Very clear learning objectives.

'Content' is used with two meanings: one is pictures/text/sounds etc. (in the 10 minute activity) and the second is 'Personal details' Interests' etc. (in the following activity. This dual use could be confusing to the pupils - given that you seem to wish them to list content (using one meaning) and then sort it (using the other meaning). I may be missing something.

Learning objective clearly written - except that ". Children will have to answer questions on their worksheets referring to these"is not a learning objective.

The 'Most' and 'Some' learning objectives relate to the following lesson - not this one? Or have I misunderstood?

What is in this session (correctly) is a lot of work on planning a site - this should have been part of the LOs for this lesson - see for example 'A' above'.

I think a number of pupils will get though the suggested idea - creating a hyperlink very quickly. All they need to do is to select the text/image to be linked from and then type/paste in the URL or point to the anchor/page to be linked to.

One of the key activities is constructing links (presumably from text/images) to suit different purposes - would have been good to have this 'understanding' part as a learning objective. Also, the intro to this part of the lesson could be run as a discussion - linked for example to the sites that they have just looked at.

Interesting extension activity.

The learning objectives are a bit vague in places - what does "To be aware" mean - in practice? Similarly with the first LO.

Do not think the discussion of web authoring tools fits here. The lesson seems to be about the structure of the web etc not constructing pages.

For what purposes are they looking at the sites - what are they to do (other than look) when they are at them?

So, the main point is to try and ensure that the activities clearly map on to the LO - and that the pupils are not just 'looking' at things - but looking for a purpose.

Clear learning objectives - in particular you make the distinction between pupils' understanding something and being able to do it.

One issue - you (correctly) do not tell the pupils how to do everything at the start of the lesson, hence the 'demonstration' bits in the middle - but how would you cope with individuals getting to the various stages at different times?

Clear learning objectives. What range of answers would you expect for KQ1? From where would the pupils gain the knowledge to answer this?

Given that this is lesson 1 - how would you expect them to answer the question "How can you create a web page?"

A long period of 'looking at you and listening'. How, during this time would you ensure that they knew/remembered what you were telling them?

Clear learning objectives, although my guess is that you would want the pupils to be able to do the things mentioned as well as understand how they are done (not same thing!.)

I suggest you do not use terms such as 'smarter kids'......

There is a teacher activity 'Assess pupils' work'. How?

Clear learning objectives.

I am not clear where in the lesson "understand the impact of different designs" is addressed - and how you will get information that they can do this?

Similarly for the final learning objective. One way of achieving this would be for the pupils to write pages containing essentially the 'same' content for different kinds of audiences - or pages (polemical, informative etc.) But there would almost certainly not be time to do this in a lesson where you were introducing them to the mechanics of using an authoring package - this by itself would take up all their attention. So it might be better to have (at least one) lesson where one focusses on the package and then another where these other issues are addressed.