Introduction

This page has been created to collaborate on the changes to the ICT SRF into a document that can be used across the curriculum and with other specific subjects. We have decided to begin with the RESOURCES strand as it is perhaps the easiest for staff to review in their own subject.

For each sub section there are 5 different level descriptors. 1 being the least developed and 5 being the most developed.

For each strand consider the question: which statement best describes the position my subject is in?

When completing the ICT self review we found it very helpful, once a general idea of the level achieved has been reached, to look above and below where you would place the subject to qualify your decision even further.
Sometimes we found that some of the descriptions suited us from different levels, but we tended to be as positive and realistic as possible - after all this is a tool to help us develop our subjects even further.



Getting Started

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6a - The provision of appropriate learning environments and resources.

[i] Physical environments

  1. Teaching and learning spaces have not been designed or adapted to reflect the place of ICT in teaching and learning.
  2. Little or no consideration is given to how teaching and learning spaces can be adapted to reflect the place of ICT in the curriculum, for learning and teaching or meeting different learner needs.
  3. Some learning and teaching spaces have been adapted to reflect the school’s vision, strategy and learning and teaching approaches with ICT. Most learners have access a range of suitable resources when they are required.
  4. Most learning and teaching spaces reflect the schools vision for ICT and meet most curriculum needs. They support a range of teaching and enable most learners to access a suitable variety of resources at various times.
  5. Innovative designs and use of space create flexible work areas that support the whole curriculum and learning and teaching approach. This provides inclusive access to of a wide variety of resources whenever and wherever they are required. The ICT environment provides a model for other schools.

[ii] Digital learning resources

  1. The school has a small range of learning resources to support the development of ICT capability or use of ICT in learning and teaching.
  2. Digital learning tools and resources are limited and do not match the school’s vision for ICT or the varying curriculum or learning needs of pupils.
  3. The school has a range of digital tools and content that support most aspects of the use schools ICT curriculum.
  4. The school has a well planned range of digital content and tools that meet all aspects of the schools ICT curriculum use.
  5. The school has a wide range of innovative digital learning resources that meet the school’s curriculum needs. Some are produced within the school’s own resources.[[SRFresources#Introduction|]]

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[iii] Digital learning Services

  1. Online curriculum resources are not readily available within the school.
  2. The availability of online curriculum resources has little or no relationship to the school’s vision and strategy. They do not meet the learning and teaching needs of the users.
  3. The availability of online curriculum resources mainly supports the delivery of the school’s vision and strategy, but are insufficiently adaptable to personal needs and provide limited access to learning content and tools.
  4. A good range of online curriculum resources is available to support the delivery of the school’s vision and strategy. They are adaptable to meet personal needs and provide access to a wide range of learning content and tools.
  5. A managed learning environment is used and continuously developed and enhanced to meet the demands of the school’s evolving vision.



6b - The deployment, availability and access to ICT resources

[i] Deployment of ICT resources

  1. Resource deployment is ad hoc and does not meet the minimum criteria for effective learning and teaching.
  2. Resources are deployed unsystematically in relation to the school’s ICT strategy, do not maximise opportunities for learning teaching and inclusion or meet all needs. Deployment does not take into account the use of equipment.
  3. Resources are deployed in relation to the school’s ICT strategy to support learning teaching and inclusion with ICT within the school, but do not yet meet all needs. Use of ICT equipment and services is not monitored to ensure that deployment meets the curriculum and management needs of the school.
  4. Resources throughout the school are deployed and used in relation to the school’s ICT strategy and maximise opportunities for effective learning teaching, and inclusion with ICT in and out of school.
  5. Resources throughout the school are deployed and used in relation to the school improvement strategy to maximise opportunities for effective learning teaching, and inclusion. Deployment is flexible to meet the changing needs of learners and teachers.

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[ii] Availability of ICT resources.

