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GCE Digital Technology

Contents Page

Unit AS 1: Digital Technology Approaches to System Development 5

Unit AS 2: Fundamentals of Digital Technology 23

Unit A2 1: Information Systems 41

Unit A2 2: Application Development 57

CCEA Exemplar Scheme of Work: GCE Digital Technology

Introduction

CCEA has developed new GCE Digital Technology specifications for first teaching from September 2016. This scheme of work has been designed to support you in introducing the new specification.

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

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

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

A Microsoft Word version of this scheme of work is available on the subject microsite on the CCEA website (www.ccea.org.uk/microsites). You will be able to use it as a foundation for developing your own scheme of work which will be matched to your teaching and learning environment and the needs of your students.

I hope you find this support useful in your teaching.

Best wishes

Michael McEnerySubject OfficerDigital Technology

E-mail [email protected] 028 9026 1200 (2170)

Updated: August 2016 1

http://www.ccea.org.uk/microsites


CCEA Exemplar Scheme of Work:

GCE Digital Technology



Unit AS 1:Approaches to System

Development



Specification: GCE Digital Technology

Unit AS 1: Approaches to System Development

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 Digital Technology through their successful completion of a related GCSE course. Some candidates may have completed a GCSE Applied ICT course or the Business and Communications Systems course before embarking on this award.

Background Reading: All definitions of Digital Technology terminology should be taken from the BCS Academy Glossary Working Party (2013), “BCS Glossary of Computing and ICT, 13th ed.”, Swindon, BCS.

Assessment: External written examination 1 hour 30 minutes Students answer short and extended questions based on the Fundamentals of Digital Technology. It is worth 50% of AS level and 20% of A level grade.

Specification Content

Learning Outcomes Teaching and Learning Activities

Resources

Approaches to System Development

Students should be able to:

Reasons for system development

10 hours

explain the impact of the ‘software crisis’;

explain the need for software systems that meet the needs of organisations and/or individuals;

Students should be able to define the term “software crisis” and be able to describe the main reasons why such a crisis occurred with a focus on rapid increase of computer power and complexity of problems that could be solved managing user expectations. In groups students

Factfiles will be available in due course with respect to each of the learning outcomes

www.buet.ac.bd/iict/iictcourses/ict6010/lecture_1.pdf



should research how software systems are meeting the needs of global and local organisations and individuals





Resources

Approaches to System Development


Reasons for system development (cont.)

explain the main factors affecting system development − the user needs, time and cost;

Students should be able to explain how user needs, development time and development costs influence system development

www.slideshare.net/iDocs/9780538478298-ppt-ch12

understand that a computer system consists of a user interface, processes and data; and

Students should be familiar with a range of user interfaces, a range of processes and the type and volume of data used in computer systems in a range of applications

describe the roles of the following during system development: the systems analyst, the project manager and the programmer.

Students should be able to describe main responsibilities of the systems analyst, the project manager and the programmer when a system is being developed

http://study.com/academy/lesson/project-roles-in-systems-development-in-organizations.html

Analysis

15 hours

describe the purpose of analysis;

Students need to understand that the purpose of system Analysis is the process of studying an existing system to

BCS - C (pp 227–238)





http://www.slideshare.net/iDocs/9780538478298-ppt-ch12

http://www.slideshare.net/iDocs/9780538478298-ppt-ch12


determine how it works and how it meets the user’s needs

evaluate different fact-finding techniques: interviews, questionnaires, observation and document sampling;

Students should be able to describe the benefits and drawbacks of using interviews, questionnaires, observation and document sampling as fact finding methods



Resources

Approaches to System Development (cont.)


Analysis (cont.) distinguish between functional and non-functional user requirements in systems such as stock control, reservation, payroll and billing;

In groups, students should research the user needs in the following applications: stock control, reservation, payroll and utility billing. The user needs should then be classified as functional or non-functional

explain the purpose of a Data Flow Diagram (DFD); and

Students need to explain how a DFD shows what kind of information will be input to and

www.visual-paradigm.com/tutorials/leveled-dfd.jsp

See Appendix 2 of


http://www.visual-paradigm.com/tutorials/leveled-dfd.jsp

http://www.visual-paradigm.com/tutorials/leveled-dfd.jsp


output from the system, where the data will come from and go to, and where the data will be stored

Specification for symbols used in producing DFDs

Produce context and level 1 DFDs for simple scenarios.

Students need to be able to draw a Context Diagram from a variety of scenarios that shows a single process that represents the entire system including the major information flows between the external entities and the system and then be able to produce a level 1 diagram that decomposes the single process into a number of sub-processes to identify further data flows and data stores





Resources



Design, Development and Testing

15 Hours

describe the purpose of system design, development and testing;

Students need to be able to describe the purpose of system design, development and testing by referring to the activities that take place at each of these stages

BCS - C (pp 227–238)

describe the use of storyboarding in developing the user interface;

Students should be able develop skills in creating a storyboard to plan the development of a user interface that could then be implemented by a third party

www.youtube.com/watch?v=VSFm-nfuHuY

describe the use of prototyping in the design of the user interface and the data model;

Students should be able to define the term prototyping and be able to identify reasons why a prototype would be used to design a user interface and a data model. In groups students should be able to research why a prototype is used during system development

http://agilemodeling.com/artifacts/uiPrototype.htm


http://www.youtube.com/watch?v=VSFm-nfuHuY

http://www.youtube.com/watch?v=VSFm-nfuHuY


understand the importance of testing throughout the development of a system in ensuring system quality;

Students should understand the difference between black box and white box testing of a system. Students need to have experience of module, integration and system testing as important stages within the development of system



Resources



Design, Development and Testing (cont.)

distinguish between different types of testing: system, acceptance, alpha and beta;

Students should be able to define system, acceptance, alpha and beta and why each type of testing is required, making reference to who is involved such as developer or end user and what type of data is used

http://testingbasicinterviewquestions.blogspot.co.uk/2015/03/best-difference-between-alpha-and-beta.html

understand the purpose of a test plan;

Students should understand that the Test Plan ensures all functional and design requirements are met as specified in the documentation. It will also provide test methods



for Unit, Integration and System Testing

describe the main components of a test plan;

Students in groups should look at example test plans to identify and describe typical components such as: Features to be tested, Success and Failure criteria, Test deliverables, Staff Responsibilities and Test Schedule





Resources



Design, Development and Testing (cont.)

distinguish between different types of test data; and

Students should experience testing a solution with different types of test data including Normal, Extreme and Erroneous. Students should be able to explain the different types of test data

describe the main components of a test plan.

