| Year 1 | Year 2 | Year 3 | Year 4 | Year 5 | Year 6 |
Skills and knowledge progression DIGITAL LITERACY | - Understand what to do if they have
concerns about content or contact online - Begin to understand what information
about themselves should be kept private. - Show awareness of how IT is used
for a range of purposes beyond school - Can keep safe and show respect to others
while using digital technology. | - Stay safe and act respectfully and responsibly when using digital technology.
- The child should show some awareness of other issues around privacy.
- Have a range of strategies for dealing with concerns over content or contact online.
- The child can take a critical stance towards technologies, considering ways in which it has improved things and balancing these with possible disadvantages.
| - Demonstrate that they can act responsibly when using computers.
- Understand the difference between acceptable and unacceptable behaviour when using digital technology.
- Know who to talk to about concerns and inappropriate behaviour online at home or in school.
- Decide whether a web page is relevant for a given purpose or question.
- Use email effectively for a given purpose.
| - Can demonstrate that they can act responsibly when using computers and the internet.
- Discuss the consequences of particular behaviours when using digital technology.
- Know how to report concerns and inappropriate behaviour in a range of contexts.
- Decide whether digital content is relevant and reliable for a given purpose or question.
| - Show that they can think through the consequences of their actions when using digital technology.
- Identify principles underpinning acceptable use of digital technologies in a range of contexts.
- Know a range of ways to report concerns and inappropriate behaviour in a variety of contexts.
- Form an opinion about the effectiveness of digital content with the intended audience in mind.
- Provide constructively critical feedback to classmates in a class website or blog project.
| - Consider critically some of the wider implications of the use of digital technology.
- consider some of the ethical or moral questions raised by the use of digital technology in a range of contexts
- Consider how to determine the best way to address particular concerns or inappropriate behaviour.
- Identify some principles that could be used to evaluate digital content
- Use online tools to plan, carry out and evaluate a collaborative project.
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COMPUTER SCIENCE | - Understand the need for precise and unambiguous instructions in
algorithms. - Program a digital device using sequences of instructions to implement an algorithm
- Give a sequence of
instructions to a digital device correcting mistakes (debugging) - Give logical explanations for
what they think a program will do. | - Understand algorithms as sequences of instructions or sets of rules in everyday contexts and appreciate that some are more efficient than others.
- Program on screen using sequences of instructions to implement an algorithm.
- Can create a simple program on screen, correcting any errors.
- Give logical explanations for what they think a program will do and work out some of the underlying algorithm by experimenting with a program while it runs.
| - Design, write and debug a program using a block language
- Develop their own simulations of a simple physical system on screen.
- Use sequence and repetition in programs
- Explain an algorithm using sequence and repetition in their own words.
- Use logical reasoning to detect and correct errors in programs.
| - Design, write and debug a program using a block language to a given brief
- Use sequence, selection, repetition and variables in programs.
- Write a program that accepts keyboard or other input and produces output on screen and through speakers.
- Explain an algorithm using sequence, repetition and selection in their own words.
- Give reasons for errors in programs and explain how they have corrected these.
| - Design, write and debug a program using a block language based on their own idea.
- Solve problems using decomposition, tackling each part separately.
- Use sequence, selection, repetition and variables in programs.
- use logical reasoning to detect and correct errors in algorithms.
| - Design, write and debug a program using a block language based on their own idea.
- Solve problems using decomposition, tackling each part separately.
- Use sequence, selection, repetition and variables in programs.
- Use logical reasoning to explain how more complex algorithms work and suggest ways in which the efficiency of algorithms and programs can be improved.
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INFORMATION TECHNOLOGY | - The child can use digital technology to organise, store and retrieve content - use a laptop computer, tablet or smartphone to help organise content
- create and edit original content using digital technology – this might
include laptop computers, tablets, smartphones, digital cameras, video cameras and audio recorders. | - The child can give some explanation of how information is stored on computers and other digital devices.
- Create and edit original content for a given purpose using digital technology and paying attention to the intended audience.
| - use a range of programs on a computer and attempt to combine them
- design and create content on a computer in response to a given goal.
- collect, evaluate and present information
- Search for information within a single site and understand that the pages shown include the keywords they have specified.
| - Use and combine a range of programs on multiple devices.
- Design and create content on a computer in response to a given goal, paying attention to the needs of a known audience.
- Collect, analyse and present data.
- Use filters to make more effective use of a standard search engine and understand that search engines rank pages according to relevance.
| - Select, use and combine a range of programs on multiple devices.
- design and create programs on a computer in response to a given goal and paying attention to the needs of a known audience.
- analyse and evaluate information from multiple sources.
| - The child can discuss the differences between smartphones, tablets, laptops and servers. They should be able to compare and contrast different applications
- Analyse, evaluate and interpret data, being aware of the limitations of any conclusions drawn.
- Be aware that not all questions can be answered using search engines.
- Demonstrate some awareness of the Page Rank algorithm.
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