Digital Literacy Stage 9 Scheme of Work - tcm143-552768

Scheme of Work
Cambridge Lower Secondary

Digital Literacy 0082
Stage 9
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 9.1 Personal responsibility in the digital world............................................................................................................................................................................ 7
Unit 9.2 My children’s digital world..................................................................................................................................................................................................... 15
Unit 9.3 That’s entertainment............................................................................................................................................................................................................... 25
Sample lesson 1.................................................................................................................................................................................................................................... 36
Sample lesson 2.................................................................................................................................................................................................................................... 38
Cambridge Lower Secondary Digital Literacy (0082) Stage 9 Scheme of Work
Introduction
This document is a scheme of work created by Cambridge Assessment International Education for Cambridge Lower Secondary Digital Literacy Stage 9.
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 Lower Secondary Digital Literacy Stage 9. 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 Lower Secondary 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 9. 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 9.1 Personal responsibility in the digital world 10 hours
Unit 9.2 My children’s digital world 10 hours
Unit 9.3 That’s entertainment 10 hours
Total 30 hours
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 Lower Secondary Digital Literacy Teacher Guide has
information on creating lesson plans.
Other support for teaching Cambridge Primary Lower Secondary Literacy Stage 9
Cambridge Lower Secondary centres receive access to a range of resources when they register. The Cambridge Lower Secondary support site at
https://lowersecondary.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 Lower Secondary 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 Lower Secondary Digital Literacy Teacher Guide, which will help you to implement Cambridge Lower Secondary 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 Lower Secondary 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 Lower Secondary 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.
Approaches to teaching Cambridge Lower Secondary Digital Literacy Stage 9

Cambridge Lower Secondary 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, such as
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. During Stage 9, you may wish to
include a suitable typing scheme of work as part of your regular lesson planning.
Unit 9.1 Personal responsibility in the digital world
Unit 9.1 Personal responsibility in the digital world

Outline of unit:
This unit aims to help learners take responsibility for their own safety and behaviour when online so that their experiences can always be positive.
By the end of the unit, learners will understand that they are responsible for their online activity and be aware of the permanence of the digital footprint that they
create each time they go online. They will develop knowledge that will enable them to make judgements about the information they find online and understand how
the results of their information searches could be personal to them. They will also deepen their knowledge of document creation through creating artefacts that
contain a number of different media types.
Knowledge, understanding and skills progression:

Before starting this unit, learners should know:
 what metadata is, how it is created and how it is used
 how to protect files from unauthorised access
 that some people have specific purposes for posting things online
 that they can control their own online profile
 what online communities are and their associated benefits and risks.
Language:
 cyberbullying
 permissions / privacy settings
 social network
 tag
 posting
 search engine / search engine optimisation (SEO)
 search history
 filter bubble
 metadata
 algorithm
Learning objectives Suggested teaching activities and resources Teaching notes

9SW.05 Understand that they Introduce this unit by asking this provocative question: Some countries have laws which give an age
have personal responsibility for Are teenagers wise enough to be allowed access to the internet that is not at which children are considered old enough to
their digital activity, safety and regulated by their parents or teachers? take responsibility for their online activity (e.g.
wellbeing. 13 in the COPPA rules for the US). Some
Discuss the responses and then ask the following: parents will judge this as being too young,
How many of you own a smartphone? while others will not. Regardless of these
Who is permitted to go online whenever they want without asking for views, all teenagers that use digital devices
permission from an adult? should be made aware of the risks that are
Who has a social network profile or maintains a personal website? associated with internet use and should know
how to protect themselves.
Explain that posting content online requires great responsibility.
Teenagers will frequently post content that puts
Display a mocked-up website and instruct learners to identify as many themselves and others at risk. Many will seek
examples of bad practice as they can. They should also explain the risks that to portray a version of themselves that may be
these examples may pose to either the owner of the site or to other people. different to the person they really are.
This activity can be supported by questions such as:
How easy is it to identify the owner of the site? The mock website for a fictitious 14-year-old
What impression have you formed about them? child could include a range of personal
Have they expressed any opinions that may upset or antagonise others? information, images, links to video clips, etc.
Are people easily identified within the site content? The aim of the site is to demonstrate bad
If so, could these people be exposed to physical or emotional harm as a practice, so include personal information that
result of what appears on the site? should not be disclosed (such as personal
Does the site display any content that could be considered illegal? email, address, etc.). Add images that would
enable a stranger to identify and track down
Working in pairs, learners review each other’s findings to see if they agree on the website owner. Some of the images and
which aspects of the website content will put people at risk and decide what comments should show other individuals using
those risks might be. bad behaviour that would be viewed as
cyberbullying. Tag some images with full
Summarise the instances of bad practice and ask learners to suggest how the names and include text and pictures that put
site might be improved. others at risk. Risk, in this context, is an activity
that may lead to physical or emotional harm to
Resources: the person posting the content or the person
 A mocked-up website that appears to have been created by a 14- who is the subject of the content.
year-old.
 A set of questions to guide learners’ work to identify examples of bad
practice.
9SW.02 Explain how search Tell learners to prepare to be amazed and then ask the following question: Personalised search results are the product of
engines provide personalised Do you remember where you have been during the past month? the information that the search engine has
search results based on gathered about the user, such as their location,

metadata, including targeted Explain that if they do not, they could try checking their smartphone. search history, demographics, past click-
advertising. behaviour, interests and the hardware they are
If learners have a smartphone with them, ask them to view their location using. The stated purpose of personalisation is
history in the Map application. If nobody has a phone, demonstrate it either to increase the relevance of search results for
using your own device or by showing an online video. a particular user. This is known as search
engine optimisation (SEO). SEO operates
Explain that location history is just one example of the vast quantities of data based on the use of metadata.
that search engines and social networks collect about all of us. Discuss what
this means in terms of the use of personal data, personal privacy and For metadata-based searching, the engine that
potential misuse. powers the search indexes documents based
on a specified metadata schema. The
Also introduce the ‘filter bubble’ concept. Explain that a filter bubble can occur documents have been tagged with metadata
when websites use algorithms which make assumptions, based upon the fields such as title, description, keywords and
information that they hold about a user, to refine the search results that they other data about the document.
return. As a result, users can become separated from certain information that
disagrees with their usual viewpoints and these users can therefore The metadata that organisations gather on
effectively become isolated in their own cultural or ideological bubbles. users of their online systems can provide a
detailed profile of an online user, and each
Ask learners to make several searches using the same search engine and the online action increases the detail of that profile.
same search term, for example ‘tennis shoes’, and compare their search This data can be sold to third parties as a
results in small groups. It is possible that in some cases the results presented product. In reality SEO leads to a great deal of
to each learner are not identical. Discuss what might be causing the targeted advertising, generating enormous
variations. revenue for search engines and social
networks.
Display some examples of targeted advertising, such as for sport products,
textbooks and luxury goods, and ask learners to speculate about the ‘profile’ The downside of SEO is that search engines
of the person that the adverts were delivered to. This can be repeated a and social networks collect enormous
number of times with different combinations of adverts. quantities of personal data about users that
could be stored and then used in the future for
Discuss what learners can do to protect their personal privacy, such as unknown purposes.
disabling location tracking, clearing their browsing data, deleting cookies and
using a private browsing mode within a search engine, such as ‘Incognito’ in
Google Chrome.
Why would you want to protect your personal history in this way?
Resources:
 Examples of targeted advertising.
9DW.01 Make effective Display an example of a totally inaccurate piece of information, or news story, As young people in particular increasingly turn
judgments about the validity of which appears to have been posted on a web page. Make sure that there are to the internet for news, information and
the source and accuracy of some clues to its lack of authenticity contained within the content, for entertainment which has been subject to little

