The student is to design a promotional poster and optional flyer for a topic they are passionate about. They must get the topic approved by the teacher. The poster must be 42cm x 30cm and include an original logo related to the topic. Photographs can be sourced online with references. The student must demonstrate Photoshop skills from the course. A draft must be shown for feedback. Finally, the student will present their design to the "client" and class. Criteria for the product and process will be used to grade the assignment.

1. Subject:
ICT
Year:
10, 2014
Unit:
Digital
Still Image Editing
Task ID:
Item 1
ASSESSMENT CONDITIONS:






Task Type:
Assignment
Time:
Individual student work
All work to be student’s own (please sign Statement of Authorship below)
Please complete all aspects of assignment
Please maintain a current backup of all work completed
Loss of work due to failure to maintain current backup will not result in
assignment extension
Consult teacher and Head of Department one week prior to due date if
extension is required, only approved reasons will result in extension (see
school assignment extension policy)
5 Weeks
STANDARD AWARDED:
(see attached criteria Sheets)
Student
Name:
Teacher
Name:
CRITERIA:
_______________
STANDARD:
Product
Process
Mr Miles
Communication
Issue Date:
Friday
21/02/14(Wk4)
Draft Date: Friday 14/03/14
(Wk7)
Due Date:
(Wk 9)
Friday 28/04/14
STATEMENT OF AUTHORSHIP:
I, _______________________________ declare that:


I completed this assessment without any direct assistance from any other
source, other than those listed in my bibliography or that accepted by the
teacher.
I completed this assessment with the following assistance: (add details if
required)
________________________
Student Signature
________________________
Teacher Signature
EMBEDDED COMPETENCIES:
Version 1: Assessment Item C

2. See attached Sheet
Version 1: ITS Assessment Item A

3. CONTEXT:
Your task is to complete a promotional poster (optionally – as an additional credit you can also create
an accompanying flyer) around a topic/event for which YOU have a passion or are incredibly
enthusiastic about!
It’s all about giving you, the designer, flexibility with the ideas you can potentially design for, so that
you are able to choose one you will actually enjoy  However, the final concept for your poster/flyer
must have the Teacher’s approval first before commencing design. You must respond on CANVAS
discussions in the appropriate thread to have your design idea approved.
Topics can be fictional, but more impressive designs will draw from ‘real life’!
Your client is Mr Miles/Mr Van Bruggen, as they will be reviewing all of the submissions to select
those that best demonstrate the level of graphic design skill held by 10ICT students in 2014’s Term 1
Unit. The look and feel of your product is of utmost importance, as it is to be informative and eyecatching as possible to both draw the viewer’s attention and get them involved in some way with the
promotion.
When designing think about functional elements such as:
•
•
•
•
•
•
•
Choice of photo objects for inclusion
Placement of objects (Including text) in relation to one another
Division of the document (Head, Body, Frames etc.)
Colour / Contrast / Light intensity of elements
Intended audience and the “Message being sent”
Use and variety of Effects
Demonstrate the use of a number of manipulation tools and a range of editing skills
To complete this task, you must design/create your own unique “Logo/Mascot” relevant to the topic,
which is to be embedded within poster (& flyer if you choose so). Finally, you must complete an oral
presentation ‘selling’ your design to the client. Follow the steps below to assist you in completing the
task.
DESIGN SPECIFICATIONS:
Poster Size:
Flyer/Pamphlet:
Logo:
Photographs:
Poster Title:
42cm x 30 cm
13 cm x 18.5 cm
Must be an original graphic
Access online (reference)
Up To You 
DESIGN THE SOLUTION
IMPLEMENT THE
SOLUTION




TEST THE SOLUTION



View websites for ideas / view available photos
Create design a logo/mascot in Adobe Photoshop CS6
Access websites for photos/logo required (keep a list for reference)
Create Poster/Flyer using a range of Adobe Photoshop skills developed
throughout term’s coursework (folio); showcase as many of your skills as
possible! – USE THE TICK AND FLICK SHEET
Show a draft product for comment by client prior to the draft due date (see
assignment cover Sheet for details)
Make any adjustments as required/advised
Present your design to the client (and in front of class)
Version 1: ITS Assessment Item A

4. SUBMIT A PRODUCT

Submit all required materials (see attached checklist) to teacher via myPLS
assignment dropbox prior to or on due date (see assignment cover Sheet
for details)
Version 1: ITS Assessment Item A

5. SUBMISSION CHECKLIST:
When submitting assignment, please ensure that all items below are included:
1. Poster.psd, Flyer.psd & Poster.jpg, Flyer.jpg files are uploaded to the ‘Assessment Dropbox’ of our
Course Site – 10ICT on Canvas Online.
2. Oral presentation transcript with Reference List (Be prepared to present your design as an oral
presentation during block in submission week)
CRITERIA SSHEET:
Product
Details
Presentation
Functionality
Presentation
Design Thought
Use of Photo
Editing/Vector
Drawing
Software
Oral
Presentation
Content
RESULT
A
B
C
D
E
Student has
thought
consistently and
accurately about
design principles
prior to
implementation.
Student uses an
extensive range of
techniques
appropriately,
including (all):

