A1: Independent learning
        Learners taking responsibility. Pupil attitude changes

1a. Scope for independent learning; Learners taking responsibility


There is evidence of learners taking responsibility for their learning
Learning to learn is central to the ethos of the school
The importance of learning through life is understood by learners
With the growth in awareness of the value and direction of learning young people are enabled to make choices about what they study and how they will learn
Learners are taught the skills of independent learning at suitable stages
Learners can decide whether or not to use ICT for any activity, and can justify their choice
Learners learn functional ICT skills and have opportunities to make use of them in experiential and realistic contexts
Learners have opportunities to work as part of an online team taking responsibility for a part of a project
Learners demonstrate self-motivation and self-discipline in the way that they seek advice from teachers and organise their work programs
Personalised learning is promoted through effective assessment for learning, the use of individual work plans and pupil tracking
By the time they leave school, learners have met a target level of competency in knowing how to learn, working with information and working with others
Learners know how to draw upon sources of information, including teacher knowledge, in order to develop their understanding
The acquisition of subject knowledge occurs oncelLearners have developed a broad range of skills and capabilities and have some level of career orientation
Learning programmes systematically develop digital literacy, research skills, self-evaluation and creativity
There is clear evidence that the learner is central to the work of the school and that the school isn't just there for the convenience of teachers
ICT is enabling learning that is about creation not consumption; about application of knowledge rather of only absorption of knowledge
ICT has become the ‘glue’ that holds the learning experiences of the staff and children together and the basis of their work with their community, including parents.

Teachers provide scope for independent learning
Teachers enable those who want to learn to go further
Obstacles to learning for all have been reviewed and removed
Subject teachers will travel to the learners to provide specialist input - possibly in more than one school
Teachers actively build online resources for their subject with the aim of making every learning resource available online.
Teachers are primarily 'Learning Leaders' and can provide evidence that they are effective in this role
There is suitably high priority given to making 'Assessment for Learning' work effectively
Learners have been taught strategies to critically evaluate websites and resources and to operate safely in an online environment
Learners are able to access their assignments wherever they are
Learners can engage in learning programmes from home as well as school
All Learners and teachers have access to their personal resources and files wherever they are. There is no longer any need to hump information around
Learners have a single log-in to their workspace whatever system they use
Opportunities for video conferencing and distance learning have been explored and adopted where they increase learning opportunities
ICT access is available across the whole school, including Wi-Fi in outside areas

1b. Evidence that learners' attitudes have change


Learners no longer think about using the technology because it has become a transparent tool to be used when appropriate.
Learners do not talk about the school as the ‘building’ or place they go to, but about what they achieve there, who they do it with, and share their successes openly with others.
Learners talk about their learning environment, how it has helped them to collaborate with other children and adults, about the community to which they belong.
Learners take it for granted that they have right to a pleasant place in which to learn and work
Learners make different uses of technology as they move around the school
Learners who were once not excited about their education now look forward to it
Learners have developed a positive attitude to lessons and appreciate the importance of the teacher's role in advancing their learning
Learners feel that the school places them first and values the efforts of every individual
Learners can quickly identify the best features about the school
There is a notable ethos based on mutual respect, and there is no graffiti

a Naace development