Babcock Education Computing Progress and Assessment Grids – Key Stage 1
By 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
Building
I am gathering
information
I know that an algorithm is the steps to carry out a
task
I am beginning to
understand how what
I have been taught
links together
I can give single instructions to a computer
use logical reasoning to predict the behaviour of
simple programs
I can put individual steps in a real life task in the
correct order to form an algorithm eg steps to make a
sandwich
I know that a computer program is an algorithm
written as precise instructions that have only one
meaning
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 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 know that to debug a program is to fix a problem in a
computer program
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
Digital Literacy
recognise common uses of information technology
use technology safely and respectfully, keeping
beyond school
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
I can name common digital devices eg laptop, tablet,
I can list some items of information that are personal
smartphone
I know that I must be polite when I use technology to
I know some things that can be done using a digital
communicate
device
I know that I must tell an adult if anything on the
internet makes me feel uncomfortable
I know some ways in which information technology
can be used outside school eg layout a newspaper,
control cctv cameras
I can identify individual steps in a task eg steps to
have breakfast
I know that there are things on the internet that are
not appropriate for me to use or see
I can retrieve work that I have saved
I know that there are ways to report bad things on the
internet
I can manipulate (edit) basic digital content eg format
text, copy an image
I can write a simple program using a sequence of
instructions
I can predict how a simple computer program will
behave and explain the reason for my prediction
I can find a bug in a simple program
I can make decisions about my work and can
manipulate (edit) it to be the way I want it
I can explore a website
I can identify tasks that are better done by a computer
I can organise my work so that I can retrieve it eg
create folders
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 fix a bug in a simple program
I can find information on a website
I can explain the
relationship between
the computing
concepts that I have
been taught
Extending
I can work
independently to
solve problems by
applying my learning
in complex and
unfamiliar situations
I know that I must not give personal information to
other people on the internet without the permission
of an adult
I can store work that I have created with a sensible
name so that I can recognise it again
I know that computers work by following programs
I know that computers can only do exactly what they
are programmed to do
Using
I am using what I
know in familiar
situations with
increasing
independence
Information Technology
use technology purposefully to create, organise,
store, manipulate and retrieve digital content
I know the purpose of the instruction that I give to a
computer
I know that a bug is a problem in a computer program
I know that a computer program is a list of
instructions for a computer to follow
Linking
I can follow
instructions to
complete tasks
Computer Science
create and debug simple programs
I can write an algorithm to carry out a task
I can use a range of programming constructs in a
program
I can explain the purpose of a simple computer
program
I can correct a simple program to make it work
correctly
I can use a variety of formatting features in my work
eg text boxes, shapes
I can explain why it is better to use a computer for
some tasks
I can manipulate (edit) my work based on feedback
from other people
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
I am independently
extending my learning
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
eg pupils 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 eg draw 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
use sequence, selection, and repetition in
use logical reasoning to explain how some
programs; work with variables and various
simple algorithms work and to detect and
forms of input and output
correct errors in algorithms and programs
By 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
Building
I am gathering
information
I know that a program is written to carry out
a specific task
I know that a sequence in a program is a list
of instructions
I can follow the steps in a simple algorithm eg
to create a secret code a=1, b=2 etc
I know that computer programs can control
physical systems eg traffic lights, open gates,
turn on heating
I know that repetition is when a sequence of
instructions is performed more than once
I know when a computer program runs
correctly or when it has a bug
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 can identify smaller tasks that need to be
carried out to complete an identified bigger
task
I know that selection is when different
instructions are performed depending on
what is needed
I can name some services that are available
on the internet eg world wide web, email,
video calls
I know that a variable is a piece of data in a
program that changes as the program is
running
I know that the internet can be used to
communicate with other people
I know that input is information given to a
program
I can follow instructions to write a program
I am beginning to
understand how what
I have been taught
links together
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 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
Information Technology
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
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
Digital Literacy
use technology safely, respectfully and
use search technologies effectively,
responsibly; recognise
