Afterschool projects and plans

Product Design– creativity project – a board game within a certain size
Year Group	Year 3/4	Overview of Lesson Focus		1hr Lesson
Resources Register Example board games/ideas Paper and pencils, rulers Squared boards, numbered dice and blank dice Arrange of playing pieces glue, square plastic bags, computers		Week 1	Introduce what they will be doing, show examples and brainstorming ideas etc… Use thinking hats Children to brainstorm ideas and start designing game.	10/15 min input Children decide to work on their own or pair Give further guidance and support to younger/LA children give  on the spot next step
		Week 2	Talk briefly about instructions of a game, use white hat for information. Talk about any problems they might be having. Children continue designing their game and start to consider/write their instructions.	10 min input give further support and guidance to individual/pairs of children give on the spot next step
National Curriculum update Spoken Language Ask questions and justify ideas, participate in discussions. Writing instructions,  audience adjectives(for cards) Problem solving, measure patterns Creative, drawing, exploring and evaluate ideas, prototypes and computer aided design.		Week 3	Introduce Publisher as a design tool, set a grid to size of game board, teach  a couple of tools within Publisher to group/club, children to decide whether to use publisher to design their final board or use paper and colouring pencils etc..	15/20 input Children use/experiment with publisher to design board game. give further support and guidance to individual/pairs of children Observe computer skills for in-action planning
		Week 4	Introduce Publisher’s free hand tool to children that would like to be able to freely draw on computer. Assess computer skills give guidance to children on their next steps and problems they are having. Recommend using paper for design if needed.	Children start straight away, continuing with their design and instructions. Give further support and guidance to individual/pairs of children. Some children should naturally start to plan their next steps
Thinking Hats/Questioning Use all thinking hats naturally apply What, why, how etc.. Develop more specific questions too.		Week 5	Talk about front cover and back design, show examples use thinking hats. Children to write/type up instructions neatly inside the front and back cover	10/15 input Children start to design cover and start to finish board game and instructions. Ask children to write their next steps
		Week 6	Children to finish board game, if time end with a plenary, talking about their game using thinking hats	Children to start straight away Give further support and guidance to individual/pairs of children
Use observation Grid, field journal, Draw and sketch; take photos of work for examples.  Fine tune if needed, print off work and put board games together and give to children.

Digital Media – creativity project - 3 min silent movie with some sound effects
Year Group	Year 5/6	Overview of Lesson Focus		1hr Lesson
Resources Register Cameras, computers and software for editing, etc… paper, post-it notes and pencils etc… Props and sound effects.		Week 1	Introduce what they will be doing,  show examples/history, 3 min movies etc… use Thinking Hats to talk about examples – children create a story board/script/plan using post-it  notes /stick on paper allowing for flexibility to move	10/15 min input and group discussion Children pair/group up. Children develop ideas and plan movie give next step
		Week 2	Talk about/show different types of camera shots, how to create basic effects using camera.  Use Thinking Hats. Children shoot/film following their story board/script/plan	5/10 min input. Children shoot movie independently (Observe to help with in-action/short term planning) give next step
National Curriculum Spoken Language, ask questions and justify ideas participate in discussions expressing feelings Problem solving, breaking down a series(film) into simple steps and fine film editing using precision maths. Creative, exploring ideas, historical development, digital devices, evaluating ideas etc…		Week 3	Use Thinking Hats to critically reflect with class on what they had filmed the week before.  Briefly demonstrate basic cutting and editing, depending on needs of group. Children start importing, cutting and editing their film they had shot the week before.	5/10 min Group discussion Children log on to computer and start import film/video to edit and cut etc… (Observe computer skills to see where children are at, how they work as a group etc… to help with in-action planning.
		Week 4	Children continue cutting and editing, reshoot elements if needed.  Give more guided input to individual groups, raise questions where needed. Children discuss their movie and ask questions	Children start straight away. Give guided support to individual groups.  Guided/independent learning (children should start to naturally plan their next steps)
Thinking Hats/Questioning Use all thinking hats naturally apply What, why, how etc.. Develop more specific questions too.		Week 5	Introduce basic sound effects; children learn to import sound effects add to their movie. Children continue cutting and editing, reshoot elements where required	5/10min  input on import sounds Then give guided support to individual groups.  Guided/independent learning
		Week 6	Finish Movie, adding title page, ending and any further text.Use Thinking Hats to talk about final movie. (Plenary)	Children start straight away, give individual guided support where needed end with final group/individual discussion
Use Observation Grid, field journal, Draw and sketch take snippet of movies/still shots for examples – When green screen software arrives run a one/two weeks extra session for children to get to use – software will benefit the school and other children in the long term.