Scheme of Work

Cambridge Primary
Digital Literacy 0072
Stage 5
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 ....................................................................................................................................................................................................Error! Bookmark not defined.
Unit 5.1 – The podcast revival .................................................................................................................................................................................................................. 7
Unit 5.2 – Our changing digital world ..........................................................................................................................................................Error! Bookmark not defined.
Unit 5.3 – My digital presence ................................................................................................................................................................................................................ 17
Unit 5.4 – Robot designers ..................................................................................................................................................................................................................... 23
Sample lesson 1....................................................................................................................................................................................................................................... 29
Sample lesson 2....................................................................................................................................................................................................................................... 31

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Cambridge Primary Digital Literacy (0072) Stage 5 Scheme of Work

Introduction

This document is a scheme of work created by Cambridge Assessment International Education for Cambridge Primary Digital Literacy Stage 5.

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 5. 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 5. 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 5.1 – The podcast revival 7.5 hours

Unit 5.2 – Our changing digital world 7.5 hours

Unit 5.3 – My digital presence 7.5 hours

Unit 5.4 – Robot designers 7.5 hours

Total 30 hours

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Cambridge Primary Digital Literacy (0072) Stage 5 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 5

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.

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Cambridge Primary Digital Literacy (0072) Stage 5 Scheme of Work

Approaches to teaching Cambridge Primary Digital Literacy Stage 5

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. During stage 5, you may wish to
include a suitable typing scheme of work as part of your regular lesson planning.

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Cambridge Primary Digital Literacy (0072) Stage 5 Scheme of Work

Unit 5.1 The podcast revival

Unit 5.1 The podcast revival

Outline of unit:
Podcasts are digital audio files that are downloaded through the internet, and are usually published on a regular basis. Learners will research existing podcasts
online and identify how and where the files are saved. They will then create their own podcast, thinking about its content, the skills needed to produce it, and how
they might share it.

This unit builds to a project in which learners use their content creation skills to make a series of podcasts.

Knowledge, understanding and skills progression:

This unit builds on the basic computer skills that were taught in previous stages. It may therefore be necessary to revisit some of the learning from those stages so
that learners are able to achieve the objectives of this unit. The unit specifically builds on learners’ use of devices and they should have a solid understanding of
folder structures and hierarchy.

Learners should also have a good understanding of literacy skills, as speaking and listening will play a large role in the project at the end of this unit.

Language:
 podcast
 audio/sound
 sharing
 import/export
 program
 file
 online content
 published
 hardware/software
 device/application
 peripheral
 microphone

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Cambridge Primary Digital Literacy (0072) Stage 5 Scheme of Work

Learning objectives Suggested teaching activities and resources Teaching notes

5TC.02 Use devices to create Ask learners to search for and explore podcasts online. They should find out: It is important to discuss with learners what is
increasingly sophisticated digital  who makes them appropriate and inappropriate here. Some
artefacts, including the use of  what topics they cover podcasts may use unsuitable language, so
sound, video, text and other  what audiences they are made for. they should only use safe and trustworthy
multimedia. They could look for podcasts which tell stories, discuss exciting developments sources, possibly from a selection that has
in technology or their favourite sport, or they might look for podcasts that are been checked in advance.
related to a current school topic.

Learners should open up audio recording equipment. This could be one built
into the device they are using, one that is downloaded as an application, or it
could be a small handheld recorder. They should use the audio recording
equipment to record a short voice message.

Learners should listen back to their recording and review it.

How does it sound?
Is the sound quality suitable?
How could you improve the quality?

Learners spend time trying to improve the sound quality of their recordings.
This could be done by asking learners to work in small groups, or spreading
them out around the room or school. Elicit the ideas of reducing background
noise and speaking clearly into the microphone.

Make sure that learners save their recordings in an appropriate place as they
will be revisiting them in later activities.

Resources:
 Voice recorders or recording software.
5TC.02 Use devices to create Continue the learning from the previous activity by editing the sound Take some time to familiarise yourself with the
increasingly sophisticated digital recordings using audio editing software. There are a number of free examples editing software. Make sure you have practised
artefacts, including the use of of sound editing software available online. using it, and are able to demonstrate simple
sound, video, text and other skills, such as cropping content or changing the
multimedia. Demonstrate how to use the software, including how to load the previous volume.
recordings, how to trim the beginning and end of each sound clip to remove
quiet areas or mistakes, and how to join recordings together.

Learners use the software to enhance the quality of their recordings, for
example by removing pauses or mistakes, and to link all of the parts together
into a suitable order.

