Primary School: ICT Action Plan

SCH Primary School: ICT Action Plan: SUMMARY

Primary School: ICT Action Plan Element Leadership and Management

Target ICT vision established

No. Description Action Whom Start Finish Success Criteria

SCH LM1

Level: 5

There is no expressed

vision from those leading

ICT.

To create a vision involving school

community.

ICT vision understood by

all stakeholders.

SCH LM2

Level: 5

The development of our

vision for ICT - There is

no expressed vision from

those leading ICT.

To create a vision involving school

community.


all stakeholders.

SCH LM3

Level: 5

Review of our vision for

ICT - There is no

expressed vision from

those leading ICT.

To be reviewed once a vision is

created


all stakeholders.

SCH LM4

Level: 5

There is no defined

strategic leadership of

ICT; individuals act

independently of each

other.

ICT working party established.

Headteacher on ICT working party

ICT working party to include

Headteacher and 3 SMT MEMBERS.

Effective working party

leading ICT

SCH LM5

Level: 5

There is no clear

operational leadership or

co-ordination of the

development of ICT

capability and/or use of

ICT across the school.

ICT Working party to lead develop ICT

strategy- ICT WP.

Clear strategy for ICT

development across the

school – linked to the SIP

(3 Year plan).

SCH LM6

Level: 5

There is no whole-school

strategy or planning for

ICT.

To carry out self evaluation- ICT WP

06/09 - then annually. Process

established for 09/09 – 07/10 school

year.

Established a robust self

evaluation process for

ICT.


SCH LM7

Level 4:

The school has begun to

plan its ICT budget more

actively and is aware of

the wider cost

implications for ICT but

does not take this into

account when setting

budgets. The school is

not yet able to link its

expenditure on ICT to

improvements in outcomes.

To do a thorough audit of ICT

resources.

To investigate use of available

website to categorise ICT resources

life span.

To draw up purchase plan - -

Clear ICT budget plan

(capital/revenue) created

and continually reviewed.

SCH LM8

Le Level 4:

The sustainability of our

ICT provision

(development and renewal

of ICT resourcing) is

dependent on external

initiatives or one-off

ICT funding. However,

longer term issues are

not addressed.

Audit resources.

Draw up purchase and disposal plan in

line with sustainability

efficiencies.

Continuity of provision

planned for.

Provision sustainable into

the future.

SCH LM9

Level: 5

Our use of ICT to support

management tasks is not

co-ordinated.

Systems are not

integrated and there is

limited access. ICT is

generally only used to

replicate manual

processes.

Establish networking and temporary

website (lgfl).

ICT supports management

tasks.

Simple website set up.

Management network set up.

Data shared with admin /

SLT.

In new building/school the

network will need to be

accessed by all assigned

stakeholders/users. Data

will need to be

systematically managed the

SLT, ADMIN, with staff,

pupils, families. A

seamless integrated

sustainable system will


need to be in place.

SCH LM10

Level 4:

We use ICT to manage

pupils' performance data

in a limited way.

Several different ICT

systems are used to

record and analyse pupil

performance data. This is

not used for target

setting.

Increase access to stakeholders.

Data use system

established.

System used by

SLT/pupils/staff to raise

attainment.

SCH LM11

Level: 5

Our ICT use makes a

minimal contribution to

the school's approaches

to communication.

To evaluate how ICT is used in school

communication- ICT WP 06/09

To set strategic vision- ICT WP

06/09-07/10

To set in place action plan for

development of network, website,

email, group call/text.

Use ICT effectively to

communicate with all

relevant

stakeholders/users both

internally/externally.

SCH LM12

Level: 5

The school is not fully

aware of its

responsibilities in

ensuring that ICT use by

all network users is

responsible, safe and

secure. There are no

relevant policies in

place and little, if any,

appropriate practice in

these areas.

To draw up safety and security

guidelines.

To include ICT in Health and Safety

policy and Security Policy.

To monitor safety of ICT in school.

To share internet safety procedures

with all school community.

Security procedures

established from 1st

September 2009.

E – safety policy in

operation -

parents/carers/pupils/

staff all have an

understanding of the

policy/guidance.

SCH LM13

Level: 5

The school is not fully

aware of its

To ensure that SMT is aware of

current data protection procedures.

Effective policy and

practice set up and

functional.


responsibilities with

respect to meeting the

legal requirements for

Data Protection and

Freedom of Information.

Few procedures are in

place to ensure

compliance with the

regulations.

