Naace Computing Exemplification


Key Stage 1 Computing

NAACE Computing

Computer science

Year 1
  • Understand what algorithms are.
  • Create and debug simple programs.
Year 2
  • Understand that technologies execute programs by following precise and unambiguous instructions.
  • Create and debug simple programs.
  • Use logical reasoning to predict the behaviour of simple programs.

Digital literacy

Year 1
  • Use technology purposefully to create different types of digital content.
  • Know that there are different ways and places to share content.
Year 2
  • Use technology purposefully to create digital content by combining different digital media to communicate ideas
  • Use technology purposefully to refine digital content for a specific audience.
  • Choose an appropriate way to share digital content for a specific audience.
  • Interpret and draw conclusions from graphs, discuss information contained and answer simple questions.
  • Send, open and reply to an email from a known person, developing awareness of appropriate language.
  • Contribute to a blog, journal or forum.

Esafety

Year 1
  • Keep personal information private.
  • Know where to go for help
Year 2
  • Understand that technologies can be used to communicate in a variety of ways and, to stay safe, they need to used respectfully and safely.
  • Know where to go for help to stay safe.

Information technology

Year 1
  • Be able to recognise and discuss common uses of technology beyond school
  • Explore simulations of real and virtual environments
Year 2
  • Use technology purposefully to create, organise, store, manipulate and retrieve digital content
  • Understand that technologies execute programs following an instruction from the user
  • Identify different ways technologies in and beyond school receive instructions that cause them to execute their programs
  • Explore simulations of real and virtual environments, identifying the rules that underpin them
  • Independently save and retrieve work
  • Use a simple search engine to find information

Key Stage 2 Computing

NAACE Computing

Computer science

Year 3
  • Use sequence, selection, and repetition in programs.
  • Use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs
  • Use only sequences of instructions to write programs to accomplish specific goals
Year 4
  • Use repetition to draw simple specific geometrical shapes
  • Use logical reasoning to detect and correct errors in making shapes
  • Work with various forms of output when controlling or simulating a simple physical system involving output only through lights, sounds or movement
Year 5
  • Create and refine sequences of commands using logo type programming, including the use of procedures e.g. to construct, and investigate, geometric patterns and problems
  • Create and refine sequences of commands to control both a single input and outputs e.g. lighting sequences, buzzers and motors (this could include screen simulation or real devices)
  • Improve a program to make it more efficient by using repetition or sub-routines
Year 6
  • Plan, create, modify and refine control sequences which use inputs and outputs, using selection and decision commands to control events taking account of purpose and needs
  • Devise, test and refine more effective control sequences incorporating procedures and sub-routines, taking account of purpose and needs
  • Use a blocks type language to program a solution to a problem
  • Compare these approaches to other forms of programming, e.g. logo or creating an app for a mobile phone or tablet

Digital literacy

Year 3
  • Begin to design and plan digital content using a variety of applications and technologies e.g. storyboard for animation or video
  • Locate, acquire, store and retrieve images and sounds from various locations for a specific purpose
  • Select software to use editing tools to refine and improve outcomes and performances
  • Use more than one data-handling application to process and present data in a variety of formats to answer questions
  • Log on to an email account, forward an email where appropriate to do so
  • Select an email recipient from an address book
Year 4
  • Understand the opportunities networks, including the internet, offer for communication
  • Use a range of digital tools to communicate, making purposeful contributions to respond to another pupil’s question or comment
  • Select and prepare images, sounds, videos and tables for use in multimedia presentations
  • Select software to create a non-linear presentation
  • Use a variety of additional editing tools e.g. repeating, resizing images; add titles, credits and special effects as appropriate to the audience, purpose and medium
  • Evaluate the quality of their own and others’ work
  • Understand how computer networks can be used for collaboration by saving an email in draft format and then return and edit prior to sending
  • Open and save attachments to an appropriate place; know when it is (un)safe to do so
Year 5
  • Use software to format and edit work to improve clarity and purpose using a range of tools e.g. cut and paste, justify, tabs, insert and replace
  • Use a variety of layouts, formatting, sounds, graphics and illustrations, transitions, video and animations to create outcomes for different purposes or audiences
  • Recognise intended audience needs and suggest improvements to make their work more relevant to that audience
  • Evaluate the effectiveness of a variety of digital communication tools
  • Choose appropriate tools and techniques for a given task, being able to justify and evaluate their choices
  • Understand how computer networks can be used for collaboration by publishing their work to a wider audience e.g. ‘News’, ‘Blogs’ or ‘Discussions’
  • Use email efficiently, e.g. add email addresses group or distribution lists of contacts to an address book
Year 6
  • Use software to design and create documents/presentations with a clear sense of identity and style appropriate the subject matter and the audience
  • Devise and create a structured multimedia presentation for a specific audience and outcome, refining the work to improve the final outcome explaining choices and decisions made.
  • Use peer and self-assessment to evaluate presentations and make improvements, using tools such as comments
  • Distinguish between fact and opinion, developing skills to question where online content might originate from, using their knowledge, for example, of domain names and common website extensions
  • Develop and use criteria to critically evaluate the quality of solutions, identifying improvements and refining their work
  • Independently, and with regard for safety, select and use appropriate communication tools to solve problems by collaborating with others within and beyond school
  • When using email, learn how to use the cc and bcc facilities and discuss when these should be used
  • Send ‘group’ emails and be aware of the risks and benefits of ‘reply to all’
  • Extend online publishing to a more global audience

