Teaching and Learning Policy for Information and Communication Technology

Vision

  • To equip all learners with the experiences and skills of ICT that they will use in a rapidly changing technological world.
  • Learners in our environment will be confident and independent in their use of ICT to solve problems across the curriculum.

Aims

  • At St George’s we aim to meet the requirements of the Foundation Stage Curriculum and National Curriculum through weekly, timetabled and discrete ICT skills teaching and through ICT as a cross curricular skill.
  • Children, parents, staff, governors and the wide community have relevant and meaningful experiences using ICT.
  • Children have a growing awareness of how ICT is used in the world around them and of the benefits that it provides.
  • ICT is used to support problem solving and learning across the curriculum.
  • Teachers plan for innovative use of resources.

Curriculum coverage and progression

  • Discrete long term planning: using Kent Tools (appendix 1) demonstrates coverage and progression of the key objectives for ICT through key themes: (a) Data Handling, (b) Research, (c) Control & Sensing, (d) Modelling & Simulation and (e) Communication.
  • Discrete medium term planning: focus planning for three out of five key themes ensures coverage, progression; differentiation and learning styles are catered for.
  • Short term Planning: key objective and differentiated activity is recorded and evaluated in class teacher daybooks.
  • Opportunities for embedded ICT as a tool to support learning and teaching in all areas of the curriculum are identified in cross curriculum planning (appendix 2) and National Curriculum Coverage (appendix 3) and all classes have access to ICT resources, including the ICT suite on a ‘sign up’ basis, to support other areas of learning.

Assessment

  • Regular observations: by the ICT subject Manager/SMT: both formal and informal such as co-teaching, workshops and informal mentoring/coaching of teachers (See ICT Subject Manager File).
  • Summative assessment: end of unit pieces of work are stored in a class portfolio of work, for each National Curriculum POS strand and is is formally levelled and next steps recorded and fed back to the pupil (See individual class’s hard copy portfolios).
  • Reporting: strengths and next steps are formally reported to parents through an end of year report.
  • Formative assessment fully informs future planning: ongoing traffic light assessment of each National Curriculum POS strand using Kent tracking tools
  • Class coverage: evidenced though class big books (see copies in ICT Suite)
  • Self Evaluation: children are encouraged to evaluate their own and others’ work in a positive and supportive environment. Foundation: thumbs up/down; KS1: smiley faces, Kent Assessment Rocket; KS2: peer assessment, smiley faces, Kent Assessment Rocket, self review sheets.
  • Information is shared with appropriate stakeholders through display, celebration events, newsletters, reports, Home Learning Area and the school website.

Monitoring

  • Regular monitoring of all aspects of ICT informs the subject manager school development plan/school evaluation form and working towards ICT Mark next steps.
  • Throughout an academic year monitoring will include: formal and informal observations, discussion with children, monitoring of learning environments (ICT Suite, individual classrooms, and shared whole school spaces), workshops, and focus planning and levelled/assessed/self assessed work samples in portfolios.

Learning styles and the learning environment

  • Medium term planning takes account of differentiation and progression.
  • All learning styles will be considered and planned for.
  • Open and probing questions will be developed to challenge children’s thinking and learning and are part of medium term and short term/daily planning.
  • Stimulating learning environments will be created in the ICT Suite and individual classrooms.
  • Independent learners will have access to a variety of resources and encouraged to reflect on the choices that they have made.

Early years

  • Children will have ICT experiences indoors, outdoors and through role play in both child initiated and teacher directed time.
  • Ongoing class Teacher and TA observations of the children’s ‘Knowledge of the World’ informs next steps for the children for their Foundation Stage Profile.
  • Resources from www.kenttrustweb.org.uk/kentict/content/earlyict/ support planning and pupil experience.

Inclusion

  • Children’s individual needs will be addressed through provision of resources, learning styles and questioning.
  • Positive use of technology will be promoted by all.
  • Children are encouraged to participate in their own learning
  • All learners have the opportunity to develop their ICT capability.

Liaison and transfer

  • Children’s attainment in ICT is shared with subsequent teachers and across key stages though a levelled, assessed, self assessed and traffic light marked portfolio of work which is passed onto the next class teacher after discussion of specific needs/issues.

Home, school and community links

  • ICT developments and achievements are shared and a positive relationship fostered with home, school and the wider community through use of the Home Learning Area and the school website.

Resources

  • The ICT Subject Manager will ensure that resources are purchased and deployed effectively to meet the requirements of the Foundation Stage Curriculum and National Curriculum.
  • An ICT asset register is maintained.
  • A yearly and three year budget and resources plan (hardware/software/general ICT) plans for future needs.

Roles and responsibilities

  • All stakeholders will work together to ensure the implementation of the ICT policy.
  • The subject manager is responsible for:
    • monitoring curriculum coverage and the impact of learning and teaching
    • raising standards in ICT as a National Curriculum subject
    • coordinating the use of ICT across the curriculum
    • ensuring that the school’s ICT resources are maintained and used effectively
  • The ICT Technician is responsible for:
    • management, maintenance and development of all ICT equipment
    • provision of technical advice and support for ICT curriculum related activities together
    • in house development and support for teaching and learning
    • monthly vist to school with additional remote support when needed
    • EIS to monitor filtering and broadband

Health and safety

  • Age appropriate class and safety rules are displayed in the learning environment.
  • Equipment is maintained to the meet agreed safety standards.

Review

  • The policy will be reviewed annually by the ICT Subject Manager and SMT and shared with all stakeholders.

This Policy needs to be read in conjunction with:

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