com/

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Title Every Child Matters – A NewRole for SENCOs

Author Rita CheminaisPublished 2005Publisher David FultonISBN 1 84312 406 8Price £18Reviewer Paul Simpson, Teacher of the Deaf

and Secretary of BATOD

No current governmentdocument or statementabout education iscomplete withoutreference to EveryChild Matters (ECM)and its five outcomes.

This practical guideexamines theimplications for thework of SENCOs. It isan extremely thorough

and detailed look at the whole range of legislationand documentation concerning the education ofchildren with SEN and disabilities which hasemerged in recent years, set firmly in the context ofthe role of SENCOs. However, it will be of greatinterest to other professionals keen on ensuring thatthey are up to date about ECM and relateddevelopments such as Removing Barriers toAchievement (the Government’s SEN strategy),school improvement planning, the national serviceframework and self-evaluation for Ofsted.

The book is enhanced through the provision of a CDcontaining much of the background material and arange of templates which SENCOs will find useful inpreventing them from having to reinvent the wheel.These include frameworks and documents for SENprovision mapping, a model SEN school profile anda user-friendly lesson observation schedule linked tothe ECM outcomes.

From the point of view of Teachers of the Deaf, thepublication has a couple of shortcomings. While

trying to cover all possible examples of SEN anddisability, the specific and complex needs of childrenwith sensory impairment are given scant attention,as is the essential role of specialist support services.Many SENCOs need to be clearer about the roleand expertise of specialist support teachers and howthey fit into the school’s provision, but this documentdoes not fill that gap. There is also substantialreference to the development of extended schoolsbut very little discussion of a key element – supportto children with SEN and disability. The funding andpractical arrangements, including transport, for thisare still rarely addressed and this is the case heretoo.

However, this should not put colleagues off thisinformative document which deserves a place on allSENCOs’ bookshelves. It will be frequentlyremoved for consultation!

Title Every Child Matters – APractical Guide for Teachers

Author Rita CheminaisPublisher David FultonPublished 2006ISBN 1 84312 463 7Price £15Reviewer Jo Franklin, Peripatetic Teacher of the

Deaf

As the old adage goes,‘May you live ininteresting times’. Ifyou work with childrenin any capacity, youcannot have failed torealise that services forchildren are changingrapidly. The 2003Green Paper EveryChild Matters was theGovernment’s responseto the tragic outcomesof incongruent working

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in children’s services, highlighted in the VictoriaClimbié Enquiry. The aim was a new integrated,multi-agency, ‘wraparound’ approach to meeting theneeds of children and young people from birth toage 19 that would ensure that every child, whatevertheir background or their circumstances, should beenabled to achieve five key outcomes: be healthy,stay safe, enjoy and achieve, make a positivecontribution and achieve economic well-being.

Rita Cheminais is a senior adviser for SEN inCheshire Children’s Services who has writtenextensively on inclusion. Her aim in this book is toenable teachers to understand their role post EveryChild Matters: how to meet, review, monitor andevaluate the five outcomes (aligned to the Ofstedframework) and how to work in partnership withother paraprofessionals and services. It is a hugeremit for a volume of just over 100 pages –unsurprisingly it is very full!

The book is suggested for all teachers and a longlist of other education-related professionals. Shewrites, ‘...pupil performance and well-being go handin hand. Children and young people cannot learn ifthey do not feel safe or if health problems createbarriers. Teachers have been given the importanttask of changing the way they teach to focus on thechild’s whole well-being, and not solely on theirlearning. I hope this book will provide them withuseful guidance on how to respond to thechallenges and opportunities ECM presents.’

She clearly believes that ECM is a great opportunityto improve children’s lives and is therefore anenthusiastic proponent of the way that teachers willhave to change to accommodate its principles.

The book includes a comprehensive overview of theEvery Child Matters ‘Change for Children’programme and its implications and impact onschools and teachers. Emphasis is placed on thechallenges and opportunities of changing roles in avariety of learning settings (there is a whole chapteron working in schools of the future). Accessingpersonalised learning opportunities for a multiplicityof learners by removing the barriers they face ishighlighted.

