GCSE ICT
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Information & Communication Technology
4520
Scheme of Work
Version 2.0
2012
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Copyright © 2012 AQA and its licensors. All rights reserved
GCSE ICT
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Scheme of Work:
GCSE Information and Communication Technology
Introduction
This Scheme of Work provides suggestions and ideas about how you might deliver GCSE ICT. You can use these
suggestions, adapt them to better suit your students or use your own Scheme of work.
As a GCSE course is usually taught over two years, the model outlined here has been devised on that basis. By presenting the Scheme
of Work in document format it allows school to tailor it to their own requirements.
Guided learning hours: it is assumed that the school/college has been allocated all of the recommended 120 guided learning hours.
This equates to approximately 2 hours per week for 60 weeks. If more or less time is available, the course can be expanded, or will
need to be condensed, as appropriate. However, it is not felt that the material in the specification can be covered adequately in less
than 120 hours.
Controlled assessment: Within the 120 hours recommended a centre has to allocate time for controlled assessment. There are two
controlled assessment units offered by AQA (Unit 2 The Assignment: Applying ICT and Unit 3 Practical Problem Solving in ICT). Each
one has a recommended completion time of 25 hours. This recommended time is approximate and doesn’t need to be logged by the
centre. As controlled assessment is different from coursework (as in previous GCSE specifications) it is an expectation that candidates
will be prepared beforehand to be able to carry out the controlled assessment independently. This means that the delivery of the
specification subject content and preparation for controlled assessment will have approximately 70 hours available.
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GCSE ICT
Flexibility: the delivery of the specification is flexible and centres are encouraged to design schemes of work that best suit their
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individual circumstances, the needs and aspirations of their candidates and the skills of their teachers. The nature of the Centre’s ICT
provision at Key Stage 3 will also be a factor in deciding the structure of the Key Stage 4 course. If students are broadly familiar with
the use of the main features of the various software packages, then those sections can be reduced in length in order to create space
for other sections to be covered in more detail or at a slower pace.
Timing: the allocation of time to individual sections of the Scheme of Work is not hard and fast but reflects a suggested proportion of
the total. Again, the precise time required will depend partly on the prior experience and skill of the candidates. The times shown are
for time in lessons only. Half lesson times are shown in places to enable teachers to be more flexible in their approach by combining
these in twos (or threes) depending on the needs of their students. Homework activities are specified but it is left to the centre to
determine how this will be implemented, taking into account the Centre’s homework policy.
If you have any enquiries about GCSE ICT, you can speak directly to the AQA ICT team by e-mail ict-subjects@aqa.org.uk or
telephone 0161 958 3860.
Free AQA reference material to help you
AQA’s ICT resource zone
GCSE ICT Specification
Unit 1: specimen ‘Systems and Applications in ICT’
Unit 2: specimen ‘The Assignment: Applying ICT’
Unit 2: ‘The Assignment: Applying ICT’ Teachers’ Notes and assessment tool
Unit 3: specimen ‘Practical Problem Solving in ICT’
Unit 3: ‘Practical Problem Solving in ICT’ Teachers’ Notes and assessment tool
AQA document which maps the KS4 Programme of Study to the AQA specification
Joint teaching of ICT Functional Skills
Exampro
Ask AQA
Centre Controlled Assessment Adviser
Enhanced Results Analysis
Nelson Thornes support materials (chargeable published resources to support this specification)
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GCSE ICT
Subject
Content
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The subject content is divided into 4 areas:
3.1
3.2
3.3
3.4
Current and emerging technologies
A range of ICT tools and techniques
Society’s use of ICT
Collaborative working.
Assessment Overview
Unit 1
Unit 2
Unit 3
Exam 40%
Controlled Assessment 30% - There will be one assignment and it will change every year. Students must submit the
assignment for the year in which they intend to take their linear exams.
Controlled Assessment 30% - there will be six tasks that will be reviewed by AQA every three years
Linear assessment only
Following a decision taken by Ofqual, all GCSE qualifications are available only for linear assessment. The assessments for this
specification is available only in the summer term.
The Scheme of Work is presented as:
a) A ‘big’ picture (a Scheme of Work overview)
b) A ‘medium’ level view (in blocks of 12 units)
c) A unit/lesson view (blocks of work which are deliverable in a timetabled lesson and which will aid lesson planning.)
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GCSE ICT
ICT
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The specification provides a range of contexts, called ICT systems and applications, to offer a in which the specification content may
be taught. Centres can add their own contexts where they are more relevant to the learning experiences that their students have
encountered.
These are:
• Assistance: for people with disabilities, by physical (for
example: screen filters, communication and control devices) and
software methods (Accessibility options)
• Banking systems: Banking, cash machines/points, credit/debit
• Health: medical systems (General Practice, hospital and
pharmacy), social services, online access to advice/information
• Information systems: Internet and the World Wide Web, email, online auctions, e-learning (software to support learning
and research across the curriculum), e-commerce, e-banking,
e-finance (for example Paypal), online news services, online
travel information, smart mobile phones
cards, cash cards, mobile phone payment (m-payment/ Pay4It/
Paypal)
• Booking/commercial systems: online booking systems,
billing/payment systems (gas, electricity, mail orders), stock
control systems, benefits system newspaper/magazine
production
• Buying goods: shopping and EFTPOS, online shopping (home
delivery), produce receipt from bar code scanning, adjusting
product ranges and prices, shopping lists with prices
• Leisure: cinema, theatre, concerts, holiday bookings, travel
schedule, online gaming, music downloads, online chat rooms,
social networking, web logs, podcasts, recreational uses of ICT,
online gambling
• Modelling: personal finance, models for financial forecasting,
queuing, weather forecasting, flight simulators, expert systems
for decision making (for example medical diagnosis and chess
playing)
• ‘Control’ systems: electronic toys, games, central heating
control systems, burglar alarms, security systems, automatic
doors, video/DVD recorders/players, smart meters, traffic control
systems, car parking systems, greenhouse control systems, Logo,
scripting, simulation (for example flight or driving), data logging,
robotics, GPS, Sat Nav, GIS
• Database systems: Libraries (members' details and book
• Record keeping systems for school students: (School
Management Systems – registration, records, reports), club
membership (youth club, health club)
• School issues: virtual learning environments, events, visits,
activities, teams, school clubs, library, school lunch, local
community, productions
loans), police and DVLA databases, estate agencies, travel
agencies, tourist information centre
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GCSE ICT
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The big picture
Block 1
Block 2
Block 3
Block 4
Block 5
(12 lessons of work)
(12 lessons of work)
(12 lessons of work)
(12 lessons of work)
(12 lessons of work)
Subject content
Subject content
Subject content
Subject content
Current and Emerging
Technologies (3.1)
A range of ICT tools and
techniques cont. (3.2)
A range of ICT tools and
techniques cont. (3.2)
Society’s use of ICT (3.3)
Preparation for Controlled
Assessment Unit 2
A range of ICT tools and
techniques (3.2)
Collaborative working (3.4)
+ 1 hour for Controlled
Assessment work
Block 6
Block 7
Block 8
Block 9
Block 10
(12 lessons of work)
(12 lessons of work)
(12 lessons of work)
(12 lessons of work)
(12 lessons of work)
Controlled Assessment
Unit 2
Controlled Assessment
Unit 2
Preparation for Controlled
Assessment Unit 3
Controlled Assessment
Unit 3
Controlled Assessment
Unit 3
+ 1 hour for Controlled
Assessment work
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GCSE ICT
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The medium view
Block 1
(12 lessons)
3.1.1 Computer systems and mobile technologies
(3.5 lessons)
Mobile technologies (1)
Hardware, Types of hardware and Software (.5)
Personal and commercial computer systems (.5)
Using computer systems (.5)
Identify ICT problems and solve errors (.5)
Emerging technologies (.5)
3.1.2 Computer input and output devices
Input devices (common and specialist) and know their advantages
and disadvantages (.5)
(1 lesson)
Output devices (common and specialist) and know their
advantages and disadvantages (.5)
3.1.3 Storage devices and media
(1 lesson)
Types of memory, Backing/Secondary storage devices and media
of different types & Impact of using storage devices (1)
3.1.4 Communications and entertainment
(3 lessons)
Communications networks (.5)
Communication devices and media (.5)
Network devices (.5)
Entertainment systems (.5)
Reliability of information (.5)
Impact of communications technology (.5)
3.2.1 Systems life cycle
(1 lesson)
Systems life cycle stages (1)
3.2.2 Working with information to solve problems
(2.5 lessons)
Information and data (.5)
Finding, selecting and using information (.5)
Quality of information and/or data (1)
Data collection/capture methods (.5)
Block 2
(12 lessons)
3.2.2 Working with information to solve problems – cont.
(2.5 lessons)
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Reviewing and modifying work (.5)
Presenting information in ways that are fit for purpose and
audience (1)
Sharing and exchanging information electronically (.5)
Evaluate the effectiveness of ICT tools to meet needs (.5)
3.2.3 Operating systems and user interfaces
(2.5 lessons)
Operating Systems (.5)
User interface (1)
File/folder organisation (.5)
Encoding data (.5)
3.2.4 Applications software
(1 lesson)
Use of applications software, Proprietary and open source software, Hosted applications (.5)
Generic features of software (appearing as reasonably common features in most software packages) (.5)
3.2.5 Word processing, DTP, web design and other presentation software
(4 lessons)
Specific features of and differences between a word processor and DTP, A word processor and DTP, Use features of different software
packages to organise and present information (1)
Presentation software (1)
Web design software (.5)
Software for audio, DVD and video players (.5)
Podcast (1)
3.2.6 Graphics production and image manipulation
(0.5 lesson)
Specific features of graphics manipulation software (.5)
3.2.7 Spreadsheets and modelling software
(1.5 lessons)
Types of data (Common to spreadsheets and databases) (.5)
Specific features of a spreadsheet (.5)
Formulae and functions (.5)
Block 3
(12 lessons)
(2 lessons)
3.2.7 Spreadsheets and modelling software – cont.
Modelling (2)
(5.5 lessons)
3.2.8 Databases
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Data structures (.5)
Collect/enter data to a database (1)
Specific features of a database (1.5)
Everyday tasks for databases (1)
Data redundancy (.5)
Outputs (.5)
Mail merging (.5)
(1 lesson)
3.2.9 Web browsing and e-mail
Web browser and search engine (.5)
E-mail (.5)
(1 lesson)
3.2.10 Web logs and social networking
Web logs (.5)
Social networking software (.5)
(2.5 lessons)
3.2.11 Data logging and control software
Data logging (1)
Controlling devices (1)
Control-feedback loop (.5)
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GCSE ICT
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Block 4
(12 lessons)
3.3.1 Legal issues
(4.5 lessons)
Data Protection Act (2)
Computer Misuse Act (1)
Copyright law (.5)
Health and Safety issues at work (1)
3.3.2 Social and economic issues
(4 lessons)
Changing pattern of commerce and industry due to increased use
of ICT (1)
Changing pattern of employment due to increased use of ICT (1)
Acceptable ICT use (.5)
Responsible behaviour online (.5)
Social and personal effects of ICT, Accessibility, Sustainability and
re-cycling (1)
3.3.3 Political, ethical and environmental issues
(2 lessons)
Political and ethical issues (1)
Using ICT to monitor and minimise harmful effects on the
environment (.5)
Impact of ICT on different peoples (.5)
3.4.1 Collaborative working
(1.5 lessons)
Collaboration, Collaborative working processes (.5)
Video/ teleconferencing, Collaborative situations and software (.5)
Sharing information and online safety, Advantages and
disadvantages of collaborative home working (.5)
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GCSE ICT
Controlled
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Controlled Assessment Unit 2 (3 blocks of 12 lessons including teaching/practice/preparation time)
Controlled Assessment may be taught in chunks interspersed with candidates working independently on sections of the unit. The
centre decides whether all candidates present their work on paper or electronically (on CD-ROM/DVD).
Block 5
(12 lessons)
Teaching and preparation
(11 lessons)
Teaching and preparation for Unit 2 (5)
(5 lessons)
Practice unit 2 (6)
(6 lessons)
Candidates start working through Unit 2
(1 lesson)
Candidates working through Unit 2 (1)
Block 6
(12 lessons)
Unit 2
(12 lessons)
Candidates working through Unit 2 (12)
Block 7
(12 lessons)
Unit 2
(12 lessons)
Candidates working through Unit 2 (12)
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GCSE ICT
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Controlled Assessment Unit 3 (3 blocks of 12 lessons including teaching/practice/preparation time)
Controlled Assessment may be taught in chunks interspersed with candidates working independently on sections of the unit. The
centre decides whether all candidates present their work on paper or electronically (on CD-ROM/DVD).
Block 8
(12 lessons)
Teaching and preparation
Teaching and preparation for Unit 3 (5)
(5 lessons)
Practice unit 3 (6)
(6 lessons)
Candidates start working through Unit 3
(1 lesson)
Candidates working through Unit 3 (1)
Block 9
(12 lessons)
Unit 2
(12 lessons)
Candidates working through Unit 3 (12)
Block 10
(12 lessons)
Unit 2
(12 lessons)
Candidates working through Unit 3 (12)
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GCSE ICT
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The Unit view
Block 1
Total Lessons – 8.5
Current and Emerging Technologies
Candidates should demonstrate their knowledge and understanding of the function, purpose and organisation of the hardware and sub-systems
used in a wide range of ICT systems and applications. They should also show their understanding of the impact that the use of such
technologies has on individuals, organisations and society. Candidates should be encouraged to keep up-to-date with emerging technologies
throughout the duration of their course.
To introduce each block of work it is proposed that a particularly exciting aspect of the content is used. This is to motivate students and to include their prior learning and
knowledge and to involve them in their learning. The Scheme of Work assumes that a lesson structure will be Starter, Main and Plenary but focuses on the Main part of the lesson.
Typically, centres will have lessons which last between 45 and 60 minutes.
