Scheme of Work

Cambridge Primary
Digital Literacy 0072
Stage 3
For use with the curriculum framework published in 2019

Version 1
Copyright © UCLES 2019
Cambridge Assessment International Education is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of the University of
Cambridge Local Examinations Syndicate (UCLES), which itself is a department of the University of Cambridge.

UCLES retains the copyright on all its publications. Registered Centres are permitted to copy material from this booklet for their own internal use. However, we
cannot give permission to Centres to photocopy any material that is acknowledged to a third party, even for internal use within a Centre.
Contents

Contents.................................................................................................................................................................................................................................................. 3
Introduction............................................................................................................................................................................................................................................. 4
Unit 3.1 Document creation................................................................................................................................................................................................................... 7
Unit 3.2 Written online communication............................................................................................................................................................................................... 14
Unit 3.3 Safe digital research............................................................................................................................................................................................................... 23
Unit 3.4 The history of computers....................................................................................................................................................................................................... 30
Sample lesson 1: Topic 1.1 Finding my files...................................................................................................................................................................................... 33
Sample lesson 2: Topic 3.3 How search engines work..................................................................................................................................................................... 35
Cambridge Primary Digital Literacy (0072) Stage 3 Scheme of Work

Introduction

This document is a scheme of work created by Cambridge Assessment International Education for Cambridge Primary Digital Literacy Stage 3.

It contains:
 suggested units showing how the learning objectives in the curriculum framework can be grouped and ordered
 at least one suggested teaching activity for each learning objective
 a suggested project at the end of each unit that will consolidate the learning
 a list of subject-specific language that will be useful for your learners
 sample lesson plans.

You do not need to use the ideas in this scheme of work to teach Cambridge Primary Digital Literacy Stage 3. It is designed to indicate the types of activities you
might use, and the intended depth and breadth of each learning objective. You may choose to use other activities with a similar level of difficulty, in order to suit your
local context and the resources that you have available. You may also choose to adapt the suggested activities and the projects so that they can be embedded
within the teaching of other subjects.

The accompanying teacher guide for Cambridge Primary Digital Literacy will support you to plan and deliver lessons using effective teaching and learning
approaches. You can use this scheme of work as a starting point for your planning, adapting it to suit the requirements of your school and needs of your learners.

Long-term plan
This long-term plan shows the units in this scheme of work and a suggestion of how long to spend teaching each one. The suggested teaching time is based on 30
hours of teaching for Digital Literacy Stage 3. You can adapt the time, units and order of the units based on the requirements of your school and the needs of your
learners.

Unit Suggested teaching time

Unit 3.1 Document creation 8 hours

Unit 3.2 Written online communication 8 hours

Unit 3.3 Safe digital research 8 hours

Unit 3.4 The history of computers 6 hours

Total 30 hours
Cambridge Primary Digital Literacy (0072) Stage 3 Scheme of Work

Sample lesson plans

You will find two sample lesson plans at the end of this scheme of work. They are designed to illustrate how the suggested activities in this document can be turned
into lessons. They are written in more detail than you would use for your own lesson plans. The Cambridge Primary Digital Literacy Teacher Guide has information
on creating lesson plans.

Other support for teaching Cambridge Primary Digital Literacy Stage 3

Cambridge Primary centres receive access to a range of resources when they register. The Cambridge Primary support site at
https://primary.cambridgeinternational.org is a password-protected website that is the source of the majority of Cambridge-produced resources for the
programme. Ask the Cambridge Coordinator or Exams Officer in your school if you do not already have a login for this support site.

Included on this support site are:

 the Cambridge Primary Digital Literacy Curriculum Framework, which contains the learning objectives that provide a structure for your teaching and learning
 grids showing the progression of learning objectives across stages
 the Cambridge Primary Digital Literacy Teacher Guide, which will help you to implement Cambridge Primary Digital Literacy in your school
 templates for planning
 worksheets for short teacher training activities that link to the teacher guide
 assessment guidance (to support classroom assessment)
 links to online communities of Cambridge Primary teachers.

Resources for the activities in this scheme of work

We have assumed that you will have access to these resources:
 paper, pens and pencils for learners to use
 digital devices, such as desktop computers, laptops, hand help devices and other hardware such as video and audio recording equipment
 software that will enable learners to:
 create and save digital artefacts
 communicate online
 digitally search for information.

Other suggested resources for individual units and/or activities are described in the rest of this document. You can swap these for other resources that are available
in your school.

Websites
There are many excellent online resources suitable for teaching Cambridge Primary Digital Literacy. Since these are updated frequently, and many are only
available in some countries, we recommend that you and your colleagues identify and share resources that you have found to be effective for your learners.
Cambridge Primary Digital Literacy (0072) Stage 3 Scheme of Work

Approaches to teaching Cambridge Primary Digital Literacy Stage 3

Cambridge Primary Digital Literacy can be used flexibly as a standalone subject, integrated within other subjects or used as the basis for activities outside of the
formal curriculum. During your planning you will need to decide which approach, or mix of approaches, will enable you to address each learning objective most
effectively. The activities that are presented within this scheme of work are based upon Digital Literacy being taught as a standalone subject but they can be adapted
to suit an integrated approach. As an example, learners can develop content creation, research and other digital skills through activities in other subjects.
As an example, learners can develop content creation and online skills through planning and creating blogs in language lessons.
To develop their digital skills it is recommended that learners are provided with opportunities to use a range of devices, such as desktop computers, laptops and
tablets.
It is also recommended that typing skills are practised regularly through short activities, possibly at the beginning of a lesson. From Stage 3 onwards, you may wish
to include a suitable touch typing scheme as part of your regular lesson planning.
Cambridge Primary Digital Literacy (0072) Stage 3 Scheme of Work

Unit 3.1 Document creation

Unit 3.1 Document creation

Outline of unit:
In this unit learners will conduct sorting and searching activities that will help them to understand hierarchical file structures. They will then be introduced to the
keyboard shortcuts used for editing a text document and to the common icons that are found across different applications. The development of text documents will
continue through the introduction of spell-checking software and through adding images. The unit content concludes with an introduction to the comments section
within blogs before learners consolidate their learning by creating a blog of their own.

Knowledge, understanding and skills progression:

This unit builds upon the typing and basic computer use that has been taught in previous stages. In order for your learners to access the unit, they must first be
able to switch on and log on to a computer, know how to save and open documents, and have basic keyboard and other related motor skills. To gain most benefit
from this unit, learners should also be able to alter the appearance of text; it is also advisable to allow time to revise this and to explore it further.

