Computing Progression of Skills Pathways

Information Technology
Use in a cross curricula way

Nursery

To use a
keyboard and a
mouse with
increasing
control.
To recognise
some technology
in the home and
in places.

Reception

To continue to use
a keyboard and a
mouse with
increasing control.
To recognise
variety of
technology in the
home and in
places.

To use technology To use and select

encouraging
technology for a
within role play.
specific purpose.
To use simple
activities using
touch technology
with increasing
control.

Key Stage 1
Reception / Year 1

To use the keyboard

to write name with a
capital letter.
To understand that
there is a wide range
of technology and can
name some
equipment.
To be able to use an
array of different
technology and talk
about it uses.
To use keyboard skills
to type a simple
username into a given
program.
To use technology
safely.

Nicola Gallop - Computing Progression Pathway

Year 1 / Year 2

Year 2

To be able to discuss
and talk about control
technology and new
technologies and
understand how to
use them.

To use a wide range of

technology and can
describe how it works in a
variety of different
contexts.

To be able to select
the appropriate
program by finding
and retrieval.
To continue to use
keyboard skills to type
a simple username
and password into a
given program.
To use software under
the control of the
teacher to create,
store and edit digital
content using file
names and folder
names.

To select the appropriate

piece of technology for a
particular purpose and
communicate this.
To be able to save their
work to a folder and
retrieve it when needed.
To begin to understand
how to edit and copy
information using a
variety of media.
To use technology with
increasing independence
to purposefully organise
digital content under the
control of the teacher.

End of Key Stage Expectations

Pupils should be taught to:

Recognise common uses of
information technology beyond
school.

Algorithms

To be able to
make a bee bot
move backwards
and forwards in
play.

To use a range of
control toys and
devices.

To understand that
computers and
technology can be
used to represent and
model situations.

To understand that
algorithms are
implemented on
digital devices as
programs.

To explore outcomes
when individual
buttons are pressed
on robots, such as
floor turtles and
combine these
together to draw
simple shapes or
follow a route.

To begin to develop
computational
thinking by following
instructions to move
around a course and
create a series of
instructions for others
to follow.
To understand the
need for accuracy
when giving
instructions.
To continue to explore
robots, combining
sequences of
instructions to follow
a pattern or create a
shape.
To know that
commands affect
algorithms.

Nicola Gallop - Computing Progression Pathway

To use and explore an on

screen robot to navigate
it around a course or grid
and/or draw shapes by
inputting a sequence of
instructions.
Uses logical reasoning to
predict outputs.
To enter information into
a basic computer
simulation and explore
the effects of changing
the variables in
simulations.

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 clear-cut
instructions.

Programming and Development

Data and Data Representation

To make a bee
bot move
backwards and
forwards in play.

To use a range of
control toys and
devices to make
them move.

To use directional
language/instructions.
To program robots
understanding that
they execute when
following instructions.

To understand the
need for accuracy
when giving
instructions.
To begin to
understand and
correct mistakes.
Introduced to the
word algorithm.

To understand the word

algorithm as a set of
instructions.
To understand the need
for accuracy when
following instructions.

Pupils should be taught to:

Create and debug simple
programs and use logical
reasoning to predict the
behaviour of simple programs.

To be able to create and

debug simple programs.
To be able to predict
behaviour of simple
programs and explain
their thinking.

To collect data
and discuss with
the class.

To insert data into

a pictogram as a
class.
To answer simple
questions relating
to the pictogram as
a class.

To recognise that
digital content can be
represented in
different forms.
To enter information
into a template to
make a graph and
pictogram.
To answer questions
relating to a graph and
a pictogram.

To distinguish
between forms and
explain the ways they
communicate
information.
To enter information
into a template to
make a graph.
To answer questions
relating to a graph.
To produce simple
graphs using
ICT.

Nicola Gallop - Computing Progression Pathway

To recognise different
types on data (text and
number).
To present data in
different ways.
To use a branching
database to answer
questions.

Pupils should be taught to:

Use technology purposefully to
create, organise, store,
manipulate and retrieve digital
content.

Hardware & Processing

Communication & Networks

To understand
that computers
have no
intelligence.

To understand that
computers have no
intelligence and
those computers
can do nothing
unless a program is
implemented.

To understand that
computers have no
intelligence and those
computers can do
nothing unless a
program is
implemented.
To recognise that all
software implemented
on digital devices is
programmed.

