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QCA Scheme of work - Unit 6A - Multimedia Presentation
In this unit children learn to create a multimedia presentation using text and images. They are taught how to create links between pages and show sensitivity to their audience. In this particular case study, children created web pages for their school web site.
Year 6 Subject links - ICT, English
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Introduction |
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In this module of work Year 6 children were to create some web pages for the school web site. The original intention was that the children would create pages which would give visitors a virtual tour of the school with photographs, text and other graphic images.
Context
This work took place over a number of sessions during the last half of the summer term with a class of 30 Year 6 pupils of mixed ability. The school has a SchoolShare network of six computers in a somewhat restricted area such that only half the class can work on the computers at any one time. The half of the class not working on the computers were working on other tasks in the classroom under the supervision of an LSA or other adult helper, some of which were directly related to the project. Occasionally, these roles were reversed and the teacher remained in the classroom with the pupils while an LSA or other adult helper supervised children working in the computer area.
QCA Scheme
of Work - Unit 6a - Multimedia Authoring
To Read: Multimedia
presentation unit
| NC Ref | Learning Objectives | Activities | Assessment Opportunities |
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1 a 2 a 3 b 4 a b c |
Children use a web authoring package to create a series of linked pages as part of their school web site. Children evaluate, review and refine their web pages. |
Children evaluate a number of existing web sites Children plan their web pages on paper Children collect resources taking digital photographs, scanning examples of work, creating images using graphics software, create documents Children use a web authoring package to design their web pages incorporating text and images; children create links between their pages |
Can identify essential elements of a school web site; can explain features of good web design Can produce web pages integrating text and graphics Can establish links between web pages Show an awareness of audience and purpose and review, evaluate and improve their work |
Lesson 1 - Introduction and Evaluating Primary School Web Sites
Classroom Activity - The teacher explained the project and led a discussion on possible content, structure and organisation. Inevitably, some of the more grandiose ideas and aspirations had to be modified. The teacher then explained that children were going to look at a range of Oxfordshire primary school web sites focusing particularly on design and content.
Pupils were asked to note the design features which contribute to a good web site such as:
Pupils were also asked to consider the content of a school web sites and comment on the features that make the site useful and of interest to those who access it.
Computer Activity - Evaluating primary school web sites on the internet
Preparatory work - ensure Oxfordshire Schools' Index page is in the pupils' list of favourites - http://www.ngfl-oxon.org.uk/oxscindx.html). Refer to http://www.ngfl-oxon.org.uk/nethelp.html and the document Adding an Internet Favorite to every user on a Primary Network if yours is a Window Box Connect Foundation network.
The teacher reminded children of the procedure for logging on to the internet and for accessing the Oxfordshire ICT web site (http://www.ict.oxon-lea.gov.uk/)
The children were asked to look at and make notes on at least three Oxfordshire primary school web sites. Children were instructed to rotate positions after each school - one child writes notes, one controls the keyboard and mouse, while one watches and points out observations to the note taker. Depending on children's note taking abilities, you may want to have a form ready with headings such as Content, Features I like, Features I don't like, etc.
Lesson 2 - Planning and Gathering Resources
Classroom Activity - The teacher led a class discussion about the content of the pages the children were to create. Amongst the ideas discussed were:
Through negotiation and discussion, each group of two or three children was allocated either a teacher and his/her classroom or a general aspect of the school. On paper, children then planned their web pages concentrating on design and the way in which their pages would link to each other. In general, it was agreed to produce
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As there were not enough classes for each group to have one of their own, another group was allocated the responsibility for producing a number of pages about the school building and the facilities. Pupils then planned the general layout of their pages on paper concentrating in particular on design and how their pages would link to each other. The class came up with the idea of giving each classroom and teacher a specific colour so that all pages relating to that class or teacher would have a consistent background colour. |
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Over the next few days children were given access to the digital camera and allowed to visit the other classrooms with an LSA or adult helper taking photographs. These images were downloaded by the teacher into a specific directory on the SchoolShare network so that children could access the photographs when creating their web pages. In addition, children were allowed to use the computers to create Colour Magic images of teachers and produce Word documents which were to be used.
Preparatory work: Create a directory in a shared area on a network to which children can have read/write access or on each hard disk on a SchoolShare system which will mirror the school domain: schoolname.oxon.sch.uk
If File Sharing is enabled on a SchoolShare system a common directory can be created.
Transfer digital photographs, Colour Magic files, Word files, etc. to shared area on network, to relevant computer and directory on SchoolShare.
Prepare simple instruction sheets on Getting Started with Front Page Express particularly on creating links between pages. (The Oxfordshire NGfL booklet Getting Started with Front Page Express can be downloaded from http://www.ict.oxon-lea.gov.uk/booklets.html Follow the links for Web Authoring. For details and information about File Sharing on SchoolShare networks refer to http://www1.rm.com/docs/primary/00/778.asp)
As only about half the class could work on the computers at any one time the teacher began with a brief demonstration of creating and saving new pages with Front Page Express. It was agreed beforehand to adopt a consistent naming convention - each page would be named for the teacher concerned then with the page number. Each group then created and saved their three pages. Using one group's classname.htm as an example, the teacher then demonstrated:
Children then began work on their pages. As children's work progressed, the teacher reminded them about:
The teacher also ensured that all children were participating and that children rotated at appropriate times. In practice, most groups assigned a specific page to particular members of their group.
Most groups took two to three hours to create their linked pages. This was spread over a number of sessions in the computer area.
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As the work progressed, pupils were encouraged to comment on their own work and the work of others. Pupils refined their work and some of the more able spotted improvements which could be made without outside intervention. Generally these improvements were to do with consistent layout and navigation, appropriateness of fonts and colours and suitability for audience and purpose. This evaluation could have been done formally but, in fact, arose naturally as pupil's work was in progress. |
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Because the pages produced by the pupils were part of the school web site, these had to be integrated into the overall site. This was done by the headteacher who added a link from the Home Page to a menu for the pupils' work. The relevant additions to the site were then uploaded and published.
Assessment - Measured Against the QCA Learning Outcomes and NC Level Descriptors
| most children have: | used a web authoring
program to organise, refine and present a set of linked web pages incorporating
text and images
(Level 4 - combined different forms of information from a variety of sources. They have used ICT to present information in different forms and shown they are aware of the intended audience and the need for quality in their presentations) |
| some children have not made so much progress and have: | used a web authoring
program to assemble images and text on a web page
(Level 3 - used ICT to generate, develop, organise and present their work. They have shared and exchanged their ideas with others) |
| some children have progressed further and have: | used a web authoring
program to organise, refine and present a set of linked web pages incorporating
images and text; created pages which offer users a variety of options; presented
information that matches the needs of the audience and which shows an awareness
of audience and purpose
(Some more able children will have been working toward level 5. They have begun to refine and present information in different forms and styles for specific purposes and audiences. Assess the use of ICT in their work and reflect critically in order to make improvements in subsequent work) |
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