Spotland Primary
ICT Policy
Updated Nov 2012 By J Foster Contents
Introduction …………………………………………………………… 3 Subject Aims …………………………………………………………… 3 Curriculum and School Organisation …………………………… 4 Planning …………………………………………………………… 5 Roles & Responsibilities ………………………………………….. 5 Class Organisation and Teaching Style ………………………….. 6 Cross – Curricular ………………………………………….. 6 Extra curricular…………………………………………………. 6 Resources and Accommodation……………………………………… 7 Hardware………………………………………………………… 7 Classroom………………………………………………. 7 Ipads……………………………………………………… 7 Laptops………………………………………………….. 7 Servers………………………………………………….. 7 Use of the O Drive……………………………………… 8 Security………………………………………………….. 8 Other…………………………………………………….. 8 Software…………………………………………………………. 8 Resource Management………………………………………………… 9 Human …………………………………………………………… 9 Technical ………………………………………………………… 9 Health and Safety……………………………………………………….. 9 Management Information Systems………………………………… …. 9 Assessment……………………………………………………………… 9 Special Needs…………………………………………………………… 10 Equal Opportunities ……………………………………………………. 10 Evaluation……………………………………………………………….. 10 Acceptable Use of ICT Policy…………………………………………. 11 Internet Access in School……………………………………... 11 Ensuring Internet Access is Appropriate and Safe…………. 11 Maintaining the Security of the School ICT Network………… 12 Using the Internet To Enhance Learning……………………… 12 Using Information From The Internet………………………….. 12 Using e-mail………………………………………………………. 13 Internet access and home/school links…………………………13 School web site……………………………………………………14 White Board health and safety document…………………………….. 15 Projector health and safety document……………………………… …17 Curriculum documents…………………………………………………….18 Introduction
Information and Communications Technology has the potential to improve the quality of teaching and learning across the Curriculum. Society is changing and there is an increasing need for a greater level of technological knowledge and awareness amongst the population as a whole. The effective use of ICT in the classroom will help to produce a population which feels comfortable with the new technology, is able to access life long learning opportunities through the use of ICT and can adapt to the rapid changes in this field.
Subject Aims
In our school we aim to: ensure all staff and pupils are confident, competent and independent users of ICT; motivate and inspire pupils and raise standards; develop an appreciation of the use of ICT in the context of the wider world; enrich learning and promote both autonomous study and group work; develop pupils’ ability to use ICT appropriately and choose software suitable for a particular task; provide continuity and progression in all of the strands of the ICT National Curriculum; develop ICT skills through curriculum contexts; encourage problem-solving and investigative work; foster group work, sharing and collaboration between peers; care for and respect equipment; proved a safe and accessible Online Learning Environment that enhances children’s learning through the sharing of information/documents and ideas. enable pupils to use the internet safely through making them and their parents aware of the issues relating to inappropriate use. share resources. Curriculum and School Organisation
In order to achieve these aims and objectives the teaching of Information Technology is organised:
In a cross curricular way to support and enhance: whole school topic plans individual plans – especially those of Maths, English, Science and Geography where Information Technology is specified in Programmes of Study.
Curricular ICT is taught by class teachers. In Units, based on QCA, to develop the progression of Information Technology. Other objectives to be taught covering other areas of ICT not covered in QCA but considered non-negotiables. Teachers are also advice to teach at least three lessons a year on internet safety using the ‘Keeping Myself e’safe’ materials. Within the Scheme of Work learning activities for Information Technology are sequenced to ensure progression and are taught in a variety of ways:
Direct class teaching to introduce a specific programme or skill. Through practical tasks using the appropriate hardware and software (see Scheme of Work for appropriate hardware/software lists, activity and information sheets). Group activities so that children can interact with each other. By providing children with real experiences in the practical application of Information Technology. Through the use of the Scheme of Work, which provide learning opportunities throughout the five strands. It is enhanced by using Information Technology where possible for a specific purpose perceived by the child, for example, in drafting and redrafting work. Planning Our planning operates on three levels to meet the range of our pupils’ needs: most pupils will learn; some pupils will progress further and learn; some pupils will not make so much progress but will achieve.
Planning ensures that a wide range of strategies are employed in order to differentiate ICT tasks. Examples of these are: same activity but different outcome; same theme but different levels of input; different pace of working; different groupings of pupils; developing different modules of work, at different times of the year, for different abilities.
Roles & Responsibilities
The ICT Leader is responsible for monitoring the teaching of ICT. The finance sub- committee ensures adequate funding is allocated to cover equipment and all necessary contracts. There is a designated ICT Leader who oversees ICT planning within the school. The Leader is responsible for informing the rest of the staff about new developments and, where appropriate, for organising (and at times providing) appropriate training. The ICT Leader advises colleagues on managing equipment, software and booklets in the classrooms, but is not expected to act as technician. A central resource area will be maintained and reviewed annually along with other resources for ICT. ICT is part of the Scientific and Technological Understanding curriculum team. This team is responsible for the development of IT throughout the curriculum. The Leader monitors the curriculum and reports termly to the Governors via the Head teacher’s report with regard to the school’s development plan. The ICT leader liaises closely with the governors who have responsibility for ICT and with the curriculum sub- committee. Any technical difficulties or malfunctions are dealt with either by the company from which the hardware was purchased (all expensive hardware is purchased with a continual warranty), or by the EDIT team. Class Organisation and Teaching Style
At Spotland Primary, teachers are responsible for their own class organisation and teaching style in relation to the teaching of curricular subjects through ICT, but at the same time ensure that these reflect the overall aims and philosophy of the school.
Children are sometimes grouped by ability (mixed or similar), age (in mixed age classes) or in mixed friendship groups. There are occasions when software or a specific skill might be introduced to a class, or work set for a specific child, depending upon the task. This allows the child to work on individually prepared tasks with work matched to each child’s own developments. The teaching of Information Technology requires the use of appropriate hardware and software.
Information Technology is a cross-curricular tool and so is linked to many areas of the curriculum. It also provides opportunities for teaching the following cross curriculum dimensions: Equal opportunities Personal and Social education
Cross – Curricular
Links between Information Technology and other subjects are highlighted on teachers’ planning. Teachers are encouraged to understand the ICT skills of the children. This then allows them to ensure the children are practicing and consolidating these skills, where appropriate, through cross-curricular use of ICT.
