School Badge

King Edward VI School, Lichfield

Upper St John Street, Lichfield, Staffordshire WS14 9EE
Phone: 01543-255714 Fax: 01543-418118
Mr K Maycock

Link to Intranet

Year 9 Pastoral


Staffordshire Careers


BBC Revision Site

c4logo2.gif (1326 bytes)
C4 Homework

Feedback on this site can be forwarded to the webmaster

Information & Communication Technology Policy



Staff Training





The main strands of Information & Communication Technology

Hardware Resources


Software Resources





The Information & Communication Technology (ICT) policy is set within the framework of the aims and curriculum principles of the school.


bulletWe want everyone in our school to develop to their full potential.
bulletWe value qualities of self-esteem, confidence, satisfaction and enjoyment through effort and achievement.
bulletWe show a sense of responsibility for one another and for the school community as a whole.

Curriculum Principles:

bulletWe aim to offer a broad and balanced curriculum which enables students to develop into creative, independent, open-mined, well qualified citizens with transferable skills.
bulletThere must be quality of opportunity in access to the curriculum and enough flexibility to offer appropriate programmes to accommodate the range of students that we have.
bulletThe Curriculum must promote high achievement for all students in relation to their ability.


  1. To enrich and extend learning, using ICT to support
    1. collaborative working,
    2. independent study and
    3. re-working of initial ideas;
  2. to enable students to work at a more demanding level by obviating some routine tasks;
  3. to help young people to :
    1. acquire confidence and pleasure in using ICT,
    2. become familiar with everyday applications and
    3. be able to evaluate the technology's potential and limitations;
  4. to encourage the flexibility and openness of mind necessary to adjust to, and take advantage of, the ever quickening pace of technological change, while being alert to the ethical implications and consequences for individuals and society;
  5. to harness the power of the technology to help students with special educational needs or disabilities to increase their independence and develop their interest and abilities;
  6. to help interested students to undertake detailed study of computing and to design ICT systems for solving problems.


It is the philosophy or the school that ICT capability should be delivered through all subject areas of the curriculum. All subject areas within the curriculum have a requirement to build the use of ICT into their Schemes of Work. At Key Stages 4 & 5 students are provided with opportunities to gain further ICT experience through a structure of vocational qualifications.

  1. At Key Stage 4, ICT capability is developed through focused courses leading to qualifications at Levels 1 & 2. CLAIT Stage I, IBT Stage II and Internet Technology Stages I and II are complemented by the Design & Technology course in Systems & Control. All students have the opportunity to reach level 1 through the Complementary Studies Programme, whilst those students who opt to take 'full' and 'short' courses have the opportunity to succeed at level 2.
  2. At Key Stage 5, all students have the opportunity to reach Key Skill Level 2 or 3 through a focused course in the Complementary Studies programme, whilst those students who opt for the AVCE in ICT course have the opportunity of further success at level 3.

The National Curriculum orders set out the following statutory requirements for every subject:

  1. Students should be given opportunities to apply and develop their ICT capability through the use of ICT tools to support their learning in all subjects.
  2. Students should be given opportunities to support their work by being taught to:
    1. find out from a variety of sources, selecting and synthesising the information to meet their needs and developing an ability to question its accuracy, bias and plausibility
    2. develop their ideas using ICT tools to amend and refine their work and enhance its quality and accuracy
    3. exchange and share information, both directly and through electronic media
    4. review, modify and evaluate their work, reflecting critically on its quality, as it progresses


They are:

  1. Finding things out (Research and Handling Information)
  2. Developing ideas and making things happen (Measuring, Controlling & Modelling)
  3. Exchanging and sharing information (Communicating)
  4. Reviewing, modifying and evaluating work as it progresses

These requirements are mapped in with the particular requirements of all National Curriculum Subjects and are covered within our existing curriculum structure. For example, Communicating covered in an English Department module, Handling Information covered in a History Department module, Modelling covered in a Geography Department module, Measuring and Controlling covered in a Science Department module.

This has the advantages of:-

  1. Making ICT a natural part of all subject areas,
  2. Developing ICT skills across the whole School both for staff and students,


Staff and Departmental Analysis for each subject

This is carried out through consultation between the ICT Co-ordinators, the Departmental ICT representative and the Head of Department, to ascertain:

  1. the ICT requirements of the subject and where these would meet the ICT National Curriculum orders
  2. support/enthusiasm of subject inspectors
  3. hardware access requirements  
  4. software requirements
    1. content free
    2. subject specific
  5. current skills of each member of department
  6. training requirements.


Priority is given as follows, to:-

  1. training in content free software
  2. training in subject specific software
  3. familiarisation with the system.

Training is based on the Departments or Pastoral Groups, and consists of sessions based upon modules of work to be delivered by a department/group with follow up support, both in the teaching situation and as advice and reinforcement to staff.

Training in the use of ICT is an on going process and as such, each Department for some proportion of their INSET timetable in each academic year will revisit it.


  1. Assessment is an integral part of the teaching and learning process, a valuable formative tool.
  2. We recognise the potential for assessment in developing a positive self-image in the student from positive and constructive feedback and the feeling of success which encourages further study.
  3. Students are encouraged to be aware of the evidence and assessment techniques being used and to review their own progress by a procedure containing an element of self- assessment.
  4. At Key Stage 3, assessment has a common procedure and should:
    1. give teacher judgements which are as valid and reliable as possible, and consistent both within the School and with N.C. standards
    2. promote a common interpretation of the N.C. grade descriptors
    3. give teachers confidence in their professional judgement and skill
    4. be fair to students.
  5. Teachers use a common framework for assessing work which is fully understood by all the team.

Assessment gradually builds up into a profile for each student over their school career.

It is a requirement of schools that they report to parents at the end of Key Stage 3 in terms of the National Curriculum Level achieved in Information Technology by each student in Year 9.

Assessment at Key Stage 3


Assessment of ICT capability is carried out by the subject specialists who are responsible for delivering a module within their subject in the curriculum.

Assessment procedures are discussed with the ICT co-ordinators, to ensure that a variety of ICT applications are assessed across the curriculum and not just one aspect assessed several times!

Self Assessment
Students are encouraged to complete a self assessment sheet on completion of each formal module of work. Students date and mark the sheet appropriately as they progress through the statements and teachers sign to confirm the student's abilities.

This self assessment may be used to aid the teacher in their assessment of the student.

Teacher Assessment
This is the formal assessment and is seen to support each department's own policy on assessment.

The formal assessment of ICT is seen to have two parts;

bulletthe first is the assessment of the student's ability to use and demonstrate ICT skills
bulletthe second is as part of the assessment of work within specific curriculum areas.

Two examples of the latter would be:

bulletMathematics for the use of Logo in the context of angle properties of polygons,
bulletScience in the use of a CD-ROM and how it has enhanced a project produced by a student.

The assessments carried out are to gauge the level of overall ICT capability each student is able to demonstrate in support of their learning. The method of recording and reporting runs alongside each department's own recording system.


Modules of work are developed through consultation between the department and the ICT Co-ordinators. These will be analysed by the ICT Co-ordinators and a set of progressive, objective descriptors written (usually 4 coded statements per module of work). Notes for staff guidance may accompany these if required. Subject teachers will select the highest level statement for each student, which can be supported by evidence.


Set lists (from the SIMS system) with columns headed with statement codes, together with a copy of the appropriate statements will be provided (both on paper and by e-mail) by the ICT Co-ordinators. Copies of these lists will be sent to subject teachers together with a copy of the appropriate statements. Subject staff should tick the highest level statement - which can be supported by evidence - for each student.


On completion of the assessment a sample of the evidence should be sent to the ICT Co-ordinator. This will be moderated against the agreed criteria for assessment for the particular module.

These samples will be returned to the department for retention as a bank of work for the assistance of staff in future years.


Results of assessment are reported in a way useful for student, teacher, parents and other interested parties.
Assessment records should:

  1. be based on an agreed set of principles and purposes.
  2. assess student progress against N.C. criteria.
  3. not be administratively burdensome.

The agreed statements for each module will be used to form statement banks on the SIMS reporting module. The chosen statement will be printed at the bottom of the relevant subject report as it is 'topped & tailed' prior to issuing to the subject teachers.

(Any assessments recorded after the issuing of the reports will be held over to be printed on reports in the following academic year.)


The co-ordination of delivery of ICT capability is the responsibility of the ICT Co-ordinators. In the delivery of particular aspects of ICT capability, however, it is the responsibility of the Head of Department, with support from the ICT representative, to be sure that all students have the opportunity to develop the skills, which it has been accepted will be covered by that department.

Monitoring and Evaluation

Monitoring of the delivery of ICT capability will be carried out by the ICT Co-ordinators, by:-

  1. Liaising with each department through Departmental meetings. At least one Departmental Meeting per academic year for each department should have the delivery of ICT on its agenda and should be attended by an ICT Co-ordinator where possible and appropriate
  2. Regular meetings of the ICT Committee which has cross-departmental representation
  3. Collating results of assessments in each of the subject areas to formulate an overall National Curriculum Level for each student at the end of Key Stage 3.


An annual review of hardware provision should be carried out by the ICT Co-ordinators and Appendices A and C updated. Our aim is to provide a level of hardware, which at least meets the County target, and gives an opportunity to meet the National Curriculum aim for 'hands on time'. It is our aim to remain up to date with the developments in ICT.

All main items of hardware will be leased on a 3-year lease.

Hardware developments are included in the ICT Development Plan (Appendix C).


An annual review of software provision should be carried out by the ICT Co-ordinators and Appendix B updated.


View Appendix A (Hardware provision) - restricted for internal use only

View Appendix B (Software provision) - restricted for internal use only

View Appendix C (ICT Development Plan- Word file 49kb)

View Appendix D (Computer Security Policy)