The aim of the document is to provide examples of learning activities and how they can be incorporated into a range of contexts at early, first and second level. The document lists the experiences and outcomes in the left-hand column with suggested learning activities in the right-hand column. These examples are not exhaustive and are only to illustrate how educators can include the digital literacy and computing science experiences and outcomes into cross-curricular contexts.

1. What Digital
Learning Might Look
Like
Examples of digital literacy and computing science
learning at Early, First and Second levels

2. How to Use this Document
This document has been developed to support practitioners when they are planning learning
and teaching of the digital literacy and computing science experiences andoutcomes.
The aim of the document is to provide examples of learning activities and how they can be
incorporated into a range of contexts at early, first and second level.
The document lists the experiences and outcomes in the left-hand column with suggested
learning activities in the right-hand column.
These examples are not exhaustive and are only to illustrate how educators can include the
digital literacy and computing science experiences and outcomes into cross-curricular
contexts.
UPDATED JANUARY 2020
2 | What Digital Learning Might LookLike

3. Early Level - Digital Literacy
Key Concept
Experiences &
Outcomes
Examples of LearningActivities
Using digital
products and
services in a
variety of
contexts to
achieve a
purposeful
outcome
I can explore
digital
technologies
and use whatI
learn to solve
problems and
share ideas
and thoughts.
TCH 0-01a
When learning about sharingideaswith pictures andvideos learnersmight:
Gather examples of landmarksand people in the local communityby taking screen shots from Google Earth or Apple
MapsFlyover
Capture photos andvideos from a tripout in the local communityand then collate and discuss these back at the
nursery/class. Learners can then discuss whatthe image will be usedfor and if the learners have permission to useor
share theimage
Use multimedia apps,such asDraw andTell orChatterpix Kidsto express their thoughts and demonstrate their
understandingbyrecordingtheir voiceandaddingit to a photo to create an animation
Choose what images andvideos are shared on school blogs or social mediathat communicate the learners’
experiences
Record different types of video,includingslow-motion andtime-lapse,to support investigations in STEMlearning, such
as: a Venus FlyTrap catching a fly, a spider spinningwebs or gravityraces withdroppedobjects.
Use digital a device to share media to present information/ideas to theirpeers, for example a photograph slide show or
piece of video recordedon a digital camera/mobile device to the rest of the class, for example: Adventure Ted, home
learning, special news from home(familywouldshare themediawitheducators first)
When learning about howthings work learners might:
Playat a ‘tinker table’ or ‘exploration station’where theycan explore andexperimentwith a varietyof digital devices,
such as: alarm clocks, cameras,stopwatches,calculators, BeeBots andold computers or phones
Investigate what isinside different devices usinga range of tools and instruments, such as; microscopes, shaving
brushes to dust over, magnifyingglasses or screwdrivers.
Suggest the possible faults andsolutions to broken devices,forexample:“The BeeBot is full of sandbecause it took a
long turn into the sandpit.”
Look at online resources that support theirunderstanding of how things work,such as: CBeebies ‘Maddie’s Do You
Know’ or YouTube‘Bits andBobs’
3 | What Digital Learning Might Look Like

4. 4 | What Digital Learning Might Look Like
When learning about understandingroutines and procedures learners might
Explain their dailyroutines bycreatinga digital book, usingan appsuch as Our Story, includingphoto, voice andvideo
content to bring their routines to life. Learners might describe steps andinstructions andorder them logically, for
activities like the snack routine or getting readyfor gym
Make selections on an interactive board,for example:choosingfrom lunch menu bydragginganddropping food
choices or sharing preferences duringvotingactivities, suchas Walk to School Weekor Scottish BookTrust
When learning about technologythat helps us learners might:
Explore a range of technologythat provides support and makes life easier for them andothers in society. Learners
could start byexploring howthe technologywe have canprovide instructions without text, such as text-to-speech
(Immersive Reader)or talking buttons,or help us understand different languages with translationtools, such as Microsoft
Translate app
When learning about imaginative play learners might:
Playwith programmabledevices and technology, such as BeeBotsand mobiledevices, to experience the wonder of
technology. This couldthenlead to learners solving problems in a relevantcontext to their play, for example: canthey
help the Gruffalo’s Mouse (BeeBot in disguise)find his wayback home to the deep dark wood – usingsimple
directional languageto guidethe Beebot alonga path?
Searching,
processing
and managing
information
responsibly
I can use
digital
technologies
to explorehow
to search and
find
information.
TCH 0-02a
When learning about findinginformation learnersmight:
Use the web (with adult support)to search for topical keywords (from text on cards/labels)to search for media in
relation to the keyword, for example: "apples”, “flour”,“wheat”. Learners might thendiscuss the types of results; this
could be text, audio, imagesor videos. The mediafound in the searchcould then be usedto support discussion,such
as talking about size, shape or colour of fruitsfound in a search
Develop more independence to perform web searches, usingsmart devices or services such as: Google Home,
Apple’s Siri, AmazonAlexa, for example “HeyGoogle, how do you make bread?”

