Predicted

Progress
Unit 12
Unit 17
Unit 18
Unit 22
Unit 23
Unit 28
Unit 30
Unit 31
Unit 35
Unit 38
Unit 42

Target
Suffolk ONE

Unit 1
Unit 2
Unit 3
Unit 4
Unit 7
Unit 8
Unit 9
BTEC IT (Level 3) Actual Percent
Student, One D D D D D D D D D D D D D D D D D D D*D*D* U J D*D*D* 100.00% Student, One
Student, Two M M M M M M M M M M M M M M M M M M DMM PPP J DMM 100.00% Student, Two
Student, Three P P P P P P P P P P P P P P P P P P PPP MPP K PPP 100.00% Student, Three
Student, Four U U U U U U U U U U U U U U U U U U U MMP L 0.00% Student, Four
Student, Five U U U U U U U U U U U U U U U U U U U MMM L 0.00% Student, Five
Student, Six U U U U U U U U U U U U U U U U U U U DMM L 0.00% Student, Six
Student, Seven U U U U U U U U U U U U U U U U U U U DDM L 0.00% Student, Seven
Student, Eight U U U U U U U U U U U U U U U U U U U DDD L 0.00% Student, Eight
Student, Nine U U U U U U U U U U U U U U U U U U U DDD* L 0.00% Student, Nine
Student, Ten U U U U U U U U U U U U U U U U U U U DD*D* L 0.00% Student, Ten
Student, Eleven U U U U U U U U U U U U U U U U U U U D*D*D* L 0.00% Student, Eleven
Student, Tweleve U U U U U U U U U U U U U U U U U U U K 0.00% Student, Tweleve
Student, Thirteen U U U U U U U U U U U U U U U U U U U K 0.00% Student, Thirteen
Student, Fourteen U U U U U U U U U U U U U U U U U U U K 0.00% Student, Fourteen
Student, Fifteen U U U U U U U U U U U U U U U U U U U K 0.00% Student, Fifteen
Student, Sixteen U U U U U U U U U U U U U U U U U U U K 0.00% Student, Sixteen
Student, Seventeen U U U U U U U U U U U U U U U U U U U K 0.00% Student, Seventeen
Student, Eighteen U U U U U U U U U U U U U U U U U U U K 0.00% Student, Eighteen
Student, Nineteen U U U U U U U U U U U U U U U U U U U K 0.00% Student, Nineteen
Student, Twenty U U U U U U U U U U U U U U U U U U U K 0.00% Student, Twenty
Student, Twenty-One U U U U U U U U U U U U U U U U U U U K 0.00% Student, Twenty-One
Student, Twenty-Two U U U U U U U U U U U U U U U U U U U K 0.00% Student, Twenty-Two
Student, Twenty-Three U U U U U U U U U U U U U U U U U U U K 0.00% Student, Twenty-Three
Student, Twenty-Four U U U U U U U U U U U U U U U U U U U K 0.00% Student, Twenty-Four
Student, Twenty-Five U U U U U U U U U U U U U U U U U U U K 0.00% Student, Twenty-Five
Student, Twenty-Six U U U U U U U U U U U U U U U U U U U K 0.00% Student, Twenty-Six
Student, Twenty-Seven U U U U U U U U U U U U U U U U U U U K 0.00% Student, Twenty-Seven
Student, Twenty-Eight U U U U U U U U U U U U U U U U U U U K 0.00% Student, Twenty-Eight
Student, Twenty-Nine U U U U U U U U U U U U U U U U U U U K 0.00% Student, Twenty-Nine
Student, Thirty U U U U U U U U U U U U U U U U U U U K 0.00% Student, Thirty
30 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 10.00%
 Student, Twenty-Seven
Student, Twenty-Three

Student, Twenty-Eight

Student, Twenty-Nine
Student, Twenty-Four
Student, Twenty-Two
Student, Twenty-One

