An ICT Progression



The cover photograph is by Harrison Haines and is used under the terms of the Creative Commons License.

It can be found at

Introduction

You may wish to delete this section from your final policy

This policy template is intended to help schools produce a suitable policy document of their own which will consider all current and relevant issues, in a whole school context, linking with other relevant policies.

This does not need to be a lengthy document; indeed it will be more effective as a shorter one. That said there is a lot to consider and there will be new learning here for some that is why guidance and points for discussion are included in what follows.

In order to translate good policy into good practice it would be good to involve as many people in developing it as is possible.

How to use this policy template

This template policy for Herefordshire primary schools has been written from scratch in 2020 but has been based on guidance from SWGfL and it attempts to match the situation that is found in many Herefordshire primary schools. It is also a vehicle to communicate best practise and to recommend systems and processes. Much of the detail is based around specific systems (Seesaw and Zoom) there are many more offerings and you will need to amend detail for other systems – suggestions for other good platforms / systems are included in the guidance in green boxes.

For many schools, some of the content will be aspirational. In adapting this template for your school you should consider carefully where you think you are on this journey and perhaps put some of its content into your Computing development plan.

|[pic] |The online safety policy template and the Computing policy template are sister policies to |

| |this one and essential requirements in any school. There are many cross references. |

| |Schools also need to develop an appropriate data security policy |

| |It is even more important with these policies that a wide cross section of your school |

| |community is involved in their creation (at the very least all teaching staff) as the issues |

| |contained in them are new to some and constantly evolving. All of these template will be |

| |found at |

| |Please contact msanderson@.uk for help. |

Modifying this policy template

Within this template sections which include information or guidance are shown in small print and in a box like this one. It is anticipated that schools would remove these sections from their completed policy document, though this will be a decision for the group that produces the policy.

Statements and bullet points in normal text are those that should perhaps form a part of your finished policy, though feel free to modify them so that they reflect your approach in school.

Where sections in the template are written in italics it is anticipated that schools would wish to consider whether or not to include that statement in their completed policy. You may also wish to write some of your own.

The table of contents (which also contains links to the sections in the document) has been added as such and automatically draws its data from the text in the document using the styles Heading 1, Heading 2 and Heading 3. (ie any text in the document that has that formatting will appear in the table of contents). To update the table of contents just right click over any part of it and select Update Field then choose Update entire table.

Headers and footers – please feel free to double click in these areas to modify their contents.

Links to other core computing policies / documents

You will have other core computing policies in school (if not, Herefordshire templates are available for those too) and it is important that these all agree. Furthermore, each of the policies below are cross referenced.

Computing Policy How the subject of computing is used, managed, resourced and supported in our school

Online Safety Policy How we strive to ensure that all individuals in school stay safe while using technology in and out of school.

Data Security Policy How we categorise, store and transfer sensitive and personal data. Various templates are available from experts.

Computing Progression Four key documents and associated resources directly relating to learning covering the computing Curriculum.

Safeguarding Policy There are obvious links here especially to online safety.

Mark Sanderson

Computing Consultant – Herefordshire Learning and Achievement Service

April 2020

Contents

Introduction 3

How to use this policy template 3

Modifying this policy template 3

Contents 5

1 Policy & Rationale 6

1a Why use technology for home learning? 6

1b Responsibilities, reviewing the vision and policy 6

2 Education & Resources 6

2a Seesaw 7

2b Zoom – Video conferencing 8

2c Content 8

3 Involving parents 8

4 Online safety & safeguarding 9

5 User accounts and personal data 10

6 Parity of provision 11

7 Further guidance, support and reading 11

1 Policy & Rationale

1a Why use technology for home learning?

This policy template has been created as a direct response to the COVID 19 outbreak and while music of the content is of particular and urgent relevance there are gains to be had in more normal times from using technology with home learning. It is to be hoped that good practises and solutions developed and adopted during this most difficult time will continue to be used when we return more to normal ways of working with our children. I am sure we will find that is the case. A well thought out policy, widely discussed and properly adopted into good practise will help there.

