| 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, equipment and sensors to be used. |
Suitable
hardware.
Suitable software, control box, equipment and sensors. |
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 and sensors.
Familiarisation of software to include both output and input
commands.
Ensure Key Skills are identified and addressed.
Create focused, differentiated worksheets, task cards etc.
Collect and check resources. |
Planning
Issues:
Short Term |
Use
of application.
Assessment opportunities. |
Teach pupils how to:
- use
suitable software and control box including sensors, to
activate lights, buzzers or motors using direct output
and input commands
- create
an output/input 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:
- pressing
a switch to control the lights of a house
- using
a light sensor to repeat a flashing sequence for a lighthouse
with a fog horn
- using
a sensor to control a set of traffic lights
- pressing
a switch to move 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
suitable software and control box including sensors, to
activate lights, buzzers or motors using direct output
and input commands?
- create
an output/input program containing procedures and repeat
commands to activate sensors that control lights, buzzers
or motors within a given situation?
- 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
suitable software and control box including sensors, to
activate lights, buzzers or motors using direct output
and input commands
- create
an output/input program containing procedures and repeat
commands to activate sensors that control lights, buzzers
or motors within a given situation
- 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 use of the computer support the topic?
Did the software enhance the chosen subject areas?
Were resources adequately prepared?
Did the activity enable pupils to keep on task?
Was there sufficient opportunity for differentiation?
Were suitable procedures, including input commands, contained
within the pupils' programs?
Were pupils able to save, retrieve and edit work?
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?
Were more able pupils extended?
What, if anything, would you change when developing Control
again? |
