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"Pride - Persistence - Purpose"


Our Vision and Why Computing is Important - Our Curriculum Intent

Computing is an integral part of our everyday life and will play an immeasurable part in our children’s futures. At Paddocks, we provide all of our children with the skills, creativity and enthusiasm to live and thrive in a world increasingly dependent on Computing. Our children become digitally literate and are increasingly able to join the rest of the world on its digital platform. They will be equipped, not only with the skills and knowledge to use technology effectively and for their own benefit, but also safely. We want to ensure our children understand the consequences of using the internet and are aware of how to keep themselves safe online. As children become more confident in their abilities in Computing, they will become more independent and key life skills, such as problem-solving, logical thinking and self-evaluation, become second nature.


What does Computing look like at Paddocks? - Our Curriculum Implementation

Our Computing curriculum has been specifically designed to not only provide children with the advanced computational skills that they require, but also to address the basic skills of digital literacy that they will need throughout their futures.   We believe that Computing is a significant part of daily life and children should be able to access and utilise the latest technology and software. We provide a wealth of learning opportunities and transferrable skills, explicitly within Computing lessons and also across other curriculum subjects. As a school, we offer a broad and balanced curriculum that prepares pupils to ‘use computational thinking and creativity to understand and change the world’.  At Paddocks we approach our computer lessons using D.A.R.E.S projects.  These allow children to design, apply, review, edit and then share their work.  They use lots of different apps and software on both iPads and Chromebooks. In addition, children are also taught about the principles of staying safe online, through a proactive not reactive approach. Children are taught about and exposed to situations that they may otherwise feel unprepared to deal with, so that they can safely and confidently access online content.


What do our pupils think? - Our Curriculum Impact

“I enjoyed making characters move and talk using Scratch.”

“Making interviews with characters from our book was great fun.”

“I love seeing what other people have completed when we share our work using QR codes.”

“I really loved making games and playing them with my friends.”

“Making posters using Pic Collage was great.”




An EYFS pupil can

A Year 1 pupil can

A Year 2 pupil can

·   play on a touch screen game and use computers/keyboards/mouse in role play

·   type letters with increasing confidence using a keyboard and tablet.

·   dictate short, clear sentences into a digital device.

·   identify a chart.

·   sort physical objects, take a picture and discuss what I have done.

·   present simple data on a digital device.

·   record my voice over a picture

·   create a simple digital collage

·   move and resize images with my fingers or mouse.

·   animate a simple image to speak in role

·   create a simple animation to tell a story including more than one character.

·   know the difference between a photography and video.

·   record a short film using the camera

·   record and play a film

·   watch films back

·   take a photograph

·   take a photograph and use it in an app

·   use a painting app and explore the paint and brush tools

·   scan a QR code.

·   explore a 360 image.

·   talk about AR objects in my class

·   record sounds with different resources

·   find ways to change your voice (tube, tin can, shouting to create an echo)

·   record sounds/voices in storytelling and explanations

·   recognise that I can say ‘no’ / ‘please stop’ / ‘I’ll tell’ / ‘I’ll ask’ to somebody who asks me to do something that makes me feel sad, embarrassed or upset.

·   explain how this could be either in real life or online.

·   recognise some ways in which the internet can be used to communicate.

·   give examples of how I (might) use technology to communicate with people I know.

·   identify ways that I can put information on the internet.

·   describe ways that some people can be unkind online.

·   offer examples of how this can make others feel.

·   talk about how I can use the internet to find things out.

·   identify devices I could use to access information on the internet.

·   give simple examples of how to find information (e.g. search engine, voice activated searching).

·   identify rules that help keep us safe and healthy in and beyond the home when using technology.

·   give some simple examples.

·   identify some simple examples of my personal information (e.g. name, address, birthday, age, location).

·   describe the people I can trust and can share this with; I can explain why I can trust them.

·   know that work I create belongs to me.

·   name my work so that others know it belongs to me.

·   follow simple oral algorithms

·   spot simple patterns

·   sequence simple familiar tasks

·   use a mouse, touch screen or appropriate access device to target and select options on screen

·   input a simple sequence of commands to control a digital device with support (Bee Bot)

·    confidently type words quickly and correctly on a digital device.

·    use the space bar to make space and delete to delete letters/ words

·    make a new line using enter/return

·    dictate into a digital device more accurately and with punctuation.

·    sort images or text into two or more categories on a digital device.

·    collect data on a topic.

·    create a tally chart and pictogram.

·    record myself explaining what I have done and what it shows me.

·    add voice labels to an image

·    add a voice recording to a storyboard.

·    add speech bubbles to an image to show what a character thinks.

·    import images to a project from the web and camera roll

·    add filters and stickers to enhance an animation of a character.

·    create an animation to tell a story with more than one scene.

·    add my own pictures to my story animation.

·    record a film using the camera app.

·    select images and record a voiceover.

·    highlight and zoom into images as I record.

·    edit a photo with simple tools

·    use a paint/drawing app to create a digital image

·    begin to cut out an image to layer on another image.

·    explore an interactive 360 image.

·    scan a trigger image to begin a AR experience.

·    pretend to interact with AR objects.

·    create a sequence of sounds (instruments, apps/software)

·    explore short and long sounds.

·    record my voice and add different effects.

·    understand what algorithms are

·    write simple algorithms

·    understand the sequence of algorithms is important

·    debug simple algorithms

·    understand that algorithms are implemented as programs on digital devices

·    create a simple program e.g. sequence of instructions for a Bee Bot

·    use sequence in programs

·    locate and fix bugs in my program

·    recognise that there may be people online who could make me feel sad, embarrassed or upset.

·    if something happens that makes me feel sad, worried, uncomfortable or frightened I can give examples of when and how to speak to an adult I can trust.

·    use the internet with adult support to communicate with people I know.

·    explain why it is important to be considerate and kind to people online.

·    recognise that information can stay online and could be copied.

·    describe what information I should not put online without asking a trusted adult first

·    describe how to behave online in ways that do not upset others and can give examples. use the internet to find things out.

·    use simple keywords in search engines

·    describe and demonstrate how to get help from a trusted adult or helpline if I find content that makes me feel sad, uncomfortable worried or frightened.

·    explain rules to keep us safe when we are using technology both in and beyond the home.

·    give examples of some of these rules.

·    recognise more detailed examples of information that is personal to me (e.g. where I live, my family’s names, where I go to school).

·    explain why I should always ask a trusted adult before I share any information about myself online.

·    explain how passwords can be used to protect information and devices.

·    explain why work I create using technology belongs to me.

·    say why it belongs to me (e.g. ‘it is my idea’ or ‘I designed it’).

·    save my work so that others know it belongs to me (e.g. filename, name on content).

·  use the space bar only once between words and use touch to navigate to words letter to edit

·  copy and paste images and text

·  use caps locks for capital letters.

·  add images alongside text in a word processed document.

·  dictate longer passages into a digital device with accurate punctuation.

·  sort digital objects into a range of charts such as Venn diagrams, carroll diagrams and bar charts using different apps and software.

·  orally record myself explaining what the data shows me.

·  create a branching database using questions

·  add voice labels to an image.

·  add a voice recording to a storyboard.

·  add speech bubbles to an image to show what a character thinks.

·  import images to a project from the web and camera roll Animation

·  create multiple animations of an image and edit these together.

·  create a simple stop motion animation.

·  explain how an animation/flip book works

·  write and record a script using a teleprompter tool.

·  use tools to add effects to a video

·  begin to use green screen techniques with support

·  edit a photo (crop, filters, mark up etc)

·  select and use tools to create digital imagery - controlling the pen and using the fill tool

·  cut images with accuracy to layer on other images.

·  draw my own 360 image and explore it in VR.

·  bring objects into my surroundings using Augmented Reality.

·  create my own QR code.

·  Create a musical composition using software record my own sound effects.

·  record my voice over compositions to perform a song.

·  write algorithms for everyday tasks

·  use logical reasoning to predict the outcome of algorithms

·  understand decomposition is breaking objects/processes down

·  implement simple algorithms on digital devices (Bee Bots, Apps: Daisy the Dino)

·  debug algorithms

·  understand programs execute by following precise and unambiguous instructions

·  create programs on a variety of digital devices

·  debug programs of increasing complexity

·  use logical reasoning to predict the outcome of simple programs

·  explain how other people’s identity online can be different to their identity in real life.

·  describe ways in which people might make themselves look different online.

·  give examples of issues online that might make me feel sad, worried, uncomfortable or frightened; I can give examples of how I might get help.

·  use the internet to communicate with people I don’t know well (e.g. email a penpal in another school/ country).

·  give examples of how I might use technology to communicate with others I don’t know well.

·  explain how information put online about me can last for a long time

·  know who to talk to if I think someone has made a mistake about putting something online.

·  give examples of bullying behaviour and how it could look online.

·  understand how bullying can make someone feel.

·  talk about how someone can/would get help about being bullied online or offline.

·  use keywords in search engines.

·  demonstrate how to navigate a simple webpage to get to information I need (e.g. home, forward, back buttons; links, tabs and sections).

·  explain what voice activated searching is and how it might be used (e.g. Alexa, Google Now, Siri)

·  explain the difference between things that are imaginary, ‘made up’ or ‘make believe’ and things that are ‘true’ or ‘real’.

·  explain why some information I find online may not be true.

·  explain simple guidance for using technology in different environments and settings.

·  say how those rules/guides can help me

·  describe how online information about me could be seen by others

·  describe and explain some rules for keeping my information private.

·  explain what passwords are and can use passwords for my accounts and devices.

·  explain how many devices in my home could be connected to the internet and can list some of those devices.

·  describe why other people’s work belongs to them.

·  recognise that content on the internet may belong to other people.








A Year 3 pupil can

A Year 4 pupil can

A Year 5 pupil can

A Year 6 pupil can

·   use index fingers on keyboard home keys (f/j), use left fingers for a/ s/d/f/g, and use right fingers for h/j/k/l

·   edit the style and effect of my text and images to make my document more engaging and eye-catching. For example, borders and shadows

·   use cut, copy and paste to quickly duplicate and organise text.

·   create my own sorting diagram and complete a data handling activity with it using images and text.

·   start to input simple data into a spreadsheet.

·   create a feelings chart exploring a story or character’s feelings.

·   create an interactive comic with sounds, formatted text and video.

·   annotate an image with videos

·   create a simple web page.

·   create a simple digital timeline/mindmap

·   create animations of faces to speak in role with more life-like realistic outcomes.

·   improve stop motion animation clips with techniques like onion skinning.

·   use animation tools in presenting software to create simple animations.

·   sequence clips of mixed media in a timeline and record a voiceover

·   trim and cut film clips and add titles and transitions

·   independently create a green screen clip.

·   create my own movie trailer.

·   confidently take and manipulate photos

·   create a digital image using a range of tools, pens, brushes and effects

·   create transparent images with Instant Alpha

·   create my own digital 360 image and explore it in VR

·   create my own images and bring it into my surroundings through AR.

·   create and edit purposeful compositions using music software to create mood or a certain style

·   experiment with live loops to create a song.

·   create algorithms for use when programming

·   decompose tasks (such as animations) into separate steps to create an algorithm

·   understand abstraction is focusing on important information

·   identify patterns in an algorithm

·   use repetition in algorithms

·   design and create programs

·   write programs that accomplish specific goals

·   use repetition in programs

·   work with various forms of input

·   understand that computers in a school are connected together in a network

·   understand why computers are networked

·   understand the difference between the Internet and the World Wide Web (WWW)

·   explain what is meant by the term ‘identity’.

·   explain how I can represent myself in different ways online.

·   explain ways in which and why I might change my identity depending on what I am doing online (e.g. gaming; using an avatar; social media).

·   describe ways people who have similar likes and interests can get together online.

·   give examples of technology-specific forms of communication (e.g. emojis, acronyms, text speak).

·   explain some risks of communicating online with others I don’t know well.

·   explain how my and other people’s feelings can be hurt by what is said or written online.

·   explain why I should be careful who I trust online and what information I can trust them with.

·   explain why I can take back my trust in someone or something if I feel nervous, uncomfortable or worried.

·   explain what it means to ‘know someone’ online and why this might be different from knowing someone in real life. I can explain what is meant by ‘trusting someone online’. I can explain why this is different from ‘liking someone online’.

·   search for information about myself online.

·   recognise I need to be careful before I share anything about myself or others online.

·   know who I should ask if I am not sure if I should put something online.

·   explain what bullying is and can describe how people may bully others.

·   describe rules about how to behave online and how I follow them.

·   use key phrases in search engines.

·   explain what autocomplete is and how to choose the best suggestion.