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Cambridge Primary Digital Literacy (0072) Stage 5 Scheme of Work

Learning objectives Suggested teaching activities and resources Teaching notes

Allow time for learners to experiment and to refine the edits that they make to
their sound files.

Resources:
 Sound editing software.
5TC.03 Know ways to transfer Review the ideas and understanding behind folder structure by revising folder
files across devices. hierarchies. Challenge learners to either find a folder that has been saved
previously or find a suitable place to store the sound files that they created in
the previous activity.

Can you find the previous work you saved?

Which folder is it saved in?

Show learners a series of sound effect files. These should be saved in an Assemble a collection of 10 to 15 sound effects
online file storage system. Challenge learners to find the folder and listen to files in a folder.
some of the sound effects.
Learners should use headphones for this part
Which ones do you like? of the activity.
Which ones could you use in your podcast?

Discuss where these files are saved at the moment. Explain that this is not on If internet access is limited these files can be
the computer, not even in the school, but in a server farm somewhere in the saved locally but it is important that learners
world. Instead of the file sitting on the computer in front of them it’s actually are given a description of how online storage
hundreds of miles away in a building full of computers, storing files for millions works.
of people.

How do you think they got to my computer?

How did I put them there?
How far have they travelled?
Why is it useful to save files online?

Allow learners time to research cloud storage. This could be done by using a
search engine or by searching for information on a video sharing platform.
Suggest some different search terms, such as:
 How does my file get saved in the cloud?
 What is the cloud?
 What does a server farm look like?
 How do files travel through the internet?

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Cambridge Primary Digital Literacy (0072) Stage 5 Scheme of Work

Learning objectives Suggested teaching activities and resources Teaching notes

Learners select the sound files that they like. They make copies of them and
move them to their own designated area on the computer. They then add
these sound files to the podcasts that they created in the previous activity.

Resources:
 10 to 15 short sound effect files. The files should be small in size so
that they can be transferred quickly by learners.
 Headphones.
5TC.04 Locate and use Display the screen of your desktop or laptop computer and demonstrate how
standard tools on a device, e.g. to open the built-in calendar. Also demonstrate how to navigate through it.
the calculator and calendar.
Can you think of another tool that is on all home computers?

Lead learners towards answers like the calculator, voice recorder, camera
and clock.

Allow time for learners to explore each of these tools. Using a worksheet as a Allow learners time to practise and use the
guide, they investigate the function of each tool and make a note of when and skills on a regular basis.
how they might use them.

Ask learners to link the notes they made on the worksheet to the production
of their podcasts. For example, they could use the calendar to plan the
recording and release dates of their podcasts, and the clock to time the
recordings.

Resources:
 A worksheet with the standard computer tools listed. Under each tool
leave a small space for learners to write and a further space to link
each tool to the production of their podcasts.
5SW.04 Know that online Discuss how the internet can be used to instantly access different types of
content can be published and media from all over the world.
accessed instantly.
What do you watch online?
What can you read online?
What can you listen to online?
What can you learn online?

Revisit the concept of podcasts as a tool for people to share and access news
and media.

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Cambridge Primary Digital Literacy (0072) Stage 5 Scheme of Work

Learning objectives Suggested teaching activities and resources Teaching notes

What are podcasts?
How do they work?
What makes them a good way to share information online?

Learners review their previous learning by opening their audio recording

software and creating an audio message for a friend in the classroom.
Discuss the difference between positive and negative messages.

What might be the consequences of sharing these messages online?

What does the word ‘viral’ mean?
How do messages like these spread across the internet?
Are viral messages always appropriate?

Resources:
 Voice recorder, recording software.
5DW.03 Understand that some Ask learners to conduct a web search for ‘Computer Hardware’ and
hardware and software can be ‘Computer Software’.
incompatible with other
hardware and software. What have you found?
Can you explain the difference between hardware and software?
5TC.01 Develop fluency and
accuracy when typing in Learners may have come across other keywords such as ‘device’, ‘peripheral’
increasing quantity. and ‘application’.

Ask learners to search these keywords and create a document that lists them
and their definitions. They should add examples that support each of their
definitions. The examples could be taken from what they use in school or at
home.
Age-appropriate examples of incompatibility
Finish the activity by discussing the idea of compatibility and incompatibility of between hardware and software could include:
hardware and software.  moving work between a Mac and a
Windows device
Can you use all software with all hardware?  video files not working on a sound player
Is all hardware compatible with other hardware?  some apps working on Android and
Can you find examples of some that are compatible and some that are not? others working on iOS.

