Computing Curriculum - Key Knowledge and Skills
Nursery Computing is not taught discretely. Children are exposed to computing through play and links to other curriculum areas.
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EARLY YEARS AUTUMN
EARLY YEARS SPRING
EARLY YEARS SUMMER
CL
CL & UW
UW
Pay attention to more than one thing at a time, which can be difficult. Use a wider range of vocabulary. Understand a question or instruction that has two parts Understand ‘why’ questions Use longer sentences of four to six words. Be able to express a point of view and to debate when they disagree with an adult or a friend, using words as well as actions. Use talk to organise themselves and their play
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Reception Computing is not taught discretely. Children are exposed to computing through play and links to other curriculum areas.
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Pay attention to more than one thing at a time, which can be difficult. Use a wider range of vocabulary. Understand a question or instruction that has two parts Understand ‘why’ questions Use longer sentences of four to six words. Be able to express a point of view and to debate when they disagree with an adult or a friend, using words as well as actions. Use talk to organise themselves and their play Talk about what they see, using a wide vocabulary. Explore how things work.
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Talk about what they see, using a wide vocabulary. Explore how things work.
EARLY YEARS AUTUMN
EARLY YEARS SPRING
EARLY YEARS SUMMER
CL & UW
CL & UW
CL & UW
Understand how to listen carefully and why listening is important. Learn new vocabulary. Use new vocabulary throughout the day. Ask questions to find out more and to check they understand what has been said to them. Articulate their ideas and thoughts in well-formed sentences. Use talk to help work out problems and organise thinking and activities, and to explain how things work and why they might happen.
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Understand how to listen carefully and why listening is important. Learn new vocabulary. Use new vocabulary throughout the day. Ask questions to find out more and to check they understand what has been said to them. Articulate their ideas and thoughts in well-formed sentences. Use talk to help work out problems and organise thinking and activities, and to explain how things work and why they might happen.
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Listen attentively and respond to what they hear with relevant questions, comments and actions when being read to and during whole class discussions and small group interactions. Make comments about what they have heard and ask questions to clarify their understanding. Hold conversation when engaged in back-and-forth exchanges with their teacher and peers. Offer explanations for why things might happen, making use of recently introduced vocabulary