GUIDANCE FOR LEARNERS

							GUIDANCE FOR LEARNERS
  A purpose of studying this course is so that you learn to use ICT correctly. You can work
  independently to learn, practise and achieve the skills listed in your Learner Support booklet but
  your teacher will guide you in this. When you have mastered a particular skill, you should look to
  apply it on as many occasions in other lessons as you can. Remember to begin to collect examples
  of homework assignments, classroom tasks or exercises from other curriculum subjects where you
  are applying your ICT skills for possible inclusion in your e-portfolio. Your teacher will guide you on
  this but it is not a good idea to leave this to the end of your course, otherwise you might find
  yourself in too much of a rush. Our advice is to plan other subject ICT opportunities as early as
  possible and to start assembling evidence for the units you have chosen soon after you have started
  the course.


  The optional units below are supported by online tutorials in the CMS.




Word Processing Software unit

  When you later present evidence for your e-portfolio you should make sure that you:


  1.   make appropriate use of paragraph formats, line spacing, headings, columns, tabs & rulers,
  bullet points & numbering, fonts, indentations
  2.   originate suitable information and combine it appropriately with different types of material
  selected from other sources to create combinations of text, pictures, drawings and tables
  3.   accurately check work and keep backup of own work
  4.   investigate different layouts by altering the document format styles and headings and creating
  document templates
  5.   create a presentation incorporating text, pictures, slide transitions, animation and sound.




  This Unit helps you to:




      improve the accuracy and readability of documents


      improve the quality of presentation in documents


      choose and apply standard document layouts




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      understand and develop good practice in your use of ICT




Content - What you need to learn

  The topics include:


      types of information
      document layout


      presentation techniques


      standard ways of working




Presentation Software unit

  You must learn that there are tools to help with style. Simply selecting a suitable template can
  create different styles of document layout. Most software provides templates for a wide variety of
  different types of document including presentations. PowerPoint for example has a feature called
  style wizard that helps you to select an appropriate style.


  There are also tools to assess the reading age of a piece of text. If the reading level seems too high,
  you can try shorter sentences and simpler words. The advice you get for editing the text matches
  the style of writing you choose from the options provided.


  Other tools such as a thesaurus help you to replace particular words with more appropriate ones.



Advice for learners

Spreadsheet Software and Database Software units

  When you later present evidence for your e-portfolio using these Unit 2 skills you should make sure
  that you:


     understand user’s needs, the information to be processed and the processing required




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   create table structures using suitable field names, field lengths, data types, primary keys and
    relations

   create and use suitable spreadsheet row heights, column widths, cell formats, titles, cell
    references, IF … THEN statements, arithmetic functions and formulae


   use data-processing skills to enter data, sort, search, calculate, predict results, produce different
    types of charts or line graphs and create reports using related tables

   produce copy for print showing that you have met the above requirements and explained your
    work (this may include screen prints or annotated data output)




These units help you to:




   understand what information handling means and how it is used
   create a database to store and process records
   create a spreadsheet to store and process numerical information
   search, sort and explore information
   discover trends and patterns from numerical information
   understand and develop good practice and standard ways of working with ICT




You should produce a database or a spreadsheet to meet the needs of users.


These units link closely with the Word Processing Unit. You might have an assignment that requires
you to merge information taken from databases and spreadsheets into documents created using
skills developed in these units.


The content includes:


   information handling
   storing and processing records
   storing and processing of numerical information
   Searching, storing and exploring information
   good practice




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Information handling

  Before you learn how to store and handle information you will need to understand the meaning of
  the word and why we sometimes use the term data instead.


  Data is usually a small piece of information. Data has to fit into a structure such as a sentence to
  give it meaning. The sentence ‘Jim has a red hat’ is an example. The words ‘Jim’, ‘red’ and ‘hat’ are
  data. None of these tell us anything on their own, but when put together in a sentence it produces
  meaningful information.