Student, Twenty-Five

Student, Twenty-Six
Student, Seventeen

Student, Nineteen
Student, Fourteen

Student, Eighteen
Student, Thirteen
Student, Tweleve

Student, Twenty
Student, Sixteen
Student, Fifteen
Student, Eleven
Student, Seven

Student, Thirty
Student, Three

Student, Eight

Student, Nine
Student, Four
Student, Two
Student, One

Student, Five

Student, Ten
Student, Six
Unit 1 - Communication and
Employability Skills for IT D M P U U U U U U U U U U U U U U U U U U U U U U U U U U U

Explain the personal attributes valued by employers ü ü ü

Explain the principles of effective communication ü ü ü
Discuss potential barriers to effective communication ü ü ü
Demonstrate a range of effective interpersonal skills ü ü ü
Use IT to aid communications ü ü ü
Communicate technical information to a specified
audience ü ü ü
Produce a personal development plan ü ü ü
Follow a personal development plan ü ü ü
Explain mechanisms that can reduce the impact of
communication barriers ü ü
Review draft documents to produce final versions ü ü
Explain how an awareness of learning style can aid
personal development ü ü
Evaluate interpersonal and written communications
techniques ü
Review progress on a personal development plan,
identifying areas for improvement ü
D M P U U U U U U U U U U U U U U U U U U U U U U U U U U U
 Student, Twenty-Seven
Student, Twenty-Three

Student, Twenty-Eight

Student, Twenty-Nine
Student, Twenty-Four
Student, Twenty-Two
Student, Twenty-One

Student, Twenty-Five

Student, Twenty-Six
Student, Seventeen

Student, Nineteen
Student, Fourteen

Student, Eighteen
Student, Thirteen
Student, Tweleve

Student, Twenty
Student, Sixteen
Student, Fifteen
Student, Eleven
Student, Seven

Student, Thirty
Student, Three

Student, Eight

Student, Nine
Student, Four
Student, Two
Student, One

Student, Five

Student, Ten
Student, Six
Unit 2 - Computer Systems D M P U U U U U U U U U U U U U U U U U U U U U U U U U U U

Explain the function of computer hardware components ü ü ü

Explain the purpose of operating systems ü ü ü
Explain the purpose of different software utilities ü ü ü
Recommend a computer system for a given business
purpose ü ü ü
Set up a standalone computer system, installing hardware
and software components ü ü ü
Configure a computer system to meet user needs ü ü ü
Test a configured computer system for functionality ü ü ü
Undertake routine maintenance tasks on a
standalone computer system ü ü ü
Compare the features and functions of different
operating systems ü ü
Justify choice of computer system to meet a given business
purpose ü ü
Evaluate the performance of a computer system ü ü
Explain how software utilities can improve the
performance of computer systems ü
Explain and justify improvements that could be made to a
computer system ü
D M P U U U U U U U U U U U U U U U U U U U U U U U U U U U
 Student, Twenty-Seven
Student, Twenty-Three

Student, Twenty-Eight

Student, Twenty-Nine
Student, Twenty-Four
Student, Twenty-Two
Student, Twenty-One

Student, Twenty-Five

Student, Twenty-Six
Student, Seventeen

Student, Nineteen
Student, Fourteen

Student, Eighteen
Student, Thirteen
Student, Tweleve

Student, Twenty
Student, Sixteen
Student, Fifteen
Student, Eleven
Student, Seven

Student, Thirty
Student, Three

Student, Eight

Student, Nine
Student, Four
Student, Two
Student, One

Student, Five

Student, Ten
Student, Six
Unit 3 - Information Systems D M P U U U U U U U U U U U U U U U U U U U U U U U U U U U

Explain how organisations use information ü ü ü

Discuss the characteristics of good information ü ü ü
Explain the issues related to the use of information ü ü ü
Describe the features and functions of information systems ü ü ü
Identify the information systems used in a specified
organisation ü ü ü
Select information to support a business decision-making
process ü ü ü
Use IT tools to produce management information ü ü ü
Illustrate the information flow between different
functional areas ü ü
Assess how issues related to the use of information affect
an organisation ü ü
Generate valid, accurate and useful information ü ü
Explain how an organisation could improve the quality of
its business information ü
Justify the information selected to support a business
decision-making process ü
D M P U U U U U U U U U U U U U U U U U U U U U U U U U U U
 Student, Twenty-Seven
Student, Twenty-Three

