Teach ICT - Recently Updated Pages

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Anonymous — Tue, 20 Nov 2007 06:31:42 CST

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Link To Other Resources

Anonymous — Sat, 13 Oct 2007 03:03:41 CDT

The sharing of ICT Resources is ever growing and here are a few other places you may enjoy looking:

GH ICT Wiki

Lancre Theme Park

Anonymous — Sat, 18 Aug 2007 07:59:13 CDT

There is no abstract available for this page revision.

Unit 7.4 - Lesson 1: Alternative, SHS

MrC — Thu, 11 Jan 2007 11:24:29 CST

Learning objectives;
By the end of the lesson students should be able to;

List the benefits of using a spreadsheet
Demonstrate that they can use the fill handle correctly
Identify the different parts of a spreadsheet
Create a formula

Stand behind chairs, race to log on – first to the front, take register

10 mins Starter
Hand out zoo activity on paper – first example, explain how to work out, see who can finish this first. Then add in some changes – Elephants standing on snakes, alligators eating sea lions and eagles flying away. Bring back to front, show zoo activity spreadsheet – make changes on this. Which cells change? What is the benefit of using a spreadsheet? ·

Easy to make changes ·
Automatic calculations ·
No mistakes

Show learning objectives

10 mins Spreadsheets are clever –
using the fill handle Show how to open a blank worksheet, show how it is possible to add text numbers into cells. Put somebody’s name into the cell, put the day in and the month and the date. Use the fill handle to demonstrate the different effects. Add a sequence number, how does the spreadsheet know what to do? Begin to set up a times table square, do 1 and start 2. Students to experiment with fill handle

10 mins Parts of a spreadsheet –
use zoo activity Use powerpoint or IWB to identify; row, column, cell, cell reference, worksheet, text label, numeric data, formula Redo formulas on zoo activity sheet to explain how they work, then use fill handle to copy down formula what will happen?– explain that the shape of the formula is copied.

10 mins Football league
Show students where to find football league table. Set them the task of adding five more teams (make them up if not sure) and putting in some numbers for the wins, losses and draws. Challenge them to create a formula to calculate the games played. 10 mins How to do the points? Ask for suggestions on how to do this – then demonstrate solution and copy down. Lastly demonstrate how to sort the table.

Extension Add the points on the sheet in two different places. Change the formula to use cell references instead of numbers. Explain absolute cell referencing.

10 mins Plenary
Use hotpots to assess learning

Unit 7.4 - Lesson 1: DFES STU

Anonymous — Thu, 11 Jan 2007 11:17:15 CST

There is no abstract available for this page revision.

Unit 7.4 - DFES STU

Anonymous — Thu, 11 Jan 2007 11:15:54 CST

There is no abstract available for this page revision.

Unit 7.4

Anonymous — Thu, 11 Jan 2007 11:14:42 CST

There is no abstract available for this page revision.

Unit 8.2 - DFES STU

MrC — Fri, 08 Dec 2006 11:37:01 CST

Unit 8.2 PDF
Lesson outlines

LESSON 1
Introducing the unit and a text mark-up language, HTML
1 Starter: Reviewing Year 7 learning
2 Introducing the unit
3 Introducing HTML
4 Creating a simple web page in HTML
5 Plenary: Planning extra features
Homework: Planning the home page of a website

LESSON 2
Comparing methods of producing web pages
1 Starter: Relationship between audience and purpose
2 Using Microsoft Word to create a web page
3 Comparing methods of producing web pages
4 Plenary: Looking forward
Homework: Evaluating the use of a wordprocessor to create a web page

LESSON 3
Planning the website structure
1 Starter: Considering audience needs
2 Outlining the structure
3 Identifying routes through the information
4 File and folder structure
5 Plenary: Reviewing the plan for the website structure
Homework: Researching users’ needs and interests

LESSON 4
Introducing web page creation, structure and appearance
1 Starter: Thinking about page layouts
2 Demonstrating the web page creation software
3 Style sheets
4 Plenary: Advantages of style sheets
Homework: Finding images for the section of the website

LESSON 5
Designing and creating a front page for a section
1 Starter: Evaluating web pages
2 Planning the design of the front page of the section
3 Creating the front page
4 Plenary: Evaluating the pages produced
Homework: Suggestions for improving the page

LESSON 6
Designing web pages
1 Starter: Considering the purposes of websites
2 Planning and designing pages for the section
3 Plenary: Sharing examples
Homework: Drafting the text for a page

LESSON 7
Creating more web pages
1 Starter: Reviewing home pages and the use of links
2 Creating the pages
3 Plenary: Sharing examples
Homework: Reviewing the pages

LESSON 8
Completing and evaluating the project
1 Starter: Revising definitions of key vocabulary
2 Completing the pages and creating the website
3 Plenary: Evaluating the unit
Homework: Setting personal targets

