| Area |
Issues |
Robotic
Toys |
| Pedagogic
Issues |
Appropriate
use of Robotic toy. |
Areas
to be supported. |
| Resource
Issues |
Robotic
toy and charger to be used. |
What
other resources will be required?
eg. dice, play mats, coloured tiles, covers etc. |
Planning
Issues:
Long Term |
Most
suitable time to use the Robotic toy.
Which areas will ICT support? |
Times
of the year when application is to be used. |
Planning
Issues:
Medium Term |
Collecting
and making resources.
Planning focused, differentiated worksheets, task cards etc. |
Familiarisation
of Robotic toy.
Ensure Key Skills are identified and addressed.
Create any covers that are needed.
Create focused, differentiated worksheets, task cards etc.
Collect and/or make resources. |
Planning
Issues:
Short Term |
Use
of Robotic toy.
Assessment opportunities. |
Charge/check
batteries in Robotic toy.
Plan pupil groups.
Use questions to interrogate pupils on learning outcomes.
Teach pupils how to:
- use
the key pad/controls to enter direct commands to send
the Robotic toy on a journey
and/or (depending on age, previous experience and
ability of pupils)
- plan
a journey through single key presses, making a simple
pictorial record of each command
- send
the Robotic toy on a planned journey through a sequence
of combined key presses, testing the pictorial record
of their earlier journey
Plan
differentiated, focused tasks or activities which will allow
pupils to:
- enter
direct commands to programme a Robotic toy
- build
a journey through single key presses
- enter
a simple sequence of commands to send a Robotic toy on
a planned journey
- work
collaboratively
- develop
literacy and numeracy skills through an increasing range
of vocabulary and exploring areas such as: colour, shape,
sequencing, repeating patterns, estimation, counting,
number, problem solving and investigations
|
| Assessment
Issues |
Assessment
of pupils' achievements.
Date their experiences and competencies. |
Can
pupils:
- use
the key pad/controls to enter direct commands to send
the Robotic toy on a random or planned journey?
- build
a journey through single key presses?
and/or enter a simple sequence of commands to send
a Robotic toy on a planned journey?
- talk
about the decisions made?
- work
collaboratively with other pupils?
|
| Recording
Assessment |
Recording
pupils' experiences and knowledge of skills to inform future
planning.
Photographic evidence or pupil drawings about the activities
can be used if required. |
Pupils
can:
- use
the key pad/controls to enter direct commands to send
the Robotic toy on a random or planned journey?
- build
a journey through single key presses?
and/or enter a simple sequence of commands to send
a Robotic toy on a planned journey?
- talk
about the decisions made?
- work
collaboratively with other pupils?
|
| Evaluation |
Judgement
of timing and use of Robotic toy:
Could the task have been carried out effectively in another
way?
Was continuity and progression achieved?
Will pupils need further consolidation, reinforcement or extension
work?
Did pupils acquire expected skills in both the Early Years
Desirable Outcomes and ICT? |
Did
the use of the Robotic toy support the topic?
Did the software enhance the chosen Early Years Desirable
Outcomes?
Were resources adequately prepared?
Did the activity enable pupils to keep on task?
Was there sufficient opportunity for differentiation?
Were pupils able to:
- use
the key pad/controls to enter direct commands to send
the Robotic toy on a random or planned journey?
- build
a journey through single key presses?
and/or enter a simple sequence of commands to send
a Robotic toy on a planned journey?
- talk
about the decisions made?
- work
collaboratively with other pupils?
Are pupils acquiring expected and necessary Key Skills?
Was there continuity and progression?
How suitable were the pupil groupings?
Is there need for reinforcement/consolidation or extension?
Were teaching and learning objectives met?
What, if anything, would you change when using a Robotic toy
again? |
