Why does your school need a Digital Strategy?

Are you able to identify your school's coverage of the Digital Competency Framework?

If not, use the DCF Tracking and Mapping tools to support staff with identifying what they have covered and where; giving them confidence in knowing they are covering the DCF and allowing them to know what still needs to be implemented.

Has your school identified a digital learning platform for pupils to access their digital learning? (Microsoft Teams/Google Workspace for Education)

If not, choose a platform which best suits the needs of your learners. If using the Hwb platform there are several platforms which can be used. If your school makes use of its own domain, staff should be making use of the platform available to them.  

Do your staff have access to ideas on how they can adapt their pedagogy to incorporate technology? 

The effective implementation of technology into a teacher's pedagogy requires an understanding of the capabilities of the technology. In order to make use of some features that the tools/applications allow, rather than try to emulate an activity in place which doesn't utilise technology, they may need to return to their learning objectives and look at how the capabilities of technology can support those being achieved.

Is there an increase in the complexity of the digital tools/applications being used at the school?

Learners in subsequent years should be introduced to additional features of the tools/applications used in the school. Your school can identify where features are introduced to ensure learners are developing their understanding of what is possible within the tools/applications they use. You can make use of the progression page to identify where features are introduced to learners. (Continuity across school clusters would benefit all learners and secondary schools at the point of transition)

Do learners have the opportunity to reflect on their digital creations?

Learners should be developing the ability to choose the tools they use to show their understanding of what has been learnt. Using an e-portfolio can allow learners to explain what they have learnt and explain which of the four purposes they feel have been developed within an activity. The opportunity to reflect is not restricted to the four purposes, but can also be against the school's mission statement/vision, or a checklist of skills 

Do you have an action plan in place if your school needs to return to remote teaching and learning?

In the event that schools need to return to remote teaching and learning the school should have a plan in place for the delivery of this. Is support offered in a synchronous or asynchronous format? Do all teachers deliver their teaching at the same time? What are the expectations of teachers and learners in this process?

Do you ensure digital equity for learners?

Schools need to be mindful that all learners have the support needed to carry out tasks/assignments set by the school's teachers. Assignments or tasks set by the school should consider the access of learners to the tools and support they need.

 Do all learners have the same level of access to digital provision while at school? Do learners have the digital equipment needed at home? How does the school ensure that learners are able to access learning during remote teaching? 

1. Purpose and Objectives

The purpose of this digital strategy is to ensure that at [School Name], we embed technology into our pedagogy to enhance learning experiences for our learners and ensure they are digitally literate and prepared for their future endeavours in a digital environment.

It identifies how we will support all those in our school community with the use of digital tools, as well as identifying the rationale for the choices that have been made, taking into account the views of all our stakeholders.

Curriculum Alignment: Wales’ Digital Competence Framework (DCF) is now one of three statutory cross-curricular elements of the Curriculum for Wales. As a school, we are implementing technology into our pedagogy to support our learners’ development and understanding of how technology can be used for purposeful means. This strategy also aligns with the Four Purposes, ensuring learners become capable, enterprising, and ethically informed citizens.

Staff and Community:

• This strategy addresses how we will support staff with Continuous Professional Learning (CPL) to support their confidence and competence in the use of technology in their pedagogy, enhancing teacher effectiveness in improving learner outcomes.

• We also address the impact of technology on our wider school community. We will streamline our administrative processes through the effective use of digital tools; support our families with information and guidance on how they can support the digital experiences of their children, and ensure all processes comply with GDPR.

2. Infrastructure

Digital Learning Platform

[Option A: Hwb Cymru Schools – Delete if not applicable] [School Name] makes use of the Welsh Government’s Hwb digital platform as its primary online platform. Through this platform, our learners have access to a range of digital applications (Google Workspace / Microsoft 365), which they can make use of seamlessly within their pedagogy.

• Staff Support: Staff are supported in using these applications to adapt their pedagogy and achieve learning objectives, utilising the SAMR model (Substitution, Augmentation, Modification, Redefinition).

[Option B: Own Domain Schools – Delete if not applicable] [School Name] makes use of its own school digital platform through [Microsoft / Google]. This allows us to manage our users and grant access to specific applications.

• Rationale: [Insert rationale for using own domain, e.g., "This provides us with greater control over security settings and allows for bespoke software integration."]

