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Year 2/3

As a school we follow the Purple Mash scheme of work and in Year 2 and 3 the children will cover the following topics



Year 2

Coding (Computer Science, Digital Literacy)

Online Safety (Digital Literacy)

Spreadsheets (Information Technology)

Questioning (Information Technology)

Effective Searching (Information Technology, Digital Literacy)

Creating Pictures (Information Technology)

Making Music (Information Technology)

Presenting Ideas (Information Technology)


Year 3

Coding (Computer Science, Digital Literacy)

Online Safety (Digital Literacy)

Spreadsheets (Information Technology)

Typing (Digital Literacy, Information Technology)

Email (Information Technology)

Branching Databases (Information Technology)

Simulations (Information Technology)

Graphing (Information Technology)



By following this scheme of work we ensure that all parts of the curriculum are covered and that the children get a broad and balanced computing curriculum.

As we are a mixed age class we make sure that over a 2 year cycle all the above topics have been covered by every child. Below you will find the knowledge and skills covered in each unit.

Year 2 knowledge and skills







To understand what an algorithm is.

To create a computer program using simple algorithms.


To compare the Turtle and Character objects.

To use the button object.

To understand how use the Repeat command.

To understand how to use the Timer command.


To know what debugging means.

To understand the need to test and debug a program repeatedly

To debug simple programs.


To create programs using different kinds of objects whose behaviours are limited to specific actions.

To predict what the objects will do in other programs, based on their knowledge of what the object is capable of.

To discuss how logic helped them understand that they could only predict specific actions, as that is what the objects were limited to.


To use all the coding knowledge, they have learned throughout their programming lessons to create a more complex program that tells a story.



  • explain that an algorithm is a set of instructions
  • describe the algorithms they created.
  • explain that for the computer to make something happen, it needs to follow clear instructions.


  • know that the Turtle and Character objects have different properties and move in different ways.
  • begin to make choices about which object type to use.
  • understand that the Repeat and Timer commands both make objects repeat actions but function differently and the type of object can affect which is the best command to use.
  • include a button in their programs.


  • explain what debug (debugging) means.
  • have a clear idea of how to use a design document to start debugging a program.
  • debug simple programs.
  • explain why it is important to save their work after each functioning iteration of the program they are making.


  • create a computer program using different objects.
  • predict what the objects in classmates’ programs will do, based on my knowledge of the objects’ limitations.
  • explain how they know that certain objects can only move in certain ways


  • plan and use algorithms in programs successfully to achieve a result.
  • code a program using a variety of objects, actions, events and outputs successfully.

Online Safety


To know how to refine searches using the Search tool.

To know how to share work electronically using the display boards. To use digital technology to share work

To have some knowledge and understanding about sharing more globally on the Internet.


To use Email as a communication tool To understand how we talk to others when they aren’t there in front of us. To open and send simple online communications in the form of email.


To understand that information put online leaves a digital footprint or trail.

To begin to think critically about the information they leave online.

To identify the steps that can be taken to keep personal data and hardware secure.




  • use the search facility to refine searches
  • share the work they have created to a display board.
  • understand that the teacher approves work before it is displayed.
  • Begin to understand how things can be shared electronically for others to see both on Purple Mash and the Internet.


  • open and send an email to a 2Respond character.
  • discuss their own experiences and understanding of what email is used for.
  • discuss what makes us feel happy and what makes us feel sad?


  • explain what a digital footprint is.
  • give examples of things that they wouldn’t want to be in their digital footprint



Copying and Pasting Totalling tools


Using a spreadsheet to add amounts


Creating a table and block graph



  • explain what rows and columns are in a spreadsheet.
  • open, save and edit a spreadsheet.
  • add images from the image toolbox and allocate them a value.
  • add the count tool to count items.


  • use copying a pasting to help make spreadsheets.
  • use tools in a spreadsheet to automatically total rows and columns.
  • use a spreadsheet to solve a mathematical puzzle.


  • use images in a spreadsheet.
  • work out how much they need to pay using coins by using a spreadsheet to help calculate.


  • create a table of data on a spreadsheet.
  • use the data to create a block graph manually.



To show that the information provided on pictogram is of limited use beyond answering simple questions.


To use YES or No questions to separate information.

To construct a binary tree to separate different items.


Use 2Question (a binary tree) to answer questions.


To use a database to answer more complex search questions. To use the search tool to find information.



  • understand that the information on pictograms cannot be used to answer more complicated questions.


  • Children have used a range of yes/no questions to separate different items


  • understand what is meant by a binary tree.
  • design a binary tree to sort pictures.


