Scheme of Work – Cambridge ICT Starters Next Steps, Exploring Databases

Introduction
This document is a scheme of work created by Cambridge International as a suggested plan of delivery for the Cambridge ICT Starters Next Steps
module ‘Exploring Databases’. 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 Exploring Databases module is part of the Next Steps certificate. The progression of modules that relate to this topic are shown in the diagram
below.

Initial Steps Next Steps On Track

Exploring Databases Databases for a Purpose

Scheme of Work – Cambridge ICT Starters Next Steps, Exploring Databases

 Next Steps, Stage 1 module: Exploring Databases
In this module, learners will learn about the value and basic structure of databases. They will discover how to enter and edit data and how to use
databases to search for and to sort information.

What is assessed in this module?

Learners will demonstrate how to:
 add new records to a data file
 identify field types
 use ‘equals’, ‘more than’ and ‘less than’ in searches
 re-phrase a given question in terms of search criteria
 interpret data.

What do you need to teach this module?

To teach this module you will need:
 a database package with a range of tools and edit features.
 a set of record cards or blank cards which can be used to create a physical set of records
 prepared databases with question sets which can be answered from them.

Underpinning knowledge
Before commencing this module it is recommended that learners can:
 use the keyboard to enter numbers and text
 open software
 recognise and use menus and buttons
 navigate to and open prepared files.

Scheme of Work – Cambridge ICT Starters Next Steps, Exploring Databases

 General Principles and Procedures
The following are further suggestions and considerations:
 Some database packages make it easy to view and enter all the information in a table format, such as a spreadsheet, rather than using a data
entry or record card layout for each record. There is no stipulation which type must be used but the package chosen should be suited to the age
and ability of the learners.
 Learners will benefit from viewing ‘real world’ examples of databases but may need help in identifying their structure.
 Ensure that any sample databases are large enough so that learners will be unlikely to identify all relevant records or field values without
carrying out appropriate sort or search commands.
 Learners need to be encouraged to understand and use the correct terminology, such as ‘record’, ‘field’ and ‘descending order’.
 Make sure that any questions asked will generate usable results.
 Learners should be encouraged to be specific when they write up any interpretations. A common mistake is to make very general conclusions.
 Learners should experience types of data entry that they will meet in the real world. For example, they should experience ‘forced choice’ by
using button selection or drop-down menus as well as ‘open’ entry, where any text or numeric field values can be keyed in. In using databases
found on the internet to find information, learners will encounter such ‘drop-down’ menus as well as the need to provide key words or phrases.
Experience of varied forms of data entry will also help learners who progress to designing databases in the On Track module ’Databases for a
Purpose’.
 Real databases may contain a lot of information and, although it is not assessed specifically in this module, learners should be shown how
graphs can help to identify key features or patterns.
 To be able to turn real-life questions into search criteria for retrieving information from a database, learners will benefit from practise and from
seeing examples of how real-life databases are used. For example, seeing how the school librarian finds out whether a book is loaned out or
who has borrowed it.

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 the computers in lessons.
 Although it isn’t assessed, this module will provide an opportunity to discuss data security with learners. This could include the need to protect
databases from the risk of data breaches, the tools for doing this and some of the potential impacts of breaches. The content of these
discussions should be appropriate to the age of the learners.
 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 Next Steps, Exploring Databases

 Learning Suggested activities to choose from Resources Comments
Objective

Add new records Analogue databases

to a data file
 In the following activities, learners will create an analogue
Identify field types database and will use this to sort data. They will then
consider the problems that are encountered when creating
Use ‘equals’, and using analogue databases.
‘more than’ and
‘less than’ in  Explain to learners what a database is and demonstrate the
searches use of a simple online database, such as one for booking
flights or holidays.
Rephrase a given
question in terms  Ask learners if they can think of any other activities that
of search criteria databases might be used for.

Interpret data  Explain that databases can either be created using computer
software or by creating a physical set of records. Explain
that, during the next set of activities, learners will be working
with physical, or analogue, data records.

