Computing Year 5

Computing at KS2, Years 3, 4, 5 and 6

Pupils should be taught to:

  • Design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts
  • Use sequence, selection, and repetition in programs; work with variables and various forms of input and output
  • Use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs
  • Understand computer networks including the internet; how they can provide multiple services, such as the world wide web; and the opportunities they offer for communication and collaboration
  • Use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content
  • Select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information
  • Use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact.

Year 5 children can:

Algorithms and programming

  • I can combine sequences of instructions and procedures to turn devices on and off.
  • I can use technology to control an external device.
  • I can design algorithms that use repetition & 2-way selection.

Information technology

  • I can analyse information.
  • I can evaluate information.
  • I understand how search results are selected and ranked.
  • I can edit a film.

Digital literacy

  • I understand that you have to make choices when using technology and that not everything is true and/or safe.

Knowledge and Understanding:

  • I can discuss the positive and negative impact of the use of ICT in my own life, my friends and family.
  • I understand the potential risk of providing personal information online.
  • I recognise why people may publish content that is not accurate and understand the need to be critical evaluators of content.
  • I understand that some websites and/or pop-ups have commercial interests that may affect the way the information is presented.
  • I recognise the potential risks of using internet communication tools and understand how to minimise those risks (including scams and phishing).
  • I understand that some material on the internet is copyrighted and may not be copied or downloaded.
  • I understand that some messages may be malicious and know how to deal with this.
  • I understand that online environments have security settings, which can be altered, to protect the user.
  • I understand the benefits of developing a ‘nickname’ for online use.
  • I understand that some malicious adults may use various techniques to make contact and elicit personal information.
  • I know that it is unsafe to arrange to meet unknown people online.
  • I know how to report any suspicions.
  • I understand I should not publish other people’s pictures or tag them on the internet without permission.
  • I know that content put online is extremely difficult to remove.
  • I know what to do if I discover something malicious or inappropriate.

Skills

  • I follow the school’s safer internet rules.
  • I can make safe choices about the use of technology.
  • I can use technology in ways which minimises risk. e.g. responsible use of online discussions, etc.
  • I can create strong passwords and manage them so that they remain strong.
  • I can independently, and with regard for e-safety, select and use appropriate communication tools to solve problems by collaborating and communicating with others within and beyond school.
  • I can competently use the internet as a search tool.
  • I can reference information sources.
  • I can use appropriate strategies for finding, critically evaluating, validating and verifying information. e.g. using different keywords, skim reading to check relevance of information, cross checking with different websites or other non ICT resources.
  • I can use knowledge of the meaning of different domain names and common website extensions (e.g. .co.uk; .com; .ac; .sch; .org; .gov; .net) to support validation of information.

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