JERSEY COMPUTING CURRICULUM
(Published April 2014)
This curriculum works alongside Thinking Differently –
Vision for IT in Education 2013-2015
One of the top priorities of the Thinking Differently vision is to provide:
“A new engaging computing curriculum for the 21st century with
greater emphasis on employable skills that will be in demand in the
future, with progression to industry; enthusing girls as well as boys.”
The strategy also states that this curriculum will focus on the long term success of every
learner and provide opportunities to acquire key skills for learning, personal development
and employability. The curriculum will:
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Encourage creative use of technology in learning
Introduce coding and computing in the primary school curriculum
Inspire pupils, girls and boys, to be creative and innovative
Ensure that pupils use technology routinely and discerningly to search for reliable
sources of information, collaborate and publish their work
Help pupils to learn to validate reliable sources of information, synthesise information,
communicate, collaborate and problem-solve using the opportunities that technology
provides
Develop the wider skills required in the workplace such as creativity and business
acumen and how to use and apply new knowledge and skills to problem-solving
Educate and empower students to use technology safely and responsibly, both in school
and in all aspects of their social lives with particular regard to their future reputations.
Jersey Computing Curriculum
This document provides UK statutory guidance from Key Stage 1 to Key Stage 3.
It also provides Jersey schools with a framework for end of Key Stage expectations for the three
strands;
Computer Science
Digital Literacy
IT Skills
These are minimum expectations: they do not place a ceiling on children’s achievement.
It is expected that experiences from the previous Key Stage will be consolidated as children
move into the next Key Stage.
Jersey Computing Curriculum, April 2014
Page 1
“This frame work is intended to support flexibility and discretion at the Institutional level; it is not a
detailed prescription. Moreover the framework describes the goal we would like to achieve, not the
journey for getting there. In practice we need to move in small steps towards these goals, and the
route will differ between different providers depending on their respective strengths and
priorities.” (A Curriculum Framework for Computer Science and Information Technology, Computing
at School Working Group, pg 3, March 2012, available at http://www.computingatschool.org.uk
[accessed March 2014].)
This framework was written to focus on skill development rather than specific software,
applications or operating systems.
Due to the evolving nature of IT this framework would need to be reviewed at least every two years.
Developed in February 2014 by the Computing Curriculum Writing Group:Alex Shea (Hautlieu)
Danny Doyle (Les Landes)
Jenny Pryke (St Martin’s)
Ozzy Parkes (Le Rocquier)
Rachel Crane (VLE)
Rory Steel (Beaulieu)
Sarah Briggs (St Martin’s)
Stuart Hughes (Hautlieu)
Jon Tarrant (ESC)
Sarah Johnson (ESC)
Colour Codes
(Used within this document to ease identification of strands and applicable age groups)
Key Stage 1
Key Stage 2
Key Stage 3
Computing
Digital Literacy
IT Skills
Jersey Computing Curriculum, April 2014
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Key Stage 1
Computer Science UK Statutory Requirement
Pupils should be taught to;
Understand what algorithms are; how they are implemented as programs on digital devices and that
programs execute by following precise and unambiguous instructions.
Create and debug simple programs
Use logical reasoning to predict the behaviour of simple programs.
Key Stage 1
Computer Science Framework
Generic Skills for Computer Science
Basic debugging strategies
Essential Skills
Programming –
algorithms
Key Stage 1
Expectations
Understand what an algorithm is and what it is
used for.
Set a sequence of instructions to achieve a goal.
Use iteration to develop more efficient
instructions.
Control
What could it look like?
Cross Curricular
opportunities
The term “algorithm”
should be introduced
and understood but
pupils are not required
to use it.
Make a sandwich
Use programming skills to control an external
device.
Use instructions to model control of a device.
Anticipate the effect of adding a new instruction.
Hardware
Identify external components and peripherals.
Recognise different computerised
systems/devices.
Software
No specific skills, apart from those in Digital
Literacy and IT Skills strands.
Data Representation
Understand that data represents information
and that it comes in many forms.
