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Progression can be identified in several ways in the Curriculum for Wales.
Here are some examples of progression within specific types of digital tools or applications that can used with learners.
The goal should be that learners become proficient in their use of digital tools and applications. Learners should develop proficiency in choosing how they show/explain their learning/understanding.
Learners should be making use of digital tools at appropriate points in their learning experiences, these should then be built upon year on year, so that they develop an understanding of the full capability of the tools/apps they use.
These skills have a certain degree of adaptability. Learners who make use of Microsoft Word or Google Docs should be at no advantage/disadvantage to the others.
An example of how Golftyn CP, Connah's Quay has identified progression in their digital apps for learners can be seen here.
A template example can be downloaded and altered for your school from here for Google and here for Microsoft.
When Mapping out Progression for your school it is important to view it as creating the 'long-term' plan.
Identify the skills you would like your learners to have once they have been through the entire journey, maybe 3 or 4 years, and avoid the trap of identifying what is currently in place.
Identify the skills you would like your learners to have once they have been through the entire journey, maybe 3 or 4 years, and avoid the trap of identifying what is currently in place.
The earlier learners start developing these skills, the smaller the steps in each year the easier it is to implement.
The earlier learners start developing these skills, the smaller the steps in each year the easier it is to implement.
The breakdown of skills is a general guide and it is up to the school/cluster of schools to decide when learners could/should be adopting these skills.
The breakdown of skills is a general guide and it is up to the school/cluster of schools to decide when learners could/should be adopting these skills.
Primary schools in the same cluster will hopefully aim to have learners leave with the same scope and depth of digital skills. Therefore, identifying the progression across a cluster will support secondary schools in their implementation of digital into their learning activities.
An example of a progression map being worked on by a Cluster of schools to ensure continuity of digital skills from all primary schools to secondary schools.
An example of a progression map being worked on by a Cluster of schools to ensure continuity of digital skills from all primary schools to secondary schools.
To make a copy of this document and edit as needed can be here for Google or here on Microsoft
Generic Skills
These skills should be developed by learners as they progress through the school, they will support how effectively they are able to access the digital apps and tools at their disposal. Further
Basic skills
Basic skills
1. Log in and out of a device
2. Click and Double Click as needed
3. Open programes
4. Open documents
5. Save documents (or know they are saved)
6. Select text and images
7. Move and resize objects
8. Use a mouse/trackpad effectively
9. Crop and adjust images/shapes
10. Add to shared documents
11. Use searches safely
12. Use online storage to access documents
13. Bookmark sites
14. Align items on a document
General Applications
Digital Storage (e.g. school server & cloud storage OneDrive, GoogleDrive, J2e etc.)
Digital Storage (e.g. school server & cloud storage OneDrive, GoogleDrive, J2e etc.)
Learners need to understand where their documents are stored, and how they can manage them in different ways.
A school server can usually only be accessed while in the school building, all their work is stored within the hard drive of a server within the school building. They are able to store work in files and folders, however, they need to understand that everyone who has access to the server, also has the ability to edit, delete and copy the documents which have been created.
Cloud-based storage is when the data is stored outside the school building in the hard drives of the chosen company. The data stored in this way is not stored in just one hard drive, instead, the data is broken up and stored in several hard drives. This adds a level of security protection as in order to 'hack' your data, the hacker would need the data from all the hard drives where the data is stored.
Learners need to understand how to access their documents/data on different platforms. They need to understand how to share these with others and how they are able to change permission on these documents.
1. Learners are aware that the work they create within a platform, their creating are stored in their cloud storage
2. Learners are able to create folders and add their own documents outside of their learning platform
3. Learners are able to share documents and change access permissions
4. Learners can organise their folders within their cloud storage
5. Learners are able to effectively search within their online storage to find the documents they require
6. Learners can work in collaborative folders/shared folders
Digital Learning Platform (e.g. Microsoft Teams, Google Classroom etc.)
Digital Learning Platform (e.g. Microsoft Teams, Google Classroom etc.)
Digital Learning Platforms are the means by which work/assignments are accessed by learners. They allow for tasks to be set with templates from the same digital ecosystem e.g. when setting a word processor task use a Word doc in Teams and a Google Doc in Classroom.
Teachers are able to assign work to individual learners, or classes, or even to several classes at one time.
When providing feedback to learners the digital learning platform allows teachers to access a learner's work and provide tailored feedback to individuals. However, it is important to note that feedback can still be given to the class as a collective. This allows for quick feedback on common issues which can be acted upon by learners in that moment.
These platforms will also usually allow links to be added from other digital applications. This means that the teacher is able to provide feedback to the learner on the work they have created and shared.
