A2as Ict Support 3291

GCE AS & A Level
Scheme of Work
Information &
Communication
Technology
This is an exemplar scheme of work which
supports the teaching and learning of the
Information & Communication Technology
specification
Version 2: 11 November 2010

GCE ICT
Contents Page
Introduction 1
Unit AS 1: Components of ICT
Unit AS 1.1: Data and Information 5
Unit AS 1.2: Hardware and Software Components 11
Unit AS 1.3: Network Communications 15
Unit AS 1.4: Applications and Networks 21
Unit AS 1.5: Developing ICT Applications 29
Unit AS 2: Developing ICT Solutions 33
Unit A2 1: Information Systems
Unit A2 3.1: Database Systems 51
Unit A2 3.2: Networked Systems 57
Unit A2 3.3: Software Development 61
Unit A2 3.4: The User Interface 63
Unit A2 3.5: User Support and Training 69
Unit A2 3.6: Legal and Professional Issues 73
Unit A2 3.7: Implications of Information Systems 77
Unit A2 2: Approaches to System Development 81

CCEA Exemplar of Work: GCE ICT
Introduction
CCEA has developed new GCE specifications for first teaching from September 2008. This scheme of
work has been designed to support you in introducing the new specification and was produced by
practicing teachers who will be teaching the specification.
This scheme of work provides suggestions for organising and supporting students’ learning activities.
It is intended to assist you in developing your own schemes of work and should not be considered as
being prescriptive or exhaustive.
Please remember that this scheme of work is intended only as a pathway through the content of the
specification, not as a replacement. It is the specification on which assessment is based and which
details the knowledge, understanding and skills that students need to acquire during the course. This
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 are
correct at the date of issue but may be updated by the time that the specification is introduced. You
should therefore check with publishers and websites for the latest versions. CCEA accepts no
responsibility for the content of listed publications or websites.
We hope that you find this aspect of our support package useful in your teaching.
Best wishes
Joe McGurk
Subject Officer
ICT
E-mail jmcgurk@ccea.org.uk
Telephone 028 90 261200
Version 2: 11 November 2010 1


CCEA Exemplar Scheme of Work:

GCE ICT


Unit AS 1.1:
Data and Information

Specification: GCE AS ICT
Unit 1.1: Data and Information
Introduction:
This unit of work may cover the objective(s):
AO1 Knowledge and understanding

Candidates should be able to demonstrate knowledge and understanding of:
 the characteristics of data and information, the need for their organisation and manipulation to
facilitate effective use
Prior learning: There is no specific requirement for prior learning although, it is envisaged that many
candidates will have already gained skills, knowledge and understanding of ICT through their successful
completion of a related GCSE course. Some candidates may have completed a GCSE Applied ICT
course before embarking on this award.

Specification Learning Outcomes Resources Teaching and Learning

Content Activities
Characteristics Students should be able to:

of data,
information Knowledge, information and data Introduction to the importance of  Select a common application such as a
and knowledge The difference between knowledge, information to organisations supermarket
information and data  List the key information required by
Definitions of the terms and common the application
examples of data, information and  Identify the data from which this
knowledge information is produced
 Identify some ways in which
Identifying data, information and
knowledge is produced from
knowledge for common scenarios
information
Direct and indirect data sources Key features of both sources and  Examine a source document such as a
Advantages and disadvantages of direct common examples of direct and indirect credit card application form
and indirect data sources data sources  Explore its use as a direct data source
 Investigate ways in which it could be
Advantages and disadvantages of using a used as an indirect data source
direct data source
 Summarise the advantages and
disadvantages of both uses
Advantages and disadvantages of using
an indirect data source


Content Activities
The quality of Students should be able to:

information
Accurate, up-to-date, complete, relevant Some examples and consequences of  Select a common application such as a
and effectively presented information poor quality information supermarket
 Identify some ways in which
How the specified quality criteria can be information may not meet the
applied to information specified criteria and the main
Examples where information is not consequences
accurate, up-to-date, complete, relevant
or presented effectively, and the
consequences
Data capture errors, omission and Overview and examples of the data  Examine some typical data entry forms
transposition errors capture stage and identify possible sources of error
Data validation and verification  Identify examples of verification and
Modulus 11 check digit Examples of omission and transposition validation
errors and some likely consequences
 Identify an ISBN and confirm that a
Purpose and definitions of data validation Modulus 11 check digit is being used
and data verification  Transpose two digits in the ISBN and
recalculate the check
Explanations and examples of presence  Practice calculating the Modulus 11
checks, length checks, type checks, range check digit for some 4 and 5 digit
checks, format checks, lookup tables, and numbers
check digits
Introduction to and practical use of a

modulus 11 check digit


Content Activities
Costs of Students should be able to:

producing
information Hardware, software and personnel costs Overview and examples of hardware  Identify a network within the school
costs such as the purchase and leasing of or college
new ICT components, running costs, and  List the main HW and SW resources
maintenance costs  Examine ways of obtaining these
resources and the nature of the costs
Overview and examples of software costs involved
such as the purchase and leasing of
 Identify personnel within the school or
application and system software and/or
college with key ICT responsibilities
licences, and upgrade costs
 Identify the costs involved in replacing
Overview and examples of personnel or re-training these personnel
costs such as employing, training, and re-
skilling employees
Importance of Data storage standards The main features and uses of common  Compare the use of different file
standards file standards for data/text and formats for a text file e.g. text versus
multimedia files RTF
 Compare the use of different file
formats for a photograph e.g. jpg
versus bitmap
Standardising and professional bodies Overview of the aims and objectives of  Visit each organisation’s web site and
the PTT, ITU, ISO, ANSI, IEEE, ACM, identify the broad aims and objectives
and BCS


