Session Learning Plan

Course Title: BTEC Subsidiary Diploma in IT Module/Unit Title: Unit 30 Digital GraphicsTime(s): 09:00 – 12:30 (30 minute break)

Teachers: Helen Ward Date: 18th October 2013

Group size: 13

Site: WD Room no:

304a Session no: 7 & 8

Session direction

Lesson Aims: To investigate legal and ethical aspects of creating, storing and using digital graphics.To plan and create digital graphics according to client need. To use software, tools and techniques appropriate to creating and storing digital graphics.

Learning outcomes: By the end of the sessions all learners will be able to:

Differentiated learning outcomes: Some will be able to:

List and explain legal and ethical considerations for creating, storing and using digital graphics

Design and create at least one graphic according to client need [P4]

Research and identify key tools and techniques used to create digital graphics [P3]

Select software, tools and techniques appropriate to the creation and storage of graphic requirements [P2, P3]

Identify reasons for storing graphics in a specific format [P2]

Record and demonstrate tools and techniques used [P3]

Demonstrate more advanced use of software Compare limitations of software packages [M1] Compare limitations of hardware vs software

requirements for creating digital graphics

Resources needed Use of ILT

Assignment 1, Assignment 2Computers with CS package (CS3/CS6), internet for research and Blackboard, note-taking material (MS Word, paper and pens etc). Software for creating graphics (e.g. Photoshop, Illustrator, MS Word/Paint.)

Blackboard, Smartboard, SmartSync to monitor student progress and to

share tutor/student displays (if required).

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Key/Basic Skills development

Communication/LiteracyListing and describing General SPaG discussions throughout as requiredSpeaking and listeningResearch and note-takingChecking spelling, grammar and punctuation on assignment tasks and within the digital graphics created

Information Communication TechnologySee ILT and resourcesSelection of appropriate software according to file type and digital graphic requirementsRecognising differences between how shapes and images are formed

Application of Number/NumeracyStorage space allocation for file typesBinary and denary calculationsShapes and sizes of graphic images

Wider Key SkillsCollaborative working/team workDecision-makingOrganisational skillsRecognising legal and ethical aspects of creating, storing and using graphicsCreating supportive relationships within teamsSharing knowledge and understanding

Consideration of individual needs

The needs of individual learners/E&D considerations Please see attached group profileAttendance is generally good but the group are generally quiet and some are reluctant to answer questions or work collaboratively so far, so they sometimes require more encouragement to stretch their knowledge and participation than group A. Group work is a key teaching and learning method used to encourage collaboration and communication skills and will be used to engage and support learners throughout the unit.

Female students: A is less academically able than B but is quietly keen and enjoys graphics work, so her confidence is growing in this area. A has requested time out of the class if she needs as she gets mild panic attacks. B is more academically able but lacks confidence and is reluctant to push herself, although is beginning to recognise some strength in programming. B needs encouragement to take the lead a little more rather than sit back and let others do the work.

Male students: C is very keen and is not afraid to answer even if incorrect, but demonstrates some weakness in understanding and preconceptions in some areas, so requires quite a lot of 1-1 clarification at times. Some (D and E) are mildly disruptive and reluctant to listen or participate effectively at times: I have tried engaging them in group-work with others or with their friends but have not yet decided which is more productive as they distract with friends and will not participate with others. I feel I have made some headway with D and E as they are less antagonistic now when I ask for participation than at first: I’ll continue to ‘experiment’ and encourage better participation. Some demonstrate good ability but are not yet confident enough to speak up so need encouragement but all seemed to benefit from last week’s presentations.

ALS: No in-class support necessary but student F has requested 1-1 dyslexia support to help with his assignment work.

Equality and Diversity issues that may be raised/considered throughout this unit are: Stereotypical computer users such as male/female dominated roles Accessibility options for programme/GUI: colours, fonts, layouts, language etc. should be appropriate to

purpose and end users Legal and ethical production and use of digital graphics

‘Every Person Matters’ theme: Enjoy and achieve. Sharing knowledge and use of tools and techniques used to create graphics. Encouraging a positive attitude and recognition of individuals’ contributions and strengths.

