IT

Course Overview:

The Cambridge Technical Level 3 has the flexibility of either a one or two year course.

One Year: Three units to be completed (Unit 1, Unit 27 and Unit 2) over one year. Awarded a Cambridge Technical Level 3 Certificate which is equivalent to an AS Level.
Two Year: Six units to be completed (Unit 10, Unit 19 and Unit 17) over two years. Awarded a Cambridge Technical Level 3  Introductory Diploma which is equivalent to an A Level.

Course Grading for Cambridge Technical Level 3  Introductory Diploma (Two Years):

Pass (E Grade – 40 UCAS):
To gain a Pass overall you need to complete 6 pieces of coursework to at least the following grades: 6 Pass

Merit (C Grade – 80 UCAS):
To gain a Merit overall you need to complete 6 pieces of coursework to at least the following grades: 4 Merit and 2 Pass

Distinction (A Grade – 120 UCAS):
To gain a Distinction overall you need to complete 6 pieces of coursework to at least the following grades:  2 Distinctions and 4 Merits

Distinction* A* Grade – 140 UCAS):
To gain a Distinction * overall you need to complete 6 pieces of coursework to at least the following grades: 4 Distinctions and 2 Merits

Year 12 Units:

Unit 1: Communication and Employability Skills
Understanding personal attributes valued by employers
Understanding the principles of effective communication
Using ICT to communicate effectively
Addressing your own personal development needs

Unit 27: Digital Graphics
Hardware and software required to work with graphic images
Understand different graphic types and file formats
Use editing techniques to manipulate images
Create and modify images to meet the needs of a user

Unit 2: Information Systems
Understanding how businesses use information
Understanding the issues related to the use of information
Features and functions of information systems
Using IT tools to produce management information

Year 13 Units:

Unit 10: Developing Computer Games
Understand the impact of the gaming revolution on society
Know the different types of computer game
Design and develop computer games
Test and document computer games

Unit 19: Spreadsheet Modelling
Demonstrate you understand how spreadsheets can be used to solve a problem
Develop a complex spreadsheet
Automate and customise spreadsheet models
Test and document the spreadsheet model

Unit 17: Interactive Media Authoring
Understand the principles of interactive media authoring
Design an interactive media product
Create an interactive media product

Year 12

Term 1
Key Learning Objectives Unit 1: Learning Objectives:

LO1: Understand the personal attributes valued by employers

LO2: Understand the principles of effective communication

LO3: Use IT to communicate effectively

LO4: Address personal development needs

Key Activities / Homework Unit 1: Key Activities: This unit identifies the principles for effective communication and introduces learners to the interpersonal skills and attributes required within a work place and how different combinations and approaches are required for a range of job roles it also identifies the different IT tools available for safe and secure communication and exchange of information within an organisation. Learners will consider approaches and adapt the way they communicate, depending on their audience. This unit will prepare learners to effectively use various communication channels, within a working environment and to understand what an employer expects of an individual and how to communicate effectively whilst developing their own personal development needs.

Homework: Learners are to work during their free periods and attended at least 6 after school electives during a   term.

Assessments Unit 1: Communication and Employability Skills: Within each Learning Objective there a variety of Pass, Merit and Distinction tasks to complete.

LO1: P1: Explain the personal attributes valued by employers (12 Personal Attributes, 3 Organisational procedures, 5 Legislation and 3 Health and Safety).

M1: Explain the different personal skills that employers may require for specific IT job roles (Three).

LO2: P2: Explain the principles of effective communication in a report format with required subsections.

P3: Discuss potential barriers to effective communication within a PowerPoint. D1: Explain how some of the potential barriers can be reduced within a report. P4: Demonstrate a range of effective interpersonal skills (Present P3 PowerPoint to class). LO3: P5: Use IT to aid communications – Green section. M2: explain the choices of the IT used – Blue section. D2: justify the use of the IT used to aid communication – purple section. P6: Communicate email technical information to a specified audience. LO4: P7: Produce s Personal Development Plan (PDP) (3 short, 2 medium and 1 long term goal). P8: Following a Personal Development Plan (Two review points) M3: Identify primary areas for improvement and how these will be achieved (Review document, CV and Cover letter).

Suggest reading & support materials Unit 1: Support materials: Support materials are all found on My Learning for each Learning objective and required Pass, Merit and Distinction tasks. Suggest reading: Learners are to read the support material for (P1, M1, P2, P3, D1, P4, P5, M2, D2, P6, P7, P8, M3). As well as any further research on the internet.

 

Term 2
Key Learning Objectives Unit 27: Learning Objectives:

LO1: Know the hardware and software required to work with graphic images

LO2: Understand different graphic types and file formats

LO3: Use editing tools to edit and manipulate images

LO4: Create and modify graphic images to meet user requirements

Key Activities / Homework Unit 27: Key Activities: 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.

Homework: Learners are to work during their free periods and attended at least 6 after school electives during a   term.

Assessments Unit 27: Digital Graphics: Within each Learning Objective there a variety of Pass, Merit and Distinction tasks to complete.

LO1: P1: Describe the hardware and software used to create and edit graphic images presented in a booklet.

LO2: P2: Explain how different types of graphic images relate to file formats in a PowerPoint.

D1: Evaluate how different delivery mediums for graphics influence file formats in a report.

LO3: P3: Demonstrate the use of editing tools to edit and manipulate images (Six images to be edited for a school prospectus).

M1:Use advanced editing tools to enhance images (3 Images for a school banner).  

LO4: P4: Demonstrate the use of editing tools to edit and manipulate images (Create three logos for a new school)

M2: Combine original and edited images to meet a user need ( Create a banner for a website)

P5: modify images as a result of user feedback (Three feedback questionnaires)

D2: Evaluate how final images meet user requirements report

P6: Explain the potential legal implications of using and editing graphical images in a leaflet.

Suggest reading & support materials Unit 27: Support materials: Support materials are all found on My Learning for each Learning objective and required Pass, Merit and Distinction tasks.

Suggest reading: Learners are to read the support material for (P1, P2,D1, P3, M1, P4, M2, P5, D2, P6). As well as any further research on the internet.

Term 3
Key Learning Objectives Unit 2: Learning Objectives:

LO1: Understand how organisations use business information

LO2: Understanding the issues related to the use of information

LO3: Features and functions of information systems

LO4: Use IT tools to produce management information

Key Activities / Homeworks Unit 2: Key Activities: This unit will help the learner understand the legislation governing information which flows into and out of an organisation and the constraints and limitations that apply to it. The learner will discover that if systems are in place, and information held is correct then the communication within the organisation is a powerful tool and can give any organisation a competitive edge. This will provide the learner with a greater understanding of how organisations use information internally and externally and the types of information they will encounter. The skills gained by completing this unit will give the learner knowledge of the functionality of information and to produce management information systems eg the acquisition and use of digital graphics.

Homework: Learners are to work during their free periods and attended at least 6 after school electives during a   term.

Assessments Unit 2: Information Systems:

LO1: P1: Explain how organisations use information within tables.

P2: Discuss the characteristics of good information with a report.

M1: Assess the improvements which can be made to an identified organisation’s business information systems (For Bradford Academy and Marks and Spencer’s).

LO2: P3: Explain the issues related to the use of information in a report format which talks about legal, ethical and operational issues of Bradford Academy and Marks and Spencer’s).

D1: Compare legal, ethical and operational issues that may affect organisations within a report.

LO3: P4: Describe the features and functions of information systems for Bradford Academy within a report.

P5: Identify the information systems used in a specified organisation (Bradford Academy) .

M2: Illustrate the input and output of information within a specified functional area of an organisation (Create two Data Flow Diagrams for Bradford Academy – behaviour and assessment).

D2: Analyse the legal and ethical implications of the illustrated input and output report.

LO4: P6: Select information to support a business decision-making process (What information does Bradford Academy need? What are the Inputs and Outputs). P7: Use IT tools to produce management information (Using an excel documents to produce graphs for a report).

D2: Evaluate how final images meet user requirements report

M3: Explain the value of a management information system that have been used within a report.

Suggest reading & support materials Unit 2: Support materials: Support materials are all found on My Learning for each Learning objective and required Pass, Merit and Distinction tasks. Suggest reading: Learners are to read the support material for (P1, P2, M1, P3, D1, P4, P5, M2, D2, P6, P7, M3). As well as any further research on the internet.

Year 13

Term 1
Key Learning Objectives Unit 10: Learning Objectives:

LO1: Understand the impact of the gaming revolution on society

LO2: Know the different types of computer game

LO3: Design and develop computer games

LO4: Test and document computer games

Key Activities / Homework Unit 10: Key Activities: 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.

Homework: Learners are to work during their free periods and attended at least 6 after school electives during a   term.

Assessments Unit 10: Developing Computer Games: Within each Learning Objective there a variety of Pass, Merit and Distinction tasks to complete.  

LO1: P1: Explain the impact of computer games on society within PowerPoint. M1: Compare the negative and positive impacts of computer games on individuals within a table in Microsoft word.

LO2: P2: Describe different types of computer game within PowerPoint about different game genres.

M2: Describe how computer games have developed over time within a table timeline on Microsoft Word.

D1: Compare platforms and their technical aspects for running computer games.

LO3: P3: Produce a design for a computer game for a given specification using outline plans and mind maps.

M3: Describe how the design for the computer game can have capacity for expansions within a report.

P4: Develop a computer game for a given specification making sure it includes 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 will be created using Scratch.

