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 24/04/2021 to 26/06/2021
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 6: Website Production By the end of the course Learners should be able to:
Outline and discuss specific product examples
• able to explain the context and purposes of websites
Learning aim A: Know the context and purposes of websites with reference to a range of illustrative examples. The
Topic A.1 Websites in context examples chosen should be clearly explained in terms
• the internet (computer network) of their purpose and uses.
• the world wide web (WWW)
• web browsers as the software used to view websites • able to outline the context in which websites exist and
Topic A.2 Why do we use websites? summarise some of the purposes and uses with
• to inform (news, articles, research reports, libraries) reference to some of the topic content.
• to educate (learning, revision, tutorials, courses, assessment)
• to persuade (advertising, pressure groups, politics, views and opinions) • able to identify and describe the features of static and
• for e-commerce (shopping, banking, buying and selling) dynamic websites as well as the key technical
• for storage (archives, cloud, download, libraries) considerations.
• for sharing (music, video, photography, files, programs, code)
• for social interaction (social networking, online gaming, discussion forums, email, • show evidence of evaluation and comparison as a
feedback, comments, conferencing, registration, logins, data collection, feedback). result of functionality, quality and usability testing
across different browsers and, if possible, platforms.
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Existing websites: • evidence an outline of some of the criteria for testing
• genres (corporate, shopping, social, entertainment, news, personal, educational) websites.
• specific examples within genres
• use of elements (navigation, page layout, content and presentation).

Learning aim B: Know the technical requirements for website production

Topic B.1 What is a website and how does it work?
• static websites:
• dynamic websites
• file management; organisation of folders and files for websites
• the structure behind web pages
• view web page code
• design and control of the visual content of web pages: o page properties
• web standards: WC3 (World Wide Web Consortium)
• preparation for: file size, file compression and file optimisation

Learning aim C: Produce and review a functioning website

Topic C.1 Web authoring
• manual coding of html in text editing software
• automatic html authoring software or WYSIWYG (What You See Is What You Get)
web authoring software
Topic C.2 Preparing to build a website
• the purpose of the brief
• an identified target audience and the purpose of the site
• name of the website
• designed content pages for inclusion in the website
• folder set-up and file management for the website
• preparation of multimedia content for the website, e.g. text, images, video, forms,
audio/sounds, animation, interactive elements (flash, games).
• a planning portfolio: screen shots, templates and formats, colours, font size tests, font
types tests, text and image alignment, mock-ups of page layouts, sketches, digital
drafts, navigation; sitemap, sourced assets
• house style design for the website, e.g. colour palette, fonts.
Topic C.3: Build a website
• Use of planning to build a website.
• Use of web design software to build a website.

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Production:
• web authoring
• organisation of root folder
• creation and saving of home page as ‘index.html’
• writing titles of pages (different from the file name and what the audience will see in
the browser’s title bar)
• creation of page layout from plans and organised using CSS or tables
• design, creation and insertion of masthead or titles
• insertion of navigation hyperlinks between pages using text, images or buttons
• addition of content to pages, e.g. heading or logo, images, text
• previews of web pages in a web browser
• hyperlinks check
• problem solving (fixing glitches in layout).

Topic C.4 Test the function of the completed website

• functionality

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 the context and purposes of websites
1 cont. Topic A.1 Websites in context • Teacher presentation: To establish the • Computers and internet Visual language (English)
The infrastructure is the basic, difference between the internet and the web. access Health & Safety (English)
underlying framework or features of • Whole class activity: Discussion and mind • Presentation to include a
a system and in the context of mapping the different ways that the learners model of timeline
use the internet. Links to other units:
websites this framework includes the • PowerPoint Activities
following: • Group activity: Research using internet, Unit 1: Digital Media
• Adobe Spark Activities Sectors and Audiences
• the internet (computer network) historical timeline and development of the
internet. Start timeline from the invention of the • SimpleSite.com
o internet address URL (Uniform computer to the invention of the internet,
Resource Locator) highlighting original academic use.
o storage on a remote server. • Class discussion: Feedback timelines to
peers, highlighting movement toward websites,
highlighting specific examples of the different
types of websites.
2 Topic A.1 Websites in context • Teacher-led discussion: Discuss what web • Computers and internet Visual language (English)
(cont.) pages are and how they are built. Discuss what access Opening documents &
• the world wide web (WWW) the content of pages is, what hyperlinks are,
using different
showing examples.
o information retrieval service of measurements (Maths)
the internet • Group activity: Learners to be directed to
examples of web pages (e.g. BBC Bite-Size) Health & Safety (English)
o web pages and asked to identify common characteristics Presentation (English)
o content of a web page.
o hyperlinks • Teacher input: Present an understanding of
• web browsers as the software what a web browser is.
used to view websites, e.g. • Paired activity: Learners to compare and
Internet Explorer, Google contrast web browsers.

