Two Mile Ash School

Computing
 INTENT
National Curriculum

Confident Individuals Responsible Citizens Successful Learners

The computing curriculum at Two Mile Ash aims to give all children the opportunity to build skills that will support them in the future. They will be able to embrace and
utilise technology effectively and safely in order to develop their learning within the subject. We want pupils to be able to develop life skills that give them the
opportunity to adapt their knowledge to everyday life, where technology is integrated into the world around them.

Children will become more autonomous and confident learners with their use of technology through the implementation of a whole school curriculum offer allowing
them to access more devices and aspects of technology that is embedded in an interdisciplinary way. We encourage our staff to adapt their lessons to meet the needs of
their children, accordingly, allowing all children to be included and successful learners.

An integral part of computing at TMA is being able to stay safe online, equipping our children with the knowledge they need to make the best use of the internet and
technology in a safe, considered and respectful way, so they are able to reap the benefits of the online world.

Computing at Two Mile Ash is not only taught as a stand-alone lesson but presents the opportunity to enrich other subjects across the curriculum, giving them the tools
to best express their understanding of their learning. This ensures that our children become digitally literate – able to use, and express themselves through
communication technology as active participants in a digital world.

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 Essential Objectives (Our End Points)
What we want children to be able to do or know by the time they leave.

Confident Individuals Responsible Citizens Successful Learners

Essential Objectives

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 Long Term Plan (What’s taught when)
MILESTONE 2 MILESTONE 2 MILESTONE 2
Autumn Term Spring Term Summer Term
Year 3 Digital Citizenship (e-safety) Year 3 Year 3
 Use technology safely, respectfully and responsibly Spring 1 Summer 1
 Understand the importance of communicating safely EO: To Connect: EO: To collect
online  Understand how online services work.  Devise and construct databases using
 Understand how to respond when concerned with  Understand the term ‘copyright’. applications designed for this purpose in
content or contact on the internet areas across the curriculum.
 Understand the need to check information
EO: To Communicate
 Use some of the advanced features of applications Summer 2
Digital Literacy (basic skills) EO: To Code
and devices in order to communicate ideas, work or
 Uses technology and digital content successfully  Events: Specify conditions to trigger
messages professionally.
 Understand how computers function events.

Spring 2  Sensing: Create conditions for actions by

Year 4 Digital Citizenship (e-safety) sensing proximity or by waiting for a user
EO: To Code input (such as proximity to a specified
 Use technology safely, respectfully and responsibly
 Use specified screen coordinates to control colour or a line or responses to questions).
Understand the importance of communicating safely on
line
movement.  Variables and lists: Use variables to store a
 Create and edit sounds. Control when they are heard, value.
 Understand how to respond when concerned with
their volume, duration and rests.  Use the functions define, set, change, show
content or contact on the internet
 Control the shade of pens. and hide to control variables.
 Understand the need to check information
 Use IF THEN conditions to control events or objects.

Year 4
Autumn 2:
Year 4 Summer 1
EO: To collect
EO: To Code:  Devise and construct databases using
 To understand what animation is Spring 1 applications designed for this purpose in areas
 To create a scene for an animation EO: To Code across the curriculum.
 Use specified screen coordinates to control movement.  Use specified screen coordinates to control
 Create and edit sounds. Control when they are heard, movement. Summer 2
their volume, duration and rests.  Create and edit sounds. Control when they are heard, EO: To connect
their volume, duration and rests.
 Control the shade of pens. • Understand that comments made online that are
EO: To Communicate:  Use IF THEN conditions to control events or objects. hurtful or offensive are the same as bullying.

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 Use some of the advanced features of applications and EO: To communicate: • Understand how online services work.
devices in order to communicate ideas, work or  Use some of the advanced features of applications
messages professionally. and devices in order to communicate ideas, work or • Give examples of the risks posed by online
messages professionally. communications.
Spring 2
EO: To Code
EO: To communicate
 Use specified screen coordinates to control
movement.
 Create and edit sounds. Control when they are heard, • Use some of the advanced features of applications and
their volume, duration and rests. devices in order to communicate ideas, work or messages
 Set the appearance of objects and create sequences of professionally.
changes
 Specify conditions to trigger events.
 Create conditions for actions by sensing proximity or
by waiting for a user input

EO: To communicate:
 Use some of the advanced features of applications
and devices in order to communicate ideas, work or
messages professionally.

