Kings Hill School Primary & Nursery

Computing Curriculum

Computing topics have been chosen to meet the requirements of the National Curriculum in a way that will enthuse and inspire our pupils, building upon their prior knowledge.

Computing Overview

	Term 1	Term 2	Term 3	Term 4	Term 5	Term 6
Nursery	Children are supported to use technology in their play, children are encouraged to interact with their environment using technology
EYFS	Children's are encouraged to be curious about technology in real world contexts
Year 1	Can you make a Bee-Bot move?	Can you sort, count, group and compare objects?	Can you use a computer to paint a picture?	Can you use a computer to write?	Can you use a computer and its main parts?	Can you create algorithms?
Year 2	Do you understand and can you use technology in your daily life?	Can you present information using a computer?	Can you take photographs and change them using a computer?	Can you make and manipulate sounds using a computer?	Can you design algorithms and debug a program you have written?	Can you create, change and improve a program?
Year 3	Do you understand the purpose of a digital network?	Can you plan, create and evaluate an animation?	Can you present digital information using a pictogram?	Can you use desktop publishing to present information?	Can you create a project using Scratch?	Can you design and create a maze-based challenge?
Year 4	Do you know how information is shared using the WWW?	Can you use a data logger?	Can you create and edit a podcast?	Can you combine images for a purpose?	Can you create a program that uses count-controlled loops?	Can you create a project that includes repetition?
Year 5	Can you use the internet to share information safely?	Can you use real-world data bases to answer questions?	Can you create and edit a video?	Can you use tools to create a vector drawing?	Can you control simple circuits using a computer?	Can you design and create a program that uses selection?
Year 6	Do you understand how we communicate using technology?	Can you use a spreadsheet and formula to plan an event?	Can you plan and create a simple 3D model using CAD?	Can you create a webpage, understanding the basic principles of copyright?	Can you design, create and evaluate a project?	Can you design a project to use inputs and outputs on a controllable device?

EYFS - Foundation Stage 1 - Nursery

We learn to:

Substantive Knowledge:

To know I can ask an adult when I want to use the Internet.
To know I can tell an adult when something worrying or unexpected happens while I am using the Internet.
To know I can talk about the amount of time I spend using a computer / tablet / game device.

To know I am careful with technology devices.

This knowledge supports my learning across the curriculum and is embedded throughout the year

We enable this by:

Having various types of developmentally appropriate technology accessible in our classroom including flashlights, CD players, tools, computers, light tables, and beebots
Enabling children to take photos with a real camera and taking pictures with a purpose (child initiated)
Exploring ways of using a camera e.g. the results of moving the camera when taking a photograph compared to keeping it still etc.
Encouraging children to choose the camera to record e.g. taking an image of a model they have created.
Interact and explore their environment using multimedia equipment, including digital cameras, video cameras, microscopes, webcams and visualisers to capture still and moving images.
Fake computers for typing & Mouse
Alphabet Screen
Bee-Bots
Following instructions and a dance routine on the IWB

Vocabulary

Computer, iPad, Camera, Keyboard, Picture, Print , Floor robot/ Beebot , Forwards, Backwards, Turn

Instructions, Internet

EYFS - Foundation Stage 2 - Reception

Programming

Substantive Knowledge

To know how to explore programmable toys e.g. Bee-Bots/ Codepillar
To know some words like forwards or backwards to describe movement in a plugged and unplugged task.
To know how to give a simple set of instructions e.g. how to brush your teeth.
To know how to make a floor robot move.
To know how to use simple software to make something happen.
To make choices about the buttons and icons I press, touch or click on.

Multimedia :

Substantive Knowledge

To know how to move objects on a screen.
To know how to create shapes and text on a screen.
To know how to use technology to show my learning.
To know that typing on a keyboard/ keypad is another way of writing information.
To know that digital devices can be used to create pictures.

Technology in Our Lives

Substantive Knowledge

To know about technology that is used at home and in school.
To know how to operate simple equipment.
To know safe parts of the Internet to play and learn.
To know how to describe some similarities and differences with technology.

Handling Data

To know about different kinds of information such as pictures, video, text and sound.

Communication and Language

Understand ‘why’ and ‘what’ questions, like:

“Why did you choose that material for teddy’s coat?’;

“What would happen if you used paper for teddy’s coat?”

Understanding the World

Supporting curiosity about technology in real world contexts:

What happens inside a microwave?

What happens when Mummy puts her card in the machine outside the bank?

Why does she have to type a number in?

Why does she keep it secret?

Having access to a range of devices such as digital cameras, audio recorders, tablets, programmable Bee-Bot's. To explore how these work in collaboration with others or asking for more information.

Pre-taught vocabulary form Foundation Stage 1

Computer, iPad, Camera, Keyboard, Picture, Print , Floor robot/ Beebot , Forwards, Backwards, Turn Instructions, log-in, stop, go, internet

New vocabulary taught in Foundation Stage 2

Computer, iPad, Tablet, App, Camera, Keyboard, Picture, Print , Floor robot/ Beebot , Forwards, Backwards, Turn Instructions, log-in, stop, go, obstacle

Technology in Our Lives

Technology , Share , Search, Internet

Handling Data

Pictures, Video , Text , Sounds

Year 1
Significant Individual: Bill Gates

Term 1:

Technology in our Lives

Term 2:
Handling Data

Term 3:

Multimedia

Term 4:

Multimedia

Term 5:

Programming

Term 6:

Programming

Moving My Bee-Bot

Data and Information: Grouping Data

Digital Painting

Digital Writing

Computer Systems and Networks: Technology Around Us

Programming Animations

Online Safety Focus: I am kind and responsible (Links: Anti Bullying Week)

Curriculum Theme: Well Being

Online Safety Focus: I am safe
(Links: Safer Internet Day)

Curriculum Theme: Well Being

Online Safety Focus: I am healthy

(Links: Health Week)

Curriculum Theme: Well Being

I tell a trusted adult what I want to use a device for.
I know that I must be careful when I use links to websites to find information.
I show a trusted adult when something worrying or unexpected happens when I am using a device
I explain why it is important to be kind and polite.
I agree and use sensible rules to keep me safe when I use technology.

I use different technologies, with a trusted adult, to communicate responsibility with others.
I know that something I put online can be seen by others.
I am careful about the icons I click or tap when I use technology devices.
I know what my personal information is and keep it private.

I select from a list of apps, games and websites that a trusted adult gives me
I use links to websites to find information
I am careful about the icons I click or tap when I use technology devices.
I use devices for the time I am allowed and tell you what else I like doing

Substantive Knowledge and Disciplinary Knowledge

Curriculum Themes: Expertise and Well Being

Technology in our lives

Handling Data

Multimedia

Programming

Computer Systems and Networks: Technology Around Us

Moving My Bee-Bot

Lesson 1: To explain what a given command will do

I can predict the outcome of a command on a device
I can match a command to an outcome
I can run a command on a device

Lesson 2: To act out a given word

I can follow an instruction
I can recall words that can be acted out
I can give directions

Lesson 3: To combine forwards and backwards commands to make a sequence.

I can compare forwards and backwards movements
I can start a sequence from the same place
I can predict the outcome of a sequence involving forwards and backwards commands

Lesson 4: To combine four direction commands to make sequences

I can compare left and right turns
I can experiment with turn and move commands to move a robot
I can predict the outcome of a sequence involving up to four commands.

Lesson 5: To plan a simple program

I can explain what my program should do
I can choose the order of commands in a sequence
I can debug my program

Lesson 6: To find more than one solution to a problem

I can identify several possible solutions
I can plan two programs
I can use two different programs to get to the same place

Data and Information: Grouping Data

Lesson 1: I can label objects.

