GCE AS A2 Specification

GCE AS/A2

In

S P E C I F I C A T I O N S

Advanced Subsidiary General Certificate of Education in ICT (3 Unit) Advanced Subsidiary Certificate of Education in ICT (6 Unit Double Award)

Advanced General Certificate of Education in ICT (6 Unit Single Award) Advanced General Certificate of Education in ICT (12 unit Double Award)

For first teaching from September 2006

For first AS Certification in Summer 2007

For first A2 Certification in Summer 2008

Applied Information and Communication Technology

CCEA GCE ICT – from September 2006 CONTENTS Page Foreword

Summary of Assessment Information

Section 1: Introduction 1 1.1 Rationale 1 1.2 Characteristics of the course 2 1.3 Aims 2 1.4 Progression 3 1.5 Key Skills 3 1.6 Spiritual, Moral, Ethical, Social and Cultural (SMESC) links 3

Section 2: Assessment Unit Content and Design 4 2.1 List of compulsory and optional units 4

Section 3: Assessment and Certification 6 3.1 Assessment objectives 6 3.2 Assessment weightings 7 3.3 Availability of Assessment Windows 9 3.4 Prohibited combinations 10 3.5 Candidates with Particular Requirements 10 3.6 Evidence of learning and Internal Assessment 10 3.7 Standardisation and Moderation 11 3.8 Conduct of the Awarding Process 11 3.9 Aggregation and Grading 11 3.10 Converting Uniform Marks to Grades 12 3.11 Certification 14

Section 4: Content 15 4.1 Structure of an assessment unit 15 4.2 Quality of written communication in English 15 4.3 Detailed content 15 AS Unit 1: Information and Communication 16 AS Unit 2: Software Applications and Tools 32 AS Unit 3: Organisations and Information Systems 38 AS Unit 4: Web Design 51 AS Unit 5: Spreadsheets for Business Applications 61 AS Unit 6: Internet and Business 73 A2 Unit 7: Investigating Systems 86 A2 Unit 8: Database Development 92 A2 Unit 9: Website Design and Management 104 A2 Unit 10: Multimedia Technology 116 A2 Unit 11: Application Software Development 126 A2 Unit 12: Visual Programming 136 A2 Unit 13: Networking and Communication 147 A2 Unit 14: Implementing a Business Solution 152

Section 5: Performance Descriptions 161

Section 6: Guidance and Support Materials 167

Section 7: Evidence for Key Skills 168

CCEA GCE ICT – from September 2006 Foreword

This specification for CCEA’s GCE ICT programme is available for teaching from September 2006. The specifications have been devised in consultation with teachers in schools, tutors in Institutes of Further and Higher Education and practitioners working in the ICT sector. As with all work-related programmes, centres must ensure compliance with all relevant Health and Safety legislation with regard to facilities, equipment and appropriately trained staff. Support materials for this specification are available on the CCEA website www.ccea.org.uk under GCE Specifications.

CCEA GCE ICT – from September 2006 Summary of Assessment Information

Unit

Title

Overview

Mode of Assessment

AS Unit 1

Information and Communication

This unit will help candidates understand the importance of information and communication within an organisation. Skills in writing, in the use of language, in the selection and manipulation of data as well as in the use of different modes and styles of presentation will be developed. The unit will focus on the nature of information in organisations, on how it is gathered, presented, communicated and used effectively to support the organisation. Candidates will be required to examine and apply standard ways of working in this context.

Internal

16 2/3 %

AS Unit 2

Software Applications and Tools

This unit will develop skills and understanding in the most commonly used software applications and communications technology. Candidate will be required to use these applications to support business functions in a given context. Candidates will be required to research, select, evaluate and use software to provide solutions to given problems. Candidates will be required to understand issues relating to their choice of software. Candidates will be required to examine and apply standard ways of working in this context.

External Computer Based

Examination 21/2 hour paper

16 2/3 %

AS Unit 3

Organisations and Information Systems

This unit will help develop an understanding of organisations and the information systems necessary for their support. It will examine the nature of organisations and how they are structured and managed. The unit will help candidates understand how information and ICT systems support the business function. Management information and its use in a business environment will be considered. The unit will look at how information is gathered, managed, communicated and exchanged effectively to support an organisation. It will also consider how information and the surrounding ethical, legal and health and safety issues impact on an organisation. Candidates will be required to examine and apply standard ways of working in this context.

Internal

16 2/3 %

CCEA GCE ICT – from September 2006

Unit Title Overview Mode of Assessment

AS Unit 4

Web Design This unit will help to develop understanding of the Internet, the technology that supports it and the surrounding systems and services. Candidates will consider a range of options for creating web pages along with the various components involved. They will learn about Internet and Intranet environments as well as the security issues involved. Candidates will learn how to develop web pages using appropriate software. They will learn about the relevance and importance of an e-presence to a business organisation. Candidates will be required to examine and apply standard ways of working in this context.

Internal

16 2/3 %

AS Unit 5

Spreadsheets for Business Applications

This unit will develop skills in the use and application of spreadsheet software in a business context. It will require the determination and agreement of user requirements, the specification and design of working solutions using a range of functions and facilities, appropriate presentation of data, testing, acceptance testing, evaluation and documentation of solutions. Candidates will reflect on their solutions and identify areas for development and improvement. Candidates will be required to examine and apply standard ways of working in this context.

Internal

16 2/3 %

AS Unit 6

Internet and Business

This unit will require candidates to develop a detailed understanding of the Internet in a business environment. Candidates will be expected to understand the vast potential of e-commerce and the effect on the economy. Candidates will consider service providers, connections, hardware and software requirements, security issues, cyber crime, social issues and the impact of the Internet in the commercial world. Candidates will be required to examine and apply standard ways of working in this context.

Internal

16 2/3 %



A2 Unit 7

Investigating Systems

In this unit candidates will learn why it is important to fully understand the systems development process, the role of Systems Analysis and Design and the importance of the User, in the creation of the best working solutions to business problems. This unit will help develop analysis and design skills using a range of tools and techniques that can be applied in the investigation of systems. Candidates will examine the stages involved in the systems development process and consider the associated documentation including, project plans, feasibility reports, systems specifications and test plans. Candidates will examine and evaluate a range of methods and tools used in the systems investigation process. They will consider alternative solutions and recommendations and appreciate the risks and costs involved. Candidates will be required to work with others to examine issues and to enhance their understanding of possible systems solutions. They will be required to develop and apply project management skills to their work. This is a synoptic unit and brings together and makes connections with the areas of knowledge, skills and understanding covered within the specification. Candidates will be required to examine and apply standard ways of working in this context.

External 2 hour paper

16 2/3 %

A2 Unit 8

Database Development

This unit will examine database technology and develop database skills. It will introduce database and modelling concepts. Candidates will be required to understand normalisation to third level, relational database structures, queries and the development of a relational database to implement a model. Candidates will be required to design, implement, test and document solutions to given problems. Candidates will be required to develop and apply project management skills to their work. Candidates will be required to examine and apply standard ways of working in this context.

Internal

16 2/3 %



A2 Unit 9

Website Design and Management

In this unit candidates will learn how to develop and design websites using appropriate tools. They will have the opportunity to work with others to examine issues, to determine requirements and to examine possible solutions. In this unit candidates must understand performance considerations, how to use a range of media and how to develop interactive features. They will experience the use of advanced and/or dynamic content on both website presentation and management. Candidates will study a number of different site models and evaluate site structure, ease of navigation and dynamic content where applicable. They will learn how to determine user requirements, to develop, test, document, maintain and evaluate websites. Candidates will be required to develop and apply project management skills to their work. Candidates will be required to examine and apply standard ways of working in this context.

Internal

16 2/3 %

A2 Unit 10

Multimedia Technology

This unit will require candidates to understand multimedia requirements and apply appropriate hardware and software in given contexts. They will design, document and present multimedia solutions using a range of techniques including animation and video. Candidates will learn how to evaluate solutions using a structured approach. They will work with others to examine issues, to enhance their understanding of possible solutions and to develop multimedia solutions. They will learn to develop and apply project management skills to their work. Candidates will be required to examine and apply standard ways of working in this context.

Internal

16 2/3 %

A2 Unit 11

Application Software Development

This unit will develop an understanding of the functionality provided by a GUI interface together with an overview of the interoperability of software applications. Candidates will be required to use these applications to support business functions in a given context. Candidates will be required to research, select, evaluate and use advanced features of software to provide solutions to given problems. Candidates will be required to understand issues relating to their choice of software. Candidates will be required to examine and apply standard ways of working in this context.

Internal

16 2/3 %



A2 Unit 12

Visual Programming

In this unit candidates will be introduced to the fundamental concepts of modern programming in a visual language. They will be asked: to undertake tasks in which they will design and create programmes which are event driven in nature; to develop prototype applications using storyboarding as a design tool; to consider interaction with the user; to use procedures and functions; to develop user interface design and utilise the software to produce GUI applications. Candidates will develop a single application or undertake a set of tasks to design a set of GUI applications which meet a set of user requirements. Candidates will be required to examine and apply standard ways of working in this context.

Internal

16 2/3 %

A2 Unit 13

Networking and Communications

This unit will develop network design and problem solving skills at Local Area Network level and also at a Global level through Internet technologies. Candidates will use standard network tools and learn how to: transmit and receive data using electronic methods; locate, select and retrieve electronically stored information effectively; understand topologies and logical structures such as file server only and thin client; understand management issues including the implications for security and backup, user rights and file permissions; show evidence of selecting and configuring hardware and software for others to use. Candidates will be required to examine and apply standard ways of working in this context.

External 1½ hour paper

16 2/3 %

A2 Unit 14

Implementing a Business Solution

This unit will present candidates with the opportunity to develop a software system from a User Requirements Specification. In this unit, candidates will design, develop, test, document and evaluate a software solution to a specified problem. They will be required to demonstrate project management skills and to appreciate all aspects of the systems development life cycle. Candidates will be required to develop a software solution to a business problem taking into consideration the needs of the end user. They will be required to explore and select appropriate design methods. Candidates will be required to develop, test, document and demonstrate their solution. Candidates will examine and apply standard ways of working in this context.

Internal

16 2/3 %


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Section 1 INTRODUCTION 1.1 Rationale

These new vocational specifications in ICT have been specially designed to suit the current Northern Ireland ICT context and are written within the framework provided by the Qualifications and Curriculum Authority. The specification builds on the foundations laid by the GCSE ICT specification and the GCSE Applied Double Award ICT specification currently offered by the Northern Ireland Council for the Curriculum, Examinations and Assessment. However the course of study in AS and A2 ICT could be undertaken by candidates entering the vocational area for the first time, and may be delivered on either a full-time or part-time basis. These specifications replace the former AVCE specification and are a broad based vocational qualification in the ICT area. Flexibility is integral to the award and several progression pathways are provided. Candidates may undertake a three-unit course leading to the Advanced Subsidiary General Certificate of Education in ICT, a six-unit course leading to the Advanced Subsidiary General Certificate of Education in ICT (Double Award), a six-unit course leading to the Advanced General Certificate of Education in ICT, or a twelve-unit course leading to the Advanced General Certificate of Education in ICT (Double Award). The three-unit award offers a broad based introduction to ICT and would be appropriate either as a complementary vocational course for candidates taking two to three other A Level studies or as a foundation course in the vocational area of ICT. The six-unit course would be appropriate either as further vocational study in the area of ICT or as a vocational AS or A Level for candidates taking two other A level subjects. The twelve-unit course would be appropriate for candidates planning to undertake higher level studies in ICT related areas such as Web Design, Multimedia, Networking, and Programming. Consequently, these specifications meet the needs of candidates wishing to progress towards higher education in an ICT discipline, to further training, or to employment. Having a vocational emphasis, these specifications are based on the belief that real understanding of ICT is achieved through a practical skills based approach with direct relevance to the needs of employers. It is strongly recommended, therefore, that candidates should have the opportunity to experience ICT by engaging with employers, by participating in case studies derived from real situations and by solving real ICT problems that reflect current trends and demands. This award addresses current curricular change as well as identified skill areas in the sector. The practical approach encouraged throughout all units will enable candidates to develop the skills, knowledge and understanding of practices and techniques required in the workplace. Through these specifications candidates are encouraged to acquire practical, presentational, personal, interpersonal and cognitive skills, as well as an appreciation of the social, ethical and legal issues surrounding ICT. In addition, these specifications provide a valuable opportunity for candidates engaged in lifelong learning and also provides opportunities to develop Key Skills.


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Assessment is based on assignment work presented as portfolio evidence which is marked by the Centre and moderated by CCEA, as well as on external assessments which are set and marked by CCEA. The system of assessment is designed to reward candidates positively for what they can do as well as for what they understand.

1.2 Characteristics of the Course

The GCE Applied ICT specifications: • are made up of a combination of AS and A2 Units; • have an applied vocational dimension; • enable progression to study at further and higher education level, training and

employment; • enable candidates to apply their knowledge in realistic ICT contexts; • emphasise the development of the transferable skills necessary in a changing and

dynamic working environment. 1.3 Aims 1.3.1 The specifications in applied ICT encourage candidates to develop broad skills,

knowledge and understanding of the ICT sector. They aim to encourage candidates to:

• develop a broad range of ICT skills and knowledge of the uses of ICT in vocational contexts, as a basis for progression into further learning in ICT related fields, including progression from AS to A2;

• develop knowledge and understanding of the components, functions and

applications of information systems within a range of organisations; • develop an understanding of the main principles of solving problems using ICT

and develop the skills necessary to apply this understanding; • provide opportunities for candidates to develop sufficient depth of understanding

to inform their choices regarding further education, training and employment.

The A Level (6-unit) specification aims to encourage candidates to:

• apply their knowledge and understanding of ICT and use skills (eg planning, research, evaluation, problem solving) in vocational contexts;

• develop an understanding of the impact of information systems on organisations’

personnel, policies and practices; • develop project management skills and an understanding of the need to work with

others.


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The A Level (12-unit) specification aims to encourage candidates to develop their understanding of:

• software system design to meet the needs of an end user;

and/or

• networks and communications.

1.4 Progression

The specifications build on the knowledge, understanding and skills that may be acquired through Level 2 qualifications in ICT or through equivalent experience. AS content and assessment material are presented as stepping-stones to A2 content and assessment material. Differentiation between AS and A2 occurs through the specification of content for these different levels; through the different weighting of assessment objectives and through the demands of the mark scheme.

1.5 Key Skills Opportunities are provided for developing and generating evidence for assessing the

following nationally specified key skills at the levels indicated:

• Communication

• Application of Number

• Information Technology

• Improving own learning and performance

• Working with others

• Problem solving 1.6 Spiritual, Moral, Ethical, Social and Cultural (SMESC) links

This specification provides opportunities for developing a range of spiritual, moral, ethical, social and cultural issues, together with citizenship, environmental issues and the European dimension.


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Section 2 ASSESSMENT UNIT CONTENT AND DESIGN 2.1 List of Compulsory and Optional Units

The order in which the assessment units are presented is not intended to imply a proposed teaching order. Teachers are free to organise the teaching of the content as they think appropriate, but should emphasise the inter-relationship of the different areas of study. The subject content is described in specific detail for each unit in Section 4 of this specification.

AS Unit 1: Information and Communication AS Unit 2: Software Applications and Tools AS Unit 3: Organisations and Information Systems AS Unit 4: Web Design AS Unit 5: Spreadsheets for Business Applications AS Unit 6: Internet and Business A2 Unit 7: Investigating Systems A2 Unit 8: Database Development A2 Unit 9: Website Design and Management A2 Unit 10: Multimedia Technology A2 Unit 11: Application Software Development A2 Unit 12: Visual Programming A2 Unit 13: Networking and Communications A2 Unit 14: Implementing a Business Solution

Three Unit AS (Single Award) Candidates are required to take all three units. AS Unit 1: Information and Communication Compulsory AS Unit 2: Software Applications and Tools Compulsory AS Unit 3: Organisations and Information Systems Compulsory Six Unit AS (Double Award) Candidates are required to take all six AS units. AS Unit 1: Information and Communication Compulsory AS Unit 2: Software Applications and Tools Compulsory AS Unit 3: Organisations and Information Systems Compulsory AS Unit 4: Web Design Compulsory AS Unit 5: Spreadsheets for Business Applications Compulsory AS Unit 6: Internet and Business Compulsory


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Six Unit GCE (Single Award) Candidates are required to take four compulsory units (three at AS and one at A2) and two of the remaining five A2 units. AS Unit 1: Information and Communication Compulsory AS Unit 2: Software Applications and Tools Compulsory AS Unit 3: Organisations and Information Systems Compulsory A2 Unit 7: Investigating Systems Compulsory A2 Unit 8: Database Development Optional A2 Unit 9: Website Design and Management Optional A2 Unit 10: Multimedia Technology Optional A2 Unit 11: Application Software Development Optional A2 Unit 12: Visual Programming Optional Twelve Unit GCE (Double Award) Candidates are required to take nine compulsory units, (six at AS and three at A2) and three of the remaining five A2 units. AS Unit 1: Information and Communication Compulsory AS Unit 2: Software Applications and Tools Compulsory AS Unit 3: Organisations and Information Systems Compulsory AS Unit 4: Web Design Compulsory AS Unit 5: Spreadsheets for Business Applications Compulsory AS Unit 6: Internet and Business Compulsory A2 Unit 7: Investigating Systems Compulsory A2 Unit 8: Database Development Optional A2 Unit 9: Website Design and Management Optional A2 Unit 10: Multimedia Technology Optional A2 Unit 11: Application Software Development Optional A2 Unit 12: Visual Programming Optional A2 Unit 13: Networking and Communications Compulsory A2 Unit 14: Implementing Business Solution Compulsory


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Section 3 ASSESSMENT 3.1 Assessment Objectives

There are four assessment objectives for the specifications as follows:

AO1 ICT Capability Candidates demonstrate practical capability in applying ICT. AO2 Knowledge and understanding Candidates demonstrate knowledge and understanding of ICT systems and their roles in organisations and society. AO3 ICT problem solving Candidates apply knowledge, skills and understanding to produce solutions solve ICT problems. AO4 Evaluation Candidates evaluate: ICT solutions; their own performance.

All specifications require candidates to demonstrate the objectives in a range of vocationally related contexts.


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3.2 Assessment Weightings

Assessment Objective

AO1 ICT

Capability

%

AO2 Knowledge

and Understanding

%

AO3 ICT

Problem Solving

%

AO4 Evaluation

%

Totals %

Marks

AS Unit 1 5 2/3

17 marks

5

15 marks

4

12 marks

2

6 marks

16 2/3

50 marks

AS Unit 2

5 2/3

17 marks

5

15 marks

4

12 marks

2

6 marks

16 2/3

50 marks

AS Unit 3

5 2/3

17 marks

5

15 marks

4

12 marks

2

6 marks

16 2/3

50 marks

AS Unit 4

4 1/3

13 marks

5

15 marks

4 1/3

13 marks

3

9 marks

16 2/3

50 marks

AS Unit 5

4 1/3

13 marks

5

15 marks

4 1/3

13 marks

3

9 marks

16 2/3

50 marks

AS Unit 6

4 1/3

13 marks

5

15 marks

4 1/3

13 marks

3

9 marks

16 2/3

50 marks

Totals 30% 30% 25% 15% 100% 300

marks

Subject Criteria

permitted ranges

20 –30% 20 –30% 20 –30% 10 – 20% 100%


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Assessment Objective

AO1 ICT Capability

AO2 Knowledge and Understanding

AO3 ICT Problem Solving

AO4 Evaluation

Totals %

Marks

A2 Unit 7

4 1/3

13 marks

4 1/3 1

3 marks

4 1/3

13 marks

3 2/3

11 marks

16 2/3

50 marks

A2 Unit One of

8/9/10/11/12

5 2/3

17 marks

4

12 marks

4

12 marks

3

9 marks

16 2/3

50 marks

A2 Unit One of

8/9/10/11/12

5 2/3

17 marks

4

12 marks

4

12 marks

3

9 marks

16 2/3

50 marks

A2 Unit One of

8/9/10/11/12

5 2/3% 17 marks

4% 12 marks

4% 12 marks

3% 9 marks

16 2/3% 50 marks

A2 Unit 13

4 1/3

13 marks

4 1/3

13 marks

4 1/3

13 marks

32/3

11 marks

16 2/3

50 marks

A2 Unit 14

4 1/3

13 marks

4 1/3

13 marks

4 1/3

13 marks

32/3

11 marks

16 2/3

50 marks

Totals 30% 25% 25% 20% 100% 300

marks

Subject Criteria

permitted ranges

20 –30% 15 –25% 20 –30% 20 – 30% 100%


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3.3 Availability of Assessment Windows During Pilot Externally Assessed Units Jan

2007 June 2007

Jan 2008

AS Unit 2 Software Applications and Tools √ √ √ A2 Unit 7 Investigating Systems √ √ √ A2 Unit 13 Networking and Communications √ √ √ First Moderation of Internally Assessed Units

June 2007

June 2008

AS Unit 1 Information and Communication √ √ AS Unit 3 Organisations and Information Systems √ √ AS Unit 4 Web Design √ √ AS Unit 5 Spreadsheets for Business Applications √ √ AS Unit 6 Internet and Business √ √ A2 Unit 8 Database Development √ √ A2 Unit 9 Website Design and Management √ √ A2 Unit 10 Multimedia Technology √ √ A2 Unit 11 Application Software Development √ √ A2 Unit 12 Visual Programming √ √ A2 Unit 14 Implementing a Business Solution √ √ 3.4 Prohibited Combinations

In any one series of examinations a candidate may not take examinations on this specification together with examinations in another Level 3 qualification with ICT in the title.

3.5 Candidates with Particular Requirements

Details of arrangements for candidates with particular assessment requirements are provided in the Joint Council for General Qualifications GCSE and GCE Regulations and Guidance for Candidates with Special Assessment Needs. Copies of these regulations can be obtained from CCEA on request. The specification is provided in English, CCEA may provide operational assessment in Irish on request from centres if prior approval has been given by the Department of Education.


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3.6 Evidence of Learning and Internal Assessment

The evidence required by the assessment units will be assessed through an appropriate mixture of assessment methods. Written work will, where appropriate, take the form of a report or presentation of an investigation. The assessment will take full account of the requirement for the analysis or research to have an applied focus. Witness statements, personal portfolios and logbooks may be used if appropriate to complement the main body of the work. In addition, candidates may present photographs, video/audio recordings or other such records of their competence as evidence for assessment. When setting a task or activity the teacher should ensure that the task conforms to the unit requirements in relation to the evidence that the candidates must produce. Differentiation will occur through outcome and will be judged on a range of criteria, including: (a) the degree of assistance/support provided to the candidate; (b) the extent to which the candidate has addressed the task; (c) the extent to which the candidate applies knowledge and understanding of

relevant content and skills; (d) how the candidate completes the task and produces the desired outcome; (e) the extent to which the candidate is able to evaluate evidence and make

reasoned judgements.

CCEA will provide centres with Candidate Record Sheets. Centres must use these to record and validate candidate outcomes.

3.7 Standardisation and Moderation

Where more than one assessor in a centre has carried out the marking of a unit, there must be a process of internal standardisation carried out to ensure that there is a consistent application of the marking criteria. Marks awarded by the centre will be subject to external moderation by CCEA. Candidate work will be externally moderated in the students’ centre or in any other location agreed with the Council. First moderation of internally assessed AS units will take place in Summer 2005 and annually thereafter. First moderation of internally assessed A2 units will take place in Summer 2006 and annually thereafter. As a feature of its support service to centres CCEA will offer a portfolio consultancy service for AS in early 2007.


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3.8 Conduct of the Awarding Process

Awards in these specifications will be conducted in accordance with the relevant Code of Practice developed by the regulatory authorities and agreed with the awarding bodies. In order to obtain an award, candidates must normally complete all assessment components. The award will be based on the aggregation of the outcomes from each of the assessment components weighted accordingly. The four awards are as follows: Advanced Subsidiary General Certificate of Education in ICT Advanced Subsidiary General Certificate of Education in ICT (Double Award) Advanced General Certificate of Education in ICT Advanced General Certificate of Education in ICT (Double Award)

3.9 Aggregation and Grading

Four levels of qualification are offered with units common to each. Candidates entering for the three unit AS (Single Award) are required to take all three units AS Unit 1, AS Unit 2, AS Unit 3. Candidates entering for the six unit AS award are required to take all six AS units. Candidates taking the six unit GCE (Single Award) are required to take the three compulsory units AS Unit 1, AS Unit 2, AS Unit 3 and the compulsory A2 Unit 7 as well as two of the five optional units A2 Unit 8, A2 Unit 9, A2 Unit 10, A2 Unit 11 and A2 Unit 12. Candidates taking the twelve unit GCE (Double Award) are required to take all six compulsory AS units and the Compulsory A2 units, Unit 7, Unit 13 and Unit 14 as well as three of the five optional units A2 Unit 8, A2 Unit 9, A2 Unit 10, A2 Unit 11 and A2 Unit 12. Performance in an assessment unit will be reported as a uniform mark. The maximum uniform mark available for each component is set out in Section 3.2 above. The maximum number of uniform marks available for the three unit AS award is 300; for the six unit GCE (Single Award) it is 600 and for the twelve unit GCE (Double Award) it is 1200 uniform marks. The Uniform Marks are then aggregated and the total set against fixed equivalences for the award of grades in the range A to E and AA to EE as appropriate to the qualification taken. Guidance on the Uniform Marks Scales (UMS) forms part of the support and guidance materials for this specification. Assessment units may be re-taken more than once with the best result counting towards the qualification. The results for a unit have a shelf-life limited only by the shelf-life of the specification.


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3.10 Converting Uniform Marks to Grades Each of the units is weighted at 162/3 %, which attracts a maximum uniform mark of

100. The uniform mark required to achieve Grade A to E in each unit is as follows:

A 80 B 70 C 60 D 50 E 40

The scores for each unit are then aggregated and converted to an overall grade

according to the qualification taken.

The three Unit AS - Single Award has a maximum uniform mark of 300 The overall Grade A to E relationship is as follows:

A 240 B 210 C 180 D 150 E 120

The six Unit AS - Double Award has a maximum uniform mark of 600 The overall Grade A to E relationship is as follows:

AA 480 AB 450 BB 420 BC 390 CC 360 CD 330 DD 300 DE 270 EE 240

The six Unit A2 - Single Award has a maximum uniform mark of 600- The overall Grade A to E relationship is as follows:

A 480 B 420 C 360 D 300 E 240


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Twelve Unit A2 – Double Award Maximum Uniform Mark 1200 The overall Grade A to E relationship is as follows:

AA 960 AB 900 BB 840 BC 780 CC 720 CD 660 DD 600 DE 540 EE 480

3.11 Certification Externally assessed units for AS will be offered in January and June 2007, with

moderation of the internally assessed units in Summer 2007. Externally assessed units for A2 will be offered in January and June 2007, with

moderation of the internally assessed units in Summer 2007.

Where AS certification is not requested, a student going on to complete the full Advanced GCE either Single or Double Award must nevertheless complete all the modules and take all the assessment units required for the appropriate AS award.

The first certification of the 3 unit AS (Single Award) and 6 unit AS (Double Award) will be made in Summer 2005. The first certification of the 6 unit GCE (Single Award) and 12 unit GCE (Double Award) will be made in Summer 2006.


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Section 4 CONTENT 4.1 Structure of an Assessment Unit

The information presented in the following pages adopts a common format for each assessment unit: About this Unit In this section information is provided to assist the teaching / learning process by specifying the scope of study expected. What you need to learn In this section candidates are provided with information on what they will be expected to supply as evidence. Assessment Grid (For Internally assessed units) A set of levels of response mark schemes are provided to enable assessors to award marks on the basis of work submitted. Reference should also be made to the Grade Descriptions set out later in this document.

4.2 Quality of written communication in English

Assessment will take into account candidates’ quality of written communication in English where they are required to respond in continuous prose. Quality of written communication is incorporated within the assessment objectives of the specification and refers to candidates’ ability to: • select and use a form and style of writing appropriate to purpose and to complex

subject matter; • organise relevant material clearly and coherently using specialist vocabulary where

appropriate; • ensure writing is legible, with accurate use of spelling, grammar and punctuation

in order to make meaning clear. Quality of written communication in English will be assessed in all Assessment Units.

4.3 Detailed Content The Assessment Units are presented in order of AS Unit 1 to AS Unit 6 and A2 Unit 7 to A2 Unit 14. Teachers should refer to the appropriate qualification to identify the respective units.


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AS UNIT 1 − INFORMATION AND COMMUNICATION ABOUT THIS UNIT This unit will help you understand the importance of information and communication within an organisation. It will highlight the role of ICT in supporting the information needs of an organisation particularly from an e-commerce perspective. You will develop your skills in writing, in the use of language, in the selection and manipulation of data as well as in the use of different modes and styles of presentation. The unit will focus on the nature of information in organisations, on how it is gathered, on how Internet and intranet technology can facilitate data collection, on how information is presented, communicated and used effectively to support an organisation. You will be required to examine and apply standard ways of working in this context. Your teacher will advise you on the tasks that must be undertaken to enable you to meet the requirements of the unit. This unit will be internally assessed by the presentation of a portfolio of work. WHAT YOU NEED TO LEARN You will need to understand: • why information is so important in an organisation; • the use of Internet and intranet technology in organisations; • how to collect information and produce different types of document; • how to use different styles of writing to suit different purposes; • the importance of accuracy; • how to present information; • what are the standard ways of working.


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Why information is so important in an organisation Every organisation, regardless of size, requires information to make it work. Without current, accurate information, the Managers in the organisation cannot make good decisions about anything. They will not know what is happening in the day to day running of the organisation. They will not know how much money is being spent, how much money there is to spend, what the staff costs are, how much profit the organisation is making, what the stock levels of a particular product are, how many items of a product must be ordered or what products are the most popular. All of these items of information and many more are of major importance to any organisation. You must understand: • the significance of information in supporting the effective operation of an organisation; • the different ways in which information is communicated within an organisation, between

organisations and between organisations and the people for whom they provide a service. This includes paper based communication, on-line communication, e-mail, EDI and conferencing. You must appreciate the circumstances under which each of these types of communication would be most appropriate;

• the types of documents and reports produced in an organisation that contain important information relating to the management of the organisation including items such as orders, invoices, memos and summary reports. You must be able to explain the purpose of these types of documents and identify why they would be used, who would use them and how they might benefit the organisation.

The use of internet and intranet technology in organisations Internet and Intranet technology have presented organisations with the opportunity to grow and develop their trade locally, nationally and internationally. Use of the Intranet has improved internal efficiency and made many internal procedures more effective. The advantages for organisations engaged in e-commerce are extensive and continue to grow. The fact that an organisation can communicate instantly with another organisation in another continent is having a major influence on the way in which organisations do business. You must understand: • how an organisation can increase efficiency by using Intranet facilities to support the

business function; • how improved internal communication at all levels, easier access to information and more

effective circulation of business data, all promote good business practice thus increasing growth and development opportunities;

• what kind of information circulates on an organisation’s Intranet (e-mails, memos, internal documents, internal policies, plans, information for personnel);

• the importance of e-commerce and the exchange of information by organisations across the Internet;

• the impact of e-commerce on customers’ ability to source products competitively in a worldwide market and purchase them securely;

• the impact of e-commerce on the business, trading opportunities at a global level, instant communication worldwide;

• what kind of information is exchanged by an organisation using Internet technology.


17

How to collect information and produce different types of document All organisations large and small employ staff to provide a service or to produce a product. In order to do this effectively, they must collect, organise manage and communicate information. If you want to collect information for a specific purpose, for example, a job application or a new bank account, then you should use specifically designed documents so that the information you collect is relevant for the purpose you intended. It is important to note that many of these documents are used on-line. You must understand: • the nature of the information that organisations collect; • how an organisation collects information; • why you must properly acknowledge information; • how information is transferred into the organisation and out of the organisation; • how organisations present information inside and outside the organisation; • commonly accepted standards for the layout of formal documents ; • the accepted essential information that appears on formal documents; • how an organisation can present a corporate image; • how a template may be used to enforce corporate standards.

Organisations use a vast range of documents for a wide variety of purposes. It is important that you understand and can demonstrate how style, language, presentation and common standards for layouts are applied in documents both paper based and on-line. You must understand: • the range of documents used in most business organisations; • how these documents are presented using appropriate style, language, and layout. How to use different styles of writing to suit different purposes When you are communicating information, it is very important that the manner in which it is written suits the intended purpose. You must understand how to create a document so that the person who receives it knows exactly what you mean. It is always important to use the kind of language appropriate to the person reading your document. Some documents require formal language and presentation, while others should be designed in the simplest manner. You must understand why different styles of writing should be applied for particular purposes including: • capturing the readers attention (interesting, language suited to reader); • stating factual information (concise statements with no unnecessary descriptive

information); • writing an e-mail (exact format and layout, use of cc and bcc, brief content, use of

attachments); • creating documents for orders, invoices or delivery notes (precise fields identified,

appropriate headings for quantities, totals, vat, postage, delivery etc); • creating an impression (dependent on particular purpose and target audience);


18

• designing a questionnaire (dependent on particular purpose and target audience, use of language particularly important and must suit respondents);

• presenting summary information (information must be succinct and properly categorised); • preparing draft documents (information not in final mode of presentation, may have

version numbers, content must be verified for accuracy; • detailing technical information (use of technical language and detailed data, non

descriptive language; • writing reminders (nature of the reminder must be clearly specified and dates noted of

previous issue as well as the current date); • collecting information from individuals or groups of people; • preparing reports (format and style, headings and dates very important); • writing minutes of meetings (format, style and content, brief factual information, actions

to be taken noted); Many software packages provide you with tools to help you design and present documents for different purposes. Some tools help determine the level of use required or will provide letter styles, e-mail and memo formats, as well as presentation and report formats for you to follow and adapt for your document. Other tools help you to choose alternative words. You must learn how to use these tools effectively and to understand their advantages and limitations. You must understand the type of language to be used, whether formal or informal as well as the style of presentation most suited to a range of documents including the following: • an advertisement; • a timetable; • an on-line order; • an on-line payment; • an e-mail confirming a booking or reservation; • a questionnaire; • a sales report for a manager; • a memo to the staff in an organisation from management; • a curriculum vitae (CV); • minutes of a meeting. The importance of accuracy Information that is inaccurate can be misleading and annoying to the reader. Spelling mistakes and bad grammar or bad punctuation take away from the presentation of a document. Many software packages have spell-checkers and tools to check grammar to help you create accurate documents. It is very important that you know how to use these tools effectively to check for words that are spelt incorrectly or for words that have been repeated accidentally. There is no guarantee that using ICT tools for checking your documents will mean that there are absolutely no errors. A document should always be proof read to make sure that it makes sense, is correctly laid out and meets the purpose for which it is intended. When a document is proof read, it should be marked by hand to indicate any changes that are necessary. Standard marks which are published in a British Standard are used for this type of correction.


19

You must understand: • how to use and add words to the dictionary in a spell-checker; • how to use a tool to check grammar; • how to proof read a document; • how to use standard marks. How to present information Good presentation means that the reader of your documents can concentrate on the information they contain. There will be no confusion or distraction from the intended purpose and you will have succeeded in communicating the information effectively. When you are designing a document, you must always consider who is going to read it and what it is you are trying to communicate. A document that uses inconsistent font styles and point sizes can be annoying to the reader. In all documents, a range of features that affect presentation style must be considered. You must learn how to use, modify and adapt these features in the design of your documents. You must understand: • how to achieve an effective page layout; • how to use a range of textual styles; • how to create a variety of presentation styles using paragraph formats; • how to use graphics to enhance presentation style; • how to position important items on a document; • how to apply a variety of special features to create particular presentation to styles; • how to position important items on a document. You must understand how and when to apply these techniques. You can practise these techniques by designing a range of documents and evaluating them. You must understand: • when you should use existing information; • when you should create original information; • when you should integrate existing and original information; • how to apply a consistent style throughout a document; • how to combine text, sound, graphics and numerical information effectively. Developing a slide presentation is a good way of experimenting with these techniques. Slide presentations are very important in business organisations and employees are often required to present information to management in this manner. You must understand: • how to create a slide presentation by putting together a sequence of screens of information

that follow on from each other automatically; • how to create a slide presentation that is both interesting and informative;


20

• how to use a slide presentation to communicate information effectively using the most appropriate page layouts, graphics and text;

• how to determine the time each page (screen) should remain in view; • how to plan a presentation to suit a particular audience. What are the standard ways of working All organisations have rules and guidelines that help people to work effectively and avoid problems. These rules and guidelines are especially important for people working in an ICT environment. The standard ways of working are described below. All of these techniques should be applied to your work. In ICT, there are many reasons for having standard ways of working. However the most important reason is that work can easily be lost or misused. This might be for any of the following reasons: • unauthorised access to a system containing confidential information; • original work being copied and attributed to someone other than the owner (intellectual

property); • data files lost, corrupted by a virus or otherwise damaged; • damage to computer hardware or software so that data cannot be recovered; • information presented in a credible professional manner may be assumed to be true even

though it is inaccurate. Manage your work effectively Standard ways of working help to overcome these problems. In your work, you must make sure that you: • you must plan your work carefully so that you meet agreed deadlines; • use consistent layouts and provide for easy editing; • use sensible file names that can be readily retrieved; • store files in a logical accessible manner; • record any ICT problems that you encounter and how you resolved them. Keep information securely You must keep information in a secure environment and protect from theft, loss, viruses and fire. You must protect confidentiality and prevent illegal access to medical or criminal records. You must learn to keep information that companies wish to keep confidential in a secure environment and prevent it being passed on to others. You must respect copyright. A computer program, words, pictures and graphic images may belong to other people. The people who created or own this material have copyright and you must not use their work without permission. If you do, you are breaking the law. You must understand and respect copyright law. Where you do use information created by others, it is important that you acknowledge the source by using an appropriate reference or listing in a bibliography.


21

If work stored on an ICT system is lost, it is essential that there is another file that can be used in its place. There are two ways to make this possible: • by keeping dated back copies of files on a separate disc that is stored in another location. • by saving work at regular intervals and using different filenames. Work safely You must avoid: • bad posture and physical stress; • eye strain; • hazards in the workplace resulting from equipment or layout. You should also be aware that a comfortable working environment is extremely important to avoid physical stress, eye strain or safety hazards. This may include: • comfortable seating; • suitable desk and VDU position; • suitable keyboard position; • brief rest periods; • avoiding long periods of continuous VDU work; • a surrounding area that includes near and distant objects on which the eye can focus; • careful layout of cables and equipment to avoid tripping; • suitable and complete insulation of cables (from electrical supplies). NOTE The standard ways of working described above must be applied to all of your work. In other units, these requirements are stated briefly to avoid repetition of detail.

CC

EA G

CE

ICT

– fr

om S

epte

mbe

r 200

6

22

AS

UN

IT 1

– IN

FOR

MA

TIO

N A

ND

CO

MM

UN

ICA

TIO

N

ASS

ESS

ME

NT

EV

IDE

NC

E

In th

is u

nit,

you

lear

ned

abou

t the

impo

rtanc

e of

info

rmat

ion

and

com

mun

icat

ion

and

the

use

of IC

T w

ithin

a b

usin

ess o

rgan

isat

ion.

In

orde

r to

dem

onst

rate

you

r und

erst

andi

ng a

nd th

e sk

ills y

ou h

ave

lear

ned,

you

mus

t com

plet

e th

e fo

llow

ing

task

s. 1.

Y

ou n

eed

to p

rodu

ce a

repo

rt fo

r man

agem

ent t

hat e

xpla

ins t

he n

atur

e, im

port

ance

and

use

of i

nfor

mat

ion

in a

bus

ines

s org

anis

atio

n an

d th

e im

porta

nce

of IC

T in

doc

umen

ting

and

com

mun

icat

ing

this

info

rmat

ion.

You

r rep

ort s

houl

d de

mon

stra

te y

our u

nder

stan

ding

of h

ow

info

rmat

ion

circ

ulat

es w

ithin

an

orga

nisa

tion,

bet

wee

n or

gani

satio

ns a

nd b

etw

een

orga

nisa

tions

and

thei

r clie

nts.

You

r rep

ort s

houl

d hi

ghlig

ht

the

use

of In

trane

t and

Inte

rnet

tech

nolo

gy.

In

ord

er to

pre

pare

this

repo

rt yo

u m

ust e

xam

ine

and

eval

uate

a ra

nge

of st

anda

rd b

usin

ess d

ocum

ents

from

a ra

nge

of d

iffer

ent o

rgan

isat

ions

. Th

ese

docu

men

ts sh

ould

incl

ude

both

pap

er b

ased

and

on-

line

docu

men

ts. T

hese

mig

ht in

clud

e or

der f

orm

s, in

voic

es, r

ecei

pts,

deliv

ery

dock

ets,

mem

os, e

-mai

ls, m

inut

es, i

tiner

arie

s, ap

plic

atio

n fo

rms,

data

col

lect

ion

form

s, ag

enda

s for

mee

tings

or i

nfor

mat

ion

leaf

lets

use

d by

the

orga

nisa

tion.

You

r rep

ort s

houl

d be

app

ropr

iate

ly st

ruct

ured

and

pre

sent

ed.

Y

our r

epor

t mus

t:

• ex

plai

n ho

w y

ou h

ave

rese

arch

ed, a

naly

sed,

com

pare

d, c

ontra

sted

and

eva

luat

ed st

anda

rd b

usin

ess d

ocum

ents

from

a ra

nge

of d

iffer

ent

orga

nisa

tions

; •

desc

ribe

and

com

pare

the

cont

ent a

nd p

urpo

se o

f eac

h of

thre

e di

ffer

ent t

ypes

of d

ocum

ent o

btai

ned

from

eac

h of

two

diff

eren

t or

gani

satio

ns, a

t lea

st o

ne o

f whi

ch re

flect

s the

use

of e

lect

roni

c m

edia

; •

high

light

the

stre

ngth

s and

wea

knes

ses o

f eac

h do

cum

ent;

• co

mm

ent o

n th

e su

itabi

lity

of e

ach

docu

men

t for

its i

nten

ded

purp

ose

with

in th

e or

gani

satio

n;

• hi

ghlig

ht th

e im

porta

nce

of th

e in

form

atio

n co

ntai

ned

in th

e do

cum

ent t

o th

e or

gani

satio

n;

• no

te a

ny le

gal i

ssue

s rel

atin

g to

con

fiden

tialit

y or

cop

yrig

ht is

sues

.

CC

EA G

CE

ICT

– fr

om S

epte

mbe

r 200

6

23

2.

You

mus

t als

o de

mon

stra

te fo

ur d

iffer

ent w

ays i

n w

hich

info

rmat

ion

can

be c

omm

unic

ated

for a

rang

e of

diff

eren

t pur

pose

s in

an o

rgan

isat

ion.

Th

is m

ust b

e do

ne b

y pr

oduc

ing

docu

men

ts o

r pre

sent

atio

n m

ater

ial,

whi

ch sh

ow y

our u

nder

stan

ding

of d

iffer

ent s

tyle

s of w

ritin

g an

d di

ffer

ent

styl

es o

f pre

sent

atio

n fo

r diff

eren

t pur

pose

s.

Y

ou m

ust d

esig

n:

•

one

onlin

e do

cum

ent u

sed

by a

n or

gani

satio

n to

supp

ort i

ts fu

nctio

n;

• on

e do

cum

ent u

sed

with

in a

n or

gani

satio

n to

col

lect

dat

a;

• on

e m

ore

deta

iled

docu

men

t com

pris

ing

at le

ast t

hree

A4

page

s. T

his d

ocum

ent c

ould

take

the

form

at o

f an

info

rmat

ion

book

let,

an

inst

ruct

iona

l gui

de, t

rain

ing

pack

age

or a

n or

gani

satio

nal h

andb

ook

or u

ser g

uide

; •

a sl

ide

pres

enta

tion

used

to c

omm

unic

ate

parti

cula

r inf

orm

atio

n w

ithin

the

orga

nisa

tion;

Y

our d

ocum

ents

may

be

pres

ente

d in

prin

ted

or o

n-sc

reen

form

at.

Y

ou m

ust p

rovi

de a

brie

f eva

luat

ion

for e

ach

docu

men

t.

Th

ese

task

s will

dem

onst

rate

the

follo

win

g:

•

why

info

rmat

ion

is so

impo

rtant

in a

n or

gani

satio

n;

• th

e us

e of

Inte

rnet

and

intra

net t

echn

olog

y in

org

anis

atio

ns;

• ho

w to

col

lect

info

rmat

ion

and

prod

uce

diff

eren

t typ

es o

f doc

umen

t; •

how

to u

se d

iffer

ent s

tyle

s of w

ritin

g to

suit

diff

eren

t pur

pose

s;

• th

e im

porta

nce

of a

ccur

acy;

•

how

to p

rese

nt in

form

atio

n;

• w

hat a

re th

e st

anda

rd w

ays o

f wor

king

.

CC

EA G

CE

ICT

– fr

om S

epte

mbe

r 200

6

24

AS

UN

IT 1

– IN

FOR

MA

TIO

N A

ND

CO

MM

UN

ICA

TIO

N

ASS

ESS

ME

NT

EV

IDE

NC

E M

AR

KIN

G B

AN

D

Ass

essm

ent

Obj

ectiv

e M

ark

Ban

d 1

Mar

k R

ange

M

ark

Ban

d 2

Mar

k R

ange

M

ark

Ban

d 3

Mar

k R

ange

M

ark

Ban

d 4

Mar

k R

ange

A

O1

Can

dida

te p

rodu

ces a

n ou

tline

re

port

, thr

ee si

mpl

e do

cum

ents

an

d a

sim

ple

pres

enta

tion

dem

onst

ratin

g pr

actic

al IC

T

capa

bilit

y at

a b

asic

leve

l.

Thi

s is e

vide

nced

by:

T

he u

se o

f sim

ple

wor

d pr

oces

sing

fe

atur

es a

nd p

rese

ntat

ion

styl

es

incl

udin

g at

leas

t pag

inat

ion

and

para

grap

hing

.

1-3

Can

dida

te p

rodu

ces a

rep

ort,

thre

e do

cum

ents

and

a

pres

enta

tion,

dem

onst

ratin

g pr

actic

al IC

T c

apab

ility

at a

m

ore

adva

nced

leve

l of

deve

lopm

ent.

Thi

s is e

vide

nced

by:

T

he u

se o

f a r

ange

of s

oftw

are

feat

ures

and

pre

sent

atio

n st

yles

ap

plie

d ap

prop

riat

ely.

The

se

shou

ld in

clud

e at

leas

t the

use

of

pagi

natio

n, p

arag

raph

ing,

he

ader

s and

foot

ers a

nd p

age

num

bers

and

a r

ange

of f

onts

and

st

yles

rel

evan

t to

the

task

s.

4-7

Can

dida

te p

rodu

ces a

det

aile

d re

port

, thr

ee d

ocum

ents

and

a

pres

enta

tion,

dem

onst

ratin

g pr

actic

al IC

T c

apab

ility

at a

wel

l de

velo

ped

leve

l. T

his i

s evi

denc

ed b

y:

The

app

ropr

iate

use

of t

he r

ange

an

d va

riet

y of

soft

war

e fe

atur

es

avai

labl

e an

d th

eir

rele

vanc

e in

ea

ch c

ase.

The

se sh

ould

incl

ude

at le

ast t

he u

se o

f pag

inat

ion,

pa

ragr

aphi

ng, h

eade

rs a

nd

foot

ers a

nd p

age

num

bers

, gr

aphi

cs a

nd a

ran

ge o

f fon

ts a

nd

styl

es r

elev

ant t

o th

e ta

sks.

Use

of a

ppro

pria

te to

ols t

o as

sist

w

ith a

ccur

acy

8-12

C

andi

date

pro

duce

s a

com

preh

ensi

ve p

rofe

ssio

nal

repo

rt, t

hree

doc

umen

ts a

nd a

pr

esen

tatio

n co

mpl

eted

to a

hig

h st

anda

rd.

Thi

s is e

vide

nced

by

The

app

ropr

iate

use

of t

he r

ange

an

d va

riet

y of

soft

war

e fe

atur

es

avai

labl

e an

d th

eir

rele

vanc

e in

ea

ch c

ase.

The

se sh

ould

incl

ude

at

leas

t the

use

of p

agin

atio

n,

para

grap

hing

, hea

ders

and

foot

ers

and

page

num

bers

inte

grat

ed

grap

hics

to e

nhan

ce th

e re

port

and

do

cum

ents

and

pre

sent

atio

n an

d a

rang

e of

font

s and

styl

es r

elev

ant

to th

e ta

sks

Use

of a

ppro

pria

te to

ols t

o as

sist

w

ith a

ccur

acy

dem

onst

rate

d by

th

e pr

oduc

tion

of a

n er

ror

free

re

port

and

doc

umen

t and

pr

esen

tatio

n.

13-1

7

CC

EA G

CE

ICT

– fr

om S

epte

mbe

r 200

6

25

AS

UN

IT 1

– IN

FOR

MA

TIO

N A

ND

CO

MM

UN

ICA

TIO

N

ASS

ESS

ME

NT

EV

IDE

NC

E M

AR

KIN

G B

AN

D (C

ON

TIN

UE

D)

Ass

essm

ent

Obj

ectiv

e M

ark

Ban

d 1

Mar

k R

ange

M

ark

Ban

d 2

Mar

k R

ange

M

ark

Ban

d 3

Mar

k R

ange

M

ark

Ban

d 4

Mar

k R

ange

A

O2

Can

dida

te sh

ows b

asic

un

ders

tand

ing

of th

e im

port

ance

of i

nfor

mat

ion

to

the

orga

nisa

tion,

evi

denc

ed b

y th

e de

scri

ptio

n an

d co

mpa

riso

n of

thre

e do

cum

ents

from

two

orga

nisa

tions

in r

epor

t.

The

incl

usio

n of

thre

e do

cum

ents

and

a p

rese

ntat

ion

dem

onst

ratin

g fo

ur d

iffer

ent

way

s in

whi

ch in

form

atio

n ca

n be

com

mun

icat

ed.

Rep

ort d

ocum

ents

and

pr

esen

tatio

n re

flect

bas

ic

unde

rsta

ndin

g of

the

use

of

intr

anet

and

Inte

rnet

te

chno

logy

in th

e or

gani

satio

n,

evid

ence

d by

the

incl

usio

n of

at

leas

t one

doc

umen

t sui

tabl

e fo

r on

-line

use

So

me

evid

ence

of r

esea

rch

and

anal

ysis

incl

uded

in th

e ex

plan

atio

n pr

ovid

ed.

