I.C.T.

ICT Policy

 

Information and Communication Technology is taught throughout the school, and is used as an integral part of many subject areas. All teaching rooms have at least one PC, and the school has two ICT suites. All the computers are networked together, and have access to the internet as well as a good range of curriculum software. Children’s work is stored centrally and can be accessed from all computers.

 

All classroom teaching areas are equipped with data projectors, and each year we are increasing the number of interactive whiteboards.

 

Each child is timetabled for a one hour ICT lesson each week, in one of our computer rooms equipped with 34 computers, all with flat screen monitors, and an interactive whiteboard.

 

In years five and six teaching is in mixed ability groups, and in years seven and eight in four ability groups. As well as specialist ICT teachers, an ICT teaching assistant is timetabled in to help with all year five and six groups, and the lower two sets in both year seven and eight.

 

An ICT club is run by the ICT teaching assistant on two lunch times each week.

 

ICT teaching aims to cover a broad range of skills and is a progressive programme, building on skills the children have developed at their first schools, and developing them through the four years St. Mary’s.

I.C.T. Policy

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SECTION 1- Introduction

“The modern world requires new skills. Understanding ICT and, more importantly, being able to apply it to the problems we face is one of the most important.  Increasingly ICT will be vital for our individual prospects and for our economy’s future.” (Lord Dennis Stevenson, Prime Minister’s Adviser on ICT and Education, Curriculum 2000)


“Information and communication technology (ICT) prepares pupils to participate in a rapidly changing world in which work and other activities are increasingly transformed by access to varied and developing technology.  Pupils use ICT tools to find, explore, analyse, exchange and represent information responsibly, creatively and with discrimination.  They learn how to employ ICT to enable rapid access to ideas and experiences from a wide range of people, communities and cultures.  Increased capability in the use of ICT promotes initiative and independent learning, with pupils being able to make informed judgements about when and where to use ICT to best effect, and to consider its implications for home and work both now and in the future.”  (Curriculum 2000)

 

"I.T.: an understanding of the implications and applications of I.T. to society, the individual and the processes of learning, leading to informed use of the technologies as powerful enabling tools."
I.T. being cross-curricular in nature is a whole school issue, needing a whole school consideration and agreement. "Information Technology in the curriculum is a whole school issue. As a key cross-curricular competence I.T. needs to be given a clear profile in a school's Institutional Development Plan and a school's policy should be an integral part of that development plan. All staff should have the opportunity to contribute to the planning process. Effective implementation of the I.T. policy will only be achieved in a school where all levels of management and all the teachers and support staff have a clear understanding of the school's policy and practice". (LEA Guide-lines 1991)

 

ICT is an essential ingredient within the education of every child.  In the changing world outside of school, information technology pervades every area of life.  It is essential that children are given the greatest opportunity to become familiar with every aspect of its use.  One of the obstacles to developing ICT use has been the lack of confidence to try or experiment.  Within St. Mary’s School we aim to offer children the opportunity to explore and investigate the use of ICT using a broad range of software applications, to develop skills which are transferable and to approach problems without fear of failure, so that a child of whatever ability may have the confidence to go further.

SECTION 2 - Aims of ICT in St. Mary's Middle School
SECTION 3 - Teaching and Learning

Effective learning will take place when:

SECTION 4 - Time allocation

The subject is allocated one lesson each week for all year groups.  (4% for all groups: 1 x 55 minutes out of a 25-lesson week). In addition subject staff may book ICT facilities for subject based ICT work.

SECTION 5 - ICT in the Curriculum

ICT has applications across the curriculum, is statutory in all NC documents (except PE) and it’s cross curricular nature and benefits are shown by the Dorset Curriculum Policy document as follows:

All curriculum areas and all phases of education provide many contexts in which the use of information technology enhances learning. All students should have opportunities to use powerful new technologies to enhance and extend their learning.

 

Information Technology changes the focus from the teacher to the learner.  It encourages:-

Information technology enables the student to practice higher level skills such as:-

Many of these activities act as a bridge from the concrete to the abstract.
The following principles should be applied;-

SECTION 6 - Cross curricular links

I C.T. is a cross- curricular skill and should be organised as such. I.C.T. is recognised as an approach to teaching and learning and not merely a curriculum subject.


As we accept that I.C.T. is cross - curricular in nature then teachers must adhere to the principle of shared responsibility to ensure that it is developed coherently throughout the curriculum.
Effective use of I.C.T. in other subjects often builds on the skills gained in discreet I.C.T. lessons.
Across the curriculum I.C.T. can be used to enhance individual learning or that of the whole class.
Details of using I.C.T. across the curriculum are addressed in the National curriculum handbook, and in the KS3 National strategy framework for teaching ICT capability at KS3.

