Computer Systems & Networks

Digital Literacy

Algorithms & Programming

Data & Information

Effective Use, Design & Development of Technology & Tools

Impact of Technology

EYFS

· Experience using a computer to find a useful song.

· Recognise that this can be accessed in different ways using different devices.

· See year group breakdown for the coverage and progression in the eight areas of Digital Literacy/Safety.

· Tell an adult if something makes you sad or worried.

· Explore how to give instructions.

· Understand what happens when instructions are followed.

· Relate instructions to actions.

· Sort and categorise loose parts in play.

· Explore ways to organise information.

· Demonstrate a confidence to tinker with hardware.

· Follow rules when using devices to be responsible users.

· Can talk about what they can do with different devices.

· Know that people use computers in their jobs.

Years One and Two

· Understand what a computer is, and how its constituent parts function together as a whole.

· Understand how networks can be used to retrieve and share information.

· See year group breakdown for the coverage and progression in the eight areas of Digital Literacy/Safety.

· Use technology safely and respectfully, keeping personal information private; identify where to go for help and support when they have concerns about content or contact on the internet or other online technologies.

· Are responsible users of information and communication technology.

· Understand what algorithms are

· Understand how algorithms are implemented as programs on digital devices.

· Understand that programs execute by following precise and unambiguous instructions.

· Use logical reasoning to predict the behaviour of simple programs.

· Create and debug simple programs.

· Understand what data is and some ways that it is stored, organised and used to represent real-world information.

· Demonstrate being a confident, competent and creative user of information and communication technology.

· Demonstrate a brave ‘tinkering’ approach.

· Are responsible and confident users of information and communication technology.

· Use technology purposefully to create, organise, store, manipulate and retrieve digital content.

· Can evaluate and apply information technology, including new or unfamiliar technologies, analytically to solve problems.

· Recognise common uses of information technology beyond school.

Years Three and Four

· Understand what a computer is, and how its constituent parts function together as a whole.

· Understand computer networks, including the internet, and how they can provide multiple services, such as the world wide web.

· Understand how networks can be used to retrieve and share, and how they come with associated risks.

· Use search technologies effectively

· Appreciate how results are selected and ranked, and be discerning in evaluating digital content.

· See year group breakdown for the coverage and progression in the eight areas of Digital Literacy/Safety.

· Use technology safely, respectfully and responsibly.

· Recognise acceptable/unacceptable behaviour.

· Identify a range of ways to report concerns about content and contact.

· Understand risks when using technology, and how to protect individuals.

· Use logical reasoning to explain how some simple algorithms work.

· Design and write programs that accomplish specific goals.

· Identify bugs in programs and re-write to correct these.

· Solve problems by decomposing them into smaller parts.

· Use sequence, selection, and repetition in programs; work with variables and various forms of input and output.

· Understand how data is stored, organised and used  to represent real-world artefacts and scenarios.

· Collect, analyse, evaluate and present data and information.

· Demonstrate being a confident, competent and creative user of information and communication technology.

· Demonstrate persistence when debugging or faced with challenges.

· select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals,

· Collect, analyse, evaluate and present information.

· Understand how individuals, systems, and society as a whole interact with computer systems.

Years Five and Six

· Understand what a computer is, and how its constituent parts function together as a whole.

· Understand computer networks, including the internet, and how they can provide multiple services, such as the world wide web.

· Understand the opportunities that networks offer for communication and collaboration, and how they come with associated risks.

· Use search technologies effectively

· Appreciate how searches can be impacted, how results are selected and ranked and how these may be affected by bias; be discerning in evaluating digital content.

· See year group breakdown for the coverage and progression in the eight areas of Digital Literacy/Safety.

· Use technology safely, respectfully and responsibly.

· Recognise acceptable/unacceptable behaviour.

· Identify a range of ways to report concerns about content and contact.

· Understand risks when using technology, and how to protect individuals and systems.

· Be able to comprehend and evaluate algorithms.

· Design, and write programs that accomplish specific goals, including controlling or simulating physical systems.

· Detect and correct errors in algorithms and programs.

· Create software to allow computers to solve problems.

· Use sequence, selection, and repetition in programs; work with variables and various forms of input and output.

· Understand how data is stored, organised and used  to represent real-world artefacts and scenarios.

· Collect, analyse, evaluate and present data and information, selecting appropriate ways in which to do this.

· Demonstrate being a confident, competent and creative user of information and communication technology.

· Demonstrate appropriate persistence through ‘tinkering’ or seeking further learning.

· Select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals.

· Collect, analyse, evaluate and present information.

· Understand the activities involved in planning, creating, and evaluating computing artefacts.

· Understand how individuals, systems, and society as a whole interact with computer systems and begin to understand the impact and implications of these interactions.