Alverton School. Computing Policy. Autumn 2014

Transcription

1 Alverton School Computing Policy (Replacing the ICT Policy) Autumn 2014 Review Autumn 2017

2 Introduction The national curriculum states A high-quality computing education equips pupils to use computational thinking and creativity to understand and change the world. Computing has deep links with mathematics, science and design and technology, and provides insights into both natural and artificial systems. The core of computing is computer science, in which pupils are taught the principles of information and computation, how digital systems work and how to put this knowledge to use through programming. Building on this knowledge and understanding, pupils are equipped to use information technology to create programs, systems and a range of content. Computing also ensures that pupils become digitally literate able to use, and express themselves and develop their ideas through, information and communication technology at a level suitable for the future workplace and as active participants in a digital world. This policy document sets out Alverton School s aims, principles and strategies for the delivery of the Computing curriculum. It will form the basis for the development of Computing in the school for the next year. This policy was developed in the autumn term 2014 by the ICT co-ordinator. It was formally adopted by the governors and staff in the autumn term Reference is made to many other school policies which can be accessed within school or via the school website. Full details of our software and hardware resources, maintenance procedures and planning documents are included in the co-ordinators file. The vision and aims for Computing at Alverton The national curriculum for computing aims to ensure that all pupils: can understand and apply the fundamental principles and concepts of computer science, including abstraction, logic, algorithms and data representation can analyse problems in computational terms, and have repeated practical experience of writing computer programs in order to solve such problems can evaluate and apply information technology, including new or unfamiliar technologies, analytically to solve problems are responsible, competent, confident and creative users of information and communication technology

3 We strive to achieve this aim at Alverton by: - modelling how to use ICT with purpose and enjoyment - helping all children to develop confidence with ICT which inspires their learning throughout the curriculum - supporting all children to become autonomous users of ICT - teaching all children to evaluate the benefits of ICT and its impact on society - providing children with the skills needed to develop their own programs and content - meeting statutory requirements and enabling all children to achieve the highest possible standards of achievement - using computing to develop partnerships beyond the school - celebrating success in the use of ICT. Organisation of computing in the curriculum Children have regular access to computers and other technologies. From the nursery through to Y6 they are taught progressive skills in using the hardware with the provision of software suitable to their age and capabilities. Teaching and Learning Styles Teachers are expected to employ a range of strategies and to use their professional judgement to decide on the most appropriate (see Teaching and Learning policy) These will include: - using the projector and interactive whiteboard to teach the whole class or a group - leading a group or class discussion about the benefits and limitations of computing - individual or paired work - collaborative work in groups Activities using ICT are planned in order to allow for different levels of achievement by pupils and incorporate possibilities for extension. Inclusion and ICT Software has been installed which can be organised at different levels and programs provided which can include word banks and spoken text which may be more appropriate for children with particular needs to access the curriculum. Some intervention programmes also make use of ICT. It may also be appropriate to provide a child with software or hardware to enable them to access the curriculum more easily. This will be considered on an individual basis in consultation with the class teacher and SENDCO (see SEN policy). There are many opportunities for extending and broadening children s learning experiences through using the school s software and the internet. Refer to the GAT area of the inclusion policy for further information.

4 Equal opportunities and computing Boys and girls are taught ICT in mixed groups and have equal access to the computers. Resources are purchased which will appeal to both genders. There is appropriate and equal access for all children regardless of ability, age, gender or race. The portrayal of gender roles and cultures is considered when purchasing software. The Curriculum We fulfil the expectations of the new national curriculum. As the computing aspects of the curriculum become more established there will be opportunities for further progression in following years. Assessment and Record Keeping Each class teacher is responsible for the record keeping and assessment of their class. Key learning objectives are identified in the medium term planning for each half term. These are assessed and reported to parents in termly reports, in line with Alverton s general policy for assessment and reporting. Achievement of these objectives is used to inform future planning for classes and individuals. ICT beyond the curriculum Extra-curricular activities for children Throughout the year there are opportunities for different ages of children to participate in ICT clubs after school. Super sixes, ministers and bully busters have access to the computers during lunch times. Supporting families with ICT Periodically there are ICT sessions held for parents, either supporting their own skills or informing about the school curriculum. Useful websites are often included in the curriculum overviews for each key stage and on the school website. Access to ICT Within the information suite there are computers to enable whole class lessons to be delivered. Classes are timetabled to use this room each week. There are nests of computers located in some of the workspaces for group or individual work. Individual computers are placed in those classrooms without workspaces. All of these computers are networked with similar software installed.

5 There are 16 netbooks which can be used in all areas of the school via the wireless network. Each classroom has an interactive whiteboard and projector which is linked to a PC. Staff Laptops All classroom teachers are provided with laptops to use at home and in school, for school purposes. These remain the property of the school. In the case of an extended absence from the school, laptops should be returned to be used by the covering teacher. Many of the laptops are used within the classroom to run interactive whiteboards and should, therefore, remain in school if teachers are attending training. (If the laptop is required for the training, see the ICT coordinator to arrange an alternative method of using the whiteboard). Teachers will be expected to sign a contract when borrowing a laptop from the school. (see staff acceptable use policy) Managing Resources Purchases of equipment are determined by the school development plan. Decisions are made to enable all pupils and staff to have similar access and to provide a range of equipment which provide teaching and learning opportunities both for ICT and throughout the curriculum. If you are aware of a specific need, consult the head teacher or ICT coordinator. There is a need to ensure sustainability in the resources we already provide as well as developing provision. Report faults to the co-ordinator immediately via . Software Suitable licences must be purchased with new software. Consult the ICT coordinator/technician before purchasing software to ensure compatibility with the network. Copyright and data protection Copyright laws must be adhered to. Do not make copies of software or use images which are restricted. See ICT co-ordinator file. The network All computers in the school are connected to the network. There are network points available in each classroom, workspace, office, the hall, the suite and the staff room which can be used to connect laptops to the network. User names and passwords are needed to access the network. Those who need to access the server and printers will be made aware of their password. (see school password security policy) The default printers for the network are located in the corridor.

6 Roles and responsibilities Role of the head teacher - to facilitate the achievement of the vision and aims for computing - to identify the needs of individual members of staff - to ensure health and safety policies are followed Role of the coordinator - to raise standards in computing as a curriculum subject - to ensure statutory requirements are met - to ensure continuity, progression and differentiation in computing - to co-ordinate the use of computing across the school - to ensure the school s computing resources are maintained and used effectively. - to purchase and organise computing resources - to ensure that good practise is shared throughout the school. Role of the technician - to support the coordinator in maintaining ICT resources. - To support staff and pupils in the use of the suite. Role of the governor - to be involved in delivering the vision and aims of computing. Role of the teacher - to use ICT as a teaching tool. - to provide opportunities for their class to fulfil the requirements of the national curriculum by planning and delivering structured lessons. - to monitor, assess and report children s progress. - to develop their own skills in computing. - to ensure health and safety policies are followed Role of the teaching assistant - to support the implementation of the curriculum. - to develop their own skills in computing. Role of the parent - to support the aims and vision of computing within the school - to foster the desire to learn using ICT within their family Role of the pupil - to access and use ICT as a tool to enhance their learning - to understand the role of computing in society - to use ICT appropriately The Internet Refer to the e-safety policy, school filtering policy and internet rules Data protection Children s full names should not be used on internet exchanges. There should be no disclosure of addresses, telephone numbers or photographs linked to names. The School Website The Alverton School website is reviewed regularly.

7 Health and Safety relating to ICT Detailed directions for all health and safety issues are available in the health and safety policy documentation and e-safety policy. Key points to remember are - Keep work areas tidy, with cables safely stored away or secured to avoid tripping. - Ensure children or staff do not look at the beam of projectors Policies relating to screen brightness, repetitive strain injury, seat heights etc. are also available.