1. By Stephanie White

2.  The school educates children from 2 years up to 19 year olds.  The school educates children with statement diagnosis of:  PMLD – Profound Multiple Learning Difficulties  SLD – Severe Learning Difficulties  MLD – Moderate Learning Difficulties  ASD – Autistic Spectrum Disorder  However these are broad categories which involves many different conditions under theses sub categories.  The resource is being taught and delivered to an year one and two class with statement needs of MLD, SLD, ASD and several with behavioural difficulties.

3.  ICT Key Stage 1  1a gather information from a variety of sources  1c retrieve information that had been stored  2c how to plan and give instructions to make things happen.  3a how to share their ideas by presenting information in a variety of forms.  (QCDA)

4. Due the individual needs of the children within the school majority of the children’s ability is pre national curriculum therefore we are required to differentiate from the national curriculum to meet the needs of the children. We assess using p levels and assess the children in accordance with B2 programme. The assessment criteria for the children within the class is P3(ii) Pupils can remember learned responses over increasing periods of time and may anticipate known events, for example, looking at the monitor screen as they activate a concept keyboard. They may respond to options and choices with actions or gestures, for example, operating one switch rather than another to achieve a desired result. They actively explore objects and events for more extended periods.

5. P4 Pupils make selections to communicate meanings, for example, identifying a symbol or creating a sound. Pupils make selections to generate familiar/preferred sounds or images. They know that certain actions produced predictable results. P5 Pupils use computer programs, for example to move a device to manipulate something on the screen. They make connections between control devices and information on screen. P6 Pupils use ICT to interact with other pupils and adults, for example, touching the screen to select letters and/or images for their names. They show they understand that information can be stored on a computer, They respond to simple instructions to control a device. They operate some devices independently. (B2 software)

6. Benefits of incorporating ICT with Geography Difficulties of incorporating ICT with Geography ICT enables as a tool to provide differentiation to adapt the learning content to meet the needs of individual children. (Smeets and Mooji, 2001, p.404) Promotes engagement and motivating pupils about geographical concepts. (Halocha, 2002; Taylor, 2003, cited in Becta, 2004 ) ICT enables them to achieve a better understanding of the world. (Streluk and Rodgers, 2002 p.1) ICT helps to promote higher-order thinking and problem-solving problems. Tondeur, Van Braak and Valcke, 2007, p.964) Walsh (1998) identified ‘Encarta Syndrome’ which is where students download large chunks of resources, without reading the content. (Haydon 2003)(cited in John and Sutherland, 2004 p. 105) Could led to reduction of teachers, in relation to the idea of individualised learning. (Sutherland, Armstrong, Barnes, Brawn, Breeze, Gall, Matthewman, Olivero, Taylor, Triggs, Wishart and John., 2004 p.418)

7. THE LEARNING TOPIC OF GEOGRAPHY WAS A LOCAL ENQUIRY THE LOCAL ENQUIRY WAS BASED ON A STORY OF WHERE’S MY TEDDY? 1a Ask (and answer) 3a Identify and describe geographical questions what Sturminster Newton is like? 1c Express their views about people, places and environments. 1d Communicate in different ways 2a Use geographical vocabulary. 2b Use fieldwork skills 2d Use secondary sources of information.

10. To enable all children to participate with the activity there will be an pen to use on the interactive white board and also a roller ball mouse which enables the children to access the programme and a switch concept to hear the sounds that were recorded.

12. Within the sensory room the program ‘Ensemble designer’ allows the equipment to work within sequence with the film to stimulate the children through senses of sight, feel and smell.

14.  B2 Squared software  Halocha, 2002; Taylor, 2003, cited in Becta (2004) What the research says about using ICT in Geography. Available at: http://www.bee- it.co.uk/Guidance%20Docs/Becta%20Files/Reports%20and%20Publications/Archive/04v%20wtrs_geograp hy.pdf [online] (Accessed on:20.11.11)http://www.bee- it.co.uk/Guidance%20Docs/Becta%20Files/Reports%20and%20Publications/Archive/04v%20wtrs_geograp hy.pdf  Walsh (1998) cited in John, P.D. and Sutherland, R. (2004) Teaching and Learning with ICT: new technology, new pedagogy? ‘Education, Communication and Information’ 4 (1) pp. 101-107  Haydon (2003) cited in John, P.D. and Sutherland, R. (2004) Teaching and Learning with ICT: new technology, new pedagogy? ‘Education, Communication and Information’ 4 (1) pp. 101-107  QCDA (no date available) Key stage 1/ICT/Subjects/keystages 1 and 2/National Curriculum. Available at: http://curriculum.qcda.gov.uk/key-stages-1-and-2/subjects/ict/keystage1/index.aspx (Accessed on: 2.11.11) http://curriculum.qcda.gov.uk/key-stages-1-and-2/subjects/ict/keystage1/index.aspx  Smeets, E. and Mooji, T. (2001) Pupil-centred learning, ICT and teacher behaviour: observations in educational practice ‘British Journal of Educational Technology’ 32 (4) pp.403-417  Streluk,A. and Rogers,A. (2002) Primary ICT Handbook Geography, Cheltenham: Nelson Thornes Ltd.  Sutherland, R. Armstrong, V. Barnes, S. Brawn, R. Breeze, N. Gall, M. Matthewman, S. Olivero, F. Taylor, A. Triggs, P. Wishart, J. John, P. (2004) Transforming teaching and learning: embedding ICT into everyday classroom practices. ‘Journal of Computer Assisted Learning’ 20 (6) pp.413-425  Tondeur, j. Van Braak, J. and Valcke, M. (2007) Curricula and the use of ICT in education: Two worlds apart? ‘British Journal of Educational Technology’38 (6) pp. 962-976