Scheme of work

Cambridge International AS & A Level

Information Technology
9626
For examination from 2017
Contents
Overview ....................................................................................................................................................................................................................2
Data, information, knowledge and processing (AS Level)...........................................................................................................................................5
Hardware and software (AS Level) ...........................................................................................................................................................................10
Monitoring and control (AS Level) ............................................................................................................................................................................14
E-safety and health and safety (AS Level)................................................................................................................................................................15
The digital divide (AS Level) .....................................................................................................................................................................................16
Using networks (AS Level) .......................................................................................................................................................................................17
Expert systems (AS Level) .......................................................................................................................................................................................20
Spreadsheets (AS Level) .........................................................................................................................................................................................21
Database and file concepts (AS Level) .....................................................................................................................................................................26
Sound and video editing (AS Level) .........................................................................................................................................................................32
Emerging technologies (A Level) ..............................................................................................................................................................................34
Role and impact of IT in society (A Level) ................................................................................................................................................................36
Networks (A Level) ...................................................................................................................................................................................................40
Project management (A Level) .................................................................................................................................................................................44
System life cycle (A Level) .......................................................................................................................................................................................48
Graphics creation (A Level) ......................................................................................................................................................................................54
Animation (A Level) ..................................................................................................................................................................................................57
Mail merge (A Level) ................................................................................................................................................................................................58
Programming for the web (A Level) ..........................................................................................................................................................................59

V1 Cambridge International AS & A Level Information Technology (9626) – from 2017

Overview
This scheme of work provides ideas for teachers about how to construct and deliver a course for Cambridge International AS & A Level Information Technology (9626). The
syllabus has been broken down into teaching units with suggested teaching activities and learning resources to use in the classroom. This scheme of work, like any other, is
meant to be a guideline, offering advice, tips and ideas. It can never be complete but aims to provide teachers with a basis for planning their lessons. As well as making
sure that the content of the Information Technology syllabus is covered, it includes development ideas for topics. It does not take into account that different schools take
different amounts of time to cover the Cambridge International AS and A Level course.

Recommended prior knowledge

®
We recommend that learners who are beginning this course should have previously completed a Cambridge IGCSE course, or the equivalent, in Information and
Communication Technology or in Computer Science.

Guided learning hours

Guided learning hours give an indication of the amount of contact time teachers need to have with learners to deliver a particular course. Our syllabuses are designed
around 180 hours for Cambridge International AS Level, and 360 hours for Cambridge International A Level. The number of hours may vary depending on local practice
and the learners’ previous experience of the subject. The table below gives some guidance about how many hours are recommended for each topic.

Outline
Suggested
Topic Level teaching time Suggested teaching order
(hours)

Data, information, knowledge and processing AS Level About 16 Teach early on in the course

Hardware and software AS Level About 16 Teach early on in the course

Monitoring and control AS Level About 20 Can be taught at any time
E-safety and health and safety AS Level About 15 Can be taught at any time
The digital divide AS Level About 15 Can be taught at any time
Using networks AS Level About 20 Teach early on in the course, specifically before ‘Networks’
Expert systems AS Level About 15 Can be taught at any time
Spreadsheets AS Level About 25 Teach early on in the course
Database and file concepts AS Level About 25 Teach early on in the course
Sound and video editing AS Level About 20 Can be taught at any time
Emerging technologies A Level About 15 Can be taught at any time
Role and impact of IT in society A Level About 20 Can be taught at any time
Networks A Level About 20 Can be taught at any time

V1 Cambridge International AS & A Level Information Technology (9626) – from 2017 2

Project management A Level About 15 Can be taught at any time
System life cycle A Level About 18 Can be taught at any time
Graphics creation A Level About 20 Can be taught at any time
Animation A Level About 20 Can be taught at any time
Mail merge A Level About 15 Can be taught at any time
Programming for the web A Level About 30 hours Can be taught at any time

Teaching approach
Whole class (W), group work (G), pair (P) and individual activities (I) are indicated, where appropriate, within this scheme of work. Suggestions for homework (H) and
formative assessment (F) are also included. The activities in the scheme of work are only suggestions and there are many other useful activities to be found in the
materials referred to in the learning resource list.

There is the potential for differentiation by resource, grouping, expected level of outcome, and degree of support by teacher, throughout the scheme of work. Length of time
allocated to a task is another possible area for differentiation.

Key concepts
The key concepts on which this syllabus is built are set out below. These key concepts can help teachers think about how to approach each syllabus topic in order to
encourage learners to make links between topics and develop a deep overall understanding of the subject.

 Impact of Information Technology

Information Technology (IT) is the application of technology to process information. The impact of IT on all aspects of everyday life is immense. The enormity of the
impact can be seen in industry and commerce, transport, leisure, medicine and the home. The impact on the workforce is a very important factor to consider and
communications using new technologies have made the World seem smaller.

 Hardware and software

Many hardware components and software applications are used in IT systems. It is important to understand how these work, and how they interact with each other
and within our environment.

 Network
Computer systems can be connected together to form networks allowing them to share resources.

 The internet
The internet is a global communications network that allows computers worldwide to connect and share information in many different forms. Examples include email,
web pages, and audio and video files. The impact of the internet on our lives is profound. While it provides huge benefits to society, security of data is an issue, both
in the workplace and for personal data.

 System life cycle

Information systems are developed within a planned continuous cycle that covers the initial development of the system through to its scheduled updating or
redevelopment. Each phase of development is organised into separate stages.

V1 Cambridge International AS & A Level Information Technology (9626) – from 2017 3

 New technologies
As the information industry changes so rapidly, it is important to keep track of new and emerging technologies and consider how they might affect everyday life.

Teacher support
Teacher Support (https://teachers.cie.org.uk) is a secure online resource bank and community forum for Cambridge teachers, where you can download specimen and
past question papers, mark schemes and other resources. We also offer online and face-to-face training; details of forthcoming training opportunities are posted online.

This scheme of work is available as PDF and an editable version in Microsoft Word format; both are available on Teacher Support at https://teachers.cie.org.uk. If you
are unable to use Microsoft Word you can download Open Office free of charge from www.openoffice.org.

Resources
The up-to-date resource list for this syllabus, including textbooks endorsed by Cambridge, is listed at www.cie.org.uk and Teacher Support https://teachers.cie.org.uk.

Endorsed textbooks have been written to be closely aligned to the syllabus they support, and have been through a detailed quality assurance process. As such, all
textbooks endorsed by Cambridge for this syllabus are the ideal resource to be used alongside this scheme of work as they cover each learning objective.

Websites and videos

This scheme of work includes website links providing direct access to internet resources. Cambridge International Examinations is not responsible for the accuracy or
content of information contained in these sites. The inclusion of a link to an external website should not be understood to be an endorsement of that website or the
site's owners (or their products/services).

The particular website pages in the learning resource column of this scheme of work were selected when the scheme of work was produced. Other aspects of the sites
were not checked and only the particular resources are recommended.

V1 Cambridge International AS & A Level Information Technology (9626) – from 2017 4

Data, information, knowledge and processing (AS Level)

Syllabus ref
and Key Learning objectives Suggested teaching activities
concepts

1.1 Data, information and knowledge It is important for learners to understand how data is turned into information through the introduction of context and
meaning, and how information becomes knowledge through the application of experience.
Key concept:  define data, clearly identifying
Impact of that data has no meaning Provide learners with a table with the following headings:
Information
Technology  define information and show  Data
how data can become  Information
information through context and  Knowledge
meaning
Give learners an example to start e.g.
 define knowledge and
understand that information Data Information Knowledge
becomes knowledge when 01011995 Context – This data is a date Experience – I need to make
human experience is applied 01/01/1995. sure I buy a present before this
date for my best friend.
Meaning – This is the date of
my best friend’s birthday.

Ask learners to complete three other entries in the table that demonstrate taking data through to information. (I) (F)

You could give learners pieces of data if they are struggling to come up with their own. They then give this data a
context and meaning and finally apply knowledge to it.

V1 Cambridge International AS & A Level Information Technology (9626) – from 2017 5

Syllabus ref
and Key Learning objectives Suggested teaching activities
concepts

1.2 Sources of data Give learners four different sources of data to review. Two of the sources should be static such as a printed poster
or leaflet, and two should be dynamic such as a website. Ask learners to identify which resources are static and
 define static data and give an dynamic and state why. (G) (F)
example
Ask learners to identify the characteristics of the different information sources and make a list of the advantages
 define dynamic data and give an and disadvantages of each. Ask learners to draw a conclusion as to whether they think static or dynamic sources of
example information are better. They need to provide a justification for their choice. (G) (F)

 compare the use of static Provide learners with a table that includes a list of different scenarios that require data. Use the following headings:
information sources with
dynamic information sources  Data required
 Direct
 define direct and indirect data  Indirect
source  Justification

 understand the advantages and Learners decide the best choice of data source, ‘Direct’ or ‘Indirect’ and tick the appropriate column. They should
disadvantages of gathering data provide a justification for their choice (I) (F). An example is:
from direct and indirect data
sources
Data required Direct Indirect Justification

Which film was It is likely that data is already recorded on the

the most watched viewing figures for each film in 2015. I just need to
at the cinema in
 get the viewing figure for each film and see which is
2015? the highest.

What do our To get this information the company needs to do

customers like some market research into the products. It isn’t
more about  likely that this data already exists, so a
product A than representative will need to collect the data directly
product B? from a wide range of customers.

