epicquest.co.uk GCSE ICT... · Web viewthe allocation of time to individual sections of the Scheme of Work is not hard and fast but reflects a suggested proportion of the total

1 Copyright © 2012 AQA and its licensors. All rights reserved

Information & Communication Technology4520

Scheme of Work

Version 2.02012


Scheme of Work:GCSE Information and Communication Technology

Introduction

This Scheme of Work provides suggestions and ideas about how you might deliver GCSE ICT. You can use these suggestions, adapt them to better suit your students or use your own Scheme of work.

As a GCSE course is usually taught over two years, the model outlined here has been devised on that basis. By presenting the Scheme of Work in document format it allows school to tailor it to their own requirements.

Guided learning hours: it is assumed that the school/college has been allocated all of the recommended 120 guided learning hours. This equates to approximately 2 hours per week for 60 weeks. If more or less time is available, the course can be expanded, or will need to be condensed, as appropriate. However, it is not felt that the material in the specification can be covered adequately in less than 120 hours.

Controlled assessment: Within the 120 hours recommended a centre has to allocate time for controlled assessment. There are two controlled assessment units offered by AQA (Unit 2 The Assignment: Applying ICT and Unit 3 Practical Problem Solving in ICT). Each one has a recommended completion time of 25 hours. This recommended time is approximate and doesn’t need to be logged by the centre. As controlled assessment is different from coursework (as in previous GCSE specifications) it is an expectation that candidates will be prepared beforehand to be able to carry out the controlled assessment independently. This means that the delivery of the specification subject content and preparation for controlled assessment will have approximately 70 hours available.


Flexibility: the delivery of the specification is flexible and centres are encouraged to design schemes of work that best suit their individual circumstances, the needs and aspirations of their candidates and the skills of their teachers. The nature of the Centre’s ICT provision at Key Stage 3 will also be a factor in deciding the structure of the Key Stage 4 course. If students are broadly familiar with the use of the main features of the various software packages, then those sections can be reduced in length in order to create space for other sections to be covered in more detail or at a slower pace.

Timing: the allocation of time to individual sections of the Scheme of Work is not hard and fast but reflects a suggested proportion of the total. Again, the precise time required will depend partly on the prior experience and skill of the candidates. The times shown are for time in lessons only. Half lesson times are shown in places to enable teachers to be more flexible in their approach by combining these in twos (or threes) depending on the needs of their students. Homework activities are specified but it is left to the centre to determine how this will be implemented, taking into account the Centre’s homework policy.

If you have any enquiries about GCSE ICT, you can speak directly to the AQA ICT team by e-mail ic t- s u b j e c t s @ aq a .o r g. uk or telephone 0161 958 3860.

Free AQA reference material to help youAQA’s I CT r es o urce z o ne GCSE ICT SpecificationUnit 1: specimen ‘Systems and Applications in ICT’ Unit 2: specimen ‘The Assignment: Applying ICT’Unit 2: ‘The Assignment: Applying ICT’ Teachers’ Notes and assessment toolUnit 3: specimen ‘Practical Problem Solving in ICT’Unit 3: ‘Practical Problem Solving in ICT’ Teachers’ Notes and assessment tool AQA document which maps the KS4 Programme of Study to the AQA specification Joint teaching of ICT Functional SkillsExamproAsk AQACentre Controlled Assessment AdviserEnhanced Results AnalysisNelson Thornes support materials (chargeable published resources to support this specification)


Subject ContentThe subject content is divided into 4 areas:

3.1 Current and emerging technologies3.2 A range of ICT tools and techniques3.3 Society’s use of ICT3.4 Collaborative working.

Assessment OverviewUnit 1 Exam 40%Unit 2 Controlled Assessment 30% - There will be one assignment and it will change every year. Students

must submit the assignment for the year in which they intend to take their linear exams.Unit 3 Controlled Assessment 30% - there will be six tasks that will be reviewed by AQA every three years

Linear assessment onlyFollowing a decision taken by Ofqual, all GCSE qualifications are available only for linear assessment. The assessments for this specification is available only in the summer term.

The Scheme of Work is presented as:

a) A ‘big’ picture (a Scheme of Work overview)b) A ‘medium’ level view (in blocks of 12 units)c) A unit/lesson view (blocks of work which are deliverable in a timetabled lesson and which will aid lesson planning.)


ICT Systems and ApplicationsThe specification provides a range of contexts, called ICT systems and applications, to offer a in which the specification content may be taught. Centres can add their own contexts where they are more relevant to the learning experiences that their students have encountered.These are:

• Assistance: for people with disabilities, by physical (for example: screen filters, communication and control devices) and software methods (Accessibility options)

• Banking systems: Banking, cash machines/points, credit/debit cards, cash cards, mobile phone payment (m-payment/ Pay4It/ Paypal)

• Booking/commercial systems: online booking systems, billing/payment systems (gas, electricity, mail orders), stock control systems, benefits system newspaper/magazine production

• Buying goods: shopping and EFTPOS, online shopping (home delivery), produce receipt from bar code scanning, adjusting product ranges and prices, shopping lists with prices

• ‘Control’ systems: electronic toys, games, central heating control systems, burglar alarms, security systems, automatic doors, video/DVD recorders/players, smart meters, traffic control systems, car parking systems, greenhouse control systems, Logo, scripting, simulation (for example flight or driving), data logging, robotics, GPS, Sat Nav, GIS

• Database systems: Libraries (members' details and book loans), police and DVLA databases, estate agencies, travel agencies, tourist information centre

• Health: medical systems (General Practice, hospital and pharmacy), social services, online access to advice/information

• Information systems: Internet and the World Wide Web, e- mail, online auctions, e-learning (software to support learning and research across the curriculum), e-commerce, e-banking,e-finance (for example Paypal), online news services, online travel information, smart mobile phones

• Leisure: cinema, theatre, concerts, holiday bookings, travel schedule, online gaming, music downloads, online chat rooms, social networking, web logs, podcasts, recreational uses of ICT, online gambling

• Modelling: personal finance, models for financial forecasting, queuing, weather forecasting, flight simulators, expert systems for decision making (for example medical diagnosis and chess playing)

• Record keeping systems for school students: (School Management Systems – registration, records, reports), club membership (youth club, health club)

• School issues: virtual learning environments, events, visits, activities, teams, school clubs, library, school lunch, local community, productions


The big picture

Block 1(12 lessons of work)





Subject contentCurrent and EmergingTechnologies (3.1)

A range of ICT tools and techniques (3.2)

Subject contentA range of ICT tools and techniques cont. (3.2)

Subject contentA range of ICT tools and techniques cont. (3.2)

Subject contentSociety’s use of ICT

(3.3) Collaborative

working (3.4)

Preparation for ControlledAssessment Unit 2

+ 1 hour for ControlledAssessment work






Controlled AssessmentUnit 2


Preparation for ControlledAssessment Unit 3

+ 1 hour for ControlledAssessment work




The medium view

Block 1 (12 lessons)

3.1.1 Computer systems and mobile technologies (3.5 lessons)

Mobile technologies (1)Hardware, Types of hardware and Software (.5) Personal and commercial computer systems (.5) Using computer systems (.5) Identify ICT problems and solve errors (.5) Emerging technologies (.5)

3.1.2 Computer input and output devices (1 lesson)

Input devices (common and specialist) and know their advantages and disadvantages (.5)

Output devices (common and specialist) and know their a dva nta ge s a nd disa dva nt a ge s (.5)

3.1.3 Storage devices and media (1 lesson)

Types of memory, Backing/Secondary storage devices and mediaof different types & Impact of using storage devices (1)

3.1.4 Communications and entertainmentCommunications networks (.5) Communication devices and media (.5)

(3 lessons)

Network devices (.5) Entertainment systems (.5)Reliability of information (.5) Impact of communications technology (.5)

3.2.1 Systems life cycle (1 lesson)Systems life cycle stages (1)

3.2.2 Working with information to solve problems (2.5 lessons)Information and data (.5)

Quality of information and/or data (1)Finding, selecting and using information (.5) Data collection/capture methods (.5)


Block 2 (12 lessons)

3.2.2 Working with information to solve problems – cont.

(2.5 lessons)

(12 lessons)(2 lessons)

(5.5 lessons)8 Copyright © 2012 AQA and its licensors. All rights

reserved

Reviewing and modifying work (.5)Presenting information in ways that are fit for purpose and audience (1)Sharing and exchanging information electronically (.5) Evaluate the effectiveness of ICT tools to meet needs (.5)

3.2.3 Operating systems and user interfaces (2.5 lessons)

Operating Systems (.5) User interface (1)

3.2.4 Applications software (1 lesson)

Use of applications software, Proprietary and open source software, Hosted applications (.5)Generic features of software (appearing as reasonably common features in most software packages) (.5)

3.2.5 Word processing, DTP, web design and other presentation software (4 lessons)

Specific features of and differences between a word processor and DTP, A word processor and DTP, Use features of different software packages to organise and present information (1)Presentation software (1)Web design software (.5) Software for audio, DVD and video players (.5) Podcast (1)

3.2.6 Graphics production and image manipulation (0.5 lesson)

Specific features of graphics manipulation software (.5)3.2.7 Spreadsheets and modelling software (1.5 lessons)

Types of data (Common to spreadsheets and databases) (.5)Specific features of a spreadsheet (.5) Formulae and functions (.5)

Block 3

3.2.7 Spreadsheets and modelling software – cont.Modelling (2)

3.2.8 Databases

Data structures (.5)Collect/enter data to a database (1) Specific features of a database (1.5) Everyday tasks for databases (1) Data redundancy (.5)Outputs (.5) Mail merging (.5)3.2.9 Web browsing and e-mail

(1 lesson)Web browser and search engine (.5) E-mail (.5)3.2.10 Web logs and social networking

(1 lesson)Web logs (.5) Social networking software (.5)3.2.11 Data logging and control software

(2.5 lessons)Data logging (1) Controlling devices (1) Control-feedback loop


(12 lessons)

(4.5 lessons)

(4 lessons)

(2 lessons)

(1.5 lessons)


Block 4

3.3.1 Legal issuesData Protection Act (2) Computer Misuse Act (1) Copyright law (.5)Health and Safety issues at work (1)

3.3.2 Social and economic issuesChanging pattern of commerce and industry due to increased use of ICT (1)Changing pattern of employment due to increased use of ICT (1)Acceptable ICT use (.5) Responsible behaviour online (.5) Social and personal effects of ICT, Accessibility, Sustainability andre-cycling (1)

3.3.3 Political, ethical and environmental issues

Political and ethical issues (1)Using ICT to monitor and minimise harmful effects on the environment (.5)

Impact of ICT on different peoples (.5)

3.4.1 Collaborative workingCollaboration, Collaborative working processes (.5)Video/ teleconferencing, Collaborative situations and software (.5) Sharing information and online safety, Advantages anddisadvantages of collaborative home working (.5)

(12 lessons)

(11 lessons)(5 lessons)(6 lessons)

(1 lesson)(12 lessons)

(12 lessons)(12 lessons)

(12 lessons)


Controlled AssessmentControlled Assessment Unit 2 (3 blocks of 12 lessons including teaching/practice/preparation time)Controlled Assessment may be taught in chunks interspersed with candidates working independently on sections of the unit. The centre decides whether all candidates present their work on paper or electronically (on CD-ROM/DVD).

