| A | B | C | D | E | F | G | H | I | J | K | L | M | N | O | P | Q | R | S | T | U | V | W | X | Z | |
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1 | National Curriculum Links | Teach Computing Taxonomy | |||||||||||||||||||||||
2 | Year Group | Suggested Order | Unit Name | Lesson | Learning Objectives | Success Criteria | 1.1 | 1.2 | 1.3 | 1.4 | 1.5 | 1.6 | AL | CM | CS | DD | DI | ET | IT | NW | PG | SS | Cross Curricular Links | Education for a Connected World | |
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4 | R | Ongoing | Creating media – Digital writing | - To write their name using a keyboard. | - I can use the keys to type letters. - I can use the back space. - I can use the space bar. | ||||||||||||||||||||
5 | R | Ongoing | Programming A – Moving a robot | -To programme a simple mechanical toy. | - I can order commands. - I can key commands in order. | ||||||||||||||||||||
6 | R | Ongoing | Computing systems and networks – Technology around us | - To develop understanding around types of technology. - To develop an understanding of appropriate amounts of screen time. | -I can explain how these technology examples help us - I can explain technology as something that helps us - I can locate examples of technology in the classroom. - I can identify what is a healthy amount of screen time. | ||||||||||||||||||||
7 | R | Ongoing | Creating media – Digital painting | - To create digital art work using a computer or ipad. | -I can draw lines on a screen - I can make marks on a screen - I can use the paint tools to draw a picture | ||||||||||||||||||||
8 | 1 | 1 | Computing systems and networks – Technology around us | 1 | -To identify technology | -I can explain how these technology examples help us - I can explain technology as something that helps us - I can locate examples of technology in the classroom | TRUE | TRUE | TRUE | TRUE | TRUE | - Copyright and ownership - Health, well-being and lifestyle | |||||||||||||
9 | 1 | 1 | Computing systems and networks – Technology around us | 2 | -To 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 | TRUE | TRUE | TRUE | TRUE | - Copyright and ownership - Health, well-being and lifestyle | ||||||||||||||
10 | 1 | 1 | Computing systems and networks – Technology around us | 3 | -To use a mouse in different ways | -I can click and drag to make objects on a screen - I can use a mouse to create a picture - I can use a mouse to open a program | TRUE | TRUE | TRUE | TRUE | TRUE | - Copyright and ownership - Health, well-being and lifestyle | |||||||||||||
11 | 1 | 1 | Computing systems and networks – Technology around us | 4 | -To use a keyboard to type on a computer | -I can save my work to a file - I can say what a keyboard is for - I can type my name on a computer | TRUE | TRUE | TRUE | TRUE | TRUE | - Copyright and ownership - Health, well-being and lifestyle | |||||||||||||
12 | 1 | 1 | Computing systems and networks – Technology around us | 5 | -To use the keyboard to edit text | -I can delete letters - I can open my work from a file - I can use the arrow keys to move the cursor | TRUE | TRUE | TRUE | TRUE | TRUE | - Copyright and ownership - Health, well-being and lifestyle | |||||||||||||
13 | 1 | 1 | Computing systems and networks – Technology around us | 6 | -To create rules for using technology responsibly | -I can discuss how we benefit from these rules - I can give examples of some of these rules - I can identify rules to keep us safe and healthy when we are using technology in and beyond the home | TRUE | TRUE | TRUE | TRUE | TRUE | TRUE | - Copyright and ownership - Health, well-being and lifestyle | ||||||||||||
14 | 1 | 2 | Creating media – Digital painting | 1 | -To describe what different freehand tools do | -I can draw lines on a screen and explain which tools I used - I can make marks on a screen and explain which tools I used - I can use the paint tools to draw a picture | TRUE | TRUE | TRUE | Art and Design | |||||||||||||||
15 | 1 | 2 | Creating media – Digital painting | 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 | TRUE | TRUE | TRUE | Art and Design | |||||||||||||||
16 | 1 | 2 | Creating media – Digital painting | 3 | -To make careful choices when painting a digital picture | -I can choose appropriate shapes - I can create a picture in the style of an artist - I can make appropriate colour choices | TRUE | TRUE | TRUE | Art and Design | |||||||||||||||
17 | 1 | 2 | Creating media – Digital painting | 4 | -To explain why I chose the tools I used | -I can choose appropriate paint tools and colours to recreate the work of an artist - I can say which tools were helpful and why - I know that different paint tools do different jobs | TRUE | TRUE | TRUE | TRUE | Art and Design | ||||||||||||||