To offer training to SMT.

To offer training to other staff on

data protection.

To Review policy.

To monitor data protection- ongoing

SCH LM14

There is little or no

evaluation of the impact

of ICT.

To carry out self evaluation of

current provision.

To monitor lessons and track progress

and attainment to evaluate

effectiveness of the strategic plan.

Improved pupil attainment

FFT D.

Element

Target

No. Description Action Success Criteria

SCH LT1

Level: 4

Some staff plan for the

use of ICT but overall

there is much variability

in their confidence to do

so.

Provide staff training on

planning and using ICT to

enhance all areas of learning

(1 of 6).

Staff ICT skill level matches

curriculum ambitions.

SCH LT2

Level: 5

No explicit links have

been made at whole-school

level between ICT and

inclusion. Where ICT

does aid inclusion this

is not identified and

shared with other staff.

Update the inclusion policy to

include the use of ICT to

enable and extend the learning

of different groups of pupils

(2 of 6)

Provide staff training and

support on challenge in ICT

lessons for those children who

are more able and using ICT to

support and extend all groups

of pupils.

ICT inclusion policy and

practice established throughout

school.


SCH LT3

Level: 5

Minimal account is taken

of pupils' prior ICT

learning or experience

when planning lessons

involving ICT. Planning

is not informed by

relevant assessment

evidence.

Develop a system for assessing

children’s skills in ICT (3 of

6) (*NB do the assessments

built into smart learning

provide a clear picture of

pupil skills in ICT?

What about KS1 where no hard

drive means assessment info is

not saved?)

Update the inclusion policy to

include the use of ICT to

enable and extend the learning

of different groups of pupils

(2 of 6)

Provide staff training and

support on challenge in ICT

lessons for those children who

are more able and using ICT to

support and extend all groups

of pupils (2 & 3 of 6.

Through training, support

teacher’s with planning

lessons, so that children have

the opportunity to use ICT in

all areas of the curriculum,

building on the skills learnt

in ICT lessons (3 & 4 of 6.

All lessons planned to include

consideration of ICT

experience.

SCH LT4

ICT is used to support

learning and teaching

across some curriculum

areas, classes and key

stages.

Support teacher’s with planning

lessons, so that children have

the opportunity to use ICT in

all areas of the curriculum,

building on the skills learnt



experience.


in ICT lessons.

SCH LT5

Level: 5

Any ICT use is incidental

rather than planned and

its use results in little

benefit to learning and

teaching.

Provide training and peer

observations to develop a

varied and interactive approach

to the use of ICT in all

lessons.



experience.

SCH LT6

Level: 5

Staff rarely make

critical judgements about

the use of ICT in their

teaching and its impact

on pupils' learning.

ICT evaluation in early stage

development.

To be developed in conjunction

with overall ICT Strategy.



experience. Staff able to make

critical judgements about their

use of ICT as a matter of

course. SCH LT7

Level: 5

Pupils make no decisions

of their own as to when

ICT may be the most

effective medium for any

of their work. They have

no expectation about

using ICT as a natural

part of their learning.

Begin to provide opportunities

for children to use their ICT

skills in a range of contexts

and to make decisions as to

when the use of ICT might be

appropriate.

Lessons planned to include

PUPIL consideration of ICT use.

SCH LT8

Level: 5

Few pupils have skills or

awareness that enable

them to locate, access

and make effective use of

digital resources. They

are unaware of the issues

relating to safe and

responsible use of ICT.

ICT Coordinator to ensure

pupils have the skills to

access/use digital resources.

Ensure curriculum includes work

on the safe and responsible use

of ICT for children.

Pupils select & use ICT/digital

resources as they would any

other learning tool.

SCH LT9

Level: 4

Pupils seldom reflect or

talk about how their use

of ICT supports their

learning. They find it

difficult to give

Provide regular opportunities

for pupils to engage in

structured discussions about

their use of ICT to support

their learning.

Provide professional

Pupil ICT discussions with

staff matched into regular

learning conversations.


examples that link ICT

practice with impact on

learning.

development for staff to enable

them to undertake and

facilitate such discussions.

Consider other ways of

collecting pupil’s views on

their use of ICT.

Encourage pupils to consider

examples of practice where ICT

has helped to improve their

learning.

Becomes a requirement of an

‘outstanding lesson’.

SCH LT10

Level: 5

There is no clear

leadership which promotes

the effective use and

evaluation of ICT for

learning and teaching.

