Developing ideas and making things happen

Control and Sensing-Routes: Controlling a floor robot- Possible Scheme of Work

Predict, estimate and create a set of instructions to control devices and achieve specific outcomes. Routes: Controlling a floor robot

 

Year Group some children will not have made so much progress and will most children will some children will have progressed further and will
Y2

Give and record individual instructions and make things happen

E.g. Can move a robot step by step in separated stages.

Predict, estimate and create a set of instructions to control devices and achieve specific outcomes.

E.g. Control a floor robot to move between two or more fixed points involving distance and turn.

Predict and test short sequences of linked instructions to achieve intended outcomes

E.g. Navigate a map with a turtle to get to a specific location by planning and implementing instructions.

 
  • I can make things happen by pressing buttons
  • I am able to predict a route from a given set of instructions
  • I know how to combine instructions.
  • I know how to change instructions if the route is changed
  • I Know how to write instructions using different angles.
  • I know how to link instructions to make a shape or pattern using repeat.

 

Linked Planning Linked Resources

Controlling a floor robot

word Mini Roamer grid

word Roamer shape cards

word Roamer number line
  Roamer
Kent ICT
Recording sounds jpegPixie jacket (jpeg)
   Beebot Resources


Little Red Ship
Northumberland

 

Routes: Controlling a floor robot

wordClick here to download the planning seen below

 

Week

Area of study (From NC PoS)

Learning Objectives

Activities

Key Vocabulary

Resources

Assessment Outcomes

 

1

Plan and give instructions to make things happen.

To control a programmable toy.

Find out what happens when particular buttons are pressed.

Buttons, switches, on, off, control, press

Programmable toys e.g. Roamer, telephones, tape players, toasters.

Level 1:
I can recognise that everyday devices respond to signals and instructions.

I can choose to change the instructions to produce a different result.

Level 2:
I can plan and give instructions to make things happen and describe the effects.

 

2

Plan and give instructions to make things happen.

To control a programmable toy.

Send Roamer / PIXIE across to pupils sitting in a circle.

Forward, control, move, start, stop

Floor turtle e.g. Roamer / PIXIE / Beebot

 

3

Plan and give instructions to make things happen.

To control a programmable toy using FORWARD and BACK.

Send Roamer / PIXIE along a number line.

Forward, back, control, move

Floor turtle e.g. Roamer / PIXIE / Beebot
Number line

 

4

Plan and give instructions to make things happen.

To control a programmable toy using FORWARD and BACK.

Send Roamer / PIXIE along a picture track linked to a familiar story.

Forward, back, control, move

Floor turtle e.g. Roamer / PIXIE / Beebot
Picture track

 

5

Plan and give instructions to make things happen.

To control a programmable toy using FORWARD, BACK, LEFT and RIGHT.

Send Roamer / PIXIE around a story map.

Forward, back, control, left, right, move

Floor turtle e.g. Roamer / PIXIE / Beebot
Story map

 

6

Create, test, improve and refine sequences of instructions.

To plan, test and refine a sequence of instructions.

Create a sequence of instructions to move around a story map.

Sequence, instructions, control, program

Floor turtle e.g. Roamer / PIXIE / Beebot