information found online. example: or no editorial control, they are susceptible to
 a strange looking URL being influenced by inaccurate and, often
 spelling and grammar mistakes intentionally, misleading information. It is
 a fact that is obviously wrong important that learners are made aware of this
 an incorrectly captioned photograph, etc. trend and develop a healthy scepticism
towards information from any source that
Discuss the information without drawing learners’ attention to the clues. Then cannot be validated.
take a vote on whether the information is accurate or fake.
Remind learners that, while much of the information on the internet is factually
correct, some of it is not. It is therefore important for learners to adopt
strategies to help them to evaluate the credibility of a source. Explain that if
they cannot evaluate the source, they should ignore it or always treat the
information with scepticism.
Provide learners with a checklist that might help them evaluate the accuracy There are many guides on how to evaluate the
of an online information source. Also provide a list of links that learners validity of an online information source
should review using the checklist. The list should include sites that are available on the internet.
generally accurate and some that are not.
Learners work in pairs to conduct a review of the websites, using the

checklist, and then join another pair to compare their results and discuss any
differences.
Resources:
 An example of a web page containing inaccurate information or news.
 A checklist of strategies for judging the validity of the source and
accuracy of information found online.
 A list of websites for learners to review using the checklist.
9SW.05 Understand that they Display an image of a fossilised human footprint. Explain that the humans
have personal responsibility for who made them were probably unaware they were doing so and certainly did
their digital activity, safety and not know how long they would endure. Emphasise the permanence of the
wellbeing. fossils.
Draw an analogy between real footprints and the data we leave behind To help learners, define the term ‘digital
whenever we use the internet and how it could be viewed many years later. footprint’ as all of the data that is currently
stored on the internet that can be linked to
Discuss learners’ personal responsibility to protect their future selves through each of them individually.
remaining conscious of their footprint while they are operating and
communicating online.
Does your digital footprint reflect you in a positive or a negative way?
Explain that a digital footprint is not always a negative thing and that some
people actively seek to increase their own footprint.
What might be the positive aspects of a digital footprint?
Who might want to increase their digital footprint and why?
Working in small groups, learners find each other’s digital footprint by Learners should do a search of their full name
searching for their names and their location using a range of different search and the town or city in which they live. Due to
engines. their age it is unlikely that there will be any
data, however it is possible that information is
Working individually learners conduct similar searches for older relatives. disclosed that raises a cause for concern. This
Discuss learners’ findings. It is possible that they do not find anything, and should be reported immediately to a member of
this should be seen as a positive result. In this case congratulate them for staff in your school who is responsible for
their invisible footprints but remind them that they will still have a digital pastoral care.
footprint.
Explain that it is unlikely that children of this age will have a visible digital
footprint but that their invisible footprint in the data recorded in their search or
online shopping histories will be substantial.
Outline some activities that contribute to a digital footprint and ask learners to Some of the activities that contribute to a digital
list all the things that they have done online in the past week that will have footprint that learners are likely to list are:
added to their digital footprints.  websites they have visited
 purchases they have made
Provide learners with a list of names of some adults that are known to them,  emails they have sent
such as other teachers in the school, to illustrate how much information it is  comments they have posted
possible to find online. Make sure that it is a list of people you have approved  their search history
and tested in advance to ensure the returns are not inappropriate.
 the social networks they use
 their personal website
As a whole class discuss the following question:
What should you do to stay in control of your digital footprint?  their chosen video sharing platform
What could be a potential impact of your digital footprint when you become an  everything that other people have
adult? posted about them.
Discuss the suggestions made by learners and help then to draw up a plan to
create a positive digital footprint. Learners write a blog listing the things that
they will do to take responsibility for their own footprint in the future.
Complete this activity by suggesting some further strategies that learners can

adopt to avoid building a negative digital footprint. Some simple steps you
should advise them to take are:
 To remove any negative comments that you have posted about
yourself or others.
 If friends or relatives have posted anything you are unhappy with,
politely ask them to remove the post.
 Set permissions on your social networks so that only the people you
personally know have access to your information, and block others.
Resources:
 Guidelines for creating a positive digital footprint.
9SW.05 Understand that they What should you do if someone’s activity or something you have encountered Risk is applied broadly in this activity to cover
have personal responsibility for online is making you concerned or unhappy? risk to learners themselves (from things such
their digital activity, safety and as cyberbullying, grooming, addiction, etc.) or
wellbeing. Discuss various scenarios, including: risks to other users as a result of learner’s
 negative responses to social media posts activity (from things such as posting images
9TC.02 Use devices to create  comments about either themselves or people that they know tagged with the full name of the person shown,
increasingly sophisticated digital  evidence that their posts are being seen by, or shared with, people posting hurtful or unkind comments, etc.).
artefacts, including the use of that were not their intended audience
sound, video, text and other  any online communication from outside their group of ‘real’ friends. Risk is unavoidable in the virtually connected
multimedia. If individuals are supported to share personal experiences, these can have a world so young people need to know how to
powerfully engaging effect on other learners. Find out how they dealt with any react and how to be resilient when risk
of the situations they discuss. presents itself.
Explain that an essential first step is confiding in someone they trust. The
issue can then be reported to authorities that can stop the perpetrators. By
taking positive action, learners will protect themselves, and others, and will
demonstrate resilient behaviour.
Explain what it means to be resilient and why it is important that learners Resilient behaviours include:
adopt resilient behaviour when online, by outlining and discussing a series of  Being prepared in advance, through
resilient behaviours. education, about risks when online.
 Sharing concerns with others.
To reflect upon this activity, learners create a digital artefact to help teenagers  Reporting more serious concerns to
to develop resilient online behaviour. Allow them to work as individuals, in authorities, if necessary.
pairs or in a small group. The artefact should combine a range of media  Knowing that content can be removed
including text, music, speech, images, video, etc. They could produce a role- from social networks if it contravenes a
play, news item, presentation, short lecture, etc. that demonstrates a range of network’s terms and conditions of use.
the content creation skills that they have acquired up to this stage in their  Seeing perpetrators of cyberbullying as
learning. victims themselves who may well have

emotional and behavioural problems
Resources: that lead them to victimise others.
 Access to applications that can be used to combine a range of media
to create a multimedia artefact. Ideally, video camera, audio recorder,
video and audio editing software and/or a presentation tool.
Example project: Unit 9.1

