Aughton St. Michael s C. of E. School. ICT Policy. Achieving all we can to develop fully our hearts and minds.

Transcription

1 Aughton St. Michael s C. of E. School ICT Policy Community Cohesion Policy Date Approved: Spring 13 Review Date: Spring 16 Mission Statement Achieving all we can to develop fully our hearts and minds. Sharing in a loving, caring, Christian community. Making sure everyone is valued. Introduction ICT is changing the lives of everyone. Through teaching ICT we wish to equip children in a rapidly changing world where work and leisure activities are increasingly transformed by technology. We enable them to find, explore, analyse, exchange and present information. We believe ICT skills are an essential factor in enabling children to be confident, creative and independent learners. Rationale The school believes that ICT: Can motivate and enthuse pupils Has the flexibility to meet the individual needs and abilities of each student Can help children focus and concentrate Gives students immediate access to a rich source of materials Can present information in new ways which help pupils understand, assimilate and use it more readily Offers potential for effective group working Offers communicative features to offer peer and teacher encouragement / feedback Aims The school s aims are to: Provide a relevant, challenging and enjoyable curriculum for ICT for all children. Meet the requirements of the National Curriculum Programmes of Study for ICT and any new government initiative that follows.

2 Use the Lancashire Progressions Document to ensure each pupil receives their entitlement to the curriculum through the delivery of the programmes of study. Use ICT as a tool to enhance learning throughout the curriculum. Making provision to ensure that all pupils have access to the curriculum, either through specialist aids, software or support. Providing training for staff to ensure they are confident to deliver the curriculum Monitoring the delivery of ICT in school to ensure its effectiveness. Regularly reviews of ICT to ensure it continues to meet the needs of our pupils and reflects the changing technology. Celebrating success in the use of ICT. Giving all pupils the opportunity to use ICT with purpose and enjoyment. Organisation, Access, Deployment and Resources In September 2012, the school updated and extended the number of computers in the ICT suite. Each class is allocated at least 1 hour per week in the computer suite where pupils will be taught ICT skills in a discrete manner. Staff also have the opportunity to book any of the remaining blank slots to allow children to apply the skills they have been taught. The reason we have organised the timetable in this manner is to promote a mixture of discrete and cross curricular teaching and learning. The majority of classrooms have at least 2 computers for access at any point during the school day. The school has a wireless internet network that allows more freedom and flexibility when using ICT to support learning across the curriculum. There is a variety of other ICT equipment in school including; Roamers, tape recorders, CD player, a scanner, cameras, video cameras, DVD s and headphones. A variety of software is available for all machines. This has been catalogued for each Key Stage and a list of the schools current software can be obtained from the ICT coordinator. The school acknowledges the need to continually maintain, update and develop its ICT resources and to make progress towards a consistent, compatible computer system by... Regular maintenance of computers and network by an ICT technician. Investing in software that will effectively deliver the strands of the ICT curriculum Investing in software that will support the use of ICT across the curriculum

3 Planning. All children throughout their school career have the opportunity to develop their ICT capabilities in the areas of Text and Multimedia Images, Video and Animation Sound Electronic Communication Digital Research Data Handling Datalogging Logo and Control Simulations and Spreadsheet Modelling At St Michael s we deliver the four strands of the National Curriculum for ICT Finding things out Developing ideas and making things happen Exchanging and sharing information Reviewing, modifying and evaluation work as it progresses. We use the Lancashire Schools ICT Progression to support planning, delivery and the progression of ICT skills. Teachers use the skills from the Progressions document to form the learning objectives for their discrete lessons which are organised on to the school s foundation subject planning document. Teachers should also outline in their topic plans where ICT will be integrated into the creative curriculum. Assessment On-going formative assessment is an integral part of good practice. Its main purpose is to enable the teacher to match work to the abilities and needs of the children and ensure progression in learning. The ICT co-ordinator has produced an assessment document that is based on the skills outlined in the Lancashire ICT Skills Progression Document. At the end of each unit, teachers pass on their assessment of the children to the ICT co-ordinator. Assessment is made through observation of children undertaking tasks and their results, through teaching, discussion and questioning. Samples of work are kept to demonstrate the range of skills covered across all the elements outlined in the Lancashire Progression document. Although children s work is stored on the school s work folder, teachers are responsible for gathering this information and annotating samples for the subject leader. Evidence can either be a hard copy or electronic -stored in the ICT Evidence Folder on the Staff Link. For Reception it may not always be practical to keep samples of work, but observations and discussions should be recorded. ICT is reported to at the end of the academic year in a child s annual report.

4 Single equality All children, regardless of gender and ability, will have equal access to the ICT curriculum and will have the opportunity to make the most of their own potential, within this field. Coordination, Management The key responsibilities of the ICT Subject Leader are: to write the ICT Policy in consultation with the SLT take the lead in policy development and the integration of ICT into schemes of work support colleagues with planning, assessment and record-keeping monitor coverage and progression in ICT, including skills, software use and crosscurricula applications and advise the Head Teacher on action needed take responsibility for the purchase and organisation of central resources for ICT provide technical support to colleagues in their use of ICT in the classroom pass on information and innovative current resources to colleagues as appropriate perform an annual hardware and software audit of ICT resources and make recommendations to the SLT concerning purchase/acquisition of new hardware and software review ICT resources and policy as required by the SLT and to report findings and make strategy recommendations Problems with machines / network will be written in the ICT technician book in the staffroom The role of the school's technician is defined in contract form and retained by the Head Teacher. The Role of the Governing Body The Governing body will regularly review the ICT policy. Governors will monitor the progress of any areas identified for development which are included in the School Development Plan Staff Training The ICT co-ordinator will assess and address staff training needs in response to individual needs and requests throughout the year Individual teachers should attempt to continually develop their own skills and knowledge, identify their own needs and notify the coordinator Teachers will be encouraged to use ICT to support their teaching, planning and record keeping. Staff development is both ongoing and continuous.

5 E-safety This is covered in a separate E-Safety policy which is signed by parents and pupils. Adopted in January 2013 Review Date Signed: Date: