SHS1 Computing · Semester 2 Week 15: Web Technologies

Lesson notes

Learning Objectives

Indicator: 1.2.3.LI.1 - Identify and describe the key components of a Web page, including headings, menus, links, text, images, and other relevant elements.

By the end of the lesson, learners can:

Identify at least six key components of a web page when shown a printed or projected example.
Describe the purpose and function of each key component (headings, menus, links, text, images, and other elements) in their own words.
Match web page components to their typical locations on a page layout (for example, menu at top, links within text, images alongside content).
Work in pairs to label the components of a printed web page screenshot and present their findings to the class.
Reflect on their own confidence and skill in recognising web page parts, setting a personal goal for the next lesson on web design.

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Curriculum details

Strand: Procedural Programming (computational Thinking) (Strand 2)
Sub-strand: Web Technologies (2.3)
Content standard: 1.2.3.CS.1 - Demonstrate knowledge and understanding of Web Development 1.2.3.LO.1 Explain the basic principles of web design and identify the modern technologies used in web design.
Indicator: 1.2.3.LI.1 - Identify and describe the key components of a Web page, including headings, menus, links, text, images, and other relevant elements.
Suggested placement: Semester 2, Week 15 (Week 35 of the year)
Our suggestion, laid out in curriculum order across three terms of twelve weeks. NaCCA does not fix the week, so follow your school's scheme of learning.
Source document note: The official curriculum document has a fault in this entry, so the curriculum text above is transcribed exactly as printed:

exemplars - p.45: the assessment token is visibly printed `1.2.3AS.1` with missing separator(s); the exact printed token is retained here and associated to 1.2.3.LI.1 by sequence and table position
Curriculum reference: NaCCA curriculum document, p. 45

Exemplars (from the NaCCA curriculum)

Group Work/Talk for Learning:
- Identifying components of a web page.
- Utilise think-pair-share or similar collaborative approaches to facilitate discussions among learners and identify the various components found in a web page. Encourage learners to list and describe the components they identify.
SEL: When teaching about Web Development, you can integrate Social Emotional Learning (SEL) principles to create an engaging and supportive learning experience. Here are some SEL features you can incorporate into this specific topic:
Self-awareness:
- provides opportunities for self-assessment of their skills and progress in applying these concepts to manipulate data.
- helps students recognise their emotions and attitudes towards the topic, supporting their self-confidence and self-efficacy.
Self-management:
- guides students in setting goals and planning their work
- fosters resilience and perseverance by supporting students in managing challenges and setbacks they may encounter during the learning process.
Social awareness:
- promotes collaborative learning by assigning group projects or activities to learners
- encourages students to share their knowledge and expertise with their peers, creating a supportive learning community.
Relationship skills:
- promotes teamwork and collaboration by encouraging students to work together to solve complex problems and share their insights and solutions.
- emphasises the value of giving and receiving constructive feedback
Responsible decision-making:
- encourages learners to make informed decisions.
- encourages critical thinking and reflection.
Teaching and Learning Materials:
- Notepad or exercise book
- Pen
- Smartphones
- Laptops
- Desktop computers
- YEAR TWO
- * Tablets * TV and Radio
- Open Educational Resources (including YouTube, MOOCs -
- Udemy/Coursera, Khan Academy, and TESSA) * The iBox/iCampus (CENDLOS)
- * Productivity tools ix. Subject-based application software
- Instructional laboratories (with multimedia equipment and smartboards)
- Maintenance and repair workshops
Assessment (1.2.3AS.1). The document marks these depth-of-knowledge levels for this indicator: Level 1 Recall.