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BerkswichCE Primary School

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Computing objectives for each year group

Whole school overview of computing objectives

Please see below for the curriculum objectives for the whole school. These are the National Curriculum objectives phased for learning and progression purposes. Objectives have also been added for each year group to ensure that our school value, persistence, is threaded through the learning. 

 

A clearer copy is available via the link below. Please ask the office if you require a paper copy or amended copy. 

 

See also Unit Summery Overview for year group progression and the Digital Literacy/Online Safety objective grids

KS1 National Curriculum:

· understand what algorithms are; how they are implemented as programs on digital devices; and that programs execute by following precise and unambiguous instructions

· create and debug simple programs

· use logical reasoning to predict the behaviour of simple programs

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

· recognise common uses of information technology beyond school

· 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. 

Key Stage Two National Curriculum:

· design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; 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

· use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs

· understand computer networks including the internet; how they can provide multiple services, such as the world wide web; and the opportunities they offer for communication and collaboration

· use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content

· 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, including collecting, analysing, evaluating and presenting data and information

· use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact.

 

Computer Systems & Networks

Digital Literacy

Algorithms & Programming

Data & Information

Effective Use, Design & Development of Technology & Tools

Impact of Technology

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.

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