Autumn 1 – September to October half term

This half term the children across the school have been hard at work learning about ‘What is a Computer?‘. If you are interested in what they’ve been learning, or want to do some extra bits with them at home, you can find the information for each year group here. Computing is a great subject for families to learn together, so even if you’re not confident why not get your children to show you? They could be the teacher, which would reinforce what we’ve learned in school, show that adults learn new things do and be an activity that everyone can benefit from!

Any tools, apps or websites suggested here should be used with adult supervision – just like in a classroom. The modern world we live in means that changes are made to each of these things everyday and as so what’s good one day can be not so good another. Please get in touch if you are ever concerned.

These links will allow you to skip ahead to your child’s year group:

EYFS – Foundation Stage

As we have been exploring our new school and classroom, we have focused on recording what we can see. Taking photos with Digital Cameras, using the Whiteboard to draw and exploring the changes we can make to photos using iPads.

You can see anything we’ve shared here, but if you’re interested in what we’re learning, you can find that here:

We Are Learning To use a digital camera

  • I recognise technology can be turned on or off
  • I understand what taking a photo is
  • I can aim at a subject and press the capture button

We Are Learning To create digital art

  • I recognise we can control the whiteboard with pens and fingers
  • I can use technology to be creative
  • I can explore what happens using the different tools

At home, you could do this in Tux Paint (free) on a laptop or Brushes Redux (free) on an iPad:

We Are Learning To create digital art

  • I can use the interactive whiteboard to draw
  • I can use a digital camera to take photos
  • I can explore how to make my photos and artwork unique

We Are Learning To explore photo editing

  • I can take a photo on an iPad
  • I understand we can make changes to photos
  • I can experiment with different photo effects

At home, you could do this with PicMonkey (free) on a laptop or Pixlr (free) on a tablet:

You could take silly selfies and edit them together!

We Are Learning To control a computer mouse

  • I know that a mouse has two buttons
  • I can make careful movements with the mouse
  • I can make the mouse do what I want it to

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Year 1


As we are focussing on learning about what is a computer and the parts of a computer, we started looking at the keyboard and learning about what it could do. We then moved on to recognising technology beyond just computers and ipads. Finally, we thought about how technology works in a shop and pretended to do the jobs of both the people and the computers!

You can see anything we’ve shared here, but if you’re interested in what we’re learning, you can find that here:

We Are Learning To recognise computers respond to button presses

  • I can suggest places I’ve seen buttons
  • I can imagine what might happen when we press a button we have invented
  • I can predict what buttons might do

We Are Learning To understand the role of a keyboard

  • I know what a keyboard is
  • I can explain typing is writing on a computer
  • I know how to make the computer type

We Are Learning To recognise keyboard letters aren’t alphabetical

  • I can explain each button makes a letter appear on the screen
  • I can find the letters on the keyboard
  • I can explain the letters are muddled up

We Are Learning To type

  • I know that writing on a keyboard is called typing
  • I can recognise keys beyond letters e.g. space bar, backspace, caps lock
  • I can find specific letters on the keyboard

We Are Learning To type my name

  • I can use caps lock when I type
  • I can use a chart to help me recognise the capital letters
  • I can find the letters of my name

We Are Learning To control a computer mouse

  • I know that a mouse has two buttons
  • I can make careful movements with the mouse
  • I can make the mouse do what I want it to

We Are Learning To recognise a range of technology inside school

  • I can recognise technology as something requiring power
  • I can identify technology around me
  • I take a clear photograph

We Are Learning To understand how computers work in a supermarket

  • I can roleplay being in a supermarket
  • I can explain that tills are computers
  • I know that there are computers we can’t see in shops and can suggest what they might do

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Year 2


Now we’re in year 2, we move more quickly through recognising technology whilst still taking the time to practise core skills. Now our mouse skills are integrated into our lessons as we draw pictures in paint programs to show we recognise computers and we’re beginning to think about what’s inside the technology we use. We’re also thinking about how technology can help us and what’s its purpose.