I can describe objects using labels
I can match objects to groups
I can identify the label for a group of objects

Lesson 2: I can identify that objects can be counted

I can count objects
I can group objects
I can count a group of objects

Lesson 3: I can describe objects in different ways

I can describe an object
I can describe a property of an object
I can find objects with similar properties

Lesson 4: I can count objects with the same properties

I can group similar objects
I can group objects in more than one way
I can count how many objects share a property

Lesson 5: I can compare groups of objects

I can choose how to group objects
I can describe groups of objects
I can record how many objects are in a group

Lesson 6: I can answer questions about groups of objects

I can decide how to group objects to answer a question
I can compare groups of objects
I can record and share what I have found

Digital Painting

Lesson 1: To describe what different freehand tools do

I can make marks on a screen and explain which tools I used
I can draw lines on a screen and explain which tools I used
I can use the paint tools to draw a picture

Lesson 2: To use the shape tool and the line tools

I can make marks with the square and line tools
I can use the shape and line tools effectively
I can use the shape and line tools to recreate the work of an artist

Lesson 3: To make careful choices when painting a digital picture

I can choose appropriate shapes
I can make appropriate colour choices
I can create a picture in the style of an artist

Lesson 4: To explain why I chose the tools I used

I know that different paint tools do different jobs
I can choose appropriate paint tools and colours to recreate the work of an artist
I can say which tools were helpful and why

Lesson 5: To use a computer on my own to paint a picture

I can make dots of colour on the page
I can change the colour and brush sizes
I can use dots of colour to create a picture in the style of an artist on my own

Lesson 6: To compare painting a picture on a computer and on paper

I can explain that pictures can be made in lots of different ways
I can spot the differences between painting on a computer and on paper
I can say whether I prefer painting using a computer or using paper.

Digital Writing

Lesson 1: To use a computer to write

I can open a word processor
I can recognise keys on a keyboard
I can identify and find keys on a keyboard

Lesson 2: To add and remove text on a computer

I can enter text into a computer
I can use letter, number, and Space keys
I can use Backspace to remove text

Lesson 3: To identify that the look of text can be changed on a computer

I can type capital letters
I can explain what the keys that I have already learnt about do
I can identify the toolbar and use bold, italic, and underline

Lesson 4: To make careful choices when changing text

I can select a word by double-clicking
I can select all of the text by clicking and dragging
I can change the font

Lesson 5: To explain why I used the tools that I chose

I can say what tool I used to change the text
I can decide if my changes have improved my writing
I can use ‘Undo’ to remove changes

Lesson 6: To compare typing on a computer to writing on paper

I can make changes to text on a computer
I can explain the differences between typing and writing
I can say why I prefer typing or writing

Programming Animations

Lesson 1: To choose a command for a given purpose

I can find the commands to move a sprite
I can use commands to move a sprite
I can compare different programming tools

Lesson 2: To show that a series of commands can be joined together

I can use more than one block by joining them together
I can use a Start block in a program
I can run my program

Lesson 3: To identify the effect of changing a value

I can find blocks that have numbers
I can change the value
I can say what happens when I change a value

Lesson 4: To explain that each sprite has its own instructions

I can show that a project can include more than one sprite
I can delete a sprite
I can add blocks to each of my sprites

Lesson 5: To design the parts of a project

I can choose appropriate artwork for my project
I can decide how each sprite will move
I can create an algorithm for each sprite

Lesson 6: To use my algorithm to create a program

I can use sprites that match my design
I can add programming blocks based on my algorithm
I can test the programs I have created.

Computer Systems and Networks

Lesson 1: I can identify technology.

I can explain technology as something that helps us
I can locate examples of technology in the classroom
I can explain how these technology examples help us

Lesson 2: I can identify a computer and its main parts.

I can name the main parts of a computer
I can switch on and log into a computer
I can use a mouse to click and drag

Lesson 3: I can use a mouse in different ways.

I can use a mouse to open a program
I can click and drag to make objects on a screen
I can use a mouse to create a picture

Lesson 4: I know that a keyboard is used for typing and II can begin to do this.

I can say what a keyboard is for
I can type my name on a computer
I can save my work to a file

Lesson 5: I can use a keyboard to type on a computer.

I can open my work from a file
I can use the arrow keys to move the cursor
I can delete letters

Lesson 6 – I can create rules for using technology responsibly.

I can identify rules to keep us safe and healthy when we are using technology in and beyond the home
I can give examples of some of these rules
I can discuss how we benefit from these rules

National Curriculum Links

Recognise common uses of information technology beyond school
Use technology purposefully to create, organise, store, manipulate, and retrieve digital content
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.

National Curriculum Links

Use technology purposefully to create, organise, store, manipulate, and retrieve digital content
Use technology safely and respectfully

Moving Floor Robots: N.C Links

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
Recognise common uses of information technology beyond school

Programming Animations – N.C Links

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

Vocabulary

*Pre-taught Vocab (Progression)

Curriculum Theme: Communication

Bee-Bot, Forwards, Backwards, Turn, Clear, Go, Commands, Instructions, Directions, Left, Right, Route, Plan, Algorithm, Program, Code

Object, Label, Group, Search, Image, Property, Colour, Size, Shape, Value, Data Set, More, Less, Most, Fewest, Least, The Same Collect

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, Communicate

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, Communicate

Programming Animations
Scratch Jr, Command, Sprite, Compare, Programming, Area, Block, Joining, Start, Run, Program, Background, Delete, Reset, Algorithm, Predict, Effect, Change, Value, Instructions, Design, Code

Computer Systems and Networks
Technology, Computer, Mouse, Trackpad, Keyboard, Screen, Double-Click, Typing, App, Print, Connect

Skills

Curriculum Themes: Expertise and real- world engagement

Basic Skills to support my learning across the curriculum- embedded throughout the year

Use passcode on a tablet and log in on laptop/PC.
Use home button on a tablet.
Develop coordination and motor skills in operation a mouse or roller pad on a laptop or PC.
Open a document or other file on a laptop/PC.
Open appropriate App or Home screen link on a tablet.
Take a photo and open camera roll on a tablet.
Follow a hyperlinked image to a website using a laptop or PC.
Follow links to find information
Use keyboard to find the letters of your name or basic spellings. (Encourage use of left and right hands.)
Use uppercase key for a capital letter
Use space bar between words

