Hazelwick ICT Policy by ciz20380

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									Hazelwick ICT Policy

Vision
Hazelwick, as a Technology College, is a member of the network of specialist
schools in England. It has received additional resources for the development of
ICT, Mathematics, Science and Technology. It is in the process of developing
one of the most sophisticated computer networks of any school in England. The
first phase of this has been to install a large core provision of ICT teaching rooms
and resources in order to support the teaching of ICT as a compulsory core
subject in all years up to the end of Key Stage 4 (Year 11) and to offer AS/A2
Computing and ICT and AVCE ICT to one third of the 6th Form. These rooms also
support a very large programme of adult learning during the evenings and at
weekends.

Aspirations
Hazelwick’s ICT culture is now being extended into a new phase, made possible
by ongoing progress in network technology. This involves the development of
ICT resources for specific curriculum areas and the development of teaching
and learning resources based on digital technology.

The Hazelwick Computer Network
It is envisaged that the school network will grow to some 700 work-stations within
the next two years, giving a 1:3 ratio of computers to people working in the
school. The network is being enhanced to allow the use of large graphic files
and video-streaming as well as to give greatly accelerated e-mail and internet
access to all users. A network of this size and sophistication requires an annual
investment of £100,000 in order to maintain its functionality. Investment in
dedicated staff who can offer technical support for these developments is also
ongoing and Hazelwick has a highly effective team to support every aspect of
its computer network operation.

ICT and the Curriculum
Hazelwick believes that the traditional role of the teacher as transmitter of
knowledge will change as ICT resources give pupils and students this access for
themselves. This enables teachers to mediate knowledge acquisition and to
apply their expertise to the individual learning needs of each pupil. The school is
encouraging out-of-hours access from home to its learning resources, which are
being placed on the school website in increasing quantities. In order to facilitate
the development of appropriate ICT resources for teaching and learning,
Hazelwick has created a new role of e-Learning Manager.

ICT Skills
It is important for all members of the school community to be able to place their
learning, teaching and all associated activities within an ICT context. To this end,
the school takes very seriously the ongoing development of high-level ICT skills
for all its members.


Aims
The overall aim for Information and Communication Technology is to enrich
learning, to encourage pupils to become confident and effective users of ICT
and to support and enhance extended learning opportunities.

Information and Communication Technology offers opportunities for pupils to:
       •   access the curriculum through the use of ICT
       •   use ICT effectively with purpose and enjoyment
       •   develop the necessary skills to exploit powerfully ICT resources and
           tools
       •   become autonomous users of ICT
       •   consider the benefits of ICT and its impact on society
       •   use and gain experience of ICT in a variety of subject contexts
       •   develop staff skills to enable them to enhance and extend their
           teaching and pupils’ learning
       •   assess and monitor pupils’ progress to ensure continuity and
           progression
       •   provide and maintain appropriate ICT equipment and software
       •   celebrate success in the use of IT


The aim of ICT administration is to use ICT for the support of effective
management and administration to inform decision making and monitoring.

Teachers and administrative/support staff will strive to achieve this aim by:
       •   using ICT to support the recording, analysis, monitoring and target
           setting of pupil attainment
       •   using ICT to report on pupil progress
       •   using an appropriate system to monitor attendance
       •   using an effective system to record achievement and behaviour
       •   using an effective information management system
       •   using an effective budgeting system
The school aims to enhance community links and external partnerships with
parents in supporting:
       •   pupil attainment
       •   out-of hours use of ICT
      •   adults and teachers from other schools in providing training
          opportunities
      •   small businesses in developing the use of ICT to manage their work
      •   other secondary schools in sharing good practice and expertise in
          managing and developing ICT resources and teaching.


Curriculum Development and Organisation
Key Stage 3
Pupils arrive at school with varying ICT experiences. Every pupil is tested and a
baseline of prior achievements is recorded as a future measure of value-added.
ICT lessons are integral to all years up to and including Year 11. In addition, ICT
Capability is also delivered within every NC subject in every year group of Key
Stage 3. The Head of ICT, in discussion with Subject Leaders, will timetable the
use of the school resources to ensure this will happen.

