7.1 SampleTeaching Unit

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AcknowledgementThe assistance of the pilot LEAs in developing these materials is gratefullyacknowledged.

Images of Microsoft products are reprinted with permission from MicrosoftCorporation.

Disclaimer The Department for Education and kills wishes to make it clear that theDepartment! and its agents! accept no responsi"ility for the actual content ofany of the materials suggested as information sources within this document!whether these are in the form of printed pu"lications or upon a we"site.

1 Key Stage 3 National Strategy / Sample teaching unit 7.1 Crown copyright 2002


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Contents

A"out the ICT sample teaching units for #ey tage $ $

%nit &.' %sing ICT (

ICT )ramework o"*ectives (

Timing (

Task (

+esources ,

-rior learning ,

u"*ect knowledge needed "y teachers ,

Lesson outlines 5

Lesson plans 7

Lesson 1 Selecting and organising content for a presentation 7

Lesson 2 Selecting and using appropriate images 12

Lesson 3 Selecting and using appropriate fonts and colours 19

Lesson 4 Selecting and using appropriate sounds 26

Lesson 5 odif!ing t"e st!le of a presentation for a different audience 32

Lesson 6 odif!ing t"e content of a presentation for a different audience 37

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A#out t"e $%& sample teac"ing units for 'e! Stage 3

This unit is one of a series that illustrates how yearly o"*ectives from theFramework for teaching ICT capability: Years 7, 8 and 9 can "e grouped

together and taught.There is no re3uirement to use the units. They contain sample lesson plans thatyou can! if you wish! amend to suit your local circumstances and the needs ofyour pupils. )or e4ample! it may "e appropriate to change the e4emplarconte4ts! to use different activities to teach o"*ectives or to teach the unit to adifferent year group. 5ord versions of the lesson plans will "e pu"lished on the#ey tage $ we"site at www.standards.dfes.gov.uk so that you can downloadthem to modify the plans.

The units contain plans for lessons of 62 minutes. Each activity in the lessonshas a guide time. The guide times will help you to fit the activities into the timeavaila"le in schools where the lesson length is different. )or e4ample! the

activities in one lesson could "e taught over two lessons! or a skills7"asedlesson! to teach particular aspects of more comple4 software! could "e insertedat an appropriate point. In "oth cases! the structure of lessons could "emaintained! with the insertion of some e4tra starter and plenary activities.

The Framework for teaching ICT capability: Years 7, 8 and 9 recommends thatschools offer one hour each week! or $8 hours per year! for the discreteteaching of ICT lessons. The teaching units for a year! if taught withoutamendment! would re3uire considera"ly less teaching time than $8 hours. Thisleaves time for lessons of your own design at appropriate points. o! fore4ample! o"*ectives could "e revisited to consolidate learning or to provideopportunities for assessment.

The lesson plans are intentionally very detailed to give "usy teachers a fullpicture of how each lesson might "e taught. Teachers9 own plans wouldpro"a"ly "e much less detailed.

Apart from sample teaching unit &.'! which should "e used "efore any of theothers! the order in which the units are taught is not important.

A#out t"is sample teac"ing unit

%nit &.' is an introductory unit for :ear & pupils who will enter with varying levelsof attainment and e4perience. The purpose of the unit is to develop pupils9 ICTcapa"ility! "uilding on their e4isting knowledge! skills and understanding in thesu"*ect. The lessons suggested in the unit also provide opportunities for

teachers to find out what pupils can do and to give support to those with lesse4perience or limited e4pertise in the necessary skills.

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Using ICT

$%& (ramework o#)ecti*es

+,%-A./$./ A.D S-A0$./)itness for purpose

%se given criteria to evaluate the effectiveness of own andothers9 pu"lications and presentations.

+efining and presenting information -lan and design the presentation of information in digital

media! taking account of the purpose of the presentation andintended audience.

%se ICT to draft and refine a presentation! including;- capturing still and moving images and sound - reorganising! developing and com"ining information!

including te4t! images and sound! using the simple editingfunctions of common applications.

&imingThis unit is e4pected to take si4 lessons of 62 minutes. ?owever! each activityhas a guide time! which you can ad*ust to alter the num"er and duration oflessons! to suit your own school timeta"le.

&askIn this unit pupils will plan and create presentations a"outthemselves. It is intended that each presentation will "e pro*ectedon screen and accompanied "y a spoken commentary. Theaudience will "e the rest of the class.

-upils will e4plore the concept of @fitness for purpose9 when usingimages! te4t! colour and sound to enhance their presentation. They

will consider how to match and adapt their presentation to a givenaudience and purpose. )inally! they will evaluate the suita"ility oftheir work for different audiences and purposes.

The lessons are designed for pupils working at Levels ( and ,! withe4tension work for pupils working at higher levels. Adaptations andadditional material are suggested for less7e4perienced pupils or for pupils working at lower levels.