I ndicative exam ple(s)
Joint teaching
opportunities
Suggested
timing
Learning Outcomes and
(lessons)
Reference
Specification
Content
Possible teaching and Learning Activities
1
An initial view of the devices ‘brought into’ the
lesson.
Resource
Examination
‘hints and
tips’
As a discussion
point allow
students to see
laptops,
netbooks, smart
phones, PDAs
and MP3/4
players
i. Know best
mobile device
to keep in
touch with
your office
Homework
3.1.1 Computer Systems and mobile technologies
e
Mobile technologies
Describe the differences between
mobile digital devices in terms of
portability, performance, storage,
connectivity and applications.
Laptops/net books, smart mobile
phones, palmtops, PDAs and multifunction devices
In groups, students are given a different
mobile technology to research. Need to find
‘the advantages and disadvantages of each
one, who would use it, what for, how long for,
how well it would work’ and present it back to
the class.
Homework: complete report on ‘advantages
and disadvantages’
13
Research on
Google or Apple
websites
ii. Know 3
features of a
smart phone
iii. Know what
makes smart
phones
different
Copyright © 2012 AQA and its licensors. All rights reserved
Learning Outcomes and
I ndicative exam ple(s)
Joint teaching
opportunities
Suggested
timing
Specification
Content
(lessons)
Reference
GCSE ICT
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Possible teaching and Learning Activities
Resource
Examination
‘hints and
tips’
Watch BBC
Bitesize ‘ICT
systems/
Evaluation of
hardware and
software’
Know that
hardware is a
device
(computer)
and that
software is a
set of
instructions
(program)
Homework
3.1.1 Computer Systems and mobile technologies
a
Hardware,
b
Types of hardware
c
Software
Students can define and know the
difference between hardware and
software.
0.5
Students to define and ‘mind map’ hardware
and software types.
List a range of microprocessor technology and
colour code if it is used at home, in everyday
life and/or in the workplace.
Make a quiz with
the Exampro CD
d
Personal and
commercial computer
systems
Identify the main components of a
general purpose computer (desktop
computer)
Central Processing Unit,
main/internal memory, mother
board, sound card
0.5
Teacher to identify and demonstrate the main
computer components to the class using a
computer with visible components.
Homework: Students to find a computer
image on the Internet, insert into a word
document and list the where the main
component parts are.
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A computer with
visible
components
Know that
computer
speed is
determined by
a combination
of CPU power,
amount of
memory,
graphics card
and hard disk
speed
Copyright © 2012 AQA and its licensors. All rights reserved
I ndicative exam ple(s)
Joint teaching
opportunities
Suggested
timing
Content
Learning Outcomes and
(lessons)
Reference
GCSE ICT
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Specification
Possible teaching and Learning Activities
Resource
Examination
‘hints and
tips’
VLE/Intranet
Know obvious
actions to take
in the case of
logging on/off
Prepared
worksheet with
images of ICT
problems for
students to
identify
Know obvious
actions to take
in the case of
an ICT
‘problem’
VLE and class
blog
Understand
that online
stores and
working
practices are
affected by
emerging
technologies
Homework
3.1.1 Computer Systems and mobile technologies (cont.)
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h
Using computer
systems
Know the correct procedures to
start and shutdown.
Joint teaching with
Functional Skills
Log on, log off and use shut-down
menu
Identify ICT problems
and solve errors
Identify ICT problems and take
appropriate actions
Joint teaching with
Functional Skills
Software freeze, error dialogues,
storage full, paper jam and uninstalling software
Emerging technologies
Know how emerging technologies
affect the way in which people and
organisations operate and work
together
0.5
Create a wiki of common ICT faults associated
with logging on/off and how to solve them.
(A wiki is a website that allows the easy creation
and editing of any number of interlinked web
pages. You can create a wiki through your VLE.)
0.5
Class discussion about ‘what can go wrong when
working with a computer at school and at
home?’
Homework: Students to write a report on
common ICT problems and how to deal with
them
0.5
revisit
when
relevant
In groups students research a new technology
(can be a new technology for a business,
hospital or the environment) They have to ‘pitch’
the new technology back to the class.
Keep a class blog on the emerging technologies
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Copyright © 2012 AQA and its licensors. All rights reserved
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Learning Outcomes and
I ndicative exam ple(s)
Joint teaching
opportunities
(lessons)
Reference
S
Suggested
timing
GCSE ICT
Specification
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Content
Possible teaching and Learning Activities
0.5
Teacher to define input device and demonstrate
some examples.
Resource
Homework
Examination
‘hints and
tips’
3.1.2 Computer input and output devices
a
Input devices (common
and specialist)
Input devices:
Keyboard and specialised keyboard,
mouse, joystick, tracker ball, touch
pad, microphone (voice input), remote
control, scanner, digital/video camera,
web cam, touch screen, interactive
white board, magnetic stripe, sensor
Homework: Students to answer questions from
Exampro on input devices
Bar-code reader, OMR reader, OCR
reader, graphics tablet and midi
instrument
b
know the advantages
and disadvantages of
different types of input
devices
Identify when suitable uses of the
input devices in 3.1.2a above are
appropriate, stating the advantages
and disadvantages of each to people
and organisations
c
Output devices
(common and
specialist)
Describe the use of range of common
and specialised output devices.
Monitor/screen, printers (laser,
inkjet), speakers and digital projector
Plotters, actuators, lights, buzzers,
robotic arms and computerisedmotors
Student to produce a short PowerPoint
presentation of the examples and research some
advantages and disadvantages of each to people
and organisations. Have a class discussion on
the research.
0.5
Teacher to define output device and
demonstrate some examples.
Homework: Students to answer questions from
Exampro on output devices
16
Watch BBC
Bitesize
‘Hardware/Input
devices,
processing and
output devices’
Examples of
output device
questions are
provided on the
Exampro CD.
Know 3 input
devices (e.g.
mouse,
keyboard and
scanner)
Know
advantages/
disadvantages
2 input devices
Know 3 output
devices (e.g.
screen, printer
and speaker)
Copyright © 2012 AQA and its licensors. All rights reserved
Learning Outcomes and
I ndicative exam ple(s)
Joint teaching
opportunities
Suggested
timing
Specification
Content
(lessons)
Reference
GCSE ICT
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Possible teaching and Learning Activities
Resource
Examination
‘hints and
tips’
Homework
3.1.2 Computer input and output devices (cont.)
d
know the advantages
and disadvantages of
different types of
output devices
Identify when suitable uses of the
input devices in 3.1.2c above are
appropriate, stating the advantages
and disadvantages of each to
people and organisations
with
previous
lesson
Student to produce a short PowerPoint
presentation of the examples and research some
advantages and disadvantages of each to people
and organisations. Have a class discussion on
the research.
Specimen Unit 1
written
examination
paper question
Know which
output devices
produce
‘hardcopy’ and
which are
interactive
1
Teacher to define memory, why it is needed and
its effect on a computer system. Units of
memory. ROM, RAM, volatile and permanent.
Watch BBC
Bitesize
‘Hardware/Data
storage’
i Know RAM is
volatile and
used for
storing work
whilst using
computer
3.1.3 Storage devices and media
a
Types of memory
i. Describe types of memory: ROM,
RAM, printer buffers; units of
memory.
ii. Identify the difference between
RAM and ROM, describing their uses
in computers and mobile devices.
Homework: Students to answer questions from
Exampro on types of memory
ii Know that
ROM is
permanent
and stores
boot up
instructions
Examples: Units of memory: byte,
Kilobyte (Kb), Megabyte (Mb),
Gigabyte Gb),Terabyte (Tb)
17
Copyright © 2012 AQA and its licensors. All rights reserved
Learning Outcomes and
I ndicative exam ple(s)
Joint teaching
opportunities
Suggested
timing
Specification
Content
(lessons)
Reference
GCSE ICT
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Possible teaching and Learning
Activities
Resource
Examination
‘hints and
tips’
Watch BBC Bitesize
‘Hardware/Data
storage’
Know when it
is appropriate
to use memory
stick, disk, CDROM or flash
memory
Homework
3.1.3 Storage devices and media (cont.)
b
Backing/Secondary
storage devices and
media of different
types
i. Define ‘backup’ and describe the
need for taking backups of
data/programs and keeping them
safe and describe common backing
storage media.
with
previous
lesson
Homework: Students to answer questions
from Exampro on memory/storage devices
Backing storage media: memory
stick, CD-ROM, DVD-ROM, hard
disk, cartridges, flash memory,
solid state disks
c
Create a diagram of the types of storage
devices and media – memory stick, CD-ROM,
DVD-ROM, cartridges, flash memory, disks.
When is each used and why?
ii. Describe the advantages and
disadvantages of virtual memory
and online storage, online
imaging/ photographic
management and sharing sites
Split class into half to study online/local
storage (outlining the advantages and
disadvantages of each) and present to each
other.
Verbal presentation
Know that
online storage
is used for
very large files
and for backup
Joint teaching with
Functional Skills
iii. Insert, label store and remove
media safely
Preparation for electronic submission of
controlled assessment units
Blank CD-ROM/ DVD
Know about
safe handling
of media
Impact of using
storage devices
Identify suitable uses of storage
devices, stating the advantages
and disadvantages of each to
people and organisations
Students role play different people and
organisations and as a class identify what
would be the best storage device for them.
Prepared cards
listing a different
person or
organisation
Know which
device is
suitable for
specific
situations
with
previous
lesson
18
Copyright © 2012 AQA and its licensors. All rights reserved
k
Learning Outcomes and
I ndicative exam ple(s)
Joint teaching
opportunities
(lessons)
Reference
S
Suggested
timing
GCSE ICT
Specification
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Content
Possible teaching and Learning Activities
0.5
Consider advantages and disadvantages of using
some common networks (the Internet).
Resource
Homework
Examination
‘hints and
tips’
3.1.4 Communications and entertainment
a
Communications
networks
i. Identify the advantages and
disadvantages of using common
network environments (the
Internet) and methods of
connecting them
Watch BBC
Bitesize
‘Networks and
communications
/The Internet’
Know 2
advantages of
broadband
connection
Watch BBC
Bitesize
‘Networks and
communications
/ What is a
network?’
Know LAN is
confined to a
room/building
Research and discuss encryption and
authentication – how do they work, and why are
they necessary?
Internet
Know encryption is
for safe data
transfer
Look in depth at three different communication
devices for personal use e.g. Twitter,
Facebook, SMS (texting).
Access to
appropriate
Internet sites
and e-mail (for
Know advantages
of telephone, SMS,
instant messaging,
fax, e-mail
Mind map the different methods of connecting to
the Internet – broadband, dial-up, etc. Colour
code the advantages and disadvantages of each.
List the differences between LAN and WAN, and
implications of these.
ii. Define LAN and WAN and
describe the difference between
them
Homework: Students to answer questions from
Exampro on LAN and WANs
iii. Identify the need for
encryption and authentication
when using common network
environments like the Internet
b
Communication
devices and media
Identify the use of a variety of
communication devices/media
Examples: Communications
devices: telephones, SMS
(texting), instant messaging, fax,
e-mail, chat rooms, forums,
bulletin boards, VoIP/ Internet
telephone and Sat Nav
0.5
Look in depth at three different communication
devices for business use e.g. e-mail, forums,
VoIP/Internet telephone (Skype)
19
this lesson)
Copyright © 2012 AQA and its licensors. All rights reserved
k
Learning Outcomes and
I ndicative exam ple(s)
Joint teaching
opportunities
(lessons)
Reference
S
Suggested
timing
GCSE ICT
Specification
h
fW
Content
Possible teaching and Learning Activities
Resource
Examination
‘hints and tips’
0.5
Find images of the types of server: file server,
print server, and e-mail server. Make notes of
the uses and impact of each. Discuss different
network devices and research different people’s
perspective on each one.
Watch BBC
Bitesize
‘Networks and
communications
/The Internet’
Class visit to server room to be shown around by
one of the tech support team.
Internet access
Understand the
difference
between
broadband and
dial-up
connections
Homework
3.1.4 Communications and entertainment (cont.)
c
Network devices
Describe network devices using
communications systems to
access the Internet
Examples: Network devices:
broadband, dial–up modem,
mobile device, file server, print
server and e-mail server
d
Entertainment systems
i. Describe the use of a range of
entertainment systems.
Entertainment systems: TV
(terrestrial, digital, cable,
broadband), radio, video, film and
music streaming; games consoles,
integrated entertainment systems
0.5
Discussion of the range of entertainment
systems now available, including digital TV,
cable, satellite, streaming of radio and TV.
Specimen Unit 1
written
examination
paper question
Entertainment processes:
computer streaming of a variety
of entertainment forms, digital TV
recording (on hard disk) paused,
re-started and acting in real time
ii. Describe the advantages and
disadvantages of media
downloads/ streaming to different
entertainment devices.
Know 3 features of
an integrated
entertainment
system
Make a list of the advantages and disadvantages
of media downloads and streaming
Homework: Students to answer questions from
specimen question paper
20
Know at least 2
advantages/
disadvantages of
media downloads/
streaming
Copyright © 2012 AQA and its licensors. All rights reserved
Learning Outcomes and
I ndicative exam ple(s)
Joint teaching
opportunities
Suggested
timing
Content
(lessons)
Reference
GCSE ICT
Specification
S h
fW k
Possible teaching and Learning Activities
Resource
Examination
‘hints and tips’
0.5
Understand that websites are not checked in the
same way that a reference book is (e.g.
Wikipedia V Britannica)
Internet
Prepare for
questions on issues
relating to Internet
information
Not automatically taking information presented
on the Internet as correct or truthful (take a
Wiki reference and analyse it). Cross referencing
information from different websites for
relevance, accuracy, and currency.
Printouts
from
websites.
Ask class
which are
relevant and
accurate.
Advantages/
disadvantages of a
Wiki as a source of
reference
Consideration of the impact of communication
on society, how the new communication systems
affect the way in which society keeps in contact
and works together. E.g. WiFi, Bluetooth,
comparison of wireless and wired networks.
