Creating Group Websites

Overview

This 60-minute lesson invites Year 6-8 students to collaboratively design a website that represents a shared group interest or passion. The focus is on integrating digital technology skills and the design process outlined in the New Zealand Curriculum Refresh, while encouraging creativity, collaboration, and problem-solving. The open-ended nature supports diverse needs and abilities, accessible for all students.

Curriculum Links

Technology Learning Area (Technological Practice & Nature of Technology)

Technological Practice: Students will plan and develop a conceptual design and prototype for an outcome (NZC Refreshed: Level 4).
Nature of Technology: Understanding how technological tools such as websites can be used to communicate and share ideas effectively (Level 4).

Digital Technologies & Hangarau Matihiko

Use digital technologies to develop and communicate ideas.
Develop computational thinking skills through planning and creating a digital outcome.

Key Competencies

Participating and contributing: Collaboration on website content and design.
Thinking: Problem-solving website layout and navigation challenges.
Using language, symbols, and texts: Designing texts for web readability and audience engagement.

School Values: REACH & PB4L

Respectful communication in collaborative groups.
Expecting effort and perseverance through challenges.
Achieve through creativity and technical skills development.
Communicate clearly ideas and group decisions.
Hauora by encouraging a positive, supportive environment.

Learning Objectives (WALT)

WALT collaboratively design a website that represents a shared group interest.
WALT plan and organise content effectively for website pages.
WALT use basic digital tools to create a simple website prototype.
WALT solve design problems creatively and communicate ideas clearly.
WALT demonstrate respectful collaboration and purposeful communication.

Success Criteria

I can contribute to group ideas for the website theme and content.
I can plan the structure of the website with clear pages or sections.
I can use digital tools (e.g., website builder or coding platforms) to create parts of the website.
I can explain my design choices and respond constructively to feedback.
I cooperate respectfully and share tasks with my group.

Resources Needed

Devices with internet access or website-building software (e.g., simplified builders like Google Sites or offline website editors).
Large chart paper and markers for storyboarding/site mapping.
Dyslexia-friendly reading tools (e.g., coloured overlays, text-to-speech apps).
Stationery for sketching layouts or wireframes.
Access to images and icons suitable for reuse for website content.

Lesson Outline (60 minutes)

Introduction (10 minutes)

Hook: Show examples of websites about hobbies, sports, or local groups to inspire students.
Briefly explain the goal: "Together we will create a website that reflects a group interest or passion we share."
Discuss why websites help us share ideas and interests globally.
Introduce WALT and Success Criteria on a dyslexia-friendly slide (clear font, spacing, bullet points).
Establish group norms focusing on respect and collaboration (connect with REACH values).

Activity 1: Group Discussion and Planning (15 minutes)

Students form small groups (4-5).
Each group selects a group interest (e.g., sports, pets, music).
Groups brainstorm content ideas and pages needed (e.g., Home, About, Events, Gallery).
Use large chart paper to create a site map/storyboard.
Encourage sketching and visual planning to support all learners, including those with dyslexia.
Teacher circulates, supporting groups with prompts or scaffolding questions to deepen thinking.

Activity 2: Digital Website Prototype Building (25 minutes)

Groups move to devices to start building their website prototype using a simple, user-friendly digital tool.
Emphasise adding content planned earlier, including text, images, and navigation links.
Teacher supports problem-solving and digital tool navigation.
Students encouraged to test links and provide peer feedback within their groups.
Advanced learners can explore adding interactive features or basic code snippets (like buttons or embedded videos).

Plenary and Reflection (10 minutes)

Groups share one thing they’re proud of and one challenge overcome during website creation.
Discuss problem-solving strategies used.
Recap WALT and Success Criteria – students self-assess learning using thumbs up/middle/down or symbol cards.
End with a quick quiz or Kahoot (if tech permits) on website concepts learned to reinforce understanding.

Differentiation Strategies

Support for diverse learners:
Dyslexia-friendly fonts and materials; use visual aids and storyboards for planning.
Break tasks into small achievable steps with clear instructions.
Use peer buddies and teacher aide support where available.
Provide examples and scaffolded writing frames for website text content.
For students with behavioral needs:
Clear routines and roles in groups (e.g., ‘Navigator’, ‘Content collector’, ‘Designer’).
Use humour and engagement to maintain focus and positive behaviour.
Proximity support from teacher or aide when necessary.
Extension for advanced learners:
Explore HTML/CSS basics or embed media (audio/video).
Plan accessibility features such as alt text for images.
Lead group discussions or help peers with tech challenges.

Assessment

Formative assessment through observation of collaboration and problem-solving.
Review of group site map and digital prototype to assess planning and technical application.
Self-assessment and peer feedback on contributions and learning.
Teacher documents progress toward WALT and success criteria.

This lesson plan integrates curriculum expectations with school values, fosters creativity and critical thinking, and creates an inclusive environment for all learners to thrive in technology-enhanced learning.

Teaching Instructions