In 2018, the Schools Spectacular celebrates some of the greatest music, theatrical shows, stories and lessons of all time, performed by some of the most remarkable young Australians you’ll ever see.
In 2018, the Schools Spectacular celebrates some of the greatest music, theatrical shows, stories and lessons of all time, performed by some of the most remarkable young Australians you'll ever see.
‘Game on!’ is a journey through the past, present and future of video games, one of the most inherently interesting topics for our young students.
Duration: 4 weeks (approximately 18 hours)
In this unit of work, students will take part in integrated activities from across the English, mathematics, creative arts, science and technology, and PDHPE syllabi.
They will take part in three assessment tasks, reflecting the theme and the skills being covered in the unit. The activities can be taught individually but, as they flow from one to the other, are ideally taught as one entire unit.
Select the subject to show the list of outcomes.
EN3-1A: Communicates effectively for a variety of audiences and purposes using increasingly challenging topics, ideas, issues and language forms and features.
EN3-2A: Composes, edits and presents well-structured and coherent texts.
EN3-3A: Uses an integrated range of skills, strategies and knowledge to read, view and comprehend a wide range of texts in different media and technologies.
EN3-6B: Uses knowledge of sentence structure, grammar, punctuation and vocabulary to respond to and compose clear and cohesive texts in different media and technologies.
EN3-7C: Thinks imaginatively, creatively, interpretively and critically about information and ideas and identifies connections between texts when responding to and composing texts.
EN3-8D: Identifies and considers how different viewpoints of their world, including aspects of culture, are represented in texts.
EN3-9E: Recognises, reflects on and assesses their strengths as a learner.
MA3-1WM: Describes and represents mathematical situations in a variety of ways using mathematical terminology and some conventions.
MA3-2WM: Selects and applies appropriate problem-solving strategies, including the use of digital technologies, in undertaking investigations.
MA3-18SP: Uses appropriate methods to collect data and constructs, interprets and evaluates data displays, including dot plots, line graphs and two-way tables.
MA3-9MG: Selects and uses the appropriate unit and device to measure lengths and distances, calculates perimeters, and converts between units of length.
MA3-10MG: Selects and uses the appropriate unit to calculate areas, including areas of squares, rectangles and triangles.
MA3-15MG: Manipulates, classifies and draws two-dimensional shapes, including equilateral, isosceles and scalene triangles, and describes their properties.
VAS3.2: Makes artworks for different audiences assembling materials in a variety of ways.
MUS3.3: Notates and discusses own work and the work of others.
MUS3.4: Identifies the use of musical concepts and symbols in a range of musical styles.
ST3-2VA: Demonstrates a willingness to engage responsibly with local, national and global issues relevant to their lives, and to shaping sustainable futures.
ST3-3VA: Develops informed attitudes about the current and future use and influence of science and technology based on reason.
ST3-5WT: Plans and implements a design process, selecting a range of tools, equipment, materials and techniques to produce solutions that address the design criteria and identified constraints.
ST3-13MW: Describes how the properties of materials determine their use for specific purposes.
V4: Increasingly accepts responsibility for personal and community health.
INS3.3: Acts in ways that enhance the contribution of self and others in a range of cooperative situations.
GSS3.8: Applies movement skills in games and sports that require communication, cooperation, decision making and observation of rules.
SLS3.13: Describes safe practices that are appropriate to a range of situations and environments.
First person shooter (FPS)
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Students will learn what Schools Spectacular is all about and why they are doing this unit of work on video games.
Discuss what the students are most looking forward to in this unit of work.
Students will write descriptions of video games.
Students will write a description of a video game, with at least three adjectives and at least three ‘precise’ words.
Discuss which category of games was most often written about. Do we think that this is our favourite type. How could we find that out? Lead into the next activity on surveys.
Students will conduct surveys, collecting and representing data.
Students will create a graph which accurately reflects data collected in their survey.
Groups share their data and graphs with the class.
Students write an information report about the history of video games.
Students write a one page information report, with subheadings, past tense and specific facts.
Discussion: If you could play one game from the historical timeline, which would it be and why?
Students will be able to list the key features of a pinball machine, using specific vocabulary.
Students identify nine subject-specific words related to pinball machines.
Brainstorm with the class the features that all pinball machines need to have.
Students will work cooperatively and implement a design process.
Students work in cooperative groups to design and make a pinball machine which includes examples of forces.
Discuss how students would improve their pinball machines, if they had extra materials and more time.
Students use movement skills and cooperation to play the Pac-Man game.
Students work cooperatively and follow game rules.
Discuss: What sort of strategies did you need to have, to make it through the Pac-Man game?
Students will learn about tessellations, using translation, rotation and reflection to create a pattern on grid paper.
Students will create a tessellated pattern, using Tetris shapes on grid paper.
Discuss: Was this activity difficult or easy? What made it so? We do know that all of these shapes tessellate. What other shapes tessellate well?
Students will use multiplication and addition skills to work out the area and perimeter of shapes.
Students will be able to work out the area and perimeter of shapes drawn on grid paper.
Discuss what they enjoyed or found difficult about the game.
Students will write powerful descriptions of characters, using adjectives and adverbs. Students will draw detailed images of created characters.
Students will write a description of a self-drawn character, including three powerful adjectives and three adverbs. Students will provide feedback to peers and use feedback to refine their work.
Students discuss ways that the cards could be used to create a game.
Students will write a narrative, using the characters created in the previous activity as a stimulus.
Students write a narrative, with an orientation, complication and resolution, using at least three characters.
Students can choose one sentence from their own story, which helps to keep the reader engaged, to share with the class.
Students reflect on how music can set an atmosphere or mood. Students consider whether video game music is a legitimate genre of music.
Students can explain how mood is created with music. Students can write four arguments for or against the idea that video game music is a legitimate genre of music.
Watch the Video Games Live – World of Warcraft – Invincible (YouTube) performance.
Students will learn about tempo, including the official terms, and how it is used in video game music to create mood and atmosphere.
Students can estimate the tempo of a piece of music and describe the mood that is created by the music and what sort of game it would work well in.
Discuss: What future can you see for video game music?
Students will write a discussion text, reflecting their understanding of the importance of video game classifications.
Students write a discussion text using the set structure, which includes four arguments and an introduction and conclusion.
Discuss: Whose perspective was the hardest to write about – young children, teenagers, parents or teachers? Why do you think it was the hardest?
Students learn about a video game aimed at improving the world and then present information to the class.
Students engage with a video game making positive impacts on the world and present information clearly to the class.
Discuss: If you could create a game that would make a positive change in the world, what would it be about?
Students learn about the use of science and technology in real world applications related to job training.
Students can verbalise the benefits and drawbacks of job training in the form of a simulator video game.
Discuss: Do you think that training in a video game is as good as training in the real world?
Students use comprehension skills to read and interpret information about virtual reality gaming.
Students engage in discussion and answer a series of comprehension questions about virtual reality gaming.
Discuss: Would you like to attend Aurora College? Discuss ways to apply for it in the NSW Department of Education.
Students will work in a small group to create a design document for a video game, focusing on setting, plot and character development.
Students will write descriptive passages about characters, draw detailed sketches of scenes, and use public speaking skills to convey information to a larger group.
Discuss: Tell the class one thing you liked from somebody else’s design documents.
Students will understand what Schools Spectacular is and know what to look for in the video games segment.
Students will respond to what they saw at Schools Spectacular and what they recognised in the video games segment.
Discuss: What was their favourite thing that they have done in this unit? What more would they like to know about video games?