Progression of computing.xlsx

	A	B	C	D	E	F	G	H	I
1	Haylands Primary School - Knowledge and Skills Progression in Computing
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3	COMPUTER SCIENCE	Strand	EYFS	Year 1	Year 2	Year 3	Year 4	Year 5	Year 6
4		NC		Pupils should be taught to 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.		Pupils should be taught to design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts. Use sequence, selection and repetition in programs; work with variables and various forms of input and output. Use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs. 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.
5		Computational Thinking & Programming	• I can make a floor robot move. • I can use simple software to make something happen. • I can make choices about the buttons and icons I press, touch or click on.	• I can describe what happens when I press buttons on a robot • I can give instructions to my friend and follow their instructions to move around. • I can press the buttons in the correct order to make my robot do what I want • I can begin to predict what will happen for a short sequence of instructions • I can use the word debug when I correct mistakes when I program • I can describe what actions I will need to do to make something happen and begin to use the word algorithm	• I can give instructions to my friend (using forward, backward and turn) and physically follow their instructions. • I can tell you the order I need to do things to make something happen and talk about this as an algorithm. • I can program a robot or software to do a particular task. • I can look at my friend’s program and tell you what will happen. • I can use programming software to make objects move. • I can watch a program execute and spot where it goes wrong so that I can debug it.	• I can put programming commands into a sequence to achieve a specific outcome. • I can program using simple sequencing in a block based language • I can create and describe the algorithm I will need for a simple task. • I keep testing my program and can recognise when I need to debug it • I can modify code including sequencing by making changes and observing the effects when run. • I can detect a problem in an algorithm which could result in unsuccessful programming. • I can break an open-ended problem up into smaller parts.	• I can identify that accuracy in programming is important • I can create a program in a text-based language • I can explain what ‘repeat’ means. • I can use logical thinking to solve an open-ended problem by breaking it up into smaller parts • I can explain the difference between count-controlled and continuous loops • I can modify code including repetition by making changes and observing the effects when run. • I can recognise an error in a program and debug it. • I can design a physical project that includes repetition	• I can explain how selection is used in computer programs • I can use ‘if’ and ‘then’ commands to select an action. • I can create a program that uses selection to direct the flow of a program • I can decompose a problem into smaller parts to design an algorithm for a specific outcome and use this to write a program. • I can use logical reasoning to detect and debug mistakes in a program. • I use logical thinking, imagination and creativity to extend a program. • I can confidently use sequence, selection and repetition within my algorithms and programming.	• I can deconstruct a problem into smaller steps, recognising similarities to solutions used before. • I can explain and program each of the steps in my algorithm. • I can evaluate the effectiveness and efficiency of my algorithm while I continually test the programming of that algorithm. • I can recognise when I need to use a variable to achieve a required output. • I can use a variable and operators to stop a program. • I can use different inputs (including sensors) to control a device or onscreen action and predict what will happen. • I can use logical reasoning to detect and correct errors in a algorithms and programs. • I can confidently use sequence, selection repetition and variables within my algorithms and programming.
6	DIGITAL LITERACY & INFORMATION TECHNOLOGY	Strand	EYFS	Year 1	Year 2	Year 3	Year 4	Year 5	Year 6
7		NC		Pupils should be taught to use technology purposefully to organise and manipulate digital content.		Pupils should be taught to 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.
8		Data & Desktop Publishing	• I can tell you about different kinds of information such as pictures, video, text and sound. • I can identify and continue a pattern	• I can talk about the different ways in which information can be shown. • I can use technology to collect information, including photos, video and sound. • I can sort different kinds of information and present it to others. • I can add information to a pictograph and talk to you about what I have found out.	• I talk about the different ways I use technology to collect information, including a camera, microscope or sound recorder. • I can make and save a chart or graph using the data I collect. • I can talk about the data that is shown in my chart or graph. • I am starting to understand a branching database. • I can tell you what kind of information I could use to help me investigate a question.	• I can use a keyboard, mouse, trackpad and touchscreen with more confidence • I recognise how text and images can be used together to convey information. • I recognise that text can be edited • I can add content to a desktop publishing publication • I can talk about the different ways data can be organised. • I can collect data help me answer a question. • I can make a branching database.	• I can use a keyboard, mouse, trackpad and touchscreen confidently • I can organise data in different ways. • I can collect data and identify where it could be inaccurate. • I can plan, create and search a database to answer questions. • I can choose the best way to present data to my friends. • I can use a data logger to record and share my readings with my friends.	• I can use a mouse, trackpad and touchscreen confidently and begin to type efficiently on a keyboard. • I can use a spreadsheet and database to collect and record data. • I can choose an appropriate tool to help me collect data.. • I can present data in an appropriate way. • I can search a database using different operators to refine my search. • I can talk about mistakes in data and suggest how it could be checked.	• I can use a mouse, trackpad and touchscreen confidently and can type on a keyboard at a reasonable rate of speed and accuracy • I can select the most effective tool to collect data for my investigation. • I can check the data I collect for accuracy and plausibility. • I can interpret the data I collect. • I can present the data I collect in an appropriate way.