SECTION 7 - Planning and Organisation

The National Curriculum contains four themes: Finding things out: Developing ideas and making things happen; Exchanging and sharing information; and Reviewing, modelling and evaluating work as it progresses. At Key Stage 2 and 3 this covers levels 2-7. If children are to acquire ICT capability they will not only acquire ICT skills, but use appropriate tools in an effective context. They will also have knowledge of the limitations and effects of ICT and an understanding of the new opportunities it provides. Within school there needs is a structured progression in ICT for children to acquire this capability.


The SOW contains themes of ICT capability, which provide the basis for such progression at this school. Acquisition of these themes is related to the curriculum, QCA schemes, and National Strategy units.  It is recorded through appropriate mapping. It should be noted that progression is not necessarily using increasingly more complex software, but will often involve using the same software for more demanding tasks.


Skills will be assigned to a specific year group but it is understood that children all progress at different rates and so a broad framework of skills and experiences is provided for each theme within which teachers and children can work.


At KS 2, work is mainly based around the QCA schemes of work. A folder containing the units of work, detailed ideas, and examples of work at different levels is kept in ICT 1.


The subject is working towards the Key Stage 3 National Strategy Framework for teaching ICT capability, and is introducing changes in line with the strategy.


In years 5 and 6 children are taught in mixed ability Home Base groups, in years 7 and 8 classes are set, based on the child’s ability in science, with a top set, two middle sets, and a bottom set (Top set: Turquoise, middle sets: Orange and Red, and bottom set: Yellow).


The needs of pupils of all abilities must be met, and staff must differentiate work to facilitate this.
Staff are expected to show initiative and to organise their teaching under the direction of the plan of work as laid out in this document, and by the detailed plans in the ICT folder in the room.
Responsibility for administration, organisation and planning falls to the Information Technology coordinator.


Day to day organisation is the responsibility of the staff using the room. Mr. Paul Worledge has 20 hours technician time for ICT each week, and this time is under the direction of the ICT coordinator. Mrs Alison Webb is full time ICT teaching assistant, and supports in all lessons, organises the room, distributes the folders for each topic, and runs the lunch time ICT club.
Staff experiencing problems with any aspect of ICT should contact either Paul or Ali, preferably by e-mail (awebb@stmaryspudd.dorset.sch.uk or icttechi@stmaryspudd.dorset.sch.uk ).

SECTION 8 - Progression

This section is under review and further changes need to be made to it.

 

Year

Finding things out

Developing ideas and making things happen

Exchanging and sharing info

Reviewing, modifying evaluating

 

 

Serif

Works database

Word

 

Logit, Insight,

 Logo,

Word

 

 

Internet, E-Mail

Logit, Excel,

Excel

Logo

 

CD

Power point

Publisher

Internet

 

 

Control

Internet

 

 

Average NC level

5

3

3

3

3

6

3-4

3-4

3-4

3-4

7

4-5

4-5

4-5

4-5

8

5

5

5

5

 

We provide opportunities for pupils to cover levels up to 6. We should be able to recognise where each pupil has reached. Obviously they will have to experience ICT in a variety of ways as well as just moving up these levels. More appropriately the use of ICT should be an integral part of their work.


Obviously pupils will have different ICT abilities which may not correlate to their abilities at Maths, Science etc. Schools have for many years been dealing with mixed ability classes and the learning strategies adopted will also serve us well for ICT. Tasks can easily be adopted to meet a pupil's needs.


Teachers will need to analyse activities according to the aspects or themes of ICT capability. The first question is "Can ICT enhance this activity?” If the answer is no then do not force the issue. There will be plenty of other occasions where ICT will fit naturally.


The Programme of Study Inclusion: providing effective learning opportunities for all pupils (NC 2000, DFEE and QCA) states:


… Teachers should teach the knowledge, skills and understanding in ways that suit their pupils’ abilities. This may mean choosing knowledge, skills and understanding from earlier or later key stages so that individual pupils can make progress and show what they can achieve.


Progression can also be monitored through a curriculum/software plan. From time to time this will be reviewed and changes made as necessary.


Pupils should be given opportunities, where appropriate, to develop and apply their ICT capability in their study of National Curriculum subjects.

SECTION 9 - Equal Opportunities

The department supports the school policy for Equal Opportunities.

Gender

Awareness should be held by the teacher that nationally greater confidence is often shown by boys, and this should be readdressed in the way questions are asked, and how the lesson is managed to reduce this problem. 

