ICT Policy
School Aims
What is Information and Communications Technology ?
What is Information and Communications Capability ?
The Aims of Information and Communications Technology in the Curriculum
Key Personnel
The Organisation of ICT
Progression Within ICT
Assessment
Resource Management
Staff Development
School Aims
The policy reflects the main aims of the school which are:1. To foster a happy and caring school community where children are encouraged to develop a sense of responsibility, self-discipline and care for others.
2. To provide children with the opportunity to develop to their full potential intellectually, artistically, aesthetically, physically, morally and spiritually through enjoyable and interesting learning experiences.
3. To develop articulate and independent children, confident and able to meet the new challenges ahead.
4. To encourage a sense of pride in themselves and their school and show respect and tolerance of others. Back to top
What is Information and Communications Technology ?
Information and Communications Technology (ICT) is concerned with the handling, manipulating and presenting of electronic information. This information can consist of text, numbers, images and sounds. It involves creating, collecting, holding, processing, presenting and communicating this information in a variety of ways for a variety of purposes.ICT is about information that can be manipulated with computers, video recorders, robotic devices and photocopiers, sounds through tape recorders and other signals generated and received by satellite technology.
The Non-Statutory Guidance document for Information Technology stresses that ICT should be planned, delivered and assessed on a cross-curricular basis in appropriate contexts and as a tool to enhance and enrich the learning process. Back to top
What is Information and Communications Capability ?
ICT capability is defined as the child?s ability to draw on their knowledge and understanding of ICT and apply it in a variety of contexts. Furthermore pupils are becoming capable in their use of ICT when they are able to reflect carefully on their use and consider its appropriateness and effectiveness. Back to topThe Aims of Information and Communications Technology in the Curriculum
At each key stage, children are entitled to the opportunity to develop ICT capability through activities that arise in all curriculum areas, undertaken individually or in groups, as well as being appropriate to both boys and girls. Children should use ICT to:* Communicate and handle information
* Design, develop, explore and evaluate models of real or imaginary situations
* Measure and control physical variables and movement
* Make informed judgements about ICT applications and their effect on the quality of life for Society and the individual.
Additionally, by encouraging ICT development through the strands teachers can:
* Enable children to become familiar with ICT in many contexts;
* Develop children?s confidence and satisfaction in the use of ICT;
* Broaden children?s understanding of the effects of the use of ICT;
* Enable children to take greater responsibility for their own learning and provide opportunities for them to decide when it is appropriate to use ICT in their work;
* Encourage the flexibility needed for children to adjust to and take advantage of future developments in ICT.
The objectives for Information and Communications technology in the curriculum
In the context of the development of the two ICT strands, it is envisaged that ICT will enhance the process of the teaching in all areas of the curriculum. In particular, children should achieve the following skills and abilities:
* confidence in handling hardware, software and other ICT equipment ;
* the ability to use ICT equipment to manipulate and present written word, images and sounds so as to convey a message effectively ;
* the ability to use a ICT equipment to store information, and retrieve then present it in ways which enhance interpretation and analysis ;
* an awareness of the role of ICT encountered in daily life in the control of equipment ;
* to be able to talk about their use of ICT and its place within real live contexts. Back to top
Key Personnel
The Role of Senior ManagementThe overall responsibility for the use of ICT rests with the senior management of a school. The Head, in consultation with staff:
* determines the ways ICT should support, enrich and extend the curriculum;
* decides the provision and allocation of resources ;
* decides ways in which developments can be assessed, and records maintained ;
* ensures that ICT is used in a way to achieve the aims and objectives of the school;
* ensures that there is an ICT policy, and identifies an ICT co-ordinator.
The Role of the ICT Co-ordinator
The designated teacher should:
* Ensure the development of a scheme of work for the ICT curriculum. This will develop the pre-requisites for the use of ICT across the curriculum;
* promote the integration of ICT within appropriate teaching and learning activities, develop and monitor the contributions of subjects to its cross-curricular use ;
* manage the provision and deployment of resources and give guidance on classroom organisation support
* encourage colleagues;
* act as a contact point between the school and support agencies ;
* provide limited technical expertise, drawing on the facilities of Digital Technology, the e-Learning team , technicians or network managers where appropriate ;
* Coordinate the evaluation and review of the school?s ICT policy.
The Role of The Subject Manager
* There is a clear distinction between teaching about ICT and teaching with ICT. Subject managers should plan where ICT should be used in their subject schemes of work. This might involve the use of short dedicated programs that support specific learning objectives.
The Role of The Teacher
* Even though whole school co-ordination and support is essential to the development of ICT capability, it remains the responsibility of each teacher to plan appropriate ICT activities and assist the co-ordinator in the monitoring and recording of pupil progress in ICT. Back to top
The Organisation of ICT
Information technology is unique within the National Curriculum, as it is the only cross-curricular element with its own attainment target.Although there are times when skills have to be taught as pre-cursor to cross-curricular use it is not intended that ICT will be delivered in isolation.
Children's learning experiences in ICT across the curriculum must support and reinforce each other. This requires planning for coherence of learning experiences. This ensures available time and resources are utilised efficiently. Back to top
Progression Within ICT
The emphasis of ICT is its use as a tool to provide experiences that enrich children's learning within the context of the whole curriculum. In terms of the strands of ICT experience, the context of the activity is just as important as the activity itself. Therefore it is important to offer reinforcement of activities so that children gain ICT capability in a variety of contexts.The QCA scheme of work does not replace the National Curriculum. It should be used as a resource for activities and appropriate levels of challenge and be interpreted with flexibility and adapted as appropriate.
