Control

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Control

• The QCA Curriculum from Foundation Stage to Year 6

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The importance of information and communication
technology

• Information and communication technology (ICT)
  prepares pupils to participate in a rapidly
  changing world in which work and other activities
  are increasingly transformed by access to varied
  and developing technology. Pupils use ICT tools
  to find, explore, analyse, exchange and present
  information responsibly, creatively and with
  discrimination. They learn how to employ ICT to
  enable rapid access to ideas and experiences from
  a wide range of people, communities and cultures.
  Increased capability in the use of ICT promotes
  initiative and independent learning, with pupils
  being able to make informed judgements about when
  and where to use ICT to best effect, and to
  consider its implications for home and work both
  now and in the future.

www.nc.uk.net/nc/contents/ICT-home.htm
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Most Pupils expectations

• These are all taken from the ICT QCA units of
  work.

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Foundation Stage Find out about and identify the uses of everyday technology and use information and communication technology and programmable toys to support their learning Foundation Stage Find out about and identify the uses of everyday technology and use information and communication technology and programmable toys to support their learning Foundation Stage Find out about and identify the uses of everyday technology and use information and communication technology and programmable toys to support their learning
Year 1 1F Understanding instructions and making things happen read a set of instructions and usually predict the correct outcome produce an accurate set of instructions for others to follow Year 2 2D Routes produce an accurate set of instructions but will need to amend them to make them correct combine three forward movements into one by adding units together accurately predict the results of a set of instructions Year 3 3D Exploring Simulations recognise patterns within simulations and make and test predictions Year 3 3D Exploring Simulations recognise patterns within simulations and make and test predictions Year 3 3D Exploring Simulations recognise patterns within simulations and make and test predictions
Year 4 Unit 4E Modelling effects on screen create a flower using one shape and rotating it use the repeat instruction to duplicate the shape change the angle of turn Year 5 5E Controlling devices design and create a simple advertising display which produces a combination of events write simple procedures and be able to link output devices together amend their procedures to get a desired outcome Year 6 Unit 6C Control and monitoring What happens when...? produce simple procedures to turn on lights and sound alarms need help with their program and will need to make amendments Year 6 Unit 6C Control and monitoring What happens when...? produce simple procedures to turn on lights and sound alarms need help with their program and will need to make amendments Year 6 Unit 6C Control and monitoring What happens when...? produce simple procedures to turn on lights and sound alarms need help with their program and will need to make amendments
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Vocabulary
Year 1 1F Understanding instructions and making things happen sequence order instruction Year 2 2D Routes floor turtle control devices instructions data commands program Year 3 3D Exploring Simulations simulation
Year 4 Unit 4E Modelling effects on screen procedure repeat penup pendown clear Year 5 5E Controlling devices switch on wait switch off repeat procedures Year 6 Unit 6C Control and monitoring What happens when...? If... then... until
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Resources Required?
Photographs from www.eriding.net
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Foundation Stage Talking word processor, talking books , paint program, telephone, CD ROMs, Video, television and musical tapes In the local area - traffic lights, telephones, street lights, barcode scanners Foundation Stage Talking word processor, talking books , paint program, telephone, CD ROMs, Video, television and musical tapes In the local area - traffic lights, telephones, street lights, barcode scanners Foundation Stage Talking word processor, talking books , paint program, telephone, CD ROMs, Video, television and musical tapes In the local area - traffic lights, telephones, street lights, barcode scanners
Year 1 1F Understanding instructions and making things happen tape recorder battery-operated toys remote-controlled toy (optional) cards showing each stage in a recipe Year 2 2D Routes one, or more, floor turtles which follows instructions such as forward 10, right 5 a large map of an imaginary treasure island, marked with treasure spots A4 copies of the treasure map for recording instructions Year 3 3D Exploring Simulations a computer simulation which allows the user to make choices, enter data, explore consequences, and to freeze position, eg an adventure game Year 3 3D Exploring Simulations a computer simulation which allows the user to make choices, enter data, explore consequences, and to freeze position, eg an adventure game Year 3 3D Exploring Simulations a computer simulation which allows the user to make choices, enter data, explore consequences, and to freeze position, eg an adventure game
Year 4 4E Modelling effects on screen a floor turtle a version of LOGO that includes the commands clear, penup and pendown and which allows final results to be printed out worksheets of sequences graph paper Year 5 5E Controlling devices control box simple switches and output devices such as buzzers, lights and small motors Year 6 Unit 6C Control and monitoring What happens when...? control box output devices, such as bulbs, small motors and buzzers input devices, such as pressure pads and light sensors Year 6 Unit 6C Control and monitoring What happens when...? control box output devices, such as bulbs, small motors and buzzers input devices, such as pressure pads and light sensors Year 6 Unit 6C Control and monitoring What happens when...? control box output devices, such as bulbs, small motors and buzzers input devices, such as pressure pads and light sensors
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Attainment target for information and
communication technology capability