Information about becoming a reflexive practitionerand working with other professionals, externalagencies and parents forms the second half of thebook and the emphasis shifts to managing change,self-evaluation, quality assurance and monitoring thefive ECM outcomes. Subjects covered include

workforce remodelling, inspection, school changeteams, quality standards – to name but a few. Allthis is delivered with a wealth of photocopiablesheets, advice and examples of best practice.

The emphasis is solution-focused and the tone ispositive. However, without wishing to sound toojaundiced there is so much packed into this bookthat there is a real danger that rather than feelingthis is an exhaustive account it may leave the reader feeling plain exhausted! I wonder how manybusy teachers will reach happily for this book only to feel a little overwhelmed – or perhaps seeinginitiative after initiative listed will explain why theyare so busy?

The only other concern in a book that covers somuch ground in so few pages is that there is adanger that nothing is covered in suitable depth. Inthe whole chapter on diversity of needs there is a‘Teacher’s quick guide to removing barriers tolearning for pupils with additional educational needs’with a two-inch box on ‘Physical disabilities,including sensory impairments’. These are sogeneric that some even appear to contradict eachother – for example, ‘ensure pupils can see theboard’ but ‘dim bright lights to reduce glare’ – andnone appear to be written specifically with deafstudents in mind.

To be fair to the author, it is suggested that thisvolume is used as a resource to act as a point ofquick reference and to inform more responsiveinclusive practices. She has also written a book forSENCOs on their changing role (reviewed above)and it is questionable whether some of the areasthat she has covered in the teacher’s book mighthave been better left in the SENCOs’ one in orderthat she could have gone into more helpful detail inthis book. It is certainly teeming with information butas the other old adage goes, ‘The devil is in thedetail’.


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Title Maths Mysteries Author Juliet and Charles SnapePublisher CollinsPublished 2005ISBN 0 00 721147 3Price £3.99Reviewer Sue Watters, Peripatetic Teacher of the

Deaf, Northampton

General overviewThis is one of a series of mathematical activitybooks. It contains 15 puzzles, which get moredifficult as you progress through the book. It has acartoon-style format, with a humorous story followedby a puzzle to solve. This format makes it anattractive book. However, I found that the humourand the maths went over the heads of many of mydeaf pupils in the 7–11-year-old age group. I didfind it useful in revision of topics for KS3 pupils.They enjoyed the humour and were attracted by thecomic format, which made it seem less like work.

Content evaluationEach puzzle is on two A4 pages. Most relate well toaspects of the National Curriculum. There arepuzzles involving addition; properties of triangles;mean, mode and median; decimals inmeasurements; addition of decimals; and ratio.Others are more about logical thinking ormathematical tricks.

Classroom evaluationI used this book in my one-to-one teaching of deafpupils. I found it most helpful when revising topicswith my KS3 pupils. For example, ‘The MissingAngle’ is a story about Lucas, an industrial spy whofinds out that Playfast is designing a triangulargames console. He knows that it is a right-angledtriangle with a 26° angle but he is worried that hemissed the first angle. His boss explains that hecan work out the other angle by a simple sum, 90 +26 = 116 and then by doing 180 – 116. The humouris that on the launch day Playfast’s triangularconsole is too big. There are then three questionsto complete. One of my pupils, a Year 8 boy, foundthis very amusing and was able to work out theanswers. He really enjoyed reading the comic stripformat and we took on different characters.

My seven- to nine-year-olds either struggled with thereading or with the maths or both. However, I lentthe book to a Year 4, top maths group teacher, whotried ‘Can Young Achilles get something fornothing?’ (Her class were doing the AncientGreeks.) She found that the story confused her

pupils, but once she had explained the problem thegroup solved it very quickly.

Even an average ability Year 5 pupil found ‘In theright place’ difficult, despite having lessons onmeasures that week in class. I asked one Year 6boy to try ‘Perfect Crime’, in which he had to find theperfect numbers below 30. This required him toknow the factors of the numbers 6–30. For eachnumber he had to add the factors together and ifthey came to the number, then it was a perfectnumber – for example, for 6, the factors are 1, 2, 3,which add up to 6, so 6 is a perfect number. Hefound this ‘tricky!’ He enjoyed doing it though andasked to do another puzzle the next week.

