Computing

Early Years

Finding out Children use various technologies and physical and onscreen resources to investigate the world around them, comparing digital and non-digital and sharing what they have discovered.  They explore devices which monitor sound, light or temperature and make links to their own senses. They increasingly know who to tell if something they see makes them worried or uncomfortable.
Images and light

Children explore different ways in which digital images can be captured and viewed, including using magnification and investigating the effect of light. They explore devices which monitor light, beginning to make links to their own senses.

Toys and machines Children build the early foundation for programming, by investigating technologies and digital toys in the classroom. They begin to use a simple programming language to play robot and to control simple onscreen and physical devices.
Making marks Children explore ways we use technology to write and to draw, using a broad range of devices and input tools.  They develop knowledge of the keyboard through regular links to phonics. They begin to type their first name using this to log on to their own area on the school system or other systems used for their learning.
Exploring sound Children investigate and respond to a range of digital sound and music on varied devices, comparing this to live sound.  They capture their own sound and share with others. They create simple tunes using digital resources.

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Key Stage 1

Let’s create

(Year 1)

Children begin to explore digital texts, using varied devices and software to create digital content.  They investigate differences between input and output and hardware and software.  They explore the idea of a network related to computers at home and school, logging on to their area with support. They use unplugged computing approaches to explore the devices they use. They consider eSafe practice.
Discovering programming

(Year 1)

Children name the main external parts of a computer and explore how they work together. They explore programmable devices relating their understanding of inputs and outputs to natural and digital systems. They use unplugged approaches and simple onscreen and physical devices to develop understanding of algorithms and programming, They develop their own skills in open programming time.
Visual information

(Year 1)

 

Children investigate how we derive information from different sources.  They create graphs and charts and make general statements. They use dataloggers to explore environmental conditions. They organise objects using branching databases.  They explore how computers might sort objects, noting the process of Repeat.  They build eSafe practice.
Getting creative

(Year 2)

Children build understanding of digital texts.  They use varied devices and software with increased precision to create digital content. They revisit differences between input and output and hardware and software.  They develop understanding of networks related to computers at home and school, logging on to their areas.  They build understanding of algorithms using unplugged approaches. They develop eSafe practice.
Messages  and virtual worlds

(Year 2)

Children explore ways of sending messages using digital and non-digital systems. They investigate the history of messages.  As a class, they send and receive emails and read and comment on blogs. They explore simple virtual worlds. They create algorithms linked to their simulations.  They program onscreen characters. They develop eSafe practice understanding the need to keep personal information private.
Starting research

(Year 2)

Children develop understanding of researching using non-digital and digital sources, including the World Wide Web. They understand the need to check their research results.  They present their research.  They use charts, graphs and mind maps. They begin to respect copyright and ownership and know who to talk to if they are worried.

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Lower Key Stage 2

Developing communication

(Year 3)

Children use online communication tools such as email and blogs to support collaborative learning, safely and respectfully. They begin to investigate the technology used in digital communication networks. They use simple sound editing software to record and manipulate sound clips.
Keeping informed

(Year 3)

Children understand the difference between data and information. They use sensors, dataloggers and other tools as part of their investigations.  They use branching and flat-file databases to enter, organise and search data, deriving information which they present in different forms.
Bringing images to life (Year 3) Children develop understanding of digital images. They transform and edit images, respecting copyright and ownership. They explore stop animation creating their own versions.  They produce programmed animations, using sequence, repeat and selection.
Accuracy counts

(Year 4)

Children discuss computer networks including the internet and the services it offers.  They explore how search engines work and what influences results, evaluating search engines and using sources.  They learn about the threat from computer viruses and develop understanding of intellectual property and relate this to their own content. They use spreadsheet software to create graphs and to explore number patterns.
Authoring

(Year 4)

Children investigate computing storage capacities and ways of saving data. They develop understanding of the school network and operating systems. They use varied resources to create digital content, creating and manipulating images and words.  They select and use software to create non-linear content for specific audiences and objectives.
Programming and games

(Year 4)

Children explore simulations, investigating the structure and exploring how they might be programmed.  They begin to note that abstraction can simplify them.  They decompose tasks, creating and debug algorithms and understanding how algorithms support the programming process.  They write, test, debug and refine programs to achieve specific objectives, using sequence, repetition and procedures.  They explore selection in digital and natural systems.

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Upper KS2

Data matters

(Year 5)

Children investigate the concept of “big data” and its use in the world. They review file types and protection. They explore binary form and develop understanding of computer networks. They search more efficiently and investigate their digital footprints (or ‘digital tattoos’), building safe and responsible use of online spaces. They create and search flat-file databases, developing accuracy and efficiency.
Robotics and systems

(Year 5)

Children investigate automated systems in the wider world and the use of sensors within them.  They consider natural systems and use abstraction to represent them. They create, test, debug and refine algorithms, pseudocode and the related programs using sequence, selection, repetition and variables.  They program physical devices, controlling inputs and outputs, relating to their study of automated systems.
Sound works

(Year 5)

Children review how digital sound is used in the world and how it has developed over time.  They create multi-track sound recordings for specific audiences, incorporating different content and demonstrating their understanding of the rules for copyright. They use programming languages to create their own sound clips.
Information models

(Year 6)

Children develop expertise in spreadsheets, using both formulae and functions.  They import and analyse data collected on dataloggers.  They use conditional formatting to vary the format of cells and create tools for specific user needs. They create models, identifying variables and using what-if modelling.
Morphing image

(Year 6)

Children use 3D graphical modelling to create and explore objects. They review operating systems. They evaluate films and animations, going on to create live film or animations for specific audiences.  They demonstrate their understanding of copyright and ownership.
Staying connected

(Year 6)

Children develop safe and appropriate use of online technologies, considering what they can use and what information is shared about them.  They create blogs for school projects, checking and uploading digital content. They understand how a wiki works and the benefits of collaborative working.  They know the school’s eSafety rules and are proactive in encouraging other children to keep safe online.

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Coding (Espresso)

Year 1: Moving and clicking: In this unit pupils learn that programs execute by following clear instructions. They are introduced to the fact that programs respond to inputs to do different things.

Year 2: Different sorts of inputs: In this unit pupils learn that programs respond to different sorts of inputs, and that the keyboard can be used to control objects on screen, not just by clicking them directly.

Year 3: Sequence and animation: In this unit pupils learn to make things happen in a sequence, creating simple animations and simulations.

Year 4: Introduction to variables: In this unit pupils learn how computers use variables to count things and keep track of what is going on. Pupils learn to create simple games which use a score variable.

Year 5: Speed, Direction and co-ordinates: In this unit pupils learn how computers use numbers to represent things such as how fast things are moving, and where they are.

Year 6: Complex variables: In this unit pupils learn to use variables in more complex ways, and to manipulate inputs to create useful outputs.