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Maidenhall Primary - Computing Progression Framework

Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 & 2

Computer Skills Text, Images & Multimedia

Online Safety & Digital Literacy

Understanding and working with Data Programming & Computational Thinking

Units

Unit 1.1 - Online Safety and Exploring Purple

MashUnit 1.9 - Technology

Outside School

Unit 1.6 - Animated Stories

Unit 1.1 - Online Safety and

Exploring Purple Mash

Unit 1.2 - Grouping and Sorting

Unit 1.3 - PictogramsUnit 1.8 -

Spreadsheets

Unit 1.4 - Lego BuildersUnit 1.5 - Maze Explorers

Unit 1.7 - Coding

Year 1

Children:● can log in to different online tools

using their own login.● can log out of different online

tools when they have finished using them and know why that is important.

● are familiar with some of the key icons within different programs, apps and online tools e.g. Save, Print, Open and New.

● can add their name to work they create on the computer.

● can save work into the correct place e.g. My Work folder in Purple Mash.

● understand when saving working online some online tools give the user a private saving space just for their work.

● can find their saved work e.g. in the Online Work area of Purple Mash

● can find messages that their teacher has left for them in different online tools e.g. Purple Mash

● can search online tools e.g. Purple Mash to find resources.

● understand what is meant by ‘technology’.

● have considered types of technology used in school and out of school

Children:● are able to use the different

types of topic templates to support writing.

● can confidently use the functionality of the icons in the topic templates.

● know the difference between a traditional book and an e-book.

● know how to use different icons and writing cues to add pictures and text to their work.

● can use the different drawing tools to create a picture.

● can change the colour, font and size of the text.

● can record and add their own voice recording to page for example.

● can create their own music and add it to a page.

● can add additional pages● combine different media e.g.

animation and a sound to presemt information.

● can play the pages/presentation they have created.

● can save changes and overwrite the file.

● can add a background to a page.

● can copy and paste items on a page to another page in a book for example.

● talk about what makes content good or bad.

Children● are beginning to

develop an understanding of ownership of work online.

● Understand what personal information is and the need to keep it private

● Know who to tell if concerned about content or contact online

● understand why we use passwords

● can remember a simple password

● understand that spending a long time in front of a computer screen can be unhealthy

Children:● can use technology

to sort items using a range of criteria as a class and in pairs.

● can contribute to the collection of class data e.g. class pictogram

● can discuss what a pictogram shows

● have created a simple pictogram.

● can navigate around a spreadsheet.

● can explain what rows and columns are.

● can save and open sheets.

● can enter data into cells.

● can add clipart and move images around a spreadsheet.

● can use the ‘lock’ tool to prevent changes to cells.

● can give images a value that the spreadsheet can use to count them.

● can add the count tool to count items.

● can use a spreadsheet to help work out a fair way to share items.

Children:● know that an algorithm is a precise, step-by step set of

instructions used to solve a problem or achieve an objective.● know that an algorithm written for a computer to follow is called

a program● know that to achieve the effect they want e.g. when building

something, they need to follow accurate instructions.● know that by following instructions correctly, they will get the

correct result.● can follow instructions in a computer program.● can explain the effect of carrying out a task with no instructions.● know that computers need precise instructions to follow.● understand how the order in which the steps in e.g. a recipe are

presented affects the outcome.● can organise instructions for e.g. a simple recipe.● know how to create a simple algorithm.● know that correcting errors in an algorithm or program is called

‘debugging’.● create a simple program to control a floor robot.● can use diagonal direction keys within an online programming

tool to move the characters in the right direction.● know how to debug their algorithm.● can challenge themselves by using a longer algorithm to

complete challenges.● can explain what coding means.● can explain what a block of code is.● can read through combined blocks of code.● can make a background using the design mode.● can add different characters/sprites● can use the drop-down menu to change backgrounds and

characters.● can design a simple program and then create the program using

e.g. 2Code.● can write a program that controls how a character will move.● can program a character to move given a variety of input events.

