Based on Medium Term Plans Produced by Wokingham LA and Updated by York LA

Control ICT Medium Term Planning

Based on medium term plans produced by Wokingham LA and updated by York LA

Schemes of Work:

Control
Foundation Page 2
Year 1 Page 3
Year 2 Page 4
Year 3 Page 5
Year 4 Page 6
Year 5 Page 7
Year 6 Page 8

These are Medium Term plans and should form the basis of your planning ICT: It is intended that units are not taught in isolation but key areas and skills are taught throughout the year as appropriate with other units and in a cross curricular context. You might want to highlight the schemes as aspects are covered in your short term plans to ensure you have coverage

In this Unit the children will predict, estimate and create and record sets of instructions to control devices to achieve specific outcomes. They will Predict and test short sequencers of linked instructions to achieve intended outcomes. Investigate physical data through sensing. Refine instructions to improve the efficiency (procedure) of the instructions they have created data. Create a sequence of instructions to control events including the use of feedback from input devices to solve given problems

© These schemes of work have been authored and developed by the Wokingham ICT Team: Whilst we are happy to share the schemes with LAs and schools please acknowledge your sources. This document has been amended by York LA September 2009.

Further information contact the ICT team

Control Strand: Making Things happen
Foundation Stage and Early Years: Give and record individual instructions and make things happen.
Learning objectives / Key Skills: what the children will do / Outcomes
· To talk about ICT in everyday life
· To use simple remote control and programmable toys
· To understand ‘forward’ and ‘back’ / · Talk about experience of equipment ‘controlled’ by a computer eg. automatic doors, tills, cash points etc.
· Explore a range of control toys and devices
· Follow simple instructions to move along a line.
· Create a series of instructions to move their peers along a line.
· Navigate a BeeBot / Pixie forward and back to certain objects.
· Have experiences of controlling other devices such as music players, video recording equipment and digital cameras
In order to progress further
· Instruct BeeBot /Pixie to follow a course including left and right. / · Children understand that devises can follow instructions. Guide a floor robot / BeeBot along a track, stopping at objects at different distances.
Example cross curricular links and outcomes
· Use a car on a car mat to explore different routes
· Use a floor robot as part of a nursery rhyme journey – (Incy Wincy spider, Jack and Jill )
· Use of robot to move along number line.
· Children use a digital camera or Digital blue video camera to record images
· Use of alarm clocks and simple cooking timers/microwave etc. (DT, SCI, PSHE)
· Go on a walk in or around school. Recreate that journey as a linear map drawn on a large piece of paper. Guide Beebot along the linear map, stopping at pictures of key points of the journey
Suggested resources: floor robot Probott, Pixie,, mats and obstacles, tape recorders, CD players, simple domestic devices, timers and digital camera, Bee Bott Software, 2Go,
Control Strand: Making Things happen
Year 1: Give and record individual instructions and make things happen.
Learning objectives / Key Skills: what the children will do / Outcomes
· To understand that devices respond to commands
· To understand that they can programme a simple sequence of commands into a programmable robot or toy to send it on a route
· To recognise that many everyday devices respond to signals and instructions / · Explore a range of control toys and devices
· Have experiences of controlling other devices such as sound recording devices, music players, video recording equipment and digital cameras
· Explore outcomes when individual buttons are pressed on a robot
· Explore an on screen turtle ( or Bee BOT) navigate it around a course or grid
· While navigating around a course on a computer predict what will happen once the next command is entered.
In order to progress further
· Know that devices and actions on screen may be controlled by sequences of actions and instructions / · Children guide a floor robot to visit specific locations on a floor map related to another curriculum area
Example cross curricular links and outcomes
· Use a car on a map to explore different routes
· Children give each other instructions to move around the hall during a PE lesson. Ensure all children understand the concepts of ‘forwards’ ‘backwards’, ‘left’ and ‘right’ and can count steps accurately.
· Children send a floor robot to knock over some skittles. How close can they get before they touch? e.g. How many ‘steps’ must the floor robot travel to get to the skittles?
· Use a floor robot as part of a story journey – (The Very Hungry Caterpillar, The Lighthouse Keeper’s Lunch, Rosie’s Walk, ‘We’re going on a bear hunt’, Handa’s surprise) (LIT, GEOG)
· Use of robot to move along number line. (MATHS) e.g. forward 3 squares and back 2. Predict where the floor turtle will end up, counting backwards and forwards.
· Children use a digital camera or Digital blue video camera to record images (ALL SUBJECTS)
· Use of alarm clocks and simple cooking timers/microwave etc. (DT, SCI, PSHE)
· Use on line activities like Billy Bug, little red ship, I-board to control an on screen robot or object
· Use on screen turtle e.g. Bee Bot software or 2 Go to move an object around a screen using simple commands
