Game On! Commonwealth Games LKS 2

Computing

• select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information 

Art

• Pupils should be taught to develop their techniques, including their control and their use of materials, with creativity.

Game On!

Lesson 1 and 2

Technologies – Digital Literacy

• I can explore and experiment with digital technologies and can use what I learn to support and enhance my learning in different contexts. TCH 1-01a

Technologies – Computing Science

• I can explore and comment on processes in the world around me making use of core computational thinking concepts and can organise information in a logical way. TCH 1-13a

Expressive Arts - Art and Design 

• I have the opportunity to choose and explore an extended range of media and technologies to create images and objects, comparing and combining them for specific tasks.

Game On!

Lesson 1 and 2

Digital Art and Design 

Level 2

• use software or an app to create their own digital artwork, which could be 3D, using more control and a wider range of tools such as fill, shape and special effects and beginning to consider elements of art such as colour, line, shape, form, space and texture or pattern;
• with the teacher’s help, save their work to a specific location and know how to find and open it again; and
• share and review their work (using online tools if appropriate) and talk about what they did and and improvements they could make.

Level 3

• Access, select and import images from a range of given sources such as a camera, the internet and/or their own artwork scanned or photographed by the teacher, scaling the images proportionally if
• appropriate by dragging only the corner handles of the image;
• create a digital artwork, which could be 3D, with purpose using appropriate tools and tool options such as size, colour, pencil, paintbrush, paint, fill, special effects, wallpaper and/or repeat options
• thinking about the elements of art such as colour, line, shape, form, space and texture or pattern;
• share their work with someone (possibly using online digital tools to comment on the work of others and respond to feedback on their own);
• consider any feedback they have received and make adjustments as appropriate; and
• save using filenames into a given folder, or if using an app, export into the location given by the teacher.

Art

• Use mixed media, including digital media, to make a record of a journey;
• React to what they have seen as a stimulus and use it as a starting point for individual ideas and personal interpretations, for example, develop a sequence of images as a narrative documenting a significant event such as a festival, carnival or cultural occasion.

Game On!

Lesson 1 and 2

AoLE
Science and Technology

What Matters Statement
Computation is the foundation for our digital world

Progression Step 2 

• I can safely use a range of tools, materials and equipment to construct for a variety of reasons.

AoLE
Expressive Arts

What Matters Statement

• Exploring the expressive arts is essential to developing artistic skills and knowledge and it enables learners to become curious and creative individuals.

Progression Step 2

• I can explore and experiment with and then select appropriate creative techniques, practices, materials, processes, resources, tools and technologies.

DCF Strand: Producing
Element: Sourcing, searching and planning digital content

Progression Step 2

• I can plan a digital task, identifying success criteria to support the process.
• I can develop strategies for finding specific information/media using different techniques and keywords.

Element:Creating Digital Content 

Progression Step 2

• I can create, edit and organise multimedia components (text, images, sound, animation and video) in selected software as appropriate