Year 2
Significant Individual: Ada Lovelace

Term 1: Technology in our Lives	Term 2: Handling Data	Term 3 & 4: Multimedia		Term 5 & 6: Programming
Computer Systems and Networks – Technology Around Us	Creating Pictograms	Digital Photography	Making Music	Programming and Algorithms	Scratch Jr. An Introduction to Quizzes
Online Safety Focus: I am kind and responsible (Links: Anti Bullying Week) Curriculum Theme: Well Being		Online Safety Focus: I am safe (Links: Safer Internet Day) Curriculum Theme: Well Being		Online Safety Focus: I am healthy (Links: Health Week) Curriculum Theme: Well Being
I can tell a trusted adult when something worrying or unexpected happens when I am using a device. I agree and use sensible rules to keep me safe when I use technology. I know that not all information online is true. I talk about why it is important to be kind and polite online and in real life. Before I use a device, I talk to a trusted adult about how I will keep myself safe.		I know that not everyone is who they say they are online. I explain why I need to keep my passwords and personal information private. I tell a trusted adult when something worrying or unexpected happens when I am using a device. I am careful about the icons I click or tap when I use technology devices I identify some possible risks to devices. I discuss with an adult how I will keep myself safe before I use a device I tell a trusted adult when something worrying or unexpected happens when I am using a device.		I know that it’s important to take a break when I have been using a device for too long and do so myself. I describe the things I enjoy about age appropriate apps, games and websites I am guided to use.
Substantive Knowledge and Disciplinary Knowledge Curriculum Themes: Expertise and Innovation
Computer Systems and Networks	Handling Data	Multimedia		Programming
Lesson 1: What is information technology? To recognise the uses and features of information technology I can identify examples of computers I can describe some uses of computers I can identify that a computer is a part of information technology Lesson 2: To identify information technology in the home I can explain the purpose of information technology in the home I can open a file I can move and resize images Lesson 3: To identify information technology beyond school I can find examples of information technology I can talk about uses of information technology I can compare types of information technology Lesson 4: To explain how information technology benefits us I can demonstrate how information technology is used in a shop I can recognise that information technology can be connected I can explain how information technology helps people Lesson 5: To show how to use information technology safely I can list different uses of information technology I can recognise how to use information technology responsibly I can say how those rules/guides can help me Lesson 6: To recognise that choices are made when using information technology I can identify the choices that I make when using information technology I can explain simple guidance for using information technology in different environments and settings I can enjoy a variety of activities	Lesson 1: To recognise that we can count and compare objects using tally charts I can record data in a tally chart I can represent a tally count as a total I can compare totals in a tally chart Lesson 2: To recognise that objects can be represented as pictures I can enter data onto a computer I can use a computer to view data in a different format I can use pictograms to answer simple questions about objects Lesson 3: To create a pictogram I can organise data in a tally chart I can use a tally chart to create a pictogram I can explain what the pictogram shows Lesson 4: To select objects by attribute and make comparisons I can tally objects using a common attribute I can create a pictogram to arrange objects by an attribute I can answer ‘more than’/’less than’ and ’most/least’ questions about an attribute Lesson 5: To recognise that people can be described by attributes I can choose a suitable attribute to compare people I can collect the data I need I can create a pictogram and draw conclusions from it Lesson 6: To explain that we can present information using a computer I can use a computer program to present information in different ways I can share what I have found out using a computer I can give simple examples of why information should not be shared	Digital Photography Lesson 1: To use a digital device to take a photograph I can recognise what devices can be used to take photographs I can talk about how to take a photograph I can explain what I did to capture a digital photo Lesson 2: To make choices when taking a photograph I can explain the process of taking a good photograph I can take photos in both landscape and portrait format I can explain why a photo looks better in portrait or landscape format Lesson 3: To describe what makes a good photograph I can identify what is wrong with a photograph I can discuss how to take a good photograph I can improve a photograph by retaking it Lesson 4: To decide how photographs can be improved I can explore the effect that light has on a photo I can experiment with different light sources I can explain why a picture may be unclear Lesson 5: To use tools to change an image I can recognise that images can be changed I can use a tool to achieve a desired effect I can explain my choices Lesson 6: To recognise that photos can be changed I can apply a range of photography skills to capture a photo I can recognise which photos have been changed I can identify which photos are real and which have been changed Making Music Lesson 1: To say how music can make us feel I can identify simple differences in pieces of music I can describe music using adjective I can say what I do and don’t like about a piece of music Lesson 2: To identify that there are patterns in music I can create a rhythm pattern I can play an instrument following a rhythm pattern I can explain that music is created and played by humans Lesson 3: To experiment with sound using a computer I can connect images with sounds I can use a computer to experiment with pitch I can relate an idea to a piece of music Lesson 4: To use a computer to create a musical pattern I can identify that music is a sequence of notes I can explain how my music can be played in different ways I can refine my musical pattern on a computer Lesson 5: To create music for a purpose I can create a rhythm which represents an animal I’ve chosen I can create my animal’s rhythm on a computer I can add a sequence of notes to my rhythm Lesson 6: To review and refine our computer work I can review my work I can explain how I changed my work I can listen to music and describe how it makes me feel		Programming and Algorithms: Floor Robots Lesson 1: To describe a series of instructions as a sequence I can follow instructions given by someone else I can choose a series of words that can be enacted as a sequence I can give clear and unambiguous instructions Lesson 2: To explain what happens when we change the order of instructions I can create different algorithms for a range of sequences (using the same commands) I can use an algorithm to program a sequence on a floor robot I can show the difference in outcomes between two sequences that consist of the same commands Lesson 3: To use logical reasoning to predict the outcome of a program (series of commands) I can follow a sequence I can predict the outcome of a sequence I can compare my prediction to the program outcome Lesson 4: To explain that programming projects can have code and artwork I can explain the choices I made for my mat design I can identify different routes around my mat I can test my mat to make sure that it is usable Lesson 5: To design an algorithm I can explain what my algorithm should achieve I can create an algorithm to meet my goal I can use my algorithm to create a program Lesson 6: To create and debug a program that I have written I can plan algorithms for different parts of a task I can test and debug each part of the program I can put together the different parts of my program An Introduction to Quizzes on Scratch JR Lesson 1: To explain that a sequence of commands has a start I can identify the start of a sequence I can identify that a program needs to be started I can show how to run my program Lesson 2: To explain that a sequence of commands has an outcome I can predict the outcome of a sequence of commands I can match two sequences with the same outcome I can change the outcome of a sequence of commands Lesson 3: To create a program using a given design I can work out the actions of a sprite in an algorithm I can decide which blocks to use to meet the design I can build the sequences of blocks I need Lesson 4: To change a given design I can choose backgrounds for the design I can choose characters for the design I can create a program based on the new design Lesson 5: To create a program using my own design I can choose the images for my own design I can create an algorithm I can build sequences of blocks to match my design Lesson 6: To decide how my project can be improved I can compare my project to my design I can improve my project by adding features I can debug
National Curriculum Links 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.	National Curriculum Links Use technology purposefully to create, organise, store, manipulate and retrieve digital content 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 KS1 Maths Building on Year 1 number and place value: Identify and represent numbers using objects and pictorial representations including the number line, and use the language of: ‘equal to’, ‘more than’, ‘less than’ (‘fewer’), ‘most’, ‘least’ Interpret and construct simple pictograms, tally charts, block diagrams and simple tables Ask and answer simple questions by counting the number of objects in each category and sorting the categories by quantity Ask and answer questions about totalling and comparing categorical data	National Curriculum Links Digital Photography 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 Links to Art and design To develop a wide range of art and design techniques in using colour, pattern, texture, line, shape, form, and spaces Making Music Use technology purposefully to create, organise, store, manipulate, and retrieve digital content Links to Music Curriculum Play tuned and untuned instruments musically Listen with concentration and understanding to a range of high-quality live and recorded music Experiment with, create, select, and combine sounds using the interrelated dimensions of music		Programming and Algorithms Floor Robots: N.C Links 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 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. An Introduction to Quizzes – N.C Links 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
Vocabulary Pre-taught Vocab (Progression) Curriculum Theme:* Communication
Information Technology (IT), Computer, Barcode, Scanner/Scan, Connect	Sort, 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, Collect	Digital Photography Device, Camera, Photograph, Capture, Image, Digital, Landscape, Portrait, Framing, Subject, Compose, Light Sources, Flash, Focus, Background, Editing, Filter, Format, Framing, Lighting, Communicate Digital Music Music, Quiet, Loud, Feelings, Emotions, Pattern, Rhythm, Pulse, Pitch, Tempo, Rhythm, Notes, Create, Emotion, Beat, Instrument, Open, Edit, Communicate		Programming and Algorithms Instruction, Sequence, Clear, Unambiguous, Algorithm, Program, Order, Prediction, Artwork, Design, Route, Mat, Debugging, Decomposition, Code Programming: Scratch JR Sequence, Command, Program, Run, Start, Outcome, Predict, Blocks, Design, Actions, Sprite, Project, Modify, Change, Algorithm, Build, Match, Compare, Debug, Features, Evaluate, Decomposition, Code
Skills Curriculum Themes: Expertise and Real World Engagement
Use personal log in for online resources Open Apps and software Save and Open files and images Insert images within apps and software Use simple children’s search engine e.g. Kiddle Use keyboard to enter text (index fingers left and right hand) Know when and how to use the RETURN/ENTER key. Use SHIFT and CAPS LOCK to enter capital letters. Use DELETE and BACKSPACE buttons to correct text.

