Aims and Objectives
- During the Early Years Foundation Stage (EYFS) the pupils explore ICT as part of Knowledge and Understanding of the World.
- During KS1 the pupils explore ICT and learn how to use it confidently and with purpose to achieve specific outsomes. They start to use ICT to develop their ideas and record their creative work. They become familiar with hardware and software.
- During KS2 the pupils use a wider range of ICT tools and information sources to support their work in other subjects. They develop their research skills and decide what information is appropriate for their work. They begin to question the plausibility and quality of information. They learn how to amend their work and present it in a way that suits its audience.
Organisation
The QCA ICT programme of study is divided into four main themes:
- Finding things out
- Developing ideas and making things happen
- Exchanging and sharing information
- Reviewing, modifying and evaluating work as it progresses.
These strands should be combined so that breadth and balance is achieved. ICT will be taught in half term blocks. ICT will be taught in a way which emphasises its cross curricular links although there will still be the need for subject based teaching. Wherever possible various programs should be used in conjunction with the Primary Framework for Literacy.
Early Years Foundation Stage
Knowledge and understanding
During the EYFS, pupils should be taught the knowledge, skills and understanding through practical exploration of everyday technology and programmable toys.
Key Stage 1
Knowledge, skills and understanding
The children should be:
Finding things out
1. Pupils should be taught how to:
a) Gather information from a variety of sources (people, books, databases, CD-ROMs, videos and TV)
b) Enter and store information in a variety of forms (storing information in a prepared database, saving work)
c) Retrieve information that has been stored (using a CD-ROM, loading saved work).
Developing ideas and making things happen
2. Pupils should be taught:
a) To use text, tables, images and sound to develop their ideas.
b) How to select from and add to information they have retrieved for particular purposes.
c) How to plan and give instructions to make things happen (programming a floor turtle, placing instructions in the right order).
d) To try things out and explore what happens in real and imaginary situations (trying out different colours on an image, using an adventure game or simulation.
Exchanging and sharing information
3. Pupils should be taught:
a) How to share their ideas by presenting information in a variety of forms (text, images, tables and sounds).
b) To present their completed work effectively for public display.
Reviewing, modifying and evaluating work as it progresses
4. Pupils should be taught to:
a) Review what they have done to help them develop their ideas.
b) Describe the effects of their actions.
c) Talk about what they might change in future work.
Breadth of study
5. During the Key Stage, pupils should be taught the knowledge, skills and understanding through:
a) Working with a range of information to investigate the different ways it can be presented (information about the Sun presented as a poem, picture or sound pattern).
b) Exploring a variety of ICT tools (floor turtle, work processing software, internet interactive games, 2 Simple software and adventure games).
c) Talking about the uses of ICT inside and outside school.
Key Stage 2
Knowledge, skills and understanding
The children should be:
Finding things out
1. Pupils should be taught:
a) To talk about what information they need and how they can find and use it (searching the Internet or a CD-ROM, using printed material, asking people).
b) How to prepare information for development using ICT, including selecting suitable sources, finding information, classifying it and checking it for accuracy (finding information from books or newspapers, creating a class database, classifying by characteristics and purposes, checking the spelling of names is consistent).
c) To interpret information, to check it is relevant and reasonable and to think about what might happen if there were any errors or omissions.
Developing ideas and making things happen
2. Pupils should be taught:
a) How to develop and refine ideas by bringing together, organising and reorganising text, tables, images and sound as appropriate (desktop publishing, multimedia presentations).
b) How to create, test, improve and refine sequences of instructions to make things happen and to monitor events and respond to them (monitoring changes in temperature, detecting light levels and turning on a light).
c) To use simulations and explore models in order to answer “What if … ?” questions, to investigate and evaluate the effect of changing values and to identify patterns and relationships (simulation software, spreadsheet models).
Exchanging and sharing information
3. Pupils should be taught:
a) How to share and exchange information in a variety of forms, including e-mail (displays, posters, animations, musical compositions).
b) To be sensitive to the needs of the audience and think carefully about the content and quality when communicating information (work for presentation to other pupils, writing for parents, publishing on the internet).
Reviewing, modifying and evaluating work as it progresses
4. Pupils should be taught to:
a) Review what they and others have done to help them develop their ideas.
b) Describe and talk about the effectiveness of their work with ICT, comparing it with other methods and considering the effect it has on others for example, the impact made by a desktop-published newsletter or poster.
c) Talk about how they could improve future work.