Some of the problems are more complex and it ishelpful that full answers are given at the back of thebook!

This book could be used as a mental starter activityin a mainstream classroom, with a suitable projector.However, it is probably most suitable for small groupor one-to-one tuition at school. Pupils may enjoydoing the puzzles at home. I will continue to use itas a means of revising topics with my KS3 pupilsand also use it as a short comprehension exercisewith my Year 6 pupil.

Title Music Time (DVD)Author Christine RoccaPublished in collaboration with Mary Hare,

The Ear Foundation, Advanced Bionicby VPOINT TV Ltd (CD production – Inverlussa Productions)

Published 2006 Price £25 +p&pReviewer Helen Maiden,

Peripatetic Teacher of the Deaf, Surrey

General overviewThis is a resource aimed at those working with deafchildren in the pre-school years and emphasises theimportance of music for all young children – deafchildren being no exception.

The package consists of a DVD and a CD which fold together and have a cover over the top.


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Inside the cover, tucked in to a pocket, there is asmall, thin booklet.

The DVD shows a series of sessions focusing ondifferent children with a different musical objectiveeach time – greeting, action songs, turn-taking,basic beat songs, discrimination, goodbye songs,etc. They cover a range of ages from two to sixyears, and some of the children have additionaldisabilities and others are from different culturalbackgrounds – no one is excluded. The CD haseach of the songs from the DVD.

The booklet has an introduction about theimportance of music with deaf children, informationabout what is on the DVD and a section on ‘Usingthe songs in musical sessions’. This outlines thekey musical areas tackled, the music, andsuggestions for musical instruments that will beuseful to use with the songs. The rest of the bookletcontains the words to the songs.

Content evaluationThe DVD demonstrates clearly how music, andparticularly the songs they have used here, can beaccessible to all children. If you are musical thisDVD will give you a real focus for sessions with deafchildren; if you are not so musical but want toinclude music in your sessions with deaf (or anyother) children, then this is a really helpful resourcewhich can be referred to again and again. Once youunderstand how the DVD has been put togetherthen you can find what you want easily and quickly –it could be used as a quick reminder before startingyour session.

The CD has the music for each of the songs and isgreat to play in the background if you are notconfident about singing without music. Each of thesongs on the CD has several verses, with the wordsand further ideas for the different verses given in thebooklet, but these are not necessarily sung on theCD in the same order. It may be necessarytherefore to listen to the CD and note the differentverses for the songs. Keeping the CD player nearto you will enable you or an assistant to pause asong or skip through as appropriate.

As well as providing the words and useful ideas forextending each song, the booklet gives suggestionsfor actions to do with the songs, ways to change themusic slightly and how to adapt the lyrics to suitdifferent children and situations. The booklet alsoprovides some objectives for different age groups:up to two years, three to four year-olds and agedfive and above. These objectives are useful when

drawing up education plans and explaining toparents/carers and other support staff how the musicis helping the child.

Workplace evaluationAs a peripatetic teacher I found the small size of thepack a plus. The music can easily be played on alaptop to demonstrate to small groups of parents orthose caring for deaf children and it is a greatresource to show to early years settings. The CDcan be used in any of the settings as background toa music session, and different songs can be usedeach time, or indeed the same few songs, in orderfor the children to become really familiar with thembefore moving on.

I am confident that it could be even more useful in aresource base or unit where the deaf children canbe easily brought together as a group, or it couldeven be used with peers in small groups.

This resource made me focus more on music as afun way to get children listening and, in particular,turn-taking and discriminating sounds. It alsohelped me to realise that you don’t have to knowlots of words to be able to sing a song, for deafchildren especially the repetition of these songs isgreat. The clear objectives in the booklet werereally helpful in clarifying my understanding andtherefore my explanation of why we were usingmusic. I also found it helpful as an introduction forother activities working on similar goals. I havebegun to make up ‘listening bags’ which have alaminated card with the words and some of theinformation from the booklet – ideas on differentlyrics and the actions, activities and instruments togo with the songs. There is also an appropriateinstrument in the bag so that it is a complete activity,but I try to emphasise that this is only a startingpoint. After the demonstration, this ‘bag’ can be leftwith a family or a pre-school setting until my nextvisit.