Block 5

Teaching and preparationTeaching and preparation for Unit 2 (5) Practice unit 2 (6)

Candidates start working through Unit 2Candidates working through Unit

2 (1)

Block 6

Unit 2Candidates working through Unit 2 (12)

Block 7

Unit 2Candidates working through Unit 2 (12)


Controlled Assessment Unit 3 (3 blocks of 12 lessons including teaching/practice/preparation time)Controlled Assessment may be taught in chunks interspersed with candidates working independently on sections of the unit. The centre decides whether all candidates present their work on paper or electronically (on CD-ROM/DVD).

Block 8 (12 lessons)Teaching and preparation

Teaching and preparation for Unit 3 (5) (5 lessons)Practice unit 3 (6) (6 lessons)

Candidates start working through Unit 3Block 9 (12 lessons)Unit 2

Candidates working through Unit 3 (12) (12 lessons)

Block 10 (12 lessons)Unit 2

Candidates working through Unit 3 (12) (12 lessons)

SpecificationContentJoint teaching o

Learning Outcomes andI ndicative ex am ple(s)

Suggested tim

ing(lessons)

Possible teaching and Learning ActivitiesHomework

Resource Examination‘hints and tips’

3.1.1 Computer Systems and mobile technologies

e Mobile technologies Describe the differences between mobile digital devices in terms of portability, performance, storage, connectivity and applications.

Laptops/net books, smart mobile phones, palmtops, PDAs and multi- function devices

1 An initial view of the devices ‘brought into’ the lesson.In groups, students are given a different mobile technology to research. Need to find‘the advantages and disadvantages of each one, who would use it, what for, how long for, how well it would work’ and present it back to the class.

Homework: complete report on ‘advantages and disadvantages’

As a discussion point allow students to see laptops, netbooks, smart phones, PDAs and MP3/4 playersResearch on Google or Apple websites

i. Know best mobile device to keep in touch with your officeii. Know 3 features of a smart phoneiii. Know what makes smart phones

Reference


Block 1Total Lessons – 8.5

Current and Emerging Technologies

The Unit view

Candidates should demonstrate their knowledge and understanding of the function, purpose and organisation of the hardware and sub-systems used in a wide range of ICT systems and applications. They should also show their understanding of the impact that the use of such technologies has on individuals, organisations and society. Candidates should be encouraged to keep up-to-date with emerging technologies throughout the duration of their course.

To introduce each block of work it is proposed that a particularly exciting aspect of the content is used. This is to motivate students and to include their prior learning and knowledge and to involve them in their learning. The Scheme of Work assumes that a lesson structure will be Starter, Main and Plenary but focuses on the Main part of the lesson. Typically, centres will have lessons which last between 45 and 60 minutes.

Reference

SpecificationContentJoint teaching opportunities


Suggested tim

ing(lessons)



3.1.1 Computer Systems and mobile technologies

a Hardware,

b Types of

hardware c

Software

Students can define and know the difference between hardware and software.

0.5 Students to define and ‘mind map’ hardware and software types.

List a range of microprocessor technology and colour code if it is used at home, in everyday life and/or in the workplace.

Watch BBC Bitesize ‘ICT systems/ Evaluation of hardware and software’

Make a quiz with the Exampro CD

Know that hardware is a device (computer) and that software is a set of instructions (program)

d Personal and commercial computer systems

Identify the main components of a general purpose computer (desktop computer)

Central Processing Unit, main/internal memory, mother board, sound card

0.5 Teacher to identify and demonstrate the main computer components to the class using a computer with visible components.

Homework: Students to find a computer image on the Internet, insert into a word document and list the where the main component parts are.

A computer with visible components

Know that computer speed is determined by a combination of CPU power, amount of memory, graphics card and hard disk


Reference



Suggested tim

ing(lessons)



3.1.1 Computer Systems and mobile technologies (cont.)

f Using computer systems

Joint teaching withFunctional Skills

Know the correct procedures to start and shutdown.

Log on, log off and use shut-down menu

0.5 Create a wiki of common ICT faults associated with logging on/off and how to solve them.

(A wiki is a website that allows the easy creation and editing of any number of interlinked web pages. You can create a wiki through your VLE.)

VLE/Intranet Know obvious actions to take in the case of logging on/off

g Identify ICT problems and solve errors


Identify ICT problems and take appropriate actions

Software freeze, error dialogues, storage full, paper jam and un- installing software

0.5 Class discussion about ‘what can go wrong when working with a computer at school and athome?’

Homework: Students to write a report on common ICT problems and how to deal with them

Prepared worksheet with images of ICT problems for students to identify

Know obvious actions to take in the case of an ICT‘problem’

h Emerging technologies

Know how emerging technologies affect the way in which people and organisations operate and work together

0.5

revisit when

relevant

In groups students research a new technology(can be a new technology for a business,hospital or the environment) They have to ‘pitch’the new technology back to the class.

Keep a class blog on the emerging technologies

VLE and class blog

Understand that online stores and working practices are affected by emerging t


Reference



Suggested tim

ing



3.1.2 Computer input and output devices

a Input devices (common and specialist)

b know the advantages and disadvantages of different types of input devices

Input devices:

Keyboard and specialised keyboard, mouse, joystick, tracker ball, touch pad, microphone (voice input), remote control, scanner, digital/video camera, web cam, touch screen, interactive white board, magnetic stripe, sensorBar-code reader, OMR reader, OCR reader, graphics tablet and midi instrument

Identify when suitable uses of the input devices in 3.1.2a above are appropriate, stating the advantages and disadvantages of each to people and organisations

0.5 Teacher to define input device and demonstrate some examples.

Homework: Students to answer questions fromExampro on input devices

Student to produce a short PowerPoint presentation of the examples and research some advantages and disadvantages of each to people and organisations. Have a class discussion on the research.

Watch BBC Bitesize‘Hardware/Input devices, processing and output devices’

Know 3 input devices (e.g. mouse, keyboard and scanner)

Know advantages/ disadvantagesc Output

devices (common and specialist)

Describe the use of range of common and specialised output devices.

Monitor/screen, printers (laser, inkjet), speakers and digital projectorPlotters, actuators, lights, buzzers, robotic arms and computerised- motors

0.5 Teacher to define output device and demonstrate some examples.

Homework: Students to answer questions fromExampro on output devices

Examples of output device questions are provided on the Exampro CD.

Know 3 output devices (e.g. screen, printer and speaker)


Reference



Suggested tim

ing(lessons)



3.1.2 Computer input and output devices (cont.)

d know the advantages and disadvantages of different types of output devices

Identify when suitable uses of the input devices in 3.1.2c above are appropriate, stating the advantages and disadvantages of each topeople and organisations

with p

revious lesson

Student to produce a short PowerPoint presentation of the examples and research some advantages and disadvantages of each to people and organisations. Have a class discussion on the research.

Specimen Unit 1 written examination paper question

Know which output devices produce‘hardcopy’ and which are interactive

3.1.3 Storage devices and media

a Types of memory i. Describe types of memory: ROM, RAM, printer buffers; units of memory.

ii. Identify the difference between RAM and ROM, describing their uses in computers and mobile devices.

Examples: Units of memory: byte, Kilobyte (Kb), Megabyte (Mb), Gigabyte Gb),Terabyte (Tb)

1 Teacher to define memory, why it is needed and its effect on a computer system. Units of memory. ROM, RAM, volatile and permanent.

Homework: Students to answer questions fromExampro on types of memory

Watch BBC Bitesize‘Hardware/Data storage’

i Know RAM is volatile and used for storing work whilst using computer

ii Know that ROM is permanent and stores boot up i


Reference



Suggested tim

ing (lessons)

Possible teaching and LearningActivitiesHomework


3.1.3 Storage devices and media (cont.)

b

Backing/Secondary storage devices and media of different types

Joint teaching with

i. Define ‘backup’ and describe the need for taking backups of data/programs and keeping them safe and describe common backing storage media.

Backing storage media: memory stick, CD-ROM, DVD-ROM, hard disk, cartridges, flash memory, solid state disks

ii. Describe the advantages and disadvantages of virtual memory and online storage, online imaging/ photographic management and sharing sites

iii. Insert, label store and remove media safely

with p

revious lesson

with p

revious lesson

Create a diagram of the types of storage devices and media – memory stick, CD-ROM, DVD-ROM, cartridges, flash memory, disks. When is each used and why?

Homework: Students to answer questions from Exampro on memory/storage devices

Split class into half to study online/local storage (outlining the advantages and disadvantages of each) and present to each other.

Preparation for electronic submission of controlled

Watch BBC Bitesize‘Hardware/Data storage’

Verbal presentation

Blank CD-ROM/

Know when it is appropriate to use memory stick, disk, CD- ROM or flash memory

Know that online storage is used forvery large files and for backup

c Impact of using storage devices

Identify suitable uses of storage devices, stating the advantages and disadvantages of each to people and organisations

Students role play different people and organisations and as a class identify what would be the best storage device for them.

Prepared cards listing a different person or organisation

Know which device is suitable for specific


Reference



Suggested tim

ing (lessons)



3.1.4 Communications and entertainment

a

Communications networks

i. Identify the advantages and disadvantages of using common network environments (the Internet) and methods of connecting them

ii. Define LAN and WAN and describe the difference between them

iii. Identify the need for encryption and authentication when using common network environments like the

0.5 Consider advantages and disadvantages of using some common networks (the Internet).

Mind map the different methods of connecting to the Internet – broadband, dial-up, etc. Colour code the advantages and disadvantages of each.

List the differences between LAN and WAN, and implications of these.

Homework: Students to answer questions fromExampro on LAN and WANs

Research and discuss encryption and authentication – how do they work, and

Watch BBC Bitesize‘Networks and communications/The Internet’

Watch BBC Bitesize‘Networks andcommunications/ What is a network?’