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 MILESTONE 3 MILESTONE 3 MILESTONE 3
Autumn Term Spring Term Summer Term
Year 5 Digital Citizenship (e-safety) Year 5 Year 5
 Use technology safely and responsibly Spring 1 - iCrypto Summer 1 – iProgram (Unit1) - Scratch
 Understand the importance of communicating safely EO: To communicate: EO: To code
online  Choose the most suitable application and devices for
 Understand how to respond when concerned with the purpose of communication.
content or contact on the internet  Use many of the advanced features in order to
 Understand the need to check information Summer 2 – iDraw
create high-quality, professional or efficient
communications. EO: To code
Information Technology (blogging)  select, use and combine a variety of software
 Understand the importance of communicating safely (including internet services) on a range of digital
Spring 2 - iWeb
online Use technology safely and responsibly devices to design and create a range of programs,
 Uses technology and digital content successfully
EO: To connect systems and content that accomplish given goals,
 Uses software to create, manipulate and present  Understand how simple networks are set up and including collecting, analysing, evaluating and
digital content used. presenting data and information
 Understands the potential for information EO: To Code:
technology for collaboration when computers are  Use the Boolean operators ()<() ()=() ()>() ()and()
networked ()or() not() to define conditions.
 Evaluate the successfulness of solutions
Year 6 – iData Year 6 -I program unit 2
Digital Literacy Spring 1
 Use search technologies Understand networks and
EO: To code
EO: To collect:  Set IF conditions for movements. Specify types
the internet
 Select appropriate applications to devise, construct and of rotation giving the number of degrees.
manipulate data and present it in an effective and  Change the position of objects between screen
Year 6 – professional manner. layers (send to back, bring to front).
Autumn 1  Combine the use of pens with movement to
EO: To Connect – INetwork create interesting effects.
E-safety  Use IF-THEN-ELSE conditions to control events.
Spring 2
 Give examples of the risks of online  Variables and lists: Use list to create a set of
communities and demonstrate knowledge of
EO: To Communicate: variables.
how to minimise risk and report problems.  Choose the most suitable applications and devices  Upload sounds from a file and edit them. Add
 Understand and demonstrate knowledge that it for the purposes of communication. effects such as fade in and out and control their
is illegal to download copyrighted material, implementation.
including music or games, without express  • Use many of the advanced features in order to
written permission from the copyright holder. create high quality, professional or efficient
 Understand the effect of the online comments communications. IApp
and show responsibility and sensitivity when EO: To code
online.
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 EO: To connect:  Upload sounds from a file and edit them. Add
effects such as fade in and out and control their
 Understand how simple networks are set up and
Autumn 2 implementation.
used.
EO: To Code  Use list to create a set of variables.
 Change the position of objects between screen
 Set events to control other events by ‘broadcasting’ layers (send to back, bring to front).
information as a trigger.  Combine the use of pens with movement to
 Use IF-THEN-ELSE conditions to control events. create interesting effects
 Use list to create a set of variables.  Set events to control other events by
 Use the Boolean operators ()<() ()=() ()>() ()and() ‘broadcasting’ information as a trigger.
 Use IF-THEN-ELSE conditions to control events.
()or() not() to define conditions.
 Use a range of sensing tools (including
 Set IF conditions for movements. Specify types of proximity, user inputs, loudness and mouse
rotation giving the number of degrees. position) to control events or actions.
 Use a range of sensing tools (including proximity,  Use list to create a set of variables.
user inputs, loudness and mouse position) to control
events or actions.

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 Progression of Knowledge and Skills
Essential Objective: To code
MILESTONE 1 - End of Year 2 MILESTONE 2 - End of Year 4 MILESTONE 3 - End of Year 6
Motion Skill • Control motion by specifying the number of • Use specified screen • Set IF conditions for movements.
steps to travel, direction and turn. coordinates to control Specify types of rotation giving the
movement. number of degrees.

Looks Skill • Add text strings, show and hide objects and • Set the appearance of objects • Change the position of objects
change the features of an object. and create sequences of between screen layers (send to back,
changes. bring to front).

Sound Skill • Select sounds and control when they are • Create and edit sounds. • Upload sounds from a file and edit
heard, their duration and volume. Control when they are heard, them. Add effects such as fade in and
their volume, duration and out and control their
rests. implementation.