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Cambridge Primary Digital Literacy (0072) Stage 5 Scheme of Work

Example Project – Unit 5.1

Learning objectives Project outline and resources Teaching notes
5TC.02 Use devices to create In this project, learners create a series of podcasts. This is an opportunity to All aspects of the learning for this unit can be
increasingly sophisticated digital link to another subject, so that learners are writing their podcasts about seen when creating the podcasts. Therefore
artefacts, including the use of another area of their learning. this project provides an opportunity to assess
sound, video, text and other whether any of the learning objectives need
multimedia. Learners use audio recording equipment to create a short podcast-style audio teaching further.
file. This file should be edited and sound effects added.
5TC.03 Know ways to transfer
files across devices. Learners use the audio editing software to produce quality sound files. They
should apply all of their learning from earlier in the unit, for example they
5DW.03 Understand that some could plan their recordings and save their sound files in an appropriate
hardware and software can be location.
incompatible with other
hardware and software. Learners should create one podcast, edit it and then add further recordings if
time allows.
5TC.04 Locate and use
standard tools on a device, e.g. The sound files should be shared with the whole class. They could also be
the calculator and calendar. shared somewhere so that parents can access them from home.

5SW.04 Know that online When the podcasts have been created and listened to, learners should review If learners add their feedback as comments on
content can be published and each other’s work. These reviews could be delivered verbally in the the sharing platform, this will also provide an
accessed instantly. classroom or, if possible, be written on the platform where the podcasts were opportunity to remind them about what is and is
shared. not appropriate to share.
5TC.01 Develop fluency and
accuracy when typing in This is a great opportunity to discuss the idea of leaving a positive footprint on
increasing quantity. the internet, and to think about how learners can be positive, but helpful, in
their reviews.

Resources:
 Free audio editing software.

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Cambridge Primary Digital Literacy (0072) Stage 5 Scheme of Work

Unit 5.2 Our changing digital world

Unit 5.2 Our changing digital world

Outline of unit:
In this unit, learners will look at the impact that the internet and technology has around the world. Learners will select a country that contrasts to their own and find
out about its geography and the impact that technology has on people who live there.

Learners will use online presentation tools to create interesting and attention-grabbing pages to share their work and learning.

Knowledge, understanding and skills progression:

This unit builds on work in previous stages where learners looked at using devices to create digital content. It also builds on the idea of instant online
communication, and its positive and negative uses around the world.

Learners will also find it beneficial to recall their previous learning about how computers and their uses have changed over time.

Language:
 image
 copy/paste
 edit/modify
 create
 crop/stitch
 pixel
 search
 function
 video
 web page
 instant messaging
 copyright

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Cambridge Primary Digital Literacy (0072) Stage 5 Scheme of Work

Learning objectives Suggested teaching activities and resources Teaching notes

5TC.06 Use search functions Learners should load a digital mapping software (e.g. Google Earth). Discuss Learners can choose a country to study or you
within applications to find how the internet has changed our ability to view the geographical features of can allocate countries to individuals or groups.
information. other countries around the world. Ideally the countries chosen should contrast
with the learners’ current experience (by having
5TC.02 Use devices to create Learners use the search function within the software to find either a country either more or less developed digital
increasingly sophisticated digital that is relevant to their current studies or one that they would like to find out technologies).
artefacts, including the use of more about.
sound, video, text and other
multimedia. Their search should load a whole screen view of the country.

Learners then use the search function to find places within the country. This
could be the capital city, other important cities, places of interest, tourist
attractions and coastlines. They take a screenshot of each one and add each
image to a text document. They should also add a caption or label to go with
each image.

Resources:
 Access to digital mapping software.
5TC.05 Edit images by Learners find three images of the selected country using an online search This is an opportunity to introduce the idea of
changing colour, size and by engine. They copy and paste these into the selected text editing software and copyright on images. Talk to learners about
cropping. edit each one so that the output is different for each image, for example: how some images are restricted by their
 one image should be changed from colour to black and white owners and how others are free to copy. Use
 one should be changed in size so that it fits the width of the page the tools on the search engine to filter the
 one should be cropped so that the focal point of the image is in the content so that learners are only copying
centre. images that are free to use.

Learners should also place the original, unedited, images into their document Check the images that learners select so that
and add a few sentences underneath describing the visual changes that they the learning can be achieved. For example
have made. they should not select an image that is already
black and white, and should select one where
Resources: work is required so that the focal point can be
 Text editing software that also allows basic edits to be made to placed at the centre.
images.
 If it is not practical for learners to search for their own images online,
prepare a selection of images for them to choose from.
5TC.02 Use devices to create Learners locate and open the image documents that they have created in the
increasingly sophisticated digital previous two activities. In small groups, they share and discuss the edits that
artefacts, including the use of they made so that they can all benefit from any interesting discoveries. These
should then be shared with the whole class.
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Cambridge Primary Digital Literacy (0072) Stage 5 Scheme of Work

Learning objectives Suggested teaching activities and resources Teaching notes

sound, video, text and other
multimedia. Discuss the different ways of sharing media on a website.
What other media do you see, other than images, when you view websites?