Breadth of study
5. During the key stage, pupils should be taught the knowledge, skills and understanding through:
a) Working with a range of information to consider its characteristics and purposes (collecting factual data from the Internet and a class survey to compare the findings).
b) Working with others to explore a variety of information sources and ICT tools (searching the internet for information about a different part of the world, designing textile patterns using graphics software, using ICT tools to capture and change sounds).
c) Investigating and comparing the uses of ICT inside and outside school.
Record keeping and assessment
Progress in ICT in EYFS is tracked through the EYFS Profile. In KS1 and KS2 it is tracked using End of UnitAssessment Sheets. Parents are informed of their child’s progress in the end of year academic reports.
Equal Opportunities
We believe that all children, irrespective of background, race, gender and capability should have equal access to the curriculum as stated in each curriculum policy.
Our school practice should provide opportunities that reflect the cultural diversity of our school, community and locality.
SEN
At Streatham Wells we recognise the need to cater for children with special educational needs. Work is differentiated to assist children’s learning in terms of:
- learning outcomes
- tasks
- teaching methods
- resources
Tasks can be broken down into small steps, giving children achievable goals. Activities should reinforce children’s understanding of the subject. The more able children should be given open-ended tasks and opportunities for further research and more challenging study.
Wherever possible pupils should use computer programs that are accessible and suitable for their own abilities and age.
Health and Safety
Health and safety regulations in class-based lessons apply as for any other subject.
This statement applies to science, DT, ICT, art and physical education.
When working with tools, equipment and materials, in practical activities and in different environments, including those that are unfamiliar, pupils should be taught:
- About hazards, risks and risk control
- To recognise hazards, assess consequent risks and take steps to control the risks to themselves and others.
- To use information to assess the immediate and cumulative risks.
- To manage their environment to ensure the health and safety of themselves and others.
- To explain the steps they take to control risks.
Staff Training
As a school, we’re committed to helping all of our staff become I.T. literate and be aware of how specific programmes can enhance their teaching.
Autumn 2010
Review – Autumn 2012
STREATHAM WELLS PRIMARY SCHOOL
Rules for Responsible Internet Use
The school has installed computers and Internet access to help learning. These rules will keep everyone safe and help us be fair to others.
- I will ask permission from a member of staff before using the Internet.
- I will use the school login and password when necessary.
- If I find questionable/unsuitable materials I will report this to a member of staff.
- I will not access other people’s files.
- I will use the computers only for school work and homework.
- I will not bring in any form of memory storage into school, unless agreed by prior arrangement eg. homework
- I will only e-mail people I know, or my teacher has approved.
- The messages I send will be polite and sensible.
- I will not give my home address or phone numbers, or arrange to meet someone, unless my parent, carer or teacher has given permission.
- I will not use ‘newsgroups’/'chat rooms’/'social networking sites’ unless a member of staff or parent/carer has given permission or it is a school’s community site.
- To help protect other pupils and myself, I will tell a teacher if I see anything I am unhappy with or I receive messages I do not like.
- I understand that the school may check my computer files and may monitor the Internet sites I visit.
Access to the Internet provides connections to computer systems all over the World. Users and parents must understand that Streatham Wells Primary School does not control the content of information on these systems. We will endeavour to filter out unsuitable material as far as possible with the filtering software provided by Synetrix/London Grid for Learning (our Internet provider).
Safety Note on Using Interactive Whiteboards in the Classroom
All suppliers of interactive whiteboards are required to provide health and safety advice regarding the safe use of projectors which complies with requirements under section 6 of the Health and Safety at Work Act.
It is important to be aware of the health and safety implications of using projection equipment, such as interactive whiteboards, in the classroom, particularly if children and teachers might be standing in front of the beam to present to the rest of the class. All projectors, if misused, have the potential to cause eye injury, and hence some simple guidelines should be followed:
- It must be made clear to all users that no one should stare directly into the beam of the projector.
- When entering the beam, users should not look towards the audience for more than a few seconds.
- Users should be encouraged to keep their backs to the projector beam when stood in the beam.
- Children should be supervised at all times during the operation of the projector.
- Employers should also try to ensure that projectors are located out of the sight line from the screen to the audience; this ensures that, when presenters look at the audience, they do not also have to stare at the projector lamp. the best way to achieve this is be ceiling-mounting rather than floor – or table-mounting the projector.
Who is resonsible for ICT health and safety responsibility in schools?
LAs or Governing bodies retain overall responsibility for health and safety management, which also includes ICT health and safety in Schools.