1. Learners are able to join a Team/Classroom and are able to access assignments and links through the learning platform
2. Learners are add links to work they have created in other platforms
Word Processing (e.g. Microsoft Word, Google Docs, J2write etc.)
Word Processing (e.g. Microsoft Word, Google Docs, J2write etc.)
Word processing tools can be used by learners to write stories/diaries etc. Learners should be aware that the understanding they develop when writing in a book, should also be applied when writing digitally.
The benefit of using a word processing tool is that it allows the user to easily edit their writing without the marks left in a book. Learners can continue pieces of work at a time that suits them and pick up where they left off, without the need to worry about saving.
Once feedback has been given by the teacher a class peer or through re-reading their work, learners can immediately make those edits. Several tools allow the history of the document to be seen, this shows the learning journey of the learner and informs of the feedback they have received through seeing the edits which have taken place.
Word processors can also be used collaboratively, learners can share ideas on docs, make edits and work at different times. This can also be across classes/schools/local authorities/countries.
1. Learners begin to use word processors as a substitute for paper & pencil/pen and write up stories/diaries etc.
2. Learners are able to augment their writing, using Bold/Italic/underline etc.
3. Learners are able to modify their work by adding images
4. Learners begin to make use of support tools within their word processor. e.g. check spelling/word count/translate
5. Learners are able to add hyperlinks to their work where applicable
Presentations (e.g. Google Slides, PowerPoint etc.)
Presentations (e.g. Google Slides, PowerPoint etc.)
Presentation tools can be used for more than simply delivering a presentation. They can be used to create several different digital pieces of work. These could be:
Infographics/Posters (You may need to change the page layout from landscape to portrait)
Stop-motion animation
Interactive stories/quizzes
A journal of development through a project
These are just a few ideas away from the status quo.
Using a single document with several learners will allow for collaborative work.
Idea maps
Venn diagrams
If each learner has their own page to work on, in a shared document, they can make comments on those of their peers against the success criteria of the work. (Some tools also identify the edits made within the document by different learners/users)
1. Learners are able to reorder slides and begin to add/adapt text
2. Learners are able to add their own images/shapes to create work, pupils add their own text to slides
3. Learners are able to change transitions between slides, select their own images to be used and annotate them accordingly
4. Learners are able to animate objects and text to enhance the slide presentation
5. Learners are able to make use of hyperlinks to link pages or to external links where applicable.
6. Learners are able to deliver presentations and screen record their delivery of a presentation.
Databases/Spreadsheets (e.g. Google Sheets, Microsoft Excel, J2data etc.)
Databases/Spreadsheets (e.g. Google Sheets, Microsoft Excel, J2data etc.)
Databases and Spreadsheets allow learners to understand how information can be collected, organised and illustrated.
The journey of understanding how to use them effectively starts with learners being able to collect answers to questions and start to view this information as data.
Learners will start to understand pictorial representations of the data they have collected and begin to answer questions on data representations.
Data sets can then be collected by learners and results inputted into a database/spreadsheet. Learners can then manipulate the data by filtering or sorting, and then look to make use of simple formulas to manipulate the data collected.
Learners can then make use of the data to create graphs/charts to best show their data, this can be added to other digital pieces of work such as word-processed or presentation tools.
Databases and Spreadsheets can be used in schools in collaborative activities, this allows for larger data sets to be collected.
Initially, data can be collected on birthdays/pets/favourites etc.
Moving on to larger data sets; information on individuals/countries/planets etc.
On to results from exploratory work; experiments/investigations/discovery, such as
'daily-mile' laps to then calculate total laps over a month, to convert to miles covered.
Science investigations with repeat tests to obtain averages.
River Studies can measure depths at set points and create a cross-section view.
1. Learners answer questions about a set topic to develop a data set and see how this can be visually represented.
2. Learners begin to answer questions about visual representations of data they have created.
3. Learners are able to create databases, identifying criteria/fields/parameters to be collected.
4. Learners are able to create branching databases and add them to a spreadsheet to evaluate data.
5. Learners are able to organise data and make use of basic formulas to support understanding of data in spreadsheets.
6. Learners are able to incorporate their data sets to support their findings/work.
Surveys (e.g. Microsoft Forms, Google Forms, J2vote etc.)
Surveys (e.g. Microsoft Forms, Google Forms, J2vote etc.)
Digital Survey tools allow learners to efficiently gather and collate data from surveys they have created. These tools can work in conjunction with databases and spreadsheets, making use of 'real' data to be analysed by learners.
Surveys can be created with closed questions, allowing for controlled data to be collected. Or allow open questions where respondents have flexibility in how they respond, often allowing for context to be gained as to why a response was given.
There are several online surveys which can also be used as online 'tests', where responses are awarded scores if they are correct. They can also have different responses to questions, where if an answer is incorrect, additional information is given to allow the responder to develop their knowledge and get the question correct.
