Computing – Y1
Computing Curriculum Overview


Year
ESafety is taught whenever issues arise for a class, during units focusing on collaboration and communication and discretely, as outlined in the PSHE curriculum.
Target skills in red denote the final time they will be taught as a target skill. From then, children should be able to use this skill independently in a range of contexts.
Term
Aut 1
Subject Content
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


Aut 2


1
Spr 1



Spr 2
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
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
Recognise common uses of information technology beyond school
Use technology purposefully to create, organise, store, manipulate
and retrieve digital content
Recognise common uses of information technology beyond school
Understand what algorithms are; how they are implemented as
programs on digital devices; and that programs execute by following
precise and unambiguous instructions
Use technology purposefully to create, organise, store, manipulate
and retrieve digital content
Use technology safely and respectfully, keeping personal information
private; identify where to go for help and support when they have
concerns about content or contact on the internet or other online
technologies.
Recognise common uses of information technology beyond school
Use technology purposefully to create, organise, store, manipulate
and retrieve digital content
Source: http://primarypete.net
Unit
Unit Title
1.1 Treasure!
Moving around maps
off and onscreen for
a desired purpose
(e.g. following and
creating instructions
to a treasure chest)
1.2 Let’s Communicate
Writing and editing
using a form of Word
Processor
1.3 If You Build It…
Understand
computer
components, storage
(local disk, network
and cloud), website
features
Algorithms >
Sandwich bot
1.4 Snap
Take photos and
Software/
Hardware
Target Skills
Algorithms

Create step by step
instructions to solve
simple problems

Bee-bot
Hardware
Focus on
Bee-bots 1
and 2
Editing Writing
 Independent use of
Cicker 6.
 Undo /redo,
delete/backspace,
capital letters,
 spacebar, full stops
Computer Science

Clicker 6

An old
computer
with internal
parts

Digital
Cameras /
Independently save,
open work
Independently navigate
and login to websites,
including digital wings
Editing Photos
Computing – Y1
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
Sum 1




Use technology safely and respectfully, keeping personal information
private; identify where to go for help and support when they have
concerns about content or contact on the internet or other online
technologies.
Recognise common uses of information technology beyond school
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
Recognise common uses of information technology beyond school
consider their
quality. Transfer to
computer devices (if
necessary) and
manipulate the
images. Understand
bitmap images.
1.5 Game On!
Experiment with
simulations /
computer games.
Decompose
problems into
smaller problems.
Create Dressing Up
Game.
Sum 2



Use technology purposefully to create, organise, store, manipulate
and retrieve digital content
Use technology safely and respectfully, keeping personal information
private; identify where to go for help and support when they have
concerns about content or contact on the internet or other online
technologies.
Recognise common uses of information technology beyond school
Source: http://primarypete.net
1.6 Blog It
Write texts using
Clicker and sharing
on class blogs by
both copying and
pasting and
uploading as a
separate document.
Invite comment from
others around the
world and comment
safely and
respectfully on their
work.
Independent use of
camera device

IPod Touch
2Paint a
Picture
Independent use of
2Paint a Picture
Algorithms
Solve increasingly
complex problems by
breaking them down
into smaller steps,
executed one at a time
Blocks of code
(sequence of steps)
Event handlers
Sprites
Communicate Safely
Online
Independently blog
Independently comment
online with safety and
respect
Upload a document
Copy and paste




Wii /
Playstation /
Xbox / PC
Kodu
Scratch
Pupil access
to class blog
Computing – Y2
Year
Term
Aut 1
Subject Content



