Mapping for the BCS Digital Cre8or Award against National Curriculum ICT Key stage 3

statutory content.

National Curriculum ICT key Mapped to Digital Narrative

stage 3 Cre8or Syllabus
1. Key Concepts Unit

1.1 Capability

a) Using a range of ICT All units A - H The digital cre8or units require
tools in a purposeful the learner to use a variety of
way to tackle software packages and ICT
questions, solve devices to solve a wide range of
problems and create problems, create quality output
ideas and solutions of and achieve measurable
value. outcomes.

b) Exploring and using All units A – H Digital Cre8or encourages the

new ICT tools as they adoption of new ICT tools. As
become available. new software packages and
devices become available to
solve multi -media problems in
new ways they will be integrated
by teaching staff into the delivery
of the award.

c) Applying ICT learning All units A - H Digital Cre8or widens the breadth
in a range of of understanding and application
contexts and in other of ICT beyond traditional ‘office’
areas of learning, applications and into new areas
work and life. of creativity and communication.

1.2 Communication &

Collaboration

a) Exploring the ways All units A - H Digital Cre8or encourages new

ICT can be used to ways of creating information and
communicate, materials and it requires the
collaborate and share completion of a mandatory
ideas on a global sharing unit - communication
scale, allowing people using optical media or the
to work together in internet.
new ways and
changing the way in (Sharing units are Collaboration is encouraged in
which knowledge is Units F,G & H) the creation of the learners work
created. and it can be shared with
authorised others via the on-line
portfolio. With the use of the
internet their or no barriers to
learners sharing within the UK or
with overseas learners.

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Mapping for the BCS Digital Cre8or Award against National Curriculum ICT Key stage 3
statutory content.

1.3 Exploring ideas &

manipulating information

a) Solving problems All units A - H As the learner develops their on-

creatively by using line portfolio of work, they are
ICT to explore ideas encouraged to explore alternative
and try alternatives. methods of working and
techniques with constructive
feedback from peers, tutors and
assessors. ICT is used to
experiment with data,
manipulating it with various
devices and software

b) Using ICT to model Units A,B,D,E Learners are encouraged in the

different scenarios, e.g. A3.2-3.3 Creative units to consider the
allowing people to A9.2-9.5 alternative approaches that can
identify patterns and B3.1-3.4 be taken to create content and to
test hypotheses. B4.1-4.3 experiment to identify the effects
B7.2-7.5 of various ICT tools on materials

c) Manipulating Unit A (4.1-4.3) Learners will capture and

information and Unit A (5.1-5.4) manipulate digital data using a
processing large Unit A (6.2 – 6.3) variety of software packages and
quantities of data Unit A (7.1- 7.3) devices across the whole award.
efficiently. Unit A (8.1- 8.4)
Unit A (9.1- 9.5) The efficient manipulation of this
Unit A (10.1- 10.4) data using editing tools is integral
Unit B (4.1) to the award as is the successful
Unit B (5.2- 5.3) presentation of quality outcomes.
Unit B (6.2- 6.4)
Unit B (7.1- 7.5)
Unit B (8.1- 8.4)
Unit B (9.1- 9.3)
Unit B (10.1- 10.3)
Unit B (11.1- 11.4)
Unit C (10.1-10.4)
Unit D (5.1- 5.5)
Unit D (6.2 – 6.6)
Unit D (7.1-7.4)
Unit D (8.1-8.4)
Unit D (9.1-9.4)
Unit D (10.1-10.5)
Unit D (11.1-11.2)
Unit E (2.1-2.3)
Unit E (4.1-4.3)
Unit E (5.1)
Unit E (6.1-6.3)
Unit E (7.1-7.5)

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Mapping for the BCS Digital Cre8or Award against National Curriculum ICT Key stage 3
statutory content.

Continued… Unit E (8.1-8.5)

Unit E (9.1-9.2)
Unit F (5.1-5.4)
Unit F (6.1-6.3)
Unit F (7.1-7.4)
Unit F (8.1-8.5)

1.3 c) Manipulating Unit F (9.2-9.3)

information and Unit F (10.1-10.2)
processing large Unit G (3.2)
quantities of data Unit G (4.3)
efficiently continued Unit G (5.3)
Unit G (6.3)
Unit G (7.3)
Unit G (8.4)
Unit G (9.2)

Unit H (3.1)
Unit H (3.2)
Unit H (4.1-4.4)
Unit H (6.2-6.5)
1.4 Impact of technology

a) Exploring how ICT G8.1-8.3 Whilst this will be generally

changes the way we G9.1 discussed throughout the award,
live our lives and has H2.5 understanding is only assessed
significant social, as part of unit G, looking at the
ethical and cultural importance of emerging
implications. technologies such as: mobile
technologies, RSS, Web 2.0
and Podcasting

b) Recognising issues of Units A,B,D,E,F,H Five out of the seven units

risk, safety and e.g. explore the health and safety,
responsibility A11.1-11.3 copyright and intellectual
surrounding the use A12.1-12.3 property implications of the use
of ICT. of digital media technologies by
the learner as both user and
author. As five of the seven units
include this content, coverage of
these issues is mandatory.