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 Chrome, Firefox, Safari,
browsers for mobile phones and
other mobile devices.
2 cont. Topic A.2 Why do we use • Teacher presentation: The purposes and • Computers and internet Visual language (English)
websites? uses of websites. access Opening documents &
Websites are built to be used by • Teacher-led discussion: Explore the different • PowerPoint Activities using different
specific audiences for a clear purposes of websites. • Adobe Spark Activities measurements (Maths)
purpose. These purposes are: • Group activity: Explore purposes of websites • SimpleSite.com Health & Safety (English)
• to inform and find examples. Presentation (English)
• Assignment 1
• to educate • Class activity: Feedback examples of
websites and learners to list under each
• to persuade British Values in class:
purpose at front of class. Discuss how some
• for e-commerce websites will have more than one purpose. • Individual liberty
• for storage • Individual activity: Learners to record
• Tolerance &
• for sharing purpose of a chosen website.
Mutual respect
• for social interaction • Learner activity: Learners work individually on
assignment work.
• Existing websites:
Links to other units:
o genres
Unit 1: Digital Media
o specific examples within Sectors and Audiences
genres
o use of elements
Assignment 1 to cover 2A.P1,
2A.M1, 2A.D1, 2A.P2, 2A.M2, 2A.D2
Use Project Brief and Task Sheets.
Learning aim B: know the technical requirements for website production

3 Topic B.1 What is a website and • Teacher introduction: Learners to be • Computers and internet
how does it work? provided with a basic html code which Teacher access
A website is made up of connected then types in notepad and puts into a web • PowerPoint Activities
web pages, containing information browser. Learners shown how to add in colour
displayed in a web browser. The etc. and how to edit html code. • Adobe Spark Activities
content on a website can include • Teacher input: Explain the difference between • SimpleSite.com
text, images, video, sound, static and dynamic websites.
animation and interactive elements.
There are two main types of • Individual activity: Learners to define and
website: research two different static and dynamic
websites.
• static websites.
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 • dynamic websites.

3 cont. B.2 Designing a website: • Teacher presentation: Show a website that • Computers and internet Visual language (English)
technical and creative will be used throughout lesson that is suitable access Opening documents &
considerations for learner level. Present file management. • PowerPoint Activities using different
In order for a website to function Demonstrate the movement of an image out of
a file and how file management is so useful. • Adobe Spark Activities measurements (Maths)
effectively it must be well designed.
• SimpleSite.com Health & Safety (English)
Key technical considerations in • Small group activity: Create folders for
website design are: content in websites. Presentation (English)
• File management • Teacher input: Using an example website
• The structure behind web pages show the code in this website and highlight the British Values in class:
structure. Explain what tags are and how they
• View web pages code come in pairs. Explain design and control of • Individual liberty
• Design and control of the visual websites. • Tolerance &
content of web pages • Paired activity: Place code on one side, and Mutual respect
• Web standards the site on the other. Teacher to model drawing
• Preparation for: file size, file a line between code and feature on VLE.
compression and file Learners to link the rest of the features up.
optimisation • Homework activity: Learners to prepare
questions for Guest Speaker in Lesson 7.

4 B.2 Designing a website: • Teacher presentation: Explain preparation of • Computers and internet Visual language (English)
technical and creative file size. Describe what each of the file types access Opening documents &
considerations (cont.) are.
using different
• content/media file types: • Group activity: Class to be divided into five measurements (Maths)
o images groups and each group has one file type
(image, video, audio, animation, objects). Presentation (English)
o video Learners to research it further and feedback on
o audio the full term (where necessary), the definition
o Animation of each and provide an example.
• preparing images • Teacher presentation: Discuss creative
considerations of a website and ask learners to
• navigation think about what they like to see when visiting
• accessibility a site.
Key creative considerations in • Guest speaker: Website designer to come and
website design include aesthetic, speak to class and demonstrate how they
layout, originality, composition, create a site map, thinking about navigation
navigational ease, range of media, and accessibility; how they prepare images,
level of interactivity.