Display an example of a website that features a slideshow of images. This

might be your school or local news website.
Why have they chosen to use a slideshow on their website?
How does it engage the viewer?

Learners use the images they have collected to make a digital slideshow. The
images should be linked together to make a short video clip.
This activity can be extended by asking learners to add a piece of music that Continue the discussion about copyright when
will play while the slideshow progresses. looking at adding music. Have learners found a
piece of music that is appropriate to use?
This slideshow should be saved and used as part of the digital presentations
in the final project.

Resources:
 Presentation software suitable for creating a slideshow with added
sound.
5DW.02 Describe key benefits Introduce a discussion about the impact that computers and technology are It might be necessary to scaffold this
of computer use to society and having on the lives of your learners. discussion so that learners are able to visualise
individuals. what life in the classroom and at home would
How have computers changed our classroom? have been like at various points over the past
Where do we use technology in this school? 15 to 20 years. Suitable images could be
Can you tell me which appliances in your homes contain computers? displayed to help with this.
Can you think of areas of your home that technology has improved?

Learners create a list of five different ways that technology influences their
lives. They should consider the technologies that they use.

What was life like before those technologies existed or when they were not
able to do the things that they can do today?
How do those technologies make your life better?

Learners share and discuss their five examples within small groups and the
most interesting observations should then be shared with the whole class.

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Cambridge Primary Digital Literacy (0072) Stage 5 Scheme of Work

Example Project – Unit 5.2

Learning objectives Project outline and resources Teaching notes
5DW.02 Describe key benefits Learners create a presentation about their chosen country using online This project can either take place at the end of
of computer use to society and presentation tools. There are a variety of online platforms for learners to use, the unit or can be completed in stages as part
individuals. and either you or the learner can decide which one they work with. of the activities that are carried out during the
unit.
5TC.02 Use devices to create The presentation should include a variety of media such as images, text and
increasingly sophisticated digital audio content. The focus of the presentation should be on how technology Learners will benefit from being given a choice
artefacts, including the use of has had an impact on the chosen country. This could include: about which platform to use for their
sound, video, text and other  how businesses use technology presentation, and it will allow them to
multimedia.  the new and emerging technologies that are being used demonstrate that they know what is appropriate
 how children use technology for the task.
5TC.05 Edit images by  how technology has improved how we can learn about that country.
changing colour, size and by
cropping. Allow sufficient time for learners to gather content and to work on the output.

5TC.01 Develop fluency and At the end of the project, learners share or present their work to the whole
accuracy when typing in class. Links to the presentations could also be shared with parents.
increasing quantity.

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Cambridge Primary Digital Literacy (0072) Stage 5 Scheme of Work

Unit 5.3 My digital presence

Unit 5.3 My digital presence

Outline of unit:
In this unit, learners will think about the information that they create whenever they use the internet. They will also consider how that information stays online, and
the consequences of this. They will create documents that demonstrate their knowledge and understanding of how to protect themselves and others.

They will also think about what it means to be a positive influence on the internet, and how they can contribute in a constructive way.

Knowledge, understanding and skills progression:

This unit builds upon learning in the previous unit where learners thought about how they communicate with each other online. This should be something that is
constantly included in activities to promote good eSafety skills.

The project at the end of the unit will also allow learners to showcase their document making skills, therefore previous learning of word processing, other document
creation platforms and typing will be useful.

Language:
 online
 gaming
 impact
 footprint
 positive/negative
 pledge
 consequences
 digital
 safeguarding

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Cambridge Primary Digital Literacy (0072) Stage 5 Scheme of Work

Learning objectives Suggested teaching activities and resources Teaching notes

5DW.01 Describe the benefits Discuss the idea of instant messaging with learners, including reference to
and risks of instant online the different platforms that they use.
communication. How do you talk to your friends or family using technology?
Is this a good or bad thing? Explain your reasons.
5TC.02 Use devices to create
increasingly sophisticated digital Learners write down three ways that instant messaging has made a positive
artefacts, including the use of impact on their lives. This could include how they talk to their friends and
sound, video, text and other family and how they are easily able to make arrangements to meet.
multimedia.
Have a discussion about the dangers of instant messaging. Topics that
should be discussed include:
 not always knowing who you are talking to
 posting something without pausing to consider the harm that it could
do
 strategies for keeping safe
 strategies for using instant messenger platforms in a positive way.

