An EYFS pupil can

A Year 1 pupil can

A Year 2 pupil can

·   play on a touch screen game and use computers/keyboards/mouse in role play

·   type letters with increasing confidence using a keyboard and tablet.

·   dictate short, clear sentences into a digital device.

·   identify a chart.

·   sort physical objects, take a picture and discuss what I have done.

·   present simple data on a digital device.

·   record my voice over a picture

·   create a simple digital collage

·   move and resize images with my fingers or mouse.

·   animate a simple image to speak in role

·   create a simple animation to tell a story including more than one character.

·   know the difference between a photography and video.

·   record a short film using the camera

·   record and play a film

·   watch films back

·   take a photograph

·   take a photograph and use it in an app

·   use a painting app and explore the paint and brush tools

·   scan a QR code.

·   explore a 360 image.

·   talk about AR objects in my class

·   record sounds with different resources

·   find ways to change your voice (tube, tin can, shouting to create an echo)

·   record sounds/voices in storytelling and explanations

·   recognise that I can say ‘no’ / ‘please stop’ / ‘I’ll tell’ / ‘I’ll ask’ to somebody who asks me to do something that makes me feel sad, embarrassed or upset.

·   explain how this could be either in real life or online.

·   recognise some ways in which the internet can be used to communicate.

·   give examples of how I (might) use technology to communicate with people I know.

·   identify ways that I can put information on the internet.

·   describe ways that some people can be unkind online.

·   offer examples of how this can make others feel.

·   talk about how I can use the internet to find things out.

·   identify devices I could use to access information on the internet.

·   give simple examples of how to find information (e.g. search engine, voice activated searching).

·   identify rules that help keep us safe and healthy in and beyond the home when using technology.

·   give some simple examples.

·   identify some simple examples of my personal information (e.g. name, address, birthday, age, location).

·   describe the people I can trust and can share this with; I can explain why I can trust them.

·   know that work I create belongs to me.

·   name my work so that others know it belongs to me.

·   follow simple oral algorithms

·   spot simple patterns

·   sequence simple familiar tasks

·   use a mouse, touch screen or appropriate access device to target and select options on screen

·   input a simple sequence of commands to control a digital device with support (Bee Bot)

·    confidently type words quickly and correctly on a digital device.

·    use the space bar to make space and delete to delete letters/ words

·    make a new line using enter/return

·    dictate into a digital device more accurately and with punctuation.

·    sort images or text into two or more categories on a digital device.

·    collect data on a topic.

·    create a tally chart and pictogram.

·    record myself explaining what I have done and what it shows me.

·    add voice labels to an image

·    add a voice recording to a storyboard.

·    add speech bubbles to an image to show what a character thinks.

·    import images to a project from the web and camera roll

·    add filters and stickers to enhance an animation of a character.

·    create an animation to tell a story with more than one scene.

·    add my own pictures to my story animation.

·    record a film using the camera app.

·    select images and record a voiceover.

·    highlight and zoom into images as I record.

·    edit a photo with simple tools

·    use a paint/drawing app to create a digital image

·    begin to cut out an image to layer on another image.

·    explore an interactive 360 image.

·    scan a trigger image to begin a AR experience.

·    pretend to interact with AR objects.

·    create a sequence of sounds (instruments, apps/software)

·    explore short and long sounds.

·    record my voice and add different effects.

·    understand what algorithms are

·    write simple algorithms

·    understand the sequence of algorithms is important

·    debug simple algorithms

·    understand that algorithms are implemented as programs on digital devices

·    create a simple program e.g. sequence of instructions for a Bee Bot

·    use sequence in programs

·    locate and fix bugs in my program

·    recognise that there may be people online who could make me feel sad, embarrassed or upset.

·    if something happens that makes me feel sad, worried, uncomfortable or frightened I can give examples of when and how to speak to an adult I can trust.

·    use the internet with adult support to communicate with people I know.

·    explain why it is important to be considerate and kind to people online.

·    recognise that information can stay online and could be copied.

