social.ocr.org.uksocial.ocr.org.uk/files/ocr/Unit1_R001_SOW.docx · Web viewCambridge Nationals Unit 1 Understanding Computer Systems ... Radio Frequency Identification Device (RFID),

Scheme of Work

Technology Faculty Subject Area ICT Year 10 Title Cambridge Nationals Unit 1 R001 Understanding Computer Systems

Lesson Resources Objective Content/Skills delivered Differentiated resources

Assessment Homework Set

1 Folders

Projector

Printer

Checklist sheets

PC’s

Software –

Internet

MS Publisher

MS Word

Introduction to course and unit expectations

Introduction to course- using PPT

Set up e-folder system for course

Unit 1 (4 sub folders)

Unit 2 (4 sub folders)

Unit 5 (3 subfolders)

Unit 6 (3 subfolders)

Explain the 4 units and that the EXAM for Unit 1 is in Jan 2013 – so students are aware.

Skills Audit? (TBC)

PPT – R001 (off OCR site) Introduction PPT

How to make Folders/Sub-folders step-by-step guide

UNIT 1\ocr_68811_sm_nationals_unit_01\Unit 1\R001 Unit Introduction.ppt

Summative Assessment:

Cambridge Nationals Unit 1 Understanding Computer Systems – Pass/Merit/Distinction/Distinction+

Continuous assessment – updating progress tracker.

Teacher assessment.

AfL:

Q&A session – using higher order questioning & checker with

SAM Learning – Revision

Set-up SAM Learning tasks in preparation for Exam in January

Page 1

Scheme of Work

lower ability students to ensure task/explanation is articulated precisely.

Teacher observation.

Page 2

Scheme of Work

2 Folders

Projector

Printer

Checklist sheets

PC’s

Software –

Internet

MS Publisher

MS Word

Unit 1- Understanding Computer Systems

LO1 – Understand how ICT can be used to meet business needs

1. Introduction to computer systems

Learners to identify different types of computing devices and categorise them into whether they are portable or desktop devices.

Produce a presentation describing devices and how they believe they are used within business.

Describe advantages and disadvantages to different business personnel.

e.g. a sales person may prefer a tablet to a desktop or even a laptop, why?

CONTENT-Desktop and portable devices-laptops, netbooks, tablets, smart phones.

Unit R001 – Understanding Computer Systems – System Software – Instructions and answers for teachers

Resources:

UNIT 1\ocr_68811_sm_nationals_unit_01\Unit 1\R001 Lesson Element.doc

UNIT 1\ocr_68811_sm_nationals_unit_01\Unit 1\R001 Lesson Element Instructions.pdf

Summative:

Cambridge Nationals Unit 1 LO1 – Pass/Merit/Distinction/Distinction+


Teacher assessment

AfL:

Q&A – during starter activity


Peer-assessment

Reflective Log



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Scheme of Work

3 Folders

Projector

Printer

Checklist sheets

PC’s

Software –

Internet

MS Publisher

MS Word



2. System input and output devices

Learners design some example exam paper questions on their chosen research area.

CONTENT- Input – mice, keyboard, microphone, sensors, pads, specialist keyboards, touch pad, remote controls, scanners, digital cameras, webcams, touch screens, readers for barcodes, magnetic stripes, chip & pin, midi instruments.

Output – monitor/screen, printers, speakers, head/ear phones, digital projectors, data projectors, data projectors, plotters, activators.


Resources:






Teacher assessment.

AfL:

Q&A session – using higher order questioning & checker with lower ability students to ensure task/explanation is articulated precisely.




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Scheme of Work

4 Folders

Projector

Printer

Checklist sheets

PC’s

Software –

Internet

MS Publisher

MS Word

Flash



3. System Software

Working in pair's learner's research different types of system software and their purpose in general and in the context of business. They could go on to prepare a question and answer script from their research and then record an interview, where one of the pair plays an interviewer and asks the other student the 'expert'.