ICT is taught as a discrete subject by specialists throughout Key Stage 3. The
curriculum develops knowledge and understanding so that pupils may become
autonomous users and be ready to start Key Stage 4 work after the autumn term
of Year 9

Curriculum time is as follows: Year 7 – 1.5 hours per week, Year 8 – 1 hour per
week, Year 9 – 1.5 hours per week. In addition pupils are expected to have
access to ICT resources within other curriculum subjects for at least 1 hour per
week.
Key Stage 4
All pupils study either a full course or short course GCSE or GNVQ ICT leading to
a qualification at the end of Key Stage 4.
Sixth Form
Pupils can choose as part of their programme of study AS/A2 Computing, AS/A2
ICT or AVCE (6 or 12 units) ICT.

Other Subjects
The Subject Leader will facilitate the use of ICT in the following ways, by:
      •   updating the subject policy and scheme of work to incorporate ICT-
          based content
      •   ordering/updating resources with reference to the overall school plan
          for ICT
      •   providing INSET so that all staff are confident in how to teach the
          subject and have sufficient subject knowledge
      •   keeping staff abreast of new developments
      •   ensuring that opportunities occur for pupils to continue to develop an
          ICT capability and for progression to take place
      •   supporting staff in developing pupils' capability
      •   attending appropriate courses to update knowledge of current
          developments
      •   making sure all staff understand the system for logging faults
      •   monitoring the curriculum
      •   maintaining records of software licences and their deployment as well
          as making them available to the Network Manager


Teaching and Learning Approaches
Teachers are expected to employ a range of strategies and to use their
professional judgement to decide on what is most appropriate.

These will include:
      •   using ICT to introduce a lesson or topic, a starter
      •   using ICT to demonstrate to a group of pupils or the whole class
      •   leading a group or class discussion about the benefits and limitations of
          ICT
      •   individual or paired work using worksheets and help cards
      •   collaborative writing and design work in groups
      •   other co-operative activities in groups
      •   individual self or peer-to-peer assessment using ICT
      •   using ICT to self-track performance
      •   using ICT to bring a lesson to a proper conclusion, the plenary


Where one pupil is used to demonstrate or teach a skill to others, the teacher
must feel confident that this is of benefit to all those involved.

Where pupils work in groups, they should be selected to ensure that all pupils are
equally active and involved in the task and that all have equal access to a
computer.

Activities using ICT are planned in order to allow different levels of achievement
by pupils or to incorporate possibilities for extension work.

Teachers are expected to intervene as appropriate to reinforce an idea, teach
a new point, challenge and extend pupils’ knowledge and understanding.
Pupils should not be left unattended for long periods on the computer.


Entitlement / Equal Opportunities
All pupils, regardless of ethnicity, gender or background, shall have the
opportunity to develop ICT capability. The school promotes equal opportunities
for computer usage and fairness of distribution of ICT resources. Pupils with a
computer at home are encouraged to use it for educational benefit and
parents are offered advice about what is appropriate.

Efforts are made to ensure that text created at home can be transferred to a
classroom computer once a teacher has been notified. The school will monitor
the level of access to computers in the home environment to ensure no pupils
are unduly disadvantaged.

Positive images of computer use by people of both genders will be promoted.
The school recognises the advantages of the use of ICT by pupils with special
educational needs.

Using ICT can
      •   address pupil's individual needs
      •   increase access to the curriculum
      •   enhance language skills
Staff should structure their teaching materials to match a learning difficulty. If the
situation arises, the school will endeavour to acquire appropriate resources to
suit the specific needs of the pupil.

The SuccessMaker software system is used to support literacy and numeracy
work with pupils in Year 8. See SEN policy document.




Internet Safety
Internet access is used to raise educational standards, to support the
professional work of staff and to enhance the school’s management information
and administration systems.

Access to the Internet is a necessary tool for staff and students. It is an
entitlement for students who show a responsible and mature approach.

