Computing
and
Technology Enhanced Learning
A progression for Primary Schools
Years 1 & 2
Worcestershire Schools can access this document from
the Resource Filter on Edulink… Teaching and Learning…Learning Technologies and ICT
Primary Computing Progression
Final revision October 2013
Page 2
Primary Computing Progression
Contents
1.
2.
3.
4.
5.
6.
7.
Introduction
What do we want children to achieve?
ICT in the Early Years Foundation Stage
ICT in Key Stages 1 and 2
How to use the ICT Progression
Assessment of ICT capability
Supporting documentation
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The Progression
Digital Literacy
Understanding algorithms
Modelling and Simulations (spreadsheets and adventure games)
Text editing and multimedia
Digital Image (paint / draw programs, photographs, animation, video)
Sound and Music (sound capture and editing, music software)
Electronic Communication (email, video conferencing and VLE)
Research (internet and CD ROM)
Information Handling (database and graphing)
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Progress Grids
Progression Grid
Progression Grid
Progression Grid
Progression Grid
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1
2
3
4
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use of tools for presentation/communication
use of tools to find things out
use of tools for control and modelling
understanding of information technologies
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Primary Computing Progression
1. Introduction
The purpose of these materials is to provide primary teachers with a up-to-date structure for the
teaching of the Computing curriculum from 2014. It also encompasses the key features of
Technology Enhanced Learning (TEL) for, without continuing to teach the skill set from the ICT
curriculum, there is a danger that the technology will get in the way of learning in other contexts
rather than enhance it. It must be remembered that the Computing curriculum removes the
necessity to assess against pre-defined levels. However, we have retained some elements of
assessment advice from the previous curriculum to support teachers to understand next steps for
learners.
This document makes explicit progression through Key Stages 1 and 2. It is shown as expectations
across pairs of year groups (years 1 & 2, 3 & 4, and 5 & 6). We have continued to adopt this
approach (rather than individual year groups) because there is no specific point at which children
should necessarily develop a particular skill; more importantly, this should be dictated by the
learning journey of the child and the extent to which skill, knowledge and understanding has
developed. As information technology develops (which is happening ever more rapidly) the goal
posts move and allocations of skills to individual year groups quickly become out dated. The paired
year group approach will also be more accessible to many small schools.
The progression of knowledge, skills and understanding will enable all teachers to gauge a range of
expectations that may be appropriate for their children. Subject based examples show how
technology enhanced learning (TEL) can be planned into both discrete and subject based lessons.
Schools will need to offer children the full breadth of National Curriculum entitlement and this
document sets out progressions of capability by core themes / applications.
Schools have a statutory requirement to teach children Computing; however it is up to them to
decide how this is best delivered. Some schools will undoubtedly decide to offer discrete coding
lessons on a regular basis until confidence and competence among their teachers has developed.
Others may plan to develop the Computing curriculum by embedding the skills into the wider
curriculum. It is certainly the case that competence in the use of information technology is best
developed when there is a real reason both to develop and apply a particular skill and when children
have access to resources as a normal part of their learning.
However a school tackles the teaching of Computing, the planned curriculum should include
opportunities for children to capitalise on technology enhanced learning (TEL). This means that
teachers need to be clear about the learning objectives, and monitor children’s progress in learning
techniques, applying these techniques in their learning, developing their higher order thinking skills
and making qualitative judgements about when and when not to use information technologies.
Information and communications technologies are embedded in our society. Children consume
technology daily. They are growing up at a time of rapid technological change and adopt these
technologies as a matter of course both at school and at home, for work and in their leisure time.
One aim of the Computing curriculum is to move children from being passive consumers to active
creators and managers of technology. Schools have a responsibly to ensure that children develop
the necessary knowledge, skills and understanding in order to be successful citizens of the future.
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Primary Computing Progression
2. What do we want children to achieve?
In order to function effectively and safely in the future it is essential that a child has knowledge
and understanding of the concepts involved in working with technology, has acquired the
necessary skills, can apply these to new learning situations as appropriate and understands the
significance of ICT in the contemporary world, in their learning and life. The extent to which they
can do this safely, independently, and appropriately, making their own decisions, defines their level
of achievement.
3. ICT in the Early Years Foundation Stage
Learning about technology starts from birth because it’s the way the world works today. Technology
is an integral part of all young children’s environment and world. They are surrounded by technology
just as they are surrounded by language, print and numbers. In the home, technology includes
remote controls for television, DVDs and sound systems, toys that have buttons and buzzers, mobile
phones, washing machines, microwave ovens and other machines that require programming, and of
course, computers and mobile devices such as iPads. Outside the home, children are also immersed
in the technological world: they see automatic doors, cash machines, bar code scanners, digital tills
and weighing machines, and security cameras. Technology is something children are going to grow
up with, learn about and master, and use as a tool to increase their understanding in all areas of
learning.
Many activities in the early years revolve around children developing an understanding of their
environment. Settings encourage children to explore, observe, solve problems, predict, discuss and
consider. ICT resources can provide tools for using these skills as well as being examined in their
own right, with computers not the only resources. ICT equipment added to role-play reflects the real
world, builds on children’s experiences and allows them opportunities to understand how, why, when
and where different forms of technology are used in everyday life.
Early experiences form a foundation upon which KS1 and KS2 can build and the current early
learning goals have specific objectives relating to ICT.