Wikipedia1
Prepare for an essay
question on impact
of communication
technology
Homework
3.1.4 Communications and entertainment (cont.)
e
f
Reliability of
information
i Discuss issues relating to information
found on the Internet
Joint teaching
with Functional
Skills
ii Recognise and evaluate the fitness for
purpose of information found in terms of
relevance, accuracy, and currency of
information and consider the intention
and authority of the provider.
Impact of
communications
technology
i Discuss the impact which
communications and entertainment
technology has on people, organisations
and society – Wireless (WiFi, Bluetooth)
and wired networks; speed and column
of data transferred and bandwidth
ii Discuss the problems of confidentiality
of data and of respecting confidentiality –
Use of cookies for transaction tracking
0.5
Homework: Students have to create a report
offering advice to a new business (who has
international clients) on what communication
systems they should use. The report needs to
outline the advantages and uses of they system
(s) they recommend.
1
[ From earlier
work students
should be
aware of the
benefits and
drawbacks of
using an up-todate
encyclopaedia]
Know the purpose of
a cookie
Wikipedia
iii Know how developing communications
systems affect the way in which people
converse and keep in contact
21
Know about
contacting people
with similar/
differing viewpoints;
Copyright © 2012 AQA and its licensors. All rights reserved
GCSE ICT
Block
S h 1 (cont.)
fW k
Total Lessons – 3.5 lessons
A range of ICT tools and techniques
Candidates should demonstrate skills in, and show knowledge and understanding of, the use of ICT to find, collect, process and present
information. These skills should be developed to meet particular needs and to solve problems. The skills are the analysis, design, documentation,
implementation, testing and evaluation of effective working ICT systems for use by the candidates and others.
Suggested
timing
Resource
Examination
‘hints and
tips’
1
In groups, students create a ‘new system idea’
and have to research what feasibility studies
they will do and present to the class.
Watch BBC
Bitesize ‘ICT
systems/
Implementing a
new computer
system’
Know the
differences
between
interviews,
questionnaires,
observation
ii. Understand the purpose and
nature of and use evaluation criteria
Understand it is a method of checking what has
been achieved against what was proposed
Evaluation in
Unit 2
Understand
evaluation
criteria
iii. Identify the stages of the
systems life cycle, feasibility study;
systems analysis; design of a
problem (plans for construction and
testing of new system);
implementation; system testing;
user training and documentation;
evaluation and monitoring;
maintenance. Know the systems
life cycle is an iterative review
process
Create a diagram with explanations:
• The idea of the cycle as part of the
development of a system
• The Systems life cycle stages
• How each of the stages will be carried out
and by whom.
As a class, decide a company and system of your
choice and work through the System life cycle.
Go through Unit
2 Candidate
Booklet (pages
3-5) on the ICT
Resource Zone
Know the
sequence for the
Systems Life
Cycle:
Learning Outcomes and
Joint teaching
opportunities
I ndicative exam ple(s)
(lessons)
Reference
Possible teaching and Learning Activities
Specification Content
Homework
3.2.1 Systems life cycle
Systems life cycle
i. Understand the purpose of
feasibility studies (by the use of
interviews, questionnaires and
observation) in the analysis of
existing or new systems
22
www.aqa.org.uk/
ictzone
A, D, I, T, E
Copyright © 2012 AQA and its licensors. All rights reserved
Joint teaching
opportunities
I ndicative exam ple(s)
Suggested
timing
Learning Outcomes and
(lessons)
Reference
GCSE ICT
S h
fW k
Specification Content
Possible teaching and Learning Activities
Resource
Homework
Examination
‘hints and
tips’
3.2.2 Working with information to solve problems
a
Information and data
Joint teaching with
Functional Skills
b
Finding, selecting and
using information
Joint teaching with
Functional Skills
i. Describe the distinction between
information and data
0.5
Provide examples of information and data and
ask students to say which is which.
Watch BBC
Bitesize –
Data,
information
and
knowledge
Know data has no
meaning (e.g. 4)
Information has a
context or meaning
(e.g. 4 doors)
[This material may have been
covered at KS3, in which case it may
not be necessary to repeat here]
Homework: students to answer questions from
Exampro on information and data
ii. Describe the link between input,
storage, output, processing and
feedback needed by an information
system
Concepts of input, output and processing within
an information system. Magazine: story typed,
photos taken; organised on page; draft printed;
revised by sub-editor, etc.
Publishing a
magazine
Know feedback is
needed to
revise/amend a
system
[This material may have been covered at KS3, in which
case it may not be necessary to repeat here]
Wikipedia
Know advantages/
disadvantages of a
Wiki as a source of
reference
Worksheet containing a series of questions with
‘vague’ criteria. Ask students to try to find the
answers using searches on the Internet
Worksheet
Know how to frame
questions from
ordinary language
into a form required
by search engines
Access to the
Internet to
practice search
techniques
Know that AND, OR
and NOT are logical
operators
i. Use discrimination in selecting and
using appropriate sources of ICTbased and other forms of
information, which match
requirements
ii. Understand the need for precision
in framing questions, when
translating enquiries expressed in
‘ordinary language’ into a form
required by search engines
iii. Use and refine search conditions,
when designing queries, to select
relevant information using multiple
search criteria and relational
operators
0.5
[This material may have been covered at KS3, in which
case it may not be necessary to repeat here]
Carry out different searches on the Internet
using: ‘greater than’, ‘less than’, ‘equals’,
‘contains’, use with wild cards, key words,
complex searches using AND, OR and NOT and
the use of quotation marks around phrases
23
Copyright © 2012 AQA and its licensors. All rights reserved
Joint teaching
opportunities
I ndicative exam ple(s)
Suggested
timing
Learning Outcomes and
(lessons)
Reference
GCSE ICT
S h
fW k
Specification Content
Possible teaching and Learning Activities
Resource
Examination
‘hints and tips’
Printout information from a website (e.g.
www.rollingstone.com). Ask students to comment
on its accuracy or plausibility
Internet
websites
Know advantages/
disadvantages of a
Wiki as a source of
reference
Set a test piece of ‘text’ which tests students
understanding of correct use of a spell checker
Using word
processor’s
spell checker
Know limitations of
spelling and
grammar checkers
Explain the difference between input checks of
Verification (visual and double entry check) and
Validation checks on data (such as range checks,
type checks, presence checks, look-up lists)
Use BBC
Bitesize ‘Data
validation and
verification’
Know
Verify = check
accuracy
Validate = check
sensible
Homework
3.2.2 Working with information to solve problems (cont.)
c
Quality of information
and/or data
Joint teaching with
Functional Skills
i. Evaluate and question the
accuracy and plausibility of
information
1
Information from websites
ii. Ensure the accuracy and
plausibility of information
Uses and limitations of spelling and
grammar checkers
iii. Describe methods of error
detection (verification and validation
techniques) of data during the input
stage
d
Data collection/capture
methods
Joint teaching with
Functional Skills
i. Describe and identify common
uses of different data collection
methods
Methods: data capture form,
questionnaire, online form, chip and
PIN, OMR, bar code reader,
magnetic stripe card, voice
recognition (security entry systems),
biometrics and RFID tag
ii. Describe comparative advantages
and disadvantages of using a range
of different data collection methods
above
0.5
Produce a diagram of the common data collection
methods – data capture form, questionnaire, chip
and PIN, OMR. Bar codes, etc. List the
advantages and disadvantages of each of these.
Homework: produce a data capture form for a
member of a health club
Know which data collection method is suitable in
which circumstances
Homework: set questions on suitable data
collection methods
24
Use BBC
Bitesize
‘Databases
and data
capture’
Know how to
produce a data
capture form
(correct number of
boxes)
Know 2 advantages/
disadvantages of
different data
collection methods
Copyright © 2012 AQA and its licensors. All rights reserved
GCSE ICT
Block
of ICT tools and techniques cont.)
S h 2 (A
f Wrange
k
Total Lessons -12 lessons
I ndicative exam ple(s)
Suggested
timing
Learning Outcomes and
Joint teaching
opportunities
(lessons)
Reference
Specification Content
Possible teaching and Learning Activities
Resource
Examination
‘hints and
tips’
Class to review and modify 2 documents prepared by
the teacher – electronic word processed document and
printed document
Electronic
document;
printed
document
Know manual
and software
methods of
modifying and
reviewing work
Homework: produce a poster for a Purple Spiders
concert (from Specimen Unit 2 Candidate Booklet)
Publishing
software
Know the need
to review and
modify work
and to review
critically against
initial plans
Homework
3.2.2 Working with information to solve problems (cont.)
e
f
Reviewing and
modifying work
i. Work accurately and proof read,
using software facilities where
appropriate
Joint teaching with
Functional Skills
ii. Understand that work is reviewed
and modified as it is produced, using
drafts, to ensure it is fit for purpose
and that the meaning is clear. It is
reviewed critically against the initial
plan and the feedback of others to
inform future work and judgements
Presenting information
in ways that are fit for
purpose and audience
i. Understand the purposes of
presentations
Joint teaching with
Functional Skills
ii. Appropriately bring together and
organise information to produce a
poster, newsletter, web page or
multimedia presentation
0.5
Provide a plan of what the poster MUST contain. In
groups class to review and modify each person’s poster
against the plan
1
Word
processor
Understand the purpose of presentations: visual (on
screen and as hard copy) and multi-sensory (in multimedia presentations). The differences between them
and circumstances in which they would be used.
Exampro
questions of
Presentations
Know multimedia
presentations
are interactive,
capture
attention, etc
Know about information types: images, text of different
forms/from different sources: text alignment, captions,
audio, video and charts.
Specimen
Unit 2 website
for Purple
Spiders
Know how to
combine work
for Report in
Unit 3
Homework: combine on a presentation slide ‘about
welcoming new students to the school’ in a variety of
forms of information
25
Copyright © 2012 AQA and its licensors. All rights reserved
I ndicative exam ple(s)
Suggested
timing
Joint teaching
opportunities
Learning Outcomes and
(lessons)
Reference
GCSE ICT
S Specification
h
fW
k
Content
Possible teaching and Learning Activities
Resource
Examination ‘hints
and tips’
Students to produce a 5-screen presentation to
cover the acceptable use of ICT whether in
school, at home or in a business. Students are
given different audiences – over 75’s, children
under 10 and business people.
Presentation
software
Know needs of
audience are critical in
presenting information
Produce a report to the Headteacher requesting
that ‘Year 10 students are allowed to wear non
uniform, on days when a charity event is
organised’.
Word
processor
Know acceptable
layouts/conventions
for different forms of
information
Homework
3.2.2 Working with information to solve problems (cont.)
f
iii. Present information in ways
which are sensitive to the needs of
particular audiences and the
purposes of the presentation
(cont.)
with
previous
lesson
iv. Produce information that is
relevant and fit for purpose and
audience, using accepted layouts
and conventions where appropriate.
Consider content, readability, visual
impact, detail, consistent layout and
complexity
g
Sharing and exchanging
information
electronically
Joint teaching with
Functional Skills
i. Understand that data can be
transferred within and between
applications, using file sharing
websites and virtual learning
environments
ii. Use and give reasons for file
compression when transferring files
Publishing
software
Presentation
Understand the different forms in which
information may be presented: letter, essay,
memo, report, poster, newsletter, leaflet, flyer,
brochure, web page, magazine, business card
and multi-media presentation
0.5
Create a diagram of all the ways you can
transfer information: import and export data, file
attachments, photo–sharing websites
Graphics
Carry out compression techniques: zip and unzip
‘Zip’ program
Homework: set questions on file compression
26
Flow chart
software
Know about 2
methods of data
transfer
Know that file
compression is needed
when transferring
large files
Copyright © 2012 AQA and its licensors. All rights reserved
Joint teaching
opportunities
I ndicative exam ple(s)
Suggested
timing
Learning Outcomes and
(lessons)
Reference
GCSE ICT
S h
fW k
Specification Content
Possible teaching and Learning Activities
Resource
Homework
Examination
‘hints and
tips’
3.2.2 Working with information to solve problems (cont.)
h
Evaluate the
effectiveness of ICT
tools to meet needs
Joint teaching with
Functional Skills
Evaluate the effectiveness of ICT
tools to meet needs.
0.5
Time constraints, convenience,
quality of presentation, range of
facilities, versatility, transferability
of information into other formats,
cost and Internet connection speed
Know there are various tools needed and
constraints which have to be overcome to have
an effective outcome. All need to be planned to
ensure this.
In groups, plan how to ensure that a small
village in a ‘3rd world’ country was able to have
free access to clean water
Word processor
Explain the concept of an operating system as
something which controls the way in which the
computer works. Create a mind map on what an
Operating System can carry out on file, such as
load, copy, save, delete.
Mind mapping
ii. Understand the need for different
types of Operating Systems and
methods
Discuss some different types of OS: interactive,
multi-tasking, real-time, online, and multi-user.
Students to research an example of each of
Internet access
Types of OS: interactive, multitasking, real-time, online and multiuser
these.
Know time
constraints,
convenience,
cost and quality
of presentation
effect meeting
users needs
Publishing
software
3.2.3 Operating systems and user interfaces
a
Operating Systems
i. Understand that Operating
Systems control file operations
File operations; save, load, delete,
copy, and rename
0.5
Homework: Students to answer questions from
Exampro on Operating Systems
27
Graphics
software
Know common
file operations
are controlled
by the OS
Know 3
different types
of OS:
interactive,
multi-tasking,
real-time
Copyright © 2012 AQA and its licensors. All rights reserved
Joint teaching
opportunities
I ndicative exam ple(s)
Suggested
timing
Learning Outcomes and
(lessons)
Reference
GCSE ICT
S h
fW k
Specification Content
Possible teaching and Learning Activities
Resource
Examination
‘hints and tips’
Watch BBC
Bitesize
‘Software/User
Interfaces’
Know a GUI has
colour, sound,
ease of use,
consistent
navigation
Know a user can
adjust GUI’s
colour, sound, etc.
to meet needs
Homework
3.2.3 Operating systems and user interfaces (cont.)
b
User interface
Joint teaching with
Functional Skills
c
File/folder organisation
Joint teaching with
Functional Skills
i. Describe a GUI with customisation,
resolution, desktop contrast, adjust
volume, set date and time e.g. GUI
features: icon, menu, submenu,
pointer, buttons, hyperlinks
1
Provide a description of the two main types –
Graphic User Interface (GUI) and Menu User
Interface with examples of each.
