LEVEL 1 Use ICT Systems 1. Interact with and use ICT systems independently to meet needs 1.1 Use correct procedures to start and shut down an ICT system 1.2 use a communication service to access the internet 1.3 select and use software applications to meet needs and solve given problems 1.4 recognise and use interface features effectively to meet needs 1.5 adjust system settings as appropriate to individual needs 1-9 Throughout the project for the sunshine Leisure Centre - in order to access work in progress, save work and complete the aspects of the project. 1-9 Researching existing designs, sourcing ideas and secondary data as required during the three key stages of the project. Extracting, combining, synthesising and modifying data and sources found. 1-9 Working with an unfamiliar scenario in a familiar context; thus applying new skills, knowledge and understanding to complete the challenge. Decision as to best software will be fit for purpose [throughout the project], for example: Planning project and determining success criteria Reviewing existing digital products Designing, storyboarding and creating the range of digital multimedia products required to meet the project needs. 1, 5 Using the most appropriate and efficient graphical or other user interfaces to enable them to complete the challenge efficiently. For examples, effective use will include: Documenting success criteria Understanding the technical limitations for digital communications logo vs banner vs video 1-9 Recognition of opportunities to increase awareness of how settings can be adjusted according to the needs of the target audience; e.g. screen resolution and desktop contrasts for the animations. 2. use ICT to plan work and evaluate their use of ICT systems 2.1 use ICT to plan and organise work 1, 2, 3, 4, 5, 6 Evidence of ICT tools used to save time and enable efficient completion of the Challenge The overall project plan Agreeing and reviewing the success criteria Designing the logo, combining colour and tweening images in the banner Storyboarding banner Storyboarding video Designing test plan(s) 1
3. manage information storage 3.1 work with files and folders to organise, store and retrieve information 3.2 insert, remove, label and store media safely 1-9 Folders and sub-folders are created for storage and organisation of work connected with the unit. Files and folders are given appropriate and meaningful names to enable a third party to identify where resources are stored. Iterations of the project components are saved with meaningful names to evidence the progression and development of the project. 1-9 Work is backed up to USB, CD and the network. Finished products saved to CD Exemplar material saved to a variety of media 4. follow and understand the need for safety and security practices 4.1 minimise physical stress 1-9 Working safely within the given environment taking breaks, sitting correctly, etc. 4.2 keep information secure 1-9 Familiarisation with local security procedures, keeping passwords secure, format of passwords, changing passwords on regular basis. Awareness of the importance of a back-up system and how this can be achieved. 4.3 understand the danger of computer viruses, and how to minimise the risk 4.4 understand the need to stay safe and to respect others when using ICTbased communication 1-9 Development of awareness and understanding of the threat from viruses and physical attempts to infiltrate a network or part of a network. 1-9 Development of awareness and understanding of the dangers when personal information is disclosed to unknown sources. Class discussion of how this can be avoided and what to do if it does happen. LEVEL 1 Find and select information 1. Select and use a variety of sources of information independently to meet needs 1.1 select and use appropriate sources of ICTbased and other forms of information 1.2 recognise copyright constraints on the use of information 2 2, 4, 7 Finding and selecting information from a variety of sources, developing and improving research skills: Investigating logo designs and synthesising information sourced Investigating website banners and synthesising information and ideas Investigating and sourcing video footage and soundtracks 1- Recognising the issues surrounding plagiarism and copyright. Why it is important to ask permission to use others material and ideas. The difference between primary and secondary sources. Opportunities to seek permission and/or acknowledge the owner according to the copyright situation.
2. access, search for, select and use ICT-based information and evaluate its fitness for purpose 2.1 access, navigate and search internet sources of information purposefully and effectively 2.2 use appropriate search techniques to locate and select relevant information 2.3 use information from a variety of sources and evaluate its match to requirements and fitness for purpose 2, 4, 5, 6 Use of browsers, search engines or other websites, such as Stumble Upon, to navigate to and locate the information relevant to the challenge component. 2 Increase ability to search effectively using Boolean operators AND, OR, NOT to refine search to locate relevant information. How to use a search string to minimise risk of information overload. Awareness of advance search and feeling lucky features on search engines and the types of results that these produce. 1-9 Ability to find and use information that is directly relevant to the unit component, e.g. the design and creation of the logo 3
LEVEL 1 Develop, present and communicate information 1. enter, develop and format information to suit its meaning and purpose including: text and tables, images, numbers, graphs and records 1.1 enter, organise, develop, refine and format information, applying editing techniques to meet needs 1.2 use appropriate page layout 1.3 format text to maximise clarity and enhance presentation 1.4 obtain, insert, size, crop and position images that are fit for purpose 1.5 enter, develop and organise numerical information that is fit for purpose 1.6 format numerical information appropriately 1.7 create and develop charts and graphs to suit requirements, using suitable labels 1. enter, organise and sort structured information in ascending or descending order 1-9 3 3 5, 6 Information presented in appropriate ways according to the meaning, purpose and audience, for example: Project management plan Manipulating logo designs Tweening animations Banner development Video creation and modifications, 9 Page layouts for storyboards and the performance review are fit for the purpose and show a sense of audience whilst showcasing the key features of each product 3, 4 Formatting features such as bold, underline, italics, font size, word wrap are used to good effect to highlight important information in the multimedia designs, etc. Use of templates to ensure consistency of the finished products. 2, 3, 4, 5, 6 Inclusion of primary created images, either digital or scanned; sized and cropped or edited to make them fit for purpose, e.g. within the digital online multimedia components. Secondary images sourced, stored, edited and manipulated as necessary to reflect a sense of audience and purpose. 4
2. bring together information to suit content and purpose 2.1 organise information of different forms or from different sources to achieve a purpose 3, 4, Elements such as text, graphics, sounds and animations (or other multimedia) are combined to produce the finished multimedia products. Text and graphical images are used throughout the project within the planning, designing, presentation and organised to ensure that the evidence for the unit is effectively prepared. Information is presented differently in draft versus final formats. Images are manipulated. Animations tweened. Appropriate soundtracks added to video footage. 3. present information in ways that are fit for purpose and audience 3.1 work accurately and proofread, using software facilities where appropriate for the task 3.2 produce information that is fit for purpose and audience using accepted layouts as appropriate 1-9 5, 6 Layouts and designs are thoughtfully planned to be consistent and purposeful. Spelling and grammar is checked using the features of the software and by asking peers to check work. Products are tested on potential customers for feedback 1-9 Ongoing throughout the unit, the intended audience and purpose for each component is considered What information is important? How should it be presented? Who is the audience and what is their interest in the information? 4. evaluate the selection and use of ICT tools and facilities used to present information 4.1 evaluate the effectiveness of ICT tools to meet presentation needs 4.2 review and modify work as it progresses to ensure the result is fit for the purpose and audience 5 1-9 Throughout the project/challenge, options are evaluated: Which software is most appropriate? Which features of the software enable the most efficient production of any specific component? Is a particular interface any better than another? 2, 4, 6 3, 4 4, 5 5 9 Work is critically reviewed throughout the progress of the project, feedback recorded and modifications made and documented, for example: Feedback on the designs and layouts Prototyping and sequencing animations Testing banner and sequencing the animations in the banner Testing with peers and with potential customer Evaluate overall performance
5. select and use ICT to communicate and exchange information safely, independently, responsibly and effectively 5.1 create, access, read and respond appropriately to email and other ICT based communications, including attachments, and adapt style to suit audience 5.2 use a contact list At any stage during challenge 1-9 Opportunities to use email and/or VLE for communicating information according to local network permissions. Discussion of potential communication channels to ascertain most appropriate given any local restrictions. Opportunities to use contacts list within the constraints and local permissions. 6
LEVEL 1 Use ICT Systems 1. Interact with and use ICT systems independently to meet needs 1.1 Use correct procedures to start and shut down an ICT system 1.2 use a communication service to access the internet 1.3 select and use software applications to meet needs and solve given problems 1-17 Ongoing throughout the Unit Challenge in order to access work in progress, save work and complete the aspects of the project. 1, 7, 11 5 1-17 5 Scenario, 1 3 5, 6, 7 5 7 1-17 11, 12 7 14 11 16 16 1.4 recognise and use interface features effectively to meet needs 1-17 3 11, 12, 13 7 Researching the market for existing examples of cards and prices Sourcing suppliers of the materials and resources needed Access to email or VLE for communication (throughout the project) Sourcing relevant images/greetings/verses for use in their cards Working with an unfamiliar scenario in a familiar context; thus applying new skills, knowledge and understanding to complete the challenge. Decision as to best software will be fit for purpose [throughout the project], for example: Analysis of market research/questionnaire (spreadsheet) Compiling the budget (spreadsheet) Costings to choose supplier (quantitative and qualitative) Visual presentation of budget and costing decisions (spreadsheet/graphing) Monitoring the progress of the challenge/project (Gantt Chart [spreadsheet] /MS Project) Card design and creation (desktop publishing/word processor/other generic software) Creating animations for e-cards (software such as Flash/Fireworks) Marketing (desktop publishing/word processor/web authoring) Database of potential customers (database/spreadsheet) Storyboard for animation Creating the formal letter for marketing Mailmerge Using the most appropriate and efficient graphical or other user interfaces to enable them to complete the challenge efficiently. For examples, effective use will include: Menus, folders, sub-folders to store work Formatting spreadsheets using relevant and context based menus Editing images Formatting desktop publishing files Formatting word processing reports
14, 15 Robust structure of database to enable validation and effective searching 12, 13 Using animation software to create appropriate primary animations for e-cards Questions to consider might include: Why is a spreadsheet better for the budgeting and costing compared to a database? Why is a database better for storing potential customer data? 1.5 adjust system settings as appropriate to individual needs Which software is best for design and creation of the greeting cards (are they card or e-based)? 11, 12 Recognition of opportunities to increase awareness of how settings can be adjusted according to the needs of the target audience; e.g. screen resolution and desktop contrasts for the e-cards. 2. use ICT to plan work and evaluate their use of ICT systems 2.1 use ICT to plan and organise work 1 2 2 11, 12, 13 3. manage information storage 3.1 work with files and folders to organise, store and retrieve information 3.2 insert, remove, label and store media safely Evidence of ICT tools used to save time and enable efficient completion of the Challenge The overall project plan Designing questionnaires Designing test plan(s) The design of the greetings cards The testing plan for the e-cards 1-17 Folders and sub-folders are created for storage and organisation of work connected with the Challenge. Files and folders are given appropriate and meaningful names to enable a third party to identify where resources are stored. Iterations of the project components are saved with meaningful names to evidence the progression and development of the project, cards and other aspects such as the budget and costing. 1-17 Work is backed up to USB, CD and the network. Finished products saved to CD Exemplar material saved to a variety of media
4. follow and understand the need for safety and security practices 4.1 minimise physical 1-17 Working safely within the given environment taking breaks, sitting correctly, etc. stress 4.2 keep information secure 4.3 understand the danger of computer viruses, and how to minimise the risk 4.4 understand the need to stay safe and to respect others when using ICT-based 1-17 Familiarisation with local security procedures, keeping passwords secure, format of passwords, changing passwords on regular basis. Awareness of the importance of a back-up system and how this can be achieved. 1-17 Development of awareness and understanding of the threat from viruses and physical attempts to infiltrate a network or part of a network. 1-17 Development of awareness and understanding of the dangers when personal information is disclosed to unknown sources. Class discussion of how this can be avoided and what to do if it does happen. communication LEVEL 1 Find and select information 1. Select and use a variety of sources of information independently to meet needs 1.1 select and use appropriate sources of ICT-based and other forms of information 1.2 recognise copyright constraints on the use of information 1, 5, 6, 7 2, 11 1,, 11, 11 Finding and selecting information from a variety of sources, developing and improving research skills: Internet research for cards, suppliers, costs for the spreadsheet model. Questionnaire to determine the popularity of types of cards and, potentially, how many could be sold. Recognising the issues surrounding plagiarism and copyright. Why it is important to ask permission to use others material and ideas. The difference between primary and secondary sources. Opportunities to seek permission and/or acknowledge the owner according to the copyright situation. 9
2. access, search for, select and use ICT-based information and evaluate its fitness for purpose 2.1 access, navigate and search internet sources of information purposefully and effectively 2.2 use appropriate search techniques to locate and select relevant information 2.3 use information from a variety of sources and evaluate its match to requirements and fitness for purpose 1,, 11 Use of browsers, search engines or other websites, such as Stumble Upon, to navigate to and locate the information relevant to the challenge component. 1,, 11 Increase ability to search effectively using Boolean operators AND, OR, NOT to refine search to locate relevant information. How to use a search string to minimise risk of information overload. 15 Querying database. Awareness of advance search and feeling lucky features on search engines and the types of results that these produce. 1-17 Ability to find and use information that is directly relevant to the challenge component, e.g. the suppliers of materials or the images for the greetings cards 10
LEVEL 1 Develop, present and communicate information 1. enter, develop and format information to suit its meaning and purpose including: text and tables, images, numbers, graphs and records 1.1 enter, organise, develop, refine and format information, applying editing techniques to meet needs 1.2 use appropriate page layout 1.3 format text to maximise clarity and enhance presentation 1.4 obtain, insert, size, crop and position images that are fit for purpose 1-17 3,4 2 3 14 15, 9, 9 12, 13 16 16 2, 3,, 9, Information presented in appropriate ways according to the meaning, purpose and audience, for example: Project management plan Budget and costing in spreadsheet which highlights key information The questionnaire Analysis of market research from questionnaire Planning the database Database reports Plan for greetings cards Communication of the message within the card Test plan and presentation of collated feedback Communication of the availability of the product to the target market Mailmerge Page layouts for questionnaire, spreadsheet, greetings cards and marketing materials are fit for the purpose 17 and show a sense of audience whilst showcasing the key features of each component, 9, 10 Formatting features such as bold, underline, italics, font size, word wrap are used to good effect to highlight important information in the spreadsheet, questionnaire, analysis of market research, database reports, etc. Use of templates to ensure consistency of the finished products., 9, 10 Inclusion of primary created images, either digital or scanned; sized and cropped or edited to make them fit for purpose, e.g. within the greeting card itself. Secondary images sourced, stored, edited and manipulated as necessary to reflect a sense of audience and purpose. 1.5 enter, develop and organise numerical information that is fit for purpose 1.6 format numerical information appropriately 1.7 create and develop charts and graphs to suit requirements, using 11 2, 3, 4, 5, 6, 7 Spreadsheets (formulae and functions) used to manipulate data to model costings. Databases used to store numerical data relating to potential customer base. Use of cell data types, formatting, cell ranges to ensure information produced is accurate. 2, 3, 4, 5, Information formatted to stand out and make sense in its context. For example, use of currency or spinners, 6, 7 drop down menus and comments to clarify data or explain options to the user. 3, 7 Graph/chart created to present visual version of costing outcomes. Titles, axes labels, data labels and legends used appropriately to enhance finished product.
suitable labels 1. enter, organise and sort structured information in ascending or descending order 14, 15 Data within the spreadsheet and database is sorted or filtered as appropriate to the intended purpose and outcome. 2. bring together information to suit content and purpose 2.1 organise information of different forms or from different sources to achieve a purpose 11, 12, 13, 16 3. present information in ways that are fit for purpose and audience 3.1 work accurately and proofread, using software facilities where appropriate for the task 3.2 produce information that is fit for purpose and audience using accepted layouts as appropriate 1-17 2 14, 15, 16 9 9 10 Elements such as text, graphics, sounds and animations (or other multimedia) are combined to produce the finished greeting card/e-card. Text and graphical images are used throughout the project within the planning, designing, presentation and organised to ensure that the evidence for the Challenge is effectively prepared. Information is presented differently in draft versus final formats. Layouts and designs are thoughtfully planned to be consistent and purposeful. Spelling and grammar is checked using the features of the software and by asking peers to check work. Formulae and functions are tested to check outcomes are accurate Validation is used within the database structure to minimise risk of data entry error Products are tested on potential customers for feedback Templates used for greetings cards to ensure consistency of layout and design Macros assist in maintaining accuracy 1-17 Ongoing throughout the Challenge, the intended audience and purpose for each component is considered What information is important? How should it be presented? Who is the audience and what is their interest in the information? 12
4. evaluate the selection and use of ICT tools and facilities used to present information 4.1 evaluate the effectiveness of ICT tools to meet presentation needs 4.2 review and modify work as it progresses to ensure the result is fit for the purpose and audience 1-17 Throughout the project/challenge, options are evaluated: Which software is most appropriate? Which features of the software enable the most efficient production of any specific component? Is a particular interface any better than another? 2, 4, 5, 9, 10, 11, 13 Work is critically reviewed throughout the progress of the project, feedback recorded and modifications made and documented, for example: Feedback on the designs and layouts Feedback on the questionnaire Prototyping Testing of models such as spreadsheet Testing of validation within the database Testing with peers and with potential customer base Evaluate overall performance 17 5. select and use ICT to communicate and exchange information safely, independently, responsibly and effectively 5.1 create, access, read and respond appropriately to email and other ICT based communications, including attachments, and adapt style to suit audience 5.2 use a contact list At any stage during challenge 1-17 Opportunities to use email and/or VLE for communicating information according to local network permissions. Discussion of potential communication channels to ascertain most appropriate given any local restrictions. Opportunities to use contacts list within the constraints and local permissions. 13