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Jotmans Hall ICT Policy

 

 

Contents

ICTat Jotmans Hall

Skillsand Lesson Resources Needed to Follow the Scheme of Work (Year1)

(Year2)

(Year3)

(Year4)

(Year5)

(Year6)

InternetPolicy

NationalCurriculum Orders

Resources and Timetable

 

 

 

      Children at Jotmans Hall will have equal opportunities to find,explore, analyse, exchange and present information responsibly and creatively.

      Children at Jotmans Hall will use ICT to extend and enhance theirlearning, developing skills to build confidence.

      Children at Jotmans Hallwill be able to use ICT across the whole curriculum. Teachers will explorelinks with their class's current learning and the ICT requirements.

 

 

Bythe end of Year 1 Children Should be Able to:

       Recognise the parts of thecomputer that they are in contact with. (Mouse, screen, keyboard)

       Use the mouse to match partsof a sentence and to match words and pictures

       Enter single words from akeyboard; use a word bank to assemble sentences that communicate meaning.

       Recognise that computerprograms use sounds, text and pictures to convey information.

       Use key words to label andclassify objects.

       Use a graphing program tocreate a pictogram.

      Readand sequence a simple set of instructions.

By the end of Year 2Children Should be Able to:

       Use a word processor toproduce sentences that communicate meaning.

       Use a computer graphicspackage to create a picture.

       Search a CD-ROMpurposefully; following straightforward lines of enquiry

       Control a floor turtle byproducing an accurate set of instructions but will need to amend them by addingunits together.

 

By the end of Year 3 PupilsShould be Able to:

       Combine and re-size graphicswith text. (Year 3 ICT activity book pages 8 23)

       Use music software todevelop and refine a musical composition. (Year 3 ICT activity book pages 24 31)

       Enter information into adatabase and use it to answer straightforward questions and produce bar charts.(Year 3 ICT activity book pages 32 41)

       Recognise patterns withinsimulations and make and test predictions. (Year 3 ICT activity book pages 42 47)

       Send, receive and reply toe-mails; develop and refine text messages. (Year 3 ICT activity book pages 48 53)

By the end of Year 4 PupilsShould be Able to:

       Use the more advancedfeatures of a word processor to help them match their work to their audience.(Year 4 ICT activity book pages 8 19)

       Use a computer graphicspackage to develop an image using a variety of tools. (Year 4 ICT activity bookpages 20 31)

       Develop and search abranching database. (Year 4 ICT activity book pages 32 37)

       Collect data in a way thataids entry into a data-handling package and use it to create bar charts, piecharts and line graphs. (Year 4 ICT activity book pages 38 45)

      Controla floor turtle and produce simple sequences. (Year 4 ICT activity book pages 46 57)

 

By the end of Year 5 PupilsShould be Able to:

       Create a flower by using oneshape and rotating it; use repeat instruction to duplicate the shape; changethe angle of turn. (Year 5 ICT activity book pages 8 17)

       Use 'and', 'or', '+' intheir searches. (Year 5 ICT activity book pages 18 27)

       Recognise the importance ofchecking data and that poor quality information leads to unreliable results.(Year 5 ICT activity book pages 28 33)

       Use a spreadsheet to carryout calculations. (Year 5 ICT activity book pages 34 41)

       Design and create a simpleadvertising display which produces a combination of events; write simple proceduresand be able to link output devices together; amend their procedures to get adesired outcome. (Year 5 ICT activity book pages 42 49)

       Choose the appropriatesensors to monitor environmental conditions and changes and carry outexperiments safely and independently. (Year 5 ICT activity book pages 50 57)

 

By the end of Year 6 PupilsShould be Able to:

       Use a multimedia-authoringprogram to organise, refine and present a set of linked multimedia pages, whichincorporate images, sounds and text. (Year 6 ICT activity book pages 8 17)

       Explore the effects ofchanging data in a spreadsheet. (Year 6 ICT activity book pages 18 25)

       Produce simple procedures toturn on lights and sound alarms with help and support. (Year 6 ICT activitybook pages 26 33)

      Searchthe Internet taking care when framing questions; understand when theinformation is useful and present it for a chosen audience. (Year 6 ICTactivity book pages 34 43)

 

 

 

Code of Conduct for Responsible Internet Use

Jotmans Hall Primary School has installed computers andInternet access to help our learning. This code will keep everyone safe andhelp us be fair to others.