Know 2 advantages of broadband connection

Know LAN is confined to a room/building

Know encryption is for safe data b Communication

devices and media

Identify the use of a variety of communication devices/media

Examples: Communications devices: telephones, SMS (texting), instant messaging, fax, e-mail, chat rooms, forums, bulletin boards, VoIP/ Internet telephone and

0.5 Look in depth at three different communication devices for personal use e.g. Twitter, Facebook, SMS (texting).

Look in depth at three different communication devices for business use e.g. e-mail, forums, VoIP/Internet telephone (Skype)

Access to appropriate Internet sites and e-mail (for this lesson)

Know advantages of telephone, SMS, instant messaging, fax, e-mail


Reference



Suggested tim

ing (lessons)



3.1.4 Communications and entertainment (cont.)

c Network devices Describe network devices using communications systems to access the Internet

Examples: Network devices: broadband, dial–up modem, mobile device, file server, print server and e-mail server

0.5 Find images of the types of server: file server, print server, and e-mail server. Make notes of the uses and impact of each. Discuss different network devices and research different people’s perspective on each one.

Class visit to server room to be shown around by one of the tech support team.

Watch BBC Bitesize‘Networks and communications/The Internet’

Understand the difference between broadband and dial-up connections

d Entertainment systems

i. Describe the use of a range of entertainment systems.Entertainment systems: TV (terrestrial, digital, cable, broadband), radio, video, film and music streaming; games consoles, integrated entertainment systemsEntertainment processes:computer streaming of a varietyof entertainment forms, digital TVrecording (on hard disk) paused, re-started and acting in real timeii. Describe the advantages and disadvantages of media downloads/ streaming to different entertainment

0.5 Discussion of the range of entertainment systems now available, including digital TV, cable, satellite, streaming of radio and TV.

Make a list of the advantages and disadvantages of media downloads and streamingHomework: Students to answer questions from specimen question paper

Specimen Unit 1 written examination paper question

Know 3 features of an integrated entertainment system

Know at least 2 advantages/ disadvantages of media downloads/ streaming



SpecificationContentJoint teaching o


Suggested tim

ing



3.1.4 Communications and entertainment (cont.)

e Reliability of information

Joint teaching with Functional Skills

i Discuss issues relating to information found on the Internet

ii Recognise and evaluate the fitness for purpose of information found in terms of relevance, accuracy, and currency of information and consider the intention and authority of the provider.

0.5 Understand that websites are not checked in the same way that a reference book is (e.g. Wikipedia V Britannica)

Not automatically taking information presented on the Internet as correct or truthful (take aWiki reference and analyse it). Cross referencing information from different websites forrelevance, accuracy, and currency.

Internet

Printouts from websites. Ask class which

Prepare for questions on issues relating to Internet informationAdvantages/ disadvantages of a Wiki as a source of reference

f Impact of communications technology

i Discuss the impact which communications and entertainment technology has on people, organisations and society – Wireless (WiFi, Bluetooth) and wired networks; speed and column of data transferred and bandwidth

ii Discuss the problems of confidentiality of data and of respecting confidentiality – Use of cookies for transaction trackingiii Know how developing communications systems affect the way in which people converse and keep in contact

0.5 Consideration of the impact of communicationon society, how the new communication systems affect the way in which society keeps in contact and works together. E.g. WiFi, Bluetooth, comparison of wireless and wired networks.Homework: Students have to create a report offering advice to a new business (who has international clients) on what communication systems they should use. The report needs to outline the advantages and uses of they system (s) they recommend.

Wikipedia1

[1work students should be aware of the benefits and drawbacks of using an up-to- date encyclopaedia]

Wikipedia

Prepare for an essay question on impact of communication technology

Know the purpose of a cookie

Know about contacting people with similar/

Reference

From earlier

Specification ContentJoint teaching o


Suggested tim

ing(lessons)



3.2.1 Systems life cycle

Systems life cycle i. Understand the purpose of feasibility studies (by the use of interviews, questionnaires and observation) in the analysis of existing or new systems

ii. Understand the purpose and nature of and use evaluation criteria

iii. Identify the stages of the systems life cycle, feasibility study; systems analysis; design of a problem (plans for construction and testing of new system); implementation; system testing; user training and documentation; evaluation and monitoring; maintenance. Know the systems

1 In groups, students create a ‘new system idea’ and have to research what feasibility studies they will do and present to the class.

Understand it is a method of checking what has been achieved against what was proposed

Create a diagram with explanations:• The idea of the cycle as part of

the development of a system• The Systems life cycle

stages• How each of the stages will be

carried out and by whom.As a class, decide a company and system

Watch BBC Bitesize ‘ICT systems/ Implementing a new computer system’Evaluation inUnit 2

Go through Unit2 CandidateBooklet (pages3-5) on the ICT Resource Zonewww.aqa.org.uk/ictzone

Know the differences between interviews, questionnaires, observationUnderstand evaluation criteriaKnow the sequence for the Systems Life Cycle:A, D, I, T, E

Reference


Block 1 (cont.)Total Lessons – 3.5 lessons

A range of ICT tools and techniquesCandidates should demonstrate skills in, and show knowledge and understanding of, the use of ICT to find, collect, process and present information. These skills should be developed to meet particular needs and to solve problems. The skills are the analysis, design, documentation, implementation, testing and evaluation of effective working ICT systems for use by the candidates and others.



Suggested tim

ing(lessons)



3.2.2 Working with information to solve problems

a Information and data Joint teaching with Functional Skills

i. Describe the distinction between information and data

[This material may have been covered at KS3, in which case it may not be necessary to repeat here]

ii. Describe the link between input, storage, output, processing and feedback needed by an information system

0.5 Provide examples of information and data and ask students to say which is which.

Homework: students to answer questions fromExampro on information and data

Concepts of input, output and processing within an information system. Magazine: story typed, photos taken; organised on

Watch BBC Bitesize – Data,

and knowledge

Publishing a magazine

Know data has no meaning (e.g. 4) Information has a context or meaning (e.g. 4 doors)

Know feedback is needed to revise/amend a system

b Finding, selecting and using informationJoint teaching withFunctional Skills

i. Use discrimination in selecting and using appropriate sources of ICT- based and other forms of information, which match requirements

ii. Understand the need for precision in framing questions, when translating enquiries expressed in‘ordinary language’ into a form required by search engines

iii. Use and refine search conditions, when designing queries, to select relevant information using multiple search criteria and relational

0.5 [This material may have been covered at KS3, in which case it may not be necessary to repeat here]

Worksheet containing a series of questions with‘vague’ criteria. Ask students to try to find the answers using searches on the Internet[This material may have been covered at KS3, in which case it may not be necessary to repeat here]

Carry out different searches on the Internet using: ‘greater than’, ‘less

Wikipedia

Worksheet

Access to the Internet to practice search techniques

Know advantages/ disadvantages of a Wiki as a source of reference

Know how to frame questions from ordinary language into a form required by search engines

Know that AND, OR and NOT are logical operators

Reference


information

Reference



Suggested tim

ing(lessons)



3.2.2 Working with information to solve problems (cont.)c Quality of

information and/or dataJoint teaching withFunctional Skills

i. Evaluate and question the accuracy and plausibility of informationInformation from websites

1 Printout information from a website (e.g. www.rollingstone.com). Ask students to comment on its accuracy or plausibility

Internet websites

Know advantages/ disadvantages of a Wiki as a source of referenceii. Ensure the accuracy

and plausibility of informationUses and limitations of spelling and grammar checkers

Set a test piece of ‘text’ which tests students understanding of correct use of a spell checker

Using word processor’s spell checker

Know limitations of spelling and grammar checkers

iii. Describe methods of error detection (verification and validation techniques) of data during the input stage

Explain the difference between input checks of Verification (visual and double entry check) and Validation checks on data (such as range checks, type checks, presence checks, look-up lists)

Use BBC Bitesize ‘Data validation and verification’

KnowVerify = check accuracyValidate = check sensible

d Data collection/capture methodsJoint teaching withFunctional Skills

i. Describe and identify common uses of different data collection methodsMethods: data capture form, questionnaire, online form, chip and PIN, OMR, bar code reader, magnetic stripe card, voicerecognition (security entry systems), biometrics and RFID tagii. Describe comparative advantages and disadvantages of using a range of different data collection methods above

0.5 Produce a diagram of the common data collection methods – data capture form, questionnaire, chip and PIN, OMR. Bar codes, etc. List the advantages and disadvantages of each of these.Homework: produce a data capture form for a member of a health club

Know which data collection method is suitable in which circumstancesHomework: set questions on suitable data collection methods

Use BBC Bitesize‘Databases and data capture’

Know how to produce a data capture form (correct number of boxes)

Know 2 advantages/ disadvantages of different data collection methods


Reference

Block 2 (A range of ICT tools and techniques cont.)Total Lessons -12 lessons



Suggested tim

ing(lessons)



3.2.2 Working with information to solve problems (cont.)

e Reviewing and modifying work


i. Work accurately and proof read, using software facilities where appropriate

ii. Understand that work is reviewed and modified as it is produced, using drafts, to ensure it is fit for purpose and that the meaning is clear. It is reviewed critically against the initial plan and the feedback of others to inform future work and judgements

0.5 Class to review and modify 2 documents prepared by the teacher – electronic word processed document and printed document

Homework: produce a poster for a Purple Spiders concert (from Specimen Unit 2 Candidate Booklet)Provide a plan of what the poster MUST contain. In groups class to review and modify each person’s poster against the plan

Electronic document; printed document

Publishing softwareWord p

Know manual and software methods of modifying and reviewing workKnow the need to review and modify work and to review

f Presenting information in ways that are fit for purpose and audience


i. Understand the purposes of presentations

ii. Appropriately bring together and organise information to produce a poster, newsletter, web page or multimedia presentation

1 Understand the purpose of presentations: visual (on screen and as hard copy) and multi-sensory (in multimedia presentations). The differences between them and circumstances in which they would be used.

Know about information types: images, text of different forms/from different sources: text alignment, captions, audio, video and charts.Homework: combine on a presentation slide ‘about welcoming new students to the school’ in a variety offorms of information

Exampro questions of Presentations

SpecimenUnit 2 website for PurpleSpiders

Know multimedia presentations are interactive, capture attention, etcKnow how to combine work for Report in Unit 3


Reference



Suggested tim

ing(lessons)


Resource Examination ‘hints and tips’


f(cont.)

iii. Present information in ways which are sensitive to the needs of particular audiences and the purposes of the presentation

with p

revious lesson

Students to produce a 5-screen presentation to cover the acceptable use of ICT whether in school, at home or in a business. Students are given different audiences – over 75’s, children under 10 and business people.

Presentation software

Know needs of audience are critical in presenting information

iv. Produce information that is relevant and fit for purpose and audience, using accepted layouts and conventions where appropriate. Consider content, readability, visual impact, detail, consistent layout and complexity

Produce a report to the Headteacher requesting that ‘Year 10 students are allowed to wear non uniform, on days when a charity event is organised’.