18 | 1 | 2 | Creating media – Digital painting | 5 | -To use a computer on my own to paint a picture | -I can change the colour and brush sizes - I can make dots of colour on the page - I can use dots of colour to create a picture in the style of an artist on my own | TRUE | TRUE | TRUE | Art and Design | |||||||||||||||
19 | 1 | 2 | Creating media – Digital painting | 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 say whether I prefer painting using a computer or using paper - I can spot the differences between painting on a computer and on paper | TRUE | TRUE | TRUE | TRUE | Art and Design | ||||||||||||||
20 | 1 | 3 | Programming A – Moving a robot | 1 | -To explain what a given command will do | -I can match a command to an outcome - I can predict the outcome of a command on a device - I can run a command on a device | TRUE | TRUE | TRUE | TRUE | TRUE | English – writing | |||||||||||||
21 | 1 | 3 | Programming A – Moving a robot | 2 | -To act out a given word | -I can follow an instruction - I can give directions - I can recall words that can be acted out | TRUE | TRUE | TRUE | TRUE | TRUE | TRUE | English – writing | ||||||||||||
22 | 1 | 3 | Programming A – Moving a robot | 3 | -To combine forwards and backwards commands to make a sequence | -I can compare forwards and backwards movements - I can predict the outcome of a sequence involving forwards and backwards commands - I can start a sequence from the same place | TRUE | TRUE | TRUE | TRUE | TRUE | English – writing | |||||||||||||
23 | 1 | 3 | Programming A – Moving a robot | 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 | TRUE | TRUE | TRUE | TRUE | TRUE | English – writing | |||||||||||||
24 | 1 | 3 | Programming A – Moving a robot | 5 | -To plan a simple program | -I can choose the order of commands in a sequence - I can debug my program - I can explain what my program should do | TRUE | TRUE | TRUE | TRUE | TRUE | TRUE | English – writing | ||||||||||||
25 | 1 | 3 | Programming A – Moving a robot | 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 | TRUE | TRUE | TRUE | TRUE | TRUE | English – writing | |||||||||||||
26 | 1 | 4 | Data and information – Grouping data | 1 | -To label objects | -I can describe objects using labels - I can identify the label for a group of objects - I can match objects to groups | TRUE | TRUE | TRUE | - Copyright and ownership | |||||||||||||||
27 | 1 | 4 | Data and information – Grouping data | 2 | -To identify that objects can be counted | -I can count a group of objects - I can count objects - I can group objects | TRUE | TRUE | TRUE | - Copyright and ownership | |||||||||||||||
28 | 1 | 4 | Data and information – Grouping data | 3 | -To 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 | TRUE | TRUE | TRUE | - Copyright and ownership | |||||||||||||||
29 | 1 | 4 | Data and information – Grouping data | 4 | -To count objects with the same properties | -I can count how many objects share a property - I can group objects in more than one way - I can group similar objects | TRUE | TRUE | TRUE | - Copyright and ownership | |||||||||||||||
30 | 1 | 4 | Data and information – Grouping data | 5 | -To 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 | TRUE | TRUE | TRUE | - Copyright and ownership | |||||||||||||||
31 | 1 | 4 | Data and information – Grouping data | 6 | -To answer questions about groups of objects | -I can compare groups of objects - I can decide how to group objects to answer a question - I can record and share what I have found | TRUE | TRUE | TRUE | - Copyright and ownership | |||||||||||||||
32 | 1 | 5 | Creating media – Digital writing | 1 | -To use a computer to write | -I can identify and find keys on a keyboard - I can open a word processor - I can recognise keys on a keyboard | TRUE | TRUE | TRUE | TRUE | - Privacy and security | ||||||||||||||
33 | 1 | 5 | Creating media – Digital writing | 2 | -To add and remove text on a computer | -I can enter text into a computer - I can use backspace to remove text - I can use letter, number, and space keys | TRUE | TRUE | TRUE | TRUE | - Privacy and security | ||||||||||||||
34 | 1 | 5 | Creating media – Digital writing | 3 | -To identify that the look of text can be changed on a computer | -I can explain what the keys that I have learnt about already do - I can identify the toolbar and use bold, italic, and underline - I can type capital letters | TRUE | TRUE | TRUE | TRUE | - Privacy and security | ||||||||||||||
