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WS02 - Fashion game

Digital Technologies, Years 5 and 6

By the end of Year 6 students explain how people design products, services and environments to meet the needs of communities, including sustainability. For each of the 3 prescribed technologies contexts students explain how the features of technologies impact on design decisions and they create designed solutions. They process data and show how digital systems represent data, design algorithms involving complex branching and iteration, and implement them as visual programs including variables. They select and justify design ideas and solutions against design criteria. Students share and communicate ideas or content to an audience using technical terms, graphical representation techniques and appropriate digital tools. They develop project plans, including production processes, and select technologies and techniques to safely produce designed or digital solutions. Students securely access and use multiple digital systems and describe their components and how they interact to process and transmit data. They identify their digital footprint and recognise its permanence.

By the end of Year 6 students develop and modify digital solutions, and define problems and evaluate solutions using user stories and design criteria. They process data and show how digital systems represent data. Students design algorithms involving complex branching and iteration and implement them as visual programs including variables. They securely access and use multiple digital systems and describe their components and how they interact to process and transmit data. Students select and use appropriate digital tools effectively to plan, create, locate and share content, and to collaborate, applying agreed conventions and behaviours. They identify their digital footprint and recognise its permanence.

Processes and production skills | Investigating and defining

AC9TDI6P01

define problems with given or co-developed design criteria and by creating user stories

Processes and production skills | Generating and designing

AC9TDI6P02

design algorithms involving multiple alternatives (branching) and iteration

Processes and production skills | Generating and designing

AC9TDI6P03

design a user interface for a digital system

Processes and production skills | Generating and designing

AC9TDI6P04

generate, modify, communicate and evaluate designs

Processes and production skills | Producing and implementing

AC9TDI6P05

implement algorithms as visual programs involving control structures, variables and input

Processes and production skills | Collaborating and managing

AC9TDI6P07

select and use appropriate digital tools effectively to create, locate and communicate content, applying common conventions

Processes and production skills | Collaborating and managing

AC9TDI6P08

select and use appropriate digital tools effectively to share content online, plan tasks and collaborate on projects, demonstrating agreed behaviours

Annotations

 

1. Describes the audience for the intended digital solution (game).

 

2. Describes the reason for the intended game.

 

3. Describes the intended goal of the game.

 

4. Writes a user story for a digital solution, stating audience, goal and reason.

1

Collaborate to plan a user story and record the discussion using an audio recording app.

 8 10 1 90
2

Consider who the audience (user) of the digital solution will be.

 13 21 1 90
3

Suggest who might be giving the design brief (for example, a client).

 22 23 1 90
4

Consider the reason for the digital solution.

 24 29 1 90
5

Consider the goal of the digital solution.

 30 31 1 90
6

Recall the goals and reasons for other user stories that teachers have given as examples.

 32 45 1 90
7

Suggest a reason for inclusion in the user story.

 50 56 1 90
8

Formulate a user story, identifying users, goal and reason.            

 57 68 1 90
Transcript

- Alright, let's make our user story.

 

- First, we have to think about...

 

- Who's it going to be for? The one about the garden was for [name]'cause she loves to garden.

 

- I've got a great idea.

 

- Yeah.

 

- What about if it's like a fashion influencer?

 

- Yeah. Ok now, what do they want us... well, obviously it's a game because that's what we're creating.

 

- Yeah.

 

- But why do they want us to create it?

 

- Maybe...maybe it’s like...

 

- Like with [name’s] one, she wanted them to create a game so kids can learn about the garden and all that.  And the Year 3 teachers wanted them to learn about 3 times tables.

 

- Maybe people want to learn how to like dress up.

 

- I like to dress up the people, so yeah.

 

- Same.

 

- A fashion influencer wants to create a game for people who like, want to like, do dressing up or like or like designing an outfit.

 

- Yeah.

 

- OK, I think that's good. I'll write it down.

Annotations

 

1. Describes the intended goal of the digital solution (game).

 

2. Describes the reason for the intended game.

 

3. Describes the audience for the intended game.

 

4. Lists the digital resources required. 

 

5. Sketches the intended user interface.

 

6. Describes an end state for the game.

Annotations

 These annotations are interactive and link to a specific timestamp in the video. x
1

Describes the reason and goal of a user story for the digital solution, collaboratively using digital tools (online visual coding platform and screen capture software) to demonstrate the digital solution.

 6 11 1 60
2

Describes the user interface (UI) design and user experience (UX) of someone using the game.

 13 19 5 83
3

Demonstrates how a user will interact with the game (user input).

 16 20 10 90
4

Demonstrates how a user will interact with the game (user input).

 33 36 10 90
5

Describes the user interface (UI) design and user experience (UX) of someone using the game and demonstrates how a user will interact with the game (user input).

 45 159 10 83
6

Describes how a specific visual code block triggers an action (the visual code block sends an instruction to a “sprite”: an object on screen with user input).

 60 82 20 60
7

Describes how the algorithm design determines the order of “sprites” (objects on screen).

 133 144 10 90
8

Describes how a specific visual code block triggers an action (the visual code block sends an instruction to a “sprite”: an object on screen with user input).

 144 149 20 62
9

Describes the implementation of algorithms as visual programming using visual code blocks.

 160 175 5 60
10

Explains the function of visual code block sequences.

 163 175 15 70
11

Describes the user interface (UI) design and user experience (UX) of someone using the game.

 175 192 1 85
12

Demonstrates how a user will interact with the game (user input).

 175 179 15 90
Transcript

- Fashion show for people that want to dress up and be a model. So, on the first screen there's a fashion shop and when you're ready to enter you just press ‘start’.

 

- The start button takes you to this like nice background with an assistant that we coded. So when the background switches to this background, she'll show and ask if you're ready to dress up, and then you click the “yeah’ button.

 

- Once you've pressed the ‘yeah’ button, you'll go onto the next screen where it gives you the option to press tops, bottoms, dresses, hair or reset and finish. So you can choose whatever you want. Let's just say for example...

 

- And so we've made it when you click on tops, it will broadcast out tops. So when these sprites receive it, that broadcast, they'll show. And then when bottoms is pressed, it broadcasts out bottoms. And we've made the tops that if when they receive the broadcast bottoms, they hide unless they're touching the model. So...

 

- For example, let's pick a Yikes shirt, then the bottoms. And then the others disappear when we've gotten the bottoms except the one that's on the model.

 

- Yeah. So when we go into bottoms, let's just choose these lovely orange pants. Then... you could add a dress if you want. And then...let's just add this beautiful rainbow hair. And if you don't like it, you can just click the ‘reset’ and everything comes off your model, but you just choose the next button.

 

- And then you can make a different outfit that's something that you like better. And you can also add a dress. And then we found out that if you add a, what is it? Top, if you add a top, over the top it looks like your model is wearing a skirt. So we've used the broadcast on all of them to show at different times. O.K, and then we'll just pick some hair. And then you can see in here it says when I receive bottoms, if I'm touching the model, then stay where I am. But if I'm not touching the... if it's not touching the model, then hide and go back to where it originally was. OK, I'm happy with this I'm going to press the finish button.

 

- Once you press finish it will take you to the next screen where it says, “Well done you came first place” in the fashion show.

 

- And this is how you know that the game is done. Thanks for listening.