Scheme of Work
Technology Faculty
Lesson
1
Year 10 Title Cambridge Nationals Unit 1 R001
Understanding Computer Systems
Subject Area ICT
Resources
Objective
Content/Skills delivered
Differentiated
resources
Assessment
Homework Set
Folders
Introduction to course and unit
expectations
Introduction to course- using PPT
PPT – R001 (off OCR
site) Introduction PPT
Summative
Assessment:
SAM Learning –
Revision
How to make
Folders/Sub-folders
step-by-step guide
Cambridge
Nationals Unit 1
Understanding
Computer
Systems –
Pass/Merit/Distin
ction/Distinction+
Set-up SAM
Learning tasks in
preparation for
Exam in January
Projector
Set up e-folder system for course
Printer
Unit 1 (4 sub folders)
Checklist sheets
Unit 2 (4 sub folders)
PC’s
Unit 5 (3 subfolders)
Software –
Unit 6 (3 subfolders)
Internet
Explain the 4 units and that the EXAM for Unit 1
is in Jan 2013 – so students are aware.
MS Publisher
Skills Audit? (TBC)
UNIT
1\ocr_68811_sm_natio
nals_unit_01\Unit
1\R001 Unit
Introduction.ppt
Continuous
assessment –
updating progress
tracker.
MS Word
Teacher
assessment.
AfL:
Q&A session –
using higher order
questioning &
checker with
Page 1
Scheme of Work
lower ability
students to
ensure
task/explanation
is articulated
precisely.
Teacher
observation.
Page 2
Scheme of Work
2
Folders
Unit 1- Understanding Computer
Systems
Projector
Printer
Checklist sheets
PC’s
Software –
LO1 – Understand how ICT can be used
to meet business needs
1.
Introduction to computer systems
Learners to identify different types of computing
devices and categorise them into whether they
are portable or desktop devices.
Produce a presentation describing devices and
how they believe they are used within business.
Describe advantages and disadvantages to
different business personnel.
Internet
MS Publisher
MS Word
e.g. a sales person may prefer a tablet to a
desktop or even a laptop, why?
CONTENTDesktop and portable devices
-laptops, netbooks, tablets, smart phones.
Unit R001 –
Understanding
Computer Systems –
System Software –
Instructions and
answers for teachers
Summative:
Cambridge
Nationals Unit 1
LO1 –
Pass/Merit/Distin
ction/Distinction+
Resources:
UNIT
1\ocr_68811_sm_natio
nals_unit_01\Unit
1\R001 Lesson
Element.doc
UNIT
1\ocr_68811_sm_natio
nals_unit_01\Unit
1\R001 Lesson Element
Instructions.pdf
Continuous
assessment –
updating progress
tracker.
SAM Learning –
Revision
Set-up SAM
Learning tasks in
preparation for
Exam in January
Teacher
assessment
AfL:
Q&A – during
starter activity
Teacher
observation.
Peer-assessment
Reflective Log
Page 3
Scheme of Work
3
Folders
Unit 1- Understanding Computer
Systems
Projector
Printer
Checklist sheets
PC’s
Software –
LO1 – Understand how ICT can be used
to meet business needs
2.
System input and output devices
Learners design some example exam paper
questions on their chosen research area.
CONTENTInput – mice, keyboard, microphone, sensors,
pads, specialist keyboards, touch pad, remote
controls, scanners, digital cameras, webcams,
touch screens, readers for barcodes, magnetic
stripes, chip & pin, midi instruments.
Internet
MS Publisher
MS Word
Output – monitor/screen, printers, speakers,
head/ear phones, digital projectors, data
projectors, data projectors, plotters, activators.
Unit R001 –
Understanding
Computer Systems –
System Software –
Instructions and
answers for teachers
Resources:
UNIT
1\ocr_68811_sm_natio
nals_unit_01\Unit
1\R001 Lesson
Element.doc
UNIT
1\ocr_68811_sm_natio
nals_unit_01\Unit
1\R001 Lesson Element
Instructions.pdf
Summative
Assessment:
SAM Learning –
Revision
Cambridge
Nationals Unit 1
Understanding
Computer
Systems –
Pass/Merit/Distin
ction/Distinction+
Set-up SAM
Learning tasks in
preparation for
Exam in January
Continuous
assessment –
updating progress
tracker.
Teacher
assessment.
AfL:
Q&A session –
using higher order
questioning &
checker with
lower ability
students to
ensure
task/explanation
is articulated
precisely.
Teacher
observation.
Page 4
Scheme of Work
4
Folders
Unit 1- Understanding Computer
Systems
Projector
3.
System Software
Software –
Working in pair's learner's research different
types of system software and their purpose in
general and in the context of business. They
could go on to prepare a question and answer
script from their research and then record an
interview, where one of the pair plays an
interviewer and asks the other student the
'expert'.
Internet
*could be linked in with data storage (LO2)
Printer
Checklist sheets
PC’s
MS Publisher
MS Word
Flash
LO1 – Understand how ICT can be used
to meet business needs
CONTENTSoftware –
Operating systems – (Windows, OS X, Android,
iOS)
Utility software – (e.g. computer security)
Unit R001 –
Understanding
Computer Systems –
System Software –
Instructions and
answers for teachers
Resources:
UNIT
1\ocr_68811_sm_natio
nals_unit_01\Unit
1\R001 Lesson
Element.doc
UNIT
1\ocr_68811_sm_natio
nals_unit_01\Unit
1\R001 Lesson Element
Instructions.pdf
Summative
Assessment:
SAM Learning –
Revision
Cambridge
Nationals Unit 1
Understanding
Computer
Systems –
Pass/Merit/Distin
ction/Distinction+
Set-up SAM
Learning tasks in
preparation for
Exam in January
Continuous
assessment –
updating progress
tracker.
