Control technology
What and why?
All the automatic electronic devices that regulate and control
other devices.
Control technology…
…helps children understand technology in the wider world
…provides a context for learning
…contributes to social, mathematical and language development
…can speed up the learning process
…is fun
Foundation stage
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Specific reference to ICT in the Curriculum Guidance for the
Foundation Stage is in the area of Knowledge and Understanding of
the World Link
The Early Years Foundation Stage
Birth - 11 months: Show interest in toys and resources that incorporate technology
8- 20 months:
Explore things with interest and sometimes press parts or lift
flaps to achieve effects such as sounds, movements or new images
11 – 26 months: Show interest in toys with buttons and flaps and simple
mechanisms and begin to learn to operate them
22-36 months: Show interest in ICT/…basic skills to operate equipment
30-50 months: Know how to operate simple equipment
40-60 months: Complete simple computer program/…perform simple functions
e.g. use remote control to turn on TV/… use mouse and keyboard with age
appropriate software
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‘Find out about and identify the uses of everyday technology and the use
of information and communication technology and programmable toys to
support their learning’ (e.g. p.92)
National Curriculum
Developing ideas and making things happen
Key Stage 1
2c how to plan and give instructions to make things happen (for example,
programming a floor turtle, placing instructions in the right order)
2d to try things out and explore what happens in real and imaginary situations (for
example, ....using an adventure game or simulation)
Key Stage 2
2b how to create, test, improve and refine sequences of instructions to make
things happen and to monitor events and respond to them (for example,
…detecting light levels and turning on a light)
2c to use simulations and explore models in order to answer 'What if …?'
questions, to investigate and evaluate the effect of changing values to identify
patterns and relationships [at least part of this can be approached through control
technology]
QCA Scheme of work
The QCA Unit most directly related to using Roamer/ programmable
toys is:
ICT Unit 2D Routes: Controlling a floor turtle
However, several QCA Units relate directly to Control Technology:
ICT Units:- 1F, 3D, 4E, 5E and 6C
D&T Units:- 3C, 4D, 6C and 6D
The National Numeracy framework also includes references
to the use of a floor robot and Logo
Planning for progression
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NC level descriptors identify progression in terms of:
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Simple instructions
Simple sequences of instructions
Procedures e.g. using Logo or flowcharts
Greater precision
Analogue and digital sensors
Also progression in awareness of control technology and engagement with
related issues
Web sites
http://www.flowol.com (includes demo software to download)
http://www.kented.org.uk/ngfl/ict.html (examples of use in KS1 and KS2
http://www.bbc.co.uk/science/robots/indexlater.shtml (includes video
clips on the history of robots and simulation software to use on line)
http://www.rogerfrost.com (well worth a visit)
http://www.lasy.com (general info on Lasy)
http://www.logiblocs.com (general info on Logiblocs)
http://www.lego.com (general info on Lego)
http://www.el.media.mit.edu/groups/logo-foundation/index.html (the
gateway site for all things Logo)
Topics for Reflection
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Some ideas:
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Consider advantages and disadvantages of using Roamer/ programmable toys
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You could reflect on your own experience of Roamer/ programmable toys
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You could review the http://www.kented.org.uk/ngfl/ict.html web link or any
relevant resources for control technology