1-3

Can

dida

te sh

ows u

nder

stan

ding

of

the

impo

rtan

ce o

f inf

orm

atio

n to

the

orga

nisa

tion

evid

ence

d by

th

e de

scri

ptio

n an

d co

mpa

riso

n of

thre

e do

cum

ents

from

two

orga

nisa

tions

in r

epor

t.

Iden

tific

atio

n of

stre

ngth

s and

w

eakn

esse

s is i

nclu

ded.

T

he in

clus

ion

of th

ree

docu

men

ts

and

a pr

esen

tatio

n de

mon

stra

ting

four

diff

eren

t w

ays i

n w

hich

info

rmat

ion

can

be

com

mun

icat

ed.

Rep

ort,

docu

men

ts a

nd

pres

enta

tion

refle

ct

unde

rsta

ndin

g of

the

use

of

intr

anet

and

Inte

rnet

tech

nolo

gy

in th

e or

gani

satio

n ev

iden

ced

by

the

incl

usio

n of

at l

east

one

do

cum

ent s

uita

ble

for

on-li

ne

use.

E

vide

nce

of r

esea

rch

and

anal

ysis

an

d co

mpa

riso

n in

clud

ed,

dem

onst

rate

d by

the

expl

anat

ion

prov

ided

. U

nder

stan

ding

of c

onfid

entia

lity

and

copy

righ

t iss

ues e

vide

nced

in

repo

rt

Rep

ort i

s cle

arly

wri

tten

and

pr

esen

ted

and

addr

esse

s id

entif

ied

issu

es a

ppro

pria

tely

C

andi

date

s sh

ow a

n aw

aren

ess

of a

udie

nce

by p

rodu

cing

a

repo

rt, d

ocum

ents

and

pr

esen

tatio

n th

at a

re fi

t for

pu

rpos

e.

4-7

Can

dida

te sh

ows g

ood

unde

rsta

ndin

g of

the

impo

rtan

ce o

f inf

orm

atio

n to

th

e or

gani

satio

n ev

iden

ced

by th

e in

clus

ion

of a

n ex

plan

atio

n of

thre

e do

cum

ents

from

two

orga

nisa

tions

in

repo

rt.

- E

xpla

natio

n of

stre

ngth

s and

w

eakn

esse

s is i

nclu

ded

in r

epor

t. -

the

incl

usio

n of

thre

e do

cum

ents

an

d a

pres

enta

tion

dem

onst

ratin

g fo

ur d

iffer

ent w

ays i

n w

hich

in

form

atio

n ca

n be

com

mun

icat

ed.

- R

epor

t, do

cum

ents

and

pr

esen

tatio

n re

flect

goo

d un

ders

tand

ing

of th

e us

e of

in

tran

et a

nd In

tern

et te

chno

logy

in

the

orga

nisa

tion

evid

ence

d by

the

incl

usio

n of

one

doc

umen

t tha

t us

es e

lect

roni

c m

edia

in th

e re

port

an

d th

e cr

eativ

e de

sign

of o

ne o

n-lin

e do

cum

ent.

-

Evi

denc

e of

res

earc

h, a

naly

sis,

com

pari

son

and

eval

uatio

n is

in

clud

ed d

emon

stra

ted

by th

e ex

plan

atio

n pr

ovid

ed.

- G

ood

unde

rsta

ndin

g of

co

nfid

entia

lity

and

copy

righ

t is

sues

evi

denc

ed in

rep

ort.

-

Rep

ort,

docu

men

ts a

nd

pres

enta

tion

are

wel

l wri

tten

and

pr

esen

ted

with

att

entio

n to

re

leva

nt d

etai

l and

acc

urac

y de

mon

stra

ted

- C

andi

date

s sho

w g

ood

awar

enes

s of

aud

ienc

e by

pro

duci

ng a

rep

ort,

docu

men

ts a

nd p

rese

ntat

ion

that

ar

e w

ell s

uite

d to

req

uire

men

ts

and

fit fo

r pu

rpos

e.

8-11

C

andi

date

show

s tho

roug

h un

ders

tand

ing

of th

e im

port

ance

of

info

rmat

ion

to th

e or

gani

satio

n ev

iden

ced

by th

e in

clus

ion

of a

n ex

plan

atio

n of

thre

e do

cum

ents

from

two

orga

nisa

tions

in r

epor

t.

Exp

lana

tion

of st

reng

ths a

nd w

eakn

esse

s an

d th

eir

impa

ct o

n th

e or

gani

satio

n is

in

clud

ed in

rep

ort.

The

incl

usio

n of

thre

e do

cum

ents

and

a

pres

enta

tion

dem

onst

ratin

g fo

ur

diff

eren

t way

s in

whi

ch in

form

atio

n ca

n be

com

mun

icat

ed.

Rep

ort a

nd d

ocum

ents

ref

lect

thor

ough

un

ders

tand

ing

of th

e us

e of

intr

anet

and

In

tern

et te

chno

logy

in th

e or

gani

satio

n ev

iden

ced

by th

e in

clus

ion

of o

ne

docu

men

t tha

t use

s ele

ctro

nic

med

ia in

a

real

istic

app

ropr

iate

man

ner

in th

e re

port

, the

cre

ativ

e de

sign

of o

ne o

n-lin

e do

cum

ent.

D

etai

led

evid

ence

of r

esea

rch

anal

ysis

, co

mpa

riso

n an

d ev

alua

tion

is in

clud

ed.

Can

dida

te d

emon

stra

tes t

horo

ugh

unde

rsta

ndin

g of

con

fiden

tialit

y an

d co

pyri

ght i

ssue

s evi

denc

ed in

the

repo

rt.

Rep

ort,

docu

men

ts a

nd p

rese

ntat

ion

are

very

wel

l wri

tten

and

pre

sent

ed, w

ith

thor

ough

att

entio

n to

acc

urac

y an

d de

tail

evid

ent.

C

andi

date

s sh

ow k

een

awar

enes

s of

audi

ence

by

prod

ucin

g a

repo

rt a

nd

docu

men

ts th

at a

re h

ighl

y su

ited

to

requ

irem

ents

and

fit f

or p

urpo

se

12-1

5

CC

EA G

CE

ICT

– fr

om S

epte

mbe

r 200

6

26

AS

UN

IT 1

– IN

FOR

MA

TIO

N A

ND

CO

MM

UN

ICA

TIO

N

ASS

ESS

ME

NT

EV

IDE

NC

E M

AR

KIN

G B

AN

D (C

ON

TIN

UE

D)

Ass

essm

ent

Obj

ectiv

e M

ark

Ban

d 1

Mar

k R

ange

M

ark

Ban

d 2

Mar

k R

ange

M

ark

Ban

d 3

Mar

k R

ange

M

ark

Ban

d 4

Mar

k R

ange

A

O3

C

andi

date

pro

duce

s IC

T so

lutio

ns

show

ing

appl

icat

ion

of k

now

ledg

e an

d sk

ills t

o re

quir

ed so

lutio

ns.

Rep

ort a

nd d

ocum

ents

are

suita

ble

for

the

inte

nded

pur

pose

and

use

a

rang

e of

bas

ic st

yles

and

layo

uts t

o ac

hiev

e ob

ject

ives

.

1-3

Can

dida

te p

rodu

ces I

CT

so

lutio

ns o

f goo

d qu

ality

and

co

nsis

tent

app

roac

h sh

owin

g go

od u

nder

stan

ding

of t

he

appl

icat

ion

of k

now

ledg

e an

d sk

ills t

o so

lutio

ns.

Rep

ort a

nd d

ocum

ents

are

wel

l su

ited

to th

e in

tend

ed p

urpo

se

and

dem

onst

rate

rel

evan

t ap

plic

atio

n of

app

ropr

iate

fe

atur

es.

4-6

Can

dida

te p

rodu

ces I

CT

so

lutio

ns o

f ver

y go

od q

ualit

y an

d co

nsis

tent

app

roac

h. V

ery

good

und

erst

andi

ng o

f the

ap

plic

atio

n of

kno

wle

dge

and

skill

s to

the

solu

tions

evi

dent

. - R

epor

t and

doc

umen

ts w

ritt

en

and

pres

ente

d in

a m

anne

r w

hich

is

ver

y w

ell m

atch

ed to

the

inte

nded

pur

pose

. Ver

y go

od u

se

of a

wid

e ra

nge

of fe

atur

es

appl

ied

to so

lutio

ns

dem

onst

rate

d.

7-9

Can

dida

te p

rodu

ces I

CT

so

lutio

ns o

f hig

h qu

ality

and

co

nsis

tent

app

roac

h. T

horo

ugh

unde

rsta

ndin

g of

the

appl

icat

ion

of k

now

ledg

e an

d sk

ills t

o th

e so

lutio

ns d

ocum

ente

d. T

his i

s ev

iden

ced

in th

e co

nten

t of t

he

repo

rt, d

ocum

ents

and

pr

esen

tatio

n.

Rep

ort a

nd d

ocum

ents

wri

tten

an

d pr

esen

ted

in a

man

ner

whi

ch

is h

ighl

y re

leva

nt to

the

inte

nded

pu

rpos

e. E

xten

sive

use

of a

wid

e ra

nge

of fe

atur

es a

ppro

pria

tely

ap

plie

d to

solu

tions

cle

arly

de

mon

stra

ted.

10-1

2

AO

4

Exa

mpl

es in

rep

ort a

re e

xpla

ined

at

a b

asic

leve

l.

Doc

umen

ts a

re id

entif

ied

for

each

se

lect

ed p

urpo

se.

Can

dida

te e

valu

ates

how

do

cum

ents

fulfi

l the

ir in

tend

ed

purp

ose.

1 E

xam

ples

in r

epor

t are

exp

lain

ed

at a

mor

e de

velo

ped

leve

l sh

owin

g un

ders

tand

ing

of

com

pari

sons

.

Doc

umen

ts a

re e

xpla

ined

usi

ng

som

e te

chni

cal a

nd d

escr

iptiv

e la

ngua

ge.

Can

dida

te sh

ows u

nder

stan

ding

in

eva

luat

ion

of h

ow d

ocum

ents

fu

lfil i

nten

ded

purp

ose.

2-3

Exa

mpl

es in

rep

ort a

re w

ell

expl

aine

d sh

owin

g go

od

unde

rsta

ndin

g of

com

pari

sons

. D

ocum

ents

are

cle

arly

exp

lain

ed

usin

g re

leva

nt te

chni

cal a

nd

desc

ript

ive

lang

uage

. C

andi

date

show

s goo

d un

ders

tand

ing

in e

valu

atio

n of

ho

w d

ocum

ents

fulfi

l int

ende

d pu

rpos

e.

4-5

Exa

mpl

es in

rep

ort a

re c

lear

ly

and

logi

cally

def

ined

in a

co

mpa

rativ

e co

ntex

t with

reg

ard

to c

onte

nt a

nd p

urpo

se.

D

ocum

ents

are

exp

lain

ed in

a

deta

iled

man

ner

usin

g re

leva

nt

tech

nica

l and

des

crip

tive

lang

uage

. C

andi

date

pro

vide

s a c

oher

ently

ex

plai

ned

eval

uatio

n of

do

cum

ents

dem

onst

ratin

g th

orou

gh u

nder

stan

ding

of

inte

nded

pur

pose

.

6

CCEA GCE Applied ICT – from September 2006

27

AS UNIT 1 - INFORMATION AND COMMUNICATION GUIDANCE FOR TEACHERS Delivery Strategies This unit will underline the importance of information and communication within an organisation. It highlights the role of ICT in supporting the information needs of an organisation particularly from an e-commerce perspective. The emphasis in this unit should be on practical applications. At all times, the knowledge that must be communicated to candidates must be based on real examples from business. Candidates must appreciate that the effective exchange of information in an organisation is critical to its success. It is essential therefore that candidates have some opportunities to engage with real business organisations, this can be achieved through: - visits to local employers; - guest speakers; - quality case study material.

Candidates must be encouraged to research appropriate Internet based organisations. This will enable them to examine on-line orders, on-line payments and on-line booking and enquiry systems thus letting them understand how business organisations really use e-commerce opportunities. Group discussions should be used for candidates to exchange views on how business organisations could use intranet facilities to improve their efficiency. The candidates should research the school or college intranet as a starting point to demonstrate how an organisation uses this facility for communication purposes. They should determine the nature and content of the information circulated in this manner. Candidates should be involved in practical data collection exercises which help them understand the difficulty of getting the information required if a data collection document isn’t properly designed. By sourcing a range of documents designed in different styles and for different purposes, candidates will be able to determine the types of document necessary within an organisation to support its function and will be able to comment on their suitability for purpose. Again, practical work, supported by group discussion will stimulate useful comment and enhance interest.


28

Candidates should be encouraged to design and complete documents for different purposes, thus determining for themselves the difficulties involved. They should be encouraged at all times to analyse, compare, evaluate and review, always taking into consideration the intended function. It is important that they understand and can demonstrate how style, language, presentation and common standards for layouts are applied in documents both paper based and on-line, such as: memos agendas minutes advertising literature order forms invoices delivery notes business letters purchase orders e-mail reports web pages draft documents itineraries newsletters fax cover sheets questionnaires technical specifications documents to collect information from people Candidates should be encouraged to ensure accuracy in the documents that they produce by applying relevant tools such as spelling and grammar checkers and by proofing final documents and using standard marks. These are all practical activities which should be integral to every item produced. Candidates must be able to communicate information in a variety of ways and should be given extensive practical opportunities to develop skills in producing documents suitable for on-line use, paper based documents. They should be encouraged to work in groups so that knowledge can be shared. Candidates should be aware of all legal issues surrounding information within an organisation and apply this knowledge appropriately. Assessment Strategies This unit is assessed by the production of a portfolio of evidence. In order to produce this portfolio, candidates must have a sound understanding of the common information needs of a business organisation. They must have also have a sound understanding of the role of ICT in supporting information and communication. Candidates should be encouraged to view the production of the report as an opportunity to concisely present their knowledge as well as demonstrate the research and analysis skills they have acquired. This task will have been well prepared as a result of the teaching strategies used. The second task allows candidates to demonstrate their individual approach to presentation styles and the task should be developed over an extended period of time, thus giving candidates every opportunity to develop appropriate skills. Guidance on using Assessment Evidence Marking Band In applying the assessment evidence marking bands teachers should endeavour to apply the principle of ‘best fit’. This means giving consideration to bands above and below that description which matches most of the qualities identified in the piece of work. After placing the piece of work within a band, the assessor should make a judgement as to whether the work is towards the higher or the lower segment of the mark range.


29

It is not necessary for all of the qualities listed to be apparent in the work for a candidate to achieve a mark in that range. The assessor should also take into account the candidate’s quality of written communication. Resources Resources to support the delivery of this unit include: • texts; • publications including company reports and company magazines; • Internet; • case study material; • guest speakers; • visits to local industry.


30

AS UNIT 2 − SOFTWARE APPLICATIONS AND TOOLS ABOUT THIS UNIT This unit will develop skills and understanding in the most commonly used systems and applications software and communications technology. Candidates will be required to use these applications to support business functions in a given context. Candidates will be required to research, select, evaluate and use software to provide solutions to given problems. Candidates will be required to understand issues relating to their choice of software. Candidates will be required to examine and apply standard ways of working in this context. This unit will be externally assessed by a 2½ hours computer-based examination. WHAT YOU NEED TO LEARN You will need to understand: • the role of an operating system and utility software applications; • the facilities provided within a GUI operating system for disk management, memory

management and file management; • the effective use of word processors, spreadsheets and databases in task automation; • how data can be transferred and used between database, spreadsheet and word processing

software applications; • how presentation software can be used to disseminate information effectively; • the role of communication technologies and the Internet within an organisation; • what are the standard ways of working? The Role Of An Operating System And Utility Software Applications The basic software for any computer system is its operating system. You will need to: • know why an operating system is required; • examine the facilities available within a GUI operating systems; All computer systems should be protected from attack by viruses which are placed on the system intentionally and unintentionally. Virus protection software is crucial in providing such protection.


31

You will need to: • know how to install virus protection software; • examine virus protection software to establish the key features provided; • be able to use virus protection software to maximise protection for a user; • schedule events within virus protection software; • evaluate and select virus protection products. The Facilities Provided Within A GUI Operating System For Disk Management, Memory Management And File Management All operating systems provide for the management of disk space, memory and files. You will investigate a single user system operating system which provides these three facilities. You need to select, use and evaluate appropriate utility tools to: • solve disk fragmentation problems; • backup material stored on a PC; • schedule routine tasks, such as virus scans, disk checking; • establish the current properties of a system in terms of RAM, processor • type, operating system and storage facilities; • select appropriate hardware for business use; • organise effectively files on a system; • set the properties for keyboards, display and mouse; • select appropriate hardware for business use. The Effective Use Of Wordprocessors, Spreadsheets And Databases In Task Automation A key piece of software for most organisations in both education and business is the word processor. You must be able to select and use appropriately the advanced features of a word processor to automate tasks and shorten the time taken for the production of electronic documents. In order to be able to do this you will need to: • make use of templates for documents which are regularly produced; • make use of the outline facility in a word processor to compile reports with tables,

indexes, contents listings and diagrams; Data can be stored within a database, the database can be queried to produce information. This information can be used to make decisions within an organisation. You will need to: • understand the role of key fields within the table structure; • select fields and link at least two tables together on a common field; • enter data into a database; • query a database using up to three criteria; • create and use onscreen and printed reports from within a database and evaluate them in

terms of purpose and intended audience; • create and use data capture screens and evaluate their effectiveness in terms of fitness for

purpose.


32

Data can be stored within a spreadsheet. The data can be manipulated and used to produce graphs and charts and for comparative analysis. You will need to know:

• how to enter different types of data into a spreadsheet using rows columns and cells; • how to use basic functions within a spreadsheet to produce results; • how to create graphs and charts using the data and results on the spreadsheets; • how to make use of simple macros to automate tasks; • how to customise the menu and icons present on the system to allow users to have

shortcuts to specific tasks. How Data Can Be Transferred And Used Between Database, Spreadsheet And Wordprocessing Software Applications Many applications used in business can be described as integrated applications. These packages allow data to be transferred between the applications. This allows for more effective use of the data and saves time for employees because data created in one application can be reused in another application. You will need to know:

• how to transfer data from a database for use in a word processing document; • how to use the mail merge facility to select and merge records with source text; • how to transfer data from a spreadsheet for use in a database; • by examination of the three software tools, how to select the most appropriate software to

meet business needs. How Presentation Software Can Be Used To Disseminate Information Effectively It is important that information is shared across an organisation. This will improve the overall quality of decisions made within the organisation. You will need to know:

• the features of a quality multimedia presentation; • how to use a presentation tool to present information which has been gathered from other

information systems or software tools.

The Role Of Communication Technologies And The Internet Within An Organisation An organisation must communicate effectively within and outside of itself. The development of communication technology has made this task easier. Most organisations make use of the Internet and intranets to do this. You will need to: • examine e-mail and its potential as a business tool; • examine and evaluate how an organisation uses an intranet for communication; • explore how organisations communicate using websites and identify good practice; • examine the digital communication systems bulletin boards (asynchronous

communication), interactive messaging (synchronous communication) and videoconferencing and evaluate their role in internal and external communication within businesses.


33

What Are The Standard Ways Of Working Standard ways of working enable you to manage and develop your work effectively. Unit 1 Information and Communication has already outlined these procedures in detail. In particular in this unit you should: • manage you work effectively; • save your programs regularly and maintain a back up copy; • keep information securely; • work safely.


34

AS UNIT 2 - SOFTWARE APPLICATIONS AND TOOLS GUIDANCE FOR TEACHERS Delivery Strategies The main aim of this unit is to develop a broad base of skills in common software and applications used within a business environment. This unit will develop skills in the use of typical software applications for supporting routine tasks within a business environment. The candidate will be encouraged to develop an understanding of the facilities provided by a typical operating system and the necessary utility programs to ensure that any software contained on the ICT system will work effectively. In developing practical skills the candidate will select the correct tool and use it to produce a system designed to automate a routine task carried out within a business. The candidate will be required to make use of a variety of communication technologies and to assess their possible impact on the communication within an organisation. Candidates should be encouraged to examine an ICT system used by a business. During the study they should assess: • the operating system and its role in the information production process; • utility programs and what such programs contribute to the stability of an ICT system; • applications software used; • automated systems developed using generic application software packages. This will enable the candidate to evaluate the performance of a system and its effectiveness within a business environment. Such an investigation could be carried out in groups and presented to an audience. Candidates should be given a number of mini project tasks. They should be asked to develop a number of small automated systems using word processors, spreadsheets and databases. Data should be shared and transferred between the applications. Features used should enable automation of realistic tasks within a business context. In general automated tasks should be fronted by a button or menu of some sort. In order to be able to communicate within and outside of an organisation, candidates should have skills in the use of communication technologies. Candidates should be exposed to the different media for communicating and encouraged to use these media for appropriate purposes. Assessment of the impact of the use of communication technology should be encouraged. Assessment Strategies This unit will be assessed by an external 21/2 hour computer based examination. Candidates will be required to exhibit an understanding of how ICT systems are used in a business context. Through scenario based material they will be required to recommend and justify the use of particular ICT tools. Candidates will be required to demonstrate a working knowledge of word processing, database, spreadsheet, presentation software and communication technology.


35

Resources Resources to support the delivery of this unit include: • texts; • publications including company reports on software usage and deployment; • Internet; • software user guides; • visits to local industry.


36

AS UNIT 3 − ORGANISATIONS AND INFORMATION SYSTEMS ABOUT THIS UNIT This unit will help you develop an understanding of organisations and the information systems necessary for their support. It will examine the nature of organisations and how they are structured and managed. The unit will help you understand how information and ICT systems support the business function. Management information and its use in a business environment will be considered. The unit will look at how information is gathered, managed, communicated and exchanged effectively to support an organisation. It will also consider how information and the surrounding ethical, legal and health and safety issues impact on an organisation. You will be required to examine and apply standard ways of working in this context. This unit will be internally assessed through a portfolio of work. Please refer to our website for sample case study. WHAT YOU NEED TO LEARN You will need to understand: • how organisations are structured and managed; • why information is necessary to make an organisation work; • the role of ICT in an organisation; • the role of Management Information Systems (MIS) in an organisation; • the legal issues surrounding information systems; • the standard ways of working. How organisations are structured and managed In any organisation, people work together to provide a service to the public or else to make a product that will be bought. Organisations range from the very large to the very small. They include companies with branches all over the world having thousands of employees as well as small local businesses that employ only a few members of staff. Regardless of the size of an organisation, there are common recognised structures and functions that exist within all of them.


37

You must understand: • the types of organisation that exist, such as public service organisations, utilities, large

commercial organisations and small to medium sized enterprises (SMEs); • the different types of organisational structures that exist, such as hierarchical, matrix,

functional; • the role of strategic, tactical and operational management; • the role of departments within an organisation and how these allow the organisation to

operate; • the range of functions within organisations, such as marketing, purchasing, sales, design,

distribution, accounts, human resources, marketing, administration and ICT support and the personnel employed to fulfil these functions.

Why information is necessary to make an organisation work Many organisations use similar types of information to support their particular function. You must understand: • the importance of communication inside the organisation between individuals and

departments and outside the organisation, for example to clients, customers, suppliers or wholesalers;

• the type of information that is maintained by organisations and what the key features of this information are. Information relating to order processing, stock, accounts, finance, payroll, personnel, design, development, e-mail, Internet, intranet and manufacture should be considered;

• the type of information that is exchanged inside the organisation and outside the organisation;

• why organisations interact with, customers, wholesalers and retailers, distributors, manufacturers and suppliers and what kind of information is exchanged;

• how information is communicated within and outside the organisation including formal and informal verbal communication, electronic communication and written communication;

• the nature of each type of communication for example, meetings, Internet, intranet and using documents such as orders, invoices, delivery notes, purchase orders, design and production documentation, payroll details, staff records, stock information, financial information, marketing information.

The role of ICT in an organisation Most organisations now use ICT systems to support their function. ICT systems may be used throughout the organisation to support administrative activities, order processing, stock control, financial management, research design and development and in the production process. The expanding area of e-commerce is impacting significantly on business organisations and the necessity to develop computer systems technically able to support the organisation in this area is of paramount importance.


38

You must understand: • the different types of ICT systems that exist within an organisation to support the

different types of information required by the organisation. These systems may be standalone systems supporting individual functions or integrated systems that support a range of business functions;

• the issues that surround standalone and integrated systems. You must consider situations

where systems are not linked together in any way and the implications that arise for data held in these circumstances. You must also consider the effect of fully integrated systems;

• the role of the Intranet and the Internet within an organisation to support the business

function;

• how ICT systems support the flow of information within and outside an organisation. You must understand how an organisation uses intranet, Internet, e-mail, EDI and e-commerce to support the business function.

The role of management information systems (MIS) in an organisation When an Information System is focused on providing information that will help managers in an organisation make decisions, it is called a Management Information System (MIS). These types of system help managers to plan and organise. They can generate a considerable amount of extremely useful information. The information produced by a MIS system may be in the form of reports, tables or graphs. It may be financial information or projected information based on a range of possible circumstances that might arise in the business. It may be information triggered by an exceptional circumstance that has arisen, for example a warning that is flagged up when stock reaches an unacceptably low level. You must understand: • the range of management information required by organisations; • how Management Information is generated in an organisation using a range of ICT

systems; • how a database may be used to hold all the different types of information required by an

organisation; • how data held in a database can be analysed and compared over a period of time to

provide management information about for example, sales, production, accounts or stock; • how a Management Information System can be used to indicate warnings that urgent

decisions must be made about for example, finance, stock or production; • how a Management Information System can be used to generate daily reports indicating

production levels and costs or staff reports; • how a Management Information System can be used to create Monthly/Period End

reports showing comparisons with the organisation and its competitors; • how a Management Information System can be used to make Forecasts and Predictions

relating to the effects of policy decisions, market conditions, production and changes in legislation.


39

The legal issues surrounding information systems The use of computers in organisations raises a range of issues regarding security, privacy, confidentiality and Health and Safety. Organisations must be fully aware of these issues and ensure that personnel employed by the organisation understand and comply with relevant procedures. All organisations must observe legislation relating to the information they obtain, record, distribute and use. It is essential that information is protected from loss and misuse. You must learn about the laws that protect information such as the Data Protection Act, the Computer Misuse Act and Copyright Law You must understand: • why information must be secure and protected from accidental loss, theft, virus

corruption, fire; • why information must remain confidential and why illegal access to personal information

must be carefully controlled; • why copyright is extremely important to individuals and to organisations; • why it is essential to acknowledge sources and references; • why security and backup procedures must be in place in an organisation; • why organisations must observe appropriate Health and Safety Legislation and provide a

safe working environment for employees; • the range of legislation in place to protect data held by organisations and the importance

of taking account of it in the operation of the organisation; • how Data Protection Legislation, the Computer Misuse Act and the Copyright Design and

Patents Act, Health and Safety at Work Act and other relevant legislation impact on an organisation;

• the effect of computer crime on an organisation. You must appreciate theft, hacking, viruses and deliberate misuse of data.

What are the standard ways of working Standard ways of working enable you to manage and develop your work effectively. Unit 1 Information and Communication has already outlined these procedures in detail. In particular in this unit you should: • manage you work effectively; • edit and save your work regularly and maintain a back up copy; • keep information securely; • work safely.

CC

EA G

CE

App

lied

ICT

– fr

om S

epte

mbe

r 200

6

40

AS

UN

IT 3

− O

RG

AN

ISA

TIO

NS

AN

D IN

FOR

MA

TIO

N S

YST

EM

S A

SSE

SSM

EN

T E

VID

EN

CE

In

this

uni

t, yo

u le

arne

d ab

out t

he im

porta

nce

of u

nder

stan

ding

how

org

anis

atio

ns a

re st

ruct

ured

and

man

aged

. Y

ou h

ave

lear

ned

abou

t the

ICT

syst

ems

nece

ssar

y to

supp

ort o

rgan

isat

ions

and

the

natu

re o

f Man

agem

ent I

nfor

mat

ion

Syst

ems.

In o

rder

to d

emon

stra

te y

our u

nder

stan

ding

and

the

skill

s you

ha

ve le

arne

d, y

ou m

ust n

ow c

ompl

ete

a nu

mbe

r of t

asks

. Y

ou h

ave

been

issu

ed w

ith a

cas

e st

udy

on w

hich

you

will

hav

e co

nduc

ted

thor

ough

rese

arch

bas

ed o

n th

e kn

owle

dge

and

skill

s you

hav

e ac

quire

d th

roug

hout

this

uni

t.

The

man

agem

ent o

f the

com

pany

has

serio

us c

once

rns o

ver h

ow th

e or

gani

satio

n sh

ould

dev

elop

and

has

dec

ided

to e

mpl

oy a

firm

of c

onsu

ltant

s (S

peci

alis

t Sol

utio

ns L

imite

d) to

adv

ise

them

. Th

ey a

re v

ery

cons

ciou

s of t

he n

eed

to fu

lly e

xplo

it IC

T sy

stem

s to

supp

ort t

heir

likel

y de

velo

pmen

t and

ha

ve re

ques

ted

a co

mpr

ehen

sive

repo

rt de

taili

ng sp

ecifi

c in

form

atio

n. T

his r

epor

t mus

t be

mad

e av

aila

ble

to th

e co

mpa

ny m

anag

emen

t bef

ore

a pr

esen

tatio

n of

the

futu

re v

isio

n of

the

com

pany

to th

e B

oard

of D

irect

ors.

In y

our c

apac

ity a

s a S

yste

ms A

naly

st fo

r Spe

cial

ist S

olut

ions

Lim

ited

you

are

resp

onsi

ble

for t

he c

ompi

latio

n of

the

repo

rt an

d th

e pr

esen

tatio

n to

m

anag

emen

t. Y

ou m

ust p

rodu

ce a

com

preh

ensi

ve re

port

for M

anag

emen

t tha

t ful

ly e

xpla

ins t

he fo

llow

ing:

•

the

curr

ent s

tatu

s of t

he c

ompa

ny (t

his s

houl

d in

clud

e a

brie

f bac

kgro

und

to th

e co

mpa

ny a

nd re

fere

nce

to th

e cu

rren

t org

anis

atio

n st

ruct

ure,

m

anag

emen

t, re

sour

ces e

tc.);

•

how

info

rmat

ion

is c

omm

unic

ated

in th

e co

mpa

ny;

• fo

ur e

xam

ples

of t

he ty

pe o

f inf

orm

atio

n cu

rren

tly c

ircul

atin

g w

ithin

the

com

pany

. Th

e lik

ely

cont

ent a

nd fo

rmat

of t

his i

nfor

mat

ion

shou

ld b

e no

ted

and

expl

aine

d;

• po

ssib

le p

robl

em a

reas

cur

rent

ly w

ithin

the

orga

nisa

tion;

•

how

ICT

reso

urce

s cou

ld b

e us

ed to

ass

ist t

he c

ircul

atio

n of

info

rmat

ion

in th

e or

gani

satio

n;

• ho

w th

e im

plem

enta

tion

of a

Man

agem

ent I

nfor

mat

ion

Syst

em c

ould

hel

p th

e co

mpa

ny a

t pre

sent

and

in th

e fu

ture

; •

two

exam

ples

of M

IS re

ports

whi

ch y

ou h

ave

desi

gned

you

rsel

f tha

t cou

ld b

e ob

tain

ed fr

om a

new

MIS

syst

em in

the

com

pany

. Th

ese

shou

ld b

e ac

com

pani

ed w

ith a

n ex

plan

atio

n of

eac

h in

term

s of t

he d

ata

they

con

tain

;

CC

EA G

CE

App

lied

ICT

– fr

om S

epte

mbe

r 200

6

41

• ho

w th

e co

mpa

ny c

ould

exp

loit

e-co

mm

erce

opp

ortu

nitie

s to

expa

nd th

eir c

usto

mer

bas

e;

• tw

o ex

ampl

es o

f on-

line

docu

men

ts li

kely

to b

e us

ed b

y th

e co

mpa

ny if

they

pro

ceed

with

an

e-co

mm

erce

solu

tion

with

a b

rief e

xpla

natio

n of

eac

h.

You

r rep

ort s

houl

d re

fere

nce

lega

l iss

ues l

ikel

y to

impa

ct o

n th

e de

velo

pmen

t pro

cess

. A

s a S

yste

ms A

naly

st w

ith S

peci

alis

t Sol

utio

ns L

imite

d, y

ou a

re a

lso

resp

onsi

ble

for t

he c

ompi

latio

n an

d de

liver

y of

a p

rese

ntat

ion

to th

e B

oard

of

Dire

ctor

s. Th

is p

rese

ntat

ion

shou

ld o

utlin

e th

e fu

ture

vis

ion

of th

e co

mpa

ny a

s see

n by

Spe

cial

ist S

olut

ions

Lim

ited.

You

r pre

sent

atio

n w

hich

is b

ased

on

the

info

rmat

ion

in y

our r

epor

t sho

uld

expl

ain

and

just

ify to

the

Boa

rd o

f Dire

ctor

s ho

w th

e co

mpa

ny c

ould

fully

util

ise

ICT

and

avai

labl

e te

chno

logi

es to

su

ppor

t the

man

agem

ent f

unct

ion

and

to e

xpan

d th

e bu

sine

ss, t

hus f

ulfil

ling

long

term

pla

ns.

You

r pre

sent

atio

n sh

ould

com

pris

e no

mor

e th

an 1

0 Po

wer

Poi

nt sl

ides

. Y

ou m

ust p

ay c

aref

ul a

ttent

ion

to th

e co

mpa

ny im

age

in th

e pr

esen

tatio

n of

yo

ur sl

ides

. Y

ou m

ust a

lso

disp

lay

at le

ast O

NE

of t

he o

n-lin

e do

cum

ents

you

hav

e

prop

osed

in th

e re

port,

taki

ng th

e op

portu

nity

to e

xpla

in a

nd

dem

onst

rate

its e

ase

of u

se.

Thes

e ta

sks w

ill d

emon

stra

te th

e fo

llow

ing:

•

how

org

anis

atio

ns a

re st

ruct

ured

and

man

aged

; •

why

info

rmat

ion

is n

eces

sary

to m

ake

an o

rgan

isat

ion

wor

k;

• th

e ro

le o

f IC

T in

an

orga

nisa

tion;

•

the

role

of M

anag

emen

t Inf

orm

atio

n Sy

stem

s (M

IS) i

n an

org

anis

atio

n;

• th

e le

gal i

ssue

s sur

roun

ding

Info

rmat

ion

Syst

ems;

•

wha

t are

the

stan

dard

way

s of w

orki

ng.

CC

EA G

CE

App

lied

ICT

– fr

om S

epte

mbe

r 200

6

42

AS

UN

IT 3

− O

RG

AN

ISA

TIO

NS

AN

D IN

FOR

MA

TIO

N S

YST

EM

S A

SSE

SSM

EN

T E

VID

EN

CE

MA

RK

ING

BA

ND

M

ark

Ban

d 1

Mar

k R

ange

M

ark

Ban

d 2

Mar

k R

ange

M

ark

Ban

d 3

Mar

k R

ange

M

ark

Ban

d 4

Mar

k R

ange

A

O1

Can

dida

te p

rodu

ces a

n ou

tline

re

port

and

a si

mpl

e pr

esen

tatio

n de

mon

stra

ting

prac

tical

ICT

ca

pabi

lity

at a

bas

ic le

vel.

The

re

port

shou

ld in

clud

e tw

o ou

tline

M

IS r

epor

ts a

nd tw

o si

mpl

e on

-line

do

cum

ents

. T

his i

s evi

denc

ed b

y:

The

use

of s

impl

e w

ord

proc

essi

ng

feat

ures

to p

rodu

ce th

e re

port

, MIS

re

port

s and

on-

line

docu

men

ts a

s w

ell a

s the

sim

ple

use

of

pres

enta

tion

soft

war

e to

cre

ate

a pr

esen

tatio

n.

1-3

Can

dida

te p

rodu

ces a

rep

ort a

nd

pres

enta

tion

dem

onst

ratin

g un

ders

tand

ing

and

ICT

cap

abili

ty

at a

mor

e de

velo

ped

leve

l. T

he

repo

rt sh

ould

incl

ude

two

MIS

re

port

s and

two

on-li

ne d

ocum

ents

. T

his i

s evi

denc

ed b

y:

The

use

of a

ran

ge o

f wor

d pr

oces

sing

feat

ures

and

pr

esen

tatio

n st

yles

to c

reat

e th

e re

port

, MIS

rep

orts

, on-

line

docu

men

ts a

nd p

rese

ntat

ion;

In

clus

ion

of a

t lea

st th

e us

e of

pa

gina

tion,

par

agra

phin

g, h

eade

rs

and

foot

ers,

font

s and

styl

es su

ited

to a

bus

ines

s rep

ort;

M

IS r

epor

ts a

nd o

n-lin

e do

cum

ents

th

at d

ispl

ay in

form

atio

n;

The

use

of p

rese

ntat

ion

soft

war

e to

cr

eate

a p

rese

ntat

ion.

4-7

Can

dida

te p

rodu

ces a

rep

ort a

nd

pres

enta

tion

dem

onst

ratin

g un

ders

tand

ing

and

ICT

cap

abili

ty a

t a

mor

e ad

vanc

ed le

vel.

The

rep

ort s

houl

d in

clud

e tw

o m

ore

stru

ctur

ed M

IS r

epor

ts

and

two

wel

l des

igne

d on

-line

doc

umen

ts.

Thi

s is e

vide

nced

by:

T

he a

ppro

pria

te u

se a

nd r

elev

ance

of t

he

rang

e of

wor

d pr

oces

sing

feat

ures

and

pr

esen

tatio

n st

yles

to c

reat

e th

e re

port

, M

IS r

epor

ts, o

n-lin

e do

cum

ents

and

pr

esen

tatio

n;

Incl

usio

n of

at l

east

the

use

of p

agin

atio

n,

para

grap

hing

, hea

ders

and

foot

ers,

page

no

s, gr

aphi

cs, c

hart

s and

a r

ange

of f

onts

an

d st

yles

suite

d to

a b

usin

ess r

epor

t

MIS

rep

orts

and

on-

line

docu

men

ts th

at

clea

rly

disp

lay

rele

vant

info

rmat

ion;

T

he m

ore

adva

nced

use

of p

rese

ntat

ion

soft

war

e to

cre

ate

a bu

sine

ss

pres

enta

tion.

8-12

C

andi

date

pro

duce

s a c

ompr

ehen

sive

pr

ofes

sion

al r

epor

t and

pre

sent

atio

n pr

esen

ted

to a

hig

h st

anda

rd

dem

onst

ratin

g un

ders

tand

ing

and

ICT

ca

pabi

lity

at a

hig

hly

deve

lope

d le

vel.

The

rep

ort i

nclu

des t

wo

wel

l str

uctu

red

MIS

rep

orts

and

two

wel

l des

igne

d on

-lin

e do

cum

ents

suite

d to

pur

pose

. T

his i

s evi

denc

ed b

y:

The

app

ropr

iate

use

, rel

evan

ce a

nd

appl

icat

ion

of th

e ra

nge

of w

ord

proc

essi

ng fe

atur

es a

nd p

rese

ntat

ion

styl

es to

cre

ate

the

repo

rt, M

IS r

epor

ts,

on-li

ne d

ocum

ents

and

pre

sent

atio

n;

Incl

usio

n of

at l

east

the

use

of p

agin

atio

n,

para

grap

hing

, hea

ders

and

foot

ers,

page

no

s, gr

aphi

cs, c

hart

s and

a r

ange

of f

onts

an

d st

yles

suite

d to

a p

rofe

ssio

nal

busi

ness

rep

ort a

nd a

pplie

d in

a m

anne

r th

at e

nhan

ces t

he r

epor

t;

MIS

rep

orts

and

on-

line

docu

men

ts th

at

pres

ent

and

com

mun

icat

e re

leva

nt

info

rmat

ion

in a

mea

ning

ful m

anne

r;

The

adv

ance

d us

e of

pre

sent

atio

n so

ftw

are

to c

reat

e a

busi

ness

pre

sent

atio

n th

at p

rom

otes

the

com

pany

imag

e.

13-1

7

CC

EA G

CE

App

lied

ICT

– fr

om S

epte

mbe

r 200

6

43

AS

UN

IT 3

− O

RG

AN

ISA

TIO

NS

AN

D IN

FOR

MA

TIO

N S

YST

EM

S A

SSE

SSM

EN

T E

VID

EN

CE

MA

RK

ING

BA

ND

(CO

NT

INU

ED

)

Mar

k B

and

1 M

ark

Ran

ge

Mar

k B

and

2 M

ark

Ran

ge

Mar

k B

and

3 M

ark

Ran

ge

Mar

k B

and

4 M

ark

Ran

ge

AO

2

Can

dida

te d

emon

stra

tes b

asic

un

ders

tand

ing

of th

e ne

cess

ity fo

r in

form

atio

n in

the

orga

nisa

tion.

T

his i

s evi

denc

ed b

y:

An

outli

ne e

xpla

natio

n in

the

repo

rt, o

f the

info

rmat

ion

circ

ulat

ed

in th

e co

mpa

ny a

long

with

four

ex

ampl

es o

f inf

orm

atio

n.

Can

dida

te d

emon

stra

tes b

asic

kn

owle

dge

of IC

T sy

stem

s and

av

aila

ble

reso

urce

s.

Thi

s is e

vide

nced

by:

A

lim

ited

expl

anat

ion

of h

ow IC

T

reso

urce

s sup

port

the

circ

ulat

ion

of

info

rmat

ion

in th

e co

mpa

ny.

Exp

lana

tion

mak

es li

mite

d re

fere

nce

to th

e us

e of

Intr

anet

and

In

tern

et te

chno

logy

to su

ppor

t the

co

mm

unic

atio

n of

info

rmat

ion

in

the

com

pany

.

1-3

Can

dida

te d

emon

stra

tes

unde

rsta

ndin

g of

the

nece

ssity

for

info

rmat

ion

in th

e or

gani

satio

n.

Thi

s is e

vide

nced

by:

A

n ex

plan

atio

n in

the

repo

rt, o

f the

in

form

atio

n ci

rcul

ated

in th

e co

mpa

ny a

long

with

four

exa

mpl

es

of in

form

atio

n an

d its

con

tent

and

fo

rmat

. C

andi

date

dem

onst

rate

s kno

wle

dge

of IC

T sy

stem

s and

ava

ilabl

e re

sour

ces.

T

his i

s evi

denc

ed b

y:

An

expl

anat

ion

of h

ow IC

T

reso

urce

s sup

port

the

circ

ulat

ion

of

info

rmat

ion

in th

e co

mpa

ny.

Exp

lana

tion

mak

es r

efer

ence

to th

e us

e of

Intr

anet

and

Inte

rnet

te

chno

logy

and

e-c

omm

erce

so

lutio

ns to

supp

ort t

he

com

mun

icat

ion

of in

form

atio

n in

th

e co

mpa

ny;

The

pro

duct

ion

of tw

o on

-line

do

cum

ents

. C

andi

date

dem

onst

rate

s kno

wle

dge

of M

IS sy

stem

s. T

his i

s evi

denc

ed b

y:

An

expl

anat

ion

of h

ow a

n M

IS

syst

em c

ould

supp

ort t

he

man

agem

ent f

unct

ion

in th

e co

mpa

ny;

The

pro

duct

ion

of tw

o M

IS r

epor

ts.

Can

dida

te d

emon

stra

tes

unde

rsta

ndin

g of

lega

l iss

ues i

n re

port

.

4-7

Can

dida

te d

emon

stra

tes g

ood

unde

rsta

ndin

g of

the

nece

ssity

for

info

rmat

ion

in th

e or

gani

satio

n.

Thi

s is e

vide

nced

by:

- A

det

aile

d ex

plan

atio

n in

the

repo

rt, o

f th

e in

form

atio

n ci

rcul

ated

in th

e co

mpa

ny a

long

with

four

wel

l exp

lain

ed

exam

ples

of i

nfor

mat

ion

and

its c

onte

nt

and

form

at.

Can

dida

te d

emon

stra

tes g

ood

know

ledg

e of

ICT

syst

ems a

nd a

vaila

ble

reso

urce

s. T

his i

s evi

denc

ed b

y:

A d

etai

led

expl

anat

ion

of h

ow IC

T

reso

urce

s sup

port

the

circ

ulat

ion

of

info

rmat

ion

in th

e co

mpa

ny.

Exp

lana

tion

mak

es a

ppro

pria

te

refe

renc

e to

the

use

of In

tran

et a

nd

Inte

rnet

tech

nolo

gy a

nd e

-com

mer

ce

solu

tions

to su

ppor

t the

com

mun

icat

ion

of in

form

atio

n in

the

com

pany

; Id

entif

icat

ion

of p

robl

ems a

risi

ng fr

om

the

abse

nce

of a

ppro

pria

te te

chno

logy

; T

he p

rodu

ctio

n of

two

rele

vant

on-

line

docu

men

ts.

Can

dida

te d

emon

stra

tes g

ood

know

ledg

e of

MIS

syst

ems.

Thi

s is e

vide

nced

by:

A

det

aile

d ex

plan

atio

n of

how

an

MIS

sy

stem

cou

ld su

ppor

t the

man

agem

ent

func

tion

in th

e co

mpa

ny;

The

pro

duct

ion

of tw

o ap

prop

riat

e M

IS

repo

rts.

Can

dida

te d

emon

stra

tes g

ood

unde

rsta

ndin

g of

lega

l iss

ues i

n re

port

.

8-11

C

andi

date

dem

onst

rate

s tho

roug

h un

ders

tand

ing

of th

e ne

cess

ity fo

r in

form

atio

n in

the

orga

nisa

tion.

T

his i

s evi

denc

ed b

y:

- A d

etai

led

expl

anat

ion

in th

e re

port

, of

the

info

rmat

ion

circ

ulat

ed in

the

com

pany

alo

ng w

ith fo

ur th

orou

ghly

ex

plai

ned

exam

ples

of r

elev

ant

info

rmat

ion

and

its c

onte

nt a

nd fo

rmat

. C

andi

date

dem

onst

rate

s ext

ensi

ve

know

ledg

e of

ICT

syst

ems a

nd a

vaila

ble

reso

urce

s. T

his i

s evi

denc

ed b

y:

A c

ompr

ehen

sive

exp

lana

tion

of h

ow IC

T

reso

urce

s sup

port

the

circ

ulat

ion

of

info

rmat

ion

in th

e co

mpa

ny.

Exp

lana

tion

mak

es r

ealis

tic in

form

ed

refe

renc

e to

the

use

of In

tran

et a

nd

Inte

rnet

tech

nolo

gy a

nd e

-com

mer

ce

solu

tions

to su

ppor

t the

com

mun

icat

ion

of in

form

atio

n in

the

com

pany

; Id

entif

icat

ion

and

expl

anat

ion

of th

e im

pact

of p

robl

ems a

risi

ng fr

om th

e ab

senc

e of

app

ropr

iate

tech

nolo

gy;

The

pro

duct

ion

of tw

o re

leva

nt o

n-lin

e do

cum

ents

alo

ng w

ith a

com

preh

ensi

ve

expl

anat

ion

of e

ach.

C

andi

date

dem

onst

rate

s in

dept

h kn

owle

dge

of M

IS sy

stem

s. T

his i

s evi

denc

ed b

y:

A d

etai

led

expl

anat

ion

of h

ow a

n M

IS

syst

em c

ould

supp

ort t

he m

anag

emen

t fu

nctio

n in

the

com

pany

; T

he p

rodu

ctio

n of

two

appr

opri

ate

MIS

re

port

s acc

ompa

nied

by

a de

taile

d ex

plan

atio

n of

the

incl

uded

dat

a;

Can

dida

te d

emon

stra

tes c

ompr

ehen

sive

un

ders

tand

ing

of le

gal i

ssue

s in

repo

rt.

12-1

5

CC

EA G

CE

App

lied

ICT

– fr

om S

epte

mbe

r 200

6

44

AS

UN

IT 3

− O

RG

AN

ISA

TIO

NS

AN

D IN

FOR

MA

TIO

N S

YST

EM

S A

SSE

SSM

EN

T E

VID

EN

CE

MA

RK

ING

BA

ND

(CO

NT

INU

ED

)

Mar

k B

and

1 M

ark

Ran

ge

Mar

k B

and

2 M

ark

Ran

ge

Mar

k B

and

3 M

ark

Ran

ge

Mar

k B

and

4 M

ark

Ran

ge

AO

3

C

andi

date

pro

duce

s rep

ort,

MIS

rep

orts

and

pr

esen

tatio

n u

sing

bas

ic

idea

s sho

win

g lim

ited

unde

rsta

ndin

g of

the

appl

icat

ion

of k

now

ledg

e an

d sk

ills t

o so

lutio

ns.

Thi

s is e

vide

nced

by:

•

limite

d re

cogn

ition

of

prob

lem

are

as;

• lim

ited

refe

renc

e to

po

ssib

le fu

ture

de

velo

pmen

ts in

the

com

pany

with

reg

ard

to

the

use

of IC

T r

esou

rces

an

d M

IS so

lutio

ns;

• lim

ited

refe

renc

e an

d ex

plan

atio

n of

the

futu

re

visi

on o

f the

com

pany

in

the

pres

enta

tion;

•

min

imal

exp

lana

tion

in

the

pres

enta

tion

of th

e ap

plic

atio

n of

ava

ilabl

e te

chno

logi

es in

futu

re

deve

lopm

ents

. C

andi

date

dem

onst

rate

s ba

sic

unde

rsta

ndin

g of

the

impa

ct o

f Int

erne

t, in

tran

et

and

e-co

mm

erce

solu

tions

in

the

com

pany

. T

his i

s evi

denc

ed b

y:

• lim

ited

refe

renc

e to

In

tern

et, i

ntra

net a

nd e

-co

mm

erce

solu

tions

in th

e re

port

;

1-3

Can

dida

te p

rodu

ces r

epor

t, M

IS

repo

rts a

nd p

rese

ntat

ion

usin

g id

eas t

hat s

how

app

licat

ion

of

know

ledg

e an

d sk

ills t

o so

lutio

ns.

Thi

s is e

vide

nced

by:

•

reco

gniti

on o

f pro

blem

are

as

and

the

effe

ct o

n th

e co

mpa

ny;

• re

fere

nce

to p

ossi

ble

futu

re

deve

lopm

ents

in th

e co

mpa

ny

with

reg

ard

to th

e us

e of

ICT

re

sour

ces a

nd M

IS so

lutio

ns.

