iPRIMARY COMPUTING YEAR 5 16

YEAR 5
PROBLEM SOLVING: ALGORITHMS & DECOMPOSITION

ALGORITHMS

Reference Objective Notes and guidance

Understand how to create an algorithm to solve
a particular problem (including controlling or Pupils are able to create an algorithm where the idea has been provided and where it has not and use a range
PS5.1A simulating physical systems), making use of of algorithmic constructs where necessary. Pupils can construct algorithms that will become code and those
algorithmic constructs (sequence, iteration, that will not.
selection)
Create algorithms using appropriate conventions Pupils create textual algorithms which are first of all readable and easy to follow by another human.
such as indentations to show repetition or items Algorithms have good structure, and each new element is outlined on a new line and indentation is used to
PS5.1B
triggered by selection, new lines for each new show items that are being looped or the outcomes of meeting a condition. Pupils create algorithms that will
event become code, using a language that is similar but not the same as code.
Pupils are able to explain what overall purpose a given algorithm has and outline the function of each part.
Understand the purpose of a given algorithm and
Pupils should be able to interpret algorithms that will become code and those that won’t. They should know
PS5.1C use logical reasoning to explain how a simple
the difference between both types of algorithm and be able to explain the purpose of constructs such as
algorithm works
loops and selection choices within the confines of the overall purpose.
Understand how to identify and correct errors in Pupils can read through an algorithm looking for logical errors such as conditions that can’t be met, loops that
PS5.1D
algorithms don’t allow an algorithm to continue, etc.
Be able to decompose a problem into smaller Pupils can break an algorithm down into parts and explain what each part does towards solving the overall
PS5.1E
sub-problems problem.

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 iPRIMARY COMPUTING YEAR 5 17

PROGRAMMING AND DEVELOPMENT

Reference Objective Notes and guidance

Pupils can identify bugs while working in the code construction level using strategies such as reading code
aloud or explaining it line by line to a partner. They can identify bugs in the code execution level by observing
its behaviour and comparing this with the desired outcome outlined in the ideas level.
PD5.1A Be able to locate and fix errors (bugs) in a program
Pupils should be able to distinguish between a logical error and code that is logically correct but doesn’t meet
the required outcomes outlined in the ideas level and fix bugs by correcting logical errors and looking for
ways to accomplish the original program aims.
Pupils should know how counted and continuous loops work. They can identify loops that can be ended by
Understand the structural components of a
a condition and understand how conditions that trigger actions and conditions that switch between actions
PD5.1B program (sequence, repetition, selection, inputs
work. Pupils know how conditions can be checked multiple times when they are encased in a loop and
and outputs)
understand a range of inputs such as keyboard, mouse and buttons.
Be able to use sequencing, repetition/iteration and Pupils should be able to use sequence, repetition/iteration and selection constructs correctly and
PD5.1C
selection constructs in their programs independently in programs.
Understand how to write code that accepts and Pupils know that data can be input by a program user and this can be compared to data inside the program
PD5.1D
responds appropriately to user input using = (same as) or if the data is numerical > (less than) and < (greater than).
Be able to formulate a realistic idea that could be Pupils know how to write a realistic program idea that outlines what the program will do without going into
PD5.1E
turned into a program detail.
Pupils should know how to write a realistic programming plan that includes a list of objects (characters) and
Be able to plan a program including objects, where those objects will start (initialisation).
PD5.1F
initialisation and algorithm Pupils should be able to write a detailed algorithm to plan all or part of the programming.

COMPUTERS: HARDWARE AND SOFTWARE

Reference Objective Notes and guidance

A SIM is a smart card inside a mobile phone and some tablets, carrying an identification number unique to the
Know about three types of network which are used
owner, storing personal data and preventing operation if removed.
CO5.1A to connect users to the Internet: mobile phone
Pupils should know about the existence of mobile phone networks and how these are different to the wired
network, wired phone network, cable TV network
phone networks that many people use to connect to the Internet inside their homes.
Be able to select appropriate digital devices for a Pupils choose a device, taking into account its properties, mobility and functionality. They choose a tablet or
CO5.1B
given task or project mobile phone to take a picture in the playground and a desktop or laptop to access installed software.
Understand the key features of software Pupils should know that word processors are mainly used when the majority of data is textual. Spreadsheets
applications (apps) including word processor, are mainly used for the processing, manipulating and presenting of numerical data. Desktop publishing is
CO5.1C
spreadsheet, desktop publishing, graphics and used when text and pictorial media are equally important, such as for posters or newspapers and fliers.
presentation software Presentation software is used when information needs to be presented to an individual or a larger group.
Be able to select appropriate software or online
CO5.1D Pupils should be able to independently choose the right type of application for the task.
services that meets the specified needs of a project

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 iPRIMARY COMPUTING YEAR 5 18

