Computing

Children become more aware of their digital footprint by reflecting on their experience on the internet. They are able to understand more about age-appropriate websites and adverts and how adverts are used by companies. Children are also introduced to the concept of plagiarism and citation.

KS2 Computing National Curriculum

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

Children can:

• reflect on their own digital footprint and behaviour online;
• identify what is appropriate and inappropriate behaviour on the internet, recognising the term cyberbullying;
• agree and follow sensible online safety rules, e.g. taking pictures, sharing information, storing passwords;
• seek help from an adult when they see something that is unexpected or worrying;
• demonstrate understanding of age-appropriate websites and adverts;
• use key vocabulary to demonstrate knowledge and understanding in this strand: safe, meet, accept, reliable, tell, online, trusted, adult, information, safety, personal, internet, world wide web, communicate, message, social media, email, password, cyberbullying/bullying, plagiarism, profiles, account, private, public.

Children are encouraged to identify online risks and share their knowledge of the risks and consequences for people online. They begin to think more critically about what they see online and look at the concept of fake news and false photographs. KS2 Computing National Curriculum

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

Children can:

• 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.

National curriculum links

• Understand how changes in technology affect safety, including new ways to protect their online privacy and identity, and how to report a range of concerns

Education for a connected world links

• I can describe actions I could take if I or someone else experiences or is targeted by illegal online behaviour
• I can explain the difference between freedom of expression and legal accountabilities and can discuss appropriate balance between them
• I can explain how online content can be shaped to influence behaviour and body image (e.g. fashion, pornography, lifestyle sites)
• I know how to appropriately challenge negative comments or expectations concerning my online identity
• In cases where my online reputation may be viewed negatively, I am able to offer reasons and provide context as to why it may not always reflect who I am
• I can describe and assess the benefits of the laws that govern online behaviour and reputation
• I can identify and assess behaviours that might be seen as bullying in different online contexts (e.g. close friend groups versus public forums) and adjust my own behaviour accordingly
• I can demonstrate how I would affect positive change in the online groups to which I belong when bullying behaviours arise
• I can recognise when and analyse why online content has been designed to deliberately mislead or misinform (e.g. fake news or propaganda)
• I can describe what is meant by ‘big data’ and ‘data analytics’ and how political parties, commercial and other organisations use these; I can evaluate the ethics of such use
• I can describe how data drawn from users of online services can be used or sold to inform other services and organisations; I can give examples of this 

Children refer to online safety rules when discussing technology in their lives. They are able to navigate between websites and use safe search terms on trusted search engines. They become more confident in using email for communication, including attaching and saving files from emails.

KS2 Computing National Curriculum

Children 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. They use search technologies effectively, appreciate how results are selected and ranked, and are discerning in evaluating digital content.

Children can:

• explain ways to communicate with others online;
• describe the world wide web as the part of the internet that contains websites;
• add websites to a favourites list;
• use search tools to find and use an appropriate website and content;
• use strategies to improve results when searching online;
• use key vocabulary to demonstrate knowledge and understanding in this strand: filter, Google, search engine, image, keyboard, email, subject, address, communicate, sender, safe, secure, internet, world wide web, social media.

Children can use safe search terms on trusted search engines, and evaluate websites based on layout and information. They become more confident in understanding Google rankings, adverts and the reliability of websites.

KS2 Computing National Curriculum

Children 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. They use search technologies effectively, appreciate how results are selected and ranked, and are discerning in evaluating digital content.

Children can:

• search for information using appropriate websites and advanced search functions within Google;
• use strategies to check the reliability of information (cross-check with another source such as books);
• talk about the way search results are selected and ranked;
• check the reliability of a website, including the photos on site;
• tell you about copyright and acknowledge the sources of information;
• use key vocabulary to demonstrate knowledge and understanding in this strand: world wide web, search, search engine, advanced search, results, Google, browser, terms of use, bias, authority, citation, plagiarism, source, website, secure, https, site, domain, website, browser, address bar.

