Digital Information Media

KS4 Intent: Digital Information Technology

The study of Digital information Technology at Key Stage 4 will build on Key Stage 3 where students have learned about computer systems, using technology safely, creating and using software applications. Students will learn how effective design and planning has a major impact on the user experience. Students will develop their understanding of how to represent information in different ways to give it more meaning.  They will also learn about how organisations can use technology safely and about the cyber security issues when working in a digital organisation. The content has been designed help students progress to further vocational or academic qualifications, including computing, IT, engineering, creative and scientific. It will also enable students to develop transferable skills that can be used across all areas of study and employment.

Implementation

Year

Term

Topic

Knowledge, skills and understanding

Window for Assessment

9

1

Component 1: Exploring User Interface Design Principles and Project Planning Techniques

Learning aim A: Investigate user interface design for individuals and organisations

Investigation of the varying needs of the audience and how they affect the type and the design of an interface.

 

Investigation of a wide variety of design principles that provide both appropriate and effective user interaction with hardware devices.

 

Investigation of techniques that can be used to improve both the speed and access to user interfaces.

 

At the end of the theoretical content students will consolidate their knowledge and understanding in a formal assignment which requires them to apply all knowledge they have learnt to a given scenario. This enables student to revisit prior learning in a formalised way ensuring the retention of information for longer periods of time.

Set assignment for Component 1 Learning Aim A.

9

2

Component 1: Exploring User Interface Design Principles and Project Planning Techniques

Learning aim B: Use project planning techniques to plan and design a user interface

Investigation of different planning tools and design methodologies that can be used to plan, monitor and execute projects.

 

Selection of suitable project planning techniques to develop a project plan for the development of a user interface for a given brief.

 

Creation of initial design of interface.

 

At the end of the theoretical content students will consolidate their knowledge and understanding in a formal assignment which requires them to apply all knowledge they have learnt to a given scenario. This enables student to revisit prior learning in a formalised way ensuring the retention of information for longer periods of time.

Set assignment for Component 1 Learning Aim B.

9

3

Component 1: Exploring User Interface Design Principles and Project Planning Techniques

Learning aim C: Develop and review a user interface

Creation and refinement of user interface.

 

Review the success of the user interface and chosen project planning techniques.

 

At the end of the theoretical content students will consolidate their knowledge and understanding in a formal assignment which requires them to apply all knowledge they have learnt to a given scenario. This enables student to revisit prior learning in a formalised way ensuring the retention of information for longer periods of time.

 

Set assignment for Component 1 Learning Aim C.

10

1

Component 2: Collecting, Presenting and Interpreting Data

Learning aim A: Investigate the role and impact of using data on individuals and organisations

Investigation into the role and impact of data on individuals and organisations including its characteristics, representing as information, suitability for processing, data collection and the importance of quality information.

 

Investigation of different types of organisation that use data modelling to help make decisions as well as the different threats that face individuals who have data stored about them.

 

At the end of the theoretical content students will consolidate their knowledge and understanding in a formal assignment which requires them to apply all knowledge they have learnt to a given scenario. This enables student to revisit prior learning in a formalised way ensuring the retention of information for longer periods of time.

 Set assignment for Component 2 Learning Aim A.

10

2

Component 2: Collecting, Presenting and Interpreting Data

Learning aim B: Create a dashboard using data manipulation tools

 

 

Learning aim C: Draw conclusions and review data presentation methods

 

Importing of data from an external source and analysis of how to apply data processing methods to produce a dashboard that will allow the user to select and display information summaries based on a given large data set.

 

Evaluating the data set, using the dashboard in order to make recommendations.

 

Evaluating how well the presentation features are used in the dashboard, to ensure they do not lead to information being misinterpreted, being biased and inaccurate conclusions being made.

 

At the end of the theoretical content students will consolidate their knowledge and understanding in a formal assignment which requires them to apply all knowledge they have learnt to a given scenario. This enables student to revisit prior learning in a formalised way ensuring the retention of information for longer periods of time.

Set assignment for Component 2 Learning Aims B and C.

10

3

Component 3: Effective Digital Working Practices

 

A: Modern technologies

 

B: Cyber security

Component 3 allows us to look again at theoretical content covered in components 1 and 2 this enables to assess that students remember key content from previous years of study. Component 3 also allows student to draw upon knowledge they have gained from other subjects including the reinforcing of business, sociological, and PSHE content.

 

Learning aim A investigates how and why modern technologies are used by organisations and stakeholders to access and manipulate data, and to provide access to systems and tools in order to complete tasks and the impact that these technologies have on businesses, ourselves and wider society.

 

Learning aim B looks at threats to data both personal and professions and the prevention of these threats as well as legal and ethical concerns when it comes to the use of technology in our daily lives and in organisational structures.

 

Learning Aim A and B consolidation assessment.

11

1

Component 3: Effective Digital Working Practices

C: The wider implications of digital systems

 

D: Planning and communication in digital systems

Learning aim C involves an investigation into how legislation has an impact on the way organisations and individuals use digital systems and data, the procedures that organisations must follow in order to conform to legal requirements and professional guidelines. Ensuring that when students enter the world of work they are fully prepared with regards to these requirements.

 

Learning aim D Investigates how individuals in the digital sector plan solutions and communicate meaning and intention throughout society. It also looks at how different forms of written and diagrammatical communication can be used to express understanding and demonstrate the flow of data and information, transferable skills which can then be used within a variety of occupations.

External assessment Component 3 Jan series

11

2/3

Review, retain, recall

This term we look at the key content in all components studies. Students will identify key areas of weakness and apply their knowledge in a variety of different context to ensure that what they have learned can be carried forward. Also enabling students to look at concept in an increased depth increasing the likelihood of them remembering more over a longer time period and applying this knowledge in life.

Topic by topic review and recall.

External assessment component 3 for students wishing to improve previous performance.