Vision: _____________________________________________________________________________________

Year One Medium Term Plan

Strand A D
Awareness Desire
Digital Communication ● Collated evidence of ● Training sessions for
functionality and usage of Primary and Secondary
existing systems already completed to create
● Analysed Primary and 15 Microsoft Innovative
secondary staff needs. Educators.
Found areas of ● Communication to Primary
improvement. and Secondary staff about
● Communicated findings to the Digital Communication
Digital Strategy Team and change.
Executive committee. ● Invitation to five selected
● Collected evidence from Digital Architects in each
showcase schools (____ school to be given out to an
________ __________ to introductory breakfast.
discover how Teams as a ____ for Secondary, ____
VLE works for Primary
● Digital Ambassadors (IB1 ● Five Digital Architects to be
students) formed and used trained in advance:
to trial new methods of Immediate gain of being
communication introduced to the T+L
resources in MEC and the
opportunities to use Teams
to communicate in
networks.
K A
Knowledge
● Selected sessions to upskill
selected Digital Architects.
They will then train further
staff members in sessions.
● Teachers will then have
time to gain their Microsoft
Educators Qualifications
according to their
proficiency during CPD
sessions.
● Parents to receive multi
modal training (letter,
video, workshop) on how to
log in and access Teams
specific to the year group
their child is in.
● Attendance to BETT MENA
and GESS Dubai in 2020 for
Digital Architect Teams.
Ability
● By the end of induction
week: New and returning
teachers to be able to use
the basic communication
functions of Teams as a VLE
for Primary and secondary
(Primary on iPads)
● By Term one: All
Departments, year groups
and phases to host a Teams
network to share best
practice
● By Term 3: Prominent
student bodies and CCA
groups to have a Teams to
promote whole school
collaboration
● For parents: Analysis of
video During week one of
school will provide basis for
workshop tailored towards
the parents needs in week
two. Use Digital
Ambassadors to aid parent
workshops in Primary and
Secondary.
R
Reflection
● Digital Ambassadors for
2019/2020 interviewed and
selected before 2018/2019
session has ended. Max 6
students invited from the
IB1/Year10/Year 8 trial
groups.
● Term One, audit of the
number of teachers with
Teams badge.
● Term Two: School video
update created showcasing
Best Practice from EY to
Yr13. DIS Digital Awards
given to hosts of Teams
chosen by the Digital
Ambassadors to the
teachers.
● Functionality and usage
survey conducted in Term
three to analyse Teams.
● By the end of Term three
we would like to be a
Microsoft Showcase School
Staff CPD- ● Complete Training Needs
Whole school focus on Analysis (TNA) survey to
communication this year. assess prior
ability/confidence with
technology to provide
baseline data for the school.
● Create a 2 day training plan
for induction week to
provide baseline skills
needed for all staff
members.
● Primary and secondary and
administration training
plans to be multi device.
Digital Citizenship ● Research and SWOT analysis
different digital citizenship
curriculums. (commonsense
media, Ecadets)
● Research and communicate
recent Digital Citizenship
research and pedagogy to
executive committee.
● Create desire for
new/returning teachers by
completing MIE badge on
any device. Competent and
confident MIE teachers (15)
to lead training in smaller
groups to ensure a more
intimate and less
intimidating setting.
● Executive committee to
receive specialist training
before their teachers in
order to lead as role models
(provided by Microsoft
before new teachers train)
● Lead staff into wanting to
upskill by showing them
easy methods of integrating
21 Century skills into their
classroom.
● Have executive committee
circulating the sessions to
create the desire in all staff
that everyone is
communicating and
upskilling together.
● Create “novel and fun” ways
of sharing good practice
that teachers can use to
further their continued
learning: EG: Following each
other on MEC, Following
prominent twitter people
etc
● Trial the chosen curriculum
with one Key Stage and
Digital Ambassadors in Term
one. Create an opinion
feedback quiz for parents,
teachers and students for
feedback after.
● Digital Ambassadors
communicate findings and
introduce the new
Citizenship lessons to each
Year group. This ensures a
student led and therefore
● Multi-modal training
provision implemented to
provide both synchronous
and asynchronous training
opportunities to staff e.g.
screencasts, handouts, 1:1
training sessions, tutorial
videos, whole school
workshops
● Digital architects to have
responsibility for mentoring
a group of staff and
providing support and ad-
hoc training as required.
● Digital Architects train
teachers each inset
depending on their skill set.
● By the end of term three,
Training on OneNote
should be completed to the
level that core departments
could integrate into their
teaching and learning for
2020/2021
● Inset: Child protection
training to include Digital
Citizenship training for staff
in line with recent pedagogy
and research.
● Term one: Knowledge
acquired on the curriculum
plan and the why’s of
implementing into our
curriculum communicated
to parents and teachers.
● Term two and three:
Student led distribution of
● Teachers to have time to log
in and get their MIE badge
in the induction week
training (weeks one and
two-one for new staff, two
for returning staff).
● Each term: use of Teams in
the school to establish
clearer and more
collaborative
communication. Teachers
become role models of
responsible Digital Citizens.
● By the end of term one:
Most teaching staff, whole
school (75%) to be MIE
qualified.
● By the end of term two: All
staff to be MIE qualified,
most staff to be challenged
in one strand of their
choosing for badges and
certificates to be awarded.
● By term three: At Least the
Digital Architects will be
given opportunity to apply
to become MIEE
● Ensure that all stakeholders
are fully aware of UAE law
related to the use of digital
media.
● Ensure that all staff and
students are confident,
respectful digital citizens by
completing synchronised
and relevant lessons on
citizenship
● Mandatory, annual staff
training on digital
citizenship principles in line
● Skills audit to be completed
before inset begins and
after each term to
benchmark staff
competence, highlight best
practice and identify
common areas of weakness.
● Use this reflection as an
indicator on where we need
focus our next CPD day.
● Use the same TNA survey to
compare results at the
beginning of the year and
the end to establish a trend
of confidence and
competence in all staff
during the year.
● By the beginning of Year
two, we would like to have
a strong teacher team of
Microsoft Innovative
Educator Experts to
promote our showcase
school status.
● By the end of term three
we want to be a recognised
Digital Citizenship school by
the provider we choose.