Teacher
assessment.
AfL:
Q&A session –
using higher order
questioning &
checker with
lower ability
students to
ensure
task/explanation
is articulated
precisely.
Teacher
observation.
Page 5
Scheme of Work
5
Unit 1- Understanding Computer
Systems
LO1 – Understand how ICT can be used
to meet business needs
4.
Application Software
Learners could make a table and research
different types of application software and their
feature.
They could create a newsletter or magazine
about 'Apps'.
They should include: the purpose of the software,
an example of what it is to be used for and also
some examples of the software that are on the
market (e.g. spreadsheet= Excel)
CONTENTApplication software – (word processor, DTP,
Spreadsheet, database management software,
slideshow software, multimedia software, photo
editing software, video-editing software,
graphics manipulation software, communications
software e.g. social networking software, chat,
instant messaging, file transfer, and email
clients), presentation software, gaming software,
web-browsers, apps for portable devices).
Unit R001 –
Understanding
Computer Systems –
System Software –
Instructions and
answers for teachers
Resources:
UNIT
1\ocr_68811_sm_natio
nals_unit_01\Unit
1\R001 Lesson
Element.doc
UNIT
1\ocr_68811_sm_natio
nals_unit_01\Unit
1\R001 Lesson Element
Instructions.pdf
Summative
Assessment:
SAM Learning –
Revision
Cambridge
Nationals Unit 1
Understanding
Computer
Systems –
Pass/Merit/Distin
ction/Distinction+
Set-up SAM
Learning tasks in
preparation for
Exam in January
Continuous
assessment –
updating progress
tracker.
Teacher
assessment.
AfL:
Q&A session –
using higher order
questioning &
checker with
lower ability
students to
ensure
task/explanation
is articulated
precisely.
Teacher
observation.
Page 6
Scheme of Work
6
Unit 1- Understanding Computer
Systems
LO1 – Understand how ICT can be used
to meet business needs
4.
Application Software
Learners could make a table and research
different types of application software and their
feature.
They could create a newsletter or magazine
about 'Apps'.
They should include: the purpose of the software,
an example of what it is to be used for and also
some examples of the software that are on the
market (e.g. spreadsheet= Excel)
CONTENTApplication software – (word processor, DTP,
Spreadsheet, database management software,
slideshow software, multimedia software, photo
editing software, video-editing software,
graphics manipulation software, communications
software e.g. social networking software, chat,
instant messaging, file transfer, and email
clients), presentation software, gaming software,
web-browsers, apps for portable devices).
Unit R001 –
Understanding
Computer Systems –
System Software –
Instructions and
answers for teachers
Resources:
UNIT
1\ocr_68811_sm_natio
nals_unit_01\Unit
1\R001 Lesson
Element.doc
UNIT
1\ocr_68811_sm_natio
nals_unit_01\Unit
1\R001 Lesson Element
Instructions.pdf
Summative
Assessment:
SAM Learning –
Revision
Cambridge
Nationals Unit 1
Understanding
Computer
Systems –
Pass/Merit/Distin
ction/Distinction+
Set-up SAM
Learning tasks in
preparation for
Exam in January
Continuous
assessment –
updating progress
tracker.
Teacher
assessment.
AfL:
Q&A session –
using higher order
questioning &
checker with
lower ability
students to
ensure
task/explanation
is articulated
precisely.
Teacher
observation.
Page 7
Scheme of Work
7
Folders
Unit 1- Understanding Computer
Systems
Projector
Printer
Checklist sheets
PC’s
Software –
Internet
MS Publisher
MS Word
LO1 – Understand how ICT can be used
to meet business needs
5.
Storage and Connectivity
Top Trumps game – students to be given cards
(see resources) and to investigate the different
storage devices, using criteria e.g. total capacity
and/or speed of data transfer.
CONTENTStorage and Connectivity devices –
Optical disks (e.g. CD, DVD for data storage)
Magnetic media (e.g. internal and external hard
disk drives (HDD), tape)
Solid State Drives (SSD)
Memory cards (Flash memory devices)
Network Devices (e.g. routers, modems)
Cloud storage
Summative
Assessment:
SAM Learning –
Revision
Cambridge
Nationals Unit 1
Understanding
Computer
Systems –
Pass/Merit/Distin
ction/Distinction+
Set-up SAM
Learning tasks in
preparation for
Exam in January
Continuous
assessment –
updating progress
tracker.
Flash
Teacher
assessment.
Post it notes
AfL:
Q&A session –
using higher order
questioning &
checker with
lower ability
students to
ensure
task/explanation
is articulated
precisely.
Teacher
observation.
Page 8
Scheme of Work
8
Folders
Unit 1- Understanding Computer
Systems
5.
Storage and Connectivity
Summative
Assessment:
SAM Learning –
Revision
Cambridge
Nationals Unit 1
Understanding
Computer
Systems –
Pass/Merit/Distin
ction/Distinction+
Set-up SAM
Learning tasks in
preparation for
Exam in January
Projector
Printer
Checklist sheets
PC’s
LO1 – Understand how ICT can be used
to meet business needs
Top Trumps game – students to be given cards
(see resources) and to investigate the different
storage devices, using criteria e.g. total capacity
and/or speed of data transfer.