• re

fere

nce

to a

nd e

xpla

natio

n of

th

e fu

ture

vis

ion

of th

e co

mpa

ny in

the

pres

enta

tion;

•

expl

anat

ion

in th

e pr

esen

tatio

n of

the

appl

icat

ion

of a

vaila

ble

tech

nolo

gies

in fu

ture

de

velo

pmen

ts.

Can

dida

te d

emon

stra

tes

unde

rsta

ndin

g of

the

impa

ct o

f In

tern

et, i

ntra

net a

nd e

-co

mm

erce

solu

tions

in th

e co

mpa

ny.

Thi

s is e

vide

nced

by:

•

refe

renc

e to

Inte

rnet

, int

rane

t an

d e-

com

mer

ce so

lutio

ns in

th

e re

port

; •

unde

rsta

ndin

g of

the

valu

e of

on

-line

com

mun

icat

ion

dem

onst

rate

d in

the

on-li

ne

docu

men

ts.

Rep

ort a

nd p

rese

ntat

ion

use

som

e te

chni

cal a

nd d

escr

iptiv

e la

ngua

ge a

nd a

re su

ited

to th

e in

tend

ed p

urpo

se a

nd

dem

onst

rate

rel

evan

t app

licat

ion

of a

ppro

pria

te fe

atur

es.

4-6

Can

dida

te p

rodu

ces r

epor

t, M

IS r

epor

ts

and

pres

enta

tion

usi

ng id

eas t

hat s

how

go

od a

pplic

atio

n of

kno

wle

dge

and

skill

s to

solu

tions

. T

his i

s evi

denc

ed b

y:

• re

cogn

ition

of p

robl

em a

reas

and

the

effe

ct o

n th

e co

mpa

ny c

lear

ly e

xpla

ined

an

d re

ason

ed in

the

repo

rt;

• ap

prop

riat

e re

fere

nce

to p

ossi

ble

futu

re

deve

lopm

ents

in th

e co

mpa

ny w

ith

rega

rd to

the

use

of IC

T r

esou

rces

and

M

IS so

lutio

ns li

nkin

g de

velo

pmen

ts to

so

lutio

n of

iden

tifie

d pr

oble

ms a

nd th

e su

ppor

t of t

he m

anag

emen

t fun

ctio

n.

• ap

prop

riat

e re

fere

nce

to a

nd so

und

expl

anat

ion

of th

e fu

ture

vis

ion

of th

e co

mpa

ny in

the

pres

enta

tion;

•

good

exp

lana

tion

in th

e pr

esen

tatio

n of

th

e ap

plic

atio

n of

ava

ilabl

e te

chno

logi

es

in fu

ture

dev

elop

men

ts.

Can

dida

te d

emon

stra

tes g

ood

unde

rsta

ndin

g of

the

impa

ct o

f Int

erne

t, in

tran

et a

nd e

-com

mer

ce so

lutio

ns in

the

com

pany

. T

his i

s evi

denc

ed b

y:

• re

leva

nt r

efer

ence

to In

tern

et, i

ntra

net

and

e-co

mm

erce

solu

tions

in r

elat

ion

to

the

com

pany

in th

e re

port

; •

unde

rsta

ndin

g of

the

impo

rtan

ce o

f on-

line

com

mun

icat

ion

dem

onst

rate

d in

the

prod

uctio

n of

two

wel

l str

uctu

red

appr

opri

ate

on-li

ne d

ocum

ents

. R

epor

t and

pre

sent

atio

n us

e re

leva

nt

tech

nica

l and

des

crip

tive

lang

uage

and

are

w

ritt

en a

nd p

rese

nted

in a

man

ner

whi

ch is

w

ell m

atch

ed to

the

inte

nded

pur

pose

de

mon

stra

ting

good

use

of a

wid

e ra

nge

of

feat

ures

app

lied

to so

lutio

ns.

7-9

Can

dida

te p

rodu

ces r

epor

t, M

IS r

epor

ts a

nd

pres

enta

tion

usi

ng id

eas t

hat s

how

thor

ough

ap

plic

atio

n of

kno

wle

dge

and

skill

s to

solu

tions

. T

his i

s evi

denc

ed b

y:

• re

cogn

ition

of p

robl

em a

reas

and

the

effe

ct o

n th

e co

mpa

ny c

lear

ly r

esea

rche

d, e

xpla

ined

an

d re

ason

ed in

the

repo

rt;

• ap

prop

riat

e re

fere

nce

to p

ossi

ble

futu

re

deve

lopm

ents

in th

e co

mpa

ny w

ith r

egar

d to

th

e us

e of

ICT

res

ourc

es a

nd M

IS so

lutio

ns

linki

ng d

evel

opm

ents

to so

lutio

n of

iden

tifie

d pr

oble

ms a

nd th

e su

ppor

t of t

he m

anag

emen

t fu

nctio

n an

d th

e co

mpa

ny e

xpan

sion

. •

appr

opri

ate

refe

renc

e to

and

thor

ough

ex

plan

atio

n an

d ju

stifi

catio

n of

the

futu

re

visi

on o

f the

com

pany

in th

e pr

esen

tatio

n in

clud

ing

plan

ned

expa

nsio

n;

• go

od e

xpla

natio

n an

d ju

stifi

catio

n in

the

pres

enta

tion

of th

e ap

plic

atio

n of

ava

ilabl

e te

chno

logi

es in

futu

re d

evel

opm

ents

. C

andi

date

dem

onst

rate

s tho

roug

h un

ders

tand

ing

of th

e im

pact

of I

nter

net,

intr

anet

an

d e-

com

mer

ce so

lutio

ns in

the

com

pany

. T

his i

s evi

denc

ed b

y:

• ex

plic

it ap

prop

riat

e re

fere

nce

to In

tern

et,

intr

anet

and

e-c

omm

erce

solu

tions

in r

elat

ion

to th

e co

mpa

ny in

the

repo

rt;

• cl

ear

unde

rsta

ndin

g of

the

impo

rtan

ce o

f on-

line

com

mun

icat

ion

dem

onst

rate

d in

the

prod

uctio

n of

two

wel

l str

uctu

red

appr

opri

ate,

fit f

or p

urpo

se o

n-lin

e do

cum

ents

. R

epor

t and

pre

sent

atio

n m

ake

good

use

of

tech

nica

l and

des

crip

tive

lang

uage

and

are

w

ritt

en a

nd p

rese

nted

in a

man

ner

whi

ch is

hi

ghly

rel

evan

t to

the

inte

nded

pur

pose

de

mon

stra

ting

exte

nsiv

e us

e of

a w

ide

rang

e of

fe

atur

es a

ppro

pria

tely

app

lied

to so

lutio

ns.

10-1

2

CC

EA G

CE

App

lied

ICT

– fr

om S

epte

mbe

r 200

6

45

AS

UN

IT 3

− O

RG

AN

ISA

TIO

NS

AN

D IN

FOR

MA

TIO

N S

YST

EM

S A

SSE

SSM

EN

T E

VID

EN

CE

MA

RK

ING

BA

ND

(CO

NT

INU

ED

)

Mar

k B

and

1 M

ark

Ran

ge

Mar

k B

and

2 M

ark

Ran

ge

Mar

k B

and

3 M

ark

Ran

ge

Mar

k B

and

4 M

ark

Ran

ge

AO

4

Rep

ort a

nd p

rese

ntat

ion

are

pres

ente

d at

a b

asic

leve

l sh

owin

g lim

ited

unde

rsta

ndin

g of

con

tent

an

d pu

rpos

e an

d co

ntai

n lit

tle e

valu

ativ

e co

mm

ent

Can

dida

te p

rovi

des l

imite

d ev

alua

tion

of h

ow th

e so

lutio

n pr

esen

ted,

fulfi

ls

the

need

s of t

he c

ompa

ny;

Can

dida

te p

rovi

des s

ome

eval

uatio

n of

thei

r ow

n pe

rfor

man

ce w

ith r

egar

d to

so

lutio

ns p

rovi

ded

and

task

s co

mpl

eted

.

1 R

epor

t and

pre

sent

atio

n ar

e pr

esen

ted

in a

man

ner

show

ing

unde

rsta

ndin

g of

con

tent

and

pu

rpos

e an

d co

ntai

n so

me

eval

uativ

e co

mm

ent

Can

dida

te p

rovi

des e

valu

atio

n of

ho

w th

e so

lutio

n pr

esen

ted,

re

late

s to

the

need

s of t

he

com

pany

. C

andi

date

eva

luat

es th

eir

own

perf

orm

ance

in te

rms o

f id

entif

ying

solu

tions

and

co

mpl

etin

g th

e ta

sks.

2-3

Rep

ort a

nd p

rese

ntat

ion

are

pres

ente

d in

a

man

ner

show

ing

good

und

erst

andi

ng o

f co

nten

t and

pur

pose

and

con

tain

rel

evan

t ev

alua

tive

com

men

t C

andi

date

pro

vide

s rel

evan

t e

valu

atio

n of

ho

w th

e so

lutio

n re

late

s to

the

need

s of t

he

com

pany

and

rec

ogni

ses l

imita

tions

. C

andi

date

pro

vide

s a r

efle

ctiv

e ev

alua

tion

of th

eir

own

perf

orm

ance

in te

rms o

f id

entif

ying

solu

tions

and

com

plet

ing

the

task

s.

4-5

Rep

ort a

nd p

rese

ntat

ion

are

pres

ente

d in

a

man

ner

show

ing

exce

llent

und

erst

andi

ng o

f co

nten

t and

pur

pose

and

con

tain

ap

prop

riat

e ev

alua

tive

com

men

t C

andi

date

pro

vide

s app

ropr

iate

eva

luat

ion

of h

ow th

e so

lutio

n re

late

s to

the

need

s of

the

com

pany

and

rec

ogni

ses a

nd r

ecog

nise

s an

d di

scus

ses l

imita

tions

; C

andi

date

pro

vide

s a c

ritic

al r

efle

ctiv

e ev

alua

tion

of th

eir

own

perf

orm

ance

in

term

s of i

dent

ifyin

g so

lutio

ns a

nd

com

plet

ing

the

task

s.

6


46

UNIT 3 − ORGANISATIONS AND INFORMATION SYSTEMS GUIDANCE FOR TEACHERS Delivery Strategies This unit highlights the importance of understanding how organisations are structured and managed and the relevance of information and the role of ICT and management information systems in the support of the business function. The development of e-commerce opportunities and the importance of intranet and Internet are also highlighted. In the delivery of this unit it is essential to ensure relevance to real situations. Candidates should be given opportunities to examine real business organisations. They should understand the types of organisation that exist and the internal structures that are in place. Visits to large and small organisations that have been well prepared can enhance this understanding. This type of approach can be supported by the use of visiting speakers, good video material and carefully structured case study material. Knowledge communicated to candidates should be based on real examples from business wherever possible. Candidates must appreciate that the effective exchange of information in an organisation is critical to its success. They must examine in great detail the types of information that exist within organisations. A good starting point would be for the candidate to consider the school or college information systems. This type of exercise can be developed using group work where groups of candidates are assigned research and reporting activities. They must be conscious of the role of ICT systems in supporting the information needs of the organisation. The role of MIS in an organisation is a natural follow to these exercises. The role of ICT and the nature and function of MIS systems must be clearly understood in a business context. By considering appropriate organisations, candidates should be able to assess the advantage to an organisation of having good information systems in place. They should understand the importance of information exchange using intranet and Internet and they should examine e-commerce situations closely. Assessment Strategies This unit will be assessed using a portfolio of evidence based on a pre-released case study. Candidates will be required to research the case study fully and apply their knowledge and understanding to a range of business solutions. They will be expected through their portfolio of evidence to demonstrate their understanding of the unit material by practically applying it to the situation provided.


47

Guidance on Using Assessment Evidence Marking Band In applying the assessment evidence marking bands teachers should endeavour to apply the principle of ‘best fit’. This means giving consideration to bands above and below that description which matches most of the qualities identified in the piece of work. After placing the piece of work within a band, the assessor should make a judgement as to whether the work is towards the higher or the lower segment of the mark range. It is not necessary for all of the qualities listed to be apparent in the work for a candidate to achieve a mark in that range. The assessor should also take into account the candidate’s quality of written communication. Resources It is essential in this unit that candidates have some opportunities to engage with real business organisations, this can be achieved through: • visits to local employers; • guest speakers; • quality case study material; • video material; • Internet. Candidates should also have access to company reports, business magazines and current published material regarding Information systems in organisations. They should also have access to suitable text based resources.


48

AS UNIT 4 − WEB DESIGN ABOUT THIS UNIT This unit will help you to develop your understanding of the Internet, the technology that supports it and the surrounding systems and services. You will consider a range of options for creating web pages along with the various components involved. You will learn about Internet and Intranet environments as well as the security issues involved. In this unit you will learn how to develop web pages using appropriate software. You will learn about the relevance and importance of an e-presence to a business organisation. You will be required to examine and apply standard ways of working in this context. Your teacher will advise you on the tasks to be undertaken to enable you to meet the requirements for the module. This unit will be internally assessed through a portfolio of work. Please refer to our website for sample case study. WHAT YOU NEED TO LEARN You will need to understand: • designing for an audience; • domains and hosting; • page layout; • business aspects of web design; • the standard ways of working. Designing for an audience A web designer creates a website for a particular client but in doing so can be catering for a very different audience. As a website develops the needs and requirements of the audience who will use the site must be fully considered. You may want to profile the user with regard to this aspect of the site. You need to know who exactly your client wishes to target and what types of user will be using your website. It will also be of benefit to study how professional designers have created other websites for similar business organisations. This is called Competitive Analysis. You must understand: • how the audience affects the content and means of communication; • designing for multiple screen resolutions (800x600 etc);


49

• designing for different platforms (Computer, PDA, Mobile (WAP); • designing for Accessibility using Web Accessibility Initiative (WAI) of the World Wide

Web Consortium (W3C); Domains and hosting Before you can embark on the development of a website you must understand a number of key issues. You must understand: • what a domain is and be able to communicate to your client the meaning of the different

suffixes such as org.com; • the different types of hosting services such as email, stats; • the ways in which a site can be published on the Internet by means of a FTP (file transfer

protocol) application; • the hidden content in web pages (meta tags) and their use in search engine placement; • optimisation of media, flash and images; • the different ways in which text can be laid out on the page. This may include style

sheets, tables and frames; • use of colour, you should be aware of colour numbering in html eg #454545; • how to interpret website statistics to a client. This should include understanding the

difference between hits, user sessions, and impressions. Page layout It is important that you develop well structured websites with simple navigation methods. A well designed web site should meet the key objectives set out in your client specification. You will explore the different means by which information can be communicated through a website and how best these can be utilised and managed. When creating each page of a website, a range of factors must be considered. You must understand: • fonts / styles and colours to be used; • navigation issues; • use of text layout tools such as layers, tables or frames; • use of images; • accessibility issues considered; • content being communicated; • text will be the primary means of communication. You will explore web friendly fonts,

what sizes can be used;


50

• images can also be used to communicate content. You will explore the different types of

images such as jpg and you may wish to use transparent image backgrounds (such as gif format) to ensure images suit the website style;

• use of colour is also important for example you may wish to use a company’s corporate

colours on a website; • document downloads. A client may wish to offer larger documents that can be

downloaded and printed by the user. You should be able to offer file download and be able to advise your client on document formats, for example the benefits of PDF over MS Word.

Business aspects to Web Design Through this unit you will gain experience of taking a website from concept to reality. You will understand the importance of an e-presence for an organisation. You will also understand that to ensure a website reaches its target audience it is essential that it is marketed effectively. You must understand: • importance of an e-presence; • website marketing – how and why; • how to advise your client on the different standard banner images currently in use as well

as the different cost models available; • the email newsletter. Many websites offer a newsletter that is transmitted via email – you

should be aware of the data protection implications for running such as system and some of the practical problems that can arise;

• how to advise your client on Search Engine placement. This should include the concept

of spiders, search engine submission systems and benefits of link swapping; • how to advise your client on financial costs involved in creation and long term running of

the site; • how to document the current state of website usage through log and web stats analysis. What are the standard ways of working Standard ways of working enable you to manage and develop your work effectively. Unit 1 Information and Communication has already outlined these procedures in detail. In particular in this unit, you should:

• manage your work effectively; • keep information securely; • work safely.

CC

EA G

CE

App

lied

ICT

– fr

om S

epte

mbe

r 200

6

51

AS

UN

IT 4

− W

EB

DE

SIG

N

ASS

ESS

ME

NT

EV

IDE

NC

E

In

this

uni

t, yo

u ha

ve le

arne

d ab

out t

he In

tern

et, t

he te

chno

logy

that

supp

orts

it a

nd th

e su

rrou

ndin

g sy

stem

s and

serv

ices

. Y

ou m

ust

dem

onst

rate

you

r und

erst

andi

ng a

nd a

pply

the

skill

s you

hav

e ac

quire

d.

You

hav

e be

en p

rovi

ded

with

a c

ase

stud

y on

whi

ch y

ou w

ill h

ave

cond

ucte

d th

orou

gh re

sear

ch b

ased

on

the

know

ledg

e an

d sk

ills y

ou h

ave

acqu

ired

thro

ugho

ut th

is u

nit.

As p

art o

f the

futu

re d

evel

opm

ent o

f the

com

pany

, the

man

agem

ent i

s kee

n to

dev

elop

a w

eb p

rese

nce.

In

you

r cap

acity

as a

Web

Dev

elop

er fo

r the

firm

of c

onsu

ltant

s (Sp

ecia

list S

olut

ions

Lim

ited)

em

ploy

ed to

dev

elop

a so

lutio

n, y

ou m

ust

exam

ine

the

situ

atio

n an

d pr

ovid

e a

solu

tion.

Y

ou n

eed

to p

rodu

ce

A p

rofe

ssio

nal f

unct

iona

l web

site

that

fully

mee

ts th

e re

quire

men

ts o

f the

com

pany

in te

rms o

f mar

ketin

g an

d or

derin

g. T

his s

ite sh

ould

be

host

ed a

nd a

ble

to b

e us

ed b

y th

e se

lect

ed a

udie

nce.

Thi

s tas

k w

ill g

ive

you

expe

rienc

e of

pla

nnin

g a

web

site

impl

emen

tatio

n, a

s wel

l as l

ooki

ng

at m

arke

ting,

web

site

acc

essi

bilit

y an

d fin

anci

al is

sues

. In

car

ryin

g ou

t thi

s tas

k, y

ou m

ust p

rodu

ce a

pla

n fo

r the

use

r bef

ore

the

deve

lopm

ent t

akes

pla

ce.

This

pla

n w

ill o

utlin

e as

pect

s of t

he w

ebsi

te

for e

xam

ple,

pag

e la

yout

idea

s, si

te st

ruct

ure

and

cont

ent g

uide

lines

. A

s wel

l as t

echn

ical

info

rmat

ion

you

mus

t pro

vide

a fi

nanc

ial o

verv

iew

of

the

likel

y co

sts i

n bo

th th

e cr

eatio

n an

d th

e lo

ng te

rm m

anag

emen

t of t

he si

te (h

ostin

g et

c).

This

pla

n sh

ould

be

deve

lope

d in

to a

n ov

eral

l de

velo

pmen

t jou

rnal

span

ning

the

life

cycl

e of

the

proj

ect.

CC

EA G

CE

App

lied

ICT

– fr

om S

epte

mbe

r 200

6

52

Feas

ibili

ty o

f Pro

ject

It

is im

porta

nt to

rem

embe

r tha

t all

user

s will

hav

e pa

rticu

lar r

equi

rem

ents

for t

heir

web

site

s. It

is im

porta

nt to

rese

arch

a ra

nge

of b

usin

ess

requ

irem

ents

thor

ough

ly a

nd p

rese

nt th

ese

in y

our w

ritte

n ou

tline

. Th

is o

utlin

e sh

ould

incl

ude

a po

rtfol

io o

f ide

as a

nd a

n ou

tline

of s

ite

stru

ctur

e, m

akin

g re

fere

nce

to ti

mes

cale

and

fina

ncia

l cos

ts.

You

mus

t rem

embe

r tha

t the

com

pany

will

con

side

r you

to b

e th

e ex

pert

so it

is

esse

ntia

l you

pro

vide

tech

nica

l inf

orm

atio

n su

ch a

s dom

ain

and

host

ing

issu

es in

an

easy

to u

nder

stan

d fo

rmat

. Th

e si

te sp

ecifi

catio

n sh

ould

incl

ude:

•

aim

s of t

he w

ebsi

te;

• w

ho is

the

site

for (

targ

et a

udie

nce)

; •

dom

ain

nam

e an

d ho

stin

g is

sues

; •

site

man

agem

ent i

ssue

s;

• ba

sic

page

layo

ut id

eas;

•

site

stru

ctur

e id

eas;

•

cont

ent r

equi

rem

ents

from

clie

nt;

• m

arke

ting

requ

irem

ents

; •

acce

ssib

ility

issu

es;

• le

gal i

ssue

s (D

ata

Prot

ectio

n A

ct if

app

licab

le);

• fin

anci

al is

sues

; •

times

cale

s. Y

ou m

ay n

eed

to re

view

the

spec

ifica

tion

seve

ral t

imes

bef

ore

it is

fully

fina

lised

. O

nce

com

plet

e th

is sp

ecifi

catio

n do

cum

enta

tion

will

be

asse

ssed

as p

art o

f you

r por

tfolio

. Ea

ch p

age

shou

ld b

e do

cum

ente

d in

clud

ing:

•

web

page

scre

en sh

ot;

• fo

nts /

styl

es a

nd c

olou

rs u

sed;

•

met

a ta

gs u

sed

and

why

they

wer

e em

ploy

ed;

• na

viga

tion

issu

es;

• us

e of

text

layo

ut to

ols s

uch

as la

yers

, tab

les o

r fra

mes

;

CC

EA G

CE

App

lied

ICT

– fr

om S

epte

mbe

r 200

6

53

• us

e of

imag

es a

nd if

app

licab

le h

ow th

ey w

ere

crea

ted;

•

dow

nloa

dabl

e co

nten

t; •

acce

ssib

ility

issu

es c

onsi

dere

d.

Thes

e ta

sks w

ill d

emon

stra

te th

e fo

llow

ing:

•

desi

gnin

g fo

r an

audi

ence

; •

dom

ains

and

hos

ting;

•

page

layo

ut;

• bu

sine

ss a

spec

ts o

f web

des

ign;

•

wha

t are

the

stan

dard

way

s of w

orki

ng?

CC

EA G

CE

App

lied

ICT

– fr

om S

epte

mbe

r 200

6

54

AS

UN

IT 4

− W

EB

DE

SIG

N

ASS

ESS

ME

NT

EV

IDE

NC

E M

AR

KIN

G B

AN

D

Ass

essm

ent

Obj

ectiv

e M

ark

Ban

d 1

Mar

k R

ange

M

ark

Ban

d 2

Mar

k R

ange

M

ark

Ban

d 3

Mar

k R

ange

M

ark

Ban

d 4

Mar

k R

ange

A

O1

Can

dida

te p

rodu

ces a

bas

ic w

ebsi

te

mee

ting

only

som

e of

the

requ

irem

ents

of t

he u

ser.

C

andi

date

pro

duce

s a b

asic

des

ign

docu

men

t mak

ing

limite

d us

e of

la

yout

tool

s.

1-3

Can

dida

te p

rodu

ces a

mor

e de

velo

ped

web

site

show

ing

som

e un

ders

tand

ing

of w

ebsi

te d

esig

n an

d st

ruct

ure,

mee

ting

a nu

mbe

r of

the

user

requ

irem

ents

. C

andi

date

pro

duce

s a d

esig

n do

cum

ent u

sing

bas

ic la

yout

tool

s an

d a

num

ber o

f adv

ance

d pr

esen

tatio

n fe

atur

es.

4-6

Can

dida

te p

rodu

ces a

wel

l de

sign

ed a

nd d

evel

oped

w

ebsi

te m

eetin

g m

ost o

f the

cl

ient

requ

irem

ents

and

usi

ng a

nu

mbe

r of a

dvan

ced

feat

ures

or

page

con

tent

. C

andi

date

pro

duce

s a w

ell

pres

ente

d us

er d

ocum

ent t

hat

clea

rly c

omm

unic

ates

the

desi

gn a

nd fu

nctio

n of

the

web

site

. The

doc

umen

t sho

uld

use

adva

nced

layo

ut a

nd

pres

enta

tion

tool

s.

7-10

Can

dida

te p

rodu

ces a

com

preh

ensi

ve,

cohe

rent

web

site

pre

sent

ed to

a h

igh

stan

dard

and

usi

ng a

n ex

tens

ive

rang

e an

d va

riety

of e

nhan

ced

feat

ures

re

leva

nt to

the

clie

nt a

nd d

emon

stra

ting

prac

tical

ICT

capa

bilit

y at

a h

igh

leve

l. C

andi

date

shou

ld m

eet a

ll th

e ne

eds o

f th

e us

er a

nd d

ocum

ent t

he si

te in

a w

ell

pres

ente

d do

cum

ent t

hat m

akes

use

of

adva

nced

ICT

layo

ut a

nd d

raw

ing

tool

s.

11-1

3

AO

2

Can

dida

te d

emon

stra

tes a

bas

ic

unde

rsta

ndin

g of

the

impo

rtanc

e of

in

form

atio

n an

d co

mm

unic

atio

n to

th

e us

er fo

r who

m th

ey a

re

deve

lopi

ng th

e w

ebsi

te.

This

is e

vide

nced

by

the

pres

ence

of

sim

ple

site

spec

ifica

tion

docu

men

ts

and

a si

mpl

e w

ebsi

te w

hich

con

tain

s th

e ag

reed

con

tent

and

can

be

navi

gate

d fr

om a

hom

e pa

ge

Can

dida

te d

emon

stra

tes a

bas

ic

unde

rsta

ndin

g of

con

fiden

tialit

y /

Dat

a Pr

otec

tion

issu

es a

nd c

opyr

ight

is

sues

with

rega

rd to

web

site

con

tent

. W

ebsi

te a

nd u

ser d

ocum

enta

tion

show

a b

asic

und

erst

andi

ng o

f IC

T sy

stem

s and

ava

ilabl

e re

sour

ces.

1-3

Can

dida

te d

emon

stra

tes

unde

rsta

ndin

g of

the

impo

rtanc

e of

in

form

atio

n an

d co

mm

unic

atio

n to

th

e us

er fo

r who

m th

ey a

re

wor

king

. Th

is is

evi

denc

ed b

y th

e pr

esen

ce

of st

ruct

ured

site

spec

ifica

tion

docu

men

ts a

nd a

wel

l org

anis

ed

web

site

whi

ch is

eas

ily n

avig

able

fr

om a

ll pa

ges i

n th

e si

te.

Can

dida

te d

emon

stra

tes

unde

rsta

ndin

g of

con

fiden

tialit

y /

Dat

a Pr

otec

tion

and

copy

right

is

sues

with

rega

rd to

web

site

co

nten

t.

Web

site

and

use

r doc

umen

tatio

n sh

ow u

nder

stan

ding

of I

CT

syst

ems

and

avai

labl

e re

sour

ces.

4-7

- Can

dida

te d

emon

stra

tes a

go

od u

nder

stan

ding

of t

he

impo

rtanc

e of

info

rmat

ion

and

com

mun

icat

ion

to th

e us

er.

This

is e

vide

nced

by

the

pres

ence

of a

site

spec

ifica

tion

clea

rly re

late

d to

the

user

re

quire

men

ts a

nd a

wel

l or

gani

sed

web

site

whi

ch is

ea

sily

nav

igab

le a

nd p

rese

nts

the

corr

ect i

nfor

mat

ion.

- C

andi

date

dem

onst

rate

s a

good

und

erst

andi

ng o

f co

nfid

entia

lity

/ Dat

a Pr

otec

tion

and

copy

right

issu

es

with

rega

rds t

o w

ebsi

te

cont

ent.

- W

ebsi

te a

nd U

ser

docu

men

tatio

n sh

ow a

goo

d un

ders

tand

ing

of IC

T sy

stem

s an

d re

sour

ces e

vide

nt

thro

ugho

ut th

e ta

sk.

8-11

C

andi

date

dem

onst

rate

s a d

etai

led

unde

rsta

ndin

g of

the

impo

rtanc

e of

in

form

atio

n an

d co

mm

unic

atio

n to

the

Use

r.

This

is e

vide

nced

by

the

pres

ence

of a

si

te sp

ecifi

catio

n cl

early

rela

ted

to th

e us

er re

quire

men

ts a

nd ta

king

acc

ount

of

budg

etar

y an

d tim

e co

nstra

ints

and

a

wel

l org

anis

ed w

ebsi

te w

hich

is e

asily

na

viga

ble

and

pres

ents

the

corr

ect

info

rmat

ion

in a

form

at a

ppro

pria

te fo

r th

e au

dien

ce.

Can

dida

te d

emon

stra

tes a

det

aile

d un

ders

tand

ing

of c

onfid

entia

lity/

data

pr

otec

tion

and

copy

right

issu

es w

ith

rega

rds t

o w

ebsi

te c

onte

nt.

Web

site

and

doc

umen

tatio

n ar

e w

ell

writ

ten

and

pres

ente

d in

a m

anne

r de

mon

stra

ting

exte

nsiv

e kn

owle

dge

of

ICT

syst

ems.

Evid

ence

of a

ccur

acy

in

mee

ting

Use

r nee

ds e

vide

nt th

roug

hout

ta

sks.

12-1

5

CC

EA G

CE

App

lied

ICT

– fr

om S

epte

mbe

r 200

6

55

AS

UN

IT 4

− W

EB

DE

SIG

N

ASS

ESS

ME

NT

EV

IDE

NC

E M

AR

KIN

G B

AN

D (C

ON

TIN

UE

D)

Ass

essm

ent

Obj

ectiv

e M

ark

Ban

d 1

Mar

k R

ange

M

ark

Ban

d 2

Mar

k R

ange

M

ark

Ban

d 3

Mar

k R

ange

M

ark

Ban

d 4

Mar

k R

ange

A

O3

Can

dida

te p

rodu

ces a

web

site

of

bas

ic q

ualit

y sh

owin

g ba

sic

appl

icat

ion

know

ledg

e an

d sk

ills i

n th

e so

lutio

n.

Web

site

and

repo

rt ar

e su

itabl

e fo

r the

inte

nded

pu

rpos

e an

d ap

prop

riate

la

yout

styl

es a

nd to

ols a

re

used

to a

chie

ve o

bjec

tives

.

1-3

Can

dida

te p

rodu

ces a

web

site

of

good

qua

lity

and

cons

iste

nt

appr

oach

show

ing

good

un

ders

tand

ing

of th

e ap

plic

atio

n of

kn

owle

dge

and

skill

s to

prod

uce

a fin

al so

lutio

n.

Web

site

and

repo

rt ar

e w

ell s

uite

d to

the

inte

nded

pur

pose

and

de

mon

stra

te re

leva

nt a

pplic

atio

n of

ap

prop

riate

tool

s and

feat

ures

.

4-6

Can

dida

te p

rodu

ces a

web

site

of

very

goo

d qu

ality

and

con

sist

ent

appr

oach

show

ing

good

un

ders

tand

ing

of th

e ap

plic

atio

n of

kno

wle

dge

and

skill

s to

prod

uce

a fin

al so

lutio

n.

Web

site

and

repo

rt ar

e ve

ry w

ell

suite

d to

the

inte

nded

pur

pose

. Ev

iden

ce o

f ski

ll in

goo

d us

e of

ad

vanc

ed fe

atur

es a

nd to

ols.

7-10

- C

andi

date

pro

duce

s a w

ebsi

te o

f ver

y hi

gh st

anda

rd a

nd c

onsi

sten

t app

roac

h.

Thor

ough

und

erst

andi

ng o

f the

ap

plic

atio

n of

skill

s and

kno

wle

dge

to

the

solu

tion

docu

men

ted.

- W

ebsi

te a

nd re

port

are

writ

ten

and

pres

ente

d in

a m

anne

r hig

hly

rele

vant

to

the

purp

ose

and

Use

r. Ex

tens

ive

use

of a

wid

e ra

nge

of to

ols

and

feat

ures

app

ropr

iate

ly a

pplie

d to

th

e so

lutio

ns c

lear

ly d

emon

stra

ted.

11-1

3

AO

4

Can

dida

te e

valu

ates

w

ebsi

te/p

erfo

rman

ce a

t a

basi

c le

vel m

akin

g lit

tle

sugg

estio

n of

furth

er

deve

lopm

ent.

C

andi

date

eva

luat

es h

ow

thei

r sol

utio

n fu

lfils

the

requ

irem

ents

of t

he U

ser.

So

me

eval

uatio

n of

ow

n pe

rfor

man

ce w

ith re

gard

to

solu

tion

prov

ided

.

1-2

Can

dida

te e

valu

ates

web

site

/p

erfo

rman

ce sh

owin

g un

ders

tand

ing

and

com

paris

on o

f go

od p

ract

ice.

Web

site

is e

xpla

ined

us

ing

som

e te

chni

cal a

nd

desc

riptiv

e la

ngua

ge.

Can

dida

te m

akes

som

e su

gges

tions

fo

r fur

ther

de

velo

pmen

t/im

prov

emen

t.

Can

dida

te sh

ows u

nder

stan

ding

in

eval

uatin

g ho

w th

eir s

olut

ion

fulfi

ls

the

requ

irem

ents

of t

he u

ser.

Can

dida

te e

valu

ates

thei

r ow

n pe

rfor

man

ce in

term

s of i

dent

ifyin

g so

lutio

n.

3-4

Can

dida

te e

valu

ates

w

ebsi

te/p

erfo

rman

ce sh

owin

g a

good

und

erst

andi

ng o

f cur

rent

go

od p

ract

ice.

W

ebsi

te is

cle

arly

exp

lain

ed

usin

g te

chni

cal a

nd d

escr

iptiv

e la

ngua

ge.

Can

dida

te m

akes

a n

umbe

r of

rele

vant

sugg

estio

ns fo

r fur

ther

de

velo

pmen

t /im

prov

emen

t. C

andi

date

show

s goo

d un

ders

tand

ing

in e

valu

atio

n of

ho

w th

eir s

olut

ion

fulfi

ls th

e re

quire

men

ts o

f the

Use

r.

Can

dida

te e

valu

ates

thei

r ow

n pe

rfor

man

ce in

term

s of

iden

tifyi

ng a

solu

tion.

5-7

- Can

dida

te e

valu

ates

w

ebsi

te/p

erfo

rman

ce in

a c

lear

and

lo

gica

l man

ner.

Can

dida

te sh

ows a

n un

ders

tand

ing

of g

ood

prac

tice.

W

ebsi

te is

cle

arly

exp

lain

ed u

sing

te

chni

cal a

nd d

escr

iptiv

e la

ngua

ge.

- Can

dida

te is

aw

are

of li

mita

tions

and

m

akes

a n

umbe

r of i

nfor

med

rele

vant

su

gges

tions

for f

urth

er

deve

lopm

ent/i

mpr

ovem

ent.

- C

andi

date

pro

vide

s a w

ell e

xpla

ined

ev

alua

tion

dem

onst

ratin

g th

orou

gh

unde

rsta

ndin

g of

how

thei

r sol

utio

n fu

lfils

the

requ

irem

ents

of t

he U

ser.

- C

andi

date

crit

ical

ly e

valu

ates

thei

r ow

n pe

rfor

man

ce in

term

s of

iden

tifyi

ng a

solu

tion.

8-9


56

AS UNIT 4 - WEB DESIGN GUIDANCE FOR TEACHERS Delivery Strategies This unit aims to enable candidates to develop an understanding of the Internet, the supporting technology and surrounding systems and services. Candidates should be allowed to consider options for creating and developing web pages using appropriate software. Candidates should learn about Internet and Intranet environments and the necessary security issues. Candidates should also learn about the relevance and importance of an e-presence for a business organisation. It is recommended that the course should commence with the following items: • how a business aims web content to a specific audience; • what makes a good business web site; • aims and objectives of a business website; • how a business website / domain is hosted; • business aspects to web content eg marketing and statistics.

This will provide opportunities for candidates to apply their knowledge and understanding to the business under consideration. Candidates should be encouraged to focus on the user centred issues surrounding the production of a website used for communication and promotion of a business. A variety of teaching strategies should be used. Texts, prepared notes on specific topics and a range of published materials can be used to develop a broad understanding. The student’s research of the problem should provide opportunities to develop skills of independent learning – planning, information seeking and evaluation. Candidates should research a range of website styles as part of the design process. Full understanding of the nature and purpose of the information that is to be presented will allow the candidate to choose the best mode of communication (text/graphics or combination of both) to be employed on their completed site. Assessment Strategies The candidates are required to produce a small business website based on their investigation of the enterprising business described in the case study material. They are also required to produce a written document outlining the website plan, design and development. This might include organisational charts and illustrations (such as tables, diagrams, sketches and flow charts). The emphasis, however, should be on the website as a mode of information communication.


57

Guidance on Using Assessment Evidence Marking Band In applying the assessment evidence marking bands teachers should endeavour to apply the principle of ‘best fit’. This means giving consideration to bands above and below that description which matches most of the qualities identified in the piece of work. After placing the piece of work within a band, the assessor should make a judgement as to whether the work is towards the higher or the lower segment of the mark range. It is not necessary for all of the qualities listed to be apparent in the work for a candidate to achieve a mark in that range. The assessor should also take into account the candidate’s quality of written communication. Resources • examples of good practice (teacher selected websites); • visiting web designers; • business materials, such as marketing brochures; • specific client websites; • web design sites that may provide candidates with guidance and inspiration; • there is a wide range of textbooks aimed at basic web design; • printed materials from companies may also provide a suitable reference source.


58

AS UNIT 5 − SPREADSHEETS FOR BUSINESS APPLICATIONS ABOUT THIS UNIT This unit will develop skills in the use and application of spreadsheet software in a business context. It will require the determination and agreement of user requirements, the specification and design of working solutions using a range of functions and facilities, appropriate presentation of data, testing, acceptance testing, evaluation and documentation of solutions. You will reflect on your solutions and identify areas for development and improvement. You will be required to examine and apply standard ways of working in this context. This unit will be internally assessed through a portfolio of work. WHAT YOU NEED TO LEARN You will need to understand: • how organisations make use of spreadsheet software; • how spreadsheets can process data to produce information; • how to produce a solution to a user defined problem in terms of input data, data

processing and the output of information; • the importance of testing and how to perform acceptance testing; • how to present user and technical documentation for you solution; • how to evaluate a working computer-based solution; • the standard ways of working. How Organisations Make Use Of Spreadsheet Software Organisations can make use of spreadsheet software in a variety of ways depending on the size and function of the organisation. You must understand: • the ways in which spreadsheet software is used within a business context; • this will assist you in the development of a solution for an end user.

How Spreadsheets Can Process Data To Produce Information In order to produce a quality solution to a user defined problem, you must be able to use the facilities presented by spreadsheet software. Spreadsheets provide a standard row and


59

column structure with many functions, you should investigate the structure and associated functions within a spreadsheet and also become familiar with the facilities for presenting data in a visual form. You must understand: • the basic structure of a spreadsheet as a flat grid with rows and columns which can

contain different types of data and be able to; • move around the spreadsheet and enter and edit data; • save and retrieve worksheets and cell ranges; • change column widths, row heights and delete rows and columns; • format numbers; • copy and move data from one location to another using the menus; • fill-handle and drag and drop; • improve the appearance of a spreadsheet by using borders, shading, colour, fonts,

alignment and auto format; • make effective use of headers and footers and page orientation; • protect cells; • create, remove and link worksheets; • enter formulae and make use of built-in functions; • print spreadsheets showing data and formulae where appropriate. The different types of data which can be stored in a spreadsheet, that is numbers, text, date, formulae, Boolean, built-in functions and how to use and manipulate the data. How to format the different types of data as: • number; • currency; • date; • time; • scientific; • text; • special; • custom.


60

You need to understand the different types of cell referencing. Cell references can be relative, absolute or can refer to a range of cells. Cell referencing can also take the form of a 3D reference. You must be able to make appropriate use of such cell referencing: • how data is manipulated using arithmetic, relational and logical operators; • how text can be manipulated and concatenated; • the way in which formulae are constructed to do calculations and to establish

relationships between constants and variables on a spreadsheet; • how to make appropriate use of typical built-in functions such as:

- SUM - AVERAGE - MAX - MINIMUM - COUNT - COUNTA - COUNTIF - INT - MODE - MEDIAN - RAND - IF

• that a simple database, called a list, can be created in a spreadsheet and how to create

such a structure; • how to enter, edit and delete data to or from the list directly or using a data entry form; • how to search a list using a form; • how to sort data in a list; • how to use filters to select data on a spreadsheets; • how to make use of the subtotals function. How To Produce A Spreadsheet Solution To A User Defined Problem In Terms Of Input Data, Data Processing And The Output Of Information When you produce a spreadsheet solution to meet user requirements, you should include data entry facilities, data processing and reports or graphs for the user. Your solution should make use of a number of sheets within a spreadsheet. You must understand:

• how to develop user friendly data entry facilities for a spreadsheet. This can be done making the spreadsheet look like a data entry form;

• the role of controls such as:

− listboxes; − dropdown boxes; − combo boxes; − checkboxes; − option buttons.


61

• how to automate routine user tasks or reduce user key strokes by the use of macros; • how to create a menu driven system by using buttons and attaching macros to the buttons; • how to include data entry messages to assist the users of the system; • how to validate any data captured by the system and how to produce suitable error

messages to assist users; • what role templates can play in a spreadsheet system; • how to create templates which will save time for users; • how to present results graphically and in printed format. The Importance Of Testing And How To Perform Acceptance Testing When producing a solution to a users requirements, the new system must be tested to ensure it does what is required of it and meets the user’s expectations. You should thoroughly test a solution before releasing to the user. You must understand: • the difference between application and acceptance testing; • the need for a test specification which will outline the tests that the system will undergo

before being released; • the structure of a test specification which should include:

− test data which is acceptable and unacceptable; − an explanation for the inclusion of the test data value; − the observed result of entering the data into the system and the actual result obtained.

• that the test specification should cover checks for all formulae and functions; • that the test specification should include checks to ensure that the user’s needs have

been met. How To Present User And Technical Documentation For Your Solution When you produce a solution for a user it should always be accompanied by documentation. You will learn how to construct effective a useable documentation for users and specialists. You must understand: • how a user guide is constructed; • the characteristic features of a user guide. For example it has a lot of graphics and does

not use jargon;


62

• how a technical guide is constructed; • the characteristic features of a technical guide. For example it includes instructions for

installing the spreadsheet application and guidance on the required hardware and software.

How To Evaluate A Working Computer-Based Solution The success of failure of your system will depend on whether or not the system fulfils the user’s requirements. Evaluating a system once it has been released will enable you to reflect on how well your system performs. You must understand: • why evaluation must take place; • the questions to be answered during evaluation; • does the solution meet the user’s requirements? • is it an effective and efficient solution? • is the solution fit for purpose? • can the solution be improved in any way? What Are The Standard Ways Of Working Standard ways of working enable you to manage and develop your work effectively. Unit 1 Information and Communication has already outlined these procedures in detail. In particular in this unit you should: • manage you work effectively; • edit and save your work regularly and maintain a back up copy; • keep information securely; • work safely.

CC

EA G

CE

App

lied

ICT

– fr

om S

epte

mbe

r 200

6

63

AS

UN

IT 5

− S

PRE

AD

SHE

ET

S FO

R B

USI

NE

SS A

PPL

ICA

TIO

NS

ASS

ESS

ME

NT

EV

IDE

NC

E

In th

is u

nit,

you

lear

ned

how

org

anis

atio

ns m

ake

use

of sp

read

shee

t app

licat

ions

. Y

ou a

lso

lear

ned

how

to m

ake

use

of sp

read

shee

t too

ls a

nd

func

tions

so th

at d

ata

can

be m

anip

ulat

ed a

nd u

sed

to p

rodu

ce m

eani

ngfu

l inf

orm

atio

n fo

r the

org

anis

atio

n. Y

ou h

ave

ente

red

data

in d

iffer

ent

form

ats a

nd p

erfo

rmed

cal

cula

tions

and

pro

duce

d gr

aphs

and

cha

rts fr

om th

at d

ata.

You

shou

ld a

lso

know

how

to p

rodu

ce a

syst

em b

y de

finin

g th

e us

er’s

requ

irem

ents

in te

rms o

f inp

ut, p

roce

ssin

g re

quire

d an

d ou

tput

. Y

ou n

eed

to p

rodu

ce:

A d

etai

led

docu

men

t whi

ch li

sts t

he n

eeds

of t

he u

ser w

ho w

ants

you

to d

esig

n a

spre

adsh

eet a

pplic

atio

n to

suit

parti

cula

r pur

pose

in te

rms o

f in

put,

proc

esse

s and

out

put.

The

doc

umen

t sho

uld

cont

ain:

•

outp

ut re

quire

d fr

om th

e sy

stem

; •

inpu

t req

uire

d to

pro

duce

the

outp

ut;

• pr

oces

ses r

equi

red

to m

anip

ulat

e or

pro

cess

the

data

so th

at th

e re

quire

d ou

tput

can

be

prod

uced

; •

a on

e pa

ge e

xpla

natio

n of

why

a sp

read

shee

t is s

uita

ble

to so

lve

the

prob

lem

spec

ified

by

the

user

; •

a w

orki

ng m

enu

driv

en sp

read

shee

t app

licat

ion

whi

ch m

akes

use

of s

impl

e an

d co

mpl

ex sp

read

shee

t fea

ture

s app

ropr

iate

ly;

• an

nota

ted

scre

ensh

ots o

f you

r app

licat

ion

whi

ch e

vide

nce

that

the

appl

icat

ion

fulfi

ls th

e us

er’s

requ

irem

ents

; •

a te

st p

lan

whi

ch c

onta

ins a

list

of a

ll te

st d

ata

to b

e us

ed (a

pplic

atio

n te

stin

g);

• an

nota

ted

scre

ensh

ots e

vide

ncin

g th

at th

e ap

plic

atio

n te

stin

g ha

s bee

n ca

rrie

d ou

t; •

a us

er g

uide

whi

ch w

ill a

llow

a n

ovic

e us

er to

nav

igat

e th

e sy

stem

;

CC

EA G

CE

App

lied

ICT

– fr

om S

epte

mbe

r 200

6

64

• a

tech

nica

l gui

de w

hich

will

allo

w a

use

r to

inst

all a

nd u

se th

e ap

plic

atio

n;

• a

two

page

eva

luat

ion

of h

ow y

our s

yste

m m

eets

the

user

requ

irem

ents

; Th

is w

ill d

emon

stra

te th

e fo

llow

ing:

•

how

org

anis

atio

ns m

ake

use

of sp

read

shee

t sof

twar

e;

• ho

w sp

read

shee

ts c

an p

roce

ss d

ata

to p

rodu

ce in

form

atio

n;

• ho

w to

pro

duce

a so

lutio

n to

a u

ser d

efin

ed p

robl

em in

term

s of i

nput

dat

a, d

ata

proc

essi

ng a

nd th

e ou

tput

of i

nfor

mat

ion;

•

the

impo

rtanc

e of

test

ing

and

how

to p

erfo

rm a

ccep

tanc

e te

stin

g;

• ho

w to

pre

sent

use

r and

tech

nica

l doc

umen

tatio

n fo

r you

r sol

utio

n;

• ho

w to

eva

luat

e a

wor

king

com

pute

r-ba

sed

solu

tion.

CC

EA G

CE

App

lied

ICT

– fr

om S

epte

mbe

r 200

6

65

AS

UN

IT 5

− S

PRE

AD

SHE

ET

S FO

R B

USI

NE

SS A

PPL

ICA

TIO

NS

ASS

ESS

ME

NT

EV

IDE

NC

E M

AR

KIN

G B

AN

D

Ass

essm

ent

Obj

ectiv

e M

ark

Ban

d 1

Mar

k R

ange

M

ark

Ban

d 2

Mar

k R

ange

M

ark

Ban

d 3

Mar

k R

ange

M

ark

Ban

d 4

Mar

k R

ange

A

O1

- Can

dida

te

dem

onst

rate

s som

e ca

pabi

lity

in a

pply

ing

ICT

. T

his i

s evi

denc

ed

by th

e pr

oduc

tion

of a

w

orki

ng m

enu

driv

en

spre

adsh

eet s

yste

m

whi

ch m

akes

use

of a

m

athe

mat

ical

fu

nctio

ns, g

roup

ing

and

sort

ing

of d

ata

and

grap

hica

l out

put.

- T

he sy

stem

mee

ts

with

the

user

’s

requ

irem

ents

. T

his i

s ev

iden

ced

by th

e pr

oduc

tion

of

anno

tate

d sc

reen

shot

s of

the

appl

icat

ion

whi

ch sh

ow h

ow th

e us

er’s

req

uire

men

ts

have

bee

n m

et.

1-3

- Can

dida

te d

emon

stra

tes

capa

bilit

y in

app

lyin

g IC

T.

Thi

s is e

vide

nced

by

the

prod

uctio

n of

a w

orki

ng u

ser

frie

ndly

men

u dr

iven

sp

read

shee

t sys

tem

whi

ch

mak

es u

se o

f a r

ange

of

mat

hem

atic

al fu

nctio

ns,

grou

ping

and

sort

ing

of

diff

eren

t dat

a ty

pes a

nd

grap

hica

l out

put.

- T

he sy

stem

mee

ts w

ith th

e us

ers r

equi

rem

ents

and

is

easi

ly n

avig

able

. T

his i

s ev

iden

ce b

y th

e pr

oduc

tion

of

anno

tate

d sc

reen

shot

s of t

he

appl

icat

ion

whi

ch sh

ow h

ow

the

user

’s r

equi

rem

ents

hav

e be

en m

et.

4-6

- Can

dida

te d

emon

stra

tes g

ood

capa

bilit

y in

app

lyin

g IC

T.

Thi

s is e

vide

nced

by

the

prod

uctio

n of

a w

orki

ng u

ser

frie

ndly

men

u dr

iven

sp

read

shee

t sys

tem

whi

ch

mak

es u

se o

f a r

ange

of

mat

hem

atic

al fu

nctio

ns, d

ate

man

ipul

atio

n, li

nkin

g of

w

orks

heet

s, gr

oupi

ng a

nd

sort

ing

of d

iffer

ent d

ata

type

s an

d gr

aphi

cal o

utpu

t. T

he

syst

em in

clud

es th

e us

e of

a

data

cap

ture

scre

en a

nd

valid

atio

n fo

r da

ta e

ntry

.

Can

dida

tes d

emon

stra

te a

hig

h le

vel o

f com

pete

nce

in th

e us

e of

th

e to

ol b

y lim

iting

the

data

va

lues

whi

ch c

an b

e en

tere

d in

to c

ells

. - T

he sy

stem

mee

ts w

ith th

e us

ers r

equi

rem

ents

and

is e

asily

na

viga

ble.