  • understand that questions are limited to ‘yes’ and ‘no’ in a binary tree.
  • understand that the user cannot use 2Question to find out answers to more complicated questions.
  • match the 2Simple Avatar pictures to names using a binary tree.


  • understand what is meant by a database.
  • use a database to answer simple and more complex search questions.


Effective searching


To understand the terminology associated with searching.


To gain a better understanding about searching on the Internet.


To create a leaflet to help someone search for information on the Internet.



  • recall the meaning of key internet terms.
  • complete a quiz about the Internet.


  • identify the basic parts of a web search engine search page.
  • learn to "read" a web search results page.
  • search for answers to a quiz on the internet


  • create a leaflet to consolidate their knowledge of effective Internet searching.

Creating pictures


To be introduced to 2Paint A Picture. To look at the impressionist style of art (Monet, Degas, Renoir).


To recreate pointillist art and look at the work of pointillist artists such as Seurat.


To look at the work of Piet Mondrian and recreate it using the Lines template.


To look at the work of William Morris and recreate it using the Patterns template.


To explore surrealism and eCollage



  • explain what is meant by impressionist art.
  • use 2Paint a Picture to create art based upon this style.


  • explain what pointillism is.
  • use 2Paint a Picture to create art based upon this style.


  • describe the main features of Piet Mondrian’s work.
  • use 2Paint a Picture to create art based upon his style.


  • describe the main features of art that uses repeating patterns.
  • use 2Paint a Picture to create art by repeating patterns in a variety of ways.
  • combine more than one effect in 2Paint a Picture to enhance their patterns.


  • describe surrealist art.
  • use the eCollage function in 2Paint a Picture to create surrealist art using drawing and clipart

Making Music


To be introduced to making music digitally using 2Sequence.

To explore, edit and combine sounds using 2Sequence.


To add sounds to a tune they’ve already created to change it.

To think about how music can be used to express feelings and create tunes which depict feelings.


To upload a sound from a bank of sounds into the Sounds section.

To record their own sound and upload it into the Sounds section.

To create their own tune using the sounds which they have added to the Sounds section.



  • understand what 2Sequence is and how it works.
  • use the different sounds within 2Sequence to create a tune.
  • explore how to speed up and slow down tunes.
  • understand what happens to the tune when sounds are moved.


  • add sounds to a tune they’ve already created to change it. consider how music can be used to express feelings.
  • change the volume of the background sounds.
  • create two tunes which depict two feelings.


  • upload and used their own sound chosen from a bank of sounds.
  • create, upload and use own recorded sound.
  • create their own tune using some of the chosen sounds.

Presenting ideas


To explore how a story can be presented in different ways.


To make a quiz about a story or class topic.


To make a fact file on a nonfiction topic.


To make a presentation to the class.



  • examine a traditional tale presented as a mind map, as a quiz, as an e-book and as a fact file.
  • know that digital content can be represented in many forms.


  • make a quiz about a story using 2Quiz.
  • talk about their work and make improvements to solutions based on feedback received


  • extract information from a 2Connect file to make a publisher fact file on a nonfiction topic.
  • add appropriate clipart.
  • add an appropriate photo.
  • know that data can be structured in tables to make it useful.


  • use a variety of software to manipulate and present digital content and information.
  • collect, organise and present data and information in digital content.
  • create digital content to achieve a given goal by combining software packages.

Year 3 knowledge and skills







To review coding vocabulary that relates to Object, Action, Output, Control and Event.

To use 2Chart to represent a sequential program design.

To use the design to write the code for the program


To design and write a program that simulates a physical system.


To look at the grid that underlies the design and relate this to X and Y properties.

To introduce selection in their programming by using the if command.

To combine a timer in a program with selection.


To understand what a variable is in programming.

To use a variable to create a timer


To create a program with an object that repeats actions indefinitely.

To use a timer to make characters repeat actions.

To explore the use of the repeat command and how this differs from the timer


To know what debugging means.

To understand the need to test and debug a program repeatedly.

To debug simple programs.

To understand the importance of saving periodically as part of the code development process.



  • create a design that represents a sequential algorithm.
  • use a flowchart design to create the code.
  • explain what Object, Action, Output, Control and Event are in computer programming.


  • explain how their program simulates a physical system, i.e. my vehicles move at different speeds and angles.
  • describe what they did to make their vehicle change angle. show that their vehicles move at different speeds


  • make use of the X and Y properties of objects in their coding.
  • create an if statement in their program
  • use a timer and if statement to introduce selection in their program.