Student, Twenty-Eight

Student, Twenty-Nine
Student, Twenty-Four
Student, Twenty-Two
Student, Twenty-One

Student, Twenty-Five

Student, Twenty-Six
Student, Seventeen

Student, Nineteen
Student, Fourteen

Student, Eighteen
Student, Thirteen
Student, Tweleve

Student, Twenty
Student, Sixteen
Student, Fifteen
Student, Eleven
Student, Seven

Student, Thirty
Student, Three

Student, Eight

Student, Nine
Student, Four
Student, Two
Student, One

Student, Five

Student, Ten
Student, Six
Unit 4 - Impact of the Use of IT on
Business Systems D M P U U U U U U U U U U U U U U U U U U U U U U U U U U U
Explain the reasons for upgrading IT systems in an
organisation ü ü ü
Explain the impact of IT developments on an organisation ü ü ü
Explain how organisations respond to information
technology developments ü ü ü
Explain how an organisation can manage risk when using IT
technology ü ü ü
Describe recent IT developments ü ü ü
Produce a proposal for an IT-enabled improvement to a
business system ü ü ü
Use IT tools to produce management information ü ü ü
Examine why an organisation needs to keep pace with IT
developments ü ü
Suggest how recent developments may improve a business
system ü ü
Demonstrate originality in proposing an IT-enabled
improvement ü ü
Evaluate the impact of IT developments on an organisation ü
Fully justify proposals for an IT-enabled improvement ü
D M P U U U U U U U U U U U U U U U U U U U U U U U U U U U
 Student, Twenty-Seven
Student, Twenty-Three

Student, Twenty-Eight

Student, Twenty-Nine
Student, Twenty-Four
Student, Twenty-Two
Student, Twenty-One

Student, Twenty-Five

Student, Twenty-Six
Student, Seventeen

Student, Nineteen
Student, Fourteen

Student, Eighteen
Student, Thirteen
Student, Tweleve

Student, Twenty
Student, Sixteen
Student, Fifteen
Student, Eleven
Student, Seven

Student, Thirty
Student, Three

Student, Eight

Student, Nine
Student, Four
Student, Two
Student, One

Student, Five

Student, Ten
Student, Six
Unit 7 - Organisational Systems
Security D M P U U U U U U U U U U U U U U U U U U U U U U U U U U U
Explain the impact of different types of threat on an
organisation ü ü ü
Describe how physical security measures can help keep
systems secure ü ü ü
Describe how software and network security can keep
systems and data secure ü ü ü
Explain the policies and guidelines for managing
organisational IT security issues ü ü ü
Explain how employment contracts can affect security ü ü ü
Review the laws related to security and privacy of data ü ü ü
Discuss information security ü ü
Explain the operation and use of an encryption technique
in ensuring security of transmitted information ü ü
Explain the role of ethical decision making in organisational
IT security ü ü
Discuss different ways of recovering from a disaster ü
Evaluate the security policies used in an organisation ü
D M P U U U U U U U U U U U U U U U U U U U U U U U U U U U
 Student, Twenty-Seven
Student, Twenty-Three

Student, Twenty-Eight

Student, Twenty-Nine
Student, Twenty-Four
Student, Twenty-Two
Student, Twenty-One

Student, Twenty-Five

Student, Twenty-Six
Student, Seventeen

Student, Nineteen
Student, Fourteen

Student, Eighteen
Student, Thirteen
Student, Tweleve

Student, Twenty
Student, Sixteen
Student, Fifteen
Student, Eleven
Student, Seven

Student, Thirty
Student, Three

Student, Eight

Student, Nine
Student, Four
Student, Two
Student, One

Student, Five

Student, Ten
Student, Six
Unit 8 - eCommerce D M P U U U U U U U U U U U U U U U U U U U U U U U U U U U

