Computing Progression

Progression in Computing at James Dixon Primary School

Year One

Year Two

Year Three

Computing systems and networks

I can: I can: I can: - Explain technology as something that helps us - Explain that digital devices accept - Identify examples of computers - Locate examples of inputs - Describe some uses of technology in the classroom - Explain that digital devices produce computers - Explain how these outputs - Identify that a computer is a technology examples help us - Follow a process part of IT - Name the main parts of a - Classify input and output devices - Identify examples of IT computer - Describe a simple process - Sort school IT by what it’s used - Switch on and log into a - Design a digital device for computer - Explain how I use digital devices for - Identify that some IT can be - Use a mouse to click and different activities used in more than one way drag - Recognise similarities between using - Find examples of information - Use a mouse to open a digital devices and using non-digital technology program tools - Sort IT by where it is found - Click and drag to make - Suggest differences between using - Talk about uses of information objects on a screen digital devices and using non-digital technology - Use a mouse to create a tools - Recognise common types of picture - Recognise different connections technology - Say what a keyboard is for - Explain how messages are passed - Demonstrate how IT devices - Type my name on a computer through multiple connections work together - Save my work to a file - Discuss why we need a network switch - Say why we use IT - Open my work from a file - Recognise that a computer network is - List different uses of - Use the arrow keys to move made up of a number of devices information technology the cursor - Demonstrate how information can be - Talk about different rules for - Delete letters passed between devices using IT - Identify rules to keep us safe - Explain the role of a switch, server, and - Say how rules can help keep and healthy when we are using wireless access point in a network me safe technology in and beyond the - Identify how devices in a network are - Identify the choices that I make home connected together when using IT - Give examples of some of - Identify networked devices around me - Explain the need to use IT in these rules - Identify the benefits of computer different ways - Discuss how we benefit from networks these rules

Year Four I can:

Year Five

Year Six

I can:

- Explain that systems are built using a number - Describe the internet as a network of of parts networks I can: - Describe that a computer system features - Demonstrate how information is shared inputs, processes, and outputs across the internet - Complete a web search to find specific information - Explain that computer systems communicate - Discuss why a network needs protecting - Refine my search with other devices - Recognise how networked devices make up - Compare results from different search engines - Identify tasks that are managed by computer the internet - Explain why we need tools to find things online systems - Describe networked devices and how they - Recognise the role of web crawlers in creating an - Identify the human elements of a computer connect index system - Explain that the internet is used to provide - Relate a search term to the search engine’s index - Explain the benefits of a given computer many services - Explain that search results are ordered system - Recognise that the World Wide Web - Explain that a search engine follows rules to rank - Recognise that data is transferred using contains websites and web pages relevant pages agreed methods - Explain the types of media that can be - Suggest some of the criteria that a search engine - Explain that networked digital devices have shared on the WWW checks to decide on the order of results unique addresses - Describe where websites are stored when - Describe some of the ways that search results can - Explain that data is transferred over networks uploaded to the WWW be influenced in packets - Explain what media can be found on - Recognise some of the limitations of search - Recognise that connected digital devices can websites engines allow us to access shared files stored online - Recognise that I can add content to the - Explain how search engines make money - Send information over the internet in different WWW - Explain the different ways in which people ways - Explain that internet services can be used to communicate - Explain that the internet allows different media create content online - Identify that there are a variety of ways of to be shared - Explain that websites and their content are communicating over the internet - Suggest strategies to ensure successful group created by people - Choose methods of communication to suit work - Suggest who owns the content on websites particular purposes - Make thoughtful suggestions on my group’s - Explain that there are rules to protect - Compare different methods of communicating on work content the internet - Compare working online with working offline - Explain that not everything on the World - Decide when I should and should not share - Identify different ways of working together Wide Web is true - Explain that communication on the internet may not online - Explain why some information I find online be private - Recognise that working together on the may not be honest, accurate, or legal internet can be public or private - Explain why I need to think carefully before I - Explain how the internet enables effective share or reshare content collaboration

Year One

Year Two

Year Three

Year Four

Year Five

Year Six

Creating media I

I can: - Make marks on a screen and I can: explain which tools I used I can: - Draw lines on a screen and - Explain that systems are built using a number explain which tools I used of parts - Identify simple differences in I can: I can: - Use the paint tools to draw a - Describe that a computer system features pieces of music picture inputs, processes, and outputs - Listen with concentration to a - Identify the start of a sequence - Identify digital devices that can record - Make marks with the square - Explain that computer systems communicate range of music (links to the - Identify that a program needs to be sound and play it back I can: and line tools with other devices Music curriculum) started - Identify the inputs and outputs required to - Use the shape and line tools - Identify tasks that are managed by computer - Describe how music makes me - Show how to run my program play audio or record sound - Explore a website effectively systems feel, e.g. happy or sad - Predict the outcome of a sequence of - Recognise the range of sounds that can be - Discuss the different types of media used on - Use the shape and line tools - Identify the human elements of a computer - Create a rhythm pattern commands recorded websites to recreate the work of an system - Play an instrument following a - Match two sequences with the same - Use a device to record audio and playback - Know that websites are written in HTML artist - Explain the benefits of a given computer rhythm pattern outcome sound - Recognise the common features of a web page - Choose appropriate shapes system - Explain that music is created - Change the outcome of a sequence of - Suggest how to improve my recording - Suggest media to include on my page - Make appropriate colour - Recognise that data is transferred using and played by humans commands - Discuss what other people include when - Draw a web page layout that suits my purpose choices agreed methods - Connect images with sounds - Work out the actions of a sprite in an recording sound for a podcast - Say why I should use copyright-free images - Create a picture in the style - Explain that networked digital devices have - Use a computer to experiment algorithm - Plan and write the content for a podcast - Find copyright-free images of an artist unique addresses with pitch and duration - Decide which blocks to use to meet the - Discuss why it is useful to be able to save - Describe what is meant by the term ‘fair use’ - Explain that different paint - Explain that data is transferred over networks - Relate an idea to a piece of design digital recordings - Add content to my own web page tools do different jobs in packets music - Build the sequences of blocks I need - Save a digital recording as a file - Preview what my web page looks like - Choose appropriate paint - Recognise that connected digital devices can - Identify that music is a - Choose backgrounds for the design - Open a digital recording from a file - Evaluate what my web page looks like on different tools and colours to recreate allow us to access shared files stored online sequence of notes - Choose characters for the design - Discuss ways in which audio recordings can devices and suggest/make edits. the work of an artist - Send information over the internet in different - Use a computer to create a - Create a program based on the new be altered - Explain what a navigation path is - Say which tools were helpful ways musical pattern using three design - Edit sections of of an audio recording - Describe why navigation paths are useful and why - Explain that the internet allows different media notes - Choose the images for my own design - Discuss sounds that other people combine - Make multiple web pages and link them using - Make dots of colour on the to be shared - Refine my musical pattern on a - Create an algorithm - Choose suitable sounds to include in a hyperlinks page - Suggest strategies to ensure successful group computer - Build sequences of blocks to match my podcast - Explain the implication of linking to content owned - Change the colour and brush work - Describe an animal using design - Use editing tools to arrange sections of by others sizes - Make thoughtful suggestions on my group’s sounds - Compare my project to my design audio - Create hyperlinks to link to other people's work - Use dots of colour to create work - Explain my choices - Improve my project by adding features - Explain that digital recordings need to be - Evaluate the user experience of a website a picture in the style of an - Compare working online with working offline - Save my work - Debug my program exported to share them artist on my own - Identify different ways of working together - Reopen my work - Discuss the features of a digital recording I - Explain that pictures can be online - Explain how I made my work like made in lots of different ways - Recognise that working together on the better - Suggest improvements to a digital recording - Spot the differences between internet can be public or private - Listen to music and describe painting on a computer and on - Explain how the internet enables effective how it makes me feel paper collaboration - Say whether I prefer painting using a computer or using paper

Year One

Year Two

Year Three

Year Four

Year Five

Year Six

I can:

Creating media II

I can: - Open a word processor - Recognise keys on a keyboard - Identify and find keys on a keyboard - Enter text into a computer - Use letter, number, and Space keys - Use Backspace to remove text - Type capital letters - Explain what the keys that I have already learnt about do - Identify the toolbar and use bold, italic, and underline - Select a word by double-clicking - Select all of the text by clicking and dragging - Change the font - Say what tool I used to change the text - Decide if my changes have improved my writing - Use ‘Undo’ to remove changes - Make changes to text on a computer - Explain the differences between typing and writing - Say why I prefer typing or writing

I can: - Recognise what devices can be used to take photographs - Identify changes that we can make to an I can: - Talk about how to take a image I can: photograph - Explore how images can be changed in real - Draw a sequence of pictures - Explain what I did to capture a life - Create an effective flip book—style - Explain that video is a visual media format digital photo - Explain the effect that editing can have on - Identify features of videos animation - Explain the process of taking a an image - Explain how an animation/flip book - Compare features in different videos good photograph - Explain what has changed in an edited works - Identify and find features on a digital video - Take photos in both landscape - Predict what an animation will look like image recording device and portrait format - Explain why little changes are needed - Change the composition of an image by - Experiment with different camera angles - Explain why a photo looks for each frame selecting parts of it - Make use of a microphone better in portrait or landscape - Create an effective stop-frame - Consider why someone might want to - Suggest filming techniques for a given format animation change the composition of an image purpose - Identify what is wrong with a - Break down a story into settings, - Talk about changes made to images - Capture video using a range of filming photograph characters and events - Choose effects to make my image fit a techniques - Discuss how to take a good - Describe an animation that is scenario - Review how effective my video is photograph achievable on screen - Explain why my choices fit a scenario - Outline the scenes of my video - Improve a photograph by - Create a storyboard - Identify how an image has been retouched - Decide which filming techniques I will use retaking it - Use onion skinning to help me make - Give examples of positive and negative - Create and save video content - Explore the effect that light small changes between frames effects that retouching can have on an image - Store, retrieve, and export my recording to a has on a photo - Review a sequence of frames to check - Choose appropriate tools to retouch an computer - Experiment with different light my work image - Explain how to improve a video by reshooting sources - Evaluate the quality of my animation - Sort images into ‘fake’ or ‘real’ and explain and editing - Explain why a picture may be - Explain ways to make my animation my choices - Select the correct tools to make edits to my unclear better - Combine parts of images to create new video - Recognise that images can be - Evaluate another learner’s animation images - Make edits to my video and improve the final changed - Improve my animation based on - Talk about fake images around me outcome - Use a tool to achieve a feedback - Consider the effect of adding other - Recognise that my choices when making a desired effect - Add other media to my animation elements to my work video will impact the quality of the final - Explain my choices - Explain why I added other media to my - Compare the original image with my outcome - Apply a range of photography animation completed publication - Evaluate my video and share my opinions skills to capture a photo - Evaluate my final film - Evaluate the impact of my publication on - Recognise which photos have others through feedback been changed - Identify which photos are real and which have been changed

I can: - Discuss the similarities and differences between 2D and 3D shapes - Explain why we might represent 3D objects on a computer - Select, move, and delete a digital 3D shape - Identify how graphical objects can be modified - Resize a 3D object - Change the colour of a 3D object - Rotate a 3D object - Position 3D objects in relation to each other - Select and duplicate multiple 3D objects - Identify the 3D shapes needed to create a model of a real-world object - Create digital 3D objects of an appropriate size - Group a digital 3D shape and a placeholder to create a hole in an object - Plan my 3D model - Choose which 3D objects I need to construct my model - Modify multiple 3D objects - Decide how my model can be improved - Modify my model to improve it - Evaluate my model against a given criterion

Year One

Year Two

Data & Information

I can:

Year Three

Year Four

Year Five

Year Six

I can:

- Record data in a tally chart - Investigate questions with yes/no I can: - Represent a tally count as a I can: answers I can: total - Make up a yes/no question about a - Create multiple questions about the same - Compare totals in a tally chart - Describe objects using collection of objects - Choose a data set to answer a given field - Enter data onto a computer labels - Create two groups of objects question - Explain how information can be recorded - Use a computer to view data in - Match objects to groups separated by one attribute - Suggest questions that can be answered - Order, sort, and group my data cards a different format - Identify the label for a group - Select an attribute to separate objects using a given data set - Navigate a flat-file database to compare - Use pictograms to answer of objects into groups - Identify data that can be gathered over time different views of information simple questions about objects - Count objects - Create a group of objects within an - Explain that sensors are input devices - Explain what a ‘field’ and a ‘record’ is in a - Organise data in a tally chart - Group objects existing group - Use data from a sensor to answer a given database - Use a tally chart to create a - Count a group of objects - Select objects to arrange in a question - Choose which field to sort data by to answer a pictogram - Describe an object branching database - Identify that data from sensors can be given question - Explain what the pictogram - Describe a property of an - Group objects using my own yes/no recorded - Explain how information can be grouped shows object questions - Identify a suitable place to collect data - Group information to answer questions - Tally objects using a common - Find objects with similar - Prove my branching database works - Identify the intervals used to collect data - Combine grouping and sorting to answer attribute properties - Create yes/no questions using given - Talk about the data that I have captured more specific questions - Create a pictogram to arrange - Group similar objects attributes - Import a data set - Choose which field and value are required to objects by an attribute - Group objects in more than - Explain that questions need to be - Use a computer to view data in different answer a given question - Answer ‘more than’/’less than’ one way ordered carefully to split objects into ways - Outline how ‘AND’ and ‘OR’ can be used to and ’most/least’ questions - Count how many objects similarly sized groups - Use a computer program to sort data refine data selection about an attribute share a property - Compare two branching database - Propose a question that can be answered - Choose multiple criteria to answer a given - Choose a suitable attribute to - Choose how to group objects structures using logged data question compare people - Describe groups of objects - Select a theme and choose a variety of - Plan how to collect data using a data logger - Select an appropriate chart to visually - Collect the data I need - Record how many objects objects - Use a data logger to collect data compare data - Create a pictogram and draw are in a group - Create questions and apply them to a - Interpret data that has been collected using - Refine a chart by selecting a particular filter conclusions from it - Decide how to group objects tree structure a data logger - Explain the benefits of using a computer to - Use a computer program to to answer a question - Use my branching database to answer - Draw conclusions from the data that I have create graphs present information in different - Compare groups of objects questions collected - Ask questions that will need more than one ways - Record and share what I - Explain what a pictogram tells me - Explain the benefits of using a data logger field to answer - Share what I have found out have found - Explain what a branching database - Refine a search in a real-world context using a computer tells me - Present my findings to a group - Give simple examples of why - Compare two ways of presenting information should not be information shared

I can: - Explain the relevance of data headings - Answer questions from an existing data set - Ask simple relevant questions which can be answered using data - Explain what an item of data is - Apply an appropriate number format to a cell - Build a data set in a spreadsheet application - Explain the relevance of a cell’s data type - Construct a formula in a spreadsheet - Identify that changing inputs changes outputs - Recognise that data can be calculated using different operations - Create a formula which includes a range of cells - Apply a formula to multiple cells by duplicating it - Use a spreadsheet to answer questions - Explain why data should be organised - Apply a formula to calculate the data I need to answer questions - Produce a graph - Use a graph to show the answer to questions - Suggest when to use a table or graph

Year One

Year Two

Year Three

Year Four

Year Five

Year Six

I can:

Programming I

I can:

- Follow instructions given by someone else - Predict the outcome of a - Choose a series of words that command on a device can be acted out as a I can: - Match a command to an sequence outcome - Give clear instructions - Identify the objects in a Scratch - Run a command on a - Use the same instructions to project (sprites, backdrops) device create different algorithms - Explain that objects in Scratch have - Follow an instruction - Use an algorithm to program attributes (linked to) - Recall words that can be a sequence on a floor robot - Recognise that commands in Scratch acted out - Show the difference in are represented as blocks - Give directions outcomes between two - Identify that each sprite is controlled - Compare forward and sequences that consist of the by the commands I choose backward movements same instructions - Choose a word which describes an - Start a sequence from the - Follow a sequence on-screen action for my plan same place - Predict the outcome of a - Create a program following a design - Predict the outcome of a sequence - Create a sequence of connected sequence involving ‘forwards’ - Compare my prediction to the commands and ‘backwards’ commands program outcome - Explain that the objects in my project - Compare left and right turns - Explain the choices that I will respond exactly to the code - Experiment with ‘turn’ and made for my mat design - Explain what a sequence is ‘move’ commands to move a - Identify different routes - Combine sound commands robot around my mat - Order notes into a sequence - Predict the outcome of a - Test my mat to make sure that - Build a sequence of commands sequence involving up to four it is usable - Decide the actions for each sprite in commands - Explain what my algorithm a program - Explain what my program should achieve - Make design choices for my artwork should do - Create an algorithm to meet - Identify and name the objects I will - Choose the order of my goal need for a project commands in a sequence - Use my algorithm to create a - Relate a task description to a design - Debug my program program - Implement my algorithm as code - Identify several possible - Test and debug each part of solutions the program - Plan two programs - Plan algorithms for different - Use two different programs parts of a task to get to the same place - Put together the different parts of my program

I can: I can:

