First Level Digital Literacy

TCH 1-01a
TCH 1-02a
TCH 1-03a

Using digital products and services in a variety of contexts to achieve a purposeful outcome

TCH 1-01a – I can explore and experiment with digital technologies and can use what I learn to support and enhance my learning in different contexts.

Benchmarks 📃
  • Communicate and collaborate with others using digital technology for example, email, Glow or other platforms.
  • Opens and saves a file to and from a specific location.
  • Identifies the key components of frequently used digital technology and whether it is a piece of hardware or software.
  • Uses digital technology to collect, capture, combine and share text, sound, video and images.
     
Suggested Learning 📝
  • Independently log in to Glow.
  • Make a variety of person to person communications to a pre-defined recipient (e.g. e-mail, Glow).
  • With support, select photos and information to upload to a digital learning log.
  • Open, retrieve and save a document.
  • Independently upload images/videos created using digital cameras with assistance.
  • Determine if every day technology components are hardware or software.
  • Use the start menu to locate and open programmes on the computer.
  • Navigate competently with the mouse and access all mouse functions.
  • Confidently use touch technology and apply this in my every day learning.
  • Use enhanced keyboard skills to write a short story including some simple short cut keys.
  • Plan and create a simple animation/ presentation with help.
  • Record, find and show my experiences using appropriate software and hardware.
  • Evaluate software to see if it helps me with an activity.
  • Create and edit text and graphics.
  • Browse records/information and produce a simple piece of work with help (e.g. a report or a graph).
  • Use appropriate terminology when talking about spreadsheets.
Resources and Lesson Ideas 💻
  • Access learning through online collaboration sites, such as Microsoft Teams or Google Classroom. Learners might complete a quiz or other digital activity.
  • Contribute to the class blog or individual online learning journal such as Google Sites or Seesaw.
  • Present information in a chronological sequence, with PowerPoint, Keynote, or Google Slides including relevant images and information about events/topics.
  • Create a collection of information in an organised (but non-chronological) format, such as a table about animals for Science, with data, including: number of legs, habitat or species.
  • Investigate the differences between hardware and software (use a Kiddle Kpedia search for hardware and one for software) or watch this video​.
  • Use apps, such as Chatterpix, or Puppet Pals, to create short films that demonstrate their skills or understanding of a topic.
  • Raspberry Pi Year 1 —Technology around us Unit Develop your learners’ understanding of technology and how it can help them. For the Raspberry Pi resources.
  • Raspberry Pi Year 1 – Creating Media Explore the world of digital art and its exciting range of creative tools with your learners.
  • Raspberry Pi Year 1 – Digital Writing Looking at digital writing.
  • Raspberry Pi Year 2 – IT around us How is information technology (IT) being used for good in our lives?
  • Raspberry Pi Year 2 – Digital Photography Learners will learn to recognise that different devices can be used to capture photographs and will gain experience capturing, editing, and improving photos. 
  • Raspberry Pi Year 2 – Digital music Exploring music and music creation digitally.
  • Raspberry Pi Year 3—Connecting Computers Challenge your learners to develop their understanding of digital devices, with an initial focus on inputs, processes, and outputs. 
  • Raspberry Pi Year 3 – Stop-frame animation Learners will use a range of techniques to create a stop-frame animation using tablets. 
  • Raspberry Pi – Year 3 – Desktop Publishing They will use desktop publishing software and consider careful choices of font size, colour and type to edit and improve premade documents.
     

Searching, processing and managing information responsibly

TCH 1-02a – Using digital technologies responsibly I can access, retrieve and use information to support, enrich or extend learning in different contexts.

Benchmarks 📃
  • Demonstrates an understanding of the concept of ownership of material and ideas.
  • Demonstrates an understanding of the different functions of a browser and search engine.
  • Recognises what should and shouldn’t be searched for on the Internet.
Suggested Learning 📝
  • Use a website search facility using specified key words.
  • Confidently navigate search engines for my purpose.
  • Confidently choose, explain and justify my selected sources.
  • Compare and contrast two similar websites.
  • Recommend to others suitable websites to bookmark.
  • Select from a variety of different sources, appropriate information to utilise and display for various purposes (e.g. letter, reports, instructions).
  • Demonstrate an understanding that if I did not create material such as a story or an image it is not mine to use without asking permission.
Resources and Lesson Ideas 💻
  • Discuss with learners what they understand of copyright and ownership.
  • Link this to ownership of personal belongings or writing a story to help learners understand why this is important.
  • Resources such as Barefoot Computing’s Who does this belong to? will support discussions around ownership of materials and ideas.
  • Encourage learners to ask first before using or downloading any content from the Internet.
  • Begin to model to learners how you can filter for images which can be used.
  • When modelling to learners how to use search engines, talk about what should and shouldn’t be searched for. 
  • Resources such as BBC Bitesize How can you be safe online? can be used to support discussions.
  • Use resources such as BBC Bitesize What is the Internet? to talk about how the Internet works and what it can be used for.
  • Discuss with learners what words would be used to search for information related to current learning. Model keywords and demonstrate how to refine this search, e.g. rather than searching for minibeasts search for a specific minibeast.
  • Give learners the opportunity to search for information, try giving them keywords to start and then ask them to try different keywords to see if different information is shared.
  • Create tips for searching for information for example checking the spelling of the word/words you are searching for, checking information with another source such as a book, choosing ‘images’ to filter results by images.
  • Model to learners how to search for information on a webpage or within a document by using the shortcut: Ctrl + F.
  • Watch and discuss animation: What is Reliable? (The Adventures of Kara, Winston and the SMART Crew)
  • Make use of Microsoft’s Search Coach with Lesson Plans This is an excellent tool for learning internet searching in a closed environment.
  • Make use of Swiggle (safe search engine): Discuss the features and results of searches which have been identified by teacher. Children should be able to identify how these would be useful when they are searching for information relating to different topics. 

Cyber resilience and internet safety

TCH 1-03a – I can extend my knowledge of how to use digital technology to communicate with others and I am aware of ways to keep safe and secure.

Benchmarks 📃
  • Demonstrates understanding of my rights and responsibilities as a digital citizen.
  • Demonstrates understanding of the potential dangers online and who to go to for advice and who to report a concern to.
  • Demonstrates an understanding for the need for strong passwords.
  • Explains the need to get a person’s permission before taking a picture or video of them.
Suggested Learning 📝
  • Identify reasons why I have to stay safe online.
  • Identify who I can go to for advice and report any concern to.
  • Explain the need for a strong password and why it has to be kept secret.
  • Demonstrate an understanding of why permission is needed to take pictures or videos of others.
  • Demonstrate an understanding that uploading materials such as pictures and videos to the internet means they will be there forever.
Resources and Lesson Ideas 💻

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