Digi Navigators - Key Stage 2 - NCC Education

Digi Navigators – Key Stage 2

NCC Education’s Digi-Navigators:

  • is suitable for candidates at Key Stage 2 of the English national curriculum (ages 7–11), as well as older (including adult) learners
  • builds on students’ understanding of digital citizenship and online safety – this means that candidates will improve their core skills and understanding of the online world and continue to be safe and responsible members of online communities
  • prepares candidates to be the next generation of digital innovators – Digi-Navigators not only provides skills and understanding so that students can be critical consumers of hardware and software but, in expanding their knowledge of digital design and creation and of writing and testing simple programs, they will continue to lay the foundation for becoming active producers of new and imaginative software
  • provides teachers with a fresh and innovative syllabus containing all the concepts, activities and resources to be able to deliver with confidence the new programming elements of the English national curriculum
  • is quality assured by a UK awarding body with considerable expertise in providing high‑quality IT/Computing qualifications and programmes
  • sits within NCC Education’s well-established suite of IT and Business qualifications, which are recognised and valued by employers and universities worldwide
  • has the following key syllabus features designed by UK teaching specialists to aid effective candidate preparation: key terminology, warm up activities, core activities, cross-curricular links and resources.

The Digi-Navigators syllabus and assessment is suitable for candidates aged 7–11 (at Key Stage 2 of the English national curriculum) as well as older (including adult) learners.

It is expected that candidates who are non-native English speakers are able to cope with the demands of preparing for and taking the Digi-Explorers assessment in English.

The Digi-Navigators syllabus contains the following topics, topic sections and learning outcomes. Syllabus topics may be covered in any order (as best suits the requirements of the candidates and their wider curriculum) but the suggested snowball activity assumes that the order as presented below is followed.

Topic Topic Section Learning Outcomes
Digital Design and Creation
  • Using Digital Images
  • Creating Digital Video/Animation
  • Graphical Modelling
  • Sound
  • Understand how digital images can be manipulated for a given outcome.
  • Understand how to storyboard and capture video or a series of stills to make an animation.
  • Know how to use an object-based graphics package to design and develop a plan to meet a specific brief.
  • Know how to edit sound files for a purpose.
Gaming
  • Developing Problem-Solving and Logical Reasoning Skills
  • Programming Games
  • Develop problem-solving and logical reasoning skills.
  • Understand how programming code can be used to create a program for a specific purpose.
Presenting Information
  • Word Processing
  • Creating Digital Presentations
  • Use a range of skills to present text clearly, appropriately and for a specific purpose.
  • Know how to combine a range of digital media to create a presentation for a specific audience
  • Understand how to use appropriate tools, such as hyperlinks, to enhance a presentation.
Snowball Activity
Digital Citizenship
  • Using Technology Safely, Respectfully and Responsibly
  • Web Research
  • Recognise the importance of keeping safe and being respectful when using technology.
    Learn about potential dangers and how to avoid them.
  • Know how to use a range of search techniques to find, select and refine reliable information.
  • Begin to understand how and why search engines select and rank results.
  • Understand plagiarism, validity and copyright in relation to online material.
Networks, Communication and Collaboration
  • Using Computer Networks
  • Communication and Collaboration
  • Recognise what computer networks (including the Internet) are and how they function
  • Identify and understand how to use online tools that enable us to communicate and collaborate with others
Handling Data
  • Applying Data Analysis and representation
  • Modelling
  • Solve enquiries by identifying and interpreting appropriate data
  • Know how to develop spreadsheet models to investigate real-life problems.
Programming Simulations and Physical Systems
  • Simulating Real-World Environments
  • Controlling Physical Systems
  • Understand how programs that mimic  the real world are developed.
  • Know how to program devices to control physical systems.

Digi-Navigators is assessed by a single two-part examination once candidates have completed their preparation. The single examination consists of a written theory component and a practical component. All learning outcomes are satisfied by this single examination.

The single examination’s theoretical and practical component can be delivered independently to enable more flexible delivery (for ease of timetabling) and to provide candidates with the opportunity to engage with the assessment in two short sessions, to aid their concentration.

In addition, guidance is provided for a mid-point snowball activity, to be developed and delivered by teachers. This can be used as a ‘mini-project progress check’, a formative tool for delivering the remaining part of the candidates’ preparation or indeed a diagnostic tool to assess candidate suitability for entry at a specific level. Please note that snowball activities are not managed or assessed in any way by NCC Education.

The written theoretical component of the single examination comprises multiple-choice questions (Part A) and a number of more specialised multi-part questions (Part B), linked to the qualification’s Learning Outcomes. The practical component (Part C) will require candidates to complete one or more tasks. The three parts of the assessment will allow candidates to demonstrate that they have met the qualification’s Learning Outcomes – in other words, that they can successfully demonstrate their knowledge and comprehension of the subject matter in addition to computational problem- solving and practical skills.

View a Sample Assessment here. 

View a Sample Mark Scheme here.