• Staff Support: Staff are provided with ideas and training on how to adapt their pedagogy using these tools.

Artificial Intelligence (AI) in Education

Artificial Intelligence is increasing in its use within the digital world. Generative AI makes use of Large Language Models (LLMs) to create content based on user prompts.

• Staff Use: Staff currently (as of Jan ‘26) have access to enterprise-grade tools (e.g., Google Gemini, Microsoft Copilot) through the Hwb platform. These tools come with Enterprise Level Data Protection, meaning data is not used to train AI models.

  • Policy: Staff will only make use of these secure applications when processing any data relating to individuals. If staff use personal AI tools, no school data will be added, regardless of the tool's protection level.

• Learner Use: Generally, users must be 18+ to use Generative AI. However, through Hwb, learners may use age-appropriate tools (e.g., Adobe Express generative features) to create images and videos under supervision.

  • Curriculum: An understanding of AI is developed through the Health and Wellbeing AoLE (ethical considerations) and Languages, Literacy and Communication AoLE (writing prompts).

  • Misuse: Staff are vigilant regarding the misuse of AI and the potential for AI-generated work to be submitted as the learner’s own.

Devices and Sustainability

We aim to achieve and maintain a device-to-pupil ratio that supports effective pedagogy.

[Primary School Model – Delete if not applicable]

• Nursery to Year 2: 1:3 ratio (approx.) – Focused on collaboration.

• Year 3 & Year 4: 1:2 ratio – Shared access.

• Year 5 & Year 6: 1:1 ratio – Individual access.

• Rationale: [Insert rationale, e.g., "To build independence prior to High School transition."]

[Secondary School Model – Delete if not applicable]

• Target Ratio: We aim for a 2:3 device-to-pupil ratio.

• Hwb Funding: Through Hwb funding, we have invested in [list investments, e.g., Chromebook carts for Humanities] to support [reasoning].

Sustainability & Budget:

• The school sets aside [XX% or a ring-fenced sum] of its annual budget to ensure digital devices are kept up to date and can accept operating system updates.

• Rolling Programme: We have a four-year rolling programme to replace devices as they reach ‘end of life’. We identify the approximate replacement costs in advance to plan necessary savings.

• Disposal: Once devices reach ‘end-of-life’, they are disposed of by [Insert Method, e.g., "a certified WEEE disposal partner to ensure data destruction"].

• Infrastructure Review: We consult regularly with the school’s IT technician and the Local Authority. Reviews are recorded via meeting minutes and reflected in annual updates to this strategy.

Digital Equity

To ensure no learner is left behind, we are mindful of digital equity.

• Access: Through the Hwb platform, all users have access to the suite of digital applications used in the classroom while at home.

• Remote Access: In the event of remote learning, the school supports learners with the loan of a school device (and data connectivity where required) to allow them to access all assigned learning activities.

3. Continuity of Learning (Remote Strategy)

In the event of school/classroom closures, the school activates its remote learning plan.

• Device Loan: Learners in need of a device can borrow one; the serial number and charging support are logged at the point of issue.

• Delivery Model:

  • Synchronous (Live): We utilise a flexible delivery model to support families with multiple children (e.g., split delivery times).

  • Asynchronous: Initial delivery is provided through video/written guidance to allow learners to work at their own pace.

• Staffing: Live lessons are staffed by [Insert Number/Role] to ensure safeguarding.

• Expectations:

  • Activities: Tasks are designed to be accessible and factor in digital equity.

  • Feedback: Learners can expect feedback on work within [Insert Timeframe].

  • Engagement: We monitor engagement levels and provide support to families who are not accessing the work.

4. Stakeholders

Learners: All decisions centre around the impact on learners.

• Progression: As learners progress, they are given increased opportunities to choose which digital tools they use to demonstrate learning.

• ALN Support: Learners with Additional Learning Needs (ALN) are supported by the ALNCo, which identifies where technology can remove barriers to learning and ensures staff are trained to use these assistive technologies.

Teaching Staff: Staff need to be equipped with the knowledge and skills to effectively implement the DCF.

• CPD: This is achieved through continued professional development. Staff have access to a website/resource bank created to support them with Hwb tools and the SAMR model.

• Pedagogy: Staff use the SAMR model to justify their choice of learning activities, ensuring technology actually enhances the lesson rather than just digitising it.