Networking
Databases
Keyboard, mouse,
monitor
Recognising wide
ranges of devices e.g.
washing machines
Numbers, text, pictures,
sounds, videos
Know the difference between networked and
stand-alone devices and how connectivity affects
use.
N/A
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Key Stage 2
Computer Science UK Statutory Requirement
Pupils should be taught to;
Design, write and debug programs that accomplish specific goals, including controlling or simulating
physical systems, solve problems by decomposing them into smaller parts.
Use sequence, selection, and repetition in programs; work with variables and various forms of input
and output.
Use logical reasoning to explain how some simple algorithms work and detect and correct errors in
algorithms and programs.
Understand how computer networks including the Internet work; how they can provide multiple
services, such as the World Wide Web.
Appreciate how search results are selected and ranked.
Key Stage 2
Computer Science Framework
Generic Skills for Computer Science
Debugging
Use appropriate aspects of system lifecycle when designing a program
Know how to deconstruct a problem into components
Essential Skills
Key Stage 2
Expectations
Programming –
algorithms
Understand what a program is.
What could it look like?
Cross Curricular
opportunities
Use selection in a set of instructions (making
decisions).
Combine selection and iteration in a set of
instructions.
Use variables and procedures in a program.
Using inputs and outputs in a program.
Control
Use and create sequential flow charts to
represent algorithms.
Represent and understand iteration and
selection in a flow chart.
Use/understand the application of sensors in
systems/devices.
Jersey Computing Curriculum, April 2014
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Hardware
Software
Identify main internal components.
Classify components; input, process, storage,
output.
CPU, RAM, Interfaces,
non-volatile storage.
Understand different methods of hardware
connectivity.
Wired connectivity (e.g.
USB, HDMI)
Wireless connectivity
(Bluetooth, WIFI, IR)
Know the difference between operating
systems and applications software.
Data Representation
Know that computers use binary
representation.
Understanding that file sizes are represented in
different units.
Networking
bit, nibble, byte, kB,
MB ,GB ,TB
Know that Internet is a network – discriminate
between the Internet and the Web.
Explain the terms “LAN” and “WAN” and be able
to give an example of each.
Identify methods to connect to different
networks and identify simple trouble-shooting
procedures.
Know the structure of domain names and URLs.
Appreciate how the results of Web searches are
selected and ranked.
Databases
Use of spreadsheets as pseudo-databases.
Introduction to
databases
Jersey Computing Curriculum, April 2014
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Key Stage 3
Computer Science UK Statutory Requirement
Pupils should be taught to;
Design, use and evaluate computational abstractions that model the state and behaviour of real-world
problems and physical systems
Understand several key algorithms that reflect computational thinking [for example, ones for sorting
and searching]; use logical reasoning to compare the utility of alternative algorithms for the same
problem
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 [for example, lists, tables or
arrays]; design and develop modular programs that use procedures or functions
Understand simple Boolean logic [for example, AND, OR and NOT] and some of its uses in circuits and
programming; understand how numbers can be represented in binary, and be able to carry out
simple operations on binary numbers [for example, binary addition, and conversion between binary
and decimal]
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; understand how
data of various types (including text, sounds and pictures) can be represented and manipulated
digitally, in the form of binary digits
Key Stage 3
Computer Science Framework
Generic Skills for Computer Science
Pupils should be taught to;
Use refinement to improve efficiency
Complete a project using entire systems lifecycle.
Essential Skills
Programming –
algorithms
Key Stage 3
Expectations
Know a text-based programming language.
Use a second text-based programming
language.
Solve problems using programming (text or
GUI).
Use arrays, modules and simple string
manipulation.
What could it look like?
Cross Curricular
opportunities
Knowledge is defined by
practical application of
the following
programming concepts;
sequence, selection,
iteration, arrays,
modules, string
manipulation
Able to analyse alternative algorithms to
compare their utility in solving the same (or
similar) problems.
Jersey Computing Curriculum, April 2014
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Control
Represent use of subroutines in flow charts to
improve efficiency of the algorithm.
e.g. train tracks or
junction traffic lights
Demonstrate use of modelling multiple
(integrated) simulations.
Demonstrate how Boolean logic (AND, OR and
NOT) can be used to model a control system.
