The Handbook is intended primarily for our own use - s= ome policies are used regularly, e.g. the 'Marking Policy' is used for marking = work and reviewing the progress of students.&nb= sp; The documents and departmental operation are regularly reviewed, particularly as legislation changes, new initiatives are taken on and inspection summary reports are published.&= nbsp; The 'Handbook' is word-processed and held on the network for easy amendment and continual development - it is therefore a 'living document'.<= span style=3D'mso-spacerun:yes'> One copy is held centrally by the = ICT Co-Ordinator and it available for each member of staff directly involved in= the teaching of ICT

The main pu= rposes of this handbook are:

To provide all staff in the department with information regardi= ng the curriculum, organisation and management of information technology = in our school and define a set of agreed policies.

To identify a common set of goals for information technology in= our school.

To enable any new members of staff, governors, interviewees, an= d
other visitors to gain an insight into information technology in our school.

General school policy and procedures are laid out in t= he staff handbook which is updated and reissued to all teachers at the start of each academic year.

By its nature Information Technology is a developing subject. The skills and knowledge we present to our students today will be = the history of tomorrow. Technology is itself changing faster than ever before = and to try to predict and present the exact needs of tomorrow is impossible.

There are however worthwhile techniques and practices = which will be fundamental to the understanding of a technologically developing society. These foundation skills aid learning and help develop and encourage the use of technological activities. This is what we should all encourage in the delivery of Information Technology.

In a developing society the use of Information Technol= ogy reflects real need. It is used to solve a variety of problems in an increas= ing number of everyday situations. Opportunities to deliver an awareness of Information Technology are available in all curriculum areas but not until studied and experienced will the impact and enhancement of teaching and learning become obvious. The key to all successful and meaningful Informati= on Technology is fitness for purpose and not Information Technology for Information Technology's sake.

If Information Technology is to be delivered within su= ch a way as to be useful in the cognitive development and preparation for later = life of our students its staff should present it with the following in mind.

The delivery of Information Technology should render i= tself to realistic need and be presented in a realistic context and be a standard tool of learning. Staff should present Information Technology as a problem solving activity helping to develop enquiring minds at all abilities.

The Information Technology department within their programmes of study will endeavour to provide skills & subject knowledge which will allow the development of transferable skills & increase confidence to enable students to approach use of Information Technology and enhance their work in all areas of school life.

The overall delivery should itself reflect the schools= aims and objectives. The policy and standards of Churcher’s College should= be encouraged in all classes.

Aims

1. = To develop, maintain and stimulate stu= dents' curiosity, interest and enjoyment in ICT and to encourage students to have open, enquiring minds and to perceive ICT in the context of a wider body of knowledge, skills and vocabulary. Students should ideally become autonomous users of ICT with the associated skills supporting life long study, the pursuit of personal inter= ests and prospective employment in a modern technological society.

2. &nbs= p; To enable students to acquire appropriate, transferable ICT skills, knowledge = and understanding - progression must feature in the acquisition of ICT skills.<= span style=3D'mso-spacerun:yes'> All staff should then feel confide= nt that students have a basic level of ICT capability which can be applied to students' learning in a specific area of the Curriculum. Students should feel confident eno= ugh with their transferable skills that they are encouraged to use unfamiliar software.

3. &nbs= p; To enable all students to have equal access to ICT and to experience success in their work.

4.&nbs= p; To support all staff in their need to develop confidence and strategies in usi= ng ICT within their teaching by:

a)&nbs= p; providing an ongoing INSET programme for staff appropriate to their needs, their students' needs and the needs of the Curriculum – see INSET policy;

b)&nbs= p; offering informal support to staff - see 'Working With Other Departments' policy.

All subject teachers should be shown how ICT and their subject exper= tise fit together to enable the use and delivery of ICT as well as that of their= own discipline.

5.&nbs= p; To implement the belief that ICT must feature in the overall Development Plan for the School and that appro= priate resources must be allocated to it.

6. &nbs= p; To allow students to develop informed opinions about their ICT and to be able = to support them by reasoned arguments.

Objectives

These objectives relate directly to the six aims of the = ICT Department at Churcher’s College.

Category 1 - Finding things out

Students should be:

· able to collect, retrieve and consider information and data from a variety of sources, e.g. people, books, databas= es, multimedia CD-ROMs, videos and TV.

· able to enter = and store information in a variety of forms, e.g. in a prepared database and to save their work on both fixed and removable storage media.

· able to retrie= ve information from their saved work on both fixed and removable storage media= .

critical of the validity of information produced using ICT and be aware that the results may be affected by the use of inaccurate data or careless data entry.

Category 2 - Developi= ng ideas and making things happen

Students should be:

· able to use computers, spreadsheets, programmable devices and dedicated instruments for automating actions/processes, testing predictions, discovering patterns/relationships, problem solving, modelling, controlling events, monitoring and measuring processes. (Some tasks are ca= rried out in D&T/Science).

· able to use te= xt, tables, images and sound to develop their own ideas.

· able to select from and add new information, for a particular purpose, to that which they = have personally retrieved.

· able to measur= e, record and respond to and derive new information, for a particular purpose.=

· able to plan a= nd give instructions that make things happen, e.g. programming a buggy/car/rob= ot to follow a predetermined route by programming appropriately sequenced instructions. (Some tasks are carried out in D&T).