  You will also need to understand how we structure information to make it simple to handle and easy
  to read. There are many ways in which we can structure information, such as text in a letter, names
  and addresses in database records and numbers in a table structure or spreadsheet. In this unit you
  will learn about record-structured information (databases) and number-structured information
  (spreadsheets).


  You can find information in various places. We call these places sources of information. You will need
  to be able to find the information you need using sources such as:


      people
      books and directories
      computer databases
      the internet
      mobile phones
      television and radio
      newspapers
      timetables
      CDs
      class notes
      instruction manuals
      magazines
      public databases




  You should learn to specify the information you need for a task. You must also learn to identify
  suitable sources of information.


  You may need to use the following to find the information you need:


     indexes and contents lists in books or magazines
     time or date references in timetables




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   sort and search routines in computer databases
   spreadsheet calculations


The sort, search and logical conditions you will need to be able to use are:


    sort ascending
    sort descending
    is equal to (=)
    is less than (<)
    is greater than (>)
    is less than or equal to (<=)
    is greater than or equal to (>=)
    is not equal to (<>)
    AND
    OR
    NOT


Sometimes we need to search for information using two criteria. One example of this would be to
search for all part-time employees over 60 years of age. This type of search uses the logic condition
AND. The search would be specified as follows:


Status = part-time      AND   Age > 60 years


Searches of this kind are called complex searches because they use two or more criteria.


To store information in computers you often need to classify and format the information in records
and tables in more detail. You will need to be able to identify the following different types of
information:


    text
    number (integer)
    number (decimal)
    currency
    date
    time
    formula
    function
    logical (true or false value)




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Information handling techniques

  Each type of database has different ways of finding the information you need. You must be able to
  use different types of computer database, including:


     record-structured databases
     spreadsheet (number-structured) databases


  Record-structure databases are usually rows of information in the form of a table. Each row is a
  record. Records could be people’s names and addresses, information about a hotel in a travel
  database or flights and destinations in an airport. Many record-structured databases make use of
  several tables that are related to form one information system.


  Organisations use a great deal of record-structured information. You will need to be able to
  recognise when this form of structure may be useful. Typical uses are:


     directory – name, telephone no., address
     patient record – name, diagnosis, date
     orders – item, quantity, price, total
     products – name, size, colour, price
     sports results – team, date, score
     houses for sale – address, bedrooms, price




  Spreadsheets (number-structured databases) hold numerical data in cells that are laid out in rows
  and columns. One example is wages for staff that would include hours worked, pay rates and tax.
  Another example is the cost, sale price and profit of selling products. You can use spreadsheets to
  calculate results such as totals and to produce graphs of the results.


  We use spreadsheets to calculate or forecast results from given information. You will need to
  investigate how industry and commerce use spreadsheets in different ways. Typical uses are:


     income and expenditure
     sales forecasting
     staff hours, rates of pay and tax
     mortgage payments and interest rates
     material and quantities for jobs
     number statistics




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Design of information handling systems

  Database and spreadsheet handling systems are used to process information. If you plan the design
  of a system for your e-portfolio evidence you will need to specify what processing is needed. To
  produce a suitable design you will need to define the requirements for items such as:


     calculations
     printed output
     line graphs and charts
     formulae
     functions
     searches


  The design processes for databases and spreadsheets are somewhat similar. To design these
  systems you will need to be able to:


     define the purpose of the system
     define the needs of the users
     identify what processing is needed
     use ICT to create a storage structure
     identify the required information
     collect information for storage
     enter and edit the information
     process the information




Database Software

  We often use the term ‘database’ instead of ‘record-structured database’. Database information is
  usually set out in rows. Each row is called a record. To create this type of database you will need to
  understand the meaning of the following technical terms:




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     record
     field
     field name
     field length
     field data type
     primary key



Spreadsheet software

  Spreadsheets are used for storing and analysing numerical information. Spreadsheet cells are laid
  out in rows and columns. You will need to be able to identify cells, rows and columns and set row
  height and column width.


