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Computing Policy

Ambergate Primary School

 

Policy for Computing

 

 

Adopted: March 2018 by P&C Committee

To be reviewed: March 2020

 

Information and Communications technology is concerned with the handling of electronic information and involves creating, collecting, holding. Processing, presenting and communicating this information in a variety of ways for a variety of purposes.

 

ICT capability refers to a child’s ability to draw on their knowledge and understanding of ICT to apply it in a variety of contexts.

ICT should be planned, delivered and assessed on a cross-curricular basis in appropriate contexts and as a tool to enhance and enrich the learning process. We do have some specific sessions dedicated to teaching ICT skills.

 

Aims;

At each key stage, children are entitled to the opportunity to develop ICT through activities that arise in all curriculum areas.

 

Skills attitudes, concepts and knowledge:

By developing ICT through these strands teachers can;

Enable children to become familiar with ICT in many contexts.

Develop children’s confidence in the use of ICT.

Broaden children’s understanding of how ICT can be used.

Enable children to take greater responsibility for their own learning and provide opportunities for them to decide when it is appropriate to use ICT in their work.

Encourage the flexibility needed for children to adjust and take advantage of future developments in ICT.

Acquire confidence in handling ICT equipment.

Enable children to use ICT equipment to manipulate and present written word, images and sounds so as to convey a message effectively.

Enable children to use ICT equipment to share information, and retrieve then present in ways which will enhance interpretation and analysis.

Develop an awareness of the role of ICT and its place in the world.

 

Teaching methods.

Although skills have to be taught as a pre-curser to cross-curricular use it is not intended that ICT will be delivered in isolation.

The school follows the Knowsley Scheme of work for computing.

 

Differentiation, special needs and equal opportunities.

Many activities provide differentiation through outcome and by the amount of adult support given.

Careful planning ensures all children have sufficient time to develop and implement their computer skills, and ensures that all children with special needs are supported where possible, allowing them the fullest access to the curriculum. Where necessary, work will be related to IEPs and individual needs.

 

Monitoring, recording and record keeping.

Assessment of ICT skills is done through the QCA level descriptors.

 

The role of the Headteacher

  • Has overall responsibility for the use of ICT.
  • Determines the provision and allocation of sufficient funding.
  • Liaises with the coordinator to monitor the provision of ICT throughout the school.

 

The role of the coordinator.

The designated teacher will;

  • Liaise with the headteacher.
  • Promote the integration of ICT within appropriate teaching and learning activities.
  • Manage the provision and development of resources.
  • Prepare and lead training as necessary.
  • Liaise with support services.
  • Co-ordinate the evaluation and review of the ICT policy.

 

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