ICT at key stage 3    (Year 8)

• Pupils should revise searching the internet. Ask the pupils to use a variety of search engines to search on a given topic, eg genetically modified foods. Without opening the sites, discuss with the pupils the results of their searches, eg which sites look useful, what the title tells us, what information we can get from a URL, if the site appears more than once on a list. Explain what a search engine does and how it handles vast amounts of data. Discuss which search engines produce different top 20 hits and why.

• Hold a brainstorming session about how the pupils will attempt the project. Through discussion allow the pupils to identify the information required, and to plan how they will obtain it - this may take the form of homework. Show graphs of prepared data to illustrate that information is being provided. Emphasise that information may be qualitative ( not easily measured) and quantitative ( able to be measured). It is important for pupils to realise that in evaluating and analysing sources, they need to be aware of the views of the person who prepared the source and the cultural, political and social values that may have influenced that person. Use previously marked sites to illustrate these points.
• Ask pupils to plan intended outcomes by considering the context and purpose of the project.
• Ask pupils to identify success criteria, eg by asking 'who, what, when, where, why and how' questions, perhaps using action planning as a tool for project development.

• Ask the pupils to collect data using systematic searches of information sources - do not necessarily limit their search to the internet. Ask pupils to keep a log of their searches and the origins of sources to enable presentations to include references.
• Show pupils how to save the search results to use in their presentation, eg page saving, text and graphic saving and frame saving. Encourage pupils to make judgements about sources and their accuracy while choosing subject matter to support their stance.
• Review progress by applying criteria to modify the direction of the project if necessary.

• Ask pupils to review the information they have gathered in order to determine project requirements.
• Ask pupils to review a number of the features of a presentation package identifying its advantages and disadvantages.
• Finally, ask pupils to plan and prepare their presentation. Sources of information should be acknowledged.

• Ask pupils to demonstrate their completed presentation and to determine the success of their presentation by applying their chosen evaluation criteria.
• Discuss with pupils the bias shown in their presentation, the accuracy of the information contained in it and what they might change to lessen the impact of the bias.