  1. ICT resources are limited in availability, not all computers are networked.
  2. ICT resources, including network facilities are limited in availability and fail to meet the learning, teaching, inclusion and organisational needs of the school as a whole. .
  3. ICT resources, including a reliable network, are available to most areas, but do not meet all of the learning, teaching, inclusion and organisational needs of the school.
  4. Appropriate and sufficient ICT resources, including fast, reliable network facilities are available throughout, meeting the learning, teaching, inclusion and organisational needs of the school.
  5. The school is innovative in its use of a wide range of ICT resources which are available throughout the school in sufficient quantity to meet all the learning, teaching, inclusion and organisational needs of the school. New and emerging technologies are accommodated within the existing resources and made available as required.

[iii] Access to digital learning resources

  1. These are poorly structured and managed.
  2. Some attempt has been made to structure these resources for easy access by staff.
  3. Resources are well managed and catalogued to enable appropriate access by staff and pupils.
  4. Resources are well managed and structured and available wherever required within the school.
  5. Many of the resources are available through a managed learning environment and are available both within and beyond the school.

[iv] Access to digital learning resources

  1. There is poor access to digital learning resources from within the school.
  2. There is limited access to digital learning resources in school and none out of lessons or beyond the school.
  3. There is good access to learning resources within the school. There is only limited access outside of lessons and none beyond the school.
  4. There is good access to learning resources from most parts of the school both within and outside of lessons and some availability from beyond the school.
  5. Learning resources are widely available across all school buildings and the site as a whole. All learning and content and tools can be accessed from beyond the school.

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[v] Technical support

  1. No technical support service is available within school.
  2. Technical support systems are inadequate with little timely access to expert staff and no pro-active maintenance to reduce the risk of problems.
  3. Technical support systems are adequate with some access to expert staff, but there can be delays in resolving problems with little pro-active maintenance to reduce the risk of problems.
  4. There is a robust technical support system with ready access to expert staff who are both pro-active and re-active.
  5. Technical support is provided and managed effectively by expert staff to support teachers and learners and to minimise the disruption to learning. Systems are in place to manage and monitor the performance of technical support



6c - Management and evaluation of the uses of ICT resources

[i] Procurement

  1. Procurement of ICT resources in unplanned and generally reactive in relation to funding.
  2. Procurement of ICT resources is ad hoc and meets the learning and teaching needs in some curriculum areas only. However it does not address the learning, teaching, curriculum inclusion and organisational needs of the whole school.
  3. ICT resources are procured efficiently to meet the current curriculum, learning, teaching, inclusion and organisational needs of the school. Procurement is in lines with the strategic plan for ICT.
  4. Appropriate and sufficient ICT resources are procured following best practice guidelines to meet the current and future learning, teaching, inclusion and organisational needs of the school, as defined by the school’s ICT strategy, These take account of the total cost of ownership for ICT equipment and services.
  5. ICT resources are procured following best practice guidelines as part of a systematic approach to providing equipment and services to meet the school’s needs. There is planned sustainability for all ICT resources that ensures ongoing support for the school’s vision for ICT.

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[ii] Management and data services

  1. Management and administration systems are only used within the school office, with no access for teachers across the school. Teachers make little use of systems for administration or management.
  2. Infrastructure and resources facilitate only limited use of ICT by teachers for management, administration and planning. This makes little difference to their work.
  3. Teachers make use of ICT for management, administration and planning. However the Infrastructure does not easily enable staff to share resources, access data or contribute to databases.
  4. Infrastructure and resources for management, administration and planning are routinely available and allow staff to share resources and contribute to databases both within and beyond the school.
  5. Innovative and integrated systems provide access to learning and management resources from within and beyond the school. Staff share resources and planning in a managed environment which encourages sharing and collaboration.

[iii] Evaluation of availability and use of ICT resources

  1. There is no planned evaluation of the use or impact of the schools ICT resources as a whole.
  2. Some ad hoc monitoring and evaluation takes place, often as a reaction to issues related to access or availability of resources.
  3. Planned monitoring and evaluation takes place to ensure that resources are being used. There Is little attempt to evaluate impact on learning, teaching, or pupil outcomes.
  4. Systematic and regular monitoring and evaluation takes place in relation to all aspects of ICT resources and makes some links to effective practice, pupil outcomes and future procurement strategies.
  5. The outcomes of systematic and widespread monitoring of the availability and use of ICT resources both within and beyond the school. Influences the ongoing procurement strategy. The school is able to link its procurement strategy to identified learning gains for pupils.

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