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QCA Scheme of Work - Unit 5A - Graphic Modelling

In this unit children learn to use an object-based graphics package to produce images and visual models. They learn the key differences between an object-based program and a paint package and understand that visual models can be used to identify patterns and relationships.

Year 5  Subject link - ICT, D&T
With thanks to Hanborough-Manor CE Primary School

Overview
Introduction
Planning 
Preparatory work
Lesson 1 - Introducing the program and investigating "objects" 
Lesson 2 - Using the tools, introducing the symbol library and organising  components to make a picture
Lesson 3 - The kitchen and assessment task 
Evaluation - Of the lesson
Assessment - Measured against QCA learning objectives and the NC level descriptors

Introduction
The children used FlexiCAD to design new school grounds and a new kitchen from images in the symbol library. They were exploring the use of an object based package to manipulate objects and investigate a model.

 

Context
The children were working in a 16 station computer room. Half of the class were working on this project at anyone time. The rest of the children were doing a literacy task in their own classroom with an LSA overseeing them. In the computer room they used a projector so that the teacher’s helper (children in turns) could demonstrate the skills with all of the other children watching.

This is a plan for three sessions in the computer room teaching discrete ICT covering the Graphical Modelling unit of work. It is the only discrete ICT this term – all the rest of the sessions are subject based.

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Medium Term Plan 

QCA 5a Graphical Modelling Scheme of Work  
Graphical Modelling unit  
Oxfordshire Framework for a Scheme of work page 42
NC ref Learning Objective Activities Assessment Opportunities
Graphics

2 a c

4 a b c

5 b c

 Use an objects based package to create, combine and manipulate objects and explore possibilities.

Extension work: to create and explore a graphical model, check predictions and make decisions.

 Children learn the difference between an objects based package and art program.

Children explore and practise selecting, re-arranging, resizing and re-colouring shapes.

Children apply this knowledge to create an image, print.

Children learn to use tools.
Children create a garden design.
Children use a model kitchen to investigate various layouts and consider alternatives (Assessment piece)

Can understand the difference between a painting package and a graphics package (object).

Can use an object based graphics to create objects.

Can use an object based graphics package to manipulate shapes.

Can use a graphical model to improve a design. 


Preparatory work

  • The teacher checked the the libraries of symbols was there available in the program.
  • The teacher had prepared a help sheet for FlexiCAD in case the children were struggling with any aspect of the program.  

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Lesson 1 An Introduction to the program and an object based package

  • As an introduction to this module of work the class talked about the normal painting program and how that just puts spots of colour onto the image and that the painter has no control over that spot of colour once it is there – he can only change it by putting another spot over the top of it.  (Bitmap)

  • The children looked at an image created in FlexiCAD – an object based package and realised that had they total control of that image at all times. (Vector images)

  • Once the children could see the control they experimented with changing, colouring and resizing images. 

  • When everyone was happy with changing size, colour and shape of an image they had the opportunity to develop their own models. In this lesson pupils concentrated on making and changing mathematical shapes.

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Lesson 2 Learning to use the tools
Lesson 2 was a skills session, learning to use the tools, symmetry and mirroring an image.
  • The children labeled their designs.

  • This was from a taught session – we discussed the placing of the clothes line, sheds, pond, swimming pools.

  • All the children had to do was select the object and position it – the images are symmetrical so did not need turning.

   
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Lesson 3 The Kitchen and Assessment
Lesson three was setting a specific task to enable children to use their new skills to plan a kitchen.  
  • The children had to design a kitchen.
  • They were told which set of symbols to use – but they soon discovered a minor problem which they had to solve – the symbols for cupboard, sink and washing machine had fronts and backs and they needed to be rotated!
  • The children were told to change the font.
  • Changing colour was an option.

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Evaluation of work completed
  •   This kitchen design shows two cookers and two sets of tables and chair. The class had the opportunity to discuss what a family would want in a normal kitchen and consider whether this was ideal.
  • Also the class had to consider whether reaching into a corner to cook was ideal and they had to query how to open cupboard doors if they were in a corner.
  • A second draft shows that the child is developing a bit more understanding of what a kitchen layout might be.

Back to top		 Now he has the cooker by the sink and a cupboard will not open – another discussion for another day!
  • The teacher looked for evidence of manipulation of objects, the development of an idea and whether the design is useful. The children had to find out how to rotate the image and also change the font. These were the skills, linked to the objectives that the teacher wanted to see.
  • Marked print outs are in the children’s ICT folders – once moderated some of the samples will be in the ICT portfolio.
  • If the whole class had been working together it would have been two children to a computer, taking it in turns with an LSA to support SEN children.

 Assessment - measure against the QCA learning outcomes and NC Level Descriptors 

most children have:   used an object-based graphics package to create, combine and manipulate objects and explore possibilities  

(Level 4 - combined different forms of information from a variety of sources. They have used ICT to present information in different forms and shown they are aware of the intended audience... They use ICT based models and simulations to explore patterns and relationships)
some children have not made so much progress and have:   used an object-based graphics package to create and manipulate basic objects 

(Level 3 - used ICT to generate, develop, organise and present their work. They have shared and exchanged their ideas with others. They made appropriate choices when using ICT based models or simulations to help them find things out and solve problems)
 
some children have progressed further and have:   used an object-based graphics package to create and explore an accurate graphical model checking predictions and make decisions  

(Some more able children will have been working toward level 5. They have begun to refine and present information in different forms and styles for specific purposes and audiences. Assess the use of ICT in their work and reflect critically in order to make improvements in subsequent work)


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