  To create and use spreadsheets you will need to understand the following technical terms:


     cell format
     relative cell reference
     absolute cell reference
     formula
     function
     IF ... THEN … ELSE


  One purpose of a spreadsheet is to explore trends and predict results. It is most effective when the
  predictions depend on changes in one or two cells.


  An example would be forecasting income for a retail outlet for different rates of tax and profit
  margin. By placing tax and profit margin in single cells and using absolute references to these cells
  in the calculations it is possible to see the effect of different values on the income.


  You will need to understand and make use of absolute cell referencing. You must learn to build
  spreadsheets that can respond to ‘what if’ queries by changing the contents of single cells.




  When you present numerical information in the form of line graphs or charts they should be made
  easy to understand. You will need to make full use of the facilities to title and label graphical
  information appropriately and clearly, including:


     main titles on charts
     axis titles
     axis scale labels
     legend titles




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     data or series labels
     colours and patterns




Mandatory unit advice to learners

  You should apply ICT effectively across a range of subjects or contexts and review how for example,
  they:


          make appropriate use of paragraph formats, line spacing, headers/footers, indentations,
           styles, tabs, bullets, fonts, borders and shading to enhance documents
          originate suitable information and combine it appropriately with different types of material
           selected from other sources to create combinations of text, pictures, drawings, charts and
           tables
          demonstrate accurate checking of work and knowledge and keep backup copies of files
          describe clearly and compare different layouts used by organisations, identify similarities
           and differences
          understand user’s needs, the information to be processed and the processing required

          create table structures using suitable field names, field lengths, data types, primary keys

          create and use suitable spreadsheet row heights, column widths, cell formats, titles, cell
           references, IF … THEN statements, arithmetic functions and formulae

          use data-processing skills to enter data, sort, search, calculate, predict results, produce
           different types of charts or line graphs.




Applying ICT

  You will have plenty of opportunities to apply the knowledge and skills learnt in units across the
  curriculum in school or college. (Adult learners have other opportunities that are covered below). IT
  should be used wherever appropriate and you should seek to put only your best work into your
  iportfolio.




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Communication

 You know what you want to communicate. How will you express it? There are two things to
 remember when you are presenting information. You must learn how to:


        use language to suit the reader. For example, when writing for a young child you would use
         simple words in short sentences; when writing for an adult you could use longer words and
         more complicated language
        select a writing style that suits the occasion. For example, the words and sentence length
         you would use in a letter of complaint would be different to those used in a glossy
         advertisement




 You meet the needs of your reader by using the right kind of language. Unusual words might
 impress the reader of a job application. They might irritate a reader of directions to find your house.


 You meet the needs of the occasion by thinking about style. Styles of writing and presentation vary
 for different types of document. You need to think about and understand the reasons for the variety
 of writing styles.


 Thinking about some of the following examples may help:


        a formal letter responding to a job advertisement
        an agenda for a meeting for a sports and social club
        minutes of a meeting for a sports and social club
        an advertisement trying to sell something second-hand
        a text message to a friend
        a formal invitation to a social event
        a glossy advertisement for some new cosmetics
        a letter to a newspaper
        a table of results for a sporting activity
        a form on which the user enters information, for example a log-on page
        a report of a local council planning meeting
        a form for ordering products
        an invoice
        an e-mail to a company asking for information on a product
        an e-mail to a tutor




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Types of information

  Different types and forms of information are often combined in documents to make the documents
  easier to read and understand. The most common forms of information are:


     text
     tables
     graphics


  You will often originate, use and combine a variety of different types of information in your
  documents. Making information easy to understand depends partly on how it is organised and
  presented on the page as well as what form it takes.


  A diagram can often simplify information that would require many words to describe. Number
  information is best displayed, in the form of a table where the structure of rows and columns helps
  the reader to understand the numbers. In other cases, number information is best displayed, in the
  form of a chart or graph. These can immediately show trends in the numbers, which may not be
  easy to see when the numbers are shown in a list or table.


  In tables and graphs, using colour, borders and shading can help to make information easier to read
  and understand. You could explore how the shading of alternate rows in the table below might help
  to make the rows easier to read.




