Developing ideas and making things happen

Control and Sensing-Understanding instructions & making things happen- Possible Scheme of Work

Give and record individual instructions and make things happen Understanding instructions & making things happen

 

Year Group some children will not have made so much progress and will most children will some children will have progressed further and will
Y1 Recognise that many everyday devices respond to signals and instructions

Give and record individual instructions and make things happen

E.g. Press buttons in sequence to control a robot or programmable toy

Be able to predict the outcome of instructions, and change them to follow a new path.

E.g. They correctly predict how to reach a destination on a map, and can create the steps.

 
  • I know that machines work by pressing buttons and turning dials
  • I know how to turn on a TV, washing machine or microwave
  • I know that I can move a robot by pressing buttons in sequence
  • I know how to make a robot go to a particular place
  • I know how to sequence instructions.
  • I know how to sequence instructions using words like forward, back and turn
  • I know how to make predictions.
  • I am able to plan how to get a robot to a particular place
  • I know how to give several instructions correctly
  • I know how to change the instructions if the route is changed

 

Linked Planning Linked Resources

Understanding instructions & making things happen

Recording sounds

word Mini Roamer grid

word Roamer number line
 

word Mini beast cards

word Roamer shape cards

jpegPixie jacket (jpeg)
   Beebot ResourcesKent ICT


Little Red Ship
Northumberland

 

Understanding instructions & making things happen

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 know about how devices are controlled.

Discuss pictures of everyday technologies.  How we control these?
Sort controllable toys into groups.

Control
Switch

Pictures of television, video recorders, traffic lights, toys etc.
Collection of toys.

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 tape recorder.

Demonstrate how to record sounds using a tape recorder.  Ask pupils to record and play back their own sounds.

Forward / Back
Record
Play
Rewind
Fast Forward

Tape recorder
Audio tape

 

3

Create, test, improve and refine sequences of instructions.

To follow a sequence of instructions.

Ask pupils to follow instructions e.g. walk forward 3 steps.  Progress to sequences of instructions.

Sequence
Instructions
Forward / Back
Left / Right

 

 

4

Create, test, improve and refine sequences of instructions.

To give a sequence of instructions.

Pupils give instructions to move from one feature to another.  Ask pupils to write down instructions.

Sequence
Instructions
Forward / Back
Left / Right

Grid drawn on a large piece of paper with features of the local area. 

 

5

Create, test, improve and refine sequences of instructions.

To plan and test a sequence of instructions.

Pupils write instructions for each other to move from their seat to an object in the classroom. Swap the instructions & test them.

Sequence
Instructions
Forward / Back
Left / Right