Irene McCormack Catholic College
Year 10 – Digital Technologies
Teaching Program 2020
Irene McCormack Catholic CollegeYear 10 – Digital Technologies
Year 10 Digital Technologies 1 IMCC
Scheme of Assessment 2018
Assessment type Task weightings Task Description Due Date
Robotics Portfolio of Work 10% Task 1: Students are assessed based on the completion of tutorials, exercises, portfolio of work and project diary file. Week 7 - Term 1
Robotics – Design Your Master Program 20% Task 2: Students complete an unguided programing task where they will program their robot to solve a maze. Week 10 - Term 1
Computer Systems Theory Task 15% Task 3: Students are assessed based on the completion of tutorials, exercises, portfolio of work and project diary file. Week 5 - Term 2
Spreadsheet Practical Task 15% Task 4: Students are assessed based on the completion of tutorials, exercises, portfolio of work and project diary file. Week 10 - Term 2
3D Modelling & Camera Animation – C4D
Assessment20% Task 5: Students create a 3D Model, add light to the scene, texture model and animate the camera. Week 9 - Term 3
Adobe PremiereVideo Editing Task 20% Task 6: Students are assessed based on the completion of tutorials, exercises, portfolio of work and project diary file. Week 4 - Term 4
Total 100%
Year 10 Digital Technologies 2 IMCC
Term 1Week Practical Teaching Focus Theory Teaching Focus Curriculum Links Assessment
1 Robotics Portfolio of Work
Expected Pupils’ Outcomes: By the end of this period of lessons pupils should have learnt to:
Creating first program Create, manipulate and appropriately use
programing blocks Navigating the interface Connect to mblock Manipulate LED’s Setting Ultra-sound sensor Play a piece of music Create a brightness gradient Control movement along an M-shaped Track Stop in front of barriers Cliff detection Simulate an ambulance Navigate a Maze
Fundamentals of computer systems
This topic introduces computer systems and provides a foundation for the other topics. Learners will develop a mental model of a computer system which applies to a personal computer, but learners should be aware of how it also applies to equipment which uses computer technology.
1. What is a computer system?2. Computers in the modern world 3. Reliability of computer systems4. Professional standards5. Ethical and environmental considerations6. Legal considerations
Digital Technologies – Processes & Production Skills
Investigating and defining Investigate a given need or opportunity for specific purpose Evaluate and apply a given brief Consider components/resources to develop solutions,
identifying constraintsDesigning Design, develop, evaluate and communicate alternative
solutions, using appropriate technical terms and technology Produce a simple plan designed to solve a problem, using a
sequence of stepsProducing and implementing Safely apply appropriate techniques to make solutions using a
range of components and equipmentEvaluating Develop contextual criteria independently to assess design
processes and solutionsCollaborating and managing Plan, publish and manage projects, collaboratively and/or
individually,considering safety, specific task requirements, time and other required resources
Learners are assessed based on the completion of tutorials, exercises, portfolio of work and project diary file. Students update their project diary at the end of every lesson that shows evidence of their work using screenshots of their work. Students explain the skills they have learned and what they could improve in their learning and skills.
Year 10 Digital Technologies 3 IMCC
Term 1Week Practical Teaching Focus Theory Teaching Focus Curriculum Links Assessment
2-3 Robotics Portfolio of Work
Expected Pupils’ Outcomes: By the end of this period of lessons pupils should have learnt to:
Creating first program Create, manipulate and appropriately use
programing blocks Navigating the interface Connect to mblock Manipulate LED’s Setting Ultra-sound sensor Play a piece of music Create a brightness gradient Control movement along an M-shaped Track Stop in front of barriers Cliff detection Simulate an ambulance Navigate a Maze
Fundamentals of computer systems
This topic introduces computer systems and provides a foundation for the other topics. Learners will develop a mental model of a computer system which applies to a personal computer, but learners should be aware of how it also applies to equipment which uses computer technology.
1. What is a computer system?2. Computers in the modern world3. Reliability of computer systems4. Professional standards5. Ethical and environmental considerations6. Legal considerations
Digital Technologies – Processes & Production Skills
Investigating and defining Investigate a given need or opportunity for specific purpose Evaluate and apply a given brief Consider components/resources to develop solutions,
identifying constraintsDesigning Design, develop, evaluate and communicate alternative
solutions, using appropriate technical terms and technology Produce a simple plan designed to solve a problem, using a
sequence of stepsProducing and implementing Safely apply appropriate techniques to make solutions using a
range of components and equipmentEvaluating Develop contextual criteria independently to assess design
processes and solutionsCollaborating and managing Plan, publish and manage projects, collaboratively and/or
individually,considering safety, specific task requirements, time and other required resources
Learners are assessed based on the completion of tutorials, exercises, portfolio of work and project diary file. Students update their project diary at the end of every lesson that shows evidence of their work using screenshots of their work. Students explain the skills they have learned and what they could improve in their learning and skills.
Task 1: Students are assessed based on the completion of tutorials, exercises, portfolio of work and project diary file.
Year 10 Digital Technologies 4 IMCC
Term 1Week Practical Teaching Focus Theory Teaching Focus Curriculum Links Assessment
4-7 Robotics Portfolio of Work
Expected Pupils’ Outcomes: By the end of this period of lessons pupils should have learnt to:
Creating first program Create, manipulate and appropriately use
programing blocks Navigating the interface Connect to mblock Manipulate LED’s Setting Ultra-sound sensor Play a piece of music Create a brightness gradient Control movement along an M-shaped Track Stop in front of barriers Cliff detection Simulate an ambulance Navigate a Maze
Fundamentals of computer systems
This topic introduces computer systems and provides a foundation for the other topics. Learners will develop a mental model of a computer system which applies to a personal computer, but learners should be aware of how it also applies to equipment which uses computer technology.
1. What is a computer system?2. Computers in the modern world3. Reliability of computer systems4. Professional standards5. Ethical and environmental considerations6. Legal considerations
Digital Technologies – Processes & Production Skills
Investigating and defining Investigate a given need or opportunity for specific purpose Evaluate and apply a given brief Consider components/resources to develop solutions,
identifying constraintsDesigning Design, develop, evaluate and communicate alternative
solutions, using appropriate technical terms and technology Produce a simple plan designed to solve a problem, using a
sequence of stepsProducing and implementing Safely apply appropriate techniques to make solutions using a
range of components and equipmentEvaluating Develop contextual criteria independently to assess design
processes and solutionsCollaborating and managing Plan, publish and manage projects, collaboratively and/or
individually,considering safety, specific task requirements, time and other required resources
Learners are assessed based on the completion of tutorials, exercises, portfolio of work and project diary file. Students update their project diary at the end of every lesson that shows evidence of their work using screenshots of their work. Students explain the skills they have learned and what they could improve in their learning and skills.
Task 1: Students are assessed based on the completion of tutorials, exercises, portfolio of work and project diary file.
Year 10 Digital Technologies 5 IMCC
Term 1Week Practical Teaching Focus Theory Teaching Focus Curriculum Links Assessment
8-10 Robotics Maze Challenge
Expected Pupils’ Outcomes: By the end of this period of lessons pupils should have learnt to:
Creating first program Create, manipulate and appropriately use
programing blocks Navigating the interface Connect to mblock Manipulate LED’s Setting Ultra-sound sensor Play a piece of music Create a brightness gradient Control movement along an M-shaped Track Stop in front of barriers Cliff detection Simulate an ambulance Navigate a Maze
Fundamentals of computer systems
This topic introduces computer systems and provides a foundation for the other topics. Learners will develop a mental model of a computer system which applies to a personal computer, but learners should be aware of how it also applies to equipment which uses computer technology.
