This document outlines plans to drive digital fluency across an academy. It discusses refining appraisal and CPD processes to improve teaching quality, developing competencies in the curriculum, implementing flipped classroom methodology, and enhancing student support services. Metrics like homework completion rates and use of digital tools will evaluate progress. Leadership will conduct explicit monitoring of technology use through lesson observations, planning reviews, and monitoring key projects. The academy's Literacy for Life curriculum and collapsed timetable days reinforce digital literacy. Case studies show the positive impact of programs like the iFamilies project that use technology to engage families.

1. Driving
Digital
Fluency
across the
Academy
Kirsty
Tonks

2. Mundanely clever
Making technology work for us; not
being dictated to by technology
Finding solutions to existing issues

3. “Every teacher should
be an outstanding
teacher.”
“Behaviour and welfare
are the bedrock of
school improvement.”
Outstanding Teaching
Radical
Curriculum
Change
“Maximum
intervention with
students furthest
away.”
Behaviour
and
Welfare
Expectations and
Progress
“If we don’t do
something truly radical
we will never break the
cycle.”

4. Objective
All Staff are
at least
Good with at
least 20%
being
Outstanding
through
both
delivery and
outcomes
Delivery
Mechanism
Evidence
Owner
Refine our appraisal process
and associated CPD to drive an
improvement in delivery
AfL is
embedded in
all lessons
Lesson Observation and
All staff fully utilise
Subject Sites, Planning
Bank, Exemplification site
and the Portals
SMG
MA
Continued development of
Competencies into our KS4/5
delivery
Link all subject
areas with L4L
competencies
All subjects crossreferenced to L4L
MK
DI
AC
A creative curriculum which
provides for the successful
personal and academic
development of each individual
and cohort
Flipped
classroom
methodology in
place in every
curriculum area
using Class Sites
Implementation
of Homework
Central in L4L
Increase the % of
submitted and marked
homework
SMG
DI
MK
KT
To enhance further the
underpinning services which
support students and families
Support staff in
lessons are fully
integrated into
classroom
delivery
SMG

5. 2.5 million hits last year

6. Teacher
Intervention /
Planning /
Adaptation
Higher Order
Questioning /
Thinking Skills /
Targeted
interventions
Share Knowledge /
Test Initial
Understanding
Traditional
Homework post
lesson (Synthesis)

7. Knowledge; Video to watch / Chapter to read / website to study /
Photosynth to explore by students prior to lesson via Class Site
Understanding; Concepts / Knowledge / Skill.
A task, quiz, discussion or survey etc based on knowledge is set via
Class Site and completed
Interactions / Responses made by students inform
teacher of learning / misconceptions via class site and
therefore modifies lesson – enabling targeted focus
Application / Analysis / Synthesis / Evaluation; Class
Session builds upon or is constructed from responses,
feedback and interactions from the Flipped work set
on the Class Site moving towards higher tariff work
Linking it to something that is already familiar to staff has meant that it provides a
context and a form of discipline to help them understand it’s role and benefit.

8. Targeted
cohorts
Well
crafted
tasks
Class
Sites
Higher quality student
outcomes / attainment
It’s about quality and timing of interventions and targeted application.

9. Flipped Learning in action across a year group

10. Integrated into
Academy’s
Monitoring
Schedule
Qualitative
and Quantitate
analysis of
Gateway
elements
Technological
Competencies
assessed
across Key
Stage 3
Monitor
impact of
Projects /
Programmes
Not a bolt on or something that can be ignored

11. Spend
time in
lessons
Lesson
Obs /
Planning
Half termly
Monitor
Qualitatively and
Feedback
Senior and
Middle Leaders
Learning
Walks
Explicit Monitoring of the use of technology across Leadership teams and
within departments

12. Planning
Bank
Subject
Site
Class Sites
The Learning Gateway gives us a transparency of the quality of
experiences at a much clearer and deeper level.
Quantitative & Qualitative

13. Literacy for Life is an integrated, thematic, competency based curriculum
created for our Key Stage 3 students. It is delivered through the principles of
project based learning and is technology rich.

14. Students know where they are and where
they need to go next.
Staff and students track all competencies.

15. Advanced levels insist on students knowing
the information to teach to others.
Invaluable as we move to an environment
where knowledge is at the end of a course.

16. We collapse our
timetable once a
week for a day and
every half term for a
week.
They deliver and
reinforce key outputs
and also have an
emphasis on key
literacies including
digital literacy.
Global Publishing Day across all year groups

17. Learning Gateway
E-books
Family Literacy
Project
EAL Reading Programme
Digital Badges
Monitoring the impact of projects that use technological solutions
Transition / You-Tube for feedback / Level 4 GPS Intervention / i-families

18. Raspberry - pi
Kodu
Computer
Science
Scratch
Touch Develop
Monitoring the impact of projects that use technological solutions
Transition / You-Tube for feedback / Level 4 GPS Intervention

19. “Excellent progress is being
achieved by all iFamilies
students”.
L4l Teacher - Michael Banks
“iFamilies has inspired me to
learn and achieve more”.
Student - Mohamed
“The iFamilies programme has
allowed me to be more involved
with my daughters education ”.
Parent
“This is a prime example of
how technology can make what
we do in school more
accessible and engaging for
our families”
Sir Mark Grundy

23. Contact me on:07872 375 894
Kirsty.tonks@collegiateacademy.org.uk
@kirstytonkssca