Scale up and Sustain
Scale up and Sustain
You are now ready to move towards the full implementation of your strategy throughout the whole school. In order to achieve this you will need to draw up a plan that will allow you to support all departments and practitioners to embed the strategy successfully.
How are you going to help the growing number of departments/practitioners to implement the strategy, to build on the momentum and look for more ways to develop?
How are you going to ensure quality, consistency in the provision of experiences and progression in skills?
Mapping the school's provision against the baseline expectation as set out in the strategy
Organize support sessions as the increasing number of departments / practitioners plan cross-curricular digital tasks
Monitor progress through learning walk /work scrutiny
Involve other practitioners in monitoring and evaluation processes
Target specific practitioners to develop a culture of innovation and move up through the SAMR model
Work with the teaching and learning coordinator to improve understanding of pedagogy
At what speed will you extend this towards implementation at whole school level?
What risks have you identified that could slow down or hinder your progress?
How will you ensure momentum is maintained in the departments that should already be implementing the strategy?
How will you report progress to staff members?
How will you ensure that your monitoring, evaluation and review processes align with this stage of the process and that they help you measure the impact of your strategy?
To what extent has the school developed a culture of innovation? How can we develop this further? How can we have an impact on learners' curiosity, creativity and problem solving skills?
How can we improve pedagogy in the context of digital learning, and how will this have an impact on standards? Who can lead on this?
Do we need to adjust our expectations? Do we need to raise the expectations/level of ambition?
How can we expand the experiences we offer?
To what extent can learners use their skills independently in different contexts?