·   explain how the internet can be used to sell and buy things

·   explain the difference between a ‘belief’, an ‘opinion’ and a ‘fact’.

·   explain why spending too much time using technology can sometimes have a negative impact on me;

·   give some examples of activities where it is easy to spend a lot of time engaged (e.g. games, films, videos).

·   give reasons why I should only share information with people I choose to and can trust.

·   explain that if I am not sure or I feel pressured, I should ask a trusted adult.

·   understand and can give reasons why passwords are important.

·   describe simple strategies for creating and keeping passwords private.

·   describe how connected devices can collect and share my information with others.

·   explain why copying someone else’s work from the internet without permission can cause problems.

·   give examples of what those problems might be.

·   combine digital images from different sources, objects, and text to make a final piece of a variety of tasks: posters, documents, eBooks, scripts, leaflets.

·   Confidently and regularly use text shortcuts such as cut, copy and paste and delete to organise text

·   use font sizes appropriately for audience and purpose.\Use spell check and thesaurus including through Siri and other AI technology

·   create my own online multiple choice questionnaire.

·   input data into a spreadsheet and export the data in a variety of ways: charts, bar charts, pie charts.

·   understand how data is collected.

·   create an interactive quiz eBook introducing hyperlinks.

·   create an eBook with text, images and sound.

·   create a presentation demonstrating my understanding with a range of media.

·   create a digital timeline/mindmap and include different media - sound and video.

·   take multiple animations of a character I have created and edit them together for a longer video.

·   use software to create a 3D animated story.

·   use line draw tool to create animations.

·   add music and sound effects to my films

·   add animated titles and transitions

·   add simple subtitles to a video clip.

·   use confidently use green screen adding animated backgrounds.

·   enhance digital images and photographs using crop, brightness, contrast & resize

·   manipulate shapes to create digital art.

·   draw a series of images and export as an animated GIF

·   create my own 360 video.

·   use the camera to create a 360 image.

·   add multiple objects into my surroundings through AR to explain a concept.

·   Edit sound effects for a purpose.

·   Create a simple four chord song following the correct rhythm.

·   record a radio broadcast or audiobook.

·   use abstraction to focus on what’s important in my design

·   write increasingly more precise algorithms for use when programming.

·   use simple selection in algorithms

·   use logical reasoning to detect and correct errors in programs

·   use simple selection in programs

·   work with various forms of output

·   use logical reasoning to systematically detect and correct errors in programs

·   work with various forms of output

·   understand that servers on the Internet are located across the planet

·   understand how email is sent across the Internet

·   understand how the Internet enables us to collaborate

·   explain how my online identity can be different to the identity I present in ‘real life’

·   describe the right decisions about how I interact with others and how others perceive me.

·   describe strategies for safe and fun experiences in a range of online social environments

·   give examples of how to be respectful to others online.

·   describe how others can find out information about me by looking online.

·   explain ways that some of the information about me online could have been created, copied or shared by others.

·   identify some online technologies where bullying might take place.

·   describe ways people can be bullied through a range of media (e.g. image, video, text, chat).

·   explain why I need to think carefully about how content I post might affect others, their feelings and how it may affect how others feel about them (their reputation).

·   analyse information and differentiate between ‘opinions’, ‘beliefs’ and ‘facts’. I understand what criteria have to be met before something is a ‘fact’.

·   describe how I can search for information within a wide group of technologies (e.g. social media, image sites, video sites).

·   describe some of the methods used to encourage people to buy things online (e.g. advertising offers; in-app purchases, pop-ups) and can recognise some of these when they appear online.

·   explain that some people I ‘meet online’ (e.g. through social media) may be computer programmes pretending to be real people.

·   explain why lots of people sharing the same opinions or beliefs online does not make those opinions or beliefs true.

·   explain how using technology can distract me from other things I might do or should be doing.

·   identify times or situations when I might need to limit the amount of time I use technology.

·   suggest strategies to help me limit this time.

·   explain what a strong password is.

·   describe strategies for keeping my personal information private, depending on context.

·   explain that others online can pretend to be me or other people, including my friends

·   suggest reasons why they might do this

·   explain how internet use can be monitored.

·   When searching on the internet for content to use, I can explain why I need to consider who owns it and whether I have the right to reuse it.

·   give some simple examples.


·  start to apply other useful effects to my documents such as hyperlinks.

·  import sounds to accompany and enhance the text in my document.

·  organise and reorganise text on screen to suit a purpose

·  create and publish my own online questionnaire and analyse the results.

·  use simple formulae to solve calculations including =sum and other statistical functions

·  edit and format difference cells in a spreadsheet. Presentations, web design and eBook Creation

·  collaborate with peers using online tools, e.g. blogs, Google Drive, Office 365

·  create and export an interactive presentation including a variety of media, animations, transitions and other effects.

·  create an interactive guide to a image by embedding digital content and publishing it online.

·  create a webpage and embed video.

·  record animations of different characters and edit them together to create an interview.

·  add green screen effects to a stop motion animation.

·  create flip book animation using digital drawings and export as a Gif or video

·  use cutaway and split screen tools in iMovie.

·  evaluate and improve the best video tools to best explain my understanding.

·  further improve green screen clips using crop and resize and explore more creative ways to use the tool - wearing green clothes and the masking tool.

·  make a digital photo using camera settings

·  enhance digital photos and images using crop, brightness and resize tools

·  link and explain how to photoshop images and how this is used in the media

·  create an interactive VR experience.

·  create an animated object and bring it into my surroundings through AR

·  create an AR experience using objects I have created to explain a concept. Add voice over and edit sound clips (volume, pitch, fade, effect) to create a podcast.

·  Create a remix of a popular song.

·  solve problems by decomposing them into smaller parts

·  use selection in algorithms

·  recognise the need for conditions in repetition within algorithms

·  use logical reasoning to explain how a variety of algorithms work

·  use logical reasoning to detect and correct errors in algorithms

·  evaluate my work and identify errors

·  create programs by decomposing them into smaller parts

·  use selection in programs

·  use conditions in repetition commands

·  work with variables

·  create programs that control or simulate physical systems

·  evaluate my work and identify errors

·  understand how we view web pages on the Internet

·  use search technologies effectively

·  understand that web spiders index the web for search engines

·  appreciate how pages are ranked in a search engine

·  explain how identity online can be copied, modified or altered.

·  demonstrate responsible choices about my online identity, depending on context.

·  explain that there are some people I communicate with online who may want to do me or my friends harm. recognise that this is not my/our fault.

·  make positive contributions and be part of online communities.

·  describe some of the communities in which I am involved and describe how I collaborate with others positively.

·  search for information about an individual online and create a summary report of the information I find.

·  describe ways that information about people online can be used by others to make judgments about an individual.

·  recognise when someone is upset, hurt or angry online.

·  describe how to get help for someone that is being bullied online and assess when I need to do or say something or tell someone.

·  explain how to block abusive users.

·  explain how I would report online bullying on the apps and platforms that I use.

·  describe the helpline services who can support me and what I would say and do if I needed their help (e.g. Childline).

·  can use different search technologies.

·  evaluate digital content and can explain how I make choices from search results.

·  explain key concepts including: data, information, fact, opinion belief, true, false, valid, reliable and evidence.

·  understand the difference between online mis-information (inaccurate information distributed by accident) and dis-information (inaccurate information deliberately distributed and intended to mislead).

·  explain what is meant by ‘being sceptical’.

·  give examples of when and why it is important to be ‘sceptical’.

·  explain what is meant by a ‘hoax’.

·  explain why I need to think carefully before I forward anything online.

·  explain why some information I find online may not be honest, accurate or legal.

·  explain why information that is on a large number of sites may still be inaccurate or untrue. I can assess how this might happen (e.g. the sharing of misinformation either by accident or on purpose).

·  describe ways technology can affect healthy sleep and can describe some of the issues.

·  describe some strategies, tips or advice to promote healthy sleep with regards to technology

·  create and use strong and secure passwords.

·  explain how many free apps or services may read and share my private information (e.g. friends, contacts, likes, images, videos, voice, messages, geolocation) with others.

·  explain how and why some apps may request or take payment for additional content (e.g. in-app purchases) and explain why I should seek permission from a trusted adult before purchasing.

·  assess and justify when it is acceptable to use the work of others. give examples of content that is permitted to be reused.


·  confidently choose the best application to demonstrate my learning.

·  format text to suit a purpose.

·  publish my documents online regularly and discuss the audience and purpose of my content.

·  write spreadsheet formula to solve more challenging maths problems.

