Nature of School
Rosewood is an urban special school for boys of secondary age who have emotional and behavioural difficulties. Pupils are drawn from all over the borough and reflect a wide social mix and very varied family backgrounds. This policy sets out the school's aims, principles and strategies for the delivery of Information and Communication Technology with particular reference to those pupils deemed to be ESBD.
What is covered by the term ICT?
We interpret the term ICT to include the use of any equipment which allows users to communicate or manipulate information, in its broadest sense, electronically. This includes use of;
- Programmable toys
- Electronic musical instruments
- Audio and video recorders
- Telephone and fax
- Digital cameras and scanners
- The Internet etc.
What are our aims?
The overall aim for ICT is to enrich learning for all pupils and to ensure that teachers develop confidence and competence to use ICT in the effective teaching of their subject. ICT provides a non- threatening, non- judgemental tool for pupils deemed ESBD and can enable pupils to successfully access those curriculum areas where they may have previously experienced failure thus raising both self-esteem and academic attainment. In particular we would hope that our pupils will become confident and effective users of ICT by;
- Developing their ICT capability in a variety of subject contexts
- Understanding the importance of information and how to select and prepare it
- Developing skills using hardware and software enabling them to most effectively manipulate information
- Enabling pupils to apply ICT capability and ICT to support their use of language and communication
- Helping all pupils to consider the benefits of ICT and its impact on society
- Ensuring all pupils use ICT with purpose and enjoyment
- Helping all pupils develop the necessary skills to become independent users of ICT confidently able to exploit ICT resources and tools
- Making sure that all pupils reach the highest possible levels of achievement.
- Teaching pupils good Health and Safety attitudes and practice including an awareness of internet safety and the ability to select and use websites safely and with care, alongside an awareness of the Data Protection Act and the dangers of plagiarism
Rosewood School takes in a wide variety of pupils many of whom join the school late having been excluded from other schools both within the borough and from other local authorities. This therefore poses a significant problem in establishing a starting point when pupils enter school. In Year 7 a short task assessment is used to determine aptitude since pupils will have very varied previous experiences. However for those pupils entering school later, many having been out of school for long periods of time, individual assessments are administered by experienced ICT practitioners in order to get pupils back on course for accreditation as soon as possible
In ICT a wide range of accreditation is on offer
Key Stage 3
All students at Rosewood study Computing at KS3. Over the duration of year 7 students study the following units:
- Digital Literacy
- Baseline Test
- Hardware and Software Multimedia Presentation
- Spreadsheets: My Dream Bedroom
- Databases: Murder Most Horrid
- Website Creation
- Programming: Introduction to Python
All students at Rosewood study Computing at KS3. Over the duration of year 8 students study the following units:
- Desktop Publishing: Networking
- Spreadsheets: Awesome Adventures
- Databases: Playlists
- Flash including Action Script
- Programming in Python the next steps
For further information on the national curriculum for computing at KS3, please follow the link below:
At Rosewood all students in year 9, 10 and 11 study the level 2 ECDL. Students complete the following units:
Develops the learner’s ability to create word-processed documents: entering text, editing and formatting work, using graphs, tables and pictures for a professional finish, and effectively using tools such as the spell-checker and mail merge
Shows the learner how to produce high-quality presentations using a variety of tools including charts, graphs and drawn objects
This helps the learner develop a working knowledge of spreadsheets, from entering data and formatting worksheets, to creating charts and producing high-quality documents.
This is designed Helps the learner develop a working knowledge of spreadsheets, from entering data and formatting worksheets, to creating charts and producing high-quality documents.
For further information on ECDL, please follow the link below:
Key Stage 4
Year 10 and 11 - OCR Cambridge National ICT
This is a vocationally-related qualification that takes an engaging, practical and inspiring approach to learning and assessment. The everyday use of ICT, from PCs to smartphones, now impacts all of our lives. Cambridge Nationals in ICT reflects this and provides students with a solid understanding of the subject which they can use in their working lives. Three themes are covered: business information systems, creative and technical.
Courses are chosen to meet individual needs with an emphasis on the ability of the course work to motivate young people who are at danger of disengagement.
Access and Inclusion
Rosewood is a Special school with all pupils carrying a statement of Special Educational Need, because of this classes are small and the school's pupil to computer ratio is less than 2:1. This is an important factor since many pupils are from disadvantaged families where there may be little opportunity to access ICT facilities at home. This could present as a very limiting feature in the production of coursework at GCSE, however because of the facilities available within school and an established lunch time and after school computer club to enhance ICT skills, the opportunities to gain accreditation are on a par with local secondary schools. The clubs are open daily to pupils needing this facility.
The school will also seek to provide anywhere, anytime access to learning through the Dudley Portal.
The school has a highly skilled team of teaching assistants who provide individual support for students and resources are targeted to meet the specific needs of pupils as they are identified.
