Cardwell Primary School
Policy on ICT
Policy on Information and Communication Technology (ICT)
(see also Communications; Health, Safety and Welfare, Internet and E-Safety policy)
Safeguarding and Child Protection
Cardwell Primary School is committed to promoting and respecting the health, safety and welfare
of all our children and any adults who work in our school.
Our children have the right to protection, regardless of age, gender, race, culture or disability. They
have the right to be safe and feel safe in our school.
What is ICT?
ICT is concerned with the handling of electronic information (which consists of text, numbers,
images, sounds) and involves creating, collecting, storing, processing, presenting and
communicating this information in a variety of ways and for a variety of purposes.
ICT is about information that can be manipulated with computers, word processors, video
recorders, webcams and photocopiers, voice and sounds through tape recorders and other
programme operated technology.
As ICT underpins today’s modern lifestyle it is essential that all pupils gain the confidence and
ability, that they need in this subject, to prepare them for the challenge of a rapidly developing
and changing technological world. The use of ICT will also enhance and extend children’s
learning across the whole curriculum whilst developing motivation and social skills. ICT
capability refers to a child’s ability to draw on their knowledge and understanding of ICT and to
apply it in a variety of contexts.
The National Curriculum documents for Information and Communication Technology states that
ICT should be planned, delivered and assessed as a subject in its own right on a cross curricular
basis in appropriate contexts and as a tool to enhance and enrich the learning and teaching
process.
At Cardwell, ICT is viewed as motivational, cutting edge learning aid and resource.
1
Aims and objectives
1.1
ICT has become part of the way in which we all work and entertain ourselves. Almost
everything we do at Cardwell now involves the use of ICT:
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online lesson research, teaching plans and resource materials;
lesson delivery via either overhead projector and/or interactive whiteboard;
communication by e-mail, phones and fax;
document distribution and storage;
assessment information analysis;
production and editing of reports.
Cardwell Primary School
Policy on ICT
Thus, through teaching ICT, we equip children to participate in a world of rapidly changing
technology. We enable them to research, explore, analyse, exchange and present
information. We also help them to develop the necessary skills for using information in a
discriminating and effective way. This is a major part of enabling children to be confident,
creative and independent learners.
1.2
Our objectives in the teaching of ICT are:
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ICT to be presented as a creative and fascinating process in which children are
encouraged to use their own initiative, imagination, reasoning and investigative skills;
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Teach children to appreciate the relevance of ICT in our society and that they see it as an
essential tool for learning, communication, finding information and for controlling and
understanding their environment;
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To provide children with equal opportunity to develop their ICT capability, with the use of
ICT being planned for in line with its status as a core National Curriculum subject;
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To plan differentiation for in each area of the ICT curriculum so that children achieve to the
best of their ability;
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To teach children to work individually and collaboratively;
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To make sure that children have a heightened interest and awareness of ICT through the
regular display of their ICT enhanced work in the classrooms and around the school, and
the positive attitude of staff towards the use of ICT.
1.3 Pupil Objectives
At the end of KS1 children should:
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Have used ICT to process and present writing and pictures
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Have used ICT to draw a picture
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Developed good mouse control
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Have discussed computer systems and control technology experienced in everyday life
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Understand that machines respond to human input
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Have used ICT to draw simple graphs
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Have used a digital camera and i-pods to take photographs
At the end of KS2 children should:
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Have used ICT to store, retrieve, process and present information
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Have developed good keyboard skills
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Have used ICT to search for information and to explore and solve problems in the context
of other subjects
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Be able to discuss and evaluate their use of ICT
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Be able to discuss the use of ICT in the wider world
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Understand the uses of the World Wide Web, and how this information can be accessed
via the internet
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Be able to send and receive e-mails and edit own web pages
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Have used ICT to create short films and animations
Cardwell Primary School
Policy on ICT
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Understand advantages, disadvantages and safety issues for using modern technology to
communicate
2
2.1
Teaching and learning style
As an objective of teaching of ICT is to equip children with the technological skill to become
independent learners, the teaching style that we adopt is as active and practical as
possible. While, at times, we do give children direct instruction on how to use hardware or
software, the main emphasis of our teaching in ICT is for individuals or groups of children
to use computers to help them to progress in whatever they are studying. So, for example,
children might research a history topic by using search engines, web based and network
software that engages them in a highly visual way, or they might place themselves in a
historical setting by manipulating a digital photograph, or they might investigate a particular
issue on the Internet.
