ࡱ> C Fbjbj xhh>G  8T9jBB(jjjEEE9999999$;>z59EEEEE59jjJ9Ejjj9E948j@{_P668`909 7*?Av*?l8*?8EEEEEEE5959XEEE9EEEE*?EEEEEEEEE X t:  Computing Policy The following policy and guidelines form the framework for the planning, teaching and assessment of computing. It has been written in line with the requirements of the National Curriculum. It is written in order to inform staff, governors, parents and other interested parties of the policy operating within our school. Purpose of study A high-quality computing education equips pupils to use computational thinking and creativity to understand and change the world. Computing has deep links with mathematics, science, and design and technology, and provides insights into both natural and artificial systems. The core of computing is computer science, in which pupils are taught the principles of information and computation, how digital systems work, and how to put this knowledge to use through programming. Building on this knowledge and understanding, pupils are equipped to use information technology to create programs, systems and a range of content. Computing also ensures that pupils become digitally literate (able to use, and express themselves and develop their ideas through, information and communication technology) at a level suitable for the future workplace and as active participants in a digital world. Rationale At Clover Hill we believe that ICT, computer science and digital literacy: are essential life skills necessary to fully participate in the modern digital world. allows children to become creators of digital content rather than simply consumers of it. provides access to a rich and varied source of information and content. communicates and presents information in new ways, which helps pupils understand, access and use it more readily. can motivate and enthuse pupils. offers opportunities for communication and collaboration through group working both inside and outside of school. has the flexibility to meet the individual needs and abilities of each pupil. Aims The national curriculum for computing aims to ensure that all pupils: ( can understand and apply the fundamental principles and concepts of computer science, including abstraction, logic, algorithms and data representation ( can analyse problems in computational terms, and have repeated practical experience of writing computer programs in order to solve such problems ( can evaluate and apply information technology, including new or unfamiliar technologies, analytically to solve problems ( are responsible, competent, confident and creative users of information and communication technology. By the end of each key stage, pupils are expected to know, apply and understand the matters, skills and processes specified in the relevant programme of study. Subject content Key stage 1 Pupils should be taught to: ( understand what algorithms are; how they are implemented as programs on digital devices; and that programs execute by following precise and unambiguous instructions ( create and debug simple programs ( use logical reasoning to predict the behaviour of simple programs ( use technology purposefully to create, organise, store, manipulate and retrieve digital content ( recognise common uses of information technology beyond school ( use technology safely and respectfully, keeping personal information private; identify where to go for help and support when they have concerns about content or contact on the internet or other online technologies. Key stage 2 Pupils should be taught to: ( design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts ( use sequence, selection, and repetition in programs; work with variables and various forms of input and output ( use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs ( understand computer networks including the internet; how they can provide multiple services, such as the world wide web; and the opportunities they offer for communication and collaboration ( use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content ( select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information ( use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact. Methodology and Delivery Computing will be taught separately and also within other subjects. When teaching pure computing skills key stage one and two classes are supported by Purple Mash. It will be assessed through observation and outcome of the tasks carried out in lessons. Information Technology capabilities (the ability to manipulate programs, load, save, change fonts etc.) will be developed alongside and within subject and computing activities. Opportunities will be created within computing tasks to encourage the development of both independent and collaborative learning. Computer groupings will be changed as appropriate, i.e., whole class delivery for demonstration purposes and individuals, pairs or small groups for general activities. Cross Curricular Links The cross-curricular nature of ICT is implicit in its delivery and organisation. ICT will be used to enhance all subject areas at all levels. Classroom and ICT Suite Organisation All classrooms have a Genee Clever Touch interactive whiteboard with built in speakers and all teachers who choose to are equipped with a laptop. The ICT Suite should be maintained in a tidy, organised state by all classes using it according to their timetabled sessions. Stools should be placed under the workbenches at the end of a session, staff should ensure that all computer workstations are logged off or shut down (as appropriate) and that headphones are hung over each monitor. Displays in the ICT Suite should be stimulating and celebrate the childrens work, following the whole school policy. Resources Hardware At present teachers can choose to have a school laptop and all classes have an iPad, also in each classroom there is a Genee Clever Touch interactive whiteboard, allowing for access to a broad range of software. Classes from Year One to Year Six have chosen to have between two and six networked childrens computers. There are 31 networked computers in the ICT Suite with headphones, they are all linked to the main printer/scanner located in the resources area just outside the suite. One computer in the ICT suite is linked up to a data projector for whole class use. Teachers are responsible for ensuring standard codes of safety prevail in their classrooms and in the ICT Suite, e.g. limiting the amount of time spent in front of the monitor and for ensuring regular cleaning of hardware- cleaning staff. Equipment in need of repair will be removed by the Omnicom technician for servicing after appropriate checks for minor faults have been carried out. Faults are recorded by teachers or teaching assistants in a fault file located in the ICT Suite. This will be monitored and logged by the computing lead. Replacement of hardware will take place when necessary and within the scope of the budget. Software The nature of the strands of ICT means that some elements; e.g. Communicating and Handling Information can occur in every topic or subject in every term. A wide range of software is also available on the ICT Suite network. Purchase of software takes place on a regular basis and is aimed at building up a bank of resources to support subject areas and the teaching of ICT itself. Virtual Learning Environment The VLE is currently used as a shared file repository allowing staff to store and retrieve planning and associated school documents. It is the responsibility of all staff members to ensure that files are stored in the appropriate