[This material may have been covered at KS3, in which case
it may not be necessary to repeat here]
ii. Explain how to select, use and
adjust user interface features/ system
features to meet needs.
Students to mind map the features, components
and usage of each using colour to highlight the
advantages and disadvantages of each one
Mind mapping
iii. Describe a Menu User Interface
with features of ease of use and
restriction of options to those needed.
Students to research a ‘real life’ example of the
use of each interface.
Mobile phone,
BBC iPlayer
Know: Menu User
Interface restricts
choices
Students to create an efficient set of folders in
which they will store work for this course.
Teacher to direct students on the structure most
appropriate to school policy and to meet
requirements of Controlled Assessment Unit 3.
Windows
explorer (or
similar)
Know about
folders and
subfolders, file
naming
conventions and
version numbering
Homework: ask ‘What files take up most space
on your home computer’s hard disk?’
A class photo
taken by school
digital camera
Know problems
associated with
large files
Possible teaching and Learning Activities
Resource
Examination
‘hints and tips’
i. Describe the management and
organisation of files and file
operations
0.5
File management of: folders,
subfolders, filenames, file types,
paths, create new file, save, save as,
open, close, rename, delete, move,
copy, download files
ii. Understand the implications of very
large files
Know types of large files, for example.
graphic, music, photographic and
video files
Joint teaching
opportunities
I ndicative exam ple(s)
Suggested
timing
Learning Outcomes and
(lessons)
Reference
Specification Content
Homework
28
Graphics
software
Copyright © 2012 AQA and its licensors. All rights reserved
GCSE ICT
3.2.3
and user interfaces (cont.)
S h Operating
f W systems
k
c
iii. Understand how encoding data in a
suitable format affects file size and
ease of data entry and retrieval
(cont.)
0.5
Create a simple spreadsheet file by entering the
names of 3 well known bands
Spreadsheet
Enter the Initials of students in the class.
[This material may have been covered at
KS3, in which case it may not be necessary
to repeat here]
In pairs: ask one student to put a code to
represent the band the students in the class like
most. Ask the other to type the name of the
band each time (NOT to copy).
Know encoding is
quicker to enter
data; reduce
errors; makes
stored files
smaller
Ask ‘Is this quicker to enter a code? Does a code
reduce errors? Is the ‘code’ file smaller when
saved?
3.2.4 Applications software
a
b
Use of applications
software
Proprietary and open
source software
Understand that applications software
is designed to carry out user-related
tasks to solve problems. Make
informed decisions, select and use
software applications to meet needs,
solve problems and be aware of their
implications for others
Know the advantages and
disadvantages of proprietary software
versus open source software
0.5
Make a list of common applications software by
type NOT ‘branded’ name
Word processor
Know applications
software is
designed to carry
out user-related
tasks to solve
problems
Research the
variety of word
processors
available on the
Internet
Know advantages
and disadvantages
of proprietary
software V open
source software
Homework: students to answer questions from
Exampro on appropriate software for different
situations
Understand that it is not just Microsoft Office V
Open Office. Proprietary costs money and offers
a huge range of reliable support and upgrades.
Open source software is ‘free’ but offers less
reliable support
29
Copyright © 2012 AQA and its licensors. All rights reserved
I ndicative exam ple(s)
Suggested
timing
Joint teaching
opportunities
Learning Outcomes and
(lessons)
Reference
GCSE ICT
S Specification
h
fW
k
Content
Possible teaching and Learning Activities
Resource
Examination
‘hints and
tips’
Compare hosted/locally installed applications.
Hosted have advantages of automatic upgrades,
use anywhere that has Internet access; easy to
manage; secure against viruses. Local
installation means must use the machine
installed on; arrange own upgrades/virus checks
Internet research
Know hosted
means use
anywhere
anytime
Use a word processing task to incorporate as
many features shown below as possible:
Review the File,
Edit, Insert &
Format menus
and toolbars in
common
software (e.g.
word processor)
Know text size,
colour, style
features;
alignment and
justification;
templates and
text boxes
Homework
3.2.4 Applications software (cont.)
c
Hosted applications
Know the advantages and
disadvantages of using hosted
applications compared to locally
installed applications
d
Generic features of
software (appearing as
reasonably common
features in most
software packages)
Understand, and have experienced
the use of, a range of generic
features of a variety of software
types, to enter, organise and
develop information
[This material may have been covered at
KS3, in which case it may not be
necessary to repeat here]
with
previous
lesson
0.5
Generic features: enter and format text to maximise
clarity and enhance presentation: select, copy, cut
and paste, fonts; font/text size, style (emboldening,
italics, underlining) and colour, drag and drop, undo
and redo, find and replace, zoom, wordart (or similar),
wizards, help, print and print preview; appropriate
page layout, margins, headers and footers, alignment
(horizontal and vertical text) and justification (left/
right/full justification, centring), orientation (portrait
and landscape), page breaks, page numbering,
templates; insert text boxes, obtain, insert, resize,
crop and position images that are fit for purpose (i.e.
clipart, photo and scanned images), autoshapes,
shading, place behind and in front of other ‘objects’,
wrap text, print screen
30
Copyright © 2012 AQA and its licensors. All rights reserved
I ndicative exam ple(s)
Suggested
timing
Joint teaching
opportunities
Learning Outcomes and
(lessons)
Reference
GCSE ICT
S Specification
h
fW
k
Content
Possible teaching and Learning Activities
Resource
Homework
Examination
‘hints and
tips’
3.2.5 Word processing, DTP, web design and other presentation software
a
b
c
Specific features of and
differences between a
word processor and
DTP
Identify the common features found
in word processors, DTP and other
common features found in word
processors, DTP and other
presentation software, to enter,
organise, develop, refine and format
information
1
Separately use a word processor and DTP
software to incorporate an image of a famous
person with a brief life-story about them
[This material may have been covered at KS3, in which case
it may not be necessary to repeat here]
Watch BBC
Bitesize
‘Software/Word
processing and
desktop
publishing’
A word processor and
DTP
Explain the distinction between
word processors and DTP
As the distinction between them merges, know
that WP handles text, DTP handles text and
graphics using frames
Word processor
Use features of different
software packages to
organise and present
information
Identify tasks and use features of
word processors and DTP in order
to create documents
Produce a letter to the school kitchen asking for
salad every Friday.
Word processor
Produce a poster to inform your class that you
have done this (must include an image)
Homework: students to answer questions from
Exampro on suitable software to use
31
Publishing
software
Publishing
software
Know wide
range of
common
features to
enter, organise,
develop, refine
and format
information
Know WP for
text, DTP for
text and
graphics
Know features
of different
software
packages to
organise and
present
information
Copyright © 2012 AQA and its licensors. All rights reserved
GCSE ICT
S h
fW k
Joint teaching
opportunities
I ndicative exam ple(s)
Suggested
timing
Learning Outcomes and
(lessons)
Reference
Specification Content
Possible teaching and Learning Activities
Resource
Examination
‘hints and
tips’
Presentation
software
Know at least 5
features of
Presentation
software
Homework
3.2.5 Word processing, DTP, web design and other presentation software (cont.)
d
e
Presentation software
Web design software
i. In addition to generic features,
understand that presentation
software used should allow a range
of features.
1
Create an 3 page interactive presentation of
news about your class showing links between
pages
Presentation software features:
insert slide, enter and edit slide
content, buttons and other
hyperlinks; sound effects,
animation, layouts, colour schemes,
slide transitions, timing, print
handouts and view slide show
[This material may have been covered at KS3, in which case
it may not be necessary to repeat here]
ii. Understand that interactive and
multimedia presentations combine
textual, graphical or multimedia
formats
A presentation about your ICT course combining
work produced in spreadsheet, text and
database forms
Presentation
software
Know
multimedia =
many forms of
information
Look at the BBC home page which shows many
of the features needed
www.bbc.co.uk
Know web
design software
has master
pages,
hotspots,
hyperlinks,
navigation bar,
templates
In addition to generic features,
understand the features of web
design software to design pages
and links between them
Web design features: master pages,
hotspot, hyperlink, navigation bar,
templates and layout guides, forms,
marquee, animation, flash tools,
RSS feed, counters and conversion
to HTML
0.5
Homework: students to answer questions from
Exampro on web design software
32
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S h
fW k
Specification Content
Possible teaching and Learning Activities
Resource
Examination
‘hints and
tips’
Homework
3.2.5 Word processing, DTP, web design and other presentation software (cont.)
f
Software for audio, DVD
and video players
Understand this software may be
used to allow a range of features
0.5
Use BBC iPlayer which shows many of the
features needed
www.bbc.co.uk/i
player
Know 3
features of
audio/video
software
0.5
As a class create or look at podcasts – could
choose a common topic
Use
podbean.com
Know a podcast
= a series of
digital media
files available
for download
via web
syndication
Audio/video software features:
volume adjustment, mute, play,
pause, forward/ fast forward,
backward/reverse, start, stop, end,
playlist, subtitles, music downloads
and streaming
g
Podcast
Understand the use and purpose of
a podcast
or other free
podcast hosting
sites
3.2.6 Graphics production and image manipulation
Specific features of
graphics manipulation
software
Identify specific features of basic
graphics packages e.g. erase, fill
with colour, pick colour, choose
pencil, brush and airbrush
Identify tasks which can be carried
out using graphics packages
(morphing).
1
Produce a new food packaging label for a yogurt
or canned food – need to use the different
graphic features.
Show examples of what different graphic
packages can create
Watch BBC
Bitesize
‘Software/
Graphics
software’
Morphing
appeared in the
Michael Jackson
music video
Know at least 3
features: fill
with colour,
choose pencil,
brush or
airbrush
Black or White
33
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Reference
GCSE ICT
S h
fW k
Specification Content
Possible teaching and Learning Activities
1
Demonstrate spreadsheet cells with different
data types: number formats (integer, currency,
Resource
Examination
‘hints and
tips’
Spreadsheet
program
Know cell
references are
Column/Row
(e.g. A7)
Spreadsheet
program
Know at least 3
methods of
formatting cells
(e.g. font style,
size and colour)
Spreadsheet
program
Know cell
references are
Column/Row
(e.g. A7)
Homework
3.2.7 Spreadsheets and modelling software
a
Types of data (Common
to spreadsheets and
databases)
i. Identify different data types
Data types: alphanumeric/text,
date/time, limited choice (drop
down list, radio buttons, tick lists),
object, logical/Boolean (Yes/No,
Male/Female)
ii. Know about formatting a variety
of cell types
percentages, decimal places and fraction)
Create a spreadsheet of classes for year 10
(male, female, class numbers, teacher’s name
etc) and use format techniques on cells: font
formats (style, size, colour), text alignment
(horizontal and vertical), text wrap, merging
cells, cell borders and shading
b
Specific features of a
spreadsheet
Describe the use of a range of
specific features of spreadsheet
software, that enter, develop and
organise numerical information that
is fit for purpose
Spreadsheet software features:
show structure of worksheet
(formulae/ functions), sorting rows/
columns, graph/chart creation and
development to suit numerical
information (bar chart, pie chart,
line graph, scattergram and the use
of scales, a title, axis title and
key/legend), layout of worksheets
and linked sheets
Create a set of ‘exam’ results to show
spreadsheet features about cells: cell references,
rows, columns (and their height and width),
show row/column labels, enter and edit cell
content, cell gridlines, cell ranges, replication
Demonstrate spreadsheet to show: merging
cells, formulae, functions and automatic
recalculation
There are
downloadable
worksheets on
www.teachICT.com
Homework: set a spreadsheet to test
knowledge of spreadsheet features
34
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Reference
GCSE ICT
S h
fW k
Possible teaching and Learning Activities
Resource
Examination
‘hints and
tips’
Spreadsheet
program
Know SUM,
AVERAGE,
MAX/MIN
functions
Homework
3.2.7 Spreadsheets and modelling software (cont.)
c
Formulae and functions
Understand the use of a range of
common formulae and functions,
relative and absolute cell references
Functions: COUNT and LOOKUP
0.5
Use ‘exam’ spreadsheet where students have to
use:
Formulae: +, – , * , /
Functions: SUM, AVERAGE, ROUND, ROUNDUP,
IF, MAX, MIN, RANK
35
Copyright © 2012 AQA and its licensors. All rights reserved
GCSE ICT
Block
of ICT tools and techniques cont.)
