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Good Shepherd follows the National Computing curriculum and aims to prepare children for the workplace of tomorrow. We have opted for a spiral approach, as opposed to a linear set of lessons which all focus on one area of computing. With this approach, children have an opportunity to see the interconnectivity of topics. Computing is planned and taught by Mr Hunt.
| Year 1 | Year 2 | Year 3 | Year 4 | Year 5 | Year 6 |
|---|---|---|---|---|---|
| I know what an algorithm is | I can break a simple problem down into smaller steps | I can follow a sequence of instructions | I can decompose a problem into smaller parts | I can compare two different algorithms that do the same thing in different ways | I can write my own algorithm |
| I can explain the steps in a simple algorithm | I can spot an error in algorithm | I can break a problem down into smaller steps | I can design a program on paper | I can solve complex problems by splitting them into smaller parts, some of which will be repeated | I can fix an error in an algorithm |
| I can follow an algorithm without a computer | I can compare different algorithms in terms of speed and how easy they are to follow | I can give some examples of what algorithms can be used for | I can tell when an algorithm has worked or not | I can use logical reasoning to explain how some simple algorithms work | I can design solutions by decomposing a problem and creating a sub-solution for each of these parts (decomposition). |
| I can express simple linear (non-branching) algorithms symbolically. | I can write an algorithm on paper | I can use diagrams to express solutions. | I can explain how an algorithm works | I can use logical reasoning to detect and correct errors in algorithms | I recognise that different solutions exist for the same problem and that some are better than others. |
| I know what a computer program is | I understand that algorithms are implemented as programs on digital devices | I can use logical reasoning to predict outputs, showing an awareness of inputs. | I understand that there can be different solutions to the same problem | I can create a flow diagram | I am developing my computational thinking skills |
| I can explain how a computer follows an algorithm | I can follow a simple sequence of instructions | ||||
| I understand that computers need precise instructions | I can predict how a computer program will behave | ||||
| I demonstrate care and precision to avoid errors. | I can argue what problems are best solved by either computer programs or humans |
| Year 1 | Year 2 | Year 3 | Year 4 | Year 5 | Year 6 |
|---|---|---|---|---|---|
| I know what it means to run a program | Understand that programs execute by following precise and unambiguous instructions | I know what sequence means I can put together a simple sequence of code instructions successfully | I can make a decision based on a selection instruction | I can use selection in programs | I can write my own programs |
| I can run / execute a program | I can use a debugger to step through a program | I know what selection means and I can use if statements in programs | I can use if .. then … else statements | I can work with variables | I can write a program that controls a gadget |
| I know what a “bug” is | I can find a bug in a program | I know what repetition means | I can declare and assign variables. | I can uses post-tested loops e.g. ‘until’, and a sequence of selection statements in programs. | I can make a simulation of a physical system |
| I know what it means to debug a program | I can fix a bug in a program | I can repeat something a certain number of times | I can use a variable to keep track of something (e.g. counting) | I can debug a program to fix a problem | I can use a variable and relational operators within a loop to govern termination. |
| I can explain why debugging is useful | I can debug a simple program | I can use arithmetic operators within programs. | I can use a while loop | I can explain the strengths and weaknesses of using a simulation compared the real thing | I can design, write and debug modular programs using procedures. |
| I can create a simple computer program to solve a problem in an environment that does not rely on text e.g. beebots | I can write a simple program | I can use logical reasoning to predict the behaviour of programs. | I can spot when a program goes wrong | I know what a procedure / function is | I know that a procedure can be used to hide the detail with sub-solution (procedural abstraction). |
| I can tell when a program runs correctly or has an error | I can use logical reasoning to predict the behaviour of simple programs | I know what a variable is | I can use a program to control a gadget | I can write and use a procedure / function. | I can use parameters in a procedure / function |
| I can check and change a program. | I know what computer control means | I can use different types of loops in programs | Understands the difference between, and appropriately uses if and if, then and else statements. | I can use a text based programming language such as logo. | |
| I know what simulation means | I can repeat something until an end condition | I can write a program using input from sensors | |||
| I can write a program to accomplish a specific goal | I can use a program to simulate a physical system | I can create a stop-motion animation | |||
| I can explain why programs need to be tested and debugged | I can design and create programs that accomplish specific goals | ||||
| I can detect and correct simple semantic errors i.e. debugging, in programs. | I can explain the difference between input and output | ||||
| I can explain why computers are sometimes used to control things | I can work with various forms of input and output | ||||
| I can explain why computers are sometimes used to simulate things |
| Year 1 | Year 2 | Year 3 | Year 4 | Year 5 | Year 6 |
|---|---|---|---|---|---|
| I can identify and name simple hardware (mouse, keyboard, monitor, computer, printer) | I can identify and name some additional hardware devices e.g. scanner and know their use | I know what a physical system is | I can name common input devices | I can understand computer networks including the internet | I know what binary means |
| I understand the use of this hardware | I recognise that digital content can be represented in many forms. I can distinguish between some of these forms and can explain the different ways that they communicate information. | I know what the internet is | I can name common output devices | I can appreciate how search results are ranked | I can write numbers 0-31 in binary code |
| I understand that computers have no intelligence and that computers can do nothing unless a program is executed. | I know what a computer network is | I can understand how computer networks can provide multiple services, such as the world wide web | I can perform more complex searches for information e.g. using Boolean and relational operators. | I can convert binary to ASCII and vice versa. | |
| I recognise that all software executed on digital devices is programmed. | I can recognise and name different types of data - text, number. | I know what the world wide web is. | I can design and create filters | I have a foundation understanding of encryption (using Ceaser Cipher to relate to Enigma - WW2 topic link) | |
| I can follow a binary tree | I understand that programs can work with different types of data. | I can appreciate how search results are selected | I know that computers collect data from various input devices, including sensors and application software. | Analyses and evaluates data and information, and recognises that poor quality data leads to unreliable results, and inaccurate conclusions. | |