You can see anything we’ve shared here, but if you’re interested in what we’re learning, you can find that here:

We Are Learning To recognise buttons give instructions to a computer

  • I recognise that a robot has buttons to control it
  • I can suggest appropriate actions when the buttons are pressed
  • I can explain that technology is controlled by buttons

We Are Learning To recognise the key peripherals of a laptop

  • I can identify the screen, keyboard and mouse
  • I can explain the role of these peripherals
  • I can draw a computer including each of these things

We Are Learning To recognise many things are computers

  • I can identify the screen mouse on keyboard on both laptops and desktop computers
  • I can recognise an iPad is a computer
  • I can discuss the differences with controlling an iPad to controlling a laptop

We Are Learning To discuss what’s inside an iPad

  • I can explain the different functions of an iPad
  • I can use the functions to predict what is inside
  • I can identify the purpose of a camera, microphone and speaker

We Are Learning To explain what a computer does when you press a button

  • I can identify that a keyboard is lots of buttons
  • I know computers follow instructions and can’t ‘think’
  • I can predict what instruction the computer has been given when a button is pressed

We Are Learning To recognise a range of technology inside school

  • I can recognise technology as something requiring power
  • I can identify technology around me
  • I can explain what the purpose of that technology is

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Year 3


In year 3, we now begin to introduce some of the ‘jargon’ of Computing, particularly those relating to objects that make up what a computer is. A big development in this topic is recognising that those things which we call ‘computers’ such as laptops, desktops and sometimes tablets, are also accompanied by any object that we can control, has to follow instructions (or a program) and shows us when its finished. This understanding starts showing us just how technological our world is!

You can see anything we’ve shared here, but if you’re interested in what we’re learning, you can find that here:

We Are Learning To design an invention

  • I understand the need to control an invention
  • I can choose appropriate inputs
  • I can explain why they were the best inputs to use

When designing an invention, no matter how silly, we need to think how it will work. No one wants a rocket chair that only goes up! As the children use their imagination, we encourage them to think about how they could control it and discuss which options are best. 1000s buttons might look ‘high-tech’, but as a user it just seems confusing.

We Are Learning To understand the subject of Computing

  • I recognise the difference between ICT and Computing
  • I can identify the skills of Computing
  • I can suggest where Computing is a useful skill to have

We Are Learning To recognise computers can be a range of devices

  • I can identify the main parts of a typical computer
  • I am aware computers can be inside other devices
  • I can suggest ways of deciding if an electrical device has a computer inside of it

We Are Learning To explain that a computer responds to inputs

  • I can identify the main parts of a typical computer
  • I know humans control what a computer does and how it does it
  • I can suggest a variety of input devices

Looking at devices around home and school is a great way to practise identifying the parts of a computer. Remember inputs are what tell the computer we want it to do something, such as the button at a traffic light or the joystick on a game controller. How do you tell the washing machine how long you want it to wash? And what temperature you want it set to? Those are the inputs of a washing machine.

We Are Learning To recognise peripherals aren’t necessary for a computer

  • I can explain that a computer needs electricity
  • I can explain that a computer can run without inputs and outputs
  • I can discuss why we do and don’t need inputs

Imagine following a robot with a keyboard and screen – that would get annoying quickly! In this scenario, the robot doesn’t have the input of a keyboard or the output of a screen, but we still want to be able to control it.

We Are Learning To identify peripherals

  • I can connect the peripherals of a computer
  • I can recognise which peripherals are inputs
  • I can recognise which peripherals are outputs

We Are Learning To recognise an input completes a circuit

  • I can suggest appropriate ways to control a computer
  • I can make interesting things happen in response to an input
  • I can explain how a circuit controls a computer

Year 4


A large part of year 4 is consolidating what the children learned in year 3. As we only cover these topics once a year, there’s a lot of learning which gets forgotten in between. We move through the content a lot quicker in year 4 as we are revisiting and this time focus much more on the outputs as well as the inputs.

You can see anything we’ve shared here, but if you’re interested in what we’re learning, you can find that here:

We Are Learning To design an invention

  • I understand the need to control an invention
  • I can explain what inputs and outputs I will need
  • I can explain why they’re the best choices

We Are Learning To understand the subject of Computing

  • I recognise the difference between ICT and Computing
  • I can identify the skills of Computing
  • I can discuss my Computing strengths and weaknesses

We Are Learning To recognise computers can be a range of devices

  • I can identify the main parts of a typical computer
  • I am aware computers can be inside other devices
  • I can identify computer’s inputs and outputs

Can you find 3 electrical devices that you think might have a computer inside? Use our ‘What is a computer?’ model to work out whether or not is it.