appreciate how results are selected and
acceptable/unacceptable behaviour; identify
ranked, and be discerning in evaluating
a range of ways to report concerns about
digital content
content and contact
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 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
I know that I must seek adult help if I am
concerned about anything on the internet
I can collect data
I know that phishing and online scams try to
trick people into giving away personal details
I can choose a suitable piece of software or
internet service for a task
I can give examples of acceptable and
unacceptable behaviour on the internet
I can use a variety of digital devices eg laptop,
tablet, camera
I know that my online behaviour can affect
others
I can create a range of different digital
outcomes eg animation, graph, poster, blog
I know that everything that I do online leaves
behind a record which is my digital footprint
I know that information is data that has been
given a context and meaning
I know that someone can use my personal
details to pretend to be me online
I can present data that I have collected in the
form of graphs and statements
I can recognise online scams and phishing
threats
I know that work that I create can be saved
on the internet
I know that output is something produced by
a program
Linking
I can follow
instructions to
complete tasks
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
I know that things saved on the internet can
be shared with other people
I can explain the steps in a simple algorithm
I can recognise when a simple algorithm will
not work eg 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 internet eg blog services,
websites, email, cloud based software
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 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
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
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
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 decompose problems into smaller parts
and carry out the smaller tasks in order to
solve the problem
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 and write a program to
accomplish a specific goal
I can design and write a program to control
physical systems
I can design a digital outcome to achieve a
specific goal and use appropriate software or
internet services to create it
I can use a range of internet services
confidently and effectively to communicate
and collaborate with other people
I can analyse, evaluate and present data that I
have collected to show something useful
I can explain to others how to use technology
to communicate and collaborate safely,
respectfully and responsibly
I can search effectively to find appropriate
and useful digital content for my purpose
I know what to do if I think I have been
scammed or my personal details stolen
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
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
eg pupils 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
eg pupils can talk about the kind of loop that they need in their program and can write the code for the identified loop without support using the knowledge gained from having written the code for that kind of loop before
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 have been taught how to use a variable to create a score and a loop to repeat instructions; they now want a timer in their program and recognise that they can do this by combining the concept of the variable and loop together
Babcock Education Computing Progress and Assessment Grids – Key Stage 3
By the end of Year 9
pupils should be able
to …..
design, use and evaluate
computational abstractions that
model the state and behaviour of
real-world problems and physical
systems
understand several key
algorithms that reflect
computational thinking [for
example, ones for sorting and
searching]; use logical reasoning
to compare the utility of
alternative algorithms for the
same problem
Building
I am gathering
information
I know that computational
abstraction is the process of
identifying only the necessary
features required for a model to
work
I know that there are some
standard methods for carrying out
computing problems eg sorting
and searching
Computer Science
use two or more programming
understand simple Boolean logic
languages, at least one of which
[for example, AND, OR and NOT]
is textual, to solve a variety of
and some of its uses in circuits
computational problems; make
and programming; understand
appropriate use of data
how numbers can be represented
structures [for example, lists,
in binary, and be able to carry out
tables or arrays]; design and
simple operations on binary
develop modular programs that
numbers [for example, binary
use procedures or functions
addition, and conversion
between binary and decimal]
I know that a programming
I know that digital computers use
language is a formal constructed
binary to represent data
language designed to
I know that binary is a number
communicate instructions to a
system that uses only 0s and 1s
computer
I can name different programming
languages
I know that Boolean logic is a
form of maths in which all
answers are either TRUE or FALSE
understand the hardware and
software components that make
up computer systems, and how
they communicate with one
another and with other systems
understand how instructions are
stored and executed within a
computer system; understand
how data of various types
(including text, sounds and
pictures) can be represented and
manipulated digitally, in the form
of binary digits
I can name some different
hardware components in
computer system e.g. CPU
I know that a bit is a Binary Digit
I can list some software
components in computer system
eg operating system, printer
drivers
I know that data can be stored in
different ways eg list, table
I can list hardware needed to
create a computer network