Learning objectives Project outline and resources Teaching notes
9SW.05 Understand that they Working in small groups, learners plan an ‘online safety questionnaire’ that The aim of this project is to make learners think
have personal responsibility for provides sufficient data to enable their school to identify behaviours that might about how to collect potentially sensitive data
their digital activity, safety and place learners at risk. from their peers, identifying areas of concern
wellbeing. within the information that is collected and how
As a whole class, ask learners to discuss their ideas and agree on 10 to 15 to present their findings in an engaging,
9TC.03 Create a portfolio of questions. informative and sensitive way.
documents for a common
purpose. Using the title ‘Online Safety Questionnaire’ each group designs a
questionnaire that will be quick and simple to complete.
9TC.02 Use devices to create
increasingly sophisticated digital Ensuring that anonymity is respected, learners sample as many individuals
artefacts, including the use of within their year group as possible.
sound, video, text and other
multimedia. Each group enters the results of their survey into a shared document. Each Before learners produce their individual
learner then analyses the collected results in order to identify: presentations, discuss if there are any
 patterns within the results particular survey results which should be left
 extreme responses that create cause for concern that need to be out in order to protect a particular respondent.
discussed further.
Each learner also chooses a suitable platform and document type for Learners who are familiar with spreadsheets,
presenting their conclusions. Their presentations should include a summary databases and graphical presentation may
of the findings and suggest how learners in their year group might improve choose to use these within their final
their online safety. document.
Assessment of the work should consider the

quality of layout of the final document.
This activity can provide your school with

valuable information about learners’ online
behaviour which can be used to inform the
school’s online safety strategy.
Unit 9.2 My children’s digital world
Unit 9.2 My children’s digital world

Outline of unit:
This unit will provide learners with an insight into metadata and digital technology developments that will shape lives in the future, such as Artificial Intelligence
(AI). The unit looks into how metadata could be collected by seemingly offline activities, such as making a drink or sitting in a car, and how learners can equip
themselves to embrace the future while remaining aware of the risks that the increasing sophistication of technology could pose to every individual.
Creativity is introduced at the end of the unit, where learners are invited to imagine a community that their children could belong to. They then consolidate their
learning by writing a science fiction story in which they create a world for their children to live in based upon the risks and opportunities that have been discussed
during the unit.

 that online activity creates metadata
 that metadata can be used to create a detailed profile of an individual
 the meaning of online communities
 how computers are continuing to change the workplace
 some of the benefits and risks of the Internet of Things.
Language:
 optical character recognition (OCR)
 biometrics
 artificial intelligence (AI)
 machine intelligence / machine learning
 algorithm
 big data
 virtual community
 graphical processing unit
 data aggregation
 encryption/decryption
 cipher/cipher text/plaintext

9DW.06 Describe the benefits Introduce this activity by asking the following questions:
and risks of AI. Is the ‘AI spring’ finally upon us?
What will it bring?
9TC.04 Use advanced search
techniques to refine search Explain these questions by pointing out that there is nothing new about the ‘AI winter’ is a term used to describe the
results. term Artificial Intelligence (AI) and that people have been making predictions passage of time between early predictions for
about its possibilities and risks since the 1960s. However, AI requires a set of artificial intelligence in the 1960s and the
9TC.01 Develop fluency and technologies to make it affordable and possible to process, and it is only in recent implementation of AI systems.
accuracy when typing in recent years that these technologies have become available. Explain that the
increasing quantity. period from the 1960s until this ‘spring’ is known by some as the ‘AI winter’. AI requires a set of underpinning technologies
to make it possible and it is only in recent years
9TC.03 Create a portfolio of Ask learners to work in pairs, and assign each partner to either Task A or that these have become available. Three
documents for a common Task B: developments that have brought about the end
purpose. of AI winter are:
Task A – Identify a specific human function that AI or robotics might have the  Abundant and affordable graphical
power to change dramatically in years to come. Examples could include: processing units (GPUs) and,
 a specific area of employment increasingly, cloud computation.
 the military  The availability of ‘big data’ to provide
 industry the source material for machine
 science learning.
 medicine  Machine learning algorithms. These
 something at home are more complex and faster
 something at school. algorithms that are able to take
Choose a human function to research and type a report about how AI might advantage of big data sets and the
be able to change this function. greater processing power made
available by the GPUs and cloud
Task B – Identify a specific employment or human function that AI or robotics computing. They identify patterns in
will not have the power to change dramatically in years to come, for example: data, which would otherwise be very
 hands-on care for the elderly difficult to find, and make predictions
 psychology based upon on them.
 active education for early years learners
 creative thinking in the Arts
 professional sports
 law
 politics.
Choose an employment or human function to research and type a report
about how AI will not be able to change this function.
Before starting the task, the class should agree a report template that will be

used for both Task A and Task B. The templates should include the following
headings:
 Name
 AI will have the power to dramatically change, or
AI will not have the power to dramatically change
 Reasons why
 Peer assessment
 Peer assessment guidelines.
They should also agree guidance on how to peer review each other’s report. Peer assessment must follow strict guidelines.
Once learners have completed their report they should exchange it with their For this task, advise peers to:
partner and review each report using the guidelines that were agreed.  be objective
 state whether they agree or disagree
The whole class should then discuss some of the interesting findings about with the example chosen
AI. They also discuss the benefit of having a template and an agreed set of  state what they liked about the
guidelines to work with during the task. Benefits of using the template could reasoning given in the report
include:  make helpful suggestions for improving
 it provided a structure for the report the report.
 it made reports easier to compare
 it made it easier to find key information.
9DW.06 Describe the benefits Explain that governments and organisations are increasingly making use of Technology-based security is treated as a
and risks of AI. data that has been collected from private citizens. Also explain that AI is trade-off between public security and privacy.
being used to repurpose data to provide information that may have little to do The importance of security is a priority but this
9DW.01 Make effective with the stated intention that the data was originally collected for. is often with disregard for personal privacy.
judgments about the validity of
the source and accuracy of How does this make you feel?
information found online.
Provide learners with a template and ask them to make a list of as many Other examples of digitised data might include
technologies that collect and store digitised data on individual citizens as they fingerprints, DNA, shop loyalty cards,
can. A possible template (with an example row completed is below). biometrics, etc.
The method of The nature of The intended How they feel

data collection the data purpose for about this data
(including the collected collecting the being collected
hardware used) data and why they
feel that way
Cameras on the Car registration To control traffic I am in favour of
side of the road numbers and speed this as it will
linked to OCR the speed being make the roads
technology travelled safer
Learners research the above points. They should demonstrate that they make
good judgements about the information they found. Areas that could be
researched include:
 What data is collected?
 How?
 Who collects it?
 Why?
Once learners have completed their templates discuss, as a class, some of

