GCSE ICT Short Course Scheme of Work

Information & Communication Technology

4520

Short Course

Scheme of Work

GCSE Information and Communication Technology

Short Course Scheme of Work:

Introduction

The Scheme of Work is not intended to prescribe or restrict the Centre’s approach to the specification and there is no requirement to use this Scheme of Work.

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
  • Unit 2 Assignment Mark Grid tool
  • AQA document which maps the KS4 Programme of Study to the Full Course 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)

Because the specification may be taught either as a series of modules or in a linear format, it is for the Centre to decide the order in which the separate topics are delivered and the controlled assessments are carried out.

Subject content / Assessment overview
The subject content is divided into 4 areas: / Unit 1 - Exam 40%
3.1Current and emerging technologies
3.2A range of ICT tools and techniques
3.3Society’s use of ICT
3.4Collaborative working. / Unit 2 - Controlled Assessment 60%
There will be one assignment and it will change every year
Ensure your centre is using the correct assignment for the year they intend to submit it
ICT Systems and Applications
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 cards, cash cards, mobile phone payment (m-payment/ Pay4It/ Paypal)
  • Booking/commercial systems: online booking systems, billing/payment systems (gas, electricity, mail orders), stock control systems, benefits system newspaper/magazine production
  • Buying goods: shopping and EFTPOS, online shopping (home delivery), produce receipt from bar code scanning, adjusting product ranges and prices, shopping lists with prices
/
  • ‘Control’ systems: electronic toys, games, central heating control systems, burglar alarms, security systems, automatic doors, video/DVD recorders/players, smart meters, traffic control systems, car parking systems, greenhouse control systems, Logo, scripting, simulation (for example flight or driving), data logging, robotics, GPS, Sat Nav, GIS
  • Database systems: Libraries (members' details and book loans), police and DVLA databases, estate agencies, travel agencies, tourist information centre
  • Health: medical systems (General Practice, hospital and pharmacy), social services, online access to advice/information
  • Information systems: Internet and the World Wide Web, e-mail, online auctions, e-learning (software to support learning and research across the curriculum), e-commerce, e-banking, e-finance (for example Paypal), online news services, online travel information, smart mobile phones
/
  • Leisure: cinema, theatre, concerts, holiday bookings, travel schedule, online gaming, music downloads, online chat rooms, social networking, web logs, podcasts, recreational uses of ICT, online gambling
  • Modelling: personal finance, models for financial forecasting, queuing, weather forecasting, flight simulators, expert systems for decision making (for example medical diagnosis and chess playing)
  • Record keeping systems for school students: (School Management Systems – registration, records, reports), club membership (youth club, health club)
  • School issues: virtual learning environments, events, visits, activities, teams, school clubs, library, school lunch, local community, productions

When can the units be assessed?

Students need to enter all the assessment units at the end of the course, at the same time as they enter for the subject award.

Scheme of Work overview

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.)

The big picture

Block 1
(12 lessons of work) / Block 2
(12 lessons of work) / Block 3
(12 lessons of work)
Subject content:
Current and Emerging Technologies (3.1) / Subject content:
A range of ICT tools and techniques cont. (3.2) / Subject content:
Society’s use of ICT (3.3)
Collaborative working (3.4)
A range of ICT tools and techniques (3.2) / + 5 hours for Controlled Assessment preparation work
+ 1 hour for Controlled Assessment work
Block 4
(12 lessons of work) / Block 5
(12 lessons of work)
Controlled Assessment Unit 2 / Controlled Assessment Unit 2

