Intended Outcomes

Complex Ideas

Hardware

Early Years

Learning how to operate a camera to take photographs of meaningful creations or moments.
Learning how to explore and tinker with hardware to develop familiarity and introduce relevant vocabulary.
Recognising and identifying familiar letters and numbers on a keyboard.
Developing basic mouse skills such as moving and clicking.

Year 1

Learning how to operate a camera or tablet to take photos and videos.
Learning how to explore and tinker with hardware to find out how it works.
Recognising that some devices are input devices and others are output devices.
Learning where keys are located on the keyboard.

Year 2

Name some computer peripherals and their function.
Recognise that buttons cause effects.
Explain that technology follows instructions.
Recognise different forms of technology.
Design an invention which includes inputs and outputs.
Explain the role of computers in the world around them

Year 3

Recognise inputs and outputs and that the computer sends and receives information.
Explain that the parts of a laptop work together and the purpose of each part.
Explain what an algorithm is.
Suggest what memory is for inside a computer.
Make comparisons between different types of computer.

Year 4

Recognise that a network is two or more devices connected.
Explain how information moves around a network and the role of the server.
Understand that networks connect to the Internet via a router.
Explain some of the journey a website goes through to reach your computer.
Explain that websites are split into small pieces (packets) to be sent via the Internet

Year 5

Learning that external devices can be programmed by a separate computer.
Learning the difference between ROM and RAM.
Recognising how the size of RAM affects the processing of data.
Understanding the fetch, decode, execute cycle

Year 6

Learning about the history of computers and how they have evolved over time.
Using the understanding of historic computers to design a computer of the future.
Understanding and identifying barcodes, QR codes and RFID.
Identifying devices and applications that can scan or read barcodes, QR codes and RFID.
Understanding how corruption can happen within data during transfer (for example when downloading installing, copying and updating files).

Networks

Year 1

Discuss what the Internet is and how it can be used.
Recognise that the Internet may affect mood or emotions.
Recognise how Internet use can affect and upset other.
Identify which information is appropriate to share and post online and which is not.

Year 3

Understanding the role of the key components of a network.
Identifying the key components within a network, including whether they are wired or wireless.
Understanding that websites and videos are files that are shared from one computer to another.
Learning about the role of packets.
Understanding how networks work and their purpose.
Recognising links between networks and the Internet. Learning how data is transferred.

Year 4

Understanding that computer networks provide multiple services, such as the World Wide Web, and opportunities for communication and collaboration.

Year 5

Learning the vocabulary associated with data: data and transmit.
Learning how the data for digital images can be compressed.
Recognising that computers transfer data in binary and understanding simple binary addition.
Relating binary signals (Boolean) to the simple character-based language, ASCII. Learning that messages can be sent by binary code, reading binary up to eight characters and carrying out binary calculations.
Understanding how bit patterns represent images as pixels.

Year 6

Understanding that computer networks provide multiple services.
How it can impact school, city and town.

Computational Thinking

Early Years

Using logical reasoning to understand simple instructions and predict the outcome.

Year 1

Learning that decomposition means breaking a problem down into smaller parts.
Using decomposition to solve unplugged challenges.
Using logical reasoning to predict the behaviour of simple programs.
Developing the skills associated with sequencing in unplugged activities.
Following a basic set of instructions.
Assembling instructions into a simple algorithm.

Year 2

Articulating what decomposition is.
Decomposing a game to predict the algorithms used to create it.
Learning that there are different levels of abstraction.
Explaining what an algorithm is.
Following an algorithm. Creating a clear and precise algorithm.
Learning that programs execute by following precise instructions. Incorporating loops within algorithms.

Year 3

Using decomposition to explain the parts of a laptop computer.
Using decomposition to explore the code behind an animation.
Using repetition in programs.
Using logical reasoning to explain how simple algorithms work.
Explaining the purpose of an algorithm.
Forming algorithms independently.

Year 4

Using decomposition to solve a problem by finding out what code was used.
Using decomposition to understand the purpose of a script of code.
Identifying patterns through unplugged activities.
Using experiences to help solve new problems.
Using abstraction to identify the important parts when completing both plugged and unplugged activities.

Year 5

Decomposing animations into a series of images.
Decomposing a program without support.
Decomposing a story to be able to plan a program to tell a story.
Predicting how software will work based on previous experience.
Writing more complex algorithms for a purpose.

Year 6

Decomposing a program into an algorithm.
Using past experiences to help solve new problems.
Writing increasingly complex algorithms for a purpose.

Programming

Early Years

Following instructions as part of practical activities and games.
Learning to give simple instructions.
Experimenting with programming a Bee-bot/Blue- bot and learning how to give simple commands.
Learning to debug instructions, with the help of an adult, when things go wrong.

Year 1

Programming a Floor robot to follow a planned route.
Learning to debug instructions when things go wrong.
Using programming language to explain how a floor robot works.
Learning to debug an algorithm in an unplugged scenario.

Year 2

Using logical thinking to explore software, predicting, testing and explaining what it does.
Using an algorithm to write a basic computer program.
Using loop blocks when programming to repeat an instruction more than once.

Year 3

Using logical thinking to explore more complex software; predicting, testing and explaining what it does.
Incorporating loops to make code more efficient.
Continuing existing code.
Making reasonable suggestions for how to debug their own and others' code.

Year 4

Creating algorithms for a specific purpose.
Coding a simple game.
Using abstraction and pattern recognition to modify code.
Incorporating variables to make code more efficient.

Year 5

Programming an animation.
Iterating and developing their programming as they work.
Confidently using loops in their programming.
Using a more systematic approach to debugging code, justifying what is wrong and how it can be corrected.
Writing code to create a desired effect.
Using a range of programming commands. Using repetition within a program. Amending code within a live scenario.

Year 6

Debugging quickly and effectively to make a program more efficient.
Remixing existing code to explore a problem.
Using and adapting nested loops.
Programming using the language Python.
Changing a program to personalise it.
Evaluating code to understand its purpose.
Predicting code and adapting it to a chosen purpose.

Software

Early Years

Using a simple online paint tool to create digital art.

Year 1

Using a basic range of tools within graphic editing software.
Taking and editing photographs.
Developing control of the mouse through dragging, clicking and resizing of images to create different effects.
Developing understanding of different software tools.

Year 2

Developing word processing skills, including altering text, copying and pasting and using keyboard shortcuts.
Using word processing software to type and reformat text.
Using software (and unplugged means) to create story animations.
Creating and labelling images.

Year 3

Taking photographs and recording video to tell a story.
Using software to edit and enhance their video adding music, sounds and text on screen with transitions.

Year 4

Building a web page and creating content for it.
Designing and creating a webpage for a given purpose.
Use online software for documents, presentations, forms and spreadsheets.
Using software to work collaboratively with others.

Year 5

Using logical thinking to explore software more independently, making predictions based on their previous experience.
Using software programme Sonic Pi/Scratch to create music.
Using the video editing software to animate. Identify ways to improve and edit programs, videos, images etc.

Year 6

Using logical thinking to explore software independently, iterating ideas and testing continuously.
Using search and word processing skills to create a presentation.
Creating and editing sound recordings for a specific purpose.
Creating and editing videos, adding multiple elements: music, voiceover, sound, text and transitions.

Internet

Year 1

Recognising devices that are connected to the Internet.
Searching and downloading images from the Internet safely.
Understanding that we are connected to others when using the Internet

Year 2

Searching for appropriate images to use in a document.
Understanding what online information is.

Year 3

Learning to log in and out of an email account.
Writing an email including a subject, ‘to’ and ‘from.’
Sending an email with an attachment.
Replying to an email.

Year 4

Understanding why some results come before others when searching.
Using keywords to effectively search for information on the Internet.
Understanding that information found by searching the Internet is not all grounded in fact.
Searching the Internet for data.

Year 5

Developing searching skills to help find relevant information on the internet.
Learning how to use search engines effectively to find information, focussing on keyword searches and evaluating search returns.

Year 6

Understanding how search engines work.

Using Data

Early Years

Representing data through sorting and categorising objects in unplugged scenarios.
Representing data through physical pictograms.
Exploring branch databases through physical games.

Year 1

Understanding that technology can be used to represent data in different ways: pictograms, tables, pie charts, bar charts, block graphs etc.
Using representations to answer questions about data.
Using software to explore and create pictograms and branching databases.

Year 2

Collecting and inputting data into a spreadsheet.
Interpreting data from a spreadsheet.

Year 3

Understanding the vocabulary to do with databases: field, record, data.
Learning about the pros and cons of digital versus paper databases.
Sorting and filtering databases to easily retrieve information.
Creating and interpreting charts and graphs to understand data.

Year 4

Understanding that data is used to forecast weather.
Recording data in a spreadsheet independently.
Sorting data in a spreadsheet to compare using the ‘sort by’ option.
Designing a device which gathers and records sensor data.

Year 5

Understanding how data is collected in remote or dangerous places.
Understanding how data might be used to tell us about a location.

Year 6

Understanding how barcodes, QR codes and RFID work.
Gathering and analysing data in real time.
Creating formulas and sorting data within spreadsheets.

Wider Technology

Year 1

Recognising common uses of information technology, including beyond school.
Understanding some of the ways we can use the Internet.

Year 2

Learning how computers are used in the wider world.

Year 3

Understanding the purpose of emails.
Recognising how social media platforms are used to interact.

Year 4

Understanding that software can be used collaboratively online to work as a team.

Year 5

Learn about different forms of communication that have developed with the use of technology.

Year 6

Learning about the Internet of Things and how it has led to ‘big data’. Learning how ’big data’ can be used to solve a problem or improve efficiency.

E-Safety

Year 1

To know that the Internet is many devices connected to one another.
To know that you should tell a trusted adult if you feel unsafe or worried online.
To know that people you do not know on the Internet (online) are strangers and are not always who they say they are.
To know that to stay safe online it is important to keep personal information safe.
To know that 'sharing online means giving something specific to someone else via the Internet and 'posting' online means placing information on the Internet

Year 2

To understand the difference between online and offline.
To understand what information I should not post online.
To know what the techniques are for creating a strong password.
To know that you should ask permission from others before sharing about them online and that they have the right to say 'no.'
To understand that not everything I see or read online is true.

Year 3

To know that not everything on the internet is true: people share facts, beliefs and opinions online.
To understand that the internet can affect your moods and feelings.
To know that privacy settings limit who can access your important personal information, such as: your name, age, gender etc.
To know what social media is and that age restrictions apply.

Year 4

To understand some of the methods used to encourage people to buy things online.
To understand that technology can be designed to act like or impersonate living things.
To understand that technology can be a distraction and identify when someone might need to limit the amount of time spent using technology.
To understand what behaviours are appropriate in order to stay safe and be respectful online.

Year 5

To know different ways we can communicate online.
To understand how online information can be used to form judgements.
To understand some ways to deal with online bullying.
To know that apps require permission to access private information and that you can alter the permissions.
To know where I can go for support if I am being bullied online or feel that my health is being affected by time online.

Year 6

To know different ways we can communicate online.
To understand how online information can be used to form judgements.
To understand some ways to deal with online bullying.
To know that apps require permission to access private information and that you can alter the permissions.
To know where I can go for support if I am being bullied online or feel that my health is being affected by time online.