 Provide learners with a template for an analogue data record

card. Explain key database terminology, such as ‘record’ and  a prepared template for
‘field’. physical ID cards or
profiles
 Learners should work individually to create analogue identity
cards or profiles about themselves using the provided
template. Their cards should contain the same information
fields for each member of the class. The fields that are
included could include:
- first name
- last name
- date of birth
- favourite colour
- favourite book

Scheme of Work – Cambridge ICT Starters Next Steps, Exploring Databases

 Explain the importance of accuracy when producing records.
For example, there should be no spelling errors as sorting
data is hard to do if there are inaccuracies

 Copies of each card should then be made so that learners

can work in smaller groups but still have access to the whole
class data.

 Working in groups of four, ask learners to sort the class

dataset by a variety of criteria, such as in ascending or
descending order of age or in alphabetical order of last
name.
Structuring the questions that
 Once each group has sorted the data by each given set of are asked of physical records,
criteria, they should use their sorted order to answer so that the records require
questions such as: resorting to find the answers,
- Which is the most popular book in the class? will help learners to understand
- Who is the sixth oldest member of the class? benefits of a computer
- How many members of the class have selected blue as database more easily once
their favourite colour? they begin to compare the two.

 Once each group have sorted the data three times, hold a
class discussion to identify the problems that are
encountered when working with an analogue database. Use
the output from these discussions to create a class chart
which lists these problems. Problems that will be added to
this chart will include:
- the time taken to re-sort the data and to count the data in
order to answer a question.
- the risk of human error when both sorting the data and
answering the questions.
The class chart can then be displayed in the classroom so
that it can be referred to or added to during later activities.

 End this group of activities by collecting all of the data cards

in from the groups. Retain one copy but then destroy the

Scheme of Work – Cambridge ICT Starters Next Steps, Exploring Databases

 remainder in front of the class. Explain that this is being done
in order to protect the personal data of each learner.
Identify field types Introduction to data sorting using a computer

Use ‘equals’,  In the following activities, learners are introduced to how data
‘more than’ and can be stored and sorted electronically and they will begin to
‘less than’ in consider the advantages provided by a computer database
searches over physical record systems.

Rephrase a given  Explain that any organisation which stores large amounts of
question in terms data is likely to store it in a database.
of search criteria
 Ask learners to suggest why these organisations might prefer
Interpret data to store these records on a computer database, rather than in
a physical, analogue, database.

 Display a pre-prepared computer database which contains  a teacher prepared

the learners’ data that was created during the first group of database of learners’
activities from this module. Demonstrate how this data can ID cards or profiles
be quickly sorted based upon some of the criteria that was from the previous
used when the learners were working with the analogue session
version.

 Learners should sort and search the prepared database to  a prepared question
answer a series of prepared questions, similar to those that sheet relating to the
they answered using the analogue data records in the last database
set of activities.

 Hold a class discussion to identify the benefits of a computer

database when compared to physical records system. Add
the observations that result from these discussions to the
class chart that was created at the end of the last set of
activities.
Add new records Adding records to computer databases
to a data file

Scheme of Work – Cambridge ICT Starters Next Steps, Exploring Databases

 Identify field types  In the following activities, learners will work with a computer
database to add data and new data fields.
 the teacher prepared
 Demonstrate how to create new records and add data to the database of learners’
prepared database that was used during the last set of ID cards or profiles
activities. The new data could relate to something which is from the previous
easy to define, such as: session
- whether each learner is a boy or a girl Learners will need to be
- the location where each is sitting for this particular encouraged to work in an
activity. organised and methodical way
when entering new or
 Ask learners to practise entering new data to the prepared amended data to a database.
database to add new records and to amend the existing
records. For example, the new data could relate to shoe size Learners should be
or could be a new ‘favourite’. encouraged to routinely check
their work for accuracy.
 Learners could then amend data by each changing their Explain that a reasonable level
favourite colour and favourite book. of accuracy is required in the
assessment of this module.
 Remind learners that by adding new data to the database
they have created a new ‘field’. Learners will need to evidence
the changes that they have
 Remind learners that copies of their personal data were made to the database by
destroyed at the end of the first group of activities in order to printing, taking a screenshot or
protect that data. Explain that some information, such as date saving multiple versions of the
of birth, should be kept confidential so that it cannot be file. Remind learners of the
misused. Explain that it is therefore important to ensure that principles of using good file
access to an electronic database is restricted and that those names in order that each
who do have access are aware of their responsibility to version can be clearly
protect the data that is held in the database. identified.
Use ‘equals’, Interpreting data
‘more than’ and
‘less than’ in  In the following activities, learners will investigate the
searches available tools in the database software that enable them to
create graphs as an aid to interpreting the data.
Rephrase a given

Scheme of Work – Cambridge ICT Starters Next Steps, Exploring Databases

 question in terms  Demonstrate how to create bar charts and other charts in  use the database of
of search criteria database software. learner data that was
created during the Learners should be
Interpret data  Learners should work in pairs to create different charts from previous activities encouraged to notice that
a selected field within the database. They should then some field types lend
discuss which graph type is most appropriate for the themselves to graphical display
particular data field. and others do not. For
example, a ‘favourite’ field is
 In their pairs, learners should also identify useful questions likely to be more appropriate to
that can be answered from the data. They should then use graph than a ‘surname’ field.
searches and graphs to draw sensible conclusions from the
data that will answer their selected questions. Example Learners should be
questions could include: encouraged to talk or write
- How many class members are older than partner A? about what each graph shows,
- How many class members are younger than partner B? even if they want to discard it.
- How many more class members share the same
favourite colour as one of the partners compared to that
of the other?

 In larger groups or as a whole class, learners should discuss

the results of their searches. They should then individually
write down some simple conclusions that arose from the data
they have examined.
Add new records Searching databases
to a data file
 In the following activities, learners will work in groups to  either the previous
Identify field types create sets of questions for the class to answer from the database or a different,
class database. pre-prepared,
Use ‘equals’, database can be used
‘more than’ and  If further practise is required, the learners can enter during this group of Learners should be
‘less than’ in additional fields of data at this stage. activities. encouraged to refine their
searches questions so that they have a
 Ask learners to work in small groups to construct questions real context and result in useful
Rephrase a given which can be asked from the provided data. Each group information being extracted.
question in terms should note down the expected answers and the search For example:
of search criteria criteria which could be used to find the information. – How much difference in

Scheme of Work – Cambridge ICT Starters Next Steps, Exploring Databases

 height is there between the
Interpret data  Each group compiles their list of questions into a short tallest and the shortest
question sheet, using word processing software. They then boy?
print copies of their question sheets for the other groups to – How many girls are below
answer. average height if the
average is 5 ft or 150 cm?
 Each group then uses the database to answer the questions
that have been set by other groups. They write down their
answers and the search criteria that they have used.

 Each group then marks the answers to the questions that

they have set. Importantly, they should look at the criteria
that have been used and evaluate its success.

 Once all of the question sheets have been marked, the class
should discuss and compile a class question sheet of best
questions which test a wide range of search and sort
methods.

Scheme of Work – Cambridge ICT Starters Next Steps, Exploring Databases

 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

Provide a prepared database with at least 6 fields and more than 20 records. Also, field types should be a mix of text, numeric, (Yes/No) or options
with up to 6 values. The data should be relevant or interesting to the learners and provide sufficient potential for a number of questions to be asked of
it. Questions should be structured so that different search criteria (or combinations) are required and only generate a few records as a result.

The learners should have the opportunity to enter a least 5 records (1). Learners are asked to identify two field names giving the type of data they
contain. (2) Learners use the data to answer a range of questions; they write down both the results (3) and the search criteria they use to obtain them
(4). Learners write a short conclusion of what these results mean (e.g. an interpretation of the results of a search). This may be for a new question
(5).

Stage 1 Module – Exploring Databases

1 Add new records to a data file
2 Identify field types
3 Use ‘equals’, ‘more than’ and ‘less than’ in searches
4 Re-phrase a given question in terms of search criteria
5 Interpret data

Teachers should retain the following evidence for moderation:

 copy of original database/data and questions
 printout of additional records with any errors highlighted
 written answers from learners (including search criteria used).

Scheme of Work – Cambridge ICT Starters Next Steps, Exploring Databases