*could be linked in with data storage (LO2)

CONTENT-Software –Operating systems – (Windows, OS X, Android, iOS)Utility software – (e.g. computer security)


Resources:






Teacher assessment.

AfL:





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5 Unit 1- Understanding Computer Systems


4. Application Software

Learners could make a table and research different types of application software and their feature.They could create a newsletter or magazine about 'Apps'.They should include: the purpose of the software, an example of what it is to be used for and also some examples of the software that are on the market (e.g. spreadsheet= Excel)

CONTENT-Application software – (word processor, DTP, Spreadsheet, database management software, slideshow software, multimedia software, photo editing software, video-editing software, graphics manipulation software, communications software e.g. social networking software, chat, instant messaging, file transfer, and email clients), presentation software, gaming software, web-browsers, apps for portable devices).


Resources:






Teacher assessment.

AfL:





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Scheme of Work



4. Application Software

Learners could make a table and research different types of application software and their feature.They could create a newsletter or magazine about 'Apps'.They should include: the purpose of the software, an example of what it is to be used for and also some examples of the software that are on the market (e.g. spreadsheet= Excel)

CONTENT-Application software – (word processor, DTP, Spreadsheet, database management software, slideshow software, multimedia software, photo editing software, video-editing software, graphics manipulation software, communications software e.g. social networking software, chat, instant messaging, file transfer, and email clients), presentation software, gaming software, web-browsers, apps for portable devices).


Resources:






Teacher assessment.

AfL:





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Scheme of Work

7 Folders

Projector

Printer

Checklist sheets

PC’s

Software –

Internet

MS Publisher

MS Word

Flash

Post it notes



5. Storage and Connectivity

Top Trumps game – students to be given cards (see resources) and to investigate the different storage devices, using criteria e.g. total capacity and/or speed of data transfer.

CONTENT-Storage and Connectivity devices –Optical disks (e.g. CD, DVD for data storage)Magnetic media (e.g. internal and external hard disk drives (HDD), tape)Solid State Drives (SSD)Memory cards (Flash memory devices)Network Devices (e.g. routers, modems)Cloud storage




Teacher assessment.

AfL:





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Scheme of Work

8 Folders

Projector

Printer

Checklist sheets

PC’s

Software –

Internet

MS Publisher

MS Word

Flash



5. Storage and Connectivity

Top Trumps game – students to be given cards (see resources) and to investigate the different storage devices, using criteria e.g. total capacity and/or speed of data transfer.

CONTENT-

Storage and Connectivity devices –

Optical disks (e.g. CD, DVD for data storage)

Magnetic media (e.g. internal and external hard disk drives (HDD), tape)

Solid State Drives (SSD)

Memory cards (Flash memory devices)

Network Devices (e.g. routers, modems)

Cloud storage




Teacher assessment.

AfL:





Page 9

Scheme of Work

9 Folders

Projector

Printer

Checklist sheets

PC’s

Software –

Internet

MS Publisher

MS Word

Flash



6. Assistive Technologies

Learners can research and create a presentation about how systems are configured for specific needs using assistive technologies.

CONTENT-Configurations--typical office configurations-customised systems for specified needs i.e.:Physical impairment, (sight, hearing, movement)Remote working (travelling, hotel or home)

How the following factors can affect the choice of system: cost, availability, user needs, data security.

How peripherals can be connected to a computer device, i.e.:

- Wired methods (e.g. USB, firewall)- Wireless methods (e.g. wifi, Bluetooth,

infrared)How to connect a computing device to an existing wireless network, i.e.:

- Network name, i.e. Service Set Identifier (SSID)

- The use of security keys- Appropriate firewall settings for public

and private networksHow organisation's can monitor employees, i.e. GPS location tracking, monitoring internet use, monitoring communications.




Teacher assessment.

AfL:





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Scheme of Work

10 Folders

Projector

Printer

Checklist sheets

PC’s

Software –

Internet

MS Publisher

MS Word

Flash












and private networksHow organisation's can monitor employees, i.e. GPS location tracking, monitoring internet use, monitoring communications.




