# data[].attributes.body
7: A proactive team of student CRIS leaders who are supported by staff, school senior managers and partner agencies work with peers to inform, promote and evaluate Digital Wellbeing

🎯 Aim: The student digital leaders play a key role in supporting and interacting with peers and act as mentors in promoting Digital Wellbeing across the school at all levels. They are supported by the senior management team, staff and partner agencies.

Where we are: Student digital leaders have a limited role in supporting teachers and peers

# data[].attributes.body
Students and teachers have an open dialogue about how to exploit, digital technologies to enhance their learning and life outside school. This open dialogue reflects the CRIS experiences within the school community

🎯  Aim: The school can provide evidence of regularly accessed support materials and links where students are guided to update their knowledge

Where we are: There is limited use of resources to support students as they engage online

# data[].attributes.body
Students are aware of the relationship between what they do in the digital world and their physical, social and emotional wellbeing. Students can identify how technology has a positive and negative effect on their wellbeing

🎯 Aim: Throughout the nursery/school students display a wide range of knowledge and understanding about how to maintain their own digital wellbeing and how to support the wellbeing of others and make informed choices about their digital actions and activities

Where we are: Digital wellbeing is taught periodically as is specialist digital technology related classes

# data[].attributes.body
The nursery/school has a culture that supports the implementation of the three main aims of the National Action Plan on Internet Safety for Children and Young People, and this is integrated into the vision and development plan with digital wellbeing being clearly linked to the nursery/school’s GIRFEC and safeguarding policy

🎯 Aim: The nursery/school has embedded CRIS into improvement planning, across subjects and levels and there is a positive and supportive digital wellbeing ethos across the nursery/school.

Where we are: CRIS may be addressed during internet safety week and/or Cyber Scotland Week but not currently part of planning

# data[].attributes.headline
Professional Development & Resources 11:

# data[].attributes.subject
Professional Development & Resources 11:

# data[].attributes.body
Staff competence and knowledge in CRIS is constantly informed by consultation, feedback, student feedback and information from relevant agencies, industry partners and stakeholders

🎯 Aim: There is evidence of involvement of relevant agencies and of feedback in individual learning and teaching practices

Where we are: Some staff work can show evidence of the impact of their professional learning on practice

# data[].attributes.headline
Professional Development & Resources 10: 

# data[].attributes.subject
Professional Development & Resources 10: 

# data[].attributes.body
Staff have been given appropriate professional learning relating to the age and stage of their learners and have a level of expertise to lead CRIS across the curriculum

🎯 Aim: A wide range of CRIS professional development provided to practitioners at all levels and stages and there is clear evidence of this reflected in the digital wellbeing ethos across the nursery/school

Where we are: There is little professional development regarding how to promote CR-IS that includes digital wellbeing

# data[].attributes.body
The senior leadership team within the nursery/school takes responsibility for defining CRIS strategy, policy and procedures to ensure there is a supportive digital wellbeing environment and this is communicated across the wider community

🎯 Aim: The nursery/school co-constructs its CR-IS strategies and communication channels with families, practitioners, teachers and students

Where we are: The nursery/school has not provided staff, families or students with guidance on CRIS

# data[].attributes.body
The CRIS learning coordinator is supported by the senior management team, a team of staff and student representatives and through partnerships with relevant stakeholders

🎯 Aim: The CRIS learning coordinator (and where appropriate, his/her team) provides regular support and feedback to staff so that they, their students and parents are fully and regularly informed on all aspects of CRIS

Where we are: CRIS and related issues are not currently a strong feature the life of the school

# data[].attributes.headline
1: There is widespread access to computers, laptops and/or tablet devices and other physical devices where appropriate 

# data[].attributes.subject
1: There is widespread access to computers, laptops and/or tablet devices and other physical devices where appropriate 

# data[].attributes.body
✅ Aim: Digital technologies are prominent and the school has given particular consideration to how digital technologies can best enrich learning and teaching in their context and the school has procured digital devices accordingly

# data[].attributes.headline
1: The distinctive contribution of digital learning and teaching is integrated into the whole school vision and the School Development Plan. 

# data[].attributes.subject
1: The distinctive contribution of digital learning and teaching is integrated into the whole school vision and the School Development Plan. 

# data[].attributes.body
✅ Aim: The use of digital tools for learning and teaching is fully integrated in the whole School Improvement Plan

# data[].attributes.headline
1: Digital technologies are a central consideration in all areas of the curriculum and its assessment, at all levels. 

