Information and Communication Technology           
1.   Aims
1.1   ICT has become part of the way we all work and entertain ourselves. Praht Thai has adopted a philosophy that ids grounded in this reality. We consider ICT in two ways. A subject to be taught, with skills that need to be learned as well as a part of our life today that is to be accepted and used by natural consequence. In the school environment we touch ICT in so many areas:

• online lesson research, teaching plans and resource materials;
• logging of student records and attendance
• student identification  systems;
• lesson delivery via PC screens, overhead projectors or interactive whiteboards;
• computer involvement and use by students in producing work;
• communication by e-mail and fax;
• document distribution and storage;
• assessment information analysis;
• production and editing of reports.

1.2   Through teaching ICT we equip children to participate 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.
1.3   The objectives of teaching ICT are to enable children:

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

2.   Teaching and Learning Style
2.1   As an objective of teaching of ICT is to equip children with the technological skill to become independent learners, the teaching style that we adopt is as active and practical as possible. In addition to providing our students direct instruction on how to use hardware or software, a prime emphasis of our teaching in ICT is for individuals or groups of children to use computers to help them progress in their studying. This will provide them with a ‘natural’ feel for the use of computers as they grow. For example, children might research a history topic by using certain software that engages them in a highly visual way, or they might place themselves in a historical setting by manipulating a digital photograph, or they might investigate a particular issue on the Internet through encyclopaedic style research.

 

2.2    We recognise that all classes have children with a wide range of ICT abilities. This is especially true when some children have access to ICT equipment at home, while others do not. We provide suitable learning opportunities for all children by matching the challenge of the task to the ability and experience of the child. We achieve this in a variety of ways:

• setting tasks which are open-ended and can have a variety of responses;
• setting tasks of increasing difficulty (not all children complete all tasks);
• grouping children by ability in the room, and setting different tasks for each ability group;
• providing resources of different complexity that are matched to the ability of the child;
• using classroom assistants to support the work of individual children or groups of children.

3.   ICT Curriculum Planning
3.1   The school uses the national scheme of work for ICT as the basis for its curriculum planning. We have adapted the national scheme to the local circumstances of the school.
3.2   We carry out the curriculum planning in ICT in three phases (long-term, medium-term and short-term). The long-term plan maps the ICT topics that the children study in each term during each key stage. The ICT subject leader devises this in conjunction with teaching colleagues in each year group, and the children often study ICT as part of their work in other subject areas. Our long-term ICT plan shows how teaching units are distributed across the year groups, and how these fit together to ensure progression within the curriculum plan.
3.3   Our medium-term plans, which we have adopted from the national scheme of work, give details of each unit of work for each term. They identify the key learning objectives for each unit of work, and stipulate the curriculum time that we devote to it. The ICT subject leader is responsible for keeping and reviewing these plans. As we have some mixed-age classes, we do our medium-term planning on a two-year rotation cycle. In this way we ensure that we cover the National Curriculum without repeating topics.
3.4   The class teacher is responsible for writing the short-term plans with the ICT component of each lesson. These daily plans list the specific learning objectives and expected outcomes for each lesson. The class teacher keeps these individual plans and s/he and the ICT subject leader often discuss them on an informal basis.
3.5   The topics studied in ICT are planned to build on prior learning. While we offer opportunities for children of all abilities to develop their skills and knowledge in each unit, we also plan progression into the scheme of work, so that the children are increasingly challenged as they move up through the school.
3.6   Parents should note that we do provide access for your child can use the Internet, either in guided or in independent school work. The parents are assured that their child’s use of the Internet at school is always supervised.
4.   The Early Stages - Kindergarten
4.1   We teach ICT in KG classes as an integral part of the topic work covered during the year. In KG, we relate the ICT aspects of the children’s work to the experience of IT and keeping it as natural as possible so that children can relate easily to technology as it is and as it changes. The children have the opportunity to use the computers, a digital camera and a floor robot. They will gain confidence and start using the computers as they progress to find information and to begin producing computer generated work.
5.   The Contribution of ICT to Teaching in other Curriculum Areas
5.1   The teaching of ICT contributes to teaching and learning in all curriculum areas. It also offers ways of impacting on learning which are not possible with conventional methods. Teachers use software to present information visually, dynamically and interactively, so that children understand concepts more quickly. For example, graphics work links in closely with work in art, and work using databases supports work in mathematics, while role-play simulations and the Internet prove very useful for research in humanities subjects. ICT enables children to present their information and conclusions in the most appropriate way. Quite a lot of software is generic, and can therefore be used in several curriculum areas.
5.2   Languages
ICT is a major contributor to the teaching of our language streams. Children’s reading development is supported through ICRTT based programs designed for this task. As the children develop mouse and keyboard skills, they learn how to edit and revise text on a computer. They have the opportunity to develop their writing skills by communicating with people via e-mail, and they are able to join in discussions with other children throughout the world through the medium of video conferencing. They also learn how to improve the presentation of their work by using desktop publishing software. Language learning is enhance through the ICT based Language Laboratory. This is a purpose built facility that is designed to provide powerful and more intimate language practice to accelerate the language attainment and confidence. We deploy a wide variety of software which targets language acquisition overall as well as specific reading, grammar and spelling skills.
5.3   Mathematics
Children use ICT in mathematics to collect data, make predictions, analyse results, and present information graphically. Screen robots allow pupils to give exact instructions for a particular route, or to use their knowledge of angles to draw a range of polygons.
5.4   Science
Software is used to animate and model scientific concepts, and to allow children to investigate processes which it would be impracticable to do directly in the classroom.
5.5   Personal, social development
Students in ICT classes learn to work together in a collaborative manner. They also develop a sense of global citizenship by using the Internet and e-mail. We aim to develop a set of safe and discriminating behaviours for students to adopt when using the Internet and other technologies. Through discussion of safety and other issues related to electronic communication, the children develop their own view about the use and misuse of ICT, and they also gain an insight into the interdependence of ICT users around the world.
5.6 Music
We recognise that music resources need to be produced, arranged and manipulated using ICT not only as a curriculum requirement but also as a necessity for teacher preparation and presentation of music making activities. Middle and Upper school students will become involved in producing music and musical pieces on the PC further integrating the cross curricula activity.
6.   ICT and Inclusion
6.1   At our school we teach ICT to all children, whatever their ability and individual needs. ICT forms part of the school curriculum policy to provide a broad and balanced education to all children. Through our ICT teaching we provide learning opportunities that enable all pupils to make good progress.
6.2   We enable students to have access to the full range of activities involved in learning ICT. We have a range of software which is designed to include all learners. Our hardware can accept a range of input devices catering to students with specific difficulties. Where children are to participate in activities outside the classroom, for example, a visit to an ICT exhibition, we carry out a risk assessment prior to the activity, to ensure that the activity is safe and appropriate for all students in accordance with the PTS Excursion Policy..
7.   Assessment for Learning
7.1   Teachers will assess children’s work in ICT by making informal judgements during lessons using a variety of tools. These include portfolios, class work, attitude and examinations.
7.2   The Head of ICT will collect samples of children’s work in a portfolio. This will be used to demonstrate the expected level of achievement in ICT for each age group in the school.
8.   Resources
8.1   Our school has the appropriate computer-to-student ratio, and Internet access. Most software is already installed on PCs. Some software is installed only on the class PC.
8.2   All our equipment is maintained in good working order. Members of staff report faults in the book provided for that purpose in the ICT suite. Our head of ICT is responsible for all new ICT equipment specification, set up of new equipment, and installation and monitoring of software and peripherals.
8.3   In order to keep our school computers virus-free, no software from home will be installed on school computers. Student bringing in work on portable storage disks must first have it scanned, but it is easier if the work is e-mailed to the teacher concerned. Where teachers are transferring files between their home and school, they must have up-to-date virus protection software on their home computers.
8.3   In order to maintain appropriate and proper use practices on our school computers and school network all school systems are monitored in accordance with the PTS ICT Policy.

9.   Monitoring and Review
9.1   The monitoring of the standards of the children’s work and of the quality of teaching in ICT is the responsibility of the subject leader. The ICT subject leader is also responsible for supporting colleagues in their teaching of ICT, for keeping informed about current developments in the subject, and for providing a strategic lead and direction for ICT in the school. The subject leader gives the head teacher an annual summary report in which s/he evaluates the strengths and weaknesses in the subject, and indicates areas for further improvement. The subject leader has specially-allocated time for carrying out the vital tasks of reviewing samples of the children’s work, and of visiting classes to observe the teaching of ICT.
10.    Professional Development
10.1   We recognise that an ongoing professional development programme is vital component to a successful ICT programme. All staff are given opportunities to identify their learning needs and encouraged to develop their ICT skills. Staff share on a regular basis their learning. Every school year a whole staff ICT training day is reserved for professional development needs.
10.2  The Head of ICT is given time to attend professional development courses, observe  practice in similar schools and keep up-to date on current developments in the curriculum area. They will provide feedback to staff.
11.   Policy Review

This policy will be reviewed every three years