Christ Church Upper Armley C of E Primary School

Tranmere Park Primary School ICT Policy (revised January 2013)

Tranmere Park Primary School

Information and Communication Technology Policy

This document outlines Tranmere Park Primary School’s policy regarding the delivery of ICT. It reflects the views and opinions of the teaching staff and has the support and agreement of the Governing Body. The implementation of the policy is the responsibility of all members of staff.

RATIONALE AND ENTITLEMENT

Information and Communication Technology is becoming an increasingly important part of everyday life and has the potential to transform the lives of all involved in its use.

ICT provides a means of enhancing and enriching the learning experience of children and can strengthen and support traditional forms of teaching and learning and extend the range of educational opportunities for children.

Young people in our school will need ICT skills, knowledge and awareness if they are to be successful in their futures. They will also need to be able to use ICT to support their learning in a range of curriculum areas and will begin to develop informed attitudes to learning with ICT both now and throughout their lives. To support this process, children must be aware of the benefits and potential dangers that ICT may pose. They must learn how to keep themselves and others safe when working online.

Progression in ICT capability is more than the development of ICT skills. Although the acquisition of ICT skills is important this is not sufficient on its own to develop ICT capability. Pupils need quality time to consolidate their skills by applying them in a wide range of situations. They also need to have the opportunity to reflect on how they have used ICT in different contexts before they can become fully capable of answering when and when not, to use ICT. Progression in ICT capability will therefore develop as children start to decide which ICT tools are most suitable for a given task.

AIMS

●  To enhance, enrich and extend teaching and learning across the curriculum

●  To develop ICT as a tool for learning and investigation in all subjects, so that pupils will develop the ability to choose ICT effectively and use ICT appropriately

●  To develop children’s confidence in their ICT capability

●  To learn ICT skills that are specified within the National Curriculum

●  To stimulate an interest in using new technologies.

●  To develop an understanding of the capabilities and limitations of ICT and the implications and consequences of its use.

OBJECTIVES

Pupils will be taught:

·  a range of practical skills and will be given the opportunities to use them in meaningful activities;

·  to handle, store and use the computer correctly and safely;

·  to use a range of software;

·  to use the internet as a source of information and e-mail as a form of communication and that the internet has risks. They should also follow procedures to ensure their personal safety;

·  to choose the most suitable software and hardware to use for a particular task;

·  to evaluate the effectiveness of the use of ICT in completing tasks;

·  to develop familiarity not only with the computer and keyboard but also with new technologies such as Ipads, FizzBooks, digital cameras, flip cameras, microphones, microscopes and chatterboxes.

Pupils will be encouraged to develop:

·  a positive attitude to ICT;

·  interest, motivation, pleasure and enjoyment in the use of ICT;

·  recognition of the power and relevance of ICT;

·  satisfaction from a sense of achievement;

·  confidence in the ability to apply and use knowledge of ICT.

Pupils in this school will be given opportunities:

·  to develop their ICT skills according to government guidelines;

·  to meet their individual ICT needs;

·  to exploit the potential of ICT to support their learning in a range of curriculum areas;

·  to enhance the presentation of their work;

·  to share ideas and work collaboratively;

·  to access resources, both locally and globally;

·  to develop a responsible attitude towards computer use and electronic communications within the school.

Through this, pupils will cover the following strands.

·  Using the technology – developing knowledge and understanding of a range of technologies and understand how to use them safely and effectively.

·  Creating and presenting – developing ICT knowledge and skills so that children have the capability to effectively present their ideas.

·  Collecting and analysing – using I.C.T. tools to collect and analyse structured information, such as databases and spreadsheets.

·  Searching and researching – developing skills and concepts in using I.C.T. to search for information and to research topics. This involves the effective use of resources such as CD-ROMS and the internet.

·  Communicating and collaborating – using I.C.T. to communicate and collaborate with other individuals and groups. It involves the appropriate use of tools such as e-mail as well as comparisons with traditional communication methods.

·  Control and modelling – developing knowledge and skills in using computers to instruct and control devices as well as to take measurements of, and model, the environment.

·  Developing informed attitudes – progressively develop informed attitudes about the applications and implications of I.C.T. in society.

CURRICULUM

The International Primary Curriculum alongside a range of adapted units from the Leeds Scheme of Work is used as the school’s ICT programme of study. These schemes of work form the basis of the medium term plans for each year group. Each unit is fully resourced and is available on the school network. The scheme of work for ICT outlines a progression of skills and experiences which ensure a balanced delivery across the curriculum whilst meeting the requirements of the National Curriculum.

It is the responsibility of class teachers to adapt and amend the school’s scheme of work to reflect their teaching and ensure that the amended plans are filed in their planning folders. They also must ensure links to ICT are frequently implemented in literacy and numeracy, alongside other foundation subjects.

The school’s scheme of work will be reviewed on a regular basis to ensure ICT continues to be relevant and meets the needs of the school and to include new software and hardware.

In addition to the above, teaching staff are expected to teach children how to stay safe when using technology. The E-safety curriculum depicts the knowledge, skills and responsibilities children need to know throughout key stages and across phases. This will be taught through a range of curriculum areas.

ASSESSMENT AND RECORD KEEPING

This will be in line with the whole school Assessment and Recording Policy.

Individual teachers will continually assess their children throughout each unit of work to assess the children’s skills and knowledge of the strand covered. Time should be allocated for children to work independently in order to support assessments made. The school provides detailed level descriptors, so that teachers can allocate accurate levels based on their judgements. At the end of each half term, children’s levels should be entered into the ICT spreadsheet on staff shared. A copy of these assessments should also be kept in teacher’s assessment folders.