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 audio and video and how they make decisions
about design and layout.
• Learner activity: To ask prepared questions.
5 Assignment 2 to cover 2B.P3, • Learner activity: Learners work individually to • Computers and internet
2B.M3, 2B.D3, 2B.P3, 2B.M3, 2B.D3 complete assignment work. access
Use Project Brief and Task Sheets • Assignment brief 2
provided by the tutor (PDF format).
Learning aim C: Produce and review a functioning website
6 Topic C.1: Web authoring • Teacher presentation: To introduce web Visual language (English)
authoring. Demonstrate to learners the Opening documents &
There are two main methods used
software that they will use later. Learners can
to write the code, which controls the using different
use an example of the manual code they wrote
design and function of a website. measurements (Maths)
These methods are: in lesson 5 to demonstrate how they can use
automatic software. Health & Safety (English)
• manual coding of html in text Presentation (English)
editing software, e.g. Notepad • Individual activity: Learners take their manual
code and work with it in the html software,
o process adding pictures and change colours etc. to the
o advantages and code they have already created.
disadvantages.
• Individual activity: Learners to explain the
• automatic html authoring use of the processes and advantages and
software or WYSIWYG (What disadvantages.
You See Is What You Get) web
authoring software, internet
downloadable software
o process
o advantages and
disadvantages.
7 Topic C.2: Preparing to build a • Teacher presentation: Introduce brief for a • Computers and internet Links to other units:
website mini-project (this should not be too similar to access Unit 1: Digital Media
the assignment brief). Learners may work in • Class discussion: other Sectors and Audiences
For the website to be constructed pairs or small groups to respond to the brief
efficiently the project must be well learners to peer assess the Unit 2: Planning and
and develop their skills. pitches and vote for their
planned, prepared and organised Pitching a Digital Media
and must consider: • Group activity: Learners to mind map, using favourites. Product
coloured pens, a plan for a potential website,
• the purpose of the brief
taking into consideration factors including
• an identified target audience name, purpose, audience etc.
and the purpose of the site

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 • name of the website • Group activity: Learners to record a pitch for
• designed content pages for this planned website and present these to
inclusion in the website class. The pitch should include a mock-up of
the home page that could be circulated to the
class.
8 Topic C.2: Preparing to build a • Teacher presentation: To explain what a • Computers and internet Links to other units:
website (cont.) planning portfolio should contain. Include access Unit 1: Digital Media
screenshots of templates etc. Explain the Sectors and Audiences
• folder set-up and file different formats that the portfolio could be
management for the website presented in and ask learners to consider the Unit 2: Planning and
• preparation of multimedia best way. Pitching a Digital Media
content for the website Product
• Individual activity: Learners to look back at
• a planning portfolio their mind maps and complete a planning
• house style design for the portfolio for the planned website. Break the
website portfolio down into small time sections so that
learners are concentrating on fonts etc. Design
a mock-up of a page layout.
• Individual activity: Learners to complete to-do
list for assets, list types of image needed, video
etc.
• Paired activity, Learners to create text,
images, audio and video assets (likely to
involve out of class time).
• Paired activity: Learners to create folder set-
up and ensure learners record file names. For
certain assets, ask learners to create the alt-
tags.
8 cont. Topic C.3: Build a website • Teacher presentation: Demonstrate to • Computers and internet Links to other units:
learners how the material in the portfolio, access Unit 2: Planning and
• Use of planning to build a
including mock-ups, can be converted into a Pitching a Digital Media
website.
working website. Product
• Use of web design software to • Teacher-led activity: Guide learners through
build a website. the setting up of a home page for their website
• Production and ensure it is saved correctly. Lead them
• web authoring through writing titles of pages.
• organisation of root folder • Paired activity: Learners to create their pages
and keep a log of assets and record where
• creation and saving of home hyperlinks don’t work, colour matching, what
page as ‘index.html’
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 • writing titles of pages fonts actually use = recording of processes and
decisions taken.
• creation of page layout from
plans and organised using CSS
or tables
• design, creation and insertion of
masthead or titles
• insertion of navigation
hyperlinks between pages using
text, images or buttons
• addition of content to pages,
• previews of web pages in a web
browser
• hyperlinks check
• problem-solving (fixing glitches
in layout).
9 Topic C.4: Test the function of the • Teacher presentation: To explain the key • Computers and internet Visual language (English)
completed website concepts of testing website functionality. access Opening documents &
Ensuring the finished website is fit • Paired activity: Learners to test their website using different
for purpose and that the target functionality. measurements (Maths)
audience can experience it in the • Paired activity: Learners to test each other’s Health & Safety (English)
way intended. Carry out checks and website. Use the checklist grid – ask them to
tests on the following: Presentation (English)
mark out of ten.
• functionality: • Class discussion: Feedback on what learners
o usability thought of each other’s websites and how the British Values in class:
o quality learner would improve their website after • Individual liberty
o working links feedback.
• Tolerance &
o visible content • Paired activity: After feedback, learner to
evaluate functionality, quality and usability for Mutual respect
o browsers
their website.
o platforms
o bandwidths (file size download
times)
o accessibility
9 cont. Assignment 3 to cover 2C.P6, • Learner activity: Learners work individually to • Assignment 3
2C.M6, 2C.D6, 2C.P7, 2C.M7, complete assignment work.
2C.D7, 2C.P8, 2C.M8, 2C.D8

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 Use Project Brief and Task Sheets
provided by the tutor (PDF format).
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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