Unit 8.2 - Lesson 1: DFES STU

MrC — Thu, 07 Dec 2006 16:05:04 CST

1 Starter: Reviewing Year 7 learning
As pupils come into the room, refer them to the questions on the flipchart or on the prepared cards.
Allow a few minutes for discussion, then go through the questions below, taking feedback. As appropriate, refer to the web page you have displayed on the screen.
• What criteria do you use to judge a website’s accuracy and validity?
Is the source reliable (‘official’ or ‘unofficial’)?
Does the site have links to other reliable websites, and is the information backed up by similar information from other websites?
Is the information fact or opinion?
Is the information biased or misleading in any way?
Is the information complete or incomplete, giving the whole picture, or just part of the story?
Is the information up to date?
Is the information clear?
• What criteria help you to judge whether a website is easy to use?
Are the language and vocabulary easy to understand?
Is it easy to navigate the site and find your way around it?
Are options clear? Do menus and internal links help you to find the information that you want?
• How do you judge the relevance of a website?
Does it meet the needs of all the categories of people who might want the information?
• What criteria help you to judge a website’s quality of display?
Is it legible, is the font size appropriate for the users?
Is it attractive to the user in its layout and use of colour?
Do the graphics, sound and animation add to the relevance or attractiveness of the site, or do they distract the user?
In discussion, remind pupils about these points from Year 7 lessons.
• A site such as www.bbc.co.uk, with links to changing information, such as current news, the weather, financial information, is more likely to be up to date.
• A more recent website is not automatically more accurate than an older one. The older one may contain correct information, the more recent text could be inaccurate or biased in some way.
• Factual data such as measurements of temperature may superficially appear to be accurate but may be biased because the sample of measurements was not representative. Information in an advertisement may be biased because it does not show the whole picture or because it represents a particular viewpoint.
• The relevance of a website has to be judged, taking account of who is using it and for what purpose. A site about a place of interest might be relevant to a researcher who is looking for historical facts but not to a tourist who wants to know whether it is open on Sundays.
• The style of presentation (layout, use of sound and colour) cannot on its own be taken as an indicator of whether or not a site is reliable, since a particular style is easy to mimic.
During the discussion, try to use the key terms associated with web pages (for example, web browsers, hyperlinks, World Wide Web). Point out the wall display of vocabulary and tell pupils that you will be adding to it as the unit progresses.
2 Introducing the unit
Explain to the class that during this unit of eight lessons they will learn to:
• recognise effective and efficient features of websites;
• judge a website’s ‘fitness for purpose’;
• create several linked web pages to be displayed on the school intranet or website;
• use a range of software to enable them to complete their task.
Explain that in this lesson pupils will be introduced to the way in which web pages are designed. Show slide 1 from Teacher resource 1.ppt to explain the lesson’s objectives.
Slide 1

Tell pupils that they are going to create a website displaying an on-screen ‘visit’ to the school. The audience may vary but could include parents, pupils and general visitors, who will be able to find out about:
• various parts of the school, with areas to view on-screen;
• the staff and pupils who work there;
• particular subjects;
• extra-curricular activities;
• clubs and societies.
Tell pupils that later they will be working in groups of four for some of the unit. Tell pupils which groups they will be in.

3 Introducing HTML
Explain to the class that the purpose of the next activity is to help them to understand how web pages are constructed.
Show slides 2 to 9 of Teacher resource 1.ppt to demonstrate how to create a web page.
Slide 2

Say that slide 2 explains the task, to create a web page with these features.
Slide 3

Tell the class that they will be using HyperText Mark-up Language, known as HTML. They can see an example of this if they pull down the View menu of a web page and choose Source. Explain that, although HTML appears to be complex, it has a simple underlying structure that they will learn to use. It is an example of what is called a text mark-up language.
Slide 4

This slide shows how to use HTML to put the phrase ‘Search engines’ on a web page.

A basic HTML web page is a text file that contains special markers. The web browser interprets these markers in a particular way to display the text or the pictures on the web page. The markers are called tags and they are indicated by the use of < and >.
Tags almost always work in pairs. There will be a starting tag <HTML> and a finishing tag </HTML>. In between <BODY> and </BODY> tags will indicate where the main part of the text begins and ends.
Slide 5

A variety of other tags can be used to highlight pieces of text: <H1> and </H1> are placed around the heading text to indicate that it is a heading.
The number after H indicates the relative importance of the heading, so the tag <H1> indicates that the style should be larger and more important than a heading tagged <H2>. Ask:
• What do you think the tags for bold would be?
<B> </B>
• And the tags for Italic?
<I> </I>
Stress that the pairs of tags always surround the item or text they describe.
Slide 6

To add ordinary text, type in the required text. If you press the RETURN key, the web browser will ignore it. This is a text mark-up language: you must use the language’s code to indicate exactly what must be done.
The <br> tag is used to create a break in the line. This is one of the very few tags that is used on its own.
<P> and </P> can be used to begin and end a paragraph.

