ICT at key stages 1 and 2    (Year 5)

• Explain to the class that a number of everyday devices rely on simple control features to make them operate. Some of these devices rely on a single instruction, for example a barrier in a car park where money or a ticket will make it operate. Other devices rely on a sequence of instructions to operate, for example a pelican crossing where a button activates the lights then the walk signal.
• Ask the class to identify the devices at home and at school that operate on instructions and discuss whether they rely on a single instruction or on a sequence.

• Introduce the children to the control box and show them how to plug a light bulb into output socket 1. Explain that the light can be switched on and off using a control language, for example 'switch on 1' turns the light on, 'switch off 1' turns the light off. Show the children that the command relates to the socket in which a device is plugged, for example if the bulb was in socket 3 the command would be 'switch on 3'. Demonstrate setting up a procedure to flash the light. Demonstrate repeat commands and name the procedure. Introduce the idea of using sensible names for procedures so that everyone will have an idea what they do. Call the procedure to make the bulb flash 'flash'. Divide the children into pairs and ask them to write their own procedures to flash a light bulb and sound a buzzer in short bursts. Children should record their procedures and describe the effects.

• Show the class a simple traffic light set-up, using a pre-built model or three different coloured bulbs, and discuss the sequence of lights. Ask the children to work in pairs to produce a story board of a pelican crossing. The storyboard should show the lights before, during and after the button is pressed.
• Ask each pair to write the control language to produce the correct sequence. They will need to use language learnt in the previous exercise and will need to know how to turn on more than one output at a time, for example to produce red and amber at the same time. Children should be encouraged to write separate small procedures for each part of the sequence, for example stop, wait and go. The children should then enter and test their procedure on the computer. They should record any amendments and describe the results. Finally, ask them to get the computer to repeat the sequence a number of times.

• Write a program which will turn the classroom heater on before the children arrive in the morning, off at lunch, on again after lunch and off when they all go home. Give the children a set of simple instructions for the heater and ask them to predict what the instructions will do. Also ask them to identify errors or omissions in the sequence which might lead to problems in turning the heating on and off.

• Explain to the class how an advertising display sometimes uses coloured lights and buzzers to draw attention to the product being sold, for example a fairground ticket machine. Tell the class that they are going to work in small groups to create their own advertising display with lights, buzzers and a small motor.
• Give each group a control box, the output devices and the appropriate leads and ask them to think about what sequence their display will perform. Children should storyboard the sequence and produce, test and compare three different displays.
• Ask children to programme their sequences and discuss how they might 'tidy up' any small procedures.