Understand the different forms in which information may be presented: letter, essay, memo, report, poster, newsletter, leaflet, flyer, brochure, web page, magazine, business card and multi-media presentation

Word processorPublishing softwarePresentation

Know acceptable layouts/conventions for different forms of information

g Sharing and exchanging informationelectronicallyJoint teaching withFunctional Skills

i. Understand that data can be transferred within and between applications, using file sharing websites and virtual learning environmentsii. Use and give reasons for file compression when transferring files

0.5 Create a diagram of all the ways you cantransfer information: import and export data, file attachments, photo–sharing websites

Carry out compression techniques: zip and unzip

Homework: set questions on file

GraphicsFlow chart software

‘Zip’ program

Know about 2 methods of data transfer

Know that file compression is needed when transferringlarge files


Reference



Suggested tim

ing(lessons)




h Evaluate the effectiveness of ICT tools to meet needsJoint teaching withFunctional Skills

Evaluate the effectiveness of ICTtools to meet needs.

Time constraints, convenience, quality of presentation, range of facilities, versatility, transferability of information into other formats, cost and Internet connection speed

0.5 Know there are various tools needed and constraints which have to be overcome to have an effective outcome. All need to be planned to ensure this.

In groups, plan how to ensure that a small village in a ‘3rd world’ country was able to have free access to clean water

Word processorPublishing software

Know time constraints, convenience, cost and quality of presentation effect meeting users needs

3.2.3 Operating systems and user interfacesa Operating Systems i. Understand that Operating

Systems control file operations

File operations; save, load, delete, copy, and rename

ii. Understand the need for different types of Operating Systems and methods

Types of OS: interactive, multi- tasking, real-time, online and multi- user

0.5 Explain the concept of an operating system as something which controls the way in which the computer works. Create a mind map on what an Operating System can carry out on file, such as load, copy, save, delete.

Discuss some different types of OS: interactive, multi-tasking, real-time, online, and multi-user. Students to research an example of each of these.Homework: Students to answer questions fromExampro on Operating Systems

Mind mappingGraphics software

Internet access

Know common file operations are controlled by the OS

Know 3 different types of OS: interactive, multi-tasking, real-time


ReferenceReference



Suggested tim

ing



3.2.3 Operating systems and user interfaces (cont.)

b User interface


i. Describe a GUI with customisation, resolution, desktop contrast, adjust volume, set date and time e.g. GUI features: icon, menu, submenu, pointer, buttons, hyperlinks

ii. Explain how to select, use and adjust user interface features/ system features to meet needs.

1 Provide a description of the two main types – Graphic User Interface (GUI) and Menu User Interface with examples of each.[This material may have been covered at KS3, in which case it may not be necessary to repeat here]

Students to mind map the features, components and usage of each using colour to highlight the advantages and disadvantages of each one

Watch BBC Bitesize‘Software/UserInterfaces’

Mind mappingGraphics s

Know a GUI has colour, sound, ease of use, consistent navigation

Know a user can adjust GUI’s colour, sound, etc. to meet

iii. Describe a Menu User Interface with features of ease of use and restriction of options to those needed.

Students to research a ‘real life’ example of the use of each interface.

Mobile phone, BBC iPlayer

Know: Menu User Interface restricts choices

c File/folder organisation


i. Describe the management and organisation of files and file operations

File management of: folders, subfolders, filenames, file types, paths, create new file, save, save as, open, close, rename, delete, move, copy, download filesii. Understand the implications of very large filesKnow types of large files, for example. graphic, music, photographic andvideo files

0.5 Students to create an efficient set of folders in which they will store work for this course. Teacher to direct students on the structure most appropriate to school policy and to meet requirements of Controlled Assessment Unit 3.

Homework: ask ‘What files take up most space on your home computer’s hard disk?’

Windows explorer (or similar)

A class photo taken by school digital camera

Know about folders and subfolders, file naming conventions and version numbering

Know problems associated with large files



Suggested tim

ingPossible teaching and Learning ActivitiesHomework



3.2.3 Operating systems and user interfaces (cont.)

c(cont.)

iii. Understand how encoding data in a suitable format affects file size and ease of data entry and retrieval

[This material may have been covered at KS3, in which case it may

not be necessary to repeat here]

0.5 Create a simple spreadsheet file by entering the names of 3 well known bandsEnter the Initials of students in the class. In pairs: ask one student to put a code to represent the band the students in the class like most. Ask the other to type the name of the band each time (NOT to copy).Ask ‘Is this quicker to enter a code? Does a code reduce errors? Is the ‘code’ file smaller when saved?

Spreadsheet Know encoding is quicker to enter data; reduce errors; makes stored files smaller

3.2.4 Applications software

a Use of applications software

Understand that applications software is designed to carry out user-related tasks to solve problems. Make informed decisions, select and use software applications to meet needs, solve problems and be aware of their implications for others

0.5 Make a list of common applications software by type NOT ‘branded’ name

Homework: students to answer questions from Exampro on appropriate software for different situations

Word processor Know applications software is designed to carry out user-related tasks to solve problems

b Proprietary and open source software

Know the advantages and disadvantages of proprietary software versus open source software

Understand that it is not just Microsoft Office V Open Office. Proprietary costs money and offers a huge range of reliable support and upgrades. Open source software is ‘free’ but offers less reliable support

Research the variety of word processors available on the Internet

Know advantages and disadvantages of proprietary software V open source software


Reference



Suggested tim

ing(lessons)



3.2.4 Applications software (cont.)

c Hosted applications Know the advantages and disadvantages of using hosted applications compared to locally installed applications

with p

revious lesson

Compare hosted/locally installed applications. Hosted have advantages of automatic upgrades, use anywhere that has Internet access; easy to manage; secure against viruses. Localinstallation means must use the machine installed on; arrange own upgrades/virus

Internet research

Know hosted means use anywhere anytime

d Generic features of software (appearing as reasonably common features in most software packages)

Understand, and have experienced the use of, a range of generic features of a variety of software types, to enter, organise and develop information[This material may have been covered at KS3, in which case it may not be necessary to repeat here]

0.5 Use a word processing task to incorporate as many features shown below as possible:

Generic features: enter and format text to maximise clarity and enhance presentation: select, copy, cut and paste, fonts; font/text size, style (emboldening, italics, underlining) and colour, drag and drop, undoand redo, find and replace, zoom, wordart (or similar),wizards, help, print and print preview; appropriate page layout, margins, headers and footers, alignment (horizontal and vertical text) and justification (left/ right/full justification, centring), orientation (portrait and landscape), page breaks, page numbering, templates; insert text boxes, obtain, insert, resize, crop and position images that are fit for purpose (i.e. clipart, photo and scanned

Review the File, Edit, Insert & Format menus and toolbars in common software (e.g. word processor)

Know text size, colour, style features; alignment and justification; templates and text boxes


Reference



Suggested tim

ing (lessons)



3.2.5 Word processing, DTP, web design and other presentation software

a Specific features of and differences between a word processor andDTP

Identify the common features found in word processors, DTP and other common features found in word processors, DTP and other presentation software, to enter, organise, develop, refine and format information

1 Separately use a word processor and DTP software to incorporate an image of a famous person with a brief life-story about them[This material may have been covered at KS3, in which case it may not be necessary to repeat here]

Watch BBC Bitesize‘Software/Word processing and

Know wide range of common features to enter, organise, develop, refine and format

b A word processor andDTP

Explain the distinction between word processors and DTP

As the distinction between them merges, know that WP handles text, DTP handles text and graphics using frames


Know WP for text, DTP for text and graphics

c Use features of different software packages to organise and present information

Identify tasks and use features of word processors and DTP in order to create documents

Produce a letter to the school kitchen asking for salad every Friday.Produce a poster to inform your class that you have done this (must include an image)Homework: students to answer questions fromExampro on suitable software to use


Know features of different software packages to organise and present information


Reference



Suggested tim

ing (lessons)



3.2.5 Word processing, DTP, web design and other presentation software (cont.)

d Presentation software i. In addition to generic features, understand that presentation software used should allow a range of features.

Presentation software features: insert slide, enter and edit slide content, buttons and other hyperlinks; sound effects,animation, layouts, colour schemes, slide transitions, timing, print handouts and view slide showii. Understand that interactive and multimedia presentations combine textual, graphical or

1 Create an 3 page interactive presentation of news about your class showing links between pages[This material may have been covered at KS3, in which case it may not be necessary to repeat here]

A presentation about your ICT course combining work produced in spreadsheet, text anddatabase forms



Know at least 5 features of Presentation software

Know multimedia = many forms of information

e Web design software In addition to generic features, understand the features of web design software to design pages and links between them

Web design features: master pages, hotspot, hyperlink, navigation bar, templates and layout guides, forms, marquee, animation, flash tools,RSS feed, counters and conversion to HTML

0.5 Look at the BBC home page which shows many of the features needed

Homework: students to answer questions fromExampro on web design software

www.bbc.co.uk Know web design software has master pages,hotspots, hyperlinks,navigation bar,templates


Reference



Suggested tim

ing (lessons)



3.2.5 Word processing, DTP, web design and other presentation software (cont.)

f Software for audio, DVD

and video players

Understand this software may be used to allow a range of features

Audio/video software features: volume adjustment, mute, play, pause, forward/ fast forward, backward/reverse, start, stop, end, playlist, subtitles, music downloads and streaming

0.5 Use BBC iPlayer which shows many of the features needed

www.bbc.co.uk/i player

Know 3 features of audio/video software

g Podcast Understand the use and purpose of a podcast

0.5 As a class create or look at podcasts – could choose a common topic

Use podbean.comor other free podcast hosting sites

Know a podcast= a series of digital mediafiles availablefor download

3.2.6 Graphics production and image manipulation

Specific features of graphics manipulation software

Identify specific features of basic graphics packages e.g. erase, fill with colour, pick colour, choose pencil, brush and airbrush

Identify tasks which can be carried out using graphics packages (morphing).