We Are Learning To explain how a variety of devices work

  • I can identify the inputs
  • I can identify the outputs
  • I can suggest what algorithm the computer might follow

We Are Learning To recognise peripherals aren’t necessary for a computer

  • I can explain that a computer needs electricity
  • I can explain that a computer can run without inputs and outputs
  • I can discuss why we do and don’t need inputs

We Are Learning To discuss what might be inside a device

  • I can explain where the electricity comes from
  • I can suggest inputs and outputs
  • I can some recognise computer hardware

Think about all the things that an iPad can do, what might be inside them? Can you remember what the job is for each of these parts?

We Are Learning To explain how simple computer systems work

  • I can suggest the different parts in a computer system
  • I can suggest what data is being moved around the system
  • I can predict how data is used

Think of a place you regularly go which has computers – can you work out how they’re all connected together? Here is an example of Scan as you Shop in a supermarket. What happens when you scan the food? How many computers need to know that you have that food in your bag?

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Year 5


Now we’re in year 5, we start to look beyond the concrete examples of what a computer is and start to recognise sensor-based inputs. They’re having to recognise embedded computers systems that are a part of a larger system and discuss what could be used. The children also start to consider purpose thinking about what’s the best tool to use.

You can see anything we’ve shared here, but if you’re interested in what we’re learning, you can find that here:

We Are Learning To design an invention

  • I understand the need to control an invention
  • I can explain what inputs I will need
  • I can explain what outputs I will use

We Are Learning To understand the subject of Computing

  • I recognise the difference between ICT and Computing
  • I can identify the skills of Computing
  • I can discuss my Computing strengths and weaknesses

We Are Learning To recognise that a computer receives an input, processes it and then gives a visible output

  • I can recognise a range of devices as computers
  • I can explain what an input and an output are
  • I can identify a computer’s inputs and outputs

We Are Learning To recognise computer hardware

  • I can explain what a computer needs to work
  • I can identify peripherals and explain that they’re optional
  • I can suggest the consequences of removing components

We Are Learning To recognise the purpose of peripherals in a system

  • I can explain what peripherals are being used
  • I can suggest why they are a good choice for this system
  • I could suggest what peripherals a system would need

We Are Learning To explain how simple computer systems work

  • I can suggest the different parts in a computer system
  • I can suggest what data is being moved around the system
  • I can predict how data is used

Year 6


Now that the children are in year 6, we move away from just being able to explain what the computer has connected and what it is doing and towards identifying the different parts as well as thinking how they work together in the operating system. We also begin to consider appropriate use of computers and consider the ethics of the choices we have to make when creating online.

You can see anything we’ve shared here, but if you’re interested in what we’re learning, you can find that here:

We Are Learning To design an invention

  • I can consider the hardware available
  • I can design a useful product
  • I can explain how it will work

We Are Learning To understand the subject of Computing

  • I recognise the difference between ICT and Computing
  • I can identify the skills of Computing
  • I can discuss my Computing strengths and weaknesses

We Are Learning To recognise that a computer receives an input, processes it and then gives a visible output

  • I can recognise a range of devices as computers
  • I can explain what an input and an output are
  • I can identify a computer’s inputs and outputs

We Are Learning To be aware of what is inside a computer

  • I can identify a computer’s inputs and outputs
  • I can make informed judgements about what is inside a computer
  • I can name the internal parts of a computer

We Are Learning To recognise the role of computer hardware

  • I can explain the role of peripherals
  • I can name the internal parts of a computer
  • I can explain the role of some of those parts

We Are Learning To recognise that all software is programmed

  • I can explain what an Operating System is
  • I can suggest appropriate pseudo code
  • I can discuss why software has been designed in such a way

We Are Learning To discuss the Internet of Things

  • I can explain what the Internet of Things is
  • I can form an opinion about the IoT
  • I can explain why I think this based on research

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