In so many areas of learning has the potential to extend possibilities, motivate children and to extend the audience. These are no less true for home learning when learning is possible in the normal way, at other times (COVID-19) technology may well become the main vehicle for learning. This is particularly the case when children, either as a group or as individuals cannot be present in school.

1b Responsibilities, reviewing the vision and policy

• This policy is reviewed every two years or more often if significant changes in technology or circumstance arise.

• This policy, and all revisions, is ratified by the governing body.

• This policy is formulated and monitored by the computing coordinator. The computing coordinator also leads on the two yearly review of the policy.

• The policy is based around what we consider to be the best technical solutions at the time of writing

2 Education & Resources

• We use technology in a profitable way. We are clear that technology at home is not just a replacement for activities that might take place in school in more traditional ways: teachers plan for appropriate and value added activities drawing on what tech is good at.

• Appropriate training and support in home learning and tech is provided for staff.

• Timescales are usually longer for home based tasks and teachers’ expectations are adjusted accordingly.

• “Marking” takes on a new meaning and different forms with digital. Marking standards and expectations are set with this in mind.

• Not all home learning is screen based in order to achieve a healthy balance.

• Support is provided for parents, where appropriate to help them understand how they can best support their children and how to adjust their own expectations.

There is a wealth of online services and systems that enable online video and audio communication. It’s important to consider the features you need based on the group and objectives you have.

Passive or Interactive (eg Seesaw) = teacher posts activities and student posts responses (eg: Seesaw or online tutorials via YouTube on G Suite). Setting up work in Seesaw, ClassDojo, Showbie, G Suite, ... You may also consider Podcast/voice tutorials (also perhaps in Seesaw)

Interactive, live or Synchronous (eg Zoom) = student and staff connected in the same service at the same time - ie live video and audio (eg Zoom, Skype, Microsoft Teams ...). Caution - without expertise and experience this may not be the most appropriate approach for students. Very useful though for staff/SLT/Governor meetings.

Consider age

It’s important to consider the age of your children, both in terms of the age requirements of the service you are using, together with their ability to participate and the leader’s ability to manage the session.

Consider size of Group

Larger groups of children may be more challenging to manage during an interactive online class and so more passive or broadcast approaches may be more suitable.

2a Seesaw

Our main content management / workflow system throughout the school is Seesaw.

Seesaw is a superbly versatile tool. Individual teachers will use it in different ways. The following lists are certainly not exhaustive.

Similar tools that may be considered as an alternative are ClassDojo, Showbie, G Suite for Education. In which case most of the statements below are still applicable.

• Seesaw is used routinely in the classroom during the school day when children are using technology to:

o Provide a means by which children can build up their own portfolio of work created on tablets, or more traditionally then photographed.

o Share this work with other children and with the teacher thereby increasing the audience and purpose for/of their work.

o Allow their work to be pier assessed via likes and comments from other children.

o Provide a practical vehicle for many aspects of online safety and digital literacy / responsibility.

o Enable teachers to get digital worksheets / resources / activities easily to children.

o Allow children to explain their thinking (drawing tool)

o Provide audio support / feedback / dialogue for children with additional needs.

o Share children’s work with their parents.

o Provide a vehicle for communication with parents.

o Share best work with the whole world via our class blog.

o Communicate with children in other schools on specific projects.

