3

3

GCSE Information and Communication Technology (Full Course)

Contents / Page
Unit 3: / Understanding Information and Communication Technology Systems in Everyday Life and its Implications for Individuals, Organisations, Society and the Wider World / 5
Resources / 34

3

3

Introduction

CCEA has developed new GCSE specifications for first teaching from September 2010. This scheme of work has been designed to support you in introducing the new specification.

The scheme of work provides suggestions for organising and supporting students’ learning activities. It is intended to assist you in developing your own scheme of work and should not be considered as being prescriptive or exhaustive.

Please remember that assessment is based on the specification which details the knowledge, understanding and skills that students need to acquire during the course. The scheme of work should therefore be used in conjunction with the specification.

Published resources and web references included in the scheme of work have been checked and were correct at the time of writing. You should check with publishers and websites for the latest versions and updates. CCEA accepts no responsibility for the content of third party publications or websites referred to within this scheme of work.

A Microsoft Word version of this scheme of work is available on the subject microsite on the CCEA website ( You will be able to use it as a foundation for developing your own scheme of work which will be matched to your teaching and learning environment and the needs of your students. There are a number of web-based materials to help you in the introduction of the new specification. These have been referred to throughout the scheme of work and are highlighted using the following symbol (). When you see this symbol, the resource can be found on the CCEA GCSE Information and Communication Technology Full Course microsite.

I hope you find this support useful in your teaching.

Best wishes

Catriona Skelton

Subject Officer

Information and Communication Technology

Telephone028 9026 1200 (ext: 2558)

1

1

Unit 3: Understanding Information and

Communication Technology Systems in Everyday Life and its Implicationsfor Individuals, Organisations, Society and the Wider World

1

CCEA GCSE ICT from September 2010

Specification:GCSE Information and Communication Technology

Unit 3:Understanding Information and Communication Technology Systems in Everyday Life and its Implications for Individuals,

Organisations, Society and the Wider World

Content / Learning Outcomes / Teaching and Learning Activities / Resources
Knowledge of ICT Components / Students should be able to:
Input and output /
  • Identify external component parts of a typical home PC from a photograph or diagram;
  • Compare input and output devices in terms of costs, quality, speed and suitability for specific applications:
/ Individual exercise
Provide students with two electronic photographs of a PC. One showing all the component parts of a PC and the other showing the ports/memory card slots. Each student should add appropriate labels to each diagram using, for example,PowerPoint, Word or an image editing software.
Introduce input and output devices using / Lynch, G and Matthewson, S (2005) Information and Communication Technology, for CCEA GCSE, Section C2, (pp 124–125)
Lynch, G and Matthewson, S (2005) Information and Communication Technology, for CCEA GCSE, Section C2, (pp 125–134)
Homework (pp 206)
Questions 5–15

Version 1: 21 May 2010

1

CCEA GCSE ICT from September 2010

Content / Learning Outcomes / Teaching and Learning Activities / Resources
Input and output
(cont.) / Students should be able to:
–Inputs devices: keyboard, mouse, joystick, trackerpad, touch screen, microphone, scanner, digital camera and graphics digitiser; and
–Output devices: monitors, printers including impact, laser and ink-jet, plotter and speakers; / Individual exercise
Provide students with an electronic template table with the following headings:
  • device name;
  • features(to include costs, quality, speed);
  • advantages;
  • disadvantages; and
  • application(What is this device used for?).
Explain what each heading means and ask students to populate the table by including a picture of the device and the relevant details.
Provide students with a Presentation for independent study. An example of a commercial product would be the Boardworks presentations on this topic.
Students could complete the interactive quizzes available at this location
Thought shower
Provide students with a range of descriptions/applications and ask them to name the appropriate input or output device.

Version 1: 21 May 2010

1

CCEA GCSE ICT from September 2010

Content / Learning Outcomes / Teaching and Learning Activities / Resources
Storage /
  • Compare the following storage devices in terms of storage, capacity, cost, speed of data retrieval and suitability for specific purposes:
–Hard disk;
–DVD;
–CD-RW;
–CD-ROM/CD-R;
–Blu-ray;
–tape streamer;
–Flash media; and
–network storage vs. local storage; and / Students should read the relevant pages in the text book.
Introduce the topic using appropriate resources such as:
Group activity
In groups of two create a presentation/movie which shows on individual screens a picture of each storage device, the maximum storage capacity of each device, the advantages and disadvantages of the device and one application where the device can be used.
Peer assessment/assessment for learning
Each group should present their material to the class using the whiteboard. The class should select the most informative presentation and this could be circulated to students (ensure the content is accurate). / Lynch, G and Matthewson, S (2005) Information and Communication Technology, for CCEA GCSE, Section C2, (pp 134–138)
Homework (pp 206)
Questions 13–15

