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In authentic contexts and taking account of end-users, students participate in teacher-led activities to develop, manipulate, store, retrieve, and share digital content in order to meet technological challenges. In doing so, they identify digital devices and their purposes and understand that humans make them. They know how to use some applications, they can identify the inputs and outputs of a system, and they understand that digital devices store content, which can be retrieved later.

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In authentic contexts and taking account of end-users, students make decisions about creating, manipulating, storing, retrieving, sharing, and testing digital content for a specific purpose, given particular parameters, tools, and techniques. They understand that digital devices impact on humans and society and that both the devices and their impact change over time.

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Students identify the specific role of components in a simple input-process-output system and how they work together, and they

recognise the "control role” that humans have in the system. They can select from an increasing range of applications and file types

to develop outcomes for particular purposes.

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In authentic contexts, students follow a defined process to design, develop, store, test, and evaluate digital content to address given contexts or issues, taking into account immediate social, ethical, and end-user considerations. They identify the key features of selected software and choose the most appropriate software and file types to develop and combine digital content.

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Students understand the role of operating systems in managing digital devices, security, and application software and are able to

apply file management conventions using a range of storage devices. They understand that with storing data comes responsibility

for ensuring security and privacy.

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In authentic contexts, students investigate and consider possible solutions for a given context or issue. With support, they use an iterative process to design, develop, store and test digital outcomes, identifying and evaluating relevant social, ethical and end-user

considerations. They use information from testing and apply appropriate tools, techniques, procedures and protocols to improve

the quality of the outcomes and to ensure they are fit-for-purpose and meet end-user requirements.

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In authentic contexts and taking account of end-users, students use their decomposition skills to break down simple non-computerised tasks into precise, unambiguous, step-by-step instructions (algorithmic thinking). They give these instructions, identify any errors in them as they are followed, and correct them (simple debugging).

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In authentic contexts and taking account of end-users, students give, follow, and debug simple algorithms in computerised and non-computerised contexts. They use these algorithms to create simple programs involving outputs and sequencing (putting instructions one after the other) in age-appropriate programming environments.

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In authentic contexts and taking account of end-users, students decompose problems into step-by-step instructions to create algorithms for computer programs. They use logical thinking to predict the behaviour of the programs, and they understand that there can be more than one algorithm for the same problem. They develop and debug simple programs that use inputs, outputs, sequence, and iteration (repeating part of the algorithm with a loop). They understand that digital devices store data using just two states represented by binary digits (bits)

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In authentic contexts and taking account of end-users, students decompose problems to create simple algorithms using the three building blocks of programing: sequence, selection, and iteration. They implement these algorithms by creating programs that use inputs, outputs, sequence, basic selection using comparative operators, and iteration. They debug simple algorithms and programs by identifying when things go wrong with their instructions and correcting them, and they are able to explain why things went wrong and how they fixed them.

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Students understand that digital devices represent data with binary digits and have ways of detecting errors in data storage and transmission. They evaluate the efficiency of algorithms, recognising that computers need to search and sort large amounts of data. They also evaluate user interfaces in relation to their efficiency and usability.