- Create a simple circuit and connect it to a I can: microcontroller - Program a computer by typing commands - Program a microcontroller to make an LED - Explain the effect of changing a value of a - Identify examples of information that is variable switch on command - Explain that the way a variable changes can be - Explain what an infinite loop does - Create a code snippet for a given purpose defined - Connect more than one output component to - Use a template to draw what I want my - Identify that variables can hold numbers or letters a microcontroller program to do - Identify a program variable as a placeholder in - Use a count-controlled loop to control - Write an algorithm to produce a given memory for a single value outputs outcome - Explain that a variable has a name and a value - Design sequences that use count-controlled - Test my algorithm in a text-based language - Recognise that the value of a variable can be loops - Identify repetition in everyday tasks changed - Explain that a condition is either true or false - Identify patterns in a sequence - Decide where in a program to change a variable - Design a conditional loop - Use a count-controlled loop to produce a - Make use of an event in a program to set a - Program a microcontroller to respond to an given outcome variable input - Identify the effect of changing the number - Recognise that the value of a variable can be - Explain that a condition being met can start of times a task is repeated used by a program an action - Predict the outcome of a program - Choose the artwork for my project - Identify a condition and an action in my containing a count-controlled loop - Create algorithms for my project project - Choose which values to change in a loop - Explain my design choices - Use selection (an ‘if…then…’ statement) to - Identify ‘chunks’ of actions in the real world - Create the artwork for my project direct the flow of a program - Use a procedure in a program - Choose a name that identifies the role of a - Identify a real-world example of a condition - Explain that a computer can repeatedly call variable starting an action a procedure - Test the code that I have written - Describe what my project will do - Design a program that includes - Identify ways that my game could be improved - Create a detailed drawing of my project count-controlled loops - Use variables to extend my game - Write an algorithm that describes what my - Make use of my design to write a program - Share my game with others model will do - Develop my program by debugging it - Use selection to produce an intended outcome - Test and debug my project

Year One

Programming II

I can:

Year Two

I can:

Year Three

Year Four

Year Five

Year Six

I can:

- Find the commands to move - Identify the start of a a sprite - List an everyday task as a set of instructions sequence I can: - Use commands to move a including repetition - Identify that a program needs I can: sprite - Predict the outcome of a snippet of code to be started - Recall how conditions are used in selection I can: - Compare different - Modify a snippet of code to create a given - Show how to run my program - Explain the relationship between an - Identify conditions in a program programming tools outcome - Predict the outcome of a event and an action - Modify a condition in a program - Apply my knowledge of programming to a new - Use more than one block by - Modify loops to produce a given outcome sequence of commands - Choose which keys to use for actions - Use selection in an infinite loop to check a environment joining them together - Choose when to use a count-controlled and - Match two sequences with the and explain my choices condition - Test my program on an emulator - Use a Start block in a an infinite loop same outcome - Identify a way to improve a program - Identify the condition and outcomes in an ‘if… - Transfer my program to a controllable device program - Recognise that some programming - Change the outcome of a - Choose a character for my project then… else…’ statement - Identify examples of conditions in the real world - Run my program languages enable more than one process to sequence of commands - Choose a suitable size for a character - Create a program that uses selection to - Use a variable in an if, then, else statement to - Find blocks that have be run at once - Work out the actions of a sprite in a maze produce different outcomes select the flow of a program numbers - Choose which action will be repeated for in an algorithm - Program movement - Explain that program flow can branch - Determine the flow of a program using selection - Change the value each object - Decide which blocks to use to - Use a programming extension according to a condition - Use a condition to change a variable - Say what happens when I - Explain what the outcome of the repeated meet the design - Consider the real world when making - Design the flow of a program that contains ‘if… - Experiment with different physical inputs change a value action should be - Build the sequences of blocks design choices then… else…’

- Explain that checking a variable doesn’t change its - Show that a project can - Evaluate the effectiveness of the repeated I need - Choose blocks to set up my program - Show that a condition can direct program flow value include more than one sprite sequences used in my program - Choose backgrounds for the - Identify additional features (from a in one of two ways - Use an operand (e.g. <>=) in an if, then statement - Delete a sprite - Identify which parts of a loop can be design given set of blocks) - Outline a given task - Explain the importance of the order of conditions in - Add blocks to each of my changed - Choose characters for the - Choose suitable keys to turn on - Use a design format to outline my project else, if statements sprites - Explain the effect of my changes design additional features - Identify the outcome of user input in an - Modify a program to achieve a different outcome - Choose appropriate artwork - Re-use existing code snippets on new - Create a program based on - Build more sequences of commands to algorithm - Decide what variables to include in a project for my project sprites the new design make my design work - Implement my algorithm to create the first - Design the algorithm for my project - Decide how each sprite will - Evaluate the use of repetition in a project - Choose the images for my own - Test a program against a given design section of my program - Design the program flow for my project move - Select key parts of a given project to use in design - Match a piece of code to an outcome - Test my program - Create a program based on my design - Create an algorithm for each my own design - Create an algorithm - Modify a program using a design - Share my program with others - Test my program against my design sprite - Develop my own design explaining what my - Build sequences of blocks to - Make design choices and justify them - Identify ways the program could be improved - Use a range of approaches to find and fix bugs - Use sprites that match my project will do match my design - Implement my design - Identify the setup code I need in my program design - Refine the algorithm in my design - Compare my project to my - Evaluate my project - Extend my program further - Add programming blocks - Build a program that follows my design design based on my algorithm - Evaluate the steps I followed when building - Improve my project by adding - Test the programs I have my project features created - Debug my program