Planning a producing lesson

The planning element of a producing lesson according to the digital competency framework in Wales involves identifying the learning objectives, selecting appropriate digital tools and resources, and designing activities that engage students in creating their own digital products.

To begin with, teachers must clearly define the learning objectives for the lesson, making sure they align with the digital skills and competencies outlined in the framework. This may include objectives related to using digital tools for research, collaboration, communication, or creativity.

Once the objectives are established, teachers can then select the appropriate digital tools and resources to support student learning. This may include software applications, online platforms, or hardware devices that enable students to create, edit, and share digital content.

With the tools and resources in place, teachers can then design activities that allow students to apply their digital skills in a meaningful way. This may involve hands-on projects, collaborative tasks, or problem-solving challenges that require students to use their digital competencies to produce a final product.

Throughout the planning process, teachers should also consider how they will assess student progress and achievement in relation to the digital competencies being developed. This may involve creating rubrics or other assessment tools that measure student proficiency in using digital tools and resources.

By carefully planning and implementing producing lessons according to the digital competency framework in Wales, teachers can empower students to develop the skills they need to succeed in a digital world.

At progression step 4 The DCF states that learners should be able to 'select and use a variety of appropriate software, tools and techniques...... for a range of audiences and purposes'. We should also try to use authentic real world scenarios. Our task setting is key to this. Thoughtful task setting enables us as teachers to be able to develop our learners' digital skills and understand the areas that require further development.

Consider the following two tasks. Which lends best itself to learners actually developing their digital skills and providing us with a framework for feedback and assessment? Whilst the outcomes from both tasks could possibly end up similar, think about how we might assess each task in order to develop our learners' skills.

Create a Google Slides presentation about St Johns House in Bridgend
St Johns house in Bridgend is looking to use touch screen technology to provide an interactive, multimedia presentation for primary school groups that visit. They would like the presentation to provide information about the building, the residents since 1500, future developments .

I think you'd agree that the first task is too open ended from both a content and digital skills viewpoint. We would probably see a variation in content between learners making it difficult to accurately assess pupil understanding of the topic and without input from our learners regarding what they want the purpose and target audience of their presentation to be at the planning stage assessing whether they have met our digital

The second task whilst being more prescriptive from a content, purpose and target audience perspective does not actually mention software or platform. We could have an interesting discussion here with the class about what software could be used, what features of the software make it suitable or unsuitable before pupils ultimately make a decision (To use Google Slides or Microsoft PowerPoint) depending on their preference and the platform available.

Exemplar lesson

Title: Geography Lesson - Exploring the Production of Goods and Materials

Objective:

Students will understand the importance of geography in the production of goods and materials, and explore how different geographical factors can influence the production process.

Digital Competency Progress Step 4: Producing

Introduction:

Begin the lesson by discussing with students the concept of production and how geography plays a role in it. Explain that geographical factors such as climate, natural resources, transportation networks, and population distribution can all impact the production of goods and materials.

Main Activity:

Research and Present: Divide students into small groups and assign each group a different geographical factor to research (e.g. climate, natural resources, transportation networks). Using digital resources such as websites, online databases, and maps, have students gather information on how their assigned factor influences the production process in different regions of the world.

Create a Digital Presentation: Instruct students to create a digital presentation (using tools such as PowerPoint, Google Slides, or Prezi) to showcase their findings. Encourage them to include visuals, data, and examples to support their points.

Peer Assessment: Have each group present their findings to the class, allowing time for questions and discussions. After each presentation, have students provide feedback and constructive criticism to their peers.

Conclusion:

Reflect on the presentations and discussions with students, highlighting the key takeaways from the lesson. Discuss how geography continues to play a crucial role in the production of goods and materials, and encourage students to think critically about how different geographical factors can shape global trade and economies.

Extension Activity:

Challenge students to apply their knowledge of geography and production by researching a specific industry or product and creating a digital infographic that illustrates how geographical factors impact its production process.

Assessment:

Assess students based on their participation in research, presentation, and discussions, as well as the quality of their digital presentations and infographics. Offer feedback on their understanding of the relationship between geography and production.

Link to a power point - Digital Competency in Science: Producing digital content. This lesson links directly to the Producing strand of the DCF.

Digital Competency in Science Producing Digital Content.pptx

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