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7.1 Unit


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0esources Computers with sound cards Large screen display for teacher demonstrations and

pupil presentations

5hite"oard or flipchart and different coloured pens


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$ The aim of the unit( Brganising a presentation, Creating an initial design6 -lenary; +eviewing match of content to audience

?omework; Choosing and collecting pictures to illustrate a presentation

LE B/ electing and using appropriate images' tarter; Images for a purpose

Choosing images$ Adding images to a presentation( Creating a presentation with images, -lenary; 5hat images work well! and why

?omework; Collecting images to support the message and *ustifyingchoices

LE B/ $electing and using appropriate fonts and colours

' tarter; Appropriateness of te4t and colour in a presentation%sing different colours and te4t in a presentation

$ %sing te4t characteristics to convey meaning( Developing the presentation through fonts and colour , -lenary; Evaluating the effect of fonts and colour

?omework; Annotating presentations to suggest improvements

LE B/ (electing and using appropriate sounds

' tarter; Different uses of sound in a presentation%sing sound to create atmosphere

$ Inserting sounds in a presentation( Developing the presentation "y adding sound, Evaluating the use of sound6 -lenary; %sing sound effectively in a presentation

?omework; %se of sound in television advertisements

LE B/ ,Modifying the style of a presentation for a different audience' tarter; +ules for a @perfect presentation9

Comparing the presentation with the rules$ Applying a consistent format in presentation software

( Adapting the presentation style for a different audience, Evaluating the revised presentation6 -lenary; Comparing the style of presentations for different audiences

?omework; uggesting presentation content for an adult audience

LE B/ 6Modifying the content of a presentation for a different audience' tarter; uggesting adaptions to a presentation

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Ad*usting content for an adult audience$ Adapting the presentation content for an adult audience( Evaluating presentations against criteria, -lenary; E4tending the presentation to a wider audience

?omework; +eviewing what has "een learned

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Selecting and organising content for apresentation

$%& (ramework o#)ecti*es+,%-A./$./ A.D S-A0$./+efining and presenting information

-lan and design the presentation of information in digitalmedia! taking account of the purpose of the presentation and intendedaudience.

%se ICT to draft and refine a presentation "y reorganisingte4t using the simple editing functions of common applications.

'e! *oca#ular!)rom :ear 6; audience! "ullet point! draft! image! plan! presentation software!

purpose)rom :ear &; log on! network! shared area

reparation and planning Ensure that you are familiar with the presentation software

you will "e using! for e4ample! the outliner function in Microsoft -owerpoint


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Lesson outline 6 minutes' tarter; Identifying key iewing presentation '2 minutes

content in a presentation 5hole class

Considering critically the iewing presentation '2 minutesinformation in a 5hole class

presentation$ The aim of the unit Discussion , minutes

5hole class

( Brganising a presentation Demonstration '2 minutes5hole class

, Creating an initial design %sing software ', minutes-aired work

6 -lenary; +eviewing match Individual presentation '2 minutesof content to audience 5hole class

?omework Individual work



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Activities

1 Starter $dentif!ing ke! content in a presentation

Load the presentation file &.'T'a -at9s poor presentation.ppt on the large display.E4plain that you are going to show the class a presentation made "y an imaginary:ear & pupil called -at. The purpose of the presentation was to introduce -at to therest of the class.

how the pupils the headings on the white"oard or flipchart. )ive things I found out a"out -at )ive things I would like to know a"out -at

Tell them that after they have watched the presentation they will "e asked for thisinformation.

how the presentation slides! then 3uickly collect pupils9 responses! writing themunder the headings on the white"oard or flipchart.

2 %onsidering criticall! t"e information in a presentation

Tell pupils that in this lesson they are going to think a"out the information -at gavein the presentation! not the appearance of the slides. +emind them that they havealready identified some key facts a"out -at and some things they would like toknow. Ask 3uestions such as;

5hy do you think -at did not include some of the things youwould like to know

5as the information easy to understand 5as there too much or too little information on the slides

Did the presentation have a clear "eginning! middle andend 5ere the spelling and grammar correct ?ow could -at have improved the information in the

presentation 5hat impression do you have of -at at this stage

ummarise;- what you are sure a"out>- what the presentation leads you to think! and why.

3 &"e aim of t"e unitE4plain that "y the end of the si4 lessons in this unit the pupils should have theskills and understanding to create an effective presentation. Tell them that aneffective presentation is one in which the audience finds the information useful andinteresting and where fonts! colours! images and sound are used in ways thatcatch their attention and help to get the information across. tress that in thislesson they will learn to plan and organise the content of a presentation. Btherlessons will cover presentation style.

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1 minutes

1 minutes

5 minutes


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Ask pupils if they are familiar with the presentation software. /ote those that are!so that you can ask them to help other pupils. tress that they need not worry ifthey have not used the software "efore! as part of the process will "e to find outwhat they can do. They will "e given opportunities to learn as the unit progresses.

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4 rganising a presentation

Tell the pupils that they will each produce a presentation to introduce themselves tothe rest of the class. Ask them to consider what information they found useful in-at9s presentation! and what else they would have liked to have "een told. uggestthat they "ear this in mind when they plan their own presentations.

E4plain the terms @purpose9 and @audience9. ay that for this task the purpose is togive useful information a"out themselves. The audience will "e their new :ear &class! some of whom they have met only recently.Load the presentation software on the large display. ay that presentation softwareoften includes tools to help organise the content of a presentation! for e4ample! theoutliner function in Microsoft -ower-oint


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15 minutes 5 %reating an initial design

Tell pupils that they now have some ideas they can use as a starting point for theirpresentation. ay that they are going to work in pairs to put together a presentationof si4 slides a"out each of them. how slide &.'T'" %sing the outliner function.ppt!on the large display! so that pupils can refer to it as they work. Ask pupils to decide

how to group and organise the ideas suggested! using the techni3ues alreadydemonstrated. uggest that they add ideas of their own.+emind pupils to think a"out their audience and the purpose of their presentationwhen they choose the information. uggest they ask themselves these 3uestions.

5hat would other pupils want to know a"out me 5hy would this "e useful to them Is the information in the right order Am I sure that all the other pupils will understand my

presentation

6 lenar! 0e*iewing matc" of content to audienceelect one or two pupils to show their presentations on the large display.

Encourage other pupils to contri"ute and draw out the key features of what theyhave learned. ?elp pupils to evaluate the presentations "y asking these 3uestions.

5ho is the audience 5hat is the purpose of the presentation 5hat do you want the audience to know 5hat would the audience find useful to know 5hat is the most important piece of information in your

presentation

Does the order of your slides represent the order ofimportance of the information Is the content of the presentation suita"le for the purpose

and the audience 5hy

-omework

Ask pupils to choose and collect pictures they might want to use to illustrate theirpresentation! for e4ample! images on floppy disk! cuttings from a maga ine!photographs. They should "ring some of the pictures with them to the ne4t lesson.-rovide maga ines! and plain paper for sketching ideas! for those pupils doinghomework in a homework clu" or centre.

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1 minutes


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Selecting and using appropriate images

$%& (ramework o#)ecti*es+,%-A./$./ A.D S-A0$./+efining and presenting information -lan and design the presentation of information in digital

media! takingaccount of the purpose of the presentation and intended audience.

%se ICT to draft and refine a presentation! including;

- capturing still and moving images

- com"ining te4t and images! using the simple editingfunctions ofcommon applications.

'e! *oca#ular!)rom :ear 6; digital camera! scanner )rom :ear & ; "itmapped graphic! copyright! fitness for purpose! vector graphic

reparation and planning Ensure that you know how to use the digital camera!

scanner and softwarethat you will "e using! and the different ways in which images can "einserted in a presentation.

Check the e3uipment. Ensure that all software re3uired for the cameras and

scanners is installed correctly. Ensure that a wide range of clip art is readily availa"le and

accessi"le to pupils. Ensure that any school rules or policies a"out copyright are

displayed. Decide how you will manage the use of cameras and

scanners. Consider;- arranging a carousel of e3uipment so pupils can usecameras and scanners in turn>

- preparing step7"y7step guides for using the e3uipment>- arranging e4tra help from a teaching assistant! ICT

technician! otherpupils or si4th7form students.

Add new key voca"ulary to the wall display.

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2Lesson


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-repare activity cards from the file &.'- a Activity cards.doc"y mounting them on card! or laminating them.

5rite instructions for activity ' on a white"oard or flipchart. 5rite 3uestions for activity ( on a white"oard or flipchart.

0esources Enough computers for pupils to work in pairs or small

groups Large screen display 5hite"oard or flipchart with instructions for activity ' -resentation software Clip art! a sufficient variety is needed for pupils to make real

choices canners Digital cameras Maga ines and0or photographs to supplement images pupils

have collected 5all display of key voca"ulary )ile &.'- a Activity cards.doc )ile &.'T " %sing images.ppt )ile &.'T c %sing images .ppt )ile &.'T d -at9s poor presentation stage .ppt

Lesson outline 6 minutes' tarter; Images for a Considering images , minutes

purpose mall groups

Choosing images Discussing images '2 minutes5hole class

$ Adding images to a Demonstration ', minutespresentation 5hole class

( Creating a presentation %sing software 2 minuteswith images -aired work

, -lenary; 5hich images iewing presentation '2 minuteswork well! and why -aired work

5hole class


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Acti*ities1 Starter ; $mages for a purpose

Gefore pupils arrive! lay out the si4 activity cards


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)or each slide! ask the representative for the group with the matching card toreport "ack to the class. Encourage others to contri"ute. %se these 3uestions asprompts.

5hich image did your group choose for the purposeshown 5hy

5ould your choice "e the same if the purpose weredifferent Ask pupilsto give e4amples where the image not chosen might "e appropriate.

5ould your choice "e the same if the audience weredifferent Ask pupilsto give e4amples where the image not chosen might "e appropriate.

Does the use of colour


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Different images have different appeal. The photograph might appear in a glossymaga ine and the drawing in a comic. -hotographs are more difficult ande4pensive to reproduce so cost has to "e taken into account.

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An image for a "rochure may "e different froman image for a simple advertisement "ecausepeople want to see what they might "uy! ingreater detail.Huality and price of print may also need to "etaken into account.

Image C shows most clearly how to use amouse. The other images could "e used inan advertisement or generalpresentation a"out computers.

Tell pupils a"out copyright issues when theyare using images and! if appropriate! e4plain school rules or policies on this.

3 Adding images to a presentation

E4plain that the main task in this lesson is to choose images for the presentationthey started in the previous lesson. Ask pupils to find the images they collected forhomework and decide which they might use.Emphasise the link "etween the te4t! the image and the purpose of the activity.+emind pupils that pictures and te4t need to complement each other. Tell them toask themselves if the image adds anything to the presentation and! if not! what itspurpose is.Discuss with pupils ways of inserting images into their presentation! for e4ample!"y using a scanner! a camera or clip art. Ask which pupils have already used adigital camera or scanner! then organise a rota for them to use the e3uipment. -airpupils so that the more e4perienced help the less e4perienced. E4plain the role ofany technician or assistant supporting the lesson.Demonstrate how to use simple editing techni3ues from the picture tool"ar! fore4ample! cropping! "rightness and contrast.E4plain that there are other reasons to select an image; particular file formats aremore suited to particular purposes.Load the file 7 1&2c sing images2 ppt to e4plain the differences "etween vector7"ased clip art and "itmapped photographs taken with the digital camera. howpupils how the two sorts of image change when they are rescaled.

/ote; /ot all clip art is vector7"ased.

