CURRICULUM INTENT

Curriculum Intent

What a computing lesson looks like in our school:

• Computing is split into three main areas: Computer Science, Digital Literacy and Information Technology.
• E-Safety is taught overtly with one lesson each half term and this will be referenced throughout all computing session or when using technology linked with computing.
• Other computing areas will be taught overtly on a weekly/fortnightly basis (as stated in the school curriculum overview) and the four computing elements are fed into a cross-curricular piece of work or as a discrete skill
• Children understand the sticky knowledge they need to continue their learning journey, which follow the learning graphs from the NCCE,  they are following and learn/experience for the purpose
• Mini plenaries to share misconceptions, pose questions, challenge ideas and share creative ideas

• Using identified vocabulary associated with computing session/skill being taught

This is our philosophy:

High quality modelling and scaffolding of skills leading to…

• Fluency and capability of the skill with a range of applications and software on a range on electronic equipment, e.g. IPads
• Working at greater depth, specifically problem solving, programming and data handling
• Cross-Curricular links where possible
• Children build on from basic skills developing resilience and confidence with programming, the purpose of multi-media, collection and input of data from simple collection
•    During the year, we plan opportunities for children to share their learning with other children, adults (classes, collective worships)

E-Safety

• Children understands the steps they must take to use technology safely and respectfully in school and at home and to keep their personal information private
• Children learn to know where to go for help and support if they encounter something that make them feel uncomfortable on the internet or other online technologies
• Appropriate e-safety information shared with parents regularly through the school newsletter and on our school Twitter page

This is the knowledge and understanding gained at each stage:

By the end of EYFS pupils will:

Children recognise that a range of technology is used in places such as homes and schools. They select and choose technology for particular purposes.

By the end of Key Stage 1 pupils will:

• understand what algorithms are, how they are implemented as programs on digital devices, and that programs execute by following precise and unambiguous instructions
• create and debug simple programs
• use logical reasoning to predict the behaviour of simple programs
• use technology purposefully to create, organise, store, manipulate and retrieve digital content
• recognise common uses of information technology beyond school
• 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

By the end of Key Stage 2 pupils will:

• design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts
• use sequence, selection, and repetition in programs; work with variables and various forms of input and output
• use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs
• 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
• 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
• use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact

CURRICULUM IMPLEMENTATION

Curriculum Implementation

Please refer to:

• National Curriculum Compliance document – to demonstrate that statutory requirements are met.
• Building Block Coverage – to plot where building blocks are taught throughout the curriculum.
• Long Term overview – to identify themes used to explore the building blocks
• Vocabulary document – words required to be taught in each milestone or class
• Computing Progression document – skills and knowledge to be taught in each building block by class.
• Project Evolve E-Safety Progression document - skills and knowledge to be taught in each building block by class.

Our Computing Curriculum is carefully structured to allow pupils to develop their computational thinking and approached through a variety of activities including unplugged (without a computer), screen or physical activities.

The Computing Curriculum is comprised of three key areas of study: Computer Science, Digital Literacy and Information Technology.

Computing Science

Computing Science is the foundation element of the computing curriculum. In this area, pupils are encouraged to develop key computational thinking strategies such as tinkering, decomposition and debugging to ensure they become critical thinkers and apply these skills across the breadth of the curriculum. Pupils also study the hardware components and how simple networks work.

During EYFS, pupils begin to write and follow algorithms, leading to programming Beebots around a maze. In Upper Key Stage 2, these skills will eventually develop into coding quizzes and using Scratch, a platform game using a block-based coding language.

Digital Literacy

This element of the computing curriculum teaches pupils how to be responsible users of technology to engage and thrive in the digital world. It is at the forefront of all lessons and is embedded through PSHE, Safer Internet Day, Anti-bullying week and E-Safety lessons throughout the year. All pupils from EYFS to Year 6, are taught the knowledge and behaviours to use technology safely, so that they can be critical thinkers and be aware of who to talk to when they are upset or worried about what they have encountered on a device, app, platform etc.

Information Technology

Information technology units are designed for pupils to solve problems with the aid of technology, for example, making a story come to life through animation or editing images and audio for a purpose. All pupils from EYFS to Year 6, will develop a variety of skills across different devices to enable them to make appropriate choices when deciding how to present or solve problems with the use of technology.

This is how it works:

• Planning for programming is through a set of overt lessons from the NCCE
• Opportunities for cross-curriculum development with foundations based on the overt lessons
• Cross-curricular opportunities include a wide range of IPad apps such as: green screening,

iMovie, Garage Band, etc.

• Support from Computing at Schools (CAS) for staff and also CPD opportunities linked to NCCE (Teach Computing), Barefoot.
• Use of D+D services to ensure up-to-date equipment, filters and services

E-Safety

• Taught through PHSE lessons every term and a Summer term focus (see E-Safety Progression document based on Project Evolve).
• Revisited at the start of computing lessons and discussed as and when situations arise
• E-Safety poster, signed by the children, to be displayed and referred to as and when situations

arise

• E-safety information sent out to parents via newsletter and emails

Programming

• Use of simple, directional programmable robots, e.g. BeeBots
• Use of Scratch Junior as an introduction to programming
• WeDO Lego control systems for control of self-built robots for specific experiences/cross

curricular 

Multimedia

• Introduction to Puppet edu, book creator, iMovie, green screening, expeditions etc.

Technology in our lives

• Children are exposed to a range of applications (IPads) and software (laptops) throughout their

learning journey and high quality teaching both overt and discrete. Apps and software include: Microsoft programs (Laptop - Word, PowerPoint, Excel), (IPad - pages, keynote, numbers), QR coding, data storage online, times table rock stars, SeeSaw, 123 Maths (Intervention), Type 2 Write, Now Press Play

Data Handling

• Taught overtly and then utilised discretely within cross-curricular lessons to either enhance or clarify/depict learning
• Cross- curricular links include: Science, Maths, Geography, History, Design and Technology

This is what the adults do:

• Planning is both overt and discrete. Staff follow NCCE planning which builds on previous

learning, skills and experiences

• Positive use of mistakes and misconceptions
• Create a learning environment rich in resources that support learning

• Learning walks/monitoring to ensure that computing is being taught
• Regular staff audits
• Whole school CPD
• Inform/guide parents on how to appropriately guide/support their child’s use of technology

and how to keep their child safe online

• Research new innovative techniques/programs to support the teaching of computing
• Network with other schools - computing coordinators, e.g. though the WVLN and West Midlands Hub.

This how we support pupils:

• Mixed ability groups and pairings
• Use of technology for SEN children throughout the curriculum e.g. dictation tools, voice notes
• For those children identified – 1:1/small group support put into place
• Clear learning objectives and skills to be learned are shared at the beginning of each lesson.

Self-assessments are used throughout the lesson, e.g. through mini-plenaries

This how we support staff:

• Identification of CPD needed
• Curriculum Groups – share expertise throughout the school
• Use of staff meetings
• Small sessions and immediate support as and when required
• Use of Computing at Schools (CAS) and NCCE
• Use of D+D to overcome any technical issues and identify more effective software/school processes

This how we challenge children:

• Differentiation or adapted through challenge/support
• Additional activities to stretch the learning within the lesson and further develop certain skills or techniques
• Reasoning and justification opportunities through questioning
• Revisiting sticky knowledge regularly

This how we ensure all children can access the curriculum:

• To support all children, particularly those who have SEN or EAL needs, key vocabulary is referenced and specifically taught to extend the children’s use of vocabulary and develop greater access to the curriculum.
• Seating children alongside good role models to support one another.
• Frequent repetition and revisiting to help make knowledge stick. 
• By providing visual/practical prompts.

Teaching lessons using a range of different techniques to suit a range of learning styles e.g. videos, interactive websites, atlases, world maps, fieldwork etc.

Cultural Capital/Enrichment

What is Cultural Capital?

The National Curriculum defines cultural capital as: ‘the essential knowledge that pupils need to be educated citizens, introducing them to the best that has been thought and said and helping to engender an appreciation of human creativity and achievement’. This powerful knowledge can be split into two categories: powerful subject knowledge and powerful personal knowledge.

Powerful Subject Knowledge in Computing

• To name well-known people who contributed to the development of technology.
• To understand how technology is used to enhance our day-to-day lives.

Powerful Personal Knowledge in Computing

• Extra curricular experiences when they link in with the curriculum.
• Safer internet day to raise the pupils awareness of digital literacy.

Cross curricular experiences to embed computing skills.