As regards the cost, I can see why it is this price butit seems a lot. If there were electronic files that couldbe used in planning, and perhaps some visualresources to print and laminate, the price would bemore justitfied.

I have had great fun with this and, if anything, I havenot yet had enough opportunities to use it and the

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This and that…Email news to [email protected]

See Hear celebrates!See Hear is 25 years old and celebrated itsanniversary on Wednesday 11 October 2006 in theCouncil Chamber in Broadcasting House, London.All previous editors except one had gathered tocelebrate the occasion, along with current and pastmembers of the See Hear team. The DirectorGeneral of the BBC, Mark Thompson, having beentutored in sign language in preparation, made awarm speech describing the durability and creativityof the programme and assuring it of a continuedfuture. Various organisations from the field, includingBATOD, were invited to join the celebrations andmark the event. See Hear is now the onlyprogramme on television specifically dealing solelywith deaf issues and its enduring popularity seemslikely to ensure its continuing existence and furtherdevelopment.

Blog onWhile at the Ear Foundation conference ‘Parentingin the cochlear implant era’ recently, AnnUnderwood, President Elect, spoke to a parentcalled Jason about his two-year-old son Tom whohas bilateral cochlear implants (CIs).

Jason told Ann about his ‘blog’ and so, although nota huge enthusiast for blogs, she checked to seewhat was available for public viewing. The websitewww.mysontom.com records the trauma of Tom’smeningitis and how Jason and his wife felt at thattime through to their successful use of bilateral CIs.It all happened in a very short space of time,beginning in April last year.

ToDs should go and look – reading it is salutary inview of the messages about the number of peopleinvolved and their effects on parents… and all thoseappointments!

DfES respondsThe DfES has published an official response to theEducation and Skills Select Committee’s report onspecial educational needs. The Committeepublished the results of its inquiry into specialeducational needs on 6 July 2006. The responsecan be found at www.teachernet.gov.uk/

It’s great to talk!RNID Typetalk – the telephone relay service for people with communication difficulties – iscelebrating 15 years of service to deaf people. Aspart of the celebrations, RNID Typetalk is invitingpeople who regularly use the service to share theirmemories in an online exhibition.

Grange Hill star, Rebecca Anne-Whithey, who isprofoundly deaf, will become the first to post herentry on the site. The 19-year-old actress hasbeen using the service for more than five years.She says, ‘RNID Typetalk has given meindependence. It would be impossible for me tolead a completely normal life without the service.RNID Typetalk allows deaf people like me to dothe things hearing people take for granted,whether it’s organising a night out with friends,making business calls or simply ordering atakeaway.

‘I remember the first time I used the service, it wasto order a taxi for a night out. Before I startedusing RNID Typetalk, I had to rely on other peopledo such simple things for me but now I can do itall myself. I’d be lost without it!’

Operators at RNID Typetalk use a combination of text and speech to enable people withcommunication difficulties to converse with othersby phone. A person with hearing difficulties uses atextphone to make and receive calls, but a hearingperson doesn’t need any specialist equipment.

There are currently 10.8 million people living in theUK who are deaf or speech impaired and theRNID Typetalk service means that they are not cutoff from talking to people on the phone.

Visit www.typetalk.org to post your memories or toview the online exhibition.

Free glue ear posterA free NDCS glue ear information leaflet and posteris available for professionals working with children.It can be downloaded from the NDCS website atwww.ndcs.org.uk or ordered from the NDCS bycontacting [email protected].


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2007, send an email with the message or subject:SEND DETAILS FOR PM VERSION 4.1 [email protected].

Deaf people in theworkforceDespite recent pledges by the Government to getdisabled people back into work, deaf people arestill facing huge barriers to employment accordingto the RNID. In a report issued on Tuesday 7November 2006, the RNID claims that only 63%of deaf and hard-of-hearing people of working ageare in employment, compared to 75% of thenational workforce.

