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Aim Starter Main activities L # Introduction Title Unit All konw about the policies of class, how is the unit Introduction to unit and to the use of reference sources. 1 3 Information Systems i/net access. assessed (marked)? Housekeeping arrangements: Internet access policy, schedule for All to know the title and the main goal What do you have to assignments, folder management, etc. Familiarise with an overview of of this unit. do for this unit? learning outcomes and assessment criteria. Select reference sources. Some can describe them in detail, the What is an information Prepare handouts re policy and/or timetable. goals and the structure of the unit system? Class discussion: Thinking points (SB 1 page 81) research to find out how an information system works - how the electronic library system works, how the online shopping system works. Draw sketches to indicate information movement. All know the operations in a company. quick discussion: How game. A role in a company, to mimic the running of the comany. The 2 operations in companies 3 Information Systems Some can describe the operations does a company whole class is divided into departments of the company. The teacher is without prompts. operate? What goes on acting as a customer (external). Simulate the operations. everyday inside a company? What are Create a presentation to demonstrate the operations to yr10 students. invovled when a customer order Demonstrate the way draw the organisatinal chart and info diagram. something? All know the functional areas and A company have 3.2.2 Students learn about the functional areas of an organisation. 3 Functional areas 3 Information Systems their functions. different kind of Class discussion: Test your knowledge (SB 1 page 88) All can describe in detail verbally. functions - suchas Some can describe in writing, in purchasing and selling. Write a report to descirbe the functions of each functional area. detail. And use organisational chart They are usually Explain why not all have the same kind of set up. organised into departments. A report describing the functional areas. An organisational chart an explanation about organisational chart and its advantges and disadvantages All know the three ways of internal where does the whole 3.2.3 Students learn about the flows of information in an organisation. 4 3 Information Systems Information Flow Diagram flow and the existence of external operation start? In a Activity 3.2: Information flows (SB 1 page 90) – individual/group flow. school, in a company? activity All can describe them using examples. Using correct charts including some discussion on the starting point of operations, and steps that follow. details. Draw the diagram to show information movement. Some can describe in correct chart, with most of the operations labelled information flow diagram for a given company. clearly, Show functional areas, external ones too, show informantion flow direction and the message nature. Plus a clear textual description of the three types of flows in a company. May include more than two external players. Upto now, students should have very good ideas about the structure and the operations of the company. they should complete P3 before next lesson. All know that organisations use How are information Knowing enough about the company, then find out HOW database 5 examples 3 Information Systems information for their operations. systems used in the is/could be used in it, HOW internet is/could be used in it. What All can describe the various uses real world? information is produced by the systems (database and/or internet)? briefly What is an information Who uses them? At what levels are they used? To answer these Some can describe in detail the system? Start from an questions, imagine you have the company's database of stocks and order features of applications and examples? systems at hand, and use it as an example to illustrate. procedures involved, using examples Research on the internet, read book (purposes section), discuss with classmates in groups of 5. Students will present their findings verbally to the class. Make sure you know what information is required for the company director to have if he wants decide to open a new branch, or what information for the branch manager to have for him to decide if to open on Saturdays or not. Then what information is for the people in the warehouse to have to decide on reorder or not. Individually WRITE a report, or presentation, to organise the findings for P2. All know the four purposes of using You know that 3.2.1 Students learn how organisations use business information, 6 purposes 3 Information Systems information and can summarise them information is needed, starting with its purposes. briefly, using some examples. and they should have Read the book, summarise the purposes. Some can describe in detail and use good qualities. Now, Find examples of each type of purpose. the correct examples. what do they use the Write a report. informatino for? It is interesting to find out A poster to demonstrate the use of information for different purposes if they are doing te at different levels of company hierachy. right thing. All know the informatino needed for what do they need to Having completed the game and diagrams, we'll look at the information 7 3 Information Systems Information needed for operations the operations, for the different carry out their tasks? and data themselves in detail. Now list all the information that is departments, could be briefly. required to carry out their tasks at the company. Some can explain in detail, At least four different kinds of tasks to be included. Ideally one task thoroughly. for each department, then one task for the manager and one task for All can apply the learning to the director. HomeMagic Student discussion (in pairs) on why the data is needed, what would happen if no infomration if given. Individually complete the report of the findings. In this report, list all the information that is required for operations to be successful, by functional areas. Describe why the data/information is essential, what happens if the information is not available. Then use the book to summarise the characteristics of good information. Konw at least one example of using information systems in organisations. Describe the stages of using information (collect, data entry, store, process, present etc.) All know the two types of information last lessons, you have 3.1.1 Characteristics. Students learn about types of information and 8 3 Information Systems Characteristics and the characteristics for good found out how people their characteristics. information. use information Case study: Fast food customer satisfaction survey (SB 1 page 82) – Most can apply them to a given systems. How individual/group activity company's scenarios, confident about the Case study: Retail sales information systems (SB 1 page 84) – group Some can write up the report to results given to you by activity describe with reasonable details. the system? Class discussion: Test your knowledge (SB 1 page 84) The chosen company is HomeMagic A presentation on the various types of data, the characteristics of information. All should have clear titles, headings, introductions/explanations. Not just groups of bullet points. All should include the summary of examples used in class, and give their own examples for a chosen company. All know there are two kinds of where do companies Case study: Trade groupings (SB 1 page 86) Activity 3.1: Organisations 9 Sources 3 Information Systems sources and what they are. get their information? and information (SB 1 page 86) – individual activity All can explain the reasons briefly. Where do you get The chosen company is HomeMagic Some can explain in detail, information? Write a report to summarise all the possible sources, describe the thoroughly. advantages of each type, use the given company to illustrate each case. The report should explain the source types, must use examples. Must include examples for a given company Must have clear titles, headings, explanations. Not just a group of slides, full of bullet points. All know about the legal constraints can companies use the 3.3.1 Students look at how information is used in organisations and the 10 constraints 3 Information Systems on the use of business information, information they have legal issues involved. and can describe them using some in whatever way they Class discussion: Test your knowledge (SB 1 page 91) relevant examples. want? Some can describe in detail, study the main principles of the laws, summarise them into the first thoroughly, using correct examples. apart from laws, there section of the report. Some can apply te learning to are other restrictions HomeMagic on the use of A presentation to describe the 4 laws (Data Protection Act 1998, information. Computer Misuse Act 1990, Freedom of Information Act 2000, All know that apart from UK lawas things could be Copyright, Designs and Patent Act 1988) and EU laws, there are other harmful even if they constraints on the use of information. are legally and Include examples for the chosen company which is HomeMagic Some can describe them in detail and ethically right. Give give correct examples. examples. 3.3.2 Students continue to look at how information is used in Some can apply the learning to organisations, focusing on the ethical issues. HomeMagic Activity 3.3: Codes of practice (SB 1 page 92) – individual activity Class All know about the operations issues discussion: Test your knowledge (SB 1 page 93) involved when using business information. Find out the ways companies regulate their staff and operations - All attempt to apply that learning to procedures, codes of prctice, policies. HomeMagic. Some can apply to HomeMagic in a A summary of the ethic issues and how they are controlled in an comprehensive manner. organisation, such as HomeMagic. All know the existence of tools such How are the 3.4.1 Students look at the features and functions of information 11 3 Information Systems the tools used for handling information - as databases, AI & Expert systems, information produced? systems, starting with the tools that are available. Internet. Do you have Activity 3.5: Tools (SB 1 page 96) – individual/group activity All can describe them using examples. confidence in them? Some can describe data-mining and Summarise the relevant sections of the book predicative modeling. Research on the internet. Write a report to describe the available tools and their operations. Must give a picture how the tool is used. Create a report to describe all the tools used for dealing with information at the following stages: collect, store, process, present and use information. Use screenshots to illustrate so that the reader understand it without referring to other sources. All know at least 4 different types of Applying those tools, Stock control / EPOS system 12 3 Information Systems Study the real information systems in the world. information systems and be able to many different Decision system demonstration. describe their uses in reasonable systems have been in MIS demonstration, (school one). detail. use for many years. 3.4.2 Students look at examples of information systems. All know MIS application in schools Class discussion: Test your knowledge (SB 1 page 97) and be able to describe the processes 3.4.3 Students are introduced to management information systems. involved. Class discussion: Test your knowledge (SB 1 page 98) Activity 3.6: MIS Some will be able to write a report on and tools (SB 1 page 99) – individual/group activity all the information systems in use and with more details to show clear Students will collect findings on each type of system, such as examples understanding. of usage, features, how it is processed. - see template table. A PRESENTATION that describes the different types of inforation systems in use, the processes and the people involved and the benefits they bring. The targeted audience is Yr10s in their business studies lesson. All know the basic functions and so many different 3.4.4 Students identify the key elements of information systems. 13 3 Information Systems mapping the system to the departments features that are common to all systems, what are Case study: Where in the world are we? (SB 1 page 98) – group activity information systems. common to them? So 3.4.5 The functions of information systems are covered. All know the key elements of that you learn about information systems the common things and Write a report to describe the key elements, map them to the actual Some can map them to relate to a can handle all of them? company's functional areas. given scenario such as a system in a also include key features and functions, map them to the functinal company areas. Learn about the features and A report that describes the key elements, key features and functions functions of information systems and of information systems. their application in a real company The report should also relate each of the components to the functional areas of HomeMagic. Should also recommend on how a company could make more effective use of the system All complete the unit's tasks and Create one or more A1 posters to illustrate the main points of this unit. 14 3 Showtime hand in. Make it interesting and educational. Extension/SEN Plenary Outcome Homework Strategy for assessment a PDP and a gantt passing the buck participated in P3 Q&A chart for this unit. game - ask a game. Discussion question for Collected Presentation another student to information Debate answer, whoever thoroughly, Portfolio answered correctly reasonably weel, Peer assessment may ask the next some Pair_Think_Share question. May get organised info into Written work help for answers. sketches - clearly, Read Start: name two reasonably clearly. Exam/Test marking criteria. Other methods Individual Pair Group write a description what is most p3 Continue to of draw a diagram important do P3. to indicate the department? game played. What is seen as the most important one? PASSING THE BUCK. a chart for the can a company be p3 p3 school. Why not run without setting having the same up so many kind of setup? different departments? PASSING THE BUCK a chart for the Is your diagram p3 p3 school. Why not clear enough for a having the same stranger to kind of setup? understand the company? PASSING if cannot find their Name three p2 P2 own examples, use purposes of using the school MIS, information in your and Northwind. company. Passing which type of Decisin making p2 P2 purpose is the most happens at three important one? levels. What are Why? they and give an example for each. PASSING How much does it wwhat will happen if p1 P1 cost to get those the information information? How required is not to lower the cost? there? PASSING generate examples which type of p1 P1 using a real information is more company. useful? Why? the school's how to judge if a p1 P1 informatino source is good or sources? How to not? M1, D1 use external sources to the best? DO M1, D1 use HomeMagic as map the laws to the p5 P5 examples to types of illustrate all the information that is main points inthe likely to govern. laws. how do companies design a list of dos regulate their and don'ts for operations. Apply it HomeMagic to to HomeMagic. govern their use of ICT and how do companies information system. regulate their operations design a set of documents for the company to regulate their use of informatin system. Extension: to Which tool is the p6 Research describe an best one? Why? AI and ES example of AI/ES Which part is the to find out in detail. hardest of this how it SEN: Use the lessn? works in template and with real life. extra examples to help understanding. P6 Describe one which one do you p6 P6 system in great use if you are the detail, all the chief director? possible processes M3, M2, involved. D2 DO M3, M2, D2 Which function or what are the key p4 P4 feature is the most elements of an important one? information Why? How did you system? What are get to that the key functions conclusion? of an information system? What is the hardest part of this lesson? photo of posters Tasks for M and D. Display and vote for the best. Prize giving Objective Starter Main activities Extension L# Title Unit All konw about the policies of List some Read the spec. Underline the key words about what need to be deadline - 1 1 Introduction 6 Advanced Spreadsheet skills class, i/net access. features you learnt. week Know the content of the unit, have used in Copy the model provided, complete and expand it to include 3 spreadsheet units and a over grade sheet Know the deadlines packages. Start practising skills On this model, practise formatting - professional looking; Audit of current levels of formulas and functions - sum, if, lookup; skills Linking sheets commenting on cells absolute and relative cell references; macro and form buttons - your assignment starts today - Understand the assignment name a few design the model for all units to be recorded. can be hand 2 6 Advanced Spreadsheet and design the model on paper. things you could The titles for the units are: (resource 1) drawn or Design should meet the do on Excel. must include operators and functions and formulas. printed requirements of client. Must be clear enough for another person to implement it. Make the work professional - clearly indicate all possible deadline: 1 elements - colour, font, size, formulae, etc. week Create the model according to while creating Demonstrate the basic skills again on board, for certain groups. deadline - 1 3 create 6 Advanced Spreadsheet skills the design. the model on week computer, go When completed the formatting and layout, check each other's Format it to look professional back to your work to see what can be improved or corrected. and fit for purpose design to Then can move on to formula setting -up. update, correct Enter relevant formulae. or improve it. Take screenshots and annotate clearly as evidence. show all sheets. there are must be task introduction and evidence, concluding with a paragraph of writing. Enter the formulas and how does IF Use complex formulas and functions for the model. deadline - 1 4 6 Advanced create 2 functions function work? Ensure that each unit is marked, then all units are marked to week enter the test data to test give a total and final grade for a student in the course. Show screenshots as evidence. Must be clearly annotated. Check accuracy of model name 1 way to test plan, proof reading, spell checking ,checking data(cross-cast deadline - 1 5 6 Advanced accuracy ensure the check) week accuracy of the work. Design a test plan - test each unit marking of various scenarios, all units, total,- all evidenced with screenshots spell checking - evidenced cross-cast - totals in two ways must tally - agree. Sorting data to aid sorting in excel, sorting, deadline - 1 6 manipulation 1 6 Advanced Spreadsheet interpretation of data and any problems or filtering, lesson situation issues to be auto filtering aware of? What demo of each, write the task intro to clearly specify the need can sorting be for sorting etc. then do it, evidence it. used for? How to do it? Graphical presentation of data amongst the choose the data, deadline - 1 7 manipulation 2 6 Advanced Spreadsheet data in your explain why graph is better lesson model, which do the graph, ones are better ensure the right level of details are shown on the graph, more than presented in correctly keyed, etc. one set of graphs? Find at possibly do a trend analysis as an extension data is least one set. presented in graphs export and conversion of data export means if the data, after conversion, still can be used for calculation, deadline - 1 8 6 Advanced manipulation 3 conversion to then it is meaningful. Otherwise it will not be that convenient. lesson other format of Only a way of presentation. But it all depends on the purpose . If data, eg. Cvs, fits the purpose, then it is ok. html, pdf, doc. Demo the way of conversion and ways to use them afterwards. to see the point of conversion. add a user-friendly interface - Name some macro + buttons + hyperlinks deadline - 1 9 customisation 6 Advanced Spreadsheet buttons benefits of week being lazy? what can be done by the computer, automatically, with little, as little as possible human intervention? DEMO of Formatting for printing and print - calculations of certain kinds hyperlinks - compare two ways of given the creating buttons - of customisation - how much it improves (easy 1 week compare two ways 10 6 Advanced improve efficiency 2 improve efficiency 1 customisation chance, what to use, effective in working, better result, etc.) would you like customise the menu bar, the toolbars, the hiding and showing of to have the cells, protection of cells, locking, validation. computer do for you? compare two ways of name two ways automated sorting, filtering, different groups, different together 6 Advanced 11 automation of automation in processing all saved in a macro, global macro, workbook macro. with above excel. OR Keyboard vs. button. Vs hyperlinks things you want done automatically on excel. ways to aid interpretation A teacher use comparison of Totals , using of Advanced filter[M2] use all 12 manipulation 6 Advanced Spreadsheet skills this model to [Hint: Compare and Merge Workbooks, using colour for fonts methods monitor and and background shading to draw attention to certain part of the mentioned, manage data. Pivotal tables, independentl learning. look at y. the data table, anything you want to do to make it serves its purpose better? evaluate your effort and your effort and Evaluate the effort you have made and the result produced. evaluate 13 6 Advanced evaluation work attitude Self-evaluation thoroughly determines all. comments from teachers and peers and critically What is your Does the work meet the user requirements and purpose? without interpretation scaffolding. of this? justify your work why do you need a report to justify your model - 1 week 14 6 Advanced Spreadsheet skills to justify? structure, Justify formatting something you colour, have done Make a list of the things you think you have done well. Then wrong or poorly. justify each one. Make a list of the things you have done badly, or not so good, justify why you have done so, not changed it. the purpose of this work is to let the user to gain information, correct information, better presented information, clearly and correctly interpreted information. Complete the folder and check the covers and separators. Check any sources need to be professionall 15 6 Advanced final touch submit to the highest standard acknowledged, table of content. y presented possible. work, on time. 16 to consolidate the learning Create one or more A1 posters to illustrate the main points of 6 Advanced Showtime to demonstrate understanding this unit. Make it interesting and educational. Plenary/ assessment Outcome Homework resource Assessme s nt strategy Having used Excel like hand in the spec. this, name a few completed model printout, different problems by email by the sample that you think could be end of Friday model solved using Excel, for preferably your own copying. real life problems. the work must be Do P1 titles of signed off by teacher all units, before going on A3 creating it on paper computer. Writing will be marked to standard. writing quality will be Do P1 checked. Q&A Discussion on the Discussion issues raised - Presentation Debate Portfolio Peer assessment Pair_Think_Share Written work Exam/Test Other methods Individual Pair Group have you introduced Do P2 the task? Have you presented the evidence? Is there a conclusion? name three problems M1 if data is not accurate. basketball of Do P3 questions. Q-> A+Q -> A+Q -> basketball of Do P4 questions. Q-> A+Q -> A+Q -> basketball of Do P5 questions. Q-> A+Q -> A+Q -> evidence of all work, P6 clearly annotated, with introduction and conclusion. basketball of M3 questions. Q-> A+Q -> A+Q -> basketball of M3 questions. Q-> A+Q -> A+Q -> basketball of M2 questions. Q-> A+Q -> A+Q -> basketball of D1 questions. Q-> A+Q -> A+Q -> basketball of D2 questions. Q-> A+Q -> A+Q -> the grade will be given to each one photo of posters Display and vote for the best. Prize giving Objective Starter Main activities Extension Plenary L# Title Unit Know the content of List some of Set up / organise folders: paper folder and folder on List all the tasks Name one thing you 1 Introduction 16 Computer System Maintenance the unit, your problems computer. for ICT support are going to learn in with computers Read the spec. Underline the key words about what need to team, this unit. Know the deadlines and share with be learnt. Identify the Name one thing you your There are many jobs related to computers, from research, frequency, and how don't understand in classmates. design, making, using and maintaining them. it is done, this lesson. automatically, Name the job titles, name the tasks they do. Name the manually, planned, qualifications/skills that are needed. Now focus on repair, maintenance and IT support, what are their job on a daily basis? Discuss in pairs, then in class, then write down in a know the various tasks Maintenance is Having listed the IT support tasks on paper individually, Can identify three name one task 2 16 Computer System Maintenance All tasks for IT support of maintenance not noticed discuss the tasks carried out by the IT support team - things that can be suitable for know the ways of doing until the different ways to do it - scheduled - here means by done by scheduling, scheduling. why them - scheduled or system breaks computer, not only planned on a wall planner. Or not can carry out schedule tasks? Why non-scheduled, routine down." scheduled - ad hoc tasks, scheduling. some tasks are or non-routine How do you routine and some are know how to do interpret this routine - regular tasks, non-routine, not regular ones. not? scheduling in Windows saying? how to schedule - demo and do it. why schedule, operational, management, resource, Do scheduling of backup on a daily basis. know the polices without an aim Study the policies / procedures collected draft one policy and after discussion, 3 16 Computer System Maintenance policies and procedures related to working with you can never They are all the guidelines and regulations for people in the one procedure for one or two present ICT succeed. relevant fields. IT. to the class on the Know the maintenance Without a Various types of policies: findings related policies policy you will Health and safety know the importance of fail. security having policies Procurement waste disposal, recycle backup level of access Individual work on the above Class discussion and debate on them, to describe what they do and govern, what might be the purpose and problem, discuss any other needs for policies and procedures. why there is a need for policy? Operational, legal requirements, organisational management and development Discuss - group discuss - if with, if without, research what the differences are between policy and procedure. To learn the health and one must research to list and describe all the risks related to the design a booklet for Basketball game of 4 health and safety 16 Computer System safety threats and risk respect use of computers. health and safety questions - Question working with computers nature. Cover users and technical workers (ICT technicians) as they reference in the by X and Answer by may face different problems and hence different risks. centre. Y. Then Y ask a to learn the legislations Research to find all the laws governing the issues, from question for Z to related to ICT and lighting to insulation. answer. maintenance for each risk provide a suitable prevention or protection method Group discussion, then write up individual work. understand the house What is meant Housekeeping is to keep the house in good order - tidy, design a form for Basketball game of 16 Computer System Maintenance housekeeping procedures are vital keeping procedures by everything is in order, everything works well, fix it if people to use as a questions - Question understand their roles housekeeping? anything is not right, or is going to fail. checklist. by X and Answer by in the up keeping of Prevention is the best cure. Y. Then Y ask a computers What is meant Without any research, write down and describe three question for Z to know how to carry out by it in the housekeeping tasks and the procedure of doing them. answer. them context of IT research to find 5 more. maintenance? Class discussion - on the order, frequency, and responsibility allocation. to learn to use tools to specialist tools For a given system use the monitoring tools, such as can use the tools report back the 5 16 Computer System Maintenance Use tools to monitor and analyse performance monitor system - used, heard independently to finding to the class. performance and of, seen any? to monitor the performance of the system, report to troubleshoot, identifying problems. describe the performances. Justify