Cambridgeshire Progression in Computing Capability
Understanding technology:
Purpose of study ~ Computing programmes of study: Key stages 1 and 2
A high-quality computing education equips pupils to use computational thinking and creativity to understand and change the world.
Computing has deep links with mathematics, science, and design and technology, and provides insights into both natural and artificial
systems. The core of computing is computer science, in which pupils are taught the principles of information and computation, how digital
systems work, and how to put this knowledge to use through programming.
Building on this knowledge and understanding, pupils are equipped to use information technology to create programs, systems and a range
of content. Computing also ensures that pupils become digitally literate – able to use, and express themselves and develop their ideas
through, information and communication technology – at a level suitable for the future workplace and as active participants in a digital
world.
Aims
▪ The national curriculum for computing aims to ensure that all pupils:
▪ can understand and apply the fundamental principles and concepts of computer science, including abstraction, logic, algorithms and
data representation
▪ can analyse problems in computational terms, and have repeated practical experience of writing computer programs in order to solve
such problems
▪ can evaluate and apply information technology, including new or unfamiliar technologies, analytically to solve problems
▪ are responsible, competent, confident and creative users of information and communication technology.
Theme Overview: Understanding Technology
Children’s natural curiosity has always driven them to develop an understanding of the world around them and this is no different when it
comes to understanding technology; both how it works and what it can do for us. From their first, early experiences with technology, pupils
begin to make sense of how it works and the opportunities it can provide. Throughout their time in primary education, pupils now need to
extend that understanding to include computer networks such as the Internet, and the services they can provide such as the World Wide
Web. Teachers need to provide practical, fun experiences that allow pupils to make links with their existing understanding of the world around
them. In doing so, pupils will ultimately become much more effective creators and users of digital content.
Cambridgeshire County Council 2014. This work is licensed under
the Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International
Draft - August 2020 License. To view a copy of this license, visit
www.theictservice.org.uk/primary-computing http://creativecommons.org/licenses/by-nc-sa/4.0/. Contains public sector
[email protected] information licensed under the Open Government Licence v2.0.
Cambridgeshire Progression in Computing Capability
Early Capability Middle Capability Later Capability
Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
Curriculum
▪ Recognise common uses of information ▪ Understand computer networks including the internet; how they can provide multiple services, such as the world wide
National
technology beyond school web; and the opportunities they offer for communication and collaboration
Pupils recognise and can Pupils recognise common Pupils understand that Pupils develop a basic Pupils know that there is a Pupils understand and can
give examples of common uses of information computers (in various forms) understanding of how difference between the explain how computer
Cambridgeshire Capability Statements
uses of information technology beyond generally accept inputs and computers can be linked to Internet and the World Wide networks work, including the
technology they school, including those produce outputs and can form a local network such as Web and understand that the Internet. They begin to
encounter in their daily which they don’t give examples of this. those found in schools. web is just one of the services understand how data travels
routine. frequently encounter in offered by the Internet (as across networks in packets
their daily routine. Pupils recognise - and can well as, e.g. email and VoIP and how these can be
Pupils recognise that there is
describe - some of the services such as Skype). broken up and
a difference between the
Pupils understand that services offered by the reconstructed.
Internet and the World Wide
computers are not Internet, especially those
Web. They appreciate how search
intelligent but can appear used for communication and When accessing information
to be when following collaboration. results are ranked, including online, pupils recognise that
They can recognise and an understanding of the use
algorithms. They can opinions may be presented
describe some of the services of different algorithms to
share examples of this. as facts. They can describe
offered by the Internet, prioritise results. Pupils why an opinion may easily
especially those used for understand that the highest- become popular online but
communication and ranking search results may they understand that this
collaboration. not always be the most doesn’t necessarily make it
relevant. They appraise true.
search results based on their
relevance and They understand that some
trustworthiness, and can online content may be
explain what is meant by commercially sponsored
‘fake news’ such as adverts in search
results or content presented
by social media influencers.
More specific guidance for individual year group teachers can be found in the phase overviews at www.theictservice.org.uk/primary-computing
Cambridgeshire County Council 2014. This work is licensed under
the Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International
Draft - August 2020 License. To view a copy of this license, visit
www.theictservice.org.uk/primary-computing http://creativecommons.org/licenses/by-nc-sa/4.0/. Contains public sector
[email protected] information licensed under the Open Government Licence v2.0.