Learners should also have the literacy skills that will enable them to access and use spell-checking and proof-reading tools within text production software.

Language:
 image
 blog
 import/export
 cut/copy/paste (in the context of text processing)
 text processing software
 icon
 program/application
 functions (in the context of using an application, not in programming)
 file/folder
 save/open
 shortcut
 homophone
Cambridge Primary Digital Literacy (0072) Stage 3 Scheme of Work

Learning objectives Suggested teaching activities and resources Teaching notes

3TC.08 Navigate storage Remind learners, or ask a learner to demonstrate, how to open a file.
hierarchy appropriate to the
device. Provide a selection of cards that display the names of items that could be
grouped. For example, some cards could include the titles of books, others
could include recipes for different meals and a third group could display the
names of holiday destinations. In groups of four, learners group the cards and
then categorise them with an appropriate ‘filename’.

You have grouped your files by subject but how do you think we could do this
on a computer?

Establish that you can do the same thing on a computer using folders.

Where do you think you have seen folders before?

Can you find one now?

Demonstrate the navigation through folder hierarchies on your school’s Some learners may need support to return to
preferred devices. Provide learners with a list of files that are saved in the starting point at the end of each search as
different folders and explain that they are now going to find those files. they may get lost when they move from one
search to the next.
What could you use to help you locate the documents?
Make sure that the school IT system is locked
Explain that the files have been grouped into folders relevant to their content. so that learners cannot access any
This will make it easier for them to be found. inappropriate files when they are conducting
their searches.
Learners locate the files on their list and make a note of where they found
them, in a separate document. They then save this document in the correct
folder.

Resources:
 A set of cards, representing files, which contain the names of things
that could be grouped. For example book titles, various recipes and
names of holiday destinations.
 A selection of files stored in different locations on a device, network
and/or cloud storage, grouped by category to make them easier to
find.
3TC.04 Identify common Place learners into groups and ask them to match printed icons of common
features of onscreen layouts shortcuts with the correct definition. The icons that could be used include You may need to remind learners what icons
and icons across a range of those for: are.
applications.  text formatting
Cambridge Primary Digital Literacy (0072) Stage 3 Scheme of Work

Learning objectives Suggested teaching activities and resources Teaching notes

 filtering
 saving files
 navigating between screens.

Explain that these icons look similar across many different applications and
work in much the same way.

To extend this activity, the groups can discuss whether they think any of the
icons should change to make them more appropriate for modern life. For
example, the floppy disk is still commonly used to represent the ‘save’
function but the disks themselves are not often used now. Learners can also
consider what those icons could change to.

Provide copies of screenshots of two different applications, for example a text

processing application and a messaging application. Working in pairs or small
groups, learners identify the common layouts and highlight any differences.
Learners discuss the differences in their findings.
There are many ways you could ask learners to
In their pairs/groups, learners open each of the applications and record where record this information. For example:
they find the icons identified at the beginning of this activity.  they take a screenshot and circle the
icons on paper or in a drawing program
Resources:  you create a worksheet and ask them
 Pictures of cut, copy, save, undo, redo and help icons, with to draw the icons
associated definitions, cut into cards to form a matching activity.  they record their findings in a learning
 Screenshots of different applications with similar icons and layout. journal.

3TC.02 Know what shortcuts Demonstrate the cut and paste keyboard shortcuts within text software, Some learners will be reluctant to use the
are and be able to use shortcuts without telling learners what you have done. keyboard shortcuts as it is likely to be a new
for cut, copy, paste, save, undo experience for them. Watch carefully for this
and re-do. What do you think has happened? and be prepared to intervene.
Can you identify which functions have been used?
Learners will benefit from regular reminders of
Now demonstrate the undo and redo shortcuts. all of the shortcut functions throughout their
What do you think happened this time? learning, for example when other digital skills
When might these two functions be useful? are being demonstrated.

Explain that keyboard shortcuts are used to make common tasks easier.

Provide separate files that each contain a paragraph of text and explain that You may also want to repeat demonstrations of
learners need to use the different shortcuts they have been shown to combine the cut and paste shortcuts for different devices
Cambridge Primary Digital Literacy (0072) Stage 3 Scheme of Work

Learning objectives Suggested teaching activities and resources Teaching notes

the text into one document. Model this using the undo and redo shortcuts to and/or software. Demonstrations that use
correct mistakes. handheld devices may need to be delivered to
smaller groups while the remainder of the class
The paragraphs that are given to learners should be numbered sequentially, are completing the activity.
although the activity can be extended by leaving the later paragraphs
unnumbered so that learners need to decide the order of these for Learners often assume, mistakenly, that they
themselves. need to push the Ctrl + shortcut keys
simultaneously to access shortcuts. Show them
Make sure that learners save their master document after each modification. that they can hold the Ctrl key, or the button
Give them the opportunity to practise this skill using different documents. with equivalent functionality on other operating
systems, down indefinitely while finding the
Demonstrate the keyboard shortcut for saving documents and ask learners to correct letter.
use this for saving the final version of their document.

Resources:
 A list of the relevant shortcuts for learners to refer to.
 A selection of files each containing a paragraph of text that needs to
be combined into a master document.
3TC.03 Identify and use spell- Display a prepared piece of text which contains spelling errors. This should
checking and proof-reading include at least one incorrect spelling that forces the document to suggest a
tools. homophone of the correct spelling, for example ‘We one the game’.

What do you notice?

Why do you think certain words are underlined/highlighted? The exact wording of the second question will
depend on the software you are using as the
Explain that text processing software often contains a tool called a ‘Spell- method for highlighting incorrect spelling varies
checker’ which creates an alert when a word has been typed incorrectly. depending on the application being used.

What might be a problem with relying on a spell-checker?

Demonstrate an example where you misspell a word and the spell-checker

suggests a homophone as a correction.

Learners use the spell-checker to correct the prepared document. Watch for learners who choose inappropriate
corrections here. They must understand that
Resources: spell-checkers are not faultless.
 Text processing software that identifies spelling, and ideally
grammatical errors, inline (i.e. that it highlights the errors within the
text).
 A document with a piece of text containing spelling errors, including at
least one spelling that forces the document to suggest a homophone
Cambridge Primary Digital Literacy (0072) Stage 3 Scheme of Work

Learning objectives Suggested teaching activities and resources Teaching notes

of the correct spelling.
3TC.05 Add images to a Review the process for copying and pasting. Make sure that all technical vocabulary has
document. been revised. You may wish to use a short quiz
Does this only work for text? to facilitate this task.
3TC.02 Know what shortcuts
are and be able to use shortcuts Explain that it can be used for many different types of data including images,
for cut, copy, paste, save, undo which is what the learners will be doing today.
and re-do.
What is an image?
3TC.01 Develop fluency and
accuracy when typing in Model the process of copying and pasting images into a document, including Depending on the confidence of your learners,
increasing quantity. the shortcuts learned earlier in the unit. you may wish to model copying and pasting
images from different sources, for example a
3TC.08 Navigate storage Are there any other ways to add images to a document? web browser, another document, an image
hierarchy appropriate to the editor.
device. Model the process of importing images using the menus in your software.

