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Computing at Wymondley is taught through the following content...


Year 1/2Year 3/4Year 5/6
Cycle APurple Mash units:
1.1 Online Safety & Exploring
1.2 Grouping & Sorting
1.3 Pictograms
1.4 Lego Builders
1.5 Maze Explorers
1.6 Animated Story Books 
1.7 Coding
1.8 Spreadsheets
1.9 Technology outside school

Purple Mash units:
3.1 Coding 
3.2 Online safety
3.3 Spreadsheets Weeks 
3.4 Touch Typing
3.5 Email (including email safety) 
3.6 Branching Databases 
3.7 Simulations
3.8 Graphing

Purple Mash units:
5.1 Coding
5.2 Online safety
5.3 Spreadsheets
5.4 Databases
5.5 Game Creator
5.6 3D Modelling
5.7 Concept Maps

Cycle BPurple Mash units:
2.1 Coding
2.2 Online Safety
2.3 Spreadsheets
2.4 Questioning
2.5 Effective Searching
2.6 Creating Pictures
2.7 Making Music
2.8 Presenting Ideas

Purple Mash units:
4.1 Coding
4.2 Online safety
4.3 Spreadsheets
4.4 Writing for different audiences 
4.5 Logo
4.6 Animation 
4.7 Effective Searching
4.8 Hardware Investigators

Purple Mash units:
6.1 Coding 
6.2 Online safety 
6.3 Spreadsheets 
6.4 Blogging 
6.5 Text Adventures 
6.6 Networks
6.7 Quizzing



Enrichment OpportunitiesLinks Across the Curriculum

Key Stage 2 STEMPoint webinars

Lunchtime computing club




Through this content, the children learn and develop the following skills...


 Year 1Year 2Year 3Year 4year 5Year 6
Computer Science

Understand that an algorithm is a set of instructions used to solve a problem or achieve an objective. 

Know that an algorithm written for a computer is called a program

Explain that an algorithm is a set of instructions to complete a task.

When designing simple programs, show an awareness of the need to be precise with their algorithms so that they can be successfully converted into code

Turn a simple real-life situation into an algorithm for a program by deconstructing it into manageable parts.

Create designs that show they are thinking of the desired task and how this translates into code.

Identify an error within their program that prevents it following the desired algorithm and then fix it.

When turning a real-life situation into an algorithm, design shows that they are thinking of the required task and how to accomplish this in code using coding structures for selection and repetition.

Make more intuitive attempts to debug their own programs.

Attempt to turn more complex real-life situations into algorithms for a program by deconstructing it into manageable parts.  Test and debug programs as they go and use logical methods to identify the approximate cause of any bug, with some support to find specific causes. 

Turn a more complex programming task into an algorithm by identifying the important aspects of the task (abstraction) and then decomposing them in a logical way using their knowledge of possible coding structures and applying skills from previous programs.

Test and debug their program as they go and use logical methods to identify the cause of bugs, demonstrating a systematic approach to try to identify a particular line of code causing a problem. 

Computer Science

Work out what is wrong with a simple algorithm when the steps are out of order. Write their own simple algorithm. Know that an unexpected outcome is due to the code they have created.

Make logical attempts to fix the code.

Create a simple program that achieves a specific purpose. They can also identify and correct some errors. 

Program designs display a growing awareness of the need for logical, programmable steps.

Demonstrate the ability to design and code a program that follows a simple sequence. Experiment with timers to achieve repetition effects in their programs.  Begin to understand the difference in the effect of using a timer command rather than a repeat command when creating repetition effects

Use of timers to achieve repetition effects are becoming more logical and are integrated into their program designs. Understand ‘IF statements’ for selection and attempt to combine these with other coding structures including variables to achieve the effects that they design in their programs.


Understand how variables can be used to store information while a program is executing. 

Use and manipulate the value of variables. Make use of user inputs and outputs.

Translate algorithms that include sequence, selection and repetition into code with increasing ease and their own designs show that they are thinking of how to accomplish the set task in code utilising such structures.  Combine sequence, selection and repetition with other coding structures to achieve their algorithm design. 

Translate algorithms that include sequence, selection and repetition into code.

Create own designs that show they are thinking of how to accomplish the set task in code utilising such structures, including nesting structures within each other.

Coding displays an improving understanding of variables in coding, outputs such as sound and movement, inputs from the user of the program such as button clicks and the value of functions

Computer ScienceRead program code one line at a time and make good attempts to envision the bigger picture of the overall effect of the program.Identify the parts of a program that respond to specific events and initiate specific actions. 