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15 minutes


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ome images


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Differentiation-upils working at levels $ ( usually have little difficulty in inserting images.?owever! they may not "ase their selection of images on the needs of thepresentation or the audience. They may need more guidance and prompting a"outthe 3uestions a"ove when they select their images.

-upils working at higher levels could "e introduced to more technical detail!including; more comple4 image manipulations! such as ungrouping

and re7colouring of vector7"ased clip art or use of transparency in "itmappedimages when cropping irregular shapes>

5 lenar! "ic" images work well8 and w"!

Load the presentation file 7 1&2d at s poor presentation stage 2 ppt on thelarge display. This shows -at9s attempts at adding appropriate images. Ask pupilsto work in pairs to comment critically on -at9s choice of images. +emind them touse the 3uestions from activity ( as they consider audience and content. Ask each

pair to *ot down three suggestions to give to -at a"out the images in thepresentation.

elect pupils to report on their groups9 responses. Collect key ideas! making "riefnotes on the white"oard or other display. Ask individual pupils to suggestalternative images and to e4plain why they may "e more suita"le.

-omework

Ask pupils to look in "rochures! newspapers! maga ines or other materials fore4amples of te4t with images. Ask them to select three images that support themessage of the te4t and! for each one! to write a paragraph e4plaining why theimage is effective. uggestions include;

an advertisement what makes the image attractivewhat does the image suggest a"out the product

a news story how does the image help to tell the story a "rochure how does the image help to give the

information an instruction leaflet0manual how do the images help to

show the user whatto do

a sign or logo how does the image! with little or no te4t!give information

-rovide maga ines for those pupils doing homework in a homework clu" or centre.

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1 minutes


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Selecting and using appropriate fontsand colours

$%& (ramework o#)ecti*es+,%-A./$./ A.D S-A0$./+efining and presenting information


%se ICT to draft and refine a presentation "y changing theformat of the te4t! using the simple editing functions of common applications.

'e! *oca#ular!)rom :ear 6; "old! font! font si e! format! heading! italic! style! underline)rom :ear &; attri"ute! case0uppercase0lowercase! document! multimedia!

onscreen viewing! su"heading)rom :ear 8; hyperlink

reparation and planning

Ensure that you know how to select font si e! style andcolour and how to insert "ackground images in presentation software.

Ensure that you are familiar with the range of fonts in thepresentation software.

Create a wall display of several of the currently mostpopular fonts! identifying them and demonstrating them with the same shortpiece of te4t.


0esources Enough computers for pupils to work in pairs or small

groups Large screen display -resentation software )ile &.'T$a -at9s poor presentation stage $.ppt )ile &.'T$" Te4t and colour.ppt


3Lesson


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Lesson outline 6 minutes' tarter; Appropriateness of iewing presentation , minutes

te4t and colour in a -aired workpresentation

%sing different colours Discussing colours '2 minutes

and te4t in a presentation and fonts5hole class

$ %sing te4t characteristics Demonstration '2 minutesto convey meaning 5hole class

( Developing the %sing software , minutespresentation -aired workthrough fonts and colour

, -lenary; Evaluating the +eviewing work '2 minuteseffect of fonts and colour -aired work

mall groups




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Acti*ities

1 Starter Appropriateness of te:t and colour in a presentation

Gefore pupils arrive! load the presentation file 7 1&3a at s poor presentationstage3 ppt on the large display. This shows how -at added different colours andte4t to the presentation.

how pupils the slides and ask them! in pairs! to discuss the use of colour and te4tand to *ot down;

three things they think are good a"out the colours andte4t>

three things that they think are "ad a"out the colours andte4t.

2 sing different colours and te:t in a presentationhow each slide again and ask pupils for feed"ack on what they have identified as

good or "ad a"out the use of colours and style of the te4t.Lead a whole7class discussion a"out the effectiveness of the presentation.

Discuss why colour is used in a presentation! for e4ample!to attract the attention of the audience! to highlight key points! to illustrate! tomake it more interesting.

E4plain why presentation slides need a "alance "etweente4t and images! for e4ample! for clarity! illustration and interest. Ask if the te4tand the image complement each other in this presentation.

Ask pupils to consider what si e the te4t will need to "e so

that the audience can read it from where they are viewing. E4plain that the amount of te4t may "e limited! "ecause of

the slide si e and for clarity. E4plain that it is important not to have too many slides! to

avoid losing the audience9s interest.Tell pupils that the theme of this lesson is "ringing together the images! colours andte4t in the presentation.


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1 minutes


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i e isthe most o"vious attri"ute of te4t. Large te4t is used to emphasise somete4t! for e4ample in headings!su"headings.

maller te4t si e is used to signalreduced importance! for e4ample! in"ullet points! in acknowledgements of sourcesof images or graphs or footnotes.

Bften!

the actual si e of the te4t is not as important asrelative si e! as it indicates relationships"etween different parts ofthe te4t.

Te4tsi e and line length affect howeasily the te4t can "e read! especially onscreen.

3 sing te:t c"aracteristics to con*e! meaning

Load &.'T$" Te4t andcolour.ppt on the large

display. E4plain that te4t isused to convey meaning "utthe format of the te4t canvary. %se the e4amples inthis slide show to promptdiscussion a"out whycertain te4t styles are moreeffective in particularconte4ts. E4plain that

matching te4t styles to the purpose and to the needs of the audience is crucial tothe idea of fitness for purpose. Ask pupils to decide which effects should "e used inwhich conte4ts.

Make these points.