Thi

s is e

vide

nce

by

the

prod

uctio

n of

ann

otat

ed

scre

ensh

ots o

f the

app

licat

ion

whi

ch sh

ow c

lear

ly h

ow th

e us

er’s

req

uire

men

ts h

ave

been

m

et.

7-10

- C

andi

date

dem

onst

rate

s a h

igh

leve

l of

cap

abili

ty in

app

lyin

g IC

T.

Thi

s is

evid

ence

d by

the

prod

uctio

n of

a

wor

king

, hi

gh q

ualit

y in

terf

aced

, m

enu

driv

en sp

read

shee

t sys

tem

w

hich

mak

es u

se o

f an

exte

nsiv

e ra

nge

of m

athe

mat

ical

func

tions

, and

ot

her

adva

nced

feat

ures

such

as V

B

code

, dat

e m

anip

ulat

ion,

link

ing

of

wor

kshe

ets,

man

ipul

atio

n gr

oupi

ng

and

sort

ing

of d

iffer

ent d

ata

type

s an

d gr

aphi

cal o

utpu

t. T

he sy

stem

in

clud

es th

e us

e of

a w

ell d

esig

n da

ta

capt

ure

scre

ens a

nd v

alid

atio

n fo

r da

ta e

ntry

. C

andi

date

s de

mon

stra

te

a hi

gh le

vel o

f com

pete

nce

in th

e us

e of

the

tool

by

limiti

ng th

e da

ta v

alue

s w

hich

can

be

ente

red

into

cel

ls.

- T

he sy

stem

mee

ts w

ith th

e us

ers

requ

irem

ents

and

is e

asily

nav

igab

le.

Thi

s is e

vide

nce

by th

e pr

oduc

tion

of

anno

tate

d sc

reen

shot

s of t

he

appl

icat

ion

whi

ch sh

ow c

lear

ly h

ow

the

user

’s r

equi

rem

ents

hav

e be

en

met

.

11-1

3

CC

EA G

CE

App

lied

ICT

– fr

om S

epte

mbe

r 200

6

66

AS

UN

IT 5

− S

PRE

AD

SHE

ET

S FO

R B

USI

NE

SS A

PPL

ICA

TIO

NS

ASS

ESS

ME

NT

EV

IDE

NC

E M

AR

KIN

G B

AN

D (C

ON

TIN

UE

D)

Ass

essm

ent

Obj

ectiv

e M

ark

Ban

d 1

Mar

k R

ange

M

ark

Ban

d 2

Mar

k R

ange

M

ark

Ban

d 3

Mar

k R

ange

M

ark

Ban

d 4

Mar

k R

ange

A

O2

- Can

dida

tes

de

mon

stra

te a

bas

ic

unde

rsta

ndin

g of

the

role

of a

n IC

T sy

stem

in

an

orga

nisa

tion.

T

his i

s evi

denc

ed b

y th

e ex

iste

nce

of a

use

r gu

ide

and

a te

chni

cal

inst

alla

tion

guid

e.

- T

he d

esig

n do

cum

ent

cont

ains

all

of th

e re

leva

nt se

ctio

ns a

nd is

us

ed to

dev

elop

the

syst

em.

- Can

dida

te

dem

onst

rate

s an

unde

rsta

ndin

g of

the

need

for

a ro

bust

and

de

pend

able

syst

em b

y de

velo

ping

a te

st p

lan

whi

ch te

sts t

he

appl

icat

ion

usin

g a

set

of te

st d

ata.

1-3

- Can

dida

tes

dem

onst

rate

a

good

und

erst

andi

ng o

f the

rol

e of

an

ICT

syst

em in

an

orga

nisa

tion.

Thi

s is

evid

ence

d by

the

exis

tenc

e of

a

user

gui

de a

nd a

tech

nica

l in

stal

latio

n gu

ide.

Eac

h do

cum

ent u

ses l

angu

age

appr

opri

ate

for

the

targ

et

audi

ence

and

incl

udes

gra

phic

s to

aid

in p

rese

ntat

ion.

- T

he d

esig

n do

cum

ent

cont

ains

all

of th

e re

leva

nt

sect

ions

and

is u

sed

to d

evel

op

the

syst

em

- Can

dida

te d

emon

stra

tes a

n un

ders

tand

ing

of th

e ne

ed fo

r a

robu

st a

nd d

epen

dabl

e sy

stem

by

deve

lopi

ng a

test

pl

an w

hich

test

s the

ap

plic

atio

n us

ing

a se

t of t

est

data

whi

ch te

sts e

xtre

me,

val

id

and

inva

lid d

ata.

4-7

- Can

dida

tes

dem

onst

rate

a

high

leve

l of u

nder

stan

ding

of

the

role

of a

n IC

T sy

stem

in a

n or

gani

satio

n. T

his i

s evi

denc

ed

by th

e de

sign

of a

hig

h qu

ality

us

er g

uide

and

a te

chni

cal

inst

alla

tion

guid

e. E

ach

docu

men

t use

s lan

guag

e ap

prop

riat

e fo

r th

e ta

rget

au

dien

ce a

nd in

clud

es r

elev

ant

grap

hics

whi

ch a

re p

ositi

oned

ap

prop

riat

ely

to a

id in

pr

esen

tatio

n. T

he d

ocum

ents

ar

e ac

cura

te a

nd th

e la

yout

is in

ke

epin

g w

ith th

e st

ruct

ure

of a

ty

pica

l use

r an

d te

chni

cal

inst

alla

tion

guid

e.

- T

he d

esig

n do

cum

ent i

s of

high

qua

lity

and

cont

ains

all

of

the

rele

vant

sect

ions

. It i

s use

d to

dev

elop

the

syst

em a

nd

refe

rred

to o

r up

date

d w

hen

appr

opri

ate.

- C

andi

date

dem

onst

rate

s an

unde

rsta

ndin

g of

the

need

for

a ro

bust

and

dep

enda

ble

syst

em

by d

evel

opin

g a

com

preh

ensi

ve

test

pla

n w

hich

test

s the

ap

plic

atio

n us

ing

a se

t of t

est

data

whi

ch te

sts e

xtre

me,

val

id

and

inva

lid d

ata

and

also

ch

ecks

the

navi

gatio

n pa

thw

ays

of th

e sy

stem

.

8-11

- C

andi

date

s dem

onst

rate

a v

ery

high

le

vel o

f und

erst

andi

ng o

f the

rol

e of

an

ICT

syst

em in

an

orga

nisa

tion.

T

his i

s evi

denc

ed b

y th

e de

sign

of

accu

rate

ly, w

ell d

esig

ned

and

conc

ise

user

and

tech

nica

l doc

umen

tatio

n.

Eac

h do

cum

ent u

ses l

angu

age

appr

opri

ate

for

the

targ

et a

udie

nce

and

incl

udes

rel

evan

t ann

otat

ed

grap

hics

whi

ch a

re p

ositi

oned

ap

prop

riat

ely

to a

id in

pre

sent

atio

n.

The

doc

umen

ts a

re o

f a h

igh

qual

ity

char

acte

rise

d by

goo

d us

e of

la

ngua

ge, a

ppro

pria

tely

sect

ione

d ar

eas,

corr

ect a

mou

nt o

f inf

orm

atio

n in

a g

iven

spac

e, u

nclu

tter

ed a

nd

clea

r in

stru

ctio

ns w

hich

can

be

easi

ly

exec

uted

.

- The

des

ign

docu

men

t is o

f hig

h qu

ality

and

con

tain

s all

of th

e re

leva

nt se

ctio

ns. I

t is u

sed

to d

evel

op

the

syst

em a

nd r

efer

red

to o

r up

date

d

whe

n ap

prop

riat

e

- Can

dida

te d

emon

stra

tes a

n un

ders

tand

ing

of th

e ne

ed fo

r a

robu

st a

nd d

epen

dabl

e sy

stem

by

deve

lopi

ng a

com

preh

ensi

ve te

st p

lan

whi

ch te

sts t

he a

pplic

atio

n us

ing

a se

t of

test

dat

a w

hich

test

s ext

rem

e, v

alid

an

d in

valid

dat

a an

d al

so c

heck

s the

na

viga

tion

path

way

s of t

he sy

stem

.

12-1

5

CC

EA G

CE

App

lied

ICT

– fr

om S

epte

mbe

r 200

6

67

AS

UN

IT 5

− S

PRE

AD

SHE

ET

S FO

R B

USI

NE

SS A

PPL

ICA

TIO

NS

ASS

ESS

ME

NT

EV

IDE

NC

E M

AR

KIN

G B

AN

D (C

ON

TIN

UE

D)

Ass

essm

ent

Obj

ectiv

e M

ark

Ban

d 1

Mar

k R

ange

M

ark

Ban

d 2

Mar

k R

ange

M

ark

Ban

d 3

Mar

k R

ange

M

ark

Ban

d 4

Mar

k R

ange

A

O3

- C

andi

date

s

dem

onst

rate

that

the

prob

lem

has

bee

n so

lved

to so

me

exte

nt.

Thi

s is e

vide

nced

by

scre

ensh

ots o

f the

im

plem

enta

tion

of th

e te

st p

lan.

- T

he c

ompl

eted

sy

stem

mee

ts so

me

of

the

user

req

uire

men

ts

in te

rms o

f the

dat

a ca

ptur

e fa

cilit

ies

prov

ided

, cal

cula

tions

un

dert

aken

, the

gr

aphi

cal o

utpu

t pr

oduc

ed a

nd th

e in

form

atio

n pr

oduc

ed

by th

e m

anip

ulat

ion

of

data

. - A

doc

umen

t ju

stify

ing

the

sele

ctio

n of

a sp

read

shee

t to

solv

e th

e pr

oble

m h

as

been

incl

uded

.

1-3

- Can

dida

tes

dem

onst

rate

th

at th

e pr

oble

m h

as b

een

solv

ed to

mee

t with

the

user

’s

requ

irem

ents

. T

his i

s ev

iden

ced

by sc

reen

shot

s of t

he

impl

emen

tatio

n of

the

test

pl

an.

- T

he c

ompl

eted

syst

em m

eets

al

l of t

he u

sers

req

uire

men

ts in

te

rms o

f the

dat

a ca

ptur

e fa

cilit

ies p

rovi

ded,

cal

cula

tions

un

dert

aken

, the

gra

phic

al

outp

ut p

rodu

ced

and

the

info

rmat

ion

prod

uced

by

the

man

ipul

atio

n of

dat

a.

- A d

ocum

ent j

ustif

ying

the

sele

ctio

n of

a sp

read

shee

t to

solv

e th

e pr

oble

m h

as b

een

incl

uded

. T

he d

ocum

ent

cont

ains

ref

eren

ce to

som

e of

th

e fe

atur

es a

nd fa

cilit

ates

pr

ovid

ed b

y th

e to

ol.

4-6

- Can

dida

tes

dem

onst

rate

that

th

e pr

oble

m h

as b

een

solv

ed to

m

eet w

ith th

e us

er’s

re

quir

emen

ts.

Thi

s is

evid

ence

d by

scre

ensh

ots o

f the

im

plem

enta

tion

of th

e te

st p

lan.

- T

he c

ompl

eted

syst

em m

eets

al

l of t

he u

sers

req

uire

men

ts in

te

rms o

f the

dat

a ca

ptur

e fa

cilit

ies p

rovi

ded,

cal

cula

tions

un

dert

aken

, the

gra

phic

al

outp

ut p

rodu

ced

and

the

info

rmat

ion

prod

uced

by

the

man

ipul

atio

n of

dat

a.

- The

nav

igat

ion

of th

e sy

stem

ha

s bee

n fu

lly te

sted

and

is

show

n to

be

oper

atio

nal a

nd

corr

ect.

- A

doc

umen

t jus

tifyi

ng th

e se

lect

ion

of a

spre

adsh

eet t

o so

lve

the

prob

lem

has

bee

n in

clud

ed.

The

doc

umen

t co

ntai

ns r

efer

ence

to a

ran

ge o

f fe

atur

es a

nd fa

cilit

ates

pr

ovid

ed b

y th

e to

ol a

nd h

ow

they

rel

ate

to th

e us

er’s

re

quir

emen

ts.

7-10

- C

andi

date

s d

emon

stra

te th

at th

e pr

oble

m h

as b

een

solv

ed to

mee

t with

th

e us

er’s

req

uire

men

ts.

Thi

s is

evid

ence

d by

scre

ensh

ots o

f the

im

plem

enta

tion

of th

e te

st p

lan.

- T

he c

ompl

eted

syst

em m

eets

all

of

the

user

s req

uire

men

ts in

term

s of t

he

data

cap

ture

faci

litie

s pro

vide

d,

calc

ulat

ions

und

erta

ken,

the

grap

hica

l out

put p

rodu

ced

and

the

info

rmat

ion

prod

uced

by

the

man

ipul

atio

n of

dat

a.

- The

nav

igat

ion

of th

e sy

stem

has

be

en fu

lly te

sted

and

is sh

own

to b

e op

erat

iona

l and

cor

rect

. The

res

ultin

g do

cum

ent i

s pre

sent

ed a

ccur

atel

y in

a

logi

cal s

eque

nce

with

usi

ng

scre

ensh

ots a

nd ju

stifi

catio

n fo

r te

sts

whe

re a

ppro

pria

te.

- A d

ocum

ent j

ustif

ying

the

sele

ctio

n of

a sp

read

shee

t to

solv

e th

e pr

oble

m

has b

een

incl

uded

. T

he d

ocum

ent

cont

ains

ref

eren

ce o

nly

to r

elev

ant

feat

ures

and

faci

litat

es p

rovi

ded

by

the

tool

and

how

they

rel

ate

to th

e us

er’s

req

uire

men

ts.

11-1

3

A04

- C

andi

date

des

crib

es

the

solu

tions

but

pl

aces

lim

ited

or n

o cr

itica

l eva

luat

ion

into

th

e fin

al r

epor

t.

- Can

dida

te p

rovi

des

som

e ev

alua

tion

of

thei

r ow

n pe

rfor

man

ce

in te

rms o

f mee

ting

Use

r re

quir

emen

ts.

1-2

- Can

dida

te d

escr

ibes

the

solu

tion

and

plac

es e

valu

atio

n of

the

solu

tion

into

the

final

re

port

. - C

andi

date

eva

luat

es th

eir

own

perf

orm

ance

in te

rms

mee

ting

the

user

’s

requ

irem

ents

.

3-4

- Can

dida

te d

escr

ibes

the

solu

tion

and

plac

es e

valu

atio

n of

the

solu

tion

into

the

final

re

port

.

- Can

dida

te r

efle

cts o

n th

e so

lutio

n an

d m

akes

re

com

men

datio

ns fo

r im

prov

emen

t.

- Can

dida

te e

valu

ates

thei

r ow

n pe

rfor

man

ce in

term

s mee

ting

the

user

’s r

equi

rem

ents

.

5-7

- Can

dida

te d

escr

ibes

the

solu

tion

and

plac

es a

wel

l str

uctu

red

and

thor

ough

ev

alua

tion

of th

e so

lutio

n in

to th

e fin

al r

epor

t.

- Can

dida

te r

efle

cts o

n th

e so

lutio

n an

d m

akes

rec

omm

enda

tions

for

impr

ovem

ent.

- C

andi

date

eva

luat

es th

eir

own

perf

orm

ance

in te

rms m

eetin

g th

e us

er’s

req

uire

men

ts a

nd ti

me

man

agem

ent.

8-9


68

AS UNIT 5 − SPREADSHEETS FOR BUSINESS APPLICATIONS GUIDANCE FOR TEACHERS Delivery Strategies This unit is intended to develop skills in the design and development of a spreadsheet system. Candidates should have good working knowledge of the features available within a spreadsheet application. Candidates will use these features to develop a solution to a user defined problem. The solution should incorporate a front end user interface which automates the system and demonstrates an understanding of user friendly concepts. Candidates should be encouraged to reflect upon how organisations make use of spreadsheet applications and the features commonly used by them. In order to become familiar with the technical aspects of spreadsheets candidates should undertake small examples contextualised in a business setting. Having developed the practical skills and an understanding of the features associated with spreadsheet applications, candidates could undertake a practical preliminary exercise to ensure that the have the necessary skills to make informed decisions about the use of software features. The importance of testing a system before releasing it should be emphasised to students. It may be useful to allow candidates to examine and improve a less than perfect system to emphasise this point. Candidates should also be encouraged to examine user and installation guides received with professionally produced software to establish the content and layout of such documents. Assessment Strategies This unit is assessed by the production of a portfolio of evidence. In order to produce this portfolio, candidates must have well developed skills in the use of a spreadsheet application. The candidate will develop test and document a spreadsheet which meets the needs of the user and is fully tested to ensure that all aspects work well. Documentation to support the software should also be provided. The system should make effective use of software features and be fit for purpose. Guidance on Using Assessment Evidence Marking Bands In applying the assessment evidence marking bands teachers should endeavour to apply the principle of ‘best fit’. This means giving consideration to bands above and below that description which matches most of the qualities identified in the piece of work. After placing the piece of work within a band, the assessor should make a judgement as to whether the work is towards the higher or the lower segment of the mark range.


69

It is not necessary for all of the qualities listed to be apparent in the work for a candidate to achieve a mark in that range. The assessor should also take into account the candidate’s quality of written communication. Resources Resources to support the delivery of this unit include: • texts; • software user documentation; • internet; • exemplification material.


70

AS UNIT 6 - INTERNET AND BUSINESS ABOUT THIS UNIT This unit will require candidates to develop a detailed understanding of the Internet in a business environment. It will require candidates to understand the vast potential of e-commerce and the effect on the economy. It will require candidates to consider service providers, connections, hardware and software requirements, security issues, cyber crime, social issues and the impact of the Internet in the commercial world. Candidates will be required to examine and apply standard ways of working in this context. This unit will be internally assessed by the presentation of a portfolio of work. WHAT YOU NEED TO LEARN • Types of Internet Connectivity • Internet Service Providers • Hardware and Software Requirements • Security Issues • Cyber Crime • Social Issues • E-commerce • The standard ways of working

Types Of Internet Connectivity There are a number of ways in which a business can connect staff to the Internet. You should be aware of the different types of Internet connectivity available for the business user. These span from baseband connectivity (dial up) through to basic broadband packages and leased line services. You should be able to outline the advantages and disadvantages of each mode of connectivity and be able to advise a client on predicted costing of each mode. This should include: • dial up internet connectivity (PSTN); • ISDN connectivity; • broadband Connectivity (ADSL / Cable); • leased line connectivity.


71

Internet Service Providers (ISP) There are a large number of Internet service providers for a business to choose from. Many offer similar services at a range of prices. Internet Service providers tend to differ by the additional services they provide to the end user. These can include for example the number of email addresses provided with the ‘account’. You should be aware of the different services an ISP can provide including: • number of email accounts provided; • email antivirus service; • email anti-spam service; • web space provided; • domain name provisions.

As well as the services provided you should also research any restrictions placed on the user by the ISP such as limits to number of hours per month etc. As part of your consultation portfolio you should be able to research and compare a number of ISPs and make a recommendation to your client that considers both services and cost. Hardware And Software Requirements Once a connectivity method and ISP have been selected by a business decisions need to be made on both hardware and software selection. Hardware Hardware requirements focus primarily on the number of ‘clients’ who will be connecting to the Internet. In a small business this may be one user or three or four. You should have experience of setting up a single computer to connect to the Internet using a modem and telephone/broadband line. You should be aware of the methods that allow multi users to share a single Internet connection. These include: • software sharing (such as windows XP); • hardware router; • proxy server sharing. As well as being aware of the function of a router in Internet sharing you should also be able to advise a client whether to opt for cable or wireless connections to link clients to the router. Software To enable a single client to access the Internet it may be necessary to install a web browser and email client. You should be aware of the role of both applications and have experience of setting up these applications for single user access. This should include: • setting the default homepage; • setting up a single email address to send and receive email; • setting up Internet favourites.


72

You should be aware of additional software such as security applications (see security issues). Businesses have a duty to protect their employees from offensive material from both the Internet and email. It may be necessary to install Internet filtering software. You should be aware of the role of filtering applications in protecting users from offensive content and the advantages to business in ensuring employees can only access content relevant to the business. The Internet also offers improvement to software functionality. This can include access to software application updates and patches. Security Issues Virus Protection Connecting a computer to the Internet increases the risk of virus contamination. It is essential that every computer has an antivirus application installed that is frequently updated. You should be aware of the additional risks of having a computer connected to the Internet and the means in which a virus can be propagated through the Internet (eg via email). Many Antivirus applications update themselves automatically via the Internet which requires a ‘subscription’. You should be able to advise a client on the best type of antivirus provision for his/her business. Firewall Protection As well as the risk of virus contamination there is also a significant risk that computers can be illegally accessed or damaged while connected to the Internet. It is possible to make a computer appear invisible while online using a Firewall. A firewall acts a security barrier monitoring ‘Internet traffic’ between the host computer and the Internet, blocking out unusual traffic. Firewalls can be both hardware and software and there are many solutions available for the single computer. You should be aware of the role of a firewall in protecting a computer and be able to advise a client on a suitable solution for their Internet connectivity. Cyber Crime Cyber Crime is a growing global issue that is certainly on the increase. Cyber crime includes the malicious damage of computers and networking through virus creation, hacking or ‘denial of service’. As well as damage to a business IT infrastructure cyber crime also covers crime such as: • identity theft; • credit card fraud; • copyright crime; • illegal content.


73

You should be aware of some of the laws relating to computer use: • the Computer Misuse Act 1990; • the Data Protection Act; • software copyright laws. You should be able to advise a client on how best to protect their business from cyber crime both from outside agents but also by their employees. Social Issues And The Impact Of The Internet The Internet has opened up a whole new way to communicate and do business. Communication on a global level has been improved through services such as email, video conferencing and message services. A business can communicate instantly (at low cost) to other businesses on the other side of the world through the Internet. You should be able to advise your client on a number of advantages provided by the Internet. Communication Methods The Internet offers a number of ways to research and communicate these include: • websites; • email; • instant messaging; • video conferencing; • newsgroups. Employee Issues The Internet opens up a communications channel not only between businesses but also between business and employees. Some businesses may allow staff to work from home via the Internet (teleworking). This offers advantages to both the business and the employee. Acceptable Use A business may also need to provide staff with an acceptable use document to address the issues of granting staff Internet and email access. An acceptable use document outlines to staff that they may and may not use the Internet. An AUP may go some way to avoid misuse of the Internet or even simply loss of productivity caused by casual web surfing or personal email. You should advise your client on what to include in the AUP so to provide the best cover for the business. Taxation The government has invested vast amounts of money into both the taxation and VAT agencies to enable online submission of taxation documents. The reduction in administration may be advantages to larger companies with frequent returns.


74

Procurement E-commerce has not only opened a means for businesses to sell their products and services but also a means of procuring services and products provided by others. Online procurement can allow the purchase of items such as IT equipment without leaving the office. E-commerce has increased the scope of purchasing – no longer is a business confined to trading in the local area – items can now be purchased world wide at the lowest cost. Buying online and distant selling also offers additional protection to the customer. You should be able to advise a client on buying online, this should include: • choice of retailer; • knowing when a transaction is secure or not (SSL servers); • credit card fraud; • legal implications of buying/selling online. Electronic Commerce There are many levels of electronic commerce from a very simple level e-commerce may be the sending of invoices via email and offering some online payment provision right through to a dedicated catalogue website. A business may decide to sell their services online. Although this may increase their market it can also be a costly step. E-commerce is growing in popularity as more and more people become confident in using the Internet. You should explore the pros and cons of e-commerce solutions for business. You should be able to advise your client on electronic commerce under the following key areas: • use of site security measures such as secure servers (SSL) issues; • shopping cart principals; • transaction processing; • multi currency issues; • global trading issues; • legal issues – trading in and outside the EU. There are a large number of companies who now offer online payment processing. You should be able to advise your client on the different services available and the related costs per month or per transaction. It is essential you advise your client on the risks of distant selling, for example purchases made fraudulently via credit card. What Are The Standard Ways Of Working Standard ways of working enable you to manage and develop your work effectively. Unit 1 Information and Communication has already outlined these procedures in detail. In particular in this unit you should: • manage you work effectively; • edit and save your work regularly and maintain a back up copy; • keep information securely; • work safely.

CC

EA G

CE

App

lied

ICT

– fr

om S

epte

mbe

r 200

6

75

AS

UN

IT 6

− IN

TE

RN

ET

AN

D B

USI

NE

SS

ASS

ESS

ME

NT

EV

IDE

NC

E

In th

is u

nit,

you

lear

ned

abou

t the

impo

rtanc

e of

the

Inte

rnet

in a

bus

ines

s env

ironm

ent.

You

will

und

erst

and

the

vast

pot

entia

l of e

-com

mer

ce

and

the

effe

ct o

n th

e ec

onom

y. Y

ou w

ill h

ave

cons

ider

ed se

rvic

e pr

ovid

ers,

conn

ectio

ns, h

ardw

are

and

softw

are

requ

irem

ents

, sec

urity

issu

es,

cybe

r crim

e, so

cial

issu

es a

nd th

e im

pact

of t

he In

tern

et in

the

com

mer

cial

wor

ld.

You

will

hav

e be

en re

quire

d to

exa

min

e an

d ap

ply

stan

dard

w

ays o

f wor

king

in th

is c

onte

xt.

In o

rder

to d

emon

stra

te y

our u

nder

stan

ding

and

the

skill

s you

hav

e le

arne

d, y

ou m

ust n

ow c

ompl

ete

the

follo

win

g ta

sks.

You

nee

d to

pro

duce

: A

pro

fess

iona

l por

tfolio

det

ailin

g th

e re

quire

men

ts o

f a se

lect

ed c

lient

. Th

e po

rtfol

io sh

ould

adv

ise

the

clie

nt o

n ho

w b

est t

o ex

ploi

t the

Inte

rnet

to

ben

efit

the

busi

ness

and

staf

f. T

his t

ask

will

giv

e yo

u an

und

erst

andi

ng o

f con

sulti

ng a

nd a

dvis

ing

on te

chni

cal a

nd b

usin

ess s

olut

ions

for a

sm

all b

usin

ess o

n a

tight

bud

get.

In c

arry

ing

out t

his t

ask,

you

will

pro

duce

a p

lan

for y

our c

hose

n cl

ient

who

shou

ld b

e fr

om a

bus

ines

s or o

ffic

ial o

rgan

isat

ion

(not

per

sona

l) be

fore

the

deve

lopm

ent t

akes

pla

ce.

It sh

ould

be

note

d th

at a

lthou

gh it

may

be

adva

ntag

eous

to h

ave

a re

al c

lient

it is

not

nec

essa

ry a

nd y

ou m

ay

mak

e re

com

men

datio

ns fo

r a lo

cal b

usin

ess w

ithou

t con

tact

ing

the

clie

nt d

irect

ly.

The

com

plet

ed p

ortfo

lio sh

ould

incl

ude

reco

mm

enda

tions

on

the

best

type

of I

nter

net c

onne

ctiv

ity to

suit

the

busi

ness

. Th

e co

nten

t sho

uld

incl

ude

reco

mm

enda

tions

of t

he ty

pes o

f Int

erne

t ser

vice

s, se

rvic

e pr

ovid

ers a

nd e

-com

mer

ce so

lutio

ns fo

r the

clie

nt.

The

portf

olio

shou

ld

advi

se o

n su

gges

ted

solu

tions

for p

robl

ems t

he c

lient

mig

ht fa

ce a

nd g

ive

reco

mm

enda

tions

on

any

polic

y re

quire

men

ts th

at m

ay b

e ne

cess

ary.

Fe

asib

ility

of P

roje

ct

It is

impo

rtant

to re

mem

ber t

hat y

our c

lient

will

hav

e pa

rticu

lar r

equi

rem

ents

for I

nter

net u

se.

It is

impo

rtant

to b

e th

orou

ghly

aw

are

of th

ese

requ

irem

ents

and

to p

repa

re a

wel

l pre

sent

ed w

ritte

n ou

tline

for y

our c

lient

. Y

ou m

ust r

emem

ber t

hat y

our c

lient

will

con

side

r you

to b

e th

e ex

pert,

so it

is e

ssen

tial y

ou p

rovi

de te

chni

cal i

nfor

mat

ion

with

cos

ts b

oth

in th

e sh

ort a

nd lo

ng te

rm ti

mes

cale

s.

CC

EA G

CE

App

lied

ICT

– fr

om S

epte

mbe

r 200

6

76

The

Portf

olio

shou

ld in

clud

e:

Adv

ice

on th

e ty

pe o

n In

tern

et c

onne

ctiv

ity b

est s

uite

d to

the

clie

nt. I

t mus

t inc

lude

: •

evid

ence

of r

esea

rch

of v

ario

us IS

P/In

tern

et se

rvic

es a

nd th

e do

cum

enta

tion

of th

ese

for t

he c

lient

; •

advi

ce o

n th

e ha

rdw

are

requ

irem

ents

to p

rovi

de su

itabl

e co

nnec

tivity

; •

advi

ce o

n an

y ad

ditio

nal s

oftw

are

requ

ired

and

why

; •

an o

utlin

e of

the

secu

rity

risks

ass

ocia

ted

with

Inte

rnet

acc

ess a

nd h

ow th

ese

coul

d be

avo

ided

; •

advi

ce o

n m

ulti-

user

Inte

rnet

con

nect

ivity

; •

advi

ce o

n ho

w to

mak

e th

e m

ost o

f the

Inte

rnet

for r

esea

rch

etc;

•

an o

utlin

e of

the

adva

ntag

es o

f a si

mpl

e ‘w

eb p

rese

nce’

; •

advi

ce o

n cy

ber c

rime

and

lega

l iss

ues o

f int

erne

t con

nect

ivity

and

pre

senc

e (D

ata

Prot

ectio

n A

ct if

app

licab

le);

• ad

vice

on

com

mun

icat

ion

met

hods

via

the

Inte

rnet

; •

an in

trodu

ctio

n of

the

conc

ept o

f e-c

omm

erce

to th

e cl

ient

; •

advi

ce o

n is

sues

link

ed to

glo

bal m

arke

ts (l

egal

and

soci

al);

• fin

anci

al is

sues

; •

times

cale

s. Th

ese

task

s will

dem

onst

rate

the

follo

win

g:

• ty

pes o

f Int

erne

t con

nect

ivity

; •

inte

rnet

serv

ice

prov

ider

s;

• ha

rdw

are

and

softw

are

requ

irem

ents

; •

secu

rity

issu

es;

• cy

ber c

rime;

•

soci

al is

sues

; •

e-co

mm

erce

; •

the

stan

dard

way

s of w

orki

ng.

CC

EA G

CE

App

lied

ICT

– fr

om S

epte

mbe

r 200

6

77

AS

UN

IT 6

− IN

TE

RN

ET

AN

D B

USI

NE

SS

ASS

ESS

ME

NT

EV

IDE

NC

E M

AR

KIN

G B

AN

D

Ass

essm

ent

Obj

ectiv

e M

ark

Ban

d 1

M

ark

Ran

ge

Mar

k B

and

2 M

ark

Ran

ge

Mar

k B

and

3 M

ark

Ran

ge

Mar

k B

and

4 M

ark

Ran

ge

AO

1

- C

andi

date

pro

duce

s a p

ortf

olio

de

mon

stra

ting

prac

tical

ICT

ca

pabi

lity

at a

bas

ic le

vel

show

ing

a lim

ited

unde

rsta

ndin

g of

the

impl

icat

ions

and

ben

efits

of

the

Inte

rnet

for

busi

ness

. T

his i

s evi

denc

ed in

the

port

folio

by

lim

ited

unde

rsta

ndin

g an

d re

fere

nce

to IS

P/In

tern

et se

rvic

es

and

hard

war

e an

d so

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are

conn

ectiv

ity r

equi

rem

ents

- W

ritt

en p

ortf

olio

show

s lim

ited

use

of fe

atur

es a

nd la

yout

tool

s.

1-3

- C

andi

date

pro

duce

s a

port

folio

dem

onst

ratin

g pr

actic

al IC

T c

apab

ility

at a

m

ore

deve

lope

d le

vel s

how

ing

unde

rsta

ndin

g of

the

prac

tical

im

plic

atio

ns a

nd b

enef

its o

f th

e In

tern

et fo

r bu

sine

ss.

Thi

s is e

vide

nced

in th

e po

rtfo

lio b

y an

und

erst

andi

ng

of IS

P/In

tern

et se

rvic

es a

nd

hard

war

e an

d so

ftw

are

conn

ectiv

ity r

equi

rem

ents

su

ited

to th

e ch

osen

bus

ines

s. -W

ritt

en p

ortf

olio

show

s ap

prop

riat

e us

e of

feat

ures

an

d la

yout

tool

s and

is

pres

ente

d to

an

acce

ptab

le

stan

dard

.

4-6

- Can

dida

te p

rodu

ces a

por

tfol

io

dem

onst

ratin

g pr

actic

al IC

T

capa

bilit

y at

a g

ood

leve

l sho

win

g a

deta

iled

unde

rsta

ndin

g of

the

prac

tical

im

plic

atio

ns a

nd b

enef

its o

f the

In

tern

et fo

r bu

sine

ss.

Thi

s is e

vide

nced

in th

e po

rtfo

lio b

y a

good

und

erst

andi

ng o

f ISP

/Int

erne

t se

rvic

es a

nd h

ardw

are

and

soft

war

e co

nnec

tivity

req

uire

men

ts su

ited

to th

e ch

osen

bus

ines

s. -C

andi

date

show

s an

in-d

epth

kn

owle

dge

of th

e ad

vant

ages

and

di

sadv

anta

ges o

f Int

erne

t con

nect

ivity

fo

r th

e ch

osen

bus

ines

s.

- Wri

tten

por

tfol

io sh

ows g

ood

use

of a

ra

nge

of fe

atur

es a

nd la

yout

tool

s and

is

pre

sent

ed to

a g

ood

stan

dard

.

7-10

- Can

dida

te p

rodu

ces a

por

tfol

io

dem

onst

ratin

g pr

actic

al IC

T

capa

bilit

y at

a h

igh

stan

dard

show

ing

a w

ell e

xpla

ined

, det

aile

d un

ders

tand

ing

of th

e pr

actic

al

impl

icat

ions

and

ben

efits

of t

he

Inte

rnet

for

the

busi

ness

. T

his i

s evi

denc

ed in

the

port

folio

by

a th

orou

gh w

ell r

esea

rche

d un

ders

tand

ing

of IS

P/In

tern

et

serv

ices

and

har

dwar

e an

d so

ftw

are

conn

ectiv

ity r

equi

rem

ents

co

nnec

tivity

req

uire

men

ts w

ell s

uite

d to

the

chos

en b

usin

ess.

-Can

dida

te sh

ows a

n in

-dep

th

know

ledg

e of

the

adva

ntag

es a

nd

disa

dvan

tage

s of I

nter

net

conn

ectiv

ity fo

r th

e ch

osen

bus

ines

s an

d is

abl

e to

sugg

est a

num

ber

of

mod

els t

o th

e U

ser.

- W

ritt

en p

ortf

olio

show

s a

stru

ctur

ed a

ppro

ach

and

dem

onst

rate

s ext

ensi

ve u

se o

f a r

ange

of

feat

ures

and

layo

ut to

ols a

nd is

pr

esen

ted

to a

hig

h st

anda

rd.

11-1

3

CC

EA G

CE

App

lied

ICT

– fr

om S

epte

mbe

r 200

6

78

AS

UN

IT 6

− IN

TE

RN

ET

AN

D B

USI

NE

SS

ASS

ESS

ME

NT

EV

IDE

NC

E M

AR

KIN

G B

AN

D (C

ON

TIN

UE

D)

Ass

essm

ent

Obj

ectiv

e M

ark

Ban

d 1

M

ark

Ran

ge

Mar

k B

and

2 M

ark

Ran

ge

Mar

k B

and

3 M

ark

Ran

ge

Mar

k B

and

4 M

ark

Ran

ge

AO

2

- Can

dida

te d

emon

stra

tes a

bas

ic

unde

rsta

ndin

g of

the

role

of t

he

Inte

rnet

in b

usin

ess.

Thi

s is e

vide

nced

by:

- t

he in

clus

ion

of a

lim

ited

expl

anat

ion

of th

e ro

le o

f In

tern

et te

chno

logy

to th

e bu

sine

ss u

nder

con

side

ratio

n;

- lim

ited

refe

renc

e to

the

conc

ept

of a

web

pre

senc

e;

- lim

ited

expl

anat

ion

of p

ossi

ble

e-co

mm

erce

dev

elop

men

ts in

the

busi

ness

. - C

andi

date

show

s a b

asic

un

ders

tand

ing

of th

e le

gal,

soci

al

and

secu

rity

issu

es r

elat

ed to

the

Inte

rnet

and

e-c

omm

erce

. T

his i

s evi

denc

ed b

y lim

ited

expl

anat

ion

of th

ese

issu

es n

ot

nece

ssar

ily r

elat

ed to

the

chos

en

busi

ness

. - W

ritt

en p

ortf

olio

dem

onst

rate

s a

basi

c un

ders

tand

ing

of IC

T /

Inte

rnet

syst

ems a

nd th

e av

aila

ble

hard

war

e an

d so

ftw

are

reso

urce

s.

1-3

- Can

dida

te d

emon

stra

tes

unde

rsta

ndin

g of

the

role

of

the

Inte

rnet

in b

usin

ess.

Thi

s is e

vide

nced

by:

- t

he in

clus

ion

of a

n ex

plan

atio

n of

the

role

of

Inte

rnet

tech

nolo

gy to

the

busi

ness

und

er c

onsi

dera

tion;

- r

efer

ence

to th

e co

ncep

t of a

w

eb p

rese

nce

to th

e ch

osen

bu

sine

ss;

- exp

lana

tion

of p

ossi

ble

e-co

mm

erce

dev

elop

men

ts in

the

chos

en b

usin

ess.

- Can

dida

te sh

ows

unde

rsta

ndin

g of

the

lega

l, so

cial

and

secu

rity

issu

es

rela

ted

to th

e In

tern

et a

nd e

-co

mm

erce

. T

his i

s evi

denc

ed b

y an

ex

plan

atio

n of

thes

e is

sues

in

rela

tion

to th

e ch

osen

bus

ines

s. - C

andi

date

show

s un

ders

tand

ing

of fi

nanc

ial

issu

es r

egar

ding

e-c

omm

erce

so

lutio

ns.

- Wri

tten

por

tfol

io

dem

onst

rate

s und

erst

andi

ng

of IC

T /

Inte

rnet

syst

ems a

nd

the

avai

labl

e ha

rdw

are

and

soft

war

e re

sour

ces.

4-7

- Can

dida

te d

emon

stra

tes g

ood

unde

rsta

ndin

g of

the

role

of t

he

Inte

rnet

in b

usin

ess.

Thi

s is

evid

ence

d by

: - t

he in

clus

ion

of a

res

earc

hed,

det

aile

d ex

plan

atio

n of

the

role

of I

nter

net

tech

nolo

gy to

the

busi

ness

und

er

cons

ider

atio

n;

- ref

eren

ce to

the

conc

ept o

f a w

eb

pres

ence

to th

e ch

osen

bus

ines

s and

cl

ear

refe

renc

e to

the

adva

ntag

es fo

r th

e bu

sine

ss;

- exp

lana

tion

of p

ossi

ble

e-co

mm

erce

de

velo

pmen

ts in

the

chos

en b

usin

ess

and

the

likel

y im

plic

atio

ns.

- Can

dida

te sh

ows g

ood

unde

rsta

ndin

g of

the

lega

l, so

cial

and

secu

rity

issu

es

rela

ted

to th

e In

tern

et a

nd e

-co

mm

erce

. T

his i

s evi

denc

ed b

y an

exp

lana

tion

that

incl

udes

app

ropr

iate

exa

mpl

es o

f th

ese

issu

es in

rel

atio

n to

the

chos

en

busi

ness

. - C

andi

date

show

s a g

ood

unde

rsta

ndin

g of

fina

ncia

l iss

ues

rega

rdin

g e-

com

mer

ce so

lutio

ns

outli

ning

the

effe

ct o

n bo

th st

aff a

nd

empl

oyee

. - W

ritt

en p

ortf

olio

dem

onst

rate

s a

good

und

erst

andi

ng o

f IC

T /

Inte

rnet

sy

stem

s and

the

avai

labl

e ha

rdw

are

and

soft

war

e re

sour

ces.

8-11

- C

andi

date

dem

onst

rate

s tho

roug

h un

ders

tand

ing

of th

e ro

le o

f the

In

tern

et in

bus

ines

s. T

his i

s ev

iden

ced

by:

- the

incl

usio

n of

a th

orou

ghly

re

sear

ched

focu

sed

expl

anat

ion

of th

e ro

le o

f Int

erne

t tec

hnol

ogy

to th

e bu

sine

ss u

nder

con

side

ratio

n;

- ref

eren

ce to

the

conc

ept o

f a w

eb

pres

ence

to th

e ch

osen

bus

ines

s and

ex

plic

it re

fere

nce

supp

orte

d by

ex

ampl

es to

the

adva

ntag

es fo

r th

e ch

osen

bus

ines

s;

- exp

lana

tion

of p

ossi

ble

e-co

mm

erce

de

velo

pmen

ts in

the

chos

en b

usin

ess

with

det

aile

d re

fere

nce

to th

e lik

ely

impl

icat

ions

. - C

andi

date

show

s tho

roug

h un

ders

tand

ing

of th

e le

gal,

soci

al a

nd

secu

rity

issu

es r

elat

ed to

the

Inte

rnet

an

d e-

com

mer

ce.

Thi

s is e

vide

nced

by

an e

xpla

natio

n th

at in

clud

es sp

ecifi

c de

taile

d ex

ampl

es o

f the

se is

sues

in r

elat

ion

to

the

chos

en b

usin

ess.

- Can

dida

te sh

ows t

horo

ugh

unde

rsta

ndin

g of

fina

ncia

l iss

ues

rega

rdin

g e-

com

mer

ce so

lutio

ns

outli

ning

the

effe

ct o

n bo

th st

aff a

nd

empl

oyee

incl

udin

g sp

ecifi

c ex

ampl

es.

- Wri

tten

por

tfol

io d

emon

stra

tes a

hi

gh le

vel o

f und

erst

andi

ng o

f IC

T /

Inte

rnet

syst

ems a

nd th

e av

aila

ble

hard

war

e an

d so

ftw

are

reso

urce

s.

12-1

5

CC

EA G

CE

App

lied

ICT

– fr

om S

epte

mbe

r 200

6

79

AS

UN

IT 6

− IN

TE

RN

ET

AN

D B

USI

NE

SS

ASS

ESS

ME

NT

EV

IDE

NC

E M

AR

KIN

G B

AN

D (C

ON

TIN

UE

D)

Ass

essm

ent

Obj

ectiv

e M

ark

Ban

d 1

M

ark

Ran

ge

Mar

k B

and

2 M

ark

Ran

ge

Mar

k B

and

3 M

ark

Ran

ge

Mar

k B

and

4 M

ark

Ran

ge

AO

3

- C

andi

date

pro

pose

s IC

T

solu

tions

of a

bas

ic q

ualit

y.

Thi

s is e

vide

nced

by:

- s

olut

ions

dem

onst

ratin

g ba

sic

conn

ectiv

ity k

now

ledg

e.

- The

por

tfol

io id

entif

ies s

ome

of

the

user

req

uire

men

ts.

- Sol

utio

n is

lim

ited

in te

rms o

f th

e ta

sks a

nd in

tend

ed p

urpo

se

and

uses

a b

asic

ran

ge o

f ap

prop

riat

e st

yles

and

layo

uts t

o co

mm

unic

ate

obje

ctiv

es.

1-3

- C

andi

date

pro

pose

s IC

T so

lutio

ns

of a

rea

sona

ble

qual

ity.

Thi

s is e

vide

nced

by:

- s

olut

ions

dem

onst

ratin

g ba

sic

conn

ectiv

ity k

now

ledg

e an

d th

eir

appl

icat

ion

in th

e ch

osen

bus

ines

s. - T

he p

ortf

olio

iden

tifie

s mos

t of t

he

user

req

uire

men

ts.

- Por

tfol

io is

suita

ble

in te

rms o

f the

ta

sks a

nd in

tend

ed p

urpo

se a

nd

uses

a r

ange

of a

ppro

pria

te st

yles

an

d la

yout

s to

com

mun

icat

e ob

ject

ives

.

4-7

- Can

dida

te p

ropo

ses I

CT

so

lutio

ns o

f a g

ood

qual

ity.

Thi

s is e

vide

nced

by:

- s

olut

ions

dem

onst

ratin

g go

od

conn

ectiv

ity k

now

ledg

e an

d th

eir

appl

icat

ion

to th

e ch

osen

bu

sine

ss;

-rel

evan

t exa

mpl

es a

re

prov

ided

. - P

ortf

olio

is d

etai

led

and

suita

ble

in te

rms o

f the

task

s an

d in

tend

ed p

urpo

se a

nd u

ses

a go

od r

ange

of a

dvan

ced

styl

es a

nd la

yout

s to

com

mun

icat

e ob

ject

ives

.

8-11

- C

andi

date

pro

pose

s IC

T

solu

tions

of a

hig

h qu

ality

. T

his i

s evi

denc

ed b

y:

- sol

utio

ns d

emon

stra

ting

deta

iled

know

ledg

e an

d un

ders

tand

ing

of a

ran

ge o

f co

nnec

tivity

met

hods

; - a

bilit

y to

con

fiden

tly a

dvis

e on

the

e-co

mm

erce

nee

ds o

f th

e bu

sine

ss.

- P

ortf

olio

is d

etai

led

and

high

ly su

ited

in te

rms o

f the

ta

sks a

nd in

tend

ed p

urpo

se

and

uses

an

exte

nsiv

e ra

nge

of a

dvan

ced

styl

es a

nd

layo

uts t

o co

mm

unic

ate

obje

ctiv

es.

11-1

3

AO

4

- Can

dida

te d

escr

ibes

por

tfol

io

solu

tions

but

incl

udes

lim

ited

or

no c

ritic

al e

valu

atio

n.

- Som

e ev

alua

tion

of o

wn

perf

orm

ance

with

reg

ard

to

solu

tion

prov

ided

.

1-2

- C

andi

date

exp

lain

s por

tfol

io

solu

tions

and

incl

udes

an

eval

uatio

n of

solu

tions

. - C

andi

date

eva

luat

es th

eir

own

perf

orm

ance

in te

rms m

eetin

g th

e re

quir

emen

ts o

f the

cho

sen

busi

ness

.

3-4

- C

andi

date

fully

exp

lain

s po

rtfo

lio so

lutio

ns a

nd

incl

udes

an

appr

opri

ate

eval

uatio

n of

solu

tions

. - C

andi

date

eva

luat

es th

eir

own

perf

orm

ance

in te

rms

mee

ting

the

requ

irem

ents

of

the

chos

en b

usin

ess.

- Can

dida

te r

evie

ws s

olut

ions

an

d m

akes

use

ful

reco

mm

enda

tions

for

impr

ovem

ent.

5-7

- C

andi

date

fully

exp

lain

s po

rtfo

lio so

lutio

ns a

nd

incl

udes

an

appr

opri

ate

criti

cal e

valu

atio

n of

so

lutio

ns.

- Can

dida

te e

valu

ates

thei

r ow

n pe

rfor

man

ce in

term

s m

eetin

g th

e re

quir

emen

ts o

f th

e ch

osen

bus

ines

s with

in

the

give

n pa

ram

eter

s.

- Can

dida

te r

evie

ws s

olut

ions

an

d m

akes

goo

d re

com

men

datio

ns fo

r im

prov

emen

t.

8-9


80

AS UNIT 6 − INTERNET AND BUSINESS GUIDANCE FOR TEACHERS Delivery Strategies This unit is designed to develop a detailed understanding of the Internet in a business environment. Candidates will be encouraged to explore the vast potential of e-commerce and the effect on the economy. It will require candidates to consider service providers, connections, hardware and software requirements, security issues, cyber crime, social issues and the impact of the Internet in the commercial world. Candidates will be required to examine and apply standard ways of working in this context. Candidates should be encouraged to discuss their research in group settings. This will provide opportunities for candidates to expand and apply their developing understanding to the business they have chosen. Candidates should be encouraged to focus on a particular type of business and to explore the influence the Internet may have on day to day practice. Candidates should explore a range of issues that may arise in introducing Internet technology to the work place. These should include issues such as security, finance and acceptable use. A variety of teaching strategies should be uses. Texts, prepared notes on specific topics and a broad range of published materials can be used to develop a broad understanding. The students’ research of their nominated business should provide opportunities to develop skills of independent learning. This may be developed by discussing the various issues Internet access brings to schools and colleges. Candidates will need help in selecting and appropriate business to allow the core content of the unit to be covered. Assessment Strategies The candidates are required to produce a portfolio / document based on their investigation of a selected business. The portfolio should advise the client on how best to exploit the Internet to benefit the business and the staff. The aim of the task is to give candidates an understanding of consulting and advising on technical and business solutions for a small business on a tight budget. The completed portfolio should include recommendations on the best type of Internet connectivity to suit the business. The portfolio should make recommendations of the types of Internet services, service providers and e-commerce solutions for the client. The portfolio should advise on suggested solutions for problems the client might face and give recommendations on any policy requirements that may be necessary.


81

Guidance on Using Assessment Evidence Marking Bands In applying the assessment evidence marking bands teachers should endeavour to apply the principle of ‘best fit’. This means giving consideration to bands above and below that description which matches most of the qualities identified in the piece of work. After placing the piece of work within a band, the assessor should make a judgement as to whether the work is towards the higher or the lower segment of the mark range. It is not necessary for all of the qualities listed to be apparent in the work for a candidate to achieve a mark in that range. The assessor should also take into account the candidate’s quality of written communication. Resources • Visits to local businesses • Sample Acceptable Use Policy documents • Visiting Speakers • Business Materials, such as brochures from Internet Service Providers • Newspaper articles on Internet security and cyber crime • Company websites There is a wide range of textbooks aimed at advanced business students. Printed materials from companies, especially large ones, are often preserved well, especially for young people. These materials may be part of a marketing and public relations strategy.