· able to develop their own ideas and explore what happens in real and imaginary situations, = e.g. trying out different colours on an image, using an adventure game or simulation.

Category 3 - Exchangi= ng and sharing information

Students should be:

· able to use word-processor, spreadsheet, database, DTP and graphics software to analyse, organise, reorganise, draft, collate, refine and finally present information fit for a particular purpos= e.

· able to use e-mail and other means to share = and exchange information.

· familiar with = the different ways one piece of information can be presented.=

· able to effectively present a variety of information in a variety of forms, e.g. te= xt, images, tables, sounds, in order to share specific ideas with others, e.g. = for public display.

Category 4 - Reviewin= g, modifying and evaluating work as it progresses

Students should be:

able to judge when to use ICT to collect, handle and investigate scientific information.

aware of the many possible applications of ICT.

aware of how ICT can be used to do things which can also be done in other wa= ys.

· able to share their views and experiences of ICT with their peers and others using releva= nt terminology.

· critical of th= eir own work and that of others so as to review what they have done and to help them develop their own ideas.

· able to descri= be the effects of their own actions.

· able to consid= er and discuss how they might improve their own ICT work and capabilities.

Much of the work in the subject departments is subject specific but where appropriate students are encouraged to use the skills and knowledge acquired in other areas of the Curriculum to enhance their work.<= span style=3D'mso-spacerun:yes'> Departments should aim to support = the skills based in ICT lessons by offering students the opportunity to reinforce and consolidate their skills in short tasks throughout a course of study.

The followi= ng core skills are appropriate to ICT and are used for formative and summative assessment.

Conceptua= lising Skills - the ability to organise information and form a concept or to generalise what has been understood so that an idea is clearer and easier to understand.

Hypothesi= sing Skills - the ability to use hypotheses to predict, assess trends and to make judgements.

&nbs= p;

Investiga= tive Skills

= · the ability to identify ICT questions and issues, and to establish an appropriate sequence of investigation;

= · the ability to identify and collect both quantitative and qualitative information/data and to make use of a variety = of sources, e.g. statistics, Web sites, CD ROMs, etc.;

= · the ability to observe, select and record information accurately;

· the ability to select appropriate ICT equipm= ent and software to fulfil specific purposes;

· the ability to be systematic in the use of appropriate methods to search for and obtain data/information from a range = of sources.

&nbs= p;

Interpret= ative Skills – the ability to extract, analyse and interpret information/da= ta from a variety of sources. St= udents should be able to enter data into a data handling package for processing and analysis.

&nbs= p;

Evaluatio= n Skills - the ability to evaluate (assess validity and limitations) and draw valid conclusions or reasoned judgements relating to accuracy of data/methods, methods of collecting/presenting or modelling techniques. Data should be assessed for accura= cy and the significance/consequences of any errors understood.

&nbs= p;

Communica= tion Skills - the ability to record and present information, and to describe it clearly using appropriate terms and techniques considering the target audience. Transformation of d= ata to graphs, diagrams, etc.

Progression has been identified as a major concern for members of staff who feel they are only able to cope with a limited level o= f ICT themselves. To support the progression of skills for our students we endeavour to:

1. = expose students to the use of ICT in as many subject areas and contexts as possible. This will increase = as more staff become more confident and begin to extend the incorporation of I= CT into their schemes of work;

2. = use a wide and expanding range of software and ICT equipment as is appropriate, manageable and affordable;

3. = encourage students to recognise the transferable nature of their ICT capability and thereby have confidence when using new software or when using familiar soft= ware in a new context.

3. = The modes of delivery across the Curriculum must remain flexible so as to addre= ss the various needs of the students in the classroom – see Equal Opportunities, Differentiation and SEN policies.

&nb= sp;

Much of the software reco= mmended by the ICT Department features differentiation and the setting of appropria= te targets for an individual student. Teachers work hard to share ideas to maximise their expertise in exploiting the potential of ICT in differentiating tasks and targets.

Teachers are encouraged t= o adopt a wide range of teaching/learning styles within a course of study - the decision will have considered an individual's or a group's special needs and nature of work. Teachers acti= vely celebrate effort and achievement in all areas and for all students. There is a determination to reward commitment and perseverance at all levels of ability. Where appropriate a variety of ICT facilities are made available to encourage students of all abilities to experiment and progress.

4. = The rate of development within ICT is rapid and appears set to continue for the foreseeable future. For the S= chool to maintain realistic goals as to how it is to maintain some progress withi= n ICT, all teachers must see its development as part of their role. A proportion of each department's capitation, the School and departmental INSET and Development Plans must take ICT into account. There is regular discussion in the ICT Strategy Meeting with respect= to how uses of ICT are enhancing or will enhance learning and how future developments could increase this. It also means departments are able to regularly share their own departmental aspirations and plans, thus preventing the development of ICT taking any role other than a part of the overall development. We hope to have the 'machine for t= he job' (software, hardware and peripherals) to enable progression and continu= ity and to make full use of the ICT equipment with respect to:

· the capabilities of the hardware;

· the amount of use;

· making use of any possible expansion capabil= ity.

This includes the upgradi= ng of the hardware and software where needed and when manageable. The manageability is determined by available finance, and realistic demands on staff time and staff assessment= of what is required.

