Information and Communication
Technology
Subject Area Syllabus — Sample unit of work — Digital tourism
campaign
Sample unit of work — Digital tourism
campaign
The sample unit of work provides teaching strategies and learning experiences that facilitate
students’ demonstration of the dimensions and objectives of Information and Communication
Technology.
This sample demonstrates:
 organisation and development of a unit that could be used within a course of study
 aspects of the underpinning factors particular to this unit
 learning experiences that support the achievement of the objectives described in the
dimensions of this syllabus
141023
 alignment between core subject matter, learning experiences and assessment.
Unit overview
The unit description includes a title and a paragraph
that outlines the intent of the unit.
Title of unit: Digital tourism campaign
This unit explores the integration of ICT skills from 3D modelling and video production to produce
products based on a client’s needs. It engages students in a problem-solving process to analyse a
problem, plan a solution, produce a product and evaluate the problem-solving process and solution and
make recommendations.
Time allocation:
Semester 3, 55 hours
A time requirement for the unit is indicated.
Dimensions and objectives
Knowing and understanding
Analysing and applying
Producing and evaluating
 identify and explain hardware

analyse ICT problems to
identify solutions

and software requirements
related to ICT problems
 identify and explain the use of
ICT in society

communicate ICT information
to audiences using visual
representations and language
conventions and features
synthesise ICT concepts and
ideas to plan solutions to
given ICT problems

produce solutions that
address ICT problems

evaluate the problem-solving
processes and solutions, and
make recommendations

apply software and hardware
concepts, ideas and skills to
complete tasks in ICT
contexts
Content to be taught
Elective context:
 Audio and video production
From the syllabus the concepts and ideas are
identified, together with the relevant knowledge,
understanding and skills.
Topic
Concepts and ideas
Knowledge, understanding and skills
Hardware
Components and
peripheral devices of a
computer system have
specific functions and
specifications.
 use peripheral devices, e.g. microphones, cameras,
Computer hardware and
components should be
identified and selected for
specific user needs and
purposes.
accessories, phones
 devices to capture audio and video, e.g. cameras, video
recorders, microphones, voice recorder device,
download of audio and video files
 devices to transfer and store content, e.g. computer
discs, digital video discs (CD/DVDs), hard drive, portable
memory
Hardware support systems
provide technical
information to troubleshoot
problems.
Information and Communication Technology
Subject Area Syllabus — Sample unit of work — Digital tourism campaign
Page 2 of 8
Queensland Curriculum & Assessment Authority
December 2014
Software
Software has different
purposes, processing and
functions.
There are both common
interface features and
specific techniques when
using software.
Software support systems
provide technical
information to troubleshoot
problems.
Data management
techniques ensure access,
storage, security and
organisation of
information.
 peripheral devices, e.g. microphones, sound system,
speakers, video cameras, phone
 devices to capture audio and video, e.g. cameras, video
















ICT in society
Appropriate equipment,
procedures and
techniques need to be
used when working with
computers to protect
health and ensure safety.
Specific practices exist to
ensure the ethical use,
security and safety of the
user.
recorders, microphones, voice recorder device,
download of audio and video files
devices to transfer and store content, e.g. computer
discs, digital video discs (CD/DVDs), hard drive, portable
memory
selection of audio and video hardware and components
to suit specific purposes, e.g. webcams, microphones,
tripods
troubleshooting guides and online tools provide
assistance
access printed and online user guides and manuals
different types of application software, e.g. Vegas,
Movie Maker, Acid, Adobe Premiere
different factors affect the selection of the application
software, e.g. hardware choices, user needs, cost,
availability
camera operation techniques, e.g. focus, shot angles,
lighting; composition and framing, background, distance,
dolly
importing video clips, animations, audio, images and
music
editing techniques for:
 video, e.g. shot screening and viewing, split clips,
combine clips, add titles and credits, merge, fade,
wipe, fly-ins, etc., motion FX, clip speed, overlays
 audio, e.g. converting audio files from one format to
another, special effects, mixing techniques, time
encoding, removing audio
post-production techniques, e.g. rendering, saving to
format or presentation medium, burn to CD and DVD,
control of file size and time management
use of manuals and built-in help functions
community help forums and crowd-help features and
online sources
storage implications of various file types and settings,
e.g. file size, transportability, security, resolution,
frame rate, sample rate
DRM, creative commons and copyright laws relating
to images
preparation for capturing a video or audio, e.g. scripting,
outlines, storyboards, shooting schedule, equipment
lists, shot list, production roles, mise en scène
management and organisation of project files and
published files
 application of safe work practices and procedures
relevant to use of audio and visual software and
hardware, e.g. compliance with occupational health and
safety (OHS), effects of spending long periods of time
using audio and video software and hardware without a
break, need for regular rest breaks, avoiding eye strain,
correct posture and effective equipment position and
system ergonomics
 physical harm minimisation, e.g. volume control,
headsets, workplace environment, i.e. natural lighting,
Information and Communication Technology
Subject Area Syllabus — Sample unit of work — Digital tourism campaign
Page 3 of 8
Queensland Curriculum & Assessment Authority
December 2014
Society is affected by past,
new and emerging ICT.










