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Using programming to control peripherals

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Scratch - students create games and develop a storyboard to create a story

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Scratch - students create games and develop a storyboard to create a story

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Creating choose your own adventure stories.

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Using sensors and motors to develop robot

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Students created games

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Made a steak cooking guide in small basic

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Develop a storyboard to create a scene

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Students program is used to determine the type shape an object is, with choice of answers, feedback and sounds to indicate right/wrong answer.

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Children create games with an educational focus.

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Using both GUI and coding language to develop suitable games to meet client requirements

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Coding of arduino based robotics

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interactive strories
games - maths, science

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modelling program that changes 2d drawings into 3d model

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Educational Game

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Allows students to play while learning code

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Using Scratch to create a story.

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Students to program Lumin to produce production images of their renders.

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We write write some games programs. We do a simulation of Sic Bo. It is a 3 dice game. We have separate procedures for rolling the dice, evaluating the score, and calculating payouts or losses. It is done as guided exercise in Year 10.

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EV3's used in the robocup junior rescue course

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Have made animated movies to teach younger children.
Choose your own adventure stories.
Used photoshop to merge 2 images

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Students can use programs to create forms... using ORACLE at very basic levels

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Students can use programs to create forms... using ORACLE at very basic levels

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Sensors
Steering
Flow control
Have students program through and obstacle course.

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Scratch and OSMO's work well together to teach basic coding skills for students to build own ideas and tools

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Scratch and OSMO's work well together to teach basic coding skills for students to build own ideas and tools

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Programme sprites as characters and develop a comic

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Block programming to create a short story about a character

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Students can have positive experiences with programming using 'Sprites' which can be drawn from scratch in a simple editor that is part of Scratch, or can be imported from external sources, including webcams.

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Block programming to control lotors and sensors.

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block programming to operate sensors and motors

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Students use block programming to build a robot to perform various tasks involving movement and sensors.

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Sprites have events / modules such as collisions, score points, movement

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Images
Editing
Coding
Hyperlinking

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movement/steering
sensors
logic functions

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Robots with varying sensors

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steering
flow control
sensors
motors

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This requires the use of customised blocks to vary the conversation of the sprite to suit the creators purpose.

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As students learn the different blocks in scratch, they realise that they can make their own blocks to save on coding time

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Students use block programming to build a robot to solve a problem with various sensors

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Objects have events and actions applied.

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paste image
rectangle select
image > crop to selection
save altered image

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Allows students to design houses and other buildings and see what they look like from a variety of angles and how they can make changes quickly to meet clients personal choices.

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Students progressed through game levels by repeating and coding their character to make moves in the game.

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Students take images of plants and then use program to manipulate images to focus on certain parts of the plant

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Students can create 3D games (visual programming - similar to Scratch)
Create a landscape
Add objects
Program objects

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Select pen tool
Use on the screen (pen up and pen down)
Select fill tool
Use on a shape (fill command)

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Sts design and write an interactive story allowing the user to choose their own adventure

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Scratch - students created an educational game using repeat and if then statements 

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Scratch - students created an educational game using repeat and if then statements 

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Students learn how to set up inputs and outputs, they then need to use variables to help run the program in the loop function

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Students have learnt how to create loops, functions and other basic functions. Students are then required to create a game in scratch which they build on these skills and add in timers, gravity. The games are required to have at least 3 levels all progressively getting harder.

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Students can use loops to generate a set amount of data or to repeat a task.

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Students can use loops to generate a set amount of data or to repeat a task.

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Students analyse coding sequences to then alter the outcomes on a CNC router cutter

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Scratch. Students create visual of how Earth moves around the sun.

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Scratch. Students create visual of how Earth moves around the sun.

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Students can use TinkerCad to create an object that can be printed in 3D

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The students use basic block programming using a series of motors, sensors, loops and switches to complete various tasks.

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You can attach scripts to gameobjects to perform specific tasks.

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Students create a basic maze game using blocks in Scratch. They drag the blocks to create commands within their game. Students test their game by allowing their peers to play, and then solve problems and bugs within the game according to peer feedback.

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Students use various graphic programs to import, manipulate and draw to create images using programs. These programs use similar functions that can be generalised across the board.

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Students can label a set of block code, eg Flower, and  then reuse that module in an iterative program to create a 'garden' of flowers.

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Student using robotic coding to design, produce and solve problems which lead to a solution.

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Using a main program with My Blocks to perform set tasks

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Students can use custom blocks to create their own procedures and modules. This enables that particular block of code to be reusable, this type of block can be used for using the same sequence of blocks in another part of code, without duplicating the blocks each time.

This really was useful in the games my student created when using the jump blocks.

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Work through the Code courses.
They get progressively more difficult building on the previous skills. There are 4 courses that can be completed. Students learn to move characters to solve problems and create artwork

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Students use an camera to film video footage. They then use a computer program to edit and publish a short video.

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Students use an camera to film video footage. They then use a computer program to edit and publish a short video.

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Editing images / layers in Photoshop. The user may draw an image using a tablet, then edit this image using filters / additions. This is then analysed against the original image.

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Editing images / layers in Photoshop. The user may draw an image using a tablet, then edit this image using filters / additions. This is then analysed against the original image.

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software Interfacing in an objected oriented program. For example, sensing temperature and anlysing the data

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When using AutoCAD you can enter into the separate dialogue boxes the sizes you need to create a shape. Essentially a rectangle is a rectangle you just need to specify the length and height.

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When using AutoCAD you can enter into the separate dialogue boxes the sizes you need to create a shape. Essentially a rectangle is a rectangle you just need to specify the length and height.