Software –
Internet
MS Publisher
MS Word
Flash
CONTENT-
Optical disks (e.g. CD, DVD for data storage)
Continuous
assessment –
updating progress
tracker.
Magnetic media (e.g. internal and external hard
disk drives (HDD), tape)
Teacher
assessment.
Solid State Drives (SSD)
AfL:
Memory cards (Flash memory devices)
Q&A session –
using higher order
questioning &
checker with
lower ability
students to
ensure
task/explanation
is articulated
precisely.
Storage and Connectivity devices –
Network Devices (e.g. routers, modems)
Cloud storage
Teacher
observation.
Page 9
Scheme of Work
9
Folders
Unit 1- Understanding Computer
Systems
Projector
Printer
Checklist sheets
PC’s
Software –
Internet
MS Publisher
MS Word
LO1 – Understand how ICT can be used
to meet business needs
6.
Assistive Technologies
Learners can research and create a presentation
about how systems are configured for specific
needs using assistive technologies.
CONTENTConfigurations-typical office configurations
-customised systems for specified needs i.e.:
Physical impairment, (sight, hearing, movement)
Remote working (travelling, hotel or home)
How the following factors can affect the choice
of system: cost, availability, user needs, data
security.
Flash
How peripherals can be connected to a computer
device, i.e.:
Wired methods (e.g. USB, firewall)
Wireless methods (e.g. wifi, Bluetooth,
infrared)
How to connect a computing device to an
existing wireless network, i.e.:
Network name, i.e. Service Set
Identifier (SSID)
The use of security keys
Appropriate firewall settings for public
and private networks
How organisation's can monitor employees, i.e.
GPS location tracking, monitoring internet use,
monitoring communications.
Summative
Assessment:
SAM Learning –
Revision
Cambridge
Nationals Unit 1
Understanding
Computer
Systems –
Pass/Merit/Distin
ction/Distinction+
Set-up SAM
Learning tasks in
preparation for
Exam in January
Continuous
assessment –
updating progress
tracker.
Teacher
assessment.
AfL:
Q&A session –
using higher order
questioning &
checker with
lower ability
students to
ensure
task/explanation
is articulated
precisely.
Teacher
observation.
Page 10
Scheme of Work
10
Folders
Unit 1- Understanding Computer
Systems
Projector
Printer
Checklist sheets
PC’s
Software –
Internet
MS Publisher
MS Word
LO1 – Understand how ICT can be used
to meet business needs
6.
Assistive Technologies
Learners can research and create a presentation
about how systems are configured for specific
needs using assistive technologies.
CONTENTConfigurations-typical office configurations
-customised systems for specified needs i.e.:
Physical impairment, (sight, hearing, movement)
Remote working (travelling, hotel or home)
How the following factors can affect the choice
of system: cost, availability, user needs, data
security.
Flash
How peripherals can be connected to a computer
device, i.e.:
Wired methods (e.g. USB, firewall)
Wireless methods (e.g. wifi, Bluetooth,
infrared)
How to connect a computing device to an
existing wireless network, i.e.:
Network name, i.e. Service Set
Identifier (SSID)
The use of security keys
Appropriate firewall settings for public
and private networks
How organisation's can monitor employees, i.e.
GPS location tracking, monitoring internet use,
monitoring communications.
Summative
Assessment:
SAM Learning –
Revision
Cambridge
Nationals Unit 1
Understanding
Computer
Systems –
Pass/Merit/Distin
ction/Distinction+
Set-up SAM
Learning tasks in
preparation for
Exam in January
Continuous
assessment –
updating progress
tracker.
Teacher
assessment.
AfL:
Q&A session –
using higher order
questioning &
checker with
lower ability
students to
ensure
task/explanation
is articulated
precisely.
Teacher
observation.
Page 11
Scheme of Work
11
Folders
Unit 1- Understanding Computer
Systems
Projector
Printer
Checklist sheets
PC’s
Software –
Internet
MS Publisher
MS Word
LO1 – Understand how ICT can be used
to meet business needs
6.
Assistive Technologies
Learners can research and create a presentation
about how systems are configured for specific
needs using assistive technologies.
CONTENTConfigurations-typical office configurations
-customised systems for specified needs i.e.:
Physical impairment, (sight, hearing, movement)
Remote working (travelling, hotel or home)
How the following factors can affect the choice
of system: cost, availability, user needs, data
security.
Flash
How peripherals can be connected to a computer
device, i.e.:
Wired methods (e.g. USB, firewall)
Wireless methods (e.g. wifi, Bluetooth,
infrared)
How to connect a computing device to an
existing wireless network, i.e.:
Network name, i.e. Service Set
Identifier (SSID)
The use of security keys
Appropriate firewall settings for public
and private networks
How organistations can monitor employees, i.e.
GPS location tracking, monitoring internet use,
monitoring communications.
Summative
Assessment:
SAM Learning –
Revision
Cambridge
Nationals Unit 1
Understanding
Computer
Systems –
Pass/Merit/Distin
ction/Distinction+
Set-up SAM
Learning tasks in
preparation for
Exam in January
Continuous
assessment –
updating progress
tracker.
Teacher
assessment.
AfL:
Q&A session –
using higher order
questioning &
checker with
lower ability
students to
ensure
task/explanation
is articulated
precisely.
Teacher
observation.
Page 12
Scheme of Work
12
Folders
Unit 1- Understanding Computer
Systems
1.