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Mapping for the BCS Digital Cre8or Award against National Curriculum ICT Key stage 3
statutory content.

1.5 Critical evaluation

a) Recognising that A2.2, A3.2 At each stage in the creation of

information must not A9.5 the output required from the units
be taken at face B7.5 students are reminded of the
value, but must be B8.3-8.4 necessity of meeting the needs
analysed and Unit C of their users. Learners must
evaluated to take D5.5 evaluate fitness for purpose of
account of its D10.3-10.5 their output and learners will be
purpose, author, E7.1, 7.4 assessed on this. Students study
currency and context. E8.4-8.5 and analyse the moving image in
F8.5 Unit C.
F10.1-2

b) Reviewing and Units A,B,D,E,F,H As part of the activities in each

reflecting critically on unit the learners are required to
what they and others discuss their output and the way
produce using ICT. in which it was created. The
learner is required to critically
reflect on the tasks and ‘blog’
their thoughts constructively.

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Mapping for the BCS Digital Cre8or Award against National Curriculum ICT Key stage 3
statutory content.

National Curriculum ICT key stage 3 Mapped to Narrative

2. Key Processes Digital Cre8or
Syllabus Unit

2.1 Finding information

Pupils should be able to:

a) Consider systematically the A,B,D,E,F,G,H These units all pose

information requirements to e.g. differing problems for
solve a problem, complete a E3.1-3.3 students to solve requiring
task or answer a question, and different approaches to
explore how it will be used. solve them. Much of this
work is team project based
requiring discussion of the
key issues.

b) Use and refine search A,B,D,E,F,G,H The units all require

methods to obtain information e.g. research and the
that is well matched to E3 –E9 development of ICT based
purpose, by selecting solutions that are matched
appropriate resources. to the needs of the target
audience of each task.

c) Collect and enter quantitative A,B,D,E,H These units require

and qualitative information e.g. students to capture and
checking its accuracy. E8.4, 8.5 select data and media
relevant to the tasks in
hand. They must check
their inputs and ensure that
it is matched to the required
outputs.

d) Analyse and evaluate A,B,D,E,F,G,H Each of these units requires

information judging its value, e.g. students to edit and
accuracy, plausibility and bias. D4.1 -4.3 enhance material fit for the
intended audience.

A,B,D,E,F,G,H Students are asked to

e.g. evaluate the information
D4.3 content of their work via
blogs and self-assessments
for all units.

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Mapping for the BCS Digital Cre8or Award against National Curriculum ICT Key stage 3
statutory content.

2.2 Developing Ideas

Pupils should be able to:

a) Select and use ICT tools and A,B,D,E,F,G,H Each unit requires students
techniques appropriately, e.g. to choose the right tool for
safely and efficiently. B3.1, the job. This often requires
B5.1, a student to create content
B7.2, in one tool and utilise the
B10.1, end product in another tool
B11.1-11.4 for the completion of the
task.

b) Solve problems by developing, A,B,D,E,F,G,H The nature of the project

exploring and structuring e.g. based units requires
information and deriving new D4.1-D4.4 imaginative thinking to
information for a particular D5.1-5.5 create new concepts and
purpose. D6.1-D6.6 approaches. The learner
D7.1-D7.4 must then gather
information and process it
into meaningful outputs.

c) Test predictions and discover A,B,D,E,F,G,H Due to the project based

patterns and relationships, e.g. nature of the units much of
exploring, evaluating and A3.2-3.3 the work requires
developing models by B7.2-7.5 independence of thought
changing rules and values D5.3-5.5 and action. Learners will
E2.1-2.3 consider possible outputs
E3.1-3.3 based on different
E4.1-4.3 techniques that could be
E5.1-5.2 employed and then explore
E6.1-6.3 options and develop those
ideas based on
experimentation and
experience.

d) Design information systems A,B,D,E,F,G,H Each of these units

and suggest improvements to reinforces the systematic
existing systems use of the ICT tools used
with regard to each task
being assessed. The learnt
processes are based on
industry practices. As the
learner progresses they will
debate and blog their
thoughts and evaluate how
they could have improved
their own outputs and the
technical processes used to
complete them.