5. 5 | What Digital Learning Might Look Like
Cyber
resilience and
internetsafety
I canexplore,
playand
communicate
using digital
technologies
safelyand
securely.
TCH 0-03a
When learning about onlinecommunicationlearnersmight:
Take part in a video call, usingSkype for example,or use a video channel to record and share ideas, such aswith
Flipgrid. This couldbe used to let learners hear from learnersor experts in another countryor to share their own learning,
such as about theirown communityor to findout about foreigncommunities,cultures and languages.
‘Skype-a-scientist’ or take part in a Microsoft EducatorCommunityMysterySkype. This could be usedto explore a topic
such as ‘how we communicate’ and drawing comparisons with older forms of communicationtechnology – “what did
grandparents useto talkin thepast?”
Watch a live broadcast, suchas duringBookWeekScotland
When learning about stayingsafe on digital devices learners might:
Discuss how theyuse online services,such as YouTube and games, and howtheysee adults in their life usingthem:
“Mummyuses WhatsAppto talk to her friends.”
Watch and then discuss onlinesafetyvideos andactivities, such as those found at: Think You Know, UK Safer Internet
Day/Centre or BBC Own It ‘Will & Ainslie’
Explore children’s storybooks that explore online safety, such as ChickenClicken, Digi Duck’s Big Decision or The
Internet is Like a Puddle.Thesebooks givelearners an opportunityto explore andlearnabout internetsafetythrough
stories with the classor on their own
Use simple passwords,such as 0000 or 1234, to access the devices theyuse
Discuss who shouldknow a password and howto keep them safe
Play memory games, or make up a song, to help develop strategies for remembering a password they use. Such
strategies might include a memorable colour and number like “red1”

6. 6 | What Digital Learning Might Look Like
Early Level - Computing Science
Key Concept
Experiences &
Outcomes
Examples of LearningActivities
Understanding
the world
through
computational
thinking
I can explore
computational
thinking
processes
involved ina
variety of
everydaytasks
and can
identify
patterns in
objects or
information
TCH 0-13a
When learning about sortingandidentifyingpatterns learnersmight:
sort concrete objects in the world aroundthem, such as: Numicon, Cuisenaire Rods, flower petals, magnetic shapes or
buttons. Learners might then sort them byshape, size or colour and this will lead to discussions about anypatterns that
theycan identify, such as “two buttons anda flower, two buttons anda flower.”
explore rhythm and timingto make up theirown soundor dance patternsusing anapp likeGoogle ChromeMusic
Labs. Music is a relevant andengaging wayfor learners to explore repeating patterns
consider ‘When is the fridge mostfull – at the start of the weekor the end and whyis this?’ or ‘Are there more
minibeastsin the garden when it is wet or dry – is it different minibeastdepending on the weather?’
notice the working patterns of adults, such ascertain members of staff on particulardays or for certain activities
When learning about steps requiredto solve problems (algorithms) learners might:
Discuss and thenexplain the steps involved in a simple everydayactivity, suchas; getting dressed,brushing teeth,
bedtime routine or makinga fruit kebab.
Sing songs withrepeating actions, suchas ‘Head,Shoulders, Knees andToes’ or ‘Wind the Bobbin Up’. Learnersmight
then explain the stepsinvolvedin such activities and share these with other learners or adults;working through the
sequence in order and correctinganymistakes the other personmakes
Explore some of the Barefoot Unplugged resources,for example: Dance Move Algorithms or House Patterns
Understandin
g and
analysing
computing
technology
I understand
that
sequences of
instructions are
used to control
computing
technology.
TCH 0-14a
When learning about programmable devices learners might:
Play, or ‘tinker’,withprogrammabledevices just likeanyother toyin the room during play. Exploring concrete
materials, such as Code-a-pillaror Bee-bots isessential to learners’ understanding of how devices work
Solve simple challenges,such asgettingthe Bee-bot from pointA to point B
Playthe role of the Bee-bot and tryto follow a friend’s instructions to move through a course or activity, such as making
a model withplaydoughor drawinga picture theydescribe.