Admin teams are also able to make use of these tools to gather responses from parents, these can be for data collection about learners, gathering permission for school visits, or holiday requests to name just a few.
1. Learners answer online surveys as an introduction to what a 'Form' does.
2. Learners have input to the creation of an online survey to be completed by others or at a later date, data collected and assessed by the whole class.
3. Learners create their own online surveys for completion by others with closed questions, data received is assessed by the learner.
4. Learners create online surveys to collect data from a wider audience with closed questions and assess the responses.
5. Learners are able to organise their data within a spreadsheet and analyse the results effectively.
6. Learners are able to make use of the data collected to support the rationale of the initial collection.
Specific Applications
Adobe Creative Cloud Express
Adobe Creative Cloud Express
Adobe Creative Cloud Express is a suite of several digital applications. Learners are able to create:
Posters
Videos
Webpages
Presentations
Infographics and many others
The Adobe Creative Cloud Express applications have a number of templates that learners can use as inspiration for their digital creations.
Learners are able to images, videos and audio from the device they are working on to any of the features within Adobe, or they are able to add audio to the work they have created.
Adobe also allows learners to add text, and elements or organise their pages using grids. These can then be downloaded as PNG, JPG, PDF or MP4 to be used as needed.
Adobe creations can also be shared with others to collaborate on, or shared once published to the web to gain a wider audience.
Learners can use Adobe Creative Cloud Express to:
Create posters or images to explain understanding
Infographics to lead the view through a step-by-step guide
Create videos to explain a concept or retell a story by adding images and audio
Create a video diary of an event/experience, using images/video of the event/experience
Webpages can be created to document a learning journey
Webpages can be made to show an understanding of a topic or as a profile of something
Presentations can be created, audio can be added to create a 'delivered' presentation
Adobe Video
1. Learners are able to add pictures and text to create a video presentation
2.Learners are able to audio to their presentations adjusting slide length to suit timings
3. Learners are able to create videos using images/videos from a shared online storage
Adobe Poster
1. Learners are able to create a poster using text and images within Adobe
2. Learners are able to use their own images within their posters
3. Learners can change the layouts of the poster and use templates to support their posters
4. Learners can add animations to their text creating digital infographics
5. Learners can add audio to their posters to support it’s content
Adobe Webpage
1. Learners are able to create a web page for a purpose
2. Learners are able to add different media to their web pages
3. Learners are able to collaborate on web pages
4. Learners are able to add links to additional pages
Adobe Presentation
1. Learners are able to create a one-page presentation
2. Learners are able to add different media to their presentation
3. Learners are able to create presentations incorporating several pages
4. Learners are able to add audio to their presentations to support their content
5. Learners can create videos incorporating their presentations
Britannica Digital Learning
Britannica Digital Learning
Articles, biographies, videos, and images from Encyclopaedia Britannica’s expert team, delivered in an accessible online format to support the needs of teachers and learners.
Learners are able to make use of Britannica at three different reading levels; Foundation, Intermediate and Advanced.
At all three levels, the text can be read aloud to the learner, there are also videos and images which support the topic/item searched for.
The benefit of using Encyclopedia Britannica is that all the information is from trusted sources.
1. Learners are able to research using keywords
2. Learners are able to use image searches
3. Learners can make use of the audio support within the App
4. Learners are able to make use of the appropriate reading level
5. Learners are able to use the related fields to support their research
Minecraft for Education
Minecraft for Education
Minecraft for education is a virtual open-world video game where players can dig, mine, build, craft, and enchant things. The game is typically described as a “sandbox game” because players can create their own worlds and experiences where the possibilities are truly limitless.
Up to 30 Learners are able to join a world at any one time, these can be hosted by a teacher or by a pupil.
It is important to note that creations in Minecraft are stored on the device which is hosting the world. These can be exported to other devices to be used by others who import them.
Learners are able to use Minecraft in several game modes; Survival, Creative and Adventure. Each mode allows the players different levels of accessibility to the world.
Learners need to understand the consequences of their actions in Minecraft because there is no undo button!!
Within the Game Settings, there are several features which are useful to know when working as a class, these are:
Show Coordinates- Learners can record where they have built in the world and begin to understand coordinates
Fire Spreads/TNT Explodes- Learners may initially find it amusing to 'destroy' the builds of others (this is called grieving in Minecraft) some of these actions can be turned off.
Always Day- This makes it easier for learners to see what they are doing when building
In the Classroom Settings:
Allow Commands- will allow learners to use Command Blocks (coding)
Allow Destructive Items- These can be removed from the blocks learners have access to
Immutable World- Turing this on will stop players from being able to build/mine blocks in the world.
