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Digital Competence Framework

PACE

HERE

Paige Rees/New Inn Primary

02/11/20

What is the DCF?

What is the DCF?

The Digital Competence Framework is designed to help

teachers incorporate skills into the curriculum that will help

all our learners thrive in an increasingly digital world.

The 4 Areas

The DCF should run through the curriculum similar to the LNF. The strands and elements can be found on HWB for each year group or in the documents in your pack.

Citizenship -

Identity, image and reputation

Health and well-being

Digital rights, licensing and ownership

Online behaviour and cyberbullying

Interacting and collaborating -

Communication

Collaboration

Storing and sharing

Producing -

Planning, sourcing and searching

Creating

Evaluating and improving

Data and computational thinking -

Problem solving and modelling

Data and information literacy

Strands & Elements

What does all this mean?

What does this mean?

Lets look at the four strands of the DCF in detail...

Data & Computational Thinking

Citizenship

Interacting and Collaborating

Producing

The 4 purposes

4 Purposes

How does the DCF promote The 4 Purposes?

Below are some examples of how the DCF skills can promote The Four Purposes.

Ambition: Children can begin to explain the importance of balancing game and screen time with other parts of their lives.

Creativity: Children will learn how to create and edit multimedia components and organise a range of text, image, sound, animation and video for selected purposes.

Resilience: Teaches children to identify different forms of bullying, including cyberbullying, and suggest strategies for dealing with it, e.g. screenshot, block, report.

Ethical: Children begin to understand simple rules for sharing images and data.

further Info

Further Info

Citizenship

The focus of this strand is on learners developing the skills needed to contribute positively to the digital world around them. These skills will help learners to critically evaluate their place within the digital world, so that they are prepared to encounter the positive and negative aspects of being a digital citizen.

Critical thinking skills, strategies and tools will be developed and applying them in all

aspects of their digital lives will equip learners to become responsible, independent

consumers and producers of digital products in the rapidly changing digital world.

Interacting and collaborating

Under this strand learners will explore methods of electronic communication and identify

which are the most effective for a given situation. Learners will also be able to store data

appropriately and use collaboration techniques successfully.

Learners will explore both formal and informal methods of communication, suitable for a

range of contexts. This will include, for example, professional aspects of e-mail and other

communication channels such as social media and instant messaging.

Storing and sharing has become an essential part of our lives. Learners will not only look at

how to store data on different systems but also at the implications of data laws. Along with

storing information, learners will understand how to share it appropriately and for specific

purposes. Collaboration, in all forms, is an important aspect of the curriculum and electronic collaboration is vital. Learners will explore a range of collaboration methods and as they progress, they will develop the skills to successfully work together in different contexts and situations as and where appropriate.

Further Info

Producing

This strand covers the process of planning (including searching for and sourcing

information), creating, evaluating and improving digital content. It should not restrict

creativity but should ensure rigour, so that what has been created is fit for its intended

purpose. While some of the skills in this strand are applicable in other contexts, it is critical

to the development of digital competence that they are applied to a digital context.

Digital content includes a huge variety of multimedia components, such as: text, images,

graphics, audio, video and any combination of these. It is intended that learners experience

and create using a wide range of multimedia components across contexts for a variety of

purposes. The DCF also recognises the importance of creating original content as well as

redesigning or repurposing existing content either individually or collaboratively.

Data and computational thinking

We live in a data-rich environment with databases being an intrinsic part of our lives.

Through this strand, learners will gain an understanding of the importance of data and

information literacy by exploring aspects of collection, representation and analysis. Learners will look at how data and information link into our digital world and will develop essential skills for the modern workplace.

Computational thinking is a combination of scientific enquiry, problem solving and thinking

skills; it is not thinking like or about computers.

Computational thinking has many concepts and approaches, some of which readily fit with

the Producing and Interacting and collaborating strands. Before learners can use computers to solve problems, they must first understand the problems and methods of solving them.

