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DLF for Post-Primary Schools

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1. Learner Outcomes

1.1 Standard: Students enjoy their learning, are motivated to learn and expect to achieve as learners

Students use appropriate digital technologies to foster active engagement in attaining appropriate learning outcomes.

Students use digital technologies to collect evidence and record progress.

Students use appropriate digital technologies to foster their active, creative and critical engagement in attaining challenging learning outcomes.

Students use digital technologies to collect evidence, record progress, evaluate and reflect, and to create new solutions and/or products.

1.2 Students have the necessary knowledge, skills and attitudes required to understand themselves and their relationships

Students have a positive attitude towards the use of digital technologies and are aware of possible risks and limitations.

Students understand the potential risks and threats in digital environments.

Students have a positive attitude towards the use of digital technologies, being aware of  possible risks and limitations, and have the confidence and skills to realise the benefits.

Students can confidently protect their digital identity and manage their digital footprint.

1.3 Students demonstrate the knowledge, skills and understanding required by the post-primary curriculum

Students can use a range of digital technologies to demonstrate the knowledge, skills and understanding required by the relevant syllabus, specification or course.

Students use digital technologies effectively to develop their knowledge, have attained proficiency in skills and understanding in accordance with the objectives, skills and concepts of the relevant syllabus, specification or course.

Students, in collaboration with their teacher and/or parents, follow their individual learning needs and preferences, with the aid of appropriate digital technologies.

Students use digital technologies in highly effective ways to develop their knowledge, have attained proficiency in skills and understanding in accordance with the objectives, skills and concepts of the relevant syllabus, specification or course.

1.4 Students attain the stated learning outcomes for each subject, course and programme

Students are provided with personal feedback and differentiated support based on evidence gathered using a range of methods including digital technologies.

Students and/or parents use digital technologies to access information on learners’ performance, in a safe and ethical way.

Students use evidence gathered by a range of methods including digital technologies to record progress and identify areas for improvement, and have opportunities to address these with their teacher.

Students and/or parents use digital technologies to access, evaluate and interpret the results of formative, summative, self- and peer-assessments.

2. Learner Experiences

2.2 Students grow as learners through respectful interactions and experiences that are challenging and supportive

Digital interactions, among students and between students and teachers, are respectful and positive, and conducive to well-being.

Students use digital technologies confidently to deepen their knowledge by engaging in appropriate public discourse and civic participation.

Digital interactions, among students and between students and teachers, are respectful, challenging and support the well-being of all students.

Students use digital technologies to respectfully communicate, collaborate, and co-create knowledge through active engagement in appropriate public discourse and civic participation.

2.3 Students reflect on their progress as learners and develop a sense of ownership of and responsibility for their learning

Students use digital technologies to collect evidence, record and reflect on their progress, and develop their competence as self-directed learners.

Students use digital technologies to creatively and critically develop their competence as autonomous, self-directed learners and are able to set meaningful personal goals for future learning.

2.4 Students experience opportunities to develop the skills and attitudes necessary for lifelong learning

Students have opportunities to apply their digital competence in new situations or contexts and have an age appropriate understanding of how digital technology can support lifelong learning.

Students apply their digital competence in innovative ways to new situations or contexts, creatively develop new solutions and/or products, and see themselves engaging in continuing education and training.

3. Teachers' Individual Practice

3.1 Standard: The teacher has the requisite subject knowledge, pedagogical knowledge and classroom management skills

Teachers use a range of digital technologies to design learning and assessment activities for their students.

Teachers design or adapt learning experiences that incorporate digital technologies and make learning activities relevant and meaningful to support pupils’ learning.

When teachers use digital learning activities, they evaluate their effectiveness, and revise their teaching strategies accordingly.

Teachers use a range of digital technologies to design new opportunities for learning, teaching and assessment.

Teachers model high-level teaching, knowledge and skills, using digital technologies to support student creativity, innovation and knowledge creation.

