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  • Victoria, Mahé, Seychelles

Digital Education-Primary

Steps In Technology

Stepping into this new world of technology has been an adventure for all involved. The teacher’s at ISS have been so grateful for Mr. Ashish’s guidance in this area. He has introduced a number of new and exciting tools to the staff to use in accordance with Google Classroom. Teacher’s are using applications such as Jamboard, which is an interactive whiteboard that both teachers and students can use during live sessions, Kami, which is a great tool to allow students to edit any piece of work on the device that they are using, GoNoddle, which provides fun educational videos for learners to dance along to, Certifyém, which is a great tool for creating and awarding certificates to students for completing various tasks and a new one is Flipgrid. This is a tool that allows teachers to record and edit videos, create assessments and assign all sorts of different materials to support the learning that is taking place. You can expect to see this application in use next week and we encourage everyone to interact with it to access an abundance of resources to support your learning.

Teachers are consistently using the G Suite; Google Classroom, Google Drive, Google Forms, Google Meet and many more to keep in touch with students and parents and to keep the work flow steady and valuable.

 

Student Outcomes in Digital Achievement in Primary

Students enjoy their learning, are motivated to learn and expect to achieve as learners
Students use appropriate digital technologies to foster active engagement in attaining appropriate learning outcomes.
Students use appropriate digital technologies to foster their active, creative and critical engagement in attaining challenging learning outcomes.
Students use digital technologies to collect evidence and record progress.
Students use digital technologies to collect evidence, record progress, evaluate and reflect, and to create new solutions and/or products.
Students have the necessary knowledge, skills and attitudes required to understand themselves and their relationships
Students have a positive attitude towards the use of digital technologies and are aware of possible risks and limitations.
Students 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.
Students understand the potential risks and threats in digital environments.
Students can confidently protect their digital identity and manage their digital footprint.
Students demonstrate the knowledge, skills and understanding required by the primary curriculum
Students can use a range of digital technologies to demonstrate the knowledge, skills and understanding required by the Primary School Curriculum.
Students, in collaboration with their teacher and/or parents, follow their individual learning needs and preferences, with the aid of appropriate digital technologies.
Students use digital technologies effectively to develop their knowledge, skills and understanding in accordance with the content objectives, learning outcomes, skills and concepts of the Primary School Curriculum.
Students 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.
Students achieve the stated learning objectives for the term and year Pupils are provided with personal feedback and differentiated support based on evidence gathered using a range of methods including digital technologies.
Students 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.
Students and/or parents use digital technologies to access information on learners’ performance, in a safe and ethical way.
Students and/or parents use digital technologies to access, evaluate and interpret the results of formative, summative, self- and peer-assessments.