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The school has a written digital strategy. It is shared, reviewed and updated regularly in consultation with teachers and helps focus on digitally rich teaching, learning and assessment in Face-to-face and blended learning formats. The strategy fosters partnerships and encourages internet security and copyright compliance.
The school has a written digital strategy. It is shared, reviewed and updated regularly in consultation with teachers and helps focus on digitally rich teaching, learning and assessment in Face-to-face and blended learning formats. The strategy fosters partnerships and encourages internet security and copyright compliance.
Reference: Digital Schools Awards (2022) Available at : https://www.awards4selfie.eu/ (Accessed: 9/2/2024)
Our focus this year is based on
Unit 1.4 Students attain the stated learning outcomes for each subject, course and programme.
Unit 4.4 Teachers contribute to building whole- staff capacity by sharing their expertise.
Reference: PDST, Digital Learning Framework Planning resources 2023: Available at: https://www.dlplanning.ie/ (Accessed: 9/2/2024)
Click on image above to view the Digital Learning Plan
Explore function - images, citations.webmCopyright in google docs
Copyright in google docs
Explore function for research
worksheets.webmGoogle Classroom
Google Classroom
Creating assignments
Schedule send.webmGoogle Classroom
Google Classroom
Schedule assignments
creativecommons2015L.pdfCopyright, Creative Commons & Public domain
Copyright, Creative Commons & Public domain
How to licence your creations.
CMCO-Internet-Acceptable-Use-Policy-14.02.23-SLT.pdfCMCO - AUP
Internet Acceptable Use Policy (copyright)
Student Internet safety ambassadors.
Student Internet safety ambassadors.
Webwise
Leadership by applying and involving our school in Webwise Safer Internet day.
Oide Creativity Video CPD
Oide Creativity Video CPD
Digital Wednesday content.pdfAfter School - Wednesday CPD for teachers.
Digital December CPD for teachers.pdfDigital December CPD for teachers via open classrooms.
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