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News Departments


Members



About us
We want to and will make it easy for schools to keep their staff, pupils, parents, partners, other stake-holders and wider community informed, updated and engaged.

Now, by merely typing in the text you can do it too!

It's so easy even 7 year old children can do it. If you are able to move a mouse, click a few buttons and string a few sentences together you can maintain a cutting edge site.

We'll give you all the training you'll need, support you on the phone or with email, all to make sure you get the best out of your investment.

Our killer features are:
Superb content management and blog software. Excellent Google optimisation.
An email to weblog interface, making updating your school blog a doddle. 
Top draw support and feedback.

Try a demo or build your

30 day free trial

school website yourself. What will you write today's school news to be?

Lesson plans - writing for different audiences (year 4)

ICT at Key Stages 1 and 2 (year 4)
This series of lesson plans is based on the Scheme of Work, Unit 4A: Writing for different audiencesExternal link:
The Department for Education and Skills original version of their Scheme of Work which is actually from from the Qualifications and Curriculum Authority (QCA)..

 

kid at computer

Our version changes the original's tool, a word processorDefined:
A word processor is a computer application, usually Microsoft's Word or the free Open Office., to a web browserDefined:
A web browser is a computer application, usually Microsoft Internet Explorer, or Firefox, or Safari. There are basic text editing capabilities in WYSIWYGWhat You See Is What You Get.

Pronounced: wizzy-wig.

Defined:
An accurate screen representation of final output, that is, when you make some thing bold, it looks bold. browser based editing, enough to be comparable. A web browser doesn't come with a spell checker nor search and replace, it does have web linkingJump down:
to the short focused task and commentJump down:
to the short focused task facilities which replace them as activities in the short focused tasks below.

The point of using two writing tools is the comparison, demonstrating that tools or applications are very similar. Moreover, the point of using a blogging tool is to get the children addicted to a good habit: reading and writing on the web. The feedback and community response are the drivers for this addiction. This Unit should also serve to introduce children to good netiquette, internet safety and understanding that not all on the internet is true.

In the 'setting the sceneJump down:
to the short focused task' section we add a weblog postingDefined:
One item which apppears in a weblog. Similar to an entry in a diary.

We also call these news items, blog postings, news postings, blog items, updates. to the original's newspaper examination to become a comparison between the two forms. The basic font size, cut and paste and editing activities are worked on in the two tools (word processor and web browser) for contrast.

A weblog post becomes the final product instead of a saved or printed word processor document in the 'integrated taskJump down:
to the integrated task' and we add different roles of author as well as different types of reader.

Writing for different audiences on a weblogWeb log or shortened to blog

Defined:
A usually frequently updated reverse chronological journal as a website, with archives and sometimes comments and sometimes many authors.

The activity of updating a blog is blogging and someone who keeps a blog is a blogger. becomes an on-going activity across all syllabus areas and at home. Children become reporters, reviewers and creative writers, posting to their school's blog from school, from home, from holidays, from mobile phones.

This re-written Unit ties in with:

 ICT at key stages 1 and 2 (Year 3) Unit 3A: Combining text and graphicsExternal link:
The Department for Education and Skills original version of their Scheme of Work which is actually from from the Qualifications and Curriculum Authority (QCA).
 ICT at key stages 1 and 2 (Year 3) Unit 3E: E-mailExternal link:
The Department for Education and Skills original version of their Scheme of Work which is actually from from the Qualifications and Curriculum Authority (QCA).
 ICT at key stages 1 and 2 (Year 5) Unit 5C: Evaluating information, checking accuracy and questioning plausibilityExternal link:
The Department for Education and Skills original version of their Scheme of Work which is actually from from the Qualifications and Curriculum Authority (QCA).
 ICT at key stages 1 and 2 (Year 6) Unit 6D: Using the internet to search large databases and to interpret informationExternal link:
The Department for Education and Skills original version of their Scheme of Work which is actually from from the Qualifications and Curriculum Authority (QCA).


Supporting the National Curriculum
 

Internet explorer browser icon

If you need to further support your business case, we have an overview of our support of the National Curriculum with examples of real children's workSee how primary school children are learning through posting to their school's weblog.