THRASS offerFrom early 2007, the new version of the THRASSPhoneme Machine computer software (with manynew ‘auto-functions’ for blending, reading and/orspelling hundreds of English words) will becomplimentary (for a limited period) to those in theTHRASS UK territory that register for the software.The software also includes an interactive version ofthe downloadable and photocopiable THRASSCalendar Chart (see www.thrass.co.uk/downloadscal.htm). This offer is open to teachers,assistants and parents (and, of course, speechtherapists, psychologists and students of English). Ifyou would like details of the Registration Page, assoon as it becomes available in late 2006/early

The fmGenie Accessories Tester allows you to listen to andidentify faults with:

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CONNEVANS LLIMITED54 Albert Road North, Reigate, Surrey RH2 9YRCUSTOMER SERVICES: 01737 247571 Text: 01737 243134 Fax: 01737 223475www.connevans.com [email protected] www.DeafEquipment.co.uk

With this new tester, the whole radio aid system can betested without the hearing aid being present.

Full details and user information on www.DeafEquipment.co.uk

MLxS and all otherear level receivers

fmGenie mic leads & aerials and CRM-220 mic leads

All types of direct input leads fmGenie WDI units

BATOD_50.qxp 18/12/06 12:38 Page 2


www.batod.org.uk

Early Intervention inMathematics for Deaf

Children?

A maths workshop for teachers of

KS1 deaf children

10–4.00pm, 21 March 2007

Department of Educational Studies

15 Norham Gardens

Oxford OX2 6PY

Details: Dr Diana Burman on 01865 284893

[email protected]

This is a repeat workshop of the over-

subscribed day held on 7/11/06

NO

TIC

EB

OA

RD

NO

TIC

EB

OA

RD

Preschool Special InterestGroup

Conference and AGM

Friday 9 February 20079.30am to 3pm

Runnymede CentreChertsey, Surrey

Advance notice

BATOD Wales conferenceAssessment 2 July 2007

at the Vale HotelVale of Glamorgan

BATOD Southconference

Looking for the presentations from theBATOD South conference?

Most of them are on the website in theSouth Region folder.

Is there a 'new' marker on your screenwhen you visit if changes have been madeto the website? If not your cookies need

enabling, then whenever you visit theBATOD website it will tell you if changes

have been made and lay a trail to thechanges!

If you go to the website, then to theAssociation regions and to ‘South’,

you will find a page on the folder calledNovember 2006 Conference and AGM.

In the folder, open the ConferenceProgramme page and just click on the link

to the presentation that you want.

Attention North Region Memberswho is supporting whom?

Ensuring that BATOD members have a robust supportmechanism within this professional association isimportant to the National Executive Council. At national level your interests are enthusiastically keptin the eye of all departments - but locally???

what do you want and need?

North Region meeting 10 March 20073.45 - 4.15 pm

after the BATOD Conference at the

The Leeds Marriott Hotel4 Trevelyan Square, Boar Lane, Leeds LS1 6ET

Topics may cover: INSET, Activities, Finance, Programme for the year

North Region - moving forward

BATODSouthRegion

BATOD_53.qxp 18/12/06 12:40 Page 1


ACE Assessment of Comprehension and Expression

AGM Annual General Meeting

A Level Advanced Level

AQA Assessment and Qualifications Alliance

AVT Auditory Verbal Therapy

BAA British Academy of Audiology

BAAP British Association of Audiological Physicians

BACDA British Association of Community Doctors in Audiology

BAEA British Association of Educational Audiologists

BAO-HNS British Association of Otolaryngologists – Head & Neck

Surgeons

BATOD British Association of Teachers of the Deaf

BBC British Broadcasting Corporation

BETT British Education and Training Technology

BKB Bamford Kowal Bench (speech tests of hearing)

BSA British Society of Audiology

BSc Bachelor of Science

BSHAA British Society of Hearing Aid Audiologists

BSL British Sign Language

BTE Behind the ear

CACDP Council for the Advancement of Communication with

Deaf People

CD Compact Disk

CD-ROM Compact Disk with Read Only Memory

CI Cochlear Implant

CPD Continuing Professional Development

CSW Communication Support Worker

dB Decibel

DCAL Deafness, Cognition and Language research centre

DDA Disability Discrimination Act

DELTA Deaf Education through Listening and Talking

DfES Department for Education and Skills

DOH Department of Health

DRC Disability Rights Commission

DVD Digital Versatile Disk

ECM Every Child Matters

ERCDO Education Research Consortium of Deaf Organisations

ES Early Support

ESMP Early Support Monitoring Protocol

EYFS Early Years Foundation Stage

FBS Frank Barnes School

FEAPDA Federation Européenne d’Associations de Professeurs de

Déficients Auditifs (European Federation of Associations

of Teachers of the Deaf)