the examples given. Ask them to consider the possible advantages and
disadvantages of this practice and to identify any uses they were previously
unaware of.
Finally take a vote on whether learners are generally in favour of more or less
data collection.
Resources:
 Templates for learners to record their data collection examples.
 Cards with examples of data collection to guide learners’ research.
9TC.04 Use advanced search Ask the following two questions: This activity will illustrate the way in which big
techniques to refine search What is big data? data is enabling us to solve problems that,
results. What can it be used for? without big data, have no solution.
9DW.01 Make effective Define big data using the five Vs: There are many definitions for the term ‘big
judgments about the validity of Volume – which is growing exponentially. data’. It is a data set so large that it is
the source and accuracy of Variety – the data is gathered from multiple sources and is unstructured impossible to process using traditional data
information found online. (many different file types and formats). management systems.
Velocity – data is now being generated by a vast number of internet users
9TC.03 Create a portfolio of and is being stored in real time.
documents for a common Value – the data must be analysed in order to produce valuable
purpose. information.
Veracity – uncertainty and inconsistencies in the data need to be
9TC.01 Develop fluency and eliminated in the processing.
accuracy when typing in
increasing quantity. Learners complete a case study using one example of how big data is used to An example of the use of big data could be an
solve a problem. The problem solved might be an unintended consequence of unsolved murder case. The data source would
the collection of the data. be the vast quantities of familial DNA data
stored on ancestry and medical databases.
They create a typed report to explain their findings using a template, which is The big DNA data can be interrogated to find a

first discussed and agreed upon by the whole class. Each report should close match to DNA collected at a murder
clearly explain: scene. This enables police to narrow down
 the nature of the problem that has been solved their search for a suspect to a particular family
 where the data came from and how and why it was collected name and geographical location, and therefore
 how the reliability of the data can be checked makes it easier to, correctly, identify and
 how the data was analysed in order to provide the solution to the convict the murderer and, in so doing, solve a
problem. seemingly impossible case.
The report should include a portfolio of evidence, for example: An important general point to make is that big
 news items data may be used to solve a problem that had
 documents nothing to do with the original reason for
gathering it in the first place. In the example
 data sets
given above, people uploaded their DNA to find
 diagrams
lost relatives or to learn about possible medical
 charts. conditions linked to their DNA, not to solve a
murder case.
9DW.06 Describe the benefits Ask learners to imagine this scenario: The scenarios presented here are designed to
and risks of AI. You are chatting in person to a friend in a local café about wanting to visit a promote learner discussion. Learners should
city in a different part of the world. The next time you sign in to your be given freedom to speculate what may have
9TC.02 Use devices to create favourite social network you are amazed to find offers for cheap flights to happened in each case.
increasingly sophisticated digital the city you had been talking about earlier in the day. Your friend strongly
artefacts, including the use of denies having anything to do with this. Governments and organisations are becoming
sound, video, text and other increasingly aware of the benefits that
multimedia. How is this possible? aggregated big data can facilitate. Targeted
marketing is one example but other areas
Suggest that the roots of such a seemingly impossible occurrence lie in the where it is rapidly gaining traction are:
aggregation of big data.  public health (CDC, WHO)
 marketing
Explain that, in simple terms, the aggregation of big data is the use of  advertising
algorithms to make connections between otherwise unconnected big data  politics
sets to provide information that is an unintended consequence of the initial  organisational management
data collection. For example:  space exploration.
The data stored in an image of the blood vessels in the retina of your right
eye is aggregated with personal data such as your name, date and place of
birth, racial origins, address, employer, medical records, biometrics, bank
account details, recent purchases, social networks, place of employment,
etc.
The scenario was developed to illustrate how
Provide copies of a scenario of this type for learners to read: big data from many separate sources might be
You find out that you have some unexpected holiday to use and see that a

message has immediately appeared on your smartphone informing you of aggregated to make life not only simpler for
cheap flights to a country you have always wanted to visit. You leave for individuals but also tailored to their specific
the airport and check in. You are able to clear customs and walk on to your needs.
flight without any documentation. At your destination you get into a self-
drive car that automatically takes you to a restaurant serving your favourite Also draw out in discussions the loss of our
food. The car waits for you to finish your meal before taking you to a hotel personal privacy and the negative
in which the room temperature has been adjusted to be exactly right for consequences of identity theft.
you. A selection of your favourite music is playing over the speakers and
the ‘cleanerbot’ has stocked the fridge with your favourite drinks and
snacks.
In the morning your smartphone alerts you that you have a flu infection and
instructs you to collect some prescription medicine that is waiting for you at
the nearest pharmacy. While you are in the pharmacy a shoe brand that
you particularly like messages you to inform you that there is a pair of
shoes, in your size, in a sale in a shop near the pharmacy. You go to the
shop and buy them
You are tired so use your app to call a self-drive car. The ride is very
comfortable because the seat automatically adjusts itself to match your
biometrics. On your way back to the hotel you stop at a supermarket to pick
up some local food items to take home. You walk into the shop, collect a
large paper bag, select several items from the shelves, place them in the
bag and walk out as there is no sales assistant.
All of the events in this story took place without you having to show any
documentation, use any cash or a credit card or even needing to talk to
anyone.
How is this possible?

What technologies are enabling the links between the data sets that are
implied in the scenario?
How much of this is already possible today?
Use the scenario to stimulate a discussion about a world in which our daily Demonstrate the use of the mind mapping
lives might be improved by the aggregation of big data. software while capturing learner responses.
Provide a set of comprehension questions to find out if learners see this as a

wholly positive experience or if they see any disadvantages implied by the
scenario. Ask if they are aware of other examples of the aggregation of big
data and what that might lead to. Once learners have answered the questions

they should create their own mind map that lists examples of big data sets
and identifies the connections between them.
Learners reflect on the content of the two mind maps to produce a digital
artefact which outlines possible positive and negative impacts of big data and
AI.
Resources:
 Printed copies of the two scenarios.
 A set of comprehension questions based on the second scenario.
 A mind mapping application.
9SW.05 Understand that they Introduce the theme of security by asking learners what measures either they
have personal responsibility for or their parents have taken to secure their digital systems.
their digital activity, safety and
wellbeing. Their answers might include:
 using internet security software
9DW.06 Describe the benefits  not sharing sensitive information with anyone
and risks of AI.  ensuring passwords are strong and unique
 scanning their system with antivirus software
 not clicking on unexpected links and attachments
 not installing unidentifiable devices on their system.
Remind learners about the permanence of digital footprints and explain why, The size, complexity and sensitivity of an
with the increasing application of machine learning, their own digital footprints individual’s digital footprint will grow at an
will grow at an ever-increasing rate. increasing rate as machine learning makes
deeper links between data held in the cloud
What type of data do you think might be added to your children’s digital and shares this with numerous unrelated
footprint that is not currently collected about you? systems. This process will be autonomous and
outside of human control.
Example answers that learners might provide:
 the number of hot drinks they have during the day – collected by their The security of personal (as well as corporate
kettle which is linked to the Internet of Things and governmental) data is already a major
 the music they like to listen to on a long journey – collected by their concern and it will be up to individuals to do
self-drive hire car what they can to safeguard their own privacy.
 everyone they spent more than five minutes with during the past
week – collected by location tracking applications.
Explain that wireless communications can be intercepted and hacked so that If the data is not encrypted it is relatively easy
personal data can be gathered for criminal purposes. Learners should be for people with sufficient technical knowledge
aware that with increasing quantities of their personal information being to bypass your security and gain access to

information on your digital systems.
uploaded to the cloud, the application of tight security should be a major
consideration. This can be achieved through encryption. Encryption scrambles the network connection
so that no one can intrude on your data and
For learners who require more challenge, introduce the process of encryption spy at the web pages you are viewing and what
(plaintext into cipher text) and decryption (cipher text back into plaintext), data you are sending.
using a very simple substitution code such as A=1, B=2, C=3, etc. Encryption is the process of translating
plaintext data into something that appears to
Allow learners time to play a range of games involving encryption and be random and meaningless (cipher text).
decryption to enable them to experience a variety of ciphers of increasing Decryption is the process of converting cipher
complexity. text back to plaintext.
Resources: There are lots of team games and group

