Somerset e-learning curriculum team ICT progression

Developing ideas and making things happen - Control and Monitoring

Minimum entitlement 1F, 2D, 3D, 4B, 5E, 5F, 6C

Foundation / Year 1 / Year 2 / Year 3 / Year 4 / Year 5 / Year 6
Children
understand concepts
/ Children recognise that their actions have an effect. / Children understand that devices can be controlled by buttons. / Children understand that devices and actions on screen may be controlled by sequences of actions or instructions. / Children understand that different sequences of actions can achieve the same outcome. / Children understand that efficient procedures are important for effective outcomes. / Children understand that efficient procedures can be used to solve problems.
Children recognise that ICT can show changes. / Children recognise that ICT tools can be used to capture or sense changes. / Children understand that changes can be measured, recorded and graphed over time. / Children understand that feedback from monitoring can be used in control procedures. They recognise there are many applications in society.
Teacher enables
progress / Teachers make explicit how things work when using technology around the school and arrange visits to extend this knowledge.
Teachers provide opportunities for pretend technology to be part of indoor and outdoor role play.
Teachers provide exploratory programs for children to use. / Teachers provide opportunities for children to have physical experiences of giving and following instructions. Teachers avoid explaining what to do, allowing children to explore what happens when different buttons are pushed on a floor robot. Teachers give children the opportunity to explain what they have found out and to use this in different contexts.
Teachers provide a range of technologies for children to discover outcomes when different inputs are given.
Teachers explicitly make children aware of everyday uses of ICT. / Teachers set problem solving tasks for children to develop thinking using an on-screen turtle.
Teachers introduce different tools to investigate changes over time, encouraging children to interpret findings.
Teachers provide opportunities for children to create different outcomes with sound software. / Teachers set problem solving tasks for children where they are expected to write procedures to achieve outcomes.
Teachers challenge children to make procedures more efficient.
Teachers provide opportunities across the curriculum for children to monitor events.
Teachers set tasks for children to use sensing equipment to control actions of a device.
Teachers provide opportunities for children to see and talk about the use of feedback from monitoring in society.
Children build skills
/ Children help adults operate equipment around the school. Children independently operate simple equipment.
Children use simple programsto make things happen.
Children find out about and identify the uses of everyday computer technology.
Children play with and make pretend technology.
Children explore options and make choices with toys, programs and websites. / Children physically follow instructions to move around.
Children give instructions to cause each other to move. Children explore outcomes when individual buttons are pressed on a robot.
Children use tape recorders, mp3 players and video players.
Children explore simple music software to create sounds.
Children use sound effect options within a program.
Children experience ICT being used in the world around them. / Children physically follow and give each other forward, backward and turn instructions.
Children enter instructions on a robot specifying distance and turn. Children explore outcomes when giving instructions in a simple Logo program.
Children use music software to explore sequences of sounds, and watch and talk about changes on screen when sound is recorded.
Children see and talk about time lapse video created with Intel microscope. / Children enter instructions on a robot specifying distance and turn.
Children explore outcomes when giving instructions in Logo software.
Children solve open-ended problems with a floor robot and Logo.
Children sequence sounds to create different moods.
Children use time lapse techniques with an Intel microscope to investigate questions. / Children set up sensors to monitor light, sound and heat.
Children discuss and interpret graphs.
Children solve problems with a floor robot and Logo. Children write procedures. Children use repeat to achieve solutions to tasks. / Children explore procedures using repeat to achieve solutions to problems with Logo and a floor robot.
Children refine procedures to improve efficiency.
Children explore instructions to control software or hardware with an input.
Children select equipment to investigate questions and patterns where data is collected over time. / Children write efficient procedures for a floor robot or Logo.
Children control on screen mimics and devices using one or moreinput.
Children write explanatory instructions for a sequence of instructions.
Children ask and answer questions about ‘What happens if . . .?’
Children understand how sensors can be used to measure input in order to activate a procedure or sequence and talk about applications in society.
Children identify difficulties and articulate a solution for a control program.
Children develop process
/ Children explore a program making choices and describing outcomes to friends. / Children move a floor robot along a number line, predicting where robot will stop. / Children enter a series of instructions to move a floor robot around a floor mat using distance and turn. / Children plan a sequence of instructions to create simple 2D shapes with a floor robot or Logo. / Children monitor data to investigate a question.
Children use Logo to create procedures using repeat. / Children refine instructions to improve the efficiency of a procedure. / Children create a procedureto detect feedback from an inputand consequently activate a sequence of actions.
Typically using / ICT toys eg washing machine, till, metal detector
Cereal boxes etc!
2Paint, 2Publish, Musical Leaps and Bounds,
/ Floor/table top robot - Pixie, Bee-Bot, Roamer
Compose World, 2Simple Music Toolkit
2Create a Story
Textease (sound recorder)
Tape recorder with sound level dial. / Floor/table top robot - Pixie, Bee-Bot, Roamer
2Go
(Intel microscope, time lapse video)
Compose World, 2Simple Music Toolkit / Floor/table top robot - Roamer, Pro-Bot, Pippin
2Go
Textease Turtle
Intel microscope, time lapse video
Compose World, 2Simple Music Toolkit / Robot - Roamer, Pro-Bot, Pippin
Textease Turtle
Easysense Q, Log-Box / Textease Turtle
Flowol2, FlowGo,
ProBot, Buzzers, lights, motors,Easysense Q, Log-Box / Textease Turtle
Flowol2, FlowGo, , ProBot
Lego Robotics
Buzzers, lights, motors, Easysense Q, Log-Box
Curriculum contexts
/ Help an adult to make photocopies (KUW)
Play with programmable toys (PSED, KUW)
Use food mixer and microwave to cook food (KUW
Use a paint program with an interactive whiteboard to make different marks on screen (PSED, CD)
Use a mouse to make choices with a simple program on a computer (PSED)
Create pretend ICT equipment with junk or building bricks (CD)
Find metal objects in the sand pit using a metal detector (KUW) / Guide a floor robot to deliver mail on a floor map (Ge, Ma Block D)
60Use a floor robot as part of a story journey eg We’re going on a bear hunt, Handa’s Surprise, The Very Hungry Caterpillar (Lit N unit 2 stories from a range of cultures/stories with predictable and patterned language)
Add sound effects to a 2Create a Story file with freeze frame photos from a drama activity (Lit N Unit 4 Stories about Fantasy Worlds)
Listen to stories like The Very Hungry Caterpillar, and Hickory Dickory Dock and rhymes about time (Ma Block D) / Control a floor robot to visit places in an imaginary location (LitNF Unit 1 Instructions, Ma Block D)
Enter settings on a microwave to cook or defrost food (DT)
Control a floor robot “tractor” and deliver food stuffs to animals in different locations (Ge, Ma Block D)
Use a floor robot to create a square (Ma Block D) / Use a Logo program to create 2d representation of an Egyptian pyramid (Hi)
Create a piece of music to enhance the mood of a performance poem (Mu, Lit P Unit 1 poems to perform)
Use time lapse feature of Intel microscope to investigate plant growth (Sc)
Program a floor robot to draw 2D shapes (Block B) / Explore the impact changing the variable of length and side relating to shapes and patterns (Ma Block B)
Design an Islamic pattern using logo (RE)
Investigate how long various liquids take to cool and how insulators can affect the cooling process (Sc)
Use light sensors to investigate which material make the most effective black out curtains? (Sc) / Create a sequence of instructions to control a set of traffic lights (Sc)
Use data loggers to monitor heart rate before, during and after exercise (Sc)
Use sound sensors to investigate environmental noise pollution as evidence to present to local council (Sc, Ge, Lit NF unit 3)
Create isosceles or right angle triangles (Ma Block B) / Create procedures to control fairground models that they have made. (DT)
Create procedures to control a burglar alarm or pelican crossing (Sc, DT)
Use light gates to investigate the effect of gradient and mass on the speed of travel (Sc)
Control a buggy to go backwards and forwards anduse feedback from an input device to detect obstacles. (DT)Program an on screen turtle to draw regular polygons or specific quadrilaterals (Ma, Block B)