Identity, image and reputation.

B steps- I can recognise an image of myself. 

C steps- I can identify people who are important to me. 

I can understand that some devices require an action to access them. 

Where this develops...

Learners will develop an understanding of who they know, leading into 'stranger danger', and continue into who they know online. Catfishing and being aware of the dangers of meeting people online.

How this could look...

Learners move an image of themselves to say if they are choosing a type of snack. 

Learners recognise which activity they are doing from a choice board.

Health and well-being

B steps- I can make a choice when using digital media. 

C steps- I can use a variety of digital media.  

Where this develops...

Learners understand the range of digital media they have at their disposal: cameras, tablets, laptops, audio recorders, etc.

How this could look...

Learners make use of iPads to add their work to apps like Seesaw, understanding how they work and what is then done with the work they've photographed.

Digital rights, licensing and ownership

B steps- I can find a photograph/symbol/sign/name for myself and other familiar people. 

C steps- I can identify my name on my own work and my name on the work of others.  

Where this develops...

Learners understand the difference between their work and that of others. Developing an understanding of copyright and plagiarism.

How this could look...

Learners can see their work displayed with their name, and see the work of others displayed with their names. 

Online behaviour and online bullying 

B steps- I can sustain my attention to images that interest me online.  

I can attract and draw the attention of an adult to something/someone online. 

I can communicate simple likes/dislikes 

C steps- I can interact with others online. 

I can identify my own emotions on screen and indicate that to an adult. 

I can communicate ‘no’, ‘yes’, ‘like’ and ‘don’t like’ to an attentive adult. 

I can respond positively to feedback about my interaction with others. 

Where this develops...

Learners start to understand what is available online. 

That, how they behave online with others is no different to how they interact in 'real-life'. 

Moving on to understanding that content can be reported, and that the privacy of their information is important.

How this could look...

Learners can choose options which appear visually, which could be how they choose their snack. 

It could be choosing between episodes of number blocks or alpha blocks, where they are able to express a prefernce.

Communication

B steps- I can communicate my choices through different forms of digital devices and software.  

C steps- I can use different forms of digital communication.  

Where this develops...

Learners can use digital technology to send emails and add attachments. Make video calls to connect with others. 

How this could look...

Learners could select using touch screens and add pictures or videos to digital platforms, knowing others will see them.

Collaboration

B steps- I can engage in the same digital activity in parallel with a peer. 

C steps- I can complete a shared digital activity and be aware of the effect of the imput of others 

Where this develops...

Learners understand that working online enables them to collaborate with others worldwide in real-time.

How this could look...

Learners could create a digital image where they take turns to add to the final design. This could be a picture of flowers or a selection of minibeasts.

Storing and sharing

B steps- I can participate in reviewing work shared on digital media. 

C steps- I can recognise digital work from a previous session. 

I can save my work, with adult support, on digital platforms.

Where this develops...

Learners know that digital work is saved and can be edited. Knowing that work is saved for future sessions and can be accessed using files or links.

How this could look...

By creating digital work (pictures) in one session, they can return to it to make improvements or add features to their work.

Sourcing, searching and planning digital content

B steps- I can complete a digital task, following a short sequence of steps. 

I can use an icon on screen to access a specific app or website. 

C steps- I can choose what is needed to complete a digital task from given options. 

I can navigate through a series of icons/images to find the desired item. 

Where this develops...

Learners can select the correct application to perform a task. They are aware of the features different applications offer and can choose the ones that best suit their various purposes.

How this could look...

Learners select applications to complete tasks. They can choose an app to draw or complete maths tasks.

If adding work to an app like Seesaw, learners can select their name and folders to add work to or select to take photos or draw to add to their portfolio of work.

Creating digital work

B steps- I can intentionally create images, sounds, video output, letters or symbols.  

I can choose preferred multimedia components from a limited choice of image, sound and video. 

C steps- I can create output for different purposes, using different multimedia components, including images, sounds, video output, letters, symbols or animation. 

Where this develops...

Learners can select an appropriate application to create videos, podcasts or infographics to complete a task.

Knowing that they can add several different components to create a final piece of work.

How this could look...

Learners can add voice notes to explain what they have created. 

If using a drawing app, learners can change the colour or brush type to complete their work. 

Evaluating and improving digital content

B steps- I can show pleasure/displeasure when viewing my own work.  

C steps- I can comment on my own work in response to specific questions. 

I can spontaneously make a change to my own work.

Where this develops...

Learners can evaluate the digital work they have created and make improvements.

Learners will also understand how to improve their work based on the feedback of others.

How this could look...

Learners can look at what they have produced and understand that they can change elements they are not happy with. 

Problem-solving and modelling

B steps- I can show a growing awareness of sequences and patterns (of up to 5) supported by words/symbols/signs. 

I can follow one-step instructions. 

I can use a range of devices to create a desired effect. 

C steps- I can copy simple sequences and patterns (of up to 10) supported by words/symbols/signs. 

I can follow two-step instructions. 

I can use a range of devices for different purposes. 

Where this develops...

Learners can create algorithms (code) to program. This will allow learners to understand the importance of sequencing correctly, the way things are completed.

How this could look...

Learners sequence beads on a string or continue a repeated pattern.

They could be asked to get their outdoor coat and line up in a specific place.

Learners could use an iPad to take a picture and add a voice-over to send to someone. A device, e.g. a Beebot could be used draw an image by adding a colour to it.

Data and information literacy

B steps- I can match identical objects or images. 

I can understand that one item can be represented by another means. 

C steps- I can identify items that do/do not belong to a set. 

I can group objects that share a specified attribute. 

Where this develops...

Learners use digital applications for data collection and analysis. 

By understanding patterns and numbers, they will be able to apply this to data manipulation.

How this could look...

Learners can sort and order beads, leaves, and toys according to different criteria. 

Matching games can be played to develop their understanding of correspondence.