Continuing to develop Digital Leadership Programme
Session 2
February 2024
What are the 'DCF Expectations' in your school?
&
Mapping the provision
DCF Expectations
Some schools use a method of setting a 'minimum expectation'. This means that you turn the target baseline into something measurable. To do this, you would need to set an expectation for each strand of the Framework.
For example, you might set the following expectations for each year group:
Citizenship - at least 4 activities per academic year Citizenship Yr 1 - 13 Lesson Plans
Interacting and Collaborating - at least 6 activities per academic year
Producing - at least 6 activities per academic year
Data and computational thinking - at least 4 activities per academic year
The target baseline can be adjusted regularly to make sure you have struck a balance between being ambitious and achievable. The digital leader would need to carefully manage the implementation of this, ensuring that the activities are of a high standard, where digital competence is used to improve learning and outcomes across the curriculum. It is also important to consider and plan for progression, in order to allow a sufficient level of challenge that progressively develops learners' skills.
Click Here to download a copy of the file
To download the file as an Excel file you'll nee to select File > Download > Microsoft Excel
Suggestions
Share the Excel file with all the teachers in your school through your school Team and ask them to complete it so that you can get an overview of the current provision.
Hold planning meetings with relevant staff. The digital leader and the Area of Learning and Experience / Departmental leader could look at plans and discuss opportunities for digital learning and then redefine some activities by using e.g. SAMR model to plan and develop digital skills. Digital leaders could refer to examples within each AoLE / Progression Step.
Here is an example of the completed mapping document
PS1
PS2
PS3
PS4
Creating digital portfolios to monitor consistency, progression and share good practice
Alternatively, One Note can be an option to map the Digital Competence Framework
see here how you can place links to examples of the work in the table
Consideration?
Why not use Google Sites to create a digital portfolio in order to keep a record / evidence of the progression of digital learning.
Planning for Progression
Click on images to open websites.
The 'SAMR' model
There are various models that can be used to develop effective digital learning. One example that schools could consider is the SAMR model. The model was originally created by Dr. Ruben Puentedura with the intention of outlining the best practices for using digital learning in the classroom.
Examples of using SAMR to redefine tasks
Some examples of how you may use the SAMR model with different tasks:
Original task: Create a travel brochure with magazine cut-outs and handwritten text.
Substitution
Replace the magazine cut-outs and text by adding images and text to a design program like Microsoft PowerPoint, Adobe express presentation, Google slides or J2e5.
Augmentation
Create a multimedia presentation using e.g. Adobe express webpage, MS Sway, J2e5 etc to incorporate video, embed links and add more depth to the digital brochure.
Modification
Multiple software tools used to build a multimedia web page e.g. Get learners to create a video advert on a holiday destination and embed within presentation page. Create an annotated/interactive map of the destinations and create different sections/pages for the presentation using e.g. Google sites Adobe express video / web page / embedded google slides with an annotated map etc
Redefinition
Create a collaborative website with multiple pages using e.g. Google sites with several software platforms used to create the site content and imported/embedded to the site.
Movie making using e.g. imovie / premier rush / green screen to create a tv advert.
A podcast could be created using e.g. Audacity / Garage band.
Image editing and manipulation created through adobe express tools or Adobe photoshop
Original task: Design your ideal home in a sketchbook.
Substitution
Replace the sketchbook task by using a basic shapes design package in e.g. word, powerpoint, J2e5, Google docs etc
Augmentation
Use additional features from basic shape design e.g. icons, lines, images, image editing to enhance basic shape design.
Modification
Use a specific 3D design package to create a 3D model of your ideal home using e.g. Tinkercad, Google sketch up etc
Redefinition
Use Minecraft to create an interactive design of your ideal home and record a walkthrough explaining the various features. Export and embed the video in a video editing software package e.g. Adobe express video, Adobe rush, imovie and share with an audience e.g. other class, parents, year group etc
Original task: Create a list of toys for your games shop and note the costs (in your books)
Substitution
Typing the information out on word - Create a table and set the costs down against each item with a total.
Augmentation
Enter the list of items in a spreadsheet e.g. Google sheets, Excel online, J2 Office spreadsheet and using the 'autosum' feature to calculate costs.
Modification
Use formulae within a spreadsheet to calculate e.g. cost of items, profit margin, as well as adjusting the spreadsheet to keep stock costs under a certain budget.
Redefinition
Add to the previous spreadsheet by creating other sheets that calculate e.g. stock bought / sold, sales totals for the week etc.
Also, an online order form could be created using MS Forms or Google Forms and perhaps a digital poster could be created to advertise the new store.
