ࡱ > ]( bjbjv)v) :f CAgCAgr N N N N N b b b 8 d b s Z p F H H H ! , D! s s s s s s s $ u x 6s N I" I" I" 6s N N H H H Ks # # # I" v N H N H s # I" s # # . k H p H лxz " Hm @ r as 0 s m 4 y A# y p , y N p \! " ~! # ! ! \! \! \! 6s 6s A# | \! \! \! s I" I" I" I" y \! \! \! \! \! \! \! \! \! X : TitleUse the main features of an HTML editor to create a websiteLevel2Credits4 PurposePeople credited with this unit standard are able to use the main features of an HTML editor to create a website. This unit standard has been developed primarily for assessment as an option within programmes leading to the New Zealand Certificate in Computing (User Fundamentals) (Level 2) [Ref: 2591] and the New Zealand Certificate in Computing (Foundation User) (Level 2) [Ref:4132]. ClassificationComputing > Generic Computing Available gradeAchieved Guidance Information 1 Assessment, where applicable, will be conducted in and for the context of real or realistic situations and/or settings, and be relevant to current and/or emerging practice. The assessor may gather evidence over time from a range of scenarios rather than using one assessment where the learner has to demonstrate all of the required skills. 2 A brief for the website will be supplied to the learner. It must clearly identify the requirements for the website, against which the success or otherwise of the website can be evaluated. The brief will include at least the audience, specifications and a testing plan. A testing plan will be provided to the learner and include the functions and features that need to be tested (such as buttons, links, navigation, displayed messages, error handling), data integrity, and the expected outcome for each test. Planning is not required to be assessed as part of this standard however it is good practice to have the student develop a simple plan or conceptual layout design prior to beginning creation of the website. The text and media content for the website may be provided to the learner, or created by the learner as part of an integrated programme of learning. While this unit standard does not assess the content of the material used to create the website, content must comply with legislation relevant to this unit standard and be appropriate for the target audience defined in the brief. 3 This standard must be assessed using an HTML editor to meet the supplied brief. The mark up language will have text entered by use of an HTML editor according to the conventions of the selected language and will include the use of HTML structural elements, HTML attributes and HTML/CSS styles. For this standard, a recent version of HTML and CSS as defined by W3C should be used to ensure compatibility with a range of web browsers. An HTML editor capable of also editing in what you see is what you get (WYSIWYG) mode will need to be operated in code view to meet the requirements for this standard. 4 Foundation level HTML editor skills refer to: Creating HTML and cascading style sheets (CSS); navigation; hyperlinks; HTML structural elements; HTML attributes and HTML and CSS styles; media and enhancements; metadata; use of correct declaration; Formatting container width; alignment and wrapping; borders; text, media and enhancements; use of CSS; Editing HTML and CSS code, move, copy, insert, delete, undo/redo, find and replace, data added, metadata, preview; Enhancing tables, lists, graphical hyperlinks; Saving file management that allows for easy access to content; use of folders, naming of folders, relevant file names; Sharing publishing, sharing for testing prior to publishing. This list is not exhaustive and assessors will need to determine the level of other foundation level HTML editor skills if included. 5 Definitions Accessibility means the web pages can be opened and viewed using different browsers and configured to be viewed by people with disabilities such as visual impairment. Conceptual layout design is a representation clearly indicative of the final product. Enhancements refer to tables, lists, cascading style sheets (CSS), graphical hyperlinks. Good practice in this context includes selecting and using the appropriate feature or function to enable correct use of the markup language for the chosen digital platforms, and applying design principles of page layout and information presentation to the website. HTML attributes modify and/or provideadditional informationabout HTML elements such as title, language, image ( tag), alternative text (alt), links (href). HTML/CSS styles refer to tags that determine the style of the document, which include but are not limited to background, text and link colour, font style, lists, tables, when inserting text to webpages. Styling can be embedded in the HTML file or be in a separate (external) CSS file(s). HTML structural elements refer to tags used to create the structure of web pages, such as
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