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Power IT Up Programme, integrated with Project Work

One of MOE’s key priorities for all students in recent years is to set Baseline Information & Communication Technology (ICT) Standards so as to ensure that all students acquire the necessary ICT skills to support them in learning and eventually thrive in a technology-driven society.

At the end of the Primary School Education, students will have acquired a basic set of ICT skills:

·         Operate computers and applications in ICT-enabled learning environment.

·         Search for information and communicate over the Internet.

·         Create a short document using a word processor.

·         Represent tables of information in word processors and spreadsheets·

·         Create a short presentation with multimedia elements·

·         Collect data using ICT tools in order to facilitate your child’s learning in an ICT-enabled environment.


The ICT department has planned Power IT Up programmes during curriculum hours, Power IT Up that are in line with the Baseline ICT Standards and that are progressive in nature. By the end of primary school education, students are expected to be proficient in the following skill areas as shown in the table below:

The Baseline ICT Standards are a comprehensive list of ICT skill competencies set out in progressive stages. These represent the basic level of knowledge, skills and values that pupils need in order to fully benefit from a curriculum enriched with ICT, and eventually thrive in a technology-driven society.

By the end of Primary school education, students are expected to be proficient in the following skill areas as shown in the table below:

Skill Areas


Explanatory Notes

Basic Operations

Work across Multiple Applications

·         Transfer content from one application to another

Manage Files and Folders

·         Organise files and folders (e.g. create a new folder, copy and rename files and folders)

Learning With Searches 


Internet navigation and search

Search and Gather Information from the Internet

·         Locate resources with search engines using keywords

·         Organise URLs and files

Learning With Text 


Word processing

Edit and Format Paragraphs of Text

·         Text should contain about 120 words in two or more paragraphs

·         Paragraphs include symbols and special characters

·         Organise paragraphs (e.g. bulleted or numbered styles)

·         Add, remove and replace paragraphs

Combine Text with Tables and Graphics

·         Tables include text and numbers

·         Change properties of tables (e.g. width of columns, height of rows)

·         Graphics include pictures, clip art and drawings

Learning with Multimedia 


Production and manipulation of multimedia content

Combine Multimedia with Text and Graphics in a Presentation

·         Presentations should contain about four to six slides

·         Presentations should be animated and contain media files (e.g. video, audio)

The Baseline ICT Standards include a cyber wellness strand that covers the critical areas and issues associated with ethical and legal as well as safe and responsible use of ICT. These have been spread over the later three Key Stages and should be integrated into learning activities wherever appropriate.


Skill Areas


Explanatory Notes

Learning With Spreadsheet


Data management and processing

Create a Spreadsheet

·         Enter data (e.g. text, numbers) into cells

Edit and Format Data and Cells

·         Change data in cells

·         Change appearance of cells (e.g. width of columns, height of rows)

Manage and Process Small Data Sets

·         Small data sets should not exceed 20 cells of data

·         Use simple formulae with at least one basic operation 

(+, -, *, / )

Learning with Communication Tools 


Online communication

Communicate Online

·         Use applications or devices to exchange information over the Internet e.g. using emails

·         Publish and share information over the Internet, e.g. using blogs (single-author)

Learning With Data Collection Tools 


Data collection and transfer

Gather Data

·         Use data collection tools to record pictures, sounds, videos or other data e.g. using image, sound, video capture devices and dataloggers


For example, when students are communicating with others through email or gathering information and using digital resources from the Internet, they should be taught and be required to practise Internet Etiquette and respect Copyright laws. The cyber wellness areas and descriptors provide a guide for teaching and learning with ICT.

Cyber Wellness and Its Principles

Cyber Wellness (CW) refers to the positive well-being of Internet users. It involves an understanding of online behaviour and awareness of how to protect oneself in cyberspace. The focus of CW is about helping students to become responsible digital learners. When navigating cyberspace, students should demonstrate respect for self and others and practise safe and responsible use. Students should also be a positive peer influence by harnessing technology for collaboration, learning and productivity, as well as advocating positive use of technology for the good of the community.

MOE's Cyber Wellness Framework

Cyber Wellness Framework

MOE uses the CW framework to develop the child’s instinct to protect and empower him to take responsibility for his own well-being in cyberspace. The three principles, ‘Respect for Self and Others’, ‘Safe and Responsible Use’ and ‘Positive Peer Influence’ when adhered to will anchor a child’s well-being in cyberspace as he will then be able to make careful and well-considered decisions.


(1) Respect for Self and Others 

Students need to: 

•           uphold their own dignity when online (e.g. share appropriate content and participate in only legal online activities) 

•           respect other people online (e.g. put themselves in others’ shoes, accept diverse views and opinions, give credit when using other people’s work and seek permission where necessary, avoid sharing hurtful materials).


(2) Safe and Responsible Use 

Students need to: 

•           have an understanding of the risks of harmful and illegal online behaviours, and take steps to protect themselves (e.g. keep their personal information private, verify the reliability of information using various sources, take steps to avoid dangers they may encounter online). 

•           make wise and healthy choices (e.g. maintain a healthy balance of their online and offline activities)

(3) Positive Peer Influence

Students need to: 

•           be a positive role model online (e.g. share healthy and positive content, harness the affordances of technology to do good for society)

•           advocate positive online behaviour (e.g. stand up for their peers online, report cases of cyber bullying to a trusted adult/authority, post encouraging remarks on social media)