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NORTH WEST KENT COLLEGE
Scheme of Work
2015 - 16
Equality & Diversity (What opportunities will you have to incorporate aspects of E & D?)
All learners will have the opportunity to maximise their full potential. It is my aim to make sure that:
There is respect for and protection of each individual’s human rights
There is respect for the dignity and worth of each individual
Each individual
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Subject/Unit/Module Unit 6: Digital GraphicsUnit 13: Website ProductionUnit 3: A Digital Portfolio
Subject Lecturer James Farrington
FS Lecturer (if different)
Programme Name and Course Code
BTEC First Information and Creative Technology
Group Hours per week
Term
Academic Year
Term 1-3
2015-16
No of Weeks
35 Start and Completion Date of Scheme of Work
NORTH WEST KENT COLLEGE
has an equal opportunity to participate in society, andthere is mutual respect between groups based on understanding and valuing of diversity and on shared respect for equality and human rights.
The ability to achieve their potential is not limited by prejudice or discrimination
We as a college are committed to equality, diversity, social inclusion and social justice. We oppose discrimination in any form, including inappropriate conduct, bullying, harassment and discrimination.
All links on the left show resources for cultural events throughout the calendar
Health and Safety(Describe the health and safety concerns for this subject – related to subject content and classroom)
All students are made aware of college health and safety policy at commencment of programme. Emergency exit points and muster stations are identified.Any outside visits will be subject to risk assessmnets prior to the visit.Classrooms will be checked for trailing wires.Students will be made aware of college policy regarding use of computers.When taking part in practical activitiies, all students will wear appropriate kit and remove all jewellery.Students are encouraged to discreetly divulge any special needs they may have.
The rooms will be visually checked on arrival. Lessons take place in a room with computers. So all trailing leads etc will be checked. All bags to be placed on the floor and under desks to reduce tripping hazards (check wires). Mobile phones will be turned off unless used within the programme as a resource.Evacuations will be carried out in compliance with college evacuation policy. Nearest fire exit- main lobby B Block and East wing B Block. Location point Miskin Theatre.
Keep fire exits clear at all times Know the location of fire alarms, fire extinguishers and fire exits. Keep aisles between desks clear of bags, kit, etc. Put all litter in the bin provided
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Put equipment away after session Report any incidents/accidents or hazards to tutor/appropriate person- (CM/Risk Manager)
Aims(The whole topic includiung Functional Skills)Unit 6 Digital GraphicsLearners could work in groups to analyse the selected examples, identifying good features and weaknesses, considering suggestions for improvement and finding further examples to support their views. They could further analyse their examples to identify the specific features within them that make them effective, purposeful and suitable for the intended audience.
Your delivery of software tools and techniques needs to be ongoing but could initially involve demonstrations and the use of online video tutorials to motivate and excite learners. You may decide to plan delivery so that it integrates understanding software tools and techniques with developing design confidence. Short activities that require learners to apply their new skills could be used.
Your initial demonstrations and tutorials could concentrate on basic photo-editing techniques for importing and combining images and vector drawing using lines, text, shapes, fills and effects. These activities could develop the learners’ understanding of scale and proportion and the need for accuracy. At this stage, you could encourage learners to return to their groups to consider the tools and techniques used in producing the commercial graphics reviewed earlier.
You could present learners with a series of briefs that give them opportunities to explore content and layout ideas for both vector- and bitmap-based images. At this stage, learners may decide to produce initial ideas by using freehand sketches or their new skills with graphics software. But it is important that they then experiment, moving beyond their first ideas to improve their graphics design.
Learners could then finalise their designs and present their graphic products. The final design outcome could be subjected to both peer and self-review and a summative assessment. Work intended for assessment should be completed in response to a single summative assignment brief. The final assignment brief could be built around the learning aims of the unit to maximise the opportunities for achievement. It should provide for initial research and the recording of sources, and require the design and presentation of at least two products – a vector-based product and a product based on the use of photo-editing techniques. The final section of the assignment could require the production of a report that includes an evaluation of the final products, relating them to the client’s brief, commenting on the tools used to produce them and the effectiveness of their presentation. The evaluation could report on feedback gathered about the final products and include suggestions for further improvements.
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Unit 13 Web ProductionLearning aim A should link to the real world, using a variety of current websites that the learners find interesting to investigate to identify their uses and features. The uses of these sites should be easy to identify. Learners will need to recognise the purpose of some of the tools and techniques used in these websites to deliver their functionality.
Learning aim B should familiarise learners with how a client brief can be used to specify the intended purpose and user requirements of a website, and how this can be used to produce design documentation. Learners can be shown the use of styles, templates and formats in websites. They can develop and practise their design skills by identifying the interactive features, creating site maps and storyboards using actual websites.
Learning aim C should enthuse learners as they learn the skills to produce their own websites and to view them in a browser. This unit does not require learner websites to actually be uploaded to an internet web host, although learners should be aware of the roles of a web server, domain name and web hosting services. Ideally their websites would be uploaded to the centre intranet, although viewing in a browser from locally stored HTML would suffice for the testing and reviews.
Learning aim D should instil valuable reviewing skills into learners as they compare their finished website against the original requirements. There is also a lot of opportunity for paired work with learners feeding back to each other on their final products and how well they met the client brief.
Unit 3 Digital PortfolioThe learning aims for this unit follow a logical sequence and it is especially important that the sequence is followed and the design is created first rather than as an afterthought once the portfolio is complete. You should encourage learners to spend time on the design of the portfolio and consider alternatives, as a poorly designed portfolio will fail to show their materials in the best light. Time may be usefully spent looking at a range of websites to establish the difference between an amateurish or visually unappealing site and a site that looks really good.
Work on learning aim B can begin even though the content may not be ready. Learners can create and test the structure, add the commentary text and use dummy content to bring the portfolio close to completion. They may also be able to construct and test those parts of the portfolio that do not rely on material from units they have not yet completed.
Learning aim C can only be tackled once the portfolios are complete, which is likely to be at the very end of the course. One possibility would be to set aside the last week of the course for learners to complete and test their portfolios and then present them in an end-of-course showcase to which external visitors (parents, senior staff, employers, etc) could be invited. This would create an exciting finale to the whole course. Feedback and comments could be collected from the event to inform the learners’ reviews of their portfolios
Objectives(A breakdown of the topic that will be addressed to check learning)
In unit 6:A understand the applications and features of digital graphic productsB design digital graphic productsC create, test and review digital graphic products.
In unit 13:
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NORTH WEST KENT COLLEGE
A understand the uses and features of websitesB design a websiteC develop and test a websiteD review the finished website.
In unit 3:A. design a digital portfolio B. create and test a digital portfolio C. review the digital portfolio.
Books and Web links
Unit 6TextbooksIn addition to the resources listed below, publishers are likely to produce Edexcelendorsed textbooks that support this unit of the BTEC First in Information and Creative Technology. Check the Edexcel website (www.edexcel.com/resources) for more information as titles achieve Edexcel endorsement.
Allman, E., Jarvis, A., Kaye, A., McGill, R., Richardson, D., Soomary, N., Elson, B. and Winser, P., BTEC First Information and Creative Technology Student Book, Pearson Education, 2012 (ISBN 978-1-4469-0187-8).
WebsitesFor ideas, inspiration and advice:www.logodesignlove.com/logo-design-tipshttp://speckyboy.com/ For software-specific tutorials: www.corel.com/corel/pages/index.jsp?pgid=1200174 http://inkscapetutorials.wordpress.com http://photoshoptutorials.ws/photoshop-tutorials www.seriftuts.com/ http://tv.adobe.com/
Unit 13Textbooks In addition to the resources listed below, publishers are likely to produce Edexcelendorsed textbooks that support this unit of the BTEC First in Information and Creative Technology. Check the Edexcel website (www.edexcel.com/resources) for more information as titles achieve Edexcel endorsement.
Allman, E., Jarvis, A., Kaye, A., McGill, R., Richardson, D., Soomary, N., Elson, B. and Winser, P., BTEC First Information and Creative Technology Student
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Book, Pearson Education, 2012 (ISBN 978-1-4469-0187-8)
Websites www.youtube.com Search for video tutorials on how to create websites using suitable web-authoring software.
Unit 3Textbooks In addition to the resources listed below, publishers are likely to produce Edexcelendorsed textbooks that support this unit of the BTEC First in Information and Creative Technology. Check the Edexcel website (www.edexcel.com/resources) for more information as titles achieve Edexcel endorsement.
Allman, E., Jarvis, A., Kaye, A., McGill, R., Richardson, D., Soomary, N., Elson, B. and Winser, P., BTEC First Information and Creative Technology Student Book, Pearson Education, 2012 (ISBN 978-1-4469-0187-8).
Websites www.coolhomepages.com This website has an inspiration gallery with lots of examples of page designs. www.webpagesthatsuck.com This website gives lots of examples of poor web page design plus some examples of good designs.
Assesment Criteria.
Unit 6
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Unit 13
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Unit 3
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Week No Topic area/Indicative ContentInclude opportunities for contextualised advice and guidance and incorporation of equality and diversity topic.
Further monthly equality and diversity topics and resources can be found at –http://www.tes.co.uk/
AssessmentNote all checks on learning to take place e.g. differentiated Q/A, quiz, observation
Resources Include technicians/LSA support present/guest speakers. Reference all e-learning, differentiated learning materials and equality and diversity resources to be usedStaff Resource SiteHow2teach site
Observation Direct/indirect questioning Debate Blog Assessment Link to assignment
w/c 24-08-15FT Enrolment ENROLMENT WEEK
Functional Skills-Maths
Functional Skills-English
w/c 01-09-15FT/PT EnrolmentWorld Water Week - 31st August - 5th September
FT and PT ENROLMENT WEEK
Functional Skills-Maths
Functional Skills-English
1- w/c 7-09-15Teaching term begins Induction Week INDUCTION
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NORTH WEST KENT COLLEGE
Week No Topic area/Indicative ContentInclude opportunities for contextualised advice and guidance and incorporation of equality and diversity topic.
Further monthly equality and diversity topics and resources can be found at –http://www.tes.co.uk/
AssessmentNote all checks on learning to take place e.g. differentiated Q/A, quiz, observation
Resources Include technicians/LSA support present/guest speakers. Reference all e-learning, differentiated learning materials and equality and diversity resources to be usedStaff Resource SiteHow2teach site
Observation Direct/indirect questioning Debate Blog Assessment Link to assignment
2 - w/c 14-09-15Main Teaching beginsInternational South-South Cooperation Day 12.9.15Rosh Hashanah – 13.9.15International Day of Democracy – 15.9.15World Ozone Layer Day – 16.9.15
Applications of digital graphicsApplications and purpose including logos, signs, posters, magazine covers, packaging, web graphics, engineering drawings, manuals, imagery in movies and computer games
Teacher introduction: Learning aim A.Group activity: Learners to brainstorm different purposes of graphics. Ask learners to search for examples of each of the different types.Concluding discussion about why businesses use graphics such as logos (brand image). Discuss how the graphics products they complete will be used in their digital portfolio (Unit 3: A Digital Portfolio), and how they should document the process of developing their graphics products for inclusion in their portfolio. Graphics from this unit could be used as content for Unit 4: Creating Digital Animation, Unit 8: Mobile Apps Development and/or Unit 13: Website DevelopmentThere is also a general link to Unit 1: The Online World.
Functional Skills-Maths
Functional Skills-English
British Values / Employability Skills
3 - w/c 21-09-1521 September 2015 World
Applications of digital graphics Teacher introduction: Audience appeal and effect of graphics.
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NORTH WEST KENT COLLEGE
Week No Topic area/Indicative ContentInclude opportunities for contextualised advice and guidance and incorporation of equality and diversity topic.
Further monthly equality and diversity topics and resources can be found at –http://www.tes.co.uk/
AssessmentNote all checks on learning to take place e.g. differentiated Q/A, quiz, observation
Resources Include technicians/LSA support present/guest speakers. Reference all e-learning, differentiated learning materials and equality and diversity resources to be usedStaff Resource SiteHow2teach site
Observation Direct/indirect questioning Debate Blog Assessment Link to assignment
Alzheimers Day25 September 2015 Navaratrihttp://globaldimension.org.uk/calendar/event/6399Yom Kippur – 22.9.15 25 September 2015 Rosh HashanahSeptember Equinox -23.9.15Eid-al-Adha – 23.9.15
World Maritime Day – 25.9.15World Tourism Day 27th
World Heart Day 27th
Applications and purpose including the effect (to invoke emotion, educate, inform, entertain) digital graphics can have on different audiences (e.g. age, gender, interest, need)
Teacher demonstration: Show various examples of graphics and discuss audience appeal and impact.Learner activity: Learners research examples of graphics which are intended to have a particular effect on an audience. Share findings with group.Concluding discussion: The importance of understanding the audience and impact required when developing a graphics image.