Learners practise adding images to a document by creating a document on a Learners will need to recall their learning from
given topic. They type the text and then add at least one image using copy the first activity in this unit in order to be able to
and paste, and at least one other image that they search for on the school’s find appropriate images within the school’s
filing system and then import into their document. filing system.

If your software allows, this activity can be extended through experimentation The focus of this activity is on adding images
with the image editing tools available in your text processing application. rather than presentation at this stage.

Resources:
 A collection of appropriate, pre-selected images for the learners to
load. Some of these should be given to learners within a text
document while others should be saved in a suitable location within
the school’s filing system.
3TC.06 Compose, read, In pairs or small groups, learners should note everything that they already There may be some misconceptions as to what
respond to and share online know about blogging. a blog is.
messages with specific
individuals and with groups. Display an example blog that is appropriate for your learners.

3TC.01 Develop fluency and What key features can you identify?
accuracy when typing in Do you recognise anything from other websites or programs you use or visit?
increasing quantity.
Draw the learners’ attention to the comments section. When looking at blogs you may wish to have
examples of useful and appropriate comments,
Cambridge Primary Digital Literacy (0072) Stage 3 Scheme of Work

Learning objectives Suggested teaching activities and resources Teaching notes

What do you think this is? such as questions or requests for clarification.
Why is it there? For example, recipe alterations on a cooking
Why might it be useful? blog or a user asking for more information
What might the dangers or problems be? about the topic in the blog.

Discuss the importance of being polite when writing comments. A good

acronym to use is THINK:
 T – is it true?
 H – is it helpful?
 I – is it inspiring?
 N – is it necessary?
 K – is it kind?

Demonstrate the comment writing process. Allow learners the opportunity to When learners write their comments, this may
practise writing comments themselves in response to a blog that has been be online or offline. Alternatively, you may
written for them. prefer them to draft their responses offline
before posting.
Resources:
 An example blog with three or four posts and a few age-appropriate
comments. You may need to create this yourself before the lesson.
Cambridge Primary Digital Literacy (0072) Stage 3 Scheme of Work

Example Project - Unit 3.1

Learning objectives Project outline and resources Teaching notes
3TC.01 Develop fluency and In this project learners will produce a blog, detailing their findings in another You should take the opportunity to consolidate
accuracy when typing in topic of interest, for example about tracking the progress of a science any learning objectives that have not been fully
increasing quantity. investigation. They must apply all the skills they have used in this unit, understood early in the unit.
therefore their blog must include:
3TC.04 Identify common  at least one image This is an opportunity for learners to apply their
features of onscreen layouts  different fonts, sizes and colours prior knowledge about how to change the
and icons across a range of  some content copied and pasted from another source. formatting of text, rather than to make the
applications. document aesthetically pleasing.
Resources:
3TC.02 Know what shortcuts  Pre-selected text and images for the purposes of copying and pasting Remember to model the undo, redo and save
are and be able to use shortcuts and for importing. shortcuts until learners are confident with their
for cut, copy, paste, save, undo  Access to a blogging platform. use.
and re-do.

3TC.03 Identify and use spell-

checking and proof-reading
tools.

3TC.05 Add images to a

document.

3TC.06 Compose, read,

respond to and share online
messages with specific
individuals and with groups.
Cambridge Primary Digital Literacy (0072) Stage 3 Scheme of Work

Unit 3.2 Written online communication

Unit 3.2 Written online communication

Outline of unit:
This unit introduces learners to appropriate written online communication. They consider online profiles and will identify information that should be considered as
personal and, therefore, not appropriate for sharing. They will also consider which messaging platforms are appropriate for their own age group and how to identify
these.

Email is introduced, with learners being given an opportunity to compose an email that they send to their teacher and then watch as it arrives in the teacher’s
inbox.

The key messages about appropriate behaviour and responsibility when engaging in online messaging are then consolidated in an end of unit project. In this
project, learners produce a poster which explains all of the important safety and wellbeing information that has been learned during the unit.

Knowledge, understanding and skills progression:

Before starting this unit, learners should know how to report anything they find online which makes them feel uncomfortable or upset. They should also understand
that there is a risk associated with communicating online with people who may not be who they say they are. To understand the wider context of online messaging,
they should know that technology can be used globally and locally. Finally, they should be confident with document creation from the previous unit.

Language:
 inbox
 draft
 email
 message
 compose
 send
 personal information
 identifying information
 pseudonym/anonymous
 privacy
Cambridge Primary Digital Literacy (0072) Stage 3 Scheme of Work

Learning objectives Suggested teaching activities and resources Teaching notes

3SW.04 Understand that people Before beginning this activity establish the following rules:
can be upset by things said to,  names are not to be used when telling personal stories
or about, them.  any personal stories that are shared, should not be repeated outside
of the classroom
 be respectful of the feelings of others.

Has someone ever said something that has hurt your feelings or made you Sensitivity and discretion are strongly advised
feel sad? when asking questions like this. It is important
to acknowledge a learner’s feelings without
Discuss the learner’s feelings. allowing them to dwell on them.

Did you enjoy feeling that way?

Do you think others enjoy being sad?

Is it different when you write something online?

Establish that even if you are unable to see a person, this does not mean that
they cannot be hurt by unkind words. Explain that learners need to be even
more careful online as it is very easy for messages to be misunderstood.
Demonstrate this by saying a statement in several different ways, altering
your tone and body language to change the meaning.

Even though I said the same thing, I meant something different each time.
How did I do that?

Establish that you were able to change the meaning by altering your tone and
body language.

When you chat online, you cannot see each other’s faces or hear their voices.
Why might that be a problem?

Revise the THINK acronym from the previous unit:

 T – is it true?
 H – is it helpful?
 I – is it inspiring?
 N – is it necessary?
 K – is it kind?