National curriculum links

• Understand the hardware and software components that make up computer systems, and how they communicate with one another and with other systems
• Can understand and apply the fundamental principles and concepts of computer science, including abstraction, logic, algorithms and data representation
• Can evaluate and apply information technology, including new or unfamiliar technologies, analytically to solve problems
• Understand a range of ways to use technology safely, respectfully, responsibly, and securely, including protecting their online identity and privacy; recognise inappropriate content, contact, and conduct, and know how to report concerns
• Develop their capability, creativity, and knowledge in… information technology

Education for a connected world links

• Explain the term ‘connectivity’ as the capacity for connected devices (‘internet of things’) to collect and share information about me with or without my knowledge (including microphones, cameras and geolocation).
• Describe how internet-connected devices can affect me.
• Understand simple Boolean logic [for example, AND, OR and NOT] and some of its uses in circuits and programming
• Understand the hardware and software components that make up computer systems, and how they communicate with one another and with other systems
• Understand how instructions are stored and executed within a computer system
• I can explain how contributors to social media may be ‘social bots’
• I can explain what malware is and give some examples of how it operates and what its impact could be on a device or user (e.g. viruses, trojans, ransomware)
• I can explain how to manage security software (e.g. anti-virus, security patches, adware blockers) on my devices and understand why regular updates are important
• I can explain how and assess when more secure use may require more advanced password management (e.g. dual-factor authentication, regular rolling, security questions, CAPTCHA, biometrics)
• I can analyse well-being issues experienced by others in the wider news from my own online research
• I can analyse and identify opportunities and risks that may arise from technologies (e.g. VR, AR, AI) that could impact on health and well-being

Children develop their editing skills further by cropping, organising and arranging film clips. They are able to share work and offer feedback and ideas for improvement with animation and film, giving their opinion on which software to use. In LKS2, children also look at the history of animation and reflect upon the changes over time.

KS2 Computing National Curriculum

Children 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.

Children can:

• use software to record, create and edit sounds and capture still images;
• change recorded sounds, volume, duration and pauses;
• use software to capture video for a purpose;
• crop and arrange clips to create a short film;
• plan an animation and move items within each animation for playback;
• use key vocabulary to demonstrate knowledge and understanding in this strand: audio, sound, video, movie, embed, link, file format, animate, animation, still image, thaumatrope, zoetrope, zoopraxiscope, stereoscope, flip book, frame, onion skinning, loop, frame rate, record, stop, play, stop motion, stop frame.

Children begin to look more into multimedia broadcasting, learning new skills including recording jingles, podcasts and narration. They become more confident in post-production with editing, trimming and refining their work based on plans they have made.

KS2 Computing National Curriculum

Children 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.

Children can:

• collect audio from a variety of resources including own recordings and internet clips;
• use a digital device to record sounds and present audio;
• trim, arrange and edit audio levels to improve quality;
• publish their animation and use a movie editing package to edit/refine and add titles;
• use key vocabulary to demonstrate knowledge and understanding in this strand: audio, record, edit, play stop, skip, waveform, input, output, record, edit, play podcast, digital content, downloadable, backing track, voiceover, mute, gain, production, post-production, documentary, project, evaluation, screening, ceremony, upload.

National curriculum links

• Create, reuse, revise, and repurpose digital artefacts for a given audience, with attention to trustworthiness, design, and usability
• Understand a range of ways to use technology safely, respectfully, responsibly, and securely, including protecting their online identity and privacy; recognise inappropriate content, contact, and conduct and know how to report concerns
• undertake creative projects that involve selecting, using, and combining multiple applications, preferably across a range of devices, to achieve challenging goals, including collecting and analysing data and meeting the needs of known users
• create, reuse, revise, and repurpose digital artefacts for a given audience, with attention to trustworthiness, design, and usability
• Create, reuse, revise, and repurpose digital artefacts for a given audience, with attention to trustworthiness, design, and usability

Education for a connected world links

• I can give examples of how to make positive contributions to online debates and discussions
• I can explain how my internet use is often monitored (e.g. by my school or internet service provider)

Children build on their programming skills by solving problems and programming commands to achieve a specific outcome. They begin to write programs, explain algorithms and identify errors in their work.

KS2 Computing National Curriculum

Children design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; they solve problems by decomposing them into smaller parts. They use sequence, selection, and repetition in programs and work with variables and various forms of input and output. They use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs.