Year 3
Significant Individual: Margaret Hamilton

Term 1: Technology in our Lives	Term 2: Handling Data	Term 3: Multimedia	Term 4: Programming	Term 5: Programming	Term 6: Programming
Computer Systems and Networks – Connecting Computers	Branching Database	Creating Media – Animation	Desktop Publishing	Sequence in Music	Scratch – Events and Actions
Online Safety Focus: I am kind and responsible (Links: Anti Bullying Week) Curriculum Theme: Well Being		Online Safety Focus: I am safe (Links: Safer Internet Day) Curriculum Theme: Well Being		Online Safety Focus: I am healthy (Links: Health Week) Curriculum Theme: Well Being
I contribute to shared online safety rules and use them to make good choices. I use the safety features of apps, games and websites as well as reporting concerns to an adult. I am able to describe the ways that people get bullied when they use different technologies and consider what I post. I use search tools to find appropriate information and decide whether I can trust it.		I use a secure password and explain why they are important. I protect my personal information when I do different things online. I participate safely and responsibly in a secure online community.		I identify images which have been digitally altered. I identify adverts online, including those within Google searches. I use age-appropriate apps, games and websites from a list I have agreed with others. I make good choices about when and why I use devices. .
Substantive Knowledge and Disciplinary Knowledge Curriculum Themes: Expertise and Innovation
Technology in Our Lives	Handling Data	Multimedia		Programming
Lesson 1: To explain how digital devices function I can explain that digital devices accept inputs I can explain that digital devices produce outputs I can follow a process. Lesson 2: To identify input and output devices I can classify input and output devices I can describe a simple process I can design a digital device Lesson 3: To recognise how digital devices can change the way that we work I can explain how I use digital devices for different activities I can recognise similarities between using digital devices and using non-digital tools I can suggest differences between using digital devices and using non-digital tools Lesson 4: To explain how a computer network can be used to share information I can recognise different connections I can explain how messages are passed through multiple connections I can discuss why we need a network switch Lesson 5: To explore how digital devices can be connected I can recognise that a computer network is made up of a number of devices I can demonstrate how information can be passed between devices I can explain the role of a switch, server, and wireless access point in a network Lesson 6: To recognise the physical components of a network I can identify how devices in a network are connected with one another I can identify networked devices around me I can identify the benefits of computer networks	Lesson 1: To create questions with yes/no answers I can investigate questions with yes/no answers I can make up a yes/no question about a collection of objects I can create two groups of objects separated by one attribute Lesson 2: To identify the object attributes needed to collect relevant data I can select an attribute to separate objects into groups I can create a group of objects within an existing group I can arrange objects into a tree structure Lesson 3: To create a branching database I can select objects to arrange in a branching database I can group objects using my own yes/no questions I can prove my branching database works Lesson 4: To explain why it is helpful for a database to be well structured I can create yes/no questions using given attributes I can explain that questions need to be ordered carefully to split objects into similarly sized groups I can compare two branching database structures Lesson 5: To identify objects using a branching database I can select a theme and choose a variety of objects I can create questions and apply them to a tree structure I can use my branching database to answer questions Lesson 6: To compare the information shown in a pictogram with a branching database I can explain what a pictogram tells me I can explain what a branching database tells me I can compare two ways of presenting information	Creating Animation Lesson 1: To explain that animation is a sequence of drawings or photographs I can draw a sequence of pictures I can create an effective flip book—style animation I can explain how an animation/flip book works Lesson 2: To relate animated movement with a sequence of images I can predict what an animation will look like I can explain why little changes are needed for each frame I can create an effective stop-frame animation Lesson 3: To plan an animation I can break down a story into settings, characters and events I can describe an animation that is achievable on screen I can create a storyboard Lesson 4: To identify the need to work consistently and carefully I can use onion skinning to help me make small changes between frames I can review a sequence of frames to check my work I can evaluate the quality of my animation Lesson 5: To review and improve an animation I can explain ways to make my animation better I can evaluate another learner’s animation I can improve my animation based on feedback Lesson 6: To evaluate the impact of adding other media to an animation I can add other media to my animation I can explain why I added other media to my animation I can evaluate my final film Desktop Publishing Lesson 1: To recognise how text and images convey information I can explain the difference between text and images I can recognise that text and images can communicate messages clearly I can identify the advantages and disadvantages of using text and images Lesson 2: To recognise that text and layout can be edited I can change font style, size, and colours for a given purpose I can edit text I can explain that text can be changed to communicate more clearly Lesson 3: To choose appropriate page settings I can define the term 'page orientation' I can recognise placeholders and say why they are important I can create a template for a particular purpose Lesson 4: To add content to a desktop publishing publication I can choose the best I locations for my content I can paste text and images to create a magazine cover I can make changes to content after I’ve added it Lesson 5: To consider how different layouts can suit different purposes I can identify different layouts I can match a layout to a purpose I can choose a suitable layout for a given purpose Lesson 6: To consider the benefits of desktop publishing I can identify the uses of desktop publishing in the real world I can say why desktop publishing might be helpful I can compare work made on desktop publishing to work created by hand		Sequencing Sounds on Scratch Lesson 1: To explore a new programming environment I can identify the objects in a Scratch project (sprites, backdrops) I can explain that objects in Scratch have attributes (linked to) I can recognise that commands in Scratch are represented as blocks Lesson 2: To identify that commands have an outcome I can identify that each sprite is controlled by the commands I choose I can choose a word which describes an on-screen action for my design I can create a program following a design Lesson 3: To explain that a program has a start I can start a program in different ways I can create a sequence of connected commands I can explain that the objects in my project will respond exactly to the code Lesson 4: To recognise that a sequence of commands can have an order I can explain what a sequence is I can combine sound commands I can order notes into a sequence Lesson 5: To change the appearance of my project I can build a sequence of commands I can decide the actions for each sprite in a program I can make design choices for my artwork Lesson 6: To create a project from a task description I can identify and name the objects I will need for a project I can relate a task description to a design I can implement my algorithm as code Programming Events and Actions Lesson 1: To explain how a sprite moves in an existing project I can explain the relationship between an event and an action I can choose which keys to use for actions and explain my choices I can identify a way to improve a program Lesson 2: To create a program to move a sprite in four directions I can choose a character for my project I can choose a suitable size for a character in a maze I can program movement Lesson 3: To adapt a program to a new context I can use a programming extension I can consider the real world when making design choices I can choose blocks to set up my program Lesson 4: To develop my program by adding features I can identify additional features (from a given set of blocks) I can choose suitable keys to turn on additional features I can build more sequences of commands to make my design work Lesson 5: To identify and fix bugs in a program I can test a program against a given design I can match a piece of code to an outcome I can modify a program using a design Lesson 6: To design and create a maze-based challenge I can make design choices and justify them I can implement my design I can evaluate my project
National Curriculum Links Use sequence, selection, and repetition in programs; work with variables and various forms of input and output 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 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 Additional Links: Lesson 1 Maths: Number and place value: solve number problems and practical problems involving these ideas. Lesson 3: Art to improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials [for example, pencil, charcoal, paint, clay].	National Curriculum Links 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			National Curriculum Links Programming Quizzes 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
Vocabulary *Pre-taught Vocab (Progression) Curriculum Theme: Communication
Digital Device, Input, Process, Output, Program, Digital, Non-Digital, Connection, Network, Switch, Server, Wireless Access, Point, Cables, Sockets, Connect	Attribute, Value, Questions, Table, Objects, Branching, Database, Objects, Equal, Even, Separate, Structure, Compare, Order, Organise, Selecting, Information, Decision Tree, Collect	Desktop Publishing Text, Images, Advantages, Disadvantages, Communicate, Font, Style, Landscape, Portrait, Orientation, Placeholder, Template, Layout, Content, Desktop Publishing, Copy, Paste, Purpose, Benefits, Communicate Stop Frame Animation Animation, Flip Book, Stop Frame, Frame, Sequence, Image, Photograph, Setting, Character, Events, Onion Skinning, Consistency, Evaluation, Delete, Media, Import, Transition, Communicate		Sequencing Sounds on Scratch 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 Programming Events and Actions Motion, Event, Sprite, Algorithm, Logic, Move, Resize, Extension Block, Pen Up, Set Up, Pen, Design, Action, Debugging, Errors, Setup, Code, Test, Debug, Actions
Skills Curriculum Themes: Expertise and Real World Engagement
Basic Skills to support my learning across the curriculum- embedded throughout the year • Navigate public drive to save and retrieve files • Connect peripheral devices using USB lead • Use images saved to camera roll within a variety of Apps • Use Save and Save As on laptops and PCs • Copy and rename files to edit on tablets • Use safe search engine eg Primary ICT / Swiggle • Use individual fingers to input text and use SHIFT key to type characters. • Amend text by highlighting and using SELECT/DELETE and COPY/PASTE • Swap between letters and symbol input on a tablet. • Add shapes and word art to documents and presentations

Year 4
Significant Individual: Tim Berners-Lee

Term 1: Technology in our Lives	Term 2: Handling Data	Term 3: Multimedia	Term 4: Multimedia	Term 5: Programming	Term 6: Programming
Computer Systems and Networks – The Internet Check my facts	Data Logging	Photo Editing	Audio Editing: Creating a Podcast	Repetition in Shape	Repetition in Games - Comparing Scratch and Logo
Online Safety Focus: I am kind and responsible (Links: Anti Bullying Week) Curriculum Theme: Well Being		Online Safety Focus: I am safe (Links: Safer Internet Day) Curriculum Theme: Well Being		Online Safety Focus: I am healthy (Links: Health Week) Curriculum Theme: Well Being
I contribute to shared e-safety rules and use them to make good choices. I use a range of strategies to protect myself and my friends from harm online, including reporting concerns to a trusted adult. I comment positively and respectfully when I use different technologies. I identify key words to use when searching safely online and think about the reliability of information I find.		I know that anything I share online will stay there to be seen and used by others. I make safe choices when using technology to communicate responsibly with others. I explain why I need to ask a trusted adult before downloading files and games from the internet.		I explain how digitally altered images in the media make me feel. I ignore or close adverts that appear on my device and explain my reasons. I choose apps, games and websites that are appropriate for my age and explain my reasons to my friends. I tell my friends about the sensible choices I make about when and why I use devices.
Substantive Knowledge and Disciplinary Knowledge Curriculum Theme: Expertise and Innovation
Technology in Our Lives	Handling Data	Multimedia		Programming
Lesson 1: Connecting Networks - To describe how networks physically connect to other networks I can describe the internet as a network of networks I can demonstrate how information is shared across the internet I can discuss why a network needs protecting Lesson 2: To recognise how networked devices make up the internet I can describe networked devices and how they connect I can explain that the internet is used to provide many services I can recognise that the World Wide Web contains websites and web pages Lesson 3: How is information shared? To outline how websites can be shared via the World Wide Web (WWW) I can explain the types of media that can be shared on the WWW I can describe where websites are stored when uploaded to the WWW I can describe how to access websites on the WWW Lesson 4: To describe how content can be added and accessed on the World Wide Web (WWW) I can explain what media can be found on websites I can recognise that I can add content to the WWW I can explain that internet services can be used to create content online Lesson 5: To recognise how the content of the WWW is created by people I can explain that websites and their content are created by people I can suggest who owns the content on websites I can explain that there are rules to protect content Lesson 6: To evaluate the consequences of unreliable content I can explain that not everything on the World Wide Web is true I can explain why some information I find online may not be honest, accurate, or legal I can explain why I need to think carefully before I share or reshare content	Lesson 1: To explain that data gathered over time can be used to answer questions I can choose a data set to answer a given question I can suggest questions that can be answered using a given data set I can identify data that can be gathered over time Lesson 2: To use a digital device to collect data automatically I can explain that sensors are input devices I can use data from a sensor to answer a given question I can identify that data from sensors can be recorded Lesson 3: To explain that a data logger collects ‘data points’ from sensors over time I can identify a suitable place to collect data I can identify the intervals used to collect data I can talk about the data that I have captured Lesson 4: To use data collected over a long duration to find information I can import a data set I can use a computer to view data in different ways I can use a computer program to sort data Lesson 5: To identify the data needed to answer questions I can propose a question that can be answered using logged data I can plan how to collect data using a data logger I can use a data logger to collect data Lesson 6: To use collected data to answer questions I can interpret data that has been collected using a data logger I can draw conclusions from the data that I have collected I can explain the benefits of using a data logger	Audio Editing: Creating a Podcast Lesson 1: To identify that sound can be recorded I can identify the input and output devices used to record and play sound I can use a computer to record audio I can explain that the person who records the sound can say who is allowed to use it Lesson 2: To explain that audio recordings can be edited I can re-record my voice to improve my recording I can inspect the soundwave view to know where to trim my recording I can discuss what sounds can be added to a podcast Lesson 3: To recognise the different parts of creating a podcast project I can explain how sounds can be combined to make a podcast more engaging I can save my project so the different parts remain editable I can plan appropriate content for a podcast Lesson 4: To apply audio editing skills independently I can record content following my plan I can review the quality of my recordings I can improve my voice recordings Lesson 5: To combine audio to enhance my podcast project I can open my project to continue working on it I can arrange multiple sounds to create the effect I want I can explain the difference between saving a project and exporting an audio file Lesson 6: To evaluate the effective use of audio I can listen to an audio recording to identify its strengths I can suggest improvements to an audio recording I can choose appropriate edits to improve my podcast Photo Editing Lesson 1: To explain that the composition of digital images can be changed I can improve an image by rotating it I can explain why I might crop an image I can use photo editing software to crop an image Lesson 2: To explain that colours can be changed in digital images I can explain that different colour effects make you think and feel different things I can experiment with different colour effects I can explain why I chose certain colour effects Lesson 3: To explain how cloning can be used in photo editing I can add to the composition of an image by cloning I can identify how a photo edit can be improved I can remove parts of an image using cloning Lesson 4: To explain that images can be combined I can experiment with tools to select and copy part of an image I can use a range of tools to copy between images I can explain why photos might be edited Lesson 5: To combine images for a purpose I can describe the image I want to create I can choose suitable images for my project I can create a project that is a combination of other images Lesson 6: To evaluate how changes can improve an image I can review images against a given criteria I can use feedback to guide making changes I can combine text and my image to complete the project		Repetition in Shape Lesson 1: To identify that accuracy in programming is important I can program a computer by typing commands I can explain the effect of changing a value of a command I can create a code snippet for a given purpose Lesson 2: To create a program in a text-based language I can use a template to draw what I want my program to do I can write an algorithm to produce a given outcome I can test my algorithm in a text-based language Lesson 3: To explain what ‘repeat’ means I can identify repetition in everyday tasks I can identify patterns in a sequence I can use a count-controlled loop to produce a given outcome Lesson 4: To modify a count-controlled loop to produce a given outcome I can identify the effect of changing the number of times a task is repeated I can predict the outcome of a program containing a count-controlled loop I can choose which values to change in a loop Lesson 5: To decompose a task into small steps I can identify ‘chunks’ of actions in the real world I can use a procedure in a program I can explain that a computer can repeatedly call a procedure Lesson 6: To create a program that uses count-controlled loops to produce a given outcome I can design a program that includes count-controlled loops I can make use of my design to write a program I can develop my program by debugging it Repetition in Games (Logo) Lesson 1: To develop the use of count-controlled loops in a different programming environment I can list an everyday task as a set of instructions including repetition I can predict the outcome of a snippet of code I can modify a snippet of code to create a given outcome Lesson 2: To explain that in programming there are infinite loops and count-controlled loops I can modify loops to produce a given outcome I can choose when to use a count-controlled and an infinite loop I can recognise that some programming languages enable more than one process to be run at once Lesson 3: To develop a design that includes two or more loops which run at the same time I can choose which action will be repeated for each object I can explain what the outcome of the repeated action should be I can evaluate the effectiveness of the repeated sequences used in my program Lesson 4: To modify an infinite loop in a given program I can identify which parts of a loop can be changed I can explain the effect of my changes I can re-use existing code snippets on new sprites Lesson 5: To design a project that includes repetition I can evaluate the use of repetition in a project I can select key parts of a given project to use in my own design I can develop my own design explaining what my project will do Lesson 6: To create a project that includes repetition I can refine the algorithm in my design I can build a program that follows my design I can evaluate the steps I followed when building my project
Vocabulary *Pre-taught Vocab (Progression) Curriculum Theme: Communication
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, Connect	Data, Table, Layout, Input Device, Sensor, Logger, Logging, Data Point, Interval, Analyse, Dataset, Import, Export, Logged, Collection, Review, Conclusion, Collect	Creating Media: Audio Audio, Microphone, Speaker, Headphones, Input Device, Output Device, Sound, Podcast, Edit, Trim, Align, Layer, Import, Record, Playback, Selection, Load, Save, Export, MP3, Evaluate, Feedback, Communicate 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, Communicate		Programming: Repetition in Shapes Logo (Programming Environment), Program, Turtle, Commands, Code Snippet, Algorithm, Design, Debug, Pattern, Repeat, Repetition, Count-Controlled Loop, Value, Trace, Decompose, Procedure, Code Programming – 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, Code
Skills Curriculum Themes: Expertise and Real World Engagement
Basic Skills to support my learning across the curriculum- embedded throughout the year • Securely log on to tablet, laptop and PC devices • Rename documents and other files • Browse to a specified website • Create hyperlink to a website • Recognise appropriate online sources for clipart and images • Acknowledge source of information / images • Use a keyboard effectively, including the use of numbers • Know how to use a spellcheck • Be aware of keyboard shortcuts on laptops and PCs. • Change font sizes and colour of text • Use appropriate screen capture and insert in document or presentation

