Error Identification

Overview

Unit: Tech Task Mastery
Lesson: 6 of 7
Duration: 45 minutes
Class size: 8 students
Entry Level: Entry Level 1
Subject: Technology (National Curriculum for England)

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National Curriculum Links

• Computing – Key Stage 1 (Entry Level 1 is below KS1 but this supports early computing skills):
  • Understand what algorithms are (Computing PoS)
  • Recognise that devices respond to input (NC KS1 Computing)
  • Use logical reasoning to predict outcomes (Computing Programme of Study)
• Personal, Social, Health and Economic Education (PSHE) – Self-confidence and managing feelings:
  • Encouraging perseverance and problem-solving
• Functional Skills (Entry Level 1 ICT standards):
  • Identify simple problems and take steps to resolve them using support

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Learning Objectives

By the end of this lesson, students will:

1. Understand that errors can occur when using technology and that these can be identified.
2. Recognise common types of errors or issues when completing technology tasks.
3. Use simple strategies to troubleshoot and correct these errors with support.
4. Demonstrate confidence in reviewing work and asking for help to resolve problems.

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Resources / Materials Needed

• Completed or partially completed technology tasks from previous lessons
• Simple flashcards illustrating common error types (e.g. "wrong input," "broken link," "missing step")
• Visual troubleshooting flowcharts (with images and very simple text)
• Whiteboard and markers
• Tablets, computers, or other devices used in previous lessons
• Sticker reward chart for positive reinforcement

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Timings & Activities

Time	Activity	Description	Differentiation / Support
0–5m	Introduction & Objectives	Greet students, recap last session briefly. Display today’s objectives on board in simple language with icons.	Use picture symbols to support understanding
5–15m	Group Discussion: What is an error?	Use flashcards with images of common errors. Discuss what an error means. Ask students to share if they saw any problems in their tasks.	Encourage verbal and non-verbal responses
15–25m	Error Identification Activity	Provide students time to review their own completed tasks. Use visual flowcharts to guide them in finding errors step-by-step. Teacher and TA circulate to support.	One-to-one support available; use prompts and questions
25–35m	Troubleshooting Strategies Workshop	Teacher models simple strategies: re-check steps, ask for help, try again. Students practise these on a mini “error task” displayed on tablets or printed cards.	Pair stronger learners with peers needing more help
35–42m	Reflection and Sharing	Invite students to share one error they found and how they fixed it (or would fix it). Use praise and positive stickers.	Offer sentence starters for sharing
42–45m	Plenary & Next Steps	Recap key learning. Highlight importance of not giving up when technology causes problems. Preview next lesson focus.	Use simple, supportive language

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Assessment

• Informal formative assessment through observation during the activity
• Check for students’ ability to identify errors independently or with support
• Listen to students’ explanations during reflection to assess understanding of error correction strategies
• Use a simple checklist to note who can:
  • Recognise an error
  • Use at least one troubleshooting strategy
  • Express a positive attitude towards problem solving

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Teacher Notes

• Maintain a calm and encouraging environment; Entry Level 1 learners may feel frustrated when errors appear.
• Emphasise that errors are normal and part of learning technology.
• Use visual supports as much as possible to bridge literacy gaps.
• Incorporate tactile and visual aids to engage learners with different needs.
• Encourage peer support to build community and confidence.

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WOW Factor Suggestions

1. Interactive Error Hunt: Instead of just reviewing their own work, create a fun “error hunt” where students find errors purposely hidden in a mock digital task on screen or printed sheet. This gamifies the learning process and increases engagement.
2. Use 'Tech Detective' Role Play: Give students magnifying glasses and “detective badges” to symbolise their role in spotting errors and solving problems like a detective – tapping into imagination and motivation.
3. Visual Success Wall: Post photos or drawings representing each error fixed as a visual success wall in the classroom – this motivates and validates effort visually.
4. Personalised Troubleshooting Plan: Help each learner create a simple visual “troubleshooting card” they can keep for future use. This supports independence beyond this lesson.

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This lesson empowers Entry Level 1 students to develop foundational troubleshooting skills aligned with the National Curriculum for England in an accessible, confidence-building way.