Holy Cross
CatholicPrimary School
ICT POLICY
This policy document has been approved by the
Governing Body of HolyCrossSchool on.
It will be reviewed in
HolyCrossCatholicPrimary School
ICT POLICY
MISSION STATEMENT
Holy Cross is a Christ-centred community
Where everybody matters and
Where we are encouraged to grow
In our knowledge and love of God.
We share our love of God and our Catholic faith
In the way we pray, work, and play each day
Within a caring, supportive environment
Which respects the diversity of the world around us.
We foster relationships with our parents,
The parish family and the wider community and
Recognise the responsibilities we have towards each other.
We inspire each other to do our best
To reach our full potential,
To become independent thinkers
With enquiring minds, able to rise to the challenges of life.
Holy Cross is a place
Where feelings can be heard
Where we learn and grow
And are valued as a unique creation.
STRATEGIC MANAGEMENT
Introduction to the policy
This policy document sets out our school aims, principles and strategies for the delivery of Information & Communication Technology and will be the basis for I.C.T. developments in the school over the next four years. This policy forms part of the Whole School Development Plan.
This policy was developed by Mr Natale Mazzotti, I.C.T. co-ordinator. It was formulated during the Autumn term of 2001 with the aide of a BECTA approved I.C.T. policy writing toolkit and work with other I.C.T. co-ordinators in our area. It is reviewed annually by the school staff.
Reasons for using it in school
As well as being an important National Curriculum 2000 requirement, the ability to use I.C.T. effectively is a vital skill in modern day life and therefore an entitlement we intend to provide for all pupils and staff within our school. We believe children can be highly motivated in their learning and reach higher attainment by the use of I.C.T. in their education.
Information and Communication Technologies (I.C.T) are the computing and communications facilities and features that can be used to support teaching, learning and a range of activities across the curriculum. (For examples see Appendix 1). The focus is on the subject being taught or studied, or the organisation being administered rather than developing pupils’ skills with, and knowledge of, the technologies themselves.
Information Technology (I.T.) consists of the knowledge, skills and understanding needed to employ information and communication technologies appropriately, securely and fruitfully in learning, employment and everyday life. I.T. is to I.C.T. as literacy is to books, journals or screen displays. It includes the ability to communicate effectively, handle and present information and to model, measure and control external events. The focus of I.T. is on pupils’ capability with I.C.T. (see Appendix 2 for a list of expected I.T. capabilities to be taught in school).
Aims
Our aims at Holy Cross are to enable our pupils to become confident and effective users of I.C.T. by:
- developing their I.C.T. capability, their understanding of the importance of
information, how to select and prepare it and how to use hardware and software to manipulate it;
- developing the ability to use their I.T. skills and I.C.T. to support their learning in other areas;
- developing their understanding of how I.C.T. affects themselves, others and society and their awareness of its advantages and limitations;
- developing partnerships with the immediate community and the wider world community;
- supporting those children with special educational needs to further develop their learning.
We as a school intend to meet all the requirements of the National Curriculum and to enable our pupils to develop their skills to the highest standards possible. We intend to do this by following the DCFS Q.C.A. Scheme of Work for Keystages 1 and 2, as well as having integrated the appropriate skills into all other curriculum areas.
Key roles and responsibilities
It is the I.C.T. Co-ordinator’s responsibility to organise and plan the schools overall I.C.T. curriculum, this includes the long term planning and the overview of the medium and short term planning. This is subject to approval by the school’s Senior Management Team. It is the responsibility of individual class teachers to build upon and use the medium term plans by taking into account the needs of individual children in their class.
It is the responsibility of the I.C.T. technician to ensure the schools hardware and software equipment are in correct working order and to repair or organise the repair of the equipment.
CURRICULUM ORGANISATION
In Holy Cross the National Curriculum for I.T. is planned using the Q.C.A. as its basis. I.T. is taught at a class level by the class teacher; monitored and supported by the co-ordinator and overseen by the S.M.T. I.C.T. is used in the whole curriculum and when used in other subjects is the responsibility of those co-ordinators to ensure it is used and taught appropriately.