CURRICULUM IMPACT

Curriculum Impact

At Goodrich Primary School, we recognise the importance of Computing in every aspect of daily life. Our Computing Curriculum facilitates sequential learning and long-term progression of knowledge and skills. Teaching and learning methods provide regular opportunities to recap acquired knowledge through high quality questioning, discussion, modelling and explaining to aid retrieval at the beginning and end of a lesson or unit. This enables all children to build on their prior knowledge and develop as computer technicians.

This is what you might typically see:

• Happy and engaged learners
• Open ended investigation
• Paired/group/1:1 work
• A range of different activities, including practical and use of technology appropriate to age and developmental stage
• Self-motivated learning
• TIPTOP learning
• Children talking positively about computing and sharing and reflecting on their learning and how it can relate to real situations

This is how we know how well our children are doing:

We have identified substantive and disciplinary knowledge which is fundamental to the children’s development and understanding as computer technicians.  They accumulate this as they move through our school which then gives them a firm foundation to build on when they move on to KS3 and beyond.

• Formative Assessment by teachers at the end of a session to inform whether planning needs to be adjusted or what skills need to be consolidated.
• Analysis of assessments – use of sticky knowledge questions, assessment grids based on NCCE units.
• Pupil progress meeting
• Marking/feedback with cross-curricular subjects
• Pupil feedback
• Photo evidence/folder of work/ QR codes/X (formerly Twitter)
• End of term reports

This is the impact of the teaching:

• Confident children who can talk about computing and uses of technology
• Children who are enjoying their learning in computing
• Depth of understanding/application in different contexts
• Children ready for the next step in their education
• Resilient digital learners who are responsible, respectful and supportive citizens both on and off line
• A clear understanding of how to remain safe online in and outside of school

Computer Science

Digital Literacy

Information Technology

Programming and Theory

E-Safety & Research

Communication

Data

Multimedia

Programming

Simulations

Computer Theory

Research

E-safety

Word processing

Presentations

Online collaboration

Graphs

Databases

Spreadsheets

Creating images

Photography

Animation

Video

Audio

Computer Science

Wrens

Robins

Woodpeckers

Owls

Peregrines

EYFS

• Help adults operate equipment around the school, independently operating simple equipment.
• Use simple software to make things happen.
• Explore options and make choices with toys, software and websites.
• Press buttons on a floor robot and talk about the movement.

Y1

• Physically follow instructions.
• Give others instructions to move around.

• Predict outcomes from sequences.
• Begin to identify an algorithm to achieve a specific purpose.
• Create an algorithm to execute a program on a digital device.
• Begin to predict what will happen for a short sequence of instructions in a program.
• Begin to use software to create movement and patterns on a screen.
• Use Computer Science vocabulary accurately.
• Sequence and programme a digital device specifying distance and turns and drawing a trail.

Y1

• Physically follow instructions.
• Give others instructions to move around.

• Predict outcomes from sequences.
• Begin to identify an algorithm to achieve a specific purpose.
• Create an algorithm to execute a program on a digital device.
• Begin to predict what will happen for a short sequence of instructions in a program.
• Begin to use software to create movement and patterns on a screen.
• Use Computer Science vocabulary accurately.
• Sequence and programme a digital device specifying distance and turns and drawing a trail.

Y2

• Physically follow instructions including turns (right angle).
• Create an algorithm for a specific purpose.
• Predict what will happen and test results.
• Use software to create movement and patterns on a screen.
• Know that programs respond to different sorts of inputs.
• Use different sorts of input to control objects on screen.
• Use the word debug to correct any mistakes and explain what I have done.
• Experience a range of control devices such as a microscope, sound recorders, cameras and other devices.

Y3

• Plan and enter a sequence of instructions on a robot/sprite to achieve specific outcomes.
• Test and improve/debug programmed sequences.
• Use computational thinking to solve open ended problems.
• Talk about algorithms planned by others and identify any problems and the expected outcome.
• Explain how algorithms work, predicting outcomes and debugging.
• Explore instructions to control software or hardware with an input using ‘if then’ commands.

Y4

• Plan and enter a sequence of instructions on a robot/sprite to achieve specific outcomes.
• Test and improve/debug programmed sequences.
• Use selection (if else) blocks to give different outcomes.
• Use an algorithm to sequence and order more complex programming.
• Explain how algorithms work, predicting outcomes and debugging.
• Use loops (repeat/forever) to achieve solutions to tasks.
• Explain how computers use variables to store information and include this in my projects.

Y4

• Plan and enter a sequence of instructions on a robot/sprite to achieve specific outcomes.
• Test and improve/debug programmed sequences.
• Use selection (if else) blocks to give different outcomes.
• Use an algorithm to sequence and order more complex programming.
• Explain how algorithms work, predicting outcomes and debugging.
• Use loops (repeat/forever) to achieve solutions to tasks.
• Explain how computers use variables to store information and include this in my projects.

Y5

• Explore/ refine procedures using repeat to achieve solutions to problems.
• Identify problems and identify a solution for a program.
• Write down the steps required to achieve the outcome that is wanted and refer to this when programming.
• Predict the outputs for the steps in an algorithm.
• Use the process: plan, program, test and review.
• Write a program which follows an algorithm to solve a problem for a digital device.
• Group commands as a procedure to achieve a specific outcome within a program.
• Understand how computers can generate random numbers and how these can be used in simulations.

Y5

• Explore/ refine procedures using repeat to achieve solutions to problems.
• Identify problems and identify a solution for a program.
• Write down the steps required to achieve the outcome that is wanted and refer to this when programming.
• Predict the outputs for the steps in an algorithm.
• Use the process: plan, program, test and review.
• Write a program which follows an algorithm to solve a problem for a digital device.
• Group commands as a procedure to achieve a specific outcome within a program.
• Understand how computers can generate random numbers and how these can be used in simulations.

Y6

• Record in some detail the steps that are required to achieve an outcome.
• Predict the outputs for the steps in an algorithm.
• Use the process: plan, program, test and review a program.
• Write a program which follows an algorithm to solve a problem and achieve a planned outcome.
• Group commands as a procedure to achieve a specific outcome within a program.
• Understand how sensors can be used to measure input in order to activate a procedure or sequence and talk about applications in society.
• Use variables to manipulate inputs to create useful outputs.

Use property values and parameters to store information about objects.

Digital Literacy

Wrens

Robins

Woodpeckers

Owls

Peregrines

EYFS

• Play appropriate games on the Internet.
• Talk about good and bad choices in real life e.g. taking turns, saying kind things, helping others, telling an adult if something upsets you.

Y1

• Access a website and navigate around it.
• Recognise how I use technology in my home and at school.
• Begin to evaluate web sites by giving opinions.
• Know strategies if I see something inappropriate on a website and/or digital device.
• Understand that what is meant by personal information and explore ways to keep this private.
• Know what it means to be a good digital citizen.
• Know that online communication is not always true.
• Own my work by adding my name and data.
• Respect the work of others stored on a shared drive (online).
• Publish my work online.

Y1

• Access a website and navigate around it.
• Recognise how I use technology in my home and at school.
• Begin to evaluate web sites by giving opinions.
• Know strategies if I see something inappropriate on a website and/or digital device.
• Understand that what is meant by personal information and explore ways to keep this private.
• Know what it means to be a good digital citizen.
• Know that online communication is not always true.
• Own my work by adding my name and data.
• Respect the work of others stored on a shared drive (online).
• Publish my work online.

Y2

• Use a search engine to find information using agreed key words.
• Navigate to a website by entering a simple web address.
• Know about the risks of advertising or pop-up windows.
• Understand that some information online may be untrue.
• Know how to generate a strong password and can keep my password secret.
• Contribute to online class blogs.
• Understand the need to be respectful online.
• Begin to understand the concept of online bullying and the role of the bystander.
• Develop an understanding of the consequences of online bullying.
• Recall online safety rules for reporting concerns and inappropriate behaviour.

Y3

• Use an age appropriate search engine independently.
• Explore and discuss the benefits of a range of online communication tools.
• Know how to respond to unpleasant communications.
• Understand the need to keep personal information private and am responsible in my online presence.
• Know the difference between personal, private and public online spaces and the risks associated with these.
• Understand that there are rules about using public spaces online.

• Understand that some information online may be untrue (revisit).

Y4

• Use an internet search to answer questions on a topic and know there are different search engines available.

• Use different search engines and their features, e.g. Google Image Search, video, sound etc.
• Understand copyright issues – what images / videos / sounds are legal and safe to use.
• Know that web sites are not always accurate, and that information should be checked before it is used.
• Understand some of the risk and rewards involved in publishing online and know how to keep safe.
• Recognise the effect that my writing or images may have on others and to respect the ideas and communications of others/they encounter online.
• Know that need to have appropriate permission for use of images of friends or those they have found online.
• Know why privacy matters, and how it relates to online security.
• Review the tools and settings that protect against hackers and other threats.
• Identify and ignore/cancel unwanted advertising and malicious downloads in the form of popups, video banners, hyperlinked objects.
• Know that https is used for secure transaction such as on-line banking and identified with a padlock.