Learners create a guide on using instant messenger platforms. The guide

could be in any format, such as a video, poster or leaflet, but it should include
the positive impact instant messaging has on society, as well as any potential
dangers. The audience of the guide could be their peers, younger children in
the school, or their parents. The language that is used should be appropriate
to the audience.
5SW.01 Understand the need to Display the word ‘Permission’ and ask learners to give a definition of what the You may find it appropriate to use the word
set security and privacy settings word means. ‘Consent’ rather than ‘Permission’.
to ensure only content they
want people to access is seen. Then change what you are asking to:
What does ‘permission’ mean when we are talking about computers?
Discuss how this has changed their answers.

Who has permission to look at our data online?

Which websites have you given permission to?

Discuss whether learners are aware of:

 the privacy settings that exist in the platforms that either they or their
friends and family use
 how they can adjust these settings
 the reasons why they may choose to adjust the settings.

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Cambridge Primary Digital Literacy (0072) Stage 5 Scheme of Work

Learning objectives Suggested teaching activities and resources Teaching notes

Learners work independently to look through some of the privacy policies of It might not be possible to access some social
popular social media companies. media sites on the school network and some of
the policies may contain too much text for
Learners should spend some time looking at these policies. The policies learners of this age. Therefore it might be
should give helpful information about how to protect privacy online and should necessary to either prepare summaries or to
provoke discussion about the permissions that we give to social media print out copies of pages that relate to privacy
platforms. settings in advance.

Who is storing your data? It might help to give context if learners are
What data do they store? reminded about the consideration that was
Who owns the content that you upload? given to the ownership of images in the
previous unit.
Using the information on the privacy websites, learners should create a leaflet
or poster which contains five helpful tips for protecting privacy and for setting
permissions. This could be aimed at learners of their own age, or maybe
created to explain privacy settings to their parents, who might be using social
media without consideration of privacy and security.

Resources:
 Access to the privacy settings on popular social media sites or printed
versions of the relevant pages.
5SW.03 Understand the risks of Display a list of the following people:
engaging with people online that  parent
they do not know.  teacher
 brother/sister
 delivery person
 family friend
 taxi driver
 person seated behind you on public transport.

What is a stranger?
Who is and who is not a stranger from this list?
What makes them a stranger?

Discuss whether there are some people on this list that learners were not
sure about.
Which ones and why?

Move the discussion forward so that it relates to talking to someone online. Talk about online gaming, and the ‘chats’ that
Do you ever talk to people online? are involved, as a useful tool for generating
discussion.
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Cambridge Primary Digital Literacy (0072) Stage 5 Scheme of Work

Learning objectives Suggested teaching activities and resources Teaching notes

What platforms are there for talking online?
In preparation for any concerns that result from
This is a particularly good opportunity to talk to learners about their online this discussion, it is recommended that local
activity and to learn from them. Learn what they do and their attitudes to policies and procedures about online safety are
keeping themselves safe online. As a whole class discuss what they do, and understood.
the potential dangers and benefits.

Learners write a letter or email to your school’s head teacher which outlines
the dangers of talking to someone online. Learners should include a list of
suggestions of things that the head teacher could put in place to keep the
children in the school safe.
5SW.02 Understand that what a When we walk on soft ground, what do we leave behind us? It is not necessary for a learner to fully
user does online can have understand what a digital footprint is at this
positive and negative This should lead to a discussion about footprints. stage. They only need to know that they can
consequences for themselves create information each time they are online.
and for others, both online and Explain that, when we use the internet, we also leave footprints.
offline. Can anyone think how?

Discuss the information that learners might ‘leave behind’ when they are
online.
What information have you put online?
Have any of you, or a member of your family, created an online profile?
What information might you have shared?

Discuss the idea of everyone leaving small pieces of information behind them
whenever they use the internet. This could be a ‘comment’ or a ‘like’ on a
friend’s online profile.

If a friend posts a picture of him/herself online, what kind of comment could

you leave?
Is it a positive or negative contribution?

Discuss how a negative comment might make someone feel. Think about why
a person might leave a negative comment.

What might the consequences be of someone leaving a negative online

footprint?

When discussing a negative online footprint, encourage learners to consider

things that should not be shared. For example:
 negative opinions
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Cambridge Primary Digital Literacy (0072) Stage 5 Scheme of Work

Learning objectives Suggested teaching activities and resources Teaching notes

 private stories
 pictures of others.