82

A2 UNIT 7 − INVESTIGATING SYSTEMS ABOUT THIS UNIT In this unit you will learn why it is important to fully understand the systems development process, the role of Systems Analysis and Design and the importance of the User, in the creation of the best working solutions to business problems. This unit will help you develop analysis and design skills using a range of tools and techniques that can be applied in the investigation of systems. You will examine the stages involved in the systems development process and consider the associated documentation including, project plans, feasibility reports, system specifications and test plans. You will examine and evaluate a range of methods and tools used in the systems investigation process. You will consider alternative solutions and recommendations and appreciate the risks and costs involved. You will be required to work with others to examine issues and to enhance your understanding of possible systems solutions. You will be required to develop and apply project management skills to your work. You will be required to examine and apply standard ways of working in this context. This is a synoptic unit and brings together and makes connections with the areas of knowledge, skills and understanding covered within the specification. This unit will be externally assessed through a 2 hour question paper with a pre-released web based case study. WHAT YOU NEED TO LEARN You will need to understand: • the information systems development process; • the role of systems analysis and systems design; • how to conduct a systems investigation; • the range of methods and techniques available to support the systems development

process; • the documentation generated throughout the analysis and design process; • the importance of providing ICT support to others; • what are the standard ways of working. The Information Systems Development Process Information Systems are developed for a variety of reasons, perhaps as a result of an identified business need such as improving order processing or stock control or a need to be competitive with other similar organisations or because the systems in place have become obsolete and costly to maintain.


83

You must understand: • the reasons why systems are developed to fulfil business needs; • the concept of a systems life cycle; • the stages involved in the development of a system, including initiation, • analysis, design, testing, implementation, maintenance and review; • how systems are supported after implementation, formally and informally; • the personnel likely to be involved in each of these stages. The Role Of Systems Analysis And Systems Design It is extremely important to approach the systems development process in a precise and logical manner so that every aspect of an existing system and any proposed new system are fully understood. Systems Analysis is the process of investigating systems and Systems Design is the process of designing a new or improved system based on the outcomes of the investigative process and on any constraints established by the organisation particularly in relation to finance. You must understand: • the principles of systems analysis and systems design and how they relate to the systems

development process; • the role of the user in the process of systems analysis and systems design. How To Conduct A Systems Investigation You must learn: • what information you want to discover as a result of your investigation. This information

should include, an understanding of the organisation in terms of its structure, objectives and personnel, the inputs, processes, files, outputs, problems and difficulties and costs and benefits;

• how different techniques associated with systems investigation, including interviewing, questionnaires, observation and analysing existing documentation can be used effectively to determine the required information;

• why it is important to work with others to evaluate problems and to determine effective solutions.

The Range Of Methods And Techniques Available To Support The Systems Development Process You must understand: • planning techniques and the need for project management in the systems development

process; • how different methods can be applied to the analysis and design process, such as DSDM

and SSADM; • data Modelling as a structured technique, including understanding of Data Flow

Diagramming, Data Dictionaries;


84

• how the standard symbols identified below are used to build a set of dataflow diagrams;

ENTITY The ID is a lower case alphabetic identifier that uniquely defines the entity - a, b, c…The entity name refers to the source or destination of data –customer, client, supplier, head office…. PROCESS The ID is a numeric identifier that uniquely defines the process - 1,2,3, 1.1,1.2,1.3…… The process name defines the process and should commence with a verb that indicates the work being conducted by the process – record customer details, create report, check order……… FILE The ID is an alpha numeric identifier that uniquely defines the file. M indicates a manual file and D indicates magnetic file – M1, D4……… The file name defines the file – customer, accounts, payments…… DATA FLOW The data flow name describes the data flow name logical data being transferred between entities, processes and files – customer details, invoice information, delivery data….

- how Storyboarding can be used in the design process;

- prototyping;

id process name

id

file name

id entity name


85

The Documentation Associated With Analysis And Design You must understand: • the nature of a project plan and project management; • documentation and how it should be used in the systems development process; • the contents of a feasibility report; • the contents of a user requirements specification; • the structure of a test plan. The Importance Of Providing ICT Support To Others You must understand: • why an organisation must have access to ICT support systems; • the types of formal and informal ICT support available to an organisation, for example,

call centres, help lines, on-line diagnostic help, bulletin boards and in-house expertise. What Are The Standard Ways Of Working Standard ways of working enable you to manage and develop your work effectively. Unit 1 Information and Communication has already outlined these procedures in detail. In particular in this unit you should: • manage you work effectively; • edit and save your work regularly and maintain a back up copy; • keep information securely; • work safely.


86

A2 UNIT 7 − INVESTIGATING SYSTEMS GUIDANCE FOR TEACHERS Delivery Strategies This unit will enable candidates to understand and place in context all aspects of the systems development process. Candidates must understand the reasons why organisations initiate the system development process, the stages and personnel involved and the alternative approaches to analysis and design that will lead to a successful implementation. The role of the User should be identified at all times. This is a practical subject that must be delivered in a stimulating and interesting manner. The use of older text books should be discouraged. Candidates must be placed in practical situations where they can evaluate approaches to solving systems problems and can justify different approaches to their development strategy. It is important that they understand the necessity for project management in the development process and know how to apply appropriate project management techniques. They must understand the range of methodologies, tools and techniques available to the systems analyst in the analysis and design process and be able to contextualise these. Role play, group work, relevant practical exercises and topical case study material will assist the delivery of this unit. It is important for the candidate to understand the relationship between a data model, the systems specification and the final working system. Working in groups will introduce candidates to the manner in which real systems projects are developed. In this way, they will learn how to build a solution by sharing the knowledge of the group. In addition, professional input in the form of seminars or guest speakers from software development companies will bring the reality dimension to the subject. This is a powerful way of ensuring that the candidate understands that systems will only be effective when the proper processes and procedures are in place, that testing occurs in the design, as well as at the implementation stage and that all of these things really do happen in practice. It is also a good strategy to research systems projects which have failed as a result of poor analysis, bad design and lack of User involvement. These examples are readily available on the Internet. Candidates must also understand the importance of the production and maintenance of relevant documentation in the development process. They must understand the consequences to an organisation of poor project management in the development process and should go through a process of constructing a project plan for a systems development project in their practical work. Candidates should be shown real documentation that can be built up as part of the unit’s resources. This will provide a meaningful guide for them to follow.


87

Assessment Strategies This unit will be assessed by an external 2 hour examination. The examination will be based on a case study which will be made available to candidates using the Internet. This means that the candidates will have the opportunity to research the case study in advance of the examination. Candidates will thus be able to practically apply their systems analysis and design skills. The examination paper will test knowledge of the unit using a broad range of questions related to the content of the case study. Resources • Topical Case Study material, this may be centre devised and related to local businesses or

it can be published material • Current Text based material • Examples of systems documentation • Examples of test documentation • Examples of Project plans • Guest Speakers • Industrial visits preferably conducted in small groups


88

A2 UNIT 8 − DATABASE DEVELOPMENT ABOUT THIS UNIT This unit will examine database technology and develop database skills. It will introduce database and modelling concepts. Candidates will be required to understand normalisation to third level, relational database structures, queries and the development of a relational database to implement a model. Candidates will be required to design, implement, test and document solutions to given problems. Candidates will be required to develop and apply project management skills to their work. Candidates will be required to examine and apply standard ways of working in this context. Your teacher will advise you on the tasks that must be undertaken to enable you to meet the requirements for the unit. This unit will be internally assessed by the presentation of a portfolio of work. WHAT YOU NEED TO LEARN You will need to understand: • how databases are used in organisation; • how databases are structured; • the principles of normalisation and entity relationship modelling; • the facilities provided by a typical relational database; • how to use effectively the facilities provided by a relational database tool to provide a

solution to a user specified problem; • technical and user documentation requirements; • the importance of testing a user specified system; • how to evaluate a user specified system; • what are the standard ways of working. How Databases Are Used In Organisation Database structures are used in organisations to store and manipulate large quantities of data. You will need to know: • the main uses of database applications within organisations; • how data is stored and processed to produce information in an organisation.


89

How Databases Are Structured In order to implement a database you will need to understand the fundamental building blocks for the construction of a relational database. You will need to know: • that databases are made up of tables and the table can be related; • tables are made up of records and each record has a number of fields; • each field can be of a different data type such as : text, date, time, currency, number; • logical data types can have different formats, you must be able to use these effectively; • how to validate input data to ensure it is correct by deploying validation techniques and

rules eg range checks, presence checks, format checks (such as input masks), case checks (upper or lower).

The Principles Of Normalisation And Entity Relationship Modelling Designing a relational database means identifying the data to be used by the system. The data is examined and normalised to ensure that the database operates as effectively as possible. You need to know: • how a relational database helps in: data consistency, data redundancy, data independence,

data integrity how to apply normalisation to third normal form to data to ensure that it can be stored in a relational database;

• how to produce an entity relationship model for a database system the role of entities,

attribute, key fields (primary, foreign and composite) and relationships in a database system the different degrees of relationships, such as one-to-one, one-to-many;

• that many-to-many relationships must be resolved to be implemented in a relational

database.

The Facilities Provided By A Typical Relational Database Entity-Relationship models provide the basis for implementing a database design. A relational database management system will provide tools to allow for the implementation of these designs. You will need to know: • how to construct tables; • how to link tables in a database; • how to make use of query facilities including the use of logical operators; • how to make use of reporting facilities and include summary data in reports; • how to construct on screen menus which are user friendly; • how to record and use macros to automate user tasks; • how to customise macros; • how to generate a data dictionary.


90

How To Use Effectively The Facilities Provided By A Relational Database Tool To Provide A Solution To A User Specified Problem You will need to be able to select the correct feature within the database package to create a system which meets the requirements of a particular user. You will have to consider the features available and use only the appropriate features to implement a system. You will need to know: • how to develop forms, menus or data capture screens which allow users to add, delete and

update records; • how to automate user tasks using macros; • how to formulate complex queries including calculated fields and dates; • how to formulate parameter based queries and use them where appropriate; • how to link macros to command buttons or other menu driven objects; • how to use wizards effectively and customise their output where appropriate; • how to validate data which is being captured on screen; • how to make use of controls such as command buttons, list boxes, combo boxes and

option buttons (this is not an exhaustive list) to enhance the user interface; • how to program where appropriate suitable events associated with the controls outlined

above. The Importance Of Testing A User Specified System All systems should be tested before being released to the user. In order to develop effective testing strategies you will need to consider the role of: • application and acceptance testing; • test plan development. You should plan and carry out acceptance and application testing of any application and record the outcomes associated with each. This should include: • the production of a comprehensive test plan which will fully test a system from a

navigation viewpoint; • from a data capture viewpoint; • to ensure that the output produce through the manipulation of data is accurate; • to ensure that the structure of reports are such that information can be clearly identified

and is relevant and useful. Comprehensive documentation of the result of each test. Technical And User Documentation Requirements In addition to the documents produced during the testing phase other technical and user documentation is required. These include: • a user guide which would allow a novice user to navigate the system; • a set of program listings which includes comments to enable a programmer to maintain or

upgrade a system;


91

• an installation manual which will give the technical information required to assist a user in the installation and set up of an application.

This means you will need to learn about the contents of a user guide and a technical guide for installation. How To Evaluate A User Specified System Having developed and implemented an application, it is important to evaluate the effectiveness of the technical and user documentation. You must also evaluate how the system meets it original objectives. In order to achieve this, THREE users should be selected and asked to: • test the system using only the user guide; • install your system using only the installation manual. What Are The Standard Ways Of Working Standard ways of working enable you to manage and develop your work effectively. Unit 1 Information and Communication has already outlined these procedures in detail. In particular in this unit you should: • manage you work effectively; • save your programs regularly and maintain a back up copy; • keep information securely; • work safely.

CC

EA G

CE

App

lied

ICT

– fr

om S

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6

92

A2

UN

IT 8

− D

AT

AB

ASE

DE

VE

LO

PME

NT

A

SSE

SSM

EN

T E

VID

EN

CE

In

this

uni

t, yo

u le

arne

d ab

out d

atab

ase

tech

nolo

gy a

nd d

ata

mod

ellin

g. Y

ou h

ave

used

a d

atab

ase

tool

to c

reat

e a

rela

tiona

l dat

abas

e st

ruct

ure

and

have

pop

ulat

ed th

e ta

bles

with

val

id d

ata.

You

hav

e al

so le

arne

d to

use

eff

ectiv

ely

and

appr

opria

tely

the

feat

ures

pro

vide

by

the

data

base

to

ol to

ena

ble

you

to d

esig

n im

plem

ent a

nd te

st a

syst

em w

hich

repr

esen

ts a

solu

tion

to a

use

r’s r

equi

rem

ents

. Y

ou n

eed

to p

rodu

ce:

• a

wor

king

rela

tiona

l dat

abas

e sy

stem

whi

ch h

as b

een

desi

gned

to m

eet t

he sp

ecifi

ed re

quire

men

ts a

nd p

rodu

ced

usin

g a

rela

tiona

l dat

abas

e to

ol;

• a

proj

ect p

lan

that

des

crib

es h

ow y

ou w

ill m

anag

e yo

ur ti

me

and

reso

urce

s and

sche

dule

the

activ

ities

invo

lved

; •

a cl

ear s

tate

men

t of t

he u

sers

nee

ds in

term

s of i

nput

s, pr

oces

ses a

nd o

utpu

ts;

• a

desi

gn sp

ecifi

catio

n do

cum

ent s

how

ing

the

data

mod

ellin

g yo

u ha

ve c

arrie

d ou

t to

prod

uce

your

dat

abas

e de

sign

. Th

is sh

ould

incl

ude

a no

rmal

ised

dat

a m

odel

whi

ch c

lear

ly n

ames

the

entit

ies,

attri

bute

s and

thei

r dat

a ty

pe a

nd th

e ke

y fie

lds;

•

an E

ntity

dat

abas

e us

ing

mod

ellin

g te

chni

ques

; •

a re

latio

nshi

p m

odel

cle

arly

show

ing

the

entit

ies a

nd th

e de

gree

of t

he re

latio

nshi

ps b

etw

een

them

; •

the

outp

ut to

be

prod

uced

by

the

syst

em;

• a

desc

riptio

n of

the

mai

n pr

oces

ses t

o be

mad

e av

aila

ble

to u

sers

to m

anip

ulat

e da

ta a

nd p

rodu

ce o

utpu

t; •

evid

ence

of t

he im

plem

enta

tion

of y

our d

esig

n by

incl

udin

g an

nota

ted

scre

en d

umps

and

cod

e lis

tings

of t

he d

atab

ase

appl

icat

ion

you

have

bu

ilt;

CC

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App

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ICT

– fr

om S

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93

• us

er d

ocum

enta

tion,

mak

ing

use

of g

raph

ics a

nd su

itabl

e fo

r a n

ovic

e us

er;

• te

chni

cal d

ocum

enta

tion

whi

ch e

nabl

es th

e in

stal

latio

n of

the

pack

age;

•

a co

mpr

ehen

sive

test

ing

docu

men

tatio

n w

ith a

test

pla

n an

d ev

iden

ce th

at th

e te

sts h

ave

been

car

ried

out;

• a

criti

cal e

valu

atio

n of

the

effe

ctiv

enes

s of t

he so

lutio

n in

term

s of t

he u

ser r

equi

rem

ents

; •

evid

ence

of s

tand

ard

way

s of w

orki

ng.

This

will

dem

onst

rate

the

follo

win

g:

• ho

w d

atab

ases

are

use

d in

an

orga

nisa

tion;

•

how

dat

abas

es a

re st

ruct

ured

; •

the

prin

cipl

es o

f nor

mal

isat

ion

and

entit

y re

latio

nshi

p m

odel

ling;

•

the

faci

litie

s pro

vide

d by

a ty

pica

l rel

atio

nal d

atab

ase;

•

how

to u

se e

ffec

tivel

y th

e fa

cilit

ies p

rovi

ded

by a

rela

tiona

l dat

abas

e to

ol to

pro

vide

a so

lutio

n to

a u

ser s

peci

fied

prob

lem

; •

tech

nica

l and

use

r doc

umen

tatio

n re

quire

men

ts;

• th

e im

porta

nce

of te

stin

g a

user

spec

ified

syst

em;

• ho

w to

eva

luat

e a

user

spec

ified

syst

em;

• w

hat a

re th

e st

anda

rd w

ays o

f wor

king

.

CC

EA G

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App

lied

ICT

– fr

om S

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6

94

A2

UN

IT 8

− D

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A

SSE

SSM

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MA

RK

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bjec

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Mar

k B

and

1 M

ark

Ran

ge

Mar

k B

and

2 M

ark

Ran

ge

Mar

k B

and

3 M

ark

Ran

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Mar

k B

and

4 M

ark

Ran

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AO

1

- Can

dida

tes

des

ign

and

deve

lop

a si

mpl

e re

latio

nal d

atab

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syst

em m

akin

g us

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at

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t thr

ee r

elat

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bles

. T

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s evi

denc

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y da

ta

mod

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sign

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sc

reen

shot

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wor

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sy

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. - T

he sy

stem

dev

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mee

ts so

me

of th

e us

er’s

re

quir

emen

ts.

- The

syst

em a

llow

s use

r in

put a

nd in

tera

ctio

n an

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bas

ed o

r pa

per

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tput

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syst

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llow

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us

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, del

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ont

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na

viga

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ach

ieve

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1-3

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dida

tes

des

ign

and

deve

lop

a re

latio

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atab

ase

syst

em m

akin

g us

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at l

east

thre

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late

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w

hich

mak

e us

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a r

ange

of d

ata

type

s and

allo

w fo

r ca

lcul

atio

n, d

ate

man

ipul

atio

n an

d se

lect

ion

on lo

gica

l fie

lds.

Thi

s is e

vide

nced

by

clea

rly

docu

men

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norm

alis

atio

n to

at l

east

1st

nor

mal

form

una

ssis

ted

and

data

m

odel

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mos

t of

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user

’s r

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rem

ents

. - T

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in

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use

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A fr

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quer

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Mac

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have

bee

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aut

omat

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er

task

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can

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te h

as d

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a

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lick

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mm

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o ot

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type

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and

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of th

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be

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eved

eas

ily.

Whe

re

data

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4-7

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dida

tes

des

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and

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lop

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latio

nal d

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em w

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ake

use

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type

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w fo

r ca

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n, d

ate

man

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n an

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lect

ion

on lo

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l fie

lds.

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s is

evid

ence

d by

cle

arly

doc

umen

ted

norm

alis

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n to

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east

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nor

mal

form

un

assi

sted

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a m

odel

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stem

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ts.

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inte

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ugh

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l des

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ata

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llow

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ld b

e va

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bee

n de

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navi

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n of

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syst

em is

eas

ily a

chie

ved.

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he sy

stem

mak

es a

ppro

pria

te u

se o

f co

mpl

ex q

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he r

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t gen

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or a

nd

prod

uces

wel

l des

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d re

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gr

oupe

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ary

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s. C

ompl

ex m

acro

s hav

e be

en in

clud

ed to

aut

omat

e us

er ta

sks.

- T

he c

andi

date

has

dev

elop

ed a

syst

em

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ch a

llow

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ram

med

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east

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and

na

viga

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of th

e sy

stem

can

be

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sily

.

8-12

- C

andi

date

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arly

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- T

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stem

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of th

e us

er’s

req

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ts.

- The

inte

rfac

e fo

r op

erat

ing

the

syst

em

is o

f a h

igh

qual

ity a

nd a

llow

s use

r in

put

and

inte

ract

ion

and

prod

uces

scre

en

base

d or

pap

er b

ased

out

put.

- T

he sy

stem

allo

ws t

he u

ser

to a

dd,

dele

te a

nd u

pdat

e re

cord

s thr

ough

the

use

of w

ell d

esig

ned

data

cap

ture

scre

ens.

W

here

dat

a in

put i

s allo

wed

all

data

ca

ptur

e sh

ould

be

thor

ough

ly v

alid

ated

.

A fr

ont e

nd m

enu

syst

em h

as b

een

deve

lope

d an

d na

viga

tion

of th

e sy

stem

is

intu

itive

and

con

sist

ent.

- T

he sy

stem

mak

es a

ppro

pria

te u

se o

f co

mpl

ex q

ueri

es, t

he r

epor

t gen

erat

or

and

prod

uces

wel

l des

igne

d re

port

s with

gr

oupe

d an

d su

mm

ary

data

, and

form

s ge

nera

tor

faci

litie

s. C

ompl

ex m

acro

s ha

ve b

een

incl

uded

to a

utom

ate

user

ta

sks.

- A

ran

ge o

f app

ropr

iate

con

trol

s hav

e be

en in

clud

ed in

the

user

inte

rfac

e to

fa

cilit

ate

ease

of u

se fo

r th

e us

er.

A

rang

e of

eve

nts a

ssoc

iate

d w

ith th

ese

cont

rols

hav

e be

en p

rogr

amm

ed.

13-1

7

CC

EA G

CE

App

lied

ICT

– fr

om S

epte

mbe

r 200

6

95

A2

UN

IT 8

− D

AT

AB

ASE

DE

VE

LO

PME

NT

A

SSE

SSM

EN

T E

VID

EN

CE

MA

RK

ING

BA

ND

(CO

NT

INU

ED

) A

sses

smen

t O

bjec

tive

Mar

k B

and

1 M

ark

Ran

ge

Mar

k B

and

1 M

ark

Ran

ge

Mar

k B

and

1 M

ark

Ran

ge

Mar

k B

and

1 M

ark

Ran

ge

A02

- Can

dida

tes

de

mon

stra

te a

bas

ic

unde

rsta

ndin

g of

the

role

of

an

ICT

syst

em in

an

orga

nisa

tion.

Thi

s is

evid

ence

d by

the

exis

tenc

e of

a u

ser

guid

e an

d a

tech

nica

l in

stal

latio

n gu

ide.

- E

ach

docu

men

t is

crea

ted

and

the

desi

gn o

f th

e do

cum

ent i

ndic

ates

lim

ited

unde

rsta

ndin

g of

fit

ness

for

purp

ose.

- T

here

is li

mite

d ev

iden

ce o

f con

side

ratio

n of

targ

et a

udie

nce

duri

ng

deve

lopm

ent.

- C

andi

date

dem

onst

rate

s an

und

erst

andi

ng o

f the

ne

ed fo

r a

robu

st a

nd

depe

ndab

le sy

stem

by

deve

lopi

ng a

test

pla

n w

hich

test

s nav

igat

ion.

1-3

- Can

dida

tes

dem

onst

rate

a

reas

onab

le

unde

rsta

ndin

g of

the

role

of a

n IC

T sy

stem

in a

n or

gani

satio

n. T

his i

s evi

denc

ed b

y th

e ex

iste

nce

of a

use

r gu

ide

and

a te

chni

cal i

nsta

llatio

n gu

ide

whi

ch

incl

udes

rel

evan

t gra

phic

s and

scre

en

shot

s.

- Eac

h do

cum

ent i

s cre

ated

and

the

desi

gn o

f the

doc

umen

t is l

ogic

ally

or

dere

d an

d fit

for

purp

ose.

Fitn

ess

for

purp

ose

has b

een

esta

blis

hed

by

allo

win

g a

user

to e

valu

ate

the

docu

men

ts p

rodu

ced.

- T

here

is so

me

evid

ence

of

cons

ider

atio

n of

targ

et a

udie

nce

duri

ng d

evel

opm

ent.

- C

andi

date

dem

onst

rate

s an

unde

rsta

ndin

g of

the

need

for

a ro

bust

and

dep

enda

ble

syst

em b

y de

velo

ping

a te

st p

lan

whi

ch te

sts

navi

gatio

n an

d so

me

data

cap

ture

.

4-6

- Can

dida

tes

dem

onst

rate

a g

ood

un

ders

tand

ing

of th

e ro

le o

f an

ICT

sy

stem

in a

n or

gani

satio

n. T

his i

s ev

iden

ced

by th

e ex

iste

nce

of a

co

mpr

ehen

sive

use

r gu

ide

and

tech

nica

l in

stal

latio

n gu

ide

whi

ch in

clud

es r

elev

ant

grap

hics

and

scre

en sh

ots a

nd is

org

anis

ed

appr

opri

atel

y us

ing

sect

ion

head

ings

and

pa

ge n

umbe

ring

.

- Eac

h do

cum

ent i

s cre

ated

and

the

desi

gn

of th

e do

cum

ent i

s log

ical

ly o

rder

ed a

nd

fit fo

r pu

rpos

e. F

itnes

s for

pur

pose

has

be

en e

stab

lishe

d by

allo

win

g a

user

to

eval

uate

the

docu

men

ts p

rodu

ced.

Thi

s is

evid

ence

d by

the

accu

racy

, lay

out a

nd

orga

nisa

tion

of th

e do

cum

ent.

- T

here

is so

me

evid

ence

of c

onsi

dera

tion

of ta

rget

aud

ienc

e du

ring

dev

elop

men

t.

- Can

dida

te d

emon

stra

tes a

n un

ders

tand

ing

of th

e ne

ed fo

r a

robu

st

and

depe

ndab

le sy

stem

by

deve

lopi

ng a

te

st p

lan

whi

ch te

sts n

avig

atio

n an

d al

l da

ta c

aptu

re.

7-9

- Can

dida

tes

dem

onst

rate

a h

igh

leve

l un

ders

tand

ing

of th

e ro

le o

f an

ICT

sy

stem

in a

n or

gani

satio

n. T

his i

s ev

iden

ced

by th

e ex

iste

nce

of a

co

mpr

ehen

sive

use

r gu

ide

and

tech

nica

l in

stal

latio

n gu

ide

whi

ch in

clud

es r

elev

ant

grap

hics

and

scre

en sh

ots a

nd is

or

gani

sed

appr

opri

atel

y us

ing

sect

ion

head

ings

and

pag

e nu

mbe

ring

. - E

ach

docu

men

t is c

reat

ed a

nd th

e de

sign

of t

he d

ocum

ent i

s use

r fr

iend

ly,

logi

cally

ord

ered

and

fit f

or p

urpo

se.

Fitn

ess f

or p

urpo

se h

as b

een

esta

blis

hed

by a

llow

ing

a us

er to

eva

luat

e th

e do

cum

ents

pro

duce

d. F

eedb

ack

from

th

e ev

alua

tion

proc

ess h

as b

een

incl

uded

to

impr

ove

the

docu

men

t. T

he

docu

men

ts a

re c

lear

and

con

cise

. T

his i

s ev

iden

ced

by th

e ac

cura

cy, l

ayou

t and

or

gani

satio

n of

the

docu

men

t.

- The

doc

umen

ts c

onta

in a

ppro

pria

te

lang

uage

for

the

targ

et a

udie

nce.

- C

andi

date

dem

onst

rate

s an

unde

rsta

ndin

g of

the

need

for

a ro

bust

an

d de

pend

able

syst

em b

y de

velo

ping

a

thor

ough

test

pla

n w

hich

test

s com

plet

ely

navi

gatio

n an

d da

ta c

aptu

re.

10-1

2

CC

EA G

CE

App

lied

ICT

– fr

om S

epte

mbe

r 200

6

96

A2

UN

IT 8

− D

AT

AB

ASE

DE

VE

LO

PME

NT

A

SSE

SSM

EN

T E

VID

EN

CE

MA

RK

ING

BA

ND

(CO

NT

INU

ED

) A

sses

smen

t O

bjec

tive

Mar

k B

and

1 M

ark

Ran

ge

Mar

k B

and

1 M

ark

Ran

ge

Mar

k B

and

1 M

ark

Ran

ge

Mar

k B

and

1 M

ark

Ran

ge

A03

- Can

dida

tes

de

mon

stra

te th

at th

e pr

oble

m h

as b

een

solv

ed

to so

me

exte

nt.

Thi

s is

evid

ence

d by

scre

ensh

ots

of th

e im

plem

enta

tion

of

the

test

pla

n.

- The

com

plet

ed sy

stem

m

eets

som

e of

the

user

s re

quir

emen

ts in

term

s of

scre

en n

avig

atio

n an

d ou

tput

pro

duce

d.

1-3

- Can

dida

tes

dem

onst

rate

that

the

prob

lem

has

bee

n so

lved

. T

his i

s ev

iden

ced

by sc

reen

shot

s of t

he

impl

emen

tatio

n of

the

test

pla

n w

hich

sh

ows a

ll na

viga

tion

and

som

e da

ta

capt

ure

bein

g te

sted

. - T

he c

ompl

eted

syst

em m

eets

the

user

s req

uire

men

ts in

term

s of s

cree

n na

viga

tion

and

outp

ut p

rodu

ced.

T

his i

s evi

denc

ed th

roug

h sc

reen

shot

s an

d by

ref

eren

ce to

the

data

mod

els

deve

lope

d fo

r de

sign

pur

pose

s.

4-6

- Can

dida

tes

dem

onst

rate

that

the

prob

lem

has

bee

n so

lved

in a

n ap

prop

riat

e m

anne

r. T

his i

s evi

denc

ed b

y sc

reen

shot

s of

the

impl

emen

tatio

n of

the

test

pla

n w

hich

show

s all

navi

gatio

n an

d al

l dat

a ca

ptur

e be

ing

test

ed.

- The

com

plet

ed sy

stem

mee

ts d

efin

itive

ly

the

user

’s r

equi

rem

ents

in te

rms o

f scr

een

navi

gatio

n, d

ata

capt

ure

and

outp

ut

prod

uced

. T

his i

s evi

denc

ed th

roug

h sc

reen

shot

s and

by

deta

iled

refe

renc

e to

th

e da

ta m

odel

s dev

elop

ed fo

r de

sign

pu

rpos

es.

7-9

- Can

dida

tes

dem

onst

rate

that

the

prob

lem

has

bee

n so

lved

in a

full

man

ner.

Thi

s is e

vide

nced

by

scre

ensh

ots o

f the

impl

emen

tatio

n of

the

test

pla

n w

hich

show

s all

navi

gatio

n an

d al

l dat

a ca

ptur

e be

ing

test

ed.

- The

com

plet

ed sy

stem

mee

ts

defin

itive

ly th

e us

er’s

req

uire

men

ts in

te

rms o

f scr

een

navi

gatio

n, d

ata

capt

ure

and

outp

ut p

rodu

ced.

Thi

s is e

vide

nced

th

roug

h sc

reen

shot

s and

by

deta

iled

refe

renc

e to

the

data

mod

els d

evel

oped

fo

r de

sign

pur

pose

s.

10-1

2

AO

4

- Can

dida

te d

escr

ibes

the

solu

tions

but

pla

ces

limite

d or

no

criti

cal

eval

uatio

n in

to th

e fin

al

repo

rt.

- S

ome

eval

uatio

n of

thei

r ow

n pe

rfor

man

ce h

as

been

incl

uded

. - C

andi

date

pro

duce

s a

sim

ple

proj

ect p

lan

that

ou

tline

s bas

ic sc

hedu

led

activ

ities

.

1-2

- Can

dida

te d

escr

ibes

the

solu

tion

and

plac

es e

valu

atio

n of

the

solu

tion

into

the

final

rep

ort.

A r

efle

ctiv

e ev

alua

tion

char

acte

rise

d by

the

incl

usio

n of

rec

omm

enda

tions

for

impr

ovem

ent.

- C

andi

date

eva

luat

es th

eir

own

perf

orm

ance

in te

rms o

f tim

e m

anag

emen

t and

som

e re

fere

nce

to

how

the

user

’s r

equi

rem

ents

wer

e m

et h

as b

een

incl

uded

. - C

andi

date

pro

duce

s a d

etai

led

proj

ect p

lan

that

out

lines

bas

ic

sche

dule

d ac

tiviti

es.

3-4

- Can

dida

te d

escr

ibes

the

solu

tion

and

plac

es e

valu

atio

n of

the

solu

tion

into

the

final

rep

ort.

A fu

ll an

d re

flect

ive

eval

uatio

n ch

arac

teri

sed

by th

e in

clus

ion

of h

ow th

e sy

stem

mee

ts th

e fu

ll lis

t of

user

req

uire

men

ts a

s ini

tially

spec

ified

an

d re

com

men

datio

ns fo

r im

prov

emen

t.

- Can

dida

te e

valu

ates

thei

r ow

n pe

rfor

man

ce in

term

s of t

ime

man

agem

ent a

nd in

tera

ctio

n w

ith th

e us

er

whi

lst d

evel

opin

g da

ta m

odel

s to

furt

her

extr

act a

nd r

efin

e th

e us

er’s

req

uire

men

ts.

- Can

dida

te p

rodu

ces a

det

aile

d pr

ojec

t pl

an th

at d

emon

stra

tes u

se o

f pro

ject

m

anag

emen

t too

ls.

5-7

- Can

dida

te d

escr

ibes

the

solu

tion

and

plac

es a

wel

l str

uctu

red

and

thor

ough

ev

alua

tion

of th

e so

lutio

n in

to th

e fin

al

repo

rt. A

full

and

refle

ctiv

e ev

alua

tion

has b

een

incl

uded

cha

ract

eris

ed b

y th

e in

clus

ion

of h

ow th

e sy

stem

mee

ts th

e fu

ll lis

t of u

ser

requ

irem

ents

as i

nitia

lly

spec

ified

, a c

ompl

ete

refe

renc

e to

the

effe

ctiv

enes

s of t

he u

se o

f dat

a m

odel

ling

and

reco

mm

enda

tions

for

impr

ovem

ent.

- C

andi

date

eva

luat

es th

eir

own

perf

orm

ance

in te

rms o

f tim

e m

anag

emen

t and

inte

ract

ion

with

the

user

whi

lst d

evel

opin

g da

ta m

odel

s to

furt

her

extr

act a

nd r

efin

e th

e us

er’s

re

quir

emen

ts. C

andi

date

com

mun

icat

es

how

thei

r ow

n pe

rfor

man

ce c

ould

be

impr

oved

. - C

andi

date

pro

duce

s a p

roje

ct p

lan

deta

iled

to a

hig

h sp

ecifi

catio

n an

d de

mon

stra

tes g

ood

use

of p

roje

ct

man

agem

ent t

ools

.

8-9


97

A2 UNIT 8 - DATABASE DEVELOPMENT GUIDANCE FOR TEACHERS Delivery Strategies This unit is intended to develop skills in the design and development of a relational database system. Candidates should have a sound understanding of the normalisation processes and its purpose before embarking on the design and implementation of the system which will enable them to develop a portfolio of evidence. The unit will also consider the production of user and technical documentation and so candidates must be familiar with the content of such documents. In order to establish familiarity with normalisation, candidates should undertake a variety of paper based exercises to produce normalised data and Entity-Relationship diagrams. Candidates should be encouraged to examine a database centred ICT system used within a business context. During the study they should assess: • the organisation of data; • the quality of the user interface; • the use of error messages; • the quality of output. Having examined a small relational database system, candidates could undertake a practical preliminary exercise to ensure that the have the necessary skills to make informed decisions about the use of software features. Candidates should also be encouraged to examine user and installation guides received with professionally produced software to establish the content and layout of such documents. Assessment Strategies This unit is assessed by the production of a portfolio of evidence. In order to produce this portfolio, candidates must have well developed skills in the use of a relational database package. The candidate will develop a working relational database system which captures data, validates, stores and processes data to produce information. The information produced should be of a high quality. The production of such information should necessitate the use of advanced features of the relational database tool. The system should be fully tested and documentation should be fit for purpose. Guidance on Using Assessment Evidence Marking Bands In applying the assessment evidence marking bands teachers should endeavour to apply the principle of ‘best fit’. This means giving consideration to bands above and below that description which matches most of the qualities identified in the piece of work.


98

After placing the piece of work within a band, the assessor should make a judgement as to whether the work is towards the higher or the lower segment of the mark range. It is not necessary for all of the qualities listed to be apparent in the work for a candidate to achieve a mark in that range. The assessor should also take into account the candidate’s quality of written communication. Resources Resources to support the delivery of this unit include: • texts; • software user documentation; • internet; • exemplification material.


99

A2 UNIT 9 − WEB SITE DESIGN AND MANAGEMENT ABOUT THIS UNIT In this unit you will learn how to develop and design websites using appropriate tools. You will have the opportunity to work with others to examine issues, to determine requirements and to examine possible solutions. In this unit you must understand performance considerations, how to use a range of media and how to develop interactive features. You will experience the use of advanced and or dynamic content on both website presentation and management. You will study a number of different site models and evaluate site structure, ease of navigation and dynamic content where applicable. You will learn how to determine user requirements to develop, test, document, maintain and evaluate websites. You will be required to develop and apply project management skills to your work. You will be required to examine and apply standard ways of working in this context. Your teacher will advise you on the tasks to be undertaken to enable you to meet the requirements for the module. This unit will be internally assessed by the presentation of a portfolio of work. WHAT YOU NEED TO LEARN • Advanced Communication Methods • Technical Issues • Advanced Technical Requirements: Dynamic Content. • Business Aspects • E-commerce • Site Scalability • Project Evaluation • The standards ways of working Advanced Communication Methods You will explore the different means in which information can be communicated through a website and how best these means can be utilised and managed. You must understand: • text (text layout methods such as tables, cascading style sheets);


100

• images (different types, size, resolution issues); • animation and multimedia content (use of shockwave and embedding); • audio (music and other audio); • digital video (file formats, compression, embedding media and concept of streaming); Technical Issues Before you can embark on the implementation of the client based project you must have a knowledge of the following key issues. You must understand: • domains names, function and type this should include an understanding of the domain

suffix notations such as .org .com; • hosting packages and related services (email, stats); • web space management and the use of File Transfer Protocol (FTP); • site design, specification, information, architecture and construction; • layout tools, tables; • meta tags and their use in search engine placement; • optimisation of media, flash and images; • embedding video and multimedia; • use of client side scripting such as JavaScript (if applicable); • how to create accessible web pages under the WAI W3C initiatives; • designing for multi platform browsing. Advanced Technical Requirements: Dynamic Content You will investigate the differences between dynamic and static website content. It may be useful to research popular websites for their content management techniques and look at the ways in which dynamic content can be used. You should briefly look at the different means of managing dynamic content such as on server side scripting and flash content to cater for the audience requirements. You must have: • an awareness of different programming environments; • an understanding of the use of basic server side scripting to create simple dynamic

content; • an awareness of script components and how they are employed in site; • construction; • an understanding of the use of database driven content display and or storage in website

management; • considered basic web applications – guest books, content management; • forums; • studied the benefits of dynamic content for non technical clients; • employed scripting or scripting applications in a website implementation.


101

Business Aspects Through this unit you will gain experience of taking a website from concept to reality. You will look at the “site experience of individual visitors”. You must understand: • content management principles to ensure up to date websites; • the use of dynamic scripting to allow non technical personnel to manage site content; • advanced search engine placement, the concept of spiders; • financial costs involved in creation and long term running of the site; • planning a scalable website. E-commerce E-commerce is growing in popularity as more and more people become confident in using the Internet. You should explore the pros and cons of e-commerce solutions for business. You should be able to advise your client on electronic commerce under particular areas. You must understand: • use of site security measures such as secure servers (SSL) issues; • shopping cart principles; • transaction processing; • multi currency issues; • global trading issues. Site Scalability Planning the long term life of a website is essential if the site is going to grow both in terms of content but also usage. You should be able to advise a client on the issue of site scalability, including the areas identified. You must understand: • additional site content – how will additional content be added at a later date? • what is web traffic? • web traffic analysis; • dealing with web traffic growth and the concept of website bandwidth usage; • scaling hosting solutions from shared server, through to multi server hosting; • in the case of a dynamic website it may be that the content is stored in a single database

so as a site grows it may be necessary to upgrade the database being used – for example – MS Access to large scale SQL server implementations;

• concept of redundancy.


102

The Standard Ways Of Working Standard ways of working enable you to manage and develop your work effectively. Unit 1 Information and Communication has already outlined these procedures in detail. In particular in this unit, you should: • manage your work effectively; • keep information securely; • work safely.

CC

EA G

CE

App

lied

ICT

– fr

om S

epte

mbe

r 200

6

10

3

A2

UN

IT 9

- W

EB

SIT

E D

ESI

GN

AN

D M

AN

AG

EM

EN

T

ASS

ESS

ME

NT

EV

IDE

NC

E

In th

is u

nit,

you

have

lear

ned

how

to d

evel

op, d

esig

n an

d m

aint

ain

web

site

s usi

ng a

ppro

pria

te to

ols.

In th

e ta

sk w

hich

follo

ws,

you

mus

t dem

onst

rate

yo

ur u

nder

stan

ding

and

app

ly th

e sk

ills y

ou h

ave

acqu

ired.

Y

ou n

eed

to p

rodu

ce:

• a

proj

ect p

lan

that

des

crib

es h

ow y

ou w

ill m

anag

e yo

ur ti

me

and

reso

urce

s and

sche

dule

the

activ

ities

invo

lved

; •

a pr

ofes

sion

al fu

nctio

nal w

ebsi

te th

at fu

lly m

eets

the

need

s of t

he c

lient

.

The

web

site

shou

ld in

clud

e ad

vanc

ed c

onte

nt su

ch a

s dyn

amic

scrip

ting

or m

edia

and

be

suita

ble

for t

he a

udie

nce

conc

erne

d. T

his t

ask

will

giv

e yo

u ex

perie

nce

of p

lann

ing

a w

ebsi

te im

plem

enta

tion

for a

clie

nt a

s wel

l as l

ooki

ng a

t met

hods

that

allo

w th

e si

te to

be

man

aged

dire

ctly

by

the

clie

nt.

In c

arry

ing

out t

his t

ask,

you

will

pro

duce

a p

lan

for y

our c

hose

n cl

ient

who

shou

ld b

e fr

om a

bus

ines

s or o

ffic

ial o

rgan

isat

ion

(not

per

sona

l) be

fore

the

deve

lopm

ent t

akes

pla

ce. T

his p

lan

will

out

line

aspe

cts o

f the

web

site

such

as p

age

layo

ut id

eas,

cont

ent g

uide

lines

, dyn

amic

con

tent

and

rem

ote

man

agem

ent i

deas

. Fe

asib

ility

of P

roje

ct

It is

impo

rtant

to re

mem

ber t

hat y

our c

lient

will

hav

e pa

rticu

lar r

equi

rem

ents

for t

he w

ebsi

te. I

t is i

mpo

rtant

to d

iscu

ss th

ese

requ

irem

ents

thor

ough

ly

and

pres

ent t

he c

lient

with

a w

ell p

rese

nted

writ

ten

outli

ne. T

his o

utlin

e sh

ould

incl

ude

a po

rtfol

io o

f ide

as a

nd a

n ou

tline

of s

ite st

ruct

ure,

mak

ing

refe

renc

e to

tim

esca

le a

nd fi

nanc

ial c

osts

. Y

ou m

ust r

emem

ber t

hat t

he c

lient

will

con

side

r you

to b

e th

e ex

pert

so it

is e

ssen

tial y

ou p

rovi

de te

chni

cal

info

rmat

ion

such

as d

omai

n an

d ho

stin

g is

sues

in a

n ea

sy to

und

erst

and

form

at.

CC

EA G

CE

App

lied

ICT

– fr

om S

epte

mbe

r 200

6

10

4

Th

e si

te sp

ecifi

catio

n sh

ould

incl

ude:

•

audi

ence

con

side

ratio

ns;

•

dom

ain

nam

e an

d ho

stin

g is

sues

;

•

site

man

agem

ent i

ssue

s;

• si

te st

ruct

ure

idea

s;

• dy

nam

ic c

onte

nt re

quire

men

ts (e

g sc

ripte

d co

nten

t);

• us

e of

and

em

bedd

ing

of m

edia

con

tent

such

as a

nim

atio

n / m

ovie

s;

• co

nten

t req

uire

men

ts fr

om c

lient

; •

acce

ssib

ility

Issu

es;

• le

gal i

ssue

s (D

ata

Prot

ectio

n A

ct if

app

licab

le);

• si

te sc

alab

ility

pro

posa

ls;

• fin

anci

al is

sues

; •

times

cale

s. Ea

ch p

age

shou

ld b

e do

cum

ente

d in

clud

ing:

•

web

page

scre

en sh

ot;

•

font

s / st

yles

and

col

ours

use

d;

• m

eta

tags

use

d an

d w

hy th

ey w

ere

empl

oyed

; •

navi

gatio

n is

sues

; •

use

of te

xt la

yout

tool

s suc

h as

laye

rs, t

able

s or f

ram

es;

• us

e of

imag

es a

nd if

app

licab

le h

ow th

ey w

ere

crea

ted;

•

use

of m

ultim

edia

and

if a

pplic

able

how

cre

ated

and

em

bedd

ed to

pag

e;

• do

wnl

oada

ble

cont

ent;

• ad

vanc

ed c

onte

nt;

• ac

cess

ibili

ty is

sues

con

side

red.

CC

EA G

CE

App

lied

ICT

– fr

om S

epte

mbe

r 200

6

10

5

Thes

e ta

sks w

ill d

emon

stra

te th

e fo

llow

ing:

•

adva

nced

com

mun

icat

ion

met

hods

; •

tech

nica

l iss

ues;

•

adva

nced

tech

nica

l req

uire

men

ts: d

ynam

ic c

onte

nt;

• bu

sine

ss a

spec

ts;

• e-

com

mer

ce;

• si

te sc

alab

ility

; •

proj

ect e

valu

atio

n;

• th

e st

anda

rd w

ays o

f wor

king

.

CC

EA G

CE

App

lied

ICT

– fr

om S

epte

mbe

r 200

6

10

6

A2

UN

IT 9

- W

EB

SIT

E D

ESI

GN

AN

D M

AN

AG

EM

EN

T

ASS

ESS

ME

NT

EV

IDE

NC

E M

AR

KIN

G B

AN

D

Ass

essm

ent

Obj

ectiv

e M

ark

Ban

d 1

Mar

k R

ange

M

ark

Ban

d 2

Mar

k R

ange

M

ark

Ban

d 3

Mar

k R

ange

M

ark

Ban

d 4

Mar

k R

ange

A

O1

- Can

dida

te p

rodu

ces a

bas

ic

web

site

usi

ng a

bas

ic r

ange

of

feat

ures

rel

evan

t to

the

clie

nt

and

dem

onst

ratin

g pr

actic

al

ICT

cap

abili

ty a

t a b

asic

leve

l. - E

vide

nced

by

the

desi

gn o

f a

web

site

whi

ch m

eets

som

e of

th

e ne

eds o

f the

clie

nt.

- Can

dida

te d

ocum

ents

the

site

de

sign

usi

ng a

ppro

pria

te

soft

war

e an

d dr

awin

g to

ols.

1-3

- Can

dida

te p

rodu

ces a

w

ebsi

te u

sing

mul

timed

ia

cont

ent a

nd a

ran

ge o

f fe

atur

es r

elev

ant t

o th

e cl

ient

. -

Evi

denc

ed b

y th

e de

sign

of

a w

ebsi

te w

hich

is p

rese

nted

to

an

appr

opri

ate

stan

dard

us

ing

a ra

nge

of fe

atur

es

rele

vant

to th

e cl

ient

and

de

mon

stra

ting

prac

tical

ICT

ca

pabi

lity.

-

The

web

site

shou

ld m

eet

mos

t of t

he n

eeds

of t

he

clie

nt.

- Can

dida

te e

vide

nces

the

site

de

sign

in a

doc

umen

t tha

t m

akes

use

of r

elev

ant I

CT

la

yout

and

a r

ange

of

draw

ing

tool

s.

4-7

- Can

dida

te p

rodu

ces a

co

mpr

ehen

sive

coh

eren

t web

site

pr

esen

ted

to a

hig

h st

anda

rd u

sing

a

good

ran

ge o

f enh

ance

d fe

atur

es

rele

vant

to th

e cl

ient

and

de

mon

stra

ting

prac

tical

ICT

ca

pabi

lity

at h

igh

leve

l.

- Evi

denc

ed b

y th

e de

sign

of a

w

ebsi

te is

com

plet

e, w

ell d

esig

ned

In te

rms o

f str

uctu

re a

nd c

onte

nt

and

feat

ures

a r

ange

of a

dvan

ced

cont

ent.

- The

web

site

shou

ld m

eet a

ll th

e ne

eds o

f the

clie

nt.

- Can

dida

te e

vide

nces

the

site

de

sign

in a

pro

fess

iona

l man

ner

mak

ing

good

use

of a

dvan

ced

ICT

la

yout

and

a c

ompr

ehen

sive

ran

ge

of d

raw

ing

tool

s.

8-12

- Can

dida

te p

rodu

ces a

co

mpr

ehen

sive

coh

eren

t web

site

pr

esen

ted

to a

ver

y hi

gh st

anda

rd

usin

g an

ext

ensi

ve r

ange

of e

nhan

ced

feat

ures

rel

evan

t to

the

clie

nt a

nd

dem

onst

ratin

g pr

actic

al IC

T

capa

bilit

y at

hig

h le

vel.

- E

vide

nced

by

the

desi

gn o

f a

web

site

whi

ch is

com

plet

e an

d w

ell

desi

gned

In te

rms o

f str

uctu

re a

nd

cont

ent a

nd fe

atur

es a

ran

ge o

f ad

vanc

ed a

nd d

ynam

ic c

onte

nt.

- The

web

site

shou

ld m

eet a

ll th

e ne

eds o

f the

clie

nt a

nd d

ocum

ent t

he

site

in h

ighl

y pr

ofes

sion

al m

anne

r m

akin

g go

od u

se o

f adv

ance

d IC

T

layo

ut a

nd d

raw

ing

tool

s.

- Can

dida

tes

shou

ld h

ave

cons

ider

ed sc

alab

ility

issu

es a

nd

inve

stig

ated

pos

sibl

e au

ditin

g so

lutio

ns.

13-1

7

CC

EA G

CE

App

lied

ICT

– fr

om S

epte

mbe

r 200

6

10

7

Ass

essm

ent

Obj

ectiv

e M

ark

Ban

d 1

Mar

k R

ange

M

ark

Ban

d 2

Mar

k R

ange

M

ark

Ban

d 3

Mar

k R

ange

M

ark

Ban

d 4

Mar

k R

ange

A

O2

- Can

dida

te d

emon

stra

tes b

asic

un

ders

tand

ing

of th

e im

port

ance

of i

nfor

mat

ion

and

com

mun

icat

ion

to th

e cl

ient

. -

Dem

onst

rate

s a d

etai

led

unde

rsta

ndin

g of

co

nfid

entia

lity

/dat

a pr

otec

tion

and

copy

righ

t iss

ues w

ith

rega

rd to

web

site

con

tent

. - W

ebsi

te a

nd r

epor

t are

wel

l w

ritt

en a

nd p

rese

nted

in a

m

anne

r de

mon

stra

ting

exte

nsiv

e kn

owle

dge

of IC

T

syst

ems.

Evi

denc

e of

acc

urac

y in

mee

ting

clie

nt n

eeds

evi

dent

th

roug

hout

task

s.

