Control -- input, process and output

Building on work in Unit 5E 'Controlling devices', Unit 6C 'Controlling and monitoring -- what happens when ... ... ?', and focusing on Unit 6 'Control: input, process and output'

Unit 6 takes pupils through a control activity based on a car-park barrier. The stated expectations for most pupils are that they will create the control program, understanding that the sequence of commands is important; that they will explore the effects of simple changes in a variable; and that they will be involved in some discussion of the use of ICT outside school and evaluation of their work.

The unit suggests that pupils who have progressed further will refine their program, introducing notions of efficiency and economy. These pupils will also suggest areas for improvement to their work based on criteria they have identified, and will demonstrate a deeper understanding of the impact of ICT on society.

Unit 6 is divided into four activities.

Activity one is essentially teacher-led revision and discussion. The key areas for gifted pupils are:

the teacher describing the scope of the problem, particularly, introducing the idea of a 'full' sign to indicate when there are no more spaces in the car park

demonstration of how counters can be constructed using inputs as variables.

Gifted pupils should be given a more complex scenario, such as a car park with two entrances. They should:

be encouraged to describe the main parameters of the problem themselves, based on personal research such as observation and discussion with adults

be involved in defining the scope of the problem and identifying success criteria

discover the need for a counter system to indicate when the car park is full

specify the inputs necessary for the counter to successfully control the 'full' sign.

Activity two is about using flow diagrams to model the system graphically and to identify success criteria. Gifted pupils should move seamlessly on to this activity from activity one. They will use flow diagrams to test their ideas on how their counters work, and will test their ideas against the success criteria. They could be given an opportunity to discuss their work with adults who have knowledge of the context.

Activity three involves pupils understanding and using the concept of a control program as a series of separate procedures. The basic activity has three main procedures: the counter check, to determine whether the 'full' sign should be on or off; the procedure that 'increments' the counter when a car comes in; and the procedure that 'decrements' the counter when a car goes out. Gifted pupils will introduce more procedures for more complex scenarios. They should consider contingencies such as the 'in' switch being pressed when the 'full' sign is lit, test their solutions rigorously, and refine their work accordingly.

Activity four involves pupils demonstrating their work. Gifted pupils will present their work to a wider audience, inviting comments and questions. They should take account of user feedback in further work. They should also provide user documentation for their system, explain the original brief and success criteria, demonstrate how their solution is efficient and robust, and make reference to similar situations in the wider world.

Information -- reliability, validity and bias

Building on work in Unit 2 'Information and presentation', Unit 8 'Public information systems' and focusing on Unit 10 'Information: reliability, validity and bias'

Unit 10 requires students to use the internet to gather information on a particular topic and to present it from a particular viewpoint. Expected outcomes for most students are that they will use a number of sources to select information, refine it using judgements about the content and message for the intended audience, and apply criteria to determine the success of their project. Pupils who have progressed further are expected to use presentation software, convert their information into both electronic and document form, and become increasingly autonomous in their use of ICT.

The unit is divided into five activities.

Activity one involves searching the internet and search techniques, and introduces the idea that opinions can be expressed as factual information. Gifted pupils can produce a user guide for a particular search engine, showing advanced search techniques in a way appropriate for a specified audience. They could research the imbalance in the geographical distribution of websites and the impact this may have on making judgements about particular issues. For example, when considering deforestation in Brazil, they could investigate how many Brazilian websites deal with the issue.

Activity two involves pupils identifying the range and scope of their particular topic, identifying information needs, and establishing success criteria. Gifted pupils should be asked to focus on complex aspects of the topic, those that require a wider range of information sources and the use of more sophisticated skills to interpret the information. They should be asked to present their findings to an audience they are unfamiliar with, and to modify their success criteria accordingly. For example, they could research the increased use of mobile phones by children and compare information from phone companies and from organisations concerned about health issues. They should make clear connections between their information needs and their intended audience.

Activity three is concerned with searching, finding and extracting information. Gifted pupils will demonstrate understanding of URLs, quickly recognising private, commercial and educational sites. They should apply complex search techniques and be able to explain their methodology and success criteria when selecting information. They should use systematic procedures for managing extracted information, including acknowledgement of sources.

Activity four is about refining the information, and planning and preparing a presentation. Gifted pupils will recognise the strengths and weaknesses of their presentation software. They should use advanced features appropriate to the topic and audience, for example a presentation on the effects of noise pollution could include appropriate sounds. They could also integrate their presentations with other presentation media, such as video, or enhance them with their own photographs. Their presentation should reflect a deeper understanding of bias in information sources and presentation methods, including the impact of omitting information.

Activity five is concerned with the pupils' evaluation of their presentation. Gifted pupils should involve their audience in the evaluation by using oral feedback and written feedback on evaluation forms. They should apply their own success criteria to the overall project, incorporating audience feedback and making recommendations for improvements in their methodology.

Schemes of work

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