1. What is a computer system?2. Computers in the modern world3. Reliability of computer systems4. Professional standards5. Ethical and environmental considerations6. Legal considerations
Digital Technologies – Processes & Production Skills
Investigating and defining Investigate a given need or opportunity for specific purpose Evaluate and apply a given brief Consider components/resources to develop solutions,
identifying constraintsDesigning Design, develop, evaluate and communicate alternative
solutions, using appropriate technical terms and technology Produce a simple plan designed to solve a problem, using a
sequence of stepsProducing and implementing Safely apply appropriate techniques to make solutions using a
range of components and equipmentEvaluating Develop contextual criteria independently to assess design
processes and solutionsCollaborating and managing Plan, publish and manage projects, collaboratively and/or
individually,considering safety, specific task requirements, time and other required resources
Learners are assessed based on the completion of tutorials, exercises, portfolio of work and project diary file. Students update their project diary at the end of every lesson that shows evidence of their work using screenshots of their work. Students explain the skills they have learned and what they could improve in their learning and skills.
Task 2: Students complete an unguided programing task where they will program their robot to solve a maze.
Year 10 Digital Technologies 6 IMCC
Term 2Week Practical Teaching Focus Theory Teaching Focus Curriculum Links Assessment
1-2 Interactive Games & Animation Portfolio
Expected Pupils’ Outcomes: By the end of this period of lessons pupils should have learnt:
Programing for entertainment overview Plotting shapes Drawing in Game Lab Shapes and Randomisation Variables Sprites Draw Loops Counter pattern unplugged Booleans and conditionals Other Forms of input Collisions Functions
Computing hardware
This topic is a good place to start with learners as they will be fairly familiar with many of the concepts involved. It is recommended that learners physically handle, install and test the hardware devices they have studied. The understanding of the CPU is limited to understanding that instructions are fetched from memory and executed in the processor. These instructions usually involve receiving data, performing calculations and returning the results. Binary logic is also included so that learners understand this as the fundamental basis of the circuitry in the processor. After covering this section, it will provide a rationale for studying the binary representation of data in the topic Representation of data in computer systems.
7. Purpose and function of the CPU8. The fetch execute cycle9. Clock speed10. Cache memory – speeding up execution11. CPU cores12. Binary data13. Logic gates AND, OR, NOT14. Truth tables
Digital Technologies – Processes & Production Skills
Investigating and defining Investigate a given need or opportunity for specific purpose Evaluate and apply a given brief Consider components/resources to develop solutions,
identifying constraintsDesigning Design, develop, evaluate and communicate alternative
solutions, using appropriate technical terms and technology Produce a simple plan designed to solve a problem, using a
sequence of stepsProducing and implementing Safely apply appropriate techniques to make solutions using a
range of components and equipmentEvaluating Develop contextual criteria independently to assess design
processes and solutionsCollaborating and managing Plan, publish and manage projects, collaboratively and/or
individually,considering safety, specific task requirements, time and other required resources
Learners are assessed based on the completion of tutorials, exercises, portfolio of work and project diary file. Students update their project diary at the end of every lesson that shows evidence of their work using screenshots of their work. Students explain the skills they have learned and what they could improve in their learning and skills.
Year 10 Digital Technologies 7 IMCC
Term 2Week Practical Teaching Focus Theory Teaching Focus Curriculum Links Assessment
3-5 Interactive Games & Animation Portfolio
Expected Pupils’ Outcomes: By the end of this period of lessons pupils should have learnt:
Programing for entertainment overview Plotting shapes Drawing in Game Lab Shapes and Randomisation Variables Sprites Draw Loops Counter pattern unplugged Booleans and conditionals Other Forms of input Collisions Functions
Computing hardware
This topic is a good place to start with learners as they will be fairly familiar with many of the concepts involved. It is recommended that learners physically handle, install and test the hardware devices they have studied. The understanding of the CPU is limited to understanding that instructions are fetched from memory and executed in the processor. These instructions usually involve receiving data, performing calculations and returning the results. Binary logic is also included so that learners understand this as the fundamental basis of the circuitry in the processor. After covering this section, it will provide a rationale for studying the binary representation of data in the topic Representation of data in computer systems.