      Iwill only access my own files.

      Iwill only use the computers for schoolwork and homework.

      Iwill not bring in floppy disks or CD-ROMs from outside school unless I havebeen given permission to do so.

      Iwill ask permission from a teacher before using the Internet.

      Iwill only e-mail people I know or whom my teacher has approved.

      Themessages I send will be polite and responsible.

      Iwill not give my phone number or home address, or arrange to meet anyone,unless my parent, teacher or carer has given permission.

      Iwill report any unpleasant material or messages sent to me. I understand myreport will be confidential and would help to protect other pupils and myself.

      Iunderstand that the school will check my files and will monitor the Internetsites I visit.

 

 

 

 

Key Stage 1

Knowledge,skills and understanding

Finding things out
1	Pupils should be taught how to:
a  gather information from a variety of sources [for example, people, books, databases, CD-ROMs, videos and TV]   b  enter and store information in a variety of forms [for example, storing information in a prepared database, saving work]   c  retrieve information that has been stored [for example, using a CD-ROM, loading saved work].

 

Developing ideas and making things happen
2	Pupils should be taught:
a  to use text, tables, images and sound to develop their ideas   b  how to select from and add to information they have retrieved for particular purposes   c  how to plan and give instructions to make things happen [for example, programming a floor turtle, placing instructions in the right order]   d  to try things out and explore what happens in real and imaginary situations [for example, trying out different colours on an image, using an adventure game or simulation].

 

Exchanging and sharing information
3	Pupils should be taught:
a  how to share their ideas by presenting information in a variety of forms [for example, text, images, tables, sounds]   b  to present their completed work effectively [for example, for public display].

 

Reviewing, modifying and evaluating work as it progresses
4	Pupils should be taught to:
a  review what they have done to help them develop their ideas   b  describe the effects of their actions   c  talk about what they might change in future work.

 

Breadthof study

5	During the key stage, pupils should be taught the Knowledge, skills and understanding through:
a  working with a range of information to investigate the different ways it can be presented [for example, information about the Sun presented as a poem, picture or sound pattern]   b  exploring a variety of ICT tools [for example, floor turtle, word processing software, adventure game]   c  talking about the uses of ICT inside and outside school.

Key Stage 2

Knowledge,skills and understanding

Finding things out
1	Pupils should be taught:
a  to talk about what information they need and how they can find and use it [for example, searching the internet or a CD-ROM, using printed material, asking people]   b  how to prepare information for development using ICT, including selecting suitable sources, finding information, classifying it and checking it for accuracy [for example, finding information from books or newspapers, creating a class database, classifying by characteristics and purposes, checking the spelling of names is consistent]   c  to interpret information, to check it is relevant and reasonable and to think about what might happen if there were any errors or omissions.

 

Developing ideas and making things happen
2	Pupils should be taught:
a  how to develop and refine ideas by bringing together, organising and reorganising text, tables, images and sound as appropriate [for example, desktop publishing, multimedia presentations]   b  how to create, test, improve and refine sequences of instructions to make things happen and to monitor events and respond to them [for example, monitoring changes in temperature, detecting light levels and turning on a light]   c  to use simulations and explore models in order to answer 'What if ... ?' questions, to investigate and evaluate the effect of changing values and to identify patterns and relationships [for example, simulation software, spreadsheet models].

 

Exchanging and sharing information
3	Pupils should be taught:
a  how to share and exchange information in a variety of forms, including e-mail [for example, displays, posters, animations, musical compositions]   b  to be sensitive to the needs of the audience and think carefully about the content and quality when communicating information [for example, work for presentation to other pupils, writing for parents, publishing on the internet].