Version 1: 21 May 2010

1

CCEA GCSE ICT from September 2010

Content / Learning Outcomes / Teaching and Learning Activities / Resources
Memory / Students should be able to:
  • describe the purpose of ROM, RAM, cache and the impact of each on computer performance.
/ Read the relevant section in the text book or visit this website
Class discussion
Students should examine a specification for an up-to-date PC (available at anywebsite which sells computers). The class should be invited to explain the role of each of the components (particularly RAM,ROM) outlined in the specification. This will provide revision for storage as well as an introduction to memory.
Using the example discuss the impact of RAM on a computer’s performance.
Outline the difference between RAM and ROM.
Individual exercise
Each student should use the Internet to find a specification for a computer(or use the specification discussed in class) and paste this into a document. Students should state the role of RAM, ROM and CACHE. / Lynch, G and Matthewson, S (2005) Information and Communication Technology, for CCEA GCSE, Section C2, (pp 125–126)
Homework (pp 206)
Questions 2–3

System Software /
  • describe the purpose and functions of an operating system; and
  • identify the main features of a GUI.
/ Read relevant section in the text book.
Class discussion
Discuss the operating system in use in school. Provide students with the details of the operating system.
Ask students to screenshot examples of GUI i.e. Windows, Icons, Menus, Pointer.
Answer thequestions in the text book. / Lynch, G and Matthewson, S (2005) Information and Communication Technology, for CCEA GCSE, Section C1, (pp 31–36)

Version 1: 21 May 2010

1

CCEA GCSE ICT from September 2010

Content / Learning Outcomes / Teaching and Learning Activities / Resources
At this point students should be given a consolidation exercise on Knowledge of Information and Communication Technology Components.
Revision : Lynch, G and Matthewson, S (2005) Information and Communication Technology, for CCEA GCSE, pp 239 Question 2.
(i)Provide a 30 min class test which includes one question on each topic area.
(ii)Provide a 10min acronym test (online/verbal or paperbased) – this can be done on a whole class basis.
(iii)Students should enter all relevant acronyms into their Acronym Dictionary (can be a spreadsheet or word document).
Ask students to reflect on their performance. For students who underperform ask them to re-take the test/redo the test as homework.
Resources for the test could be obtained from CCEA GCSE Information and Communication Technology past papers and the CCEA revision book.
Data and Information / Students should be able to:
Information and Data /
  • understand the difference between information and data;
/ Whole class teaching
Provide students with samples of data and information on the whiteboard or on paper. Ask them to categorise these.
Explain the concept of context and meaning / Lynch, G and Matthewson, S (2005) Information and Communication Technology, for CCEA GCSE, Section C2, (pp 139–140)
Gathering Data /
  • discuss features important in form design such as: use of tick boxes, colour, font, position and instructions;
  • identify advantages, disadvantages and applications for OMR and OCR;
/ Group activity
After reading the sections in the text, ask each student to bring a form to class. Provide a sample of an online form for students. Ask each group to select two forms and to identify the good and bad features of that form. Students should note where tick boxes and option boxes are used and how appropriate they are.
Refer back to input devices and explain the connection between input and data capture. / Lynch, G and Matthewson, S (2005) Information and Communication Technology, for CCEA GCSE, Section C1, (pp 141–142)
Homework (pp 207) Questions 2–3
Content / Learning Outcomes / Teaching and Learning Activities / Resources
Gathering Data
(cont.) / Students should be able to: / Whole class activity
Use a suitable OMR sheet e.g. National Lottery and allow students to complete. Discuss the meaning of the marks on the sheet and how these are processed by the computer. Maintain a list of advantages and disadvantages of using this method of input (on whiteboard or noticeboard). Class should agree the list and then place the list into class notes.
Demonstration
Demonstrate scanning a document using the OCR function of a scanner. Then scan the same document as a graphic. Students should observe the difference.
Provide additional examples of OCR, in particular the use of OCR for postcode reading. / Lynch, G and Matthewson, S (2005) Information and Communication Technology, for CCEA GCSE, Section C1, (pp 149–151)
Background information
Data Checking /
  • demonstrate knowledge and understanding of data verification and validation techniques;
  • identify the most suitable data validation techniques for given situations from type, range, presence and length;
/ Suitable to introduce prior to or with the database section in Unit 1.
Database practical
Using the CCEA examplar for Unit 1 provide a practical session on the how to include validation. Ask students to define the function of validation at the end of the session. Ensure that each type of validation is included in the practical session. / Lynch, G and Matthewson, S (2005) Information and Communication Technology, for CCEA GCSE, Section C1, (pp 142–147)
Use this website to provide background reading on validation