FM Frequency Modulation (=radio)

FTE Full Time Equivalent

GCSE General Certificate of Secondary Education

GCT(E) General Teaching Council (England)

HTU Hundreds, Tens and Units

ICT Information and Communications Technology

IEP Individual Education Plan

INSET In-Service Education and Training

IP Internet Provider

ISBN International Standard Book Numbering

IWB Interactive whiteboard

JCQ Joint Council for Qualifications

LA Local Authority

LASER The Language of Sign as an Educational Resource

LCD Liquid Crystal Display

MatD Music and the DeafAb

bre

via

tio

ns

a

nd

Ac

ro

ny

ms

u

se

d in

th

is M

ag

az

ine

MCHAS Modernising Children’s Hearing Aid Services

MEng Master of Engineering

MEP Maths Enhancement Programme

MFL Modern Foreign Language (s)

MHTS Mary Hare Training Services

NATED National Association for Tertiary Education for Deaf

People

NCETM National Centre for Excellence in the Teaching of

Mathematics

NCSL National College of School Leadership

NDCS National Deaf Children’s Society

NEC National Executive Council; National Exhibition Centre

NHS National Health Service

NICE National Institute for Clinical Excellence

NNS National Numeracy Strategy

NHSP Newborn Hearing Screening Programme

OCR Awarding Body

Ofsted Office for Standards in Education

PAIG Paediatric Audiology Interest Group

PAL Portable Audio Laboratory

PASA NHS Purchasing and Supply Agency

PC Personal Computer

PGCE Post Graduate Certificate in Education

PLASC Pupil Level Annual School Census

PT Principal Teacher

QCA Qualifications and Curriculum Authority

RCSLT Royal College of Speech and Language Therapists

RIG Rewards and Incentives Group

RM Research Machines

RNID Royal National Institute for Deaf People

S1 to S6 Secondary Years 1 to 6

SaLT Speech and Language Therapist

SATs Standard Assessment Tests (Tasks)

SB Sign bilingualism

SEN Special Educational Needs

SENCO Special Educational Needs Co-ordinator

SERSEN South East Region Special Educational Needs

Partnership

SMART

(targets) Specific, Measurable, Achievable, Realistic,Time-Related

SSAT Specialist Schools and Academies Trust

STRB School Teachers’ Review Body

TBA To be announced

ToD Teacher of the Deaf

THRASS Teaching Handwriting, Reading and Spelling Skills

TLR Teaching and Learning Responsibility

TV Television

UCAC Undeb Cenedlaethol Athrawon Cymru (Welsh Union of

Teachers)

UKCoD United Kingdom Council on Deafness

UKFPHB United Kingdom Federation of Professionals in Hearing

and Balance

USB Universal Serial Bus

WJEC Welsh Joint Education Committee

If you have found an acronym in the Magazine that isn’t explained in

this list, then use www.acronymfinder.com to help you to work it out.

BATOD_54.qxp 28/12/06 11:13 Page 1

All members are reminded that the Membership Secretary MUST be notified of any change ofaddress to ensure that labels are changed and Magazines and Journals reach the new address.

Name changed to:

Address changed to:

Post code Post code:

Telephone:Membership number Email:

Members are reminded that membership of the Association is only open to individuals.There is no category for Service or School membership.