Year 5
Significant Individual: Annie Easley

Term 1: Technology in our Lives	Term 2: Handling Data	Term 3: Multimedia	Term 4: Multimedia	Term 5: Programming	Term 6: Programming
Computer Systems and Networks: Sharing Information	Flat File Databases	Video Editing	Vector Drawing	Crumble	Selection in Quizzes
Online Safety Focus: I am kind and responsible (Links: Anti Bullying Week) Curriculum Themes: Well Being		Online Safety Focus: I am safe (Links: Safer Internet Day) Curriculum Themes: Well Being		Online Safety Focus: I am healthy (Links: Health Week) Curriculum Themes: Well Being
I use a search engine to find and evaluate different types of information. I contribute to shared rules and use them to support myself and others when we use technology. I always communicate kindly and respectfully and can describe the impact where this does not happen. I contribute to shared rules and use them to support myself and others when we use technology. I explain why I need to protect myself and my friends and the best ways to do this, including reporting concerns to a trusted adult.		I explain the risks of sharing too much about myself online. I compare my online and face-to-face relationships.		I know the reasons why images are altered. I identify the intended audience for an advert.
Substantive Knowledge and Disciplinary Knowledge Curriculum Themes: Expertise and Innovation
Technology in Our Lives	Handling Data	Multimedia		Programming
Lesson 1: To explain that computers can be connected together to form systems I can explain that systems are built using a number of parts I can describe that a computer system features inputs, processes, and outputs I can explain that computer systems communicate with other devices Lesson 2: To recognise the role of computer systems in our lives I can identify tasks that are managed by computer systems I can identify the human elements of a computer system I can explain the benefits of a given computer system Lesson 3: To recognise how information is transferred over the internet I can recognise that data is transferred using agreed methods I can explain that networked digital devices have unique addresses I can explain that data is transferred over networks in packets Lesson 4: To explain how sharing information online lets people in different places work together I can recognise that connected digital devices can allow us to access shared files stored online I can send information over the internet in different ways I can explain that the internet allows different media to be shared Lesson 5: To contribute to a shared project online I can suggest strategies to ensure successful group work I can make thoughtful suggestions on my group’s work I can compare working online with working offline Lesson 6: To evaluate different ways of working together online I can identify different ways of working together online I can recognise that working together on the internet can be public or private I can explain how the internet enables effective collaboration	Flat File Data-Bases Lesson 1: To use a form to record information I can create a database using cards I can explain how information can be recorded I can order, sort, and group my data cards Lesson 2: To compare paper and computer-based databases I can explain what a field and a record is in a database I can navigate a flat-file database to compare different views of information I can choose which field to sort data by to answer a given question Lesson 3: To outline how you can answer questions by grouping and then sorting data I can explain that data can be grouped using chosen values I can group information using a database I can combine grouping and sorting to answer specific questions Lesson 4: To explain that tools can be used to select specific data I can choose which field and value are required to answer a given question I can outline how ‘AND’ and ‘OR’ can be used to refine data selection I can choose multiple criteria to answer a given question Lesson 5: To explain that computer programs can be used to compare data visually I can select an appropriate chart to visually compare data I can refine a chart by selecting a particular filter I can explain the benefits of using a computer to create charts Lesson 6: To use a real-world database to answer questions I can ask questions that will need more than one field to answer I can refine a search in a real-world context I can present my findings to a group	Video Editing Lesson 1: To explain what makes a video effective I can explain that video is a visual media format I can identify features of videos I can compare features in different videos Lesson 2: To use a digital device to record video I can identify and find features on a digital video recording device I can experiment with different camera angles I can make use of a microphone Lesson 3: To capture video using a range of techniques I can suggest filming techniques for a given purpose I can capture video using a range of filming techniques I can review how effective my video is Lesson 4: To create a storyboard I can outline the scenes of my video I can decide which filming techniques I will use Lesson 5: To identify that video can be improved through reshooting and editing I can store, retrieve, and export my recording to a computer I can explain how to improve a video by reshooting and editing I can select the correct tools to make edits to my video Lesson 6: To consider the impact of the choices made when making and sharing a video I can make edits to my video and improve the final outcome I can recognise that my choices when making a video will impact the quality of the final outcome. I can evaluate my video and share my opinions Vector Drawing Lesson 1: To identify that drawing tools can be used to produce different outcomes I can recognise that vector drawings are made using shapes I can experiment with the shape and line tools I can discuss how vector drawings are different from paper-based drawings Lesson 2: To create a vector drawing by combining shapes I can identify the shapes used to make a vector drawing I can explain that each element added to a vector drawing is an object I can move, resize, and rotate objects I have duplicated Lesson 3: To use tools to achieve a desired effect I can use the zoom tool to help me add detail to my drawings I can explain how alignment grids and resize handles can be used to improve consistency I can modify objects to create a new image. Lesson 4: To recognise that vector drawings consist of layers I can identify that each added object creates a new layer in the drawing I can change the order of layers in a vector drawing I can use layering to create an image Lesson 5: To group objects to make them easier to work with I can copy part of a drawing by duplicating several objects I can recognise when I need to group and ungroup objects I can reuse a group of objects to further develop my vector drawing Lesson 6: To apply what I have learned about vector drawings I can create a vector drawing for a specific purpose I can reflect on the skills I have used and why I have used them I can compare vector drawings to freehand paint drawings		Crumble Lesson 1: To control a simple circuit connected to a computer I can build a simple circuit to connect a microcontroller to a computer I can program a microcontroller to light an LED I can explain why I used an infinite loop Lesson 2: To write a program that includes count-controlled loops I can connect more than one output device to a microcontroller I can design sequences for given output devices I can decide which output devices I control with a count-controlled loop Lesson 3: To explain that a loop can stop when a condition is met, eg number of times I can explain that a condition is something that can be either true or false (eg whether a value is more than 10, or whether a button has been pressed) I can experiment with a ‘do until’ loop I can program a microcontroller to respond to an input Lesson 4: To conclude that a loop can be used to repeatedly check whether a condition has been met I can explain that a condition being met can start an action I can identify a condition and an action in my project I can use selection (an ‘if… then…’ statement) to direct the flow of a program Lesson 5: To design a physical project that includes selection I can identify a condition to start an action (real world) I can describe what my project will do (the task) I can create a detailed drawing of my project Lesson 6: To create a controllable system that includes selection I can write an algorithm to control lights and a motor I can use selection to produce an intended outcome I can test and debug my project Selection in Quizzes Lesson 1: To explain how selection is used in computer programs I can recall how conditions are used in selection I can identify conditions in a program I can modify a condition in a program Lesson 2: To relate that a conditional statement connects a condition to an outcome I can use selection in an infinite loop to check a condition I can identify the condition and outcomes in an ‘if… then… else…’ statement I can create a program with different outcomes using selection Lesson 3:To explain how selection directs the flow of a program I can explain that program flow can branch according to a condition I can design the flow of a program which contains ‘if… then… else…’ I can show that a condition can direct program flow in one of two ways Lesson 4: To design a program which uses selection I can outline a given task I can use a design format to outline my project I can identify the outcome of user input in an algorithm Lesson 5: To create a program which uses selection I can implement my algorithm to create the first section of my program I can test my program I can share my program with others Lesson 6: To evaluate my program I can identify ways the program could be improved I can identify the setup code I need in my program I can extend my program further
Vocabulary *Pre-taught Vocab (Progression) Curriculum Themes: Communication
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, Connect	Flat File Databases Database, Data, Information, Record, Field, Sort, Order, Group, Search, Value, Criteria, Graph, Chart, Axis, Compare, Filter, Presentation, Collect	Video Editing and 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, Communicate Vector Drawing 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, Communicate		Crumble 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, Code Selection in Quizzes Selection, Condition, True, False, Count-Controlled Loop, Outcomes, Conditional Statement, Algorithm, Program, Debug, Question, Answer, Task, Design, Input, Implement, Test, Run, Setup, Operator, Code
Skills Curriculum Themes: Expertise and Real World Engagement
Basic Skills to support my learning across the curriculum- embedded throughout the year • Use a secure personal log in for a variety of online resources • Combine appropriate apps through the use of the camera roll on a tablet • Combine software to achieve effective outcomes. • Work collaboratively on documents and presentations • Create hyperlinks within and between documents • Identify three online sources to check information • Use keyboard to confidently input text, characters and numbers • Use bullet points • Add text boxes • Move, resize and rotate shapes, text and pictures • Use common keyboard shortcuts on laptops and PCs

