Creativity: Innovative ideas can happen when existing or new concepts

are brought together or expressed in a new way. Reviewed 1.2 -

20/02/2019

11-12 Years (M1) ICT & Computing

greatlearning.com/imyc
 Creativity: Innovative ideas can happen when existing or
new concepts are brought together or expressed in a new
way. Reviewed 1.2 - 20/02/2019

Contents
Contents 2
Learning Goals 3
ICT & Computing Task 1 (Knowledge Harvest) 4
ICT & Computing Task 2 6
ICT & Computing Task 3 9
ICT & Computing Task 4 11
ICT & Computing Task 5 14
ICT & Computing Task 6 17
ICT & Computing Task 7 20
Journaling Questions 22

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 Creativity: Innovative ideas can happen when existing or
new concepts are brought together or expressed in a new
way. Reviewed 1.2 - 20/02/2019

Learning Goals
Students will:
4.05 Be able to select and use technology and the internet safely, responsibly, respectfully,
creatively and competently, for a range of purposes and audiences
4.06 Be able to manipulate, combine and present different forms of information from different
sources in an organised and efficient way
4.13 Develop an understanding of how the internet, the World Wide Web and Cloud computing
function, and how they facilitate communication and creativity
4.15 Be able to communicate effectively using a range of digital tools including online environments
4.22 Know how to apply design principles when developing computer models and programs
4.23 Be able to design, write and debug computer programs in two or more programming
languages (e.g. Python, Ruby, PHP, HTML)
4.24 Be able to design, create, use and evaluate creative digital solutions for authentic purposes,
considering the end-user
4.25 Develop an understanding of the user-centered design process and apply this in practice when
creating digital content

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 Creativity: Innovative ideas can happen when existing or
new concepts are brought together or expressed in a new
way. Reviewed 1.2 - 20/02/2019

ICT & Computing Task 1 (Knowledge Harvest)

Learning Goals
4.05 Be able to select and use technology and the internet safely, responsibly, respectfully,
creatively and competently, for a range of purposes and audiences
4.06 Be able to manipulate, combine and present different forms of information from different
sources in an organised and efficient way
4.15 Be able to communicate effectively using a range of digital tools including online environments

4
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 Creativity: Innovative ideas can happen when existing or
new concepts are brought together or expressed in a new
way. Reviewed 1.2 - 20/02/2019

Research activity
Begin by giving students an overview of the unit and explain how it relates to the big idea;
that new ideas can happen when existing or innovative ideas are brought together in some
form. Explain that the form their ideas are going to take is that of computer games. You
could ask students about any favourite games they might currently play or have played,
leading on to asking students if they can define any specific genres of computer and video
games.
Instruct students to gather information in order to create a mind map; identifying different
computer game genres, linking popular example games to each genre and drawing up a
time line of the development of popular genres. They should use the internet and/or their
own/or friends’ computer games to research and refine their ideas.
This learning is designed to test what students already know about computer games genres
and provide students with some new information for the following activity, when they will
organise the game genres chronologically and begin to identify ways in which one genre
influenced the evolution of the next.
The following websites provide free mind mapping software:
http://www.mindmup.com/#m:new – Clean interface and easy to use.
http://www.spiderscribe.net/ – SpiderScribe is an online mind-mapping and
brainstorming tool.
http://mind42.com/ – Sign up requires email activation but worth the time for this
great mind mapping tool.
http://popplet.com/ – An easy to use, collaborative free online mind mapping tool an
use text and images.
http://coggle.it/ – Free, collaborative brain storming tool, Google sign up.

Recording activity
Students should publish or share their mind maps and compare genres identified. They
could begin to draw connections between genres and think about how they could be
organised chronologically, modifying their mind maps to show these connections.

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 Creativity: Innovative ideas can happen when existing or
new concepts are brought together or expressed in a new
way. Reviewed 1.2 - 20/02/2019

ICT & Computing Task 2

Learning Goals
4.05 Be able to select and use technology and the internet safely, responsibly, respectfully,
creatively and competently, for a range of purposes and audiences
4.06 Be able to manipulate, combine and present different forms of information from different
sources in an organised and efficient way
4.13 Develop an understanding of how the internet, the World Wide Web and Cloud computing
function, and how they facilitate communication and creativity
4.15 Be able to communicate effectively using a range of digital tools including online environments

6
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 Creativity: Innovative ideas can happen when existing or
new concepts are brought together or expressed in a new
way. Reviewed 1.2 - 20/02/2019

Research activity
Begin by referring to the mind maps created last session and ask if students know of any
chronological development within the computer game genres, or in other words, which
came first - 1st person shooter games for example, or platform games? Their responses at
this stage should provide an insight into their current awareness and knowledge regarding
computer game development over time.
Explain that we use this research activity to gather information for the recording activity
where students will create an interactive timeline, detailing the development and
chronology of computer game genres. Students should keep in mind that they will have to
add a well-known example of a game from each of the different genres identified in Task
1on their timeline, including the name of the software company which produced it. It is
helpful to add an image or screenshot of the game (although not all timeline tools enable
this).
Students could research in pairs or groups, dividing their foci into decades, for example.
They should not be searching for very detailed information, but they do need to establish a
clear overview of the different genres which developed over time, noticing how these
evolved to create new genres.

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 Creativity: Innovative ideas can happen when existing or
new concepts are brought together or expressed in a new
way. Reviewed 1.2 - 20/02/2019

Recording activity
The students record their learning onto an interactive timeline, using a free online tool such
as:
http://www.tiki-toki.com/ – Tiki-Toki is web-based software for creating interactive
timelines that can be shared on the internet (requires free registration).
Alternatively, students could create an interactive timeline using Spreadsheet software,
such as Microsoft Excel. Here is a helpful guide:
http://www.ampercent.com/create-interactive-timelines-excel-webtools/5419/
The websites below give some helpful overviews of chronological computer/ video game
development:
http://visual.ly/evolution-video-game-genres
http://edutube.org/en/history-video-games-innovation-timeline
http://gamerant.com/video-game-genres-rory-36007/
http://www.bmigaming.com/videogamehistory.htm
http://www.icheg.org/icheg-game-history/timeline/
After students have completed the recording activity, look at some of their timelines
together, discussing key findings and agreeing on key video game genres and their
chronology:
Ball and paddle
Shooter games
Maze games
Platform games
Simulation games
Puzzle games
Strategy games
Multiplayer games
Sandbox/Indie games
Discuss with students how each type of game inspired the creation of a new genre, linking
back to the big idea that new ideas happen when existing and innovative ideas are brought
together. Students could publish their timelines and overviews about how new game genres
have been created onto a class blog, wiki or other social learning environment (SLE). You
could invite members from the wider school community such as parents to leave positive
comments.
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 Creativity: Innovative ideas can happen when existing or
new concepts are brought together or expressed in a new
way. Reviewed 1.2 - 20/02/2019

ICT & Computing Task 3

Learning Goals
4.05 Be able to select and use technology and the internet safely, responsibly, respectfully,
creatively and competently, for a range of purposes and audiences
4.13 Develop an understanding of how the internet, the World Wide Web and Cloud computing
function, and how they facilitate communication and creativity
4.15 Be able to communicate effectively using a range of digital tools including online environments
4.25 Develop an understanding of the user-centered design process and apply this in practice when
creating digital content

9
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 Creativity: Innovative ideas can happen when existing or
new concepts are brought together or expressed in a new
way. Reviewed 1.2 - 20/02/2019

Research activity
Revise the game genres and their chronology, possibly by referring to a masterful example
of the timeline created in Task 2. Remind students that this research and learning is all
geared towards helping prepare them for their ultimate challenge - of creating a new and
original video game by themselves. Link this reminder back to the big idea that new ideas
can happen when existing or innovative ideas are brought together.
In this research task, students develop their understanding of game design, and work
collaboratively to define critical elements which influence the success of a computer game.
Share an outline rubric with the ‘game critics’ and begin to discuss possible definitions and
criteria for the ‘Playability’ and ‘Creativity’ of a game:

Recording activity
Students should start by working in groups to agree the criteria, using any one of a range of
online collaboration tools for brainstorming and sharing and discussing ideas.
Free online collaboration tools:
http://www.chatterous.com/
http://www.scribblar.com/
http://www.chatzy.com/
http://titanpad.com/
Google Docs also enables synchronous online co-editing.
After creating and agreeing the criteria for the rubric, students should select software to
format and prepare their rubric into presentation format.
Groups can publish their rubrics online with the class voting for their preferred version, or
they could present their rubrics physically. Ideally, they should reach a consensus on the
final version of the rubric.
In developing successful collaborative working behaviour, it is helpful to support students
and give voice to the fact that they are in the process of creating a Community of Practice,
in which they are working towards agreeing a common goal.
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 Creativity: Innovative ideas can happen when existing or
new concepts are brought together or expressed in a new
way. Reviewed 1.2 - 20/02/2019

ICT & Computing Task 4

Learning Goals
4.15 Be able to communicate effectively using a range of digital tools including online environments
4.22 Know how to apply design principles when developing computer models and programs
4.24 Be able to design, create, use and evaluate creative digital solutions for authentic purposes,
considering the end-user
4.25 Develop an understanding of the user-centered design process and apply this in practice when
creating digital content

11
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 Creativity: Innovative ideas can happen when existing or
new concepts are brought together or expressed in a new
way. Reviewed 1.2 - 20/02/2019

Research activity
In this research activity, students take on the role of a game critic, critiquing video games
through time. They will need to play an example game from each genre and then rate it
using an agreed rubric in terms of ‘playability’ and ‘creativity’.
Note to teacher: For this part of the task, it is necessary to prepare access in advance to at
least eight different games for the students to play and critique, each from a different
genre. The table below gives classic examples of different games from a range of genres at
the time of writing for PC and iOS platforms:

12
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 Creativity: Innovative ideas can happen when existing or
new concepts are brought together or expressed in a new
way. Reviewed 1.2 - 20/02/2019

Recording activity
Students record their experiences and rate the games using the agreed rubric, then publish
their findings on the class blog/wiki/SLE.
By the end of this activity, students should have a good overview of the history of video
games, the range of different video game genres and how they spawned new genres.
Students should also have developed a wellformed opinion about the type of games they
like and the types of games they do not like to play and be able to provide detailed and
informed reasons for their preferences.

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 Creativity: Innovative ideas can happen when existing or
new concepts are brought together or expressed in a new
way. Reviewed 1.2 - 20/02/2019

ICT & Computing Task 5

Learning Goals
4.15 Be able to communicate effectively using a range of digital tools including online environments
4.22 Know how to apply design principles when developing computer models and programs
4.24 Be able to design, create, use and evaluate creative digital solutions for authentic purposes,
considering the end-user
4.25 Develop an understanding of the user-centered design process and apply this in practice when
creating digital content

14
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 Creativity: Innovative ideas can happen when existing or
new concepts are brought together or expressed in a new
way. Reviewed 1.2 - 20/02/2019

Research activity
Students start by reflecting on the games researched and reflect on what they would like in
their own game.
Revise the big idea for this unit and explain that students will now put this concept into
practice; by taking their two preferred genres and developing a new game based on key
ideas from those games. You can use the classic puzzle game of ‘Tetris’, which was
developed by three Russians (one of whom was just 16 years old at the time) as an example.
Tetris was based on a previous creation which was a game called ‘Genetic Engineering’.
Most subsequent developments in computer game history were inspired by existing games.
In this activity, students create a storyboard for their game idea in the form of a design
document. Explain that a design document is a type of storyboard used by game developers
to organise their ideas for a new game into a format which will help to realise its
development (example provided below).
Students could work individually or in pairs. They should begin by deciding on the genre of
their game, which could fall into an existing category OR be made up of a combination of
two genres, for example, Action + Puzzle. Next, they should plan a simple story or scenario
behind their game, including a clear plot identifying the scene/s, the characters, the
objective and challenges and how the game ends.

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 Creativity: Innovative ideas can happen when existing or
new concepts are brought together or expressed in a new
way. Reviewed 1.2 - 20/02/2019

Recording activity
In this activity students create a design document that includes the above requirements.
The important point to remember at this stage is that they should keep their designs simple.
Example:
It is helpful for students to have some time to reflect and receive feedback on their initial
ideas at this stage. This could be in the form of teacher feedback or peer critique. Ideally
students should be using a Social Learning Platform (SLE) or similar, enabling them to
publish their design documents and see the designs of others. They can then be asked to
feedback to two or three other students – thereby also receiving feedback on their own
designs.

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 Creativity: Innovative ideas can happen when existing or
new concepts are brought together or expressed in a new
way. Reviewed 1.2 - 20/02/2019

ICT & Computing Task 6

Learning Goals
4.22 Know how to apply design principles when developing computer models and programs
4.23 Be able to design, write and debug computer programs in two or more programming
languages (e.g. Python, Ruby, PHP, HTML)
4.24 Be able to design, create, use and evaluate creative digital solutions for authentic purposes,
considering the end-user
4.25 Develop an understanding of the user-centered design process and apply this in practice when
creating digital content

17
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 Creativity: Innovative ideas can happen when existing or
new concepts are brought together or expressed in a new
way. Reviewed 1.2 - 20/02/2019

Research activity
Discuss the process of creating games; students began by researching different games, next
they planned and designed their own games, then they will create and develop them and
lastly, test and refine their products. You could show this process as a cycle:

At this stage, students need to select which software they will use for the task. There is a
good range of free game making software and it will be helpful to gain a basic level of
familiarity with each one that you choose to make available to students. In the table below
you can find links to free game creating software appropriate for the Middle years:

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 Creativity: Innovative ideas can happen when existing or
new concepts are brought together or expressed in a new
way. Reviewed 1.2 - 20/02/2019

Alternatively, if your school has Raspberry Pi devices, students could create a game using
Scratch combined with Python programming language, or Pygame.
At this stage of the project, the teacher’s role becomes much more focused on facilitating
student’s development of their skills and abilities as creative problem solvers and resilient
collaborators. It is now up to the students to take charge of their learning and manage their
workload effectively. Games will need modifying in response to limitations of time and
technology; students will need to adapt and refine their initial ideas throughout the process
of creation.
Note to teacher: It is important to allow a realistic amount of time for students to complete
their games; and also for students to take responsibility for time management and
completion of their games. Ensure deadlines are clear and reasonable. If possible, enable
use of lunchtime or after school workshops for students to continue working on their games.

19
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 Creativity: Innovative ideas can happen when existing or
new concepts are brought together or expressed in a new
way. Reviewed 1.2 - 20/02/2019

ICT & Computing Task 7

Learning Goals
4.13 Develop an understanding of how the internet, the World Wide Web and Cloud computing
function, and how they facilitate communication and creativity
4.15 Be able to communicate effectively using a range of digital tools including online environments
4.23 Be able to design, write and debug computer programs in two or more programming
languages (e.g. Python, Ruby, PHP, HTML)
4.24 Be able to design, create, use and evaluate creative digital solutions for authentic purposes,
considering the end-user

20
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 Creativity: Innovative ideas can happen when existing or
new concepts are brought together or expressed in a new
way. Reviewed 1.2 - 20/02/2019

Reporting Activity
In this final phase of the game creation cycle, students develop their understanding of the importance of
evaluation.
Students should publish their games onto a shared area (for example, the class SLE) and give and receive
feedback to and from at least two other game creators. Feedback should be around the criteria agreed in
Task 2. Students should modify their games in light of feedback/suggestions and re-publish their final
games as (gamename) final version.
Final formal evaluation can be done by the teacher using the rubric for the following ICT and Computing
Learning Goal:
4. 23 Be able to design, write and debug computer programs in two or more programming languages
(e.g. Python, Ruby, PHP, HTML)

21
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 Creativity: Innovative ideas can happen when existing or
new concepts are brought together or expressed in a new
way. Reviewed 1.2 - 20/02/2019

Journaling Questions
How has your learning in the unit helped you to make sense of the development of the computer
games industry?
What new programming skills have you learned during this unit?
Give examples of how you have used your existing experience and knowledge to help you write your
new game.
Reflect on how the ICT and Computing tasks in the unit helped you to deepen your understanding of
the user-centered design process and how you applied this in practice when creating your game.
Give examples of how your learning experiences in the unit helped link to the learning in other
subjects and personal goals of the IMYC, e.g. enquiry, communication, etc.
Describe how using your knowledge of ICT and Computing in creating a new game will influence the
way you approach developing new programs in future.

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 INTERNATIONAL MIDDLE YEARS CURRICULUM

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