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Section Title Primary information Description and Notes Suggested resources
Lesson Length The expected lesson length will be approximately one hour

Some variation possible.

Assessment Level 1

Students The lesson is suitable for KS3 and KS4 students Since this is a new specification, the lesson is suitable for Year 7 to 9 students and differentiated by outcome  
Overall Focus As a general overview, students need to explore some of the ways their programming skills can be used to control devices for actions or recording of data This lesson will introduce aspects of device control

Lesson Links: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20, 21, 22, 23, 24, 25, 26, 27, 28, 29, 30, 31, 32, 33, 34, 35, 36, 37, 38, 39

Key words algorithm, search, sort, logic, efficiency, control These words need to be reinforced throughout the series of lessons The main idea here is for students to understand that they have the ability to control devices and make things via their programs

identify situations where codes control events and record physical data

Evidence here will be student's own work and assessor observations  
Key Questions Some questions to get learners thinking about the topics Students need to be able to understand when they can use computer programs for controlling other devices What events can be controlled by computer programs?  What are the advantages and disadvantages to these systems?  What examples have you seen around you of computer based controls?
Learning Objectives
  • To understand the basics of control
  • To describe and explain, with examples their understanding of control
  • To identify opportunities for computer based control mechanisms

Students need to be shown some ways and means for computer based control and to explore some of the basic codes that make this happen

If you are using the Learning Machine learning system, students can add their comments and material to this site as evidence of their growing understanding.  The site, if used consistently, will show progression via charts of activity and outcomes.
Teaching and Learning Elements
  • Overview of coding for control
  • Students can break into groups and work on their own examples of controlling systems
  • Class discussion and examples of their own findings
  • Group or individual work

In this lesson students need to be shown examples of computer controlling devices and some of the ways that this is achieved.

Use some of the student's ideas and examples to flesh out a solid understanding before progressing

Question students about how and why they did what they did.  Check for understanding.


Lesson Structure Possible structure
  1. introduce some basic ideas about computer control
  2. show students some more detailed examples of computer control with examples of code
  3. group work to work on some of their own ideas
  4. discuss what they have learned and what they can apply
  5. volunteers to share their work and explain how they came to their opinions
  6. highlight next week's focus and issue homework

There is also lots of good examples on the BBC logo bitesize pages.

A range of examples can be introduced to give some scope to this.  A simple introduction of codes controlling events is likely to be passwords.  The student's will not be able to access their network account until the workstation receives the correct code.  The computer will trigger one event (log them in) once some controlled event criteria (their correct name and password) is entered.  Our bodies are essentially control based mechanisms.

More complex controls using code can then be explored such as industrial systems and manufacturing processes.

Industiral robot

Homework Get students to find examples around them of control based systems which are more than likely computer based. Students can vary their homework depending on their level of understanding Get students to document their experience on their portfolio system for assessment


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