ITQ Flavours - Graphics
Introduction
The ITQ (NVQ of IT users) offers a wide range of study options and levels and can be used to create a unified and progressive way for learners to gain the skills and knowledge required to be able to work within any industry which requires IT based skills. Many organisations, both large and small, require staff to be comfortable with the creation and maintenance of media elements: graphics, audio, video etc, as well as combining these in different formats such as web sites. In order to meet this type of demand, TLM proposes a series of qualification "flavours", using the points scoring IT Open Systems and Enterprise qualification which is based on the ITQ. These flavours are produced from groupings of ITQ units providing a flexible approach in targeting specific skill sets. The flavours will require the core skills of IT, but offer opportunities for some specialisation in areas of specific interest. The coursework is designed to allow working across subjects to optimise resources in squeezed timetables in schools, but this is not mandatory.
The following is a scheme of work which covers the most common applications used in media focussed enterprises: graphics, web design, audio and video. These are designed to equip all students with the basic skills and qualifications that any media focussed company or FE college will require. Since the ITQ is 100% coursework there are also many opportunities to prepare pupils for the common synoptic grading examination that tests generic underlying knowledge and understanding for the qualification that provides points in the league tables. They can be run along side each other so that an entire cohort can work together, but in different areas of choice for their coursework and even gather the evidence they need in different subject areas, for example designing graphics for departmental open days or videos fro local history societies. These are only suggested units to meet this possible SOW. There is considerable flexibility so if you don't like the way we have done it here there are alternative methods. Other flavours can be run along side this one for maximum flexibility.
Units Covered
In order to meet the delivery needs of the mandatory and optional units, the following units will be covered.
- Unit 1 - Improving Productivity Using IT (4 Credits)
- Unit 2 - Website Software (4 credits)
- Unit 4 - IT Security for Users (1 credit at level 1)
- Unit 15 - Imaging Software (4 credits)
- Unit 23 - Multimedia Software (4 credits)
Resources
Various supporting resources will follow shortly and either be embedded into this SOW, or placed here. Watch this space!
Comprehensive list of live demos of software with admin and user logins provided. Broken into categories: eCommerce, VLE, Blog etc. They can explore systems such as Wordpress, Joomla or Drupal for example as possible solutions.
Inkscape is a great vector drawing program. 
Gimp is a good all round graphics creation program.
There are a number of open source web editors available, for example here.
Is an integrated suite of tools to do planning tasks and design flow charts.
Delivery Overview
The qualification is designed to be the same size as a single GCSE (120 GLH). The practical approach to coursework and units at Level 1 and Level 2 corresponding to each other and therefore differentiation by outcome, means the qualification can be started at a younger than normal age, even at the beginning of KS3. The suggestion here is for a KS4 cohort. This would mean roughly 70 hours of delivery in Year 10 and 50 in Year 11. Year 11 will need to have time to revise for the mandatory synoptic grading examination. The suggested SOW here assumes this type of structure but you are free to adapt it in any way you want. All that matters is that the candidates can meet the coursework assessment criteria and do well enough for a grade in the grading exam at the end. The example delivery for the coursework is to contribute to an over-arching project. Therefore, all of the individual criteria are grouped in terms of their focus and linked to a project map. This does not mean that skills and knowledge will not need at least some specific teaching, focused testing and similar teaching strategies, it just provides a structure so that learners can see the purpose of what they are doing and therefore be motivated to keep learning. This gives the following sections:
- Introduction - basic criteria looking at what they are working on and why
- Planning - material to look at how they will achieve their objectives and any problems that might occur
- Preparation - getting ready to work on their project proper, understand any material or legal constraints etc.
- Implementation - carrying out their project, gathering data, creating designs etc.
- Evaluation/Reporting - feedback and assessment of how it worked and what they might change, including documentation if required.
Suggested Projects
The following are some possible projects which can be used as a guide for the students.
School Re-Branding
Many schools are now becoming Academies or other types of schools and in many cases this requires a name change and change to the brand. This provides learners with a useful focus for their project. The school is likely to need a range of graphics for letter headed templates for letters to parents; business cards for staff; as well as graphics for each department or for digital badges for motivating students. They will need a range of graphics for this including basic bitmaps and more functional vector based images. The web based images might need some form of compression to make them work better on web sites and mobile devices. In addition, the school will need help with their new look web site, so will need some designs for the school itself as well as sub-pages for individual departments.
LeisureDome comes to town
A new and expanding sport and leisure chain has decided to open a new centre in your town and needs some assistance from a local company with their IT needs. It is more cost effective for them to use your company and makes them more accepted in the town. You are to assist them in developing some graphics and web designs for their business needs. They will need a number of graphics for various promotional materials such as letter, A5 flyers and large scale posters. In addition, they need a web site that is focussed on the local area with pictures and stories about local issues and people.
Additional Guidance
At the core of this flavour is an understanding and appreciation of the different types of graphics that are in operation in most instances and each suits a different purpose and outcome.
1. Editable Graphics. This type of file is usually composed of dots of colour which are built up and edited as dots. This style of image is more used in editing of images or scanned images. Some examples of programs that use this style of image file would be Paintbrush, Gimp, Adobe Photoshop etc.
2. Designable Graphics. This type of file is usually constructed from shapes and mathematical equations which makes it far easier to scale (make bigger and smaller) without any loss of quality. Some examples of these programs would be Inkscape, Adobe Illustrator or Corel Draw.
Based on the above information, you can see that it is easier to make images and designs with method 2 and maintain their high quality. if you use method one and scale it up to the size required for a large advertising poster, you will scale up the dots and get increasingly more chunky outputs and distortions. The problem is clearly visible here. Equally, if you scale that image up and down several times, it will get increasingly poorer in quality. With method 2, you are changing shapes and mathematical equations so there is no real limit to how big or small the designs can be and maintain their rations and image quality.
Scheme of Work
The following are suggested blocks of study to cover these five elements. Each block is approximately 1 term. Additional detailed guidance for Unit 1 is here.
Block 1 - Introduction and Analysis
| Lesson | Unit (s) | Criteria | Objective | Focus | Notes |
|---|---|---|---|---|---|
| 1/2 | 1 | 1-1.1 - I can describe the purpose for using IT | This is an introduction to the entire project and a chance for learners to begin to investigate what the "problem" is and how IT can help to solve it. | The focus should be on exploring various aspects of IT and applications in order to begin putting together a proposal for their project. | Learners need to be introduced, or re-introduced to IT applications and be encouraged to explore these in other subject areas. The more applications they can investigate, the more range for their project. They should also investigate cloud based systems to see if these are a good fit for the customer. |
| 3/4 | 4 | 4-1.1 - I can describe the security issues that may threaten system performance | This is an introduction to the importance of security and eSafety in any IT undertaking. It needs to be addressed before starting and re-visited regularly to make sure no problems occur once the project is "live". | What issues need to be considered by the learners in relation to security? What data security or physical security do they need to consider? How do they prevent threats to data or potential threats? How do threats affect system performance? How can these be reduced? | A central requirement throughout the qualification is an understanding of IT security and eSafety issues. These will be embedded throughout the qualification and need to be reinforced regularly. |
| 5 | 4 |
4-1.2 - I can apply a range of security precautions to protect IT systems and data |
The objective for this lesson is more preparatory work. Having identified some of the threats to systems, learners can now begin to explore how they will address these findings and make sure they do not derail their projects. The objective is also to begin investigating their specific areas of focus with an objective to begin planning what they need. | The general focus for all learners here is on discussing some of the ways that the identified threats from the previous lessons can be addressed. This is very much an exploratory lesson to plan for the overall project. | This is a detailed planning unit. For all learners, they need to plan how to prevent threats to their project. |
| 6/7/8 | 4 |
4-1.3 - I can describe the threats to system and information security and integration |
Unit 4 - The objective for all learners is to finalise their understanding of threats and make sure they are clear about how to mitigate them. |
The focus here is still gathering information about the environment they will be working with for the duration of their project. The hardware and software will create limitations based on resources available. How will this affect what they can do? How skilled are the people already at using the main applications? Looking at the working environment, whether this be an The overall focus is still to prepare the material for planning to make sure that they are working on something achievable and that they understand reasonably well enough what they are required to do, specially in terms of limitations. |
Learners should now have some type of management system in place to begin collecting and documenting their analysis and investigations. This could be something like Google docs so that they can share their material or they can use this Learning Site since the evidence can automatically be tied to the criteria. The remaining lessons for this first block are about consolidating the planning and being able to have a working project idea by the end of the block. Some of the criteria here are repeated as they will take some time to do properly. By now, students should have a good idea of what their project might be. |
| 9 | 2 |
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The overall objective of this lesson is to begin planning a website. The website will require graphics and multimedia as well, but the idea here is to get some rough designs down and research the look and feel of a possible solution. |
The focus now is to begin developing a detailed plan for the eventual implementation. Learners will need some assistance in determining what they will do and how achievable it is. | From this point forward, the learners can begin to work more independently on their own projects and start focusing on their individual areas of expertise. There is still some overlap and time can still be spent on basic skills in software applications and planning, but learners will be more detail focused. |
| 10 | 15 |
The objective for this session is for learners to determine what sort of images they will need and also the type of images. This will then inform them in the more detailed planning and preparation stages to follow.
