Babcock Education Computing Progress and Assessment Grids – Key Stage 1
Computer Science / Information Technology / Digital LiteracyBy the end of Year 2 pupils should be able 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 / 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 content or contact on the internet or other online technologies
Building
I am gathering information / I know that an algorithm is the steps to carry out a task
I know that a computer program is a list of instructions for a computer to follow / I can give single instructions to a computer
I know that a bug is a problem in a computer program
I know that to debug a program is to fix a problem in a computer program / I know the purpose of the instruction that I give to a computer / I can follow instructions to create basic digital outcomes using a variety of software eg draw a picture, type in text, take a photo, record my voice / I can name common digital devices eg laptop, tablet, smartphone
I know some things that can be done using a digital device / I can list some items of information that are personal
I know that I must be polite when I use technology to communicate
I know that I must tell an adult if anything on the internet makes me feel uncomfortable
Linking
I can follow instructions to complete tasks
I am beginning to understand how what I have been taught links together / I can put individual steps in a real life task in the correct order to form an algorithmeg steps to make a sandwich
I know that a computer program is an algorithm written as precise instructions that have only one meaning
I know that computers work by following programs
I know that computers can only do exactly what they are programmed to do / I can follow instructions to give a sequence (list) of instructions to a computer
I can edit a line in a simple program to change what it does
I can recognise when a simple computer program runs correctly or when it has a bug / I can follow the steps in a simple program / I can create basic digital outcomes using a variety of software eg draw a picture, type in text, take a photo, record my voice
I can store work that I have created with a sensible name so that I can recognise it again
I can retrieve work that I have saved
I can manipulate (edit) basic digital content eg format text, copy an image / I know some ways in which information technology can be used outside school eg layout a newspaper, control cctv cameras / I know that I must not give personal information to other people on the internet without the permission of an adult
I know that there are things on the internet that are not appropriate for me to use or see
I know that there are ways to report bad things on the internet
I can explore a website
Using
I am using what I know in familiar situations with increasing independence
I can explain the relationship between the computing concepts that I have been taught / I can identify individual steps in a taskeg steps to have breakfast / I can write a simple program using a sequence of instructions
I can find a bug in a simple program
I can fix a bug in a simple program / I can predict how a simple computer program will behave and explain the reason for my prediction / I can make decisions about my work and can manipulate (edit) it to be the way I want it
I can organise my work so that I can retrieve it eg create folders / I can identify tasks that are better done by a computer / I can use digital services to communicate with other people eg send an email, chat in a moderated game, talk using an online game
I know how to report bad things on the communication services that I use
I can find information on a website
Extending
I can work independently to solve problems by applying my learning in complex and unfamiliar situations
I am independently extending my learning / I can write an algorithm to carry out a task / I can use a rangeof programming constructs in a program
I can correct a simple program to make it work correctly / I can explain the purpose of a simple computer program / I can use a variety of formatting features in my work eg text boxes, shapes
I can manipulate (edit) my work based on feedback from other people / I can explain why it is better to use a computer for some tasks / I can use a web browser to find a website eg Internet Explorer, Safari
I can carry out a simple search to find websites for a given criteria
Building
- I am gathering information
Pupils are finding out lots of separate bits of information but do not yet have the understanding to make sense of them
egpupils know that the forward arrow on the Bee-Bot moves the Bee-Bot forwards
Linking
- I can follow instructions to complete tasks
- I am beginning to understand how what I have been taught links together
Pupils are able to take the bits of information and make links between them to start to make sense of them for themselves
eg pupils know the different instructions that they can give to a Bee-Bot and can follow guidance to enter them in the correct order to achieve a goal
Using
- I am using what I know in familiar situations with increasing independence
- I can explain the relationship between the computing concepts that I have been taught
Pupils are being guided by teachers to make effective and appropriate use their knowledge and understanding. They are tackling a range of similar tasks with the level of support from staff being gradually reduced
eg pupils can work out the instructions needed to make a Bee-Bot follow a specified path egdraw an identified shape
Extending
