Digital Schools Award

Whole school improvement plan that includes: areas for development in digital technology over a three year period which includes the current year.

Digital technology action plan/school improvement plan for the current year that includes: SMART targets for digital technology in line with the School Improvement Plan.

Information as to how the school collaboratively evaluates new digital technologies for teaching and learning and uses this to inform the school’s digital strategy.

Staff development plan that includes: Details of staff training in digital technology provided externally; details of staff training in digital technology provided in-house; audit of staff professional development needs in relation to digital technology including online safety.

Three Departmental plans that demonstrate how: Digital technology is being used to support teaching and learning in creative and innovative ways.

A description of how specialist hardware and software is used to support pupils with additional support needs or a list/inventory

Guidance for teachers on how to support pupils with additional support needs using digital technology.

Online safety policy that includes: The security measures that the school has in place for filtering and for use of email and the Internet; an explanation as to how online safety guidance is communicated to pupils and parents; guidance on the safe use of the Internet for pupils; details of engagement with online safety agencies; the provision that exists for the professional development of teachers.

A signed teacher Acceptable Use Policy.

A signed pupil Acceptable Use Policy.

Use of digital technology to deliver the curriculum

Digital technology is a central consideration in all curriculum and assessment delivery across all year groups and all curricular areas.

Digital tools are included in the planning stages of a lesson.

Digital technology is used to enhance and extend learning experiences and to foster independent learning within and beyond the school

Remote Learning, Google Classroom, Google Meets

Digital technology has a demonstrable impact on learning. Learners and teachers can articulate how learning has been enhanced

Most learners and teachers can clearly identify how digital technology makes a difference to their learning and teaching

Feedback gathered from learners, parents/carers and Staff.

Digital technology is used to help learners create content as well as organise content provided by teachers.

Most teachers provide opportunities for learners to create their own content Google Classroom, Google Sites, Google Slides, Sway, Padlet, Seesaw

Teachers integrate digital technology into their daily teaching and learning and provide learning experiences that support cross-curricular skills and the development of positive attitudes and dispositions.

Most teachers design cross-curricular activities to enhance attitudes and dispositions to learning Weekly/ Termly plans

Assistive Technologies and appropriate software are deployed across all age groups in ways that provide additional and/or differentiated learning for students with additional support needs. *

All teachers use a range of assistive technologies to support learners with additional support needs ASN Page on SPEC, Eye gaze, David Fletcher

7: Progressively, learners are provided with opportunities to learn independently.

Most teachers progressively use digital technology to develop learners’ self-directed learning. Learners can set goals, plan and evaluate their learning. Learners can create their own content Google Classroom, Google Sites, Google Slides, Sway, Padlet, Seesaw, Book Creator.

There is evidence of a strong digital technology presence throughout the school.

Most classrooms have established digital learning environments

Teachers and learners demonstrate the motivational capacity of digital technology.

Most teachers deploy digital technology in ways that help learners improve their motivation and self-esteem

The school has a website that is updated regularly and features learning and achievements.

The website or app is up-to-date, showcasing many examples of learning and achievement

The school exploits the use of digital technology as a means of communication between learners, parents/carers, staff and the wider community.

Most teachers use a range of digital tools to communicate with parents/carers and others through the school app, Dojo, Seesaw, Google Classroom or other methods.

Teachers use digital technology in their own planning and administration.

Most teachers use a variety of digital technology tools in their planning and administration

The school recognises and celebrates learners’ use of digital technology for their own learning.

There is a school-wide scheme for recognising and celebrating learners’ digital technology achievements including Digital Awards, Digital Leaders, Digital Coaches

The school uses a range of digital technology formats to collaborate with other schools or organisations in local, national or international project work.

There is a range of digital technology-based collaborative projects where learners engage with other schools or organisations - Digilearn Scot, STEM transition projects, Google Meets with Youth Worker Teams, CEOP Champions.

There is widespread access to computers, laptops and/or tablet devices, where appropriate.

Digital technology is prominent and the school has given particular consideration to how digital technology can best enrich learning and teaching in their context and the school has procured digital devices accordingly, chromebooks, ipads, book creator, Clicker, Read Write Chrome.

The school deploys digital technology resources in the most appropriate manner to maximise opportunities for effective learning.

There is a school-wide structured approach to help maximise effective digital technology deployment around the school, all pupils have 1:1 device P5-S6

Online environments, including GSuite and Glow are used to support a wide range of learning activities within and beyond the school.

A range of online environments, including GSuite support learning for most age groups

The local authority network is used effectively to create, record, store and share resources and learners’ work. Learners and staff can create and comment on e-portfolios and Google Sites.

The school has sufficient Internet access throughout.

All classrooms have Internet access and learners can access the internet whenever required, where there are issues with connectivity Stirling Council will try to support.

The school’s content-rich and content-free software covers a wide range of curricular areas and learning needs.

Teachers deploy software in a range of curricular areas to provide integrated and varied learning activities

Teachers frequently use age and ability-appropriate software applications to support differentiated and targeted learning.

Teachers demonstrate differentiation and targeted teaching practices, white listed apps are on SPEC

The school is fully compliant with all software licensing requirements

The school is fully compliant with all software licensing requirements, completing DPIA's

The digital technology policy facilitates professional development in, about and through digital technology.

Most, if not all teachers have engaged in professional development in digital technology, based on a school policy-led approach. Others such as classroom assistants and support staff are involved in such activities

The majority of staff have engaged in school-based and other relevant professional development programmes that are focused on enhancing learning and teaching through the use of digital technology.

Teachers use reviews of their teaching to evaluate the impact of digital technology-focused CLPL/CPD on classroom practice. These, in turn, are disseminated among other teachers as part of a school-wide approach to the development of digital technology

Teachers are encouraged to be innovative and self-directed learners by exploring new ideas in digitally enhanced learning and teaching.

Many teachers in the school are self-directed in their learning. They take calculated risks in innovating where appropriate and take the lead with other teachers in disseminating and developing resources. In some cases, teachers engage in local school cluster meetings to share and develop best-practice in the use of digital technology

The school utilises the expertise in digital technology acquired among staff and collaborates with other schools and organisations to inform practice.

The school has links with a range of external organisations or other schools where expertise is shared and brought into the school. In some cases, the school will be a leader in such innovation

There is an ethos of self and collaborative review, supported by systematic review processes that focus on improvement in teacher competence in digital technology.

Many teachers can demonstrate that their competence has been the result of systematic and informal reviews and that there is a strong culture of sharing and commenting on each other's work

The majority of teachers are confident in the safe, secure and appropriate integration of digital technology in their daily teaching.

Every teacher implements frequent safe, secure and appropriate digital technology -focused learning. Learners are fully aware of the importance of e-safety and cyber resilience and there is strong guidance around the school or in the classroom about how to stay safe online. In some cases, schools may have e-safety champions (learners)

The school keeps abreast of developments in technological and professional practice in relation to digital technology and staff are aware of their professional development needs in relation to digital technology.

There is at least one teacher with the responsibility of maintaining up-to-date knowledge of developments and policy initiatives in digital technology. This knowledge is systematically incorporated into the school policy and into classroom teaching. There is an annual staff audit of skills and needs that helps inform professional development programmes and activities