Give learners a prepared statement, for example ‘I don’t enjoy speaking with
you online’, and explain that the writer’s intention was to say that they
Cambridge Primary Digital Literacy (0072) Stage 3 Scheme of Work

Learning objectives Suggested teaching activities and resources Teaching notes

preferred face-to-face conversation. Ask them to advise the person making This activity could take a variety of forms
the statement how they could use THINK to improve their communication. including:
 role-play
Resources:  a letter
 A set of two or three pre-prepared statements which can have  a poster.
different meanings depending on the tone and body language used
when they are said.
 A set of pre-prepared, age-appropriate, written statements that could
hurt a person’s feelings.
3SW.01 Know that their Place learners into small groups and ask them to sort information cards into You may need to establish that ‘personal’
information is personal and ‘personal’ and ‘not personal’. means ‘about you’.
identify the risks of sharing that
information online. Why did you sort the cards the way you did?

Establish that all the information on the cards could be personal, if it is about
the learners themselves.

Which information is safe to share online? Why? Do not correct the learners at this stage, it is
more important to elicit their ideas now and
Discuss the learners’ ideas and then ask them to regroup the cards, this time introduce correction and emphasise the need
into ‘safe to share online’ and ‘unsafe to share online’. for self-assessment later.

Why have you chosen to sort the cards the way you have?

Explain that any information that can be used to identify them should not be It is essential that you identify things that
shared. learners might not even consider to be
information, for example: pictures of them in
What are the risks of sharing information that can identify you? their school uniform, pictures of birthdays (the
date can be found in the EXIF data of the file),
Discuss possible scenarios, e.g. identity theft, thieves finding out when a pictures next to houses (easy to find the
home is empty, etc. address).

What could you share safely online?

Establish that you can still have a lot of fun online without giving any
identifying information. Discuss how hobbies and shared interests can still be
discussed, and you can have an anonymous username on a lot of websites.

Once learners understand what is safe to share online and what is not, ask
them to adjust some example profiles to make them safe.
Cambridge Primary Digital Literacy (0072) Stage 3 Scheme of Work

Learning objectives Suggested teaching activities and resources Teaching notes

Resources:
 A card-sort activity with different types of personal information on
them such as: name, address, hair colour, favourite food, school,
username, hobby, etc.
 Some example online profiles with a variety of personal information
on them, some safe to share, some not.
3SW.02 Safely engage in online Review material from the previous two activities, ensuring that learners For this activity, it would be useful for you to
spaces, including in group remember: familiarise yourself with the key social media
chats, being aware that  the THINK acronym and messaging platforms in your country. You
personal information and  what personal information means may find it useful to refer to online videos that
identifying photographs and/or  what they can and cannot share. are appropriate to both the age of your learners
videos should not be shared. and to your local context.
What applications could we use to communicate online?
What are the benefits and risks of each? A good general rule for learners in Stage 3 is
that they should not contact anyone they do not
Draw up a table of the different social and communication media that your know in real life.
learners use, or, if they do not use any, what they would use if they could do
so. Add in headings for ‘Benefits’ and ‘Risks’. Discuss what the risks and Any social or communication media should
benefits of each might be and add these to the table. have the following, otherwise it is considered
unsafe for Stage 3 learners:
Establish that for the learners’ own safety, some social and communication  effective blocking tools
media must not be used until they are much older.  easy to find reporting tools which are
acted upon
Either as a class or in groups, work through a series of imaginary scenarios  detailed privacy settings
and discuss the correct way to deal with each situation. The imaginary  no requirement for real names to be
scenarios should include those where the correct outcomes would be: used.
 block and report
 adjust privacy settings
 changing real personal information to fake information that is not
related to either themselves or to anybody else that they know.

Make sure that learners understand what each of the solutions entails in
relation to the social and communication media that they use.

Resources:
 A series of imaginary scenarios for discussion.
3TC.04 Identify common Explain that now learners know the theory of being safe online, in this session You may wish to create a quiz to revise the
features of onscreen layouts they will have an opportunity to put it into practice. common icons. To make it more engaging, you
and icons across a range of could turn it into a competition or use an online
applications. Begin by reminding them of the common icons they can expect to find in a quiz platform.
Cambridge Primary Digital Literacy (0072) Stage 3 Scheme of Work

Learning objectives Suggested teaching activities and resources Teaching notes

variety of applications. Open your chosen online communication application
3TC.06 Compose, read, and go to the message composition window.
respond to and share online
messages with specific Can you find any of the icons we have looked at previously?
individuals and with groups. Why might there be similar icons in a messaging or email client to those
found in text processing software?

Establish that there are a number of similarities between text processing

software and email clients or chat applications. This is because all work with
the written word needs to be typed and edited regardless of the purpose or
platform

Can you identify any differences?

Demonstrate the rest of the app, by paying attention to the inbox and
describing its function.

Provide screenshots of the inbox and composition windows in an email

application. Also provide labels for the key parts of the inbox and composition
window screenshots. These should include:
 for the inbox window:
- list of messages/emails
- sender line (who the message is from)
- subject line (what the message is about)
- message preview box
- Compose or New message button
- Reply button
- list of other folders (e.g. drafts, sent items, any other folders
for organisation)
 for the composition window:
- To field
- From field
- Cc field (if applicable)
- Bcc field (if applicable)
- Subject field (if applicable)
- text box (where the message goes)
- Send button
- Save draft button.
In pairs or groups, learners match the labels with the features of the
application in the screenshot.
Cambridge Primary Digital Literacy (0072) Stage 3 Scheme of Work

Learning objectives Suggested teaching activities and resources Teaching notes

Once this activity is complete, demonstrate the function of each of the key
features and explain that learners will have an opportunity to use these for
themselves later in the unit.

For learners who are already confident with the use of messaging or email
applications, this activity can be extended by asking them to write a short
explanation of what each of the features does.

Resources:
 An email client or chat app.
 Screenshots of the inbox and composition windows in the email or
chat application.
 Labels for the key parts of the inbox and composition window
screenshots.
3TC.03 Identify and use spell- Give each learner a copy of a draft email containing errors that need to be You may wish to combine this activity with the
checking and proof-reading corrected. one below, depending on how confident your
tools. learners are with using proof-reading tools.
How can we use our messaging or email applications to help us check if our
3TC.06 Compose, read, work is written correctly?
respond to and share online
messages with specific Remind learners of the spell-check function and how it works.
individuals and with groups.
What are the limitations of using a spell-checker?

Make sure that learners understand that spell-checkers are not faultless and
that they can pick near-spellings or homophones instead. They also require
the misspelling to be close to the correct one for a suitable suggestion to be
made.

Learners proofread and correct the draft emails with the help of the spell-
checker.

