OCR LEVEL 2 CAMBRIDGE TECHNICALCERTIFICATE/DIPLOMA IN

IT

SPREADSHEET MODELLINGK/601/5816

LEVEL 2 UNIT 23

GUIDED LEARNING HOURS: 60

UNIT CREDIT VALUE: 10

TECHNICALSCambridge

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SPREADSHEET MODELLINGK/601/5816

LEVEL 2

AIM AND PURPOSE OF THE UNIT

This unit will provide learners with the skills required to create a spreadsheet model, use simple and complex formulae and functions correctly and carry out testing to ensure that their spreadsheet model is appropriate.

This unit will also help learners to understand how to present data by creating graphs and charts and the types of information that should be included in the user documentation.

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Spreadsheet Modelling Level 2 Unit 23

ASSESSMENT AND GRADING CRITERIA

Learning Outcome (LO)

The learner will:

Pass

The assessment criteria are the pass requirements for this unit.

The learner can:

Merit

To achieve a merit the evidence must show that, in addition to the pass criteria, the learner is able to:

Distinction

To achieve a distinction the evidence must show that, in addition to the pass and merit criteria, the learner is able to:

1 Know what spreadsheets are and how they can be used

P1 describe the uses of spreadsheet software

P2 explain why spreadsheets may need to be converted to alternative file formats

2 Be able to develop spreadsheet models

P3 develop a spreadsheet model to meet particular needs

M1 record a macro to meet particular needs

P4 use simple formulae and functions to process information

M2 use complex formulae and functions to process information

3 Be able to test and document spreadsheet models

P5 use data types and formatting to present information

P6 use appropriate tools to present data

P7 test a spreadsheet to ensure that it is fit for purpose

M3 obtain user feedback on the spreadsheet model

D1 evaluate the spreadsheet model

P8 produce user documentation for a spreadsheet model

D2 carry out improvements to a spreadsheet model following user feedback

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TEACHING CONTENTThe unit content describes what has to be taught to ensure that learners are able to access the highest grade.

Anything which follows the i.e. details what must be taught as part of that area of content.

Anything which follows an e.g. is illustrative, it should be noted that where e.g. is used, learners must know and be able to apply relevant examples to their work though these do not need to be the same ones specified in the unit content.

LO1 Know what spreadsheets are and how they can be used

• spreadsheet uses - calculations, (e.g. totals, averages) - lists of data, (e.g. lists of stock) - present data, (e.g. charts, graphs, tables) - manipulate data, (e.g. filtering, sorting).

• File formats, (e.g. csv, html, xml, xltx, xlsm, xlsx, txt, pdf)

LO2 Be able to develop spreadsheet models

• spreadsheet - format, (e.g. font, font size, emphasis, borders, shading,

alignment, merge and centre) - cell referencing, (e.g. absolute, relative) - multiple worksheets.

• simple formulae - add - subtract - multiply - divide.

• simple functions - sum - average - others, (e.g. min, max, count).

• complex formulae, (e.g. formulae using brackets, formulae having more than one calculation)

• complex functions to include: - countif - sumif - IF.

• macro,(e.g. record a macro, to move to a different worksheet, move to a different area of the worksheet, save and/or print a worksheet)

• assigning a button or allocating a shortcut to a macro

• meet particular needs, (e.g. monitoring a budget, sales analysis, producing a profit and loss account for a small business, stock control).

LO3 Be able to test and document spreadsheet models

• data types, (e.g. text, number, currency, percentage)

• formatting, (e.g. decimal places, £ signs, date/time appearance)

• presentation tools - graphs, charts - headers, footers, page numbers - page set up, page breaks - setting print area.

• testing - test plan - formulae - functions - layout easy to follow - user friendly - meets user requirements.

• feedback from users, (e.g. questionnaire, interview) - ease of use - meets requirements - additional requirements.

• improvements

• user documentation - how to install spreadsheet model on computer - how to use spreadsheet - what each sheet shows - formulae and functions used - troubleshooting.

• evaluate - meets user and/or client requirements - ease of use - graphs and charts (e.g. easy to read, axis labels, titles

and legend appropriate) - data formatted appropriately - what went well - what went not so well - future improvements.

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Spreadsheet Modelling Level 2 Unit 23

DELIVERY GUIDANCE

Know what spreadsheets are and how they can be used

Learners should be taught about what a spreadsheet is; examples of spreadsheets could be used to aid the learners understanding. For example spreadsheets showing each use; one with totals on, one showing lists of data, one showing charts and graphs etc could be provided to the learners. Then learners working in small groups could be asked to identify different uses of spreadsheet software, e.g. stock control, sales figures, these could then be fed back to the group to ensure the information is accurate.

Learners working in pairs or small groups could be provided with different file formats. They could then research their uses and once they have found out about them they could then tell the rest of the group what the file format is used for and why the spreadsheet needs to be converted into that format.

Be able to develop spreadsheet models

Learners will need to be taught how to create a basic spreadsheet; demonstrations and/or activities could be used to help the learner to create their own spreadsheet using a range of formatting tools. A group discussion could be used to interpret different user requests and how the spreadsheet model would be developed to meet the requirements of the end user. Each of the simple formulae and functions, as well as the complex formulae and complex functions, as outlined in the teaching content section, could be delivered separately by demonstrating how they are done and then the learners completing exercises to use each of the formulae and functions independently. Learners will need to be taught about when to use absolute or relative cell referencing. Learners also need to be taught how to create and delete multiple worksheets, and link worksheets by formulae. This could be done by demonstrations and then the learners completing activities themselves.

Learners need to be taught how to create a macro; again this could be done by a demonstration followed by the learners then creating a macro themselves. They will need to be taught how to allocate a shortcut key and/or button to the macro and this could be done by the learner carrying out an exercise incorporating these features.

Be able to test and document spreadsheet models

Learners need to be taught how to adjust data types and format data appropriately. This could be done by the learners carrying out activities or a demonstration followed by activities.

Using one of the spreadsheets previously created by the learner, they need to be taught how to present data by creating graphs and charts, adding legends, axis titles, headers, footers and page numbers as well as setting up the pages so that they print appropriately. This could be done by the learners carrying out activities or a demonstration followed by activities using the previously created spreadsheets.

Learners will need to be taught the concepts of testing and how to create and complete a test plan. This can be done by providing the learners with a blank sample test plan for which the learners could complete as they work through each of their practice activities.

Learners could be asked to create a questionnaire that could be used to obtain feedback from clients or users to help them review their spreadsheet and identify improvements. Working in pairs they could identify suitable questions that could be included in a questionnaire or used when interviewing a client or user to obtain feedback. They should include the list of items in the teaching content as well as any other questions that they think may be relevant. This is a good opportunity for learners to develop their communication skills, and could possibly be linked in with work on Unit 1 ‘Communicating in the IT Industry’.

Learners working in groups could be asked to identify what they feel would need to be in a user guide for a spreadsheet. Learners could also look at existing user guides to gain an understanding of layout and contents. The groups could then feedback to the class, to ensure that all items as listed under user documentation in the teaching content have been identified.

Using the example spreadsheets that the learners were previously provided with, learners should be encouraged to look at these and evaluate them. They could look at the purpose of them, whether they are easy to use and understand, whether they felt that the data was formatted appropriately and finally what they would improve.

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SUGGESTED ASSESSMENT SCENARIOS AND TASK PLUS GUIDANCE ON ASSESSING THE SUGGESTED TASKS

Assessment Criterion P1

Learners must describe the uses of spreadsheets to include the list identified in the teaching content. The evidence could be in the format of annotated copies of different spreadsheets, a report or presentation.

Assessment Criterion P2

Learners could present the evidence as a report or presentation with speaker notes. Learners are required to explain why spreadsheets may need to be converted, and the file formats they may need to be converted to.

Assessment Criteria P3, P4, M1, M2

P3 learners must develop a spreadsheet model to meet a particular need. A scenario could be provided to the learner. The spreadsheet must contain sufficient data to evidence all of the items as listed under the heading ‘Spreadsheet’ in the teaching content section for Learning Outcome 2. The evidence would be an annotated copy of the spreadsheet or access to the electronic spreadsheet.

P4 learners should use at least three simple formulae and two simple functions in their spreadsheet. The evidence could be presented as a printout of the spreadsheet displaying the formulae and functions used or by providing access to the electronic spreadsheet.

The merit criterion M1 should be evidenced by learners creating a macro to meet a given requirement. The macro should be allocated a shortcut key or accessed via a button. Learners could provide evidence by showing the code for the macro that they have created or providing access to the electronic spreadsheet.

The merit criterion M2 should be evidenced by learners using at least two complex formulae and two complex functions in their spreadsheet. Evidence will be in the format of a printout of the spreadsheet showing the formulae and functions used or access to the electronic spreadsheet.

Assessment Criterion P5

P5 must be evidenced by learners formatting all of the data appropriately on the spreadsheet that they have created. For example, all monetary fields should be formatted to currency and have currency signs and decimal places appropriately set. Evidence could be a printout of the spreadsheet or access to the electronic copy.

Assessment Criterion P6

Learners should provide evidence of using at least two of the presentation tools from the teaching content, one of which should be a graph or a chart. The graph or chart must have correct labelling of axis and contain an appropriate heading. The evidence presented would be a copy of the graph/chart and a printout of the spreadsheet confirming the use of at least one other tool. Alternatively access to the electronic spreadsheet should be made available.

Assessment Criteria P7, M3, D1

P7 must be evidenced by learners creating a test plan to test the formulae, functions, layout and ease of use for the spreadsheet that they have created. They should also test to show whether they have met the user requirements. The test plan should identify the tests that they have carried out, the expected outcome of the test and the actual outcome of the test.

The merit criterion M3 could be evidenced by learners creating a questionnaire with appropriate questions or by interviewing the end user. Learners must then obtain feedback from the client and/or user. The evidence presented could be the completed questionnaires or notes taken from the interviews.

For distinction criterion D1 learners must evaluate their spreadsheet model by covering the items listed in the teaching content under evaluate. This could be evidenced by the use of a report or presentation.

Assessment Criteria P8, D2

P8 would be evidenced by the presentation of the user documentation. Learners must include all of the items listed in the teaching content section.

The distinction criterion D2 should be evidenced by learners carrying out improvements to their spreadsheet after they have received user feedback; this should also include the improvements made during their testing process. Learners could show before and after screen prints for at least two improvements made to their spreadsheet. Learners could also annotate the screen prints explaining what has been changed and why. Alternatively, this could be evidenced via recorded evidence, if appropriate.

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Spreadsheet Modelling Level 2 Unit 23

SUGGESTED SCENARIOS

• a spreadsheet to be used to track learner progress on their course

• a spreadsheet to be used as a register to track attendance

• a spreadsheet to record income and expenses for a business

• a spreadsheet to record a charity’s income and expenses.

Resources

You will need the following software:

• learners will need access to spreadsheet software as they will need to use at least word processing and spreadsheet software

• learners may need access to the internet for carrying out research on the uses of spreadsheets.

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Spreadsheet Modelling Level 2 Unit 23

MAPPING WITHIN THE QUALIFICATION TO THE OTHER UNITSUnit 12: Presenting information using IT

Unit 16: Project planning using IT

Unit 17: Customising software

LINKS TO NOS4.2: Data Analysis

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