Skills Progression. Subject area: Computing KS2

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Skills Progression

Subject area: Computing KS2

Computer Science

Pupils should be taught to

Lower Attainers

End of Year 4

End of Year 6

Higher Attainers

1. design, write and debug

programs that accomplish

specific goals, including

controlling or simulating physical

systems; solve problems by

decomposing them into smaller

parts.

 Knows what a program is.  Plans and gives a sequence of

instructions to control devices.  Ordering more complex

instructions.

 Begins to plan more complex sequences of instructions for on-screen and floor turtles tests and amends these instructions.  Uses software to make basic

puzzles and quizzes, changing parameters (e.g. time allowed, points, number or pieces etc) to customize the puzzle or quiz.  Spots when a program goes

wrong.

 Designs a program on paper.

 Knows what debugging is.

 Debugs a program to fix a

program.

 Knows what debugging is.  Knows why programs need to be

tested and debugged.  Designs own programs.

 Writes own programs for a

specific purpose.

 Evaluates own program for purpose and quality and debugs own program.

2. use sequence, selection, and

repetition in programs; work

with variables and various forms

of input and output.

 Knows what a sequence is.  Repeats something a certain

number of times.

 Follows one instruction at a time in a sequence.

Using repeat commands in sequences.

 Explains the difference between input and output.

 Follows a sequence of instructions.

 Uses variables in sequences.  Uses variables and ‘if’ conditions

with support in sequences.

 Uses ‘if’ conditions in sequences..

 Confidently uses ‘if’ statements and variables in own programs.

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 Creates sequences that make a decision based on a selection instruction.

3. use logical reasoning to

explain how some simple

algorithms work and to detect

and correct errors in algorithms

and programs.

 Knows what an algorithm is. Gives examples of what algorithms can be used for.

Can tell when an algorithm has worked or not.

 Fixes existing programs.  Runs existing programs.

Writes simple algorithms.

 Explains how simple algorithms work.

 Explains why programs need to be tested and debugged.

 Writes more complex

algorithms.

 Debugs complex algorithms.

4. 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.

 Names some companies that use the internet and how it helps them.

 Knows that people in lots of services and companies use the Internet.

 Knowing that people use lots of services provided by companies and individuals that use the Internet.

 Gives examples of services,

companies and individuals that use the Internet.

 Explains what the Internet is.  Understands the difference

between the Internet and the Internet service e.g World Wide Web.

 Shows an awareness of Internet services e.g. Voice Over Internet Protocol- making phone calls over the Internet.



 Explains the extent at which the Internet can be used by

individuals and companies.  Describes the effectiveness of

the Internet with communication and collaboration.

Information Technology

Lower Attainers

End of Year 4

End of Year 6

Higher Attainers

5. to use search technologies

effectively, appreciate how

results are selected and ranked,

and be discerning in evaluating

digital content.

 Beginning to explain communication and collaboration.

 Explains what the Internet can be used for.

 Explains how the Internet lets people communicate.

 Knows what communication and collaboration is.

 Knows what searching the Internet means.

 Uses one word searches on a child friendly search engine.  Opens multiple web pages

without leaving the search.

 Ignores information that isn’t

relevant.

 Uses the Internet to collaborate with other people.

 Knows what relevant means.  Works out which search result is

the most relevant.  Explains why some search

results appear higher than others on a search engine.

 Creates advice for others on how

to search effectively online.

 Evaluates how well a piece of

work does what it is supposed to do.

 Explains and show others how to search effectively online.  Uses multiple search criteria in

searches.

 Evaluates the effectiveness of search results on an Internet search engine.

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6. to 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.

 Begins to select suitable programs to make a piece of work.

 Begins to explain what data and information is.

 Uses a computer to collect data with support.

 Chooses a suitable program to make a piece of work.  Knows what data and

information is.

 Presents work to others.

 Uses a computer to collect data.

 Explains the difference between data and information.

 Explains program choices when creating a piece of work.  Uses software to create work for

a given purpose.

 Uses a computer to analyse data.

 Gives examples, when explaining the difference between data and information.

 Explains the effectiveness of software when creating work for a given purpose.

 Confidently analyses collected data.

6a. Text and multimedia

 Continue to develop correct use of the keyboard with increasing speed and accuracy.  Use different font sizes, colours

and effects to communicate meaning for a given audience.  Use page setup to select

different page sizes and orientations.

 Use cut, copy and paste to refine and re-order content.

 Use appropriate editing tools to ensure their work is clear and error free, e.g., spell checker.  Select suitable text, sounds and

graphics and prepare for use e.g. cropping, resizing and editing.  Insert and edit simple tables.  Recognise intended audience and suggest improvements to make their work more relevant to that audience.

 Through self and peer assessment, evaluate presentations and suggest suitable improvements to their work.

 Continue to develop correct use of the keyboard with increasing speed and accuracy.

 Use different font sizes, colours and effects to communicate meaning for a given audience.  Use various layouts, formatting,

graphics and illustrations for different purposes or audiences.  Use page setup to select

different page sizes and orientations.

 Use cut, copy and paste to refine and re-order content.

 Use appropriate editing tools to ensure their work is clear and error free, e.g., spell checker,  Select suitable text, sounds and

graphics and prepare for use e.g. cropping, resizing and editing.  Use key layout and design

features, e.g., text boxes, columns and borders.  Insert and edit simple tables.  Create a range of hyperlinks and

produce a non-linear, interactive presentation

 Recognise intended audience and suggest improvements to make their work more relevant to that audience.

 Through self and peer assessment, evaluate

 Continue to develop correct use of the keyboard with increasing speed and accuracy.

 Develop and use criteria to evaluate design and layout of a range of resources including web sites and presentations.

 Create an outline plan for a non-linear presentation producing a diagram to demonstrate

understanding how pages link and the need for clarity.

 Develop the use of hyperlinks to produce more effective, interactive, non-linear presentations.

 Develop consistency across a document, using the same styles of font, colour, size for headings, body text, etc

 Make effective use of transitions and animations in presentations. Consider their appropriateness and overall effect on the audience.  Independently select process and

import images, video and sounds from a variety of sources to enhance presentations.

 Format and edit work to improve clarity and purpose using a range of tools, e.g., cut and paste, justify, tabs, insert and replace.

 Make use of reviewing tools (comments) in word processors to collaborate and evaluate each other’s work.

 Through peer and self-assessment, critically evaluate presentations and make improvements.

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presentations and suggest suitable improvements to their work.

 Make use of reviewing tools (comments) in word processors to collaborate and evaluate each other’s work.

 Through peer and self-assessment, evaluate presentations and make improvements.

6a. Text and multimedia  _{Acquire, store and retrieve images} from cameras and the Internet for a purpose

 Use various tools in paint packages or photo- manipulation software to edit/change an image, e.g., applying different special effects.

 Acquire, store and combine images from different sources, and then use to enhance a presentation.  Create images using a range of

techniques to develop a particular style.

 Refine and make changes to images according to audience.

 Explore a range of electronic music and sound devices and software with support.

 Be able to select and listen to a sound from a bank of pre-recorded sounds with support.

 Use sound recorders, both at and away from the computer, to record and playback sounds, e.g., voices, instruments, and environmental sounds with support.

 Use software to explore and create sound and musical phrases for a purpose with support.  Use basic editing tools to change

recorded sounds (speed up, slow down, reverse, echo) to alter the mood or atmosphere of their work with support.

 Use recorded sound files in other software applications with support.

 Be able to save sound files with support.

 Explore a range of electronic music and sound devices and software.  Be able to select and listen to a

sound from a bank of pre-recorded sounds.

 Use sound recorders, both at and away from the computer, to record and playback sounds, e.g., voices, instruments, and environmental sounds.

 Use software to explore and create sound and musical phrases for a purpose.