1 Produce a new food packaging label for a yogurt or canned food – need to use the different graphic features.

Show examples of what different graphic packages can create

Watch BBC Bitesize‘Software/ Graphicssoftware’Morphing appeared in the Michael

Know at least 3 features: fill with colour, choose pencil, brush or airbrush


Reference



Suggested tim

ing (lessons)



3.2.7 Spreadsheets and modelling software

a Types of data (Common to spreadsheets and databases)

i. Identify different data typesData types: alphanumeric/text, date/time, limited choice (drop down list, radio buttons, tick lists), object, logical/Boolean (Yes/No, Male/Female)

ii. Know about formatting a variety of cell types

1 Demonstrate spreadsheet cells with different data types: number formats (integer, currency, percentages, decimal places and fraction)

Create a spreadsheet of classes for year 10 (male, female, class numbers, teacher’s name etc) and use format techniques on cells: font formats (style, size, colour), text alignment (horizontal and vertical), text wrap, merging cells,

Spreadsheet program

Spreadsheet program

Know cell references are Column/Row (e.g. A7)

Know at least 3 methods of formatting cells (e.g. font style, size and colour)

b Specific features of aspreadsheet

Describe the use of a range of specific features of spreadsheet software, that enter, develop and organise numerical information that is fit for purposeSpreadsheet software features: show structure of worksheet (formulae/ functions), sorting rows/ columns, graph/chart creation and development to suit numerical information (bar chart, pie chart, line graph, scattergram and the use of scales, a title, axis title and key/legend), layout of worksheets and linked sheets

Create a set of ‘exam’ results to show spreadsheet features about cells: cell references, rows, columns (and their height and width),show row/column labels, enter and edit cellcontent, cell gridlines, cell ranges, replication

Demonstrate spreadsheet to show: merging cells, formulae, functions and automatic recalculation

Homework: set a spreadsheet to test knowledge of spreadsheet

Spreadsheet programThere are downloadable worksheets on www.teach- ICT.com

Know cell references are Column/Row (e.g. A7)


Reference



Suggested tim

ing(lessons)



3.2.7 Spreadsheets and modelling software (cont.)

c Formulae and functions

Understand the use of a range of common formulae and functions, relative and absolute cell referencesFunctions: COUNT and LOOKUP

0.5 Use ‘exam’ spreadsheet where students have to use:Formulae: +, – , * , /Functions: SUM, AVERAGE, ROUND, ROUNDUP, IF, MAX, MIN, RANK

Spreadsheet program

Know SUM, AVERAGE, MAX/MIN functions


Reference

Block 3 (A range of ICT tools and techniques cont.)Total Lessons - 12 lessons



Suggested tim

ing(lessons)



3.2.7 Spreadsheets and modelling software (cont.)

d Modelling i. Understand how to model situationsii. Describe how a model may be used to answer ‘what if’ questions and explain the benefit of beingable to answer such questions using a model

2

Use Specimen Unit 2 model ‘Purple Spiders tour’as an example

Watch BBC Bitesize – Modelling with Spreadsheets

Know modelling is: change data, check result, continue until appropriate result obtained

3.2.8 Databases

a Data structures i. Understand the structure of information and the concept of a database as a collection of stored data organised into files or data tables (flat file and relational databases)ii. Understand that relational databases reduce data redundancy

0.5 [This material may have been covered at KS3, in which case it may not be necessary to repeat here]

Create a database using a previous AQA specification ‘A’ Assignment, which demonstrates data redundancy

Watch BBC Bitesize ‘Data, information and knowledge’

Database program

Know a database is stored data organised into files

Know relational database = less entry time, fewer entry errors

b Collect/enter data to a database

Create and use database input form(s) to enter and edit records

1 Create a database input form to enter new data

Watch BBC Bitesize‘Databases and data

Know how to design a database input form


ReferenceReference



Suggested tim

ing(lessons)



3.2.8 Databases (cont.)

c Specific features of a database

Know that the software should allow the use of a range of specific features

Database software features: insert/delete field/ record, enter and edit field contents, organise and select records, , control the content and format of reports by selectionof fields, use of headings, header and footer, creation anddevelopment of charts/graphs

1.5 Use a previous AQA Assignment as an exampleto demonstrate: field (column) and record (row), field names, key field (unique), primary key, file; database, view database structure

Homework: students to answer questions fromExampro on databases

AQA (2009-2011) specification ‘A’ Assignment Task3

Know how to search for records and how to present database reports

d Everyday tasks for databases

Organise data, add new data, amend existing data, delete redundant data, select/search/ filter records, sort on one or more fields and merge data. Sort: in ascending and descending order

1 Present students with a database (or use earlier one) and ask them to make changes – add new/delete/amend record

Database program

Know how to sort in ascending/ descending order

e Data redundancy Explain how linking data tables can reduce the duplication of data, making it simpler to keep information up to date andincreasing the accuracy/ consistencyof data

0.5 Create a database of brothers and sisters at school, which demonstrates data redundancy

Database program

Know relational database = less entry time, fewer entry errors, linked tables



Suggested tim

ing(lessons)




3.2.8 Databases (cont.)

f Outputs Explain that data can be extracted from a database to produce many different types of reports and that data from different files in a database can be used to produce a single report

1

Create some reports/mail merge letters from the brothers and sisters database

Database program

Know reports can present information in any order

g Mail merging Understand how fields from a database may be included in a variety of documentsMail merge documents: letter, invoice, payslip, membership card and name badge

Database program

Know documents using data from a database are called ‘mail merge’


Reference



Suggested tim

ing(lessons)



3.2.9 Web browsing and e-maila Web browser

and search engineJoint teaching with Functional Skills

i. Understand that to access, navigate and search Internet sources of information purposely and effectively, the software used should allow these featuresEnter web address, web/internet portals, web/Internet browser, home page, navigate, refresh, stop, block‘pop-ups’, phishing filters, favourites,save and use bookmarks, links to other sourcesii. Understand the role of an ISP and commonly used Internet protocolsExamples such as POP (Post

0.5 [This material may have been covered at KS3, in which case it may not be necessary to repeat here]Produce a worksheet which contains the following: a web portal (provides access to a range of other websites by acting as a gateway to them), navigation links, refreshing/stopping a page button, blocking ‘pop-ups’, phishing filter, favourites. Ask students to identify them

Know an ISP (Internet Service Provider) is a company which offers access to the Internet and other services such as email, website hosting, news and information. Know protocols such as POP and SMTP

Worksheet on Internet software

Internet

Know about blocking ‘pop-ups, phishing filters and bookmarking pages

Know an ISP manages Internet access for users

b e-mail i. Understand that e-mail software used should include features that allow a user to create, access, read and respond appropriately to e-mails

ii. Manage efficient storage of ICT- based communications, attachments and contact addresses

0.5 Manage suitable e-mail activities in the centree-mail software features: send and receive messages using mailbox/inbox, outbox, e-mail address, create, access, read, reply, forward e-mails, communicate using - from, send to, cc, bcc, subject and content fields, addand open attachments, add signatures and use appropriate language/style to suit audience

Manage e-mail: create and maintain e-mail folders, delete e-mails, add, amend and delete contact entries, update mailing lists, manage junk mail (spam) and use spam filter

e-mail access (for this lesson only)

e-mail access (for this lesson only)

Know e-mail is for electronic transmission of documents/text/atta chments

Know impact of junk mail (spam) and how to manage


Reference



Suggested tim

ing(lessons)



3.2.10 Web logs and social networkinga

b

Web logs Understand the use of web logs(blog)

0.5 View and create a simple blog www.blogger.com or similar blog websites

Know the difference between a blog and a social networking siteKnow 3 features of a social networking site

Know the

Social networking software

i. Understand the use of social network sites

ii. Explain the advantages/disadvantages of using such sites

0.5 Write a report about how you (could) use a social networking site and consider different types of social networks

Homework: specimen unit 1 written examination paper

View Facebook or similarappropriate website (schooldecision)View Facebook or similar

3.2.11 Data logging and control softwarea Data logging i. Identify different types of

sensor and suitable uses for them

ii. Understand the process of data logging

iii. Identify the advantages and disadvantages of computerised data logging rather than logging data manually

1 Know common sensors: light, temperature, magnetic, movement, infra red.Produce worksheet with images of these and ask students to identify and explain their useUse an iphone/ipod touch – there is data logging app available. Students to consider advantages/disadvantages

Know logging interval, logging period, calibration

Automatic, high degree of accuracy, no needfor human intervention, used where

Watch BBC Bitesize‘Measurement and control/Computer control’

Watch BBC Bitesize‘Measurementand control/

Know definitions of logging interval, logging period, calibration



Reference



Suggested tim

ing(lessons)



3.2.11 Data logging and control software (cont.)

b Controlling devices i. Write a sequence of instructions to control a screen image or external device appropriately

ii. Understand about controlling a range of devices:Devices controlled: electronic toys, games, actuators, central heating systems, burglar alarms, security systems, automatic doors, smart meters, traffic control systems, car parking systems,

1 Use Logo software to create a letter SAnswer questions on controlling an on-screen device from past papers

Ask students ‘What devices control their lives and their parents lives?’

Provide a worksheet with images (from the list on the left) and ask what is being controlled and how the control system works

Homework: students to answer questions fromExampro on Logo

Watch BBC Bitesize‘Measurement and control/ LogoUse Exampro

Prepared worksheet

Always check where the start point is. Each square counts as 1 step

Know about controlling a range of devices

c Control-feedback loop

Describe the main components of the control-feedback loop of a closed system: input, process, output, feedback, identifying a typical application using physical variablesControl-feedback system: automatic greenhouse environment

0.5 Draw a diagram of the stages in an automatic greenhouse environment

Watch BBC Bitesize‘Measurement and control/ Computer control’Fl

Know about controlling an automatic greenhouse environment

Block 4Total Lessons -10.5 lessons

ReferenceReference


Society’s use of ICTCandidates should demonstrate skills in, and show knowledge and understanding of the implications of legal, social, economic, ethical and environmental uses of ICT for individuals, organisations and society. Candidates should recognise risks when using ICT and understand safe, secure and responsible practices:



Suggested tim

ing(lessons)



3.3.1 Legal issuesa Data Protection Act i. Describe the main aspects of

the Data Protection Act and any subsequent amendments, know that there is a requirement to register

ii. Describe the responsibilities of data users and the rights of data subjects

iii. Recognise exemptions under theData Protection Act

iv. Understand the Personal data guardianship code and its essential principles of accountability, visibility,

1 Students to produce a poster which records the responsibilities of data users and rights of data subjects

Homework: students to answer questions fromExampro on Data Protection Act

Understand that aspects of national security crime & taxation, health & education, research & statistics are exempt

Explain why the Personal data guardianship code is necessary

InternetPublishing software

Internet

BCS website www.bcs.org

Know role of Data protection Registrar

Know 4 responsibilities and 4 rights of DPAKnow 2 exemptions of DPA

Know Personal data guardianship codeSpecification

ContentJoint teaching o


Suggested tim

ing(lessons)



3.3.1 Legal issues

Reference

a(cont.)

v. Describe a range of software methods of preventing unauthorised access to computer systems/online accounts:

vi. Describe a range of physical methods of preventing unauthorised access to computer systems

0.5

0.5

Produce a worksheet explaining preventative software measures: creating user accounts, use of authentication and log on details (user IDs/usernames and appropriate passwords), keeping passwords/PINs secret/secure, regular changing of passwords, levels of access, security questions, image/code recognition, selectivedrop-down menusProduce a worksheet showing preventative physical measures: locks, clamps, alarms, surveillance

Exampro questions

Exampro q

Know software methods: log on details (secure passwords, user accounts, PINs, levels of access

Know 3 physical methods of preventing

b Computer Misuse Act i. Describe the purpose of theComputer Misuse Act

ii. Describe what is meant by hacking

iii. Explain measures which must be taken in order to protect against hackingAnti-hacking measures: firewalls, intrusion detection

