OCR Cambridge Technicals Introductory Diploma in IT

Leave a comment

What is the course about?

This is a practical ICT course allowing students to gain the skills needed by a wide variety of  users. It is assessed continuously through 6 coursework modules and has no exams. The skills developed during the course include professional design for business, research and report writing, Flash animation, web design, the use of spreadsheets for complex problem solving and using Google Docs for collaborative working with other students. The OCR Level 3 Cambridge Technicals Introductory Diploma in IT attracts UCAS points as outlined below.

This is a 2 year course. Unlike A-levels, there is no “AS” style qualification for those students who drop the course at the end of year 12.

Requirements / Skills for Entry to the course

Ideally students should have a qualification in ICT such as GCSE ICT / Computing or DiDA. However the most important requirements are a keen interest in all aspects of ICT, the ability to work independently and to keep to deadlines.
The OCR National in ICT Level 3 Certificate is graded Distinction, Merit or Pass and the UCAS equivalent is as follows:

OCR Level 3 Cambridge Technicals Introductory Diploma in IT

OCR Grade

UCAS Tariff

A-Level Equivalent

Distinction *












Brief Outline of the Course and Method of Assessment

The course is modular and is assessed internally (moderately externally); there is no exam. The course comprises six units studied across year 12 and 13.

The mandatory units are:

Communication & Employability Skills for IT

This unit allows students to understand what an employer expects of an individual and how to communicate effectively while developing their own personal development needs.

Information Systems

This unit will ensure that students have a greater understanding of how organisations use information internally and externally. The skills gained by completing this unit will give students knowledge of the functionality of information and the ability to produce management systems.

We then go on to study 4 more units. There are a wide range of units to choose from, the current plan is to teach the following:

Developing Computer Games

The computer games industry is a rapidly expanding one which adapts with each new technology that emerges. Games are developed across a range of platforms, for differing audiences and of differing complexity. The look, feel and purpose of games is so varied that the repurposing and multi-purpose/platform becomes a consideration for designers.
This unit gives learners the opportunity to consider the new and exciting developments within the games industry with the rapid advancements of the technologies available to developers. This unit introduces learners to the creativity of the games industry, allowing them to explore the industry, the impact on society and the position within the market place for a game based on its genre and purpose. The learner will design and develop a game to an identified specification, using the appropriate programming techniques.
Once completed the learner will be expected to fully test their computer game against the specification and for functionality to ensure that it is suitable to be given to the target audience. They should also create the technical documentation to support their development.
This unit allows learners to understand about different computer games, to be able to understand the social impact of computer games and enables them to design, develop and test computer games. This unit will give a good insight into working within the computer gaming industry.

Project Planning with IT

Businesses require employees to have some knowledge of project planning. This unit will provide the learner with the skills required to plan and run a project of their own. It is recommended that learners may choose to develop a plan for a practical project they intend to run or to achieve other related units within the qualification.
The aim of this unit is to help the learner understand how projects are managed and to be able to plan a project using IT. Learners will learn how to follow the project plan and review the process that they have followed.

This unit will give students transferable skills which had real and ongoing value in a wide range of industries. We will do this unit at the same time as the Developing Computer Games unit so students can plan the project to develop their own game.

Website Production

Nearly all businesses and organisations realise the importance of having a web presence in the 21st century. It provides an opportunity to reach an international audience with their product or brand. Websites need to be well designed to keep visitors returning and avoid excluding user groups by being inaccessible. Companies need to analyse the technical considerations to ensure they do not hinder the user experience.
This unit will prepare learners to design, create and test a fully functioning website, while also providing essential grounding knowledge on the architecture, design and security issues that need to be considered

Computer Animation

This unit will allow learners to understand the different types of animation that are designed and created in industry for different mediums. They will learn about the possible uses in the media, gaming, on the web and on mobile phone applications. They will gain the knowledge and skills to use software to design and create different types of animation.
Computer animation is the method used to generate animated images using computer graphics. The more general term computer generated imagery (CGI) encompasses both static scenes and dynamic images, while computer animation only refers to moving images.
Modern computer animation usually uses 3D computer graphics, although 2D computer graphics are still widely used for a wide range of purposes and medium such as film. Computer animation is essentially a digital alternative to the stop motion techniques used in traditional animation with 3D models and frame-by-frame animation of 2D illustrations.
Computer generated animations are more controllable than more physically based processes, such as effects or crowd scenes, and it allows the creation of images that would not be feasible without the use of technology. It can allow a graphic artist to produce such content without the use of physical props reducing time and cost.
To create the illusion of movement in an animation, an image is displayed on the screen and replaced by a new image with fractional changes and advanced slightly along a timeline the same as the process of historical flip books.
Learners will explore the techniques and developments within the sector, the animation styles and formats currently emerging and the techniques used for these animations. Learners will then use software to develop a planned animation.

The units offered are at the discretion of the staff teaching this course although every effort will be made to accommodate individual student requirements. The units may change as new units are made available, or for technical reasons.

Career Opportunities/Additional Information

The course is intended to be of interest to a wide range of candidates; those wishing to study a Higher Education course or those wishing to pursue a career in ICT or a career where ICT plays an important part.

Further information:

Miss Bunce, Mr Muscat, Mr Pearsall or Mrs Davey or the OCR website


Leave a Reply