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Information & Communication Technology Policy
The Information & Communication Technology (ICT) policy is set within the
framework of the aims and curriculum principles of the school.
|We want everyone in our school to develop to their full potential.
|We value qualities of self-esteem, confidence, satisfaction and enjoyment
through effort and achievement.
|We show a sense of responsibility for one another and for the school
community as a whole. |
|We aim to offer a broad and balanced curriculum which enables students to
develop into creative, independent, open-mined, well qualified citizens with
|There 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.
|The Curriculum must promote high achievement for all students in relation
to their ability. |
- To enrich and extend learning, using ICT to support
- collaborative working,
- independent study and
- re-working of initial ideas;
- to enable students to work at a more demanding level by obviating
some routine tasks;
- to help young people to :
- acquire confidence and pleasure in using ICT,
- become familiar with everyday applications and
- be able to evaluate the technology's potential and limitations;
- 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;
- 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;
- 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
- 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.
- 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:
- Students should be given opportunities to apply and develop their
ICT capability through the use of ICT tools to support their learning in
- Students should be given opportunities to support their work by
being taught to:
- 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
- develop their ideas using ICT tools to amend and refine their work
and enhance its quality and accuracy
- exchange and share information, both directly and through
- review, modify and evaluate their work, reflecting critically on
its quality, as it progresses
- Finding things out (Research and Handling Information)
- Developing ideas and making things happen (Measuring, Controlling
- Exchanging and sharing information (Communicating)
- 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:-
- Making ICT a natural part of all subject areas,
- Developing ICT skills across the whole School both for staff and
Staff and Departmental Analysis for each subject
carried out through consultation between the ICT Co-ordinators, the
Departmental ICT representative and the Head of Department, to ascertain:
- the ICT requirements of the subject and where these would meet the
ICT National Curriculum orders
- support/enthusiasm of subject inspectors
- hardware access requirements
- software requirements
- content free
- subject specific
- current skills of each member of department
- training requirements.
Priority is given as follows, to:-
- training in content free software
- training in subject specific software
- 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.
- Assessment is an integral part of the teaching and learning process,
a valuable formative tool.
- 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.
- 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.
- At Key Stage 3, assessment has a common procedure and should:
- give teacher judgements which are as valid and reliable as
possible, and consistent both within the School and with N.C.
- promote a common interpretation of the N.C. grade descriptors
- give teachers confidence in their professional judgement and skill
- be fair to students.
- 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
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
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!
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 AssessmentThis 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;
|the first is the assessment of the student's ability to use and
demonstrate ICT skills
|the second is as part of the assessment of work within specific
curriculum areas. |
Two examples of the latter would be:
|Mathematics for the use of Logo in the context of angle properties
|Science 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.
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.
- be based on an agreed set of principles and purposes.
- assess student progress against N.C. criteria.
- 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.
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:-
- 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
- Regular meetings of the ICT Committee which has cross-departmental
- 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.
main items of hardware will be leased on a 3-year lease.
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
Appendix C (ICT Development Plan- Word file 49kb)
D (Computer Security Policy)