Extra curricular
Our school uses computer club, which encourages the children to use the school software, such as Grid club or Espresso, and web based programs such as our learning platform and other games. This club runs before and after school and at lunchtimes and takes place in the school library. Other extra-curricular clubs, such as poetry club and homework club are also encouraged to use ICT equipment. As well as this, children are encouraged to use IT on an individual basis, and at home whenever possible (revision websites are particularly encouraged for Y6 pupils), in order to reach the Every Child matters Agenda. It is noted that our children often have no access to ICT equipment, particularly the web, outside of school hours. Several schemes are in place, including providing cheap hardware and software for parents are in place. This year we hope to start a laptop lending service using 3G software. Resources and Accommodation
Hardware
Classroom There are Interactive whiteboards set up for teaching in all teaching classrooms. These computers also include high quality amplifiers and speakers, scanners and printers. Each classroom also has a digital camera, a digital scanner and a DVD/Video player. The school is developing its use of specialized hardware such as digital video recorders and digital microscopes. Each computer is networked which allows teachers access to the internet and to a large number of cross curricular based software.
Laptops All classrooms from Y2 to Y6 have 15 laptops housed in a cupboard. If the teachers require more laptops they are encouraged to get them from their partner class, the LRC or one of the trolleys. There are two Laptop trolleys with 15 laptops each to be used by any year group. The foundation Unit have their own mini-suite of 9 computers, The year one classes are encouraged to swap rooms to give access to the Laptop Trolleys, however, most of the Y1 ICT is taught in the LRC. The laptops are remotely networked which allows the children to access software, the internet and their own work. There are also 13 PCs and 30 laptops in the LRC for clubs and whole classes to use.
Ipads The school has Apple Ipad tablets which provide quick and easy access to the internet and email, documents on the school intranet and to many education applications. There are 3 trolleys, each with 15 Ipads, that are housed in the hall. Teachers from Y2-6 may book these out using a timetable in the workroom. Y1 have 6 Ipads in each classroom and Foundation Stage also have a trolley with 12. The trolleys are secured with combinations padlocks that are changed each term. The other security measures are an application that allows the device to be tracked remotely and registering the device with itunes, which will then locate the device when it logs on. Teachers have an Ipad in their classrooms. As well as providing them with access to school files, email and internet they are also able to connect to SIMMS and do their registers using the device. These are kept locked in their laptop cupboards and may be taken home if logged out in the office. They must be kept in school during working hours.
Servers The school has a work server, where staff and children’s work is stored, and is accessible by the whole network. An application server and CD server is used to store and run applications and software. Log-ins There are three child log-ins used throughout school at the present: reception.spotland ks1.spotland ks2.spotland Appropriate software can be accessed from each of these desktops. There is scope for development of these and as the network grows we anticipate using more individualised ones, e.g. there is soon to be an IT suite. Spotland login.
Use of the O Drive All staff can access the O Drive by using their personal log-in and password instead of the children’s login. All relevant policies are stored here.
Security The school has an alarm system installed throughout and a system of cctv cameras. The computer suites are made secure at night as part of the school caretaker’s daily routine. Computers, televisions and videos are all security marked with the school postcode.
Other The school has a pupil to computer ratio of 1:2 which exceeds the expected ratio. Equipment is to be replaced as necessary. An annual review of needs is made so that a systematic updating of equipment is implemented. Obsolete equipment is disposed of in accordance with guidance from the LEA and governors. All computers are password protected for the relevant user groups. User names and passwords are set up by the ICT manager and allocated to users in readiness for the beginning of term. Maintenance contracts are filed in the office. Copies of these are held in the ICT Coordinator’s file.
Software The school has a growing number of curricular based software packages, as well as microsoft office. The software is designed to teach the QCA curriculum, as well as to enhance all parts of the whole curriculum. Licences for most of the software site licences, allowing as many users as is needed to use the application. Some office based software, as well as most of the foundation software has linited user licences. The school does have some single user licences. This software is used individually by teachers or Tas. The Technician is responsible for ensuring that the automatic updating of anti-virus software is operating efficiently by checking at least monthly. Resource Management
Human The ICT curriculum will provide the main focus of one staff meeting per term. This may include: introduction of software, training for ICT, whole school support in planning for ICT, sharing pupil’s work, moderation of pupil’s work, development of the ICT portfolio or sharing ideas of good practice. Staff attend courses through EDIT or REAL Trust. Opportunities for training are offered, wherever possible, to meet whole school needs as well as those of individual teachers. These needs may be identified as a result of monitoring or performance management reviews. As part of Continuing Professional Development all staff are encouraged to improve necessary skills and techniques and to develop ICT competences in the classroom linked to other curriculum areas. Our staff have the advantage of using the Internet for their own professional development by access to national developments, educational materials and good curriculum practice. A copy of the LEA Security Guidelines is available in the office.
Technical Any faults with the computers are reported to the ICT Coordinator and recorded in a fault notebook kept in the ICT suite. The school technician will endeavour to respond on her next visit to the school. The ICT Coordinator keeps a log of faults occurring to help with future replacement decisions and with discussions with repair technicians. The server backs up automatically each night. We currently buy in the technical services of a peripatetic technician from EDIT.
Health and Safety All equipment is checked annually under the Electricity at Work Regulation 1989. A detailed inventory is kept up to date by the bursar who ensures all equipment is checked. New equipment is added to the inventory on arrival. Regular Risk Assessment surveys are conducted by the designated H&S representative, faults are logged and appropriate action taken. The Health and Safety at Work Act (1 January 1993), European Directive deals with requirements for computer positioning and quality of screens. This directive is followed for all administration staff. Whilst this legislation only applies to people at work we seek to provide conditions which meet these requirements for all users. Specific Health and safety issues – such as those relating to the safe use of projectors and whiteboards, are included in this policy.
Management Information Systems By developing its use of electronic Management Information Systems, the school saves teachers' time, whilst providing effective electronic availability of individual pupil tracking data, both within school and at transfer at the end of Key Stage. MIS also enables us to track and transfer records for "nomadic" pupils with greater ease. The school uses the SIMs system to register and track children in this way. Special Needs The school recognises the advantages of the use of ICT by pupils with special educational needs Our school aims to use ICT to: address pupil’s individual needs; increase access to the curriculum; improve language skills. Children with special needs are encouraged to use ICT toward these aims by working independently, or with the help of a TA, or by working in paired or group work to allow peer learning. Children with a registered SEN statement will have individual access to a specially set up laptop, geared toward their own individual targets.