 A variety of team games and group activities to allow learners to activities available on the internet that you can
investigate increasingly complex ciphers. use with learners to investigate encryption
ciphers (the code used to encrypt plaintext).
9DW.03 Describe the potential Continue to discuss the future but by now looking at the potential for
for online communication to technology to have a really positive impact upon the lives of individuals. One
bring together and maintain of the ways that this is likely to happen will be through the continuing
communities in the real world. development and sophistication of online communities.
9TC.02 Use devices to create Introduce the activity by asking the following questions: A virtual community is a social network of
increasingly sophisticated digital What is a community? individuals who interact through specific social
artefacts, including the use of What is a virtual community? media, crossing geographical and political
sound, video, text and other What topic would be the focus of your ideal virtual community? boundaries in order to pursue mutual interests
multimedia. or goals.
Ask learners to imagine that they have been given the opportunity to create a
new virtual community and that their task is to design one for the benefit of An illustration you could suggest is: if you are
their own children’s generation. interested in modern art you might want to
bring together people from all over the world to
The aspects of the design that they must address are: discuss and share their knowledge and
1. The topic or focus of the community. understanding of modern art from their locality,
2. A name for the community. and possibly to enable them to trade in works
3. An aim or ‘mission statement’ for the community that outlines the of art.
benefits for those who decide to join.
4. Would it be free or require a subscription? Show learners a list of some of the vast
5. If a subscription is charged, how much would people have to pay and number of existing virtual communities and
how would this be collected? social networks that are currently available
6. If it is a free community, how will it generate the revenue needed to online.
sustain it?
7. What registration and personal profile data you would want to record

about the individuals who join the community?
8. Will comments made by members of the community need to be
moderated and, if so, how will this be done? What kind of content
would need to be suppressed through the moderation process?
Learners use their digital skills to create a brand for their virtual community. It is recommended that learners produce more
Artefacts they create could include: than one digital artefact in order to present a
 a logo detailed picture of their community.
 a ‘homepage’ layout for the community’s website
 an online advert, with a strategy about the type of individuals that will
be targeted, such as their demographic, interests and online activity.

9DW.06 Describe the benefits In this project, learners write a science fiction story set 20 years in the future.
and risks of AI. The aim of their story is to predict how digital technologies will change the
world for the next generation.
9TC.04 Use advanced search
techniques to refine search Learner’s predictions must be based on research into a range of different
results. digital technologies and how they may evolve over 20 years. Although their
story will be imaginative and fictional, the uses of digital technology that they
9DW.03 Describe the potential describe must be based on accurate technological information.
for online communication to
bring together and maintain A suggested process for this project:
communities in the real world. 1. Ask learners to engage in some imaginative thinking about the future,
to envisage how technology might develop to shape the world for the
9DW.01 Make effective next generation.
judgments about the validity of 2. Learners briefly outline their individual visions for the future. Use this
the source and accuracy of phase of the project to make clear the distinction between unlikely
information found online. ideas and predictable ideas based on clear reasoning.
3. Learners should research the future development of digital Some learners may find it helpful to refer to a
9TC.01 Develop fluency and technologies using advanced search techniques. list of guidance questions and links to helpful
accuracy when typing in 4. Their story must be word-processed, giving learners an opportunity to websites to guide their research.
increasing quantity. develop fluency and accuracy when typing in increasing quantity.
Unit 9.3 That’s entertainment
Unit 9.3 That’s entertainment

Outline of unit:
This unit introduces the idea of the ‘digital divide’. Lack of access to hardware, software and the internet has created a digital divide between those who can and
those who cannot, or choose not to, access it. For those that have access, it is easy to overlook the fact that such a phenomenal resource for education and
entertainment is not available to everybody.
The unit also covers the role, and the impact of digital technology upon, the creators of sources of entertainment. This includes their revenue streams and their
opportunities for increased creativity. It also considers the problems they encounter through piracy, plagiarism and how they generate income from their creativity.
The unit looks at the internet as the most popular source of entertainment. It makes learners aware of, and resilient to, negative aspects of socialising online such
as cyberbullying or harassment.

 that files can be protected against unauthorised access
 that all online activity creates metadata which can be sold as a product
 that they can control their online profile
 that they are solely responsible for their online activity and safety
 the potential benefits and risks of online communities
 the benefits and limitations of different methods of online communication.
Language:
 video sharing platform and video sharing platform ‘influencers’
 vlogger
 digital divide
 piracy
 intellectual property theft
 ripping
 app
 GUI

9DW.03 Describe the potential for Introduce this unit by asking the following question: In many countries traditional network television is
online communication to bring together Are streaming and video sharing platforms affecting television in decline, which has led to a decline in television
and maintain communities in the real usage? advertising revenues. Young people have many
world. alternatives for viewing television programmes and
You will need to define television as being traditional network movies.
9DW.05 Describe the impact of digital television, as opposed to online viewing.
technology on the creative disciplines. Companies marketing to a younger demographic
Do you watch television anymore? are being forced to consider alternatives to
9DW.01 Make effective judgments If not, which platforms do you use for your viewing? television advertising in order to reach their
about the validity of the source and intended audience. For some companies this is
accuracy of information found online. Explain that a growing number of vloggers (video bloggers) and through the sponsorship of video sharing platform
online celebrities, with millions of regular viewers, can acquire performers who, as a result of enormous viewing
enormous endorsements and other advertising fees. figures, are the new media celebrities for young
people and are able to exert considerable
Give learners a set of cards, each with a different statement about influence.
video sharing platforms and ask them to select one to research.
The statements could include: When you see some of the content generated by
 video sharing platforms are a good influence young people and posted on video sharing
 video sharing platforms are a bad influence platforms (short videos, animations, music,
 video sharing platforms enable public participation artwork, etc.) it can be asserted that video sharing
 video sharing platforms promote creativity platforms have helped people to share more
 video sharing platforms are democratic creativity.
 video sharing platforms exclude those who cannot afford
a smartphone or a reliable internet connection, therefore
creating a digital divide
 video sharing platforms lack editorial control
 video sharing platform influencers do not deserve the vast
sums of money that they make
 video sharing platforms are one of the most important
educational resources.
Ask learners to gather into small groups with those that have
selected the same statement. Each group conducts research into
their selected statement, for example by looking at local news
reports and editorials. As many of the findings will be the result of
their opinion they will need to make careful selections about which
items they use.
Learners may want to make reference to some of
Each group presents a reasoned argument to rest of the class,
the extreme opinions that they found and rejected
either for or against the statement on the card they have selected,
when presenting their ‘arguments’.
based upon the outcome of their research.
Allow time for discussion of the class findings and then ask
learners to vote ‘yes’ or ‘no’ to the following question:
Would it matter if video sharing platforms made television extinct?
Resources:
 A set of cards, each with a different statement about
video sharing platforms for learners to select from and
research.
9DW.05 Describe the impact of digital Ask learners how many of them regularly play video games. Electronic or video gaming (sophisticated online
technology on the creative disciplines. games where learners are playing the role of the
How many hours a week, on average, do you spend playing lead character in the first person, or cheap
9SW.04 Identify the benefits and risks video games? smartphone apps like Tetris, etc.) is a growing
of online gaming and e-sports. Is this time well spent? industry. The gaming industry provides creative,
rewarding and well-paid jobs for those involved.
9SW.05 Understand that they have Ask learners to work in small groups and use a digital tool to
personal responsibility for their digital create a mind map divided into two halves with ‘video gaming’ in
activity, safety and wellbeing. the centre:
 on the left side they should write positive aspects of video
gaming
 on the right side they should write negative aspects of
video gaming.
Also introduce positive and negative ideas of your own, such as:
Research has shown that Research has also shown that

