ict policy by amUK4tg

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									 SUTTON VALENCE PRIMARY SCHOOL
                                  ICT POLICY
       Learning and Teaching Policy for Information and Communication
                                 Technology
Vision
   Learners in our environment will be confident and independent in their use of ICT to solve
   problems and enhance their learning across all areas of the curriculum.
Aims
   Meet the requirements of the Foundation Stage Curriculum and National Curriculum.
   Children, parents, staff, governors and the wide community have relevant and meaningful
   experiences using ICT.
   Children have a growing awareness of how ICT is used in the world around them and of the
   benefits that it provides.
   ICT is used to support problem solving and learning across the curriculum.
   Innovative use of resources.
   Children use ICT with purpose and enjoyment.
Curriculum coverage and progression
   Long term planning demonstrates coverage and progression of the key objectives for ICT
   (appendix 1 key objectives).
   Opportunities for embedded ICT as a tool to support learning and teaching are identified in
   curriculum planning.
Assessment
   Practitioner observations, summative and formative assessment fully informs future
   planning.
   Progress is assessed using the key objectives for ICT.
   Practitioner judgements are supported through agreement trialling and a portfolio of
   evidence.
   Children are encouraged to evaluate their own and others’ work in a positive and supportive
   environment.
   Information is shared with appropriate stakeholders through display, celebration events,
   newsletters, reports, and relevant websites.
Monitoring
   Regular monitoring of all aspects of ICT informs the subject manager and school
   development plan/school evaluation form.
Learning styles and the learning environment
   Medium term planning takes account of differentiation and progression.
   All learning styles are considered.
   Open questions are developed to challenge children’s thinking and learning.
   Stimulating learning environments are created.
   Independent learners will have access to a variety of resources and encouraged to reflect on
   the choices that they have made.
Early years
   Children will have ICT experiences indoors, outdoors and through role play in both child
   initiated and teacher directed time.
Inclusion
   Children’s individual needs will be addressed through provision of resources, learning styles
   and questioning.
   Positive use of technology will be promoted by all.
   Children are encouraged to use ICT to enhance individual and independent learning.
Equal opportunities
   All learners have the equal opportunity to develop their ICT capability.
Liaison and transfer between settings
   Children’s attainment in ICT is shared with practitioners/teachers in each setting.
Home, school and community links
   ICT developments and achievements are shared and a positive relationship fostered with
   home, school and the wider community.
Resources
   Resources are purchased and deployed effectively to meet the requirements of the
   Foundation Stage Curriculum and National Curriculum.
   An ICT asset register is maintained.
   Resources are monitored on a regular on-going basis in consultation with teaching staff to
   ensure that they are updated appropriately.
   Lessons plans and lessons are systematically monitored to ensure that resources are deployed
   effectively.
   The ICT Co-ordinator is responsible for auditing and maintaining resources.
Roles and responsibilities
   All stakeholders will work together to ensure the implementation of the ICT policy.
   The ICT coordinator is responsible for monitoring curriculum coverage and the impact of
   learning and teaching.
   The ICT technician is responsible for maintaining hardware within the school and ensuring
   that staff have access to fully serviced and maintained equipment.
Health and safety
   Age appropriate class and safety rules are displayed in the learning environment.
   Equipment is maintained to the meet agreed safety standards.
Review
   The policy will be reviewed annually by the ICT coordinator and leadership team and shared
   with all stakeholders.

APPENDIX 1
Key Objectives for ICT Year R – Year 6
Year R
By the end of the Foundation Stage most children will meet the early learning goals and will:
       Show an interest in ICT
       Know how to operate simple equipment
       Complete a simple program on the computer and/or perform simple functions on ICT
       equipment
       Find out about and identify the uses of everyday technology and use information and
       communication toys to support their learning.

Year One
By the end of year one most children will:
       Know information exists in different forms:
       Explore information from different sources:
       Give and record individual instructions and make things happen:
       Explore options and make choices:
       Communicate and present their ideas using digital images, text and sound

Year Two
By the end of year two most children will be able to;
       Collect, organise and classify data. Create graphs and use these to answer questions;
       Ask a range of questions about the information they have gathered;
       Predict, estimate and create a set of instructions to control devices and achieve
       specific outcomes;
       Use ICT to explore real and imaginary situations;
       Know how to express their ideas using a range of ICT tools.

Year Three
By the end of year three most children will be able to:
       Identify and develop a means of collection, and collect appropriate data;
       And use it to answer questions;
       Find specific information using a range of ICT based resources;
       Predict and test short sequencers of linked instructions to achieve intended
       outcomes;
       Understand that they can explore a simulation and use this to change things and solve
       problems by identifying the rule;
       Record and present information integrating an appropriate range of electronic media
       for a given audience.

Year Four
By the end of year four most children will be able to:
       In order to answer a question children collect, organise classify and interpret data and
       develop a simple database;
       Following straight forward lines of enquiry;
       Investigate physical data through sensing data;
       Use an on screen turtle to explore and understand the impact of changing variables;
       Design and create their own multimedia presentation showing awareness of audience.

Year Five
By the end of year five most children will be able to:
       In order to solve a problem use ICT to collect and process data and present their
       findings;
       Analyse information and ask questions using complex searches;
       Refine instructions to improve the efficiency (procedure) of the instructions they have
       created;
       Use ICT based models to explore variables to solve problems;
       Design and create and evaluate their own presentations maximising the use of ICT to
       present information in different ways.

Year Six
By the end of year six most children will be able to:
       Generate process interpret, store and present data understanding the need for
       accuracy;
       Interpret findings, check their plausibility and recognise that poor quality information
       leads to unreliable results;
       Create a sequence of instructions to control events including the use of feedback from
       input devices;
       Add and amend a given ICT model to solve a problem through a review of the rules
       and variable;
       Communicate information having made choices about the appropriate medium, content
       and structure demonstrating an understanding of audience and purpose.

								
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