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Progression of Skills

Progression of Skills in Computing

 

Years 1 and 2

Years 3 and 4

Years 5 and 6

 

Multimedia

  • Use a range of simple tools in a paint package / image manipulation software to create / modify a picture.
  • Chose suitable sounds from a bank to express their ideas.
  • Record short speech. 
  • Generate their own work, (with help where appropriate with multimedia) combining text, graphics and sound. Save and retrieve and edit their work.
  • Use a range of tools in a paint package/ image manipulation software to create / modify a picture to communicate an idea.
  • Create a simple animation to tell a story.
  • Compose music from icons.
  • Produce a simple presentation incorporating sounds the children have captured, or created.
  • Manipulate digital images using a range of tools in appropriate software to convey a specific mood or idea.
  • Create a simple podcast, selecting and importing already existing music and sound effects as well as recording their own.
  • Make a short film / animation from images (still and / or moving) that they have sourced, captured or created.
  • Create multiple track compositions that contain a variety of sounds.
  • Multimedia work shows restrained use of effects that help to convey meaning rather than impress.
  • Use images that they have sourced /captured / manipulated as part of a bigger project (eg presentation or document).
  • Create and share more sophisticated podcasts and consider the effect that their podcasts will have on the audience.

 

Year 1

Year 2

Year 3

Year 4

Year 5

Year 6

 

  • Create pictures linked to other topic exploring different tools. Start to use tools with more expertise and precision
  • Take photographs for a purpose e.g. of their model or practical maths work to share with others. Become more skilled at framing and taking photographs
  • Combine photographs / images in an online book
  • Make sound recordings for a purpose e.g. poems to be saved for class anthology; weather report to accompany weather map; interview with famous person
  • Take photographs and review quality, deleting those that are blurred etc – be selective and consider how their photos could be improved
  • Use photos within document / online book – take photos for a purpose
  • Take set of photos to share e.g. photos on a trip, stages of cooking to then sequence and share with others
  • Take it in turns to be the class photographer, documenting key events and sharing via blog or website
  • Take video clips with purpose e.g. recording weather report presented by another pupil, interview a famous person / linked to a news story
  • Start to be more discerning when taking video – framing image and zooming in before filming as appropriate
  • Use print screen to capture an image that has been created or website navigated
  • Paste image into paint software so a part of the image can be selected and used for different purpose, e.g. instructions to use a piece of software, how to play a game
  • Plan a 30 second TV advert for given product
  • Shoot video clips and combine to create advert
  • Perform simple editing of clips and add title and credits
  • Record radio advert for given product, re-recording excerpts if needed
  • Record poems for class anthology
  • Using vector based software create a design or logo by grouping and copying sections of an image
  • Design a garden plan by grouping and repeating sections of an image or design, ordering shapes as needed

 

  • Make a 3D model of product
  • Design and make a poster to advertise product
  • Manipulate photos and consider creative aspects as well as the power to distort our perceptions of beauty and health, e.g. air-brushing photos in magazines (Dove Evolution video http://www.youtube.com/watch?v=iYhCn0jf46U)
  • Create video for an advert – linked to persuasive writing (and websites) and photo alteration / advert product
  • Create a weather report / outside broadcast’ report from different location using green screen
  •  Create a backing track for news report / video
  • Take photographs using filters and tools to enhance as required for given purpose
  • Plan and create an animation to describe a scientific concept e.g. life cycle of frog, water cycle
  • Combine animation, images and other documents to make electronic book for younger children
  • Create a simple podcast

 

 

Years 1 and 2

Years 3 and 4

Years 5 and 6

 

Communication

  • Contribute ideas to a class email to another class / school etc. 
  • Work collaboratively by email to share and request information of another class or story character.
  • Work with others and with support to contribute to a digital class resource which includes text, graphic and sound.