The medium view

Block 1 / (12 lessons)
3.1.1 Computer systems and mobile technologies / Hardware and Software (0.5) / (1.5 lessons)
Mobile technologies and Emerging technologies (1)
3.1.2 Computer input, output devices / Input devicesand Output devices (both common and specialist) (0.5) / (1 lesson)
Backing/Secondary storage devices and media (0.5)
3.1.3 Communications and entertainment / Advantages and disadvantages of using communications networks (1) / (3 lessons)
Communication devices and media and Network devices (0.5)
Entertainment systems (0.5)
Reliability of information (0.5)
Impact of communications technology (0.5)
3.2.1 Systems life cycle / Purpose and nature of evaluation criteriaand Systems life cycle stages (1) / (1 lesson)
3.2.2 Working with information to solve problems / Information and data (0.5) / (4 lessons)
Finding, selecting and using information (0.5)
Quality of information and/or data (0.5)
Data collection/capture methods (0.5)
Reviewing and modifying work (0.5)
Presenting information in ways that are fit for purpose and audience (0.5)
Sharing and exchanging information electronically (0.5)
Organising files/folders (0.5)
3.2.4 Applications software / Use of applications software / (0.5 lesson)
and Generic features of software (appearing as reasonably common features in most software packages) (0.5)
3.2.5 Word processing, DTP, web design and other presentation software / Specific features of and differences between a word processor and DTP, use features of different software packages to organise/present information (1) / (1 lesson)
Block 2 / (12 lessons)
3.2.5 Word processing, DTP, web design and other presentation software (cont.) / Presentation software (0.5) / (2 lessons)
Web design software (0.5)
Software for audio, DVD and video players (0.5)
Podcast (0.5)
3.2.6 Graphics production and image manipulation / Specific features of graphics manipulation software 0(.5) / (0.5 lesson)
3.2.7 Spreadsheets and modelling software / Types of data (Common to spreadsheets and databases) (0.5) / (3 lessons)
Specific features of a spreadsheet (0.5)
Formulae and functions (0.5)
Modelling (1.5)
3.2.8 Databases / Data structures (0.5) / (3.5 lessons)
Collect/enter data to a database (1)
Specific features of a database and Everyday tasks for databases (1)
Data redundancy (0.5)
Outputs and Mail merging (0.5)
3.2.9 Web browsing and e-mail / Web browser and search engine (0.5) / (1 lesson)
E-mail (0.5)
3.2.10 Web logs and social networking / Web logs (0.5) / (1 lesson)
Social networking software (0.5)
3.2.11 Control software / Controlling devices (1) / (1 lesson)
Block 3a / (6 lessons)
3.3.1 Legal issues / Preventing unauthorised access (1) / (2.5 lessons)
Preventing Misuse (1)
Health and Safety issues at work (0.5)
3.3.2 Social and economic issues / Changing pattern of commerce and industry due to increased use of ICT (0.5) / (2 lessons)
Changing pattern of employment due to increased use of ICT (0.5)
Responsible behaviour online (0.5)
Social and personal effects of ICT (0.5)
3.3.3 Political, ethical and environmental issues / Using ICT to monitor and minimise harmful effects on the environment (0.5) / (0.5 lessons)
3.4.1 Collaborative working / Collaborationand Video/teleconferencing (0.5) / (1 lesson)
Sharing information and online safety (0.5)
Block 3b / (6 lessons)
Teaching and preparation for controlled assessment / Teaching and preparation for Unit 2 (2) / (2 lessons)
Practice specimen unit 2 (3) / (3 lessons)
Candidates start working through Unit 2 / Candidates working through Unit 2 (1) / (1 lesson)

Controlled Assessment

Controlled Assessment Unit 2 (2further blocks of 12 lessons for candidates to work on completing the unit 2 assignment)

Controlled Assessment may be taught in chunks interspersed with candidates working independentlyon sections of the unit. The centre decides whether allcandidates present their work on paper or electronically (on CD/DVD). Some additional preparatory work will have been completed whilst undertaking the delivery of the subject content.

Block 4 / (12 lessons)
Unit 2 / Candidates working through Unit 2 (12) / (12 lessons)
Block 5 / (12 lessons)
Unit 2 / Candidates working through Unit 2 (12) / (12 lessons)

The Unit view

Reference / Specification Content
Joint teaching opportunities / Learning Outcomes and
Indicative example(s) / Suggested timing
(lessons) / Possible teaching and Learning Activities
Homework / Resource / Examination ‘hints and tips’
3.1.1 Computer Systems and mobile technologies
b / Mobile technologies / Describe the differences between mobile digital devices in terms of portability, performance, storage, connectivity and applications.
Laptops/net books, smart mobile phones, palmtops, PDAs and multi-function devices / 1 / An initial view of the devices ‘brought into’ the lesson.
In groups, students are given a different mobile technology to research. Need to find ‘the advantages and disadvantages of each one, who would use it, what for, how long for, how well it would work’ and present it back to the class.
Homework: complete report on ‘advantages and disadvantages’ / As a discussion point allow students to seelaptops, netbooks, smart phones, PDAs and MP3/4 players
Research on Google or Apple websites / i.Knowbest mobile device to keep in touch with your office
ii. Know 3 features of a smart phone
iii. Know what makes smart phones different
Reference / Specification Content
Joint teaching opportunities / Learning Outcomes and
Indicative example(s) / Suggested timing
(lessons) / Possible teaching and Learning Activities
Homework / Resource / Examination ‘hints and tips’
3.1.1 Computer Systems and mobile technologies
c / Emerging technologies / Know how emerging technologies affect the way in which people and organisations operate and work together / with previous lesson - revisit when relevant / In groups students research a new technology (can be a new technology for a business, hospital or the environment) They have to ‘pitch’ the new technology back to the class.
Keep a class blog on the emerging technologies / VLE and class blog / Understand that online stores and working practices are affected by emerging technologies
a / Hardware and Software / Students can define and know the difference between hardware and software. / 0.5 / Students to define and ‘mind map’ hardware and software types. / Watch BBC Bitesize ‘ICT systems/ Evaluation of hardware and software’
Make a quiz with the Exampro CD / Know that hardware is a device (computer) and that software is a set of instructions (program)
Reference / Specification Content
Joint teaching opportunities / Learning Outcomes and
Indicative example(s) / Suggested timing
(lessons) / Possible teaching and Learning Activities
Homework / Resource / Examination ‘hints and tips’
3.1.2 Computer input devices,output devices and backing storage
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
Bar-code reader, OMR reader, OCR reader, graphics tabletand midi instrument / 0.5 / Teacher to define input device and demonstrate some examples.
Homework: Students to answer questions from Exampro on input devices / Watch BBC Bitesize ‘Hardware/Input devices, processing and output devices’ / Know 3 input devices (e.g. mouse, keyboard and scanner)
b / 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 computerised-motors / with previous lesson / Teacher to define output device and demonstrate some examples.
Homework: Students to answer questions from Exampro on output devices / Examples of output device questions are provided on the Exampro CD. / Know 3 output devices (e.g. screen, printer and speaker)
Reference / Specification Content
Joint teaching opportunities / Learning Outcomes and
Indicative example(s) / Suggested timing
(lessons) / Possible teaching and Learning Activities
Homework / Resource / Examination ‘hints and tips’
3.1.2 Computer input devices, output devices and backing storage (cont.)
c / Backing storage devices and media / i. Define ‘backup’ and describe the need for taking backups of data/programs and keeping them safe and describe common backing storage media.
Backing storage media: memory stick, CD-ROM, DVD-ROM, hard disk, cartridges, flash memory, solid state disks / 0.5 / Create a diagram of the types of storage devices and media – memory stick, CD-ROM, DVD-ROM, cartridges, flash memory, disks. When is each used and why?
Homework: Students to answer questions from Exampro on memory/storage devices / Watch BBC Bitesize ‘Hardware/Data storage’ / Know when it is appropriate to use memory stick, disk, CD-ROM or flash memory
Reference / Specification Content
Joint teaching opportunities / Learning Outcomes and
Indicative example(s) / Suggested timing
(lessons) / Possible teaching and Learning Activities
Homework / Resource / Examination ‘hints and tips’
3.1.4 Communications and entertainment
a / Advantages and disadvantages of using communications networks / i. Identify the advantages and disadvantages of using common network environments (the Internet) and methods of connecting them / 1 / Consider advantages and disadvantages of using some common networks (the Internet).
Mind map the different methods of connecting to the Internet – broadband, dial-up, etc. Colour code the advantages and disadvantages of each. / Watch BBC Bitesize ‘Networks and communications/The Internet’ / Know 2 advantages of broadband connection
ii. Define LAN and WAN and describe the difference between them / List the differences between LAN and WAN, and implications of these.
Homework: Students to answer questions from Exampro on LAN and WANs / Watch BBC Bitesize ‘Networks and communications/Whatis a network?’ / Know LAN is confined to a room/building
iii. Identify the need for encryption and authentication when using common network environments like the Internet / Research and discuss encryption and authentication – how do they work, and why are they necessary? / Internet / Know encryption is for safe data transfer
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 personal use e.g. Twitter, Facebook, SMS (texting).
Look in depth at three different communication devices for business use e.g. e-mail, forums, VoIP/Internet telephone (Skype) / Access to appropriate Internet sites and e-mail (for this lesson) / Know advantages of telephone, SMS, instant messaging, fax, e-mail
Reference / Specification Content
Joint teaching opportunities / Learning Outcomes and
Indicative example(s) / Suggested timing
(lessons) / Possible teaching and Learning Activities
Homework / Resource / Examination ‘hints and tips’
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 / with previous lesson / Find images of the types of server: file server, print server, and e-mail server. Make notes of the uses and impact of each. Discuss different network devices and research different people’s perspective on each one.
Class visit to server room to be shown around by one of the tech support team. / Watch BBC Bitesize ‘Networks and communications/The Internet’
Internet access / Understand the difference between broadband and dial-up connections
d / Entertainment systems / i. Describe the use of a range of entertainment systems.
Entertainment systems: TV (terrestrial, digital, cable, broadband), radio, video, film and music streaming; games consoles, integrated entertainment systems
Entertainment processes: computer streaming of a variety of entertainment forms, digital TV recording (on hard disk) paused, re-started and acting in real time / 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 / Know 3 features of an integrated entertainment system
ii. Describe the advantages and disadvantages of media downloads/ streaming to different entertainment devices. / Make a list of the advantages and disadvantages of media downloads and streaming
Homework: Students to answer questions from specimen question paper / Know at least 2advantages/disadvantages of media downloads/streaming
Reference / Specification Content
Joint teaching opportunities / Learning Outcomes and
Indicative example(s) / Suggested timing
(lessons) / Possible teaching and Learning Activities
Homework / Resource / Examination ‘hints and tips’
3.1.4 Communications and entertainment (cont.)
e / Reliability of information / i Discuss issues relating to information found on the Internet / 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
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. / 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
f / Impact of communications technology / 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
Use of cookies for transaction processing / 0.5 / 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.
Homework: Students have to create a report offering advice to a new business (who has international clients) on what communication systems they should use. The report needs to outline the advantages and uses of they system (s) they recommend. / Wikipedia1
[1From earlier work students should be aware of the benefits and drawbacks of using an up-to-date encyclopaedia] / Prepare for an essay question on impact of communication technology