 Use basic editing tools to change recorded sounds (speed up, slow down, reverse, echo) to alter the mood or atmosphere of their work.  Use recorded sound files in other

software applications.  Be able to save sound files.

 Use a variety of devices and software to select, playback and record voice and other sounds.  Use sound files from online

sources, e.g., Audio Networks, and other multimedia resources.  Select, import and edit existing

sound files in sound editing software.

 Use editing tools to refine and improve outcomes and performances.

 Use recorded sound files in other software applications.

 Be able to share sound recordings with a wider audience.

 Use music software to experiment with capturing, repeating and sequencing sound patterns.  Use ICT to create and perform

sounds or music that would otherwise not be possible in a live situation, e.g., editing a multi-part piece.

6b. Graphics (Drawing and

painting)

 Acquire, store and retrieve images from cameras and the Internet for a purpose Use various tools in paint packages or photo- manipulation software to edit/change an image, e.g., applying different special effects.  Acquire, store and combine images

from different sources, and then use to enhance a presentation.

 Acquire, store and retrieve images from cameras and the Internet for a purpose

 Use various tools in paint packages or photo- manipulation software to edit/change an image, e.g.,

applying different special effects.  Acquire, store and combine images

from different sources, and then use to enhance a presentation.

 Acquire, store and combine images from different sources, and then use to enhance a presentation.  Create images using a range of

techniques to develop a particular style.

 Independently capture, store, retrieve and edit digital images to improve them.

 Be able to move, rotate and resize individual elements in an object based graphics package.

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 Create images using a range of techniques to develop a particular style.

 Refine and make changes to images according to audience

 Create images using a range of techniques to develop a particular style.

 Independently capture, store, retrieve and edit digital images to improve them.

 Refine and make changes to images according to audience.  Explore the use of graphics and

paint packages to design and plan an idea.

 Refine and make changes to images according to audience.  Use an object based graphics

package to design and develop a plan in order to find a solution to a specific problem, e.g., design a child’s bedroom, garden, zoo, map, playground, crazy golf course.

6c. Digital Photographs

 Use a range of devices to capture still and moving images for a purpose. E.g. digital cameras, video cameras, microscopes

 Discuss and evaluate the quality of their own and others’ captured images and make decisions whether to keep, delete or change them.  Be able to use basic tools in a

software package to change images according to purpose.  Import music, stills or video into

video editing software for a specific project.

 Add simple titles, credits and special effects, e.g., transitions.

 Use a range of devices to capture still and moving images for a purpose. E.g. digital cameras, video cameras, microscopes

 Discuss and evaluate the quality of their own and others’ captured images and make decisions whether to keep, delete or change them.  Be able to use basic tools in a

software package to change images according to purpose.  Import music, stills or video into

video editing software for a specific project.

 Arrange, trim and cut clips to create a short film that conveys meaning.

 Add simple titles, credits and special effects, e.g., transitions.  Storyboard, then use captured

images to create a short animated sequence which communicates a specific idea.

 Make use of transitions and special effects in video editing software, understanding the effect they have on the audience.

 Select appropriate

images/videos for the purpose and use them in multimedia presentations.

 Plan and create a short animated sequence to communicate a specific idea, using a storyboard and timeline.

 Justify reasons for changes in images.

 Confidently use transitions and special effects and explain how to use these to other children.

6d. Sound

sources, e.g., Audio Networks, and

 Independently select and use a variety of appropriate devices to record musical and non-musical sounds.

 Independently select, edit,

 Upload and download projects to other devices and online space, e.g., Edmodo/ Showbie,

collaborating and communicating with audiences in locations beyond

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other multimedia resources  Use recorded sound files in other

software applications.

 Use ICT to create and perform sounds or music that would otherwise not be possible in a live situation, e.g., editing a multi-part piece.

other multimedia resources  Select, import and edit existing

sound files in sound editing software.

 Use editing tools to refine and improve outcomes and performances.