# data[].attributes.subject
1: Digital technologies are a central consideration in all areas of the curriculum and its assessment, at all levels. 

# data[].attributes.body
✅ Aim: Teachers and learners use digital technologies extensively when engaging in learning experiences using the Digital Literacy and Computing Science Es and Os to plan for learning

# data[].attributes.headline
1: There is evidence of a strong digital technology presence throughout the school 

# data[].attributes.subject
1: There is evidence of a strong digital technology presence throughout the school 

# data[].attributes.body
🎯 Aim: All classrooms are mature digital learning and teaching environments

Where we are: The use of digital technologies to support learning and teaching is growing across the school

# data[].attributes.headline
2: 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 technologies 

# data[].attributes.subject
2: 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 technologies 

# data[].attributes.body
✅ Aim: Teachers use reviews of their teaching to evaluate the impact of digital -focused CLPL on classroom practice. These, in turn, are disseminated among other teachers as part of a school-wide approach to the development of digital learning and teaching

# data[].attributes.headline
2: The school deploys digital resources in the most appropriate manner to maximise opportunities for effective learning 

# data[].attributes.subject
2: The school deploys digital resources in the most appropriate manner to maximise opportunities for effective learning 

# data[].attributes.body
✅ Aim: There is a school-wide structured approach to help maximise effective digital technology deployment around the school

# data[].attributes.headline
2: The digital learning and teaching strategy is approved by the local authority and is informed by wider research of the regional/national guidance, advice and information. 

# data[].attributes.subject
2: The digital learning and teaching strategy is approved by the local authority and is informed by wider research of the regional/national guidance, advice and information. 

# data[].attributes.body
✅ Aim: The digital learning and teaching strategy is approved by the local authority and is informed by research and the regional/national guidance, advice and information

# data[].attributes.headline
2: Digital technologies are used to enhance and extend learning experiences and to foster independent learning within and beyond the school. 

# data[].attributes.subject
2: Digital technologies are used to enhance and extend learning experiences and to foster independent learning within and beyond the school. 

# data[].attributes.body
✅ Aim: There are many examples of enhanced, independent and extended learning

# data[].attributes.headline
3: The digital learning and teaching leader/coordinator has a proactive, operational and evaluative role in supporting learners’ digital capability both in school and in their blended learning activities. They also support teachers’ pedagogical deployment of digital technology. 

# data[].attributes.subject
3: The digital learning and teaching leader/coordinator has a proactive, operational and evaluative role in supporting learners’ digital capability both in school and in their blended learning activities. They also support teachers’ pedagogical deployment of digital technology. 

# data[].attributes.body
✅ Aim: The digital learning and teaching leader/coordinator support pedagogy and learners’ digital capability

# data[].attributes.headline
4: The school frequently and collaboratively reviews its digital learning and teaching strategy by evaluating the potential of emerging technologies and blended learning strategies and best practice scenarios. 

# data[].attributes.subject
4: The school frequently and collaboratively reviews its digital learning and teaching strategy by evaluating the potential of emerging technologies and blended learning strategies and best practice scenarios. 

# data[].attributes.body
✅ Aim: The digital learning and teaching strategy is reviewed regularly and systematically to include new and emerging technologies

# data[].attributes.headline
5: The strategy supports digital learning and teaching CLPL in a range of formal and informal contexts including whole-school teaching, peer-to-peer learning, the use of external organisations/personnel and formal training 

# data[].attributes.subject
5: The strategy supports digital learning and teaching CLPL in a range of formal and informal contexts including whole-school teaching, peer-to-peer learning, the use of external organisations/personnel and formal training 

# data[].attributes.body
✅ Aim: There are structures that support digital learning and teaching CLPL for all staff at all levels

# data[].attributes.headline
3: Digital technologies have a demonstrable impact on learning. Learners and teachers can articulate how learning has been enhanced. 

# data[].attributes.subject
3: Digital technologies have a demonstrable impact on learning. Learners and teachers can articulate how learning has been enhanced. 

