Organising, Managing and Presenting… · SHS1 Ict

Lesson notes

Learning Objectives

Indicator: 1.1.1.LI.1 - Describe software, hardware, and other computing features needed to create a document.

By the end of the lesson, learners can:

Identify and name at least four hardware components (input, output, processing, and storage devices) required to create a multimedia document.
Distinguish between system software and application software, giving at least two examples of word processing and image editing applications.
Explain the role of key computing features such as keyboard shortcuts, screen resolution, and file formats in document creation.
Justify the selection of appropriate computing tools and features based on a user’s needs, including learners with visual impairment, dyslexia, or dysgraphia.
Work collaboratively in mixed-ability groups to present a short oral or written description of the hardware and software needed to produce a specific multimedia document, such as a flyer or birthday card.

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Curriculum details

Strand: ICTs IN THE SOCIETY (Strand 1)
Sub-strand: Organising, Managing and Presenting Information Using Essential Productivity (1.1)
Content standard: 1.1.1.CS.1 - Demonstrate knowledge and understanding of the use of various computing tools to responsibly create multimedia documents containing text, images etc. e.g., birthday cards/Flyers for a specified purpose Teaching 1.1.1.LO.1 Create multimedia documents using appropriate computing tools
Indicator: 1.1.1.LI.1 - Describe software, hardware, and other computing features needed to create a document.
Suggested placement: Semester 1, Week 1 (Week 1 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.
Curriculum reference: NaCCA curriculum document, p. 25

Exemplars (from the NaCCA curriculum)

Brainstorm and discuss: Using mixed-ability/gender-sensitive groups, discuss computer hardware and software components required for creating multimedia documents, addressing inclusivity and equity. For example, input devices that meet learners with different abilities should be chosen, thus people with visual impairment, dyslexia, dysgraphia.
SEL: When teaching students about creating multimedia documents using computer tools, you can incorporate Social Emotional Learning (SEL) principles to enhance their learning experience and support their emotional well-being. Here are some SEL features you can integrate into this specific topic:
Self-awareness: 1. Provide opportunities for self-assessment of their skills and progress in using computer tools for multimedia projects. 2. Help students identify their emotions and reactions during the creative process, guiding them to recognise their preferences and areas for improvement.
Self-management: 1. Teach time management skills and strategies for planning and organising multimedia projects. 2. Guide students in setting realistic goals for their multimedia documents and teach them how to break larger tasks into smaller manageable steps.
Social awareness: 1. Encourage students to consider the audience and purpose of their multimedia
documents, promoting an understanding of the impact and potential reactions from others. 2. Discuss the importance of respecting intellectual property rights when using multimedia content from various sources. 3. Foster empathy by exploring how different design choices and multimedia elements can influence viewers' emotions and perspectives.
Relationship skills: 1. Encourage collaborative learning by assigning group projects where students can work together to create multimedia documents. 2. Teach effective communication skills, such as active listening, giving and receiving constructive feedback, and providing clear instructions to team members.
Responsible decision-making: 1. Discuss ethical considerations when selecting and incorporating multimedia elements, emphasising the importance of respecting copyrights, permissions, and fair use. 2. Encourage critical thinking and reflection on the potential impact of their multimedia documents, both on themselves and their intended audience.
Teaching and Learning Materials:
- and Learning
- Notepad or exercise book
- Pen
- Smartphones
- Laptops
- Desktop computers
- Tablets
- TV and Radio
- Productivity tools
- Open Educational
- Resources (Including
- YouTube, MOOCs -
- Udemy/Coursera,
- Khan Academy,
- TESSA)
- The iBox (CENDLOS)
- Subject-based application software
- Instructional
- Laboratories (with multimedia equipment and smartboards)
- Maintenance and repair workshops
Assessment (1.1.1.AS.1). The document marks these depth-of-knowledge levels for this indicator: Level 2 Skills of conceptual understanding; Level 3 Strategic reasoning.