The document outlines a Year 6 computing lesson where students will compare websites to learn how to identify reliable internet sources for information. Students will analyze websites for clues about reliability like URLs, domains, spelling errors and factual accuracy. They will then present what they learned about evaluating digital content to younger students.

1. Date/time: Class/Grp:
Year 6
Curriculum area:
Computing
Content summary:
Information Literacy –
recognising how to find
reliable internet pages for
information through a
comparison and opportunity
to present findings.
Risk Assessment/Health &
Safety issues (Part II):
N/A.
Learning objectives/intentions TS1,2
 To be able to understand and evaluate digital content for its reliability (DfE, 2013,
p.205).
Success criteria
ALL: will be able to identify and explain whilst comparing 2 website pages what makes
digital content reliable.
MOST: will be able to explain the strategies that they used.
SOME: will be able to share their strategies and findings to assist others in a real-life
context
Particular focus for assessment TS6:
Can the children identify and explain
whilst comparing 2 website pages what
makes digital content reliable?
Can the children explain the strategies
that they used?
Can the children share their strategies
and findings to assist others in a real life
context?
Key vocabulary TS3:
Website, webpage, URL, domain, opinion,
relevance, accuracy.
Timing Pupil learning activities/
organisation TS2,5
Teaching role (key rich questions,
planned AfL, mini-plenaries, modelling,
demonstration, classroom management, TA
role)
5
mins
Introduction/starter
Children analyse as in pairs then as a
whole class a piece of text that
involves unreliable facts and spelling
mistakes.
“Cats are as big as a hurse and like to ate
with nives and fourks.”

2. 5
mins
20
mins
15
mins
Main part(s) of lesson
Ask children what they have just
done.
Explain to the children that when
using the internet for information
sometimes people who are not
reliable sources write and provide
information that is incorrect and full
of spelling and grammatical
mistakes, as well as unreliable facts.
Re-visit URL’s from study on the
internet and networks. Children
identify on webpage provided on
smartboard.
Show children progressive pathway –
focus on ICT section on YELLOW
today.
Children to become website
detectives – ahead of English project
they must check the reliability of
some sources of information.
Model and work with children as a
whole class to identify with
examples.
Children in pairs then do their own
with given websites.
Extension – Plan and create using a
software e.g. tellagami, video scribe
etc. to teach children in year 5 how
to find reliable sources.
“What have you just done?” (“We have
checked for spelling mistakes and identified
that the fact cats are as big as horses is not
true.”)
“What is a URL?”
“What are the different components of a
URL?”
Ensure children have focus on URL’s and
domains e.g. .org, .uk., .com – reliable
domains.
AfL – Why would people use the internet?
http://descy.50megs.com/akcj3/bmd.html
– unreliable.
http://www.rspca.org.uk/adviceandwelfare/
pets/dogs/puppy/germanshepherd –
reliable.
Focus on URL, domain, presentation,
spelling, opinion and fact.
http://www.improbable.com/airchives/class
ical/cat/cat.html - unreliable
http://www.cats.org.uk/cat-care/cats-for-
kids/about-cats/kids-caring-for-your-cat –
reliable.
Ensure model in made and children
understand the app/software they are
going to use. Provide demonstration videos,
instructions etc.

3. 5
mins
Learning review/plenary (you
can have mini plenaries
throughout lesson) TS6
Share findings
Checklist as a class – What to look
for.
Sticky notes – What did I learn?
Differentiated learning outcomes TS5,8
TA support for LA and HA children.
HA and MA – Write explanation sentence with findings. HA
must also include at least 4 findings.
LA – Word banks to what to find.
Resources TS6:
PC
Smartboard
Websites
Print out copies of websites
iPads
Computing exercise books
Computing progressing
pathway sheets.