Developing the Handling of Information in Key Stage 1 and 2

Section 1

Professional Context

There are around 170 pupils attending St. Andrews R.C. Primary School ranging from age 4-11 and around 40 pupils attending nursery.  Classes are divided into 3 single age groups at Key Stage 1, Reception , Year 1, Year 2.  In Key Stage 2 classes are divided into 3 split age groups, Year 3 / 4, Year 4 / 5, Year 5 / 6.

The school is reasonably well resourced in I.C.T. equipment and software. Each classroom in Key Stage 1 and Key Stage 2 are equipped with  recently made P.C. Multimedia  machines. All classroom machines and administration machines have access to the internet through the Bolton Grid for Learning.  Core Software is based on Blackcat Software (Write Away!, First Workshop, Counter, Counter + , and Number Box) fitted in all machines. 

Staff in the school consists of the Headteacher, Deputy Head, 7  teachers, two Nursery Nurses and 5 SNA / Classroom assistants

Since arriving at the school some 8 years ago I have seen a positive change in attitudes and confidence in the use of I.C.T. through the school. 

In 1991 computers, generally, were hardly used.  The BBC ‘B’ and Acorn A3000s  were kept in stock rooms gathering dust and depriving pupils from the opportunities of Information Technology. Staff confidence was low and attitudes to I.T. negative.  The physical structure of the school with its steps and corridors made it difficult to move computers around.  Security in classrooms meant that machines had to be locked away again overnight.

In 1992 I was appointed I.T. Co-ordinator with a mission to “Promote the use of Information Technology throughout the school”  a difficult but very satisfying task.

A new burglar alarm system installed in the school enabled each classroom to house a computer as a permanent resource, new P.C. machines into KS2 classes and better Acorns with Hard Disks into KS1 classes provided a foundation on which to build.  Gradually, after many training sessions with staff, development of  a Policy and Program of Study in consultation with staff, INSET days, and courses provided by the Bolton Curriculum I.C.T. Centre, staff in the school use I.C.T. in the classroom with confidence.  A much more positive attitude is now shown by staff towards I.C.T.

In January 1998 inspectors from OFSTED reported:

The standards attained by the majority of pupils at the end of Key Stage 1 in Information Technology are in line with national expectations.  By the end of Key Stage 2 many pupils exceed expectations.  The ability of pupils by the end of Key Stage 2 is better than that normally found in schools.

(Crown Copyright 1998)

Although the OFSTED report leaves me “well pleased”, I am aware of  a lot of  development that needs to be done.  One particular weakness throughout the school involves the use of Handling Information in I.C.T.