7. 7 | What Digital Learning Might Look Like
I can
experiment with
and identify
usesof
a rangeof
computing
technologyin
the world
around me.
TCH 0-14b
When learning about digital systems in their lives learners might:
Use technologyandsystems in the worldaround them, such as orderinglunchfrom the computerand thiscan be
developed byusing simplevisual cues like Boardmaker symbols or visual timetables about dailyroutines
Practice moues control skills, which might be unfamiliar to them, using activities, such as CBeebies colouring games or
Crickweb drag and dropmouse games
Designing,
building and
testing
computing
solutions
I can develop
a sequenceof
instructions
and run them
using
programmable
devices or
equivalent.
TCH 0-15a
When applying their skills andknowledge aboutComputing Science learners might:
 guide the Gruffalo’s Mouse (Bee-bot in disguise)find his wayback home to the deep dark wood
 help the Code-a-pillar pick a safe route to cross the road while avoidinghazards
 build a bridge with Lego for the Bee-bot to cross
Learners might work througha process of:
 discuss theproblem
 design and test a solution
 identifyanyerrors and possible solutions
 persevere until a solution is reached
Learners can also explore the process parallel to other, real-world activities,such as manoeuvringaround an assault
course, making a sandwichor buildinga house withconstruction blocks.
When learning about instructional language learners might:
Use simple ‘visual programminglanguages’ with pre-reader coding activities,for example Code.org or Scratch Jr.
Learners might develop their understandingfrom concrete objects to pictorial representations throughsolving simple
puzzles with simple directional symbols in these games

8. 8 | What Digital Learning Might Look Like
First Level - Digital Literacy
Key Concept
Experiences &
Outcomes
Examples of LearningActivities
Using digital
products and
services in a
variety of
contexts to
achieve a
purposeful
outcome
I can exploreand
experiment with digital
technologies andcan
use what I learn to
support and enhance
mylearning in different
contexts. TCH 1-01a
When learningabout toolsthat helpus learnersmight:
Use the iPad Measure appalongsidetraditionalmeasuringinstruments, such as tape,ruler or metrestick, to
measure everydayobjects
Use the stopwatch app on a digital deviceto measure time during P.E.whenrunning races or takingturns with
equipment
Create a spreadsheet,using Excel or Sheets,to keepa recordof times throughout the term
Use the slow-motion video or photo bursts functionson a device’s camera to determinewho was first to cross
the line in a race or whethersomeone’s foot crossed the line before jumping
Use the time-lapse video recording function to detail the direction of the sun when exploringhow shadows
work
Use the slow-motion in order to examine how surface tension ispresent on water when popping a water
balloon (see Slow-Mo Science on Apple Books)
Access class novels andreadingbooks in a range of formats,includingaudiobooks,Office Lens or a built-in
screen-reader (such as on iPador in O365 Word). Learners canuse these tools to personalise their learningand
are especiallyeffective in supportingemergingreaders, those with speech and language needs, or speakers
of a foreignlanguage

9. 9 | What Digital Learning Might Look Like
When learning about online communications learners might:
Access learning through online collaboration sites,such as MicrosoftTeams Google Classroom. Learners might
complete a readingcomprehension activitywith questions or peer assessmentthrough sharing a digital text
and then receive feedback from the teacher onthe site
contribute examples of learning updates to the classblog, this could be a video of a drama sequence, a
song writtenabout topical learning or an animationexplainingwhat they’velearned
When learning about sharingtheir ideasand thinking learners might:
Create texts in different media,such as a class news report with a green screen where theyhave a
background to simulate a report from an exotic or dangerous location, suchas themoon or a volcanic
eruption
Use apps, such as Chatterpix, Talkr, Sock Puppets or PuppetPals, to create short films that demonstrate their
skills or understandingof a topic,for example:French vocabulary, explaininga mathsprocess or a HWB drama
on friendship
Present informationin a chronological sequence, with PowerPointorKeynote, including relevantimages and
information about events in a topic, suchas TheRomans or Our Local Area
Create a collectionof informationin anorganised (butnon-chronological)format, such as a tableabout
animals for Science,with data,including: numberof legs, habitat or species
Searching,
processing
and managing
information
responsibly
Using digital
technologies
responsibly Ican
access, retrieve and
use informationto
support, enrichor
extend learningin
different contexts.TCH
1-02a
When learning about locating useful information learners might:
Use a web browser,such as Safari or Chrome, to findpictures, videos and games to supporttopicallearning,
for example: a picture of a Romansoldier or the inner workings of a volcano
Use common reputable sources of information, suchas BBC or Simple Wikipedia,andexplain whytheyare
consideredreliable
Search for places and informationon GoogleEarth or Apple Maps Flyover to learn aboutdifferent locations
across theworld

10. 10 | What Digital Learning Might Look Like
When learning about copyright and ownership learnersmight:
Use the ‘Insert Online Pictures’option in Word,or InsertImage From the Weboption in GoogleDocs to use
images that are copyright-right free (creative commons option isautomaticallyselected)
Select ‘copyright free images’ when usingGoogle Image Search andexplainthe reasons for doingthis, for
example: “The photo belongs to someone else andwe need their permission to use it.”
Cyber
resilience and
internetsafety
I can extendmy
knowledge of howto
use digitaltechnology
to communicatewith
others and I am aware
of ways to keepsafe
and secure. TCH 1-03a
When learning about Health & Wellbeing learnersmight:
Explore friendships anddiscuss ‘who are our friends’ and‘are peoplewe meet online reallyfriends?’
Identifyways to be kind to theirfriends online as well as in the playground,such as including them in online
games or chat groups
Explain how to respect themselves and others ondigital platforms,such as games and social media
Look at howthe use of technologyand online networks to support different groups of people,includingASN,
LGBT or ASL
Update a log of achievements, or LearningJourney, in an ePortfolio,such asGlow Blogs, Google Sites or
Seesaw
Investigate how much sleep, eatingor exercise is best fortheir health andproduce a timetable to plan and
track this usinga spreadsheet,such as Numbers or Excel

11. 11 | What Digital Learning Might Look Like
When learning about Internet Safety learnersmight:
Describe the features of their secureand unique passwordand whyit might be difficult for others to guess
Develop a class/school charteron digital and online use, with digital leaders leading learningfor younger
learners as part of CR:IS learningon internet safetyanduse of sites, such as Google Interlands andThinkUKnow
Discuss the risks andbenefits of using online platforms,such asGoogleClassroomor Microsoft Teams,
Explore their ‘digital rights’ and linking this learningto the YoungScot5 Rights

12. 12 | What Digital Learning Might Look Like
First Level - Computing Science
Key Concept
Experiences &
Outcomes Examples of LearningActivities
Understanding
the world
through
computational
thinking
I can exploreand
comment on processes
in the worldaroundme
making use of core
computationalthinking
concepts and can
organise informationin
a logical way. TCH1-
13a
When learningabout Computational Thinkinglearnersmight:
Work logicallyto find errorsin Numeracy& Mathsproblems
Use their emerging computingscience knowledge,especiallydecomposition andsequencing, to develop
their understanding of mathematical processes,such as multiplyingtwo-digit numbersor explaining nextstep
in patterns and sequences, for example: “the biggest number goes on top, then you start with the units and
take the bottom one awayfrom the topone and put the answer under theline and then moveon to the tens
and do the same thing.”
Playcoding games, such as those at Code.org, which offer greatproblem-solvingexercises around direction,
angles, pattern andlogic
Make decisions basedon logical thinking,for example,such as “Collectballs in the gym hall butNOT
basketballs” or “Line upif you are left-handedOR have green eyes.”
Explore Barefoot Unplugged resources where theyneed to write, draw or talk their waythrough problemsin
logical steps and collaborate with peers to solvea range of problems with the emphasis on workingfor
accuracyinstead of ‘rushing to finish’
When learning about Sortingand OrderingInformation andData learners might:
Collect and organise information on different plants or animals to create a Top Trumps-style game where they
collect and organise data from class surveys about favourite things like fruit, films or books and then use this
data to inform decisions in the school,for example: “Oranges are the favourite fruit in the class, wecan make
sure there are orangesin the lunchhall.”
Explain to the learnersthat theyare surveying that theydon’t have to participate in the surveyand that all
data will be kept in their jotters and onlyused for the purpose of the exercise.If data is goingto be captured
digitally, it should be explained that this will be deleted when no longerneeded

