| 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:. Begin to design an effective website, incorporating the necessary features, i.e. text, image and sound programmes. Develop an awareness of the priorities for different kinds of content, and the associated technical challenges. Begin to learn the technical aspects of importing, integrating and synchronising the elements of a website in a creative manner, i.e. using still and moving image files, and simple action buttons to activate different kinds of sound files.
Most. As above, and design more advanced solutions to communication problems. Create links to other web 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 begin an effective website design, referring to the necessary features of text, image and sound programmes. They will begin to meet the technical challenges involved in using and combining different kinds of multimedia 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 links to visual and sound files.
On the interactive whiteboard, demonstrate the initial stages of website design
Key Points.
1. Building a website requires the use of specially designed software, such as Notepad, Dreamweaver or similar. These instructions are based on the use of Notepad.
2. Open Notepad and begin to write the webpage by entering a code. The software will present you with a drop down menu of codes, i.e.,
<html>
<head>
<title>Web Page Name </title>
</head>
<body>
My name is Dave.
</body>
</html>
Enter your name in place of ‘Dave’ and the desired name of your website in the place occupied by ‘Web Page Name’. In future this will appear at the top of the screen in the blue bar.
Save by going to the top of the screen and selecting Save As from the File menu. Enter the desired name and then type in .html as a suffix. So if the desired name was davespage the finished entry would look like this, i.e.davespage.html.
Next, choose a background colour for your webpage screen. To do this, select the code <body bgcolor=””> and pick a colour.
Select the font style and colour you want to use on the webpage. The code for this is <font size=”” color=”” face=””>.
The colour of text may be varied in the following way. Select the text you want to change and type <font color “red” immediately before it, press Enter. To return it to the following text to the original colour, type </font> to reverse the command. Similar sequences of command are followed for changing font styles and sizes.
| Code | Function | Example |
| <B>…</B> | Changes text to Bold | Example |
| <I>…</I> | Changes text to Italic | Example |
| <U>…</U> | Underlines selected text | Example |
| <Center>…</Center> | Centres selected text | Example |
| <BR> | Enters new line of text | |
| <H1>…< H1> | Header 1 |
Example |
| <H6>…< H6> | Header 6 |
Example |
In each example command the text to be edited should be in the place of the three dots, i.e. <B>example text</B> example text
Note that the size of headings is varied by the entry of the appropriate code in the command, i.e. <H1>Example Text< H1> indicates a level I heading, <H2>Example Text< H2> indicates a level 2 heading, <H3>Example Text< H3> indicates a level 3 heading, <H4>Example Text< H4> indicates a level 4 heading, etc.
Adding images.
Most web pages will feature images as well as text. To enter pictures on your web page, use the following code. ,IMG SRC= “picture-name.gif”>
The size of a picture may be determined by entering commands covering height and width. <IMG SRC= “picture-name.gif” width=?? Height=??>
The file type is important when inserting images. The generally available formats are jpeg and gif, with jpeg better suited to photographs, and gif more useful for other types of image.
Main activity. In pairs, ask the class to follow the steps outlined in the introduction and start designing their own web page. These should incorporate a background screen, text including headers of different sizes and colours, and at least two images. The draft web pages must be saved under a suitable name.
Plenary. Review the draft web pages and ask each pair in turn to present their version, commenting on what they see as its strengths and weaknesses. Ask the whole class to comment constructively on what they have seen. Use the class list of best practice in website design (compiled in an earlier session) as a guide for constructive criticism.
Relevant NC Level Descriptors.
For assessment purposes, successful completion of this lesson will enable pupils to achieve the following aspects of the ICT National Curriculum Level Descriptors.
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 web building software to begin their own web page design.
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 their own websites. It will also be supported by reviewing draft website designs and considering their own against agreed standards.
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 use of website building commends and the resolution of technical issues as they arise.
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 initial website design, and logical application of commands.
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.
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