Equal Opportunities Our school promotes positive images of computer use by both girls and boys and by pupils from our diverse multicultural community. The school promotes equal opportunities for computer usage. Our school promotes the participation of parents in ICT and holds events such basic skills courses run by the Parent Partnership group. All users of our ICT suite must agree to abide by the code of conduct for Internet. We do not as yet allow use of our facilities by outside groups.
Evaluation The manager monitors ICT planning each term. This ensures the scheme of work is implemented and all strands are planned for. In addition to this, the ICT manager monitors teaching and children’s work. The Governors are kept informed of the ICT manager’s work through termly reports in the Headteacher’s report to the Governors. The scheme of work is reviewed and updated on an annual basis to ensure it reflects good practice. The scheme of work provides sufficient detail to ensure all pupils receive a consistent experience in ICT. Acceptable Use of ICT Policy
This policy outlines our purpose in providing e-mail facilities and access to the Internet. It explains how the school is seeking to avoid the potential problems of unrestricted Internet access. Internet Access in School Providing access to the Internet in school will raise educational standards and support the professional work of staff. Teachers and pupils will have access to web sites world-wide (including museums and art galleries) offering educational resources, news and current events. There will be opportunities for discussion with experts in many fields and to communicate and exchange information with students and others worldwide. In addition, staff will have the opportunity to access educational materials and good curriculum practice, to communicate with the advisory and support services, professional associations and colleagues; exchange curriculum and administration data with LEAs and DfES; receive up-to-date information and participate in government initiatives. The Internet is also be used to enhance the school’s management information and business administration systems. All staff (including teachers, supply staff and classroom assistants) and any other adults involved in supervising children accessing the Internet, will read and understand the School Internet Access Policy, and will have its importance explained to them. Ensuring Internet Access is Appropriate and Safe The only ‘fool-proof’ measure to ensure that our pupils are not exposed to unsuitable material is 100% staff supervision. Therefore, our School Internet Access Policy is 100% staff supervision. In addition, Pupils will be taught to use e-mail and the Internet responsibly in order to reduce the risk to themselves and others. The ICT Leader will monitor the effectiveness of Internet access strategies. Moreover, the ICT Leader will ensure that occasional checks are made on files to monitor compliance with the School's Internet Access Policy. The head teacher will ensure that the policy is implemented effectively. However, due to the international scale and linked nature of information available via the Internet, it is not possible to guarantee that particular types of material will never appear on a computer screen. The school cannot accept liability for the material accessed, or any consequences thereof. A most important element of our Rules of Responsible Internet Use is that pupils will be taught to tell a teacher immediately if they encounter any material that makes them feel uncomfortable. If there is an incident in which a pupil is exposed to offensive or upsetting material the school will wish to respond to the situation quickly and on a number of levels. Responsibility for handing incidents involving children will be taken by the ICT leader and the head teacher and the pupil's Class Teacher. If one or more pupils discover (view) inappropriate material our first priority will be to give them appropriate support. The pupil's parents/carers will be informed and given an explanation of the course of action the school has taken. The school aims to work with parents/carers and pupils to resolve any issue. If staff or pupils discover unsuitable sites the ICT leader will be informed. The ICT leader will report the URL (address) and content to the Rochdale LEA EDIT Team; if it is thought that the material is illegal, after consultation with the EDIT Team, the site will be referred to the Internet Watch Foundation and the police. Maintaining the Security of the School ICT Network We are aware that connection to the Internet significantly increases the risk that a computer or a computer network may be infected by a virus or accessed by unauthorised persons. The Rochdale LEA EDIT Team is responsible for ensuring the integrity of the network.
Using the Internet To Enhance Learning Pupils will learn how to use a web browser. Older pupils will be taught to use suitable web search engines. Staff and pupils will use the Internet to find and evaluate information. Access to the Internet will become a planned part of the curriculum that will enrich and extend learning activities and will be integrated into the class schemes of work. Using Information From The Internet We believe that, in order to use information from the Internet effectively, it is important for pupils to develop an understanding of the nature of the Internet and the information available on it. In particular, they should know that, unlike the school library for example, most of the information on the Internet is intended for an adult audience, much of the information on the Internet is not properly audited/edited and most of it is copyright.
Pupils will be taught to expect a wider range of content, both in level and in audience, than is found in the school library or on TV Teachers will ensure that pupils are aware of the need to validate information whenever possible before accepting it as true, and understand that this is even more important when considering information from the Internet (as a non-moderated medium) When copying materials from the Web, pupils will be taught to observe copyright; Pupils will be made aware that the writer of an e-mail or the author of a web page may not be the person claimed The children will be made aware of appropriate and safe use of the internet through the mechanism of a shared contract, signed by pupil, parent and teacher, that outlines the issues raised and also gives advice to parents on how to protect their children at home. The children will also partake in lessons at school detailing internet safety. There is an increasing number of children, especially in upper KS2, who use external internet sites such as hotmail, facebook, myspace and other networking/communication sites. Due to the dangers prevalent to these sites we advice the children and parents not to subscribe to such sites until they are 16, however, we are aware that an increasing number of children do. Because of this we provide extra internet safety lessons to Year 6, highlighting the dangers of networking sites. Using e-mail Pupils will learn how to use an e-mail application and be taught e-mail conventions. Staff and pupils will use e-mail to communicate with others, to request information and to share information. It is important that communications with persons and organisations are properly managed to ensure appropriate educational use and that the good name of the school is maintained. Therefore:
Pupils will only be allowed to use e-mail once they have been taught the Rules of Responsible Internet Use and the reasons for these rules. This will be in Year 3. Teachers will endeavour to ensure that these rules remain uppermost in the children's minds as they monitor children using e-mail Pupils may send e-mail as part of planned lessons and are given individual e- mail accounts to use. They will be shown how to use these accounts to send mail internally, but will not be allowed access outside of the school network. In-coming e-mail to pupils will not be regarded as private Children may have the e-mail messages they compose checked by a member of staff before sending them The forwarding of chain letters will not be permitted Pupils will not be permitted to use e-mail at school to arrange to meet someone outside school hours
Internet access and home/school links Parents will be informed in our School Prospectus that pupils are provided with supervised Internet access as part of their lessons. We will keep parents in touch with future ICT developments by the school web site. Internet use in pupils' homes is rapidly increasing and some parents may be grateful for any advice/guidance that school can offer – especially with regard to safe access for children. The ICT manager is willing to offer advice and suggest alternative sources of advice on the understanding that neither he nor the school can be held responsible for the consequences of such advice. Further:
School guidelines on issues such as safe Internet use will be made available to parents and Internet sites providing information for parents about safe access for children In the future it is possible that suitable educational and leisure activities that make responsible use of the Internet will be developed with parents.
