LGfL provides a range of creative tools:
- text and graphics documents: Busy Things publisher (less flexible & easier) J2E (more flexible and harder)
- data collection tools: J2E (using the online form tools) or J2Vote
- book making: Myths and Legends
- animation: 2Spotlight or Film Street's Stop Frame Animator
- creating digital artwork: Busy Things Paint
- Web pages and publishing: J2E can be used for creating and publishing webpages and for blogging. For more on blogging see Blog Central.
Race to Learn- project based creative activities based around motor racing
Perform a Poem - video a performance and share it online
Mkaing the News 2 - an online news service that children populate. Signing up provides access to create stories using an online media editor
TVE Relay - a video making project. Teaching resources to enable children to create and share a video message to the world about an environmental issue that is important to them.
Culture Street ? provides videos showing classes creating cut-out and pixilation animations and video
Many LGfL resources can be used as elements within educational projects. Examples include photographs from the Gallery and themed collections such as Heart of the Great Unknown or Audio Network music files.
Examples of free tools suitable for creative work:
- Audacity (download): record and edit and layer sound files
- Irfanview (download): for single layer photo editing
- Paint.net (download) or Pixlr.com (online) for more complex photo editing
- Windows Movie Maker 2012 (Win 7 & 8 only download) is suitable for simple video editing projects
- Sweet Home 3D (online or download)offers a low floor starting point for children to start 3D design projects.
- Sketchup (download) 3D modeller requires more effort to learn but offers more flexibility
- Scratch is suitable for creating a wide range of interactive presentations and games.
Content created using the tools above can be shared online via a school blog using LGfL's J2E blogging sytem. For more on this see Blog Central.
Select, use and combine a variety of software (including Internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information 
This is something of a catch-all requirement, bringing together various aspects of the Computing curriculum. Pupils might typically be expected to demonstrate progression by:
- using software under the control of the teacher
- then, using software with increasing independence
- then, combining software (e.g. importing an edited image or video into a presentation or web page)
- then, selecting software themselves (perhaps from the full range of applications installed on computers, smartphones and tablets at home or at school, or available to them via the web).
Internet services might include, for example, learning platforms, school, class or individual blogs, and cloud-based tools such as Google Drive, Office 365 or image-editing sites.
The reference to ‘a range of digital devices’ encompasses using both fixed and mobile technologies. It also includes running software (such as that described in the previous paragraph) on web servers via the Internet.
There is also recognition that design and creativity in Computing encompass many forms, from the content familiar to many from the old ICT programme of study, the programming as required by earlier statements in the new programme of study, to more complex, system-level ideas, combining software and hardware to achieve a well-defined goal with a particular audience in mind.
There is an important distinction between data and information at GCSE and A level, where information is defined as structured data that has been processed and has meaning attached to it. At Key Stage 2 it might be more helpful to think of data as numbers and information as richer media such as text, images, audio, and video or 3D representations. However, it is worth remembering that both data and information are digitised by computers (i.e. stored in the form of numbers).
Collecting, analysing, evaluating and presenting data is an important application of computers. Pupils should gain experience of working with data they have generated or collected for themselves, as well as big, public datasets.9
Pupils have an opportunity to develop a more critical media literacy as they work with tools that, until relatively recently, were the domain of professionals. Tools for recording audio and video, and for creating animation, web pages, digital photos, digital music and 3D models, are all available to primary schools for low (often zero) cost. Providing a potentially global audience for the pupils’ work is tremendously motivating.