V1 Cambridge International AS & A Level Information Technology (9626) – from 2017 6

Syllabus ref
and Key Learning objectives Suggested teaching activities
concepts

1.2 continued This website has some further information about sources of data:

http://www.teach-
ict.com/as_a2_ict_new/ocr/AS_G061/311_data_info_knowledge/static_dynamic_data/miniweb/index.htm

1.3 Quality of information Give learners an example of a poor-quality leaflet. The leaflet should have incomplete, inaccurate information that
lacks detail and is out of date. For example, make the leaflet about a charity event, then ask learners to identify a
Key concept:  understand how accuracy, number of pieces of information about the event such as who it is for, where the event is held etc. They should find
Impact of relevance, age, level of detail that they cannot identify all this information.
Information and completeness of the
Technology information can affect its quality As a class, discuss what the effect is of the poor quality of this information and describe how the quality could be
improved. (W)

These websites contain information on factors that affect the quality of information:

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

http://www.computerbusinessresearch.com/Home/database/five-characteristics-of-high-quality-information

1.4 Coding, encoding and encrypting Give learners a list of clothing items that a clothing retail company is about to stock in its store. Tell learners that in
data order to be efficiently stored in a database and referred to, each item of clothing must be given a code. Explain that
Key concept: the code must come from the information about the clothing item and should identify the item. An example is:
Impact of  describe the coding of data
Information (including: M for male, F for A black pair of trousers that have a waist of 32 and a leg length of 31 could be coded as – BLKTR32W31L
Technology female) and more intricate
codes (including: clothing type, Ask learners to create suitable codes for the remainder of the items on the list. (I) Ask learners, in pairs, to compare
sizes and colour of garment) their coded lists. Ask them to see if they can shorten any of the codes created. Then ask learners to discuss what
would happen if they shortened the codes too much. (P)
 discuss the advantages and
disadvantages of the coding of Discuss with learners why the retail store would want to create codes for their clothing in this way. (W)
data

V1 Cambridge International AS & A Level Information Technology (9626) – from 2017 7

Syllabus ref
and Key Learning objectives Suggested teaching activities
concepts

1.4 continued
 evaluate the need for encoding Give learners a simple message that has been encrypted with a simple Caesar cypher e.g. Each consonant moves
data and analyse the different forward five letters in the alphabet and each vowel moves back two letters. This would turn ‘Hello’ into ‘MCQQM’
methods that can be used to when encrypted. Ask learners to try and decrypt the message by working out the cypher. (I)
encode data (including: codecs)
Explain to learners that what they have just used is a symmetric method of encryption. Ask learners why it is
 define encryption and describe symmetric. Then ask them to explain what they think happens in asymmetric encryption, from their understanding
different methods of encryption of symmetric. (W)
(including: symmetric,
asymmetric, public key, private
key) Ask learners to research and create a presentation to inform their peers about encryption. The presentation
should:
 evaluate the need for encryption  express the importance of encryption in their lives as well as any disadvantages
and how it can be used to  describe and compare methods of encryption: symmetric, assymetric, public key and private key
protect data such as on a hard  describe and compare different methods of encoding data, such as codecs
disk, email or in HTTPS  explain the use of encryption to protect data
websites  describe the encryption protocols SSL and TLS and their uses. (I) (H) (F)

 discuss encryption protocols These resources contain information about encoding and encrypting data:
(including: the purpose of
Secure Socket Layer https://www.techopedia.com/definition/948/encoding
(SSL)/Transport Layer Security
(TLS) and the use of SSL/TLS in http://searchnetworking.techtarget.com/definition/encoding-and-decoding
client server communication)
http://computer.howstuffworks.com/encryption.htm

V1 Cambridge International AS & A Level Information Technology (9626) – from 2017 8

1.5 Checking the accuracy of data Give learners a list of validation methods and a list of descriptions. Ask learners to match the correct validation
method with the correct description. (I) (F)
Key concept:  define validation and analyse a
Impact of range of validation methods Ask learners why, when they create a new password for an account, they might be asked to enter the password
Information (including: presence check, twice. Explain to learners that this is a method of verification. (W)
Technology range check, type check, length
check, format check and check Give learners a set of data that meets certain validation methods. Tell them what validation methods have been set
digit, lookup check, consistency on each field. Include some deliberate mistakes in the data but make sure that it still meets the validation set. Ask
check, limit check) learners to discuss whether the data in its current form can be relied on to be accurate. Ask learners how the
accuracy could be improved (bringing in proofreading and double entry if needed) and link that into a discussion
 define verification and analyse about the necessity for both validation and verification. (W)
verification methods (including:
visual checking and double data Resources that give information about checking the accuracy of data:
entry)
http://www.bbc.co.uk/education/guides/zdvrd2p/revision
 explain the need for both
validation and verification http://www.teach-
ict.com/as_a2_ict_new/ocr/AS_G061/311_data_info_knowledge/validation_verification/miniweb/pg2.htm
 define proofreading

V1 Cambridge International AS & A Level Information Technology (9626) – from 2017 9

Hardware and software (AS Level)

Syllabus ref
and Key Learning objectives Suggested teaching activities
concepts

2.1 Hardware It is helpful to obtain and demonstrate as many examples of the hardware listed as possible.
Seeing the hardware used often helps learners understand its role and importance.
Key concept:  define the term hardware
Hardware and Give learners a diagram of a computer that illustrates the internal hardware devices listed. Ask
software  evaluate internal hardware devices (including: learners to label the diagram and write a definition for each hardware device. (I) (H) (F)
central processing unit (CPU), motherboard,
random access memory (RAM), read only Provide learners with a list of tasks that require hardware devices in order to carry them out,
memory (ROM), graphics card, sound card, including some input, some storage and some output devices. The tasks should be ones for
hard disk drive (HDD), solid state drive (SSD)) which a certain hardware device from the list is more suitable than others. Ask learners to
identify the most suitable hardware device(s) for the task and ask them to justify their choice.
 evaluate external hardware devices (including: (G) (F)
cloud, monitor, keyboard, mouse, printer (laser,
inkjet, dot matrix, plotter), speakers, camera Ask each group to feedback their choices and where any differences occur, ask them to debate
(digital, video), web cam, scanner, magnetic ink which group made the better choice and why. (W)
character reader (MICR), optical mark reader
(OMR), optical character reader (OCR), bar These websites have some useful information about different hardware devices:
code reader, pen drive, portable hard disk drive,
blue-ray disk drive, memory card) http://www.bbc.co.uk/schools/gcsebitesize/ict/hardware/0inputandoutputdevicesrev1.shtml

 explain the purpose of storage devices http://www.computerhope.com/jargon/i/inputdev.htm

 evaluate storage devices (including: magnetic http://www.tutorialspoint.com/computer_fundamentals/computer_input_devices.htm

tape drive, optical, hard disk drive (HDD), solid
state drive (SSD)) http://www.ictlounge.com/html/manual_input_devices.htm

 explain the purpose of input and output devices

 evaluate different input, storage or output

devices for a given task

V1 Cambridge International AS & A Level Information Technology (9626) – from 2017 10

Syllabus ref
and Key Learning objectives Suggested teaching activities
concepts

2.2 System, application and user interface software Play a game of ‘What am I?’ with learners. Create cards with the title ‘What am I?’ and have a
description of each type of system software, application software and utility software. Learners
Key concept:  define the term software need to guess, using the information about the software. For example:
Hardware and
software  evaluate types of software (system software and What am I?
application software)  I transform source code into machine code
 I transform the whole of the program at once
 explain the purpose of system software  I create an executable file as an output
(including: compilers, linkers, device drivers,
operating systems and utilities, interpreters) Answer: I am a COMPILER

 evaluate application software (including: word This game can be developed by having a single clue on each card and having three/four clues
processing, spreadsheet, database for each software type. Learners work in pairs and read a clue at a time. The aim of the game is
management systems, control software, to guess the type of software using the fewest clues. (P) (F)
measuring software, applets and apps, photo
editing software, video editing software, Learners briefly discuss each of the application software types, searching for information if they
graphics manipulation software, don’t know any of them. (P) They then think of and write down a suitable task for each of the
communications software, web authoring types. (I) In pairs, they compare their answers. (P)
software) Summarise findings with a class discussion. (W)

 evaluate application software for a given task Provide learners with the four different types of user interface. Give them a task to complete,
such as create and store a message. Ask them to write down answers to the following:
 evaluate the characteristics of different types of
user interface (including: command line  Could they complete the task using each different interface?
interface, graphical user interface, dialogue  Which interface was easiest to use to complete the task? Why?
interface, gesture based interface)  What characteristics can they identify for each interface?
 What characteristics (if any) are missing for each interface? (I) (H)

V1 Cambridge International AS & A Level Information Technology (9626) – from 2017 11

2.2 continued  evaluate the use of colour, layout, font size, Create a grid for learners to complete, that contains examples of different things that could
quantity of information and controls when occur in a mental model. Learners should think of answers using their experience of computers,
designing a user interface but without looking at a computer. (G). For example:

 evaluate mental models and how they can be  What colour would be used in a message to show a user had got something wrong?
used when designing a user interface  What colour would be used in a message to show a user had got something right?
 Where is the button to bring up the start menu on a computer?
 In which order would you expect to fill out a form (top-to-bottom, bottom-to-top, left-to-right,
right-to-left)?

Learners will probably find that all the groups have similar answers and a discussion can then
be held about why we have these mental models. As part of the discussion consider what
would happen if we ‘broke’ the mental model e.g. used red in a message that was telling a user
they had got an answer correct. How would this affect the user? (W)

These resources give some information about mental models:

http://www.nngroup.com/articles/mental-models/

http://www.teach-
ict.com/as_a2_ict_new/ocr/A2_G063/332_designing_systems/mental_models/miniweb/index.ht
m

2.3 Utility software The following are resources that give information about software:

Key concept:  define utility software http://www.teach-

Hardware and ict.com/gcse_computing/ocr/211_hardware_software/types_sw/miniweb/pg2.htm
software  describe the role of different utility software
(including: anti-virus, back-up, data http://study.com/academy/lesson/what-is-application-software-definition-examples-types.html
compression, disk defragmentation, formatting,
file-copying, deleting) http://www.bbc.co.uk/schools/gcsebitesize/ict/system/evaluationrev3.shtml

V1 Cambridge International AS & A Level Information Technology (9626) – from 2017 12

2.4 Custom written software and off-the-shelf Give learners three case studies about three different businesses that require a new piece of
software software. Make sure that for each case study, either custom written software, or off-the-shelf
Key concept: software is more suitable.
Hardware and  compare the benefits and drawbacks of custom
software written software and off-the-shelf software In groups, learners read through the case studies and make a written recommendation to the
business, telling them whether they should choose an off-the-shelf piece of software or a
custom written piece of software. They should provide at least three reasons for their
recommendation. (G) (F)

2.5 Compiler and interpreter Give learners a table that has some statements about compilers and interpreters. Learners
complete the table by ticking whether the statement is about a compiler, an interpreter or both.
Key concept:  describe the function of a compiler (I) (H) (F)
Hardware and
software  describe the function of an interpreter The following websites have information about compilers and interpreters:

 evaluate the difference between a compiler and http://www.teach-

an interpreter ict.com/as_as_computing/ocr/H447/F453/3_3_2/translators_compilers/miniweb/pg14.htm

http://www.c4learn.com/c-programming/compiler-vs-interpreter/

V1 Cambridge International AS & A Level Information Technology (9626) – from 2017 13

Monitoring and control (AS Level)