Resources:
 A draft email with spelling errors to correct.
 An email or messaging client.
3TC.06 Compose, read, Display your message inbox but make sure that there are currently no unread It would be a good idea to set up a special
respond to and share online messages. account that does not receive your usual work
messages with specific or personal messages.
individuals and with groups. Arrange for another member of staff to send an imaginary email which has
been written by a learner in a different country. The learner should talk about
Cambridge Primary Digital Literacy (0072) Stage 3 Scheme of Work

Learning objectives Suggested teaching activities and resources Teaching notes

life in their country and should ask your class for information about their own
lives.

What has just happened? What has changed?

Discuss what the learners have seen, then explain that they have just seen a
message or email arrive in your inbox. Read the email to the learners.

It would be lovely to reply, but what do we need to remember when

communicating with other people?

Remind learners not to give their personal information to others and that their Depending on how well learners remember
message needs to follow the THINK rules. these rules, it may be necessary to thoroughly
review the previous activities before continuing.
Model drafting an email. When doing so, make sure you explain your thought
processes and create opportunities for learners to correct you when giving
away overly personal information, or when writing something that does not
conform to the THINK rules.

Give learners time to draft responses of their own. To extend this activity, you Pause to share good examples of emails
can also ask learners to proofread each other’s work and suggest periodically, emphasising the importance of
improvements. being kind and safe.

Once the drafts have been completed to your satisfaction, ask:

Now that I have written my email or message, how do I send it?

Model the process of sending the message/email step-by-step in reply to the If your messaging or email application requires
original message, ensuring that learners have understood each step correctly. you to write an email address, take some time
Ask them to send their own messages to the account that you have been to model getting the “@” symbol on the
using during the demonstration. keyboard.

Display your inbox again.

What do we notice now?

Explain that the messages sent by learners have all arrived in your inbox.

Resources:
 An imaginary email from another learner in a different country.
 A messaging or email client – ideally without the ability to send or
receive messages outside of the school network.
Cambridge Primary Digital Literacy (0072) Stage 3 Scheme of Work

Example Project – Unit 3.2

Learning objectives Project outline and resources Teaching notes
3SW.04 Understand that people Once learners fully understand the concepts of online messaging, they
can be upset by things said to, produce an information poster showing what they have learned about how to
or about, them. safely engage in online messaging. The poster should include advice about:
 the THINK acronym
3SW.01 Know that their  what personal information is and what should and should not be
information is personal and shared
identify the risks of sharing that  when users should block and report content
information online.  why users should adjust their privacy settings
 the value of changing real information to fake information where a
3SW.02 Safely engage in online user cannot post using a pseudonym.
spaces, including in group
chats, being aware that The project can also include the learning from the previous unit so that Learners should be encouraged to experiment
personal information and learners format their text and select and import at least one appropriate with the text formatting and layout of their
identifying photographs and/or image. posters but the objective is not for them to
videos should not be shared. produce something that is aesthetically
This project could be extended by asking groups of learners to develop an pleasing. However, they might want to consider
3TC.01 Develop fluency and acronym of their own which can be used to explain the important things to formatting issues such as making the text on
accuracy when typing in consider when engaging in online messaging. their poster big enough so that it is visible from
increasing quantity. a distance.

3TC.03 Identify and use spell-

checking and proof-reading
tools.

3TC.05 Add images to a

document.
Cambridge Primary Digital Literacy (0072) Stage 3 Scheme of Work

Unit 3.3 Safe digital research

Unit 3.3 Safe digital research

Outline of unit:
In this unit, learners begin to understand what websites are and what they are not. They should also understand some common website features. They will
consider the role of search engines and will use keywords to search for information.

The concept of a digital footprint is introduced, along with some of the reasons why website use is tracked. Learners are then given the opportunity to assess the
reasons why some of the information that they find online might be less reliable than others.

Learning is consolidated through a project that requires learners to research information about their local area which is then presented in the form of a leaflet.

Knowledge, understanding and skills progression:

This unit focuses on using the World Wide Web to find information safely, therefore learners should:
 know that digital technology can give access to a wide variety of information
 know that the world wide web is a network
 be able to enter familiar words, using a physical or digital keyboard
 be able to identify key information from within a body of text.

Language:
 web browser
 search engine
 address bar
 website
 URL
 web page
 search bar
 bookmark
 tabs (in the context of a web browser)
 index
 keyword
 ISP
 cookie (in the context of a web browser)
 reliable (in the context of information)
 reputable
Cambridge Primary Digital Literacy (0072) Stage 3 Scheme of Work

Learning objectives Suggested teaching activities and resources Teaching notes

3TC.04 Identify common Display an appropriate website in your browser and allow time for learners to
features of onscreen layouts think about what they see.
and icons across a range of Do not accept the name of a type of web
applications. What do we call this program? browser as correct, for example Mozilla Firefox
What does it do? or Internet Explorer.

Explain that a web browser’s primary function is to display web pages. Many learners confuse web browsers with
search engines. Make sure that they
Which websites can you think of? understand that a web browser renders
(displays) web pages and that most have the
Write a list of common websites given by learners. facility to search the web, but that this is not
their primary function.
Spend some time modelling the most useful features of your chosen web
browser. In particular, make sure that you identify and model the use of the: This is another opportunity to address any
 address bar to access a website using its URL misconceptions related to what websites are.
 address bar to use a search engine (if applicable) Learners will often confuse them with apps,
 search bar (if applicable) especially where a service has an app and a
 ‘bookmarks’ or ‘favourites’ facility website, such as when using social media.
 history page
 back, forward, refresh and stop buttons When modelling the usage of the address bar,
 browser tabs (if applicable) very clearly make the distinction between using
 share button (if applicable). a search engine and entering a URL.

Learners visit the websites noted earlier and try using different features of the This time to explore is crucial to allow learners
web browser. This activity can be extended if they take a screenshot of the to familiarise themselves with the software
different features and add them to a document, before adding an explanation before any activities are set.
of how they arrived at each outcome.
It might be necessary to demonstrate how to
Distribute copies of a screenshot of a web browser and pre-made labels take screenshots, how to post them to the
containing the features mentioned above, along with their descriptions. learning journal and how to add notes to the
Learners match the labels to the appropriate place on the screenshot. postings.

This activity can be extended by separating the labels and the explanations
so that the learners firstly match them before using them to label the
screenshots.