the reason for the identified To identify opportunities of upgrading, repairing, choices. troubleshooting. Task manager: Windows XP - Event viewer - display events from windows and other software packages - information, warning and errors. XP monitor - showing the performances of Memory (how many pages processed/swapped per sec, HD (access time), Processor (% of time busy) etc. Can add or delete items to monitor. Demo - the use of each tool. practise and take screenshots to evidence the operations. from the screenshots, identify 1 hardware upgrade opportunity and 1 software opportunity. If it is not because you need or are told to buy a new h/w Carry out upgrading Carry out the TWO identified upgrades. Carry out in a team, report back to the 6 action speaks louder 16 Computer System tasks Screenshots or photographs to evidence it, independently class on anything Follow health and design a table to show what tasks are planned to be done, without any unexpected, new, or safety procedures whom by and when it is done. Result / consequence of the guidance. any reflection. Follow technical upgrade. procedures Complete the Individual work and paired work. documentation - record the completion of task. The report must have introduction of the task, clear Identify upgrade how to spot annotation of images, and a conclusion. salesperson, Told by someone - superior, colleague, pick 3 problems you Basketball game of 7 upgrades 16 Computer System Maintenance opportunities by upgrade From new user requirement - have encountered, questions - Question benefit and cost opportunities? tools picking up the signals describe possible by X and Answer by analysis now your knowledge of the requirements, products on the reasons and Y. Then Y ask a market, to decide it is time to do it. solutions question for Z to answer. Study your current system, pick 1 piece of hardware and 1 software packages to analyse the possibilities of upgrading it. This could be school or home system. describe the current one, possible upgrade, the benefits, the cost, the decision (whether to do it or not). Carry out name one Carry out three housekeeping tasks. all carried out Basketball game of 8 16 Computer System more actions HOUSEKEEPING housekeeping Describe how you did it, independently by questions - Question procedures correctly task. Why do fill up the task sheet - or photos to support the team. by X and Answer by Conform to all the it? Y. Then Y ask a relevant rules Must describe how you have conformed to the rules, what question for Z to rules, etc. answer. P7 is to be signed off by the teacher who has observed the Test and justify the how do you operations. Test the system that has been upgraded. Analyse the All upgrades have Basketball game of 9 16 Computer System more upgrades upgrades know that your improvement and justify the upgrade. been tested and questions - Question upgrade has justified. by X and Answer by worked? How to test? Research the benchmarks and testing Y. Then Y ask a methods for measuring up computers. question for Z to answer. Criteria list for measuring up computers? Performance Understand the Is there any what is meant by "sustainability" - the world, the cover the world, and Basketball game of 10 16 Computer System environment is apart from implications on kind of ecosystem, the ICT system. ICT system for questions - Question sustainability and relationship With regards to the world, economical use of resources, sustainability by X and Answer by environment of between the recycling. Y. Then Y ask a maintenance use of With regards to the ICT system: the company can afford question for Z to computers and to use it, for a reasonable period of time without breaking answer. the protection the bank, damaging the profit. of the environment? recycle wastes properly, use less, less is more. thorough investigation what do you describe the user requirements, translate it into technical All three -five Basketball game of 11 16 Computer System upgrades again and identify upgrade need to specification, then analyse the benefits of each one. With choices are ranked questions - Question according to the need consider when cost constraints applied, balance the budget, and justified by X and Answer by of user. upgrading? must analyse all the items shown in the list. correctly Y. Then Y ask a user needs, Choose three and then rank them in certain order, e.g. most question for Z to cost favoured to lesser ones. answer. constraints, The minimum is to analyse all and choose one, with ranking 3- products 5. available. To consolidate learning prize will be Create one or more A1 posters to illustrate the main points photo of posters 12 Showtime 16 Computer System of the entire unit given to the of this unit. Make it interesting and educational. Display and vote for To demonstrate best work the best. Prize giving learning achievement today. To reward achievement Outcome Homework resourc Assessmen es t strategy find out, obtain and study 1 IT policy used by any organisation, preferably IT maintenance related, procurement, backup, responsibility allocation. P1 M1 P2 P3 P4 P6, P7 M2 P5, P7 D1 M3 D2 Objective Starter Main activities Extension Plenary L # Title Unit Internet usage describe Study the specification and identify the skill needs. template for intro 24 Digital graphics policies and/or find Underline all the key words and words you don't understand. SEN Understand the unit your favourite independent structure and the graphical Study the assignment to identify skill needs. work to main requirements. image. All to set up their folders (paper one and electronic ones). include Understand the Discuss the possible implications of the learning iutcomes. details for assessment methods. the able Make a list of image related skills you have used, heard of, want to ones. learn, understand the legal It is vital from Everyone has been used to the idea of google and find pictures, then a basketball of 24 Digital graphics copyright issues related to now on to use it for whatever purpose you like. Now it is not accepted since presentation questions. image processing remeber the you are a professional graphic designer. you may land yourself and for the class. word your employer some legal litigations if not careful. How to find out COPYRIGHT. Study the content of copyright law's basic principles - write a who the summary. author/owner is Relate to the scenario and the tasks to be undertaken marketing for an image campaign, in a presentation. online? (coverage, how to find author, how to handle copyrighted items.) understand the name one Research to make a full list of all major hardware components. thorough name two 24 Digital graphics hardware and software workings of hardware latest Identify the ones related to graphics manipulation. independent different file for graphics development or Explain how they contribute. research. types of understand the hardware or Study the four types of software for graphics - vector, bitmap, graphics. workings of various anything embedded and photographic manipulations. Basketball of graphics software related to In a presentation, explain the hardware and software. questions. digital The softwre graphics. understand the name the Introduce File format, types of graphics, characteristics of each a table to name one feature 24 Digital graphics hardware and software hardware and software various types of graphics file type, compression. compare the from a package. software used in types you have Introduce the software used for them. various digital graphic known - bmp, Introduce the basic tools in each package. formats and manipulation and jpg, png, svg, Research to complete the findings for each type - how it works, their capturing. benefits, limitations, typical usage examples features. Understand the what is the Create a presentation for this section.hardware. Research to find the functions of the presentation name one 24 Digital graphics functions of hardware most important Focus on CPU, Graphics card, RAM and a few other closely related with notes important that are related to thing in a ones. pages component for digital graphics computer? Provide an image with explanation. containing graphics Provide an overview showing how the hardware work together in the detailed manipulation. process of handling graphics. thorough information. Perpare a presentation for this section The development history of media technology and its impact on production. Research to prepare a report on printing technology, Output media - CD, DVD, (ALSO - music sound output later), plotters, To learn to upgrade a have you done research to find the best in the current market for each item. thorough name one benefit 24 Digital graphics user requirements hardware and software system by comuter Find the price for each one. cost and for upgrading understanding the upgrade Comment on whether each should be upgraded based on a given benefit RAM. functions of hardware before? What budget. analysis were your Choose two most urgently needed upgrades and explain why. considerations ? To find out who the What do you Client: the company that commissions the project - graphic design . thorough and name the most 24 Digital graphics clients and customer think is the User: the company employee (e.g. the logo, the map) well important are, most important Customer: the company employees and the public which are the supported criteria for this To learn the user thing for this customers of the company. points project. needs and client project to be What are the purpsoes of the marketing campaign? needs when designing successful? What are the objectives? Basketball of graphic roducts. Skills, What are the resources? questions. equipment, What does the client want from you and what does the user expect? client needs Translate that into technical requirements:colour, resolution, size, and all the file size, file type, software and hardware requirement, sources for needs. infor - e.g. own photo and sketch + .... To design the images sketch before All will produce sketches for the three images, with reasonable level well labelled what file format create 24 Digital graphics touching the of detail. sketch. Good and what computer. All provide written information about the sketches. quality software do you Some will produce clear sketch. need for each image? when designing, consider which is to be scanned and which is to be photographed. So that all work can be incorporated in the final graphics. To create the images aim for Use a suitable package or a combination of packages to create the be able to name a skill you 24 Digital create on computer interesting and images. Must use as many skills as possible. describe the have used. attractive Must include a sketch scanned in and a photograph (P5) skills clearly designs. must show screenshots and annotation to indicate the processing so as to applied to the images. teach others. To demonstrate aim for must use at least two advanced skills - 3D, masking, filter effects, be able to name a skill you 24 Digital create advanced skills interesting and Must show evidence. describe the have used. attractive skills clearly designs. so as to teach others. To review the images If your design review each image you have made in the following areas. be able to name a skill you create 24 Digital graphics created does not meet Meeting client requirements evaluate the have used. the client's Meeting the technical requirements products and requirements, They are your best effort improve then the client them. could refuse to pay you. What do you do then? Factors influencing to get the best quality of images: how are they judged in the industry? each factor What happens if 24 Digital graphics factors of quality quality of graphics images, what is File format is colour depth is the most resolution investigated increased? important colour depth and clearly thing? compression explained, file size illustrated with screenshots. Justify why did you do list all the criteria - requirements of the project 24 justify it? justify what you have done for each. to consolidate Create one or more A1 posters to illustrate the main points of this photo of posters Showtime 24 Digital learning in the unit. unit. Make it interesting and educational. Display and vote To demonstrate for the best. Prize giving Homework Outcome Assessment strategy Research about selection Lasso Quick quick extract Pen tol Ferrari the rectangular tool selection mask filter to to select company and marquee tool Polygona tool mode to select their products. elliptical l Lasso Magic select You are going marquee tool tool wand to design single row Magneti tool graphical work marquee tool c lasso for them. tool P6 healing tool paint erazer - eye pot, backgru dropper gradient nd tool erazer, magic erazor P1 colour P1 P1 P2, M1 (compare limitatinos, D2 (development of tech) P3 P4, P5 P4, P5 M2 P4, P5 M3 D1 Objective Starter Main activities Extension Plenary Outcome Homework Assessme Unit L# Title nt strategy Know the summary Write down Read the spec. Underline the key words about what read pp basketball of Do P1 1 Introduction 31 Exploring business activities content of the unit, the names need to be learnt. write a questions. How Know the four of 40 summary of many points do sections in the unit organisation Thef our sections in this unit are: <100 words you get for a s that you Different types of businesses and their ownership Distinction in are familiar The setting of strategic aims and objectives this unit? with, at least Functional areas and organisational structure How many knowing External factors' effects points do you what they need for an do. Now try to group the 40 organisations in certain ways - overall how to divide them into 2 groups? Distinction in Collect the organisations into a word document this course? To know the why do have a look at the terms people use when talk about read pp is it important to Do P1 2 types of business activities 31 Exploring business activities different types of organisation businesses: government departments, charities, private write a know the business by s exist? businesses, banks, supermakets, shops, factories, …. summary of classification of different Many different classification methods have been used <100 words businesses? classification there: private business - is used against public methods, businesses To know the banks - is used comparing with supermarkets, retailers, purposes of each So classification could be done by looking at the type of organisation ownership - private or public - government =public, plc <> public type of industry - primary -secondary and tertiary sectors of industry - banking, insurance, retail, manufacturing, IT Why do they exist - depends on the ownership, supply goods and/or services to help OR to make money. supply to customers to businesses on demand at cost, below cost or for profit to know the roles of write down who are involved in the life of an org, such as …. read pp who are the Do P2 3 stakeholders 31 Exploring business activities stakeholders the people Those are called stakeholders. There are usually …..: write a stakeholders of to know different who are owners: the key stakeholder. summary of ….? owners in detail in involved Sole trader, partnership, ltd, plc, ngo, charity, <100 words why is it uk with government agency important to know the Sainsbury's, role of each know the interdependency of in whatever interdependency of them stakeholders? the stakeholders way. clash and ways to minimise, resolve. cooperate, To whom is it (stakeholder most important? s) For P1 and P2, Your report should focus on the Business activities such as local, national, global operations, Business sector, Business purpose Ownership of the business An internet search – using the name of the company should be a good starting point. Send off for a copy of the company report – their websites should give addresses Study recent news to get the latest changes in their activities. Should not spend too much time on the history of the organisations but it may helpful to give a brief introduction showing how and why the business was set up and how it changed to become what is is today. Learn the what is most Section 2: aim setting process read pp why do private P3 and M1 4 strategy setting process 31 Exploring business activities aim/strategy setting important general principle of setting aims and objectives - write a and public orgs process first thing for specific summary of have different be able to apply it an org? Analysing current situation <100 words approaches, what is the qualitative and quantitative analysis different aims? most plan the strategies For a higher important grade, M1, set What are the first thing for the different approaches of private and public out clearly different roles of you when organisations. what their sifferent started aims and stakeholders in here? Set find a decision that is made by an organisation, what objectives are, setting aims aims and did they do to arrive at that conclusion? Find out what show how and objectives? plan the they did to set that aim. each type of In operations strategy. Design the questionnaire to find out their overall aim, stakeholder (actions)? long term aim, medium term aim and short term aims. groups will (depends on the org converned, but let's take 10 yrs for have sought to long term, 3 yrs for medium term and a quarter as a influence the short term, even monthly aims.) objectives. For P3, Suggest ways Show in two contrasting orgs what the key strategies in which the are. Clearly these will be different in different sectors. interests of For example, if your private ector is seeking to be come them could be a market leader, by increasug sales so as to increase similar or profit, explain how it is doing this. You will need to could clash. research the aims and purposes of the organisations and their strategic plans. Using name of org + business strategies, aims etc for internet search. You should get know the typical assume that Sectin 3: internal structure. read pp To gain M2, P4 M2 5 internal structures 31 Exploring business activities functional areas of you want to the usual steps would be have an idea, set the aims, write a compare the orgs. set up a choose a business format (sole trader, ltd), then set up summary of factors which Know the typical company to the departments and management structure - recruit <100 words influenced the structures of orgs. produce people, they will then find the resources, and go. development of Know the factors music The typical functional areas are: the internal that affect the videos, or a structures and structure charity to The typical structures are: functional help activities of the homeless chart - benefits of using charts, limitations of using the two orgs. Why children. chart. do they have What are different the things to the factors affecting the internal structure: size, nature structure? How do to get it and business environment. does the up and structure relate running? P4: To gain a pass you will need to describe the f areas to the particular Write done and their interdependencies (how they fit together) in sector in bullet these two orgs. Draw charts and diagrams to show their (private/public/v points, in functional activities. Explain how they fit together, e.g. oluntary) that the right the relationship between marketing and customer the org is in? order. service or how the call centre fits into the overall May want to structure of the org. evaluate how effective the Draw a clear and well-labelled diaram of your orgs. Use organisational lines and arrows to join up the various ositions in the structure is company, then describe clearly what each of the (does it work functions involves and how they fit together. well, or could it Know the external has your Section 4: external factors: PEST read pp think of an P5, M3 6 external factors 31 Exploring business activities factors that have learning PEST stands for Political, Economic, Social and write a money making impacts on the been technological. summary of idea, that is IT business affected by Their detailed formats are: <100 words related and Know the different anyone or taking into effects those factors anything The effect they have on businesses could be: Instead of just consideration of may have apart from new business ofrmed, old business wound up, …. that wages current yourself? have risen and economic Name them. What will happen with xx in 5 years' time? predict the by how much, situation - changes of PEST. you will look at recession, how these aging Focus on factors that affect your orgs. Examine increases population, changes in laws and regulations, examine changes in have aging society, the economy such as interest rates, pay, and energy increased the the changing costs. Examine social trends and how technology business demand of specifically affects your org. Check wage rates, costs, what children have been the implications fr prices and the competitivenes s of theorg. Whether it has led to job cuts etc. Based on the PEST would you The effect they have on businesses could be: well argued, examples of D1 7 the future application of knowledge - predicate 31 Exploring business activities model, predict lke to know new business ofrmed, old business wound up, …. independently decisions made: future trend what the completed, future What will happen with xx in 5 years' time? predict the error checked. behold? changes of PEST. Why? “Evaluate” – analyse various impacts in relation to activities, strategy, internal structures, functional activities ans stakeholders. Then make a judgement, supported by reasons, about how important these are likely to be to the org concerned. End of unit test to written test The questions are on P55. do the test which one has 8 activities extra consolidation 31 Exploring business consolidate learning And below without not been referring to the covered in the textbook. coursework? a large poster to Create one or more A1 posters to illustrate the photo of 9 showtime activities 31 Exploring business summarise the unit main points of this unit. Make it interesting and posters and display for the educational. Display and public vote for the best. Prize giving The questions are on P55. 1. Classify the following into the public sector, the voluntary sector or the private sector. Man United PLC, Childline, Bank of England The BBC, local councils, local schools, Oxfam, McDonald's, the armed forces, Orange Amnesty International, O2, BT, Lloyds & TSB Bank Mars (confectionery), Dr Martens, gaydar.co.uk 2. What is meant by the term "supply"? Why does supply need to be market led? 3. Who owns public sector businesses? Who owns private sector businesses? 4. List three groups of important stakeholders in a PLC, and explain what their stake is in the company. Explain how the interests of these groups might conflict in some situations. 5. What does the term "service level agreement" mean? 6. One of the objectives of private sector businesses is to maximise sales. Describe two other objectives that they might have. 7. If a business has fixed costs of £100,000, sells its products at £10 each and has variable costs of £5, what is (a) contribution per unit, (b) break-even level of sales? 8. What are the advantages to business structure of having narrow rather wider spans of control? L# Unit Title Objective Starter Main activities Extension Plenary/ assessment Outcome 1 34 - e-commerce introduction To know the main have you commerce means trading, doing buying and selling. a who are involved in e- list of concerns scope of the unit, ever e-commerce means doing that business on the internet. comprehensiv commerce? Name the to set up the folders bought Read the specification, underline the keywords and the words not understod. e list of names parties. anything Answer the questions: what are the three learning outcomes? and Know the deadline online, 1. Know the effects on society of e-commerce businesses and the procedure of have a 2. Understand the technologies involved in e-commerce working. show of 3. Understand the secuity issues in e-commerce and the laws and guidelines that To consider the big hands. regulate it picture in e- Why not, The deadline for the unit is --- commerce why did it. What is happening on the internet? list and group them on the board with the class. the names could be facebook, ebay etc. email 2 34 - e-commerce entities of e-commerce Learn about the e- Who are from the discussion, there will be a list of names, then group them into etailer, for doing considering all, which type commerce entities using the manufacturer, consumer led, service provider, financial, existing retailers. business on is your favourite and why, Know the various internet Research three different ones (one from each group) about their detailed the internet, which is most important to types of activities on for operations, what is the the world, why? the net business? Create a poster about them to introduce e-commerce to the world. most To know the effects need to show design sketches in folder, and final version. important on society of e- Which one is a bricks and Clicks, bricks, clicks type? thing? commerce (1) benefits and drawbacks of each type? refer to p 358 and 353 3 34 - e-commerce implications of e- Learn the social In what Individual reading and note taking - p352-357. Do a <100 words summary a clear basketball of questions. impacts of e- areas has e- Group discussion: summary and Teacher starts - name one commerce commerce create a presentation, the slides are used for presentation and the notes area is for a benefit of e-commerce to benefits, drawbacks, changed detailed information. therefore the slides should not be cramped with too much comprehensiv the customer..... and implications on the world, info. should only contain headings and bullet points and pictures etc. e society us? Or present to the class presentation, you? List the keywords in this section, group them into four categories in the first done heading -Social implications, benefits, drawbacks, e-commerce independently 4 34 - e-commerce technologies behind e- Learn the what are write down your answers, then group them into the following categories: well basketball of questions. technologies the hardware: presented, Teacher starts - name one involved in e- necessary software: logically piece of hardware commerce - in using, technologi networking: organisaed, required for e-commerce creating and es behind e- well ..... maintaining commerce customer interface supported ? What arguments. makes it a research the role of each component and discuss with a partner. reality? Write a report or letter to explain. Checked for error - 5 34 - e-commerce security issues and technologies behind e- technologies behind e-commerce Learn the how to pay any experience or problems with payment for online shopping? well basketball of questions. technologies for online presented, involved in e- shopping? Payment methods logically Name one payment commerce - in using, Promotion methods: organisaed, method. What is your creating and How to well preferred method of maintaining colect supported payment when shopping money Complete the report on payment and promotion. Recommend one of each for the arguments. online. when company. selling Checked for online? error - 6 34 - e-commerce Learn the continue complete the work so far. Sign post for concerned ones. technologies to work on involved in e- all tasks commerce - in using, set out so creating and far. maintaining 7 34 - e-commerce To know the threats list your there will be a list of problems from the discussion, group them into deliberate and well described basketball of questions. to e-commerce concerns accidental, threats - Name one threat to e- To know the when including how commerce. methods of shopping research to find all possible threats to e-commerce. it works. prevention and online, Describe how each works protection research to find out prevention and protection methods for each threat. 8 security issues and 34 - e-commerce To know the threats continue to finish off P5 and M3 name one threat and the to e-commerce prevention or protection To know the method for it. - basketball methods of of questions. prevention and protection 9 34 - e-commerce Legislations and guidelines know the related have i know the main principles of DPA, CMA, Copyright, Coonsumer credit act 1974, research all name one thing that xx legislations and broken any Trading standards, freedom of information act 2000 and describe does. Basketball of guidelines. law when I DPA 1998:8 principles, 4 rights (compensation for disclosure, inaccurate or all clearly. questions. Can apply them used xx's access/loss/destruction of data, right to access, exempts (national security, tax, correctly in various computer police investigation, medical records) the process to follow - conform with th e context to check law: name a person, register with information commissioner, state the purpose his work and scope of data. when he CMA 1990: 3 new offences, unautorised access, unauthorised access with criminal went to intent, unauthorised modification. misuse - an illegal act involving a computer and toilet? abuse - legal but unethical act involving a computer: payment of up to £25000 is protected if paid with credit card. If a customer cannot pay it, the business still receives the money (from the bank) and therefore can confidently send out the products purchased. It guarantees a colling off period during which customers can change their mind about a purchase, 14 days for Argos. good for customers, bad for the company - refund. The Trading Standards Institute - fair trading enforcer. The Trade description Act 1968 The consumer Protctino Act 1987 The Price Marking Act 2004 age limit for tabacco, alcohol etc. FoIA 2000: gives the public the "right to know" -request information about public bodies (government) and legal entities (business). 