Investigating Outputs

• work with various forms of outputs
• recognise common uses of information technology beyond school

This activity could sit as a wider DT task, for example, creating their own controllable model.

• Design: use research and develop design criteria to inform the design of innovative, functional, appealing products that are fit for purpose, aimed at particular individuals or groups
• Technical knowledge: apply their understanding of computing to program, monitor and control their products

Computing Science

• Understanding the world through computational thinking
• Understanding and analysing computing technology
• Designing, building and testing computing solutions

Craft, Design, Engineering and Graphics

• Designing and constructing models/products

Thinking Skills and Personal Capabilities (TSPC)

• Communicate with a sense of audience and purpose
• Make links between cause and effect
• Experiment with ideas and questions

UICT – Interactive Design

• (Plan) Investigate and solve problems in a digital environment
• Input more complex sequences of commands

AoLE
Science and Technology

What Matters Statement
Computation is the foundation for our digital world

Descriptions of learning
Progression Step 3

• I can use conditional statements to add control and decision-making to algorithms.
• I can identify repeating patterns and use loops to make my algorithms more concise.
• I can explain and debug algorithms.
• I can use sensors and actuators in systems that gather and process data about the systems’ environment.

AoLE
Science & Technology

What Matters Statement
Design thinking and engineering offer technical and creative ways to meet society’s needs and wants.

Descriptions of learning
Progression Step 3

• I can draw inspiration to design from historical, cultural and other sources.
• I can creatively respond to the needs and wants of the user, based on the context and on the information collected.
• I can identify and consider factors when developing design proposals.
• I can use design thinking to test and refine my design decisions without fear of failure.
• I can apply my knowledge and skills when making design decisions in order to produce specific outcomes.
• I can consider how my design proposals will solve problems and how this may affect the environment.

DCF Strand: Data and computational thinking
Element: Problem-solving and modelling

• I can create and refine algorithms and flowcharts to solve problems, making use of features such as loops, Boolean values and formulae.