Hardware
Identify key internal components and their
purpose and how they communicate with each
other.
Know how component choice effects
performance (and explain how to trouble-shoot
performance).
Know how to combine components to make a
computer system.
Software
Understand the roles of the operating system
(OS) and application software.
Identify different types of operating systems
(e.g. Windows, Mac-OS, versions of Linux) and
user interfaces (textural and GUI).
Know that some operating systems are singleuser and some are multi-user.
Data representations
Understand the difference between
information, data and knowledge.
Perform binary operations such as conversion
between binary and decimal and simple binary
addition.
Addition and
conversion should be
performed upon a
nibble (4 bits)
Understand how pixels represent visual data.
Networking
Identify network security threats and methods
for preventing them.
Understand the Internet’s infrastructure.
Understand the relationship between domain
names and IP addresses.
Know that data is transferred in packets.
Know the factors and limitations that affect
network/device performance.
Databases
Create tables, reports, simple-parameter and
complex-query forms.
Import and export data using external files.
Understand and demonstrate validation and
verification methods.
Understand and demonstrate the use of logical
operators.
Understand and demonstrate Relationships
(relational databases vs flat file).
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Key Stage 1
Digital Literacy UK Statutory Requirement
Pupils should be taught to;
Recognise common uses of information technology beyond school.
Use technology safely and respectfully, keeping personal information private; identify where to go for
help and support when they have concerns about contact on the Internet or via online technologies
Key Stage 1
Digital Literacy Framework
Generic Skills for Digital Literacy
Understand and follow the school Responsible Use Agreement.
Essential Skills
Key Stage 1 Expectations
Fact or Fiction
Searching
Begin to understand that not everything that is
published as fact on the Web is actually true.
Searching Skills
Recognise at least two Web search engines.
Complete simple one/two word online searches
with support.
Copyright
What could it look like?
Cross Curricular
opportunities
Examples of hoax
websites (e.g.
www.thedogisland.com)
e.g. in cross curricular
subjects
Understand the need to acknowledge copy-andpaste sources; have an awareness of plagiarism.
Online Experiences
and Social Media
E-Safety
Understand VLE courtesy and online etiquette
(“netiquette”).
Only writing what you
would say to someone.
Know what to do if you encounter something
Hector the Protector
that you did not expect online.
Know with whom you are communicating online.
Know how to report something if it upsets you.
Know not to give personal details away.
Cloud Computing
Security
Passwords/Passcodes
Know what references to “the Cloud” mean.
Use of the VLE (a Cloudbased service)
Understand why passwords are needed.
Remember and keep safe your own username
and password.
Respect other people’s privacy by not asking for
or stealing their passwords.
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Web Threats
Phishing/Spam/Filtering
Understand that the Web contains a wide variety
of content, some of which is not suitable for
children.
Know that access to the Web is filtered in school
(and may be by some parents too) so that
content that is intended for adults is blocked for
children.
The Web is like a huge
library where some of
the books are suitable
for everybody and some
are suitable only for
adults.
Understand the implications of in-play add-ons
and in-app purchases.
Connectivity
Begin early discussion about networks.
Devices and Operating
Systems
Understand the meaning of “devices”,
“hardware”, “software” and “operating system”.
Understand that there is a range of different
devices used in the social world and that these
can have different interfaces.
e.g. Windows, iOS, MacOS and Android
Know that there are mobile and fixed/static
devices/computers, and understand reliability
and availability of services (connections).
Know how to look after devices.
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Key Stage 2
Digital Literacy UK Statutory Requirement
Pupils should be taught to;
Understand computer networks, including the Internet; know how they can provide multiple
services, such as the World Wide Web; and the opportunities they offer for communications and
collaboration.
Be discerning in evaluating digital content.
Use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour;
identify a range of ways to report concerns about content and contact.
Key Stage 2
Digital Literacy Framework
Generic Skills for Digital Literacy
Responsible Use Agreement
Essential Skills
Fact or Fiction
Searching
Key Stage 2
Expectations
Be able to use different search engines, making
decisions based on critical analysis.
Know that not all information on the Internet is
true.
Be able to verify information using multiple
reference sources.
