University of Brighton, Faculty of Education and Sport

Lesson Plan

Class: year 6

Student Teachers Name: Zoe, Keeley, Natalie and Tom

Computing
Lesson Number:
Duration:

of

Curriculum Area:

Date/Time: 25-11-14

Lesson

Number of pupils: 10

Number of pupils with SEND:

Number of pupils with FSM/PPG:
(both groups named elsewhere)

Names and roles of other adults present:

A
Within the context of this lesson, what specific actions are you going to take to advance your
professional development in relation to Standards, Action Plan and National Priorities?
TS3- develop subject knowledge in the area of Creative computing

B
Using your previous lesson evaluation, identify specific actions to support pupil progress
Children to segment knowledge of HTML and different tags/elements.
Children to build on previous knowledge about cyber bullying and internet safety

September 2013

University of Brighton, Faculty of Education and Sport

C
Learning Objectives

Differentiated Learning Outcomes

What do I intend the pupils to

learn?
(Knowledge, understanding,
values attitudes and skills)
To be able to identify and use
HTML tags to code and create
their own cartoon strips in
Mozilla.
To be able to use systematic
reasoning to debug real life/
HTML problems and fix these.

Working towards

Achieving

Beyond

With support can identify

bugs within html and fix
these

To be able to identify and debug

html with little support

To be able to identify and debug

html explaining in detail the
reasoning and actions taken to do
this.

LO3

To be able to understand what

features make a good webpage
and why.

With support to be able to

identify the basic features of
a good webpage

LO4

To explore and discuss cyber

bullying and internet safety

With support can give

examples of cyber bullying
and internet safety risks.

To be able to identify and

articulate what features
contribute to a well-designed
and appealing webpage
With little support can identify
and give examples of internet
safety and cyber bullying with
prevention suggestions

To understanding what makes a

good and appealing webpage, with
consideration for intended the
audience (the purpose of the site)
Independently Will be able to define
internet safety and cyber bullying,
finding causes and effects and how
to minimise the risk.

LO1

LO2

D
Resources

September 2013

Learning opportunities across the curriculum (e.g.

literacy / numeracy)

University of Brighton, Faculty of Education and Sport

E
Time
&
Learning
Objective
s

Teaching points/
strategies / teacher
role
What teaching points will you
provide in order to
support and progress the
learning of all pupils?

9am9.10

Activity One-

NATALIE

Pupil learning activities

What learning activities will pupils be
engaged in? How will you differentiate
these activities so they are achievable for
all pupils?

To discuss in pairs the Qs on PP.

Organisation and
risk
assessment
What will you need to
consider in organising and
managing the learning
environment effectively?

Children in the
classroom

Assessment for
learning
strategies
How will you use the outcomes
of assessment to
inform ongoing
teaching and learning?
How will you monitor,
assess and evaluate
progress of all pupils?

The responses from children

What do they remember
from last week?

Quick Qs on ppTALKING PARTNERS

1. What is HTML?
2. Can you think of 3 element
in your pairs?
3. What do we use HTML for?
4. What is an algorithm?
5. What is an input/output?

How segmented is the

childrens subject knowledge
of HTML- do we need to
cover more in depth

Teacher- bring back together.

Talk about some elements
mentioned.
What is the element?
What is the tag? / closing tag?
What is the content?

9.109.30

GAME
elements and definition
dominos game.
Children to match up the
elements with the tag which
they define.
Teachers to let children work
independently- intervention
where necessary.
Activity two-

NATALIE

September 2013

To take part in class discussion about

definitions.

Children to take part in element

definition game- matching them up as a
class.
Work collaboratively.

Do the children remember

University of Brighton, Faculty of Education and Sport

Revisit HTML structure

Brief discussion of elements
which the ch used last time in
cartoons- and the order which
they were in.

Children to recap on basic html

structures which they learnt in the
previous session.

Can the children order a

challenging structure?

Children to have the cut outs of

the different tags and content
from a page which we have
made.
Children to reorder these cut
outs into a basic HTML
structure. In groups, pairs or
independently.
Call children back together,
show them the HTML doc.
Which we have created in
Mozilla- check their answers in
the preview and HTML.

9.309.40

any of the structures from

the previous session?

Children to order the tags and contentcreating an unplugged HTML

document.

Self-assessmentDid they put everything in

the correct places?
Did they work in pairs,
groups or alone?
Did they find this a
challenge?

Children to check their answers with

the doc we created.
Children to self -assess

Class discussion- did we put

everything in the correct
places? Was this a challenge?
DEBUG INPUT
KEELEY
What is debugging? How do we
go about debugging?
Give children a real life
problem- E.G- CAKE RECIPE/
sandwich recipe/ crossing a
road
Talk to children about
decomposition of stagesallowing us to rearrange
(debug) a problem so that we

September 2013

Children to take part in the group

discussion about finding bugs in real life
problems and how we will fix these.

Do the children use

systematic thinking skills?
Do the children use logical
reasoning?

University of Brighton, Faculty of Education and Sport

can get the desired output.

(Use language decomposition,
algorithms, hacking,
debugging, input/outputs. )
ACTTIVITY THREE
9.40- 10

Children to work in groups, pairs,

individually to debug life algorithms

Children to use one of these

examples themselves (groups,
pairs, on own)- breaking the
problem down, fixing the
problem.
e.g- crossing the road:
1.I get to the crossing point
5. I cross the road
2. I press the button
3. I wait for the man to turn
green
4.I check to make sure the cars
have stopped.

Take part in group discussion

DISCUSS with children how this

idea of sequencing applies to
HTML and coding. finding
problems in html and how we
can fix these problems.
SYSTEMATIC THINKING/ logical
reasoning!!
ACTIVITY FOUR

KEELEY

10
-10.20

Show children a bugged

cartoon on Mozilla (using
problems which they found
from last lesson)
Go through 1-2 problems

September 2013

Children to discuss and share ideas

about what the problem is and how it
can be fixed

Can the children apply their

knowledge on debugging to
bugged cartoons??
Can the children use
systematic thinking to break
the problems down?

University of Brighton, Faculty of Education and Sport

together- how you would think

about this systematically and
break them down.
Give children a debugged
example to complete on their
own computers. support
children which find this
challenging

Children to work independently to find

problems in cartoons

Children to take part in discussion

about how they found and fixed the
problems.

Bring children back together

and find out how they tackled
the bugs which they found. Talk
about how this is
logical/systematic thinking.
10.2010.45

Talk about the need for

debugging problems in the
making process of a webpage.

Can the children debug

problems in their own
cartoons?

ACTIVITY FIVE

EVERYONE
Give children the opportunity
to work through their
cartoons- debug problems
which they had last week-

Children to work on their cartoons/

complete them debug problems which
they may have come across last week

If completed- help others

10.4511.30

All teachers to support learning

ACTIVITY SIX

ZOE
Introduction into what
makes a good webpage.
Where have the children
seen good webpages
before?

September 2013

Children contributing to opening

discussion on what makes a good
webpage

Children working at
desks with netbooks

evaluate the responses of

the children
- Are they aware of
some of the feature
of a good webpage?

University of Brighton, Faculty of Education and Sport

What do you think makes a

good webpage?
Features in a webpage.
Give children a list of
different web pages for
them to look at on their own
laptops, children to work in
groups- create mind maps
or a table of good bad
features of webpages,
Bring children back together
and have a discussion about
different features of a
webpage which they
thought were good and why
they were good.

Children to use the webpage example

given to inform and influence their
answers

Teacher to circulate
observe and challenge the
ideas of the learners using
questioning
- What do you like
about this page?
- What would like to
magpie?
- What doesnt work?
- And why?

Children to evaluate, add to and use

talk to collaborate ideas

T Make a list [in smart

notes] of features which
they could include in their
own webpages.
ACTIVITY SEVEN
11.3012

TOM
Introduce context of
webpages
Safety on the web/
cyberbullying
PSHE discussion about when
children have experienced
cyberbullying or unsafe use
of the web.
Talk about ideas which

September 2013

Children sitting on the floor in a circle,

talking when they are holding the
figurine.

Children providing answers when called

upon, to be written on whiteboard by

Children sitting on the

carpet.

Remind children that the

circle is a safe zone. Nothing
we say in here will be
repeated, and we won't be
judged.
Think, pair share. Talk
partners.

University of Brighton, Faculty of Education and Sport

children can include in their

own pages.- writing to
inform children about how
they can prevent cyber
bullying or become more
safe on the internet.

September 2013

scribe.