Author: Mr Martin

Wrockwardine Wood CE Junior School
Computing Progression Document

Curriculum area	Year 3	Year 4	Year 5	Year 6
Unit 1 / Computing systems and networks	Connecting computers / I know that devices have an input, output and process. / I know the devices that make up a network’s infrastructure, such as wireless access points and switches. / I know the benefits of connecting devices on a network. / I know a range of ways to report concerns about content and contact. / I know that networks can provide multiple services, such as the world wide web; and the opportunities they offer for communication and collaboration. / I can explain the benefits of connecting devices on a network. / I can compare digital and non-digital devices. / I can use technology safely, respectfully and responsibly / I can recognise acceptable/unacceptable behaviour. / Key vocabulary: Network, data, server, wireless access points (WAPs), network switch, router, process, output, Wi-Fi, Bluetooth.	Recognising the internet / I know that the internet is a network of networks which need to be kept secure. / I know that the World Wide Web is part of the internet. / I know about copyright and about who owns content and what I can access, add, and create. / I know the consequences of false information. / I know that networks can provide multiple services, such as the world wide web; and the opportunities they offer for communication and collaboration. / I know a range of ways to report concerns about content and contact. / I can evaluate online content to decide how honest, accurate, or reliable it is. / I can be discerning in evaluating digital content. / I can use technology safely, respectfully and responsibly / I can recognise acceptable/unacceptable behaviour. / Key vocabulary: Network, data, World Wide Web, Internet, web page, website, content, media, copyright.	Sharing information / I know how information is transferred between systems and devices. / I know how networks can provide multiple services, such as the world wide web; and the opportunities they offer for communication and collaboration. / I know a range of ways to report concerns about content and contact. / I know that devices have an input, output and process. / I can use search technologies effectively, appreciate how results are selected and ranked. / I can be discerning in evaluating digital content. / I can name small-scale systems as well as large-scale systems. / I can explain the input, output, and process aspects of a variety of different real-world systems. / I can collaborate with others online. / I can use technology safely, respectfully and responsibly / I can recognise acceptable/unacceptable behaviour. / Key vocabulary: Systems, transfer, input, output, process, collaboration.	Internet communication / I know how we find information on the World Wide Web, through learning how search engines work (including how they select and rank results). / I know what influences searching. / I know how networks can provide multiple services, such as the world wide web; and the opportunities they offer for communication and collaboration. / I know a range of ways to report concerns about content and contact. / I can compare different search engines. / I can investigate different methods of communication, before focusing on internet-based communication. / I can evaluate which methods of internet communication to use for particular purposes. / I can use search technologies effectively, appreciate how results are selected and ranked. / I can use technology safely, respectfully and responsibly / I can recognise acceptable/unacceptable behaviour. / Key vocabulary: Address bar, search box, World Wide Web, search engine, web crawler, page rank, ranking, communication, search terms.
Unit 2 / Creating media / Key vocabulary: / Network / Data / Wireless Access Points (WAP’s) / Network switch / Router / Input / Process / Output / Wi-Fi / Bluetooth	Stop-frame / animation / I know a range of techniques and vocabulary for creating stop-frame animation. / I can use a range of techniques to create a stop-frame animation, using tablets. / I can create a story-based animation. / I can add other types of media to their animation, such as music and text. / I can 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. / I can evaluate my work and give feedback to peers. / Key vocabulary: Text, images, font, resize, orientation, portrait, landscape, placeholder, edit, template, layout, desktop publishing (DTP)	Audio editing / I know where the input device (microphone) and output devices (speaker or headphones) are on devices. / I know about ownership of digital audio and the copyright implications of duplicating the work of others. / I can use Audacity to produce a podcast. / I can edit my own work. / I can add multiple tracks. / I can open and save audio files. / I can evaluate my work and give feedback to peers. / I can 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. / Key vocabulary: Editing, input device, output device, copyright, audio file, Audacity.	Vector drawing / Learners recognise that images in vector drawings are created using shapes and lines, and each individual element in the drawing is called an object. / I can layer objects and begin grouping and duplicating them to support the creation of more complex pieces of work. / I can create vector drawings. / I can use different drawing tools to help them create images. / I can 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. / Key vocabulary: Vector drawing, layer, group, modify, 2D objects.	3D modelling / I know the differences between working digitally with 2D and 3D graphics. / I can use a computer to produce 3D models. / I can make accurate 3D models of physical objects, such as a pencil holder, which include using 3D objects as placeholders. / I can examine the need to group 3D objects, then go on to plan, develop, and evaluate their own 3D model of a photo frame. / I can 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. / Key vocabulary: Perspective, 3D, digital tool, artefact, object, placeholder.