• There are five aspects of attainment in this
  attainment target
• finding things out
• developing ideas and making things happen
• exchanging and sharing information
• reviewing, modifying and evaluating work as it
  progresses
• breadth of study
• Where does control fit?

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Level Descriptors

• The numbers in brackets within the level
  descriptions identify these aspects. If you
  select one you will trigger a search for pupils'
  work that illustrates that aspect from the
  www.ncaction.org.uk website.
• Level 1Pupils explore information from various
  sources, showing they know that information
  exists in different forms.(1 5) They use ICT to
  work with text, images and sound to help them
  share their ideas.(3) They recognise that many
  everyday devices respond to signals and
  instructions.(2) They make choices when using
  such devices to produce different outcomes.(2)
  They talk about their use of ICT.(3 4)
• Level 2Pupils use ICT to organise and classify
  information and to present their findings.(2 3)
  They enter, save and retrieve work.(1) They use
  ICT to help them generate, amend and record their
  work and share their ideas in different forms,
  including text, tables, images and sound.(2 3
  4) They plan and give instructions to make things
  happen and describe the effects.(2) They use ICT
  to explore what happens in real and imaginary
  situations.(2) They talk about their experiences
  of ICT both inside and outside school.(3 4 5)

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www.ncaction.org.uk

• Level 3Pupils use ICT to save information and to
  find and use appropriate stored information,
  following straightforward lines of enquiry.(1)
  They use ICT to generate, develop, organise and
  present their work.(2 3 4) They share and
  exchange their ideas with others.(3) They use
  sequences of instructions to control devices and
  achieve specific outcomes.(2) They make
  appropriate choices when using ICT-based models
  or simulations to help them find things out and
  solve problems.(2) They describe their use of ICT
  and its use outside school.(3 4 5)
• Level 4Pupils understand the need for care in
  framing questions when collecting, finding and
  interrogating information.(1) They interpret
  their findings, question plausibility and
  recognise that poor-quality information leads to
  unreliable results.(4) They add to, amend and
  combine different forms of information from a
  variety of sources.(2 4) They use ICT to present
  information in different forms and show they are
  aware of the intended audience and the need for
  quality in their presentations.(3 4) They
  exchange information and ideas with others in a
  variety of ways, including using e-mail.(3) They
  use ICT systems to control events in a
  predetermined manner and to sense physical
  data.(2) They use ICT-based models and
  simulations to explore patterns and
  relationships, and make predictions about the
  consequences of their decisions.(2) They compare
  their use of ICT with other methods and with its
  use outside school.(4 5)

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www.ncaction.org.uk

• Level 5Pupils select the information they need
  for different purposes, check its accuracy and
  organise it in a form suitable for processing.(1
  2) They use ICT to structure, refine and present
  information in different forms and styles for
  specific purposes and audiences.(2 3 4) They
  exchange information and ideas with others in a
  variety of ways, including using e-mail.(3 5)
  They create sequences of instructions to control
  events, and understand the need to be precise
  when framing and sequencing instructions.(2) They
  understand how ICT devices with sensors can be
  used to monitor and measure external events.(2)
  They explore the effects of changing the
  variables in an ICT-based model.(2) They discuss
  their knowledge and experience of using ICT and
  their observations of its use outside school.(3
  4 5) They assess the use of ICT in their work
  and are able to reflect critically in order to
  make improvements in subsequent work.(4)

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Supporting Resources

• www.standards.dfee.gov.uk
• www.ncaction.org.uk/
• www.nc.uk.net/home.html
• www.eriding.net
• www.bbc.co.uk/schools/
• www.bteducation.bt.com/education/ict/resource_bank
  /ict_tools/toolsmenu.cfm
• www.softronix.com/logo.html