ICT in the Curriculum

Vision

A school can show evidence of:
ICT integration across the curriculum in learning and teaching and staff understand how ICT can be used in the curriculum to improve student learning.

Key indicators

In relation to learning and teaching:

• ICT supports the key principles of the Primary School Curriculum
  
  • The child's sense of wonder and natural curiosity
  • The child as an active agent in his or her own learning
  • The developmental nature of learning
  • The child's knowledge and experience as a base for learning
  • Environment-based learning
  • Learning through guided activity and discovery
  • Learning through language
  • The aesthetic dimension
  • The social and emotional dimensions of learning
  • The integration of learning
  • The transfer of learning
  • Higher-order thinking and problem-solving
  • Collaborative learning
  • Taking account of individual difference
• ICT is integrated across a wide range of curricular areas
  
  • ICT includes more than content rich software
  • ICT consists of a mixed approach, not purely software based
  • ICT is not just drill and practice but includes a creative element
• ICT is used across all ability levels
  
  • ICT is used in both Learning Support and Resource settings
  • Pupils with special educational needs are not disadvantaged when ICT is being used in a whole-class situation
  • ICT is used by all class levels in the school
• The school ICT programme is age-appropriate and accounts for progression from class to class
• Learning experiences in ICT are balanced and consistent across all classes
  • ICT is used by all class levels in the school
  • ICT is not used disproportionately more by certain classes/groups but is balanced throughout the school
• Teachers plan for ICT integration in their lessons and classroom activities and to provide learning opportunities that support cross curricular activities
• Assistive Technologies and appropriate ICT software are integral resources for the students with special educational needs who require additional or differinciated learning
  
  • In the context of special schools, this must include assistive technology
• The Internet is used as a learning and teaching resource throughout the school
  
  • Pupils use the Internet to support learning in accordance with the school's Acceptable Use Policy
  • Teachers use the Internet to source material for learning and teaching
• Students use ICT to collaborate on curriculum activities both within the school and with other schools