• In addition to all of that, as a home learning tool we use Seesaw to:

o Provide an essential communication tool.

o Allow teachers to create (or adapt others’) “activities” for children to complete and return in in efficient manner

o Provide a versatile “homework” tool allowing meaningful tasks to be carried out at home.

o “Flip” the classroom by allowing preparation for learning to be undertaken first at home (eg background ready, responding, gathering photographs, internet resources, responses from family members) and sending them digitally into school.

o Allow children a communication tool between each other within the class. OR

o Allow each child to interact, exchanging work and comments, only with the teacher

2b Zoom – Video conferencing

Zoom really does provide a superbly simple video conferencing solution. It’s simple because you don’t have to get involved with accounts (you need one to lead a conference, everyone else just follows a link). The platform has excellent tools for teachers to manage a session effectively. You may have heard recent press coverage of “zoom bombing” but with some simple measures (which are default options in the platform now anyway) you can pretty much eliminate the risks there (see below). But beware, managing large groups is difficult so think carefully how you intend to use it and start with small groups.

Other video conferencing solutions you may wish to consider include: Microsoft teams, Skype, Webex, Adobe Connect, Google Hangouts

We have chosen to use Zoom for live teaching and for controlled and supervised interaction between children because it offers a hassle free, easily setup and managed environment.

Teachers make their own decisions about how best to use it with their own classes but broadly it is used:

• To collaborate with groups of pupils in other parts of the world.

• To provide teachers with a tool to teach individuals (with appropriate safeguards – see below) small groups directly

• To provide a platform where children can exchange and share ideas live

• To enhance wellbeing and mindfulness for children who will not otherwise see their friends.

• As a tool for staff meetings, parents meetings, governor meetings

2c Content

Content is drawn from the content providers we use normally in school. These are:

• Twinkl

• Dicsovery

• Education City

Additionally teachers create content in Seesaw and use readymade “activities” from the resource bank.

3 Involving parents

It is a part of the terms and conditions of almost every online resource that you first gain parental consent. Many schools do this by requesting blanket permission via a simple form, an online form is the easiest, especially when your children are not in school. Here’s a readymade Google form you could use – You’ll need a Google account to open it in to make it your own.

Additionally, many home learning tools will require pupil accounts for children to access them at home. An easy way to do this is to use a parent’s email account, with the added advantage that the parent has oversight of what’s going on.

• In line with the terms and conditions of online platforms we obtain parental consent for all online tools we use in school.

• We do this once a year / as children enter the school by obtaining blanket consent and then maintain a list of online platforms used in school on our website.

• We ask parents to take an active role in the oversight of their children’s learning at home.

• We help to facilitate this by encouraging them to use the Seesaw Family app to keep informed of work posted by their child.

• We use Seesaw to maintain online conversations with parents.

• Where video conferencing takes place we ask parents to oversee this.

• If children wish to take part in their own conferences it is essential that this is done by the parent from an account they have created. It is even more important that these are overseen by parents.

• We initiate conversations with parents on the subject of access to technology at home to try to ensure equity of provision (see below).

4 Online safety & safeguarding

Online or offline, effective Safeguarding requires a whole-school approach.  Planning for online or distance learning activities should include the school’s safeguarding team as part of the planning process. UK Safer Internet Helpline is a source of support.

• All online activity is undertaken in school within the parameters of our online safety policy (perhaps provide a link here)

• Similarly Safeguarding is an important consideration in all we do, this extends to home learning.

• Teachers use only official school email accounts and are encouraged only to use school equipment.

• We recognise that home learning may bring with it extra opportunities to be vigilant about safeguarding. For example, video conferencing can provide an insight into home situations. Safeguarding concerns are reported according to our policy.

• Children are encouraged to report any concerns they may have to a member of staff.

• Teachers regularly discuss with children the importance of keeping passwords secure and secret, we recognise that this is especially important beyond the protection of the classroom.

• Children are reminded about taking breaks from screens and the dangers of overuse.

• Equally, teachers are encouraged to set their own parameters around when they are available online. It is made clear to parents that they will not always be so.

