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Scheme of work

Guided learning hours (GLH): 30 Number of lessons: 15

Duration of lessons: 2 hours

Learners should spend lesson time and non-supervised time working on assignments.

Key

AS: Activity Sheet TF: Template Form

LA: Learning Aim PS: Presentations Slides SB: Student Book

Whiteboard expected for every lesson to help explain topics, issues raised by learners and for classroom activities. Learner internet access expected.

Lesson Unit content Activities Links to other units Resource checklist

Learning aim A: Understand the applications and features of digital animation products

1 Types of animation

Flick book, cel animation, stop motion, cut-out, rotoscoping, skeletal animation, Flash animation, computer-generated imagery (CGI)

Introduce learning aim A using

PS 1–PS 10 Learning aim A.

Teacher-led discussion of different types of animation.

Group activity: make a flick book or stop motion fridge letters animation.

Concluding activity: learners present their animations.

Discuss how the animation the learners will complete will be used in their digital portfolio (Unit 3: A Digital

Portfolio), and how they

should document the process of developing their animation for inclusion in their portfolio.

SB pp. 116–117

PS 1–PS 10 Learning aim A

LP Week 1

Paper pads for flick books Fridge letters and a metal surface (for them to stick to) Digital camera and tripod Clips of animation examples 2 Applications of digital animation

Applications and purpose of digital animation, including different existing digitally animated products and the effect they have on different audiences

Teacher-led discussion on applications and features of digital animation.

Individual work: Learners research different types and

Discuss image types and resolution related to Unit 6:  Creating Digital Graphics.

SB pp. 118–121

AS 1 Types and purposes of

animation

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Lesson Unit content Activities Links to other units Resource checklist Features of digital animation

Features of computer-animated products, e.g.: type of animation, 2-D and 3-D models, image type (bitmap/photo and vector), frames per second, resolution, timing and length, special effects (motion blur/fade, rendering effects, morphing, camera angles), audio (speech, music, sound effects)

purposes of animations using AS 1

Types and purposes of animation.

Conclusion: learners present their findings.

3 Assignment 1 covering 2A.P1, 2A.M1, 2A.D1

Centre-devised assignment. Alternatively, use the free assignment from Pearson.

Learner activity: Learners work individually on assignment work.

Assignment brief: Learning

aim A

Learning aim B: Design a digital animation product

4 What goes into the design? Intended audience (age, gender, interests), purpose and requirements (as defined in a brief)

Introduce learning aim B using

PS 11–PS 19 Learning aim B.

Teacher-led discussion on different audience characteristics and what appeals to them.

Teacher-led discussion on design techniques and the importance of the design step.

Practical session with learners creating an outline design idea which appeals to a specific audience.

Conclusion: learners present and discuss their design ideas.

Design is covered in all the sector units so there may be some overlap.

SB p. 122

PS 11–PS 19 Learning aim B

Clips of animation examples

5 What goes into the design? Storyboards containing panels which outline the main assets (characters, objects, scenes, sounds) and which

Teacher-led explanation of the purpose and nature of storyboards. Individual activity: Learners complete a practical activity using

Storyboards are used in

Unit 13: Website Development.

SB pp. 122–123

AS 2 Creating a design –

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Lesson Unit content Activities Links to other units Resource checklist include some main panels that show how

the assets combine, with timing, camera angles and flow shown

AS 2 Creating a design –

storyboards.

Conclusion: learners present and comment on their designs.

Clips of animation examples

6 What goes into the design?

List of any ready-made assets, with their sources documented and referenced in a sources table, alternative ideas for the design, prototypes of the animated product, e.g. characters, objects, video clips, audio clips, scenes

Teacher-led explanation of the purpose of making an asset list. Discuss copyright issues. Explain purpose and nature of prototypes. Practical session: learners create more detailed designs including asset lists, and make simple prototypes. TF 1 Asset list will help them to do this.

Conclusion: pair work – learners review each other’s designs and prototypes.

Asset lists are used in

Unit 13: Website Development.

SB pp. 123–124

TF 1 Asset list

Clips of animation examples

7 Assignment 2 covering 2B.P2, 2B.P3 2B.M2, 2B.D2

Centre-devised assignment. Alternatively, use the free assignment from Pearson.

Learner activity: Learners work individually on assignment work.

