Classroom Strategies for Control

The aim of using Control is to provide pupils with the understanding and experience of controlling devices by creating programs that contain a sequence of commands. Devices that can be controlled include lights, buzzers and motors. Sensors may also be incorporated into control situations.

Examples of using Control include:

• activating the lights of a model house within a given sequence
• controlling a set of traffic lights
• activating buzzers and lights within a given situation, such as controlling a lighthouse with fog horn
• controlling a buggy to move along a route by activating motors at appropriate positions
• activating lights, buzzers or motors in conjunction with sensors, such as pressing a switch to activate a sequence of lights

The teacher needs to think very carefully about the reasons for using Control and also to decide on the most appropriate time to develop a Control project. The latter is important, since a Control project demands a considerable amount of planning and preparation time. Control can be integrated into a design and technology project that entails the construction of models etc. Science-based topics, such as electrical circuits, can also be effectively supported by using Control.

The most important aspect from the teacher's point of view, is to decide exactly what the Control exercise will entail. The teacher must be clear at the very outset of what Control activities the pupils will experience. The planning should be precise and the following considered carefully:

• what previous experiences have the pupils had in using Control?
• what and how many devices will be used?
• will ready-made models or pupil constructed models be used?
• what sensors, if any, will be used?
• which software will be used?
• what commands will be introduced and developed by pupils?
• how will the Control project be introduced to the pupils?

A Control project can be introduced to pupils through a series of demonstrations that illustrate the use of the software, the control box and peripheral equipment. Demonstrations can involve:

• the whole class, which would save on teaching time
• a group of pupils who could then become pupil tutors

Pupils must be given ample opportunity to familiarise themselves with the equipment, software and new commands. Teachers should prepare differentiated, focused tasks that will allow pupils to develop and amend control programs that are purposeful and challenging. Pupils can use a suitable word processor to write an account of their experiences. Printed work can either be used for display or placed in pupil workbook/file.

Tasks should be developed from prescribed to open-ended. This will offer support to pupils in the early stages of using Control, and lead to increasingly challenging investigations by the more able pupils as they become more familiar with the Control software.

At all times, teachers must be vigilant and consider all safety aspects when pupils are working at the computer. It is important to ensure that:

• there are no trailing cables, either on the work surface or on the floor beneath the computer trolley
• pupils are comfortably seated at the computer - ie. the chairs are neither too low nor too high

Assessment of pupils' work should be in line with the school policy. When assessing collaborative work it is accepted that assessment can be carried out through:

• questioning the pupils
• a print out of pupil work
• saving pupil programs to disc
• discussing outcomes with pupils - this should identify individual children's contributions to the activity

SEN and ICT
Teachers should be able to recognise the specific contribution that ICT can make to teaching pupils with special learning needs. Supporting children in mainstream classrooms is based upon the need to provide access to the curriculum in a manner appropriate to the pupil's needs and being able to identify where ICT can provide subject specific support.

The code of practice is a guide for schools LEAs about the practical help they can give to pupils with special educational needs. It recommends that schools identify children's needs and take action to meet those needs as early as possible.

A child has a special educational need if he has a learning difficulty which calls for special educational provision to be made for him or her. A child has a learning difficulty if he or she:

• has a significantly greater difficulty in learning than the majority of children of the same age
• has a disability which either prevents or hinders the child from making use of educational facilities of a kind provided for children of the same age in schools within the area of the LEA
• is under five and falls within the definition of the two points above or would do if special educational provision was not made for the child

A child must not be regarded as having a learning difficulty solely because the language of the home is different from the language in which he or she will be taught.

Using ICT effectively:

• be aware of the range of needs of the pupils you work with
• be aware of targets that any child with Individual Education Plans (IEPs) have
• differentiate ICT teaching to take account of these needs and targets
• monitor any progress made
• ensure that you are aware of the way that ICT can support and enrich pupil's learning
• know how ICT supports the school SEN policy
• check the existing software and peripherals that could be used during the support of the pupil
• work with subject co-ordinators to ensure that individual schemes of work have differentiated ICT activities within
• work with class teachers during the 'planning sessions' to ensure that ICT supports the IEPs

For pupils with learning difficulties, ICT can be a focus for language development activities. It can make writing more accessible, and enable and encourage children to practice skills. Using ICT offers a medium for differentiated activities and can make information more accessible.

Children with emotional and behavioral difficulties can find ICT motivating because it is not threatening or judgmental. It can offer a medium for differentiated activities that are more manageable and provide more satisfying outcomes.

Children with visual impairment may need help to make the most of their vision when using ICT. You should consider the position of the pupil in relation to the screen. Clarity of display is essential, as is the use of large fonts and possibly adjusting the colours. Where possible, use speech facility to provide speech feedback.

Children with hearing impairment where language is a major problem can benefit from the use of ICT. Where ICT is used for language activities symbol or picture enhanced text can bring meaning to text. Graphics can stimulate writing while access to whole words can help children to organise thoughts and aid expression.

Range of Tasks