Before undertaking anything on the computer children should be given experience of activities that will naturally lead on to relevant programs. For example, before undertaking ‘Logo' a child should enjoy activities that introduce and reinforce the concepts of direction and distance such as directing a blindfolded friend through a course of obstacles or experiencing a 'Roamer' before attempting to program responses.

Communication programs should be used by children to experiment with and amend their ideas. Concept keyboards should be used as a ready means of giving children, particularly those in the early years, access to successful communication.

Greater demands and expectations upon the use of programs should reflect progression through the stages. For example, at Key Stage 1 children may be expected to express themselves upon the computer using Flexiwrite or Paintpot with or without the support of a Concept Keyboard and also be required to save, recall, amend and represent their work and be able to explain their reasoning. By Key Stage 2 they may be expected to make several drafts of their work and present it through more than one program in a collaborative or individual manner. Children should become more independent and confident in the use of I. T. and be able to use more sophisticated software as they progress through the school. It is important that teachers acknowledge progression in their planning and assessment.

In their planning, teachers will also have to consider the balance they are achieving in the various strands so that children will not spend an inordinate amount of time with word processing or designing.