S h 3 (A
f Wrange
k
Total Lessons - 12 lessons
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(lessons)
Reference
Specification Content
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Resource
Examination
‘hints and
tips’
Watch BBC
Bitesize –
Modelling with
Spreadsheets
Know modelling
is: change data,
check result,
continue until
appropriate
result obtained
[This material may have been covered at KS3, in which case
it may not be necessary to repeat here]
Watch BBC
Bitesize ‘Data,
information and
knowledge’
Know a
database is
stored data
organised into
files
Create a database using a previous AQA
specification ‘A’ Assignment, which demonstrates
data redundancy
Database
program
Know relational
database = less
entry time,
fewer entry
errors
Create a database input form to enter new data
Watch BBC
Bitesize
‘Databases and
data capture’
Know how to
design a
database input
form
Homework
3.2.7 Spreadsheets and modelling software (cont.)
d
Modelling
i. Understand how to model
situations
2
Use Specimen Unit 2 model ‘Purple Spiders tour’
as an example
ii. Describe how a model may be
used to answer ‘what if’ questions
and explain the benefit of being
able to answer such questions using
a model
3.2.8 Databases
a
Data structures
i. Understand the structure of
information and the concept of a
database as a collection of stored
data organised into files or data
tables (flat file and relational
databases)
0.5
ii. Understand that relational
databases reduce data redundancy
b
Collect/enter data to a
database
Create and use database input
form(s) to enter and edit records
1
36
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GCSE ICT
S Specification
h
fW
k
Content
Possible teaching and Learning Activities
Resource
Examination
‘hints and
tips’
AQA (20092011)
specification ‘A’
Assignment Task
3
Know how to
search for
records and
how to present
database
reports
Present students with a database (or use earlier
one) and ask them to make changes – add
new/delete/amend record
Database
program
Know how to
sort in
ascending/
descending
order
Create a database of brothers and sisters at
school, which demonstrates data redundancy
Database
program
Know relational
database = less
entry time,
fewer entry
errors, linked
tables
Possible teaching and Learning Activities
Resource
Examination
‘hints and
tips’
Homework
3.2.8 Databases (cont.)
c
Specific features of a
database
Know that the software should allow
the use of a range of specific
features
1.5
Use a previous AQA Assignment as an example
to demonstrate: field (column) and record (row),
field names, key field (unique), primary key, file;
database, view database structure
Database software features:
insert/delete field/ record, enter and
edit field contents, organise and
select records, , control the content
and format of reports by selection
of fields, use of headings, header
and footer, creation and
development of charts/graphs
Homework: students to answer questions from
Exampro on databases
Organise data, add new data,
amend existing data, delete
redundant data, select/search/ filter
records, sort on one or more fields
and merge data. Sort: in ascending
and descending order
1
e
Data redundancy
Explain how linking data tables can
reduce the duplication of data,
making it simpler to keep
information up to date and
increasing the accuracy/ consistency
of data
0.5
Reference
Specification Content
Learning Outcomes and
Joint teaching
opportunities
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timing
Everyday tasks for
databases
(lessons)
d
Homework
37
Copyright © 2012 AQA and its licensors. All rights reserved
GCSE ICT
3.2.8
S h Databases
f W (cont.)
k
f
g
Outputs
Mail merging
Explain that data can be
extracted from a database to
produce many different types of
reports and that data from
different files in a database can
be used to produce a single
report
Understand how fields from a
database may be included in a
variety of documents
1
Create some reports/mail merge letters from the
brothers and sisters database
Mail merge documents: letter,
invoice, payslip, membership card
and name badge
38
Database
program
Know reports
can present
information in
any order
Database
program
Know
documents
using data from
a database are
called ‘mail
merge’
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Content
(lessons)
Reference
GCSE ICT
S Specification
h
fW k
Possible teaching and Learning Activities
Resource
Examination
‘hints and tips’
Worksheet on
Internet
software
Know about
blocking ‘pop-ups,
phishing filters and
bookmarking pages
Know an ISP (Internet Service Provider) is a
company which offers access to the Internet and
other services such as email, website hosting, news
and information. Know protocols such as POP and
SMTP
Internet
Know an ISP
manages Internet
access for users
Manage suitable e-mail activities in the centre
e-mail access
(for this lesson
Know e-mail is for
electronic
transmission of
documents/text/atta
chments
Homework
3.2.9 Web browsing and e-mail
a
Web browser and
search engine
Joint teaching
with Functional
Skills
i. Understand that to access, navigate
and search Internet sources of
information purposely and effectively,
the software used should allow these
features
0.5
Produce a worksheet which contains the following:
a web portal (provides access to a range of other
websites by acting as a gateway to them),
navigation links, refreshing/stopping a page button,
blocking ‘pop-ups’, phishing filter, favourites. Ask
students to identify them
Enter web address, web/internet
portals, web/Internet browser, home
page, navigate, refresh, stop, block
‘pop-ups’, phishing filters, favourites,
save and use bookmarks, links to
other sources
ii. Understand the role of an ISP and
commonly used Internet protocols
Examples such as POP (Post Office
Protocol), SMTP (Simple Mail Transfer
Protocol)
b
e-mail
i. Understand that e-mail software
used should include features that
allow a user to create, access, read
and respond appropriately to e-mails
ii. Manage efficient storage of ICTbased communications, attachments
and contact addresses
[This material may have been covered at KS3, in which case it
may not be necessary to repeat here]
0.5
e-mail software features: send and receive messages
using mailbox/inbox, outbox, e-mail address, create,
access, read, reply, forward e-mails, communicate using from, send to, cc, bcc, subject and content fields, add
and open attachments, add signatures and use
appropriate language/style to suit audience
Manage e-mail: create and maintain e-mail folders,
delete e-mails, add, amend and delete contact entries,
update mailing lists, manage junk mail (spam) and use
spam filter
39
only)
e-mail access
(for this lesson
only)
Know impact of
junk mail (spam)
and how to manage
Copyright © 2012 AQA and its licensors. All rights reserved
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GCSE ICT
Content
S Specification
h
fW
k
Possible teaching and Learning Activities
Resource
Examination
‘hints and
tips’
www.blogger.com
Know the
difference
between a blog
and a social
networking site
Homework
3.2.10 Web logs and social networking
a
b
Web logs
Social networking
software
Understand the use of web logs
(blog)
0.5
View and create a simple blog
i. Understand the use of social
network sites
0.5
Write a report about how you (could) use a
social networking site and consider different
types of social networks
View Facebook or
similar
appropriate
website (school
decision)
Homework: specimen unit 1 written
examination paper
View Facebook or
similar
Know common sensors: light, temperature,
magnetic, movement, infra red.
Watch BBC
Bitesize
‘Measurement
and control/
Computer control’
ii. Explain the advantages/
disadvantages of using such sites
or similar blog
websites
Know 3 features
of a social
networking site
Know the
dangers of a
social
networking
3.2.11 Data logging and control software
a
Data logging
i. Identify different types of sensor
and suitable uses for them
1
Produce worksheet with images of these and
ask students to identify and explain their use
Use an iphone/ipod touch – there is data logging app
available. Students to consider advantages/disadvantages
ii. Understand the process of data
logging
Know logging interval, logging period,
calibration
iii. Identify the advantages and
disadvantages of computerised data
logging rather than logging data
manually
Automatic, high degree of accuracy, no need
for human intervention, used where safety risks
involved, read over long period, take many
readings in short time
40
Watch BBC
Bitesize
‘Measurement
and control/ Data
logging’
Know definitions
of logging
interval, logging
period,
calibration
Copyright © 2012 AQA and its licensors. All rights reserved
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timing
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(lessons)
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S Specification
h
fW
k
Content
Possible teaching and Learning Activities
1
Use Logo software to create a letter S
Resource
Examination
‘hints and
tips’
Watch BBC
Bitesize
‘Measurement and
control/ Logo
Always check
where the start
point is. Each
square counts
as 1 step
Homework
3.2.11 Data logging and control software (cont.)
b
Controlling devices
i. Write a sequence of instructions
to control a screen image or
external device appropriately
Answer questions on controlling an on-screen
device from past papers
Use Exampro
Ask students ‘What devices control their lives
and their parents lives?’
ii. Understand about controlling a
range of devices:
Devices controlled: electronic toys,
games, actuators, central heating
systems, burglar alarms, security
systems, automatic doors, smart
meters, traffic control systems, car
parking systems, greenhouse
control systems and robotics
c
Control-feedback
loop
Describe the main components of
the control-feedback loop of a
closed system: input, process,
output, feedback, identifying a
typical application using physical
variables
Prepared
worksheet
Know about
controlling a
range of
devices
Watch BBC
Bitesize
‘Measurement and
control/ Computer
control’
Know about
controlling an
automatic
greenhouse
environment
Provide a worksheet with images (from the list
on the left) and ask what is being controlled and
how the control system works
Homework: students to answer questions from
Exampro on Logo
0.5
Draw a diagram of the stages in an automatic
greenhouse environment
Control-feedback system: automatic
greenhouse environment
Flowchart
Graphics software
Block 4
Total Lessons -10.5 lessons
41
Copyright © 2012 AQA and its licensors. All rights reserved
GCSE ICT
Society’s
use
S h
f W ofk ICT
Candidates should demonstrate skills in, and show knowledge and understanding of the implications of legal, social, economic, ethical and
environmental uses of ICT for individuals, organisations and society. Candidates should recognise risks when using ICT and understand safe,
secure and responsible practices:
I ndicative exam ple(s)
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timing
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(lessons)
Reference
Specification Content
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Resource
Homework
Examination
‘hints and
tips’
3.3.1 Legal issues
a
Data Protection Act
i. Describe the main aspects of the
Data Protection Act and any
subsequent amendments, know that
there is a requirement to register
1
Students to produce a poster which records the
responsibilities of data users and rights of data
subjects
Internet
Publishing
software
Know role of
Data protection
Registrar
Know 4
responsibilities
and 4 rights of
DPA
iii. Recognise exemptions under the
Data Protection Act
Understand that aspects of national security
crime & taxation, health & education, research &
statistics are exempt
Internet
Know 2
exemptions of
DPA
iv. Understand the Personal data
guardianship code and its essential
principles of accountability, visibility,
consent, access, stewardship and
responsibility
Explain why the Personal data guardianship code
is necessary
BCS website
www.bcs.org
Know Personal
data
guardianship
code
Specification Content
Learning Outcomes and
Possible teaching and Learning Activities
Resource
Joint teaching
opportunities
I ndicative exam ple(s)
Examination
‘hints and
tips’
Suggested
timing
Homework: students to answer questions from
Exampro on Data Protection Act
(lessons)
Reference
ii. Describe the responsibilities of
data users and the rights of data
subjects
Homework
3.3.1 Legal issues
42
Copyright © 2012 AQA and its licensors. All rights reserved
GCSE ICT
S h
fW k
v. Describe a range of software
methods of preventing unauthorised
access to computer systems/online
accounts:
0.5
Produce a worksheet explaining preventative
software measures: creating user accounts, use
of authentication and log on details (user
IDs/usernames and appropriate passwords),
keeping passwords/PINs secret/secure, regular
changing of passwords, levels of access, security
questions, image/code recognition, selective
drop-down menus
Exampro
questions
Know software
methods: log on
details (secure
passwords, user
accounts, PINs,
levels of access
vi. Describe a range of physical
methods of preventing unauthorised
access to computer systems
0.5
Produce a worksheet showing preventative
physical measures: locks, clamps, alarms,
surveillance and location of equipment
Exampro
questions
Know 3 physical
methods of
preventing
unauthorised
access
Know there are 3 categories: unauthorised
access to computer material; unauthorised
access with intent to commit a further offence;
unauthorised modification of programs or data
Internet
ii. Describe what is meant by
hacking
Understand that a hacker is someone who
accesses a computer without permission
Internet
Know
unauthorised
access/with
intent to commit
further offence/
unauthorised
data
modification
iii. Explain measures which must be
taken in order to protect against
hacking
Protection against hacking is first to use a
firewall to prevent access
Internet
Anti-hacking measures: firewalls,
intrusion detection
Intrusion detection monitors all computer events
and immediately alerts the administrator
Specification Content
Learning Outcomes and
Possible teaching and Learning Activities
Joint teaching
opportunities
I ndicative exam ple(s)
a
(cont.)
b
Computer Misuse Act
i. Describe the purpose of the
Computer Misuse Act
1
Word processor
Word processor
Word processor
Know 2
measures which
must be taken in
order to protect
against hacking
Suggested
timing
(lessons)
Reference
Resource
Examination
‘hints and
tips’
Exampro
questions
Know a virus is a
program which
replicates itself
Homework
3.3.1 Legal issues (cont.)
b
(cont.)
iv. Describe what a computer virus
is and know the danger it presents
with
previous
lesson
Know a computer virus is a program which
replicates itself. It may be benign (but annoying)
or damage software/hardware. Transmitted from
Internet sites/as e-mail attachments/from
unknown CD-ROMs/USB memory drives
43
Copyright © 2012 AQA and its licensors. All rights reserved
GCSE ICT
S h
fW k
c
Copyright law
v. Explain the measures which must
be taken in order to protect against
deliberate transfer of viruses and
minimise the risk of viruses
Ask students to create a poster explaining the
importance of: anti-virus, anti-spy software and
treating files from unknown sources with caution
Anti-virus measures: anti-virus and
anti-spy software and treating files
from unknown sources with caution
Homework: students to answer questions from
Exampro on protection against viruses
i. Describe what is meant by
copyright
0.5
ii. Avoid plagiarism and understand
its affects on people and
acknowledge sources
The legal right of a company/individual to
publish and sell the work (book, play, film,
photograph, software). It confirms ownership of
a specified work
Understand that plagiarism is ‘taking’ someone
else’s work and claiming it as your own
Publishing
software
Know 2
measures which
must be taken in
order to protect
against viruses
Internet
Know copyright
= legal
ownership
Word processor
Applies to
Controlled
Assessment Unit
Know plagiarism
is theft and its
effects on
people
Know implication
of illegal media
downloads
If a centre has subscribed to www.turnitin.com
show it to students, explaining how it works.
Illegal downloads/file sharing prevent the owner
from being paid for their work. It is an instance
of indirect theft.