5. = There are few aspects within our lives which are unaffected by the new technologies. The School ther= efore aims to mirror this and expose students to the diversity, influence and use= s of ICT. This will encourage the students to become critical, independent users of ICT. Staff attempt to show the benefits= that ICT have given to us as well as the associated problems by the use of well-chos= en resources and carefully phrased comment.

The Staff Forum and Facul= ty Meetings allow opportunities at various times for group discussion so that = we can listen to each other's views and hopefully reflect upon them. Topics for discussion and consider= ation include:

· computer systems and control technology in everyday life;

· students' own experiences of ICT;

· the use of ICT in the outside world;

· how control is integral to many everyday devices;

· critical reflection on student's own and oth= ers' use of ICT;

· the impact of ICT and other new technologies= on social, employment, ethical, moral and economic issues.

6. = The School believes guidance is important as students begin to learn to take responsibility for their work and progress. Work must be sufficiently challeng= ing, meet the needs of all individuals and provide a balance between teacher-directed and self-directed work.&n= bsp; Teacher confidence is critical within the realm of ICT for them to f= eel confident enough to allow the students to go off at a 'tangent' or for stud= ents to undertake investigative work of a less prescriptive manner. Students are also encouraged to ca= rry out individualised research using the available ICT equipment in the Librar= y as well as network rooms and departments.

Teachers encourage discussion and sharing of ideas = when appropriate to the work. Less= ons are conducted in a calm atmosphere where mutual respect and trust abound - = this atmosphere is conducive to students demonstrating a new technique to teache= rs and to 'take chances' with their work without fear of ridicule or feelings = of failure. Students demonstrati= ng a lack of respect for teachers or each other are dealt with in accordance wit= h the Discipline and Management of Pupils Policy on the network G drive. To actively involve the students in their learning will help to foster independent thinking and informed planni= ng which is crucial if they are to exploit the ICT facilities to the maximum.<= /p>

Overall description of departmental curriculu= m

Autumn Term

Spring Term

Summer Term

1^st Year

Introduction<= /o:p>

Creating a present= ation

- &= nbsp; Putting in the content

- &= nbsp; Using images

- &= nbsp; Using fonts and colours

- &= nbsp; Changing the style of a presentation

- &= nbsp; Changing the content for a different audience=

Making a leaflet

- &= nbsp; Creating a corporate image

- &= nbsp; Designing a leaflet

- &= nbsp; Creating a logo

- &= nbsp; Capturing images

- &= nbsp; Improving images

- &= nbsp; Creating a folded leaflet

Modelling and pres= enting numeric data

- &= nbsp; Using a spreadsheet

- &= nbsp; Modelling using a spreadsheet

- &= nbsp; Building a model

- &= nbsp; Refining and developing a model

Using data and information sources

- &= nbsp; Information for a purpose

- &= nbsp; Selecting sources and finding information

- &= nbsp; Assessing reliability of information

Safety on the net<= o:p>

- &= nbsp; Introduction of terminology

- &= nbsp; What are the risks?

- &= nbsp; Rules to stay safe

- &= nbsp; What is inappropriate behaviour online?

Publishing on the = web

- &= nbsp; The language of web pages

- &= nbsp; Different ways of producing a web page=

- &= nbsp; Planning the structure of a website

- &= nbsp; Planning the structure of a web page

- &= nbsp; Designing and creating a web page

- &= nbsp; Evaluating a website

2^nd Year

Introduction<= /o:p>

Information – Reliability, validity and bias

- &= nbsp; Evaluating information

- &= nbsp; Searching for information

- &= nbsp; Structure of databases

- &= nbsp; Searching for information using databases

- &= nbsp; Data about people

ICT and personal security

- &= nbsp; Hacking and hackers

- &= nbsp; Viruses

ICT and personal security

- &= nbsp; Health and safety

Timed practical ta= sk practice

- &= nbsp; Website design

- &= nbsp; Template documents

- &= nbsp; Database

- &= nbsp; Spreadsheet

- &= nbsp; Presentation

ICT and society

- &= nbsp; ICT and education

- &= nbsp; Work and employment

Exam work

- &= nbsp; Exam revision

- &= nbsp; Key skills exam

3^rd Year

Presentation skill= s

MyFaceSpace project

Spreadsheet skills=

Party planner project

GCSE portfolio

Haymaker Arena preparation and research

GCSE portfolio

Haymaker Arena preparation and research

Database Skills

TPT practice

GCSE TPT prep=

Plan of Action

Timed practical ta= sk practice

- &= nbsp; Website design

- &= nbsp; Template documents

- &= nbsp; Database

- &= nbsp; Spreadsheet

- &= nbsp; Presentation

<= /span>

Timed practical ta= sk

Exam

Key Skills revisio= n

All areas, past papers

Key Skills exam

Multiple choice exam

Other aspects of I= CT

Individual and groups projects using range of multimedia equipment. Some may use con= trol or CAD as well.