By the end of the Foundation Stage most children will:
 Show an interest in ICT
 Know how to operate simple equipment
 Complete a simple program on the computer and / or perform simple functions on ICT
equipment
 Find out about and identify the uses of everyday technology and use information and
communication toys to support their learning.
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Primary Computing Progression
4. National Curriculum Computing in Key Stages 1 + 2
Purpose of study
A high-quality computing education equips pupils to understand and change the world through logical
thinking and creativity, including by making links with Mathematics, Science, and Design and
Technology. The core of Computing is Computer Science, in which pupils are taught the principles of
information and computation, and how digital systems work. Computing equips pupils to use information
technology to create programs, systems and a range of media. It also ensures that pupils become
digitally literate – able to use, and express themselves and develop their ideas through, information and
communication technology – at a level suitable for the future workplace and as active participants in a
digital world.
Aims
The national curriculum for computing aims to ensure that all pupils:
can understand and apply the fundamental principles and concepts of computer science,
including abstraction, logic, algorithms and data representation
can analyse problems in computational terms, and have repeated practical experience of
writing computer programs in order to solve such problems
can evaluate and apply information technology, including new or unfamiliar technologies,
analytically to solve problems
are responsible, competent, confident and creative users of information and communication
technology.
Attainment targets
By the end of each key stage, pupils are expected to know, apply and understand the matters, skills and
processes specified in the relevant programme of study.
Subject content
Key stage 1
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
 use technology purposefully to create, organise, store, manipulate and retrieve digital content
 use technology safely and respectfully, keeping personal information private; know where to go for
help and support when they have concerns about material on the internet
 recognise common uses of information technology beyond school.
Key stage 2
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 to detect and correct errors
in algorithms and programs
 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
 use search technologies effectively, appreciate how results are selected and ranked, and be
discerning in evaluating digital content
 use technology safely, respectfully and responsibly; know a range of ways to report concerns and
inappropriate behaviour
 select, use and combine a variety of software (including internet services) on a range of digital
devices to accomplish given goals, including collecting, analysing, evaluating and presenting data
and information.
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Primary Computing Progression
5. How to use the ICT Progression
The progression is based on three pairs of year groups:



Years 1 and 2
Years 3 and 4
Years 5 and 6
Managers and subject coordinators will need to have an overview of all three, class teachers may
need to consider the content of more than one pair of year groups in order to cater for those
children who are working considerably above or below expectations.
The Progression is based around the key elements from the KS1 and KS2 Purpose of Study for
Computing (described above) and each of these is broken down into typical ICT applications within a
broad heading.
A grid has been placed at the end of each skill in order to support teachers to keep a record of skills,
knowledge and understanding that have been introduced and revisited over time.
Opportunities for technology enhanced learning (TEL) are described as relevant to each of the
elements of the Computing curriculum.
Each application is broken down into:




Skills - what the children do
Knowledge and understanding - which needs to be drawn out by teachers to ensure
children develop deep understanding and not just skills
Outcomes - which should describe children’s work.
Technology Enhanced Learning (TEL) - indicating how information technology can
enhance learning in other contexts.
Technology enhanced learning should be integrated into medium and short term planning across all
subjects. This need not be an arduous task, it can be done simply by referencing the particular
aspect or application that is being developed / used, and making a reference back to this document.
A medium term planning grid is available as a simple mapping tool to help ensure that the full
range of entitlement is used across each year group. Teachers of single year group classes will need
to liaise with their colleagues in the partner year group (Y1/Y2, Y3/Y4, Y5/Y6) to agree more
detailed progression.
Each school should also develop its own resource map.
6. Assessing progress through the Computing
curriculum
Assessment is central to classroom practice and a key professional skill. Effective assessment
establishes what a child knows, understands and can do. It also informs the planning of future
learning and enables a school to review the effectiveness of the curriculum and teaching.
Schools are required to report annually to parents, describing progress in Computing. This report
should contain comments on the child's progress, achievement, strengths, weaknesses and next
steps. Teachers will use their professional judgement to determine the most effective method of
gathering evidence of pupils' progress but it will certainly require knowledge of the context in which
work was completed rather than simple scrutiny of a finished outcome.
One good approach to assessment might be to consider, perhaps on an annual basis, what a child
has accomplished for each of the applications they have been exposed to. The ICT Outcome
statements for the former ICT curriculum have been retained at the back of this document as a
reference.
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Primary Computing Progression
There is no statutory requirement for schools to arrive at a levelled judgement but the approach to
assessment outlined above should mean that judgements can be made with no extra effort beyond
that required for Assessment for Learning that would naturally take place.