Our I.T. Scheme of Work is a published scheme based on the Q.C.A., written to ensure progression and appropriate standards. The I.C.T. Co-ordinator will ensure these schemes are appropriately matched to our school’s equipment. I.C.T. is allocated 50 minutes a week directed teaching time in Keystage 1 and 55 minutes a week directed teaching time in Keystage 2. The Scheme of Work will be reviewed annually.
EQUAL OPPORTUNITIES
All children will have equal access to I.C.T. resources in order to develop their personal I.T. capability. Children with special educational needs and gifted pupils will be givenappropriate I.C.T. support for their needs and in acquiring and developing I.C.T. capability, this will be organised by both the school’s SENCO and I.C.T. Co-ordinator (for details see S.E.N. Policy).
CURRICULUM ADMINISTRATION
A variety of teaching and learning styles are encouraged and used by staff in the teaching of I.C.T. Classroom observations will be carried out in this area as in all others and support given if necessary by the I.C.T. co-ordinator ensuring all pupils are challenged appropriately.
RESOURCE MANAGEMENT – PHYSICAL
Managing Resources
I.C.T. is allocated a set budgetary amount each year; this is used to cover the hardware and software needs identified by self-audit in the schools I.C.T. development plan. I.T. resources are deployed by the I.C.T. co-ordinator who organises the ordering, on request, of basic sundry items such as cartridges and the deployment of hardware and software from a centrally resourced store. Staff training and support is provided internally by the I.C.T. co-ordinator and external support by the appropriate L.A. advisors and any other appropriate outside agencies.
Hardware Resources
The school has undergone a Hardware Audit (See Appendix 3 ) identified in the school I.C.T. development plan resources required or desired. Maintenance is provided by our I.T. technician and our computer providers. To ensure our equipment is regularly updated and replaced an annual allocation will be made.
All equipment is security code marked and insured. Control hardware is shared within a local cluster group on a timetabled basis.
Software Resources
A software audit has been completed, see Appendix 4. Software needs will be identified by the I.C.T. Co-ordinator when monitoring and evaluating the software audit and school’s needs, and added to the I.C.T. Development Plan.
Funding for the software for I.T. purchases will come from allocated I.C.T. budget. IC.T. purchases for other curriculum areas will come from specific budget areas
Access to Information Technology
Each class has access to a classroom computer and Interactive Whiteboard with internet access. The rest of the school’s computers are in a computer suite, all with internet access and networked printer, access to a scanner and digital camera. All equipment is fixed and can only be moved by the use of a computer trolley desk. Class based access to the computer room is shared by a timetable. Access to computers is also available in all classrooms, which allows work to be followed up.
Health & Safety:
We will be following current agreed National and LEA advisory Health & Safety guidelines with reference to I.T. (See Health & Safety Policy and Appendix 5.
We will therefore ensure that pupils are not over exposed to computer monitors. We will also be working on the layout of our computer equipment in future I.C.T. development plans so that monitors, computer bases, mouse controls etc. are positioned and situated on appropriate desk equipment and at appropriate working levels for children using them.
MONITORING, EVALUATION AND REVIEW
The I.C.T. Policy will be reviewed in December 2013. I.T. teacher usage of the I.T. room will be monitored by the I.C.T. co-ordinator as will medium term plans and samples of weekly plans.
I.C.T. requirements in other curriculum areas are the responsibility of the appropriate curriculum co-ordinator for that subject.
Staffs needs will take place through monitoring and planning besides teaching and their own self assessment and desire for professional development.
Approved: ………………………. Chair of Governors
Date: December 2012
APPENDIX 1
ICT AND IT
Information and communications technologies (ICT) are the computing and communications facilities and features that variously support teaching, learning and a range of activities in education. Such ICT-related activities include, for example, the use of:
broadcast material or CD-ROM as sources of information in history;
micro-computers with appropriate keyboards and other devices to teach literacy and writing;
keyboards, effects and sequencers in music teaching;
devices to facilitate communication for pupils
with special needs;
electronic toys to develop spatial awareness and psycho-motor control;
e-mail to support collaborative writing and sharing of resources;
video-conferencing to support the teaching of modern foreign languages;
internet-based research to support geographical enquiry;
integrated learning systems (ILS) to teach basic numeracy;
communications technology to exchange administrative and assessment data.
The focus is on the subject being taught or studied, or the organisation being administered, rather than developing pupils' skills with, and knowledge of, the technologies themselves.