Teachers critically reflect and experiment with a range of digital learning activities, continuously evaluate their effectiveness, and revise their teaching strategies accordingly.

3.2 The teacher selects and uses planning, preparation and assessment practices that progress students’ learning

Teachers use appropriate digital technologies to design learning activities that facilitate personalised and differentiated learning.

Teachers use appropriate digital technologies to design complex, real-world problems and structure them in a way that incorporates key subject matter concepts.

Teachers confidently, ethically and effectively use digital technologies for managing, monitoring and recording student progress.

Teachers use a range of digital technologies to support assessment of learning and assessment for learning

 

Teachers use appropriate digital technologies to support differentiated learning, enabling learners to take ownership of their individual learning needs.

Teachers use appropriate digital technologies to help students design projects and activities that engage them in collaborative problem solving, research, and/or artistic creation.

Teachers use digital technologies to make assessment more relevant and transparent for students and parents, allowing them to make informed choices on future learning priorities.

Teachers design and use a variety of digital technologies for assessment of learning and assessment for learning and regularly evaluate their validity and reliability.

3.3 The teacher selects and uses teaching approaches appropriate to the learning objective and to students’ learning needs

Teachers are aware of, and purposefully use, a range of digital technologies appropriate to the learning objectives and learning needs of their students when designing learning activities.

Teachers use appropriate digital technologies and teaching strategies to enable the development of students’ literacy and numeracy skills across the curriculum.

Teachers reflect on, and adapt their pedagogical strategies when using digital technologies to personalise and facilitate pupils’ ownership of their learning.

Teachers embed digital technologies to develop, monitor and evaluate students’ literacy and numeracy development on an ongoing basis.

3.4 The teacher responds to individual learning needs and differentiates teaching and learning activities as necessary

Teachers facilitate students’ active use of a range of digital technologies to address individual learning needs.

Teachers reflect on and enhance pupils’ active use of a range of digital technologies based on their individual learning needs.

4. Teachers Collaborative Practice

4.1 Standard: Teachers value and engage in professional development and professional collaboration

Teachers engage in professional development and work with colleagues to help them select and align digital technologies with effective teaching strategies to expand learning opportunities for all students.

Teachers evaluate, demonstrate and reflect with peers on the use of digital technologies to innovate and improve educational practice.

Teachers engage in professional development, lead and support colleagues in selecting and aligning digital technologies with effective teaching strategies to expand learning opportunities for all students.

Teachers collaboratively effect change at a whole-school level to innovate and improve educational practice, through the embedding of a range of digital technologies in teaching and learning.

4.2 Teachers work together to devise learning opportunities for students across and beyond the curriculum

Teachers participate in professional online communities to help them design learning opportunities for students across and beyond the curriculum.

Teachers use digital technologies to collaborate with appropriate outside agencies and personnel to facilitate meaningful learning experiences for students.

Teachers engage in professional online communities to help them continuously design, evaluate and modify learning opportunities for students across and beyond the curriculum.

Teachers use digital technologies to collaborate with appropriate outside agencies and personnel to facilitate meaningful interdisciplinary learning experiences for students.

4.3 Teachers collectively develop and implement consistent and dependable formative and summative assessment practices

Teachers develop and implement the ethical use of digital technologies to gather, share, and interpret relevant data on student learning with colleagues.

Teachers use digital technologies to design and develop a range of appropriate authentic formative and summative assessment practices.

Teachers collectively develop and implement the ethical use of digital technologies to gather, share and interpret relevant data on student learning to improve data management and inform whole school formative and summative assessment practices.

Teachers collectively use digital technologies to design and develop a range of appropriate authentic formative and summative assessment practices which are implemented at a whole-school level.

4.4 Teachers contribute to building whole- staff capacity by sharing their expertise

Teachers collaborate in determining how digital technologies can be used effectively for teaching, learning and assessment.

Teachers lead and support colleagues within the school to develop a shared vision of how digital technologies can enhance learning opportunities for all students.