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The focus is on consolidating their knowledge gained and to begin creating an environment for themselves to begin the proper preparation for the eventual implementation. |
Take a look at some sample websites and images, as well as general multimedia and discuss with the learners what features make them functional or otherwise. Finding bad examples is also very useful in highlighting some key design ideas. Inviting some people to give presentations and getting learners to feed back on these would be beneficial. |
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| 11/12/13 | 23 |
23-1.1 - I can describe the type of multimedia outcome needed and the specification that it must meet |
The objectives for this least series of lessons is for learners to research the different types of multimedia they can use in their web sites and to begin exploring the software and hardware required to make these happen in their own projects. |
The focus is on completing their planning and to be ready for the preparation of their projects. They should all have a working plan in place and the tools required to support this, such as software and hardware skills and knowledge. |
There are 3 lessons suggested here to give time to work with groups of learners or individuals to get their working projects finalised so they know what they are doing, how and why for the coming months. It is also useful to make sure they have covered enough practical work with the main software applications to have planned effectively. |
Block 2 - Planning and Development
| Lesson | Unit (s) | Criteria | Objective | Focus | Notes |
|---|---|---|---|---|---|
| 14 | 1 |
1-1.2 - I can describe the methods, skills and resources required to complete tasks successfully
|
Unit 1 entails more detailed planning about how the learners will carry out their various tasks, what applications they will use to make this happen (i.e. Word Processing documentation) with some view on how much time and effort they think it might take. Some detail in the form of a table would be clearer to understand. |
The focus here is to refresh the learners about the project they are doing and look at ways to develop the project further, for example with the different IT skills they need to develop and support it. | Learners here will need to spend some time on how to plan and execute projects successfully. Some kind of action plan with timelines will allow them to track their progress and comment on it to achieve more "describe" elements in the assessment of the criteria. A tick box checklist will be useful to organise as they work their way through. |
| 15 | 4 |
4-1.4 - I can keep information secure and manage personal access to information sources securely |
Unit 4 is a deeper look at ways to keep on-line information safe. Learners should investigate aspects of safe information access such as encryption and security policies. |
The overall focus here is an increasingly more detailed look at their project and the resources they will use to build out their final pieces, but with a focus on the security side. They need to at least tell their customers what security measures they will take with private and sensitive information. |
Other than unit 4, which is on-going security investigations, the main background task will be in planning their project proper. |
| 16 | 4 |
4-1.5 - I can describe ways to protect hardware, software and data and minimise risk |
Unit 4 extends the pervious criterion by looking at ways to protect what the learner has identified as at risk. Some overview of the risks and their minimalisation in the form of a table would be clear. | Focus is as above, but with the extension of Unit 4 to devise a table of risks and their prevention or at least minimalisation. |
Some lesson time can be spent with learners working specifically on Unit 4 to explore some security issues in some depth. Perhaps a visit from a local law enforcement officer who specialises in eSafety and security risks. This will also help on some of the examination questions so they will need good notes. |
| 17 | 2 |
The objective here is for learners to provide evidence that they can use website software to create their designs. Using templates is a more effective way of designing interlocking web pages so they need to explore this option. Most website design software will have this function. They can think about style sheets and an overall flow. |
The focus is on a good understanding and practical working knowledge of web design software and how to create a template and why this is important in efficiency of designs. |
Try to introduce as many examples as possible, especially ones that are used in real world work situations. The more examples learners see, the more informed their own choices and actions. |
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| 18 | 2/15/23 |
2-1.5 - I can describe how copyright and other constraints may affect the web site. 15-1.3 - I can describe what copyright and other constraints apply to the use of images 23-1.5 - I can describe how copyright and other constraints affect use of own and others’ information |
The objective for all units is the same here and they all have the same criterion. Since the learners will be dealing with graphics and displaying them publicly, as well as text, they must have a clear understanding of copyright. They will also need to know this in some detail for the examination. | The focus is continuing to build more detailed notes and ideas about a possible project and looking at some of the resource requirements and potential issues that might slow things down, especially copyright. | This overall SOW is based on a production process of sorts, with an initial analysis, some preparation, then implementation etc, so it should be familiar to the learners. The document should be clear enough to allow the next phase of production without any unforeseen problems. |