Maidenhall Primary Computing Progression Framework




Understanding and working with Data

Programming & Computational

Thinking

Units

All units and cross-curricular

Unit 2.6 - Creating Pictures

Unit 2.7 - Making MusicUnit 2.8 - Presenting

Ideas

Unit 2.2 - Online SafetyUnit 2.5 - Effective

SearchingUnit 2.3 - SpreadsheetsUnit 2.4 - Questioning Unit 2.1 - Coding


Year 2

Children:● can name a range of digital

devices● recognise and use a range of

input devices, e.g. mouse, keyboard, microphone, touchscreen

● recognise and use a range of output devices, e.g. printer, speakers, monitor/screen

● recognise that a range of devices contain computers, e.g. washing machine, car, laptop

● know where to save and open work

● understand that you can use a search engine to find information using keyword searches

● use a simple password when logging on, where relevant

● understand that you can share digital content

● understand that all devices, programs, websites, apps and games are designed and manufactured by real people to fulfil specific tasks

Children:● know that digital content can be

represented in many forms.● can create different types of

media e.g. images, video, sound to present. information on a topic or tell a story

● can use online drawing tools and apps to create art based on different styles.

● understand that you can edit and change digital content.

● can use a range of options and tools within familiar online tools and apps to change the appearance of digital content.

● can combine media to present. information, e.g. text and images.

● can use formatting tools to achieve a particular effect.

● can use a variety of software, apps and online tools to manipulate and present digital content and information.

● can collect, organise and present data and information in digital content

● can plan out digital content.● can create digital content by

combining software packages.● can talk about what makes digital

content good or bad.● know that data can be structured

in tables to make it useful.● can talk about their work and

make improvements based on feedback received.

● can use technology to create a tune, by combining sounds from a bank of sounds and recording and uploading their own sounds.

● have explored how to change for example speed of tunes in itunes.

Children● can identify the basic parts of a

web search engine search page.● have learnt to "read" a web

search results page. can use the search facility within age-appropriate search engines and different online tools such as Purple Mash

● starting to use keywords to refine searches, for example, can search for answers to a quiz on the internet.

● are beginning to understand how things can be shared electronically for others to see through the Internet.

● understand what personal information is and the need to keep it private

● can share the work they have created.

● Understand that when we share content online, we might not be able to delete it.

● Understand that digital content belongs to the person who first created it and sometimes we can save and reuse it, sometimes we can’t without their permission.

● understand how we talk to others when they aren’t there in front of us using online communications tools such as email.

● understand what different electronic communications such as text messages, messages and email are used for.

● can open and send electronic communications such as email using 2Respond.

● can explain what a digital footprint is.

can give examples of things that they wouldn’t want to be in their digital footprint.

Children:● Recognise charts, tables and

branching databases and understand why we use them.

● can use software/online tools/apps to construct simple pictograms, tally charts, block diagrams and simple tables.

● can talk about the data that is shown in a simple chart, graph, infographic or database.

● can explain what rows and columns are in a spreadsheet.

● can open, save and edit a spreadsheet

● can use copying and pasting to help make spreadsheets.

● can use tools in a spreadsheet to automatically total rows and columns.

● can use a spreadsheet to solve a mathematical puzzle.

● understand that the questions you ask are important, when collecting data

● can identify an object by asking yes/no questions.

● understand what is meant by a database.

● have used a database to answer simple and more complex search questions.

● Find out similar information in different formats e.g. text, video, audio.

● Explain how different formats information and their benefits.

Children:● can explain that an algorithm is a

set of instructions.● can describe the algorithms they

create.● understand that computers have

no intelligence and know that for the computer to make something happen, it needs to follow clear instructions.

● know that a floor robot and onscreen characters/sprites have different properties and move in different ways.

● are beginning to understand that the Repeat and Timer commands both make objects repeat actions but function differently and the type of object can affect which is the best command to use.

● can explain what debug (debugging) means.

● can debug simple programs.● can explain why it is important to

save their work after each functioning iteration of the program they are making.

● can create a computer program using more than one object/sprite/character.

● can predict what the objects in classmates’ programs will do, based on knowledge of the objects’ limitations, e.g. a turtle can only move in specific ways.

● can explain how they know that certain objects can only move in certain ways.

● can plan and use algorithms to help program programs successfully to achieve the desired result.

● can code a program using a variety of objects, actions, events and outputs successfully.


