Short ICT Policy

Aims and objectives

Through teaching ICT we need to equip children to participate in a rapidly-changing world where work and leisure activities are increasingly transformed by technology. We need to enable them to find, explore, analyse, exchange and present information. We must 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 and independent learners.

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 simulated
  • 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

Teaching and learning style

ICT incorporates the use of digital video and camera equipment, electronic keyboards, listening centres, calculators, control interfaces with buzzers/lights etc in science and programmable toys.

As the aims of ICT are to equip children with the skills necessary to use technology to become independent learners, the teaching style needs to be as active and practical as possible. Children should be given direct instruction on how to use hardware or software in ‘skills’ lessons using the SMART Learning Platform and other resources. ICT needs to also be used 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. Children need to be encourage 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.

All classes have children with widely differing ICT abilities. The teacher needs to provide suitable learning opportunities for all children by matching the challenge of the task to the ability and experience of the child.

This can be achieved in a variety of ways:

  • setting common tasks which are open-ended and can have a variety of responses
  • 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

 ICT curriculum planning

Curriculum planning in ICT is in three phases (long-term, medium-term and short-term). Long term and Medium term planning is provided through The SMART LEARNING platform and shows how teaching units are distributed across the year groups, and how these fit together to ensure progression within the curriculum plan. The medium-term plans identify the key learning objectives for each unit of work and stipulate the curriculum time.

The class teacher is responsible for writing the short-term plans with the ICT component of each lesson. These plans must list the specific learning objectives of each lesson, key technical vocabulary and provide opportunities for the children to develop, use and apply their ICT skills across the curriculum

The contribution of ICT to teaching in other curriculum areas

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 an appropriate way. There are 10 fully functional Laptops with individual power leads available to further support ICT in the classrooms.

Assessment and recording

The SMART LEARNING platform provides detailed individual data on each child’s progress as they move through the specified unit of work. Teachers need to use this data to inform their planning. Class teachers should also assess pupils' ICT skills informally during lessons and take the appropriate steps to address strengths and weaknesses as they arise.

Hardware and software problems

Any problems involving hardware and software should be recorded in the Technician’s Fault book, which is kept in the school office. The technician is available every Wednesday and remotely by telephone.

Health and Safety

Pupils need to be made aware of -

  • Potential hazards and risks to themselves and others when using ICT e.g. Internet safety, cyber bullying, trailing wires and health issues such as, repetitive strain injury and eyesight problems
  • The steps they will need to take to control risks e.g. safety rules for the Internet, correct posture etc.
  • The action they should take if risks occur