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iMedia (ICT)

We want our students to understand and play an active role in the digital world that surrounds them, not to be passive consumers of an opaque and mysterious technology. A sound understanding of ICT concepts will help students see how to get the best from the digital systems they use, and how to solve problems when things go wrong. In a world filled with technology, every school-leaver should have an understanding of ICT and be digitally literate.

ICT at Teesdale School and Sixth Form is an immersive experience, exposing students to fundamentals such as Microsoft Office, which is an essential tool for most jobs in today's workforce, and other communication and collaborative software such as Microsoft Teams; creative computing such as image manipulation, website and computer game development, which teaches young people how to express their creativity in an informed and responsible way and encourages them to reflect on what they produce and strive for excellence; and finally, computer science concepts such as how computers work and developing coding solutions, using multiple programming languages, to real-world problems, which develops critical thinking and problem-solving skills that are essential in future life.  

Throughout the key stages, students will encounter a range of software, completing project-based tasks and providing solutions to given scenarios. Topics such as e-safety and cultural issues of ICT are core are included. These include the impact of technology on daily life, the “digital divide” and globalisation.  

As well as following the curriculum, students will be encouraged to read for pleasure, experiencing a diverse range of literature as a platform for exploring new ideas, developing critical thinking skills and learning more about the world around them. 

Students enjoy ICT because it is varied, fast-paced and fun. Every student is inspired to believe in their potential and to aim high. Careers within the digital sector are the fastest growing sector today, predictions estimate there will be twice as many jobs than candidates to fill them in the coming years. We have devised our ICT curriculum with this in mind so students acquire a grounding towards knowledge, skills and understanding that a growing number of employers are demanding. 

It’s not only ICT lessons that are exciting at the school. ICT teachers also facilitate range of ICT extra-curricular clubs, from computer games to coding. These clubs are growing in popularity with our students.  

Curriculum information 

Year 

Autumn 

Spring 

Summer 

E-Safety including cyber bullying and digital footprints. 

 

Office Skills including email, Teams and online systems use. 

Introduction to computer systems including hardware, software, storage devices, networks and network security.  

Photoshop, looking at image manipulation in the media and using skills learnt to create an image based on a given scenario. 

 

Scratch, a high-level block-based visual programming language where students learn coding concepts and develop a game based around the classic PONG theme. 

E-Safety including body image and social media. 

 

Website Development, creating websites, embedding videos, sounds and links. Together with HTML coding. 

Intermediate computer systems including binary, sorting algorithms, network topologies, computer logic and data representation. 

 

Introduction to Spreadsheets including spreadsheet models, financial models, validation and macros. 

GameMaker, a high-level visual programming language where students learn coding concepts, basic scripting and develop a maze game of their own theme, similar to that of PAC MAN. 

E-Safety including grooming, inappropriate content and messaging. 

 

Comic Strips, looking at the history and uses digital graphics within comic strips and beyond, culminating in creating a comic strip using Photoshop. 

Interactive Multimedia Products, students design and create a product for a given scenario, including video, sound, and animation. (2021-22 only) 

 

Python including sequence, selection, iteration and string manipulation. (From Sept 2022) 

 

GameMaker, a high-level visual programming language where students learn coding concepts, basic scripting and develop a maze game of their own theme, similar to that of PAC MAN. (2021-22 only) 

 

Interactive Multimedia Products, students design and create a product for a given scenario, including video, sound, and animation. (From Sept 2022) 

 

Enterprise including how and why new business/product ideas come about, marketing and branding. 

10 

Creating digital graphics 

 

Students learn about digital graphics editing for the creative and digital media sector. They will learn where and why digital graphics are used and what techniques are involved in their creation.  

 

This unit will develop student’s understanding of the client brief, time frames, deadlines and preparation techniques as part of the planning and creation process.  

 

On completion of this unit, students will understand the purpose and properties of digital graphics and know where and how they are used. They will be able to plan the creation of digital graphics, create new digital graphics using a range of editing techniques and review a completed graphic against a specific brief. 

Creating interactive multimedia products 

 

Students learn about interactive multimedia products for the creative and digital media sector.  

 

Students will learn where and why interactive multimedia is used and what features are needed for a given purpose. It will enable them to interpret a client brief, and to use time frames, deadlines and preparation techniques as part of the planning and creation process when creating an interactive multimedia product.  

 

On completion of this unit, students will understand the purpose and properties of interactive multimedia products, be able to plan and create an interactive multimedia product to a client’s requirements and review it, identifying areas for improvement. 

Creating interactive multimedia products 

 

Students learn about interactive multimedia products for the creative and digital media sector.  

 

Students will learn where and why interactive multimedia is used and what features are needed for a given purpose. It will enable them to interpret a client brief, and to use time frames, deadlines and preparation techniques as part of the planning and creation process when creating an interactive multimedia product.  

 

On completion of this unit, students will understand the purpose and properties of interactive multimedia products, be able to plan and create an interactive multimedia product to a client’s requirements and review it, identifying areas for improvement. 

11 

Pre-production skills 

 

Students formally learn the underpinning knowledge and skills needed to create digital media products and gain an understanding of their application. 

 

On completion of this unit, learners will understand the purpose and uses of a range of preproduction techniques. They will be able to plan the pre-production of a creative digital media product to a client brief and will understand how to review pre-production documents. 

Designing a game concept 

 

Students learn the basics of creating digital games and their environments for the creative and digital media sector. It will enable learners to create a playable game from an existing design or brief. It will enable them to interpret a client brief, and to use time frames, deadlines and preparation techniques as part of the planning and creation process when creating a digital game.  

 

On completion of this unit, learners will be aware of different types of digital games creation software, hardware and peripherals. They will be able to plan a digital game, create and edit the digital game and test the digital game with a client or focus group, identifying any areas for improvement. 

Designing a game concept 

 

Students learn the basics of creating digital games and their environments for the creative and digital media sector. It will enable learners to create a playable game from an existing design or brief. It will enable them to interpret a client brief, and to use time frames, deadlines and preparation techniques as part of the planning and creation process when creating a digital game.  

 

On completion of this unit, learners will be aware of different types of digital games creation software, hardware and peripherals. They will be able to plan a digital game, create and edit the digital game and test the digital game with a client or focus group, identifying any areas for improvement. 

I enjoy learning about computers and using the programs to develop my own skills. I love the freedom when you create your own project and can add things that you find interesting to it.
Year 11 student
It’s interesting learning about the internet, what goes into websites and the uses and effects of social media.
Year 11 student