 Use recorded sound files in other software applications.

 Use music software to experiment with capturing, repeating and sequencing sound patterns.  Use ICT to create and perform

sounds or music that would otherwise not be possible in a live situation, e.g., editing a multi-part piece.

manipulate and combine sound files from a range of sources to create a composition, which could be broadcast for a specific purpose and audience, e.g. a podcast.

 Create own sounds and compositions to add to presentations and films.  Use ICT to produce music or

sound effects for a specific purpose, considering the impact on the audience, e.g. length, style and genre.

school.

Digital Literacy

Lower Attainers

End of Year 4

End of Year 6

Higher Attainers

7. collecting, analysing,

evaluating and presenting data

and information.

 Evaluates own work by suggesting strengths and improvements.  Presents information using suitable

software.

 Evaluates own and others work by suggesting strengths and

improvements.

 Presents data and information in a suitable way.

 Critically evaluates own and others work and makes suitable

improvements.

 Evaluates the effectiveness of using a range of software.

 Evaluates the effectiveness of improvements that have been made.

E-Safety

Lower Attainers

End of Year 4

End of Year 6

Higher Attainers

8. use technology safely,

respectfully and responsibly;

recognise acceptable/

unacceptable behaviour; identify

a range of ways to report

 Uses the Internet to undertake independent purposeful research, gathering appropriate text and image and attempt to

 Begins to understand how they can use the Internet safely for research and by following lines of enquiry.

 Knows that not everything on the Internet is true and know what to do if they access something inappropriate and

 Understands the issues of plagiarism, copyright and data protection in relation to their work.

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concerns about content and

contact.

distinguish between fact and fiction.

 Begins to use a range of online communication tools eg. Forums, polls and email to exchange and develop ideas with other learners and experts in a range of curriculum contexts.

 Understands how they can use the Internet safely for research and by following lines of enquiry.

 Recognises that not all

information on the Internet is accurate.

 Minimises the screen or use back buttons if they find something inappropriate online.  Knows that not everything on

the Internet is true and know what to do if they access something inappropriate.

 Knows that not everything on

the Internet is true, they know what to do if they access something inappropriate and can begin to identify the origin of a website.

 Uses a search engine to find relevant information using the correct search criteria.  Understands the function of a

search engine and the

importance of using the correct search criteria.

 Completes a complex search

using key words.

 Uses the Internet as a resource to support their work and begin to understand plagiarism.  Uses the Internet as a resource

to support their work and explain plagiarism.

 Confidently uses the Internet as

a resource to support their work and explain plagiarism in detail.

can begin to identify the origin of a website.

 Recognises that not all information on the Internet is accurate or unbiased

(advertising) and develop strategies for identifying the origin of a website.

 Recognises that not all

information on the Internet is accurate or unbiased

(advertising) and identify the origin of a website.

 Names some potential risks of providing personal information in an increasing range of online technologies both within school.  Understands the potential risks

of providing personal information in an increasing range of online technologies within school.

 Understands the potential risks

of providing personal information in an increasing range of online technologies both within and outside school.  Explains what copyright is.  Recognises issues of copyright

and the importance of acknowledging sources.

 Understands the issue of

copyright and plagiarism in relation to their work.

 Explains the need to respect the rights of other users.

 Recognises their own right to be protected from the

inappropriate technology by others and the need to respect the rights of other users.

 Understands that the resources they find may be covered by copyright. They understand that not all information on the Internet is legal to use or copy, even if sources are

acknowledged.

 Exchanges and shares ideas with a wider audience, and to evaluate their use of technology including the use of email, social networking, online gaming and mobile phones and how they present themselves online.

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 Knows how to protect

themselves from inappropriate technology and respect the rights of other users.  Communicates safely with

others within school using email.  Selects appropriate tools to

collaborate and communicate confidently and safely with others within their school.

 Selects appropriate tools to

collaborate and communicate confidently and safely with others within and beyond their school.