ICT coordinator actively

promotes the effective use and

evaluation of ICT for learning

and teaching.

Curriculum leaders to

investigate opportunities for

the use of ICT, to enhance

learning and teaching, in their

subject areas and share with

staff (1 of 3) (*NB â€“

particularly looking for

provision that goes beyond the

IWB)

Review current levels of

understanding and confidence

amongst curriculum leaders.

Examine what the role of the

curriculum leader should be in

developing practice in ICT

within their areas of

responsibility. Identify

professional development

requirements for curriculum

leaders.

Routines established to secure.


SCH LT11

Level: 5

Transfer and transition

arrangements between

years, phases, key stages

and schools pay little

attention to pupils' ICT

learning.

Adapt end of year transition

meetings so they include

information on ICT skills and

experiences.

System set up by 04/10.

SCH LT12

Level: 5

Staff are not encouraged

or prepared to explore

with new technologies or

practices.

Develop a system (workshops,

peer observation, demonstration

etc) to allow staff to share

any training, new approaches,

developments and applications

in, of or to ICT with others.

Build into the concept of what

we mean by an outstanding

lesson.

New culture of exploring new

ways of learning established

(and regularly recognised).

Element

Target


SCH C1

Level: 4

The ICT curriculum is

poorly planned, covering

only some aspects of ICT

capability. Statutory

requirements are not

fully met.

Encourage staff to share

instances where ICT is used by

individuals to support learning

and teaching in their

classrooms.

Consider adapting /adopting /

the QCA Schemes of Work ICT to

provide a focus.

In

To review SEN use of ICT.

To improve SEN/EAL access to

ICT and allocate appropriate

resources.

Improve the attainment of G&T

children through the use of

ICT.

Fully planned ICT / e-learning

curriculum planned and enhanced

on an annual cycle of

development and improvement.

SCH C2

Level: 5

Curriculum planning

Investigate and assess the

opportunities that already

Integrated curriculum planning

process established by 04/10.


identifies a limited

range of opportunities

for pupils to apply and

improve their ICT

capability across few

subjects.

exist.

Extend these opportunities to a

wider range of pupils and

subjects.

Monitoring of curriculum

delivery to be in place 04/10.

SCH C3

Level: 5

Curriculum planning does

not identify

opportunities to use ICT

to support learning and

teaching and there is no

e-safety education for

pupils. Any use is left

up to individual

teachers.

Encourage staff to share

instances where ICT is used by

individuals to support learning

and teaching in their

classrooms.

Consider adapting the QCA

Schemes of Work ICT to provide

a focus.

Integrated curriculum planning

process established by 04/10.

Monitoring of curriculum

delivery to be in place 04/10.

SCH C4

Level: 5

No attempt has been made

to align curriculum needs

in ICT to levels of

skills development for

the use of ICT in other

curriculum areas.

Audit which ICT skills are

being taught outside scheme of

work and to what level.

Encourage teachers to work

together to design suitable

approaches.

Identify where in the

curriculum these skills can be

developed in appropriate

learning contexts.

Alignment of curriculum needs

in ICT to the level of skills

required in other curriculum

areas established.

SCH C5

Level: 5

The school makes no

provision to recognise or

accredit pupils' ICT

capability either within

discrete ICT or in other

areas of the curriculum.

Ensure reporting mechanisms are

in place to meet statutory

requirements.

System set and used.

SCH C6

Level: 5

Pupils experience a

limited range of ICT

Identify the reasons why

implementation is limited, and

categorise these (i.e. lack of

Reasons why implementation is

limited identified.

Robust system of training,


applications. There is

variation in the extent

to which knowledge,

skills and understanding

are emphasised.

teacher skills, pupil skills,

appropriate resources, etc).

Ensure that teachers understand

what ICT capability is and how

this relates to year groups and

age related expectations.

monitoring & evaluation

established.

PM/lesson observations ensure

delivery.

SCH C7

Level: 4

Pupils' experiences are

generally through the

low-level use of ICT to

support teaching. There

are few or inconsistent

opportunities for pupils

to use ICT to support

their own learning.

Form an ICT group to lead a

whole-school, cross curricular

ICT strategy.

Provide planned opportunities

and resources as appropriate to

ensure pupils are taught the

breadth of the ICT

curriculum.(ICT DAY)


limited identified.



established.


delivery.

SCH C8

Level: 5

Pupils have inconsistent

experiences in using ICT

and developing their ICT

capability.

Form an ICT group including the

Headteacher to lead a whole

school, cross curricular ICT

strategy.

Identify the reasons why pupils

have inconsistent experiences

(i.e. lack of teacher skills,

pupil skills, appropriate

resources, etc).


limited identified.



established.


delivery.

SCH C9

Level: 5

There is little or no

curriculum leadership or

co-ordination of the ICT

curriculum, so that

individual members of

staff work in isolation

from each other.

Audit staff capability and

implement appropriate CPD

including an awareness of how

ICT can be used across the

curriculum.

Strong ICT curriculum

leadership established.

SCH C10

Level: 4

Curriculum development as

a result of ICT is

recognised and welcomed

by some staff.

Make clear ICT roles and

responsibilities and seek

training where appropriate.

Ensure the ICT group keeps up

to date by monitoring

curriculum and developments and



established.


delivery.


feed this into professional

development and everyday

practice.

Provide support to staff to

develop better skills and

knowledge of how ICT can be

used in learning and teaching.

Provide opportunities for staff

to keep up to date with

developments in technology,

through contact with other

schools.

SCH C11

Level: 5

There is no planned

review of the ICT

curriculum relating to

both ICT capability and

the use of ICT in other

subjects.

Form an ICT group including the

Headteacher to lead a whole-

school, cross curricular ICT

strategy.

Audit existing ICT curriculum

against statutory requirements.

Map existing provision to

statutory requirements to

identify gaps and inform future

curriculum developments.

System of ICT curriculum review

established.

Element

Target


SCH A1

Level: 5

There are no coherent

systems for making

reliable assessments of

pupils' ICT capability.

ICT work is monitored and

assessed only

infrequently.

SMART learning assesses

children's attainment

against QCA.

Need to formalise assessment

methods and create a useable

system.

Identify/allocate

responsibility for the

Coherent system for assessing

pupils ICT capability

established.


assessment and recording of

attainment in ICT.

Develop a policy for the

assessment and recording of

ICT capability. Identify

where ICT capability is to

be assessed and how it is to

be recorded.

SCH A2

Level: 5

Pupils are rarely

involved in self- or

peer-assessment of their

ICT work.

To incorporate school policy on

pupil and self assessment into

the teaching and learning of

ICT.

Observable in 85% of lessons

using ICT.

SCH A3

Level: 4

Some staff are able to

engage pupils in dialogue

to help them improve, but

only in some aspects of

their use of ICT. There

is limited impact on

pupils' use of ICT as a

result.

Staff to discuss ICT capability

during ICT dedicated lessons

(phase 1). - GVN 09/09

Observable in 85% of lessons

using ICT.

Staff engage in dialogue with

pupils about ICT capability.

SCH A4

Level: 4

Some staff are beginning


assessment and record

pupils' achievement.

System established (network

established).

Staff INSET on using tracking

software to input data and

track children's attainment and

progress.

Integrated networked (or

online) pupils assessment,

tracking, reporting system

operational.

SCH A5

Level: 5

School and individual

targets are not set for

ICT attainment.

Establish assessment

procedures.

Once baseline is established

develop curricular target

setting for pupils.

Children make good progress on

curricular targets.


Element

Target


SCH R1

Level: 5

The school has a limited

range of digital learning

resources to support the

development of ICT

capability or use of ICT

in learning and teaching.

Train, encourage and motivate

staff to utilise Digital

learning resources to improve

teaching and learning.

SCH R2

Level: 4

There is some networked

access to curriculum and

administration. The

school's connection to

the internet is

inappropriate in terms of

bandwidth and/or

facilities.

Ensure that all staff have

access to high speed and

wireless Internet.

Develop temporary school

website, to begin to meet the

needs of all stakeholders.

Develop a whole school policy

for internet access.

Develop a comprehensive single

network for all staff.

Ensure that a content and email

filtering system is in place

with the filtering configurable

by the school/LA.

SCH R3

Level: 4

Access:

Technical support systems

are inadequate with

little timely access to

specialist staff and no

proactive maintenance to

reduce the risk of

technical problems.

Review present SLA will the LA

to ensure that the school is

getting Value for Money and to

ensure that the school needs

are being met. DFA- 02/10

Develop a disaster and data

recovery policy outlining who

is responsible and procedure

for data backup.


SCH R4

Level: 4

Management

Limited planning for the

procurement of ICT meets

the learning and teaching

needs in only some areas.

Raising Standards.

