TIO Computing Assessment Descriptors
Level Computer Science (Discreet)
1
2
3
4

Talk about existing sequences of everyday activities

Order a collection of pictures into the correct sequence




Recognise that many everyday devices respond to signals and instructions
Make programmable toys carry out instructions (Beebots)
Create a sequence of everyday activities (storyboards)
Plan and give direct commands to make things happen
(Beebots, roamers)

Solve simple problems using programmable toys

Logically solve simple problems using programmable toys

Recognise similarities between sequences of everyday activities
(Flow charts)

Plan a linear (non-branching) sequence of instructions

Give a linear sequence of instructions (algorithms) to make things happen (Scratch)

Develop and improve their algorithms (Scratch)

Debug their simple program (Scratch)

Analyse and represent symbolically a sequence of events
(Writing simple forms of script e.g. F1, L90, F3)

Recognise different types of data: text; number; instruction
(Scratch)

Understand the need for care and precision when creating algorithms using block coding (Scratch)

Write a program (strings of algorithms) involving selection and repetition.

Think through an algorithm and predict an output (Use this to improve program)
Digital Literacy (Cross Curricular)

Use technology purposefully to create digital content (Posters, presentations)

Use technology purposefully to store digital content (saving docs, pictures from internet)

Use technology purposefully to retrieve digital content (Locate, manipulate, re-save)

Use technology and the internet safely

Know what is personal information

Use technology purposefully to organise digital content (Branching databases)

Classify items in simple sets of data

Use technology purposefully to manipulate digital content (editing an image, docs

Identify whether information on the internet is true and reliable

Know to keep personal information private
 Consider other people’s feelings on the internet

Identify where to go for help and support when they have concerns about content or contact on the internet or other online technologies

Use search technologies effectively (Keyword/s)

Use a variety of software to accomplish given goals

Use the internet to collect information (Digital research)

Design and create content (iBooks, animations, movies)
 Question the “validity” of what they see on the internet

Use a browser address bar not just search box and shortcuts

Identify a range of ways to report online concerns

Accomplish given goals (work from a project brief)

Select, use and combine internet services

Analyse and evaluate information

Collect and present data in a structured format suitable for processing

Understand the opportunities computer networks offer for communication
(School computer network)

Identify a range of ways to report concerns about inappropriate behaviour online

Recognise acceptable/unacceptable behaviour online

5
6

Partially decompose a problem into its sub-problems and represent it in a program (Scratch/Python)

Analyse and present an algorithm for a given task

Recognise similarities between simple problems and the commonality in the algorithms used to solve them

Explore the effects of changing the variables in a model or program

Develop, try out and refine sequences of instructions, and show efficiency in framing these instructions

Reflect critically on my program in order to make improvements in subsequent programming exercises

Make use of procedures without parameters in their programs; I will also be able to manipulate strings and select appropriate data types (Scratch/Python)

Design and use simple (1Dimensional) data structures

Describe more complex algorithms, for example, sorting or searching algorithms

Describe systems and their components using diagrams

Fully decompose a problem into its sub-problems and can make use of a notation (a program) to represent it (Python)

Recognise similarities in given simple problems and able to produce a model which fits some aspects of these problems

Use programming interfaces to make predictions and vary the rules within the programs. I can assess the validity of their programs by considering or comparing alternative solutions.

Independently write or debug a short program (Scratch/Python)

Make use of procedures with parameters and functions returning values in their programs and are also able to manipulate 1dimensional arrays (Python)

Design and use 2D data structures

Combine a variety of software to accomplish given goals (E.g. Write, publish and perform a song/poem)

Select, use and combine software on a range of digital devices

Analyse and evaluate project outcomes for intended audience

Improve project outcomes to meet success criteria

Understand the opportunities computer networks offer for collaboration
(Skype)

Understand how data is sent over the network

Judge what sort of privacy settings might be relevant to reducing different risks

Use different sources to double check information found

Be discerning in evaluating digital content

Can manage an IT Project from brief to product launch

Judge which software/app would be the best to accomplish given goals

Judge which digital device would be the best to accomplish given goals

Ensure continued analysis and evaluation throughout project to minimise errors

Understand the advantages/disadvantages of different network layouts
(topologies)

Explain how data is sent (in packets or chunks) and how it may become corrupt or lost in translation (switch malfunction/server fault)

Use a range of sources to accurately find informa tion and check it’s reliability

Be conscious of their own safety when using the internet by continued analysis and evaluation of viewed content