Duck Street, Cerne Abbas, Dorset, DT2 7LA
‘The Small School with the Big Heart.’
Cerne Abbas CE VC First School Computing Policy
|Date of policy||March 2021|
Date reviewed by the Governing
Member of staff responsible in
Cerne Abbas CE VC First School
|Review date||March 2023|
The use of information and communication technology is an integral part of the national curriculum and is a key skill for everyday life. Computers, tablets, programmable robots, digital and video cameras are a few of the tools that can be used to acquire, organise, store, manipulate, interpret, communicate and present information. We recognise that pupils are entitled to quality hardware and software and a structured and progressive approach to the learning of the skills needed to enable them to use it effectively.
The world is surrounded with ever advancing ICT from devices which will help me every day to systems which have the potential to be life-changing. Being confident with the many uses of ICT will support me into my adult life. We learn how to access ICT safely by following the Christian values embedded within our school which are Trust, Peace and Friendship.
It is important in the foundation stage to give children a broad, play-based experience of ICT in a range of contexts, including outdoor play. Computing is not just about computers. Early years learning environments should feature ICT scenarios based on experience in the real world, such as in role play. Children gain confidence, control and language skills through opportunities to explore using non-computer based resources such as metal detectors, controllable traffic lights and walkie-talkie sets. Recording devices can support children to develop their communication skills. This is particular useful with children who have English as an additional language.
Key stage 1 Pupils should be taught to:
Key stage 2 Pupils should be taught to:
Resources and access
The school acknowledges the need to continually maintain, update and develop its resources and to make progress towards a consistent, compatible system by investing in resources that will effectively deliver the strands of the national curriculum and support the use of computing across the school. Teachers are required to inform the technician of any faults as soon as they are noticed in a log book. Resources, if not classroom based, are located in the computer areas or stored away by the technician.
The school is using a Computing Scheme of Work to deliver the Computing National Curriculum. Pupil progress towards objectives will be recorded by teachers as part of their class recording system. A minority of children will have particular teaching and learning requirements which go beyond the provision for that age range and if not addressed, could create barriers to learning. This could include more able children, those with SEN or those who have EAL. Teachers will take account of these requirements and plan, where necessary, to support individuals or groups of pupils to enable them to participate effectively in the curriculum.
Assessment and record keeping
Teachers regularly assess capability through observations and looking at completed work. Key objectives to be assessed are taken from the national curriculum to assess key computing skills each term. Assessing ICT and computing work is an integral part of teaching and learning and central to good practice. As assessment is part of the learning process it is essential that pupils are closely involved.
Assessment can be broken down into;
- Formative assessments which 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' capability and provide a best fit. Use of independent open ended tasks, provide opportunities for pupils to demonstrate capability in relation to the term’s work. There should be an opportunity for pupil review and identification of next steps.
Summative assessment should be recorded for all pupils – showing whether the pupils are below, within or secure in the learning objectives.
We record the results in our assessment files and we use these to plan future work, to provide the basis for assessing the progress of the child and to pass information on to the next teacher at the end of the year. Computing work is saved on the school network.
Monitoring and evaluation
The subject leader is responsible for monitoring the standard of the children’s work and the quality of teaching. The subject leader is also responsible for supporting colleagues in the teaching of computing, for being informed about current developments in the subject, and for providing a strategic lead and direction for the subject in the school. The governors will ensure this policy is reviewed.
We will ensure that all children are provided with the same learning opportunities whatever their social class, gender, culture, race, disability or learning difficulties. As a result we hope to enable all children to develop positive attitudes towards others. All pupils have equal access to ICT and computing and all staff members follow the equal opportunities policy. Resources for SEN children and more able will be made available to support and challenge appropriately.
Health and safety (see also health and safety policy)
The school is aware of the health and safety issues involved in children’s use of ICT and computing.
A positive, purposeful and enthusiastic atmosphere