configurable chair and desk, repetitive strain injury (RSI)
handle equipment safely and with care
choice of suitable shooting locations
care and maintenance of hardware
ethical and legal issues — copyright, e.g. downloading
of propriety video clips
role of DRM in controlling access to video and audio
techniques employed to reinforce a bias or to promote a
point of view, e.g. camera angle, selective editing,
choice of music, undue emphasis, and how these are
used in current media
peer to peer (P2P) networks and the sharing of video
and audio files
accessibility of audio and video and connection speeds
media files can be shared instantly around the world:
social implications of this technology
emerging trends, e.g. rise of phenomena like viral videos
and their social impact
Elective context:
 Digital imaging and modelling
Topic
Concepts and ideas
Knowledge, understanding and skills
Hardware
Components and
peripheral devices of a
computer system have
specific functions and
specifications.
 different devices are used to capture images,
Computer hardware and
components should be
identified and selected for
specific user needs and
purposes.
e.g. camera, mobile phone, scanner
 device specifications and features, e.g. operation,
settings, storing, capabilities, resolution, methods of use
 selection of hardware should be based on a range of
factors, e.g. meeting client needs, costs, timing
 output devices and considerations, e.g. 2D or 3D,
resolution, materials used
 identification of possible causes of faults with digital
image hardware and devices
 use troubleshooting guides and online tools to provide
Hardware support systems
provide technical
information to troubleshoot
problems.
Software
Software has different
purposes, processing and
functions.
There are both common
interface features and
specific techniques when
using software.
Software support systems
provide technical
information to troubleshoot
problems.
assistance
 identification of digital imagery/modelling software





Data management
techniques ensure access,
storage, security and
organisation of
information.



capabilities, e.g. raster and vector images, 2D and 3D
capabilities, compatibility between software packages
identification of software for different purposes, e.g. for
image creation or manipulation, schematic design,
modelling and prototyping
common graphical user interfaces (GUI) elements in
image software, e.g. layers, editing tools, effects
types of images, e.g. bitmapped, vector, gif, jpg, psd, tiff,
raw, metafiles
techniques used for enhancing images, e.g. filter effects,
masking, distortion, overlaying, colour adjusting
techniques used for manipulating images, e.g. size,
orientation, red, green, blue (RGB) ratio, number of
colours, brightness, contrast
effect of resolution on file size, resizing and appearance
of image on different output devices
use of manuals and built-in help functions
community help forums and crowd-help features and
Information and Communication Technology
Subject Area Syllabus — Sample unit of work — Digital tourism campaign
Page 4 of 8
Queensland Curriculum & Assessment Authority
December 2014
online sources
 understand the storage implications of various file types
and settings, e.g. file size, transportability, security,
resolution, canvas size
 working files versus publishing files
ICT in society
Appropriate equipment,
procedures and
techniques need to be
used when working with
computers to protect
health and ensure safety.
 application of safe work practices and procedures
Specific practices exist to
ensure the ethical use,
security and safety of the
user.

Society is affected by past,
new and emerging ICT.








relevant to the production of digital imaging and
modelling, e.g. compliance with occupational health and
safety (OHS), effects of spending long periods of time
using ICT without a break, need for regular rest breaks,
avoiding eye strain, correct posture and effective
equipment position and system ergonomics
physical harm minimisation, e.g. workplace environment,
i.e. natural lighting, configurable chair and desk,
repetitive strain injury (RSI) considerations
choice of suitable shooting locations
ethical and legal issues, e.g. copyright, downloading of
images and use of image manipulation tools
understand how identity management and information
releases are required to ensure privacy and legal use
of images
roles of DRM and creative commons and copyright laws
relating to controlling access to images
awareness of the speed of image distribution and
duplication globally
images are no longer records of fact, they are editable
images can be shared instantly around the world: social
implications of this technology
emerging trends, e.g. rise of phenomena like memes
and their social impact
Information and Communication Technology
Subject Area Syllabus — Sample unit of work — Digital tourism campaign
Page 5 of 8
Queensland Curriculum & Assessment Authority
December 2014
Learning experiences are designed to reflect the objectives
and core and elective selected for the unit of work.
Learning experiences
 using a problem-solving process to solve an ICT problem