4^th Year

Theory<= /span>

- &= nbsp; Inputs/outputs

- &= nbsp; Networks

- &= nbsp; Security of data

- &= nbsp; Copyright and piracy

- &= nbsp; Coursework

Timed practical ta= sk practice

- &= nbsp; Skills

- &= nbsp; Action plan

- &= nbsp; TPT

- &= nbsp; Evaluation

Exam work

- &= nbsp; Revision

- &= nbsp; Mock exam

- &= nbsp; Coursework

Theory<= /span>

- &= nbsp; Internet and communications

- &= nbsp; Social, morale, ethical issues

- &= nbsp; Health and safety

- &= nbsp; Roles and responsibilities in ICT

Exam work

- &= nbsp; Revision

- &= nbsp; IT Key Skills Exam

- &= nbsp; GCSE Full Course Exam

New course

- &= nbsp; Start GCSE Business and Communication Systems course

5^th Year

Human resources

- &= nbsp; Recruitment

- &= nbsp; Job adverts

- &= nbsp; Training

- &= nbsp; Communications

- &= nbsp; Using ICT in an HR role

Coursework

- &= nbsp; Business objectives

- &= nbsp; External constraints on business activity

- &= nbsp; Using ICT in a theme park

- &= nbsp; Business ownership

- &= nbsp; Stakeholders

- &= nbsp; Marketing

- &= nbsp; Legislation

- &= nbsp; Market research (Desk and Field)

Exam work

- &= nbsp; Revision

- &= nbsp; Mock exam preparations

Exam work

- &= nbsp; Study leave / Revision

- &= nbsp; Mock exam

Coursework

- &= nbsp; Market research analysis

- &= nbsp; Hardware, software, peripherals

- &= nbsp; Skills

- &= nbsp; Testing

- &= nbsp; Creation of website

- &= nbsp; Evaluation

- &= nbsp; Social, morale, ethical issues

- &= nbsp; Advantages and disadvantages of software, hardware, peripherals

Human resources

- &= nbsp; Motivation

- &= nbsp; Payment systems

Workplace organisa= tion and production

- &= nbsp; Working environment

- &= nbsp; Office layout

- &= nbsp; Health and safety

- &= nbsp; Ergonomics

- &= nbsp; Security of data

- &= nbsp; Networks

- &= nbsp; Break even analysis

- &= nbsp; Stock control

Finance and accoun= ting

- &= nbsp; Financial records

- &= nbsp; Banking and services

Exam work

- &= nbsp; IT Key Skills Exam

- &= nbsp; Study leave / Revision

- &= nbsp; GCSE Business and Communication Systems Exam<= /span>

U6th

Coursework

- &= nbsp; Skills

- &= nbsp; Analysis

- &= nbsp; Design

- &= nbsp; Implementation

Theory<= /span>

- &= nbsp; Module 4

Exam work

- &= nbsp; Study leave / Revision

- &= nbsp; Retakes AS Level

Coursework

- &= nbsp; Testing

- &= nbsp; User guide

- &= nbsp; Evaluation

Theory<= /span>

- &= nbsp; Module 5

Exam work

- &= nbsp; Study leave / Revision

- &= nbsp; A2 Level exams

School curriculum plan

See Churche= r’s College prospectus

Percentage time allocations

See Churche= r’s College prospectus

Courses

For details= please see the schemes of work for years 1,2,3, GCSE and U6th.

Specifications (public exams)

GCSE

http://www.icaa.com/=

Business and Communication Systems G38=

ICT Short Course G41=

ICT Full Course G43<= /b>

=

A Level=

http://www.aqa.org.uk/qual/gceasa/inf.php

Information & Communication Techno= logy (5521, 6521)

=

Departmental Organisation

The range of activities associated with the department is wide and diverse and the immed= iate organisation is very much a team of peers who each respect and greatly appreciate the contribution and support of the others. There are a number of students and staff, too many to name, who are interested in IT who informally provide a great deal of additional support both within the department and across the school.

=

The nature = and complexity of the demands associated with providing a diverse school-wide service whilst trying to integrate and co-ordinate IT curricula across the school make it undesirable to have rigid boundaries. The simple view is that we all sha= re the workload. There is however a clearly defined structure shown in more detail in Section Two.

=

Description of ICT departmental organisation<= /a>

Staff name=

Yr 1

Yr 2

Yr 3

Yr 4

Yr 5

U6

Victoria Farrar=

X<= /a>

X<= /a>

X<= /a>

X<= /a>

X<= /a>

Di Pont

X<= /a>

Chrissie Lines

X<= /a>

X<= /a>

Mark Parrish<= /o:p>

X<= /a>

Mark Adams

X<= /a>

Description of ICT club

Staff name=

Monday

Tuesday

Wednesday

Thursday

Friday

Victoria Farrar=

X<= /a>

X<= /a>

Bridget Erith

X<= /a>

Isabelle Brunet=

X<= /a>

Sheila Weiss

X<= /a>

Links with other departments, if applicable

This is a development area which will need to be continuously developed as IT changes= so rapidly and offers new challenges and opportunities all the time. Many faculties have an informal &#= 8220;super-user” structure that has been in place for some years, this needs to be formalise= d.

=

It has been= the experience that departments, especially DT, Geography, Maths and Languages = who have had enthusiastic teachers have moved forward rapidly in integrating IT into their curriculum. It has= been found with all departments that the departmental “co-ordinator”= has been the one that has forged the initial path, finding the software, liasing with the IT department, seeking support at any level required and taking the first few pilot lessons with their own classes, thereby finding and overcom= ing the “teething problems”. Others, more cautiously, have then followed, not always directly and immediately into the classroom. Often the initial impetus is to start producing materials off-line f= or use with their classes and in encouraging their students to work individual= ly using IT. It is then a smalle= r step to bring a class, or smaller group, into the IT classroom.

=

Many Heads = of Department are concerned that their use of IT will be dictated from outside their department rather than their own ideas and requirements being support= ed and encouraged.

