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Scheme of work

Cambridge IGCSE®
Information and Communication Technology
0417
For examination from 2016
Scheme of work – Cambridge IGCSE® Information and Communication Technology (0417)

Contents
Contents ...................................................................................................................................................................................................................................................... 2
Overview ...................................................................................................................................................................................................................................................... 3
Unit 1: Types and components of computer systems ................................................................................................................................................................................. 5
Unit 2: Input and output devices .................................................................................................................................................................................................................. 9
Unit 3: Storage devices and media............................................................................................................................................................................................................ 11
Unit 4: Networks and the effects of using them ......................................................................................................................................................................................... 12
Unit 5: The effects of using IT .................................................................................................................................................................................................................... 16
Unit 6: ICT applications ............................................................................................................................................................................................................................. 18
Unit 7: The systems life cycle .................................................................................................................................................................................................................... 25
Unit 8: Safety and security ......................................................................................................................................................................................................................... 30
Unit 9: Audience ........................................................................................................................................................................................................................................ 34
Unit 10: Communication ............................................................................................................................................................................................................................ 36
Unit 11: File management ......................................................................................................................................................................................................................... 40
Unit 12: Images.......................................................................................................................................................................................................................................... 42
Unit 13: Layout........................................................................................................................................................................................................................................... 44
Unit 14: Styles............................................................................................................................................................................................................................................ 46
Unit 15: Proofing ........................................................................................................................................................................................................................................ 48
Unit 16: Graphs and charts ........................................................................................................................................................................................................................ 50
Unit 17: Document production ................................................................................................................................................................................................................... 52
Unit 18: Data manipulation ........................................................................................................................................................................................................................ 54
Unit 19: Presentations ............................................................................................................................................................................................................................... 58
Unit 20: Data analysis ................................................................................................................................................................................................................................ 60
Unit 21: Website authoring ........................................................................................................................................................................................................................ 65

V2 6Y03 Cambridge IGCSE Information and Communication Technology (0417) – from 2016 2
Scheme of work – Cambridge IGCSE® Information and Communication Technology (0417)

Overview
This scheme of work provides ideas about how to construct and deliver a course. The syllabus has been broken down into teaching units with suggested teaching
activities and learning resources to use in the classroom. This scheme of work, like any other, is meant to be a guideline, offering advice, tips and ideas. It can never
provide everything a teacher needs but hopefully provides teachers with a basis to plan their lessons. It covers the minimum required for the Cambridge IGCSE
course but also adds enhancement and development ideas on topics. It does not take into account that different schools take different amounts of time to cover the
Cambridge IGCSE course.

Recommended prior knowledge


Learners should have basic knowledge of using a PC including common hardware peripherals and tasks, such as, saving documents. Learners should have basic
experience with applications such as word processors, spreadsheets, databases, presentation and web authoring software. They should have basic knowledge of
using the internet, basic communication such as email and social networking. Learners should have some knowledge of ICT safety and also of the use of ICT in the
workplace.

Outline
The activities in the scheme of work are only suggestions and there are many other useful activities to be found in the materials referred to in the learning resource
list.

Opportunities for differentiation are indicated as basic and challenging; there is the potential for differentiation by resource, length, grouping, expected level of
outcome, and degree of support by teacher, throughout the scheme of work. Timings for activities and feedback are left to the judgment of the teacher, according to
the level of the learners and size of the class. Length of time allocated to a task is another possible area for differentiation.

The units within the scheme of work are:

Unit 1: Types and components of computer systems


Unit 2: Input and output devices
Unit 3: Storage devices and media
Unit 4: Networks and the effect of using them
Unit 5: The effects of using IT
Unit 6: ICT applications
Unit 7: The systems life cycle
Unit 8: Safety and security
Unit 9: Audience
Unit 10: Communication
Unit 11: File management
Unit 12: Images
Unit 13: Layout

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Unit 14: Styles
Unit 15: Proofing
Unit 16: Graphs and charts
Unit 17: Document production
Unit 18: Data manipulation
Unit 19: Presentations
Unit 20: Data analysis
Unit 21: Web authoring

Suggested teaching order


The units are designed to be taught in the order in which they are numbered. It is advisable to at least cover Units 1–5 first, after this there can be some variance.
Units 9–21 are the more practical units and can be studied on their own or in conjunction with other practical units.

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

An editable version of this scheme of work is available on Teacher Support. Go to http://teachers.cie.org.uk. The scheme of work is in Word doc format and will open
in most word processors in most operating systems. If your word processor or operating system cannot open it, you can download Open Office for free at
www.openoffice.org

Resource list
The resource list for this syllabus, including textbooks endorsed by Cambridge, can be found at www.cie.org.uk and Teacher Support http://teachers.cie.org.uk.

Textbooks and website links


The most commonly used textbook referenced in this scheme of work is:

IGCSE Information and Communication Technology Second Edition Brown, G, Sargent, B and Watson, D (Hodder Education, 2015)

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

V2 6Y03 Cambridge IGCSE Information and Communication Technology (0417) – from 2016 4
Scheme of work – Cambridge IGCSE® Information and Communication Technology (0417)
Unit 1: Types and components of computer systems
Recommended prior knowledge
Learners should have basic knowledge of a desktop PC and common peripherals.

Context
Learners should study this unit first as it is a foundation for many other elements of the syllabus.

Outline
This unit highlights the main hardware and software components of a computer system. It also features the main types of computer system and introduces a range
of emerging technologies.

Teaching time
Based on a total time allocation of 130 contact hours for this Cambridge IGCSE course, it is recommended that this unit should take about 6 hours.

Syllabus ref Learning objectives Suggested teaching activities

Topic Candidates should be able to:


1.1 Hardware Define hardware as consisting of physical Using one (or more if available) discarded PCs, dissect them to reveal what components are inside.
and software components of a computer system Pass the components around the classroom. Highlight to learners these are the hardware
components and they are so because we can physically touch them. Ask learners what they notice
Identify internal hardware devices (e.g. about the components and what role they think each one plays in the computing system. Ask
motherboards, random access memory learners to note, these components have been brought from inside the computer system, so they are
(RAM), read-only memory (ROM), video the internal hardware components.
cards, sound cards and internal hard disk
drives) Ask learners to look around the classroom and observe as many external hardware devices that they
can. They could compete to see who can note down the most correct external hardware device in
Identify external hardware devices and one minute.
peripherals (such as monitors, keyboards,
mice, printers as input and output devices Textbook:
and external storage devices in general) IGCSE Information and Communication (Brown, Sargent and Watson)

Online:
Looking at what is inside a computer:
www.howstuffworks.com/inside-computer.htm

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Syllabus ref Learning objectives Suggested teaching activities

1.1 Hardware Define software as programs for Give learners a list of different tasks and ask them to identify:
and software controlling the operation of a computer or  if they would need applications software or system software to complete the task
processing of electronic data  what type of application software or system software.

Identify the two types of software – Demonstrate the use of an operating system to crate folders, save work, sort files.
applications software and systems
software Demonstrate different types of application software such as word-processor, database, spreadsheet
and DTP.
Define applications software (e.g. word
processing, spreadsheet, database Textbook:
management systems, control software, IGCSE Information and Communication (Brown, Sargent and Watson)
measuring software, applets and apps,
photo-editing software, video-editing
software, graphics manipulation software)

Define system software (e.g. compilers,


linkers, device drivers, operating systems
and utilities)
1.2 The main Describe the central processing unit Ask learners to produce a diagrammatic representation of the workings of a computer. They must
components of (CPU) including its role research the roles of the CPU, ROM, RAM and represent how data is processed and stored.
computer
systems Describe internal memory, i.e. ROM and Give learners a list of statements about the main components of a computing system. The learners
RAM and the differences between them have to identify if the facts are true or false.

Define input and output devices and Textbook:


describe the difference between them IGCSE Information and Communication (Brown, Sargent and Watson)

Define secondary/backing storage


1.3 Operating Define and describe operating systems Using two simple tasks that can be done on a computer every day, e.g. opening a document and
systems which contain a Command Line Interface saving a document. Compare carrying out these tasks on GUI to carrying them out on a CLI. It would
(CLI) be best to represent this through the use of Windows for a GUI and the command line in Windows
for CLI.
Define and describe operating systems
which contain a Graphical User Interface Textbook:
(GUI) IGCSE Information and Communication (Brown, Sargent and Watson)

Describe the differences, including the


benefits and drawbacks, between

V2 6Y03 Cambridge IGCSE Information and Communication Technology (0417) – from 2016 6
Syllabus ref Learning objectives Suggested teaching activities

operating systems which contain a CLI


and those which contain a GUI
1.4 Types of Describe the characteristics of a Give learners a number of scenarios from different people. The scenarios should describe what
computer personal/desktop computer and its uses, tasks the person wants to carry out and important information about what they do. Learners should
both as a standalone and networked recommend the most suitable computing device for them to use and reason why.
computer
Ask learners to think of tasks they perform everyday on their Smart phones. Ask them to think about
Describe the characteristics of a laptop how these tasks were carried out before we had Smart phones, then expand this to before we had
computer and what it is used for, both as mobile phones.
a standalone and networked computer
Textbook:
Describe the characteristics of a tablet IGCSE Information and Communication (Brown, Sargent and Watson)
computer and what it is used for, including
its ability to use wireless technology or Online:
3G/4G technology Compares the use of tablets to the use of laptops:
http://uk.pcmag.com/laptops/13430/feature/laptops-vs-tablets-the-ultimate-showdown
Describe the computer characteristics of a
smart phone and what it is used for in
computing terms

Describe the advantages and


disadvantages of each type of computer
in comparison with the others
1.5 Impact of Describe how emerging technologies are Give learners a case study about the benefits and drawbacks of 3D printing and discuss as a whole
emerging having an impact on everyday life (e.g. class, e.g. prosthetic/artificial limbs.
technologies artificial intelligence biometrics, vision
enhancement, robotics, quantum Ask learners to research the Edward Snowdon case and the exposure of encryption keys being
cryptography, computer-assisted forced to be revealed. Ask them to discuss in groups how they feel about this and do they agree with
translation, 3D and holographic imaging, it.
virtual reality)
Online:
Developing 3D printed artificial limbs. These are for war veterans that have lost limbs in combat:
www.wired.com/2014/03/next-big-thing-missed-bionic-limbs-3d-printed-worlds-war-wounded/

News US and Canada:


www.bbc.co.uk/news/world-us-canada-23123964

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Syllabus ref Learning objectives Suggested teaching activities

Formative assessment Learner progress could be assessed using specimen/past paper examination questions/multiple-
choice test/short case study and questions.

Example questions given in past and specimen papers for 0417 are available at:
http://teachers.cie.org.uk

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Scheme of work – Cambridge IGCSE® Information and Communication Technology (0417)

Unit 2: Input and output devices


Recommended prior knowledge
Learners should have some basic experience with common input and output devices.

Context
Learners should study this unit toward the start of their learning as input and output devices are relevant to many other areas of the syllabus.

Outline
This unit highlights the main input and output devices and what the main advantages and disadvantages are of using them.

Teaching time
Based on a total time allocation of 130 contact hours for this Cambridge IGCSE course, it is recommended that this unit should take about 4 hours.

Syllabus ref Learning objectives Suggested teaching activities

Topic Candidates should be able to:


2.1 Input Identify input devices and their uses, e.g. As an introduction and to elicit the devices from the learners either, ask learners (in pairs) to make a
devices and keyboard, numeric keypad, pointing list of as many input and output devices they can think of. Learners talk to other pairs of learners to
their uses devices (such as mouse, touchpad, compare their lists. Or, mix up the two lists and ask the learners to list which ones are input and
tracker ball), remote control, which are output devices.
2.3 Output joystick/driving wheel, touch screen,
devices and scanners, digital cameras, microphone, Give learners a set of scenarios focused on inputting and outputting data. Ask learners to identify
their uses sensors (general), temperature sensor, which device is best to use, e.g. learners list and describe four or more input devices you may expect
pressure sensor, light sensor, graphics to find in a hospital or school. This could be done in small groups.
tablet, video camera, web cam
Learners can start by listing the advantages and disadvantages of four or five devices per group.
Identify output devices and their uses, Each group then presents their findings to the whole class.
e.g. CRT monitor, TFT/LCD monitor,
IPS/LCD monitor, LED monitor, touch Textbook:
screen (as an output device), multimedia IGCSE Information and Communication (Brown, Sargent and Watson)
projector, laser printer, inkjet printer, dot
matrix printer, wide format printer, 3D
printer, speakers, motors, buzzers,
heaters, lights/lamps

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Syllabus ref Learning objectives Suggested teaching activities

Describe the advantages and


disadvantages of any of the above
devices
2.2 Direct data Describe direct data entry and associated Ask learners to discuss why the speed of data entry is important and how each of the given devices
entry and devices, e.g. magnetic stripe readers, improves data entry. Ask learners to think about what would be the alternative if that device did not
associated chip and PIN readers, Radio Frequency exist.
devices Identification (RFID) readers, Magnetic
Ink Character Reader (MICR), Optical Learners report back their findings to the rest of the class.
Mark Reader (OMR), Optical Character
Reader (OCR), bar code reader Textbook:
IGCSE Information and Communication (Brown, Sargent and Watson)
Identify the advantages and
disadvantages of any of the above
devices in comparison with others
Formative assessment Learner progress could be assessed using specimen/past paper examination questions/multiple-
choice test/short case study and questions.

Example questions given in past and specimen papers for 0417 are available at:
http://teachers.cie.org.uk

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Scheme of work – Cambridge IGCSE® Information and Communication Technology (0417)

Unit 3: Storage devices and media


Recommended prior knowledge
Learners should have basic experience of saving work using a computer.

Context
Learners should study this unit toward the start of their learning as storage devices are relevant to many other areas of the syllabus.

Outline
This unit highlights the main storage devices and what the main advantages and disadvantages are of using them.

Teaching time
Based on a total time allocation of 130 contact hours for this Cambridge IGCSE course, it is recommended that this unit should take about 2 hours.

Syllabus ref Learning objectives Suggested teaching activities

Topic Candidates should be able to:


3 Storage Identify storage devices and their uses, Give learners a table with storage devices in and ask them to compare them for use, size,
devices and e.g. advantages and disadvantages.
media  magnetic backing storage media:
fixed hard disks, portable hard Group learners together and give each group a description of some data that a person needs to
disks, magnetic tapes store. Ask learners to pick two suitable storage devices and justify their choice.
 optical backing storage media
(CD/DVD/blu-ray): CD ROM/DVD Textbook:
ROM, CD R/DVD R, CD RW/DVD IGCSE Information and Communication (Brown, Sargent and Watson)
RW, DVD RAM, blu-ray discs
 solid state backing storage: solid
state drives, memory sticks/pen
drives, flash

Describe the advantages and


disadvantages of the above devices

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Scheme of work – Cambridge IGCSE® Information and Communication Technology (0417)
Unit 4: Networks and the effects of using them
Recommended prior knowledge
Learners will require basic knowledge of using a desktop computer and the internet

Context
This unit is best studied after Units 1–3, when learners have gained an understanding of computer systems.

Outline
This unit describes the basics of a network including network components, LANs and WANs.

Teaching time
Based on a total time allocation of 130 contact hours for this Cambridge IGCSE course, it is recommended that this unit should take about 6 hours.
course.

Syllabus ref Learning objectives Suggested teaching activities

Topic Candidates should be able to:


4.1 Networks Understand how a router works and its Using a trace route (there are various websites that allow you to demonstrate this), show learners
purpose how routers pass data packets toward their destination. One of the best examples is to see how
 describe how networks and many routers a packet would go through between the UK and a destination in the USA.
individual computers connect to
the internet Textbook:
 describe how a router stores IGCSE Information and Communication (Brown, Sargent and Watson)
computer addresses
 describe how it routes data Online:
packets This is a site that can be used for doing a trace route: http://tracert.com/
4.1 Networks Understand the use of other common Give learners a set of flash cards with network components and definitions on them. Ask them to
network devices, including: network match the definition to the component.
interface cards, hubs, bridges,
Switches, modems Textbook:
IGCSE Information and Communication (Brown, Sargent and Watson)

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Syllabus ref Learning objectives Suggested teaching activities

4.1 Networks Understand the use of WiFi and Bluetooth Give learners a set of statements about Bluetooth and Wi-Fi and ask them to work out which are true
in networks and which are false. Pairs feed back to the whole group.
 describe how computers can use
WiFi to connect to a network Online:
 describe how computers can use Comparison of Bluetooth and Wifi:
Bluetooth to connect to a network www.diffen.com/difference/Bluetooth_vs_Wifi
 compare and contrast Bluetooth
and WiFi

4.1 Networks Understand how to set up and configure a There is an excellent resource that is a simulation of creating a network (see link opposite). Learners
small network, including: access to the should follow the instructions and are then asked to put to use what they have learned and create a
internet, the use of a browser, the use of network. (This is a freely available simulation.)
email, access to an ISP
Textbook:
IGCSE Information and Communication (Brown, Sargent and Watson)

Online:
Free network simulation resource:
www.teach-ict.com/gcse_new/networks/hardware/resources/NWB_SIM.swf

4.1 Networks Understand the characteristics and Give learners a situation is which a business has expanded to have a number of branches and are
purpose of common network now considering setting up an intranet. Split the class into for and against sides and give each group
environments, such as intranets and the time to construct an argument for their given side. Ask learners to debate whether the business
internet should have an intranet installed. You could reward the side you think puts across the most
 define what the internet is compelling argument.
 define what an intranet is
 describe the differences between Ask learners to create a diagram of their own school LAN and how it connects to a WAN.
an intranet and the internet
 explain the purpose of an intranet Textbook:
and how that differs from the IGCSE Information and Communication (Brown, Sargent and Watson)
purpose of the internet
 describe the uses of an intranet
 describe the uses of the internet
 define the terms Local Area
Network (LAN), Wireless Local
Area Network (WLAN) and Wide
Area Network (WAN)

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Syllabus ref Learning objectives Suggested teaching activities

 describe the differences between


a LAN, a WLAN and a WAN
4.2 Network Security issues regarding data transfer Giver learners a set of statements e.g.
issues and  describe the security issues  Computer networks spread viruses
communication surrounding the use of computer  Your data is always secure on a network
networks
 describe other issues such as the Ask learners to consider each statement and say whether they believe it to be true or not, and why.
internet is not policed and the
effects of this, such as the Textbook:
existence of inappropriate sites IGCSE Information and Communication (Brown, Sargent and Watson)
 identify methods of avoiding
password interception (such as Online:
the use of anti-spyware and How biometric devices work:
changing passwords regularly) www.howstuffworks.com/biometrics.htm
 describe the difference between
strong and weak passwords
 describe other authentication
techniques (such as biometric
methods, magnetic stripes, id
cards, passports, other physical
tokens, retina scans, iris scans,
face scans)
 describe the use of antivirus
software and other methods of
avoiding viruses (such as use of
unknown storage media to
transfer data, the risk of
downloading software from the
internet)
 define encryption and describe its
use
 list the principles of a typical data
protection act
4.2 Network Network communication
issues and  describe facsimile communication Ask learners to compare and contrast the use of fax and email and consider how they are similar and
communication and describe the differences how they differ.
between physical faxing

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Syllabus ref Learning objectives Suggested teaching activities

(which does not require the use of


a network) and electronic faxing
(which does require the use of a
network)
 describe email communication, Ask a learner to sit in another classroom (if available) and ask another learner to email a question
including the use of attachments looking for answers. The question has a diagram that needs labelling.
 describe the advantages and
disadvantages of using email Then ask them to video conference (Skype is probably best) the person and see how much quicker
compared with faxing they get an answer. Ask learners to consider what pros and cons there are of each method. (If there
 describe video-conferencing, are not enough facilities, this activity could be done as a roleplay or discussion.)
including the hardware used
 describe audio-conferencing Textbooks:
 describe web-conferencing and IGCSE Information and Communication (Brown, Sargent and Watson)
how it can be linked to either
video- or audio-conferencing. Online:
This is the link to set up a skype account in the UK: www.skype.com/en/
Formative assessment Learner progress could be assessed using specimen/past paper examination questions/multiple-
choice test/short case study and questions.

Example questions given in past and specimen papers for 0417 are available at:
http://teachers.cie.org.uk

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Scheme of work – Cambridge IGCSE® Information and Communication Technology (0417)
Unit 5: The effects of using IT
Recommended prior knowledge
Learners will require basic knowledge of ICT in a workplace.

Context
Learners should have knowledge of a range of devices.

Outline
This unit describes the effects of using ICT in a work place and the effects of ICT in the home.

Teaching time
Based on a total time allocation of 130 contact hours for this Cambridge IGCSE course, it is recommended that this unit should take about 5 hours.

Syllabus ref Learning objectives Suggested teaching activities

Topic Candidates should be able to:


5.1 Describe how there has been a reduction Discuss with learners the computerisation of some industries such as in manufacturing, where robots
Effects of IT on of employment in offices, as workers’ have taken over many tasks, computer-controlled warehouses, which require no personnel to be
employment jobs have been replaced by computers in present and labour-intensive work (e.g. the printing industry) and the impact this has had. Learners
a number of fields (e.g. payroll workers, discuss in small groups, whether computers do a better job and look at why we do not use computers
typing pools, car production workers) in some areas. This could then lead on to a whole class activity for learners to present their findings
and thoughts.
Describe how there has been an
increase in employment in other fields List a number of new jobs that have been created with the introduction of IT, e.g. writing software,
(e.g. website designers, computer maintenance of robots and work connected with internet sites. Discuss the need for re-training.
programmers, delivery drivers in retail Learners may discuss the consequences of these changes in industry.
stores)
Textbook:
IGCSE Information and Communication (Brown, Sargent and Watson)

5.2 Effects of IT Describe how the use of computers has Ask learners to imagine they want to set up a company and have a choice between having an office
on working led to a number of employees changing or working from home. Ask learners to draw up a table of pros and cons of working from home and
patterns within their working patterns (e.g. part-time how might the pros/cons be different if they were in an office?
organisations working, flexible hours, job sharing,

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Syllabus ref Learning objectives Suggested teaching activities

compressed hours) Encourage learners to make a glossary of terms where they can add definitions and explanation of
key words.
Describe what is meant by part-time
working, flexible hours, job sharing, Textbook:
compressed hours IGCSE Information and Communication (Brown, Sargent and Watson)

5.3 Describe the positive effects Ask learners to name 10 devices in their home that contain a microprocessor.
Microprocessor microprocessors have on aspects of
-controlled lifestyle (e.g. the amount and use of Pick out a few different devices that learners identify and ask them what tasks these devices would
devices in the leisure time, the degree of social be able to perform without the microprocessor.
home interaction, the ability to leave the home)
Textbook:
Describe the negative effects IGCSE Information and Communication (Brown, Sargent and Watson)
microprocessors have on aspects of
lifestyle (e.g. lack of exercise)
5.4 Potential Describe repetitive strain injury (RSI) and Ask learners in pairs (or individually) to create a guide that could be given to staff in an organisation
health what causes it to avoiding health issues when using a computer – this could be a leaflet or by using presentation
problems software. Learners present to the whole class.
related to the Identify other health issues (e.g. back
prolonged use problems, eye problems, headaches) Textbook:
of IT equipment IGCSE Information and Communication (Brown, Sargent and Watson)
Describe some simple strategies for
preventing these problems

Evaluate the use of IT equipment and


develop strategies to minimise the health
risks
Formative assessment Learner progress could be assessed using specimen/past paper examination questions/multiple-
choice test/short case study and questions.

Example questions given in past and specimen papers for 0417 are available at:
http://teachers.cie.org.uk

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Scheme of work – Cambridge IGCSE® Information and Communication Technology (0417)

Unit 6: ICT applications


Recommended prior knowledge
Learners will have used computers for basic communications.

Context
This unit should be studied after completing Units 1–5.

Outline
This unit outlines a range of communication methods using ICT, a range of data handling methods and a range of ICT systems.

Teaching time
Based on a total time allocation of 130 contact hours for this Cambridge IGCSE course, it is recommended that this unit should take about 12 hours.

Syllabus ref Learning objectives Suggested teaching activities

Topic Candidates should be able to:


6.1 Describe a range of communication Discuss with learners the purposes of a range of communication applications and what features they
Communication applications (e.g. newsletters, websites, have that help them fulfil their purpose.
applications multimedia presentations, music
scores, cartoons, flyers and posters) Give learners a list of statements about communication methods, and ask them to identify if they are
true or false.
Describe the use of mobile phones for
communication (e.g. text messaging, Internet telephony service providers (ITSP) offer digital telecommunication services based on Voice
phone calls, accessing the internet) Over Internet Protocol (VOIP) and are provisioned via the internet. Learners research what
applications are available and how they are used.
Describe the use of internet telephony,
including Voice Over Internet Protocol Textbook:
(VOIP) IGCSE Information and Communication (Brown, Sargent and Watson)

Describe applications for publicity and


corporate image publications (e.g.
business cards, letterheads, flyers and
brochures)

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Syllabus ref Learning objectives Suggested teaching activities

6.2 Data Describe the use of a range of data


handling handling applications (e.g. surveys,
applications address lists, clubs and society records,
school reports and school libraries)
6.3 Measurement Describe a range of measurement Ask learners to produce a diagram or table that represents data being obtained through the use of an
applications applications (e.g. scientific experiments, analogue device and the process it goes through to become digital data.
weather stations)
Ask learners to accompany the above diagram with a description of why this process is needed.
Explain the difference between
analogue data and digital data In groups, learners discuss the advantages and disadvantages of using computers in measurement.

Explain the need for conversion Textbook:


between analogue and digital data IGCSE Information and Communication (Brown, Sargent and Watson)

Describe the use of microprocessors Online:


and computers in a number of Microprocessors:
applications (e.g. pollution monitoring, www.howstuffworks.com/microprocessor.htm
intensive care units in hospitals)

Discuss the advantages and


disadvantages of using computers in
measurement rather than humans
6.4 Describe the role of a microprocessor
Microprocessors or computer in control applications,
in control including the role of the pre-set value
applications
Describe the use of computer control in Ask learners to create a flowchart to represent the control system involved in a burglar alarm.
applications (e.g. turtle graphics,
automatic washing machines, automatic Textbook:
cookers, computer controlled central IGCSE Information and Communication (Brown, Sargent and Watson)
heating systems, burglar alarms,
computer controlled glasshouse)
6.5 Modelling Describe the use of computer modelling Ask learners to consider the impact of not modelling the budget for an event e.g. a concert, on a
applications in spreadsheets (e.g. for personal spreadsheet. They should be raising issues such as not knowing what to effectively charge as a
finance) ticket price.
6.6 Applications Describe a range of computer Ask learners to write a report on how robotics has changed manufacturing. They should include at
in manufacturing controlled applications (e.g. robotics in least two real life examples

V2 6Y03 Cambridge IGCSE Information and Communication Technology (0417) – from 2016 19
Syllabus ref Learning objectives Suggested teaching activities

industries manufacture and production line


control) Textbook:
IGCSE Information and Communication (Brown, Sargent and Watson)
Discuss the advantages and .
disadvantages of using computer
controlled systems rather than
Humans
6.7 School Describe how systems are used to Discuss with learners what content linked to them goes into a school management system and what
management manage learner registration and that data is used for.
systems attendance

Describe how systems can be used to


record learner performance

Describe how systems can be used for


organising examinations, creating
timetables and managing teaching
cover/substitution
6.8 Booking Identify areas where booking systems Ask learners to try using an online booking system to the point of making a payment (there are a few
systems are used (e.g. travel industry, theatre that will ask for payment last). Ask learners to make a note of the features of the booking system that
and cinemas) they come across.

Describe the online processing involved Textbook:


in booking tickets IGCSE Information and Communication (Brown, Sargent and Watson)

Discuss the advantages and


disadvantages of online booking
systems

V2 6Y03 Cambridge IGCSE Information and Communication Technology (0417) – from 2016 20
Syllabus ref Learning objectives Suggested teaching activities

6.9 Banking Describe the computer processing Ask learners to produce a flowchart to illustrate how an ATM machine works.
applications involved in Electronic Funds Transfer
(EFT) Discuss with learners how banking was done before ATM machines, telephone banking and internet
banking existed.
Describe the computer processing
involved in using automatic teller Discuss issues such as how cash was withdrawn and how bills were paid.
machines (ATM) (e.g. withdrawing
cash, depositing cash or cheques, Textbook:
checking account balance, mini IGCSE Information and Communication (Brown, Sargent and Watson)
statements, mobile/cell phone
recharge/top up, bill paying, money
transfers, ordering paper-based goods)

Describe the use of processing


credit/debit card transactions

Describe the clearing of cheques

Describe phone banking

Describe internet banking, and discuss


the advantages and disadvantages of it
6.10 Computers Describe the contents of information Ask learners to research a news story about 3D printing in medicine. Ask learners as a group to give
in medicine systems in medicine (including patient a presentation about what they have discovered.
records, pharmacy records, monitoring
and expert systems for diagnosis) Online:
Examples of 3D printing being used in medicine: www.http//3dprintingindustry.com/medical/
Describe how 3D printers can be used
in producing medical aids (e.g. surgical Stories about 3D printing in medicine: www.bbc.co.uk/news/technology-24125678
and diagnostic aids, development of
prosthetics and medical products,
tissue engineering, artificial blood
vessels and the design of medical tools
and equipment)

V2 6Y03 Cambridge IGCSE Information and Communication Technology (0417) – from 2016 21
Syllabus ref Learning objectives Suggested teaching activities

6.11 Computers Describe the files used in libraries (e.g. Ask learners to identify how many different processes can be performed just through scanning a
in libraries records of books and borrowers) barcode on a book in a library. They should identify process such as it inputs the details of the book,
it can then say that book is now unavailable as it is checked out if another person comes in for it, it
Describe the computer processing can record how many times that book is checked out.
involved in the issue of books, including
the use of direct data entry methods Textbook:
IGCSE Information and Communication (Brown, Sargent and Watson)
Describe the automatic processing
involved in issuing reminders for
overdue books
6.12 Expert Identify a range of applications which Ask learners to use an example of an experts system e.g. WebMD and ask them to identify how it is
systems use expert systems (e.g. mineral giving a diagnosis. Ask them to identify the different elements that allow this to happen.
prospecting, car engine fault diagnosis,
medical diagnosis, chess games) Textbook:
IGCSE Information and Communication (Brown, Sargent and Watson)
Identify the components of an expert
system (e.g. interactive user interface,
inference engine, rules base,
knowledge base)

Describe how an expert system is used


to suggest diagnoses
6.13 Computers Describe the use of point of sale (POS) Ask learners to think about what kind of things they may find for sale at a large online supermarket
in the retail terminals, how the stock file is updated and consider what the delivery time and delivery cost might be. Ask them to then investigate an
industry automatically, and how new stock can online supermarket to see if what they thought matches up to what they find.
be ordered automatically
Textbook:
Describe the use of electronic funds IGCSE Information and Communication (Brown, Sargent and Watson)
transfer at point of sale (EFTPOS)
terminals (e.g. the checking of the Online:
validity of cards, the use of chip and Online supermarkets, e.g.:
PIN, the communication between the www.asda.com/
supermarket computer and the bank www.sainsburys.co.uk/
computer) etc.

Describe internet shopping

Discuss the advantages and

V2 6Y03 Cambridge IGCSE Information and Communication Technology (0417) – from 2016 22
Syllabus ref Learning objectives Suggested teaching activities

disadvantages of internet shopping


6.14 Recognition Describe how recognition systems work Provide a list of types of recognition systems and ask the learners to think about where they would
systems (e.g. Magnetic Ink Character be used, e.g. Magnetic Ink Character Recognition (MICR) is commonly used in the banking industry.
Recognition (MICR), Optical Mark
Recognition (OMR) and Optical Learners list and discuss applications for Optical Mark Recognition (OMR), and feedback to the rest
Character Recognition (OCR), Radio of the class.
Frequency Identification Device (RFID))
Discuss with learners about how MICR is used in a bank.
Describe how number plate recognition
systems work Discuss with learners about how Radio Frequency Identification Device (RFID) tags are used in an
airport.
Describe the processing of cheques
Textbook:
Describe the processing of OMR media IGCSE Information and Communication (Brown, Sargent and Watson)
(e.g. school registers, multiple choice
examination papers) Online:
RFID tags:
Describe how RFID is used in a range www.howstuffworks.com/gadgets/high-tech-gadgets/rfid.htm
of applications (e.g. tracking stock,
passports, automobiles, contactless The end of anonymity:
payment) www.bbc.co.uk/blogs/legacy/thereporters/maggieshiels/2010/03/the_end_of_anonymity.html
6.15 Monitoring Describe how a workforce or member of Tell learners that the school is considering putting RFID tags in their blazers. Ask learners how they
and tracking the public can be monitored or logged feel about this. Ask them what the benefits will be to them and to the school and what the drawback
systems will be.
Describe how the use of cookies can be
used to monitor a person’s internet A class debate could be set up to discuss the how tracking systems benefit and intrude in people’s
activity lives.

Describe the use of key-logging Online:


Use of cookies: www.bbc.co.uk/webwise/guides/about-cookies
Describe how worker/employee call
monitors can be used Number plate recognition:
www.gmp.police.uk/content/section.html?readform&s=353EDD067D2055288025796100399283
Describe the use of automatic number
plate recognition
6.16 Satellite Describe the use of different satellite Learners are to research how car satellite navigation systems work (through Global Positioning
systems systems (e.g. Global Positioning Systems (GPS)). Why might they go wrong? (Cars going into rivers etc.)

V2 6Y03 Cambridge IGCSE Information and Communication Technology (0417) – from 2016 23
Syllabus ref Learning objectives Suggested teaching activities

Systems (GPS), satellite navigation,


Geographic Information System (GIS), Discuss a news story about a missing plane or boat, e.g. Malaysian missing plane in 2014. Ask
media communication systems) learners to research this case and write a report on how it was tracked through GPS and other
satellite data.

Textbook:
IGCSE Information and Communication (Brown, Sargent and Watson)

Formative assessment Learner progress could be assessed using specimen/past paper examination questions/multiple-
choice test/short case study and questions.

Example questions given in past and specimen papers for 0417 are available at:
http://teachers.cie.org.uk

V2 6Y03 Cambridge IGCSE Information and Communication Technology (0417) – from 2016 24
Scheme of work – Cambridge IGCSE® Information and Communication Technology (0417)
Unit 7: The systems life cycle
Recommended prior knowledge
Learners should have knowledge of a basic ICT system.

Context
This unit can be studied at any point. But it is recommended that it is studied after Units 1–6.

Outline
This unit describes each stage of the systems life cycle.

Teaching time
Based on a total time allocation of 130 contact hours for this Cambridge IGCSE course, it is recommended that this unit should take about 10 hours.

Syllabus ref Learning objectives Suggested teaching activities

Topic Candidates should be able to:


7.1 Analysis Methods of researching an existing system Provide a flow chart to show the stages in systems analysis, starting with analysis and finishing
 identify and describe methods of with evaluation and review. This will provide a clear picture of systems analysis and design.
researching an existing system
(e.g. observation, interviews, Give learners a number of descriptions of data that needs to be collected. Ask learners to identify
questionnaires and examination of which methods of research would be most useful in each situation, and why.
existing documents)
 discuss the disadvantages and Different fact finding methods, e.g. observation, questionnaires, interviewing, can be discussed
advantages of the different and the advantages and disadvantages considered in small groups who will present their findings
methods to the class.

Recording and analysing information about Textbook:


the current system IGCSE Information and Communication (Brown, Sargent and Watson)
 describe the need to identify inputs,
outputs and processing of the Online:
current system The systems lifecycle:
 describe the need to identify www.teach-
problems with the current system ict.com/as_a2_ict_new/ocr/A2_G063/331_systems_cycle/slc_stages/miniweb/pages4.htm
 describe the need to identify the

V2 6Y03 Cambridge IGCSE Information and Communication Technology (0417) – from 2016 25
Syllabus ref Learning objectives Suggested teaching activities

user and information requirements


for the new system

System specification
 identify and justify suitable
hardware for the new system
 identify and justify suitable software
for the new system
7.2 Design Describe how it is necessary to design Once the analysis has taken place the next stage is to design the key parts of the recommended
documents, files, forms/inputs, system.
reports/outputs and Validation
Ask learners to design a data capture form for signing up to a social networking site. Ask them to
Produce designs to solve a given problem consider a logical layout and validation methods in their design.

Design data capture forms and screen Present the most common methods of validation to the class, with description and examples –
layouts learners should make notes and add these to their glossary of terms.

Design report layouts and screen displays Textbook:


IGCSE Information and Communication (Brown, Sargent and Watson)
Design validation routines (including length
check, type check, format check, presence
check, check digit)

Design the required data/file structures (e.g.


field length, field name, data type)
7.3 Testing designs Discuss with learners what issues could arise with a system that hasn’t been tested and why
Development  describe how data/file structures testing is so systematic and recorded. Ask learners how proof would be provided that they system
and testing are created and tested works if testing was not carried out.
 describe how validation routines
are created and tested The designers will have to be sure that they have designed appropriate validation routines that will
 describe how input methods are test the data input to a system. Review the range of validation checks.
created and tested
 describe how output formats are Textbook:
created and tested IGCSE Information and Communication (Brown, Sargent and Watson)

Testing strategies
 describe the need to test each

V2 6Y03 Cambridge IGCSE Information and Communication Technology (0417) – from 2016 26
Syllabus ref Learning objectives Suggested teaching activities

module
 describe the need to test the whole
system
 describe testing using normal data
including definition and examples
 describe testing using live data
including definition and examples
 describe testing using abnormal
data including definition and
examples
 describe testing using extreme data
including definition and examples

Improvements needed as a result of testing


 describe how it may be necessary
to improve the system and make
changes (e.g. data/file structures,
validation routines, input methods,
output formats may need to be
amended/improved)

V2 6Y03 Cambridge IGCSE Information and Communication Technology (0417) – from 2016 27
Syllabus ref Learning objectives Suggested teaching activities

7.4 Different methods of system Give learners a description of three different systems in organisation that need implementing, with
Implementation implementation some background information about the organisation. Ask learners to choose an appropriate
 describe the four methods of method of installation for each and justify their choice.
implementation (direct changeover,
parallel running, pilot running, Learners can discuss the advantages and disadvantages for the four methods of implementation
phased implementation) and when it would be appropriate to use them. Learners make notes of their thoughts and share
them with the rest of the class.
Methods of implementation
 identify suitable situations for the Textbook:
use of different methods of system IGCSE Information and Communication (Brown, Sargent and Watson)
implementation (e.g. organisations
or departments within organisations
which need a quick changeover,
organisations or departments within
organisations which cannot afford
to lose data)
 describe advantages and
disadvantages of each method of
implementation
7.5 Technical documentation for an information As a system is being developed it is important that the management team and the systems
Documentation system analysts prepare documentation that will support the users and managers of the system. Ask
 explain the need for technical learners to identify what they would expect to find in a user manual for a system.
documentation
 identify the components of Documentation focuses on the needs of the user. E.g. Tutorials can be used for step-by-
technical documentation (e.g. step help through common tasks (use of screenshots). Learners may look at different types
purpose of the system/program, of technical documentation used.
limitations of the system, program
listing, program language, program Textbook:
flowcharts/algorithms, system IGCSE Information and Communication (Brown, Sargent and Watson)
flowcharts, hardware and software
requirements, file structures, list of
variables, input format, output
format, sample runs/test runs,
validation routines)

User documentation for an information


system
 explain the need for user

V2 6Y03 Cambridge IGCSE Information and Communication Technology (0417) – from 2016 28
Syllabus ref Learning objectives Suggested teaching activities

documentation
 identify the components of user
documentation (e.g. purpose of the
system, limitations of the system,
hardware and software
requirements, how to
load/run/install software, how to
save a file, how to print data, how
to add records, how to delete/edit
records, input format, output
formats, sample runs, error
messages, error handling, trouble-
shooting guide/help line, frequently
asked questions, glossary of terms)
7.6 Evaluation Describe the need to evaluate a solution in Give learners a list of requirements and a solution e.g. a spreadsheet model. Ask learners to
terms of the efficiency of the solution, the evaluate how closely (or not) the model meets the requirements.
ease of use of the solution, and the
appropriateness of the solution Textbook:
IGCSE Information and Communication (Brown, Sargent and Watson)
Describe the need for a variety of
evaluation strategies e.g.
 compare the solution with the
original task requirements
 identify any limitations and
necessary improvements to the
system
 evaluate the users’ responses to
the results of testing the system
Formative assessment Learner progress could be assessed using specimen/past paper examination questions/multiple-
choice test/short case study and questions.

Example questions given in past and specimen papers for 0417 are available at:
http://teachers.cie.org.uk

V2 6Y03 Cambridge IGCSE Information and Communication Technology (0417) – from 2016 29
Scheme of work – Cambridge IGCSE® Information and Communication Technology (0417)
Unit 8: Safety and security
Recommended prior knowledge
Learners should have some basic knowledge about using ICT safely, including the internet.

Context
This unit can be studied at any point.

Outline
This unit describes the health and safety issues that can be encountered when using ICT and the internet.

Teaching time
Based on a total time allocation of 130 contact hours for this Cambridge IGCSE course, it is recommended that this unit should take about 6 hours.

Syllabus ref Learning objectives Suggested teaching activities

Topic Candidates should be able to:


8.1 Physical Describe common physical safety issues Ask learners to produce a poster for classroom display to warn other learners about the safety
safety and what causes them, e.g. electrocution hazards that can arise when using ICT.
from spilling drinks, fire from sockets
being overloaded or equipment Look at the classroom code of conduct or rules, if they are available, and ask learners if any of the
overheating, tripping over trailing cables safety issues that they have included on their poster are identified in that.

Describe some simple strategies for Textbook:


preventing these issues IGCSE Information and Communication (Brown, Sargent and Watson)

Evaluate own use of IT equipment and


develop strategies to minimise the
potential safety risks
8.2 e-safety Explain what is meant by personal data Display a fictitious mock-up profile, from a social networking site, that includes seemingly innocent
information. Ask learners what they can find out about this person just through matching up
Explain why personal data should be information on their profile.
confidential and protected
Ask learners to now identify how the profile could be made safer.

V2 6Y03 Cambridge IGCSE Information and Communication Technology (0417) – from 2016 30
Syllabus ref Learning objectives Suggested teaching activities

Explain how to avoid inappropriate Online:


disclosure of personal data including: own eSafety:
name, address, school name, a picture in www.thinkuknow.co.uk/
school uniform www.kidsmart.org.uk/
www.bbc.co.uk/cbbc/topics/stay-safe
Discuss why e-safety is needed

Evaluate own use of the internet and use


strategies to minimise the potential
dangers, e.g. only using websites
recommended by teachers, only using a
learner-friendly search engine

Evaluate own use of email and use


strategies to minimise the potential
dangers, including only emailing people
already known, thinking before opening
an email from an unknown person, never
emailing the school’s name or a picture of
a learner in school uniform

Evaluate own use of social


media/networking sites, instant
messaging and internet chat rooms and
use strategies to minimise the potential
dangers, including: knowing how to block
and report unwanted users, never
arranging to meet anyone alone, and
always telling an adult first and meeting in
a public place, avoiding the misuse of
images, using appropriate language,
respecting confidentiality

Describe measures which should be


taken when playing games on the internet
(including not using real names)

V2 6Y03 Cambridge IGCSE Information and Communication Technology (0417) – from 2016 31
Syllabus ref Learning objectives Suggested teaching activities

8.3 Security of Effective security of data Ask learners to visit a password checker site e.g. www.passwordmeter.com and see how secure their
data  define the term hacking and passwords really are. If they find that they are not that secure, ask learners to consider what they
describe its effects could do to increase the security of their password.
 explain what is meant by the term
hacking and the measures that Ask learners to consider the privacy issues involved in biometric data. How do they feel about
must be taken in order to protect biological information being stored about their body for identification purposes? Why are biometrics
data. become so popular? What are the alternatives?
 explain what is meant by the
terms user id and password Online:
stating their purpose and how Password checker:
they are used to increase the www.passwordmeter.com/
security of data
 explain what is meant by the Textbook:
terms biometric data and why IGCSE Information and Communication (Brown, Sargent and Watson)
biometric data is used
8.3 Security of Security of data online Present learners with the five main security or nuisance issues to consider:
data  explain what is meant by the term  phishing
digital certificate and its purpose  pharming
 explain what is meant by the term  spamming
Secure Socket Layer (SSL)  spyware
 describe the features of a web  cookies
page that identify it as using a
secure server Show learners a sample phishing email. Ask them to determine why it is a phishing email– Dear
 define the terms: phishing, customer (as opposed to your name), spelling/punctuation mistakes, asking you to click on a link to
pharming, smishing, smarming verify your account, links that are not related to the supposed sender, etc.
 describe the methods which can
be used to help prevent phishing, Learners create a poster, presentation or leaflet about internet security. Alerting people to the threats
pharming, smishing and and suggesting how to avoid them.
Smarming
 describe the potential for the A quiz or true/false activity can summarise and consolidate knowledge and understanding of terms.
malicious use of technology to Learners may provide questions to ask other learners in the class.
collect personal data, including:
phishing, pharming, smishing, Learners should add key terms and make notes to their glossary of terms so that they can refer to
smarming them easily.
 describe how it is possible to
recognise when someone is Textbook:
attempting to obtain personal IGCSE Information and Communication (Brown, Sargent and Watson)
data, report the attempt and avoid

V2 6Y03 Cambridge IGCSE Information and Communication Technology (0417) – from 2016 32
Syllabus ref Learning objectives Suggested teaching activities

the disclosure of information Online:


 explain the difference between Phishing, pharming, smishing, smarming:
moderated and un-moderated www.webopedia.com/TERM/P/phishing.html
forums and the relative security of
these www.webopedia.com/TERM/P/pharming.html
 explain the concept of and how to
recognise spam mail and avoid www.webopedia.com/TERM/S/smishing_scams.html
being drawn into it
 describe what encryption is and Textbook:
why it is used IGCSE Information and Communication (Brown, Sargent and Watson)
 define the term computer virus
and describe its effects Online:
 describe the effects of infecting a Viruses and how they work:
computer with a virus from a www.howstuffworks.com/life/cellular-microscopic/virus-human.htm
downloaded file
 describe how to take preventative Preventing credit card fraud:
action to avoid the danger of www.bbc.co.uk/programmes/articles/35y0lMMrymhNNcm8Lv4qsvW/preventing-credit-card-fraud
infecting a computer with a virus
from a downloaded file
 describe the measures that must
be taken in order to protect
against hacking
 describe how it is possible to be
the subject of fraud when using a
credit card online.
 explain the issues related to
security of data in the cloud
 explain the concept of a firewall
and why it is used
 discuss the effectiveness of
different methods of increasing
security
Formative assessment Learner progress could be assessed using specimen/past paper examination questions/multiple-
choice test/short case study and questions.

