ICT work is monitored and assessed only infrequently. There is wide variation in practice. Level 2 ICT capability is reliably and consistently assessed and recorded and is supported by assessment in some other curriculum areas. Some moderation occurs within school.
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ICT work is monitored and assessed only infrequently. There is wide variation in practice. Level 2 ICT capability is reliably and consistently assessed and recorded and is supported by assessment in some other curriculum areas. Some moderation occurs within school. Level 1 The assessment and recording of ICT is reliable and consistent and routinely includes capability across the curriculum. Moderation occurs within, and between, schools. Level 4 Pupils are involved in some self-assessment of their ICT capability, but this mainly focuses narrowly on skills defined by the teacher.
This has limited impact on improvement. Level 3 Pupils are beginning to use their own criteria for self- and peer-assessment of ICT capability. This sometimes helps them to understand how their work can be improved. This contributes to their understanding of what constitutes good quality and helps them to improve.
Level 1 Effective and accurate self- and peer-assessment are undertaken systematically. Level 4 Some staff are able to engage pupils in dialogue to help them improve, but only in some aspects of their use of ICT. Level 3 Some staff are able to engage pupils in dialogue that helps them improve their use of ICT, but this is not consistent across the school. Level 2 Staff are able to engage pupils in regular and well-informed discussions about their use of ICT and how to improve. Level 1 Staff are very confident and competent to provide high quality, detailed feedback.
They regularly engage pupils in highly effective dialogue about their use of ICT, resulting in clear targets for improvement. Level 3 Many staff and pupils use ICT to support assessment and record achievement. Pupils are developing ways to record these achievements. Level 2 Most staff and pupils routinely use a range of technologies and practices to enhance assessment and the recording of achievement.
Level 1 All, or nearly all, staff systematically use a range of technologies and imaginative practices to enhance significantly assessment and the recording of achievement. Pupils have access to online storage to enable the recording and storage of their work. Level 4 School ICT targets are set but these are not used effectively to drive improvements for individual pupils.
Level 2 The school sets and generally meets challenging whole school and individual ICT targets. Level 1 The school sets and meets challenging whole school and individual ICT targets.
The Naace Self Review Framework SRF is a maturity model which helps schools to: Understand where they are in their technology strategy Plan the next stages of their technology strategy Record their progress The framework has been in existence for over twenty years and is regularly updated to reflect the changing scene of technology in schools. The most recent update was in The information is available in two formats linked below. There is a small annual cost associated with the online SRF tool, as it offers the following additional benefits: Access for three staff members Capacity to store evidence and progress notes from each staff member Guidance throughout the process to help users Ability to apply for assessment towards the NaaceMark award once the SRF has been passed To date, over 16, schools have taken advantage of the SRF online system. For more information on the SRF, or general enquiries, please contact our team at srfsupport naace.
The Naace Self Review Framework
Eastern Primary School. It is designed to help. The SRF is just one excellent example of a useful tool for schools. Can schools now prepare for a brave new future where they will have the freedom to splurge as much as they like on a state-of-the-art computer system — or srd with chalk and talk, and spend their money on teachers — without interference from the bureaucrats? The FITS Foundation which has been spun off from Becta and will continue as a business is providing Training which will raise the standards throughout educational it. The most consistent set of applications I can think of are the major, official GNOME and Ubuntu apps and others, like Inkscape, that use GTK wellwhich are not only normally highly consistent but also stay consistent in multiple different themes and even in different desktop environments.