7. Supporting documentation
https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/239033/PRIMAR
Y_national_curriculum_-_Computing.pdf
http://www.google.com/edu/computational-thinking/
http://web.media.mit.edu/~kbrennan/files/Brennan_Resnick_AERA2012_CT.pdf
http://www.education.gov.uk/schools/teachingandlearning/curriculum/nationalcurriculum2014/a0
0225864/assessing-without-levels
http://naacecasjointguidance.wikispaces.com/home
An Analysis of the language of the KS1/2 Computing Curriculum; Jane Finch; Sept
2013. Available to Worcestershire schools via the Resource filter on Edulink… ICT
and Learning Technologies
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Primary Computing Progression
Final revision October 2013
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Years
Primary Computing Progression
1 &2
Using programmable toys and
tools to understand algorithms
Skills
Explore remote control toys and devices
Explore outcomes when individual or combinations of buttons are pressed on a
programmable toy/floor robot
Create /follow instructions (algorithms) to navigate other children and programmable toys
around a course
Produce a storyboard of instructions (algorithm) for making a piece of toast
Create instructions (an algorithm) to draw a simple shape or move a sprite across the screen
Sequence a series of instructions (algorithms) to create a larger program e.g. BeeBot travels
in different directions round a map to find the treasure without stopping
Test and debug a simple program – make sure things work, find and fix any mistakes
Use logical reasoning to 'tell the story' of what is happening and predict behaviour when
controlling devices (actual or on screen) estimating distances and turns
Have experiences of controlling other devices such as MP3 players, sound recorders, CD and
DVD players, video recording equipment and digital cameras
Knowledge and Understanding
Understand that an algorithm is a set of instructions or clear steps to solve a problem
Know that a good algorithm will enable things to be achieved better, faster or more easily
Know that programs ‘execute', i.e. carry out, the instructions contained in the program
Understand that devices respond to precise and unambiguous commands or instructions
Talk about devices in the home that are controlled by commands (algorithms and programs)
Understand that trial and error and prediction are important skills when controlling devices
to achieve a specific outcome.
Final revision October 2013
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Primary Computing Progression
Technology Enhanced Learning
Years 1 & 2 Understanding algorithms
English
 Control a floor robot to visit characters in an imaginary location
 Program a floor turtle to visit the key events for the Little Red Hen story in order
 Write or correctly order a sequence of instructions for making something e.g. biscuits, a puppet
 Write instructions for looking after a pet
 Use technical vocabulary as appropriate
Mathematics
 Use a robot: to move along number line;
 Investigate properties of squares and rectangles;
 Use compass points and directional vocabulary
 Time the speed of devices e.g. Can a Beebot cover a meter faster or slower than a Roamer?
 Relate addition to counting on; recognise that addition can be done in any order; use practical
and informal written methods to support the addition of a one-digit number or a multiple of 10
to a one-digit or two-digit number (and others)
 Understand subtraction as 'take away' and find a 'difference' by counting up; use practical and
informal written methods to support the subtraction of a one-digit number from a one-digit or
two-digit number and a multiple of 10 from a two-digit number (and others)
 Visualise and use everyday language to describe the position of objects and direction and
distance when moving them, for example when placing or moving objects on a game
 Follow and give instructions involving position, direction and movement
Science
 Draw a sequence of pictures for looking after a plant
Other Subjects
 Describe their route home
 Use a car on a floor map to explore different routes and deliver mail
 Use a digital stills camera or video camera to record images (ALL SUBJECTS)
 Use alarm clocks and simple cooking timers/microwave etc.
 Control a floor robot “tractor” and deliver food stuffs to animals in different locations
 Planning a route around the playground
 Plan an escape route or a route for the Three Wise Men
 Looking after your programmable devices
 Time-lapse video to support ‘life processes and living things’
Final revision October 2013
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Years
Primary Computing Progression
1 &2
Modelling and Simulations
(Adventure Games and Simulations)
Skills
Use a mouse to move and place items accurately on a screen
Explore a simulation in other curriculum areas and talk about what happens
Make choices in an adventure game or simulation (what happens if …?)
Use models and simulations to test out their thinking e.g. BBC Science clips – if too much
water is added the plant will die
Use stop frame animation to tell the story … of the Great fire of London, etc.
Knowledge and Understanding
Understand computers can represent real or fantasy situations
Discuss their use of simulations and compare with reality
Talk about the rules found in a simulation
Understand computer representation allows the user to make choices and that different
decisions produce different outcomes
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Primary Computing Progression
Technology Enhamced Learning
Years 1 & 2 Modelling and Simulations
English
 Children compose a story to accompany a scene they have created onscreen
Mathematics
 Describe ways of solving puzzles and problems, explaining choices and decisions orally or using
pictures
 Use tools found in Interactive Whiteboard (IWB) software to investigate and model
mathematical concepts.
 use a shopping simulation to investigate money
Science
 Choose clothes and dress Teddy for different weather conditions
 Use a given website to explore an imaginary situation, e.g. complete a circuit using conducting
materials. They make choices and predictions, note the results and amend if necessary.
 www.bbc.co.uk/schools/scienceclips for a range of simulations covering the science curriculum
Other Subjects
 Children choose an appropriate background and animals to create a farmyard scene
 Children use different colours in a portrait to reflect different feelings
 Children use a simple modelling software or website to explore choices and make something
happen (eg Charlie Chimp's Modelling Party, Teddy bears Picnic)
 Children create a design (e.g. an ideal home)
 Children use a visual simulation of feeding animals
 Children research a place of worship, or some other setting, by using online virtual tours
 Children explore the world by navigating around aerial photographs (e.g. Google Earth)
Final revision October 2013
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Years
Primary Computing Progression
1 &2
Text editing and multimedia
Skills
Develop familiarity and correct use of the keyboard – spacebar, backspace, shift (for capital
letters – not caps lock), return etc.
Select appropriate images
Select or record a sound to add to work
Add captions to photographs, graphics and sound
Use word lists to select text (if necessary)
Use templates and other appropriate support to create simple presentations for different
purposes
Word process short texts. Use the return key to create line breaks. Navigate around text in a
variety of ways (mouse, arrow keys) as they edit their work
Make use of graphics, video and sound to enhance text in multimedia work
Begin to edit their work in the light of their own discussions and observations
Be able to store and retrieve their work, including other digital content, between computer
and network and equivalent cloud-based storage
Knowledge and Understanding
Know that multimedia includes sound, text and graphics and that it can be stored in different
locations
Know that ICT can be used to communicate ideas in different ways. (Eg text, images, tables,
sound).
