Scheme of Work – Cambridge ICT Starters On Track, Website Design for a Purpose

Introduction
This document is a scheme of work created by Cambridge International as a suggested plan of delivery for the Cambridge ICT Starters On Track
module ‘Website Design for a Purpose’. Learning objectives for the module have been arranged in a recommended teaching order but you are free to
teach them in any order within each module to suit your local requirements and resource availability.

Several suggested activities have been given for each learning objective. Some are short introductory or revision activities and some are more
substantial learning activities. You need to choose a variety of activities that will meet the needs of your learners and cover all of the requirements of
the learning objectives. You will need to decide on the teaching time necessary for each activity, both to suit the pace of your learners and to fit the
work comfortably into your own term times.

Suggested approaches on integrating teaching on eSafety and ethical behaviour have been included. You will need to adapt these to be suitable for
the age of your learners and to include information about local policies and laws.

There is no obligation to follow the published Cambridge International scheme of work in order to deliver Cambridge ICT Starters. This document has
been created solely to provide an illustration of how delivery of this module might be planned.

Overview
The Website Design for a Purpose module is part of the On Track certificate. The progression of modules that relate to this topic are shown in the
diagram below.

Initial Steps Next Steps On Track

Starting Searches Exploring the Internet Website Design for a Purpose

Scheme of Work – Cambridge ICT Starters On Track, Website Design for a Purpose
 On Track, Stage 2 module: Website Design for a Purpose
In this module, learners are introduced to web page design. They learn how to create a simple series of connected web pages which include links to
other pages and to other websites by creating some basic navigation through their pages. They will discover how to select and arrange images and
text so that their pages are appropriate to a particular audience and give the content a clear structure. Learners will also learn basic information about
HTML coding. The aim of the module is for learners to understand some of the differences between web pages and other documents and to begin
thinking about how to present content in a way that is suitable for a website.

What is assessed in this module?

Learners will demonstrate how to:
 create a series of connected web pages
 include links
 insert images
 demonstrate user awareness
 recognise HTML code.

What do you need to teach this module?

To teach this module you will need:
 any simple web page design software can be used for this module. Microsoft Word can be used by selecting the ‘Save as web page’ option but
learners may require extra explanation about the source code that this generates as it is complex. It is also possible to deliver this module using
a basic text editor, by saving a document as ‘xxx.html’, as only a small number of simple HTML tags are required to achieve all of the learning
objectives. Web pages can also be created using the developer tools in the latest versions of browsers.
 a variety of prepared URLs to a range of good and bad websites, so that learners can visit them for evaluation purposes.
 a variety of resources, such as text and images, for learners to include in their website designs. Learners can also be given access to the
internet or other information resources to find these resources for themselves, as long as the appropriate safeguards are in place.

Underpinning knowledge
Before commencing this module it is recommended that learners:
 can use the internet to find information
 have some awareness of how to make documents suitable for a given audience
 have some experience of combining text and images to produce good page design.

Scheme of Work – Cambridge ICT Starters On Track, Website Design for a Purpose 2
 General Principles and Procedures
The following are further suggestions and considerations:
 Learners do not need to be able to use professional web design software to meet the requirements of this module. A simple web design tool
which allows them to add text, images, links and some basic formatting to their pages is all that will be required.
 Some web creation software can be extremely complex and provide options that are beyond the requirements for this module. It is therefore
recommended that the features of the software be limited to what is required or to what the learners can understand and manage.
 Learners should be encouraged to create simple sites which work well and suit their purpose rather than complicated sites which don’t work
properly.
 Designing a website for a purpose is easier if the audience or the objective is very clearly defined and is something that the learners are likely to
understand. Learners will also produce better work if they keep the content as simple as possible or use content that they have adequate
knowledge of, for example a hobby or something relevant to their curriculum.
 Even simple navigation can get complicated when there are several pages linked together, therefore learners should be reminded to test all of
the links. Also, ensuring that the number of web pages is kept to a minimum will help to make the linking easier for learners to manage.
 It is not necessary to learn HTML to create a website as many software packages do this in the background. Learners can view the HTML
source code in the browser.
 The web pages that learners create do not have to be published on the internet as File Transfer Protocol (FTP) or uploading is not assessed in
this module.
 If learners are using Microsoft Word to create their web pages, demonstrate that, unlike web design software, Microsoft Word will allow them to
create certain features during design but will then apply changes to those features when the page is saved as HTML.
 Depending on the software being used, learners may need to understand how to reference and store images which go with their web pages so
that, if the page is moved, the image is not lost from the web page. Some software does this automatically but it is important to encourage the
good practice by storing all web page files within a specific folder.
 It is not necessary for the learners to create images themselves in this module. However, they are expected to be able to select images of the
right size and quality for the purpose. They could either collect these from the internet or from a range provided by the teacher.
 If learners do create their own images or other objects to include in their web pages, explain which image types are supported and about the
need to avoid file size issues.
 Any content that is given to learners should be prepared in such a way that they cannot simply save it as HMTL from the source.
 Learners will also benefit from doing some simple website criticism, for example finding good or bad sites and by considering which features
work well and which work less well.

Scheme of Work – Cambridge ICT Starters On Track, Website Design for a Purpose 3
 eSafety guidance
 We recommend that each school has an Acceptable Use Policy (AUP) which describes the activities that learners can, and cannot, do when
using computers and the internet in lessons.
 The suitability of content on their own web pages should also be discussed with learners, including the importance of not sharing personal
information, respecting copyright and of behaving ethically (for example, not linking to inappropriate or illegal content). If they are publishing the
web page, learners need to consider the eSafety and ethical implications of sharing content online. This should include the need to ensure that
the web page and hosting service are secure.
 Guidance should be given to learners about how to search for media which they can reuse without copyright restriction.
 Learners should also be reminded of the etiquette required when writing for an audience, ensuring appropriate use of language and style. Even
when the writing is informal it should be polite and respectful.
 Explain to learners what they should do if they feel unsafe or if inappropriate content is evident on their device.
 Further information about learner safety and responsibility can be found in section 5 of the Syllabus.

Scheme of Work – Cambridge ICT Starters On Track, Website Design for a Purpose 4
 Learning Suggested activities to choose from Resources Comments
Objective

Demonstrate user Introducing good website design

awareness
 In these activities, learners will begin to identify the aspects Learners will need to understand
of website design which need to be considered when the purpose of a particular website
creating a site for a specific audience. They will do this by and the needs of its audience
looking at good and bad examples of existing sites. before they can attempt to design
it.
 The start of this module provides an opportunity to remind
learners about the school’s Acceptable Use Policy and what
they should do if inappropriate content appears on their
device or if they feel unsafe when using the internet.

 As an introduction, explain that website design has evolved

since sites were first produced. This can be illustrated this by
displaying some older examples from the Archive.org
website: https://archive.org/web/.

 Provide learners with a list of current URLs or a series of  a prepared list of

saved websites which demonstrate a range of good and bad websites which
designs. display good and
bad design
 Learners should work in small groups to visit the websites on features
the list and should consider each one by discussing the
following questions:
- What is the website about?
- Who is the intended audience?
- How easy is it to navigate around the site?
- What is good about the site?
- What is bad about the site?
Each group should then reflect upon their discussions to
construct a list of do’s and don’ts for good website design.

Scheme of Work – Cambridge ICT Starters On Track, Website Design for a Purpose 5
  Once each group has constructed their list, the class should
come together to create a class chart which provides
guidance on the following:
- What makes a good website?
- What should be avoided when designing a website?

 In their groups, learners should now research the navigation  a prepared list of
options in websites by viewing sites with different styles, for websites which will
example search engines, information pages and media demonstrate a
websites. Each group should compile a list of as many variety of
different navigation options as possible and then share these navigation options
with the rest of the class.

 The class can then discuss when each of the identified

navigation options can be best used. The key points from this
discussion can then be added to the class chart for this
module.

 Provide learners with three ideas for websites. These could  prepared ideas for
include the following: three websites
- a website to advertise a fun day for 5 year olds
- a website for a sports club for teenagers
- a website for a local grocery shop.

 Also provide a specification template which lists the  a prepared

questions that learners should consider when they begin to specification
think about the design of each of the websites. The questions template
that could be included in the specification template are:
- What is the purpose of the website?
- Who is going to use it?
- What content needs to be included on this site to make it
useful?
- What style, for example font, colour and background,
best suits this audience?
- What types of navigation are necessary and what types
will best suit the audience?

Scheme of Work – Cambridge ICT Starters On Track, Website Design for a Purpose 6
 Learners should be encouraged to
 Learners should then work individually to use the include as much detail as possible
specification template to create specifications for website in their specifications as this will
designs of their own, based upon each of the three ideas that make the development process
have been provided to them. easier for them.
Create a series of Designing a website
connected web
pages  In the following activities, learners will build upon the
awareness that they have developed earlier in the module to
Include links plan the design of a website. They will also begin to consider
the items that they will want to include in their designs.
Insert images When planning their website,
 Learners should select one of their three specifications for a  learners’ own learners should refer to their
Demonstrate user website that they created during the last group of activities. specifications for a original specifications and apply
awareness They should sketch out a page design on blank cards, with a website from these to:
separate card being used for each page of their site. The previous session - the page layout (starting with
website should consist of three pages, therefore three cards the homepage and then
should be used in total.  blank cards considering the links to the
main sections)
 Explain to learners that this stage of the process provides - the position, size, colour and
them with an opportunity to decide which text and visual shape of any graphics
objects will go where. - the headings for each page,
including content, font, style,
 When designing their layouts, learners should make notes colour, and position.
about the following:
- any items that need to appear on every page Encourage learners to include
- how the pages should be linked to ensure that there are simple navigation as it is easier to
no dead ends test. These could include the
- what style factors need to be included. following:
- text links along the bottom of
 Learners should also think of meaningful file names for each each page
of the pages. - a link back to the homepage on
every page
 Once they have identified the items that they wish to include  prepared - hyperlinks that link specific text
on their web pages, learners should collect the text items, resources for the items to new pages.
images and graphics that they require. They can either website ideas, for

Scheme of Work – Cambridge ICT Starters On Track, Website Design for a Purpose 7
 source these items from the internet, whilst respecting example
copyright law, or can select from a number of items that have appropriate image
been prepared by the teacher in advance. Learners should and text items.
also prepare the links for any other web sites that they wish
to link out to.
Create a series of Creating a website
connected web
pages  During the following activities, learners will work with the
selected website design software to create the websites that
Include links were planned during the previous set of activities. They will
then share their work with their classmates in order that they
Insert images can user test their sites and receive feedback.

Demonstrate user  Introduce the selected website design software and  website design It will help learners if they are made
awareness demonstrate how to add text and pictures and how to create software aware of the help files contained in
hyperlinks to a webpage. the selected software which
provide guidance on page and
 After familiarising themselves with the software, learners image sizes.
should use it to create their web pages, using their hand
drawn plans and the resources that they identified in the
previous group of activities.
Encourage learners to adopt a
 Whilst working, learners should ensure that they regularly do methodology for how to check that
the following: all links work by first identifying a
- save their work in progress list of what should be connected
- test their website, including all of the links, and make any where. This will ensure that missing
necessary modifications. links will be identified along with
any incorrect ones.
 Once learners have completed the development of their
websites, they should share their work with a partner and
should user test each other’s websites and offer constructive
feedback.

 Hold a class discussion to encourage learners to reflect on

the work that they have done during the last two sets of

Scheme of Work – Cambridge ICT Starters On Track, Website Design for a Purpose 8
 activities. As part of this discussion, learners should consider
the following questions:
- What worked well?
- What was difficult?
- What have we learned?
Create a series of Introducing success criteria to website design
connected web
pages  In the following activities, learners will design and create a
new website based upon seven phases of development that
Include links reflect the success criteria for the activity.
Learners will find it easier to
Insert images  Introduce the criteria for success in this activity and explain produce evidence of each phase if
that learners will provide evidence of having worked through the outcomes and required
Demonstrate user each of the following development phases: evidence are clearly defined and if
awareness - specify they have been able to see good
- design examples of these.
- collate the resources
- create Creating a staged method for the
- test whole class to adopt will
- modify encourage learners to develop the
- evaluate. good routines which will help them
to produce work independently.
 The class should discuss each of the phases by answering
the following questions:
- What do I need to produce or do in this phase?
- What do I need to provide to prove that I have done this
stage well?

 The outcomes from this discussion should be captured on  the class chart
the class chart, with a table being created with the following
headings:
Phase Outcome Evidence

 Learners should then refer to this table whilst they create a  website design
further website from the specification phase through to software

Scheme of Work – Cambridge ICT Starters On Track, Website Design for a Purpose 9
 evaluation. Explain to learners that this website should  ideas and
contain no more than five pages, that each of the pages resources for
should be linked to at least one other plus the home page simple websites
and that the design should include at least one link to a
different website.