- I can work independently to solve problems by applying my learning in complex and unfamiliar situations
- I am independently extending my learning
Pupils are using the things that they have been taught as a starting point for finding out more and for trying out new things for themselves. They are proactively contributing to discussions and putting forward reasoned suggestions for solution to problems
eg pupils can independently apply their learning on the Bee-Bot to a Pro-Bot and work out how to draw shapes involving angles
Babcock Education Computing Progress and Assessment Grids – Key Stage 2
Computer Science / Information Technology / Digital LiteracyBy the end of Year 6 pupils should be able 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 / 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 / use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content
Building
I am gathering information / I know that a program is written to carry out a specific task
I know that computer programs can control physical systems eg traffic lights, open gates, turn on heating
I know that computers can be used to simulate real world activities eg driving simulator, business games
I know that it is easier to solve a problem if it is broken down into smaller tasks
I know that programs do not always work properly when they are first written and can need to be debugged / I know that a sequence in a program is a list of instructions
I know that repetition is when a sequence of instructions is performed more than once
I know that selection is when different instructions are performed depending on what is needed
I know that a variable is a piece of data in a program that changes as the program is running
I know that input is information given to a program
I know that output is something produced by a program / I can follow the steps in a simple algorithm egto create a secret code a=1, b=2 etc
I know when a computer program runs correctly or when it has a bug / I know that a computer network is when two or more computers are linked together and can communicate with each other to share applications, data and files
I know that the internet is a network of computers that spreads all over the world
I can name some services that are available on the internet eg world wide web, email, video calls
I know that the internet can be used to communicate with other people
I know that work that I create can be saved on the internet
I know that things saved on the internet can be shared with other people / I know that different software is designed for different purposes
I know that some software runs on the digital device and some runs on the internet
I know that there are different types of data - text, number, images, sound
I can follow instructions to create a range of different digital outcomes eg animation, graph, poster, blog
I can collect data / I know that I must behave appropriately on the internet, as I would in real life eg I must be polite, I must not bully
I know that a range of information can be shared through social media
I know that I must think before I post anything on the internet
I know that I must seek adult help if I am concerned about anything on the internet
I know that phishing and online scams try to trick people into giving away personal details / I know that anyone can put anything on the internet
I know that websites are written for different purposes
I know that a search engine is a piece of software that is designed to search for information on the World Wide Web
Linking
I can follow instructions to complete tasks
I am beginning to understand how what I have been taught links together / I can identify smaller tasks that need to be carried out to complete an identified bigger task
I can follow instructions to write a program
I can follow instructions to write a program that controls a physical system eg program a light sensor to turn on a light when it gets dark
I can work out which section of code is not working properly in a program that I have written / I can write a sequence of instructions in a program
I can edit programming code containing repetition / selection / a variable / an input to change the outcome of the program
I can link together sections of code given to me to create a program containing repetition / selection / a variable / an input to change the outcome of the program
I can recognise the impact on the program of repetition / selection / using a variable /using an input to change the outcome of the program / I can explain the steps in a simple algorithm
I can recognise when a simple algorithm will not workeg there is not enough information for me to follow the steps
I can find the section in the program code that contains the error / I can talk about some of the pieces of hardware that can be used to create a computer network
I can give some facts about some services available on the interneteg blog services, websites, email, cloud based software / I can choose a suitable piece of software or internet service for a task
I can use a variety of digital devices eg laptop, tablet, camera
I can create a range of different digital outcomes eg animation, graph, poster, blog
I know that information is data that has been given a context and meaning
I can present data that I have collected in the form of graphs and statements / I can give examples of acceptable and unacceptable behaviour on the internet
I know that my online behaviour can affect others
I know that everything that I do online leaves behind a record which is my digital footprint
I know that someone can use my personal details to pretend to be me online