1-3

- Can

dida

te d

emon

stra

tes

unde

rsta

ndin

g of

the

impo

rtan

ce o

f inf

orm

atio

n an

d co

mm

unic

atio

n to

the

clie

nt. S

how

s jus

tific

atio

n of

co

mm

unic

atio

n m

etho

ds a

nd

adva

nced

con

tent

. - D

emon

stra

tes a

det

aile

d un

ders

tand

ing

of

conf

iden

tialit

y /d

ata

prot

ectio

n an

d co

pyri

ght

issu

es w

ith r

egar

d to

web

site

co

nten

t.

- Web

site

and

rep

ort a

re w

ell

wri

tten

and

pre

sent

ed in

a

man

ner

dem

onst

ratin

g kn

owle

dge

of IC

T sy

stem

s. E

vide

nce

of a

ccur

acy

in

mee

ting

clie

nt n

eeds

evi

dent

th

roug

hout

task

s.

4-6

- Can

dida

te d

emon

stra

tes a

goo

d un

ders

tand

ing

of th

e im

port

ance

of

info

rmat

ion

and

com

mun

icat

ion

to

the

clie

nt. S

how

s jus

tific

atio

n o

f co

mm

unic

atio

n m

etho

ds a

nd

adva

nced

con

tent

. - D

emon

stra

tes a

det

aile

d un

ders

tand

ing

of c

onfid

entia

lity

/dat

a pr

otec

tion

and

copy

righ

t is

sues

with

reg

ards

to w

ebsi

te

cont

ent.

Has

con

side

red

web

site

se

curi

ty is

sues

and

mad

e re

fere

nce

to th

e ro

le o

f the

web

site

with

in th

e or

gani

satio

n.

- Web

site

and

rep

ort a

re w

ell

wri

tten

and

pre

sent

ed in

a m

anne

r de

mon

stra

ting

good

kno

wle

dge

of

ICT

syst

ems.

Evi

denc

e of

acc

urac

y in

mee

ting

clie

nt n

eeds

evi

dent

th

roug

hout

task

s.

7-9

- Can

dida

te d

emon

stra

tes a

det

aile

d un

ders

tand

ing

of th

e im

port

ance

of

info

rmat

ion

and

com

mun

icat

ion

to

the

clie

nt. S

how

s det

aile

d ju

stifi

catio

n of

com

mun

icat

ion

met

hods

and

the

use

of a

dvan

ced

cont

ent.

- Dem

onst

rate

s a d

etai

led

unde

rsta

ndin

g of

con

fiden

tialit

y /d

ata

prot

ectio

n an

d co

pyri

ght i

ssue

s w

ith r

egar

ds to

web

site

con

tent

. Has

fu

lly c

onsi

dere

d w

ebsi

te se

curi

ty a

nd

the

role

of t

he w

ebsi

te in

the

orga

nisa

tion.

- W

ebsi

te a

nd r

epor

t are

wel

l wri

tten

an

d pr

esen

ted

in a

man

ner

dem

onst

ratin

g ex

tens

ive

know

ledg

e of

ICT

syst

ems.

Evi

denc

e of

ac

cura

cy in

mee

ting

clie

nt n

eeds

ev

iden

t thr

ough

out a

ll ta

sks.

10-1

2

AO

3

- Can

dida

te p

rodu

ces a

web

site

of

bas

ic st

anda

rd. S

how

s an

unde

rsta

ndin

g of

the

appl

icat

ion

of sk

ills a

nd

know

ledg

e to

the

solu

tion

docu

men

ted

and

empl

oys a

t le

ast o

ne a

dvan

ced

feat

ure.

- W

ebsi

te a

nd r

epor

t are

w

ritt

en a

nd p

rese

nted

in a

m

anne

r re

leva

nt to

the

purp

ose

and

clie

nt.

- Too

ls a

nd fe

atur

es a

re a

pplie

d to

the

solu

tions

.

1-3

- Can

dida

te p

rodu

ces a

w

ebsi

te o

f app

ropr

iate

st

anda

rd. S

how

s un

ders

tand

ing

of th

e ap

plic

atio

n of

skill

s and

kn

owle

dge

to th

e so

lutio

n do

cum

ente

d an

d em

ploy

s a

rang

e of

adv

ance

d fe

atur

es.

- Web

site

and

rep

ort a

re

wri

tten

and

pre

sent

ed in

a

man

ner

rele

vant

to th

e pu

rpos

e an

d cl

ient

. - A

ran

ge o

f too

ls a

nd

feat

ures

are

app

lied

to th

e so

lutio

ns.

4-6

- Can

dida

te p

rodu

ces a

web

site

of a

go

od st

anda

rd S

how

s goo

d un

ders

tand

ing

of th

e ap

plic

atio

n of

sk

ills a

nd k

now

ledg

e to

the

solu

tion

docu

men

ted

and

uses

a g

ood

rang

e of

adv

ance

d fe

atur

es e

ffec

tivel

y th

roug

hout

the

web

site

. - W

ebsi

te a

nd r

epor

t are

wel

l w

ritt

en a

nd p

rese

nted

in a

man

ner

rele

vant

to th

e pu

rpos

e an

d cl

ient

. - G

ood

use

of a

wid

e ra

nge

of to

ols

and

feat

ures

app

ropr

iate

ly a

pplie

d to

the

solu

tions

cle

arly

de

mon

stra

ted.

7-9

- Can

dida

te p

rodu

ces a

web

site

of a

ve

ry h

igh

stan

dard

. Sho

ws a

th

orou

gh u

nder

stan

ding

of t

he

appl

icat

ion

of sk

ills a

nd k

now

ledg

e to

the

solu

tion

docu

men

ted

and

empl

oys a

num

ber

of a

dvan

ced

feat

ures

eff

ectiv

ely

thro

ugho

ut th

e w

ebsi

te.

- Web

site

and

rep

ort a

re v

ery

wel

l w

ritt

en a

nd p

rese

nted

in a

man

ner

high

ly r

elev

ant t

o th

e pu

rpos

e an

d cl

ient

. - E

xten

sive

use

of a

dvan

ced

rang

e of

to

ols a

nd fe

atur

es a

ppro

pria

tely

ap

plie

d to

the

solu

tions

cle

arly

de

mon

stra

ted.

Has

fully

con

side

red

futu

re r

equi

rem

ents

in th

e de

sign

of

the

site

stru

ctur

e.

10-1

2

CC

EA G

CE

App

lied

ICT

– fr

om S

epte

mbe

r 200

6

10

8

A2

UN

IT 9

- W

EB

SIT

E D

ESI

GN

AN

D M

AN

AG

EM

EN

T

ASS

ESS

ME

NT

EV

IDE

NC

E M

AR

KIN

G B

AN

D (C

ON

TIN

UE

D)

Ass

essm

ent

Obj

ectiv

e M

ark

Ban

d 1

Mar

k R

ange

M

ark

Ban

d 2

Mar

k R

ange

M

ark

Ban

d 3

Mar

k R

ange

M

ark

Ban

d 4

Mar

k R

ange

A

O4

- Can

dida

te e

valu

ates

w

ebsi

te/p

erfo

rman

ce in

a c

lear

an

d lo

gica

l man

ner.

- C

andi

date

show

s an

unde

rsta

ndin

g of

goo

d pr

actic

e.

Web

site

is e

xpla

ined

usi

ng

tech

nica

l and

des

crip

tive

lang

uage

. - C

andi

date

is a

war

e of

the

prob

lem

s and

lim

itatio

ns

mak

ing

refe

renc

e to

som

e us

er

requ

irem

ents

. - C

andi

date

pro

duce

s a si

mpl

e pr

ojec

t pla

n th

at o

utlin

es b

asic

sc

hedu

led

activ

ities

. - C

andi

date

pro

vide

s som

e ev

alua

tion

of th

eir

own

perf

orm

ance

in te

rms o

f m

eetin

g U

ser

requ

irem

ents

.

1-2

- Can

dida

te e

valu

ates

w

ebsi

te/p

erfo

rman

ce in

a

clea

r an

d lo

gica

l man

ner.

Sh

ows e

vide

nce

of w

ebsi

te

perf

orm

ance

(sta

tistic

s).

- Can

dida

te sh

ows a

n un

ders

tand

ing

of g

ood

prac

tice.

Web

site

is c

lear

ly

expl

aine

d us

ing

appr

opri

ate

tech

nica

l and

des

crip

tive

lang

uage

. - C

andi

date

is a

war

e of

the

prob

lem

s and

lim

itatio

ns

mak

ing

som

e re

fere

nce

to a

ra

nge

of sp

ecifi

c us

er

requ

irem

ents

. - W

ebsi

te a

nd r

epor

t are

w

ritt

en in

cle

ar lo

gica

l ter

ms.

- C

andi

date

is a

war

e of

lim

itatio

ns m

akin

g a

num

ber

of su

gges

tions

for

furt

her

deve

lopm

ent/i

mpr

ovem

ent

- Can

dida

te p

rodu

ces a

de

taile

d pr

ojec

t pla

n th

at

outli

nes s

ched

uled

act

iviti

es.

- C

andi

date

show

s un

ders

tand

ing

in e

valu

atin

g ho

w th

eir

solu

tion

fulfi

ls th

e ne

eds o

f the

com

pany

. E

valu

ates

thei

r ow

n pe

rfor

man

ce in

term

s of

iden

tifyi

ng so

lutio

n.

3-4

- Can

dida

te e

valu

ates

w

ebsi

te/p

erfo

rman

ce in

a c

lear

and

lo

gica

l man

ner,

show

ing

evid

ence

an

d un

ders

tand

ing

of w

ebsi

te

perf

orm

ance

(sta

tistic

s).

- Can

dida

te sh

ows a

n un

ders

tand

ing

of g

ood

wor

king

pra

ctic

e. W

ebsi

te is

cl

earl

y ex

plai

ned

usin

g te

chni

cal

and

desc

ript

ive

lang

uage

. - C

andi

date

is a

war

e of

the

prob

lem

s and

lim

itatio

ns m

akin

g so

me

refe

renc

e to

a r

ange

of s

peci

fic

user

req

uire

men

ts.

- Web

site

and

rep

ort a

re w

ritt

en

and

pres

ente

d in

a c

oher

ent

stru

ctur

ed m

anne

r.

- Can

dida

te is

aw

are

of p

robl

ems

and

limita

tions

and

mak

es a

num

ber

of in

form

ed su

gges

tions

for

furt

her

deve

lopm

ent/i

mpr

ovem

ent.

- Can

dida

te p

rodu

ces a

det

aile

d pr

ojec

t pla

n th

at o

utlin

es sc

hedu

led

activ

ities

and

dem

onst

rate

s use

of

proj

ect m

anag

emen

t too

ls.

- C

andi

date

show

s goo

d un

ders

tand

ing

in e

valu

atio

n of

how

th

eir

solu

tion

fulfi

ls th

e ne

eds o

f the

co

mpa

ny. E

valu

ates

thei

r ow

n pe

rfor

man

ce in

term

s of i

dent

ifyin

g a

solu

tion.

5-7

- Can

dida

te e

valu

ates

w

ebsi

te/p

erfo

rman

ce in

a c

lear

and

lo

gica

l man

ner.

Sho

win

g ev

iden

ce

and

unde

rsta

ndin

g of

web

site

pe

rfor

man

ce (s

tatis

tics)

. - C

andi

date

show

s an

unde

rsta

ndin

g of

goo

d w

orki

ng p

ract

ice

and

is a

ble

to ju

stify

site

stru

ctur

e to

allo

w

scal

abili

ty o

f the

web

site

. W

ebsi

te is

cl

earl

y ex

plai

ned

usin

g te

chni

cal a

nd

desc

ript

ive

lang

uage

. - C

andi

date

is a

war

e of

lim

itatio

ns

mak

ing

a nu

mbe

r of

sugg

estio

ns fo

r fu

rthe

r de

velo

pmen

t/im

prov

emen

t. - W

ebsi

te a

nd r

epor

t are

wri

tten

and

pr

esen

ted

in a

wel

l str

uctu

red,

pr

ofes

sion

al m

anne

r.

- Can

dida

te is

aw

are

of li

mita

tions

m

akin

g a

num

ber

of su

gges

tions

for

furt

her

deve

lopm

ent/i

mpr

ovem

ent.

- Can

dida

te p

rodu

ces a

pro

ject

pla

n de

taile

d to

a h

igh

spec

ifica

tion

and

dem

onst

rate

s goo

d us

e of

pro

ject

m

anag

emen

t too

ls.

- Can

dida

te sh

ows g

ood

unde

rsta

ndin

g in

eva

luat

ion

of h

ow

thei

r so

lutio

n fu

lfils

the

need

s of t

he

com

pany

. Eva

luat

es th

eir

own

perf

orm

ance

in te

rms o

f ide

ntify

ing

a so

lutio

n.

8-9


109

A2 UNIT 9 - WEBSITE MANAGEMENT AND DESIGN GUIDANCE FOR TEACHERS Delivery Strategies This unit is designed to further develop the web design and programming skills of students. The unit should not only address the concept of a ‘web presence’ but candidates should also study aspects such as performance considerations, how to use a range of media and how to develop interactive features. Candidates should study the concept of dynamic content that allows each visitors experience to be different. Candidates should also gain an understanding of how such a dynamic model can be used to allow non technical personnel manage a website Candidates should study a number of different site models and evaluate site structure, ease of navigation and dynamic content where applicable. Candidates should develop appropriate project management skills and apply standard ways of working in this context. This unit will provide opportunities for candidates to apply their knowledge and understanding in the area of web design. Candidates should be encouraged to focus their attention on what makes an effective website, and how to use media effectively and efficiently in this context. A variety of teaching strategies should be used. Texts, prepared notes on specific topics, and a broad range of published materials can be used to develop a broad understanding. The student’s research of a range of media and dynamic techniques should be broad enough to allow educated decisions to be made on the best solution for a client. Understanding the message being communicated will provide opportunities to plan, organise and collect data and to research and experiment with the best mode of communication. The concept of dynamic content such as the use of shopping basket software in e-commerce may be best studied at in the practical setting allowing pupils to see the advantages of such solutions and the security implications. Assessment Strategies Candidates are required to produce a professional functional website that fully meets client needs and includes evidence of advanced content. They are also required to produce a plan outlining all aspects of the website. This task will give candidates practical experience of planning a website implementation for a client as well as looking at methods that allow the site to be managed directly by the client. It is important that the project is managed appropriately.


110

Guidance on Using Assessment Evidence Marking Bands In applying the assessment evidence marking bands teachers should endeavour to apply the principle of ‘best fit’. This means giving consideration to bands above and below that description which matches most of the qualities identified in the piece of work. After placing the piece of work within a band, the assessor should make a judgement as to whether the work is towards the higher or the lower segment of the mark range. It is not necessary for all of the qualities listed to be apparent in the work for a candidate to achieve a mark in that range. The assessor should also take into account the candidate’s quality of written communication. Resources • Research of current working websites • Visiting speakers • Business materials, such as marketing brochures • Lease study material from the Internet or a commercial resource (eg a resource pack or

video) • National and local newspapers especially business sections • Web design portal sites. For example sites that look at particular dynamic engines such as

PHP or ASP

There is a wide range of textbooks aimed at advanced business students. Printed materials from companies, especially large ones, are often preserved well, especially for young people. These materials may be part of a marketing and public relations strategy.


111

A2 UNIT 10 - MULTIMEDIA TECHNOLOGY ABOUT THIS UNIT This unit will require you to understand multimedia requirements and apply appropriate hardware and software in given contexts. You will design, document and present multimedia solutions using a range of techniques including animation and video. You will learn how to evaluate solutions using a structured approach. You will work with others to examine issues, to enhance your understanding of possible solutions and to develop multimedia solutions. You will learn to develop and apply project management skills to your work. You will be required to examine and apply standard ways of working in this context. Your teacher will advise you on the tasks that must be undertaken to enable you to meet the requirements of the unit. This unit will be internally assessed by the presentation of a portfolio of work. WHAT YOU NEED TO LEARN You will need to understand: • how digital technology works; • what hardware and software to use; • how to design a multimedia project; • the standard techniques used to create multimedia content; • how to present multimedia content; • the standard ways of working. How Digital Technology Works In order to fully understand the multimedia production cycle, you must examine the computer principles behind compression and file formats and how they relate to multimedia. You must understand: • how images, audio, movies and other multimedia content are converted into digital

language;

• how this digital language is related to what the user interacts with on screen or through the audio output of the computer;

• the reasons for compressing this content and how the compression affects the quality of

reproduction and the experience for the user.


112

What Hardware And Software To Use Multimedia can be created and delivered using a range of hardware and software. Delivery platforms differ in many ways and this has an affect on design and production. You must understand: • the range of available hardware platforms; • the characteristics of each hardware platform; • how these characteristics affect the design of a multimedia product; • how these characteristics affect the production of a multimedia product.

A range of software exists to deliver a multimedia title. Each piece of software has individual characteristics and provides different facilities suited to particular requirements. You must understand: • the range of available software; • why a piece of software is appropriate in a particular circumstance; • the creative opportunities available to designers through each piece of software; • how to acquire, create, edit and save multimedia content in the most efficient way. How To Design A Multimedia Project In order to create a quality multimedia product, the design team must know how to analyse the task to establish the best solution to fit all the requirements of both the user and the customer. You must understand: • how to profile the user in terms of age, skill level and other factors affecting their

experience of the product; • the standard ways of analysing usability including looking at clarity of content in

language and screen design, the consistency of information presented, the amount of feedback given to the user and the flexibility of the interface to suit the user profile;

• the most efficient use of media; • how to use a story board in the design a multimedia title; • the role of the Project Manager in the design process and production planning; • evaluation and testing of a multimedia title.


113

The Standard Techniques Used To Create Multimedia Content There are many ways to acquire and create multimedia content. A multimedia team will use several standard techniques to produce, edit and save their work. You must understand: • how to edit and save work for use in other editing packages; • the standard ways of working with text images video audio and animation; • the hands on use of video cameras audio recorders digital cameras and scanners; • pre-production procedures, camera movements and shot size; • digital video capture; • basic non-linear editing software; • adding transitions and superimposed clips; • working with audio; • adding effects; • exporting video. How To Present Multimedia Content You must understand: How to develop a linear presentation − • Creating Slides • Formatting Slides • How to use Text • How to use Audio • Movies in Presentations • Saving a presentation

How to create an animated sequence − • Animated Gifs • Creating Rollover Buttons • Audio for the web • Movies for the web The use of Authoring Software in non linear presentations− • Creating a Presentation • Use of Audio • Use of Video • Creation of an Interactive title


114

What Are The Standard Ways Of Working Standard ways of working enable you to manage and develop your work effectively. Unit 1 Information and Communication has already outlined these procedures in detail. In particular in this unit you should: • manage you work effectively; • edit and save your work regularly and maintain back up copies; • use storyboarding; • use flow charts; • use appropriate file naming conventions; • keep information securely; • work safely.

CC

EA G

CE

App

lied

ICT

– fr

om S

epte

mbe

r 200

6

11

5

A2

UN

IT 1

0 –

MU

LT

IME

DIA

TE

CH

NO

LO

GY

A

SSE

SSM

EN

T E

VID

EN

CE

In

this

uni

t, yo

u ha

ve le

arne

d ab

out s

peci

fyin

g, d

esig

ning

, dev

elop

ing,

eva

luat

ing

and

pres

entin

g m

ultim

edia

solu

tions

to su

it sp

ecifi

c U

ser

requ

irem

ents

. In

the

task

whi

ch fo

llow

s you

mus

t dem

onst

rate

you

r und

erst

andi

ng a

nd a

pply

the

skill

s you

hav

e ac

quire

d.

You

nee

d to

pro

duce

: A

n In

tera

ctiv

e m

ultim

edia

pre

sent

atio

n in

clud

ing

one

piec

e of

eith

er v

ideo

or a

nim

atio

n w

hich

inco

rpor

ates

a p

iece

of e

dite

d au

dio

supp

orte

d by

de

sign

sket

ches

, sto

rybo

ards

and

flow

cha

rts.

In th

is m

ultim

edia

pre

sent

atio

n yo

u m

ust:

• en

sure

that

all

info

rmat

ion

is p

rese

nted

in a

stru

ctur

ed, c

oher

ent,

conc

ise

man

ner a

nd sh

ows g

ood

cont

inui

ty;

• de

mon

stra

te th

e pr

oper

use

of t

echn

ical

lang

uage

show

ing

an u

nder

stan

ding

of t

he d

esig

n an

d pr

oduc

tion

proc

ess;

•

pres

ent a

det

aile

d an

alys

is o

f the

pro

duct

ion

task

. Th

ese

task

s will

show

the

follo

win

g:

• ho

w d

igita

l tec

hnol

ogy

wor

ks;

• w

hat h

ardw

are

and

softw

are

to u

se;

• ho

w to

des

ign

a m

ultim

edia

pro

ject

; •

the

stan

dard

tech

niqu

es u

sed

to c

reat

e m

ultim

edia

con

tent

; •

how

to p

rese

nt m

ultim

edia

con

tent

; •

wha

t are

the

stan

dard

way

s of w

orki

ng.

CC

EA G

CE

App

lied

ICT

– fr

om S

epte

mbe

r 200

6

11

6

A2

UN

IT 1

0 –

MU

LT

IME

DIA

TE

CH

NO

LO

GY

A

SSE

SSM

EN

T E

VID

EN

CE

MA

RK

ING

BA

ND

A

sses

smen

t O

bjec

tive

Mar

k B

and

1 M

ark

Ran

ge

Mar

k B

and

2 M

ark

Ran

ge

Mar

k B

and

3 M

ark

Ran

ge

Mar

k B

and

4 M

ark

Ran

ge

AO

1

- C

andi

date

dem

onst

rate

s ba

sic

capa

bilit

y in

app

lyin

g IC

T.

Thi

s is e

vide

nced

in th

e pr

esen

tatio

n, b

y kn

owle

dge

of th

e va

riou

s typ

es o

f m

edia

ava

ilabl

e.

- Can

dida

te d

emon

stra

tes

a ba

sic

know

ledg

e of

the

use

of m

ultim

edia

in a

num

ber

of d

iffer

ent c

onte

xts i

n th

e pr

esen

tatio

n.

1-3

- Can

dida

te d

emon

stra

tes

cap

abili

ty in

app

lyin

g IC

T.

Thi

s is e

vide

nced

in th

e pr

esen

tatio

n, b

y kn

owle

dge

of

the

vari

ous t

ypes

of m

edia

av

aila

ble.

- C

andi

date

dem

onst

rate

s a

know

ledg

e of

the

use

of

mul

timed

ia in

a n

umbe

r of

di

ffer

ent c

onte

xts i

n th

e pr

esen

tatio

n.

- Can

dida

te d

emon

stra

tes

a kn

owle

dge

of th

e va

riou

s ty

pes o

f med

ia a

vaila

ble.

- C

andi

date

s d

emon

stra

te a

n un

ders

tand

ing

of d

ata

man

agem

ent a

nd c

ompr

essi

on.

4-7

- Can

dida

te d

emon

stra

tes

goo

d ca

pabi

lity

in a

pply

ing

ICT

. T

his i

s evi

denc

ed in

the

pres

enta

tion,

by

deta

iled

know

ledg

e of

the

vari

ous t

ypes

of

med

ia a

vaila

ble.

- C

andi

date

dem

onst

rate

s go

od k

now

ledg

e of

the

use

of

mul

timed

ia in

a r

ange

of

diff

eren

t con

text

s in

the

pres

enta

tion.

- C

andi

date

dem

onst

rate

s goo

d kn

owle

dge

of th

e va

riou

s typ

es o

f m

edia

ava

ilabl

e an

d th

eir

rele

vanc

e to

par

ticul

ar si

tuat

ions

. - C

andi

date

s d

emon

stra

te g

ood

unde

rsta

ndin

g of

dat

a m

anag

emen

t and

com

pres

sion

. - C

andi

date

dem

onst

rate

s an

unde

rsta

ndin

g of

the

mul

timed

ia

deve

lopm

ent p

roce

ss

8-12

- Can

dida

te d

emon

stra

tes

exte

nsiv

e ca

pabi

lity

in a

pply

ing

ICT

. T

his i

s evi

denc

ed in

the

pres

enta

tion,

by

ext

ensi

ve k

now

ledg

e of

the

vari

ous

type

s of m

edia

ava

ilabl

e.

- Can

dida

te d

emon

stra

tes t

horo

ugh

know

ledg

e of

the

use

of m

ultim

edia

in

a w

ide

rang

e of

diff

eren

t con

text

s in

the

pres

enta

tion.

- C

andi

date

dem

onst

rate

s det

aile

d kn

owle

dge

of th

e va

riou

s typ

es o

f m

edia

ava

ilabl

e an

d th

eir

rele

vanc

e to

par

ticul

ar si

tuat

ions

. - C

andi

date

s d

emon

stra

te th

orou

gh

unde

rsta

ndin

g of

dat

a m

anag

emen

t an

d co

mpr

essi

on.

- Can

dida

te d

emon

stra

tes g

ood

unde

rsta

ndin

g of

the

mul

timed

ia

deve

lopm

ent p

roce

ss.

- Can

dida

te d

emon

stra

tes d

etai

led

unde

rsta

ndin

g of

the

mul

timed

ia

deve

lopm

ent p

roce

ss.

13-1

7

CC

EA G

CE

App

lied

ICT

– fr

om S

epte

mbe

r 200

6

11

7

A2

UN

IT 1

0 –

MU

LT

IME

DIA

TE

CH

NO

LO

GY

A

SSE

SSM

EN

T E

VID

EN

CE

MA

RK

ING

BA

ND

(CO

NT

INU

ED

) A

sses

smen

t O

bjec

tive

Mar

k B

and

1 M

ark

Ran

ge

Mar

k B

and

2 M

ark

Ran

ge

Mar

k B

and

3 M

ark

Ran

ge

Mar

k B

and

4 M

ark

Ran

ge

AO

2

- Can

dida

te d

emon

stra

tes

a ba

sic

unde

rsta

ndin

g of

th

e de

sign

pro

cess

, and

can

cr

eate

a si

mpl

e ex

ampl

e of

pr

actic

al w

ork

usin

g cr

eativ

e so

ftw

are;

-T

he d

esig

n in

clud

es so

me

of th

e re

leva

nt se

ctio

ns a

nd

is u

sed

to d

evel

op th

e pr

esen

tatio

n.

1-3

- Can

dida

te d

emon

stra

tes

unde

rsta

ndin

g of

the

desi

gn

proc

ess,

and

can

cre

ate

an

exam

ple

of p

ract

ical

wor

k us

ing

crea

tive

soft

war

e;

-The

des

ign

incl

udes

mos

t of

the

rele

vant

sect

ions

and

is

used

to d

evel

op th

e pr

esen

tatio

n.

- Can

dida

te r

elat

es w

ork

to

desi

gn sk

etch

es o

r st

oryb

oard

s.

4-6

- Can

dida

te d

emon

stra

tes

a go

od u

nder

stan

ding

of t

he d

esig

n pr

oces

s, an

d ca

n c

reat

e a

goo

d ex

ampl

e of

pra

ctic

al w

ork

usin

g cr

eativ

e so

ftw

are:

-T

he d

esig

n is

of h

igh

qual

ity, i

nclu

des a

ll of

the

rele

vant

sect

ions

and

is u

sed

to

deve

lop

the

pres

enta

tion.

- C

andi

date

cle

arly

rel

ates

wor

k to

de

sign

sket

ches

or

stor

yboa

rds.

- C

andi

date

dem

onst

rate

s the

inte

grat

ion

of g

raph

ic sc

reen

s with

oth

er m

edia

.

7-9

- Can

dida

te d

emon

stra

tes

thor

ough

und

erst

andi

ng o

f the

des

ign

proc

ess,

and

can

cre

ate

a ve

ry g

ood

ex

ampl

e of

pra

ctic

al w

ork

usin

g a

rang

e of

feat

ures

of c

reat

ive

soft

war

e;

- The

des

ign

is o

f hig

h qu

ality

, inc

lude

s al

l of t

he r

elev

ant s

ectio

ns a

nd is

use

d to

dev

elop

the

pres

enta

tion.

It is

re

fere

nced

and

upd

ated

as r

equi

red.

- C

andi

date

exp

licitl

y re

late

s wor

k to

de

sign

sket

ches

or

stor

yboa

rds

- Can

dida

te d

emon

stra

tes t

he

inte

grat

ion

of g

raph

ic sc

reen

s with

ot

her

med

ia.

- Can

dida

te in

tegr

ates

a p

iece

of

mov

ing

imag

e w

ith g

raph

ic sc

reen

s w

hich

dem

onst

rate

goo

d de

sign

.

10-1

2

AO

3

- Can

dida

te d

emon

stra

tes

som

e ab

ility

to so

lve

prob

lem

s in

both

indi

vidu

al

and

team

sett

ings

. -C

andi

date

dem

onst

rate

s th

at th

e pr

oble

m h

as b

een

solv

ed to

som

e ex

tent

. Thi

s is

evi

denc

ed in

des

ign

and

in

the

pres

enta

tion.

-C

andi

date

dem

onst

rate

s th

at th

e pr

esen

tatio

n m

eets

so

me

of th

e us

er

requ

irem

ents

.

1-3

- Can

dida

te d

emon

stra

tes

abili

ty to

solv

e pr

oble

ms i

n bo

th in

divi

dual

and

gro

up

sett

ings

- C

andi

date

dem

onst

rate

s an

abili

ty to

par

ticip

ate

in g

roup

di

scus

sion

s and

show

s a

will

ingn

ess t

o ta

ke

resp

onsi

bilit

y fo

r a

give

n ro

le

with

in th

e pr

ojec

t tea

m.

-Can

dida

te d

emon

stra

tes t

hat

the

pres

enta

tion

mee

ts m

ost o

f th

e us

er r

equi

rem

ents

.

4-6

- C

andi

date

dem

onst

rate

s abi

lity

to so

lve

prob

lem

s in

both

indi

vidu

al a

nd g

roup

se

ttin

gs a

nd is

abl

e to

mak

e m

eani

ngfu

l su

gges

tions

. - C

andi

date

dem

onst

rate

s an

abili

ty to

pa

rtic

ipat

e in

gro

up d

iscu

ssio

ns a

nd

show

s a w

illin

gnes

s to

take

res

pons

ibili

ty

for

a gi

ven

role

with

in th

e pr

ojec

t tea

m.

-Can

dida

te d

emon

stra

tes t

hat t

he

pres

enta

tion

mee

ts a

ll of

the

user

re

quir

emen

ts.

-Can

dida

te d

emon

stra

tes c

reat

ive

use

of

soft

war

e to

a d

etai

led

brie

f.

7-9

- Can

dida

te d

emon

stra

tes a

bilit

y to

so

lve

prob

lem

s in

both

indi

vidu

al a

nd

grou

p se

ttin

gs a

nd is

abl

e to

mak

e w

ell

reas

oned

and

just

ified

sugg

estio

ns.

- Can

dida

te d

emon

stra

tes a

n ab

ility

to

part

icip

ate

in g

roup

dis

cuss

ions

and

sh

ows a

will

ingn

ess t

o ta

ke

resp

onsi

bilit

y fo

r a

give

n ro

le w

ithin

th

e pr

ojec

t tea

m.

-Can

dida

te d

emon

stra

tes t

hat t

he

pres

enta

tion

mee

ts a

ll of

the

user

re

quir

emen

ts.

- Can

dida

te d

emon

stra

tes c

reat

ive

use

of so

ftw

are

at a

n ad

vanc

ed le

vel t

o a

deta

iled

brie

f.

10-1

2

CC

EA G

CE

App

lied

ICT

– fr

om S

epte

mbe

r 200

6

11

8

A2

UN

IT 1

0 –

MU

LT

IME

DIA

TE

CH

NO

LO

GY

A

SSE

SSM

EN

T E

VID

EN

CE

MA

RK

ING

BA

ND

(CO

NT

INU

ED

) A

sses

smen

t O

bjec

tive

Mar

k B

and

1 M

ark

Ran

ge

Mar

k B

and

2 M

ark

Ran

ge

Mar

k B

and

3 M

ark

Ran

ge

Mar

k B

and

4 M

ark

Ran

ge

AO

4 - C

andi

date

des

crib

es th

e so

lutio

ns b

ut li

mite

d or

no

criti

cal e

valu

atio

n is

in

clud

ed in

fina

l pr

esen

tatio

n.

- Som

e ev

alua

tion

of th

eir

own

perf

orm

ance

is

incl

uded

1-2

- Can

dida

te d

escr

ibes

the

solu

tion

and

eval

uate

s the

so

lutio

n in

the

final

pr

esen

tatio

n. A

ref

lect

ive

eval

uatio

n ev

iden

ced

by th

e in

clus

ion

of r

ecom

men

datio

ns

for

impr

ovem

ent i

s inc

lude

d.

- Can

dida

te e

valu

ates

thei

r ow

n pe

rfor

man

ce in

term

s of

time

man

agem

ent a

nd so

me

refe

renc

e to

how

the

user

re

quir

emen

ts w

ere

met

has

be

en in

clud

ed.

3-4

- Can

dida

te d

escr

ibes

the

solu

tion

and

eval

uate

s the

fina

l sol

utio

n. A

full

and

refle

ctiv

e ev

alua

tion

char

acte

rise

d by

the

incl

usio

n of

how

the

syst

em m

eets

the

full

list o

f Use

r re

quir

emen

ts a

s ini

tially

sp

ecifi

ed is

incl

uded

. Rec

omm

enda

tions

fo

r im

prov

emen

t are

incl

uded

. - C

andi

date

eva

luat

es th

eir

own

perf

orm

ance

in te

rms o

f tim

e m

anag

emen

t and

inte

ract

ion

with

the

Use

r th

roug

hout

the

deve

lopm

ent.

5-7

- Can

dida

te d

escr

ibes

the

solu

tion

and

cond

ucts

a w

ell s

truc

ture

d an

d th

orou

gh e

valu

atio

n of

the

final

so

lutio

n. A

full

and

refle

ctiv

e ev

alua

tion

char

acte

rise

d by

the

incl

usio

n of

how

the

syst

em m

eets

the

full

list o

f Use

r re

quir

emen

ts a

s in

itial

ly sp

ecifi

ed. R

ecom

men

datio

ns

for

impr

ovem

ent a

re c

lear

ly in

dica

ted.

- C

andi

date

eva

luat

es th

eir

own

perf

orm

ance

in te

rms o

f tim

e m

anag

emen

t and

inte

ract

ion

with

the

user

thro

ugho

ut th

e de

velo

pmen

t.

- Can

dida

te d

emon

stra

tes a

n ab

ility

to

com

men

t cri

tical

ly o

n th

eir

own

wor

k w

ith r

egar

d to

des

ign.

8-9


119

A2 UNIT 10 - MULTIMEDIA TECHNOLOGY GUIDANCE FOR TEACHERS Delivery Strategies Candidates should be familiarised with the mathematical basis of digital technology as an understanding of these core concepts will assist them in the efficient usage of digital technology. Candidates should first of all be made familiar with the full range of platforms and available materials as well as the range of methods available to deliver multimedia content to the end user. Candidates should be encouraged to research, analyse and evaluate multimedia resources. Group discussions on issues such as screen design, techniques and the use and rationale for interactivity will form an important forum for candidates to exchange ideas. This type of group work reflects the way that multimedia designers operate in the multimedia industry and helps develop a team approach. Visits to local media providers such as radio and television stations, web design companies and film production units should be part of the delivery strategy for the unit. Candidates will be engaged a range of practical activities in individual and team based setting. Practical activities will be progressive, building on concepts delivered in lectures. Candidates will learn from observing teaching presentations, demonstrations and tutorials. Software specific tutorials should also be made available for candidate use as these will enhance the student’s ability to use the more advanced features of the software. Project work will be used extensively in the delivery of the unit. This type of work allows candidates to understand the importance of planning, the real issues involved in the design process and the need for iteration and review. Assessment Strategies Candidates will be assessed on their production of a multimedia presentation. They will be required to work as part of a team and participate in a range of the activities associated with the production process. Candidates must produce multimedia content to a specification of user requirements. They will be required to demonstrate their knowledge of multimedia design by using correct terminology and technical language. The project they produce should be functional to an agreed standard. Candidates should be able to evaluate their work and be reflective in critically reviewing the product.


120

Guidance on Using Assessment Marking Band In applying the assessment evidence marking bands teachers should endeavour to apply the principle of ‘best fit’. This means giving consideration to bands above and below that description which matches most of the qualities identified in the piece of work. After placing the piece of work within a band, the assessor should make a judgement as to whether the work is towards the higher or the lower segment of the mark range. It is not necessary for all of the qualities listed to be apparent in the work for a candidate to achieve a mark in that range. The assessor should also take into account the candidate’s quality of written communication. Resources Resources for this unit should include: • Access to the Internet • Audio CDs • CD Roms • DVDs • Video Resources • Publications • Advertising Material • Multimedia Texts


121

A2 UNIT 11 - APPLICATIONS SOFTWARE DEVELOPMENT ABOUT THIS UNIT This unit will develop an understanding of the functionality provided by a GUI interface together with on overview of the interoperability of software applications. Candidates will be required to use these applications to support business functions in a given context. There will be a particular emphasis on the development of an e-portfolio to move towards a paperless environment. Candidates will be required to research, select, evaluate and use advanced features of software to provide solutions to given problems. Candidates will be required to understand issues relating to their choice of software. Candidates will be required to examine and apply standard ways of working in this context. This unit will be internally assed by the presentation of a portfolio of work. WHAT YOU NEED TO LEARN You will need to understand: • how to utilise interoperability between packages to maximize information output for

dissemination; • the impact of electronic tools in the digitising of communication and operations within an

organisation; • which ICT tool to select for the preparation of e-communications for use within and

outside of an organisation; • how to develop an automated business support system using the advanced features of

more than one type of generic software; • how to develop an e-portfolio which can be used for disseminating information in a

paperless environment; • what are the standard ways of working. How To Utilise Interoperability Between Packages To Maximize Information Output For Dissemination Software packages can interact and use data which is common to them. You will need to know: • the advantages of interoperability between software packages; • the different formats in which data can be held and exchanged between packages; • how to create data and information which will be used by a different application to

produce further information; • the role of OLE when sharing data between applications.


122

The Impact Of Electronic Tools In The Digitising Of Communication And Operations Within An Organisation In order to operate in a paperless environment, organisations make use of electronic tools. You will need to know: • what constitutes an electronic tool; • how organisations use electronic tools to produce information; • how organisations use electronic tools to support the business function; • the advantages of using digital material rather than paper based material; • the impact of a paperless environment on an organisation; • why an organisation might use visual/graphic digital media rather than test based media

for communication.

How To Develop An Automated Business Support System Using The Advanced Features Of More Than One Type Of Generic Software As organisations move towards a paperless environment, the use of application software has evolved to assist not only in the production of e-materials which are fit for purpose, but also in the support the business functions of decision making and information production. You will need to know: • the importance of high quality information in assisting the decision making process

within an organisation; • how to make use of the advanced features associated with database technology; • how to make use of the advanced features associated with spreadsheet and word

processing software to produce information, to support decision making, from data supplied by other applications;

• how to produce an electronic support document to assist end users in the use of the support system.

Which ICT Tool To Select For The Preparation Of E-Communications For Use Within And Outside Of An Organisation In order to effectively develop a set of electronically based documents and support systems, the correct ICT tool must be chosen for the task in hand. You will need to know: • how to select an appropriate ICT tool for a given task; • the advanced features associated with generic software packages; • how to effectively deploy advanced features to develop automated support systems; • how to develop an automated support system for a business purpose; • how to develop e-media such as an e-staff directory, an e-staff handbook, an e-training

manual.


123

How To Develop An E-Portfolio Which Can Be Used For Disseminating Information In A Paperless Environment E-portfolios are used to showcase businesses or assets currently being developed within a business. They can take a variety of forms so long as the material contained within them is accessible using a digital menu. You will need to: • know how businesses and organisations use e-portfolios; • know the typical structure of an e-portfolio; • develop criteria for evaluating an e-portfolio; • develop an e-portfolio containing a range of e-material and an automated business

support system. What Are The Standard Ways Of Working Standard ways of working enable you to manage and develop your work effectively. Unit 1 Information and Communication has already outlined these procedures in detail. In particular in this unit you should assist you to: • manage your work effectively; • save your programs regularly and maintain a back up copy; • keep information securely; • work safely.

CC

EA G

CE

App

lied

ICT

– fr

om S

epte

mbe

r 200

6

12

4

A2

UN

IT 1

1 –

APP

LIC

AT

ION

SO

FTW

AR

E D

EV

EL

OPM

EN

T

ASS

ESS

ME

NT

EV

IDE

NC

E

In th

is u

nit y

ou h

ave

lear

ned

how

to m

akes

use

of t

he fe

atur

es p

rovi

ded

by a

GU

I and

how

to e

xplo

it th

e in

tero

pera

bilit

y of

softw

are

appl

icat

ions

to

allo

w th

e tra

nsfe

r of d

ata

betw

een

appl

icat

ions

. You

hav

e al

so le

arne

d th

e im

porta

nce

and

natu

re o

f com

mun

icat

ions

tech

nolo

gy in

an

orga

nisa

tion

and

how

the

orga

nisa

tion

can

mak

e be

st u

se o

f the

se to

ols t

o de

velo

p an

e-p

ortfo

lio.

You

nee

d to

pro

duce

: •

a di

gita

l tra

inin

g re

sour

ce w

hich

will

ass

ist a

new

mem

ber o

f an

orga

nisa

tion

in u

nder

stan

ding

the

visi

on a

nd a

ims o

f the

org

anis

atio

n to

geth

er

with

the

man

agem

ent s

truct

ure;

• an

aut

omat

ed su

ppor

t sys

tem

whi

ch m

akes

use

of d

atab

ase

tech

nolo

gy to

add

val

id d

ata,

del

ete

and

upda

te re

cord

s thr

ough

a d

ata

capt

ure

scre

en, t

o qu

ery

the

data

base

, to

prod

uce

repo

rts a

nd in

clud

e m

acro

s to

auto

mat

e a

task

. Th

e da

ta in

the

data

base

mus

t be

appr

opria

tely

use

d by

a sp

read

shee

t and

wor

d pr

oces

sing

app

licat

ion.

Whe

n us

ing

the

wor

d pr

oces

sor y

ou sh

ould

mak

e us

e of

the

adva

nced

feat

ures

such

as

sele

ctiv

e m

ail m

ergi

ng, m

acro

s and

tem

plat

es;

•

a di

gita

l brie

fing

reso

urce

for t

he m

anag

emen

t of t

he o

rgan

isat

ion

whi

ch e

valu

ates

and

exp

lain

s the

role

and

func

tions

ass

ocia

ted

with

el

ectro

nic

com

mun

icat

ion

tool

s. Y

our r

esou

rce

shou

ld re

late

you

r ow

n ex

perie

nces

in th

e us

e of

the

tool

s you

are

revi

ewin

g, y

ou sh

ould

su

ppor

t thi

s by

imag

es o

r vid

eo sh

owin

g ho

w y

ou h

ave

used

the

tool

s;

•

an e

-por

tfolio

con

tain

ing

all o

f the

asp

ects

out

lined

abo

ve, w

hich

cou

ld b

e su

bmitt

ed e

lect

roni

cally

to th

e m

anag

emen

t tea

m o

f the

or

gani

satio

n fo

r vie

win

g.

CC

EA G

CE

App

lied

ICT

– fr

om S

epte

mbe

r 200

6

12

5

A tw

o pa

ge d

ocum

ent o

f no

mor

e th

an 5

00 w

ords

or

a 2

min

ute

vide

o w

hich

eva

luat

es y

our

own

perf

orm

ance

and

the

solu

tions

pro

vide

d.

This

will

dem

onst

rate

the

follo

win

g

• ho

w to

util

ise

inte

rope

rabi

lity

betw

een

pack

ages

to m

axim

ize

info

rmat

ion

outp

ut fo

r dis

sem

inat

ion

envi

ronm

ent;

• th

e im

pact

of e

lect

roni

c to

ols i

n th

e di

gitis

ing

of c

omm

unic

atio

n an

d op

erat

ions

with

in a

n or

gani

satio

n;

• w

hich

ICT

tool

to se

lect

for t

he p

repa

ratio

n of

e-c

omm

unic

atio

ns fo

r use

with

in a

nd o

utsi

de o

f an

orga

nisa

tion;

•

how

to d

evel

op a

n au

tom

ated

bus

ines

s sup

port

syst

em u

sing

the

adva

nced

feat

ures

of m

ore

than

one

type

of g

ener

ic so

ftwar

e;

• ho

w to

dev

elop

an

e-po

rtfol

io w

hich

can

be

used

for d

isse

min

atin

g in

form

atio

n in

a p

aper

less

env

ironm

ent;

• w

hat a

re th

e st

anda

rd w

ays o

f wor

king

.

CC

EA G

CE

App

lied

ICT

– fr

om S

epte

mbe

r 200

6

12

6

A2

UN

IT 1

1 –

APP

LIC

AT

ION

SO

FTW

AR

E D

EV

EL

OPM

EN

T

ASS

ESS

ME

NT

EV

IDE

NC

E M

AR

KIN

G B

AN

D

Ass

essm

ent

obje

ctiv

es

Mar

k B

and

1 M

ark

Ran

ge

Mar

k B

and

2 M

ark

Ran

ge

Mar

k B

and

3 M

ark

Ran

ge

Mar

k B

and

4 M

ark

Ran

ge

AO

1

- Can

dida

tes

pro

duce

ev

iden

ce o

f hav

ing

com

plet

ed th

e ta

sks

dem

onst

ratin

g lim

ited

prac

tical

cap

abili

ty in

ap

plyi

ng IC

T.

- Ele

ctro

nic

copi

es o

f all

tool

s hav

e be

en c

olle

cted

to

geth

er.

1-3

- Can

dida

tes

show

pr

actic

al c

apab

ility

in

appl

ying

ICT

. T

his i

s ev

iden

ced

by a

ll ta

sks b

eing

co

mpl

eted

.

- Dat

abas

e co

ntai

ns 3

tabl

es

and

suita

ble

data

of

diff

eren

t typ

es, q

ueri

es,

repo

rts a

nd d

ata

capt

ure

scre

ens.

Dat

a in

the

data

base

has

bee

n us

ed

acro

ss th

ree

appl

icat

ions

to

prod

uce

the

requ

ired

do

cum

ents

. - R

esou

rces

pro

duce

d ar

e us

able

and

fit f

or p

urpo

se.

The

ele

ctro

nic

port

folio

is

deve

lope

d in

a st

ruct

ured

fa

shio

n an

d or

gani

sed

acco

rdin

gly.

4-7

- Can

dida

tes

show

a g

ood

leve

l of

prac

tical

cap

abili

ty in

app

lyin

g IC

T.

Thi

s is e

vide

nced

by

all t

asks

bei

ng

com

plet

ed.

- D

atab

ase

cont

ains

3 ta

bles

and

su

itabl

e da

ta o

f diff

eren

t typ

es w

ith

prop

ertie

s and

ran

ges a

ppro

pria

tely

se

t, qu

erie

s, re

port

s and

dat

a ca

ptur

e sc

reen

s. D

ata

in th

e da

taba

se h

as b

een

used

acr

oss t

hree

app

licat

ions

to

prod

uce

high

qua

lity

wor

d pr

oces

sed

docu

men

ts.

The

spre

adsh

eet i

nclu

des

grap

hs a

nd m

acro

s if a

ppro

pria

te.

Adv

ance

d fe

atur

es a

s out

lined

abo

ve

have

bee

n us

ed a

ppro

pria

tely

.

- Res

ourc

es p

rodu

ced

are

usab

le,

cont

ain

grap

hics

from

at l

ast t

wo

sour

ces a

nd a

re fi

t for

pur

pose

. T

he

elec

tron

ic p

ortf

olio

is c

ompl

ete

and

is

navi

gabl

e fr

om a

sim

ple

fron

t end

.

8-12

- C

andi

date

s sh

ow a

hig

h le

vel o

f pr

actic

al c

apab

ility

in a

pply

ing

ICT

. T

his i

s evi

denc

ed b

y th

e th

ree

task

s be

ing

com

plet

ed to

a h

igh

spec

ifica

tion.

- D

atab

ase

cont

ains

3 ta

bles

and

suita

ble

data

of d

iffer

ent t

ypes

with

pro

pert

ies

and

rang

es a

ppro

pria

tely

set,

quer

ies,

repo

rts a

nd d

ata

capt

ure

scre

ens.

All

on

scre

en d

ata

is e

asily

nav

igab

le.

Dat

a in

th

e da

taba

se h

as b

een

used

acr

oss t

hree

ap

plic

atio

ns to

pro

duce

hig

h qu

ality

w

ord

proc

esse

d do

cum

ents

. The

sp

read

shee

t inc

lude

s gra

phs a

nd m

acro

s if

appr

opri

ate,

csv

file

s hav

e be

en u

sed

to tr

ansf

er d

ata

betw

een

appl

icat

ions

. A

n ex

tens

ive

rang

e of

adv

ance

d fe

atur

es

as o

utlin

ed a

bove

hav

e be

en u

sed

appr

opri

atel

y.

- Res

ourc

es p

rodu

ced

are

usab

le, w

ell

laid

out

and

org

anis

ed, c

onta

in g

raph

ics

from

at l

ast t

wo

sour

ces a

nd a

re fi

t for

pu

rpos

e. T

he e

lect

roni

c po

rtfo

lio is

co

mpl

ete

and

is n

avig

able

from

an

auto

mat

ed fr

ont e

nd.

13-1

7

CC

EA G

CE

App

lied

ICT

– fr

om S

epte

mbe

r 200

6

12

7

A2

UN

IT 1

1 –

APP

LIC

AT

ION

SO

FTW

AR

E D

EV

EL

OPM

EN

T

ASS

ESS

ME

NT

EV

IDE

NC

E M

AR

KIN

G B

AN

D (C

ON

TIN

UE

D)

Ass

essm

ent

obje

ctiv

es

Mar

k B

and

1 M

ark

Ran

ge

Mar

k B

and

2 M

ark

Ran

ge

Mar

k B

and

3 M

ark

Ran

ge

Mar

k B

and

4 M

ark

Ran

ge

A02

- Can

dida

te d

emon

stra

tes

basi

c un

ders

tand

ing

of th

e ro

le a

nd fu

nctio

ns o

f el

ectr

onic

com

mun

icat

ion

syst

ems a

nd a

pplic

atio

ns

soft

war

e.

- Can

dida

te d

emon

stra

tes a

ba

sic

unde

rsta

ndin

g of

the

conc

epts

to b

e de

liver

ed in

th

e tr

aini

ng r

esou

rces

. T

rain

ing

reso

urce

s are

us

eabl

e bu

t lac

k de

pth.