9		Strand	EYFS	Year 1	Year 2	Year 3	Year 4	Year 5	Year 6
10		NC		Pupils should be taught to use technology purposefully to organise and manipulate digital content. They should be taught to 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 their online technologies.		Pupils should be taught to 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. They should be taught to use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour, identify a range of ways to report concerns about content and contact. Be discerning in evaluating digital content.
11		Creating Media	• I can move objects on a screen. • I can create shapes and text on a screen. • I can use technology to show my learning.	• I can begin to use a keyboard, mouse, trackpad and touchscreen. • I can use a computer to paint a picture • I can use the keyboard or a word bank on my device to enter text. • I can identify that the look of text can be changed on a computer • I can be creative with different technology tools. • I can use technology to create and present my ideas. • I can save information in a special place and retrieve it again.	• I can use the keyboard on my device to add, delete and space text for others to read. • I can use a computer to create a piece of music. • I can capture a digital image • I recognise that photos can be changed • I can review and refine my computer work • I can use technology to organise and present my ideas in different ways. • I can tell you about an online tool that will help me to share my ideas with other people. • I can save and open files on the device I use.	• I recognise that an animation is made up of a sequence of images. • I recognise the relationship between frames and motion. • I recognise the need for consistency in working. • I recognise the impact of adding other media. • I can evaluate my work and improve its effectiveness.	• I recognise that images can be digitally recorded and changed • I recognise that images can be edited and altered. • I can consider the results of editing choices made. • I can use a variety of tools to make changes to an image. • I can explain that not all images are real and understand why they might have been edited. • I can give constructive feedback to my friends to help them improve their work and refine my own work.	• I can select, use and combine the appropriate technology tools to create effects that will have an impact on others. • I can select an appropriate online or offline tool to create and share ideas. • I can use the skills I have already developed to create content using unfamiliar technology. • I can combine options to achieve a desired effect and consider the impact of my choices. • I can review and improve my own work and support others to improve their work.	• I can use and combine a range of media, recognising the contribution of each to achieve a particular outcome. • I can consider the ownership and use of images (copyright) • I recognise the implications of linking to content owned by others. • I can tell you why I select a particular online tool for a specific purpose. • I can be digitally discerning when evaluating the effectiveness of my own work and the work of others.
12		Strand	EYFS	Year 1	Year 2	Year 3	Year 4	Year 5	Year 6
13		NC		Pupils should be taught to use technology purposefully to store and retrieve digital content and to recognise common uses of information technology beyond school.		Pupils should be taught to 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. Use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content.
14		Computing Systems & Networks	• I can tell you about technology that is used at home and in school. • I can operate simple equipment. • I can use a safe part of the Internet to play and learn.	• I can recognise the ways we use technology in our classroom. • I can recognise ways that technology is used in my home and community. • I recognise the uses and features of information technology. • I recognise that choices are made when using technology. • I can begin to identify some of the benefits of using technology. • I can talk about how to use technology safely.	• I can tell you why I use technology in the classroom. • I can tell you why I use technology in my home and community. • I am starting to understand that other people have created the information I use. • I can identify benefits of using technology including finding information, creating and communicating. • I can talk about the differences between the Internet and things in the physical world.	• I can explain how digital devices function. • I can identify input and output devices. • I can explain how digital devices help us • I can save and retrieve work on the Internet, the school network or my own device. • I can explore how digital devices can be connected. • I can explain how a computer network can be used to share information.	• I can describe how networks connect to other networks • I can outline how information can be shared on the World Wide Web. • I can explain the benefits of the World Wide Web. • I recognise that the World Wide Web is part of the internet. • I can explain that the global interconnection of networks is the internet. • I can explain how the content of the World Wide Web is created, owned and shared by people.	• I recognise that connections between computers allow us to access shared stored files and work together. • I recognise that internet collaborations can be public or private. • I can talk about the way search results are selected and ranked. • I can use a search engine to find appropriate information and check its reliability. • I can tell you about copyright and acknowledge the sources of information that I find online.	• I can tell you the Internet services I need to use for different purposes. • I can describe how information is transported on the Internet. • I can select an appropriate tool to communicate and collaborate online. • I can discuss the opportunities that technology offers for communication. • I can evaluate different methods of online communication.
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