Date post: | 21-Dec-2015 |
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Session objectives
• Explore the KS3 Strategy approach to teaching text and graphics
• Practice some activities in class
• Reflect on the learning experiences and resources offered
Communication: text and graphicsKS3 Strategy training pack
1: Exchanging and sharing information
2: Planning and presenting information on screen
3: Capturing images fit for the purpose
4: Planning and presenting information on paper
A selection of the training materials are shown in the following slides
Exchanging and sharing information
Fitness for purpose
• Recognise common forms and conventions used in communications and how these address audience needs
• Apply understanding of common forms and conventions to own ICT work
Slide 1.5
All colours within a fixed tonal range.
Human face: sells morethan without.
Face not covered by text or image.
(Title is layered below photograph.)
Main title: lower case.
Main article uses larger text and different colour for emphasis.
Space for free gift.
Bar code area.
Text wrapped tight to the image.
Use of colour as well as text size to highlight headings (hierarchy of main articles)
Competition banner across the top but small: attention seeking by reversing overall colour scheme.
Exchanging and sharing information (Year 7)
Refining and presenting information• Plan and design the presentation of
information in digital media, taking account of the purpose of the presentation and intended audience
Fitness for purpose• Use given criteria to evaluate the
effectiveness of own and others’ publications and presentations
Slide 1.10
SizeFont size is measured in points
Font size is measured in points
Font size is measured in points
Font size is measured in points
Font size is measured in points
Font size is measured in points
Which font size would you choose?
Slide 1.12
Effects
Text can be emphasised by:BoldItalicUnderlineShadowShadowEmbossEmboss
Which text effect would you choose?
Slide 1.14
Exercise
In pairs:
Look at an example of a leaflet and work out the conventions for this type of publication
Compare your findings with the pair next to you.
Exchanging and sharing information (Year 7)
Refining and presenting information
• Use ICT to draft and refine a presentation, including:
capturing still and moving images and sound (e.g. using a scanner, digital camera, microphone)
Exchanging and sharing information (Year 8 and Year 9)
Communicating
• Year 8: Understand some of the technical issues involved in efficient electronic communications (e.g. size and type of file)
• Year 9: Apply knowledge of the technical issues involved to communicate information efficiently (e.g. choose suitable file types to speed up transfer)
Why reduce file size?
• To fit the image onto a floppy disc
• To email the image
• To save disc space on the network
• To enable a web page containing the image to load more quickly
• To enable a computer with limited memory to manipulate the image more quickly
Planning for teaching image capture
• Have my pupils used a digital camera before?• How many of my pupils have used a scanner before?• How will I arrange for pupils to take photographs or
scan them in?• How will I ensure that all pupils have an opportunity
to use cameras and scanners?• How much technical information do pupils need to
know to complete the tasks successfully? • What will I need to prepare to enable this to run
smoothly in my classroom?
Exchanging and sharing information (Year 7)
Fitness for purpose
• Recognise common forms and conventions used in communications and how these address audience needs (e.g. columns of text in newspapers, graphics and enlarged print in posters, hyperlinks on websites)
• Apply understanding of common forms and conventions to own ICT work
ICT capability• Identified the problem: create a logo
• Identified the key features of a logo by comparing existing logos
• Created the criteria to judge the finished logo
• Analysed the logo to identify the component parts
• Used a range of techniques to construct the logo
• Applied understanding of font, image and colour to define the logo
• Reviewed and revised the logo
Teaching ICT capability
• Explicit reference to the teaching objective
• Display of finished product to clarify what is required
• Reduction of image into component parts
• Techniques demonstrated gradually and supported by handout
• Choices were discussed, made and justified at each stage
• Finished image reviewed and revised