Information and Computer Technology
‘We believe that ICT should enhance pupil’s engagement and experiences when learning about their place in the world. It should support them to experience and interact with the wider world from the classroom. Technology is an ever evolving aspect of everyday life. When teaching ICT we believe that we are not only preparing children for today but to teach children transferable skills that they can apply to technology as it evolves as they get older to grow with it while understanding how to stay safe when interacting and communicating with each other.’
Aims
Curriculum Intent
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Explorers Oceans and Harbour |
Our youngest pupils are learning to engage in activities, following the Early Years Framework. Pupils will be supported in the development of cause and effect through sensory motor play and the use of cause and effect resources. Additionally as children increase their use and expose to these it supports communication for preferred items.
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Early Discoverers Starfish, Oysters and Octopus |
Pupils move from the Early Years Framework and are continuing to develop their ability to further understand cause and effect with intent using more complicated resources and iPads, increasing their understanding and developing the ability to express preference. |
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Discoverers Shells, Jellyfish and Dolphin |
Pupils are learning, when ready, the basic of apps and computer software to produce pictures and develop typing skills to supplement their learning, understanding of technology, hand eye coordination, learning routines and pride in their work.
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Early Enquirers Penguin, Sea Lions, Sea Turtles |
Pupils use the computer to produce work and develop and master initial transferable computer skills they will use and apply to more complex software along their journey. These include the ability to independently logon, open specific programs, create word, and save it in an appropriate place to locate in the future.
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Enquirers Puffin, Lobsters, Seahorses, Magna 1
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Pupils will apply the transferable skills they have learned to more complex software for a variety of purposes, identifying the pros and cons of these and selecting them for purpose. Not only will they produce work but they will work consistently online to find appropriate information linked to their learning, and develop and understanding of online communication in the form of emails. |
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Navigators Magna 2, Manta, Orca |
Subject specific learning has greater challenge. Learning is at greater depth to allow pupils to access higher-level academic and vocational examinations.
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Term |
Cycle 1: Subject Intent linked to Thematic Learning |
Assessment |
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1 |
Heroes that Help Us: - Computer management and Presentation Software Sensory motor exploration developing an understanding of cause and effect within the environment. Expressing and interacting with preferred items from the continual provision. Exploring a variety of items to increase exposure and interaction. (Explorers/ Early Discoverers.)
Using the theme to develop transferable presentation skills and apply these to a range of software
Initial logging on and exploring basic software to produce thematic work (Discoverers / Early Enquirers) Mastery of transferable skills to apply to alternative presentation software for different purposes an audience supplemented with online research (Enquirers) ICT Entry 3 and Level 1 LEAP LASER Accreditation units(Navigators) |
Explorers & Discoverers Evidence is collated on an online assessment apps (Evidence for Learning). This is to capture progress across the curriculum and against their personalised targets Work is collected in the pupils file and their level of independent is recorded alongside printed work or witness statements Evidence of learning sheet per pupil for each half term. Pupils levelled against the relevant ladder statement in the subject area ICT
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2 |
Light Fantastic: Computer management and Data Presentation Sensory motor exploration developing an understanding of cause and effect within the environment. Expressing and interacting with preferred items from the continual provision. Exploring a variety of items to increase exposure and interaction. (Explorers/ Early Discoverers.)
Understanding the basics of data collections and presenting data to easily read in a visual format
Initial logging on and exploring basic software to produce simple graphs (Discoverers, Early Enquirers) Mastery of transferable skills to apply to Excel for more in depth understanding of date (Enquirers) ICT Entry 3 and Level 1 LEAP LASER Accreditation units (Navigators) |
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3 |
Feast for the Senses: Creative Sensory motor exploration developing an understanding of cause and effect within the environment. Expressing and interacting with preferred items from the continual provision. Exploring a variety of items to increase exposure and interaction. (Explorers/ Early Discoverers.)
To explore a variety of creative software to develop preferences and build a portfolio of creative piece in their preferred media.