Children can:

• use logical thinking to solve an open-ended problem by breaking it up into smaller parts;
• write a program, putting commands into a sequence to achieve a specific outcome;
• give a set of instructions to follow and predict what will happen;
• keep testing a program and recognise when it needs to be debugged;
• use variables to create an effect, e.g. repetition, if, when, loop;
• use key vocabulary to demonstrate knowledge and understanding in this strand: decompose, decomposing, logical sequence, flowchart, sprite, block, command, algorithm, answer, correct, errors, program, algorithm, instructions, commands, forward (fd), left (lt), right (rt), move, turn, clear screen (cs), variable.

Children build on their programming skills by using new systems such as a flowchart. They continue to break down problems and create algorithms to solve them. They are able to explain the outcome of an algorithm with confidence and accuracy.

KS2 Computing National Curriculum

Children design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; they solve problems by decomposing them into smaller parts. They use sequence, selection, and repetition in programs and work with variables and various forms of input and output. They use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs.

Children can:

• use external triggers and infinite loops to demonstrate control;
• follow a sequence of instructions, e.g. in a flowchart and modify a flowchart using symbols;
• use conditional statements and edit variables;
• decompose a problem into smaller parts to design an algorithm for a specific outcome and use this to write a program;
• keep testing a program and recognise when it needs to be debugged;
• use key vocabulary to demonstrate knowledge and understanding in this strand: flowchart, algorithm, control, output, symbol, start, stop, delay, process, decision, loop, backdrop, script, block, repeat, commentary, sequence, consequence, debug, program, Kodu, world, object, tool palette, program environment, smooth, flatten, raise.

National curriculum links

• Use two or more programming languages, at least one of which is textual, to solve a variety of computational problems; make appropriate use of data structures (e.g. lists, tables, or arrays); design and develop modular programs that use procedures or functions
• Understand several key algorithms that reflect computational thinking; use logical reasoning to compare the utility of alternative algorithms for the same problem
• Understand simple Boolean logic (e.g. and, or, and not)
• Create, reuse, revise, and repurpose digital artefacts for a given audience, with attention to trustworthiness, design, and usability
• Design, use, and evaluate computational abstractions that model the state and behaviour of real-world problems and physical systems
• can understand and apply the fundamental principles and concepts of computer science, including abstraction, logic, algorithms, and data representation
• can analyse problems in computational terms, and have repeated practical experience of writing computer programs in order to solve such problems
• Develop their capability, creativity and knowledge in computer science, digital media and information technology
• Develop and apply their analytic, problem-solving, design, and computational thinking skills

Children begin to explore expressing information in tables, sorting and organising information for others to be able to understand.

KS2 Computing National Curriculum

Children 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.

Children can:

• talk about the different ways data can be organised;
• sort and organize information to use in other ways;
• search a ready-made database to answer questions;
• use key vocabulary to demonstrate knowledge and understanding in this strand: Google Docs, insert, table.

Data Handling in UKS2 focuses on selecting the correct method to display data and using software such as spreadsheets. Children also learn how to check the accuracy of data and compare data for a specific purpose.

KS2 Computing National Curriculum

Children 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.

Children can:

• construct data on the most appropriate application;
• know how to interpret data, including spotting inaccurate data and comparing data;
• use keyboard shortcuts and functions to input data on spreadsheets and create formulas for spreadsheets;
• add data to an existing database;
• use key vocabulary to demonstrate knowledge and understanding in this strand: Google Docs, insert, table, spreadsheet, cell, row, column, formula/formulas, calculate, format, edit, insert, ascending, descending.

National curriculum links

• Design, use, and evaluate computational abstractions that model the state and behaviour of real-world problems and physical systems
• Undertake creative projects that involve selecting, using, and combining multiple applications, preferably across a range of devices, to achieve challenging goals, including collecting and analysing data and meeting the needs of known users
• Create, reuse, revise, and repurpose digital artefacts for a given audience, with attention to trustworthiness, design, and usability.
• Undertake creative projects that involve selecting, using, and combining multiple applications, preferably across a range of devices, to achieve challenging goals, including collecting and analysing data and meeting the needs of known users
• Develop their capability, creativity, and knowledge in computer science, digital media, and information technology
• Develop and apply their analytic, problem-solving, design, and computational thinking skills