| I recognise that data can be structured in tables to make it useful. | I understand the difference between data and information. | Understands the difference between hardware and application software, and their roles within a computer system. | Understands why and when computers are used. | ||
| I can structure data in tables to make it useful. | I know why sorting data in a flat file can improve searching for information. | I can use a simple database | Understands the main functions of the operating system. | ||
| I recognise that a range of digital devices can be considered a computer. | I can use filters or can perform single criteria searches for information. | I can create a branching database | Knows the difference between physical, wireless and mobile networks. | ||
| I understand and can use different types of questions | I can recognise and use a range of input and output devices. | I can create a database with different field types. | |||
| I can sort objects using a binary tree | I understand how programs specify the function of a general purpose computer. | I can search using a database. | |||
| I understand how a little about how computers read and store data | I can create a binary tree | ||||
| I know what a pixel is | I can use a branching database |
| Year 1 | Year 2 | Year 3 | Year 4 | Year 5 | Year 6 |
|---|---|---|---|---|---|
| I know what a computer is | I know what a directory is | I can use a computer to create a file (document / presentation / picture etc…) | I can explain how the Internet lets people communicate | I can evaluate how well a piece of work does what it’s supposed to do | I can present my work to others using a computer / device |
| I know the capital letter for all lower case letters | I can find 20 random letters on the keyboard in a minute | I can name a file appropriately | I can explain how the Internet lets people collaborate | I can create my own piece of work | I can create advice for others on how to search effectively online |
| I can find all the letters (A-Z) on the keyboard | I can type @ : ( ) + ? | I know additional keyboard keys like Insert and tab | I can use the Internet to communicate with other people | I understand file extensions | I can make judgements about digital content when evaluating and repurposing it for a given audience. |
| I can find all the numbers (0-9) on the keyboard | I can find and know how to use the Caps-lock, delete, Shift (for top character) | I can organise my files on a computer | I can use the Internet to collaborate with other people | I recognise some common file extensions | I can recognise the audience when designing and creating digital content. |
| I can find and know how to use the spacebar, Shift (for capital letter), backspace delete and return | I can type words and sentences correctly using spaces, capital letters and full stops. | I know what communication is | I can select and use a variety of software to create work for a given purpose | I can explain the advantages and disadvantages of using the Internet to communicate | I understand the potential of information technology for collaboration when computers are networked. |
| I can list jobs done by a computer inside school | I can insert words into a sentence. | I know what collaboration is | I can search for information on the Internet | I understand the opportunities computer networks offer for collaboration | I can use criteria to evaluate the quality of solutions, can identify improvements making some refinements to the solution, and future solutions. |
| I can list jobs done by a computer outside of school | I can save my work on a computer | I know what software is | I can ignore information that isn’t relevant | I can be discerning in evaluating digital content | I can use email address books |
| I understand that devices can be controlled | I can edit my work on a computer | I know what relevant means | I can explain why some search results appear higher than others on a search engine | I can use attachments in emails | I can organise emails using different boxes |
| I can explain why it can be useful to use a computer | I can say when it’s better to use a computer and when it’s better not to. | I can choose which program to use to make a piece of work | I can work out which search result is the most relevant | I can create digital content to achieve a given goal through combining software packages and internet services to communicate with a wider audience e.g. blogging | |
| I know what a file is | I can create something useful on the computer | I can explain what the Internet can be used for | I can describe what can go wrong when using the Internet to communicate or collaborate | I can make appropriate improvements to solutions based on feedback received, and can comment on the success of the solution. | |
| I can open work on a computer | I can print my work | I can use search technologies effectively | I can use a computer to collect data | ||
| I can use a mouse to click and select | I know what searching the Internet means | I can use a variety of software to accomplish given goals | I can use a computer to analyse data to show something useful | ||
| I can use a mouse to drag and drop | I know what data is | I can design and create content | I can collect, organise and present data in digital content | ||
| I can log on to computers in school | I know what information is | I can present information | I can analyse and evaluate information | ||
| I can log off the computers in school | I can use a mouse to highlight and select text and graphics | I can use software under the control of the teacher to create, store and edit digital content using appropriate file and folder names. | I can read and write emails | ||
| I know how to close programs | I can use software under the control of the teacher to create, store and edit digital content. | I can use technology with increasing independence to purposefully organise digital content. | I understand the different email boxes (in, out, sent, deleted) | ||
| I can turn the computer on | I understand that people interact with computers. | I can collect information | I know what an internet /web browser is. | ||
| I can use the mouse to click into a place ready to type | I can share my use of technology in school. | I show an awareness for the quality of digital content collected. | I can find content from the world wide web using a web browser | ||
| I can use a mouse to single click and double click | I know common uses of information technology beyond the classroom. | I can explain the difference between data and information | I understand how to use the back button in an internet browser | ||
| I can talk about my work and make changes to improve it. | I can use a variety of software to manipulate and present digital content: data and information. | I know what a hyperlink is | |||
| I know I must close programs before logging off | I can share my experiences of technology in school and beyond the classroom. | I can find information on the internet by following a hyperlink | |||
| I know the difference between logging off and shutting down the computer | I can talk about my work and makes improvements to solutions based on feedback received. | I understand the format of an email address | |||
| I know how to use the minimise and maximise window buttons. | I know what email is | ||||
| I can drag a window using the title bar | |||||
| I can resize a window |
For the E-safety aspect of computing, we follow the Government endorsed, Education for a Connected World framework – which is available here