Wider School Community:

• Online Safety: We support parents with updates on online safety and provide access to external training.

• Community Links: We foster links beyond the immediate family, allowing learners to share their understanding of how technology enhances lives. We actively participate in Safer Internet Day, recognising that every day is a ‘Safer Internet Day’.

Administrative Staff: Our admin team uses technology to improve efficiency.

• Paperless Systems: We have moved/are moving to a paperless system to ensure data received from parents/guardians is stored online and is fully GDPR compliant.

Governors: Governors are supported in understanding how the school uses technology. They are aware of how the school chooses to invest in technology and training and hold the school accountable for these decisions.

5. Scope and Limitations

Curricular Integration: We embed the DCF into teaching and learning as a core cross-curricular element. Teachers identify where they have implemented DCF skills in their planning and use applications available via Hwb.

Resource Constraints: We ensure learners have access to devices to complete tasks. The use of Hwb ensures resource equity across the curriculum. We have set aside [XX%] of the budget to maintain our identified device-to-pupil ratio.

Accessibility: All learners have equal access to devices.

• Customisation: Learners with ALN can change accessibility settings (e.g., text-to-speech, high contrast) to make effective use of devices.

• Identification: Our ALNCo identifies where additional specialised resources are required.

6. Decision-Making Framework (The Digital Committee)

The school has a Digital Committee made up of staff, governors, and learners.

• Leadership: This group is led by the school’s Digital Lead.

• Role: The Digital Lead oversees the incorporation of the DCF and feeds back to the Senior Leadership Team (SLT).

• Procurement: The committee has input into decision-making regarding future device procurement.

• Support: The committee supports staff, learners, and parents with technological issues and engages with the SLT to find solutions.

7. Assessment and Progression

Tracking Progress: We utilise the Digital Competence Framework (DCF) to map learner progress.

• Progression Steps: Teachers track learners against the relevant Progression Steps to ensure they are making appropriate progress.

• Formative Assessment: Assessment is primarily formative. Teachers use observation and digital evidence (via [Seesaw / Hwb / Teams]) to gauge understanding.

• Strands: We assess across all four strands: Citizenship, Interacting & Collaborating, Producing, and Data & Computational Thinking.

8. Compliance with Laws and Regulations (GDPR)

All education technology complies with the Data Protection Act 2018 (UK GDPR).

• Hwb Platform: We use the Hwb platform; all applications within are compliant with GDPR.

• Third-Party Apps: All additional applications used have been checked for GDPR compliance. These include:

  • Seesaw: GDPR Compliant

  • BookCreator: GDPR Compliant

  • Canva: GDPR Compliant

  • [Add/Delete as required]

• Security: Staff accessing Hwb accounts outside school must use Multi-Factor Authentication (MFA).

• Evaluation: We use the 360Safe and 360Digi assessment tools on Hwb to evaluate our online safety policies and provisions.

9. Accountability and Responsibilities

• Headteacher: Due to the whole-school ecosystem, overall responsibility falls on the Headteacher.

• Digital Safeguarding Officer: We have identified [STAFF NAME] as the Digital Safeguarding Officer.

• Digital Lead: Appointed to oversee that learners develop digital skills through the DCF. Along with the Headteacher, they are responsible for device procurement.

• Class Teachers: Responsible for incorporating DCF skills into pedagogy where appropriate.

• Governor: We have an appointed Governor [Add Name] to oversee the Digital strategy.

• Breaches: Where there is a breach of GDPR, we follow our Data Protection Policy to [Insert Action, e.g., "report to the ICO and Local Authority within 72 hours"].

10. Review, Updates, and Communication

Review: Due to the nature of the Digital World, we conduct annual reviews of the applications used in pedagogy.

• DCF Assessment: An assessment is made against the delivery of the DCF to ensure that tools allow learners to apply the necessary skills.

• Emerging Tech: We endeavour to make use of emerging technology where appropriate (and within GDPR) to support learner understanding.

Communication:

• Transparency: This strategy is shared on our school website to allow all stakeholders to understand our processes.

• Staff Input: Staff have the opportunity to identify digital tools they wish to incorporate into their pedagogy. These requests are vetted by the Digital Lead.

• Training: Support and training are available to enable staff to make effective use of all approved applications.