Information Technology Policy Introduction The Nature of ICT Information Technology is concerned with storing, processing and presenting information by electronic means. Pupils need to use ICT in schools to enhance and extend learning to gain confidence and the capacity to use ICT later in life (ICT non-statutory guidance NCC) Purpose of Policy The aim of this policy is to provide structure and order to the content to be taught. It will develop continuity and progression and avoid unnecessary duplication of work. It is intended to be informative to staff, parents, Governors and the community and to satisfy the demands of the National Curriculum. Contribution to Overall School Policy ICT skills are often taught and learned through other curriculum subjects. We aim to provide opportunities across the curriculum for: Individual and collaborative learning Development and utilisation of research skills Sustaining interest, enjoyment and participation Providing challenges for pupils of all abilities Development of the Policy The policy has been compiled by the ICT Co-ordinators after reviewing the existing policy. It is acknowledged that technology is continually developing and that this has implications for the teaching of ICT. The Policy s development involves discussion and feedback with staff, governors and the head teacher. Managing ICT It is the responsibility of each individual teacher to ensure the ICT Policy is put into practice. This should be overseen by the ICT Co-ordinators who will also undertake the following duties; organisation of software and hardware (with technician) reviewing and updating equipment and resources (with head teacher and technician) identification and organisation of relevant support/staff training and INSET supporting/monitoring planning, teaching and assessment of ICT over-see school website (with web support technician) over-see development of learning platforms
Planning Key Issues ICT is not only a subject in its own right but is also a means of enriching other curriculum subjects. there are skills in ICT which are taught specifically (as shown in the scheme of work), yet ICT capability is mainly developed through practical application of computers in other subjects. termly planning by class teachers should identify and provide opportunities to use ICT in all curriculum areas through planning, class teachers should provide equality of access to ICT for all children in their class equipment is organised throughout the school to ensure that there is appropriate access for all children. Each class has access to Internet, an interactive whiteboard, Window PC and all classes are timetabled to use the suite (ratio1:2) computers are a strong motivation for learning and can be used by all children regardless of ability and learning style. ICT across the Key Stages Planning for ICT is identified in the QCA scheme of work. This scheme is now fully implemented throughout the school. Where possible teachers are encouraged to link ICT units to the topic or integrate ICT into topic teaching. Objectives from the current QCA documents will ensure the content, skills and knowledge are taught. In the early years children will have ICT experiences indoors, outdoors and through role play in both child initiated and teacher directed time. Pupils should be given opportunities in the following areas:- Communicating Information word processing combining text and graphics spreadsheets publishing multimedia presentations music email internet Handling Information databases (collect, enter, sort, interrogate and represent data) Controlling and Monitoring (External Equipment and Events)
compiling simple programmes to control devices (e.g. Roamer) and model effects on screen (e.g. LOGO) use software and equipment to monitor external events (e.g. light, temperature) Modelling and Simulating (Real Life Situations) simulations (discovering why things happen) SEN Teachers should ensure that all ICT experiences are adapted according to ability and need. ICT proves to be a strong motivation for all children, particularly those with special needs. ICT can help develop numeracy and literacy skills at all levels of ability. Pupils identifies with special educational needs will be given every opportunity to develop ICT skills. Termly planning will indicate how teachers intend to provide this. Gifted and talented ICT can be used to help gifted and talented children to realise their potential by using ICT to access a wider range of learning materials and experiences. Pupils who have been identified as gifted and talented will be given opportunities to develop and extend their ICT skills and expertise across agerange and the curriculum. Teaching Strategies Each teacher will employ a variety of strategies in teaching ICT, as deemed necessary by the task. There will be a mixture of:- mixed ability group work ability groupings individual work paired work whole class demonstration, i.e. when introducing a new program/skill/activity whenever possible the appropriate use of additional help including TAs, parent helpers, fellow pupils or work experience students use of Interactive White Board for demonstration, pupil interaction and consolidation of learning Assessment and Recording teachers will regularly assess children s capability through observation/recording of their performance on given tasks. Assessment of ICT to be carried out inline with the Gardners Lane assessment timetable. samples of work will be printed and saved to the class area on the GLPS server.
annual reports will be made to parents Implementation Teaching To ensure high quality teaching:- teachers should ensure that all activities are appropriate and are undertaken for a purpose the objectives from QCA scheme of work should be used by teachers to ensure a progression of ICT skills and experience throughout the school termly planning should identify learning outcomes, which could be relevant to other classroom activities to ensure that the computer also becomes a tool for learning pupils should be presented with opportunities to use their own initiative in making appropriate choices as to when to use ICT and which applications to employ Learning children should recognise the advantages of ICT and the possibilities of it in the wider world they should have experience of various fonts and styles of presentation children s work should be displayed so that others can view it and learn from it (wall displays and websites) children should be encouraged to evaluate their work and the computers effectiveness children with good ICT skills should be given the opportunity to share knowledge with others they should recognise when it s appropriate to work individually, in pairs or in groups they should be given opportunities to use a variety of ICT resources, such as video camera, digital camera, photocopier, TV and video and other subject related resources such as sensors and keyboards year 2 children given the opportunity to attend after-school ICT club. This helps to bridge the gap between KS1 and KS2 Staff Development ICT within the school is overseen by the ICT co-ordinators. The co-ordinators will assume responsibility for resources, training and the organisation of hardware and software. Support staff will be given through:- individual help INSET external courses outside agencies
performance management where individuals may identify training needs staff training to introduce new resources, software and to share ideas staff will be encouraged to remedy problems that may arise from software and hardware before calling upon the co-ordinators or technician. This will lead to a greater confidence in the handling of ICT resources ICT is also used by the Secretary, attendance officer, Headteacher and SMT in their respective administrative and management roles. Monitoring and Evaluating The ICT co-ordinators are responsible for monitoring and evaluating the delivery of ICT to ensure the policy and scheme of work are being implemented throughout the school. This will take place through:- discussion of plans and work samples with teachers discussion with pupils observations Health and Safety To minimise the risk of injury or damage to pupils, staff and electrical equipment:- children should not put plugs into sockets or switch the socket on or off trailing leads are dangerous, so ensure leads are kept behind the equipment keep liquids, adhesives and food away from the equipment children should always be supervised when on the computer 90 minutes is the maximum length of time when working on the computer as with all electrical equipment, the computers should undergo a safety check every year teachers should be aware of any medical conditions which may be aggravated by use of the computer (i.e. epilepsy or migraine) Please also refer to the current LEA Health and Safety guidelines and School Policy for further details. E-Safety The children will be taught how to use the internet safely. There is a separate e-safety policy. DR/VW March 2012 Approved by Governors in May 2012