35 | 1 | 5 | Creating media – Digital writing | 4 | -To make careful choices when changing text | -I can change the font - I can select all of the text by clicking and dragging - I can select a word by double-clicking | TRUE | TRUE | TRUE | TRUE | - Privacy and security | ||||||||||||||
36 | 1 | 5 | Creating media – Digital writing | 5 | -To explain why I used the tools that I chose | -I can decide if my changes have improved my writing - I can say what tool I used to change the text - I can use ‘undo’ to remove changes | TRUE | TRUE | TRUE | TRUE | TRUE | - Privacy and security | |||||||||||||
37 | 1 | 5 | Creating media – Digital writing | 6 | -To compare typing on a computer to writing on paper | -I can explain the differences between typing and writing - I can make changes to text on a computer - I can say why I prefer typing or writing | TRUE | TRUE | TRUE | TRUE | - Privacy and security | ||||||||||||||
38 | 1 | 6 | Programming B - Programming animations | 1 | -To choose a command for a given purpose | -I can compare different programming tools - I can find which commands to move a sprite - I can use commands to move a sprite | TRUE | TRUE | TRUE | TRUE | TRUE | ||||||||||||||
39 | 1 | 6 | Programming B - Programming animations | 2 | -To show that a series of commands can be joined together | -I can run my program - I can use a Start block in a program - I can use more than one block by joining them together | TRUE | TRUE | TRUE | TRUE | TRUE | ||||||||||||||
40 | 1 | 6 | Programming B - Programming animations | 3 | -To identify the effect of changing a value | -I can change the value - I can find blocks that have numbers - I can say what happens when I change a value | TRUE | TRUE | TRUE | TRUE | TRUE | ||||||||||||||
41 | 1 | 6 | Programming B - Programming animations | 4 | -To explain that each sprite has its own instructions | -I can add blocks to each of my sprites - I can delete a sprite - I can show that a project can include more than one sprite | TRUE | TRUE | TRUE | TRUE | TRUE | ||||||||||||||
42 | 1 | 6 | Programming B - Programming animations | 5 | -To design the parts of a project | -I can choose appropriate artwork for my project - I can create an algorithm for each sprite - I can decide how each sprite will move | TRUE | TRUE | TRUE | TRUE | TRUE | TRUE | |||||||||||||
43 | 1 | 6 | Programming B - Programming animations | 6 | -To use my algorithm to create a program | -I can add programming blocks based on my algorithm - I can test the programs I have created - I can use sprites that match my design | TRUE | TRUE | TRUE | TRUE | TRUE | TRUE | TRUE | ||||||||||||
44 | 2 | 1 | Computing systems and networks – IT around us | 1 | -To recognise the uses and features of information technology | -I can describe some uses of computers - I can identify examples of computers - I can identify that a computer is a part of IT | TRUE | TRUE | TRUE | TRUE | TRUE | TRUE | - Health, well-being and lifestyle | ||||||||||||
45 | 2 | 1 | Computing systems and networks – IT around us | 2 | -To identify the uses of information technology in the school | -I can identify examples of IT - I can identify that some IT can be used in more than one way - I can sort school IT by what it’s used for | TRUE | TRUE | TRUE | TRUE | TRUE | TRUE | - Health, well-being and lifestyle | ||||||||||||
46 | 2 | 1 | Computing systems and networks – IT around us | 3 | -To identify information technology beyond school | -I can find examples of information technology - I can sort IT by where it is found - I can talk about uses of information technology | TRUE | TRUE | TRUE | TRUE | TRUE | TRUE | - Health, well-being and lifestyle | ||||||||||||
47 | 2 | 1 | Computing systems and networks – IT around us | 4 | -To explain how information technology helps us | -I can demonstrate how IT devices work together - I can recognise common types of technology - I can say why we use IT | TRUE | TRUE | TRUE | TRUE | TRUE | TRUE | - Health, well-being and lifestyle | ||||||||||||
48 | 2 | 1 | Computing systems and networks – IT around us | 5 | -To explain how to use information technology safely | -I can list different uses of information technology - I can say how rules can help keep me safe - I can talk about different rules for using IT | TRUE | TRUE | TRUE | TRUE | TRUE | TRUE | - Health, well-being and lifestyle | ||||||||||||
49 | 2 | 1 | Computing systems and networks – IT around us | 6 | -To recognise that choices are made when using information technology | -I can explain the need to use IT in different ways - I can identify the choices that I make when using IT - I can use IT for different types of activities | TRUE | TRUE | TRUE | TRUE | TRUE | TRUE | TRUE | - Health, well-being and lifestyle | |||||||||||