We cover ICT, art and design and English.



National Curriculum 'Programmes of Study' ICT KS2External link:
The National Curriculum

This site doesn't allow deep linking. The URLS degrade over time—madness.

Finding things out (KS2 ICT/1)

 Pupils should be taught:
 1b: how to prepare information for development using ICT, including selecting suitable sources, finding information, classifying it and checking it for accuracy [for example, finding information from books or newspapers, creating a class database, classifying by characteristics and purposes, checking the spelling of names is consistent]
 Further: finding web links and images for weblog stories.
 1c: to interpret information, to check it is relevant and reasonable and to think about what might happen if there were any errors or omissions.
 Further: deciding what, if any, links or images should be included in weblog posts.
Developing ideas and making things happen (KS2 ICT/2)
 Pupils should be taught:
 2a: how to develop and refine ideas by bringing together, organising and reorganising text, tables, images and sound as appropriate [for example, desktop publishing, multimedia presentations]
 Further: using feedback from comments to alter, correct or develop a weblog post.
Exchanging and sharing information (KS2 ICT/3)
 Pupils should be taught:
 3a: how to share and exchange information in a variety of forms, including e-mail [for example, displays, posters, animations, musical compositions]
 Further: adding comments and leaving feedback promotes interaction and can encourage alternative ideas. As well as stimulating new and meaningful questions.
 3b: to be sensitive to the needs of the audience and think carefully about the content and quality when communicating information [for example, work for presentation to other pupils, writing for parents, publishing on the internet].
 Further: to be careful when publishing on the web, as regards to web safety.
Reviewing, modifying and evaluating work as it progresses (KS2 ICT/4)
 Pupils should be to:
 4a: review what they and others have done to help them develop their ideas.
 Further: to look for other school weblogs and to comment on them, and ask for feedback on their postings.
 4b: describe and talk about the effectiveness of their work with ICT, comparing it with other methods and considering the effect it has on others [for example, the impact made by a desktop-published newsletter or poster]
 4c: talk about how they could improve future work.
 Further: discuss how they can increase traffic and a wider audience and thus wider feedback. Discussions can also occur non-verbally, on-line in the comments and discussion group.



About this unit
 

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Time scales

 This Unit should be spread over one half term of seven weeks with one lesson a week. The short focused tasks should take approximately 45 minutes to one hour. While the integrated task is more like one hour plus.
7 lessons
 A 'Setting the sceneJump down:
to setting the scene' lesson to outline the purpose of the unit.
 A series of 'short focused tasks' specifically for learning the necessary ICT skills.
 An 'Integrated taskJump down:
to the integrated task' that draws upon these skills and integrates them within a context.
Purpose
 Often the product of the 'integrated task' is seen as the purpose of the unit. It is not. The 'integrated task' serves only to orchestrate the previously taught skills and develop cabability through more open ended challenges.
 In this unit children learn that ICT can be used to organise, reorganise, develop and explore ideas, and that working with information in this way can aid understanding. It also gives children opportunities to discuss their experiences of using ICT and how it is used in the wider world.
Application
 Children will be able to apply what they have learnt in this unit when: identifying key points in a story or account; writing accounts in which details of character and action are used to interest the reader; using evidence and examples and further reading to support key points.
 They will also be able to use their skills when: writing narrative and non-narrative texts in English; producing accounts which draw on sources in in all syllabus subjects; clarifying ideas, developing criteria and suggesting ways forward in design and technology.
 Children will be able to partake in the blogosphereDefined:
The world of weblogs.

Many weblogs are densely interconnected; bloggers read others' blogs, link to them, reference them in their own writing, and post comments on each others' blogs. Because of this, the interconnected blogs have grown their own culture. Other terms in use include Blogtopia, Blogspace, Blogiverse, and Blogistan., posting comments on other sites, posting news items to their school blog, joining in discussion groups and forums.
Weblogs help children
 To think for themselvesExternal link:
The findings of PhD research by a lecturer at the University of Technology, Sydney, who has been using weblogs or blogs in her own teaching:
  • helps students to think and write more critically
  • learn to be responsible.
 and draw out children who would not otherwise engage in debate. Weblogs help children communicate outside the boundaries of the classroom and school.
Pre-requisite knowledge
 Are familiar with the internet and basic keyboarding skills, are familiar with adjectives, adverbs, connectives and similes, can identify key points in text and can skim, scan and close read.
Setting up the weblog for this Unit
 You will need to sign up the children as members in some way. Broadly there are three ways in which you can organise this:
 

  1. each child becomes an individual memberDefinition:
    A member of the site, is someone who can create news items and contribute to the discussion group.

