Interactive Animations & Games

Summary

Year 9 Design moves from physical robots to the screen. Students learn to program in Game Lab — shapes and sprites, the draw loop, conditionals and user input — while a parallel strand runs the design cycle: judging what makes a good game, writing a brief and a specification, then building and evaluating an interactive card of their own.

Assessments

What Makes a Good Game?	A Inquiring & analysing
Interactive Card: Specification & Designs	B Developing ideas
Building the Interactive Card	C Creating the solution
Evaluating the Interactive Card	D Evaluating

One project runs across all four criteria — most students build an interactive greetings card, and stronger coders extend the same brief into a small game. Where a task asks for the student's own design thinking, AI-generated text scores zero.

Lessons

Lessons run on code.org — each row links to that lesson. Chapter 1 plus the four summatives is the core route through the year; Chapter 2 is where students who push ahead into building games end up.