As noted above, it is not possible to be certain of the originator of an e-mail message, and for this reason the school is unable to accept an e-mail as parental authorisation of a pupil absence. School web site www.school-portal.co.uk
The school uses a company (Uniservity) to provide an online learning Environment (herin called a learning platform). In order to provide a site that can be searched for using internet search engines, the school also provides a site that links directly to the Learning platform. The Learning Platform combines a number of functions including: Email and messaging Online diary Individual/class/ club pages for information Forum/Blogs/Wickies – for sharing of information and communication. Online storage and access
Our Learning Platform is intended to:
Provide accurate, up-to-date information about our school; Enable pupils to publish work to a high standard, for a very wide audience including pupils, parents, staff, members of the local community and others Provide pupils with a safe, online environment that allows them to communicate/share ideas and work. Celebrate good work Promote the school. Share documents and information easily amongst all stakeholders.
The point of contact on the learning platform will be the school address, telephone number and e-mail address. We only publish pupils’ photographs following written parental agreement. Home information or individual e-mail identities will not be published. Staff will be identified by their title and surname unless they request otherwise. Permission will be sought from other individuals before they are referred to by name on any pages we publish on our Learning platform. Interactive Whiteboard Health & Safety
Interactive Whiteboards
Health and safety Advice Interactive whiteboards are a tool which can assist teachers in delivering exciting and engaging lessons to learners of all ages and abilities.
They enable teachers to deliver lessons interactively using a variety of methods, including video clips, use of the internet, interactive presentations, colour visuals and traditional blackboard skills.
Additionally, they allow for manipulation of text, objects, and calculations by pupils/students as well as teachers.
Safety issues relating to the use of interactive whiteboards are clearly highlighted on both the Becta and DfES websites, based upon HSE guidance. The sites outline simple measures to take to ensure that the equipment is being used appropriately. In addition, guidance material has been distributed to all LEAs.
The following guidance on how to use Interactive Whiteboards is available on Becta’s web site: http://www.becta.org.uk/leaders/leaders.cfm?section=3_1&id=3173.
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.
It is generally accepted that a maximum of 1500 ANSI lumens is adequate for projection equipment in most classroom environments, except in the most extreme ambient lighting conditions, where it is advised that window blinds are used rather than increasing the brightness of the projector.
When purchasing or using projectors for purposes where there is likely to be a person standing in front of the beam, consideration should be given to the use of a method of brightness reduction, such as a neutral density filter or brightness adjustment facility. These modifications can be removed or adjusted for other purposes such as cinema projections, where there is not an intention that someone will be stood in front of the beam, so allowing the projector to be used to its full image quality potential.
It is recommended that health and safety notices are posted adjacent to interactive whiteboards. Although the content or posting of such notices is not a requirement under law, it should be considered as best practice. Computer Projectors — Advice from the HSE Along with the Health and Safety Commission (HSC), the Health and Safety Executive (HSE) is responsible for regulating the risks to people's health and safety in the workplace. This information is also available on the DfES website.
The HSE offers the following guidelines for the safe use of computer projectors in the classroom:
”Computer projectors, which are used to show presentations or to illuminate interactive whiteboards, can expose the eye to levels above one of the exposure limits by which the HSE takes its guidance. Therefore, although such exposure limits are not statutory, the HSE considers the following advice to be good practice in respect of the use of these projectors by employers in the education sector.
Guidelines Employers should establish work procedures for teachers/lecturers and pupils/students and give instruction on their adoption so that:
Staring directly into the projector beam is avoided at all times.
Standing facing into the beam is minimised. Users, especially pupils and students, should try to keep their backs to the beam as much as possible. In this regard, the use of a stick or laser pointer to avoid the need for the user to enter the beam is recommended.
Pupils and students are adequately supervised when they are asked to point out something on the screen.
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 by ceiling-mounting rather than floor— or table-mounting the projector.
In order to minimise the lamp power needed to project a visible presentation, employers should use room blinds to reduce ambient light levels.”
NOTE: At the end of this section is a child friendly version of the above guidelines.
Who is responsible for ICT health and safety responsibility in schools? LEAs or Governing bodies retain overall responsibility for health and safety management, which also includes ICT health and safety in Schools.
LEAs/Governing bodies may delegate certain tasks to schools including risk assessment, however, it is often the head teacher or classroom teacher who holds the day-to-day responsibility to ensure that ICT equipment is used correctly and safely.
Information relating to the safe operation and use of projection equipment must be provided by the suppliers with all installations, especially in relation to beam viewing by teachers and pupils/students etc. Health and Safety Notice 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 might stand in front of the beam to give presentations to the rest of the class.
Projectors may cause eye-injury Please follow these simple rules
NO ONE should stare directly into the beam of the projector.
When entering the beam, DO NOT look towards the audience for more than a few seconds.
