Samuel Mallard ©

Teaching Assistant (TA):

To assist JH and KL with their work, ensuring that they are able to regularly refer back to the ‘website assessment guide’ and ticking off through a provided ‘website assessment chart’ to ensure progress. Regular questioning to assist any misconceptions, misunderstandings and if able to progress. Refer back to SM at end of lesson with feedback i.e. strengths and area of improvements.

Learning Objectives:

Children:

To be able to search for information on a search engine through the internet (DfE, 2013, p.205).

To be able to identify and explain whether search results are reliable sources and why (DfE, 2013, p.205).

To be able to evaluate the reliability of information gathered from online sources (DfE, 2013, p.205).

Description of Main Activity Focus:

The children’s main focus is on digital literacy – being able to identify what is fact and what is opinion and then evaluating its reliability to whether it is a reliable and ‘true’ piece of information. The children will be acting as ‘web detectors’ where the school’s head teacher has asked them to assess using the school’s ‘website assessing guide’ whether internet sources for information on Egypt is reliable for them to use ahead of a poster( in a future session) aimed at children which tells them about the country.

Date: Time: 1.15 (1.00-2.15)

Class:Year 6

Curriculum Area:

Computing

Action points from previous lesson (s):

The children have previously explored what is the internet and developed a wider understanding of what is a network and how it operates.

The children have also developed an understanding of what is a search engine and extended their knowledge on how they work.

Resources:

Laptops; website assessing guides (one per two students); pencils; computing exercise books; tablets; interactive whiteboard (IWB).

Samuel Mallard ©

Pace/Timing Lesson Structure Teachers RoleStarter – 5-10 minutes

Discussion and questioning-based activity from the previous session, re-visiting their study on the internet and the network. Children discuss together:

Do not start lesson until ALL children are quiet and sat at their tables.

Ensure BN (Teaching

Differentiation (with consideration to TS.5):

Higher-achieving individuals (HJ and OS) to assist 5 websites to add more challenge. Other students, if succeeding, will be able to progress like HJ and OS from 3 to 5 on teacher’s recommendation.

Success Criteria (with consideration to TS.2):

ALL: Will be able to use a search engine effectively to gather results.

MOST: Will be able to identify and explain whether information is fact or opinion.

SOME: Will be able to evaluate whether it is fact or opinion.

Key Vocabulary:

Internet Fact Opinion Website Reliability

Curriculum Links:

Geography – Country of Egypt; History – Ancient Egypt

Art/DT – Leaflet design English – Reading and Writing.

Risk Assessment:

Environment – ensure no food or liquids are near any electronic devices. Also ensures any wires (if used i.e. laptop chargers) are under tables and not hanging on the classroom floor.

Samuel Mallard ©

"What is a network?”“What happens when we send a request to access the Google home-page?”

n.b. If children are unsure, or show any misunderstandings or misconceptions (e.g. do not understand key vocabulary such as URL) then spend a short period of time re-capping to secure knowledge and understanding.

Assistant) is sat JH and KL at ‘Red’ group.

Lead the Q&A discussion activity, praising children for efforts and responses.

Make use of the whiteboard to write down key vocabulary mentioned and e.g. draw ‘map’ of a network.

Main Activity

10-15 Minutes

10-15 minutes

Give to the children a ‘letter’ from the head-teacher in a gold envelope that quotes:

“Dear children,

As part of our ‘Keeping Safe and Secure’ week we are asking you to be ‘website detectives’. Your job is to go onto either the laptops or iPads and investigate the reliability of information provided on websites and answer the key question – is it fact or opinion? Mr Mallard will provide you with my special ‘Website Assessment Pack’ which provides you with information about how to assess whether a website is ‘fact’ or ‘opinion’.

I look forward to your work!

Best wishes,

Mr Hill”

Once read and discussed, provide the ‘Website Assessment Pack’ and demonstrate to the class how to use the pack and how to assess whether a website is ‘fact’ or ‘opinion’, modelling to the class how to do this process.

Provide the children with two simple websites which using the provided assessment pack’s checklist they assess two websites – one should be fact, and one should be opinion.

Go through with the class their responses.

Provide the gold envelope to one child and ask them to read it out.

Once it has been read aloud, ask the children:

“What has Mr Hill asked us to do?”

Write responses and instructions on the board.

Demonstrate how to read and use the pack, emphasising on key instructions and put these on the board with the attached visual ‘big instruction steps’ for the children to see. Ensure JH and KL have their own pack with BN.

At this stage teacher-observation takes place around the classroom.

Samuel Mallard ©

30 mins+

Tell the class that they are going to create a poster based on their Geography and History work on Egypt. You have found some websites you want to use but you are not sure whether they are reliable or unreliable. They are to assess the websites and feedback to yourself via their exercise books.

Extension – As part of the next session’s work, children if they have completed the work and clearly demonstrate a sound understanding and ability to be able to identify, explain and evaluate a websites validity and reliability they proceed to the next activity of devising and creating a poster to demonstrate and show to other children how to assess the reliability of information on a website.

Pair-work on iPads or laptops.

“Why did you think it was fact/opinion? Does anyone else think differently?”

HA have 5 websites to review; others have 3. If children so comfortable progress, then potentially give the other two. JH and KL work with 2 only – one is fact, and one is opinion (to refine understanding and skills).

Provide example poster.

Plenary

5 minutes

Gather the children together and give them a post-it note where they write one thing they have learnt today and one thing they want to learn in the future, and add it to the lesson’s ‘evaluation’ board, where the teacher collects feedback for future planning.

Give out post-it notes and remind children to write names at the bottom of it.

Ask for volunteers to say what they have learnt.

Assessment Opportunities:

Pre-assessment: Q&A and Discussion – Identify prior learning and any misunderstandings/misconceptions.

Questions – Assess children’s understanding and misconceptions/misunderstandings throughout lesson.

Teacher observation – Observe work during activities and ask questions to identify learning and misconceptions/misunderstandings.

Post-it notes (post-assessment) – Children assess their own learning for teacher to gather understanding of progress to assist written work.