201 - Lesson 1 - Planning Methods
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This document discusses various planning methods that can be used to plan projects. It focuses on mood boards and storyboards. Mood boards are collages of images, colors and fabrics that convey an overall theme. Storyboards are a series of drawings with a script and are used to plan moving images. The document asks students to research mood boards and storyboards, and for each method, consider its purpose, contents, how it is made and what it can be used to plan.
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301 - Lesson 1 - Planning Methods
The document discusses various planning methods that can be used to plan projects. It will describe key features of four planning methods: mood boards, mind maps, visualizations, and storyboards. Readers are tasked with researching each method to understand its purpose, components, how it's made, and what types of projects it can plan. Each method will then be explained in more detail.
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This document discusses various planning methods that can be used to plan projects. It focuses on mind maps and visualizations. Mind maps have a central idea with branches breaking the idea down, while visualizations are drawings or sketches showing what something will look like. Learners are tasked with researching mind maps and visualizations to understand their purpose, components, how they are made, and what types of planning they can be used for.
Lesson1 planningmethods-201 ocr
The document outlines a lesson that introduces four key planning methods: mood boards, mind maps, visualizations, and storyboards. It states the lesson goals are to understand how these planning methods are created and used and to identify their key features. The lesson then provides an overview of each method and asks students to research each one, considering its purpose, components, construction, and applications.
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301 - Lesson 1 - Planning Methods
The document discusses various planning methods that can be used to plan projects. It will describe key features of four planning methods: mood boards, mind maps, visualizations, and storyboards. Readers are tasked with researching each method to understand its purpose, components, how it's made, and what types of projects it can plan. Each method will then be explained in more detail.
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This document discusses various planning methods that can be used to plan projects. It focuses on mind maps and visualizations. Mind maps have a central idea with branches breaking the idea down, while visualizations are drawings or sketches showing what something will look like. Learners are tasked with researching mind maps and visualizations to understand their purpose, components, how they are made, and what types of planning they can be used for.
Lesson1 planningmethods-201 ocr
The document outlines a lesson that introduces four key planning methods: mood boards, mind maps, visualizations, and storyboards. It states the lesson goals are to understand how these planning methods are created and used and to identify their key features. The lesson then provides an overview of each method and asks students to research each one, considering its purpose, components, construction, and applications.
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The document discusses creating a mind map to plan a sci-fi movie. It defines key terms like mind map, audience, and purpose. The goals are to create a mind map for the movie and review it against the client brief. Learners are instructed to make a mind map with a central idea and branches covering areas like characters, location, and audience, and then evaluate how well it meets the purpose.
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The document introduces four key planning methods: mood boards, mind maps, visualizations, and storyboards. It states that the lesson will help students understand how these methods are created and used by describing their key features. For an assignment, students are asked to research each of the four methods, considering their purpose, typical contents, how they are made, and what types of projects they can be used to plan.
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The document introduces four key planning methods: mood boards, mind maps, visualizations, and storyboards. It states that the lesson will help students understand how these methods are created and used by describing their key features. For an assignment, students are asked to research each of the four methods, considering their purpose, typical contents, how they are made, and what types of projects they can be used to plan.
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This document discusses using triggers in computer games, with a focus on door triggers. It outlines the goals of understanding trigger importance, knowing the available triggers in a chosen software, and being able to use a range of appropriate door triggers. It then discusses the different types of triggers available in Mission Maker software and instructs students to use various triggers to open and close doors, providing screenshots of the trigger types and door properties as evidence.
LO5 - Lesson 26 - Review
This document provides guidance for evaluating a new multi-page website that was created. It lists the goals of understanding client requirements, identifying improvements, and effectively evaluating the website. The evaluation should comment on how well the website fits its purpose, the suitability of content, ease of navigation, and aesthetic quality. It also recommends including details on potential improvements and future plans. Learners are tasked with producing an evaluation that addresses these areas and provides evidence of improvements made based on feedback.
LO4 - Lesson 25 - Testing
This document discusses the importance of testing a website's functionality and producing a suitable test plan. It provides lesson goals and assessment criteria for user testing a website. Key areas to test are interaction and purpose. When creating a test plan, it should show what is being tested, expected results, actual results, and any improvements. Students are tasked with creating a test plan to test functionality of navigation, hyperlinks, page load times, cross-browser performance, and consistency of style, and showing evidence of improvements based on feedback.
LO4 - Lesson 24 - Feedback
This document discusses testing a website and providing constructive feedback. It outlines lesson goals of understanding testing methods, feedback, and conducting target audience user testing. The assessment criteria includes carrying out target audience testing on a website's navigation, hyperlinks, page load times, performance in browsers, and consistency of style. The document emphasizes that feedback should identify strengths and weaknesses, be constructive and respectful, and help others improve their work. Learners are tasked with creating questions to gather feedback from their target audience on these website elements.
LO3 - Lesson 23 - Contact Page
This document provides goals, assessment criteria, and instructions for creating a contact page with a user feedback form. The goals are to understand how to include user feedback, use various form elements, and create a mailto form. The assessment criteria evaluate the technical standard of the website and use of optimization techniques. Learners are instructed to create a contact form with name, contact, and details fields using text boxes, text areas, checkboxes, radio buttons, and buttons. The task is to include a feedback method on the contact page using these form elements and provide evidence in the planning form.
LO3 - Lesson 1 - Level Map
This document provides instructions for creating a level map for a game. It outlines the lesson goals of understanding how to plan and select appropriate assets. The client brief specifies requirements for the game map - it must be suitable for 9-11 year olds and include 1-2 large rooms and small rooms connected by a minimum of 4 doors. Instructions are given to select a theme, locations, doors and props/active props to decorate the map. The task is to create the game map meeting requirements and providing screenshots of locations, props and active props, showing how props are repositioned and resized.
Predict The Score Leaderboard 2014
This document contains the results of a points competition with 211 participants ranked by their total points. Kimberley Bell finished in first place with 71 points and won £50, while D. Campbell and David Holly came second and third with 60 and 58 points winning £30 and £20 respectively. The document provides the full results listing all participants in descending order of points scored and notes that this is the final update, with winners to be contacted and prizes paid out after a deadline for contesting scores.
LO2 - Lesson 8 - Feedback
This document provides guidance on using feedback to improve initial game design ideas for a lesson. It discusses including key features in the game like rooms, doors, characters and objectives. It also covers planning areas like storyline, objectives, style and assets. The document recommends representing pathways using a key to identify room types and pickup locations. Students are instructed to use feedback on their previous game document to improve ideas for storyline, objectives, style, characters, assets, scoring and include evidence of a pathway.
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- 1. Planning Methods Unit 201 - Lesson 1
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- 3. How can we plan a project? Let’s have some ideas…
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