             Ice cream                  200                200           200              201
             sales                      7                  8             9                0
             (millions)
             Jan - Feb                  24                 33            47               56
             Mar - Apr                  47                 50            79               102
             May - Jun                  96                 83            145              135
             Jul - Aug                  124                156           203              208
             Sep - Oct                  108                98            126              76
             Nov - Dec                  35                 23            45               51




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Document layout

  You must show you understand how to produce different forms of document layout. For example,
  each of the following types of document uses a different layout:


     sports programmes
     film listings
     homework exercises
     memos
     publicity flyers
     screen displays
     agendas
     business cards
     business letters
     newsletters
     minutes
     web home pages
     e-mails
     itineraries
     reports


  There are common standard layouts for most documents. The different features of layout include:


     paragraph format
     line spacing
     fonts




Presentation techniques

  It is important to present information clearly. Poorly presented information may annoy or confuse
  readers. A common error is not keeping to a consistent style for headings in a document. You should
  also think about what you want to achieve with your document and what will appeal to your readers.
  It will be important to consider what the purpose of a document or presentation actually is and to
  think about the needs of its audience, who it is for.


  There are many features that you can use to create effective documents. They include:


      Using Bullet Points and outline numbering




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      Columns
      Paragraph spacing, indentation and justification
      Setting and using different tab stops


      Inserting a table
      Set width and height of table cells
      Align and format text in a table
      Merge table cells together
      Put different borders around table cells


      Altering, editing and using layout styles
      Dividing up long documents
      Using outline view
      Using existing templates
      Creating your own word templates


      Importing Pictures
      Positioning pictures accurately
      Wrapping text around pictures
      Resizing and cropping pictures




  You will need to know how and when to use these techniques in a document. You may need to
  create a number of documents before you can use them well for your evidence for including in your
  iportfolio.



IT User Fundamentals

  Many organisations have rules and guidelines to help people work effectively and avoid problems.
  These are known as ‘standard ways of working’. They are very important for people working with
  ICT. Using the CMS and iPortfolio will require you to learn to use systems in a particular way. Try
  and familiarise yourself with how to send assignments to reviewers and save their remarks early on
  in your course.




  What you need to know and how to use standard ways of working are described below. These
  techniques should be applied to all of your work using ICT whatever the subject.


  There are many reasons for having standard ways of working in ICT. The most important is that
  information in ICT systems can easily be lost or misused. For example:




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     unauthorised people may gain access to confidential information
     people may copy original work and present it as their own
     data files may be lost, corrupted by a virus or damaged in other ways
     computers may be damaged so that data stored in them cannot be recovered
     inaccurate or poorly written information may confuse or annoy readers
     information presented professionally may be believed, even though it may be inaccurate
     poorly laid-out workplaces may cause physical stress or be hazardous to ICT operators
     use of ICT systems may result in less attention to the planning and managing of work


  Standard ways of working help you to overcome these problems. In your work with ICT you should
  ensure that you:


     manage your work effectively
     keep information secure
     ensure that information you produce is accurate and readable
     work to standards commonly accepted by organisations
     work safely




Good practice

  Note: What you need to know and be able to do to implement good practice in ICT is described in
  some detail in all of the unit assessment criteria. The following is a shortened version of these
  requirements


  To develop good practice in your use of ICT you should:


     plan your work to produce what is required to given deadlines
     evaluate your work and suggest how it might be improved
     proof-read your assignments to ensure accuracy
     place your assignments in a folder named with your CMS logon
     label your assignments
     keep backup copies of files on another disk or in another location
     save work regularly
     keep information free from viruses
     respect confidentiality
     respect copyright




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Managing your work

  You must record in the Coursework Pro-forma the title of the evidence you are presenting
  and the date you completed it. If you have chosen units featured in the Learner Support
  booklet you can use the NOS codes listed with your ‘I can correctly’ statements to assess
  your own achievement before deciding when to submit it. You must also store your evidence
  files for uploading in the CMS using guidelines available from your tutor.