2.2
At Cardwell we recognise that all classes have children with a wide range of ICT abilities.
This is especially true when most children have some access to ICT equipment at home,
while others do not. We provide suitable learning opportunities for all children by matching
the challenge of the task to the ability and experience of the child. We achieve this in a
variety of ways:
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setting tasks which are open-ended and can have a variety of responses;
setting tasks of increasing difficulty (not all children complete all tasks);
grouping children by ability in the room, and setting different tasks for each ability
group;
providing resources of different complexity that are matched to the ability of the child;
using classroom assistants and guided teaching to support the work of individual
children or groups of children.
3
ICT curriculum planning
3.1
ICT is a foundation subject in the National Curriculum. Cardwell uses the national
curriculum guideline for ICT as the basis for its curriculum planning.
3.2
We carry out the curriculum planning in ICT in three phases (long-term, medium-term and
short-term). The long-term plan maps the ICT guidelines children must cover during each
Key stage. The children often study ICT as part of their work in other subject areas. Our
long term ICT plan is to pass on highlighted sheets showing above average, average and
below average coverage and achievements – dated when achieved. We are developing
this to ensure coverage and progression takes place as the children move up through the
Key stages.
3.3
Our medium-term plans give details of work covered in each unit. They identify the key
learning objectives, and possible teaching activities, unit outcome and links with other
curriculum areas. The ICT subject leader is responsible for keeping and reviewing these
plans.
3.4
The class teacher is responsible for writing the short-term plans with the ICT component of
each lesson. These plans list the specific learning objectives and expected outcomes for
each lesson within the context of discreet skills in the general wider curriculum. The class
teacher keeps these individual plans and s/he and the ICT subject leader often discuss
them on an informal basis.
3.5
The topics studied in ICT are planned to build on prior learning. While we offer
opportunities for children of all abilities to develop their skills and knowledge in the
curriculum, we also actively plan for progression into the scheme of work, so that the
children are increasingly challenged as they move up through the school. Progression is
Cardwell Primary School
Policy on ICT
ensured using curriculum guidelines (highlighted) which get passed on to the next class
Teacher.
3.6
Parents and carers are required to give signed authorisation before their child can use the
Internet, either in guided or in independent school work. Parents and carers are, however,
assured that their child’s use of the Internet at school is always supervised. A record of
those children who do not have permission to use the Internet at school is held by the
school office.
4
The Foundation Stage
4.1
We teach ICT in reception classes as an integral part of the topic work covered during the
year. As the reception class is part of the Foundation Stage of the National Curriculum, we
relate the ICT aspects of the children’s work to the objectives set out in the Early Learning
Goals (ELGs) which underpin the curriculum planning for children aged three to five. The
children have the opportunity to use the computers, laptops, a digital camera, floor robot
and other programmable toys. Then, during the year, they gain confidence and start using
the computer to find out information and to communicate in a variety of ways.
5
The contribution of ICT to teaching in other curriculum areas
5.1
The teaching of ICT contributes greatly to teaching and learning in all curriculum areas. It
also offers ways of impacting on learning which are not possible with conventional
methods. Teachers use software to present information visually, dynamically and
interactively, so that children understand concepts more quickly. Further exposure is
provided in the classroom through a range of toys including V-tech toys and laptops. ICT
enables children to present their information and conclusions in the most appropriate way.
Much of the software we use is generic and can therefore be used in several curriculum
areas. Across the curriculum ICT is integral, from researching topics, games and software
aid teaching for example in Numeracy and French, to everyday use through the interactive
whiteboard. Furthermore, internet resources such as teaching websites and You Tube help
bring lessons to life.