To audit range of software

available in school for

teaching each subject. (liaise

with subject leaders core &

humanities)- GVN spr '10

Purchase shortfalls in

software- GVN sum '10

To train and inform staff on

use of equipment and software

in school- GVN ongoing

Monitor use of ICT in the

classroom (whiteboard and

classroom computers)- SMT 09/09

ongoing

Monitor use of ICT in the ICT

suite to support curriculum -

GVN 09/09 ongoing

Make staff aware of Gov.

initiatives for ICT - GVN

ongoing

To ensure that ICT suite is

used to fullest appropriate

capacity- GVN 09/09

SCH R5

Level: 5

There is no planned

evaluation of the

sufficiency and use of

the school's ICT

resources.

Invest in digital cameras- GVN

05/10.

All staff to be supplied with a

secure memory sticks for

transferring information- GVN

09/09.

Create policy for disposal of

old computers. DFA 12/09-01/10.

Storage policy (work and

equipment) and guidelines


created and implemented- DFA

06/09-12/09.

Element

Target


SCH IPO1

Level: 4

Many pupils make

satisfactory progress in

ICT capability in each

key stage, but a

significant number make

insufficient progress in

some aspects.

Introduce regular assessments

of pupils' capability.

This could be from teacher

assessments and tracking of

progress or assessment tasks

linked to the ICT scheme of

work.

SCH IPO2

Level: 5

The school has no

information about the ICT

progress made by

different groups of

pupils.

Undertake a detailed review of

SCH P ICT developments by

completing Becta's self-review

framework.

SCH IPO3

Level: 4

Some pupils may respond

well in ICT lessons but

most are not confident to

take their learning

forward independently.


your whole school ICT

developments.

Give pupils opportunities to

work independently and to

choose to do this through the

use of ICT to complete their

own work at school or home.

SCH IPO4

Level: 4

The narrow range of ICT

use limits its impact on

pupils' progress across

curriculum areas.

Identify appropriate

opportunities where ICT can be

used in all subjects to support

pupils' learning.

SCH IPO5

Level: 4

Pupils sometimes develop

their thinking and

learning skills through

Identify where ICT can be used

more creatively to develop

thinking and learning skills

within the curriculum.


the use of ICT, but

progress is inconsistent.

SCH IPO6

Level: 4

Pupils sometimes develop

their creative abilities

through the use of ICT

but progress is

inconsistent.

Encourage pupils to think

creatively using ICT and ensure

that each subject area has the

appropriate resources to

support this.

SCH IPO7

Level: 5

The use of ICT has no

discernible impact on

pupils' general attitude

to learning.


SCH P whole school ICT

developments.

SCH IPO8

Level: 3

When using ICT, pupils

mostly engage or

collaborate effectively

with others, but some may

lose interest when they

encounter a problem.

They show respect for

others' work, feelings,

values and beliefs.

Create a wide range of

opportunities for pupils to use

ICT in their work.

Encourage positive and

constructive comments from

peers on work produced.

SCH IPO9

Pupils show some interest

when using ICT, but

little enthusiasm for it.

For many pupils the use

of ICT for teaching or

learning has limited

impact on their

concentration or

motivation.

Give opportunities to improve

the quality of work, at school

or at home, as pupils find this

motivating and an opportunity

to develop personal interest

and to demonstrate their skills

and knowledge.

Element

Target



SCH PD1

Level: 5

There is no planned audit

of staff skills or needs

in relation to ICT.

Audit staff ICT skills 09/09.

Staff ICT skills to be

incorporated into staff

performance management.

Staff ICT skills to be

incorporated into lesson

observation criteria (only

achieve outstanding with

appropriate use of ICT).

Staff ICT skills incorporated

into SCH performance

management.

Staff ICT skills examined in

lesson observations – linked to

grade achievable.

SCH PD2

Level: 4

Development needs are not

identified in relation to

the school's ICT

priorities and planning.

Development needs identified in

performance management.

Staff ICT skills incorporated

into SCH performance

management.

Staff ICT skills examined in

lesson observations – linked to

grade achievable. SCH PD3

Level: 4

Planning for ICT

professional development

takes only limited

account of individual and

whole-school needs. Some

attempt is made to widen

the range of development

opportunities.

Professional Development

To Audit Staff Skills,

identify training needs and

contrib. Training plan

To ensure all teaching

assistants receive training

To ensure the school has an IWB

lead teacher

Train all teachers in use of

equipment to support teaching

and learning.

CPD /

Professional development

record.