Know indicators that identify legitimate websites
and know the value of using such websites.
Searching Skills
Show perseverance in finding the correct
information. Know how to refine search terms to
reduce ambiguity.
What could it look
like? Cross Curricular
opportunities
e.g. Tree Octopus
(www.zapatopi.net/tre
eoctopus) and
Victorian robots
(www.bigredhair.com/
robots)
e.g. domain names that
include .ac.uk or .edu
e.g. Victorian railways
rather than just
railways
Know how to use the tabs for images, videos etc
and how to conduct an advanced search.
Copyright
Acknowledge intellectual property as a concept
and understand why plagiarism is to be avoided.
Be able to reference sources of information in a
clear and specific manner.
Online Experiences
and Social Media
Intellectual property is
created by somebody.
Intellectual property
includes films, pictures
and music
Know the implications of actions such as online
commenting and be able to post appropriately.
Recognise and know how to respond to
inappropriate postings.
Know how to Report and Block people on social
networking sites and which action to choose in
different situations.
e.g. CEOP button
Jersey Computing Curriculum, April 2014
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E Safety
Cloud Computing
Security
Passwords/Passcodes
Know where to get help if you are cyber-bullied
and how to report incidents (including in school).
Be aware of appropriate use of ‘phones and text
messaging, including messaging apps.
Know your online posts can be shared out of your
control and manipulated.
Know why it is important to know who you are
talking to online.
Be aware of the strategies people use to gain your
confidence to do you harm.
Know how to protect yourself with privacy
settings.
Be considerate of others when posting
information.
Know that hash-tagging can make data more
searchable.
Use online gaming appropriately.
Know the importance of terms and conditions.
e.g.
www.beatbullying.org
Know how to use online services.
e.g. Scratch, Kudo
Know how to create secure passwords and
appreciate the need to keep passwords private.
Know that your personal information has value
and that some people may try to steal it.
Change passwords on a
regular basis; choice
and strength.
Web Threats
Phishing/Spam/Filtering
Be aware of email threats, phishing and spam.
Know the threats of malware when downloading
data.
Know the risks of pop-up messages and
bloatware.
Know the importance of reading service messages
that are displayed by your computer, especially
when downloading software; be aware of tick-box
options and use them wisely.
Know that viruses are a threat and how to take
precautions to avoid them.
Know that sometimes it is better NOT to
download.
Connectivity
Know the difference between; wireless, wired and
mobile networks.
Be aware of network speed and costs; the
selection and the limitations of networks.
Know the difference (but likely link) between
connection speeds and download limits.
Devices and Operating
Systems
Know what is an operating system (OS).
Know that different devices could be used for the
same purpose.
Know that different devices may have different
operating systems.
Demonstrate use of different browsers.
Age-appropriate
gaming (PEGI
guidelines)
e.g. age restrictions
e.g. Look at downloads
that come with
“bundled” toolbars as
well as hidden
malware
e.g. Roaming costs
e.g. Not all tablets are
iPads… pupils to
research device timelines (evolution)
Jersey Computing Curriculum, April 2014
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Key Stage 3
Digital Literacy UK Statutory Requirement
Pupils should be taught to;
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.
Create, re-use, revise and re-purpose digital artifacts for a given audience with attention to
trustworthiness, design and usability
Key Stage 3
Digital Literacy Framework
Generic Skills for Digital Literacy
Responsible Use Agreement
Essential Skills
Key Stage 3
Expectations
What could it look like?
Cross Curricular
opportunities
SearchingFact or Fiction
Be able to assess legitimate online sources.
Understand that different online sources may
contain bias… and be able to give examples.
Event reporting from
different perspectives
(wars, sports, political
debates, environmental
issues, etc)
Searching Skills
Be able to search by domain.
Be able to search for files by type.
Have searched by using an image.
Know that different search engines will
produce different results and work in different
ways.
Know that search engines filter content in
different ways before displaying results.
Know that some search engines use different
formats to display their results.
Some search engines
search OTHER search
engines rather than
indexing the web – find
out about these two
types of services
Build a culture where intellectual property is
respected.