We are aware that some members have their subscription paid for them and that some have their mailing to theirwork address, but please remember, only the named individual is the member and no other person at that addresscan claim any benefits of membership.This subscription can be claimed against income tax. You do not normally need a receipt for this; just put it on yourincome tax form. A list of previous subscription details can be found on the BATOD website. Follow: TheAssociation, BATOD membership, back-subscriptions information.Full membership is open to those teachers who have successfully completed training as a Teacher of the Deaf. Asa Full member you will receive the Association Journal 'Deafness & Education International' four times a year and theAssociation Magazine, five times a year. You will have a discounted admission to any BATOD run event and you willbe entitled to vote at any meetings called.Associate membership is open to anyone else who is interested in the education of deaf pupils: teachers, speech &language therapists, those in training as a Teacher of the Deaf, parents, social workers, etc. Associate membershave the same privileges as full members except they have no voting rights.Special membership is open to those working with deaf pupils in a support position, LSAs, CSWs, TAs, etc. As aSpecial member you will receive the Association Magazine five times a year and be entitled to members' rates atevents, but you will have no voting rights.Members may seek Retired status on retiring from paid employment. If members return to work it is at their discretion to inform the Membership Secretary of their changed circumstances.For those retired members who no longer wish to receive the Journal there is a concession to pay a reduced subscription, please contact the Membership Secretary.Current Full and Associate members who are entitled to a reduced subscription should notify the MembershipSecretary of their circumstances by 30 June for the following year's membership, to enable the necessary paperworkto be completed.Members with a change in circumstance or personal details should inform the Membership Secretary as soon aspossible.Our financial year runs from August to July. Cheque payers will be sent a reminder about payment in June. Directdebits will be altered automatically for payments in August and beyond.Only the named individual is the member and no other person at that address can claim any benefits of membership.Any enquiries should be made to:

email: [email protected] Membership Secretary112 Deas Avenue, Dingwall, Ross-shire IV15 9RJ

Membership subscription ratesdue 1 AugustAnnual Quarterly Cheque

Direct Debit Direct DebitFull members in employment £ 58.50 £ 15.50 £ 63.50Associate members in employment £ 58.50 £ 15.50 £ 63.50Full members taking a career break £ 29.25 £ 7.75 £ 31.75Associate members - unwaged £ 29.25 £ 7.75 £ 31.75Retired members £ 29.25 £ 7.75 £ 31.75Special members £ 21.00

2006 - 2007


BATOD_55.qxp 18/12/06 12:44 Page 1

If you know about, or are organising, an event that you think other Teachers of the Deaf may be interested in, please email the details to [email protected] (date, organiser, title, venue) so that itcan be added to the calendar. Remember to decode the acronym so we know who is the organiser!

The Calendar on the BATOD website is edited as soon as we know about meetings. Additional information about courses and registration forms may also be linked to the calendar entries.

Date Organisation Meeting topic Venue

January25 Nottingham CI Programme Twilight lecture, Professor Quentin Summerfield Britannia Hotel, Nottingham

26 Nottingham CI Programme Cochlear Implantation in the UK: Candidature and Cost Britannia Hotel, Nottingham

31 Mary Hare Training Services Assessing and targeting speech intelligibility in deaf children Mary Hare School

February8 Mary Hare Training Services The Assessment of Comprehension and Expression Mary Hare School

9 Mary Hare Training Services ACE: The Narrative Sub test Mary Hare School

March10 BATOD Annual Conference - Transition and AGM Leeds – Marriott Hotel

11 BATOD NEC Association Business Leeds – Marriott Hotel

14 Mary Hare Training Services HARPA Mary Hare School

14 BATOD Midland Committee meeting School of Education, Birmingham

19–20 Mary Hare Training Services Using The Reynell Developmental Language Scales Mary Hare School

22–24 EMAP Education Education Show NEC Birmingham

April27–28 TSL Education Ltd Early Years & Primary Teaching Manchester G-Mex Centre, Manchester

27–28 TSL Education Ltd Special Needs North G-Mex Centre, Manchester

29–2 May British Society of Audiology 26th European Tinnitus Course – Moller Centre, University of

The Management of Tinnitus Cambridge

May17 PAIG Addressing neglected aspects of paediatric audiology Sheffield Hilton

23 BATOD Midland Twilight meeting TBA

24–25 TSL Education Ltd Wales Education 2007 Cardiff International Arena

June20 BATOD Midland Committee meeting School of Education, Birmingham

23 Oak Lodge School Emotions – a curriculum for secondary schools Oak Lodge School

July24–27 DELTA Primary Summer School Lancaster

24–27 DELTA Primary Summer School Lancaster

24–31 DELTA Primary Summer School Winchester

October16 MHTS, SERSEN and Deaf Children with additional specific language Mary Hare School