·    describe what information I should not put online without asking a trusted adult first

·    describe how to behave online in ways that do not upset others and can give examples. use the internet to find things out.

·    use simple keywords in search engines

·    describe and demonstrate how to get help from a trusted adult or helpline if I find content that makes me feel sad, uncomfortable worried or frightened.

·    explain rules to keep us safe when we are using technology both in and beyond the home.

·    give examples of some of these rules.

·    recognise more detailed examples of information that is personal to me (e.g. where I live, my family’s names, where I go to school).

·    explain why I should always ask a trusted adult before I share any information about myself online.

·    explain how passwords can be used to protect information and devices.

·    explain why work I create using technology belongs to me.

·    say why it belongs to me (e.g. ‘it is my idea’ or ‘I designed it’).

·    save my work so that others know it belongs to me (e.g. filename, name on content).

·  use the space bar only once between words and use touch to navigate to words letter to edit

·  copy and paste images and text

·  use caps locks for capital letters.

·  add images alongside text in a word processed document.

·  dictate longer passages into a digital device with accurate punctuation.

·  sort digital objects into a range of charts such as Venn diagrams, carroll diagrams and bar charts using different apps and software.

·  orally record myself explaining what the data shows me.

·  create a branching database using questions

·  add voice labels to an image.

·  add a voice recording to a storyboard.

·  add speech bubbles to an image to show what a character thinks.

·  import images to a project from the web and camera roll Animation

·  create multiple animations of an image and edit these together.

·  create a simple stop motion animation.

·  explain how an animation/flip book works

·  write and record a script using a teleprompter tool.

·  use tools to add effects to a video

·  begin to use green screen techniques with support

·  edit a photo (crop, filters, mark up etc)

·  select and use tools to create digital imagery - controlling the pen and using the fill tool

·  cut images with accuracy to layer on other images.

·  draw my own 360 image and explore it in VR.

·  bring objects into my surroundings using Augmented Reality.

·  create my own QR code.

·  Create a musical composition using software record my own sound effects.

·  record my voice over compositions to perform a song.

·  write algorithms for everyday tasks

·  use logical reasoning to predict the outcome of algorithms

·  understand decomposition is breaking objects/processes down

·  implement simple algorithms on digital devices (Bee Bots, Apps: Daisy the Dino)

·  debug algorithms

·  understand programs execute by following precise and unambiguous instructions

·  create programs on a variety of digital devices

·  debug programs of increasing complexity

·  use logical reasoning to predict the outcome of simple programs

·  explain how other people’s identity online can be different to their identity in real life.

·  describe ways in which people might make themselves look different online.

·  give examples of issues online that might make me feel sad, worried, uncomfortable or frightened; I can give examples of how I might get help.

·  use the internet to communicate with people I don’t know well (e.g. email a penpal in another school/ country).

·  give examples of how I might use technology to communicate with others I don’t know well.

·  explain how information put online about me can last for a long time

·  know who to talk to if I think someone has made a mistake about putting something online.

·  give examples of bullying behaviour and how it could look online.

·  understand how bullying can make someone feel.

·  talk about how someone can/would get help about being bullied online or offline.

·  use keywords in search engines.

·  demonstrate how to navigate a simple webpage to get to information I need (e.g. home, forward, back buttons; links, tabs and sections).

·  explain what voice activated searching is and how it might be used (e.g. Alexa, Google Now, Siri)

·  explain the difference between things that are imaginary, ‘made up’ or ‘make believe’ and things that are ‘true’ or ‘real’.

·  explain why some information I find online may not be true.

·  explain simple guidance for using technology in different environments and settings.

·  say how those rules/guides can help me

·  describe how online information about me could be seen by others

·  describe and explain some rules for keeping my information private.

·  explain what passwords are and can use passwords for my accounts and devices.

·  explain how many devices in my home could be connected to the internet and can list some of those devices.

·  describe why other people’s work belongs to them.

·  recognise that content on the internet may belong to other people.

A Year 3 pupil can

A Year 4 pupil can

A Year 5 pupil can

A Year 6 pupil can

·   use index fingers on keyboard home keys (f/j), use left fingers for a/ s/d/f/g, and use right fingers for h/j/k/l

·   edit the style and effect of my text and images to make my document more engaging and eye-catching. For example, borders and shadows

·   use cut, copy and paste to quickly duplicate and organise text.

·   create my own sorting diagram and complete a data handling activity with it using images and text.

·   start to input simple data into a spreadsheet.

·   create a feelings chart exploring a story or character’s feelings.

·   create an interactive comic with sounds, formatted text and video.

·   annotate an image with videos

·   create a simple web page.

·   create a simple digital timeline/mindmap

·   create animations of faces to speak in role with more life-like realistic outcomes.

·   improve stop motion animation clips with techniques like onion skinning.

·   use animation tools in presenting software to create simple animations.

·   sequence clips of mixed media in a timeline and record a voiceover

·   trim and cut film clips and add titles and transitions

·   independently create a green screen clip.

·   create my own movie trailer.

·   confidently take and manipulate photos

·   create a digital image using a range of tools, pens, brushes and effects

·   create transparent images with Instant Alpha

·   create my own digital 360 image and explore it in VR

·   create my own images and bring it into my surroundings through AR.

·   create and edit purposeful compositions using music software to create mood or a certain style

·   experiment with live loops to create a song.

·   create algorithms for use when programming

·   decompose tasks (such as animations) into separate steps to create an algorithm

·   understand abstraction is focusing on important information

·   identify patterns in an algorithm

·   use repetition in algorithms

·   design and create programs

·   write programs that accomplish specific goals

·   use repetition in programs

·   work with various forms of input

·   understand that computers in a school are connected together in a network

·   understand why computers are networked

·   understand the difference between the Internet and the World Wide Web (WWW)

·   explain what is meant by the term ‘identity’.

·   explain how I can represent myself in different ways online.

·   explain ways in which and why I might change my identity depending on what I am doing online (e.g. gaming; using an avatar; social media).

·   describe ways people who have similar likes and interests can get together online.

·   give examples of technology-specific forms of communication (e.g. emojis, acronyms, text speak).

·   explain some risks of communicating online with others I don’t know well.

·   explain how my and other people’s feelings can be hurt by what is said or written online.

·   explain why I should be careful who I trust online and what information I can trust them with.

·   explain why I can take back my trust in someone or something if I feel nervous, uncomfortable or worried.

·   explain what it means to ‘know someone’ online and why this might be different from knowing someone in real life. I can explain what is meant by ‘trusting someone online’. I can explain why this is different from ‘liking someone online’.

·   search for information about myself online.

·   recognise I need to be careful before I share anything about myself or others online.

·   know who I should ask if I am not sure if I should put something online.

·   explain what bullying is and can describe how people may bully others.

·   describe rules about how to behave online and how I follow them.

·   use key phrases in search engines.

·   explain what autocomplete is and how to choose the best suggestion.

·   explain how the internet can be used to sell and buy things

·   explain the difference between a ‘belief’, an ‘opinion’ and a ‘fact’.

·   explain why spending too much time using technology can sometimes have a negative impact on me;

·   give some examples of activities where it is easy to spend a lot of time engaged (e.g. games, films, videos).

·   give reasons why I should only share information with people I choose to and can trust.

·   explain that if I am not sure or I feel pressured, I should ask a trusted adult.

·   understand and can give reasons why passwords are important.

·   describe simple strategies for creating and keeping passwords private.

·   describe how connected devices can collect and share my information with others.

·   explain why copying someone else’s work from the internet without permission can cause problems.

·   give examples of what those problems might be.

·   combine digital images from different sources, objects, and text to make a final piece of a variety of tasks: posters, documents, eBooks, scripts, leaflets.

·   Confidently and regularly use text shortcuts such as cut, copy and paste and delete to organise text

·   use font sizes appropriately for audience and purpose.\Use spell check and thesaurus including through Siri and other AI technology

·   create my own online multiple choice questionnaire.