2
Aut 2





Spr 1


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
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
Recognise common uses of information technology beyond school
Use technology purposefully to create, organise, store, manipulate
and retrieve digital content
Use technology safely and respectfully, keeping personal information
private; identify where to go for help and support when they have
concerns about content or contact on the internet or other online
technologies.
Source: http://primarypete.net
Unit
Unit Title
2.1 All Present and
Correct
Create a project
linked to theme
learning using
2Create to share.
Include a menu
and/or submenus,
aesthetics of layout
and imported
images.
Independently
share on class
blogs with wider
audience.
2.2 Let’s Draw
Ch use Scratch to
create patterns.
Event handlers
changing the
colour/pen width
2.3 Share It
Use Edmodo to
publish work from
other sources (e.g.
pictures, stories in
Clicker/Word).
Target Skills
Presentations
Software/Har
dware

2Create

Scratch

Edmodo
Understand and create
useful buttons, menus,
submenus.
Consider an audience
Import and export
Algorithms
Blocks of code (sequence
of steps)
Sprites
Event handlers
Iteration
Conditional statements
Communicating online
safely and respectfully
Comment safely and
respectfully on others
work
Computing – Y2
Spr 2

Recognise common uses of information technology beyond school

Use technology purposefully to create, organise, store, manipulate
and retrieve digital content
Use technology safely and respectfully, keeping personal information
private; identify where to go for help and support when they have
concerns about content or contact on the internet or other online
technologies.
Recognise common uses of information technology beyond school


Sum 1



Sum 2




Use technology purposefully to create, organise, store, manipulate
and retrieve digital content
Use technology safely and respectfully, keeping personal information
private; identify where to go for help and support when they have
concerns about content or contact on the internet or other online
technologies.
Recognise common uses of information technology beyond school
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
Recognise common uses of information technology beyond school
Source: http://primarypete.net
Begin to embed.
Comment on
other’s work.
2.4 Data
Examine a range of
common uses of
information
technology beyond
school such as
libraries,
restaurants,
journalists,
supermarkets. Use
and create a
database.
2.3 Sounds Good
Record retelling of
a story or telling of
their own stories.
Edit, save, publish
as part of a
Photostory and
share.
2.6 Quiz Time
Children create
times table quiz for
other children
Upload
Embed
Independent use of
Edmodo
Databases

MangoData


Audacity
Photostory

Scratch
Use and understand the
purpose of a database
Understand the internet
as a database
Know common uses of
information technology
beyond school
Editing Audio
Edit audio (select, cut)
Manipulate audio
(amplify, pitch, tempo)
Independently record
and edit audio
Algorithms
Blocks of code (sequence
of steps)
Iteration
Sprites
Event handlers
Conditional statement
Variables
Computing – Y3
Year
Term
Aut 1
Subject Content



Aut 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
to detect and correct errors in algorithms and programs
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
3
Spr 1




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
Use technology safely, respectfully and responsibly; recognise
acceptable/unacceptable behaviour; identify a range of ways to report
concerns about content and contact
Unit
Unit Title
3.1 Game On 2!
Create a computer
game focusing on
decomposing
problems and
understanding
functions / sub
routines. Test and
evaluate each
other’s programs.
3.2 Photoshopped
Manipulate
imported images
for a purpose,
share images on
the internet after
exporting
3.3 The Classics
Design and write
programs for
others to use –
target audience
Programming
Embed in Edmodo
for others to play

Wii /
Playstation
/ Xbox / PC
Kodu
Sprites
Event handlers (press a
button and something
happens)
Graphics

Photoshop
Elements

Scratch
Clone tool, selection tool,
effects and filters
Independent use of
Photoshop
Import and export
Programming
Embed
Iteration
Conditional statements
Variables
Synchronisation
Source: http://primarypete.net

Iteration (repeat loops)
Sprites
Pong &
Bomberman
Software/
Hardware
Target Skills
Computing – Y3
(broadcasting)
Spr 2
Sum 1