Y4

• Use an internet search to answer questions on a topic and know there are different search engines available.

• Use different search engines and their features, e.g. Google Image Search, video, sound etc.
• Understand copyright issues – what images / videos / sounds are legal and safe to use.
• Know that web sites are not always accurate, and that information should be checked before it is used.
• Understand some of the risk and rewards involved in publishing online and know how to keep safe.
• Recognise the effect that my writing or images may have on others and to respect the ideas and communications of others/they encounter online.
• Know that need to have appropriate permission for use of images of friends or those they have found online.
• Know why privacy matters, and how it relates to online security.
• Review the tools and settings that protect against hackers and other threats.
• Identify and ignore/cancel unwanted advertising and malicious downloads in the form of popups, video banners, hyperlinked objects.
• Know that https is used for secure transaction such as on-line banking and identified with a padlock.

Y5

• Use the internet as a tool for research
• Choose the most appropriate search engine for the task, refining as necessary
• Recognise reasons that people might publish inaccurate content and check validity.
• Identify whether a file has copyright or can be legally downloaded and whether these can be used in their own work
• Discuss the differences between an open blog and a forum for a closed community
• Understand that you should not publish other peoples’ material without their permission
• Explain in simple terms the differences between a network, the internet and the world wide web
• Lead with positivity in online communications.

Y5

• Use the internet as a tool for research
• Choose the most appropriate search engine for the task, refining as necessary
• Recognise reasons that people might publish inaccurate content and check validity.
• Identify whether a file has copyright or can be legally downloaded and whether these can be used in their own work
• Discuss the differences between an open blog and a forum for a closed community
• Understand that you should not publish other peoples’ material without their permission
• Explain in simple terms the differences between a network, the internet and the world wide web

Lead with positivity in online communications.

Y6

• Explain the differences between a network, the internet and the world wide web
• Decide which online communication tool to use to best suit the purpose
• Know that computers use IP addresses to identify each other
• Use specific vocabulary: server, digital data, binary code, URL
• Explain how search engines work; finding and ranking pages in order
• Use range of sources to check validity and recognise different viewpoints.
• Describe possible impact of published content to an audience e.g. the use of advertising Know the meaning of some common website extensions –such as .org, .net, ac, .gov, .co.uk, .fr, .com
• Select copyright free images and sounds from sources such as LGFL audio network and google searches
• Consider what options there are for being brave and why bringing adults into the conversation is important.

Information Technology

Wrens

Robins

Woodpeckers

Owls

Peregrines

EYFS

• Develop an interest in ICT by using age appropriate websites or programs.
• Use a mouse to rearrange objects and pictures on a screen. Begin to use a keyboard.
• Recognise text, images and sound when using ICT.
• Use a camera or sound recorder to collect photos or sound
• Use a simple pictogram or set of photos to count and organise information.

Y1

• Create audio using digital instruments and recordings.
• Create/edit an image using a range of ‘tools’ both on and offline.
• Use a keyboard effectively.
• Use a word bank for help and use online spelling tools.
• Add text to photographs and pictures.
• Begin to explain reasons why I have made choices to a teacher or talk partner.
• Save my work to the appropriate location.
• Begin to retrieve my work.
• Print work and pictures.
• Make a pictogram and understand what it shows.
• Understand that technology can help to create and edit a range of document styles.

Y1

• Create audio using digital instruments and recordings.
• Create/edit an image using a range of ‘tools’ both on and offline.
• Use a keyboard effectively.
• Use a word bank for help and use online spelling tools.
• Add text to photographs and pictures.
• Begin to explain reasons why I have made choices to a teacher or talk partner.
• Save my work to the appropriate location.
• Begin to retrieve my work.
• Print work and pictures.
• Make a pictogram and understand what it shows.
• Understand that technology can help to create and edit a range of document styles.

Y2

• Create audio using digital instruments and recordings.
• Create/edit an image using a range of ‘tools’ both on and offline including ‘undo’ and ‘redo’.
• Word process short pieces of text including the use of formatting tools.
• Begin to explain reasons why I have made choices to a teacher or talk partner.
• Save, print, retrieve and edit my work.
• Find my work to open or print it.
• Use and add to a branching database to find objects using.

Y3

• Create and insert music and sounds into presentations and documents.
• Create and manipulate digital artwork.
• Use reasoning about the quality and composition of images.
• Perform basic editing on images/video – crop, recolour, resize.
• Use numerous design features such as text boxes, borders and WordArt in different layouts and styles.
• Use a variety of presentation software to make a sequence of slides.
• Add to, sort and search a database.
• Interrogate a simple database to answer questions and create charts from the data.
• Use a data logger to capture measurements over time.
• Create simple bar charts and use them to answer questions. 

Y4

• Add information and use the ‘field’ function within a database.

• Sort record cards by using field names and use a database to find the answer to simple questions.
• Use the search tool, find information and search for answers to simple questions.
• Use a branching database to identify objects and add additional objects to an existing branching database.
• Select colour, cell size and text appropriately.
• Save and retrieve documents from shared areas using sensible names.
• Use data loggers to capture information to use over time.
• Use spreadsheet cell references.
• Format cells and text appropriately.

Y4

• Add information and use the ‘field’ function within a database.

• Sort record cards by using field names and use a database to find the answer to simple questions.
• Use the search tool, find information and search for answers to simple questions.
• Use a branching database to identify objects and add additional objects to an existing branching database.
• Select colour, cell size and text appropriately.
• Save and retrieve documents from shared areas using sensible names.
• Use data loggers to capture information to use over time.
• Use spreadsheet cell references.
• Format cells and text appropriately.

Y5

• Use ‘AND’, ‘OR’, ‘=<’ and ‘=>’ to search a database.
• Design questions to search a large database.
• Check for accuracy by checking data, using different views, search tools and graphing.
• Build and use databases to support my work.
• Enter formulae into a spreadsheet and modify the data, (simple calculations + -/ x total).
• Make predictions and changes and check results.
• Use 'SUM' to calculate the total of a set of numbers in a range of cells.
• Create graphs and charts from data in a spreadsheet.
• Change data in a spreadsheet to answer 'what if...?' questions and check predictions.
• Investigate changes in sound / light/temperature levels using data logging, using continuous logging, snapshot functions and logging over time.

Y5

• Use ‘AND’, ‘OR’, ‘=<’ and ‘=>’ to search a database.
• Design questions to search a large database.
• Check for accuracy by checking data, using different views, search tools and graphing.
• Build and use databases to support my work.
• Enter formulae into a spreadsheet and modify the data, (simple calculations + -/ x total).
• Make predictions and changes and check results.
• Use 'SUM' to calculate the total of a set of numbers in a range of cells.
• Create graphs and charts from data in a spreadsheet.
• Change data in a spreadsheet to answer 'what if...?' questions and check predictions.
• Investigate changes in sound / light/temperature levels using data logging, using continuous logging, snapshot functions and logging over time.

Y6

• Copy cells and formulae using copy & paste, and fill across and down.

• Display and interpret data selecting bar charts, pie charts, scatter graphs and line graphs appropriately.
• Match the information in a spreadsheet to the needs of the audience and present data, with appropriate ranges, labelling axes and title.
• Create and amend a spreadsheet to solve a problem through a review of the rules and variables.
• Use databases and branching databases to process, interpret, store, and present information for a specific audience, realising the need for accuracy and checking plausibility.
• Identify opportunities to use data logging to support my work.
• Use data logging devices to investigate changes in the environment over time.
• Use graphical information to answer questions and solve simple problems.

Self-Image and Identity

EYFS- Wrens

Robins

Woodpeckers

Owls

Peregrines

Recognise, online or offline, that anyone can say ‘no’ / ‘please stop’ / ‘I’ll tell’ / ‘I’ll ask’ to somebody who makes them feel sad, uncomfortable, embarrassed, or upset.

Y1

Recognise that there may be people online who could make someone feel sad, embarrassed or upset.

If something happens that makes me feel sad, worried, uncomfortable or frightened I can give examples of when and how to speak to an adult I can trust and how they can help.

Y1

Recognise that there may be people online who could make someone feel sad, embarrassed or upset.

If something happens that makes me feel sad, worried, uncomfortable or frightened I can give examples of when and how to speak to an adult I can trust and how they can help.

Y2

Explain how other people may look and act differently online and offline.

 Give examples of issues online that might make someone feel sad, worried, uncomfortable or frightened; I can give examples of how they might get help.