Discuss the idea of a pledge with learners. A pledge is a way of making a

promise or a commitment to something.

Learners create a pledge promising to be positive contributors and to give

careful consideration to what they share when they use the internet. They
could use their typing and other content creation skills to make the pledge
look like an official document.
5SW.05 Recognise that Talk to learners about what they think cyberbullying means. Can they define Cyberbullying is a form of bullying or
cyberbullying takes place online it? harassment using digital devices, typically by
and can take many forms. sending messages of an intimidating or
What is cyberbullying? threatening nature.
Is it always intentional?
When does a joke go too far?
When can a joke become mean?

Often when cyberbullying occurs it happens in a public platform where others

can see it. This can lead to some people becoming either ‘bystanders’ or
‘champions’. A bystander sees the unacceptable behaviour, and although
they do not contribute to it, they also do not report it. A champion is someone
who sees negative behaviour online and tries to help to stop it.

Can you think of something a champion would do to help?

Learners present a list of key points about cyberbullying in a text document.

Their document should include:
 ways that someone can report cyberbullying or get help if they are
being bullied online
 a description of what makes a good online champion and a pledge of
what the learner will do to become a champion themselves.

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Cambridge Primary Digital Literacy (0072) Stage 5 Scheme of Work

Example Project – Unit 5.3

Learning objectives Project outline and resources Teaching notes
5DW.01 Describe the benefits For this project, learners should review the documents that they have created
and risks of instant online during this unit and combine the messages from these to produce a leaflet
communication. which encourages its audience to think about:
 their own online safety
5TC.02 Use devices to create  the longer term implications of content that is posted online
increasingly sophisticated digital  how to be respectful to others
artefacts, including the use of  how to support others.
sound, video, text and other
multimedia. The leaflet should include details about staying safe when talking to someone
online, how to protect personal privacy, and how to leave a positive footprint
5SW.02 Understand that what a online.
user does online can have
positive and negative The target audience for the leaflet can either be younger learners or the
consequences for themselves learners’ own parents. This means that they will be writing for an audience Writing with purpose, rather than just for the
and for others, both online and that will be of a different age to themselves, therefore the words that they use teacher, can be a good way of engaging
offline. and their broad message will need to demonstrate an awareness of that writers.
audience.
5SW.03 Understand the risks of
engaging with people online that The leaflet should also be an opportunity for learners to show their skills at
they do not know. using an appropriate software. They should use an appropriate font, size and
colour. They should also include at least two images in their leaflet.
5SW.05 Recognise that
cyberbullying takes place online Their work could then be shared and discussed with the intended audience so
and can take many forms. that learners can understand its effectiveness.

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Cambridge Primary Digital Literacy (0072) Stage 5 Scheme of Work

Unit 5.4 Robot designers

Unit 5.4 Robot designers

Outline of unit:
In this unit learners will design their own robot. The unit covers the effects that robots have on our lives currently, before thinking about how a robot could have an
impact in learners’ homes. During the sessions learners will create a variety of different documents, using search tools effectively, and learning how to create
digital images.

Learners will also consider their own use of digital devices, as well as that of family members, and think about the strategies they need to adopt to make sure that
they create a balance between their use of devices and their physical or other social activity.

Knowledge, understanding and skills progression:

While requiring no particular prior knowledge, this unit will enable learners to think about what they know about the role of computers within the workplace.

Language:
 design
 impact
 robot/robotics
 industry
 devices
 addiction/overuse
 future tech

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Cambridge Primary Digital Literacy (0072) Stage 5 Scheme of Work

Learning objectives Suggested teaching activities and resources Teaching notes

5SW.06 Recognise the Introduce this unit by asking learners to think of examples of where people
implications of overuse of use computers in their jobs.
devices.
Explain that a robot is a machine that is designed to perform a specific task
5TC.02 Use devices to create accurately and automatically.
increasingly sophisticated digital
artefacts, including the use of Move the discussion on to jobs that use robots or automated computers to The automotive industry and despatch
sound, video, text and other complete tasks. warehouses are good examples to use here.
multimedia. Why do you think businesses use robots?
What are the benefits?
Where might the disadvantages be?

Learners use the internet to research industries that use robotics. They could
use various sources, including:
 specific company websites
 online videos of robots in action
 news reports and other commentaries.

Learners create a document, in a format of their choice, which lists three

positive and three negative aspects of the use of robots in the workplace.
5SW.06 Recognise the Remind learners about the positives and negatives of the use of robots in the
implications of overuse of workplace.
devices.
Focus the discussion on the negative impacts, especially on the skills gap it
5TC.02 Use devices to create creates.
increasingly sophisticated digital Who might lose out when factories use robots for everything?
artefacts, including the use of Will there be a negative effect on the factory?
sound, video, text and other
multimedia. What would happen if the robots broke?
Who would do the work?
Would they be able to?