# data[].attributes.body
✅ Aim: Learners and teachers can clearly identify how digital technologies make a difference to their learning and teaching

# data[].attributes.headline
4: Digital technologies are used creatively by learners and teachers to engage with learning, teaching and assessment 

# data[].attributes.subject
4: Digital technologies are used creatively by learners and teachers to engage with learning, teaching and assessment 

# data[].attributes.body
✅ Aim: Teachers provide opportunities for creative engagement with learning, teaching and assessment

# data[].attributes.headline
5: Teachers integrate digital technologies into teaching and learning and provide learning experiences that support the transfer of digital skills across the curriculum 

# data[].attributes.subject
5: Teachers integrate digital technologies into teaching and learning and provide learning experiences that support the transfer of digital skills across the curriculum 

# data[].attributes.body
✅ Aim: Teachers integrate digital technologies into teaching and learning and provide learning experiences that support the transfer of digital skills across the curriculum

# data[].attributes.headline
6: Assistive Technologies and appropriate software/apps are deployed across all age groups in ways that provide additional and/or differentiated learning for students with additional support needs 

# data[].attributes.subject
6: Assistive Technologies and appropriate software/apps are deployed across all age groups in ways that provide additional and/or differentiated learning for students with additional support needs 

# data[].attributes.body
✅ Aim: Teachers use a range of assistive technologies to support learners with additional support needs

# data[].attributes.headline
3: Teachers are encouraged to be innovative and self-directed learners by exploring new ideas in digitally enhanced learning and teaching 

# data[].attributes.subject
3: Teachers are encouraged to be innovative and self-directed learners by exploring new ideas in digitally enhanced learning and teaching 

# data[].attributes.body
✅ Aim: Many teachers in the school are self-directed in their learning, are 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 technologies to enhance learning and teaching across the curriculum

# data[].attributes.headline
2: Teachers and learners demonstrate the motivational capacity of digital technologies 

# data[].attributes.subject
2: Teachers and learners demonstrate the motivational capacity of digital technologies 

# data[].attributes.body
✅ Aim: Most teachers deploy digital technologies in ways that help learners improve their motivation and self-esteem

# data[].attributes.attachment_link.title
Made with Seesaw - Student Driven Digital Portfolios. Free for teachers!

# data[].attributes.body
Decision making around the ongoing management of the digital wellbeing of staff and learners in CRIS are supported through a strong school community voice

🎯 Aim: Staff, students (where appropriate) and the wider community are involved in policy decision making including development, support and monitoring

Where we are: Staff, Student's and the wider community voice does not feature in policy and practice

# data[].attributes.headline
3: The school has a website/blog or twitter account that is updated regularly and features learning and achievements 

# data[].attributes.subject
3: The school has a website/blog or twitter account that is updated regularly and features learning and achievements 

# data[].attributes.body
✅ Aim: The website/blog/twitter account is up-to-date, showcasing many examples of learning and achievement

# data[].attributes.attachment_link.embed_code
Tweets by LogieraitPS

# data[].attributes.headline
4: The Nursery/Primary/Special Education school has positive transition links to ensure there is a progression of digital skills for learners 

# data[].attributes.subject
4: The Nursery/Primary/Special Education school has positive transition links to ensure there is a progression of digital skills for learners 

# data[].attributes.body
🎯 Aim: There are established transition practices in addition to transition meetings with associated schools and the progression of digital skills is central to these meetings

Where we are: There are transition meetings with associated schools and there is some discussion of progression of digital skills

# data[].attributes.headline
5: Teachers use digital technologies in their own planning and administration 

# data[].attributes.subject
5: Teachers use digital technologies in their own planning and administration 

# data[].attributes.body
✅ Aim: Most teachers use a variety of digital technologies in their planning and administration

# data[].attributes.headline
6: The school recognises and celebrates learners’ use of digital technologies for their own learning. 

# data[].attributes.subject
6: The school recognises and celebrates learners’ use of digital technologies for their own learning. 

# data[].attributes.body
🎯 Aim: There is a school-wide scheme for recognising and celebrating learners’ digital achievements

Where we are: Individual teachers recognise and celebrate their learners’ digital achievements

# data[].attributes.attachment_link.title
Technology Champions Badge Design & Roles

# data[].attributes.headline
6: Outlines the rationale for the use of digital technologies and recognizes the distinctive contribution of digital in learning and teaching. 

# data[].attributes.subject
6: Outlines the rationale for the use of digital technologies and recognizes the distinctive contribution of digital in learning and teaching. 

