MySchoolsite.net and it’s relation to the
National Curriculum at KS3
Schools
SiteMaker is highly
suitable for ICT projects covering the creation and publication
of online content. Additionally, it supports learning
which is critical to the KS3 ICT, English, Maths, Design
Technology, History, Geography and Art curriculum.
This page aims to provide the curriculum links needed
for planning your lessons and to give you some ideas on
how the product could be utilized in cross-curricular
projects.
Each reference number identifies the DFES National Curriculum
specification for each Key Stage 3 subject.
ICT
English
Maths
Design and Technology
History and Geography
ICT
MySchoolsite.net offers a
variety of ways to teach and enrich the ICT curriculum
from empowering pupils with technological skills, to understanding
the importance and influence ICT has on today’s
society.
Each reference
number identifies the DFES National Curriculum specification
for each Key Stage 3 subject.
Exchanging
and sharing information
3)
Pupils should be taught:
a)
how to interpret information and present it in a variety
of forms that are fit for purpose
b) to use a range of ICT tools efficiently to create
good quality presentations in a form that is sensitive
to the needs of particular audiences and suits the information
content
c) how to use ICT, to share and exchange information
effectively[ for example,
creating online information sources, or shared project
websites ]
SiteMaker can be used to publish and
present information in a variety of ways. It is a modern,
powerful tool, relevant and appropriate to today’s
industries.
Why not set up a project site for pupils to share information
on, or make site development part of the project?
Reviewing, modifying
and evaluating work as it progresses
4)Pupils should be taught to:
a)
reflect critically on their own and others' uses of
ICT to help them develop and improve their ideas and
the quality of their work
b) share their views and experiences of ICT, considering
the range of its uses and talking about its significance
to individuals, communities and society [
in particular how internet has influenced international
communication]
Breadth of study
5) During the key stage, pupils
should be taught the Knowledge, skills and understanding
through:
a) working with a range of information
to consider its characteristics, structure, organisation
and purposes [ for example,
using web software to deliver information ]
c) designing information systems [
for example, evaluating a web site or designing and
producing a web presentation for a cross curricular
topic ]
d) comparing their use of ICT with its use in the wider
world
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English
MySchoolsite.net provides an excellent
forum for speaking, listening, reading and writing activities.
For example, it offers a creative output for sharing
information, a strong link to instructional text and
a vital tool for aiding discussion on the use of the
English language.
Each reference number identifies the DFES
National Curriculum specification for each Key Stage
3 subject.
Speaning and listening
Language variation
6) Pupils should be taught about how language varies,
including:
a) the importance
of standard English as the language of public communication
internationally [ particularly
in regard to the internet ]
b) current influences on spoken and written language
[ including the use of
shortened text for the internet ]
f) the development of English, including the impact
of electronic communication on written language.
Reading
Printed and ICT based information
texts
4) To develop their reading of ICT based information texts,
pupils should be taught to:
d)
identify the characteristic features, at word, sentence
and text level, [ particularly
in relation to headings, text type, web sentence construction
etc ]
Media and moving image texts
5) Pupils should be
taught:
a) how meaning
is conveyed in texts that include print, images and
sometimes sounds
b) how choice of form, layout and presentation contribute
to effect [ for example,
font, sequencing, readability, graphic illustration
etc ]
Nonfiction and nonliterary
texts
9) The
range should include:
b)
print and ICT based information and reference texts
[ for example, instructional text for creating web pages
]
c) media and moving image texts [
for example, web pages ]
Writing
Composition
1) Pupils should be taught to
draw on their reading and knowledge of linguistic and
literary forms when composing their writing:
e) form sentences and paragraphs
that express information and ideas precisely [
for example, sentences which are web friendly ]
f) use formal and impersonal language and concise expression
g) consider what the reader needs to know and include
relevant details
h) present material clearly, using appropriate layout,
illustrations and organisation
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Maths
Shape, space and measure
This area of maths provides
the perfect forum for creating and altering visuals through
reflection, rotation, translation and enlargement.
Transformations
and coordinates
3)
Pupils should be taught to:
a)
[ When creating web images and considering layout ]
to understand that reflections are specified by a mirror
line, translations by a distance and direction, and
enlargements by a centre and positive scale factor
b) [ When creating web
images and considering layout ] to recognise
rotations, reflections and translations, including reflection
symmetry of 2D and 3D shapes, and rotation symmetry
of 2D shapes.
c) [ When creating web
images and considering layout ] to construct
enlargements of objects
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Design
and Technology
Creating
web pages is an exciting and relevant aspect of design
in today’s technological world. MySchoolsite.net
can be used to cover the whole design brief from market
research of other people’s designs, through the
design and creation of your own website, to evaluating
and improving your ideas.
Each reference number identifies the DFES National Curriculum
specification for each Key Stage 3 subject.
Developing, planning
and communicating ideas
1)
Pupils should be taught to:
b)
respond to design briefs and produce their own design
specifications for products [
for example, a website as a digital product ]
c) develop criteria for their designs to guide their
thinking and to form a basis for evaluation
d) generate design proposals that match the criteria
e) consider aesthetics and other issues that influence
their planning [ for example,
the needs of intended users]
f) suggest outline plans for designing and making, and
change them if necessary
h) use graphic techniques and ICT, including computer
aided design (CAD), to explore, develop, model and communicate
design proposals [ for
example, using CAD software and internet based resources,
scanners and digital cameras ]
Websites and software have become core
‘products’ in modern firms and industry.
SiteMaker could be used both as;
i) The tool to produce the digital product, e.g. a marketing
site for a popular brand, or;
ii) As the tool to communicate product specifications
for a traditional product, e.g. a website presentation
showing designs for a clock.
Why not set the brief to design a successful marketing
site for a popular car/game/product? Pupils can research
current examples, and produce their own site that they
think is better.
Evaluating
processes and products
3)
Pupils should be taught:
b)
test how well their products work, then evaluate them
c) identify and use criteria to judge the quality of
other people's products, including the extent to which
they meet a clear need
As a digital product, a SiteMaker website
would have different success criteria from other types
of products. These might include ease of use, speed of
loading, clarity of messages, etc.
Why not set a brief to evaluate how well particular websites
perform? Pupils can then get a sense of what makes a good
website, and relate these lessons back to their own site.
Breadth of study
7) During the key stage,
pupils should be taught the Knowledge, skills and understanding
through:
a) product
analysis
b) focused practical tasks that develop a range of techniques,
skills, processes and knowledge
SiteMaker is an excellent tool to practice
techniques and learn skills in a highly interactive way.
As a flexible digital product it can be applied to a wide
range of tasks, while producing practical and measurable
output.
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History
Creating Web pages is an
exciting and productive method of sharing knowledge and
addressing different audiences.
Each reference number identifies the DFES National Curriculum
specification for each Key Stage 3 subject.
Organisation and communication
5) Pupils should be
taught to:
c) communicate
their knowledge and understanding of history, using
a range of techniques, including the use of ICT
Why not build a website to publish
the final results of a history project?
Geography Creating
Web pages is an exciting and productive method of sharing
knowledge and addressing different audiences.
Each reference number identifies the DFES National Curriculum
specification for each Key Stage 3 subject.
Geographical enquiry and skills
1) In undertaking geographical enquiry, pupils should
be taught to:
f) communicate in ways appropriate
to the task and audience
[ for example, by using desktop publishing or creating
web pages ]
2) In developing geographical
skills, pupils should be taught: f)
to communicate in different ways, including using ICT
[ for example, exchanging and displaying fieldwork data
using a web page ]
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