• Computer Science: Scratch – Racing Game 
• Information Technology/Digital Literacy: Typing skills 
• Online Safety: Health, Wellbeing and Lifestyle 
• Online Safety: Online bullying 

• Computer Science: Use sound within a sprite – Animals  
• Information Technology/Digital Literacy: iMovie – images, sound, voice-over, cutting 
• Online Safety: Image and Self-identity 
• Online Safety: Privacy and Security 

• Computer Science: control or simulate physical systems – AR? 
• Information Technology/Digital Literacy: software usage 
• Online Safety: Managing online information 
• Online Safety: Online relationships 

• Computer Science: To sequence and repeat - Code It Gold – Sequence to repeat 
• Information Technology/Digital Literacy: Presenting information 
• Online Safety: Health, Wellbeing and Lifestyle 
• Online safety: Online bullying 

• Computer Science: To decompose sequence into small parts – Code It – Toy Give Away 
• Information Technology/Digital Literacy: Appreciate how search results are ranked and devaluating digital content 
• Online Safety: Self-image and identify 
• Online Safety: Privacy and Identity 

• Computer Science: Using logical reasoning to detect and correct errors – Code It Gold Animation 
• Information Technology/Digital Literacy: Creating content that accomplishes a given goal 
• Online Safety: Managing online information 
• Online safety: Online relationships 

• Computer Science: Scratch with variables, conditions, looping 
• Information Technology/Digital Literacy: Presenting data and information 
• Online Safety: Health, Wellbeing and Lifestyle 
• Online Safety: Online bullying 

• Computer Science: Physical systems with variables – Microbits + input/output 
• Information Technology/Digital Literacy: Analysing and Evaluating Data - Excel 
• Online Safety: Self-image and Identity 
• Online Safety: Privacy and Security 

• Computer Science: Scratch - Solving problems within coding 
• Information Technology/Digital Literacy: present data using a range of software 
• Online Safety: Managing online information 
• Online Safety: Online relationships 

• Computer Science: Espresso with variables, conditions, looping. 
• Information Technology/Digital Literacy: analyse and evaluate information and data 
• Online Safety: Health, Wellbeing and Lifestyle 
• Online Safety: Online bullying 

• Computer Science: Physical systems with variables – Microbits + input/output 
• Information Technology/Digital Literacy: Use and combine software on a range of devices. 
• Online Safety: self-image and Identity 
• Online Safety: Privacy and Security 

 Art (Spring 2) - digital art links – using IMovie – skills will cross-over. 

• Computer Science: detect and correct errors in algorithms - Microbits 
• Information Technology/Digital Literacy: select, use and combine software on a range of devices – Microsoft Office Software 
• Online safety: Managing online information 
• Online Safety: Online relationships 

Year 3 and Year 4 

Year 5 and Year 6 

Key Concepts: I understand how to code using a variety of software and hardware (COMPUTER SCIENCE) 

• The child can design and write a program using block language, without user interaction. 

• The child can explore simulations of physical systems on screen. 

• The child can develop their own simulation of a simple physical system on screen. 

• The child can plan a project. 

• The child can use sequence in programs. 

• The child can write a program to produce an output on screen. 

• The child can explain a simple, sequence-based algorithm in their own words. 

• The child can explain an algorithm using sequence and repetition in their own words. 

• The child can use logical reasoning to detect errors in programs. 

• The child can use logical reasoning to detect and correct errors in programs. 

• The child can design, write and debug a program using a block language based on their own ideas. 

• The child can design, write and debug a program using a second programming language based on their own ideas. 

• The child can experiment with computer control applications. 

• The child can design, write and debug their own computer control application. 

• The child can plan a solution to a problem using decomposition. 

• The child can use sequence, selection and repetition in programs. 

Key Concepts: I understand how to use electronic devices to retrieve and present information. (INFORMATION TECHNOLOGY) 

Key Concepts: I understand how to use technology in a safe and competent way. (DIGITAL TECHNOLOGY) 

• The child can understand that computer networks transmit information in a digital (binary format). 

