P RIMARY ICT S UBJECT L EADERS C OURSE (N AACE A WARD )

P UR P O S E
Training and support for ICT leaders

A I MS
To raise standards of pupils attainment in ICT by improving the standards of its coordination in UK schools

To provide high quality training and support for current and aspiring ICT leaders in Primary and Secondary schools

To raise standards of pupils attainment in and through ICT by improving the standards of ICT leadership in schools

L EV E L
Completion of this course will lead to a Naace Award.

COURSE

I N FO R MAT I O N

What you need to do the course a computer with a web browser access to the schools ICT improvement plan access to the schools ICT curriculum plan access to staff within the school who have responsibility for ICT implementation across the curriculum access to the schools CPD plan access to the schools technical support staff access to staff responsible for management information systems
O UT CO M E S

P R O G R AM M E

Programme Outcomes describe what you should know and be able to do by the end of your programme if you take advantage of the opportunities for learning that we provide. These are:

K N O W L ED G E

AN D UN DE RST AN DI N G

AFTER STUDYING THIS MODULE YOU SHOULD BE ABLE TO: 1. 2. 3. 4. 5. 6. 7. Review ICT provision and use throughout the school using the Naace self review framework; Create an ICT development plan for the school; Be aware of the role of ICT in improving school and teacher efficiency including use for assessment, data analysis and parental engagement; Plan and implement learning and teaching of and with ICT across the school, including online learning to ensure compliance with current expectations; Develop and implement a assessment procedures for ICT; Audit the ICT professional development needs of all staff and plan an appropriate CPD strategy; Review the provision of infrastructure and digital resources and make recommendations for future development.
Q UA LI T I E S A N D A T T RI B UT E S

S K I L LS ,

1. Identify and apply the statutory requirements of all subjects with regards to use of ICT to enhance teaching and learning. 2. Appraise and be able to lead on issues related to ICT in whole school development planning. 3. Manage and co-ordinate staff in the delivery and use of ICT.

T E A C HI N G

AN D LE A RN I N G ME T HO D S

The course will operate a blended learning approach, involving both tutor input and student involvement both face to face and online. This will include: Online meetings

Moderated online discussions Email contact with the course tutor Online self-study Reading Directed tasks

A feature of the programme is the opportunity afforded to experience a wide range of teaching and learning opportunities. All modules provide opportunity for discussion and debate coupled with directed tasks (such as reading / analysis / self reflection / written work and school-based activities). Simple directed tasks and discussion / debate are used to hone critical thought and expression. The core aspects of the course are detailed below. INDICATIVE CONTACT HOURS Online contact hours - 25 hours Online learning (ICTCPD4Free modules) 15 hours Reading, workplace research and development, assignments personal activity hours 60 hours (though this would be part of the participants normal activities in school).

Direct mentoring/support (online) will take place over two terms. All assessed activities must be completed within three terms

A S S ES S M EN T M ET HO D S
The Naace Award is graded pass or fail and the award given will not carry any classification. All assessment items need to be passed satisfactorily. A range of assessment methods is used and these are detailed within the activity specifications. Assessment is 100% coursework and is intended not only to confirm but to guide the learning process. A number of short assignments (not assessed individually though appropriate feedback will be given by course tutors) will be set as part of each section of the course and these will provide the necessary understanding and background for candidates to complete an evaluation of ICT within their school and to provide a plan for ongoing development.

THE

AS S E S S M EN T SU B M I SSI O N W I L L I N C L UD E :

A vision statement based on evaluation analysis of the schools needs and expectations, alongside a summary review and evaluation of the schools current provision curriculum, assessment processes and resources as it would be presented to one of SLT/Colleagues/Governors An e-safety policy

A CPD action plan A strategic plan covering three years and based on the six elements of the ICT self-review framework.

C O U R S E C O N T EN T S
These sections are based on the six elements of the ICT Self review Framework (September 2012 version).

L E A D E R S H I P A N D M A N A G E M E N T O F I CT FOCUS: VISION, SELF REVIEW AND DEVE LOPMENT PLANNING The whole school vision for ICT The self review process Creating a strategy to achieve the schools vision for ICT Use of ICT to support management and assessment, including use of data analysis methods Digital communications including parental engagement Data security and e-safety issues Procurement, total cost of ownership and environmental considerations

PLANNING F O C U S : T H E P L A N N E D I CT C U R R I C U L U M ( I N C L U D I N G E - S A F E T Y ) Understanding statutory requirements for ICT across the curriculum Mapping of ICT use throughout the curriculum Planning for the use of ICT to support learning and teaching throughout the curriculum The role and function of learning platforms to support extended learning Planning for challenge Monitoring and evaluation of wider curriculum leadership with regard to ICT ICT and inclusion Monitoring and evaluation of the quality of use of ICT throughout all learning and teaching

Understand good and excellent learning and teaching in ICT lessons Effective and safe use of digital resources including e-safety issues ICT and innovative practice Knowledge and understanding of the application of ICT to extend learning opportunities within and beyond the school day. Parental and family engagement The role and function of learning platforms to support extended learning

ASSESSMENT F O C U S : A S S E S S M E N T O F A N D W I T H I CT Assessment of pupil progress Self and peer assessment Recording of pupil progress Use of ICT to support assessment, including use of data analysis methods Target setting

PROFESSIONAL DEVELOPMENT FOCUS: PLANNING , IMPLEMENTATION AND P ROVISION Identification of staff skills, capabilities and needs Identification of whole school development needs Planning CPD to meet school and individual needs The role of coaching, mentoring and other models for cpd Sharing effective practice within and beyond the school

IC T R E S O U R C E S A N D I N F R A S T R U C T U R E FOCUS: THE PROVISION AND MANAGEMENT OF SUSTAINAB LE AND INNOVATIVE

RESOURCES

Expected standards for infrastructure and hardware resources Internal and external connectivity Digital learning environments both in school and beyond Management information systems

Technical support provision and standards Data security and safeguarding