Y3

Explain what is meant by the term ‘identity’.

 Explain how people can represent themselves in different ways online.

Explain ways in which someone might change their identity depending on what they are doing online (e.g. gaming; using an avatar; social media) and why.

Y4

Explain how my online identity can be different to my offline identity.

 Describe positive ways for someone to interact with others online and understand how this will positively impact on how others perceive them.

 Explain that others online can pretend to be someone else, including my friends, and can suggest reasons why they might do this.

Y4

Explain how my online identity can be different to my offline identity.

 Describe positive ways for someone to interact with others online and understand how this will positively impact on how others perceive them.

 Explain that others online can pretend to be someone else, including my friends, and can suggest reasons why they might do this.

Y5

Explain how identity online can be copied, modified or altered.

 Demonstrate how to make responsible choices about having an online identity, depending on context.

Y5

Explain how identity online can be copied, modified or altered.

 Demonstrate how to make responsible choices about having an online identity, depending on context.

Y6

Identify and critically evaluate online content relating to gender, race, religion, disability, culture and other groups, and explain why it is important to challenge and reject inappropriate representations online.

Describe issues online that could make anyone feel sad, worried, uncomfortable or frightened. I know and can give examples of how to get help, both on and offline.

 Explain the importance of asking until I get the help needed.

Online Relationships

EYFS- Wrens

Robins

Woodpeckers

Owls

Peregrines

Recognise some ways in which the internet can be used to communicate.

Give examples of how I (might) use technology to communicate with people I know.

Y1

Give examples of when I should ask permission to do something online and explain why this is important.

 Use the internet with adult support to communicate with people I know (e.g. video call apps or services).

 Explain why it is important to be considerate and kind to people online and to respect their choices.

Explain why things one person finds funny or sad online may not always be seen in the same way by others.

Y1

Give examples of when I should ask permission to do something online and explain why this is important.

 Use the internet with adult support to communicate with people I know (e.g. video call apps or services).

 Explain why it is important to be considerate and kind to people online and to respect their choices.

Explain why things one person finds funny or sad online may not always be seen in the same way by others.

Y2

Give examples of how someone might use technology to communicate with others they don’t also know offline and explain why this might be risky. (e.g. email, online gaming, a pen-pal in another school / country).

Explain who I should ask before sharing things about myself or others online. I can describe different ways to ask for, give, or deny my permission online and can identify who can help me if I am not sure.

Explain why I have a right to say ‘no’ or ‘I will have to ask someone’.

 Explain who can help me if I feel under pressure to agree to something I am unsure about or don’t want to do.

 Identify who can help me if something happens online without my consent.

Explain how it may make others feel if I do not ask their permission or ignore their answers before sharing something about them online.

Y3

Describe ways people who have similar likes and interests can get together online.

Explain what it means to ‘know someone’ online and why this might be different from knowing someone offline.

Explain what is meant by ‘trusting someone online’, why this is different from ‘liking someone online’, and why it is important to be careful about who to trust online including what information and content they are trusted with.

Explain why someone may change their mind about trusting anyone with something if they feel nervous, uncomfortable or worried.

Explain how someone’s feelings can be hurt by what is said or written online.

Explain the importance of giving and gaining permission before sharing things online; how the principles of sharing online is the same as sharing offline e.g. sharing images and videos.

Y4

Describe strategies for safe and fun experiences in a range of online social environments (e.g. livestreaming, gaming platforms).

 Give examples of how to be respectful to others online and describe how to recognise healthy and unhealthy online behaviours.

Explain how content shared online may feel unimportant to one person but may be important to other people’s thoughts feelings and beliefs.

Y4

Describe strategies for safe and fun experiences in a range of online social environments (e.g. livestreaming, gaming platforms).

 Give examples of how to be respectful to others online and describe how to recognise healthy and unhealthy online behaviours.

Explain how content shared online may feel unimportant to one person but may be important to other people’s thoughts feelings and beliefs.

Y5

Give examples of technology-specific forms of communication (e.g. emojis, memes and GIFs).

Explain that there are some people I communicate with online who may want to do me or my friends harm. I can recognise that this is not my/ our fault.

 Describe some of the ways people may be involved in online communities and describe how they might collaborate constructively with others and make positive contributions. (e.g. gaming communities or social media groups).

Explain how someone can get help if they are having problems and identify when to tell a trusted adult.

Demonstrate how to support others (including those who are having difficulties) online.

Y5

Give examples of technology-specific forms of communication (e.g. emojis, memes and GIFs).

Explain that there are some people I communicate with online who may want to do me or my friends harm. I can recognise that this is not my/ our fault.

 Describe some of the ways people may be involved in online communities and describe how they might collaborate constructively with others and make positive contributions. (e.g. gaming communities or social media groups).

Explain how someone can get help if they are having problems and identify when to tell a trusted adult.

Demonstrate how to support others (including those who are having difficulties) online.

Y6

Explain how sharing something online may have an impact either positively or negatively.

 Describe how to be kind and show respect for others online including the importance of respecting boundaries regarding what is shared about them online and how to support them if others do not.

Describe how things shared privately online can have unintended consequences for others. e.g. screen-grabs.

Explain that taking or sharing inappropriate images of someone (e.g. embarrassing images), even if they say it is okay, may have an impact for the sharer and others; and who can help if someone is worried about this.

Online Reputation

EYFS- Wrens

Robins

Woodpeckers

Owls

Peregrines

Identify ways that I can put information on the internet.

Y1

Recognise that information can stay online and could be copied.

Describe what information I should not put online without asking a trusted adult first.

Y1

Recognise that information can stay online and could be copied.

Describe what information I should not put online without asking a trusted adult first.

Y2

Explain how information put online about someone can last for a long time.

 Describe how anyone’s online information could be seen by others.

 Know who to talk to if something has been put online without consent or if it is incorrect.

Y3

Explain how to search for information about others online.

Give examples of what anyone may or may not be willing to share about themselves online.

Explain the need to be careful before sharing anything personal.

Explain who someone can ask if they are unsure about putting something online.

Y4

Describe how to find out information about others by searching online.

Explain ways that some of the information about anyone online could have been created, copied or shared by others.

Demonstrate how to support others (including those who are having difficulties) online.

Y4

Describe how to find out information about others by searching online.

Explain ways that some of the information about anyone online could have been created, copied or shared by others.

Demonstrate how to support others (including those who are having difficulties) online.

Y5

Search for information about an individual online and summarise the information found.

Describe ways that information about anyone online can be used by others to make judgments about an individual and why these may be incorrect.

Y5

Search for information about an individual online and summarise the information found.

Describe ways that information about anyone online can be used by others to make judgments about an individual and why these may be incorrect.

Y6

Explain the ways in which anyone can develop a positive online reputation.

 Explain strategies anyone can use to protect their ‘digital personality’ and online reputation, including degrees of anonymity.

Online Bullying

EYFS
Wrens

Robins

Woodpeckers

Owls

Peregrines

Describe ways that some people can be unkind online.

Offer examples of how this can make others feel.

Y1

Describe how to behave online in ways that do not upset others and can give examples.

Y1

Describe how to behave online in ways that do not upset others and can give examples.

Y2

Explain what bullying is, how people may bully others and how bullying can make someone feel.

Explain why anyone who experiences bullying is not to blame.

Talk about how anyone experiencing bullying can get help.

Y3

Describe appropriate ways to behave towards other people online and why this is important.

Give examples of how bullying behaviour could appear online and how someone can get support.

Y4

Recognise when someone is upset, hurt or angry online.

 Describe ways people can be bullied through a range of media (e.g. image, video, text, chat).

Explain why people need to think carefully about how content they post might affect others, their feelings and how it may affect how others feel about them (their reputation).

Y4

Recognise when someone is upset, hurt or angry online.

 Describe ways people can be bullied through a range of media (e.g. image, video, text, chat).

Explain why people need to think carefully about how content they post might affect others, their feelings and how it may affect how others feel about them (their reputation).

Y5

 Recognise online bullying can be different to bullying in the physical world and can describe some of those differences.

Describe how what one person perceives as playful joking and teasing (including ‘banter’) might be experienced by others as bullying.

Explain how anyone can get help if they are being bullied online and identify when to tell a trusted adult.

Identify a range of ways to report concerns and access support both in school and at home about online bullying.

Explain how to block abusive users.

Describe the helpline services which can help people experiencing bullying, and how to access them (e.g. Childline or The Mix).

Y5

 Recognise online bullying can be different to bullying in the physical world and can describe some of those differences.

Describe how what one person perceives as playful joking and teasing (including ‘banter’) might be experienced by others as bullying.

Explain how anyone can get help if they are being bullied online and identify when to tell a trusted adult.

