I can independently create and plan work before beginning a digital task.

I can adjust keywords and search techniques to find relevant information.

I can begin to reference sources used in my work and consider if content is reliable.

I can store search results for future use, e.g., bookmark, add to favourites.

Choose a selection of planning tools – e.g. planning templates. 

To unpick objective and plan journey to outcome. 

To select the most suitable software matched to the objective. 

To explain and justify choices in the planning stage. 

Use correct search engines – HWB/Kiddle. 

Boolean search tools.   

Resilience. 

Reading skills skimming and scanning. 

Check sites for validity and trustworthiness. 

Spellcheck/ use of online dictionaries to assist searching. 

Shortcuts/keyboard commands. E.g. “...” and “...”  

Use precise keywords – See Y4 keyword e-safety lesson 

Citing and referencing all sources- are they reliable sources? 

Reliability – cross checking with more than one source 

Spotting snags on websites- what features should a website have for us to know they are a genuine source? 

Using online citing tools to help cite and source. 

Education purposes allow use of other materials but preparing for KS3 and onwards the foundation of citing and referencing, 

To bookmark and add websites to favourite by naming them for retrieval. 

To recognise that their sign in details, if saved, will mean they can retrieve bookmarks and favourite. 

Range of software experiences to choose from. 

Choice of device. 

Tips and tricks – related to programmes/devices etc.. 

Securely storing and retrieving work. 

Time efficient tools. 

Appropriate language and accuracy- summarise and highlight keywords not 

Knowledge of search engines and which ones are most reliable/ efficient.  

To collect notes using shorter hand. 

Reading for meaning. 

Resilience and growth mindset to achieve outcome. 

Reasons why information is falsified  

Understand what makes aHow do I know if content is reliable?  

Knowledge of dependable and credible sources. Up- to date and relevance.  

Understand what plagiarism means, and the ethics around it.  

 source reliable.

Securely storing and retrieving work. 

Understand that websites have a specific link that will be difficult to remember and bookmarking it will be helpful. For example, school’s Accelerated Reader link.  

Share examples as a WAGOLL. 

Research and identify features they need to include. 

Ask for feedback on plan – gaps/missing points/improvements. 

Producing videos/websites/podcasts/ 

Effective modelling of navigating around different websites/ taking information. 

QR codes and links suggested initially and then discussed.  throw in an incorrect source to discuss. 

Don’t forget of non tech to collect information such as actual books. 

Effective modelling of content checks by teacher. 

Using a range of different sources e.g. images, articles, websites. 

Bookmark websites that are visited regularly on their Hwb account.  

Experience using web browser features. 

software, podcasts, editing, framework, justifications, devices, access, retrieve, save, folders, files, multimedia,   

Search, search engines, QR codes, shortcuts, keyboard commands, reliability, efficient. accuracy  

Reliable, dependable, credible, authenticity, sources, cite, reference, materials, copyright, current, relevant, plagiarism, cite 

storing, data storage, bookmark, favourite, tab   

I can use a range of software to select, produce and edit a range of multimedia components for a purpose, such as: 

text and images, e.g. format text (bold, underline, italics, highlight); insert and edit text boxes; columns; use refine tools (spellchecker, find and replace); word wrap; crop; alter size and shape; alter images; add effects; trim and split sound and video clips; transitions; onion skin

I can use a range of software to select, produce and edit a range of multimedia components for a purpose, such as: 

presentation, e.g. page orientation; animations; transitions; remove and alter images; use background; use action buttons to create hyperlink; embed objects.

I can use keyboard commands such as shortcuts.

I can use software tools to enhance the outcomes for specific audiences.

Develop independent learning skills to effectively use software. For example, watch a tutorial or use the ‘help’ section to discover how to do something.  

Use installed and web-based software depending on the purpose.  

Explore key components while producing a multi-media presentation   

Explore simple keyboard shortcuts e.g. copy/paste. For a range of software e.g. word, google documents   

Explore the software tools while producing a presentation  

Understand how to use each feature for a purpose. For example, how to use spellchecker. 

Understand the use of different software, which suits the purpose of the task  

Awareness of the uses of shortcuts and why/when to use them e.g. time saving  

Understand how tools can enhance a presentation  

Understand when it is appropriate to enhance a presentation – dependent on audience.

Create a presentation on a particular theme  

Collaborate on a key component of a shared presentation 

Create a presentation on a particular theme  

Collaborate on a key component of a shared presentation  

Challenge – half of the class use the shortcut to a task and the other half use the correct way – which is quicker?  

Select the most appropriate tool to enhance a presentation depending on the audience, e.g. an information presentation for a reception child and then amend for their parents.    

Suite, text and images, e.g. format text (bold, underline, italics, highlight); insert and edit text boxes; columns; use refine tools (spellchecker, find and replace); word wrap; crop; alter size and shape; alter images; add effects; trim and split sound and video clips; transitions; onion skin

Produce, edit, collaborate, hyperlink, page orientation; animations; transitions; remove and alter images; use background; use action buttons to create hyperlink; embed objects.

Shortcut, hyperlink   

Any vocabulary related to specific software, methods and techniques.