=

Details of liaison with other schools

Liaison with other schools

=

For the Sch= ool's aim of developing transferable skills to be achievable, liaison is essential. We plan to involve= Churcher’s Junior School, Higher Education and Furth= er Education and link groups. So= me aspects are formal while others are through the sharing of documentation and ideas through more informal channels.

=

The issue o= f ICT in the Curriculum is invigorating, problematic and challenging. It often helps to consider other schools' approaches and solutions when trying to formulate one's final decisions. It would appear to= be immensely wasteful in the era of technological speed for each school to be perfecting its own 'wheel'. T= he planned liaison is as follows:

=

=

Collaborative Cluster of Schools: ICT = Group 86

Plan to have meetings once a year to share ideas, resources and concerns in terms of ICT= in the Curriculum. Issues upon w= hich the group need to focus are:

equal access to learning and the = ways to ensure that it happens;

summative assessment processes;

use of multi-media in teaching;

other relevant issues.=

=

Feeder Schools – Churcher’s Colle= ge Junior School

=

To liaise w= ith Alex Greenaway (Upper School Co-ordinator) to update each other on the plans for software and hardware development, overall student’s progress and how= we can ensure this information is shared effectively. To allow observation of good ICT teaching which will hopefully increase the mora= le of the primary staff, raise the student’s confidence in a system that is consistent from primary to secondary education.

=

Higher Education – Portsmouth Universit= y

=

To develop stronger links with the University of Ports= mouth, to expand students’ exposure to the breadth of ICT options available = in Higher Education. Leverage Mark Eyles (Principal Lecturer/Advanced Games Research Group, School of Creative Technologies) for student visits to the university’s Virtual Reality Lab, and for links to the animation and digital media course leaders.

&nbs= p;

Other organisations - IBM

To strengthen links with local businesses, to help students bridge the gap bet= ween ICT taught in the classroom and the application of ICT in industry. Exploit opportunities for student visits to IBM, for example to the IBM Innovation Centre at Hursley Park near Winchester, so that students can hear from IBM innovators and see innovation in practic= e. Take advantage of no-charge academic resources provided by IBM through their academic and corporate social responsibility programs. Pursue involvement in IBM’s proposed energy monitoring project for schools, and use this to introduce the topic of “Green IT” into the curriculum at Churcher’s College.

Departmental development plan

See separ= ate document ICT Strategy/Action Plan

Curriculum support

Also see Cu= rriculum Support Policy and Curriculum: Teaching and Learning Policy on the Churcher’s College network G drive.

=

Introduction

ICT can pro= vide powerful, interesting and helpful resources to help address a multitude of Special Educational Needs. Ho= wever proper identification and assessment may often indicate that it is the simp= lest of low-tech solutions that is appropriate.= ICT will rarely provide an instant solution to long standing, complex learning difficulties such as Dyslexia but ICT and especially multi-media systems can:

1.&nbs= p;        Provide partial or complete solutions to specific and general learning difficulties= by:

·        <= span style=3D'mso-tab-count:1'>        &= nbsp;   patiently teaching and practising important skills such as:

i.     &nbs= p;    sequencing;

ii&nbs= p;         storage, retrieval and manipulation of information, e.g. information can be associat= ed with an image, a sound, and a hand movement to maximise recall;<= /span>

iii.     &n= bsp; arithmetic and multiplication tables;

iv.     &nb= sp; recognising the difference between left and right;

v.     &nbs= p;   organisation and planning of their thoughts and work;

·        s= timulating the senses and helping to develop reflexes and motor control especially via educational games, e.g. senses can be enhanced by improving the degree of discrimination between different symbols and sounds;

·        g= iving a student a feeling of achievement and in so doing providing that student w= ith a higher degree of motivation and self-esteem. This can be done by allowing t= hem to check and correct their work before presenting it. Exercises which were repetitive, b= oring and possibly embarrassing for the learner can become positive experiences offering interaction between the learner and the computer;

·        d= evelop social skills, e.g.

i.&nbs= p;         learning through ICT often requires active interaction between a student, teacher and computer (through the screen display and print-outs);

ii.&nb= sp;        students can collaborate, interact and support one another when there is a focal poi= nt to their work;

=

·        L= iason with the Curriculum Support Department, especially pass on observation to t= he Curriculum Support Co-ordinator, is vital and is much appreciated.

·        R= egular reference to the termly ‘Information List from Curriculum SupportR= 17; and to their more detailed ‘Teaching Tips For Individual Pupils’= ; is considered essential.

=

·        In these ways, the ICT Department can help provide all students with the acces= s to the skills essential to modern life.

Environment and Positioning

An important factor in ensuring individuals have effective access to the stand= ard equipment is the position of the computer and its user – see the Health and Safety Policy Nov 0= 8 on the G drive for details of correct posture, etc= . A work room must be well ventil= ated and illuminated. It should al= so be comfortable in terms of temperature, humidity and noise level. It must be feasible to reduce glar= e from windows and other reflections to a safe level. Work tables should be suitable in = terms of height, leg room and space available for hands to effectively operate the keyboard. Students under the supervision of the Curriculum Support team may need to be provided with specially adapted work tables – this can involve cutting an insert in= to the work table for wheel chair access and/or lowering of the table height. = (Note we currently have no students requiring this level of support).<= /span>

Specific Enhancements To/Replacements For The Keyboard

In a high quality operating system such as Windows ' the standard keyboard and m= ouse can be configured to suit an individual's needs. The configurations can be made to include key repeat delay, sticky key function, visual signals produced when= the PC makes a sound, setting mouse speed or size of the on-screen cursor, etc. In Windows these options= are selected via the 'Control Panel' and then the 'Accessibility' options. There are many other devices that = can specifically enhance or replace a traditional mouse or keyboard – the= se if required can be setup and customised by the IT department technicians.

Section 2 Staff

Staff responsibilities

JOB DESCRIPTION:  =             &nb= sp;          HEAD OF DEPARTMENT

The Head of Department has the following duties in addition to those of a class= room teacher:

Either directly, jointly or through devolved structures.

Overall Responsibilit= y

o&nb= sp;            =    To manage all aspects of the teaching and learning process in the Department, within the overall aims of the school.

o&nb= sp;            =    To support members of the Department in all appropriate ways, e.g. issues of discipline.

Curriculum=

o&nb= sp;            =    Plan, implement and review schemes of work within the framework of t= he National Curriculum, where appropriate, and Examination Board Specification= s.

o&nb= sp;            =    Represent the department in all matters within school relating to the curriculum.

o&nb= sp;            =    Implement cross-curricular and other school policies currently in fo= rce.

Assessment and Monito= ring

o&nb= sp;            =    Where appropriate, organise setting arrangements for teaching, testi= ng and reporting.

o&nb= sp;            =    Organise the systematic monitoring of the quality of teaching through observation of lessons and debate about good practice.

o&nb= sp;            =    Analyse internal and external examination and pupil targeting data to help guide departmental target setting and forward planning.

Policies and Planning=

o&nb= sp;            =    Produce and maintain a detailed departmental handbook, carrying forw= ard school aims and policies.

o&nb= sp;            =    Develop departmental forward plans in the context of whole school policies.

o&nb= sp;            =    Identify resourcing needs.

Staff Management=

o&nb= sp;            =    Identify in-service training needs and opportunities; provide appropriate support for experienced and inexperienced teachers, and those w= ith identified weaknesses. Induct= and train staff in the department, participate in Staff Review arrangements, and where appropriate supervise trainees, newly qualified teachers and gap tuto= rs.

o&nb= sp;            =    Hold regular departmental meetings, which enable all staff to contri= bute to planning and policy making, and ensure that records of such meetings are kept and distributed accordingly.

o&nb= sp;            =    Allocate additional responsibilities effectively and equitably within the department.

o&nb= sp;            =    Advise the Head about recruiting, advertising and appointing new sta= ff.

Liaison

o&nb= sp;            =    Organise GCSE, A Level and other examination entries with the Academ= ic Registrar.

o&nb= sp;            =    Liaise with other departments in the school.

o&nb= sp;            =    Liaise with the Headmaster, Deputy Heads and Director of Studies in all matters concerned with the timetable, curriculum and internal examinations.

o&nb= sp;            =    Liaise with the Headmaster, Deputy Heads in all matters concerned with pastoral care.=

o&nb= sp;            =    Liaise with the Headmaster, Deputy Heads and Senior Teacher (Staff) in all matters concerned with staff issues.

o&nb= sp;            =    Liaise with the Director of Studies concerning pupil tracking and raising academic standards.

o&nb= sp;            =    Liaise with School Office and Bursar’s staff and, where appropriate, supervise the work of support staff.

o&nb= sp;            =    Liaise with parents regarding departmental issues.=

o&nb= sp;            =    Liaise with external organisations as appropriate.=

o&nb= sp;            =    Liaise with the Press Officer over issues of departmental publicity.=

Resource Management

o&nb= sp;            =    Assess the resourcing needs of the department and produce an annual budget bid.

o&nb= sp;            =    Keep the department within the agreed budget.

o&nb= sp;            =    Ensure that the stock and equipment are readily available and used economically.

o&nb= sp;            =    Ensure appropriate and up-to-date library resources are available and advise the librarians on the purchase of specialist books for the library.<= o:p>

Publicity<= /span>

o&nb= sp;            =    Promote and publicise, both internally and externally, the work and achievements of the department, and through this the school as a whole.

o&nb= sp;            =    To manage the Department's contribution to the College magazine, newsletter and website.

Health and Safety

o&nb= sp;            =    Carry out risk assessments in line with the school’s Health &a= mp; Safety policy.

o&nb= sp;            =    Oversee arrangements for the safety of pupils and staff in school an= d on visits and excursions.

Any other duties relating to the job as required from time to time by the Headmaster.

March 2006

S H L Williams: …………………………̷= 0;…………………… Date: ……………………

        =                 .……………= ;…………………………R= 30;……..     Date: ……………………

Department and Room timetable

Section 3 Departmental Policies and Procedure= s

Learning policies

Teaching Methods



The deliver= y of quality Information Technology capability for students of all abilities is = an objective that all members of the Information Technology department recogni= se as our ultimate goal. It is important that as individuals we express ourselves= in a comfortable manner to deliver the content of our agreed schemes of work f= or the benefit of our students. The individuals approach, personality and specialist knowledge we all possess and communicate with the students in our care should never be under estimated in the teaching of our subject. It is = the relationship with our students that make or break the enjoyment of our subj= ects for many. However there are other strategies that can be adopted to improve= and build upon all the imaginative foundation we all take into our classroom. I= f we all adopt and endeavour to take on successful methodology then this can onl= y be of benefit to the development of our subject in the student’s minds e= ye. As teachers we should ask the questions and expect each other to.