Identify a range of ways to report concerns and access support both in school and at home about online bullying.

Explain how to block abusive users.

Describe the helpline services which can help people experiencing bullying, and how to access them (e.g. Childline or The Mix).

Y6

Describe how to capture bullying content as evidence (e.g screen-grab, URL, profile) to share with others who can help me.

Explain how someone would report online bullying in different contexts.

Managing Online Information

EYFS- Wrens

Robins

Woodpeckers

Owls

Peregrines

Talk about how to use the internet as a way of finding information online.

 Identify devices I could use to access information on the internet.

Y1

Give simple examples of how to find information using digital technologies, e.g. search engines, voice activated searching).

Know / understand that we can encounter a range of things online including things we like and don’t like as well as things which are real or make believe / a joke.

Know how to get help from a trusted adult if we see content that makes us feel sad, uncomfortable worried or frightened.

Y1

Give simple examples of how to find information using digital technologies, e.g. search engines, voice activated searching).

Know / understand that we can encounter a range of things online including things we like and don’t like as well as things which are real or make believe / a joke.

Know how to get help from a trusted adult if we see content that makes us feel sad, uncomfortable worried or frightened.

Y2

Use simple keywords in search engines.

Demonstrate how to navigate a simple webpage to get to information I need (e.g. home, forward, back buttons; links, tabs and sections).

Explain what voice activated searching is and how it might be used, and know it is not a real person (e.g. Alexa, Google Now, Siri).

I can explain the difference between things that are imaginary, ‘made up’ or ‘make believe’ and things that are ‘true’ or ‘real’.

Explain why some information I find online may not be real or true.

Y3

Demonstrate how to use key phrases in search engines to gather accurate information online.

Explain what autocomplete is and how to choose the best suggestion.

Explain how the internet can be used to sell and buy things. I can explain the difference between a ‘belief’, an ‘opinion’ and a ‘fact and can give examples of how and where they might be shared online, e.g. in videos, memes, posts, news stories etc.

Explain that not all opinions shared may be accepted as true or fair by others (e.g. monsters under the bed).

Describe and demonstrate how we can get help from a trusted adult if we see content that makes us feel sad, uncomfortable worried or frightened.

Y4

Analyse information to make a judgement about probable accuracy and I understand why it is important to make my own decisions regarding content and that my decisions are respected by others.

Describe how to search for information within a wide group of technologies and make a judgement about the probable accuracy (e.g. social media, image sites, video sites).

Describe some of the methods used to encourage people to buy things online (e.g. advertising offers; in-app purchases, pop-ups) and can recognise some of these when they appear online.

Explain why lots of people sharing the same opinions or beliefs online do not make those opinions or beliefs true.

Explain that technology can be designed to act like or impersonate living things (e.g. bots) and describe what the benefits and the risks might be.

Explain what is meant by fake news e.g. why some people will create stories or alter photographs and put them online to pretend something is true when it isn’t.

Y4

Analyse information to make a judgement about probable accuracy and I understand why it is important to make my own decisions regarding content and that my decisions are respected by others.

Describe how to search for information within a wide group of technologies and make a judgement about the probable accuracy (e.g. social media, image sites, video sites).

Describe some of the methods used to encourage people to buy things online (e.g. advertising offers; in-app purchases, pop-ups) and can recognise some of these when they appear online.

Explain why lots of people sharing the same opinions or beliefs online do not make those opinions or beliefs true.

Explain that technology can be designed to act like or impersonate living things (e.g. bots) and describe what the benefits and the risks might be.

Explain what is meant by fake news e.g. why some people will create stories or alter photographs and put them online to pretend something is true when it isn’t.

Y5

Explain the benefits and limitations of using different types of search technologies e.g. voice-activation search engine.

Explain how some technology can limit the information I aim presented with e.g. voice-activated searching giving one result.

Explain what is meant by ‘being sceptical’; I can give examples of when and why it is important to be ‘sceptical’.

Evaluate digital content and can explain how to make choices about what is trustworthy e.g. differentiating between adverts and search results.

Explain key concepts including:  information, reviews, fact, opinion, belief, validity, reliability and evidence.

Identify ways the internet can draw us to information for different agendas, e.g. website notifications, pop-ups, targeted ads.

Describe ways of identifying when online content has been commercially sponsored or boosted, (e.g. by commercial companies or by vloggers, content creators, influencers).

Explain what is meant by the term ‘stereotype’, how ‘stereotypes’ are amplified and reinforced online, and why accepting ‘stereotypes’ may influence how people think about others.

Describe how fake news may affect someone’s emotions and behaviour, and explain why this may be harmful.

Explain what is meant by a ‘hoax’. I can explain why someone would need to think carefully before they share.

Y5

Explain the benefits and limitations of using different types of search technologies e.g. voice-activation search engine.

Explain how some technology can limit the information I aim presented with e.g. voice-activated searching giving one result.

Explain what is meant by ‘being sceptical’; I can give examples of when and why it is important to be ‘sceptical’.

Evaluate digital content and can explain how to make choices about what is trustworthy e.g. differentiating between adverts and search results.

Explain key concepts including:  information, reviews, fact, opinion, belief, validity, reliability and evidence.

Identify ways the internet can draw us to information for different agendas, e.g. website notifications, pop-ups, targeted ads.

Describe ways of identifying when online content has been commercially sponsored or boosted, (e.g. by commercial companies or by vloggers, content creators, influencers).

Explain what is meant by the term ‘stereotype’, how ‘stereotypes’ are amplified and reinforced online, and why accepting ‘stereotypes’ may influence how people think about others.

Describe how fake news may affect someone’s emotions and behaviour, and explain why this may be harmful.

Explain what is meant by a ‘hoax’. I can explain why someone would need to think carefully before they share.

Y6

Explain how search engines work and how results are selected and ranked.

Explain how to use search technologies effectively.

Describe how some online information can be opinion and can offer examples.

Explain how and why some people may present ‘opinions’ as ‘facts’.

Explain why the popularity of an opinion or the personalities of those promoting it does not necessarily make it true, fair or perhaps even legal.

Define the terms ‘influence’, ‘manipulation’ and ‘persuasion’ and explain how someone might encounter these online (e.g. advertising and ‘ad targeting’ and targeting for fake news).

Understand the concept of persuasive design and how it can be used to influences peoples’ choices.

Demonstrate how to analyse and evaluate the validity of ‘facts’ and information and I can explain why using these strategies are important.

Explain how companies and news providers target people with online news stories they are more likely to engage with and how to recognise this.

Describe the difference between online misinformation and dis-information.

Explain why information that is on a large number of sites may still be inaccurate or untrue. I can assess how this might happen (e.g. the sharing of misinformation or disinformation).

Identify, flag and report inappropriate content.

Health, Well-bring and Lifestyle

EYFS- Wrens

Robins

Woodpeckers

Owls

Peregrines

Identify rules that help keep us safe and healthy in and beyond the home when using technology.

Give some simple examples of these rules.

Y1

Explain rules to keep myself safe when using technology both in and beyond the home.

Y1

Explain rules to keep myself safe when using technology both in and beyond the home.

Y2

Explain simple guidance for using technology in different environments and settings e.g. accessing online technologies in public places and the home environment.

Say how those rules / guides can help anyone accessing online technologies.

Y3

Explain why spending too much time using technology can sometimes have a negative impact on anyone, e.g. mood, sleep, body, relationships;

Give some examples of both positive and negative activities where it is easy to spend a lot of time engaged (e.g. doing homework, games, films, videos).

Explain why some online activities have age restrictions, why it is important to follow them and know who I can talk to if others pressure me to watch or do something online that makes me feel uncomfortable (e.g. age restricted gaming or web sites).

Y4

Explain how using technology can be a distraction from other things, in both a positive and negative way.

Identify times or situations when someone may need to limit the amount of time they use technology e.g. I can suggest strategies to help with limiting this time.

Y4

Explain how using technology can be a distraction from other things, in both a positive and negative way.

Identify times or situations when someone may need to limit the amount of time they use technology e.g. I can suggest strategies to help with limiting this time.

Y5

Describe ways technology can affect health and wellbeing both positively (e.g. mindfulness apps) and negatively.

Describe some strategies, tips or advice to promote health and well-being with regards to technology.

Recognise the benefits and risks of accessing information about health and well-being online and how we should balance this with talking to trusted adults and professionals.

Explain how and why some apps and games may request or take payment for additional content (e.g. inapp purchases, lootboxes) and explain the importance of seeking permission from a trusted adult before purchasing.

Y5

Describe ways technology can affect health and wellbeing both positively (e.g. mindfulness apps) and negatively.

Describe some strategies, tips or advice to promote health and well-being with regards to technology.

Recognise the benefits and risks of accessing information about health and well-being online and how we should balance this with talking to trusted adults and professionals.

Explain how and why some apps and games may request or take payment for additional content (e.g. inapp purchases, lootboxes) and explain the importance of seeking permission from a trusted adult before purchasing.

Y6

Describe common systems that regulate age-related content (e.g. PEGI, BBFC, parental warnings) and describe their purpose.

Recognise and can discuss the pressures that technology can place on someone and how / when they could manage this.

Recognise features of persuasive design and how they are used to keep users engaged (current and future use).

Assess and action different strategies to limit the impact of technology on health (e.g. night-shift mode, regular breaks, correct posture, sleep, diet and exercise).

Privacy and Security

EYFS- Wrens

Robins

Woodpeckers

Owls

Peregrines

Identify some simple examples of my personal information (e.g. name, address, birthday, age, location).

Describe who would be trustworthy to share this information with; I can explain why they are trusted.

Y1

Explain that passwords are used to protect information, accounts and devices.

Recognise more detailed examples of information that is personal to someone (e.g where someone lives and goes to school, family names).

Explain why it is important to always ask a trusted adult before sharing any personal information online, belonging to myself or others.

Y1

Explain that passwords are used to protect information, accounts and devices.

Recognise more detailed examples of information that is personal to someone (e.g where someone lives and goes to school, family names).

Explain why it is important to always ask a trusted adult before sharing any personal information online, belonging to myself or others.

Y2

Explain how passwords can be used to protect information, accounts and devices. I can explain and give examples of what is meant by ‘private’ and ‘keeping things private’.

Describe and explain some rules for keeping personal information private (e.g. creating and protecting passwords).

Explain how some people may have devices in their homes connected to the internet and give examples (e.g. lights, fridges, toys, televisions).

Y3

Explain why spending too much time using technology can sometimes have a negative impact on anyone, e.g. mood, sleep, body, relationships;

Give some examples of both positive and negative activities where it is easy to spend a lot of time engaged (e.g. doing homework, games, films, videos).

Explain why some online activities have age restrictions, why it is important to follow them and know who I can talk to if others pressure me to watch or do something online that makes me feel uncomfortable (e.g. age restricted gaming or web sites).

Y4

Describe strategies for keeping personal information private, depending on context.

Explain that internet use is never fully private and is monitored, e.g. adult supervision.

Describe how some online services may seek consent to store information about me; I know how to respond appropriately and who I can ask if I am not sure.

Know what the digital age of consent is and the impact this has on online services asking for consent.

Y4

Describe strategies for keeping personal information private, depending on context.

Explain that internet use is never fully private and is monitored, e.g. adult supervision.

Describe how some online services may seek consent to store information about me; I know how to respond appropriately and who I can ask if I am not sure.

Know what the digital age of consent is and the impact this has on online services asking for consent.

Y5

Explain what a strong password is and demonstrate how to create one.

Explain how many free apps or services may read and share private information (e.g. friends, contacts, likes, images, videos, voice, messages, geolocation) with others.

Explain what app permissions are and can give some examples.

Y5

Explain what a strong password is and demonstrate how to create one.

Explain how many free apps or services may read and share private information (e.g. friends, contacts, likes, images, videos, voice, messages, geolocation) with others.

Explain what app permissions are and can give some examples.

Y6

Describe effective ways people can manage passwords (e.g. storing them securely or saving them in the browser).

Explain what to do if a password is shared, lost or stolen.

Describe how and why people should keep their software and apps up to date, e.g. auto updates.

Describe simple ways to increase privacy on apps and services that provide privacy settings.

Describe ways in which some online content targets people to gain money or information illegally; I can describe strategies to help me identify such content (e.g. scams, phishing).

Know that online services have terms and conditions that govern their use.

Assess and action different strategies to limit the impact of technology on health (e.g. night-shift mode, regular breaks, correct posture, sleep, diet and exercise).

Copyright and Ownership

EYFS
Wrens

Robins

Woodpeckers

Owls

Peregrines

Know that work I create belongs to me.

Name my work so that others know it belongs to me.

Y1

Explain why work I create using technology belongs to me.

Say why it belongs to me (e.g. ‘I designed it’ or ‘I filmed it’’).

Save my work under a suitable title / name so that others know it belongs to me (e.g. filename, name on content).

Understand that work created by others does not belong to me even if I save a copy.

Y1

Explain why work I create using technology belongs to me.

Say why it belongs to me (e.g. ‘I designed it’ or ‘I filmed it’’).

Save my work under a suitable title / name so that others know it belongs to me (e.g. filename, name on content).

Understand that work created by others does not belong to me even if I save a copy.

Y2

Recognise that content on the internet may belong to other people.

Describe why other people’s work belongs to them.

Y3

Explain why copying someone else’s work from the internet without permission isn’t fair and can explain what problems this might cause.

Y4

When searching on the internet for content to use, I can explain why I need to consider who owns it and whether I have the right to reuse it.

Give some simple examples of content which I must not use without permission from the owner, e.g. videos, music, images.

Y4

When searching on the internet for content to use, I can explain why I need to consider who owns it and whether I have the right to reuse it.

Give some simple examples of content which I must not use without permission from the owner, e.g. videos, music, images.

Y5

Assess and justify when it is acceptable to use the work of others.

Give examples of content that is permitted to be reused and know how this content can be found online.

Y5

Assess and justify when it is acceptable to use the work of others.

Give examples of content that is permitted to be reused and know how this content can be found online.

Y6

Demonstrate the use of search tools to find and access online content which can be reused by others.

Demonstrate how to make references to and acknowledge sources I have used from the internet.

Computer Science

Information Technology

Digital Literacy

Class

Programming

Vocabulary

Computer & Networks (KS2)

Text & Design

Image/Film/Animation

Sound/Music

Composition

Research (Internet)

Data Sorting (KS1)/logging

(KS2)

Data Spreadsheet

(KS2)

Online Safety

Wrens:

Reception (EYFS)

Year 1

Follow a set of instructions to move forwards, backwards and to make turns. ( Unplugged)

Know how to make a beebot to move 1 and then 2 steps forwards / backwards.

Be able to make an icon move forward 5 steps and back 5 steps. 

Know that an algorithm is a list of steps.

Know the 4 commands for the Beebot and use in a sequence including forwards/ backwards.

Explain what a start block does in a program.

Name directional blocks which move a sprite.

Children are able to use the list of vocabulary in their explanation and understand the different terms used in their lessons.

Name a type of technology in the classroom.

Name a type of technology in our school.

Locate a mouse, keyboard and monitor on a desktop computer.

Name 3 types of technology.

Locate the on switch of a desktop PC.

Know that the shift key creates a capital letter.

Use a device to interact with age appropriate apps e.g . using Draw and Tell app.

Know how to use a mouse to make lines and squiggles.

Know the icons for the shape and line tools to draw a picture.

Explain how to change the colour and size of the paintbrush.

Know that the space keys make a space and backspace deletes text.

Know where the font and size icons are and that they change font size and make the text bigger or smaller.

Use technology to take photos/films.

Use technology to listen to music.

Use technology to make music.

Use a QR code to engage with a website.

Know that they can use technology to find information online.

To know how to read a simple block graph.

To name a group of objects using a label according to property ( including size, shape or colour.)

To recognise kind and unkind behaviour.

To be able to identify the positives and negatives when using technology.

To understand how your online activity can affect others.

Robins

Years 1/2

Know the 4 commands for the Beebot and use in a asequence including forwards/ backwards.

Explain what a start block does in a program.

Name directional blocks which move a sprite.

Write a program for the Beebot using the 4 commands in a sequence including forwards/ backwards/ left turn/ right turn.

Know when and how to debug programs.

Know a series of instructions (usually on a computer) is called an algorithm.

Be able to move the sprite and manipulate the controls by setting conditions. E.g. Jump high.

Change the background on Scratch.

Create 2 sprites and make a conversation happen between them.

Know how to save and retrieve projects.

Say one way a project could be improved.

Children are able to use the list of vocabulary in their explanation and understand the different terms used in their lessons.

Name 3 types of technology.

Locate the on switch of a desktop PC.

Know that the shift key creates a capital letter.

Know that if something online is upsetting, it needs to be reported to an adult.

Name examples of how IT helps to improve our word. e.g. traffic lights and how they keep us safe on the road.

Know the icons for the shape and line tools to draw a picture.

Explain how to change the colour and size of the paintbrush.

Know that the space keys make a space and backspace deletes text.

Know where the font and size icons are and that they change font size and make the text bigger or smaller.

Be able to add text and an image.

Be able to save and retrieve work.