Know that text comes in different colours, sizes and styles.
Recognise that changes can be made to documents to improve appearance and add new
ideas.
Talk about their use of text, graphics and sound including how the mood of a piece is
changed.
Know that they can control their own final product and that there is more than one way to
do it.
Final revision October 2013
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Primary Computing Progression
Technology Enhanced Learning
Years 1 & 2 Text editing and multimedia
English
 Use personal drawings and digital photographs to create and publish a personal digital picture
book.
 Information Texts - Write captions for images to illustrate a non-fiction book
 Stories with familiar settings - write captions on photographs of themselves in role play
 Recount - Create a class book from annotated photographs
 Traditional stories - write a multimedia story of Little Red Riding Hood with pictures and
recorded sound
 Information texts or non-chronological report - design a simple website using a pre-prepared
set of slides with appropriate hyperlinks
 Poems are published, using word processing or presentation software, to combine words and
images.
Mathematics
 Use images from around the school to create a Maths trail for their peers
Science
 Children sequence a process (algorithm) for example planting and growing seeds
Other Subjects
 Children sequence images for narrative or non narrative writing (e.g. school incident/route to
school/familiar story/ life cycles / time line)
 Children sequence a process (algorithm) for example making a model or making biscuits

Children photograph riding a bicycle and add a caption and/or voice recording
 Children use a paint package to create a picture and annotate (e.g. aboriginal art, labelling
parts of a plant / body, routes to school, plan a playground / classroom etc)
 Children make labels or captions to match objects on display in a class toy museum
 Children use digital images and text to tell the life story of Grace Darling or Florence
Nightingale
 Children use text, photographs and maps to compare the local area to an island home
 Children add sound effects to a poem to enhance performance
Final revision October 2013
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Years
Primary Computing Progression
1 &2
Digital Image
(Art programs, Photographs, Animation and Video)
Skills
Graphics Packages (painting)
Use a paint package to create a picture to communicate their ideas
Explore shape line and colour to communicate a specific idea
Use tools, create lines and textures and use the flood fill spray and stamp tools.
Use ICT to source, generate and amend ideas for their art work
Develop a variety of skills using a range of tools and techniques to communicate a specific
idea or artistic style / effect
Digital photographs and video
Use a digital camera or camcorder to take a picture or record their work
Develop greater control over the features available on a digital stills or video camera
Begin to edit digital photographs
Animation
Create a sequence of images which together form a short animation to illustrate a story
Use a stop frame animation package to tell a story …
Knowledge and Understanding
Understand the differences between a graphics package and paper based art activities
Understand there is a variety of tools in a graphics package and they each have a different
purpose
Understand that many devices, such as digital still or video cameras, visualisers and
scanners, can capture and store an image.
Understand the need to frame an image or scene and keep the camera still to capture a
good still image
Understand that some packages will enable images to be animated.
Understand that animation is a sequence of still images
Talk about their use of a paint package and their choice of tools
Talk about the differences between a graphics package and paper based art activities (undo,
changes quickly and easily made)
Begin to discuss the quality of their image and make decisions (e.g delete a blurred image)
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Primary Computing Progression
Technology Enhanced Learning
Years 1 & 2 Digital Image
English
 Traditional tales - use a paint program to create two contrasting fantasy settings
 Recount - Use a simple animation package to show the growth of a seed
 Use a hand held video camera or digital camera to record the acting out of story boards they
have created
Mathematics
 Children photograph shapes in their local environment and use them in their work on shape
Science
 Children photograph mini-beasts in their habitats
 Use time lapse photography on the digital microscope to capture images of growing cress seeds
Other Subjects
 Use a digital camera or camcorder to photograph themselves, their friends and their toys
 Organise a timeline of images
 Photograph safety signs around the school and use a digital photograph album to record
warnings to match the pictures
 Use a paint package to produce a face, house, vehicle etc
 Use digital images and art packages to investigate the work of other artists.
 Use an art package to explore techniques (eg. Patterning, tiling, stamping)
 Design packaging for a product using graphic software
 Use software to select appropriate images, produce maps, diagrams, charts and posters
 Use digital images and text to tell the life story of Grace Darling or Florence Nightingale
 Use an art program to create a design for Joseph’s coat
 Create T-shirt designs using a graphics program
 Research “designs in nature”. Use a digital camera and an art package to create repeat pattern
Final revision October 2013
Page 17
Years
Primary Computing Progression
1 &2
Sound and Music
(sound capture and editing, podcasts and music composition)
Skills
Sound Recorders
Use sound recorders/players to listen to pre-recorded sound
Use sound recorders (at and away from the computer) to record and playback sounds (e.g.
voices, instruments, sounds around them …)
Experiment with a range of devices which create and record sound
Music
Explore a range of electronic music and sound devices including keyboards, software and
different peripherals
Use software to explore sound and musical phrases for a purpose
Compose music using icons to represent musical phrases (Compose World, 2Simple Music
Toolkit)
Knowledge and Understanding
Understand that devices have stop, record and playback functions
Be aware that sound can be recorded on the computer as a sound file
Begin to understand that music and sound can affect mood and atmosphere
Recognise that an electronic keyboard can be used to select and control sounds
Discuss their work and know that they can control their own final product and there is more
than one way to do it
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Primary Computing Progression
Technology Enhanced Learning
Years 1 & 2 Sound and Music
English
 Create the setting from a familiar traditional tale and provide costumes and props to encourage
children to take on particular roles. Provide a digital sound recorder for children to talk into
while in role and writing materials for them to write messages and letters in role.
 Add sound effects to a poem to enhance performance
 Record stories for others to listen to
 Listen to and act upon pre-recorded instructions e.g. use of talking postcards and similar devices
 Use an online audio library to find aural stimuli for drama and writing www.findsounds.com
 Select audio files which, when sequenced, tell a story. Test the sequence with peers and discuss
differences of interpretation
Mathematics
 Use a sound recorder or talking postcard to record a description of a shape. Test the description
by asking another child to identify the shape
 Video children explaining to others what they know about a mathematical concept or how to
work out a mathematical problem
 Use Show Me app on an iPad to enable children to explain a particular concept through
demonstration with recorded narrative
Science
 Use sound recording devices to record sounds around the school and identify them
 Use a data logger to capture sounds in different parts of the school or in the classroom at
different times of the day and compare the wave patterns on a computer. Can the children 'tell
the story?'
Other Subjects
 Use sound buttons in a program to hear sounds and link them to pictures
 Use the sound features of programs to add to their work
 Photograph the child riding a bicycle and ask them to add a caption and voice over
 Photograph safety signs around the school and use the recording feature in a digital photograph
album or talking postcard to record warnings to match the pictures
 Children add sound effect to a poem to enhance performance
 Use Book Creator on an iPad to explain through images and narration where in school they like
most and least to learn, what they like most and least to learn, etc.
Final revision October 2013
Page 19
Years
Primary Computing Progression
1 &2
Electronic communication
(email, wikis, blogs, VLE)
Skills
Contribute ideas to a class email, blog or wiki, using appropriate online etiquette
Use simple authoring tools to create their own messages
Author their own pages in their E portfolio adding text and images (link to multimedia)
With support, write and send a short email from a class account (e.g. a letter to Santa)
Knowledge and Understanding
Understand that messages can be sent electronically over distances and that people can
reply to them.
Understand the different ways that messages can be sent, text letter ('snail-mail'), email,
phone … and begin to consider the advantages of each
Understand that many different people can contribute to forums, wikis and blogs
Know what ‘friend’ means in an online context and the importance of keeping personal
information private
Understand why it is important to use and keep their personal passwords private
Understand that communications can be in pictures, sound and text
Begin to talk about the advantages of using electronic communications
E Safety
Discuss personal safety when using the Internet, including at home
Understand and abide by internet safety rules
Know how to report inappropriate content to a responsible adult
Know who to turn to if they feel threatened in any way
Refer to the South West Grid for Learning 'Digital Literacy and Citizenship' scheme of
work for e-safety resources. This provides a developmental approach from Foundation
Stage to Key Stage 4. (www.Edulink.networcs.net - DigLit for all Key Stages).
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Primary Computing Progression
Technology Enhanced Learning
Years 1 & 2 Electronic communication
English
 Email authors / poets about their work
 Write in role using email e.g. to another class as fairy story characters
 Communicate with others outside their school – make decisions about when to use a forum, wiki
or blog
 Use technical vocabulary where appropriate
Mathematics
 Create problems to e-mail to another class. Respond appropriately.
Science
 Use a discussion forum to “Ask the expert”
Other Subjects
 Use different forms of communicating in role play areas – telephone, mobile etc
 Use email e.g. set up an email account for Barnaby bear to send emails home
 Compose a class blog on the diary of a tadpole
 Contact children in another class or school to request information
 Share similar work with children in another class or school
 Email questions to a visitor to the school in preparation for the visit
 Contribute to a wiki about holidays in the past, asking parents and grandparents to share and
contribute
Final revision October 2013
Page 21
Years
Primary Computing Progression
1 &2
Research
(Internet and CD-ROM)
Skills
Use appropriate buttons, menus and hyperlinks to navigate web sites or stored information
Access different information using a range of equipment (website, TV, DVD etc)
Enter key words into a search engine to find specific information for a topic
Locate specific sites by typing a website address (URL) into the address bar in a web
browser.
Knowledge and Understanding
Understand that ICT gives rapid access to a wide variety of information and resources
Talk about their use of ICT and other ways of finding information
Understand that different forms of information (text, images, sound, multimedia) exist and
that some are more useful for specific purposes
Understand and talk about how the information can be used to answer specific questions
Begin to develop key questions and find information to answer them
Be a responsible internet user and follow the school’s acceptable use agreement for KS1.
Know what to do and who to turn to if anything on screen upsets them
Understand that information on the Internet can be misleading, biased or wrong
Understand that information in forums, wikis and blogs is personal to the author(s) and may
not be accurate
At this stage children’s use of the internet needs to be carefully guided by adults. It is not
reasonable or advisable to allow children unsupervised access to search engines.
Refer to the South West Grid for Learning Digital Literacy scheme of work for e-safety
resources. This covers a progressional approach Foundation Stage to Key Stage 4.
(www.Edulink.networcs.net - DigLit for all Key Stages).