Among other things, learners will consider the following high-level questions to gain an

understanding of why computational thinking is important.

  • Is this the most efficient way to solve the problem?
  • Is this the fastest way?
  • Does it require the least amount of resources?
  • Does it solve the problem and give the right answer?
  • Can it be used to solve other problems?

Current Achievements

  • DCF trackers provided us with data for the last three years.
  • DCF & EAS Guidance documents for staff to use to help plan for the DCF.
  • DCF Half Termly Overview N - Y6.
  • Digital Leaders from Y3 - Y6.
  • Collaboration with Digital Communities Wales to train Digital Heroes.
  • Silver Certificate on 360 Safe.
  • Chromebooks for Y2 - Y6.
  • Becoming a paperless school.
  • Google Classroom.
  • Training in certain areas of the DCF.
  • Discovery Education Coding Software.

What is ongoing?

Using HWB as a digital platform for staff and pupils.

360 Safe (Gold Award)

More staff training needed in certain areas of the DCF.

360 Safe Progress

360 Safe Progress

Vision

Vision

Where do we want the DCF to take us?

What will the DCF look like at New Inn?

Ideas

VR Headsets

360 Gold Award Accreditation

More collaboration with other schools in the area or around the world...

Lesson Examples

Lesson Examples

Reception - Citizenship

Talk about everyday use of devices and digital media.

Children can identify a range of media and digital devices from familiar experiences. Make simple observations about their uses.

Nursery - Citizenship

Use digital devices and media with care, e.g. name a variety of digital devices and handle appropriately.

Children could take part in a circle time activity passing around a digital device, talking about how to handle it safely.

Year One - Citizenship

Use digital devices within a controlled environment, time and context.

Children could digital devices/media use for a given time limit and specified outcome.

Year Two - Citizenship

Begin to identify the advantages and disadvantages of digital media and devices on their lives.

Children can think about how digital devices have an effect on their physical and mental well-being.

Year Three - Citizenship

Acknowledge age restrictions and suitability of digital media and devices.

Children can locate and begin to understand PEGI ratings and age restriction guidelines

Year Four - Citizenship

Identify the positive and negative influences of technology on health and the environment.

Children could consider the different ways free time is spent and begin to find a balance between active learning and digital activities.

Year Five - Citizenship

Understand the advantages, disadvantages, permissions and purposes of altering an image digitally and the reasons for this. Understand how and why photographs can be altered digitally.

Children could have a debate about the pros and cons of Photoshop and look at news laws behind using filter on social media posts.

Year Six - Citizenship

Understand the importance of balancing game and screen time with other parts of their lives.

Children can explore the reasons why they may be tempted to spend more time playing games or find it difficult to stop playing and the effect this has on their health.

From September 2018, settings and schools will:

Have established staff responsibilities for embedding digital competence across the curriculum.

Have a clear vision for delivering digital competence in the classroom across the curriculum.

What next?

Be mapping digital competence against department/year of current curriculum.

Review on an ongoing basis: – hardware/software requirements – staff professional learning needs.

Have planned for and be delivering staff professional development in respect of digital competence, working with regional consortia.

Step 3

Step 2

Step 4

Identify as individuals where you require training within the DCF strands or elements.

Use the DCF Mapping Tool to plan and monitor your coverage of the DCF skills.

Step 1

Complete yearly audit of resources.

Use the DCF to incorporate DCF skills within an range of lessons.

How can we make the DCF effective at New Inn Primary School?

How can we apply DCF skills to a range of lessons?

Use an online collaborative platform to create or edit a file, e.g. word processing, presenting tools, spreadsheets. Children could do this when they are writing non - chronological reports. They could share this with a friend, who could then edit the document from a success criteria and send it back to the child who wrote it.

Understand simple rules for sharing images and data, e.g. understand that photographs cannot be taken of others or shared online without seeking permission first. This could be covered in a PSE lesson about Anti - bullying and emotions.

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