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1 minutes


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omecom"inations are easier to read!for e4ample! "lack on white.

omecom"inations are difficult to read!for e4ample! purple on "lack.

)orpro*ection it is usually "etter to use adark "ackground with lighter te4t! while for close7up! onscreen viewing it is "etter tohave a light "ackground and darker te4t.

-eopleare colour"lind have difficulty

red danger purple regal "liue cold green go! or living matter

E4plain that colour can "eused in many different waysand that it is important tothink a"out com"inations ofcolours.

Ask pupils a"out the@stories9 that colours tell! fore4ample! some people say@green with envy9. Ask thema"out other colourassociations! such as;

E4plain that different colours may conveydifferent meanings to people of different ages!cultures and religions.

E4plain that some te4teffects used in printedmaterials! for e4ample!underlining! have differentimp lications in multimedia.

Ask the pupils what mayhappen when they click onan underlined word on

screen. E4plain thatunderlining often signifies ahyperlink


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5hich fonts are serif 5hich are sans serif 5hich fonts are all capitals 5hich fonts are easier to read and

which are more difficult Does letter width affect the elegance

of the te4t 5hich fonts have more appeal Do the fonts have any common features

E4plain that! in manyconte4ts! upper or lowercase is determined "ygrammatical rules orhouse style! for e4ample! a

sentence alwaysstarts with a capital letter.ay that a word in upper

case attracts attention andthis can "e used for

emphasis! for e4ample! in a heading. Mention that too much te4t in upper case canalso "e distracting.

E4plain that a keycharacteristic of fonts iswhether they havee4tensions to the ends ofstrokes ,! Comic ans M >6! tencil> &! Lucida ans%nicode


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Conclude the 3uestions "y asking pupils tothink a"out which font they will use for theirpresentation. Ask them to e4plain their choices.

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4 De*eloping t"e presentation t"roug" fonts and colour

Demonstrate to pupils! as necessary! how to change colours and fonts. )ocuspupils on the task! which is to use appropriate colours and fonts to match the

purpose and audience of the presentation. Encourage pupils to consider how theymade decisions a"out te4t and images in the previous two lessons.

5hile pupils are working! circulate and note any common misunderstandings thatmay have arisen! to share with the rest of the class in the plenary.

Ask all pupils to print out their work! three slides to a page. This will "e needed forhomework.

Differentiation

-upils working at levels $ ( usually have little difficulty changing colours and fonts.?owever! they may not "ase their selection on the needs of the presentation or theaudience. They may need more guidance on the fitness for purpose of theirselections. As they are working on their presentations! identify a small group of

pupils to work with. -ro"e their understanding of the need to consider audienceand purpose "y asking these 3uestions a"out decisions they have made.

5hich font! colour and images have you chosen 5hy ?ow do the font! colour and images enhance your presentation ?ow easy is your te4t to read on a large presentation screen ?ave you emphasised any te4t ?ow 5hy 5hat messages are important for you to tell the audience

-upils working at higher levels could "e introduced to more technical detail! fore4ample;

more comple4 manipulation of colours and fonts! using the

customised colour palette or fill effects> discussion a"out the differences of pro*ecting on a monitor

or large screen and how this would influence their selection of the colours andfonts.

5 lenar! +*aluating t"e effect of fonts and colour

+eview! and correct! as necessary! any misunderstandings in the last activity.

Ask pupils! in pairs! to discuss and *ot down three guidelines they would give toothers a"out using colours and fonts in a presentation. Join pairs into fours toshare their guidelines. Take "rief feed"ack to summarise! drawing on individuals to

comment a"out and *ustify their selection.

-omework

Ask pupils to annotate their printouts with any alterations or additions they wouldlike to make to their presentation! giving their reasons.


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5 minutes


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Selecting and using appropriate sounds$%& (ramework o#)ecti*es+,%-A./$./ A.D S-A0$./

+efining and presenting information


%se ICT to draft and refine a presentation! including;- capturing sound>- reorganising! developing and com"ining information!

including te4t!- images and sound! using the simple editing functions of

common applications.

'e! *oca#ular!)rom :ear 6; animate! microphone! sound! speaker)rom :ear &; voiceover

reparation and planning Ensure that you are familiar with the software package you are using and

that you know how to find and insert sound files in a presentation. Test whether you can record sounds on at least some computers and that

you know how to do so. Test whether the sound is working on the computers. Check that you have sufficient sound files in the clip art file! or download

further e4amples from the Internet! making sure these are easily accessi"le. 5rite "ullet points for the homework task! on a white"oard or flipchart. Add new key voca"ulary to the wall display.

0esources Enough computers for pupils to work in pairs or small groups everal computers with sound cards installed Large screen display 5hite"oard or flipchart with "ullet points for homework task Microphones peakers and headphones -resentation software

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ound files from clip art or the Internet Internet access )ile &.'T(a ound.ppt

Lesson outline 6 minutes' tarter; Different uses of Considering sounds '2 minutes

sound in a presentation 5hole class

%sing sound to create Discussing sounds , minutesatmosphere 5hole class

$ Inserting sounds in a Demonstration '2 minutespresentation 5hole class

( Developing the presentation %sing software 2 minutes"y adding sound -aired work

, Evaluating the use of iewing presentations '2 minutessound -aired work

6 -lenary; %sing sound ummarising work , minuteseffectively in a presentation 5hole class


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Acti*ities1 Starter Different uses of a sound in a presentation

Load &.'T(a ound.ppt onthe large display. +un thepresentation. E4plain thatsounds can enhance apresentation "ut they must"e selected with care. Askpupils to consider theimages and sounds in thefollowing slides.