Final revision October 2013
Page 22
Primary Computing Progression
Technology Enhanced Learning
Research - Years 1 & 2
English
 Children talk about their use of a talking book (fiction or non-fiction)
 Compare, contrast and discuss a range of fantastic settings from a variety of paper and ICT
sources (films, paintings, picture books, photographs). Themes could include jungles, outer
space or under water
 Explain organisational features of texts, including hyperlinks
 Non-chronological reports. Read and compare paper and ICT-based non-chronological reports.
Identify common features and evaluate effectiveness of text to support reading pathways.
Mathematics
 Answer a question by selecting and using suitable equipment, and sorting information, shapes
or objects; display results using tables and pictures
 Follow a line of enquiry; answer questions by … selecting, organising and presenting information
in lists, tables and diagrams
 Answer a question by collecting and recording data in lists and tables; represent the data as
block graphs or pictograms to show results; use ICT to organise and present data
Science
 Children use a CD ROM or the Internet to find out about a science topic that interests them
Other Subjects
 Children explore a given internet page to find out information about toys from the past
 Children find out information about one of the places Barnaby visited on his travels from a given
webpage
 Use a given webpage to look at images of sculptures
 View web pages about customs of different faiths e.g. Diwali, Passover, Christmas
 Children find a suitable song or music track from a list of mp3 files for a music project
 Explore a given webpage to find information about Florence Nightingale or Grace Darling
 Explore a given webpage to find information about Sikhism
 Use a given webpage to explore an interactive map linked to an island home
 Use the Barnaby Bear website to find out about his visits and how he travels
Final revision October 2013
Page 23
Years
Primary Computing Progression
1 &2
Information Handling
(Database, Graphing)
Skills
Develop simple classification skills by carrying out simple sorting activities (starting away
from the computer)
Use simple graphing programs to produce pictograms and other simple graphs
Use graphing software to change a graph type (e.g. pictogram to bar chart) and consider
which best explains the data
Interpret graphs, discuss information contained and answer simple questions
Use simple search tools in a prepared database to answer simple questions (e.g. how many
children have brown hair)
Sort and classify a group of items by asking simple yes / no questions
Use a branching database program to sort and identify items
Children explain and report on the results from a data logging investigation e.g. the cause of
sound or light levels rising and falling, telling the story of a 'noise level graph'
Knowledge and Understanding
Understand that ICT can be used to sort items and information
Understand that ICT can be used to create, display and change graphs quite easily
Understand and describe how ICT makes it quick and easy to add to and change data
Begin to understand that if data has not been entered accurately it cannot be used to
provide correct answers to questions
Understand that data can be captured and recorded by different devices
Be aware that digital devices (such as thermometers and microphones) can be used to show
external changes
Final revision October 2013
Page 24
Primary Computing Progression
Technology Enhanced Learning
Years 1 & 2 Information Handling
English
 Identify and record how mini-beasts look, how they move, feed etc. Use this information to help
write non-fiction text or poems about mini-beasts
 Use graphs to tell the story of the growth of a bean seed
 Children talk about and record their experience with the data logger. Video cameras, MP3s or
IWB software could be used for recording.
Mathematics
 Answer a question by selecting and using suitable equipment, and sorting information, shapes
or objects; display results using tables and pictures
 Answer a question by recording information in lists and tables; present outcomes using pictures,
block graphs or pictograms
 Use diagrams to sort objects into groups according to a given criterion; suggest a different
criterion for grouping the same objects
 Follow a line of enquiry; answer questions by … selecting, organising and presenting information
in lists, tables and diagrams
 Answer a question by collecting and recording data in lists and tables; represent the data as
block graphs or pictograms to show results; use ICT to organise and present data
 Use lists, tables and diagrams to sort objects; explain choices using appropriate language,
including 'not'
Science
 Use IT to sort objects according to whether they are living or not living
 Collect and analyse class-based data about themselves
 Collect information about minibeasts, represent in a graph and interpret results
 Identify the minibeasts they have found using a branching database
 Create a graph linked to plants and animals found in their local environment
 Children create graphs linked to health and growth
Other Subjects
 interpret a pictogram showing the types of houses people live in
 undertake a traffic survey and interpret a pictogram
 interpret a graph showing the most popular fruit in the class
 use a database of holiday destinations to investigate preferences
 use a branching database in a variety of subject contexts: sorting shapes, fruit, toys, etc.
Final revision October 2013
Page 25
Progression Grid 1 –use of tools for presentation/communication
Description of
behaviours
Share ideas using text,
images and sounds.
Generate, amend and
record work. Share
ideas in diff. forms
including text, tables,
images and sound.
Generate, develop,
organise and present
work. Share and
exchange ideas with
others.
Present information in
different forms. Show
an awareness of
intended audience.
Show the need for
quality in
presentations.
Exchange info. &
ideas with others in
a variety of ways
including email.
Structure, refine and
present information in
different forms and
styles for specific
purpose and
audiences. Exchange
info. & ideas with
others in a variety of
ways including email.
Text & Multimedia
Digital Image
Sound and Music
Electronic Communication
Work with others and with support
to contribute to a digital class
resource which includes text,
graphic and sound.
Generate their own work, (with
help where appropriate with
multimedia) combining text,
graphics and sound. Save and
retrieve and edit their work.
Use a range of simple tools in a
paint package / image
manipulation software to create /
modify a picture.
Use a range of tools in a paint
package / image manipulation
software to create / modify a
picture to communicate an idea.