Design programs to show they are thinking of the structure of a program in logical, achievable steps and absorbing some new knowledge of coding structures. Make good attempts to ‘step through’ more complex code in order to identify errors in algorithms and correct this.

‘Read’ programs with several steps and predict the outcome accurately.

Design programs to show they are thinking of the structure of a program in logical, achievable steps and absorbing some new knowledge of coding structures. 

Trace code and use step-through methods to identify errors in code and make logical attempts to correct this.

'Read’ programs with several steps and predict the outcome accurately.

Begin to think about their code structure in terms of the ability to debug and interpret the code later.Interpret a program in parts and make logical attempts to put the separate parts of a complex algorithm together to explain the program as a whole.
Computer Science  

List a range of ways that the Internet can be used to provide different methods of communication.

Use some of these methods of communication. Describe appropriate email conventions when communicating in this way.

Recognise the main component parts of hardware which allow computers to join and form a network.

Develop an understanding of online safety implications associated with the ways the internet can be used and provide different methods of communication.

Understand the value of computer networks but are also aware of the main dangers. Recognise what personal information is and explain how this can be kept safe.

Select the most appropriate form of online communications contingent on audience and digital content.

Understand and explain the difference between the internet and the World Wide Web.  Describe how they access the internet in school. 
Information TechnologySort, collate, edit and store simple digital content.

 Demonstrate an ability to organise data and can retrieve specific data for conducting simple searches.

Edit more complex digital data. 

Create, name, save and retrieve content. Use a range of media in their digital content including photos, text and sound.

Carry out simple searches to retrieve digital content.

Understand that to do this, they are connecting to the internet and using a search engine.

Understand the function, features and layout of a search engine. Appraise selected webpages for credibility and information at a basic level. 

Search with greater complexity for digital content when using a search engine. 

Explain in some detail how credible a webpage is and the information it contains

Apply filters when searching for digital content.

Explain in detail how credible a webpage is and the information it contains.

Compare a range of digital content sources and rate them in terms of content quality and accuracy. 

Use critical thinking skills in everyday use of online communication.

Information Technology  

Collect, analyse, evaluate and present data and information using a selection of software.

Consider what software is most appropriate for a given task.

Create purposeful content to attach to emails.

Make improvements to digital solutions based on feedback. Make informed software choices when presenting information and data.

Create linked content using a range of software. Share digital content within their community.

Make appropriate improvements to digital solutions based on feedback received and can confidently comment on the success of the solution. 

Review solutions from others. Collaboratively create content and solutions using digital features within software such as collaborative mode. 

Use several ways of sharing digital content. 

Make clear connections to the audience when designing and creating digital content.

Design and create their own blogs to become a content creator on the Internet.

Use criteria to evaluate the quality of digital solutions and are able to identify improvements, making some refinements

Digital Literacy

Understand what is meant by technology and can identify a variety of examples both in and out of school.

Make a distinction between objects that use modern technology and those that do not.

Effectively retrieve relevant, purposeful digital content using a search engine. Apply their learning of effective searching beyond the classroom and share this knowledge.

Make links between technology they see around them, coding and multimedia work they do in school.

Digital LiteracyUnderstand the importance of keeping information, such as their usernames and passwords, private and actively demonstrate this in lessons. Take ownership of their work and save this in their own private space.Know the implications of inappropriate online searches. Begin to understand how things are shared electronically. Develop an understanding of using email safely and know ways of reporting inappropriate behaviours and content to a trusted adult.

Demonstrate the importance of having a secure password and not sharing this with anyone else. Explain the negative implications of failure to keep passwords safe and secure. 

Understand the importance of staying safe and the importance of their conduct when using familiar communication tools.

Know more than one way to report unacceptable content and contact.

Explore key concepts relating to online safety using concept mapping. Help others to understand the importance of online safety. 

Know a range of ways of reporting inappropriate content and contact.

Have a secure knowledge of common online safety rules and can apply this by demonstrating the safe and respectful use of a few different technologies and online services. Implicitly relate appropriate online behaviour to their right to personal privacy and mental wellbeing of themselves and others

Demonstrate the safe and respectful use of a range of different technologies and online services.  Identify more discreet inappropriate behaviours through developing critical thinking.

Recognise the value in preserving their privacy when online for their own and other people’s safety.



Computing in Action at Wymondley...