Please see below for our school’s Knowledge and Skills Progression in Computing. We have looked carefully at the EYFS and Primary Years curriculum and set out a ‘two year rolling programme’ which show when we will teach each part of the curriculum over the course of two years. This ensures children in mixed age classes are taught everything set out in the curriculum whichever class they may be in.
Early Years Foundation Stage
Our EYFS team provide ample opportunity for Computing and ICT skill development throughout their creative curriculum. Technology is used regularly in EYFS through the use of iPads, and computational thinking/programing skills are given the chance to emerge. Most examples of teaching EYFS ICT skills are embedded within lessons, covering more than one ELG. For example when learning about the world, children see and use software such as Google Earth to view the world in a different way before drawing and exploring further.
Cycle A Class 2 3 4
Aspect Theme(s) Moving a Robot Robot algorithms
Knowledge
To choose a series of words that can be acted by giving someone instructions. To match a command to an outcome.
Sequence in music
Repetition in shapes
Explain that objects have attributes and recognise that commands are given in blocks to create a project following a design, To combine sound and action commands.
To create a code snippet for a given purpose
Sharing Information
Selection in physical computing Variables in games
To explain that data is transferred over networks and that networked digital devices have unique codes.
To build a simple circuit to connect a multicontroller to a computer to control an LED.
Programming
Skill understand what algorithms are, how they are implemented as programs on digital devices, and that programs execute by following precise and unambiguous instructions
Theme(s) Moving
design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts
To decide where in a program to change a variable, make use of an event in a program to set a variable and recognise that the value of a variable can be used by a program
design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts
Selection
Variables
Data and information
Knowledge
To choose and order a command and debug where necessary.
To create an algorithm to meet a desired goal and change it for different parts of the task.
To identify several possible solutions.
To explain that digital devices accept inputs and classify input and output devices
Identify everyday tasks that include repetition and identify patterns use controlled loops
Explain that computer systems include input , processes and outputs and explain the human elements of computer systems.
To connect more than one output device and design sequences.
Explain that the way that a variable changes can be defined and examples of information that is variable and identify that variables can hold numbers or letters
Skill create and debug simple programs use sequence, selection, and repetition in programs; work with variables and various forms of input and output
use sequence, selection, and repetition in programs; work with variables and various forms of input and output
Programming
Theme(s) Moving a Robot Robot algorithms
Knowledge To compare forwards and backwards movements and experiment with turns –predicting the outcome.
To compare predictions to program outcome
Skill use logical reasoning to predict the behaviour of simple programs
Theme(s) Technology around us
Digital Painting
Grouping data
Sequence in music
Repetition in shapes
To explain that an object will react to an exact command and start a program in a range of ways. To test algorithms and create a template.
To develop a program by debugging it and make use of a design.
use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs
Stop-frame animation
Branching databases
Audio editing
Selection in physical computing
Variables in games
To test and debug to produce an intended outcome describing what the project will do (the task) and identify a condition to start an action (real life)
To choose the artwork for my project, create algorithms and explain my design choices
use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs
Video editing
Flat-File databases
Creating Media
Knowledge To explain how these technology examples help us and locate examples of technology in the classroom
To name the main parts of a computer, switch on and log into a computer and use a mouse to click and drag including click and drag to make objects on a screen, using a mouse to create a picture and to open a program.
To save work to a file, to tell you that writing on a computer is called typing and to type on a computer and delete letters.
To use paint tools to draw a picture.
To use the shape and line tools effectively and say which were useful and why.
To change the colour, brush size and use dots to create a picture.
To explain that pictures can be created in lots of different ways.
To describe objects using labels, describe the properties of an object and choose how to group these. To record and share what they have found
Skill use technology purposefully to create, organise, store, manipulate and retrieve digital content
To create a flipbook animation to draw a sequence of pictures, explain why little changes are needed to create an effective stop-frame animation.
To evaluate the quality of their animation, checking work and make small changes. To add other media to their animation and evaluate the final film.
To create two groups of objects separated by one attribute and investigate yes/no questions to arrange objects in a tree structure.
To compare two branching databases and create own yes/no questions and explain that these need to be ordered carefully.
To identify digital devices that can record and playback sound, suggest how to improve recordings and plan and write content. Edit sections of sounds and save digital recordings.
To explain that a video can be both audio and visual, and explain the benefits of this.
To choose the most suitable digital device for recording and demonstrate suitable methods for recording including safe use and handling. To explain why lighting and angle are important –explaining how to reshoot and edit using correct tools by storing, retrieving and saving work. Share final piece with others and understanding that their choices effects the final outcome.
To create multiple questions about the same field and explain how information can be recorded.
To explain what field and record is in a database and to navigate a flat file database to compare different views.
To choose multiple criteria and outline how ‘and’ and ‘or’ can be used to refine data. Explain the benefits of using a computer to create a graph and refine by selecting a particular filter.
select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information
select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information
Computing Knowledge I can capture digital images, explain how to take a good photograph, experimenting with different light and give images a desired
To explain how they use digital devices for different reasons, and the role of a switch, server and wireless access
To explain that internet allows different digital media to be shared and compare working online and offline.
systems effect.
To describe how networks are connected to one another int.
To discuss what people use in a podcast, choose suitable sounds for their own podcast and explain that these need to shared for others to hear them.
I can explain how the internet enables effective collaboration
To identify different ways of working together online.
To discuss different types of media used online and know that they use HTML addresses
To draw a webpage layout, recognising common features and suggest media to use.
To describe why navigation paths are useful and make multiple webpages and link them using hyperlinks.
Skill recognise common uses of information technology beyond school understand computer networks, including the internet; how they can provide multiple services, such as the World Wide Web, and the opportunities they offer for communication and collaboration use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content
Theme(s) Technology around us Grouping Data
Knowledge
To discuss how we benefit from rules to keep us safe and healthy when we are using technology in and beyond the home
Skill use technology safely and respectfully, keeping personal information private; identify where to go for help and support when they have concerns about content or contact on the internet or other online technologies
understand computer networks, including the internet; how they can provide multiple services, such as the World Wide Web, and the opportunities they offer for communication and collaboration
use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content
Audio Editing Sharing information
To explain how to share audio safely To recognise that working together on the internet can be public or private
To know what is meant by fair-use and find copyright free images
use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact
use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact