Key stage One (DOC) by vivi07

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									ICT Policy
Prepared by: Alan Dodson/Kirsty Tonks
Accepted by staff: November 2005 Accepted by Governing Body: January 2006 Date for Review: January 2008

ICT Policy

Introduction The Head teacher will have overall responsibility for the provision of the Information Communication Technology (ICT) Curriculum within the school. The day-to-day implementation of the policy is the responsibility of the ICT Subject Manager (as part of a TLR responsibility from September 2006) and the Curriculum Committee of the Governing Body. The policy will be reviewed every two years by the ICT subject manager. Aims Through ICT at Crocketts Lane Primary School, we aim to prepare each child to participate in a rapidly changing world in which work and other activities are increasingly transformed by access to varied and developing technologies Objectives Objectives related to children  To develop an interest in ICT and its use in the world.  To use ICT vocabulary to describe and explain.  To develop the practical skills necessary to use ICT resources competently.  To be able to question, reason and hypothesise.  To be able to apply ICT skills in a systematic manner as part of a problem-solving process.  To promulgate ideas and experiences to a range of people through the use of ICT  To develop an increased capability in ICT promoting initiative and creativity Objectives related to staff  To provide challenge and a sense of achievement for all pupils.  To encourage children to work effectively in an independent way.  To integrate effectively the use of ICT within all subjects.  To ensure that teaching and learning styles are varied and appropriate.  To challenge more able children and gifted and talented to reach their full potential. Role and Responsibility of the Postholder The subject manager will endeavour to:  Ensure that all staff understand of the requirements of the ICT National Curriculum.  Observe colleagues and monitor the planning and the quality of ICT teaching throughout the school.  Make judgements about standards in ICT by monitoring pupils’ work and devise effective action plans to facilitate further development  Take into account the views of pupils in order to enhance ICT provision.  Offer support to all staff, including teaching demonstration lessons.  Lead by example in the way of teaching in own classroom.  Prepare policy documents and ensure that schemes of work include appropriate covering of ICT skills.  Advise colleagues and help develop expertise.  Help to facilitate the teaching of ICT via a thematic approach by advising staff, senior managers and governors on curriculum developments and progress.  Encourage the development of valid ICT activities that are appropriate, differentiated and enable progression.  Encourage the use of ICT as appropriate in supporting teaching and motivating pupils.  Liaise with Foundation Stage, Key Stage1 and 2 staff, Head teacher, Governors, parents and advisors as necessary.  Work co-operatively with the SENCO.  Purchase appropriate resources and equipment; and provide an up to date inventory of resources.  Contribute to the in-service training of staff.

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ICT Policy

Roles and Responsibility of the Staff The role of the ICT Subject manager is to provide support, guidance and leadership for all staff, and thereby improve the quality of ICT teaching throughout school. In order to develop, maintain and extend the skills of children, we as a staff, wish to encourage the following personal qualities in staff:     An awareness of the needs to deal with the individuality of each child appropriately, being aware of the different levels of ability. Assess regularly their own classroom organisation, teaching approaches and effectiveness. An awareness of the frequent need to encourage children to reach their full potential and be actively involved in their own learning. To ensure they have good subject knowledge. To be aware of the need for constant assessment of the children to move their learning forward in order for the children to reach their full potential.