Benefits of access to the internet include:
      •   access to world-wide educational resources including museums and
          art galleries
      •   information and cultural exchanges between students world-wide
      •   cultural, vocational, social and leisure use in libraries, clubs and at
          home
      •   discussion with experts in many fields for pupils and staff
      •   staff professional development - access to educational materials and
          good curriculum practice
      •   communication with the advisory and support services, professional
          associations and colleagues
      •   improved access to technical support including remote management
          of networks
      •   exchange of curriculum and administration data with the LEA and DfES
Internet access will be planned to enrich and extend learning activities. Pupils
will:
      •   be given clear objectives for Internet use
      •   be educated in taking responsibility for Internet access
      •   be taught ways to validate information before accepting that it is
          necessarily accurate
      •   be taught to acknowledge the source of information, when using
          Internet material for their own use
      •   not be allowed to access public chat rooms
Internet access is a necessary part of the statutory curriculum. It is an entitlement
for pupils based on responsible use.
      •   pupils must apply for Internet access individually by signing the
          Acceptable Use Policy, countersigned by a parent or carer
      •   pupils and teachers will be informed that Internet use will be supervised
          and monitored. If staff or pupils discover unsuitable sites, the URL
          (address) and content will be reported to the Senior ICT Technician
      •   pupils will be made aware that the writer of an e-mail or the author of
          a Web page might not be the person claimed
      •   pupils will be encouraged to tell a teacher immediately if they
          encounter any material that makes them feel uncomfortable


Responsibility for handling incidents will be given to senior members of staff
      •   pupils and parents will be informed of the complaints procedures
      •   parents and pupils will need to work in partnership with staff to resolve
          issues
      •   as with drugs issues, there may be occasions when the police must be
          contacted
      •   early contact will be made to establish the legal position and discuss
          strategies
      •   sanctions available include interview/counselling by Head of Year and,
          if appropriate, informing parents or carers
      •   a pupil may have e-mail, Internet or computer access denied for a
          period of time depending on the nature of an incident
Management Information
The administration of ICT is overseen by the Assistant Headteacher (Computing).
SIMS is the primary system used. Access is available to all staff; however, levels of
access are determined individually by the module used and the level of
management of the staff concerned.

At present, attainment data is stored in a school central database called
RpMarks. Future review of this system will be undertaken.

Pupil reports are written using a system called RpEdit. All staff have access to this
system at school and whose wishing to use the system at home are welcome to
do so with strict adherence to the Data Protection Act.

ICT affords the opportunity to enhance and support school decision-making,
administration and management by:
      •   enabling effective collection of pupil data
      •   preserving data integrity within the school and reducing duplication of
          data
      •   enabling better analysis and monitoring of performance, and support
          target setting
      •   supporting budget modelling
      •   supporting timely and efficient exchange of information between
          schools, the LEA and the DfES
It is important that all staff is seen to use ICT confidently in their daily work. If
effective use is to be made of ICT to support administration and management
within the school, the users with responsibilities for entering data must be trained.
The school will ensure training in the use of agreed systems happens and provide
key staff with time away from school so they can attend the LEA training
sessions.
To enhance support for improving pupil attainment and to meet the
Government’s requirement that most communications between the school,
Education Department and the DfES is electronic, the school’s administrative
computers have internet access. The school will aim to make provision for all key
data to be held on computer to aid reporting and analysis of pupil,
performance, monitoring and attendance data. Appropriate information will be
made available to staff, to assist in decision-making, for example for target
setting. The use of internet technologies affords the opportunity for greater
connectivity between computers used for curriculum delivery and those used
for administrative purposes. If these links are made within the school, LEA security
guidelines will be followed to ensure that there is no possibility of unauthorised
access to personal and sensitive data.
Assessment
Each teacher will maintain a class record of each pupil’s attainment in ICT on
an on-going basis. Achievement will be recorded on ICT departmental
spreadsheets, one for each year or course. Spreadsheets will indicate likely
attainment outcomes, to make it easier for teachers to ascribe achievement in
ICT over a period of time.

Pupils will be set ICT homework as appropriate and schemes of work will highlight
these activities.

Work will be marked, as appropriate, in-line with the schools’ marking,
assessment and tracking policies.

Where there is individual pupil printed output, the work will be stored in their ICT
folders.