Educational Technology (T&L)
● Create an audit of
functionality and use of
apps in Primary and
Secondary.
● Select one App from
Primary and one from
Secondary to implement in
a whole school initiative
across the curriculum next
year, relevant to the
Teaching and Learning aims
of the school (EG: Focus on
progression, student
centred learning, 21st
Century Skills, STEAM,
homework)
student ownership of their
Digital community.
● Launch programme across
school at the same time in
order to provide unity and
excitement to all
stakeholders.
● GCSEpod for Secondary
selected.
● Create a Pod Task Force of
Teachers to champion Pod
use in different fields
● Create a desire for use in
secondary to prepare for
relaunch Sept 2019: Soft
launch this year to Year 10
created 164% increase in
use compared to last year.
● The common thread of
digitalised learning is
already being modelled and
used in Primary using
SeeSaw and Showbie.
Continuation of this will
provide a strong base for
students continuing these
21s century skills in
Secondary by using
OneNote (in Year 2)
lessons to all key stages
according to need.
● Pod task force to champion
best practice and ensure
assignments are being
regularly utilised in the
departments by integrating
assignments and playlists
into their medium term
plans
● Student ambassadors
selected and utilised in Year
assemblies, focus groups
and parents evenings.
● Continuation of work in
Primary to showcase best
practice in a way that best
works for Primary teachers
to enable whole school use
of Showbie (EY- 3) SeeSaw
(4-6) dependant on
expertise and leadership of
the Primary Digital Lead
with child protection
training to be provided:
Tangible takeaways (EG QR
codes for useful sites,
posters, stickers) and
audience participation
during the session on a
common platform (like
nearpod) to be included.
● Term one: Relaunch of ● We would like to have
GCSEpod across the integrated GCSEpod into all
secondary school to 7-11. year grops in secondary to
termly competitions judged boost independent learning
by department and by by the end of Term 3.
individual. Selected student ● We would like to become a
ambassadors to run. SeeSaw Ambassador School
● Term two: continue with by the end of Year 2
termly competitions. Pod
Task force to collected
evidence of best practice
from their departments
● Term three: Continue with
termly competitions.
Student ambassadors to
collect success stories from
the older students to use in
Year 2 for desire videos.
● Term one: Baseline skilling
of all teachers in Primary for
Showbie and SeeSaw using
the returning teachers as
best practice examples
● Term two and three:
Allocation of time and
praise to teachers to share
best practice and by term
three, all teachers and
students to be competent
confident users of the
collaborative digital tools
for the classroom, relating it
to the marking and
feedback and learning`
objectives of primary
Device Strategy ● Recognise the importance
of a well-considered device
strategy to ensure that the
needs of all learners are
met effectively.
● Ensure that investment is
planned carefully to ensure
that funds are spent
appropriately and there is a
high return on investment.
● Ensure that strategy is
future-proofed by
researching global trends in
educational technology
implications and provision is
set in place for
replenishment and further
deployment.
● Discussions with other
schools and peers to assess
their device strategies and
successes/failures.
● Research into global trends
on device rollout strategies
● Induction week: Create a
positive digital teaching
environment in Primary and
Secondary by showing staff
how to use the devices they
have in the teaching
environment of the school.
● Ensure staff are aware of
the yearly objectives
relating to their digital
competency (related to the
above strands) and how
their Surface device can
help them achieve it.
● Ensure parents and
students are aware of the
long term objectives of the
Primary (Apple) and
Secondary (Microsoft) to
ensure buy in and
investment before it
happens.
● Term 2: Utilise key
stakeholders (Parents,
Heads of School, Director,
IT Management) to
communicate device
strategy in a timely manner
to the school community to
ensure transparency and
buy in. This will focus on
the Year 6 parents and the
secondary school parents.
● Utilise the strands above to
create a positive teaching
and learning environment
with the Surface devices
(Secondary) and Apple
Devices (Primary) we have
during the first year.
● Make sure that teachers are
aware there is more than
one way to learn and
continue learning how to
utilize the device given to
them in their daily teaching
and learning environments.
● Term 3: Become confident
users of the device
provided within their
specialisation. Assessed by
submitting for MIE/MIEE or
ADE best practice.
● By the end of Year One:
● Primary Teachers:
displaying Apple Device
Best Practice with the
aspiration to become Apple
Distinguished Educators or
Apple Teachers, lea by the
Primary Lead
● Secondary teachers:
Displaying Microsoft Device
Best Practice (Or Apple
Device for Performing and
Creative Arts) with the
aspiration to become MIEE,
with the knowledge that
the secondary school will
increase their Microsoft
environment.
● Parental information and
device recommendations to
be distributed by the
beginning of Term 2 so that
parents can invest in their
child’s long term (4 year
device longevity) education
● Ongoing digital strategy
meetings with key
stakeholders to reassess
and evaluate provision,
scope and impact.
● 5 Year long term plan
established (See Document
“5 Year Digital Strategy
Proposal” but reviewed
annually and adjusted as
per the evolving needs of
the organisation.
● By the end of the first year,
teachers, parents and
students need to be aware
that our school is
continuing its long term
growth into a Microsoft
school.