·   input data into a spreadsheet and export the data in a variety of ways: charts, bar charts, pie charts.

·   understand how data is collected.

·   create an interactive quiz eBook introducing hyperlinks.

·   create an eBook with text, images and sound.

·   create a presentation demonstrating my understanding with a range of media.

·   create a digital timeline/mindmap and include different media - sound and video.

·   take multiple animations of a character I have created and edit them together for a longer video.

·   use software to create a 3D animated story.

·   use line draw tool to create animations.

·   add music and sound effects to my films

·   add animated titles and transitions

·   add simple subtitles to a video clip.

·   use confidently use green screen adding animated backgrounds.

·   enhance digital images and photographs using crop, brightness, contrast & resize

·   manipulate shapes to create digital art.

·   draw a series of images and export as an animated GIF

·   create my own 360 video.

·   use the camera to create a 360 image.

·   add multiple objects into my surroundings through AR to explain a concept.

·   Edit sound effects for a purpose.

·   Create a simple four chord song following the correct rhythm.

·   record a radio broadcast or audiobook.

·   use abstraction to focus on what’s important in my design

·   write increasingly more precise algorithms for use when programming.

·   use simple selection in algorithms

·   use logical reasoning to detect and correct errors in programs

·   use simple selection in programs

·   work with various forms of output

·   use logical reasoning to systematically detect and correct errors in programs

·   work with various forms of output

·   understand that servers on the Internet are located across the planet

·   understand how email is sent across the Internet

·   understand how the Internet enables us to collaborate

·   explain how my online identity can be different to the identity I present in ‘real life’

·   describe the right decisions about how I interact with others and how others perceive me.

·   describe strategies for safe and fun experiences in a range of online social environments

·   give examples of how to be respectful to others online.

·   describe how others can find out information about me by looking online.

·   explain ways that some of the information about me online could have been created, copied or shared by others.

·   identify some online technologies where bullying might take place.

·   describe ways people can be bullied through a range of media (e.g. image, video, text, chat).

·   explain why I need to think carefully about how content I post might affect others, their feelings and how it may affect how others feel about them (their reputation).

·   analyse information and differentiate between ‘opinions’, ‘beliefs’ and ‘facts’. I understand what criteria have to be met before something is a ‘fact’.

·   describe how I can search for information within a wide group of technologies (e.g. social media, image sites, video sites).

·   describe some of the methods used to encourage people to buy things online (e.g. advertising offers; in-app purchases, pop-ups) and can recognise some of these when they appear online.

·   explain that some people I ‘meet online’ (e.g. through social media) may be computer programmes pretending to be real people.

·   explain why lots of people sharing the same opinions or beliefs online does not make those opinions or beliefs true.

·   explain how using technology can distract me from other things I might do or should be doing.

·   identify times or situations when I might need to limit the amount of time I use technology.

·   suggest strategies to help me limit this time.

·   explain what a strong password is.

·   describe strategies for keeping my personal information private, depending on context.

·   explain that others online can pretend to be me or other people, including my friends

·   suggest reasons why they might do this

·   explain how internet use can be monitored.

·   When searching on the internet for content to use, I can explain why I need to consider who owns it and whether I have the right to reuse it.

·   give some simple examples.

·  start to apply other useful effects to my documents such as hyperlinks.

·  import sounds to accompany and enhance the text in my document.

·  organise and reorganise text on screen to suit a purpose

·  create and publish my own online questionnaire and analyse the results.

·  use simple formulae to solve calculations including =sum and other statistical functions

·  edit and format difference cells in a spreadsheet. Presentations, web design and eBook Creation

·  collaborate with peers using online tools, e.g. blogs, Google Drive, Office 365

·  create and export an interactive presentation including a variety of media, animations, transitions and other effects.

·  create an interactive guide to a image by embedding digital content and publishing it online.

·  create a webpage and embed video.

·  record animations of different characters and edit them together to create an interview.

·  add green screen effects to a stop motion animation.