Data-capture methods. Factors that
affect choice of data-capture methods
Summative
Assessment:
SAM Learning –
Revision
Cambridge
Nationals Unit 1
Understanding
Computer
Systems –
Pass/Merit/Distin
ction/Distinction+
Set-up SAM
Learning tasks in
preparation for
Exam in January
Projector
Printer
Checklist sheets
PC’s
Software –
LO2: Know how to work with
information and data to meet specified
business needs.
Learners to research and make a mind map of
the different data-capture methods outlining
their specific attributes.
Learners could then work in pairs and create a
grid showing the advantages and disadvantages
to businesses and the factors that impact,
whether they are chosen for us or not.
Internet
MS Publisher
MS Word
Flash
CONTENTData capture methods, i.e.:
-on-line and paper-based forms
-automated data capture systems i.e. control
system sensors, barcode readers, Radio
Frequency Identification Device (RFID), Near Field
Communication (NFC).
How the following factors can affect the choice
of method:
Nature of information to be collected
(eg environmental conditions, location
of information)
Cost
Availability
Ease of use
Data security
Continuous
assessment –
updating progress
tracker.
Teacher
assessment.
AfL:
Q&A session –
using higher order
questioning &
checker with
lower ability
students to
ensure
task/explanation
is articulated
precisely.
Teacher
observation.
Page 13
Scheme of Work
13
Folders
Unit 1- Understanding Computer
Systems
Projector
Printer
Checklist sheets
LO2: Know how to work with
information and data to meet specified
business needs.
2.
Designing Data-Capture Forms
Learners could design (on paper) a layout for a
data capture form with a purpose of collecting
specified information.
Learners to then create the form electronically on
their computer – using Excel or Access.
PC’s
Software –
Scenario – A new patient in a Doctor Surgery
(what information would be required)
Internet
MS Publisher
MS Word
Flash
CONTENTHow to design data capture forms to obtain
specified information.
How to code information for use in a spreadsheet
or database.
Summative
Assessment:
SAM Learning –
Revision
Cambridge
Nationals Unit 1
Understanding
Computer
Systems –
Pass/Merit/Distin
ction/Distinction+
Set-up SAM
Learning tasks in
preparation for
Exam in January
Continuous
assessment –
updating progress
tracker.
Teacher
assessment.
AfL:
Q&A session –
using higher order
questioning &
checker with
lower ability
students to
ensure
task/explanation
is articulated
precisely.
Teacher
observation.
Page 14
Scheme of Work
14
Folders
Unit 1- Understanding Computer
Systems
Projector
Printer
Checklist sheets
LO2: Know how to work with
information and data to meet specified
business needs.
2.
Designing Data-Capture Forms
Learners could design (on paper) a layout for a
data capture form with a purpose of collecting
specified information.
Learners to then create the form electronically on
their computer – using Excel or Access.
PC’s
Software –
Internet
MS Publisher
MS Word
Scenario – A new patient in a Doctor Surgery
(what information would be required)
CONTENTHow to design data capture forms to obtain
specified information.
How to code information for use in a spreadsheet
or database.
Flash
THEN…
3.
File Formats
Working in groups of 3 learners research file
format; proprietary and open formats. What is
the difference – make notes. Feedback to group.
Learners to then make 'flash cards' file formats
and file extension types (e.g. .doc or .pages=
word processing; mp3 = sound file).
CONTENTFile formats for storing data, i.e.:
Proprietary formats, .doc, .xls, .ppt, .fla,
.wma, .aac.
Open formats, .rtf, .pdf, .csv, .exe, .txt,
.mp3, .wav.
Summative
Assessment:
SAM Learning –
Revision
Cambridge
Nationals Unit 1
Understanding
Computer
Systems –
Pass/Merit/Distin
ction/Distinction+
Set-up SAM
Learning tasks in
preparation for
Exam in January
Continuous
assessment –
updating progress
tracker.
Teacher
assessment.
AfL:
Q&A session –
using higher order
questioning &
checker with
lower ability
students to
ensure
task/explanation
is articulated
precisely.
Teacher
observation.
Page 15
Scheme of Work
15
Folders
Unit 1- Understanding Computer
Systems
Projector
Printer
Checklist sheets
PC’s
LO2: Know how to work with
information and data to meet specified
business needs.
3.
File Formats for storing data
Working in groups of 3 learners research file
format; proprietary and open formats. What is
the difference – make notes. Feedback to group.
Learners to then make 'flash cards' file formats
and file extension types (e.g. .doc or .pages=
word processing; mp3 = sound file).
Software –
Internet
MS Publisher
MS Word
Flash
CONTENTFile formats for storing data, i.e.:
-Proprietary formats, .doc, .xls, .ppt, .fla, .wma,
.aac.
-Open formats, .rtf, .pdf, .csv, .exe, .txt, .mp3,
.wav.
Summative
Assessment:
SAM Learning –
Revision
Cambridge
Nationals Unit 1
Understanding
Computer
Systems –
Pass/Merit/Distin
ction/Distinction+
Set-up SAM
Learning tasks in
preparation for
Exam in January
Continuous
assessment –
updating progress
tracker.
Teacher
assessment.
AfL:
Q&A session –
using higher order
questioning &
checker with
lower ability
students to
ensure
task/explanation
is articulated
precisely.
Teacher
observation.
Page 16
Scheme of Work
16
Folders
Unit 1- Understanding Computer
Systems
Pc’s
Printer
OCR Nat Diaries
Mini whiteboards
Software:
MS Word
MS Publisher
Flash
LO2: Know how to work with
information and data to meet specified
business needs.
