Epsom Girls Grammar School
10 Digital Technology (Full year course)
Course Description
Teacher in Charge: Miss C. Greenwood.
This course will focus on learning skills, theory and concepts in Digital Media, Information Management, Programming and Technological Process. This will help prepare students for NCEA for Year 11. The course will be theme based, focussing on raising awareness around a topic in business study that will be selected from a teacher-provided menu of choices at the beginning of the year. The skills and concepts offered through the year - but not limited to are:
- Logo - design and create a logo for your business using Adobe Photoshop, Illustrator and associated tools
- Animations – create an animation profiling/promoting your business topic that is appropriate for displaying on a website, using Adobe Animate
- Website Design – design and create a website to promote and raise awareness of your business, using HTML5 and CSS
- Game Design – further develop coding skills by designing a game using Scratch v2, Gamefroot, Construct 2 and many other platforms
- Robotics / Electronic solutions
- Print Media and Information Management - design and create word processed documents (letters, A4 posters and news sheets using Word), and desktop publishing (brochures using Publisher or InDesign). Students will follow Technological process to plan and develop original designs and documents
Software applications include Construct 3, Python 3, MBots/Arduino, AdobeCC (Photoshop, In Design, Dreamweaver, Animate and Illustrator), and Scratch.
Assessments: Project Work will be assessed during the year
Course Overview
Term 1
Students will use different perspectives to explore the impact of an existing digital technologies outcome, including a te ao Māori perspective in:
*** Web Design (DDDO) and Web Programming (CT)
Term 2
Students will use different perspectives to explore the impact of an existing digital technologies outcome, including a te ao Māori perspective in:
*** Strand A: Programming through either Game Design (CT), App Inventor, or Python
or
*** Strand B: Python Robotics with MBots
Term 3
Students will use different perspectives to explore the impact of an existing digital technologies outcome, including a te ao Māori perspective in:
*** Still Images, or Augmented Reality (DDDO)
Term 4
Students will use different perspectives to explore the impact of an existing digital technologies outcome, including a te ao Māori perspective in:
*** Animation
Course Costs and Equipment/ Stationery requirements
Personal earphones or headphones are recommended.
A device to record video is also recommended.
An external storage with a minimum of 8 gb is necessary for this course i.e. usb
Annual Adobe Creative Cloud License for student's personal PC's or laptops at home (provides access to PhotoShop, Illustrator, Animates, InDesign, Lightroom, Premier Pro)
| Description | Type | Value |
|---|---|---|
| Adobe Creative Cloud Licence | Voluntary | $9.00 |
| $9.00 | ||
Pathway
YEAR 11 DIGITAL TECHNOLOGY
Career options in future could include programming, software engineering, game maker, media developer eg animator or graphic image manipulation, network technician, hardware technician, software design, database developer, database administrator.
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Robotics are the bridge between mechanical engineering, electrical engineering, computer science, and even psychology. Each route places the main focus of study on a different core part of robotics:
1. "The Body" - MECHANICAL ENGINEERING
This branch of engineering looks at the physical systems which make up a robot. Subtopics like mechanics, materials engineering and manufacturing are core to industrial robotics. Often, mechanical engineering courses will have specialization in mechatronics or robotics, but these tend to be focused mostly on physical design and actuation.
2. "The Nervous System" - ELECTRICAL AND ELECTRONIC ENGINEERING
This branch of engineering gives you the basics of electronics, embedded systems, low-level programming, and control theory. Often, electrical engineering courses will also provide specializations in robotics or automation, which will be centred around the control of robots rather than the mechanical design.
3. "The Brain" - COMPUTER SCIENCE
A lot of people in research seem to enter robotics through computer science. This trend is likely to continue as standard robotic hardware platforms become the norm. Common platforms remove the research focus from the physical hardware and instead allow researchers to concentrate on software and high-level programming. Often, these courses will include robotic programming topics such as Artificial Intelligence and Software Design. It is usually at this level of study where people with a background in psychology and related fields can enter robotics with a postgraduate Masters course.
These are the core 3, but there are also many other routes you could take to end up working in robotics. For example, just take a look at the top 25 women in robotics and you'll find people who have started out studying:
- Physics (e.g. Aude Billard from EPFL and Arianna Menciassi from Scuola Superiore Sant’Anna)
- Cognitive Science and Psychology (e.g. Leila Takayama from Google X)
- Sociology and Social Psychology (e.g. Astrid Weiss from Vienna University of Technology).
Useful Links
Disclaimer
We aim to enable every student to have the course that they prefer, however, some courses have limited places or pre-requisits that may restrict the student's choice.
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