University of Brighton, Faculty of Education and Sport

Lesson Plan

Class: year 6
Number of pupils: 10

Student Teachers Name: Zoe, Keeley, Natalie and Tom

Curriculum Area: Computing
Lesson Number: 4
of 5
Date/Time: 25-11-14
Lesson Duration: 3 hours

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 use knowledge of HTML to begin creating their own websites
Children to reflect upon what makes a good webpage.
C
Learning Objectives

LO1

LO2

Differentiated Learning Outcomes

What do I intend the pupils to

learn?
(Knowledge, understanding,
values attitudes and skills)
To create a paper plan of a
webpage

Working towards

Achieving

Beyond

I can design a plan for a

webpage. Including layout,
colour and content with
support.

I can design a paper plan for a

webpage, including layout,
colour and content
independently.

To begin using HTML to create

their own WebPages

I can use html with support

to add the content to my
web page

I can independently use html to

add content to my webpage.

I can design a paper plan for a

webpage, including layout, colour
and content independently.
Beginning to use tags to identify
layout.
I can add content to my webpage
using html, using div tag ready for
css.

September 2013

University of Brighton, Faculty of Education and Sport

LO3

To reflect upon what makes a

good webpage and apply this
knowledge to the creation of
their own WebPages

I can identify, with support,

what makes a good
webpage.

D
Resources

I can independently identify the

key features of a webpage.

I can identify key features of a

webpage and understand what
makes a good webpage. I can also
identify what makes a bad webpage
and explain fully.

Learning opportunities across the curriculum (e.g.

literacy / numeracy)

E
Time
&
Learning
Objectives

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

9.00- 9.10

9.10-9.20
9.20-9.40

Brief example of a
paper plan. Sharing
example paper plan
with children, talking
them through it,
explaining how to use
it.
Finish paper plans of
websites
Mini Plenary
Share paper plans of

September 2013

Pupil learning activities

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

Children look at paper plan and sit

quietly whilst explain the features.
Class answer questions on what is
good what else could be included.

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

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?

Make sure everyone

can see

Listen to explanations and

observe conversations.

Make sure no view is

restricted.

Assess plans produced

making notes on who may

Children to finish paper plans.

Children to share paper plans and
offer advice

University of Brighton, Faculty of Education and Sport

9.40-9.55

9:55-10:20
10.20-10.40
10.40-10.55
10.55-11.15
11:15-11.20

11:20-11:50
11:50-12.00

websites.
Opportunity to magpie
and research content to
include in websites.
Model how to use
Mozilla Thimble to
create WebPages,
working in two teacherled groups. Provide
children with coding
cheat sheet.
Begin creating own
WebPages using Mozilla
Thimble.
Break
Including images,
navigation and links to
other pages
Children to continue
creating WebPages
using Mozilla Thimble
Mini Plenary
Opportunity to review
and share progress so
far
Children to continue
creating WebPages
using Mozilla Thimble
Plenary
Children to share
progress with
WebPages thus far.

September 2013

need support
Create space for
children to sit down
Children to sit and watch
demonstration and ask teacher
questions

Children begin to start website

using previous learning to support
them

Teachers to observe each

table identifying who
needs support.