know that constant pressing on a switch/spacebar/ button may affect the outcome.
know anticipated actions in a sequence or building activity.
know that the control device causes the change of action.
know that different responses are triggered by pressing and not pressing.
know that one single action – click/button/space bar press/touch – is a complete action.
know, and can point to, favourite images and respond to favourite sounds.
know when the whole activity is completed.
know how to follow two simple directions
can stop to look at the screen.
can use their fingers to press a control device with help.
can press and release control device with verbal prompt and a visual prompt.
can activate the control device in order to achieve a desired effect.
can operate a control device in response to visual or auditory prompt.
can push objects with some control to another person.
can take turns in a game with adult support.
can copy a simple rhythm.
can look for an object on screen.
can recognise themselves in photograph.
can listen with headphones.
can listen to themselves on a recording.
can respond to changes of sound/music.
can show a preference for particular videos.
Upon completing Step Three pupils:
know a switch needs to be pressed at a particular point to achieve a desired result.
know how to use remote controlled toys.
know how to interact in an on-screen game with other pupils and adults.
know how to use visual timetables.
know about the software or device they will use for a specific purpose.
can use switch operated toys.
can recognise themselves in video.
can show some independence when operating a device.
can recognise themselves on audio.
Upon completing Step Four pupils:
know how to recognise common ICT objects in different settings (phone/TV/touch screen).
know how to handle equipment with care.
can be flexible and accept new equipment and situations.
can use a remote controlled toy independently.
can press a switch repeatedly at the appropriate time.
stop activating a switch/button when the action is complete.
Upon completing Step Five pupils:
know that certain equipment has sound.
can use a remote control to change the volume etc.
can record speech to describe an event/picture.
Upon completing Step Six pupils:
know how to select and close down software appropriately.
know and use the vocab associated with familiar software.
know how to save their work.
know about the use of ICT in the community – traffic lights, alarms, intercom.
can use a calculator to enter numbers.
can log on to familiar websites.
can double click the mouse.
can use scroll bars.
can explore a design package by selecting the full range of tools and inserting text.
can search for information using a search engine.
can edit text using the cursor.
can insert letters/ select text styles and size.
can import a picture to a word document.
Upon completing Stage One pupils:
know what algorithms are, how they are implemented as programs on digital devices, and that programs execute by following precise and unambiguous instructions
know how we benefit from rules that keep us safe when using technology.
know some of these rules that keep us safe when using technology.
know rules to keep us safe and healthy when we are using technology in and beyond the home
know how technology help us.
know what a keyboard is for.
know examples of technology in the classroom.
know the main parts of a computer.
can switch on and log into a computer.
can use a mouse to click and drag.
can use a mouse to open a program.
can save their work to a file.
can use the arrow keys to move the cursor.
can match a command to an outcome.
can predict the outcome of a command on a device.
can run a command on a device.
can follow an instruction.
can give directions.
can recall words that can be acted out.
can compare forwards and backwards movements.
can predict the outcome of a sequence involving forwards and backwards commands.
can start a sequence from the same place.
can compare left and right turns.
can experiment with turn and move commands to move a robot.
can predict the outcome of a sequence involving up to four commands.
can choose the order of commands in a sequence.
can design a program.
can run a program.
can debug a program.
can explain what their program should do.
can find which commands to move a sprite or robot.
can use commands to move a sprite or robot.
Upon completing Stage Two pupils:
know some uses of computers.
know examples of computers.
know that a computer is a part of Information Technology.
know examples of IT.
know that some IT can be used in more than one way.
can sort school IT by what it’s used for.
know about uses of IT.
can demonstrate how IT devices work together.
can recognise common types of technology.
can list different uses of information technology.
know how rules can help keep them safe when using IT.
can follow instructions given by someone else.
can give clear and unambiguous instructions.
can create different algorithms for a range of sequences (using the same commands).
can show the difference in outcomes between two sequences that consist of the same commands.
can use an algorithm to program a sequence on a floor robot or sprite.
can compare their prediction to the program outcome.
can follow a sequence.
can predict the outcome of a sequence.
can create an algorithm to meet a goal.
can explain what their algorithm should achieve.
can use their algorithm to create a program.
can plan algorithms for different parts of a task.
can put together the different parts of their program.
can test and debug each part of the program.