• The child can understand that email and video conferencing are made possible through the internet. 

• The child can understand how the internet makes the web possible.  

• The child can device whether a web page is relevant for a given purpose or question. 

• The child can decide whether digital content in relevant for a given purpose or question. 

• The child can use email and videoconferencing in class. 

• The child can work collaboratively with classmates on a shared wiki. 

• The child can use a range of programs on a computer. 

• The child can design and create content on a computer. 

• The child can design and create content on a computer in response to a given goal. 

• The child can collect and present information. 

• The child can collect and present data. 

• The child can search for information within a single site. 

• The child can use a standard search engine to find information. 

• The child can understand that search engines select pages according to keywords found in the content. 

• The child can understand that search engines rank pages according to relevance. 

• The child can design and write a program using a block language to a given brief, including simple interaction. 

• The child can work with others to plan a project. 

• The child can use sequence and repetition in programs. 

• The child can write a program that accepts keyboard input and produces on-screen output. 

• The child can understand that the internet transmits. 

• The child can use and combine a range of programs on a computer. 

• The child can write a program that accepts keyboard and mouse input and produces output on screen through speakers. 

• The child can write a program that accepts inputs other than keyboard and mouse and produces outputs other than screen or speakers. 

• The child can explain a rule-based algorithm in their own words. 

• The child can give clear and precise logical explanation of a number of algorithms. 

• The child can use logical reasoning to detect errors in algorithms. 

• The child can use logical reasoning to detect and correct errors in algorithms (and programs). 

• The child can understand how data routing works on the internet. 

• The child can understand how mobile phone or other networks operate. 

• The child can understand how web pages are created and transmitted. 

• The child can understand how domain names are converted into IP addresses on the internet. 

• The child can work collaboratively with classmates on a class website or blog. 

• The child can use and combine a range of programs on multiple devices. 

• The child can design and create programs on a computer in response to a given goal. 

• The child can design and create systems in response to a given goal. 

• The child can analyse and evaluate information. 

• The child can analyse and evaluate data. 

• The child can use filters to make more effective use of a standard search engine. 

• The child can make use of a range of search engines appropriate to finding information that is required. 

• The child can understand that search engines use a cached copy of the crawled web to select and rank results. 

• The child can solve problem using decomposition, tackling each part separately. 

• The child can use sequence, selection, repetition and variables in programs. 

• The child can use online tools to plan and carry out a collaborative project. 

• The child can select, use and combine a range of programs on multiple devices. 

• The child can appreciate that search engines rank pages based on the number and quality of in-bound links. 

Key Concepts: I understand the benefits and risks on being online on a range of devices (ONLINE SAFETY) 

Key Concepts: I understand how to use technology in a safe and competent way. (DIGITAL TECHNOLOGY) 

• The child can use digital technology safely and show respect for others when working online. 

• The child can recognise unacceptable behaviour when using digital technology. 

• Know who to talk to about concerns and inappropriate behaviour in school. 

• The child can understand the difference between acceptable and unacceptable behaviours when using digital technology. 

• Know who to talk to about concerns and inappropriate behaviour at home or in school. 

• The child can demonstrate that they can act responsibly when using computers. 

• The child can understand that search engines select pages according to keywords found in the content. 

• The child can demonstrate that they can act responsibly when using the internet. 

• The child can show that they can think through the consequences of their actions when using digital technology. 

• The child can discuss the consequences of particular behaviours when using digital technology. 

• The child can identify principles underpinning acceptable use of digital technologies. 

• Know how to report concerns and inappropriate behaviour in a range of contexts. 

• The child can decide whether digital content is reliable and unbiased. 

• The child can form an opinion about the effectiveness of digital. 

• Know a range of ways to report concerns and inappropriate behaviour in a variety of contexts.