Here's a proposed Year 8 ICT scheme of work, aligned with the British National Curriculum for

Computing, and based on the theme "Stand Up and Be Counted." This scheme covers 10 weeks,
with one 50-minute lesson each week, focusing on using multimedia to raise campaign
awareness.

Scheme of Work: Year 8 ICT

Theme: Stand Up and Be Counted

Duration: 10 Weeks (1 lesson per week, 50 minutes each)
Age Group: 14 years old (Year 8)
School Type: British International School

Week 1: What is a Campaign?

 Differentiated Objectives:
o All students: Understand the purpose of a campaign and identify different types of
campaigns.
o Most students: Analyse a campaign's effectiveness based on its message and
medium.
o Some students: Evaluate the strengths and weaknesses of a campaign's digital
presence.
 Suggested Activities:
o Introduction to the concept of campaigns, both historical and modern.
o Group discussion on examples of campaigns they are familiar with.
o Watch and analyse a video of a famous digital campaign.
 Resources Required:
o Computer with internet access, projector, campaign videos, handouts with
campaign examples.

Week 2: Multimedia in Campaigns

 Differentiated Objectives:
o All students: Understand the role of multimedia in enhancing a campaign.
o Most students: Identify different multimedia elements (text, images, videos) in a
campaign.

You said:

Sorry I meant year 9, not year 8

ChatGPT said:

ChatGPT
Memory updated
Here's the revised Year 9 ICT scheme of work, aligned with the British National Curriculum for
Computing, based on the theme "Stand Up and Be Counted." This scheme covers 10 weeks, with
one 50-minute lesson each week, focusing on using multimedia to raise campaign awareness.

Scheme of Work: Year 9 ICT

Theme: Stand Up and Be Counted

Duration: 10 Weeks (1 lesson per week, 50 minutes each)
Age Group: 14 years old (Year 9)
School Type: British International School

Week 1: What is a Campaign?

 Differentiated Objectives:
o All students: Understand the purpose of a campaign and identify different types of
campaigns.
o Most students: Analyse a campaign's effectiveness based on its message and
medium.
o Some students: Evaluate the strengths and weaknesses of a campaign's digital
presence.
 Suggested Activities:
o Introduction to the concept of campaigns, both historical and modern.
o Group discussion on examples of campaigns they are familiar with.
o Brief on the project: creating a digital campaign.
 Resources Required: Projector for video examples, worksheets for campaign analysis,
access to the internet for research.

Week 2: Planning Your Campaign

 Differentiated Objectives:
o All students: Create an outline of a campaign idea related to a cause they care
about.
o Most students: Develop a detailed campaign plan, including target audience and
key message.
o Some students: Justify the choice of digital tools and platforms to be used in their
campaign.
 Suggested Activities:
o Brainstorming session on potential campaign topics.
o Students start planning their campaign by defining goals, audience, and platforms.
o Peer review of campaign ideas.
 Resources Required: Campaign planning templates, access to computers for research,
peer feedback forms.
Week 3: Multimedia in Campaigns

 Differentiated Objectives:
o All students: Identify different types of multimedia used in campaigns (videos,
images, text).
o Most students: Analyse how multimedia enhances a campaign’s message.
o Some students: Plan the multimedia components of their campaign, considering
design and usability.
 Suggested Activities:
o Case study analysis of successful multimedia campaigns.
o Introduction to multimedia tools available for the project (e.g., video editors,
graphic design software).
o Students plan the multimedia elements of their campaign.
 Resources Required: Examples of multimedia campaigns, multimedia planning
worksheets, access to multimedia creation tools.

Week 4: Creating Digital Content - Video

 Differentiated Objectives:
o All students: Record and edit a short video segment for their campaign.
o Most students: Ensure the video conveys the campaign’s message clearly.
o Some students: Enhance the video with additional elements like text overlays and
soundtracks.
 Suggested Activities:
o Workshop on basic video editing (using software like iMovie or Windows Movie
Maker).
o Students record and begin editing their videos.
o Peer feedback on video drafts.
 Resources Required: Video cameras or smartphones, video editing software,
headphones.

Week 5: Creating Digital Content - Graphics

 Differentiated Objectives:
o All students: Design simple graphics or posters to support their campaign.
o Most students: Use design principles (e.g., contrast, alignment, repetition) to
create impactful graphics.
o Some students: Integrate their graphics with other multimedia elements in their
campaign.
 Suggested Activities:
 o Introduction to graphic design tools (e.g., Canva, Adobe Spark).
o Students design posters or social media graphics.
o In-class critique of graphic designs.
 Resources Required: Access to graphic design tools, samples of well-designed graphics,
design rubric.

Week 6: Creating Digital Content - Websites

 Differentiated Objectives:
o All students: Create a basic website or landing page for their campaign.
o Most students: Ensure the website is user-friendly and visually appealing.
o Some students: Integrate multimedia content effectively on the website.
 Suggested Activities:
o Tutorial on website creation (using platforms like Wix or Weebly).
o Students create a draft version of their campaign website.
o Peer review and feedback session.
 Resources Required: Website creation platforms, internet access, website planning
templates.

Week 7: Integrating Social Media

 Differentiated Objectives:
o All students: Identify key social media platforms for their campaign.
o Most students: Plan and schedule social media posts to raise awareness for their
campaign.
o Some students: Implement a social media strategy that includes analytics and
engagement.
 Suggested Activities:
o Discussion on the role of social media in modern campaigns.
o Students create social media accounts/pages for their campaign.
o Drafting social media posts and planning a content calendar.
 Resources Required: Access to social media platforms, content calendar templates,
example posts.

Week 8: Online Safety and Privacy

 Differentiated Objectives:
o All students: Understand the importance of online safety when running a digital
campaign.
 o Most students: Implement strategies to protect their online identity and the
privacy of their campaign audience.
o Some students: Analyse potential risks and ethical considerations in digital
campaigns.
 Suggested Activities:
o Presentation on online safety, privacy, and ethical considerations.
o Students review their campaign for potential safety and privacy issues.
o Discussion on reporting inappropriate content and conduct.
 Resources Required: Online safety resources, case studies on digital campaign ethics,
privacy checklists.

Week 9: Finalising the Campaign

 Differentiated Objectives:
o All students: Finalise and review all campaign elements.
o Most students: Ensure that all multimedia elements are cohesive and support the
campaign's message.
o Some students: Prepare a presentation of their campaign to the class.
 Suggested Activities:
o Final edits and adjustments to digital content.
o Peer review and self-assessment of the completed campaign.
o Preparation for the campaign presentation.
 Resources Required: Access to all necessary digital tools, peer review forms,
presentation planning resources.

Week 10: Campaign Presentations and Reflection

 Differentiated Objectives:
o All students: Present their campaign to the class.
o Most students: Reflect on the effectiveness of their campaign and what they have
learned.
o Some students: Provide constructive feedback on their peers’ campaigns and
suggest improvements.
 Suggested Activities:
o Students present their campaigns to the class, including all multimedia elements.
o Reflection activity: What worked well? What would you do differently?
o Peer feedback session.
 Resources Required: Presentation equipment (projector, speakers), reflection
worksheets, feedback forms.