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Section Title Primary information Description and Notes Suggested resources
Lesson Length The expected lesson length will be approximately one hour

Some variation possible.

Assessment Level 1

Students The lesson is suitable for KS3 and KS4 students Since this is a new specification, the lesson is suitable for Year 7 to 9 students and differentiated by outcome  
Overall Focus Students have started work on a project to create some material for a purpose (i.e. another department).  In this lesson they will create remix materials.  This should be familiar in terms of music, but equally any digital artifact can be remixed. This lesson will introduce the idea of needing to use other materials when it is difficult or time consuming to make your own

Lesson Links: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20, 21, 22, 23, 24, 25, 26, 27, 29, 30, 31, 32, 33, 34, 35, 36, 37, 38, 39

Key words abstraction, programming language, instruction, open source, analog, digital, file types, variable, loop, accurate, remix These words need to be reinforced throughout the series of lessons  

use remix to create original digital information

use specific design techniques

Though not explicitly part of assessment here, students need to think about licensing.

Evidence here will be student's own work and assessor observations


In remixing content and digital artifacts, students will also be using specific design techniques and can be assessed accordingly
Key Questions Some questions to get learners thinking about the topics

Students need to think about creating a digital item for any subject they like.  The key is how they create it and how much originality it has.

They have already started, so any instruction time can be on the project management, such as timelines and goals

How much can you remix other work?  Does it become your work?  What items can be remixed?  What are the advantages and disadvantages to remixing?
Learning Objectives
  • To create material for their project using remix methods and tools
  • To describe and explain their work in terms of the process and tools
  • To understand how computer programs create elements
  • To understand basic licensing issues with digital content

As stated previously: students need to have an overview of project management: planning, timing, executing, testing, documenting.  They need to chose something they are comfortable with and it can be in any subject area.  Good chance to do some cross-curricular work here.

Also need to show some skills in digital tools to get the effect they need from the material they choose to remix

If you are using the Learning Machine learning system, students can add their comments and material to this site as evidence of their growing understanding.  The site, if used consistently, will show progression via charts of activity and outcomes.
Teaching and Learning Elements
  • Introduction and overview of timelines
  • Basic overview of analog and digital aspects
  • Students can break into groups and work on their own remix materials
  • Class presentation on key areas to think about and plan for
  • Summarize the key points and reinforce the importance of keeping to deadlines

In this lesson we need to make sure students know and can apply a basic planing process to their project.  Try to reinforce SMART principles.

If you have some examples from previous years, that would be helpful as a guide.

Question students about their choices.  Check for understanding and possible over-run due to over-ambitious plans.

The main focus of this particular assessment criterion is the student's ability with digital systems to modify an existing piece of work to "remix" it.

The other underlying idea here is for them to work on this as a project, so they will need support and guidance on how this will be carried out.

Some aspects of students work will invariably deal with sounds and images, in which case, you need to spend some time addressing analog vs digital, and well as file types.

Some useful guidance is here and here.

Lesson Structure Possible structure
  1. introduce examples of remix items
  2. discuss with student some possible areas to look at and assist in finding and working on these
  3. individual work on remix materials
  4. highlight next block's focus and issue homework

As with the suggestions on the overall SOW and Guidance pages:

If you have access to YouTube, this short video is a great explanation of analog and digital.


It is an interesting discussion for students.  CD and DVD players can recreate frequencies from 20-20,000 Hz, though most people probably would not hear above 15,000.  You could not put a dog whistle on a CD as it is above 40,000Hz.  A computer can represent 16.7 million different colours (digital), though the colour spectrum is infinite, so has no upper limit.  When students import their analog pictures (using a scanner), they are therefore losing some colour and resoultion. 


You can use what is in the school network, or some open source software to explore:


Audacity logo

Sheet music creator

2D animation

3D animation

Avidemux logo 

Homework Get students to create a small table to show the features of 3-5 different file types.  What program they work with, what their extension is, any limits, advantages vs, disadvantages etc. Students can vary their homework depending on their level of understanding Get students to document their experience on their portfolio system for assessment


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