·  create flip book animation using digital drawings and export as a Gif or video

·  use cutaway and split screen tools in iMovie.

·  evaluate and improve the best video tools to best explain my understanding.

·  further improve green screen clips using crop and resize and explore more creative ways to use the tool - wearing green clothes and the masking tool.

·  make a digital photo using camera settings

·  enhance digital photos and images using crop, brightness and resize tools

·  link and explain how to photoshop images and how this is used in the media

·  create an interactive VR experience.

·  create an animated object and bring it into my surroundings through AR

·  create an AR experience using objects I have created to explain a concept. Add voice over and edit sound clips (volume, pitch, fade, effect) to create a podcast.

·  Create a remix of a popular song.

·  solve problems by decomposing them into smaller parts

·  use selection in algorithms

·  recognise the need for conditions in repetition within algorithms

·  use logical reasoning to explain how a variety of algorithms work

·  use logical reasoning to detect and correct errors in algorithms

·  evaluate my work and identify errors

·  create programs by decomposing them into smaller parts

·  use selection in programs

·  use conditions in repetition commands

·  work with variables

·  create programs that control or simulate physical systems

·  evaluate my work and identify errors

·  understand how we view web pages on the Internet

·  use search technologies effectively

·  understand that web spiders index the web for search engines

·  appreciate how pages are ranked in a search engine

·  explain how identity online can be copied, modified or altered.

·  demonstrate responsible choices about my online identity, depending on context.

·  explain that there are some people I communicate with online who may want to do me or my friends harm. recognise that this is not my/our fault.

·  make positive contributions and be part of online communities.

·  describe some of the communities in which I am involved and describe how I collaborate with others positively.

·  search for information about an individual online and create a summary report of the information I find.

·  describe ways that information about people online can be used by others to make judgments about an individual.

·  recognise when someone is upset, hurt or angry online.

·  describe how to get help for someone that is being bullied online and assess when I need to do or say something or tell someone.

·  explain how to block abusive users.

·  explain how I would report online bullying on the apps and platforms that I use.

·  describe the helpline services who can support me and what I would say and do if I needed their help (e.g. Childline).

·  can use different search technologies.

·  evaluate digital content and can explain how I make choices from search results.

·  explain key concepts including: data, information, fact, opinion belief, true, false, valid, reliable and evidence.

·  understand the difference between online mis-information (inaccurate information distributed by accident) and dis-information (inaccurate information deliberately distributed and intended to mislead).

·  explain what is meant by ‘being sceptical’.

·  give examples of when and why it is important to be ‘sceptical’.

·  explain what is meant by a ‘hoax’.

·  explain why I need to think carefully before I forward anything online.

·  explain why some information I find online may not be honest, accurate or legal.

·  explain why information that is on a large number of sites may still be inaccurate or untrue. I can assess how this might happen (e.g. the sharing of misinformation either by accident or on purpose).

·  describe ways technology can affect healthy sleep and can describe some of the issues.

·  describe some strategies, tips or advice to promote healthy sleep with regards to technology

·  create and use strong and secure passwords.

·  explain how many free apps or services may read and share my private information (e.g. friends, contacts, likes, images, videos, voice, messages, geolocation) with others.

·  explain how and why some apps may request or take payment for additional content (e.g. in-app purchases) and explain why I should seek permission from a trusted adult before purchasing.

·  assess and justify when it is acceptable to use the work of others. give examples of content that is permitted to be reused.

·  confidently choose the best application to demonstrate my learning.

·  format text to suit a purpose.

·  publish my documents online regularly and discuss the audience and purpose of my content.

·  write spreadsheet formula to solve more challenging maths problems.

·  create and publish my own online quiz with a range of media (images and video) Presentations, web design and eBook

·  create a web site which includes a variety of media.

·  design an app prototype that links multimedia pages together with hyperlinks.

·  choose applications to communicate to a specific audience.

·  evaluate my own content and consider ways to improvements.

·  Animation

·  mix animations and videos recordings of myself to create video interviews.