Culture

The school operates a multi cultural policy and ICT aims to comply with this.  All forms of racism and prejudice are actively discouraged.
Where appropriate work or examples will be drawn from other cultures.  Use of the internet may well give children access to material and sites from other European and non European countries.

Ability

Pupils with Special Educational Needs will have provision made to develop their abilities at their own pace, and to experience success and raise their self esteem.  Where particular needs exist either with the most or least able it may be necessary to introduce or adapt additional or existing work, programs, or working conditions.

 

Pupils with Special Educational Needs are integregated into the whole group for IT teaching.  (except in exceptional circumstances where the teaching assistant may withdraw a child for individual work).Special Needs Support is used within the lessons where appropriate to support individual pupils. The work set to children with special educational needs will generally be the same as for other children, however the level of work, the complexity of work, and the expected outcomes will often be adapted to enable them to progress and to achieve their potential.  Tasks may also be presented in a different way, and more teacher time given to these children to explain, support and help as appropriate.

 

As far as possible efforts will be made to integrate pupils with physical or other handicaps into the full range of work within the subject.

SECTION 10 - Planning, Monitoring, Recording, Evaluating ICT capability

MER is undertaken in line with the school policy.
M.E.R. may also include:

Assessment and record keeping is an important part of ICT, both from the need for the child to be aware of the progress he/she is making, and areas of strength and weakness, and also for the staff to be able to track the progress of children.

 

The National Strategy requires 75% of children, at the end of KS 3, to have reached Level 5 and above by 2004, and 85% to have reached level 5 and above by 2007.

 

Assessment should occur at a number of stages through the work and might well fit into:

The children are encouraged to evaluate work at various stages to help them reflect on areas of weakness and strengths within aspects of their work.

 

a) In planning for ICT capability through the themes each year group will identify appropriate ICT skills within a curriculum area and the software to be used.
b) Monitoring will be done through classroom observations by the ICT co-ordinator and/ or management and curriculum meetings to discuss appropriate levelling and setting of work for the age and ability of the pupils.
c) Skills are recorded on a sheet, and an overall National Curriculum level calculated. This will build into a mapping sheet which will be passed on from one year group to the next and at the end of year 8 an overall teacher assessment will be sent, electronically, to the Upper school.
d) Evaluation will be based on the level descriptions for the attainment target: Information and Communication Technology in the NC (DFEE 1999) Pupils will be given levels for the pieces of work that are completed and discussion about levelling will take place to allow pupils the opportunity to improve their results.


To aid the process of evaluation  there is a portfolio of children's work for each topic that acts as a reference.  This has levels and is annotated to explain how the levels are achieved. The great majority of pupils should be working at level 2 to 5 by the end of Key Stage 2 and levels 3 to 7 by the end of Key Stage 3.


Overall annual evaluation of the SOW will keep the subject fresh, appropriate and at the correct levels for the pupils.

SECTION 11 - Organisation and Purchase of hardware and software

At present we have 77 working computers for aspects of curriculum use, which consist of:
33 PCs in ICT 1, and 24 PC’s in ICT 2, and one or more in each classroom.

All PC’s are linked to the network to enable access to programmes, work files and the internet. (The 2 PC’s in the mobile classrooms have a wireless link; all other links are via data cable.
PC’s are grouped in relevant rooms: the library, special needs areas, and the French room.
We have 8 rooms set up with interactive whiteboards and projectors, including:

  1. ICT 1
  2. 7.4
  3. 5.3
  4. 6.4
  5. The old dining hall (non timetabled area to enable easier booking of the facility)

All other classrooms are equipped with data projectors and internet access, apart from the mobile classrooms (where security is an issue) and the Art and Resistant Materials DT rooms.

 

The main teaching of ICT is carried out in ICT 1 and a folder of topic plans, and examples of work is kept in the room. Some class sets of paper based teaching resources are available, but the majority of instruction sheets etc are on the network area ‘Public’ and are therefore be available on the computer screen.

 

The purchase and replacement of ICT hardware and resources needs to be incorporated in the SDP to meet the demands of the National Curriculum.


In order to support the cross- curricular approach to ICT there should be serious consideration given to creating or expanding clusters on PC’s in a number of areas, and the creation of a second full size teaching facility (e.g.33 PC’s).

 

Software is Window compliant; this is in accordance with the Dorchester Area Schools Partnership who have agreed to maintain continuity and progression across the pyramid. Software is purchased by the ICT co-ordinator and by other staff. Any member of staff who purchases a new piece of software should make a working copy (provided copyright laws are not infringed), giving the original copy to the ICT teaching assistant or retaining it themselves. If the software is not copiable the ICT co-ordinator should still be informed of its purchase. ICT support staff keep a file of software licences.