Use of
colour

Selectio
n tools

Layers

Maskin
g

Origina
l graphics

Applica
tion of design
concepts
Student has
thought
accurately about
design principles
prior to
implementation.
Student has
thought about
design principles
prior to
implementation.
Student has
thought
minimally about
design principles
prior to
implementation.
Little or no
attempt made to
think about
design
principles.
Student uses an
good range of
techniques
appropriately,
including (most):

Use of
colour

Selecti
on tools

Layers

Maskin
g

Origin
al graphics

Applic
ation of design
concepts
Student uses
some techniques
including (two):

Use of
colour

Selecti
on tools

Layers

Maskin
g

Origin
al graphics

Applic
ation of design
concepts
Student
required
extensive
assistance to
use photo
editing /vector
drawing
software
appropriately.
Student
effectively
incorporates all
aspects of their
design into the
presentation.
Student
incorporates all
aspects of their
design into the
presentation.
Student uses a
range of
techniques
appropriately,
including (at least
three):

Use of
colour

Selecti
on tools

Layers

Maskin
g

Origin
al graphics

Applic
ation of design
concepts.
Student
incorporates most
aspects of their
design into the
presentation.
Student
incorporates some
aspects of their
design into the
presentation.
Student
incorporates
few to no
aspects of their
design into the
presentation.
B+
C+
D+
E+
A+
A
A-
B
B-
C
C-
D
D-
E
E-

6. CRITERIA SSHEET:
Process
MANAGING
Details
Design Thought
WORKING
Overall
Effectiveness of
Final Design
REFLECTION
Interpreting and
Implementing
Client Advice
Testing Phase
RESULT
A
B
C
Student has created
a design that shows
a complete
interpretation of
the client’s
requirements.
Student has created
a design that shows
a comprehensive
interpretation of the
client’s
requirements.
Student has created
a design that shows
a valid
interpretation of
the client’s
requirements.
Student has
created a design
that shows some
interpretation of
the client’s
requirements.
Little or no
attempt made to
analyse client
needs.
Student has
provided an
effective,
appealing, design
that conforms to
client requirements
and desktop
publishing
standards, showing
originality and
flair.
Student has
effectively
interpreted and
applied all
feedback given
from client at
drafting stage to
improve final
design.
The student judges
and justifies with
clear and specific
understanding of
client’s needs, the
suitability of their
product.
Student has
provided a
somewhat effective,
appealing, design
that conforms to
client requirements
and desktop
publishing
standards, showing
some originality
and flair.
Student has mostly
interpreted and
applied most
feedback given
from client at
drafting stage to
improve final
design.
Student has
provided a design
that conforms to
some client
requirements and
desktop publishing
standards.
Student has
provided an
attempt at a
design, vary rarely
conforming to
client requirements
and desktop
publishing
standards.
Little or no
attempt made to
produce a final
design which
conforms to client
requirements and
desktop publishing
standards.
Student has applied
some feedback
given from client
at drafting stage to
improve final
design.
Student has seeked
feedback given
from client at
drafting stage.
Student has made
little or no attempt
to gain and
interpret feedback
from client.
The student judges
and justifies with
clear understanding
of client’s needs,
the suitability of
their product.
The student judges
with understanding
of client’s needs,
the suitability of
their product.
The student judges
at least two
client’s needs in
their product.
The student judges
at least one of the
client’s needs in
their product.
A+
A
A-
B+
B
B-
C+
C
D
C-
D+
D
E
D-
E+
E
E-

7. CRITERIA SSHEET:
Communication (ORAL)
Details
Representing
Information
Using Language
Oral Presentation
RESULT
A
B
The student uses
appropriate contexts
to construct and
effectively
communicate
intended meaning of
information in
design sketches.
The student has
selected appropriate
genre, context and
sequences to
represent
information and
ideas.
The student uses
appropriate contexts
to construct and
communicate
intended meaning of
information in
design sketches.
The student uses
mostly appropriate
contexts to deliver
meaning in design
sketches.
The student has
considered the
context, but has
applied in the basic
fashion to deliver
meaning in design
sketches.
The student has
applied some
language
conventions at
times in the design
sketches.
The student has
usually selected
appropriate genre,
context and
sequences to
represent
information and
ideas.
The student has used
a wide vocabulary
and consistently
applies conventions
of language
(spelling, grammar,
punctuation and
logical expression).
The student has
provided evidence
that genre has been
considered and
applied consistently.
The student has
provided evidence
that sometimes
genre has been
considered and
applied.
The student has
provided little to
no evidence that
genre has been
considered and
applied.
The student has used
an appropriate
vocabulary and most
conventions of
language (spelling,
grammar,
punctuation and
logical expression).
The student has used
a limited vocabulary
and few conventions
of language have
been applied
(spelling, grammar,
punctuation and
logical expression).
Student
communicates to
audience
incorporating most
of the following
aspects:

