Session 1 - 09/10/2024
Session 1 - 09/10/2024
Embedded Files
Your baseline
Your baseline
Before starting to develop and plan digital learning it's very important to gather information and gain an understanding of the current provision in order to understand your baseline.
Before starting to develop and plan digital learning it's very important to gather information and gain an understanding of the current provision in order to understand your baseline.
You can gather information and report on your current provision in several ways;
You can gather information and report on your current provision in several ways;
- Map the DCF
- Follow monitoring, evaluation and review processes, i.e. scrutinizing the learning, discussing with staff, progress talks
- 360 Safe Cymru Self review framework
It's also important to recognize the obstacles as well as those aspects that contribute to your provision in order to be able to develop the Digital Competence Framework as a cross-curricular skill.
It's also important to recognize the obstacles as well as those aspects that contribute to your provision in order to be able to develop the Digital Competence Framework as a cross-curricular skill.
Mapping the DCF
Mapping the DCF
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
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
Here is an example of the completed mapping document
Follow this button to access possible examples of digital work that fits into the DCF
Follow this button to access possible examples of digital work that fits into the DCF
Alternatively, One Note can be an option to map the Digital Competence Framework
Alternatively, One Note can be an option to map the Digital Competence Framework
(thi is an example of how you can place links in a table in OneNote that link to pieces of digital work)
Consideration?
Consideration?
Why not use Google Sites to create a digital portfolio in order to keep a record / evidence of the progression of digital learning.
Monitoring, evaluation and review processes
Monitoring, evaluation and review processes
Monitro gwerthuso ac adolygu dysgu digidol CYM.pdfIn accordance with The National Resource:Evaluation and Improvement schools should consider the following aspects whilst monitoring, evaluating and reviewing digital learning:
In accordance with The National Resource:Evaluation and Improvement schools should consider the following aspects whilst monitoring, evaluating and reviewing digital learning:
Schools should also try to cover the principles outlined in the National Resource which include:
Schools should also try to cover the principles outlined in the National Resource which include:
a focus on achieving the best for all learners
alignment with the work of all other institutions/initiatives
flexibility and responsiveness to school context
clear links to professional learning
an ongoing process and not a ‘snapshot’
sustainability and manageability
transparency and honesty.
Here are explanations of the different ways to carry out your monitoring processes and their benefits (How?)
Here are explanations of the different ways to carry out your monitoring processes and their benefits (How?)
Learning walk
Learning walk
What?
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?
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
Work Scrutiny
Work Scrutiny
What?
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?
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
Interviewing learners
Interviewing learners
What?
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?
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.
Reviewing schemes of work
Reviewing schemes of work
What?
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?
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 - (How?)
Staff Audit - (How?)
Here are a couple of links to questionnaire templates that you can adapt, edit and share.
Holiadur Staff (Microsoft Forms)
Staff Questionnaire (Google Forms) (English )
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'.
Suggestion?
Suggestion?
Why not use the audit to identify your baseline, then repeat it at a specified time in order to measure the impact of your actions?
Lines of Enquiry (What?)
Lines of Enquiry (What?)
The 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.
The 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.
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
Leadership
Culture
Culture
Standards
Standards
Systems
Systems
Knowledge
Knowledge
Teaching
Teaching
Planning
Planning
Lines of Enquiry.pdfForms to assist you whilst you carry out monitoring, evaluation and review processes
Forms to assist you whilst you carry out monitoring, evaluation and review processes
Work Scrutiny
Work Scrutiny
What?
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?
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
Progress conversation - Interviewing learners
What?
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?
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
Learning walk
What?
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?
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
Reviewing schemes of work
What?
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?
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
Forms to collate your findings
Forms to collate your findings
The exemplar forms below are suitable to be used to record findings from work scrutiny, progress conversations and learning walks.
The exemplar forms below are suitable to be used to record findings from work scrutiny, progress conversations and learning walks.
Cross Curr Skills Recording Sheet 2024.docxHere is a 'Collate your findings' template.
Here is a 'Collate your findings' template.
Cross Curr Skills Recording Sheet 2024 Exemplar.docxHere is a completed 'Collate your findings' template which focuses on Strand 4 Data and Computational Thinking
Here is a completed 'Collate your findings' template which focuses on Strand 4 Data and Computational Thinking
360 Safe Cymru
360 Safe Cymru
Ysgol Llanfaes 360 Video
Ysgol Llanfaes 360 Video
Digital Competence Framework Strategy
Digital Competence Framework Strategy
Your strategy can be relatively brief or detailed.
Your strategy can be relatively brief or detailed.
It's important to ensure that the SMT gives the go-ahead to the strategy, that it fits with the school's priorities and that you share your strategy with the school's stakeholders.
It's important to ensure that the SMT gives the go-ahead to the strategy, that it fits with the school's priorities and that you share your strategy with the school's stakeholders.
Creating a Digital Vision
Creating a Digital Vision
What is vision?
What is vision?
Your vision is the backbone that underpins the school's strategy. The vision will combine the objectives with the values that the school will try to achieve over the long term. Your vision will create clear direction and a sense of purpose as you begin to build momentum.
Your vision is the backbone that underpins the school's strategy. The vision will combine the objectives with the values that the school will try to achieve over the long term. Your vision will create clear direction and a sense of purpose as you begin to build momentum.
Creu gweledigaeth digidol English -pdf for the website.pdfForming a vision - Considerations
Forming a vision - Considerations
Below you will find further considerations and examples of those key enablers that are going to allow the aspect in question to operate.
Below you will find further considerations and examples of those key enablers that are going to allow the aspect in question to operate.
These will be useful as you hold discussions with your stakeholders. They have divided it into four areas to match the structure of the DPLJ.
