Progression Map: Computing
Shows an interest in technological toys with knobs or pulleys, or real objects such as cameras or mobile phones.
Shows skill in making toys work by pressing parts or lifting flaps to achieve effects such as sound, movements or new images.
Completes a simple program on a computer.
Uses ICT hardware to interact with age-appropriate computer software.
Understand what algorithms are Create simple programs
Understand that algorithms are implemented as programs on digital devices Understand that programs execute by following precise and unambiguous instructions Debug simple programs Use logical reasoning to predict the behaviour of simple programs
Write programs that accomplish specific goals Use sequence in programs Work with various forms of input Work with various forms of output
Design programs that accomplish specific goals Design and create programs Debug programs that accomplish specific goals Use repetition in programs Control or simulate physical systems Use logical reasoning to detect and correct errors in programs Understand how computer networks can provide multiple services, such as the World Wide Web Appreciate how search results are selected
Solve problems by decomposing them into smaller parts Use selection in programs Work with variables Use logical reasoning to explain how some simple algorithms work Use logical reasoning to detect and correct errors in algorithms Understand computer networks, including the internet Appreciate how search results are ranked.
Create a program in a block based language using inputs and outputs.
Use Scratch to control outputs.
Seeks to acquire basic skills with IT equipment eg turning on and operating equipment.
Knows information can be retrieved from computers.
Children recognise that a range of technology is used in places such as homes and schools.
They select and use technology for particular purposes.
Use technology purposefully to create digital content Use technology purposefully to store digital content Use technology purposefully to retrieve digital content
Use technology purposefully to organise digital content Use technology purposefully to manipulate digital content
Use search technologies effectively Use a variety of software to accomplish given goals Collect information Design and create content Present information
Select a variety of software to accomplish given goals Select, use and combine internet services Analyse information Evaluate information Collect data Present data
Combine a variety of software to accomplish given goals Select, use and combine software on a range of digital devices Analyse data Evaluate data Design and create systems
I understand what HTML is and recognise HTML tags.
Project using a range of software to design and create content – could be a video, AR, VR, app, etc
Understand how to keep themselves physically safe around IT equipment. Wires/ sockets/ on and off button.
Know that the work that I create belongs to me.
seek help from an adult when they see something that is unexpected or worrying
Name trusted adults
Know what I can use to get information from the internet (e.g. a laptop, an iPad)
Put my name on my work to show it belongs to me
Use technology safely Keep personal information private Recognise common uses of information technology beyond school
Use technology respectfully Identify where to go for help and support when they have concerns about content or contact on the internet or other online technologies
Use technology responsibly Identify a range of ways to report concerns about contact
Understand the opportunities computer networks offer for communication Identify a range of ways to report concerns about content Recognise acceptable/unacceptable behaviour
Understand the opportunities computer networks offer for collaboration Be discerning in evaluating digital content
protect their password and other personal information;
Be a good online citizen and friend;
Judge what sort of privacy settings might be relevant to reducing different risks;
Seek help from an adult when they see something that is unexpected or worrying;
Discuss scenarios involving online risk;
Use key vocabulary to demonstrate knowledge and understanding in this strand: spam, link, privacy, virus, scam, phishing, inbox, junk, sender, subject, secure, safe, account, online, private, social media, adverts, cyberbullying, reporting, anonymous, victim, fraud/fraudulent, policy, private/personal.