7. Purpose and function of the CPU8. The fetch execute cycle9. Clock speed10. Cache memory – speeding up execution11. CPU cores12. Binary data13. Logic gates AND, OR, NOT14. Truth tables
Digital Technologies – Processes & Production Skills
Investigating and defining Investigate a given need or opportunity for specific purpose Evaluate and apply a given brief Consider components/resources to develop solutions,
identifying constraintsDesigning Design, develop, evaluate and communicate alternative
solutions, using appropriate technical terms and technology Produce a simple plan designed to solve a problem, using a
sequence of stepsProducing and implementing Safely apply appropriate techniques to make solutions using a
range of components and equipmentEvaluating Develop contextual criteria independently to assess design
processes and solutionsCollaborating and managing Plan, publish and manage projects, collaboratively and/or
individually,considering safety, specific task requirements, time and other required resources
Learners are assessed based on the completion of tutorials, exercises, portfolio of work and project diary file. Students update their project diary at the end of every lesson that shows evidence of their work using screenshots of their work. Students explain the skills they have learned and what they could improve in their learning and skills.
Task 3: Students are assessed based on the completion of tutorials, exercises, portfolio of work and project diary file.
Year 10 Digital Technologies 8 IMCC
Term 2Week Practical Teaching Focus Theory Teaching Focus Curriculum Links Assessment
6-10 Game Design
Expected Pupils’ Outcomes: By the end of this period of lessons pupils should have learnt:
Programing for entertainment overview Plotting shapes Drawing in Game Lab Shapes and Randomisation Variables Sprites Draw Loops Counter pattern unplugged Booleans and conditionals Other Forms of input Collisions Functions
Students will submit their completed Game Design at the end of this period.
Computing hardware
This topic is a good place to start with learners as they will be fairly familiar with many of the concepts involved. It is recommended that learners physically handle, install and test the hardware devices they have studied. The understanding of the CPU is limited to understanding that instructions are fetched from memory and executed in the processor. These instructions usually involve receiving data, performing calculations and returning the results. Binary logic is also included so that learners understand this as the fundamental basis of the circuitry in the processor. After covering this section, it will provide a rationale for studying the binary representation of data in the topic Representation of data in computer systems.
7. Purpose and function of the CPU8. The fetch execute cycle9. Clock speed10. Cache memory – speeding up execution11. CPU cores12. Binary data13. Logic gates AND, OR, NOT14. Truth tables
Digital Technologies – Processes & Production Skills
Investigating and defining Investigate a given need or opportunity for specific purpose Evaluate and apply a given brief Consider components/resources to develop solutions,
identifying constraintsDesigning Design, develop, evaluate and communicate alternative
solutions, using appropriate technical terms and technology Produce a simple plan designed to solve a problem, using a
sequence of stepsProducing and implementing Safely apply appropriate techniques to make solutions using a
range of components and equipmentEvaluating Develop contextual criteria independently to assess design
processes and solutionsCollaborating and managing Plan, publish and manage projects, collaboratively and/or
individually,considering safety, specific task requirements, time and other required resources
Learners are assessed based on the completion of tutorials, exercises, portfolio of work and project diary file. Students update their project diary at the end of every lesson that shows evidence of their work using screenshots of their work. Students explain the skills they have learned and what they could improve in their learning and skills.
Task 4: Students are assessed based on the completion of tutorials, exercises, portfolio of work and project diary file.