/ote; Bn the ne4t slide! the sound will play "efore the image is displayed.

-lay the sound! then ask thepupils to suggest what thepicture will "e. If necessary!use the speaker icon to playthe sound again. Thenreveal the image. +emindpupils that some sounds arevery well known.

/ote; Bn the ne4t slide! the sound will play when the image is displayed.

Ask pupils how the soundeffect adds to theatmosphere of the picture!and what sort of mood itevokes. If necessary! usethe speaker icon to play thesound again.

/ote; Bn the ne4t slide! a different sound will play when each of the two images isdisplayed.

Ask if the sounds areappropriate for the images.Click anywhere on the first


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image to play one of these sound effects again. Ask if this sound is moreappropriate for the first or the second image. 5ould it matter

/ote; Bn the ne4t slide! a different sound will play when each of the two images isdisplayed.

E4plain that "ackgroundsounds can fulfil differentpurposes! for e4ample! Awould "e suita"le if theintention is to "e humorous.G is a traditional use ofsound to enhance theimage. E4plain that thepurpose is critical.

-lay the speaker icon. 5hich image fits this sound "etter

/ote; Bn the ne4t slide! the sound will play "efore the images are displayed.

-lay the sound! then askpupils to identify it and tosuggest the sort of picturethey would e4pect. %se thespeaker icon to play thesound again. /ow displayall three images! thendiscuss which image is mostappropriate! drawing out theidea that the @head7on9

picture fits "ecause of the @menace9! "oth in the sound and in the image


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ummarise the points made so far! saying that sound can "e used in apresentation in a variety of ways. )or e4ample! it can "e;

a piece of music included in the presentation to illustrate aparticular point>

a recording to illustrate a real sound! such as the duck call>

used as an effect to create an atmosphere! such as theraindrops>

used as a voiceover to assist or e4plain the image.

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2 sing sound to create atmosp"ere

Ask pupils what kind of sounds they would use to create; a spooky atmosphere! for e4ample! wind in telegraph

wires! s3ueaking doors> a party atmosphere> a seaside atmosphere> the atmosphere of a "usy street.

Emphasise that selecting the right sound re3uires a decision a"out the audienceand the purpose of the presentation. Discuss how sound and music are used tocreate atmosphere in films! for e4ample Jaws! The Lion #ing! Lord of the +ings.

Ask pupils how changes in mood and tone! usually in the music! indicate thatsomething good or "ad is a"out to happen.

Ask the pupils to think a"out their presentations and to suggest where soundwould "e appropriate! for e4ample! to catch the attention of the audience or tocreate mood and atmosphere.

3 $nserting sounds in a presentation

Discuss where to find sound files! for e4ample! sounds are availa"le in slideanimation software or in clip art! or may "e downloaded from the Internet. Discusshow to capture and insert sound files into presentation software.Demonstrate how to use tools such as a microphone and the sound recorder tocreate a sound effect.Discuss other reasons for recording sound! for e4ample! creating a voiceover filefor an automated presentation without a narrator.

4 De*eloping t"e presentation #! adding sound

Ask pupils to load their presentations and continue to refine their work! adding anappropriate sound7effect file. Ask these 3uestions. 5hat effect does this sound have Does it make a difference if the sound is turned off ?ow does sound enhance the slide 5hy have you used sound here

Differentiation

-upils working at lower levels often have difficulty in choosing and insertingappropriate sound effects. They may need more guidance and prompting when

selecting sounds.-upils working at higher levels could "e introduced to more technical details!including; recording and manipulating their own range of sound

effects> recording a voiceover for a different audience! for

e4ample! for an automated presentation.

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5 +*aluating t"e use of sound

Ask pupils to work in pairs to show each other their presentations and! inparticular! focus on their use of sound. Tell pupils to use these 3uestions to decide

whether the use of sound is effective. Does the sound enhance the presentation or not ?ow 5hat purpose does it serve 5hat difference would it make if the sound effect

were not present ?ow would I change my use of sound if my audience were

different! for e4ample! a class of seven7year7olds

6 lenar! sing sound effecti*el! in a presentaion

Gring the class "ack together to summarise what they have discussed and whatthey have learned a"out using sound in a presentation. Draw out the ideas thatsound can "e used to; illustrate an image> draw attention to a specific point> provide interest> create an atmosphere> provide a voiceover for an unattended presentation.

Emphasise that it is important that; the sound chosen is appropriate to the purpose for which it

is "eing used> the audience will recognise the sound and interpret it

correctly.

-omework

Ask pupils to look at advertisements on television and to think a"out how they usesound! for e4ample! music! narration! voiceover! sound effects. Ask pupils tochoose three contrasting advertisements and to write a paragraph a"out each ofthem! e4plaining; the purpose of the advertisement! for e4ample! giving

information! advertising a product> the audience for the advertisement! for e4ample! car

owners! foot"all fans> what sound was used>

how the sound engaged the audience> how the sound complemented the message of the

advertisement.5rite the "ullet points listed a"ove on the white"oard or flipchart.

Any pupils who do not have access to a television should find three contrastingadvertisements in a maga ine or newspaper and write a short paragraphe4plaining; the purpose of the advertisement> the "est audience for it>


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what sound could "e used with the advertisement if it wereshown on television as a still image>

why the sound they suggest would complement themessage of the advertisement.

-rovide maga ines for those pupilsdoing homework in a homeworkcentre.

odif!ing t"e st!le of a presentation for a different audience$%& (ramework o#)ecti*es+,%-A./$./ A.D S-A0$./)itness for purpose

%se given criteria to evaluate the effectiveness of own and others9presentations.