Example questions given in past and specimen papers for 0417 are available at:
http://teachers.cie.org.uk

V2 6Y03 Cambridge IGCSE Information and Communication Technology (0417) – from 2016 33
Scheme of work – Cambridge IGCSE® Information and Communication Technology (0417)
Unit 9: Audience
Recommended prior knowledge
Learners should have knowledge of creating basic documents.

Context
This unit can be studied at any point.

Outline
This unit describes how to analyse and meet the needs of a user and the legal implications of creating an ICT system.

Teaching time
Based on a total time allocation of 130 contact hours for this Cambridge IGCSE course, it is recommended that this unit should take about 4 hours.

Syllabus ref Learning objectives Suggested teaching activities

Topic Candidates should be able to:


9.1 Audience Show a clear sense of audience when Ask learners to compare two different news websites, e.g. Newsround, BBC or CNN news websites.
appreciation planning and creating ICT solutions Ask them to look at what makes them different and if this is done for audience purposes.

Analyse the needs of an audience Online:


CNN student news:
Explain why solutions must meet the http://edition.cnn.com/studentnews/
needs of the audience
Newsround:
www.bbc.co.uk/newsround/

BBC news:
www.bbc.co.uk/news/

Top 15 most popular news websites:


www.ebizmba.com/articles/news-websites

9.2 Legal, Explain the need for copyright legislation Ask learners to raise their hand if they believe they have never broken the copyright law. Then tell
moral, ethical and the principles of copyright relating to learners you are certain they have.

V2 6Y03 Cambridge IGCSE Information and Communication Technology (0417) – from 2016 34
Syllabus ref Learning objectives Suggested teaching activities

and cultural computer software (e.g. software piracy) Ask learners to raise their hand if they have ever borrowed or lent a CD/DVD/Game. Anyone who
appreciation Describe methods that software raises their hand has broken the copyright law.
producers employ to prevent software
copyright being broken Copyright definition: the legal protection given to the creators of text, images, music and software
to prevent their work being used illegally.
Discuss the legal, moral, ethical and
cultural implications of creating an ICT Present the rules of software copyright and discuss as a class or in small groups.
solution
‘Should the internet by policed?’ – Class discussion or learners could produce a table or advantages
Create ICT solutions that are responsive and disadvantages.
to and respectful of the needs of the
audience Ask the learners to list the arguments in favour and against some form of control. This could lead on
to a class debate.
Discuss why the internet is not policed
(although legislation is enforced in some Online:
countries) and the effects of this, including Ethics and ICT:
the existence of inappropriate sites www.teach-ict.com/gcse_new/social_ethical/politics_ethics/miniweb/index.htm

Textbook:
IGCSE Information and Communication (Brown, Sargent and Watson)

Online:
Legal and moral issues around ICT systems:
www.bbc.co.uk/schools/gcsebitesize/ict/implications/0moralandsocialissuesrev1.shtml

Formative assessment Learner progress could be assessed using specimen/past paper examination questions/multiple-
choice test/short case study and questions.

Example questions given in past and specimen papers for 0417 are available at:
http://teachers.cie.org.uk

V2 6Y03 Cambridge IGCSE Information and Communication Technology (0417) – from 2016 35
Scheme of work – Cambridge IGCSE® Information and Communication Technology (0417)
Unit 10: Communication
Recommended prior knowledge
Learners should have experience of basic use of the internet, social networking and email.

Context
This unit needs to be studied after Unit 9 due to copyright references.

Outline
This unit describes what hazards can be encountered when using the internet and email, the fundamentals of the internet, how to stay safe when using the internet
and how to use search engines effectively.

Teaching time
Based on a total time allocation of 130 contact hours for this Cambridge IGCSE course, it is recommended that this unit should take about 4 hours.

V2 6Y03 Cambridge IGCSE Information and Communication Technology (0417) – from 2016 36
Syllabus ref Learning objectives Suggested teaching activities

Topic Candidates should be able to:


10.1 Describe the constraints that affect the Discuss software copyright laws and why they are required. Learners will know of issues concerning
Communicate use of email, including: the laws within a the music industry and how they are affected by illegal downloads (online piracy). Internet streaming
with other ICT country, acceptable language, copyright, music software, e.g. ‘Spotify’ can be researched and discussed.
users using local guidelines set by an employer, the
email need for security, netiquette, password
protection

Define the term spam

Explain why spam needs to be prevented Ask learners to research how to avoid getting on a spam list and produce a leaflet for their peers to
help them avoid this too.
Describe the methods which can be used
to help prevent spam In small groups, learners discuss methods to prevent spam.

Explain why email groups are used Spam definition: the use of email systems to send large qualities of unwanted advertisements for
goods and services to multiple addresses at once. Often liked to criminal business methods,
computer viruses and identity theft.

Textbook:
IGCSE Information and Communication (Brown, Sargent and Watson)

Online:
Spotify:
www.spotify.com/uk/

Spotify: seven reasons why Google might buy the streaming music service:
www.theguardian.com/technology/2014/jul/24/google-spotify-acquisition-streaming-music

V2 6Y03 Cambridge IGCSE Information and Communication Technology (0417) – from 2016 37
Syllabus ref Learning objectives Suggested teaching activities

10.2 Effective Fundamentals of the internet Learners may create a glossary of terms where they can write their own definitions and information
use of the  define the terms internet and about each term which is listed in the learning objectives column and learners are required to learn.
internet intranet
 explain the differences between Learners may use their own school intranet as an example and describe what it can be used for by
the internet, an intranet and the teachers and learners.
World Wide Web (WWW)
 explain the concept of storage in Learners list the uses of social networking and describe their own experiences of using it. Issues may
the cloud be discussed.
 define and understand the terms:
HyperText Transfer Protocol Learners are given sentences with the percentages blanked out and they try to guess the statistics
(HTTP), HyperText Transfer before they are given to them.
protocol secure variant (HTTPS),
Uniform Resource Locator (URL), 1. 72% of all internet users are now active on social media.
hyperlink, Internet Service
Provider (ISP), File Transfer 2. 18–29 year olds have an 89% usage.
Protocol (FTP)
 describe the structure of a web 3. 30–49 year olds have 72% usage.
address
 explain what a web browser is 4. 65+ year olds have 43% usage.
used for
 explain what a search engine is 5. The top three users of Facebook are USA, Australia and UK.
used for
6. 71% of users access social media from a mobile device.
 define the term blog and describe
the use of a blog as a means of
(Facts taken from www.jeffbullas.com/2014/01/17/20-social-media-facts-and-statistics-you-should-
communication
know-in-2014/)
 define the term wiki and describe
the use of a wiki as a means of
Textbook:
communication
IGCSE Information and Communication (Brown, Sargent and Watson)
 define the term social networking
and describe the use of social Online:
networking websites as a means Social Media statistics:
of communication. e.g.
www.huffingtonpost.com/belle-beth-cooper/10-surprising-social-medi_b_4325088.html

www.mediabistro.com/alltwitter/45-social-media-stats_b49582

http://vimeo.com/89307127

V2 6Y03 Cambridge IGCSE Information and Communication Technology (0417) – from 2016 38
Syllabus ref Learning objectives Suggested teaching activities

10.2 Effective Advantages and disadvantages of using Ask learners to find answers to 10 unusual questions, using the internet only. Then ask them to
use of the the internet prove that their answers are valid.
internet  explain why the internet is so
popular giving reasons such as Learners compile a list of advantages and disadvantages of using the internet.
the amount of information
available and the speed of Textbook:
accessing information IGCSE Information and Communication (Brown, Sargent and Watson)
 explain why an internet search to
find relevant information is not
always fast. Online:
 explain why it is not always easy The internet:
to find reliable information on the www.bbc.co.uk/schools/gcsebitesize/ict/datacomm/
internet
 explain how to evaluate the
reliability of information found on
the internet
Formative assessment Learner progress could be assessed using specimen/past paper examination questions/multiple-
choice test/short case study and questions.

Example questions given in past and specimen papers for 0417 are available at:
http://teachers.cie.org.uk

V2 6Y03 Cambridge IGCSE Information and Communication Technology (0417) – from 2016 39
Scheme of work – Cambridge IGCSE® Information and Communication Technology (0417)

Unit 11: File management


Recommended prior knowledge
Leaners should have basic experience of saving different file types.

Context
This unit can be studied on its own or in conjunction with other practical units.

Outline
This unit describes structuring files, the different types of files and extensions and when to use them and compression.

Teaching time
Based on a total time allocation of 130 contact hours for this Cambridge IGCSE course, it is recommended that this unit should take about 4 hours.

Syllabus ref Learning objectives Suggested teaching activities

Topic Candidates should be able to:


11.1 Manage Identify different file types and their use/s, Give learners a table that has a number of different documents in at and ask them to identify what file
files effectively for example: css, csv, gif, htm, jpegs, pdf, extension would be suitable for them from the given list.
png, rtf, txt, Zip
Create a task for learners that requires them to do the following:
Locate stored files
 Locate an image from a shared area. The image should be in one type of image format and
Open and import files of different types called pic1.
 Ask learners to import the image into an image program and then compress the image and
Save files in a planned hierarchical save it as a different file extension, one appropriate that the image can be viewed in many
directory/folder structure different image programs.
 The image also needs to be given a sensible name based on its content.
Save files using appropriate file names  The image should then be saved back into a certain folder in a shared area.

Save and print files in a variety of formats, Textbook:


including: a draft document, final copy, IGCSE Information and Communication (Brown, Sargent and Watson)
email, file attachment, screen shots,
database reports, data table, graph/chart,
a web page in browser view, a web page

V2 6Y03 Cambridge IGCSE Information and Communication Technology (0417) – from 2016 40
Syllabus ref Learning objectives Suggested teaching activities

in HTML view Online:


Files types:
Save and export data into file formats for www.teach-
your applications packages, e.g. .doc, ict.com/as_a2_ict_new/ocr/AS_G061/313_standard_applications/import_export_files/miniweb/pages
.docx, .xls, .sdb,.sdc, .rtf, .ppt 4.htm

Explain why generic file formats are


needed

Save and export data into generic file


formats, including: .csv, .txt, .rtf, .pdf, .css,
.htm
11.2 reduce Explain the need to reduce file sizes for Discuss with learners why an image file would be compressed.
file sizes for storage or transmission
storage or Online:
transmission Identify where it will be necessary to Compressing files for email:
reduce file sizes for storage or www.teach-ict.com/gcse_computing/ocr/214_representing_data/bitmap/miniweb/pages10.htm
transmission

Reduce file sizes using file compression


Formative assessment Learner progress could be assessed using specimen/past paper examination questions/multiple-
choice test/short case study and questions.