1 Know there are 3 categories: unauthorised access to computer material; unauthorised access with intent to commit a further offence; unauthorised modification of programs or dataUnderstand that a hacker is someone who accesses a computer without permission

Protection against hacking is first to use a firewall to prevent access

InternetWord processor



Know unauthorised access/with intent to commit further offence/ unauthorised datamodificationKnow 2 measures which must be taken in order to protect Specification

ContentJoint teaching o


Suggested tim

ing(lessons)



3.3.1 Legal issues (cont.)b

(cont.)iv. Describe what a computer virus is and know the danger it presents

with p

revious lesson

Know a computer virus is a program which replicates itself. It may be benign (but annoying) or damage software/hardware. Transmitted from Internet sites/as e-mail attachments/from unknown CD-ROMs/USB memory drives

Exampro questions

Know a virus is a program which replicates itself


Reference

v. Explain the measures which must be taken in order to protect against deliberate transfer of viruses and minimise the risk of virusesAnti-virus measures: anti-virus and anti-spy software and treating files from unknown

Ask students to create a poster explaining the importance of: anti-virus, anti-spy software and treating files from unknown sources with caution

Homework: students to answer questions fromExampro on protection against viruses

Publishing software

Know 2 measures which must be taken in order to protect against viruses

c Copyright law i. Describe what is meant by copyright

ii. Avoid plagiarism and understand its affects on people and acknowledge sources

iii. Understand the moral and ethical implication of illegal media downloads and file sharing

iv. Explain that an ISP can deny services in specific

0.5 The legal right of a company/individual to publish and sell the work (book, play, film, photograph, software). It confirms ownership of a specified workUnderstand that plagiarism is ‘taking’ someone else’s work and claiming it as your ownIf a centre has subscribed to www.turnitin.com show it to students, explaining how it works.Illegal downloads/file sharing prevent the owner from being paid for their work. It is an instance of indirect theft.There is Government pressure on ISPs to monitor illegal media downloads and file


Applies to Controlled Assessment Unit



Know copyright= legal ownership

Know plagiarism is theft and its effects onpeople

Know implication of illegal media downloads

Know ISP Specification ContentJoint teaching o


Suggested tim

ing(lessons)



3.3.1 Legal issues (cont.)d Health and

Safety issues at work

i. Describe the potential health problems related to the prolonged use of ICT equipment

ii. When using a computer for long periods, understand what steps can be taken to help

1 Produce a worksheet with images of health problems: stress, eye problems, wrist problems (RSI), back and neck problems and tripping over cables. Students are to identify them

Students are to produce an advice leaflet to alleviate health problems:

Worksheet

Publishing software

Know stress, eye problems, wrist problems (RSI), back and neck problems

Know take 44 Copyright © 2012 AQA and its licensors. All rights reserved

minimise stress, eye problems, wrist problems (RSI), back and neck problems, avoid tripping

appropriate lighting, eye tests, use of wrist rests and other devices, use adjustable seating and set monitor heights, footstools and other devices, avoid hazards, safe positioning ofhardware/potential hazards and cable trunking;

wrist rests, adjustable seating

iii. Describe a range of safety issues related to using computersSafety issues: excessive heat/ temperature, management of electrical systems/computers, light, fire prevention, hygiene and measures for preventing accidentsin the work place, and loss of power supply

Use a spreadsheet to list common safety features. Allocate a priority number to show which should be dealt with first. Sort the list in order of importance.

Create a video explaining H&S issues to be shown to new ICT users within anestablishment. Consider if the images and sound should be the same for younger students and adults or would they need to be different.

Homework: students to answer questions fromExampro on health & safety issues

Spreadsheet Know 4 safety issues: excessive heat, management of computers, fire prevention, loss of power


Reference



Suggested tim

ing(lessons)



3.3.1 Legal issues (cont.)d

(cont.)iv. Describe a range of measures to minimise and overcome safety issues

with p

revious lesson

Add appropriate safety measures to correct issue- air conditioning, not overloading electrical sockets, no trailing wires, checking and replacing/mending malfunctioning computer equipment and cabling (data and electrical), diffused/ ambient lighting, blinds to block out direct sunlight, position of monitors, fire extinguishers, no food/drink around the computer, installing fire extinguishers, using UPS and surge protectors

Spreadsheet Know 4 safety features: air conditioning, mending computer equipment, fire extinguishers, UPS

3.3.2 Social and economic issues

a Changing pattern of commerce and industry due to increased use of ICT

Describe the changes to the way businesses work due to the introduction of ICT

1 Carry out research work on changing commercial patterns: automated production lines with fewer workers and more standard products, automated stock control ensuring stock is kept at correct levels, Internet shopping reducing the necessity for ‘high street’ shop premises, creation of new‘industries’ and globalisation. Produce a


Know at least 3 changing patterns of commerce/ industry

b Changing pattern of employment due to increased use of ICT

i. Discuss changes caused by increased use of ICT in the workplace

1 Carry out research work on changing employment patterns 1: size of business/ workforce, type of workforce, location of offices/manufacturing plant, different ways of working and different capabilities of people and computers. Produce a leaflet of findings

InternetPublishing softwareWatch BBCBitesize ‘Changing work

Know at least 3 changing patterns of employment


Reference



Suggested tim

ing(lessons)



3.3.2 Social and economic issues (cont.)

b(cont.)

ii. Discuss the changes in employment due to the introduction of computers and the increasing use of network technology

iii. Monitoring employees at work

with p

revious lesson

Carry out research work on changing employment patterns 2: homeworking/ teleworking, mobile computing, flexible hours, job satisfaction, ease of tasks, training, re-training and increased unemployment. Produce a leaflet of findings.Understand that employees will be monitored whilst working using software which detects what they are doing and how frequently.



Know at least 3 changing patterns of employment

Know 2 ways of Monitoring employees

c Acceptable ICT useJoint teaching withFunctional Skills

Understand how ICT can magnify the impact of actions

0.5 Know about the way in which using ICT can damage self/others by inappropriate online use: e-mail flaming and spam; intentional theft, plagiarism or corruption of information. Students to provide advice to others. Look at the school’s AUP – if students had to write their own, what would they keep and what would they change and

Word processor Know 2 waysICT canmagnify actions

d Responsible behaviour online


i. Show awareness of responsible use and staying safe when using ICT-based communication

0.5 Produce an advice leaflet about responsible online behaviour: such as non-disclosure of personal information/details, not opening/ forwarding e-mails/files from unknown sources; not clicking on ‘unknown’ web links; not physically meeting a person from a chat room; inappropriate use of web cam, prevention of cyber bullying, not accessing pornography, using copy lists with discrimination, and checking websites have correct URL.


Know 4 points from the advice leaflet


Reference



Suggested tim

ing(lessons)




d(cont.)

ii. Understand ethical guidelines

iii. Recognise a range of online hazards and know methods of avoiding them

with p

revious lesson

Understand about working ethically: not misusing images and not making defamatory statements/libel/slander online

Online hazards: phishing e-mails/scamming/ fraudulent mirror-image (look alike) websites; avoid accidentally sending viruses

Online methods: use of online bank card readers and use of financial security


Internet research

Know about not slandering/ libelling people

Know 3 online hazards and methods of avoiding theme Social and

personal effects of ICT

i. Understand the effects that the growth of personal websites, web logs and social networking sites have on people, organisations and society

ii. Describe the effects of variation in computer access and ICT skills between different people

1 Create a personal website to control what work has been completed and what is still to be done.Compare communication styles and preferences between generations. What stays the same and what is different?

Research notes on different societies’ ICT use and skill levels

Homework: students to answer questions fromExampro on social & personal effects

Use www.gbbo.co.uk to create a free personal website (or similar)

Internet research

Know effects of growth of personal websites

Know effects of variation in computer access and ICT skills betweendifferent

f Accessibility Describe a range of features (software and hardware) to aid people with disabilities

Use school knowledge and/or research software/hardware features to aid people with disabilities.www . tate .org. uk / i ma p - a website to

Produce a poster

Know 2 features to aid people with disabilities


Reference



Suggested tim

ing(lessons)




g Sustainability and recycling

Explain how ICT can aid the processes of monitoring and managing sustainable resources and recycling

with p

revious lesson

Use school knowledge and/or research software/ hardware features monitoring and managing sustainable resources

Produce a poster

Know how ICT can aid sustainable resources and recycling

3.3.3 Political, ethical and environmental issues

a Political and ethical issues

Understand public concern about ITissues affecting people and society

1 Discuss issues from websites/newspapers about the purpose and cost of national databases, security of public data, links between public and private databases, national identity cards, government access to personal data, CCTV and the surveillance society. Students to choose and write about one of them.Research and compare how different media report the same story. Are the concerns different depending on the age, gender etc of the persons being interviewed?


Know public concerns about IT issues affecting people and society


Reference



Suggested tim

ing(lessons)



3.3.3 Political, ethical and environmental issuesb Using ICT to monitor

and minimise harmful effects on the environment

i. Describe the impact that ICT methods of monitoring have, using measurement devices.

ii. Recognise the effect that low energy use and recycling have on the environment

1 Record climate and environmental change

Ozone layer and land fill sites

Internet researchPublishing software

Internet researchPublishing

Know impact that ICT monitoring has on environment

Know that ICT can monitor energy use and recyclingc Impact of ICT

on different peoples

Describe the impact that ICT or lack of ICT has on different communities and cultures

Research notes on the ICT use and skill levels of different communities and cultures

Internet research Publishing software

Know effectthat ICT has on different communities and cultures


Reference

Block 4 (cont.)Total Lessons – 1.5Collaborative workingCandidates should demonstrate skills in, and show knowledge and understanding of the impact of collaborative working in ICT for individuals, organisations and society:



Suggested tim

ing(lessons)



3.4.1 Principles and processes of collaborative workinga Collaboration Understand that collaboration

is a recursive process where two or more parties (people, organisationsor countries) work together towards meeting common targets

0.5 Combine with a wiki set up for another section of the SOW.

In pairs produce a simple page for a year 10 yearbook

Publishing software

Know collaboration is recursive and aims to meet common targets

b Collaborative working processes

i. Explain that people must work consistently by checking against agreed group plans, identifying issues and risks and ensuring consistent layout (house style).

ii. Communicate with, organise work schedules and synchronise meetings when seeking the views of colleagues in producing projects

Consider the differences between a pair producing a year 10 yearbook and a group of 8 people doing the same activity and produce a plan of action

This is an iterative process where the stages are constantly reviewed to ensure fitness for purpose

Plan what needs to be done to manage aForeign exchange visit.