0 34 - e-commerce application - security Application - what format of business - model how to determine what is recap on the types - clicks, bricks, mixed. well argued how much extra for the format of the meant by Do the cost analysis individually. points on opening a branch of shop? model - bricks or bricks type Discuss in pair about the options whatever the How much for an online clicks? of debate in two large groups, the third group does the marking choice might shop? business? be. Bricks and compare the benefits and drawbacks of each type. mortar Individually compelte the writing of this task. 11 34 - e-commerce Select the security man in based on threats analysis, ...make a conprehensive report on various easures to all covered, name one software measures for an e- between take. Should cover all the threats and even possible future attacks. - think of an error checked package for security and commerce site and attack attack method. protection. Basketball of justify the choices. happened questions. to my account. What do I do? 12 34 - e-commerce application - what does Predict the future who think about what has happened recently,any new changes on the internet. well discussion on what will wouldlike what would be available in 5 years' time? How would technology develop? supported happen and how to take to know points and advantage of it. the future, Consider the change and possible changes in the market, consumer needs, suggestions. what the technology development, new inventions, the changes in this country, other future lie countries, Error checked. ahead for you? Why? Create one or more A1 posters to illustrate the main points of this unit. this will be 13 Showtime 34 - e-commerce Extra consolidation photo of posters when the unit is Make it interesting and educational. used for Display and vote for the finsihed public display best. Prize giving and evidenced in folder. Homework Assessment strategy draw up a list of factors that affect your decision on online shopping - rank in importance, Task 1 P2 Task 1 P1 and M1 P3, P4 M2 Task 2 and M2 Do P5 (Task 2) and M3 continue P6 D1 D2 D3 22 Developing Computer Games Unit Objective Starter Main activities Extension Plenary Outcome Homework Assessment resources L # Introduction to games Title strategy Know the content In pair Read the spec. Underline and understand the Write in What are the All are able Complete the Q&A to keywords 1 of the unit, describe the key words in LOs. paragraphs common game to name the discussion diagnose and on cards, your best to describe platforms? paltforms and report or video help. features on Know the game to Objectives explained. the topics Which one is genres. for your folio. Final cards, to deadlines your Keywords explained discussed. better? Why? All are able Complete the checking on match, partner. If you are to desribe poster for coursework A1 poster overall What are Read the textbook on GENREs Check the game some impacts genres and paper, find objectives- learn the Research to find examples for each genre, spelling and developer, on players platforms. images how to develop reasons Group discussion on features and functions of grammar. which one do and society. Complete the Slide on the computer games. for people the games you design Most can presentation features. Learn the genres to play Record the discussion for folio for? orally on and platforms of games? What are te describe psychological games. What Repeat for PLATOFRMs genres and some of the effects. makes a which do you features and good You may use video as evidence. wish to design impacts. game? One for? Some can will tell explain the calss clearly and later. write up with detail. learn the effects Games are Objectives explained Psychological Try to Discussions Study and Q&A to keywords 22 Developing Computer Games 2 effects and impacts of playing games and impacts of the root Keywords explained. impacts and persuade are evidenced explain all the diagnose and on cards, playing games. of the its influence parents to to different keywords help. features on ALL can name evils of Read the textbook on impacts of games on design of allow children degrees of encountered. Final cards, to more 5 effects the Read about the psychological effects games. to play games. satisfaction checking on match, MOST can society. Research to find benefits and drawbacks - based on coursework A1 poster explain more FOR OR Discuss in a group 4-5 what you have paper, find SOME can name AGAINST One to present to the class learned images and explain all ? WHY? Use the resources to create a presentation for today. OR mentioned in the folio. disuade. book for a given describe a Introduction to ther process of game copy the high concepts Q&A to keywords developing game ideas 22 Developing Computer Games 3 audience, game you development code sales pitch diagnose and on cards, ALL write down 5 like. Lifecycle and Stages explained. test storyboards help. features on different game Discuss the popular games and their main ideas. disect the Final cards, to ideas code checking on match, MOST provide annotate the coursework A1 poster details code paper, find SOME can write images the high concept and promotion pitch. disect a game Discuss Development process reinforced. research Detailed Q&A to keywords 22 Developing Computer Games 4 development and report game playing sotryboard diagnose and on cards, process to class - and find the with help. features on what success interaction Final cards, to ALL know and can makes a factors and illustrated. checking on match, name most of the good undesirable Pseudo codes coursework A1 poster stages involved in game? factors - data types paper, find game filling out images development survey while MOST can name playing all and explain the functions clearly SOME can apply knowledge independently flash skills 1 copy the work on file Q&A to demo files 22 Developing Computer code diagnose and test help. disect the Final code checking on annotate the coursework code 22 Developing Computer 22 Developing Computer 22 Developing Computer 22 Developing Computer 22 Developing Computer flash skills 2 model the Q&A to example diagnose and above do a help. mini project Final show code checking on show testing coursework flash skills 3 copy the Q&A to code diagnose and test help. disect the Final code checking on annotate the coursework code flash skills 4 model the Q&A to example diagnose and above do a help. mini project Final show code checking on show testing coursework flash skills 5 copy the Q&A to code diagnose and test help. disect the Final code checking on annotate the coursework code Project model the Q&A to example diagnose and above do a help. mini project Final show code checking on show testing coursework 22 Developing Computer 22 Developing Computer 22 Developing Computer 22 Developing Computer 22 Developing Computer copy the Q&A to code diagnose and test help. disect the Final code checking on annotate the coursework code model the Q&A to example diagnose and above do a help. mini project Final show code checking on show testing coursework copy the Q&A to code diagnose and test help. disect the Final code checking on annotate the coursework code model the Q&A to example diagnose and above do a help. mini project Final show code checking on show testing coursework Q&A to diagnose and help. Final checking on coursework Online test Objective Outcome Starter notes Title Unit L # All know that playing 22 Develop Computer Games game is fun while A3 posters - Describe a designing game is not. But ONE for game you first, in pairs do the starter you might get rewarded GENREs, ONE like or activity. Then tell the class. Genres and Platforms handsomely. for recently Designing game is not fun, Learn to develop PLATFORMs played, to a actually it is most demanding. computer game in the and half for partner. Why It requires top personal professional way. TECHNOLOGIE did you like qualities and subject In this lesson, learn about S - next on job it or dislike knowledge, plus dedication the classification of games titles/roles. it? and devootion. 1 Games are getting popular and becoming more accepted by the society. They used to cause huge concerns amongst adults and the media, with effects on society and individuals ALL know that game discussion on what mainly negative effects being 22 Develop Computer Games playing has effects on the effects, record arguement publicised. For example, player and the society, a of it (video, did you have violence on the sreet are long time concern. form, podcast at home influenced by violant games, ALL know the etc.) about poor health or poor school psychological factors used A presentation playing performance are caused by in games that have on games? Why excessive playing. Is that a impacts on people. psychological and how did balanced picture? Is that a Designing games is not factors and you resolve biased view? Find out and fun. their effects. it? analyse. 2 So far you have studied the game classification so you know what games are being sketch the played by people and their 22 Develop Computer Games first few common features. That will Practical skills in Flash (1) drawing game development lifecycle screens of give you some guidance when your designing your game. ALL know the essential high concept, favourite You have also studied the stages involved in game sales pitch, game. psychological factors that development storyboard, Describe it to influence players. Today, you All can apply some of the descriptions your partner - will look the game principles in developing and pseudo or group development process by their own game code. members. disecting a working game. 3 22 Develop Computer Games To be able to use Flash to create the working game for a flash file with this unit, the lesson time is various Flash CS5 30- not enough. You need to drawing and day trial for install the free version and know the workspace objects made - home work at home whenver know the tools according installation possible. Today you will learn learn the skills of drawing sheet_1 & URL noted the basic skills for using Flash and text sheet_2 down. Professional CS5 4 Flash is an integrated IDE with Practical skills in Flash (2) coding support for ActionScript. 22 Develop Computer Games Current version of AS is AS3.0. open the file It is a powerful object codes you created, oriented programming All know how to use generated save it as a lanugage. code snippet is a snippets to create ations correctly and new file to function of Flash to let people All can annotate the code annotated. back up. create simple actions by code to explain their functions Codes altered Locate Code without writing any code. It is Most can alter code to according to Snippet icon a good way of learning to use need specification and explore. ActionScript 3. 5 Again, interaction with computer is achieved by the computer (hardware and software combined) to listen (monitor) what the user does, then responds to it accordingly. For this your program needs to work with the runtime engine - Flash Player. Flash Player listens to Practical skills in Flash (3) coding open the file everything goes on and issues 22 Develop Computer Games you created, an event report when save it as a something happens, such as a codes new file to key is stroked - this called generated back up. "trigger an event". The correctly and Locate Code engine's job is done. Then it is Understand more events, annotated. Snippet icon upto the program on what to such as ENTER_FRAME Codes altered and explore do as a response. don't do Set up event listeners according to "Event anything - non-interactive. do specification handler". something - interactive. 6 storyboards, go back to Check the design of your game 22 Develop Computer Games 22 Develop Computer Games narrative, P3 of the pseudo code, folio to action list, ensure all is Having learned the data completed practical skills for game dictionary, before you development, All should description of actually complete their design the good starting stage practices and worksheet_6 benefits. . 7 Start Implementation To create a working game - To prepare the objects required (buttons, movieclips etc.) To test them and log testing. 