Accuracy and readability

  Inaccuracy can mislead and annoy readers. There are checks you can learn to use with help
  from your teacher for formal written work, such as business letters.


  Spell-checkers help you to correct spelling and some other mistakes. They can also help you
  to improve your spelling. You must be able to use spell-checkers to detect:


     words spelt incorrectly
     repeated words (for example, ‘and and’)


  Sometimes a spell-checker will suggest that a word is incorrect when you know it is correct.
  This often happens with proper names, for example ‘IAM’, or ‘Peter’. You may be able to add
  these words to a computer’s dictionary to fix the problem. Using a spell-checker will not find
  all errors. It will not correct ‘capitol’ for ‘capital’ or ‘there’ for ‘their’ or ‘to’ for ‘too’.


  You should also learn when and how to use grammar checkers. They can help you to:


     make sure your sentences have a subject and a verb that agree
     find out the level of reading difficulty of your work
     write mostly in a certain style, for example in the active voice
     detect sentences ending with two full-stops
     detect missing capital letters at the beginning of sentences




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  It is important that you use print-preview on the computer to review the layout of your
  documents before printing them. You must proof-read your documents for errors, both on
  screen and the printed copy. You also need to check that your document makes sense and
  meets your purpose.




Organisations and standard formats

  Organisations often have their own guidelines and standards for document layout. They will
  certainly have rules about confidentiality and security of information.


  You should learn the importance, to organisations and to your own work, of being able to:


     use common standards of document layout, for example letters and homework
     proof-read documents, using some standard symbols for omissions and corrections


     write sample reports and agendas and present them in a specified layout



Working safely

  The ICT working environment is relatively safe. However, you should avoid:


     bad posture and physical stress
     eye strain
     hazards resulting from equipment or workplace layout


  You should be aware that a comfortable working position is important to avoid physical
  stress, eye strain or safety hazards. This may include:


     comfortable seating
     suitable desk and VDU position
     suitable keyboard position
     brief rest periods
     avoiding long periods of continuous VDU work
     surrounding area that includes near and distant objects upon which the eyes may focus
     layout of cables and equipment (to avoid tripping) if not using a wireless network




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Managing assessment evidence

  In the Word Processing Unit for example, you will need to produce at least two original
  documents for different purposes that show a range of writing styles and layouts.


  The documents can be in printed form or shown on screen but you must keep an electronic
  file with them in to upload in the CMS and send to IAM.


  You should keep notes describing the documents, again kept on file. An internal assessment
  could examine your knowledge and understanding of different layouts used by organisations
  for the same type of document. You should also produce a brief evaluation of your work that
  can be later included in your iportfolio.


  Make sure you save your assignments in a folder named with your candidate number in the
  CMS.



Styles of writing

  Choosing and using a suitable writing style helps to ensure that a document gives a clear and
  appropriate message for its intended audience.


  For example, a letter written to an employer asking for work is written in a style that makes
  the reader give the application serious consideration. It might not be an appropriate place to
  make a joke or to use casual phrases more often used in conversation. A letter that starts
  with; ‘Dear Sir, I am writing to you to apply for work in your organisation’ is likely to create a
  different impression to a letter that begins with, ‘Hi, I’d really love a job with you lot!’
  However if you are inviting people to a party then, ‘Hi, I’d really love you to come to my
  party!’ is more casual and friendly than, ‘Dear Friend, I would be very pleased if you could
  attend my party’. However this style is not wrong if it creates a tone that is right for your
  purpose.




  Choosing the right style of writing is very important to making the document give the right
  message. A writing style can be: formal (job application letter, letter of complaint, company


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report); informal (letter to a friend, party invitation, note for the postman); intended to
create an impact or be noticed (advertisement, direction sign); or suited to the age of the
reader (children’s book, newspaper).




Formal styles of writing are more commonly used in business environments. Formal
documents may also be very structured (this document, invoice, income tax form, report)
where rules apply to things such as the size and position of headings, fonts to be used and
the use of graphics.




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