| 19 | 2 |
2-1.7 - I can describe what filetypes to use for saving content. |
The objective here is for learners to fully experiment and understand the file types and how these will affect their work. The use of the correct graphical file type will impact an many areas of a web site, such as the download speed and applications required to view the content. This criterion is covered in some detail in the examination so this will help learners with this. |
The extra focus here is on the external and internal constraints on their systems and how they work within these. The extent will vary depending on the situation, but they need to show a general knowledge and understanding of what applies and how it affects their work. | Cover as many file types as practical and discuss with learners the attributes of the main types and file extensions. Look at how these will impact efficiency and performance. Explore the key differences, as indicated in the top section of this page, between bitmapped (raster) and vector file types and applications. |
| 20 | 2 | 2-2.3 - I can select and use appropriate editing and formatting techniques to aid both clarity and navigation. | The key objective here is to end up with a semi-professional looking website, which means the learners need to be competent with the editing and formatting options to make the best job possible. | The focus is on learning the skills to make some quality pages. | As above, looking at the overall quality and ease of navigation of existing web sites will help learners understand their won designs better and why they need to work for clarity and ease of navigation. |
| 21 | 2 | 2-3.3 - I can select and use an appropriate programme to upload and publish the web site. | This criterion is more of an implantation procedure, but some level of planning is required to understand it properly before applying it. The objective is to have this level of understanding, | The focus here is demonstrating this understanding and exploring different ways to achieve this objective. | Some web tools will have built in systems for managing web sites which will include version controls and FTP clients. However, it would be useful to investigate the process of FTP so that learners more fully understand their environment. Tools such as Filezilla can be used as they are relatively easy to set up and use, and the school should set up a basic server to support the learner's work. |
| 22 | 15 |
15-1.2 - I can obtain, input and prepare images to meet needs |
Some images will undoubtedly come from external sources, so the above criteria of copyright must be observed. In most cases, using royalty free images or taking their won would be preferable. Openclipart also has some useful starting graphics and many are in raster or vector format for ease of use. | The learners are continuing to focus on the external elements of their design, such as the environment it will be used in, what type of systems will access it and any guidelines that might affect the use of the system. | Some discussion on needs might be useful here. One thing that is not explicit in the criteria is the accessibility needs of people with disabilities. There are plenty of guidelines along these lines. |
| 23 | 15 | 15-2.1 - I can identify what technical factors affecting images need to be taken into account and how to do so |
Learners will need to demonstrate that they can work with the appropriate software for the appropriate image. manipulating images and scans will be better with raster based programs, but any designs require a vector based program. |
The focus for this later part of the block is on developing more of a clear understanding of the working environment, the tools, the restrictions and the needs of their clients in order to have a very clear idea of the solution they will soon implement. | Make sure that learners use the two main types of image creation tools: raster based and vector based. This will prepare them well for the examination. |
| 24 | 15 |
15-2.2 - I can select and use suitable techniques to create images |
The objective here is for learners to demonstrate a range of skills in using the different software packages to make their graphic elements, whether these are modified scans or photos, or banners and logos created by them. The need to show they are capable with most of the necessary techniques of editing and manipulation. In most case, the end product should show this. | The focus is on software competence. | What styles will the learners use? If they are designing graphics for companies, they will need to stick to a house style which will dictate what they can use. |
| 25 | 23 |
23-1.4 - I can plan the use of interactive features and transitions to meet needs |
This criterion is for learners to investigate and plan into their designs more interactive features. They may not use any of these as they might not be appropriate, but they need to show that they are aware of how and why they might be used. They also need to show they understand quality issues: what looks good to the learner may not look semi-professional once it is displayed in public. |
The main focus here is on making the systems and elements they design as useful as possible and knowing what tools will help them in their work. | Some discussion of good and bad examples will help here. Is it completely subjective, or can everyone agree on good and bad designs and features? If so, either way, why? |
| 26 | 23 |
23-3.1 - I can select and use appropriate techniques to edit and format multimedia outcomes |
The objective here is to be able to show good appreciation of the designs and media features used or otherwise. If they are not quite right in some aspect, they should be able to change them for the correct outcomes. | The focus should be on being ready to begin work on making their websites with all of the required images and interactive elements. | General support here to get them ready for their implementation. Some work on editing the various elements if required. |
Block 3 - Preparation
| Lesson | Unit (s) | Criteria | Objective | Focus | Notes |
|---|---|---|---|---|---|
| 27 | 1/2 |
1-1.3 I can plan how to carry out tasks using IT to achieve the required purpose and outcome |
Unit 1 is for all learners to evidence the various IT tools they will use, i.e. word processors to write up reports and spreadsheets for designing. Unit 2 is for learners to show some logical structure to the way users move around their web pages and the elements that are in them. It should be obvious for end users where to go and what to do with clear guides and menu links. |
The main focus here is on the required preparation with clear plans and examples to work towards, as well as the systems used to support the process. Learners might investigate pre-set web creation systems that they can manipulate such as Wordpress or Drupal for example. These will provide the structure and tools for students not comfortable with making their own. |
Some evidence of a plan and layout here would be good. Some learners can even use the TLM Resource site to set timelines and create Gantt charts or the ProjectLibre system. Learners may need some assistance looking at best practice in "professional" grade web sites and graphics. |
| 28 | 1/2 |
Unit 1 is really show a range of basic applications used well to support the entire process. This should be pretty apparent by now. Unit 2 is about demonstrating the functionality of the website. It can be beautiful and contain lots of great interactivity, but if it is impossible to work your way around it, these makes it a bad design. |
Explore making websites functional, but also attractive and easy to use. Using menus and hyperlinks means the working site is not cluttered and so more efficient. |
Learners will need some class or group based instruction on advanced website functions. |
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| 29 | 4/2 |
4-1.6 - I can apply guidelines and procedures for the secure use of IT 2-1.6 - I can describe access issues that might need to be taken into account. |
Unit 4 is wrapping up their understanding of Internet safety before they finally commit material to a network to make sure they know what they are doing. Unit 2 is describing in their own words the importance and rationale behind the web accessibility options. |
The focus here is finalising their understanding of what they need, particularly in relation to the client's needs and expectations. Too late to turn back after this as the designs will start soon. |
The IT team could give an overview of the school or college network here to explain how it works and what the storage facilities are for Unit 4. Some class based work on the main initiates for web site from here will be good: |
| 30 | 4/2 |
4-1.7 - I can describe why it is important to backup data and how to do it securely 2-2.1 - I can prepare content for my web pages so that it is ready for editing and formatting. 2-2.2 - I can organise and combine information needed for web pages including across different platforms. |
Unit 4 is looking at some of the more important strategies for Internet and network use, in this case backups. Unit 2 is about getting everything ready for implementation as well as an understanding of the end users. They may well be accessing the web site from desktops through to small smart phones. Can their designs cope with all of this. |
The focus for Unit 4 is looking at basic strategies for storing and keeping data secure. The focus for Unit 2 is getting all their materials ready and also looking at how they will work on different systems. They will have looked at this to some extent earlier. |
The network team could discuss the different types of backup strategies and security procedures, such as types of data back-up device and if this is on-site or not. It would be useful to be able to have access to different platforms for testing: different computer OS systems, browsers, devices etc. |
| 31 | 4/15 |
4-1.8 - I can select and use effective backup procedures for systems and data |
Unit 4 is the last part of this unit and completes what was introduced the week before by learners evaluating the backup procedures they have looked at. Unit 15 Some basic editing skills in relation to web software here and making sure they can embed or link graphics and media as required. |
Learners will be finishing up Unit 4 and concentrating on their other project units. The focus is on finalising their web and graphics skills before making their designs proper to make sure they know all of their options and can use them effectively. |
Some assistance may be required for finding information that is understandable, rather than too technical. It may be that these exist on the Intranet, so this might be a useful first start. |
| 32 | 15 |
15-1.5 - I can describe the context in which the images will be used |
The objective here is for learners to show they understand their working environment and fully understand the brief. They need to demonstrate, through their descriptions, the reason and benefit of using their materials for the project. The images they use can't just be there on the site because they look nice. They must have a meaning and a purpose. |
Learners will focus on what they need to begin their project and begin practicing with the tools they need to use for ongoing success. |
Some class based examples and discussion looking at different materials in different contexts may help to shape the learner's overall understanding of their own designs and creations. |
| 33 | 15 |
15-2.3 - I can use guide lines and dimensioning tools appropriately to enhance precision |
The objective here is to be able to use image programs confidently and precisely. It may well be that the company they are designing for has very exact dimensions and specifications for their images, these will need to be met exactly. |
The focus for some of the learners here is on improving and fine tuning their designs and projects to make them as efficient and effective as possible and to begin to think about what the end user's experience will be like. |
Some work on cross referencing and the need for these checks would be useful here. It would also be good to explore good design practices and maybe do some work with colleagues in other departments, such as DT or art, to look at the aesthetics of using things. |
| 34 | 15 |
15-2.4 - I can select and use appropriate tools and techniques to manipulate and edit images 15-2.5 - I can check images meet needs, using IT tools and making corrections as necessary |
The objective here is to continue exploring and improving on software techniques in order to make the best use of their time in implementing the web site projects. It will also be useful to get feedback from initial draft designs from clients to make sure they are still what they expect. |
As above, the learners are continuing to refine their designs and the knowledge that underpins the "why" of their systems. | Some advanced techniques of software applications would be useful to allow learners to stretch their skill set. |
| 35 | 23 |
Depending on the required design and what they will be including in their web sites, learners should experiment with media software and hardware. They might use audio recording equipment and software and possible create their own musical backdrops or sound effects. In addition, they will need to be able to use video equipment and video editing software tools. |
As above, continuing to refine their understanding and apply this to their designs and practise. |
Some class and group work on exploring the various media applications, their input and output. requirements and use. |
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| 36 | 23 |
23-2.2 - I can combine information of different types or from different sources for multimedia outcomes |
The objective here is to be able to show a mastery of all the different file types and media types in order to mix them into a workable project. |
Learners will now be working on their designs and incorporating some of the ideas and practices they have learned over the preceding lessons. | Some class based work on what elements work well and looking at some limitations such as embedding proprietary elements that will only play in specific environments. |
| 37 | 23 |
23-3.2 - I can manipulate images and graphic elements accurately |
The criterion is a final look at the process of creating material without finalising it. Can they modify the slides to match the needs of their clients? Can they edit them to make changes that the client might have requested after seeing initial draft versions? |
The focus should be on trying to meet someone else's needs. There is always a danger when you are competent with a package to force your desires on someone else. In this case, the client should be advised, but not dictated too. |
Some teaching of different file types will be necessary here, perhaps with some practical work on the implications. How easy is it to move a presentation between various word presentation software for example. |
| 38 | 23 |
23-3.4 - I can adjust outcomes in response to any identified quality problems |
In this criterion, as in most things, less is often more. A presentation that is chock full of animations and effects may look clever to the learner, but does it do what it was supposed to do? There is a danger to distract the user away from the message. | Use effects sparingly to get the desired effects, but there is no need to overdo it. | It might be good to work on various presentation techniques that are available and discuss why they work or don't work and compile a list of where they could be used effectively. |
| 39 | 23 |
This is still in the preparation stage so could be considered a first draft of the final version. In most case, as with the other documents and spreadsheets, this might be a good time to get some feedback from the client before embarking on th final version. Even then, there may be several changes required. |
Learners will wrap up their basic knowledge of their projects here and begin implementing and testing their designs, preferably with client feedback. | Some practical exercise of team work and its advantages may help to consolidate the learners's ideas and help them think it through. |
Block 4 - Implementation
| Lesson | Unit (s) | Criteria | Objective | Focus | Notes |
|---|---|---|---|---|---|
| 40 | 1/2/15/23 |
1-2.1 - I can review ongoing use of IT tools and techniques and change the approach as needed |
Unit 1 is looking at how best to use the various IT based tools to support their project work and how to modify these or use other applications to get the best results. |
For most of the learners, the focus is on fine tuning their work for the final implementation phase. | Learners may need some guidance on reviewing their work and documenting things as they move along. |
| 41 | 1/2 |
1-2.2 I can describe whether the IT tools selected were appropriate for the tasks and purpose 2-2.4 - I can select and use appropriate development techniques to link information across pages. |
Unit 1 is a describe element so it requires an evaluative approach from the learners. It is not good enough to say a piece of software is "easy" to use. What are the criteria for making this judgement. How much does it cost to keep the software up to date, is it interoperable etc. The students will now be building and testing their spreadsheet designs. Do they work as intended. If they have formulae, do they calculate correctly. Can they input numbers easily. Is it obvious for users to know where the numbers go? |
The overall focus here for all new work is on the suitability of the tools they are using and thinking, and describing, their suitability. | Perhaps some work on how to evaluate. What sort of criteria to use for evaluation and what the scope is in terms of the aspects of evaluation: cost, performance, ease of use, upgrade paths, collaboration etc. |
| 42 | 1/2 |
2-2.5 - I can change the file formats of documents appropriately for content. |
Unit 1 is looking more widely at the learner's use and application of tool knowledge. How good are they at choosing the right tool for the right job. Are they consistent? |
The focus here is on evidence to show a good understanding of the IT application world. | Some external input here would be useful. How do companies use applications to do their work. A range of professions and how they use applications would be good. |
| 43 | 1/2 |
1-3.2 I can describe ways to improve productivity and efficiency 2-3.4 - I can respond appropriately to problems with multiple page web sites. |
Unit 1 is detailing what they discovered in looking at the good use of IT tools and documenting their ideas and views. |
The new focus is diving deeper into what it is they are doing and why. What works well and what can be improved further. | Some class based discussion on efficiency and open standards may help to illustrate the importance of efficiency and how best to achieve it, but also the hurdles that prevent it , such as closed programs and files. This will help with the examination with question on open standards. |
| 44 | 1/15 |
1-3.3 I can develop solutions to improve my own productivity using IT 15-1.6 - I can describe what file format to use for saving images to suit different presentation methods |
Unit 1 should show learners gaining in experience and confidence in using IT tools. Getting feedback and acting on this to improve or modify their work. |
As above, the focus continues to be refinement and polish of their project designs. | Some discussion on good quality designs to see what the consensus on clarity and ease of navigation means. Do they all agree on the same material? is there some common ground? If so, what makes it suitable for the widest audience. |
| 45 | 1/15 |
1-3.4 I can test solutions to check that they work as intended 15-2.5 - I can check images meet needs, using IT tools and making corrections as necessary |
Unit 1 is exploring best working practices, in this case making sure that things work as you develop them, rather than going back and checking when it is probably too late. In many cases, there is a need to import information from other sources, such as wen pages, other styles of text documents or pdf files. In all these cases, the text will carry it's own style and format and will usually make a mess of an existing document. How to deal with this? |
The focus continues to get better quality designs and to work towards their projects meeting the needs of their intended audience. |
Some overview of testing procedures can be introduced and discussed here. Some form of checklist idea so that they have a guide to use for their own work. Students, as per the criterion guidance, should be given the chance to import several different types of information and see their effect and work out the best way to minimise problems caused by this process. |
| 46/47 | 23 |
23-2.3 - I can describe the file format and storage media to use |
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The focus should be on quality control. make sure the documents are what was asked for by the client and meets their expectations. Document the process and check off the objectives one by one. |
Some help may need to be given on what quality to look for and possible ways of managing the quality control process. |
| 48 | 23 |
23-3.3 - I can check multimedia outcomes meet needs, using IT tools and making corrections as necessary |
Some of these charts and graphs may come from the spreadsheet output. Is there a way to automate this process? What do charts and graphs add to your presentation? Are they fit for purpose? Some of the skills learned earlier on spreadsheet graphs can be re-deployed here. |
The focus for the remaining criteria is completing the presentation as well as other features of the documents and spreadsheets. |
Some group work on good presentation layout techniques and the value of charts here would be useful. |
| 49 | 23 |
23-4.2 - I can select and use appropriate software for displaying multimedia outcomes |
Each of these elements will require a slightly different way of being embedded and managed and as with all multi-media, it will need to be checked in different environments to make sure it works as intended. |
The focus here is on incorporating media elements to make the presentations more engaging. |
Some work as a class to investigate and try these features and look at any limitations. If the media are proprietary, is this efficient? It will exclude people that do not have the technology. Can open or cloud based tools be used? |
| 50 | 23 |
23-4.3 - I can select and use appropriate navigation techniques and playback controls to suit the files |
The objective here is to appreciate some of the possible problems or localised limitations. many of these will relate to the fact that software is likely to be proprietary and therefore needs the same software to run it. There are also aspects of embedded files needing specific software to run them. There are also less obvious constraints such as lighting in presentations venues, bad acoustics etc. learners need to show an awareness of these. |
The focus here is on making sure that, within reason, their presentations are perfect. |
Some work will need to be done outside of the usual IT constraints and looking more at constraints related to presentations. It may be useful to work with the drama or media department to look at these limitations and how they can be overcome. You can also explore some of the hardware and software problems that might arise. |