Publishing software

Word processorGraphicsFlowchart software

Know that collaboration isa process which checks againstagreed group plans, identifiesissues/risks and ensures housestyle is metKnow that work schedules and meetings


Reference



Suggested tim

ing(lessons)



3.4.1 Principles and processes of collaborative working (cont.)b

cont

iii. Understand about project management, that issues of the scale of projects have to be scheduled and managed andthat each worker plays a key role in completing to a deadline

with p

revious lesson

In groups plan the building of a new sports hall for the school

Internet research

Know about project management

c Video/teleconferencing

i. Understand that video/ teleconferencing is an example of collaborative working and is based on two or more locationsbeing able to interact with others via multi-way video/tele andaudio transmissionssimultaneously

0.5 Skype with video to another user – either the students to do this or ask another teacher to demo the facility in lesson.

Use the school’s video conferencing equipment to contact students also taking GCSE ICT

Video conferencing equipment

Know video conferencing is a 2-way communication method with a set of protocols

ii. Describe the advantages and disadvantages of using video conferencing as a means of collaboration

Use an example of video conferencing from theInternet

Homework: students to answer questions fromExampro on video conferencing

Internet research

Know video conferencing allows ‘face to face’ contact; it requires specialist equipment and fast broadband

d Collaborative situations and software

i. Describe a range of situations in business, education, leisure and cultural interaction where collaboration can take place

Split class into 2 groups – ask one group to report on ‘Approaches to teaching and learning’ and ask the other to report on ‘multi-user online gaming’. Compare similar approaches and ideas


Know at least 2 examples of the use of collaborative software


Reference



Suggested tim

ing(lessons)



3.4.1 Principles and processes of collaborative working (cont.)d

cont

e Sharing information and online safety

ii. Understand about collaborative software tools

i. Understand about sharing files, the secure transfer of data and secure access when collaboratingFile naming conventions and version control Read/write file permissions

ii. Discuss the need, when working collaboratively, to show respect towards others, to comply with data protection regulations, tounderstand about systems that enable security of data and to understand about remote access to computer systems

with p

revious lesson

Research a range of collaborative tools, such as: shared workspaces, communications tools, project management and workflow tools

Carry out work from Unit 3 specimen CandidateBooklet ‘Managing storage’

Explain the importance of having safeguards (such as encryption, firewalls, back-ups and secure sites in collaborative working, where people are working remotely and files are regularly transferred and worked on by different people


Unit 3 specimen Candidate Booklet‘Managing storage’

Produce a poster emphasising Collaborative safety

Know at least 2 collaborative software tools

Know file sharing techniques such as: file naming conventions; version control; read/write propertiesKnow that safeguards (e.g. encryption, firewalls, backups) are


Reference



Suggested tim

ing(lessons)



3.4.1 Principles and processes of collaborative working (cont.)f Advantages and

disadvantages of collaborative home working

i. Understand that collaborative workers may work from home, which allows more time to be spent on tasks, reduces travelling costs,protects the environment and allows tailored working conditions

ii. Understand that working from home limits face-to-face contact with colleagues, does not prevent distractions from affecting work, removes regular social interaction with work colleagues; leads to

0.5

Report on the advantages and disadvantages of working from home (e.g. more time to be spent on tasks, reduces travelling costs, protects the environment, reduces carbon emissions, limits face-to-face contact with colleagues, does not prevent distractions from affecting work, removes regular social interaction with work colleagues; leads to isolation

Homework: students to answer questions fromExampro on home working


Know 3 advantages of home working

Know 3 disadvantages of home working


Reference

Block 5Total Lessons – 12

Unit 2 The Assignment: Applying ICTSpecification Content

Evidence requiredEx am ple(s)

Suggested tim

ing(lessons)

Possible teaching and Learning Activities


Practice Controlled Assessment Unit 2Teaching using the Candidates will understand the Teaching, preparation and practice for Unit This section is No specificspecimen Unit 2 controlled assessment criteria for 2 this will include; specifically for exam hints andCandidate Booklet and Unit 2: analysis, design, Teach the students the elements needed for

the 2011 tips areTeacher’s Notes implementation, testing, self

each section. Assignment: in

included in evaluation, report, evaluation of every followingothers’ use of ICT Prepare the students to be able to complete year ensure the Blocks 5-7. If

each section. preparation is for an Analysis: identification and categorisation using headings from Candidate Booklet

SAME FOR BOTH TASKS

Using headings from Candidate Booklet (Name task, desired outcomes/performance criteria, testing)

1 Analysis - teaching, preparation and practice(see above).Practice – complete the Analysis for task 1 from the Specimen Assignment.

Word processor

Design: planning stageEACH DIFFERENT TYPE OF TASK NEEDS PREPARATIONDesign choices (SAME FOR BOTH TASKS)

One planned design for each web page (if time), with why design choices were made for at least one page

2 Design - teaching, preparation and practice(see above).Practice - complete essential parts of task 1 and task 2 from the Specimen Assignment.

Word processorGraphic software


Reference

Specification Content


Suggested tim

ing(lessons)



Practice Controlled Assessment Unit 2 (cont.)Implementation: showing skill, understanding and efficiency; evidence of solution; annotation

EACH DIFFERENT TYPE OF TASK NEEDS PREPARATION

Evidence of creating each web page showing key stages produced; evidence of producing finished web page solution and explanationsof how it was produced

4 Implementation - teaching, preparation and practice (see above).Practice - complete essential parts of task 1 and task 2 from the Specimen Assignment.

Appropriate software (web design, database)

Testing: produce testing plan; testing evidence compared

SIMILAR FOR BOTH TASKS

Testing plan (test data and expected results)

Testing evidence will be printouts/ screenshots to show the plan has worked with written comparison on the evidence

1 Testing - teaching, preparation and practice(see above).Practice - complete essential parts of task 1 from the Specimen Assignment.

Word processor

Self Evaluation: using desired outcomes/ performance criteria to evaluate

SAME FOR BOTH TASKS

Use the Standard Analysis desired outcomes/performance criteria to discuss/describe effectiveness or state how produced/if produced

1 Self evaluation - teaching, preparation and practice (see above).Practice – complete the self evaluation for task 1 from the Specimen Assignment.

Word processor

Report: issues raised;recommendations

SAME FOR BOTH TASKS

Report layout, issues researched, recommendations made from them

1 Report - teaching, preparation and practice(see above).Practice – complete the report for task 1 from the Specimen Assignment.



R Seferenc e

pecification Content


Suggested tim

ing(lessons)



Practice Controlled Assessment Unit 2 (cont.)Evaluation of others’ use of ICT: critically compare how the work of another student could influence the candidate’s work in the future

SAME FOR BOTH TASKS

Comment on differences between their own work and the work of another, leading to future improvements in their own work

1 Evaluation of others’ use of ICT - teaching, preparation and practice (see above).Practice – complete this with a ‘teacher answer’1for task 1 from the Specimen Assignment.1 (NB. this is for the specimen task ONLY - for the live assignment another

Word processor

Controlled Assessment Unit 2 Task 1 Analysis

Refer to Unit 2 Teacher’sNotes


1 Analysis for Task 1 Word processor


Reference

Block 6Total Lessons – 12Unit 2 The Assignment: Applying ICT



Suggested tim

ing(lessons)



Controlled Assessment Unit 2 Task 2 AnalysisRefer to Unit 2 Teacher’sNotes


1 Analysis for Task 2 Word processor

Controlled Assessment Unit 2 Task 1 (cont.)Refer to Unit 2 Teacher’sNotes

One planned design for each web page, with why design choices were made

2 Design for Task 1 Word processorGraphic software


Evidence of creating each web page showing key stages produced; evidence of producing finished web page solution and explanationsof how it was produced

4.5 Implementation for Task 1 Appropriate software (web design,‘database’)




1.5 Testing for Task 1 Word processor


Reference



Suggested tim

ing(lessons)




Use the Standard Analysis desired outcomes/performance criteria to discuss/describe effectiveness or state how produced/if produced

1 Self evaluation for Task 1 Word processor



1 Report for Task 1 Word processorPublishing software


Comment on differences between their own work and the work of another candidate, leading to future improvements in their own work

1 Evaluation of others’ use of ICT for Task 1

Word processor


Reference

Block 7Total Lessons – 12Unit 2 The Assignment: Applying ICT



Suggested tim

ing(lessons)



Controlled Assessment Unit 2 Task 2Refer to Unit 2 Teacher’sNotes

One planned design for each search and report, with why designchoices were made

2 Design for Task 2 Word processorGraphic software


Evidence of creating search and report, linking website to database showing key stages produced; evidence of producing finished web page solution and explanations of how it was produced

3.5 Implementation for Task 2 Appropriate software (‘web design’, database)




1.5 Testing for Task 2 Word processor


Use the Standard Analysis desired outcomes/performance criteria to discuss/describe effectiveness or state how

1 Evaluation for Task 2 Word processor



1 Report for Task 2 Word processorPublishing software


Reference



Suggested tim

ing(lessons)




Comment on differences between their own work and the work of another candidate, leading to future improvements in their own work

1 Evaluation of others’ use of ICT for task 2

Word processor


Consider the data and variables need for the model. Create a model and try different questions (What if), extend to different scenarios

2 Model for task 2 Spreadsheet


Reference


Unit 3 Practical Problem Solving in ICTSpecification Content


Suggested tim

ing(lessons)



Practice Controlled Assessment Unit 3Teaching using the Candidates will understand the Teaching, preparation and practice for Unit This section is No specific Specimen Unit 3 controlled assessment criteria for 3 this will include; specifically for exam hints and Candidate Booklet and Unit 3: milestones; risks; progress; Teach the students the elements needed for Unit 3 Practical tips areTeacher’s Notes managing storage; collect

each section. Problem solving included in information; select information; in ICTformat information; modelling with Prepare the students to be able to complete Blocks 8-10. If

data; develop information; produce each section. an opportunitya report; evaluate; evaluate others’use of ICT Practice – students should complete the arises

1a Refer to Specimen Unit

3 Teacher’s Notes

Identify milestones with success criteria for evaluating progress and outcomes. Establish practical ways forward, include manageable steps, time and resource management

1 Milestones - teaching, preparation and practice(see above).Practice – complete the milestones from theSpecimen Unit 3.

Word processorPublishing softwareProject management

1b Refer to Specimen Unit

3 Teacher’s Notes

Anticipate and manage risks 0.5 Risks - teaching, preparation and practice (see above).Practice – complete the risks from the SpecimenUnit 3.



Reference



Suggested tim

ing(lessons)



Practice Controlled Assessment Unit 3 (cont.)1c Refer to Specimen

Unit3 Teacher’s

Notes

Manage progress and outcomes 1 Progress - teaching, preparation and practice(see above).Practice – complete the progress from theSpecimen Unit 3.


1d Refer to Specimen Unit

3 Teacher’s Notes

Manage information storage and retrieval

0.5 Managing storage - teaching, preparation and practice (see above).Practice – complete the managing storagefrom the Specimen Unit 3.


2a Refer to Specimen Unit

3 Teacher’s Notes

Collect Information by considering alternative ways of collecting information, chooses and gathers information and reviews the information collected

1 Collecting information - teaching, preparation and practice (see above).Practice – complete the collecting information from the Specimen Unit 3.


