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TERM 2 OVERVIEW YEAR 3&4 – Computing

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TERM 2 OVERVIEW YEAR 3&4 – Computing TERM 2 OVERVIEW YEAR 3&4 – Computing Term 1 Book(s) – The Lion, the Witch and the Wardrobe Topic(s) – Using a Variety of Software (Stop Motion) Assessment: Ongoing formative assessment of key knowledge and skills for each Very Important Points (VIPs): year group. Using and applying unit in Term 6 Animation works because of persistence of vision Links to prior learning Year 3 children won’t have experienced animation during KS1 and Animation came before live action films (sequencing) and canon so this will be new learning for them. You will need a minimum of 15 images to be shown every second. book Year 4 children learnt about the history of animation during Year 3, Stop motion animation uses one photograph per frame to create and created animations using a computer program. They will be able the illusion of movement to apply their knowledge and key terminology when creating a new Onion skinning means we can see one or more frames lightly in form of animation. the background to help us to position our next frame. Links to other learning Science and Geography – children will be creating a stop motion (cross fertilisation) animation of the water cycle. (VIPs specific to software used) Year 3 children will encounter animation again when they reach Year Links to future learning 4. They will look again at the history of animation, will create a flip book and will use a computer program to animate. In Year 5 and 6, children will continue to use a variety of software and will be able to apply learning to new areas of Computing. The World Beyond Us Fat Question: Character/Wider How can animation be used to develop our understanding of the Development ('50 things', world beyond us? cultural capital, skills) How has stop motion animation had an impact upon your life? Modern Britain Could animation be a powerful tool to help people understand our British Values? Could animation help to unite differences in communities? Healthy Bodies & Healthy Minds How could animation promote having a healthy body and a healthy mind? The World Around Us Explain why stop-motion animation could be seen as a universal language. Culture How could we share different cultures through the medium of animation? Technology in Action How did the discovery of persistence of vision contribute to the films we watch today? OVERVIEW OF TEACHING SEQUENCE Key Learning Focus Learning Outcomes Key Words/ Greater Misconceptions Activities and Resources Facts/Learning or Key (NC) Vocabulary Depth/SEND Question Week 1 – Lesson LO: To understand NC: Zoetrope GD: Children may think that: Children will find out about the 1 and explore the • are Thaumatrope Will understand how history of animation, from before history of responsible, Persistence of to create more Animations are ‘real life’, computers. They will watch a Animation works animation competent, Vision complex images on video clip to explain this. because of confident and Animation the inventions That videos are different to persistence of creative users Frames because they will animation when they do After this, they will look at vision of information understand how the work in the same way, different devices that were used Animation came images interact with with lots of individual to simulate animation. and before live action each other. frames. communication films Finally, the children will be able You will need a technology They may be able to Only ‘film makers’ can to make either a zoetrope or a minimum of 15 • select, use and come up with more create animations. thaumatrope. images to be combine a creative, ‘out of the shown every variety of box’ ideas that work Deepen the moment second. software well. Now you have made your early (including animation invention, what would internet you improve if you made it services) on a SEND: again? What worked well and range of digital A thaumatrope is what was not so good when you devices much easier to make watched your animation? than a zoetrope so it might be better to direct some SEND children to those. Pre-prepared images could be given to stick on to the circles so the thaumatrope is still successful. Templates for both types of invention are available in the folder. Week 3 – Lesson LO: To plan and NC: Onion skin GD: Children may have Children will re-cap the water 2 prepare my stop • are Could write a more misconceptions about the cycle, discussing the name and motion animation responsible, sophisticated script water cycle – the order, explaining the process of each competent, with stage directions, what each stage does. stage. confident and including the These may become more creative users appropriate apparent when the Children will then learn about the of information punctuation. children are asked to difference between stop motion present the information in animation and the drawn and Could be able to a new way. animation they encountered in communication communicate ideas in the previous lesson. technology a novel way. Children may have • select, use and misconceptions about how They will watch a short video clip combine a the frames are put to illustrate the process further. variety of SEND: together in order to create An important point to make software Children could use a a moving image. Restate during teaching is that it takes (including story board instead of the persistence of vision to them 6 weeks of internet script. (Template in emphasise how it works. planning/preparing and 3 weeks services) on a folder) of filming to produce just one range of digital minute of footage – highlight that devices Given objects instead we don’t have that amount of of having to think of time so our animations will be a them. Basic images lot simpler! of parts of the water cycle are on Trust The task is to plan out their Shared for children to animation. They need to decide cut out and use if no what objects they will need and appropriate objects will need to come up with the can be made/found. story of the animation. Deepen the moment Have a run through of your script using your images so you can see if you have any issues you need to think about before you start to film. Week 5 & 7 – LO: To make and NC: GD: Children may Children will be spending the Lesson 3&4 evaluate a stop • are Differentiated by underestimate the number next two lesson taking the motion animation responsible, outcome. of images they will need to images needed for their competent, take in order to create an animation. They will work in confident and SEND: Consider animation. pairs, with one person operating creative users mixed ability pairs to the camera, and the other person of information support. Children may not realise positioning the objects for partner how small the increments A’s animation. In the second and should be for moving the week, they will alternate communication objects or pictures. positions to complete partner B’s technology animation. • select, use and combine a At the end of the session, variety of children will watch some of each software other’s animations and say what (including was effective about them internet services) on a Deepen the moment range of digital What other powerful ideas for devices animations can you come up with? Think about things that could have a big impact on our World. Context (big picture learning) Technology has such a wide ranging application and we believe it is important for our children to encounter as many of them as possible. We want to ignite interest in the subject and inspire a curiosity to find out more. Children will also look into the origins and history of animation to enable them to appreciate the progress technology allows us to make. Folder name (Trust shared > Primaries > KS2 > Year 3/4 Planning > Cycle B > Autumn 2 - The Firework Makers Daughter > Computing) Week 1 L1, Week 3 L2, Week 5 L3 Knowledge Organiser Fat Question: How has stop motion animation had an impact upon Key Vocabulary: Thaumatrope your life? animation – the process of creating the A toy that was illusion of moving images using a series of popular in the 19th Curriculum Intent: still frames century. A disc with an image on each Our Computing lessons are to prepare you for your future by giving persistence of vision – the human eye and side is attached to a you the opportunities to gain knowledge and develop skills that will brain can only ‘see’ 10 to 12 images per piece of string. equip you for an ever-changing digital world. second. If another picture is shown quickly When the string is enough, it seem as if the picture is moving twirled quickly VIPs: frames – individual pictures in a sequence of between two fingers, the two pictures appear images. Most video is shot at 24 or 30 to blend into one. Animation works because of persistence of vision frames per second (FPS) Animation came before live action films onion skinning – you can see several Zoetrope You will need a minimum of 15 images to be shown every second. frames at once so you can make decisions A cylinder with slits cut on how to create or change an image, based vertically in the sides. on the previous image in the sequence On the inner surface of Stop motion animation uses one photograph per frame to create the drawn animation – an animation technique the cylinder is a band illusion of movement where each frame is drawn by hand with images from a set of sequenced pictures. Onion skinning means we can see one or more frames lightly in the stop motion animation – brings still objects background to help us to position our next frame.
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