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Ei505 assignment guidance

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Assignment Guidance
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Ei505 assignment guidance

  1. 1. ASSIGNMENT TASK Design and write a program to accomplish a specific educational goal relating to the KS2 curriculum in either English or mathematics. (equivalent to 2,000 words) Your educational program should engage the user for at least 3 minutes!
  2. 2. YOUR EDUCATIONAL PROGRAM… Could be a game, story, song, rap, rhyme, animation etc
  3. 3. LEARNINGOUTCOMES • Demonstrate computational thinking through processes including: decomposition; logical reasoning; and developing algorithms; • Make discerning use of digital content to achieve specific goals; • Demonstrate an applied understanding of a key aspect of either English or mathematics education for KS2.
  4. 4. 40-49% There are design issues and a limited awareness of the audience Some minor inaccuracies and/or misunderstandings e.g some coding issues, Lack of user testing Use of simple movement or animation to create interactivity but this is minimal Adequate understanding and use of programming to create EP but minimal evidence of independent research (learning) Some minor deviations from the specifications for the assessment task, The EP has been executed in a basic and/or poor way Demonstrates limited levels of initiative, personal responsibility, decision- making An adequate, but weak response to the task All learning outcomes/ assessment criteria have just been met
  5. 5. Sound understanding and exploration of Scratch with no significant inaccuracies in the programming Some use of repetition, selection and sequencing The EP is presented/organised clearly and approached/executed in a standard way Sound use of digital content Demonstrates some levels of initiative, personal responsibility, decision-making in programming and creating the educational 50-59% A sound, competent response to the task All learning outcomes/ assessment criteria have been met and some may have been achieved at a good standard
  6. 6. 60-69% Good use of more advance features in Scratch (variables, broadcasting etc) Good use of repetition, selection and sequencing No significant misunderstanding or errors in the programming or content of the EP The organisation and presentation of the EP is at least good It has been approached/executed in a comprehensive and appropriate way Demonstrates good levels of initiative, personal responsibility and decision- making in designing and programming the EP A good to very good response to the task All learning outcomes/ assessment criteria have been met fully at a good or very good standard
  7. 7. Design, creation and quality of the EP and assets are excellent throughout The EP demonstrates a high/exceptionally high understanding of applied pedagogical design In-depth understanding, exploration and research All specifications for the assessment task have been adhered to The work has been approached and executes in an original way Demonstrates high levels of initiative, personal responsibility, decision-making It surprises us! 70+ An excellent response to the task All learning outcomes/ assessment criteria have been achieved to a high standard and many at an exceptionally high level
  8. 8. PREVIOUS RESPONSES http://scratch.mit.edu/projects/23068802/ http://scratch.mit.edu/projects/22010639/ http://scratch.mit.edu/projects/23056602/ http://scratch.mit.edu/projects/21871725/

Editor's Notes

  • Keith to input about 3 mins
    Can I just thank the group reps who have helped to ensure that this input is as clear as possible and responds to student voice. I am sure that you already know but they really are helping to impact positively on your course and experience
  • In the light of what Daryl has just said about the kind of experiences children might have with Primary languages you might like to consider developing an educational program along the following lines but this is not a comprehensive list

    It could involve some element of recognition and matching- numbers, colours, ect
    It could have a game element where the score is verbally told to the user in another language
    It could be a rhyme, rap, rhythm or song which is animated
    It could get the user to identify all the places in the world that speaks a particular language
    It could reinforce a cultural event (Tomatina) throw the tomato game!
    It could focus on a country that speaks a language Argentina and spanish

    It needs to make use of purposeful interaction to engage the reader and support learning
    Remember to consider that it is for a year 2 child and therefore will need to make appropriate use of audio feedback, You might like to look at the HFW which Children should be able to read them and spell by the end of the school year.
  • This is a level 4 piece of work. If you would like to know more about the knowledge, cognitive skills and understanding expected of you at level 4 study then please see the SEEC level descriptors please use this link above

    LO1 – you have already demonstrated this through your AAP and will demonstrate this further in your approach to and development of your EP – for example in your exploration and experimentation with the programming features within scratch
    Through your EP you will apply what you have learnt both in the taught sessions and independently related to the the contemporary curriculum development areas of PL and computing
    Through your EP you will demonstrate your understanding of computational thinking and through the design, debugging and testing process
    The specific goal is to support children’s learning of a MFL through the selection, creation and use of digital content (images, sounds, audio, animation, gaming, problem solving etc
  • Educational programme
  • Please note that these are just a guide to the kind of qualities we will be looking for in your response to the task and by no means a check list.

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