Year 10 Digital Technologies 9 IMCC
Term 3Week Practical Teaching Focus Theory Teaching Focus Curriculum Links Assessment
1 3D Design & Camera Animation - Cinema 4D
In this course students learn key C4D concepts, such as object hierarchies and relationships, and the essential skills for modelling with primitive objects, splines and generator objects, subdivision surfaces, and polygons. The course shows how to give students 3D models realistic-looking surfaces—the kind of surfaces that make objects seem bumpy, metallic, shiny, or even transparent—with materials and lighting. The final chapters of the course cover keyframe animation and camera movement. CINEMA 4D R16 (C4D) is a vital tool for motion graphics artists, visual effects (VFX) artists, and animators alike.
Expected Pupils’ Outcomes: By the end of the lesson pupils should have learnt to:
Apply simple 3-D modelling techniques to create 3-D models
Use software features to block out models to determine correct proportions related to reference materials
Manipulate software features to apply basic lighting and shaders as required
Ensure that models' topology allows appropriate deformation, as required
What is CINEMA 4D Lite? Quick interface tour Navigation tips for CINEMA 4D Lite CINEMA 4D Lite preferences and settings Understanding coordinates Editing primitive objects The Move and Scale tools The Rotate tool Axis limitations
Working cylinders
Computing hardware
This topic is a good place to start with learners as they will be fairly familiar with many of the concepts involved. It is recommended that learners physically handle, install and test the hardware devices they have studied. The understanding of the CPU is limited to understanding that instructions are fetched from memory and executed in the processor. These instructions usually involve receiving data, performing calculations and returning the results. Binary logic is also included so that learners understand this as the fundamental basis of the circuitry in the processor. After covering this section, it will provide a rationale for studying the binary representation of data in the topic Representation of data in computer systems.
15. The difference between RAM and ROM16. The need for ROM17. The need for RAM18. How RAM affects performance19. The need for virtual memory20. Cache memory21. Flash memory and changes in memory technologies22. The need for input and output devices23. Input and output devices for a range of situations24. Input and output devices for specific needs25. Secondary storage26. Storage devices
Digital Technologies – Processes & Production Skills
Investigating and defining Investigate a given need or opportunity for specific purpose Evaluate and apply a given brief Consider components/resources to develop solutions,
identifying constraintsDesigning Design, develop, evaluate and communicate alternative
solutions, using appropriate technical terms and technology Produce a simple plan designed to solve a problem, using a
sequence of stepsProducing and implementing Safely apply appropriate techniques to make solutions using a
range of components and equipmentEvaluating Develop contextual criteria independently to assess design
processes and solutionsCollaborating and managing Plan, publish and manage projects, collaboratively and/or
individually,considering safety, specific task requirements, time and other required resources
Learners are assessed based on the completion of tutorials, exercises, portfolio of work and project diary file. Students update their project diary at the end of every lesson that shows evidence of their work using screenshots of their work. Students explain the skills they have learned and what they could improve in their learning and skills.
Year 10 Digital Technologies 10 IMCC
Term 3Week Practical Teaching Focus Theory Teaching Focus Curriculum Links Assessment
2-3 Expected Pupils’ Outcomes: By the end of the lesson pupils should have learnt to:
Apply simple 3-D modelling techniques to create 3-D models
Use software features to block out models to determine correct proportions related to reference materials
Manipulate software features to apply basic lighting and shaders as required
Ensure that models' topology allows appropriate deformation, as required
Modelling in CINEMA 4D Lite
Create a complex solid model using 3D solid primitives, region modeling techniques and Boolean operations.
Editing primitive objects The Move and Scale tools The Rotate tool Axis limitations Working cylinders Linking body parts using object hierarchy Spline modeling with Sweep NURBS Adjusting NURBS settings Using nulls as controllers Creating copies with the Instance array Carving shapes with the Boole array Reshaping objects with deformersAdding surface detail with a Relief object
Computing hardware
This topic is a good place to start with learners as they will be fairly familiar with many of the concepts involved. It is recommended that learners physically handle, install and test the hardware devices they have studied. The understanding of the CPU is limited to understanding that instructions are fetched from memory and executed in the processor. These instructions usually involve receiving data, performing calculations and returning the results. Binary logic is also included so that learners understand this as the fundamental basis of the circuitry in the processor. After covering this section, it will provide a rationale for studying the binary representation of data in the topic Representation of data in computer systems.
15. The difference between RAM and ROM16. The need for ROM17. The need for RAM 18. How RAM affects performance 19. The need for virtual memory20. Cache memory21. Flash memory and changes in memory technologies22. The need for input and output devices23. Input and output devices for a range of situations24. Input and output devices for specific needs 25. Secondary storage26. Storage devices
Digital Technologies – Processes & Production Skills
Investigating and defining Investigate a given need or opportunity for specific purpose Evaluate and apply a given brief Consider components/resources to develop solutions,
identifying constraintsDesigning Design, develop, evaluate and communicate alternative
solutions, using appropriate technical terms and technology Produce a simple plan designed to solve a problem, using a
sequence of stepsProducing and implementing Safely apply appropriate techniques to make solutions using a
range of components and equipmentEvaluating Develop contextual criteria independently to assess design
processes and solutionsCollaborating and managing Plan, publish and manage projects, collaboratively and/or
individually,considering safety, specific task requirements, time and other required resources
Learners are assessed based on the completion of tutorials, exercises, portfolio of work and project diary file. Students update their project diary at the end of every lesson that shows evidence of their work using screenshots of their work. Students explain the skills they have learned and what they could improve in their learning and skills.
Year 10 Digital Technologies 11 IMCC
Term 3Week Practical Teaching Focus Theory Teaching Focus Curriculum Links Assessment
4-7 Expected Pupils’ Outcomes: By the end of the lesson pupils should have learnt to:
Apply simple 3-D modelling techniques to create 3-D models
Use software features to block out models to determine correct proportions related to reference materials
Manipulate software features to apply basic lighting and shaders as required
Ensure that models' topology allows appropriate deformation, as required
Materials and Textures in CINEMA 4D Lite
Applying a custom material Making a metallic material Adding an environment channel Adding texture with shaders Built-in material presets Combining materials Using selection sets to isolate surfaces
Expected Pupils’ Outcomes: By the end of the lesson pupils should have learnt to:
Manipulate software features to apply basic lighting and shaders as required
Apply real world camera techniques to virtual cameras used in 3D animation
Lighting Your Scene with CINEMA 4D Lite
Using preset lighting setups Light types in CINEMA 4D Lite Creating visible lights Adding ambient occlusion effects Creating multiple cameras in CINEMA 4D Lite
Computing hardware
This topic is a good place to start with learners as they will be fairly familiar with many of the concepts involved. It is recommended that learners physically handle, install and test the hardware devices they have studied. The understanding of the CPU is limited to understanding that instructions are fetched from memory and executed in the processor. These instructions usually involve receiving data, performing calculations and returning the results. Binary logic is also included so that learners understand this as the fundamental basis of the circuitry in the processor. After covering this section, it will provide a rationale for studying the binary representation of data in the topic Representation of data in computer systems.
15. The difference between RAM and ROM16. The need for ROM17. The need for RAM 18. How RAM affects performance19. The need for virtual memory20. Cache memory21. Flash memory and changes in memory technologies22. The need for input and output devices23. Input and output devices for a range of situations24. Input and output devices for specific needs25. Secondary storage26. Storage devices
Digital Technologies – Processes & Production Skills
Investigating and defining Investigate a given need or opportunity for specific purpose Evaluate and apply a given brief Consider components/resources to develop solutions,
identifying constraintsDesigning Design, develop, evaluate and communicate alternative
solutions, using appropriate technical terms and technology Produce a simple plan designed to solve a problem, using a
sequence of stepsProducing and implementing Safely apply appropriate techniques to make solutions using a
range of components and equipmentEvaluating Develop contextual criteria independently to assess design
processes and solutionsCollaborating and managing Plan, publish and manage projects, collaboratively and/or
individually,considering safety, specific task requirements, time and other required resources
Learners are assessed based on the completion of tutorials, exercises, portfolio of work and project diary file. Students update their project diary at the end of every lesson that shows evidence of their work using screenshots of their work. Students explain the skills they have learned and what they could improve in their learning and skills.