Keep your back to the projector beam when standing in it
Pupils MUST be supervised at all times when the projector is being used. Year 1 ICT Unit Plans Year 1 ICT Yearly overview Topic area Objectives Skills Cross Curricular School Resources Topic 1A that computers can represent real to use a mouse to move and Art PCs in LRC Real or fantasy or fantasy situations place items accurately on a Literacy My World3 that a computer representation screen Creative curriculum 2paint a picture allows the user to make choices and to create a representation Dazzle Plus that different decisions produce of a real or a fantasy Paint different outcomes situation that a computer can be used to to use simple tools in a represent a wide range of painting package environments and some are more to add stamps/motifs or clip elaborate than others art to a scene that a computer model is not an exact replica of the original that they can use a computer to create representations of various scenarios Topic 1B that words convey information to communicate ideas by Literacy PCs in LRC Word bank that text can be entered into a selecting and adding text Humanities 2create computer and printed out to select, and listen to, text Creative curriculum 2Create a story that text can be selected from a using the mouse 2Simple City word bank keyboard familiarity Microsoft word
Topic 1C that information can be presented to show that information Science iPads The information in a variety of forms can be presented in a Humanities PCs in LRC around us that information comes from a variety of forms and Creative curriculum Variety of cross curricular software variety of sources collected from a variety of Sound clips in resource file that sounds convey information sources MP3 recorders that pictures provide information Internet that information is all around us in Espresso a variety of forms that computers use icons to provide information and instructions that certain ‘rules’ (or conventions) are applied in communicating and presenting information Topic 1D that key pieces of information can to describe objects using Science PCs in LRC Labelling and describe objects key words Maths 2create grouping that objects can be described using Microsoft word key words iPads that objects can be divided according to criteria that objects can be identified from key words
Topic 1E Graphs that data can be collected and to use ICT to classify Maths PCs in LRC (pictograms) presented as pictograms information and present Science Pictogram that data represented graphically findings Car pictures in resources folder can be easier to understand than to use pictograms to answer textual data simple questions that ICT can be used to create pictograms Topic 1F that machines and devices can be to put activities into the Literacy PCs in LRC Instructions controlled by a sequence of correct order DT BeeBots physical actions to use directional language Science Remote control cars in Foundation. that sequence affects outcome to ‘control’ someone else’s MP3 recorders that instructions can include actions Picture cards for making crispie cakes in recourses measurable units in a common to record a sequence of folder language instructions in a common that instructions can be recorded format for replication and amendment to read a set of instructions, that results can be predicted and predict the result and follow that predictions can be tested the instructions to test their prediction Topic 1G To log on to the Learning Any other subject content iPads Learning Platform Platform PCs in LRC To navigate around the Learning Platform Learning Platform Topic 1H Open a pre-prepared Website relating to any other iPads Internet website area of the curriculum PCs in LRC Use forward and Internet backwards when navigating a website Topic 1I Follow safety rules on the Every other area of research and Think you know website: Internet safety internet use of the Internet. http://www.thinkuknow.co.uk/5_7/
Topic 1J Capture and download Literacy iPads Digital equipment images/video from a Science Children’s digital cameras camera Humanities MP3 recorders Record a sound and play it Art/DT back Topic 1K Create simple group/class Any area of the curriculum iPads Presentations presentations Microsoft power point Insert text Insert pictures with help Year 2 ICT Yearly overview
Topic area Objectives Skills Technique Cross Curricular School Resources Topic 2A In this unit children learn to use words to that there are differences to use the backspace key to Literacy Laptops Typing stories communicate messages and recognise that ICT lets between handwritten and make corrections Humanities 2Simple create them correct and improve their work, as they are word-processed text to type in text, including spaces 2Simple stories working or at a later date. Children will also have that text can be entered between words, and to use the Microsoft word opportunities to discuss their experiences of using and corrected shift key Kartouche ICT. the importance of spaces to use the return/enter key to Variety of scene Children will be able to apply what they have learnt between words insert line breaks pictures for in this unit when: writing stories with a clear the difference between to use the return/enter key to prompting stories sequence of events in a sustained style; using and running text (text wrap) and insert line breaks on Lancs website: punctuating a range of sentence types; commenting text with line breaks to enter text with spaces and http://www.lancsn on the features which distinguish texts such as that ICT can be used to use the shift key to type capital gfl.ac.uk/curriculu narrative, information and poetry. rearrange text to make it letters m/ict/index.php? easier to read to use ICT appropriately to category_id=25 that ICT can be used to communicate ideas through text improve text and make a message clearer Topic 2B In this unit children develop visual ideas for different that ICT can be used to to select and use simple mark Art 2Simple paint Creating purposes by using ICT and other methods. They use create pictures making tools DT Granada draw pictures the features of an ICT graphics package to explore that ICT makes it easy to to use the flood fill tool to create Dazzle Plus and realise their ideas and to identify ways to correct mistakes and highlights of colour Print artist develop and improve their work. They will need to explore alternatives to use ‘save as’ Paint select and use simple tools (pen, brush, fill, and to select and use the straight Variety of artist spray) in their mark making, and understand that line, geometric shapes and flood resources and work can be easily amended and ideas can be tried fill tools Dazzle recourses out without spoiling earlier versions. They will learn to select and use the spray tool from Lancs how ICT techniques can inform other techniques to select and use different website: and vice versa, and that sometimes a screen version techniques to communicate http://www.lanc is the final version of a piece of work. ideas through pictures sngfl.ac.uk/curric Children will be able to apply what they have learnt ulum/ict/index.p in this unit when creating work in design and hp? technology, and art. category_id=26 Topic 2C In this unit children learn to search for information that CD-ROMs and the to use buttons to navigate a Humanities Espresso Finding held on a CD-ROM or the internet. The children are internet contain large CD-ROM Science Other web based information introduced to CD-ROM or the internet as a means of amounts of information to search using menus Creative curriculum sites storing large amounts of information. They are that information can be to search using the index iPad aps. taught to use menus, indexes and key words to connected in different ways to search using key words CDROM search for pictures and gather information. at the same time to use hot links or hyperlinks to encyclopedia Children will apply what they have learnt in this unit navigate a CD-ROM when using electronic information sources, such as to use appropriate search CD-ROM and the internet, for other subjects. techniques to find information to use straightforward lines of enquiry Topic 2D In this unit children learn how to create, test, modify that control devices must to develop and record Maths Floor turtle Robots and store instructions to control the movements of a be programmed sequences of instructions to Science Bee bots floor turtle. They learn to programme the floor that control devices follow control the floor turtle, and Literacy – Pro bots turtle to move around an area by using single instructions which can predict and test results instructions, Floor mats for Bee instructions, a sequence of instructions and contain numerical data to use the appropriate keys to sequencing. bots repeated sequences. that instructions can be make the floor turtle go Online robot The unit will develop children’s understanding of sequenced for more forward, backward, left and activities – Asimo programmed devices used outside school. complicated tasks right by using instructions, such (Honda). Children should be able to apply what they have that instructions can be as forward 5, right 1 learnt in this unit when: creating and using maps in repeated to enter a sequence of geography; working with shape and space in that devices that carry out instructions mathematics; and using devices in design and repeated actions follow to use the repeat key to produce technology. stored instructions, symmetrical shapes Area Objectives Cross curricular Resources Topic 2E: To follow links to other pages and websites Any subject content Laptops Learning To download and open a document iPads Platform To begin to insert text into my homepage PCs in LRC Learning Platform Topic 2F:Email Contribute to a group email Email relating to iPads any other area of Classroom the curriculum PC/IWB Topic Follow safety rules on the internet Life skill, Think you know 2G:Internet internet safety website: safety http://www.think uknow.co.uk/5_7/ Topic 2H ; Capture and download images/video from a camera Literacy iPads Digital Record a sound and play it back Science Children’s digital equipment Humanities cameras Art/DT MP3 recorders Topic 2I: Film Create a class story board Any subject content iPads and Film short scenes and edit with others Digi blue movie animation cameras School video cameras Topic 2J: Create a group presentation, including recording narration Any area of the iPads Presentations curriculum Microsoft power point MP3 recorders Topic 2K: Save work to a personal folder Any area of the School network File curriculum ‘W’ drive organisation Year 3 ICT Yearly overview Topic Overview Objectives Skills Cross Curricular School Resources
Topic;3a In this unit children learn how to that text and graphics can to alter font type, size and Literacy 2 Simple create Combining communicate messages by using a be combined to colour for emphasis and Humanities 2 Simple create a story text and combination of graphics and text. They also communicate information. effect Science Microsoft word graphics learn the importance of saving their work. that ICT can be used to to amend text and save Art Kartouche improve text changes Variety of stimulation to combine graphics and text material on lancs website: to use the shift key to type http:// characters, www.lancsngfl.ac.uk/curricu lum/ict/index.php? category_id=30 Topic 3b In this unit children will explore and develop that ICT can be used to to use ICT to record sounds Music 2 Simple Music Computer musical ideas by using ICT and other methods. select and control sounds to use icons to arrange Audacity music They will use simple music software, tape that sounds can be stored musical phrases Microphones recorders and a keyboard to compose, collect on CD-ROM MP3 recorders and communicate their musical ideas. They that ICT can be used to Electronic keyboards will amend and modify their work to explore organise and reorganise BBC musical Mysteries various musical and sound effects, and use ICT sounds website: to create, organise and record sounds. http://www.bbc.co.uk/nort hernireland/schools/4_11/ music/mm/index.shtml Topic 3c In this unit children learn to collect and store that collecting and storing to add a record to a file in a Maths Granada Data Base Introduction information involving more than two information in an computer database Science Microsoft Excel to databases variables. They will use a database to answer organised way helps them to use a database to sort and simple questions by sorting and finding the find answers to questions classify information and to top or bottom and searching in a single field. that information can be present their findings Children will be introduced to files, records held as numbers, choices and fields by exploring and comparing (such as yes/no) or words computer-based data and paper-based that information can be information. They will use a computer taken from pictures or text database, add to it, carry out simple searches that ICT can be used to and produce bar charts. store and sort information Topic 3d In this unit children begin to understand that that computer simulations to enter data into a Science Simulation explorer Simulations computer simulations can represent real and can represent real or computer simulation Pro bots imaginary situations. They learn how to imaginary situations to explore the effect of Lego robo lab explore simulations, explore options and to that computer simulations changing the variables in Variety of simulation test their predictions. They evaluate allow users to explore simulations and use them to resources from lancs website simulations by comparing them with real options make and test predictions http://www.lancsngfl.ac.uk/curr situations and considering their usefulness. that computer simulations iculum/ict/index.php? are simplified category_id=33 representations that e-mail can be used to to read e-mail Life skill, School email Topic 3e In this unit children learn to use e-mail send messages over to read, annotate and reply social Email detectives E-mail (electronic mail) to send and receive distances to e-mail networking Learning Platform Instant messages. They learn about communicating that e-mails are sent to to send an e-mail using an messaging over distances and will need to consider and addresses address book compare different methods of to add an attachment to an Year 4 ICT Yearly overview Topic Overview Objectives Skills Cross Curricular School Resources 4A In this unit children learn that ICT can be that newspapers use a variety of to alter font size and use effects Literacy Microsoft word Writing for used to organise, reorganise, develop and presentation techniques and to indicate relative importance Science iPad – Doc app different explore ideas, and that working with written effects to communicate to use cut and paste to reorder a Humanities Kartouch purposes information in this way can aid messages piece of text Newspaper template understanding. It also gives children that ICT can be used to reorganise to delete, insert and replace text in resources file opportunities to discuss their experiences text to make its meaning clearer to improve clarity and create Variety of picture and of using ICT and how it is used in the wider that ICT can be used to amend text mood textease files for world. that ICT can be used to correct to use spellcheck stimulus mistakes to amend text using find and http://www.lancsn that ICT can be used to automate replace gfl.ac.uk/curriculu the amendment of text m/ict/index.php? category_id=47
4B In this unit children learn to develop visual that ICT can be used to develop to use stamps and/or the copy Art 2 Simple paint Images and ideas and to realise these ideas using ICT. images tool DT iPads patterns Children will need to use a computer that pictures can be assembled by to alter the size of the brush tool Paint graphics package to explore and repeating elements to select areas, copy and re-size Dazzle Plus experiment with ideas and will amend and that ICT can be used to recreate them Granada paint modify their work to meet specific images made by hand to use a range of visual effects, Microsoft word outcomes. They also learn to save their that a screen image can be a such as reflection or symmetry Digital cameras work as they go along. finished product to use ‘save as’ to keep drafts Class scanners Children learn to use ICT tools Links to artist appropriately and will select areas of an websites from lancs image to cut, copy and change. They learn website to export their work to other packages and http://www.lancsngfl.a import images from sources such as clip c.uk/curriculum/ict/ind art, scanner or digital camera. ex.php?category_id=48 4C In this unit children learn how to use a data that different graphs are used for to interpret and analyse Maths Granada Spreadsheet Graphs handling package to create bar charts, pie different purposes information in graphs Science Log boxes charts and line graphs, and how to use this that pie charts can be used to to use ICT to create line graphs Microsoft excel information to support an argument. make comparisons between to use ICT to create pie charts Microsoft word Children learn to collect information in a populations to design simple questionnaires way that it can be easily processed; enter that line graphs can be used to to record numbers, text and data correctly; select and create an show to transfer floor turtle choices appropriate graph for their purpose; instructions to the screen and write a list of commands to consider how to frame questions. They also understand common language produce a pre-drawn shape learn to compare the effectiveness of to use pendown and penup to different charts and use their charts to test move the turtle continuously hypotheses. changing information 4D In this unit children learn to enter that the screen turtle can be to transfer floor turtle Sequencing Screen turtle 2 Computer instructions to control a screen turtle and moved on screen instructions to the screen and commands iPads procedures will compare the operation of the screen that the screen turtle obeys the understand common language Bee bots turtle with a floor turtle. They learn how to same language commands as the to type commands in immediate Pro bots write a procedure that ‘teaches’ the floor turtle mode Lego robo lab computer a new word and will be asked to that the screen turtle can be given to write a list of commands to write short sequences to produce particular commands to produce a specific produce a pre-drawn shape shapes on screen. They understand that shape on screen to use pendown and penup to screen steps are smaller than floor turtle that the turtle can be moved move the turtle steps and will be asked to repeat before it starts drawing to use the repeat command procedures to produce ‘crystal flowers’ by that instructions can be repeated to use and change a pre-written rotating the screen turtle through 360 that groups of instructions can be procedure degrees. named to write repeating procedures to that procedures can call other produce a desired outcome procedures Topic Objectives Cross curricular Resources 4E To load a picture onto my home page Any subject content Learning Platform Learning To save an animated gif from the Platform internet iPads To load an animated gif onto my homepage To search for a friend using My User Directory To send a message to a friend To read and reply to messages in my inbox To upload a document to the Learning Platform 4F Select relevant information from Any area of the curriculum Internet Internet/em websites iPads ail Compile a list of favourite websites School email Open, edit and send email attachments Email detectives Add attachments to an email Espresso 4G Follow safety rules on the internet Any area of the curriculum iPads Internet Understand the safety of personal Keeping Myself e- safety information safe – materials on Understand privacy and copyright ‘N’ Drive Think U Know website: http://www.thinkukno w.co.uk CBBC website: http://www.bbc.co.uk/ cbbc/help/web/staysaf e 4H Create animation with a small toy Any subject content iPads Film and Make and edit a simple film, including Digi blue movie animation title sequences cameras MP3 recorders 4I Create text, images and sounds for Any area of the curriculum iPads Presentatio specific audiences (capturing images Microsoft power ns from a range of sources) and use in a point presentation MP3 recorders Digital camera 4J Ensure their work folders and neat and Any area of the curriculum ipads File organised School network ‘W’ organisatio drive – individual n children’s folders. Year 5 ICT Yearly overview Topic Overview Objectives Skills Cross Curricular School resources 5A Graphics In this unit children learn to use an object-based that images can be created by to move, rotate and re-size Numeracy iPads graphics package to produce images and visual combining and manipulating graphic objects Art Paint models. They learn the key differences between an objects. to use geometric tools to create Dazzle Plus object-based program and a paint package and that a graphical model can be used objects which can be Granada paint understand that visual models can be used to identify to explore alternatives and identify manipulated using an object- patterns and relationships. patterns and relationships. based graphics package Microsoft word Digital cameras Children will be able to apply what they have learnt in to use an object-based graphics this unit when making maps in geography and package to produce and explore Class scanners drawing diagrams in science. a graphical model. Variety of text ease resources from lancs website http://www.lancsngfl. ac.uk/curriculum/ict/i ndex.php? category_id=39 5B Complex In this unit children learn to use prepared databases That complex searches can be to search a database using ‘=<’ Science Granada database databases to answer questions which rely on more than one used to locate information and ‘=> Humanities Internet search engines variable. They will present data in graphical form, That some searches rely on more to search a database using Microsoft excel print out their graphs and use them to help them than one criteria, such as: ‘birds ‘AND’ ‘foods’ excel data base answer questions relating to the data. and river’ to search a database using ‘OR’ in resources folder Children will be able to build on what they have learnt that information found is often to skim read and sift in this unit when: investigating possible relationships unhelpful information in order to sort that between; undertaking investigations that rely on more that information can be presented which is useful from that which data than they are able to collect for themselves, for using graphs is not. example when searching for information on the World to modify a search strategy Wide Web. to use IT to test an hypothesis 5C Identifying In this unit children learn the importance of checking that information held on that information held on Science Internet mistakes information for mistakes and anomalies, how to databases may contain errors and databases may contain errors Humanities iPads detect mistakes and to amend them. that this can affect results and that this can affect results Microsoft word that you can identify and correct to identify and correct They will be able to apply what they have learnt in Microsoft excel implausible and inaccurate data implausible and inaccurate data this unit whenever they handle information. Granada database Learning platform 5D In this unit children learn to enter numbers, labels and that computers can calculate costs to enter labels and numbers Maths Granada spreadsheet Introduction to simple formulae into a spreadsheet and to use the and are useful when prices change into a spreadsheet Science Microsoft Excel spreadsheets data to calculate totals. to change data in a spreadsheet to to enter formulae into a Pre-prepared excel Children will be introduced to spreadsheet software answer ‘what if...?’ questions and spreadsheet spreadsheets in and will explore how changes in price and quantity check predictions to use ‘SUM’ to calculate the resources folder can affect total cost. Children will apply what they total of a set of numbers in a have learnt in this unit when exploring mathematical range of cells and scientific models. 