2016 Suite

Cambridge TECHNICALS LEVEL 3

IT
Unit 2
Global information

R/507/5000
Guided learning hours: 90
Version 2 - revised May 2016
*changes indicated by black vertical line

ocr.org.uk/it
Version 2: Issued May 2016 First teaching September 2016

LEVEL 3

UNIT 2: Global information

R/507/5000

Guided learning hours: 90

Essential resources required for this unit: none

This unit is externally assessed by an OCR set and marked examination.

UNIT AIM

The purpose of this unit is to demonstrate the uses of information in the public domain,
globally, in the cloud and across the internet, by individuals and organisations. You will
discover that good management of both data and information is essential, and that it can
give any organisation a competitive edge.

This unit will provide you with a greater understanding of how organisations use
information sources both internally and externally and the types of information you will
encounter. The skills gained by completing this unit will give you knowledge of the
functionality of information and how data is stored and processed by organisations. You
will also learn about how individuals use information of various types.

This unit will help you to understand the legislation and regulation governing information
that flows into and out of an organisation and the constraints and limitations that apply to it.
You will also learn the relationship between data and information.

Knowledge gained in the study of this unit will also help prepare you for relevant industry
qualifications such as VM Ware.

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TEACHING CONTENT

The teaching content in every unit states what has to be taught to ensure that learners are able to access the highest grades.
Anything which follows an i.e. details what must be taught as part of that area of content. Anything which follows an e.g. is illustrative.

For externally assessed units, where the content contains i.e. and e.g. under specific areas of content, the following rules will be adhered to when we set
questions for an exam:
• a direct question may be asked about unit content which follows an i.e.
• where unit content is shown as an e.g. a direct question will not be asked about that example.

Learning outcomes Teaching content Exemplification

The Learner will: Learners must be taught:

1. Understand where 1.1 Holders of information, i.e.: Learners should know about different holders of
information is held globally • categories of holders (individual citizens, information, their category and locations.
and how it is transmitted businesses, educational institutions, governments,
charities, healthcare services and community This should lead to an understanding of the access
organisations) issues to information across the global divide.
• location (e.g. developing country, developed
country, urban, rural, home, workplace)
• comparison of technologies available and access
issues across the global divide (e.g. between
developed and developing countries)

1.2 Types of information storage media, i.e.:

Learners should know about different types of
• paper (e.g. forms, handwritten notes, maps,
information storage media and devices and their
telephone directories)
characteristics.
• optical media (e.g. CD and DVD)
• magnetic media (e.g. magnetic hard drives and
This should lead to an understanding of the use and
tapes)
advantages/disadvantages of both media and devices in
• solid state media (e.g. SSD hard drives, memory a given context.

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Learning outcomes Teaching content Exemplification

The Learner will: Learners must be taught:

cards)
• characteristics
• purpose
• advantages and disadvantages

1.3 Types of information access and storage devices, i.e.:

• handheld device (e.g. small tablet, smart phone,
wearable device, eBook readers)
• portable devices (e.g. laptop, large tablet)
• fixed devices (e.g. desktop computer, smart TV,
games consoles)
• shared devices (e.g. database server, data centre,
cloud storage devices)
• characteristics
• purpose
• advantages and disadvantages

1.4 The internet, i.e.: Learners should know about what the internet is and the
• a network of interconnected networks, spanning the characteristics of internet connections.
world
• internet connections
o type (e.g. copper-cable, optical-fibre, satellite,
microwave, mobile data networks)
o characteristics (e.g. speed, range (distance),
storage capacity)

1.5 World Wide Web (www) technologies, i.e.: Learners should know about the different types of www
• types of networks that use www software: network technologies and their characteristics.
o internet (e.g. public, open access)
o intranet (e.g. private, closed access) This should lead to an understanding of the purpose of
o extranet (e.g. private, part shared access) the different technologies in a variety of contexts.