Internet
iv. Explain that an ISP can deny
services in specific circumstances
There is Government pressure on ISPs to
monitor illegal media downloads and file sharing
Internet
Specification Content
Learning Outcomes and
Resource
Joint teaching
opportunities
I ndicative exam ple(s)
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timing
Possible teaching and Learning Activities
Examination
‘hints and
tips’
1
Produce a worksheet with images of health
problems: stress, eye problems, wrist problems
(RSI), back and neck problems and tripping over
cables. Students are to identify them
Worksheet
Know stress,
eye problems,
wrist problems
(RSI), back and
neck problems
Students are to produce an advice leaflet to
alleviate health problems: take breaks,
Publishing
software
Know take
breaks, eye
tests, use of
(lessons)
Reference
iii. Understand the moral and ethical
implication of illegal media
downloads and file sharing
Word processor
Word processor
Homework
Know ISP can
deny service
3.3.1 Legal issues (cont.)
d
Health and Safety
issues at work
i. Describe the potential health
problems related to the prolonged
use of ICT equipment
ii. When using a computer for long
periods, understand what steps can
be taken to help alleviate or
44
Copyright © 2012 AQA and its licensors. All rights reserved
GCSE ICT
S h
fW k
minimise stress, eye problems, wrist
problems (RSI), back and neck
problems, avoid tripping
appropriate lighting, eye tests, use of wrist rests
and other devices, use adjustable seating and
set monitor heights, footstools and other
devices, avoid hazards, safe positioning of
hardware/potential hazards and cable trunking;
iii. Describe a range of safety issues
related to using computers
Use a spreadsheet to list common safety
features. Allocate a priority number to show
which should be dealt with first. Sort the list in
order of importance.
Safety issues: excessive heat/
temperature, management of
electrical systems/computers, light,
fire prevention, hygiene and
measures for preventing accidents
in the work place, and loss of power
supply
Create a video explaining H&S issues to be
shown to new ICT users within an
establishment. Consider if the images and sound
should be the same for younger students and
adults or would they need to be different.
wrist rests,
adjustable
seating
Spreadsheet
Know 4 safety
issues:
excessive heat,
management of
computers, fire
prevention, loss
of power
Homework: students to answer questions from
Exampro on health & safety issues
45
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(lessons)
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GCSE ICT
Content
S Specification
h
fW
k
Possible teaching and Learning Activities
Resource
Examination
‘hints and
tips’
Homework
3.3.1 Legal issues (cont.)
d
iv. Describe a range of measures to
minimise and overcome safety
issues
(cont.)
with
previous
lesson
Add appropriate safety measures to correct issue
- air conditioning, not overloading electrical
sockets, no trailing wires, checking and
replacing/mending malfunctioning computer
equipment and cabling (data and electrical),
diffused/ ambient lighting, blinds to block out
direct sunlight, position of monitors, fire
extinguishers, no food/drink around the
computer, installing fire extinguishers, using UPS
and surge protectors
Spreadsheet
Know 4 safety
features: air
conditioning,
mending
computer
equipment, fire
extinguishers,
UPS protector
Carry out research work on changing commercial
patterns: automated production lines with fewer
workers and more standard products, automated
stock control ensuring stock is kept at correct
levels, Internet shopping reducing the necessity
for ‘high street’ shop premises, creation of new
‘industries’ and globalisation. Produce a poster of
findings
Internet
Know at least 3
changing
patterns of
commerce/
industry
Carry out research work on changing
employment patterns 1: size of business/
workforce, type of workforce, location of
offices/manufacturing plant, different ways of
working and different capabilities of people and
computers. Produce a leaflet of findings
Internet
3.3.2 Social and economic issues
a
b
Changing pattern of
commerce and industry
due to increased use of
ICT
Describe the changes to the way
businesses work due to the
introduction of ICT
1
Changing pattern of
employment due to
increased use of ICT
i. Discuss changes caused by
increased use of ICT in the
workplace
1
46
Publishing
software
Publishing
software
Watch BBC
Bitesize ‘Changing
work patterns’
Know at least 3
changing
patterns of
employment
Copyright © 2012 AQA and its licensors. All rights reserved
I ndicative exam ple(s)
Suggested
timing
Joint teaching
opportunities
Learning Outcomes and
(lessons)
Reference
GCSE ICT
S Specification
h
fW
k
Content
Possible teaching and Learning Activities
Resource
Examination
‘hints and
tips’
Carry out research work on changing
employment patterns 2: homeworking/
teleworking, mobile computing, flexible hours,
job satisfaction, ease of tasks, training, retraining and increased unemployment. Produce a
leaflet of findings.
Internet
Know at least 3
changing
patterns of
employment
Understand that employees will be monitored
whilst working using software which detects
what they are doing and how frequently.
Internet
Know about the way in which using ICT can
damage self/others by inappropriate online use:
e-mail flaming and spam; intentional theft,
plagiarism or corruption of information. Students
to provide advice to others. Look at the school’s
Word processor
Know 2 ways
ICT can
magnify actions
Produce an advice leaflet about responsible
online behaviour: such as non-disclosure of
personal information/details, not opening/
forwarding e-mails/files from unknown sources;
not clicking on ‘unknown’ web links; not
physically meeting a person from a chat room;
inappropriate use of web cam, prevention of
cyber bullying, not accessing pornography, using
copy lists with discrimination, and checking
websites have correct URL.
Internet
Know 4 points
from the advice
leaflet
Homework
3.3.2 Social and economic issues (cont.)
b
ii. Discuss the changes in
employment due to the introduction
of computers and the increasing use
of network technology
(cont.)
with
previous
lesson
iii. Monitoring employees at work
c
Acceptable ICT use
Joint teaching with
Functional Skills
Understand how ICT can magnify
the impact of actions
0.5
Publishing
software
Publishing
software
Know 2 ways of
Monitoring
employees
AUP – if students had to write their own, what would
they keep and what would they change and why?
d
Responsible behaviour
online
Joint teaching with
Functional Skills
i. Show awareness of responsible
use and staying safe when using
ICT-based communication
0.5
47
Publishing
software
Copyright © 2012 AQA and its licensors. All rights reserved
I ndicative exam ple(s)
Suggested
timing
Joint teaching
opportunities
Learning Outcomes and
(lessons)
Reference
GCSE ICT
Content
S Specification
h
fW
k
Possible teaching and Learning Activities
Resource
Examination
‘hints and
tips’
Understand about working ethically: not misusing
images and not making defamatory
statements/libel/slander online
Internet
Know about not
slandering/
libelling people
Online hazards: phishing e-mails/scamming/
fraudulent mirror-image (look alike) websites;
avoid accidentally sending viruses
Internet research
Know 3 online
hazards and
methods of
avoiding them
Use
www.gbbo.co.uk
to create a free
personal website
(or similar)
Know effects of
growth of
personal
websites
Internet research
Know effects of
variation in
computer
access and ICT
skills between
different people
Produce a poster
Know 2
features to aid
people with
disabilities
Homework
3.3.2 Social and economic issues (cont.)
d
ii. Understand ethical guidelines
(cont.)
with
previous
lesson
iii. Recognise a range of online
hazards and know methods of
avoiding them
Publishing
software
Online methods: use of online bank card readers
and use of financial security procedures
e
Social and personal
effects of ICT
i. Understand the effects that the
growth of personal websites, web
logs and social networking sites
have on people, organisations and
society
ii. Describe the effects of variation
in computer access and ICT skills
between different people
1
Create a personal website to control what work
has been completed and what is still to be done.
Compare communication styles and preferences
between generations. What stays the same and
what is different?
Research notes on different societies’ ICT use
and skill levels
Homework: students to answer questions from
Exampro on social & personal effects of ICT
f
Accessibility
Describe a range of features
(software and hardware) to aid
people with disabilities
Use school knowledge and/or research software/
hardware features to aid people with disabilities.
www.tate.org.uk/imap - a website to allow
visually impaired people to ‘see’ art.
48
Copyright © 2012 AQA and its licensors. All rights reserved
Joint teaching
opportunities
I ndicative exam ple(s)
Suggested
timing
Learning Outcomes and
(lessons)
Reference
GCSE ICT
S h
fW k
Specification Content
Possible teaching and Learning Activities
Resource
Examination
‘hints and
tips’
Homework
3.3.2 Social and economic issues (cont.)
g
Sustainability and recycling
Explain how ICT can aid the
processes of monitoring and
managing sustainable resources and
recycling
with
previous
lesson
Use school knowledge and/or research software/
hardware features monitoring and managing
sustainable resources
Produce a poster
Know how ICT
can aid
sustainable
resources and
recycling
1
Discuss issues from websites/newspapers about
the purpose and cost of national databases,
security of public data, links between public and
private databases, national identity cards,
government access to personal data, CCTV and
the surveillance society. Students to choose and
write about one of them.
Internet
Know public
concerns about
IT issues
affecting people
and society
3.3.3 Political, ethical and environmental issues
a
Political and ethical
issues
Understand public concern about IT
issues affecting people and society
Publishing
software
Research and compare how different media
report the same story. Are the concerns different
depending on the age, gender etc of the persons
being interviewed?
49
Copyright © 2012 AQA and its licensors. All rights reserved
GCSE ICT
S h
fW k
Joint teaching
opportunities
I ndicative exam ple(s)
Suggested
timing
Learning Outcomes and
(lessons)
Reference
Specification Content
Possible teaching and Learning Activities
1
Record climate and environmental change
Resource
Examination
‘hints and
tips’
Internet research
Know impact
that ICT
monitoring has
on environment
Homework
3.3.3 Political, ethical and environmental issues
b
c
Using ICT to monitor
and minimise harmful
effects on the
environment
Impact of ICT on
different peoples
i. Describe the impact that ICT
methods of monitoring have, using
measurement devices.
Publishing
software
ii. Recognise the effect that low
energy use and recycling have on
the environment
Ozone layer and land fill sites
Describe the impact that ICT or lack
of ICT has on different communities
and cultures
Research notes on the ICT use and skill levels
of different communities and cultures
Internet research
Publishing
software
50
Internet research
Publishing
software
Know that ICT
can monitor
energy use and
recycling
Know effect
that ICT has on
different
communities
and cultures
Copyright © 2012 AQA and its licensors. All rights reserved
GCSE ICT
Block
S h 4 (cont.)
fW k
Total Lessons – 1.5
Collaborative working
Candidates should demonstrate skills in, and show knowledge and understanding of the impact of collaborative working in ICT for individuals,
organisations and society:
Joint teaching
opportunities
I ndicative exam ple(s)
Suggested
timing
Learning Outcomes and
(lessons)
Reference
Specification Content
Possible teaching and Learning Activities
Resource
Examination
‘hints and
tips’
Publishing
software
Know
collaboration is
recursive and
aims to meet
common
targets
Publishing
software
Know that
collaboration is
a process which
checks against
agreed group
plans, identifies
issues/risks and
ensures house
style is met
Word processor
Know that work
schedules and
meetings are
synchronised
when
collaborating
Homework
3.4.1 Principles and processes of collaborative working
a
b
Collaboration
Collaborative working
processes
Understand that collaboration is a
recursive process where two or
more parties (people, organisations
or countries) work together towards
meeting common targets
i. Explain that people must work
consistently by checking against
agreed group plans, identifying
issues and risks and ensuring
consistent layout (house style).
0.5
Combine with a wiki set up for another section
of the SOW.
In pairs produce a simple page for a year 10
yearbook
Consider the differences between a pair
producing a year 10 yearbook and a group of 8
people doing the same activity and produce a
plan of action
This is an iterative process where the stages are
constantly reviewed to ensure fitness for purpose
ii. Communicate with, organise
work schedules and synchronise
meetings when seeking the
views of colleagues in producing
projects
Plan what needs to be done to manage a
Foreign exchange visit.
Graphics
Flowchart
software
51
Copyright © 2012 AQA and its licensors. All rights reserved
I ndicative exam ple(s)
Suggested
timing
Joint teaching
opportunities
Learning Outcomes and
(lessons)
Reference
GCSE ICT
Content
S Specification
h
fW
k
Possible teaching and Learning Activities
Resource
Examination
‘hints and
tips’
In groups plan the building of a new sports hall
for the school
Internet research
Know about
project
management
Skype with video to another user – either the
students to do this or ask another teacher to
demo the facility in lesson.
Video
conferencing
equipment
Know video
conferencing is
a 2-way
communication
method with a
set of protocols
Internet research
Know video
conferencing
allows ‘face to
face’ contact; it
requires
specialist
equipment and
fast broadband
access
Internet
Know at least 2
examples of the
use of
collaborative
software
Homework
3.4.1 Principles and processes of collaborative working (cont.)
b
cont
c
d
Video/teleconferencing
Collaborative situations
and software
iii. Understand about project
management, that issues of the
scale of projects have to be
scheduled and managed and
that each worker plays a key role
in completing to a deadline
with
previous
lesson
i. Understand that video/
teleconferencing is an example
of collaborative working and is
based on two or more locations
being able to interact with others
via multi-way video/tele and
audio transmissions
simultaneously
0.5
Use the school’s video conferencing equipment
to contact students also taking GCSE ICT
ii. Describe the advantages and
disadvantages of using video
conferencing as a means of
collaboration
Use an example of video conferencing from the
Internet
i. Describe a range of situations in
business, education, leisure and
cultural interaction where
collaboration can take place
Split class into 2 groups – ask one group to
report on ‘Approaches to teaching and learning’
and ask the other to report on ‘multi-user online
gaming’. Compare similar approaches and ideas
Homework: students to answer questions from
Exampro on video conferencing
52
Word processor
Copyright © 2012 AQA and its licensors. All rights reserved
I ndicative exam ple(s)
Suggested
timing
Joint teaching
opportunities
Learning Outcomes and
(lessons)
Reference
GCSE ICT
S Specification
h
fW
k
Content
Possible teaching and Learning Activities
Resource
Examination
‘hints and
tips’
Research a range of collaborative tools, such as:
shared workspaces, communications tools,
project management and workflow tools
Internet
Know at least 2
collaborative
software tools
Carry out work from Unit 3 specimen Candidate
Booklet ‘Managing storage’
Unit 3 specimen
Candidate
Booklet
‘Managing
storage’
Know file sharing
techniques such
as: file naming
conventions;
version control;
read/write
properties
Explain the importance of having safeguards
(such as encryption, firewalls, back-ups and
secure sites in collaborative working, where
people are working remotely and files are
regularly transferred and worked on by different
people
Produce a poster
emphasising
Collaborative
safety
Know that
safeguards (e.g.