+efining and presenting information -lan and design the presentation of information in digital media! taking

account of the purpose of the presentation and intended audience. %se ICT to refine a presentation "y reorganising information! including te4t!

images and sound! using the simple editing functions of commonapplications.

'e! *oca#ular!)rom :ear 6; *udge)rom :ear &; annotate! criterion! evaluate! template

reparation and planning Ensure that enough copies of &.'-," -erfect presentation guidelines

sheet.doc are availa"le for each pair of pupils to have one. Consider strategies if your time is limited or the class si e is large! for

e4ample;- run the evaluation over two or more lessons>- change the focus to self0peer evaluation rather than group evaluation.


0esources Enough computers for pupils to work in pairs or small groups Large screen display 5hite"oard or flipchart -resentation software

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Lesson


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)ile &.'T,a -erfect presentations.ppt )ile &.'-," -erfect presentations guidelines sheet.doc



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Lesson outline 6 minutes' tarter; +ules for a @perfect iewing presentation , minutes

presentation9 5hole class

Comparing the +eviewing presentation , minutespresentation with the rules 5hole class

$ Applying a consistent Demonstration '2 minutesformat in presentation 5hole classsoftware

( Adapting the presentation %sing software 2 minutesstyle for a different audience -aired work

, Evaluating the revised howing presentations '2 minutespresentation -aired work

6 -lenary; Comparing the +eviewing work '2 minutesstyle of presentations for 5hole classdifferent audiences




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Acti*ities1 Starter 0ules for a ;perfect presentation

Load the presentation file 7 1&5a erfect presentations ppt on the large displayand have it running automatically for pupils to study as they arrive. Tell pupils thatthis was designed "y a company to help people to prepare a presentation foradults. ay that it shows the @dos9 and @don9ts9 of using presentation software foradult audiences.

Five out copies of &.'-," -erfect presentations guidelines sheet.doc! which liststhe rules. Ask pupils to refer to the sheet! as the presentation runs! and to *udgewhether the company has kept to its own rules.

2 %omparing t"e presentation wit" t"e rules

Ask pupils to consider their own presentation and! referring again to &.'-,"! todecide whether they have followed the @perfect presentations9 rules. Tell pupils totick the rules they have followed in "oth the @do9 and the @don9t9 sections.

elect two pupils who have several ticks in the @don9t9 column. Ask them to descri"eand e4plain the features they have used in their presentations. Lead a whole7classdiscussion a"out why pupils9 presentations do not follow the guidelines. Draw outthe idea that their presentations were designed for an audience of ''7year7olds "utthe guidelines are written for an audience of adults. Discuss why many soundeffects are inappropriate for an adult audience! for e4ample! they are distracting!they do not add to the presentation.

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3 Appl!ing consistent format in presentaion software

Tell pupils they are now going to use the guidelines for adults! to change theirpresentations so that they are suita"le to show to their head7of7year. Ask pupils to

give some e4amples of ways in which the presentation they have created mayneed to "e changed. E4plain that they are going to change "oth the te4t and the@look and feel9 of the presentation and that they are going to start "y fitting theirpresentations to the @perfect presentations9 rules.Demonstrate how to apply a consistent format in a presentation. how how tochange "ackgrounds! colour schemes! fonts and layouts "y using! for e4ample!auto layout! slide templates or master slides to customise a scheme. E4plain thatdifferent audiences have different e4pectations. There are now conventions! orcommonly7accepted ways! of presenting information for particular purposes andaudiences.Ensure that pupils use @ ave as9 when they save their new presentations! so thatthey do not lose their original versions.

4 Adapting t"e presentation st!le for a different audience

Tell pupils! working in pairs! to make their own presentations! suita"le for an adultaudience! in line with @perfect presentations9 rules. Emphasise that! at this stage!they should focus on adapting the presentation style! not the content. Circulate andhelp pupils as they amend their presentations.Differentiation-otential outcomes from this activity will vary depending on a"ilities and"ackgrounds of pupils. Changing the presentation style for a different audience isthe focus for this activity. This can "e achieved using a variety of tools in thepresentation software that vary "oth in comple4ity and in what they can do.

Monitor and support pupils as they work! using the following strategies! asappropriate;

providing pupils with step7"y7step instructions! either as printouts showingwhat has "een demonstrated or as digital copies on the school9s intranet>

encouraging pupils! particularly those working at higher levels! to use thehelp system "uilt into an application to resolve difficulties independently>

stopping the activity! if necessary! and demonstrating on the large displayany features which the class finds difficult>

asking technically more competent pupils to e4plain "riefly! on the largedisplay! how they tackled a particular aspect of the task>

undertaking focused group work with a selected group of pupils! for

e4ample! a group of pupils working at lower levels might "e seated togetherand you might lead a guided activity on how to change to consistent style!using a master slide.

Ask pupils to print their revised presentations! si4 slides to a page. They will needthese for homework.

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5 +*aluating t"e re*ised presentation

Ask pupils! in pairs! to show their partners their revised presentations on screen.Tell the pupils who are watching the presentation to use &.'-," -erfect

presentations guidelines sheet.doc to see if the presentation follows the @perfectpresentations9 rules. After they have all watched each other9s presentations! askthem to give feed"ack! viewer to presenter! and discuss together whether the ruleshave "een applied.

6 lenar! %omparing t"e st!le of presentations for differentaudiences

+emind pupils that the @perfect presentations9 guidelines are aimed at audiences ofadults. Ask pupils these 3uestions.

5hich of your two presentations do you prefer 5hy

Are there any features of your second presentation that would enhanceyour first presentation! and vice versa Ask pupils! in pairs! to discuss and write down three pieces of information a"outthemselves that a head7of7year would find useful to know. Huickly collect theirideas on the white"oard. Tell pupils that! for homework! they will "e deciding whatto include in their own presentations.

-omework

Five pupils printouts of their presentation for adults. Ask them to think a"out theinformation they would want to give their head7of7year and how this would "edifferent from the information they would want to give to other pupils. Tell them toannotate their printouts with the changes! and that they will use their annotations toamend their presentations in the ne4t lesson.


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odif!ing t"e content of a presentationfor a different audience

$%& (ramework o#)ecti*es+,%-A./$./ A.D S-A0$./

)itness for purpose

%se given criteria to evaluate the effectiveness of own and others9presentations.

+efining and presenting information

-lan and design the presentation of information in digital media! takingaccount of the purpose of the presentation and intended audience.

'e! *oca#ular!)rom :ear &; annotate! criteria! effective! feature

reparation planning Ensure that enough copies of &.'-6" Evaluation sheet.doc are availa"le

for each pair of pupils to have one.


0esources Enough computers for pupils to work in pairs or small groups Large screen display 5hite"oard or flipchart -resentation software )ile &.'T6a -at9s poor presentation stage (.ppt )ile &.'-6" Evaluation sheet.doc

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Lesson outline 6 minutes' tarter; uggesting Discussing content , minutes

adaptations to a presentation -aired work

Ad*usting content for an Discussing content '2 minutesadult audience 5hole class

$ Adapting the presentation %sing software 2 minutescontent for an adult audience Individual work

( Evaluating presentations -resenting work ', minutesagainst criteria -aired work

, -lenary; E4tending the iewing presentation '2 minutespresentation to a wider 5hole classaudience


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Acti*ities1 Starter Suggesting adaptations to a presentation

Ask pupils! in pairs! to discuss the suggestions that they made on their printouts!for homework! for adapting the content of their presentation.+emind pupils that the purpose of the revised content was to introduce themselvesto their head7of7year.

2 Ad)usting content for an adult audience

elect pupils to give feed"ack a"out the ideas they have discussed. Huickly collecttheir responses on a white"oard or large display.Lead a whole7class discussion a"out how they could ad*ust the content of theirpresentations to make it more suita"le for a head7of7year. Draw out suggestions!which could include;

their past successes at school> how they do in different su"*ects and which su"*ects they like> what they find easy or difficult a"out school work> what they like or dislike a"out life as a #ey tage $ pupil> whether their "rothers and sisters! cousins or parents have "een through

the school.

3 Ad)usting t"e presentation content for an adult audience

Ask pupils to continue to change their presentations to make them suita"le for their head7of7year! concentrating on changes to content. As pupils are working! pro"ethe understanding of individuals "y asking them to *ustify their choice of content forthe new audience.

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4 +*aluating presentations against criteria

+emind pupils that in this unit they have learned how to manipulate te4t! colour!font! sound and images to make a presentation to provide a given audience with

information a"out themselves.Five out and discuss 7 1 6# +*aluation s"eet doc .

Ask pupils if there is anything they would like to add to it. Tell pupils that they arenow going to evaluate each others9 presentations for adults. E4plain that evaluationre3uires a *udgement a"out the effectiveness of features such as images! colour!font and sound! "oth for the audience and for the purpose of the presentation.Introduce the ground rules for the evaluation. Tell pupils they should;

"e honest in their opinions "ut sensitive to others9 feelings> not "e offensive or rude> "e constructive rather than negative! and make helpful suggestions for

what might "e improved> "e prepared to "e challenged and to e4plain their views.

tress that constructive criticism is positive! for e4ample! @That part is important. Ifyou made the font si e "igger people would notice it more.9

Ask pupils! in pairs! to take turns to present their work to each other. Ask them to fillin their evaluation sheets


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5 lenar! +:tending t"e presentaion to a wider audience

+emind pupils that they have now created two different presentations for differentaudiences. They have successfully given messages to their fellow pupils and totheir head7of7year. ay that you think that a wider audience might "e interested inseeing their work. Ask pupils to suggest how you could achieve this! for e4ample!

at a parents9 evening! through the school9s intranet! through the school9s we"site.Load the presentation file 7 1&6a at s presentation stage 4 ppt on the largedisplay. This is -at9s final attempt at a presentation. +un it and discuss with pupilsthe dangers of using a presentation that was designed for one audience! foranother! different audience.

Ask these 3uestions. 5ould this presentation "e appropriate for a head7of7year 5ould this presentation "e appropriate to put on the school9s intranet 5ould this presentation "e appropriate to put on the school9s we"site

Draw out the ideas that the presentation; was not designed for an adult> is not a very good presentation anyway> was not designed to run across the school9s intranet> gives personal details that are not appropriate for a wider audience.

-omework

Ask pupils to review what they have learned in the unit and to make "rief notesa"out;

why it is important to know the nature of the audience for apresentation>

why you need to "e clear a"out the purpose of the presentation.

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Department for Education and killsanctuary Guildings

Freat mith treet5estminster London 5'- $GT

1 Crown copyright 22

-roduced "y the Department for Education and kills

E4tracts from this document may "e reproduced for non7commercial or trainingpurposes on the condition that the source is acknowledged.

www.standards.dfes.gov.uk

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Documents

7.1 SampleTeaching Unit