game playing has positive video game playing has
aspects: negative aspects: Note: issues concerning the financial costs of
 Playing games is  Many contain scenes games, and enhancements to games, are covered
enjoyable. of repetitive violence. in the next activity.
 They may slow down  Online multiplayer
aging. games are used by
 They can make the predators and stalkers.
player a better decision  Games can lead to
maker. acts of cyberbullying.
 Online multiplayer  Privacy issues can
games make the player arise from children giving
more sociable. away personal and
 Games can enhance private information to
the player’s ability to other online players.

learn.  Children can be
 Games develop the exposed to content that
player’s skills for is inappropriate for their
strategic problem age.
solving.  Game playing is
 They can help to carried out at the
improve the player’s expense of more
hand-eye coordination. beneficial or productive
 They help the player activities.
to improve focus and  Excessive game
attention. playing can make
 Playing video games players less sociable.
can reduce stress.  Some players can
 Professional gamers become addicted to
can make an income game playing.
from gaming.
 The video game
industry provides jobs
and creates revenue.
Once the mind maps are complete learners should work

individually to select one positive statement and one negative
statement that most surprised them and then research it further,
so that they can explain the reason for each of their selections.
Learners discuss their findings with the rest of their group and any
interesting outcomes are shared with the whole class.
9SW.03 Understand the payment Do you pay for the games that you play?
models that exist in the gaming and How are the people who make the games rewarded for their
app industries, and identify the creativity?
advantages and disadvantages of
these models. Discuss the different payment models for games, for example:
 in-app advertising
 freemium and in-app purchases
 pay for game enhancements and advantages
 pay to download
 traditional, in shop, purchase
 subscription, which will include the provision of personal
data.

Discuss the cost of games and apps and the amount of money
that can be made by the companies making and selling them.
Do you think that these methods are fair?

How do they affect your experience as a user?
Ask learners to think about their favourite game and create

separate lists of the payment methods that would and would not
work for that game. They should consider the following:
 Will the user be the person that pays for the game? For
example, it could be something that is given to them as a
gift from a family member.
 Will advertising interrupt the enjoyment of the game?
 Would the game become less enjoyable if all
enhancements needed to be paid for?
 Would they prefer it if the enhancements were offered as
a reward for achievement within the game itself?
 Is it fair that people can receive game play advantages if
they pay for them?
Learners write a letter to the makers of their favourite game to

explain the payment method that they would prefer for a sequel of
the game. ‘No payment at all’ is not an option, learners have to
show appreciation for the creativity and investment that has been
put into creating the game – they should acknowledge that the
game would not be developed if no payment were received.
9DW.02 Understand that obtaining Explain that Intellectual Property (IP) theft is a criminal activity. It Illegal downloading and other forms of piracy have
unauthorised access to digital media is stops people who create work (e.g. games developers) being become a massive threat to the music, film and
a form of theft. paid. If it continues then they may stop creating new things. This gaming industries.
means that victims of IP theft include:
9SW.01 Understand the risks of  the people who create new products and their families Young people often view piracy and IP theft as a
downloading software and streaming  future audiences who will not receive new products. victimless activity. It is vital to help them to
from unauthorised sources. understand that, ultimately, they will be the victims
Ask learners to imagine that they had been offered a fee to write as piracy poses a risk to future audiences. By not
9DW.05 Describe the impact of digital an article for a magazine but that a criminal has copied their text paying those that create digital artefacts for their
technology on the creative disciplines. and submitted the article under their own name. The criminal has work, the creative industries will have restricted
therefore cheated them out of both the payment and the funding for new content.
9TC.04 Use advanced search recognition.
techniques to refine search results. The gaming industry has introduced online
How would you feel? subscription streaming services, using in-game

micropayments to generate revenue. Payment for
Divide the class into small groups and tell learners that they are games works best when it is on the player’s terms,
going to participate in a class debate. Some of the groups will be through regular small payments where players can
speaking for and some against the following statement: ‘IP theft is see the direct value and do not feel they have fully
acceptable in moderation.’ committed to a single, expensive game.
Provide each group with a topic which identifies the specific In spite of these models, IP theft is still an
aspect of the argument they should focus on. For example: enormous problem. Examples include making
 the financial impact upon the creator unlicensed copies of music CDs, DVDs and
 disincentive to create future work games, watching a live sports event without paying
 less investment in the creative industries to view it, etc.
 it offers access to online entertainment, closing the digital
divide
 it provides a platform for further creativity
 it promotes the creator’s wider work.
Ask learners to research and present their findings and then

conduct a class debate.
Explain that some people use illegal downloads or streaming in Young people often do not understand the risks to
order to avoid paying fees. These unauthorised sources are often themselves in using illegal downloads.
developed by criminals who use them to gain unauthorised
access to users’ systems. Therefore illegal downloads represent a
serious security threat to the user’s own devices.
Resources:
 List of topics related to IP theft so that the different groups
are not duplicating their research and the final argument
considers a wide range of aspects.
9DW.04 Understand what is meant by Explain the term ‘digital divide’ at the local level. The term digital divide refers to a distinction
the digital divide and how this affects between people who have a reliable device that
different areas of society both locally What do you think causes the digital divide? they can use to access the internet and an
and globally. How do you think a lack of digital access or awareness could affordable means of connecting to a reliable
affect a person of about your age? internet connection via their home or school, and
people who do not. A digital divide exists, at a local
Emphasise basic examples that your learners may not consider: level, between:
 the ability to communicate with friends, both locally and  those who devote time to the use of digital
globally devices and those who do not
 access to outstanding resources for learning  those who feel comfortable engaging in
 the practical advantages of being able to access goods digital environments and those who do not