QCA guidance will be used for internal moderation purposes to ‘level’ or grade
the body of a pupils work at the end of each key stage. The Key Stage
Coordinators will attend appropriate INSET and lead staff on the moderation
process.

In addition, more able pupils will use their own record sheet for their own self-
assessment. Or, pupil certificates will be given so that they can be completed,
to help them record their achievements. This will help develop pupil autonomy.

Pupil’s attainment and progress in ICT will be reported to parents twice per year.

The school will include a comment on pupils’ attainment in ICT in its Governors’
Annual Reports to Parents, as recommended and required.


School Liaison, Transfer and Transition
ICT is an essential component in the transition process. The Head of Lower
School coordinates these activities. They include:
      •   import of new intake pupil data from WSCC to SIMS
      •   collection of SIMS data via the Secondary Transfer process
      •   collection of extra local data via completion of prepared
          spreadsheets
      •   collection of SEN data into a spreadsheet by SEN coordinators
      •   visits to Feeder schools by Heads of Year to verify and collect sensitive
          data to be input into an RpEdit session
Inclusion, Incorporating Special Needs and Gifted and Talented
All pupils shall have the opportunity to develop ICT capability according to their
needs.

Special needs provision includes
      •   SuccessMaker, a software system to support literacy and numeracy
          teaching
      •   access to resources in their own room
      •   full access to any PC on the network
      •   AlphaSmart keyboards used for note taking and exams
      •   spelling swipe pens
      •   laptops used to support learning at home
      •   other equipment such as paddles, roller mice and tablets to support
          the use of PCs and laptops
      •
Gifted and talented provision includes
      •   special forces club: a group of pupils with special access rights to the
          network allowing them to develop their knowledge and skills in
          exchange for time policing network use by pupils
      •   accelerated ICT sets in Years 10 and 11 where pupils seek to achieve
          of their potential at GCSE


Roles and responsibilities
The Governors are responsible for ensuring that there is an ICT policy and
development strategy.

The Head Teacher is responsible for ensuring that:
      •   statutory IT requirements are met
      •   there is an ICT policy, validated by the LEA, and that it is implemented
      •   the budget for ICT is optimised to ensure the school is adequately
          resourced and equipment maintained
      •   teachers are appropriately trained
      •   overall Health and Safety procedures are in-place
      •   regular liaison takes place with the ICT Inspector and other agencies,
          as necessary
      •   the Assistant Headteacher (Computing) is effectively line managed
          and supported


The Assistant Headteacher (Computing) is responsible for:
Co-ordination:
       •   co-ordinating the writing of the school’s ICT policy
       •   ensuring consistent implementation of ICT policy
       •   ensuring implementation of administration systems
Resources:
       •   organising resources to support the school’s ICT policy and its priorities
       •   ensuring efficient and effective use of ICT resources
       •   ensuring teaching and admin staff access to ICT
       •   ensuring safety of equipment
       •   co-ordinating the purchasing and maintenance of equipment


Staff development and support:
       •   identifying what ICT support is needed by individual staff
       •   arranging in-service support
       •   providing advice
Monitoring and review:
       •   involving staff in the review and development of ICT policy
External liaison:
       •   keeping up-to-date on the use of ICT in the curriculum e.g. attending
           LEA meetings and those of relevant organisations
       •   liaising with LEA advisory staff and other agencies
       •   liaising with other schools
The Head of ICT is responsible for:
Co-ordination:
       •   establishing collaboration between year groups to ensure continuity
           and progression
       •   ensuring that class teachers undertake assessment and recording of
           each pupil’s ICT capability

Resources:
       •   ensuring adequate resources for the teaching and learning of ICT
Staff development and support:
       •   assisting staff to incorporate ICT into their lesson-planning and teaching
       •   arranging in-service support
       •   providing advice
External liaison:
       •   keeping up-to-date on ICT courses e.g. attending exam board and
           LEA meetings
       •   liaising with LEA advisory staff and other agencies
       •   liaising with other schools