Planning Long term plans which follow the skills in the National Curriculum programmes of study have been devised for each year group from Nursery through to Year 6. For most units of work, ICT is taught through the thematic curriculum, and other units are taught as a discrete subject. Medium Term planning is then used to show weekly lesson plans, including activities, teaching methods and differentiation. Differentiation should be included to show how the less able children in the class will be supported, and how the more able children will be challenged. Monitoring It will be the role of the ICT Subject Manager to monitor:  The work that is taking place across the school.  The appropriateness for all pupils.  The use and availability of appropriate resources.  The teaching and learning strategies used in the classroom.  Record keeping and assessment. This will be done through:  Working alongside teachers  Talking with and working with the children.  Group and whole staff discussion.  Analysis of children’s work.  Demonstrating and sharing expertise.  Offering intensive support to individual members of staff.  Analysing data, evidence gathered through marking, and analysis of computer based assessments and tests. Observations will take place every four terms on a monitoring cycle along with the other core curriculum subjects. These observations will be carried out by the ICT subject manager. Assessment Marking will be interactive, where possible giving opportunities for pupil self assessment, in line with the school marking policy. Comments should be purposeful and relate to ICT performance. Short term assessment will be made from marking and the child’s progress in each daily lesson. Computer based ‘traffic light’ assessments will be updated as an ICT unit of work is completed when key objectives have been covered. This will show an approximate level for each child. It will also provide teachers with evidence of children needing focused teaching.

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ICT Policy

The children will be assessed following each lesson, and this will be recorded on the planning sheets, through annotation. This will ensure the planning is effectively taking the learning forward and moving the children on at a challenging pace. Annotated assessment will be used to complete ICT based assessments at the end of each unit of work Computer based tests will be completed following each unit of work, by Years 1 to 6. They will provide evidence of the key objectives which individuals and groups need to develop further. Within the Foundation Stage, individual paper-based profiles will be updated on a regular basis, showing attainment of key objectives within the ‘Knowledge and Understanding of the World’ Early Learning Goal. Provision for Children with Special Educational Needs We aim to ensure that every child with a specific need is catered for, whether it is a learning or physical need. We aim:  To ensure identification of a child’s learning needs and that these needs are catered for.  To set appropriate challenges to children with SEN.  To ensure that children have stimulation of hands on activities, to encourage curiosity and maintain concentration and interest.  To ensure that all recording is appropriate to the child.  To ensure that the way children record their work is appropriate to the child.  To plan and teach concepts in appropriate stages.  To adopt a variety of teaching and learning methods.  To provide children with Individual Educational Plans where there is a need for specific targets in ICT, and ensure that the tasks children are given support the child in achieving these targets.  For the subject manager to work collaboratively with the SENCO. Provision for Gifted and Talented Children As a staff we agree that these recognised children need:  To avoid repetitive practice of concepts which have already been consolidated or extra amounts of work on achieving success.  To work at an accelerated pace through the normal scheme of work.  To undertake more complicated work, of a more abstract nature, designed to research and solve problems and increase independence.  To set appropriate challenges to gifted and talented children, and work to the appropriate objectives. It is important that all children are challenged to their abilities and beyond, but they also need to experience a degree of success in ICT, to promote their own self-esteem. Portable ICT resources Portable ICT resources – cameras, video cameras, Roamers, Lego, leads, CDRoms/DVDs together with software media are kept locked in security cabinets. The key is held by the ICT subject manager. There is a process whereby equipment is signed in/out, which is managed by the postholder. Responsibility for maintenance of the resources, charging batteries etc is with the ICT technician as part of a Service Level Agreement agreed between the technician and the school. Laptops are locked in dedicated laptop safes where they are charged. Responsibility for the safety of the resources while they are on loan lies with the staff involved.

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Appendix A

ICT Suite Timetable
Monday Tuesday Wednesday Thursday Friday

Morning

Reception/Nursery

Year 2

Year 4

Year 5

Year 6

Afternoon

Year 1

Year 3

Year 4/5

Year 5

Year 6

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ICT Policy

Appendix B

ICT Inventory 2005
The following software is available on our network: Software Talking First Word
(Comment: This has been removed from the workstations)