Draw Skill • Control when drawings appear and set • Control the shade of pens. • Combine the use of pens with
the pen colour, size and shape. movement to create interesting
effects.
Events Knowledge • Specify user inputs (such as clicks) to control • Specify conditions to trigger • Know how to set events to control
events. events. other events by ‘broadcasting’
information as a trigger.
Control Knowledge • Specify the nature of events (such as a single • Know how to use IF THEN • Know how to use IF THEN ELSE
event or a loop). conditions to control events or conditions to control events or
objects. objects.
Sensing Skill • Create conditions for actions by waiting for a • Create conditions for actions • Use a range of sensing tools
user input (such as responses to questions like: by sensing proximity or by (including proximity, user inputs,
What is your name?). waiting for a user input (such as loudness and mouse position) to
proximity to a specified colour or control events or actions.

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 a line or responses to
questions).

Variables & Lists Skill • From Year 3 onwards. Use variables to store a value. • Use lists to create a set of variables
•Use the functions define, set,
change, show and hide to control
the variables.
Operators Knowledge • From Year 3 onwards. • Know how to use the Reporter • Know how to:
operators Use the Boolean operators
() + () () < ()
() - () () = ()
() * () () > ()
() / () ()and()
to perform calculations. ()or()
Not()
to define conditions.
Use the Reporter operators
() + ()
() - ()
() * ()
() / ()
to perform calculations.
Pick Random () to ()
Join () ()
Letter () of ()

Length of ()
() Mod () This reports the remainder
after a division calculation
Round ()
() of ().

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 Vocabulary Progression

MILESTONE 2 - End of Year 4 MILESTONE 3 - End of Year 6

Year 3 Autumn Year 3 Spring Year 3 Summer Year 5 Autumn Year 5 Spring Year 5 Summer
Password World wide web Field Reputation Cryptography Sequence
Usernames Network Record Unreliable Encrypt Selection
Privacy Internet Data Reliable Decrypt Condition
Internet Hyperlink Database 2-step verification Cipher Repeat
Unreliable Search Search Social media Key Boolean
Phishing URL Sort Avatar Shift Variable
Secure IP Address Simulation Phishing Binary Coordiantes
Technology Web Browser Rules Personal details Frequency Analysis x-y axis
Search engine Copyright Choice Digital footprint World Wide web
QWERTY Program Variables Plagiarism HTML
Keyboard Sequence Copyright CSS
Touch typing Selection Blog Element
Repeat URL Tags
Bold
Reference
Italics Coordinates
Editing
Underline x-y axis
Upload
Formatting Import
Publish
Highlighting Test Applications
Saving Debug Broadcasting
Cutting Code
Pasting Coding
Inserting Sprite
Blocks
Soundbite
Clip

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 Tempo
Fading
Manipulate
Filter
Year 6 Autumn Year 6 Spring Year 6 Summer
Year 4 Autumn Year 4 Spring Year 4 Summer Internet Spreadsheet Sequence
Digital citizen Program data Posts Worksheet Selection
Reputation Sequence database Risk Column Condition
Private Selection record Row Repeat
Platform
Personal Condition file
Emotion Cell Boolean
Register Repeat field
Apps – Instagram, twitter, Cell reference Variable
Identity thief Test search
tiktok
Phishing Debug sort
Sequence Data Procedure
Privacy Custom block chart
Selection Formula Test
Reliable Procedure binary
Condition Range Debug
Search Engine Computational Thinking
Repeat SUM App
Animation Broadcast email Boolean Network Component
Frame Backdrop to Variable Router Program
Frame Rate Synchronise from Procedure Internet Code
Frames per second - FPS Remix attachment Test World Wide Web Operating system
CGI inbox Debug IP address Event
server URL Algorithm
telecommunications Data Coordinate
Packet Interface
Search Engine Bug
Rank Systematically
HTML

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 Assessment Criteria

Computing
Milestone 2
COMPUTING - MILESTONE 2
Essential Objective: To code (using Scratch)
KEY INDICATORS BASIC ADVANCING DEEP
(Y3 WA, Y4 WT) (Y3 GD, Y4 WA) (Y4 GD)
Motion: There is some awareness that movement There is some experimentation with There is a good understanding that
Use specified screen coordinates to control may be controlled around specified screen controlling movement around screen coordinates may be used to
movement. coordinates. specified screen coordinates. control movement.
Looks: There is some awareness of how to alter the There is experimentation with There is a good understanding of how
Set the appearance of objects and create appearance of objects and create sequences setting the appearance of objects to set the appearance of objects and in
sequences of changes. of changes. and sequences of changes. creating sequences of changes.
Sounds: There is some awareness of how to create There is experimentation with There is a good understanding of how
Create and edit sounds. Control when they and edit sound creation and editing of sound. to create and edit sound.
are heard, their volume, duration and rests.
Draw: There is some awareness that shape of tools There is experimentation with There is a good understanding of how
Control the shade of pens. may be altered. altering the shape of tools. to alter the shape of tools to create
different effects.
Events: There is some awareness of triggers for There is experimentation with There is a good understanding of how
Specify conditions to trigger events. events. various triggers for events. to specify triggers for events.