 

  • Begin to understand the need to abide by school e-safety rules. 
  • Record and present information integrating a range of appropriate media combining text and graphics in printable form and sound and video for on-screen presentations which include hyperlinks.
  • Begin to show an awareness of the intended audience and seek feed-back.
  •  
  • Share ICT work they have done electronically by email, VLE, or uploading to authorised sites.
  • Where possible seek and respond to feedback.
  • Use advanced tools in word processing/ DTP software such as tabs, appropriate text formatting, line spacing etc appropriately to create quality presentations appropriate for a known audience.

 

 

Year 1

Year 2

Year 3

Year 4

Year 5

Year 6

 

  • Pupils use word processing software to write letters, stories, poems
  • Be able to edit work, not just start again
  • Save work and retrieve
  • Use and improve word processing skills in a range of situations.
  • Use wider range of punctuation, editing and formatting skills to improve their work
  • Be able to discuss how they have changed their work and how it can be improved
  • Produce documents with increasing confidence using text and images, formatting and editing tools
  • Create presentations incorporating text and images
  • Start to add effects but consider audience and appropriateness of different effects
  • Know how to email, add and open attachments
  • Know how to remain safe when using email and when it is appropriate not to open emails or attachments
  • Send and receive emails purposefully e.g. to share information with link school
  • Write emails with an appropriate and respectful tone, and understand the difference between online and face-to-face
  • Produce documents and presentations with increasing competence, incorporating different layouts and effects as appropriate, showing an awareness of audience
  • Produce newspaper / leaflet
  • Create documents and presentations to share information with others – for a purpose
  • Share information with link class in another school to find out about a different locality
  • Contribute to a class / school blog
  • Be aware of safety issues relating to online collaboration
  • Explain why using avatar and online name is advisable
  • Produce documents and presentations with a common theme, to provide consistency of font and style
  • Show an awareness of audience
  • Be able to produce presentations with multimedia elements, and with slides in a non-linear design e.g. buttons to give options within the presentation
  • Produce a presentation that acts as a branching database to classify a set of items
  • Send and receive emails, being wary of spam and

how to deal with it

Know that information posted online leaves a digital footprint and be aware of potential consequences of this – conduct themselves appropriately online

  • Create documents and presentations for a variety of audiences and purposes, considering the appropriateness of text and formatting choices
  • Present their documents and presentations to others and consider improvements
  • Use a variety of online tools safely and with respect for others

 

 

Years 1 and 2

Years 3 and 4

Years 5 and 6

 

Digital Literacy and research

  • As a class exercise children explore information from a variety of sources (electronic, paper based, observations of the world around them, etc.).
  • They show an awareness of different forms of information           
  • Children use a search engine to find specific relevant information to use in a presentation for a topic.
  • They save and retrieve their work.
  • Using another curriculum area as a starting point, children ask their own questions then use ICT sources to find answers, making use of search engines, an index, menu, hyperlinks as appropriate.
  • Children use the information or resources they have found.
  • Children talk about using ICT to find information / resources noting any frustrations and showing an emerging understanding of internet safety.
  • Make use of copy and paste, beginning to understand the purpose of copyright regulations and the need to repurpose information for a particular audience.
  • They show an understanding that not all information on the internet is accurate.
  • Develop a growing awareness of how to stay safe when using the internet (in school and at home) and that they abide by the school's internet safety policy.

 

Year 1

Year 2

Year 3

Year 4

Year 5

Year 6

 

 

  • Navigate and explore given websites – access via shortcut or favourite
  • Navigate with purpose, e.g. to find information
  • Talk about information they can find on website
  • Be aware of the e-safety implications of accessing websites – what to do if they see something inappropriate

Pupils should not be searching on the internet at this stage unless under supervision and the adult has previously performed the search

  • Be aware that each website has a specific address and that the address needs to be entered correctly navigate to websites by entering address, and use to find information for topic work
  • Discuss how there might be adverts on web pages – and these can mainly be ignored
  • Discuss how some information may be inaccurate e.gtomato spider