Eye contact
with audience

Voice
projection

Voice
dynamics

Visual
props

Appropriat
e length

Organisatio
n

Incorporate
s question time
Student
communicates to
audience
incorporating the
majority of the
following aspects:

Eye contact
with audience

Voice
projection

Voice
dynamics

Visual
props

Appropriat
e length

Organisatio
n

Incorporate
s question time
Student effectively
communicates to
audience
incorporating a few
of the following
aspects:

Eye contact
with audience

Voice
projection

Voice
dynamics

Visual
props

Appropriat
e length

Organisatio
n

Incorporate
s question time
The student has
used inappropriate
vocabulary and
many conventions
of language have
not been applied
(spelling,
grammar,
punctuation and
logical
expression).
Student makes
little to no attempt
to communicate
with audience.
The student has used
a wide vocabulary
with discrimination
and consistently
applies conventions
of language
(spelling, grammar,
punctuation and
logical expression).
Student effectively
communicates to
audience
incorporating all the
following aspects:

Eye contact
with audience

Voice
projection

Voice
dynamics

Visual
props

Appropriat
e length

Organisatio
n

Incorporate
s question time
A+
A
A-
B+
B
C
B-
C+
C
D
C-
D+
D
E
D-
E+
E
E-

8. 10ICT, Term 1: Poster / Flyer
'Tick and Flick', Evidence of Photoshop Skills
Textbook
Chapter
1. 'Getting
Started'
2. 'Image
Processing'
3. Using Layers
4. Selections
5. Painting and
Drawing
Concept
p. 10; Screen Resolution and scaling settings
p. 16; Correct colour mode (RGB, CMYK)
p.16; Rotating and flipping images
p.16; Cropping and straightening images
p.18; Optimising images size/resolution
p.20; Content aware scaling
p. 21; Sharpening
p.23; Tonal correction, Brightness/Contrast, Shadow/
highlight/Colour correction
p.24; Variations
p.26; Naming layers appropriately
p.26; Background layer
p.26; Locking layers
p.27; Transforming layers; Moving, Resizing,
Distorting,Rotating,
p.29; Layer transperency
p.31; Duplicating, Linking, Aligning
p.32; Layer Style
p.34; Merging and Flattening
p. 36; Marquee Tools
p.37; Feathering
p.38; Lasso Tool
P.38; Polygonal Lasso Tool
p.39; Magnetic Lasso
p.39; Magic Wand
P.40; Quick Selection
p. 40; Refine Edge
p. 41; Transforming selection
p.43; Paste into
p.44; Used the colour picker/Swatch
p.45; Eyedropper tool
p.46; Different Brushes (sizes/styles)
p.47; opacity / flow
p.47; Pencil tool
Included?
✔
✔

9. 6. Photo
retouching
7. Effects
8. Working with
type
p.47; Eraser tool
p.49; Art History Brush
p. 49; Smudge tool
p.50; Stroking and filling
p.50; Paint Bucket
p.51; Gradient tool
p.52; Shape tools
p. 53; Pen tool
p.53; Freeform Pen
p.54; Drawing with Paths
p.57; Clipping paths
p.58; Transperency
p.59; Background and Magic eraser
p.61; Spot healing
p.61; Healing brush
p.62; Patch tool
p.62; Clone stamp
p.63; Dodge
p.63; Burn
p.63; Sponge
p.63; Blur and Sharpen
p.64; Red eye
p.64; Color replacement
p.65; Panoramas
p.66; Filter gallery
p.69; Warp
p.70; Create and format Text
p. 71; Warp text
p. 71; Transform text
p.72; Flowing Text along a path
p.72; Rasterise text
p.72; Type mask on text

10. 6. Photo
retouching
7. Effects
8. Working with
type
p.47; Eraser tool
p.49; Art History Brush
p. 49; Smudge tool
p.50; Stroking and filling
p.50; Paint Bucket
p.51; Gradient tool
p.52; Shape tools
p. 53; Pen tool
p.53; Freeform Pen
p.54; Drawing with Paths
p.57; Clipping paths
p.58; Transperency
p.59; Background and Magic eraser
p.61; Spot healing
p.61; Healing brush
p.62; Patch tool
p.62; Clone stamp
p.63; Dodge
p.63; Burn
p.63; Sponge
p.63; Blur and Sharpen
p.64; Red eye
p.64; Color replacement
p.65; Panoramas
p.66; Filter gallery
p.69; Warp
p.70; Create and format Text
p. 71; Warp text
p. 71; Transform text
p.72; Flowing Text along a path
p.72; Rasterise text
p.72; Type mask on text