Know that copyright infringement has legal
implications.
Know how to protect your intellectual
property.
Know how to license your work.
Know that some content, including television
shows, is available over the Internet only in
certain countries.
e.g. the moral and legal
implications of illegal
downloads
Copyright
Online Experiences
and Social Media
e.g. Instagrok
e.g. Geographical
restrictions
Have an online presence that is ready for the
work place (future reputation).
Know how rapidly information can spread
virally.
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E-Safety
Be aware of sexting and associated risks.
Know the legal ramifications of online
behaviours.
Know that tagging is a form of indexing and
how this affects the spread of information.
Fully understand the school’s various
Responsible Use Agreements (RUAs).
Cloud Computing
Understand that although the Cloud is global,
each service is bound by local laws.
Use online services while understanding where
data is stored.
Know the legal requirements of data storage.
Must include clear
information about the
illegality of sexting as
well as the reputational
damage it can cause.
Students should be
invited to participate in
creating/revising the
student RUA
e.g. 13+ age restriction
on US-based social
networking sites due to
America’s COPPA Law.
Be able to manage multiple online accounts.
Recognise that the Cloud is an ever changing
environment and that delivery of services you
choose to use will be out of your control.
Security
Passwords/Passcodes
Know why long passwords are good.
Have an awareness of how secure different
passwords are?
Know how biometric data can be used.
Know how to encrypt data at rest.
Know how to identify when data is encrypted
in transit (https) and why this is important.
Know that “key-logging” can be used to read
and store passwords that are typed using an
external keyboard – and that on-screen
keyboards are more secure in this respect.
Know that some devices use passcodes rather
than passwords – and be able to give examples.
Web Threats
Phishing/Spam/Filtering
Know how files can be used maliciously.
Know how peer-to-peer (P2P) networking can
affect your security – both positively and
negatively.
Know how malware and bloatware can be
downloaded and their possible effects.
Know strategies for protecting online accounts.
Know the difference between phishing and
spear-phishing.
Know that spoof websites exist to gather
personal details.
Know what content is illegal and the potential
ramifications of accessing it.
Be aware of some common hacking methods.
Undertake research on
the meaning and use of
entropy in passwords;
know the most common
passwords (these are
ones to avoid).
e.g. Smartphones may
have on-screen number
pads or use haptic
picture-based gestures.
e.g. Social engineering
emails
e.g. brute-force attacks
Jersey Computing Curriculum, April 2014
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Connectivity
Know and understand the principles of
Bluetooth/Infra-Red/NFC data transfer
methods.
Understand the implications of bandwidth.
Understand the terminology for bandwidth and
monthly download limits.
Be aware of connection security vulnerabilities
when using public networks – including
networks with a shared access key.
Know how to check for secure data transfer.
e.g. 50Mbps bandwidth
and 80GB per month
download limit
e.g. Be aware of man-inthe-middle attacks
Choose (and check for)
https rather than http
Know how to secure a network using a private
access key (WPA) and device lists (MAC
addresses).
Operating Systems and
Devices
Know the process for installing/reinstalling an
operating system.
Be able to use a variety of browsers and
identify some differences between them.
Know the compatibility issues surrounding
operating systems, peripherals and drivers.
e.g. Some devices lack
Flash and USB ports
Know that some devices are locked to specific
operating systems whereas others provide
users with freedom to change the OS.
e.g. “vanilla” laptops /
PCs provide easy choice
whereas other devices
do not.
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Key Stage 1
IT Skills UK Statutory Requirement
Pupils should be taught to;
Use technology purposefully to create, organise, store, manipulate and retrieve digital content
IT Skills Framework
Generic Skills for IT
Key Stage 1
Able to open, save, edit, copy, insert and paste with different formats.
Able to print, save in different locations; locally and remotely.
Use touch-screens and have unaided keyboard skills.
Trouble-shoot simple problems with assistance.
Essential Skills
Word Processing
Spreadsheet
Key Stage 1 Expectations
What could it look like?
Cross Curricular
opportunities
Open, Save and edit documents.
Insert objects, media and different fonts.
Understand what a spreadsheet is for.
Navigate cells.
Create simple graphs.
Presentation
Creative
Communication Skills
Communication Tools
Accessibility
Open, save and edit documents.
Insert objects, media, different fonts and new
slides.
Use a username and password.
Use the VLE, both passively and actively.
Forums/blogs/post
homework
Use multimedia (record and display).
Photographs, videos,
audio
Participate in real time communications
(Voice/Video over Internet Protocols - VoIP).
e.g. Facetime / Skype
Use a mouse and keyboard.
Use the shift button.
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Key Stage 2
IT Skills UK Statutory Requirement
Pupils should be taught to;
Use technology effectively
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 Stage 2
IT Skills Framework
Generic Skills for IT
Open, Save and Edit, Copy, Insert and paste in different formats; printing, folder structure, uploading
local and remotely
Shortcut keyboard skills; home row for touch-typing
Initiation, responding to and blocking social media
Trouble-shooting at an age-appropriate level
Essential Skills
Word Processing
Key Stage 2
Expectations
What could it look like?
Cross Curricular
opportunities
Know how to spell check and insert objects.
Be able to save in different formats.
Know how to change document layouts and
margins; create tables and copy, cut and paste.
Spreadsheet
Presentation
Know that the format chosen may restrict
access by other people using different software
(or in some cases different devices)
e.g. compatibility with
“old formats” – analogy
with music formats
(vinyl, cassettes, MP3s)
Be able to format cells, label axes and create
simple formulae. Know how to create a graph
and change the graph format.
“How did you get to
school?” bar chart
When is your birthday?
Be able to use a spreadsheet as a simple
database and filter and sort the database.
Census
Be able to create a presentation that is
designed for a particular audience.
Incorporate a range of media.
Games- yes/no links
Know how to insert transitions, internal and
external hyperlinks and use animation
effectively.
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Creative Communication
Skills-Web Posts
Know how to manage multiple log-ins and
passwords.
Know how to enable privacy on web posts.
Forums/blogs/post
homework
Be able to participate in collaborative and
personal web posting.
Recognise the needs of,
and appropriate
behaviours for, different
audiences
Be able to create content within the VLE and
upload additional content.
Multimedia
Be able to edit and export media; audio, still
and moving images.
Know how to create animations and use
publishing media.
Know how to use screen-capture on a range of
different devices.
Communication Tools
Accessibility
e.g. Stop Frame
Animation
Use of screen-capture
for preserving evidence
of bullying
Choose appropriate methods of communication
for different audiences.
Be able to create, access and send emails.
Know how to reply to and forward emails.
Be able to add an attachment, send to multiple
recipients and save contacts.
Know how to initiate and receive VoIP calls.
e.g. How best to
communicate (medium
and language) with one
person, with a specific
group of friends or with
a broader community
Appreciate the importance of typing as an
efficient means of entering information into a
computer (especially as a workplace skill).
Access to typing tutor
software to establish
and improve typing
skills
Be aware of methods to improve typing skill
and know important keyboards short-cuts.
Jersey Computing Curriculum, April 2014
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Key Stage 3
IT Skills UK Statutory Requirement
Pupils should be taught to;
Use technology effectively
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 Stage 3
IT Skills Framework
Generic Skills for IT
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, re-use, revise and re-purpose digital artefacts for a given audience with attention to
trustworthiness, design and usability
Essential Skills
Key Stage 3 Expectations
Word Processing
Know how to create a Mail Merged document.
Be able to use Styles to correctly format a
document.
Be able to insert headers and footers (including
dates and file address)
Be able to edit document templates.
Be able to choose document formats to provide
maximum accessibility when required and
know how this may limit feature content.
Spreadsheet
Be able to name cells and ranges.
Know when and how to use multiple
worksheets.
Understanding and use advanced formulae
(such as IF statements)
Use Conditioning formatting to change formats
based on different conditions.
Use absolute and relevant referencing to enable
efficient formula writing.
Know advanced options (such as are found
within the Paste menu).
Use sorting and filters to organise data.
What could it look like?