Year 10 Digital Technologies 12 IMCC
Term 3Week Practical Teaching Focus Theory Teaching Focus Curriculum Links Assessment
8-10 Expected Pupils’ Outcomes: By the end of the lesson pupils should have learnt to:
Create 3D animations using animation techniques to suit design requirements
Apply basic animation principles , screen principles , visual design principles and communication principles
Apply real world camera techniques to virtual cameras used in 3D animation
Render completed animated sequences Save and store animated sequences using
appropriate output file formats, standard naming conventions and version control protocols
Present 3D animated sequences to relevant personnel for evaluation by agreed deadlines
Animating in CINEMA 4D Lite Understanding coordinates Understanding rotation Basic keyframing of properties Copying keyframes Keyframe interpolation Animating cameras in CINEMA 4D Lite Animating using presets Use industry-current animation software to develop
digitally animated sequences Timeline shortcuts
Computing hardware
This topic is a good place to start with learners as they will be fairly familiar with many of the concepts involved. It is recommended that learners physically handle, install and test the hardware devices they have studied. The understanding of the CPU is limited to understanding that instructions are fetched from memory and executed in the processor. These instructions usually involve receiving data, performing calculations and returning the results. Binary logic is also included so that learners understand this as the fundamental basis of the circuitry in the processor. After covering this section, it will provide a rationale for studying the binary representation of data in the topic Representation of data in computer systems.
15. The difference between RAM and ROM16. The need for ROM17. The need for RAM18. How RAM affects performance 19. The need for virtual memory20. Cache memory21. Flash memory and changes in memory technologies22. The need for input and output devices23. Input and output devices for a range of situations24. Input and output devices for specific needs 25. Secondary storage26. Storage devices
Digital Technologies – Processes & Production Skills
Investigating and defining Investigate a given need or opportunity for specific purpose Evaluate and apply a given brief Consider components/resources to develop solutions,
identifying constraintsDesigning Design, develop, evaluate and communicate alternative
solutions, using appropriate technical terms and technology Produce a simple plan designed to solve a problem, using a
sequence of stepsProducing and implementing Safely apply appropriate techniques to make solutions using a
range of components and equipmentEvaluating Develop contextual criteria independently to assess design
processes and solutionsCollaborating and managing Plan, publish and manage projects, collaboratively and/or
individually,considering safety, specific task requirements, time and other required resources
Learners are assessed based on the completion of tutorials, exercises, portfolio of work and project diary file. Students update their project diary at the end of every lesson that shows evidence of their work using screenshots of their work. Students explain the skills they have learned and what they could improve in their learning and skills.
Task 5: Students create a 3D Model, add light to the scene, texture model and animate the camera.
Year 10 Digital Technologies 13 IMCC
Term 4Week Practical Teaching Focus Theory Teaching Focus Curriculum Links Assessment
1-3 Adobe Premiere - Video Editing
The course will introduce students to video editing with Adobe Premiere CC (Creative Cloud) and will cover the basics of using the software. It is ideal for students, professionals and anyone with an interest in editing video. While content and exercise files for editing/working will be provided as part of the course, students will also have the opportunity to bring in their own video footage, images and audio.By the end of the course pupils should be familiar with basic editing techniques, complete an edit using video, audio, titles, images and animations etc. You will be able to output media to various formats (MP4, Youtube, etc).
Expected Pupils’ Outcomes: By the end of the lesson pupils should have learnt to:
Introduction to Adobe Premiere CC Setting up your project Importing video and audio Creating a timeline and editing video/audio Apply editing conventions Adding titles and images
Software
This topic will give learners the opportunity to have experience of system software. They will be able to perform a range of system maintenance tasks using utilities, comparing a number of operating systems and applications of the same kind and understand the fundamental features of the software types.
27. Functions of an OS 28. Common utility programs29. Merits of different types of software
Digital Technologies – Processes & Production Skills
Investigating and defining Investigate a given need or opportunity for specific purpose Evaluate and apply a given brief Consider components/resources to develop solutions, identifying
constraintsDesigning Design, develop, evaluate and communicate alternative solutions,
using appropriate technical terms and technology Produce a simple plan designed to solve a problem, using a
sequence of stepsProducing and implementing Safely apply appropriate techniques to make solutions using a
range of components and equipmentEvaluating Develop contextual criteria independently to assess design
processes and solutionsCollaborating and managing Plan, publish and manage projects, collaboratively and/or
individually,considering safety, specific task requirements, time and other required resources
Learners are assessed based on the completion of tutorials, exercises, portfolio of work and project diary file. Students update their project diary at the end of every lesson that shows evidence of their work using screenshots of their work. Students explain the skills they have learned and what they could improve in their learning and skills.
Task 6: Students are assessed based on the completion of tutorials, exercises, portfolio of work and project diary file.
Year 10 Digital Technologies 14 IMCC
Term 4Week Practical Teaching Focus Theory Teaching Focus Curriculum Links Assessment
4-6 Expected Pupils’ Outcomes: By the end of the lesson pupils should have learnt to:
Animating titles/images and video Adding transitions to video and audio Adding effects to video and audio Finalising a project for output
Assessment
Exam Revision Digital Technologies – Processes & Production Skills
Investigating and defining Investigate a given need or opportunity for specific purpose Evaluate and apply a given brief Consider components/resources to develop solutions, identifying
constraintsDesigning Design, develop, evaluate and communicate alternative solutions,
using appropriate technical terms and technology Produce a simple plan designed to solve a problem, using a
sequence of stepsProducing and implementing Safely apply appropriate techniques to make solutions using a
range of components and equipmentEvaluating Develop contextual criteria independently to assess design
processes and solutionsCollaborating and managing Plan, publish and manage projects, collaboratively and/or
individually,considering safety, specific task requirements, time and other required resources
Learners are assessed based on the completion of tutorials, exercises, portfolio of work and project diary file. Students update their project diary at the end of every lesson that shows evidence of their work using screenshots of their work. Students explain the skills they have learned and what they could improve in their learning and skills.
Parameters of the Learning Program
Reviewing the learning program Teachers review the Learning Program after each session. Teaching resources are reviewed, improved and customised to suit learners’ needs. Learner achievements are analysed to improve the delivery of the learning program and develop learning strategies. ICT teachers continually monitor, review and improve/adjust the materials as required.
AssessmentLearners are assessed based on the completion of tutorials, exercises, portfolio of work and project diary file. Students update their project diary at the end of every lesson that shows evidence of their work using screenshots of their work. Students explain the skills they have learned and what they could improve in their learning and skills.
LLN supportLearning: The tutorials are designed to be ‘visual’, however, help students with reading difficulties to work through them.
Year 10 Digital Technologies 15 IMCC
Reading: Video tutorials “Show Me” have been provided to cater literacy difficulties (reading comprehension) and learning.Writing: Allow mainly use of screenshots and bullet points in the project diary.
Differentiation
Less able learners should still be able to access all lessons although the rate of progress may be slower than that of other learners. Teachers may exceed the projected duration if they feel this would be more suitable for the classes they are teaching, guide sheets have also been provided to help learners use the software.
A range of extension activities have been embedded into most lessons to enable more able learners to be pushed within their skills and knowledge.
Year 10 Digital Technologies 16 IMCC