Use key words related to topics to search for information within a safe environment e.g. within BBC site or set up Google custom search for pupils to safely search the internet (will only return searches from websites you have specified)

  • Navigate the internet with increasing confidence to find information and images safely
  • Know that a web address is also called a URL – unique resource locator, i.e. a unique address to find a website
  • Know that not all information found on the internet
  • Use information found on internet for a purpose, and share with others – do not just copy and paste information found, but use it to write their own text
  • Research information linked to topic work
  • Be aware that the more accurate the search term, the more relevant the results
  • Check information found on one website against another to verify results
  • Summarise information found and present in own words – not just copy and paste from website
  • Use the internet to productively search for information and resources to support work in other subjects
  • Understand that some sites will be biased e.g. newspapers with political stance
  • Be aware of copyright and modify searches to retrieve images that can be used under Creative Commons licence e.g. copyright free or able to use in Education for non-profit
  • Produce a list of websites as reference for work produced
  • Know how to report concerns about websites or contact from strangers

 

 

  • Research how networks and the internet etc. work
  • Create a presentation explaining how they work

 

 

Years 1 and 2

Years 3 and 4

Years 5 and 6

 

Programming

  • Control simple everyday devices to make them produce different outcomes.        
  • Control a device, on and off screen, making predictions about the effect their programming will have.
  • Children can plan ahead.
  • Make simple choices to control a simple simulation program.
  • Children are able to play an adventure game and use a simple simulation, making choices and observing the results.
  • Their conversation shows they understand that computers are good at replicating real life events and allowing them to explore contexts that are otherwise not possible.
  • Children are able to type a short sequence of instructions and to plan ahead when programming devices on and off screen.
  • Use models and simulations to find things out and solve problems.
  • Recognise that simulations are useful in widening experience beyond the classroom.
  • Make simple use of a spreadsheet to store data and produce graphs.
  • Set up and use a spreadsheet model to explore patterns and relationships. Make predictions.
  • Know how to enter simple formulae to assist this process.
  • Engage in Logo based problem solving activities that require children to write procedures etc. and to predict, test and modify.
  • Use control software to control devices (using output commands) or to simulate this on screen. Predict, test and refine their programming.
  • Set up and use their own spreadsheet, which contains formulae to investigate mathematical models.
  • Ask "what if …"questions and change variable in their model.
  • Understand the need for accuracy when creating formulae and check regularly for mistakes, by questioning results.
  • Relate their use of spreadsheets to model situations to the wider world.
  • Independently create sequences of commands to control devices in response to sensing (i.e. use inputs as well as outputs).
  • Design, build, test, evaluate and modify the system; ensuring that it is fit for purpose.

Year 1

Year 2

Year 3

Year 4

Year 5

Year 6

  • Using Bee-Bot on floor mat to ensure can enter Command to follow route, plan and follow own route – Bee Bot challenges
  • Reinforce with software and apps – use more than one piece of software / app
  • Describe how non-digital algorithms be used, e.g. a set of instructions in maths or literacy for a specific purpose
  • Knowledge of algorithm and terminology:
  • An algorithm is a set of instructions to achieve a goal
  • Algorithms can be carried out by humans and computers
  • There may be more than one algorithm for a task, but efficient algorithms are best

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

  • Pupils make predictions of how to move a robot from x to y and check if they were correct
  • Pupils problem solve and correct errors to achieve the outcome correctly
  • Test and correct a set of give instructions

 

  • Explore simulations and see how they might be similar / different to real life.
  • Discuss when

simulations might be useful

  • Write programs in Logo and other software to draw different regular shapes – refine using the repeat command
  • Use programming software / apps to create procedures and use within a longer program
  • Plan out program and break into smaller steps when tackling the structure, incorporating procedures
  • Explore online simulations, explaining rules behind the simulations and how they can be realistic / represent reality. Discuss how simulations can be used
  • Investigate existing programs, evaluating them and consider how they could be improved
  • Design and write a program / game / animation for a given purpose including specific programming features
  • Design and create a game incorporating variables, testing and correcting errors as they go
  • Design and write a program linked to physical systems and sensors e.g. the light goes on when the light level drops, or the alarm goes off when a burglar opens the door
  • Design, plan & create a more complex game / app with purpose and linked to topic / other subject