Cross Curricular
opportunities
Compatibility issues
versus features offered;
e.g. choosing between
of .doc, .docx, .odt, etc
Once learned, some of
these skills may be
practised as part of
maths or science studies
Know that spreadsheets can be used as
databases but have limitations in this respect
(so there are separate programs that are
specifically for advanced database work).
Jersey Computing Curriculum, April 2014
Page 18
Presentation
Be able to create slide masters and templates.
Know the difference between anchor,
document and external links.
Know the implications of location when
embedding media.
Know how to package presentations.
Use integrated Notes features when presenting.
Creative Communication
Skills
Be able to combine online tools using links or
embedding.
Demonstrate combining media together for a
given purpose.
Have high expectations for production values.
Be aware of different media file formats and
codecs.
Understand respect for Intellectual Property
and the need to attribute all content that was
created by somebody else.
Communications
Gather content together
from a range of sources.
e.g. Combine audio and
video
Transferring content
from one platform to
another.
Awareness of Creative
Commons licensing.
Understand and use appropriately CC (Carbon
Copy) and BCC (Blind Carbon Copy) when
emailing.
Be able to create an email contact group.
Know how to add a digital signature to an
email.
Be able to use folders/tags and archiving to
enhance organisation within an email program.
Have participated in VoIP with multiple
participants.
Be able to record meetings as audio files.
Be aware of speech-to-text and text-to-speech
software.
Understand and demonstrate responsible
‘blogging.
e.g. Accessibility options
make computing easier
for people with physical
impairments
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Appendix 1
UK National Curriculum Computing Overview
Computer Science
Foundation
Stage
Key Stage 1
Understand what algorithms are; how they are implemented as programs on digital
devices and that programs execute by following precise and unambiguous
instructions.
Create and debug simple programs.
Use logical reasoning to predict the behaviour of simple programs.
Key Stage 2
Design, write and debug programs that accomplish specific goals, including
controlling or simulating physical systems; solve problems by decomposing them
into smaller parts.
Use sequence, selection, and repetition in programs; work with variables and
various forms of input and output.
Use logical reasoning to explain how some simple algorithms work and detect and
correct errors in algorithms and programs.
Understand the basics of computer networks including the Internet; how they can
provide multiple services, such as the World Wide Web.
Key Stage 3
Design, use and evaluate computational abstractions that model the state and
behaviour of real-world problems and physical systems.
Understand several key algorithms that reflect computational thinking [for
example, ones for sorting and searching]; use logical reasoning to compare the
utility of alternative algorithms for the same problem.
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 [for
example, lists, tables or arrays]; design and develop modular programs that use
procedures or functions.
Understand simple Boolean logic [for example, AND, OR and NOT] and some of its
uses in circuits and programming; understand how numbers can be represented in
binary and be able to carry out simple operations on binary numbers [for example,
binary addition, and conversion between binary and decimal].
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;
understand how data of various types (including text, sounds and pictures) can be
represented and manipulated digitally, in the form of binary digits.
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Digital Literacy
Foundation
Stage
Key Stage 1
Recognise common uses of information technology beyond school.
Use technology safely and respectfully, keeping personal information private;
identify where to go for help and support when they have concerns about contact
on the Internet or via online technologies.
Key Stage 2
Understand computer networks, including the Internet; know how they can
provide multiple services, such as the World Wide Web; and the opportunities they
offer for communications and collaboration.
Be discerning in evaluating digital connect.
Use technology safely, respectfully and responsibly; recognise
acceptable/unacceptable behaviour; identify a range of ways to report concerns
about content and contact.
Key Stage 3
Understand a range of ways to use technology safely, respectfully, responsibly and
securely, including protecting their online identify and privacy; recognise
inappropriate content, contact, and conduct and know how to report concerns.
ICT Skills
Foundation
Stage
Children recognise that a range of technologies is used in places such as homes and
schools.
They select and use technology for particular purposes.
Key Stage 1
Use technology purposefully to create, organise, store manipulate and retrieve
digital content.
Key Stage 2
Use search technologies effectively; appreciate how results are selected and ranked.
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, evaluation and
presenting data and information.
Key Stage 3
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, re-use, revise and re-purpose digital artefacts for a given audience with
attention to trustworthiness, design and usability.
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