locations using consistent naming and that out of date files are deleted. Role of the Co-ordinator Computing and the associated ICT are the responsibility of the co-ordinator. The co-ordinator will be expected: To take a lead in policy development and integration of ICT into schemes of work; To support colleagues in defining opportunities for the use of ICT in school and to support colleagues with delivery To monitor the progress of computing and advise senior management of action needed to identify the need for individual support in the form of INSET; To raise the profile of computing within the school To liaise with senior management and the school business manager with reference to hardware/software purchases; To take steps to keep up with developments/new Government initiatives and inform colleagues as appropriate. Equal Opportunities All children regardless of gender, race or ability will have equal access to computing and ICT and appropriate steps will be taken to remove barriers and obstacles to such equal opportunities. We will continue to support positive action and ensure software and practices are not racist or sexist. Parental Involvement Clover Hill Community Primary School encourages the fostering of links whenever and wherever possible within school life and parental involvement in computing and ICT reflects this policy. Wherever possible family learning workshops will be used to both raise parental awareness of computing and ICT within the school and also to provide an introduction to the software packages in use. The schools website is updated regularly and forms another link between school and home. Assessment and Recording Teachers regularly assess progress through observations and evidence. Teachers assess against key skills in algorithms and programming, information technology and digital literacy, alongside determining whether children are safe computer users. Assessing computing is an integral part of teaching and learning and key to good practice. Assessment should be process orientated - reviewing the way that techniques and skills are applied purposefully by pupils to demonstrate their understanding of computing concepts. As assessment is part of the learning process, it is essential that pupils are closely involved. Formative assessments are carried out during and following short focused tasks and activities. They provide pupils and teaching staff the opportunity to reflect on their learning in the context of the agreed success criteria. This feeds into planning for the next lesson or activity. Summative assessment should review pupils' ability and provide a best fit level. Independent tasks provide a number of opportunities and scope for pupils to demonstrate their capability throughout the term. There should be an opportunity for pupil review and identification of next steps. Summative assessment should be recorded for all pupils at the end of each unit of work and then passed onto the next class teacher at the end of the academic year. Children will be assessed as beginning to develop Year x expectations embedding understanding of Year x expectations securely demonstrating applications of Year x expectations. Teachers Role Each class teacher is responsible for the day to day implementations of the computing policy within their own classroom and the ICT Suite. Responsibilities include; The development of personal computing and ICT skills An awareness of ICT across the whole curriculum Planning for computing and ICT activities in termly and weekly plans Observing and assessing childrens work regularly Understanding the skills required by pupils to handle hardware and software referring to end of year targets A basic knowledge of the software programs in use Promotion of Online Safety Support and advice will be available, when appropriate, from the computing lead. Progression Progression in ICT capability should be seen as more than the development of ICT skills. Pupils need to consolidate their skills by applying them in a wide range of contexts. Children will be encouraged to work towards choosing the ICT tools appropriate to a task for themselves with appropriate, positive interventions by teachers. In some cases the same piece of software will be in use through several year groups in school because there is a built in progression in that program either through levels or through success features of increasing complexity. Special Educational Needs For pupils with special educational needs, Information and Communications Technology can provide a means of reinforcing concepts and knowledge and enhancing access to the curriculum. This in turn encourages motivation, confidence and the development of skills. In terms of ICT provision a range of equipment is available and in use in school, ranging from iPads to computers with appropriate programs catering for all ability levels. There is no one solution to barriers to learning and each child is considered on an individual basis. Activities are then developed which will enable the individual learner to respond more effectively to the demands of the curriculum. Online Safety At Clover Hill Online Safety is paramount, therefore all staff have participated in training. Furthermore Online Safety awareness information for parents is provided to offer simple safe guarding techniques for use in the home. In addition, children complete activities as to the dangers of online technologies through the ICT and PSHCRE curriculum. Moreover, the school actively participates in the annual Safer Internet Day. Staff, Governors and pupils (with their parents support) are asked to agree and sign an Acceptable Use Policy this is available to view on our VLE and our website. Security Omnicom provide a filter for the networked school computers and therefore internet access to inappropriate web sites is prevented. Securus provide the school with a filtering and monitoring service. Children are told to click on the CEOPS icon should they see anything upsetting/inappropriate when using school ICT equipment and report to a member of staff. Pictures of the children at Clover Hill may be published on the website, in the local media, in our prospectus and in local external exhibitions but only those whose parent/guardian have given written permission. We also ask parents to agree that any images that they capture are kept strictly private and are not posted to any social media site. The use of unencrypted portable media is strictly forbidden. Health and safety (see also health and safety policy) The school is aware of the health and safety issues involved in childrens use of ICT and computing. All fixed electrical appliances in school are tested by a Local Authority contractor every five years and all portable electrical equipment in school is tested by an external contractor every twelve months. It is advised that staff should not bring their own electrical equipment in to school but, if this is necessary, equipment must be PAT tested before being used in school. This also applies to any equipment brought in to school by, for example, visitors running workshops, activities, etc. and it is the responsibility of the member of staff organising the workshop, etc. to advise those people. All staff should visually check electrical equipment before they use it and take any damaged equipment out of use. Damaged equipment should then be reported to an Omnicom technician, computing lead, school business manager or head teacher who will arrange for repair or disposal. 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