Progression

Progression of skills – Computing

Year 1

Year 2

Year 3

Year 4

Year 5

Year 6

Computing systems and networks

• Identify technology
• Identify a computer and its main parts
• Use a mouse in different ways
• Use a keyboard to type
• Use the keyboard to edit text
• Create rules for using technology responsibly

• Recognise the uses and features of information technology.
• Identify information technology in the home.
• Identify information technology beyond school.
• Explain how information technology benefits us.
• Show how to use information technology safely.
• Recognise that choices are made when using information technology.

• Explain how digital devices function.
• Identify input and output devices.
• Recognise how digital devices can change the way we work.
• Explain how a computer network can be used to share information.
• Explore how digital devices can be connected.
• Recognise the physical components of a network.

• Describe how networks physically connect to other networks.
• Recognise how networked devices make up the internet.
• Outline how websites can be shared via the World Wide Web.
• Describe how content can be added and accessed on the World Wide Web.
• Recognise how the content of the WWW is created by people.
• Evaluate the consequences of unreliable content.

• Explain that computers can be connected together to form systems.
• Recognise the role of computer systems in our lives.
• Recognise how information is transferred over the internet.
• Explain how sharing information online lets people in different places work together.
• Contribute to a shared project online.
• Evaluate different ways of working together online.

• Identify how to use a search engine.

• Describe how search engines select results.
• Explain how search results are ranked.
• Recognise why the order of results is important, and to whom.
• Recognise how we communicate using technology.
• Evaluate different methods of online communication.

Creating media

• Describe what freehand tools do.
• Use the shape tool and the line tools.
• Make careful choices when painting a digital picture.
• Explain why I chose the tools I used.
• Use a computer on my own to paint a picture.
• Compare painting a picture on a computer and on paper.

• Know what devices can be used to take photographs.
• Use a digital device to take a photograph.
• Describe what makes a good photograph.
• Decide how photographs can be improved.
• Use tools to change an image.
• Recognise that images can be changed.

• Explain that animation is a sequence of drawings or photographs.
• Relate animated movement with a sequence of images.
• Plan an animation.
• Identify the need to work consistently and carefully.
• Review and improve an animation.
• Evaluate the impact of adding other media to an animation.

• Identify that sound can be digitally recorded.
• Use a digital device to record sound.
• Explain that a digital recording is stored as a file.
• Explain that audio can be changed through editing.
• Show that different types of audio can be combined and played together.
• Evaluate editing choices made.

• Recognise video as moving pictures, which can include audio.
• Identify digital devices that can record video.
• Capture video using a digital device.
• Recognise the features of an effective video.
• Identify that video can be improved through reshooting and editing.
• Consider the impact of the choices made when making and sharing a video.

• Review an existing website and consider its structure.
• Plan the features of a web page.
• Consider the ownership and use of images (copyright).
• Recognise the need to preview pages.
• Outline the need for a navigation path.
• Recognise the implications of linking to content owned by other people.

Data and information

• Label objects.
• Identify that objects can be counted.
• Describe objects in different ways.
• Count objects with the same properties.
• Compare groups of objects.
• Answer questions about groups of objects.

• Recognise that we can count and compare objects using tally charts.
• Recognise that objects can be represented as pictures.
• Create a pictogram.
• Select objects by attribute and make comparisons.
• Recognise that people can be described by attributes.
• Explain that we can present information using a computer.

• Create questions with yes/no answers.
• Identify the object attributes needed to collect relevant data.
• Create a branching database.
• Identify objects using a branching database.
• Explain why it is helpful for a database to be well structured.
• Compare the information shown in a pictogram with a branching database.

• Explain that data gathered over time can be used to answer questions.
• Use a digital device to collect data automatically.
• Explain that a data logger collects ‘data points’ from sensors over time.
• Use data collected over a long duration to find information.
• Identify the data needed to answer questions.
• Use collected data to answer questions.

• Use a form to record information.
• Compare paper and computer-based databases.
• Outline how grouping and then sorting data allows us to answer questions.
• Explain that tools can be used to select specific data.
• Explain that computer programs can be used to compare data visually.
• Apply my knowledge of a database to ask and answer real-world questions.

