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Programming Standards


Below is a collection of children's work which gives an overview of the standrs across the school in computer programming. The examples given are predominantly through the use of the Open Source programme 'Scratch'.  Scratch can be downloaded free of charge (PC/laptop only). The work on this page can also be viewed on the Scratch website on our user page. The advantage of this is that you'll get to see the coding behind the programmes children have created.


Year 1

Children recognise that devices and on-screen objects can be controlled by sequences of actions or instructions. They understand that devices and software can be controlled by buttons.

  • physically follow and give each other instructions to move around
  • explore outcomes when buttons are pressed in sequences on a robot
  • begin to identify an algorithm to achieve a specific purpose
  • execute a program on a floor robot to achieve an algorithm
  • begin to predict what will happen for a short sequence of instructions in a program
  • begin to use software to create movement and patterns on a screen
  • use the word debug to correct any mistakes when programming a floor robot


Year 2

Children understand what an algorithm is. Children recognise the need for precise instructions in a program. Children recognise the actions that will result from a sequence of instructions. Create and debug simple programs. Physically follow and give each other forward, backward and turn (right-angle) instructions

  • articulate an algorithm to achieve a purpose
  • plan and enter a sequence of instructions to achieve an algorithm, i.e. with a robot specifying distance and turn and drawing a trail
  • predict what will happen and test results, explore outcomes when giving instructions in a simple Logo program
  • watch a Logo program execute using ‘allow programming’ in 2Go, debug any problems
  • talk about similarities and differences between floor robots and logo on screen



Year 3

Children understand what an algorithm is and recognise that different sequences of actions can achieve the same outcome. Children recognise repeat instructions. Children recognise that errors can occur when writing a program and understand the need to test planned sequences of actions.

  • Plan and enter a sequence of instructions specifying distance and turn to achieve specific outcomes, debug the sequence where necessary
  • Test and improve / debug programmed sequences
  • Begin to type logo commands to achieve outcomes
  • Explore outcomes when giving sequences of instructions in logo software
  • Use repeat to achieve solutions to tasks
  • Solve open-ended problems (with a floor robot/ Logo /Scratch) including creating simple regular polygons, making sounds and planning movements such as a dance
  • Create an algorithm to model a simple process using Scratch
  • Sequence pre-written lines of programming into order and talk about algorithms planned by others and identify any problems and the expected outcome


Etch a sketch



Fish tank Aquarium


Year 4

Children begin to understand that efficient programming is important for effective outcomes. They understand that the use of repetition will make programs more efficient. They begin to recognise that sensing a change can cause an outcome. Children understand the need for planning an algorithm and a programming sequence to achieve an outcome. They recognise the need to test and step through program sequences to spot where errors may have occurred.

  • Create and edit procedures typing logo/Scratch commands including pen up, pen down and changing the trail of the turtle/sprite
  • Use sensors to ‘trigger’ an action such as turning the lights on using Probot if it ‘goes through a tunnel’, or reversing if it touches something or simulated sensor commands in a Scratch programme
  • Solve open-ended problems with software (Scratch) using efficient procedures to create shapes and letters (introducing the idea of variables and operators
  • Experience a variety of resources to extend understanding and knowledge of programming
  • Create an algorithm and a program that will use a simple selection command for a game
  • Begin to correct errors (debug) as they program devices and actions on screen
  • Use an algorithm to sequence more complex programming into order
  • Link the use of algorithms to solve problems to work in Mathematics, Science and Design and Technology
  • Identify bugs in programs


Etch a sketch  


Year 5

Children recognise the need for an effective algorithm to achieve a specific outcome. They understand that efficient procedures are important for effective outcomes. Children begin to recognise the need to break problems up into smaller parts to achieve a solution. Children recognise that sensing change can be used to begin an action. Children begin to understand the need for logical reasoning to detect and correct errors in a program. Children recognise a variable in an algorithm or program and begin to understand why it is needed.

  • Explore procedures using repeat to achieve solutions to problems using Scratch or Kodu
  • Talk about procedures as parts of a program
  • Refine procedures to improve efficiency
  • Use variables and operators to develop complexity in program functions
  • Explore instructions to control software or hardware with an input and using if... then... commands
  • Explore a computer model to control a physical system
  • Change inputs on a model to achieve different outputs
  • Refine and extend a program
  • Identify difficulties and articulate a solution for errors in a program
  • Write down the steps required (an algorithm) to achieve the outcome that is wanted and refer to this when programming

Car game


Maze game


Year 6

Children understand that efficient algorithms and procedures can be used to solve problems and plan for specific outcomes. Children recognise the need to break problems up into smaller parts to achieve a solution. Children understand that feedback from monitoring can be used in control procedures and to create programmes to solve problems. Children understand the need for logical reasoning to detect and correct errors in a program and link this to errors in the original algorithm planned. Children understand when they will need to use a variable in a program.

  • Record in some detail the steps (the algorithm) that are required to achieve an outcome and refer to this when programming
  • Predict the outputs for the steps in an algorithm, increase confidence in the process to plan, program, test and review a program.
  • Write a program which follows an algorithm to solve a problem for a floor robot or other model
  • Write a program which follows an algorithm to achieve a planned outcome for appropriate programming software
  • Group commands as a procedure to achieve a specific outcome within a program. Control on screen mimics and physical devices using one or more input and predict the outputs
  • Understand how sensors can be used to measure input in order to activate a procedure or sequence and talk about applications in society


Ping Pong game


Simple quiz and Who Wants to be a Millionaire quiz