encryption,
firewalls, backups) are
essential in
collaborative
working
Homework
3.4.1 Principles and processes of collaborative working (cont.)
ii. Understand about collaborative
software tools
d
cont
e
Sharing information and
online safety
i. Understand about sharing files,
the secure transfer of data and
secure access when collaborating
with
previous
lesson
File naming conventions and version
control Read/write file permissions
ii. Discuss the need, when working
collaboratively, to show respect
towards others, to comply with data
protection regulations, to
understand about systems that
enable security of data and to
understand about remote access to
computer systems
Word processor
(links to 3.1.3b, 3.1.4a, 3.3.1b)
53
Copyright © 2012 AQA and its licensors. All rights reserved
Learning Outcomes and
Joint teaching
opportunities
I ndicative exam ple(s)
Suggested
timing
Specification Content
(lessons)
Reference
GCSE ICT
S h
fW k
Possible teaching and Learning Activities
Resource
Homework
Examination
‘hints and
tips’
3.4.1 Principles and processes of collaborative working (cont.)
f
Advantages and
disadvantages of
collaborative home
working
i. Understand that collaborative
workers may work from home,
which allows more time to be spent
on tasks, reduces travelling costs,
protects the environment and allows
tailored working conditions
ii. Understand that working from
home limits face-to-face contact
with colleagues, does not prevent
distractions from affecting work,
removes regular social interaction
with work colleagues; leads to
isolation
0.5
Report on the advantages and disadvantages of
working from home (e.g. more time to be spent
on tasks, reduces travelling costs, protects the
environment, reduces carbon emissions, limits
face-to-face contact with colleagues, does not
prevent distractions from affecting work,
removes regular social interaction with work
colleagues; leads to isolation
Homework: students to answer questions from
Exampro on home working
54
Know 3
advantages of
home working
Internet
Word processor
Know 3
disadvantages
of home
working
Copyright © 2012 AQA and its licensors. All rights reserved
GCSE ICT
Block
S h 5 fW k
Total Lessons – 12
Unit 2 The Assignment: Applying ICT
Exam ple(s)
Suggested
timing
Evidence required
(lessons)
Reference
Specification Content
Possible teaching and Learning Activities
Resource
Examination
‘hints and
tips’
Teaching, preparation and practice for Unit
2 this will include;
This section is
specifically for
the 2011
Assignment: in
every following
year ensure the
preparation is for
the type of tasks
being assessed
No specific
exam hints and
tips are
included in
Blocks 5-7. If
an opportunity
arises then the
teacher can
refer to it.
Practice Controlled Assessment Unit 2
Teaching using the
specimen Unit 2
Candidate Booklet and
Teacher’s Notes
Candidates will understand the
controlled assessment criteria for
Unit 2: analysis, design,
implementation, testing, self
evaluation, report, evaluation of
others’ use of ICT
Teach the students the elements needed for
each section.
Prepare the students to be able to complete
each section.
Practice – students should complete the
essential parts of each task.
Feedback on their work and ‘good’ solutions
should be given to the students.
Analysis: identification and
categorisation using
headings from Candidate
Booklet
Using headings from Candidate
Booklet (Name task, desired
outcomes/performance criteria,
testing)
1
EACH DIFFERENT TYPE OF
TASK NEEDS PREPARATION
Design choices (SAME FOR
BOTH TASKS)
Word processor
Practice – complete the Analysis for task 1 from
the Specimen Assignment.
SAME FOR BOTH TASKS
Design: planning stage
Analysis - teaching, preparation and practice
(see above).
One planned design for each web
page (if time), with why design
choices were made for at least one
page
2
Design - teaching, preparation and practice
(see above).
Word processor
Graphic software
Practice - complete essential parts of task 1 and
task 2 from the Specimen Assignment.
55
Copyright © 2012 AQA and its licensors. All rights reserved
Suggested
timing
Possible teaching and Learning Activities
Evidence of creating each web page
showing key stages produced;
evidence of producing finished web
page solution and explanations
of how it was produced
4
Implementation - teaching, preparation and
practice (see above).
Testing plan (test data and
expected results)
1
Evidence required
Exam ple(s)
(lessons)
Reference
GCSE ICT
S Specification
h
fW
k
Content
Resource
Appropriate
software (web
design,
database)
Examination
‘hints and
tips’
Practice Controlled Assessment Unit 2 (cont.)
Implementation: showing
skill, understanding and
efficiency; evidence of
solution; annotation
EACH DIFFERENT TYPE OF
TASK NEEDS PREPARATION
Testing: produce testing
plan; testing evidence
compared
SIMILAR FOR BOTH TASKS
Self Evaluation: using
desired outcomes/
performance criteria to
evaluate
Practice - complete essential parts of task 1 and
task 2 from the Specimen Assignment.
SAME FOR BOTH TASKS
Word processor
Practice - complete essential parts of task 1 from
Testing evidence will be printouts/
screenshots to show the plan has
worked with written comparison on
the evidence
the Specimen Assignment.
Use the Standard Analysis desired
outcomes/performance criteria to
discuss/describe effectiveness or
state how produced/if produced
1
Report layout, issues researched,
recommendations made from them
1
Self evaluation - teaching, preparation and
practice (see above).
Word processor
Practice – complete the self evaluation for task 1
from the Specimen Assignment.
SAME FOR BOTH TASKS
Report: issues raised;
recommendations
Testing - teaching, preparation and practice
(see above).
Report - teaching, preparation and practice
(see above).
Practice – complete the report for task 1 from
Word processor
Publishing
software
the Specimen Assignment.
56
Copyright © 2012 AQA and its licensors. All rights reserved
Exam ple(s)
Suggested
timing
Evidence required
(lessons)
Reference
GCSE ICT
S Specification
h
fW
k
Content
Possible teaching and Learning Activities
Resource
1
Evaluation of others’ use of ICT - teaching,
preparation and practice (see above).
Word processor
Examination
‘hints and
tips’
Practice Controlled Assessment Unit 2 (cont.)
Evaluation of others’ use of
ICT: critically compare how
the work of another student
could influence the
candidate’s work in the
future
Comment on differences between
their own work and the work of
another, leading to future
improvements in their own work
Practice – complete this with a ‘teacher answer’1
for task 1 from the Specimen Assignment.
1
(NB. this is for the specimen task ONLY - for
the live assignment another candidate’s work
must be used)
SAME FOR BOTH TASKS
Controlled Assessment Unit 2 Task 1 Analysis
Refer to Unit 2 Teacher’s
Notes
Using headings from Candidate
Booklet (Name task, desired
outcomes/performance criteria,
testing)
1
Analysis for Task 1
57
Word processor
Copyright © 2012 AQA and its licensors. All rights reserved
GCSE ICT
Block
S h 6 fW k
Total Lessons – 12
Unit 2 The Assignment: Applying ICT
Exam ple(s)
Suggested
timing
Evidence required
(lessons)
Reference
Specification Content
Possible teaching and Learning Activities
Resource
1
Analysis for Task 2
Word processor
2
Design for Task 1
Word processor
Examination
‘hints and
tips’
Controlled Assessment Unit 2 Task 2 Analysis
Refer to Unit 2 Teacher’s
Notes
Using headings from Candidate
Booklet (Name task, desired
outcomes/performance criteria,
testing)
Controlled Assessment Unit 2 Task 1 (cont.)
Refer to Unit 2 Teacher’s
Notes
One planned design for each web
page, with why design choices
were made
Refer to Unit 2 Teacher’s
Notes
Evidence of creating each web page
showing key stages produced;
evidence of producing finished web
page solution and explanations
of how it was produced
4.5
Implementation for Task 1
Appropriate
software (web
design,
‘database’)
Refer to Unit 2 Teacher’s
Notes
Testing plan (test data and
expected results)
1.5
Testing for Task 1
Word processor
Graphic software
Testing evidence will be printouts/
screenshots to show the plan has
worked with written comparison on
the evidence
58
Copyright © 2012 AQA and its licensors. All rights reserved
Refer to Unit 2 Teacher’s
Notes
Use the Standard Analysis desired
outcomes/performance criteria to
discuss/describe effectiveness or
state how produced/if produced
1
Self evaluation for Task 1
Word processor
Refer to Unit 2 Teacher’s
Notes
Report layout, issues researched,
recommendations made from them
1
Report for Task 1
Word processor
Refer to Unit 2 Teacher’s
Notes
Comment on differences between
their own work and the work of
another candidate, leading to future
improvements in their own work
1
Evidence required
Exam ple(s)
(lessons)
Possible teaching and Learning Activities
Reference
Suggested
timing
GCSE ICT
S Specification
h
fW
k
Content
Resource
Examination
‘hints and
tips’
Controlled Assessment Unit 2 Task 1 (cont.)
Publishing
software
Evaluation of others’ use of ICT for Task 1
59
Word processor
Copyright © 2012 AQA and its licensors. All rights reserved
GCSE ICT
Block
S h 7 fW k
Total Lessons – 12
Unit 2 The Assignment: Applying ICT
Suggested
timing
Refer to Unit 2 Teacher’s
Notes
One planned design for each search
and report, with why design
choices were made
2
Design for Task 2
Refer to Unit 2 Teacher’s
Notes
Evidence of creating search and
report, linking website to database
showing key stages produced;
evidence of producing finished web
page solution and explanations
of how it was produced
3.5
Implementation for Task 2
Appropriate
software (‘web
design’,
database)
Refer to Unit 2 Teacher’s
Notes
Testing plan (test data and
expected results)
1.5
Testing for Task 2
Word processor
Evidence required
Exam ple(s)
(lessons)
Reference
Possible teaching and Learning Activities
Specification Content
Resource
Word processor
Examination
‘hints and
tips’
Controlled Assessment Unit 2 Task 2
Graphic software
Testing evidence will be printouts/
screenshots to show the plan has
worked with written comparison on
the evidence
Refer to Unit 2 Teacher’s
Notes
Use the Standard Analysis desired
outcomes/performance criteria to
discuss/describe effectiveness or
state how produced/if produced
1
Evaluation for Task 2
Word processor
Refer to Unit 2 Teacher’s
Notes
Report layout, issues researched,
recommendations made from them
1
Report for Task 2
Word processor
Publishing
software
60
Copyright © 2012 AQA and its licensors. All rights reserved
Refer to Unit 2 Teacher’s
Notes
Comment on differences between
their own work and the work of
another candidate, leading to future
improvements in their own work
1
Evaluation of others’ use of ICT for task 2
Word processor
Refer to Unit 2 Teacher’s
Notes
Consider the data and variables
need for the model. Create a model
and try different questions (What
if), extend to different scenarios
2
Model for task 2
Spreadsheet
Evidence required
Exam ple(s)
(lessons)
Possible teaching and Learning Activities
Reference
Suggested
timing
GCSE ICT
S Specification
h
fW
k
Content
Resource
Examination
‘hints and
tips’
Controlled Assessment Unit 2 Task 2 (cont.)
61
Copyright © 2012 AQA and its licensors. All rights reserved
GCSE ICT
Block
S h 8 fW k
Total Lessons – 12
Unit 3 Practical Problem Solving in ICT
Exam ple(s)
Suggested
timing
Evidence required
(lessons)
Reference
Specification Content
Possible teaching and Learning Activities
Resource
Examination
‘hints and
tips’
Teaching, preparation and practice for Unit
3 this will include;
This section is
specifically for
Unit 3 Practical
Problem solving
in ICT
No specific
exam hints and
tips are
included in
Blocks 8-10. If
an opportunity
arises then the
teacher can
refer to it.
Practice Controlled Assessment Unit 3
Teaching using the
Specimen Unit 3
Candidate Booklet and
Teacher’s Notes
Candidates will understand the
controlled assessment criteria for
Unit 3: milestones; risks; progress;
managing storage; collect
information; select information;
format information; modelling with
data; develop information; produce
a report; evaluate; evaluate others’
use of ICT
Teach the students the elements needed for
each section.
Prepare the students to be able to complete
each section.
Practice – students should complete the
essential parts of each task.
Feedback on their work and ‘good’ solutions
should be given to the students.
1a
1b
Refer to Specimen Unit
3 Teacher’s Notes
Refer to Specimen Unit
3 Teacher’s Notes
Identify milestones with success
criteria for evaluating progress and
outcomes. Establish practical ways
forward, include manageable steps,
time and resource management
Anticipate and manage risks
1
Milestones - teaching, preparation and practice
(see above).
Practice – complete the milestones from the
0.5
Word processor
Publishing
software
Specimen Unit 3.
Project
management
software
Risks - teaching, preparation and practice (see
above).
Word processor
Practice – complete the risks from the Specimen
Publishing
software
Unit 3.
62
Copyright © 2012 AQA and its licensors. All rights reserved
Exam ple(s)
Suggested
timing
Evidence required
(lessons)
Reference
GCSE ICT
S Specification
h
fW
k
Content
Possible teaching and Learning Activities
Resource
1
Progress - teaching, preparation and practice
(see above).
Word processor
Examination
‘hints and
tips’
Practice Controlled Assessment Unit 3 (cont.)
1c
Refer to Specimen Unit
3 Teacher’s Notes
Manage progress and outcomes
Practice – complete the progress from the
Publishing
software
Specimen Unit 3.
1d
Refer to Specimen Unit
3 Teacher’s Notes
Manage information storage and
retrieval
0.5
Managing storage - teaching, preparation and
practice (see above).
Practice – complete the managing storage
Word processor
Publishing
software
from the Specimen Unit 3.
2a
2b
Refer to Specimen Unit
3 Teacher’s Notes
Refer to Specimen Unit
3 Teacher’s Notes
Collect Information by considering
alternative ways of collecting
information, chooses and gathers
information and reviews the
information collected
1
Select information by considering
alternative ways of selecting
information, access, search for,
select and use ICT-based
information and assess its relevance
and fitness for purpose
1
Collecting information - teaching, preparation
and practice (see above).
Practice – complete the collecting
Word processor
Publishing
software
information from the Specimen Unit 3.
Selecting information - teaching, preparation
and practice (see above)
Practice – complete the selecting information
from the Specimen Unit 3.
