| Area |
Issues |
Control |
| Pedagogic
Issues |
Appropriate
use of application. |
Subject
areas to be supported. |
| Resource
Issues |
Platform
to be used.
Application software to be used.
Control box and control equipment to be used. |
Suitable
hardware.
Suitable software. |
Planning
Issues:
Long Term |
Most
suitable time to use the application.
Which subject areas will ICT support? |
Times
of the year when application is to be used. |
Planning
Issues:
Medium Term |
Collecting
resources and equipment.
Planning focused, differentiated worksheets, task cards etc. |
Collecting
and checking control equipment.
Familiarisation of software.
Ensure Key Skills are identified and addressed.
Create focused tasks within Control activities. |
Planning
Issues:
Short Term |
Use
of application.
Assessment opportunities. |
Teach pupils how to:
- use
suitable software and control box to activate lights,
buzzers or motors using direct output commands
- create
an output program containing procedures and repeat commands
to control lights, buzzers or motors within a given situation
Provide
opportunities for pupils to create programs that control events
such as:
- activating
the lights of a house in sequence
- repeating
a flashing sequence for a light house with a fog horn
- controlling
a set of traffic lights
- controlling
the movement of a buggy along a pre-planned route
- regularly
saving, retrieving and editing work
- predicting
outcomes through asking questions of the nature: "What
would happen if...?"
|
| Assessment
Issues |
Assessment
of pupils' achievements.
Date their experiences and competencies. |
Can
pupils:
- use
control software to activate lights, buzzers or motors
using direct commands?
- create
a program containing procedures and repeat commands to
control lights, buzzers or motors within a given situation?
- regularly
save, retrieve and edit work?
- predict
outcomes through asking questions of the nature: "What
would happen if...?"
|
| Recording
Assessment |
Recording
pupils' experiences and knowledge of skills to inform future
planning. |
Pupils
can:
- use
control software to activate lights, buzzers or motors
using direct commands
- create
a program containing procedures and repeat commands to
control lights, buzzers or motors within a given situation
- regularly
save, retrieve and edit work
- predict
outcomes through asking questions of the nature: "What
would happen if...?"
|
| Evaluation |
Judgement
of timing and use of application:
Could the task have been carried out in a more conventional
or effective way?
Was continuity and progression achieved?
Will pupils need further consolidation, reinforcement or extension
work?
Did pupils acquire expected skills in both the subject areas
supported and ICT? |
Did
the Control element support the topic?
Was the software, control box and peripheral equipment adequately
set up?
Did the activity enable pupils to keep on task?
Were suitable procedures contained within the pupils' programs?
Were pupils able to save, retrieve and edit work?
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 developing Control
again? |
