Our Vision for ICT 

Our aim is to develop learners who are confident and effective users of ICT. We define ICT capability as: The ability to use ICT tools and information sources to analyse, process and present information, and to model, measure and control external events. We believe that this can only be achieved through a meeting point of three factors: awareness, capability and confidence. We aim to achieve this by: 

  • Helping all children to use ICT with purpose, enthusiasm, and enjoyment; 
  • Enabling all children to develop the necessary skills to use ICT 
  • Teaching all children to evaluate the benefits of ICT and its impact on society. 
  • To be able to reflect and comment on the use of ICT; 
  • Meeting the requirements of the National Curriculum as fully as possible and helping children to achieve the highest possible standards of attainment; 
  • Using ICT to create partnerships beyond the school; 
  • Celebrating the success of ICT throughout the school; 
  • Enabling all children meaningful access to ICT, through the use of specific hardware and software to deliver individual needs; 
  • Teaching children to be able to identify situations where ICT is relevant 
  • Ensuring equal opportunities and access to all children. 
  • Ensuring that children understand how to stay safe when using the internet 

Aims and objectives 

1.1 Through teaching ICT we equip children to participate in a rapidly-changing world where work and leisure activities are increasingly transformed by technology. We enable them to find, explore, analyse, exchange and present information. We also focus on developing the skills necessary for children to be able to use information in a discriminating and effective way. ICT skills are a major factor in enabling children to be confident, creative, resilient and 

independent learners as well as children who can work as a group towards a shared objective. 

1.2 The aims of ICT are to enable children: 

  • to develop ICT capability in finding, selecting and using information; 
  • to use ICT for effective and appropriate communication; 
  • to monitor and control events both real and imaginary; 
  • to apply hardware and software to creative and appropriate uses of information; 
  • to apply their ICT skills and knowledge to their learning in other areas; 
  • to use their ICT skills to develop their language and communication skills; 
  • to explore their attitudes towards ICT and its value to them and society in general. For example, to learn about issues of security, confidentiality and accuracy. 
  • to develop resilience in problem solving using ICT, 
  • to develop a group approach to achieve a shared goal. 

Teaching and learning style 

2.1 As the aims of ICT are to equip children with the skills necessary to use technology to become independent learners, the teaching style that we adopt is as active and practical as possible. At times we do give children direct instruction on how to use hardware or software in ‘skills’ lessons but we often use ICT capabilities to support teaching across the curriculum. So, for example, children might research a history topic by using a CD-ROM, or they might investigate a particular issue on the Internet. Children who are learning science might use the computer to model a problem or to analyse data. We encourage the children to explore ways in which the use of ICT can improve their results, for example, how a piece of writing can be edited or how the presentation of a piece of work can be improved by moving text about etc. 

2.2 We recognise that all classes have children with widely differing ICT abilities. This is especially true when some children have 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, by: 

  • setting common 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 to support the work of individual children or groups of children. 
  • using paired or group work to encourage children to work as a team to achieve a shared goal. 

ICT curriculum planning 

3.1 The school is currently adopting the Rising Stars Switched on Computing. The ICT subject leader has designated specific skills, knowledge and understanding which should be delivered in three phases of learning (early, middle and later). Some skills are to be taught across each phase. 

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 topics that the children study in each term during each key stage. The ICT subject leader works this out in conjunction with teaching colleagues in each year group, and the children often study ICT as part of their work in other subject areas. Our long-term ICT plan (Lancashire County Council ‘Skills and Knowledge Progressions) shows how teaching units are distributed across the year groups, and how these fit together to ensure progression within the curriculum plan. 

3.3 Our medium-term plans, which we have adopted from the Lancashire County Council ‘Skills and Knowledge Progressions’, give details of each unit of work for each term. 

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 of each lesson. 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 progressions studied in ICT are planned to build upon prior learning. While we offer opportunities for children of all abilities to develop their skills and knowledge in each unit, we also build planned progression into the scheme of work, so that the children are increasingly challenged as they move up through the school. 

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 Lancashire County Council ‘Skills and Knowledge Progressions’ document, which underpin the curriculum planning for children aged three to five. The children have the opportunity to use the computers and a digital camera. Then during the year they gain confidence and start using the computer to find information and use it to communicate in a variety of ways. 

