✅ 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

✅ Aim: There is a school-wide structured approach to help maximise effective digital technology deployment around the school

🎯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

✅ Aim: A mix of network and cloud facilities are used to record, store and evaluate learning

✅ Aim: All classrooms have internet access and or wifi that learners can access whenever required

🎯 Aim: Teachers demonstrate differentiation and targeted teaching practices 

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

✅ Aim: The school is fully compliant with all software/app licencing requirements and are GDPR compliant

✅ 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

✅ 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

✅ 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

✅ 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

🎯 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

✅ 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

✅ Aim: Most teachers deploy digital technologies in ways that help learners improve their motivation and self-esteem

✅ Aim: The website/blog/twitter account is up-to-date, showcasing many examples of learning and achievement

🎯 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

✅ Aim: Most teachers use a variety of digital technologies in their planning and administration

🎯 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

✅ 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

✅ Aim: There are many examples of enhanced, independent and extended learning

✅ Aim: Learners and teachers can clearly identify how digital technologies make a difference to their learning and teaching

✅ Aim: Teachers provide opportunities for creative engagement with learning, teaching and assessment

✅ Aim: Teachers integrate digital technologies into teaching and learning and provide learning experiences that support the transfer of digital skills across the curriculum

✅ Aim: Teachers use a range of assistive technologies to support learners with additional support needs

✅ Aim: The use of digital tools for learning and teaching is fully integrated in the whole School Improvement Plan

✅ 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 

✅ Aim: The digital learning and teaching leader/coordinator support pedagogy and learners’ digital capability

✅ Aim: The digital learning and teaching strategy is reviewed regularly and systematically to include new and emerging technologies

✅ Aim: The digital learning and teaching strategy promotes varied and effective pedagogical approaches using digital technologies across the curriculum

✅ 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

✅Aim: The digital learning and teaching strategy supports a range of additional support needs and provides guidance for teachers

✅ Aim: The digital learning and teaching strategy details how internet safety and cyber resilience should be planned, monitored and evaluated

🎯 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

🎯 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

🎯 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

🎯 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

🎯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.

🎯 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

🎯  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

🎯 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

🎯 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

🎯 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