Syllabus ref
and Key Learning objectives Suggested teaching activities
concepts

3 Monitoring and control Give each group of learners a different type of control/monitoring system, for example:

Key concept:  identify a range of  Air conditioning system

Hardware sensors and describe  Refrigeration system
and software their use in monitoring  Car manufacturing system
technologies  CCTV security system
 Traffic light system
 identify a range of
sensors and describe Learners produce a presentation identifying the sensors that will be used in the system and what their role and
their use in control importance is. Learners should also explain why each of these systems has become a computer-based control/monitoring
technologies system, and what the benefits of this are. Discuss whether there are any drawbacks to the systems becoming automated.
(G) (F)
 evaluate the use of
monitoring The following websites contain information about control/monitoring systems:
technologies in
everyday life http://home.howstuffworks.com/ac2.htm
(including: CCTV
monitoring, http://home.howstuffworks.com/refrigerator1.htm
environmental
monitoring, workplace http://electronics.howstuffworks.com/robot3.htm
monitoring)
http://blogs.howstuffworks.com/transcript/how-does-a-traffic-light-detect-cars.htm
 evaluate the use of
control technologies in
everyday life
(including: household
appliances, car park
barriers, traffic lights)

V1 Cambridge International AS & A Level Information Technology (9626) – from 2017 14

E-safety and health and safety (AS Level)

Syllabus ref
and Key Learning objectives Suggested teaching activities
concepts

4 E-safety and health and safety In groups, learners produce an e-safety video for their peers. Their video should address the following areas:

Key concept:  explain why personal data  In what different ways can your personal data be gathered or obtained via the internet?
Impact of should be kept confidential  What kinds of malware can be transferred to your computer via the internet?
Information  What health issues can occur through using computers?
Technology  describe how personal data  What safety issues can you encounter when using computers?
can be gathered by
Key concept: unauthorised persons In each of the above cases, learners must also explain what preventative methods can be taken to guard against
The internet (including: by smishing, these issues. (G) (F)
vishing, phishing and
pharming), and how this Set guidelines for the videos such as:
might be prevented
 Each video should be between 6 and 8 minutes in length.
 discuss why e-safety is  Each member of the group must be involved in the video at some point.
necessary  At least two different editing effects/skills in both audio and video should be demonstrated.

 describe malware issues This activity can be linked into the audio and video editing modules as a practical task.
(including: Trojan Horse,
worms, spyware, adware, The following websites could be used for research:
rootkit, malicious bots,
ransomware) http://techterms.com/definition/malware

 describe a range of potential http://www.webopedia.com/DidYouKnow/Internet/virus.asp

health issues that could arise
from using IT http://www.teach-ict.com/gcse_new/health_safety/miniweb/

 describe a range of safety http://www.bbc.co.uk/schools/gcsebitesize/ict/implications/3healthandsafetyrev1.shtml

issues relating to the use of
IT

V1 Cambridge International AS & A Level Information Technology (9626) – from 2017 15

The digital divide (AS Level)

Syllabus ref
and Key Learning objectives Suggested teaching activities
concepts

5 The digital divide Ask learners to carry out research about the digital divide and write a report on its current status,
making suggestions on how it can be improved. Set criteria for the report such as:
Key concept:  understand that the digital divide refers to
Impact of the gap between people and regions that  Explain what the digital divide is
Information have access to aspects of modern  Explain why the digital divide has occurred
Technology technology (including: telephone, television,  Include at least three areas that create a divide in digital usage
personal computers and the internet), and  The report must be no less than 2000 words
Key concept: those that do not or those that have  Suggest at least two ways in which the divide could be improved. (I) (H)
The internet restricted access
The following websites could be used for research:
 understand that the digital divide can exist
between: http://news.bbc.co.uk/1/hi/technology/8568681.stm
 people in cities and people in rural
areas http://whatis.techtarget.com/definition/digital-divide
 the educated and the uneducated
 socioeconomic groups http://www.internetworldstats.com/links10.htm
 more and less industrially developed
nations http://www.theguardian.com/global-development-professionals-network/2014/jan/24/digital-divide-
 high and low performance computers, access-to-information-africa
wireless connections
http://www.edutopia.org/blog/digital-divide-technology-internet-access-mary-beth-hertz

V1 Cambridge International AS & A Level Information Technology (9626) – from 2017 16

Using networks (AS Level)

Syllabus ref
and Key Learning objectives Suggested teaching activities
concepts

6.1 Network types Give learners a table with various characteristics of different networks. Learners tick which
statements they think applies to each network. They could apply to more than one. (I) (H) For
Key concept:  discuss the advantages and disadvantages of example:
Network networking computers
Client -
Statement LAN WAN P2P VPN Intranet Extranet
Key concept:  compare the characteristics of a local area server
The internet network (LAN) with a wide area network (WAN)
All computers in the
 describe client-server and peer-to-peer networks network are in a
close geographical
 describe the characteristics and purpose of virtual area
private networks (VPN)

 discuss the advantages and disadvantages of This network is

different network types (including: client-server, normally accessed
peer-to-peer, VPN) using a username
and password
 describe the characteristics and purpose of
intranets and extranets
A network that
creates an encrypted
connection

As a class, discuss the applications of, and advantages and disadvantages of, the different
network types. (W)

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Syllabus ref
and Key Learning objectives Suggested teaching activities
concepts

6.1 continued  describe the characteristics and purposes of the Give learners a table with various characteristics of the internet and World Wide Web.
internet Learners tick which statements they think applies to each. They could apply to more than one.
(I) (H) For example:
 define the term the internet
World
Statement Internet
 describe how the internet is used for Wide Web
communication (including: IM, VOIP and news
services) A network of
networks
 discuss the benefits and drawbacks of using the
internet
Uses the HTTP
 define the term World Wide Web protocol

 discuss the difference between the internet and

the World Wide Web Includes LAN, WAN,
email, FTP, mobile
 discuss the advantages and disadvantages of
mobile networks
Give learners a scenario such as the following:

You are a freelance journalist. You need to find the most interesting and up-to-date stories that
are going on in the world. In order to do this you will need to use various methods of
communication such as:

 Instant messaging (IM)

 Voice over Internet Protocol (VOIP)
 News services
 Mobile networks

Explain how you make use of each of the methods of communication and what benefits and
drawbacks you encounter in doing so. (I) (H) (F)

V1 Cambridge International AS & A Level Information Technology (9626) – from 2017 18

Syllabus ref
and Key Learning objectives Suggested teaching activities
concepts

6.2 Video and web conferencing Divide the class into groups (e.g. Group A, Group B, Group C, Group D) and give each group
a different subset of the networks and technologies used in conferencing, so that all those
Key concept:  describe how to set up a video conference listed are covered. Give the groups a set time to research, and become ‘experts’ in, their
Impact of technologies. (G)
Information  describe how to set up a web conference
Technology Change the groups around, so that they consist of a learner from each group (i.e. new Group
 describe the use of networks in video and web 1 has learners from A, B,C,D). Learners share their expertise with the rest of the group, so that
Key concept: conferencing (including: Integrated Services all learners know about all the networks and technologies. (G) (F)
Hardware Digital Network (ISDN), LAN, WAN, VPN, 802.11
and software a/b/g/n (wireless), Asynchronous Digital
Subscriber Lines (ADSL), Synchronous Digital
Key concept: Subscriber Lines (SDSL), 3G/4G mobile
Network networks)

 discuss the impact of video conferencing on In pairs, learners produce an interactive guide for a business that wants to start using video
society (including: the general public, legislation, and web conferencing. The guide should include the following:
education, medicine, business, media)
 How to set up a video conference
 describe how data is transmitted and converted in  How to set up a web conference
a video conference (including: use of codecs)  How data is transmitted in conferences
 How different networks can be used in conferences
 How mobile technologies can be used in conferences

The guide should include a mixture of text, images and interactive elements. At least two
multimedia elements should be included. (P) (F)

The following could be used as research:

http://www.itbusiness.ca/news/how-to-set-up-an-awesome-video-conferencing-system/15440
http://www.bbc.co.uk/schools/gcsebitesize/ict/implications/2workpatternsrev6.shtml
https://en.wikipedia.org/wiki/Videoconferencing

V1 Cambridge International AS & A Level Information Technology (9626) – from 2017 19

Expert systems (AS Level)

Syllabus ref
and Key Learning objectives Suggested teaching activities
concepts

7  describe the components of an expert system Get learners using an example of an expert system such as the following:

Key concept:  explain how the components of an expert system http://symptoms.webmd.com/default.htm#introView

Hardware produce possible solutions
and software (The link is a system that allows a user to input health issue symptoms and it will give the user
 explain how an expert system can be used by a diagnosis.)
Key concept: organisations
Network Ask learners how they think the system is able to give the diagnosis. What does it need to be
 describe the terms backward chaining and able to do that? Lead the discussion into identifying the component parts of an expert system.
forward chaining
Expand this discussion into looking at how expert systems can be used in other ways and
 explain the use of master and transaction files what kind of organisations would benefit from using them. (W)
(including in: payroll and customer orders)
Give learners a worksheet that has four descriptions of businesses and the information that
 analyse the different types of processing and their they need to process. Learners need to identify which processing system would be best for the
uses (including: batch, online, real processing) business to use. (I) (H) (F)

These websites have information about processing systems:

http://www.teach-
ict.com/as_a2_ict_new/ocr/A2_G063/332_designing_systems/processing_methods/miniweb/in
dex.htm

http://www.webopedia.com/TERM/B/batch_processing.html

V1 Cambridge International AS & A Level Information Technology (9626) – from 2017 20

Spreadsheets (AS Level)

Syllabus ref
and Key Learning objectives Suggested teaching activities
concepts

8.1 Create a spreadsheet The more practical sections of the syllabus are best carried out as part of a project, where each
section builds an item that uses a business scenario. You can provide learners with an overall
Key concept:  create structure scenario of a certain business, or learners choose their own business.
Hardware  explain the purpose of cells, rows,
and software columns, ranges, worksheets and multiple The scenario should require learners to cover the required skills, for example:
worksheets in a single data file
A theatre company wants to start putting on productions in their own new theatre. They need to
 insert a row and a column, delete a row create a budget for their productions, create a database to store and use customer’s details, send
and a column, resize a row and a column, out tickets to customers and advertise their shows using various methods.
hide a row and a column
Learners build their own solutions or you could provide a file that they will need to edit.
 manipulate cells and their content
(including: date and time functions; Learners start by setting up a spreadsheet budgeting system for the theatre. They discuss in
extracting numeric values from strings, pairs what kind of costs the theatre will incur and what they need to record on the spreadsheet
concatenating cell content, protecting: (e.g. director’s fee, name of actor, actors’ fee per show, lighting, costumes) and the income into
cells, rows, columns, worksheets and the theatre from productions and how they will record this (e.g. name of production, date(s), time,
multiple worksheets in a single data file) ticket price, number of seats). (P)

 adjust cell, row and column width and Learners individually create one worksheet for the costs, putting headers and data into the
height worksheet, and another for the production income. In doing this, learners should demonstrate the
following skills:

