BTEC Scheme of work - Pearson Education · Access to the Internet and the library (periodicals)...

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Unit 29 Presenting inform

ation using IT B

TEC Level 2 First IT

Scheme of work BTEC First IT Unit 29: Presenting information using IT Broad aim: To understand the purpose of different document types and enable learners to produce and review appropriate documents for differing audiences.

Tutor(s):

Academic year:

Number of weeks: 40

Duration of session: 90 minutes

Guided learning hours: 60

Credits: 10

SB = Student Book

AS = Activity Sheet

E = Extension for stretch and support

R = Research

IA = Interactive activity

PPT = PowerPoint®

RS = Reference Sheet

NS = Non-supervised individual study time

Week Outcome Content Learner activity Resources Assessment, PLTS and FS

Stretch and support

1 LO1: Understand the purpose of different document types

Introduction

Different types of documents: short documents, for example, memo, email, letter, order form, invoice, agenda and minutes

Whole-class teaching and discussion: Discuss different types of short documents, using RS1–7 as examples. Learners listen and participate when applicable.

Activity: R – In pairs to help find documents like those demonstrated by their tutor. Use screenshots if appropriate. In class and NS – Learners produce a written essay on each of these documents and its purpose. Learners send each other an informal email and attach it to the sheet given. Present findings to the group.

Learners complete SB Activity: Business letters.

RS1 Memo RS2 Email RS3 Letter RS4 Order form RS5 Invoice RS6 Agenda RS7 Minutes of a meeting Access to the Internet and the library (periodicals)

SB Activity: Business letters p.5

Assessment P1

PLTS: TW

FS: ICT – use ICT systems

E1: Learners need to be able to explain the different types of documents and their purpose

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nit 29 Presenting information using IT


Stretch and support

2 LO1 Extended documents, for example, an article, newsletter, report or user guide

Whole-class teaching and discussion: Discuss extended documents.

Activity: R – In pairs find other examples of extended documents. Complete AS1. Learners to present findings to the group. In class and NS – Learners to extend their written essay from week 1 and include extended documents.

AS1 Extended documents

Access to the Internet and the library (periodicals)

Assessment P1

PLTS: TW



3 LO1 Graphical documents, for example, illustrations, charts, flowcharts and diagrams

Whole-class teaching and discussion: Discuss graphical documents. Learners listen and participate when applicable.

Activity: Complete AS2. Learners to present findings to the group. R – Learners find their own examples of the documents described by their tutor and use them as evidence for their essay. NS – Extend written essay from week 1 and include graphical documents.

AS2 Graphical documents Access to the Internet and the library (periodicals would be beneficial)

Assessment P1

PLTS: TW

FS: ICT – find and select information


4–5 LO1 Promotional material, for example, advertisement, leaflet and web page design, texting, email and creative writing

Whole-class teaching and discussion: Discuss promotional material.

Activity: R – Learners to research in pairs to help find documents like those demonstrated by their tutor. Complete AS3 and AS4. Learners to present findings to the group. In class and NS – Learners need to extend their written essay from week 1 and include promotional documents and informal documents.

AS3 Types of promotional document AS4 Types of informal document

Access to the Internet and the library (periodicals would be beneficial)

Assessment P1

PLTS: TW

FS: ICT – develop, present and communicate information

E1 and E2: Learners need to be able to explain the different types of documents and their purpose

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Stretch and support

6 LO1 Formal documents, for example, agendas and reports

Whole-class teaching and discussion: Discuss formal documents, for example, agendas and reports.

Activity: R – Learners to come up with their own agenda as a group on issues they have with the institution at that time (AS5). Learners to hold a 15–20 minute meeting to address the issues raised on the agenda. In class and NS – Learners need to extend their written essay from week 1 and include the minutes of the meeting as an example of a formal document (AS6).

Learners complete SB Activity: Document types.