Monitoring, evaluation and review processes
Cross Curr Skills Recording Sheet 2024.docxThe expectation is that you only select a few lines of enquiry that allow your settings digital policies, procedures, vision and values to strengthen and develop. MER activities should be structured, purposeful and support you to review actions towards your digital vision.
Shared to the right and below are exemplar lines of enquiry based on the following areas of focus, these could be used to support you as you evaluate and review digital competence within your setting.
Leadership
Culture
Standards
Systems
Knowledge
Teaching
Planning
Lines of Enquiry.pdfMonitoring, evaluation and review methods
Work Scrutiny
What?
When undertaking work scrutiny, you will be looking at learners' work over a period of time. You can focus on a cross-section of pupils, or on a particular age range. In some cases, you will be doing this alongside the learners. This can be beneficial to enable you to gather more information about the tasks in question.
You can look at work in books and digitally. It is important to remember that a full picture of learners' achievement is required, and this may mean you need access to a number of different services (for example Google Classroom, Flipgrid, Adobe CC Express etc.)
Advantages?
Opportunity to check a number of aspects: consistency, standards, pedagogy, teaching.
Opportunity to see learners' achievement over a more extended period of time
Opportunity to compare standards and ensure continuity across the school
Opportunity to see the range of experiences
Questions to consider Strand 1 DC Framework.docxQuestions to consider Strand 2 DC framework.docxQuestions to consider Strand 3 DC Framework.docxQuestions to consider Strand 4 DC Framework.docxProgress conversation - Interviewing learners
What?
You will be interviewing a cross-section of learners. This can be across a range of ages. You can interview everyone together, but it can also be effective to interview on a year group / class basis. When interviewing there will be an opportunity to discuss learners’ work with them, and the hope is that learners can explain what they have achieved, using subject terminology and technical language accurately. You will be able to see learners' confidence as they find various tasks, and see whether there is consistency in how their work is shared and stored. You can discuss the feedback they get, and how this helps them to learn and to improve the standard of their work.
Advantages?
Direct opportunity to talk with learners about their work.
Opportunity to hear learners' views about the work.
Opportunity to discuss how the teaching has led to progression in standards
Opportunities to discuss these skills in real life contexts, for example, in which situations can these skills be useful etc.
Opportunity to discuss online safety issues with learners.
Progress conversation Strand 1 DCF.docxProgress conversation Strand 2 DCF.docxProgress conversation Strand 3 DCF.docxProgress conversation Strand 4 DCF.docxLearning walk
What?
During a learning walk you will visit different classrooms to see the teaching and learning in action. You can make brief visits to classrooms to develop an understanding of the lessons delivered. You will be speaking to learners to gain a full picture of the leaning process as well as hearing their views about the work and their confidence in completing it. A learning walk can be conducted across the whole school, or it can focus on an age range or specific departments. In some cases, forewarning teachers of the area under review before conducting the learning walk is effective practice, so as to ensure the area in question is in action during the lesson. This would ensure you are able to observe more factors to contribute to your enquiry, and help you to come to a judgement on what you observe.
Advantages?
Opportunity to review and evaluate teaching and learning
Plenty of opportunities to speak with learners
Opportunity to see whether the level of challenge provides continuity across the age range in question.
Opportunities to identify effective practice to share
Opportunity to evaluate consistency
Get a flavour of how the area looks across the age range / departments in question
Questions to consider Learning walk Strand 1 DC Framework.docxQuestions to consider Learning walk Strand 2 DC framework.docxQuestions to consider Learning walk Strand 3 DC Framework.docxQuestions to consider Learning walk Strand 4 DC Framework.docxReviewing schemes of work
What?
When reviewing schemes of work, you will be looking through all schemes of work that contain aspects of digital learning. This will usually take place fairly early in the year in order to ensure the mapping of digital competence experiences. Mapping is the process of looking ahead over a period of time in order to ensure variety and balance throughout the area. It must be ensured planned experiences are of a high standard and develop all aspects of digital competence across the whole curriculum.
Advantages?
Opportunity to develop ideas further
Ensure consistency and continuity in learning experiences
Ensure an appropriate level of challenge, to challenge learners across the school.
Opportunity to identify classes / departments that need further support
Staff Audit
You can share an audit that measures staff's digital skills, their confidence to teach digital skills and how they offer experiences which ensures an appropriate level of challenge.
There are links below to questionnaire templates that you can adapt, edit and share.
You could use these at the initial stage to identify a baseline, and repeat over time in order to measure the impact of your actions.
For the first link you will need to click and then select the option to duplicate. To complete the questionnaire in Welsh you must go to the language options at the top of the screen and select 'Welsh'.
Holiadur Staff (Microsoft Forms)
Staff Questionnaire (Google Forms) (English )