 Resizing of rows and columns

 Hiding of rows and columns
 Protecting certain values
 Creating a production ID number by extracting and concatenating data from the production
details (I)

Ask learners, from their experience of creating a spreadsheet, the purpose of the different
elements (cells, rows, etc.). (W)

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Syllabus ref
and Key Learning objectives Suggested teaching activities
concepts

8.1 continued  create formatting Learners then have to present their budgeting information clearly (e.g. to theatre management).
 format cells (including: date, time, text, This involves formatting and printing the spreadsheet they have set up. They should:
numeric, currency, percentage, fractions,
text orientation, alignment, conditional  Set suitable data types for each cell
formatting)  Demonstrate conditional formatting, e.g. highlighting productions with costs above, or below a
certain figure
 format cell emphasis (including: colour,  Demonstrate use of borders and shading
shading, merge, borders, comments)  Demonstrate merging of cells
 Insert a header and footer (e.g. theatre’s contact details)
 format page (including: page setup, fit to  Demonstrate text alignment and orientation
page, margins, header, footer)  Print the worksheet pages (I)

 create formulae and functions Learners now need to use their spreadsheets to work out what profit the theatre would make on a
 explain the difference between a formula production. This requires the use of formulae and functions.
and a function
Give learners examples of formulae and functions, and elicit the difference between them. (W)
 use formulae (including: add, subtract,
multiply, divide, indices) Ask learners what would happen if the price of certain equipment increased, and use this to
discuss lookup tables. (W)
 use absolute reference, relative reference,
nested formulae, named cells, named Learners then add formulae and functions to their spreadsheets to work out the profit. Examples
ranges of ideas for use of the formulae:

 explain why absolute and relative  Lookup tables to input the cost of the equipment when it is selected for a production.
referencing are used  IF statements to see if a profit is made for a production. The criteria for the profit could range
from high, mid, low, no profit etc.
 use functions (including: sum, average,
minimum, maximum, integer, rounding, Learners should demonstrate the following:
counting, IF, nested IF, lookup (including:
vertical, horizontal), conditional formulae to  +, -, *, /
include counting, sum, average)  SUM, AVG, MIN, MAX
 IF’s and Nested IF’s
 Lookups

V1 Cambridge International AS & A Level Information Technology (9626) – from 2017 22

Syllabus ref
and Key Learning objectives Suggested teaching activities
concepts

8.1 continued  Rounding

 Counting (I)

 use validation rules Learners now add validation rules to their spreadsheets to make sure the data entered is
sensible. Learners should demonstrate at least two different methods of data validation to
 test validation applied to a spreadsheet improve the accuracy of the data in their spreadsheet. (I)

 test a spreadsheet model and evaluate the Learners swap their spreadsheets in pairs, and try to enter incorrect data, to test the validation
effectiveness of test plans for a spreadsheet rules. They also add some incorrect data that passes the validation rules. They swap the
model spreadsheets back, and learners visually check the data, and improve their data validation rules,
if possible. (P) (I)
 verify and validate data entry
Learners create a way to sort data on multiple columns in their spreadsheet, for example, to sort
 extract data productions by category of show, then decreasing cost. When a new item is added to the table
 search using: text, numeric, date, time, the data may need to be sorted into a certain order again.
Boolean operators (AND, OR, NOT), >, <, ,
=, .>=, ,<=, contains, starts with, ends with

 sort data (including: ascending, descending)

on multiple columns

import and export data (including: .csv, .txt, .rtf,

graphs and charts)

V1 Cambridge International AS & A Level Information Technology (9626) – from 2017 23

8.2 Graphs and charts  Show learners examples of the different types of graphs and discuss what type of data they
are most suitable for. (W)
Key concept:  analyse and select the most appropriate type
Hardware of graph or chart (including: bar chart, pie  Learners incorporate a graph into their spreadsheet using data about the costs of each
and software chart, line graph, comparative bar chart, production. For example, learners create a graph for a number of productions to show the cost
comparative line graph) of the production versus the profit made if 500 tickets are sold. They decide the best type of
graph to use to show the cost and profit (for example, a bar chart for the costs with a line
 create a graph or chart (including: appropriate graph incorporated to show the profit), and label their graphs.
data series, from contiguous data, from non-
contiguous data, specified range(s))  Learners also create a graph or chart to show the proportion of different costs (actors,
 label a graph or chart (including: title, equipment etc.) that make up the total cost of production. (I)
legend, segment labels, segment values,
percentages, category axis labels, series
labels, value axis labels, scales, set axis
scale maximum, set axis scale minimum)

8.3 Modelling  Learners use the spreadsheet they have created to model the cost of the different productions.
They can look at things such as which productions would make the most profit, what effect
Key concept:  describe the characteristics of modelling ticket sales will have, adding in more props to make the production more exciting, reducing/
Hardware software increasing the costs of refreshments etc. (I)
and software
 analyse the need for computer models  Discuss with learners the benefits to the theatre company of using a budgeting system and
model. (For example, it will allow them to see how much they can afford the cost of a
 evaluate the effectiveness of spreadsheet production to be, how many tickets they need to sell to make a high level of profit.) Also
models (including for: financial forecasting) discuss the limitations of the budgeting systems learners have created, and what they will not
allow them to model. (W)

V1 Cambridge International AS & A Level Information Technology (9626) – from 2017 24

8.4 Simulations Groups of learners research and evaluate the use of models and simulations in one of the four
areas described in the objective, so that each of the applications is covered by at least one group.
Key concept:  describe the advantages and disadvantages For their application, they should identify:
Impact of of using a model to create and run simulations
Information  Applications and uses of modelling and simulation (such as prediction, testing different
Technology  evaluate the use of simulation (including for: scenarios, practice)
natural disaster planning, pilot training, car  Advantages of being able to model situations
Key concept: driving, nuclear science research)  Disadvantages of modelling
Hardware  Advantages of using simulations
and software  Disadvantages of using simulations (G)

For example, they could research the 2004 Indian Ocean tsunami, and why modelling did not
prevent the devastating consequences. The following website could be used for research:

https://www.dosomething.org/facts/11-facts-about-2004-indian-ocean-tsunami

Summarise the findings from the different groups with a class discussion. (W)

V1 Cambridge International AS & A Level Information Technology (9626) – from 2017 25

Database and file concepts (AS Level)

Syllabus ref
and Key Learning objectives Suggested teaching activities
concepts

9.1 Create a database The more practical sections are best carried out as part of a project where each section builds an item that
uses a business scenario. You can provide learners with an overall scenario of a certain business, or
Key concept:  assign a data type and an learners choose their own business.
Impact of appropriate field size to a field
Information (including: text, alphanumeric, The scenario should require learners to cover the required skills, for example:
Technology numeric (integer, decimal),
date/time, Boolean) A theatre company wants to start putting on productions in their own new theatre. They need to create a
Key concept: budget for their productions, create a database to store and use customers’ details, send out tickets to
Hardware  describe the three relationships: customers and advertise their shows using various methods.
and software one-to-one, one-to-many and
many-to-many Ask learners for examples of one-to-one, one-to-many and many-to-many relationships that might exist in
their databases. (W)
 create and use relationships
(including: one-to-one and one-to- Learners discuss in pairs the fields and relationships needed in a database to store customer details,
many) production details and ticket sales for shows. (P) They then work individually to create the database. In
setting up the database they should demonstrate the following:
 create and interpret an entity
relationship diagram  Giving each field a suitable data type and size
 Creating relationships between tables
 evaluate the difference between a  Providing an entity relationship diagram for their database (I)
flat file and a relational database
and why one might be preferred in
certain situations

V1 Cambridge International AS & A Level Information Technology (9626) – from 2017 26

 Syllabus ref
and Key
concepts Learning objectives Suggested teaching activities

9.1 continued  create a relational database Learners then:

 analyse the function of key fields  Create a primary key for each table
(including: primary key, compound  Set any foreign and compound keys keys that are needed in tables
key, foreign key)  Set validation rules to make sure the data entered is sensible and follows a set of rules. (I)

 set keys (including: primary key, In pairs, learners should test each other’s validation rules by entering incorrect data of different types. They
compound key, foreign key) should also add data to their partner’s database that passes the validation rules, but is inaccurate (e.g
misspelled, or clearly not correct). Learners swap their databases back, identify the incorrect data, and
 define and use referential integrity improve the validation rules where possible. (P)
and explain its importance

 validate and verify data entry

 use validation rules (see 1.5)
 test validation applied to a
database
 verify data entry (see 1.5)

 perform searches [Note: discussion of static versus dynamic queries, and summary queries is covered in 9.4 ‘Query selection’
 simple query on single below. You may want to include that activity here.]
criterion
 complex queries using multiple Once learners have entered a set of records they can then begin to perform searches on their database.
criteria Prepare a worksheet with a set of searches that learners should carry out, so that they practice the range of
 queries using static searches required, for example:
parameters
 queries using dynamic  Find customers by forename and surname
parameters  Find customers that have seen more than three different shows
 nested queries  Find out, and summarise in a table, the popularity of different shows
 summarise data (including:  Find all productions that children have attended, that are not solely aimed at children (children’s shows).
cross-tab query/pivot table) (I)
 using text, numeric, date, time,
wildcard, Boolean operators
(AND, OR, NOT), >, <, =, >=,
<=

V1 Cambridge International AS & A Level Information Technology (9626) – from 2017 27