I can recognise online scams and phishing threats
I can give examples of ways to report concerns about content and contact on the internet
I know that privacy settings can protect personal information in on-line games and social media
I know about the risks involved in online contact eg sexting, grooming, online bullying / I know that different search engines will find different websites and list them in a different order because they use different search algorithms
I can find relevant and useful information on a given website
Using
I am using what I know in familiar situations with increasing independence
I can explain the relationship between the computing concepts that I have been taught / I can link tasks together so that they will solve a given problem
I can write a plan for a program to solve a problem with which I am familiar
I can follow a plan to write a program to accomplish a specific goal
I can follow a plan to write a program to control a physical system
I can identify the rules for a computer simulation
I can identify and correct bugs in programs that I have written / I can use repetition in a program (eg repeat, while) to make it repeat the same steps more than once
I can use selection in a program (eg if .. then … else) to make it behave in a different way depending on a test
I can use a variable in a program to keep track of a changing value (eg a score)
I can write a program that requests and uses an input (eg ask a name, )
I can write a program that shows or produces an output (eg display the result of a calculation, light a light bulb) / I can explain how a simple algorithm works
I can explain why a simple algorithm will not work eg there is no end point, a step is missing
I can correct a simple algorithm
I can identify a problem in a line of code and correct it / I can explain the purpose of some services available on the internet / I can create a digital outcome that achieves a specific goal using more than one piece of software or internet services eg use sound editing software to create a radio interview using recorded sounds and sounds found on the internet and publish the outcome on the internet as a podcast
I can use more than one digital device in combination to create an outcome eg make a film about a school event using videos recorded on a tablet or camera and add a soundtrack
I can analyse data that I have collected
I can present data and information to show something useful / I can use the internet to communicate with other people safely, respectfully and responsibly
I can report my concerns about content and contact on the internet appropriately
I know how to avoid online scams and phishing threats
I can set privacy settings on the online services that I use
I know how to respond to unpleasant or inappropriate contact online / I know how a search engine works
I can search using multiple search criteria to make my web search more effective
I can evaluate digital content to decide whether it provides me with useful information
Babcock Education Computing Progress and Assessment Grids – Key Stage 2
ExtendingI can work independently to solve problems by applying my learning in complex and unfamiliar situations
I am independently extending my learning / I can decompose problems into smaller parts and carry out the smaller tasks in order to solve the problem
I can design and write a program to accomplish a specific goal
I can design and write a program to control physical systems
I can design and write a program to simulate a simple process
I can identify and correct bugs in programs so that they work correctly to accomplish specific goals / I can choose appropriate programming constructs to write a program that achieves a defined outcome / I can write a simple algorithm to carry out a process eg decode an encoded massage / I can identify advantages and disadvantages of using the internet to communicate, collaborate and create and save digital outcomes / I can design a digital outcome to achieve a specific goal and use appropriate software or internet services to create it
I can analyse, evaluate and present data that I have collected to show something useful / I can use a range of internet services confidently and effectively to communicate and collaborate with other people
I can explain to others how to use technology to communicate and collaborate safely, respectfully and responsibly
I know what to do if I think I have been scammed or my personal details stolen / I can search effectively to find appropriate and useful digital content for my purpose
Building
- I am gathering information
Pupils are finding out lots of separate bits of information but do not yet have the understanding tomake sense of them
egpupils know that a loop repeats instructions
Linking
- I can follow instructions to complete tasks
- I am beginning to understand how what I have been taught links together
Pupils are able to take the bits of information and make links between them to start to make sense of them for themselves
eg pupils are aware that there are different types of loop, can follow instructions to write the code for a given loop and can recognise the effect this has on the program
Using
- I am using what I know in familiar situations with increasing independence
- I can explain the relationship between the computing concepts that I have been taught
Pupils are being guided by teachers to make effective and appropriate use their knowledge and understanding. They are tackling a range of similar tasks with the level of support from staff being gradually reduced