Explain how we can present information using a computer.

Explain how you can take/capture a digital photo.

Describe how some tools can be used to change an image.

Identify which photos are real and which have been changed.

Show how music is made from a series of notes.

Show how you can create a rhythm pattern on a computer/device and how it can be changed.

Show how you can change pitch on a computer/device.

Be able to use a scroll bar on webpages.

To name a group of objects using a label according to property (including size, shape or colour.)

To understand, use and read a tally chart.

To use a program to create a pictogram.

To be able to identify the positives and negatives when using technology.

To understand how your online activity can affect others.

To know the risks of sharing information without permission

To understand the type of information you should/should not share online.

Woodpeckers

Years 3/4

Explain what a sprite is.

Be able to identify sprites and backgrounds in the Scratch program.

Know that event blocks are yellow and movement blocks are darker blue on Scratch.

Be able to identify patterns of repetition in real life. ( brushing teeth, dance)

Explain how to use the repeat blocks in Scratch.

Be able to explain the uses of repetition in programming and link this with the drawing of various shapes.

Children are able to use the list of vocabulary in their explanation and understand the different terms used in their lessons.

Identify at least 2 networked devices around them, ( Network switch, server, Wire- less Access Point WAP)

Be able to explain that different devices have different purposes.

Know that websites and their content are created by people.

Know that information found online is not necessarily honest, accurate or legal.

Know what a URL address is and how to access a website.

Explain the difference between text and images.

Be able to demonstrate how to change font size and colour on a document.

Be able to explain that an animation is a sequence of pictures or images.

Be able to name a program used to make stop, frame animation, (e.g. iMotion).

Explain the term ‘onion skinning’ when used to create an animation.

Explain/show how you can add other media to an animation.

Explain some ways in how you can edit a photo.

Identify the uses for recorded audio ( music , podcasts etc.)

Explain the ways that audio can be recorded and how to make it of high quality.

Be able to use the internet to gather research for cross curricular subjects.

Be able to copy and save images from the internet.

To give an example of an open-ended question and a yes/ no question.

To know that the objects in a branching data- base need to be split into similar sized groups.

To be able to explain the reasons why somebody may want to change the composition of an image.

To be able to give examples of positive and negative effects that editing an image may have.

Be able to explain the uses for gathered data.

Be able to explain the different ways data might be gathered.

To understand the difference between safe and risky choices online.

To know why passwords are important.

To recognise the key values that are important in positive online relationships.

To identify how and who to ask for help.

Owls

Years 4/5

Be able to identify patterns of repetition in real life. ( brushing teeth, dance)

Explain how to use the repeat blocks in Scratch.

Be able to explain the uses of repetition in programming and link this with the drawing of various shapes.

Know that a loop can be stopped when a condition is met.

Explain a loop can be used to repeatedly check when a condition has been met (or not).

Explain how selection is used in computer pro- grams.

Explain how selection effects the flow of a program.

Children are able to use the list of vocabulary in their explanation and understand the different terms used in their lessons.

Know that websites and their content are created by people.

Know that information found online is not necessarily honest, accurate or legal.

Know what a URL address is and how to access a website.

Describe that a computer system uses an input, process and an output.

Explain that different media, files and information can be shared on the internet either privately or publicly.

Explain how the internet enables effective collabo- ration.

Know that vector drawing has different layers / shapes.

Know drawing tools can be used to produce different outcomes.

Explain/show how you can add other media to an animation.

Explain some ways in how you can edit a photo.

Recognise videos are moving images which may include sound.

Name digital devices that can record video.

Identify what makes an effective / appealing video.

Identify the uses for recorded audio ( music , podcasts etc.)

Explain the ways that audio can be recorded and how to make it of high quality.

Be able to use the internet to gather research for cross curricular subjects.

Be able to copy and save images from the internet.

To be able to explain the reasons why somebody may want to change the composition of an image.

To be able to give examples of positive and negative effects that editing an image may have.

Can explain that programs can be used to compare data.

Can explain how information can be grouped.

Can explain what a ‘field’ and ‘record’ in a database.

Be able to explain the uses for gathered data.

Be able to explain the different ways data might be gathered.

To recognise the key values that are important in positive online relationships.

To identify how and who to ask for help.

To recognise possible influences and pressures that may present themselves online

To know when to act upon negative online behaviours.

Peregrines

Years 5/6

Know that a loop can be stopped when a condition is met.

Explain a loop can be used to repeatedly check when a condition has been met (or not).

Explain how selection is used in computer pro- grams.

Explain how selection effects the flow of a program.

Define a ‘variable’ as something changeable.

Explain why a variable is used in a program.

Explain that some devices need to have sensors in order to help it make decisions about how many jumps have been made.

Explain that what a device senses can change the flow of a program.

Children are able to use the list of vocabulary in their explanation and understand the different terms used in their lessons.

Describe that a computer system uses an input, process and an output.

Explain that different media, files and information can be shared on the internet either privately or publicly.

Explain how the internet enables effective collabo- ration.

Explain that search results are ordered.

Name a variety of ways of communicating over the internet, (email, social media post, comment field, blog, vlog etc.)

Know that vector drawing has different layers / shapes.

Know drawing tools can be used to produce different outcomes.

Name 3D shapes needed to create a model of a real world objects.

Explain why we might represent 3D objects on a computer.

Use a range of different programmes to present work.

Name the common features of a webpage.

Recognise videos are moving images which may include sound.

Name digital devices that can record video.

Identify what makes an effective / appealing video.

Use programmes/apps to create music e.g. GarageBand.

Define what is meant by the terms, ‘copyright’ and ‘fair use’.

Describe how pages of a website are linked together (through the use of hyperlinks).

Explain what a navigation path is and why it might be useful when creating a webpage.

Use the internet to help with research for cross curricular subjects.

Be able to copy and save images from the internet.

Can explain that programs can be used to compare data.

Can explain how information can be grouped.

Can explain what a ‘field’ and ‘record’ in a database.

Can explain that objects can be described using data.

Knows that a formula must start with an = sign.

Knows that data an be best represented in tables or graphs.

To recognise possible influences and pressures that may present themselves online

To know when to act upon negative online behaviours.

To understand the relationship between online and offline behaviours and their impact on myself and others.

To understand and be able to name healthy strategies when using technology and going online