I know that iteration is when a
process or sequence in a
computer program is repeated
I know the difference between a
LAN and a WAN
I know that there are 8 bits in a
byte
I know that high level
programming languages are
‘translated’ into machine code
which is written in binary
I know that a file extension tells
the computer how to manipulate
the content of the file
Information Technology
undertake creative projects that
involve selecting, using, and
combining multiple applications,
create, re-use, revise and repreferably across a range of
purpose digital artefacts for a
devices, to achieve challenging
given audience, with attention
goals, including collecting and
to trustworthiness, design and
analysing data and meeting the
usability
needs of known users
Digital Literacy
understand a range of ways to
use technology safely,
respectfully, responsibly and
securely, including protecting
their online identity and privacy;
recognise inappropriate content,
contact and conduct and know
how to report concerns
I can follow instructions to use a
given tool/software application to
create a solution which is mostly
suitable for its purpose and
audience
I can use key words in a search
engine to find relevant
information
I know that the world wide web
contains websites covering every
possible subject
I can bookmark websites on my
device
I know that many businesses and
individual use a variety of online
tools to create a web presence to
promote themselves
I can collect appropriate data for a
complex scenario/problem
I can create a table with
appropriate headings to store
data I have collected
I can form simple conclusions
based on the analysis of my data
I know that selection is when a
process or sequence in a
computer program is performed
or not performed depending upon
the outcome of a test
I know that there are laws that
restrict how I am allowed to use
some information, including
music/video downloads
I know that images and content
are sometimes altered and
manipulated e.g. airbrushing
I know that there are laws about
the use of personal data
I know that some users need
information presented in a
different format e.g. visually
impaired may require audio
I know viruses and malware are a
threat when accessing the
internet or plugging in external
devices
I know that a strong password is
important to protect online
accounts
I know that a procedure or
function is a section of a code that
is stored only once but can be
used when required at several
different points in a program
Linking
I can follow
instructions to
complete tasks
I am beginning to
understand how what
I have been taught
links together
I know why abstractions are
important in computing and can
give examples of simple
abstractions
I know why sorting and searching
data can be helpful
I can follow instructions to write
code in a text based language
I can work through the steps in
some key computational
algorithms
I can explain what code I have
written does
I know that a mobile device can
be more easily hacked when using
unsecured Wi-Fi
I can read a given binary number
ie 101 = 1 four, no twos and one
unit = 5
I can edit code written in a text
based language
I know that computers ‘use’
binary because they are made up
of electrical components which
can only be on or off.
I know that there are different
ways to write code for iteration
and selection eg ‘for’, ‘while’
I can explain how Boolean logic
(through logic gates) is used in
circuits
I know that there are different
ways in which to store data in a
program eg 1D array (list), 2D
array (table)
I can follow instructions to write
code to store and access data
within a program
I can edit code to store and access
data within a program
I can transfer understanding
across two or more programming
languages eg recognise iteration
in different programming
languages
I know that most internet
services have a way of reporting
inappropriate behaviour
I can explain the purpose of
components in a computer
system (hardware and software)
and why they are required for the
system to work eg CPU, RAM,
ROM
I can describe the purpose of each
hardware component in a
computer network
I know that there are several
different operating systems,
including those on mobile devices
I can list some of the functions of
an operating system
I understand how numbers,
sounds and images can be
represented in binary
I understand how text can be
represented in binary and know
about ASCII
I understand that changing the
binary code for a sound or image
will alter the actual sound or
image
I can explain the relationship
between binary code and file size
I can explain the fetch-execute
cycle and how data is retrieved
from memory
I can combine two or more
software applications to create a
solution which is mostly suitable
for its purpose and audience
I can use advanced search filters
and/or Boolean operators to
narrow down search results
I can complete an online form,
giving away as little information
about me as possible
I can select an appropriate
application to store data (e.g.
spreadsheet or database) for a
complex scenario/problem
I use two or more criteria when
helping me to decide the
trustworthiness of information I
find on the internet e.g. URL
domain suffix, author
I can recognise and give examples
of inappropriate content on a
website
I can use one or more tools within
the software to help me analyse
my data (e.g. formulae, queries,
charts, goal seek etc.)
I can bookmark information on a
physical device/s and using cloud
software (such as Symbaloo.
Pinterest etc.)
I can present my data and analysis
in a way which is clear to the
audience
I understand the purpose of
Copyright, Intellectual Property
and Creative Commons License.
I have used cloud based software
to create a document
I know how to use a search engine
to filter image results by usage
rights e.g. Google search tools
I can share information using one
or more forms of media e.g.
email, Twitter, blog.
I can use identified digital imaging
software to make basic changes to
images
I can suggest ways that my work
could be adapted for users with
additional needs
I can recognise and give examples
of inappropriate conduct on the
internet
I can recognise and give examples
of inappropriate contact on the
internet
I understand that websites can be
biased or contain views and
information that are not socially
acceptable
I can work out the purpose of a
website eg sales, information,
selling
I can report inappropriate
behaviour on different internet
services
I know the 8 principles of the Data
Protection Act
I know that preventative security
software is available to protect
internet enabled devices and can
explain its purpose e.g. antivirus,
anti-malware, firewalls
I know that personal/account
details should only be entered on
secure (https) websites when
accessing the internet over
unsecured Wi-Fi
Babcock Education Computing Progress and Assessment Grids – Key Stage 3
By the end of Year 9
pupils should be able
to …..
design, use and evaluate
computational abstractions that
model the state and behaviour of
real-world problems and physical
systems
understand several key
algorithms that reflect
computational thinking [for
example, ones for sorting and
searching]; use logical reasoning
to compare the utility of
alternative algorithms for the
same problem
Using
I am using what I
know in familiar
situations with
increasing
independence
I can identify which details are
required and which are not in
order to design an abstraction of a
given real-world problem
I can explain the logic behind
some computational algorithms
Computer Science
use two or more programming
understand simple Boolean logic
languages, at least one of which
[for example, AND, OR and NOT]
is textual, to solve a variety of
and some of its uses in circuits
computational problems; make
and programming; understand
appropriate use of data
how numbers can be represented
structures [for example, lists,
in binary, and be able to carry out
tables or arrays]; design and
simple operations on binary
develop modular programs that
numbers [for example, binary
use procedures or functions
addition, and conversion
between binary and decimal]
I can write code in a text based
I can carry out simple operations
language
on binary numbers
I can compare the effectiveness of
alternative algorithms for the
same problem
I can identify the modules /
functions needed in a program to
solve a computational problem
I can use a given abstraction to
help solve a different problem
I can compare the way different
programming languages do the
same thing eg variables are
explicitly declared before use in
Scratch but not in Python
I can explain the
relationship between
the computing
concepts that I have
been taught
I can convert from decimal into
binary
I can work out the outcome for
any input passing through a given
logic gate or series of logic gates
understand the hardware and
software components that make
up computer systems, and how
they communicate with one
another and with other systems
understand how instructions are
stored and executed within a
computer system; understand
how data of various types
(including text, sounds and
pictures) can be represented and
manipulated digitally, in the form
of binary digits
I can describe how different
components in a computer
system work eg how a CPU
processes a simple assembly
language program
I can relate Von Neumann and
Harvard architecture to the way
that modern computers work
I can explain different network
protocols
I can manipulate an image or
sound by changing the binary
codes
I can compare different network
topologies
I can decide when to use iteration
and selection in my code
I can develop modular programs
that use procedures or functions
I can write code to use an
identified data structure
Information Technology
undertake creative projects that
involve selecting, using, and
combining multiple applications,
create, re-use, revise and repreferably across a range of
purpose digital artefacts for a
devices, to achieve challenging
given audience, with attention
goals, including collecting and
to trustworthiness, design and
analysing data and meeting the
usability
needs of known users
Digital Literacy
understand a range of ways to
use technology safely,
respectfully, responsibly and
securely, including protecting
their online identity and privacy;
recognise inappropriate content,
contact and conduct and know
how to report concerns
I can select the most appropriate
applications (across
devices/platforms where
appropriate) and combine these
effectively to create a solution
which is suitable for its intended
audience
I consider a range of factors
before deciding whether a
resource found online is
trustworthy or biased
I can manage my digital footprint
I know how to adapt my work so
that it is appropriate for a range
of devices such as phones and
tablets.
I can adapt my work or parts of
my work to be accessible for users
with identified additional needs.
E.g. create and embed audio files
I can combine tools (e.g.
formulae, queries, charts, goal
seek etc.) from my chosen
application to effectively analyse
the data
I can adapt information for social
media and effectively convey
meaning in a limited number of
characters (e.g. sharing a link via a
tweet)
I understand my rights under the
Data Protection Act and measures
organisations must take to
preserve these
I can draw links between the
findings and present these in an
appropriate manner for the
intended audience (e.g. layout,
formatting, use of appropriate
charts, report design etc.)
I know when and how to
acknowledge the source of
information I use
I can choose appropriate security
software for different devices and
operating systems.
