I can create and refine algorithms and flowcharts to solve problems, making use of features such as loops, Boolean values, and formulae.

I can understand the importance of the order of statements within algorithms.

Break down an algorithm into steps and understand what that looks like and what it represents e.g. measurement, distance to travel, direction, light up, make a noise 

Understand the importance of associated vocabulary related to coding (debugging, sprite etc) to build, refine and detect errors in a code.

Breaking down steps within an algorithm and understand the end goal.  

Problem solving  

Critical thinking 

Abstraction 

Identify where errors are and how to correct them. E.g. it goes wrong here, why? Debugging experience on given algorithms.

Understanding what an algorithm is 

Awareness of what a loop is and understanding the vocabulary  

Hwb- Coding lessons, scratch, code.org

Identify order. 

Work through and understand what to do if the statements are in the wrong order. 

Knowing how to correctly construct algorithms using the right features. 

Recognise next steps.

Real coding- carry out making tea/toast/ etc. 

Experience using a variety of coding equipment, experimenting with features both physically and on a laptop e.g. scratch 

Experience using a flowchart to answer a question e.g. identifying an animal, insect,  

Pupils need to be aware of a range of physical coding devices and how they work when given code. 

Debug a given code to identify errors. 

Minecraft/J2Code 

Experience of completing a task with sequences where it will be important to complete a step before you can successfully move on to the next step.  

Create an order of statements of an authentic context, e.g. placing an order in McDonalds. Understand the effect of changing the order or a sequence. 

Expose children to activities/music with elements missing where they need to deconstruct to fill in the missing information etc.

Flowcharts, instruction, algorithm, loop, Boolean values (true/false), formulae, flowchart, problem solving, debugging, sprite  

Trial and error, order of events, reflect, algorithm, debugging, cause, effect, affect,   

I can construct, refine and interrogate data sets within tables, charts, spreadsheets and databases to test or support an investigation.

I can use a range of spreadsheet formulae, e.g., + - / x, sum, average, max, min.

Construct a variety of accurate graphs / charts (bar, line, pie, scatter) for various purposes (e.g. science investigation results).  

Understand how to construct a database, using fields and records. 

Interrogate data in order to identify key trends, statistics etc. 

Be able to “explain what the data is telling us” (seeing the bigger picture) 

Understand how to use the ‘Sum’ function to total amounts / costings; how to use the ‘avg’ function to calculate the mean; how to use the ‘min’ / ‘max’ functions to identify the lowest / highest amounts in a data set. 

Recognise vocabulary linking to function. 

Understand that information has to be collected initially, before a database can be constructed. Understand that a database stores information (be aware of examples of databases e.g. online shopping site, school register system). 

Be aware of how to ‘search’ a database to follow a particular line of enquiry. 

Be able to identify ‘trends’ shown by data. 

Know when it is appropriate to use a spreadsheet, e.g. budgeting task. 

Know how to select cells, select multiple cells, modify cells, apply formatting, apply formulae to specific cells etc. 

Tell the story of the graph using SALT  

Handling data related to a variety of contexts (links to class topics) 

Carry out surveys for a variety of purposes and present findings 

Create a spreadsheet (MS Excel / Google sheets) to project profit/loss calculations. (e.g. Enterprise activity – selling a product: tabulate costs and potential profit margins using formulae). 

Plan a class party – give pupils a list of food items and a budget and ask them to use formulae to plan. Use a formula to work out price per person. Increase/decrease budget. 

Children collect coloured cones – each cone has a value – children to complete a table and use formulae to multiply by given value – repeat changing values – children edit formula accordingly

bar chart, pie chart, line graph, database, branching database, field, record, trend, correlation, axes, discrete / continuous data, plot, survey, scale, define  

Formula/formulae, function, spreadsheet, cell, factor, sheet, column, rows, select, populate,