Web Technologies and Databases · SHS2 Computing

Lesson notes

Learning Objectives

Indicator: 2.2.3.LI.1 - Demonstrate the use of web page editors and design elements, including sections, text, images, GUI/UI/UX, and multimedia integration.

By the end of the lesson, learners can:

Identify at least four different web page editors and describe one key feature of each.
Explain the difference between a plain text editor (like Notepad) and a code editor (like Visual Studio Code) in the context of web development.
Create a simple HTML web page using a text editor that includes text, a heading, a section, and an image.
Explain the meaning of GUI, UI, and UX and describe how each contributes to good web page design.
Integrate a multimedia element (audio or video) into a simple web page using HTML tags.

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Curriculum details

Strand: Computational Thinking (programming Logic) (Strand 2)
Sub-strand: Web Technologies and Databases (2.3)
Content standard: 2.2.3.CS.1 - Demonstrate knowledge and understanding of Web Development and Databases 2.2.3.LO.1 Apply acquired skills and knowledge to design and develop simple web pages
Indicator: 2.2.3.LI.1 - Demonstrate the use of web page editors and design elements, including sections, text, images, GUI/UI/UX, and multimedia integration.
Suggested placement: Semester 2, Week 13 (Week 33 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. 71

Exemplars (from the NaCCA curriculum)

Project-Based Learning Approach:
- Engage in whole-class discussions to explore different web page editors and their features, such as Notepad, Atom, Visual Studio Code, Notepad++, etc.
- Conduct practical sessions with individuals and in mixed-ability/gender-sensitive groups, utilising text editors' features.
- Employ interactive multimedia presentations and video analysis to facilitate discussions and demonstrate techniques for creating web pages using various editors. Ensure inclusivity and equity by considering different learners' abilities and providing appropriate input devices for data analysis.
SEL: When teaching about Web development and databases, usage, and the function of Internet Service Providers (ISPs), teachers 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 to 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
- Tablets
- YEAR THREE
- * 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 (2.2.3.AS.1). The document marks these depth-of-knowledge levels for this indicator: Level 1 Recall; Level 2 Skills of conceptual understanding.