SCHEME OF WORK

2020/2021

BTEC Level 2 COURSE NO. GD0071LG

COURSE: TUTOR: LORENZO ANDREANI
CREATIVE DIGITAL MEDIA AND VENUE LISSON GROVE

AREA OF SATURDAY
Graphic & Web Design DAY & TIME: DATES: from 30/01/2020 to 27/03/2021
LEARNING: 09.30 – 16.30

This is a level 2 class and learners will be expected to have some or little basic computer skills either on a PC or Mac. They should be able to use the
search engine and send emails.
There will be different levels in the class, some with great experience using the Software and the Mac OS, some with little experience and sometimes
learners enrol to brush up on their skills and may have taken a short course or an Introduction to either Photoshop, Illustrator and or InDesign.
IMPORTANT: If there are any differentiation for learners that will need to be added to the SOW, lesson plans and Individual Learner Profile.

Course aims (teacher centred) Course objectives (expected learning outcomes)

Unit 5: Digital Publishing Production
Outline and discuss specific product examples
Learning aim A: Know about digital publishing opportunities
Topic A.1 What are digitally published products?
• The kinds of products produced and/or distributed digitally are the same as those
produced through traditional printing techniques.
Topic A.2 How are digital publishing products used?
Topic A.3 Where are digitally produced products published?
• Digital publishing products can be published in a variety of ways
Topic A.4 Traditional printing and publishing technology and techniques
Topic A.5 Publishing in the digital age: technology and techniques
Topic A.6 Combining images, texts, graphics and interactive elements
• The relationship between the elements within a product
By the end of the course Learners should be able to:
• understand that traditional print material is being
largely replaced with digital versions and that this is
transforming the publishing industry and the
techniques and technology involved in its production,
distribution and exhibition processes.
• understand how to source and import material and be
able to experiment with digital publishing technology
and techniques.
• use the understanding and skills developed in
Learning aims A and B to develop a concept for a
digital publishing product and see this through to a
finished product.

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Learning aim B: Understand use of digital publishing technology and techniques
Topic B.1 Acquisition of digital material
Topic B.2 Digital tools to import materials
Topic B.3 Experimenting with digital tools to produce digital publishing material
Topic B.4 Naming, logging and storing digital materials correctly

Learning aim C: Produce material for digital publication

Topic C.1 Develop concepts for a digital publishing product
Topic C.2 Pre-production for a digital publishing product
Topic C.3 Production of a digital publishing product
• gathering resources
• preparing materials
• combining materials
• publishing product on publishing platform

General Resources Special Resources (subject related or to support learner)

• Access to room 2.05 at LISSON GROVE • SimpleSite.com

• Mac computers • Adobe Spark
• iPads • Tumbler (blog)
• Scanner • Drawing materials
• IWB • Sketchbook
• Microsoft Teams • Video tutorial (YouTube)
• ILP • Handouts
• The Design Museum
• Art Books
• Camera / MobilePhone

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 PLANNING FOR ENGISH, MATHS & ICT
WEEK / TOPIC/OBJECTIVES DIFFERENTIATION AND
TEACHING AND LEARNING ACTIVITIES RESOURCE EDI & BRITISH VALUES
LESSON (Learners should be able to…)
(Please include both extension task for higher ability LINKS TO OTHER UNITS
learners, and adjustments for individual named learners)

1 Unit introduction Teacher presentation (approx. 10 minutes): • Specification – learning aims, Visual language (English)
outline the nature of the learning aims and the unit content and assessment
Presentation (English)
number of assignments that learners will be criteria
expected to complete. Mac Computers (ICT)
• Practice questions and sample
assessment material provided.
Learning aim A Know about digital publishing opportunities
1 (cont.) Topic A.1: What are digitally • Teacher presentation (using PS 1 and PS 2), • PS 1 Digitally published Visual language (English)
published products? explaining different types of digitally published products Opening documents &
The kinds of products produced products. • PS 2 Combining elements using different
and/or distributed digitally are the • Learner activity: Learners to complete AS 1 • Examples of digitally published measurements (Maths)
same as those produced through and AS 2. Working in pairs, identify a range of products from each category Health & Safety (English)
traditional printing techniques. digitally published products (AS1) and discuss listed.
These are: how the elements are combined in digitally Presentation (English)
published products (AS2). Learners’ findings • Centre-devised Assignment 1
• e-newspapers
are collected and feedback on the task is • AS 1 What are digitally
• e-magazines presented to the group. British Values in class:
published products?
• adverts • Teacher presentation: Using PS 3 to explain • Individual liberty
• AS 2 Combining elements in
• DVD or CD covers how audiences consume digital publishing digitally published products.
products. • Tolerance &
• flyers • PS 3 How digital products are Mutual respect
• Homework activity: Learners each to be used
• leaflets
given a professionally produced digital
• training materials publishing product and to present their • Access to a range of digital
Links to other units:
reading of it in terms of the uses, audiences publishing products
• promotional material Unit 1 Digital Media
and elements that it combines.
• e-books. Sectors and Audiences
(Topics A2, A4)
Topic A.6: Combining images,
texts, graphics and interactive
elements in digitally published
products.
The relationship between the
elements within a product:
• text only
• image only
GD0071LG - BTEC Level 2 AWARD IN CREATIVE DIGITAL MEDIA – UNIT 5 page 3 of 10
 • text and images combined
• text and graphics combined
• integration of video or audio
elements
• interactive response elements.