Describe the technologies required for e-commerce ü ü ü

Explain the impact of introducing an e-commerce system
to an organisation ü ü ü
Explain the potential risks to an organisation of committing
to an e-commerce system ü ü ü
Review the regulations governing e-commerce ü ü ü
Examine the social implications of e-commerce on society ü ü ü
Plan an e-commerce strategy ü ü ü
Recommend methods to promote an e-commerce system ü ü
Discuss how security issues in e-commerce can be
overcome ü ü
Design an interface for an e-commerce business ü ü
Evaluate the use of e-commerce in a ‘brick and click’
organisation ü
Compare different payment systems used by e-commerce
systems ü
D M P U U U U U U U U U U U U U U U U U U U U U U U U U U U
 Student, Twenty-Seven
Student, Twenty-Three

Student, Twenty-Eight

Student, Twenty-Nine
Student, Twenty-Four
Student, Twenty-Two
Student, Twenty-One

Student, Twenty-Five

Student, Twenty-Six
Student, Seventeen

Student, Nineteen
Student, Fourteen

Student, Eighteen
Student, Thirteen
Student, Tweleve

Student, Twenty
Student, Sixteen
Student, Fifteen
Student, Eleven
Student, Seven

Student, Thirty
Student, Three

Student, Eight

Student, Nine
Student, Four
Student, Two
Student, One

Student, Five

Student, Ten
Student, Six
Unit 9 - Computer Networks D M P U U U U U U U U U U U U U U U U U U U U U U U U U U U

Describe the types of networks available and how they ü ü ü

relate to particular network standards and protocols
Describe why different network standards and protocols
are necessary ü ü ü
Explain the key components required for client
workstations to connect to a network and access network
resources ü ü ü
Explain the function of interconnection devices ü ü ü
Describe typical services provided by networks ü ü ü
Make a networked system secure ü ü ü
Compare the benefits and disadvantages of peer-to-peer
network and client/server networks ü ü
Design a networked solution to meet a particular situation
with specific requirements ü ü
Report on the business risks of insecure networks and how
they can be minimised ü ü
Justify the design and choice of components used in a
particular networked solution ü
Evaluate typical services available from a network
operating system directory service ü
D M P U U U U U U U U U U U U U U U U U U U U U U U U U U U
 Student, Twenty-Seven
Student, Twenty-Three

Student, Twenty-Eight

Student, Twenty-Nine
Student, Twenty-Four
Student, Twenty-Two
Student, Twenty-One

Student, Twenty-Five

Student, Twenty-Six
Student, Seventeen

Student, Nineteen
Student, Fourteen

Student, Eighteen
Student, Thirteen
Student, Tweleve

Student, Twenty
Student, Sixteen
Student, Fifteen
Student, Eleven
Student, Seven

Student, Thirty
Student, Three

Student, Eight

Student, Nine
Student, Four
Student, Two
Student, One

Student, Five

Student, Ten
Student, Six
Unit 12 - IT Technical Support D M P U U U U U U U U U U U U U U U U U U U U U U U U U U U

Explain the tools and techniques used for technical support ü ü ü

Explain the impact of organisational policies and
procedures on the provision of technical support ü ü ü
Identify the types of fault that can occur ü ü ü
Source technical information to provide advice and
guidance for a variety of faults ü ü ü
Use different communication routes to provide advice and
guidance ü ü ü
Respond appropriately to end users ü ü ü
Check solutions and record actions ü ü ü
Discuss the importance of keeping fault logs ü ü
Explain the advantages and disadvantages of outsourcing
technical support ü ü
Judge the value of different sources of support material ü ü
Provide additional support material to users ü ü
Review a recent advance in support systems technology ü
Demonstrate effective communication skills with different
types of end user ü
D M P U U U U U U U U U U U U U U U U U U U U U U U U U U U
 Student, Twenty-Seven
Student, Twenty-Three

Student, Twenty-Eight

Student, Twenty-Nine
Student, Twenty-Four
Student, Twenty-Two
Student, Twenty-One

Student, Twenty-Five

Student, Twenty-Six
Student, Seventeen

Student, Nineteen
Student, Fourteen

Student, Eighteen
Student, Thirteen
Student, Tweleve

Student, Twenty
Student, Sixteen
Student, Fifteen
Student, Eleven
Student, Seven

Student, Thirty
Student, Three

Student, Eight

Student, Nine
Student, Four
Student, Two
Student, One

Student, Five

Student, Ten
Student, Six
Unit 17 - Project Planning with IT D M P U U U U U U U U U U U U U U U U U U U U U U U U U U U