Teacher assessment.

AfL:





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Scheme of Work

11 Folders

Projector

Printer

Checklist sheets

PC’s

Software –

Internet

MS Publisher

MS Word

Flash












and private networksHow organistations can monitor employees, i.e. GPS location tracking, monitoring internet use, monitoring communications.




Teacher assessment.

AfL:





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Scheme of Work

12 Folders

Projector

Printer

Checklist sheets

PC’s

Software –

Internet

MS Publisher

MS Word

Flash


LO2: Know how to work with information and data to meet specified business needs.

1. Data-capture methods. Factors that affect choice of data-capture methods

Learners to research and make a mind map of the different data-capture methods outlining their specific attributes.

Learners could then work in pairs and create a grid showing the advantages and disadvantages to businesses and the factors that impact, whether they are chosen for us or not.

CONTENT-Data capture methods, i.e.:-on-line and paper-based forms-automated data capture systems i.e. control system sensors, barcode readers, Radio Frequency Identification Device (RFID), Near Field Communication (NFC).

How the following factors can affect the choice of method:

- Nature of information to be collected (eg environmental conditions, location of information)

- Cost- Availability- Ease of use- Data security




Teacher assessment.

AfL:





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Scheme of Work

13 Folders

Projector

Printer

Checklist sheets

PC’s

Software –

Internet

MS Publisher

MS Word

Flash



2. Designing Data-Capture Forms

Learners could design (on paper) a layout for a data capture form with a purpose of collecting specified information.Learners to then create the form electronically on their computer – using Excel or Access.

Scenario – A new patient in a Doctor Surgery (what information would be required)

CONTENT-How to design data capture forms to obtain specified information.How to code information for use in a spreadsheet or database.




Teacher assessment.

AfL:





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Scheme of Work

14 Folders

Projector

Printer

Checklist sheets

PC’s

Software –

Internet

MS Publisher

MS Word

Flash



2. Designing Data-Capture Forms

Learners could design (on paper) a layout for a data capture form with a purpose of collecting specified information.Learners to then create the form electronically on their computer – using Excel or Access.

Scenario – A new patient in a Doctor Surgery (what information would be required)

CONTENT-How to design data capture forms to obtain specified information.How to code information for use in a spreadsheet or database.

THEN…3. File Formats

Working in groups of 3 learners research file format; proprietary and open formats. What is the difference – make notes. Feedback to group.

Learners to then make 'flash cards' file formats and file extension types (e.g. .doc or .pages= word processing; mp3 = sound file).

CONTENT-File formats for storing data, i.e.:

- Proprietary formats, .doc, .xls, .ppt, .fla, .wma, .aac.

- Open formats, .rtf, .pdf, .csv, .exe, .txt, .mp3, .wav.




Teacher assessment.

AfL:





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Scheme of Work

15 Folders

Projector

Printer

Checklist sheets

PC’s

Software –

Internet

MS Publisher

MS Word

Flash



3. File Formats for storing data

Working in groups of 3 learners research file format; proprietary and open formats. What is the difference – make notes. Feedback to group.

Learners to then make 'flash cards' file formats and file extension types (e.g. .doc or .pages= word processing; mp3 = sound file).

CONTENT-File formats for storing data, i.e.:-Proprietary formats, .doc, .xls, .ppt, .fla, .wma, .aac.-Open formats, .rtf, .pdf, .csv, .exe, .txt, .mp3, .wav.




Teacher assessment.

AfL:





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Scheme of Work

16 Folders

Pc’s

Printer

OCR Nat Diaries

Mini whiteboards

Software:

MS Word

MS Publisher

Flash



4. Data Validation methods

Learners are to be provided with a database (plant database – see resources) they are asked to apply data validation to it.Learners are then to write a short report evaluating the impact of its application looking at aspects such as accuracy of data, why data validation is important, and why it would be used for specific fields.