and services online.  those who feel comfortable using
technology and those who do not.
As a whole class discuss both the causes and the effects of the
digital divide for both young and older people. Many teenagers, with sufficient means of access,
take their internet access for granted. However, a
Tell learners to imagine they are a politician who has been digital divide also occurs between these teenagers
elected because they promised: ‘I will break down the digital and those who live in areas where reliable internet
divide’. access is not as widely available.
Instruct them to design strategies that would eliminate the digital The digital divide also exists within fully developed
divide in your country. They can choose a specific aspect of the countries. There will always be families who are
divide, for example financial causes or providing information and unable to afford access to the internet for their
support to those who have not yet engaged with the technologies children. This lack of access may be detrimental in
that are available to them. poor and underdeveloped countries and to children
in disadvantaged families.
Learners present their strategies using digital resources. Inform
them that they can be creative when doing this, for example that
they could role-play being a politician and present their strategy
via a video.
Resources:
 Examples of news stories that exemplify the damaging
effect of the digital divide on the education of young
people and people who are not digitally engaged.
 Statistical data on the extent of smartphone and computer
ownership, cost of internet access, etc. for learners to
include within their strategies.
 Examples of the support that is available to those who
lack knowledge about the benefits of digital engagement.
9DW.05 Describe the impact of digital To encourage learners to place the creative disciplines into an The creative disciplines include literature, music,
technology on the creative disciplines. historical context ask them: theatre and dance, film, game creation and the
How was the written word published before 1440? visual arts in general.
How were images recorded before 1816?
How did people listen to music before 1877? One of the best ways to understand the impact of
How did people watch theatrical performances before 1925? technology on any developmental process is to put
it into an historical context.
Explain that the creative disciplines have benefited from
technological innovations. Often it is only by looking back in time that we can
understand the full impact of technological
In small groups, learners pick one of the following – text, image, innovations and the benefits that digitisation has
brought.

music, theatre or film, and create a slideshow timeline which:
 identifies milestones in technological innovation and the The dates given in the activity are key points in
dates history but encourage learners to think back further
 explains the benefits these innovations brought in time. The invention of the printing press in 1440
 credits those responsible for introducing the innovations improved the publishing of the written word to a
 includes diagrams and photographs to illustrate the wider audience but was it more important than the
timeline. invention of an alphabet or a quill pen?
Provide a peer assessment form for each learner and, while each
group presents their slideshow, ask the class to assess each
presentation using clearly prescribed criteria. The main aim of this activity is to enable learners to
understand how recently many of these changes
Describe how the creative disciplines have merged in recent have taken place, and the speed at which
years as the principle technology has become the computer and digitisation changes the production of content and
more recently the smartphone. has the power to disrupt whole industries.
Resources:
 Peer assessment forms.
9DW.05 Describe the impact of digital Having looked at the historic impact that technology has had in
technology on the creative disciplines. the creative disciplines, discuss the current and future impacts
that digital technology could have on these disciplines.
Focus on the benefits, which could include:

 that the ease of digital creation and distribution has made
the creative disciplines more accessible
 young people have been empowered to create and
distribute their own thoughts, music, videos, etc.
 artists have embraced technologies, for example by
creating digital art or by exploring new possibilities in the
recording of music or the making of video
 new marketing opportunities have arisen though social
media, sharing platforms and through linking products to
others through targeted advertising.
Explain that alternative methods of distribution have led to

different methods of payment for the consumers of creative
products.
How do you pay for books, music and film in digital format?

Refer back to the activities on piracy, emphasising that, although
digital content is now extremely easy to reproduce and distribute,
it is not honest or legal to do so.
In pairs or small groups, learners choose a creative discipline,

such as film, books, visual art or music.
They create a brief description of a new creative product within

their chosen discipline and make a list of the strategies that they
will use to make sure that their product reaches as wide an
audience as possible. The strategy must ensure their work is
sustainable and will generate an income.
Each pair/group explains to the class their product, the digital

technologies that were used in its development and the selected
marketing strategy. They should answer questions from their
peers about the choices they made.

9TC.02 Use devices to create Explain that it is now up to learners to decide what the internet is For this project, define ‘app’ as a piece of platform
increasingly sophisticated digital missing and how they would like to improve it, for example by independent, standalone, software that has been
artefacts, including the use of sound, adding a specific service. designed to perform a specific task, which can be
video, text and other multimedia. downloaded to a smartphone.
Challenge them to design a smartphone app that would link some
9SW.03 Understand the payment of the ideas that they have been learning about. The purpose of Learners should be persuaded that an app
models that exist in the gaming and the app is to improve the life of the user in some way, for example designed to improve people's lives in some way
app industries, and identify the it could provide information about: would be a more worthwhile product. For example,
advantages and disadvantages of  health an app which makes people healthier or safer, or
these models.  transport one that helps to close the digital divide.
 entertainment
 education. An example you could use to illustrate the project
Explain that they will be designing the app but not creating it. is a ‘Bus Stop App’, as follows:
In a city, the bus stops are spaced at irregular
The app can be based on current technology or technology that distances apart, the fare to the city centre
learners envisage might be available in years to come. They can decreases the closer you are to the centre when
use their imaginations but the technologies that are envisaged you catch a bus. Each stop has a display that tells
must have a sound scientific basis to them. The technologies that the user when the next bus will arrive. The ‘Bus
they include could encompass the Internet of Things (IoT), as well Stop App’ is able to aggregate data from the bus
as traditional computer devices. company (on fares and bus times) and from the
smartphone’s map application. The user enters
Learners will produce a portfolio of work that will include the their average walking speed and the app will then
following: tell them if they will be able to walk to the next bus
 the name of the app and a justification for that name stop and arrive in good time to catch the bus. The
 the purpose of the app app will encourage users to ‘walk not wait’ by
telling them how much money they will save on
 the origin of the data that the app needs to draw on. This
their bus fare and how many calories/joules they
could be very specific or an example of aggregated big
will burn off if they walk to the next stop rather
data so that the app is not limited to one set of data
than waiting for the bus.
 if the app is IoT dependent, learners must explain how
IoT devices are incorporated
 if the app makes people healthier or safer, this should be
highlighted
 if the app helps to close the digital divide, this should be
highlighted
 if the app supports the creative industries, this should be
highlighted
 how the app rewards the creator for their IP, how it
generates revenue and how the user will pay for it.
The user interface must be carefully thought out and designs for
smartphone GUI screens should also be presented in the final
portfolio.
If time is available, learners create a video advertisement or

marketing presentation that ‘sells’ their app to the end user. This
should clearly explain the payment model that is being used.
Cambridge Lower Secondary Digital Literacy (0082) Stage 9
Sample lesson 1
CLASS:
DATE:
Learning objectives  9SW.05 Understand that they have personal responsibility for their digital
activity, safety and wellbeing.
 9DW.01 Make effective judgments about the validity of the source and
accuracy of information found online.
Lesson focus / Increase learners’ awareness of behaving responsibly when ‘posting’ content
success criteria online, to protect themselves and those they post about.
Prior knowledge / Previous  Familiarity with the term ‘posting’ with regard to uploading text, images,
learning audio and video to a website.
 Awareness of the steps that can be taken to control who is able to view the
content that is posted.
 Awareness of what should not be shared online, and why.
Plan
Lesson Planned activities Notes