Syllabus ref
and Key
concepts Learning objectives Suggested teaching activities

9.1 continued  use arithmetic operations, numeric Learners create a data entry form that will allow a user to view/amend and enter new customer details and
and logical functions to perform production details. In their data entry form, learners must demonstrate the use of:
calculations within a database
(including calculated controls and  Correct layout and use of space
calculated fields)  Drop-down menus
 Radio buttons
 sort data
 ascending, descending, Their form should also demonstrate use of calculations, such as calculating the total cost of their tickets and
grouped applying a discount if they meet certain criteria. (I)

 design, create and evaluate an Learners create a menu system for their database, with buttons to access their different elements.
appropriate data entry form
(including: appropriate font styles Learners should use their searches in the previous activity to present reports on the productions, such as the
and sizes, spacing between fields, top ten most popular productions, sorted in descending order of popularity and showing the numbers of
character spacing of individual people going; the average number of people attending different types of production, sorted in descending
fields, use of white space, radio order of popularity etc. (I)
buttons, drop-down menus,
highlighting key fields)

 design, create and evaluate a

switchboard/menu within a
database

 import data (including: .csv, .txt,

.rtf)

 export data (including: table,

query, report, export as .csv, .txt,
.rtf)

V1 Cambridge International AS & A Level Information Technology (9626) – from 2017 28

Syllabus ref
and Key
concepts Learning objectives Suggested teaching activities

9.2 Normalisation to third normal form This is an excellent video to help walk learners through the process of normalisation:
(3NF)
Key concept: https://www.youtube.com/watch?v=fg7r3DgS3rA
Hardware  describe the characteristics of data
and software in unnormalised form (0NF), first (NOTE: The resource that is used in the video is not now accessible but the video shows a good
normal form (1NF), second normal demonstration of the resource.)
form (2NF) and third normal form
(3NF) Use the following questions to prompt discussion:

 discuss the advantages and  Why is 3NF better than 2NF?

disadvantages of normalisation  What are the advantages of normalisation?
 What happens if we don't normalise?
 normalise a database to 3NF  Will any/every dataset normalise to 3NF? (W)

9.3 Data dictionary Learners create a data dictionary for their database of customer, production and ticket details. Learners
should demonstrate all the components of a data dictionary on their own. (I)
Key concept:  describe the components of a data
Hardware dictionary The following website provides information about the different components that can be included in a data
and software dictionary:
 select appropriate data types for a
given set of data and a given http://www.teach-ict.com/as_as_computing/ocr/H447/F453/3_3_9/ddl/miniweb/pg4.htm
situation

 identify different data types

(including: text, alphanumeric,
numeric, (integer, real,
percentage, currency), date/time,
Boolean/logical (yes/no,
true/false))

V1 Cambridge International AS & A Level Information Technology (9626) – from 2017 29

9.4 Query selection Discuss with learners the advantages and disadvantages of creating a dynamic query or a static query. Ask
learners when they would create a static query rather than a dynamic query. Discuss the use of cross-tab
Key concept:  evaluate the use of static and queries and pivot tables. (W)
Hardware dynamic parameters in a query
and software (see 9.1) The following website provides information about the use of different types of queries:

 analyse when static and dynamic http://www.teach-ict.com/as_a2_ict_new/ocr/AS_G061/315_database_concepts/queries/miniweb/index.htm

parameters should be used in
queries (see 9.1)

 analyse when simple, complex,

nested and summary queries
(including cross-tab queries/pivot
tables) should be used (see 9.1)

9.5 File and data management Discuss with learners the advantages and disadvantages of the various database file types. You should
include proprietary types such as Access (.accdb, .mdb) and Filemaker (.fmp), generic such as .csv, .txt and
Key concept:  evaluate different file types and .rtf and open source such as .odb. (W)
Hardware their use
and software Indexed sequential access and hierarchical databases can be discussed with learners in relation to the more
 explain what is meant by common use of relational databases. Ask learners to discuss the strengths and weaknesses of each of
proprietary and open-source file these. (W)
formats, and why open-source file
formats are needed The following websites provide information about the advantages and disadvantages (in comparison with
relational databases) of indexed sequential access and hierarchical databases:
 explain why generic file formats
are needed http://www.techrepublic.com/article/explore-the-differences-between-isam-and-relational-databases/
http://www.teach-ict.com/gcse_new/databases/flatfile_relational/miniweb/index.htm
 explain the use of indexed https://www.techopedia.com/definition/19782/hierarchical-database
sequential access

 explain the use of direct file access

 explain the use of a hierarchical

database management system

V1 Cambridge International AS & A Level Information Technology (9626) – from 2017 30

9.5 continued  describe the features of a Get learners to define a MIS and build up a class definition that all learners can agree. They should consider:
management information system  Where the MIS might get information? – both internal and external information sources
(MIS)  What is this information for and how might it be used? – its used by the organisation’s management
to help them make decisions. (W)
 explain how a MIS can be used by
organisations Ask learners to discuss the use of MIS within organisations:
 What types of organization use MIS? – schools, multinationals etc
 How do they use them? – supermarkets use them to help predict demand for products so that stock
can be ordered and delivered ready for the expected demand (seasonal products etc.)
 Who uses them? – management, data analysts. (W)

The following website provides a basic description of an MIS and the potential uses across a range of
different organisations:

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

V1 Cambridge International AS & A Level Information Technology (9626) – from 2017 31

Sound and video editing (AS Level)

Syllabus ref
and Key Learning objectives Suggested teaching activities
concepts

10  edit a video clip to meet the The more practical sections of the syllabus are best carried out as part of a project where each section builds
requirements of its intended an item that uses a business scenario. You can provide learners with an overall scenario of a certain business,
Key concept: application and audience or learners could choose their own business.
Hardware  set an aspect ratio
and software  trim a video clip to remove The scenario should require learners to cover the skills required, an example is set out below:
unwanted footage
Key concept:  join together video clips A theatre company wants to start putting on productions in their own new theatre. They need to create a
The internet  create text based slides budget for their productions, create a database to store and use customer’s details, send out tickets to
 create credits customers and advertise their shows using various methods.
 add captions and subtitles
 add fading effects Learners create a video to advertise the theatre. You could provide users with three video clips of different
 add animation effects productions that they need to incorporate in their advertising video e.g. ‘We perform shows such as…(learners
 extract a still image from a use the video clips here)’. Learners should demonstrate as many of the skills in the learning objectives as they
video clip can in creating their video. (I)
 insert a still image
 add sound to a video clip The sound added could be a voiceover for their advert that they create in the sound editing part of the module.
 remove sound from a video When the video and sound editing are finished, learners will watch the videos and give feedback.
clip
 alter the speed of a video clip Learners provide a guide to video editing features and what they can be used for, aimed at learners new to
 export a video clip in different video editing. (I) (H)
file formats
 compress a video to different
resolutions to suit different
media (including: DVD,
internet)

 describe how typical features

found in video editing software
are used in practice

V1 Cambridge International AS & A Level Information Technology (9626) – from 2017 32

Syllabus ref
and Key Learning objectives Suggested teaching activities
concepts

10 continued  edit a sound clip to meet the Learners create a voiceover for their advertisement. They will need to balance their voiceover over a
requirements of its intended soundtrack for their advert. They must demonstrate as many skills as they can from the learning objectives.
application and audience
 trim a sound clip to remove Learners watch each other’s videos, and give feedback on each of the editing skills – things that went well,
unwanted material and things that could be improved. (W) (F)
 join together two sound clips
 fade in and fade out a sound Discuss with learners what happens to the quality of their sound track if they set a higher or lower sampling
clip rate. Look at why this gain/loss in quality occurs. (W)
 alter the speed of a sound
clip Learners provide a guide to sound editing features and what they can be used for, aimed at learners new to
 change the pitch of a sound sound editing. (I) (H)
clip
 add or adjust reverberation
 overdub a sound clip to
include a voice over
 export a sound clip in
different file formats
 compress (including: the use
of MP3) the sound file to
different sample rates to suit
different media

 describe how typical features

found in sound editing software
are used in practice

 describe how file sizes depend

on sampling rate and sampling
resolution

V1 Cambridge International AS & A Level Information Technology (9626) – from 2017 33

Emerging technologies (A Level)

Syllabus ref
and Key Learning objectives Suggested teaching activities
concepts

11  describe emerging Split learners into pairs. Give each pair two sections from the emerging technologies list in the learning objectives.
technologies (including: Learners need to research at least one emerging technology, preferably two, from each category they are given.
Key concept: 3D printing, 4G and 5G
New cellular Ask learners to create a podcast for their peers about the emerging technologies, including the following information (P)
Technologies communications, (F):
artificial intelligence,
augmented reality,  What is the technology?
biometrics, cloud  How does it work?
computing, computer-  What will it be used for?
assisted translation,  What impact will it have?
holographic and 4th
generation optical data Learners should use their sound editing skills to edit their podcasts.
storage, holographic
imaging, quantum
cryptography, robotics,
QR codes, wearable
computing, ultra-high
definition television
(including: 4K
resolution screens)
vision enhancement,
virtual reality, and their
possible uses in
different fields,
(including: medicine,
manufacturing, space
exploration)

V1 Cambridge International AS & A Level Information Technology (9626) – from 2017 34

Syllabus ref
and Key Learning objectives Suggested teaching activities
concepts

11 continued  evaluate the impact of Learners listen to each other’s podcasts. They should create a report that, from listening to the podcasts, highlights the
emerging technologies three emerging technologies they think are likely to have the most impact on:
on individuals and their
lifestyles (including:  their own and others’ lifestyles
smartphones  organisations
performing many of the  medicine
tasks that PCs and  the environment.
laptops perform)
In the report they should also explain why they think the technologies they choose will have the most impact. (I) (H) (F)
 evaluate the impact of
emerging technologies Ask learners how many of them store their data in a cloud system. If there are any learners that do, ask them why they
on organisations do this. It may be that they don’t understand why, or they could have a very good reason for doing so. Ask those
learners that don’t use a cloud system to consider what might make them want to use one. Ask them what is stopping
 evaluate the impact of them using one. It may be that they simply don’t know how to use one, or they may have a very valid reason, e.g.
emerging technologies security, as to why they don’t use a cloud-based system. (W)
on medicine (including:
development of
prosthetics and medical
products, tissue
engineering, artificial
blood vessels and the
design of medical tools
and equipment)

 evaluate the impact of

emerging technologies
on the environment

 discuss the advantages

and disadvantages of
storing data in the
cloud

V1 Cambridge International AS & A Level Information Technology (9626) – from 2017 35

Role and impact of IT in society (A Level)
Syllabus ref
and Key
concepts Learning objectives Suggested teaching activities

12.1 E-business Hold a discussion about how much online shopping learners and their families do. Then ask learners to consider what
would happen to shopping habits for both people and organisations if online shopping was no longer permitted or
Key concept:  evaluate the impact of available. (W) Discuss:
Impact of information technology on
Information e-business (including:  Would anything be easier?
Technology banking, shopping, trading  Would anything be more difficult?
goods)  What would be the alternatives?
Key concept:  What impact would it have on fraud?
The internet  describe how it is possible  Would it be a good thing?
to be subjected to fraud
when using credit cards These same questions could also be discussed for online banking and trading goods.
online
Ask learners to research digital currencies and then create an info-graphic to help their peers understand what they
 evaluate the impact of are and the benefits and drawbacks of using them. (I) (F)
digital currency (including:
Bitcoin, Litecoin) The following sites could be used for research:

http://www.wsj.com/articles/the-revolutionary-power-of-digital-currency-1422035061
http://www.techrepublic.com/article/10-things-you-should-know-about-bitcoin-and-digital-currencies/
http://www.coindesk.com/what-other-digital-currencies-are-there/

V1 Cambridge International AS & A Level Information Technology (9626) – from 2017 36

Syllabus ref
and Key
concepts Learning objectives Suggested teaching activities

12.1 continued  explain how IT is used in Demonstrate the following activities using an appropriate website (such as Amazon, eBay or Alibaba):
e-business (including:
electronic funds transfer,  Price comparison – being able to use the internet to seek out the lowest prices for items or services.
automatic stock control,  Steps when buying online – browsing product categories, putting items into a virtual shopping cart, going to the
electronic data exchange, checkout, confirm the order and logging out
business-to-business  Means of payment – there are several methods that online shoppers commonly use
buying and selling, online  Security issues – how user and payment data are encrypted and the issue of privacy of personal information.
stores)
As there are ethical problems with allowing learners to set up accounts, it is better to demonstrate selling by setting up
 discuss how a dummy account of your own (first set up a dummy email account). You can then show learners how systems work.
organisations mine data
to analyse social and Online transactions are now available in many ways. In the UK people can pay their car tax, their council tax, parking
economic trends fines and many more.

12.2 Social networking Prepare a table with the different types of social networking, and characteristics, such as: Number of people reached
(one-to-one/one-to-many/many-to-many); Ease of use; Ease of access; Privacy; Checking people’s identity. Learners
Key concept:  evaluate methods used work in pairs to fill in the table for each type of social networking. (P)
Impact of for social networking
Information (including: chat rooms, Use the tables as the starting point of a discussion of the advantages and disadvantages of different methods. (W)
Technology instant messaging,
forums, email, blogs, Discuss with learners how their life would be different if they had no access to online social networking. Consider: (W)
Key concept: microblogs) and their
Network impact on changing  How would their life be different?
social patterns  Would it free up any more time in their day?
 How would this change their social interactions with their friends?
 How would they find out what their friends are/have been doing?
 How would they feel about this?
 How would they contact their friends?
 Would their life be better or worse? Why?

This is an interesting article about social networking and its effects:

http://www.humankinetics.com/excerpts/excerpts/technology-can-have-positive-and-negative-impact-on-social-
interactions

V1 Cambridge International AS & A Level Information Technology (9626) – from 2017 37

Syllabus ref
and Key
concepts Learning objectives Suggested teaching activities

12.3 Video conferencing and Much of the start of this section is covered in the AS video/web conferencing section.
teleworking
Key concept: Discuss with learners what benefits would be added to a meeting if the participants were able to work from their own
Impact of  describe video office/home, using video conferencing software and hardware to have a meeting. Consider:
Information conferencing and the
Technology hardware and software  What would this allow compared to participants travelling, in order to have the meeting face-to-face?
used  What will this allow compared to each participant talking to another in individual telephone conversations?
Key concept:  What difficulties can arise if video conferencing is used? What impact could this have?
Hardware and  describe web  Would anything be made easier/more difficult compared to a face-to-face meeting?
software conferencing and the  Are video conferences better/worse for both the employee and the employer?
hardware and software
Key concept: used Ask learners to speak to a parent/sibling/family member/family friend who currently works in an office. Get them to
Network discuss with this person how their job and their life would change if they were able to do their job from home each day.
 discuss the advantages Ask them to find out what the person would need to do their job from home each day, rather than in the office, (e.g.
and disadvantages of hardware, software, equipment, power) and what they would gain. Ask them to find out what impact this might have on
video conferencing on both the person and also the business that they work for. Ask the learner to evaluate whether they think teleworking for
employers and employees their person would be a positive or negative option and include reasons why. (I)(F)

 discuss the advantages The following websites contain information about teleworking:
and disadvantages of web
conferencing on http://www.bbc.co.uk/schools/gcsebitesize/ict/implications/2workpatternsrev5.shtml
employers and employees http://www.webopedia.com/TERM/T/teleworking.html
http://www.teach-ict.com/gcse_new/work_employment/teleworking/miniweb/index.htm
 describe teleworking

 discuss the effects of

teleworking on employers
and employees

V1 Cambridge International AS & A Level Information Technology (9626) – from 2017 38

Syllabus ref
and Key
concepts Learning objectives Suggested teaching activities

12.4 Technology in society In groups, learners create a video titled ‘The Changing Face of Technology in Society’. Give each group a different area
to work on e.g. sport/manufacturing etc. They should include:
Key concept:  evaluate the impact of
Impact of information technology on  A history of the introduction of technology into their area
Information society (including: sport,  The development of the use of technology in their area
Technology manufacturing, medicine,  What benefits different technologies have brought about in their area
education, banking,  What drawbacks technology has brought about in their area
e-business)  What emerging technologies are currently under development in their area (G) (F)

The following is an article that raises some interesting points about technology in society:

http://www.newyorker.com/tech/elements/as-technology-gets-better-will-society-get-worse

12.5 Technology enhanced Discuss with learners how learning has changed with the introduction of software based training methods, MOOC, video
learning sites for tutorials and video conferencing.
Key concept:
Impact of  discuss the advantages The discussion could include:
Information and disadvantages of
Technology software-based training  What technology based learning methods are available to learners?
methods  What are the features of these methods?
Key concept:  What benefits do these methods create for learners?
New  evaluate the impact of  What benefits do these methods create for businesses?
technologies technology on learning  What drawbacks do these methods have? (W)
(including: Massive Open
Online Courses (MOOC), The following websites could be used for research:
computer based training,
online tutorials, video http://smallbusiness.chron.com/five-positive-effects-technology-education-31222.html
conferencing) http://www.teachhub.com/how-technology-changed-learning
http://www.teach-ict.com/as_a2_ict_new/ocr/A2_G063/334_applications_ict/training_methods/miniweb/index.htm
http://mooc.org/
https://en.wikipedia.org/wiki/Massive_open_online_course

V1 Cambridge International AS & A Level Information Technology (9626) – from 2017 39

Networks (A Level)

Syllabus
ref and Key Learning objectives Suggested teaching activities
concepts

13.1 Network components Make up, for pairs of learners, two sets of cards; one in which each card contains a list of network components
and one in which each card contains a description of the role of each network component. Learners match the
Key concept:  describe the role and terms to the correct roles performed. (P) (F)
Network operations of the following
components in a network: Give learners a network diagram with the components (unlabelled). Learners talk through how data is sent from a
switches, hubs, wireless computer to a server across a network, taking turns to describe each component the data passes through. They
access points, network label the components on the diagram as they describe their function. (P) (F)
interface cards, wireless
network interface cards, Go through the diagram as a class, to check learners’ understanding.
routers, repeaters, gateways,
bridge, firewalls (hardware This website could be used for information:
and software) and servers
http://www.teach-
 describe bandwidth ict.com/as_a2_ict_new/ocr/A2_G063/333_networks_coms/network_components/miniweb/index.htm

 describe bit rate

Discuss with learners how data is transmitted with reference to packet switching, circuit switching and message
 describe bit streaming (both switching. Develop this into the importance of bit rate and bandwidth when transmitting and streaming data. (W)
real time and on demand)

 discuss the importance of bit

rates/broadband speed on bit
streaming

 describe packet switching,

circuit switching and message
switching

V1 Cambridge International AS & A Level Information Technology (9626) – from 2017 40

 Syllabus
ref and Key Learning objectives Suggested teaching activities
concepts

13.1 continued  describe optical Ask learners to create a presentation comparing the use of different optical and wireless communication methods.
communication/transmission Ask learners as part of their presentation to include at least two examples (one optical, one wireless) of a practical
methods (fibre optic, laser), application of the technology. (I)(F)
their advantages,
disadvantages and their typical These websites could be used for research:
applications
http://www.teach-ict.com/as_a2_ict_new/ocr/A2_G063/333_networks_coms/optical_wireless/miniweb/index.htm
 evaluate wireless
communication/transmission http://www.elprocus.com/types-of-wireless-communication-applications/
methods (including: Bluetooth,
infrared, WiFi, radio), their https://www.techopedia.com/definition/24942/optical-communication
advantages, disadvantages
and their typical applications

 explain the importance of

bandwidth and bit rate when
transmitting data

 analyse how different types of

communication/transmission
media (cables, wireless,
optical) govern the bandwidth
available for transmitting data

 describe what a protocol is and

different types of protocols
(including: Wide Area Network
protocols and Local Area
Network access protocols)

 describe how the BitTorrent

protocol provides peer-to-peer
file sharing

V1 Cambridge International AS & A Level Information Technology (9626) – from 2017 41

Syllabus
ref and Key Learning objectives Suggested teaching activities
concepts

13.2 Network security Discuss with learners the kind of network you are likely to have in your school. Include the following in the
discussion:
Key concept:  describe the security issues
Impact of that could arise from  What possible security issues need to be considered?
Information networking computers  What does the school need to do to prevent these security issues from arising?
Technology  What physical security methods does the school have in place?
 explain how security issues  What logical (software based) security methods does the school have in place?
Key concept: can be prevented on a  What could the school introduce to make its network even safer? (W)
Hardware computer network
and software Ask learners to research a case that involved IT crime. For each of the security methods listed, they should
 evaluate a range of physical evaluate how effective they would have been at preventing the crime from taking place. (I)
Key concept: and software based security
Network methods for a computer Ask learners to write a guide for their peers to explain what the data privacy or protection law that is enacted in
network their country is (such as the Data Protection Act 1998 in the UK) and how it protects their data. They should
include:
 list the principles of a data
protection act  A list of the principles of the Law/Act
 What rights they have under the Law/Act
 analyse the need for a data  An explanation of why the Law/Act is necessary.
protection act
The following could be used for research:
 evaluate methods for
combating IT crime (including: http://www.bbc.co.uk/schools/gcsebitesize/ict/legal/0dataprotectionactrev1.shtml
physical security methods,
biometric methods, firewalls,
back-up, encryption, access
rights, malware security, anti-
virus, anti-spyware)

V1 Cambridge International AS & A Level Information Technology (9626) – from 2017 42

 Syllabus
ref and Key Learning objectives Suggested teaching activities
concepts
13.3 Satellite Communication Discuss with learners why satellites are used in communication, including what they enable in terms of
Systems communication that usual networks are not suitable for. (W)
Key concept:
Impact of  describe how Satellite
Information Communication Systems are
Technology used and work in data
transfer systems, television
Key concept: and radio broadcasting
Hardware systems and global
and software positioning systems (GPS)

Key concept:  discuss the advantages and

Network disadvantages of using
satellites for data transfer
systems, television and
radio broadcasting systems,
and GPS

V1 Cambridge International AS & A Level Information Technology (9626) – from 2017 43

Project management (A Level)

Syllabus ref
and Key Learning objectives Suggested teaching activities
concepts

14.1 Stages in project Introduce the need for project management by asking learners what constraints there are when implementing a
management project. (They should come up with time, money, resources such as people, equipment etc.) Also discuss what can
Key concept: go wrong in a software project. (W)
System life  describe the stages of
cycle project management from Ask learners to create a diagram that represents the different stages of project management. (I) (F)
project conception to
project close

14.2 Types of project Learners work in pairs to investigate the different types of project management software (desktop, web-based, client-
management server, integrated). They should evaluate each type of software in terms of characteristics such as:
Key concept:
System life  discuss the types of  Multiple / single user
cycle project management  Ease of access
software and the  Hardware/software required
advantages and  Interface
disadvantages of each  Particular features (P)
type
Learners identify what type of project/organisation each type of software would be most suitable for, and why (e.g. as
a table). (I) (H)

V1 Cambridge International AS & A Level Information Technology (9626) – from 2017 44

14.3 Project management Provide learners with examples (such as completed Gantt charts) of project management software. With reference to
software the initial discussion on project management, discuss what uses they can identify. These should include: how it is
Key used as a planning tool, how it is used to allocate resources, how it is used to allocate costs and how it enables and
concept:  explain how project informs the decision-making process. (W)
Hardware management software is
and used (including: planning,
software scheduling of tasks,
allocation of resources,
Key costings, communications,
concept: decision-making)
System life
cycle

14.4 Critical path analysis Give learners a list of tasks that are required for a project, along with a timescale for each task and any
dependencies they have. Ask learners to find the critical path through the use of critical path analysis. (I) (F)
Key  describe, interpret and
concept: create a critical path This website can help with the process:
System life analysis http://www.teach-ict.com/as_a2_ict_new/ocr/A2_G063/331_systems_cycle/planning_tools/miniweb/pg6.htm
cycle

14.5 Gantt charts Give learners a list of tasks that are required for a project, along with a timescale for each task and any
dependencies they have. Ask learners to create a Gantt chart for the project. (I) (F)
Key  describe, interpret and
concept: create a Gantt chart This website can help with the process:
System life http://www.teach-ict.com/as_a2_ict_new/ocr/A2_G063/331_systems_cycle/planning_tools/miniweb/pg3.htm
cycle

V1 Cambridge International AS & A Level Information Technology (9626) – from 2017 45

14.6 Disaster recovery Discuss with learners what disasters can happen when using technology and the impact on a project. Discuss how
management the possibility of a disaster can be planned for and why this might be important. (W)
Key
concept:  describe disaster recovery The following could be used for information:
System life management (including:
cycle risk analysis, perpetrator http://whatis.techtarget.com/definition/disaster-recovery
analysis, risk testing,
quantifying the risk, http://www.ready.gov/business/implementation/IT
securing the risk, software
protection, password
controls, recovery
management)

14.7 Prototyping Discuss with learners when the use of RAD would be a better method of development than the common waterfall
method of development. (W)
Key  describe prototyping
concept: Develop the discussion to include the use of prototypes in development, the different types that can be created and
System life  describe types of how the use of the prototypes can change the development process. (W)
cycle prototyping (including:
evolutionary, incremental, The following websites could be used for information:
throw-away, rapid)
http://www.teach-ict.com/as_a2_ict_new/ocr/A2_G063/331_systems_cycle/prototyping_RAD/miniweb/index.htm
 discuss the advantages
and disadvantages of http://searchmanufacturingerp.techtarget.com/definition/prototype
prototyping
http://searchcio.techtarget.com/definition/Prototyping-Model
 describe Rapid Application
Development (RAD) and
other methods of software
development (including:
the conventional ‘waterfall’
method)

 discuss the advantages

and disadvantages of
rapid application
development (RAD)

V1 Cambridge International AS & A Level Information Technology (9626) – from 2017 46

14.8 CAD/CAM Ask learners to briefly research some uses of CAD and CAM. They should find at least two examples of each. (I)

Key  evaluate the use of Discuss with learners how CAD and CAM have changed the creating of products and manufacturing. Discuss what
Hardware computer-aided design businesses had to do before CAD/CAM was available. Ask learners what benefits CAD/CAM has brought about as
and (CAD) and computer-aided well as any drawbacks. (W)
software manufacturing (CAM)

Key  describe the uses of

concept: computer-aided design
System life (CAD) and computer-aided
cycle manufacturing (CAM)

 discuss the benefits and

drawbacks of using
computer-aided design
(CAD) and computer-aided
manufacturing (CAM)

V1 Cambridge International AS & A Level Information Technology (9626) – from 2017 47

 System life cycle (A Level)

Syllabus ref
and Key Learning objectives Suggested teaching activities
concepts

15.1 Analysis Explain that there are different methods of researching a situation including: questionnaires, interviews,
observation, and document analysis.
Key concept:  analyse and evaluate different
System life methods of researching a Perhaps have a number of tests that have been done by your learners over the last four/five weeks. It might
cycle situation (including: simply be a number of pieces of paper which have question numbers and the marks awarded for each
questionnaires, interviews, question.
observation, document analysis)
A group of learners could simply transfer the marks for each question to a notebook (paper based) and add up
 describe the content of the the totals for each learner. This could be divided up so that some learners would record the marks and others
requirements specification, would total up the marks and calculate a percentage.
system specification and design
specification Set up your activity so that a pair of learners records data while observing the group recording marks and
calculate totals and percentages. (P)

Ask a pair of learners to look at the test papers and the notebook containing the record of individual test marks
and calculated totals and percentages. They will need to record what these documents look like and what
information they contain. (P)

Another pair of learners can devise a questionnaire (keep it brief!) asking the group what documents they deal
with and also what results they produce. In addition get them to ask questions about what sort of computer
system the group would need to make the job easier. (P)

Ask another pair of learners to produce an interview ‘script’. Allow them time to interview some of the group.
They need to find out what data goes into and out of the system and what processing takes place. They
should also ask questions about what sort of computer system the group would need to make the job easier.
(P)

V1 Cambridge International AS & A Level Information Technology (9626) – from 2017 48

Syllabus ref
and Key Learning objectives Suggested teaching activities
concepts

15.2 Design Learners use the results of their analysis to define the inputs, outputs and processing in the existing system.
(I)
Key  identify a flow of data through a
concept: system and create a data flow Identify the sources and volume of input data and collection methods
System life diagram (DFD) and a system By examining all the documents, this will enable the systems analyst to identify the documents which are
cycle flowchart currently being used to input data to the existing system. Observation will enable the systems analyst to
determine the frequency of the addition and/or deletion of records. Identify manual and computer procedures
necessary to achieve the current output.

As a class, compare the diagrams and charts obtained from different analysis methods, and discuss the
reasons for any differences. (W)

Identifying problems with the current system

Observations, examination of documents, questionnaires, interviews all contribute to the creation of DFDs
which will help the systems analyst to identify current problems. Ask your learners to identify any problems
with the current system.

Identifying suitable hardware and software for a new system

Analysing required outputs, storage and processing requirements using the DFDs will allow the Systems
Analyst to make generalised recommendations for the software and hardware.

Your learners should be able to identify the need for types of software and hardware needed – tell them not to
be specific. They do not need to say what type of printer (that will be done at the design stage) just that a
printer will be needed. Ask them to list the hardware and software they think will be needed.

Identifying the user and information requirements

Collating the interview transcripts, questionnaires and documents will enable the systems analyst to identify
what the user requires and what information the system will require.

This presentation from slide 13 onwards can be used in demonstration of the above tasks:

www.auburn.edu/~fordfn1/wh7cls06.ppt

V1 Cambridge International AS & A Level Information Technology (9626) – from 2017 49

Syllabus ref
and Key Learning objectives Suggested teaching activities
concepts

15.2  design and evaluate data Designing data collection forms, screen layouts
continued collection forms and screen These will depend on the user requirements as well as output required from system and file structures.
layouts
Explain how to use the research data to determine what the data collection forms and screen layouts will look
 design and evaluate validation like – they will need to jump to the section on designing file structures to help them. Without knowing the fields,
routines field types and lengths they will not be able to design the forms and layouts.

 create a data dictionary for a Designing report layouts and screen displays
given situation The content and presentation of reports, layouts and screen displays will depend on the requirements of the
users. Learners may have to go back and make sure they have all the information they need from the users to
 evaluate suitable hardware and design these.
software for a new system
Designing validation routines
The form of input and file structures will determine these. Although not many resources on systems analysis
mention the need to design these they are very important. The learners will need to identify the field type and
length in order to do this.

Designing the required data/file structures and programming specifications

The data structures and programming will depend on the types of processing and input and output structures.
Ask your learners to produce a file structure to match the data they are going to use.

Specifying the required hardware and software

Volume of data will determine the choice of output devices. The order that data will be output will affect choice
of storage devices.

V1 Cambridge International AS & A Level Information Technology (9626) – from 2017 50

15.3 Development and testing Creating data structures, program modules
Having completed the design stage the need is for the actual data and file structures and any program
Key  describe the purpose of test data modules to be created. Ask your learners to actually create these for the simple system described above.
concept: Explain that they are not expected to create program modules themselves but in real life this would happen.
System life  explain the purpose of alpha
cycle testing Testing strategies
Explain to your learners that they can do this using their simple system.
 explain the purpose of beta
testing Each module will need to be tested with different types of test data, which you can ask your learners to do.

 analyse the difference between Types of test data to be used are:

alpha testing and beta testing  normal data – data which is acceptable and will not generate error messages.
 live data – data which is already being used in the existing system. Ask your learners to use data they
 explain the purpose of black box had already used i.e. the test scores and calculations.
testing  abnormal data – data which is outside acceptable ranges or is of the wrong data type.
 extreme data – data which is at the extreme boundaries of a range.
 explain the purpose of white box
testing The system will also need to be tested as a whole. In this simple system the whole system is no more than a
single module in real life so you will need to explain how the system could be expanded and how the whole
 analyse the difference between thing would need testing. Explain how other modules might involve the use of mock exam results and
black box testing and white box calculating grades, the use of attendance records for each learner etc.
testing

 explain the importance of testing

and having a test plan

 describe how a test plan is

created

 create a test plan for a given

situation

V1 Cambridge International AS & A Level Information Technology (9626) – from 2017 51

 15.3 continued Improvements that could be needed as a result of testing
Prior to the implementation, any improvements which might be needed are made to the system in the light of
the testing of the system. These could be amended data structures or even amended program modules. It
could also be amending validation rules. If a range check did not work properly it might be because the range
values were not set properly.

Explain how the validation rule for a test out of 50 would be 0<=x<=50 but if the = sign is omitted 50 and 0
(which are acceptable data) would be rejected. The learners would need to ensure that the = sign had been
included.

15.4 Implementation Discuss with learners how a new system might be introduced to replace an existing one. Would the old system
just be replaced with the new one? What risks would this involve? What other methods could be used? Use
Key concept:  describe the different methods of the discussion to introduce the different methods of implementation. (W)
System life implementing a system
cycle (including: parallel running, direct Parallel running
changeover, phased The existing system and the new system are run together until there are no mistakes with the new one.
implementation, pilot
implementation) Direct changeover
The existing system is replaced by the new one without any ‘running in’ period.
 analyse the suitability of an
implementation method for a Phased implementation
given situation This is parallel running on a small scale, where only part of the system is introduced to run alongside the
existing system. When that works the next part or phase of the system is introduced. The existing system is
gradually replaced by the new system.

Pilot running
The new system is operated in one area of the organisation only. Once it is working properly another area has
it introduced.

Provide learners with some example situations. For each situation, in pairs, they evaluate the advantages and
disadvantages of each implementation method, and recommend the most suitable. (P)

Discuss and compare answers as a whole class. (W)

V1 Cambridge International AS & A Level Information Technology (9626) – from 2017 52

15.5 Documentation Learners develop documentation for their system using the following descriptions:

Key  design and develop elements of  Developing systems documentation (results of systems analysis, what is expected of the system,
concept: technical documentation overall design decisions, test plan and test data).
System life
cycle  design and develop elements of  Developing program documentation (description of the software, purpose of the software, input data
user documentation formats, output, flowcharts, program listing, notes to assist future modifications).(I)

 explain the need for technical

and user documentation

15.6 Evaluation and maintenance Explain that there are different ways a system can be evaluated:

Key  evaluate a new system in terms  Using test results to evaluate the solution – a comparison has to be made of the actual results
concept: of efficiency, ease of use and together with the expected results. If the results are not as expected refinements may be needed.
System life meeting user requirements
cycle  Obtaining feedback from the user – for an effective system it would be expected that this would be
 explain the need for maintenance positive.

 explain perfective, adaptive,  The results of this evaluation are used to identify limitations of the system. Using these limitations,
preventive and corrective improvements can be made to the system.
maintenance

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Graphics creation (A Level)

Syllabus ref
and Key Learning objectives Suggested teaching activities
concepts

16.1 Vector images The more practical sections are best carried out as part of a project. This way each practical section can build
an item that uses the given scenario. Learners could be given a scenario, or learners could choose their own.
Key  create a vector image that
concept: meets the requirements of its The scenario needs to require learners to cover the skills required, for example:
Hardware intended application and
and audience A theatre company wants to start putting on productions in their own new theatre. They will need to advertise
software  use layers to overlap items their productions using various methods.
 use grouping or merging
tools Ask learners to create a logo for their project (the theatre company if they are using this). Ask learners to also
 use rotation and place an create an advertising banner that could appear on a website. Learners should demonstrate as many of the skills
item as they are able from the learning objectives. (I) (F)
 use transform tools to
resize Learners give feedback on each other’s logos and banners – things that went well, and things that could be
 use selection tools to select improved, on aspects such as:
parts of an image  use of colour
 use crop tools to crop part  use of text
of an image  use of images
 use fill tools to colour items  overall effectiveness as an advertisement. (W)/(P) (F)
 use colour gradients
 use node editing
 fit text to a path
 save an image in different
file formats
 compress an image to
different resolutions using
file formats (including: .jpg
and .png) to suit different
media file size
requirements

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Syllabus ref
and Key Learning objectives Suggested teaching activities
concepts

16.2 Bitmap images Provide learners with three photographs of theatres (these could be internal or external images of a theatre).
Ask learners to edit the bitmap images to enhance them and to create a collage of them together to use in their
Key  create a bitmap image that advertising. Learners should demonstrate as many of the skills as they are able from the learning objectives. (I)
concept: meets the requirements of its (F)
Hardware intended application and
and audience Learners give feedback on each other’s collages – things that went well, and things that could be improved, on
software  use layers to overlap items aspects such as:
 use rotation and place an
Key item  how original images have been combined (through overlapping, cropping etc.)
concept:  use grouping or merging  how original images have been improved
The tools  use of colour / duotone / black and white
internet  use selection tools to select  overall effectiveness of collage as an advertisement. (W)/(P) (F)
parts of an image
 use crop tools to crop part of
an image
 use masking tools
 use tools to improve parts of
an image (including: blend,
replicate, retouch)
 use tools to remove red eye
 use filters (including: blur,
distort, sharpen)
 convert between colour,
duotone and black and white
images
 use colour gradients
 resize an image
 resize the canvas
 change the opacity of all or
part of an image
 use text tools to include text
 save an image in different
file formats

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Syllabus ref
and Key Learning objectives Suggested teaching activities
concepts

16.2  compress an image to

continued different resolutions using
file formats (including: .bmp,
.jpg, .png, gif to suit different
media file size requirements)

 describe the difference Discuss with learners the difference between a vector and a bitmap image and when each of them may be more
between a bitmap and a vector suitable to use. What will affect this? (W)
graphic

 describe how typical features Ask learners to find an image on the internet that has been edited in some way. Make sure that across the
found in bitmapped and vector class, images, from media, advertising, fashion and shopping are used. Ask learners to explain what editing
graphics software are used in they think has taken place. Ask them to describe why they think the image has been edited. Ask them to
practice evaluate what impact they think the editing has had. (I) (H) (F)

 evaluate their suitability for a

given scenario

 evaluate the impact of image

editing on society (including:
media, advertising, fashion,
shopping, politics,
entertainment)

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Animation (A Level)

Syllabus ref
and Key Learning objectives Suggested teaching activities
concepts

17 Animation The more practical sections are best carried out as part of a project. This way each practical section can
build an item that uses the scenario. Learners can be given an overall scenario, or choose their own
Key  create and evaluate an animation scenario.
concept: that meets the requirements of its
Hardware intended application and audience The scenario should require learners to cover the skills required, for example:
and  place objects
software  place an image A theatre company wants to start putting on productions in their own new theatre. They will need to advertise
 use frames their productions using various methods.
 set key frames
 use timings Ask learners to create an animation to use in the advertising of the theatre (if being used). The animation
 use layers should be aimed at a younger audience and should show the features and benefits of the theatre that would
 show and hide objects appeal to a younger audience. Learners should demonstrate as many of the skills as they are able from the
 resize objects learning objectives. (I) (F)
 use coordinates to move and
place objects Learners watch each other’s animations, and give feedback – things that went well, and things that could be
 understand the use of tweening improved, on aspects such as:
and what effect it creates
 use tweening (motion tweening)  use of objects
to create a smooth transition  use of text
between frames  smoothness of transition between frames
 use morphing (shape tweening)  smoothness of transition between images
 understand the use of morphing  use of different opacities
and what effect it creates  suitability of animation for a younger audience
 use morphing to create a
 overall effectiveness of animation as an advertisement. (W) (F)
smooth transition between
images
 add text
 change the opacity of objects
and text

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Mail merge (A Level)

Syllabus ref
and Key Learning objectives Suggested teaching activities
concepts

18 Mail merge The more practical sections are best carried out as part of a project based on a scenario. This way
each practical section can build an item that uses the scenario. Learners could be given an overall
Key  create a master document structure scenario, or learners could choose their own scenario.
concept: (including: standard letter)
Hardware The scenario needs to require learners to cover the skills required, for example:
and  create a source file using appropriate
software software A theatre company wants to start putting on productions in their own new theatre. They will need to
send out tickets to customers and advertise their productions using various methods.
 link a master document to a source file,
identifying and using correct field names, Provide learners with a database of customers and production details, or learners can use the
using conditional operators database they built as part of the theatre project. They should create a master document that acts as a
ticket and create a mail merge to merge the customer and production details onto the tickets to meet
 set up fields for manual completion certain criteria set for the mail merge. (I) (F)

 create appropriate prompts to the user

for manual completion

 use the software to automatically select

the required records

 use manual methods and software tools

to ensure error-free accuracy

 perform mail merge using the master

document and data sources

 create variable fields to control record

selection and omission when merging

 explain why mail merge documents are

created
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Programming for the web (A Level)

Syllabus ref
and Key Learning objectives Suggested teaching activities
concepts

19 Programming for the web The more practical sections are best carried out as part of a project based on a business scenario. This
way each practical section can build an item that uses the business scenario. Learners can be given an
Key  demonstrate a range of object-based overall scenario of a certain business, or choose their own business.
concept: programming techniques
Hardware  recognise data types (including: The scenario needs to require learners to cover the skills required, for example:
and number, string, Boolean, array,
software object) A theatre company wants to start putting on productions in their own new theatre. They will need to send
 assign and understand the term out tickets to customers and advertise their shows using various methods.
variables
 carry out calculations and basic Learners should create a simple website structure in HTML to use for their project (the theatre if using).
string manipulation The video, animation and graphics created could all be added to the site. JavaScript should be used to
 use arrays create interactive elements for the site. Using the JavaScript learners should demonstrate as many of the
 use comparison and logical skills as they are able from the learning objectives. (I) (F)
operators
 use conditional statements
(including: if, else, else if, switch)
 use loops (including: for, for/in,
while, do/while)
 use iterative methods
 create functions
 trap errors
 control events
 create html forms to interact with
the user
 add comments to explain JavaScript
code

 add interactivity to webpages

 explain JavaScript terms and

programming techniques
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