13. 13 | What Digital Learning Might Look Like
When learning about Analysingand CreatingInstructions learners might:
Analyse a set of instructions that are deliberatelywrong,such as howto get to the library, andcan identifythe
points that are wrong and then correct these steps to make an accurate route and is there more than one
route or method? Ie. Theroute from primary1 to the gym hall is probablydifferent from primary5 classroom?
Analyse a set of given instructionsfor a beebot,or directions for a partner,and predict the end result – will the
beebot arrive at the correct location? Investigate patterns andinstructions in well-known songs,such as Ten
Green Bottles or the HokeyCokey, and predict the nextverse or progression – what comes afterthe right
hand in-out?
Write a list of logical instructions(algorithms)arounddailyroutines,such as makingtoast, or explaininghow
theycompleted an experiment/process in Functional Writing. There are many‘unplugged’ resources like this
on Barefoot.com
Understandin
g and
analysing
computing
technology
I understandthe
instructions of avisual
programming
language and can
predict the outcomeof
a program writtenusing
the language. TCH1-
14a
I understand how
computers process
information. TCH1-14b
When learning about Coding & Programminglearners might:
Tinker with programmabledevices, while introducing a new level of complexity, such as an appto control the
device or more functions, i.e. Sphero or Dash & Dot. (concrete)
Playwith and explorenew physical computingdevices, such as Spheroand Dash& Dot and are able to
control them with an app.Theyshould be able to use these devices to navigate obstacle courses,play
games, such as bowlingandraces. (pictorial and abstract)
Identifybasic functions of a codinglanguage, such as code.orgor Scratch – for example,there are
‘movement’, ‘control’ and ‘loop’ blocksand saywhat these do
Use block code to solve simple logic problems, such as playingcode.orgHour of Code or Kodablegames
Analyse a set of instructions and then identifyandfix errors; the teacher presents a short section of block code
(eg Scratch Jr/ Scratch)and asks the learners to predictwhere the sprite will end upon the screen.The
challenge could be gettingfrom the school to the shopalonga safe route.
Look at a short algorithm,or set of instructions, and identifyif it will work as requiredor if it needs modification –
this could be simple challenges on code.org or Kodable

14. 14 | What Digital Learning Might Look Like
When learning about How a Computer Works learners might:
Explain that input devices are user-controlled and sendinstructions to the computer’s ‘brain’, or processor,
which thenleads to an computer-controlledoutput – a short topic around ‘what a computer is’ wouldbe
effective in ensuring learners can identifybasic components, suchas input andoutput devices and processors
Create content for a wall display, such as a labelled diagram of howpopulardevices work in terms of input ->
process -> output, for example: when you pressthe volume button on the TV and the TV follows its algorithm to
decide it needs to turnthe volumeup andthenthe loudspeaker gets louder
Designing,
building and
testing
computing
solutions
I can demonstrate a
range of basic
problem-solvingskillsby
building simple
programs to carry outa
given task, usingan
appropriatelanguage.
TCH 1-15a
When applying their skills andknowledge aboutComputing Science learners might:
Applytheir knowledge and understanding of computational thinkingandprogrammable devices in fun and
relevant ways. This couldbe throughcontextual challenges,such as:
 Lego WeDo challenges – these require learners to developa solution to a challenge, then buildthe
model andcreate code to control it
 Robot Olympics – learnersmust control programmable devices to completechallenges, such as
slalom, flat races or robotfootball
 As part of a road safetytopic, learners guide a Beebots from point A to Point C or create a short script
in Scratch Jr that moves theircharacter from one point to another, avoidingthe obstacle B –
demonstrate a safe route to school on a map/model, add temporaryobstacles like roadworks,parked
trucks delivering to shops.
In designing ComputingSciencechallenges,ensure that:
Through these challenges,learners will create courses for each other that allow for decisions andchoices to
be made – “should I go left or right to avoid the obstacle?” or “is it betterto go fast or slow through the cone
slalom?”
Learners will discuss theproblem,design andtest a solutionandthenidentifyany errors andpossible solutions.
This will provide anopportunityto promote perseverance until a solution is reached. These processes can be
explored parallel to other, real-world activities,such as manoeuvringaround an assault course, makinga
sandwich or buildinga house withconstruction blocks
Learners can compare theirinstructions with otherlearners’ - are all scriptsthe same? Is it possible to have
different instructions for sameoutcome?Are there patterns?

15. 15 | What Digital Learning Might Look Like
Second Level – Digital Literacy
Key Concept
Experiences &
Outcomes
Examples of LearningActivities
Using digital
products and
services in a
variety of
contexts to
achieve a
purposeful
outcome
I can extendand
enhance my
knowledge ofdigital
technologiestocollect,
analyse ideas,relevant
information and
organise these in an
appropriate way.TCH
2-01a
When learningabout Literacy & Englishlearnersmight:
Create a range of texts that are increasinglycollaborative andmulti-modal,for example:writing and
recording a song with metaphors and similesor creating a podcastforWorld Book Daywith an appsuch as
GarageBand; creatingand publishing a bookabout RabbieBurns for Scots Language Week using an app
such as Book Creator online
Record and use increasinglyaccurate data from apps, such as Google Science Journal, to measure the
exact amount of light that a plant receives during the dayor accelerationand speed of their K’nex model car
- this data can then be included in reports,perhapsas a graph or chart
Produce short films,whether live-actionor animated. These films will include all the elements of writing,such as
setting, characters,dialogue and plot – this will be demonstrated through an increasing understandingand
application of soundsused, editing,pacing and scenes/shots. Learners will makelinks to the job roles involved
in digital filmmaking,for example: producer, director, photographer,digital effects artist, animator, sound
engineer
Demonstrate theircomprehension bycreatinga quiz about their reading book usingonline FormsCcurate a
journal to keep a recordof learningnew concepts and/or revision, such aswith ePortfolios or Microsoft
OneNote
When learning about Social Studies learnersmight:
Use an online storage and collaborationspace,such as Google Classroom or Microsoft Teams,to access
learning, completetasks and receive feedback.
Use an online map, such as Google Map,to plan or researcha school trip. Theywill be able to calculate large
areas, identifythe distanceand estimated time andpropose a method of travel