Functional Skills-Maths
Functional Skills-English
British Values / Employability Skills
4 - w/c 28-09-151-31 October 2015 Black History Monthhttp://www.blackhistorymonth.org.uk/ 1 October 2015 International Day of Older PersonsInternational Day of Non-Violence – 2nd
Features of digital graphics Including type – vector graphic or bitmap image (photograph), text, composition, use of colour and texture, size and position, characters and objects, file type and sizes, resolution
Teacher introduction: Features of graphics products with some examples.Learner activity: Practical session with learners finding their own examples of features.Concluding discussion: on the different features and how/where they can be used to achieve certain effects.
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NORTH WEST KENT COLLEGE
Week No Topic area/Indicative ContentInclude opportunities for contextualised advice and guidance and incorporation of equality and diversity topic.
Further monthly equality and diversity topics and resources can be found at –http://www.tes.co.uk/
AssessmentNote all checks on learning to take place e.g. differentiated Q/A, quiz, observation
Resources Include technicians/LSA support present/guest speakers. Reference all e-learning, differentiated learning materials and equality and diversity resources to be usedStaff Resource SiteHow2teach site
Observation Direct/indirect questioning Debate Blog Assessment Link to assignment
Functional Skills-Maths
Functional Skills-English
British Values / Employability Skills
5 - w/c 05-10-15World Sight Day – 8th
World Mental Health Day -10th
World Teachers say – 5thWorld Habitat Day – 5th
Assignment 1 covering 2A.P1, 2A.M1 2A.D1Centre-devised assignment. Alternatively, use the free assignment from Pearson.
Learner activity: Learners work individually on assignment work.
Functional Skills-Maths
Functional Skills-English
British Values / Employability Skills
6 - w/c 12-10-15Muharram/Islamic New Year – 15th
International Day of Rural Women – 15th
World Food Day – 16th
World Day for Poverty Eradication – 17th Muharram/Islamic New Year -15th
Design documentsGraphic product briefUnderstand a brief, target audience and purpose
Teacher introduction: Learning aim B.Teacher-led discussion: The importance of understanding the design brief, and the relation between purpose and audience.Learner activity: Practical session looking at some example design briefs and sketching design ideas and producing alternative
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NORTH WEST KENT COLLEGE
Week No Topic area/Indicative ContentInclude opportunities for contextualised advice and guidance and incorporation of equality and diversity topic.
Further monthly equality and diversity topics and resources can be found at –http://www.tes.co.uk/
AssessmentNote all checks on learning to take place e.g. differentiated Q/A, quiz, observation
Resources Include technicians/LSA support present/guest speakers. Reference all e-learning, differentiated learning materials and equality and diversity resources to be usedStaff Resource SiteHow2teach site
Observation Direct/indirect questioning Debate Blog Assessment Link to assignment
designs.Group activity: Consider the practical aspects of creating original assets, such as health and safety. Concluding discussion: On graphic impact. Teacher to present some different graphics examples and learners discuss what makes them look good/bad.Possible link with Unit 4: Creating Digital Animation. Characters and/or backgrounds for the animation could be produced in this unit.
Functional Skills-Maths
Functional Skills-English
British Values / Employability Skills
7 - w/c 19-10-15United Nations Day -24th
World Development Information Day – 25th
World Development Information Day – 27th
31 October 2015 Hallowe’enhttp://www.educationscotland.gov.uk/
Design documentsCreate design ideas (prototypes) and alternative design ideas; making an asset list
Group activity: Learners look at design ideas from previous lesson and discussing strengths and weaknesses of ideas and alternative ideas.Teacher-led discussion: The purpose and format of an asset list. Learner activity: Learners develop asset lists based on previously created design
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Week No Topic area/Indicative ContentInclude opportunities for contextualised advice and guidance and incorporation of equality and diversity topic.
Further monthly equality and diversity topics and resources can be found at –http://www.tes.co.uk/
AssessmentNote all checks on learning to take place e.g. differentiated Q/A, quiz, observation
Resources Include technicians/LSA support present/guest speakers. Reference all e-learning, differentiated learning materials and equality and diversity resources to be usedStaff Resource SiteHow2teach site
Observation Direct/indirect questioning Debate Blog Assessment Link to assignment
resources/h/halloween.asp sketches.
Functional Skills-Maths
Functional Skills-English
British Values / Employability Skills
w/c 26-10-15 HALF TERM BREAK
8 - w/c 02-11-151-30 November 2015 Movemberhttp://uk.movember.com/ All Souls' Day
Assignment 2 covering 2B.P2, 2B.P3 2B.M2, 2B.D2Centre-devised assignment. Alternatively, use the free assignment from Pearson.
Learner activity: Learners work individually on assignment work.
Functional Skills-Maths
Functional Skills-English
British Values / Employability Skills
9 - w/c 09-11-15Armistice Day – 11thDiwali/Deepavali-11th
World Diabetes Day
Graphics softwareVector editing techniques including line (types and thickness), shapes, text, shading and effects, colour fills, gradients
Teacher introduction: Learning aim C.Teacher-led demonstration: Various vector editing techniques.Learner activity: Practical session
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Week No Topic area/Indicative ContentInclude opportunities for contextualised advice and guidance and incorporation of equality and diversity topic.
Further monthly equality and diversity topics and resources can be found at –http://www.tes.co.uk/
AssessmentNote all checks on learning to take place e.g. differentiated Q/A, quiz, observation
Resources Include technicians/LSA support present/guest speakers. Reference all e-learning, differentiated learning materials and equality and diversity resources to be usedStaff Resource SiteHow2teach site
Observation Direct/indirect questioning Debate Blog Assessment Link to assignment
World Kindess Day - Secular and patterns, group and ungroup, rotate and reflect, scale and dimensions, duplicate and clone, combine shapes and paths, edit and break apart paths, layering
developing skills in vector editing.Conclusion: Feedback session on problems, difficulties, etc.