APPENDIX 2
INFORMATION TENCHOLOGY
Information technology (IT) comprises the knowledge, skills and understanding needed to employ information and communications technologies appropriately, securely and fruitfully in learning, employment and everyday life. IT is to ICT as literacy is to books, journals or screen displays. IT capability at school age includes:
an understanding of how information is structured in a database;
skills in carrying out a search on the World Wide Web with sensitivity to meaning, accuracy of data and reliability of sources;
an understanding of how computers can simulate real processes eg predator-prey relationships;
skills in using software eg word processing or e-mail to communicate effectively;
an understanding that ICT can be used to control things;
knowledge of how to use ICT securely, with consideration of the feelings of other people, their rights to privacy and ownership of material.
The focus of IT is on pupils' capability with ICT. This is why IT is the overall title used for the National Curriculum subject and qualifications.
Not all IT learning will involve the use of computers. For example, teachers might ask pupils to:
sort real objects into different categories as an introduction to databases;
read a piece of printed text in order to identify the key words that might characterise it and help to retrieve it electronically if necessary;
develop paper-based models and simulations of situations;
consider the use of font sizes and print effects in newspapers and magazines as part of their work with word processors;
give each other instructions as a way of teaching about precision and control;
compare the use of IT tools and software with other ways of undertaking a design, composition or analysis task.
APPENDIX 3
HARDWARE RESOURCES
Primary Workstations:
14 x Vlan workstations (9 in Computer Suite, 1 in each classroom)
with: Intel-pentium 1.3 GHZ Processor
Intel D81SEM Motherboard
128 mb RAM 205gb HDD
128 bit sound card
Intel 10/100 network card.
4MB Graphics card
14 Keyboards/mouse
6 speakers
8 headphones – all loaded with working XP Professional.
14 x 15” Colour Monitors
2 x HP Deskjet 990 exi.
1 x Sensor – Cono scan FB 620 P Prof. server
1 x Digital Camera
1 x Canon Printer BJC 7000.
3 x HP Printers Deskjet 670C
3 x RM Windowbox P.C’s with 15” monitors, keyboards and microphones, headphones, mouse.
RM Nimbus 186 + concept keyboard
1 PC + Monitor + Keyboard based in Reception.
APPENDIX 4.
I.T. RESOURCES
(November 2002)
TIME EDUCATION:
Lotus 1-2-3 Spreadsheet / 180Sharing & Division / 12
Adding & Taking Away / 13
SATS Tests Maths Keystage 2 / 56
SATS tests Mental Arithmetic Keystage 2 / 55
Simple fractions / 51
All about shape and space / 74
Music Keystages 1 & 2 / 80
Simple Spelling / 8
Animated Talking Dictionary / 20
Reader Rabbit Year 1 Keystage 1 / 24
3D Word atlas / 129
Primary Colours / 65
Discovering Great Artists / 106
John Cabot and the Merchant Venturers / 70
How we used to Live – The Early Victorians / 120
Science-Forces Magnetism and Electricity / 48
Encyclopaedia of Space and the Universe / 165
Mighty Maths Carnival Countdown / 9
Talking Text-ease / 116
Kids Language Lessons – French, Spanish, German / 26a
GCSE Science / 15a
Thinking Things Collection 2 / 36
Become a Science Explorer / 67
LEARNING COMPANY
Rabbit Maths
Reader Rabbit 2 5-8 years
Reader Rabbit Year 2 Keystage 1 (Reading, Maths, Writing, Thinking & Science)
Maths Rabbit Ages 4-7 (builds maths and thinking skills)
Q.C.A.
(2) Testbase supporting assessment for learning. Keystage 1 and 2 - 2001
Test base raising Standards through informed Assessment 2000
(2) Keystages 1,2 and 3 test compendium CD.
NELSON THOMAS PRIMARY
ICT teacher Year 2 + Flip book
ICT Pupil Year 2
Toshiba Recovery Disc
Magix
Music World Generation / 6
Quest English 1
QCA
SATS test Age 7 English
SATS tests Age 7 Maths
Goldilocks and the Three Bears
The Three Little Pigs
The Gingerbread Man
BLACK CAT
First Workshop
Write Away
Education Software Age 7 – 11 years
Mental Maths`
KidsAcademy Paint Pot
Spex +
Ollie Recycles 2001
ntl: Dinosaur
INTERFACT
Egyptians
Rain forests
Oceans
Romans
Electricity & Magnetism
Paint House De-luxe
Twycross Zoo
Transforming Teaching & Learning web-site disc.