The school has 2 computer network rooms which are timetabled for classes throughout the week and every classroom has between 1 & 3 computers which are also linked to the network.
In addition there is a bank of laptops which link to the computer network by wireless technology,
All pupils shall have the opportunity to develop ICT capability. The school will promote equal opportunities for computer usage and fairness of distribution of ICT resources. Homework is given as learning and revision guides and are there to encourage students to study outside of school, however homework set will not require a computer to complete ensuring all students can access the resources.
ICT use on sight
The use of personal devices for both staff and pupils is prohibited in school. No images are to be taken of pupils on any personal device – pupils that have got permission to have their image taken and used in and out of school must be taken on an audited school device. Images taken by parents or carers that are of children, other than their own, is prohibited without permission. Sharing images on social networking platforms, other than of your own child, is prohibited. We understand that you want to capture special moments of your child, however, it is in our best interest to safeguard all children. Any images taken of our pupils on school grounds is prohibited, unless authorised, will result in us investigating with the possible outcome of a ban from site.
Recording Assessment and Reporting
ICT work will be marked in line with the school's marking policy.
For reporting purposes each pupil is given an end of year subject level. Evidence of work is kept in individual year group folders and all students are aware of their personal levels and how to achieve the next stage.
Monitoring and Review
Monitoring is carried out by the Head teacher, Curriculum and Teaching mentor, ICT co - coordinator and relevant governors at appropriate points during each school year. The monitoring is carried out in a variety of ways including;
- informal discussion with staff and pupils
- observation of ICT work and displays
- scrutiny of accreditation gained and individual progress through tracking
- presentation at curriculum meeting
- classroom observation
- tracking of defined groups e.g. Looked After Children
A review of this policy will be made by the co-ordinator each year alongside an audit of pupil progress and resources. This will be reported to SMT and Governors for inclusion in the SDP and SEF and to determine future planning.
The subject co-ordinator will facilitate the use of ICT throughout the school by;
- Keeping abreast of new ideas and thinking in the subject
- Updating the policy and schemes of work
- Ordering and updating resources and advising on their use with particular reference to specific special needs
- Providing or organising training so that all staff are confident in how to teach the subject and have the necessary skills
- Ensuring that SMT and governors have up to date information about ICT in school
- Contributing to the SDP and SEF at regular points ( at least annually)
- Monitoring the subject Action Plan and leading its implementation
- Keeping support staff fully informed of all developments and encouraging them to attend relevant courses
- Making sure that all staff understand the system for logging faults
- Liaising effectively with DGFL
- Seeking opportunities for cross curricular experiences to enhance teaching and learning and further develop ICT capability
- Ensuring that all students of ICT have targets which are systematically tracked and have relevant intervention strategies on hand should they be needed
Copyright and Licensing
All software used on the school's system is correctly licensed
All staff are aware of the consequences of installing unlicensed software and sign an agreement of acceptable use before using the school system or school ICT equipment.
All pupils must agree to abide by the terms of our acceptable use agreement before using the school ICT system or any school ICT equipment
Health and Safety
All activities, whether in school or off sight, will be guided by the school's Health and Safety policy
Where necessary individual risk assessments will be put into place to ensure the safety of pupils and the integrity of the school ICT system.
Pupils are systematically taught the following subject specific rules;
- Hazardous use of computers
- The way to sit at the computer
- The importance of regular breaks
- The need for vigilance when using the internet
All equipment is PAT tested annually.
Main purposes are:-
- Coverage of yearly teaching objectives KS2 – KS4
- New Introduction of KS2 teacher to drive teaching and learning
- Ensure progression through adaptation of individual objectives, timing, pace and level of engagement
- Offer work that is engaging, age related and intellectually stimulating
- Discipline in the treatment and use of hardware and software in accomplishing set tasks
Working purposes are:-
- The reasons for a lesson’s outcome are stated
- Consolidation and construction on previous knowledge
- Understandable use of language to describe the whole task and its procedures
- Inclusion of literacy and numeracy skills as and when appropriate
- Plenary to provide a summation of lesson(s) outcome
Key stage 2 and 3
Pupils will be taught the Programmes of Study as recommended in KS2/3 National Strategy.
Pupils will be taught the Programmes of Study as recommended by National Curriculum.
GCSE qualifications prepare students for the real world of work or further education.
This year will see an introduction to new GCSE structures for ICT, including digital literacy and OCR Cambridge Nationals in ICT.
They are designed to stimulate students’ creativity and develop real-world, practical skills that will motivate learning across a wide range of subjects.
Assessment and Differentiation
Due to the high ratio of staff to pupils, pupils are able to follow personalised learning pathways shaped to fit their specific needs. Accreditation routes are chosen with a view to accommodating learning needs as well as for their potential to motivate pupils. A particular success story has been that of beginning exam work at an earlier stage .This is immensely beneficial for those students who may be frequently absent and those who are looked after and may have regular placement changes.