Unit AS 1.2:
Hardware and Software Components

Specification: AS GCE ICT
Unit: 1.2 Hardware and Software Components
Introduction:

 the components, characteristics and functions of ICT systems (including hardware, software and
communication) which allow effective solutions to be achieved
 emerging technologies and their implications for future use of ICT
Prior learning: There is no specific requirement for prior learning, although it is envisaged that many


Content Activities
Input and Students should be able to:

output
Common input and output devices The purpose of each of the named input  Produce a table listing the input and
devices and how data is captured by each output devices along with their main
purpose, key features, and some
The purpose of each of the named output common uses
devices and how output is produced by
each
Common uses of each input and output

device
Storage Common optical and magnetic storage The purpose of each of the named  Produce a table listing the storage
devices storage devices and how data is written to devices along with their main purpose,
and read from each key features, and some common uses
Common uses of each storage device on

the basis of storage capacity, and speed of
access and retrieval
Processor The main CPU components The purpose and main features of the  Produce a table listing the CPU
control unit, ALU, and internal memory components along with their main
purpose, key features, and some
The main features of ROM, RAM, and common uses
cache memory
The main uses of ROM, RAM, and cache

memory in a typical computer

1

Content Activities
System Students should be able to:

software
Operating systems The main features of single user, multi-  Compare the HW and SW in a
Features of batch and real time tasking and multi-user operating systems standalone PC with a network in a
processing large organisation
The main features of batch processing  Identify multi-tasking involved in a
and real time transaction processing PC’s GUI
 Identify and evaluate examples of
batch processing and real time
processing
Application Features of generic software packages The main features of word processing,  Identify the purpose of each generic
software Search engines and browsers database, spreadsheet, desktop package
publishing, presentation, graphics, and  List the features common to all
web authoring software packages e.g. file options
 List the basic generic features of each
The main features of typical search package e.g. the text editing features of
engines and browser software a WP
 List the more advanced features of
Typical uses of search engines and
each package e.g. the graphics features
browsers
of a SS
Open source Features of open source software Introduction to open source software  Compare the use of an open source
software Advantages and disadvantages of open OS such as Linux with Windows
source software The main advantages and disadvantages  Consider issues such as cost, support,
of using open source software compatibility, adaptability

Unit AS 1.3:
Network Communications

Unit 1.3: Network Communication
Introduction:

 emerging technologies and their implications for future use of ICT


Content Activities
Network Students should be able to:

communication
LANs and WANs The essential difference between a LAN  Produce a table listing the LAN
Network resources and a WAN topologies along with their key
features, relative cost and resilience
The main features of the ring, star, bus,  Produce a table listing the network
and bus/star LAN topologies – how components along with their main
devices are connected and how data is purpose, key features, and some
transferred in these topologies, the common uses
comparative cost of the topologies, and
the resilience of each topology to cable
failure
The main features of WANs
The function of routers, gateways,

switches, hubs, bridges, firewalls, and
proxy servers – the purpose of each
resource, and how each can be used in
typical networks


Content Activities

communication
(cont.) E-mail, video conferencing and mobile The main features of e-mail and how e-  Select a task such as planning,
telephone technologies mail software is used in typical arranging and conducting a meeting
commercial environments involving delegates from around the
world
The main features of video conferencing  Identify how e-mail, video
and the specific ICT resources required conferencing and mobile phone
to support video conferencing technologies could be used effectively
for this purpose
The main features of mobile telephone
network technologies
Internet resources The specific ICT resources required to  Produce a table listing the required
IP addresses support connection to the Internet resources along with their purpose
and key features
The purpose of an IP address and its use
in communication across networks
Communications protocols The purpose of, and need for, a  Identify the tasks performed by the
communications protocol TCP part of the protocol
 Identify the tasks performed by the
The main features of TCP/IP IP part of the protocol
Communications technologies The main features and typical uses of  Produce a table listing each
the specified communications topologies along with their key
technologies features and typical uses


Content Activities

communication
(cont.) Uses of the Internet Use of the Internet by organisations and  List examples and the main benefits
individuals for communication, for of using the Internet for
searching for information, and communication, information
disseminating information searching, and information
dissemination
The main benefits of using the Internet
for communication, for searching for
information, and disseminating
information


Unit AS 1.4:
Applications of ICT

Unit: 1.4: Applications of ICT
Introduction:

 the use of ICT for a range of purposes;
the influence of social, cultural, legal, technical, ethical, economic and environmental considerations
on the use of ICT;
 the consequences of using ICT for individuals, organisations and society; and
 emerging technologies and their implications for future use of ICT.
Prior learning: There is no specific requirement for prior learning although, it is envisaged that many


Content Activities
The use of ICT Students should be able to:

in a range of
areas ICT applications The main uses of ICT in each of the  For each specified use of ICT within
The impact of ICT specified applications each application
 Identify its context within the
The main hardware and software application
components  Identify the main ICT used – input,
output and memory devices
The main input, output, processing and
 Identify the main processing activities
storage activities
 List the main advantages and
The main advantages and disadvantages disadvantages to the
of each use of ICT business/organisation
 List the main advantages and
The main implications of each use of ICT disadvantages to the consumer/end
on the individual, on the organisation and user
on society as a whole
Health and safety issues The main health and safety issues  Identify the main health problems
associated with ICT arising from prolonged/repetitive use
of ICT
The main health implications from  Identify the main safety problems
prolonged and repetitive use of ICT arising using ICT
The main safety implications of using
ICT


