DLF for Primary Schools

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

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

Pupils 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.

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

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

Pupils use digital technologies in highly effective ways to develop their knowledge, skills and understanding in accordance with the content objectives, learning outcomes, skills and concepts of the Primary School Curriculum.

Pupils 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.

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

Pupils use a variety of digital technologies for knowledge creation to source, critique, and manage information and to reflect on their learning.

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

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

Pupils 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.

Pupils 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.

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 pupil 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.

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 pupils 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 pupils 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.

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 pupils’ literacy and numeracy development on an ongoing basis.

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

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 pupils.

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.

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

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

Teachers collectively develop and implement the ethical use of digital technologies to gather, share and interpret relevant data on pupil 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.

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