Assignment brief: Learning

aim B

Learning aim C: Create, test and review a digital animation product

8 Creating the animation

Preparing assets: gather ready-made digital assets (characters, objects, audio clips, video footage) from other sources, hand draw or use graphic-editing software to create original assets (characters, objects and/or backgrounds)

Import original and ready-made assets: graphics and/or video files, audio files, e.g. .wav, .aiff, .au, .mp3

Reference ready-made assets

Teacher-led introduction to learning aim C using PS 20–PS 29 Learning

aim C.

Practical activity: Learners find, import and reference assets identified in sample asset lists. Practical session on the basics of using Adobe® Flash® to create animations using AS 3 Introduction

to Adobe® Flash®.

Conclusion: feedback and

Graphics for characters and backgrounds may come from

Unit 6: Creating Digital Graphics.

Audio soundtrack may come from Unit 5: Creating Digital

Audio.

Sample asset lists

SB pp. 125–126

AS 3 Introduction to Adobe®

Flash®

PS 20–PS 29 Learning aim C

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Lesson Unit content Activities Links to other units Resource checklist appropriately in a sources table,

considering copyright issues

problems/questions on using Adobe® Flash®.

9 Creating the animation

Graphic-editing software: vector editing tools/techniques, photo editing

tools/techniques. If required for the product, record original audio and video, import assets into animation software and use software to edit the original assets Animation-editing software

tools/techniques: edit key frames (e.g. insert, delete, copy), tweening, layering, camera movement, rendering, transition effects, audio speech, sounds and/or music, lip-sync mouth movement to audio

Practical session using AS 4

Drawing in Adobe® Flash®, editing vector and photo images.

Practical session using Adobe® Flash® technology to create/edit backgrounds and characters. Additional practical activities covering recording audio and video. Practical session using

Additional practical activities covering camera panning, lip-sync, transition effects, etc.

Conclusion: feedback and problems/questions on using Adobe® Flash® and recording video.

Graphics editing is covered in more detail in Unit 6:

Creating Digital Graphics.

Audio soundtrack may come from Unit 5: Creating Digital

Audio.

Recording video is covered in Unit 7: Creating Digital

Video.

SB pp. 127–130, 138–143

AS 4 Drawing in Adobe®

Flash®

AS 5 Motion tweening.

Clips of animation examples

10 Creating the animation

Animation-editing software: 2-D digital animation techniques (3-D techniques are acceptable but not required): cut-out (either scanned images or digitally generated graphics), rotoscoping, skeletal animation

Practical session on 2-D techniques using AS 6 Using rotoscoping. Practical sessions developing skills in cut-out and skeletal animation. Conclusion: feedback and problems/questions on using Adobe® Flash®.

SB pp. 131–133

AS 6 Using rotoscoping

Clips of animation examples

11 Test the animation

Improving the animation: test the animated product for functionality, test that the animation is fit for purpose, gather feedback from others on quality,

functionality, audience and purpose, document any improvements and update the sources table for ready-made assets,

Teacher-led introduction and discussion on the purpose of testing and explanation of the testing techniques to be used. Reasons for exporting and compression files.

Practical session with learners creating test plans (using TF 2 Test

Testing is also covered in many of the other sector units.

SB pp. 144–145

TF 2 Test plan

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Lesson Unit content Activities Links to other units Resource checklist understand the reasons for exporting and

compressing animation files, export and compress the animation product into a suitable final file type and size

plan) and testing animations,

exporting and compressing them.

12 Review the animation

Review the finished digital animation for: quality of the animation product, fitness for audience and purpose, suitability against the original requirements, legal and ethical constraints, e.g. copyright, eSafety, suitable content, strengths and improvements

Discuss reviewing animations and peer reviews. TF 3 Review sheet may be used, but learners may want to adapt this to their own requirements.

Review work from the previous sessions: what improvements can learners identify?

SB p. 146

TF 3 Review sheet

Clips of animation examples

13-15 Assignment 3 covering 2C.P4, 2C.M3, 2C.P5 2C.M4, 2C.D3, 2C.P6, 2C.M5 2C.D4

Centre-devised assignment. Alternatively, use the free assignment from Pearson.

Learner activity: Learners work individually on assignment work.

Assignment brief: Learning

References

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