16. 16 | What Digital Learning Might Look Like
Create graphs from surveys about relevant real-life contexts,such as ‘Cycleto School’ usingsoftwaresuch as
Numbers, Excel or Sheets. Theywill thendemonstrate theirunderstandingof the data byselecting the most
appropriate graph for the gathered data, andcollaborate digitallyto analysenext steps, or make
recommendations based on the data,for example:“We should havemore oranges available at lunch time
as theywere the most popularfruit in our survey.”
Organise photos and videos in an app,libraryor folder to demonstrate understanding of topic, suchas Plants
in Our Local Area
Explore different roles that people playbyplaying simulation games,such as the Bean MP for a Week UK
Parliament website
Make use of digital connectivitywith apps, suchas Skype, to connectwitha real/relevant audience such as
learners and experts from across Scotland and around the world,to discuss andshare topical ideas and
potentiallysolve problems, such as those relatingto climate,environmentand culture
Searching,
processing
and managing
information
responsibly
I can usedigital
technologies to search,
access and retrieve
information andam
aware that not all of
this informationwill be
credible. TCH 02-02a
When learning about websearches learnersmight:
Search for and locate informationon the web, such as‘The Vikings’, and make sure to locate information on
at least three different sites in order to ensure accuracy. Theywill then be able to comparedifferent
information and ask questions about the reliabilityor online sources – whymight this be?Are some sites more
reliable thanothers?
Discuss online representations,such as howpeople areportrayed on social media,‘airbrushed photos’, and
‘fake news’. Theymaydiscuss how online perceptions and interactions shape our thinkingandfeelings
(unreality)– are celebrities healthy, happyor normal role models?
Use search tools, such as ‘advanced options’ and +/- beside words to make searches more accurate, for
example Google "viking -tyres -office –cruises" to find information on The Vikings but excludingViking Tyres,
Viking Office Supplies andVikingCruises. Theymayalso selectGoogle AdvancedSearch settingsfor similar
options
Use Google Photos app to identifyplants andanimals in theirphotographs

17. 17 | What Digital Learning Might Look Like
When learning about copyright and ownership learnersmight:
Include a reference to all sources in all research presented includinglinks to source material,for example
‘image from GettyImages’Use web searches to identifyand use appropriatemediato include inpieces of
work,such as the BBC sound effects library to find audio for ( http://bbcsfx.acropolis.org.uk/)stop-motion
animations or live action films
Use a search engine, such asGoogle or Creative Commons website, andusing the advanced options/tools to
filter images or videos whichare available for reuse. The teacher shouldexplain the reasons for doing this, for
example: “The photo or artwork belongs to someone else andwe need their permission to use it.”
Cyber
resilience and
internetsafety
I can exploreonline
communities
demonstratingan
understandingof
responsibledigital
behaviour andI’m
aware of how to keep
myself safe and secure.
TCH 2-03a
When learning about internetsafety learners might:
Make links throughout all of their HWB learning to digital aspects of their life, following the code of: Be Safe, Be
Smart, BeKind.
Access resources such as Think U Know andBBC Own It andare able to discuss internet safetyand make
relevant links to real life experiences, for example:“I know that I shouldn’tshare mysocial media passwords
with peoplein case theysteal myinformation or send meanmessages from my account.”
Explore links between internetsafetyand online shoppingin theirMaths ‘money’ learning. This might be
identifying good habits for onlinesafetyor exploringcyber securityaspects, such as encryptionand cyphers
Discuss the difference between friends (someoneyou know andhave met)and online acquaintances
(people you have met online and maynot be who theysaytheyare).
Suggest good internetetiquette, such asways of behaving kindlyto othersonline or supporting friendswho
are not feeling excluded or picked upon online
As Digital Leaders,hold Cyber Resilience and InternetSafety(CR:IS)assemblies to raise awareness amongst
parents and peers aboutrisks andsafe practiceonline

18. 18 | What Digital Learning Might Look Like
Second Level – Computing Science
Key Concept
Experiences &
Outcomes
Examples of LearningActivities
Understanding
the world
through
computational
thinking
I understandthe
operation of aprocess
and its outcome. I can
structure related items
of information. TCH 2-
13a
When learningabout Computational Thinkinglearnersmight:
Identifywhen and where parallel processes occur; such as in Pacman:learners can identifytwo parallel
algorithms, explaining what the Ghosts’ role in the game is vs Pacman’s role. An unpluggedcontext for this
learning might be learners explaining the different parallel roles in a game of rounders to younger peers: one
team has instructions for battingwhile the other hasrules for fielding butboth playat the sametime
Use the language of patterns and abstractionto identifywhen repeated instructions can be grouped into a
loop, suchas when describing dancesteps: for examplethe Sloshor Macarena, and instead of insteadof
[ahead 2, turn90, ahead 2, turn90, ahead2, turn 90,ahead2, turn 90]we could use [ahead2, turn 90,repeat
3 times]
Analyse a set of conditional instructions, for example, what conditions cause the player to win or lose in a
game of Draughts, for example:if you lose all your pieces then the game is lost but if you take all the
opponents’ pieces then you win. With this understanding, theywill then design a board game that must
contain a random element,such as: a roll of a dice or draw of a card. Learners will be able to ensure that the
game is still playable andfair, for example: rolling a 1 will lose points, or sendyou back but does not
immediatelyeliminate you from the game, or in Snakes and Ladders,havingmoreladders than snakes so that
the game is easierto win
Locate specific bookswhen theyvisit the communitylibrarybymaking use of genres and subgenres to locate
fiction, and the DeweyDecimal System to locate and categorisenon-fiction
Make informeddecisions based on the information availablewhenorganisingan entrepreneurialactivity,
such as Make £5 Grow. Theycan weigh uptheir options and makelogical decisions,such as: shouldwe sell
lots of small-profit items such as rubbers andpencils, or big-profit items such ast-shirts andcakes?Learners will
be able to justifytheir decisions in their ‘business plan’ while acknowledgingthat there are manyways to
makeprofits

19. 19 | What Digital Learning Might Look Like
Collect and organiseinformation in a hierarchical structure, and order data withinthis,such as when sorting
sweets: is it chocolate or chewy? Is it more or less than 30g? Or book reviewscould be sorted bygenre, length
or if it contains pictures?
Create a collectionof information, suchas different animals andtheir scientific classifications. Thisdata could
be presented in Venn or Carroll diagrams before being madeinto Top Trump-style cards. The next stepfor
learners will be to create a digital version of theirTop Trumps game using a database or non-linear
presentation and categorisingthe living things in a waythat theycan be searched, sorted and organised
Use effective questions to make decisions to organise most effectivelyor make recommendations to meet a
requirement, so is instead of asking “Would you like ham on your sandwich? Would you like cheese? Would
you like peanut butter? Wouldyou like chicken?” theywould ask “What would you like on you sandwich?”
Analyse a set of more complex instructions, such as a bakingrecipe to make scones, and ensure the steps are
in a logical order
Check steps, carryout processes and evaluate processes theycarryout. Theywill then identifywhere they
have made errors or couldimprovetheir outcome,such as with scones, bydoingthings differentlynext time
Understandin
g and
analysing
computing
technology
I can explaincore
programming
language concepts in
appropriatetechnical
language. TCH2-14a
I understand how
information is stored
and how key
components of
computing technology
connect and interact
through networks.TCH
2-14b
When learning about Coding & Programming learners might:
Playwith and explorenew physical computingdevices,such as MakeyMakeyand Micro:Bit. Code Club has
great resources for making games like Frustration or Snakewithmotioncontrols
Use block-based coding applications,such as Scratch,to createanimations andsimple games
Program parallel scripts, such as: a Scratch gamelike FlappyBirds, where there is one script for the
background and another for the bird theycontrol
Identifyeach part of a script theyhave written andits function, such as: “This is the loopwhere the character
moves in a square.”
how a script shouldwork, debug it and describe the expected outputs. This could be developedby
presenting programmingconcepts at assembly, marketingtheir game to another class,working as a leader in
a school codeclub

