ict-self-review

 

learning-and-teaching

Page history last edited by Neil Adam 2 yrs ago

3 Learning & Teaching

a. Teachers’ planning, use and evaluation

b. Learning with ICT

c. Leadership of learning and teaching

 

a. Teachers’ planning, use and evaluation

Overview of this strand

This strand focuses on the way that teachers use ICT in the classroom to support and enhance learning, teaching and inclusion. In schools that have successfully embedded ICT within learning and teaching, all staff have a clear understanding of how ICT supports these processes. They regularly plan for its use in their teaching, providing experiences that are based on prior knowledge of pupils’ ICT capability so that pupils are challenged by their use of ICT. Such schools also critically evaluate how ICT is used on a regular basis and share their reflections with other colleagues both within and beyond the school.

 

Typical evidence

  • Schemes of work (all subjects)
  • Individual lesson plans
  • Classroom observations
  • Discussions with pupils, teachers and support staff
  • IEPs and other learning programmes for pupils with special needs
  • Teaching and learning policy
  • ICT development plan
  • Cross-curricular ICT planning, including minutes of meetings
  • Documents relating to individual self-evaluations
  • Personal development plans/action logs/learning logs
  • Student peer review and evaluation documentation
  • Inset and staff development planning

1. Planning for ICT in learning and teaching

Staff should know when, and when not, to use ICT and use this in their planning. Staff should be encouraged to go beyond this and see new opportunities to extend learning and teaching.

 

Questions schools should ask

  • What proportion of the staff are confident to identify opportunities for the use of ICT?
  • Is there awareness and understanding of what makes appropriate and/or inappropriate use of ICT?
  • How many staff regularly plan for the use of ICT in their teaching and pupils’ learning?
  • Are there staff who can, and do, extend the use of ICT in new and innovative ways?

2. Planning for ICT as a means of developing inclusion

Staff should plan appropriately for ICT to support the full range of pupils in enabling or widening their access to learning. Additional special needs of pupils should be met, at least in part, through the use of ICT.

 

Questions schools should ask

  • To what extent do staff understand how ICT can support the learning of different groups of pupils?
  • How, in practice, is ICT used to support the learning needs of different pupils?
  • Is there a written or agreed policy about how ICT should be used to support the learning of different groups of pupils?
  • Are there any agreed strategies for how to use ICT to support the learning of different groups of pupils?
  • How is good practice in this area shared within the school?

Inclusion (Becta)

3. Building on prior learning

Teachers planning should build on pupils’ previous ICT experiences and relevant assessment evidence.

 

Questions schools should ask

  • How do staff use assessment evidence and their knowledge of pupils’ individual ICT capability when planning lessons involving ICT?
  • When planning for the use of ICT, do teachers build on pupils’ previous knowledge and experiences?
  • Are all pupils challenged by work using ICT
  • How widespread across the school is best practice in this area?

4. Extent of ICT use for learning and teaching

The use of ICT to support learning and teaching should be widespread and frequent.

 

Questions schools should ask

  • What guidance is provided to staff on the use of ICT for learning and teaching?
  • What are the most common uses of ICT to support learning and teaching?
  • How widespread is the use of ICT across year groups, phases or key stages?
  • How widespread is the use of ICT across different subject/curriculum areas?
  • Where is practice strong and where are there areas of under-use?

Kent NGfL - primary resources and guidance

CLEO subject resources

Oxfordshire's resources and guidance

5. Quality of use of ICT for learning and teaching

Staff should use the unique potential of ICT to enhance teaching and learning experiences through creative approaches that encourage independent learning within and beyond the school.

 

Questions schools should ask

  • How do teachers generally use ICT in their teaching?
  • What are the learning gains for pupils that result from teachers’ use of ICT?
  • How has the use of ICT changed the way that teachers teach and pupils learn?
  • How does the use of ICT for learning and teaching enable pupils to learn independently beyond the school?

6. Ongoing critical evaluation

Staff should critically evaluate the way in which ICT has impacted on their practice and share this with colleagues within and beyond the school, developing a reflective professional culture.

 

Questions schools should ask

  • Are there any agreed criteria for evaluating how ICT extends/enhances learning and teaching?
  • Where in the school is critical evaluation a part of regular practice?
  • What proportion of staff can, and do, critically reflect on their use of ICT?
  • Which curriculum areas are most effective in critically evaluating their ICT practice? Does the school know why this is the case?
  • Are there planned opportunities for staff to share their evaluations with others, within and beyond the school, and learn from this process?

b. Learning with ICT

Overview of this strand

This strand explores the use of ICT from the learners’ perspective. It looks at what pupils’ expectations are about their use of ICT, what opportunities they have to choose whether or not to use ICT and what skills they have to use digital resources. Where practice is well developed, pupils have high expectations and confidence that they will be able to use ICT whenever they feel it is appropriate for their learning, are confident in their ability to select appropriate ICT tools and resources, and make sensible and appropriate use of a wide range of digital resources. Such pupils also develop a good understanding of how ICT enables them to learn and can discuss this with examples drawn from their own work.