COMMUNICATION AND NETWORKS

INFRASTRUCTURE

Reference Objective Notes and guidance

A network is ‘a group or system of interconnected people or things’. Pupils should know that computers often
Understand why computers are connected in
connect to a local network to share services such as a shared printer/photocopier, file services to store their
a network including the Internet; how they can
CN5.1A creations safely, and security services (e.g. log in) which make sure only authorised people can use the system.
provide multiple services, such as the World Wide
Computing devices connect to a network of networks called the Internet to access shared services such as the World
Web, video sharing, telephone services, etc.
Wide Web (web pages), video services (video playing), telephone services (phone calls using the Internet), etc.
A digital device is anything that has a programmable chip inside it. This can range from a fridge to a computer, from
an alarm clock to a smartphone. Some of these devices have connectivity built in so that they can directly receive
and send information from and to other devices. These range from the Internet-connected clock that updates
Know digital devices communicate with each
itself from Internet time services to a tablet computer with multiple connections to various services. Some of these
CN5.1B other by transferring data that can be sent wired or
connections will be directed by a human and others are pre-programmed, or a result of earlier human choices.
wirelessly
These connections can be sent via wires as electrical impulses that indicate high voltage interpreted as a 1, or
low voltage interpreted as a 0 in binary. They can also be sent as radio waves (wireless). Distinct patterns of
1s and 0s are used to encode numbers, letters, punctuation, dots of a picture, etc.

SECURITY & LEGISLATION

Reference Objective Notes and guidance

Understand the use of usernames and passwords Know that usernames and passwords, PINs and biometrics are attempts to restrict information so that only
to secure data the creator has access to it.
CN5.2A Know different methods that are available to secure PIN – personal identifying number.
data and personal information online such as PINs & Biometrics – using unique physical data to access secure systems such as fingerprints, retina eye scans or
biometrics face recognition.
Phishing – criminal activity where a user attempts to obtain private information such as usernames and
Understand different forms of cyberattack (based passwords, PINs or bank account details. These are often disguised as real messages or websites which
CN5.2B on behaviour), including social engineering invite the user to input their private details.
(phishing, pharming) Pharming – illegal activity which attempts to redirect normal traffic away from legitimate websites towards
websites set up for stealing users’ personal data (phishing).

SOCIAL WEB & ONLINE SAFETY

Give pupils the opportunity to discuss the value of safety rules in different scenarios and to discuss etiquette
Know safe, responsible and respectful practice associated with technology. They should be given a chance to dissent or agree in a safe environment on
CN5.3A
when using digital technologies issues which are multifaceted. If pupils have not had a chance to discuss issues fully, facts and rules are
parroted with no real commitment to observing them.
Be able to recognise unacceptable behaviour Pupils should be able to recognise unacceptable behaviour and have strategies to cope with it when it
CN5.3B and report concerns about content, contact and happens. They need to know why it is important to report concerns and who to report concerns to, at home
conduct to an appropriate individual or organisation and at school.

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 iPRIMARY COMPUTING YEAR 5 19

INFORMATION TECHNOLOGY

Reference Objective Notes and guidance

Select
Pupils independently select the correct application to use.
Use
Pupils can use the application confidently to create a wide range of digital artefacts.
Combine
Pupils can use multiple applications within a project to leverage the best outcome.
Design
Pupils take time to think through the properties of what they want to create and the best way to achieve this
Select, use and combine appropriate software
before starting.
applications (word processing, spreadsheet,
Create
presentation [multimedia] software, graphics, and
Pupils have time to create the artefacts they have designed.
IT5.1A desktop publishing) to design and create a range
Include
of content that accomplish given goals, including
A KS2 curriculum includes collecting, analysing, evaluating and presenting data and information at some point
collecting, analysing, evaluating and presenting
across the key stage but is not limited to just those aspects.
data and information
Collecting
Pupils should be able to gather data electronically. This could be through an input sensor such as a heart rate
monitor or via a form to feed into a survey or database.
Analysing
Pupils should be able to organise data in such a way that it can be understood and becomes information.
For example, turning raw collection data into a graph.
Evaluating
Pupils can make value judgements about what the analysed information means.

SPREADSHEET

Reference Objective Notes and guidance

Understand the structure of a spreadsheet, Pupils should be able to identify and name rows columns and cells, know the naming conventions that
IT5.2A
including row, column and cell spreadsheets give to cells and be able to identify a cell by its name.
Pupils should be able to add, subtract, multiply and divide values in multiple cells by using arithmetic
Use formulae: arithmetic operators (plus, minus,
IT5.2B operators.
multiply, divide)
They should know how to start a formula using an equals sign (=).
Pupils should be able to use the SUM and AVERAGE built-in functions to analyse sets of numbers in multiple
IT5.2C Use functions: SUM, AVERAGE
cells.

IT5.2D Create a graph from useful curriculum data

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