Illustrate typical phases of a project life cycle ü ü ü

Explain the resources available to support the project
manager ü ü ü
Discuss issues affecting project management ü ü ü
Produce a project specification ü ü ü
Plan a defined project using IT ü ü ü
Follow a project plan to carry out a defined project ü ü ü
Carry out a review of the project management process ü ü ü
Explain why projects can fail ü ü
Assess the impact of potential risks to a project ü ü
Monitor the project against the project plan adapting the
plan as circumstances change ü ü
Demonstrate effective communications with stakeholders
at all stages of the project ü
Evaluate the effectiveness of the tools used to plan the
project ü
D M P U U U U U U U U U U U U U U U U U U U U U U U U U U U
 Student, Twenty-Seven
Student, Twenty-Three

Student, Twenty-Eight

Student, Twenty-Nine
Student, Twenty-Four
Student, Twenty-Two
Student, Twenty-One

Student, Twenty-Five

Student, Twenty-Six
Student, Seventeen

Student, Nineteen
Student, Fourteen

Student, Eighteen
Student, Thirteen
Student, Tweleve

Student, Twenty
Student, Sixteen
Student, Fifteen
Student, Eleven
Student, Seven

Student, Thirty
Student, Three

Student, Eight

Student, Nine
Student, Four
Student, Two
Student, One

Student, Five

Student, Ten
Student, Six
Unit 18 - Database Design D M P U U U U U U U U U U U U U U U U U U U U U U U U U U U

Explain the features of a relational database ü ü ü

Design a relational database for a specified user need ü ü ü
Create and populate a database ü ü ü
Create features in data entry forms to ensure validity and
integrity of data ü ü ü
Perform queries using multiple tables and multiple criteria ü ü ü
Include an advanced feature in a database design ü ü ü
Test a relational database ü ü ü
Explain referential integrity and the purpose of primary
keys in building the relationships between tables ü ü
Import data from an external source ü ü
Export data to an external source ü ü
Implement an automated function ü ü
Discuss how potential errors in the design and construction
of a database can be avoided ü
Evaluate a database against the specified user need ü
D M P U U U U U U U U U U U U U U U U U U U U U U U U U U U
 Student, Twenty-Seven
Student, Twenty-Three

Student, Twenty-Eight

Student, Twenty-Nine
Student, Twenty-Four
Student, Twenty-Two
Student, Twenty-One

Student, Twenty-Five

Student, Twenty-Six
Student, Seventeen

Student, Nineteen
Student, Fourteen

Student, Eighteen
Student, Thirteen
Student, Tweleve

Student, Twenty
Student, Sixteen
Student, Fifteen
Student, Eleven
Student, Seven

Student, Thirty
Student, Three

Student, Eight

Student, Nine
Student, Four
Student, Two
Student, One

Student, Five

Student, Ten
Student, Six
Unit 22 - Developing Computer Games D M P U U U U U U U U U U U U U U U U U U U U U U U U U U U

Explain the impact of computer games on society ü ü ü

Describe different types of computer game ü ü ü
Produce a design for a computer game for a given
specification ü ü ü
Develop a computer game for a given specification ü ü ü
Follow a test strategy to test and debug a computer game ü ü ü
Produce user documentation for a computer game ü ü ü
Produce technical documentation for a computer game ü ü ü
Determine appropriate data types for a computer game
and show how they are declared ü ü
Use appropriate selection and iteration methods for a
computer game ü ü
Use a variety of testing tools ü ü
Suggest improvements to a computer game following user
feedback ü ü
Examine the psychological effects of computer gaming on
individuals and society ü
Explain how the structure and design of a game can assist
in maintenance and capacity for extension ü
D M P U U U U U U U U U U U U U U U U U U U U U U U U U U U
 Student, Twenty-Seven
Student, Twenty-Three

Student, Twenty-Eight

Student, Twenty-Nine
Student, Twenty-Four
Student, Twenty-Two
Student, Twenty-One