20. 20 | What Digital Learning Might Look Like
Use these games as a base to understand the new deviceand its functions but be encouragedto tinker with
the code and functions to create something new
Identify and use variables and loops in their coding, I.e. a score, timer or lives in a Scratch script. Learners
are able to edit and create simple HTML code using tools such as trinket.io They could follow the
activities from https://docs.trinket.io/getting-started-with-html and remix the example page to present
information about a topic.
When learning about Binary during Numeracy lessons, learnersmight:
Demonstrate with concretematerials howthe binarysystem works, see
https://csunplugged.org/en/topics/binary-numbers/form the CS Unplugged website (National
Technologies Communitylink in Glow). This has a great set of resources (activities tab)for ages 7 and
upwards around practical learningactivities to do with binary.
Represent numbers from 0-20 withbinarydigits. This could be usedto createcodes or ciphers (linking to
cyber securityand CR:IS)or historical figures such as Alan Turingand WW2 code-breakers. (*ASCIIfor text
couldbe explored for confidentlearners)
Explore other alternativenumber systems, suchas hexadecimal (Aztecs?). Where does Zero come from?
When learning about Hardware& Storage learnersmight:
Demonstrate their understanding of the internal workings of computers, tinkering with the insides of an old
computer or broken devices. They might be familiar with some of the internal parts at this stage and
might now be wonderinghow the different parts are connected and controlled
Investigate the role ofthe:motherboard,processor, memory(RAMand ROM)and storage (harddrives,
data sticks etc)graphics cards or power supplyfor example.Theymight thencollect images anddata
abouteach component, and then labelling a photograph or pointingat the demo computer,to show the
locationof each part
Discuss tablets and phones – do theyhave samecomponents as traditional computers? Whatneeds to
be altered to fit this hardwareinto a phone or tablet computer?

21. 21 | What Digital Learning Might Look Like
Research how the different components of computers interactwith eachother and their learningcould be
demonstrated with a presentation,animation or role play: “HI, I’m the mouse,I take you movementand pass it
to the processor” (passes information to next learner), “Hi, I’m the processor, I take the informationfrom the
mouse and decidewhatto do with it – I’ll look into the OS program andcheck – now, I can pass it onto the
monitor to display.”
When learning about Networks learnersmight:
Research computernetworks andlisting someofthe different types, such as wide-area(WAN)and local area
(LAN)
role playthe steps in data transfer across a network,such as the internet,with learners playing roles such as
client, server and DNS andpassingpages of information between them
Ro on a network hunt wheretheygo around each room in the school andmap out all the devices andtheir
connections to theinternet
Discuss how the school networkconnectsto the internetand manages all the devices connected to it
When learning about Cyber Security learnersmight:
Research different cyphers used in cryptography, such as a Pigpen or Caesar cypher,and encodemessages
suing these
Solve cryptographyproblems using mathematical reasoning
Create and test secure passwords usingrules to ensure theycontain a rangeof character types that are not
easilypredictable, suchas punctuation, capitallettersand numbers
Investigate different online scams, suchas phishingemails,and then create a guide on how to identify
possible scams and howto avoidfallingforthem

22. 22 | What Digital Learning Might Look Like
Designing,
building and
testing
computing
solutions
I can create,develop
and evaluate
computing solutionsin
response to adesign
challenge. TCH2-15a
When applying their skills andknowledge aboutComputing Science learners might:
 create simple scripts,with block-basedcode (see CodeClub tutorials for ideas)and canmodifythem
to meet the requirements of challenges, such as:
 build a Lego WeDo deviceto meet First Lego Leaguechallengethat includes use of sensors and
motors
 create a K’Nex vehicle and powerit with a Sphero,as part of a topic on transport, incorporating
elements of autonomous vehicles such as sensorsto determine an unexpected obstacle
 as part of a road safetytopic, move a sprite in Scratch from point A to Point C, avoidingthe obstacle B
– demonstrating a safe route to school on a map. CPU controlled sprites couldbe added to create
temporaryobstacles like other road users or animals(CrossyRoads/Froggergames)
 design and run a ‘robotOlympics/sports day’ – races,battlingor movingaccuratelythrough a course
 build a model of a smarthomewith a micro:bitor MakeyMakeycontrolling sensors,such as
thermostat, light or air sensors andmanagingappliances, suchas lights, heating andvents
 design and builda working appwithApps for Good that helps them with their learning, suchas a times
table app
 use Code Club online activities to edit HTML. These activities includeremixingHTML pages to create
poster for the school disco which couldbe shared online
 create a simple database with unique identification numbers for each entry, for example: there might
be two Georges in the class who both have blue eyes and brown hair, so a unique number is required,
like with passports
In designing ComputingSciencechallenges,ensure that:
Through these challenges,learners should be aiming to tackle a real-world problem,such astransport,
sustainable homes or supportingtheir learning
Learners will discuss theproblem,design andtest a solutionandthenidentifyanyerrors andpossible solutions.
This will provide an opportunityto promote perseverance until a solution is reached.
There should be an element of refinement to their designs at this stage, where learnerscompare their solutions
to others’ and try to identifywhere their solution could be more efficient, for example: using a conditional loop
so that their script runs for a shorter time or creatinga simpler user interface for their app,website or database.