‘Everyone should know how to program a computer, because it teaches you how to think.’ – Steve Jobs
Computing has replaced ICT in the 2014 National Curriculum. Computing is a subject that will prepare children to work effectively in the new digital world by enabling them to use technology effectively for a range of purposes. There are three main aspects of the Computing curriculum; Computer Science, Digital Literacy and Information Technology. E-safety is a key component of the Digital Literacy aspect of the Computing curriculum in which children learn how to stay safe online.
At St Martin’s School, we aim for children to be able to talk confidently and enthusiastically about their learning experiences in Computing. We ensure that pupils have access to age-appropriate devices, including laptops, chromebooks and iPads. Pupils in KS2 use a version of Google Classroom, which enables them to access learning support and resources both in school and at home. Pupils access other areas of the curriculum using their computing skills, linking the Computing curriculum to class topics and other areas of the curriculum as much as possible. For example, in the ‘Where do I belong?’ topic saw pupils creating presentations about Cornish landmarks and fact sheets. In addition there are specific computing lessons for those areas that cannot be easily linked to other topic areas. For example: “Design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts.”
Pupils access aspects of maths (TTRockstars and Numbots), reading (Accelerated Reader) and spelling (Spellzone) using online resources to promote practise of key skills.
| Online Safety | Digital Literacy | Coding | Technology in our lives |
Progression of Computing Skills
| STRAND | Year 1/ | Year 2/Strong> | Year 3/Strong> | Year 4/Strong> | Year 5/Strong> | Year 6/Strong> |
| Coding | I can give commands including straight forwards / backwards / turn one at a time. I can explore what happens when a sequence of instructions is given. Ican give a set of simple instructions to follow out a task. I can give a set of instructions to form simple geometric shapes. I can improve/change their sequence of commands. | I can navigate the Scratch Jr programming environment. I can understand repetition and timers. I can understand the design, code and test process. I can create algorithms and start debugging | I can navigate the Scratch programming environment. I can create a background and a sprite for a game. I understand how inputs control their sprite. I can navigate the Purple Mash programming environment. I can create and debug a simulation of a physical system. I understand how if commands work. I can use the software to create an animation and games. I am learning new coding language. | I can navigate the Scratch programming environment. I can begin to add inputs to control their sprite I can use conditional statements within the program to control the sprite (if…then..) I understanding different outputs and how to use them. I understanding what decomposition is and using it to animate a poem. I can use the software to create and animation and games. I am learning new coding language. | I can use external triggers and infinite loops to control sprites I can create and edit variables. I can use conditional statements confidently. I understand how networks work in our school environment. I understanding how variables are used in coding. I can design my own game including sprites, backgrounds, scoring and/or timers. I can create and debug a simulation of a physical system. | I can design my own game including sprites, backgrounds, scoring and/or timers. I can evaluate the effectiveness of the game and debug as required. I can use conditional statements, loops, variables and broadcast messages in the game. I can deconstruct a problem into smaller steps, recognising similarities to solutions used before. I can explain and program each of the steps in my algorithm. I can evaluate the effectiveness and efficiency of my algorithm while I continually test the programming of that algorithm |
| Online Safety | I can recognise that there may be people online that could make me sad, embarrassed or upset. I can give examples of when and how to speak to adults I trust. I can use the internet with adult support to communicate with people I know. I can recognise more detailed personal information to me. I can explain why I should always ask a trusted adult before I share any of my information online. I can explain rules to keep us safe when we are using technology both in and beyond the home and give examples. | I can explain how other people’s identity online may be different to their identity in real life. I can describe ways in which people might make themselves look different online. I can give examples of the ways I can talk to people I don’t know well on the internet. (e.g. email a penpal in another school) I can explain what passwords are for. I can explain some rules for keeping my information private. I can explain and name how many devices in my home may be connected to the internet. I can give some simple guidance for using technology in different environments and say how those rules help me. | I can explain what is meant by the term ‘identity’ I can explain how I can represent myself in different ways online I can explain ways in which and why I might change my identity depending on what I am doing online (e.g. gaming; using an avatar; social media) I can describe ways people who have similar likes and interests can get together online. I can explain some risks of communicating online with others I don’t know well. I can explain what it means to ‘know someone’ online and why this might be different from knowing someone in real life. I can explain what is meant by ‘trusting someone online’. I can explain why this is different from ‘liking someone online’. I can explain why I can take back my trust in someone or something if I feel nervous, uncomfortable or worried. I can give reasons why I should only share information with people I choose to and can trust. I can explain that if I am not sure or I feel pressured, I should ask a trusted adult. I understand and can give reasons why passwords are important. I can describe simple strategies for creating and keeping passwords private. | I can explain how my online identity can be different to the identity I present in ‘real life’. Knowing this, I can describe the right decisions about how I interact with others and how others perceive me. I can describe strategies for safe and fun experiences in a range of online social environments. I can give examples of how to be respectful to others online. I can explain what a strong password is. I can describe strategies for keeping my personal information private, depending on context. I can explain that others online can pretend to be me or other people, including my friends. I can suggest reasons why they might do this. I can explain how using technology can distract me from other things I might do or should be doing. I can identify times or situations when I might need to limit the amount of time I use technology and I can suggest strategies to help me limit this time. | I can explain how identity online can be copied, modified or altered. I can demonstrate responsible choices about my online identity, depending on context. I can make positive contributions and be part of online communities. I can describe some of the communities in which I am involved and describe how I collaborate with others positively. I can explain that there are some people that I communicate online with that want to do me or my friends harm. I can recognise this isn’t our/my fault. I can create and use strong and secure passwords. I can explain how many free apps or services may read and share my private information (e.g. friends, contacts, likes, images, videos, voice, messages, geolocation) with others. I can explain how and why some apps may request or take payment for additional content (e.g. in-app purchases) and explain why I should seek permission from a trusted adult before purchasing. I can describe ways technology can affect healthy sleep and can describe some of the issues. I can describe some strategies, tips or advice to promote healthy sleep with regards to technology. | I can describe ways in which media can shape ideas about gender. I can describe issues online that might make me or others feel sad, worried, uncomfortable or frightened. I know and can give examples of how I might get help, both on and offline. I can identify messages about gender roles and make judgements based on them. I can challenge and explain why it is important to reject inappropriate messages about gender online. I can explain why I should not be afraid to keep asking until I get the help I need. I can show I understand my responsibilities for the well-being of others in my online social group. I can explain how impulsive and rash communications online may cause problems (e.g. flaming, content produced in live streaming). I can demonstrate how I would support others (including those who are having difficulties) online. I can demonstrate ways of reporting problems online for both myself and my friends. I use different passwords for a range of online services. I can describe effective strategies for managing those passwords (e.g. password managers, acronyms, stories). I know what to do if my password is lost or stolen. I can explain what app permissions are and can give some examples from the technology or services I use. I can describe simple ways to increase privacy on apps and services that provide privacy settings. I can describe common systems that regulate age-related content (e.g. PEGI, BBFC, parental warnings) and describe their purpose. I can assess and action different strategies to limit the impact of technology on my health I can explain the importance of self-regulating my use of technology; I can demonstrate the strategies I use to do this (e.g. monitoring my time online, avoiding accidents). |
| Multimedia | I can be creative with different technology tools. I can use technology to create and present my ideas. I can use the keyboard or a word bank on my device to enter text. I can save the information in a special place and retrieve it again. | I can use technology to organise and present my ideas in different ways. I can use the keyboard on my device to add, delete and space text for others to read. I can tell you about an online tool that will help me to share my ideas with other people. I can save and open files on the device I use. | I can create different effects with different technology tools. I can combine a mixture of text, graphics and sound to share my ideas and learning. I can use appropriate keyboard commands to amend text on my device, including making use of a spellchecker. I can evaluate my work and improve its effectiveness. | I can use photos, video and sound to create an atmosphere when presenting to different audiences. I am confident to explore new media to extend what I can achieve. I can change the appearance of text to increase its effectiveness. I can create, modify and present documents for a particular purpose. I can use a keyboard confidently and make use of a spellchecker to write and review my work. I can use an appropriate tool to share my work and collaborate online. | I can use text, photo, sound and video editing tools to refine my work. I can use the skills I have already developed to create content using unfamiliar technology. I can select, use and combine the appropriate technology tools to create effects that will have an impact on others. I can select an appropriate online or offline tool to create and share ideas. I can review and improve my work and support others to improve their work. | I can talk about audience, atmosphere and structure when planning a particular outcome. I can confidently identify the potential of unfamiliar technology to increase my creativity. I can combine a range of media, recognising the contribution of each to achieve a particular outcome. I can tell you why I select a particular online tool for a specific purpose. |
| Handling Data | I can talk about the different ways in which information can be shown. I can use technology to collect information, including photos, video and sound. I can sort different kinds of information and present it to others. I can add information to a pictograph and talk to you about what I have found out. | I can talk about the different ways I use technology to collect information, including a camera, microscope or sound recorder. I can make and save a chart or graph using the data I collect. I can talk about the data that is shown in my chart or graph. I am starting to understand a branching database. I can tell you what kind of information I could use to help me investigate a question. | I can talk about the different ways data can be organised. I can search a ready-made database to answer questions. I can collect data to help me answer a question. I can add to a database. I can make a branching database. I can use a data logger to monitor changes and can talk about It. | I can organise data in different ways. I can collect data and identify where it could be inaccurate. I can plan, create and search a database to answer questions. I can choose the best way to present data to my friends. I can use a data logger to record and share my readings with my friends. | I can use a spreadsheet and database to collect and record data. I can choose an appropriate tool to help me collect data. I can present data in an appropriate way. I can search a database using different operators to refine my search. I can talk about mistakes in data and suggest how it could be checked. | I can plan the process needed to investigate the world around me. I can select the most effective tool to collect data for my investigation. I can check the data I collect for accuracy and plausibility. I can interpret the data I collect. I can present the data I collect in an appropriate way. I use the skills I have developed to interrogate a database. |
| Technology in our lives | I can recognise the way we use technology in our classroom. I can recognise ways that technology is used in my home and community. I can use the links to websites to find information. I can begin to identify some of the benefits of using technology | I can tell you why I use technology in the classroom. I can tell you why I use technology in my home and community. I am starting to understand that other people have created the information I use. I can identify benefits of using technology including finding information, creating and communicating. I can talk about the differences between the internet and things in the physical world. | I can save and retrieve work on the internet, the school network or my own device. I can talk about the parts of a computer. I can tell you ways to communicate with others online. I can describe the World Wide Web as the part of the internet that contains websites. I can use the search tools to find and use an appropriate website. I can think about whether I can use images that I find online in my own work. | I can tell you whether a resource I am using is on the internet, the school network or my own device. I can identify key words to use when searching safely on the World Wide Web. I think about the reliability of the information I read on the World Wide Web. I can tell you how to check who owns photos, text and clipart. I can create a hyperlink to a source on the World Wide Web. | I can describe different parts of the internet. I can use different online communication tools for different purposes. I can use a search engine to find appropriate information and check its reliability. I can recognise and evaluate different types of information I find on the World Wide Web. I can describe the different parts of a webpage. I can find out who the information on a webpage belongs to | I can tell you the internet services I need to use for different purposes. I can describe how information is transported on the internet. I can select an appropriate tool to communicate and collaborate online. I can talk about the way search results are selected and ranked. I can check the reliability of a website. I can tell you about copyright and acknowledge the sources of information that I find online. |
