BTEC First Certificate and Diploma For ICT Practitioners Tutor Support

BTEC
Edexcel Level 2 BTEC First Certificate and Diploma for Information and Communication Technology (ICT) Practitioners
To support the specification to be taught from September 2006 May 2006
Tutor support
Edexcel Level 2 BTEC First Certificate and Diploma for
Information and Communication Technology (ICT) Practitioners
Edexcel, a Pearson company, is the UKs largest awarding body offering academic and vocational qualifications and testing to more than 25,000 schools, colleges, employers and other places of learning here and in over 100 countries worldwide. We deliver 9.4 million exam scripts each year, with 3 million marked onscreen in 2005. Our qualifications include GCSE, AS and A Level, GNVQ, NVQ and the BTEC suite of vocational qualifications from entry level to BTEC Higher National Diplomas and Foundation Degrees. We also manage the data collection, marking and distribution of the National Curriculum Tests at Key Stages 2 and 3, and the Year 7 Progress Tests.
References to third party material made in this specification are made in good faith. Edexcel does not endorse, approve or accept responsibility for the content of materials, which may be subject to change, or any opinions expressed therein. (Material may include textbooks, journals, magazines and other publications and websites.)
Authorised by Jim Dobson Prepared by Allen Kaye All the material in this publication is copyright Edexcel Limited 2006
Contents
Introduction Unit 1: Using ICT to Present Information Unit 2: Introduction to Computer Systems Unit 9: Database Software
1 3 28 52
Introduction
This tutor support document has been developed to support the delivery of the Edexcel Level 2 BTEC First Certificate and Diploma for Information and Communication Technology (ICT) Practitioners and should be read in conjunction with the published specification (BF017267). Each unit within a BTEC First specification contains a Delivery and Assessment section within the Essential guidance for tutors. These sections are designed to bring together the abstract, the learning outcomes, the content and the assessment and grading sections of the unit to provide a coherent overview of how the course may be approached. It also gives further explanation and amplification to support the interrelationship between the learning outcomes, unit content and grading criteria. These tutor support materials are designed to supplement the information given in each unit and support tutors in the planning of their programme of learning for a unit. They provide a suggested format for the delivery of three units, together with a possible unit scheme of work where the unit content has been divided into a number of sections for teaching purposes. These are illustrations of how a unit can be divided into manageable learning blocks. They are not prescriptive. Tutors may feel that the learning outcomes for a unit may be completed more effectively in a different order, based on the way the qualification is organised within the centre and taking into consideration the learning styles, ability levels and prior learning of the cohort. In the right-hand column of the programme of learning table is a section called Links to OnCourse materials. These materials are topic-based support files and documents providing such items as PowerPoint presentations, tutor notes, individual lesson plans, formative exercises and quizzes. These materials when accessed on the website, are hyperlinked to this document to provide easy access. The materials are also available for direct downloading. For more details about OnCourse please see the OnCourse section below. In this tutor support document, units 1, 2 (the mandatory units) and 9 have active hyperlinks to these resources. A full set of materials relating to every unit will be found on Edexcel OnCourse. Centres with registered learners can access OnCourse free of charge. The programme of learning indicates how the suggested content may be delivered in order that the learning outcomes may be achieved. The assessment criteria within the Grading grids state the evidence required to enable the learner to successfully complete the learning outcomes and for one of these assessment opportunities, a sample assignment has been provided. Other assignments will need to be written by the tutor for the unit and subjected to quality assurance procedures within the centre in the normal way. For further information please call Customer Services on 0870 240 9800 (calls may be recorded for training purposes) or visit our website at www.edexcel.org.uk Edexcel OnCourse Edexcel OnCourse is a new service offered by Edexcel to any centre registered to run a particular course. Registration with the service is via the following web page: www.edexceloncourse.org.uk/ Go to the request for login link at the top of this web page and you will receive straightforward registration instructions. Once centres log in they are presented with either an Administrative Console or Learner Console option. For the purposes of accessing OnCourse materials, the Learner Console option should be chosen. Clicking on files offers the opportunity to open them on screen within the OnCourse environment, or to save them to the users own computer. The Administrative Console provides a Learning Management System.
Tutor support Edexcel Level 2 BTEC First Certificate and Diploma for Information and Communication (ICT) Practitioners Issue 1 May 2006 Edexcel Limited 2006
Unit 1:
NQF Level 2:
Using ICT to Present Information