Sum 2



Design, write and debug programs that accomplish specific goals,
including controlling or simulating physical systems; solve problems by
decomposing them into smaller parts
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
Use technology safely, respectfully and responsibly; recognise
acceptable/unacceptable behaviour; identify a range of ways to report
concerns about content and contact
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
Use search technologies effectively, appreciate how results are
selected and ranked, and 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
Source: http://primarypete.net
3.4 Playability
Create own
computer games.
Focus on audience,
purpose, playability
3.5 Let’s Race!
Design and write
car racing game for
others to use
Programming

Pixel Press

Scratch



Photoshop
Audacity
2Create
Playability
Programming
Event handlers
Conditional statements
Variables
3.6 I Love It When A
Plan Comes
Together
Use graphics,
sound/music,
researched
information in own
words (understand
copywrite),
evaluate digital
content for a
presentation to
share on the
internet
Presentations
Import and export
Combine elements from
different packages
Computing – Y4
Year
Term
Aut 1
Subject Content



Aut 2
4



Spr 1



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
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
Use search technologies effectively, appreciate how results are
selected and ranked, and 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
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
Source: http://primarypete.net
Unit
Unit Title
3.3 Give Me A Brief
Design and write
programs that
control / simulate
physical systems,
focus on audience
and brief,
collaborative
working. (e.g.
making a Thames
Barrier version)
4.2 Advertising
Using video
footage created by
them and preexisting footage to
create adverts
Software/
Hardware
Target Skills
Programming

Lego NXT

Windows
Movie Maker
Live

Scratch
Focus on transferring
skills learnt in year 3
and debugging
Communicating
Video recording
Video editing
Independent use of
Movie Maker Live
4.3 Getting Medieval
Create Joust
version including
debugging and
developing beyond
a simple version of
the game
Programming
Conditional statements
Variables
Synchronisation
(broadcasting)
Computing – Y4
Spr 2


Sum 1




Sum 2




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
Use technology safely, respectfully and responsibly; recognise
acceptable/unacceptable behaviour; identify a range of ways to report
concerns about content and contact
4.4 Cyberspace
Understand the
way the internet
works
Computer Science
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
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
4.5 Tween It
Use of simple
programming
commands, vector
animation, problem
solving
Animation
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
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
4.6 Enterprising
Summer fate
games
Spreadsheets
Source: http://primarypete.net
How the internet works

Flash

Excel
Understanding of the
principles of animation,
vector drawing and
problem solving
Spreadsheet modelling
Independent use of
Excel
Functions
Computing – Y5
Year
Term
Aut 1
Subject Content



Spr 1



5
Spr 2





Unit
Unit Title
Software/
Hardware
Target Skills
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
5.1 Text Adventure
Create a text adventure
Programming
 Variables
 Nested conditional
statements
 Synchronisation
(broadcasting)
 Arrays (lists)


Scratch
ActivLit
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
Use search technologies effectively, appreciate how results are
selected and ranked, and 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
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
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
Use technology safely, respectfully and responsibly; recognise
acceptable/unacceptable behaviour; identify a range of ways to report
concerns about content and contact
5.2 Desktop Publishing
Layout, audience and
purpose,
report/article/review
Communication

Photoshop
5.3 Flashy
Create an interactive
presentation including
animation, simple
commands, graphics
Presentation and
programming

Flash
Source: http://primarypete.net
Conditional
statements
Computing – Y5
Sum
1&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
to detect and correct errors in algorithms and programs
Use technology safely, respectfully and responsibly; recognise
acceptable/unacceptable behaviour; identify a range of ways to report
concerns about content and contact
Source: http://primarypete.net
5.4 Virtual Pet
Create virtual pet
program
Programming
Variables
Synchronisation
(broadcasting)

Scratch
Computing – Y6
Year
Term
Aut 1
Subject Content




Aut 2
6



Spr
1& 2



Unit
Unit Title
Software/
Hardware
Target Skills
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
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
6.1 Lego This
Design and write
programs that
control / simulate
physical systems,
focus on audience
and brief,
collaborative
working. (e.g. a
robotic vehicle)
Programming
Target audience, real world
application of
programming, problem
solving

