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Computing

Computing at Dalestorth

 

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. At Dalestorth Primary and Nursery School 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.

 

Aims

The school’s aims are to:

  • Provide a relevant, challenging and enjoyable curriculum for ICT and computing for all pupils.
  • Meet the requirements of the national curriculum programmes of study for ICT and computing.
  • Use ICT and computing as a tool to enhance learning throughout the curriculum.
  • To respond to new developments in technology.
  • To equip pupils with the confidence and capability to use ICT and computing throughout their later life.
  • To enhance learning in other areas of the curriculum using ICT and computing.
  • To develop the understanding of how to use ICT and computing safely and responsibly.

 

Rationale

The school believes that ICT and computing:

  • Gives pupils immediate access to a rich source of materials.
  • Can present information in new ways which help pupils understand access and use it more readily.
  • Can motivate and enthuse pupils.
  • Can help pupils focus and concentrate.
  • Offers potential for effective group working.
  • Has the flexibility to meet the individual needs and abilities of each pupil.

 

Objectives

Early years (see also early year’s policy)

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. ICT 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 ‘paint’ on the whiteboard or drive a remote-controlled toy. Outdoor exploration is an important aspect, supported by ICT toys 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.

 

By the end of 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 a sequence of instructions
  • Write and test simple programs
  • Use logical reasoning to predict and computing the behaviour of simple programs
  • Organise, store, manipulate and retrieve data in a range of digital formats
  • Communicate safely and respectfully online, keeping personal information private, and recognise common uses of information technology beyond school.

 

By the end of key stage 2 pupils should be taught to:

  • Design and write 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; generate appropriate inputs and predicted outputs to test programs
  • Use logical reasoning to explain how a simple algorithm works 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
  • Describe how internet search engines find and store data; use search engines effectively; be discerning in evaluating digital content; respect individuals and intellectual property; use technology responsibly, securely and safely
  • Select, use and combine a variety of software (including internet services) on a range of digital devices to accomplish given goals, including collecting, analysing, evaluating and presenting data and information.

 

Resources and access

The school acknowledges the need to continually maintain, update and develop its resources and to make progress towards a consistent, compatible pc system by investing in resources that will effectively deliver the strands of the national curriculum and support the use of ICT and computing across the school. Teachers are required to inform the ICT and computing coordinator of any faults as soon as they are noticed. Resources if not classroom based are located in the ICT and computing suite. A technician from the family of schools is currently in place to fulfil this role both in hardware & audio visual. ICT and computing network infrastructure and equipment has been sited so that:

  • Every classroom from nursery to y6 has a laptop connected to the school network and an interactive whiteboard with sound.
  • There is an ICT and computing suite of 34 desktops.
  • There are 17 IPads available which staff may book and sign out as needed. Their charging trolley is located in the ICT suite.
  • Each class from y1 – y6 has an allocated slot in the suite for teaching of specific ICT and computing skills. In addition to this, they have another slot that it available for them to use for cross curricular use.
  • Pupils may use ICT and computing independently, in pairs, alongside a TA or in a group with a teacher.
  • The school has an ICT and computing technician who is in school one day a week.
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