2b Refer to Specimen Unit

3 Teacher’s Notes

Select information by considering alternative ways of selecting information, access, search for, select and use ICT-based information and assess its relevance and fitness for purpose

1 Selecting information - teaching, preparation and practice (see above)Practice – complete the selecting informationfrom the Specimen Unit 3.

Word processorPublishing softwareDatabase


Reference



Suggested tim

ing(lessons)



Practice Controlled Assessment Unit 3 (cont.)2c Refer to Specimen

Unit3 Teacher’s

Notes

Format information by entering and formatting information (including page layout, text and tables, images, numbers and records/cells) to suit its meaning and purpose

0.5 Format information - teaching, preparation and practice (see above).Practice – complete the format informationfrom the Specimen Unit 3.

Word processorPublishing softwareDatabaseSpreadsheet

2d Refer to Specimen Unit

3 Teacher’s Notes

Modelling with data by selecting and analysing data; model different scenarios, try alternatives and explore ideas, ask ‘what if’questions to identify patterns or test hypotheses and interpret results

1 Modelling with data - teaching, preparation and practice (see above).Practice – complete the modelling with datafrom the Specimen Unit 3.

Spreadsheet

2e Refer to Specimen Unit

3 Teacher’s Notes

Develops, presents and communicates information required for the solution in ways which are fit for purpose

2 Develop information - teaching, preparation and practice (see above).Practice – complete the develop informationfrom the Specimen Unit 3.


2f Refer to Specimen Unit

3 Teacher’s Notes

Produce a report which brings together a range of forms of information to suit content and purpose

1.5 Produce a report - teaching, preparation and practice (see above).Practice – complete the produce a report from the Specimen Unit 3.



Reference



Suggested tim

ing(lessons)



Practice Controlled Assessment Unit 3 (cont.)2g Refer to Specimen

Unit3 Teacher’s

Notes

Evaluate the solution against the milestones set

0.5 Evaluate my own work - teaching, preparation and practice (see above).Practice – complete the evaluate my own work from the Specimen Unit 3.


2h Refer to Specimen Unit

3 Teacher’s Notes

Evaluate ways to improve the solution by working with others

0.5 Evaluate others’ use of ICT - teaching, preparation and practice (see above).Practice – complete the evaluate others’ use of ICT from the Specimen Unit 3.


Controlled Assessment Unit 31a Refer to Unit 3

Teacher’s NotesList ‘measurable’ milestones with‘what is to happen’, methods and resources to be used, deadlines and time to be taken

1 Milestones (9 marks) Word processorPublishing softwareProject management


Reference


Unit 3 Practical Problem Solving in ICTSpecification Content


Suggested tim

ing(lessons)



Controlled Assessment Unit 31a Refer to Unit 3

Teacher’s NotesList ‘measurable’ milestones with‘what is to happen’, methods and resources to be used, deadlines andtime to be taken.Candidates use a form and style of writing entirely appropriate to purpose and content. They organise information clearly and coherently and make effective use of specialist vocabulary.

1 Milestones (9 marks)

Identify milestones with success criteria for evaluating progress and outcomes. Establish practical ways forward, include manageable steps, time and resource management

Word processorPublishing softwareProject management software

1b Refer to Unit 3Teacher’s Notes

Anticipate ‘all or almost all’ risks possible when undertaking the work, ensuring candidates use for example “avoid the risk that your work will become corrupted, you must keep a back up copy of files and provide” from the Candidate Booklet.

Candidates make effective use of specialist vocabulary.

1 Risks (6 marks)

Anticipate and manage risks



ReferenceReference



Suggested tim

ing(lessons)



Controlled Assessment Unit 3 (cont.)1c Refer to Unit 3

Teacher’s NotesThis must follow the milestones set in 1a. Evidence of creating an effective ‘checklist’ or similar to manage ‘all or almost all’ of the progress and outcomes required (including dates and times), and clear confirmation of using the‘checklist’ to show progress and the‘status’ of required outcomes (for example whether complete). Information is clearly organised.

Candidates organise information clearly and coherently and make

1.5 Progress (6 marks)

Manage progress and outcomes

Word processorPublishing softwareBlogor electronic diary

1d Refer to Unit 3Teacher’s Notes

Candidates should present a visual‘picture’ of their storage management with suitableexplanation – for example explainclearly the use/contents of appropriate filenames and versions within appropriately named folder(s)

1.5 Managing storage (6 marks)

Manage information storage and retrieval




Suggested tim

ing(lessons)




Controlled Assessment Unit 3 (cont.)2a Refer to Unit 3

Teacher’s NotesCandidates should clearly explain alternative (at least 2) ways ofcollecting information; choose ‘all oralmost all’ the information needed (with explanation why needed) They should gather identified information using appropriatecollection method(s) – data capture form/questionnaire/etc. Candidates only need to include one‘completed’ example. Candidates should review, with explanation, theusefulness and accuracy of themethod used.

2 Collecting information (9 marks)

Collect Information by considering alternative ways of collecting information, chooses and gathers information and reviews the information collected


2b Refer to Unit 3Teacher’s Notes

Candidates should clearly explain alternative ways of selecting information, with evidence of all data used. They should include printouts of searching/sorting ‘all or almost all’ ICT-based informationneeded for the solution, with a clear explanation of why and how it was selected and used to make it relevant and fit for purpose.Their form and style of writing entirely appropriate to purpose and content. Effective use of specialist vocabulary.

2 Selecting information (9 marks)

Select information by considering alternative ways of selecting information, access, search for, select and use ICT-based information and assess its relevance and fitness for purpose



Reference



Suggested tim

ing(lessons)



Controlled Assessment Unit 3 (cont.)2c Refer to Unit 3

Teacher’s NotesCandidates should include evidence of page layout, text, tables, images, numbers and records/cells to suit its meaning and purpose. This should be collected from work producedand explained to show the format technique used.

Their form and style of writing suits all or almost all its meaning and purpose. Effective use is made of specialist vocabulary.

1.5 Format information (6 marks)

Format information by entering and formatting information (including page layout, text and tables, images, numbers and records/cells) to suit its meaning and purpose

Word processorPublishing softwareDatabaseSpreadsheet

2d Refer to Unit 3Teacher’s Notes

Candidates should show clear evidence of creating a computer model. The evidence must include:• selection and analysis of

appropriate data to model different scenarios and explore alternative ideas;

• asking ‘what if’ questions in order to identify patterns or test hypotheses;

• results must be interpreted

1.5 Modelling with data (6 marks)

Modelling with data by selecting and analysing data; model different scenarios, try alternatives and explore ideas, ask ‘what if’ questions to identify patterns or test hypotheses and interpret results

SpreadsheetModelling software


Reference


Unit 3 Practical Problem Solving in ICTSpecification ContentJoint teaching o


Suggested tim

ing(lessons)



Controlled Assessment Unit 32e Refer to Unit 3

Teacher’s NotesCandidates should show ‘all or almost all’ stages with amendments to a previous version.They should show appropriate choice of content, formats and layouts which include ‘all or almost all’ of the following:headers and footer, tables, line spacing, text boxes, bullet points, numbering, alignment, font styles and sizes.Candidates should include reasons to explain choices, amendments that were made and why, to show the level of skill being used.

In their work the form and style of writing must be entirely appropriate, information must beclearly organised and there

4 Develop information (12 marks)

Develops, presents and communicates information required for the solution in ways which are fit for purpose



Reference



Suggested tim

ing(lessons)



Controlled Assessment Unit 3 (cont.)2f Refer to Unit 3

Teacher’s NotesThe Report must be presented as a separate document in the Portfolio. It mat be either paper-based or electronic. The report may be prepared using a combination of interactive presentation, publishing software, spreadsheet or database.Candidates should present an effective and detailed report. The report should includes reasons for and explanations of the solution with conclusions and recommendations.The report should bring together a wide range of different forms of information.Candidates should use text in which accurate Spelling, Punctuation and Grammar make the meaning clear. In their work the form and style of writing must be entirelyappropriate, information must

4 Produce a report (12 marks)

Produce a report which brings together a range of forms of information to suit content and purpose



Reference



Suggested tim

ing(lessons)



Controlled Assessment Unit 3 (cont.)2g Refer to Unit 3

Teacher’s NotesCandidates use their own milestones.They discuss, in some cases, how effectively the solution has been produced against the milestones set, by comparing with an alternative method, and makes complete reference to the milestones.Candidates should use text in which accurate Spelling, Punctuation and Grammar make the meaning clear. In their work the form and style of writing must be entirelyappropriate, information must be clearly organised and there must beeffective use of specialist

2 Evaluate my own work (10 marks)

Evaluate the solution against the milestones set


2h Refer to Unit 3Teacher’s Notes

Candidates discuss ways in which working with others could have made an impact on the solution produced.Candidates should use text in which accurate Spelling, Punctuation and Grammar make the meaning clear and there must be effective use of specialist vocabulary.

2 Evaluate others’ use of ICT (9 marks)

Evaluate ways to improve the solution by working with others



Abbreviations that candidates should know

Abbreviation Meaning Abbreviation Meaning Abbreviation Meaning

bcc Blind Carbon Copy GIS Geographical Information System Podcast Personal On Demand broadcastBlog Web Log GPS Global Positioning System RAM Random Access Memorycc Carbon Copy GUI Graphical User Interface ROM Read Only MemoryCCTV Closed Circuit Television HTML HyperText Mark-up Language RFID Radio Frequency IdentificationCD-R Compact Disk Recordable ID Identification RSI Repetitive Strain Injury

CD-ROM Compact Disk ROM ISP Internet Service Provider RSS Really Simple SyndicationCD-RW Compact Disk ReWritable Kb Kilobytes Sat Nav Satellite Navigation SystemDTP Desk Top Publishing LAN Local Area Network SMS Short Message ServiceDVD-R Digital Versatile Disk Recordable Mb Megabytes Tb Terabytes

DVD-RAM Digital Versatile Disk RAM MIDI Musical Instrument Digital Interface

UPS Uninterruptible Power SupplyDVD-ROM Digital Versatile Disk ROM MP3 Moving Picture layer 3 URL Uniform Resource LocatorDVD-RW Digital Versatile Disk ReWritable OCR Optical Character Recognition USB Universal Serial BusEFTPOS Electronic Funds Transfer at Point-Of-

SaleOMR Optical Mark Recognition VoIP Voice over Internet Protocol

e-mail Electronic mail PDA Personal Digital Assistant WAN Wide Area NetworkGb Gigabytes PIN Personal Identification Number WAP Wireless Application Protocol


Documents

epicquest.co.uk GCSE ICT... · Web viewthe allocation of time to individual sections of the Scheme of Work is not hard and fast but reflects a suggested proportion of the total