KS3 Scheme of Work: Control / Scratch › images › Student_Learnin… · Web viewIrene McCormack...

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%


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.



2-3 Robotics Portfolio of Work






1. What is a computer system?2. Computers in the modern world3. Reliability of computer systems4. Professional standards5. Ethical and environmental considerations6. Legal considerations










Task 1: Students are assessed based on the completion of tutorials, exercises, portfolio of work and project diary file.



4-7 Robotics Portfolio of Work



















8-10 Robotics Maze Challenge
















Task 2: Students complete an unguided programing task where they will program their robot to solve a maze.



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












3-5 Interactive Games & Animation Portfolio



Computing hardware















6-10 Game Design



Students will submit their completed Game Design at the end of this period.

Computing hardware















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


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












2-3 Expected Pupils’ Outcomes: By the end of the lesson pupils should have learnt to:





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


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

















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



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


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













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


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










Task 5: Students create a 3D Model, add light to the scene, texture model and animate the camera.



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).


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


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










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






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.


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.


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