Slide 7

A hyperlink (a link to another place) can be added in a similar way, with a pair of tags: <a href… .> and </a>. Text describing the hyperlink can be put between the <a> and </a> tags. The tag <a href …> includes a reference to the required URL. This reference must be in quotation marks and preceded by an equals (=) sign.
When the web page is displayed, the browser will underline the text to show that it is a link. The cursor will change to a hand when it passes over the reference. Clicking on the link will take the user to the new page.
Ask pupils:
• Why do you seldom see underlined headings on web pages?
Because underlining indicates a hyperlink.
Slide 8

The title is a special piece of text that can be used in two ways. First, a search engine will look at the title to find the content of the page and use this information to index it. Second, the title is displayed in the top bar of the web browser to indicate the content. It isn’t essential but it is regarded as good practice to include it.
Stress that the <HEAD> … </HEAD> section goes before the <BODY> tag. Anything here is seen by the browser but is not displayed. It is used to place coding about the style and format of the page (for example, style sheets and JavaScript).

Slide 9

The HTML file for a web page can be constructed in Notepad. It must be saved with a file name extension of .htm to indicate that it is a web page. This type of file differs from other text files in that the page is described according to certain attributes. It is an example of a text mark-up file: the instructions to the web browser describe the content of the page and how it should be displayed.
4 Creating a simple web page in HTML
Tell pupils that Pupil resource 1.ppt, A guide to HTML, is available as a PowerPoint presentation in the shared area of the network. If you wish, hand out copies of Pupil resource 2, A guide to HTML, one per pair of pupils.
Ask pupils to work in pairs, using Notepad (or a similar text editor) to create a simple web page. Their page should be the same as the one that you have created, with at least one heading, some body text and a hyperlink.
Remind the pairs to save the file with the file extension ‘.htm’. The file name should be in lower case, with no more than eight letters or numbers, and no spaces. Ask pupils to use their web browser to view their page and to check that their file is saved correctly.
5 Plenary: Planning extra features
Bring the whole class together. Remind pupils that the main purpose of a web page is to communicate. They should always consider the needs and priorities of their audience. Show slide 10 of Teacher resource 1.ppt to stress again the criteria for judging a website that they identified at the start of the lesson.
Slide 10

Ask pupils to think for a couple of minutes about the questions on slide 10 in relation to the web page they have developed. Then ask:
• What extra features would you add to your web page if you had more time to work on it?
Discuss possible additions, such as colour, pictures and animations. Remind pupils of the advantages and disadvantages of animations, and of scrolling up and down the site as opposed to use of dropdown menus and rollover menus.
Refer pupils back to the objectives of the lesson and some of the vocabulary that they have used. Tell them that in this lesson they used HTML to create a very simple web page. Ask:
• What did you find difficult about the task?
The likely answer will be that they found it difficult to get the syntax right. Say that everyone finds this difficult when they start to use a new computer language but that it gets easier with experience.
Tell pupils that in their next lesson they will use a standard wordprocessor to create a web page.
Homework: Planning the home page of a website
Set this task.
Planning a home page
Make a list of the types of information you think should be on the home page of the school’s website.
For each item, say why you think it is important.

Home

MrC — Thu, 07 Dec 2006 15:59:06 CST

Why this site?

To share the knowledge, expertise and creativity of ICT teachers.

Who can contribute?

Anyone. You don't have to sign up to wetpaint to contribute but it would be great if you did (it will be easier to see who deserves the credit for great ideas).

How does it work?

At KS3, the units are based on the DfES STUs.

If you tweak a lesson, add a comment to that page
If you have rewritten a lesson, add it as an alternative lesson sub-page
If you have rewritten a unit, add it as an alternative unit sub-page
(I've tried to set up a typical structure for unit 8.2 - please feel free to add others!)

Get the credit

Add your alternatives with your school in the title of the page. E.g.
Alternative Unit 7.5 from Shrewsbury High School

Other Key Stages and General Stuff

Feel free to develop the structure as necessary. KS4 and KS5 will be set up by qualification and then board.

Starters & Plenaries

MrC — Thu, 07 Dec 2006 15:46:48 CST

Starters	Plenaries
Starters used by Tim Curtis at Shrewsbury High School

Other

MrC — Wed, 06 Dec 2006 11:42:31 CST

There is no abstract available for this page revision.

Links

MrC — Wed, 06 Dec 2006 11:42:07 CST

There is no abstract available for this page revision.

Task 3

MrC — Wed, 06 Dec 2006 11:39:47 CST

There is no abstract available for this page revision.

Task 2

MrC — Wed, 06 Dec 2006 11:39:27 CST

There is no abstract available for this page revision.

Task 1

MrC — Wed, 06 Dec 2006 11:39:07 CST

There is no abstract available for this page revision.

Project

MrC — Wed, 06 Dec 2006 11:38:24 CST

There is no abstract available for this page revision.

BSA

MrC — Wed, 06 Dec 2006 11:38:06 CST

There is no abstract available for this page revision.

Theory

MrC — Wed, 06 Dec 2006 11:37:41 CST

There is no abstract available for this page revision.

Coursework

MrC — Wed, 06 Dec 2006 11:37:19 CST

There is no abstract available for this page revision.