Teacher Guide

Students need to understand the difference between Word Processing and Desktop Publishing (DTP) and to know when it is appropriate to use DTP software.

What do I want the pupils to be able to do:

Open and save documents

Use the spell check facility

Highlight text

Use a variety of fonts

Change the size of text and use bold, italic and underlining

Centre headings

Use undo

Print a document.

Use clip art

Use the zoom control

Make a picture frame

Move and change the size of a picture frame

Rotate text, pictures and graphics.

Import text and pictures from other programs.

Search for relevant data using CD ROMS and the internet

DIFFERENTIATION
MUST	SHOULD	COULD
They add to, amend and combine different forms of information from a variety of sources. They use ICT to present different forms of information, and show an awareness of the intended audience. They exchange information and ideas with others in a variety of ways	They use ICT to structure, refine and present information in different forms and styles for specific purposes and audiences. They exchange information and ideas with others in a variety of ways.	Pupils develop and refine work, using information from a range of sources. They present their ideas in a variety of ways and demonstrate a clear sense of audience. Pupils combine information from a variety of ICT-based and other sources for display and presentation to differing audiences.
TARGET LEVEL	TARGET LEVEL	TARGET LEVEL
4	5	6/7

TEACHING METHODOLOGIES

Class discussion

Peer assessment

Practical use of computers.

HOW IS THE UNIT TO BE ASSESSED?

Students can be assessed on their final version of ‘Messy’

Unit task - timetable

Students can be assessed on the quality of their poster (a level is to be given)

RESOURCES

Worksheet – Yr8TAS ,

CI8HEL, CI_PUBHEL

SKILLS AND KNOWLEDGE NEEDED AT BEGINNING OF UNIT

Students need to know how to log on to the network.

LESSON

You could start by finding out from the students how much they know about word processing and what it can be used for.

Give out the worksheets. The ‘messy ‘ file should already be in the shared Drive. Students should then follow the instructions and make the required corrections to the story. They will need to spell check using Words spellchecker and proof read the document to correct words like flour (floor) and hole (whole).

Homework : Students spend time on Messy

2	Students continue correcting Messy. Explain that they must have a picture from clipart that is relevant. Make sure they are completing the checklist. It’s best if you take a look at their work before they print it. Homework : Students complete and print Messy (in B&W or Colour) for following lesson. Ask students to bring a hand written list of what homework they have each week.
3	Hand out new task and explain what they will have to do. Inform the students that they have an assessment checklist which they will have to follow to achieve better grades. Homework : Write down 5 things that can improve a document.
4	Explain to students that they have an extension task that they must attempt. Students continue this the task Homework: Ask students to bring in a piece of hand written work from another subject and a copy of their timetable.
5	Demonstrate some of the more complex facilities to the students (tables, changing borders, tabs etc). Students continue with the extension work. Hand out the evaluation sheet 15 minutes before the end of the lesson and explain the importance of evaluating work. Homework : Spend time of the task to be handed in next lesson.
6	Remind students to refer to the assessment sheet to achieve higher grades. Students complete as much of the work as possible and must complete the evaluation sheet. Homework: None set
7	Introduce the task and explain the assessment criteria and what is expected of them. Students are to do research on the Internet this lesson on their country and save any information they find Homework : Students to find books in the library with information from their chosen country.
8	Students to transfer information from their books onto the computer – gain help to scan any information. Continue with research. Homework : Continue to scan etc and finish research.
9	Start the lesson with a discussion on DTP, where it is used, software required, advantages, disadvantages, etc. It is a good idea to have a couple of examples of posters at hand to aid your discussion. (layout, borders, colour, text, headings, target audience etc should be discussed). Introduce Microsoft Publisher and hand out CI_PUBHEL, demonstrate how it works and let students create a simple document including title, inserting a picture and some text. Homework: Find holiday brochures or posters
10	Recap the importance of titles and layout. Students start transferring some of their research in to publisher and arranging layout. Homework: Continue with the poster
11	Students often forget to have important information on their poster. Explain that to get a good mark they must include all the necessary information. Go over the target sheet. Students should continue with their posters. Explain that to get a high mark they must create 2 posters. Homework : Students to complete first poster and print in colour
12	Students to start second poster, recap target audience. Students continue designing their travel poster or writing their report. Students that have finished should think about their layout and try to improve it. If they have finished they should complete the required written work using a word processor. Homework: Students to start writing written report in rough.
13	Students completing 2^nd poster. Posters should be marked during the lesson giving students an opportunity to improve their grade. Hand out evaluation sheet and go through it. Homework: Students to print off 2^nd poster
14	All work to be completed and handed in by the end of the lesson. Evaluation sheet must be completed. Higher level students can investigate - Use the internet to look at Online travel companies. What are the advantages of this over a travel poster? Homework : None set