Introduction Starter question: Allow learners to fully
Do you think teenagers are smart enough to use the internet? express themselves in
response to the question.
Learners briefly share their thoughts about the question with a
partner. Discuss any learner
thoughts that emerge
As a whole class discuss the question. which might support the
view that more controls
Ask how many agree and how many disagree with the should be in place – but
question. remember to be sensitive.
Main activities Display a fictitious website but allow learners to assume that it Support learners to identify
is genuine for now. the following in the website:
 personal
Tell them that you are surprised at the content you find posted information that
on some publicly available websites. should not be
disclosed (such as
Explain that ‘risk’ in this website refers to any content that may personal email,
lead to physical or emotional harm to the person posting the address, etc.).
content or the person who is the subject of the content.  images that would
enable a stranger
Ask the class to review the fictitious website and create a list of to identify and
the content that might upset others or may put the creator and track down the
others in danger. website owner
 images and
If learners are struggling with the task, give them a set of comments that
questions that help them to identify examples of bad practice show other
(risk), e.g. Is it ok to tag images of children with their full name individuals in a less
and if not explain why not? than positive light
and would
therefore be
viewed as
cyberbullying
 images that are
tagged with full
names
 text and pictures
that put others at
risk.
End/Close/ Ask some of the learners to identify examples of how the The list of things they
Reflection/ content posted would be: should do and should not
Summary 1. embarrassing to the 14-year-old who posted the do when posting online:
37

content  Do present
2. dangerous to the 14-year-old who posted the content yourself in a
3. annoying or hurtful to those about whom content was positive light.
posted  Do not tag images
4. dangerous to those about whom content was posted. with full names.
Discuss any responses that identify content that could be  Do ask for
considered to represent cyberbullying. permission before
you post pictures.
Through discussion, develop a list of things they should do and  Do not post
should not do when posting content online. Display this so that pictures or videos
it can be referred to in future lessons. that make fun of
people.
 Do not post
personal
information or
contact details.
 Do report it if you
are concerned
about something
someone has
posted about you.
 Do set controls on
your content so
that only the
people you intend
to see can view it.
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?
38
Sample lesson 2
CLASS:
DATE:
Learning objectives  9DW.05 Describe the impact of digital technology on the creative
disciplines.
Lesson focus / Learners will understand:
success criteria  that entertainment as they know it today would not exist without a long
history of technological developments
 key milestones in the development of entertainment-related technology.
Prior knowledge / Previous  how to pick out key information from search results
learning  presentation development
Plan

Introduction Ask:
How was the written word published before 1440? 1440 – invention of the
How were images recorded before 1816? printing press
How did people listen to music before 1877? 1816 – development of
How did people watch theatrical performances before 1925? negative photographic
images
Explain that many of the sources of entertainment that learners 1877 – phonograph invented
use today would not exist without these innovations. (first method of recording
and playing back sound)
Can you think of any inventions that came even earlier which 1925 – television invented
helped to shape our entertainment of today?
Main activities Ask learners to consider which creative industries would not
exist without technology.
How would you feel about this?
Learners pick one of the following:

 text
 image
 music
 theatre or film
and gather in small groups (2 to 3) with others who have
made the same choice.
Each group conducts research and creates a slideshow As well as using keywords to
timeline which: search for information and
 identifies milestones in technological innovation and images, learners should also
the dates use the ‘find’ function within
 explains the benefits these innovations brought their browser to pick out key
 credits those responsible for introducing the information from within their
innovations search results.
 includes diagrams and photographs to illustrate the
timeline.
Ask learners to consider how many of the developments

they are including have taken place recently, and about how
this is an indication of the speed at which digitisation
changes the production of content and has the power to
disrupt whole industries.
End/Close/ Explain that it is often only by looking back in time that we

Reflection/ can understand the full impact of technological innovations
Summary and the benefits that digitisation has brought.
39

Prepare learners to present their timelines in the next
session and explain that the class will be reviewing each
presentation and offering constructive feedback.
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?
40
Cambridge Assessment International Education
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Scheme of Work

Cambridge Lower Secondary

Unit Suggested teaching time

Unit 9.1 Personal responsibility in the digital world 10 hours

Unit 9.2 My children’s digital world 10 hours

Unit 9.3 That’s entertainment 10 hours

Sample lesson plans

Included on this support site are:

Resources for the activities in this scheme of work

Approaches to teaching Cambridge Lower Secondary Digital Literacy Stage 9

Unit 9.1 Personal responsibility in the digital world

Unit 9.1 Personal responsibility in the digital world

Knowledge, understanding and skills progression:

Learning objectives Suggested teaching activities and resources Teaching notes

Learning objectives Suggested teaching activities and resources Teaching notes

Learning objectives Suggested teaching activities and resources Teaching notes

Learners work in pairs to conduct a review of the websites, using the

Learning objectives Suggested teaching activities and resources Teaching notes

Does your digital footprint reflect you in a positive or a negative way?

Learning objectives Suggested teaching activities and resources Teaching notes

Learning objectives Suggested teaching activities and resources Teaching notes

Example project: Unit 9.1

Assessment of the work should consider the

This activity can provide your school with

Unit 9.2 My children’s digital world

Unit 9.2 My children’s digital world

Knowledge, understanding and skills progression:

Learning objectives Suggested teaching activities and resources Teaching notes

Learning objectives Suggested teaching activities and resources Teaching notes

The method of The nature of The intended How they feel

Learning objectives Suggested teaching activities and resources Teaching notes

Once learners have completed their templates discuss, as a class, some of

Learning objectives Suggested teaching activities and resources Teaching notes

Learning objectives Suggested teaching activities and resources Teaching notes

How is this possible?

Provide a set of comprehension questions to find out if learners see this as a

Learning objectives Suggested teaching activities and resources Teaching notes

Learning objectives Suggested teaching activities and resources Teaching notes

Resources: There are lots of team games and group

Learning objectives Suggested teaching activities and resources Teaching notes

Example project: Unit 9.2

Unit 9.3 That’s entertainment

Unit 9.3 That’s entertainment

Knowledge, understanding and skills progression:

Learning objectives Suggested teaching activities and resources Teaching notes

Learning objectives Suggested teaching activities and resources Teaching notes

Research has shown that Research has also shown that

Learning objectives Suggested teaching activities and resources Teaching notes

Once the mind maps are complete learners should work

Learning objectives Suggested teaching activities and resources Teaching notes

Do you think that these methods are fair?

Ask learners to think about their favourite game and create

Learners write a letter to the makers of their favourite game to

Learning objectives Suggested teaching activities and resources Teaching notes

Ask learners to research and present their findings and then

Learning objectives Suggested teaching activities and resources Teaching notes

Learning objectives Suggested teaching activities and resources Teaching notes

Focus on the benefits, which could include: