‘Everyone should know how to program a computer, because it teaches you how to think’ – Steve Jobs
|Online Safety||Digital Literacy||Coding||Technology in our lives|
|STRAND||Year 1/||Year 2/Strong>||Year 3/Strong>||Year 4/Strong>||Year 5/Strong>||Year 6/Strong>|
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
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.