Relate this discussion to how we use technology in our homes and to the
devices that we rely on.

How many of you have a mobile device that you use every day? Skills here might include things like
Who has siblings or parents that use a device daily? remembering phone numbers, using a map, or
What purposes do you rely on mobile devices for? mental arithmetic.
Have you lost any skills because of this reliance on digital devices?
How does a reliance upon digital devices affect our social skills?
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Cambridge Primary Digital Literacy (0072) Stage 5 Scheme of Work

Learning objectives Suggested teaching activities and resources Teaching notes

Could the time that you spend using digital devices at home be better spent
on other activities?

Learners use the internet to research the effects of the overuse of digital
devices, including the use of mobile phones.

Using the information that they collect, learners should create a guide for To help their understanding of the impact that
older family members. It should include an explanation of the skills and developments in digital technology have had
leisure opportunities that may be lost as a result of an overreliance on upon older generations, learners could
devices. interview their parents and ask questions about
changes they have observed in communication
This activity can be extended by learners suggesting ideas of how to get back over their lifetimes. Possible questions might
the skills that are being lost through the overuse of digital devices, including include:
strategies for ensuring that devices are used in moderation.  What methods did they use to
communicate with their friends when
they were young?
 What methods do they use to
communicate with their friends now?
 Which telephone numbers can they
remember (and how old were they
when they learned them)?
 Do they think changes in
communication have led to them
gaining skills or losing skills?
5TC.06 Use search functions Explain that, in most programs on our computers, we have a search function
within applications to find to find information or help us in how we work. The most obvious of these are
information. the search functions on the web.

Explain that an ability to use these search technologies effectively is a really

important skill towards being effective lifelong learners.

Using internet search engines, learners find different robots that are already
for sale for use in the home. Explain that they have an imaginary, unlimited The information that learners find will be used
budget which they should use to equip their homes with as many useful to help them in their final project.
robots as they can find.

As well as using the search engine, learners should be shown how to search
for keywords within a website. Demonstrate how to search for a word within a
webpage by pressing CTRL + F. Explain that this feature is common within Mac keyboards use Command + F.
most programs we use on a computer.

25
Cambridge Primary Digital Literacy (0072) Stage 5 Scheme of Work

Learning objectives Suggested teaching activities and resources Teaching notes

When would you use this?
Why might it be a useful tool for when you are researching a topic?

Ask learners about their experience of using the search engine, as well as the
specific robots they found.
What keywords did you include?
Which websites did the search list first?
Which websites were reliable? Why?
Did any of your searches produce unhelpful results? Why?
5TC.05 Edit images by Discuss learner’s perceptions about what robots look like.
changing colour, size and by
cropping. What do they look like in cartoons and films?
How does this compare to the ones you have seen in factories and other
workplaces during this unit?
What do you want your own robots to look like?

Learners each create three drawings of different robots. The three robots they
design should all have the same overall purpose, but have different layouts or
features to achieve this.

When they share their designs, each learner should explain the form that they
have taken, for example are their robots based on modern industrial
examples or are they inspired by those seen in classic films?

Learners should consider how real-life robot designers transfer their drawings
of initial ideas from the page onto a computer. Three possible solutions would
be:
 they scan their drawn designs
 they photograph and then upload their drawn designs
 they recreate their designs using drawing software.

Learners should transfer their designs to their computer using an appropriate The method(s) chosen will depend upon the
method. technology that is available in the classroom.

Once learners have their designs on the computer they should put them into a
document and resize and crop versions of them, so that specific aspects of
each design can be discussed in detail. For example, they might choose to
include an enlarged picture which just shows the arm of the robot so that they
can explain the specific function of that arm. Learners should annotate their
designs using the arrow or shape tools within their software.

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Cambridge Primary Digital Literacy (0072) Stage 5 Scheme of Work

Learning objectives Suggested teaching activities and resources Teaching notes

Learners should add appropriate notes to their document to explain:
 the overall purpose of their robot
 the purpose of specific parts
 the rationale for their design.

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Cambridge Primary Digital Literacy (0072) Stage 5 Scheme of Work

Example Project – Unit 5.4

Learning objectives Project outline and resources Teaching notes
5TC.02 Use devices to create For the final project in this unit, learners design a robot for their home or This project could be developed further in
increasingly sophisticated digital classroom. either Art & Design or Design Technology
artefacts, including the use of lessons, where learners could build a model of
sound, video, text and other Learners start by drawing their designs on paper, and then they add their robot.
multimedia. annotations. The drawings should be as detailed as possible and should
explain the features and abilities of their robot.
5TC.05 Edit images by
changing colour, size and by These images are uploaded to the computer and are adapted in a digital
cropping. format.