Health and SafetyConsiderations for using computers such as appropriate seating, position of monitors/keyboards and general use of computers (such as no drinks near electrical equipment) has been reinforced for students throughout the course. Bags under tables. Sensible use of resources. Other considerations such as fire escapes/drills Session Learning Plan – TEMPLATE suitable for electronic completionPage 2 of 5 Issued August 2009

have also been previously noted.

Previous learning:Students have had input and mostly completed work on the hardware sections of assignment 1 as well as beginning work on the software descriptions and comparisons. They have also had input on file types and their purposes, and have created some simple files to show comparison of quality and size. Some students have displayed some of this work for others to see Students have begun to plan digital graphics that they will create for their ‘clients’ and most have begun to create their first logo examples.

Most have created a presentation of their initial research and coached the rest of the group to use the tools and techniques that they used. This group responded very well to the challenge of ‘training each other’ through creating and presenting instructional presentations of their tools and techniques (demonstrating P5, M3). Students have engaged very successfully in the ‘show and tell’ sessions, enjoying both presenting and participating in the ‘training’. Some of the presentations are now available on Blackboard and students are encouraged to continue to share their work to support their learning and to demonstrate tools, techniques and review to meet key learning outcomes. These sessions continue to support ‘peer mentoring’ and collaborative working going throughout, building more knowledge and understanding than a single teacher could offer, encouraging research and presentation skills, as well as encouraging supportive relationships within the class.

Note: it is important that students get plenty of time to use the software, which can be too expensive for them to get at home, so there is lots of practical workshop time set for this unit.

Time Topic/Teacher activity Student activity Resources/ALS10 min

Register, introductions and recapRemind students to get note-paper and pen (or other note-taking device)

Listen, Q&A, discussion as appropriate

Tutor PC, EBS, Aims and objectives

30 min

Show and discuss assignment 2

Introducing legal and ethical issues:Discuss and list issues on the board/Smartboard

Q&A, Discussion, take notes as required

Tutor PC, Smartboard, SmartSync (if

required to project Tutor

display), access to internet.

Set groups for creating posters about issues

Observe research and planning, Q&A, discussion

Initial research into aspects that need to be covered. Plan who will take charge of which aspects. Gather initial information.

(Tutor’s list)Software/paper

and other resources for

creating posters

Assignment 2

45 min

Practical workshop:Instruct students on planning/selecting next digital graphic to work on. Remind students to build a portfolio of evidence, recording research, planning and key tools and techniques used in the creation of the graphics. Refer students back to assignment for ‘rules’.

Observe practical work, support as necessary, encourage peer support to build effective working relationships.

Listen, Q&A, discussion

Practical tasks: Research and discussion as

necessary. Show planning Select appropriate software for

task (note reasons for assignment)

Record tools and techniques used

Share tools and techniques with others (ongoing)

Assignment 2PCs, Internet

access,Graphics editing

software

5 min Round-up and discuss next session: 3 to present then practical workshop

Listen, Q&A

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30 minute break

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5 min Settle and reminder of this session Listen, Q&A

70 min Practical workshop:

Observe and support practical use of software. Monitor individuals’ progress.

Encourage and support research where appropriate. Support with and discuss any problems that may arise (such as PC/network ability to complete 3D/other tasks in applications).

Encourage students to document their practical work! (for P3 and to help identify issues which could be included in M1!)

Students to plan and create digital graphics according to client need.(as previous session on page 3)

Create Powerpoint (or similar) presentations, screenshotting development of your graphics to publish for review.

Upload your presentations to Blackboard for student review

Assignment 2PCs, Internet

access,Graphics editing

software

Access to Blackboard

10-15 min

Show and discuss student work using Smartsync (on the Smartboard)

Remind students to go onto Blackboard to review each others’ work over the coming week.

Recap, Q&A. Next session: practical with further presentations – volunteers to ‘show and tell’?

Well done

Show work, discussing key tools and techniques used as appropriate

Write feedback on Blackboard for at least 2 fellow students. Consider good and weaker aspects of their work – be constructive! Offer advice for tools and techniques that they may consider using

Q&A, discussion, listen and respond.

PCs, Smartsync, Smartboard

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