SCH PD4

Level: 4

Professional development

is generally ad hoc and

does not link to the ICT

resources available in

the school, current

practices or school and

individual needs. It has

little positive impact on

Planned sharing of effective

practice between individual

members of staff.

Clear system of sharing good

practice in place.


staff attitude to ICT.

SCH PD5

Level: 4

Some mentoring or

coaching takes place but

this is unplanned and not

available to all staff.

Mentoring system established to

support ICT development.

Mentoring system established to

support ICT development.

SCH PD6

Level: 5

Any sharing of effective

pr8ctice between

individual members of

staff is on an ad hoc

basis.

Planned sharing of effective

practice between individual

members of staff.


practice in place.

SCH PD7

Level: 5

There are no systems for

monitoring and evaluating

the effectiveness of any

ICT professional

development.

Establish a system to monitor

and evaluate the effectiveness

of ICT professional

development.

System set up and functional.

SCH PD8

Level: 3

Many staff understand the

importance of ICT in

extending learning

opportunities and how

this might be achieved.

Develop staff training

opportunities which link

extending opportunities for

learning through the effective

use of ICT to raising

standards. Identify examples of

where there are significant

outcomes for pupils.


practice in place.

SCH PD9

Level: 5

The school has no

knowledge of pupils' or

families' access to, or

use of ICT, including the

internet, beyond the

school.

Conduct a survey to find out

how many children and families

have regular access to ICT and

internet outside.

Family ICT access information

routinely gathered. Information

used to formulate practice

(inc. communication).

SCH PD10

Level: 3

The school has explored

Investigate potential links

with the community or other

Sustainable Partnership

Programme set up.


and understands the

benefits of working with

the community and partner

organisations to support

pupils' learning about

and with ICT. The school

is taking steps to

establish partnerships.

organisations which could

enhance learning about and with

ICT.

Y6 Tottenham study support -

Maths and Literature through

ICT.

Links with secondary school

development with ICT.

Element

Target


SCH EL1

Level: 5

No one has any

responsibility for

promoting the extension

of learning through ICT.

Training for curriculum leaders

on the use of ICT to extend

learning opportunities.

Curriculum leaders to

investigate opportunities for

the use of ICT to extend

learning opportunities in their

subject areas and share with

staff OHSL.

To run ICT clubs for KS1/2.

To make children aware of ICT

clubs/events at other schools,

in school holidays.

System / accountability for

promoting extension of learning

through ICT set up.

SCH EL2

Level: 5

There is little

encouragement for pupils


their learning beyond the

school. When they

demonstrate their

learning with ICT in this

way, staff are unsure how

to respond.

Begin to identify opportunities

for children to extend their

learning with ICT beyond the

school.

Encourage and train teachers to

plan ICT learning activities

which can be undertaken outside

the classroom. Review current

school curriculum to see where

it could be enhanced through

Extended learning system

established and functional.


the use of ICT beyond the

school. Ensure that equality of

access issues are addressed in

planning including access to

equipment and specific learning

needs.

SCH EL3

Level: 5

The school has no

interest in, or

understanding of how the

use of ICT can engage

parents/carers and

families in pupils'

learning. There is no

advice available for

parents/carers on e-

safety and security

issues.

Provide access to school ICT

for children and families both

within and outside the school

day.

Provide workshops and leaflets

for parents on e-safety and

security.

Establish the school website

and email links with the school

community.

Extended learning system

established and functional.

SCH EL4

Level: 5

The school does not

evaluate the impact of

any learning which takes

place beyond the school.

Keep records of all children

who are involved in learning

beyond the school.

Evaluate the impact of outside

learning through teacher

observation & comment, pupil

feedback, tracking progress.

Evaluations take place on an

annual basis.

SCH EL5

Level: 3

Some learning and

teaching spaces have been

designed, adapted or

reorganised to reflect

the school's vision for

ICT.

Complete the Institutional

Infrastructure matrix.

Develop 5 years ICT Strategy to

ensure that ICT is integrated

into teaching and learning and

to ensure that information is

accessible from anywhere in the

school or world for all staff

and pupils.

SCH EL6

Level: 4

ICT resources are limited

in quality, quantity,

Complete an Inventory audit of

ICT resources in the school.


range, suitability and

availability and

therefore have a minimal

impact on learning,

teaching and the

organisational needs of

the school as a whole.

Develop an ICT capital and

expenditure budget.

Seek funding to purchase a wide

range of resources to support

the school's ICT strategy.

Primary School: ICT Action Plan

Documents

Transcript of Primary School: ICT Action Plan