Content Activities
The use of ICT Students should be able to:

in a range of
areas (cont.) Legislation relating to ICT The purpose and main provisions of the  Identify the purpose of each Act
Health and Safety Act  List the main provisions of each Act
 List some criticisms of each Act
The purpose and main provisions of the
 List the main implications of each Act
Computer Misuse Act
for an organisation
The purpose and main provisions of the  List the main implications of each Act
Data Protection Act for an employee
The purpose and main provisions of the

Copyright Designs and Patents Act
The Internet Using the Internet The advantages and disadvantages of  Identify different ways in which
using the Internet for business purposes organisations use the Internet
for organisations and their customers  List the benefits and drawbacks for the
organisation and customers
The advantages and disadvantages of  Identify different ways in which
using the Internet from home individuals use the Internet from home
 List the benefits and drawbacks of this
use of the Internet


Content Activities
The Internet Students should be able to:

(cont.)
Security and other issues Security issues arising from the use of the  Identify the plagiarism issues affecting
Internet universities
 Identify the steps being taken to
Plagiarism issues arising from the use of identify and minimise these problems
the Internet – the opportunities provided  Identify the censorship issues affecting
by the Internet for plagiarism and the some totalitarian countries
attempts to prevent/detect plagiarism
 Identify the steps being taken to re-
impose censorship and the response by
Censorship issues arising from the use of
citizens
the Internet – the difficulties faced by
governments trying to restrict access to
the Internet and the consequences for
freedom of speech
HTML The role of HTML in the creation of web  Examine the HTML code for some
pages typical web pages
 Identify examples of pure text,
How HTML code controls the content formatting tags, image place holders,
and appearance of a web page styles, links
Recognising common HTML code
elements, including common tags, a
describing their effect


Content Activities
Consequences Students should be able to:

of the use of
ICT for Securing information The main features of user IDs and  Identify how user IDs and passwords
individuals, passwords, allocation of access rights, and are used
organisations data encryption  Identify how access rights are used
and society  Identify how data encryption is used
Viruses The threat to ICT systems from  Produce a table listing each type of
computer viruses virus along with the main threat they
pose
The main features of worms, macro
viruses, and logic bombs
Protecting information from misuse The need to ensure that data which has  Draw up a code of practice to inform
been obtained or accessed legitimately is users of their obligation to use data
not misused appropriately e.g. to ensure that they
do not pass on data, legitimately in
their possession, to unauthorised users
Security issues Disaster recovery plans The purpose of a disaster recovery plan  Select a large organisation
 Identify the main risks to the
The main features of a typical disaster organisation of a catastrophic loss of
recovery plan data
 Identify the steps the organisation
could take to minimise the risk of a
catastrophic data loss
 Identify the steps the organisation
could take in the event of a
catastrophic data loss

Unit AS 1.5:
Developing ICT Applications

Unit: 1.5: Developing ICT Applications
Introduction:

Candidates should be able to demonstrate knowledge and understanding in:
 the systematic development of high quality ICT related solutions to problems.
AO2 Skills
Candidates should be able to:
 investigate and analyse problems and produce a specification;
 design effective solutions;
 select and use appropriate application software;
 test and implement an effective ICT related system;
 document specifications and solutions; and
 evaluate solutions and their own performance.


Content Activities
The main stages of Students should be able to:

developing an ICT
system Development stages The purpose of the main stages in  Produce a table listing each stage
system development and the key along with the key activities
activities which take place during each
stage
Fact finding The purpose of fact finding in system  Produce a table listing each fact
development finding method and the advantages
and disadvantages of each
The main features of common fact
finding methods – observation,
document inspection, questionnaires,
interviews
The main advantages and disadvantages

of these methods of fact finding
Feasibility The purpose of a feasibility study  Produce a table listing each

feasibility aspect and some ways in
The meaning of the technical which each aspect might be
feasibility, the legal feasibility, and the evaluated
social feasibility of a proposed system


Content Activities
The main stages Students should be able to:

of developing an
ICT system Changeover The purpose of changeover to a new  Produce a table listing each conversion
(cont.) system method and the key features of each
The main features of common conversion

methods – direct changeover, parallel
changeover, phased conversion, and pilot
conversion
Documentation The purpose, main components of, and  Identify the main components of each
typical uses of technical documentation type of documentation
 List the main ways in which each
The purpose, main components of, and component might be used
typical uses of user documentation
Software development methods The ways in which software can be  Identify the key features of each
obtained – off-the-shelf software and method of obtaining software
custom-built software  List the advantages and disadvantages
of each method
of each method of obtaining software


Content Activities
Tools and Students should be able to:

techniques for
collaborative DFDs and ER diagrams The purpose and main features of Data  Identify some simple top level DFDs
working Flow Diagrams  ‘Read’ each DFD in terms of the
system/process it depicts
The purpose and main features of Entity  Identify some ERDs involving at least
Relationship Diagrams three entities and a range of
relationships
 Identify the entities and relationships
in the ERD
Prototyping The nature of prototyping  Identify the key features of each type
of prototyping
The main features of evolutionary  List the advantages and disadvantages
prototyping and throw-away prototyping of each
of each type of prototyping
The roles of IT IT roles within an organisation The main functions performed within an  Produce a table listing each role and
professionals ICT project/system by project managers, the main responsibilities and activities
programmers, technicians, and typical end of each
users


Unit AS 2:
Developing ICT Solutions

Unit: Unit AS 2: Developing ICT Solutions
Introduction:

facilitate effective use;
communication) which allow effective solutions to be achieved; and
AO2 Skills
Teachers should ensure that tasks are appropriate and reflect the requirements as set out in Section 3.2
and Section 3.4.
completion of a related GCSE course. It is essential that the teacher acts as a facilitator and ensures
that the task undertaken by the student is appropriate and achievable