 CCEA Database Exemplar
Content / Learning Outcomes / Teaching and Learning Activities / Resources
Data Checking
(cont.) / Students should be able to:
  • explain the purpose of a check digit;
/ Individual exercise
Use the example on pp 148 of the textbook to demonstrate how a check digit is calculated. Allow students to calculate the check digit for a textbook. Then explain the function of a check digit in validating numbers that are used as identifiers.
Whole class teaching
Ask the question: “What if the data entered is valid but not correct?” Provide examples of this related to the database in the practical session. Ask students how this can be prevented. Introduce the concept of proof reading and entering data twice. / Lynch, G and Matthewson, S (2005) Information and Communication Technology, for CCEA GCSE, Section C1, (pp 147–148)
Lynch, G and Matthewson, S (2005) Information and Communication Technology, for CCEA GCSE, Section C1, (pp 142)
Data Portability /
  • understand the need for data compression and the software needed tocompress/decompress data;
and / This section could be discussed in conjunction with the submission of controlled assessment for Units 1 or 2. / Lynch, G and Matthewson, S (2005) Information and Communication Technology, for CCEA GCSE, Section C1, (pp 158–159)

Version 1: 21 May 2010

1

CCEA GCSE ICT from September 2010

Content / Learning Outcomes / Teaching and Learning Activities / Resources
Data Portability
(cont.) / Students should be able to:
  • identify common file types such as jpeg, mpeg, gif, txt, csv, rtf, MP3, MP4, MIDI, pdf, html and zip.
/ Demonstration
Using the CCEA Exemplar for the website in Unit 2, demonstrate to students the impact on the file size when the web folder has been compressed. E-mail this folder to a member of the class and ask them to download the file. Note that the file cannot be used without being decompressed and note the software used to do this.
Individual exercise
Provide students with an electronic template with the following headings:
  • filetype;
  • expansion of abbreviation; and
  • features of filetype.
Students can use a variety of resources (textbook or online) to create a summary sheet for each filetype.
Using the CCEA Exemplar for the website in Unit 2 allow students to examine the icons for each of the files. Students should identify what filetypes exist in this folder. Alternatively, students could be provided with a screenshot of the folder and asked to identify the filetypes. / CCEA Exemplar Unit 2
Lynch, G and Matthewson, S (2005) Information and Communication Technology, for CCEA GCSE, Section C1, (pp 155–157)
At this point students should be given a consolidation exercise on Data and Information.
(i)Provide a 30 min class test which includes one question on each topic area.
(ii)Provide a 10min acronym test (online/verbal or paperbased) – this can be done on a whole class basis.
(iii)Students should enter all relevant acronyms into their Acronym Dictionary.
Ask students to reflect on their performance. For students who underperform ask them to re-take the test/redo the test as homework.
Resources for the test could be obtained from CCEA GCSE Information and Communication Technology past papers and the CCEA revision book.
Content / Learning Outcomes / Teaching and Learning Activities / Resources
Digital Communication Methods / Students should be able to:
Data Networks /
  • identify the main differences between LAN and WAN;
  • identify the advantages of using a network over stand alone computers;
  • describe the function of the following network resources: network interface card, network cables, switch and router;
/ This is a fairly theory based section. Students could benefit from the use of animated and interactive presentations.
Read the relevant section on pp 160–167 of the textbook.
Whole class teaching
Use the school network and its facilities and compare it with the Internet. Describe the differences between the two networks.
Individual exercise
Ask students to list the advantages of using the school network over their home computer and vice versa.
Class discussion
Through class discussion generate a list of advantages and disadvantages. Emphasise the advantages and disadvantages to the user and to those installing the network. This is a good time to recap on local storage vs. network storage.
Demonstration
Remove a computer from the network and identify the network interface card and network cables. Take a photograph of these components. Take students on a visit to the comms room in school and point out the switches and router (if possible). Alternatively, take a photograph of these components for discussion in class. / Lynch, G and Matthewson, S (2005) Information and Communication Technology, for CCEA GCSE, Section C1, (pp 160–167)
Homework (pp 209), Questions (pp 1–4)
Background information

Background Information – good graphics

Use this mindmap as a summary document map/Networks.html
Photograph of switches in comms room or technician to help with tour/explanation.

Version 1: 21 May 2010

1

CCEA GCSE ICT from September 2010

Content / Learning Outcomes / Teaching and Learning Activities / Resources
Digital Communication Methods (cont.) / Students should be able to:
Data Networks (cont.) /
  • describe the need for network communication protocols;
  • demonstrate knowledge and understanding of basic network security measures, for example passwords, access levels and encryption;
/ Individual exercise
Provide students with two photographs for annotation, either electronically or manually.
Whole class teaching
Provide a clear definition of a network protocol and its purpose. This can be found on pp244, 169, 180 of the textbook.
Demonstration
Use the login process to demonstrate the use of usernames and passwords; learning resources could be used to demonstrate the concept of access levels.
Individual exercise
Define encryption using textbook definition pp 166. Ask students to research ‘How encryption is used on the Internet’. Students should create a one sheet flyer on encryption. One or more can be displayed in the classroom. / Lynch, G and Matthewson, S (2005) Information and Communication Technology, for CCEA GCSE, Section C1, (pp 169)
Lynch, G and Matthewson, S (2005) Information and Communication Technology, for CCEA GCSE, Section C1, (pp 164–166)

Version 1: 21 May 2010

1

CCEA GCSE ICT from September 2010

Content / Learning Outcomes / Teaching and Learning Activities / Resources
Digital Communication Methods (cont.) / Students should be able to:
Digital Communication Security /
  • identify the measures that can be taken to protect information systems from misuse: virus protection, firewalls and backing-up data on a LAN and a stand alone computer;
  • identify the characteristics of a secure password;
/ Thought shower
Students should be encouraged to think about the main causes of data loss or damage on any system. These include: data corruption; loss or damage caused by authorised users; loss or damage caused by hackers/unauthorised users. Make a list of possible causes and preventative measures. Backup should be included as a preventative measure. Using a password as a preventative measure may also be discussed.
Individual activity
Continue with pp 165 in the textbook.
Provide students with a worksheet with the following questions:
  • What is a virus?(pp245 textbook).
  • How can we prevent viruses?
  • What threats come from the Internet?
  • How can a firewall help to protect computer systems?
  • What is encryption and how can it help protect data?
Whole class discussion
Return to the subject of backup and discuss how data is backed up on a LAN and on a stand alone PC. Use the school network to provide a context for this. Students could look at the backup devices used.
Return to the subject of password and discuss with students how passwords can be kept secure. / Lynch, G and Matthewson, S (2005) Information and Communication Technology, for CCEA GCSE, Section C1, (pp 164–167)
Lynch, G and Matthewson, S (2005) Information and Communication Technology, for CCEA GCSE, Section C1, (pp 164–166)
A useful podcast on securing data

Video on home network security

Content / Learning Outcomes / Teaching and Learning Activities / Resources
Digital Communication Methods (cont.) / Students should be able to:
Digital Communication Security (cont.) / Summative activity
Ask students to prepare aGood PracticeHandbook which details the methods used to keep data secure on a network. This can be done on, for example, the word processor, DTP, Moviemaker, PowerPoint. / Mindmap on data security

Mobile Digital Communication /
  • demonstrate knowledge and understanding of theincreasing use of mobile communication devices including laptops, PDA’s and mobile phones;
  • evaluate the technologies that support mobile communication including Bluetooth, 3G and Wi-Fi.
/ Individual Exercise
Provide students with a news story. An example would be:
Use the story to encourage students to think about the impact of using wireless technology.
Wireless laptops can be used to demonstrate the advantages and disadvantages of mobile devices.
Students could participate in an online discussion forum set up in LNI or Moodle(or another VLE) which allows them todiscuss, compare and contrast handheld devices in terms of function and wireless technology deployed e.g. IPhone,PSP,Nintendo DS.
Provide a comparison between the functionality provided by iPhone/Blackberry, and laptop.
Group activity
Prior to this discussion students should be provided with suitable scenarios which describe how these technologies are used. An airport provides a good starting point. Wi-Fi is available to buy and many travelling business people can be observed making use of mobile technologies. / – VLE Discussion forum
Content / Learning Outcomes / Teaching and Learning Activities / Resources
Digital Communication Methods (cont.) / Students should be able to:
Mobile Digital Communication (cont.)
Internet and Intranet /
  • identify the differences between an intranet and the Internet;
  • describe the typical services provided by an ISP;
  • describe the features provided by a typical web browser including the components of a URL;
  • define bandwidth and its impact on internet access;
/ In groups of three/four ask students to describe real life situations where Bluetooth, 3G and Wi-Fi are used.
Identify devices where Bluetooth, 3G and Wi-Fi are used.
Use the school intranet to demonstrate the difference between the Internet and intranet.
Group activity web quest (Encourage students to make use of good internet searching techniques).
In groups of two, ask students to research the different options available for two Internet Service Providers and to recommend an ISP for their own Internet provision. They should prepare a presentation comparing them under the headings of: Cost; Bandwidth; Security; Parental Control; Virus Protection; User Support. They should also justify their choice.
Individual activity
Create a screenshot of any web browser. Crop the screenshot so that the toolbar only is visible. Ask students to label the screenshot (this can be done using a printout or electronically in a word processor) identifying and explaining the features provided.
Students should then label the components of a URL (perhaps the school web address) using pp 171 in the text. / Lynch, G and Matthewson, S (2005) Information and Communication Technology, for CCEA GCSE, Section C1, (pp 31–36)
Possible research websites
BT Internet:

UTV Internet:

Version 1: 21 May 2010