The Ewing Foundation & literacy difficulties

Meetings and training Calendar

56 © BATOD Magazine Jan 07

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BATOD_56 (6).qxp 23/12/06 11:00 Page 1

Officers of Nations and RegionsBATOD contacts and Magazine Distribution

Northern IrelandChairperson: Mary Gordon, 16 The Manor, Black’s Road, Belfast BT10 0PLSecretary: Margaret Hanna, 19 Traherne Gardens, Lisburn, Co. Antrim BT27 5QWTreasurer: Paula McCaughey, 23 Tullynacree Road, Crossgar BT30 9AHScotlandChairperson: Aileen Watson 14 Gullion Park, East Kilbride, Glasgow G74 4FESecretary: Fiona Mackenzie, 112 Deas Avenue, Dingwall, Ross-shire IV15 9RJTreasurer: Ann Dykes, 4 Grieve Croft, Silverwood, Bothwell, Glasgow G71 8LUWalesChairperson: Terina Blaiklock, The Threshing Barn, Boughrood, Brecon LD3 0YGSecretary: Marian Williams, ‘Ty’r Grofften’, 19 Pen y Graig, Alltwen, Pontardwe SA8 3BSTreasurer: Rhian Gibbins, Rhianfa, 24C Forest Hill, Aberdulais, Neath SA10 8HDMidland Chairperson: Pauline Wells, 9 Plantagenet Way, Ashby de la Zouch, Leicestershire, LE65 1LESecretary: Ursula Walker, 207 Bentley’s Lane, Walsall WS2 8SPTreasurer: Robert Miller, 13 Derby Close, The Meadows, Broughton Astley, Leics LE9 6BENorthChairperson: post vacantSecretary: post vacantTreasurer: post vacantSouth Chairperson: Emma Kelty, Frank Barnes School, Harley Road, Swiss Cottage NW3 3BNSecretary: Mary Ensor, 9 Landrock Road, Crouch End, London, N8 9HPTreasurer Cindy Paulding, Primary Hearing Centre, Kingsley Primary School, Chapman Road, Croydon CR0 3NXSouth West Chairperson: post vacantSecretary: post vacantTreasurer: post vacant

BATOD Magazine distribution from:Royal Schools for the Deaf, Stanley Road, Cheadle Hulme, Cheshire SK8 6RQ

Association Magazine ISSN 1366-0799Published by The British Association of Teachers of the Deaf, 41 The Orchard, Leven, Beverley HU17 5QA

Printed by The Nuffield Press Ltd, 21 Nuffield Way, Ashville Trading Estate, Abingdon, Oxon OX14 1RL

Articles, information and contributions for theAssociation Magazine should be sent to:

BATOD SecretaryMr Paul Simpson175 Dashwood AvenueHigh WycombeBuckinghamshireHP12 3DB

tel/fax 01494 464190email [email protected]

...as should Association information and generalqueries.

Advertisements for the Association Magazineshould be sent to:

Mrs Ann UnderwoodBATOD Publishing and Advertising41 The OrchardLeven, BeverleyEast YorkshireHU17 5QA

tel/fax 01964 544243email [email protected]

Submissions to the Journal ‘Deafness and Education International’ should besent to:

Dr Linda Watson School of Education University of Birmingham Birmingham B15 2TT

email [email protected]

DISCLAIMER

The Editors and the Association do not necessarily

endorse items or the contents of advertisements

published in the Magazine and cannot accept

responsibility for any inaccuracies.

Please note that items from this Magazine may not

be reproduced without the consent of BATOD and

the source must be acknowledged.

Photocopying items may breach copyright.

BATOD_IBC.qxp 23/12/06 11:00 Page 1

Customer Services: 01698 283363Technical Support: 01698 208200

[email protected]

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BATOD Ad Sept 06.qxp 27/09/2006 14:13 Page 1

January 2007 - BATOD

Documents

Transcript of January 2007 - BATOD