The graphics created by the learners may be used in Unit 13: Website Development as content for their website.Characters and/or backgrounds may also be created which can be used in Unit 4: Creating Digital Animation.
Functional Skills-Maths
Functional Skills-English
British Values / Employability Skills
10 - w/c 16-11-15World COPD Day – 16th
International Day for ToleranceWorld Day to Eliminate Violence on WomenInternational Men's DayUniversal Children's Day
Graphics softwarePhoto editing techniques including importing and combining images, selecting and removing parts (lasso, eraser and marquee), cropping and resizing images
Teacher-led demonstration: Various photo (bitmap) editing techniques.Learner activity: Practical session developing skills in photo editing.Conclusion: Feedback session on problems, difficulties, etc.
Functional Skills-
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NORTH WEST KENT COLLEGE
Week No Topic area/Indicative ContentInclude opportunities for contextualised advice and guidance and incorporation of equality and diversity topic.
Further monthly equality and diversity topics and resources can be found at –http://www.tes.co.uk/
AssessmentNote all checks on learning to take place e.g. differentiated Q/A, quiz, observation
Resources Include technicians/LSA support present/guest speakers. Reference all e-learning, differentiated learning materials and equality and diversity resources to be usedStaff Resource SiteHow2teach site
Observation Direct/indirect questioning Debate Blog Assessment Link to assignment
Maths
Functional Skills-English
British Values / Employability Skills
11 - w/c 23-11-15 Graphics softwarePhoto editing techniques including duplicate and clone, colour selection and palettes, gradients and opacity, brush and spray effects, contrast and greyscale, filters, scale, rotate, reflect and distort layers
Teacher demonstration: Various photo (bitmap) editing techniques.Learner activity: Practical session developing skills in photo editing.Conclusion: Feedback session on problems, difficulties etc.
Functional Skills-Maths
Functional Skills-English
British Values / Employability Skills
12 w/c 30-11-15Universal Human Rights Month3 December 2015 International Day of People with DisabilityWorld AIDS DayWorld Day for Slavery AbolitionInternational Volunteer Day
Testing and refining graphic productsVector and bitmap properties, gathering feedback, documenting and improving, exporting and compressing filesReviewing productsReviewing quality, fitness for purpose and
Teacher-led introduction to testing and gathering feedback.Learner activity: Practical session testing graphics, gathering feedback, exporting and compression files.Learner activity: Learners to write up results of tests and discuss improvements and
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NORTH WEST KENT COLLEGE
Week No Topic area/Indicative ContentInclude opportunities for contextualised advice and guidance and incorporation of equality and diversity topic.
Further monthly equality and diversity topics and resources can be found at –http://www.tes.co.uk/
AssessmentNote all checks on learning to take place e.g. differentiated Q/A, quiz, observation
Resources Include technicians/LSA support present/guest speakers. Reference all e-learning, differentiated learning materials and equality and diversity resources to be usedStaff Resource SiteHow2teach site
Observation Direct/indirect questioning Debate Blog Assessment Link to assignment
30 November 2015 St Andrew’s Day
audience, suitability against original requirements, legal and ethical constraints, strengths and improvements
refinements that could be made.Teacher introduction: Reviewing products.Group work: Reviewing each other’s work and identifying issues.
Functional Skills-Maths
Functional Skills-English
British Values / Employability Skills
13 - w/c 07-12-15International Civil Aviation DayFeast of the Immaculate ConceptionHanukkah - JudaismRohatsu (Bodhi Day) - BuddhistInternational Anti-Corruption DayHuman Rights DayProphet's Birthday
Assignment 3 covering 2C.P4, 2C.P5, 2C.M3, 2C.M4, 2C.D3, 2C.P6, 2C.M5, 2C.D4Centre-devised assignments. Alternatively, use the free assignments from Pearson.
Learner activity: Learners work individually on assignment work.
Functional Skills-Maths
Functional Skills-English
British Values / Employability Skills
14 - w/c 14-12-15 Why are websites used? Teacher introduction: Learning aim A.
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NORTH WEST KENT COLLEGE
Week No Topic area/Indicative ContentInclude opportunities for contextualised advice and guidance and incorporation of equality and diversity topic.
Further monthly equality and diversity topics and resources can be found at –http://www.tes.co.uk/
AssessmentNote all checks on learning to take place e.g. differentiated Q/A, quiz, observation
Resources Include technicians/LSA support present/guest speakers. Reference all e-learning, differentiated learning materials and equality and diversity resources to be usedStaff Resource SiteHow2teach site
Observation Direct/indirect questioning Debate Blog Assessment Link to assignment
HE & FE term ends 16 December 2015
Last day of HanukkahInternational Migrants Day
International Human Solidarity Day
Typical uses of websites Teacher-led presentation and discussion: The purpose and uses of websites.Individual activity: Learners to identify website features that appeal to different types of audiences based on categories provided by the teacher.Concluding discussion: Why businesses/individuals want websites created for them, how to attract people to a website and why it is important to.Discuss how the website they will complete will be used in their digital portfolio (Unit 3: A Digital Portfolio), and how they should document the process of developing their website for inclusion in their portfolio.
Functional Skills-Maths
Functional Skills-English
British Values / Employability Skills
December Solstice COLLEGE CLOSED (25 December 2015 to 1 January 2016 inc)
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Week No Topic area/Indicative ContentInclude opportunities for contextualised advice and guidance and incorporation of equality and diversity topic.
Further monthly equality and diversity topics and resources can be found at –http://www.tes.co.uk/
AssessmentNote all checks on learning to take place e.g. differentiated Q/A, quiz, observation
Resources Include technicians/LSA support present/guest speakers. Reference all e-learning, differentiated learning materials and equality and diversity resources to be usedStaff Resource SiteHow2teach site
Observation Direct/indirect questioning Debate Blog Assessment Link to assignment
15 - w/c 04-01-16Orthodox ChristmasEpiphanyInternational Programmers' Day
Features of websitesHyperlinks, action buttons, hot spots, templates, email links, registration and logins, forms (user input and feedback), accessibility, e-commerce facilities, online forums, aesthetics
Types of websites:● static ● dynamicHow can user experience of websites be improved?Making websites interactive by embedding digital assets, forms that allow customers to leave feedback, dynamic interactions when socialising online, applying style sheets to keep the same look and feel
Teacher-led discussion: The features of websites and how effective they are. Look at some examples of website features.Individual activity: Learners to complete a practical research task into the features of website, looking at websiotes for presenting information, storing information, browsing/searching, improving productivity, making decisions, communicating, media sharing, e-commerce, education and downloading.Concluding discussion: Website features, and the features that make a website interesting and encourage visitors to return.
