6-10 Game Design Computing hardware Digital Technologies Processes & Production Skills – Learners are assessed Expected Pupils’ Outcomes: Investigating and defining based on the This topic is a good place to start with Investigate a given need or opportunity for specific purpose completion of By the end of this period of lessons pupils should learners as they will be fairly familiar with Evaluate and apply a given brief tutorials, exercises, many of the concepts involved. It is have learnt: Consider components/resources to develop solutions, portfolio of work and recommended that learners physically identifying constraints project diary file. handle, install and test the hardware devices Programing for entertainment overview Designing Students update their they have studied. The understanding of the Plotting shapes Design, develop, evaluate and communicate alternative project diary at the CPU is limited to understanding that Drawing in Game Lab solutions, using appropriate technical terms and technology end of every lesson instructions are fetched from memory and Shapes and Randomisation Produce a simple plan designed to solve a problem, using a that shows evidence of executed in the processor. These instructions Variables sequence of steps their work using usually involve receiving data, performing Sprites Producing and implementing screenshots of their calculations and returning the results. Binary Safely apply appropriate techniques to make solutions using a work. Students explain Draw Loops logic is also included so that learners range of components and equipment the skills they have understand this as the fundamental basis of Counter pattern unplugged Evaluating learned and what they the circuitry in the processor. After covering Booleans and conditionals Develop contextual criteria independently to assess design could improve in their this section, it will provide a rationale for Other Forms of input processes and solutions learning and skills. studying the binary representation of data in Collisions Collaborating and managing the topic Representation of data in computer Functions Plan, publish and manage projects, collaboratively and/or systems. individually, Students are Task 4: Students will submit their completed Game Design assessed based on the considering safety, specific task requirements, time and other 7. Purpose and function of the CPU completion of tutorials, at the end of this period. required resources 8. The fetch execute cycle exercises, portfolio of 9. Clock speed work and project diary 10. Cache memory speeding up execution – file. 11. CPU cores 12. Binary data 13. Logic gates AND, OR, NOT 14. Truth tables Term 3 Practical Teaching Focus Theory Teaching Focus Curriculum Links Assessment Week
6-10 Game Design Expected Pupils’ Outcomes: By the end of this period of lessons pupils should have learnt: Programing for entertainment overview Plotting shapes Drawing in Game Lab Shapes and Randomisation Variables Sprites Draw Loops Counter pattern unplugged Booleans and conditionals Other Forms of input Collisions Functions Students will submit their completed Game Design at the end of this period. Computing hardware This topic is a good place to start with learners as they will be fairly familiar with many of the concepts involved. It is recommended that learners physically handle, install and test the hardware devices they have studied. The understanding of the CPU is limited to understanding that instructions are fetched from memory and executed in the processor. These instructions usually involve receiving data, performing calculations and returning the results. Binary logic is also included so that learners understand this as the fundamental basis of the circuitry in the processor. After covering this section, it will provide a rationale for studying the binary representation of data in the topic Representation of data in computer systems. 7. Purpose and function of the CPU 8. The fetch execute cycle 9. Clock speed 10. Cache memory – speeding up execution 11. CPU cores 12. Binary data 13. Logic gates AND, OR, NOT 14. Truth tables Digital Technologies – Processes & Production Skills Investigating and defining Investigate a given need or opportunity for specific purpose Evaluate and apply a given brief Consider components/resources to develop solutions, identifying constraints Designing Design, develop, evaluate and communicate alternative solutions, using appropriate technical terms and technology Produce a simple plan designed to solve a problem, using a sequence of steps Producing and implementing Safely apply appropriate techniques to make solutions using a range of components and equipment Evaluating Develop contextual criteria independently to assess design processes and solutions Collaborating and managing Plan, publish and manage projects, collaboratively and/or individually, considering safety, specific task requirements, time and other required resources Learners are assessed based on the completion of tutorials, exercises, portfolio of work and project diary file. Students update their project diary at the end of every lesson that shows evidence of their work using screenshots of their work. Students explain the skills they have learned and what they could improve in their learning and skills. Task 4: Students are assessed based on the completion of tutorials, exercises, portfolio of work and project diary file. Term 3 Week Practical Teaching Focus Theory Teaching Focus Curriculum Links Assessment
Year_10_DigitalTechnologies_2018_Teaching_and_Learning_Program.docx