Create a simple animation to tell a
story.
Manipulate digital images using a
range of tools in appropriate
software to convey a specific mood
or idea.
Chose suitable sounds from a bank
to express their ideas. Record
short speech.
Contribute ideas to a class email to
another class / school etc.
Compose music from icons.
Produce a simple presentation
incorporating sounds the children
have captured, or created.
Work collaboratively by email to
share and request information of
another class or story character.
Make a short film / animation from
images (still and / or moving) that
they have sourced, captured or
created.
Use images that they have sourced
/ captured / manipulated as part of
a bigger project (eg presentation
or document).
Create multiple track compositions
that contain a variety of sounds.
Record and present information
integrating a range of appropriate
media combining text and graphics
in printable form and sound and
video for on-screen presentations
which include hyperlinks. Begin to
show an awareness of the intended
audience and seek feed back.
Use advanced tools in word
processing / DTP software such as
tabs, appropriate text formatting,
line spacing etc appropriately to
create quality presentations
appropriate for a known audience.
Multimedia work shows restrained
use of effects that help to convey
meaning rather than impress.
Independently create an
interactive presentation, with
hyperlinks, using resources they
have created or found through
research. Make independent
choices about the best media to
use and consider the needs of their
audiences and the impact their
presentation will have. Finished
presentation demonstrates an
understanding of good design
principles.
Add special effects, transitions,
titles etc. to their films /
animations as appropriate,
considering the effect they will
have on the viewer.
Independently select, use and
evaluate appropriate ICT
applications to locate, generate,
amend and combine digital images
/ movies from different sources for
a specific audiences or tasks. The
finished presentation shows an
understanding of style appropriate
to the tasks / audiences.
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Create a simple podcast, selecting
and importing already existing
music and sound effects as well as
recording their own.
Create and share more
sophisticated podcasts and
consider the effect that their
podcasts will have on the
audience.
Use ICT to compose appropriate
music for podcasts and evaluate its
impact.
Manipulate music and sounds to
enhance presentations / films /
images / photos relevant to
audiences and purpose. Examples
will include compositions from
music software which include
multiple voices mixed on multiple
tracks as well as sound captured or
sourced independently and edited
and mixed using a variety of tools
and techniques.
Begin to understand the need to
abide by school e-safety rules.
Share ICT work they have done
electronically by email, VLE, or
uploading to authorised sites.
Where possible seek and respond
to feedback.
Abide by school rules for e-safety.
Create, send and reply to emails,
making use of an address book
and sending attachments.
Participate in video conferencing as
a group, appreciating the need to
abide by certain rules.
Understand the need for e-safety
rules and abide by them both in
and out of school.
Independently engage in electronic
communication (email, VLE, video
conferencing, web logs, etc) in the
course of work. Identify when such
technology is helpful and comment
on effectiveness, advantages and
disadvantages of it. Understand
the implications for e-safety and
use the rules they have learned
and developed, at all times.
Progression Grid 2 –use of tools to find things out
Description of behaviours
Explore information from various sources.
Show they know information exists in
different forms.
Organise and classify information
Present their findings. Enter, save and
retrieve work
Save, find and use appropriate information.
Follow straight forward lines of enquiry
Understand the need for care in framing
questions when collecting, finding and
interrogating information.
Interpret their findings Question plausibility.
Recognise that poor-quality information leads
to unreliable results. Add to, amend and
combine different forms of information from a
variety of sources.
Select the information they need for different
purposes, check its accuracy and organise it
in a form suitable for processing.
Research (internet & CD ROM)
Handling Information (Database and
graphing)
As a class exercise children explore information from a
variety of sources (electronic, paper based, observations
of the world around them, etc.). They show an awareness
of different forms of information
As a class or individually with support, children use
a simple pictogram or painting program to develop
simple graphical awareness / one to one
correspondence.
Children use a search engine to find specific relevant
information to use in a presentation for a topic. They save
and retrieve their work.
Use a graphing package to collect, organise and
classify data, selecting appropriate tools to create a
graph and answer questions. Enter information into
a simple branching database, database or word
processor and use it to answer questions. They
save, retrieve and edit their work.
Children use a simple database (the structure of
which has been set up for them) to enter and save
and save information on a given subject. They
follow straight forward lines of enquiry to search
their data for their own purposes. They talk about
their experiences of using ICT to process data
compared with other methods.
Children work as a class or group to create a data
collection sheet and use it to setup a straight
forward database to answer questions. Enter
information and interrogate it ( by searching,
sorting, graphing etc). Begin to reflect on how
useful the collected data and their interrogation was
and whether or not their questions were answered.
Using another curriculum area as a starting point, children
ask their own questions then use ICT sources to find
answers, making use of search engines, an index, menu,
hyperlinks as appropriate. Children use the information or
resources they have found. Children talk about using ICT
to find information / resources noting any frustrations and
showing an emerging understanding of internet safety.
Make use of copy and paste, beginning to understand the
purpose of copyright regulations and the need to
repurpose information for a particular audience. They
show an understanding that not all information on the
internet is accurate. Develop a growing awareness of how
to stay safe when using the internet (in school and at
home) and that they abide by the school's internet safety
policy.
Independently and with due regard for safety, search the
internet using a variety of techniques to find a range of
information and resources on a specific topic. Use
appropriate methods to validate information and check for
bias and accuracy. Repurpose and make appropriate use
of selected resources for a given audiences,
acknowledging material used where appropriate.
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Independently solve a problem by planning and
carrying out data collection, by organising and
analysing data involving complex searches using a
database, and by drawing conclusions and
presenting findings. The need for accuracy is
demonstrated and strategies for spotting
implausible data are evident. Children should be
able to talk about issues relating to data protection
and the need for data security in the world at large
(eg health, police databases).
Progression Grid 3 –use of tools for control and modelling
Description of behaviours
Control
Modelling and Simulations
Recognise that many everyday
devices respond to signals and
instructions Make choices when
using such devices to produce
different outcomes
Control simple everyday devices to make
them produce different outcomes.
Make simple choices to control a simple
simulation program.
Control a device, on and off screen,
making predictions about the effect their
programming will have. Children can
plan ahead.
Children are able to play an adventure
game and use a simple simulation,
making choices and observing the
results. Their conversation shows they
understand that computers are good at
replicating real life events and allowing
them to explore contexts that are
otherwise not possible.
Use models and simulations to find
things out and solve problems.
Recognise that simulations are useful
in widening experience beyond the
classroom. Make simple use of a
spreadsheet to store data and produce
graphs.
Set up and use a spreadsheet model to
explore patterns and relationships.
Make predictions. Know how to enter
simple formulae to assist this process.
Plan and give instructions to
make things happen. Describe
the effects. Explore what
happens in real and imaginary
situations.
Use sequences of instructions
to control devices and achieve
specific outcomes. Make
appropriate choices when
using ICT-based models or
simulations to help them find
things out and solve problems
Use ICT systems to control
events in a predetermined
manner. Sense physical data.
Use models and simulations to
explore patterns and
relationships. Make
predictions about the
consequences of decisions.
Create sequences of instructions
to control events. Understand the
need to be precise when framing
and sequencing instructions.
Understand how ICT devices with
sensors can be used to monitor
and measure external events.
Explore the effects of changing
the variables in an ICT-based
model.
Children are able to type a short
sequence of instructions and to plan
ahead when programming devices on
and off screen.
Engage in Logo based problem solving
activities that require children to write
procedures etc. and to predict, test and
modify.
Use control software to control devices
(using output commands) or to simulate
this on screen. Predict, test and refine
their programming.
Independently create sequences of
commands to control devices in response
to sensing (i.e. use inputs as well as
outputs). Design, build, test, evaluate
and modify the system; ensuring that it
is fit for purpose.
Set up and use their own spreadsheet,
which contains formulae to investigate
mathematical models. Ask "what if …"
questions and change variable in their
model. Understand the need for
accuracy when creating formulae and
check regularly for mistakes, by
questioning results. Relate their use of
spreadsheets to model situations to the
wider world.
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Data Logging
(links to Science and Maths)
Begin to use a data logger to sense
physical data (sound, light,
temperature).
Use a data logger confidently,
connected to the computer or
remotely, to capture continuous or
intermittent data readings. Interpret
the results and use these in their
investigations. Realise the advantages
of using ICT to collect data that might
otherwise be problematic.
Children are able to identify their own
opportunities for data logging and carry
out their own experiments. They check
and question results and are able to
spot trends in data and identify when
problems may have occurred.
Progression Grid 4 – Understanding of information technologies
Description of behaviours
Individual technologies
Networking technologies
The Internet as a technology
Talk about their use of ICT.
Show an awareness of the range of
devices and tools they encounter in
everyday life
Show an awareness that what they
create on a computer or tablet device
can be shown to others via another
device (e.g. printer, projector, Apple
TV)
Talk about their experiences of ICT
both inside and outside school.
Show an awareness of a range of
inputs to a computer (IWB, mouse
touch screen, microphone, keyboard,
etc)
Begin to show an awareness that
computers can be linked to share
resources
Use websites and demonstrate an
awareness of how to manage their
journey around them (e.g. using the
back/forward button, hyperlinks)
Describe their use of ICT and its
use outside school.
Begin to show discernment in their use
of computing devices and tools for a
particular purpose and explain why
their choice was made.
Show an understanding that their
password is the key to accessing a
personalised set of resources and files
(e.g. My Documents). Show an
awareness of where passwords are
critical in everyday use (e.g. parents
accessing bank details)
Show an awareness that not all the
resources/tools they use are resident
on the device they are using.
Begin to show an understanding of
URLs.
Compare their use of ICT with
other methods and with its use
outside school.
Make choices about the devices and
tools they use for specific purposes and
explain them in relation to the context.
Begin to show an awareness of specific
tools used in working life.
Show an understanding of the school
network and how it links computers to
resources in school and beyond.
Compare this with other networks they
may encounter at home or in the wider
world (e.g. banks)
Perform a search using different search
engines and check the results against
each other, explaining why they might
be different.
Show an awareness of the need for
accuracy in spelling and syntax to
search effectively.
Discuss their knowledge and
experience of using ICT and their
observations of its use outside
school. Assess the use of ICT in
their work and reflect critically in
order to make improvements in
subsequent work.
Evaluate the tools available to them
including any that are unfamiliar or
new and use them to solve problems.
Demonstrate an awareness of the
appropriateness of outcomes
depending on choices regarding tools
and devices.
Show an understanding of how filtering
and monitoring tools affect their use of
the school network and Internet and
compare this with their experience of
access outside school.
Use collaborative tools and e-mail
showing a sensitivity for this type of
remote collaboration and
communication
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