I can use a range of tools in image
editing software, some of which I
have discovered myself, to
manipulate an image with a
reasonable degree of accuracy
I can create and manage online
identities in a secure manner e.g.
create strong passwords and
change them regularly
I can collaborate via cloud based
software (e.g. Office 365 Or
Google docs) to
create/improve/discuss aspects of
my work
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 evaluate different
abstractions in order to choose an
appropriate abstraction to help to
model a real-world problem
I can choose an appropriate
computational algorithm to help
to design an efficient program
I can design and develop modular
programs that use procedures or
functions to solve a variety of
computational problems
I can write code efficiently. For
example I can use selection and
iteration appropriately
I can choose and code an
appropriate data structure (array)
for a computational problem
I can write procedures and
functions that use parameters and
return values
I can write code to solve the same
computational problem in
different programming languages
I can select and draw the
appropriate logic gate to solve a
problem
I can compare specifications for
different computer systems and
recommend the best one to meet
the needs of the user
I can write a program to
manipulate a sound or image by
changing its binary code
I select appropriate information
for my intended audience
I can monitor and setup privacy
settings on communication
services on the internet
I can evaluate a website to know if
it is useful and relevant to me for
my purpose
I know how to report concerns
about the internet, including
reporting to internet watchdogs
I can change the settings on a
mobile device to reduce the risk
of third party access over
unsecured Wi-Fi
I can combine and integrate
applications (some of which may
not have been suggested by a
teacher) to provide a creative
solution to a problem, which fully
achieves its purpose. E.g. create a
video, publish it to YouTube and
embed this in a webpage,
ensuring the page will display on a
range of devices.
Content has been collected from
careful research from trustworthy
sources. Where appropriate, I
have acknowledged that the
source of information may be
biased
I can select and combine
appropriate tools (e.g. formulae,
queries, charts, goal seek etc.)
from my chosen application to
effectively analyse the data.
I can adapt information for a
range of online/social media
platforms. (E.g. commenting on a
topic via a tweet and blogging in
more depth about the topic).
I can present the results of my
analysis in a professional manner
using appropriate software (which
might be different from the
software it was created in) to
improve the experience for the
end user.
I abide by the laws of Copyright,
Intellectual Property and Creative
Commons Licenses. I know how
to acknowledge the source of
information I use
I can combine and integrate a
range of digital media in my work
to make it widely accessible.
I know when it is appropriate to
use cloud based software and
understand the limitations of
working in some cloud based
environments compared to their
desktop equivalents.
I can use a range of tools (and
possibly more than one
application e.g. Adobe Fireworks
and Photoshop), to manipulate an
image without notably
compromising the quality of the
image’s appearance to make it
more appealing to my audience.
I can use cloud based software so
that aspects of my work can be
accessed, viewed and, where
appropriate, edited by the
audience across a range of
devices.
I often edit images so that they
are suitable for the purpose which
they will be used. E.g. resizing for
the website or using layers/effects
to fit in with the overall colour
scheme on a flyer etc
I can debate the social, moral,
spiritual and cultural effects of the
use of the internet
I can discuss the growing impact
of the widespread sharing of data
using the internet
I can explain how viruses are
created and how anti-virus
software defends against them
I can explain why some operating
systems are more vulnerable to
viruses and hacking than others
This PoS statement relates to both the Information Technology and Digital Literacy areas of the computing curriculum
Building

I am gathering information
Students are finding out lots of separate bits of information but do not yet have the understanding to make sense of them
eg students are aware that computers solve problems by sorting and searching data; students know what it means to sort a list or search for items in a list
Linking

I can follow instructions to complete tasks

I am beginning to understand how what I have been taught links together
Students are able to take the bits of information and make links between them to start to make sense of them for themselves
eg students recognise that finding a specified item in a sorted list is quicker than finding it in a random list; students can take part in an unplugged activity to follow instructions (an algorithm) to sort a list
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
Students are being guided by teachers to make effective and appropriate use of their knowledge and understanding. They are tackling a range of similar tasks with the level of support from staff being gradually reduced
eg students can explain how different algorithms sort a given list and can identify which one carries out the task in the least number of steps
Extending

I can work independently to solve problems by applying my learning in complex and unfamiliar situations

I am independently extending my learning
Students 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 pro-actively contributing to discussions and putting forward reasoned suggestions for solution to problems
eg students can identify where introducing a process such as a sort or search could be used to carry out a task more efficiently