The final images and designs are used to create a digital presentation that will
explain the robot to potential investors. The presentation should explain any:
 interesting features
 potential uses in the home
 benefits that those uses could bring
 possible negative responses that are likely to be generated by the
launch of the robot, and suggestions for how those responses could
be overcome
 materials that will be needed to make the robot, such as plastics or
metals, or supplementary devices such as speakers or cameras.

Learners should then present their work either in small groups or to the whole
class.

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Cambridge Primary Digital Literacy (0072) Stage 5 Scheme of Work

Sample lesson 1

CLASS:

DATE:

Learning objectives  5TC.06 Use search functions within applications to find information.
 5TC.02 Use devices to create increasingly sophisticated digital artefacts,
including the use of sound, video, text and other multimedia.
Lesson focus / Learners research a country of their choice while learning how to increase the
success criteria productivity of their research through the use of the search function.

Prior knowledge / Previous Using key words to search for information.

learning

Plan

Lesson Planned activities Notes

Introduction Explain that over this unit learners are each going to research a different
country, and they are going to look at how technology has impacted upon it.

Start by asking learners to make a list of things they could find out about Use these ideas to
their chosen country. create a checklist of
features to search
for. For example
the capital city;
other large cities;
places of historical
interest; tourist
attractions;
coastlines, rivers
or mountains.

Main activities Learners load Google Earth and find the country that they have chosen to It might be useful to
research. give learners some
time here to
Demonstrate how to use the search tool within the software. Not only familiarise
does it find the country, but it also allows us to delve deeper and look at themselves with the
key features of that country. Demonstrate this by searching for different controls to use
cities and places within a country. Google Earth. This
might include
Learners use the search function to find different key features within zooming and
their chosen country. They should search for the list of features moving around the
discussed at the beginning of the lesson. globe.

To record what they have found learners should use the screenshot
function or the snipping tool to capture their findings. They transfer each
image to a text document and add labels and captions.

Discuss how technology has improved how we are able to explore our
world.
How would you have looked at this country before you could do so on a
computer?
What can you do with a computer that you could not do with a map or atlas?

End/Close/ Learners share their work with a partner. Either save

Reflection/ What have they found? incomplete work,
Summary What was new information to them? so that it can be
What were new skills for them? continued, or print
it if is complete.

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Cambridge Primary Digital Literacy (0072) Stage 5 Scheme of Work

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?

30
Cambridge Primary Digital Literacy (0072) Stage 5 Scheme of Work

Sample lesson 2

CLASS:

DATE:

Learning objectives  5SW.03 Understand the risks of engaging with people online that they do
not know.
Lesson focus / When considering how to stay safe online, learners can make decisions about who
success criteria they should and should not speak to and share information with.

Prior knowledge / Previous Learners should already be aware of the general risks associated with sharing
learning personal information online.

Plan

Lesson Planned activities Notes

Introduction Write a list on the board of the following people:
 parent
 teacher
 brother/sister
 delivery person
 family friend
 taxi driver
 person next to you on public transport

What is a stranger?
Who is or is not a stranger on this list?
What makes them a stranger?
Are there any on this list you are not sure about?

Main activities Ask learners who they talk to when they are online.
Do you talk to people online?
Who do you talk to online that you know?
What platforms are there for talking online?

Use this opportunity to talk to learners about their online activity and be
prepared to learn from them. For example, ask: Make sure you are
 what they do aware of the
 their attitudes to keeping themselves safe online. policies and
Have a whole class discussion about what they do, and the potential procedures for
dangers and benefits. This will be very specific to learners in the class, online safety.
therefore be prepared to intervene.

Learners write a letter or email to the school’s head teacher. They

explain:
 the potential dangers of talking to a stranger online
 information to help keep children safe in school
 possible steps that can be taken to encourage all learners to be
positive and responsible users of the internet.
End/Close/ Finish by asking some learners to read their letters/emails to the class.
Reflection/
Summary What did you like about that letter/email?
Is there anything you can take from it and add to your own letter/email?

Ask learners to make small changes to their letters/emails based on the

discussion.

Learners should either print or save their letters/emails and, if

appropriate, send them to the head teacher.

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Cambridge Primary Digital Literacy (0072) Stage 5 Scheme of Work

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?

32
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