=

Accommodation & Teaching

=

Use rooms and resources available= to us well by formulating an interesting and productive environment within a tidy, fully operational and well laid out classroom.

=

Ensure that resources are organis= ed and available for students to choose and use from the outset of every less= on.

=

Always present a high standard of display of all standards of work commercial and student produced.

=

Use effective strategies to maint= ain good Classroom Management

=

The bottom = line of good classroom management is that the students are fully aware of acceptable behaviour. There is always a temptation to think that a quiet classroom is = an orderly and productive environment. However this is not the case, often productivity produces constructive conversation, staff should always try to maintain an atmosphere that they and their students are comfortable with. As long as staff are maintaining a positive working climate by being in comman= d, applying firm, consistent and fair discipline this is the bases for good learning.

=

As teachers= we should be constantly aware of situations and have an overview of activities taking place in our surroundings, whether group or individual. We will often need to assess the success of our actions and planning if we are to maintai= n a productive work culture within our chosen a non - intimidating & suppor= tive environment.

Lesson Preparation

=

The root of= success in the classroom stems from complete and accurate preparation. Members of t= he department should always:

=

Carefully plan and organise lesso= ns based on knowledge and understanding of the target group of students. =

=

Prepare interesting, relevant and appropriate activities which encourage all to be involved and achieve their best.

=

Ensure that students are fully aw= are of what is expected of them and the reason for doing it and how this may = link with their National Curriculum Achievement.

=

Be aware of student response - se= nse the mood of the students and change focus if required.

=

Guidance on the preparation of lesson notes / classroom teaching

=

Lesson note= s should be used in preparation for teaching programmes of study and used in the evaluation of the work covered. They should provide a logical progression a= nd be realistic and challenging. Members of staff should constantly ask :=

=

Do I prepare for my lessons prope= rly?

Do I present my work in a way whi= ch is easily understood by the students?

Do I use appropriate teaching aid= s?

Do I use appropriate content?

Do I evaluate my lesson to gain m= aximum from them?

Do I evaluate my lessons, think of improvements that could be made on the content, organisation and inter= est to the students?

Do I provide a chance for the stu= dents I teach to voice their opinions on the work I present to them?

Do I make myself aware of the ind= ividual differences within each class?

Do I make myself aware of the pro= blems of individuals / groups and develop strategies to cope with them?

Create a productive working atmos= phere; seek to resolve conflict between quality and quantity of curriculum coverage.

=

Teaching Style and Presence

=

Every teach= er within the Information Technology department will from their experience and background have developed their own teaching style that is both effective a= nd rewarding for them. Staff are expected to encourage the following strategie= s in their presentation of delivery to the students who they come into contact w= ith.

=

Exhibit a positive constructive attitude.

=

Delight in your own ability and t= he enthusiasm of the students you teach.

=

Be confident, professional and enthusiastic.

=

Students like to feel that their teacher knows what they are passing onto them.

=

A confident presentation is a good motivating factor.

=

Show interest in the achievements= of the students.

=

Use your voice to good effect, be relaxed, share your sense of humour and interact with students on an individual and group bases.

=

Involve all students in your acti= vities, interact, and acknowledge contributions from the students. Develop a rapport with your groups based on mutual interests.<= /li>

Vary your movement pattern around= your classroom. Don't be predictable on where you may turn up next.

=

Above all in your teaching mainta= in a calm controlled and respectful atmosphere. Do not over look minor incidents but deal with them in perspective, avoid unnecessary confrontation whenever possible.

=

Above all, if you need to negotia= te with a student be positive it will nearly always prove more predictive= .

=

Methods of Encouraging Learning

=

For student= s to be able to learn the subject material we aim to deliver to them, they not only need a stable and secure working environment but they also need to be encouraged to develop their own learning skills. To enable our students to develop these skills, staff should encourage and support students in the following :

=

In order to= allow quality learning, staff will endeavour to ensure that students:<= /span>

=

Feel Positive

=

Students th= at are self motivated cover far more work in greater depth.

=

Motivate. S= taff should ensure that students are relaxed and focused. If students are enthusiastic about their work they will be happy and enthusiastic.

=

Students re= spond well when a lesson has a detailed structure about it. A confident start mak= ing them aware of what is expected of them and why they are doing it. An organi= sed / resources activity and coordinated end gives students a chance to be awar= e of what they need to do and an opportunity to be absorbed in tasks set. <= /o:p>

=

Have Pride

=

Staff should encourage and praise students in their work whenever possible. If a student knows that the work he or she is producing is on the right track then they = are more likely feel that their work is valued and grow in confidence and attem= pt more. Staff should be receptive to students ideas and use their experience = and knowledge to work nurture these into workable solutions if needed.

Feel Comfortable=

=

If a studen= t feels comfortable in his or her work they are more likely to work at ease with th= eir teacher and classmates. Students need to be made aware that their are situations where they have to show respect, consideration and work in collaboration with each other, sharing, resources and materials.

