ICT Progression by Strand

  1. Programming & Control

Years 12 / Years 34 / Years 56
Curriculum /
  • 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
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  • 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
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  • 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

Year Group / Year 1 / Year 2 / Year 3 / Year 4 / Year 5 / Year 6
Skills & Activities / -Sequencing simple steps
-Give clear directions
-Create and test simple programs
-Predict outcomes / -Create and test simple programs
-Instruction repetition
-Sequencing and predicting steps
-Combining instructions
-Solving problems / -Design simple program
-Sequencing instructions
-Using variables
-Solving problems / -Design program
-Identifying and fixing problems by breaking problems into steps
-Use variables and repetition
-Identify input & output / -Design program
-Identify algorithms and loops in programming
-Identify errors in programming and correcting
-Apply alternative algorithms to solve problems / -Write program
-Use sequences, repetitions, inputs & variables
-Find and correct errors
-Understand that ‘code’ is like a computer language
Suggested Units / Following Instructions:
give instructions to each other and follow (outside or hall?), give instructions using Kodable(iPad), moving to physical bee-bots, then Bee-bots program (iPad) / Repeated Instructions: starting with the bee-bots, make mazes and courses, move to Bee-bots (iPad) or Bee-bot Pyramid, then Daisy the Dinosaur to solve problems (iPad) / Scratch Jr:
Using Scratch Jr (iPads), create simple program to run – using movement, speech, size, etc. Could be linked to a (1-2 character) story or piece of information. / Scratch:
Using Scratch (comp), create program to run, with several characters – using movement, speech, size, repetition, text, artwork & photos etc. Could be linked to a story or piece of information. / Problems and Repetition:
Using Light-bot (iPad) or Cargobot (iPad), design sub-programs and loops to solve programs, within these programs correct algorithm errors. Then use Scratch (comp) to create game or quiz by writing simple algorithms. / Coding:
Use Flowal(comp) to create and control simulation, correcting errors in programming. Then use Codea(iPad) to create a simple game using code and algorithms.
  1. Networking

Years 12 / Years 34 / Years 56
Curriculum /
  • use technology purposefully to create, organise, store, manipulate and retrieve digital content
  • recognise common uses of information technology beyond school
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  • 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
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  • 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

Year Group / Year 1 / Year 2 / Year 3 / Year 4 / Year 5 / Year 6
Activities / -Understand the difference between files and folders
-Give examples of where ICT is used outside of school / -Understand that we use folders to help us locate files
-Finding basic information on a website / -Send, receive and reply to emails
-Locate information on a website
-Search for a specific piece of information / -Understand how networks hold information
-Understanding that websites are mini-networks
-Locating relevant information online / -Locate information using search engine
-Explain the way information is ranked
-Evaluate reliability of data
-Use the internet to collaborate on a document / -Cloud storage as means of storage and networking
-Searching within web pages
-Evaluating reliability of data, and predicting when different sites would be useful
Suggested Units / Information Around Us:
Locate a given folder and file, investigateuses of technology outside of school (photos?), use a given website to find a piece of information / Finding Information:
File treasure hunt (envelopes and paper?), locate a file within several files, using website options as folders to locate information / Emailing:
Signing in, sending an email, receiving an email, replying, forwarding, attaching a file – please link with some Cybersafety discussion.
Research:
What is a search engine and what does it do? Finding a given site by typing a search term. Using appropriate search terms. / Networks:
Explore the pupilzone network, draw maps of a part of the network, and add something to a centrally held file (collaboration).
Look at website addresses and investigate the way a website is organised, predict the web address of another part of the site to find relevant information. / Searching:
Try several different search engines, evaluating differences. Using one engine, evaluate the way information is ordered in results, then choose a few sites and compare based on usefulness and reliability. / Making the Most:
Use cloud storage to open collaboration project (OneNote?), locating specific information within a large webpage, Using a variety of sites to find information and determining what information is reliable.
  1. Using Technology (Understanding Software)

Years 12 / Years 34 / Years 56
Curriculum /
  • use technology purposefully to create, organise, store, manipulate and retrieve digital content
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  • 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
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  • 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