5.2
English
ICT is a major contributor to the teaching of English. Children’s reading development is
supported through talking stories. As the children develop mouse and keyboard skills, they
learn how to edit and publish text on a computer. It is planned that the children will have
the opportunity to develop their writing skills by communicating with people via e-mail, and
they are able to join in discussions with other children throughout the world through the
medium of video conferencing. They also learn how to improve the presentation of their
work by using desktop publishing software. There is in addition a variety of software which
targets specific reading, grammar and spelling skills.
5.3
Mathematics
Children use ICT in mathematics to collect data, make predictions, analyse results, and
present information graphically. Screen robots allow pupils to give exact instructions for a
particular route, or to use their knowledge of angles to draw a range of polygons. The
Internet provide children with opportunities to play educational games on securing
knowledge of number bonds, times tables and problem solving.
5.4
Science
Software is used to animate and model scientific concepts, and to allow children to
investigate processes which it would be impracticable to do directly in the classroom. Data
loggers are used to assist in the collection of data and in producing tables and graphs.
5.5
Personal, social and health education (PSHE) and citizenship
Cardwell Primary School
Policy on ICT
ICT makes a contribution to the teaching of PSHE and citizenship in that children in ICT
classes learn to work together in a collaborative manner. They also develop a sense of
global citizenship by using the Internet and e-mail. There is consequently an Internet
Proficiency Scheme for Key Stage 2 pupils. The scheme aims to develop a set of safe and
discriminating behaviours for pupils to adopt when using the Internet and other
technologies. Through discussion of safety and other issues related to electronic
communication, the children develop their own view about the use and misuse of ICT, and
they also gain an insight into the interdependence of ICT users around the world.
6
ICT and inclusion
6.1
At our school, we teach ICT to all children, whatever their ability and individual needs. ICT
forms part of the school curriculum policy to provide a broad and balanced education to all
children. Through our ICT teaching, we provide learning opportunities that enable all pupils
to make good progress. We strive hard to meet the needs of those pupils with special
educational needs, those with disabilities, those with special gifts and talents, and those
learning English as an additional language, and we take all reasonable steps to achieve
this. For further details, see separate policies: Special Educational Needs; Disability
Discrimination; Gifted and Talented Children; English as an Additional Language (EAL).
6.2
When progress falls significantly outside the expected range, the child may have special
educational needs. Our assessment process looks at a range of factors – classroom
organisation, teaching materials, teaching style, differentiation – so that we can take some
additional or different action to enable the child to learn more effectively (e.g. a range of
software can be differently configured for different ability ranges). Assessing progress
against the National Curriculum levels of attainment allows us to evaluate each child’s
progress against expected levels. This ensures that our teaching is matched to the child’s
needs.
6.3
Intervention through School Action and School Action Plus will lead to the creation of an
Individual Education Plan (IEP) for children with special educational needs. The IEP may
include, as appropriate, specific targets relating to ICT. In some instances, the use of ICT
has a considerable impact on the quality of work that children produce, by increasing their
confidence and motivation. All children are given access and opportunity to a range of ICT
software.
6.4
We enable pupils to have access to the full range of activities involved in learning ICT. We
have a range of software which is designed to include all learners, e.g. grid clicking. Our
hardware can accept a range of input devices catering to pupils with specific requirements.
Where children are to participate in activities outside the classroom, e.g. a visit to an ICT
exhibition or the City Learning Centre learning classrooms, we carry out a risk assessment
prior to the activity, to ensure that the activity is safe and appropriate for all pupils.
7
Assessment for learning
7.1
Teachers will assess children’s work in ICT by making informal judgements during lessons.
On completion of a piece of work, the teacher assesses the work, and uses this assessment to
plan for future learning. Samples of work are to be kept for each child. These are stored on the
hard drive in a folder or in the ICT paper files. Written or verbal feedback is given to the child to
help guide his/her progress. Older children are encouraged to make judgements about how they
can improve their own work.
7.2
The subject leader is developing a bank of samples of the children’s work in a portfolio.
This demonstrates the expected level of achievement in ICT for each age group across the
school.