LO4: P5: Follow a test strategy to test and debug a computer game (Testing table).

M4: Gain user feedback to a computer game to suggest improvements (Questionnaire to at least three people).

D2: Act on user feedback to improve aspects of the computer game.

P6: Produce user documentation for a computer game.

P7: Produce technical documentation for a computer game.

Suggest reading & support materials Unit 10: Support materials: Support materials are all found on My Learning for each Learning objective and required Pass, Merit and Distinction tasks.

Suggest reading: Learners are to read the support material for (P1, M1, P2, M2, D1, P3, M3, P4, P5, M4, D2, P6, P7). As well as any further research on the internet.

 

 

Term 2
Key Learning Objectives Unit 19: Learning Objectives:

LO1: Understand how spreadsheets can be used to solve complex problems

LO2: Develop complex spreadsheet models

LO3: Automate and customise spreadsheet models

LO4: Test and document spreadsheet models

Key Activities / Homework Unit 19: Key Activities: The success of a business relies on its methods of recording business transactions. With the use of complex spreadsheets this task is made relatively easy for businesses. A business therefore requires employees to have knowledge of how to create a spreadsheet and how to use formulae and functions effectively. This unit will provide the learner with the skills to enable them to create and use a complex spreadsheet model. The aim of this unit is to help the learner understand how spreadsheets can be used to solve complex problems. Learners will learn how to create a complex spreadsheet model and to use a range of formulae and functions. Learners will also learn how to automate and customise their spreadsheet models. Finally learners will learn how to test and create user and technical documentation.

Homework: Learners are to work during their free periods and attended at least 6 after school electives during a   term.

Assessments Unit 19: Creating Spreadsheets: Within each Learning Objective there a variety of Pass, Merit and Distinction tasks to complete.

LO1: P1: Explain how spreadsheets can be used to solve complex problems

LO2: P2: Develop a complex spreadsheet model to meet particular needs.

M1: Use formatting to enhance the complex spreadsheet model.

P3: Use formulae, features and functions to process information.

M2: Use advanced formulaic functions to process information.

P4: use appropriate tools to present data

LO3: P5: Customise the spreadsheet model to meet a given requirement.

M3: Use summarising tools to provide results for a given requirement.

P6: Use automated features in the spreadsheet model to meet a given requirement.  

LO4: P7: Test a spreadsheet model to ensure that it is fit for purpose.

M4: Improve spreadsheet model as a result of testing.

D1: Evaluate the spreadsheet model suggesting improvements.

P8: Export the contents of the spreadsheet model to an alternative format.

P9: Produce user documentation for a spreadsheet model.

D2: Summarise how the spreadsheet model can resolve the complex problem.

Suggest reading & support materials Unit 19: Support materials: Support materials are all found on My Learning for each Learning objective and required Pass, Merit and Distinction tasks. Suggest reading: Learners are to read the support material for (P1, P2, M1, P3, M2, P4, P5, M3, P6, P7 M4, D1, P8, P9, D2). As well as any further research on the internet.

 

Term 3
Key Learning Objectives Unit 17: Learning Objectives:

LO1: Understand principles of interactive media authoring.

LO2: Devise an interactive media product.

LO3: Create an interactive media product following industry practice.

Key Activities / Homework Unit 17: Key Activities: This unit focuses primarily on the creation of interactive media products. Learners will study the principles of interactive media authoring before planning and creating their own product. Interactive media authoring is used for a variety of different purposes, to name a few; e-books, single user games, edutainment material, presentations, and museum touch screen information kiosks. These products usually comprise of a range of multimedia and interactive elements. The distribution of the products can be web-based, on CD/ DVD ROM, or apps for mobile devices. There are a range of authoring tools available to use in their production and the creation of its assets. Interactivity can be included in the form of quizzes and games, using scripting languages such as Lingo, Action Script.

Homework: Learners are to work during their free periods and attended at least 6 after school electives during a   term.

Assessments Unit 17: Communication and Employability Skills Within each Learning Objective there a variety of Pass, Merit and Distinction tasks to complete.

LO1: P1: Summarise accurately the principles of interactive media authoring with some appropriate use of subject terminology.

M1: Compare and contrast interactive media authoring products.

D1: Explain the benefits and drawbacks of the different formats that can be used to deliver interactive media authored products.

LO2: P2: Generate outline ideas for an interactive media product working within appropriate conventions and with some assistance.

M2: Produce annotate design documentation for an interactive media product to meet a client need.

LO3: 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 in response to user feedback.

D2: Evaluate the stages of the production process showing how industry practice has been followed.

Suggest reading & support materials Unit 17: Support materials: Support materials are all found on My Learning for each Learning objective and required Pass, Merit and Distinction tasks.

Suggest reading: Learners are to read the support material for (P1, M1, D1, P2, M2, P3, M3, D2). As well as any further research on the internet.