 

Years 1 and 2

Years 3 and 4

Years 5 and 6

 

Data

  • As a class or individually with support, children use a simple pictogram or painting program to develop simple graphical awareness / one to one correspondence.
  • Use a graphing package to collect, organise and classify data, selecting appropriate tools to create a graph and answer questions.
  • Enter information into a simple branching database, database or word processor and use it to answer questions.
  • They save, retrieve and edit their work.
  • Children use a simple database (the structure of which has been set up for them) to enter and save and save information on a given subject.
  • They follow straight forward lines of enquiry to search their data for their own purposes.
  • They talk about their experiences of using ICT to process data compared with other methods.
  • Begin to use a data logger to sense physical data (sound, light, temperature).
  • Begin to reflect on how useful the collected data and their interrogation was and whether or not their questions were answered
  • Children work as a class or group to create a data collection sheet and use it to setup a straight forward database to answer questions.

 

  • Enter information and interrogate it ( by searching, sorting, graphing etc).
  • Use a data logger confidently, connected to the computer or remotely, to capture continuous or intermittent data readings.
  • Interpret the results and use these in their investigations.
  • Realise the advantages of using ICT to collect data that might otherwise be problematic.
  • Children are able to identify their own opportunities for data logging and carry out their own experiments.
  • They check and question results and are able to spot trends in data and identify when problems may have occurred.
  • Independently solve a problem by planning and carrying out data collection, by organising and analysing data involving complex searches using a database, and by drawing conclusions and presenting findings.
  • The need for accuracy is demonstrated and strategies for spotting implausible data are evident.
  • Children should be able to talk about issues relating to data protection and the need for data security in the world at large (eg health, police databases).

 

Year 1

Year 2

Year 3

Year 4

Year 5

Year 6

 

  • Sort objects / items into groups by given and own
  • Criteria
  • Collect a set of data – as class / group / individual and present as a simple graph
  • Talk about the graph and what it shows
  • Understand that a database is a set of information

organised by fields of information

  • Navigate an online database to find answers to questions (e.g. Animal Facts)
  • Navigate a simple database to find information and answer questions, e.g. how many clowns have red noses
  • Use record card to add information to a database
  • Collect data on a chosen topic e.g. linked to favourite food, transport survey. Present as a bar chart and show understanding through answering and asking questions.
  • Explore branching database to see how it works and is structured
  • Sort a set of items in different ways to consider different sorting options
  • Create a branching database to sort a set of items
  • Explore a database by asking questions to find relevant information
  • Find information for graph on given topic by considering questions to ask participants, and design questionnaire to find the information
  • Present sets of data in different graphical forms, discussing and evaluating which layout is best
  • Discuss appropriate use of layouts for discrete and continuous data
  • Ask and answer questions relating to graphs - discuss the purpose of graphs
  • Share graphs via document, sharing findings from graph to show understaning
  • Start to explore spreadsheets by using existing ones to see how they can be changed and used
  • Add text and numbers and insert simple formulae
  • Test formulae by changing numbers in cells – does the result change too?
  • Format text within a spreadsheet – link to formatting text in other software
  • Solve problems by interrogating database to find answers e.g. solve crimes for Sherlock Holmes
  • Investigate online databases e.g. iTunes, IMDB.com, estate agents databases
  • Design and create own database e.g. favourite actors and films, TV programmes and actors, football teams and players / managers, countries and key features / things of interest
  • Create graphs from databases
  • Create more complex spreadsheets to model mathematical problems and to solve real life problems e.g. budgeting or funding a class trip
  • Solve given problems by creating spreadsheets, including creating graphs from data

 

 

 

 

 

 

 

 

 

  • Design a more complex spreadsheet model for a purpose, link to problem-solving skills