# data[].attributes.body
✅ Aim: The digital learning and teaching strategy promotes varied and effective pedagogical approaches using digital technologies across the curriculum

# data[].attributes.headline
7: Includes links to both external and school-generated curriculum links. 

# data[].attributes.subject
7: Includes links to both external and school-generated curriculum links. 

# data[].attributes.body
✅ Aim: The Digital Learning and Teaching Strategy is shaped in part by the digital technology strategy and by references to relevant national and local authority guidance including Curriculum for Excellence which, in turn, shape the decisions the school makes about the practical deployment of digital technologies for learning

# data[].attributes.headline
8: The digital learning and teaching strategy supports the inclusion of learners with additional support needs and provides guidance on the use of assistive and other technologies for their support. 

# data[].attributes.subject
8: The digital learning and teaching strategy supports the inclusion of learners with additional support needs and provides guidance on the use of assistive and other technologies for their support. 

# data[].attributes.body
✅Aim: The digital learning and teaching strategy supports a range of additional support needs and provides guidance for teachers

# data[].attributes.headline
9: Develops teachers’, parents’/carers’ and learners’ understanding of the importance of internet safety and cyber resilience and how they can remain safe online. 

# data[].attributes.subject
9: Develops teachers’, parents’/carers’ and learners’ understanding of the importance of internet safety and cyber resilience and how they can remain safe online. 

# data[].attributes.body
✅ Aim: The digital learning and teaching strategy details how internet safety and cyber resilience should be planned, monitored and evaluated

# data[].attributes.headline
10: Provides guidance on the management of digital technologies so that learners have regular access in a safe environment. 

# data[].attributes.subject
10: Provides guidance on the management of digital technologies so that learners have regular access in a safe environment. 

# data[].attributes.body
✅ Aim: The digital learning and teaching strategy details how resources should be managed

# data[].attributes.headline
11: Outlines how to make best use of the internet as a resource for learning and teaching in a safe and responsible manner. 

# data[].attributes.subject
11: Outlines how to make best use of the internet as a resource for learning and teaching in a safe and responsible manner. 

# data[].attributes.body
✅ Aim: The digital learning and teaching strategy provides a comprehensive guide on this aspect

# data[].attributes.headline
4: The school utilises the expertise in digital technologies acquired among staff and collaborates with other schools and organisations to inform practice 

# data[].attributes.subject
4: The school utilises the expertise in digital technologies acquired among staff and collaborates with other schools and organisations to inform practice 

# data[].attributes.body
✅ Aim: 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

# data[].attributes.headline
1: The digital learning and teaching strategy facilitates professional development in, about and through digital technologies 

# data[].attributes.subject
1: The digital learning and teaching strategy facilitates professional development in, about and through digital technologies 

# data[].attributes.body
✅ Aim: Most, if not all teachers have engaged in professional development in digital technologies, based on the school Digital Learning and Teaching strategy. Others such as classroom assistants and support staff are involved in digital professional learning

# data[].attributes.headline
5: There is an ethos of self and collaborative review, supported by systematic review processes that focus on improvement in teacher competence in digital technologies 

# data[].attributes.subject
5: There is an ethos of self and collaborative review, supported by systematic review processes that focus on improvement in teacher competence in digital technologies 

# data[].attributes.body
✅ Aim: 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

# data[].attributes.headline
7: The school uses a range of digital solutions to collaborate with other schools or organisations in local, national or international project work 

# data[].attributes.subject
7: The school uses a range of digital solutions to collaborate with other schools or organisations in local, national or international project work 

# data[].attributes.body
🎯 Aim: There is a range of digital technology-based collaborative projects where learners engage with other schools or organisations

Where we are: There is collaboration with other schools but with a limited digital technology focus

# data[].attributes.headline
6: Teachers are confident in the safe, secure and appropriate integration of digital technologies in their daily teaching. Learning and teaching is in line with the Internet Safety and Cyber Resilience curriculum 

# data[].attributes.subject
6: Teachers are confident in the safe, secure and appropriate integration of digital technologies in their daily teaching. Learning and teaching is in line with the Internet Safety and Cyber Resilience curriculum 

# data[].attributes.body
🎯 Aim: Every teacher implements frequent safe, secure and appropriate digital technologies -focused learning. Learners are fully aware of the importance of internet 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 internet safety and cyber resilience champions (learners)

Where we are: Most teachers implement safe, secure and appropriate digital technologies-focused learning several times each week

