Make a Game Project

Design, write and debug programs

Age: Recommended Year Group 7-11 years

Type: Scratch

Curriculum Links to: D&T

Computer Science Concepts: Programming

Computational Thinking Concepts & Approaches:

Creating
Debugging
Evaluation
Decomposition

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RESOURCE OVERVIEW:

In this short project, pupils create a simple game. A rainforest theme has been used as the context here, but the theme can be adapted to any topic. In the first lesson pupils design their game and create artwork for their background and main character. In the following coding lessons, they write and debug their code. In the final lesson they present and evaluate their games.

A generic approach is provided in this project; this is so that the activities can be adapted to a classes level of experience, the teacher confidence, the number of lessons needed for coding as well as the topic. Similarly the software used can be adapted, in the examples provided here Scratch has been used, but this could be replaced with alternatives such as Kodu, Hopscotch etc.

PUPIL OBJECTIVES:

I can decompose a game into its parts.
I can design a game.
I can create the artwork for a game.
I can write and debug a game.
I can present a game.
I can evaluate a game.

TEACHING ASSESSMENT OPPORTUNITIES:

Informal, teacher assessment of progress during main tasks, class discussions and plenary.
Formal, summative assessment of designs, Scratch code, project journals, evaluation sheets, if used (note however some of these are completed in pairs).
Areas to focus on:
- Design
  - Decomposition
  - Algorithms
- Programming
  - Debugging
  - Sequence
  - Repetition
  - Selection
  - Variables
- Presentation
- Evaluation

LESSON TIMING: 60+ min

This lesson in your curriculum

England

Scotland

Northern Ireland

Wales

Computing

Design, write and debug programs

Design & Technology

Apply their understanding of computing to program, monito and control their products

Computing Science

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

Thinking Skills and Personal Capabilities (TSPC)

Plan and set goals and break a task into sub tasks
Communicate with a sense of audience and purpose
Sequence, order, classify and make comparisons
Listen actively and make comparisons

UICT (Interactive Design)
Level 4

Investigate and solve problems in a digital environment

Level 5

Plan and solve a more complex problem or design and create a more complex problem
Carry out on going improvements and evaluate their process and outcome

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

Expressive Arts

What Matters Statement
Creating combines skills and knowledge, drawing on the senses, inspiration and imagination.

Descriptions of learning
Progression Step 3

I can combine my knowledge, experience and understanding to plan and communicate my creative work for a range of different audiences, purposes and outcomes.

AoLE
Science and 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 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.

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.

DCF Strand: Producing
Element: Creating digital content

I can use a range of software to select, produce and edit a range of multimedia components for a purpose, such as:

text and images, e.g. format text (bold, underline, italics, highlight); insert and edit text boxes; columns; use refine tools (spellchecker, find and replace); word wrap; crop; alter size and shape; alter images; add effects; trim and split sound and video clips; transitions; onion skin
presentation, e.g. page orientation; animations; transitions; remove and alter images; use background; use action buttons to create hyperlink; embed objects.