Control: Use IF-THEN conditions to control There is some awareness that IF-THEN There is some experimentation with There is a good understanding of how
events or objects. conditions may be set. IF_THEN conditions. to use IF-THEN conditions.
Sensing: There is some awareness that actions may There is some experimentation with There is a good understanding that
Create conditions for actions by sensing be controlled by proximity or user input. sensing proximity of user input to proximity and user inputs may be used
proximity or by waiting for a user input trigger actions. to trigger actions.
(such as proximity to a specified colour or a
line or responses to questions).

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Variables and lists: Some awareness of the term ‘variable’ that There is some experimentation with The term variable is understood, and
Use variables to store a value. variables may be set to store a value. using variables to store a value. used to store a value.
Use the functions define, set, There is some awareness of the functions to There is some experimentation with There is good understanding of how
change, show and hide to control variables. control variables. controlling variables. and when to use functions to control
variables.
Operators: Some calculations are performed using basic Calculations using basic reporter Accurate and well applied calculations
Use the Reporter operators reporter operations. operations are generally accurate. are performed using basic reporter
()+() ()-() ()/() To perform calculations. operations.

COMPUTING - MILESTONE 2
Essential Objective: To communicate
KEY INDICATORS BASIC ADVANCING DEEP
(Y3 WA, Y4 WT) (Y3 GD, Y4 WA) (Y4 GD)
Use some of the advanced features of There are some attempts to create There is some interesting There is a good understanding that ideas
applications and devices in order to appropriate formats for experimentation with formats and styles need to be presented in interesting and
communicate ideas, work or messages communicating ideas. for communicating ideas. easy-to understand formats.
professionally.

COMPUTING - MILESTONE 2
Essential Objective: To collect
KEY INDICATORS BASIC ADVANCING DEEP
(Y3 WA, Y4 WT) (Y3 GD, Y4 WA) (Y4 GD)
Devise and construct databases using There are some attempts to devise There are some good examples of There are many good examples of well-
applications designed for this purpose in databases. databases creations across the planned databases that have been
areas across the curriculum. curriculum. created across the curriculum.

COMPUTING - MILESTONE 2
Essential Objective: To connect
KEY INDICATORS BASIC ADVANCING DEEP
(Y3 WA, Y4 WT) (Y3 GD, Y4 WA) (Y4 GD)
Give examples of the risks posed by online Some examples of online risks are Whilst online, there is growing Many good examples of how to keep safe
communications. offered, when questioned. awareness of how to keep safe. whilst online are provided.
Understand the term ‘copyright’. There is some awareness of the term The term ‘copyright’ is generally The term ‘copyright’ is understood and
‘copyright’ and what it means. understood. the understanding of its meaning applied
to a number of contexts.

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Understand that comments made online There is some awareness that hurt In discussion, some good examples of There is a good understanding of how to
that are hurtful or offensive are the same and offence may be caused online. how to behave respectfully towards behave respectfully towards others online.
as bullying. others online are provided.

To understand computer networks including There is some awareness of how There is a growing understanding of Many good examples of how online
the internet; how they can provide multiple online services work. how familiar online services work. services work are provided.
services, such as the world wide web; and
the opportunities they offer for
communication and collaboration.

Computing
Milestone 3

COMPUTING - MILESTONE 3
Essential Objective: To code (using Scratch)
KEY INDICATORS BASIC ADVANCING DEEP
(Y5 WA, Y6 WT) (Y5 GD, Y6 WA) (Y6 GD)
Motion: There is some experimentation with There is some good examples of the use There are many well-executed examples
Set IF conditions for movements. conditions and degrees of movement. of conditions and degrees of movement. of the use of conditions and degrees of
Specify types of rotation giving the movements.
number of degrees.
Looks: There is some experimentation with There are some good examples of Screen layers are used effectively to
Change the position of objects screen layers. effective manipulation of objects control the position and visibility of
between screen layers (send to back, between screen layers. objects.
bring to front).
Sound: There is some experimentation with There are some good examples of There is a good understanding of the
Upload sounds from a file and edit importing and editing sounds. importing and editing sounds. process of sound import and subsequent
them. Add effects such as fade in and editing of the sound to create interesting
out and control their implementation. effects.
Draw: There is some experimentation with Some interesting effects are gained Some excellent effects are gained
Combine the use of pens with combining tools with movement. through combining tools with movement. through well-planned combinations of
movement to create interesting tools and movement.
effects.

