Elgin Marbles

The pupils undertook an investigation using the web and then used presentation software to create a multimedia presentation on the Elgin Marbles.

As a stimulus for the lesson the teacher held up a bag of marbles, saying they were the 'Elgin Marbles'. The pupils were given some time to search the web to find out all they could about the Marbles.

It quickly became apparent to the pupils that there was a mismatch between the information they were finding on the web and the information that they had been given at the start of the lesson.

The class came together to discuss what they had found. They used a flip chart to note the key points. The teacher gave the class some additional information about the Marbles and explained that there were two conflicting points of view about the future of the Marbles. The pupils went on to search for additional information that reflected both points of view.

In a subsequent lesson, the pupils were taught how to refine their searches using 'AND' and 'NOT'. The teacher taught pupils how to cut and paste text, and how to save images from websites.

The pupils continued to search the web, cutting and pasting appropriate texts and images from websites.

Later, the pupils were asked to examine the information. To encourage pupils to engage purposefully with the information, the teacher asked them to use a presentation package to present two points of view. This would encourage the pupils to synthesise and summarise their work, using bullet points and illustrations.

In a later lesson, the pupils developed their presentations, combining pictures, text and sound. These were shown to other classes. The pupils were encouraged to respond to feedback and amend some of the less effective aspects of their presentation.

To search the web, making efficient use of a search engine and Boolean techniques ('AND', 'OR' and 'NOT') to refine searches.

To gather, synthesise and organise information from two opposing points of view.

To consider bias, opinion and fact in information sources.

To present findings using a multimedia presentation tool.

In this example, Evan has searched the web to access information from a number of sources. He has refined searches using 'AND' and 'NOT' to locate specific information.

He has applied techniques, such as cut and paste and saving routines, to gather a virtual scrapbook of ideas and images from the web.

In presenting two points of view, Evan has sifted and selected information with an awareness of bias.

He has combined and reorganised text and images to create a slide show. In developing his presentation, Evan has made extensive use of animated text effects and animated images. The slides are sequenced using timed transitions to create an automated presentation. Evan has demonstrated a good level of technical capability.

Some aspects of the presentation are less effective. For example, some of the timed transitions give the audience insufficient time to read the text. A large proportion of the text appears letter by letter and this becomes inappropriate for the entire show. There is a lack of consistency in the presentation, and the sequence of some of the information is inconsistent with the aims of the presentation.

This example illustrates aspects of work at level 3 and level 4. In finding things out, Evan is able to find, amend and combine information from a variety of sources, showing some awareness of bias and plausibility. This is a feature of level 4. In sharing the information, aspects of the final presentation need to be refined to show a greater awareness of the needs of the audience for level 4 to be achieved. Consequently, this aspect of the work illustrates level 3.

To progress further, Evan should be given opportunities to refine his work, paying particular attention to the needs of the audience and the importance of order and sequence in linear presentations.