Resources:
 Screenshots of most commonly used web browsers in your school.
 Labels detailing website features.
3TC.07 Use keywords to search Explain that the objective for this activity is for learners to understand what a
for information in a search tool. search engine is.
Cambridge Primary Digital Literacy (0072) Stage 3 Scheme of Work

Learning objectives Suggested teaching activities and resources Teaching notes

Ask the following question:

What is the difference between a web browser and a search engine? Many learners struggle with this concept,
especially as the results from a search engine
Explain that a web browser displays websites and a search engine allows are often displayed as a web page. Take plenty
users to find websites. of time to make sure that this misconception is
addressed before moving on.
To illustrate this point, set up the following activity.

Place 5 to 8 pieces of information on the walls around the classroom and then Each piece of information should be on a
cover them with another piece of paper, each with a number on. Create an different subject and it should be obvious that
index of the information beneath each of the pieces of paper. Finally, create a this is the case. For example:
set of questions which can be answered by the information on one of the  37542 ÷ 32 = 1173.1875 (Maths)
sheets of paper that are placed on the walls.  mammals give birth to live young
(Science)
Start by giving one learner the role of being the ‘Search Engine’. Give this  a comma is used to separate items in a
learner the index of what lies beneath each of the numbered pieces of paper. list (English).
Then give another learner a question to answer. This learner needs to choose
a keyword relating to the question (e.g. ‘Maths’ or ‘Science’) and say this to Make sure that you explain how a search
the ‘Search Engine’. The ‘Search Engine’ checks their index and tells the engine works before the activity begins, and
questioner which piece of paper to look at (e.g. ‘Go to paper 3’). The again afterwards to ensure learners understand
questioner goes to paper 3 and finds the answer. the concept.

Once this process has been modelled it can be extended by having several
learners being ‘Search Engines’ and others being ‘questioners’ at the same
time.

End this activity with a discussion about how quickly a search engine works.
Also ask the following question:
What information might be difficult to find using a search engine?

Resources:
 Printed pieces of information on discrete subjects.
 Numbered sheets to cover the information on discrete subjects.
 An index showing the numbers and corresponding pieces of
information.
3TC.07 Use keywords to search What is a keyword? Address any misconceptions about search
for information in a search tool. engines, web browsers and keywords that
Establish that a keyword is a word that illustrates the information you are might emerge.
trying to find.
Cambridge Primary Digital Literacy (0072) Stage 3 Scheme of Work

Learning objectives Suggested teaching activities and resources Teaching notes

Give learners a selection of questions (no more than five) from which they This is an ideal opportunity to draw parallels
need to identify the keyword that they would enter into a search engine to find between this activity and scanning for
the answer. keywords when answering reading
comprehension questions.
Once complete, model this process in a search engine to illustrate how this
works.

Search for a topic of interest within your class that would normally yield
results in child-unfriendly language, such as sites which use a large amount
of technical language.

What could we add to these keywords to help us find information that is child-
friendly?

Explain that there are often websites written for children and that these can
be found by adding more keywords to a search, such as:
 for kids
 for children
 primary school
 for 7 year olds
 elementary school.

Is the order in which you enter your keywords important?

Ask learners to search for websites that give them information on an If not switched on by default, this would also be
appropriate topic of their choosing. They must record: an opportunity to stress the importance of
 the order in which they enter their keywords (always remembering to ensuring that the safe search facility of your
add one of the phrases above at the end) chosen search engine is switched on. You
 the first three results that appear. must use a search engine that has safe search
At least three searches, using different combinations of keywords, should be functionality.
conducted and recorded by each learner.

This activity could be extended by asking learners to rate (1 to 10) the

usefulness of the information they found with each combination of keywords.

At the end of the activity, review the question about the order of keywords and
discuss what learners found.

Resources:
 A set of questions for learners to extract keywords from.
Cambridge Primary Digital Literacy (0072) Stage 3 Scheme of Work

Learning objectives Suggested teaching activities and resources Teaching notes

 A table with columns that will enable learners to record their
searches.
3SW.03 Know that device use How can I find out which websites I visited yesterday?
can be monitored.
Remind learners of the ‘History’ feature in their web browser and explain that
it keeps a track of every website they visit.

What are the possible advantages of this feature?

Who or what might also keep a record of which websites you visit?

Explain that the following organisations will be monitoring the websites you
visit:
 the school (if true) to keep all learners safe and identify any bad
behaviour or risk taking
 the ISP (internet service provider) who need that information in order
to deliver the desired web page
 the actual websites that learners visit
 many websites use tracking cookies to follow which other websites
are visited alongside their own
 the browser maker, to monitor the effectiveness of their service and to
check for malicious websites
 the manufacturer of the operating system (unless your school runs a
system which does not track usage).

Does that change how you think you should behave online?

Discuss the implications of the discussion and summarise the main points.

Explain that the record of what people do online is called their ‘digital It is not necessary to explain the digital
footprint’. footprint in depth at this stage. It will be
sufficient for learners to understand that they
Learners capture this information by drawing a mind map with the website create information with each visit to a website.
that they have visited at the centre and then writing around the edge who is
likely to have monitored that information, and why.

Introduce the idea that the digital footprint is linked to some of the reasons This is covered more fully in the next activity.
why people create online content and, therefore, why it might be useful for
those people to understand what their potential audience are using digital
devices for.
3DW.01 Understand that people Why might someone write something and put it on the internet?
Cambridge Primary Digital Literacy (0072) Stage 3 Scheme of Work

Learning objectives Suggested teaching activities and resources Teaching notes

create online content for a
purpose, including advertising, Discuss possible reasons and record them for future reference. Establish that
expressing their opinions and people create content for many different reasons.
sharing information.
Are some of the reasons for writing less trustworthy than others as sources of You may need to prompt learners think beyond
information? their own experiences of writing, so that they
can understand that some people write things
Establish that people who write things to sell a product or to persuade or in order to make money, to persuade and to
deceive are likely to be less reliable than those who write for an educational deceive.
website. Introduce the concept of reliability.

How could you decide whether a source of information is trustworthy? There are many resources freely available
online to help explain this to young learners.
Discuss the possibility of a number of different ideas, however you will Check for any content produced on this topic in
ultimately need to steer your learners towards the following criteria: your country. You may, however, need to
 Can the same information be found on different websites? produce a summary before sharing it with
 Can you find similar information on a reputable website? You should learners.
have a list of reputable websites that might include a fact-checking
website or a reputable news outlet with child-friendly content. It is important to distinguish between those
 Are the motives of the authors likely to be honest (are they trying to websites that sell advertising space in order to
sell you something, do they want to trick you into downloading pay for their existence and those which are
malicious software)? aimed at selling one particular product.
 Is there a lot of advertising on the site? This could mean that the Therefore the content of each advert should
information is likely to be less reliable. also be considered.

