| SECOND LEVEL | TECHNOLOGIES | |
| Experiences and Outcomes | Benchmarks | |
| Organiser – Computing Science | • Explains the meaning of individual instructions (including variables and conditional repetition) in a visual programming language
• Predicts what a complete program in a visual programming language will do when it runs, including how the properties of objects for example, position, direction and appearance change as the program runs through each instruction. • Explains and predicts how parallel activities interact |
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| Understanding and analysing computing technology | ||
| I can explain core programming language concepts in appropriate technical language.
TCH 2-14a Links to: Numeracy & Maths – Shape, Position & Movement MTH 2-17c, Ideas of Chance & Uncertainty MNU 2-22a
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Progression |
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| I can/am able to | I can/am able to | I can/am able to |
| Talk through a simple program including appropriate technical vocabulary e.g. sequence (steps), selection (user making a choice) & repetition (repeating a loop a fixed number of times). | Talk through an increasingly complex program including appropriate technical vocabulary e.g. variables (storing a value) sequence (steps), selection (potential lines to be executed if a condition is met) & repetition (repeating a loop a fixed number of times). | Explain the meaning of conditional repetition (repeating an action until a condition is met = true) e.g. such as continue to throw a dice until the number 6 is shown. |
| Read a program & predict output e.g. a simple program in a visual program such as Scratch. | Predict what individual elements of increasingly complex programs will do as they run e.g. programs with conditional (“if” statements), repetition & variables. | Identify parallel processes & the points at which they may interact e.g. two sprites in a Scratch program. |
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