=

Show Initiative<= /p>
=

Students should be given the opportunity to select appropriate resources, use a variety of learning sou= rce materials. Staff should inform them of where to find them & how to= use them. If we encourage students to take some responsibility for their learning then they will work at different and appropriate levels. This= will engage them in work that is challenging but not daunting. <= /span>

=

Staff should be aware that the qu= ality of learning is high when students display and take on board some of the skills which are listed below:

=

Students are in an environment wh= ere they listen and produce the main aim of the lesson. =

=

Students actively and accurately communicate clearly with their peers and staff using appropriate langu= age with confidence.

=

Students whose finished work is presented well.

=

Student who displays the knowledg= e and skills learnt to solve the problems presented.

=

We must in the delivery of our su= bject encourage students to become independent learners who: See the value in correcting their work if errors are shown or discovered by them. =

=

Who organise themselves to enable= work to be done to the best of their ability.

=

Who think for themselves and make= value judgements based on experience to complete the tasks set. <= /span>

=

Who are determined and industriou= s.

Assessment policies

Internal Examination Assessment: policy and procedures

=

Examination= s, including coursework, practical and end of year examinations are set within= the department and agreed jointly. Each teacher marks the work of his or her own classes using a jointly produced and agreed mark scheme. Discussion takes p= lace to standardise marking. Grades are combined for each year group and sorted = to identify any variances across classes and/or teachers. Any trends are then followed up to determine cause and if appropriate to take remedial action. Marks are recorded electronically and analysis is carried out by Richard Ly= nn (Director of Studies) to determine student development and identify any iss= ues.

=

Examination Assessment programme
=

End-of-year examinations policy (summer/Easter term for coursework): =

=

Years 1-2

Theory and = or practical examination determined in the spring term.

=

=

Year 3

GCSE Inform= ation and Communication Technology – Short Course (G41)
Coursework (Including TPT)    &nbs= p;            &= nbsp;           &nbs= p;            &= nbsp;     (60%)

IT Key Skil= ls – 1 hour     = ;            &n= bsp;            = ;            &n= bsp;            = ;     (40%)

=

=

Year 4

GCSE Inform= ation and Communication Technology – Full Course (G43)

Coursework (Including TPT)    &nbs= p;            &= nbsp;           &nbs= p;            &= nbsp;     (60%)

Terminal Ex= amination – 1 hour 30 mins   &nb= sp;            =              (40%)

IT Key Skil= ls – 1 hour

=

=

Year 5

GCSE Busine= ss and Communication Systems (G38)

IT Key Skil= ls – 1 hour     = ;            &n= bsp;            = ;            &n= bsp;            = ;     (20%)

Coursework<= span style=3D'mso-tab-count:7'>        &= nbsp;           &nbs= p;            &= nbsp;           &nbs= p;            &= nbsp;           &nbs= p;    (40%)

Terminal Ex= amination – 1 hour 30 mins   &nb= sp;            =              (40%)

=

=

U6

GCE Informa= tion and Communication Technology (6521)

Unit 4 R= 11; 2 hours      &n= bsp;            = ;            &n= bsp;            = ;            &n= bsp;            (15% of the total A Level mark)

Unit 5 R= 11; 2 hours      &n= bsp;            = ;            &n= bsp;            = ;            &n= bsp;            (15% of the total A Level mark)

Unit 6 R= 11; Coursework     &nb= sp;            =             &nb= sp;            =       (20% of the total A Level mark)

=

=

Mocks for y= ears 5, 6 & 7 take place in January after the Christmas holidays. GCSE, AS and A2 examinations are = taken in May/June.

Marking policy

=

In as far a= s is reasonable, the ICT Department has a common, manageable policy on marking that is imple= mented by all the teachers. The Mark= ing Guide (as seen on walls in the ICT room) should be implemented with years 1= -2 and GCSE marking/feedback is implemented with years 3-5. Teachers are encouraged to use mer= it stickers, praise, grades/marks, comments, etc. or any combination thereof, = at all stages of student development.

=

Student’s marks are based on the following (whole-school) scale of merit, based on marks out of ten: The expectation is that most students should get at least a 7 out of 10 unless something has g= one wrong.

Mark/10

Equivalent Percentag= e

Equivalent Grade

Description

10

100

A*

Excellent

95

A*

9

90

A*

Very Good

85

A

8

80

A

Good

75

A

7

74

A/B

Mostly good

65

B

6

60

B

Good in parts

59

C

5

50

C

Satisfactory

45

C

4

40

Just C

Barely satisfactory

&

Staff name=	Yr 1	Yr 2	Yr 3	Yr 4	Yr 5	U6
Victoria Farrar=	X<= /a>	X<= /a>		X<= /a>	X<= /a>	X<= /a>
Di Pont		X<= /a>
Chrissie Lines		X<= /a>	X<= /a>
Mark Parrish<= /o:p>			X<= /a>
Mark Adams			X<= /a>

Staff name=	Monday	Tuesday	Wednesday	Thursday	Friday
Victoria Farrar=		X<= /a>			X<= /a>
Bridget Erith	X<= /a>
Isabelle Brunet=			X<= /a>
Sheila Weiss				X<= /a>

Mark/10	Equivalent Percentag= e	Equivalent Grade	Description
10	100	A*	Excellent
	95	A*
9	90	A*	Very Good
	85	A
8	80	A	Good
	75	A
7	74	A/B	Mostly good
	65	B
6	60	B	Good in parts
	59	C
5	50	C	Satisfactory
	45	C
4	40	Just C	Barely satisfactory
&