1-3

- Can

dida

te d

emon

stra

tes

an u

nder

stan

ding

of t

he r

ole

and

func

tions

of e

lect

roni

c co

mm

unic

atio

n sy

stem

s.

- Can

dida

te d

emon

stra

tes

an u

nder

stan

ding

of t

he

conc

epts

to b

e de

liver

ed in

th

e tr

aini

ng r

esou

rces

and

pr

esen

ts a

n in

form

ativ

e gu

ide

to c

omm

unic

atio

ns

tech

nolo

gies

for

man

agem

ent.

4-6

- Can

dida

te d

emon

stra

tes a

goo

d un

ders

tand

ing

of th

e ro

le a

nd

func

tions

of e

lect

roni

c co

mm

unic

atio

n sy

stem

s. T

his i

s evi

denc

ed b

y th

e de

velo

pmen

t of g

ood

qual

ity r

esou

rces

w

hich

con

tain

cle

ar in

stru

ctio

ns a

nd

info

rmat

ion

on th

e re

leva

nt to

pic.

- R

esou

rces

are

wel

l str

uctu

red

and

info

rmat

ion

prov

ided

is o

f a h

igh

qual

ity a

nd d

epth

. The

trai

ning

gui

de

is e

asily

use

d an

d w

ell s

truc

ture

d an

d th

e br

iefin

g re

sour

ce p

rese

nts a

n in

form

ativ

e gu

ide

to c

omm

unic

atio

ns

tech

nolo

gies

for

man

agem

ent.

7-9

Can

dida

te d

emon

stra

tes t

horo

ugh

unde

rsta

ndin

g of

the

role

and

func

tions

of

ele

ctro

nic

com

mun

icat

ion

syst

ems.

T

his i

s evi

denc

ed b

y th

e de

velo

pmen

t of

hi

gh q

ualit

y re

sour

ces w

hich

con

tain

th

orou

gh in

stru

ctio

ns a

nd in

form

atio

n on

the

rele

vant

topi

c.

- Can

dida

te d

emon

stra

tes a

goo

d un

ders

tand

ing

of th

e co

ncep

ts to

be

deliv

ered

in th

e tr

aini

ng r

esou

rces

. T

rain

ing

reso

urce

s are

wel

l des

igne

d an

d th

orou

gh.

10-1

2

A03

- Can

dida

tes

hav

e de

velo

ped

solu

tions

to a

ll ta

sks o

utlin

ed a

nd h

ave

sele

cted

app

ropr

iate

tool

s fo

r ta

sks.

Sol

utio

ns u

se

basi

c fu

nctio

ns o

f the

so

ftw

are

pack

ages

sele

cted

.

- Can

dida

tes

hav

e de

velo

ped

a si

mpl

e da

taba

se

syst

em w

ith a

lim

ited

inte

rfac

e fo

r us

ing

the

syst

em. T

here

is li

mite

d ev

iden

ce o

f sof

twar

e in

tegr

atio

n vi

a th

e tr

ansf

eren

ce o

f dat

a be

twee

n ap

plic

atio

ns.

1-3

- Can

dida

tes

hav

e de

velo

ped

wel

l str

uctu

red

solu

tions

to a

ll ta

sks

outli

ned

and

have

sele

cted

ap

prop

riat

e to

ols f

or ta

sks.

So

lutio

ns u

se a

ran

ge o

f fu

nctio

ns o

f the

soft

war

e pa

ckag

es se

lect

ed.

- C

andi

date

s h

ave

deve

lope

d a

wor

king

da

taba

se sy

stem

with

a u

ser

frie

ndly

inte

rfac

e fo

r us

ing

the

syst

em. T

here

is

evid

ence

of r

elev

ant a

nd

real

istic

soft

war

e in

tegr

atio

n vi

a th

e tr

ansf

eren

ce o

f dat

a be

twee

n ap

plic

atio

ns.

Mac

ros t

empl

ates

and

mai

l m

ergi

ng h

ave

been

use

d in

th

e so

lutio

n.

4-6

- Can

dida

tes

hav

e de

velo

ped

very

go

od q

ualit

y w

ell s

truc

ture

d so

lutio

ns

to th

e al

l tas

ks o

utlin

ed a

nd h

ave

sele

cted

app

ropr

iate

tool

s for

task

s.

Solu

tions

use

a w

ide

rang

e of

func

tions

of

the

soft

war

e pa

ckag

es se

lect

ed to

so

lve

the

prob

lem

s.

- Can

dida

tes

hav

e de

velo

ped

a

data

base

syst

em w

ith a

use

r fr

iend

ly

inte

rfac

e fo

r us

ing

the

syst

em. T

here

is

evid

ence

of r

elev

ant a

nd r

ealis

tic

soft

war

e in

tegr

atio

n vi

a th

e tr

ansf

eren

ce o

f dat

a be

twee

n ap

plic

atio

ns.

- C

andi

date

s d

emon

stra

te th

e us

e of

se

lect

ive

mai

l mer

ging

. Mac

ros a

nd

tem

plat

es d

esig

ned

auto

mat

e ta

sks

typi

cally

car

ried

out

by

the

user

.

7-9

- Can

dida

tes

hav

e de

velo

ped

high

qu

ality

wel

l str

uctu

red

solu

tions

to a

ll ta

sks o

utlin

ed a

nd h

ave

sele

cted

ap

prop

riat

e to

ols f

or ta

sks.

A

just

ifica

tion

for

the

tool

s med

ia se

lect

ed

for

the

trai

ning

and

bri

efin

g re

sour

ces

has b

een

incl

uded

. So

lutio

ns u

se a

n ex

tens

ive

rang

e of

func

tions

of t

he

soft

war

e pa

ckag

es se

lect

ed to

solv

e th

e pr

oble

ms.

- C

andi

date

s h

ave

deve

lope

d a

da

taba

se sy

stem

with

a u

ser

frie

ndly

in

terf

ace

for

usin

g th

e sy

stem

. The

re is

ev

iden

ce o

f rel

evan

t and

rea

listic

so

ftw

are

inte

grat

ion

via

the

tran

sfer

ence

of

dat

a be

twee

n ap

plic

atio

ns.

- Can

dida

tes

dem

onst

rate

the

appr

opri

ate

use

of se

lect

ive

mai

l m

ergi

ng. M

acro

s and

tem

plat

es d

esig

ned

auto

mat

e su

bsta

ntiv

e ta

sks t

ypic

ally

ca

rrie

d ou

t by

the

user

and

are

ac

cess

ible

from

a m

enu

or ic

on w

ithin

th

e so

ftw

are

whi

ch p

rovi

des t

hem

.

10-1

2

CC

EA G

CE

App

lied

ICT

– fr

om S

epte

mbe

r 200

6

12

8

A2

UN

IT 1

1 –

APP

LIC

AT

ION

SO

FTW

AR

E D

EV

EL

OPM

EN

T

ASS

ESS

ME

NT

EV

IDE

NC

E M

AR

KIN

G B

AN

D (C

ON

TIN

UE

D)

Ass

essm

ent

obje

ctiv

es

Mar

k B

and

1 M

ark

Ran

ge

Mar

k B

and

2 M

ark

Ran

ge

Mar

k B

and

3 M

ark

Ran

ge

Mar

k B

and

4 M

ark

Ran

ge

AO

4

- Can

dida

te d

escr

ibes

the

solu

tions

but

pla

ces l

imite

d or

no

criti

cal e

valu

atio

n in

to

the

final

rep

ort.

1 - C

andi

date

des

crib

es th

e so

lutio

ns a

nd p

lace

s ev

alua

tion

of th

e so

lutio

n in

to th

e fin

al r

epor

t.

- Eva

luat

ion

is p

lace

d in

te

rms o

f tim

e m

anag

emen

t an

d th

e ef

fect

iven

ess o

f the

so

lutio

ns p

rodu

ced.

2 - C

andi

date

des

crib

es th

e so

lutio

ns

and

eval

uate

s the

m in

term

s of t

he

user

’s r

equi

rem

ents

.

- Can

dida

te e

valu

ates

the

effe

ctiv

enes

s of

the

solu

tions

whe

n im

plem

ente

d.

Thi

s is c

hara

cter

ised

by

a w

ell

stru

ctur

ed r

epor

t whi

ch a

ddre

sses

the

initi

al u

ser

requ

irem

ents

and

issu

es

rais

ed fr

om th

e ev

alua

tion.

3-4

- Can

dida

te p

rovi

des a

ccur

ate

and

succ

inct

des

crip

tion

of so

lutio

ns.

- C

andi

date

pla

ces e

valu

atio

n in

term

s of

the

user

’s r

equi

rem

ents

and

the

solu

tion’

s eff

ectiv

enes

s.

- Cri

tical

eva

luat

ion

is e

vide

nced

by

the

pres

ence

of r

ecom

men

datio

ns fo

r im

prov

emen

t and

/or

exte

nsio

ns to

bet

ter

suit

the

user

’s n

eeds

.

5-6


129

A2 UNIT 11 – APPLICATION SOFTWARE DEVELOPMENT GUIDANCE FOR TEACHERS Delivery Strategies The aim of this unit is to develop skills in the appropriate use of advanced features of generic software and the design of electronic media for e-communication. Candidates will be required to develop a variety of support systems and communications for use within an organisation. Through this they are encouraged to appreciate that high quality information can impact on the business function. Candidates are required to produce an electronic portfolio which contains a variety of electronic assets which they have developed. In short, the “e-portfolio” will replace a large paper based portfolio. All communications will be electronic in nature and candidates should be encouraged to think about alternative media for the production of the “assets” within the portfolio. Candidates should begin by reviewing good examples of electronic communication. The school intranet could be a starting point. They should be encouraged to think about the production of digital media in a broad sense rather than solely in terms of typed documents. In order to develop the automated system candidates should investigate how business uses generic software innovatively to assist with routine and complex tasks. Candidates should produce a high quality interface which makes use of data produce in differing applications. Candidates should consider the validation of data and data capture screens. This will help to further emphasise the need for accuracy and correctness to ensure that the information produced is reliable. With regard to e-portfolio production, candidates should be introduced to the typical structure and contents of such a portfolio through research and exemplification. The e-portfolio should be maintained over the course of the unit. The assets therein should be front ended in some way and should be navigable to display each one in turn. E-portfolios may be large in size and schools should make provision for the storage of such a quantity of materials. Assessment Strategies This unit is assessed by the production of an e-portfolio of evidence. In order to produce this e-portfolio, candidates must have a sound understanding of the nature and structure of an e-portfolio. They must have also have a sound understanding of the role of ICT in supporting information and communication. Candidates should be able to identify a range of different ways of developing e-communication materials and select the most appropriate medium to develop e-communication fit for purpose. The automated system should reflect tasks which are realistic for a business context. In order to produce such a system, candidates require a thorough knowledge of generic software and their purposes.


130

Guidance on Using Assessors Markers Grid In applying the assessment evidence marking bands teachers should endeavour to apply the principle of ‘best fit’. This means giving consideration to bands above and below that description which matches most of the qualities identified in the piece of work. After placing the piece of work within a band, the assessor should make a judgement as to whether the work is towards the higher or the lower segment of the mark range. It is not necessary for all of the qualities listed to be apparent in the work for a candidate to achieve a mark in that range. The assessor should also take into account the candidate’s quality of written communication. Resources Resources to support the delivery of this unit include: • texts; • publications including company reports and company magazines; • internet; • case study material; • guest speakers; • visits to local industry.


131

A2 UNIT 12 – VISUAL PROGRAMMING ABOUT THIS UNIT In this unit you will be introduced to the fundamental concepts of modern programming in a visual language. You will be asked to undertake tasks in which you will design and create programmes which are event driven in nature: prototype applications using storyboarding as a design tool consider interaction with the user: use procedures and functions; develop user interface design and utilise the software to produce GUI applications. You will develop a single application or undertake a set of tasks to design a set of GUI applications which meet a set of user requirements. You will be required to examine and apply standard ways of working in this context. Your teacher will advise you on the tasks that must be undertaken to enable you to meet the requirements for the unit. This unit will be internally assessed by the presentation of a portfolio of work. WHAT YOU NEED TO LEARN You will need to understand: • how to design a visual interface; • how to develop a prototype through storyboarding; • the tools for building a GUI application; • how to package and distribute a system; • the importance of testing a user specified system; • technical and user documentation requirements; • how to evaluate a user specified system; • what are the standard ways of working. How To Design A Visual Interface Before undertaking any program of development you must consider the needs of the user and design appropriate sketches or wireframe diagrams of the GUI environment which you will develop. This phase of development is important to ensure that your view of the user requirements is correct and that the objectives of the GUI are in line with the user’s expectations.


132

You must understand: • storyboarding; • the role of storyboarding in designing a system; • what a design should include: the aims and objectives of the program or application; • the user, their needs and how these needs can be met; • a storyboard showing the forms to be included in the GUI that is being developed; • a diagram of each form showing a representation of the elements or controls to be used

on each screen; • a justification for the inclusion of each screen in terms of the user requirements; • a description of the main tasks to be conducted on each screen and any data to be input,

output or processed; • a documented interview with the user after examination of the initial storyboard. Any

updates to the GUI design should be clearly documented; • a revised copy of the storyboard following the user interview.

How To Develop A Prototype Through Storyboarding Having agreed the general layout of the GUI with a user, a prototype or interactive storyboard must be developed, using the outcome from the design process. To build a prototype you need to appreciate the role of a prototype in developing a system. You must understand the stages of development of the system including: • use of the visual programming language that has been chosen to produce a ‘foam model’

of the system – this is a model which has the look and feel of the finished product, but no functionality;

• evaluation of the prototype with the user and documentation of any refinements to be made at this stage;

• production of a second prototype which has key functionality included; • evaluation of the prototype with the user and documentation of any refinements to be

made; • production of a final specification for the development of the GUI based on the

refinements made. The Tools for Building a GUI Application Having designed a prototype which has key functionality and meets with the user’s requirements the application should now be built in full using the prototype as a basis and the programming language you have selected. This means that code will be placed into the prototype so that it becomes a fully operational system. You must understand the programming concepts which should be included in a GUI as outlined. These include ALL of the following: • sequence;


133

• selection; • repetition; • modular programming design; • functions and procedures (at least two of which are user defined); • passing data between procedures where appropriate; • in line commenting of code to demonstrate the purpose; • calculation and text manipulation. At least FOUR data types, for example: • string; • integer; • boolean; • double or single precision decimal point numbers. Programming of at least THREE of the following events within the application: • click event; • keypress event; • mouse moving over an object; • drag and drop event; • onchange; • load / initiate; • lostfocus. Use of at least FOUR controls or objects characteristic of GUI interfaces. For example: • toolbars; • pull down menus; • status bars; • dialogue boxes; • graphics; • list boxes; • combo boxes; • image/picture boxes; • multimedia objects such as sound or video; • check boxes or option boxes. In the overall design and development of your application you should ensure that: • the events of each object are programmed suitably; • all user input is validated to avoid erroneous information being produced; • the application interface provides helpful error messages; • the application provides suitable user feedback throughout.


134

How To Package And Distribute A System Applications are distributed to clients on a CD-ROM or disk. This means they can deploy the application where necessary in the organisation. In order that you can develop an application for deployment you need to consider the media available for deployment and then select a suitable medium. You must understand: • how an application should be placed on a medium suitable for distribution to users. The Importance Of Testing A User Specified System All systems should be tested before being released to the user. In order to develop effective testing strategies you will need to consider the role of: • application and acceptance testing; • test plan development.

You should plan and carry out acceptance and application testing of any application and record the outcomes associated with each. This should include: • the production of a comprehensive test plan which will fully test a system from a

navigation viewpoint data processing (user input) viewpoint; • comprehensive documentation of the result of each test. Technical And User Documentation Requirements In addition to the documents produced during the testing phase other technical and user documentation is required. This includes: • a user guide which would allow a novice user to navigate the system; • a set of program listings which includes comments to enable a programmer to maintain or

upgrade a system; • an installation manual which will give the technical information required to assist a user

in the installation and set up of an application from a CD-ROM or disk.

This means you will need to learn about the contents of a user guide and a technical guide for installation. How To Evaluate A User Specified System Having developed and implemented an application, it is important to evaluate the effectiveness of the technical and user documentation. You must also evaluate how the system meets it original objectives. In order to achieve this, THREE users should be selected and asked to: - test the system using only the user guide; - install your system using only the installation manual.


135

What Are The Standard Ways Of Working Standard ways of working enable you to manage and develop your work effectively. Unit 1 Information and Communication has already outlined these procedures in detail. In particular in this unit you should assist you to: • manage you work effectively; • save your programs regularly and maintain a back up copy; • keep information securely; • work safely.

CC

EA G

CE

App

lied

ICT

– fr

om S

epte

mbe

r 200

6

13

6

A2

UN

IT 1

2 –

VIS

UA

L P

RO

GR

AM

MIN

G

ASS

ESS

ME

NT

EV

IDE

NC

E

In th

is u

nit,

you

lear

ned

abou

t the

des

ign

of in

terf

aces

and

syst

ems u

sing

pro

toty

ping

as a

met

hodo

logy

. Y

ou a

lso

lear

ned

how

to u

se a

tool

to

deve

lop

a G

UI s

yste

m a

nd th

e fe

atur

es ty

pica

lly a

ssoc

iate

d w

ith it

. You

hav

e ex

amin

ed th

e pr

inci

ple

of te

stin

g an

d do

cum

entin

g a

syst

em a

nd

the

impo

rtanc

e of

eva

luat

ing

the

prod

uct i

n te

rms o

f the

use

r req

uire

men

ts.

You

nee

d to

pro

duce

: •

a w

orki

ng sy

stem

whi

ch h

as b

een

desi

gned

to m

eet u

ser s

peci

fied

requ

irem

ents

and

pro

duce

d us

ing

a vi

sual

pro

gram

min

g to

ol;

•

a de

sign

doc

umen

t sto

rybo

ardi

ng th

e sy

stem

to b

e de

velo

ped

and

the

deta

iling

the

data

requ

irem

ents

and

out

put t

o be

pro

duce

d by

the

syst

em;

• ev

iden

ce o

f im

plem

enta

tion

by in

clud

ing

anno

tate

d sc

reen

dum

ps a

nd c

ode

listin

gs o

f the

GU

I app

licat

ion

you

have

bui

lt;

• us

er d

ocum

enta

tion,

mak

ing

use

of g

raph

ics a

nd su

itabl

e fo

r a n

ovic

e us

er;

• te

chni

cal d

ocum

enta

tion

whi

ch e

nabl

es th

e in

stal

latio

n of

the

pack

age

from

the

depl

oym

ent m

edia

; •

com

preh

ensi

ve te

stin

g do

cum

enta

tion

with

a te

st p

lan

and

evid

ence

that

the

test

s hav

e be

en c

arrie

d ou

t; •

eval

uatio

n of

the

effe

ctiv

enes

s of t

he so

lutio

n in

term

s of t

he u

ser r

equi

rem

ents

; •

evid

ence

of t

he u

se o

f sta

ndar

d w

ays o

f wor

king

.

CC

EA G

CE

App

lied

ICT

– fr

om S

epte

mbe

r 200

6

13

7

This

will

dem

onst

rate

the

follo

win

g:

• ho

w to

des

ign

a vi

sual

inte

rfac

e;

• ho

w to

dev

elop

a p

roto

type

thro

ugh

stor

yboa

rdin

g;

• th

e to

ols f

or b

uild

ing

a G

UI a

pplic

atio

n;

• ho

w to

pac

kage

and

dis

tribu

te a

syst

em;

• th

e im

porta

nce

of te

stin

g a

user

spec

ified

syst

em;

• te

chni

cal a

nd u

ser d

ocum

enta

tion

requ

irem

ents

; •

how

to e

valu

ate

a us

er sp

ecifi

ed sy

stem

; •

wha

t are

the

stan

dard

way

s of w

orki

ng.

CC

EA G

CE

App

lied

ICT

– fr

om S

epte

mbe

r 200

6

13

8

A2

UN

IT 1

2 –

VIS

UA

L P

RO

GR

AM

MIN

G

ASS

ESS

ME

NT

EV

IDE

NC

E M

AR

KIN

G B

AN

D

Ass

essm

ent

Obj

ectiv

es

Mar

k B

and

1 M

ark

Ran

ge

Mar

k B

and

2 M

ark

Ran

ge

Mar

k B

and

3 M

ark

Ran

ge

Mar

k B

and

4 M

ark

Ran

ge

AO

1

- Can

dida

tes

des

ign

and

deve

lop

a si

mpl

e sy

stem

usi

ng st

oryb

oard

s an

d pr

otot

ypin

g. T

his i

s evi

denc

ed

by st

oryb

oard

des

igns

and

scre

en

shot

s of a

wor

king

syst

em.

- The

syst

em a

llow

s use

r in

put a

nd

inte

ract

ion

and

prod

uces

scre

en

base

d or

pap

er b

ased

out

put.

- T

he sy

stem

dev

elop

ed m

eets

som

e of

the

user

’s r

equi

rem

ents

. C

lick

even

ts h

ave

been

pro

gram

med

and

na

viga

tion

of th

e sy

stem

can

be

achi

eved

.

1-3

- Can

dida

tes

des

ign

and

deve

lop

a w

orki

ng sy

stem

usi

ng p

roto

typi

ng

and

stor

yboa

rds.

The

syst

em

deve

lope

d m

eets

all

of th

e us

er’s

re

quir

emen

ts in

a b

asic

way

. Thi

s is

evid

ence

d by

stor

yboa

rd d

esig

ns, a

t le

ast o

ne p

roto

type

dev

elop

men

t cyc

le

and

good

use

r in

terf

ace

desi

gn.

- T

he c

andi

date

has

dev

elop

ed a

sy

stem

whi

ch a

llow

s use

r in

tera

ctio

n an

d pr

oduc

es sc

reen

bas

ed a

nd p

aper

ba

sed

outp

ut.

- C

lick

even

ts h

ave

been

pr

ogra

mm

ed, a

t lea

st tw

o ot

her

type

s of

con

trol

s hav

e be

en in

clud

ed a

nd

prog

ram

med

and

nav

igat

ion

of th

e sy

stem

can

be

achi

eved

eas

ily.

Whe

re

data

cap

ture

scre

ens h

ave

been

in

clud

ed th

ere

is d

ata

valid

atio

n.

4-7

- Can

dida

tes

des

ign

and

deve

lop

a w

orki

ng sy

stem

usi

ng p

roto

typi

ng

and

stor

yboa

rds.

The

syst

em

deve

lope

d m

eets

all

of th

e us

er’s

re

quir

emen

ts in

an

appr

opri

ate

way

. T

his i

s evi

denc

ed b

y cl

ear

stor

yboa

rd

desi

gns,

at le

ast t

wo

prot

otyp

e de

velo

pmen

t cyc

les a

nd a

hig

h qu

ality

us

er in

terf

ace

desi

gn.

- T

he c

andi

date

has

dev

elop

ed a

sy

stem

whi

ch a

llow

s use

r fr

iend

ly

inte

ract

ion

and

prod

uces

scre

en

base

d an

d pa

per

base

d ou

tput

. E

rror

m

essa

ges a

re u

ser

frie

ndly

and

in

form

ativ

e.

- Clic

k ev

ents

hav

e be

en

prog

ram

med

, at l

east

two

othe

r ty

pes

of c

ontr

ols h

ave

been

incl

uded

in a

n ap

prop

riat

e co

ntex

t and

nav

igat

ion

of

the

syst

em c

an b

e ac

hiev

ed e

asily

. W

here

dat

a ca

ptur

e sc

reen

s hav

e be

en in

clud

ed th

ere

is a

ppro

pria

te

data

val

idat

ion.

- C

andi

date

s h

ave

mad

e us

e of

ad

vanc

ed fe

atur

es w

ithin

the

visu

al

prog

ram

min

g to

ol.

Adv

ance

d fe

atur

es a

re e

vide

nced

thro

ugh

such

as

pect

s as u

ser

defin

ed p

rogr

am

mod

ules

, the

pro

gram

min

g of

eve

nts

othe

r th

an th

e cl

ick

even

t, th

e us

e of

pu

ll do

wn

men

us.

8-12

- C

andi

date

s d

esig

n an

d de

velo

p a

wor

king

syst

em u

sing

pr

otot

ypin

g an

d st

oryb

oard

s. T

he

syst

em d

evel

oped

mee

ts a

ll of

the

user

’s r

equi

rem

ents

in a

cre

ativ

e an

d ap

prop

riat

e w

ay. T

his i

s ev

iden

ced

by c

lear

and

det

aile

d st

oryb

oard

des

igns

, at l

east

thre

e pr

otot

ype

deve

lopm

ent c

ycle

s and

a

high

qua

lity

user

inte

rfac

e de

sign

whi

ch is

cha

ract

eris

tic o

f a

GU

I app

licat

ion.

- T

he c

andi

date

has

dev

elop

ed a

sy

stem

whi

ch a

llow

s use

r fr

iend

ly

inte

ract

ion

and

prod

uces

wel

l de

sign

ed sc

reen

bas

ed a

nd p

aper

ba

sed

outp

ut.

Err

or m

essa

ges a

re

user

frie

ndly

and

info

rmat

ive.

- C

lick

even

ts h

ave

been

pr

ogra

mm

ed, a

t lea

st tw

o ot

her

type

s of c

ontr

ols h

ave

been

in

clud

ed in

an

appr

opri

ate

cont

ext

and

navi

gatio

n of

the

syst

em is

in

tuiti

ve a

nd c

onsi

sten

t for

use

rs.

Whe

re d

ata

capt

ure

scre

ens h

ave

been

incl

uded

ther

e is

app

ropr

iate

da

ta v

alid

atio

n w

ith su

itabl

e er

ror

mes

sage

s for

all

data

ent

ered

. - C

andi

date

s h

ave

mad

e us

e of

ad

vanc

ed fe

atur

es w

ithin

the

visu

al p

rogr

amm

ing

tool

. A

dvan

ced

feat

ures

are

evi

denc

ed

thro

ugh

such

asp

ects

as u

ser

defin

ed p

rogr

am m

odul

es, t

he

prog

ram

min

g of

eve

nts o

ther

than

th

e cl

ick

even

t, th

e us

e of

pul

l do

wn

men

us.

13-1

7

CC

EA G

CE

App

lied

ICT

– fr

om S

epte

mbe

r 200

6

13

9

A2

UN

IT 1

2 –

VIS

UA

L P

RO

GR

AM

MIN

G

ASS

ESS

ME

NT

EV

IDE

NC

E M

AR

KIN

G B

AN

D (C

ON

TIN

UE

D)

Ass

essm

ent

Obj

ectiv

es

Mar

k B

and

1 M

ark

Ran

ge

Mar

k B

and

2 M

ark

Ran

ge

Mar

k B

and

3 M

ark

Ran

ge

Mar

k B

and

4 M

ark

Ran

ge

A02

- Can

dida

te d

emon

stra

tes a

bas

ic

unde

rsta

ndin

g of

the

role

of a

n IC

T

syst

em in

an

orga

nisa

tion.

Thi

s is

evid

ence

d by

the

exis

tenc

e of

a u

ser

guid

e an

d a

tech

nica

l ins

talla

tion

guid

e.

- Eac

h do

cum

ent i

s cre

ated

and

the

desi

gn o

f the

doc

umen

t ind

icat

es

limite

d un

ders

tand

ing

of fi

tnes

s for

pu

rpos

e. T

here

is li

mite

d ev

iden

ce

of c

onsi

dera

tion

of ta

rget

aud

ienc

e du

ring

dev

elop

men

t.

- Can

dida

te d

emon

stra

tes a

n un

ders

tand

ing

of th

e ne

ed fo

r a

robu

st a

nd d

epen

dabl

e sy

stem

by

deve

lopi

ng a

test

pla

n w

hich

test

s na

viga

tion.

1-3

- Can

dida

tes

dem

onst

rate

a

reas

onab

le u

nder

stan

ding

of t

he r

ole

of a

n IC

T sy

stem

in a

n or

gani

satio

n.

Thi

s is e

vide

nced

by

the

exis

tenc

e of

a

user

gui

de a

nd a

tech

nica

l ins

talla

tion

guid

e w

hich

incl

udes

rel

evan

t gr

aphi

cs a

nd sc

reen

shot

s.

- Eac

h do

cum

ent i

s cre

ated

and

the

desi

gn o

f the

doc

umen

t is l

ogic

ally

or

dere

d an

d fit

for

purp

ose.

Fitn

ess

for

purp

ose

has b

een

esta

blis

hed

by

allo

win

g a

user

to e

valu

ate

the

docu

men

ts p

rodu

ced.

The

re is

som

e ev

iden

ce o

f con

side

ratio

n of

targ

et

audi

ence

dur

ing

deve

lopm

ent.

-C

andi

date

dem

onst

rate

s an

unde

rsta

ndin

g of

the

need

for

a ro

bust

and

dep

enda

ble

syst

em b

y de

velo

ping

a te

st p

lan

whi

ch te

sts

navi

gatio

n an

d so

me

data

cap

ture

.

4-6

- Can

dida

tes

dem

onst

rate

a g

ood

un

ders

tand

ing

of th

e ro

le o

f an

ICT

sy

stem

in a

n or

gani

satio

n. T

his i

s ev

iden

ced

by th

e ex

iste

nce

of a

co

mpr

ehen

sive

use

r gu

ide

and

tech

nica

l ins

talla

tion

guid

e w

hich

in

clud

es r

elev

ant g

raph

ics a

nd sc

reen

sh

ots a

nd is

org

anis

ed a

ppro

pria

tely

us

ing

sect

ion

head

ings

and

pag

e nu

mbe

ring

.

- Eac

h do

cum

ent i

s cre

ated

and

the

desi

gn o

f the

doc

umen

t is l

ogic

ally

or

dere

d an

d fit

for

purp

ose.

Fitn

ess

for

purp

ose

has b

een

esta

blis

hed

by

allo

win

g a

user

to e

valu

ate

the

docu

men

ts p

rodu

ced.

Thi

s is

evid

ence

d by

the

accu

racy

, lay

out a

nd

orga

nisa

tion

of th

e do

cum

ent.

The

re

is so

me

evid

ence

of c

onsi

dera

tion

of

targ

et a

udie

nce

duri

ng d

evel

opm

ent.

- C

andi

date

dem

onst

rate

s an

unde

rsta

ndin

g of

the

need

for

a ro

bust

and

dep

enda

ble

syst

em b

y de

velo

ping

a te

st p

lan

whi

ch te

sts

navi

gatio

n an

d al

l dat

a ca

ptur

e.

7-9

- Can

dida

tes

dem

onst

rate

a h

igh

leve

l und

erst

andi

ng o

f the

rol

e of

an

ICT

syst

em in

an

orga

nisa

tion.

T

his i

s evi

denc

ed b

y th

e ex

iste

nce

of a

com

preh

ensi

ve u

ser

guid

e an

d te

chni

cal i

nsta

llatio

n gu

ide

whi

ch

incl

udes

rel

evan

t gra

phic

s and

sc

reen

shot

s and

is o

rgan

ised

ap

prop

riat

ely

usin

g se

ctio

n he

adin

gs a

nd p

age

num

beri

ng.

- Eac

h do

cum

ent i

s cre

ated

and

th

e de

sign

of t

he d

ocum

ent i

s use

r fr

iend

ly, l

ogic

ally

ord

ered

and

fit

for

purp

ose.

Fitn

ess f

or p

urpo

se

has b

een

esta

blis

hed

by a

llow

ing

a us

er to

eva

luat

e th

e do

cum

ents

pr

oduc

ed.

Feed

back

from

the

eval

uatio

n pr

oces

s has

bee

n in

clud

ed to

impr

ove

the

docu

men

t.

The

doc

umen

ts a

re c

lear

and

co

ncis

e. T

his i

s evi

denc

ed b

y th

e ac

cura

cy, l

ayou

t and

org

anis

atio

n of

the

docu

men

t. T

he d

ocum

ents

co

ntai

n ap

prop

riat

e la

ngua

ge fo

r th

e ta

rget

aud

ienc

e.

- Can

dida

te d

emon

stra

tes a

n un

ders

tand

ing

of th

e ne

ed fo

r a

robu

st a

nd d

epen

dabl

e sy

stem

by

deve

lopi

ng a

thor

ough

test

pla

n w

hich

test

s com

plet

ely

navi

gatio

n an

d da

ta c

aptu

re.

10-1

2

CC

EA G

CE

App

lied

ICT

– fr

om S

epte

mbe

r 200

6

14

0

A2

UN

IT 1

2 –

VIS

UA

L P

RO

GR

AM

MIN

G

ASS

ESS

ME

NT

EV

IDE

NC

E M

AR

KIN

G B

AN

D (C

ON

TIN

UE

D)

Ass

essm

ent

Obj

ectiv

es

Mar

k B

and

1 M

ark

Ran

ge

Mar

k B

and

2 M

ark

Ran

ge

Mar

k B

and

3 M

ark

Ran

ge

Mar

k B

and

4 M

ark

Ran

ge

A03

- Can

dida

te d

emon

stra

tes t

hat t

he

prob

lem

has

bee

n so

lved

to so

me

exte

nt.

Thi

s is e

vide

nced

by

scre

ensh

ots o

f the

impl

emen

tatio

n of

the

test

pla

n.

- The

com

plet

ed sy

stem

mee

ts so

me

of th

e us

ers r

equi

rem

ents

in te

rms

of sc

reen

nav

igat

ion

and

outp

ut

prod

uced

.

1-3

-Can

dida

tes

dem

onst

rate

that

the

prob

lem

has

bee

n so

lved

. T

his i

s ev

iden

ced

by sc

reen

shot

s of t

he

impl

emen

tatio

n of

the

test

pla

n w

hich

sh

ows a

ll na

viga

tion

and

som

e da

ta

capt

ure

bein

g te

sted

. - T

he c

ompl

eted

syst

em m

eets

the

user

s req

uire

men

ts in

term

s of s

cree

n na

viga

tion

and

outp

ut p

rodu

ced.

Thi

s is

evi

denc

ed th

roug

h sc

reen

shot

s and

by

ref

eren

ce to

the

prot

otyp

e de

velo

ped

for

user

test

ing.

4-6

- Can

dida

tes

dem

onst

rate

that

the

prob

lem

has

bee

n so

lved

in a

n ap

prop

riat

e m

anne

r. T

his i

s ev

iden

ced

by sc

reen

shot

s of t

he

impl

emen

tatio

n of

the

test

pla

n w

hich

sh

ows a

ll na

viga

tion

and

all d

ata

capt

ure

bein

g te

sted

. - T

he c

ompl

eted

syst

em m

eets

de

finiti

vely

the

user

’s r

equi

rem

ents

in

term

s of s

cree

n na

viga

tion,

dat

a ca

ptur

e an

d ou

tput

pro

duce

d. T

his i

s ev

iden

ced

thro

ugh

scre

ensh

ots a

nd

by d

etai

led

refe

renc

e to

the

prot

otyp

es d

evel

oped

for

user

test

ing.

7-9

- Can

dida

tes

dem

onst

rate

that

th

e pr

oble

m h

as b

een

solv

ed in

a

full

man

ner.

Thi

s is e

vide

nced

by

scre

ensh

ots o

f the

im

plem

enta

tion

of th

e te

st p

lan

whi

ch sh

ows a

ll na

viga

tion

and

all d

ata

capt

ure

bein

g te

sted

. - T

he c

ompl

eted

syst

em m

eets

de

finiti

vely

the

user

’s

requ

irem

ents

in te

rms o

f scr

een

navi

gatio

n, d

ata

capt

ure

and

outp

ut p

rodu

ced.

Thi

s is

evid

ence

d th

roug

h sc

reen

shot

s an

d by

det

aile

d re

fere

nce

to th

e pr

otot

ypes

dev

elop

ed fo

r us

er

test

ing.

10-1

2

AO

4

- Can

dida

te d

escr

ibes

the

solu

tions

bu

t pla

ces l

imite

d or

no

criti

cal

eval

uatio

n in

to th

e fin

al r

epor

t.

- Som

e ev

alua

tion

of th

eir

own

perf

orm

ance

has

bee

n in

clud

ed.

1-2

- Can

dida

te d

escr

ibes

the

solu

tion

and

plac

es e

valu

atio

n of

the

solu

tion

into

th

e fin

al r

epor

t. A

ref

lect

ive

eval

uatio

n ch

arac

teri

sed

by th

e in

clus

ion

of r

ecom

men

datio

ns fo

r im

prov

emen

t.

- Can

dida

te e

valu

ates

thei

r ow

n pe

rfor

man

ce in

term

s of t

ime

man

agem

ent a

nd so

me

refe

renc

e to

ho

w th

e us

er’s

req

uire

men

ts w

ere

met

ha

s bee

n in

clud

ed.

3-4

- Can

dida

te d

escr

ibes

the

solu

tion

and

plac

es e

valu

atio

n of

the

solu

tion

into

the

final

rep

ort.

- A

full

and

refle

ctiv

e ev

alua

tion

char

acte

rise

d by

the

incl

usio

n of

how

th

e sy

stem

mee

ts th

e fu

ll lis

t of u

ser

requ

irem

ents

as i

nitia

lly sp

ecifi

ed

and

reco

mm

enda

tions

for

impr

ovem

ent.

- C

andi

date

eva

luat

es th

eir

own

perf

orm

ance

in te

rms o

f tim

e m

anag

emen

t and

inte

ract

ion

with

the

user

dur

ing

prot

otyp

ing

to fu

rthe

r ex

trac

t and

ref

ine

the

user

’s

requ

irem

ents

.

5-7

- Can

dida

te d

escr

ibes

the

solu

tion

and

plac

es a

wel

l st

ruct

ured

and

thor

ough

ev

alua

tion

of th

e so

lutio

n in

to th

e fin

al r

epor

t.

- A fu

ll an

d re

flect

ive

eval

uatio

n ha

s bee

n in

clud

ed c

hara

cter

ised

by

the

incl

usio

n of

how

the

syst

em m

eets

the

full

list o

f use

r re

quir

emen

ts a

s ini

tially

sp

ecifi

ed, a

com

plet

e re

fere

nce

to

the

effe

ctiv

enes

s of t

he u

se o

f pr

otot

ypin

g an

d re

com

men

datio

ns fo

r im

prov

emen

t.

- Can

dida

te e

valu

ates

thei

r ow

n pe

rfor

man

ce in

term

s of t

ime

man

agem

ent a

nd in

tera

ctio

n w

ith th

e us

er d

urin

g pr

otot

ypin

g to

furt

her

extr

act a

nd r

efin

e th

e us

er’s

req

uire

men

ts.

Can

dida

te

com

mun

icat

es h

ow th

eir

own

perf

orm

ance

cou

ld b

e im

prov

ed.

8-9


141

A2 UNIT 12 – VISUAL PROGRAMMING GUIDANCE FOR TEACHERS Delivery Strategies This unit is intended to develop skills in the design and development of software which contains the features of a Graphical User Interface. Prototyping is to be used as the development tool and storyboarding as the design tool within the development cycle. Candidates should have an appreciation of the features that a GUI presents to users. These features such as windows, pull down menus, popup menus, status bars (this is only a sample list) etc should be discussed. Candidates should practise producing storyboards which are application independent, ie could be used by a third party to implement the system in any visual programming language. The relative merits of prototyping should be discussed, any form of formal prototyping is acceptable provided it is justified. Candidates could undertake a mini project which will fine tune skills prior to the development of the system for the portfolio. It is important that candidates have enough skills to select features of the software that are appropriate to enhance the interface for the application chosen. The importance of testing a system before releasing it should be emphasised to students. Candidates should also be encouraged to examine user and installation guides received with professionally produced software to establish the content and layout of such documents. Candidates must be able to evaluate the solution in terms of the user requirements. These could be set as performance indicators at the beginning of the process. In this unit there is significant scope to develop a wide range of systems using a variety of software. Centres are encouraged to think creatively to produce innovative systems. Assessment Strategies This unit is assessed by the production of a portfolio of evidence. To produce this portfolio, candidates must have well developed skills in the use of a visual programming tool. The candidate will formally develop through storyboarding, a GUI based system. The system should evolve with every cycle of prototyping and this should be clearly evidenced in the portfolio documentation. The system should make effective use of advanced software features and be fit for purpose.


142

Guidance on Using Assessment Evidence Marking Band In applying the assessment evidence marking bands teachers should endeavour to apply the principle of ‘best fit’. This means giving consideration to bands above and below that description which matches most of the qualities identified in the piece of work. After placing the piece of work within a band, the assessor should make a judgement as to whether the work is towards the higher or the lower segment of the mark range. It is not necessary for all of the qualities listed to be apparent in the work for a candidate to achieve a mark in that range. The assessor should also take into account the candidate’s quality of written communication. Resources Resources to support the delivery of this unit include: • texts; • software user documentation; • internet; • exemplification material.


143

A2 UNIT 13 – NETWORKING AND COMMUNICATIONS ABOUT THIS UNIT This unit will develop your network design and problem solving skills at Local Area Network level and also at a Global level through Internet technologies. You will use standard network tools and learn how to: transmit and receive data using electronic methods; locate, select and retrieve electronically stored information effectively; understand, topologies and logical structures such as file server only and thin client; understand management issues including the implications for security and backup, user rights and file permissions; show evidence of selecting and configuring hardware and software for others to use. This unit will be externally assessed through a 1 ½ hour question paper. WHAT YOU NEED TO LEARN You will need to understand: • data transmission; • local area network − LAN technology; • wireless networking technology; • client server concepts;

• internet and wide area network technology; • network security; • digital communication methods; • the standard ways of working. Data Transmission All networking and communication involves the transmission of data between one network node to another. In order to understand networking it is essential to know the ways in which data can be transmitted. You must understand: • serial and parallel data transmission; • synchronous and asynchronous transmission; • transmission speeds / error handling; • concept of bandwidth.


144

Local Area Network - LAN Technology Local Area Networking focuses on single site network installations. You must fully understand the benefits of a Local Area Network and the of network installation. You must understand: • LAN Client Hardware requirements (network cards, cables); • Cabling Issues; • Hubs and Switches; • LAN Topologies (Ring, Star, Bus); • LAN Setup; • MAC Address concepts; • Ethernet (IP addressing) including use the static and DHCP; supplied IP addresses; • LAN Tools (Ping, IPConfig etc); • LAN Security; • Hardware Sharing – Print Servers; • Operating System Issues / Set up; • Benefits of LAN. Wireless Networking Technology Traditional LAN networks relied on expensive installations of cabling and network points. Recent technology allows data transmission using wireless technology. You should understand the different wireless standards and the application of the technology in a Local Area Network setting. You must understand: • bluetooth technology – (personal wireless); • hardware requirements (Access Points, WIFI Cards); • wireless standards (802.11a, 802.11b, 802.11g); • security issues, WEP, SSID; • wireless range issues; • network bridging; • concept of sniffing and war driving; • setting up a WIFI network / zone. Client Server Concepts Many network installations are set up using a client server model. This can be very advantageous for organisations with a large number of users. You must fully understand the advantages of the client server model and be aware of the security and policy issues that can arise.


145

You must understand: • client accounts; • management issues; • client storage management; • access rights, permissions; • backup policy; • acceptable use policies (AUP); • thin client; • CD / multimedia servers; • network storage systems; • concept of roaming profiles; • software licensing concepts. Internet And Wide Area Network Technology A network does not have to be confined to a single building and many large organisations have networks that span several countries. You should be aware of wide area networking and the security issues that should be considered with every installation. Many Wide Area Networking applications have now found their way into everyday use allowing thousands of users to connect to the Internet. You should understand what the Internet is and how it works. You should also gain where possible a practical knowledge of the following. You must understand: • single client connection to the Internet (PSTN (dialup), ISDN, Broadband); • concept of bandwidth; • bandwidth redundancy; • connecting a LAN to WAN (or the Internet) router concepts; • router set up; • proxy servers; • domain names (IP, DNS); • WAN Tools (DNS lookup, NetGeo Trace, IP lookup); • multi site connection using VPN (Virtual Private Network); • wireless open zones. Network Security News headlines often cover breaches in network security. Securing such technology requires constant updating of software and hardware. You should be aware of the difficulties in securing a network and be aware of the basic steps that can be taken.


146

You must understand: • security provided by NAT; • purpose of a firewall; • types of firewall (software and hardware); • whole network antivirus protection; • understanding of a DoS attacks; • trojan horses, software vulnerabilities; • role on software service packs in keeping a network secure. Digital Communication Methods Developments in computing have brought about major changes in how we communicate. These include email, global video conferencing etc. You will gain practical experience and knowledge of the use of web services to enable communication. You should be aware of how communication works and the use of network port Protocols. You should be aware of the following services and technologies. • HTTP services, including secure server access; • FTP (File Transfer Protocol); • email – how email works including use of POP3 (110) and SMTP (25) servers; • email security issues – spam, privacy and antivirus; • usenet / newsgroups; • chat rooms- function and risks; • IM – Instant Messaging; • concept of video conferencing and practical set up. The application of video conferencing

may be applied over a Local Area Network; • file sharing – benefits and the effect on bandwidth / Internet infrastructure; • streaming media; • VoIP (Voice over IP); • network gaming concepts. The Standard Ways Of Working Standard ways of working enable you to manage and develop your work effectively. Unit 1 Information and Communication has already outlined these procedures in detail. In particular in this unit, you should: • manage your work effectively; • keep information securely; • work safely.


147

A2 UNIT 13 – NETWORKING AND COMMUNICATIONS GUIDANCE FOR TEACHERS Delivery Strategies The aim of this unit is to introduce the concept of computer and communication. The unit should develop network design and problem solving skills at Local Area Network level and also at a Global level through Internet technologies. Candidates should gain an understanding of network tools and learn how to: transmit and receive data using electronic methods; locate, select and retrieve electronically stored information effectively; understand, topologies and logical structures such as file server only an thin client; understand management issues including the implications for security and backup, user rights and file permissions. A variety of teaching strategies should be used. Texts, prepared notes on specific topics and a broad range of published materials can be used to develop a thorough understanding. Parallels should be drawn showing how such networking technology is used to enable a range of communication methods. Many candidates may already be familiar with setting up their own home networks or using the technology in gaming environments. It is therefore recommended that practical examples or demonstrations are used where possible. This could be simply accomplished by allowing candidates to explore the school/college network set up or by demonstrating WIFI/ video conferencing. Assessment Strategies Assessment will be by written examination lasting 11/2 hours. Resources • School Local Area Network • Visiting Speakers • Newspaper articles network advances etc • Hardware / Software websites There is a wide range of textbooks that cover each area in detail


148

A2 UNIT 14 – IMPLEMENTING A BUSINESS SOLUTION ABOUT THIS UNIT This unit will present you with the opportunity to develop a software system from a User Requirements Specification. In this unit, you will design, develop, test, document and evaluate a software solution to a specified problem. You will be required to demonstrate project management skills and to appreciate all aspects of the systems development life cycle. You will be required to develop a software solution to a business problem taking into consideration the needs of the end user. You will be required to explore and select appropriate design methods. You will be required to develop, test, document and demonstrate your solution. You will examine and apply standard ways of working in this context. This unit will be internally assessed by the presentation of a portfolio of work. The portfolio is based on case study material. WHAT YOU NEED TO LEARN You will need to understand: • how to use appropriate design methods to develop a software system to meet user

requirements;

• how to develop a functional software system from the design specification using a recognised development tool;

• how to test the developed system;

• the documentation to be produced;

• how to evaluate the final system in terms of the user requirements;

• what are the standard ways of working. How To Use Appropriate Design Methods To Design A Software System To Meet User Requirements The choice of design method applied to the development of a software system will reflect the nature of the problem under consideration. You must always consider the needs of the User and choose a design method that will help you to interact in an appropriate manner with the User of your developed system. You must understand: • the range of design methods available; • how design methods such as:

− algorithms; − storyboards; − data flow diagrams;


149

• data dictionaries can be applied in the development of a software solution; • the importance of an agreed specification of User requirements. How To Develop A Functional Software System From The Design Specification Using A Recognised Development Tool Once you have agreed the Requirements Specification with the User, you must now develop your system using the development tool of your choice. You must understand: • the importance of choosing the most appropriate development tool for the problem under

consideration; • how to work to an agreed schedule of activities in the software development process; • how to evaluate the system at critical stages of development to ensure compliance with

the user requirements specification. How To Test The Developed System The importance of software testing with respect to the quality of a final software product cannot be overstated. Testing should account for the largest percentage of technical effort in the software process. You must understand: • how to test the functionality of a system; • how to test the user interface; • how to test the original specification against the final product; • how to produce a test plan for a developed system. The Documentation To Be Produced As with all quality software products, it is essential to produce the relevant documentation to accompany the final software product. The documentation produced includes everything that has been developed throughout the software development process, including any documentation generated in the design process as well as test plans and program listings. You must understand: • the distinction between technical and user documentation; • how to produce a quality user guide; • how to produce quality technical documentation including installation instructions for the

product.


150

How To Evaluate The Final System In Terms Of The User Requirements It is extremely important that the final system meets the user requirements, otherwise the system will not be acceptable. from the very beginning of the development process a full understanding of the user profile and the user requirements will determine the relative success or failure of the final product. You must understand: • the importance of critically evaluating the final software product; • the importance of detailed analysis of results, conclusions and recommendation; • how to present the final solution to the user. What Are The Standard Ways Of Working Standard ways of working enable you to manage and develop your work effectively. Unit 1 Information and Communication has already outlined these procedures in detail. In particular in this unit you should: • manage you work effectively; • save your programs regularly and maintain a back-up copy; • keep information securely; • work safely.

CC

EA G

CE

App

lied

ICT

– fr

om S

epte

mbe

r 200

6

15

1

A2

UN

IT 1

4 –

IMPL

EM

EN

TIN

G A

BU

SIN

ESS

SO

LU

TIO

N

ASS

ESS

ME

NT

EV

IDE

NC

E

In th

is u

nit,

you

lear

ned

how

to d

esig

n, d

evel

op, t

est,

docu

men

t and

eva

luat

e a

softw

are

solu

tion

to a

spec

ified

pro

blem

taki

ng in

to c

onsi

dera

tion

the

need

s of t

he e

nd u

ser.

You

als

o le

arne

d ho

w to

app

ly p

roje

ct m

anag

emen

t ski

lls a

nd to

app

reci

ate

all a

spec

ts o

f the

syst

ems d

evel

opm

ent l

ife

cycl

e.

