Worked example · Expressive Arts · Year 2
DCF: Producing → Creating digital content
Also assessed, LNF: Literacy → Writing → Punctuation
A finished activity page from a secure Year 2 pupil (pupil marks in blue), with notes on what to look for. It is also the answer key. Task 1: the numbers in the boxes are A 3, B 6, C 1, D 5, E 2, F 4, so the right order is C (whole egg), E (small crack), A (big crack all the way round), F (top lifts, eyes peep out), D (head out, wearing a bit of shell), B (baby dragon next to its shell). Task 2: the jumpy frame is frame 3, where the dragon is suddenly beside the castle. Task 3 and Task 4 have many right answers; this pupil’s storyboard is a good model. Task 5: The egg cracks. · Out pops a baby dragon! · Can it fly?
All 6 numbers are right: the crack grows, then the top lifts, then the head comes out, then the whole baby dragon. The pupil looked for the frame that is only a tiny bit different from the one before. Evidences “I can put animation frames in the right order” (DCF: exploring animation and organising the frames of an animation in order).
The pupil circled frame 3 and said: “The dragon jumps right next to the castle and then goes back.” In frames 1, 2 and 4 it moves only a little. Evidences “I can spot a frame that jumps too far” (DCF: exploring how animation works).
Frame 1
Frame 2
Frame 3
Frame 4
The castle is in the same place in every frame and the dragon moves a little each time: low, higher, over the castle, then down past it. Played fast, it would look smooth. Evidences “I can plan an animation with a small change in each frame” (DCF: creating simple digital work, planned on paper first).
Example: The egg is green.
Word bank:
dragon castle flies up down sky hello Look
The captions are under the frames in Task 3. All 4 start with a capital letter and have finger spaces. 3 end with a full stop and frame 3 ends with an exclamation mark, used for something exciting. The pupil used word bank words (dragon, castle, flies, up, down, sky, Look). The ticks match the writing. Evidences “I can write captions with capital letters, full stops and finger spaces” (LNF punctuation: capital letters and full stops demarcate sentences, words separated by spaces, moving on to exclamation marks).
the egg cracks
out pops a baby dragon
can it fly
All 3 captions start with a capital letter and use each mark once: a full stop for the plain sentence, an exclamation mark for the surprise, a question mark for the question. Evidences “I can use a ! or a ? in the right place” (LNF punctuation: capital letters, full stops, question marks and exclamation marks).
| Secure | Working towards | |
|---|---|---|
| Ordering frames (DCF) | Task 1 boxes read A 3, B 6, C 1, D 5, E 2, F 4. Can say why: “the crack gets bigger each time”. | Swaps 2 frames that look alike, often A and E (the cracks) or F and D (the dragon peeping out). Ask: “Which crack is bigger? Can you see its eyes or its whole head?” |
| Spotting the jumpy frame (DCF) | Circles frame 3 in Task 2 and says the dragon jumps too far. | Circles frame 4 or frame 1. Ask them to put a finger on the dragon in each frame in turn and say how far it moved. |
| Planning an animation (DCF) | Task 3 keeps the castle in the same place and moves the dragon a little in each of the 4 frames, in order. | Draws 4 different scenes, or moves the dragon a long way. Ask: “If we played these fast, would it look smooth or jumpy?” Let them redraw one frame. |
| Punctuating captions (literacy) | Task 4: all 4 captions start with a capital letter, end with a full stop, ! or ?, have finger spaces, and use at least one ! or ? | Writes captions with no full stops, or one long caption across all frames. Say: “One frame, one sentence. Read it aloud. Where does your voice stop? Put a full stop there.” |
| Fixing punctuation (literacy) | Task 5: The egg cracks. Out pops a baby dragon! Can it fly? | Adds the end marks but forgets the capital letters, or puts a full stop after the question. Ask: “Is it asking something? Then it needs a question mark.” |