BTEC First
Guided learning hours: 60
Delivery and assessment guidance

The unit has been divided into sequential blocks for teaching purposes. The blocks typically do not represent one lesson. This is an illustration of how curriculum delivery could be planned. Three sample assessments have been provided. The aim of these teaching materials is to provide a structure that will progressively build up learners skills in presenting information effectively in an understandable and readable format that takes into account the expected audience, media and context. Sample assessments are for guidance only and it is possible that assessments in other units (eg Unit 3: ICT Project, Unit 5: ICT Supporting Organisations, Unit 15: Providing Technical Advice and Guidance, etc) could also provide evidence for this unit.
Learning outcomes
On completion of this unit a learner should: 1 2 3 4 Understand the purpose of different document types Understand the basis for selecting appropriate software to present and communicate information Be able to use commonly available tools and techniques in application packages Be able to review and adjust finished documents.
Overview
Block 1 2 3 4 5 6 7 8 9 10 11 12 Content related to learning outcomes LO1 Types of document; Audience types; Appropriate communication (opening ideas) LO2 Applications; Information LO1 Appropriate communication LO3 Information storage Assessment 1 covering grading criteria P1, P2 LO3 Formatting and editing tools; Presentation techniques LO4 Review LO3 Formatting and editing tools; Presentation techniques Assessment 2 covering grading criteria P3, P5, P6, M1, M3 LO2 Features LO3 Formatting and editing tools; Presentation techniques LO4 Review Assessment 3 covering grading criteria P4, M2, D1, D2
Programme of learning
Outline of possible programme of learning
Block 1
Teaching topic LO1 Types of document Audience types Appropriate communication (opening ideas)
Delivery methods Whole-class teaching Individual or small group research
Guidance The key focus that should start at the beginning and progress through this unit is that documents should be fit for purpose learners need to look beyond the mechanics of producing the documents and become consciously aware of the intended audience and the purpose of the document and how these relate to the package chosen and the features used. These ideas could be introduced using the PowerPoint presentation (or an adapted version of it) and followed up using appropriate other materials and exercises such as the ones provided. Beyond the activities suggested in the OnCourse column, a further activity that might be interesting to learners would be to give them examples of inappropriate documents and ask them to identify unintended outcomes. Examples of pre-prepared documents with problems are ones having a very informal style that are used for formal purposes or very information intensive documents used for promotional purposes. Learners could be asked to identify the type of document, purpose, intended audience and issues for each document. These could be recorded in a simple table. A summary check on learning could be achieved by asking learners to recommend changes to problem documents.
Links to OnCourse materials Appropriate communication tutor notes Appropriate communication presentation Communication styles worksheet
Block 2
Teaching topic LO2 Applications Information
Delivery methods Practical work Whole-class teaching
Guidance Depending on the existing skills of the learners (individual initial assessment will be valuable), it may be necessary to introduce practical activities as below to ensure that learners have sufficient skills in using the application packages creating and storing documents using basic software tools. Individual activity using tracked practical work and worksheets could start here and further workshops could be build in as required. At this stage of the unit, learners will need to be familiar with the following: a) application package types for presenting and communicating information: text-based software text editor; word processor graphics software (graphics tools in packages; stand-alone graphic packages) presentation software
Links to OnCourse materials Types of information tutor notes Types of information presentation Information lesson plan for adaptation Finding information exercise
b) other information technologies, eg mobile phones, email. Otherwise the example materials provided in OnCourse can be used or adapted to ensure coverage of the key parts of the second learning outcome.
Block 3
Teaching topic LO1 Appropriate communication
Delivery methods Practical work Whole-class teaching
Guidance At this stage it will be necessary to develop the concept of meeting user need by checking and ensuring appropriate content, language and writing style. Specific advice to the learner depends on the communication method and content but could include: using appropriate language to the expected reader/audience (including use of simple readability tests to check) choosing information that is accurate, up to date and consistent adaptation with regard to expected reader/audience using appropriate writing style, eg netiquette, formal/informal, etc ways to attract attention without overwhelming other content using summaries to convey important points only setting out information clearly, eg consistent paragraph styles, headings, subheadings, etc.
Links to OnCourse materials Quiz on appropriate communication Readability tests Exercise
Block 4
Teaching topic LO3
Delivery methods Practical
Guidance Learners may well have existing skills in this aspect and checks should be made to ensure that individuals do not repeat prior learning (unless it is felt they need to confirm these skills). Learners will need to be able to develop skills in using folders and files. This involves: structuring files and folders (to represent a real-life situation or groups of related files) naming of files and folders (to accurately describe contents without having to open) backing up and archiving (to secure information and maintain storage efficiency).
Links to OnCourse materials Storing files lesson plan Storing files presentation Using folders exercise Storing files quiz
Information storage Whole-class teaching
It is accepted that this activity may well be delivered out of the context of an individual unit perhaps being part of the learners induction activity. 5 Assessment Practical work Assessment 1 (covering grading criteria P1 and P2).
Block 6
Teaching topic LO3 Formatting and editing tools Presentation techniques
Delivery methods Practical work Group work
Guidance The unit requires that learners build documents using extended formatting features (refer to detail of content) to create more sophisticated documents. Practical activity to develop or extend these skills could be a continuation of previous workshop activities. Learners will need to be able to: develop tools in text-based software to format and edit text use available templates in application packages develop concept of styles using colour, arrangement and presentation techniques to achieve sophisticated documents, and show how to create tables and charts and integrate into text-based document.
Links to OnCourse materials Formatting tutor notes Formatting lesson plan for adaptation Formatting presentation Clipboard Excel exercise Clipboard Word exercise
LO4 Review
For the Review aspects of this learning outcome, learners will need to be given the opportunity to discuss existing or recently produced documents. Learners should be informed as to how to look for signs of feedback from the reader/audience and to make judgements and take action. The feedback could include: personal reaction to proofreading of draft copy verbal reaction from colleague/peer group to draft copy verbal reaction from colleague, recipient, group or large audience non-verbal reaction from recipient, group or large audience, eg body language, etc written reply from colleague or recipient.
Block 7
Teaching topic LO3 Formatting and editing tools Presentation techniques
Delivery methods Practical work
Guidance Adding graphical images to documents. Focus should be on fitness for purpose. Key aspects to be covered include: graphics software facilities that are both embedded tools in application packages and stand-alone skills in formatting graphical images and how they integrate into documents.
Links to OnCourse materials Exercise on Word diagram Quiz on formatting
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Assessment LO2 Features
Practical work Practical work
Assessment 2 (covering grading criteria P3, P5, P6, M1, M3). Some features (see detail in specification content) can be described or demonstrated; however, learners should have some opportunity to build practical skills. One area in particular that probably will be new for most learners at this level will be the creation and use of templates. Word represents a relatively easy package to generate templates in; however, others are possible and learners could extend their practical skills up to their potential in the time allowed. Supported workshop activities will allow such learners progression using series of practical worksheets that build up skills and confirm understanding. The need to create templates in two packages is necessary for learners to achieve distinction grades.
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LO3 Formatting and editing tools Presentation techniques
Practical work Whole-class teaching
Learners can continue to use individual workshops to develop skills and expertise as required. At some point they will need to extend their abilities to use graphics packages to enhance information presentation. They will need to develop advanced skills in manipulating graphical images as detailed in the content and in addition develop advanced skills in combining graphical and textual information. Slideshow or multimedia software can be used here (eg MS PowerPoint, Macromedia Flash, FlashSlider, etc). Animation and multimedia can be used here.
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Block 11
Teaching topic LO4 Review
Delivery methods Group work Practical work
Guidance At this stage, learners will be in a position to be able to begin to review documents in a more formal way as well as justifying application packages used and the documents produced their content and layout. They need to be able to practise and confirm their developing understanding of: the use of existing facilities in application packages to review and improve quality of information presentation, eg spell check, grammar check, readability test whether documents meet user requirements.
Links to OnCourse materials
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Assessment 3 (covering grading criteria P4, M2, D1, D2).
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Sample assessment activity
Assignment title: 1.1 Understanding the purpose of different document types Assessment activity front sheet This front sheet must be completed by the learner where appropriate and included with the work submitted for assessment. Learners name: Date issued: Assessors name: Completion date: Submitted on:
Reference P1
Assessment criteria Describe the structure and purpose of different documents, one from each document type Describe the different types and sources of information and ways of checking its validity
Achieved Yes/No
Evidence Satisfactory answers for questions 1a and 1b Satisfactory answers for questions 2a, 2b, 2c, 2d and 2e
Comments/feedback from assessor
P2
Yes/No
Learners comments:
Learners signature: Assessors name and signature: Assessors general comments:
Date: Date:
Internal verifiers comments on assessment:
Name:
Signature:
Date:
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Unit 1: Using ICT to Present Information Assignment 1.1 Understanding the purpose of different document types The assignment is designed to test your knowledge of different document types available and the types of information that can be included within them. Please answer each question carefully. Tutors should provide multiple examples of the document types listed below as source material for this assignment. Some documents may be accessed via the internet. Documents can be divided into six basic types. These are: short formal documents extended formal documents graphical documents promotional documents presentations informal documents.
Tasks 1 (a) Describe the structure and purpose of one example document from each type listed above. You may add an annotated example of each of the documents if this helps your explanation. Describe, using examples, the difference between informal and formal document types. [P1] Describe what is meant by the terms structured and unstructured information. Explain, using appropriate examples, the value of converting information from one type into another (eg converting continuous text with tables or numeric information into charts or graphs). Describe three different ICT sources. Describe three different non-ICT sources. Describe ways of checking the validity of information gathered from these sources. [P2] Please check your answers carefully.
(b) 2 (a) (b)
(c) (d) (e)
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Assignment title: 1.2 Create different types of documents for different audiences Assessment activity front sheet This front sheet must be completed by the learner where appropriate and included with the work submitted for assessment. Learners name: Date issued: Reference P3 Assessors name: Completion date: Assessment criteria Create documents making use of basic tools and techniques, one from each document type, that meet the needs of a defined audience Use appropriate file names and folder structures to save documents Review and check documents Achieved Yes/No Evidence Witness statement, printed evidence or screenshots for task 1 Witness statement or printed evidence for practical task 2 Creation and use of review checklist for practical task 3 Satisfactory creation of two different document types as described in practical task 4 Evidence of advanced tools and techniques for practical task 1 Submitted on: Comments/feedback from assessor
P5
Yes/No
P6
Yes/No
M1
Create different types of documents to convey the same information to different types of audiences Use advanced formatting tools and techniques to enhance the presentation of information
Yes/No
M3
Yes/No
Learners comments:
Learners signature:
Date:
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Assessors name and signature:
Date:
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Assessors general comments:
Name:
Signature:
Date:
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Unit 1: Using ICT to Present Information Assignment 1.2 Create different types of documents for different audiences The purpose of this assignment is to provide an opportunity for learners to demonstrate their ability to: 1 2 3 understand the basis for selecting appropriate software to present and communicate information use commonly available tools and techniques in application packages review and adjust finished documents.
NB: Amendments may be made to the scenario to meet local needs but the tasks should be kept the same. Scenario Congratulations! You have recently gained employment in the marketing department of a startup internet solutions company called PearNet that specialises in website hosting, registration and development. One of your first jobs is to draw attention to your company amongst the local business community. Since the business is new all documentation has to be created from scratch everything from business cards to customer invoices. The head of marketing, Ahmed Rashid, has started this process by emailing you a series of sketches which detail the proposed layouts for the following document types: memo newsletter letter web page presentation slide company logo web log (blog).
Ahmeds sketches are attached to this assignment and should be used for initial guidance in order to complete the set tasks listed below. Tasks 1 Create electronic versions of these documents using appropriate software and techniques that meet the needs of an identified audience. (Note: you must identify that suitable audience for each document from the assignment scenario above.) Clearly state the identified audience for each document and save each document in an appropriate file format. [P3] Where appropriate you should use formatting tools and advanced techniques to enhance the presentation of the documents. Each formatting tool and advanced technique used should be clearly identified and linked with the targeted document enhancement. [M3]
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Ensure that each document is appropriately named and stored in the correct folders. Ahmed has suggested the following folder names: short formal extended formal graphical promotional presentation informal documents.
He is relying on your ICT experience to place the completed documents in the correct folder. All of the folders listed above should be inside a parent folder called marketing. [P5] 3 Ensure that you review and check documents before submission. It is likely that Ahmed will want to see that the correct quality checks have taken place. Use your knowledge of review processes to create a simple checklist for each document produced. [P6] 4 Ahmed has decided that whilst the letter format would be an ideal way to address individual business needs, he would like similar information to be placed in an A5 advertising leaflet which can be pushed through letter boxes (for each household) and an A4 advert which can be placed in a local newspaper. Select and revise the letter content as necessary to create a suitable advertising leaflet and advert. Please remember to adjust the content and style for the change of audience. [M1] Note: These documents should also be stored in the correct folder so that your assessor/tutor may access them as necessary. Company logo (suggestion) Ahmeds scans
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Newsletter
Letter Ahmeds scans
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Web page
Presentation slide Ahmeds scans
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Memorandum
Web blog
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Assignment title: 1.3 Use of templates to create and review complex documents Assessment activity front sheet This front sheet must be completed by the learner where appropriate and included with the work submitted for assessment. Learners name: Date issued: Assessors name: Completion date: Submitted on:
Reference P4
Assessment criteria Select and use document templates
Achieved Yes/No
Evidence Creation of memo and formal letter from selected templates for task 1 Creation of mail-merge letter to shareholders using database sources and spreadsheet chart (from task 2) Satisfactory creation of the letter template (task 2) and the slideshow template (task 3b) Satisfactory justification and review of letter and slideshow templates created in tasks 2 and 3b
M2
Create a complex Yes/No document that combines textual, numerical and graphical information appropriate for a defined audience
D1
Create document templates using two different applications
Yes/No
D2
Review a complex document and justify choice of tools and techniques in terms of the effectiveness of communication to the defined audience
Yes/No
Learners comments:
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Date: Date:
Name:
Signature:
Date:
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Unit 1: Using ICT to Present Information Assignment title 1.3 Use of templates to create and review complex documents The purpose of this assignment is to provide an opportunity for learners to demonstrate their ability to: 1 2 3 4 understand the purpose of different document types understand the basis for selecting appropriate software to present and communicate information use commonly available tools and techniques in application packages review and adjust finished documents.
NB. Amendments may be made to the scenario to meet local needs but the tasks should be kept the same. Scenario You are an administrative assistant working in a local company called Toytastic! which specialises in film merchandise. Recently your company has launched a series of action figures for a new blockbuster film being released by NewMedia Film Productions. The figures below show the sales figures for the four main character figures sold during the first financial quarter (April, May and June). These figures were supplied by the Sales Department on a scruffy handwritten note. Figure 001 Hero: 30000 units, 35000 units, 40000 units Figure 002 Villain: 25000 units, 32000 units, 38000 units Figure 003 Scientist: 17000 units, 27000 units, 25000 units Figure 004 Soldier: 30000 units, 40000 units, 32000 units Both the Hero and Villain figures retail for 10.50 each, the Soldier for 10.00 and the Scientist for 9.00. Tasks 1 Select and use a suitable pre-defined word-processing template to present this information to: (a) Mr Ronald Jones, the Managing Director of Toytastic! as a memo (b) Miss Sasha Astapkovich, the Head of NewMedia Film Productions as a formal business letter. NewMedia Film Productions address is 21 Larchwood Drive, Illingham, Worcs., WR12 8DE. [P4] 2 Mr Jones has also asked you to produce a mail-merged letter to company shareholders, which displays a simple bar chart showing the income generated for each figure across each of the months in the first financial quarter. The names and addresses of each of the shareholders should be stored in a database table for the mail merge (see the Useful data section of this assignment brief for details). The bar chart should be imported from a suitable pre-prepared spreadsheet file. [M2]
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The information produced in task 2 will need to be repeated for each quarter throughout the rest of the year. Create a suitable template for this letter that can be used for the subsequent quarters. [D1] 3 (a) An electronic slideshow for this information is also planned for Toytastic!s annual product review. A suggested template format for each slide is shown below: Q U A R T E R #
LOGO
90 80 70 60 50 40 30 20 10 0 1st Qtr 2nd Qtr 3rd Qtr 4th Qtr East West North
Text commentary on the chart goes here. Create a suitable template for this slideshow and create a suitable slide for the first quarter. [D1] (b) Review the techniques used during the creation of the documents for tasks 2 and 3b. Justify the choice of tools used to create each document in terms of the effectiveness of communication to the defined audience. [D2] 4 Useful data: Shareholder names and addresses: Mr W. Patel, 29 Ludhaven Terrace, Ross-on-Wye, Herefordshire Mrs J. Plume, 13 Finchcastle Lane, Haresham, Worcestershire Miss K. Chinata, Flat 2b, Eli Avenue, Dewhampton, Gloucestershire Ms N. Chung, 9 Waterlilly Lane, Hillington, Worcestershire Mr J. F. Quesada, Pear Tree Farm, Pauntley, Gloucestershire.
Toytastic! address: Toytastic!, Units 10 15, Coachchester Trading Estate, Coachchester, Worcestershire, WR12 2MF.
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Unit resource list
OnCourse Unit 1: Using ICT to Present Information A) Appropriate communication Appropriate communication Lesson Plan Unit 1 Appropriate communication Presentation Unit 1 Appropriate communication Quiz Unit 1 Appropriate communication Tutor Notes Unit 1 Communication Styles Worksheet Unit 1 More Netiquette Worksheet Answer sheet Unit 1 More Netiquette Worksheet Unit 1 Netiquette Worksheet Answer sheet Unit 1 Netiquette Worksheet Unit 1 Readability Tests Exercise Unit 1 B) Formatting Clipboard copy Excel chart to Word Exercise Unit 1 Clipboard Text in Word Exercise Unit 1 Formatting Lesson Plan Unit 1 Formatting Presentation Unit 1 Formatting Quiz Unit 1 Formatting Tutor Notes Unit 1 Word diagram Exercise Unit 1 C) Information Finding information Exercise Unit 1 Information Lesson Plan Unit 1 Information Presentation Unit 1 Information Quiz Unit 1 Information Tutor Notes Unit 1 D) Storing files Finding files Exercise Unit 1 Storing files Lesson Plan Unit 1 Storing files Presentation Unit 1 Storing files Quiz Unit 1 Storing files Tutor Notes Unit 1 System unit Worksheet Answer sheet Unit 1 System unit Worksheet Unit 1 Using folders Exercise Unit 1
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Unit 2:
NQF Level 2:
Introduction to Computer Systems

BTEC First

The unit has been divided into 18 sequential sessions (blocks) for teaching purposes. This is an illustration of how curriculum delivery could be planned. Assessment has been placed after each topic; this could be rearranged to suit delivery methods. Four sample assessments have been provided.
Learning outcomes
On completion of this unit a learner should: 1 2 3 4 Know different uses of computers in homes and businesses Be able to explain the use of common types of hardware in a personal computer system Know how to select software for a specified user Be able to safely connect hardware devices and configure software for a specified user.
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Overview
Block 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 Content related to learning outcomes LO1 Types of computers LO1 Users LO2 Logical representation of a PC system Assessment 1 covering grading criteria P1, P3 LO2 Data representation LO2 Hardware LO2 Performance LO1 User interface LO3 Systems software LO3 Applications software Assessment 2 covering grading criteria P4, M2, D1 LO4 Hardware connections LO3 Compatibility LO4 Health and safety; Working practices Assessment 3 covering grading criteria P2, P5, P6, M1, M3 LO4 Configuration of software LO4 System security Assessment 4 covering grading criteria P7, M4, D2, D3
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Block 1
Teaching topic LO1 Types of computers
Delivery methods Whole-class teaching Group work
Guidance A group sharing ideas might be useful to identify some main types of computer, but may need prompting to some more hidden examples. Typical responses might include the following: PC server laptop PDA games console Mainframe super computer telephones washing machines aircraft control mechanisms microcomputers in cars (this aspect in particular could provide an interesting case study brochures for new cars could provide material).
Some discussion will be necessary in respect of terminology and learners will need to accept a broad understanding of the term computer beyond typical PCs. Something that processes information has input and output and has ability to store some information will do as a starter. Learners need to be able to group the examples according to the types of computers as described in the content as this grouping will need to be reflected in the assessment activity.
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Block 2
Teaching topic LO1 Users
Delivery methods Visits Employer talks Individual research
Guidance Learners specifically will need to know the difference between endusers and ICT practitioners. End-users may be at home or in business. Practitioners may have many different roles and tasks to perform and have varying levels of specialist knowledge. If visits or talks are arranged, it may not be appropriate to look at jobs that are beyond the reasonable aspiration of the particular groups of learners roles in technical support, for example, would be appropriate but senior network managers may not be unless potential progression routes are explained. Links with tutorial programmes can be established. It should be emphasised that learners need to appreciate typical tasks performed, expertise required and different uses of computers. Job advertisements can be useful and if possible talks by visiting practitioners or technicians working at the place of learning. Workexperience placements would also be valuable.
LO2 Logical representation of a PC system
Whole-class teaching Exercises
A presentation on data flow between components put into the context of running an application such as writing a letter will enable the learners to relate the conceptual model to reality. Learners could be asked to identify particular input, output, etc to some of the embedded computers identified in the first part of this unit.
Logical model tutor notes Logical model presentation Logical model worksheet Logical model worksheet answer Logical model lesson plan for adaptation Logical model quiz
Assessment
Assessment 1 (covering grading criteria covered: P1, P3).
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Block 5
Teaching topic LO2 Data representation
Delivery methods Whole-class teaching Individual or small group research
Guidance The concept of computers using binary code to represent numbers, characters, instructions etc can be introduced, but does not need to be covered in detail. Some examples of the bit pattern for a letter of the alphabet to show the use of 8 bits would give a good idea of what space would be needed for a word processed document. Group work looking at ASCII tables (for example) to code names/words. Bits, bytes, kilobytes, megabytes, gigabytes and terabytes need to be defined and could be put in to the context of the storage capacity of different devices. Learners do not need to be formally assessed in their ability to convert data no specific assessment criteria has been defined however they must demonstrate within P3 that they understand the nature and size of the units and what they represent in usable terms.
Links to OnCourse materials Data representation tutor notes 1 Data representation presentation on data 1 Data representation lesson plan 1 Data representation tutor notes 2 Data representation presentation on data 2 Data Representation lesson plan 2 Learner notes 1 Learner notes 2 Data representation worksheets: 1, 2, 3, 4, 5, 6 and 7 Data representation worksheets answers 1, 2, 3, 4, 5 and 6 Data representation quiz
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Block 6
Teaching topic LO2 Hardware
Delivery methods Practical work Group work
Guidance The learning outcome requires learners to be able to explain the use of the hardware. However, where feasible, activities using real equipment are recommended in order to provide practical and interesting work. Laminated name labels and pictures of components can be used if the practical task is not feasible. If old computers were available, group work in dismantling and labelling components before rebuilding them would be a good introduction. Learners will need to recognise the main parts as identified in the content. Group discussion can be used to list as many different peripherals as possible. The following recommended reading may also be helpful: MacRae K The Computer Manual: The Step-by-step Guide to Upgrading and Repairing a PC (Haynes Group, 2002) ISBN 1859608884 White R and Downs T How Computers Work (Que, 2003) ISBN 0789730332
LO2 Performance
Whole-class teaching Individual or small group research
Use magazines and the web to find computer specifications that can be described in simple terms. Descriptions and measurements of capacity/speed will be gained from advertisements and websites such as: www.dell.co.uk (customise and buy facility) www.webodedia.com http://computer.howstuffworks.com/
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Block 8
Teaching topic LO1 User interface
Delivery methods Whole-class teaching Practical work
Guidance Demonstration of tasks in both DOS and Microsoft Windows or a Linux graphical user interface (GUI) system. Learners can try different tasks in DOS using either a standalone machine or the command prompt in a GUI system if network security allows. Many learners will only ever have used a GUI system and will find a command line system strange at first. A prompt sheet showing some DOS commands or Linux terminal commands will help their confidence. Care will need to be taken over security issues if on a networked system; a standalone PC with an LCD projector and wireless keyboard would allow learners to practise as a group and give control to the teacher over what commands are issued. Discussions could encompass why more technical users using command line prompts were the first computer users, and why GUI systems opened up computer use to non-technical users. The advantages and disadvantages of each type of operating system (consider accessibility issues) can be listed potentially some learners will be able to appreciate that the processing, memory and storage facilities needed to run a GUI tend to be less than those needed to run alternative non-GUI systems.
LO3 Systems software
Whole-class teaching Individual or small group research
Presentation and discussion of the different types of software: in broad terms, what is each type for? What does an operating system do? Group research. What are utility programs? Why might we need them? Looking at some example websites identified in block 7 above could aid this research.
Software selection materials: Lesson plan PowerPoint presentation on software selection Tutor notes Factsheets 1, 2 and 3
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Block 10
Teaching topic LO3 Applications software
Guidance Group work listing known software, what it does, and who might use it.
Links to OnCourse materials Software selection materials:
Presentation/demonstration of some specialist and bespoke software may Factsheets 4, 5 and 6 be needed. Learners will have been taught about different applications Worksheets 1, 2, 3, 4 and 5 elsewhere on this course; at this point they will need to categorise the different types of software into general-purpose office applications, specialist applications, games software and bespoke software. They should recognise the advantages and disadvantages of each in terms of cost, available support and usefulness for the job. Assessment 2 (covering grading criteria P4, M2, D1).
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Assessment LO4 Hardware connections Whole-class teaching Practical work
Potential activities: presentation on types of connector/cable worksheets to join parts and fill in gaps draw the back of a PC and label what device connects to which port group practice attaching printers, scanners, cameras, web cams, etc installing drivers and testing functionality.
Standalone computers will probably be needed for this task unless your network allows you to install devices. Microsoft Windows XP or later will allow you to install most hardware without the need for driver disks. Other operating systems may require you to have driver disks/downloads.
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Block 13
Teaching topic LO3 Compatibility
Guidance Group research finding the hardware and operating system specification for the software identified in the last session. A table could be created listing each application and its requirements. It is important that learners recognise that not all software will run on different operating systems and that different applications need differing processor speeds, RAM and hard disk space. As an historical note, the writing of software to work on Microsoft Windows explains the worldwide use of Microsoft products and the lesser popularity of other platforms and operating systems.
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LO4 Health and safety Working practices
Whole-class teaching Individual or small group research Practical work
Videos, games, quizzes and scenarios could be used to allow learners to practise health and safety in a practical way. Electrical hazards, manual handling, impact on users (RSI, eye strain, etc) and good working practices will need to be explored. Learners could create posters highlighting the rules for their working areas. www.support4learning.org.uk/health/computer.htm is a useful starting place for research.
15
Assessment
Assessment 3 (covering grading criteria P2, P5, P6, M1, M3).
36
Block 16
Teaching topic LO4 Configuration of software
Delivery methods Whole-class teaching Practical work Group work
Guidance Presentation on configuring office applications. Tasks to practise creating a template, custom toolbar and menu. Group work to configure application. Learners should be able to set the following aspects of an office application: custom toolbar custom menu a new template default file locations spell checker auto recovery times.
Links to OnCourse materials Software configuration materials: Lesson plan PowerPoint presentation Tutor notes Learner tutorial notes Worksheets 1 and 2 Worksheet 3
Group work to configure standalone machines and create a presentation using screenshots to show how each task was achieved. Standalone machines will probably be required again so that learners can configure a GUI operating system safely. Emphasis should be placed on recognising that we are configuring systems for a particular user to make their work easier and more efficient. Review using office applications to combine screenshot images, drawing and text so that learners can present their work effectively. Changes such as shortcuts, date/time, screen saver, mouse, folder structures, taskbar, language, etc should be made. Rathbone A Windows XP for Dummies 2nd Edition (Hungry Minds Inc US, 2004) ISBN 0764573268
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Block 17
Teaching topic LO4 System security
Delivery methods Individual or small group research Whole-class teaching
Guidance www.bbc.co.uk/webwise/course/safety/menu.shtml gives an interactive way of learning about types of viruses. www.webopedia.com Newspaper articles, etc. Visitors could be involved in security issues to talk to learners. Research in group: each group given a particular aspect of data security to research and feed back to the rest of the class.
18
Assessment
Assessment 4 (covering grading criteria P7, M4, D2, D3).
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Assignment title: 2.1 Different types of computers in home and businesses Assessment activity front sheet This front sheet must be completed by the learner where appropriate and included with the work submitted for assessment. Learners name: Date issued: Reference P1 Assessors name: Completion date: Assessment criteria Describe the purpose of different types of computer Achieved Yes/No Evidence Task 1 booklet content Submitted on: Comments/feedback from assessor
P3
Describe a standalone personal computer (PC) and show how data flow around the system
Yes/No
Tasks 2 and 3 booklet content
Learners comments:
Date: Date:
Name:
Signature:
Date: 39
Unit 2: Introduction to Computer Systems Assignment 2.1 Different types of computers in home and businesses NB. Amendments may be made to the scenario to meet local needs. Scenario You are currently employed as a junior ICT technician in a local school. The school has recently started to run free ICT sessions for the older citizens in the community. The head teacher has asked you to create a simple booklet which explains the different types of computer available and which also gives a simple overview of how data move around the hardware inside a typical computer system. Tasks 1 Create a simple booklet which contains basic information on the different types of computer systems and their purposes, ie desktop PCs, servers and those embedded in common household devices. Include a section which covers the basic hardware components of a typical desktop PC and its associated input and output devices. [P1] 2 Explain, with the aid of a simple block diagram, how data are input, processed, stored and output as information. [P3]
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Assignment title: 2.2 Selection, justification and evaluation of hardware and software Assessment activity front sheet This front sheet must be completed by the learner where appropriate and included with the work submitted for assessment. Learners name: Date issued: Assessors name: Completion date: Submitted on:
Reference P4
Assessment Criteria Specify a suitable system and application software to meet a given user need Justify choice of hardware and software to meet a given user need Evaluate two possible specifications that both meet a given user need in terms of performance and value for money
Achieved Yes/No
Evidence Report task 1
M2
Yes/No
Report task 2
D1
Yes/No
Report task 3
Learners comments:
Date: Date:
Name:
Signature:
Date:
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Unit 2: Introduction to Computer Systems Assignment 2.2 Selection, justification and evaluation of hardware and software NB. Amendments may be made to the scenario to meet local needs but the tasks should be kept the same. Scenario You are currently working in the ICT Support Section of a relatively new web development company that specialises in the incorporation of high-resolution graphics and video on web pages. Recently the company has been experiencing good growth and has taken on more designers and programmers to meet increased business needs. However, it is generally accepted that the commercial success (and professionalism) of their designs and solutions is limited by hardware and software which is quickly becoming obsolete in such a fast-changing industry. In a bid to resolve this problem you have been asked to prepare a written report which considers suitable hardware platforms and software applications which can be used to produce more complex websites. Tasks 1 The report should be no longer than six single-sided sheets of A4. The recommended contents should start by identifying two different potential specifications. Each specification should contain: a suitable computer system to run appropriate web design and media authoring software a collection of suitable web design and media authoring software. [P4]
Note: It is important that the hardware and software selected are compatible. 2 It is likely that your report will be questioned by several designers who have specific favourites and dislikes in hardware and software. Ensure that you justify your selection of the two different specifications from the many commercial (and free) solutions available. [M2] Produce a conclusion to the report that compares the two specifications in terms of performance, value for money and industry reputation. [D1]
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Assignment title: 2.3 PC hardware/software configuration and testing Assessment activity front sheet This front sheet must be completed by the learner where appropriate and included with the work submitted for assessment. Learners name: Date issued: Assessors name: Completion date: Submitted on:
Reference P2
Assessment Criteria Describe how a command line and GUI operating system can perform the same task Safely connect and test at least two peripherals to a personal computer Configure defined software for a given user need Explain circumstances when it is more efficient to use a command line interface rather than a GUI interface Explain how the configuration of software will help a given user perform their tasks
Achieved Yes/No
Evidence Practical task 2a and witness statement Practical task 1 and witness statement Practical task 3a and witness statement Witness statement for task 2b
P5
Yes/No
P6
Yes/No
M1
Yes/No
M3
Yes/No
Witness statement for task 3b
Learners comments:
Learners signature: Assessors name and signature:
Date: Date:
43
Name:
Signature:
Date:
44
Unit 2: Introduction to Computer Systems
Assignment 2.3 PC hardware/software configuration and testing NB: Amendments may be made to the scenario to meet local needs. Scenario You have applied for the position of ICT Helpdesk Assistant in a local internet start-up company. In order to appoint successfully, the company is eager to assess both the applicants practical ICT skills with hardware and software and their verbal communication skills when dealing with the general public over technical issues. Tasks 1 2 As part of the interview assessment process, the senior helpdesk specialist (SHS) will ask you to safely connect and test two different peripherals to a personal computer. [P5] (a) You will demonstrate to the SHS a procedure using both a command line interface (CLI) and a graphical user interface (GUI). Examples are: (b) 3 format a removable storage device such as a floppy disk obtain the internet protocol settings. [P2] Explain to the SHS at least two circumstances when it is more efficient to use a CLI than a GUI. [M1]
(a) The SHS will introduce you to a common application and ask you to configure its settings for a particular users needs (for example personalising GUI operating system interface for someone with a particular visual impairment or developing appropriate short cuts for someone using a word processor). [P6] (b) Explain to the SHS how the configuration of software that you did will help a user perform their tasks. [M3]
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Assignment title: 2.4 Legal requirements and threats facing hardware and software Assessment activity front sheet This front sheet must be completed by the learner where appropriate and included with the work submitted for assessment. Learners name: Date issued: Assessors name: Completion date: Submitted on:
Reference P7
Assessment criteria List the possible data security and legal issues when using a computer in a given situation Describe how hardware, software and data can be protected from potential threats Evaluate current threats to the security of data stored in computer systems Recommend measures in a given situation that will protect the commercial systems and comply with legal requirements
Achieved Yes/No
Evidence Presentation task 1
M4
Yes/No
Presentation task 1
D2
Presentation task 2
D3
Presentation task 3
Learners comments:
Date: Date:
46
Name:
Signature:
Date:
47
Unit 2: Introduction to Computer Systems Assignment 2.4 Legal requirements and threats facing hardware and software NB Amendments may be made to the scenario to meet local needs but the tasks should be kept the same. Scenario You have been working in the ICT department of a large finance company for the last two years. You are part of the team directly responsible for the security of customers personal data and maintaining restrictive access to expensive hardware and sensitive information. Your companys business is based on investing customers money in the stock market and paying any associated profits into lucrative saving plans. As you would expect, the company relies on up-to-date market information and gossip from the internet in order to function. Over a year ago an employee received and opened a rogue email which acted as a Trojan horse and disrupted computer operations for over two days. During this short period many customers personal data was compromised and many years of market data were destroyed. The companys response was to purchase certain anti-virus software but serious security doubts remain. In a bid for continual improvement your supervisor will be making recommendations to the company in order to upgrade the security in the organisation and to ensure that it is complying with all relevant legislation. As part of this exercise, your supervisor has asked you to help to prepare an electronic slideshow presentation that explains the basic aspects of data security and legal issues associated with computers from a lay persons perspective. Your manager has jokingly referred to it as a Dummys Guide to Security. Tasks 1 Produce a suitable electronic slideshow presentation that will cover the following aspects in an informative way: 2 common data security concerns [P7] legal issues when using a computer in this types of business environment [P7] how to protect data, software and hardware from potential threats. [M4]
Add a slide showing the Top 5 list of current threats to security of data stored in computer systems. Your ranking of these threats should be based on your evaluation of their seriousness and likely impact on the business. Explain how you reached your decision. [D2] Finally, include slides which conclude the presentation by recommending improvement measures that will protect the companys commercial systems and ensure they are complying with legal requirements. Explain which threats each measure is designed to tackle. [D3]
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Unit resource list
OnCourse Unit 2: Introduction to Computer Systems A) Computer system model Introduction to Computer Systems Worksheet Answer sheet Unit 2 Introduction to Computer Systems Worksheet Unit 2 Logical Computer Model Presentation Unit 2 Logical Computer System model Lesson Plan Unit 2 Logical Computer System Model Tutor Notes Unit 2 Logical Computer System Quiz Unit 2 B) Representing data Computer System Data Representation I Learner Notes 1 Unit 2 Computer System Data Representation II Learner Notes 2 Unit 2 Data Representation 2 Presentation Unit 2 Data Representation I (Binary) Lesson Plan 1 Unit 2 Data Representation I Tutor Notes Unit 2 Data Representation I Quiz Unit 2 Data Representation II (Memory multiples) Lesson Plan 2 Unit 2 Data Representation II Tutor Notes Unit 2 Data representation I Tutor notes Unit 2 Introduction to Computer Systems Worksheet 1 Answer sheet Unit 2 Introduction to Computer Systems Worksheet 1 Unit 2 Introduction to Computer Systems Worksheet 2 Answer sheet Unit 2 Introduction to Computer Systems Worksheet 2 Unit 2 Introduction to Computer Systems Worksheet 3 Answer sheet Unit 2 Introduction to Computer Systems Worksheet 3 Unit 2 Introduction to Computer Systems Worksheet 4 Answer sheet Unit 2 Introduction to Computer Systems Worksheet 4 Unit 2 Introduction to Computer Systems Worksheet 5 Answer sheet Unit 2 Introduction to Computer Systems Worksheet 5 Unit 2 Introduction to Computer Systems Worksheet 6 Answer sheet Unit 2 Introduction to Computer Systems Worksheet 6 Unit 2 Introduction to Computer Systems Worksheet 7 Unit 2 Data Representation Presentation Unit 2 C) Software configuration Computer Systems Configuration of software Tutorial Unit 2 Configuration of software Lesson Plan Unit 2 Configuration of Software Presentation Unit 2 Configuration of software Quiz Unit 2 Configuration of software Tutor Notes Unit 2 Introduction to Computer Systems Worksheet Activities 1 and 2 Unit 2 Introduction to Computer Systems Worksheet Activity 3 Unit 2
49
D) Software selection Software for Business and Industry Fact sheet Unit 2 Software for Education Fact sheet Unit 2 Software for Games Fact sheet Unit 2 Software for Office Fact sheet Unit 2 Software for Specialist Fact sheet Unit 2 Software for Communication Fact sheet Unit 2 Selection of software Lesson Plan Unit 2 How to select software for a specified user Presentation Unit 2 Application Software Tutor Notes Unit 2 Software Identification sheet Worksheet 1 Unit 2 Software Identification sheet Worksheet 2 Unit 2 Software Identification sheet Worksheet 3 Unit 2 Introduction to Computer Systems Worksheet 4 Unit 2 Introduction to Computer Systems Worksheet 5 Unit 2
50
51
Unit 9:
NQF Level 2:
Database Software
BTEC First

The unit has been divided into 13 blocks for teaching purposes. This is an illustration of how curriculum delivery could be planned. Three sample assessments have been provided.
Learning outcomes
On completion of this unit a learner should: 1 2 3 4 Understand the structure and principles of databases Be able to create a simple database to meet user needs Be able to create database queries, forms and reports Be able to document a database.
Overview
Block 1 2 3 4 5 6 7 8 9 10 11 12 13 Content related to learning outcomes LO1 Database basics LO1 Database basics; Database structures; Data integrity LO2 Creating tables LO1 Data integrity LO3 Reports; Forms Assessment 1 covering criterion P1 LO3 Queries LO3 Reports LO3 Reports LO2 Naming LO3 Reports Assessment 2 covering P2, P3, P4 LO2 Improving efficiency LO2 Data storage requirements LO4 Technical documentation LO2 Check Assessment 3 covering criteria P5, M1, M2, D1
52
Block 1
Teaching topic LO1 Database basics
Delivery methods Whole-class teaching: discussion what is a database? demonstration of different databases.
Guidance Learners need to understand the basic concept of what a database is and that it does not necessarily need to be computerised. Showing learners different databases will give them a practical idea of possible uses in the real world. An exercise where learners have to enter and update a record on a manual database and then on a computerised database provides the basis for a group discussion on the advantages and disadvantages of a computerised database. If the unit is being taught early on, and the learners have not already covered the general advantages and disadvantages of ICT systems, they may need more guidance to identify aspects such as security. The group discussion could be followed up by an individual written or question and answer exercise that would provide evidence for P1.
Links to OnCourse materials Database lesson plan Databases presentation Databases tutor notes Database principles activity 1 Quiz on databases
Individual exercise: use a manual and computerised database to enter and amend a record.
Group work: identify possible advantages and disadvantages of computerised databases.
53
Block 2
Teaching topic LO1 Database basics Database structures Data integrity LO2 Creating tables
Delivery methods Whole-class teaching: What are tables for? Why are data types important? What is a primary key?
Guidance Before starting practical work, learners need a basic understanding of what tables are for, why we need to use the correct data types and what a primary key does. This may be the first time learners have used database management software, so the practical work may need to be tutor-led. Suitable field properties and validation could include changing field lengths and formats, setting a default value and a simple validation rule (such as a maximum or minimum value). At this level, learners do not need to be able to set up more complex validation such as input masks or look-up lists. For this unit, learners are required only to produce a single-table database, so the practical exercises used must be suitable for this, such as itemising a DVD collection.
Links to OnCourse materials Lesson plan on database: creating tables PowerPoint presentation: creating tables Tutor notes for database: creating tables Worksheet on tables Activity on database tables Quiz on database principles
Practical work: create a database table with appropriate data types and a primary key set up basic field properties and simple validation.
LO1 Data integrity
Practical work: build on existing database to add a data entry form using the wizard customise the form enter data into the form.
Practical work could be teacher-led or at individual pace, depending on available resources and the group. Learners should use the single-table database created in the previous session. At this level, using the wizard to create the basic form is perfectly acceptable. However, learners should check the form the wizard creates and adapt it to be more user friendly, for example changing fonts, adding a title to the form and setting appropriate visible field lengths. Learners need to enter enough data via the form to be able to set up queries and reports. Learners should also be encouraged to check their data entry for accuracy.
Lesson plan on database forms PowerPoint presentation on database forms Tutor notes on presentation and worksheets Worksheet on creating forms Worksheet on editing forms (1) Worksheet on editing forms (2) Quiz on database tables
LO3 Reports Forms
54
Block 4 5
Teaching topic Assessment LO3 Queries
Delivery methods
Guidance Assessment 1 (covering criterion P1).
Whole-class teaching: what are queries for?
Practical work could be teacher-led or at individual pace, depending on available resources and the group. Learners should use the same single-table database as in the previous session. Learners need to be able to create queries that use multiple criteria (such as between dates, or that have search criteria in two fields). This means that they need to be able to create or edit queries in design view as well as just using a wizard, although the wizard may be a good place to start. Learners also need to be able to sort query output appropriately (eg in alphabetical or date order). The queries should be saved so that learners can create reports from them next session. Practical work could be teacher-led or at individual pace, depending on available resources and the group. Learners should use the same single-table database as in the previous session. At this level, using the wizard to create the reports is fine, but reports must be based on queries as opposed to tables. Learners must be able to select appropriate layouts and formatting from the wizard options. The created reports should then be customised to make them more user friendly. Although not essential for assessment purposes, learners should be encouraged to make their database more user friendly by setting up facilities such as a switchboard and start-up options.
Lesson plan on database queries PowerPoint presentation on database queries Tutor notes on presentation and worksheet Creating queries: worksheet Creating queries: activity
Practical work: build on existing database to create queries.
LO3 Reports
Whole-class teaching: what are reports for?
Practical work: build on existing database to create reports.
LO3 Reports
Practical work: add finishing touches to the existing database.
55
Block 8
Teaching topic LO2 Naming LO3 Reports
Delivery methods Whole-class teaching: introduce assessment scenario discuss in class.
Guidance Now learners have had an opportunity to gain the practical skills, they should be able to create a database themselves to meet the assessment criteria. The learners should be presented with a scenario that requires them to set up a database that satisfies the assessment criteria P2, P3 and P4. The scenario should also provide the basis for the next assessment task to meet criteria M1 and M2. Learners should be encouraged to plan their database before they start implementing it, identifying the fields required in the table and the queries and reports they will need to produce. This will include identifying appropriate names for database objects. Learners should also be encouraged to plan their time so they know what they need to do each session, and what they will need to do outside, in order to complete their database in the set time. At this level, this does not need to be sophisticated a simple to do list with estimates of time required for each item or a basic GANTT chart will suffice. Assessment 2 (covering criteria P2, P3, P4). One potential activity that covers improve efficiency could be where learners create desktop icons to activate the database, for example.
Individual work: plan database plan time.
9 10
Assessment LO2 Improving efficiency
56
Block 11
Teaching topic LO2 Data storage requirements LO4 Technical documentation
Delivery methods Whole-class teaching: introduce assessment task show example of technical documentation discuss in class.
Guidance Learners may not be familiar with the concept of technical documentation and may need to be shown examples. It may be useful to provide example headings. Learners should try to estimate how big the database will become with 1000 records (tip: calculation based on ratio to current size). Learners aiming for merit grades need to ensure that their technical documentation also goes into enough detail to obtain M1 and M2.
Individual work: set out technical documentation headings. It is necessary for learners to be taught the crucial importance of rigorous checking the specific content in LO2 needs to be taught and learners directed to document such checking in a formal way. This will begin to develop a formal approach to testing that will be built on in other units and in progression qualifications. The checking must also include checks on user requirements and this highlights the importance of providing database creation tasks. The setting of tasks must include a context for the use of the database, what outputs users need, how many records, what types of users, etc. 13 Assessment Individual work Assessment 3 (covering criteria P5, M1, M2, D1).
12
LO2 Check
Whole-class teaching Individual activities
57
Assignment title: 9.1 Understand the structure and principles of databases Assessment activity front sheet This front sheet must be completed by the learner where appropriate and included with the work submitted for assessment. Learners name: Date issued: Assessors name: Completion date: Submitted on:
Reference P1
Assessment criteria Using examples, describe the advantages and disadvantages of computerised databases
Achieved Yes/No
Evidence Task 1 electronic slideshow presentation covering all bulleted points satisfactorily
Learners comments:
Date: Date:
Name:
Signature:
Date:
58
Unit 9: Database Software Assignment 9.1 Understand the structure and principles of databases Scenario Outside of your college studies, you are currently on an extended work experience placement at a local video games shop called the Dreams Factory. The shop specialises in the sale of new and pre-owned video games and consoles. One of its services is to offer its customers a pre-order system for new products. These products may include games, books, consoles or accessories. In order to pre-order a product, the customer must have become a registered Dreams Factory club member and pay a 10% deposit. Preorders can be taken only up to 14 days before the arrival of the item into the shop. Currently all of the customers information, product information and pre-orders are kept in three big books, updated manually by the shops deputy manager. The deputy manager knows you are doing an ICT course at college and has asked you to help build a computerised system to improve the process. You believe a single table can be used to store all this data and produce suitable reports. She has suggested a quick Database for idiots presentation may help her understand what will be involved before you start. Tasks 1 Produce an electronic slideshow which explains, using the Dreams Factory pre-order system as an example: the advantages and disadvantages of storing this data electronically in a database system including data integrity considerations examples of database objects that could be created to assist the input, storage, processing and reporting of the shops pre-orders an outline of possible data structures that could be created (including identification of any primary key, if needed). [P1]
59
Assignment title: 9.2 Create a single table database, associated forms, queries and reports for a given user need Assessment activity front sheet This front sheet must be completed by the learner where appropriate and included with the work submitted for assessment. Learners name: Date issued: Assessors name: Completion date: Submitted on:
Reference P2
Assessment criteria Design, create and check a single table database that meets a defined user need
Achieved Yes/No
Evidence Witness statement and/or screenshots showing satisfactory completion and population of database table from task 1 Witness statement and/or prints showing satisfactory completion of specified reports from task 2 Witness statement and/or prints showing satisfactory completion of specified data entry forms (with suitable validation) from task 3
P3
Produce reports based on database queries to meet a defined need
Yes/No
P4
Create and use data entry forms
Yes/No
Learners comments:
Learners signature: Assessors name and signature:
Date: Date:
60
Name:
Signature:
Date:
61
Unit 9: Database Software Assignment 9.2 Create a single-table database, associated forms, queries and reports for a given user need NB: Amendments may be made to the scenario to meet local needs but the tasks should be kept the same. Scenario Outside of your college studies, you are currently on an extended work experience placement at a local video games shop called the Dreams Factory. The shop specialises in the sale of new and pre-owned video games and consoles. The shops deputy manager has become frustrated with the time-consuming manual systems and, knowing about your college studies, has asked you to explain your ideas for replacing them with a computerised alternative. After watching your Database for idiots electronic slideshow she has decided to let you continue your computerisation of the shops pre-order system. At this point in time your skill is limited to creating a single-table database (this is sometimes called a flat file) and whilst this is not the most efficient solution, it certainly would represent an improvement over the current manual system. You have talked to the deputy manager about what kind of user interface and reports she would like to generate. She has given you the following requirements during an interview: Above all, the database system should be easy to use. Where possible Id like it to be as user friendly as possible, with nice forms to type the data into rather than having simple gridsthey look horrible and wed get confused! Id also like it to stop certain mistakes from being entered, possibly not have the same pre-order reference number twice which happens now, that kind of thing. It would also be good if we can get something that will help some of your co-workers to key dates in properly! I think we also need some reports generated The main ones I can think of would be: listing all of the pre-orders for a particular item (in date order) listing all of the pre-orders made by customers between two different dates listing all of the pre-orders made by a particular customer listing all pre-orders which havent been collected by todays date. Tasks 1 Design, create and check a single-table database to computerise the shops pre-order system, based on requirements discussed with the deputy manager. Populate with realistic sample test data covering at least 20 different customer pre-orders for at least 4 different items. [P2] Produce and check suitably labelled reports as itemised by the deputy manager. [P3] Create two differently styled data entry forms for the database. [P4] (Where possible include validation techniques such as range checking and input masks to improve data integrity.) Note: Please keep all your design documentation, it will be needed for the final assessment.
2 3
62
Assignment title: 9.3 Document a database Assessment activity front sheet This front sheet must be completed by the learner where appropriate and included with the work submitted for assessment. Learners name: Date issued: Assessors name: Completion date: Submitted on:
Reference P5
Assessment Criteria Produce technical documentation for a database
Achieved Yes/No
Evidence Satisfactory full technical documentation (as itemised in task 1a) in printed booklet form Satisfactory reasons given by the learner for the chosen table structure (as detailed in task 1b) in printed booklet form Satisfactory explanation of importance of data integrity, citing examples used in practical implementation of the selected database design (from task 1c) in printed booklet form Satisfactory list of improvements to database (from task 1d) in printed booklet form
M1
Explain the choice of fields, data types and primary key in a database
Yes/No
M2
Explain the importance of data integrity and how it can be maintained with reference to a particular database
D1
Recommend and justify improvements that could be made to a database
63
Learners comments:
Date: Date:
Name:
Signature:
Date:
64
Unit 9: Database Software Assignment 9.3 Document a database NB: Amendments may be made to the scenario to meet local needs but the tasks should be kept the same. Scenario Outside of your college studies, you are currently finishing an extended work experience placement at a local video games shop called the Dreams Factory. The shop specialises in the sale of new and pre-owned video games and consoles. The shops deputy manager has become frustrated with the time-consuming manual systems and asked you to create a replacement computerised system. After a few attempts, you successfully complete the database, its forms and required reports. The deputy manager is pleased with the resulting system but reminds you that as your placement ends soon, it would be a good idea to document what you have created so that modifications can be safely carried out once you have left. Tasks 1 Produce a small booklet, which contains technical documentation for the upkeep of the database system. This booklet should include: (a) technical documentation including table structure (field names, types, keys, data types and descriptions) [P5] (b) an explanation as to why this particular table structure was chosen (including your choices of fields, data types and key) [M1] (c) an explanation of the importance of data integrity and the features added to the databases design to ensure that data entry errors are kept to a minimum [M2] (d) recommendations for and justification of improvements that could be made to the Dreams Factory pre-order database system. [D1]
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Unit resource list
OnCourse Unit 9: Database Software A) Basics Database basics and structure Lesson plan Unit 9 Database Basic Principles and Structure Tutor Notes Unit 9 Database Principles Activity Answer sheet Unit 9 V2 Database Principles Activity Unit 9 Database Principles Quiz Unit 9 Databases Presentation Unit 9 B) Creating Forms Creating a form Worksheet Unit 9 Database forms Lesson Plan Unit 9 Database forms Presentation Unit 9 Database forms Tutor Notes Unit 9 Editing forms Part 1 Worksheet Unit 9 Editing forms Part 2 Worksheet Unit 9 C) Creating Queries Creating Database Queries Tutor Notes Unit 9 Creating Queries Worksheet Unit 9 Database Queries Lesson Plan Unit 9 Database Queries Presentation Unit 9 Queries Activity 1 Unit 9 D) Creating Tables Create a Database Activity 1 Unit 9 Database Tables Lesson Plan Unit 9 Database Tables Presentation Unit 9 Database Tables Quiz Unit 9 Creating Tables Tutor Notes Unit 9 Creating Tables Worksheet Unit 9
1134kk150506S:\LT\PD\Support\BTEC FCD for ICT Practitioners Tutor Support.doc.1-71/0
66
May 2006 For more information on Edexcel and BTEC qualifications please contact Customer Services on 0870 240 9800 or http://enquiries.edexcel.org.uk or visit our website: www.edexcel.org.uk Edexcel Limited. Registered in England and Wales No. 4496750 Registered Office: One90 High Holborn, London WC1V 7BH

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BTEC

Edexcel Level 2 BTEC First Certificate and Diploma for

Information and Communication Technology (ICT) Practitioners

Using ICT to Present Information

Guided learning hours: 60

Delivery and assessment guidance

Outline of possible programme of learning

Delivery methods Whole-class teaching Individual or small group research

Teaching topic LO2 Applications Information

Delivery methods Practical work Whole-class teaching

Teaching topic LO1 Appropriate communication

Delivery methods Practical work Whole-class teaching

Links to OnCourse materials Quiz on appropriate communication Readability tests Exercise

Teaching topic LO3

Delivery methods Practical

Information storage Whole-class teaching

Teaching topic LO3 Formatting and editing tools Presentation techniques

Delivery methods Practical work Group work

Teaching topic LO3 Formatting and editing tools Presentation techniques

Delivery methods Practical work

Links to OnCourse materials Exercise on Word diagram Quiz on formatting

Assessment LO2 Features

Practical work Practical work

LO3 Formatting and editing tools Presentation techniques

Practical work Whole-class teaching

Teaching topic LO4 Review

Delivery methods Group work Practical work

Links to OnCourse materials

12 Assessment Practical work

Assessment 3 (covering grading criteria P4, M2, D1, D2).

Sample assessment activity

Comments/feedback from assessor

Learners signature: Assessors name and signature: Assessors general comments:

Internal verifiers comments on assessment:

(b) 2 (a) (b)

(c) (d) (e)

Assessors name and signature:

Assessors general comments:

Internal verifiers comments on assessment:

Letter Ahmeds scans

Presentation slide Ahmeds scans

Assessment criteria Select and use document templates

Comments/feedback from assessor

Create document templates using two different applications

Learners signature: Assessors name and signature: Assessors general comments:

Internal verifiers comments on assessment:

Unit resource list

Introduction to Computer Systems

Guided learning hours: 60

Delivery and assessment guidance

Outline of possible programme of learning

Teaching topic LO1 Types of computers

Delivery methods Whole-class teaching Group work

Links to OnCourse materials

Teaching topic LO1 Users

Delivery methods Visits Employer talks Individual research

Links to OnCourse materials

LO2 Logical representation of a PC system

Whole-class teaching Exercises

Assessment 1 (covering grading criteria covered: P1, P3).

Teaching topic LO2 Data representation

Delivery methods Whole-class teaching Individual or small group research