To explore art software on the computer and apps to produce recognisable pieces while developing skills (Discoverers, Early Enquirers) To identify preferred media to express themselves, their thoughts and ideas in a creative context (Enquirers) ICT Entry 3 and Level 1 LEAP LASER Accreditation units (Navigators) |
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4 |
Food, glorious food: Computer management and Presentation Software Sensory motor exploration developing an understanding of cause and effect within the environment. Expressing and interacting with preferred items from the continual provision. Exploring a variety of items to increase exposure and interaction. (Explorers/ Early Discoverers.)
Using the theme to develop transferable presentation skills and apply these to a range of software
Initial logging on and exploring basic software to produce thematic work (Discoverers / Early Enquirers) Mastery of transferable skills to apply to alternative presentation software for different purposes an audience supplemented with online research (Enquirers) ICT Entry 3 and Level 1 LEAP LASER Accreditation units(Navigators) |
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5 |
Bee Happy: Computer management and Data Presentation Sensory motor exploration developing an understanding of cause and effect within the environment. Expressing and interacting with preferred items from the continual provision. Exploring a variety of items to increase exposure and interaction. (Explorers/ Early Discoverers.)
Understanding the basics of data collections and presenting data to easily read in a visual format
Initial logging on and exploring basic software to produce simple graphs (Discoverers, Early Enquirers) The beginning of outlook to communicate through email and develop online communication skills and etiquette (Enquirers) ICT Entry 3 and Level 1 LEAP LASER Accreditation units(Navigators) |
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6 |
You’ve Got a Friend in ME: Creative Sensory motor exploration developing an understanding of cause and effect within the environment. Expressing and interacting with preferred items from the continual provision. Exploring a variety of items to increase exposure and interaction. (Explorers/ Early Discoverers.)
To explore a variety of creative software to develop preferences and build a portfolio of creative piece in their preferred media.
To explore music software on the computer and apps to produce recognisable pieces while developing skills (Discoverers, Early Enquirers) To identify preferred media to express themselves, their thoughts and ideas in a creative context (Enquirers) ICT Entry 3 and Level 1 LEAP LASER Accreditation units (Navigators) |
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Cross-curricular Links |
How does ICT support this? |
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Cross-curricular
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All enquirer classes have access to laptops or notebooks to be used across the curriculum to apply their ICT skills when researching and recording work where possible
Class delivery resources underpin the delivery of all subjects across the curriculum. These resources include the use of cause and effect toys, recording devices, Toni story readers, MP£ players, Bluetooth speakers and iPads at the explorer and discoverer pathway of the school. While Enquirers and Navigators resources support the delivery of all learning using the interactive white board, internet and viewers to share and display activities with children,
ICT work together with the SaLT team to aid communication in the school, where identified children have digital AAC’s to support their expressive and receptive communication. Training is also in place, from medical professionals, for adult to support children with different hearing needs to be as independent as possible.
The school has several sets of mobile devise with apps to support phonics, maths, animation and the recording and creation of music. Additionally there are apps to support daily living as technology is moving ever further in this direction. These include basic apps such as calculators, timers and cameras as well as more complex apps such as calendars and texts readers.
Community visits provide interaction with technology in the world including crossings, bus pass use, paying in shops in a variety of ways.
ICT works closely with PSHE to support the cross curricular concept of staying safe online. |
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SMSC and British Values
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Spiritual Development Experiencing Awe, wonder and fascination in the use of new and existing technology and it’s capability Willingness to reflect on their experiences to improve their use of technology with peer and teacher discussion Using imagination and creativity in learning to produce work with their own ideas and personality showcasing their skills Moral Development Developing and expressing personal views or values within their work and reviewing other Recognising right and wrong and applying it when linking to the laws surrounding online communication and emails and understanding the consequences of actions linked to legal boundaries and respect the civil and criminal law of England. Social Development Developing personal qualities and using social skills, including those from different backgrounds and ethnicities to their own and taking into account what information is portrayed through their work Develop and demonstrate skills and attitudes that will allow them to participate and contribute to life in modern Britain when producing work for purpose for a range of audiences Cultural Development Linked to the work produced linked to the school themes pupils will encounter opportunities for exploring, understanding and respecting diversity across the school and the wider community, influences that shaped their own heritage and that of others. While understanding and respecting different faiths and cultural diversity, both locally, nationally and globally. Providing coverage of the British Values
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