Student, Twenty-Five

Student, Twenty-Six
Student, Seventeen

Student, Nineteen
Student, Fourteen

Student, Eighteen
Student, Thirteen
Student, Tweleve

Student, Twenty
Student, Sixteen
Student, Fifteen
Student, Eleven
Student, Seven

Student, Thirty
Student, Three

Student, Eight

Student, Nine
Student, Four
Student, Two
Student, One

Student, Five

Student, Ten
Student, Six
Unit 23 - Human Computer Interaction D M P U U U U U U U U U U U U U U U U U U U U U U U U U U U
Describe the impact of HCI on society, the economy and
culture
ü ü ü
Explain the fundamental principles of HCI design ü ü ü
Design input and output HCIs to meet given specifications ü ü ü
Create input and output HCIs to meet given specifications ü ü ü
Test the HCIs created ü ü ü
Document the HCIs created ü ü ü
Explain how an HCI could be adjusted for specialist needs ü ü
Explain the fundamental principles which have been
applied to the designs ü ü
Explain how the effectiveness of HCIs may be measured ü ü
Evaluate the impact of a potential future development in
HCI ü
Evaluate the HCIs developed ü
D M P U U U U U U U U U U U U U U U U U U U U U U U U U U U
 Student, Twenty-Seven
Student, Twenty-Three

Student, Twenty-Eight

Student, Twenty-Nine
Student, Twenty-Four
Student, Twenty-Two
Student, Twenty-One

Student, Twenty-Five

Student, Twenty-Six
Student, Seventeen

Student, Nineteen
Student, Fourteen

Student, Eighteen
Student, Thirteen
Student, Tweleve

Student, Twenty
Student, Sixteen
Student, Fifteen
Student, Eleven
Student, Seven

Student, Thirty
Student, Three

Student, Eight

Student, Nine
Student, Four
Student, Two
Student, One

Student, Five

Student, Ten
Student, Six
Unit 28 - Website Production D M P U U U U U U U U U U U U U U U U U U U U U U U U U U U
Outline the web architecture and components which
enable internet and web functionality
ü ü ü
Explain the user side and server side factors that influence
the performance of a website ü ü ü
Explain the security risks and protection mechanisms
involved in website performance ü ü ü
Using appropriate design tools, design an interactive
website to meet a client need ü ü ü
Create an interactive website to meet a client need ü ü ü
Document the HCIs created ü ü ü
Explain the role of web architecture in website
communications ü ü
Explain the tools and techniques used in the creation of an
interactive website ü ü
Improve the effectiveness of a website on the basis of a
client review ü ü
Explain the role of the TCP/IP protocol and how it links to
application layer protocols ü
Discuss the techniques that can be used on web pages to
aid user access to information ü
Demonstrate that a created website meets the defined
requirements and achieves the defined purpose ü
D M P U U U U U U U U U U U U U U U U U U U U U U U U U U U
 Student, Twenty-Seven
Student, Twenty-Three

Student, Twenty-Eight

Student, Twenty-Nine
Student, Twenty-Four
Student, Twenty-Two
Student, Twenty-One

Student, Twenty-Five

Student, Twenty-Six
Student, Seventeen

Student, Nineteen
Student, Fourteen

Student, Eighteen
Student, Thirteen
Student, Tweleve

Student, Twenty
Student, Sixteen
Student, Fifteen
Student, Eleven
Student, Seven

Student, Thirty
Student, Three

Student, Eight

Student, Nine
Student, Four
Student, Two
Student, One

Student, Five

Student, Ten
Student, Six
Unit 30 - Digital Graphics D M P U U U U U U U U U U U U U U U U U U U U U U U U U U U
Describe the hardware and software used to create and
edit graphic images
ü ü ü
Explain how different types of graphic images relate to file
formats ü ü ü
Demonstrate the use of editing tools to edit and
manipulate images ü ü ü
Create original graphic images to meet a defined user need ü ü ü
Modify images as a result of user feedback ü ü ü
Explain the potential legal implications of using and editing
graphical images ü ü ü
Compare the limitations of different hardware and
software packages used in graphics work ü ü
Justify the software, tools, file format, image resolution
and colour depth used for creating graphic images ü ü
Evaluate the impact of evolving output mediums on the
design and creation of graphic images ü
Discuss the impact that file format, compression
techniques, image resolution and colour depth have on file
size and image quality ü
D M P U U U U U U U U U U U U U U U U U U U U U U U U U U U
 Student, Twenty-Seven
Student, Twenty-Three