Example questions given in past and specimen papers for 0417 are available at:
http://teachers.cie.org.uk

V2 6Y03 Cambridge IGCSE Information and Communication Technology (0417) – from 2016 41
Scheme of work – Cambridge IGCSE® Information and Communication Technology (0417)

Unit 12: Images


Recommended prior knowledge
Learners should have basic experience of editing images.

Context
This unit can be studied on its own or in conjunction with other practical units.

Outline
This unit describes editing images including resizing, cropping, rotating, colour, contrast, brightness and resolution.

Teaching time
Based on a total time allocation of 130 contact hours for this Cambridge IGCSE course, it is recommended that this unit should take about 4 hours.

Syllabus ref Learning objectives Suggested teaching activities

Topic Candidates should be able to:


12 Images Use software tools to place and edit an Give learners a brief that requires them to edit an image using all of the editing points listed in the
image to meet the requirements of its learning objectives column opposite.
intended application and audience
Editing this image could be linked to the activities in Unit 11.
Know when it is necessary to edit an
image and can appropriately: Textbook:
 place an image with precision IGCSE Information and Communication (Brown, Sargent and Watson)
 resize an image
 maintain or adjust the aspect ratio Online:
of an image, or distort an image Graphics software:
where appropriate www.bbc.co.uk/schools/gcsebitesize/ict/software/1graphicssoftwarerev1.shtml
 crop an image
 rotate an image
 reflect an image
 adjust the colour depth of an
image
 adjust the brightness of an image

V2 6Y03 Cambridge IGCSE Information and Communication Technology (0417) – from 2016 42
Syllabus ref Learning objectives Suggested teaching activities

 adjust the contrast of an image


 understand the need to reduce
image resolution to increase
transmission speed
 reduce the resolution of an image
to reduce file size
Formative assessment Learner progress could be assessed using specimen/past paper examination questions/multiple-
choice test/short case study and questions.

Example questions given in past and specimen papers for 0417 are available at:
http://teachers.cie.org.uk

V2 6Y03 Cambridge IGCSE Information and Communication Technology (0417) – from 2016 43
Scheme of work – Cambridge IGCSE® Information and Communication Technology (0417)
Unit 13: Layout
Recommended prior knowledge
Learners should have knowledge of creating basic documents.

Context
This unit can be studied on its own or in conjunction with other practical units.

Outline
This unit describes document layout including inserting content and formatting.

Teaching time
Based on a total time allocation of 130 contact hours for this Cambridge IGCSE course, it is recommended that this unit should take about 4 hours.

Syllabus ref Learning objectives Suggested teaching activities

Topic Candidates should be able to:


13 Layout Use software tools to prepare a basic Using a previously prepared excerpt of text (which is two or three A4 pages in length) saved as a
document to match the purpose and .TXT file and image file, it would be best if this were based around a topic such as the solar system,
target audience ask the learners to:
 create a new document or, where
appropriate, open an existing  open a word processor and import the text
document  identify the main title and make it bold and size 14
 enter text and numbers  identify the subtitles and make them bold and size 12
 use editing techniques to  make sure the main body of text is size 11
manipulate text and numbers,  all text should be Arial
including: highlight, delete, move,  move the second paragraph of text to the end of the document
cut, copy, paste, drag and drop  convert a section e.g. a list of facts about the solar system, into a table with the correct about
 place objects into the document of columns and rows
from a variety of sources,  make sure the table column headings are bold
including: text, image, screen  insert the image into the text and warp a section of text around it
shot, spreadsheet extract,
database extract, clip art or chart Textbook:
 create a table with a specified IGCSE Information and Communication (Brown, Sargent and Watson)
number of rows and columns

V2 6Y03 Cambridge IGCSE Information and Communication Technology (0417) – from 2016 44
Syllabus ref Learning objectives Suggested teaching activities

 format a table and its contents


 place text or objects in a table
 wrap text around a table, chart or
image, including: above, below,
square and tight

13 Layout Use software tools to use headers and Using the document created above, ask learners to:
footers appropriately within a range of  set the top and bottom margins to 2.5 cm and the left and right margins to 4 cm
software packages  insert a header of ‘The Solar System’, your name and todays date
 your name should be left aligned, The Solar System should be centre-aligned and the date
Create headers and footers should be right aligned. The date should set automatically
 insert a footer that automatically assigns page numbers.
Align consistently within a document the
contents of the header and footer Textbook:
including: to left margin, right margin and IGCSE Information and Communication (Brown, Sargent and Watson)
centre of the page

Place automated objects in headers and


footers, including: automated file
information, automated page numbering,
text, date, time

Explain why headers and footers are


needed
Formative assessment Learner progress could be assessed using specimen/past paper examination questions/multiple-
choice test/short case study and questions.

Example questions given in past and specimen papers for 0417 are available at:
http://teachers.cie.org.uk

V2 6Y03 Cambridge IGCSE Information and Communication Technology (0417) – from 2016 45
Scheme of work – Cambridge IGCSE® Information and Communication Technology (0417)

Unit 14: Styles


Recommended prior knowledge
Learners should have knowledge of creating basic documents.

Context
This unit can be studied on its own or in conjunction with other practical units.

Outline
This unit describes the use of a house style and branding.

Teaching time
Based on a total time allocation of 130 contact hours for this Cambridge IGCSE course, it is recommended that this unit should take about 4 hours.

Syllabus ref Learning objectives Suggested teaching activities

Topic Candidates should be able to:


14 Styles Understand the purpose of a corporate Look at various company leaflets and documents and ask learners to focus on house style
house style and ensure that all work differences, e.g. use of caps, spelling, colours, font style and size, text justification etc.
produced matches this
 produce documents which Using the document created in Unit 13, provide learners with a house style brief and ask learners to
conform to a corporate house edit the document to conform to the house style brief.
style
 explain what is meant by Textbook:
corporate branding/house style IGCSE Information and Communication (Brown, Sargent and Watson)

Online:
Housestyle manual, e.g.:
www.uel.ac.uk/marketing/publications/documents/Text_Style_Guide.pdf

What is house style?


www.teach-
ict.com/as_a2_ict_new/ocr/AS_G061/313_standard_applications/house_styles/miniweb/pg3.htm

V2 6Y03 Cambridge IGCSE Information and Communication Technology (0417) – from 2016 46
Syllabus ref Learning objectives Suggested teaching activities

14 Styles Apply styles to ensure consistency of Ask learners to design a house style for a given organisation. A background description should be
presentation provided of the organisation and learners should provide an evaluation to show how their house style
 explain why consistent styles are is appropriate for the company. The house style should cover all aspects of style and formatting
required including font type, font style, point size, font colour.
 apply consistent styles using a
variety of application packages Textbook:
 ensure that page/slide layout is IGCSE Information and Communication (Brown, Sargent and Watson)
consistent, including: font styles,
text alignment, spacing between
lines, spacing between
paragraphs, spacing before and
after headings
 create and apply an appropriate
style, including: font type (serif,
sans-serif), point size, font colour,
alignment, line spacing, style of
bullets, text alignment to the left,
right, centre or fully justified
 select an appropriate font style for
a task, taking into account the
audience
 use text enhancement, including:
bold, underline, italic, highlight
 create and apply paragraph
style(s) with a new style name to
match the corporate house style
Formative assessment Learner progress could be assessed using specimen/past paper examination questions/multiple-
choice test/short case study and questions.

Example questions given in past and specimen papers for 0417 are available at:
http://teachers.cie.org.uk

V2 6Y03 Cambridge IGCSE Information and Communication Technology (0417) – from 2016 47
Scheme of work – Cambridge IGCSE® Information and Communication Technology (0417)

Unit 15: Proofing


Recommended prior knowledge
Learners should have experience of basic use of a spell checker.

Context
This unit can be studied on its own or in conjunction with other practical units.

Outline
This unit describes checking and proofing documents including the use of spell checkers, validation routines and verification methods.

Teaching time
Based on a total time allocation of 130 contact hours for this Cambridge IGCSE course, it is recommended that this unit should take about 4 hours.

Syllabus ref Learning objectives Suggested teaching activities

Topic Candidates should be able to:


15.1 Software Use software tools to ensure that all work Learners list proofing software tools that they have used and know about, e.g. spell-check software,
tools produced contains as few errors as Research what is available.
possible
 explain why the automated Can proofreading software provide an effective shortcut to good text checking? Learners discuss
suggestions given by spell check advantages and disadvantages.
software do not always give the
correct response Online:
 use automated tools, including Spell checker:
spell check facilities, to remove www.teach-ict.com/gcse_new/software/word_processor/miniweb/pg15.htm
errors
 use validation routines to
minimise errors
 explain why validation checks
must be appropriate to the data
that is being checked accuracy of
data entry

V2 6Y03 Cambridge IGCSE Information and Communication Technology (0417) – from 2016 48
Syllabus ref Learning objectives Suggested teaching activities

15.2 Proofing Accuracy of data entry Prepare documents containing both spelling errors which the spell-check will locate and errors which
techniques  describe the importance of could only be corrected through proofreading, Ask learners to identify all the errors.
accuracy and the potential
consequences of data entry Provide learners with a table of fields that are to be entered into a database. Ask them to identify any
errors appropriate validations that can be assigned to them.
 correct errors in data entry,
including: transposed numbers, Textbook:
spelling, consistent character IGCSE Information and Communication (Brown, Sargent and Watson)
spacing, consistent case and
factual errors (following
proofreading by a third party)
 check to ensure consistent line
spacing, to remove blank
pages/slides, remove
widows/orphans, ensure that
tables and lists are not split over
columns or pages/slides

15.2 Proofing Verification Discuss with learners the need for verification as well as validation.
techniques  define the term verification
 describe visual verification (i.e. Example questions given in past and specimen papers for 0417 are available at:
visual comparison of data entered http://teachers.cie.org.uk
with a data source)
 describe double data entry (i.e.
entering data twice and the
computer compares the two sets
of data, either by comparing them
after data has been entered or by
comparing them during data
entry)
 explain the need for validation as
well as verification

V2 6Y03 Cambridge IGCSE Information and Communication Technology (0417) – from 2016 49
Scheme of work – Cambridge IGCSE® Information and Communication Technology (0417)

Unit 16: Graphs and charts


Recommended prior knowledge
Learners should have basic experience with spreadsheet software.

Context
This unit can be studied on its own or in conjunction with other practical units.

Outline
This unit describes graph and chart creation including different types and when to use them and formatting.

Teaching time
Based on a total time allocation of 130 contact hours for this Cambridge IGCSE course, it is recommended that this unit should take about 5 hours.

Syllabus ref Learning objectives Suggested teaching activities

Topic Candidates should be able to:


16 Graphs and Produce a graph or chart from the given Provide learners with a set of sales figures for a computer company. The sales figures should show
charts data the sales of their best product over the last 12 months. Ask learners to carry out the following tasks:
 select data to produce a
graph/chart, including: using  copy the sales figures into a spreadsheet
contiguous data, non-contiguous  select a suitable graph/chart to represent the trend for sales for a sales report
data, and specified data ranges  add a second data series to the graph/chart to show last year’s sales figures too
where necessary  make sure all elements of the graph are formatted correctly and appropriate for the purpose.
 select the graph or chart type to
match the required purpose and Textbook:
meet the needs of the audience IGCSE Information and Communication (Brown, Sargent and Watson)
 label the graph or chart, including:
chart title, legend, sector labels,
sector values, segment labels,
segment values, percentages,
category axis title, value axis title,
category axis labels, value axis
labels, scales

V2 6Y03 Cambridge IGCSE Information and Communication Technology (0417) – from 2016 50
Syllabus ref Learning objectives Suggested teaching activities

 add a second data series to a


chart, as necessary
 add a second axis to a chart, as
necessary
 change the maximum and
minimum values of an axis scale
to appropriate values
 enhance the appearance of a
graph or chart, including:
changing the colour scheme or fill
patterns, extracting a pie chart
sector to meet the needs of the
audience
Formative assessment Learner progress could be assessed using specimen/past paper examination questions/multiple-
choice test/short case study and questions.

Example questions given in past and specimen papers for 0417 are available at:
http://teachers.cie.org.uk

V2 6Y03 Cambridge IGCSE Information and Communication Technology (0417) – from 2016 51
Scheme of work – Cambridge IGCSE® Information and Communication Technology (0417)
Unit 17: Document production
Recommended prior knowledge
Learners should have knowledge of creating basic documents.

Context
This unit can be studied on its own or in conjunction with other practical units.

Outline
This unit describes document production including layout and formatting.

Teaching time
Based on a total time allocation of 130 contact hours for this Cambridge IGCSE course, it is recommended that this unit should take about 6 hours.

Syllabus ref Learning objectives Suggested teaching activities

Topic Candidates should be able to:


17 Document Format text and organise page layout Prepare a new document with about two pages of text (preferably about hardware and software).
production  set page size Save this as a .txt for the learners to access.
 set page orientation
 set page and gutter margins Ask learners to carry out the following:
 set the number of columns  set the page size to A4 and the orientation to portrait
 set the column width and spacing  set the top and bottom margins to 2.5 cm
between columns  make the right and left margins fully justified
 define the terms widow and  insert page numbers at the foot of the page. These should start at number one and be
orphan printed from the first page. The page numbers should be aligned to the right
 explain why it is necessary to use  the font size should be set at 14 point
page, section and column breaks,  set line spacing to 1.5
to adjust pagination and to avoid  key in the following text at the end of the document:
widows and orphans
 set and remove page, section and Password violations.
column breaks
 set line spacing, including: single, Companies use on-going security procedures to check customers logging onto the system.
1.5 times, double, multiple,
spacing before and after If a customer makes more than the permitted number of attempts to gain access to the system,

V2 6Y03 Cambridge IGCSE Information and Communication Technology (0417) – from 2016 52
Syllabus ref Learning objectives Suggested teaching activities

paragraphs then use of that id is suspended.


 set tabulation settings, including:
indented paragraphs, hanging The customer is contacted for an explanation.
paragraphs
 format text as bulleted or These customers need to be contacted for information concerning their password violations:
numbered lists to meet the needs
of the audience Make these three points only listed under Password Violations bulleted style

Companies use on-going security procedures to check customers logging on to the system.

If a customer makes more than the permitted number of attempts to gain access to the system, then
use of that id is suspended.

The customer is contacted for an explanation.

Insert a page break before the sentence:


 These customers need to be contacted for information concerning their password violations.

Textbook:
IGCSE Information and Communication (Brown, Sargent and Watson)

Formative assessment Learner progress could be assessed using specimen/past paper examination questions/multiple-
choice test/short case study and questions.

Example questions given in past and specimen papers for 0417 are available at:
http://teachers.cie.org.uk

V2 6Y03 Cambridge IGCSE Information and Communication Technology (0417) – from 2016 53
Scheme of work – Cambridge IGCSE® Information and Communication Technology (0417)

Unit 18: Data manipulation


Recommended prior knowledge
Learners should have basic experience with database software.

Context
This unit can be studied on its own or in conjunction with other practical units.

Outline
This unit describes database creation including data types, tables, fields, queries, reports, relationships, calculated fields and search operators.

Teaching time
Based on a total time allocation of 130 contact hours for this Cambridge IGCSE course, it is recommended that this unit should take about 12 hours

Syllabus ref Learning objectives Suggested teaching activities

Topic Candidates should be able to:


18.1 Create a Design and use suitable software tools to Prepare a staff.csv file for learners to import. The file should contain data about the following:
database create an appropriate database record
structure structure  FNAME – first name
 define the terms flat-file database  SNAME – surname (family name)
and relational database  AGE – age of the salesperson
 explain where it would be  SEX – gender of the salesperson
appropriate to select a flat-file  COST – cost of items sold
database or a relational database  SOLD – number of items sold during this period
 assign appropriate data types to
fields, including: text, numeric, Ask learners to import the sales.csv file into a database.
(integer, decimal, percentage,
currency), date/time, Ask learners to assign appropriate data types to the given fields.
Boolean/logical (–1/0, yes/no,
true/false) Ask learners to create a primary key for the table.
 explain that other field types like
placeholders for media, including Create a second file for users to import product.csv. The file should contain data about the following:
images, sound-bites and video

V2 6Y03 Cambridge IGCSE Information and Communication Technology (0417) – from 2016 54
Syllabus ref Learning objectives Suggested teaching activities

clips are used in commercial  PRDNAME – product name


databases  PRDDESCR – product description
 use short, meaningful file and  PRDPRICE – cost of product
field names
 format fields and identify sub- Ask learners to import the product.csv file and assign the fields suitable data types and a primary
types, including: specifying the key.
number of decimal places,
specifying a particular currency Ask learners to create a link between the staff table and the product table that will link the data of the
 identify the structure of external products sold by staff.
data with different file types,
including: .csv, .txt, .rtf Textbook:
 locate, open and import data from IGCSE Information and Communication (Brown, Sargent and Watson)
an existing file
 define and understand the terms
primary key and foreign key and
their role in a relational
database
 create a relationship between two
or three tables
 discuss the advantages and
disadvantages of using relational
tables rather than a flat file
database
18.1 Create a Design and use suitable software tools to Ask learners to create two data entry forms. One to enter new staff into the staff table and one to
database create a data entry form appropriate to enter new products into the product tables. Existing staff and products should also be able to be
structure purpose and audience. viewed through the forms.
 understand the key features of
form design Textbook:
 create a data entry form to meet IGCSE Information and Communication (Brown, Sargent and Watson)
the needs of the audience
 create a data entry form with all
fields included to match the
purpose of the task
 create an appropriate data entry
form, including: appropriate font
styles and sizes, spacing between
fields, character spacing of
individual fields, use of white

V2 6Y03 Cambridge IGCSE Information and Communication Technology (0417) – from 2016 55
Syllabus ref Learning objectives Suggested teaching activities

space, radio buttons, drop down


menus, highlighting key fields
18.2 Use arithmetic operations or numeric Using the database created in 18.1, ask learners to search and select all the staff older than 30 (if
Manipulate functions to perform calculations within a this isn’t too sensitive subject). Within the query, learners should add a calculated field called TOTAL
data database which is the COST multiplied by SOLD. Within the query, learners should be able to search a staff
 create a calculated field member by surname too.
 perform calculations at run time
using formulae and functions, Textbook:
including: addition, subtraction, IGCSE Information and Communication (Brown, Sargent and Watson)
multiplication, division, sum,
average, maximum, minimum,
count

Use suitable software tools to sort data


appropriately in a database
 sort data using a single criterion
and using multiple criteria where
necessary, into ascending or
descending order

Use suitable software tools to search a


database to select subsets of data
 perform suitable searches using a
single criterion and using multiple
criteria, on different field types like
alphanumeric, numeric, Boolean
 perform searches using a variety
of operators including: AND, OR,
NOT, LIKE, >, <, =, >=, <=, <>
 perform searches using
wildcards, as appropriate
18.3 Present Use suitable software tools to produce Ask learners to produce a report on the staff query created in 18.2. The report should and count the
data reports to display data appropriate to number of people in there port, calculates the maximum, minimum and average cost and sort the
purpose and audience staff in ascending order of age. The report should have a suitable title and the date and the age
 produce reports to display all the number should appear in the footer. All data should be suitably formatted.
required data and labels in full Textbook:
where required IGCSE Information and Communication (Brown, Sargent and Watson)

V2 6Y03 Cambridge IGCSE Information and Communication Technology (0417) – from 2016 56
Syllabus ref Learning objectives Suggested teaching activities

 use appropriate headers and


footers within a database report,
including: report header, report
footer, page header, page footer
 set report titles
 produce different output layouts
as required, including: tabular
format, labels,
 align data and labels
appropriately, including: right
aligning numeric data and
decimal alignment.
 format numeric data, including:
number of decimal places, variety
of currencies, percentages as
required by the task
 show and hide data and labels
within a report, as necessary
 export data for use in another
application
Formative assessment Learner progress could be assessed using specimen/past paper examination questions/multiple-
choice test/short case study and questions.

Example questions given in past and specimen papers for 0417 are available at:
http://teachers.cie.org.uk

V2 6Y03 Cambridge IGCSE Information and Communication Technology (0417) – from 2016 57
Scheme of work – Cambridge IGCSE® Information and Communication Technology (0417)

Unit 19: Presentations


Recommended prior knowledge
Learners should have basic experience with presentation software.

Context
This unit can be studied on its own or in conjunction with other practical units.

Outline
This unit describes creating presentations including layout, use of a master slide, animations, transitions and embedding media.

Teaching time
Based on a total time allocation of 130 contact hours for this Cambridge IGCSE course, it is recommended that this unit should take about 8 hours.

Syllabus ref Learning objectives Suggested teaching activities

Topic Candidates should be able to:


19 Use a master slide to appropriately place Learners should follow the brief given to create a presentation.
Presentations objects and set suitable styles to meet the
needs of the Audience You work for a travel agency and have been asked to prepare a presentation about Villa holidays
 identify the need for consistency which the company is promoting. This presentation will be run in the travel agency to inform
of presentation, in terms of styles, customers of their many Villa holidays.
point sizes, colour schemes,
transitions and animations Ask learners to set up a master slide for the presentation. The master slide should include a logo, a
 use the master slide to place navigation bar with links for the home page, a resorts and locations general page (there links off this
objects appropriately, including: page to each resort and location learners wish to add.) and a contact us page
images, text, logos, slide footers,
automated slide numbering Textbook:
 use the master slide to set font IGCSE Information and Communication (Brown, Sargent and Watson)
styles, heading styles and colour .
schemes as required by the
audience
 manipulate and use specified
areas for headings, subheadings,

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Syllabus ref Learning objectives Suggested teaching activities

bullets, images, charts, colours,


text boxes, presenter notes,
audience notes as appropriate
19 Use suitable software tools to create Learners should then create the rest of the pages for the presentation using the master slide.
Presentations presentation slides to meet the needs of
the audience Learners should look to insert a chart into the resorts and location page to show which are their most
 insert a new slide, when required, popular reports and locations.
selecting the appropriate slide
type for the purpose Learners should look to add slide transitions between each slide and animated elements where
 place text on the slides including: appropriate on the slides. Learners should take care when adding animations, these should only be
headings, subheadings, bulleted used where information to is be withheld at first to be revealed little by little or where there is a need
lists where appropriate to emphasise an element.
 apply consistent styles using
available software tools, Textbook:
including: select from the IGCSE Information and Communication (Brown, Sargent and Watson)
presentation colour scheme, the
use of text enhancement
 place appropriate images on the
slides, including: still images,
video clips, animated images
 place sound within a slide
 place charts imported from a
spreadsheet
 place other objects including:
symbols, lines, arrows, call out
boxes
 create consistent transitions
between pages
 create consistent animation
facilities on text, images and other
objects
19 Use suitable software tools to display the Textbook:
Presentations presentation in a variety of formats, IGCSE Information and Communication (Brown, Sargent and Watson)
including: looped on-screen carousel,
controlled presentation, presenter notes,
audience notes taking into account the
needs of the audience

V2 6Y03 Cambridge IGCSE Information and Communication Technology (0417) – from 2016 59
Scheme of work – Cambridge IGCSE® Information and Communication Technology (0417)
Unit 20: Data analysis
Recommended prior knowledge
Learners should have basic experience with spreadsheet software.

Context
This unit can be studied on its own or in conjunction with other practical units.

Outline
This unit describes the creating of a data analysis model including layout, formatting, formula, functions, referencing and testing.

Teaching time
Based on a total time allocation of 130 contact hours for this Cambridge IGCSE course, it is recommended that this unit should take about 10 hours.

Syllabus ref Learning objectives Suggested teaching activities

Topic Candidates should be able to:


20.1 Create a Create and edit a data model Inform learners they have been asked to set up a model for a product.
data model  define the terms: cells, rows,
columns, sheets, tabs, pages, They are required to do the following steps:
charts
 explain the importance of Create a model with the following column headings:
accurate data entry in
spreadsheets  MODEL#
 enter data with 100% accuracy  PRODUCT NAME
 edit the structure of an existing  COST PRICE
model, including: inserting cells,  SELLINGPRICE
deleting cells, inserting rows,  QUANTITY
deleting rows, inserting columns,  VALUE
deleting columns  MINIMUMSTOCK
 define the terms: formula,  REORDER
function, absolute reference,
relative reference, ranges, named In an empty cell above or to the right of this data block insert the following text and to the right of this
cell, named range, nested the following number:
formulae/functions

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Syllabus ref Learning objectives Suggested teaching activities

 explain the difference between a  MARK UP PERCENTAGE 30


formula and a function
 explain the order in which On a row below the headings enter the following data to begin the test data structure:
mathematical operations are
performed and use brackets to  MODEL#
make sure that formulae work  PRODUCT NAME
 use mathematical operators,  COST PRICE
including: add, subtract, multiply,  QUANTITY
divide, indices, where  MINIMUMSTOCK
necessary
 explain the function of, and use, C100 GLS
absolute and relative referencing, Personal Copier
as appropriate, when formulae $827.48
are to be replicated 891
 use absolute and relative 900
references, named cells, named
ranges and nested formulae, as In the SELLING PRICE column enter a formula which calculates a mark-up for selling price of 30%,
appropriate using the MARK UP PERCENTAGE cell value as an absolute cell reference. Round the selling price
 use functions, including: sum, up to the nearest penny.
average, maximum, minimum,
integer, rounding, counting, In the VALUE column enter a formula which calculates the sales value of the stock from the
LOOKUP, VLOOKUP, SELLINGPRICE and QUANTITY in stock.
HLOOKUP, IF and nested
functions, when necessary In the REORDER column enter a conditional function to return Yes if the product needs to be
reordered and No if the stock level is above the minimum.

Set page orientation to landscape and adjust the print to fit on one page.

Textbook:
IGCSE Information and Communication (Brown, Sargent and Watson)

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Syllabus ref Learning objectives Suggested teaching activities

20.2 Test the Devise suitable test plans and test the Now enter the following data into your spreadsheet:
data model data to demonstrate that the model works C110 GLS
 define the terms: testing, test Personal Copier
data, expected outcome, actual 992.98
outcome, normal data, abnormal 606
data, extreme data 500
 explain the need to test a model
before it is used C200 GLS
 select appropriate test data to Personal Plus Copier
thoroughly test a data model 1,429.89
 justify the choice of test data 80
100
 calculate the expected outcomes
before testing the model
C300 GLS
 test the model, correcting errors
Business Copier
and re-testing, where appropriate
2,470.85
 test the model by the use of what 590
it is 500

C310 GLS
Business Copier
2,965.02
34
300

C400 GLS
Professional Copier
4,269.62
49
50

C410 GLS
Professional Copier
5,123.54
91
100

Textbook:
IGCSE Information and Communication (Brown, Sargent and Watson)

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Syllabus ref Learning objectives Suggested teaching activities

20.3 Use search tools in spreadsheet software Copy the formulae in the columns SELLING PRICE, VALUE and REORDER to apply to all the
Manipulate to select subsets of data products in the list.
data  search using a single criterion
and using multiple criteria, where Use the SUM function to total the Sales value of the stock.
appropriate, with a variety of
operators like: AND, OR, NOT, Set the data in the columns COSTPRICE, SELLINGPRICE, and VALUE to two decimal places and
LIKE, >, <, =, >=, <= US dollar currency format.
 search, where appropriate, using
wildcards Set the numeric data in the QUANTITY and MINIMUM STOCK columns to integer value.

Sort data using a single criterion and Use formatting features to enhance the spreadsheet.
using multiple criteria into ascending or
descending order, as required Textbook:
IGCSE Information and Communication (Brown, Sargent and Watson)
20.4 Present Use software tools to adjust the display Textbook:
data features in a spreadsheet IGCSE Information and Communication (Brown, Sargent and Watson)
 adjust row height, column width
and cell sizes so that all data,
labels, and formulae are fully
visible
 wrap text within cells so that all
data are fully visible
 hide and display rows and
columns, where appropriate
 use features to enhance a
spreadsheet, including: text
colour, cell colour, bold,
underline, italic and shading to
meet the needs of the audience
 format numeric data to display the
number of decimal places, a
variety of different currency
values, percentages as
appropriate
 set the spreadsheet to display
formulae and values
 set the page orientation to portrait
or landscape as necessary

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Syllabus ref Learning objectives Suggested teaching activities

 set the page layout so that it


prints on a specified number of
pages
 use conditional formatting
appropriately to change display
format depending upon the
contents of a cell
Formative assessment Learner progress could be assessed using specimen/past paper examination questions/multiple-
choice test/short case study and questions.

Example questions given in past and specimen papers for 0417 are available at:
http://teachers.cie.org.uk

V2 6Y03 Cambridge IGCSE Information and Communication Technology (0417) – from 2016 64
Scheme of work – Cambridge IGCSE® Information and Communication Technology (0417)
Unit 21: Website authoring
Recommended prior knowledge
Learners will require knowledge of the internet, webpage content and basic HTML.

Context
This unit can be studied on its own or in conjunction with other practical units.

Outline
This unit describes the fundamentals of website content and creation including, tags, tables, borders, images, links, style sheets and navigation.

Teaching time
Based on a total time allocation of 130 contact hours for this Cambridge IGCSE course, it is recommended that this unit should take about 10 hours.

Syllabus ref Learning objectives Suggested teaching activities

Topic Candidates should be able to:


21.1 Web Identify and describe the three web Give learners the following brief for website creation:
development development layers Create styles for headings, paragraphs and bulleted lists. These should include font, colour, size,
layers alignment and font weight. Save these styles as external style sheets to be used on each page.
Understand the function of: content layer
to enter the content of a web page Gather information from a local shop in your town. Your material should include relevant graphics,
structure; presentation layer to format charts, and text. Using the materials that you collected create web pages, including links.
whole web page(s) or individual elements;
behaviour layer to enter scripting Textbook:
language to a web page or an individual IGCSE Information and Communication (Brown, Sargent and Watson)
element
21.2 Create a Use software tools to create the content Apply the style sheet to all pages as you create them. Tag the text on each page with the appropriate
web page layer of a web page to meet the needs of text style, e.g. h1, h2, h3, h, li.
the audience
 explain why tables are used to Home page
structure elements within a web Design an index page (home page) for the shop.
page This page should contain a little text mainly the shop name and outline of the goods it sells. Seek out
 insert a table, including: table and scan if needed, a graphic as a logo to go onto the web site.
header, table rows, table data Create links to other pages in your site as you create them.

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Syllabus ref Learning objectives Suggested teaching activities

 use attributes within a table,


including: width in terms of pixels Second page
and % values, border to create Open a second web page that will give information on the products sold – this page should link back
visible and invisible borders, set to the index page. Create a table to hold the product details, see example below:
the border thickness, merging
cells, background colour, XXXSHOP
horizontal alignment, vertical ITEM AVAILABILITY COST
alignment, to meet the needs of
the audience

Choose the borders to be invisible on the table


Merge cells where necessary.

Textbook:
IGCSE Information and Communication (Brown, Sargent and Watson)

21.2 Create a Use software tools to appropriately place Second page


web page the content in a web page Open a second web page that will give information on the products sold – this page should link back
 insert appropriate objects into a to the index page. Create a table to hold the product details, see example below:
web page including: text, still
images, moving images, sound XXXSHOP
clips ITEM AVAILABILITY COST
 apply styles to text within a web
page
 apply styles to a list, including:
ordered list, unordered list Choose the borders to be invisible on the table
 insert an appropriate image into a Merge cells where necessary.
web page
 use appropriate attributes of an
image to adjust its size

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Syllabus ref Learning objectives Suggested teaching activities

21.2 Create a Use software tools to create navigation Third page


web page within a web page and between web This page should contain contact details. These will be the shop’s name and address and telephone
pages number, the web address and e-mail address of either yourself or someone at the shop. Links
 describe the function of a should be made to the web address and also to the e-mail address.
hyperlink
 describe the function of an anchor Create links on this page back to the index page and the second page.
and why it is rarely seen from the
browser view Add the shop logo.
 define and understand the terms
relative file path and absolute file Revisit the pages you have created and ensure all pages have links to each other and that they
path work.
 explain why absolute file paths
must not be used for hyperlinks to Textbook:
locally saved web pages/objects IGCSE Information and Communication (Brown, Sargent and Watson)
 create an anchor within a web
page
 create hyperlinks from: text,
images
 create hyperlinks, where
appropriate, to: anchors on the
same page, other locally stored
web pages, a website using the
URL, send mail to a specified
email address, open in a specified
location including: the same
window, new window, with a
window named as specified
21.3 Use Use software tools to create the Textbook:
stylesheets presentation layer of a web page IGCSE Information and Communication (Brown, Sargent and Watson)
 explain what is meant by the term
cascading style sheets
 explain the hierarchy of multiple
attached style sheets and in-line
styles within a web page
 create generic external styles
including: background properties
(like colour), table properties (like
border, spacing, padding), font

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Syllabus ref Learning objectives Suggested teaching activities

properties (like style, typeface)


 create external styles to be
tagged in a web page including:
h1, h2, h3, p, li as required
 specify the font appearance for
each style, including features like:
font family, size, colour,
alignment, bold and italic
 save styles in cascading style
sheet format
 explain why relative file paths
must be used for attached style
sheets
 attach an external style sheet to a
web page using a relative file path
21.4 Test and Know how to publish a website Create a test plan for your website so that a third party can test the full functioning of the site.
publish a  explain how to upload and publish
website the content of a website using ftp
 test that web page elements work
when published
 test navigation within/from a web
page using a test plan

Test a website
 create a test plan to test a
website including: web page
elements are visible/ work when
published, navigation within/from
a web page
 justify the choice of test plan
Formative assessment Learner progress could be assessed using specimen/past paper examination questions/multiple-
choice test/short case study and questions.

Example questions given in past and specimen papers for 0417 are available at:
http://teachers.cie.org.uk
® IGCSE is the registered trademark of Cambridge International Examinations
© Cambridge International Examinations 2014

V2 6Y03 Cambridge IGCSE Information and Communication Technology (0417) – from 2016 68

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