 

Typical evidence

  • Schemes of work (all subjects)
  • Individual lesson plans
  • Classroom observations
  • Discussions with pupils, teachers and support staff
  • Pupil peer review and evaluation documentation
  • Pupils’ questionnaires or surveys
  • Pupils’ learning logs or diaries
  • Acceptable use policy
  • Inset and staff development planning

1. Pupils’ expectations for the use of ICT

Pupils should have clear expectations about their opportunities to use ICT and make full of these when they arise. They should have opportunities to become confident and able to apply their ICT capability in new contexts.

 

Questions schools should ask

  • What are pupils’ expectations about their use of ICT outside of ICT lessons?
  • Do these expectations extend to work done beyond the school?
  • How confident are pupils in transferring their ICT capability to new situations?
  • How well are pupils able to further develop their ICT capability in new situations and contexts?

 

Free Internet Radio, including how to do it!

2. Opportunities for pupils to choose to employ ICT

In most curriculum areas/classes pupils should be able to identify, select and employ ICT appropriately.

 

Questions schools should ask

  • What opportunities are there for pupils to make informed decisions about when to use ICT?
  • Are these opportunities available in all classes, year groups or phases?
  • Are these opportunities available in all subject/curriculum areas?
  • Do pupils take up these opportunities in appropriate ways?

 

 

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3. Digital literacy skills

Pupils should have a good range of skills that enable them to access and use web-based resources to support their learning. They should be aware of e-safety and able to discern sources through critical thinking skills.

 

Questions schools should ask

  • Are staff aware of the skills that pupils need to locate, access and use web-based resources?
  • Is there any planned programme that help pupils develop these skills?
  • What proportion of pupils have the appropriate skills to make effective use of web-based learning resources both within and beyond the school?
  • Does the school have a policy on acceptable use, and if so, how are pupils made aware of it?
  • Are pupils aware of the key issues for safe and appropriate use of web-based resources?

4. Pupil's responses

Pupils should be able to demonstrate a good understanding of how their use of ICT improves learning. They should be able to explain, with examples, how they use ICT and how it impacts on their achievements.

 

Questions schools should ask

  • What opportunities are there for pupils to discuss how ICT supports their learning?
  • How well can pupils articulate, with examples, how ICT supports their learning?
  • How widespread is this practice across the school for different groups of pupils and in different subjects?
  • How does the school use, or act upon, pupils’ responses about ICT and their learning?

c. Leadership of learning and teaching

Overview of this strand

This strand is concerned with the way that leaders at different levels in the school promote, explore and develop the use of ICT within learning and teaching. Effective practice ensures that leadership in this area is strategically led but promoted and consistently implemented by all subject or curriculum leaders; this also ensures that there is continuity of practice both within the school and at transition. These schools will also undertake regular evaluation of the impact of ICT on learning and teaching at all levels which leads to further improvements. Such schools also encourage well planned and evaluated risk-taking and innovation and, where appropriate, new practice becomes embedded across the school or subject.

 

Typical evidence

  • School Improvement plans/ICT development plans
  • Subject/curriculum plans
  • Subject/curriculum meeting agendas and minutes
  • Cross-curricular ICT planning, including minutes of meetings
  • Schemes of work (all subjects)
  • Records of evaluation procedures, and evidence of co-ordination of this process
  • Discussions with staff and pupils
  • Policy for transition/transfer between years, phases, key stages and schools
  • Transition/transfer data and information
  • Reports, evaluations of any planned innovations or development projects
  • Governors' reports and minutes

1. Leadership of learning and teaching with ICT

There should be an agreed whole-school approach to the use of ICT in teaching and learning led strategically by senior management; promoted and consistently implemented by all subject leaders.

 

Questions schools should ask

  • To what extent are subject leaders aware of their responsibilities to promote and evaluate effective use of ICT?
  • Are there agreed whole-school approaches to the use of ICT in learning and teaching?
  • How well is work in this area co-ordinated across the school?
  • Does leadership promote the development of new approaches in the use of ICT in learning and teaching?

2. Transfer and transition

The school should have in place a policy that underpins and ensures continuity of ICT learning at transfer and transition between years, phases, key stages and schools and partners.

 

Questions schools should ask

  • How much information about pupils' ICT experiences is shared on transition or transfer?
  • Do transfer or transition policies include pupils’ ICT learning?
  • What use is made of the information about pupils’ ICT experiences gained at transfer or transition?
  • How does the school ensure that there is continuity of ICT experiences and learning at transfer and transition?

3. Developing practice with ICT

Innovation should be encouraged, well planned and evaluated, with outcomes reviewed so that they may be built into future curriculum developments.

 

Questions schools should ask

  • Are staff encouraged to try out new ideas, or innovate, in their use of ICT to support learning and teaching?
  • How are new ideas or suggestions for innovation agreed upon, and implemented?
  • How does the school evaluate innovations, or share their outcomes within or beyond the school?
  • Are there examples of innovations that have been successfully embedded into practice across the school?

4. Evaluation of the impact of ICT on the quality of learning and teaching

There should be regular and systematic evaluation of the impact of ICT on learning and teaching at all levels. The results of this should feed back into the identification of areas for development.

 

Questions schools should ask

  • What evaluations have taken place that focus specifically on the use of ICT to support learning and teaching?
  • How regular or systematic are these evaluations both within and beyond the school?
  • How have the results from these evaluations led to improved practice across the whole school?
  • How do the results from these evaluations link to identify the areas of future development?

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