Student, Twenty-Eight

Student, Twenty-Nine
Student, Twenty-Four
Student, Twenty-Two
Student, Twenty-One

Student, Twenty-Five

Student, Twenty-Six
Student, Seventeen

Student, Nineteen
Student, Fourteen

Student, Eighteen
Student, Thirteen
Student, Tweleve

Student, Twenty
Student, Sixteen
Student, Fifteen
Student, Eleven
Student, Seven

Student, Thirty
Student, Three

Student, Eight

Student, Nine
Student, Four
Student, Two
Student, One

Student, Five

Student, Ten
Student, Six
Unit 31 - Computer Animation D M P U U U U U U U U U U U U U U U U U U U U U U U U U U U

Explain the different types of animation ü ü ü

Explain different uses of animation ü ü ü
Discuss the advantages and limitations of animated GIFs ü ü ü
Describe the software tools available for animation ü ü ü
Describe factors that need to be taken into account when
creating animations for the web ü ü ü
Design computer animations using different animation
techniques ü ü ü
Implement animations using different animation
techniques ü ü ü
Explain persistence of vision ü ü
Compare different animation formats ü ü
Explain particular techniques that are used to minimise the
file size of animations ü ü
Compare different specialist computer animation software
packages ü
Evaluate the tools and techniques used to create
animations ü
D M P U U U U U U U U U U U U U U U U U U U U U U U U U U U
 Student, Twenty-Seven
Student, Twenty-Three

Student, Twenty-Eight

Student, Twenty-Nine
Student, Twenty-Four
Student, Twenty-Two
Student, Twenty-One

Student, Twenty-Five

Student, Twenty-Six
Student, Seventeen

Student, Nineteen
Student, Fourteen

Student, Eighteen
Student, Thirteen
Student, Tweleve

Student, Twenty
Student, Sixteen
Student, Fifteen
Student, Eleven
Student, Seven

Student, Thirty
Student, Three

Student, Eight

Student, Nine
Student, Four
Student, Two
Student, One

Student, Five

Student, Ten
Student, Six
Unit 35 - Digital Graphics for Interactive
Media D M P U U U U U U U U U U U U U U U U U U U U U U U U U U U
Describe theory and applications of digital graphics
technology with some appropriate use of subject ü ü ü
terminology
Generate outline ideas for digital graphics for an
interactive media product working within appropriate ü ü ü
conventions and with some assistance

Create digital graphics for an interactive media product

following industry practice, working within appropriate ü ü ü
conventions and with some assistance

Explain theory and applications of digital graphics

technology with reference to detailed illustrative examples
ü ü
and with generally correct use of subject terminology
Generate detailed ideas for digital graphics for an
interactive media product with some imagination and with ü ü
only occasional assistance

Create digital graphics for an interactive media product to

a good technical standard following industry practice,
showing some imagination and with only occasional
ü ü
assistance
Comprehensively explain theory and applications of digital
graphics technology with elucidated examples and ü
consistently using subject terminology correctly

Generate thoroughly thoughtthrough ideas for digital

graphics for an interactive media product with creativity
and flair, working independently to professional
ü
expectations

Create digital graphics for an interactive media product to

a technical quality that reflects near-professional standards ü
following industry practice, showing creativity and flair,
working independently to professional expectations
D M P U U U U U U U U U U U U U U U U U U U U U U U U U U U
 Student, Twenty-Seven
Student, Twenty-Three

Student, Twenty-Eight

Student, Twenty-Nine
Student, Twenty-Four
Student, Twenty-Two
Student, Twenty-One