• Identify questions which can be answered using data.
• Explain that objects can be described using data.
• To explain that formula can be used to produce calculated data
• To apply formulas to data, including duplicating
• To create a spreadsheet to plan an event
• To choose suitable ways to present data

Creating media

• Use a computer to write.
• Add and remove text on a computer.
• Identify that the look of text can be changed on a computer.
• Make careful choices when changing text.
• Explain why I used the tools that I chose.
• Compare writing on a computer with writing on paper.

• Say how music can make us feel.
• Identify that there are patterns in music.
• Describe how music can be used in different ways.
• Show how music is made from a series of notes.
• Create music for a purpose.
• Review and refine our computer work.

• Recognise how text and images convey information.
• Recognise that text and layout can be edited.
• Choose appropriate page settings.
• Add content to a desktop publishing publication.
• Consider how different layouts can suit different purposes.
• Consider the benefits of desktop publishing.

• Explain that digital images can be changed.
• Change the composition of an image.
• Describe how images can be changed for different uses.
• Make good choices when selecting different tools.
• Recognise that not all images are real.
• Evaluate how changes can improve an image.

• Identify that drawing tools can be used to produce different outcomes.
• Create a vector drawing by combining shapes.
• Use tools to achieve a desired effect.
• Recognise that vector drawings consist of layers.
• Group objects to make them easier to work with.
• Evaluate my vector drawing.

• Use a computer to create and manipulate three-dimensional (3D) digital objects.
• Compare working digitally with 2D and 3D graphics.
• Construct a digital 3D model of a physical object.
• Identify that physical objects can be broken down into a collection of 3D shapes.
• Design a digital model by combining 3D objects.
• Develop and improve a digital 3D model.

Programming A

• Explain what a given command will do.
• Act out a given word.
• Combine forwards and backwards commands to make a sequence.
• Combine four direction commands to make sequences.
• Plan a simple program.

• Find more than one solution to a program.

• Describe a series of instructions as a sequence.
• Explain what happens when we change the order of instructions.
• Use logical reasoning to predict the outcome of a program (series of commands).
• Explain that programming projects can have code and artwork.
• Design an algorithm.

• Create and debug a program that I have written.

• Explore a new programming environment.
• Identify that each sprite is controlled by the commands I choose.
• Explain that a program has a start.
• Recognise that a sequence of commands can have an order.
• Change the appearance of my project.
• Create a project from a task description.

• Identify that accuracy in programming is important.
• Create a program in a text-based language.
• Explain what ‘repeat’ means.
• Modify a count-controlled loop to produce a given outcome.
• Decompose a program into parts.
• Create a program that uses count-controlled loops to produce a given outcome.

• Control a simple circuit connected to a computer.
• Write a program that includes count-controlled loops.
• Explain that a loop can stop when a condition is met, eg number of times.
• Conclude that a loop can be used to repeatedly check whether a condition has been met.
• Design a physical project that includes selection.
• Create a controllable system that includes selection.

• Define a ‘variable’ as something that is changeable.
• Explain why a variable is used in a program.
• Choose how to improve a game by using variables.
• Design a project that builds on a given example.
• Use my design to create a project.
• Evaluate my project.

Programming B

• Choose a command for a given purpose.
• Show that a series of commands can be joined together.
• Identify the effect of changing a value.
• Explain that each sprite has its own instructions.
• Design the parts of a project.
• Use an algorithm to create a program.

• Explain that a sequence of commands has a start.
• Explain that a sequence of commands has an outcome.
• Create a program using a given design.
• Change a given design.
• Create a program using my own design.
• Decide how my project can be improved.

• Explain how a sprite moves in an existing project.
• Create a program to move a sprite in four directions.
• Adapt a program to a new context.
• Develop my program by adding features.
• Identify and fix bugs in a program.
• Design and create a maze-based challenge.

• Develop the use of count-controlled loops in a different programming environment.
• Explain that in programming there are infinite loops and count controlled loops.
• Develop a design which includes two or more loops which run at the same time.
• Modify an infinite loop in a given program.
• Design a project that includes repetition.
• Create a project that includes repetition.

• Explain how selection is used in computer programs.
• Relate that a conditional statement connects a condition to an outcome.
• Explain how selection directs the flow of a program.
• Design a program which uses selection.
• Create a program which uses selection.
• Evaluate my program.

• Create a program to run on a controllable device.
• Explain that selection can control the flow of a program.
• Update a variable with a user input.
• Use an conditional statement to compare a variable to a value.
• Design a project that uses inputs and outputs on a controllable device.
• Develop a program to use inputs and outputs on a controllable device.