Suggested resources: floor robot Probott, Pixie,, mats and obstacles, tape recorders, CD players, simple domestic devices, timers and digital camera, Bee Bott Software, 2Go,
Control Strand: Making Things happen
Year 2: Predict, estimate and create a set of instructions to control devices and achieve specific outcomes
Learning objectives / Key Skills: what the children will do / Outcomes
· To understand that devices or on screen turtles are controlled by sequences of instructions or actions
· To plan and give instructions to make things happen and describe the effects
· To be able to programme ½ and ¼ turns. / · Talk about how everyday devices can be controlled
· Know that devices and actions on screen may be controlled by sequences of actions and instructions
· Create a sequence of instructions to create a right-angled shape on screen
· Create a sequence of instructions to control a programmable robot to carry out a pre-determined route to include direction, distance and ½ and ¼ turns (on screen or floor robot)
· Control a floor robot using appropriate buttons, Make predictions and estimate distances and turns
In order to progress further
· Begin to plan more complex sequences of instructions, test and amend (on screen or floor robot) / · Predict, estimate and create a set of instructions to control a floor robot to move between two or more fixed points involving distance and turn
Example Cross Curricular links and outcomes
· Navigating a map connected to geography work eg. Children draw a map or representation of their route to school. Give Pixie instructions to act out this route. Models of significant features along the route could be represented by photographs, pictures or constructed from boxes. Children discuss their decisions and explain the instructions given.
· Children control a floor robot to visit characters in imaginary location (LIT)
· Children control a floor robot “tractor” and deliver food stuffs to animals in different locations (MATHS, SCI, GEOG)
· Children program a floor robot “post van” to follow the route of the Jolly Postman delivering letters or Father Christmas delivering presents. (GEOG, LIT, MATHS)
· Planning a route around the playground (GEOG, MATHS)
· Investigate properties of squares and rectangles. (MATHS)
· Number line work (MATHS)
· Compass points and directional vocabulary (MATHS)
· Plan an escape route (History)
· Looking after your programmable devices (PSHE)
· Timing speed of devices (MATHS)
· Suggested resources: floor robot, mats and obstacles, timers,
Control Strand: Making Things happen
Year 3: Predict and test short sequencers of linked Instructions to achieve intended outcomes
Learning objectives / Key Skills: what children do / Outcomes
· To create, edit and refine sequences of instructions for a variety of programmable devices.
· To apply and test sequencing skills in a variety of contexts / · Begin to plan more complex sequences of instructions, test and amend (on screen or floor robot)
· Solve open ended problems with floor robot, on screen turtle and other programmable devices.
· Plan a sequence of instructions to create different, more complex 2D shapes with a floor robot or on screen turtle. including use of Repeat and End commands to shorten procedures.
· Operate appropriate controls to produce a variety of effects.
· Use a PC microscope to collect a series of images
· Begin to use data loggers to capture sequences of measurements over time
In order to progress further
· Develop sequencing skills in programming control devices / · Predict and test short sequences of linked instructions to achieve intended outcomes using a floor turtle and a screen turtle
Example Cross Curricular links and outcomes
· Children use a Logo type program to create Egyptian pyramids
· Children plan and then give a floor robot instructions to explore a picture or imaginary environment e.g. a treasure island map, maze or race track. They write down instructions using symbols and numbers. Instructions should include estimated distances and right angle turns. (Instructions Lit unit non-fiction unit 2)
· Create instructions for others to follow.
· Children create shapes using an on-screen device
· More able children combine shapes using different colours and line widths to produce a desired effect eg Kandinsky, Matisse’s ‘The Snail’
· Create regular 2D shapes with angles other than right angles (MATHS unit D2)
· Create a garden with Logo flowers using linked sequences to generate a more complex picture
· Collect a series of images using a PC microscope.
· Use a data logger to investigate growing conditions
Suggested resources: floor robot, mats and obstacles, screen turtle and backgrounds, , data logger, control box, Scratch
Control Strand: Making Things happen
Year 4: Investigate physical data through sensing data.
Learning objectives / Key Skills: What the children will do / Outcomes
· To further apply and test sequencing skills in a variety of contexts
· To understand that devices can sense and record aspects such as sound, temperature and light.
· To understand that data can be collected more efficiently by a data logging device compared with manual methods
· Understand senses can be used to solve problems and answer specific lines of enquiry / · Further develop sequencing skills in programming control devices, including use of Repeat and End commands to shorten procedures.
· Use angles other than 90 and 180 degrees. (See Y 4 Modelling and Simulations)