Teachers’ toolkit
Samsung Wallpaper x 16 Poly Ring tone
Fisher Marriott Starspell 2001
The Number Crew – know your numbers 1.
Poem Millennium
Webucational – Tables Disco
Future Vision – Encyclopaedia of knowledge
SHERSTON SOFTWARE OXFORDREADING
OxfordUniversity Press – Rhyme and Analogy Volume A
Clip Art
Stage 3 Talking Stories
Stage 2 Talking Stories
Teacher’s book Connections
ECL
Concept TED
Concept Turtle
Concept Keyboard
NEW HORIZONS:
Ages 5-15 Keystage Maths Invaders 1 – 4.
Interactive - Stranger Danger
Cannon BS Printer Driver
Rugrat’s Movie
The Police - CD ROM
Ilea concept
MICROSOFT
Plus for kids 3 – 12 years
Fisher Price abc’s 3 – 5 years
Encarta 97 Encyclopaedia
Dangerous Creatures
D.K. Multimedia
My First Amazing World Explorer
The Ultimate Human Body 2.0
World Reference Atlas
World Explorer 2.0
APPENDIX
ICT HEALTH & SAFETY
At Holy Cross we will be following the LA guidelines as set out below in the working practice of I.C.T.
We will also be using these guidelines in our Development Plan for the further advancement of our I.C.T. suite.
All schools should have a Health and Safety Policy, dealing with all aspects of Health and Safety within the establishment, including the safe use of computer equipment. The school Health and Safety Officer should be aware of all issues involving the use of computers and the Headteacher and Governors should ensure provision is made for their safe use.
INTRODUCTION
There is no specific mention made of teachers and pupils in relation to ICT in any Health and Safety regulations or E.U. legislation. Nevertheless, regulations should be interpreted to include teachers and pupils who use computers during the school day. Educational establishments must be aware of certain issues in order to minimise risk and to ensure the safe use of ICT.
In recent years, several issues have given cause for concern in relation to the use of ICT equipment.
These include:
Repetitive strain injury (RSI)
Eye strain and related problems caused by working with VDUs
Carefully designed working environments can help to alleviate these problems and enable individuals to work more efficiently.
ICT and Health and Safety legislation
In response to an E.U. Directive, UK regulations, relating to the use of display screen equipment, came into force, in the form of the Health and Safety (Display Screen Equipment) Regulations 1992.
These affect "workers who habitually use VDUs for a significant part of their normal work". (TVs and LCD displays are not included).
The Electricity at Work Regulations 1989 require all electrical systems and equipment to be maintained in a safe condition.
Health and Safety and ICT in Schools
Legislation, in the main, relates to the conditions in which Administrative Staff work but must be interpreted to include teachers who use computers in their work.
There are certain issues which should be taken into account when working in a school environment in order to promote the safe use of ICT.
Electrical safety
Under the Electricity at Work Regulations 1989 all electrical equipment should be regularly maintained by the school and by a competent technical expert. All equipment should be tested annually.
CO2 extinguishers should be positioned near any ICT equipment.
Things to consider:
Damaged plugs and frayed, worn or damaged cables should be replaced.
The correct rating of fuses for particular appliances should be ensured.
As a general rule, ICT equipment should positioned close to an adequate power supply.
Where trailing flexes are unavoidable, they should be re-routed and secured or covered to prevent accidents and wear on the cable.
Extension cables should not be seen as a permanent solution to the powering of ICT equipment.
Design of computer suites should take into account the positioning, and adequate number, of mains plugs sockets. Permanent cabling should be in suitable conduit, multi-compartment dado cabling, in order to carry mains cables and signal cables separately. Cabling should be out of the reach of children.
Avoid coiled cables - heat could be generated which would be sufficient to start a fire.
Accidental damage - cuts to cables, damage from spilt liquid etc.
Battery charging and disposal - batteries should only be charged for the correct period as they become overheated if left for longer periods. Nickel cadmium, lithium and nickel hydride batteries contain harmful chemicals and should be disposed of as directed and not thrown in the dustbin.