Cover lesson · PE · Year 7 · Beginner
DCF: Producing → Evaluating and improving digital content
Name: Class: Date:
What this practises: evaluating a piece of digital content against clear criteria (purpose, hierarchy, contrast, consistency, accessibility, accuracy) and improving it. The proofreading and rewriting in Steps 3 and 4 are real literacy work and are marked from the sheet. No exercise is done in this lesson.
Print: this sheet, one per pupil, and the stimulus sheet “Draft poster: lunchtime fitness circuit”, one between two, in colour if possible. Pupils need a pencil, a ruler and coloured pencils for Step 5. No computers are needed.
Run: 5 min read section 1 aloud, then give pupils exactly 5 seconds to look at the poster before Step 1 · 8 min Step 2 · 12 min Step 3 · 8 min Step 4 · 15 min Step 5 · 7 min Step 6. Total 55 minutes.
Collect: this sheet. Quick checks: the 10 language errors are CIRCIUT, are, circuit’s, Its, the comma splice after “welcome”, dont, excercise, sqauts, the list with no commas, friday. The 3 factual errors are 8 stations but 7 listed (lunges missing), 30 minutes instead of 30 seconds, Wednesday instead of Tuesday and Thursday.
A Year 10 pupil has made a poster for the new lunchtime fitness circuit. It will go on the corridor walls and on the school website, but it has problems. You are the PE department’s checker. You will evaluate the design, proofread every word, fix the facts, and plan a better version 2.
Your teacher will give you 5 seconds to look at the poster. Then turn it over.
(a) What did you notice first?
(b) Could you find when and where the club meets in 5 seconds? Why or why not?
Use section 4 of the stimulus sheet. Score each criterion: 1 = poor, 2 = OK, 3 = good. Give evidence from the poster.
| Criterion | Score | Evidence from the poster |
|---|---|---|
| Purpose | ||
| Hierarchy | ||
| Contrast | ||
| Consistency | ||
| Colour not the only clue |
(a) There are 10 language errors (spelling, punctuation and grammar). Find them all and correct them.
| No. | Error as written | Correction | Type (spelling, punctuation, grammar) |
|---|---|---|---|
| 1 | |||
| 2 | |||
| 3 | |||
| 4 | |||
| 5 | |||
| 6 | |||
| 7 | |||
| 8 | |||
| 9 | |||
| 10 |
(b) Compare the poster with section 3, “Facts from the PE department”. Find 3 facts that are wrong or missing on the poster.
(a) Rewrite the first paragraph of the poster (“Come and join ...”) as clear, correct sentences. Keep it short: no more than 30 words.
(b) The poster says nothing about safety. Write one sentence about the warm-up, cool-down and trainers, using the facts in section 3.
Sketch version 2 of the poster in the box. Use your corrected words. Add at least 4 labels with arrows explaining your design choices (for example: “dark blue on white for contrast”).
(a) Version 2 has a photo of pupils doing step-ups in the sports hall. Write alt text for it: one sentence, no more than 20 words, describing what someone would see.
(b) Write 3 sentences for Mrs Jenkins explaining the most important changes you made and why.