The teaching and use of Information Communication Technology is firmly embedded across the whole school. From Early Learning Goals (ELGs) in Foundation Stage all the way through KS1 and KS2 children have practical experience of learning through the use of computers and other related audio-visual equipment.
Using the National Curriculum guidelines for ICT, children at Edwalton are taught in a variety of ways. The educational software installed on the computers used for teaching and learning allows children to be taught discrete ICT using particular packagesand programmes. The software provision also enables teachers to use the power of ICT to link with many other areas of the curriculum.
Additionally we currently have laptops that are circulated around classes and can be used at any time – linked by wi-fi to printer and server. Additional experience of ICT can be gained by using other tools; like our video cameras, digital microscopes, data probes and DVD apparatus.
In April 2007 we introduced Interactive Whiteboards. Every classroom now has a ‘Smart’ IWB which is linked to either a teacher laptop or desktop computer. Staff have been training to make sure that everyone is IWB confident. Pupils are very enthusiastic to use and interact with the boards during lessons. Our IT provision and its maintenance is supported by our technician who comes in to sort out any issues that arise.
Designing and Making, as this area of the curriculum is now more commonly known, involves two fundamental activities by which a child, having been presented with a problem, attempts to resolve it. This problem solving process starts at an early age when a child discovers the usefulness of a bucket and spade in manipulating sand. It is our aim to encourage and develop this early awareness of the design process so that it may develop into a much more sophisticated and creative activity by which complex problems may be solved.
We believe that it is an important area of the curriculum as it involves children in a whole range of activities including different kinds of thinking and writing, designing of careful plans, using mathematical skills and the use of tools. Within school designing and making is at times an activity in its own right, but is, more often, a vital part of most scientific practices and the two subjects are inextricably interwoven.
Finally, we feel that designing and making is a natural part of a child’s development and that experience in this area is challenging and stimulating and we aim to realise its rich potential and to channel every child’s instinctive interest in this field.