Curriculum area	Year 3	Year 4	Year 5	Year 6
Unit 3 / Programming A	Sequencing sounds / I know what selection of motion, sound, and event blocks mean. / I know what it means to debug. / I can decide which blocks to use to create my own program, featuring sequences. / I can apply stages of program design through this unit. / I can design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems. / I can use sequence, selection, and repetition in programs. / I can use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs. / Key vocabulary: Debug, sequence, decompose, selection, variables, outcomes, algorithms, programs, code, block-based coding, sprite, staging area, code block, run, event block, control blocks.	Repetition in shapes / I know repetition and loops are within programming. / I know what it means to debug and code. / I can create programs by planning, modifying, and testing commands to create shapes and patterns. / I can use Logo, a text-based programming language. / I can design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems, solve problems by decomposing them into smaller parts. / I can use sequence, selection, and repetition in programs. / I can use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs. / I can work with variables and various forms of input and output. / Key vocabulary: Loops, count-controlled loops, infinite loops, repetition, algorithms, logo, input, output, text-based and block-based programming.	Selection in physical computing / I know what a microcontroller is and know how to connect and program it to control components (including output devices — LEDs and motors). / I know how to use conditions as a means of controlling the flow of actions in a program. / I know what repetition and condition means in programming,(if...then) statements. / I can use physical computing to explore the concept of selection in programming through the use of the Crumble programming environment. / I can use if/then statements in progamming. / I can write algorithms and programs that utilise this concept. / I can design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems, solve problems by decomposing them into smaller parts. / I can use sequence, selection, and repetition in programs. / I can use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs. / I can work with variables and various forms of input and output. / Key vocabulary: Crumble controller, scratch, algorithm, sequence, selection (if. . . Then. . .statements, repetition, loop, count-controlled or infinite loop, conditional statement, LED, debug.	Variables in games / I know what variables are, and know how to relate them to real-world examples of values that can be set and changed. / I can create a simulation of a scoreboard. I / I can follow the Use-Modify-Create model to experiment with variables in an existing project, then modify them. / I can create my own project, considering its design carefully. / I can apply my knowledge of variables and design to improve their game in Scratch. / I can design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems, solve problems by decomposing them into smaller parts. / I can use sequence, selection, and repetition in programs. / I can use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs. / I can work with variables and various forms of input and output. / Key vocabulary: Sequence, selection, repetition, variable, program, algorithm, string, outcome, abstraction.
Unit 4 / Data and information	Branching databases / I know what a branching database is. / I know how to use a branching database to sort groups of objects, using yes/no questions. / I can create physical and on-screen branching databases. / I can evaluate the effectiveness of branching databases and can decide what types of data should be presented as a branching database. / I can 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. / Key vocabulary: Branching database, attribute/property,/yes/no questions, data, information.	Data logging / I know how and why data is collected over time. / I know how computers can use special input devices called sensors to monitor the environment. / I can collect data as well as access data captured over long periods of time. / I can look at data points, data sets, and logging intervals. / I can review and analyse data. / I can pose questions and then use data loggers to automatically collect the data needed to answer those questions. / I can 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. / Key vocabulary: Sensor, data, information, data-logger, time-frame, input, output.	Flat-file databases / I know how a flat-file database can be used to organise data in records. / I can use tools within a database to order and answer questions about data. / I can create graphs and charts from data to help solve problems. / I can use a real-life database to answer a question, and present my work to others. / I can 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. / Key vocabulary: Operand, data, information, selection, field, parameter, flat-file database.	Introduction to spreadsheets / I know the importance of formatting data to support calculations. / I know formulas needed to produce calculated data. / I know what input, output and process mean. / I can apply formulas that include a range of cells, and apply formulas to multiple cells by duplicating them. / I can use spreadsheets to plan an event and answer questions. / I can create graphs and charts, and evaluate my results in comparison to questions asked. / I can organising data into columns and rows to create their own data set. / I can 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. / Key vocabulary: Data, spreadsheet, cell, formula, select, duplicate, input, output, column, row, format.

