ICT Handbook ›Programmes & Activities

Learn by doing.

Find, think, apply, create.

Digital literacy programmes, competency frameworks, and ICT tools that bring learning to life across all levels.

01 /OVERVIEW

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OVERVIEW

What is Digital Literacy?

Digital literacy is defined as a set of knowledge, skills and dispositions that would help our learners be confident, critical and responsible users of digital technologies. It goes beyond simply knowing how to operate a device or software — it encompasses a broader set of skills and competencies needed to function confidently in a digital world.

Students will acquire digital skills across four components in the “Find, Think, Apply, Create” framework that is further unpacked into 9 Digital Competencies to support deepening of digital literacy in schools.

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FRAMEWORK

FTAC Framework

Four components that organise the 9 Digital Competencies.

Click to learn more about FTAC Framework

Find

Critically gather and evaluate information from, and use digital resources (including social media) in a safe, secure, responsible and ethical manner.

Digital Competencies:

Digital Safety & Security
Digital Information Management
Digital Responsibility

Think

Critically gather and evaluate information from, and use digital resources (including social media) in a safe, secure, responsible and ethical manner.

Digital Competencies:

Data Competencies
Computational Thinking

Apply

Use software and devices effectively and productively; facilitate the use of knowledge and skills in new contexts; keep up with technological developments.

Digital Competencies:

Device & Software Operations
Digital Knowledge Currency

Create

Produce content and artefacts and collaborate with others digitally.

Digital Competencies:

Digital Communication, Collaboration & Participation
Coding & Programming

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COMPETENCIES

9 Digital Competencies

Click to learn about Digital Competencies in Curriculum

Find

Critically gather and evaluate information from, and use digital resources (including social media) in a safe, secure, responsible and ethical manner.

Digital Competencies:

Digital Safety & Security
Digital Information Management
Digital Responsibility

1. Digital Safety and Security

Understanding of online behaviour and awareness of how to protect oneself in the online space.

Lower/Upper Primary

With guidance, identify, and protect himself/herself from the risks associated with the use of technology and online content and people who may have negative influences and malicious intent.
Understand the concept of digital footprints and inspect his/her own digital footprint to detect potential risks.
Understand the benefits and risks of disclosing personal information online.

2. Digital Information Management

Employ effective strategies to locate information and resources, and exercise discernment by evaluating the accuracy, credibility, and relevance of information. Distil and synthesise essential content from the often large amount of information available online.

Lower Primary

Locate specified digital information and determine its relevance to a task.

Upper Primary

Select, organise and synthesise information and check for the accuracy, credibility and currency of the information.
Obtain more relevant information by varying keywords and questions for more accurate search or more targeted prompts.

Upper Primary (AI Specific)

Understand that AI outputs may contain errors and/or false information.

3. Digital Responsibility

When navigating the online space, demonstrate respect for oneself and others, and practise safe, responsible, and ethical use.

Lower/Upper Primary

Knows the importance of managing time spent on using digital devices vis-à-vis offline activities for learning.
Knows the impact of the use of digital technology on one’s overall well-being (e.g. physical, mental and socio-emotional well-being).
Is able to demonstrate respect for self and others in an online space.
Exercises responsibility and sound decision-making when navigating the cyberspace.

Think

Critically gather and evaluate information from, and use digital resources (including social media) in a safe, secure, responsible and ethical manner.

Digital Competencies:

Data Competencies
Computational Thinking

1. Data Competencies

Keep up-to-date with technological developments and the use of digital resources, as part of learning for life.

Lower/Upper Primary

Analyse and present data by following guidelines provided to use simple models, tools and techniques.

2. Computational Thinking

Employ computational thinking together with technological tools to solve problems, e.g. when developing and testing solutions.

Lower/Upper Primary

Apply elements of computational thinking, like decomposition, in solving a problem.

Apply

Use software and devices effectively and productively; facilitate the use of knowledge and skills in new contexts; keep up with technological developments.

Digital Competencies:

Device & Software Operations
Digital Knowledge Currency

1. Device & Software Operations

Understand how devices and software work in order to use them effectively and productively.

Lower/Upper Primary

Perform basic operations of computing devices, applications/software to meet his/her own needs (e.g. for learning or online research).
Select and put together different media elements to construct a digital artefact, while being guided to make informed choices with regard to how to use information ethically.

2. Digital Knowledge Currency

Keep up-to-date with technological developments and the use of digital resources, as part of learning for life.

Lower Primary

Aware that technology changes and evolves over time.
Able to use curated digital resources to meet his/her learning needs and interest areas.

Lower Primary (AI Specific)

Recognises that AI is present and common in our daily lives.

Upper Primary

Understand the real-world applications of technological changes and evolution.
Use a combination of curated and independently sourced digital resources to meet his/her learning needs and interest areas.

Upper Primary (AI Specific)

Understands what simple prompts are, in context of internet search or age appropriate chatbots and use them (under teacher supervision) to complete assigned tasks.
Understands how AI-enabled features support learning.

Create

Produce content and artefacts and collaborate with others digitally.

Digital Competencies:

Digital Communication, Collaboration & Participation
Coding & Programming

1. Digital Communication, Collaboration & Participation

Leverage digital platforms and tools to communicate ideas, connect with others, and contribute constructively to a common goal.

Lower/Upper Primary

Make use of features in computing devices, applications/software to convey information and ideas, while considering the specific purpose and context of communication.
Leverage digital platforms and work respectfully with others in a group setting to meet shared goals.
Take on the role and perform the tasks assigned by the group.

2. Coding & Programming

Utilise a variety of digital methods such as block-based programming, text-based programming, or prompt engineering to create digital artefacts, or to develop, test and debug solutions.

Lower/Upper Primary

Do simple coding and programming, understanding basic programming constructs.

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PROGRAMMES

Level-Wide Digital Literacy Programmes

P1 & P2

Touch Typing Programme

The touch typing programme for Primary 1 and Primary 2 students aims to build a strong foundation in essential digital skills in a fun, age-appropriate way. Through guided practice and interactive activities, students learn correct finger placement, posture, and basic keyboard familiarity, gradually developing accuracy and confidence in typing.

These lessons support the development of digitally-empowered 21st century learners by encouraging students to take ownership of their learning. Students set simple goals (e.g. improving speed or accuracy) and use digital tools to practise independently, fostering self-directed learning habits from a young age.

The programme also nurtures digital literacy. As students become more confident in typing, they are better able to express their ideas using digital platforms, allowing them to focus on thinking and communication rather than struggling with input. Basic cyber wellness habits, such as responsible use of devices and care for shared equipment, are also introduced.

Resource link:

I:\Office and Department Fileserver\DEPARTMENT FILESERVER\ICT\P1&P2 Touch Typing

P6

Code for Fun Programme

The Code for Fun programme, offered jointly by IMDA and Ministry of Education (MOE), aims to expose primary and secondary school students to computational thinking through coding, inventive thinking through digital making and emerging technologies such as Artificial Intelligence (AI). Conducted as a post-PSLE programme, P6 students use tools like Sphero robotic kits to learn coding concepts such as loops and variables while developing problem-solving skills.

Click for more information

🌐Cyberwellness Programmes

School-based Cyberwellness lessons, competitions, parent outreach, and STAR lessons are maintained separately under Cyberwellness.

Click for more information

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