Monitoring Information Communication Technology - DOC by ls723a4r

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									Monitoring Information Communication Technology (Planning)
The questions below provide a suggested focus for monitoring the planning of ICT. It is not
intended that all aspects are monitored termly.

Long Term Planning                                        Fully met   Mostly met   Partly met
Are all aspects of ICT in the National Curriculum met?
Does planning ensure coverage?

Does planning ensure progression?

Are cross curricular links identified?


Medium Term Planning                                      Fully met   Mostly met   Partly met
Are learning intentions clear and concise?

Are success criteria/learning outcomes identified?

Are a range of learning styles identified: visual,
auditory and kinaesthetic?
Are open questions and key vocabulary planned for?

Are a range of activities planned to meet appropriate
national curriculum levels?
Are a range of assessment strategies and
opportunities identified?
Are appropriate resources identified?

Are cross curricular links identified?


Short Term Planning                                       Fully met   Mostly met   Partly met
Are learning intentions clear and concise?

Are success criteria/learning outcomes identified?

Are ‘I can/know…’ statements identified?

Are activities appropriately differentiated?

Are groups of children identified for support or
observation?
Does plenary/recall provide opportunities to reflect on
learning?
Do annotations and evaluations identify next step and
inform future planning?




Schools Advisory Service
September 2005
Monitoring Information Communication Technology (Teaching and
Learning)
The questions below provide a suggested focus for monitoring the teaching and learning of
ICT. It is not intended that all aspects are monitored termly.

Monitoring teaching and learning                       Fully met   Mostly met   Partly met
Are there stimulating ICT learning environments?

Are learning intentions and success criteria shared
with children?
Are a range of learning styles demonstrated: visual,
auditor and kinaesthetic?
Are key words modelled and open questions used to
challenge misconceptions and lead learning?
Are activities differentiated and relevant to the
learning intention?
Are observations planned or groups of children
identified for focused support?
Are mini plenary (where appropriate) and plenary
sessions used effectively to reflect on learning?
Are there opportunities for assessment?

Do children make progress?


Monitoring work samples                                Fully met   Mostly met   Partly met
Is work been marked and suggested improvements
made?
Is there evidence of pupil self evaluation and peer
evaluation?
Have next steps or targets for the children been
identified?
Have judgements been made using National
Curriculum levels?
Have judgements been moderated using school, LEA
and/or national examples?
Are findings recorded and shared with leadership
team and staff?

Monitoring targets and attainment                      Fully met   Mostly met   Partly met
Are there systems in place to monitor children’s
attainment?
Have under attaining children been identified and
targets set for improvement?
Have appropriate challenges been set for gifted and
talented children?
Is attainment used to inform future planning?
Are school targets for ICT met?


Schools Advisory Service
September 2005
Top Tips for Monitoring Information Communication
Technology
 Monitor ICT environments:
  Are the parts of the computer or ICT equipment labelled? For
  example: monitor, speakers, hard drive, keyboard, keyboard.
  Are key vocabulary and open questions to support current unit
  of work displayed?
  Is a range of children’s work displayed?
  Are there opportunities for ICT to support role play and
  speaking and listening?
 Use pupil self evaluations and observations to inform teacher
  assessment (formative) and judgements against National
  Curriculum levels (summative).
 Does long term planning or curriculum map show coverage
  and progression especially when considering mixed age
  planning?
 Does medium and short term planning have appropriate and
  differentiated activities?
 Are cross curricular links identified in planning?
 Lesson observation and feedback.
 Work sampling and feed back.
 Create and ICT portfolio with school, LEA and National
  examples of levelled work.
 Talk with children to find out what they know or ask them to
  complete a questionnaire.
 Does marking highlight successes and scaffold next steps?
 Are there opportunities for ICT in the outdoor environment?
 Is ICT identified on weekly timetables?
 Are appropriate resources planned for lessons?
 How has CPD or INSET impacted on teaching and learning?
 Are teaching and learning/ internet access policies up to date?
 Is the school improvement plan being continually reviewed and
  updated?
 Are there opportunities for the governor responsible for ICT to
  visit the school?
Schools Advisory Service
September 2005

								
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