To be able to
speak to an adult
about what they
have seen.

To be able to talk
about what they
are doing on a
computer.

To begin to obtain
content from the
World Wide Web
using a web browser.

To be able say if
something they
find on the internet
makes them feel
bad.

To understand how to
act if they find
inappropriate content
online.

To follow the
schools safer
internet rules.

Nicola Gallop - Computing Progression Pathway

To recognise that all

software implemented
on digital devices is
programmed.

To understand how
programs specify the
function of a general
purpose computer.

To recognise that a
range of digital
devices can be
considered a
computer.

To recognise and use a

range of input and output
devices.

To understand the
importance of
communicating safely
and respectfully
online.
To begin to evaluate
websites and know
that everything on the
internet is not true.

Pupils should be taught to:

Recognise that computers can
do nothing until it is
manipulated.

Pupils should be taught to:

To be able to navigate the
web and carry out simple Use technology safely and
web searches to collect
respectfully, keeping personal
digital content.
information private; know
where to go for help and
To follow the schools
support when they have
safer internet rules.
concerns about material on the
internet.
To evaluate websites and
know that everything on
the internet is not true.

To understand that
things sometimes
happen on computers
that are not their
fault. E.g - pop ups.

To recognise that the

majority of technology
devices have access to
the internet.

To recognise that there

are other people on the
internet.

To follow the schools

safer internet rules.

To understand that
some information is

To know how to act if

they find inappropriate

personal and should

not be shared online.
To know how to act if
they find
inappropriate content
online.
To follow the schools
safer internet rules.
To begin to
understand the
term web address

content online.
To understand to tell a
trusted adult if someone
they dont know tries to
contact them via the
internet?
To understand why
passwords shouldnt be
shared.
To use the internet safely
for learning and
communicating with
Others.
To recognise advertising
on website and learn to
ignore it.

Nicola Gallop - Computing Progression Pathway

Computing Progression of Skills Pathways

Year 3

Information Technology
Use in a cross curricula way

To understand
how to navigate
the internet
simply.
To find relevant
information by
browsing.
To search by a
keyword using a
child friendly
search engine.
To bookmark a
page into your
favourites.

Key Stage 2

Year 3/4

Year 4/5

Year 5/6

To understand
what the term
browser is and can
use it to navigate a
variety of
programmes.

To know how to open

and view a PDF and
can to describe how it
works.

To explain the
meaning of different
domain names and
common website
extensions? E.g. co.uk;
.com to support
validation of
information.

To use tabbed
browsing to open
two or more web
pages at the same
time.
To know how to
use a wide variety
of technology to
suit a particular
purpose/audience.
To contribute to an
online class blog.
To open a variety
of links and use
them.

Nicola Gallop - Computing Progression Pathway

To use a range of
digital devices and
combine a variety of
software.
To make accurate
predictions about the
outcome of a
programme they have
written.
To decide which
sections are
appropriate to copy
and paste from a
variety of web pages.
To know how to
download a
document and save it
to a computer
or given device.

To know how a variety

of information is
stored and can
describe why
information is useful
to be stored in this
way.
To know what a
variety of file formats
are and can they save
an image document as
a gif or jpeg file format
using the save as
command.
To recognise ethical
issues surrounding
information
technology.

Year 6

To save and retrieve

information online e.g.
using Cloud technology.
To develop and use their
own QR codes.
To use tabs to make a
comparison of a website.
To use a variety of
symbols such as + and
and to refine and scale
down internet searches.

Understands the ethical

issues surrounding the
application of
information technology
beyond school.

End of Key Stage

Expectations

Pupils should be taught to:

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.

Algorithms

To begin to plan
more complex
sequences of
instructions for
on-screen
programs and
test and amend
these instructions
for different
purposes.

To use a computer
to create basic
applications,
investigating how
different variables
can be changed.
To begin to use
software to
represent 3D
objects or items.

To explore
simulations as
To explore some
appropriate and
simulations and
discuss the
evaluate them.
benefits of using
these simulations.
To use
simulations to
make and test
predictions.

Nicola Gallop - Computing Progression Pathway

To use programming
software
E.g - Scratch, to plan,
design and make their
own game,
controllable by
external inputs,
changing parameters
and responses.
To explore different
ways in which
computer software
can be created.

To understand that
software relies on
codes to run and that
a range of different
coding languages
exist. To name some.
To control an onscreen icon
using text based
controls, and respond
to sensors and
repeating written
algorithms.

To begin to explore text

based programing
languages and create
basic scripts.
To use a range of more
complex simulations,
exploring the link to real
life and the impact of
changing variables.

Pupils should be taught to:

Use logical reasoning to
explain how some simple
algorithms work and to
detect and correct errors in
algorithms and programs.
Use sequence, selection, and
repetition in programs; work
with variables and various
forms of input and output.

Programming and Development

To create
programs that
implement
algorithms to
achieve given
goals.
To use an if, then
and else
statement in
programs.
To design, write
and debug
programs using
procedures.

To declare and
assign variables.
To use a variable
and relational
operators within a
loop to oversee
termination.
To use a range of
operators and
expressions E.g
Boolean and
applies them in the
context of a
program.

To explore a range of
increasingly complex
simulations, exploring
the effect of changing
variables and
recording the results.
To use software to
create models of 3D
objects, landscapes or
items.
To use high textual
language when
programming.

To use a range of
assisted programing
software (E.g Scratch)
to plan, design and
create basic software
(for example a simple
game), which interact
with external
controllers (e.g.
keyboard and/or
mouse).
Using software to
control the movement
and responses of
different commands
on screen.
To know how to use a
range of visual based
Programing software
(E.g Scratch) to plan
and design basic
software (for example
a simple game),
controlling the
movement and
responses of different
elements on screen

Nicola Gallop - Computing Progression Pathway

To use a range of visual

programing software to
plan and design a game.
To use software to create
models of 3D objects,
landscapes or items,
including creating to
scale.

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.

Data and Data Representation

To recognise
different types of
data E.g text
and number.
To recognised
that data can be
structured into
tables to make it
useful.

To understand why
sorting data in a
flat file can
improve searching
for information.
To use filters or
perform single
criteria searches
for information.

To begin to
understand the
different between
data and
information.

To begin to perform
more complex
searches for
information E.g
using Boolean and
relational operators.

To begin to
understand that digital
computers use binary
to represent all data.
To begin to
understand that bit
patterns represent
numbers and images.
To begin to
understand the
relationship between
binary and file size.
To be able to define
data types E.g real
numbers and Boolean.

To perform more
complex searches for
information E.g using
Boolean and relational
operators.
To analyse and evaluate
data and information,
and recognise that poor
quality data leads to
unreliable results, and
inaccurate conclusions.
To understand that
numbers, images, sounds
and character sets use
the same bit patterns.
To perform simple
operations using bit
patterns.

Nicola Gallop - Computing Progression Pathway

Pupils should be taught to:

Collect, analyse, evaluate and
present data
and information

Hardware & Processing

To understand
the difference
between
hardware and
application
software, and
their roles within
a computer
system.

To understand that
computers collect
data from various
input devices.
To understand the
central functions of
the operating
system.

To recognise that
a range of digital
devices can be
considered a
computer.
To understand
when and why
computers are
used.

Nicola Gallop - Computing Progression Pathway

To know the
difference between
physical, wireless and
mobile networks.

To begin to recognise
and understand the
function of the main
internal parts of a
computer structure.
To know that there is
a range of operating
systems and
application software
for the same
hardware.

To recognise the internal

parts of a computer
structure.
To understand the basic
function and operation of
location of addressable
memory.
To understand that
processors have
instructions sets and that
these relate to low-level
instructions carried out
by a computer.

Pupils should be taught to:

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.

Communication & Networks

To understand
the difference
between the
internet and
internet services.
To recognise
what is
acceptable and
not acceptable
behaviour when
using
technologies and
online services.

To begin to show
an awareness of
and use a range of
internet services.
To continue
recognise what is
acceptable and not
acceptable
behaviour when
using technologies
and online services.

Nicola Gallop - Computing Progression Pathway

To use an awareness
of and use a range of
internet services.
To begin to
understand how to
effectively use search
engines.
To demonstrate
responsible use of
technologies and
online services, and
knows a range of ways
to report concerns.

To recognise what is
acceptable and not
acceptable behaviour
when using
technologies and
online services.
To understand how
search engines rank
search results.
To understand data
transmission between
digital computers over
networks E.g IP
addresses in the
internet.

To use effectively search

engines.
To select, combine and
use internet services.
To demonstrate
responsible use of
technologies, and knows
a range of ways to report
concerns.
To understand how to
construct web pages,
using HTML and CSS.

Pupils should be taught to:

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.