    An editor is a special member who can do lots more, like approve a news item up to the front page, or edit or delete anybody's contributions.

  2. groups of two or three are joint members, e.g. blues or triangles. Or using names as a group, e.g. Paul, Jane and Peter J.

  3. the whole class is signed up as one group member, e.g. Mrs. Smith's class. (The author(s) of each news item can put their real name(s) at the bottom of the post's text.)


 
 Here's a how to on logging inShockwave how to:
Add your email address and password..
 


mouse pointer

The sections

Setting the scene
Short focused tasks

 Font size and effects for importance
 Cut and paste to reorganise text
 Delete, insert and replace text to improve clarity and create mood
 Add links to expand, illustrate or cite a story
 Use comments to add feedback
Integrated task


internet exploiter icon

Setting the scene 

Objectives

 Children should learn that printed newspapers and weblogs use a variety of techniques and written effects to communicate messages and to gather feedback.
Activities
 Show the class a photocopy of a printed newspaper articleA resource:
A print out for you to print off as a handout. and the letters to the editor pageA resource:
A print out for you to print off as a handout. and a photocopy of a printed weblog itemA resource:
A print out for you to print off as a handout. with its associated comments section.
 Ask them to work in small groups and to mark on them effects such as:
 the use of expressive language (powerful verbs, adverbs, good adjectives)
 clear sequence (before, first, last, then, after, next, finally)
 different style headings. (Most important details are in opening paragraphs which have a larger font size and may be emboldend. Look at styles for headlines, subheadings, strap-lines, captions, bylines etc..)
 Ask them to talk about the differencesA note:
Some ideas for discussion around the differences. in feedback.
 Explain that they are going to produce two items which share these characteristics and features:
 a weblog article using a web browser,
 a newspaper article using a word processor.
Outcomes
 Recognise that there are a range of different written and visual effects but there is a similarity between on-line and off-line writing.
 Recognise that there is a openness and immediacy difference between the newspaper's letters page and the weblog's comments section.
 Recognise that there is a quality verses quantity difference between the weblog and the newspaper.
Points to note
 'Telescoping' or 'zooming in', where the reader is drawn into the article by a reduction in font size, is a useful way of thinking about headings.
 'Granular information design' is where the reader is drawn into on-line texts by clicking deeper into the story, it is a useful way of presenting more, and yet more information.
 Reputation and editing are important aspects of communicating to a wide audience.
Suggested Homework
 Ask the children to find on-line newspaper sites, which look like weblogs and weblogs that look like newspapers.
 
Font size and effects for importance 

Preschool Beads

Objectives

 Children should learn
 to alter text sizeShockwave how to:
Alter the text size. and to use effectsShockwave how to:
Use effects. to indicate relative importanceShockwave how to:
Order for relative importance..
Activities
 Split the class into two equal numbers of groups, one set of groups creates a newspaper article in a word processor, the other a weblog posting in a web browser.
 Ask the class to suggest a list of five waysA note:
A list of several ways to improve playtime, to start your own ideas off. to improve playtime and enter their suggestions on screen. Demonstrate how to change font sizeShockwave how to:
Changing font sizes. and use boldShockwave how to:
Using bold. to make some ideas seem more importantShockwave how to:
Making some text look more important. than others.
 Divide the class into small groups and ask each group to take turns to re-size the words to indicate their order of priority.
 Experiment with font faces, coloured text, bold and italic. Discuss the usesA note:
Some ideas for discussion on the use of effects. of these effects, where they would be useful, where they would not.
 Ask the newspaper groups to print their newspaper article and the weblog groups to publishDefinition:
Ordinary members cannot publish to the front page.

