Coordinates

•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:

http://downloads.bbc.co.uk/bitesize/ks2/maths/flash/grids.swf

Consolarium

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.

visit: Consolarium

 

Digital Game Making Sites:

Sploder

Kodu Game Lab

Scratch

Blocky

WW1 Aircraft

The Secret of Literacy by @LearningSpy

Reading

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. 2^nd ed. London: Continuum International Publishing Group.

Cowley, S. (2007) Getting the Buggers to Think. 2^nd ed. London: Continuum International Publishing Group.

Apps to Support the Teaching of Computing

From Student to Teacher.

From September 2014, computing will be a part of the National Curriculum and will replace ICT. It is now considered to be an essential part of a child’s learning process because of the ever growing use of technology in everyday situations. It is important teaching is taught in a fun way that is accessible for children’s understanding, as computing can be a hard concept to understand. With technology being such an essential part of everyday society, more hardware such as iPads are being used widely in the classroom environment. Therefore, apps are made to aid the children’s understanding and development. There are a wide range of apps all suited to different ages and targeting different elements of computing. Recently, in our digital literacy sessions we have been looking at a range of apps that would help children to understand computer coding. This enabled us to see how wide a variety…

View original post 1,504 more words

Andy Warhol and WW1 Camouflage

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:

Street art

Street Art: An excellent resource for Outdoor Learning, Art and Literacy.

Primary art and other stuff

Street art includes a variety of media and techniques, such as traditional spray-painted tags, stickers, stencils, posters, photocopies, murals, paper cut-outs, mosaics, street installations, performances, and video projections. At is heart it represents the desire of humans to leave traces of their existence in a public arena. Street art deals with many tough issues facing the world and allows artists such as Bansky to exhibit their work in a much wider arena than traditional art forms. Street art can engage pupils in critical dialogue about art and set a platform for them to explore the issues it raises.

Street art in the classroom

Take this picture: (or in fact any picture of street art from around the world or even your local town)

Use this picture to discuss street art and its legality, including issues of vandalism and political art.

1. What do you see in this picture?
2. What is the owl doing?
3. What is the blue stuff?
4. Is this work…

View original post 144 more words

Scotland, The Future and Reflective Practitioners: A personal report on the value of reflection and professional enquiry

Creative Industries invest heavily in individual talent, creativity and skill. According to a Creative & Cultural Skills report in 2011, the thirteen industries that define the sector currently account for £37,610 per head in annual economic contribution compared to £31,800 GVA per head for the rest of the United Kingdom’s combined economy (Creative & Cultural Skills 2011). Furthermore, considering the steady rise in the creative sector’s economic contribution per annum, in not only the UK but in terms of the global economy, competition for a creative workforce with an entrepreneurial mind is becoming increasingly topical. Government bodies and agencies are now beginning to plan strategically to safeguard employment and opportunity for the next generation. With a plan to pursue a career in the Scottish education system as a primary school teacher it is crucially important that I understand:

Success Criteria – Assessment