Subject Progression Map for (Computing)

Autumn 1

Year 1

Year 2

Year 3

Year 4

Year 5

Year 6

Topic Title

Funny Bones

Storytellers - Producing a talking book

The true story of

the Three Little

Pigs -

Programming on screen

Life by the Sea

Opinion pollsters

- Collecting and analysing data

Dragonology - Co-authors - Producing a Wiki

The Firework Maker’s Daughter

Game developers

Creating a computer game

Bullets, Bombs and Bunting

Adventure Gamers - Text based adventure game

Key Content (Skills/knowledge)

Fine mouse control for drawing pictures.

Record sounds and voices for their book.

Use sound recording equipment.

Introduction to saving and storing sounds on a computer.

Use drag and drop programming.

Make predictions about what will happen.

Be aware of how to use games safely and in balance with other activities.

Be aware of the PEGI rating system.

Explain how the web allows them to work collaboratively.

Move information between different applications

Analyse the data they collect.

Understand opportunities computer networks offer for communication.

Understand the conventions of collaborative online work, particularly wikis.

Develop collaboration skills.

Become familiar with Wikipedia, including potential problems when using it - need to check it’s correct!

Create original artwork and sound for a game.

Detect and correct errors in their game.

Use iterative development techniques (making and testing a small series of changes) to improve their game.

Learn some of the syntax of a text-based programming language.

Use commands to display text on screen, accept typed user input, store and retrieve data.

Plan a text-based adventure with multiple ‘rooms’ and user interaction.

KPIs

I create digital content.

I record sound and playback.

I understand that algorithms are used on digital devices.

I write a simple program and test it.

I use a range of instructions.

I predict what the outcome will be of a simple program.

I collect information.

I design and create content.

I present information.

I select and use software to accomplish given goals.

I understand that the internet contains fact, fiction and opinion and begin to distinguish between them.

I use strategies of verify information , e.g. cross-checking.

I combine sequences of instructions and procedures to turn devices on and off.

I design algorithms that use repetition and 2-way selection.

I debug a program.

I explain how an algorithm works.

I work with variables.

I use selection in programs.

I explore ‘what if’ questions by planning different scenarios for controlled devices.

I use logical reasoning to detect errors in algorithms.

Core Vocabulary

audio book

copyright

microphone

recording

sound effects

talking book

algorithm

predict

rules

Scratch

test

chart

data

graph

opinion

questions

rating scale

research

survey.

edit

information

mind map reliable

style

wiki

Wikipedia’s Five pillars

algorithm

debugging

code

programming

sprites

storyboard

Python

repetition

variable

selection

print

procedure

syntax

Autumn 2

Year 1

Year 2

Year 3

Year 4

Year 5

Year 6

Theme overview

Toy Story - Treasure hunters - programmable toys

Lost Happy Endings - Detectives, learning about e-mail.

Aladdin and the Enchanted Lamp - Vloggers

George’s Marvellous Medicine - Software developers - creating a game

The Victorians Cryptographers - cracking codes

Beetle Mania

We are computational thinkers - mastering algorithms.

Key Content

(Skills/knowledge)

Record a series of instructions/ algorithm.

Program a toy to follow their algorithm.

Understand that email is used to communicate.

Develop skills in opening, composing and sending emails.

Send and receive email as a class.

Be aware of online safety issues when using email.

Plan, design and deliver an interesting presentation.

Search for and evaluate online images.

Create a video slidecast of a narrated presentation.

Develop a computer game using selection, repetition and variables.

Recognise the importance of user interface design.

I find and correct bugs in a program.

Be familiar with semaphore and Morse code.

Encrypt and decrypt messages in simple ciphers.

Appreciate the need to use complex passwords and to keep them secure.

Recognise that some key algorithms can be expressed as programs and that some are more efficient than others.

Recognise some common algorithms for sorting and searching.

KPIs

I plan a journey for a programmable toy.

I create a series of instructions.

I understand the different methods of communication.

I know you should only open email from a known source.

I use technology respectfully and responsibly.

I understand what computer networks do and how they provide multiple services.

I experiment with variables to control models.

I make an accurate prediction and explain why I believe something will happen (linked to programming).

I de-bug a program.

I create strong passwords.

I design a solution by breaking a problem up.

I recognise that different solutions can exist for the same problem.

I explain how an algorithm works.

I work with variables.

I use selection in programs.

I use logical reasoning to detect errors in algorithms.

Core Vocabulary

robot

instructions

algorithm

programming

predict

debug

address

attachment

database

evidence

email

fact file

header

safety

vlogging

search engine

presentation

narraton

Creative Commons

copyright

images

audio

screencast

debug

input  

output

program prototype repetition variable

interface

binary code

cipher

decrypt

encrypt

Morse code

password

security

semaphore

algorithm

flowchart

pseudocode

linear search

random search

binary search

selection sort

quick sort

Spring 1

Year 1

Year 2

Year 3

Year 4

Year 5

Year 6

Theme overview

Hocus Pocus

Celebrating - digital cards

Sing For Your Supper - Photographers - taking photos

Sands of Time - Programmers - animations

Frozen Planet - Meteorologists - presenting the weather

Myths -

Web developers - website about cyber safety

Macbeth - Something Wicked comes this way - Advertisers - making an advert

Key Content (Skills/knowledge)

Develop skills in typing and formatting text.

Use the web to find and select images.

Develop skills in combining text and images.

Work out what makes a good photograph.

Take digital photographs.

Edit and enhance their photographs.

Create an algorithm, in the form of a storyboard, for an animation scene.

Write a program in Scratch to create their animation.

Correct mistakes in their program.

Use spreadsheets to create charts.

Analyse data, explore inconsistencies, and make predictions.

Practise using presentation software and if time video.

Understand some elements of how search engines select and rank results.

Question the plausibility and quality of information.

Develop research skills to decide what information is appropriate.

Storyboard an effective advert for a cause.

Collaborate to shoot suitable original footage and source additional content.

Collaborate to edit the content to make it effective.

KPIs

I create digital content.

I store digital content.

I retrieve digital content.

I use a camera purposefully.

I organise digital content.

I retrieve and manipulate digital content.

I write programs that accomplish specific goals.

I work with various forms of input.

I design and create content.

Work with variables and various forms of input and output.

Use search technologies effectively.

Select use and combine software.

Understand the opportunities computer networks offer for communication and collaboration.

Use search technologies effectively.

Select, use and combine a variety of software.

I select, use and combine software on a range of digital devices.

I use a range of technology for a specific project.

I discuss the risks of online use of technology.

I identify how to minimise risks.

Core Vocabulary

celebrate

copyright

greeting

type

edit

save

camera

image

pixel

portfolio

theme

storyboard

script

program

algorithm

animation

input

output

chart data-logging forecast

graph measurement prediction spreadsheet temperature

bias

e-safety

Page Rank

revision history

search engine

wiki

footage

rough cut

storyboard

advert

Creative Commons

video camera

rushes of footage

final cut

Spring 2

Year 1

Year 2

Year 3

Year 4

Year 5

Year 6

Theme overview

Down in the Deep Dark Woods! - Painters - illustrating an e-book

London’s Burning - Researchers

Spikey Spring - Presenters - videoing performance

Kensuke’s Kingdom

 - HTML editors - editing and writing HTML

Space

Bloggers - sharing experiences and opinions

Unbelievable Beasts/ Environmental Crisis - Network Technicians

Key Content

(Skills/knowledge)

Select and use appropriate painting tools to create and change images on the computer.

Understand how this use differs from paint and paper.

Create an illustration for a particular purpose.

Develop research skills through searching for information on the internet.

Develop presentation skills through creating a short presentation and sharing it.

Gain skills in shooting live video, such as framing shots and holding the camera steady.

Edit video, including adding narration.

Learn what makes an effective video.

Learn about some of the technical aspects that make the web possible.

Use hyperlinks to connect ideas and sources.

Code up a simple web page with useful content.

Become familiar with blogs as a medium and genre of writing.

Create a sequence of blog posts on a theme.

Comment on the posts of others.

Incorporate additional media.

Appreciate that computer networks transmit and receive digitally. Recognise the basic hardware needed for them to work.

Recognise the key features of internet communication protocol.

KPIs

I create digital content.

I store digital content.

I retrieve digital content.

I use search engines agreed by the school

I can navigate the web to complete simple searches.

I retrieve and manipulate digital content.

I work with various forms of input.

I present information.

I manipulate and improve digital images.

Understand the opportunities computer networks offer for communication and collaboration.

Use and combine a variety of software.

Understand the opportunities computer networks offer for communication and collaboration.

Use search technologies effectively.

Select use and combine a variety of software.

I use a range of technology for a specific project.

I use knowledge of the meaning of different domain names and common website extensions (e.g. .co.uk, .com, .sch, .gov, .net) to support validation of information.

