Digital Imagery ICT Medium Term Planning

Based on medium term plans produced by Wokingham LA and updated by York LA

ICT Schemes of Work: Digital Imagery:

Art packages, digital imagery, animation and video

This unit works closely with the Communicating Ideas strand of ICT which includes multimedia, sound and Communicating and Publishing

Children can use the learning platform as a vehicle to publish and display there work

Early Years Page 2
Year 1 Page 3
Year 2 Page 4
Year 3 Page 5
Year 4 Page 6
Year 5 Page 7
Year 6 Page 8

These are Medium Term plans and should form the basis of your planning ICT: It is intended that units are not taught in isolation but key areas and skills are taught throughout the year as appropriate with other units and in a cross curricular context. You might want to highlight the schemes as aspects are covered in your short term plans to ensure you have coverage.

NB: In this unit the graphics options are expected for all pupils, Film and photography units will depend on availability of resources but All children will be expected to use cameras and video recording devices during their Primary ICT experience.

If children want to develop further skills they also have the option to develop animation skills these expectations can be met through using either simple photography or through using free tools such as Pivot Stick animator as well as specific pieces of software

© These schemes of work have been authored and developed by the Wokingham ICT Team: Whilst we are happy to share the schemes with LAs and schools please acknowledge your sources. This document has been amended by York LA September 2009.

