Computing
Please note: This is a new curriculum so there may be minor modifications to the content as the year progresses.
KS1
Year 1
Algorithms &
Programming
Children
should be
taught that an
algorithm is a
precise way of
solving a
problem.
Children will be
familiar with
following
instructions from
their teachers and
rules when playing
games. They
should extend this
knowledge to
recognise and
give examples of
algorithms in
everyday life.
Through testing
different
algorithms,
children should
learn to create
their own
algorithms for
specific purposes.
They should then
refine the steps to
ensure that they
KS2
Year 2
Year3
Children start to
develop accuracy
with their
algorithms. They
experiment and
discover how to
make the steps
more clear, so
that they can be
followed
precisely.
Children should be
debugging
programs created
in a visual
programming
language.
Computers can
also follow
algorithms, as
well as humans.
Children should
understand that
any errors or
ambiguity in their
instructions could
lead to the
computer not
giving the correct
outputs.
Children can
show and explain
how algorithms
can use selection
(if) and repetition
(loops) in
programs.
Children should
be encouraged to
persevere with
problem solving
and detecting
errors (debugging
the program).
To solve problems,
children need to be
decomposing
them into smaller
parts.
Continuing the
theme from Year 2,
children need to
explain the need for
accuracy of
algorithms.
As
computers
follow
instructions
blindly, they need
more
precise
instructions than
Year 4
Year 5
Year 6
At this stage,
the children
should be
writing and
debugging
programs using
a visual
programming
language.
Progressing from the
previous learning,
children should
design, write and
debug programs in
multiple
programming
languages (visual or
text-based).
The focus for
this year is on
the children
working with
programs within
programs.
The essential
skills of
solving
problems by
decomposing
them into
smaller parts
should
continue to
develop.
Children have been
developing their
algorithm and
programming ability
over the previous
years. They need to
continue to design,
write and debug
programs in multiple
programming
languages (visual or
text-based).
Children
should be
decomposing
problems into
smaller parts.
Children should be
able to explain and
show how to use
sequence,
selection and
repetition in
programs.
To test a
hypothesis,
children should
Developing
vocabulary and
speaking and
listening skills, in
addition to
programming skills,
the children should
explain and show
how algorithms can
use sequence,
selection and
repetition in
Children should be
able to solve more
complex problems
by decomposing
them into smaller
parts.
Even though children
have used sequence,
selection, and
repetition in
programs, they can
now use more
complicated
arrangements of
instructions.
They work with
variables using
various forms of
input and output.
are clear and easy
to follow.
Children should be
shown that
algorithms can be
followed by humans
and also by
computers and they
need precise,
unambiguous
instructions.
Drawing on
their
experiences
of using
algorithms,
the children
should try to
predict the
behaviour of
simple
programs, for
example,
function
machines or
floor robots.
Computing
humans, in order
to avoid errors.
To know that
programs are the
sequences of
precise instructions
that control
computers.
show how to use
programs to
simulate
environments.
Children can
distinguish between
an algorithm and the
program that
implements that
algorithm.
programs.
Children should
develop their use
of variables and
how they work
with various forms
of input and
output.
In order to increase
efficiency,
the
children need to be
able to explain and
show
how
programs can use
procedures
or
subroutines within a
program.
Good planning can
help in their
programming, so
children need to
explain and show
how programs can
be planned, tested,
corrected and
documented.
To enable the children
to share their
understanding of
programming, they
need to annotate
programs with simple
comments.
To increase
efficiency, the
children can
explain and
show how
programs can
use procedures
or subroutines,
within a
program.
Children should
explain and show
how programs can be
planned, tested,
corrected, and
documented.
In preparation for
real-world
applications, the
children should be
able to annotate
programs with
detailed comments.
They should be
able to look beyond
a web browser to
explain how HTML
constructs
the
rendering of a web
page.
Developing their
critical skills, they
should review and
assess the quality of
Computing
code.
Data and
Information
In everyday life,
children will
have
experienced
digital content
through
photographs,
videos and
music. This
content can be
organised in
different ways.
In order to do
this, the
children need
to be able to
recognise
different types
of content and
Building on the
previous year, the
children will use
digital content in
different ways.
They will have
organised and
manipulated
content, using
simple examples.
They should now
be shown how to
create digital
content.
Children will be
able to collect data,
using simple tally
charts and
manipulate it into
Data can have
errors and so the
children need to be
‘data detectives’ to
spot them and aim
to reduce them.
By carefully
questioning,
children should
predict how errors
might affect the
results and
decisions based on
the data.
The children will
explain the
importance of
human computer
interface design, for
example, how a
website is designed
to help the user
navigate the pages.
Children will explain
and use common
troubleshooting
techniques to find
errors in data.
Building on the
experience in Year 4,
the children should be
more critical in their
explanations of the
importance of humancomputer interface
design.
In Year 5, the binary
number system is
introduced to support
learning about
networks. They
should be able to
name and explain
how a number can be
represented in binary.
Children can explain
how computers
represent all data in
binary, for example,
text representation,
different sound and
graphics file types.
To understand realworld uses of data and
information, the
children need to be
able to understand the
need for the Data
Protection Act and
how it can affect them.
Computing
name them.
Through
practice, children
should learn that
digital content
can be
manipulated by
grouping
different types
together, for
example, text
and images or
audio and
images.
Children need to be
taught how to
organise and
manipulate the
digital content
purposefully.
pictograms. This
should be carried
out using a realworld, relevant
context.