These will be useful as you hold discussions with your stakeholders. They have divided it into four areas to match the structure of the DPLJ.
Leadership
Leadership
Questions to consider:
Questions to consider:
How will your structure for digital leadership drive digital learning standards?
Is there an understanding of roles and responsibilities?
Is there / will there be a baseline of expectation and are all staff aware of this?
How will all stakeholders participate in the development of the digital learning agenda?
How will the review and evaluation cycle feed plans for improvement?
How will the school's senior leaders support developments?
Are there any unconditional aspects that you want all members of staff to incorporate into teaching?
How will digital learning developments be planned and reviewed?
How will we ensure that everyone understands their role in implementing our vision?
Who is responsible for formulating and monitoring the school's digital learning strategy?
What are the key objectives of the digital learning strategy?
Key enablers
Key enablers
Leadership Structure - A clear understanding of roles and responsibilities and securing full support from the Senior Leadership Team
Accountability - Clear expectations for the learning experiences being provided
Strategic Planning - Review of current Standards and Provision (360 DIGI Cymru) and a clear strategic plan to improve all areas of medium to long term
Education Technology
Education Technology
Questions to consider:
Questions to consider:
How do we communicate effectively with our IT support partners?
How can we make our IT support partners aware of our vision for digital learning so that they can help us achieve our objectives?
What can we do to strengthen our understanding of data protection and digital security?
How can we ensure that all our decisions about the development of education technology are informed by our vision?
Who will be to strategically plan infrastructure developments?
How can we ensure that a plan is in place to renovate older equipment?
What learning platforms will we use?
Who will oversee the licensing and ensure safety?
Key enablers
Key enablers
Data Safety and Protection - Ensure that all staff have a current understanding of security and management of data and properly manage the risks
IT Support Partner - Develop a strong relationship and understanding of each other's role in incorporating the vision
Learning Platforms - Consider a 'Hub First' approach to ensure equal learning opportunities for all learners and ensure the correct licensing and safety compliance of any service outside Hwb.
Professional learning, collaboration and innovation
Professional learning, collaboration and innovation
Questions to consider:
Questions to consider:
How can we support the professional learning needs of all staff?
Can we work with other schools to make the most of professional learning possibilities?
How can we support internal cooperation?
How can we identify and share effective practices?
How do we plan professional learning to ensure that the level of staff competence allows us to fully embed our vision for digital learning?
Who is responsible for organizing and managing professional learning?
To what extent do we celebrate innovation?
How can we empower staff to manage their own development?
How can we develop a culture of innovation where staff are looking for new opportunities to develop digital teaching and learning?
How can we ensure that new practices are effectively evaluated and disseminated?
Key enablers
Key enablers
Identifying DP needs - Develop an understanding of the professional learning needs of all staff
PL Strategy - Ensure professional learning is a key part of the school's digital strategy and is based on staff needs
Working together - Creating opportunities to allow staff to cooperate at school and beyond
Curriculum, provision and pedagogy
Curriculum, provision and pedagogy
Questions to consider:
Questions to consider:
To what extent is digital competence currently incorporated across the curriculum?
How can we ensure that digital competence is fully incorporated across the curriculum?
How can we ensure that digital competence is purposefully developed throughout the school?
Are the experiences we offer purposeful and are they underpinned by the four purposes of the curriculum for Wales?
Is the application and development of digital competence a natural part of curriculum planning?
What is important to us as a school in terms of provision?
Are there any local factors that could drive / inform our provision and experiences?
Key enablers
Key enablers
Planning - Digital competence is a natural part of curriculum planning and is underpinned by four curriculum purposes for Wales and is not considered an ‘attachment' or 'tick box' practice
Real Life Context - Digital learning experiences are presented in a range of exciting and appropriate contexts where the learning can be transferred between learning areas and the various stages along the learning journey
Pedagogy - High quality teaching and learning is underpinned by pedagogical principles and opportunities to develop digital competence are used effectively and are independently led by learners
Shown below are two examples of a school's Digital Vision
Shown below are two examples of a school's Digital Vision
Gweledigaeth digidol Ysgol2.pdfGwelwdigaeth digidol Ysgol1.pdfOnline Safety Policy Template and
Online Safety Policy Template and
Supplementary Policies for Schools
Supplementary Policies for Schools
This portfolio of Online Safety Policy templates is for schools or an education setting. The intention of this template is to help leaders draw up a suitable Online Safety Policy which considers all current and relevant issues, in a whole school context, and links them to other relevant policies, such as safeguarding, behavior and anti- school bullying.
The template policies suggest policy statements which, in the view of the Welsh Government, would be essential in any school's Online Safety Policy, based on good practice.
The Policy must be tailored for your school and the discussion and consultation that takes place during the writing or revision of the policy will be an important part of the process. This will help to ensure that the policy is owned and accepted by the whole school community.
Putting the strategy into practice
Putting the strategy into practice
Get ready to put the strategy into action.
Get ready to put the strategy into action.
After sharing the strategy it will be necessary to prioritize the steps that have been identified.
After sharing the strategy it will be necessary to prioritize the steps that have been identified.
Have you analyzed the Audit / Findings following the monitoring processes?
Have you analyzed the Audit / Findings following the monitoring processes?
Is it necessary to organize further training?
Is it necessary to organize further training?
Have you shared mapping expectations with the rest of the school staff?
Have you shared mapping expectations with the rest of the school staff?
Reflect and plan a way forward
Reflect and plan a way forward
- Start formulating / considering a vision
- Familiarize / Review the 360 Safe Cymru self-review tool
- Review your monitoring processes
- Check your Online Safety policy
Reflect and Plan a way forward.docxArtifical Intelligence (AI)
Artifical Intelligence (AI)
Gwefannau AI Sites.pdfIntroducting AI to learners.pdfNext
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