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Mapping for the BCS Digital Cre8or Award against National Curriculum ICT Key stage 3
statutory content.

e) Use ICT to make things A,B,D,E,F,H Each Create and Sharing

happen by planning, testing e.g. unit will require that
and modifying a sequence of A8.1 – 8.4 processes are considered,
instructions, recognising where planned and completed as
a group of instructions needs efficiently as possible.
repeating, and automating ICT tools will be employed
frequently used processes by in tasks to ensure a
constructing efficient business-like economy of
procedures that are fit for effort.
purpose.

f) Bring together, draft and refine A, B,D,E,F,H All Create and Sharing units
information, through the e.g. will require the
combination of text, sound and B11.1-11.4 amalgamation of media,
image. D9.1-9.3 including text, sound and
D10.1-10.5 images (still and moving)
E6.2-6.3 into materials conceived
E7.1-7.4 and developed to be
F5.1-5.3 appropriate to the task.
F7.1-7.4

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Mapping for the BCS Digital Cre8or Award against National Curriculum ICT Key stage 3
statutory content.

2.3 Communicating information

Pupils should be able to:

a) Use a range of ICT tools to A,B,D,E,F,G All Creative and Sharing

present information in forms e.g. modules use differing ICT
that are fit for purpose, meet A9.5 tools to present and
audience needs and suit the A10.1-10.4 communicate information
content. effectively depending on the
B7.2-7.5, context in which the unit is
B8.1-8.4 being taught and the
B9.1-9.3 requirements of the
B10.1-10.3 assessment task.

b) Communicate and exchange A,B,D,E,F,G These practical modules

information (including digital e.g. require learners to consider
communication) safely, A11.1 – 11.3 secure and responsible use
responsibly and securely. A12.1 – 12.3 of their work.
B10.1 -10.3 Learners will complete at
G4.3 least one unit on sharing
G6.3 their work using optical or
G8.4 web media.

c) Use technical terms A,B,C,D,E,F,G Throughout the award

appropriately and correctly learners are expected to
correctly apply technical
terminology in their work
including the self
evaluations and the analysis
in their blog.

A whole unit (C) is devoted

to film language, ensuring
the learner has the
opportunity of learning film
industry terminology and
gain some experience
applying that knowledge in
their work

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Mapping for the BCS Digital Cre8or Award against National Curriculum ICT Key stage 3
statutory content.

2.4 Evaluating
Pupils should be able to:

a) Review and modify and A,B,C,D,E,F,G All modules encourage user

evaluate work as it progresses, self evaluation and the
reflecting critically and using progressive incorporation of
feedback ideas from feedback from
peers and tutors.

b) Evaluate the effectiveness of A,B,C,D,E,F,G Learners are encouraged to

their own and others’ uses of ‘blog’ their reflections on the
ICT to help them develop and work they have done and
improve their ideas and the the tools they have used.
quality of their work. They discuss their method
and outcomes with peers
and teachers so that they
can develop their abilities.

c) Reflect on what they have A,B,C,D,E,F,G All units will require the
learnt and use these insights e.g. learner to reflect on their
to improve future work C3.4 learning and use their new
C6.3 found knowledge and
C7.4 experience to improve their
C8.3 work both in terms of
D5.1-D5.5 method and output.
During the course each
learner must complete a
‘blog’ which will document
and evidence their reflection
and developing abilities.

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Mapping for the BCS Digital Cre8or Award against National Curriculum ICT Key stage 3
statutory content.

National Curriculum ICT Mapped to Narrative

key stage 3 Digital Cre8or
3. Range & Content Syllabus
Unit
The study of ICT should
include:

a) Use of increasingly All units A - H Each of the eight Digital Cre8or units
demanding requires the learner to obtain
problems and more information in differing formats, to
complex information solve a wide range of problems, in
from a wide range of variety of contexts, and create quality
sources in a variety output in a variety of disciplines using
of contexts a range of digital media types.

b) Use a range of ICT All units A - H The leaner is required to use a variety
tools to meet the of software packages and ICT devices
needs of the user in achieving the award.
and solve problems. Digital Cre8or encourages the
adoption of new ICT tools.

As new software packages and ICT

devices become available to solve
multi -media problems in new ways,
they can be integrated into the award
either by teaching staff or though
independent innovation by the learner.

Digital Cre8or widens the breadth of

understanding and application of ICT
beyond traditional ‘office’ applications
and into new areas of creativity and
communication that are relevant to the
lifestyle and careers of learners.

c) Developing an
understanding of the
need to:

• Employ safe working A12.1-12.3 Six Digital Cre8or units explore the
practices in order to B13.1-13.3 health and safety implications of the
minimise physical stress D13.1-13.3 use of digital media technologies by
E11.1-11.3 the learner as both user and author.
F12.1-12.3 Coverage of these issues is
H8.1 mandatory.