Topic A.2: How are digital

publishing products used?
These products are used to:
• inform an audience, e.g. e-
newspapers, e-periodicals
• educate an audience, e.g.
instructional material, 'how to'
guides
• entertain an audience, e.g. e-
magazines, e-books
• market a product, e.g. posters,
leaflets
• promote an event or product,
e.g. advert provide advice and
support, e.g. health, travel
guides.

2 Topic A.3: Where are digitally
produced products published?
Digital publishing products can be
published in a variety of ways such
as:
• online for viewing or download
• using e-book reader
• using a games console
• on a smart device
• stored electronically
• printed.
• Teacher presentation: On traditional • PS 4 Traditional techniques Visual language (English)
publishing techniques vs. digital publishing • PS 5 Publishing in the digital Opening documents &
techniques, using PS 4 and PS 5. age using different
• Learner activity: Learners to research a • Centre-devised Assignment 2 measurements (Maths)
range of traditional and digital publishing
techniques and feedback their findings to the • Learners to have access to a Health & Safety (English)
group, using AS 3. range of digital publishing Presentation (English)
products online.
• Group activity: Group discussion on how
technology has impacted the industry. Ask • Access to internet and library
resources. British Values in class:
learners to suggest how businesses and
individuals have had to adapt their ways of • AS 3 Traditional printing and • Individual liberty
working in order to meet these changes. the digital age
• Tolerance &
Mutual respect

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 Topic A.4: Traditional printing Links to other units:
and publishing technology and
Unit 1 Digital Media
techniques
Sectors and Audiences
Traditional publishing:
(Topic A3)
• techniques
• technology
• printing.

Topic A.5: Publishing in the

digital age: technology and
techniques
• less printing: electronic
versions, e.g. magazines,
newspapers, adverts
• desktop publishing software,
e.g. InDesign®, Illustrator®
• multi-media capture and
integration (photos, videos,
hyperlinks)
• advantages of digital publishing:
• audience reach
• portability
• convenience
• updating information.

3 Assignment 1 to cover 2A.P1, • Learner activity: Learner to work individually • Assignment 1

2A.M1, 2A.D1, 2A.P2, 2A.M2, to complete assignments 1 and 2. • Assignment 2
2A.D2,
• Learners will need to complete these
assignments outside of lessons.
Digital Files:
Assignment 2 to cover 2A.P3,
2A.M3, 2A.D3 • Unit 5 - Task Sheet aim A

Use Project Brief and Task Sheets

provided by the tutor (PDF format).