63
Word processor
Publishing
software
Database
Copyright © 2012 AQA and its licensors. All rights reserved
Exam ple(s)
Suggested
timing
Evidence required
(lessons)
Reference
GCSE ICT
S Specification
h
fW
k
Content
Possible teaching and Learning Activities
Resource
Format information - teaching, preparation
and practice (see above).
Word processor
Examination
‘hints and
tips’
Practice Controlled Assessment Unit 3 (cont.)
2c
2d
2e
2f
Refer to Specimen Unit
3 Teacher’s Notes
Refer to Specimen Unit
3 Teacher’s Notes
Refer to Specimen Unit
3 Teacher’s Notes
Refer to Specimen Unit
3 Teacher’s Notes
Format information by entering and
formatting information (including
page layout, text and tables,
images, numbers and records/cells)
to suit its meaning and purpose
0.5
Modelling with data by selecting and
analysing data; model different
scenarios, try alternatives and
explore ideas, ask ‘what if’
questions to identify patterns or test
hypotheses and interpret results
1
Develops, presents and
communicates information required
for the solution in ways which are fit
for purpose
2
Produce a report which brings
together a range of forms of
information to suit content and
purpose
Practice – complete the format information
Publishing
software
from the Specimen Unit 3.
Database
Modelling with data - teaching, preparation
and practice (see above).
Spreadsheet
Spreadsheet
Practice – complete the modelling with data
from the Specimen Unit 3.
Develop information - teaching, preparation
and practice (see above).
Practice – complete the develop information
1.5
Word processor
Publishing
software
from the Specimen Unit 3.
Database
Produce a report - teaching, preparation and
practice (see above).
Word processor
Practice – complete the produce a report from
Publishing
software
the Specimen Unit 3.
64
Copyright © 2012 AQA and its licensors. All rights reserved
Exam ple(s)
Suggested
timing
Evidence required
(lessons)
Reference
GCSE ICT
S Specification
h
fW
k
Content
Possible teaching and Learning Activities
Resource
Evaluate my own work - teaching,
preparation and practice (see above).
Word processor
Examination
‘hints and
tips’
Practice Controlled Assessment Unit 3 (cont.)
2g
Refer to Specimen Unit
3 Teacher’s Notes
Evaluate the solution against the
milestones set
0.5
Practice – complete the evaluate my own
Publishing
software
work from the Specimen Unit 3.
2h
Refer to Specimen Unit
3 Teacher’s Notes
Evaluate ways to improve the
solution by working with others
0.5
Evaluate others’ use of ICT - teaching,
preparation and practice (see above).
Practice – complete the evaluate others’ use
Word processor
Publishing
software
of ICT from the Specimen Unit 3.
Controlled Assessment Unit 3
1a
Refer to Unit 3
Teacher’s Notes
List ‘measurable’ milestones with
‘what is to happen’, methods and
resources to be used, deadlines and
time to be taken
1
Milestones (9 marks)
Word processor
Publishing
software
Project
management
software
65
Copyright © 2012 AQA and its licensors. All rights reserved
GCSE ICT
Block
S h 9 fW k
Total Lessons – 12
Unit 3 Practical Problem Solving in ICT
Exam ple(s)
Suggested
timing
Evidence required
(lessons)
Reference
Specification Content
Possible teaching and Learning Activities
Resource
1
Milestones (9 marks)
Word processor
Examination
‘hints and
tips’
Controlled Assessment Unit 3
1a
Refer to Unit 3
Teacher’s Notes
List ‘measurable’ milestones with
‘what is to happen’, methods and
resources to be used, deadlines and
time to be taken.
Identify milestones with success criteria for evaluating
progress and outcomes. Establish practical ways
forward, include manageable steps, time and resource
management
Candidates use a form and style of
writing entirely appropriate to
purpose and content. They organise
information clearly and coherently
and make effective use of specialist
vocabulary.
1b
Refer to Unit 3
Teacher’s Notes
Anticipate ‘all or almost all’ risks
possible when undertaking the
work, ensuring candidates use for
example “avoid the risk that your
work will become corrupted, you
must keep a back up copy of files
and provide” from the Candidate
Booklet.
1
Publishing
software
Project
management
software
Risks (6 marks)
Word processor
Anticipate and manage risks
Publishing
software
Candidates make effective use of
specialist vocabulary.
66
Copyright © 2012 AQA and its licensors. All rights reserved
Exam ple(s)
Suggested
timing
Evidence required
(lessons)
Reference
GCSE ICT
S Specification
h
fW
k
Content
Possible teaching and Learning Activities
Resource
Progress (6 marks)
Word processor
Manage progress and outcomes
Publishing
software
Examination
‘hints and
tips’
Controlled Assessment Unit 3 (cont.)
1c
Refer to Unit 3
Teacher’s Notes
1.5
This must follow the milestones set
in 1a. Evidence of creating an
effective ‘checklist’ or similar to
manage ‘all or almost all’ of the
progress and outcomes required
(including dates and times), and
clear confirmation of using the
‘checklist’ to show progress and the
‘status’ of required outcomes (for
example whether complete).
Information is clearly organised.
Blog
or electronic
diary
Candidates organise information
clearly and coherently and make
effective use of specialist
vocabulary.
1d
Refer to Unit 3
Teacher’s Notes
1.5
Candidates should present a visual
‘picture’ of their storage
management with suitable
explanation – for example explain
clearly the use/contents of
appropriate filenames and versions
within appropriately named folder(s)
Managing storage (6 marks)
Word processor
Manage information storage and retrieval
Publishing
software
Possible teaching and Learning Activities
Resource
Candidates make effective use of
specialist vocabulary.
Exam ple(s)
Suggested
timing
Evidence required
(lessons)
Reference
Specification Content
67
Examination
‘hints and
tips’
Copyright © 2012 AQA and its licensors. All rights reserved
GCSE ICT
Controlled
Assessment
Unit 3 (cont.)
S h
fW k
2a
Refer to Unit 3
Teacher’s Notes
Candidates should clearly explain
alternative (at least 2) ways of
collecting information; choose ‘all or
almost all’ the information needed
(with explanation why needed)
They should gather identified
information using appropriate
collection method(s) – data capture
form/questionnaire/etc. Candidates
only need to include one
‘completed’ example. Candidates
should review, with explanation, the
usefulness and accuracy of the
method used.
2
Collecting information (9 marks)
Collect Information by considering alternative ways of
collecting information, chooses and gathers
information and reviews the information collected
Word processor
Publishing
software
Candidates make effective use of
specialist vocabulary.
2b
Refer to Unit 3
Teacher’s Notes
Candidates should clearly explain
alternative ways of selecting
information, with evidence of all
data used. They should include
printouts of searching/sorting ‘all or
almost all’ ICT-based information
needed for the solution, with a clear
explanation of why and how it was
selected and used to make it
relevant and fit for purpose.
2
Selecting information (9 marks)
Select information by considering alternative ways of
selecting information, access, search for, select and
use ICT-based information and assess its relevance
and fitness for purpose
Word processor
Publishing
software
Database
Their form and style of writing
entirely appropriate to purpose and
content. Effective use of specialist
vocabulary.
68
Copyright © 2012 AQA and its licensors. All rights reserved
GCSE ICT
S h
fW k
Exam ple(s)
Suggested
timing
Evidence required
(lessons)
Reference
Specification Content
Possible teaching and Learning Activities
Resource
Format information (6 marks)
Word processor
Examination
‘hints and
tips’
Controlled Assessment Unit 3 (cont.)
2c
Refer to Unit 3
Teacher’s Notes
Candidates should include evidence
of page layout, text, tables, images,
numbers and records/cells to suit its
meaning and purpose. This should
be collected from work produced
and explained to show the format
technique used.
1.5
Format information by entering and formatting
information (including page layout, text and tables,
images, numbers and records/cells) to suit its
meaning and purpose
Publishing
software
Database
Spreadsheet
Their form and style of writing suits
all or almost all its meaning and
purpose. Effective use is made of
specialist vocabulary.
2d
Refer to Unit 3
Teacher’s Notes
Candidates should show clear
evidence of creating a computer
model. The evidence must include:
•
selection and analysis of
appropriate data to model
different scenarios and explore
alternative ideas;
•
asking ‘what if’ questions in
order to identify patterns or
test hypotheses;
•
results must be interpreted
1.5
Modelling with data (6 marks)
Modelling with data by selecting and analysing data;
model different scenarios, try alternatives and explore
ideas, ask ‘what if’ questions to identify patterns or
test hypotheses and interpret results
69
Spreadsheet
Modelling
software
Copyright © 2012 AQA and its licensors. All rights reserved
GCSE ICT
Block
S h 10 f W k
Total Lessons – 12
Unit 3 Practical Problem Solving in ICT
Joint teaching
opportunities
Exam ple(s)
Suggested
timing
Evidence required
(lessons)
Reference
Specification Content
Possible teaching and Learning Activities
Resource
4
Develop information (12 marks)
Word processor
Examination
‘hints and
tips’
Controlled Assessment Unit 3
2e
Refer to Unit 3
Teacher’s Notes
Candidates should show ‘all or
almost all’ stages with amendments
to a previous version.
They should show appropriate
choice of content, formats and
layouts which include ‘all or almost
all’ of the following:
Develops, presents and communicates information
required for the solution in ways which are fit for
purpose
Publishing
software
Database
headers and footer, tables, line
spacing, text boxes, bullet points,
numbering, alignment, font styles
and sizes.
Candidates should include reasons
to explain choices, amendments
that were made and why, to show
the level of skill being used.
In their work the form and style of
writing must be entirely
appropriate, information must be
clearly organised and there must be
effective use of specialist
vocabulary.
70
Copyright © 2012 AQA and its licensors. All rights reserved
Exam ple(s)
Suggested
timing
Joint teaching
opportunities
Evidence required
(lessons)
Reference
GCSE ICT
Content
S Specification
h
fW
k
Possible teaching and Learning Activities
Resource
4
Produce a report (12 marks)
Word processor
Examination
‘hints and
tips’
Controlled Assessment Unit 3 (cont.)
2f
Refer to Unit 3
Teacher’s Notes
The Report must be presented as a
separate document in the
Portfolio. It mat be either paperbased or electronic. The report may
be prepared using a combination of
interactive presentation, publishing
software, spreadsheet or database.
Produce a report which brings together a range of
forms of information to suit content and purpose
Publishing
software
Candidates should present an
effective and detailed report. The
report should includes reasons for
and explanations of the solution
with conclusions and
recommendations.
The report should bring together a
wide range of different forms of
information.
Candidates should use text in which
accurate Spelling, Punctuation and
Grammar make the meaning clear.
In their work the form and style of
writing must be entirely
appropriate, information must be
clearly organised and there must be
effective use of specialist
vocabulary.
71
Copyright © 2012 AQA and its licensors. All rights reserved
Exam ple(s)
Suggested
timing
Joint teaching
opportunities
Evidence required
(lessons)
Reference
GCSE ICT
S Specification
h
fW
k
Content
Possible teaching and Learning Activities
Resource
2
Evaluate my own work (10 marks)
Word processor
Evaluate the solution against the milestones set
Publishing
software
Evaluate others’ use of ICT (9 marks)
Word processor
Examination
‘hints and
tips’
Controlled Assessment Unit 3 (cont.)
2g
Refer to Unit 3
Teacher’s Notes
Candidates use their own
milestones.
They discuss, in some cases, how
effectively the solution has been
produced against the milestones
set, by comparing with an
alternative method, and makes
complete reference to the
milestones.
Candidates should use text in which
accurate Spelling, Punctuation and
Grammar make the meaning clear.
In their work the form and style of
writing must be entirely
appropriate, information must be
clearly organised and there must be
effective use of specialist
vocabulary.
2h
Refer to Unit 3
Teacher’s Notes
Candidates discuss ways in which
working with others could have
made an impact on the solution
produced.
Candidates should use text in which
accurate Spelling, Punctuation and
Grammar make the meaning clear
and there must be effective use of
specialist vocabulary.
2
Evaluate ways to improve the solution by working
with others
72
Publishing
software
Copyright © 2012 AQA and its licensors. All rights reserved
GCSE ICT
S h
fW k
Abbreviations that candidates should know
Abbreviation
Meaning
Abbreviation
Meaning
Abbreviation
Meaning
bcc
Blind Carbon Copy
GIS
Geographical Information System
Podcast
Personal On Demand broadcast
Blog
Web Log
GPS
Global Positioning System
RAM
Random Access Memory
cc
Carbon Copy
GUI
Graphical User Interface
ROM
Read Only Memory
CCTV
Closed Circuit Television
HTML
HyperText Mark-up Language
RFID
Radio Frequency Identification
CD-R
Compact Disk Recordable
ID
Identification
RSI
Repetitive Strain Injury
CD-ROM
Compact Disk ROM
ISP
Internet Service Provider
RSS
Really Simple Syndication
CD-RW
Compact Disk ReWritable
Kb
Kilobytes
Sat Nav
Satellite Navigation System
DTP
Desk Top Publishing
LAN
Local Area Network
SMS
Short Message Service
DVD-R
Digital Versatile Disk Recordable
Mb
Megabytes
Tb
Terabytes
DVD-RAM
Digital Versatile Disk RAM
MIDI
Musical Instrument Digital Interface
UPS
Uninterruptible Power Supply
DVD-ROM
Digital Versatile Disk ROM
MP3
Moving Picture layer 3
URL
Uniform Resource Locator
DVD-RW
Digital Versatile Disk ReWritable
OCR
Optical Character Recognition
USB
Universal Serial Bus
EFTPOS
Electronic Funds Transfer at Point-Of-Sale
OMR
Optical Mark Recognition
VoIP
Voice over Internet Protocol
e-mail
Electronic mail
PDA
Personal Digital Assistant
WAN
Wide Area Network
Gb
Gigabytes
PIN
Personal Identification Number
WAP
Wireless Application Protocol
73
Copyright © 2012 AQA and its licensors. All rights reserved