After carrying out more research on game building software, I discovered that using this route would potentially result in me learning a completely new skill set and ultimately not having the confidence that it would work out. I will continue to research this route, however I decided to jot down some ideas as to where this project could potentially turn. After this mind-mapping session, I was enlightened by several possibilities and although I am yet to narrow them down, I have more of a focused idea.

My initial space inventors game, would encourage young children to use their creativity, whilst being immersed in technology (basically using it safely). Now, I have come up with an idea that uses technology only as an aid, however is not fully immersive. I want to create an almost ‘instruction manual’ for building your own solar system. This will allow my target audience (of which I will need to re-research) to interact with technology, however use their own Artistic, Engineering and Scientific skills and knowledge. I was certain on incorporating the STEAM syllabus and I have managed to maintain this approach.

I did some research into the Primary School Syllabus for Y5 (KS2) and discovered that my idea can reach into several elements.

Science: (Earth and Space)

Sc5/4.1a    describe the movement of the Earth, and other planets, relative to the Sun in the solar system

Sc5/4.1b    describe the movement of the Moon relative to the Earth

Sc5/4.1c    describe the Sun, Earth and Moon as approximately spherical bodies

Sc5/4.1d    use the idea of the Earth’s rotation to explain day and night, and the apparent movement of the sun across the sky.

Art:

Ar2/1.1    to create sketch books to record their observations and use them to review and revisit ideas

Ar2/1.2    to improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials

Ar2/1.3    about great artists, architects and designers in history.

Maths:

Ma3/3.2a    draw 2-D shapes and make 3-D shapes using modelling materials; recognise 3-D shapes in different orientations and describe them

Ma3/3.1a    measure, compare, add and subtract: lengths (m/cm/mm); mass (kg/g); volume/capacity (l/ml)

Computing:

Co2/1.6    select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information.

Co2/1.7    use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact

Design & Technology:

DT2/1.4a    apply their understanding of how to strengthen, stiffen and reinforce more complex structures

DT2/1.4b    understand and use mechanical systems in their products

DT2/1.4c    understand and use electrical systems in their productsDT2/1.4d    apply their understanding of computing to programme, monitor and control their products.

This research has really allowed my idea to take off and i’m excited to pursue something I know I will enjoy creating, as well as enjoy encouraging young children to interact with technology safely. I have a real passion for the importance of using ones imagination and creativity and believe our ability to progress through education, relies hugely on the right side of the brain!