Give learners copies of website extracts and get them to assess their
reliability against a checklist. This checklist can be based upon the bullet
points above. It would be best to do this in pairs or groups, so that learners
can discuss what they are seeing. This activity can be extended by asking
learners to write a detailed justification for their choices.

Resources:
 A list of reputable websites in your country that are known for
producing reliable information.
 A selection of website extracts of varying degrees of reliability.
 A reliability checklist for learners.
Cambridge Primary Digital Literacy (0072) Stage 3 Scheme of Work

Example Project – Unit 3.3

Learning objectives Project outline and resources Teaching notes
3TC.01 Develop fluency and The outcome of this project will be a leaflet, ideally created using text This is an ideal point to revisit the skills learned
accuracy when typing in processing software, which will be about the learner’s local area. To be in Unit 1 to make sure that the skills and
increasing quantity. successful, learners should combine the document creation skills learned in knowledge are retained.
Unit 1 with the research skills from Unit 3.
3TC.03 Identify and use spell-
checking and proof-reading When completing this project, learners should:
tools.  Use a search engine to find information about their local area. This When searching for information, learners
information could include: should continue to use the techniques learned
3TC.05 Add images to a - notable landmarks to find accurate, age-appropriate material.
document. - important amenities (e.g. municipal swimming pool, shops,
parks, etc.)
3TC.06 Compose, read, - areas for recreation and enjoyment
respond to and share online - local history.
messages with specific  Assess the reliability of the information that they do find.
individuals and with groups.  Produce a document, retelling this information using their own words. At this stage, it is more important to make sure
- The text should be formatted in a variety of different ways. that learners are able to format text and add
3TC.07 Use keywords to search - Images should be added to support the text. images. Producing an aesthetically pleasing
for information in a search tool. - The document should be saved in an appropriate place. document comes in later stages. However,
highlight the difference between the scale of
3TC.08 Navigate storage this document with that of the poster that was
hierarchy appropriate to the produced at the end of Unit 2.
device.

3DW.01 Understand that people

create online content for a
purpose, including advertising,
expressing their opinions and
sharing information.
Cambridge Primary Digital Literacy (0072) Stage 3 Scheme of Work

Unit 3.4 The history of computers

Unit 3.4 The history of computers

Outline of unit:
In this unit, learners consider how computers, and their uses, have changed and how these changes have led to what has become the current reality for learners.

They will develop this knowledge through experiencing tasks that were done differently in the past and through identifying the efficiencies that developments in
digital technology have enabled.

Knowledge, understanding and skills progression:

This unit builds upon all of the skills taught in previous Stage 3 units with a view to consolidating this and applying it to the context of the project. In addition,
learners should understand that:
 there are a range of devices that are computers
 technology can give access to a wide variety of information
 technology can be used to communicate locally and globally.

Language:
 mainframe
 client
 smartphone
 tablet
 the cloud
 terminals
 chat
 IRC
 server
 blogging
 online collaboration
Cambridge Primary Digital Literacy (0072) Stage 3 Scheme of Work

Learning objectives Suggested teaching activities and resources Teaching notes

3DW.02 Know that computers Focus on different historical periods of computer use or on different purposes The way in which computers have been used
and their use has changed over of computer use. varies considerably around the world. We
time. recommend that you teach the history of
Write two headings on your whiteboard, or equivalent: ‘How we use computing appropriate to your context.
computers today’ and ‘How computers were used in the past’. Ask learners to
contribute ideas that could be listed under these headings.

What do you notice?

What is different?
What is the same?

Display a presentation on the history of computers and their use. Answer any What you include in your presentation is
questions that arise during your presentation. If your presentation includes dependent on your context, but it could include:
pictures of old devices, ask learners if they have seen any of these devices  the first computers
before and, if so, where.  mainframes and their terminals
 the first ‘personal computers’
Give learners labels that show key points in computing history and include  internet enabled computers
pictures of computers that were frequently used during each of the time  smartphones, tablets and the cloud.
periods covered. Ask learners to order the labels chronologically. The content should have meaning for learners
so should focus on uses that they can relate to,
Let’s look at all of these different computers. What has stayed the same? for example devices that were used in the
What has changed? home.

Learners record what has stayed the same, for example that computers still
perform arithmetic and that the primary means of input is a keyboard, whether
virtual or real. They also record what has changed, for example, computers
are much faster, they can perform many more functions and they connect to
the internet.

Once they have recorded their own observations, ask learners to share the
important points with the whole class.

Resources:
 A presentation detailing the key points in computing history for your
country.
 Some timeline labels with key points in computing history.
Cambridge Primary Digital Literacy (0072) Stage 3 Scheme of Work

Example Project – Unit 3.4

Learning objectives Project outline and resources Teaching notes
3DW.02 Know that computers In this project, learners will have an opportunity to experience using a Unlike previous units, this project is where the
and their use has changed over computer in the way that older generations may have done. As the focus in majority of information will be delivered, as the
time. Stage 3 has been on document creation and online communication, these are focus is less on developing discrete Digital
the areas that this project will focus on. Literacy skills, and more on developing
3TC.06 Compose, read, knowledge through experience.
respond to and share online In each activity, learners should be given the opportunity to role-play the use
messages with specific of computers in a different way to reflect a different point in the history of Learners should be reminded to practise the
individuals and with groups. computers. They then record their experiences using the blogging skills they skills they learned in Unit 2, particularly
developed in Unit 1. applying the THINK rules to any messages
3SW.02 Safely engage in online they send, and not posting any personal
spaces, including in group The suggested activities are: identifying information.
chats, being aware that  Role-playing a human computer (someone who does calculations
personal information and manually and writes them into a reference book for others to use). Each of these activities are suggestions only
identifying photographs and/or  Taking it in turns to role-play a writer and their secretary, where the and you should feel confident in adapting them
videos should not be shared. writer dictates their handwritten notes to a secretary who types them to make it more relevant to the history of
into a computer, prints the document and posts it to the recipient. computer use in your context.
 Revisit sending emails, but limit the content to plain text as this was
all that was available initially.
 Learners create reflective blogs about their different experiences.
They then spend a session commenting on, and learning from, each
other’s blogs.
 Create a collaborative document using a cloud service which is then
contrasted with the ‘collaborative’ activities that were experienced in
the past, such as the writer and their secretary.

Resources:
 An email client.
 A blogging service.
 A collaborative document creation service.
Cambridge Primary Digital Literacy (0072) Stage 3 Scheme of W

Sample lesson 1

CLASS:

DATE:

Learning objectives  3TC.08 Navigate storage hierarchy appropriate to the device.

Lesson focus / Learners can:
success criteria  successfully navigate around the school folder structure
 create and organise a filing structure.
Prior knowledge / Previous Learners understand how to:
learning  find, open, save and delete documents within a folder structure.

Plan

Lesson Planned activities Notes

Introduction What is a file? Make sure that
you distinguish
Discuss and remind learners that a file is a store of a specific type of digital between file
information. names (such as
school report), and
Can you think of some examples of files? file types (such as
music files,
What things do you already know how to do with a file? pictures and
documents).
Remind learners of their Stage 2 skills of finding, opening, saving and Specific file types
deleting files from within a folder structure. are not important
at this stage.
Main activities Provide a selection of cards that display the names of items that could
be grouped. For example, some cards could include the titles of books,
others could include recipes for different meals and a third group could
display the names of holiday destinations. In groups, learners sort the
cards and then categorise them with an appropriate ‘filename’.

Why did you choose to group the ‘files’ in the way that you did? It is highly likely
that you will see
Choose two groups to discuss this with, ideally one group that has some novel, but
categorised the cards correctly and another incorrectly. Ask which unhelpful
group’s choices are more effective. categories, such
as the main colour
You have grouped your files by subject but how do you think we would on the card. Make
do this on a computer? sure you explain to
the learners why
Establish that you can do the same thing on a computer using folders. this is unhelpful.

Where do you think you have seen folders before?

Can you find one now?

Demonstrate the navigation through folder hierarchies on your school’s If your learners are
preferred devices. Provide learners with a list of files that are saved in aware of physical
different folders and explain that they are now going to find those files. folders, you could
draw parallels
What could you use to help you locate the documents? here if you feel it
would aid their
Explain that the files have been grouped into folders relevant to their understanding.
content. This makes it easier for the files to be found.

Learners locate the files on their list and note in a separate document
where they found them. They then save this document in an appropriate
place.

How could you make sure that you have moved all the files to the

32
Cambridge Primary Digital Literacy (0072) Stage 3 Scheme of W

Lesson Planned activities Notes

correct place?

Explain that the learners could tick off the files from their list after they You could support
have moved them to a folder. your learners here
by asking them to
categorise the files
on their list on
paper first.
End/Close/ Select a group to explain how they chose to organise their files.
Reflection/
Summary Why did you choose to organise them in this way? Could you have
organised them in a different way?

Discuss other, equally valid, possible methods for organising the

folders, establishing that the most important thing is that files are
organised logically and are easy to understand by others.

Reflection
Use the space below to reflect on your lesson. Answer the most relevant questions for your lesson.

Were the learning objectives and lesson focus realistic? What did the learners learn today?
What was the learning atmosphere like?
What changes did I make from my plan and why?
If I taught this lesson again, what would I change?
What two things went really well (consider both teaching and learning)?
What two things would have improved the lesson (consider both teaching and learning)?
What have I learned from this lesson about the class or individuals that will inform my next lesson?

Next steps
What will I teach next, based on learners’ understanding of this lesson?

33
Cambridge Primary Digital Literacy (0072) Stage 3 Scheme of W

Sample lesson 2

CLASS:

DATE:

Learning objectives  3TC.07 Use keywords to search for information in a search tool.
Lesson focus / Learners understand:
success criteria  the difference between a web browser and a search engine
 what a search engine is
 how a search engine works
 how to select appropriate keywords when searching for information.
Prior knowledge / Previous  The internet is a network and that has physical parts.
learning  Digital technology can give access to a wide variety of information.
 The features of a web browser.
 What an index is and its purpose within non-fiction books.
Plan

Lesson Planned activities Notes

Introduction What is an index? What do you use it for? Learners will often
confuse web
Demonstrate using an index in a recipe book (e.g. to find a recipe for a browsers with
chocolate cake). search engines or
websites.
After ensuring that all learners understand what an index is, explain that
a search engine works in a similar way, but for websites. A search You may wish to
engine works by using computer programs called ‘bots’ to scan the use an online quiz
contents of as many websites as possible and adds this information to a app such as
huge index. Then, when users enter keywords (words that summarise Quizizz or Kahoot
the main idea for a given subject), the search engine looks for those for this activity.
keywords and presents the user with a list of websites.
Main activities Place 5 to 8 pieces of information on the walls around the classroom
and then cover them with another piece of paper, each with a number
on. Create an index of the information beneath each of the pieces of Make sure
paper. Finally, create a set of questions which can be answered by the learners
information on one of the sheets of paper that are placed on the walls. understand what a
keyword is.
Start by giving one learner the role of being the ‘Search Engine’. Give
this learner the index of what lies beneath each of the numbered pieces Each piece of
of paper. Then give another learner a question to answer. This learner information should
needs to choose a keyword relating to the question (e.g. ‘Maths’ or be on a different
‘Science’) and say this to the ‘Search Engine’. The ‘Search Engine’ subject and it
checks their index and tells the questioner which piece of paper to look should be obvious
at (e.g. ‘Go to paper 3’). The questioner goes to paper 3 and finds the that this is the
answer. case. For
example:
Once this process has been modelled it can be extended by having  37542 ÷
several learners being ‘Search Engines’ and others being ‘questioners’ 32 =
at the same time. 1173.1875
(Maths)
If I wanted to find out the recipe for chocolate cake online, what would  mammals
my keywords be? give birth
to live
Demonstrate how to enter the keywords into a search engine. young
(Science)
 a comma
is used to
separate
items in a
list
(English).

34
Cambridge Primary Digital Literacy (0072) Stage 3 Scheme of W

Lesson Planned activities Notes

Explain that
learners will use
their own
keywords in the
next lesson.
End/Close/ Ask learners to explain to a partner how a search engine works. This is an
Reflection/ opportunity to
Summary Who can tell me how their partner thinks a search engine works? develop listening
skills as well as
conceptual
understanding.

Reflection
Use the space below to reflect on your lesson. Answer the most relevant questions for your lesson.

Were the learning objectives and lesson focus realistic? What did the learners learn today?
What was the learning atmosphere like?
What changes did I make from my plan and why?
If I taught this lesson again, what would I change?
What two things went really well (consider both teaching and learning)?
What two things would have improved the lesson (consider both teaching and learning)?
What have I learned from this lesson about the class or individuals that will inform my next lesson?

Next steps
What will I teach next, based on learners’ understanding of this lesson?

35
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