The contribution of ICT to teaching in other curriculum areas 

5.1 ICT contributes to teaching and learning in all curriculum areas. For example, graphics work links in closely with work in art, and work using databases supports work in mathematics, while CD ROMs and the Internet prove very useful for research in humanities subjects. ICT enables children to present their information and conclusions in the most appropriate way. 

5.2 English 

ICT is a major contributor to the teaching of English. Through the development of keyboard skills and the use of computers, children learn how to edit and revise text. They have the opportunity to develop their writing skills by communicating with people over the Internet, and they are able to join in discussions with other children throughout the world through the medium of video conferencing. They learn how to improve the presentation of their work by using desk-top publishing software. 

5.3 Mathematics 

Many ICT activities build upon the mathematical skills of the children. Children use ICT in mathematics to collect data, make predictions, analyse results, and present information graphically. They also acquire measuring techniques involving positive and negative numbers, and including decimal places. 

5.4 Personal, social and health education (PSHE) and citizenship 

ICT makes a contribution to the teaching of PSHE and citizenship as children learn to work together in a collaborative manner. They develop a sense of global citizenship by using the Internet and e-mail. Through the discussion of moral issues related to electronic communication, children develop a view about the use and misuse of ICT, and they also gain a knowledge and understanding of the interdependence of people around the world. 

Teaching ICT to children with special needs 

6.1 At our school, we teach ICT to all children, whatever their ability. ICT forms part of our school curriculum policy to provide a broad and balanced education for all children. We provide learning opportunities that are matched to the needs of children with learning difficulties. In some instances the use of ICT has a considerable impact on the quality of 

work that children produce; it increases their confidence and motivation. When planning work in ICT, we can take into account the targets in the children’s Individual Education Plans (IEPs). The use of ICT can help children in achieving their targets and progressing in their learning. 

Assessment and recording 

7.1 Teachers assess children’s work in ICT by making informal judgements as they observe them during lessons. Pupils’ progress is closely monitored by the class teacher and at the end of each term; each pupil will be levelled for the strand of ICT which has been studied. This class record is kept in the teacher’s Assessment Folder. When appropriate, pupils print out work and this is kept in their ICT books or files, although children can also save their work onto their own files. 

7.2 The ICT subject leader keeps samples of the children’s work in a portfolio. This demonstrates the expected level of achievement in ICT for each age group in the school. 

Resources 

8.1 At present, each classroom contains at least three personal computers, and access to networked printer and an interactive whiteboard. Each class has an allocated time (1-2 hours) each week for use of the laptop trolley, which currently holds 9 Laptops. They also have available slots for the use of 14 Ipads. Each classroom has a number of CD-ROMs to support learning through ICT. Every computer in the school is linked to the internet and also has the McAfee Viruscan program. We keep resources for ICT, including software, in a central store in the ICT cupboard as well as in classrooms. 

8.2 Each teacher has access to a laptop for which they are responsible. The laptop remains the property of the school and should therefore only be used for school based activities (planning, research, writing reports etc.). School laptops are not for personal use and should not be used for storing personal documents or social networking. 

8.3 Along with the computers, the school has the following: 

Hardware 

  • colour printers 
  • scanner 
  • digital cameras 
  • video recorders 
  • electronic keyboard 
  • listening centres 
  • calculators 
  • robots 
  • control interface with buzzers etc. 

Software 

  • word processing packages 
  • painting/drawing software; 
  • clip art; 
  • a music composition package; 
  • a multimedia programme; 
  • spreadsheets/database programmes; 
  • control programme; 
  • programming software 

Monitoring and review 

9.1 The monitoring of the standards of the children’s work and of the quality of teaching in ICT is the responsibility of the ICT subject leader and the Leadership Team. The ICT subject leader is also responsible for supporting colleagues in the teaching of ICT, for keeping informed about current developments in the subject and for providing a strategic lead and direction for the subject in the school. The ICT subject leader regularly discusses the ICT situation with the head teacher and provides an annual summary report in which s/he evaluates the strengths and weaknesses in the subject and indicates areas for further improvement. During the year, the ICT subject leader has specially-allocated time for carrying out the vital task of reviewing samples of the children’s work and for visiting classes to observe the teaching of ICT. 

 

Policy Review 

Subject Lead: Mr Holden 

Reviewed: February 2019

ICT Progression

ICT Overview

ICT Policies