Curriculum area	Year 3	Year 4	Year 5	Year 6
Unit 5 / Creating media	Desktop publishing / I know what the terms ‘text’ and ‘images’ mean and that they can be used to communicate messages. / I know the terms ‘templates’, ‘orientation’, and ‘placeholders’. / I know how these can support them in making their own template for a magazine front cover. / I can use desktop publishing software and consider careful choices of font size, colour and type to edit and improve premade documents. / I can add text and images to create my own pieces of work using desktop publishing software. / I can 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. / I can use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact. / Key vocabulary: Layout, landscape, portrait, placeholders, font, style, edit, right click, left click, group/ungroup.	Photo editing / I know how digital images can be changed and edited. / I know how they can then be resaved and reused. / I know the impact that editing images can have. / I can edit images and evaluate the effectiveness of my choices. / I can use desktop publishing software and consider careful choices of font size, colour and type to edit and improve premade documents. / I can 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. / I can use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact. / Key vocabulary: Image, filters, cropping, editing, composition, select, group, clone.	Video editing / I know topic-based language such as exporting, cropping and filters. / I can create short videos by working in pairs or groups. / I can capture, edit and manipulate video. / I can reflect on and assess their progress in creating a video. / I can 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. / I can use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact. / Key vocabulary: Storyboard, panning, zooming, editing, filters, cropping, exporting.	Webpage creation / I know what makes a good web page. / I know about copyright and fair use of media, / I know what is meant by I know what that devices have an input, output and process. / I can create a website for a chosen purpose. / I can use this information to design and evaluate my own website using Google Sites. / I can 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. / I can use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact. / Key vocabulary: Webpage, HTML, hyperlink, navigation pathway, header, links, copyright, fair use.
Unit 6 / Programming B	Events and actions in programs / I know the link between events and actions. / I know what selection of motion, sound, and event blocks mean. / I know what it means to debug and code. / I can move a sprite in four directions (up, down, left, and right). / I can use design to choose an appropriately sized sprite. / I can draw lines with sprites and change the size and colour of lines. / I can design and code own maze-tracing program. / I can use logical reasoning to explain how some simple algorithms work. / I can detect and correct errors in algorithms and programs . / Key vocabulary: Debug, sequence, decompose, selection, variables, outcomes, algorithms, programs, code, block-based coding, sprite, staging area, code block, run, event block, control blocks.	Repetition in games / I know what repetition is in programming using the Scratch environment. / I know the difference between count-controlled and infinite loops. / I can use my knowledge to modify existing animations and games using repetition. / I can design and create a game which uses repetition, applying stages of programming design throughout. / I can design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems, solve problems by decomposing them into smaller parts. / I can use sequence, selection, and repetition in programs. / I can use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs. / I can work with variables and various forms of input and output. / I can use logical reasoning to explain how some simple algorithms work. / I can detect and correct errors in algorithms and programs. / Key vocabulary: Repetition, indefinite, loop, sequence, algorithm, count-controlled, debug, sprite.	Selection in quizzes / I know how ‘conditions’ can be used in programming. / I know how the ‘if… then… else...’ structure can be used to select different outcomes depending on whether a condition is ‘true’ or ‘false’. / I can construct programs using the Scratch programming environment. / I can write programs that ask questions and use selection to control the outcomes based on the answers given. / I can design a quiz in response to a given task and implement it as a program. / I can design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems, solve problems by decomposing them into smaller parts. / I can use sequence, selection, and repetition in programs. / I can use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs. / I can work with variables and various forms of input and output. / I can use logical reasoning to explain how some simple algorithms work. / Key vocabulary: Algorithm, sequence, repetition, selection, loop, condition, count-controlled loop, condition-controlled loop.	Sensing / I know what a micro: bit is. / I know what the terms count-controlled loop, condition controlled-loop and infinite loop mean. / I can create code from a given design. / I can create my own design, using the same template. / I can apply my knowledge of the programming constructs and use my design to create my own micro:bit-based step counter. / I can design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems, solve problems by decomposing them into smaller parts. / I can use sequence, selection, and repetition in programs. / I can use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs. / I can work with variables and various forms of input and output. / I can use logical reasoning to explain how some simple algorithms work. / Key vocabulary: Program, coding, micro: bit, LED, count-controlled, loop, condition –controlled loop.

Online safety focus (delivered at the start of every half term)	Cyberbullying / Buying online / Personal information / Using email / Communicating online / Applying knowledge (Party planners)	Cyberbullying / Safe searching / Plagiarism and copyright / Personal information / Communicating online / Applying knowledge (Cyber superheroes)	Spam / Using citations / Passwords / Fake and edited images / Secure sites / Citations and copyright / E-Safety (Review of knowledge)	Cyberbullying / Secure websites / People online / Stereotypes / SMARTbots / Safety quiz for peers.

Key stage 1 Knowledge

Lower Key stage 2 Knowledge

Upper Key stage 2 Knowledge

	Key Stage One		Lower Key Stage 2		Upper Key Stage 2
Vocabulary	Year 1: / Log in / Log out / Avatar / Username / Password / Notification / Save / Sort / Data / Program / Bug / Debug / Computer / Algorithm / Animation / File / Font / Coding / Input / Cursor / Backspace / Delete / Columns / Rows	Year 2 (in addition to previous vocabulary): / Properties / Action / Code / Object / Repeat / Timer / When clicked / Search / Search engine / Internet / Sharing / Email / Attachment / Digital footprint / Copy and paste / Template	Year 3 (in addition to previous vocabulary): / Event / Output / Variable / Simulation / Selection / If / Blog / Website / Webpage / PEGI rating / Communication / Compose / Send / Formatting / Draft / CC / Simulation / Templates / Orientation / Placeholders	Year 4 (in addition to previous vocabulary): / Alert / Else / Flow chart / Virus / Cookies / Identity theft / Malware / Phishing / Plagiarism / Spam / Formula / Bold / Italic / Underline / Stop motion / Frame / Video clip / Easter egg / CPU / RAM / Motherboard	Year 5 (in addition to previous vocabulary): / Sequence / Design / Online safety / Encryption / Reference / Network / System / Router / Package / Table / Perspective / Collaborate / Connection	Year 6 (in addition to previous vocabulary): / Tabs / Control / Screen time / Formula / Icon / Text based / Sprite / World Wide Web / LAN / WAN / Wireless / Bit / Byte / Kilobyte / Megabyte / Gigabyte / Tetrabyte