• Children are reminded about camera, microphone and device security and about privacy controls on devices.

o NCSC Guidance on security of cameras

o NCSC Securing devices

• Teachers remind children of the rules that apply when taking part in a video call and about etiquette. These are revised at the start of every session:

o Children must be appropriately dressed and in an appropriate room

o Everyone needs to wait their turn to speak (perhaps put hands up, teachers should consider muting pupil’s devices)

o Consider what is in the background

o Be aware of open mics and cameras

o “classroom standard” behaviour is expected

• All use of technology affords opportunities for online safety discussions; this is no less true of technology at home.

• Unsupervised one to one tuition is not permitted in order to protect both the child and the adult.

• Acceptable use policy guidelines (see our Online Safety Policy) apply equally with remote learning

• Teachers may record video sessions and make these available to children after checking (it can be a valuable support tool for some children to be able to watch explanations repeatedly). Where this takes place it is made clear from the outset that this is happening.

• Expectations are made clear to children about not sharing such recordings further, and that they will be kept only for as long as is necessary.

• Children are not permitted to record live video sessions.

• Teachers keep a record of when recordings were made and who participated in them.

• Live Video – security & online Safety

If you use livestreaming services be careful about requirements for accounts, personal data and privacy questions. Equally messaging services may be considered, but equal.

• Do consider the terms of service together with privacy policies and in particular if there are any minimum age requirements of the chosen service.

• Consider if the system includes online chat feature, and if this can be moderated.

• Consider Privacy settings before posting – (e.g. YouTube has a variety of settings (Public, Unlisted, Private, Comments Allowed/Not Allowed) that will determine who can see and comment on the video).

• If messaging services are used by staff, e.g. WhatsApp, be mindful of professional standards.

5 User accounts and personal data

• We use Seesaw at home via Seesaw’s “home learning codes” in this way children need only a numeric or QR code to sign in and can see only their own work. OR

• Children sign in at home using and email address (user account) and password. This gives them access to their fellow pupils’ portfolios and communication across the class.

• We use a parent’s email addresses / generated in school for this purpose

• Teachers manage permissions within Seesaw as they feel is most appropriate for the children in their class, especially taking into account age appropriateness. These decisions especially relate to:

o Whether or not children can see each other’s work

o Comments and likes

o The extent to which work comments is moderated by the teacher before it is accepted.

• Please see also the comments relating to recorded data in the Online Safety section above.

6 Parity of provision

Coping with inequality of home provision has always been an issue here and continues to be. My feeling is that, while you should do everything you can to mitigate it, this should never be an excuse (and if motives are analysed, I’m afraid it is usually just an excuse) not to make use of technology at home. We need also to consider the provision of decent broadband as well as physical kit, and the extent to which parents understand how data is paid for.

• We are clear that inequality of home provision of technology is not used as a reason for the majority not to use it.

• Where possible, alternative means of completing tasks are made available to children so that tech is not essential.

• When children are coming to school, appropriately supervised lunchtime / after schools clubs are available for children to complete home tasks using tech.

• Older devices which we no longer use routinely in school are discretely offered to children for home use.

• Teachers engage parents in conversations about what is possible with tech at home.

• We have a named point of contact in school for children / parents to approach over technical provision at home.

• Conversations with parents also touch on connectivity, broadband and payment plans. We are keen that vulnerable parents understand the implications of working with video files, for example, outside of an unlimited data plan on mobiles.

7 Further guidance, support and reading

These links were working at the time of publication. A bit of hunting may be required if they don’t now!

Seesaw privacy policy – Seesaw have a raft of online support this is just their privacy policy more support on all issues here.

Edublogger - This is a great start.

Zoom for Education – an overview of what they offer from Zoom themselves

Zoom for online learning – how to get going video tutorial

Unesco has published some advice around the range of technologies

Online teaching in an emergency – a blog outlining things to consider, dos and don’ts

Skype in the Classroom – how to setup and use video conferencing in education, including rules for children. [pic]

-----------------------

Children’s Wellbeing - Learning and Achievement Service – Herefordshire Computing Support

A policy for home learning with technology

A template for whole school discussion

This document is available to download and edit at

................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download