Assessment of ICT capability can be made through a number of different methods: observations, finished product, eg saved work in the pupil’s network files or a printout, discussion and questioning, photograph/video tape of activity. Assessment of children’s’ ICT capability should take account of the following: the ICT skills developed, the contexts of the activities and the purpose of the activity.

Pupils are encouraged to save all work in their network file as a record of their achievement and progression in ICT.

TEACHING AND LEARNING STRATEGIES

The teaching of ICT within the classroom situation can be approached in a number of different ways:

·  whole class and large group teaching;

·  small group work – organised by comparable ability, mixed ability, friendship or randomly;

·  individual teaching – to include one-to-one teaching.

Class teachers are encouraged to lead whole class lessons demonstrating the use of software using: a large computer screen, interactive whiteboard, laptops or visualiser.

Effective teaching regardless of the organisation requires a wide range of techniques to be utilised by the teaching staff. These include explaining, instruction, questioning, observing, assessing, diagnosing and providing feedback.

ICT IN THE CURRICULUM

ICT is an integral part of the world in which we live. It is vital therefore, that pupils should learn about the role of ICT in the wider world and its implications for their future. It is equally important that they should learn to use the ICT tools that are available, so that they become critical and autonomous users of ICT.

It is important that ICT should not be used in isolation and viewed purely as a discrete area of study, but children and staff should consider ICT as a ‘tool’ to support teaching and learning across the curriculum.

The ICT scheme of work is intended to support this view, while also developing ICT capability. The scheme is not exhaustive, other curriculum areas must provide further opportunities for ICT usage to support the teaching and learning in a given subject.

The following learning objectives should be considered when planning ICT activities for children:-

Does the activity allow/enable children:-

·  To take the initiative and have some control over their own learning?

·  To discuss and share ideas?

·  To collaborate towards an agreed end?

·  To organise and analyse data?

·  To express creative ideas and derive enjoyment from them?

·  To experience different modes of communication?

THE VALUE OF ICT IN TEACHING AND LEARNING

ICT can have many positive effects on teaching and learning. For pupils there are frequently gains in:

·  motivation/enthusiasm

·  presentation

·  questioning skills

·  information handling

·  techniques of modelling.

Teachers often find that (among many other gains) using ICT can lead to:

·  rethinking teaching and learning strategies

·  more opportunities for differentiation

·  greater expectations of students

·  more opportunities for individual teaching and group work through computer led activities

·  better understanding of pupils' learning

MONITORING AND EVALUATING

Staff will be involved and trained on the use of ICT within school in order to ensure coherence, continuity and progression in our pupils’ ICT experiences. These will be reviewed as our practice develops.

Staff will include aspects of ICT in both their medium and short term planning (where appropriate) and will use our agreed formats for monitoring their pupils’ ICT development.

Staff will use our agreed methods of assessment and recording in ICT development as with other areas of the curriculum.

Staff will be encouraged to review and comment on their use of ICT within the school and make suggestions for improvement.

INCLUSION

EQUAL OPPORTUNITIES

The planned use of ICT in the curriculum will enable all children to benefit from participation. All children will have access to ICT, regardless of their race, sex, religion, ethnic group or ability. In line with the school's ethos statement 'Everyone included, everyone special,' teachers and support staff will ensure that all children are treated as individuals with their own abilities, difficulties and attitudes.

PHYSICAL DISABILITIES

ICT can support learners with physical disabilities by enabling them to access the curriculum alongside their peers. It is particularly helpful for learners who find it difficult to record or access their school work using conventional methods.

What types of ICT can help and how?

For pupils who struggle to form letters, who tire easily or who have limited motor control, computers may be their only way of getting their thoughts onto paper. However, there is now a wide range of software and peripherals available as alternatives to using the traditional keyboard and mouse, which can suit learners with varying physical disabilities.

This type of technology includes:

·  head pointers or head mice (particularly optical)

·  keyboard/mouse accessibility utilities and keyguards

·  overlay keyboards

·  predictive word processors

·  switches and scanning systems

·  touch pads

·  tracker balls and joysticks

·  speech recognition.

Ultimately, the choice lies in the individual’s requirements and their ability to feel comfortable with the technology.

SPECIAL EDUCATIONAL NEEDS

As with all children, full access will be given to the use of ICT in the curriculum in accordance with statutory requirements and the school’s Special Needs Policy.

The fact that ICT encourages children to accept responsibility for their own learning, and due to its versatility it can provide clear opportunities for differentiation. Differentiation can be achieved as follows:

·  by task – same topic, differing tasks and strategies;

·  by outcome – same task, assessing each child's individual capabilities

·  by support – same task, varying degrees of support incorporating group, pair and independent work.

The majority of programs within the school are ‘content-free’, thus allowing the children to work at their own level of attainment. The use of facilities such as word lists within programs like Textease, are ideal aids for Special Educational Needs children. Classroom organisation, curriculum planning and the use of resources will take account of the requirements of Special Educational Needs children.

In the case of children with special needs, the computer can aid communication as ICT does not necessarily rely on the spoken word. ICT can allow children with special needs to explore a variety of tasks before they are even able to manipulate a pencil or read. Careful use of ICT will allow all children to progress in areas in which they would probably have otherwise experienced frustration. Able children can use ICT to extend their abilities so that the final product is dependent upon their personal understanding of the use of ICT. The efficient use of ICT can help develop physical, intellectual, emotional and social skills for children of all abilities, and used carefully can have a particularly profound effect on children with special educational needs.

SAFEGUARDING

Tranmere Park is committed to safeguarding and promoting the welfare of its pupils and expects all staff and volunteers to share this commitment. (see above regarding the e-safety curriculum).

RESPONSIBILITIES

The role of the Headteacher:

·  to ensure the National Curriculum is implemented;