Using a computer system to

1.6 communicate (double lesson)

Learning aims
 Understand communication applications used to create newsletters and posters, websites,
multimedia presentations, audio, video, media streaming, e-publications.

Differentiated learning outcomes Resources

• All students must be able to use the key words  Student’s Book: pages 23−28
highlighted in the Student’s Book in context and state
the purpose of the seven most common forms of
communication.
• Most students should be able to use the terminology in
the session with confidence, describe situations
where each of the seven most commonly used forms
of communication might be used and be able to
describe what corporate style refers to.
• Some students could confidently use the terminology in
the session and evaluate which would be the most
appropriate method of communication in a given
situation and be able to discuss the importance of
corporate style.

Starter suggestions
Explain that many factors play a part in deciding the most appropriate method of
communication, including the purpose, the information to be given, and the target
audience.
Have available examples of newsletters and posters that advertise a range of events,
information and places. Discuss their suitability for that purpose based on context –
the information being given, and the audience being targeted. Why do students think
that these are appropriate formats? Can they come up with some guidelines for
choosing the right format?

Main lesson activities

There are a number of varied tasks within this session, but with good examples it will
be possible to illustrate the advantages or suitability of a method without too much
direction.

Newsletters and posters

Build on the starter activity by asking students to complete Activity 1 (Student’s Book,
page 23). Come to some agreement about content. Have they all identified the
necessary detail? (Compare to some real-life online examples)
Student task: The restaurant needs a poster to advertise their opening night. What
does the poster need to contain? How can it be made to catch people’s attention?
Student discussion in pairs – feedback to whole class: After the restaurant has been
open for a few months, the owners decide to expand their range of promotional
material.
• What other documents could they create?
• What content could these documents contain?

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 • How might these documents be distributed?

Corporate style and software choices

Student task: Activity 2. Discuss the results of this activity and compare them to the
examples discussed in the Student’s Book. It is important to discuss the cost of
professional software packages and how this can be prohibitive to many people. If
access to any of the example software isn't available, most will have promotion videos
on their websites that give examples of functionality.
Student task: Activity 3. Break down the corporate style of the Student’s Book and
discuss how a similar document could be created using software available in school.

Give extra support by asking students to create a mock-up of the restaurant poster.
Together with the presentation ‘story board’, this gives students three draft
examples. This is reinforced in this unit’s practical sessions and in the practical
parts of Units 2 and 4.
Give extra challenge by asking students to draw up a design for the homepage of the
restaurant’s website. How often would the page be updated? What could be
included that gives viewers confidence in the page content?

Plenary suggestions
Ask all students to comment on the designs for the presentation and the webpage by
getting students to present their ideas to the class. As a class, discuss the strengths
and weaknesses of the designs.

Cambridge IGCSE™ ICT Teacher’s Guide 2 © HarperCollinsPublishers Ltd 2022

 1.6 Using a computer system to
cont. communicate (double lesson)

Learning aims
 newsletters and posters, websites, multimedia presentations, audio, video, media streaming,
e-publications.

Differentiated learning outcomes Resources

• All students must be able to use the key words  Student’s Book: pages 23−28
highlighted in the Student’s Book in context and state  Files:
the purpose of the seven most common forms of
WS1_6a
communication.
• Most students should be able to use the terminology in WS1_6b
the session with confidence, describe situations
where each of the seven most commonly used forms
of communication might be used and be able to
describe what corporate style refers to.
• Some students could confidently use the terminology in
the session, evaluate which would be the most
appropriate method of communication in a given
situation and be able to discuss the importance of
corporate style.

Starter suggestions
On the whiteboard, create a mind-map with the word ‘Communication’ at the centre
and add around it ‘Posters’ and ‘Newsletters’. Ask for as many additional examples of
how we can communicate with others using documents. Compare the answers to the
list covered in this lesson.

Main lesson activities

This half of the double lesson focuses on websites, multimedia presentations, audio,
video, media streaming and e-publications.

Websites
After students have completed Activity 4 (Student’s Book, page 25), ask them to
discuss their findings in pairs or small groups:
• Are they surprised by what they have discovered?
• Have they found sites that have completely out-of-date information?
• What does this tell them about the website and its owners?
• What are their favourite websites? What is it about these websites that they like?
• What kind of content do they have?
• What mix of text/images/animation do they have?
• What makes these websites attractive?

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 Multimedia
Small group activity:
• Revisit the restaurant idea from the first part of this session. Another idea the
owners have is to put up a screen in the restaurant waiting area that will display a
continuously looping presentation, advertising special events and offers as well as
the food that is on the menu:
Is this a good idea? What are the advantages and disadvantages?
Should the presentation be mainly text?
Should it have images? What about sound? Or animation?
• Draw up a storyboard of the slides’ content.
After completing this task, each group should present their ideas to the rest of the
class.
Student task: Ask students to work through Activity 5 on page 26, comparing and
contrasting two types of document in the scenario given. Students could work in pairs.
Feed back to the whole group; ask each pair in turn to suggest one contribution.

Audio, video and media streaming

Teacher demonstration may be needed here:
• If your school has an audio/visual department, try and demonstrate some of the
work they do and the applications they use.
• Show examples of current media streaming services for music, video, podcasts.
How are organisations using these platforms for promotion?
Student task: Ask students to work through Activity 6 on page 28, using WS1_6a to
note down their answers and their reasons. Then, as a whole group, work through the
scenarios taking a show of hands as to which suggestion is best for each scenario.
When there is general agreement about which option is best, discuss the reasons
why. If time allows, create additional scenarios for media-streaming and e-
publications.
Student task: Ask students to complete WS1_6b, working through the tasks in small
groups. Depending on the time you have available, you could set different tasks for
different groups and then ask each group to feed back to the whole class. If you are
very short of time, this could be split and used as a homework activity.

Plenary suggestions
Discussion: Ask students to consider events, such as a school concert or a parents’
evening. How would these events be best advertised? When is it appropriate to
choose a printed paper-based document over an electronic document and vice-versa?

Cambridge IGCSE™ ICT Teacher’s Guide 4 © HarperCollinsPublishers Ltd 2022