This scheme of work is a suggestion for the ITQ Unit 10 on Presentation Software. There is also a link from there to our Guidance on Interpreting Criteria. Most of the graphics in the body of the notes section link to web sites. It is recommended to use these in conjunction with our on-line Mark-Book and Learning Site in order to generate evidence to earn our Ofqual accredited qualifications
|Unit Strand||Criterion Reference||Basic Objectives||Teaching Suggestions||Resource Recommendations|
|Input and combine text and other information within presentation slides||1.1 I can identify what types of information are required for the presentation.||Students should be able to provide evidence that they have done some basic research on the presentation||
Students will need a range of material to practise how to gather data from "clients" so that they can create a presentation to answer the client's problem.
Something like is a useful on-line resource for students to create questions to gather the information they need to create a presentation. The survey tool is built into the Learning Site, but we can also create an account for you on our own LimeSurvey site if you don't install it yourself.
They need to be show basic survey techniques such as open and closed questions.
|1.2 I can select and use different slide layouts as appropriate for different types of information.||Students need to have evidence, i.e. a completed presentation, that shows that they have thought about the type of slide that reflects the information they are presenting||Show students some examples of what you consider to be "good" and "bad" slides. There are some basic design principles in terms of not too many colours and only 1 or 2 (preferably just 1) font style etc. Get students to do some basic research and comment on the slides they find (with links) on their blog or portfolio.||There are a number of sites that have recommendations for good presentations such as this, or this one. Discuss with students why they are good and distil the pertinent points.|
|1.3 I can enter information into presentation slides so that it is ready for editing and formatting.||Student's slides should have clear evidence to meet this criterion||Walk through making presentations with students on whatever system they use to make sure they know how the options work and what tools would be best to use. Make surre to cover transitions and embedding etc.||If you use an open system such as Libre Office , there are plenty of good on-line guides to use.|
|1.4 I can identify any constraints which may affect the presentation.||Students mainly need to show an awareness of legal and physical constraints here. Can they use the pictures they have found and can they make the slides available to others, in terms of file size and type.||
If students create the presentation at home on a proprietary computer, then it is not really sharable easily with others. Also, it might be a very powerful computer and therefore other people would need the same powered computer to see it the same way.
In terms of legality, students must adhere to copyright laws and give credit where necessary.
This wiki page discusses the main issues of copyright and why students need to use creative commons licensing where possible. They should also try to use open file formats to enable some form of sharing or use collaborative systems.
|1.5 I can combine information of different forms or from different sources for presentations.||Student's work should show a combination of fonts, pictures, sounds, videos etc.||Students need to be shown a few different tools and activities to make sure they can enhance their final presentations with some extra materials, such as a video clip.||Still need to bear in mind copyright issues and file types, but students need to incorporate different elements into the final pice and possibly comment on this on their blog.|
|1.6 I can store and retrieve presentation files effectively, in line with local guidelines and conventions where available.||Students need to make their work available for assessment to you or TLM. If this is done, then this criterion is met.||Using TLM's Learning Site means that student's have followed this criterion.||Local guidelines is the school network, but if they work at home or use collaborative tools, they will have to meet this criterion in order to complete and submit their work.|
|Use presentation software tools to structure, edit and format slides||2.1 I can identify what slide structure to use.||Evidence here will be a range of slides and presentation techniques which show an understanding of slide layouts. Some content will be all the slide, others will have tables or boxes of content.||
The students need to be shown some examples of different ways of presenting information in slides. In some cases, some text on a slide with no background may be suitable, in other instances, text on an image may be required, or a table or chart displaying some data.
The slides should tell a story, so an introduction, some main points, and a summary or conclusion.
generally has some good examples of slides that students can be shown and discuss. They need to see a range of examples and make notes to themselves about the best and worst features and try to incorporate these into their work.
|2.2 I can select and use an appropriate template to structure slides.||Ideally, students should create their own template if they can be shown how, though modifying an existing one would be fine.||Students can be shown some different slide layouts and the purpose so that they are comfortable deciding on which styles they should use for themselves.||It could be interesting to explore with students what many businesses use, such as . It is free for a month to try. It will show a different way to present information. You can also look at some alternatives Most will have a free option, though it will be limited in functions.|
|2.3 I can select and use appropriate techniques to edit slides.||The presentation itself will be evidence that students have understood this criterion.||Students can be shown some aspects of good design, such as not over crowded, not too many garish colours (unless that is the design brief) and no spelling or position errors.||Editing of slides will be implicit in no mistakes on the final work.|
|2.4 I can select and use appropriate techniques to format slides.||As above||As above||As above|
Prepare slides for presentation to meet needs
|3.1 I can identify how to present slides to meet needs and communicate effectively.||As with 1.1 above, students should be able to demonstrate that they can design a presentation to an audience or "client" needs. The design itself should make this apparent.||As with most criteria on this unit, exposing students to a variety of different presentations: topics, formats, styles, features, will give them a good sense of what is possible so that they then design their slides in an appropriate way.||Use of the online Learning Site or our demo ePortfolio should help students organise their thoughts and reflect on what makes a good presentation as they work on their own. Some evidence other than their presentation should be enough to demonstrate this.|
|3.2 I can prepare slides for presentation.||The student's final work should evidence this criterion once uploaded for assessment and moderation.||If students have met all the previous criteria and have a good working presentation that they have uploaded to the evidence management site, they should be in good shape.||Evidence of the work will be required.|
|3.3 I can check presentation meets needs, using IT tools and making corrections as necessary.||Again, the final product, free of errors and working well is evidence that they have checked it. In terms of meeting needs, it would be good to get some feedback.||Students can be shown how to use a feedback form or post their material on a collaborative space for other students to give them peer assessment. If they designed it for a local business, they can get some feedback from the client.||As with 1.1, they can use through our test servers, or students could upload their work to for feedback.|