St Augustine’s Catholic Primary School
ICT POLICY
Policy Agreed:November 2012
Policy Review Date:Autumn 2014
Information and Communications Technology Policy
Name of School: St Augustine’s Primary School
Date of Policy: November 2012
People responsible for policy: SLT and ICT Coordnator
Review date: Autumn 2014
Overview
ICT should engage and enthuse in ways that traditional teaching cannot. ICT should enrich, extend and enhance learning by adding new concepts and empowering pupils to learn independently.
We aim for our children to become competent and confident citizens of the modern world and as such it is essential that we equip them with skills and understanding of a variety of technologies. We want our children to be able to apply ICT skills across the range of curriculum subjects and to have a broad understanding of the effect and application of ICT. We aim to equip our children with the ability to participate fully in an increasingly technological environment. Children should leave St Augustine’s feeling that ICT is a useful and useable tool to help them discover the world in which they live.
To meet these aims we need to help all children to use ICT with purpose and enjoyment, to understand its application and to possess the skills and knowledge required to make effective use of available technology. We must allow children to experiment with different technologies and choose when it is and is not appropriate or useful. We shall use the opportunities offered by ICT to build links with the wider community and inspire our pupils with the possibilities on offer.
Here at St Augustine’s Catholic Primary School, we fully acknowledge it is our duty to ensure that every child and young person in our care is safe. The same ‘staying safe’ outcomes and principles outlined in the Every Child Matters agenda apply equally to the ‘virtual’ or digital world. This expectation also applies to any voluntary, statutory and community organisations that make use of the school’s ICT facilities and digital technologies.
ICT should also be used, where appropriate, to enhance the learning experiences of all children; this can be done through the use of the following:
*interactive whiteboards
*digital cameras (still and movie)
*multimedia presentations
*video and audio clips
*email and online discussions
*scanners and printers
*microphones
*TV and video/ DVD
*heat and light sensors
*The Internet
Key Principles
Children need to:
•Understand how the school network operates including how to log on and off the system.
•Have experience of using variety of technologies including cameras, printers, scanners and programmable toys.
•Have experience of using computers and technology in all areas of the curriculum.
•Have access to a safe computing environment where they can explore possibilities without risk of seeing inappropriate images or content.
•Be given the opportunity to learn all the key ICT skills set out in the national curriculum.
•Feel successful and have regular feedback on their progress and have opportunities to evaluate their own learning.
•Have access to the school website and MLE portal, ‘Fronter’.
•Know and understand the school’s ‘acceptable use of computers’policy (see appendix A)
There will be evidence in the learning environment of:
•Technology being used to extend, expand and enhance the learning and to offer something beyond what is possible without technology.
•Computers attached to the school network with curriculum software installed.
•Computers that work and are well maintained.
•Peripheral equipment (e.g. digital cameras, printers, etc).
•CD, DVD etc. used in all subjects where it enhances the lesson.
•Whiteboards used in all subjects where it enhances the lesson.
•Fast and reliable internet access across the school.
•ICT suite timetabled to promote the cross curricular use of ICT.
•Training for all staff on the teaching of skills needed.
•Opportunities for children to discuss and reflect on success in ICT.
•Opportunities for children and staff to share and celebrate their success with the wider community through the website.
•Acceptable use policy should be displayed wherever there are computers that children have access to.
•Appropriate, accessible and up to date resources available for pupils on ‘Fronter’ (MLE)
Teachers will ensure that:
•Children are aware of the acceptable use policy and the school rules regarding appropriate usage.
•They take appropriate steps to monitor the use of the internet.
•Children know that the school network means they can log on to any machine to access their work and log off when finished.
•Children have access to all peripheral equipment and know how to transfer images and sound when necessary.
•All equipment is used and in an appropriate way in order to enhance the learning experience of the children.
•Resources on the ‘Fronter’ (MLE) will be relevant and up to date.
Implications for the whole school will be:
•That adequate firewall software and filters are in place.
•That school rules and acceptable use of computer document are well published around the school.
•That training is provided for all staff.
•That technology will be maintained in good working order.
•That staff are aware of the website and encouraged to use it.
•Children and parents know how to access the school website.