Year Group / Year 1 / Year 2 / Year 3 / Year 4 / Year 5 / Year 6
Skills & Activities / -Typing text
-Changing font, size, colour
-Using a mouse to create a picture / -Typing text
-Use technology to tell stories
-Create a simple graph or pictogram / -Using different means of presentation (text box, word art, pictures, etc)
-Organising information on a a screen / - Advanced presentation features – animations, transitions, hyperlinks, etc.
-Organising information in different ways
-Using formulas to calculate totals / -Use alternative methods of presentation, such as websites and blogs
-Consider the way information is organised logically
-Evaluate data: order, find the mean, and create charts / -Choose best ways of presenting based on activity and information
-Alternative ways of presenting information
Suggested Units / Programs to use, linking use to curriculum:
2SIMPLE Publisher – used to type words or phrases and insert images to label
2SIMPLE Paint– create drawings and add basic text
Taking Photos – Basics of using cameras and iPads to take photos (zooming, etc.) Silly photo effects – Photobooth (iPad). / Programs to use, linking use to curriculum:
MS Word – type a short story or sentences, change font and size, add clipart
Puppetpals (iPad) or Toontastic (iPad) – use puppets to record oral version of story (Toontastic helps to organise story by part)
2SIMPLE Graph – input basic data to make a chart or pictogram
Basic video- recording using cameras, iPads or flipcams. UseiMovie (iPads)to make trailer. / Programs to use, linking use to curriculum:
MS PowerPoint – create a simple show with a title and a few slides.
MS Publisher – Create poster, adding title, information and images.
Book Creator (iPad) – Use to write story in book format, add images and share with class via airplay.
Photography and editing: take photos on camera and perform basic edits using MS PowerPoint–Resize, crop, recolour, remove background, borders, etc. / Programs to use, linking use to curriculum:
MS Powerpoint– create advanced slideshow, including custom animations, transitions, hyperlinks, etc.
Popplet (iPad) – Use Popplet to organist information for a pamphlet.
MS Publisher – Organise information from Popplet into a pamphlet.
MS Excel – use basic formulas to add, subtract, and multiply, add a series of numbers.
Using photos – Photostory / Programs to use, linking use to curriculum:
MS WebMatrix – create a website about a topic, with pages, information, images, etc.
Blog (Online Service) – create class blog to share information and reflections about topic, please link with some cyber safety discussion.
MS Excel – link to data handling – inputing data, ordering the data, finding the mean and creating graphs to be read.
Photo editing – Gimp2 using layers, filters, reshaping, colours, etc. / Programs to use, linking use to curriculum:
MS PowerPoint – mapping and hyperlinking documents to create a multimodal story or quiz.
Podcasts & Audacity – Create sound effects and record information to create podcasts.
Stop Motion (iPad) – create persuasive video using stop motionphotography.
Video –iMovie (iPad) using full range of iMovie features to edit, link, add voice and text, background sound, etc.
  1. Cybersafety

Years 12 / Years 34 / Years 56
Curriculum /
  • use technology safely and respectfully, keeping personal informationprivate; identify where to go for help and support when they have concerns about content or contact on the internet or other online technologies
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  • use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact.
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  • use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact.

Year Group / Year 1 / Year 2 / Year 3 / Year 4 / Year 5 / Year 6
Skills & Activities / -using the internet safely
-what information is private, what can be public
-dealing with concerns / -using the internet, mobiles, tablets and gaming systems safely
-what is appropriate behaviour online? What isn’t?
-what should I do if someone is being inappropriate online? / -I am responsible for my behaviours when using technology
-recognising and dealing with unacceptable behaviour online
-knowing how to deal with things going wrong online
Suggested Units / Focused on video – Hectors World
Understanding what personal information is, and what information is personal to them – what adults is it okay to share that information with?
What passwords are, how we can keep them safe and who to share them with.
We need to take responsibility for the things we do online, but need to understand that not everyone takes responsibility. Who can we talk to, and who shouldn’t we? TRUST
How can I tell if someone I’ve met is trustworthy and how does that apply to online?
How can I know if I’m not feeling safe?
I always need to let my responsible adult know what I’m doing online – I need to be able to be honest with someone, even if it’s going wrong. / Smart Crew
I should never open messages if I don’t know who they are from. What are viruses? What can happen if I open emails?
Anyone can put things on the internet – I can’t necessarily trust what’s on there. Checking other places is important.
Playing with other people online – I don’t know everyone online. I have to keep my details safe and private.
What happens when others are unkind to me? What should I do?
Sometimes people aren’t who they say online. If you’re not sure, don’t give any information, tell and adult, and NEVER meet anyone you meet online. / Cybercafe - Practising staying safe online
Emailing – who should we email? What are attachments and what can go wrong? What to do when I get emails that aren’t safe.
Chat – group chat – who to chat with, how to protect yourself and stay safe –what’s okay to share and what we need to keep private.
Web browsing – finding relevant, reliable information that is safe and accurate. What to do with popups and banner ads.
Personal space – what is safe to share on a global scale, and how to keep my personal information to myself. / Jigsaw
Understanding how much we are accessing the internet and technology – what are the risks? Where are there risks?
What information is personal and meant to be kept private? What information is okay to share with others?
What happens to information and pictures that I put online? Who owns them? How can I keep these private?
Who can I go to if things aren’t safe online? What should I do?
How do I save evidence when things go wrong online?
What do I need to change?