4.
Data Validation methods
Learners are to be provided with a database
(plant database – see resources) they are asked
to apply data validation to it.
Learners are then to write a short report
evaluating the impact of its application looking
at aspects such as accuracy of data, why data
validation is important, and why it would be used
for specific fields.
Learners to then find out how data validation
could be used in other software (e.g. Excel)
CONTENT –
Data validation methods
Summative
Assessment:
SAM Learning –
Revision
Cambridge
Nationals Unit 1
Understanding
Computer
Systems –
Pass/Merit/Distin
ction/Distinction+
Set-up SAM
Learning tasks in
preparation for
Exam in January
Continuous
assessment –
updating progress
tracker.
Teacher
assessment.
AfL:
Q&A session –
using higher order
questioning &
checker with
lower ability
students to
ensure
task/explanation
is articulated
precisely.
Teacher
observation.
Page 17
Scheme of Work
17
Unit 1- Understanding Computer
Systems
LO2: Know how to work with
information and data to meet specified
business needs.
5.
Data storage technologies
Learners to mind map different storage
technologies. Starting with 'Data Storage' in the
middle, then spreading it to 2 sub-heading 'Local
& removable' and 'Remote storage'.
Learners to then produce a quiz worksheet which
describes different types of storage devices,
without naming them – learners could then swap
quizzes around and see if they can 'name ' the
storage device.
Then ask the question 'What security measures
need to be used when storing data?'
Class discussion (as some prior
knowledge expected)
Handout (resources) to be given – to support
learning.
CONTENT –
Data storage technologies-local and removable media (USB, DVD)
-Remote storage (off site location, cloud storage)
Summative
Assessment:
Cambridge
Nationals Unit 1
Understanding
Computer
Systems –
Pass/Merit/Distin
ction/Distinction+
Continuous
assessment –
updating progress
tracker.
Teacher
assessment.
AfL:
Q&A session –
using higher order
questioning &
checker with
lower ability
students to
ensure
task/explanation
is articulated
precisely.
Teacher
observation.
Page 18
Scheme of Work
18
Unit 1- Understanding Computer
Systems
LO2: Know how to work with
information and data to meet specified
business needs.
6.
Data Transferral Methods
Learners given a question:
'How do you know if a data transfer method is
any good?'
In pairs, learners are given a type of data transfer
technology to research – the positives and
restrictions of the methods – and WHO uses
them.
How the following factors affect data transfer
speed – file size, transfer speed, future-proofing,
data security, user needs, bandwidth.
Then, after 30 minutes students are to present
their findings to rest of group.
CONTENTData transferring technologies, i.e.:
Wired and wireless
Mobile Data Transmissions (e.g. 3g, 4g)
Remote methods (e.g. email,
internet/cloud, peer to peer file
sharing)
Summative
Assessment:
Cambridge
Nationals Unit 1
Understanding
Computer
Systems –
Pass/Merit/Distin
ction/Distinction+
Continuous
assessment –
updating progress
tracker.
Teacher
assessment.
AfL:
Q&A session –
using higher order
questioning &
checker with
lower ability
students to
ensure
task/explanation
is articulated
precisely.
Teacher
observation.
Page 19
Scheme of Work
19
Unit 1- Understanding Computer
Systems
LO2: Know how to work with
information and data to meet specified
business needs.
6. Data Transferral Methods
Learners given a question:
'How do you know if a data transfer method is
any good?'
In pairs, learners are given a type of data transfer
technology to research – the positives and
restrictions of the methods – and WHO uses
them.
How the following factors affect data transfer
speed – file size, transfer speed, future-proofing,
data security, user needs, bandwidth.
Then, after 30 minutes students are to present
their findings to rest of group.
CONTENTData transferring technologies, i.e.:
Wired and wireless
Mobile Data Transmissions (e.g. 3g, 4g)
Remote methods (e.g. email,
internet/cloud, peer to peer file
sharing)
Summative
Assessment:
Cambridge
Nationals Unit 1
Understanding
Computer
Systems –
Pass/Merit/Distin
ction/Distinction+
Continuous
assessment –
updating progress
tracker.
Teacher
assessment.
AfL:
Continuing on, learners to compare the render
speeds of optimised web pages versus nonoptimised. (on a good broadband link they will be
pretty similar which learners should be informed
off at end of activity)
Q&A session –
using higher order
questioning &
checker with
lower ability
students to
ensure
task/explanation
is articulated
precisely.
Question ' Does broadband mean there is no
requirement for optimisation?'
Teacher
observation.
7.
Speed and optimisation considerations
when transferring date
Page 20
Scheme of Work
20
Unit 1- Understanding Computer
Systems
LO2: Know how to work with
information and data to meet specified
business needs.
8.
Back-up and recovery systems
Learners to write a short report about back-up
and recovery systems. They need to include the
content from the KUS.
CONTENT –
How to use back-up and recovery systems, i.e.:
Data storage media (e.g. removable
devices, remote storage)
Back-up frequency
Archiving
Automated versus manual systems
How the following can affect the choice of
method:
Cost, availability, ease of use, data security.
Summative
Assessment:
Cambridge
Nationals Unit 1
Understanding
Computer
Systems –
Pass/Merit/Distin
ction/Distinction+
Continuous
assessment –
updating progress
tracker.
Teacher
assessment.