·  plan, script and create a 3D animation to explain a concept or tell a story.

·  choose and create different types of animations to best explain my learning.

·  use the green screen masking tool with more than one character.

·  use picture in picture tools in iMovie.

·  add animated subtitles to my film to further enhance my creation.

·  create videos using a range of media - green screen, animations, film and image.

·  edit a picture to remove items, add backgrounds, merge 2 photos

·  evaluate and discuss images explaining effects and filters that have been used to enhance the media.

·  use a 3D drawing app to create a realistic representation of world objects

·  edit a picture to remove items, add backgrounds, merge 2 photos

·  evaluate and discuss images explaining effects and filters that have been used to enhance the media.

·  Use a 3D drawing app to create a realistic representation of world objects

·  Add voice over and edit sound clips (volume, pitch, fade, effect) to use in a film or radio broadcast (podcast)

·  Compose a soundtrack that can be added to a film project.

·  recognise, and make use, of patterns across programming projects

·  write precise algorithms for use when programming

·  identify variables needed and their use in selection and repetition

·  decompose code into sections for effective debugging

·  critically evaluate my work and suggest improvements

·  use a range of sequence, selection and repletion commands combined with variables as required to implement my design

·  create procedures to hide complexity in programs

·  identify and write generic code for use across multiple projects

·  critically evaluate my work and suggest improvements

·  identify and use basic HTML tags

·  understand what HTML is and recognize HTML tags

·  know a range of HTML tags and can remix a web page

·  create a webpage using HTML

·  describe ways in which media can shape ideas about gender.

·  identify messages about gender roles and make judgements based on them.

·  challenge and explain why it is important to reject inappropriate messages about gender online.

·  describe issues online that might make me or others feel sad, worried, uncomfortable or frightened. I know and can give examples of how I might get help, both on and offline.

·  explain why I should keep asking until I get the help I need.

·  show I understand my responsibilities for the well-being of others in my online social group.

·  explain how impulsive and rash communications online may cause problems (e.g. flaming, content produced in live streaming).

·  demonstrate how I would support others (including those who are having difficulties) online.

·  demonstrate ways of reporting problems online for both myself and my friends.

·  explain how I am developing an online reputation which will allow other people to form an opinion of me.

·  describe some simple ways that help build a positive online reputation

·  describe how to capture bullying content as evidence (e.g screen-grab, URL, profile) to share with others who can help me.

·  identify a range of ways to report concerns both in school and at home about online bullying.

·  use search technologies effectively.

·  explain how search engines work and how results are selected and ranked.

·  demonstrate the strategies I would apply to be discerning in evaluating digital content.

·  describe how some online information can be opinion and can offer examples.

·  explain how and why some people may present ‘opinions’ as ‘facts’. I can define the terms ‘influence’, ‘manipulation’ and ‘persuasion’ and explain how I might encounter these online (e.g. advertising and ‘ad targeting’).

·  demonstrate strategies to enable me to analyse and evaluate the validity of ‘facts’ and I can explain why using these strategies are important.

·  identify, flag and report inappropriate content.

·  describe common systems that regulate age-related content (e.g. PEGI, BBFC, parental warnings) and describe their purpose.

·  assess and action different strategies to limit the impact of technology on my health (e.g. nightshift mode, regular breaks, correct posture, sleep, diet and exercise).

·  explain the importance of selfregulating my use of technology; demonstrate the strategies I use to do this (e.g. monitoring my time online, avoiding accidents ).

·  different passwords for a range of online services.

·  describe effective strategies for managing those passwords (e.g. password managers, acronyms, stories).

·  what to do if my password is lost or stolen.

·  explain what app permissions are and can give some examples from the technology or services I use.

·  describe simple ways to increase privacy on apps and services that provide privacy settings.

·  describe ways in which some online content targets people to gain money or information illegally;

·  describe strategies to help me identify such content (e.g. scams, phishing)

·  demonstrate the use of search tools to find and access online content which can be reused by others.

·  demonstrate how to make references to and acknowledge sources I have used from the internet