Students in groups should look at example test plans to identify and describe typical components such as: Features to be tested, Success and Failure criteria, Test deliverables, Staff Responsibilities and Test Schedule

Implementation

10 hours

describe the purpose of system implementation;

Students need to understand the purpose of the Implementation Plan describing how the

BCS - C (pp 227–238)



information system will be deployed, installed and become a fully operational system referring to the overall resources needed to support the implementation (such as hardware, software and personnel)





Resources



Implementation (cont.)

evaluate different changeover methods: parallel, direct, pilot and phased;

In groups students should discuss and produce a list of benefits and drawbacks of parallel, direct, pilot and phased changeover methods

www.teach-ict.com/as_a2_ict_new/ocr/A2_G063/331_systems_cycle/slc_stages/miniweb/pg17.htm

describe the different types of documentation: user documentation and technical documentation, and explain how they are used;

Students should understand the need for user and technical documentation and refer to situations in which they are needed. Students should also be able to state the typical contents of both types of documentation

www.doc-department.com/what-are-user-documentation-and-technical-documentation/

explain what is meant by data conversion;

Students should understand the importance of converting data to a format that is compatible with the new system

describe the purpose of system maintenance; and

Students should understand the purpose of maintenance is to

www.ittoday.info/AIMS/Information_Management/4-05-10.pdf


http://www.ittoday.info/AIMS/Information_Management/4-05-10.pdf



http://www.doc-department.com/what-are-user-documentation-and-technical-documentation/



http://www.teach-ict.com/as_a2_ict_new/ocr/A2_G063/331_systems_cycle/slc_stages/miniweb/pg17.htm




ensure that the system continues to function free of errors, meeting the user requirements with appropriate hardware





Resources



Implementation (cont.)

evaluate different forms of maintenance: corrective, adaptive and perfective.

In groups students should discuss and produce a list of benefits of corrective, adaptive and perfective maintenance and come up with techniques that could be used to minimise these types of maintenance

Alternative Development Approaches

10 hours

describe the main features of different approaches to system development: the waterfall model, rapid application development (RAD) and Agile; and

Students need to be able to describe the main features of the waterfall model, rapid application development (RAD) and Agile

http://istqbexamcertification.com/what-is-rad-model-advantages-disadvantages-and-when-to-use-it/

evaluate different approaches to system development: the waterfall model, RAD and Agile.

Students need to be able to describe the benefits and drawbacks of the waterfall model, rapid application development (RAD) and Agile approaches

In groups students should be

BCS - C (pp 227–238)






able to name and justify a suitable approach based on a given scenario





Resources



Software Projects

5 Hours

describe the main elements in the organisation of a software project: resources, constraints and risks;

Students should be able to describe the following terms: resources, constraints and risks in the context of a software project

www.slideshare.net/biziixx/key-features-of-project-management-system

explain the main features of project management for a software project;

Students should be able to refer to monitoring, scheduling, budget and resources when describing the main features of project management

evaluate the use of project management tools: Gantt charts and critical path analysis; and

Students need to be able to describe the benefits and drawbacks of Gantt charts and critical path analysis in project management

www.teach-ict.com/as_a2_ict_new/ocr/A2_G063/331_systems_cycle/planning_tools/miniweb/pg6.htm

See Appendix 2 of Specification for Network Diagram Notation used in critical path analysis

describe the importance of version management during

In groups students should be able to examine sample Gantt


http://www.teach-ict.com/as_a2_ict_new/ocr/A2_G063/331_systems_cycle/planning_tools/miniweb/pg6.htm



http://www.slideshare.net/biziixx/key-features-of-project-management-system




system development. charts and critical path analysis

Students should understand the importance of tracking changes by developers during system development and the need to track a number of developers who are involved during system development





Resources



Security Issues

5 Hours

explain why data is archived;

Students need to understand the importance of the process of identifying and moving inactive data into long-term archival storage systems to optimise the performance of resources needed

https://msdn.microsoft.com/en-us/library/bb727010.aspx

explain the need for backup and recovery;

Students need to explain that by protecting an organisation's data, you need to implement a data backup and recovery plan

In groups students could research situations when a backup file would be needed

evaluate methods of backup: full backup, differential backup and incremental backup;

In groups students should discuss and produce a list of benefits and drawbacks of full backup, differential backup and incremental backup





Resources



Security Issues (cont.)

explain the purpose of a disaster recovery plan; and

describe the contents of a typical disaster recovery plan.

Students need to understand that a disaster recovery plan is a documented set of procedures to recover and protect the IT part of a business in the event of a disaster. In groups students should research typical disaster recovery plans and report back on the contents found

www.clarecomputer.com/blog/2013/07/five-elements-to-include-in-a-disaster-recovery-plan/


http://www.clarecomputer.com/blog/2013/07/five-elements-to-include-in-a-disaster-recovery-plan/






Resources

Programming Students should be able to:

Programming Environment

5 Hours

explain the purpose of a computer program;

Students should fully understand the purpose of a program with reference to the computer hardware

BCS - C (pp 259–316)

describe the main features of an Integrated Development Environment (IDE); and

Students need to describe the main features of an IDE including the different tools to automate and assist a developer in the creation of software such as: Code editor, Translator, Debugger and GUI builder

http://searchsoftwarequality.techtarget.com/definition/integrated-development-environment

explain the process of translation.

Students need to be aware of the different methods used to translate programs into binary format including Assemblers, Interpreters and Compilers

www.idemployee.id.tue.nl/g.w.m.rauterberg/lecturenotes/DA308/COMPILER.pdf

Program Structure

15 Hours

explain the terms algorithm, syntax, data type, and variable;

Students should be given sample algorithms and matching programming code in a given language to illustrate the terms algorithm, syntax, data type, and variable

BCS - C (pp 259–316)

C# Tutorialswww.completecsharptutorial.com/basic/variables-datatypes.php


http://www.completecsharptutorial.com/basic/variables-datatypes.php



http://www.idemployee.id.tue.nl/g.w.m.rauterberg/lecturenotes/DA308/COMPILER.pdf






Resources

Programming (cont.)


Program Structure (cont.)

Students use the suggested tutorials and type the code into the computer. Students should avoid copying and pasting the code as this will not help them to learn the syntax and develop programming skills

https://mva.microsoft.com/en-US/training-courses/c-fundamentals-for-absolute-beginners-8295?l=EKbuxGYy_4304984382

Python Tutorialswww.learnpython.org/en/Variables_and_Types

describe the fundamental programming concepts of sequence, selection and iteration, including count-controlled and condition-controlled loops;

Students should use sample programs and edit these to illustrate how sequence, selection and iteration are used including count-controlled loops i.e. ‘FOR’ loops and condition-controlled loops e.g. ‘WHILE’ loops

Python Selectionwww.learnpython.org/en/Conditions

C# Selectionwww.completecsharptutorial.com/basic/conditional-constructs.php

Loops C#www.completecsharptutorial.com/basic/loop-constructs.php


http://www.completecsharptutorial.com/basic/loop-constructs.php



http://www.completecsharptutorial.com/basic/conditional-constructs.php



http://www.learnpython.org/en/Conditions

http://www.learnpython.org/en/Conditions

http://www.learnpython.org/en/Variables_and_Types

http://www.learnpython.org/en/Variables_and_Types




Resources

Programming (cont.)



For loop C#https://mva.microsoft.com/en-US/training-courses/c-fundamentals-for-absolute-beginners-8295?l=PCcmgHYy_9704984382

While Loop C#https://mva.microsoft.com/en-US/training-courses/c-fundamentals-for-absolute-beginners-8295?l=aUSDIIYy_8704984382

Python Loopswww.learnpython.org/en/Loops

describe how algorithms can be represented using flowcharts;

Students should practice drawing flowcharts from a given algorithm and understand the purpose of both an algorithm and a flowchart

www.programiz.com/article/flowchart-programming

explain object-oriented terminology: objects, classes, methods and

Students should be given examples of object oriented programs and from these they

www.youtube.com/watch?v=z4W1_bkMNO0


http://www.youtube.com/watch?v=z4W1_bkMNO0

http://www.youtube.com/watch?v=z4W1_bkMNO0

http://www.programiz.com/article/flowchart-programming



http://www.learnpython.org/en/Loops

http://www.learnpython.org/en/Loops


inheritance; and should be able to define the terms objects, classes, methods and inheritance





Resources

Programming (cont.)



Python Objectswww.learnpython.org/en/Classes_and_Objects

C#https://msdn.microsoft.com/en-us/library/ms173149.aspx

evaluate the use of the object oriented approach.

In groups students should discuss and produce a list of benefits and drawbacks of using an object oriented approach

http://study.com/academy/lesson/oop-object-oriented-programming-objects-classes-interfaces.html





http://www.learnpython.org/en/Classes_and_Objects

http://www.learnpython.org/en/Classes_and_Objects


Unit AS 2:Fundamentals of

Digital Technology




Unit AS 2: Fundamentals of Digital Technology

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 Digital Technology through their successful completion of a related GCSE course. Some candidates may have completed a GCSE Applied ICT course or the Business and Communications Systems course before embarking on this award.

Background Reading: All definitions of Digital Technology terminology should be taken from the BCS Academy Glossary Working Party (2013), “BCS Glossary of Computing and ICT, 13th Ed.”, Swindon, BCS.

Assessment: External written examination 1 hour 30 minutes Students answer short and extended questions based on the Fundamentals of Digital Technology. It is worth 50% of AS level and 20% of A level grade.



Resources

Data Representation


Bits and Bytes

6 Hours

explain the terms bit, byte, kilobyte, megabyte, gigabyte and terabyte; and

Define a byte as the equivalence of 8 bitsDefine each term and express the equivalent denary value using precise values:1 Kb = 1024 bytes = 210

1 Mb = 1024K = 220

1 Gb = 1024Mb = 230

1 Tb = 1024Gb = 240

Factfiles will be available in due course with respect to each of the learning outcomes

demonstrate that 2n different Understand place value in binary http://csunplugged.org/


http://csunplugged.org/binary-numbers/


values can be represented with n bits (maximum n = 8).

up to a maximum of 8 bits: 20 - 27 and the equivalent range of values in denary from 0 – 255. (only integer values)

binary-numbers/

BCS - C11 (pp 332–338)


http://csunplugged.org/binary-numbers/




Resources

Data Representation (cont.)


Binary and Decimal

10 Hours

perform conversions from decimal to binary and from binary to decimal for a maximum of 8 bits;

Convert a positive decimal integer into binary and convert a positive binary number back to decimal within an 8 bit range. (0000 0000 to 1111 1111 and 0 to 255). Covert from denary to binary in less than 8 bits where possible. Pupils should be given a range of questions to calculate answers keeping within an 8 bit range

BCS - C11 (pp 332–338).Teacher produced worksheets

demonstrate how the two’s complement system can represent positive and negative numbers in binary using 8 bits; and

Understand how one’s complement is used to represent negative and positive numbers. Explain why two’s complement is used and perform calculations using an 8 bit range for representing negative and positive numbers. Pupils should be given question worksheets to calculate answers for both negative and positive values

Teacher produced worksheetswww.electrical4u.com/1s-complement/

http://academic.evergreen.edu/projects/biophysics/technotes/program/2s_comp.htm

demonstrate how ASCII and Explain how characters are ASCII and Unicode character





http://www.electrical4u.com/1s-complement/

http://www.electrical4u.com/1s-complement/


Unicode are used to represent characters.

represented using ASCII and Unicode. Give pupils sample codes to explain how they differ and how characters are represented

tableswww.asciitable.com/%20


http://www.asciitable.com/%20




Resources

Data and Information (cont.)


Data, Information and Knowledge

6 Hours

distinguish between data, information and knowledge by using examples; and

Introduction to the importance of information to organisations

Definitions of the terms and common examples of data, information and knowledge

Identify data, information and knowledge for common scenarios.

BCS – (p 323)

describe how the quality of the information produced can be affected by the following factors: accuracy, relevance, up to date/currency, completeness, presentation and reliability.

Use some examples and consequences of poor quality information - examples where information is not accurate, up-to-date, complete, relevant or presented effectively and describe the consequences of these factors on common information systems

Use legacy past papers to give pupils examples of different situations

www.teach-ict.com/gcse_new/data_info_knowledge/quality/miniweb/index.htm

Legacy Past Papers AW111/AP111


http://www.teach-ict.com/gcse_new/data_info_knowledge/quality/miniweb/index.htm






Resources

Data and Information (cont.)


Data Validation and Verification

6 Hours

describe and apply the following data validation methods: range, type, length, format, presence, Modulus 11 check digit and lookup;

State the purpose and definitions of data validation and data verification. Pupils should understand the difference between these concepts

BCS – (pp 75–79)

www.teach-ict.com/gcse_new/databases/validation_verification/miniweb/pg2.htm

understand the purpose of data verification methods: double entry, proofreading, check-digits and batch totals (hash and control); and

Explanations and examples of range, type, length, format, presence, Modulus 11 check-digit and lookup. Pupils could work together to create an on line glossary of the key words associated with validation

http://databasemanagement.wikia.com/wiki/Data_Validation

Batch totalshttp://ictsmart.tripod.com/ict4/online/artvvbh.htm

explain the limitations of data validation and data verification.

Through calculations understand the practical use of a modulus 11 check-digit(up to a maximum of 5 digits). Pupils should be given examples to calculate typical check digits

Give pupils explanations and examples of data verification methods, e.g. double entry,


http://ictsmart.tripod.com/ict4/online/artvvbh.htm

http://ictsmart.tripod.com/ict4/online/artvvbh.htm




http://www.teach-ict.com/gcse_new/databases/validation_verification/miniweb/pg2.htm




proofreading, check digits, and batch totals (hash and control)





Resources

Hardware and Software


Architecture

12 Hours

describe the internal components of a computer system: processor, clock, main memory, cache memory, buses (address, data and control), I/O controllers, registers and ports;

Pupils could work together to create an on line glossary of the key words associated with computer architecture

Pupils could trace through a program to understand how the internal components of a computer system operate

Pupils should summarise the fetch execute cycle in their own works incorporating key terms

describe the fetch-execute cycle;

Fetch Execute Cyclewww.teach-ict.com/as_as_computing/ocr/H447/F453/3_3_3/fetch_execute_cycle/theory_fetch_execute.html

evaluate the factors that can influence the speed of processing: processor type, clock speed;

CPU Performancewww.bbc.co.uk/education/guides/zmb9mp3/revision/2

explain the need for secondary storage;

Introduce the class to the purpose of backing storage devices. Pass around examples

Examples of magnetic tape, optical disk, external hard disk


http://www.bbc.co.uk/education/guides/zmb9mp3/revision/2

http://www.bbc.co.uk/education/guides/zmb9mp3/revision/2

http://www.teach-ict.com/as_as_computing/ocr/H447/F453/3_3_3/fetch_execute_cycle/theory_fetch_execute.html




of external storage devices





Resources

Hardware and Software (cont.)


