Scheme of Work – Cambridge ICT Starters On Track, Networks for a Purpose

Introduction
This document is a scheme of work created by Cambridge International as a suggested plan of delivery for Cambridge ICT Starters On Track module
‘Networks for a Purpose’. Learning objectives for the module have been arranged in a recommended teaching order but you are free to teach them in
any order to suit your local requirements and resource availability.

Several suggested activities have been given for each learning objective. Some are short introductory or revision activities and some are more
substantial learning activities. You need to choose a variety of activities that will meet the needs of your learners and cover all of the requirements of
the learning objectives. You will need to decide on the teaching time necessary for each activity, both to suit the pace of your learners and to fit the
work comfortably into your own term times.

Suggested approaches on integrating teaching on eSafety and ethical behaviour have been included. You will need to adapt these to be suitable for
the age of your learners and to include information about local policies and laws.

There is no obligation to follow the published Cambridge International scheme of work in order to deliver Cambridge ICT Starters. This document has
been created solely to provide an illustration of how delivery of this module might be planned.

Overview
The Networks for a Purpose module is part of the On Track certificate. There is no specific requirement for learners to have studied earlier modules.

Initial Steps Next Steps On Track

Networks for a Purpose

Scheme of Work – Cambridge ICT Starters On Track, Networks for a Purpose

 On Track, Stage 2 module: Networks for a Purpose
In this module, learners are introduced to networks. The aim of the module is for learners to become familiar with what makes up a network and to
understand about their broad purpose. The module will introduce simple network design and help learners begin to understand how networks can be
managed efficiently.

What is assessed in this module?

Learners will demonstrate how to:
 design a simple network
 identify the purpose and components of a network
 demonstrate understanding of management issues associated with networks
 understand network security issues.

What do you need to teach this module?

To teach this module you will need:
 suitable software or pen and paper for learners to use when designing networks (alternatively, they could also use specialist software
applications which are suitable for drawing diagrams)
 symbols, pictures or icons for the network components
 network component definitions
 variety of simple network drawings
 access to a real-life network.

Underpinning knowledge
Before commencing this module, it is recommended that learners:
 have used a machine connected to a network or to the internet
 can recognise and identify hardware such as printers and workstations
 understand some simple reasons for connecting machines to a network.

Scheme of Work – Cambridge ICT Starters On Track, Networks for a Purpose 2

 General Principles and Procedures
The following are further suggestions and considerations:
 If learners are going to be creating network diagrams electronically, the software should be carefully chosen to support them in this task.
Creating complex drawings in word processing software could add unnecessary difficulty.
 Learners will benefit from a guided tour of a real network. This could be the school network but, if this is too complex, the school computer room
or a simple network model could also be used.
 Learners will also benefit from seeing lots of examples of simple network diagrams for real-life networks.
 Information about real-life networks can be complex. Therefore it is advisable to make sure that the resources and materials used are
appropriate to the level of understanding required by the module and do not contain potentially confusing detailed technical information.
 Learners will only need a basic understanding of network management and security issues. The issues that should be discussed include the
need for updates to software and hardware, virus protection, user names, regular back- ups, passwords, preventing unauthorised access and
the training of all users.
 The requirement in this module is for the design of a simple network, therefore care should be taken to not overly complicate the tasks that are
presented to the learners. For example, using the school network to draw up a design may require a higher level of skill and understanding than
is necessary.

eSafety guidance
 We recommend that each school has an Acceptable Use Policy (AUP) which describes the activities that learners can, and cannot, do when
using computers and the internet in lessons.
 Any websites or search results suggested for use by learners should be comprehensively studied before the lesson to check for inappropriate
content. Internet filtering and monitoring tools should also be in place.
 Explain to learners what they should do if they feel unsafe or if inappropriate content is evident on their device.
 Further information about learner safety and responsibility can be found in section 5 of the Syllabus.

Scheme of Work – Cambridge ICT Starters On Track, Networks for a Purpose 3

 Learning Suggested activities to choose from Resources Comments
Objective

Identify the What are networks?

purpose and
components of a  In the following activities, learners begin to consider what a
network network is and how it fulfils its purpose. They will also think
about some of the security issues that apply to networks.
Understand
network security  As an introduction to the module ask each learner to use the
issues internet to search for a simple definition of the word ‘network’.
If necessary, remind learners of the school’s Acceptable Use
Policy with regard to what they should and shouldn’t do when
using the internet.

 Each learner should then bring the information that they

have found and join a class discussion which should aim to
answer the following question:
- What is a network?

 Once the class have agreed upon a reasonable definition,  Paper for making a
create a class chart which explains this definition and display class chart
this so that learners can refer to it throughout this module.

 Explain to learners a practical example of a workplace Use organisation examples

computer network that they are likely to understand. An that the learners will have
example that could be used could be that of a doctor’s some understanding of, even
surgery where the following uses could be applied: if they can only guess the
- The receptionist will record appointments and will advise possible functions.
the doctor whenever a patient is waiting.
- The doctor will use the network to call up details of
previous visits from the same patient. This information
could be shared with other doctors who work at the same
practice.
- Prescription and charging details can be entered by the

Scheme of Work – Cambridge ICT Starters On Track, Networks for a Purpose 4

 doctor and then accessed by the receptionist.

 Display a prepared table which contains three columns that  A prepared table
are headed as follows:
- type of organisation
- uses of a network

- activity before a network was available.

 Hold a class discussion to complete this table. The table

should list some workplace types where networks are likely
to be used, for example schools, offices, shops, banks and
hospitals. Learners should also suggest some of the uses of
a computer network within each type and should also
suggest some of the issues that each would have faced
before their computer network was available.

 Once this table is complete, display it in the class. Learners

should then work in groups of four to discuss the following
questions:
- What potential security issues might each of the
organisation types in the grid face?
Following a short period of discussion each group should
feedback to the class. Issues that could be discussed will
include:
- patient information being compromised at a hospital
- financial information being illegally obtained from a shop
or bank.
Design a simple Creating a network
network
 In the following activities, learners will begin to consider the
Identify the layout and components of a network and will develop an
purpose and awareness of some of the issues that need to be considered
components of a when structuring an effective network.
network
 Divide the class into groups of three or four and provide each  Items that can be used
Demonstrate group with items to represent the following: to represent the

Scheme of Work – Cambridge ICT Starters On Track, Networks for a Purpose 5

 understanding of - a series of computers following:
management - a series of connectors - computers (small,
issues associated - the data that will pass through the connectors to each of clean food containers
with networks the computers. or small plates)
- connectors (straws or
 Ask each group to create a network of two computers and to pieces of string)
pass the data between the two using one of the connectors. - data (a coin or small
marker)
 Explain that one of the two computers in this arrangement is
known as the ‘server’. A server is the computer that delivers
data to the other computers over a network.

 The groups should then increase the size of their network, by

introducing more computers and connectors. They should
increase to three, four and then five computers.

 As they work on each arrangement, each group should Encourage learners to

consider the following questions: consider as many
- Can you get to your data
to each workstation? alternatives as possible when
- Does it travel directly or via other machines? considering how machines
- What if one computer
was broken? Could the data still are connected
get to each of the other computers?
Considering network topology
- What if a connector is removed? Could the data still
in this way may be very
travel to each computer?
simple but, with good
- For each number of computers (three, four and five),
supporting final discussions,
which arrangement is the most efficient? Which is least
it will enable learners to
affected by either computers or cables being broken?
appreciate some of the
issues related to linking
 Hold a class discussion in which each group should present
computers into a network.
their best arrangements and explains why.
Identify the Identifying network components
purpose and
components of a  In the following activities, learners will view examples of
network networks and will research information about the components
and key definitions related to computer networks.

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  Demonstrate a real computer network, for example the  Prepared tour of a
school network, and identify the different components. computer network. This
could be the whole
 Provide learners with a list of key network terms and ask school network, the Learners could now be
them to work in pairs to conduct an internet search for a school computer room proficient at searching the
definition of each. The terms that could be searched for are or a prepared virtual internet for information but,
as follows: tour using diagrams and by searching with a partner
- workstation photographs and then discussing best
- standalone computer results as a larger group,
- LAN their ability to collect relevant
- WAN information at an appropriate
- hub level will be refined.
- router
- switches Try to create jargon free
- patch panel definitions which are easily
- backup understandable by the
- fibre optic cable learners. Any rewording can
- jack be done as a group activity.
- print server
- file server Referring the definitions to
- modem objects in the real-life
- bandwidth network that was viewed
- firewall. earlier will help learners to
understand how these terms
 Through a class discussion, create a wall chart of the key  Paper for creating a relate to an actual network.
network definitions. The chart could also include printouts of class chart
any images or icons that will be used to represent these
objects in network diagrams, as this will help learners to link
the objects to definitions at an early stage. This chart should
again be displayed in the classroom throughout the
remainder of the module.
Identify the Network Types
purpose and
components of a  In the following activities, learners will be using the internet to Learners should conduct Defining what information
network research different types of network. They will understand their own research during learners need to gather by
small networks through researching and designing a home this group of activities but setting questions to answer

Scheme of Work – Cambridge ICT Starters On Track, Networks for a Purpose 7

 Demonstrate network and then move on to research and evaluate different the following websites could or goals to achieve, will help
understanding of network layouts. be provided as additional them to direct their attention
management guidance: wisely in internet searches or
issues associated  Ask learners to work individually to use the internet to  Interactive network explorations.
with networks research and answer the following questions about home diagram:
networking: http://intergate.cccoe.k1
- What are the benefits of home computer network? 2.ca.us/networks/
- What hardware is required for building a home network?  An introduction to
They should then use pen and paper to design a home networking on the
network which will include an internet router, a PC, a laptop, Raspberry Pi
a games console and a printer. Their network diagrams https://www.raspberrypi.
should include a short written evaluation of the chosen org/learning/networking-
design, including its benefits and potential risks. lessons/
 Teach ICT has
 Explain the difference between a client/server network and a animations showing
peer-to-peer network. Ask learners to discuss which of these features of different
is mostly likely to be used in a home network. network topologies
http://www.teach-
 Ask learners to work individually to research the following ict.com/gcse_new/netwo
network layouts: rks/topologies/theory_to
- ring network pologies.htm
- bus network
- star network.
Explain that, following their research, learners should be able
to describe the layout of each network, including creating
drawings, and should be able to describe the potential issues
that could be associated with each one.
Design a simple Drawing network diagrams Learners can draw network
network diagrams on paper if it is not
 In the following activities, learners will be introduced to practical for them to do so on
Identify the network drawing software and will then use this to create screen.
purpose and networks that are suitable for a number of given scenarios.
components of a  software that is suitable If the network diagrams are
network  Using a selected diagram software, demonstrate how to for drawing network to be created electronically, a
produce a network diagram. diagrams careful choice of software will
make this task easier. For

Scheme of Work – Cambridge ICT Starters On Track, Networks for a Purpose 8

  a prepared simple example, creating complex
 In order to practise using the software, ask learners to create network diagram to copy drawings in word processing
their own version of the demonstration diagram. software can be a difficult
 prepared icons or task.
 Provide learners with a series of network scenarios and ask pictures of network
them to use the selected diagram software to create objects Learners may need help to
networks that are suitable for each one. The scenarios  the class chart with insert images into the
should be kept simple but should include various pieces of network definitions diagram software.
hardware and account for various potential issues, such as a  a prepared list of
network cable breaking or the need to occasionally add a different but simple Encouraging learners to
further computer to the network. network scenarios create indexes or a key for
suitable for creating each network diagram will
 Learners should also create a key for each diagram so that diagrams help consolidate their
each element, and its purpose, can be easily identified. knowledge of the various
components of networks.
Demonstrate Managing networks
understanding of
management  In the following activities, learners will consider some of the
issues associated tasks involved a managing a computer network. They will
with networks consider the importance of each task and will discuss the
key features that are required to maintain the security of a
Understand network.
network security
issues  Explain to learners that many larger organisations will employ
teams of people whose task it is to maintain their computer
network.

 Display a list of some of the tasks that are likely to be  a prepared list of
involved network management. The list could include: network management
- installing updates to software tasks
- adding and deleting software
- updating hardware and replacing old equipment
- adding new equipment, such as printers or scanners
- fixing errors and problems
- adding and deleting users
- file management

Scheme of Work – Cambridge ICT Starters On Track, Networks for a Purpose 9

 - back-ups
- planning for the future
- budgeting
- training users
- security.

 Divide the learners into small groups and ask them to discuss
the tasks on the list and to suggest why each might be
important. Each group should then feedback in order that a
class list of management tasks and rationale can be created.

 Hold a class discussion to identify some of the basic security

issues that relate to computer networks. This list that is
created could include the following:
- The protection of the physical equipment, for example
keeping the server in a safe place and keeping all
windows and doors locked.
- Protecting the system software, for example installing
virus protection.
- Introducing different levels of user access.
- Encouraging users to select passwords carefully.
- Securing data by performing regular back-ups and by
storing the back-up files in a safe place.
- Performing regular maintenance of the system to prevent
failures.
- Ensuring good user practices, such as logging off, virus
checking any new software or preventing users from
installing new software, taking care when downloading
from the internet and providing rules for user file
management.
- Preventing any unauthorised access.

 Hold a class discussion to answer the following questions

about network security:
- What features relating to network security would have to
be in place in other Networks, for example in a Doctors

Scheme of Work – Cambridge ICT Starters On Track, Networks for a Purpose 10

 Surgery, in a home network and in a bank?
- What are the features of a good or bad network
password?

 In their previous groups, learners should work together to

create group poster based upon the following instruction:
- Imagine that you are the school network administrator.
Your task is to create a poster to put on display in the
computer room which informs learners about how they
can help keep the school’s computer network secure. On
the poster include any security measures you think would
be useful for learners to know.

Scheme of Work – Cambridge ICT Starters On Track, Networks for a Purpose 11

 Assessment ideas
To show how the Assessment idea fully incorporates the learning objectives tested, the assessment idea is cross-referenced with the learning
objective table below.

Assessment Idea One

Design a simple network for a home. It should include at least three computers, a scanner, a printer and have access to the internet. (1) Include any
items that will be needed to complete the network design. Create a simple plan of the house with all the hardware labelled. (2)
 Write a description of
your network, explaining the purpose of each of the network parts (2) Write some simple advice of what the family could do to keep the network
running well. (3) The family keep important documents on their network and other people use the machines – can you give them any simple security
advice (4).

Stage 2 Module – Networks for a Purpose

1 Design a simple network
2 Identify the purpose and components of a network
3 Demonstrate understanding of management issues associated with
networks
4 Understand network security issues

Teachers should retain the following evidence for moderation:

 copy of assessment task
 learners printed or photocopied or saved network plan
 learners written answers.

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