5E Control In this unit children learn how to control simple that devices can be controlled to control simple devices, such Control hardware devices, such as buzzers, small motors and lights, through direct instructions as small motors, light bulbs, Probots using basic control boxes. They learn how to control that a control box and software buzzers, by giving direct Gloflo devices by turning them on and off according to a set can be used to control an output instructions Lego Robo Lab of instructions. This will be developed so that children device to use simple procedures to Robotics understand how to sequence a set of instructions to control more than one output that IT can be used to create a Variety of worksheets in get a desired outcome. device sequence of instructions which can resources folder They will apply what they have learnt in this unit control a number of output to use simple control language when learning about the built environment, for devices to activate multiple devices example traffic lights, or simple manufacturing concurrently processes. to control output devices, by building a sequence of events, to solve a problem 5F Monitoring In this unit children learn that devices can be that sensing devices can be used to to attach a sensor to a device Science Log box the connected to a computer to monitor and measure monitor changes in environmental connected to a computer and Traditional environmental changes in environmental conditions. Children gain an conditions take readings thermometers understanding of computer monitoring of external that a device attached to a to use the program set-up iPads conditions. computer can take readings of features to set variables such as Children should be able to apply what they have conditions such as light intensity, selected sensor and time span learnt in this unit when working on Unit 6C ‘Control temperature and sound levels of recording and monitoring – What happens when...?’ that a computer can take samples of data for a set period of time 5G To use a homepage as a diary Any subject Learning Platform Learning To make hyper link to a document in my resources content iPads Platform To download a document from the Learning Platform, and a forum To set up my own forum on my home page 5H Compare bias and accuracy on the internet Any area of the Internet Internet/emai Use email curriculum School email l Espresso iPads 5I Follow safety rules on the internet Life skills for Keeping Myself e-safe Internet Understand the safety of personal information surfing and social – materials on ‘N’ safety Understand privacy and copyright networking Drive Think U Know website: http://www.thinkuknow.co.u k CBBC website: http://www.bbc.co.uk/cbbc/ help/web/staysafe 5J Develop animation skills: scripting, recording and editing sound, using narration and dialogue Any subject Digi blue movie Film and Edit short films and evaluate quality content cameras animation MP3 recorders iPads 5K Present to an audience drawing materials from a range of sources Any area of the Microsoft power point Presentations Life skills – drawing on experience and role modelling from ESB students. curriculum MP3 recorders Digital camera iPads 5L Ensure their work folders and neat and organised Any area of School network ‘W’ File Ensure documents are named accurately to aid their filing system the drive organisation curriculum Life skills Year 6 ICT Yearly overview Topic Overview Objectives Skills Cross School Resources Curricular 6A In this unit children learn to create a that computer software can to design multimedia pages Any other area Microsoft PowerPoint Multimedia multimedia presentation using text, images, include a range of media and to sample sounds of the Learning platform presentation and sounds. They will be taught to create links gives the user a range of to produce a diagram that shows curriculum MP3 Recorders between pages and show sensitivity to the options the links between pages Microphones needs of their audience. that a multimedia authoring to create buttons to link pages Digital cameras Children will apply what they have learnt in program can be used to this unit when communicating and presenting organise, refine and present information in music, art, history, geography, information in different forms science, design and technology. for a specific audience 6B In this unit children learn to use a that mathematical models can to identify formulae and enter Numeracy Microsoft excel Spreadsheets spreadsheet to explore a mathematical be explored using a them into a spreadsheet Science model. spreadsheet to copy cells Children will be taught to use formulae in to use a spreadsheet to draw a spreadsheets to answer ‘what if ...?’ graph questions. They will explore how changes in a to change the data and formulae spreadsheet affect results and identify simple in a spreadsheet to answer ‘what rules. if ...?’ questions and check Children will apply what they have learnt in predictions this unit when exploring mathematical and scientific models. 6C Control In this unit children learn how to use input that computers can monitor To develop a system that controls Probots and devices or switches to control a process. They physical factors events in response to conditions Gloflo monitoring. learn that it is possible to attach devices such that a switch can cause an to use Lego Robo Lab as pressure pads, light sensors, magnetic event to occur ‘If ...then...’ and ‘repeat forever’ Control hardware switches, on/off switches or other devices to that a light sensor can monitor to use a light sensor Log boxes a control box. The computer can then be light and dark and trigger an to use and program two input iPads programmed to carry out a process when it event sockets detects some sort of change, eg switch on the that more than one input light when it gets dark. They learn the new device can be used control language necessary to program the control box to make such decisions, eg ‘if... then...’ 6D Using the In this unit children learn to use large sources that it is important to to access an internet site using a Any other area Internet internet . of information, such as those found on the interpret information and to favourites list of the iPads internet. They will use, skim read and take in understand it to print a page from the internet curriculum Espresso information to be able to own it for that the printed information is to use a search engine to find Microsoft word themselves and interpret it with others. At understood information Lesson idea and times they will be critical of content and may to understand the importance to search the internet using ‘and’ worksheet in resources be able to check for different viewpoints. of choosing key words to find to use hyperlinks to trail an idea folder Children will present the researched information to type in a URL to locate a web information in a form suitable to the needs of that information can be page their audience. skimmed, sifted, selected and to save and use pictures and text checked for bias and import into a document for a to work with others to presentation compare the most suitable locate information sources and methods of to work with others to interpret searching information that copyright and to look at information from acknowledgment of sources is different viewpoints and validate understood resources to use word processing or DTP to organise and present information suitable to an audience to use e-mail as a means of receiving feedback on ideas 6E To use a picture to hyper link to another website Any subject content Learning Platform Learning To use text or a picture to hyper link to another page on the Learning iPads Platform Platform To upload a sound file to my resources To upload a short video clip to my resources To put a sound file or short video clip on my home page Contribute to a blog and forum Regularly interact with Teacher eg. For support with homework/classwork and social issues. 6F Design own webpage Any area of the curriculum Internet Internet/email iPads Microsoft word Learning Platform 6G Follow safety rules on the internet Life skills – surfing the net and social networking knowledge. Keeping Myself e-safe – Internet safety Understand the safety of personal information materials on ‘N’ Drive Understand privacy and copyright Think U Know website: http://www.thinkuknow.c o.uk CBBC website: http://www.bbc.co.uk/cbb c/help/web/staysafe Any subject content iPads MP3 recorders 6H Undertake film making including scripting, roles, rehearsal, evaluation, School Video cameras Film and quality of shots, appropriateness of sound and saving to a different animation media
6I Organise and create relevant folders for chronological work. School network ‘W’ File Write their documents to a CDROM to take away drive organisation
6J To manipulate images Art iPads Images Dazzle Granada draw Web based image manipulation programmes