8 11 10 9 22 Develop Computer Games 22 Develop Computer Games 22 Develop Computer Games Adding code for the game Main activities In order to do that, let's look at genres first. P102 has a list. Action, rpg, strategy, etc... The key is to find common features from different games so that they can be placed into one group. Read, Research to explainthe genres with examples and images, in a report. Then create an A3 poster. Read, Research about platforms. Then create an A3 poster. A game usually start from an idea from someone. At this stage, it could be just one person or a few. Then after deliberation and analysis, a project plan is devised. At this stage there are usually senior managers and financial backers involved. Then Design of the project - done by the team leader and system analyst. Afterwards a team of experts are put together to develop the game - implementing the design. They need to do testing as they go along. Then system testing will be carried out in house by none-developers. Before publishing Beta testing - user testing is best done by selected members from the public. Demonstration by teacher. Students follow the worksheet. Sheet 1 - and Sheet 2 from the website. How to achieve interactivity? Demonstrate interaction - phyusical response to a punch. Teacher demonste Students follow sheet_3 Sample code - annotated for demo. Sample code - altered - demonstrated Students to complete all. Teacher demonste Students follow sheet_4 Teacher demonstrate Students follow sheet_5 notes Extension Plenary Homewor k now let's have a volunteer to report back to the class. Then collect the names of the games mentioned. As you can see there are many games. Some are more popular than others. In this unit you will learn how to develop computer games like a professional. You will be required to develop a working game of adequate complexity. genre: type, category of art or literature. Originated from French. platforms - console, PC, mobilephone, etc... Apart from the concerns, benefits and drawbacks, there are psychological factors to be considered. They are used to make the games more addictive and more engaging. They, as a result, have huge impacts on the players and the society. What shouuld you do? anlyse and create a presentation. Use of sound to create an atmosphere, short and quick sound for tension building, slow and pleasant sound for friendliness. High score listing - peer pressure and human combative nature.... That is the whole lifecycle of game development - the professional way to minimise crucial failures from start. Today, you will list three different game ideas that you think will make you proud. It could the ones make millions of pounds or do what your heart likes. Then pick one of them to write down briefly the main idea - high concept - brief explanation of the game idea. then write 200-300 words of promtion pitch to get support from your boss and financial backers. Then design the storyboard using the template provided. In the column to the right of the storyboard, describe the games in words. In the "pseudo code" column attempt the pseudo code. The basic skills are listed in sheet_1. The following terms must be copied and understood. IDE, statement, variable, vasriable declaration, function, function declaration, event, event listener, .... How to achieve interactivity? Demonstrate interaction The events are predefined. (experienced programmers could define their own events). These events are given names - ENTER_FRAME, KEY_DOWN, KEY_UP, MOUSE_OVER, CLICK, etc. The principle is to set up the listener, the listener is registered with the engine, when the engine tells the listener it happened, the listener will instruct the program to do something. Good practices - modular structure, use of comments, use of functions, indentation, layout .... resoucrs key Assessment vocabulary strategy Objective Starter Title Unit L # know the how do Introduction UCAS admmission universitie procedure s admit new students? UCAS what does UCAS the personal statement should cover UCA UCA UCA UCA UCA UCA UCA UCA UCA UCA UCA UCA Club schedule Task 1 copy the code test disect the code Task 2 do a mini project show code show testing Task 3 copy the code test disect the code Task 4 do a mini project show code show testing Task 5 copy the code test disect the code Task 6 do a mini project show code show testing Task 7 copy the code test disect the code Task 8 do a mini project show code show testing Task 9 Online test Task 10 Project project Report Main activities Extension Plenary/ assessment Every year applications are passed on to nuiversities. Admission officers and admission tutors will read through applications first. The first thing to read is usually the personal statement - like a letter from the applicants to the tutor. If successful, move on to grades checking and other details. therefore, the personal statement has to be the hook! Look at others' personal statement to learn the good and bad points. Find out what it should include. your gut feeling and the experts' words. choose a subject, choose a second one as a fall back option. Choose 5 universities find out where the universities are and narrow down to three Check entry requirements check particular needs for the university write the personal statement. The statement should be aimed at to attract the tutor, to make him like you, interested in you. It should cover - - - - - opy the code isect the code o a mini project how testing opy the code isect the code o a mini project how testing opy the code isect the code o a mini project how testing opy the code isect the code o a mini project how testing Online test roject Report Homework resoucr key s vocabular y L# Title Objective Learning Outcomes Starter 1 introduction to the unit All know the main theme of the unit. A presentation to a group of new BTEC students to tell demo of a samplar All know the assessment method them about the course, the unit and reference sources. work Some can describe the structure and Also include housekeeping arrangements: Internet access assessment criteria indetail. policy, schedule for assignments, etc. knowing about real companies and real 2 scenarios All know that people need to have certain a presentation to explain the importance of having the right Have you done any qualities to qualify for their tasks, whatever attributes and the drawbacks for not having them, possibly paid for or voluntary the tasks are. using real life example. job? All know the list of personal attributes that How did you get it? make people employable. What are the Some can describe the importance of having empolyability skills the right personal qualities, in a you had and used. comprehensive and mature manner. 3 attributes people look for What are the personal All can list the comprehensive list of attributes A report of all the attributes, what they mean, and why it is Name three important and explain 5-7 most important ones, using important. Can use examples. skills to have to make examples. a person employable. Some can explain all of them in detail with correct examples. 4 Personal attributes All understand the full list of attributes, can Complete the report of ALL the attributes. Then relate to a How many personal explain why they are important. real-life scenario. Explaining why it is viewed as important. attributes does one All attempt the real-life situation application. need? Some can apply them in a real-life scenario fully, such as Vision. 5 Recruitment process All know the stages involved in recruiting new Students will learn about the recruitment process, From the job adverts staff. produce a list of documents required for applications, collected, pick one All know the documents required for job and create CVs for themselves. and describe the applications. whole recruitment Some can produce a letter and CV inlcuding process might have their own personal attributes. been involved. Recruitment process 2 6 All can design inerview questions and role Design questions for interview pretending to be the Work in pairs, treat play in the interview. manager. The questions have to allow the manager to find your partner as a total All can review their questions and answers out about the applicant, as much as possible. stranger, ask 5 Some can improve their questions and No more than 10 questions asked. questions to find out answers. as much as possible. Start now. 7 Assignment tasks Study the assignment scenario and tasks. Now it is time to apply the knowledge in a real-life scenario Describe the centre to All understand the organisation and its - Vision a charity for visually impaired people. a first time visitor. operations. A presentation about this charity. And my job role in the All know the tasks involved. charity. Some can produce a plan for the assignment. 8 Assignment tasks All understand the existence of learning styles Students review their personal development needs, what is your preferred and their impact on learning. learning about learning styles and identifying their own learning style? All understand the methods of finding out your preferred style. Focus is placed on how to benefit from How did yo ufind that learning styles knowing your own style and the impact of learning style on out? Some can apply this in real-life scenarios. team working. 9 Assignment tasks All understand the layout of personal Students continue to consider personal development How to identify development plan needs, looking at self-assessment, formal reports, personal needs? All know the function of the PDP customer feedback and performance data and learning (skills shortage) All attempt to cerate their own PDP about different types of record (personal development What to do about Some can create their PDP to cover all the plans, appraisal records) and the methods of addressing them? details needs (job shadowing, formal courses and meetings and How to meet the events). Issue unit assessment task 1. needs? That is to be presented in the PDP. 10 Assignment tasks All understand the personal attributes that are Students will create a presentation for teaching younger What ICT skills have valued by employers, both job-related and students the personal attributes. you got to help you generic ones. manage your time Some will explain them clearly in writing, with focus on attributes valued by employers, those that are job- more effectively? examples. related attributes, technical knowledge and working procedures and systems, learning about universal attributes (planning and organisational skills, time management, team working, verbal and written communication skills, numeric skills and creativity). 11 Assignment tasks All understand the meaning and importance of Students will continue to work on the training presentation. What ICT skills have these attributes. you got to help you All can apply some of these in a life-like Students consider the personal attitudes of determination, manage your time scenario. independence, working with integrity, tolerance and more effectively? Some can apply all the rules in different reliability. scenarios 12 Assignment tasks All understand the meaning and importance of Students will continue to create the presentation for Are you a leader? these attributes. teaching Yr10-11s. Do you believe in born All can apply some of these in a life-like to be a leader? scenario. Students consider the personal traits needed for problem- Some can apply all the rules in different solving and leadership. scenarios 13 Assignment tasks All understand the meaning and importance of Continue to create the training presentation. When you are low for these attributes. whatever reasons, All can apply some of these in a life-like Students focus on the personal attitudes that drive how do you pull scenario. confidence and self-motivation. youself up and get Some can apply all the rules in different working again? scenarios 14 Assignment tasks All know that organisations have aims and Students will create leaflets describing the aims of the How do organisations objectives. And some common and some organisation, and the attributes needs related. MUST show work to get things specific. link between them. done? All know that to achieve their aims Communications first. organisations need to employ the right type of Students learn about organisational aims and objectives. people, the right amount of people at the right Issue unit assessment task 2. time. Some can write to explain clearly and thoroughly. 15 Assignment tasks All know the importance of communication A presentation targeting Yr10-11s on communication as How companies use and the general skills of communication. part of the career's day. communication in All try to distinguish between facts and Students embark on a study of the principles of effective their operations? opions. communication, focusing on general communication skills, Some can explain theses clearly verbally and including the audience, the message and distinguishing in writing between facts and opinions. 16 Assignment tasks All know the basic skills for engaging Continue to work on the presentation. Name 2 audience In looking into the principles of effective communication, communication skills students focus on techniques for engaging audience you might employ. Some can apply it in their work interest. 17 Assignment tasks All will understand the skills for interpersonal Students will continue to work on the presentation, in what are the marking communication looking into the principles of effective communication, criteria for Some can appy this in their work students focus on communicating interpersonally. communication? How well have you met them? 18 Assignment tasks All understand the barriers of communication All to create a leaflet on barriers of communication and what are the marking and some skills to overcome them. explain the difference between the types of questions. In criteria for this lesson - Some can explain clearly and apply them in looking into the principles of effective communication, barriers to their work. students focus on barriers to communication and learn communication? about different types of questions. 19 Assignment tasks All can proofread own work and review others' Students focus on communicating in writing. They learn what does proofread work about organisational guidelines and procedures, key mean? Some can write to explain the key issues messages, grammar and spelling, structure, relevant Do you understand involved in this section, clearly. information, reviewing and proof-reading own written work, the signs teachers Some can write continuous writing such as conveying alternative viewpoints and reviewing and editing use for marking? report. documents created by others, plus note taking. Issue unit assessment task 3. 20 Assignment tasks All know the existence of the channels and In learning how to exploit ICT to communicate effectively, what channels are their characteristics students focus on communications channels. there for All know ICT can help in many of the communication, both channels. formal and informal? Some can expain clealry how ICT works to help 21 Assignment tasks All know the software tools and features for In a report to show in learning how to exploit ICT to What are the special word-processing, presentaiton and email. communicate effectively, students focus on tools available features in an eamil All know some specialist software for visually within word-processing software, tools available within package to let you impaired and hearing impaired. presentation software, tools available within e-mail manage your time Some canexplain them clearly using software. Also consider specialist software for the visually better? illustrations such as screenshots. impaired. Issue unit assessment task 4. 22 Assignment tasks All complete their report on ICT aids including Students practise using software tools for proofing, a what is a thesaurus thesaurus, spell checker etc. thesaurus, and a spell checker. Students learn about for? All can use charts to present information conversion of tabular information to graphics, and text Some will write a report to demonstrate clear readers. Issue unit assessment task 5. understanding. 