Learners to then find out how data validation could be used in other software (e.g. Excel)

CONTENT –Data validation methods




Teacher assessment.

AfL:





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Scheme of Work



5. Data storage technologies

Learners to mind map different storage technologies. Starting with 'Data Storage' in the middle, then spreading it to 2 sub-heading 'Local & removable' and 'Remote storage'.Learners to then produce a quiz worksheet which describes different types of storage devices, without naming them – learners could then swap quizzes around and see if they can 'name ' the storage device.Then ask the question 'What security measures need to be used when storing data?'

- Class discussion (as some prior knowledge expected)

Handout (resources) to be given – to support learning.

CONTENT –Data storage technologies--local and removable media (USB, DVD)-Remote storage (off site location, cloud storage)




Teacher assessment.

AfL:



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Scheme of Work



6. Data Transferral Methods

Learners given a question:'How do you know if a data transfer method is any good?'

In pairs, learners are given a type of data transfer technology to research – the positives and restrictions of the methods – and WHO uses them.How the following factors affect data transfer speed – file size, transfer speed, future-proofing, data security, user needs, bandwidth.Then, after 30 minutes students are to present their findings to rest of group.

CONTENT-Data transferring technologies, i.e.:

- Wired and wireless- Mobile Data Transmissions (e.g. 3g, 4g)- Remote methods (e.g. email,

internet/cloud, peer to peer file sharing)




Teacher assessment.

AfL:



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Scheme of Work



6. Data Transferral MethodsLearners given a question:'How do you know if a data transfer method is any good?'

In pairs, learners are given a type of data transfer technology to research – the positives and restrictions of the methods – and WHO uses them.How the following factors affect data transfer speed – file size, transfer speed, future-proofing, data security, user needs, bandwidth.Then, after 30 minutes students are to present their findings to rest of group.CONTENT-Data transferring technologies, i.e.:

- Wired and wireless- Mobile Data Transmissions (e.g. 3g, 4g)- Remote methods (e.g. email,

internet/cloud, peer to peer file sharing)

7. Speed and optimisation considerations when transferring date

Continuing on, learners to compare the render speeds of optimised web pages versus non-optimised. (on a good broadband link they will be pretty similar which learners should be informed off at end of activity)

Question ' Does broadband mean there is no requirement for optimisation?'




Teacher assessment.

AfL:



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8. Back-up and recovery systems

Learners to write a short report about back-up and recovery systems. They need to include the content from the KUS.

CONTENT –How to use back-up and recovery systems, i.e.:

- Data storage media (e.g. removable devices, remote storage)

- Back-up frequency- Archiving- Automated versus manual systems

How the following can affect the choice of method:Cost, availability, ease of use, data security.




Teacher assessment.

AfL:



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Scheme of Work


LO3: Know how ICT can be used to support business working practices

1. Business communications, using telephones, SMS, IM, email, chat rooms, forums, bulletin boards, VoIP, video-conferencing, webcams, blogs and social networking

Learners given a brief for a new business:'Skateboarding clothing Company – that owns one shop in Colchester, and is just expanding to an online shop'In groups, learners are working for a communication company – they need to research different business communication methods and then produce a business proposal (from the communications company) of communication methods the skateboarding business could use.They should make this into a presentation and pitch against each other in the final lesson.They should include communication methods for different departments –-marketing/advertising- Employees communication to each other-Sales

CONTENT-How businesses can communicate with employees and others working remotely, i.e.: voice telephones, SMS, instant messaging, email, chat rooms, forums, bulletin boards, Voice-over-IP (VoIP), video conferencing, webcams, blogs, social networking.-Appropriate use of remote communication tools, i.e.: for email – appropriate use of subject, cc/bcc, attachments, email etiquette. The benefits and drawbacks of these methods.




Teacher assessment.

AfL:



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Scheme of Work



1. Business communications, using telephones, SMS, IM, email, chat rooms, forums, bulletin boards, VoIP, video-conferencing, webcams, blogs and social networking

Learners given a brief for a new business:'Skateboarding clothing Company – that owns one shop in Colchester, and is just expanding to an online shop'In groups, learners are working for a communication company – they need to research different business communication methods and then produce a business proposal (from the communications company) of communication methods the skateboarding business could use.They should make this into a presentation and pitch against each other in the final lesson.They should include communication methods for different departments –-marketing/advertising- Employees communication to each other-Sales

CONTENT-How businesses can communicate with employees and others working remotely, i.e.: voice telephones, SMS, instant messaging, email, chat rooms, forums, bulletin boards, Voice-over-IP (VoIP), video conferencing, webcams, blogs, social networking.-Appropriate use of remote communication tools, i.e.: for email – appropriate use of subject, cc/bcc, attachments, email etiquette. The benefits and drawbacks of these methods.




Teacher assessment.

AfL:



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Scheme of Work



2. How diary management software can be used to organise schedules

Learners need to use the advanced features of Outlook to set-up meetings in their diaries. Students are working in groups of 3 to set-up meeting with each other via email. They are each working for businesses.As the lesson progresses the businesses are then asked to book appointments in their outlook with other businesses (e.g. the school makes appointments with a local business – to meet up about work experience).

Learners are to then write-up an evaluation.Including sub-heading from the KUS section – 'why do you think an online diary is helpful?'

CONTENT –How diary management software can be used to organise work schedules, i.e.:-Creating appointments/meetings-Inviting participants-Creating tasks-creating to-do listsSetting reminders




Teacher assessment.

AfL:



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3. How documents can be created collaboratively

Learners are given the schools 'Google Documents' account log in.

Learners are then in groups of 4 to research different types of working collaboratively – and why/how this works.4 topics to be distributed – documents in shared area, editing drafts, tracking changes, reviewing documents.Learners are to create a couple of sentences on their initial topic and to add it to their online document. They are then expected to swap over topics – check what has been written online, research topic and then make any necessary changes. This can be done for each 4 topics, so all of the group would have made changes/adjustments to all of the topics on their document. This can then be printed and put in folders.

CONTENT:How documents can be created and edited collaboratively, i.e.:

- Documents in shared access locations (network, shared areas- read/write access; cloud-based services,)

- Inserting comments into an existing draft

- Editing drafts – tracking changes made- Reviewing facilities: accepting or

rejecting changes made.




Teacher assessment.

AfL:



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Scheme of Work


LO4: Understand how legal, ethical, safety and security issues affect how computers should be used

1. The moral and ethical issues affecting business computer users

Begin with a group discussion/debate about copyright and illegal downloading – for/against – effects this has on artists/businesses.

Learners to make a booklet for KS 3 students about the moral and ethical issues affecting computer users.Learners could also make the topics into a game – with cards saying a word and other cards carrying a definition (cards need to be matched – definition/word)Learners will need an article that covers each of the KUS.

CONTENT-How legis;ation affects business computer users, i.e.:-Health and Safety-Data Protection-Copyright-Computer MisuseHow moral and ethical issues affect business computer users, i.e.:-use & abuse of personal and private data-cyberbullying-monitoring of individuals by organisations through the use of (worker/monitor loggine, cookies, key logging, worker call monitoring/recording, electronic consumer surveillance, mobile phone triangulation)




Teacher assessment.

AfL:



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Scheme of Work



1. The moral and ethical issues affecting business computer users

Begin with a group discussion/debate about copyright and illegal downloading – for/against – effects this has on artists/businesses.

Learners to make a booklet for KS 3 students about the moral and ethical issues affecting computer users.Learners could also make the topics into a game – with cards saying a word and other cards carrying a definition (cards need to be matched – definition/word)Learners will need an article that covers each of the KUS.

CONTENT-How legis;ation affects business computer users, i.e.:-Health and Safety-Data Protection-Copyright-Computer MisuseHow moral and ethical issues affect business computer users, i.e.:-use & abuse of personal and private data-cyberbullying-monitoring of individuals by organisations through the use of (worker/monitor loggine, cookies, key logging, worker call monitoring/recording, electronic consumer surveillance, mobile phone triangulation)




Teacher assessment.

AfL:



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2. The implications and consequences for organisations of data loss corruption or theft

Learners are to create a presentation about data security and the implications of loss/corruption or theft. (to use current, recent news articles – to introduce subject)

OR

Learners could be given a scenario where information has been leaked (bank details) – group could be split into 4 and have a look at each perspective of when data is lost or stolen. Then feedback each point of view to whole class.

CONTENT-The implications and consequences for organisations of data loss, corruption or theft, i.e.:-legal implications (e.g. action from the Information Commissioner)-Impact on customers (e.g. reduced confidence in business, increased risk of personal identity theft)-impact on employees (e.g. disciplinary action for not following company procedures)-impact on organisation (e.g. increased costs in resolving problems caused, loss of income if customers lose confidence)




Teacher assessment.

AfL:



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2. The implications and consequences for organisations of data loss corruption or theft

Learners are to create a presentation about data security and the implications of loss/corruption or theft. (to use current, recent news articles – to introduce subject)

OR

Learners could be given a scenario where information has been leaked (bank details) – group could be split into 4 and have a look at each perspective of when data is lost or stolen. Then feedback each point of view to whole class.

CONTENT-The implications and consequences for organisations of data loss, corruption or theft, i.e.:-legal implications (e.g. action from the Information Commissioner)-Impact on customers (e.g. reduced confidence in business, increased risk of personal identity theft)-impact on employees (e.g. disciplinary action for not following company procedures)-impact on organisation (e.g. increased costs in resolving problems caused, loss of income if customers lose confidence)




Teacher assessment.

AfL:



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3. Threats to security and how to deal with them

Learners to create 'Top Trump' cards to cover all the main threats to data security.Some criteria could include: Type of threat, How to deal with it (ratings given in numbers next to description) and severity.Learners could make the 'actions to minimise risk' top trump cards as toppers on main threats – so when game is played this card wins against the threat.

CONTENT –The main threats to data security and how to deal with them, i.e.:Threats to data security

- Computer viruses- Trojans- Works- Phishing- Spyware- Adware- Hacking- Denial of service (DoS) attacks- Physical threats (e.g. loss/theft of

device)Actions to minimise risk

- Act online in ways that reduce the risk of identity theft and protect personal security

- Use of protection software, i.e. firewall, anti-virus, anti-spam, data encryption to store and transfer data.




Teacher assessment.

AfL:



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3. Threats to security and how to deal with them

Learners to create 'Top Trump' cards to cover all the main threats to data security.Some criteria could include: Type of threat, How to deal with it (ratings given in numbers next to description) and severity.Learners could make the 'actions to minimise risk' top trump cards as toppers on main threats – so when game is played this card wins against the threat.

CONTENT –The main threats to data security and how to deal with them, i.e.:Threats to data security

- Computer viruses- Trojans- Works- Phishing- Spyware- Adware- Hacking- Denial of service (DoS) attacks- Physical threats (e.g. loss/theft of

device)Actions to minimise risk

- Act online in ways that reduce the risk of identity theft and protect personal security

Use of protection software, i.e. firewall, anti-virus, anti-spam, data encryption to store and transfer data.




Teacher assessment.

AfL:



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4. Using automatic and manual updating facilities for operating systems and security software

Learners could write a step-by-step guide for how to update operating systems or security software.

CONTENT –Using automatic and manual updating facilities for operating systems and security software.




Teacher assessment.

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5. Using automatic and manual updating facilities for operating systems and security software

Learners could write a step-by-step guide for how to update operating systems or security software.

CONTENT –Using automatic and manual updating facilities for operating systems and security software.




Teacher assessment.

AfL:



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33 Past Exam Paper Summative Assessment:



Teacher assessment.

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34 Revision Summative Assessment:



Teacher assessment.

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