June Cooke
Four Elms Primary School

Four Elms Primary School is a small village school with 103 pupils on roll, situated on the outskirts of Edenbridge in West Kent. We elected to take part in the Roamer Control project in order to enhance the pupils' and teachers' learning and to address the Control Technology requirements in the National Curriculum.

Work was undertaken during six sessions, with a group of seven Year 5 pupils, of varied academic ability, one of whom is statemented. This child has specific learning disabilities and, as a consequence, behavioural problems. It is hoped that group members will share their skills with other groups in the class as part of our Design and Technology lessons next term.

All activities took place in a large multi-purpose carpeted central area. A WindowBox PC was on hand, providing access to the RoamerWorld program. Each child kept a diary of the activities undertaken. This culminated in two Roamer scenarios using the lights and the motor.

Session 1
To introduce the aim of the Roamer project.
To demonstrate and use the Roamer Keys
To develop communication skills and group co-operation
To respect the Roamer and each other

After discussing the aim of our ICT project we examined the Roamer and accessories whilst discussing how we should handle the equipment carefully and how the group should co-operate together to ensure maximum hands on time for everyone.

The functions of the Roamer keys, clearing memory, forward and back, right and left turn, wait, sound and units of distance and turn were then demonstrated and tried by the group. The final activity culminated in each of the group programming a short sequence and demonstrating this to the rest of the group. As follow up to this session we included programming directions into our gymnastic lesson. Children worked in small groups with low level apparatus, directing each other to follow a set pathway of travel.

Session 2
To develop spatial awareness
To develop powers of estimation drawing on knowledge from other subject areas
To use previous skills to programme a square.
To program in specific instructions to follow a given pathway to reach an object: Fido in his kennel.

It was apparent from the first session that the pupils had difficulty with visualising the directions in which Roamer would travel. To remedy this we referred to our Numeracy work on angles and using a board protractor and ourselves discussed, measured and physically turned through a variety of angles focusing on quarter, half and full turns.

We programmed these turns into the Roamer along with right and left turn. We measured Roamer's diameter and used this to estimate how far it would travel. We then worked together to programme the Roamer to execute a square pattern. Using masking tape and an upturned card box representing a kennel the pupils then estimated distances and angles in order to return Fido (the Roamer) to his kennel. This involved much discussion and group co-operation in order to achieve a satisfactory conclusion.

Session 3
To begin to understand the language of control, and high to low voltages
To understand and be able to make connections to the terminal blocks
To understand how to programme in instructions for the lights and the motor.
To view Roamer World with a view to programming.

Using the analogy from the Valiant Roamer Control Box we practically demonstrated how electric current behaves. The terms high and low were introduced but not understood by all. Two group leaders began to emerge - Julia and Matthew. We then explored wiring in the light and programming it to turn on and off when entering and exiting a tunnel (a low table). The same process was then followed with the motor. We agreed to build a Lego model to incorporate the motor during the next session. Using Roamer World the pupils investigated the functions of the icons.

Session 4
To connect the motor to Roamer and construct a Lego model
To explore a Roamer world scenario
To send a programme designed in Roamer World to the floor Roamer
To brainstorm ideas for a Roamer scenario incorporating our newly acquired skills.

The group had formed into two units, the girls and the boys each quietly led by Julia and Matthew respectively. This enabled each group to experience the above activities. At the end of the session we decided to base our Roamer activities on scene from the first Harry Potter book, Harry Potter and the Philosopher's Stone. Several of the children had not read the story and so this linked to reading activities spurring on all the pupils to re -read or read for the first time a text with a definite purpose in mind.

Session 5
To outline plans for Roamer scenarios
To write storyboards
To gather materials
To design and make necessary props
To program commands

The boys decided to turn Roamer in to a replica of Ron's car and to send it on a flying journey from Ron's house to Hogwarts, crashing into a tree on landing.

The girls decided to turn Roamer into Harry Potter and re-enact his journey through the enchanted forest in search of the unicorn.

The rest of the session and several lunch hours were spent making props. The book was re-read and read for homework and discussed during guided group time during the Literacy Hour.

Session 6
To complete programming for each scenario
To trial and refine programmes
To share with an audience
To record as evidence for the school portfolio

Reflection on learning opportunities
All abilities were catered for and all pupils actively involved in the whole project. In the group we had a statemented pupil who was working towards Level 1, while the most able pupil was predicted to achieve Level 5. The group had little experience of Control Technology. They benefited from being able to use Roamer World together with the floor robot. They also had to co-operate in order to achieve their goals. Cross-curricular links were made easily:
Literacy - appreciation of adventure story and diary writing
Numeracy - calculation of angles, measuring and estimating
Design and Technology - model and prop making
ICT - programming the floor robot and using Roamer World.