Experiences and Outcomes Benchmarks
Organiser – Digital Literacy • Demonstrates an understanding of appropriate behaviour and language in the digital environment.

• Demonstrates an understanding of the importance of passwords and passcodes for example access to school building

Cyber resilience and internet safety
I can explore, play and communicate using digital technologies safely and securely.

TCH 0-03a

Link to Mental, social, emotional & physical wellbeing HWB 0-16a & 0-17a




For a range of purposes across my learning & play, I can/am able to For a range of purposes across my learning & play, I can/am able to For a range of purposes across my learning & play, I can/am able to
Talk about how people communicate using the internet e.g. messaging, email, Twitter, Facebook, Skype & other familiar means of communication or “social media”. Help to compose & send messages digitally (supervised) e.g. for a real-life purpose such as arranging a visit, ordering supplies for snack, etc. Make appropriate use of digital communication methods to complete tasks across the curriculum e.g. taking part in a Skype session with another class, collaboratively composing Tweets about our work.
From Education Scotland National Improvement Hub “What digital learning might look like”:

* “Take part in a video call, using Skype for example,or use a video channel to record and share ideas, such as with Flipgrid. This could be used to let learners hear from learners or experts in another country or to share their own learning, such as about their own community or to find out about foreign communities,cultures and languages.
* ‘Skype-a-scientist’ or take part in a Microsoft Educator Community Mystery Skype. This could be used to explore a topic such as ‘how we communicate’ and drawing comparisons with older forms of communication technology – “what did grandparents use to talk in the past?”
* Watch a live broadcast, such as during Book Week Scotland”

Through real-life experiences & play, explore & begin to understand how digital technologies keep us safe e.g. key pads, passcodes, buzzers, CCTV cameras, etc. Through real-life experiences & play, explore & understand ways in which we can keep ourselves & others safe & secure. Show that I can use appropriate language & safe behaviour when using digital communication methods.
With support, explore how to keep myself & others safe online e.g. what should remain private, what should & should not be shared. With support, continue to explore & begin to give examples of things I should not say or share online e.g. photos, videos or information about myself or others. With support, begin to use passwords & codes to access familiar online services e.g. Borrow Box, Bug club, Education City
From Education Scotland National Improvement Hub “What digital learning might look like”:

“When learning about staying safe on digital devices learners might:

* Discuss how they use online services,such as YouTube and games, and how they see adults in their life using them:
“Mummy uses WhatsApp to talk to her friends.”
* Watch and then discuss online safety videos and activities, such as those found at: Think You Know, UK Safer Internet Day/Centre or BBC Own It ‘Will & Ainslie’
* Explore children’s storybooks that explore online safety, such as ChickenClicken, Digi Duck’s Big Decision or The Internet is Like a Puddle. These books give learners an opportunity to explore and learn about internet safety through stories with the class or on their own
* Use simple passwords,such as 0000 or 1234, to access the devices they use
* Discuss who should know a password and how to keep them safe
* Play memory games, or make up a song, to help develop strategies for remembering a password they use. Such strategies might include a memorable colour and number like “red1”