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Events: There is some awareness of how to There are some good examples of There are many very good examples of
Set events to control other events by broadcast events. broadcast events. choosing, using and explaining broadcast
‘broadcasting’ information as a trigger. events.
Control: There is some awareness of the use of IF- There are some good examples of the There is thorough understanding of the
Use IF-THEN-ELSE conditions to THEN-ELSE conditions. use IF-THEN-ELSE conditions to control control conditions IF-THEN-ELSE.
control events. events or objects.
Sensing: There is some awareness that there are a There are some good examples of using There are many very good well-chosen
Use a range of sensing tools (including range of sensing tools that may be used to a range of sensing tools to control examples of, with explanations for, the
proximity, user inputs, loudness and control events or actions. events or actions. use of sensing tools to control events or
mouse position) to control events or
actions.
actions.
Variables and lists: There are some awareness of how to There are some good examples of set of There is a thorough understanding of
Use list to create a set of variables. create a set of variables. variables in a range of situations. how to create and use set of variables.

Operators: There is some understanding of the use of There are some good examples of There is thorough understanding of the
Use the Boolean operators Boolean operators to define conditions. Boolean operators to define conditions. use of operators to perform calculations
()<() ()=() ()>() ()and() ()or() not() and to refine the reporting of results.
to define conditions.
Use the reporter operators There is some understanding of the use of There are some good examples of the There is a thorough understanding of the
()=() ()-() ()*() ()/() operators to perform calculations and to use of operators to perform calculations use of operators to perform calculations
To perform calculations. refine the reporting of results. and to refine the reporting of results. and to refine the reporting of results.
Pick random () to () join () () Mod ()
(this reports the remainder after
division calculation).
Round () () of ()

COMPUTING - MILESTONE 3
Essential Objective: To communicate
KEY INDICATORS BASIC ADVANCING DEEP
(Y5 WA, Y6 WT) (Y5 GD, Y6 WA) (Y6 GD)
Choose the most suitable Some choices are made in selecting and Good choices are made in selecting and Excellent choices are made in selecting
application and devices for the using apps and devices for communicating using apps and devices for communicating and using apps and devices for
purpose of communication. ideas. ideas. communicating ideas.
Use many of the advanced Some high-quality work is produced. There are many examples of high-quality There are widespread and very good
features in order to create high- work. examples of high-quality work.
quality, professional or efficient
communications.

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 COMPUTING - MILESTONE 3
Essential Objective: To collect
KEY INDICATORS BASIC ADVANCING DEEP
(Y5 WA, Y6 WT) (Y5 GD, Y6 WA) (Y6 GD)
Select appropriate applications to There is some awareness of how to The manipulation of data is efficient and its The manipulation of data is very well
devise, construct and manipulate devise, construct and manipulate data. presentation is becoming professional. thought out and reasoned well. There is
data and present it in an effective a high degree of professional
and professional manner.
presentation of data.

COMPUTING - MILESTONE 3
Essential Objective: To connect
KEY INDICATORS BASIC ADVANCING DEEP
(Y5 WA, Y6 WT) (Y5 GD, Y6 WA) (Y6 GD)
Give examples of the risks of Some examples of risks of online There is good understanding of the risks There is a thorough understanding of the
online communities and communities and the measures to take to of online communities and the measures risks of online communities and the
demonstrate knowledge of how to minimise risks are given. to take to minimise risks. measures to take to minimise risks.
minimise risk and report
problems.
Understand and demonstrate There is an awareness that copyright theft There is good understanding that There is a thorough understanding that
knowledge that it is illegal to is illegal. copyright theft is illegal. copyright theft is illegal.
download copyrighted material,
including music or games, without
express written permission from
the copyright holder.
Understand the effect of the Online comments are responsible and There is a good awareness of the effect Explanations show an in-depth
online comments and show sensitive. of online comments. Comments made understanding of the effect of irresponsible
responsibility and sensitivity when online are responsible and sensitive. online comments. Comments made are
online.
responsible and sensitive
Understand how simple networks There is an awareness of how simple There is a good understanding of how There is a thorough understanding of how
are set up and used. networks are set up and used. simple networks are set up and used. networks are set up and used.

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