50 | 2 | 2 | Creating media – Digital photography | 1 | -To use a digital device to take a photograph | -I can explain what I did to capture a digital photo - I can recognise what devices can be used to take photographs - I can talk about how to take a photograph | TRUE | TRUE | TRUE | TRUE | TRUE | Art and design | - Self-image and identity | ||||||||||||
51 | 2 | 2 | Creating media – Digital photography | 2 | -To make choices when taking a photograph | -I can explain the process of taking a good photograph - I can explain why a photo looks better in portrait or landscape format - I can take photos in both landscape and portrait format | TRUE | TRUE | TRUE | TRUE | TRUE | TRUE | Art and design | - Self-image and identity | |||||||||||
52 | 2 | 2 | Creating media – Digital photography | 3 | -To describe what makes a good photograph | -I can discuss how to take a good photograph - I can identify what is wrong with a photograph - I can improve a photograph by retaking it | TRUE | TRUE | TRUE | TRUE | TRUE | Art and design | - Self-image and identity | ||||||||||||
53 | 2 | 2 | Creating media – Digital photography | 4 | -To decide how photographs can be improved | -I can experiment with different light sources - I can explain why a picture may be unclear - I can explore the effect that light has on a photo | TRUE | TRUE | TRUE | TRUE | TRUE | TRUE | Art and design | - Self-image and identity | |||||||||||
54 | 2 | 2 | Creating media – Digital photography | 5 | -To use tools to change an image | -I can explain my choices - I can recognise that images can be changed - I can use a tool to achieve a desired effect | TRUE | TRUE | TRUE | TRUE | TRUE | Art and design | - Self-image and identity | ||||||||||||
55 | 2 | 2 | Creating media – Digital photography | 6 | -To recognise that photos can be changed | -I can apply a range of photography skills to capture a photo - I can identify which photos are real and which have been changed - I can recognise which photos have been changed | TRUE | TRUE | TRUE | TRUE | TRUE | Art and design | - Self-image and identity | ||||||||||||
56 | 2 | 3 | Programming A – Robot algorithms | 1 | -To describe a series of instructions as a sequence | -I can choose a series of words that can be enacted as a sequence - I can follow instructions given by someone else - I can give clear instructions | TRUE | TRUE | TRUE | TRUE | TRUE | Music | |||||||||||||
57 | 2 | 3 | Programming A – Robot algorithms | 2 | -To explain what happens when we change the order of instructions | -I can show the difference in outcomes between two sequences that consist of the same commands - I can use an algorithm to program a sequence on a floor robot - I can use the same instructions to create different algorithms | TRUE | TRUE | TRUE | TRUE | TRUE | Music | |||||||||||||
58 | 2 | 3 | Programming A – Robot algorithms | 3 | -To use logical reasoning to predict the outcome of a program | -I can compare my prediction to the program outcome - I can follow a sequence - I can predict the outcome of a sequence | TRUE | TRUE | TRUE | TRUE | TRUE | TRUE | Music | ||||||||||||
59 | 2 | 3 | Programming A – Robot algorithms | 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 | TRUE | TRUE | TRUE | TRUE | TRUE | TRUE | TRUE | Music | |||||||||||
60 | 2 | 3 | Programming A – Robot algorithms | 5 | -To design an algorithm | -I can create an algorithm to meet my goal - I can explain what my algorithm should achieve - I can use my algorithm to create a program | TRUE | TRUE | TRUE | TRUE | TRUE | TRUE | Music | ||||||||||||
61 | 2 | 3 | Programming A – Robot algorithms | 6 | -To create and debug a program that I have written | -I can plan algorithms for different parts of a task - I can put together the different parts of my program - I can test and debug each part of the program | TRUE | TRUE | TRUE | TRUE | TRUE | TRUE | TRUE | Music | |||||||||||
62 | 2 | 4 | Data and information – Pictograms | 1 | -To recognise that we can count and compare objects using tally charts | -I can compare totals in a tally chart - I can record data in a tally chart - I can represent a tally count as a total | TRUE | TRUE | TRUE | Maths | - Privacy and security | ||||||||||||||
63 | 2 | 4 | Data and information – Pictograms | 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 | TRUE | TRUE | TRUE | TRUE | Maths | - Privacy and security | |||||||||||||