Year 6
Significant Individual: Mark Zuckerberg

Term 1: Technology in our Lives	Term 2: Handling Data	Term 3: Multimedia	Term 4: Multimedia	Term 5: Programming	Term 6: Programming
Computer Systems and Networks: Communication	Spreadsheets	Create my Webpage	3D Modelling	Variables in Games (Scratch)	Rock my Micro:bit
Online Safety Focus: I am kind and responsible (Links: Anti Bullying Week) Curriculum Theme: Well Being		Online Safety Focus: I am safe (Links: Safer Internet Day) Curriculum Theme: Well Being		Online Safety Focus: I am healthy (Links: Health Week) Curriculum Theme: Well Being
I support my friends to protect themselves and make good choices online, including reporting concerns to an adult. I contribute to shared rules and use them to support myself and others when we use technology. I explain why lots of people sharing the same opinions or beliefs online does not make these opinions or beliefs true. I talk about the way search results are selected and ranked and check the reliability of websites I visit. I always communicate kindly and respectfully and work with others to help everyone enjoy their use of technology.		I check the information about me online and know that some of it can be uploaded by others. I consider terms and conditions and adjust privacy settings to maintain control of my personal information. I explain how to communicate safely and responsibly with people I only know online.		I explain how images in the media affect how we feel about ourselves. I explain how my data is used to target adverts towards me. I support my friends in evaluating their use of games and devices and make good choices for myself.
Substantive Knowledge and Disciplinary Knowledge Curriculum Theme: Well Being
Technology in Our Lives	Handling Data	Multimedia		Programming
Lesson 1: To identify how to use a search engine I can complete a web search to find specific information I can refine my search I can compare results from different search engines Lesson 2: To describe how search engines select results I can explain why we need tools to find things online I can recognise the role of web crawlers in creating an index I can relate a search term to the search engine’s index Lesson 3: To explain how search results are ranked I can explain that search results are ordered I can explain that a search engine follows rules to rank relevant pages I can suggest some of the criteria that a search engine checks to decide on the order of results Lesson 4: To recognise why the order of results is important, and to whom I can describe some of the ways that search results can be influenced I can recognise some of the limitations of search engines I can explain how search engines make money Lesson 5: To recognise how we communicate using technology I can explain the different ways in which people communicate I can identify that there are a variety of ways of communicating over the internet I can choose methods of communication to suit particular purposes Lesson 6: To evaluate different methods of online communication I can compare different methods of communicating on the internet I can decide when I should and should not share I can explain that communication on the internet may not be private	Lesson 1: To identify questions which can be answered using data I can explain the relevance of data headings I can answer questions from an existing data set I can ask simple relevant questions which can be answered using data Lesson 2: To explain that objects can be described using data I can explain what an item of data is I can apply an appropriate number format to a cell I can build a data set in a spreadsheet application Lesson 3: To explain that formulas can be used to produce calculated data I can explain the relevance of a cell’s data type I can construct a formula in a spreadsheet I can identify that changing inputs changes outputs Lesson 4: To apply formulas to data, including duplicating I can recognise that data can be calculated using different operations I can create a formula which includes a range of cells I can apply a formula to multiple cells by duplicating it Lesson 5: To create a spreadsheet to plan an event I can use a spreadsheet to answer questions I can explain why data should be organised I can apply a formula to calculate the data I need to answer questions Lesson 6: To choose suitable ways to present data I can produce a graph I can use a graph to show the answer to questions I can suggest when to use a table or graph	Create a Webpage Lesson 1: To review an existing website and consider its structure I can explore a website I can discuss the different types of media used on websites I know that websites are written in HTML Lesson 2: To plan the features of a web page I can recognise the common features of a web page I can suggest media to include on my page I can draw a web page layout that suits my purpose Lesson 3: To consider the ownership and use of images (copyright) I can say why I should use copyright-free images I can find copyright-free images I can describe what is meant by the term ‘fair use’ Lesson 4: To recognise the need to preview pages I can add content to my own web page I can preview what my web page looks like I can evaluate what my web page looks like on different devices and suggest/make edits Lesson 5: To outline the need for a navigation path I can explain what a navigation path is I can describe why navigation paths are useful I can make multiple web pages and link them using hyperlinks Lesson 6: To recognise the implications of linking to content owned by other people I can explain the implication of linking to content owned by others I can create hyperlinks to link to other people's work I can evaluate the user experience of a website 3D Modelling Lesson 1: To recognise that you can work in three dimensions on a computer I can add 3D shapes to a project I can view 3D shapes from different perspectives I can move 3D shapes relative to one another Lesson 2: To identify that digital 3D objects can be modified I can resize an object in three dimensions I can lift/lower 3D objects I can recolour a 3D object Lesson 3: To recognise that objects can be combined in a 3D model I can rotate objects in three dimensions I can duplicate 3D objects I can group 3D objects Lesson 4: To create a 3D model for a given purpose I can accurately size 3D objects I can show that placeholders can create holes in 3D objects I can combine a number of 3D objects Lesson 5: To plan my own 3D model I can analyse a 3D model I can choose objects to use in a 3D model I can combine objects in a design Lesson 6: To create my own digital 3D model I can construct a 3D model based on a design I can explain how my 3D model could be improved I can modify my 3D model to improve it		Variables in Games (Scratch) Lesson 1: To define a ‘variable’ as something that is changeable I can identify examples of information that is variable I can explain that the way that a variable changes can be defined I can identify that variables can hold numbers or letters Lesson 2: To explain why a variable is used in a program I can identify a program variable as a placeholder in memory for a single value I can explain that a variable has a name and a value I can recognise that the value of a variable can be changed Lesson 3: To choose how to improve a game by using variables I can decide where in a program to change a variable I can make use of an event in a program to set a variable I can recognise that the value of a variable can be used by a program Lesson 4: To design a project that builds on a given example I can choose the artwork for my project I can explain my design choices I can create algorithms for my project Lesson 5: To use my design to create a project I can create the artwork for my project I can choose a name that identifies the role of a variable I can test the code that I have written Lesson 6: To evaluate my project I can identify ways that my game could be improved I can extend my game further using more variables I can share my game with others Sensing: Mico:Bit Lesson 1: To create a program to run on a controllable device I can apply my knowledge of programming to a new environment I can test my program on an emulator I can transfer my program to a controllable device Lesson 2: To explain that selection can control the flow of a program I can identify examples of conditions in the real world I can use a variable in an if, then, else statement to select the flow of a program I can determine the flow of a program using selection Lesson 3: To update a variable with a user input I can use a condition to change a variable I can experiment with different physical inputs I can explain that if you read a variable, the value remains Lesson 4: To use an conditional statement to compare a variable to a value I can explain the importance of the order of conditions in else, if statements I can use an operand (e.g. <>=) in an if, then statement I can modify a program to achieve a different outcome Lesson 5: To design a project that uses inputs and outputs on a controllable device I can decide what variables to include in a project I can design the algorithm for my project I can design the program flow for my project Lesson 6: To develop a program to use inputs and outputs on a controllable device I can create a program based on my design I can test my program against my design I can use a range of approaches to find and fix bugs
Vocabulary *Pre-taught Vocab (Progression) Curriculum Theme: 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, Connect	Data, Collecting, Table, Structure, Spreadsheet, Cell, Cell Reference, Data Item, Format, Formula, Calculation, Input, Output, Operation, Range, Duplicate, Sigma, Propose, Question, Data Set, Organised, Chart, Evaluate, Results, Sum, Comparison, Software, Tools, Collect	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, Communicate 3D Modelling TinkerCAD, 2D, 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, Communicate		Variables in Games Variable, Change, Name, Value, Set, Design, Event, Algorithm, Code, Task, Artwork, Program, Project, Code, Test, Debug, Improve, Evaluate, Share, Assign, Declare, Code Sensing – Micro:Bit 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, Code
Skills Curriculum Themes: Expertise and Real World Engagement
Basic Skills to support my learning across the curriculum- embedded throughout the year • Securely access a variety of devices and online resources • Store documents and videos online where they can be accessed by themselves and shared with others • Use knowledge of software and apps to combine technologies to support my learning • Recognise file types for text, image and video files • Use a range of search filters e.g. +, -, or, info: advanced searching, file type • Effectively use right click menu within documents and presentations • Save as a particular file type • Select menu options within a variety of apps • Create tables • Use find and replace when editing documents