 In order that a selection of resources can be provided for the Regularly remind learners to retain
learners in advance, it is recommended that learners are evidence that they are following
asked to choose from a limited number of topics upon which the seven design phases and
to base the content of their website. Ideas that could be used encourage them to discuss their
include: work with their classmates in order
- a website that advertises their local town or city that good ideas and new
- a website that explains some of the risks of internet use discoveries can be shared.
to young children
- a website that explains the key points of another recent
class topic.
Recognise HTML Introducing HTML
code
 In the following activities, learners are introduced to HTML
so that they can understand its purpose, how it can be
viewed and how it can be changed.

 Explain to learners that HTML source code is the language of

the World Wide Web and that it is used to format text and
graphics into files that are ready for the Web. HTML provides
the browser software with instructions as to what the web
page is to look like. The browser reads these instructions and
displays the web page accordingly.

 Demonstrate how learners can view the HTML source code

on a webpage by right clicking on the page and selecting the
‘View source’ or ‘View page source’ option.

 Ask learners to practice viewing HTML source code for  learners’ own web
themselves by viewing it on the webpages that they created pages from the
in the previous group of activities. Once they have accessed previous sessions

Scheme of Work – Cambridge ICT Starters On Track, Website Design for a Purpose 10
 it, the learners should print out the source code for their own
webpages.

 Using their printouts, learners should use highlighter pens to

mark the references to the images in their webpage.

 Explain that HTML consists of additional formatting in a text

file and that these text items are called ‘tags’. Any of the text
inside the (<) and (>) characters are the tags.

 Explain that most tags must have two parts, an opening and
a closing part. For example, <html> is the opening tag and
</html> is the closing tag, with ‘/’ signifying the closure.
Explain the importance of closing tags.

 Learners should discuss the printouts of the source code

from their own webpages with a partner to answer the
following:
- What code is required to display an image?
- What code is required to control the placement of an
image?
- Identify some other tags and consider what they might be
used for?

 Provide learners with a simple prepared notepad code, such  notepad program
as:
<html>  prepared notepad
<head><title></title></head> page (saved as
<body>text here</body> html) with html
</html> code for a very
simple web page
The learners should open the notepad file in their browser
and discuss with a partner what they see.

 They should then open the notepad file in notepad and again
discuss what they see with their partner.

Scheme of Work – Cambridge ICT Starters On Track, Website Design for a Purpose 11
  Working individually, learners should replace the text
between the body tags with some new text, such as:
- ‘My name is .....’
They should then save the page and then view it again in the
browser.

 Learners should then make one word of the text bold by

putting <b> before it and </b> after it. For example:
<body>My name is <b>Anita</b></body>

They should then view the text in the browser again.

 Learners should then put some text between the two title
tags and again view the outcome in the browser.

 This task can then be extended to allow learners to

experiment with other basic html tags. They should then
discuss any interesting discoveries with the class.

Scheme of Work – Cambridge ICT Starters On Track, Website Design for a Purpose 12
 Assessment ideas
To show how the Assessment idea fully incorporates the learning objectives tested, the assessment idea is cross-referenced with the learning
objective table below.

Assessment Idea One

For the assessment of this module learners could be given some snippets of text from a newspaper about a topic of interest, such as a children’s
theatre event. Provide images for learners to select from and ask them to find web links to other similar events or to the theatre company to include in
the web pages.

Design and create three web pages to advertise this event using some or all of text provided. (1) Your pages should be linked together (2) to make an
easy to use website because young children will be viewing these pages. Include at least one link to an external website you found which would be
useful to have on your pages (2) and include any or all of the images provided. (3) Test your website and make any modifications. Write a short
description of who will use your website and why you think the design of it is good for this audience. Mention anything you have paid particular
attention to – or any changes you made after testing to make it better for this audience. (4) Print the source code to this page and circle the tags
which keep your images in place and a tag which shows some text formatting, such as BOLD (5).

Stage 2 Module – Website Design for a Purpose

1 Create a series of connected web pages
2 Include links
3 Include images
4 Demonstrate user awareness
5 Recognise HTML code

Teachers should retain the following evidence for moderation:

 copy of assessment task
 learners saved web page or printed copy of one page (as long as the single page is a fair 
 representation of all the pages)
 learners written reasons for Learning Objective 4
 printed webpage with source code showing and annotated by learner to identify HTML code.

Scheme of Work – Cambridge ICT Starters On Track, Website Design for a Purpose 13