Wrens Year A & B

Autumn

Spring

Summer

Technology around us

technology computer mouse trackpad keyboard screen

 double-click typing

Programming - Moving a robot

Bee-Bot

 forwards

backwards

turn

clear

go

commands instructions

 directions

left

right

route

plan

algorithm

program

Creating media - Digital painting

paint program

tool

paintbrush

erase

fill

undo

shape tools

line tool

 fill tool

undo tool

colour

brush style

 brush size

pictures

painting

computers

Data and information – Grouping

object

 label

group

 search

 image

property

colour

size

shape

value

 data set

 more

less

most

fewest

least

 the same

Programming animations

Scratch Junior

command

sprite

compare programming

area

block

joining

start

run

program

background

delete

reset

algorithm

predict

effect

change

value

instructions

design

Creating media - Digital writing

word processor

keyboard

keys

letters

type

numbers

space

backspace

 text cursor

capital letters

toolbar

bold

italic

underline

mouse

select

font

undo

redo

format

compare

typing

writing

Robins Year A

Autumn

Spring

Summer

Information technology around us

Information technology (IT) computer

Barcode

 scanner/scan

Robot Algorithms

instruction

sequence

clear

unambiguous algorithm

program

order

prediction

artwork

 design

 route

mat

debugging

decomposition

Creating media - Digital Photography

device

camera

photograph

capture

image

digital

landscape

portrait

framing

subject

compose

light sources

flash

focus

background

editing

filter

format

lighting

Data and information – Pictograms

more than

less than

most

least

common

popular

organise

 data

object

tally chart

votes

total

pictogram

enter

data

compare

objects

count

explain

attribute

group

same

different

conclusion

block diagram

 sharing

Programming quizzes

sequence

command

program

run

start

 outcome

predict

blocks

design

actions

sprite

project

modify

change

algorithm

build

match

compare

debug

features

evaluate decomposition

code

Creating media - Digital Music

music

quiet

loud

feelings

emotions

pattern

rhythm

pulse

pitch

tempo

rhythm

notes

create

emotion

beat

instrument

open

edit

Robins Year B

Autumn

Spring

Summer

Technology around us

technology computer mouse trackpad keyboard screen

 double-click typing

Programming - Moving a robot

Bee-Bot

 forwards

backwards

turn

clear

go

commands instructions

 directions

left

right

route

plan

algorithm

program

Creating media - Digital painting

paint program

tool

paintbrush

erase

fill

undo

shape tools

line tool

 fill tool

undo tool

colour

brush style

 brush size

pictures

painting

computers

Data and information – Grouping

object

 label

group

 search

 image

property

colour

size

shape

value

 data set

 more

less

most

fewest

least

 the same

Programming animations

ScratchJr

command

sprite

compare programming

area

block

joining

start

run

program

background

delete

reset

algorithm

predict

effect

change

value

instructions

design

Creating media - Digital writing

word processor

keyboard

keys

letters

type

numbers

space

backspace

 text cursor

capital letters

toolbar

bold

italic

underline

mouse

select

font

undo

redo

format

compare

typing

writing

Woodpeckers Year A

Autumn

Spring

Summer

Connecting Computers

digital device

input

process

output

 program

digital

non-digital

connection

network

switch

server

wireless access point cables

sockets

Sequencing Sounds

Scratch

 programming

blocks

commands

code

sprite

costume

stage

backdrop

motion

turn

point in direction

go to

glide

sequence

event

task

design

run the code

order

note

chord

algorithm

bug

debug

code

Stop-Frame Animation

animation

flip book

stop- frame

frame

sequence

image

photograph

setting

character

events

onion skinning

 consistency evaluation

delete

media

import

transition

Branching databases

attribute

value

questions

table

objects

branching

database

objects

equal

even

separate

structure

compare

order

organise

selecting

information

decision tree

Repetition in Shapes

Logo (programming environment)

program

turtle

commands

code snippet

algorithm

design

debug

pattern

repeat

repetition

count-controlled loop

value

trace

decompose

procedure

Desktop publishing

text

images

advantages disadvantages communicate

font

style

landscape

portrait

orientation

placeholder

template

layout

content

desktop publishing

copy

paste

purpose

benefits

Woodpeckers Year B

Autumn

Spring

Summer

The Internet

internet

network

router

security

switch

server

wireless access point (WAP)

website

web page

web address

routing

web browser

World Wide Web

 content

links

files

use

download

sharing

ownership

 permission information

accurate

honest

content

adverts

Events & Actions in Programs

motion

event

sprite

algorithm

logic

move

resize

extension block

pen up

set up

pen

design

action

debugging

errors

setup

code

test

debug

actions

Photo Editing

image

edit

digital

crop

rotate

undo

save

adjustments

effects

colours

hue

saturation

sepia

vignette

image

retouch

clone

select

combine

made up

real

composite

cut

copy

paste

alter

background

 foreground

zoom

undo

font

Data Logging

data

table

layout

input device

sensor

logger

logging

data point

interval

analyse

dataset

import

export

logged

collection

 review

conclusion

Repetition in Games

Scratch

programming

sprite

blocks

code

loop

repeat

value

infinite loop

count-controlled loop

costume

repetition

forever

animate

event block

duplicate

modify

design

algorithm

debug

refine

evaluate

Audio Production

audio

microphone

speaker

headphones

input device

output device

sound

podcast

edit

trim

align

layer

import

record

playback

selection

load

save

export

MP3

evaluate

 feedback

Owls Year A

Autumn

Spring

Summer

Systems and Searching

system

connection

digital

input

process

storage

output

search

search engine

refine

index

bot

ordering

links

algorithm

search engine

 optimisation (SEO)

 web crawler

content creator

 selection

ranking

Selection in Physical Computing

microcontroller

USB

components

 connection

infinite loop

output component

 motor

repetition

count-controlled loop

 Crumble controller

 switch

LED

Sparkle

crocodile clips

 connect

battery box

program

condition

Input

output

selection

action

debug

circuit

power

cell

buzzer

Video Production

video

audio

camera

talking head

panning

close up

video camera

 microphone

lens

mid-range

long shot

moving subject

side by side

angle (high, low) normal

 static

zoom

pan

tilt

storyboard

filming

review

import

split

trim

clip

edit

 reshoot

delete

reorder

export

evaluate

share

Flat-file Databases

database

data

information

record

field

sort

order

group

search

value

criteria

graph

chart

axis

compare

 filter

presentation

Repetition in Shapes

Logo (programming environment)

program

turtle

commands

code snippet

algorithm

design

debug

pattern

repeat

repetition

count-controlled loop

value

trace

decompose

procedure

Vector Graphics

vector

drawing tools

object

toolbar

vector drawing

move

resize

colour

rotate

duplicate/copy

zoom

select

align

modify

layers

order

copy

paste

group

ungroup

 reuse

reflection

Owls Year B

Autumn

Spring

Summer

The Internet

internet

network

router

security

switch

server

wireless access point (WAP)

website

web page

web address

routing

web browser

World Wide Web

 content

links

files

use

download

sharing

ownership

 permission information

accurate

honest

content

adverts

Making Quizzes

Selection,

condition,

true,

false,

count-controlled loop,

 outcomes,

 conditional statement,

 algorithm,

program,

debug,

question,

answer,

task,

design,

input,

implement,

test,

run,

setup,

operator

Photo Editing

image

edit

digital

crop

rotate

undo

save

adjustments

effects

colours

hue

saturation

sepia

vignette

image

retouch

clone

select

combine

made up

real

composite

cut

copy

paste

alter

background

 foreground

zoom

undo

font

Data Logging

data

table

layout

input device

sensor

logger

logging

data point

interval

analyse

dataset

import

export

logged

collection

 review

conclusion

Repetition in Games

Scratch

programming

sprite

blocks

code

loop

repeat

value

infinite loop

count-controlled loop

costume

repetition

forever

animate

event block

duplicate

modify

design

algorithm

debug

refine

evaluate

Audio Production

audio

microphone

speaker

headphones

input device

output device

sound

podcast

edit

trim

align

layer

import

record

playback

selection

load

save

export

MP3

evaluate

 feedback

Peregrines Year A

Autumn

Spring

Summer

Systems and Searching

system

connection

digital

input

process

storage

output

search

search engine

refine

index

bot

ordering

links

algorithm

search engine

 optimisation (SEO)

 web crawler

content creator

 selection

ranking

Selection in Physical Computing

microcontroller

USB

components

 connection

infinite loop

output component

 motor

repetition

count-controlled loop

 Crumble controller

 switch

LED

Sparkle

crocodile clips

 connect

battery box

program

condition

Input

output

selection

action

debug

circuit

power

cell

buzzer

Webpage Creation

website

web page

browser

media

Hypertext Markup Language (HTML)

logo

layout

header

media

purpose

copyright

fair use

home page

preview

evaluate

device

Google Sites

breadcrumb trail

navigation

hyperlink

subpage

evaluate

implication

external link

embed

Spreadsheets

data

collecting

table

structure

spreadsheet

cell

cell reference

data item

format

formula

calculation

spreadsheet

input

output

operation

range

duplicate

sigma

propose

question

data set

organised

chart

evaluate

results

sum

comparison

software

tools

Sensing (Programming)

Micro:bit

MakeCode

input

process

output

flashing

USB

trace

selection

condition

if then else

variable

random

sensing

accelerometer

value

compass

direction

navigation

design

task

algorithm

step counter

plan

create

code

test

debug

3D Modelling

TinkerCAD

2-dimensonal (2D)

3-dimensonal (3D)

shapes

select

move

perspective

view

handles

resize

lift

lower

recolour

rotate

duplicate

group

cylinder

cube

cuboid

sphere

cone

prism

pyramid

placeholder

hollow

choose

combine

construct

evaluate

modify

Peregrines Year B

Autumn

Spring

Summer

Communication

communication protocol

data

address

Internet Protocol (IP)

Domain Name Server (DNS)

Packet

Header

data payload

chat

explore

slide deck

reuse

remix

collaboration

internet

public

private

one-way

two-way

one-to-one

one-to-many

Variables in Games

 variable,

change

name

value

set

design

event

algorithm

code

task

 artwork

program

project

code

test

debug

improve

evaluate

share

assign

declare

Video Production

video

audio

camera

talking head

panning

close up

video camera

 microphone

lens

mid-range

long shot

moving subject

side by side

angle (high, low) normal

 static

zoom

pan

tilt

storyboard

filming

review

import

split

trim

clip

edit

 reshoot

delete

reorder

export

evaluate

share

Flat-file Databases

database

data

information

record

field

sort

order

group

search

value

criteria

graph

chart

axis

compare

 filter

presentation

Making Quizzes

Selection

condition

true

false

count-controlled loop

 outcomes

 conditional statement

 algorithm

program

debug

question

answer

task

design

input

implement

test

run

setup

operator

Vector Graphics

vector

drawing tools

object

toolbar

vector drawing

move

resize

colour

rotate

duplicate/copy

zoom

select

align

modify

layers

order

copy

paste

group

ungroup

 reuse

reflection