Further information contact the ICT team

Digital Imagery Early Years Strand: Communicating ideas
Learning Objectives / Key Skills: What the children will do / Outcomes
Communication, language and literacy
Creative Development
Knowledge and Understanding of the World
·  find out about and identify the uses of everyday technology and use information and communication technology and programmable toys to support their learning
Physical Development
Personal, Social and Emotional
Development
Problem Solving, Reasoning and Numeracy / Art Packages
·  Use a paint package to create a picture to communicate their ideas
·  Talk about their use of a paint package and their choice of tools and how it is different from drawing on paper
Film and photo
·  Use a digital still or video camera to take a picture or record their work with support. (Staff to download images)
·  Learn how to switch on and off and hold camera correctly.
·  Talk about the images or film they have taken and the tools used
In Order to progress Further
·  Talk to camera to explain some aspect of their activity. Eg. Explaining the role play. / ·  Use a paint package to experiment with mark making. Creating pictures, drawings, patterns. Using digital images to communicate and illustrate specific ideas.
·  Talk about their choices they have made
·  Children publish and share work on Learning Platform
Example Cross Curricular links and outcomes
·  Children take photos on a visit out of school and use them for sequencing or as stimulus for discussion.
·  Use microphone for children to retell a well-known story.
·  Use paint programs to experiment with colour and shape.
·  Children film each other after dressing up to encourage development of the character.
·  On the IWB, look at at webcam in a different environment, eg. a bird’s nest.
·  On the IWB, look at leaves, seeds etc through the digital microscope
·  Children take photos of physical activities such as jumping, hopping, to stimulate discussion about which parts of their bodies move.
·  Use photographs of groups of children to make number lines
·  Create pictures to be used in pictograms of favourite food
Suggested Resources: paint program eg. Revelation Natural art, Dazzle 2Paint, 2Simple – 2Paint a Picture , Fresco, digital camera eg, Digital Blue or Tuff Cam, basic desktop publishing software with imported images (eg. 2Publish, Textease, Clicker 5), digital camcorder, 2Create a Story, Graphics tablets, Intel mic, Visualiser, Learning Platform,
Digital Imagery Year 1 Strand: Communicating ideas
Learning Objectives / Skills, knowledge and understanding / Outcomes
·  To enable children to explore a variety of tools in a graphics package to communicate an idea
·  To enable children to understand the difference between a graphics package and paper based art activities
·  To understand there are a variety of tools in a graphics package and they each have a different purpose
·  To understand digital still or video camera can capture an image to share, store and retrieve
·  To understand the need to frame an image or scene and keep the camera still
·  To begin to understand that some packages will enable images to be animated. / Art packages
·  Use a paint package to create a picture to communicate their ideas
·  Explore shape, line and colour to communicate a specific idea
·  Talk about their use of a paint package, the basic tools available and their use of the tools eg. Choosing colours, use stamps, choosing different materials.
·  Label an image they have created.
Still images
·  Use a digital microscope or digital camera to take a picture or record their work (Staff to download images)
·  Talk about the images they have taken and the hardware used
·  Be aware of the health and safety issues of shooting into the sun or bright light sources.
Film
·  Use a video camera to take a film or record their work (Staff to download images)
·  Talk about the film they have taken and the hardware used
·  Be aware of the health and safety issues of shooting into the sun or bright light sources.
Animation
·  Create a sequence of still images which together form a short animation.
In Order to progress Further
·  Begin to select, edit and change images
·  Begin to explore stop frame animation. / ·  Use a paint package to experiment with mark making
·  Create pictures, drawings and patterns using ICT
·  Using digital images to communicate and illustrate specific ideas
·  Talk about their choices they have made.
Example Cross Curricular links and outcomes
·  Children photograph growing cress seeds
·  Children use a digital camera or camcorder to photograph themselves, their friends and their toys
·  Produce timeline of images
·  Use a paint package to produce a face, house, vehicle, map of school or classroom etc
·  Use digital images and art packages to investigate the work of other artists.
·  Use an art package to explore techniques (eg. Patterning, tiling, stamping)
·  Children create two contrasting fantasy settings, based on their drawings and discussions with response partners. The illustrations can be created using art materials, collage or paint programs on the computer. (Literacy Narrative Unit 4 fantasy settings)
·  Use a simple animation package to show the growth of a seed ( Literacy Unit 5 recount)
·  Create short simple texts on paper and screen that combine words with images (and sounds) (Literacy Framework Creating and shaping texts)
Suggested Resources: Revelation Natural Art, 2Paint, 2Paint a Picture, Fresco, SCRAN, digital camera, Digital Blue, Tuff Cam, Textease CT, Clicker 5, digital camcorder, 2Create a Story, Graphics tablets, Intel microscope, Visualiser
Digital Imagery Year 2 Strand: Communicating ideas
Learning Objectives / Key Skills: What the children will do / Outcomes
·  To begin to use their graphics in different software DTP or multimedia packages to communicate an idea
·  To enable children to explain the advantages and disadvantages of using a graphics package over paper based art activities
·  To understand there are a variety of tools and techniques which can be used to create different styles and effects for different purposes
·  To understand digital still or video camera, visualiser or scanners can capture an image to store and these images can be shared.
·  To retrieve images to use in other software
·  To understand that animation is a sequence of still images
·  To understand they can publish their work on the learning platform
NB When using the Internet to search for images with children please refer to your School’s Internet Safety policy. / Art Packages
·  Use ICT to source, generate and amend ideas for their art work
·  Talk about the advantages and disadvantages of using ICT over paper based art activities
·  Develop a variety of skills using a range of tools and techniques to communicate a specific idea or artistic style /effect eg. Mixing colours, chosing appropriate tools, resizing brush
·  Create a stamp to make patterns and designs
·  Describe to others their use of a paint package and their reason for choice of tools
Still Images
·  Develop greater control over the digital stills camera
·  Begin to discuss the quality of their image and make decisions (e.g delete a blurred / bad image, use zoom)
·  Begin to select and edit and change images
·  Begin to change or enhance photographs and pictures (crop, re-colour)
Film
·  Develop greater control over the digital stills or video camera
·  Begin to discuss the quality of their image and make decisions (e.g delete a blurred / bad image, use zoom)
Animation
·  Create a sequence of still images which together form a short animated sequence
·  Create a simple animation to illustrate a story or idea
·  Become familiar with editing tools.
Sharing their work
·  Upload their images on the learning platform / ·  Use a paint package or digital image to communicate a specific idea which they are able to store retrieve, develop and improve
·  Children publish and share their work on Learning Platform
Example Cross Curricular links and outcomes
·  Children use paint package and select appropriate images produce maps, diagrams, charts and posters
·  Link to DT – puppets. Children film puppets acting out a known story
·  Children use a hand held video camera or digital camera to record the acting out of a well known story
·  Children combine created and saved images to create a Photostory linked to a topic
·  Children use digital images and text to tell the life story of Grace Darling or Florence Nightingale
·  Year 2 Literacy
http://nationalstrategies.standards.dcsf.gov.uk/node/150263
Suggested Resources: paint program, Revelation Natural art, Dazzle 2Paint , Fresco, digital camera, basic desktop publishing software with imported images (eg. 2Publish, Textease, Clicker 5), digital camcorder, 2Create a Story, simple animation, and/ or digital video editing software, Learning Platform, Revelation Sight and Sound, Digital Blue, Movie Maker
Digital Imagery Year 3 Strand: Communicating ideas
Learning Objectives / Key Skills: What the children will do / Outcomes
·  To understand a digital image can be captured from a number of different devices and it can be stored, developed and enhanced
·  To use their enhanced graphics in different software DTP, multimedia packages, or on the learning platform as part of a wider presentation
·  To understand that animation is created from a series of still images
·  To understand that evaluation and improvement is a vital part of a design processes and ICT allows for to make changes quickly and efficiently
NB When using the Internet to search for images with children please refer to your School’s Internet Safety policy. / Art Packages
·  Acquire, store and retrieve images from different sources, eg. scanners, Internet, and begin to use paint packages or photo-manipulation software to change and manipulate an image (e.g. copy/paste/crop/make a stamp) to use in different ways.
·  Use more advanced art techniques eg. Colour mixing, blurring, sharpening, resizing etc.
·  Create art to use as an illustration within an application.
·  Through peer assessment and self evaluation, evaluate design and suggest suitable improvements
·  Children are able to talk about changes they can make to achieve a specific outcome
Still Images
·  Review photos on the camera and delete unwanted images
·  Begin to independently capture, store, retrieve and begin to edit a digital image
·  Begin to take pictures thinking about the purpose of the image.
·  Discuss and evaluate the quality of their own and others’ captured images and make decisions ( e.g. keep, delete, change)
Film
·  Develop greater control over the digital video camera and use the enhanced tools ( Macro, Landscape, Zoom) and begin to make choices such as portrait or landscape, face shot or body shot.
Animation
·  Create a short animated sequence to communicate a specific idea making use of a simple plan / storyboard.
·  Use editing software. / ·  Develop and refine images/video to use as part of a wider presentation.
Example Cross Curricular links and outcomes
·  Children take photographs of the view through our window and sequence/ annotate them to illustrate change eg. Shadows throughout the day
·  Children plan, frame and take photographs to illustrate poster on Roman life
·  Local history – study old photos and take new photo in same place to compare
·  Children make video of weather forecast around the world
·  Children design wrapping paper for Christmas or DT project
·  Children make animation of seasons, or plant growing
·  Combine images and alter them in photostory 3 to present information or tell a story