Teacher presentation: Different types of website and their uses.Group discussion: How user experience of websites can be improved through the use of different features. Learners to research the different features that can improve user experience by looking at a selection of websites.Concluding activity: Learners to present a site they have found which they think provides a good user experience with an explanation of why.
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Week No Topic area/Indicative ContentInclude opportunities for contextualised advice and guidance and incorporation of equality and diversity topic.
Further monthly equality and diversity topics and resources can be found at –http://www.tes.co.uk/
AssessmentNote all checks on learning to take place e.g. differentiated Q/A, quiz, observation
Resources Include technicians/LSA support present/guest speakers. Reference all e-learning, differentiated learning materials and equality and diversity resources to be usedStaff Resource SiteHow2teach site
Observation Direct/indirect questioning Debate Blog Assessment Link to assignment
Functional Skills-Maths
Functional Skills-English
British Values / Employability Skills
16 - w/c 11-01-16Orthodox New Year
Designing a websiteIntended purpose and user requirementsDocumenting design ideas/prototypes ● Original and/or ready-made digital
assets Documenting and referencing sources for ready-made assets
Designing a websiteHome page and folder structureSite map, to illustrate how web pages are interlinked
Teacher-led discussion: Audience and purpose.Individual activity: Learners to produce an outline design for a web page.Group work: Learners compare their designs.Teacher-led discussion: The purpose of making an asset list. Discussion of copyright issues.Concluding discussion: How to target features at a defined audience.
Teacher-led presentation/ discussion: Website structure and site maps (using sample site map).Individual activity: Learners to complete practical session creating a website structure and site map.
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Week No Topic area/Indicative ContentInclude opportunities for contextualised advice and guidance and incorporation of equality and diversity topic.
Further monthly equality and diversity topics and resources can be found at –http://www.tes.co.uk/
AssessmentNote all checks on learning to take place e.g. differentiated Q/A, quiz, observation
Resources Include technicians/LSA support present/guest speakers. Reference all e-learning, differentiated learning materials and equality and diversity resources to be usedStaff Resource SiteHow2teach site
Observation Direct/indirect questioning Debate Blog Assessment Link to assignment
Concluding discussion: Site structure and navigation: what makes a site easy to navigate?Unit 3: A Digital Portfolio
Functional Skills-Maths
Functional Skills-English
British Values / Employability Skills
17 - w/c 18-01-16Martin Luther King DayWorld Religion Day - Bahá'íTimkat - Ethiopian OrthodoxChristian
Designing a websiteStoryboards, showing the intended content and structure of the website
Designing a websiteStyles, templates and formats Hardware, software and other resources required
Teacher-led introduction: Using storyboards – purpose and nature, using a sample storyboard.Learners to complete practical session on creating storyboards.Concluding discussion: Learners show some of their storyboards. Link storyboards to asset list.
Teacher-led presentation/ discussion: Styles and templates and other resources required to design a website. Also examine the different constraints learners need to be aware of.
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Week No Topic area/Indicative ContentInclude opportunities for contextualised advice and guidance and incorporation of equality and diversity topic.
Further monthly equality and diversity topics and resources can be found at –http://www.tes.co.uk/
AssessmentNote all checks on learning to take place e.g. differentiated Q/A, quiz, observation
Resources Include technicians/LSA support present/guest speakers. Reference all e-learning, differentiated learning materials and equality and diversity resources to be usedStaff Resource SiteHow2teach site
Observation Direct/indirect questioning Debate Blog Assessment Link to assignment
Constraints Teacher demonstration: The way different browsers display the same pages.Practical session: Designing styles and research suitable templates. Learners to select/define a template and style they prefer.Learner demonstration: Some learners to present their template and style and discuss its elements and suitability. Storyboards are used in Unit 4: Creating Digital Animation and Unit 7: Creating Digital Video
Functional Skills-Maths
Functional Skills-English
British Values / Employability Skills
18 - w/c 25-01-16Tu B'Shevat (Arbor Day)Australia Daye-DayNational Holocaust Memorial Day
Designing a websiteAlternative design ideas.Test plan, to test functionality
Teacher-led discussion: Design ideas considering alternatives and selecting suitable designs.Teacher-led introduction and discussion: The purpose and importance of testing and how to create a test plan.Individual activity: Learners to create test plans.Concluding pair work: Learners to review
A copy of this completed form should be kept on the course file.Page 25 of 40
NORTH WEST KENT COLLEGE
Week No Topic area/Indicative ContentInclude opportunities for contextualised advice and guidance and incorporation of equality and diversity topic.
Further monthly equality and diversity topics and resources can be found at –http://www.tes.co.uk/
AssessmentNote all checks on learning to take place e.g. differentiated Q/A, quiz, observation
Resources Include technicians/LSA support present/guest speakers. Reference all e-learning, differentiated learning materials and equality and diversity resources to be usedStaff Resource SiteHow2teach site
Observation Direct/indirect questioning Debate Blog Assessment Link to assignment
Assignment 2 covering 2B.P2, 2B.M2, 2B.P3, 2B.M3, 2B.D2Centre-devised assignment. Alternatively, use free assignment from Pearson.
each other’s test plans
Learner activity: Learners work individually on assignment work.
Functional Skills-Maths
Functional Skills-English
British Values / Employability Skills
19 - w/c 01-02-16World Cancer Day
Develop and test a websitePrepare (gather or create) suitable assetsUse appropriate software tools/techniques
Teacher-led introduction: Basic HTML. Learners to complete simple practice tasks using HTML to create web pages.Individual activity: Learners to create or gather together assets identified in their asset list.Concluding discussion and questions: Any issues relating HTML or gathering assets. Unit 1: The Online World
A copy of this completed form should be kept on the course file.Page 26 of 40
NORTH WEST KENT COLLEGE
Week No Topic area/Indicative ContentInclude opportunities for contextualised advice and guidance and incorporation of equality and diversity topic.
Further monthly equality and diversity topics and resources can be found at –http://www.tes.co.uk/
AssessmentNote all checks on learning to take place e.g. differentiated Q/A, quiz, observation
Resources Include technicians/LSA support present/guest speakers. Reference all e-learning, differentiated learning materials and equality and diversity resources to be usedStaff Resource SiteHow2teach site
Observation Direct/indirect questioning Debate Blog Assessment Link to assignment
Develop and test a websiteCreate and edit web pages including text navigation and suitable file names for web pages
Teacher presentation/ demonstration: Introducing web authoring software (such as Adobe® Dreamweaver®).Individual activity: Learners to complete practical session on Creating simple web pages.
Functional Skills-Maths
Functional Skills-English
British Values / Employability Skills
20 - w/c 08-02-161-28 February 2016 Lesbian Gay Bisexual Transgender History MonthChinese New YearShrove Tuesday/Mardi GrasAsh WednesdayValentine's Day
Develop and test a websiteCreate and edit web pages including tables, forms and frames
Develop and test a websiteCreate and edit web page including colour schemes, styles and templates
Teacher presentation/ demonstration: Focusing on tables, forms and frames.Individual activity: Practical session where learners practise skills.
Teacher presentation/ demonstration: Focusing on colours schemes, styles and templates.Individual activity: Practical session where learners practise skills.
Functional Skills-Maths
Functional Skills-
A copy of this completed form should be kept on the course file.Page 27 of 40
NORTH WEST KENT COLLEGE
Week No Topic area/Indicative ContentInclude opportunities for contextualised advice and guidance and incorporation of equality and diversity topic.
Further monthly equality and diversity topics and resources can be found at –http://www.tes.co.uk/
AssessmentNote all checks on learning to take place e.g. differentiated Q/A, quiz, observation
Resources Include technicians/LSA support present/guest speakers. Reference all e-learning, differentiated learning materials and equality and diversity resources to be usedStaff Resource SiteHow2teach site
Observation Direct/indirect questioning Debate Blog Assessment Link to assignment
English
British Values / Employability Skills
w/c 15-02-16 HALF TERM BREAK (15 to 19 February 2016)
21 - w/c 22-02-16World Day of Social JusticeInternational Mother Language Day
Develop and test a websiteCreate and edit web pages including embedding multimedia/ interactive components digital asset content including using simple client-side scriptsincluding accessibility features, checking browser compatibility, website hostingWebsite testing
Assignment 3 covering 2C.P4, 2C.P5, 2C.P6, 2C.M3, 2C.M4, 2C.M5 2C.D3Centre-devised assignment. Alternatively, use free assignment from Pearson.
Teacher presentation/demonstration: focusing on embedding multimedia content.Individual activity: Practical session where learners practise skills.Teacher-led discussion: Recap on importance of testing and why it needs to be carried out.Teacher presentation/ demonstration: How to carry out testing and explanation of how to record test results using the previously created test plan.Individual activity: Practical session testing learners’ own web pages that they have created in previous lessons for functionality, quality and usability
Learner activity: Learners work individually on assignment work.
A copy of this completed form should be kept on the course file.Page 28 of 40
NORTH WEST KENT COLLEGE
Week No Topic area/Indicative ContentInclude opportunities for contextualised advice and guidance and incorporation of equality and diversity topic.
Further monthly equality and diversity topics and resources can be found at –http://www.tes.co.uk/
AssessmentNote all checks on learning to take place e.g. differentiated Q/A, quiz, observation
Resources Include technicians/LSA support present/guest speakers. Reference all e-learning, differentiated learning materials and equality and diversity resources to be usedStaff Resource SiteHow2teach site
Observation Direct/indirect questioning Debate Blog Assessment Link to assignment
Reviewing a websiteReview the finished website for: strengths and potential improvements; constraints which apply to the site
Assignment 4 covering 2D.P7, 2D.M6 2D.D4Centre-devised assignment. Alternatively, use free assignment from Pearson.
Teacher-led discussion: Reviewing for content and user experience.Group activity: Practical session in which learners practise reviewing the websites that they have created in Lessons 12–18. Group discussion: Strengths and potential improvements that could be made to improve the website.Group activity: Practical session in which learners review each other’s websites.
Learner activity: Learners work individually on assignment work.
Functional Skills-Maths
Functional Skills-English
British Values / Employability Skills
22 - w/c 29-02-16 Basic project lifecycle Introduce learning aim A.
A copy of this completed form should be kept on the course file.Page 29 of 40
NORTH WEST KENT COLLEGE
Week No Topic area/Indicative ContentInclude opportunities for contextualised advice and guidance and incorporation of equality and diversity topic.
Further monthly equality and diversity topics and resources can be found at –http://www.tes.co.uk/
AssessmentNote all checks on learning to take place e.g. differentiated Q/A, quiz, observation
Resources Include technicians/LSA support present/guest speakers. Reference all e-learning, differentiated learning materials and equality and diversity resources to be usedStaff Resource SiteHow2teach site
Observation Direct/indirect questioning Debate Blog Assessment Link to assignment
St. David's Day International Womens Day
Introduction to the unit: stages of lifecycle: design, create, test and reviewWhat the purpose of the digital portfolio is, who the audience is
Introduce the project lifecycle and discuss/question learners on the activities that happen in each of the stages.Hold a whole group discussion on the audience and purpose of digital portfolios using a variety of websites as the basis for discussion. Ask questions (who, why, how, etc.) about how the websites tailor themselves to the audience.Group work: groups are given different potential audiences for a digital portfolio and discuss what that audience may want from the portfolio. Individuals within each group to create a list of attributes for the particular type of portfolio they have been given. This unit brings together the content of all the optional specialist unitsUnit 12: Software Development
Functional Skills-Maths
Functional Skills-English
British Values / Employability Skills
23 - w/c 07-03-16World Kidney Day
Digital portfolio structure Individual or small group work: learners to be given a specific audience for a portfolio
A copy of this completed form should be kept on the course file.Page 30 of 40
NORTH WEST KENT COLLEGE
Week No Topic area/Indicative ContentInclude opportunities for contextualised advice and guidance and incorporation of equality and diversity topic.
Further monthly equality and diversity topics and resources can be found at –http://www.tes.co.uk/
AssessmentNote all checks on learning to take place e.g. differentiated Q/A, quiz, observation
Resources Include technicians/LSA support present/guest speakers. Reference all e-learning, differentiated learning materials and equality and diversity resources to be usedStaff Resource SiteHow2teach site
Observation Direct/indirect questioning Debate Blog Assessment Link to assignment
Pi Day Home page, section pages and context pagesStructure chartFolder structureProducing an asset list
they are required to create. With that audience in mind, they need to create a draft diagram of pages that they might want to include, split into different topics. This produces a structure chart showing navigation routes.Once this is done they will need to create a draft list of folders as the structure for the portfolio and a basic asset list . Unit 13: Website DevelopmentIndividuals and small groups then feedback to the whole group, evaluating each solution.
Functional Skills-Maths
Functional Skills-English
British Values / Employability Skills
24 - w/c 14-03-16St. Patrick's DayPalm Sunday
Digital portfolio user interfaceThe formatting of the pages including colour schemes and fonts. The assets required and navigation details
Introduce topic of user interface.Research into means of navigation on websites. Small groups or pairs to report on three different examples to whole group giving reasons why they are significant.Group work with mixed abilities: learners
A copy of this completed form should be kept on the course file.Page 31 of 40
NORTH WEST KENT COLLEGE
Week No Topic area/Indicative ContentInclude opportunities for contextualised advice and guidance and incorporation of equality and diversity topic.
Further monthly equality and diversity topics and resources can be found at –http://www.tes.co.uk/
AssessmentNote all checks on learning to take place e.g. differentiated Q/A, quiz, observation
Resources Include technicians/LSA support present/guest speakers. Reference all e-learning, differentiated learning materials and equality and diversity resources to be usedStaff Resource SiteHow2teach site
Observation Direct/indirect questioning Debate Blog Assessment Link to assignment
to create a user interface design for a specified audience (maybe the audience determined in the previous lesson) including a colour scheme with fonts and navigation assets.Unit 6: Creating Digital GraphicsUnit 13: Website Development
Functional Skills-Maths
Functional Skills-English
British Values / Employability Skills
25 - w/c 21-03-16PurimEaster SundayApril Fool's DayWorld autism dayWorld Poetry DayWorld Down Syndrome Day
Digital portfolio content Considerations: accessibility – what options are needed for accessibility?File formats – what formats are items going to be stored in?
Group work: researching websites on improving accessibility to the content. Feed back approaches to improving accessibility.Complete file format activity and teacher-led discussion on how file formats can affect accessibility. Knowledge of formats used from: Unit 5: Creating Digital Audio Unit 6: Creating Digital Graphics Unit 7: Creating Digital Video
Unit 13: Website Development
A copy of this completed form should be kept on the course file.Page 32 of 40
NORTH WEST KENT COLLEGE
Week No Topic area/Indicative ContentInclude opportunities for contextualised advice and guidance and incorporation of equality and diversity topic.
Further monthly equality and diversity topics and resources can be found at –http://www.tes.co.uk/
AssessmentNote all checks on learning to take place e.g. differentiated Q/A, quiz, observation
Resources Include technicians/LSA support present/guest speakers. Reference all e-learning, differentiated learning materials and equality and diversity resources to be usedStaff Resource SiteHow2teach site
Observation Direct/indirect questioning Debate Blog Assessment Link to assignment
Functional Skills-Maths
Functional Skills-English
British Values / Employability Skills
EASTER BREAK (25 March 2016 to 8 April 2016)
26 - w/c 11-04-16Day of Remembrance of the Victims of the Rwanda Genocide
StoryboardsRole in the process and what they contain
Teacher-led discussion on the content of storyboards and their role in the design process. Individuals or small groups: create a storyboard for a given scenario. Evaluate each other’s results. Storyboards are used in: Unit 4: Creating Digital Animation
Unit 13: Website Development
Functional Skills-Maths
Functional Skills-English
British Values / Employability Skills
A copy of this completed form should be kept on the course file.Page 33 of 40
NORTH WEST KENT COLLEGE
Week No Topic area/Indicative ContentInclude opportunities for contextualised advice and guidance and incorporation of equality and diversity topic.
Further monthly equality and diversity topics and resources can be found at –http://www.tes.co.uk/
AssessmentNote all checks on learning to take place e.g. differentiated Q/A, quiz, observation
Resources Include technicians/LSA support present/guest speakers. Reference all e-learning, differentiated learning materials and equality and diversity resources to be usedStaff Resource SiteHow2teach site
Observation Direct/indirect questioning Debate Blog Assessment Link to assignment
27 - w/c 18-04-16International Day of Human Space FlightEarth Day
Assignment 1 covering 2A.P1, 2A.P2, 2A.M1, 2A.D1Centre-devised assignment. Alternatively, use the free assignment from Pearson.
Learner activity: Learners work individually on assignment work.
Functional Skills-Maths
Functional Skills-English
British Values / Employability Skills
28 - w/c 25-04-161 May 2016 International Workers DayWorld Press Freedom Day
Prepare contentFolder structure: a logical folder structure needs to be created on the server to hold the content
Introduce learning aim B.Practical session: learners to create a folder structure on the server ready to receive content.Learners to ensure they understand about the appropriateness of different file formats for their portfolios.
Functional Skills-Maths
Functional Skills-English
British Values / Employability Skills
29 - w/c 03-05-16 (inc Bank Prepare content Practical session: learners to ensure that
A copy of this completed form should be kept on the course file.Page 34 of 40
NORTH WEST KENT COLLEGE
Week No Topic area/Indicative ContentInclude opportunities for contextualised advice and guidance and incorporation of equality and diversity topic.
Further monthly equality and diversity topics and resources can be found at –http://www.tes.co.uk/
AssessmentNote all checks on learning to take place e.g. differentiated Q/A, quiz, observation
Resources Include technicians/LSA support present/guest speakers. Reference all e-learning, differentiated learning materials and equality and diversity resources to be usedStaff Resource SiteHow2teach site
Observation Direct/indirect questioning Debate Blog Assessment Link to assignment
Holiday) Gathering and preparing content: content needs to be gathered together and converted into the appropriate format and uploaded or placed into the folders
video, text and other content are in the appropriate format and convert files if necessary.Practical session: converting images and other content into the appropriate format and uploading or placing into the pre-prepared folders.Checking uploading of files against folders and structure from lesson 7.
Functional Skills-Maths
Functional Skills-English
British Values / Employability Skills
30 - w/c 09-05-16International Day of FamiliesInternational Day Against Homophobia, Biphobia and Transphobia (IDAHOBIT) Dayhttp://dayagainsthomophobia.org/may-17/
Create web pagesThe home, section and context pages need to be created to display the information
Teacher-led discussion including question and answer session confirming tasks to be completed on order of completion.Learners to practise the basics of HTML.Practical session: using HTML and/or authoring software to create the pages to display the content. Unit 13: Website Development
Functional Skills-Maths
A copy of this completed form should be kept on the course file.Page 35 of 40
NORTH WEST KENT COLLEGE
Week No Topic area/Indicative ContentInclude opportunities for contextualised advice and guidance and incorporation of equality and diversity topic.
Further monthly equality and diversity topics and resources can be found at –http://www.tes.co.uk/
AssessmentNote all checks on learning to take place e.g. differentiated Q/A, quiz, observation
Resources Include technicians/LSA support present/guest speakers. Reference all e-learning, differentiated learning materials and equality and diversity resources to be usedStaff Resource SiteHow2teach site
Observation Direct/indirect questioning Debate Blog Assessment Link to assignment
Functional Skills-English
British Values / Employability Skills
31 - w/c 16-05-16World Day for Cultural Diversity
Create web pagesNavigation: the home, section and context pages need to be created to display the information and linked together
Learners to practise and understand navigation techniques.Practical session: using HTML and/or authoring software to create pages to display content and create the navigation as outlined in the design.
Unit 13: Website Development
32 - w/c 23-05-16World Day for Child Victims of AggressionWorld Environment DayRamadan begins
Testing the portfolioThe portfolio needs to be tested for completeness, functionality and usability
Learners to think of reasons why it is important to test a portfolio.Discuss the purpose of testing and give a presentation/demonstration on how to carry out testing.Create a test plan for testing the functionality of the website.
Functional Skills-Maths
Functional Skills-English
British Values / Employability Skills
A copy of this completed form should be kept on the course file.Page 36 of 40
NORTH WEST KENT COLLEGE
Week No Topic area/Indicative ContentInclude opportunities for contextualised advice and guidance and incorporation of equality and diversity topic.
Further monthly equality and diversity topics and resources can be found at –http://www.tes.co.uk/
AssessmentNote all checks on learning to take place e.g. differentiated Q/A, quiz, observation
Resources Include technicians/LSA support present/guest speakers. Reference all e-learning, differentiated learning materials and equality and diversity resources to be usedStaff Resource SiteHow2teach site
Observation Direct/indirect questioning Debate Blog Assessment Link to assignment
HALF TERM BREAK(30 May to 3 June 2016)
33 - w/c 06-06-16World Elder Abuse Awareness Day
Assignment 2 covering 2B.P2, 2B.M2, 2B.P4, 2B.P5, 2B.M3, 2B.M4, 2B.D2Centre-devised assignment. Alternatively, use the free assignment from Pearson.
Learner activity: Learners work individually on assignment work.
Functional Skills-Maths
Functional Skills-English
British Values / Employability Skills
34 - w/c 13-06-16June SolsticeWorld Refugee DayWorld Day Against Drug Abuse and Trafficking
Review the digital portfolioReview the content of a digital portfolio including: whether it meets the needs of the
audience and purpose evaluating design document importance of user feedback in
establishing effectiveness of portfoliomaking suggestions for further improvements
Introduce learning aim CPractical session: Discuss the reasons for getting feedback and how to get feedback. Learners to understand the importance of different types of questioning, and to create questions in order to gain feedback on their portfolio.Learners to record user feedback gathered from own devised questions. Collate results and make suggestions for further improvements.
Functional Skills-
A copy of this completed form should be kept on the course file.Page 37 of 40
NORTH WEST KENT COLLEGE
Week No Topic area/Indicative ContentInclude opportunities for contextualised advice and guidance and incorporation of equality and diversity topic.
Further monthly equality and diversity topics and resources can be found at –http://www.tes.co.uk/
AssessmentNote all checks on learning to take place e.g. differentiated Q/A, quiz, observation
Resources Include technicians/LSA support present/guest speakers. Reference all e-learning, differentiated learning materials and equality and diversity resources to be usedStaff Resource SiteHow2teach site
Observation Direct/indirect questioning Debate Blog Assessment Link to assignment
Maths
Functional Skills-English
British Values / Employability Skills
35 - w/c 20-06-16Summer Solsticehttp://www.bbc.co.uk/religion/religions/paganism/holydays/summersolstice.shtml Father's Day
Assignment 3 covering 2C.P6, 2C.M5, 2C.D3Centre-devised assignment. Alternatively, use the free assignment from Pearson.
Learner activity: Learners work individually on assignment work.
Functional Skills-Maths
Functional Skills-English
British Values / Employability Skills
36 - w/c 27-06-16Canada Dayhttp://www.wincalendar.com/Canada-DayNelson mandela day –http://www.timeanddate.com/holidays/un/nelson-mandela-day
Functional Skills-
A copy of this completed form should be kept on the course file.Page 38 of 40
NORTH WEST KENT COLLEGE
Week No Topic area/Indicative ContentInclude opportunities for contextualised advice and guidance and incorporation of equality and diversity topic.
Further monthly equality and diversity topics and resources can be found at –http://www.tes.co.uk/
AssessmentNote all checks on learning to take place e.g. differentiated Q/A, quiz, observation
Resources Include technicians/LSA support present/guest speakers. Reference all e-learning, differentiated learning materials and equality and diversity resources to be usedStaff Resource SiteHow2teach site
Observation Direct/indirect questioning Debate Blog Assessment Link to assignment
Maths
Functional Skills-English
British Values / Employability Skills
TEACHING TERM ENDS FRIDAY 1 JULY 2016
w/c 06-07-16 ADMIN WEEK
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NORTH WEST KENT COLLEGE
Evaluation of Scheme of Work
Order of topics:-
Assignment llinks:-
Any other changes?:-
Trips and Activities:-
A copy of this completed form should be kept on the course file.Page 40 of 40
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