Lesson video

Hello, I'm Mr. Little.

Welcome to today's computing lesson.

It's from the unit Desktop publishing and the lesson title is Editing and improving a document.

I know if you work hard and try your best, you're gonna be a computing champion today, so let's get started.

By the end of today's lesson, you'll be able to edit and improve a document based on feedback that you've received.

There are three keywords that I want you to look and listen out for.

So I'm gonna explain what they are here and we're gonna do my turn, your turn to say the words out loud.

So my turn, reflecting.

Your turn.

Reflecting means thinking about something you've done to understand what went well and what could be better next time.

We're gonna be doing some reflecting today.

Second keyword, my turn, feedback.

Your turn.

And feedback is when someone tells you what they like about your work and also how they think you could make it better, and hopefully you'll be getting some feedback on your work today.

And the third key word is, my turn, edit.

Your turn.

And making an edit or editing your work is when you change or improve your work, and again, hopefully you'll be editing and improving your work today.

So let's just recap those three keywords.

My turn, reflecting.

Your turn.

My turn, feedback.

Your turn.

My turn, edit.

Your turn.

Remember to look and listen out for those words in today's lesson.

I've split this lesson into two parts.

First we're gonna give and reflect on feedback.

We're gonna say hello to Jacob and Sofia again, and they are reflecting, that's one of our keywords, on a document they made using desktop publishing software.

So Jacob and Sofia are having a conversation, and Jacob says, "I created a certificate by using a template.

I added text and images.

I think I could improve it." And Sofia replies by saying, "Me too.

My certificate was slightly different and you had some great ideas." So what Jacob and Sofia are doing here is they are reflecting on something they've done.

They're thinking about a piece of work they've done and they've used some desktop publishing software to make something.

Jacob used a template and looks like Sofia's made a certificate, so has Jacob, and they're thinking about what they could improve next time.

So let's look in a little bit more detail about what the word reflecting means, because remember, it's one of our keywords.

Let's say it together once more.

My turn, reflecting.

Your turn.

And remember, reflecting means thinking about something you've done to understand what went well and what could be better.

And I've given some examples of things you might have reflected on before.

You might have thought what went well or what could be better about a piece of writing you've done or perhaps something you've made.

You can also reflect on how something makes you feel, what you enjoyed about something, or what you could do differently next time.

And also you might think or reflect on what your family or friends do to help you.

In today's lesson, we are gonna be reflecting on a piece of work that we've made.

So let's check your understanding.

What does reflecting mean? Is it A, telling someone else what they could do better; B, guessing an answer; or C, thinking about something you have done to understand what went well and what could be better? It's C, isn't it? Remember, reflecting means thinking about something you have done to understand what went well and what could be better.

Well done if you got that right.

So Jacob and Sofia here are reflecting more on what they did well and what they could have done differently when they made a certificate.

Jacob says, "I liked the layout of my certificate and choice of colours, but I could have made the font sizes bigger and used different images." So here Jacob said two things he likes, he's liked the layout of his certificate and the choice of colours, but he might want to change the font sizes and use different images next time.

Let's have a look at what Sofia says.

She says, "I was happy with the images on my certificate, but I would like to change the font style." So Jacob and Sofia here are reflecting on what they did well and what they could have done differently.

Let's have a look at what the word feedback means.

Let's say it together again.

My turn, feedback.

Your turn.

Let's say it in a loud whispering voice this time.

My turn, feedback.

Your turn.

Great.

Feedback is when someone tells you what they like about your work and how they think you could make it better, and feedback can improve your work.

So feedback is a little bit different to reflecting.

Feedback is when you receive, someone else tells you what they like about your work and how they think you could make it better or how you can improve your work.

Jacob says, "I get feedback from my teacher about what was good and what I could improve." And here, remember, feedback can be written, so you can get written feedback about something, or it could be spoken to you.

Okay, let's check your understanding of what feedback is and what it can do, so with a true or false question.

So is this true or false? Feedback can improve your work.

It's true, isn't it? Often when someone tells you something that could be better, you might choose to do that to make it better, to improve your work.

So now Jacob and Sofia are gonna look at the certificate that Sofia has created.

Jacob is thinking about the feedback he can give Sofia.

Looks like here Sofia's made a certificate for a geography achievement award, and she's used a green colour, different size fonts, used an image there, and include a space for the person's name.

It looks like the certificate is for excellent work in geography.

Now, when you're giving feedback to someone, one way you can do it is by telling them two things that you like and one thing they could improve.

Now, when I was teaching in front of a class, we used to do this by saying two stars and a wish, the two stars being the two good things or the two things you like and the wish being one thing that that person could improve.

So Jacob's done that here.

Jacob says, "I'm gonna tell Sofia two things that are good about her work and suggest one thing she could improve and change." So Jacob in a minute is gonna give feedback to Sofia by telling her two things he likes and one thing she could improve.

So let's take a look at what Jacob says to Sofia in his feedback.

He says, "Sofia, I think your certificate's layout is clear and I really like the colours you used.

To improve it, I think you could make the font bigger." Sofia's really grateful for that feedback, and she says, "Thanks, Jacob.

I will reflect on that feedback and make some changes." So remember here, Jacob's told Sofia two things he likes and one thing she could improve, and now Sofia is reflecting on what she could do differently or what she could improve.

Now, when you're giving feedback to someone, it's really important to try to be positive and not too critical.

Sometimes if you just say all the things that are wrong with a piece of work, that can be really tricky to hear.

Being too critical can hurt other people's feelings.

So I've given some examples here of words you shouldn't use when you're giving feedback, for example, "Your work is rubbish," or, "That is the worst certificate," or, "I hate the colours you've used." Those words are quite strong and they can hurt people's feelings.

So remember, when you're giving feedback, it's important to try to be positive, try to say and share what the good things are and not be too critical.

Time to check your understanding.

Jacob is thinking about how to tell Sofia she could improve the images on her certificate.

Which of these examples is too critical? Is it A, Jacob would say, "Next time you could think about using other images;" B, "You could change the images to improve the certificate;" or C, "The images you have used are terrible"? It's C, well done if you chose that.

I think that's too critical.

Jacob shouldn't say "The images you have used are terrible." There are actually two examples of things he could say instead.

So instead of saying "The images you have used are terrible," he could say, "Next time you could think about using other images," or B, "You could change the images to improve the certificate." Time for a task now to put all that knowledge into practise.

I want you to work with a partner to give feedback to each other about a document that you've created.

I want you to aim for two things you like and one thing your partner could improve.

Now, when you're giving feedback to your partner, you can use these sentence starters to help.

You might say, I really liked the.

Or, the images, fonts, colours you have chosen are good because.

Or, one thing that worked really well is.

Or, you did a great job with.

Or, next time you might want to.

Or, you can improve.

Then I want you to reflect on the feedback you received.

Think about what your partner has suggested you change.

Think about what improvements you could make and think about what you might actually change.

So pause the video, give and receive some feedback, and then reflect on it.

Let's look at some examples of things you might have said.

I really liked the font size and images you have used.

The colours you have chosen are good because they match with the images.

One thing that works really well is the layout as it's really clear.

You did a great job with the font style as it's clear and easy to read.

Next time you might want to change the size of the font so it's clearer.

You could improve the layout to make it less cluttered.

Let's look at the feedback that Sofia has received and her reflection.

She says, "Jacob likes the layout and colours.

He has suggested that I change the font size.

I agree with Jacob and will make the font bigger." The second part of today's lesson is edit and improve your document.

Remember, edit means to change or improve your work.

Jacob says here, "I have to edit my writing when I have forgotten to add capital letters or full stops." So what that means is if Jacob's done a piece of writing, he goes back, he reflects and looks at the work he's done.

Perhaps he's received feedback from a teacher or someone else to say, "You might have forgotten your capital letters or full stops," and Jacob goes back to change and improve his work.

So that's what editing means, changing or improving your work.

When you're editing your work or the document you've made, here are some things that you could change.

It might be the font size, to make bigger or smaller or clearer.

It might be the font style.

You might change the style of the font to make it more specific to something you're making.

Or you might change the font style to make it easier to read.

You could change the font colour.

You might want to match it with other colours you've got on your certificate.

Or you might think the colours aren't clear to be read by someone, so you might change the font colour to a more suitable colour.

You could edit the images.

You might want to add images, take images away, make images bigger or smaller.

Or you could change the position of the placeholders.

It might be important to have certain things in certain places on the document you've made, so you can always change where the placeholders are.

Let's check your understanding with a true or false question.

Editing means to change or improve your work.

Is that true or false? It's true.

Editing does mean to change or improve your work.

Let's go back to Jacob and Sofia's example here.

Sofia is reflecting on the feedback Jacob gave her and is now gonna edit her work.

So take a closer look at that certificate.

So Sofia says here, "I am going to edit the font sizes and the image." So let's look at a before and after.

Sofia has edited her work.

Here's the certificate she had before.

And here is the after.

Can you spot what she's changed? So it looks like here Sofia has changed the font size of the text.

It looks like the words geography achievement award are now bigger.

She's changed and edited the image.

It was a map before, but now it looks like it's an image of a globe, and it looks a bit bigger too.

And also it looks like Sofia's made this text slightly smaller.

So it looks like now it's clearer that the certificate is a geography achievement award for excellent work in geography, and the words awarded to and the date are slightly smaller, because I think they're slightly less important.

Time for a check for understanding here.

I want you to give an example of something you could edit in your work.

Now, you might have said things like the font size or the font style, the font colour, or the images, or the position of the placeholders.

Time for a task now.

I want you to reflect on the feedback you received, and I want you to use it to edit two things on a document that you've created.

Remember the example that Sofia changed two things on her certificate.

You could edit on your document the font size, the style, the font colour, the images, or the position of the placeholders.

Let's look back at the example Sofia has done, and here your document and the things you've edited will probably be different.

Sofia has said, "I've edited the font size and the images." So that brings today's lesson to an end, but before we finish, let's summarise what we've learnt together when we're editing and improving a document.

Getting feedback from other people can help improve something you've created or made.

And when you get feedback, you can reflect on it, 'cause reflecting on feedback you've received helps you plan and change things to perhaps improve something you've made.

And you can edit, so you can change images and text to improve the appearance of something you've created or made, and hopefully you've done that today.

Thanks for learning with me today.

See you soon.