•The scheme of work includes creative and stimulating opportunities for the cross curricular use of ICT.
•All resources are available and in good working order.
•Network is maintained regularly.
•Suite is timetabled to ensure regular access to all pupils.
•Time made available for staff to update ‘Fronter’ resources.
Esafety
For details of the St Augustine’s provision for ensuring pupil and staff safety when using the Internet, refer to the ‘Esafety’ Policy.
Esafety
Appendix A
Acceptable Use of computers
Responsible Computer Use
These rules help us to be fair to others and keep everyone safe.
•I will ask permission before using the Internet.
•I will use only my own network login and password, which is secret.
•I will only look at or delete my own files unless I have the teachers permission to look at other files.
•I understand that I must not bring software or disks into school without permission.
•I will only e-mail people I know, or my teacher has approved.
•The messages I send will be polite and sensible.
•I understand that I must never give my home address or phone number, or arrange to meet someone.
•I will ask for permission before opening e-mail or an e-mail attachment sent by someone I do not know.
•I will not use Internet chat.
•If I see anything I am unhappy with or I receive messages I do not like, I will tell a teacher immediately.
•I understand that the school may check my computer files and the Internet sites I visit.
•I understand that if I deliberately break these rules, I may not be allowed to use the Internet or computers.
The school may exercise its right to monitor the use of the school’s computer systems, including access to web-sites, the interception of e-mail and the deletion of inappropriate materials where it believes unauthorised use of the school’s computer system is or may be taking place, or the system is or may be being used for criminal purposes or for storing unauthorised or unlawful text, imagery or sound.
Appendix B
The following grid outlines the ICT content required to underpin the school’s IPC scheme of work.
Topic / ExampleYear 1
Assembling text, 1A / Inserting text and pictures to make a menu.
Using a word bank, 1B / Selecting words from a list to complete a sentence.
The information around us, 1C / Using simple picture and sound games on the computer.
Labelling and classifying, 1D / Sorting games
Representing information graphically: pictograms, 1E / Pictogram software, using animals as the data.
Understanding instructions and making things happen, 1F / Using basic logo program.
Year 2
Writing stories: communicating information using text, 2A / Simple word processing package to write text.
Creating pictures, 2B / Using paint to finish the second half of a house.
Finding information, 2C / Using ‘World Explorer’ CD rom to find our information about the world
Routes: controlling a floor turtle, 2D / Floor turtle builds on logo work from year 1
Year 3
Combing text and graphics, 3A / Use ‘Publisher’ to produce a topic poster with words and pictures
Manipulating sound, 3B / ‘Music Box 2’ software allows children to make own simple compositions
Introduction to databases, 3C / ‘Junior Viewpoint’ software allows basic database functions.
Exploring simulations, 3D
E-mail, 3E / School website provides all children with email address.
Year 4
Writing for different audiences 4A / Using ‘Publisher’ to make own newspaper publications
Developing images using repeated patterns 4B / Using ‘Paint’ to produce patterned pictures.
Branching databases 4C / Branching database software provided by Viglen.
Collecting and presenting info: Q and pie chart 4D / Basic spreadsheet can be used to record and chart data.
Modelling effects on the screen 4E / More advanced LOGO programming
Year 5
Graphical modelling 5A / Use CAD software to design a new school.
Analysing data and asking Q's using searches 5B / Using school library database to find and select books
Evaluating info, checking accuracy and question / Analysing data from the library database.
Introduction to spreadsheets 5E / Using excel to plan a party and calculating costs.
Monitoring environment conditions and changes 5F / Using ‘Junior Control Insight’ to control events on the screen
Year 6
Multimedia presentation 6A / Kar2ouche – children can make animations using variety of characters and add sound.
Spreadsheet monitoring 6B / Using ‘excel’ to perform mathematical calculations
Control and monitoring - what happens when? 6C / Extend work from year 5 using ‘Junior Control Insight’
Using the internet to search large databases 6D / Internet searches used to research topics through the year.
In addition to the above children should be given experiences of using digital cameras (still and movie), picture and video editing software; multimedia presentations using PowerPoint; scanners; printers; microphones; TV and video/ DVD; heat and light sensors.
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St Augustine’s Catholic Primary School
Information and Communication Technology Policy