· Investigate how everyday devices are controlled using inputs and outputs eg automatic doors, kettle, traffic lights, microwave oven
· Investigate changes in the environment using a data-logging device
· Discuss and interpret graphs illustrating the data collection
· Be able to compare using a data logger to other methods of gathering data and discuss the advantages and disadvantages
In order to progress further
· Apply their knowledge and understanding of sequencing commands in other contexts such as the composition of music and time-lapse photography using a digital camera / · To identify opportunities and design simple investigations for which the collection of data through a computer device is both feasible and advantageous, carrying out the investigation and draw conclusions
Example Cross Curricular links and outcomes
· Children plan and then give a screen turtle instructions to draw letters of the alphabet or common polygons on the screen. They write down instructions using symbols and numbers. Use Pen Up and Pen Down commands.
· Children use data logging equipment to log and interpret temperature, sound levels and/ or light levels in different locations.
· Children investigate how long various liquids take to cool and how insulators can affect the cooling process
· Use data logging to compare volume of different sound sources or in different rooms, or in one place over time
· Use data logging equipment to investigate changes in pulse rate during different activities.
· Data logging; weather
· Interpret graphs illustrating changes in conditions (Maths Block c unit 1)
Suggested resources: data loggers, pulse sensors, temperature probes, data logging software, word processing or DTP software for writing up
Control Strand: Making Things happen
Year 5: Refine instructions to improve the efficiency (procedure) of the instructions they have created
Learning objectives / Key Skills: what the children will do / Outcomes
· To use data-logging results, such as sound, temperature and light to solve problems.
· To understand and predict patterns graphical data.
· To investigate and refine sequences of commands using repeat and procedures with a control box or on screen.
· To become familiar with inputs as well as outputs. / · Use data-logging devices to investigate changes in the environment over time.
· Use graphical information to answer questions and solve simple problems.
· Apply knowledge of control sequences in real life situations discuss in terms of inputs and outputs. Draw simple flow diagrams to explain what is happening
· Control an on screen mimic or simulation with inputs and outputs
· Sequence instructions to control output devices such as alarms, traffic lights, motors or Scratch Animation or on-screen simulations
· Refine procedures to improve desired outcomes.
· Combine procedures to solve more complex problems.
In order to progress further
· Use sensor inputs to control outputs / · Create a sequence of instructions to control events. Refine instructions to improve the procedure of the instructions they have created.
Example Cross Curricular links and outcomes
· Control a set of traffic lights (real or onscreen)(DT)
· Control a buggy to follow a specified course (MATHS, DT)
· Control a fairground ride or castle drawbridge, including motors, lights and buzzers (DT, HIST, GEOG)
· Control a lighthouse with a sequence of lights and warning sounds (DT)
· Instructional writing (LIT)
· Report writing (LIT)
· Solving problems using graphs (MATHS, SCI)
· Controlling electrical circuits in a variety of contexts (SCI)
Suggested resources: Data logger with graphing software, Flowol (with Control box and models, maybe including home made models), Robolab, Scratch,lego Mindstorms, Jun ior Control Insight, Scratch
Control Strand: Making Things happen
Year 6: Create a sequence of instructions to control events including the use of feedback from input devices
Learning objectives / Key Skills: what the children will do / Outcomes
· To understand that feed back from monitoring can be used in control procedures/sub-routine.
· To control on screen mimics and devices using a switch or sensor.
· To use control sequences to solve real life problems such as a level crossing and burglar alarm / · Sequence instructions to control a number of output devices such as alarms, lights etc.
· Refine procedures to improve desired outcomes.
· Control an on screen mimic or simulation with inputs and outputs
· Use sensors activate sets of instructions e.g a burglar alarm or light sensor
· Apply knowledge of control sequences in real life situations
· Use simple control language to activate multiple devices or outputs concurrently / · Create a sequence of instructions to control events including the use of feedback from input devices.
Example Cross Curricular links and outcomes
· Control a buggy to change course dependent on push switches (DT)
· Control a car park barrier to lift or fall in response to push switches or light sensors (DT, SCI)
· Control a lighthouse to operate a sequence of sounds and lights only at night (DT, SCI, GEOG, HIST; coasts, seaside)
· Control a car/burglar alarm to operate a sequence of sounds and lights if the door has been opened, and to stop if the key is used (DT, SCI)
· Instructional writing (LIT)
· Report writing (LIT)
· Formal/ informal invitations to opening of fairground ride (LIT)
· Creating leaflets/ persuasive writing to advertise fair (LIT)
Suggested resources: Flowol (with FlowGo, mimics, models and home-made models), Robolab, Scratch,Lego Mindstorm, Junior Control Insight