Architecture (cont.)

12 Hours

describe secondary storage media: magnetic, optical and flash; and

Pupils will work in pairs to produce a table comparing and evaluating storage devices. Comparison points could include capacity, access time and transfer speed as well as cost per GB. The internet will be used to research current storage capacities to demonstrate how storage capacities continually advance. Each group will take a storage device and gives as class presentation as to how it works

www.teach-ict.com/as_a2_ict_new/ocr/AS_G061/312_software_hardware/storage_devices/miniweb/index.htm

evaluate the use of secondary storage media for common applications.

How a hard disk workswww.youtube.com/watch?v=AfmTaOJMoUk

Recap activity. Pupils in pairs will sort various statements relating to different storage

Flash memoryhttp://computer.howstuffworks.com/flash-memory.htm?utm_source=Outbrain&utm_medium=Referral&utm_campaign=OutbrainOrganicTraffic=obinsite

Laminated external storage


http://computer.howstuffworks.com/flash-memory.htm?utm_source=Outbrain&utm_medium=Referral&utm_campaign=OutbrainOrganicTraffic=obinsite



http://www.youtube.com/watch?v=AfmTaOJMoUk

http://www.youtube.com/watch?v=AfmTaOJMoUk

http://www.teach-ict.com/as_a2_ict_new/ocr/AS_G061/312_software_hardware/storage_devices/miniweb/index.htm




devices and place them against the correct storage device

statements





Resources



The User Interface

5 Hours

describe the main features of different types of user interface: windows, icons, menu, pointer (WIMP), command line and forms dialogue; and

Present the different forms of interface

www.teach-ict.com/as_a2_ict_new/ocr/AS_G061/312_software_hardware/user_interfaces/miniweb/index.htm

evaluate different types of user interface: WIMP, command line and forms dialogue.

Pupils in small groups will evaluate the different types of user interface

Data Compression

7 Hours

explain the need for data compression;

Explain the need for compression

Pupils should use the compression websites listed to upload and compress a photograph and view the result

Compression websiteswww.jpegreducer.com/

describe how zipping is used to compress data;

http://tools.dynamicdrive.com/imageoptimizer/index.php

evaluate common data file formats: txt, wav, bitmap, JPEG, MPEG and GIF;

Pupils research and evaluate common data file formats

Links to evaluate data file formatswww.1stwebdesigner.com/design/different-image-formats/


http://www.1stwebdesigner.com/design/different-image-formats/






http://www.jpegreducer.com/

http://www.teach-ict.com/as_a2_ict_new/ocr/AS_G061/312_software_hardware/user_interfaces/miniweb/index.htm






Resources



Data Compression (cont.)

7 Hours

describe how text, sound and video can be input using a range of devices such as personal computers, laptops, tablets or smartphones.

Recap activity. Pupils are given a list of scenarios and they must choose the best file type

www.samlogic.net/articles/which-image-format-best-for-email-newsletters-jpeg-gif-png.htm

www.howtogeek.com/howto/30941/whats-the-difference-between-jpg-png-and-gif/

http://cd-burning-software-review.toptenreviews.com/audio-file-types.html

System Software

7 Hours

describe the purpose of an operating system;

Describe the purpose of an operating system

www.gcflearnfree.org/computerbasics/2

describe different types of operating system: single user, multi-user, multiprocessing, multitasking and multithreading;

In pairs pupils should summarise the different types of operating system in their own words to each other

http://computer.howstuffworks.com/operating-system.htm

explain the need for utility programs; and

Pupils should name five utility programs that they have used. These should be categorised

http://computer.howstuffworks.com/operating-system3.htm








http://www.gcflearnfree.org/computerbasics/2

http://www.gcflearnfree.org/computerbasics/2




http://www.howtogeek.com/howto/30941/whats-the-difference-between-jpg-png-and-gif/



http://www.samlogic.net/articles/which-image-format-best-for-email-newsletters-jpeg-gif-png.htm




describe some common utility programs: data compression, file backup, archive software and disk defragmenters.

Utility programswww.teach-ict.com/gcse_computing/ocr/213_software/utilities/miniweb/pg7.htm


http://www.teach-ict.com/gcse_computing/ocr/213_software/utilities/miniweb/pg7.htm






Resources



Application Software

5 Hours

explain what is meant by application software;

Explain what is meant by application software

www.teach-ict.com/gcse_computing/ocr/211_hardware_software/types_sw/miniweb/pg7.htm

explain the difference between generic software and special purpose software;

Show images of different examples of software. Pupils must decide whether the software type is application or system software

www.teach-ict.com/as_a2_ict_new/ocr/AS_G061/312_software_hardware/software/miniweb/pg7.htm

compare the use of custom-built software with off-the-shelf software;

Pupils should evaluate custom built software with off the shelf software from the point of view of cost, bugs and development time and user requirements

explain how application software can be delivered on different platforms, for example downloaded to a device accessed using the web; and

Pupils should produce a spider diagram to represent the overall software topic

evaluate different methods of obtaining software: proprietary and open source.

www.gn.apc.org/support/open-source-vs-proprietary-software


http://www.gn.apc.org/support/open-source-vs-proprietary-software



http://www.teach-ict.com/as_a2_ict_new/ocr/AS_G061/312_software_hardware/software/miniweb/pg7.htm



http://www.teach-ict.com/gcse_computing/ocr/211_hardware_software/types_sw/miniweb/pg7.htm






Resources



Processing Systems

5 Hours

describe batch processing and real-time processing;

Explain batch processing and real time processing

http://ictsmart.tripod.com/ict4/online/artprba.htm

evaluate the use of batch processing and real-time processing for common applications; and

Pupils will identify the main features of batch processing and real time processing

Pupils will evaluate the use of batch processing and real-time processing for common applications

describe the input, output and processing involved in a range of common devices: automatic teller machines (ATMs), point of sale (POS) terminals and smartphones.

Pupils in small groups will be presented with information regarding a particular device. Pupils will identify the input, output and processing involved and present their findings

Students will compile their research to make notes







Resources

Web Technology and Multimedia


Web Applications

10 Hours

explain the terms the WWW, the Internet, URL, HTTP, IP address, web browser, web server, web hosting, FTP, ISP, search engine, cache, cookies, portal, website and webpage;

Explain to students that web technology evolved from prior client-server technology, and therefore is not completely new

Ask individual students if they can explain each of the terms and request the others to comment on the accuracy of each explanation

BCS - A11 Internet(p 109–120)

explain how domain names are organised;

Using text and diagrams as appropriate, explain the accepted meaning of each term and their order of significance, e.g.: WWW, webpage, website, etc.

Emphasise that the WWW and the Internet are not the same

Using ccea.org.uk as an example of a domain name, ask students if they know why the example is structured as it is

Provide the accepted answer to

BCS - A11 Internet(p 114)

http://ccea.org.uk/


http://ccea.org.uk/


the question and continue on to explain why domain names must be mapped to unique IP addresses discussed before. Use a diagram to explain the mapping process





Resources

Web Technology and Multimedia (cont.)


Web Applications (cont.)

10 Hours

Using standard telephone numbering as an example, explain to/remind students why the setting of standards is so important to any technology

describe the role of the International Telecommunication Union (ITU) and World Wide Web Consortium (W3C) in agreeing web standards; and

Describe the roles of the ITU and W3C in agreeing web standards

BCS - A11 Internet(p 114–115)

evaluate the use of an Intranet by an organisation.

Explain the term Intranet to the students

Split the students into teams and ask each team to discuss the advantages and disadvantages of using an intranet

Discuss and correct as needed the ideas formed by the teams

BCS - A12 Networking(p 140)





Resources



Website Development

11 Hours

explain how webpages are created using Hypertext Mark-Up Language (HTML);

Explain what a mark-up language is and how HTML is used to design multimedia documents such as webpages

Create a web page using a web authoring program

Emphasise that initially HTML documents were created using a text editor, and now they are created using special webpage editors that automatically insert all the HTML tags needed

BCS - C9 Programming Languages(p 319)www.w3schools.com/html/html_intro.asp

BCS - C9 Programming Languages(pp 320–321)

understand the purpose of a range of HTML tags: paragraph, image, anchor, ordered list, unordered list and hyperlinks;

Help students understand the purpose of each HTML tag

Ask students if they think the formatting and layout of a webpage should be exactly the same, similar or completely different across all types of user device e.g. mobile phone and laptop computer

www.w3schools.com/tags/

https://webdesignfromscratch.com/html-css/html-tags/

explain how cascading style sheet (CSS) is used in web

After discussing some of the answers, explain how CSS is

BCS - C9 Programming Languages





http://www.w3schools.com/tags/

http://www.w3schools.com/html/html_intro.asp

http://www.w3schools.com/html/html_intro.asp


development; simply a way of reusing specific webpage styles across multiple types of device as appropriate

Emphasise that CSS rules are applied to avoid ambiguity across different sheets

(p 322)

www.w3schools.com/css/default.asp


http://www.w3schools.com/css/default.asp

http://www.w3schools.com/css/default.asp




Resources



Website Development (cont.)

11 Hours

distinguish between client-side and server-side processing; and

Explain to/remind students of the 3 key layers of digital technology i.e. presentation/user interface, process and data/storage

In the context of the 3 layer model, describe client-side and server-side processing using a travel booking as an example

Ask selected students to distinguish between the 2 sides of processing

Complement and correct answers as appropriate

BCS - A11 Internet(pp 112, 113)

BCS - A12 Networking – (p 140)

www.bbc.co.uk/education/guides/znkqn39/revision/3

evaluate methods of ensuring security over the internet: encryption (including public and private keys), hypertext transfer protocol secure (https), secure sockets layer (SSL), digital signature or digital

Explain to/remind students that security is a key issue throughout digital technology.Explain each of the methods

Split the students into teams and ask each team to discuss the advantages and disadvantages of

BCS - A16 Computer Security(pp 164–170)


http://www.bbc.co.uk/education/guides/znkqn39/revision/3

http://www.bbc.co.uk/education/guides/znkqn39/revision/3


certificate. using each method

Discuss and correct as needed the ideas formed by the teams





Resources


Website Development (cont.)

11 Hours

Students to consider issues around cybercrime and identify measures that can be taken to protect systems and individuals from attack or falling victim to fraudsters

Students to investigate and research recent cyberattacks that were reported in the media. Identify what the threats were and their impact and implications for the victims

CybercrimeBCS - A16 Computer Security(pp 160–172)

www.nationalcrimeagency.gov.uk/crime-threats/cyber-crime

www.nationalcrimeagency.gov.uk/crime-threats/cyber-crime/online-safety-guidance-for-businesses

www.nationalcrimeagency.gov.uk/crime-threats/cyber-crime/online-threats-to-consumers

www.getsafeonline.org/

www.cyberstreetwise.com/

www.interpol.int/Crime-areas/Cybercrime/Cybercrime


http://www.interpol.int/Crime-areas/Cybercrime/Cybercrime



http://www.cyberstreetwise.com/

http://www.getsafeonline.org/

http://www.nationalcrimeagency.gov.uk/crime-threats/cyber-crime/online-threats-to-consumers



http://www.nationalcrimeagency.gov.uk/crime-threats/cyber-crime/online-safety-guidance-for-businesses



http://www.nationalcrimeagency.gov.uk/crime-threats/cyber-crime




www.webopedia.com/TERM/C/cyber_crime.html


http://www.webopedia.com/TERM/C/cyber_crime.html

http://www.webopedia.com/TERM/C/cyber_crime.html


Unit A2 1:Information Systems




Unit A2 1: Information Systems

In this unit, students develop knowledge and understanding of information systems. It acts as an extension to Unit AS 2: Fundamentals of Digital Technology for students progressing from AS Level.

Background Reading: All definitions of ICT terminology should be taken from the BCS Academy Glossary Working Party (2013), “BCS Glossary of Computing and ICT, 13th ed.”, Swindon, BCS.

Assessment: This unit is assessed through an external written examination lasting two hours 30 minutes. The examination includes both short and extended writing questions and is worth 150 marks. This is worth 40% of the A Level Grade.



Resources

Networks (40 hours)


Network Resources(12 hours)

describe networks by their scope: local area network (LAN), metropolitan area network (MAN) and wide area network (WAN);

Whole class teaching: Introduce Students to types of networks – LAN, MAN, WAN

www.sqa.org.uk/e-learning/NetTechDC02CD/index.htm

describe the purpose of the network resources: network card, server, switched hub, repeater, wireless access point, media converter, internet protocol (IP) address and media access control (MAC) address;

Students should use the tutorial from the Teach ICT website to build a network and become familiar with how various network resources are used in a typical LAN

www.teach-ict.com/gcse_new/networks/hardware/resources/NWB_SIM.swf

www.teach-ict.com/as_a2_ict_new/ocr/A2_G063/333_networks_com


http://www.teach-ict.com/as_a2_ict_new/ocr/A2_G063/333_networks_coms/network_components/miniweb/index.htm


http://www.teach-ict.com/gcse_new/networks/hardware/resources/NWB_SIM.swf



http://www.sqa.org.uk/e-learning/NetTechDC02CD/index.htm

http://www.sqa.org.uk/e-learning/NetTechDC02CD/index.htm


s/network_components/miniweb/index.htm







Resources

Networks (40 hours)


Network Resources (cont.)

define the purpose of an IP address and a MAC address;

describe the features of a peer-to-peer (P2P) and server-based networks; and

Students should draw a diagram of their school network including an explanation of how resources are used

www.tutorialspoint.com/data_communication_computer_network/computer_network_topologies.htm

evaluate the bus, star and ring network topologies.

Student activity: In pairs students will produce a table and identify the main features of client server and peer to peer networks

Student activity: In small groups students create a network topology. They evaluate the topology and feedback their results to the class

Student activity: Students should work together to create an on line glossary of the key words associated with networks


http://www.tutorialspoint.com/data_communication_computer_network/computer_network_topologies.htm






Resources

Networks (cont.) Students should be able to:Protocols(7 hours)

explain the need for communication protocols;

Student activity: Students will make up a mnemonic to help learn all the levels in the OSI model

Student activity: Students describe the main features of the OSI model

Student activity: Students in pairs will present presentations on the various communication protocols

www.sqa.org.uk/e-learning/NetTechDC01BCD/page_23.htm

describe the Open Systems Interconnection (OSI) network organisation model and each of its component layers; and

describe communication protocols: transmission control protocol/internet protocol (TCP/IP), Ethernet, carrier sense multiple access with collision detection (CSMA/CD), token passing, Wi-Fi, Bluetooth, Voice Over Internet Protocol (VoIP) and radio-frequency identification (RFID).

Bluetooth:www.teach-ict.com/as_a2_ict_new/ocr/A2_G063/333_networks_coms/optical_wireless/miniweb/pg5.htm


http://www.teach-ict.com/as_a2_ict_new/ocr/A2_G063/333_networks_coms/optical_wireless/miniweb/pg5.htm



http://www.sqa.org.uk/e-learning/NetTechDC01BCD/page_23.htm






Resources

Networks (cont.) Students should be able to:

Transmission media(3 hours)

define the terms bandwidth and broadband;

Whole class teaching:– Define the terms

bandwidth and broadband; and

– Describe transmission mission media

Bandwidth:www.teach-ict.com/as_a2_ict_new/ocr/A2_G063/333_networks_coms/bandwidth/miniweb/index.htm

www.youtube.com/watch?v=ICJqv0TN6-c

describe transmission media: metal cable, fibre optic and wireless; and

Internet Research: Students complete a table evaluating transmission media

Transmission media: www.windowsnetworking.com/articles-tutorials/netgeneral/Copper-Glass-Guide-Network-Cables.html

www.sqa.org.uk/e-learning/NetTechDC01CCD/index.htm

evaluate these transmission media in terms of volume of data transfer, bandwidth and security.

Fibre optic cable:www.teach-ict.com/as_a2_ict_new/ocr/A2_G063/333_networks_coms/optical_wireless/miniweb/pg3.htm

Wireless:www.teach-ict.com/gcse_new/communication/wi-fi_bluetooth/miniweb/


http://www.teach-ict.com/gcse_new/communication/wi-fi_bluetooth/miniweb/index.htm





http://www.sqa.org.uk/e-learning/NetTechDC01CCD/index.htm

http://www.sqa.org.uk/e-learning/NetTechDC01CCD/index.htm

http://www.windowsnetworking.com/articles-tutorials/netgeneral/Copper-Glass-Guide-Network-Cables.html



http://www.youtube.com/watch?v=ICJqv0TN6-c

http://www.youtube.com/watch?v=ICJqv0TN6-c

http://www.teach-ict.com/as_a2_ict_new/ocr/A2_G063/333_networks_coms/bandwidth/miniweb/index.htm




index.htm

http://computer.howstuffworks.com/wireless-network.htm



Resources


Error detection and correction(3 hours)

describe and evaluate methods of detecting and correcting data transmission errors: parity bits, checksums, echo checking and cyclic redundancy check (CRC).

Whole class teaching: Demonstrate how parity works. Students must identify the weakness of parity

Students complete past paper questions on error detection

Parity: www.tutorialspoint.com/computer_logical_organization/error_codes.htm

A level ICT Past paper: June 2014 Question 1 January 2014 Question 1 January 2013 Question 5 June 2012 Question 2 January 2010 Question 3


http://www.tutorialspoint.com/computer_logical_organization/error_codes.htm










Resources

Networks (cont.) Students should be able to:Databases(15 hours)

describe the main features of a relational database;

Student activity: Students should be provided with various database scenarios and should be able to identify and describe examples of attribute, entity, primary key, composite key, foreign key, data duplication and data inconsistency

Database Design and Normalisation:www.sqa.org.uk/e-learning/DDFun01CD/index.htm

www.jegsworks.com/Lessons/computerbasics/lesson1-2/lesson2-4database.htm

A Level ICT Past paper: January 2010 Question 1 January 2011 Question 6 June 2011 Question 6 June 2012 Question 1 January 2013 Question 4 June 2013 Question 6 January 2014 Question 5 June 2014 Question 2 May 2015 Question 4

describe the difference between a logical data model and a physical data model;

Student activity: In small groups students could be given a scenario and should identify the entities and relationships required to produce the database

define the terms attribute, entity, primary key, composite key, foreign key, relationships, referential integrity, data duplication and data inconsistency;

Working with others: Students will work in pairs and as individuals to normalise data requirements for a scenario to 3NF

produce an entity-relationship (ER) model from the given data requirements for a scenario;

Working with others: Students will complete a normalisation worked example in Explain Everything which will be


http://www.jegsworks.com/Lessons/computerbasics/lesson1-2/lesson2-4database.htm



http://www.sqa.org.uk/e-learning/DDFun01CD/index.htm

http://www.sqa.org.uk/e-learning/DDFun01CD/index.htm


uploaded to the school VLE for other students to use

describe the characteristics of data in un-normalised form, first normal form (1NF), second normal form (2NF) and third normal form (3NF);

Student Activity: Students will create their own relational database for a given scenario





Resources


Databases (cont.) describe the advantages and disadvantages of normalisation;

normalise data requirements for a scenario to 3NF;

Working with others:Students in pairs will create a data dictionary for a given scenario to help understand the term

Student Activity: Provide students with data and work through practical examples to understand the how to create and update a database using SQL terms

Students should then compare SQL with QBE and evaluate their experience

Students in pairs will produce a spider diagram providing an overview of Databases

describe the components of a data dictionary;

use Structured Query Language (SQL) to create tables and to retrieve, update, insert and delete data in a relational database; and

Page 161 – 167 AQA Computing for A2 Nelson Thorneswww.teach-ict.com/as_as_computing/ocr/H447/F453/3_3_9/sqlintro/home_sql.htmlwww.w3schools.com/sql/default.aspwww.mysql.com/http://sqlzoo.net/www.mindomo.com/schools.htm

evaluate Query by Example (QBE) as an alternative to SQL.


http://www.mindomo.com/schools.htm

http://www.mindomo.com/schools.htm

http://sqlzoo.net/

http://www.mysql.com/

http://www.w3schools.com/sql/default.asp

http://www.w3schools.com/sql/default.asp

http://www.teach-ict.com/as_as_computing/ocr/H447/F453/3_3_9/sqlintro/home_sql.html






Resources

Applications of Digital Technology (40 hours)


Artificial Intelligence(5 hours)

explain what is meant by artificial intelligence (AI);

Videos:www.teach-ict.com/news/news_videos/home_ai.html

www.theguardian.com/technology/artificialintelligenceai

http://whatis.techtarget.com/definition/Turing-Test

explain the significance of the Turing test in defining what is meant by AI; and

describe the main features of neural network modelling.

Expert Systems(8 hours)

describe the structure of an expert system;

Working with others:Students are given an answer to an exam question which contains mistakes. The students must identify the mistakes and suggest an alternative answer

www.teach-ict.com/as_a2_ict_new/ocr/A2_G063/334_applications_ict/expert_systems/miniweb/index.htm

https://en.wikipedia.org/wiki/Expert_system

http://expertise2go.com/e2g3g/

http://

describe the purpose of the knowledge base and inference engine in an expert system;

Students in pairs will produce a spider diagram providing an overview of the components and advantages and disadvantages of Expert Systems


http://moodle.deyeshigh.co.uk/pluginfile.php/16292/mod_folder/content/0/Techmed2014%20B063/Knowledge%20Based%20and%20Expert%20Systems.ppt?forcedownload=1





http://www.teach-ict.com/as_a2_ict_new/ocr/A2_G063/334_applications_ict/expert_systems/miniweb/index.htm






http://www.theguardian.com/technology/artificialintelligenceai



http://www.teach-ict.com/news/news_videos/home_ai.html

http://www.teach-ict.com/news/news_videos/home_ai.html


moodle.deyeshigh.co.uk/pluginfile.php/16292/mod_folder/content/0/Techmed2014%20B063/Knowledge%20Based%20and%20Expert%20Systems.ppt?forcedownload=1

explain the following terms in relation to expert systems:– shell;– heuristics;– fuzzy logic; and– knowledge engineer; and







Resources

Applications of Digital Technology (cont.)


Expert Systems (cont.)

evaluate the use of expert systems in medicine, car engine fault diagnosis and life insurance.

Working with others: Students will research the use of an expert system in a given application and evaluate its use. They will present their findings

Expert systems in health care:https://en.wikipedia.org/wiki/Mycin

Skin PolarProbe developed by Polartechnics:Page 17 – 18 A level ICT PM Heathcote

www.nhs24.com/selfhelpguide/bodymap/

Car engine fault diagnosis:http://expertise2go.com/e2g3g/tutorials/ESIntro/

A2 ICT: January 2012 Question 4

Natural language and voice recognition(3 hours)

describe the technology required for natural language and voice recognition systems; and

Student Activity:Students in pairs evaluate the use of voice recognition via the practical use of a voice recognition system

www.explainthatstuff.com/voicerecognition.html

Voice recognition systems:www.youtube.com/watch?


http://www.youtube.com/watch?v=ImlKOA1MhlI

http://www.explainthatstuff.com/voicerecognition.html

http://www.explainthatstuff.com/voicerecognition.html

http://expertise2go.com/e2g3g/tutorials/ESIntro/

http://expertise2go.com/e2g3g/tutorials/ESIntro/

http://www.nhs24.com/selfhelpguide/bodymap/

http://www.nhs24.com/selfhelpguide/bodymap/

https://books.google.co.uk/books?id=e3F8Sv2yKUcC&pg=PA18&lpg=PA18&dq=Skin+PolarProbe+developed+by+Polartechnics&source=bl&ots=5PdZVHOjr1&sig=MMCTX2QhBMqVuXjOd3pW-jjNMrk&hl=en&sa=X&ved=0ahUKEwiDto7ivrjKAhVFkA8KHfmKD24Q6AEILTAD#v=onepage&q=Skin%20PolarProbe%20developed%20by%20Polartechnics&f=false

https://books.google.co.uk/books?id=e3F8Sv2yKUcC&pg=PA18&lpg=PA18&dq=Skin+PolarProbe+developed+by+Polartechnics&source=bl&ots=5PdZVHOjr1&sig=MMCTX2QhBMqVuXjOd3pW-jjNMrk&hl=en&sa=X&ved=0ahUKEwiDto7ivrjKAhVFkA8KHfmKD24Q6AEILTAD#v=onepage&q=Skin%20PolarProbe%20developed%20by%20Polartechnics&f=false

https://en.wikipedia.org/wiki/Mycin

https://en.wikipedia.org/wiki/Mycin


v=ImlKOA1MhlI

evaluate the use of natural language and voice recognition systems.


http://www.youtube.com/watch?v=ImlKOA1MhlI




Resources



Robotics(4 hours)

describe the technology involved in the use of robotics; and

Paired Activity: Students in pairs evaluate the use of robotics in a range of commercial situations

www.learnaboutrobots.com/industrial.htmwww.technologyreview.com/news/429248/this-robot-could-transform-manufacturing/

www.kuka-robotics.com/united_kingdom/en/products/industrial_robots/

www.sciencedaily.com/articles/i/industrial_robot.htm

Videos relating to robots:www.tes.com/teaching-resource/an-introduction-to-robotics-6169990

www.teach-ict.com/news/news_videos/home_robots.html

evaluate the use of robotics in a range of commercial situations.


http://www.teach-ict.com/news/news_videos/home_robots.html



http://www.tes.com/teaching-resource/an-introduction-to-robotics-6169990



http://www.sciencedaily.com/articles/i/industrial_robot.htm



http://www.kuka-robotics.com/united_kingdom/en/products/industrial_robots/



http://www.technologyreview.com/news/429248/this-robot-could-transform-manufacturing/



http://www.learnaboutrobots.com/industrial.htm

http://www.learnaboutrobots.com/industrial.htm




Resources



Mobile technologies(6 hours)

describe how technology supports mobile phone communication: mobile phone masts, cells, handoffs, base station controller, mobile switching centre and public switched telephone network (PSTN) telephone system.

Students summarise how technology is used to support mobile phone communication. This summary must incorporate the key terms identified in the specification

www.ofcom.org.uk/static/archive/ra/topics/mpsafety/school-audit/mobilework.htm

www.mywireless.org/consumer-tips/how-wireless-works/

www.youtube.com/watch?v=JepEtbbOyOU

A2 ICT Past Papers:January 2010 Question 3

Data Mining(4 hours)

explain what is meant by data mining; and

https://en.wikipedia.org/wiki/Data_mining

describe how digital technology can be used in data mining to gather, store, process and analyse large volumes of data.

www.thearling.com/text/dmwhite/dmwhite.htm


http://www.thearling.com/text/dmwhite/dmwhite.htm

http://www.thearling.com/text/dmwhite/dmwhite.htm



http://www.youtube.com/watch?v=JepEtbbOyOU

http://www.youtube.com/watch?v=JepEtbbOyOU

http://www.mywireless.org/consumer-tips/how-wireless-works/



http://www.ofcom.org.uk/static/archive/ra/topics/mpsafety/school-audit/mobilework.htm






Resources



Cloud computing(10 hours)

explain what is meant by cloud computing;

www.teach-ict.com/technology_explained/cloud_computing/cloud_computing.html

explain the terms virtualisation, hosted instances, hosted solutions and clustering;

http://wikibon.org/blog/cloud-computing/

describe how cloud computing provides services such as data storage, email, virtualised software, backup and remotely hosted applications; and

Benefit of Cloud computing:www.bbc.co.uk/news/business-12068756

evaluate the use of cloud computing in terms of business benefits and security issues.


http://www.bbc.co.uk/news/business-12068756

http://www.bbc.co.uk/news/business-12068756



http://www.teach-ict.com/technology_explained/cloud_computing/cloud_computing.html






Resources

Individual (moral), social (ethical) and legal considerations(10 hours)


Legislation(5 hours)

describe the main features of the following legislation: the Data Protection Act, the Copyright, Designs and Patents Act and the Computer Misuse Act; and

Student Activity: Students will complete a paper based/computer based activity whereby they match key features from legislation to the appropriate legislation

Data Protection Act:http://news.bbc.co.uk/1/hi/uk/8364421.stm - video relating to improper use of personal data

understand and apply how each piece of legislation may impact on organisations, their employees and members of the public.

Working with others: Students will discuss the implications of legislation for an organisation, its employees and members of the public

Students will complete a spider diagram as part of revision

Moral and ethical considerations(5 hours)

explain the ethical considerations around:– automated decision

making;– online censorship;– monitoring of personal

behaviour;

Working with others: provide students with journalistic articles relating to the ethical considerations stated. Students will describe the ethical considerations for each scenario


http://news.bbc.co.uk/1/hi/uk/8364421.stm

http://news.bbc.co.uk/1/hi/uk/8364421.stm


– artificial intelligence; and– the capture, storage and

analysis of personal information.



Unit A2 2:Application Development




Unit A2 2: Application Development

Prior Learning: There is no specific requirement for prior learning although, it is envisaged that many candidates will have already gained skills, in problem solving using software packages or programming through their successful completion of a related GCSE course. In this module students will be expected to use knowledge and understanding of Digital Technology in the AS course and the theory module of A2.

Background reading: All definitions of Digital Technology terminology should be taken from the British Computer Society, “BCS Glossary of Computing and ICT, 13th Ed.” Swindon, BCS.

Assessment: Internally assessed and externally moderated. Students compile a portfolio of evidence for Analysis, Design, Development, Testing and Evaluation. It is worth 20% of the A Level grade.



Resources

Application DevelopmentAnalysis

15 Hours

Students should be given the opportunity to become involved in a real-world situation. They should be able to apply their skills, knowledge and understanding of digital technology to solve a problem as specified in the case study

Students need to be able to document a comprehensive and coherent analysis for the case study given

Factfiles will be available in the course with respect to each of the learning outcomesCCEA will provide a new case study each year. This will be published on the CCEA websiteAt Agreement Trials sample materials will be available to assist Centres in delivering solutions to a variety of



approaches to aspects of the given case studyThe Marking Scheme is on Pages 34–40 of the specification





Resources

Application Development (cont.)


Analysis (cont.) Resources used for AS 1, AS 2 andA2 1

Exemplar materials from the Legacy A2 Coursework

Whilst the assessment criteria have changed, the standard required is still the same and the approaches to problem solving are similar

produce a Gantt chart to schedule the project;

Students should be able to produce a Gantt chart showing clearly the planning stages and time requirements for each component of their solution

identify internal and external constraints that may impact on the solution;

Students should be able to describe and justify both internal and external constraints on the solution

detail the user requirements in terms of Inputs, Processes

Students need to fully explain user requirements in terms of



and Outputs; the inputs needed with consideration given to data sources and the relevant processes and the outputs expected





Resources



Analysis (cont.) prioritise and justify user requirements into essential andnon-essential;

Students should be able to identify which user requirements are essential and non-essential to allow planning for a solution design

use analysis tools such as DFDs (level 0 and level 1) to illustrate the flow of data through the information system and the processes required; and

Students need to draw DFD’s to show what kind of information will be input to and output from the system, where the data will come from and go to, and where the data will be stored. Students need to be able to draw a Context Diagram from the information in the case study that shows a single process that represents the entire system including the major information flows between the external entities and the system and then be able to produce a level 1 diagram that decomposes the single process into a number of sub-processes to identify further data flows and data stores



specify the hardware and software requirements to produce the new system.

Students should be able to state and justify the purpose and list the hardware required for the design of their solution along with a list of the relevant system and application software required for the design of the solution





Resources



Design

20 Hours

produce an overall design for the system;

Students should use the skills they have developed to design a solution giving consideration to either an off-the-shelf package or a programming solution when considering a system specification

produce a description for each process, and algorithms where appropriate, based on user requirements;

Students should be able to produce an overall storyboard or produce a type of structured diagram which outlines the design of the solution

produce a detailed design of each user interface, including appropriate validation;

Students should be able to demonstrate their skills in producing algorithms and/or in describing required processes

use data modelling techniques to produce an Entity Relationship (ER) diagram for a fully relational database;

Students should give full consideration to designing appropriate data structures, data validation techniques and the components required for the user interface



show in detail how the database solution is normalised to 3NF;

Students should produce a fully labelled ER diagram(s) to illustrate the entities to use in their solution including the degree of relationships between entities





Resources



Design (cont.) design the required queries and reports; and

Students should demonstrate their skills in database normalisation to 3NF clearly indicating first, second and third normal forms using appropriate notation for entities and attributes

develop a comprehensive test plan.

Students should be able to design structured queries that reference both single and multiple tables producing highly formatted reports to show outputs required

Students should include a comprehensive and well-structured test plan for the design of their solution, including a wide range of test data and expected results from the testing





Resources



Application Development

20 hours

select and use appropriate software to develop and implement the solution;

Students should use an appropriate software solution, either an ‘off-the-shelf’ package or a programming approach to produce an effective solution to thespecified problem

test the software solution; and

As part of the solution students should present high quality evidence of effectively implementing the test plan. Students should also involve third party users at this stage. Students should also document the results of testing including outputscross-referenced to the user requirements

document a strategy for system implementation.

Students need to describe and detail a relevant strategy for implementation including reference to installation, a suitable changeover method, file conversion and staff training





Resources



Documentation and Evaluation

15 Hours

evaluate the solution against the user requirements;

Students should describe in a detailed way the effectiveness of the solution produced against the user requirements described in the Analysis section

identify possible extensions to the system; and

As part of the evaluation of the solution students should describe both the benefits and limitations of the solution stating possible extensions and developments that could take place in the future

develop an electronic guide, accessible from the user interface, which explains how to use the application.

Students should produce user documentation with reference to a brief statement of what the package does, hardware and software configuration, user guide, a detailed troubleshooting guide and a frequently asked questions section

Students should use software skills to create an electronic link on the User Interface to a PDF



version of user documentation


gcse (insert subject)s) of work/2… · web viewstudents need to be able to draw a context...

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