What it is and does

Age

Curriculum Ideas

RM Colour Magic 2 RM Starting Graph

Paint software. Create drawings and patterns. Import photographs to edit! Graphing software 5 levels. Automatically draws graphs from inputted data Spreadsheet software. 5 levels Desktop publisher-type software. Possible to type /draw onto desktop, which can be locked eg Venn Diagrams Readymade activities linked to NC subjects and KS – useful for consolidation Branching database software Pictogram software Database software LOGO-type turtle graphics A suite of ‘screens’ which provide support for sorting, sequencing, phonics, number bonds etc. Look at menu1.myw and menu2.myw Addins –  Geography  History  Maths  Story telling  Patterns  Miscellaneous resources Datalogging software – will simulate data logging Simple simulation software – possible to create moving graphical stories. Create rules for objects on screen to follow Turtle graphics Grid-based music writing software. Different images can be sequenced to play a limited range of musical phrases As above but with more examples and functionality Simple robotic programming language. 2 robots that will play football – pitch is in Server cupboard Control software

R-KS3 R-KS3

RM Number Magic Textease 2000

R-KS3 Y2-Y5

Textease resources

R-KS4

Softease Branch Softease Pictogram Softease Database Softease Turtle My World 3

Y5/6 Y1/2 Y2/4 Y3+ N+

logIT Lab Stagecast Creator Starter Microsoft Windows Logo Compose World Junior Compose World 2 Lego Robolab Robosoccer logIT Explorer Junior Control Insight

Y5+ Y5+

Y1-6

Y5+

Y5+

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ICT Policy

Software FLOWOL Including buffer box and model traffic lights RM Hotdog Concept Plus Clicker 4

What it is and does Control software

Age

Curriculum Ideas

Web-site writing software Support for concept keyboards Grid-based speaking word-processor. Can be adapted for SEN / G&T. Possible to link screens to create eg a talking book. Solar System Under the Sea Ancient Greeks Clicker based talking books – also books to accompany scheme LOGO software – program an on-screen turtle using the same control panel as on a Roamer. Possible to import background pictures. Suite of generic software designed for 3-5 year old. Includes WP, spreadsheet, graphing software, painting, LOGO, database, DeskTop Publisher Science assessment and tracking scheme IWB Literacy resources IWB Maths resources and tracking scheme DfES IWB maths resources - held in ITP folder on start menu Whole school music teaching scheme – includes audio CD and lesson activities Word Processor Presentation software DeskTop Publisher Paint, Movie Maker, CDPlayer, Internet Explorer Multimedia MFL software QCA SATS questions – build your own test paper Opens *.pdf files DfEE software to support NNS. A different front end for programs and files Software to create online teaching/homework resources Storyboarding 3D software Simple animation software Map software – provides OS maps of the locality, together with historical and physical geog overlays.

Y5+

Clicker 4 Find out & Write About talking books Planet Wobble TextHELP! Read and Write Roamer World

Lessonmaker Foundation

Microsoft Office XP LCP Science Pelikan big books Abacus Maths ITP maths resources JUNIOR Library system Sibelius STARCLASS MSWord MSPowerpoint MSPublisher Windows software Vektor TestBase Adobe Acrobat reader ICTMaths RMExplorer Class Server Kartouche 2Animate Digital Worlds GIS

Y4+ Y2+ Y3+

Y5+ Y2 Y6

R+

KS1- 2 KS1-2 KS1 KS2

Crocketts Lane Primary School

ICT Policy

Garageband iMovie iPhotos iDVD iTunes iCanAnimate

APPLE Software Music writing software DV editing software Photo editing software Software to create DVDs Audio software Stop-frame animation software

KS2 KS2 KS1-2 KS1-2 KS1-2 KS1-2

All of the above work together – so eg you can create music in Garageband, and use it to accompany a video made in iMovie, then export that movie to iDVD.

Hardware           DV Camera Digital stills cameras – Digital microscope Roamers x 3 Scanners – 2 in ICT suite, one in 1R Compaq laptops x15 in laptop safe - CG has keys – Windows XP and MSOffice Apple iBooks x 10 + teacher iBook – wireless classroom – Garageband, iMovie Weather station Video Conferencing suite Avermedia visualiser

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