| 51/52 | 23 |
23-4.4 - I can adjust the display settings of the software and display device to present outcomes effectively |
The objective here will be met if the finished presentation is adjudged to be semi-professional. If everything else above has been done correctly, there should be not reason why not. One last check before the presentation is "signed off" by the client. if anything comes up in the last few checks, it needs to be corrected and some note made as to why. |
The focus here should be on looking at the look and feel of the presentation to make sure it is what was expected. It may be that there was some minor issues found but time is no longer available. if this is the case, some note needs to be made for future attempts or for other people using the presentation. |
It would be useful to get some independent feedback for the presentations. If the learners can't have an actual client, then perhaps a local business person or councilor (school governor) to look at the presentations. |
Block 5 - Reporting and Evaluation
| Lesson | Unit (s) | Criteria | Objective | Focus | Notes |
|---|---|---|---|---|---|
| 53 | 1 |
Unit 1 is evaluating some of the elements that did not work quite as planned. Some description of why and how it could be fixed in future iterations. In the planning and implementation of their spreadsheet designs it is likely that learners came across various errors and corrected them. This criterion is a chance to reflect on these and say how and why they fixed them. |
The focus is on some level of describing and evaluating what the students did on their various tasks. Some of these will have already been noted earlier, and this is a chance to compile them into something understandable and repeatable. | In working on IT tasks, a key thing is for other people to be able to see what you have done and be able to do the same tasks. Some level of evaluation and overview of the key "gotchas" would be useful to discuss and enhance. Some evaluation template could be collaboratively designed. Are there similar problems that occur across different IT areas? | |
| 54 | 1 | Looking back at the original design brief and expectations. How close did they get to their design goal? | As above, this is focusing on evaluating the task overall. Did it work to what was required? If yes, how well, or what might be improved. If it didn't work, what can be done next time to make sure it does. | There is no perfect IT projects and because of the complexity of IT, there are always ways to improve things. Have some discussions about what worked. if possible, ask local IT consultants to come in and give some examples of projects that went wrong and how they fixed them. | |
| 55/56 | 1/2 |
1-2.3 - I can assess the strengths and weaknesses in my final work 2-2.6 - I can check that my web pages meet needs using IT tools and making corrections as necessary. |
A more in depth look at specific details of their work and assessing how well they were performed and also on how well and in what ways problems were addressed.
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The focus is on documenting how problems were solved. | What would be considered a strength and what would be a weakness? Discuss the different applications as they will have similar and different approaches to this. |
| 57 | 1/2 |
1-2.4 - I can describe ways to make further improvements to my work |
A detailed description of how they intend to make their work even better, with some specific examples. A description must be a paragraph at least and show a good understanding. | The focus is on looking at the project as a whole and if it could be improved even further. Could they have used different applications? maybe cloud based. What would the strengths and weaknesses be to this. Could they make presentations with video rather than presentation software etc. | There is a chance to reflect here and introduce higher level skills. There could be a focus on looking at other solutions and maybe discussing careers in IT and moving on to level 3 in the subject and making their own designs. |
| 58 | 1/2 |
1-2.5 - I can review outcomes to make sure they match requirements and are fit for purpose 2-3.2 - I can identify any quality problems with web sites and how to respond to them. |
Did the overall project meet the expectations and outcomes determined in the beginning? The documents needed to be a semiprofessional quality. Were they? What would be your measure. What would make the documents be even better? |
The focus here is to look at the overall results and make sure they match what was set out in the panning stage back at the beginning of this process. Is there any feedback from clients that they are happy that their needs have been met? | With both of these, some discussion on what it means to really look at your work and critique it constructively. It is no good just saying, "it was rubbish, it didn't work". needs to be clear. It took 5 minutes to load, but should have taken 1 minute etc. Use SMART targets for evaluation. |
| 59/60 | 15 |
15-2.6 - I can identify and respond to quality problems with images to make sure that they meet needs |
Both of these criteria are looking for the same evidence: the learner came across some kind of problems, either on their own, or from feedback by staff or clients, and they fixed it to make it better. | The focus is on the final evaluation and report of their project as a whole. What did they do really well, what could they have improved. What did they learn from the process. | There are a couple of lessons here to really look at evaluation in some detail. Why is it important, what needs to be done and how. Nothing is eve perfect and there is always space to make things better. |
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Revision for Examination |
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