ST. ALDHELM’S PRIMARY SCHOOL

I.C.T. POLICY

Rationale

Information and Communications Technology (ICT) is concerned with the storage, processing, presentation and communication of information by electronic means. This includes the measurement, modelling and control of external events. ICT continues to evolve very quickly and has now become firmly entrenched in many aspects of everyday life, both at home and in the workplace.

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.

Aims of ICT

At St. Aldhelm’s Primary School our aims are that:

ØICT be presented as a creative and fascinating process in which children are encouraged to use their own initiative, imagination, reasoning and investigative skills;

ØChildren 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;

ØChildren receive 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;

ØDifferentiation is planned for in each area of the ICT curriculum so that children achieve to the best of their ability;

ØChildren learn to work individually and collaboratively;

ØChildren 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.

Present resource provision

ICT Suite

The school has recently invested in a range of computer hardware including a new suite of eight computers complete with enough pre-loaded software to deliver the new ICT curriculum. Each machine has Internet access. The computer suite is also equipped with a networked centralised colour laser printer, a colour printer for quality photographs, a scanner and two digital video cameras.

Main School

The school is working with a variety of computers in the classrooms including:

ØThree P.C.s in each infant classroom and each junior classroom;

ØMost of these are connected to the Internet.

In addition to this, there is a variety of other ICT equipment in school including; Pip, Pixie, tape recorders, CD player, digital cameras in each classroom, television, videos, headphones, sensors and detectors.

A variety of software is available for all machines. This is in the process of being catalogued.

To ensure that copyright laws are adhered to and import of viruses is minimised, staff, pupils and parents are not permitted to run software brought in from outside school on school machines.

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.

Present curricular plans

The QCA Exemplar Scheme of Work has been implemented, as a framework for the ICT programme of study for KS1 & 2 to be delivered in manageable units of work.

Current resources are sufficient to support the delivery of the QCA Exemplar Scheme of Work. However, curriculum co-ordinators will need to identify any additional software required as we move towards delivering 20% of the whole curriculum through the use of ICT.

The incorporation of ICT into the curriculum is detailed in the whole school curriculum plan.

Staff confidence and expertise will be developed through training sessions provided by the ICT Co-ordinator, and external agencies.

Support will be given, where possible, with ICT planning and teaching by the ICT co-ordinator.

Entitlement to the ICT curriculum

All children should have access to the use of ICT regardless of gender, race, cultural background or physical or sensory disability. Where use of a school computer proves difficult for a child because of a disability, the school will endeavour to provide specialist equipment and software to enable access. Children with learning difficulties can also be given greater access to the whole curriculum through the use of ICT. Their motivation can be heightened and they are able to improve the accuracy and presentation of their work. This in turn can raise self-esteem.

Planning for ICT in the early years needs to be considered carefully if children are to begin to gain confidence in the use of ICT as soon as they start attending school. A range of appropriate hardware, software and activities needs to be offered.

The QCA Scheme of Work, should ensure progression, but planning needs to match the learning opportunities offered with the children’s age, abilities and skills. Quite often there are huge differences in ability between children who have access to home computers and those who do not. Task matching may include provision of different software, varying the amount/type of support given, varying the tasks, varying the groupings etc.

Health and Safety

Children should not be responsible for moving heavy equipment around the school. 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.

Assessment and record keeping

On-going formative assessment is an integral part of good practice. Its main purpose is to enable the teacher to match work to the abilities and needs of the children and ensure progression in learning.

ICT capability should be monitored regularly in relation to the QCA requirements. Teachers should assess module requirements with reference to children’s knowledge, understanding and skills. Other opportunities for assessment will arise from cross-curricular work.

Samples of work should be kept for each child. These can be stored:

on the hard drive in a folder;

on floppy disk;

as a hard copy.

Samples should be annotated or a written record kept, stored in the above ways.

Links to the school development plan

ØThe ICT Co-ordinator produces an action plan each year outlining the targets for that year.

ØAn 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.

Staff training needs will be met by:

ØAuditing staff skills and confidence in the use of ICT regularly;

ØArranging training for individuals as required;

ØThe ICT Co-ordinator should attend courses and support and train staff as far as possible.

Review and evaluation procedures

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 QCA Scheme of Work. Meetings with subject co-ordinators will also ensure that the use of ICT across the curriculum is planned for and evaluated.

Fe Yates

ICT Co-ordinator

January 06

ICT POLICY.DOC