 

 

Years 1 and 2

Years 3 and 4

Years 5 and 6

 

Understanding Technologies

  • Show an awareness of the range of devices and tools they encounter in everyday life
  • Show an awareness that what they create on a computer or tablet device can be shown to others via another device (e.g. printer, projector, Apple TV)
  • Show an awareness of a range of inputs to a computer (IWB, mouse touch screen, microphone, keyboard, etc)
  • Begin to show an awareness that computers can be linked to share resources
  • Use websites and demonstrate an awareness of how to manage their journey around them (e.g. using the back/forward button, hyperlinks)
  • Begin to show discernment in their use of computing devices and tools for a particular purpose and explain why their choice was made.
  • Show an understanding that their password is the key to accessing a personalised set of resources and files (e.g. My Documents).
  • Show an awareness of where passwords are critical in everyday use (e.g. parents accessing bank details)
  • Show an awareness that not all the resources/tools they use are resident on the device they are using.
  • Begin to show an understanding of URLs.
  • Show an understanding of the school network and how it links computers to resources in school and beyond.
  • Compare this with other networks they may encounter at home or in the wider world (e.g. banks)
  •  
  • Make choices about the devices and tools they use for specific purposes and explain them in relation to the context.
  • Begin to show an awareness of specific tools used in working life.
  • Perform a search using different search engines and check the results against each other, explaining why they might be different
  • Show an awareness of the need for accuracy in spelling and syntax to search effectively.
  • Evaluate the tools available to them including any that are unfamiliar or new and use them to solve problems.
  • Demonstrate an awareness of the appropriateness of outcomes depending on choices regarding tools and devices.
  • Show an understanding of how filtering and monitoring tools affect their use of the school network and Internet and compare this with their experience of access outside school.
  • Use collaborative tools and e-mail showing a sensitivity for this type of remote collaboration and communication

 

 

Year 1

Year 2

Year 3

Year 4

Year 5

Year 6

 

  • Show an awareness of the range of devices and tools they encounter in everyday life
  • Show an awareness that what they create on a computer or tablet device can be shown to others via another device (e.g. printer, projector, Apple TV)
  • Show an awareness of a range of inputs to a computer (IWB, mouse touch screen, microphone, keyboard, etc)
  • Begin to show an awareness that computers can be linked to share resources
  • Use websites and demonstrate an awareness of how to manage their journey around them (e.g. using the back/forward button, hyperlinks)
  • Begin to show discernment in their use of computing devices and tools for a particular purpose and explain why their choice was made.
  • Show an understanding that their password is the key to accessing a

personalised set of resources and files

(e.g. My Documents).

Show an awareness of where passwords are critical in everyday use (e.g. parents accessing bank details)

  • Show an awareness that not all the resources/tools they use are resident on the device they are using.
  •  Begin to show an understanding of URLs.
  • Make choices about the devices and tools they use for specific purposes and explain them in relation to the context.
  • Begin to show an awareness of specific tools used in working life.
  • Perform a search using different search engines and check the results against each other, explaining why they might be different.
  • Show an understanding of the school network and how it links computers to resources in school and beyond.
  • Compare this with other networks they may encounter at home or in the wider world (e.g. banks)
  • Show an awareness of the need for accuracy in spelling and syntax to search effectively.
  • Evaluate the tools available to them including any that are unfamiliar or new and use them to solve problems.
  • Demonstrate an awareness of the appropriateness of outcomes depending on choices regarding tools and devices.
  • Show an understanding of how filtering and monitoring tools affect their use of the school network and Internet and compare this with their experience of access outside school.
  • Use collaborative tools and e-mail showing a sensitivity for this type of remote collaboration and communication

 

  • St Joseph’s Roman Catholic Primary School,
  • Wallsend Road, North Shields,
  • Tyne and Wear, NE29 7BT
  • 0191 2573097
  • 0191 2005851
  • info@stjosephsrc-primary.co.uk
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