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Learning aim B Understand use of digital publishing technology and techniques
4 Topic B.1: Acquisition of digital
material
• Generate material, e.g.
photographs, video, audio, text,
graphics
• Source material, e.g. from a
library, own work
• Import material, e.g. secondary
sources (images, text).
Topic B.2: Digital tools to import
materials
• Materials (text, images, graphics
and interactive elements)
• Scanning
• File transfer, e.g. from a smart
device, from a laptop, from a
digital camera
• File formatting, e.g. jpeg, giff,
tiff, raw, pdf, BMP, doc, psd
• Uploading materials, e.g. from
the internet, from primary
sources, from secondary
sources.
5 Topic B.3: Experimenting with
digital tools to produce digital
publishing material
• Scaling, e.g. in terms of image
size, file size
• Cropping, e.g. to remove
unwanted material, to fit page
• Colour correction
• Image manipulation (palettes,
tools, layers), e.g. to alter
composition, to enhance
composition.
GD0071LG - BTEC Level 2 AWARD IN CREATIVE DIGITAL MEDIA – UNIT 5 page 6 of 10
• Teacher presentation using PS 6 on the • PS 6: Acquisition of digital Visual language (English)
acquisition of digital material. material Opening documents &
• Learner activity: Learners to complete AS 4. • AS 4 Using text in digitally using different
published products
• Teacher-facilitated practical activity: measurements (Maths)
Supply an appropriate brief to the learners. • ICT resources that can Health & Safety (English)
Learners use a range of techniques to acquire support the collation and
digital images and material for a prospective storage of images (Computers Mac Computers (ICT)
publishing product. with photo manipulation and
• Learner activity: All images to be transferred scanning software).
Links to other units:
and appropriately labelled into a single • Scanning equipment
location. Files to be stored onto a hard drive Unit 6 Website Production
• Sample brief for publishing
and transferred to external storage (CD or (Topic B2)
product
USB drive / memory stick).
• Learner activity: Complete AS 5. • ICT equipment and access to Visual language (English)
internet.
• Learner activity: Learners to work with Opening documents &
images from lesson 4 to enhance them. • AS 5 Using images in digitally using different
published products
• Learner activity: Learners to log which measurements (Maths)
techniques produce which results commenting • Photo / Image manipulation Health & Safety (English)
on their images before and after image software / freeware.
manipulation. Mac Computers (ICT)
• PS 7 Using digital tools
• Teacher presentation using PS 7 – 8 on • PS 8 Experimenting with
using and experimenting with digital tools. digital tools
• Teacher presentation using PS9 on naming, • PS 9 Naming, logging and
logging and storing digital images correctly. storing digital images correctly
 Topic B.4: Naming, logging and
storing digital materials correctly
• File names
• In appropriate format, e.g. PDF,
avi, jpeg, MP3
6 Assignment 3 to cover 2B.P4,
2B.M4, 2B.D4, 2B.P5, 2B.M5,
2B.D5
Use Project Brief and Task Sheets
provided by the tutor (PDF format).
Learning aim C Produce material for digital publication
7 Topic C.1: Develop concepts for a
digital publishing product
• initial ideas development
(brainstorming, discussion with
peers or teacher, research)
• consider current practice and
existing products (online
newspapers and magazines,
posters, DVD covers)
• consider publishing platform,
e.g. printed, the internet,
handheld devices
• review initial ideas, e.g. consider
alternatives
• modify ideas in light of available
resources
• produce a trial layout, e.g.
paper-based, on-screen.
GD0071LG - BTEC Level 2 AWARD IN CREATIVE DIGITAL MEDIA – UNIT 5 page 7 of 10
• Learner activity: Learners to work • Assignment 3
independently on Assignment 3. • ICT equipment and access to
internet. Photo / Image
manipulation software /
Adobe.
Digital Files:
• Unit 5 - Task Sheet aim B
• Teacher presentation: Discussion of • PS 10 Developing concepts Visual language (English)
developing concepts for digital publishing • Sample brief Mac Computers (ICT)
product using PS 10.
• Examples of existing media
• Small group activity: Learners discuss a products that are emulated by
sample brief and media product. Example Links to other units:
the brief.
brief: learners to contribute to an e-magazine Unit 2 Planning and
or website about their school/college. Groups Pitching a Digital Media
develop concepts for this brief. Product (Topic A2)
• Group discussion: Feedback results of
group discussion. How have different groups
responded to the brief? Lead a peer-
assessment of each group’s ideas and
concepts.
• Small group activity: Each group to assess
their original ideas after peer assessment and
suggest changes and modifications to their
concepts.
8 Topic C.2: Pre-production for a
digital publishing product
Planning portfolio: screen shots,
asset sources (e.g. images, videos),
test shots, prop/costume list, shot
list, styles, templates and formats,
(e.g. colours, font size, font types,
hierarchy of type, text and image
alignment, text wrap, page layouts,
compositional grids), page mock-
ups (e.g. thumbnail sketches,
annotated sketches, digital drafts).
9 Topic C.2: Pre-production for a
digital publishing product
Gathering resources: text, e.g.
information, captions; images, e.g.
photographs, drawings, cartoons;
graphics, e.g. charts, diagrams;
interactive materials, e.g. video,
audio, rollovers, links.
Combining materials: placement of
materials, e.g. captions, wrap
around images; placement of
interactive elements.
10 Topic C.3: Production of a digital
publishing product
Publishing product on publishing
platform:
• testing, e.g. for readability, for
interactivity
• resolution, e.g. images, text
• printing considerations, e.g. text
size, text font, image resolution
• interactivity, e.g. speed of
interaction.
GD0071LG - BTEC Level 2 AWARD IN CREATIVE DIGITAL MEDIA – UNIT 5 page 8 of 10
• Teacher presentation using PS 11, discuss • PS 11 Pre-production Visual language (English)
the necessary considerations when embarking • Template for production Mac Computers (ICT)
on a digital publishing project. schedules and source lists.
• Teacher-facilitated practical activity: • Examples of mood boards.
Learners to produce example planning Links to other units:
portfolios including schedules, acquisition / • ICT resources for learners to Unit 2 Planning and
source lists, mood boards. Consider at this produce their planning Pitching a Digital Media
stage learners working in pairs or groups to portfolios. Product (Topic A4, C2,
develop planning portfolios. • TF 1 Production schedule C3)
• Learner activity: Learners to use TF 1 to
create example schedules.
• Teacher-facilitated practical activity: • PS 12 Production Visual language (English)
Learners to produce a series of test layouts • ICT resources for learners to Mac Computers (ICT)
for a digital publishing project. Learners produce their planning
produce thumbnail sketches, font guidelines, portfolios.
colour swatches and grid layouts for their Links to other units:
product. Consider at this stage learners • Publishing software or
working in pairs or groups to develop test freeware. Unit 2 Planning and
layouts. Pitching a Digital Media
• TF 2 Thumbnail layouts Product (Topic A4, C2,
• Teacher presentation using PS 12. C3)
• Teacher presentation using PS 12. • Centre-devised Assignment 4 Visual language (English)
• ICT facilities to present the
• Teacher-facilitated practical activity: Mac Computers (ICT)
final work. Facility to record
Learners to work in pairs or groups to produce
presentations.
a digital product, based on the layouts and
planning portfolios created in Lessons 8 and • PS 12 Production Links to other units:
9. Unit 6 Website Production
• AS 6 Evaluating digitally
• Learner activity: Learners to present their published products (Topic C4)
products to the group and record feedback on
usability, difference between printed and
electronic versions, download speeds etc.
• Learner activity: Evaluations captured in AS
6.
 10 cont. Assignment 4 to cover 2C.P6,
2C.M6, 2C.D6, 2C.P7, 2C.M7,
2C.D7
• Files to be stored with an appropriate naming
Use Project Brief and Task Sheets
provided by the tutor (PDF format).
• Learner activity: Learners to work • ICT equipment and access to Visual language (English)
independently on Assignment 4. internet. Photo/Image/
Mac Computers (ICT)
manipulation and Video
format and file hierarchy in learners’ own drive Editing software/Adobe.
space. Evidence will be generated for centre- • ICT facilities to enable Links to other units:
devised Assignment 4. learners to transfer and log Unit 6 Website Production
captured images. (Topic C4)
• Access to internet. Publishing
software /Adobe.

Digital Files:
• Unit 5 - Task Sheet aim C

TOTAL: 30 hours

Notes/Evaluation: (e.g. changes to Scheme of Work)

HEALTH & SAFETY - (Please list relevant H&S hazards and strategies for lowering risk in your teaching environment, unless you are teaching in a specialist vocational
area, in which case please complete the relevant risk assessments, COSHH sheets and other H&S documents)

Exercise Risk of Assessment, Health and Safety

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 SCHEME OF WORK GUIDANCE NOTES FOR TUTORS:

1. This Scheme of Work (SOW) will be based on the specification for your course for all accredited courses, or it will be based on the standardised
outcomes already agreed with your team for non-accredited courses. This will ensure quality of courses across your curriculum area.

2. The SOW must outline the broad aims as well as the specific objectives of your course. The aims of your session plans will be based on the
learning outcomes.

3. The group profile should include anything specific that you will need to consider when planning differentiation strategies for your course or specific
resources to support learning.

4. In the planning of the programme the session topics will be dictated by the set aims.

5. The teaching and learning activities column will include how you will deliver the session and what activities the learners will partake in.

6. Some resources will be general to all sessions but you may need specific ones for some sessions, this will depend on your subject. Your
department may already have a bank of resources that the team shares. If not, it is time-saving to create one, be it on-line or physical resources.
For advice on technological resources you can contact your line manager for signposting to the relevant department. For help with accessibility on
computers contact the learning support team.

7. The assessments should include formative and summative examples.

8. Every learning programme should allow for some flexibility and you can change the order of topics or method of delivery and assessment to suit
your learners, as long as all aims and outcomes are covered. If you need to make any changes, annotate them in the Notes/Evaluation section.

Tutor, Lorenzo Andreani

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