ICT is good when ....

Information and communication technology (ICT) prepares pupils to participate in a rapidly changing world in which work and other activities are increasingly transformed by access to varied and developing technology.  Pupils use ICT tools to find, explore, analyse, exchange and present information responsibly, creatively and with discrimination.  They learn how to employ ICT to enable rapid access to ideas and experiences from a wide range of people, communities and cultures.  Increased capability in the use of ICT promotes initiative and independent learning, with pupils being able to make informed judgements about when and where to use ICT to best effect, and to consider its implications for home and work both now and in the future

We are often asked what we mean by "good ICT provision" whether it be across the curriculum or as a discrete subject. We hope the following points will help you in assessing and developing your school's ICT provision.

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This is the latest revision - Summer Term 2006

ICT ACROSS THE CURRICULUM

ICT provision across the curriculum is good when:

• there is a vision that ICT is not just a subject to be delivered, but that ICT offers an approach to teaching and learning that can transform the school as a learning institution

• SMT are proactive and supportive in the use of ICT

• the school exploits ICT productively and creatively to support other areas of the curriculum

• the school regularly monitors and evaluates the effectiveness of the use of ICT in all curriculum areas

• the school co-ordinates the use of ICT by pupils in different subject areas through the progressive integration of ICT into schemes of work so that activities allow learners to practice previously acquired skills

• teachers are confident and capable users of ICT and know when and when not to use ICT in their lessons

• there are high expectations of pupils and ICT is used to improve the quality of work

• the infrastructure enables staff to access valuable content – the information and resources for teaching, including tools for planning, assessing and recording, as well as curriculum materials

• learners are actively involved in lessons, and have frequent and sustained chances to practise and develop their techniques

• learners acquire confidence and pleasure in using, becoming familiar with everyday applications and are able to take advantage of its potential and recognise its limitations

• learners use ICT autonomously to undertake a range of tasks which support their learning, not simply to produce neat work • programmes of work and teaching strategies build on the skills and knowledge already acquired by learners

• there is ongoing training and curriculum development

• it supports collaborative working

• it enriches and extends learning

• the technology is harnessed to help all learners, including those with special educational needs, to increase their independence and develop their interests and abilities

• teachers can effectively assess pupils’ work where ICT has been used

• the school regularly reviews their own ICT practice

• learners have opportunity for independent study and reworking of initial ideas

• adequate and sustainable funding has been planned for and is identified in the School Improvement Plan

ICT Curriculum

ICT provision is good when:

• there is a vision that ICT can influence and impact on learning and teaching that can transform the school as a learning institution

• learners are actively involved in lessons, and have frequent and sustained chances to practise and develop their techniques

• learners acquire confidence and pleasure in using, becoming familiar with everyday applications and are able to take advantage of its potential and recognise its limitations

• programmes of work and teaching strategies build on the skills and knowledge already acquired by learners

• there is ongoing training and curriculum development

• it supports collaborative working

• it enriches and extends learning

• the technology is harnessed to help all learners, including those with special educational needs, to increase their independence and develop their interests and abilities

• users are confident and informed

• there is enthusiasm and support for ICT across the whole school including SMT and Governors

• teachers can effectively assess pupils’ work where ICT has been used

• the infrastructure enables staff to access valuable content – the information and resources for teaching, including tools for planning, assessing and recording, as well as curriculum materials

• the school regularly reviews their own ICT practice

• there are high expectations of pupils and ICT is used to improve the quality of work

• learners have opportunity for independent study and reworking of initial ideas

• ICT is not isolated from the rest of the curriculum, and links with other areas of learning are sought and exploited

• adequate and sustainable funding has been planned for and is identified in the School Improvement Plan

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