The Head of E-Learning is responsible for:
Co-ordination:
       •   establishing collaboration of e-learning activities between year groups
           to ensure continuity and progression
       •   ensuring that class teachers undertake assessment and recording of
           each pupil’s ICT capability at Key Stage 4
       •   ensuring that resources and activities to be published on the school
           web site
Staff development and support:
       •   assisting staff to incorporate e-learning into their planning and lessons
       •   arranging basic skills support and training
       •   providing advice about e-learning
Monitoring and review:
       •   involving staff in the review and development of e-learning
External liaison:
       •   keeping up-to-date on the use of e-learning in the curriculum e.g.
           attending LEA meetings
       •   liaising with LEA advisory staff and other agencies
       •   liaising with other schools and educational institutions
The Head of Computing is responsible for:
Co-ordination:
       •   establishing collaboration of Computing activities between 6th form
           year groups to ensure continuity and progression
       •   ensuring that class teachers undertake assessment and recording of
           each pupil’s Computing capability
Staff development and support:
       •   assisting staff in the teaching of Computing
       •   providing advice about Computing
Monitoring and review:
       •   involving staff in the review and development of Computing
External liaison:
       •   keeping up-to-date on Computing in the curriculum e.g. attending
           exam board meetings
       •   liaising with LEA advisory staff and other agencies
       •   liaising with other schools and educational institutions
The AVCE Coordinator is responsible for:
Co-ordination:
       •   establishing collaboration of AVCE ICT activities between 6th form year
           groups to ensure continuity and progression
       •   ensuring that class teachers undertake assessment and recording of
           each pupil’s ICT capability at AVCE
       •   ensuring that resources and activities to be published on the school
           web site
Staff development and support:
       •   assisting staff to incorporate AVCE ICT into their planning and lessons
       •   providing advice about AVCE ICT
Monitoring and review:
       •   involving staff in the review and development of AVCE
External liaison:
       •   keeping up-to-date on the use of AVCE ICT in the curriculum e.g.
           attending exam board meetings
       •   liaising with LEA advisory staff and other agencies
       •   liaising with other schools and educational institutions


The Key Stage 4 Coordinator is responsible for:
Co-ordination:
       •   establishing collaboration between year groups to ensure continuity
           and progression
       •   ensuring that class teachers undertake assessment and recording of
           each pupil’s ICT capability at Key Stage 4
       •   ensuring that class teachers follow the Key Stage 4 scheme of work
Staff development and support:
       •   assisting staff to incorporate ICT into their planning and lessons
       •   providing advice
Monitoring and review:
       •   Key Stage 4 curriculum and scheme of work
       •   involving staff in the review and development of ICT
External liaison:
       •   keeping up-to-date on the use of ICT in the curriculum e.g. attending
           LEA meetings
       •   liaising with LEA advisory staff and other agencies
       •   liaising with other schools
The Key Stage 3 Coordinator is responsible for:
Co-ordination:
       •   establishing collaboration between year groups to ensure continuity
           and progression
       •   ensuring that class teachers undertake assessment and recording of
           each pupil’s ICT capability at Key Stage 3
       •   ensuring that class teachers follow the Key Stage 3 scheme of work
Staff development and support:
       •   assisting staff to incorporate ICT into their planning and lessons
       •   providing advice
Monitoring and review:
       •   Key Stage 3 ICT curriculum and scheme of work
       •   involving staff in the review and development of ICT
External liaison:
       •   keeping up-to-date on the use of ICT in the curriculum e.g. attending
           LEA meetings
       •   liaising with LEA advisory staff and other agencies
       •   liaising with other schools
The ICT teacher is responsible for:
       •   developing pupils’ ICT capability in accordance with school policy
       •   ensuring that each pupil has equality of access to ICT resources
       •   monitoring and evaluating each pupil’s experiences
       •   determining the next stage in each pupil’s use of ICT, ensuring
           continuity and rigour
       •   keeping records of pupils’ ICT achievements and assessing each
           pupil’s attainment
       •   developing his/her own capability to support teaching and pupils’
           learning
The Librarian is responsible for:
       •   liaising with the Head of ICT to support the school’s ICT policy
       •   providing support to pupils
       •   working with class teachers to ensure pupils develop their ICT
           capability
       •   developing his/her own capability to support teaching and learning
       •   supporting the development of ICT – based research techniques,
           strategies and evaluation


Monitoring and Review
The ICT policy document and ICT implementation plan will be reviewed
annually.