23 Assignment tasks All review their personal development need To complete the analysis of their personal development What is PDP and and update their PDP needs, students review their learning styles. Issue unit have you found it All try to identify new needs. assessment task 6. useful? Some will show understanding of the process by writing to explain. Final ‘wrap up’ session. 24 Assignment tasks All should have complete all the Ps All should have presented their work in the acceptable format Some have completed the Ms and Ds in the criteria list. practice and policy 25 Create sample code of All know the purposes of Code of practice and Each will prodcue a Code of Practice for HomeMagic. Demonstration of policies are to govern the activities in a Each will produce an ICT Policy for HomeMagic. sample codes of company. The quality may vary, but all should cover the basics of practice and policies All can create a sample code of practice and each. from other a sample policy for ICT. organisations such as Some will have a policy and code of practice schools. with high standard entries and laid out professionally. 26 Practising interview skills All know the key elements of a successful interview are quality questions, quality answers and good posture, body language, eye contact and clarity of language. All can design questions for an interview. Some can review their questions and performances and to improve. 27 Main activities Extension/ Plenary/ Homework resoucrs SEN assessment Study the specification, learn the timetable, learn the assessment Produce a Name three collect job spec. printout, exercise 1 criteria. plan for the items from the advertiseme "Preparation" unit - with criteria list. nts in the Read the assignment and the criteria to make three list: I know how to deadlines. newspapers do it; Not sure, Don't know at all. An interview is being held at a company. The interviewee (candidate) written or Students will Collect job has been asked to give a presentation and also to answer some verbal present one advertiseme questions in the formal interview. Then a feedback session was advices on good piece of nts in the arranged. One candidate was given the job and the rest all failed. The how to act work to the newspapers feedback has been summarised in a letter as well. in an class. for next Watch the video, commenting on the rate of success for this application. interview. lesson. Read the feedback letter and make comments about them. Write a report (using professional format). Apply the what skills complete read the book and summarise all the attributes in the book. list to does a car the plenary Group discussion about them. mechanics, mechanics question in Rank them in your own view in terms of importance. shop need? writing. Use real-life examples - the scenario in the assignment. assistant, market traders, game designers, etc. Continue to work on the report. create a Students will complete Apply the list of attributes to several scenarios and explain why they table of present one the report important. contents good piece of for Discussion on Manager, workers, volunteers, for the work to the submission Write up the report about the discussions. report. class. next lesson. Students will pin all their collections of job adverts on the board. Them write a which job is complete pick one to describe who advertised it, the job details, skills needed, etc. letter of the hardest? the CV. Discussion in small groups of 3-5. application. Why? create a CV for themselves. Which is the Must include education and skills and all personal attributes. easiest one and why? Summarise the commuincation skills rewritten what is the Design 5 questions in pairs for a job advert. some best question Interview each other and record the performances, review on how to questions to get improve. after information? Fill in the table reviewing. Study the scenario set in the assignment brief. include what are your Discussion in groups of 3. animations, tasks in this create a presentation to introduce this charity to the public, aiming at sound to assignment? encouraging more to join as volunteer. help all Explain your role in the organisation types of List the assignment tasks that you have to complete learning styles. Start collecting newspapers for Activity 1.1 Job-related technical skills Design a Students will Presentation 1A: Unit (SB 1 page 4) Set up bookmarks for sites which discuss learning styles poster on present one overview. Handouts of IT and offer templates to visitors. Class discussion: Thinking points how to use good piece of policy and/or timetable for the (SB 1 page 3) Activity 1.26: Learning styles (SB 1 page 37) – individual learning work to the course SB 1 pages 2, 3, 35–37 activity styles class. knowledge to help learning. Decide on format of PDPs. Prepare any handouts/templates that you A Students will complete SB 1 pages 33–35 want students to use. Set up bookmarks for suitable sites for Activity completed present one the PDP for 1.23 (questions 2–4). Identify suitable interviewees for Activity 1.24, PDP good piece of next lesson question 2. work to the class. Case study: New Year Resolutions. (SB page 33). Activity 1.23: Personal development needs (SB 1 page 34) – individual activity. Activity 1.24: Records (SB 1 page 34) – individual/group activity Arrange for visits to library for demonstration of Dewey system. Prepare Design how to SB 1 pages 4–12. demonstration of Outlook®: to redirect mail into different e-mail inboxes. activities organise your Newspapers with ads for jobs. Decide how team-working will be organised. Select activities from Jones for the work/tasks? Worksheet 1A: Workplace and/or Maggio. Review brainstorming rules. audience. hazards. Presentation 1B: Team working. Books: Jones, Activity 1.1: Job related technical skills A., 104 Activities That Build: (SB 1 page 4) – individual/group activity. Activity 1.2: Organising a Self-Esteem, Teamwork, workspace. (SB 1 page 7) – individual/group activity. Case study: Communication, Anger Incoming emails (SB 1 page 9) – individual activity. Activity 1.3: Time Management, Self-Discovery, management (SB 1 page 10) – individual/group activity. Activity 1.4: and Coping Skills; Maggio, R., Creativity (SB 1 page 12) – individual/group activity The Art of Talking to Anyone. Decide pairings of students for Activities 1.5 and 1.6. Activity 1.5: Design how to SB 1 pages 12–15 Personal attitudes activities organise your (SB 1 page 12) – paired activity for the work/tasks? Activity 1.6: Self-assessment (SB 1 page 13) – paired activity audience. Continue to work on the presentation - for Yr10-11s. Decide pairings of students for Activity 1.7. Activity 1.7: Problem solving Design Students will SB 1 pages 12–15. Worksheet (SB 1 page 14) – individual/group activity activities present one 1B: Leadership traits. Activity 1.8: Leadership traits (SB 1 page 14) – individual/group activity for the good piece of Worksheet 1C: Maslow’s audience. work to the hierarchy of needs. Invited class. speaker Decide groupings for Activities 1.9 and 1.10. Activity 1.9: Confidence Design students will SB 1 pages 12–15 (SB 1 page 15) – individual/group activity. Activity 1.10: Trait activities comment on improvement. (SB 1 page 15) – individual/group activity for the the audience. presentation Presenting presentations to the class. Then feedback on others' and give presentation. feedback. Set up bookmarks for McDonald’s and DfES. Case study: McDonald’s – Links to why is SB 1 pages 15–16 individual activity (SB 1 page 16). Class discussion: Test your skills and communicatio knowledge communica n so (SB 1 page 16) tion important? Create posters on how companies work, aims, operations, functions. Consider how students might use the presentations produced for add sounds Students will SB 1 pages 17–18 question 2 as evidence of P5. Activity 1.11: Meeting an audience’s and present one needs (SB 1 page 17) – individual/group activity. Activity 1.12: Facts and animation good piece of opinions. (SB 1 page 18) – individual/group activity. to cater for work to the Create a presentation for career's day training use on the yr10-11s. all styles class. Obtain TV/radio recordings for Activity 1.13. Activity 1.13: Attention add sounds Name the SB 1 pages 17–18. seeking techniques (SB 1 page 18) – individual activity and assessment Presentation 1C: Effective animation criteria for communication. Continue to work on the presentation, useing exampls. to cater for communicatio TV viewing equipment. Radio all styles ns receiver Obtain TV/radio recordings for Activity 1.14. Activity 1.14: Using sight add sounds check your SB 1 pages 19–21. TV viewing and hearing and work fo rthis equipment. Radio receiver (SB 1 page 19) – individual/paired activity animation section and to cater for hand in. continue to work on the presentation and present it to the class and seek all styles feedback. Improve using the feedback. Obtain TV/radio recordings for Activity 1.15, e.g. A Few Good Men . use images display good SB 1 pages 19–21. TV viewing Activity 1.15: Questions, questions, questions (SB 1 page 21) – and other work and class equipment. Radio receiver individual activity assistance discussion on After discussion students are to design a leaflet explaining what to make its communication barriers are and how to overcome them. Also a leaflet to theleaflets effectiveness. advise yr10-11s on asking the right type of questions for better effective. communication. Collect sample communications showing good and bad practice. Review Name the SB 1 pages 21–26 Consider what to use as the attachment in Activity 1.16; it may provide TWO criteria for useful evidence of grading criteria such as P4 or P6. Activity 1.16: others' today's task. Communicating in writing work (SB 1 page 26) – individual/group activity. Class discussion: Test your knowledge. (SB 1 page 26) Proofread your own work, mark them using the symbols given. Show evidence. Mark two other students' long writing using those symbols. Source speakers who have set up their own blogs. Set up bookmarks to an example which one is SB 1 page 27. Presentation blog sites. Activity 1.17: Blogs, vlogs and podcasts (SB page 27) – collected the most 1D: Exploiting ICT individual activity. for each suitable Create a report for this task, to explain what the channels are and their channel channel for a characterisitcs. Use examples to iluustrate how to choose one for a given given task. scenario? Activity 1.18: Word processing features (SB 1 page 29) – individual include name three SB 1 pages 27–31 activity some things that you Activity 1.19: Presentation software features (SB 1 page 30) – individual advanced learnt today. activity features Create a report on how to use ICT to aid communications. Include ICT fromeach aids for disabled people. software Activity 1.20: Email software features (SB 1 page 30) – individual/group package activity Set up bookmarks for RNIB and other relevant sites Activity 1.21: Software for the visually impaired (SB 1 page 31) – individual activity Review written work of students to identify pieces that would benefit using comment on SB 1 pages 31–32 from use of thesaurus and/or spell checker (question 1 of Activity 1.22). correct the marking by Identify relevant numerical data for question 2 of Activity 1.22. Activity symbols your peers? 1.22: Using software tools without Clear, (SB 1 page 32) – individual/paired activity Class discussion: Test your prompt detailed? knowledge (SB 1 page 32) Consider inviting a guest speaker to explain methods of addressing PDP Name three SB 1 pages 33–37 needs: job shadowing, formal courses, meetings and events. Activity upgraded most important Presentation 1E: Personal 1.25: Meeting needs (SB 1 page 35) – individual activity and all things in this development needs Summarise the book and research on the internet. other tasks unit. Upgrade the PDP proofread. Check on assignment progress. Completion and review of assignment SB 1 pages 38–39 tasks Students will discuss on what HomeMagic will include in their Code of Template Which of the Think of at sampel code of practices and Practice and their ICT Policy. for SEN entries are least one policies from the school. Individually draw up their own CoP and Policy. and Quality MUST entry fo Class discussion to select good entries and bad entries. entries as HAVEs? What reach Rework on their work individually. the is the hardest document. Hand in their work for next lesson. extension. part of this lesson? Aim Starter Introduction Title Unit L # All konw about the policies of class, how is the unit 3 Information Systems 1 i/net access. assessed (marked)? All to know the title and the main What do you have to goal of this unit. do for this unit? Some can describe them in detail, the What is an information goals and the structure of the unit system? Know how company depts operate and the information involved. All know the operations in a company. quick discussion: How 3 Information Systems 2 operations in companies Some can describe the operations does a company without prompts. operate? What goes on everyday inside a company? What are invovled when a customer order something? All know the functional areas and A company have 3 Information Systems 3 Functional areas their functions. different kind of All can describe in detail verbally. functions - suchas Some can describe in writing, in purchasing and selling. detail. And use organisational chart They are usually organised into departments. All know the three ways of internal where does the whole 3 Information Systems 4 Information Flow Diagram flow and the existence of external operation start? In a flow. school, in a company? All can describe them using examples. Using correct charts including some details. Some can describe in correct chart, with most of the operations labelled clearly, All know that organisations use How are information examples 3 Information Systems 5 information for their operations. systems used in the All can describe the various uses real world? briefly What is an information Some can describe in detail the system? Start from an features of applications and examples? procedures involved, using examples All know the four purposes of using You know that 3 Information Systems 6 purposes information and can summarise them information is needed, briefly, using some examples. and they should have