When teaching
about storing digital
content, the
children may have
experienced
‘saving’ and
‘loading’ a file in a
computer program,
such as Paint or a
word processor.
They need to
consider where the
digital content is
kept and also if
they are able to
find that location at
a later date.
Outside of school,
children may be
familiar with saving
progress in a video
game. The teacher
can bring that
example into the
lesson to help them
understand the
concepts of storing
and retrieving
digital content.
The children can
explain how the same
information can be
represented in a
computer in a variety
of ways.
When thinking about
information, the
children need to
explain safety and
security, related to
technology.
Computing
How Computers
work
Most children will
have experienced
using computers
in the Reception
year, nursery or at
home. There are
different types of
computers, such
as desktop, laptop
and tablet and
they will be able to
recognise these.
Children might
draw on their
experiences of
using
computers,
to
describe
the
features
and
functions of their
main
parts.
Their
explanations
should be a
progression
Through
from Year 1, as
exploration in
school, the children they now have a
more developed
will be able to
name places where vocabulary and
desktop and laptop understanding
of computers.
computers are
used. They need to Children should
learn that other
be taught about
devices contain
the more ‘hidden’
computers, for
features of the
example, the
main computer,
photocopier or
for example, the
DVD player.
CPU (Central
Processing Unit),
Outside of school,
the memory and
the children
the hard drive.
should develop an
understanding of
Making analogies
common uses of
can help the
computers, for
children
example, mobile
conceptually
phones,
understand difficult
supermarket
concepts, such as,
checkout tills and
where is the
Children
should
explain and
describe the
key
characteristic
s of basic
computer
architecture,
building on
their learning
from Key
Stage 1.
Through
observations and
experience of
different computers
in and out of school,
the children can
explain why there
are sometimes
different operating
systems and
application software
for the same
hardware.
They should
explain why there
are sometimes
different operating
systems and
application
software for the
same hardware.
There are many
possibilities for
collaboration online
using the internet, so
the children need to
be made aware of
how they can
communicate and
work together.
Children need to
explain to what
they understand
by the term ‘World
Wide Web’. They
also need to
describe the term
‘the internet’. They
need to be able to
describe the
difference
between them.
As the children
develop their
understanding of how
computers work, they
should outline how
data are transported
on the internet,
including packets and
the concept of a
protocol.
The understanding of
the key features of the
World Wide Web and
their relationships for
example browsers,
URLs and navigation
methods, should
continue to be
developed.
Computing
in other places
they visit.
Children need to be
able to name the
parts of a computer
and describe its
simple functions.
Communication &
E-Safety
Children will be
familiar with
sharing
information about
themselves, such
as, name, age,
address and
interests. They
need to be taught
that sometimes
they need to keep
information
private. They
need to be
shown through
careful examples
when it is
appropriate to
share and with
whom.
In school, the
children have
friends they talk
to and play
games with.
They are aware
information stored?
They should also
be taught that the
information can be
stored in different
formats, for
example, a movie
can be in wmv,
mov or mp4 format.
Children are
developing their
understanding of
the world around
them and also the
online world. They
may not be using
email or social
media, but many
children will be
familiar with going
online and
searching the web.
It is important
therefore that they
understand the
benefits of going
online and also
how to stay safe.
Using technology
respectfully is
important, as the
children can see
and read body
language when
face-to-face; they
Developing the
learning, the
children should use
search
technologies to
locate simple
information.
Though children use
search technologies
often to find
information, they will
learn to be more
accurate in their
choice of keywords.
Children should be
able to use search
technologies
effectively and be
discerning in
evaluating digital
content.
Using the learning
about networks, they
should explain the role
of search engines and
what happens when a
user requests a web
page in a browser.
They need to use
technology safely,
respectfully and
responsibly.
Once information
has been located,
the children will
evaluate it for
relevance and
appropriateness.
Use technology
safely, respectfully
and responsibly;
recognise
acceptable/unaccepta
ble behaviour; identify
a range of ways to
report concerns about
content and contact.
Children should
discuss social and
ethical issues raised
by the role of
computers in the
world.
In every year, they
develop their skills
in recognising
acceptable or
unacceptable
behaviour and
identify a range of
ways to report
concerns about
content and
contact.
In each year, the
children need to
develop their use of
technology to be
safe, respectful and
responsible online.
The children will be
developing skills to
recognise
acceptable or
unacceptable
Developing prior
learning, children
should use search
technologies
effectively and be
discerning in
evaluating the located
information.
To prepare the
children for working
life beyond school,
Computing
of the concept
of friends and
how they should
behave towards
each other.
However, this is
not always
borne out in
practice.
Therefore, they
should identify
the
characteristics
of a ‘good’
friend and how
they behave.
This learning is
then transferred
to
communicating
with friends
online and how
they should
behave towards
one another.
Children should be
taught who to ask
for help and
support, whether at
home or at school, if
they have concerns
or are worried by
something they see
on a computer.
cannot when
communicating by
text online. They
therefore need to
know that the same
rules apply to
communicating
online in a kind and
friendly manner.
Reinforcing the
message from Y1
and into Y3, the
children need to
know who to go to
for help and
support, if they find
content or have
contact that makes
them
uncomfortable.
behaviour of others.
Building on the prior
learning, children
should know a range
of ways to report
concerns about
content and contact.
they should discuss
career paths for those
studying computing.