These are the objectives that will be covered in KS2 for Managing Online Information. Lots of these objectives will be covered more than once over the year. Each year group will build on the knowledge gained in the previous year group.

Year 3

• I can demonstrate how to use key phrases in search engines to gather accurate information online.
• I can explain what autocomplete is and how to choose the best suggestion.
• I can explain how the internet can be used to sell and buy things
• I can explain the difference between a ‘belief’, an ‘opinion’ and a ‘fact. and can give examples of how and where they might be shared online, e.g. in videos, memes, posts, news stories etc.

• I can explain that not all opinions shared may be accepted as true or fair by others (e.g. monsters under the bed).

• I can describe and demonstrate how we can get help from a trusted adult if we see content that makes us feel sad, uncomfortable, worried or frightened.

Year 4

• I can analyse information to make a judgement about probable accuracy and I understand why it is important to make my own decisions regarding content and that my decisions are respected by others.
• I can describe how to search for information within a wide group of technologies and make a judgement about the probable accuracy (e.g. social media, image sites, video sites).
• I can 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.
• I can explain why lots of people sharing the same opinions or beliefs online do not make those opinions or beliefs true.
• I can explain that technology can be designed to act like or impersonate living things (e.g. bots) and describe what the benefits and the risks might be.
• I can explain what is meant by fake news e.g. why some people will create stories or alter photographs and put them online to pretend something is true when it isn’t.

Year 5

• I can explain the benefits and limitations of using different types of search technologies e.g. voice-activation search engine. I can explain how some technology can limit the information I am presented with.
• I can explain what is meant by ‘being sceptical’; I can give examples of when and why it is important to be ‘sceptical’.
• I can evaluate digital content and can explain how to make choices about what is trustworthy e.g. differentiating between adverts and search results.
• I can explain key concepts including: information, reviews, fact, opinion, belief, validity, reliability and evidence.
• I can identify ways the internet can draw us to information for different agendas, e.g. website notifications, pop-ups, targeted ads.
• I can describe ways of identifying when online content has been commercially sponsored or boosted, (e.g. by commercial companies or by vloggers, content creators, influencers).

• I can explain what is meant by the term ‘stereotype’, how ‘stereotypes’ are amplified and reinforced online, and why accepting ‘stereotypes’ may influence how people think about others.

• I can describe how fake news may affect someone’s emotions and behaviour, and explain why this may be harmful.
• I can explain what is meant by a ‘hoax’. I can explain why someone would need to think carefully before they share.

Year 6

• I can explain how search engines work and how results are selected and ranked.
• I can explain how to use search technologies effectively.

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

• I can explain how and why some people may present ‘opinions’ as ‘facts’; why the popularity of an opinion or the personalities of those promoting it does not necessarily make it true, fair or perhaps even legal.
• I can define the terms ‘influence’, ‘manipulation’ and ‘persuasion’ and explain how someone might encounter these online (e.g. advertising and ‘ad targeting’ and targeting for fake news).
• I understand the concept of persuasive design and how it can be used to influences peoples’ choices.
• I can demonstrate how to analyse and evaluate the validity of ‘facts’ and information and I can explain why using these strategies are important.
• I can explain how companies and news providers target people with online news stories they are more likely to engage with and how to recognise this.
• I can describe the difference between online misinformation and dis-information.
• I can 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 or disinformation).
• I can identify, flag and report inappropriate content.