Embed Size (px)
Citation preview
Course Summary
Course: Y13 OCR Level 3 Cambridge Technical Introductory Diploma in IT Overall Summary
Unit / Module Exam / Controlled Assessment
Credit requirement
UMS allocation Marks available UMS / RAW mark grade boundaries from 2014
UMS RAW mark Grade
1;2;17 Year 12 50% N/A 270 260 70 Distinction*
250 60 Distinction
230 40 Merit
210 20 Pass
10; 27;43 Year 13 50% 270 520 140 Distinction*
500 120 Distinction
460 80 Merit
420 40 Pass
Y13
AM
Unit 43 Half term 1 Unit 43 Half term 2 Unit 27 Half term 3 Unit 27 Half term 4 Unit 27 Half term 5 Unit 27 Half term 6
LO3 LO3 LO1/LO2 LO2/L03 LO3/4 LO4
TAK Unit 17 Half term 1 Unit 17 Half term 2 Unit 10 Half term 3 Unit 10 Half term 4 Unit 10 Half term 5 Unit 10 Half term 6
LO3 LO3 LO1/LO2 LO2 LO3 LO4
Subject Overview –Curriculum pathway
Year 12 Year 13
Scheme of work Scheme of work
Un
it 1
- C
om
mu
nic
atio
n a
nd
em
plo
yab
ility
ski
lls f
or
IT
Un
it 2
Info
rmat
ion
sys
tem
s
Un
it 1
7 In
tera
ctiv
e m
edia
au
tho
rin
g
Un
it 4
3 U
nd
erst
and
ing
soci
al m
edia
fo
r b
usi
nes
s
Un
it 4
3 U
nd
erst
and
ing
soci
al m
edia
fo
r b
usi
nes
s (L
O3
)
Un
it 1
7 In
tera
ctiv
e m
edia
au
tho
rin
g (L
O3
)
Un
it 1
0 D
evel
op
ing
com
pu
ter
gam
es
Un
it 2
7 D
igit
al G
rap
hic
s
Subject Overview – 2 Year Curriculum pathway
Au
tum
n 1
Unit: 43 LO3
Key Concepts and Process
LO3 Know benefits of social media for business to an organisation Key Summative assessment pieces P3 describe benefits to an organisation of using social media for business M3 explain how social media for business could be used to improve business functions
D3 propose success criteria for an identified business when introducing social media for business
NC areas / Exam specification covered
For P3 learners must describe the benefits to an organisation of using social media for business. This could be in the form of a report or leaflet where a range of potential benefits to an organisation are described for identified social media for business activities as suggested in the teaching content. For merit assessment criterion M3 learners must explain how social media for business could be used to improve business functions. This could be an extension of P3 where the learner explains how identified benefits to an organisation could be applied to improve identified business functions in line with the teaching content. For distinction assessment criterion D3 learners must propose success criteria for an identified business when introducing social media for business. This could be in the form of a project plan but would need to include milestones and supporting documentation over short, medium and long term. The learner should make proposals to an identified business detailing the aspects of social media they could introduce how the benefits of these can be measured and the timescales that these would involve.
Sp
rin
g 1
: Unit 17
Key Concepts and Process
LO3 Be able to create an interactive media product following industry practice Key Summative assessment pieces
P3 create an interactive media product following industry practice, working within appropriate conventions and with some assistance
M3 make improvements to an interactive media product
NC areas / Exam specification covered
For assessment criterion P3, learners need to create an interactive
media product that meets the agreed specification and follows industry
practice and working within appropriate conventions. The product
should consist of at least 10 pages/ screens and include a range of
interactive elements and show a range of skills used within the
authoring tool. Evidence should also be provided that files have been
stored and named appropriately. This may be the product planned in
in response to user feedback
D2 evaluate the stages of the production process showing how industry practice has been followed
P2/M2. Some assistance can be given to the learner.
Learners need to show that they have worked within appropriate
conventions considering time management, possibly through using a
GANTT chart and logs. Testing the product should be also carried out
using a test plan/table. It is not essential for learners to find errors but
as this is an iterative process, all errors found throughout can be shown
being corrected using before and after screenshots. The evidence will
be the actual product. For merit criterion M3 learners should improve their interactive media
product following user feedback. Feedback sheets, questionnaires or
interviews should be given to at least five members of the group
(identified in P1). It is important that the audience completing the
feedback sheets are aware of what they are testing and what the
product is intended to do and provide an opportunity for the target
audience to identify possible improvements. At least two appropriate
improvements should be made to the program. It should be noted that
these should be changing or adding to the program and not correcting
functional errors (e.g. links) or mistakes (e.g. spelling). Evidence must
include the feedback forms and screenshots to show before and after
the changes were made and could be evidenced in the form of a report.
For distinction criterion D2 learners should evaluate the stages of the production process to identify that industry practice has been followed efficiently. The reflection should be thorough and make use of appropriate relevant technical language with minimal spelling and grammatical errors. It should demonstrate that they fully understand the production process and be supported with examples from their own work and industry authored products. This could be evidenced in the form of a report or presentation.
Sp
rin
g 1 Unit 27 Key Concepts and Process
This unit helps the learner to understand the different hardware and software that is available for working on graphic images and
the file formats that exist. Learners will understand where these file formats are used and how the delivery method of a graphic
has a bearing on the file used in terms of size, resolution and compression. Learners will be able to use the hardware and
software needed to create, modify and manipulate images in accordance with clients’ requirements. The learner will understand
how to gain user feedback and make changes based on this feedback. Learners will understand the legal framework regulating
the acquisition and use of digital graphics.
Learning Outcome 1 : Know the hardware and software required to work with graphic images
Learning Outcome 2 : Understand types of graphic images and graphical file formats Key Summative assessment pieces
P1 : describe the hardware and software used to create and edit graphic images P2 : explain how different types of graphic images
relate to file formats
D1 : evaluate how different delivery mediums for
graphics influence file formats
NC areas / Exam specification covered
Assessment Criterion P1
Learners could prepare a handbook for those new to digital graphics to describe the hardware and software that is used to create and edit graphic images.
Assessment Criteria P2,D1
For P2, learners should explain the different types of file formats and how different graphical images can have an impact on what file format can be used. They should also explain when the different file formats are used. They could present the evidence in the format of a table, a presentation or report incorporating examples of different graphical images and the file formats that are used depending on the use of the graphical image.
For the distinction criterion D1, learners must evaluate how different
delivery mediums have an influence over the file format that is used.
This could be evidenced in a report format which includes screen
captures or graphic images, to illustrate the points being referenced.
Sp
ri
ng
2 Key Concepts and Process
Learning Outcome 3 : Be able to use editing tools to edit and manipulate images
Key Summative assessment pieces P3 : demonstrate the use of editing tools to edit and
manipulate images
M1 : use advanced editing tools to enhance images
NC areas / Exam specification covered
Assessment Criteria P3,M1
For P3, learners must provide evidence of using editing tools to edit and manipulate at least six different images. These images may be provided for the learner or ones that they have created themselves. This could be evidenced in the form of before and after screen captures in a document or video capture of the edits being carried out on their images.
The merit criterion M1 builds on from the pass criteria and calls for evidence of use of advanced editing tools, as outlined in the teaching content. Screen captures or screen casts of the editing could be used to demonstrate this
Su
mm
er
1
Key Concepts and Process Learning Outcome 4 : Be able to create and modify graphic images to meet user requirements
Key Summative assessment
pieces
P4 : create original graphic
images to meet a defined
user need
M2 : combine original and
edited images to meet a
user need
NC areas / Exam specification covered Assessment Criteria P4,M2
For P4, learners must evidence the creation of the original graphic images they have created (a minimum of three original graphic images should be created). They must refer to the user needs to explain why they have made the choices they have when creating the graphics. This could be evidenced through the use of screen prints in a presentation or report or a video capture, including sound, of the work as it is being carried out.
For the merit criterion M2 learners include combining original and edited images to meet a user need. Evidence would be the combined original and edited images supported by annotated screen captures if appropriate. The user requirement must also be presented.
Su
mm
er
2
Key Concepts and Process
Learning Outcome 4 : Be able to create and modify graphic images to meet user requirements
P5 : modify images as a
result of user feedback
P6 : explain the potential
legal implications of using
and editing graphical
NC areas / Exam specification covered Assessment Criteria P5,D2
For P5, learners should provide evidence of user feedback; this could be through questionnaires or testing. Learners must then show the modifications they have made to the images based on this feedback. This could be evidenced in the form of annotated before and after screen captures showing how they have made these changes and why.
The distinction criterion D2 could be evidenced through a report or presentation to the user which
images
D2 : evaluate how final
images meet user
requirements
gives an evaluation of how their final images meet the requirements given to them.
Assessment Criterion P6 Learners must explain about the potential legal implications of using and editing graphical images to include the listed items in the teaching content under legal implications. This could be in the form of an information leaflet.
Sp
rin
g 1
Un
it 1
0
Key Concepts and Process This unit gives learners the opportunity to consider the new and exciting developments within the games industry with the rapid
advancements of the technologies available to developers. This unit introduces learners to the creativity of the games industry,
allowing them to explore the industry, the impact on society and the position within the market place for a game based on its
genre and purpose. The learner will design and develop a game to an identified specification, using the appropriate programming
techniques.
Once completed the learner will be expected to full test their computer game against the specification and for functionality to
ensure that it is suitable to be given to the target audience. They should also create the technical documentation to support their
development. This unit allows learners to understand about different computer games, to be able to understand the social impact of computer games and enables them to design, develop and test computer games. This unit will give a good insight into working within the computer gaming industry
LO1 Understand the impact of the gaming revolution on society
LO2 Know the different types of computer game
Key Summative assessment pieces
P1 explain the impact of computer games on society
M1 compare the negative and positive impacts of computer games on individuals
P2 describe different types of computer game
NC areas / Exam specification covered The assessment criteria could be evidenced by the use of a report or presentation. This will
explain how computer games have had an impact on society this can be in terms of the
employment in the industry (this could be compared to other entertainment genres e.g.
revenue compared to the film industry, development costs). The report could be given a
specific focus such as being presented to a college to encourage the use of games for
education. For merit criterion M1, when comparing the positive versus negative impacts on the
individual, learners could set this out clearly in a table within a report. This report should
consider a range of areas for each impact identified in the teaching content.
The assessment criteria could be evidenced by a report which includes examples and
images of computer games considering the aim, purpose, genre different types of games that
are available. Learners should evidence multiple games in a genre as well as multiple genres
and draw comparisons between these (this could be in terms of graphics, playability, costs,
numbers involved and uniqueness).
1
Key Concepts and Process
Sp
rin
g
2
Key Concepts and Process
LO2 Know the different types of computer game
Key Summative assessment pieces
M2 describe how computer games have developed over
time
D1 compare platforms and their technical aspects for
running computer games
NC areas / Exam specification covered
For merit criterion M2 learners could present a report which includes
showing the development of computer games over time comparing
game play, graphics colours used, characters used, sound and use of
higher end CGI to introduce the game and set the scene. For distinction criteria D1 a table could be used to compare a range of
different platforms and their technical aspects.
Su
mm
er
1
Key Concepts and Process LO3 Be able to design and develop computer games
Key Summative assessment pieces
P3 produce a design for a
computer game for a given
specification
P4 develop a computer game for a
given specification
M3 describe how the design for the
computer game can have capacity
for expansions
NC areas / Exam specification covered Learners should provide the detailed storyboard for the game they are going to produce over
multiple levels. This should include scene setting players, rules, purpose, scoring and written
annotations that go with it.
For merit criterion M3 learners should produce a report or diagrams of the designs and/or
ideas for downloadable expansions that could be used with the game they have planned for
the P3. The learners should evidence how this will add to the playability of the game and why
a player would want to download or use these expansions.
Assessment Criterion P4
Learners must create a working 2/3D game over multiple levels there must be a purpose to the game and a scoring system either using points or time constraints to add an element of competitive game play, the game must include user interaction. The game can be evidenced using a print of the coding and annotated screen shots of the game running. It should match the storyboard and design document created by the learner.
Su
mm
er
2
Key Concepts and Process
LO4 Be able to test and document computer games Key Summative assessment pieces
P5 follow a test strategy to test and
debug a computer game
P6 produce user documentation for
a computer game
P7 produce technical
NC areas / Exam specification covered Learners could evidence this criterion by producing and using a test plan/table using multiple
tests throughout the game, thoroughly testing the game that has been produced against the
specification and then showing the debugging of their game.
For merit criterion M4 learners should gain feedback from users and suggest possible
improvements to the game based on these suggestions. This could be evidenced in the form
or a report summarising the feedback received and an explanation of the format chosen for
documentation for
M4 gain user feedback to a
computer game to suggest
improvements
D2 act on user feedback to
improve aspects of the computer
game
feedback and why this was appropriate. The learner should also identify any improvements
that have been suggested and why they may or may not be used.
For distinction criterion D2 learners should use the feedback gained in the Merit Criteria and
the improvements they have identified could be used and improve aspects of the computer
game – this can be evidenced through screen captures showing the game prior to
improvements and after giving detailed evidence of the improvements that are being made
and including a justification why these changes were made.
Assessment Criteria P6 and P7
Learners will evidence these criterions with the production of all the documentation required
for the working game. The documentation will need to be clear and include graphics to
illustrate areas that are being explained. The learners’ will need to produce a user guide for
P6 and the technical documentation for P7.