Years 1 and 2 enable progress

Text, Images & Multimedia

● Create word banks and templates to allow children to develop and present work to each other.● Provide opportunities to save, open and retrieve work.● Model the use of digital (still and video) cameras to support work across the curriculum and teach children to use them where appropriate.● Provide opportunities for children to access appropriate educational images to include in their work.● Provide opportunities for children to create images using paint programs and digital cameras.● Provide opportunities for children to record their own voices using sound recorders.● Provide opportunities for children to develop keyboard skills.● Provide opportunities to talk about the use of technology linked to different topics eg weather or local environment in Geography.● Provide opportunities to talk about the different uses of technology at home.


● Model and provide opportunities for children to work independently to develop skills and build their confidence in using a pictogram program.● Talk about questions, different kinds of answers and ways to collect data.● Set the children tasks to collect information about themselves, generate graphs and charts and answer simple questions.● Provide equipment to capture learning: cameras, visualiser, iPad, other tablets, microscope, voice recorder and model how to save and retrieve

the ‘data’ collected.● Provide opportunities for children to save and retrieve data and look at how it is presented digitally in different ways including seeing data

represented on a screen from a data logger.

Programming & Computational Thinking

● Provide opportunities for children to give and follow instructions to move about the playground or hall● Provide opportunities for children to explore what happens when different buttons are pushed on a floor robot and to predict what will happen

when a sequence of buttons are pressed● Encourage children to talk about the algorithm that will move a floor robot to a specified position● Talk about the buttons that will need to be pressed on a floor robot to execute the algorithm● Provide a range of technologies for children to discover outcomes for different inputs● Provide opportunities for repeated experiences of programming robots, models and on-screen turtles to achieve particular outcomes● Talk about precise instructions and debugging a program● Talk about sequencing activities across the curriculum as examples of algorithms● Talk about where programming is used in the school and the world around


● Discuss and define classroom rules / expectations about safe use of the Internet.● Provide opportunities to discuss what personal information is and who you can tell it to.● Provide opportunities to log onto networks or school website and discuss keeping passwords private.● Reinforce the rule about keeping adults informed about Internet activity and telling if you see something you don’t like.● Model making good choices about the websites you use, and how long to spend online.● Talk about the need for kind and polite communication in real life and online.● Model the use of technology for different purposes in the classroom, including resources such as email and video messaging (Skype, Facetime)

and talk about similarities with uses of technology at home and in the local community.● Model the use of the Internet and provide links to appropriate websites to retrieve information, talking about who it belongs to.● Model the selection of appropriate information for a purpose such as books, Internet, and DVD; and the use of images, text, video, graphs, and

tables from these sources.● Talk about the use of files on the school public drive and resources on the Internet.● Talk about why you choose to use the Internet for different purposes.






Programming & Computational

Thinking

Units

Unit 3.4 - Touch TypingUnit 3.7 - Simulations


Unit 3.2 - Online SafetyUnit 3.5 - Email

Unit 3.3 - SpreadsheetsUnit 3.6 - Branching

DatabasesUnit 3.8 - Graphical

Modelling

Unit 3.1 - Coding


Year 3

Children:● use suitable file names when

saving work.● can explain why it is important to

save their work at regular intervals and/or as they go along e.g. when programming after each functioning iteration of the program they are making.

● Understand you can organise files using folders.

● can delete, move and copy files.● can use right-click. left-click and

double-click on a mouse.● understand what is meant by –

top row, home row, bottom row and space bar on a keyboard.

● can use two hands to type the letters on the keyboard.

● can type full words using the correct fingering.

● can type a series of words with speed and accuracy.

● can give some examples of simulations used for fun and for work and give suggestions of advantages and problems of simulations.

● know that a computer simulation can represent real and imaginary situations.

● can use a simulation to try out different options and to test predictions.

● can begin to evaluate simulations by comparing them with real situations and considering their usefulness.

● can recognise patterns within simulations and make and test predictions.

● can identify the relationships and rules on which the simulations are based and test their predictions.

● can evaluate a simulation to determine its usefulness for purpose.

Children:● can explain why it is important to

save their work after each functioning iteration of the program they are making.

● Appreciate that different programs work with different types of data, e.g. text, number etc.

● can edit existing media to make new content with an awareness of copyright.

● evaluate exsiting and their own digital content.

● edit digital to improve it according to feedback.

