In Control

In the modern world, computers control most machines to a greater or lesser extent. The 'computer' in question may be nothing more than a microchip in an electronic panel, or it may be a giant computer complex. But the principle is the same - pulleys and strings have been replaced by digital instructions. Think of a washing machine - its appearance isn't very different from the ones on sale in the 1970s but the way it's controlled has completely changed. On the control panel push buttons have largely replaced knobs and switches; and if you look behind the panel you'll see electronic circuit boards where there used to be electro-mechanical components.

The basic principles of computer control are as important for children today as woodwork and needlework were to previous generations. The traditional skills aren't redundant - rather we must add computer control to the children's curriculum.

This document focuses on the development of the 'Control' strand of ICT capability. The terminology refers to the National Curriculum of England and Wales but the progression of skills is applicable to all children in all countries.

Don't forget that as children work on these activities they are developing maths, numeracy, speaking and listening, geography, technology and a host of other skills across the curriculum. You should always look beyond the ICT skills to opportunities where the use of ICT is supporting and enhancing other subjects.

Control at Level One (5 - 6 years of age)
Children should be given the opportunity to explore any simple electrical devices in a constructive way. Torches, bicycle lamps and battery-operated toys are ideal for this. They should progress to more complex devices such as tape recorders and understand that their actions will have a result.

Their work at the computer should be aimed at learning the actions of the more common control keys (such as the arrow keys) and developing mouse control. Software should include simple maze games in which the user has to guide a character on the screen through a maze by using the appropriate keys.

Control at Level Two (6 - 7 years of age)
Children should be introduced to a programmable robot. They should explore the commands available, and be able to give single instructions to control its movements, starting with simple forward movement, and progressing to explore and discover units of turn. They will discover that forward motion and direction of turn are relative to the robot.

At the computer they should be introduced to a programming language such as LOGO. They should be able to give single commands to control the movement of a character or screen turtle. They will be aware from their work with the floor robot that directions are relative to the way the screen turtle is travelling. They should explore using the turtle to draw simple shapes.

If you have a program such as Control Insight from Logotron the children will be able to explore the example scenes which are contained in the program.

Control at Level Three (7 - 9 years of age)
Children should build on the skills and concepts developed so far. Floor robot activities should be more structured and children should be encouraged to give a complete sequence of instructions to achieve a desired purpose which culminates from a series of movements being carried out. More of the robot's function keys should be used (in addition to the simple 'Forward', 'Backward' and 'Turn'). For example, using the 'Repeat' and 'End' keys to build multiple movements.

Using LOGO they should be able to give a series of instructions to control the screen turtle. They will have knowledge of degrees and of right angles and will be able to create geometric shapes.

If suitable equipment is available the children could experiment with controlling real models attached to the computer via an interface. The software may use different commands (such as 'Turn on' and 'Turn off' instead of 'Forward' and 'Backward') but the principle of giving instructions one at a time, and later as a complete sequence is the same. 

Using Junior Control Insight the children will be able to alter the instructions which control actions in the example scenes.

Control at Level Four (9 - 11 years of age)
Work at Level Four involves creating, testing and modifying procedures. At this level the floor turtle is not the best tool (although Roamer does handle procedures). A control language such as Logo or a scenario builder such as Control Insight is really required.

On screen, the children should use procedures to name sequences of commands in order to draw geometric shapes or to create pictures. They should use variables to allow for different sized pictures to be drawn using the same procedure. They should combine procedures to create more complex designs, patterns and pictures.

Using Control Insight, children can create new actions and new scenes which involve a constructing procedure from sequences of actions.

At this level the children should control real models attached to the computer via an interface. Procedures will allow for complex control of models such as traffic lights and fairground rides. At this level they should also include simple feedback, perhaps by adding a push button to a traffic light and creating a pelican crossing, or building a lift or burglar alarm system.

Feedback in models is one way of using the computer to detect physical changes. Sensors, which measure light, temperature, sound, etc., can also be used in science activities.

Control at Level Five
Work at Level Five consists of extending the activities undertaken at level four. A wider range of models should be developed and controlled. Feedback should allow for increasingly sophisticated activities to take place.

There is one important addition at this level, however. Children should pay attention to efficiency in their programming. It is not enough for the program to simply work, it should do so economically and efficiently. This will most probably be achieved by creating both procedures and sub-procedures which work together to create an efficient system.

Related Activities
In order to fully understand computer control, other skills and knowledge which are not directly related to ICT should be developed at all ages.

Spatial awareness and an understanding of relative direction can be developed in PE lessons. For example, working in pairs, one child could play the part of a robot and be directed around a maze of chairs by the other giving directions.

Experiments with batteries and bulbs in science will reinforce the concept of switches and circuits. This knowledge is required when children are controlling real models through a computer interface.

In Design and Technology children will build simple working models either from scratch or using construction kits such as Lego. Later, they can connect these models to a computer through a control interface and program them.

Resources required to deliver the Control strand of IT capability

• Electrical toys, torches, radio and tape recorders.
• A programmable floor robot.
• A computer with suitable software installed, including simple maze games and a programming language such as LOGO.
• Suitable models, interface and software which allow children to program the models from the computer.
• Suitable materials from which scratch built models can be constructed (e.g. motors, wires, batteries, bulbs, switches, wood, card, glue, etc)