There are a number of other features within the game 'Chat' which can be used when playing, these include teleporting those in the world to different places, changing the time of day and changing the weather.
1. Learners are able to build according a set topic
2. Learners are able to access a host world and collaborate with others
3. Learners can add signs/boards to give information about the build
4. Learners are able to add NPCs (Non-playing characters)
5. Learners can use command blocks to teleport around the world
6. Learners are able to use coding within Minecraft
Digital Platforms with a suite of Applications
Google Workspace for Education
Google Workspace for Education
Google's digital learning platform allows users to make use of Google's suite of digital applications. These are available through the Hwb platform to learners in Wales with some restrictions to learners.
The Google applications available to use for learners are:
Google Drive- Online Storage, learners have access to their own 'My Drive' (documents owned by the learner) and to 'Shared Drives' (documents created here are owned by the organisation). Learners can organise and share their documents with others from their My Drive.
Google Classroom- Google's Digital Learning Platform, where teachers can set assignments and post quizzes and learning material for learners to access. Feedback can be given to learners on the work they have shared through Google Classroom.
Docs- Google's word-processing application
Sheets- Google's Spreadsheet application
Slides- Google's Presentation application
Calendar- Learners and staff can set times for activities/meetings through Google Calendar
Meet- Online video conferencing application, learners can work collaboratively through Google Meet with others in the school or outside of the school building.
Sites- In Google's website-creating application, learners can create websites with several pages, allowing links to be added to documents online.
Forms- Google's survey application, surveys and quizzes can be created to gather data using various methods of reply, Self-marking quizzes can also be made to support pre/post-teaching knowledge or gain a general understanding.
These applications have a specific task in mind, however, they can be adapted to complete different tasks set by the teacher.
Just2easy
Just2easy
Just2easy is an online learning platform with various applications which work within its digital ecosystem.
Just2easy has applications suited to different levels of ability and experience.
The JIT suite of applications has simpler interfaces:
write- Simple wordprocessing application
Paint- Canvas for learners to draw
Turtle- Introductory programme to coding
Chart- Simple tables and visual data charts
Pictogram- Learners can count using images to denote values
Animate- Learners can create Stop-Motion animations to tell a story or explain a concept
Branch- Using images learners can create Branch diagrams
Mix- Simple presentation tool
Within the j2lauch portal, several applications have more functionality,
my files- J2e's online storage for individual learners
pupil files- how teachers can access the work created by learners
J2e5- works as a wordprocessing app, it also has the functionality to use mathematical tools, video and images
J2office- Includes Writer (Wordprocessing), Spreadsheet and Present applications aimed at learners aged 7-11.
j2data- several data handling applications for learners aged 5-14; Pictogram, Chart, Branch & Database
j2code- several coding applications for learners aged 5-14; JIT, visual, logo & Microbit. Creations can also be imported from Scratch
j2blast- online games for learners; Spell blast and Tt blast. Spell Blast supports spelling, and Tt Blast supports timetables. Both of these give the teacher quantifiable data against areas such as accuracy, % correct, number attempted, speed etc.
j2webby- allows learners to create web pages
j2bloggy- Learners can create an online blog
NB. There are several other applications available through Just2easy which could be utilised within a teacher's pedagogy.
Office365
Office365
Microsoft's digital learning platform allows users to make use of Microsoft's suite of digital applications, which are within a tool called Office 365. These are available through the Hwb platform to learners in Wales.
The Office365 applications available to use for learners are:
OneDrive- Online Storage, learners have access to their own 'My files' (documents owned by the learner) and to Shared documents to collaborate with others
Microsoft Teams- Microsoft's Digital Learning Platform, where teachers can set assignments and post quizzes and learning material for learners to access. Feedback can be given to learners on the work they have shared through the Microsoft Teams App.
Word- Microsoft's word-processing application
Excel- Microsoft's Spreadsheet application
PowerPoint- Microsoft's Presentation application
Calendar- Learners and staff can set times for activities/meetings through Microsoft's Calendar
Sway- Allows users to create interactive reports, presentations or personal stories in an easy-to-use digital storytelling app.
OneNote- In Microsoft's OneNote users can organise digital notebooks. They can be used to create a library of sharable content.
Forms- Microsoft's survey application, surveys and quizzes can be created to gather data using various methods of reply, Self-marking quizzes can also be made to support pre/post-teaching knowledge or gain a general understanding.
Whiteboard- Microsoft has an online Whiteboard app allowing teachers to make use of an 'infinite' canvas to work with learners. These can be shared with learners and saved to work on in the future.
Stream- this app allows for Video creation, any videos created in the Microsoft Application such as PowerPoint
These applications have a specific task in mind, however, they can be adapted to complete different tasks set by the teacher.
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