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YEAR 4
PROBLEM SOLVING: ALGORITHMS & DECOMPOSITION

ALGORITHMS

Reference Objective Notes and guidance

Understand how to create an algorithm to solve
Pupils are able to create an algorithm where the idea has been provided and where it has not. They can use
a particular problem (including controlling or
PS4.1A the appropriate algorithmic constructs where necessary and construct algorithms that will become code and
simulating physical systems), making use of
those that will not.
algorithmic constructs (sequence, iteration)
Pupils can create textual algorithms which are first of all readable and easy to follow by another human. They
Create algorithms using appropriate conventions create algorithms that have good structure, where each new element is outlined on a new line and where
PS4.1B
such as indentations to show repetition indentation is used to show items that are being looped. They create algorithms that will become code using
language that is similar but not the same as code.
Pupils are able to explain what overall purpose a given algorithm has and outline the function of each part.
Understand the purpose of a given algorithm and
They interpret algorithms that will become code and those that won’t. They know the difference between both
PS4.1C use logical reasoning to explain how a simple
types of algorithm and are able to explain the purpose of constructs such as loops within the confines of the
algorithm works
overall purpose.
Understand how to identify and correct errors in Pupils can read through an algorithm looking for logical errors such as loops that don’t allow an algorithm to
PS4.1D
algorithms continue, etc.
Be able to decompose a problem into smaller Pupils are able to break an algorithm down into parts and explain what each part does towards solving the
PS4.1E
sub-problems overall problem.

PROGRAMMING AND DEVELOPMENT

Reference Objective Notes and guidance

Pupils can identify bugs whilst working in the ‘code construction level’ using strategies such as reading code
aloud or explaining it line by line to a partner; identify bugs in the ‘code execution level’ by observing its
PD4.1A Be able to locate and fix errors (bugs) in a program behaviour and comparing this with the desired outcome outlined in the ideas level.
Pupils are able to fix bugs by correcting logical errors and looking for ways to accomplish the original program
aims.
Understand the structural components of a Pupils should know how counted and continuous loops work and identify loops that can be ended by a
PD4.1B
program (sequence, repetition, outputs) condition.
Be able to use sequencing, repetition/iteration
PD4.1C Pupils can independently use sequence, repetition/iteration constructs correctly in programs.
constructs in their programs
Be able to formulate a realistic idea that could be Pupils know how to write a realistic program idea that outlines what the program will do without going into
PD4.1D
turned into a program detail.

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Pupils know how to write a realistic programming plan that includes a list of objects (characters) and where
Be able to plan a program including objects,
PD4.1E those objects will start (initialisation).
initialisation and algorithm
Pupils should also be able to write a detailed algorithm to plan some part of the programming.

COMPUTERS: HARDWARE AND SOFTWARE

Reference Objective Notes and guidance

Pupils should choose a device, taking into account its properties, mobility and functionality. Pupils choose
Be able to select appropriate digital devices for a
CO4.1A a tablet or mobile phone to take a picture in the playground and a desktop or laptop to access installed
given task or project
software.
Understand the key features of software Pupils should know that word processors are mainly used when the majority of data is textual. They use
applications (apps) including word processor, desktop publishing when text and pictorial media are equally important, such as for posters or newspapers
CO4.1B
desktop publishing, graphics and presentation and fliers, and presentation software when information needs to be presented to an individual or a larger
software group.
Be able to select appropriate software or online
CO4.1C Pupils should be able to independently choose the right type of application for the task.
service that meets the specified needs of a project

COMMUNICATION & NETWORKS

SOCIAL WEB & ONLINE SAFETY

Give pupils the opportunity to discuss the value of safety rules in different scenarios and the etiquette
Know safe, responsible and respectful practice associated with technology. Pupils should be be given a chance to dissent or agree in a safe environment
CN4.1A
when using digital technologies with issues which are multifaceted. If pupils have not had a chance to discuss issues fully, facts and rules are
parroted with no real commitment to observing them.
Be able to recognise unacceptable behaviour
Pupils should be able to recognise unacceptable behaviour and have strategies to cope with it when it
and report concerns about content, contact
CN4.1B happens. They should know why it is important to report concerns and who to report concerns to, at home
and conduct to an appropriate individual or
and at school.
organisation.

SECURITY & LEGISLATION

Reference Objective Notes and guidance

Pupils should be aware that when a person creates an image or text it is their personal property. They can
choose to share it with no restrictions, or they can put restrictions on it to identify whether it can be re-shared
Understand how copyright legislation affects the
CN4.2A or used in another context. These restrictions are called the licence. It is the responsibility of the person
use of digital information and media
wanting to share it or use it in any way to check what the licence will and won’t allow. Posting an image on a
public website does not imply that anyone can use it without asking.

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HEALTH & PERSONAL USE

Pupils should be able to:

• exclude items by using a minus before the word
• use a tilde (~) before a word to indicate that they are including it as a synonym
CN4.3A Know how to use search engines effectively
• search for a phrase by including it in speech marks
• use the word ‘define’ before a word to discover its meaning
• use an * to get the search engine to fill in an unknown word.
Pupils know that:
Be able to evaluate the fitness for purpose of • websites need to be evaluated based on their pedigree (who made them) and their purpose (mission
CN4.3B available information in terms of accuracy, age, statement), looking for possible bias, relevance and reliability
relevance, reliability, bias • they should check facts from more than one source
• they should look for the date when the fact was produced to see if newer information has come to light.

INFORMATION TECHNOLOGY

Reference Objective Notes and guidance

Select
Pupils independently select the correct application to use.
Use
Pupils can use the application confidently to create a wide range of digital artefacts.
Combine
Pupils can use multiple applications within a project to leverage the best outcome.
Design
Pupils take time to think through the properties of what they want to create and the best way to achieve this
Select, use and combine appropriate software
before starting.
applications such as word processing,
Create
presentation, graphics, desktop publishing, search
Pupils should be given time to create the artefacts they have designed.
IT4.1A engine to design and create a range of content that
Include
accomplishes given goals, including collecting,
A KS2 curriculum includes collecting, analysing, evaluating and presenting data and information at some point
analysing, evaluating and presenting data and
across the key stage but is not limited to just those aspects.
information.
Collecting
Pupils should gather data electronically – this could be through an input sensor such as a heart rate monitor
or via a form to feed into a survey or database.
Analysing
Pupils should organise data in such a way that it can be understood and becomes information. For example,
turning raw collection data into a graph.
Evaluating
Pupils should be able to make value judgements about what the analysed information means.

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SOFTWARE SKILLS

GRAPHICS

Reference Objective Notes and guidance

Create images: combining basic shapes and text,
SS4.1A rectangles (including squares), circles (including This could be accomplished using specialist software or within desktop publishing software.
ovals), lines, triangles, arrows, text boxes
SS4.1B Edit images: cropping, adding captions/text This could be accomplished using specialist software or within desktop publishing software.

WORD PROCESSING
Use columns and/or tables: horizontal and vertical
Pupils should be able to organise text using a table for a real purpose such as listing the properties of regular
SS4.2A text alignment, merge and split cells, gridlines,
2-D and 3-D shapes or comparing character attributes from a book.
borders, shading

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