| QCA Unit | ICT at KS 3, Unit : Using ICT to Create a Website. | |||
| Year Group | Year 7 | Number in class | 30 | |
| Time for lesson | 1 hour | No. of computers | 15 | |
1.1a Using a range of ICT tools in a purposeful way to tackle questions, solve problems and create ideas and solutions of value.
1.1b Exploring and using new ICT tools as they become available.
1.1.c Applying ICT learning in a range of contexts ad in other areas of learning, work and life.
2.1a Consider systematically the information needed to solve a problem, complete a task or answer a question, and explore how it will be used.
2.1c Collect and enter quantitative and qualitative information, checking its accuracy.
2.2c Test predictions and discover patterns and relationships, exploring, evaluating and developing models by changing their rules and values.
2.2d Design information systems and suggest improvements to existing systems.
2.2e Use ICT to make things happen by planning, testing and modifying a sequence of instructions, recognising where a group of instructions needs repeating, and automating frequently used processes by constructing efficient procedures that are fit for purpose.
Aims/Learning Outcomes:
All:. Research an effective website design, referring to the necessary features, i.e. text, image and sound programmes. Begin to develop an awareness of the priorities for different kinds of content. Begin to learn the technical aspects of importing, integrating and synchronising the elements of a website in a creative manner, i.e. using simple action buttons to activate sound.
Most. Begin to learn the technical aspects of importing, integrating and synchronising the elements of a website in a creative manner, i.e. using simple action buttons to activate sound and video features.
Some: As above, and design more advanced solutions to communication problems. Create links to other pages.
Differentiation: By learning outcome, and differentiated tasks activities. Group work at different levels where the tasks are simplified/extended in terms of content and/or language for specific groups. Those in this class who are in lower ability Literacy groups to be aided by teaching support staff as available.
1. Introduction: Explain that the class is going to research an effective website design, referring to the necessary features, i.e. text, image and sound programmes. They will begin to develop an awareness of the priorities for different kinds of content. They will begin to learn the technical aspects of importing, integrating and synchronising the elements of a website in a creative manner, i.e. using simple action buttons to activate sound.
Key Points: We have all probably seen ‘good’ and ‘bad’ websites for individuals, organisations, places, events, activities, businesses, and retailers. Some of these differences can be linked to cost. Do we know how much it costs to produce a professional looking website? For example, are the class aware that registering a domain name or arranging ‘hosting’ support are both activities which may incur costs?
However, other differences are linked to good or bad design.
There is often a compromise between what the designer wants, what is actually possible, and what is affordable.
Main Activities.
1. In pairs, complete a short survey of published websites (up to three). Using the pro-forma activity sheet, complete each section ready to feed back to the class.
2. In pairs, research how much a professional website will cost. What kinds of price range are advertised?
3. Begin to think about the subject of your own website. Complete the pro-forma activity sheet ready to fed back to the class.
| Website/Individual or Organisation Name. Include Web Address. | Purpose: to advertise, inform, persuade, etc. | Positive Features | Negative Features | Overall Impression |
| Manchester United FC, http://www.manutd.com/en.aspx | All three, i.e. to advertise the organisation, inform visitors about it, and persuade them to use its service and those of partner organisations. | The site is varied, interesting and clear. There are images, graphics and comprehensive drop down menus for information. | This site is not very interactive. Visitors cannot easily feedback their own input. | This is a professionally created website representing a large business.It is similar to those of equivalent organisations, and fulfils the visitor’s expectations regarding information etc. |
| Greenpeacehttp://www.greenpeace.org/international/en/ | All three, i.e. to promote the organisation, inform visitors about particular topical campaigns, and persuade visitors to support its objectives and those of partner organisations. | There is an attention-grabbing banner feature which rotates several topical headlines and lead stories. There is a drop down menu of other stories. The images are powerful and the text is economical. | The website is initially confusing, with many competing images. | This is a professionally created website representing a large non governmental organisation, and quite .similar to those of equivalent organisations. It fulfils the visitor’s expectations regarding information etc. |
| Harrow School.http://www.harrowschool.org.uk/ | All three, i.e. to promote the organisation, inform visitors about past and current achievements, and persuade visitors to use its services and those of partner organisations. | The graphics are clear and the images well chosen. | This website is designed to provide as much information as possible and is not for the casual visitor. | This website is professionally designed and provides lost of information on the organisation. |
Website Design Planner
1. Who or what is going to be the subject of your web site?
……………………………………………………………………………………………………………………………………………………………………………………………………………………
2. What is the function or purpose of the web site? (Think about the different kinds of website you have seen, i.e. those designed to entertain, instruct, educate, persuade, or inform certain groups of people).
……………………………………………………………………………………………………………………………………………………………………………………………………………………
3. Do you have a primary target audience for your web site?
(i.e. do you have a particular market segment or demographic in mind, i.e. adults, teenagers, experts, or entry level surfers? Will the site be in English?).
……………………………………………………………………………………………………………………………………………………………………………………………………………………
4. Who are the intended secondary audience for your site?
……………………………………………………………………………………………………………………………………………………………………………………………………………………
5. Describe what content you are going to have on each page:
Page 1
……………………………………………………………………………………………………………………………………………………………………………………………………………………
Page 2
……………………………………………………………………………………………………………………………………………………………………………………………………………………
Page 3
……………………………………………………………………………………………………………………………………………………………………………………………………………………
Page 4
……………………………………………………………………………………………………………………………………………………………………………………………………………………
Plenary: Review the completed pro-form worksheet results. Discuss the points being raised and debate any agreements or disagreements. Compile a class list of best and worst practice in website designs. What kinds of results did the class come up with in their research on website design costs? Look at the completed Website design planners. Begin to discuss the practical and technical implications of these. What kinds of software capabilities will they require?
Level 3.
Pupils use ICT to save information and to find and use appropriate stored information, following straightforward lines of enquiry. They use ICT to generate, develop, organise and present their work. This requirement will be met by the use of appropriate search engines and software to research different types of website.
They share and exchange their ideas with others. They use sequences of instructions to…achieve specific outcomes. This requirement will be met through working in pairs and in group/class discussions about best practice in respect of the design of different types of websites. It will also be supported by reviewing existing website designs and considering their own.
They make appropriate choices when using ICT based models or simulations to help them find things out and solve problems. They describe their use of ICT and its use outside school. This will be achieved through the appropriate choice of website formats, and through discussion of school-based ICT work during homework tasks.
Level 4.
Pupils add to, amend and combine different forms of information from a variety of sources. They use ICT to present information in different forms and show they are aware of the intended audience and the need for quality in their presentations. This requirement will be met by achievement of this lesson’s objectives, i.e. the integration of text, image and graphics in website design.
Level 5
Pupils select the information they need for different purposes, check its accuracy and organise it in a form suitable for processing. They use ICT to structure, refine and present information in different forms and styles for specific purposes and audiences. This requirement could be met by the selection of data for different kinds of presentation within web page designs.
Originally published on Essay.uk.com