Specification Teaching and Learning Activities Resources

Content
Data Processing Students should become familiar with the requirements for Task 1.  www.ccea.org.uk
 Refer to Data and Information and their role in the system.
This task requires the  CCEA GCE ICT specification
candidate to use an Discussion of the scope of the task- remember to keep it small and achievable in pages 14, 16-17
appropriate software 10 weeks
package to solve a  Each should be asked to consider possible scenarios for task completion  Project Sample data processing
realistic problem. The  Round table discussion to enable students to discuss the task 1 content system to show Input, process,
package should provide
 In smaller groups prepare a list of suitable scenarios output and validation
various software tools
to produce solutions to  Read pages 16 and 17 and use collective brainstorming to identify viable
scenarios for task completion  Document Proposal
a variety of data
processing problems  Identify the key elements of the task as:
 Input – Data capture /Forms
 Processing – Calculations and operations on data
 Output – Reports/ Screen based reports/Charts or graphs
 Identify the tool to be used for this task.
 Students to complete a project proposal document indicating a possible topic
for project development
Quality of information produced – completeness of data capture; accuracy of data

entered and the need for validation
 Formal teaching session to provide basic information outcome from group

activity can be referenced during this session
Teacher direction on the tool to be used for this task. Any tool can be used
provided the assessment criteria can be achieved


Content
Developing skills  Formal teaching session to introduce the ‘Developing skills’ phase of the task  CCEA GCE ICT specification page
14
Understanding data Classifying data
types and formats  Exercise which addresses Data types
 Introduction to the different data types and Formats
 Provide students with examples of different types of data to enable the  aspects of the ‘Skills to be acquired’
classification of data for design purposes section
 Individual activity which allows students to explore the different types of data.  Sample resources may be found in
Examples should include text, number, currency, date and time, Boolean the textbooks and websites
(Yes/No) referenced in the Reference section
of this scheme of work
– Create and save a structure which includes a range of data types
– Enter a small number of records which can be used for testing purposes
Data checking What’s data checking/validation?  Access to PCs for all students
 Formal teaching session to introduce the purpose of validation.  Whiteboard/Whole class teaching
tool
What are the different ways in which data can be validated?
 Handout/textbook to reinforce
 Whole class activity to examine a range of methods for validating data, e.g. formal teaching session
length, presence, type, range.
 Provide students with examples of different types of data to enable then to  Activity 1: Selection of data
select suitable validation methods validation technique for given
scenarios


Content
 Whole class demonstration on how to implement chosen validation checks  Activity 2: How to use the selected
using the software tool provided. Interactive teaching session on constructing tool to validate data
criteria for range checks and providing user friendly error messages
Design suitable validation rules or criteria for each element (or field) in the  (Use whiteboard to record data
structure designed above. validation entry or provide handout
with screen shots)
Implement the validation rules or criteria and provide suitable error messages to
the user  Activity 3: Validating data
 Progressive activity to build on the previous session. Students implement the

validation rules required for the data stored. Then enter suitable error messages


Content
Forms Use forms for capturing data  Sample data capture forms
 Demonstration on how the form can enhance the interface  PCs for all students
 Formal teaching session on basic form design
 Provide students with sample forms which include validation and error  Whiteboard or whole class
messages
 PCs for all students
Create a data capture form
 Whiteboard or whole class teaching
Processing data – Part 1 tool
 Students should make use of completed examples to add, delete and update
data/records  Sample task showing
 Whole class discussion on why data needs to be added, updated, deleted add/delete/update
 Students create data capture form for the data stored
 Add controls to forms to allow for the deletion, addition and update of data
Improve form design:

Incorporate a range of controls on forms:
buttons (including command buttons), drop down list boxes, tick boxes, combo
boxes, option boxes, check boxes, text boxes and dialogue boxes. Make use of
Lookup tables
 Individual activity for students to improve form design by selecting appropriate

replacements for elements on the form. Examples might be:
– replacing simple textboxes with drop down/combo boxes or using radio
buttons or check boxes for options.


Content
 Students should examine sample tasks to gain an understanding of adding,

deleting and updating records.
 Formal teaching session on how to delete/add/update data stored using a form
based interface and buttons
Creating formulae Processing data – Part 2

and using functions
How can data be processed?
Students should be introduced to the idea of processing data beyond add, delete  Sample task showing the use of a
and update. Sample completed reports for examination by students would be range of processing techniques
useful here
 Formal teaching session on the different ways in which data can be processed
e.g. using numbers formulae and built-in functions to provide information
which can be used for decision making.
Individual activity based on training task. Students process data stored using a  Sample completed reports showing
range of methods e.g. formulae, functions, If statements, look up tables, to useful output from an information
provide information system following processing
 Teacher lead discussion: Provide students with examples of data which has
been processed to produce information for example spreadsheet data with
subtotals/averages or charts; database. Comment on formulae/functions used


Content
Creating and using Data Processing part 3 – Selecting data  Individual worked example activity
queries which allows students to select data
What are criteria? using simple and complex criteria
 Students should discuss how data can be selected using criteria. They should
recognise that once selected, data can be further manipulated or used as  Whole class discussion on the
information for decision making reasons for selecting data.
How to create criteria:

Relational operators defined (<, > =, <=, >=)
Boolean operators ( and, or, not)
Selecting data using criteria
Using parameters when selecting data

 Sample activity on selecting data using varied parameters
Selecting data and producing information from the data selected
 Demonstrate by selecting data from the training task which needs to be

updated, deleted, and used as input to a report. Whole class activity on
selecting a subset of data
 Whole class demonstration on the use of criteria when selecting data.
Demonstration to include combination of relational and Boolean operators
where appropriate and selection by making use of one or more criteria.
 Using sample material, students should individually develop a number of
selection routines which make use of: combined criteria, parameters,
calculations.