The type of hardware used and the machine specific skills are not significant in the quest for ICT capability. It is the context in which ICT is being applied that is of most importance. Progression can be afforded by working in different contexts, providing more challenging tasks, increasing the complexity of the situation in which the skills are applied and in some cases by utilising more varied software facilities. Back to top
Assessment
Because ICT can figure in lots of subjects and topics, it means that the work of pupils must be a part of a planned programme of activities. Assessment of ICT will best be undertaken as part of these planned curriculum activities.Teachers need to communicate information in relation to the hardware and software tools used, the ICT experiences and skills gained, the level of ICT capability and the particular statements of attainment covered and achieved by each child.
EVALUATIVE ASSESSMENT
The progress of classes and year groups in ICT is evaluated by the
ICT manager through:
* monitoring attainment by observation of teaching and learning in the classroom / suite;
* monitoring coverage through completion of medium term planning QCA planning documents;
* monitoring progress against the ICT action plan;
* scrutiny of children's work and the classroom Records of Achievement.
SUMMATIVE ASSESSMENT
* The progress of individual children's attainment is monitored by the class teacher through :
* recording attainment against the key ICT skills as defined by the ICT record cards - generally once / twice a year depending on the speed of progress or with each element covered in the scheme of work.
FORMATIVE ASSESSMENT
* Formative assessment to guide annual and termly planning is derived from the above data.
* Assessment notes written on short term planning proforma and the teacher's knowledge of the children is used to ensure that lessons present an appropriate level of consolidation and challenge. Back to top
Resource Management
SOFTWARE POLICYEducating children in and through ICT demands that one identifies the curriculum needs, selects appropriate software and then considers the hardware. In choosing the software tools, there has been a strong emphasis on content free and general software which are appropriate within a cross-curricular context. Therefore it is intended all children have access to the following software :
* a wordprocessor
* a database
* a spreadsheet
* a drawing/art package
* control and monitoring software
Additionally it is intended that there should be opportunities to:
* explore LOGO and control applications;
* develop Desk-top Publishing;
* use design packages relating to technology, art, music;
* relate packages specifically to the needs of an individual child or subject area, e.g. concept keyboard, other special input devices or analogue measuring tools for science or geography.
HARDWARE POLICY
Equipment which supports the use of mouse driven, graphic interfaces where windows, icons, menus and pointers is seen as providing a supportive environment for children?s' work. Such hardware allows the opportunity to narrow the gap between the software of the classroom and that of the world of work, whilst giving access to a much wider variety of professionally produced software titles, which will have the flexibility to allow differentiation of task, and progression within and between applications.
Concept keyboards and switch access to computers may be needed for some children. These needs will be identified and funded through the SEN budget.
Opportunities to work with non-computer ICT are essential. This includes knowledge of remote control TV'S, video and tape recorders, cameras and the like.
REPLACEMENT / NEW EQUIPMENT/ SECURITY/MAINTENANCE
The falling cost of new equipment and the rising cost of repairs mean that there will come a point where the equipment may have to be written off over a set period of time. New equipment will be purchased on a rolling programme.
The vision is to maintain a networked suite of 18 computers and at least 1 standalone / networked computer in every classroom. Hardware for administrative use will extend beyond the school office to include all teaching staff.
In addition to network rooms, ICT systems are already based in classrooms. Alarm systems, security doors and window bars are fitted where appropriate.
Serial numbers have been recorded in the school inventory and equipment is security marked, including keyboards, printers and other peripherals.
Insurance cover is taken and the school complies with the regulations so that a claim could be made in the event of hardware being stolen.
Great importance is attached to the security of programs and data backups. Hardware can ultimately be replaced if stolen or vandalised, however each schools data is unique to the individual school. Original disks for schools programs are kept in a secure room. Procedures for making backups and virus protection systems are in place.
INTERNET AND NATIONAL GRID FOR LEARNING (NGFL)
The advent of the World Wide Web and National Grid for Learning will have a huge impact upon the teaching and use of ICT within schools. It will facilitate the access of information via libraries and other establishments across the globe, with up to date data on line 24 hours a day. It will enable transfer of data by electronic means, affording pupils the opportunity of sending and receiving e-mail as the norm. It will revolutionise administration in terms of working practices.
Ashleigh Primary School intends to be part of this revolution. However it will not be an overnight transformation. The foundations are being built now:
* The school subscribes to the LEA Managed Internet service. This ensures shielded access.
* Children in Key Stage 2 are already using the Internet and are encouraged to visit sites of significant educational importance.
* Staff are being trained in the Internet and using these skills at home and school. They are encouraged to use resources of NGfL. NOF training has been completed.
* There is in place a signed agreement between students/parents and the school, acknowledging clearly defined guidelines relating to use of the Internet. The school, using best advice, has written this agreement. When such a document is available from the LEA it will be adopted.
* There is multi-user access (i.e. more than one pupil/adult being active on the Internet simultaneously).
* Each class and all staff have an e-mail address, and will be encouraged to develop 'safe' contacts with adults and children. The school will subscribe to a filtered service.
* The school has established its own web site which will continue to be reviewed. The site is used as a communications system for children within the school.
* School documents are to be collated onto a CD-ROM - - to provide an alternative electronic filing and retrieval system. Back to top
Staff Development
Teachers need to become familiar with the educational uses of ICT as well as with the hardware / software which supports ICT. These will constantly change as teaching and learning methodologies evolve and technical developments allow ICT to be used in new curriculum applications. One the greatest investments is in the training and familiarisation of teachers and adult support staff with the new technology.As ICT capability for all staff must be seen as a natural precursor to ICT capability for all pupils, opportunities should be provided for staff to take advantage of Inset arrangements and access to IT resources for personal practice. All teaching staff have had access to NOF training opportunities, and will have access to training through the LEA and in-house courses. Adult support staff have access to in-house courses and are encouraged to attend externally provided training e.g. RSA CLAIT and ECDL. Back to top