1. Yenka Portfolio Level for this topic: Student Name : My Levels
Last assessment level:
End of year target level:
End of KS target level A A A B B B C C C A
Level for this topic: B C
Yenka Portfolio
Student Name :

2. Check my spelling / grammar
My Targets
Literacy Target
{Type target
in here}
My Curriculum Target:
[type target in here]
Finish my work
Add more detail
Meet my deadlines
Talk less—Do More!
Help / assist / work with others
Improve my internet research skills
Choose an appropriate working partner
Raise my grade by improving my work
Stop rushing my work
Produce much tidier work
Try to do something myself
Check my spelling / grammar
Personal Classroom Target (highlight your choice for this unit)

3. MARKING This shape means there is a task for you to do
This shape means I am just commenting
This shape means I need you to respond in writing. (Use the same shape speech bubble to respond but change the colour !)

4. Targets for Yenka
Algorithms:
To design a solution by decomposing (breaking it down) and creating sub-solutions for each part (decomposition)
DE – evidencing the smaller parts of the solution to your dancer moving around each individual object
AL – making sure the algorithm is written in a logical order to complete each sub-solution in turn
AB – hiding the complexity of your algorithm by using the sub solutions rather than the full coding
To demonstrate that different algorithms exist for the same problem.
AL – flowcharts to show that the same dance can be produced with different algorithms
GE – design a flowchart to walk round two chairs in class and then apply the theory to Yenka
To represent solutions using a structured notation.
AL- annotations on flowcharts
AB – annotations about functions, sub routines
To demonstrate that iteration is the repetition of a process such as a loop
AL – answer to evaluation question 7
Programming & Development
To provide evidence for using a variable within a loop to govern termination
AL – Task 2.3 flowchart for moving around a chair in class using variable in a loop
GE – Task 2.3 can your this be transferred to Yenka?)
To recognise how to use a procedure/function to hide the detail of your program (sub-solution)
AL – Evidence of you functions
DE – Task 2.2 breaking down the problem to get round all four corners
AB – Task 2.2 Reducing Complexity by producing functions and hiding the real complexity of the algorithm
GE - Task 2.3 Transfer of solution from class to Yenka
(AB: Abstraction DE: Decomposition AL: Algorithmic Thinking EV: Evaluation GE: Generalisation)

5. Skills Check: YENKA ALGORITHMS
Start Date:
LEVEL 6
My current skills are: (Highlight your starting point above)
Level 5b
I can open sequences and create a new scene.
Level 5a
I can create 2 standing still dance steps.
I can create 2 moving dance steps.
I can add emotions
Level 6c
I can create a detailed and logical 3d environment.
I know how to make my character dance around 2 objects.
I know how to add a new character.
I can sync characters so they dance together but end with different moves.
I can create two different algorithms to produce the same outcome
Level 6b
I can create at least 1 function or variable.
I can create an iteration (loop).
I can use loops effectively in my flowchart to make my program more efficient.
I can change a function or variable explain how this makes my algorithm more efficient.
Level 6a
I can create an algorithm to add water to a kettle and boil the kettle using a variable within a loop
Level 7c
I Can assess the importance of making sure my algorithm is written in a logical order to complete each sub-solution.
I can explain the need to decompose a solution into smaller parts.
I can explain the benefits of iteration
Level 7
I have progressed to : (Highlight your finishing point below)
End Date:

6. LEVEL 5a Task 1 - Learn the Basics
In Task 1 you are finding out the basic tools in Yenka.
You must be able to show you can:
Task Create 2 standing still dance steps
Task Create 2 moving dance steps
Task Add emotions to the character
Task Change the characters appearance
(use multiple screenshots to show the dancer moving)
LEVEL 5a

7. Task 1.1 – Create 2 standing still dance steps
Use screenshots and annotated text boxes and any other method you feel suitable to show evidence in this section.

8. Task 1.2 - Create 2 moving dance steps
Use screenshots and annotated text boxes and any other method you feel suitable to show evidence in this section.

9. Task 1.3 - Add emotions to the character
Use screenshots, annotated text boxes and any other method you feel suitable to show evidence in this section.

10. Task 1.4 - Change the characters appearance
Use screenshots, annotated text boxes and any other method you feel suitable to show evidence in this section.

11. Task 2 – Adding Complexity
In task 2 you are finding out how to add objects and characters.
You must be able to show you can:
Task Add objects
Task 2.2 – Show how to dance around 4 different objects
Task 2.3 – Add a new character
Task 2.4 – Create two different algorithms that achieve the same dance routine. Apply one to each character and Sync characters so that they start the dance together.
LEVEL 6c

12. Task 2.1 - Add an object in the corner of your dance floor and duplicate in the other three corners
Use screenshots, annotated text boxes and any other method you feel suitable to show evidence in this section.

