•A grid has an x-axis and a y-axis.
•A point on a grid has two numbers to identify its position. These two numbers are known as the point’s coordinates.
•Coordinates are always written as the number of steps across first, then the number of steps up or down.
Point a) has coordinates of (2,4)
Point b) has coordinates of (4,2)
Bellow is a great little game for plotting:
The Consolarium, Education Scotland, Years Active: 2006-2014
What the Consolarium offered
- The Consolarium was a centre where education managers, head-teachers and teachers could visit in order to try out a range of computer games and game design technologies in order to discuss the relevance and practical application of them in their schools.
- There was a team of Development Officers who worked with schools on agreed projects and who could offer support to deliver CPD events and even to speak to parent groups.
- Education Scotland could loan to schools to support their shared projects a range of game based resources that included games and consoles for example, Nintendo Wii, Nintendo DS, Sony PS3 and Xbox360.
- The team shared what was happening in schools, through a variety of channels. Teachers could collaborate using the Glow group and share the resources and experiences they had with their game based learning and game design classroom practice.
Unfortunately, this initiative has since been pulled. The principles remain as important as ever, only now teachers can no longer rely on this scheme to provide them with resources and support.
Digital Game Making Sites:
Kodu Game Lab
Black, P., Harrison, C., Lee, C., Marshall, B. and Wiliam, D. (2002) Working Inside the Black Box: Assessment for Learning in the Classroom. London: nferNelson Publishing Company Ltd.
Cowley, S. (2004) Getting the Buggers to Write 2. 2nd ed. London: Continuum International Publishing Group.
Cowley, S. (2007) Getting the Buggers to Think. 2nd ed. London: Continuum International Publishing Group. Continue reading
My Andy Warhol lesson plan that had my class thinking about the advantages of camouflage first used WW1. Whilst this lesson was taking place I pulled aside four children at a time to work on a whole class artwork. Their task was to create camouflage that would help a soldier in WW1. They had to think about colour, texture and environment. I provided them with the paints but they had to mix the appropriate colours for themselves. We used the camouflage for our display: