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Control and Sensing
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F
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Begin to make simple equipment work. Explore all manner of technology and discover with the intention of finding out 'How does this work', What will I use it for, What can I make it do for me’
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eg Play withrange of remote control toys, ..Start and stop range of equipment.. Make a simple recording, change sounds on a musical keyboard etc Program Pixie BeeBot or on screen robot to follow a simple route.
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1
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Give and record individual instructions and make things happen. Understand that we have some control over our environment. Know that machines follow instructions and need to be controlled.
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eg Children work in small groups, giving a series of single instructions for a floor robot to follow the route of ‘We’re Going on a Bear Hunt’.
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2
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Estimate and create a set of instructions to control devices and achieve predicted outcomes. Learn that carrying out a task accurately, in a specific sequence, and using a common language, brings about a desired outcome.
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eg On a floor map of Isle of Struay pupils try move the floor robot round the map to specific locations identified by an adult.
Using floor or on screen version of Logo pupils control a robot to move between two fixed points involving distance and turn
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3
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Become familiar with control language and be able to predict, program and test short sequences of linked instructions to achieve intended outcomes.
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eg During a topic on Tudors pupils make a floor version of a maze, plan a route through the maze, test out their prediction and adjust to work towards a successful end.
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4
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Be able to create simple procedures and use these to create rotational and linear patterns.
Investigate physical data through sensing equipment.
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eg Investigate temperature changes overnight. Science Unit 4c – keeping warm?
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5
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Explore and understand the impact of changing variables. Refine instructions to improve the efficiency (procedure) of the instructions they have created.
Be able to control simple input and output devices using a control box.
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eg Use a sequence of instructions using “repeat” to control a set of traffic lights
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6
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Create a sequence of instructions to control events including the use of feedback from input devices. Program the control box to carry out conditional processes.
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eg Control a buggy to go backwards and forwards and to detect obstacles using a push switch
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Beyond Year 6
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Solve given problems requiring testing and refinement of individual components.
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