Esafety

Year 3
  • Know the schools preferred ways to report concerns about content and contact
  • Show an increasing awareness of keeping safe when accessing materials through online sources
  • Use technology respectfully and responsibly by recognising simple acceptable/unacceptable behaviour
  • Begin to understand about copyright and intellectual property of downloaded content
  • Be aware that information on the internet is not validated and may not be true
Year 4
  • When sourcing content from the internet, identify whether there are copyright restrictions and if can be legally downloaded and used in their own work
  • Reference sources when using downloaded or shared content
  • Use technology safely and respectfully by recognising that there are several forms of acceptable/unacceptable behaviour
Year 5
  • Define simple guidelines for safe and responsible use of communication technologies
Year 6
  • Describe a range of services offered through the internet and any potential risks associated with them, e.g. cyber bullying, and how these might be dealt with
  • Use technology responsibly for communicating and collaborating appropriately with awareness of the needs of others
  • Know how and where to report concerns out of school

Information technology

Year 3
  • Understand computer networks including the internet; how they can provide multiple services, such as the world wide web by beginning to be aware of the range of services accessible through computer networks and the internet
  • Save and retrieve work to/from their own space using folders to organise it
  • Use search technologies effectively by using child friendly search engines, to develop questions to search for specific information to answer a question
  • Use appropriate tools to save and retrieve accessed information e.g. favourites, bookmarks
  • Construct, refine and interpret different forms of graphical representations to answer questions
  • Create and use a branching database to organise and analyse information to answer questions
  • Use a flat file database to answer straightforward questions by searching, sorting and ordering the contents of a single field
  • Be aware that a range of peripheral devices, including dataloggers, can be used when connected to a computer and also remotely
Year 4
  • Begin to understand how networks and search engines work
  • Use appropriate search technologies effectively, being discerning in evaluating digital content e.g. cross-checking with different websites and books
  • Use a pre-prepared spreadsheet to record data to answer questions and produce graphs; know that these are used for different purposes
  • In pre-prepared spreadsheets change the contents of cells and explore the consequences
  • Collect data and enter it into a database under appropriate field headings
  • Raise questions and translate them into search criteria that can be used to find answers to specific questions
  • Encode/decode text messages to ASCII
  • Attach different files to emails e.g. text, audio, image
Year 5
  • From personal experience, describe some of the services computer networks offer
  • Enter formulae including ‘SUM’ into a pre-prepared spreadsheet model to explore the effects of changing variables
  • Select the appropriate representations e.g. pie charts, line graphs to display and interrogate collected data
  • Check the reliability of data; identify and correct inaccuracies
  • Consider the effectiveness of key questions on search results and refine where necessary
  • Using a large pre-prepared database, design questions and perform complex searches using key words to look for relationships and patterns
  • Design a data capture form e.g. a questionnaire or table to collect data to answer a specific question
  • Independently use a datalogger, with a range of sensors, both connected to a computer and also running remotely to collect and display environmental data
  • Encode/decode bitmapped images
  • Recognise and talk about different file types and how this might affect their use
Year 6
  • Describe a range of services offered through the internet and how they might be used for communication and collaboration
  • Using knowledge and understanding of spreadsheet modelling, develop simple spreadsheet models to investigate problems
  • Identify and enter the correct formulae into cells; make predictions of the outcome of changing a variable
  • Select and use the most appropriate method to collect, organise, present, analyse and interpret data
  • Use appropriate strategies for finding, validating, verifying and critically evaluating, information from the internet
  • Design investigations which require the use of dataloggers recognising what measurements will be needed and the most appropriate means of recording the data
  • Understand the impact of file size on digital communication