The series is designed as a collection of short stories that take shape as questions are asked and answered. "Where are they going?" "What can they choose?" "What comes next?" To get the most out of the program it is important to use lots of discussion with the learner while they interact with the screens.

This starts the journey chronologically for the user - (and links with the bus station at the end). The user must find the children by clicking on the doors, then click on the bus stop to make the bus arrive. If all three childen are waiting at the bus stop, it will allow them to board and start the journey. There are a lot of possibilities for discussion of modes of transport. Other topics covered are concerned with choice making activities (doors, numbers, colours) and modelling the positive life skills of queuing and polite behaviour.

A link screen sets the context for this activity, by picturing the town square. Stop here and ask questions. "Where is the clothes shop?" "What's behind the children?" "How many people can you see?" "Which other shops can you see?" Then see what happens when you select the telephone box, the post box or the post office door. This scene encompasses discussion of life skills such as writing letters, buying stamps, and how to use post offices, post boxes and public telephones. You might also like to discuss the job of the postman who will walk on to collect the letters once a few have been posted!

A link screen sets the context for this activity. Ask questions about road safety and awareness. "What do the white lines mean?" "When should you cross?" "What should you press?" "What do the colours mean?" "Why are they crossing?" etc. The pelican crossing introduces the steps to traffic awareness and how to cross a road safely: what to do and in what order. See what happens when the children attempt to cross when it's not safe, and talk about it with your student(s).

A link screen shows the children walking into the clothes shop. Talk about what is in the window. Then the learner can choose one of three different outfits for the girl to try on. These can prompt conversation about future and past events. "What can you wear in different seasons; on holidays; for a trip; for fashion; for a party?" You can also discuss choice, fitting, colours, preferences and who can help you to try clothes on. Life skills are also an important part of what is reinforced here. The girl shows good behaviour in the shop, returns her clothes to their hangers and changes in privacy.

In the same shop we see the oldest boy trying on coats. This introduces some early maths language: size, shape and colour, as well as more life skills - fitting clothes correctly, using a mirror, checking your appearance and reinforces good behaviour in shops. You might also talk about why he would need a coat and when to wear one.

The link screen here puts you back in the town square. Ask questions like "Where are they going now?" "Why is he wearing a white coat?" "What job does he do?" "Which fruit is your favourite?" The life skills that this story addresses include purchasing, choice, and interaction with different stallholders. Early maths language appears in the form of weight, how weight affects price, and counting. Try asking your student to get different amounts of fruit - "three bags of bananas and one bag of apples" for example.

The link screen shows you another part of the town square and provides the opportunity for more conversation about places. "Where have they been?" "Where can they go next?" "Which other shops can you see?" When you click the 'forwards' button you can hear the ice cream van's familiar tune. Questions in this story involve choice, shape, colour, and the uniform of the different staff. Sequencing is also an important skill to realise and discuss here. "Which ice cream would you like?" "When should you pay?" The social skills of asking, paying and general polite behaviour are also modelled. (The older children help the younger one before themselves).

The context screen shows the children looking through the window. Stop here and ask some questions to involve your students as much as possible: "Which animals do you think they can see through the window?" "What colour are the cats, rabbits etc?" "Which pets do you have at home?" Inside the shop, the subjects of buying and selling and looking after animals are important. You could also look at the different properties of animals and birds "What noise do dogs make?" "Which ones have fur?" "Can you see something that swims?" Click on all the animals and the boy to see what they do.

The final link screen takes the children to the bus station. Talk about what your student can see: the signs for buildings, safety barriers, bollards, and what they are for. The people at the bus stop model good behaviour when they wait. Numbers and letters are used to match the right bus to its terminal. Topics you can discuss here include counting, sorting and early maths language such as empty and full, more and less. Choose a bus station and see what happens with each sequence of clicks.