AfL:
Q&A session –
using higher order
questioning &
checker with
lower ability
students to
ensure
task/explanation
is articulated
precisely.
Teacher
observation.
Page 21
Scheme of Work
21
Unit 1- Understanding Computer
Systems
LO3: Know how ICT can be used to
support business working practices
1.
Business communications, using telephones,
SMS, IM, email, chat rooms, forums, bulletin
boards, VoIP, video-conferencing, webcams,
blogs and social networking
Learners given a brief for a new business:
'Skateboarding clothing Company – that owns
one shop in Colchester, and is just expanding to
an online shop'
In groups, learners are working for a
communication company – they need to research
different business communication methods and
then produce a business proposal (from the
communications company) of communication
methods the skateboarding business could use.
They should make this into a presentation and
pitch against each other in the final lesson.
They should include communication methods for
different departments –
-marketing/advertising
- Employees communication to each other
-Sales
CONTENTHow businesses can communicate with
employees and others working remotely, i.e.:
voice telephones, SMS, instant messaging, email,
chat rooms, forums, bulletin boards, Voice-overIP (VoIP), video conferencing, webcams, blogs,
social networking.
-Appropriate use of remote communication tools,
i.e.: for email – appropriate use of subject,
cc/bcc, attachments, email etiquette. The
benefits and drawbacks of these methods.
Summative
Assessment:
Cambridge
Nationals Unit 1
Understanding
Computer
Systems –
Pass/Merit/Distin
ction/Distinction+
Continuous
assessment –
updating progress
tracker.
Teacher
assessment.
AfL:
Q&A session –
using higher order
questioning &
checker with
lower ability
students to
ensure
task/explanation
is articulated
precisely.
Teacher
observation.
Page 22
Scheme of Work
22
Unit 1- Understanding Computer
Systems
LO3: Know how ICT can be used to
support business working practices
1.
Business communications, using telephones,
SMS, IM, email, chat rooms, forums, bulletin
boards, VoIP, video-conferencing, webcams,
blogs and social networking
Learners given a brief for a new business:
'Skateboarding clothing Company – that owns
one shop in Colchester, and is just expanding to
an online shop'
In groups, learners are working for a
communication company – they need to research
different business communication methods and
then produce a business proposal (from the
communications company) of communication
methods the skateboarding business could use.
They should make this into a presentation and
pitch against each other in the final lesson.
They should include communication methods for
different departments –
-marketing/advertising
- Employees communication to each other
-Sales
CONTENTHow businesses can communicate with
employees and others working remotely, i.e.:
voice telephones, SMS, instant messaging, email,
chat rooms, forums, bulletin boards, Voice-overIP (VoIP), video conferencing, webcams, blogs,
social networking.
-Appropriate use of remote communication tools,
i.e.: for email – appropriate use of subject,
cc/bcc, attachments, email etiquette. The
benefits and drawbacks of these methods.
Summative
Assessment:
Cambridge
Nationals Unit 1
Understanding
Computer
Systems –
Pass/Merit/Distin
ction/Distinction+
Continuous
assessment –
updating progress
tracker.
Teacher
assessment.
AfL:
Q&A session –
using higher order
questioning &
checker with
lower ability
students to
ensure
task/explanation
is articulated
precisely.
Teacher
observation.
Page 23
Scheme of Work
23
Unit 1- Understanding Computer
Systems
2.
How diary management software can be
used to organise schedules
LO3: Know how ICT can be used to
support business working practices
Learners need to use the advanced features of
Outlook to set-up meetings in their diaries.
Students are working in groups of 3 to set-up
meeting with each other via email. They are each
working for businesses.
As the lesson progresses the businesses are then
asked to book appointments in their outlook with
other businesses (e.g. the school makes
appointments with a local business – to meet up
about work experience).
Learners are to then write-up an evaluation.
Including sub-heading from the KUS section –
'why do you think an online diary is helpful?'
CONTENT –
How diary management software can be used to
organise work schedules, i.e.:
-Creating appointments/meetings
-Inviting participants
-Creating tasks
-creating to-do lists
Setting reminders
Summative
Assessment:
Cambridge
Nationals Unit 1
Understanding
Computer
Systems –
Pass/Merit/Distin
ction/Distinction+
Continuous
assessment –
updating progress
tracker.
Teacher
assessment.
AfL:
Q&A session –
using higher order
questioning &
checker with
lower ability
students to
ensure
task/explanation
is articulated
precisely.
Teacher
observation.
Page 24
Scheme of Work
24
Unit 1- Understanding Computer
Systems
3.
How documents can be created
collaboratively
LO3: Know how ICT can be used to
support business working practices
Learners are given the schools 'Google
Documents' account log in.
Learners are then in groups of 4 to research
different types of working collaboratively – and
why/how this works.
4 topics to be distributed – documents in shared
area, editing drafts, tracking changes, reviewing
documents.
Learners are to create a couple of sentences on
their initial topic and to add it to their online
document. They are then expected to swap over
topics – check what has been written online,
research topic and then make any necessary
changes. This can be done for each 4 topics, so all
of the group would have made
changes/adjustments to all of the topics on their
document. This can then be printed and put in
folders.
CONTENT:
How documents can be created and edited
collaboratively, i.e.:
Documents in shared access locations
(network, shared areas- read/write
access; cloud-based services,)
Inserting comments into an existing
draft
Editing drafts – tracking changes made
Reviewing facilities: accepting or
rejecting changes made.
Summative
Assessment:
Cambridge
Nationals Unit 1
Understanding
Computer
Systems –
Pass/Merit/Distin
ction/Distinction+
Continuous
assessment –
updating progress
tracker.
Teacher
assessment.
AfL:
Q&A session –
using higher order
questioning &
checker with
lower ability
students to
ensure
task/explanation
is articulated
precisely.
Teacher
observation.
Page 25
Scheme of Work
25
Unit 1- Understanding Computer
Systems
LO4: Understand how legal, ethical,
safety and security issues affect how
computers should be used
1.
The moral and ethical issues affecting
business computer users
Begin with a group discussion/debate about
copyright and illegal downloading – for/against –
effects this has on artists/businesses.
Learners to make a booklet for KS 3 students
about the moral and ethical issues affecting
computer users.
Learners could also make the topics into a game
– with cards saying a word and other cards
carrying a definition (cards need to be matched –
definition/word)
Learners will need an article that covers each of
the KUS.
CONTENTHow legis;ation affects business computer users,
i.e.:
-Health and Safety
-Data Protection
-Copyright
-Computer Misuse
How moral and ethical issues affect business
computer users, i.e.:
-use & abuse of personal and private data
-cyberbullying
-monitoring of individuals by organisations
through the use of (worker/monitor loggine,
cookies, key logging, worker call
monitoring/recording, electronic consumer
surveillance, mobile phone triangulation)
Summative
Assessment:
Cambridge
Nationals Unit 1
Understanding
Computer
Systems –
Pass/Merit/Distin
ction/Distinction+
Continuous
assessment –
updating progress
tracker.
Teacher
assessment.
AfL:
Q&A session –
using higher order
questioning &
checker with
lower ability
students to
ensure
task/explanation
is articulated
precisely.
Teacher
observation.
Page 26
Scheme of Work
26
Unit 1- Understanding Computer
Systems
LO4: Understand how legal, ethical,
safety and security issues affect how
computers should be used
1.
The moral and ethical issues affecting
business computer users
Begin with a group discussion/debate about
copyright and illegal downloading – for/against –
effects this has on artists/businesses.
Learners to make a booklet for KS 3 students
about the moral and ethical issues affecting
computer users.
Learners could also make the topics into a game
– with cards saying a word and other cards
carrying a definition (cards need to be matched –
definition/word)
Learners will need an article that covers each of
the KUS.
CONTENTHow legis;ation affects business computer users,
i.e.:
-Health and Safety
-Data Protection
-Copyright
-Computer Misuse
How moral and ethical issues affect business
computer users, i.e.:
-use & abuse of personal and private data
-cyberbullying
-monitoring of individuals by organisations
through the use of (worker/monitor loggine,
cookies, key logging, worker call
monitoring/recording, electronic consumer
surveillance, mobile phone triangulation)
Summative
Assessment:
Cambridge
Nationals Unit 1
Understanding
Computer
Systems –
Pass/Merit/Distin
ction/Distinction+
Continuous
assessment –
updating progress
tracker.
Teacher
assessment.
AfL:
Q&A session –
using higher order
questioning &
checker with
lower ability
students to
ensure
task/explanation
is articulated
precisely.
Teacher
observation.
Page 27
Scheme of Work
27
Unit 1- Understanding Computer
Systems
LO4: Understand how legal, ethical,
safety and security issues affect how
computers should be used
2.
The implications and consequences for
organisations of data loss corruption or
theft
Learners are to create a presentation about data
security and the implications of loss/corruption
or theft. (to use current, recent news articles – to
introduce subject)
OR
Learners could be given a scenario where
information has been leaked (bank details) –
group could be split into 4 and have a look at
each perspective of when data is lost or stolen.
Then feedback each point of view to whole class.
CONTENTThe implications and consequences for
organisations of data loss, corruption or theft,
i.e.:
-legal implications (e.g. action from the
Information Commissioner)
-Impact on customers (e.g. reduced confidence in
business, increased risk of personal identity theft)
-impact on employees (e.g. disciplinary action for
not following company procedures)
-impact on organisation (e.g. increased costs in
resolving problems caused, loss of income if
customers lose confidence)
Summative
Assessment:
Cambridge
Nationals Unit 1
Understanding
Computer
Systems –
Pass/Merit/Distin
ction/Distinction+
Continuous
assessment –
updating progress
tracker.
Teacher
assessment.
AfL:
Q&A session –
using higher order
questioning &
checker with
lower ability
students to
ensure
task/explanation
is articulated
precisely.
Teacher
observation.
Page 28
Scheme of Work
28
Unit 1- Understanding Computer
Systems
LO4: Understand how legal, ethical,
safety and security issues affect how
computers should be used
2.
The implications and consequences for
organisations of data loss corruption or
theft
Learners are to create a presentation about data
security and the implications of loss/corruption
or theft. (to use current, recent news articles – to
introduce subject)
OR
Learners could be given a scenario where
information has been leaked (bank details) –
group could be split into 4 and have a look at
each perspective of when data is lost or stolen.
Then feedback each point of view to whole class.
CONTENTThe implications and consequences for
organisations of data loss, corruption or theft,
i.e.:
-legal implications (e.g. action from the
Information Commissioner)
-Impact on customers (e.g. reduced confidence in
business, increased risk of personal identity theft)
-impact on employees (e.g. disciplinary action for
not following company procedures)
-impact on organisation (e.g. increased costs in
resolving problems caused, loss of income if
customers lose confidence)
Summative
Assessment:
Cambridge
Nationals Unit 1
Understanding
Computer
Systems –
Pass/Merit/Distin
ction/Distinction+
Continuous
assessment –
updating progress
tracker.
Teacher
assessment.
AfL:
Q&A session –
using higher order
questioning &
checker with
lower ability
students to
ensure
task/explanation
is articulated
precisely.
Teacher
observation.
Page 29
Scheme of Work
29
Unit 1- Understanding Computer
Systems
LO4: Understand how legal, ethical,
safety and security issues affect how
computers should be used
3.
Threats to security and how to deal
with them
Learners to create 'Top Trump' cards to cover all
the main threats to data security.
Some criteria could include: Type of threat, How
to deal with it (ratings given in numbers next to
description) and severity.
Learners could make the 'actions to minimise
risk' top trump cards as toppers on main threats
– so when game is played this card wins against
the threat.
CONTENT –
The main threats to data security and how to
deal with them, i.e.:
Threats to data security
Computer viruses
Trojans
Works
Phishing
Spyware
Adware
Hacking
Denial of service (DoS) attacks
Physical threats (e.g. loss/theft of
device)
Actions to minimise risk
Act online in ways that reduce the risk
of identity theft and protect personal
security
Use of protection software, i.e. firewall,
anti-virus, anti-spam, data encryption
to store and transfer data.
Summative
Assessment:
Cambridge
Nationals Unit 1
Understanding
Computer
Systems –
Pass/Merit/Distin
ction/Distinction+
Continuous
assessment –
updating progress
tracker.
Teacher
assessment.
AfL:
Q&A session –
using higher order
questioning &
checker with
lower ability
students to
ensure
task/explanation
is articulated
precisely.
Teacher
observation.
Page 30
Scheme of Work
30
Unit 1- Understanding Computer
Systems
LO4: Understand how legal, ethical,
safety and security issues affect how
computers should be used
3.
Threats to security and how to deal
with them
Learners to create 'Top Trump' cards to cover all
the main threats to data security.
Some criteria could include: Type of threat, How
to deal with it (ratings given in numbers next to
description) and severity.
Learners could make the 'actions to minimise
risk' top trump cards as toppers on main threats
– so when game is played this card wins against
the threat.
CONTENT –
The main threats to data security and how to
deal with them, i.e.:
Threats to data security
Computer viruses
Trojans
Works
Phishing
Spyware
Adware
Hacking
Denial of service (DoS) attacks
Physical threats (e.g. loss/theft of
device)
Actions to minimise risk
Act online in ways that reduce the risk
of identity theft and protect personal
security
Use of protection software, i.e. firewall, antivirus, anti-spam, data encryption to store and
transfer data.
Summative
Assessment:
Cambridge
Nationals Unit 1
Understanding
Computer
Systems –
Pass/Merit/Distin
ction/Distinction+
Continuous
assessment –
updating progress
tracker.
Teacher
assessment.
AfL:
Q&A session –
using higher order
questioning &
checker with
lower ability
students to
ensure
task/explanation
is articulated
precisely.
Teacher
observation.
Page 31
Scheme of Work
31
Unit 1- Understanding Computer
Systems
LO4: Understand how legal, ethical,
safety and security issues affect how
computers should be used
4.
Using automatic and manual updating
facilities for operating systems and
security software
Learners could write a step-by-step guide for how
to update operating systems or security
software.
CONTENT –
Using automatic and manual updating facilities
for operating systems and security software.
Summative
Assessment:
Cambridge
Nationals Unit 1
Understanding
Computer
Systems –
Pass/Merit/Distin
ction/Distinction+
Continuous
assessment –
updating progress
tracker.
Teacher
assessment.
AfL:
Q&A session –
using higher order
questioning &
checker with
lower ability
students to
ensure
task/explanation
is articulated
precisely.
Teacher
observation.
Page 32
Scheme of Work
32
Unit 1- Understanding Computer
Systems
LO4: Understand how legal, ethical,
safety and security issues affect how
computers should be used
5.
Using automatic and manual updating
facilities for operating systems and
security software
Learners could write a step-by-step guide for how
to update operating systems or security
software.
CONTENT –
Using automatic and manual updating facilities
for operating systems and security software.
Summative
Assessment:
Cambridge
Nationals Unit 1
Understanding
Computer
Systems –
Pass/Merit/Distin
ction/Distinction+
Continuous
assessment –
updating progress
tracker.
Teacher
assessment.
AfL:
Q&A session –
using higher order
questioning &
checker with
lower ability
students to
ensure
task/explanation
is articulated
precisely.
Teacher
observation.
Page 33
Scheme of Work
33
Past Exam Paper
Summative
Assessment:
Cambridge
Nationals Unit 1
Understanding
Computer
Systems –
Pass/Merit/Distin
ction/Distinction+
Continuous
assessment –
updating progress
tracker.
Teacher
assessment.
AfL:
Q&A session –
using higher order
questioning &
checker with
lower ability
students to
ensure
task/explanation
is articulated
precisely.
Teacher
observation.
Page 34
Scheme of Work
34
Revision
Summative
Assessment:
Cambridge
Nationals Unit 1
Understanding
Computer
Systems –
Pass/Merit/Distin
ction/Distinction+
Continuous
assessment –
updating progress
tracker.
Teacher
assessment.
AfL:
Q&A session –
using higher order
questioning &
checker with
lower ability
students to
ensure
task/explanation
is articulated
precisely.
Teacher
observation.
Page 35
Scheme of Work
Page 36