Pan European Game Information (PEGI) provide age ratings for games based on the suitability of a game, not the level of difficulty. These can be useful to help educators check whether they might use a game in with their learners.
Into Film have developed resources for teaching about games in partnership with Northern Ireland Screen. The resources are free and cover concepts, such as genres, controls , characters and goals.
Find out more by visiting the Into Film games hub with this link
Our Teacher Digital Skills Toolkit has been available for over a year now. It contains guidance on what skills and knowledge teachers in Scotland should have to meet the General Teaching Council for Scotland (GTCS) standard for registration, which requires teachers to be ‘digitally literate’. There is also short videos to support some of these skills and knowledge, as well as links to the Barclays Digital Wings free learning pathway, which covers all of these.
Beside the guidance, there is a Form for teachers to evaluate their essential skills, knowledge and confidence. We’ve now had almost 200 responses from 25 local authorities and the results are positive:
Have you evaluated your digital skills recently? Take the survey and let us know how you get on!
essential skills checklist evaluation
Overview Adobe Express for Education offers teachers and pupils the tools they need to confidently create a number of graphics, posters, image, presentations, and more. Putting creativity into learning, with features and tools that can integrated into any curricular area. The links below give you access to a large bank of… Read more
Upcoming RTC webinars and events Creative Activities to try in your classroom Resources Latest News Read more
Back to teacher digital literacy page This section aims to support teachers to develop their skills and knowledge required to use the Microsoft 365 platforms that are common in schools across Scotland. The Digital Teacher Toolkit is the associated CLPL. The Educator Digital Literacy framework is the associated evaluation document.… Read more
Back to teacher digital literacy page This section aims to support teachers to develop their skills and knowledge required to use the Google Workspace platforms that are common in schools across Scotland. The Digital Teacher Toolkit is the associated CLPL. The Educator Digital Literacy framework is the associated evaluation document.… Read more
Ted Palenski from the University of Glasgow delivered this live lesson aimed at children and young people of all ages.
Artificial intelligence has long been a component of search engines: how results are surfaced, ranked, and presented. This session breaks down how search engines work, and how they increasingly leverage generative AI, possibly to the detriment of close reading.
The aim of the session is to foster critical information literacy, offering several examples of how search engines might not give you the most relevant information, with some suggested strategies for navigating digital spaces overloaded with information.
David Lundie from the University of Glasgow delivered this webinar during Scottish Digital Literacy Week 2025.
The Teaching for Digital Citizenship project has been working with teachers, young people, ethicists and the EdTech sector across the 4 nations of the UK, to understand the aims, practices and challenges in recovering a space for moral agency in a post-digital world.
Citizenship, ethics and justice will be central to our new digital literacy curriculum updates.
The aim of this session is to set out a data justice approach, in which all young people have a right to information integrity – to understand that our current information ecosystem is not inevitable, it is a product of technical and social conditions which can be acted upon and changed.
We are looking to engage teachers in processes of reflection on their own practice, drawing on examples of leading practice across the curriculum from our project so far, and introducing a self-evaluation tool which has been co-designed with teachers in our community of practice.
Find out more about the project with this link: Teaching for Digital Citizenship: Digital ethics in the classroom and beyond
This video was recorded during Scottish Digital Literacy Week 2025. It features Sharon Alexander, who is Principal Teacher at Carnwath Primary School – that was the first school in Scotland to achieve all four digital awards:
Discover the innovative strategies and practical approaches that have made Carnwath Primary a leader in digital learning and teaching. Sharon will share real insights, challenges, and success stories to help you elevate digital education in your own school.
Find out more about Digital Schools Award Scotland with this link: Digital Schools Awards
Learners should understand how digital technology can be used to create and edit media, such as photos, videos and audio. They know how to create media and are able t edit, including cropping, trimming, filtering and prompting.
This learning covers Experience and Outcome x-01a.
engage with and create a wide range of texts in different media, taking advantage of the opportunities offered by ICT
Texts
The literacy and English framework reflects the increased use of multimodal texts, digital communication, social networking and the other forms of electronic communication encountered by children and young people in their daily lives.
OECD report on literacy
… continuously evaluating the quality and validity of differences sources, navigating through ambiguity, distinguishing between facts and opinions, and constructing knowledge. reading is a daily activity for most people and that education systems need to prepare students to be able to adapt to the variety of scenarios in which they will need to read as adults
The more knowledge technology allows us to search and access, the more important it becomes to develop deep understanding and the capacity to navigate ambiguity, to triangulate viewpoints, and to make sense of content.
Digital readers not only need to follow linear information structures but construct their own texts by selecting and assessing information from various sources
– WHY
It recognises that the skills which children and young people need to learn to read these texts differ from the skills they need for reading continuous prose – WHAT
novels, short stories, plays, poems reference texts the spoken word charts, maps, graphs and timetables advertisements, promotional leaflets comics, newspapers and magazines CVs, letters and emails films, games and TV programmes labels, signs and posters recipes, manuals and instructions reports and reviews text messages, blogs and social networking sites web pages, catalogues and directories
So, HOW?
Reading helps students gain knowledge which leads to better writing, whilst writing can deepen students’ understanding of ideas.
Extensive practice, supported by effective feedback, is required to develop fluent transcription skills (typing and word processing features for checking accuracy)
(planning)
before reading:
(drafting)
As they read:
Make notes:
(revising)
After they read:
Editing
The writing you’re teaching
Publishing
Save
Medium: word, pdf, blog post,
My decision to engage with Scotland’s Curriculum Improvement Cycle regarding digital literacy began primarily when I began to lead my school through the Digital Schools Award journey. This experience revealed the Dunning-Kruger effect in action early in my school’s digital journey – while I started the process full of confidence,… Read more
George Milliken Mon 14/04/2025 12:50 engage with and create a wide range of texts in different media, taking advantage of the opportunities offered by ICT Texts The literacy and English framework reflects the increased use of multimodal texts, digital communication, social networking and the other forms… Read more
Click the link below to find details of upcoming events and sign-up details
Any time Four Capacities challenge
The four capacities are central to our curriculum, and therefore learning, in Scotland.
We want to know what the four capacities look like in your setting – what does it look, sound or feel like to be:
Use your digital skills to create an image, photos, video or audio recording that tells us how you learn about these things. Educators can share their learners’ content with us by posting a comment on this blog post.
Here are some examples of Scottish learners sharing their learning with the BBC LAB:
The L.A.B Scotland projects
The BBC LAB also has these short tutorials on how to create your own media:
The L.A.B Scotland How Tos
If you’re using iPads to create your content, try these guides to inspire you:
Apple Everyone Can Create: Projects
Subscribe to DigiLearnScot on YouTube
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