Digital Media

Digital Media


The theme of the World Tour continues with an captivating look into the world of digital media including exciting opportunities to design and produce high quality graphics and professional quality audio clips. The unit begins with students analysing features of graphics packages to help them create a logo for their World Tour, providing feedback via an online platform. Students who have attended music festivals will be familiar with wristbands and the next stage involves them designing and creating their own to wear and evaluate. Students then embark on a series of challenging activities involving the use of Audacity to record (headsets at the ready!) and construct a professional quality podcast. They will be encouraged to handle compressed files correctly, demonstrate their understanding of digital sound fundamentals, sequencing and effects. Finally, students create a suite of products for assessment.

Lesson by lesson key content

Indicative content
1 Analyse web graphics to identify the features used to create them; explore graphics editing features; create a logo for your world tour; provide informal feedback. Comparing vector and bitmap graphics.
2 Design a wristband for your world tour; make your wristband using a graphics package; print your wristband then provide verbal feedback to another pupil. BBC - Advanced computer graphics worksheet.
3 Experimenting with sound editing; correctly sequence a sound clip; apply effects to a sound clip. Sound recording and digital sampling.
4 Record your own answers to a series of questions; use various sound editing features to record an interview. Writing a newcast.
5 Peer review your newscast homework; Tour Task 2 : chatshow guest appearance. Completing self evaluation.
6 Introduction section write up; making the newscast, passcard and Animoto video; self-assessment section write up; evaluation section write up. There is no homework for this lesson.

Computing curriculum content

  • Understand how data of various types (including text, sounds and pictures) can be represented and manipulated digitally, in the form of binary digits;
  • Undertake creative projects that involve selecting, using, and combining multiple applications, preferably across a range of devices, to achieve challenging goals, including collecting and analysing data and meeting the needs of known users;
  • Create, reuse, revise and repurpose digital artefacts for a given audience, with attention to trustworthiness, design and usability;
  • Understand a range of ways to use technology safely, respectfully, responsibly and securely, including protecting their online identity and privacy.

Literacy curriculum content

  • Learning new vocabulary, relating it explicitly to known vocabulary and understanding it with the help of context and dictionaries;
  • Making inferences and referring to evidence in the text;
  • Knowing the purpose, audience for and context of the writing and drawing on this knowledge to support comprehension;
  • Writing for a wide range of purposes and audiences, including notes;
  • Summarising and organising material, and supporting ideas and arguments with any necessary factual detail.

Numeracy curriculum content

  • Use the number line as a model for ordering of the real numbers.