Some can describe in detail and use good qualities. Now, the correct examples. what do they use the informatino for? It is interesting to find out if they are doing te right thing. All know the informatino needed for what do they need to 3 Information Systems 7 Information needed for operations the operations, for the different carry out their tasks? departments, could be briefly. Some can explain in detail, thoroughly. All can apply the learning to HomeMagic All know the two types of information last lessons, you have 3 Information Systems 8 Characteristics and the characteristics for good found out how people information. use information Most can apply them to a given systems. How company's scenarios, confident about the Some can write up the report to results given to you by describe with reasonable details. the system? All know there are two kinds of where do companies 3 Information Systems 9 Sources sources and what they are. get their information? All can explain the reasons briefly. Where do you get Some can explain in detail, information? thoroughly. All know about the legal constraints can companies use the 3 Information Systems 10 constraints on the use of business information, information they have and can describe them using some in whatever way they relevant examples. want? Some can describe in detail, thoroughly, using correct examples. apart from laws, there Some can apply te learning to are other restrictions HomeMagic on the use of information. All know that apart from UK lawas things could be and EU laws, there are other harmful even if they constraints on the use of information. are legally and Some can describe them in detail and ethically right. Give give correct examples. examples. Some can apply the learning to HomeMagic All know about the operations issues involved when using business information. All attempt to apply that learning to HomeMagic. Some can apply to HomeMagic in a comprehensive manner. All know the existence of tools such How are the 3 Information Systems 11 the tools used for handling information - as databases, AI & Expert systems, information produced? Internet. Do you have All can describe them using examples. confidence in them? Some can describe data-mining and predicative modeling. All know at least 4 different types of Applying those tools, 3 Information Systems 12 Study the real information systems in the world. information systems and be able to many different describe their uses in reasonable systems have been in detail. use for many years. All know MIS application in schools and be able to describe the processes involved. Some will be able to write a report on all the information systems in use and with more details to show clear understanding. All know the basic functions and so many different mapping the system to the departments 3 Information Systems 13 features that are common to all systems, what are information systems. common to them? So All know the key elements of that you learn about information systems the common things and Some can map them to relate to a can handle all of given scenario such as a system in a them? company Learn about the features and functions of information systems and their application in a real company All complete the unit's tasks and Showtime 14 3 hand in. Main activities Extension/SEN Introduction to unit and to the use of reference sources. Housekeeping arrangements: Internet access policy, schedule for assignments, folder management, etc. Familiarise with an overview of learning outcomes and assessment criteria. Select reference sources. Prepare handouts re policy and/or timetable. Class discussion: Thinking points (SB 1 page 81) research to find out how an information system works - how the electronic library system works, how the online shopping system works. Draw sketches to indicate information movement. game. A role in a company, to mimic the running of the comany. The write a description whole class is divided into departments of the company. The teacher is of draw a diagram acting as a customer (external). Simulate the operations. to indicate the Studetns discuss what information is requried for their department. game played. draw up draft documents (forms) for operations. Then simulate. Demonstrate the way draw the organisatinal chart and info diagram. draw a chart to show interaction between the departments. 3.2.2 Students learn about the functional areas of an organisation. a chart for the Class discussion: Test your knowledge (SB 1 page 88) school. Why not having the same Write a report to descirbe the functions of each functional area. kind of setup? Explain why not all have the same kind of set up. A report describing the functional areas. An organisational chart an explanation about organisational chart and its advantges and disadvantages 3.2.3 Students learn about the flows of information in an organisation. a chart for the Activity 3.2: Information flows (SB 1 page 90) – individual/group school. Why not activity having the same kind of setup? discussion on the starting point of operations, and steps that follow. Draw the diagram to show information movement. information flow diagram for a given company. Show functional areas, external ones too, show informantion flow direction and the message nature. Plus a clear textual description of the three types of flows in a company. May include more than two external players. Upto now, students should have very good ideas about the structure and the operations of the company. they should complete P3 before next lesson. Knowing enough about the company, then find out HOW database if cannot find their is/could be used in it, HOW internet is/could be used in it. What own examples, use information is produced by the systems (database and/or internet)? the school MIS, Who uses them? At what levels are they used? To answer these and Northwind. questions, imagine you have the company's database of stocks and order systems at hand, and use it as an example to illustrate. Research on the internet, read book (purposes section), discuss with classmates in groups of 5. Students will present their findings verbally to the class. Make sure you know what information is required for the company director to have if he wants decide to open a new branch, or what information for the branch manager to have for him to decide if to open on Saturdays or not. Then what information is for the people in the warehouse to have to decide on reorder or not. Individually WRITE a report, or presentation, to organise the findings for P2. 3.2.1 Students learn how organisations use business information, which type of starting with its purposes. purpose is the most Read the book, summarise the purposes. important one? Find examples of each type of purpose. Why? Write a report. A poster to demonstrate the use of information for different purposes at different levels of company hierachy. Having completed the game and diagrams, we'll look at the information How much does it and data themselves in detail. Now list all the information that is cost to get those required to carry out their tasks at the company. information? How At least four different kinds of tasks to be included. Ideally one task to lower the cost? for each department, then one task for the manager and one task for the director. Student discussion (in pairs) on why the data is needed, what would happen if no infomration if given. Individually complete the report of the findings. In this report, list all the information that is required for operations to be successful, by functional areas. Describe why the data/information is essential, what happens if the information is not available. Then use the book to summarise the characteristics of good information. Konw at least one example of using information systems in organisations. Describe the stages of using information (collect, data entry, store, process, present etc.) 3.1.1 Characteristics. Students learn about types of information and generate examples their characteristics. using a real Case study: Fast food customer satisfaction survey (SB 1 page 82) – company. individual/group activity Case study: Retail sales information systems (SB 1 page 84) – group activity Class discussion: Test your knowledge (SB 1 page 84) The chosen company is HomeMagic A presentation on the various types of data, the characteristics of information. All should have clear titles, headings, introductions/explanations. Not just groups of bullet points. All should include the summary of examples used in class, and give their own examples for a chosen company. Case study: Trade groupings (SB 1 page 86) Activity 3.1: Organisations the school's and information (SB 1 page 86) – individual activity informatino The chosen company is HomeMagic sources? How to Write a report to summarise all the possible sources, describe the use external advantages of each type, use the given company to illustrate each case. sources to the best? The report should explain the source types, must use examples. Must include examples for a given company DO M1, D1 Must have clear titles, headings, explanations. Not just a group of slides, full of bullet points. 3.3.1 Students look at how information is used in organisations and the use HomeMagic as legal issues involved. examples to Class discussion: Test your knowledge (SB 1 page 91) illustrate all the main points inthe study the main principles of the laws, summarise them into the first laws. section of the report. design a list of dos A presentation to describe the 4 laws (Data Protection Act 1998, and don'ts for Computer Misuse Act 1990, Freedom of Information Act 2000, HomeMagic to Copyright, Designs and Patent Act 1988) govern their use of ICT and Include examples for the chosen company which is HomeMagic information system. 3.3.2 Students continue to look at how information is used in design a set of organisations, focusing on the ethical issues. documents for the Activity 3.3: Codes of practice (SB 1 page 92) – individual activity Class company to discussion: Test your knowledge (SB 1 page 93) regulate their use of informatin Find out the ways companies regulate their staff and operations - system. procedures, codes of prctice, policies. A summary of the ethic issues and how they are controlled in an organisation, such as HomeMagic. 3.4.1 Students look at the features and functions of information Extension: to systems, starting with the tools that are available. describe an Activity 3.5: Tools (SB 1 page 96) – individual/group activity example of AI/ES in detail. Summarise the relevant sections of the book SEN: Use the Research on the internet. template and with Write a report to describe the available tools and their operations. extra examples to Must give a picture how the tool is used. help understanding. Create a report to describe all the tools used for dealing with information at the following stages: collect, store, process, present and use information. Use screenshots to illustrate so that the reader understand it without referring to other sources. Stock control / EPOS system Describe one Decision system demonstration. system in great MIS demonstration, (school one). detail, all the 3.4.2 Students look at examples of information systems. possible processes Class discussion: Test your knowledge (SB 1 page 97) involved. 3.4.3 Students are introduced to management information systems. Class discussion: Test your knowledge (SB 1 page 98) Activity 3.6: MIS DO M3, M2, D2 and tools (SB 1 page 99) – individual/group activity Students will collect findings on each type of system, such as examples of usage, features, how it is processed. - see template table. A PRESENTATION that describes the different types of inforation systems in use, the processes and the people involved and the benefits they bring. The targeted audience is Yr10s in their business studies lesson. 3.4.4 Students identify the key elements of information systems. Which function or Case study: Where in the world are we? (SB 1 page 98) – group activity feature is the most 3.4.5 The functions of information systems are covered. important one? Why? How did you Write a report to describe the key elements, map them to the actual get to that company's functional areas. conclusion? also include key features and functions, map them to the functinal areas. A report that describes the key elements, key features and functions of information systems. The report should also relate each of the components to the functional areas of HomeMagic. Should also recommend on how a company could make more effective use of the system Create one or more A1 posters to illustrate the main points of this unit. Make it interesting and educational. Plenary Outcome Homework Strategy for assessment passing the buck participated in P3 Q&A game - ask a game. Discussion question for Collected Presentation another student to information Debate answer, whoever thoroughly, Portfolio answered correctly reasonably weel, Peer assessment may ask the next some Pair_Think_Share question. May get organised info into Written work help for answers. sketches - clearly, Read Start: name two reasonably clearly. Exam/Test marking criteria. Other methods Individual Pair Group PASSING THE information for Continue to BUCK. operations are do P3. recorded. Interaction between departments are recognised. Organisational chart is drawn can a company be p3 p3 run without setting up so many different departments? PASSING THE BUCK Is your diagram p3 p3 clear enough for a stranger to understand the company? PASSING Name three p2 P2 purposes of using information in your company. Passing Decisin making p2 P2 happens at three levels. What are they and give an example for each. PASSING wwhat will happen p1 P1 if the information required is not there? PASSING which type of p1 P1 information is more useful? Why? how to judge if a p1 P1 source is good or not? M1, D1 map the laws to the p5 P5 types of information that is likely to govern. how do companies regulate their operations. Apply it to HomeMagic. how do companies regulate their operations Which tool is the p6 Research best one? Why? AI and ES Which part is the to find out hardest of this how it lessn? works in real life. P6 which one do you p6 P6 use if you are the chief director? M3, M2, D2 what are the key p4 P4 elements of an information system? What are the key functions of an information system? What is the hardest part of this lesson? photo of posters Tasks for M and D. Display and vote for the best. Prize giving
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