Upon completing Stage Three pupils:
know that digital devices accept inputs.
know that digital devices produce outputs.
know the benefits of computer networks.
can classify input and output devices.
can describe a simple process.
can follow a process.
can recognise similarities between using digital devices and non-digital tools.
can suggest differences between using digital devices and non-digital tools.
can recognise different connections.
can demonstrate how information can be passed between devices.
can recognise that a computer network is made up of a number of devices.
can identify how devices in a network are connected together.
can identify networked devices around them.
can explain that objects in Scratch have attributes (linked to).
can identify the objects in a Scratch project (sprites, backdrops).
can recognise that commands in Scratch are represented as blocks.
can create a program following a design.
can create a sequence of connected commands.
can explain that the objects in their project will respond exactly to the code.
can start a program in different ways.
can combine sound commands.
can explain what a sequence is.
can order notes into a sequence.
can build a sequence of commands.
can decide the actions for each sprite in a program.
can implement their algorithm as code.
can match a piece of code to an outcome.
can modify a program using a design.
can test a program against a given design.
can evaluate their project.
can implement my design.
can make design choices and justify them.
Upon completing Stage Four pupils:
know how information is shared across the internet.
know that the internet as a network of networks.
know why a network needs protecting.
know that the internet is used to provide many services.
know that the World Wide Web contains websites and web pages.
know how to access websites on the WWW.
know where websites are stored when uploaded to the WWW.
can explain the types of media that can be shared on the WWW.
can describe networked devices and how they connect.
know that websites and their content are created by people.
know that there are rules to protect content online.
know that not everything on the World Wide Web is true.
know why they need to think carefully before they share or reshare content.
know that some information they find online may not be honest, accurate, or legal.
can recognise that they can add content to the WWW
can program a computer by typing commands
can test their algorithm in a text-based language.
can use a template to create a design for their program.
can write an algorithm to produce a given outcome.
can use a count-controlled loop to produce a given outcome.
can choose which values to change in a loop.
can identify the effect of changing the number of times a task is repeated.
can predict the outcome of a program containing a count-controlled loop.
can explain that a computer can repeatedly call a procedure.
can use a procedure in a program.
can design a program that includes count-controlled loops.
can develop a program by debugging it.
can refine the algorithm in their design.
Upon completing Stage Five pupils:
know that a computer system features inputs, processes, and outputs.
know that systems are built using a number of parts.
know the benefits of a given computer system.
know that tasks that are managed by computer systems.
can identify the human elements of a computer system.
know that data is transferred over networks in packets.
know that networked digital devices have unique addresses.
know that data is transferred using agreed methods.
know that the internet allows different media to be shared.
know that connected digital devices can allow us to access shared files stored online.
know how the internet enables effective collaboration.
can compare working online with working offline.
can make thoughtful suggestions on their group’s work.
can suggest strategies to ensure successful group work.
can identify different ways of working together online
can recognise that working together on the internet can be public or private.
can design sequences that use count-controlled loops.
can use a count-controlled loop to control outputs.
can design a conditional loop.
can explain that a condition being met can start an action.
can identify a condition and an action in their project.
can use selection (an ‘if…then…’ statement) to direct the flow of a program.
can create a detailed drawing of their project.
can describe what their project will do.
can identify a real-world example of a condition starting an action.
can use selection to produce an intended outcome.
can create multiple questions about the same field.
can identify conditions in a program.
can modify a condition in a program.
can recall how conditions are used in selection.
can create a program with different outcomes using selection.
can identify the condition and outcomes in an 'if... then… else...' statement.
can use selection in an infinite loop to check a condition.
can design the flow of a program which contains ‘if… then… else…’.
can explain that program flow can branch according to a condition.
can show that a condition can direct program flow in one of two ways.
can identify the outcome of user input in an algorithm.
Upon completing Stage Six pupils:
know why we need tools to find things online.
know that a search engine follows rules to rank relevant pages.
know that search results are ordered.
know some of the criteria that a search engine checks to decide on the order of results.
can compare results from different search engines.
can complete a web search to find specific information.
can refine their search.
can relate a search term to the search engine’s index.
know some of the ways that search results can be influenced.
know how search engines make money.
know some of the limitations of search engines.
can choose methods of communication to suit particular purposes
know the different ways in which people communicate.
know that there are a variety of ways of communicating over the internet.
can compare different methods of communicating on the internet.
can decide when they should and should not share.
know that communication on the internet may not be private.
can explore a website.
know that websites are written in HTML.
can draw a web page layout that suits their purpose.
know the common features of a web page.
can add content to their own web page.
can create algorithms for my computer game project.
can explain their design choices.
can choose a name that identifies the role of a variable.
can extend my game further using more variables
can determine the flow of a program using selection.
can identify examples of conditions in the real world.
can experiment with different physical inputs
can use a condition to change a variable"
can explain the importance of the order of conditions in else, if statements.
can modify a program to achieve a different outcome.
can use an operand (e.g. <>=) in an if, then statement.
can decide what variables to include in a project.
can use a range of approaches to find and fix bugs.