You

nee

d to

pro

duce

: A

softw

are

solu

tion

to a

def

ined

bus

ines

s pro

blem

, tak

ing

into

con

side

ratio

n th

e ne

eds o

f the

end

use

r. Y

ou w

ill b

e re

quire

d to

exp

lore

and

sele

ct

appr

opria

te d

esig

n m

etho

ds. Y

ou w

ill b

e re

quire

d to

dev

elop

, tes

t, do

cum

ent a

nd d

emon

stra

te y

our s

olut

ion

You

mus

t pro

duce

a c

lear

stat

emen

t of t

he u

sers

nee

ds.

•

You

mus

t pro

duce

a d

esig

n sp

ecifi

catio

n us

ing

an a

ppro

pria

te d

esig

n m

etho

dolo

gy w

hich

pro

pose

s a so

lutio

n to

the

prob

lem

pre

sent

ed.

The

docu

men

t sho

uld

show

the

desi

gn d

evel

opm

ent u

sing

you

r cho

sen

desi

gn m

etho

dolo

gy a

nd sh

ould

incl

ude

the

outp

ut in

form

atio

n re

quire

d fr

om th

e sy

stem

, the

inpu

t dat

a re

quire

d an

d th

e pr

oces

ses r

equi

red

to m

anag

e, st

ore

and

man

ipul

ate

data

to p

rodu

ce re

leva

nt a

nd u

sefu

l in

form

atio

n fo

r the

use

r. •

You

mus

t pro

vide

a d

ocum

ent w

hich

just

ifies

you

r cho

ice

of to

ol fo

r im

plem

entin

g th

e so

lutio

n.

• Y

ou m

ust i

mpl

emen

t you

r des

ign

and

show

evi

denc

e of

the

impl

emen

tatio

n in

an

appr

opria

te m

anne

r. •

Prov

ide

user

doc

umen

tatio

n an

d te

chni

cal d

ocum

enta

tion

to su

ppor

t the

syst

em.

• Pr

ovid

e a

test

pla

n w

hich

will

thor

ough

ly te

st y

our s

yste

m fr

om u

ser i

nter

face

and

func

tiona

lity

view

poin

t with

evi

denc

e th

at th

e te

sts h

ave

been

car

ried

out.

• C

arry

out

a c

ritic

al e

valu

atio

n of

the

solu

tion

in te

rms o

f the

use

r req

uire

men

ts a

nd y

our o

wn

perf

orm

ance

. •

Evid

ence

of s

tand

ard

way

s of w

orki

ng.

CC

EA G

CE

App

lied

ICT

– fr

om S

epte

mbe

r 200

6

15

2

This

will

dem

onst

rate

the

follo

win

g:

• ho

w to

use

app

ropr

iate

des

ign

met

hods

to d

evel

op a

softw

are

syst

em to

mee

t use

r req

uire

men

ts;

• ho

w to

dev

elop

a fu

nctio

nal s

oftw

are

syst

em fr

om th

e de

sign

spec

ifica

tion

usin

g a

reco

gnis

ed p

rogr

amm

ing

tool

; •

how

to te

st th

e de

velo

ped

syst

em;

• th

e do

cum

enta

tion

to b

e pr

oduc

ed;

• ho

w to

eva

luat

e th

e fin

al sy

stem

in te

rms o

f the

use

r req

uire

men

ts;

• th

e st

anda

rd w

ays o

f wor

king

.

CC

EA G

CE

App

lied

ICT

– fr

om S

epte

mbe

r 200

6

15

3

A2

UN

IT 1

4 –

IMPL

EM

EN

TIN

G A

BU

SIN

ESS

SO

LU

TIO

N

ASS

ESS

ME

NT

EV

IDE

NC

E M

AR

KIN

G B

AN

D

A

sses

smen

t O

bjec

tive

Mar

k B

and

1 M

ark

Ran

ge

Mar

k B

and

2 M

ark

Ran

ge

Mar

k B

and

3 M

ark

Ran

ge

Mar

k B

and

4 M

ark

Ran

ge

AO

1

- Can

dida

tes

des

ign

and

deve

lop

a si

mpl

e sy

stem

w

hich

mee

ts th

e ne

eds o

f the

us

er a

s spe

cifie

d by

CC

EA

, m

akin

g us

e of

an

appr

opri

ate

prog

ram

min

g to

ol a

nd d

esig

n m

etho

dolo

gy.

Thi

s is e

vide

nced

by

a de

sign

sp

ecifi

catio

n an

d sc

reen

sh

ots o

f a w

orki

ng sy

stem

. - T

he sy

stem

allo

ws u

ser

inpu

t and

inte

ract

ion

and

prod

uces

scre

en b

ased

or

pape

r ba

sed

outp

ut.

1-3

- Can

dida

tes

des

ign

and

deve

lop

a w

orki

ng sy

stem

whi

ch fu

lly m

eets

the

need

s of t

he u

ser

as sp

ecifi

ed b

y C

CE

A,

mak

ing

use

of a

n ap

prop

riat

e pr

ogra

mm

ing

tool

and

des

ign

met

hodo

logy

. A v

arie

ty o

f dat

a ty

pes

and

feat

ures

ava

ilabl

e w

ithin

the

prog

ram

min

g to

ol h

ave

been

use

d. T

his

is e

vide

nced

by

clea

rly

docu

men

ted

desi

gn sp

ecifi

catio

n pr

oduc

ed u

sing

a

desi

gn m

etho

dolo

gy id

entif

ied

by th

e ca

ndid

ate.

- T

he sy

stem

allo

ws u

ser

inpu

t and

in

tera

ctio

n an

d pr

oduc

es sc

reen

bas

ed

or p

aper

bas

ed o

utpu

t. T

he sy

stem

al

low

s for

the

man

agem

ent o

f rec

ords

th

roug

h da

ta c

aptu

re sc

reen

s. C

alcu

latio

ns a

nd m

anip

ulat

ion

of

diff

eren

t dat

a ty

pes h

as b

een

incl

uded

.

- A fr

ont e

nd m

enu

syst

em h

as b

een

deve

lope

d an

d na

viga

tion

of th

e sy

stem

is

eas

ily a

chie

ved.

Whe

re d

ata

capt

ure

scre

ens h

ave

been

incl

uded

ther

e is

dat

a va

lidat

ion.

4-7

- Can

dida

tes

des

ign

and

deve

lop

an

exte

nsiv

e w

orki

ng sy

stem

whi

ch fu

lly

mee

ts th

e ne

eds o

f the

use

r as

spec

ified

by

CC

EA

, mak

ing

use

of a

n ap

prop

riat

e pr

ogra

mm

ing

tool

and

de

sign

met

hodo

logy

. A w

ide

vari

ety

of

data

type

s and

feat

ures

ava

ilabl

e w

ithin

the

prog

ram

min

g to

ol h

ave

been

use

d. T

he se

lect

ion

of d

ata

type

s an

d fe

atur

es is

hig

hly

appr

opri

ate

for

purp

ose.

Thi

s is e

vide

nced

by

clea

rly

docu

men

ted

desi

gn sp

ecifi

catio

n pr

oduc

ed u

sing

a d

esig

n m

etho

dolo

gy

iden

tifie

d by

the

cand

idat

e.

- The

syst

em a

llow

s use

r fr

iend

ly in

put

and

inte

ract

ion

and

prod

uces

hig

h qu

ality

, rel

evan

t scr

een

base

d or

pap

er

base

d ou

tput

. T

he sy

stem

allo

ws f

or

the

man

agem

ent o

f rec

ords

thro

ugh

data

cap

ture

scre

ens.

Cal

cula

tion

and

man

ipul

atio

n of

a r

ange

of d

ata

type

s ha

s bee

n in

clud

ed.

-A

fron

t end

men

u sy

stem

has

bee

n de

velo

ped

and

navi

gatio

n of

the

syst

em is

eas

ily a

chie

ved.

Whe

re d

ata

capt

ure

scre

ens h

ave

been

incl

uded

th

ere

is d

ata

valid

atio

n.

8-12

- C

andi

date

s d

esig

n an

d de

velo

p an

ex

tens

ive

wor

king

syst

em w

hich

fully

m

eets

the

need

s of t

he u

ser

as

spec

ified

by

CC

EA

, mak

ing

use

of a

n ap

prop

riat

e pr

ogra

mm

ing

tool

and

de

sign

met

hodo

logy

. A w

ide

vari

ety

of d

ata

type

s and

feat

ures

ava

ilabl

e w

ithin

the

prog

ram

min

g to

ol h

ave

been

use

d. T

he se

lect

ion

of d

ata

type

s an

d fe

atur

es is

hig

hly

appr

opri

ate

for

purp

ose.

Thi

s is e

vide

nced

by

clea

rly

docu

men

ted

desi

gn sp

ecifi

catio

n pr

oduc

ed u

sing

a d

esig

n m

etho

dolo

gy

iden

tifie

d by

the

cand

idat

e.

- The

syst

em a

llow

s use

r fr

iend

ly

inpu

t and

inte

ract

ion

and

prod

uces

hi

gh q

ualit

y, r

elev

ant s

cree

n ba

sed

or

pape

r ba

sed

outp

ut. R

epor

ts

gene

rate

d co

ntai

n su

mm

ary

data

. T

he sy

stem

allo

ws f

or th

e m

anag

emen

t of r

ecor

ds th

roug

h da

ta

capt

ure

scre

ens a

nd r

ecor

d m

anag

emen

t inc

lude

s a v

alid

ated

up

date

, whe

re u

pdat

es a

re r

equi

red.

C

alcu

latio

n an

d m

anip

ulat

ion

of a

ra

nge

of d

ata

type

s has

bee

n in

clud

ed.

- A

fron

t end

men

u sy

stem

has

bee

n de

velo

ped

and

navi

gatio

n of

the

syst

em is

con

sist

ent a

nd w

ell d

esig

ned

for

ease

of u

se.

Err

or m

essa

ges a

re

help

ful t

o th

e us

er.

Whe

re d

ata

capt

ure

scre

ens h

ave

been

incl

uded

th

ere

is d

ata

valid

atio

n.

13-1

7

CC

EA G

CE

App

lied

ICT

– fr

om S

epte

mbe

r 200

6

15

4

A2

UN

IT 1

4 –

IMPL

EM

EN

TIN

G A

BU

SIN

ESS

SO

LU

TIO

N

ASS

ESS

ME

NT

EV

IDE

NC

E M

AR

KIN

G B

AN

D (C

ON

TIN

UE

D)

A

sses

smen

t O

bjec

tive

Mar

k B

and

1 M

ark

Ran

ge

Mar

k B

and

2 M

ark

Ran

ge

Mar

k B

and

3 M

ark

Ran

ge

Mar

k B

and

4

A02

- Can

dida

tes

dem

onst

rate

a

basi

c un

ders

tand

ing

of th

e ro

le o

f an

ICT

syst

em in

an

orga

nisa

tion.

Thi

s is

evid

ence

d by

the

exis

tenc

e of

a

user

gui

de a

nd a

tech

nica

l in

stal

latio

n gu

ide.

- E

ach

docu

men

t is c

reat

ed

and

the

desi

gn o

f the

do

cum

ent i

ndic

ates

lim

ited

unde

rsta

ndin

g of

the

role

of

thes

e do

cum

ents

with

in a

n or

gani

satio

n.

- Can

dida

te d

emon

stra

tes a

n un

ders

tand

ing

of th

e ne

ed

for

a de

pend

able

syst

em b

y de

velo

ping

a te

st p

lan

whi

ch

test

s the

use

r in

terf

ace.

- C

andi

date

dem

onst

rate

s lim

ited

know

ledg

e of

the

tool

pr

opos

ed to

solv

e th

e pr

oble

m.

1-3

- Can

dida

tes

dem

onst

rate

a r

easo

nabl

e

unde

rsta

ndin

g of

the

role

of a

n IC

T

syst

em in

an

orga

nisa

tion.

Thi

s is

evid

ence

d by

the

exis

tenc

e of

a u

ser

guid

e an

d a

tech

nica

l ins

talla

tion

guid

e w

hich

incl

udes

rel

evan

t gra

phic

s and

sc

reen

shot

s.

- Eac

h do

cum

ent i

s cre

ated

and

the

desi

gn o

f the

doc

umen

t is l

ogic

ally

or

dere

d an

d its

con

tent

s are

cor

rect

and

ac

cura

te. T

he d

ocum

ents

are

cle

ar a

nd

thei

r de

sign

show

s an

unde

rsta

ndin

g of

th

e ro

le o

f the

se d

ocum

ents

with

in a

n or

gani

satio

n.

- Can

dida

te d

emon

stra

tes a

n un

ders

tand

ing

of th

e ne

ed fo

r a

depe

ndab

le sy

stem

by

deve

lopi

ng a

test

pl

an w

hich

test

s use

r in

terf

ace

and

som

e fu

nctio

nalit

y. C

andi

date

dem

onst

rate

s a

wor

king

kno

wle

dge

of th

e to

ol to

be

used

by

pro

vidi

ng a

rea

sone

d ju

stifi

catio

n fo

r its

sele

ctio

n.

- Can

dida

te m

entio

ns c

orre

ctly

the

feat

ures

ass

ocia

ted

with

the

tool

.

4-6

- Can

dida

tes

dem

onst

rate

a g

ood

un

ders

tand

ing

of th

e ro

le o

f an

ICT

sy

stem

in a

n or

gani

satio

n. T

his i

s ev

iden

ced

by th

e ex

iste

nce

of a

co

mpr

ehen

sive

use

r gu

ide

and

tech

nica

l ins

talla

tion

guid

e w

hich

in

clud

es r

elev

ant g

raph

ics a

nd sc

reen

sh

ots a

nd is

org

anis

ed a

ppro

pria

tely

us

ing

sect

ion

head

ings

and

pag

e nu

mbe

ring

.

- Eac

h do

cum

ent i

s cre

ated

and

the

desi

gn o

f the

doc

umen

t is l

ogic

ally

or

dere

d an

d its

con

tent

s are

cor

rect

an

d ac

cura

te. T

he d

ocum

ents

are

cle

ar

and

thei

r de

sign

show

s a g

ood

unde

rsta

ndin

g of

the

role

of t

hese

do

cum

ents

with

in a

n or

gani

satio

n.

Thi

s is e

vide

nced

by

the

accu

racy

, la

yout

and

org

anis

atio

n of

the

docu

men

t.

- Can

dida

te d

emon

stra

tes a

n un

ders

tand

ing

of th

e ne

ed fo

r a

depe

ndab

le sy

stem

by

deve

lopi

ng a

te

st p

lan

whi

ch te

sts u

ser

inte

rfac

e an

d al

l fun

ctio

nalit

y.

- Can

dida

te d

emon

stra

tes a

goo

d w

orki

ng k

now

ledg

e of

the

tool

to b

e us

ed b

y pr

ovid

ing

a cl

ear

and

spec

ific

just

ifica

tion

for

its se

lect

ion.

Thi

s is

evid

ence

d by

the

map

ping

of f

eatu

res

to th

e de

sign

spec

ifica

tion.

7-9

- Can

dida

tes

dem

onst

rate

a h

igh

leve

l und

erst

andi

ng o

f the

rol

e of

an

ICT

syst

em in

an

orga

nisa

tion.

Thi

s is

evi

denc

ed b

y th

e ex

iste

nce

of

com

preh

ensi

ve u

ser

guid

e an

d te

chni

cal i

nsta

llatio

n gu

ide

whi

ch

incl

udes

rel

evan

t gra

phic

s and

scre

en

shot

s and

is o

rgan

ised

app

ropr

iate

ly

usin

g se

ctio

n he

adin

gs a

nd p

age

num

beri

ng.

- E

ach

docu

men

t is c

reat

ed a

nd th

e de

sign

of t

he d

ocum

ent i

s log

ical

ly

orde

red

and

its c

onte

nts a

re c

orre

ct

and

accu

rate

. The

doc

umen

ts a

re

clea

r an

d th

eir

desi

gn sh

ows a

goo

d un

ders

tand

ing

of th

e ro

le o

f the

se

docu

men

ts w

ithin

an

orga

nisa

tion.

T

he d

ocum

ents

con

tain

app

ropr

iate

la

ngua

ge fo

r th

e ta

rget

aud

ienc

e. T

his

is e

vide

nced

by

the

accu

racy

, lay

out

and

orga

nisa

tion

of th

e do

cum

ent.

- C

andi

date

dem

onst

rate

s an

unde

rsta

ndin

g of

the

need

for

a de

pend

able

syst

em b

y de

velo

ping

a

test

pla

n w

hich

thor

ough

ly te

sts u

ser

inte

rfac

e an

d al

l fun

ctio

nalit

y.

- Can

dida

te d

emon

stra

tes a

n ex

celle

nt w

orki

ng k

now

ledg

e of

the

tool

to b

e us

ed b

y pr

ovid

ing

a cl

ear

and

spec

ific

just

ifica

tion

for

its

sele

ctio

n. T

his i

s evi

denc

ed b

y th

e m

appi

ng o

f fea

ture

s to

the

desi

gn

spec

ifica

tion

and

the

need

s of t

he u

ser

in te

rms o

f use

r in

terf

ace.

10-1

2

CC

EA G

CE

App

lied

ICT

– fr

om S

epte

mbe

r 200

6

15

5

A2

UN

IT 1

4 –

IMPL

EM

EN

TIN

G A

BU

SIN

ESS

SO

LU

TIO

N

ASS

ESS

ME

NT

EV

IDE

NC

E M

AR

KIN

G B

AN

D (C

ON

TIN

UE

D)

A

sses

smen

t O

bjec

tive

Mar

k B

and

1 M

ark

Ran

ge

Mar

k B

and

2 M

ark

Ran

ge

Mar

k B

and

3 M

ark

Ran

ge

Mar

k B

and

4

A03

- Can

dida

tes

dem

onst

rate

th

at th

e pr

oble

m h

as b

een

solv

ed to

som

e ex

tent

. T

his

is e

vide

nced

by

scre

ensh

ots

of th

e im

plem

enta

tion

of th

e te

st p

lan.

- T

he c

ompl

eted

syst

em

mee

ts so

me

of th

e us

er’s

re

quir

emen

ts in

term

s of

user

inte

rfac

e an

d fu

nctio

nalit

y.

1-3

- Can

dida

tes

dem

onst

rate

that

the

prob

lem

has

bee

n so

lved

. T

his i

s ev

iden

ced

by sc

reen

shot

s of t

he

impl

emen

tatio

n of

the

test

pla

n w

hich

sh

ows a

ll us

er in

terf

aces

and

som

e fu

nctio

nalit

y ha

s bee

n te

sted

. - T

he c

ompl

eted

syst

em m

eets

the

user

s re

quir

emen

ts in

term

s of d

ata

capt

ure

and

outp

ut p

rodu

ced.

Thi

s is e

vide

nced

th

orou

gh sc

reen

shot

s and

by

refe

renc

e to

the

desi

gn sp

ecifi

catio

n.

4-6

- Can

dida

tes

dem

onst

rate

that

the

prob

lem

has

bee

n so

lved

in a

n ap

prop

riat

e m

anne

r. T

his i

s ev

iden

ced

by sc

reen

shot

s of t

he

impl

emen

tatio

n of

the

test

pla

n w

hich

sh

ows a

ll us

er in

terf

ace

path

way

s and

al

l fun

ctio

nalit

y.

- The

com

plet

ed sy

stem

mee

ts

defin

itive

ly th

e us

er’s

req

uire

men

ts in

te

rms o

f int

erfa

ce, d

ata

capt

ure

and

outp

ut p

rodu

ced.

Thi

s is e

vide

nced

th

roug

h sc

reen

shot

s and

by

deta

iled

user

req

uire

men

ts a

nd th

e de

sign

sp

ecifi

catio

n.

7-9

- Can

dida

tes

dem

onst

rate

that

the

prob

lem

has

bee

n fu

lly so

lved

. T

his

is e

vide

nced

by

scre

ensh

ots o

f the

im

plem

enta

tion

of th

e te

st p

lan

whi

ch

show

s all

user

inte

rfac

e pa

thw

ays a

nd

all d

ata

capt

ure

bein

g te

sted

in

clud

ing

any

func

tiona

l val

idat

ion.

- T

he c

ompl

eted

syst

em m

eets

de

finiti

vely

the

user

’s r

equi

rem

ents

in

term

s of i

nter

face

, dat

a ca

ptur

e an

d ou

tput

pro

duce

d. T

his i

s ev

iden

ced

thro

ugh

scre

ensh

ots a

nd

by d

etai

led

refe

renc

e de

sign

sp

ecifi

catio

n an

d us

er r

equi

rem

ents

.

10-1

2

AO

4

- Can

dida

te d

escr

ibes

the

solu

tions

but

pla

ces l

imite

d or

no

criti

cal e

valu

atio

n in

to

the

final

rep

ort.

- S

ome

eval

uatio

n of

thei

r ow

n pe

rfor

man

ce h

as b

een

incl

uded

.

1-2

- Can

dida

te d

escr

ibes

the

solu

tion

and

plac

es e

valu

atio

n of

the

solu

tion

into

the

final

rep

ort.

A r

efle

ctiv

e ev

alua

tion

char

acte

rise

d by

the

incl

usio

n of

re

com

men

datio

ns fo

r im

prov

emen

t has

be

en p

rese

nted

.

- Can

dida

te e

valu

ates

thei

r ow

n pe

rfor

man

ce in

term

s of t

ime

man

agem

ent a

nd so

me

refe

renc

e to

how

th

e us

er’s

req

uire

men

ts w

ere

met

has

be

en in

clud

ed.

3-4

- Can

dida

te d

escr

ibes

the

solu

tion

and

plac

es e

valu

atio

n of

the

solu

tion

into

th

e fin

al r

epor

t. A

full

and

refle

ctiv

e ev

alua

tion

char

acte

rise

d by

the

incl

usio

n of

how

the

syst

em m

eets

the

full

list o

f use

r re

quir

emen

ts a

s in

itial

ly sp

ecifi

ed a

nd

reco

mm

enda

tions

for

impr

ovem

ent.

- C

andi

date

eva

luat

es th

eir

own

perf

orm

ance

in te

rms o

f tim

e m

anag

emen

t.

5-7

- Can

dida

te d

escr

ibes

the

solu

tion

and

plac

es a

wel

l str

uctu

red

and

thor

ough

ev

alua

tion

of th

e so

lutio

n in

to th

e fin

al r

epor

t. A

full

and

refle

ctiv

e ev

alua

tion

has b

een

incl

uded

ch

arac

teri

sed

by th

e in

clus

ion

of h

ow

the

syst

em m

eets

the

full

list o

f use

r re

quir

emen

ts a

s ini

tially

spec

ified

, a

com

plet

e re

fere

nce

to th

e ef

fect

iven

ess o

f the

use

of t

he d

esig

n m

etho

dolo

gy d

eplo

yed

and

reco

mm

enda

tions

for

impr

ovem

ent

have

bee

n in

clud

ed.

- C

andi

date

eva

luat

es th

eir

own

perf

orm

ance

in te

rms o

f tim

e m

anag

emen

t Can

dida

te

com

mun

icat

es h

ow th

eir

own

perf

orm

ance

cou

ld b

e im

prov

ed.

8-9


156

A2 UNIT 14 – IMPLEMENTING A BUSINESS SOLUTION GUIDANCE FOR TEACHERS Delivery Strategies In this unit, candidates will have the opportunity to use design methods, develop a functional software system and go through the stages of testing, documenting and evaluating their solutions. It is essential that candidates fully understand each stage of the development cycle and exactly what is required of them at each point. The specification of user requirements must be carefully explained so that the parameters of the problem are clearly defined. Candidates should have access to user requirement specifications and have experience of their content and how different design approaches can be applied in each case. Each stage of the development process should be carefully planned and targets reviewed. This will enable candidates to appreciate the need for project management and help them understand the consequences of slippage in real development environments. Candidates should be encouraged to discuss their choice of development tool and be able to fully justify the selection. Testing strategies supported by appropriate testing documentation should be discussed fully and candidates must design appropriate testing strategies for approval before implementation. Structured reviews should be scheduled throughout the development process to ensure that candidates are achieving targets and maintaining the delivery schedule. Candidates should have access to appropriate documentation to assist them in the development of quality documentation for their own solutions. Candidates must understand the value of critical appraisal and reflective comment in the development process. Group meetings and reviews will assist this development. Assessment Strategies This unit will be assessed by evaluation of the software solution derived and the supporting documentation produced for the problem under consideration. An important part of the assessment is the evaluative comment produced by the candidate in relation to the software solution. In addition the standard of testing and the quality of the documentation produced are significant factors in the assessment process.


157

Guidance on Using Assessment Marking Band In applying the assessment evidence marking bands teachers should endeavour to apply the principle of ‘best fit’. This means giving consideration to bands above and below that description which matches most of the qualities identified in the piece of work. After placing the piece of work within a band, the assessor should make a judgement as to whether the work is towards the higher or the lower segment of the mark range. It is not necessary for all of the qualities listed to be apparent in the work for a candidate to achieve a mark in that range. The assessor should also take into account the candidate’s quality of written communication. Resources • Project resource material demonstrating examples of good practice • Reports • Project Management documentation • Testing Documentation


158

Section 5 PERFORMANCE DESCRIPTIONS The performance descriptions for GCE Applied ICT aim to describe learning outcomes and levels of attainment likely to be shown by a representative candidate performing at the A/B and E/U boundaries for the AS and A2. They illustrate the expectations at these boundaries for the AS and A2 as a whole; they have not been written at specification or unit level. Each performance description is aligned to one assessment objective. An alphabetical system has been used to denote each element of a performance description. There is no hierarchy of elements. Performance descriptions are designed to assist examiners in exercising their professional judgement at awarding meetings where the grade A/B and E/U boundaries will be set by examiners using professional judgement. This judgement will reflect the quality of the candidates’ work, informed by the available technical and statistical evidence. Performance descriptions will be reviewed continually and updated where necessary. Teachers may find performance descriptions useful in understanding candidates’ performance across qualifications as a whole but should use the marking criteria identified in the specification when assessing candidates’ work.

CC

EA G

CE

App

lied

ICT

– fr

om S

epte

mbe

r 200

6

159

GC

E A

PPL

IED

ICT

PE

RFO

RM

AN

CE

DE

SCR

IPT

ION

S –

AS

T

he p

erfo

rman

ce d

escr

iptio

ns fo

r A

S in

dica

te th

e le

vel o

f att

ainm

ent c

hara

cter

istic

of A

/B a

nd E

/U b

ound

ary

cand

idat

es .

The

y gi

ve a

gen

eral

in

dica

tor

of th

e re

quir

ed le

arni

ng o

utco

mes

. The

des

crip

tions

shou

ld b

e in

terp

rete

d in

rel

atio

n to

the

cont

ent o

utlin

ed in

the

spec

ifica

tion;

they

are

not

de

sign

ed to

def

ine

the

cont

ent.

The

gra

de a

war

ded

will

dep

end

in p

ract

ice

upon

the

exte

nt to

whi

ch th

e ca

ndid

ate

has m

et th

e as

sess

men

t obj

ectiv

es

over

all.

Shor

tcom

ings

in so

me

aspe

cts o

f ass

essm

ent m

ay b

e ba

lanc

ed b

y be

tter

per

form

ance

in o

ther

s. T

he r

equi

rem

ent f

or a

ll A

S an

d A

2 le

vel

spec

ifica

tions

to a

sses

s can

dida

tes

’ qua

lity

of w

ritt

en c

omm

unic

atio

n w

ill b

e m

et th

roug

h al

l fou

r as

sess

men

t obj

ectiv

es.

AS

AO

1 A

O2

AO

3 A

O4

Qua

lity

of w

ritt

en

com

mun

icat

ion

Ass

essm

ent

obje

ctiv

e C

andi

date

s d

emon

stra

te

prac

tical

cap

abili

ty in

ap

plyi

ng IC

T

Can

dida

tes d

emon

stra

te

know

ledg

e an

d un

ders

tand

ing

of IC

T sy

stem

s and

thei

r rol

es

in o

rgan

isat

ions

and

so

ciet

y

Can

dida

tes a

pply

kn

owle

dge

skill

s and

un

ders

tand

ing

to

prod

uce

solu

tions

to IC

T pr

oble

ms

Can

dida

tes e

valu

ate:

•

ICT

solu

tions

•

thei

r ow

n pe

rfor

man

ce

A/B

B

ound

ary

perf

orm

ance

de

scri

ptio

n

Can

dida

tes

de

mon

stra

te a

n ab

ility

to

: a.

us

e a

wid

e ra

nge

of

ICT

tool

s and

te

chni

ques

in a

va

riety

of p

ract

ical

ac

tiviti

es

Can

dida

tes

dem

onst

rate

an

und

erst

andi

ng o

f: a.

com

pone

nts a

nd

func

tions

of a

rang

e of

IC

T sy

stem

s b.

how

the

role

of I

CT

help

s a ra

nge

of

orga

nisa

tions

in

diff

eren

t sec

tors

mee

t th

eir o

bjec

tives

c.

the

posi

tive

and

nega

tive

effe

cts o

f IC

T on

soci

ety

and

indi

vidu

als

Can

dida

tes

de

mon

stra

te a

n ab

ility

to

: a.

app

ly th

eir k

now

ledg

e an

d sk

ills o

f IC

T to

ols

and

tech

niqu

es to

pr

oduc

e ef

ficie

nt

solu

tions

to a

var

iety

of

pro

blem

s aris

ing

from

fam

iliar

con

text

s

Can

dida

tes

de

mon

stra

te a

n ab

ility

to

: a.

ide

ntify

stre

ngth

s and

w

eakn

esse

s in

thei

r in

itial

solu

tion

and

refin

e it

in re

latio

n to

th

e us

er’s

nee

ds

b. r

efle

ct o

n th

eir

expe

rienc

es in

ord

er

to im

prov

e th

eir o

wn

perf

orm

ance

The

cand

idat

e ha

s ex

pres

sed

com

plex

id

eas c

lear

ly a

nd

fluen

tly. S

ente

nces

an

d pa

ragr

aphs

fo

llow

on

from

one

an

othe

r sm

ooth

ly

and

logi

cally

. A

rgum

ents

will

be

cons

iste

ntly

wel

l st

ruct

ured

. The

re

will

be

few

, if a

ny,

erro

rs o

f gra

mm

ar,

punc

tuat

ion

and

spel

ling

CC

EA G

CE

App

lied

ICT

– fr

om S

epte

mbe

r 200

6

160

E/U

B

ound

ary

perf

orm

ance

de

scri

ptio

n

Can

dida

tes

de

mon

stra

te a

n ab

ility

to

: a.

use

a li

mite

d ra

nge

of IC

T to

ols a

nd

tech

niqu

es in

a

vari

ety

of p

ract

ical

ac

tiviti

es

Can

dida

tes

dem

onst

rate

an

und

erst

andi

ng o

f: a.

com

pone

nts a

nd

func

tions

of g

iven

IC

T sy

stem

s b.

how

the

role

of I

CT

help

s sel

ecte

d or

gani

satio

ns m

eet

thei

r obj

ectiv

es

c. s

ome

of th

e ef

fect

s of

ICT

on so

ciet

y an

d in

divi

dual

s

Can

dida

tes

de

mon

stra

te a

n ab

ility

to

: a.

ap

ply

thei

r kn

owle

dge

and

skill

s of I

CT

tool

s and

te

chni

ques

to

prod

uce

wor

king

so

lutio

ns to

pr

oble

ms a

risin

g fr

om fa

mili

ar

cont

exts

Can

dida

tes

de

mon

stra

te a

n ab

ility

to

: a.

com

men

t on

the

effe

ctiv

enes

s of t

heir

solu

tions

to p

robl

ems

and

sugg

est

impr

ovem

ents

b.

com

men

t on

thei

r ac

tions

and

rol

e in

so

lvin

g pr

oble

ms

The

cand

idat

e ha

s ex

pres

sed

sim

ple

idea

s cle

arly

, but

m

ay e

xpre

ss

com

plex

and

subt

le

com

plex

in

effe

ctiv

ely.

A

rgum

ents

may

be

obsc

urel

y pr

esen

ted.

Er

rors

in g

ram

mar

, pu

nctu

atio

n an

d sp

ellin

g m

ay b

e pr

esen

t

CC

EA G

CE

App

lied

ICT

– fr

om S

epte

mbe

r 200

6

161

GC

E A

PPL

IED

ICT

PE

RFO

RM

AN

CE

DE

SCR

IPT

ION

S –

A2

T

he p

erfo

rman

ce d

escr

iptio

ns fo

r A

2 in

dica

te th

e le

vel o

f att

ainm

ent c

hara

cter

istic

of A

/B a

nd E

/U b

ound

ary

cand

idat

es .

The

y gi

ve a

ge

nera

l ind

icat

or o

f the

req

uire

d le

arni

ng o

utco

mes

. The

des

crip

tions

shou

ld b

e in

terp

rete

d in

rel

atio

n to

the

cont

ent o

utlin

ed in

the

spec

ifica

tion;

they

are

not

des

igne

d to

def

ine

the

cont

ent.

The

gra

de a

war

ded

will

dep

end

in p

ract

ice

upon

the

exte

nt to

whi

ch th

e ca

ndid

ate

has m

et th

e as

sess

men

t obj

ectiv

es o

vera

ll. S

hort

com

ings

in so

me

aspe

cts o

f ass

essm

ent m

ay b

e ba

lanc

ed b

y be

tter

per

form

ance

in o

ther

s. T

he r

equi

rem

ent f

or a

ll A

S an

d A

2 le

vel s

peci

ficat

ions

to a

sses

s can

dida

tes

’ qua

lity

of w

ritt

en c

omm

unic

atio

n w

ill b

e m

et th

roug

h al

l fou

r as

sess

men

t obj

ectiv

es.

A

2 A

O1

AO

2 A

O3

AO

4 Q

ualit

y of

wri

tten

co

mm

unic

atio

n A

sses

smen

t ob

ject

ive

Can

dida

tes

dem

onst

rate

pr

actic

al c

apab

ility

in

appl

ying

ICT

Can

dida

tes

dem

onst

rate

kn

owle

dge

and

unde

rsta

ndin

g of

ICT

syst

ems a

nd th

eir r

oles

in

org

anis

atio

ns a

nd

soci

ety

Can

dida

tes

app

ly

know

ledg

e sk

ills a

nd

unde

rsta

ndin

g to

pr

oduc

e so

lutio

ns to

ICT

prob

lem

s

Can

dida

tes

eva

luat

e:

• IC

T so

lutio

ns

• th

eir o

wn

perf

orm

ance

CC

EA G

CE

App

lied

ICT

– fr

om S

epte

mbe

r 200

6

162

A/B

B

ound

ary

perf

orm

ance

de

scri

ptio

ns

Can

dida

tes

de

mon

stra

te a

n ab

ility

to

: a.

us

e th

eir

initi

ativ

e to

dev

elop

, enh

ance

an

d ex

tend

thei

r ra

nge

of IC

T sk

ills

and

tech

niqu

es a

s re

quir

ed

Can

dida

tes

de

mon

stra

te:

a. a

deta

iled

know

ledg

e of

form

al a

nd

info

rmal

tool

s and

te

chni

ques

for

deve

lopi

ng a

nd

man

agin

g IC

T

syst

ems

b. b

thor

ough

un

ders

tand

ing

of th

e ef

fect

s of p

ropo

sed

solu

tions

on

end

user

s c.

a

n un

ders

tand

ing

of

the

impl

icat

ions

of

curr

ent r

elev

ant

legi

slat

ion

Can

dida

tes

dem

onst

rate

an

abi

lity

to:

a. a

pply

thei

r kno

wle

dge

and

skill

s of I

CT

tool

s an

d te

chni

ques

to

prod

uce

effe

ctiv

e so

lutio

ns to

com

plex

pr

oble

ms a

risin

g fr

om

unfa

mili

ar c

onte

xts

b.

u

se m

etho

dica

l, an

alyt

ical

and

crit

ical

ap

proa

ches

to

prob

lem

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163

Section 6 GUIDANCE AND SUPPORT MATERIALS Additional materials are under development to support this qualification. The range includes: • schemes of work; • exemplar assessment materials and mark schemes; • guidance materials for teaching and assessing the units; • portfolio consultancy and agreement trials; • guidance document on the uniform mark scale (UMS).


164

Section 7 KEY SKILLS Set out on the following pages is information on a range of activities that may be deployed to develop and generate evidence for assessing the Key Skills. APPLICATION OF NUMBER LEVEL 3 UNITS

Evidence must show you can: 1

2

3

4

5

6

7

8

9

10

11

12

13

14

plan how to get and use the information needed to meet the purpose of your activity

obtain the relevant information

N3.1 Plan an activity and get relevant information from relevant sources

choose appropriate methods to get the results you need and justify your choice

carry out calculations to appropriate levels of accuracy, clearly showing your methods

N3.2 Use this information to carry out multi-stage calculations to do with: a amounts or sizes b scales or proportion c handling statistics d using formulae

check methods and results to help ensure that errors are found and corrected

select appropriate methods of presentation and justify your choice

present your findings effectively

N3.3 Interpret the results of your calculations, present your findings and justify your methods

describe what your results tell you and whether they meet your purpose


165

COMMUNICATION LEVEL 3

INFORMATION TECHNOLOGY LEVEL 3

UNITS Evidence must show you can: 1 2 3 4 5 6 7 8 9 10 11 12 13 14

select and read relevant documents

identify accurately, and compare, the main points, ideas and lines of reasoning

C3.1 Read and synthesise information from at least two documents about the same subject. Each document must be a minimum of 1000 words long

present your own interpretation of the subject in a way that is coherent and brings together information from different documents to suit your purpose

make clear and relevant contributions in a way that suits your purpose and situation

respond sensitively to others, and develop points and ideas

C3.2a Take part in a group discussion

encourage others to contribute

speak clearly and adapt your style of presentation to suit your purpose, subject, audience and situation

structure what you say to progress logically through each stage of the presentation

C3.2b Make a formal presentation of at least eight minutes using an image or other support material

use an image or other material to support or enhance what you are saying

select and use a format and style of writing that is appropriate to your purpose and complexity of the subject matter

organise material coherently to suit the length, complexity and purpose of your document

spell, punctuate and use grammar accurately

make your meaning clear

C3.3 Write two different types of documents, each one giving different information about complex subjects One document must be at least 1000 words long

use at least one image either to obtain information or to convey information in one of the documents you write


166

UNITS Evidence must show you

can: 1 2 3 4 5 6 7 8 9 10 11 12 13 14

plan how to obtain and use the information required for your tasks

IT3.1 Search for information, using different sources, and multiple search criteria in at least one case

make selections based on judgements of relevance and quality

enter and bring together information using formats that help development

use software features to improve the efficiency of your work

IT3.2 Enter and develop the information and derive new information

annotate/document your work to show that you have understood the processes followed and have taken account of the views of others

develop the presentation so it is accurate, clear and presented consistently, taking account of the views of others

IT3.3 Present the information

present your final output effectively using a format and style that suits your purpose and audience


167

IMPROVING OWN LEARNING AND PERFORMANCE LEVEL 3 UNITS Evidence must show you

can: 1 2 3 4 5 6 7 8 9 10 11 12 13 14

seek information on ways to achieve what you want to do, and identify factors that might affect your plans

use this information to set realistic targets and identify clear action points

LP3.1 Set targets using information from appropriate people and plan how these will be met

plan how you will manage your time, use support, review progress and overcome possible difficulties

manage your time effectively to meet deadlines, revising your plan as necessary

choose ways of learning to improve your performance, working at times independently and adapting approaches to meet new demands

LP3.2 Take responsibility for your learning, using your plan to help meet targets and improve your performance

reflect on your progress, seeking feedback and relevant support to help you meet your targets

provide information on the ways you have used your learning to meet new demands and on factors affecting the quality of your outcome

identify targets you have met and gather evidence of your achievements

LP3.3 Review progress and establish evidence of your achievements

consult appropriate people to agree ways to further improve your performance


168

PROBLEM SOLVING LEVEL 3 UNITS Evidence must show you

can: 1 2 3 4 5 6 7 8 9 10 11 12 13 14

identify, analyse and accurately describe the problem, and agree with others how you will know it has been solved

select and use a variety of methods to come up with different ways of tackling the problem

PS3.1 Explore a problem and identify different ways of tackling it

compare the main features and risks of each approach, and justify the method you decide to use

plan your chosen way of solving the problem and get the go-ahead from an appropriate person

put your plan into action, effectively using support and feedback from others to help tackle the problem

PS3.2 Plan and implement at least one way of solving the problem

check regularly progress towards solving the problem, revising your approach as necessary

apply systematically methods agreed with an appropriate person, to check if the problem has been solved

describe fully the results and draw conclusions on how successful you were in solving the problem

PS3.3 Check if the problem has been solved and review your approach to problem solving

review your approach to problem solving, including whether other approaches might have proved more effective


169

WORKING WITH OTHERS LEVEL 3

UNITS Evidence must show you can: 1 2 3 4 5 6 7 8 9 10 11 12 13 14

agree realistic objectives for working together and what needs to be done to achieve them

share relevant information to help agree roles and responsibilities

WO3.1 Plan work with others

agree suitable working arrangements with those involved

organise and carry out tasks efficiently to meet your responsibilities

seek effective ways to develop co-operation including ways to resolve any conflict

WO3.2 Seek to develop co-operation and check progress towards your agreed objectives

share accurate information on progress, agreeing changes where necessary to achieve objectives

agree the extent to which work with others has been successful and the objectives have been met

identify factors, including your role, in influencing the outcome

WO3.3 Review work with others and agree ways of improving collaborative work in the future

agree ways of improving your work with others in the future, including interpersonal skills


170

APPLICATION OF NUMBER LEVEL 3

Evidence must show you can:

Example of units giving opportunities for evidence:

plan how to get and use the information needed to meet the purpose of your activity

Unit 1: How to collect information Unit 5: How spreadsheets can process data to produce information

obtain the relevant information Unit 1: How to collect information

N3.1 Plan an activity and get relevant information from relevant sources

choose appropriate methods to get the results you need and justify your choice

Unit 1: How to present information using different styles. Unit 5: How to produce a solution to a user defined problem.

carry out calculations to appropriate levels of accuracy, clearly showing your methods

Unit 5: How spreadsheets can process data to produce information.

N3.2 Use this information to carry out multi-stage calculations to do with: a amounts or sizes b scales or proportion c handling statistics d using formulae

check methods and results to help ensure that errors are found and corrected

Unit 5: The importance of testing and how to perform acceptance testing.

select appropriate methods of presentation and justify your choice

Unit 1: How to use different styles of writing to suit different purposes. Unit 5: How to produce a solution to a user defined problem.

present your findings effectively Unit 1: How to present information using different styles. Unit 5: How to present user and technical documentation for your solution.

N3.3 Interpret the results of your calculations, present your findings and justify your methods

describe what your results tell you and whether they meet your purpose

Unit 5: How to evaluate a working computer based solution.


171

COMMUNICATION LEVEL 3

Evidence must show you can: Example of units giving opportunities for evidence:

select and read relevant documents Unit 1: How to collect information and produce different types of document.

identify accurately, and compare, the main points, ideas and lines of reasoning

Unit 1: How to collect information and produce different types of document.

C3.1 Read and synthesise information from at least two documents about the same subject. Each document must be a minimum of 1000 words long

present your own interpretation of the subject in a way that is coherent and brings together information from different documents to suit your purpose

Unit 1; How to present information using different styles. Unit 10: How to present multimedia content

make clear and relevant contributions in a way that suits your purpose and situation

Unit 10: How to design a multimedia project.

respond sensitively to others, and develop points and ideas

Unit 10: How to design a multimedia project.

C3.2a Take part in a group discussion

encourage others to contribute Unit 1: How to present information using different styles Unit 10: How to design a multimedia project.

speak clearly and adapt your style of presentation to suit your purpose, subject, audience and situation

Unit 1:How to present information using different styles. Unit 3:Why information is necessary to make an organisation work Unit 10: How to present multimedia content.

structure what you say to progress logically through each stage of the presentation

Unit 1; Powerpoint presentation Unit 3: Power point presentation Unit 10: Multimedia presentation

C3.2b Make a formal presentation of at least eight minutes using an image or other support material

use an image or other material to support or enhance what you are saying

Unit 1: Powerpoint presentation Unit 3: Power point presentation Unit 10: Multimedia presentation

select and use a format and style of writing that is appropriate to your purpose and complexity of the subject matter

Unit 1: How to use different styles of writing to suit different purposes. Unit 1: Report Unit 3: Report

organise material coherently to suit the length, complexity and purpose of your document

Unit 1: Presentation/Report Unit 3: Presentation/Report

spell, punctuate and use grammar accurately


make your meaning clear


C3.3 Write two different types of documents, each one giving different information about complex subjects One document must be at least 1000 words long

use at least one image either to obtain information or to convey information in one of the documents you write


INFORMATION TECHNOLOGY LEVEL 3


172


plan how to obtain and use the information required for your tasks

Unit1: Obtain information from appropriate Organisations. Unit 4: Develop plan to outline all information to user. Unit 5: Determine user requirements in terms of inputs outputs and processes. Unit 9: Produce plan for client. Unit 10:Produce design sketches, storyboards and flowcharts

IT3.1 Search for information, using different sources, and multiple search criteria in at least one case

make selections based on judgements of relevance and quality

Unit 5: Provide a document which explains why a spreadsheet is suitable to solve the problem. Unit 14: Provide a document which justifies your choice of tool

enter and bring together information using formats that help development

Unit 5: Screenshots of the application which evidence that the application fulfils the user requirements

use software features to improve the efficiency of your work

Unit 1: How to present information using different styles. Unit 10: How to use standard techniques to produce multimedia content.

IT3.2 Enter and develop the information and derive new information

annotate/document your work to show that you have understood the processes followed and have taken account of the views of others

Unit 1: Presentation/report Unit 10: Present a detailed analysis of the production task. Unit 14: Provide user documentation and technical documentation to support the system.

develop the presentation so it is accurate, clear and presented consistently, taking account of the views of others

Unit 1: Presentation/report Unit 10: Presentation

IT3.3 Present the information

present your final output effectively using a format and style that suits your purpose and audience

Unit 1: Presentation/report Unit 10: Presentation


173

IMPROVING OWN LEARNING AND PERFORMANCE LEVEL 3


seek information on ways to achieve what you want to do, and identify factors that might affect your plans

Unit 4: Produce a plan for the client outlining all aspects of the website. Unit 8: Produce a clear statement of user needs. Unit 9: Produce a plan for the client.

use this information to set realistic targets and identify clear action points

Unit 14: Produce a design specification proposing a solution and showing the design development.

LP3.1 Set targets using information from appropriate people and plan how these will be met

plan how you will manage your time, use support, review progress and overcome possible difficulties

Unit 8: Candidates will be required to apply project management skills to their work. Unit 9: Candidates will be required to apply project management skills to their work.

manage your time effectively to meet deadlines, revising your plan as necessary


choose ways of learning to improve your performance, working at times independently and adapting approaches to meet new demands

Unit 10: How to design a multimedia project. Unit 11: Which ICT tool to select for operational tasks within a business. Unit 12:How to develop a prototype and use it to refine the product.

LP3.2 Take responsibility for your learning, using your plan to help meet targets and improve your performance

reflect on your progress, seeking feedback and relevant support to help you meet your targets

Unit 8: Carryout a critical evaluation of the effectiveness of the solution Unit 12: How to evaluate the effectiveness of the solution in terms of the user requirements. Unit 14: How to evaluate the final system in terms of User requirements

provide information on the ways you have used your learning to meet new demands and on factors affecting the quality of your outcome

Unit 8: Carryout a critical evaluation of the effectiveness of the solution

identify targets you have met and gather evidence of your achievements


LP3.3 Review progress and establish evidence of your achievements

consult appropriate people to agree ways to further improve your performance

Unit 12: How to evaluate the effectiveness of the solution in terms of the user requirements. Unit 14: How to evaluate the final system in terms of User requirements


174

PROBLEM SOLVING LEVEL 3



identify, analyse and accurately describe the problem, and agree with others how you will know it has been solved

Unit 8: How to use effectively the facilities provided by a relational database tool to produce a solution to a user problem Unit 14: How to develop a software system using a recognised programming tool.

select and use a variety of methods to come up with different ways of tackling the problem

Unit 11: Which ICT tool to select for operational tasks within a business. Unit 12:How to develop a prototype and use it to refine the product.

PS3.1 Explore a problem and identify different ways of tackling it

compare the main features and risks of each approach, and justify the method you decide to use

Unit 11: Candidates will be required to research, select, evaluate and use advanced features of software to provide solutions to problems.

plan your chosen way of solving the problem and get the go-ahead from an appropriate person

Unit 8: Candidates will be required to apply project management skills to their work. Unit 9: Candidates will be required to apply project management skills

put your plan into action, effectively using support and feedback from others to help tackle the problem


PS3.2 Plan and implement at least one way of solving the problem

check regularly progress towards solving the problem, revising your approach as necessary


apply systematically methods agreed with an appropriate person, to check if the problem has been solved

Unit 9: Candidates will be required to determine requirements and to examine possible solutions Unit 11: Which ICT tool to select for operational tasks within a business. Unit 12:How to develop a prototype and use it to refine the product.

describe fully the results and draw conclusions on how successful you were in solving the problem

Unit 9: Evaluate websites. Unit 14: How to evaluate the final system in terms of User requirements

PS3.3 Check if the problem has been solved and review your approach to problem solving

review your approach to problem solving, including whether other approaches might have proved more effective


WORKING WITH OTHERS LEVEL 3


175



agree realistic objectives for working together and what needs to be done to achieve them

Unit 10: Candidates will work with others to examine issues, to enhance understanding of possible solutions and to develop multimedia solutions.

share relevant information to help agree roles and responsibilities

Unit 4: Produce a plan for the client outlining all aspects of the website. Unit 8: Produce a clear statement of user needs. Unit 9: Produce a plan for the client.

WO3.1 Plan work with others

agree suitable working arrangements with those involved

Unit 14: Produce a design specification proposing a solution and showing the design development.

organise and carry out tasks efficiently to meet your responsibilities


seek effective ways to develop co-operation including ways to resolve any conflict

Unit 4: Candidates will produce a plan to be developed into an overall development journal which must be updated with each client consultation.

WO3.2 Seek to develop co-operation and check progress towards your agreed objectives

share accurate information on progress, agreeing changes where necessary to achieve objectives

Unit 4: Candidates will produce a plan to be developed into an overall development journal which must be updated with each client consultation.

agree the extent to which work with others has been successful and the objectives have been met


identify factors, including your role, in influencing the outcome

Unit 14: Carry out a critical evaluation in terms of user requirements and your own performance.

WO3.3 Review work with others and agree ways of improving collaborative work in the future

agree ways of improving your work with others in the future, including interpersonal skills

Unit 14: Carry out a critical evaluation in terms of user requirements and your own performance.

Documents

GCE AS A2 Specification