What does Data/Computational Thinking look like at Malpas Court Primary?

Problem Solving and Modelling

Progression Step 1:

I can identify, create and follow sequences and patterns in everyday activities. 

I can recognise and follow instructions in the appropriate order to perform a task. 

I can organise, select and use simple language to give instructions to others. 

I can control devices giving instructions 

I can identify errors in simple sets of instructions (algorithm). 

Progression Step 2:

I can break down a problem to predict its outcome. 

I can detect and correct mistakes which cause instructions (a solution) to fail (debug). 

I can create and record verbal, written and symbolic instructions to test ideas, e.g. the order of waking up through a diagram or flowchart. 

I can change instructions to achieve a different outcome. 

I can identify repetitions or loops in a sequence, e.g. identify where to shorten a set of instructions by repeating steps, for instance when learning a new song. 

Progression Step 3:

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. 

Data and Information Literacy

Progression Step 1:

I can collect data found in my environment. 

I can sort and classify objects using one criterion. 

I can present and evaluate my data by creating simple charts, e.g. pictogram. 

Progression Step 2:

I can collect, enter, organise and analyse data into different groups or formats, e.g. tables, charts, databases and spreadsheets. 

I can extract and evaluate information from tables and graphs to answer questions. 

Progression Step 3:

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.