ICT Vision Statement

Alton_Park_Junior_School_Essex_0652Computing Policy

Through appropriate learning experiences in Computing, we aim to ensure that our learners:

  • Are safe
  • Are healthy
  • Achieve economic well-being
  • Enjoy and achieve
  • Make a positive contribution

Rationale

Computing has become part of the way we all work and entertain ourselves. Almost everything we do at school now involves the use of Computing: online lesson research, teaching plans and resource materials; lesson delivery via either interactive whiteboard or visualiser; communication by e-mail and fax; document distribution and storage; assessment information analysis; production and editing of reports.

Through teaching Computing we facilitate children’s participation in a world of rapidly-changing technology. We enable them to find, explore, analyse, exchange and present information. We also help them develop the necessary skills for using information in a discriminating and effective way. This is a major part of enabling children to be confident, creative and independent learners.

Alton_Park_Junior_School_Essex_0660The objectives of teaching Computing are to enable children:

  1. to apply their Computing skills and knowledge to their learning in other areas;
  2. to develop Computing capability in finding, selecting and using information;
  3. to use Computing for effective and appropriate communication;
  4. to monitor and control events, both real and imaginary;
  5. to explore their attitudes towards Computing and its value to them and society in general. For example, to learn about issues of security and personal safety, confidentiality and accuracy.

Classroom Resources

All classrooms, from Year 3 to Year 6 are equipped with an Interactive Whiteboard. In addition, each class has been equipped with visualisers to aid their teaching.

Each teacher is provided with an up to date laptop or Chromebook. Each class in Year 5 & 6 have a cabinet in their classroom, containing 16 Chromebooks for children to use. In addition to this, the school has 5 laptop trolleys, available to Year 3 & 4. Each laptop trolley has 16 Chromebooks which can be used to help deliver the curriculum and is another way of integrating Computing into the school ethos.

Learning Platform

Our virtual learning environment is Google Classroom which can be accessed instantly on a school Chromebook or through the school website. Google Classroom enables pupils to access their work and digital learning resources at home. The resources are developed by the teachers and are updated regularly to ensure that it provides pupils with a constantly changing and stimulating area in which to learn. It also provides them with a safe environment in which to communicate with each other.

Planning

In order to meet the requirements of the National Curriculum, the school uses the QCA scheme of work as a starting point for long, and medium term planning. Teachers complete weekly plans based on the units outlined for their year group, which is also directly linked to the QCA scheme of work. They try to incorporate cross curricular planning where possible.

All planning is now saved centrally in a shared documents folder enabling the subject leader to monitor planning in terms of coverage, continuity and progression. Through this approach it is envisaged that each individual pupil should meet the objectives listed below.

Expected Outcomes

Listed below is a brief overview of those skills that children in Years 3-6 are expected to acquire as they progress through Key Stage 2. A more detailed breakdown of these skills is provided for teachers to enable them to assess progress and achievement.

Year 3

By the end of Year 3 children should be able to:

  • Combine and re-size graphics with text.
  • Use music software to develop and refine a musical composition.
  • Enter information into a database and use it to answer straightforward questions and produce bar charts.
  • Recognise patterns within simulations and make and test predictions.
  • Send, receive and reply to e-mails; develop and refine text messages.

Year 4

By the end of Year 4 pupils should be able to:

  • Use the more advanced features of a word processor to help them match their work
  • to their audience.
  • Use a computer graphics package to develop an image using a variety of tools.
  • Develop and search a branching database.
  • Collect data in a way that aids entry into a data-handling package and use it to create
  • bar charts, pie charts and line graphs.
  • Control a floor turtle and produce simple sequences.

Year 5

By the end of Year 5 pupils should be able to:

  • Create a flower by using one shape and rotating it; use repeat instruction to duplicate the shape; change the angle of turn.
  • Use ‘and’, ‘or’, ‘+’ in their searches.
  • Recognise the importance of checking data and that poor quality information leads to unreliable results.
  • Use a spreadsheet to carry out calculations.
  • Write simple procedures and be able to link output devices together; amend their procedures to get a desired outcome.
  • Choose the appropriate sensors to monitor environmental conditions and changes
  • and carry out experiments safely and independently.

Year 6

By the end of Year 6 pupils should be able to:

  • Use a multimedia-authoring program to organise, refine and present a set of linked multimedia pages, which incorporate images, sounds and text.
  • Explore the effects of changing data in a spreadsheet.
  • Produce simple procedures to turn on lights and sound alarms with help and support.
  • Search the Internet taking care when framing questions; understand when the
  • information is useful and present it for a chosen audience.

Code of Conduct for Responsible Internet Use

As well as the parents receiving a letter concerning their children’s use of the Internet, the children are also made aware of their own responsibilities with regard to this area of Computing through a ‘Code of Conduct’. See below.

I agree to use the Internet and email at Alton Park Junior School in a responsible manner for purposes stated by my teacher. I can expect that adequate supervision will be available when I am using the Internet.

  • If I find myself in unsuitable locations I will immediately click on the home or back button and inform my teacher.
  • If I receive e-mail that makes me feel uncomfortable I will immediately inform my teacher.
  • I will not give out personal information such as my surname, address and phone number or that of my parents.
  • I will not publish a picture or send a picture of myself without first checking with my teacher.
  • I will only e-mail people I know or whom my teacher has approved.
  • When composing email messages I will only use language I understand is acceptable in my school.
  • I understand that the school will check my files and will monitor the Internet sites I visit.
  • I will ask permission from a teacher before using the Internet. I understand that breaches of the rules will see me lose my Internet/email access rights for a period of time determined by my teacher/Head teacher.

Assessment

At Alton Park assessment is considered to be an integral feature of a broad, balanced and progressive Computing curriculum, since it enables teachers to plan activities appropriate to the children’s previous experiences and the skills that they have already acquired.

Assessment can take various forms:

  • ongoing teacher assessment
  • direct individual / group observation
  • pupil self-assessment (“I can do” checklist for Year 3-6)
  • integrated tasks related to various activities.

Through undertaking a variety of the assessment possibilities listed above, teachers will feel confident about placing pupils at certain levels (1-5).

Monitoring

The Computing subject leader is ultimately responsible for monitoring the quality of teaching and learning in Computing and this is done in the following ways:

  • periodical review of class teachers short-term planning.
  • regular work sampling / scrutiny
  • lesson observations
  • shared planning consultations
  • collaborative “levelling” of work
  • attendance at various INSET related to the Subject Leader’s role
  • providing support as requested / required
  • pupil/teacher questionnaires
  • display portfolios
  • LA support

The subject leader’s monitoring role should not be viewed as ‘threatening’ or ‘obtrusive’ by other members of staff, but as an opportunity to share good practice and promote mutual professional development in this most demanding of curriculum areas.

Review

This policy should be viewed as a working document for the benefit of all concerned in the education of the children at Alton Park Junior School. An annual review of this policy should ensure that the high standard of Computing education throughout the school is maintained and that the document remains both relevant and accessible to all concerned.