Cardwell Primary School
Policy on ICT
8
Resources
8.1
Cardwell has the appropriate computer-to-pupil ratio, and Internet access. Most software is
already installed on PCs. At present our computer suite is resourced with 16 internet connected
computers and network printers. The ICT suite is used for whole class teaching of ICT. The 16
internet computers all have the same desktop and software. This package was chosen to fulfil the
requirements needed to follow the school’s scheme of work. Each classroom has a computer that
is connected to a network printer, an Interactive White Board (IWB) and an overhead projector.
The computers are networked, with internet connection. We also have two whole class sets of
laptops. In addition to this, there is a variety of other ICT equipment in school including
Roamers, Pixies, BeeBos, digital recorders, CD players, radios, DVD players, headphones,
sensor detectors and other programmable toys.
8.2
An audit of resources is undertaken yearly to ensure that hardware and software are
kept as up to date as possible and that obsolete or broken machines are scrapped or
repaired.
8.2
We employ a Greenwich Borough ICT technician to keep our equipment in good working
order. Members of staff report faults in the book provided for that purpose in the ICT suite.
The technician will also set up new equipment, and install software and peripherals.
8.3
There are a number of government-provided laptops which are on loan to particular
teachers.
8.4
In order to keep our school computers virus-free, no software from home will be installed
on school computers. Pupils bringing in work on portable storage disks must first have it
scanned, but we encourage the work to be e-mailed to the teacher concerned. Where
teachers are transferring files between their home and school, they must have up-to-date
virus protection software on their home computers.
8.5
All consumables are stored by the ICT co-ordinator. These include memory sticks and ink
cartridges. There are Beebots, digital cameras and Digital Blue cameras which are stored by the
ICT co-ordinator. The ICT co-ordinator is responsible for making sure that the equipment is safe
and well maintained. Teachers are required to inform the ICT co-ordinator of any faults as soon as
they are noticed. A maintenance agreement is in place to support the co-ordinator fulfil this role.
9. Health and Safety
The following guidelines are in place to promote high standards in health and safety:
 Children should not put plugs into sockets or switch the sockets on
 Trailing leads should be made safe behind the equipment
 Liquids must not be taken near the computers or be taken into the resources room
 Magnets must be kept away from all equipment
 The computer must never be switched off when the disk is still in the disk drive
 The maximum time a child should work at a computer is 2 hours a day
 All hardware will undergo a safety check annually
 Children should not work for longer than 1 hour at a computer without a break
 Children should not be responsible for moving heavy equipment around theschool.
They may load software but should not be given the responsibility of plugging in and
switching machines on without a member of staff present.
 Food and drink should not be consumed near ICT equipment.
 It is the responsibility of staff to ensure that classroom ICT equipment is stored
securely, cleaned regularly and that their class or themselves leave the ICT Suite clean
and tidy after use.
 Staff should ensure that the children are seated at the computers comfortably and be
aware of the dangers of continuous use (e.g. eye/wrist strain etc).
 An adult should always supervise children when they are accessing information via the
Internet. The service provider does filter information but staff are ultimately responsible
for information accessed by pupils.
Cardwell Primary School
Policy on ICT
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An Internet policy has been developed in order to allow the safe and efficient use of the
Internet for both staff and pupils in an educational context.
10. Parental Involvement
Parents are encouraged to support the implementation of ICT by attending curriculum evenings
and participating in demonstrations of software, providing first hand experience of ICT and offering
help with ICT activities at home.
11
Monitoring and review
11.1
The coordination and planning of the ICT curriculum are the responsibility of the subject
leader and creative curriculum leaders, who also:
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supports colleagues in their teaching, by keeping informed about current
developments in ICT and by providing a strategic lead and direction for this subject;
uses specially allocated regular management time to review evidence of the children’s
work, and to observe ICT lessons across the school.
11.2 The everyday use of ICT is developing rapidly, with new technology being produced all the
time. This policy therefore will be reviewed and revised on a yearly basis. The ICT Co-ordinator
will liaise regularly with staff, both at staff meetings and informally, to monitor the effectiveness of
the policy and the ICT Scheme of Work. Meetings with subject co-ordinators will also ensure that
the use of ICT across the curriculum is planned for and evaluated.
Signed:
Date: