Pennard Primary School

PENNARD PRIMARY SCHOOL Ysgol Gynradd Pennard

Information Communication Technology (ICT)

Policy

Pennard Primary School Ysgol Gynradd Pennard

The United Nations Convention of the Rights of the Child (UNCRC) is at the heart of

ICT Policy and Curriculum Map March 2015 our school’s Planning, Policies, Practice and Ethos. As a Rights Respecting School we not only teach about children’s rights but also model rights and respect in all relationships.

Our aspiration is that our values of the school guide the behaviour, actions and relationships of all members of the school community.

Article 13: The right to have information. Article 17: The right to honest information that you can understand Article 19: The right not to be harmed and to be looked after and kept safe. Article 28: The right to learn and to go to school. Article 29: The right to become the best that you can be. Article 31:The right to play.

At Pennard Primary we recognise that:

 Everyone has rights  Everyone has responsibilities

Aims, Values and Principles Statement

Our Mission Statement -

ICT Policy and Curriculum Map March 2015 A supportive community with a focus on life long learning

Our Values:

Relationships Courtesy Friendliness Mutual respect Tolerance Trust Happiness Responsibility

Attitudes Learning Positive Challenges Confidence Self-reflection Fairness Enjoyable Mutual Support Experiential Partnership Stimulating Self Esteem Independent Learning Lifelong Learning

Our Aims

1. To provide a safe, stimulating and challenging learning environment. 2. To inspire good moral conduct and a sense of responsibility. 3. To nurture everyone’s health and well-being. 4. To create independent and autonomous learners. 5. To make school a happy place to learn and play.

Our vision for ICT

ICT Policy and Curriculum Map March 2015 To give everyone at Pennard Primary School life long knowledge and skills, to meet the challenges of our rapidly changing technological world.

Introduction

This policy document sets out the school’s aims, principles and strategies for the delivery of Information and Communication Technology (ICT). The policy and relating documents will be reviewed at regular intervals and updated as necessary.

The term INFORMATION COMMUNICATION TECHNOLOGY (ICT) is a broad term covering a range of computer based or related activities. ICT has permeated into all facets of modern life in varying forms and degrees.

The critical point about using ICT in Pennard is that it is seen as a “tool” to assist and enhance learning in all areas of the curriculum and that children should be encouraged to use ICT in this way. This type of approach does not require any particular specialist knowledge of computers or computer programming on behalf of the user to gain maximum benefit from what ICT has to offer. This then is the use of ICT as an educational resource across the curriculum.

Why do we teach ICT?

As well as being an important curriculum requirement, the ability to use ICT effectively is a vital life skill.

We interpret the term Information Communication Technology to include the use of any equipment, which allows users to communicate or manipulate information electronically.

ICT is anything that communicates electronically, and includes a variety of devices and peripherals, for example, i-pads, i-boards, digital cameras, CD / MP3 players radio / remote controlled devices etc.

Aims and Objectives

The overall aim is to produce learners who are confident, independent, safe and effective users of Information Communication Technology.

ICT is changing the lives of everyone. Through teaching ICT we equip children to participate in a rapidly- changing world where work and leisure activities are increasingly transformed by technology. We enable them to find, explore, analyse, exchange and present information. We also focus on developing the skills necessary for children to be able to use information in a discriminating and effective way.

ICT skills are a major factor in enabling children to be confident, creative and independent learners.

Pupils should be given opportunities to:

ICT Policy and Curriculum Map March 2015  become independent learners and autonomous users of ICT;

 develop ICT capability in finding, analysing, creating, using and presenting information;

 use ICT for effective and appropriate communication;

 use ICT as a planning tool for a task / project in ICT, eg. storyboards;

 apply hardware and software to creative and appropriate uses of information;

 apply their ICT skills and knowledge to their learning in other curriculum areas;

 explore their attitudes towards ICT and its value to them and society in general, and to learn about issues of security, confidentiality and accuracy;

 evaluate the benefits and potential shortcomings of ICT and its impact on themselves and society;

 achieve the highest possible standards of achievement;

 understand the need for safe and responsible use of the internet and e-mail;

 use ICT with purpose and for enjoyment;

ICT in the Foundation Phase

ICT in the Early Years/Foundation Phase should reflect the use of technology in everyday life, to enhance knowledge and understanding of the world, and be included in opportunities for role play and in the outdoor environment. The ICT Co-ordinator will work with the Early Years Co-ordinator to ensure that resources are appropriate to the needs of the pupils in order to enhance life skills and support the seven areas of learning in the Foundation Phase. ICT should include focused, directed tasks, as well as providing opportunities for continuous, enhanced provision and exploration through play.

Children’s ICT skills, knowledge and understanding should be developed through a range of experiences that are holistic and integral across the curriculum.

In order to facilitate continuity and progression throughout the school and develop Key Skills, Information Communication Technology in the Foundation Phase can be divided into two main areas: (i) creating and presenting information and ideas, and (ii) finding and developing information and ideas.

. Creating and presenting information and ideas, for example, word processing, music software, graphics packages

. Finding and developing information and ideas, for example, internet use, data handling, robotic toys and adventure / simulation software

In addition to both of the above areas, pupils will be taught the importance of e-safety.

Children’s progression in ICT capability should be observed with an understanding of child development and the stages children move through. Children should be given opportunities to develop their skills using a wide range of equipment and software appropriate to their stage of development.

ICT Policy and Curriculum Map March 2015 To encourage children to develop a greater knowledge and understanding of the world, it is important that adults model the everyday use of ICT in play situations.

ICT in Key Stage 2

At Key Stage 2, learners should be given opportunities to build on their experiences during the Foundation Phase. They should be taught to consider the sort of information they require to support their tasks and activities and how they might locate that information; to use an increasing range of ICT tools and resources to find, process and communicate relevant information from a variety of given safe and suitable sources; to develop and communicate their ideas in appropriate ways with a developing sense of purpose and audience.

Information Communication Technology can be divided into two main areas in Key Stage 2:

. Create and communicate information, for example, desk top publishing, multimedia and graphics packages.

. Find and analyse information, for example, internet use, data handling (including the reliability / validity of data) and use of spreadsheets / Logo for investigation and modelling.

In addition to both of the above areas, pupils will be taught the importance of e-safety.

1. Create and communicate information

Pupils should be given opportunities to:

. plan using ICT

. create and communicate information in the form of text, images, video, and sound, using a range of ICT hardware and software

. create a range of presentations combining a variety of information and media

. share and exchange information safely through electronic means

2. Find and analyse information

Pupils should be given opportunities to:

. discuss the purpose of their tasks, the intended audiences and the resources needed

. find information from a variety of sources for a defined purpose

. select suitable information and make simple judgements about sources of information

. enter accurate information into databases, and interrogate and analyse information, plot and interpret graphs

. produce and use models and / or simulations to ask and answer questions of the type “What would happen if . . . ?” and explore the relationship

. investigate the effect of changing variables in models and / or simulations to ask and answer questions

3. Health, safety and child protection ICT Policy and Curriculum Map March 2015 Pupils should be taught how to use ICT comfortably, safely and responsibly, and to consider the hazards and risks in their activities. They should be able to follow instructions to minimise risk to themselves and others and will be taught the importance of e-safety. Please see Appendix1 for Acceptable Use Policy for the Internet, and the inappropriate use of the Internet section in this policy.

Skills across the Curriculum

At Key Stage 2, learners should be given opportunities to build on acquired and developed during the Foundation Phase. Learners should continue to develop, practise, apply and refine these skills whilst learning new skills through group and individual tasks in a variety of contexts across the curriculum. Progress can be seen in terms of the refinement of these skills and by their application to tasks that move from: concrete to abstract; simple to complex; personal to the ‘big picture’; familiar to unfamiliar; and supported to independent and interdependent.

Developing thinking

Learners develop their thinking across the curriculum through the processes of planning, developing and reflecting. In ICT, learners plan their activities individually and/or collaboratively organising and communicating their thoughts and ideas and identifying appropriate software and hardware. They consider the needs of the audience and they create and develop their presentations accordingly. They use ICT to explore and solve problems in a range of contexts and reflect on the strengths and weaknesses of their solutions.

Developing communication

Learners develop their communication skills across the curriculum through the skills of oracy, reading, writing and wider communication. In ICT, learners communicate and present information in a variety of ways, including text, graphs, pictures and sound, to support their activities in a range of contexts. They read information from a wide range of ICT and non-ICT sources, select suitable information and make simple judgements paying heed to the validity and plausibility of the information and discuss their work with their peers, teachers and others. They use ICT to interpret and analyse information and communicate their findings in ways suitable for their intended audience and purpose.

Developing ICT

Learners develop their ICT skills across the curriculum by finding, developing, creating and presenting information and ideas and by using a wide range of equipment and software. Learners use ICT individually and collaboratively, depending on the nature and context of the task in hand.

Developing number

Learners develop their number skills across the curriculum by using mathematical information, calculating, and interpreting and presenting findings. In ICT, learners use mathematical information and data presented numerically and graphically in data-handling software. They use number to collect and enter data for interpretation in spreadsheets and simulations and present their findings as graphs and charts, checking accuracy before processing.

Special Educational Needs, Inclusion and Equal Opportunities

ICT Policy and Curriculum Map March 2015 ICT is a powerful tool, which can be used to enhance teaching and learning across the curriculum, challenging the most able while supporting those with individual needs. Pupils will be taught and given opportunities to consolidate skills through highly motivating cross-curricular activities.

Pupils with Individual Needs can benefit from using ICT as it enhances access to the curriculum, and this in turn encourages motivation and the development of skills. ICT resources in the school will reflect the needs of all our pupils.

All pupils, regardless of race, gender, culture or ability shall have equal opportunities to develop their ICT capability and participate fully in all activities. Please refer to Equal Opportunities Policy. The school will promote equal opportunities for computer usage and fairness of distribution of ICT resources. Where use of the computer proves difficult for a child, the school will access support from the SENCo and outside agencies, and will attempt to provide specialist equipment and software. Certain pupils with learning difficulties will be given greater access to the whole curriculum through the use of ICT, for example the use of Alphasmart technology. Children with a computer at home are encouraged to use it responsibly, for educational benefit and to share their experiences in school.

ICT also offers challenge, and so should also be used to offer opportunities to extend the more able and talented pupils. (Please see separate statement below).

More Able and Talented Pupils

The term 'more able and talented' encompasses pupils who are more able across the curriculum, as well as those who show talent in one or more specific areas. The identification of more able and talented pupils is linked to context and in every school there will be a group of pupils who require extended educational opportunities, regardless of how they compare to more able and talented pupils in other schools.

For more able and talented learners working at significantly higher levels, greater challenge should be incorporated by using material in ways that extend breadth and depth of study and opportunities for independent learning. The level of demand may also be increased through the development and application of Thinking, Communication, Number, and Information Communication Technology (ICT) Skills across the curriculum. More able and talented' pupils require opportunities for enrichment and extension that go beyond those provided for the general cohort of pupils.

More able pupils should be given extended opportunities, to not only discover but also develop their talents.

At Pennard Primary School we aim to develop an inclusive and supportive ethos and meet the needs of all pupils, regardless of emotional, social, linguistic, cultural, physical or intellectual differences. All pupils must be allowed to discover their potential through a curriculum of opportunity. All abilities and talents can then be nurtured through an enriched curriculum and extended learning experiences. Opportunities to further extend the learning of exceptionally able pupils will be detailed on an Individual Action Plan.

LNF

The LNF sets the skills we expect learners to develop. Within literacy we expect learners to become accomplished in:

 oracy across the curriculum  reading across the curriculum  writing across the curriculum. Within numeracy we expect learners to become accomplished in: ICT Policy and Curriculum Map March 2015  developing numerical reasoning  using number skills  using measuring skills  using data skills. Teachers will be able to use the LNF to:

 develop curriculum content to ensure that all learners have opportunities to develop and refine the skills set out in the LNF  integrate literacy and numeracy into their teaching – whatever the subject matter  inform discussions with parents/carers, learners and other teachers about learner performance  help learners with their own self-assessment activities and planning for learning  monitor, assess and report on individual learner performance  identify learners who may benefit from intervention or who are working beyond age-related expectations. For example in ICT pupils will develop their numeracy skills when creating a spreadsheet and they will develop their literacy skills when making a leaflet using a publishing programme.

Curriculum Management

The aim of ICT is to equip children with the skills necessary to use technology to become independent learners. At times we give children direct instruction on how to use hardware or software in weekly ‘skills’ lessons, thus enabling them to use ICT to support and enhance their learning across the curriculum.

All classes have children with ranging ICT abilities. At Pennard we provide suitable learning opportunities for all children by matching the challenge of the task to the ability and experience of the child. We achieve this in a variety of ways, by:

• setting common tasks which are open-ended and can have a variety of responses;

• setting tasks of increasing difficulty;

• grouping children by ability and setting different tasks for each ability group;

• providing resources of different complexity that are matched to the ability of the child or group;

• using learning support assistants to support the work of individual children or groups.

Every classroom has at least one network linked computer to which pupils should have regular access. In addition, we have 2 i-boards, 1 C-Touch screen, 6 interactive whiteboard systems throughout the school, and a 15 station ICT Suite which is timetabled for each class throughout the week. We also currently have 54 i-pads for the pupils to use in their lessons. These i-pads are disseminated through the school so pupils across the school are able to learn new digital skills through using the i-pads.

The use of many ICT packages encourages collaborative work. Pupils will work in groups whenever appropriate. The group mix will vary according to the activity. Consideration should be given as to whether groups will need to be of mixed or similar ability.

Differentiation in set tasks, as well as the outcome from pupils will enable the teacher to assess whether a pupil needs extra time to consolidate skills or whether the pupil is ready to acquire more.

ICT Policy and Curriculum Map March 2015 Curriculum planning

Pennard Primary School uses the Skills Based scheme of work for ICT as the basis for its curriculum planning. This can be found in hard copy in the Scheme of Work folder in the staffroom, or electronically at, http://www.learn-ict.org.uk/sow2008/index.asp The skills and activities highlighted in the LEA scheme are to be used in conjunction with the school’s curriculum maps. See Appendix 2 Curriculum Maps and LEA Skills for Reception to Year 6.

Cross Curricular use of Information Communication Technology

ICT is incorporated in the planning of each subject scheme of work.

When planning lessons involving the use of ICT, teachers identify activities in which the emphasis is on both the development of ICT skills and the subject being supported.

Assessment, Recording and Reporting

Ongoing assessment of ICT forms an integral part of day to day classroom practice.

Teachers’ Ongoing Assessment Sheets kept in teacher’s Assessment Files will be used to record general comments relating to pupils’ progress in ICT. At the end of each academic year, teachers complete and highlight the ICT Assessment sheet for each pupil, which correlates directly with the National Curriculum and Foundation Phase documents.

Class Assessment Recording Sheets that correlate with the ICT Scheme of Work should be completed by teachers and stored in their Assessment File.

Information regarding pupil progress in ICT is shared with parents during parents evenings, and is also included in the end of year report.

Information regarding pupil progress is shared between class teachers from Reception to Year 6 at Pennard Primary School, and with the Year 7 Head of Year at the end of Key Stage 2 as part of transition discussions.

Acceptable Use Policy for the Internet.

Please see Appendix for details of the policy, which is also displayed in the ICT Suite.

Internet Safety and Inappropriate use of the Internet

All incidents of inappropriate internet use must be reported to the Headteacher. Accessing undesirable materials can happen both deliberately and accidentally. Pupils should be encouraged to inform their teacher if either occurs. Teachers must report all incidents to the Headteacher. The ICT Co-ordinator will keep a record of any incidents in the ‘Log of Inappropriate Use of ICT Equipment’. The Headteacher will make decisions about reporting incidents to the LEA, and or to the Police. In the event of a breach of internet password security, internet use will be suspended until the password is changed. The school’s website contains links to the LEA’s Internet Safety section, and the CEOP website.

ICT Policy and Curriculum Map March 2015 Health and Safety

Details of safety procedures can be found in the school’s Health and Safety policy. It is considered that the staff will use their professional judgment as to whether an activity is safe or not before undertaking the activity. If they are unsure for any reason they will consult with the ICT Co-ordinator or the Headteacher. All computers at Pennard Primary School have password controlled internet access. However, a White list of sites is available on www.learn-ict.org.uk Swansea LEA site for children to use without needing an internet password. If children try to link to other sites they will be prompted for a username and password so that they will not be able to access them without permission.

Monitoring, Evaluation and Review

Monitoring is carried out by the ICT Co-ordinator, in the following ways: Informal discussion with staff and pupils Observation of ICT displays in the classroom and ICT Suite Observation of class electronic ICT files Monitoring of teacher’s termly and weekly planning Use of the BECTA’s Self Review Framework All records of monitoring are kept in the ICT Co-ordinator’s File

Staff Development

An audit of staff ICT skills and knowledge is undertaken annually to assess current skill levels and to identify strengths and training needs. Staff can access the appropriate training via LEA short course programme, ‘in-house’ training provided by the ICT co-ordinator or other colleagues within the school who share examples of good practice in ICT and SLA support provided by members of the ICT Curriculum Team.

ICT Policy and Curriculum Map March 2015 The Role of the ICT Co-ordinator The ICT Co-ordinator will ensure that resources are distributed and effectively timetabled when appropriate and facilitate the use of Information Communication Technology in the following ways:

 Have an in-depth understanding of the Foundation Phase and National Curriculum documents for their subject area.

 Have an informed knowledge of standards in their subject throughout the school.

 Lead the review and development of the skills curriculum and policy of their subject throughout the school, and liaise with the Curriculum Co-ordinator.

 Organise effective resource storage and upkeep, including the purchase and loan of resources for their subject area.

 Ensure staff know where to find relevant information and resources in designated areas.

 Keep up to date with current thinking and literature on their subject area.

 Attend meetings and courses, and share knowledge and information gained amongst other staff.

 Support and provide advice staff to increase their knowledge and expertise.

 Lead INSET sessions, Adds and Team Meetings as appropriate.

 Maintain a Subject Leader File.

 Monitor, evaluate and review standards in teaching and learning through class swaps, and act upon findings.

 Strive to raise standards in teaching and pupils’ achievement in their subject.

ICT Policy and Curriculum Map March 2015  Monitor, evaluate and review Medium Term Plans and Key Skills and Essential Elements to ensure continuity and progression in their subject, and report findings to the Curriculum Co- ordinator and Headteacher.

 Analyse data and information on pupil progress.

 Leading whole school ICT improvement through the completion of the BECTA Self Review Framework, and identifying areas of good practice to be shared, and areas for future development.

REVIEW

The Headteacher and staff will review this policy and amend as appropriate.

Staff Signature______

Governor Signature______

Pupil Signature______

Parent Signature______

ICT Policy and Curriculum Map March 2015 Appendix 1 Pennard Primary School

Acceptable Use Policy for the Internet.

1. Pupils must not have access to the Internet passwords. If passwords are discovered by pupils, the ICT Co-ordinator must be informed immediately, and Internet use will be suspended until passwords have been changed.

2. Pupils must always be supervised at all times when working on the Internet.

3. Computers with Internet access must be placed in a well-monitored area and positioned so that the screen is visible.

4. All internet web sites must be checked by the teacher for appropriate content prior to use with pupils.

5. Suitable sites should be book-marked and added to favourites.

6. All Internet use should be through directed, focused tasks, and access must be closed when the lesson ends. 7. A Whitelist of sites is available on www.learn-ict.org.uk Swansea LEA site for children to use without needing an internet password. If children try to link to other sites they will be prompted for a username and password so that they will not be able to access them without permission. 8. Great care must be taken when using Internet Search Engines, and close supervision is essential if Search Engines are used.

9. Teachers must carry out searches prior to the pupils using the same Search Engine and search parameters.

10. Gateways (sites which provide links to other sites) such as HWB or the www.learn-ict.org.uk Swansea LEA site are preferable to Search Engines.

11. Pupils should be made aware that a record of their Internet use is held on the computer and Internet server.

12. Pupils’ full names will not be used anywhere on the Web site or Twitter, particularly when associated with photographs. ICT Policy and Curriculum Map March 2015 13. Teachers and pupils must be aware of the potential dangers of e-mail, especially with regard to communicating with strangers.

14. Initial use of the e-mail facility should be confined to internal use only i.e. pupils communicate with each other.

15. If external contact is made initial e-mail contacts must always be made by the teacher.

16. All e-mail messages received must always be checked by the teacher first.

17. All unsolicited e-mail messages, especially those with attachments should be regarded as suspicious.

18. Teachers must be aware of the existence of copyright in all media.

19. Pupils must not pass personal details e.g. home telephone numbers or addresses to anyone over the Internet.

20. Teachers and pupils should adhere to e-safety at all times.

20. The use of Social Networking Sites, Instant Messaging Sites and Chat Rooms, is not permitted in school.

21. Only teachers are to use TWITTER as a means of communication with parents. Pupils are not to tweet at all.

22 Written permission from parents or carers will be obtained before photographs of pupils are published onto the school’s website or Twitter.

ICT Policy and Curriculum Map March 2015 Appendix 2 Pennard Primary School ICT Foundation Phase Curriculum Map

Skills Focus Create and Presenting Information Finding and Developing Generic Skills and Ideas Information and Ideas Health and Safety Issues Nursery Children should: Be able to name parts of the computer Develop mouse control Pupils should be Communicating Creating Creating Robotic Data Handling Adventure Take an interest in ICT encouraged to talk Take turns with ICT equipment about ICT in the Ideas Music and Pictures Toys / Be comfortable using ICT equipment wider world and Sounds Simulation Understand that ICT equipment should be looked after and use ICT treated with care appropriately in Be aware of basic safety rules when using ICT equipment their play Reception Children should: Be able to name parts of the computer Develop mouse control Pupils should be Take an interest in ICT encouraged to talk Take turns with ICT equipment about ICT in the Communicating Creating Creating Robotic Data Handling Adventure Be comfortable using ICT equipment wider world and Ideas Music and Pictures Toys / Understand that ICT equipment should be looked after and use ICT Sounds Simulation treated with care appropriately in Be aware of basic safety rules when using ICT equipment their play

Skills Create and Presenting Information Finding and Developing Generic Skills Focus and Ideas Information and Ideas Health and Safety Issues Year 1 Children should: Show independent interest in using a computer Sustain concentration and perseverance to complete tasks Pupils Communicating Creating Creating Robotic Data Adventure Treat ICT resources with care should be Ideas Music and Pictures Toys Handling / Be comfortable using ICT equipment encouraged to Sounds Simulation Understand that ICT equipment should be looked after and develop keyboard treated with care skills. Be aware of basic safety rules when using ICT equipment Year 2 Children should: Make confident choices in their use of ICT Show independent interest in using a computer Pupils should be Communicating Creating Creating Robotic Data Adventure Sustain concentration and perseverance to complete tasks able to save & Ideas Music and Pictures Toys Handling / Treat ICT resources with care retrieve work with Sounds Simulation Be comfortable using ICT equipment assistance. Understand that ICT equipment should be looked after and treated with care

ICT Policy and Curriculum Map March 2015 Be aware of basic safety rules when using ICT equipment

Please note : Teachers choose where the above areas best support and enhance their themes and topics. The map ensures the breadth and range is covered every year to ensure continuity and progression. However, there is sufficient flexibility within the skills framework to allow appropriate skills to be developed and used through a cross curricular approach which encourages independence in use of these skills.

Pennard Primary School ICT Lower Key Stage 2 Curriculum Map 2014

Project 1 Project 2 Project 3 Ongoing Skills Focus Create and Communicate Find and Analyse Media Health, Safety & Child Protection Information Information The children should be taught: Year 3 To use digital audio and visual equipment. Children have the opportunity Children have the opportunity Children have the opportunity That information found on the internet might not be correct and should be to develop their word- to learn how to input data, edit to learn how to capture checked for accuracy Pupils should be processing, graphic & music and query a prepared images and manipulate That any one can make a website and information could be biased. able to save & skills, insert images and learn database. Children investigate sounds and use these to What to do if they come across a page that makes them feel retrieve work uncomfortable or embarrassed. independently. how to e-mail safely. Children modelling scenarios in turtle develop simple videos. What to do if they receive unpleasant emails or messages. learn to Save and Retrieve environments and learn how to That people they meet online, might not be who they say they are. work independently. navigate a website. Children Never to give out personal information or photos online. learn to Save and Retrieve Never to meet anyone unless they are with their parent. To know that some images and text on the web are protected by work independently copyright. That there are rules that children should follow when using ICT in school

The children should be taught: Year 4 Children have the opportunity to Children begin to use a Using a graphics package and To use a range of equipment including digital audio and visual equipment, develop word processing & moderated search engine to digital cameras the children data logging equipment, electronic thermometers and pulse meters and Pupils should be graphic skills and use Cut, Copy & locate information. They use discover a range of techniques digital scales with support. How to stay safe online. able to Cut, Copy Paste techniques. They send e- databases to collect, input, search to produce unique artwork Which websites and search engines they can use. & Paste and mails with attachments. and sort information. They create What to do if they come across inappropriate material. begin to use spreadsheets containing simple What to do if they are contacted by a stranger. Repeat functions. formulae & copy across a range of When online they should never reveal personal details including their name. cells and create regular shapes in How to use email safely and respectfully, remembering that something a turtle program using Repeats. that might hurt someone face to face, can still hurt them in an email. That some attachments in emails can contain viruses and that they should check with an adult before they open attachments.

ICT Policy and Curriculum Map March 2015 Please note : Teachers choose where the above areas best support and enhance their themes and topics. The map ensures the breadth and range is covered every year to ensure continuity and progression. However, there is sufficient flexibility within the skills framework to allow appropriate skills to be developed and used through a cross curricular approach which encourages independence in use of these skills. Pennard Primary School ICT Upper Key Stage 2 Curriculum Map 2014

Project 1 Project 2 Project 3 Ongoing Skills Focus Create and Communicate Find and Analyse Media Health, Safety & Child Protection Information Information The children should be taught: Children have the opportunity Children select relevant Children will use a variety To use a range of equipment including digital audio and visual equipment, data logging Year 5 to develop Desktop Publishing information from a range of given of equipment to capture equipment, electronic thermometers and pulse meters and digital scales with increasing skills including text frames, sources including the Internet. images, sounds & independence, and to access the data stored on such devices with some support. Correct and safe use of electronic equipment. Pupils should images and tables and should They interrogate information narration. They plan and What to do if they come across a web page that makes them feel uncomfortable or consider consider organisation and within a database in a variety of produce a video that embarrassed. What to do if they receive unpleasant emails or messages. layout & layout. They send e-mails with ways using complex search includes their resources. That people they meet online, might not be who they say they are. presentation a variety of attachments and techniques. Children create and Never to give out personal information or photos online. in all aspects evaluate a number of investigate spreadsheets that To know that some images and text on the web are protected by copyright. of ICT work. websites with regard to layout contain a variety of formulae and How to use email safely and respectfully, remembering that something that might hurt and presentation. cell formats. They investigate someone face to face, can still hurt them in an email. patterns using Turtle graphics That some attachments in emails can contain viruses and that they should check with an adult before they open attachments. using procedures & sub- Know that there are ways of protecting a computer. procedures. Not to use photos of themselves on-line. Be aware of the implications of using webcams on-line.

Children have the opportunity Children understand that a Children learn to use a The children should be taught: to plan, create and develop database can store information in variety of media equipment To use a range of equipment including digital audio and visual equipment, data logging Year 6 Multimedia presentations for a a variety of formats. They refine effectively. They plan, equipment, electronic thermometers and pulse meters and digital scales independently, specific audience or purpose, more complex search techniques refine and evaluate media and to access the data stored on such devices independently. To know what cyberbullying is. To know that when online, people should be treated Pupils should making choices regarding and plot & interpret graphs. They projects containing respectfully. To know that sharing intimate details online, even in private emails, can be be able to equipment and software. They use a Safe Search Engine to find captured resources, dangerous and have serious consequences. Private information should remain private make choices include hyperlinks within their information. They create and developing editing and be kept secret. That what you say in a chat room or instant messaging session is live and present work. investigate spreadsheets with techniques to produce – it can’t be deleted later. Whatever you post is basically permanent. Even if you later their work for more complex formulae. video presentations. delete it, there is a chance that it has been copied, forwarded or reposted. a specific Children will record and edit All reputable video-sharing sites prohibit the unauthorised use of copyrighted material. purpose still and video images to Children will link activities to Children will use electronic Not to use copyrighted music tracks in videos. Music by pop stars is copyrighted. bearing in incorporate into their entrepreneurship eg. fruit tuck equipment outdoors to It is against the law to use it without permission. Untruthful or offensive material or record a range of data, comments about someone on your site, could be breaking the law and could have legal mind the presentations. shop sales. consequences. Films and music which have been commercially produced are ICT Policy and Curriculum Map March 2015 intended including temperature and copyrighted. It is against the law to download them unless you are using an authorised audience. pulse before, during and website. Prosecution is possible for illegal downloading. Copying someone else’s work after exercise and pretending that it is your own is wrong. Websites used should be referenced. eg. Trim Trail

Common Skill: Pupils should be encouraged to talk about ICT in the wider world and use ICT appropriately in their play Creating and Presenting Finding and Developing Generic Information and Ideas Information and Ideas Talk about ICT in the wider world & use Use a simulation program to complete simple Name different parts of the computer ICT play equipment appropriately in role tasks and peripherals play situations Respond orally to a range of stimuli Use the mouse or IWB to move objects on Develop fine motor skills using the including media & ICT texts screen for a purpose mouse Aware that ICT can be used to present Use ICT to sort and sequence objects on a Demonstrate an interest in ICT words, text, pictures and numbers screen Move words, numbers, letters or pictures Aware that CD ROMs and the Internet are Show perseverance to complete on screen for a selected task sources of activities & information tasks on the computer Use a simple graphing/pictogram program to Share equipment and take turns Use a Paint package for Mark Making develop counting and numeracy skills Talk about how ICT devices in “everyday” Produce a piece of emergent writing situations give us information Recognise single letters or numbers on a Understand that machines can be controlled keyboard Begin to understand that specific keys on Know that a robotic toy can be controlled a computer keyboard make something happen, such as Space Bar Begin to understand that text and images Direct a robotic toy to complete a simple task on a computer can be printed Begin to use a digital camera to capture images Create a simple picture, changing brush size and colour Begin to use simple devices to record and play sounds Use a sequence of pictures to create a simple musical composition Year 1 ICT Scheme of Work 2008 Skills Overview © ICT Curriculum Team Common Skill: Pupils should be encouraged to develop keyboard skills.

Creating and Presenting Finding and Developing Generic Information and Ideas Information and Ideas Talk about ICT in the wider world & use ICT play Talk about & compare a simple adventure/simulation Demonstrate an interest in ICT equipment appropriately in role play situations program based on fantasy or real life situations with reality Begin to understand that their work can be Saved, & Explore a simple adventure program or complete Sustain concentration for an appropriate Retrieved on a computer tasks in a simulation length of time when using a computer program Know that word, images and numbers can be displayed Know that computers store information and begin to Show perseverance to complete tasks on in a variety of sizes and give us different information find information from a variety of sources the computer Aware that Font size and colour can be changed and Use a pictogram to find information and talk about Share equipment and work with others on begins to change size and colour of Font what the pictogram shows a task Use the Shift key to create a capital letter Make a simple pictogram Understand that ICT equipment should be looked after and treated with care Use the Space bar, Enter and Backspace keys Enter data into a pre-prepared database and use Aware of basic safety rules when working information stored to answer simple questions with ICT equipment Choose words or numbers from a word bank to write Make a graph and interpret the data sentences Print their work Know that objects can be labelled, grouped and sorted Move images around the screen Understand the concept of key words to classify and sort Use a variety of devices to record sounds with some Understand that machines and devices can be assistance controlled Create a simple musical composition using a sequence Make a robotic toy move through a sequence of step or pattern on a computer by step instructions Use basic tools to create simple pictures and patterns Begin to predict and test programmable toy journeys Know how to use the Undo tool to correct mistakes or try Share experiences and show others the basic things out functions of a programmable toy Can use the Flood Fill tool as part of their picture Can combine images created with written text Can combine image stamps and drawn images Can use the Shape tool and vary the thickness of lines Year 2 ICT Scheme of Work 2008 Skills Overview © ICT Curriculum Team Common Skill: Pupils should be able to save & retrieve work with assistance.

Creating and Presenting Finding and Developing Generic Information and Ideas Information and Ideas Talk about ICT in the wider world & use ICT play equipment Save and retrieve work with assistance Demonstrate an interest in ICT appropriately in role play situations Save and Retrieve work with assistance Navigate through an adventure/simulation and Demonstrate perseverance to complete make decisions to solve problems & complete a tasks on the computer variety of tasks Use the computer to write simple sentences including full Make predictions in an adventure program and Work collaboratively to solve problems and stops and the Shift key for Capital letters understand that decisions made will make talk about their decisions something happen Use images to enhance text Know that CD ROMs, Computers and the Talk about work and share ideas with others Internet hold large amounts of information Use sound to enhance text Use menus to find information from appropriate Demonstrate confidence in making resources independent choices when using ICT resources Change the font size, colour & style of text Complete a data capture sheet Take care of ICT equipment Use the Enter key to position the text cursor Transfer data into a prepared database Share & work with others using ICT equipment Add and delete words to edit text Interrogate a database using a simple search Aware of basic safety rules when using ICT equipment Print their work Plot and interpret graphs Know that the computer can be used to send and receive Pre-plan a journey for a robotic toy messages Send an e-greeting Amend a sequence of instructions Create a musical composition using a sequence or pattern Use direct commands to move a turtle or simulated robotic toy around a screen Evaluate musical compositions and make changes Use a variety of devices to record sounds. Present or perform their tune to others Combine shape tools & Flood fill in a graphic package to create patterns Use an increasing range of tools and effects to develop and refine pictures Take pictures with a digital camera Year 3 ICT Scheme of Work 2008 Skills Overview © ICT Curriculum Team Common Skill: Pupils should be able to Save & Retrieve work independently.

Create and Communicate Information Find and Analyse Information Media Plan their work and Save, Edit & Retrieve Navigate a specific website using a web browser Plan their work and Save, Edit & independently Retrieve independently Insert & move images and text Begin to understand that information stored on Record sounds and play them back websites may not be accurate Evaluate a variety of text styles Use a Favourites list set up by the teacher Locate sound files from a variety of sources to use in their work Edit text- alter font size, colour and style Enter a URL (web address) into a browser Create and evaluate musical compositions Able to use a bank of images set up by the Search for images using a safe stock image site Manipulate sounds and evaluate the teacher changes Re-size images in a document Use the History function in a browser Use a digital camera to capture images Begin to use Cut, Copy and Paste Know how to remain safe online Use captured images within other software applications Use a spell checker Plan their work and Save, Edit & Retrieve Use still images to produce a simple independently video Know different ways of communicating and Collect appropriate information using a data- that messages can be sent over distances capture sheet Send and Receive e-mails Input accurate data into a prepared Database Know the importance of e-mail addresses Add/remove records being accurate Know how to use e-mail safely Plot and interpret a simple chart/graph Interrogate the database using Simple questions Sort fields in a database Move a turtle around a screen using direct commands for a given purpose Use Repeat commands to create a simple procedure to draw shapes Understand the effects of changing variables such as length and angles Save and edit procedures Year 4 ICT Scheme of Work 2008 Skills Overview © ICT Curriculum Team Common Skill: Pupils should be able to Cut, Copy & Paste and begin to use Repeat functions.

Create and Communicate Information Find and Analyse Information Media Plan, create, Edit, Save & Retrieve work Plan, create, Edit, Save & Retrieve work Plan, create, Edit, Save & Retrieve work independently independently independently Discuss different ways in which information can be Know that information stored on websites may not Know that ICT can be used to develop communicated be accurate images on screen Create and respond to an e-mail using the address Begin to use a moderated search engine to locate Use the Select tool in a Graphics package book, understanding the importance of e-mail information to use in their work to create stamps and repeat patterns addresses being accurate Create and respond to an e-mail using attachments Know how to remain safe online Use ‘Save as’ to keep drafts of work Understand that different file types can be sent as Know how to create a series of yes or no questions Create patterns in a Graphics package attachments to identify objects using a variety of Tools and Effects Use the Inbox, Sent Items, Outbox and Delete folders Develop a tree diagram to investigate a set of Review and Edit graphic work and discuss questions the ways ICT enables changes to be made Can send a picture or file as an attachment Use a branching database to sort information to Use a digital camera effectively, becoming find answers to questions more aware of the camera features Understand that different file types can be sent as Develop a branching database by Adding and Make photographic compositions in a attachments Removing objects and editing questions variety of styles Know how to use e-mail safely Understand the need for accuracy when entering Transfer images from the camera to data into a database computer Use Copy, Paste and Repeat techniques in their work Input data into a prepared spreadsheet from Edit photos using software surveys Justify Text to centre headings Use the Summation tool in a spreadsheet Evaluate and use photos to enhance their work Edit and revise their work Use the data to plot and interpret a variety of graphs Use images to illustrate their work Understand that spreadsheets work on patterns and relationships Rotate, Group and overlap images on the page Create a spreadsheet containing simple formulae and use the Fill function to replicate cells and formulae Begin to consider appropriate choice of layout and Interrogate and analyse the data and/or the effect styles of changing the data Hyperlink pages together Write about their investigation using graphs to illustrate their work Year 5 ICT Scheme of Work 2008 Skills Overview © ICT Curriculum Team Common Skill: Pupils should consider layout & presentation in all aspects of ICT work.

Create and Communicate Find and Analyse Information Media Information Plan, Revise & Resave work independently Select relevant information from a range of given Plan, Save, Retrieve, and Edit Work sources including the Internet independently Insert & manipulate images within a Enter & check the validity of data in a database Use a digital camera/webcam to capture document considering layout and purpose images required for a project Use Higher and Lower settings & Group Interrogate a database using complex search Understand that the features of a digital objects to generate the best layout for techniques that include AND, OR, NOT, < > operators camera can enhance images presenting text and images Create templates using Text Frames and Plot graphs and use tables to analyse findings within a Use a sound recording device to capture Text Flows database sounds or narrations Make appropriate use of layout and text Sort on more than one field Select appropriate captured images, alignment tools to accurately present sounds and narrations to use within a information planned project Create and amend tables Using created spreadsheets as live models to Create a video or animation that includes investigate "what would happen if?" captured and other appropriate resources such as music Use tools that enhance layout such as Create Spreadsheets that include a variety of formula Discuss and compare film for effect on water-marks, borders, and appropriate and cell formats, such as money and decimal places audience effects Create hyperlinks Sort, order and copy formulae across a range of cells Explain choice of clips, effects and structure in resources they have created Analyse, discuss & evaluate a variety of Understand that changing the data in a spreadsheet Plan & work collaboratively on a group media/texts/genres changes the graph displayed project or task Compare & evaluate the use of ICT with Explore patterns using a screen turtle utilising traditional methods Procedures and Sub-procedures Send e-mails with a variety of attachments Make simple predictions about how changing one that include documents, images or sounds variable affects another Evaluate a number of websites of a similar Create their own turtle environments nature with regard to layout and presentation Know how to remain safe online Year 6 ICT Scheme of Work 2008 Skills Overview © ICT Curriculum Team Common Skill: Pupils should be able to make choices and present their work for a specific purpose bearing in mind the intended audience.

Create and Communicate Information Find and Analyse Information Media Consider & evaluate how ICT is used in the wider world Search for and select information from a range of ICT and Plan a media project including techniques such and use this knowledge to plan work non-ICT sources as storyboarding Make judgments and choices on the most appropriate Use a moderated, safe search engine to obtain relevant Choose and use appropriate ICT equipment to software/ hardware to use for a given purpose information from the Internet capture sounds, music, narration, images and/or video Recognise the features of good page design and layout & Check searched information for relevance, plausibility and Understand that features of ICT equipment can use techniques & tools to structure their work accuracy enhance the quality of resources captured Work collaboratively to research, plan, modify and Know how to remain safe online Use captured resources for developing a organise information for a given audience multimedia presentation Understand that a presentation conveys meaning and Plan, design and evaluate a data collection sheet Understand that images combined with refine work for an intended audience understanding that information is stored within a database appropriate music can convey a powerful using a variety of Field types message Plan, create and evaluate Presentations that include, text, Produce and enter information into a database checking for Create a presentation with title, images, and images, sound, narration or music accuracy sound that creates an appropriate mood and conveys meaning Plan, design and create Electronic books or web pages Construct appropriate questions and choose which search Plan & use a digital video camera and edit to containing a range of hyperlinks techniques to use to interrogate a database combine with text, sound and music to create a story Create and use images for a specific purpose Understand the difference between a database and a Add titles and transitions, to the video spreadsheet Begin to understand the importance of file size and type Investigate ready made spreadsheet models containing a Evaluate & refine work giving consideration to depending on purpose complex range of formula and asking questions of the intended audience nature, "what would happen if?" Use ICT to communicate electronically with a range of Create spreadsheets that include a variety of formulae & audiences use the spreadsheet as a live model for further investigation Compare & evaluate the use of ICT with traditional Use spreadsheet functions such as average, maximum and methods minimum Plot a variety of graph types to illustrate specific data within the spreadsheet Draw conclusions from their analysis and present their findings

Pennard Primary School ICT Assessment

Name:………………………………. Cohort:……………………………….

Finding and Developing Information & Ideas Outcome 1 Outcome 2 Outcome 3 Outcome 4 Outcome 5 Outcome 6 Level 1 Level 2 Level 3  Use simple  Use ICT to  Begin to choose  Explore, with  Find information  Find computer interact with equipment and support, from a given information programmes others software for different types of source, using it from a range of through a range of  Respond to familiar activities information held to answer simple given sources, access devices questions,  Can load a on ICT systems. questions. and use ICT to  Make connections making resource and  Use the internet/  Enter search, sort between the connections make choices related information into and/or graph control device and and simple from it. technologies a record with data to follow the information predictions safely, with some assistance. simple lines of on-screen support.  Explore the enquiry. effects of  Understand making changes how changing in models or one variable simulations. affects another Store and retrieve in models or work with some simulations. assistance.  Store and retrieve work independently

Creating and Presenting Information & Ideas Outcome 1 Outcome 2 Outcome 3 Outcome 4 Outcome 5 Outcome 6 Level 1 Level 2 Level 3  Select letters and  Use ICT to  Sequence up to four  Use ICT to  Consider, create  Begin to symbols to express their key move objects and organise their communicate about ideas and pictures/words/symbo on-screen for communicate tasks and use themselves and feelings ls to communicate a defined information and ICT to create, their immediate  Use a range their developing purpose, ideas in organise, interests of knowledge of ICT  Use words different forms amend and programmes and its use. and pictures using text, present to record and to images, pictures information and present ideas communicat and sound. ideas. and feelings e ideas.  Send and  Understand receive that information information electronically, can be saved with support.

Pennard Primary School ICT Assessment

Name:……………………………. Cohort:…………………………

Generic Skills and Health & Safety Outcome 1 Outcome 2 Outcome 3 Outcome 4 Outcome 5 Outcome 6 Level 1 Level 2 Level 3    Use the  Are aware of  Understand internet/ related the use of ICT the use of a technologies in the outside range of input safely, with world. and output support. devices.  Are aware of ICT in their world.  Recognise the different parts of a computer system.

= Reception

= Year 1 Pennard Primary School ICT Assessment

Name:………………………… Cohort:……………………… Find and analyse information Level 1 Level 2 Level 3 Level 4 Level 5 Outcome 4 Outcome 5 Outcome 6  Explore, with support,  Find information from  Find information  Use ICT to select  Search for and different types of a given source, using from a range of relevant information select information information held on it to answer simple given sources, and from a range of from a range of ICT systems. questions. use ICT to search, given sources, sources, considering  Use the internet/  Enter information into sort and/or graph recognising that relevance, related technologies a record with some data to follow poor quality plausibility and safely, with support. assistance. simple lines of information and data accuracy.  Explore the effects of enquiry. yields unreliable  Create their own making changes in  Understand how results. databases, and models or simulations. changing one  Begin to check the search or sort on  Store and retrieve variable affects validity of data. more than one field work with some another in models or  Add and amend to follow particular assistance. simulations. records in databases. lines of enquiry.  Store and retrieve  Use ICT to explore  Create their own work independently. patterns and models or relationships. simulations, and  Make simple investigate the predictions about effect of changing how changing one data. variable affects another in models or simulations.

Create and communicate information Level 1 Level 2 Level 3 Level 4 Level 5 Outcome 4 Outcome 5 Outcome 6  Use ICT to move  Consider, create and  Begin to organise  Broadly plan their  Plan their tasks for objects on-screen for a communicate their tasks and use tasks and combine a purpose and defined purpose, and information and ideas ICT to create, variety of audience use words and pictures in different forms organise, amend and information and  Combine a variety to communicate ideas. using text, images, present information media when of information and pictures and sound. and ideas. creating and media when  Send and receive developing their creating, refining information ideas, with a sense and developing electronically, with of purpose and their own ideas and support. audience. information.  Send and receive  Presentations are fit information for purpose, and electronically. meet the needs of their intended audience.  Use ICT to send and receive files electronically. Pennard Primary School ICT Assessment

Name:……………………… Cohort:……………………….

Generic Skills and Health & Safety Level 1 Level 2 Level 3 Level 4 Level 5 Outcome 4 Outcome 5 Outcome 6  Use the internet/  Are aware of the use  Understand the  Discuss and begin  Form opinions related technologies of ICT in the outside use of a range of to form opinions about issues safely, with support. world. input and output about some of the raised by the use  Are aware of ICT in devices. issues raised by of ICT, and are their world. the use of ICT aware of the  Recognise the and internet dangers different parts of a safety. associated with computer system.  Use the internet/ misuse of the related internet/ related technologies technologies. safely in  Recognise the accordance with implications of given guidelines. using networks.  Manage their workspace effectively.  Show an awareness of the basic functions of hardware and software.

= Year 2 = Year 5 = Year 3 = Year 6 = Year 4