13. Task 2.2 - How to dance around 4 different objects
Use screenshots, annotated text boxes and any other method you feel suitable to show evidence in this section. Add slides if necessary!
Your dancer needs to dance around an object in each corner of the mat. The objects should all be the same.
Can you create a function to get the dancer around ONE of the objects?
What should you call it?
Think about applying this function (exactly as it is) to the other corners.
Do you think it will work? What problems do you think you might encounter? Write them down.
Now try using the function for all four corners
Does it work? Were you able to use the same function? What changes did you make to solve any problems with your algorithm to get it to direct your dancer round each of the four corners?
Now combine each function with dance moves to get to each corner before dancing around the object. (You should be able to dance around all four corners with dance moves in-between)

14. Task 2.3 - Add a new character and routine
Use screenshots, annotated text boxes and any other method you feel suitable to show evidence in this section.
Find a partner and work out a dance routine of about 6 moves that takes you around 2 chairs in your classroom by calling out the instructions. This routine needs to be given a name (a function)
Use shapes in powerpoint to create a flowchart that would represent your function and show how you would loop it to get around the chair more than once. Think carefully about which shapes you use.
Test it by one person calling out the instructions and the other doing the moves.
Now add a character to your dance floor in Yenka and some objects to represent your chairs. Apply the exact same flowchart that you have just designed. Does it work? Describe what happens when you test it, were there problems, was it just minor alterations or was it a major catastrophe?

15. Task 2.4 – Sync characters so they dance together but end with different moves.
Use screenshots, annotated text boxes and any other method you feel suitable to show evidence in this section.
On a new dance routine, create two different algorithms that achieve the same dance routine. Apply one to each character and Sync characters so that they start the dance together.

16. Task 3 – The Final Routine
In task 3 you are going to put your skills into your final routine. The routine should be 30 seconds or more.
You must be able to show you can:
Task Create a 3d environment
Task Use multiple characters
Task Use loops in your flowchart to make your program more efficient
Task 3.4 – Create a function or variable and then change at least 1 function or variable
LEVEL 6b

17. Task 3.1 - Create a 3d environment
Use screenshots, annotated text boxes and any other method you feel suitable to show evidence in this section.

18. Task 3.2 - Use multiple characters
Use screenshots, annotated text boxes and any other method you feel suitable to show evidence in this section.

19. Task 3.3 - Use loops in your flowchart
Use screenshots, annotated text boxes and any other method you feel suitable to show evidence in this section.

20. Task 3.4 – Create a function or variable & change at least 1 function or variable
Use screenshots, annotated text boxes and any other method you feel suitable to show evidence in this section.

21. Task 4 – Evaluation Programming & Development
Here is an example of an algorithm for making a pot of tea:
If the kettle does not contain water then fill the kettle
Plug the kettle into the power point and switch it on.
If the teapot is not empty then empty the teapot.
Place tea leaves in the teapot.
If the water in the kettle is not boiling then go to step 5
Switch the kettle off.
Pour water from the kettle into the teapot.
You can see that the algorithm has a number of steps, that some steps (steps 1, 3 and 5) involve decision-making and one step (step 5) involves repetition, in this case the process of waiting for the kettle to boil.
Algorithms show these three features:
Sequence (also known as Process), means that each step or process in the algorithm is executed in the specified order. In the example algorithm above each process must be in the correct place otherwise the algorithm will most probably fail.
Decision (also known as Selection), the outcome of a decision is either true or false, there is no in between. The outcome of the decision is based on some condition that can only result in a true or false value
Repetition (also known as Iteration or Looping), repetition takes two forms, the Repeat loop and the While loop.

22. LEVEL 6a Task 4 – Evaluation Programming & Development
The repeat loop is used to iterate or repeat a process or sequence of processes until some condition becomes true:
Here is an example:
 Repeat      Put water in kettle     Until kettle is full
What happens though if in the example above the kettle is already full?
In this case the While loop is more appropriate:
    While kettle is not full         put water in kettle
Since the decision about the kettle being full or not is made before putting water in then the possibility of overflow is eliminated.
The best solution might be to include a variable in the loop. Just about every algorithm contains data and usually the data is "contained" in a thing called a variable. The variable is a container for a value which may vary during the execution of the program. For example, in our tea-making algorithm the level of water in the kettle is variable and so you might have a variable called Water_Level
Based on what you have learnt, create a flowchart to demonstrate an algorithm using a variable within a loop to govern when the loop terminates filling the kettle and the kettle can be switched on.
LEVEL 6a

23. LEVEL 7c Task 4 – Evaluation Algorithms:
In task 4 you are going to create an evaluation by answering the following questions. You can use include images or mind maps or anything that you want to help you to explain your answer
Algorithms:
A Start or End symbol looks like this:
A Process symbol looks like this:
A Decision symbol looks like this:
Can you assess the importance of making sure your algorithm is written in a logical order to complete each sub-solution in turn by referring back to task 2.3?
Based on what you know, how would you explain the need to decompose the solution into smaller parts in task 2.2?
Complete the following sentence: It was better to use iteration in task 3.3 rather than …………..
LEVEL 7c