Progression of Computing Substantive Concepts

Overview of Substantive Concepts

Term 1

Term 2

Term 3

Term 4

Term 5

Term 6

EYFS - N

Children are supported to use technology in their play, children are encouraged to interact with thier environment using technology

Connect

Communicate

EYFS - R

Children's are encouraged to be curious about technology in real world contexts

Connect

Collect

Communicate

Year 1

Technology around us

Can you use a computer and its main parts?

Connect

Grouping Data

Can you sort, count, group and compare objects?

Collect

Digital Painting & Digital Writing

Can you use a computer to paint a picture?

Can you use a computer to write?

Communicate

Moving my Bee-Bot

Can you make a Bee-Bot move?

Can you create algorithms?

Code

Year 2

Technology in our lives

Do you understand and can you use technology in your daily life?
Connect

Handling Data

Can you present information using a computer?

Collect

Digital Photography

Can you take photographs and change them using a computer?

Communicate

Making Music

Can you make and manipulate sounds using a computer?

Communicate

Floor Robots

Can you design algorithms and debug a program you have written?

Code

Quizzes on Scratch JR

Can you create, change and improve a program?

Code

Year 3

Technology in our lives

Do you understand the purpose of a digital network?

Connect

Handling Data

Can you present digital information using a pictogram?

Collect

Creating Animation

Can you plan, create and evaluate an animation?

Communicate

Desktop Publishing

Can you use desktop publishing to present information?

Communicate

Sequencing Sounds on Scratch

Can you create a project using Scratch?

Code

Programming Events and Actions

Can you design and create a maze-based challenge?

Code

Year 4

Technology in our lives

Do you know how information is shared using the WWW?

Connect

Handling Data

Can you use a data logger?

Collect

Audio Editing: Creating a Podcast

Can you create and edit a podcast?

Communicate

Photo Editing

Can you combine images for a purpose?

Communicate

Repetition in Shape

Can you create a program that uses count-controlled loops?

Code

Repetition in Games

Can you create a project that includes repetition?

Code

Year 5

Technology in our lives

Can you use the internet to share information safely?

Connect

Handling Data: Flat File Data Bases

Can you use real-world data bases to answer questions?

Collect

Video Editing

Can you create and edit a video?

Communicate

Vector Drawing

Can you use tools to create a vector drawing?

Communicate

Crumble

Can you control simple circuits using a computer?

Code

Selection in Quizzes

Can you design and create a program that uses selection?

Code

Year 6

Technology in our lives

Do you understand how we communicate using technology?

Connect

Handling Data

Can you use a spreadsheet and formula to plan an event?

Collect

Creating a Webpage

Can you create a webpage, understanding the basic principles of copyright?

Communicate

3D Modelling

Can you plan and create a simple 3D model using CAD?

Communicate

Variables in Games (Scratch)

Can you design, create and evaluate a project?

Code

Sensing: Micro:Bit

Can you design a project to use inputs and outputs on a controllable device?

Code

Computing Curriculum

Computing Overview

EYFS - Foundation Stage 1 - Nursery

EYFS - Foundation Stage 2 - Reception

Year 1Significant Individual: Bill Gates

Year 2Significant Individual: Ada Lovelace

Year 3Significant Individual: Margaret Hamilton

Year 4Significant Individual: Tim Berners-Lee

Year 5Significant Individual: Annie Easley

Year 6Significant Individual: Mark Zuckerberg

Progression of Computing Substantive Concepts

Overview of Substantive Concepts

Year 1
Significant Individual: Bill Gates

Year 2
Significant Individual: Ada Lovelace

Year 3
Significant Individual: Margaret Hamilton

Year 4
Significant Individual: Tim Berners-Lee

Year 5
Significant Individual: Annie Easley

Year 6
Significant Individual: Mark Zuckerberg