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Mapping for the BCS Digital Cre8or Award against National Curriculum ICT Key stage 3
statutory content.

Continued….
It is integral to all of the units that work
• Keep information All units A-H is up loaded to the digital portfolio
secure which is password protected, as such;
the importance of the security and
integrity of digital data is stressed
through-out the course.

Learners are required to manage the

• Manage information, All units A-H capture and integration of information
storage and access to e.g. from a variety of multi-media sources
secure content and A2.1,2.2 to achieve a wide range of outputs.
enable efficient A4.1-4.3 The learner will be required to
retrieval. A5.4 understand and demonstrate the
B6.2-6.4 variety of file formats appropriate for
B7.1 each task they undertake.
C10.1, 10.4
D2.1-2.2 The learner will have to save their
D6.2-6.6 work in an appropriate format at each
D7.1-7.4 stage and demonstrate that the work
D8.1-8.4 has been stored in a logical structured
D9.1-9.3 filing system for efficient retrieval.
D10.1,10.2
D11.1,11.2 Throughout the Digital Cre8or award
E5.2 the learner will be preparing multi-
E6.1-6.3 media materials that must be
E7.5 designed to be suitable for retrieval
F3.1,3.3 and use by end-users.
F5.5
F6.1-6.3
F9.1-9.3
F10.1,10.2
G3.1-3.3
G4.1-4.3
G5.1-5.3
G6.1-6.3
H6.2-6.5
The Digital Cre8or award focuses on
d) The impact of IT on A11.1-11.3 the assessment of the learners
individuals, B12.1-12.3 understanding and practice of
communities and D12.1-12.3 copyright and intellectual property
society, considering E10.1-10.3 issues both as a user and author.
the social, F12.1-12.3 This is an important issue in the digital
economic, legal and H2.5 H7.1-7.3 era when infringement is so
ethical implications widespread and damaging to the
of access to and use creative industries.
of, ICT.

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Mapping for the BCS Digital Cre8or Award against National Curriculum ICT Key stage 3
statutory content.

National Curriculum ICT key Mapped to Digital Narrative

stage 3 Cre8or Syllabus
Unit
4. Curriculum
opportunities

The curriculum should

provide opportunities for
pupils to:

a) Make choices about All units A - H The digital cre8or units require
when and where it is the learner to choose appropriate
appropriate to exploit software packages and ICT
technology to support devices to help them solve a
them in their learning wide range of problems and
and in everyday life. create outputs related to their
learning and everyday lives.

b) Work creatively and All units A – H Digital Cre8or encourages the

collaboratively. learner to produce creative
output in a structured way using
a wide range of digital media
tools. It encourages learners to
expand their experience of
various digital media and gives
them a creative outlet.

Digital Cre8or promotes team

work and collaboration, though
project work where the sharing of
experiences and materials is
encouraged.

c) Be independent, All units A - H Digital Cre8or widens the breadth

discriminating and of understanding and application
reflective when of ICT so that learners can utilise
choosing to use a wider range of ‘tools’ to create
technology new outputs using their newly
developed skills and ideas.

The award allows the learner to

utilise the software they believe
is most suited to the task at hand
and therefore be independent
and discriminating in their choice
of technology.

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Mapping for the BCS Digital Cre8or Award against National Curriculum ICT Key stage 3
statutory content.

Continued… The learner is also required to

reflect constructively on their use
of ICT tools during the course
using a dedicated ‘blog’ which is
open to the assessor for
discussion and feedback.

d) Apply ICT to real- All units A - H The tasks that are required of the
world situations when learner in each unit are real-
solving problems and world problems and they will use
carrying out a range a wide range of industry standard
of tasks and workflows, software and devices
enquiries to create quality solutions.

e) Share their views All units A - H Throughout the Digital Cre8or

and experiences of course of study the learner is
ICT, considering its encouraged to cooperate and
range of uses and its collaborate with others.
significance to As they progress they are
individuals, required to reflect on their work
communities and and evidence their constructive
society analysis of their methods and
output in a ‘blog’ (on-line diary).

f) Use ICT in other All units A - H Digital Cre8or gives learners the
subjects and areas of opportunity to learn new skills in
learning with areas which they are unlikely to
contexts that are have already studied.
relevant and
interesting to them. Digital media is appealing to
learners; it is highly relevant to
their lifestyles. The teaching of
digital media using Digital Cre8or
allows of personalisation in the
subject matter within tasks,
keeping the work highly relevant
to the individual.

Digital Cre8or also presents

opportunities for teachers and
learners to expand the range of
tools used to learn and
communicate in other subject
areas. For example producing a
‘podcast’ instead of an essay in
any area of the curriculum is
exciting and allows expression in
less traditional ways.