Lego NXT
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
6.2 Game Developers
Create their own
unique game, user
feedback and beta
testing. Debugging
and improvements.
Programming
Game design principles,
playability

Scratch
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
Use search technologies effectively, appreciate how results are
selected and ranked, and 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
6.3 Into the Net
Information
credibility, search
ranking,
understanding of
how the internet
works and its
protocols
Computer Science
Source: http://primarypete.net
Internet Protocols
Information reliable/up to
date/accurate/bias
Computing – Y6
Sum
1& 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
to detect and correct errors in algorithms and programs
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
Source: http://primarypete.net
6.4 Sandbox
Create a virtual
physics engine
sandbox for others
to play with. Ability
to ‘turn on gravity’
Programming
Algebra applications
Efficient problem solving
and debugging



Scratch
Algodoo
Flash
Computing – Y6
Programming Skills Progression
Progression in programming concepts:
Algorithms > Iteration >Sprites > Conditional Statements > Variables > functions (Broadcasting is similar in Scratch)
Progression in debugging (identifying and fixing errors in code. Problem solving):
Debugging should be taught at every stage of programming. It assumes everyone makes mistakes and teaches that
this is normal. Pupils can see something wrong with their code but can’t define where > identify the block or place
where it is wrong but cannot fix it without help > can fix independently
Year
1
2
3
Skill
By the end of Year 1 children:
 Are able to create algorithms (step by step instructions to solve simple problems)
 Are beginning to break more complex problems down into smaller steps, executed sequentially
(one at a time)
 Are beginning to create blocks of sequential code
 Have a basic understanding of event handlers
By the end of Year 2 children:
 Are able to break increasingly complex problems down into smaller steps
 Are able to create blocks of sequential code
 Are beginning to understand the purpose of sprites
 Are beginning to understand iteration (repeat loops)
By the end of Year 3 children:
 Understand and are able to create code using iteration
 Understand and are able to create code using sprites
 Understand and are able to create code using event handlers
 Are beginning to understand conditional statements (If…then…)
 Are beginning to understand variables
 Are beginning to understand functions
4
By the end of Year 4 children:
 Are developing their understanding of conditional statements (If…then…)
 Are developing their understanding of variables
 Are developing their understanding of functions
5
By the end of Year 5 children:
 Understand and are able to create code using conditional statements (If…then…)
 Understand and are able to create code using variables
 Understand and are able to create code using functions
6
During Year 6 children will:
 Use all the skills they have learnt in previous years and apply them in a range of contexts at a
higher level
Source: http://primarypete.net
Computing – Y6
Communication Skills Progression
Year
End of Year Skills (many of these skills have been developed in preceding years)




Able to use Clicker 6 independently in a range of contexts across the curriculum (software)
Independently use 2Paint a Picture (software)
Independently use a digital camera (hardware)
Independently use simplified class blog interface to post (software)





Undo/redo (digital literacy concept)
Copy and paste (digital literacy concept)
Save and open work (digital literacy concept)
Independently navigate and login to websites, including digital wings (digital literacy concept)
Able to use delete/backspace, capital letters, full stops, spacebar (word processing skills)



Independently use Edmodo (software)
Independently use Audacity (software)
Independently use Photostory (software)



Upload a document (digital literacy concept)
Comment safely and with respect (digital literacy concept)
Record and edit audio (audio skills)

Independently use Photoshop (software)



Import and export (digital literacy concept)
Embed (digital literacy concept)
Able to use clone, selection tools, effects and filters (graphics skills)


Independent use of Movie Maker Live
Independent use of Excel


Video recording, editing (digital literacy)
Functions (spread sheet skill)
5

Children continue to apply the skills they have previously learnt in a range of contexts and as
part of more complex projects
6

Children continue to apply the skills they have previously learnt in a range of contexts and as
part of more complex projects
1
2
3
4
Source: http://primarypete.net