| Area |
Issues |
LOGO |
| Pedagogic
Issues |
Appropriate
use of application. |
Subject
areas to be supported. |
| Resource
Issues |
Platform
to be used.
Application software 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.
Planning focused, differentiated worksheets, task cards etc. |
Familiarisation
of software.
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. |
Plan
pupil groups and group size.
Use questions to interrogate pupils on learning outcomes.
Teach pupils how to:
- create
and combine sub-procedures and repeat commands to greater
effect
- save,
retrieve and edit work
Provide
opportunities through focused, differentiated tasks for pupils
to use LOGO to create sub-procedures to:
- create
more complex effects such as creating overlapping patterns
from a variety of shapes
- combine
sub-procedures to build more complex procedures, such
as creating a robot consisting of simple procedures for
head, body, limbs etc.
- use
the Repeat command to draw another robot and create bigger
or smaller robots by modifying the sub-procedures
- investigate
and change the size of shapes already created by editing
procedures, sub-procedures and repeats to answer questions
of the type: "What would happen if...?"
- encourage
pupils to make choices to use any software features as
appropriate
- allow
pupils to create their own scene in a graphics package
to use within LOGO
- save,
retrieve and edit work
|
| Assessment
Issues |
Assessment
of pupils' achievements.
Date their experiences and competencies. |
Can
pupils:
- use
sub-procedures to create more complex effects such as
creating overlapping patterns from a variety of shapes?
- combine
sub-procedures to build more complex procedures, such
as creating a robot consisting of simple procedures for
head, body, limbs etc.?
- use
the Repeat command to draw another robot and create bigger
or smaller robots by modifying the sub-procedures?
- investigate
and change the size of shapes already created by editing
procedures, sub-procedures and repeats to answer questions
of the type: "What would happen if...?"
- make
choices to use any software features as appropriate?
- create
their own scene in a graphics package to use within LOGO?
- save,
retrieve and edit work?
|
| Recording
Assessment |
Recording
pupils' experiences and knowledge of skills to inform future
planning. |
Pupils
can:
- use
sub-procedures to create more complex effects such as
creating overlapping patterns from a variety of shapes
- combine
sub-procedures to build more complex procedures, such
as creating a robot consisting of simple procedures for
head, body, limbs etc.
- use
the Repeat command to draw another robot and create bigger
or smaller robots by modifying the sub-procedures
- investigate
and change the size of shapes already created by editing
procedures, sub-procedures and repeats to answer questions
of the type: "What would happen if...?"
- make
choices to use any software features as appropriate
- create
their own scene in a graphics package to use within LOGO
- save,
retrieve and edit work
|
| 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 pupils able to combine sub-procedures and repeat commands
to greater effect?
Are pupils able to save, retrieve and edit work effectively?
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 LOGO again?
|