# data[].attributes.headline
7: The school keeps abreast of developments in technological, professional practice and the curriculum in relation to digital technologies. Staff are aware of their professional development needs in relation to digital learning and teaching 

# data[].attributes.subject
7: The school keeps abreast of developments in technological, professional practice and the curriculum in relation to digital technologies. Staff are aware of their professional development needs in relation to digital learning and teaching 

# data[].attributes.body
✅ Aim: There is at least one teacher with the responsibility of maintaining up-to-date knowledge of curriculum developments and strategy initiatives in digital technologies. This knowledge is systematically incorporated into the school digital learning and teaching strategy and into teaching. There is an annual staff audit of skills and needs that helps inform professional development programmes and activities

# data[].attributes.headline
12: Includes an Acceptable Use Policy that is implemented throughout the school and shared with parents 

# data[].attributes.subject
12: Includes an Acceptable Use Policy that is implemented throughout the school and shared with parents 

# data[].attributes.body
✅ Aim: The Acceptable Use Policies provides detailed guidance for all users, including parents/guardians

# data[].attributes.headline
4: The local authority network is used effectively to create, record, store and share resources and learners’ work 

# data[].attributes.subject
4: The local authority network is used effectively to create, record, store and share resources and learners’ work 

# data[].attributes.body
✅ Aim: A mix of network and cloud facilities are used to record, store and evaluate learning

# data[].attributes.headline
7: Teachers frequently use age and ability-appropriate software/apps to support differentiated and targeted learning. 

# data[].attributes.subject
7: Teachers frequently use age and ability-appropriate software/apps to support differentiated and targeted learning. 

# data[].attributes.body
🎯 Aim: Teachers demonstrate differentiation and targeted teaching practices

Where we are: Teachers use digital technologies in mainly whole-class teaching contexts

# data[].attributes.headline
3: Online environments, including Glow are used responsibly to support a wide range of learning activities within and beyond the school and GDPR issues have been considered 

# data[].attributes.subject
3: Online environments, including Glow are used responsibly to support a wide range of learning activities within and beyond the school and GDPR issues have been considered 

# data[].attributes.body
🎯Aim: A range of online environments, including Glow are used responsibly and support learning for most age groups. Staff have consulted on GDPR appropriateness

Where we are: Teachers have access to a small number of online learning environments, including Glow and have embarked on GDPR consultation

# data[].attributes.headline
5: The school has sufficient internet/wifi access throughout. 

# data[].attributes.subject
5: The school has sufficient internet/wifi access throughout. 

# data[].attributes.body
✅ Aim: All classrooms have internet access and or wifi that learners can access whenever required

# data[].attributes.attachment_link.title
Made with Seesaw - Student Driven Digital Portfolios. Free for teachers!

# data[].attributes.headline
6: The school’s software/apps cover a wide range of curricular areas and learning needs 

# data[].attributes.subject
6: The school’s software/apps cover a wide range of curricular areas and learning needs 

# data[].attributes.body
✅ Aim: Teachers deploy software/apps in a range of curricular areas to provide integrated and varied learning activities

# data[].attributes.headline
8: The school is fully compliant with all software/app licencing requirements and are GDPR compliant 

# data[].attributes.subject
8: The school is fully compliant with all software/app licencing requirements and are GDPR compliant 

# data[].attributes.body
✅ Aim: The school is fully compliant with all software/app licencing requirements and are GDPR compliant

# data[].attributes.body
Practitioners deploy a range of strategies to support CRIS as part of their online and face-to-face teaching which reflects incidents from data gathered

🎯 Aim: Most practitioners include elements of CR-IS as part of the learning activities they plan and this reflects incidences experienced within the nursery/school and wider community. They promote either their own or the whole-school guidance on maintaining good cyber habits. They have a strong presence in online interactions and, follow their intervention policy.

Where we are: Few teachers promote CRIS in their teaching

# data[].attributes.body
Practitioners have a range of support tools/resources for themselves and for their students to help develop and sustain good cyber hygiene. Assessment reflects the positive experiences young people have using technology

🎯Aim: Resources are prominent in online learning environments and physical formats and are supported by practitioners throughout the school in age-appropriate ways. Practitioners and students (where appropriate) update these resources regularly and s are encouraged to contribute to them where possible

Where we are: There are links and resources to which students and practitioners have access, but these are stored centrally and not used widely to support learning and teaching.