 

The maintenance of the hardware is carried out by the school ICT technician, with the help from THS. This is funded on a separate budget.

SECTION 12 - Inset

ICT continues to change at a very fast rate and therefore, in service training for teachers needs to be maintained at this school through inset organised by County, the ICT co-ordinator and the ICT advisory team.


The ICT coordinator will try to give the necessary day to day help when needed, but senior staff and Governors must be aware of the need for suitably qualified teachers to teach this important subject area.


The ICT teaching assistant is available for advice and help with many areas of ICT knowledge, and has a very thorough understanding of the four years programme of work.

SECTION 13 - Roles and Responsibilities

The ICT co-ordinator has overall responsibility for the planning, development, monitoring and reviewing of the Scheme of Work for the school.


He/she can:

SECTION 14 - Teaching strategies

A major aim within the teaching of ICT is to make the lessons enjoyable and build pupils confidence with the subject.


A variety of teaching and learning styles are encouraged ranging from didactic to group work depending on the task set.  Staff are expected to encourage and give positive feed back to pupils and endeavour to acknowledge pupils achievements according to their individual ability.  Written and oral assessment is given to pupils to guide them and help them assess their work.  This will help pupils be aware of success and how to improve their levels.  Staff will record progress and achievement on the record sheets and pass these on to the next tutor at the end of the year. An overall National Curriculum level is required at the end of theyear.


The school has created its own acceptable use agreement to protect pupils when using the Internet.

SECTION 15 - Literacy and Numeracy in ICT

With the co-operation of the Literacy and Numeracy co-ordinators it is seen that these two areas be incorporated into ICT when appropriate.

 

Numeracy will be encouraged by using the subject specific language where possible. Numeracy will be incorporated by the use of:
a)         spreadsheets
b)         databases
c)         creating questionnaires

Opportunities will arise in several of the topics taught to incorporate these skills and encouragement will be given to improve skills. Reference will be made in the lesson plans to the skills being targeted.

Literacy will be encouraged in ICT by:

Opportunities will arise in several of the topics taught to incorporate these skills and encouragement will be given to improve skills. Reference will be made in the lesson plans to the skills being targeted.

SECTION 16 - Health and Safety

The school is aware of the needs for pupils health and safety and when designing rooms and buying equipment we endeavour to take into account such issues as the size of chairs, light and heat levels, and the proximity and tidiness of electrical wiring. During lessons pupils should be made aware of the need to have the correct posture, and should also made aware of the issues of taking a break to rest their eyes and change posture. Pupils are guided about Internet issues, in accordance with NGfL recommendations (ref: DfES/0772/2001). As part of that, pupils are supervised when using the Internet. Pupil safety is paramount.

SECTION 17 - Liaison and Continuity

Transfer projects are set up by joint discussion at DASP ICT meetings and are a pyramid initiative.
First to Middle School: a KS 2 transfer project has operated to provide aspects of continuity, and to help year 5 staff to access individual ability of children. This has recently been based on a digital video created by the first schools and edited by St Mary’s staff and pupils at the start of year 5. Middle school staff across the pyramid have been encouraging first schools to provide a National Curriculum level at transfer.


Middle to Upper School: KS3 transfer project is negotiated between Hardy’s and the three middle schools. Record sheets and a brief breakdown of specific pupil needs as relevant to the subject are passed to the Upper School towards the end of the summer term.


At the end of June 2005, the three middle schools took part in the KS3 SATS pilot; results were included in the transfer documentation. It is anticipated that the KS3 ICT SAT test will continue to form the basis for an accurate assessment of the children’s ability at the end of year 8.

SECTION 18 - Marking and Homework
Marking:
Homework:

If homework is necessary and appropriate to a task it should be set.
Typical examples of work might include:

Where homework is set, staff should ensure it is meaningful, relevant and carried out by the pupil and, where appropriate, staff should ensure it is marked.
The length of homework should fit in with the school homework policy.

SECTION 19 - Key Stage 3 Testing

The DASP pyramid has made the decision that KS3 teats should occur at the end of year 8. This includes ICT. At the end of June 2006 a target group (Yr 8 set Orange) sat the test as a pilot. 84% achieved a level 5. It is anticipated that all year 8 children will be entered for the test at the end of the year 2007 on. The test has implications for timetabling, and will be disruptive to other groups who would normally use the room. Long term it points to the need for at least two full size teaching facilities for ICT.

SECTION 20 - Summary

Being such a cross-curricular subject ICT will need to be continually monitored with respect to needs of hardware, software and National Curriculum issues.


The governing body of the school needs to include ICT within the School Development Plan, and to allocate appropriate funding to ensure the ongoing maintenance and development of the subject.

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