Each news item needs an editor to log in and publish to the front page.

For this task, merely creating the news item will be enough, perhaps those that excel can be published to the front page. their news items. And to return the screen to the way it was, by closing and saving the word processing document and by closing the web browser page.
Outcomes
 Children use font sizes and effects appropriately and recognise that there are similarities between web browser WYSIWYGWhat You See Is What You Get.

Pronounced: wizzy-wig.

Defined:
An accurate screen representation of final output, that is, when you make some thing bold, it looks bold. and word processing WYSIWYG.
 Children realise that texts can be made better with effects as well as being made more difficult to comprehend.
Points to note
 The list can be anything which children can prioritise - things they do at school, what they eat, how they can help others.
 Try to make sure the children use colours that look good on white backgrounds, and font sizes that are in keeping with the rest of weblog posts and newspaper articles. Develop the notion of a house style.
 

 Cut and paste to reorganise text 

organiser keypad

Objectives

 Children should learn:
 key idea: that ICT can be used to reorganise text to make its meaning clearer,
 technique: to use cut and paste to reorder a piece of text.
Activities
 Show how to create a new news itemShockwave how to:
Create a news item..
 Enter a set of descriptions of events in random order, e.g. sets of instructions, historical eventsA resource:
A list of some historical dates for use with this task., recollections of what five witnessesA resource:
A list of what five witnesses saw for use in this task. saw/heard at a bank robbery. Explain to the class that information is not always presented in the most useful way. Demonstrate the use of cut and pasteShockwave how to:
Cut and paste is an essential first step in being a power user of computers. to move text around the screen.
 Show how to use undo & redoShockwave how to:
Undo and redo., how to clear formattingShockwave how to:
Clear formatting. and how to restore to 'normal <p>.'
 Divide the class into pairs and ask the children to reorder the sentences to produce a clearer sequence of events.
Outcomes
 Children:
 use cut and paste to reorder text,
 produce a coherent sequence of events.
Points to note
 Children should work on a teacher's pre-prepared word processor file and weblog posting.
 If the sentences include clues about the duration of events or time, children could be asked to add a timeline to their account.
 Children who have difficulty remembering what they have done could be given a printout of the original random sequences.
 

 Delete, insert and replace text to improve clarity and create mood 

Objectives
 Children should learn:
 key idea: that ICT can be used to amend text and that text editors have different capabilities,
 technique: to delete, insert and replace text to improve clarity and create mood.
Activities
 Enter a short descriptive passageA resource:
A small collection of useful descriptive texts for use in this task.. Provide the children with printed copies of the text and discuss how some words create moods. Demonstrate how to delete, insert and over-type wordsShockwave how to:
Over typing..
 Ask the children to modify the passage to change the mood, e.g. by making it more exciting, calmer or more up to date.
Outcomes
 Children:
 learn the different capabilities of the two tools,
 learn to edit text.
Points to note
 Children who find the work difficult could be asked just to remove words which are not necessary to communicate the literal meanings or they could be given a glossary of difficult words.
 Children with a good grasp of language could be shown how to use a dictionary, thesaurus or glossary of terms to identify suitable replacements
 Children may want to mix the capabilities of of each text editor by using the spell checking, search and replace and pasting into the web browser.
 
Add links to expand, illustrate or cite a story 

fingers on water

Objectives

 Children should learn:
 key idea: that ICT can be used to research a story,
 technique: use various Internet technologies to find relevant linksDefinition:
A link is a hyperlink or weblink, a jump to another page or section of a page.

They're usually underlined and change colour when you mouseover, when you click and remain another colour after you've visited..
Activities
 Explain the concept of surfingDefinition:
Clicking through links, through pages, looking for good information to land on, just like waiting for the right wave to surf. or browsing the internet, clicking through links in search of the right information and about attention economicsExternal link:
Too much information, means too little attention.
Effectively: web pages are glanced at and discarded, mostly..
 Using a search engine (including the school's own website search facilityShockwave how to:
Using your weblog's search.) to search for links that will further add to an existing web posting.
 Discuss which links are usefulA note:
Helpful points to use in a discussion of good and bad links., which links would take the story in tangental directions, which would repeat or otherwise not aid the reader's understanding of the story.
 Discuss if links should be mere links or quotedA note:
Discussion of when to quote, when to just link. (and linked).
 Show how to add a linkShockwave how to:
Adding a link.

The ultimate ju-ju of good blogging. to a weblog post.
Outcomes
 Children:
 understand what a web addressExternal link:
What is a URL? A hyperlink? A web address?

Answer:
They're all the same thing!

But do you know what the .com means? What about .edu? Do you know what authority the domain name has, and thus how authoritative the information at that domain is? is,
 recognise that the web is vast and there are various methods and tools for finding relevant and timely information.
 that readers appreciate authoritative guidance in being sent away from the original page, i.e. surfing,
 recognise that adding links to web text can be important and is usually appreciated.
Points to note
 Children should be shown how to use key words to narrow down web searches.
 When using Google, always make sure 'safe search' is on via Google's prefsExternal link:
SafeSearch filtering is set, by default, to moderate. You should change each machine's preferences to strict. You don't want anybody to see any porn nor anything that maybe risqué!.
 More advanced pupils may use the auto blogExternal link:
Power makes things easy :-)
Great way to put quotes and links quickly into your news items. tool to grab highlighted text in the selected web page, to pre-populate a new news item page with link, title and selected text, pre formatted as a quote.
 Links and story ideas can be found in the RSS aggregatorExternal link:
A river of news, updated on the hour every hour. Create your own newspaper of news that you're interested in., and again auto RSS to blogExternal link:
Quickly post news items found in your aggregator to your front page. and pre-populated.
 This task ties in with
 ICT at key stages 1 and 2 (Year 5) Unit 5C: Evaluating information, checking accuracy and questioning plausibilityExternal link:
The Department for Education and Skills original version of their Scheme of Work which is actually from from the Qualifications and Curriculum Authority (QCA).
 ICT at key stages 1 and 2 (Year 6) Unit 6D: Using the internet to search large databases and to interpret informationExternal link:
The Department for Education and Skills original version of their Scheme of Work which is actually from from the Qualifications and Curriculum Authority (QCA).
Suggested Homework
 Ask the children to log into their website at home and add further links to their own weblog posts.
 

 Use comments to add feedback 

Objectives
 Children should learn:
 to use ICT to communicate, engage, and discuss,
 key idea: adding commentsDefinition:
A comment is a reply to a news item in a weblog.

You site is set so anyone from anywhere can post a comment. moves an on-line conversation forward,
 technique: add comments to weblog posts.
Activities
 Using an existing weblog (most usefully, your own school's) ask children to read weblog posts and add any feedback that may aid the original writer.
 Ask children to add to previous commentsShockwave how to:
Add to previous comments., to move the conversation on further.
 Show that comments can be deleted or editedShockwave how to:
Editors can edit comments. by the website's owner.
Outcomes
 Children:
 learn that stories (blog postings) can be moved on or made better with children's helpful comments,
 learn that editorsDefinition:
Editors are more powerful members, who can do more things, like approve a news item to the front page, edit or delete other's contributions.

Members can be bumped up to editors, or teachers or parents can be joined as editors straight away. or weblog owners can delete or edit their comments if they aren't useful.
Points to note
 Too many comments on one post can be pointless and repetitive.
 This task ties in with
 ICT at key stages 1 and 2 (Year 3) Unit 3E: E-mailExternal link:
The Department for Education and Skills original version of their Scheme of Work which is actually from from the Qualifications and Curriculum Authority (QCA)..
Suggested Homework
 Ask the children to post comments on the weblog from home.
 
Integrated task 

Cats can use computers too

Objectives

 Children should learn:
 to use ICT to organise, reorganise and analyse ideas and information,
 to edit text and use a variety of presentation techniques.
Activities
 Explain to the class that they will be using the techniques they have learnt to produce weblog postings. Ask the class to recall what they have learnt so far.
 The content of their postings can either be based around another syllabus topic or as useful additions to the weblog's flow of news...
 Ask children to review the work they have been doing on a particular syllabus subject's study unit.
 For example:
 writing a posting on a science investigation and presenting it as a major discovery,
 designing or making in design and technology,
 an article on the impact on people's lives of a product that they have been disassembling,
 to describe a particular learning moment or difficulty they had in learning a unit.
 Creating postings as a professional:
 Journalist, commentator or correspondent
 Ask the children to think of a news item that has happened that day, at school, or the local area or from the news media and to write that up as a news item for the school website.
 For example:
 A recent sports result.
 World affairs.
 Recycling or other green issues.
 Weather or local occurances.
 Photo-journalist
 The children can find images in image search engines or photograph them themselves, to illustrate weblog posts, or to tell a whole story.
 Show how to upload an imageShockwave how to:
Upload an image and add it to a news item. to the website.
 Children need to organise text with imagesShockwave how to:
Organising images with text., or just images.
 Reviewer, critic or columnist
 Ask the children to think of a TV programme, recent film or location they have liked/disliked and to review it.
 Marketeer, salesperson or entrepreneur
 Ask children to describe an item they want to sell or swap.
 Explain that their weblog postings will bring together the key points. The postings must be factually correct, lively and interesting. They must also use appropriate presentation techniques.
 Put the children into pairs to write their postings. They should amend their postings over a period of time, saving the work, as pending news itemsShockwave how to:
Saving work as pending news items., not yet posted to the front page as they go.
 Explain to the class that they need to identify the key points, experiment with sequencing and modify the text to make it more interesting. Ask them also to identify any headings, sub-headings and key pieces of text and to use appropriate effects to make these stand out.
 When their items are completed they should be saved for peer review only—as pending news items, then published to the front page of the website for commenting and further peer review. Weblog posts can be collated and printed outExternal link:
A weekly printed out newsletter machine.

Pick which news items, and make a print out of them in one letter home..
 Audiences will be a mix of children, parents, teachers and members of the school's community and its stakeholders—as well as casual visitors to the school's website.
 For some instances of creative writing, intended audiences can be imagined. For example, letters to Martians, to world leaders, to historical figures.
 Further activities can include:
 Working collaboratively with another class or school.
 Asking students to explain and demonstrate their understanding of a study unit.
 Posting of a record or log of an event, scientific experiment or other activity.
 See many further activitiesExternal link:
Lots and lots of great ideas to get your children to:
  • analyse
  • brainstorm
  • collaborate
  • communicate
  • compare
  • discuss
  • explain
  • imagine
and many, many more! and links to examples.
 See further approachesExternal link:
Sometimes whole blogs or parts of blogs, say a department, are devoted to:
  • Collaboration
  • creative works
  • critique
  • dicussion
  • experiences
And more... and processes with examples.

keyboard

Outcomes

 Children:
 organise and reorganise text on screen,
 use appropriate techniques to ensure that their writing is clear, well presented and free of errors,
 to use ICT to communicate and manage communications.
Points to note
 Encourage children to think about the content of their postings before considering layout and presentation, otherwise they may become distracted and spend too long changing fonts and making minor adjustments to presentation.
 Once the technological barrier is seen as being very low, children take to writing to the web, as they do writing on paper. There could be an explosion of content on your website, managing the relationships will bring many teachable moments for Internet safety and competence.
 Remind children that there are people wanting to read their posts and encourage them to comment on each other's posts. Commenting maybe extended into threaded discussions.
 This activity could be extended by editing, updating and existing static web pages, editing navigational items and other areas of the front page, for example: the persistent or forth coming event notifications.
 News gathering and reportage can be extended into a real time posting of a constant flow of news items directly to the front page, from or as a news event.
 For example:
 A sports radio commentary or school's sports day, converted into weblog postings.
 A presentation, event or daily assembly.
 This task ties in with
 ICT at key stages 1 and 2 (Year 3) Unit 3A: Combining text and graphicsExternal link:
The Department for Education and Skills original version of their Scheme of Work which is actually from from the Qualifications and Curriculum Authority (QCA).
Suggested Homework
 Ask children to think of news topics that are relevant to the school, and its pupils and community.
 
outline for diff audiences
This outline was written in Radio Userland


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