·  create and publish my own online quiz with a range of media (images and video) Presentations, web design and eBook

·  create a web site which includes a variety of media.

·  design an app prototype that links multimedia pages together with hyperlinks.

·  choose applications to communicate to a specific audience.

·  evaluate my own content and consider ways to improvements.

·  Animation

·  mix animations and videos recordings of myself to create video interviews.

·  plan, script and create a 3D animation to explain a concept or tell a story.

·  choose and create different types of animations to best explain my learning.

·  use the green screen masking tool with more than one character.

·  use picture in picture tools in iMovie.

·  add animated subtitles to my film to further enhance my creation.

·  create videos using a range of media - green screen, animations, film and image.

·  edit a picture to remove items, add backgrounds, merge 2 photos

·  evaluate and discuss images explaining effects and filters that have been used to enhance the media.

·  use a 3D drawing app to create a realistic representation of world objects

·  edit a picture to remove items, add backgrounds, merge 2 photos

·  evaluate and discuss images explaining effects and filters that have been used to enhance the media.

·  Use a 3D drawing app to create a realistic representation of world objects

·  Add voice over and edit sound clips (volume, pitch, fade, effect) to use in a film or radio broadcast (podcast)

·  Compose a soundtrack that can be added to a film project.

·  recognise, and make use, of patterns across programming projects

·  write precise algorithms for use when programming

·  identify variables needed and their use in selection and repetition

·  decompose code into sections for effective debugging

·  critically evaluate my work and suggest improvements

·  use a range of sequence, selection and repletion commands combined with variables as required to implement my design

·  create procedures to hide complexity in programs

·  identify and write generic code for use across multiple projects

·  critically evaluate my work and suggest improvements

·  identify and use basic HTML tags

·  understand what HTML is and recognize HTML tags

·  know a range of HTML tags and can remix a web page

·  create a webpage using HTML

·  describe ways in which media can shape ideas about gender.

·  identify messages about gender roles and make judgements based on them.

·  challenge and explain why it is important to reject inappropriate messages about gender online.

·  describe issues online that might make me or others feel sad, worried, uncomfortable or frightened. I know and can give examples of how I might get help, both on and offline.

·  explain why I should keep asking until I get the help I need.

·  show I understand my responsibilities for the well-being of others in my online social group.

·  explain how impulsive and rash communications online may cause problems (e.g. flaming, content produced in live streaming).

·  demonstrate how I would support others (including those who are having difficulties) online.

·  demonstrate ways of reporting problems online for both myself and my friends.

·  explain how I am developing an online reputation which will allow other people to form an opinion of me.

·  describe some simple ways that help build a positive online reputation

·  describe how to capture bullying content as evidence (e.g screen-grab, URL, profile) to share with others who can help me.

·  identify a range of ways to report concerns both in school and at home about online bullying.

·  use search technologies effectively.

·  explain how search engines work and how results are selected and ranked.

·  demonstrate the strategies I would apply to be discerning in evaluating digital content.

·  describe how some online information can be opinion and can offer examples.

·  explain how and why some people may present ‘opinions’ as ‘facts’. I can define the terms ‘influence’, ‘manipulation’ and ‘persuasion’ and explain how I might encounter these online (e.g. advertising and ‘ad targeting’).

·  demonstrate strategies to enable me to analyse and evaluate the validity of ‘facts’ and I can explain why using these strategies are important.

·  identify, flag and report inappropriate content.

·  describe common systems that regulate age-related content (e.g. PEGI, BBFC, parental warnings) and describe their purpose.

·  assess and action different strategies to limit the impact of technology on my health (e.g. nightshift mode, regular breaks, correct posture, sleep, diet and exercise).

·  explain the importance of selfregulating my use of technology; demonstrate the strategies I use to do this (e.g. monitoring my time online, avoiding accidents ).

·  different passwords for a range of online services.

·  describe effective strategies for managing those passwords (e.g. password managers, acronyms, stories).

·  what to do if my password is lost or stolen.

·  explain what app permissions are and can give some examples from the technology or services I use.

·  describe simple ways to increase privacy on apps and services that provide privacy settings.

·  describe ways in which some online content targets people to gain money or information illegally;

·  describe strategies to help me identify such content (e.g. scams, phishing)

·  demonstrate the use of search tools to find and access online content which can be reused by others.

·  demonstrate how to make references to and acknowledge sources I have used from the internet