Core Vocabulary

traditional tale

character

eBook

edit

illustration

research

search

search engine

mind map

presentation

Google

audio

close-up

editing

footage

panning

shooting

video camera zooming

code

HTML

HTTP (hyper text transfer protocol) hyperlink

tag

URL

web page

audience

blog

blogroll

copyright

dashboard

hyperlinks

podcast

command prompt

internet

IP address

packet of data

the web

webserver

network

Domain Name

Service (DNS)

Summer 1

Year 1

Year 2

Year 3

Year 4

Year 5

Year 6

Theme overview

Handa’s Surprise - TV chefs - filming steps of a recipe.

Save the Bees! - Zoologists - data

Knights and Castles - Bug fixers

Rotten Romans? - Toy designers - prototyping an interactive toy

Holes by Louis Sachar - Artists - fusing geometry and art

The Arrival -

Key Content (Skills/knowledge)

Break down a process into simple, clear steps - relate to an algorithm.

Use a video camera to capture moving images.

Work together.

Discuss how to improve work.

Sort and classify a group of items by answering questions.

Collect data using tick charts or tally charts.

Use simple software to create a chart.

Develop strategies for finding errors in programs.

Recognise some common types of bugs in software.

Increase their knowledge and understanding of Scratch.

Design and make an on-screen prototype of a computer - controlled toy.

Learn about different forms of input and output (such as sensors, lights, switches)

Write a control program.

Become familiar with the tools and techniques of a vector graphics package.

Develop an understanding of turtle graphics

Experiment with tools available to develop and refine their work.

SAT’s Revision

KPIs

I create a series of instructions.

I use a camera.

I retrieve digital content.

I store digital content.

I organise digital content.

I retrieve and manipulate digital content.

I learn how to debug programs.

Design, write and debug programs that accomplish specific goals.

Work with various forms of input and output.

Use logical reasoning to detect and correct errors in  algorithms and programs.

Use sequence, selection, and repetition in programs.

Use logical reasoning to explain how some simple algorithms work.

Select, use and combine a variety of software.

I use a range of technology for a specific project.

Core Vocabulary

instructions

recipe

algorithm

video camera

film

clip

edit

chart

classification

data

database

tally chart

tick chart

algorithm

bugs

debug

instruction program

script

algorithm

debug

input

interactive

output

pitch

prototype simulation

geometric

landscape

op art

sprite

summetry

tessellations

Summer 2

Year 1

Year 2

Year 3

Year 4

Year 5

Year 6

Theme overview

Jurassic World - Collectors - finding and sorting pictures

Ship Ahoy! - Programming on screen

Storms and Shipwrecks - Communicators - using e-mail

Buon Appetito!

Musicians -

creating digital music

A Midsummer Night’s Dream - Architects - creating a virtual space

All About Us - Travel writers - Using media to document a trip.

Key Content

(Skills/knowledge)

Find and use pictures on the web.

Group and organise images using a yes/no (binary question).

Ask and answer binary questions (yes/no) about their images.

Make predictions about the algorithms used in simple games.

Suggest ways in which simple games could be improved

Test their predictions

Be aware of how to use games safely and in balance with other activities

Be aware of the PEGI rating system

Develop a basic understanding of how email works.

Gain skills in using email.

Be aware of the broader issues surrounding email, including ‘netiquette’ and online safety.

Work collaboratively with a remote partner.

Create and develop a musical composition and refine their ideas.

Develop collaboration skills.

Develop an awareness of how musical composition can enhance work in other media.

Learn about the work of architects, designers and engineers working in 3D.

Develop familiarity with a simple CAD (computer aided design) program.

Develop spatial awareness by exploring  and experimenting with a 3D virtual environment.

Research a location online using a range of resources appropriately.

Understanding the safe use of mobile technology, including GPS

Showcase shared media content.

KPIs

I create digital content.

I store digital content.

I retrieve digital content.

I understand that programs require precise instructions.

I predict what the outcome of a simple program will be.

I test and amend a set of instructions.

I find errors and amend.

Understand the opportunities computer networks offer for communication.

Select, use and combine software.

Work with various forms of input and output.

Be discerning in evaluating digital content.

Use and combine a variety of software.

Select, use and combine a variety of software (including internet services) to design and create content  that accomplishes given goals.

Use search technologies effectively.

I select, use and combine software on a range of digital devices.

I use a range of  technology for a specific project.

I discuss the risks of online use of technology.

I identify how to minimise risks.

Core Vocabulary

copyright

e-safety

permission

personal

private

algorithm

predict

rules

Scratch

test

email

attachment e-safety

spam

spoofed link video conference virus

audio

composition

copyright

digital

instruments

pitch

sample

sequencing

software.

3D

animation

gallery

navigation

screencast

sculpture

virtual

geotagging

GPS

route

location

tracklog

smartphone

map

metadata