Teaching is monitored by the Head of ICT and the Key Stage Coordinators
observing lessons at least once a year. ICT plans are monitored by the Assistant
Head (Computing) and the Head once a term.

ICT attainment at all levels is reviewed annually and monitored by the Assistant
Head (Curriculum), Assistant Head (Assessment & Tracking) and the Head at
least once a year.

The Governors’ Technology Committee termly reviews ICT work.

The annual LEA audit form gives an over-view of ICT and helps to monitor
changes and developments. These are reported to governors.

The Governors will review annually the ICT policy, development strategy and all
audits.

The Head Teacher will review the ICT policy, development strategy and all
audits.

The Assistant Headteacher (Computing) will monitor and review ICT practice
and provision.

The Head of ICT will monitor and review ICT teaching practice and provision.

The Head of E-Learning will monitor and review ICT e-resources and e-practice.

The Head of Computing will monitor and review Computing teaching practice
and provision.

The AVCE Coordinator will monitor and review AVCE ICT teaching practice and
provision.

The Key Stage 4 Coordinator will monitor and review ICT KS4 teaching practice
and provision.

The Key Stage 3 Coordinator will monitor and review ICT KS3 teaching practice
and provision.
Learning Out of School Hours
The school supports out of hours use. Access to a number of ICT rooms is from
8.00am to 6.00pm. Sessions are supervised and supported by teachers and
technicians

The Link is a converted Youth Centre run by the Youth Service. It uniquely works
with the school in many projects including homework clubs and Saturday
workshops. It has PCs that are part of the school LAN. See program for details.

As part of the Technology College Status the school offers skills based teaching
every Wednesday evening and some Saturday mornings during term time.
Courses offered include MS Word, Excel, Access, Publisher and Outlook. Courses
are offered to any adult, parent or teacher of any school. There is a nominal
charge to cover the cost of paper and printing to adults and parents only.


Health and safety, including an Acceptable Use Policy for Internet
Safety
Before being allowed to work in a computer room all pupils are made aware of
the arrangements if they hear the fire alarm. A copy of the evacuation route
and location of fire extinguishers can be found on the wall of each ICT room.
Portable equipment will be checked annually and computers three-yearly
under the Electricity at Work Regulation 1989.

Pupils will also be made aware of the correct way to sit when using the
computer and the need to take regular breaks if they are to spend any length
of time on computers. ICT Room Rules are also on display within the ICT room for
reference along with specific rules for the use of Internet and E-mail. The school
also has an 'Acceptable Use Policy' document which must be signed and
agreed to by every pupil and their parent. There is also an AUP document which
must be signed by every member of staff. Use of any computer at school is
conditional on the ICT Office having a signed AUP form.


See Staff Acceptable Use Policy.
See Pupil Acceptable Use Policy.

The Health and Safety at Work Act (1 January 1993), European Directive deals
with requirements for computer positioning and quality of screen. This directive is
followed for all administration staff. Whilst this legislation only applies to people
at work, we seek to provide conditions for all pupils which meet these
requirements.

The school has an alarm system installed throughout. Each computer system has
individual security against access to the management system. The files and
network system are backed up regularly. The virus checker is updated daily.


Home School Links
The last school based survey of home (2001) use suggested that 97% of all pupils
have a PC at home and that 63% of these had access to the Internet and have
access to an e-mail account.

All staff must be aware of this and amend their teaching strategy to take
advantage of this if pupils have access to a PC but equally not to disadvantage
those who do not.

Pupil links with the school are primarily via the school web site where
development is directed towards complete access to the curriculum by all
pupils and their parents.

Other links include out-of-hours working, the Link and the use of RM EasyLink (a
remote connection to a pupil’ work area on the school network).


Appropriate Legislation, including Copyright and Data Protection
All staff must to be aware of legal issues on the use of computers.

The Computer Misuse Act, 1990
Under this Act it is an offence to access, or try to access, any computer system
for which access authorisation has not been given, Such actions could lead to
criminal prosecution,

The Copyright, Design and Patents Act, 1988
This Act makes it an offence to copy documentation or software without the
permission of the owner of the copyright. Breaches of this Act can also lead to
legal action.

The Data Protection Act, 1998
This Act requires that all personal data relating to other living persons with the
exception of personal data held by an individual for domestic and recreational
purposes should not be stored by any person on a computer system unless the
data is suitably registered.

Obscene Publications Act, 1959
Downloading and printing, and placing material on the school’s computing
facilities in such a way that several people can access it, constitutes publication.
It is an offence to publish material that is obscene.


Effective and Efficient Deployment of ICT Resources
The effective deployment of resources will involve subject leaders:
      •   planning a curriculum with opportunities for pupils to demonstrate their
          ICT capability
      •   judging the right level of resources required for their curriculum
      •   using new technologies to investigate new ways to enrich pupil’s
          experience of their subject using ICT
      •   taking advice on how best to employ and deploy resources
      •   agreeing targets that are informed
      •   documenting a bid for resources in terms of outcomes for teaching
          and learning
      •   appreciating the need to identify where training is required
      •   seeking to achieve planned targets which coincide with the
          Headteacher’s vision and the aims of the school
The delivery of effective e-learning opportunities will involve teachers:
      •   judging when ICT is the appropriate tool for a particular task and when
          it isn’t, and
          integrating such opportunities into their teaching as with any other
          educational tool
      •   being liberated from the traditional role as the fount of all knowledge
          so that they have
          more opportunities to innovate and provide the spark that stimulates
          achievement and
          creativity in their pupils
      •   working with pupils to agree and manage personalised learning
          programmes ,including
          the provision of support and guidance (for example in relation to the
          choice of an appropriate range of traditional and digital learning
          resources)
      •   agreeing targets that are informed by better benchmarking material
          and the ability to track the progress of individual and groups of pupils.
      •   appreciating the implications of learning that takes place outside of
          school and exploiting such opportunities to the full
Effective e-learning will provide pupils with opportunities to learn anywhere or
anytime by:
      •   enabling access to lesson notes and related digital curricular resources
          through a secure, structured online environment
      •   providing individual access to tutorial support and subject experts, and
          by enabling
          participation in online discussions and group activities with their peers
      •   allowing assignments to be stored, submitted and assessed online
      •   maintaining links to their classmates and teachers while studying out of
          school in the
          workplace or at home or in hospital due to illness


Networks and E-mail
The school network is extensive and is designed to be an integral part of the life
of the school. It is open 24 hours per day and 365 days per year. It is designed to
be effective and efficient.

It effectiveness is measured by the results achieved in ICT and in other subjects
where ICT is used as part of the teaching and learning process. Pupils also
extensively use the network to complete project work and present it in a more
formal way.

The efficiency of the network is measured by the number of days where the
network is down. This includes days where new installations, upgrades or security
patches cause users to have limited access to the network. On most occasions
down time occurs out of hours or during weekends. Work done by contracted
engineers can mostly only be done during school time to reduce the cost of call
outs.

Every pupil and teacher has access to the school network.

Every subject has an equal opportunity to add ICT facilities and resources to
their teaching and learning. Application for resources is usually made 1-2 years
in advance. Full details of the resources require the teaching styles to be used
and how the use of such facilities fit into their.

Staff need to use e-mail as part of their normal professional working.

Pupils need to use e-mail as part of the National Curriculum 2000 Orders
      •   e-mail must only be used in school for educational purposes
      •   from year 7, pupils are given individual e-mail accounts
      •   in-coming e-mail will be regarded as public and may be examined
      •   the forwarding of chain letters will be banned, as will the use of chat
          lines
      •   pupils are not allowed to access any other mail server from the school
          system


Policy History
Stages                                    Date of completion/Amendment

Written as part of submission to NAACE
                                       December 2003
Mark

School awarded NAACE Mark                 January 2004

Referred to the Governing Body for
                                          May 2004
ratification/amendments

								
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