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Learning outcomes Teaching content Exemplification

The Learner will: Learners must be taught:

• comparison of networks (e.g. suitability for given
uses, issues related to access to the network)
• characteristics of networks
• purpose of networks

1.6 Information formats, i.e.:

Learners should know about different information formats
• webpages (static and dynamic) used on the World Wide Web.
• blogs
• podcasts This should lead to an understanding of the purpose of
• streamed audio and video (e.g. internet radio, each format as well as a justification of the accessibility
catch-up TV) of each format to meet the needs of different holders of
• social media channels (e.g. Twitter, LinkedIn, information.
discussion boards)
• document stores (upload and download) This should also lead to an understanding of the
• RSS feeds: advantages and disadvantages of the World Wide Web
o purpose to different holders of information.
o accessibility

1.7 Advantages:
• for individuals (e.g. speed of personal
communication, easy access to large amounts of
information for research, access to internet
banking 24/7)
• for organisations (e.g. share large amounts of
information quickly between different countries;
charity websites accepting donations 24/7)

1.8 Disadvantages:
• for individuals (e.g. potential for identity theft, cost
of data connection)
• for organisations (e.g. threats caused by malicious

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Learning outcomes Teaching content Exemplification

The Learner will: Learners must be taught:

attacks, cost of maintaining websites and data
stores)

2. Understand the styles, 2.1 Information styles and their uses, i.e.: Learners should know about different information styles.
classification and the • text (different character sets, e.g. Western, Cyrillic,
management of global Arabic, etc.)
information • graphic (e.g. logo, photograph, diagram) This should lead to an understanding that different styles
• video (e.g. instructions on how to carry out a of information are used for different purposes.
software update, live broadcast of a music festival)
• animated graphic (e.g. pop-up book character,
operation of the human heart)
• audio (e.g. spoken instructions, music track)
• numerical (e.g. profit, date and time)
• Braille text (e.g. written report printed on a Braille
printer)
• tactile images (e.g. NASA's Hubble Space
Telescope images converted into tactile images for
people who cannot explore the images by sight)
• subtitles (e.g. translated speech for a film in a
foreign language)
• boolean (e.g. yes or no answer on a form)
• tables and spreadsheets (e.g. simple database
tables and spreadsheets)
• charts and graphs (e.g. identifying trends, making
comparisons)

2.2 Information classification, i.e.:

• sensitive Learners should know about different classifications of
• non-sensitive information.
• private
• public This should lead to an understanding of the impact on
• personal holders of information of different types of information.

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Learning outcomes Teaching content Exemplification

The Learner will: Learners must be taught:

• business
• confidential
• classified
• partially anonymised
• completely anonymised
• impacts on different stakeholders

2.3 Quality of information, i.e.:

• characteristics (e.g. valid, bias, reliable, Learners should know about the characteristics of
comparable) information.
• importance of good quality information to
This should lead to an understanding of why it is
stakeholders (e.g. innovation, agility, improved
important holders of information have access to good
strategic decision making and focus)
quality information and the impacts when information
• consequences of poor quality information on
quality is poor.
stakeholders (e.g. misinformation, reputational
damage)

2.4 Information management, i.e.:

• collecting, storing and retrieving (e.g. adding a new Learners should know about the steps involved in the
member to a cycling club membership database) management of information.
• manipulating and processing (e.g. producing a
graph from a table of data) This should lead to an understanding of how the
• analysing (e.g. looking for patterns in annual rainfall management of information impacts on holders of
in an area) information in different ways.
• securing (e.g. storing patient records on an
encrypted hard drive)
• transmitting (e.g. posting a printed school report to
a parent)
• impact on individuals and organisations (e.g.
additional costs associated with keeping sensitive
information secure)

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Learning outcomes Teaching content Exemplification

The Learner will: Learners must be taught:

3. Understand the use of 3.1 Data versus information, i.e.: Learners need to know the difference between data and
global information and the • data-raw, unorganised facts that needs to be information.
benefits to individuals and processed information-data which is processed,
organisations organised and structured into a meaningful context.

3.2 Categories of information used by individuals, i.e.:

• communication (e.g. to send an email to a relation Learners need to know about categories of information
living overseas) and how they can be used by different holders of
• education and training (e.g. by a student to check information.
their current grades on a hand written feedback
sheet from their teacher) This should lead to an understanding of the benefits and
• entertainment (e.g. to read a film review in a limitations of the use of different categories of information
magazine) by holders of information.
• planning (e.g. to use a shared electronic diary to
arrange meeting dates)
• financial (e.g. to use a bank statement to help plan
saving for a holiday)
• research (e.g. to look up a recipe online)
• location dependent (e.g. to search for emergency
dental care when on holiday)
• benefits and limitations

3.3 Categories of information used by organisations, i.e.:

• knowledge management and creation (e.g. to
create an accurate model of key markets)
• management information systems (MIS) (e.g. to
monitor staff training in a hospital; the location and
contact details of each charity worker in a disaster
area; personnel record of all staff)
• marketing, promotion and sales (e.g. to identify
patterns or trends in sales figures)
• financial analysis and modelling (e.g. to determine

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Learning outcomes Teaching content Exemplification

The Learner will: Learners must be taught:

the top selling products; cash flow each week over
a year)
• contact management (e.g. to keep track of
appointments at a doctor’s surgery)
• decision making (e.g. to decide the number of tents
to be sent to a disaster area by a charity; the
percentage of faulty items made each month by a
manufacturer)
• internal and external communication (e.g. to inform
all staff of office closures over the Christmas
period)
• big data, i.e.:
o any data that is either too large or too complex
for traditional data analysis techniques to be
used, e.g. the annual web clicks of a major
online retailer, health data on the population of
an entire country
• benefits and limitations

3.4 Stages of data analysis, i.e.: Learners should know about the different stages of data
• identify the need (e.g. what information is needed? analysis.
what do we want to find out?)
• define scope (e.g. content, detail, timescales,
constraints)
• identify potential sources (e.g. sales figures,
customer surveys)
• source and select information (e.g. determine
accuracy and reliability of sources, selecting the
best)
• select the most appropriate tools (e.g. charts,
graphs, regression, trend analysis)
• process and analyse data (e.g. set up a

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Learning outcomes Teaching content Exemplification

The Learner will: Learners must be taught:

spreadsheet to produce a graph)
• record and store information (e.g. write a report
based on the results of the processing)
• share results (e.g. send the report to stakeholders)

3.5 Data analysis tools, i.e.: Learners should know about different analysis tools.
• data tables (e.g. a database table of patients)
• visualisation of data (e.g. a pie chart showing sales This should lead to an understanding of the use and
of five leading trainers) justification of different data analysis tools in a given
• trend and pattern identification (e.g. a line graph of context.
last year’s sales per month)
• data cleaning (e.g. removing customers who have
not made a purchase in the last two years)
• geographic information system/location mapping
(e.g. tracking the movement of shipping containers
around the world)

3.6 Information system structure, i.e.: Learners should know about the structure of information
• open systems systems and their characteristics.
• closed systems
• characteristics This should lead to an understanding of the benefits and
• benefits and limitations limitations of each system structure.

4. Understand the legal and 4.1 UK legislation and regulation relating to the storage and Learners should know about the different legislation and
regulatory framework use of information, i.e.: regulation that relates to the storage and use of
governing the storage and • current UK legislation and regulation: information.
use of global information
o Data Protection Act (DPA) 1998
o Regulation of Investigatory Powers Act (RIPA) This should lead to an understanding of the impact and
2000 consequences of legislation and regulation on holders of
o Protection of Freedoms Act 2012 information.
o Privacy and Electronic Communications

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Learning outcomes Teaching content Exemplification

The Learner will: Learners must be taught:

Regulations 2003 (amended 2011)
o Freedom of Information Act 2000 This should also lead to an understanding of the actions
o Computer Misuse Act 1990 holders of information can take to comply with legal and
o Information Commissioner’s Office (ICO) regulatory requirements.
codes of practice
o Copyright, Designs and Patents Act 1988
It is important that learners are aware of the most recent
o Equality Act (EQA) 2011
legislation when studying this unit.
• impact and consequences of UK legislation and
regulation on organisations operating in the UK and
the way they handle information and individuals’
personal data
• actions that can be taken by organisations to
comply with legislation and regulatory requirements

4.2 Global information protection legislation and regulation,

i.e.:
• regulation relating to data protection outside the UK
(e.g. USA, France, Far East and Africa)
• comparison between data protection legislation and
regulation in different countries (e.g. similar
legislation in many countries, but not all)
• UN Convention on the Rights of Persons with
Disabilities (UNCRPD):
o (e.g. the UNCRPD specifically recognises
(under articles 9 and 21) that access to
information, communications and services,
including the internet, is a human right)

4.3 Green IT, i.e.:

Learners should know about the global requirements for
• global requirements on organisations and
Green IT.
individuals
• United Nations Climate Change Summits

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Learning outcomes Teaching content Exemplification

The Learner will: Learners must be taught:

• UK Government policy (e.g. Greening Government This should lead to an understanding of the rationale for
ICT Strategy (2011)) Green IT and the global benefits.
• reducing carbon footprint
• purpose (e.g. sustainability)
• benefits (e.g. enhanced brand image, reduced
energy costs)

5. Understand the process 5.1 Information sources and data types, i.e.: Learners should know about different information
flow of information • internal source (e.g. internal financial reports, sources and data types.
market analysis)
• external source (e.g. supplier price lists, financial This should lead to an understanding of the use and
report from a third party) justification of information sources and data types within
• primary data (e.g. reports direct from employees, a given context.
foot measurements taken in a shoe shop)
• secondary data (e.g. survey results received from a
market research organisation, interest rate charged
on a loan from a bank)
• qualitative data (e.g. the colour of products, the
names of employees)
• quantitative data (e.g. expiry date of medicines, the
number of staff working in an organisation)
• purpose
Learners should know about Level 0 and 1 DFDs.
5.2 Data flow diagrams (DFDs), i.e.:
• external entities This should lead to an understanding of the components
• processes of a DFD and how they are used to show the flow of
• data stores information.
• data flows
• standard symbols used This should also lead to learners having an
understanding of the impacts affecting the flow of
• connectivity rules for drawing Level 1 DFDs
information in information systems.
o at least one input or output for each external

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Learning outcomes Teaching content Exemplification

The Learner will: Learners must be taught:

entity Learners will not be expected to draw DFDs for this unit.
o data flows only in one direction
o every data flow is labelled
o every data flow connects to at least one
process
o at least one input data flow and/or at least one
output data flow for each process
• impacts affecting the flow of information in
information systems

6. Understand the principles 6.1 Principles of information security, i.e.: Learners should know about the aims of information
of information security • confidentiality – information can only be accessed security for holders of information.
by individuals, groups or processes authorised to
do so
• integrity – information is maintained, so that it is up
to date, accurate, complete and fit for purpose
• availability – information is always available to and
usable by the individuals, groups or processes that
need to use it

6.2 Risks, i.e.: This should lead to an understanding of the risks of

• unauthorised or unintended access to data (e.g. breaches in information security and their impact on
espionage, poor information security policy) holders of information.
• accidental loss of data (e.g. human error,
equipment failure)
• intentional destruction of data (e.g. computer virus,
targeted malicious attack)
• intentional tampering with data (e.g. fraudulent
activity, hacking)

6.3 Impacts,, i.e.:

• loss of intellectual property

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Learning outcomes Teaching content Exemplification

The Learner will: Learners must be taught:

• loss of service and access
• failure in security of confidential information
• loss of information belonging to a third party
• loss of reputation
• threat to national security
• recent cases of failures of information security

6.4 Protection measures, i.e.:

• Policies, e.g.:
Learners should know about the different protection
o staff access rights to information
measures to mitigate breaches in information security.
o responsibilities of staff for security of
information
o disaster recovery This should lead to an understanding and justification of
o information security risk assessment different measures that can be used in a given
o effectiveness of protection measures context.
o training of staff to handle information

6.5 Physical protection, i.e.:

• locks, keypads and biometrics used on:
o workstations
o server room access
• placing computers above known flood levels
• backup systems in other locations
• security staff
• shredding old paper based records

6.6 Logical protection, i.e.:

• tiered levels of access to data
• firewalls (hardware and software)
• anti-malware applications
• obfuscation

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Learning outcomes Teaching content Exemplification

The Learner will: Learners must be taught:

• encryption of data at rest
• encryption of data in transit
• password protection

LEARNING OUTCOME (LO) WEIGHTINGS

Each learning outcome in this unit has been given a percentage weighting. This reflects the size and demand of the content you need to cover and its
contribution to the overall understanding of this unit. See table below:

LO1 10-20%

LO2 25-35 %

LO3 10-20%

LO4 15-25%

LO5 0-10%

LO 6 10-20

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ASSESSMENT GUIDANCE
All LOs are assessed through externally set written examination papers, worth a maximum of 80 marks, and 1 hour 30 minutes in duration.

Learners should study where information is held in a global context, including the different styles and classification, as well as how it is managed and
transmitted. With any gathering, processing, storing and transmitting of information, legislation and regulation considerations need to be addressed. It is
important, therefore, that learners study the relevant legislation and regulation not only within the UK but globally, and assess its impact on how
organisations and individuals handle information. Learners study the process of how information flows internally and externally within and between
organisations and individuals as well as how the information is used and the benefits it provides.

Exam papers for this unit will include a pre-released case study which will be the focus for the questions for Part A of the paper, while Part B will consist of
questions of a more general nature. Questions will provide sufficient information to support the application and interpretation of the taught content of the unit.
During the external assessment, learners will be expected to demonstrate their understanding through questions that require the skills of analysis and
evaluation in particular contexts.

Some providers for the industry qualifications offer quizzes, tests and assessments. Reference to these websites may support knowledge and learning.
www.vmware.com/uk

EMPLOYABILITY SKILLS
Employability skills Learning outcome
Communication LO2, LO3, LO5
Critical thinking LO1, LO2, LO3, LO4, LO5, LO6
Decision making LO2, LO3, LO4, LO5, LO6

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MEANINGFUL EMPLOYER INVOLVEMENT - a requirement for the Diploma (Tech Level) qualifications

The ‘Diploma’ qualifications have been designed to be recognised as Tech Levels in performance tables in England. It is a requirement of these
qualifications for centres to secure for every learner employer involvement through delivery and/or assessment of these qualifications.

The minimum amount of employer involvement must relate to at least one or more of the elements of the mandatory content. This unit is a mandatory unit in
all the specialist pathways.

Eligible activities and suggestions/ideas that may help you in securing meaningful employer involvement for this unit are given in the table below.

Please refer to the Qualification Handbook for further information including a list of activities that are not considered to meet this requirement.

Meaningful employer involvement Suggestion/ideas for centres when delivering this unit
1. Learners undertake structured work-experience or work- Learners could carry out research about aspects of the teaching content
placements that develop skills and knowledge relevant to when on work-placements.
the qualification.

3. Learners take one or more units delivered or co-delivered by Industrial practitioners could present lectures or master classes on areas
an industry practitioner(s). This could take the form of such as information security and the legal frameworks.
master classes or guest lectures.

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