Content
 Whole class demonstration on the use of parameters when selecting data.

Students should understand that parameters allow the selection criteria values
to change each time a data is queried. This gives a greater level of flexibility
when making use of a selection routine
Following on from the sample activity above, calculate an additional piece of

information from the data which has been selected currently. A simple example
might be the total cost for a line of data on an order form
Reports Output of information
Students use sample data or data which has been selected using the selection  Sample reports produced using
routines above, create output formats/reports which are suitable to inform queries
decision making.
 Sample reports which include
Reports should include sorting, subtotals/totals, headers, footers, page numbers calculated fields
and pagination
– Students should understand that calculated fields are not stored but are
calculated each time a selection routine is issued
Students investigate a method of presenting/including information in chart type

format using the sample data
– Whole class discussion on the importance of layout/organisation when

presenting information


Content
Project development Use the project proposal document to list the user requirements Project proposal document
and documentation
Use the user requirements to identify output reports/screens, processing of data, User requirements
input data required and any data checking. This can form the basis of the design
document Sample user guides
– Teachers provide individual student guidance to ensure that each student is
progressing as expected
Develop system in line with user requirements
Test the system to ensure it functions as expected and record the outcome of any
tests, using screenshots where appropriate. This can form the basis of the testing
document
Create a user guide which will guide a novice user through the system. Make use
of the project proposal to provide a ‘brief description of what the package does’;
‘hardware and software required’


Content
Multimedia  www.ccea.org.uk
Students should become familiar with the requirements for Task 2. Each should
This task requires the be asked to consider possible scenarios for task completion  CCEA GCE ICT specification pages
candidate to use an 15, 17-18, 16-17
appropriate software Read pages 15, 17 and 18 and use collective brainstorming to identify viable
package(s) to design a scenarios for task completion
multimedia solution for  Project Proposal document
a realistic problem. Identify the key elements of the task as:
These should provide Planning – Creating a storyboard;
 Sample multimedia package to show
various software tools Identifying media to be included in the package;
media, links, and accessibility
to create the main Creating pages and links;
package and also to Creating one page which addresses accessibility issues;
create and edit media in Collecting and creating media;
the form of graphics, Incorporating media into pages and linking to media;
animation, movie and Processing data– provide user interaction in response to input activity
sound
Emphasise the use of prototyping as a technique for developing systems which is
different to the Systems Development Life Cycle
Identify the tool to be used for this task
Students to complete a project proposal document indicating a possible scenario

for their task


Content
Preparing and What is a storyboard?  Sample storyboard

planning
Students should be required to experiment with storyboarding as a planning tool.  Story board template
Each student should be asked to storyboard a small completed multimedia
package
Teachers should guide pupils in the development of the storyboard. The two
main concerns at this point are the scope of the project (which should be small)
and the range of features indicated on the storyboard for each page in the
package
Students should be encouraged to create a storyboard for their own scenario
The storyboard could be completed in a word processor/graphics

editor or as an organisational chart. The Storyboard should contain
reference to at least 10 pages. The pages together should provide scope
for the student to demonstrate the range of skills required for
successful task completion
At this point candidates should consider identifying a page for data collection
together with the function of this page. Such pages do not need to store ensure
the permanent storage of data to a file, rather the storage of data during the time
the user uses the package
Note: The storyboard should be saved continuously to a secure area for editing at
a later date


Content
Developing skills Consider a variety of page layouts which make use of tables, frames and where  PCs
appropriate layers and templates
Layouts  Whiteboard
Students should identify which of these elements will be used in their task to assist
in layout. The storyboard document could be updated when these decisions are  Internet access
made
Text formatting and colour schemes should be examined in order that students  Sample multimedia
identify good design and poor practice. Audience should be considered so that packages/websites
font and styles are appropriate
 Whole class teaching where samples of good and poor design are discussed.
Using links Students consider navigation techniques in small groups and produce a list of  PCs
available methods for navigating a system. They list could include: text-based
hyperlinks; graphics; buttons; menus  Whiteboard
The storyboard document could be updated to show the methods of navigation to
 Internet access
be used in the system
 Students examine a number of packages which include media and reflect on  Sample multimedia
how it can be suitably incorporated into their own package. The storyboard packages/websites.
document could be updated at this point to indicate the nature of the media to
be used where appropriateGroup activity which should encourage students to  Sample systems using a variety of
consider the effectiveness of different navigation systems. Sharing of opinions navigation techniques
and skills should be encouraged to enable a consensus on ‘effectiveness’


Content
Creating pages and Teachers should guide students in the shortcomings of large media files and on  PCs
links; using media optimising where appropriate  Worked example/tutorial
The first part of this should involve the identification of the media/assets to be
 Internet access
included. Ideally a small number or a sample of each type of asset should be used.
Teachers should highlight the difference between editing/creating and simply
using media from other sources. Students are required to do both in the task  Tutorials/worksheets on
graphics/animation/movie creation
During this practical students should be encouraged to make use of existing skills and manipulation
to enable the creation and editing of graphics, animation, movie and sound files.
This may involve the use of a wide variety of software and a variety of devices  PCs
 Using a worked example and in small groups, students develop a 4 page  Appropriate software
package. A simple example might be on 3 nursery rhymes including a
navigation system, animation and recorded sound
Delivery of concepts through active learning and sharing skills between group
members
The selection of the tool(s) for this aspect of project development should be
driven by student expertise. In which case they should be allowed to choose a tool
in which they are proficient
Workshop: Support should be provided for those students who do not have the
required skills to enable the effective creation and editing of media. This could be
through tutorial or worked example or by teacher expertise. In which case the
teacher should select a tool for graphic manipulation and one for the creation of
animation or movie