AS5 Types of formal documents (agenda)

AS6 Types of formal document (minutes)


Sample agendas (possibly from staff meetings)

SB Activity: Document types p.9

Assessment P1

PLTS: TW



7 LO1 Purpose of documents and meeting the needs of the audience, for example, to inform, to query, to advertise and to record

Whole-class teaching and discussion: Discuss the purpose of the documents from previous sessions. Talk about meeting the needs of the audience. For example, to inform, to query, to advertise and to record.

Activity: Learners need to complete the AS7 distributed by the tutor. Present findings to the group. In class and NS – Learners need to fill in the first column on the sheet on the purpose of different documents.

AS7 Purpose and target audience of a document


Assessment P1

PLTS: TW



8 LO1 Different types of audience, for example, commercial customers, individual adults, internal staff, children, friends and the public at large

Whole-class teaching and discussion: Discuss different types of audience.

Activity: Learners need to complete the AS7 distributed by the tutor. Present today’s findings to the group. In class and NS – Learners need to fill in the second column on the sheet on the different types of audience.

Learners complete SB Activity: Target audiences.

AS7 Purpose and target audience of a document


SB Activity: Target audiences p.8

Assessment P1

PLTS: TW



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Stretch and support

9–15 LO2: Know appropriate software to present and communicate information

Text based applications, for example: text editors and word processors; graphic tools in packages and standalone graphic packages; desk top publishing and PowerPoint®; text on mobile phones, email and multimedia

Different types of interfaces such as WIMP and GUI

Other features, such as voice recognition and voice output options and the pros and cons of integrated packages

Variety of outputs, for example, audience notes, speakers’ notes and different file formats (this could link with graphic tools)

Whole-class teaching and discussion: Tutors need to make learners aware of the different kinds of applications that are available.

Activity: Learners should be allowed to use some text based applications to enhance their learning. Learners to complete AS8. They can use this sheet to help prepare for the presentation that they will conduct in groups in weeks 16–17. Present findings to the group. In class and NS – Learners need to fill in the sheet on the different types of text based applications. Learners to prepare for a presentation for week 16 using knowledge gathered in session.

AS8 Applications and their features


Assessment P2

PLTS: TW, CT, RL


E3: More able learners will be able to explore other types of text editors and their features

16–17 LO2 Use of automated procedures, for example, wizards, shortcuts, use of templates and mail merge

Different types of information, for example, text, numbers, images, graphics, charts, tables and structured and unstructured information

Whole-class teaching and discussion: Final discussion of other features and applications. Demonstrate other features including wizards, shortcuts, use of templates and mail merge.

Demonstrate other types of information including text, numbers, images, graphics, charts, tables and structured and unstructured information.

Activity: Learners need to include these on the worksheet and their presentation and then present in groups to the other learners in the class the findings of the last 8 weeks in PowerPoint®. Complete AS8. NS – Learners to complete AS8 at home.

Learners complete SB Activity: Working with wizards.

AS8 Applications and their features


SB Activity: Working with wizards p.19

Assessment P2

PLTS: TW, CT, RL


E3: More able learners will be able to explore other types of application features

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Stretch and support

18 LO3: Be able to produce appropriate documents for different audiences

Finish presentations and give feedback

Introduce LO3

Whole-class teaching and discussion: In this session the learners need to take notes on how to make presentations and ask for feedback on their presentations.

Tutors explain learners will be producing a series of appropriate documents over the next few weeks in a style which meets the needs of the audience.

PPT29 Assessment P1, P2, P3, P4, M2, D1

PLTS: TW, CT, RL


Support those who are nervous and unsure about giving presentations

19 LO3 Create actual documents to meet the criteria – formal email

Whole-class teaching and discussion: Demonstrate a short and formal message first by using an email sent to another tutor or manager regarding the agenda for the next meeting.

Activity: In class and NS – Learners need to create an email that is formal and send it to the tutor. They will need to print this and the reply they receive. Learners could practise their formal email by sending it to each other first and getting one another to proofread it.

Access to computers, the Internet and an email account

Projector to demonstrate the email system

If email systems are not appropriate, the learners could write a brief memo and so would need access to a text editor or be given headed paper and a scenario to work with

Assessment P3, P4, M2, D1

PLTS: CT, RL


Support may be needed for those who have not used an email account before or may just be unfamiliar with the one being used

20 LO3 Extended and informal email Whole-class teaching and discussion: In this session the learners need to take notes, listen and contribute when applicable on how to make an informal email.

Activity: In class and NS – Learners need to create an email that is informal and send it to another member in the group. They will need to print this and the reply they receive.

Access to computers, the Internet and an email account

Projector to demonstrate the email system


PLTS: CT, RL

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Stretch and support

21–22 LO3 Examining different document types – promotional/graphical documents.

Whole-class teaching and discussion: In this session the learners need to take notes, listen and contribute when applicable on how to make a graphical document.

Activity: They may walk around the institution to look at posters around the campus to gain ideas. In class and NS – Complete AS9. Learners need to create a poster based on a topic they have discussed in class.

Access to sample posters either brought in by the tutor or learners can be taken out of the classroom to sketch ideas from ones they see around the campus

AS9 Poster design

Pencils will be needed for the sketches


PLTS: CT, RL


Some learners will need support in what is important to sketch from the poster designs. Remind them of previous sessions on layout, types of language, etc.

23 LO3 Adapt posters for different audiences, e.g. the use of language

Whole-class teaching and discussion: Discuss the use of language.

Activity: Allow learners to adapt their posters and encourage them to look at the style they are going for. For example, looking at the use of language, e.g. formal/informal, spelling, punctuation. Notes from sessions 5 and 6 will help. NS – Learners to complete today’s activities and implement them on their poster design.

Learners complete SB Activity: Plain English.

Access to sample posters brought in by the tutor

Learners can be taken out of the classroom to sketch ideas from ones they see around the campus

SB Activity: Plain English p.24


PLTS: CT, RL FS: English – writing

Remind learners of previous sessions on layout, types of language, etc.

24 LO3 Style of documents, e.g. use of white space and presentation techniques in posters

Whole-class teaching and discussion: Discuss style.

Activity: Tutors should give the learners scope to work on the style of the poster and encourage them to think about use of white space and presentation techniques. Notes from sessions 5 and 6 will help. NS – Learners to complete today’s activities and implement them on their poster design.

Learners complete SB Activity: Corporate style.

Access to sample posters

SB Activity: Corporate style p.25


PLTS: CT, RL FS: ICT – use ICT systems

Remind learners of previous sessions on layout, types of language, etc.

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Stretch and support

25 LO3 Presentation techniques: font, font size and use of colour

Whole-class teaching and discussion: Review the session on giving good presentations (week 18). Refresh their memories on choice of font, font size and use of colour.

Activity: In class and N – Individually, learners need to create a presentation on a topical subject. For example, the Eurovision, Glastonbury, The World Cup, etc. PPT29 – Learners can be given copies of the presentation to help them.

Learners complete SB Activity: Formatting characters in Outlook®.

PPT29 SB Activity: Formatting characters in Outlook® p.34



E3: More able learners will be able to add animations, use presenter tools and add extra functions on their presentations

26 LO3 Presentation techniques: columns, tables, headers, footers, styles, titles, headings and bullets

In PowerPoint® introduce the learners to the Master slide.

Whole-class teaching and discussion: Tutors need to continue developing the learner’s presentation techniques by demonstrating good and bad layouts. Look at columns, tables, headers, footers, styles, titles, headings and bullets.

In PowerPoint® introduce the learners to the Master slide.

Activity: In class and NS – Learners need to add to their presentation on the topics discussed in the session.

Software to present the presentation




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Stretch and support

27 LO3 Presentation techniques –presenting graphical images, especially positioning

Whole-class teaching and discussion: Continue developing presentation techniques by demonstrating the best way to present graphical images. Positioning is very important and needs to be explained.

Activity: Complete AS10. Learners add on appropriate graphical images and lay them out in an appropriate way.

NS – Learners to complete today’s activities and implement them on their presentation.

Learners complete SB Activity: Exploring Microsoft® Picture Manager®.

AS10 Graphical layouts

Learners need access to adequate software to present the presentation. The previous presentation they did was in groups whereas this one will be done on an individual basis

Demonstrations should be available on how to use suitable graphical images

SB Activity: Exploring Microsoft® Picture Manager® p.41




28 LO3 Organisation and clear navigation on a document – tables of contents, hyperlinks in PowerPoint®

Whole-class teaching and discussion: Demonstration given by the tutor on how to set up hyperlinks in a PowerPoint®.

Activity: Learners need time to work on their presentations adding a contents slide.

NS – Learners to complete today’s activities and implement them on their presentation.

Learners need access to adequate software to present the presentation. The previous presentation they did was in groups whereas this one will be done on an individual basis




29 LO3 Presentation indexes and/or speaker notes

Whole-class teaching and discussion: Tutor demonstrates how to produces indexes and speaker notes. Tutor to observe and make notes to give feedback to the learners.

Activity: Learners need to print off copies of their slides and speaker notes. Learners need to take it in turns to present their presentations (not all learners may get a chance to present in this session so time may need to be allocated in a future session).

Software to present the presentation



Support those who are nervous and unsure about giving presentations

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Stretch and support

30 LO3 Creating a different type of document – spreadsheet

Different formatting and editing tools, such as formatting text (for example, characters, paragraphs, pages and editing text (insert, edit, delete))

Whole-class teaching and discussion: Demonstrate what a spreadsheet can be used for (previous learners’ work may be useful here).

Activity: Learners collect data for the spreadsheet, e.g. class details including names, DoB’s, subjects, rooms, tutors they have and the grades they have got (this can be split into individual grades that can calculate percentages, averages, etc). In class and NS – Learners need to create a spreadsheet.

Learners need access to adequate software to create a spreadsheet

A table with headings could be drawn on the board to get them started

Assessment P3, P4, M2, D1, D2


E3: More able learners will be able to create complex spreadsheets and could be encouraged to use a multi page spreadsheet with macros

31 LO3 Formatting graphics, e.g. basic shapes, images, charts and tables

Charts

Whole-class teaching and discussion: Tutor demonstrates how to format graphics and how charts can display learners’ grades (other examples could be graphs showing learners different learning styles).

Activity: NS – Learners to complete today’s activities and implement them on their spreadsheet.

Software to create a spreadsheet

Graph paper, pens, pencils, rulers and rubbers (if learners wish to generate graphs, etc. by hand)

Calculators (to check the spreadsheet )


PLTS: CT, RL FS: ICT – develop, present and communicate information

E3: More advanced learners will use both Pie charts, bar charts and line graphs (possible ratio data) to represent different data

32 LO3 Editing graphical images; drawing, resizing, alignment, rotation and the flip tool

Whole-class teaching and discussion: Tutor demonstrates how to edit graphical images.

Activity: Finally the tutor should ensure that learners add a class logo (or some kind of image) to their spreadsheet. More advanced learners will use as many features as possible to represent different data. NS – Learners to complete today’s activities and implement them on their spreadsheet.

Software to create a spreadsheet

Scanner (if learners generated graphs, etc. by hand)



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Stretch and support

33 LO3 Copy and paste and insert special characters into a document – creating a flyer

Whole-class teaching and discussion:. Tutor demonstrates how to copy and paste and insert special characters into a document (special characters could include the copyright symbol).

Activity: R – Learners need to find out about the topic of their flyer. They need to research the show they are promoting, find ticket prices, location, etc.

NS – Learners to complete today’s activities and implement them on their flyer.

Internet

Appropriate flyer software, such as, Publisher (Word® may be used if necessary but may prove to have layout difficulties)

If learners wish to create the flyer completely by hand then pencils, coloured pencils, rulers, glue, etc. will have to be provided



Some learners may find using wizards easier than designing their own layouts

34 LO3 Advanced tools, for example, crop, paste special, arrange, paragraph styles, animation and racking

Whole-class teaching and discussion: Tutor demonstrates crop, paste special, arrange, paragraph styles, animation and racking.

Activity: Learners could practise their techniques before implementing them on their flyer by using a sample given to them already.


Flyer software, such as, Publisher

Sample flyer for learners to practise the advanced tools demonstrated by the tutor

Pencils, coloured pencils, rulers, glue, etc.




35 LO3 Formatting and editing, including combining information

Whole-class teaching and discussion: Tutor demonstrates combining information.

Activity: Learners need to consider if this is applicable to their flyer.



Pencils, coloured pencils, rulers, glue, etc.


PLTS: CT, RL



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Stretch and support

36 LO3 Other tools, e.g. readability tests, netiquette, summaries and templates

Whole-class teaching and discussion: Tutor demonstrates how to save a flyer as a template.

Activity: Learners could practise their techniques before implementing it on their flyer by using a sample given to them already.



Pencils, coloured pencils, rulers, glue etc. will have to be provided.

Assessment P3, P4, M1, M2, D1

PLTS: CT, RL


If learners wish to obtain M1, they need to also save their flyer as a template. This should be demonstrated by the tutor

37 LO4: Be able to review documents

Review – use of different media, for example, choice of packages, techniques, tools and layout

Whole-class teaching and discussion: Learners need to listen, make notes and participate when appropriate.

Activity: In pairs learners need to look at the packages they have used and for each one discuss the choice of techniques, tools and layout. They should present their findings to the class.

In class and NS – Learners amend their reviews with the knowledge gained.

Learners complete SB Activity: Aesthetics and graphical styles.

Learners to work in pairs to write on A3 paper (pens may be needed)

Learners should use all the notes they have made in previous sessions and the activity sheets, to help them produce their review

SB Activity: Aesthetics and graphical styles p.51

Assessment P5, M3, D3

PLTS: RL


E4: More able learners should produce a detailed review linking accurately to the documents they have produced

38 LO4 Review – the importance of the quality of a finished document, for example, accuracy, functionality, aesthetics

Whole-class teaching and discussion: Learners need to listen, make notes and participate when appropriate.

Activity: Learners to work in groups to write on A3 paper a mini review on a poster from around the room. Each group could focus on a separate topic. Three topics could include accuracy, functionality or aesthetics. In class and NS – Learners amend their reviews with the knowledge gained.

Pens

Posters

Learners should use all the notes they have made in previous sessions and the activity sheets to help them produce their review


PLTS: RL


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Stretch and support

39 LO4 Review – importance of spellchecking, grammar checking, thesaurus, whether the document is fit for its purpose and the value of proofreading

Whole-class teaching and discussion: Discuss importance of spellchecking, grammar checking, thesaurus, whether the document is fit for its purpose and the value of proofreading. Demonstrate the Tracking Changes facility in Microsoft® Word® documents.

Activity: Complete AS11. In class and NS – Learners amend their reviews with the knowledge gained.

Learners complete SB: Activity: Using the spell-checker.

Interactive whiteboard, computer and Microsoft® Word®

AS11 Proofreading exercise

SB: Activity: Using the spell-checker p.52


PLTS: RL


40 LO4 Final stages of the review Whole-class teaching and discussion:

Tutor to discuss final stages of the review. They could explain the purpose of gathering user feedback and the best ways to act on it.

Activity: Learners produce a review of the documents they have created (email, poster, presentation, spreadsheet and flyer).


PLTS: RL


The timings in this scheme of work reflect the time the learner is engaged in learning for the unit with the tutor (Guided Learning Hours, GLH) only.

Guided Learning Hours (GLH): all the times when a tutor, trainer or facilitator is present to give guidance. This includes lessons, lectures, tutorials and supervised study in, for example, learning resource centres and workshops. It also includes time spent by staff assessing learner’s achievements.

BTEC Scheme of work - Pearson Education · Access to the Internet and the library (periodicals)...

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