Student, Twenty-Five

Student, Twenty-Six
Student, Seventeen

Student, Nineteen
Student, Fourteen

Student, Eighteen
Student, Thirteen
Student, Tweleve

Student, Twenty
Student, Sixteen
Student, Fifteen
Student, Eleven
Student, Seven

Student, Thirty
Student, Three

Student, Eight

Student, Nine
Student, Four
Student, Two
Student, One

Student, Five

Student, Ten
Student, Six
Unit 38 - Interactive Media Authoring D M P U U U U U U U U U U U U U U U U U U U U U U U U U U U
Summarise accurately the principles of interactive media
authoring with some appropriate use of subject ü ü ü
terminology
Generate outline ideas for an interactive media product
working within appropriate conventions and with some ü ü ü
assistance

Create an interactive media product following industry

practice, working within appropriate conventions and with ü ü ü
some assistance

Explain the principles of interactive media authoring with

reference to detailed illustrative examples and with ü ü
generally correct use of subject terminology
Generate detailed ideas for an interactive media product
showing some imagination and with only occasional ü ü
assistance

Create an interactive media product to a good technical

standard following industry practice, showing some
ü ü
imagination and with only occasional assistance

Critically assess the principles of interactive media

authoring with supporting arguments and elucidated
ü
examples, consistently using subject terminology correctly

Generate thoroughly thought-through ideas for an

interactive media product showing creativity and flair and
ü
working independently to professional expectations

Create an interactive media product to a technical quality

that reflects near-professional standards following industry ü
practice, showing creativity and flair and working
independently to professional expectations
D M P U U U U U U U U U U U U U U U U U U U U U U U U U U U
 Student, Twenty-Seven
Student, Twenty-Three

Student, Twenty-Eight

Student, Twenty-Nine
Student, Twenty-Four
Student, Twenty-Two
Student, Twenty-One

Student, Twenty-Five

Student, Twenty-Six
Student, Seventeen

Student, Nineteen
Student, Fourteen

Student, Eighteen
Student, Thirteen
Student, Tweleve

Student, Twenty
Student, Sixteen
Student, Fifteen
Student, Eleven
Student, Seven

Student, Thirty
Student, Three

Student, Eight

Student, Nine
Student, Four
Student, Two
Student, One

Student, Five

Student, Ten
Student, Six
Unit 42 - Spreadsheet Modelling D M P U U U U U U U U U U U U U U U U U U U U U U U U U U U
Explain how spreadsheets can be used to solve complex
problems
ü ü ü
Develop a complex spreadsheet model to meet particular
needs ü ü ü
Use formulae, features and functions to process
information ü ü ü
Use appropriate tools to present data ü ü ü
Customise the spreadsheet model to meet a given
requirement
ü ü ü
Use automated features in the spreadsheet model to meet
a given requirement
ü ü ü
Test a spreadsheet model to ensure that it is fit for
purpose ü ü ü
Export the contents of the spreadsheet model to an
alternative format ü ü ü
Produce user documentation for a spreadsheet model ü ü ü
Refine a complex spreadsheet model by changing rules and
values
ü ü
Analyse and interpret data from a spreadsheet model ü ü
Compare different automation methods ü ü
Produce technical documentation for a spreadsheet model ü ü
Discuss how organisations can use interpretation methods
to analyse data
ü

Evaluate a spreadsheet model incorporating feedback from ü

others and make recommendations for improvements
D M P U U U U U U U U U U U U U U U U U U U U U U U U U U U
No Class List Target
1 Student, One U
2 Student, Two PPP
3 Student, Three MPP
4 Student, Four MMP
5 Student, Five MMM
6 Student, Six DMM
7 Student, Seven DDM
8 Student, Eight DDD
9 Student, Nine DDD*
10 Student, Ten DD*D*
11 Student, Eleven D*D*D*
12 Student, Tweleve
13 Student, Thirteen
14 Student, Fourteen
15 Student, Fifteen
16 Student, Sixteen
17 Student, Seventeen
18 Student, Eighteen
19 Student, Nineteen
20 Student, Twenty
21 Student, Twenty-One
22 Student, Twenty-Two
23 Student, Twenty-Three
24 Student, Twenty-Four
25 Student, Twenty-Five
26 Student, Twenty-Six
27 Student, Twenty-Seven
28 Student, Twenty-Eight
29 Student, Twenty-Nine
30 Student, Thirty