  • explain what a variable is in programming.
  • explain why variables need to be named.
  • create a variable in a program.
  • set/change the variable values appropriately to create a timer


  • show how their character repeats an action and explain how they caused it to do so.
  • begin to understand how the use of the timer differs from the repeat command and can experiment with the different methods of repeating blocks of code.
  • explain how they made objects repeat actions.


  • explain what debug (debugging) means.
  • debug simple programs.
  • explain why it is important to save their work after each functioning iteration of the program they are making.

Online Safety


To know what makes a safe password, how to keep passwords safe and the consequences of giving your passwords away.

To understand how the Internet can be used to help us to communicate effectively.

To understand how a blog can be used to help us communicate with a wider audience.


For children to consider if that they read on websites is true?

To look at some ‘spoof’ websites.

To create a ‘spoof’ webpage.

To think about why these sites might exist and how to check that the information is accurate.


To learn about the meaning of age restrictions symbols on digital media and devices.

To discuss why PEGI restrictions exist. To know where to turn for help if they see inappropriate content or have inappropriate contact from others.



  • understand what makes a good password for use on the Internet.
  • begin to realise the outcomes of not keeping passwords safe.
  • contribute to a concept map of all the different ways they know that the Internet can help us to communicate
  • contribute to a class blog with clear and appropriate messages.


  • understand that some information held on websites may not be accurate or true.
  • begin to understand how to search the Internet and how to think critically about the results that are returned
  • access and assess a ‘spoof’ website.
  • create their own ‘spoof’ webpage mock-up.
  • share their ‘spoof’ web page on a class display board.


  • identify some physical and emotional effects of playing/watching inappropriate content/games.
  • relate cyberbullying to bullying in the real-world and have strategies for dealing with online bullying including screenshot and reporting.




To create pie charts and bar graphs.


To use the ‘more than’, ‘less than’ and ‘equals’ tools.


To introduce the Advanced Mode of 2Calculate and use coordinates.





  • create a table of data on a spreadsheet.
  • use a spreadsheet program to automatically create charts and graphs from data.


  • use the ‘more than’, ‘less than’ and ‘equals’ tools to compare different numbers and help to work out solutions to sums.
  • use the ‘spin’ tool to count through times tables


  • describe a cell location in a spreadsheet using the notation of a letter for the column followed by a number for the row.
  • find specified locations in a spreadsheet.

Touch Typing


To introduce typing terminology. Understand the correct way to sit at the keyboard.

To learn how to use the home, top and bottom row keys.


To practise and improve typing for home, bottom and top rows.


To practise the keys typed with the left hand.


To practise the keys typed with the right hand.



  • understand the names of the fingers.
  • understand what is meant by – home, bottom, and top rows.
  • Develop ability to touch type the home, bottom, and top rows


  • use two hands to type the letters on the keyboard.


  • touch type using the left and right hand.








To think about the different methods of communication.


To open and respond to an email.

To write an email to someone, using an address book.


To learn how to use email safely


To add an attachment to an email.


To explore a simulated email scenario.



  • list a range of different ways to communicate.
  • use 2Connect to highlight the strengths and weaknesses of each method.


  • open an email and respond to it.
  • send emails to other children in the class.


  • write rules about how to stay safe using email


  • create a quiz about email safety which explores scenarios that they could come across in the future.


  • attach work to an email.
  • know what CC means and how to use it.


  • read and respond to a series of email communications.
  • attach files appropriately and use email communication to explore ideas.

Branching databases


To sort objects using just YES/NO questions.


To complete a branching database using 2Question


To create a branching database of the children’s choice.



  • understand how YES/NO questions are structured and answered.
  • use YES/NO questioning to play a simple game with a friend.


  • contributed to a class branching database.
  • complete a branching database.


  • choose a suitable topic for a branching database.
  • select and save appropriate images.
  • create a branching database.
  • know how to use and debug their own branching database.



To look at what simulations are.


To explore a simulation.


To analyse and evaluate a simulation.



  • know that a computer simulation can represent real and imaginary situations.
  • give some examples of simulations used for fun and for work.
  • give suggestions of advantages and problems of simulations.


  • explore a simulation.
  • use a simulation to try out different options and to test predictions.
  • begin to evaluate simulations by comparing them with real situations and considering their usefulness.


  • recognise patterns within simulations and make and test predictions.
  • identify the relationships and rules on which the simulations are based and test their predictions.
  • evaluate a simulation to determine its usefulness for purpose.



To enter data into a graph and answer questions.


To solve an investigation and present the results in graphic form.



  • set up a graph with a given number of fields.
  • enter data for a graph.
  • produce and share graphs made on the computer


  • solve a maths investigation.
  • present the results in a range of graphical formats.