64 | 2 | 4 | Data and information – Pictograms | 3 | -To create a pictogram | -I can explain what the pictogram shows - I can organise data in a tally chart - I can use a tally chart to create a pictogram | TRUE | TRUE | TRUE | TRUE | Maths | - Privacy and security | |||||||||||||
65 | 2 | 4 | Data and information – Pictograms | 4 | -To select objects by attribute and make comparisons | -I can answer ‘more than’/’less than’ and ’most/least’ questions about an attribute - I can create a pictogram to arrange objects by an attribute - I can tally objects using a common attribute | TRUE | TRUE | TRUE | TRUE | Maths | - Privacy and security | |||||||||||||
66 | 2 | 4 | Data and information – Pictograms | 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 | TRUE | TRUE | TRUE | TRUE | Maths | - Privacy and security | |||||||||||||
67 | 2 | 4 | Data and information – Pictograms | 6 | -To explain that we can present information using a computer | -I can give simple examples of why information should not be shared - I can share what I have found out using a computer - I can use a computer program to present information in different ways | TRUE | TRUE | TRUE | TRUE | TRUE | Maths | - Privacy and security | ||||||||||||
68 | 2 | 5 | Creating media - Digital music | 1 | -To say how music can make us feel | -I can describe music using adjectives - I can identify simple differences in pieces of music - I can say what I do and don’t like about a piece of music | TRUE | TRUE | - Copyright and ownership | ||||||||||||||||
69 | 2 | 5 | Creating media - Digital music | 2 | -To identify that there are patterns in music | -I can create a rhythm pattern - I can explain that music is created and played by humans - I can play an instrument following a rhythm pattern | TRUE | TRUE | - Copyright and ownership | ||||||||||||||||
70 | 2 | 5 | Creating media - Digital music | 3 | -To experiment with sound using a computer | -I can connect images with sounds - I can relate an idea to a piece of music - I can use a computer to experiment with pitch | TRUE | TRUE | TRUE | - Copyright and ownership | |||||||||||||||
71 | 2 | 5 | Creating media - Digital music | 4 | -To use a computer to create a musical pattern | -I can explain how my music can be played in different ways - I can identify that music is a sequence of notes - I can refine my musical pattern on a computer | TRUE | TRUE | TRUE | - Copyright and ownership | |||||||||||||||
72 | 2 | 5 | Creating media - Digital music | 5 | -To create music for a purpose | -I can add a sequence of notes to my rhythm - I can create a rhythm which represents an animal I’ve chosen - I can create my animal’s rhythm on a computer | TRUE | TRUE | TRUE | TRUE | - Copyright and ownership | ||||||||||||||
73 | 2 | 5 | Creating media - Digital music | 6 | -To review and refine our computer work | -I can explain how I changed my work - I can listen to music and describe how it makes me feel - I can review my work | TRUE | TRUE | TRUE | - Copyright and ownership | |||||||||||||||
74 | 2 | 6 | Programming B - Programming quizzes | 1 | -To explain that a sequence of commands has a start | -I can identify that a program needs to be started - I can identify the start of a sequence - I can show how to run my program | TRUE | TRUE | TRUE | TRUE | |||||||||||||||
75 | 2 | 6 | Programming B - Programming quizzes | 2 | -To explain that a sequence of commands has an outcome | -I can change the outcome of a sequence of commands - I can match two sequences with the same outcome - I can predict the outcome of a sequence of commands | TRUE | TRUE | TRUE | TRUE | |||||||||||||||
76 | 2 | 6 | Programming B - Programming quizzes | 3 | -To create a program using a given design | -I can build the sequences of blocks I need - I can decide which blocks to use to meet the design - I can work out the actions of a sprite in an algorithm | TRUE | TRUE | TRUE | TRUE | TRUE | ||||||||||||||
77 | 2 | 6 | Programming B - Programming quizzes | 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 | TRUE | TRUE | TRUE | TRUE | TRUE | ||||||||||||||
78 | 2 | 6 | Programming B - Programming quizzes | 5 | -To create a program using my own design | -I can build sequences of blocks to match my design - I can choose the images for my own design - I can create an algorithm | TRUE | TRUE | TRUE | TRUE | TRUE | ||||||||||||||
79 | 2 | 6 | Programming B - Programming quizzes | 6 | -To decide how my project can be improved | -I can compare my project to my design - I can debug my program - I can improve my project by adding features | TRUE | TRUE | TRUE | TRUE | TRUE | ||||||||||||||
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