 

Reviewing, modifying and evaluating work as it progresses
4	Pupils should be taught to:
a  review what they and others have done to help them develop their ideas   b  describe and talk about the effectiveness of their work with ICT, comparing it with other methods and considering the effect it has on others [for example, the impact made by a desktop-published newsletter or poster]   c  talk about how they could improve future work.

 

Breadthof study

5	During the key stage, pupils should be taught the Knowledge, skills and understanding through:
a  working with a range of information to consider its characteristics and purposes [for example, collecting factual data from the internet and a class survey to compare the findings]   b  working with others to explore a variety of information sources and ICT tools [for example, searching the internet for information about a different part of the world, designing textile patterns using graphics software, using ICT tools to capture and change sounds]   c  investigating and comparing the uses of ICT inside and outside school.

 

Attainment target for ICT

Level 1

Pupils explore information from various sources, showing they know that information exists in different forms. They use ICT to work with text, images and sound to help them share their ideas. They recognise that many everyday devices respond to signals and instructions. They make choices when using such devices to produce different outcomes. They talk about their use of ICT.

Level 2

Pupils use ICT to organise and classify information and to present their findings. They enter, save and retrieve work. They use ICT to help them generate, amend and record their work and share their ideas in different forms, including text, tables, images and sound. They plan and give instructions to make things happen and describe the effects. They use ICT to explore what happens in real and imaginary situations. They talk about their experiences of ICT both inside and outside school.

Level 3

Pupils use ICT to save information and to find and use appropriate stored information, following straightforward lines of enquiry. They use ICT to generate, develop, organise and present their work. They share and exchange their ideas with others. They use sequences of instructions to control devices and achieve specific outcomes. They make appropriate choices when using ICT-based models or simulations to help them find things out and solve problems. They describe their use of ICT and its use outside school.

Level 4

Pupils understand the need for care in framing questions when collecting, finding and interrogating information. They interpret their findings, question plausibility and recognise that poor-quality information leads to unreliable results. They add to, amend and combine different forms of information from a variety of sources. They use ICT to present information in different forms and show they are aware of the intended audience and the need for quality in their presentations. They exchange information and ideas with others in a variety of ways, including using e-mail. They use ICT systems to control events in a predetermined manner and to sense physical data. They use ICT-based models and simulations to explore patterns and relationships, and make predictions about the consequences of their decisions. They compare their use of ICT with other methods and with its use outside school.

Level 5

Pupils select the information they need for different purposes, check its accuracy and organise it in a form suitable for processing. They use ICT to structure, refine and present information in different forms and styles for specific purposes and audiences. They exchange information and ideas with others in a variety of ways, including using e-mail. They create sequences of instructions to control events, and understand the need to be precise when framing and sequencing instructions. They understand how ICT devices with sensors can be used to monitor and measure external events. They explore the effects of changing the variables in an ICT-based model. They discuss their knowledge and experience of using ICT and their observations of its use outside school. They assess the use of ICT in their work and are able to reflect critically in order to make improvements in subsequent work.

 

 

Computers andResources

The computers in Jotmans Hall Primary School are allof the PC nature. They all operate Microsoft Windows, with exception of two inkey stage 1 where an old Acorn computer is used for basic Mouse training.

We have an ICT suite of 10-networked computers. Thisnetwork is extended throughout the main building with a networked PC in everyclassroom and one in the library, all have filtered Internet access. Thesecomputers are connected to three colour printers, one for junior, infant andthe ICT suite respectively. Jotmans Hall has a private network for themanagement and administration staff. The pupils cannot access this, as thenetworks are separate. The demountables are not yet networked, as it would notbe cost effective to use a wireless connection.

We have a wide range of CD-ROMs to use on the classcomputers, and all computers have the relevant software to deliver the schemeof work.

The school has purchased a digital camera and adigital video camera and these can be used to add graphics to children's workand to the school web site.

Timetable andParental Support

Each class has a weekly timetabled slot in the ICTsuite, but we do rely on the good nature and support of our parents to helpmaintain these lessons.

Planning

Planning of ICT is carried out on a termly basis, asare the other subjects and is monitored by Mr Martinson (ICT co-ordinator),Miss Groves (KS1 co-ordinator) and Mrs Jones (KS2 co-ordinator).