 identifying and explaining the problem
 analysing and examining the problem to identify possible solutions including identification of client
requirements and technologies and selecting one feasible option based on the set requirements
 developing a storyboard to illustrate the process that will be used to compose the product
 modifying and implementing a solution by applying production methods from storyboard(s) to produce
elements required
 testing the product based on peer and user feedback
 finalising the product for distribution
 evaluating the effectiveness of the problem-solving processes and solution in order to make
recommendations
developing an understanding of 3D animated product production including software choices and output
options
communicating ICT information about common ICT concepts to an audience using visual and language
conventions and features
demonstrating preparation for capturing a video or audio, e.g. scripting, outlines, storyboards, shooting
schedule, equipment lists, shot list, production roles, mise en scène
using peripheral devices to capture audio and video, e.g. microphones, cameras, accessories, phones
choosing suitable shooting locations
demonstrating care and maintenance of hardware
demonstrating editing techniques for audio and video
demonstrating knowledge of ethical and legal issues, e.g. copyright, downloading of images and use of
image manipulation tools
identifying and using different types of images, e.g. bitmapped, vector, gif, jpg, psd, tiff, raw, metafiles
comparing the effect of resolution on file size, resizing and appearance of images on different output
devices, and consequences for storage space and end use
demonstrating core skills for work, e.g. planning and organising, making decisions, identifying and solving
problems, creating and innovating, connecting and working with others and independently
Underpinning factors, e.g. Core Skills for
Work are embedded in each unit of work.
Information and Communication Technology
Subject Area Syllabus — Sample unit of work — Digital tourism campaign
Page 6 of 8
Queensland Curriculum & Assessment Authority
December 2014
The technique of project assesses a response to a
single task, situation and/or scenario in a unit of work.
Assessment
Assessment: Assessment instrument 1 — Digital tourism campaign
Dimensions assessed
Knowing and understanding
Analysing and applying
Producing and evaluating
Assessment technique
Project
Type of instrument
Complete project includes product component and written component
Assessment conditions
In class
Group work possible
Product component:
Continuous class time provided to develop
Written component: 500–900 words
Description of
instrument
Product component:
Design and develop a 3D animated character to act as an ambassador for
an upcoming local tourism campaign.
The different
components within a
project can be delivered
at different times
throughout a unit of
work. However, one
overall result is given for
the completed project.
Learning experiences support the
assessment possibilities indicated.
A project consists of a
number of components in
a single assessment and
occurs over a set period
of time.
Written component:
Communicate a clear design plan including character sketches, storyboard
and justification of design elements. The design plan will also detail the
project objectives and document the process undertaken, which may be
completed as a learning/activity log. Evaluate the process undertaken and
the end product and make recommendations.
The learning/activity log will include screenshots and design diagrams to
illustrate work.
A rendered video of the character with the accompanying design plan is to
be submitted.
Assessment: Assessment instrument 2 — Digital tourism campaign
Dimensions assessed
Knowing and understanding
Analysing and applying
Producing and evaluating
Assessment technique
Project
Type of instrument
The complete project includes a written component and a product
component.
Assessment conditions
In class
Group work possible
Product component: Continuous class time provided to develop
Written component: 500–900 words
Information and Communication Technology
Subject Area Syllabus — Sample unit of work — Digital tourism campaign
Page 7 of 8
Queensland Curriculum & Assessment Authority
December 2014
Description of
instrument
Product component:
Produce a short promotional video for a client to promote tourism by using a
combination of still images of the local area and a 3D ambassador figure.
The video must be suitable for use in a variety of environments, e.g.
websites, digital signage or mobile devices.
The video will include:
 background images of the local area
 an animated 3D ambassador
 narration to tell the story
The video will provide an interesting perspective on the area to be promoted
which will entice visitors to visit the area and find out more information.
Written component 1: Proposal for the client
Produce a written proposal to submit to the client, which includes character
sketches, storyboard and justification of design elements.
Written component 2:
Communicate the development of the product using a learning log which
must list all used resources, the project objectives, and the process
undertaken. Evaluate the process undertaken and the product, and make
recommendations for the future development of similar resources.
A rendered promotional video with the accompanying client proposal and
learning log is to be submitted.
Possible resources





Blender www.blender.org
Blender tutorials www.blender.org/support/tutorials
design principles www.swinburne.edu.au/design/tutorials/design/design
Audacity basics https://multimedia.journalism.berkeley.edu/tutorials/audacity/audio-editing
landscape photography tips
www.digitalcameraworld.com/2010/09/09/10-quick-landscape-photography-tips
graphical representational tools, e.g. flowcharting software, SmartArt in Word, mind mapping software
 cameras
 internet access
Information and Communication Technology
Subject Area Syllabus — Sample unit of work — Digital tourism campaign
Page 8 of 8
Queensland Curriculum & Assessment Authority
December 2014