Content
User interaction and Students should review the sample package developed and examine the impact of
data collection user interaction. The sample provided should include simple system messages as
feedback. A variety of methods user interaction modes should be used for  PCs
example rollover, click etc
 Sample package developed
 Short session on the requirement for plugins when media is used. Examples
might be flash or quicktime  Internet access
 Individual student activity which will allow thinking time to develop an

understanding of the nature of interaction
Students should add a further page to the package this page should collect data for
use within the package. The data does not need to be permanently stored but
should be used for the duration of that user’s interaction. A simple example could
be to allow the user to enter their name and to maintain the name throughout the
session of use
Accessibility Develop one aspect of the package for a user who has special requirements such  www.ecru.co.uk/articles/accessi
as hearing or sight impairment bility.html#q4
Students should be made aware of legislation and initiatives which aim at ensuring
equitable access for all users. Students should view examples of
websites/packages where consideration has been given to this issue
Students should then identify a page to be included in their package, which

improves accessibility for a particular group of users
The storyboard document should be updated at this point to reflect this


Content
Project development Students should make use of the storyboard and create a first prototype of the
package which uses the correct colour schemes and font. They should include the
required information as outlined in the ‘background to their chosen task’
Students should create links and test to ensure that all links are functional.
Reference to this can be made in the final evaluation
Students should create/collect assets to be used in the package
Students should create a second version of the prototype and include the media.
At this point the prototype should be considered against the storyboard to ensure
that there is a match. Revisions should be made in light of the findings. Some
reference to this could be made in the evaluation
Another version of the prototype should be refined with useability in mind.

Students should assess the useability and accessibility features of the website via
user feedback. Reference to the result of this should be made in the evaluation
 Teacher guidance should be available on an individual basis to allow each
student to achieve the assessment criteria

Additional Resources
Books:
Chasemore, R C, Right from the Start: Fireworks using Macromedia Studio 8, Harcourt Publications
Heathcote, F R, Dreamweaver MX 2004 Right from the Start, Harcourt Publications
Heathcote, P, Successful ICT Projects in Access, Harcourt Publications
Heathcote, P, Successful ICT Projects in Excel, Harcourt Publications
Mott, J, Rendell, I, Database Projects in Access for Advanced Level, P Hodder Murray
Mott, J, Rendell, I, Spreadsheet Projects in Excel for Advanced Level, Hodder Murray
Websites:
Four week series of lessons and activities that lead pupils through the development of a relational
database
www.teachnet-uk.org.uk/2006%20Projects/ICT-
RelationalDB/RelationalDB/Pages/Scheme.htm
Access video tutorials

www.teach-ict.com/software/access/access.htm
Skiing and concerts practical exercises

www.teach-ict.com/ecdl/module_5/module_5.htm


Unit A2 3.1:
Database Systems

Specification: A2 GCE ICT
Unit: 3.1: Database Systems
Introduction:

 the use of ICT for a range of purposes; and
communication) which allow effective solutions to be achieved).
Prior learning: Successful completion of the first part of the full advanced GCE course especially the
skills related to database creation.

Specification Learning outcomes context Teaching topics

Content
Relational databases Students should be able to:
Relation databases The main features of a relational database – tables, fields or attributes, key fields
Data consistency, integrity, (primary, composite, foreign), rows and columns, links
redundancy, independence
The main features of a typical flat file
Data consistency, integrity, redundancy, independence issues for both relational

databases and flat files
ER models and data normalisation The purpose and main features of an ER model
How to create an ER model for some simple scenarios
The purpose of data normalisation
Performing normalisation to 3NF for common applications
Database Features of a DBMS The main features of a DBMS – data dictionary/model creation and maintenance,
management systems data storage, retrieval and updating, access and security implementation, backup and
recovery procedures, the user interface
The role of the DBA – maintaining the database structure, maintaining the data
dictionary, implementing and restricting access (allocating user IDs and passwords,
access rights), organising user training
The facilities provided for end users - querying and reporting, data entry


Content
Management Students should be able to:

information systems
Use and features of a MIS The importance of decision making at operational, tactical, and strategic levels to a
typical organisation
Examples of operational, tactical, and strategic decision making for typical

organisations
Internal and external sources of information – the nature of the source, the origin of
the source, how the source is used
Examples of internal and external sources of information and their use within typical
organisations
The purpose of a typical MIS
The role of a MIS in assisting different levels of management to monitor and

control the performance of an organisation, in medium and long term planning
The main features of a MIS – conversion of external and internal data into
information required by management, standard and ad hoc querying and reporting,
provision of relevant information to managers at different levels


Content
Management Students should be able to:

information systems
(cont.) Decision support and expert systems The main features of decision support systems - interactive systems, intended to
help with problem identification and solving as well as decision making, production
of useful information, use of raw data, documents, business simulations
The main features of expert systems – knowledge base, inference engine, user
interface
Developing an expert system for a common scenario
Typical uses of decision support and expert systems
Advantages and disadvantages of using decision support and expert systems
Data security Disaster recovery The potential threats to data security, both internal and external
The need for disaster recovery planning
Features of common backup and recovery strategies
Evaluating backup and recovery strategies for different types of application – real
time applications, batch processing applications


Unit A2 3.2:
Networked Systems

Unit: 3.2: Networked Systems
Introduction:

 emerging technologies and their implications for future use of ICT.
Prior learning: Successful completion of the first part of the full advanced GCE course.


Content
Types of network Students should be able to:
Network architectures The main features of a client server network – architecture, ICT components, data
transfer and communication, security issues
The main features of a peer-to-peer network– architecture, ICT components, data

transfer and communication, security issues
Database organisation The main features of a centralised database - architecture, ICT components, data
storage, data transfer, control and security issues, efficiency and effectiveness
The main features of a distributed database- architecture, ICT components, data

storage, data transfer, control and security issues, efficiency and effectiveness
The advantages and disadvantages of both methods of organising a database
Communication Network communication The main features of mobile and wireless technologies
technologies
The impact of mobile and wireless technologies on communication
Communication standards The need for communication standards
The main features of the OSI model


Content
Error detection Students should be able to:

Error detection and correction The need for error detection and correction
methods
The main features of parity bits, checksums and echo checking
The effectiveness of these methods in detecting and correcting errors
Security issues Restricting access to data and Methods of restricting access to network resources to authorised users
ensuring the security of transmitted
data Methods of ensuring data transmission on a network is secure
The need for accounting and auditing software on a network

Unit A2 3.3:
Software Development

Unit: 3.3: Software Development
Introduction:
AO2 Skills

Prior learning: Successful completion of the first part of the full advanced GCE course especially unit
2.


Content
The software Students should be able to:

development process
Approaches to software development The main features of the waterfall life cycle – the sequence of stages, the purpose of
each stage, the activities which take place during each stage, the personnel involved
at each stage, the use of iteration, deliverables from each stage e.g. system
specification from the analysis stage
The main features of prototyping – the creation and evolution of a prototype, the
ICT developer and the end user, feedback and iterations, evolutionary and
throwaway prototyping
The main features of RAD – the timescale, links with prototyping, iterative
development, time boxing, the personnel involved
The advantages and disadvantages of each approach to system development
Typical situations when one approach might be preferred over the others
Documentation The main features of technical documentation and user documentation
The purpose and typical uses of technical documentation and user documentation
CASE tools The use of CASE tools in software development – project management tools, code
generators, graphics tools
CASE tools and improved software quality and productivity – automation of

tasks/processes, automatic validation, component re-use


Content
The software Students should be able to:

development process
(cont.) New software Obtaining software off the shelf – how and where software is obtained
Developing software in house – how software is developed in house, the personnel

involved
Outsourcing the development of software – how software is outsourced, the

organisation/personnel involved
The advantages and disadvantages of each method of obtaining/developing software
Software quality Testing The main features of alpha testing, beta testing and acceptance testing – purpose,
stage, location, personnel performing testing, type of tests, data used
Review and maintenance The main features of the review stage - purpose, stage, location, personnel involved
in the review, action taken
The main features of the maintenance stage - purpose, stage, location, personnel
involved in maintenance, types of maintenance

Unit A2 3.4:
The User Interface

Unit: 3.4: The User Interface
Introduction:

AO2 Skills


Content
Human computer Students should be able to:

interaction
Human computer interaction The role of HCI in a typical information system
The main features of a command line interface
The main features of a GUI
The main features of a natural language interface
The main features of a form based interface
The main features of a dialogue based interface
User interface design Factors influencing HCI The main psychological factors which influence HCI – human memory and
techniques perception
The main ergonomic factors which influence HCI – input devices and the general
working environment


Unit A2 3.5:
User Support and Training

Unit: 3.5 User support and training
Introduction:
This unit of work may cover the objective(s)

 the consequences of using ICT for individuals, organisations and society
AO2 Skills
 investigate and analyse problems and produce a specification
 design effective solutions
 select and use appropriate application software
 test and implement an effective ICT related system
 document specifications and solutions
 evaluate solutions and their own performance
Prior learning:
Successful completion of the first part of the full advanced GCE course.


Content
User support Students should be able to:
Methods of providing user support The need to provide support for users of information systems
The main features of hardcopy and electronic user guides, the ICT involved,
advantages and disadvantages of each
The main features of a typical help desk, the ICT involved, how a user could use a
help desk to get help with a problem, benefits and drawbacks of using a help desk
The support provided by a user group, the ICT involved, how a user could contact a
help desk, how a user could contribute to a help desk
Training Methods of providing user training The need for training and re-skilling in the context of information systems
The use of on-line courses for training, the main features of a typical on-line course,
the ICT involved, the benefits and drawbacks of on-line courses
The use of interactive DVDs for training, the main features of a typical interactive
DVD course, the ICT involved, the benefits and drawbacks of interactive DVD
courses
The use of video conferencing for training, the main features of video conferencing,
the ICT involved, the benefits and drawbacks of using videoconferencing for
training


Unit A2 3.6:
Legal and Professional Issues

Unit: 3.6 Legal and Professional Issues
Introduction:

 the influence of social, cultural, legal, technical, ethical, economic and environmental considerations
on the use of ICT; and
 the consequences of using ICT for individuals, organisations and society.


Content
Legislation Students should be able to:
Legislation relating to ICT The main features of the Data Protection Act, the Copyright Designs and Patents
Act, the Computer Misuse Act
The purpose of each Act, the main provisions of each Act, the main limitations of
each Act, the main implications of each Act for organisations, the main implications
of each Act for employees
Health and safety The main health and safety problems arising from working with ICT
Ways of minimising the main health and safety problems
Responsibilities of employers and employees
Professional issues Social, moral and ethical issues The social, moral and ethical issues for the professional making use of ICT
The purpose of a code of practice and an acceptable use policy
The main features of a code of practice and an acceptable use policy
Professional moral and ethical issues of using ICT
The aims and objectives of the BCS and ACM
The services and support provided by the BCS and ACM for ICT professionals


Unit A2 3.7:
Implications of Information Systems

Unit: 3.7 Implications of Information Systems
Introduction:

 the influence of social, cultural, legal, technical, ethical, economic and environmental considerations
on the use of ICT; and
 the consequences of using ICT for individuals, organisations and society.


Content
Organisations Students should be able to:
The impact on organisations The impact of the increasing use of ICT on the service sector – ways in which ICT
is used, the main impact on service providers and consumers
The impact of the increasing use of ICT on the manufacturing sector – ways in
which ICT is used, the main impact on manufacturers and customers
Employees The impact on employees Common examples of how ICT is being used more and more by employees
The impact of the increasing use of ICT on how employees carry out their jobs - de-
skilling where some tasks are now performed by computer systems, re-skilling of
employees where employees can be replaced by computer systems
The role of ICT in enabling employees to work from home – advances in

telecommunication technology, remote access to intranets, the irrelevance of
location


Unit A2.2
Approaches to System Development

Unit: A2 2: Approaches to System Development
Introduction:
AO2 Skills

Teachers should ensure that tasks are appropriate and reflect the requirements as set out in Section 3.2
and Section 3.4. Teachers will be expected to give guidance in the planning and realisation of each
coursework component to ensure that:
 the task is reasonable for the individual student to undertake and can be completed effectively in the
time available;
 the work meets the relevant requirements of the specification;
 the work can be assessed using the specified assessment criteria; and
 the coursework is the unaided work of the student.
Prior learning: Successful completion of the first part of the full advanced GCE course. It is essential
that the teacher acts as a facilitator and ensures that the task undertaken by the student is appropriate
and achievable.

Specification Content Learning Outcomes Resources Teaching and Learning

Activities
This unit will involve candidates Students should be able to: Heathcote, P, A level ICT, Harcourt  database system examples for
producing a detailed project. The Publications demonstration
project will require candidates to  investigate and analyse  www.kelso.scotborders.sc
identify and research a realistic problems; Rice, C and Redfern, K, Real World h.uk/departments/compu
problem for which there must be a real ICT, Colourpoint Educational ting/adv_higher.htm
end user. Candidates should select a  and produce a specification;
problem to be solved and not a project Heathcote, P, Successful ICT Projects  some ideas
to complete. The problem should be  design effective solutions; in Excel, Harcourt Publications
 www.ict-
of a substantial nature and should
teacher.com/A%20Level%
support the integration of the various Mott, J and Rendell, I, Spreadsheet
 select and use appropriate 20IT/Module6.html
skills and concepts developed during Projects in Excel for Advanced Level,
application software;
this course. Hodder Murray
The solution is most likely to be  Some ideas powerpoint
implemented using appropriate generic  test and implement an effective Heathcote, P, Successful ICT Projects  www.thekjs.essex.sch.uk/
applications software package(s). It is ICT related system; in Access, Harcourt Publications yates/year_12.htm
not within the spirit of this
specification for candidates to use a  document specifications and Database Projects in Access for  general information
stand-alone, general purpose solutions; and Advanced Level  www.teach-
programming language. To gain high ict.com/as_a2/topics/aqa
marks, candidates will be expected to  evaluate solutions and their _ict6/project_ideas.doc
provide a detailed solution own performance.
specification to a demanding problem.  Coursework ideas for class
The solution should incorporate the discussion
use of a range of advanced software  www.thekjs.essex.sch.uk/
features and functionalities. yates/project_ideas.htm

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GCE AS & A Level

Version 2: 11 November 2010

Unit AS 1: Components of ICT

Unit AS 1.1: Data and Information 5

Unit AS 1.2: Hardware and Software Components 11

Unit AS 1.3: Network Communications 15

Unit AS 1.4: Applications and Networks 21

Unit AS 1.5: Developing ICT Applications 29

Unit AS 2: Developing ICT Solutions 33

Unit A2 1: Information Systems

Unit A2 3.1: Database Systems 51

Unit A2 3.2: Networked Systems 57

Unit A2 3.3: Software Development 61

Unit A2 3.4: The User Interface 63

Unit A2 3.5: User Support and Training 69

Unit A2 3.6: Legal and Professional Issues 73

Unit A2 3.7: Implications of Information Systems 77

Unit A2 2: Approaches to System Development 81

Version 2: 11 November 2010

Version 2: 11 November 2010 1

Version 2: 11 November 2010 2

CCEA Exemplar Scheme of Work:

Version 2: 11 November 2010 3

Version 2: 11 November 2010 4

Version 2: 11 November 2010 5

Specification: GCE AS ICT

Unit 1.1: Data and Information

This unit of work may cover the objective(s):

AO1 Knowledge and understanding

Version 2: 11 November 2010 6

Specification Learning Outcomes Resources Teaching and Learning

Characteristics Students should be able to:

Version 2: 11 November 2010 7

Specification Learning Outcomes Resources Teaching and Learning

The quality of Students should be able to:

Introduction to and practical use of a

Version 2: 11 November 2010 8

Specification Learning Outcomes Resources Teaching and Learning

Costs of Students should be able to:

Version 2: 11 November 2010 9

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Version 2: 11 November 2010 11

Specification: AS GCE ICT

Unit: 1.2 Hardware and Software Components

This unit of work may cover the objective(s):

AO1 Knowledge and understanding

Version 2: 11 November 2010 12

Specification Learning Outcomes Resources Teaching and Learning

Input and Students should be able to:

Common uses of each input and output

Common uses of each storage device on

The main uses of ROM, RAM, and cache

Version 2: 11 November 2010 13

Specification Learning Outcomes Resources Teaching and Learning

System Students should be able to:

Version 2: 11 November 2010 14

Version 2: 11 November 2010 15

Specification: GCE AS ICT

Unit 1.3: Network Communication

This unit of work may cover the objective(s):

AO1 Knowledge and understanding

 emerging technologies and their implications for future use of ICT

Version 2: 11 November 2010 16