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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 LimeSurvey logo 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 enter text and other information using layouts appropriate to type 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 insert charts and tables into presentation slides. Student's slides should have clear evidence to meet this criterion, including the embedding of charts and tables that they have created 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 sure to cover transitions and embedding etc. If you use an open system such as Libre Office Libre Office logo, there are plenty of good  on-line guides to use.
  1.4 I can insert images, video or sound to enhance the presentation. 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.

Students need to be able to create their own video or audio files if possible.  There are plnty of open source tools they can use.  Audacity logo 

  1.5 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.  

Discuss issues of legality and copyright with students and look in some detail at the various laws governing fair use and intellectual property.

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.

Students can use something like Roll App Logo which will allow them to create and share LIbre Office Impress presentations all online, so not worry about the underlying computer or file types.

  1.6 I can organise and combine information of different forms or from different sources for presentations. Student's work should show a range of materials that come from noticeably different sources.  This could include charts and videos, as above, but also quotes and references that are properly formatted as well as bullet points 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.
This site has some useful tips on good design methods and practices.
  1.7 I can store and retrieve presentation files effectively, in line with local guidelines and conventions. 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. The local guidelines and conventions here are storing files on your school network to work on your presentation, then uploading them to the TLM learning site for assessment.  All of these actions are implicit in the final presentation being done.
Use presentation software tools to structure, edit and format slides 2.1 I can identify what slide structure and theme 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.

Skideshare logo 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, change, and use appropriate templates for 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 Prezzi logo.  It is free for a month to try.  It will show a different way to present information.  You can also look at some alternatives PowToon logo  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 and presentations to meet needs. 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 erros. Some needs analysis would be useful, if it has not already been carried out.  Students can collect data with something like Google logo forms.  This will allow them to collect some useful data on what the presentation will look like and what features it should have.
  2.4 I can select and use appropriate techniques to format slides and presentations. As above As above There is a good demo here on how slides works.
  2.5 I can identify what presentation effects to use to enhance the presentation.     The key to this criterion is some of the animation features in presentation software, such as transitions and fades etc.  In this criterion, students need to identify why they need to use them Students need to be shown how to use tools such as slide transitions and other features.

There are a few transitions and effects with Google slides.  Students will get more with proprietary systems, but may loose the portability.

slides-affects

  2.6 I can select and use animation and transition effects appropriately to enhance slide sequences.     In this, the evidence will be that the students used these effects in the correct way.  This should be obvious in the final piece of work. Students need to be assisted with their work to make sure they are correctly used, and importantly, not over used. In the above criterion they can plan what affects to use and on this one actually implement them.

Prepare slides for presentation to meet needs
3.1 I can describe 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.

The key difference here is describe.  Students need to show they know why.

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 slideshow 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.

Students could use their blog or portfolio to make some comments about how they will set up for their presentation.  What equipment might they need, what sort of pace will they use to present.  Will they use any notes.  Will they record it.

If their presentation is not too long, they can use a headset and record it with this tool.    

It is free for a 15 minute recording and about £10 for the year.  It is web based so they can use it anywhere they are on a computer.  If they record their resentation as if presenting, they can upload the resulting video as evidence.

  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 LImeSurvey logo through our test servers, or students could upload their work to Slideshare logo for feedback.
  3.4 I can identify and respond to any quality problems with presentations to ensure that presentations meet needs. The evidence here will be the final quality of the presentation.  It should be obviously a Level 2 presentation with the correct balance of type of slide, information, effects and design elements. A good quality presentation here will be evidence of this criterion. Again, some form of feedback here would be useful.

 

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