● design and create digital content for a specific purpose.

● collaborate with peers using online tools e.g. Purple Mash, Google Docs, Google Slides, Blogs, Google Drive, Google Classroom etc.

● can collect, organise and present information effectively using a range of media.

● use a range of tools to edit and enhance media for a particular effect.

Children:● understand what makes a good

password.● are beginning to realise the

outcomes of not keeping passwords safe.

● understand the different ways that the Internet can help us to communicate.

● have contributed to a class blog with clear and appropriate messages.

● understand that the internet is made up of computers from all around the world connected together.

● understand that some information held on websites may not be accurate or true.

● understand that search engines store information in databases.

● are developing and refining search skills when using the web to find information

● are learning how to think critically about the results that are returned and have accessed and assessed a ‘spoof’ website.

● can identify some physical and emotional effects of playing/watching inappropriate content/games.

● relate cyberbullying to bullying in the real-world and have strategies for dealing with online bullying including screenshot and reporting.

● can list a range of different ways to communicate.

● can open a message/email and respond to it.

● have contributed to classmates’ rules about how to stay safe when using communication tools.

● can attach files to a message/email.

● know what CC means when using emails and how to use it.

can read and respond to a series of online communications.

Children:● know that there is a difference

between data and information.● can create a table of data on a

spreadsheet.● can use a spreadsheet program

to automatically create charts and graphs from data.

● can use the ‘more than’, ‘less than’ and ‘equals’ tools to compare different numbers and help to work out solutions to sums.

● can describe a cell location in a spreadsheet using the notation of a letter for the column followed by a number for the row.

● can find specified locations in a spreadsheet.

● understand how YES / NO questions are structured and answered and have used YES/NO questioning to play a simple game with a friend.

● have contributed to a class branching database.

● can choose a suitable topic for a branching database and create a branching database

● can select and save appropriate images.

● know how to use and debug their own branching database.

● can set up a graph with a given number of fields.

● can enter data for a graph.● can produce and share graphs

made on the computer.● have solved a maths

investigation.● can present the results in a range

of graphical formats.

Children:● can create a design that

represents a sequential algorithm.

● can use a flowchart design to create the code.

● can explain what Object, Action, Output, Control and Event are in computer programming.

● can explain how their program simulates a physical system, i.e. my vehicles move at different speeds and angles and describe what they did to e.g. to make their vehicle change angle.

● can make use of the X and Y properties of objects in their coding.

● can create an if statement in their program.

● can use a timer and if statement to introduce selection in their program.

● can explain what a variable is in programming.

● can explain why variables need to be named.

● can create a variable in a program.

● can set/change the variable values appropriately to create a timer.

● can show how their character repeats an action and explain how they caused it to do so.

● are beginning to understand how the use of the timer differs from the repeat command and can experiment with the different methods of repeating blocks of code.

● can explain how they made objects repeat actions.

● can explain what debug (debugging) means.

● have a clear idea of how to use a design document to start debugging programs.

● can debug simple programs



Computer Skills





Units

Unit 4.8 - Hardware

InvestigatorsAll units and

cross-curricular

Unit 4.4 - Writing for Different AudiencesUnit 4.6 - Animation


SearchingUnit 4.3 - Spreadsheets Unit 4.1 - Coding

Unit 4.5 - Logo

Year 4

Children:● can name the

different parts of different devices e.g. a desktop computer.

● know what the function of the different parts of different devices are.

● can open and save a file to a suitable folder.

● use suitable file names when saving work.

● understand you can organise files using folders.

● can delete, move and copy files.

● can type using more than one finger.

● can use right-click, left-click and double-click on a mouse.

● know how to copy text and images into another document.

remember more than one password.

Children:● have looked at and discussed a

variety of written material where the font size and type are tailored to the purpose of the text.

● have used text formatting to make a piece of writing fit for its audience and purpose.

● have used a mind-map to map ideas for a community campaign and used these ideas to write a persuasive letter or poster as part of the campaign.

● have assessed their texts using criteria to judge their suitability for the intended audience.

● have put together a simple animation using paper to create a flick book.

● have an understanding of animation frames and can made a simple animation.

● know what the Onion Skin tool does in animation and can use the Onion Skin tool to create an animated image.

● can use backgrounds and sounds to make more complex and imaginative animations.

● know what ‘stop motion’ animation is and how it is created.

● have used ideas from existing ‘stop motion’ films to recreate their own animation.

● have shared their animations and commented on each other’s work.

● collaborate with peers using online tools e.g. Purple Mash, Google Docs, Google Slides, Blogs, Google Drive, Google Classroom etc.

● can collect, organise and present

Children● know the difference between

the World Wide Web and the internet.

● know that security symbols such as a padlock protect their identity online.

● know the meaning of the term ‘phishing’ and are aware of the existence of scam websites.

● can explain what a digital footprint is and how it relates to identity theft.

● can give examples of things that they wouldn’t want to be in their digital footprint.

● can identify possible risks of installing free and paid for software.

● know that malware is software that is specifically designed to disrupt, damage, or gain access to a computer.

● know what a computer virus is.

● are able to determine whether activities that they undertake online, infringe another’s’ copyright.

● know the difference between researching and using information and copying it.

● know about citing sources that they have used.

● consider the reliability of the source of information when looking online.

● are able to take more informed ownership of the way that they choose to use their free time. They recognise a

Children:● can use the number formatting tools to

appropriately format numbers.● can add a formula to a cell to

automatically make a calculation in that cell.

● can use a variety of tools including timer, random number and spin button tools.

● can combine tools to make fun ways to explore number.

● can use a series of data in a spreadsheet to create a line graph.

● can use a line graph to find out for example, when the temperature in the playground will reach 20°C.

● can make practical use of a spreadsheet to help them plan actions.

● can use the currency formattingcan use a spreadsheet to check their

understanding of a mathematical concept.



Searching● can give reasons for limiting screen

time.● can structure search queries to

locate specific information.● have used search to answer a

series of questions.● can analyse the contents of a web

page for clues about the credibility of the information.

● know different ways of reporting unacceptable content and contact online.

Children:● can use sketching to design a program and

reflect upon their design and can create code that conforms to their design.

● can create an ‘If/else’ statement.● understand what a variable is in programming

and can explain what it is when used in programming.

● can set/change the variable values appropriately.● can interpret a flowchart that depicts an if/else

flowchart.● can show how a character repeats an action and

explain how they caused it to do so.● can make a character respond to user keyboard

input.● can create a timer that e.g. prints a new number

to the screen every second and can explain how they made their program change e.g. the number every second.

● can create an algorithm modelling the sequence of a simple event.

● can manipulate graphics in the design view to achieve the desired look for the program.

● can use an algorithm when making a simulation of an event on the computer.

● understand that we can decompose a problem into smaller steps to make it simpler.

● can make good attempts to break down their aims for a coding task into smaller achievable steps.

● recognise the need to start coding at a basic level of abstraction to remove superfluous details from their program that do not contribute to the aim of the task.

● can remix and change an existing program.● know what the different instructions are in Logo

and how to type them.● can follow simple Logo instructions to create

shapes on paper.● can follow simple instructions to create shapes in

Logo.


information effectively using a range of media.use a range of tools to edit and

enhance media for a particular effect.

need to find a balance between being active and digital activities.

understand that games and have age ratings, and what they means.

● can create Logo instructions to draw letters of increasing complexity and flowers

● can predict what shapes will be made from Logo instructions.

● can create shapes using the Repeat function.can find the most efficient way to draw shapes.



● Model the editing of texts and provide opportunities across the curriculum for children to build text editing skills.● Encourage children to become independent in accessing and modifying photographs, considering the issue of copyright● Provide continuing opportunities for children to create their own pictures and edit photographs and digital video using paint programs, video

editing● programs and online tools● Provide opportunities for children to create, edit and share sound files● Provide opportunities for children to share their learning with others online● Provide opportunities for children to extend their keyboard skills● Model how to evaluate and modify their multimedia work to make it fit for purpose


● Guide children to collect data to record electronically including through the use of data loggers.● Talk about how data can be represented in different ways e.g. number, choices and text● Model and provide opportunities for children to collate data and present their findings, checking for accuracy.● Model the use of skimming and scanning skills to identify implausible data.● Set challenge to construct and use a branching database to identify an object using yes/no questions● Provide a variety of opportunities to use a branching database in topics and projects to organise information.


● Set problem solving tasks for children to develop thinking using both paper and pencil and appropriate software● Talk about algorithms to solve difficult problems● Talk about the format of instructions and encourage prediction of outcomes● Ask questions about what will happen if ...● Introduce sensors which can be used to ‘trigger’ actions such as a floor robot reversing to avoid an obstacle● Talk about variables as the numbers which go with logo commands and a procedure as a way to teach the turtle or computer to do something

new● Model the testing of programs and talk about the need to debug programs● Talk about examples of programming in the world around


● Discuss and agree classroom rules / expectations about safe use of the Internet.● Model how to protect personal information and how to choose a secure password.● Reinforce the rule about keeping adults informed about Internet activity and telling if you see something you don’t like or if you feel you’re being

bullied.● Model how to choose age-appropriate websites and minimise risk of viruses● Provide opportunities to communicate and collaborate safely and respectfully with others online e.g. class blogging


● Model how to provide appropriate responses to others’ work e.g.through class blog● Model accessing different parts of a device, the school network and online to store information.● Model different ways of using technology to communicate with others and the responsibilities of users.● Provide opportunities to use appropriate resources to collaborate online and talk about responsible use.● Model the use of search engines to research information for topics and video-messaging (Skype, Facetime) to communicate with others.● Talk about how the World Wide Web is the part of the Internet that contains web pages● Talk about the reliability of information and who it belongs to.● Model skimming and scanning reading skills to identify appropriate and useful sources of information.







Units


Unit 5.6 - 3D ModellingUnit 5.7 - Concept Maps Unit 5.2 - Online Safety Unit 5.3 - Spreadsheets

Unit 5.4 - DatabasesUnit 5.1 - Coding

Unit 5.5 - Game Creator


Year 5

Children:● can use the keyboard confidently

to type at a suitable pace.● can use common keyboard

shortcuts.● organise files effectively using

folders understand that different devices can have different operating systems, and can give examples, e.g. Windows, iOS, Android understand the main functions of an operating system recognise common file types and extensions.

● identify and use appropriate hardware and software to fulfil a specific task.

● understand the benefits of using technology to collaborate with others.

● are aware of a range of Internet services, e.g. email, VOIP (Voice Over Internet Protocol e.g. Skype, FaceTime), World Wide Web, and what they do.

● can use the skills already developed to create content using unfamiliar technology.

● recognise common file types and extensions.

Children:● can see how they can use images

and digital technology to create effects not possible without technology.

● identify and use appropriare hardware and software to fulfill a task.

● understand how online concept maps can be used to share and make connections between thoughts and ideas.

● understand and use the correct vocabulary when creating a concept map, e.g. ‘concept maps’, ‘stage’, ‘nodes’ and ‘connections’..

● remix and edit a range of existing and their own media to create content.

● recognise the audience when designing and creating digital content.

● select, combine and use Internet services to fulfil a purpose.

● identify success criteria for creating digital content for a given purpose and audience

● evaluate their own content against success criteria and make improvements accordingly.

● know where to find copyright-free images and audio, and why this is important.

Children● think critically about the

information they share online both about themselves and others, even when asked by a usually reliable person to share something.

● know who to tell if they are upset by something that happens online.

● can use the SMART rules as a source of guidance when online.

● have clear ideas about good passwords.

● have experienced how image manipulation could be used to upset them or others even using simple, freely available tools and little specialist knowledge.

● are able to cite all sources when researching and explain the importance of this. use more advanced searching techniques when using a search engine.

● select keywords and search techniques to find relevant information and increase reliability

● critically evaluate websites for reliability of information and authenticity.

● demonstrate responsible use of online services and technologies, and know a range of ways to report concerns.

show an understanding of the advantages and disadvantages of different forms of communication and when it is appropriate to use each.

Children:● appreciate that different

programs work with different types of data, e.g. text, number.

● know that there is a difference between data and information.

● can create a formula in a spreadsheet to for example convert m to cm, find out which letters appear most often.

● can adapt a formula to similar problems e.g. convert miles to km and vice versa, find out which number appears most often and solve a real-life problem.

● can use the different count tools.● can create simple formulae that

use different variables.● use a spreadsheet to model a

real-life situation and come up with solutions that can be practically applied.

● understand the different ways to search a database and can search a database in order to answer questions correctly.

● can successfully enter information into a class database.

● can create their own database on a chosen topic. and add records to their database.

● know what a database field is and can correctly add field information.

● understand how to word questions so that they can be effectively answered using a search of their database.

● can talk about mistakes in data and suggest how it could be checked.

Children:● can use sketching to design a

program/game and reflect upon their design.

● can create code that conforms to their design.

● can explain how a program simulates a physical system.

● can use decomposition and abstraction to select the relevant features when writing code.

● can reflect upon the effectiveness of their simulation/game.

● recognise variables in a program.● can explain what a variable is in

programming and can use variables to for example, control the objects in the game, setting/changing the variable values appropriately.

● know some ways that text variables can be used in coding.

● can create a game which has a timer and score pad.

● Understand the difference between and use if … then … and if … then … else.. statements

● can include buttons and objects that launch windows to websites and programs.

● can review and analyse a computer game and describe some of the elements that make a successful game.

● can upload images or use the drawing tools within the programming tool to create different objects and design characters for their game.

● can decide upon, and change, the animations and sounds that the characters make.

● can write informative instructions for their game so that other people can play it.

● can evaluate their own and peers’ games to help improve their design for the future.



Computer Skills Text, Images & Multimedia Online Safety & Digital Literacy

Understanding and

working with Data


Units


Unit 6.4 - BloggingUnit 6.5 - Text Adventures

Unit 6.7 - QuizzingUnit 6.2 - Online Safety Unit 6.3 -

SpreadsheetsUnit 6.1 - Coding

Unit 6.6 - Networks


Year 6

Children:● can use the

keyboard confidently to type at a suitable pace.

● can use common keyboard shortcuts.

● organise files effectively using folders understand that different devices can have different operating systems, and can give examples, e.g. Windows, iOS, Android understand the main functions of an operating system recognise common file types and extensions.

● identify and use appropriate hardware and software to fulfil a specific task.

● understand the benefits of using technology to collaborate with others.

● are aware of a range of Internet services, e.g. email, VOIP (Voice Over Internet Protocol e.g. Skype, FaceTime), World Wide Web, and what they do.

● can use the skills already developed to create content using unfamiliar technology.

● recognise common file types and extensions.

Children:● identify and use appropriare hardware

and software to fulfill a task.● understand how a blog can be used as

an informative text● understand the key features of a blog● can create a blog with a specific

purpose.● understand that the way in which

information is presented has an impact upon the audience and assess the effectiveness and impact of a blog.

● understand that blogs need to be updated regularly to maintain the audience’s interest and engagement.

● can post comments and blog posts to an existing class blog.

● understand that some blogging tools have an approval setting and understand the process that posts go through

● demonstrate an awareness of the issues surrounding inappropriate posts and cyberbullying.

● remix and edit a range of existing and their own media to create content.

● recognise the audience when designing and creating digital content.

● select, combine and use Internet services to fulfil a purpose.

● identify success criteria for creating digital content for a given purpose and audience

● evaluate their own content against success criteria and make improvements accordingly.

● know where to find copyright-free images and audio, and why this is important.

● have created different types of quizzes, considering the audience’s ability level and interests when setting the quiz.

● understand the different question types within the tool they are using.

● have ideas about what sort of questions are best suited to the different question types.

● have shared their quiz with peers and have given and responded to feedback.

Children:● are aware of the risks online

including sharing location, secure websites, spoof websites, phishing and other email scams.

● can explain the steps they can take to protect themselves including protecting their digital footprint, where to go for help, smart rules and security software.

● understand how what they share impacts upon themselves and upon others in the long-term.

● become increasingly savvy online consumers, know that algorithms are used to track online activities with a view to target advertsiting and information.

● know that there are laws around the purchase of games; the production, sending and storage of images; what is written online; and around online gambling.

● know about the consequences of promoting inappropriate content online and how to put a stop to such behaviour when they experience it or witness it as a bystander.

● demonstrate responibsle use of online services and technologies, and know a range of ways to rport concerns.

● can take more informed ownership of the way that they choose to use their free time. They recognise a need to find a balance between being active and digital activities.

● can give reasons for limiting screen time.

● can talk about the positives and negative aspects of technology and balance these opposing views.

Children:● can create a

spreadsheet to answer a mathematical question relating to probability.

● can problem solve using the count tool.

● can create a machine to help work out the price of different items in a sale.

● can use the formula wizard to create formulae.

● can use a spreadsheet to solve a problem.

● can use a spreadsheet to model a real-life situation and come up with solutions.

● can make practical use of a spreadsheet to help plan actions.

● can use a spreadsheet to model a real-life situation and come up with solutions that can be applied to real life.

Children:● recognise that different soltuions exist for the same

problem.● are familiar with the vocabulary used throughout different

online programming tools.● can read through a program and alogrithm and predict

what will happen (e.g. change of output) when the output changes (e.g. sensor, data or event).

● can describe coding using the appropriate terms.● can plan a program before coding to anticipate the

variables that will be required to achieve the desired effect.

● can follow through plans to create the program.● can debug when things do not run as expected.● can explain what functions are and how they can be

created and labelled.● can explain how to move code from one tab/sprite to

another in different online programming tools● can explain how they organised code in a program into

functions to make it easier to read.● can include buttons that launch other programs, including

their own.● can include buttons that launch windows to external

websites.● can follow through the code for, for example, a text

adventure, quiz, game.● can adapt existing code within a text adventure, quiz or

game for example and make it unique to their requirements.

● can map out a story-based text adventure, game, a quiz● can create their own text-based adventure based upon a

map.● can use the full functionality with different online tools to

test and debug using their plan.● can use coding concepts of functions, two-way selection

(if/else statements) and repetition in conjunction with one another to code their game.

● Can combine a vraible with relational operators (< = >) to determine when a program changes, e.g. if score > 5, say “well done”.

● make logical attempts to debug their code when it does not work correctly.

● know about their school network.● have considered some of the major changes in technology

which have taken place during their lifetime and the lifetime of their teacher/another adult.




● Establish purpose for using ICT to present ideas to a variety of audiences.● Set challenges for children to use a range of media and to select appropriate software and hardware to achieve outcomes.● Provide opportunities for children to refine, edit and share their work and reflect on its effectiveness.● Provide opportunities for children to communicate with a range of audiences encouraging collaboration and sharing of ideas.● Provide opportunities for children to edit, modify, evaluate and share their work and reflect on its effectiveness.


● Model then set problems for children to carry out complex searches of databases (e.g. using and/or) e.g. exploring census data.● Identify or prepare data with anomalies and direct children to find mistakes, ensuring they realise the need to check plausibility.● Expect children to be confident users of data tools, collecting and using live data in a science or geography activity including through the use of

data loggers.● Provide purposes for children to use a .spreadsheet or database to collect data.● Encourage children to set their own challenges which require using the whole data process.


● Set problem solving tasks for children where they are expected to write procedures to achieve outcomes● Model the writing of an algorithm to achieve a specific outcome● Model the detecting and correcting errors in a program and link this to the original algorithm● Set tasks for children to use sensing equipment to control actions of a device● Provide opportunities for children to simulate controlling effects of a physical system● Talk about a variable as a container or box to store a number that needs to be used in a program● Talk about the uses of programming in the world around and its impact on society, including that of gaming


● Provide opportunities to discuss and agree classroom rules / expectations about safe use of the Internet.● Model how to protect personal information through secure passwords and making good choices about sharing information.● Provide opportunities to discuss what is an appropriate amount of time to spend online● Talk about how to protect themselves and devices from inappropriate content/conduct and virus threats,● Model how to report concerns e.g. telling an adult, using Report Abuse button.● Model the use of appropriate tools to communicate with others in a safe, responsible and respectful way.● Model different services available on the Internet (Email, World Wide Web by using search engines or visiting school website, FTP File Transfer

Protocol by sending an attachment, uploading documents to SLP or Dropbox, VOIP Voice Over Internet Protocol using Skype)● Talk about how the device that is being used is connected to the Internet.● Provide an old computer or new device such as a Raspberry Pi to allow children to connect parts of a computer together.● Talk about choices of online communication and collaboration tools for different purposes and the responsibilities when using them.● Model effective use of search engines.● Talk about evaluating web pages.● Model how to find out whether content can be used in own work by looking at terms and conditions of websites.

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