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                                            ICT SoW
                                       September 2006
ICT policies/routine .................................................................................................. 5
     Green slips ................................................................................................................. 5
     Discipline & Pink slips .............................................................................................. 5
     Printing restrictions .................................................................................................... 5
     Identifying able students ............................................................................................ 6
     Security & safety........................................................................................................ 6
     ICT recourse - summary ............................................................................................ 7
     ICTweb & resources .................................................................................................. 8
     Staff resources – “I” drive.......................................................................................... 9
     Public drive (drive “P”) ............................................................................................. 9
     Storage ....................................................................................................................... 9
     Wall displays ............................................................................................................ 11
     Network access ........................................................................................................ 11
     Deadlines.................................................................................................................. 11
     Student feedback ...................................................................................................... 12
     Synchroneyes ........................................................................................................... 12
     Synchroneyes on-line tests ....................................................................................... 12
     Assessments & departmental record keeping .......................................................... 12
     Technical Support .................................................................................................... 12
     Individual learning – promoting self-study and research ........................................ 14
     SEN support ............................................................................................................. 14
     Contact details .......................................................................................................... 14
     Departmental meetings ............................................................................................ 14
School policies ......................................................................................................... 15
     ICT across the curriculum and ICT usage policies .................................................. 15
     Teaching & Learning Styles / Assessment, Recording & Reporting / Marking /
     Differentiation .......................................................................................................... 15
     Health & Safety........................................................................................................ 16


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     Attendance ............................................................................................................... 17
     Citizenship ............................................................................................................... 17
     Gifted & Talented .................................................................................................... 17
     Equal Opportunities ................................................................................................. 18
     Homework................................................................................................................ 18
Y7          (35 lessons) ................................................................................................... 20
Part 1: Introduction ...................................................................................................... 20
     Screening & introduction (3) ................................................................................... 20
Part 2: Computers react to instructions ........................................................................ 20
     Control basics (2) ..................................................................................................... 20
     CAD/CAM basics (3) .............................................................................................. 20
Part 3: Office introduction ........................................................................................... 21
WP & DTP basics: layouts, presentation ..................................................................... 21
     (a) Who uses WP, who uses DTP, differences between them (5) ........................... 22
        Microsoft Word.................................................................................................... 22
        Microsoft Publisher.............................................................................................. 22
     (b) Maths and graphs (3) .......................................................................................... 23
     (c) Presenting information (4) .................................................................................. 23
     (d) Presenting information on the web (5) ............................................................... 24
Part 4: Project Work..................................................................................................... 25
     Project time (7) ........................................................................................................ 25
Part 5: 3D CAD............................................................................................................ 25
     Further CAD (3) ....................................................................................................... 25
Part 6: Theory (lesson starters and more) .................................................................... 25
Y8          35 lessons ...................................................................................................... 26
Part 1: More Office ...................................................................................................... 26
     (a) Advanced WP & DTP (5)................................................................................... 26
     (b) Advanced spreadsheets (5) ................................................................................. 26
     (c) Databases (Access) (5) ....................................................................................... 27
Part 2: Graphics manipulation, formats, digital photography ...................................... 27
     Digital images & manipulation (3) .......................................................................... 27
Part 3: More website work ........................................................................................... 27
     Adding images and making hotspots (1) ................................................................. 28



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Part 4: Integrating data/work from various sources (project) ...................................... 28
     Bringing work from different sources together (3) .................................................. 28
Part 5: Email ................................................................................................................ 28
     Email use (3) ............................................................................................................ 28
Part 6: Control and feedback........................................................................................ 29
     Logicator (2) ............................................................................................................ 29
Part 7: Project Work..................................................................................................... 29
     Project time (7) ........................................................................................................ 29
Part 8: Theory (lessons starters & more) ..................................................................... 29
Y9          (35 lessons) ................................................................................................... 30
Part 1: Specific audience, integrating sources ............................................................. 30
     Creating work for a specific audience/integrating work from different sources (1) 30
Part2: multimedia presentations, video editing ............................................................ 30
     Video editing (7) ...................................................................................................... 30
Part 3: Flowcharting and control.................................................................................. 30
     Using flowcharts (3) ................................................................................................ 30
Part 4: Storing & retrieving data .................................................................................. 31
     Advanced databases (8) ........................................................................................... 31
Part 5: KS3 on-line testing: preparation....................................................................... 31
     Work through RM on-line testing software (8) ....................................................... 31
Part 6: Preparing for next year ..................................................................................... 31
     Trial GCSE task (6) ................................................................................................. 31
Part 7: Theory .............................................................................................................. 31
For reference: NC ICT KS3 ......................................................................................... 32
To establish these curriculum links during the next 12 months: ................................. 32
Theory Topics .......................................................................................................... 33
     Yr7 theory ................................................................................................................ 33
     Yr8 theory ................................................................................................................ 33
     Yr9 theory ................................................................................................................ 33
KS4 ............................................................................................................................. 35
Assignment from AQA (Y10) - 30% of final grade .................................................... 35
     Pre-assignment work ................................................................................................ 35
     Additional time should be spent looking at these topics: ........................................ 35



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     Assignment work ..................................................................................................... 35
     Assignment key issues ............................................................................................. 36
     Assignment organisation .......................................................................................... 38
Project (Y11) – 30% of final grade .............................................................................. 39
     Project aims .............................................................................................................. 39
     Problems to tackle .................................................................................................... 39
     Organisation of work ............................................................................................... 40
Theory work – 40% of final grade/single 90 minute exam ......................................... 40
Weak students .............................................................................................................. 41




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ICT policies/routine
Green slips
Green slips should be awarded to students at KS3 when they have been putting
consistently good effort into their work. This could be for an extended piece of work
or initiative when investigating a skill or topic.


Discipline & Pink slips
        Expect students to enter and leave the room calmly and quietly
        When the teacher is speaking, all students should be made to stop what they
         are doing and listen
        Homework should be handed in on time
        Students are not to be allowed to move, disconnect or connect equipment in
         the ICT rooms
Sanctions:
        Kept behind & problems discussed
        Lines
        Detention
Notification:
        The class teacher should expect to deal with problems unless the nature of the
         problem is serious or on-going.
        Keep a record of problems for future reference (part of departmental record
         system)
        Write detail on a pink slip – pass to head of department
        Contact parents


Printing restrictions
There are NO printing restrictions on the black & white printers in the rooms.
Colour printers are restricted as follows:
        Students have a 20 sheet per month quota
        If they need more than this they can see the network manager who will issue
         an increased limit providing the student has not wasted his/her printer limit
         (the ICT technicians have the facility to check exactly what was printed)




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Identifying able students
It is imperative to identify students who display a particularly good range of ICT
skills and understanding as early as possible through KS3 & KS4. Please look
carefully at the work covered by students and spend time talking with them to find out
more about the skills they are happy to use at school or at home. It does not follow
that high CAT scores equate to high ICT ability. Some middle and low ability (CAT)
students can achieve particularly high scores in the subject because of their keen
enthusiasm and often, access to a home computer. In addition to CAT scores & KS2
data, we will have the results of the year 7 ICT screening that attempts to indicate
current ICT understanding to use.


Any students you identify must be brought to the attention of the Head of ICT. A
record of these students needs to be maintained in mark books. Flexibility at KS 3
is important. The class teacher should not feel bound to the scheme of work. If an
able student is clearly capable in a certain area, move them on to the
assessment/differentiated tasks rather than spending time working through the
smaller steps.
See “Gifted & Talented”.


Security & safety
        If you have a Windows password, keep it to yourself!
        When you leave the room, log off
        When you leave a room, make sure that all students are out and the room is
         locked
        Make sure the projector for the interactive whiteboard is turned off at the end
         of the lesson to preserve bulb life
        Be sure you know the fire procedure and the location of all exits
        Be sure you know where the fire extinguisher is
        Follow good health & safety procedures when using ICT equipment (See the
         “school policy/health education” section below plus
         http://www.opsi.gov.uk/si/si1992/Uksi_19922792_en_2.htm)




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ICT recourse - summary
There are now 4 ICT rooms plus other computer clusters around the school.
The ICT rooms:
        ICT1      13 computers + projector & interactive whiteboard (small / half-sized
         room)
        ICT2      28 computers + projector & interactive whiteboard
        ICT3      28 computers + projector & interactive whiteboard
        ICT4      26 computers + projector & interactive whiteboard
Main clusters:
        Library
        Learning Support
        Technology (3 rooms)
        Sixth form work area
        Science (S5)
        Art


Printing
        Printers (colour & laser) plus scanner are available in each room.
        A colour laser & photocopier (A3) is available in the technician‟s work area
        Printers are paused at the end of each lesson. You will need to unpause the
         printers to allow the students to print. (Start  Printers & Faxes  right-click
         on the printer  click unpause)


Software
        All ICT rooms will be running Windows 2000 or XP with Office 2000,
         FrontPage 2000, Logo and PaintShop Pro installed. There may be additional
         software on some of these machines for specific purposes: please check with
         the ICT network manager)on availability.
        Synchroneyes is available in all rooms. There is a separate guide to read that
         explains how to get the most out of this software.
        Digital cameras: The department has 4 digital (still) cameras and 2 digital
         video cameras. These are simple to use! Media card readers are connected to
         each staff computer so the class teacher can supervise the transfer of images


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        from the cameras. If the cameras are needed, please let the ICT technicians
        know at least one week in advance so they can prepare them/charge them.


Use of A3 colour laser & photocopier (in technicians work area)
               If you need work printing on this device (maybe for displays), please
                see the network manager.
               KS4: Students are to be limited to 5 print outs on the colour laser
                printer per project. (There are two projects for the ICT GCSE course.)
                They need to decide when the work is finished and ready for printing –
                there are no second chances!
               „A‟ level: The A level students can use the colour laser printer to
                produce up to 5 colour pages per project.
               Colour laser printer in general: Only one computer is connected to the
                colour laser printer in each of the rooms. The teacher must give
                permission for copies to be printed. Copies made for other purposes by
                staff or students are charged at the rate displayed in the room.
               Internet access
               All rooms have access to the Internet. The class teacher needs to
                ensure all students are reminded of the school‟s “acceptable usage”
                policy. The Internet is to be used when directed by the class teacher.
                All Internet access is monitored. Any unacceptable usage will be dealt
                with severely.


ICTweb & resources
The ICT department has a web site (the "ICTweb") that contains support materials for
               software
               projects and
               theory work
These resources are updated at regular intervals. They support students throughout the
school. Staff resources can also be found here.


(1) Access to the ICTweb from within school
Start Internet Explorer.



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From the menu, click on the subject link for ICT


(2) Access to the ICTweb from outside school
Go to the URL http://www.beverleygrammar.co.uk (formerly www.bgs.eril.net)
Click on the subject link select ICT and follow the route through to find the ICTweb.
“A” level text books are available covering theory, Word, Excel & Access


Staff resources – “I” drive
From MY COMPUTER you will see you have access to a drive I. This is where the
department‟s records are kept along with additional sheets/files that are of use.


Public drive (drive “P”)
Drive P is split by subject and is a read-only area for students. You can place work
here for them to access – but not change.


Storage
Classroom
Each room will have a storage area for student‟s work and day-to-day resources. The
class teacher will have a key to the cupboard.


Technician’s lobby
In the entrance to the technician‟s work room are cupboards (key needed) that store
the following:
        Cameras, camera accessories
        Buggies
        Graphical digitiser
        Tracker ball
        Other ICT accessories
        Previous year‟s examination work
(*************)


Back of ICT3
This will store…



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        Wallet folders
        Display backing paper
        Other department consumables
        Key Stage 3 documentation
        Texts
Etc. (*************)




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Wall displays
Some of the displays will be departmental displays – containing basic information
needed by most students. There will be space available for displaying work by
students as well as content specific for lessons. Named staff to be responsible for
providing content for wall displays in their room:
JP: basic information in all rooms
JP: ICT4
HE: ICT2
MW: ICT3
JP: ICT1


Network access
Each student is issued with a user name and password. If they forget their user
name/password, they can log on as user name: BGS and password: BGS. This is a
restricted account and is meant as a temporary access point until they can have their
password reset by one of the ICT technicians.


Deadlines
As a rule, we aim to be flexible when needed with dates and circumstances
surrounding handing work in. A target date for a task or mini-project at KS3 or for a
KS4 task or project has to be set. As this is a target date, we need to be aware that
some scope for movement is needed depending on circumstances – student absence,
staff absence, school events that take up a lesson etc


The date may move as the students work through the task/project for a number of
reasons: (a) the task is found to be more complicated than first thought, (b) the task
requires or offers more opportunity for development/skill demonstration than
expected, (c) unforeseeable breakdowns in hardware or (d) specific student
difficulties/problems.


There is a limit to the “extra” time available though. This is to be decided by the class
teacher who will use his/her professional judgement in ascertaining the relevant
merits of an extension.



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Student feedback
We need to get student feedback at the end of each year. A short questionnaire will be
given to each student. The aim of this is to get their reaction to what has gone on to
assist us in monitoring the course and its suitability. Details to be made available
around Easter of each year.


Synchroneyes
Teachers are to use Synchroneyes to view students as they work as appropriate. Please
see the Synchroneyes help on the ICTweb
(http://donkey/ictweb2/ICThandbook/Synchroneyes/SYNCHRONEYES%204b.doc)


Synchroneyes on-line tests
Synchroneyes also allows the teacher to create and issue on-line tests (that are marked
on-line) to students. Quick tests of this type are enjoyed by the students and give the
class teacher feedback on understanding. (Synchroneyes tests are kept on drive P in
the ICT/Synchroneyes tests folder on the network. Please feel free to write more and
keep them there for others to use!)


Assessments & departmental record keeping
Assessments for attainment, effort, behaviour (and target) are to be recorded by the
class teacher. Target will be an initial level based on baseline data.
Access to SEN details, baseline data etc will be available.
SERCO is being introduced for September 2006 and will be the vehicle used for all
assessments. (Training details will be provided by SMT)
SAAAS may be available from September 2006…
(******************)


Technical Support
The school has access to an ICT technical team comprising:
        Rob Hardy – ICT (Network) Manager
        Russell Mathers - ICT Technician
        Richard Edgar – ICT Technician



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A summary of the key tasks they undertake:
        Provide 1st / 2nd Line technical support to students and teaching / support
         staff.
        Ensure ICT room booking sheets are available in staff room.
        Maintain and repair computer hardware on site within agreed deadlines,
         standards and procedures.
        Assemble new / upgraded computer hardware and software in accordance with
         software installation list.
        Give advise on the use of software packages as requested, install application
         software as requested by staff and directed by the ICT Manager.
        Ensure all ICT rooms are checked on a daily basis, all faulty hardware is
         inspected and deemed safe or removed then faults reported to the ICT
         Manager for job scheduling.
        Ensure all reported faults / system requests are logged
        Maintain school computer hardware inventory database
        Maintain an ICT technical library of software (disks and CD ROM) and
         hardware / software manuals.
        Implementation and maintenance of documents and procedures for the ICT
         technicians
        Responsibility for server backup administration. This includes ensuring that
         overnight backups have worked successfully and that the backup tapes are
         changed on a daily basis.
        Maintain the school network and server administration.
        Maintain stock of basic ancillary equipment e.g. printer and power leads,
         printer consumables, printer paper, PC components (keyboards, mice, CPU
         fans, hard disks, network cards, VGA cards etc
        Keeps up to date with current developments in ICT
        Ensure anti-virus software is installed and up to date along with ad/spyware
         removal
        Maintenance and development of the school‟s website




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Individual learning – promoting self-study and research
We should aim to encourage students to undertake self-study whenever possible. This
could be investigating a skill or tool within a software package or researching a theory
topic/terminology on the Internet. It could also be an extended piece of work – such as
a project.


SEN support
(******************)


Contact details
JP
Email: jpool@bgs.karoo.co.uk, MSN: jpool@bgs.karoo.co.uk, Skype: JohnLPool


MW


HE


Departmental meetings
Formal meetings to be arranged at regular intervals (monthly): dates to be arranged




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School policies
All policies in the school‟s „Policy Statements‟ booklet should be followed. In
particular, the following points are relevant:
ICT across the curriculum, ICT usage policy, Teaching & Learning Styles, Health
Education, Attendance, Citizenship, Literacy & Numeracy, Homework, Equal
Opportunities


ICT across the curriculum and ICT usage policies
It is imperative to know the content of these two policies from the Staff policy
Booklet


Teaching & Learning Styles / Assessment, Recording & Reporting / Marking /
Differentiation
Summary of key points:
The work in ICT will to a greater extent individual. Where possible, the work is to be
differentiated to allow students to work at or just above their current ability level. The
class teacher needs to use discretion in moving students on to harder work within a
topic. For example, it is quite acceptable to move student(s) directly to differentiated
tasks rather than getting them to work introductory work.


Encourage students to move through topics at a pace in-line with their ability &
understanding. They should be encouraged to push forward into more complicated
stages within the work they are studying.


Through the KS3 course, all students are to be encouraged to develop ICT skills that
will be of benefit in other subject areas.


To allow access to different teaching & learning styles: didactic, demonstration,
group, individual, question & answer etc.


Develop the skills: listen, explain, evaluate, consider advantages/disadvantages,
sequence events, and communicate ideas/solutions using appropriate technology
terminology.



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To assess informally as well as formally work created by the students. Tasks and
projects will be marked formally. However, the class teacher should endeavour to
record instances of exceptional performance/understanding as it arises in the
classroom. To mark in accordance with the marking policy


To report attainment, behaviour and effort at appropriate times as defined by the
assessment calendar.


Use targets and baseline scores to help assess student‟s progress


The assessment for effort should not reflect quantity or ability. Look at the
individual‟s concerned along with any learning difficulties they may have and assess
accordingly.


Health & Safety
(a) All students to be aware of the dangers in the room and how to avoid them.
All to be made aware of:
        Not attaching / connecting equipment to power sockets or computers without
         the permission of the teacher
        Walking in the room
        Not lifting equipment
        Leaving coats (especially wet ones) on the pegs outside of the room
        Putting bags under desks
        Putting chairs under desks at the end of the lesson
        Clearing paper away at the end of lessons
In addition:
        They should be told about eyestrain, assuming a good posture and taking
         regular breaks when performing VDU related work.
        The teacher should be aware of any student that may suffer from photo-
         sensitive epilepsy.
(b) All staff to be aware of the following issues:
        Do not attempt to lift any heavy objects such as computers, printers or
         monitors. If any of these (or other general items found the school such as



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         tables etc.), please see Mr L Jones who is responsible for Health & Safety
         issues in the school. He will be able to advise and assess risks and arrange for
         the necessary training/risk assessment as required.
        When using computer VDUs, you should take regular breaks away from the
         VDU. This should not be replaced with other work involving close-up work
         such as reading.
        Assume a good posture and have access to a chair that adjusts for height as
         well as an adjustable back support. The lighting conditions should be so that
         no reflection appears on the screen. The image should be clear and without
         visible flicker.
        Regular IT users are entitled to eye tests and contributions towards spectacles
         when they are required for work at a VDU.
        Do not attempt repairs to any equipment. Contact the ICT technicians for
         assistance.


Attendance
A register should be kept of attendance and punctuality to lessons. If thought
necessary, absence should be checked against the class attendance register.


Citizenship
During ICT lessons, when appropriate: especially when looking at Internet content,
suitability and acceptable usage, discussion should be encouraged surrounding moral
and ethical issues.


Gifted & Talented
We should be closely monitoring students identified as gifted & talented. The class
teacher should also be able to identify students showing particular skills in ICT that
could be associated with gifted and talented. Such students need to be brought to the
attention of the head of ICT.
Please remember: all students should be given the opportunity to develop their skills
in line with their ability. At KS3 please allow students to jump through work when
they clearly understand what is needed. At KS4 please encourage them to access
higher-level skills within the project work.



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Numeracy & Literacy
Literacy:
        Key terminology to be displayed on walls
        How to use ICTweb
        Research via Internet
        Writing for different audiences (also part of ICT levels)
        Presenting information in different ways
        Revision from the ICTweb to be taught
        Discussions: the correct terminology to be used/encouraged
        A “writing frames” approach to the mini-projects to be used


Numeracy:
        Basic calculations (Excel)
        Use of sorting into order (Excel, Word)
        Displaying results to n decimal places, currency
        Data collection/gathering (Excel, Access)
        Creation of graphs/charts, adding labels etc
        The interpretation & misrepresentation of statistical data.
        When to use Excel, calculator or mental arithmetic
        Opportunity to look at Boolean logic. (Internet/Access)


Equal Opportunities
In all areas of all courses, the class teacher is to promote awareness that gender,
ethnicity, disability or age is not a barrier to any area within the world of ICT.
Stereotyping is to be avoided. Where possible, discussions of roles & jobs within ICT
or support industries are to include examples from any or all of the areas listed above.


Homework
To set homework as appropriate – once per week. This will usually entail the use of
the lunch/evening homework club for students that do not have access to ICT at
home.


Suitable homework:


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Setting a homework to run over a period of weeks (small projects – being developed
now and to be available by the end of the Spring Term 2001.These mini projects to
last 6 weeks and to be completed for homework. The purpose of these is to get the
students used to the Analysis à design à implementation à testing à evaluation
principles)
        Research via the Internet (or from the ICTweb)
        Watch a TV program
        Find out about ….
        Complete a task or skill with evidence for next lesson
        Terminology/spellings/definitions




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KS3
Some of the topics covered have curriculum links to other subjects. These topics
appear in a table for easy identification. Other topics will be added.


Y7      (35 lessons)


Part 1: Introduction

Screening & introduction (3)
Log on, log off, storing work on U drive, housekeeping including adding folders in U
drive for each subject and then sub-folders for each year, initial screening test. Also to
include: deleting old work so we they do not clog up the server, no saving mp3s (it‟s
illegal), no installing software etc
        For September 2006, do part 3(a) before part 2 to allow time to order/install
        required software & hardware
Part 2: Computers react to instructions
Aim: Small group where possible. Getting the students to work together solving
problems. Using control/sequencing to perform a set task. Understand that systems
respond to our command/control. Be able to use a basic CAD package to create a net
or similar.
Control basics (2)
Control terminology: sensors, feedback, signals, motor, program, instructions
        Buggies to use: Beebot, Beebot Pro
        Software: RM (****************)
Demonstration of buggy
Group work using programming and buggies (*****************) differentiated
tasks: provide a set of “tracks” with various route options.


CAD/CAM basics (3)                                    Curriculum link: Technology
Introduction to the “2D design” program               Preparation and ground work for
Creating a 2D design – looking at simple designs      technology department
& nets for cutting using the Craftrobo




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Part 3: Office introduction
Aim: to get the students to the point where they are all familiar with Microsoft Office
programs. GUI to be studied – emphasise how similar the layouts/menu structures are
in each program they use. Basic tools needed to create work in Word, Excel,
PowerPoint and FrontPage. The emphasis is on presentation.


WP & DTP basics: layouts, presentation
For (a), (b) and (c) students should be encouraged to use drag & drop, cut & paste,
copy & paste to allow them to edit/arrange their work.


There are two issues to consider with this section:
     1. Learning the skills using selection from drop down menus or right-click
        context sensitive menus and
     2. What skills can be missed out by those with good skills: It is possible for some
        students to have a good grounding and understanding of the basics of word
        processing & DTP – it would be appropriate to move them on to a
        differentiated task and work back if needed.




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(a) Who uses WP, who uses DTP, differences between           Curriculum link:
them (5)                                                     English
Terminology: format, font, text frame, picture frame, drag   Recording texts from
& drop, cut and paste, copy and paste, clipart               written pieces (letters,
Microsoft Word                                               character work, planning
B/I/U/alignment                                              ideas)
font change
font sizes
colour
format painter
indenting (*)
bulleted/numbered lists
adding an image/clipart (*)
text wrapping (*)
crop image (*)
Create a Word document - set differentiated tasks (include   Newspaper work for
items marked *)                                              media, flyers, posters etc


Microsoft Publisher
text frames
B/I/U/alignment
font change
font sizes
colour
format painter
moving text frames around
picture frame
inserting a picture/clipart
Create a Publisher leaflet – set differentiated tasks


NB: At each stage show alternative methods for selecting tools: toolbar icons, drop
down menus (including right-click context sensitive menu, shortcut keys)



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(b) Maths and graphs (3)                              Curriculum link: Maths
Terminology: cells, column, row, formula, chart,      Comparison activity:
graph, format                                         Data collection: student‟s height,
Excel - introduction                                  weight etc.
Using simple formulae (brackets, +, -, *, /, =,       Enter results & produce
autosum)                                              meaningful graphs. The key here
Formatting cells: currency, number                    is to investigate different graphs,
Colour cells, cell borders                            discount those that are irrelevant
Basic charts, labels, change colours on bar charts    and concentrate on graphs that can
(bar, column, pie, and variations)                    be used. Title and scales to be
Create a simple spreadsheet of at least 3 columns     used as needed.
and 10 rows – set differentiated tasks                (******** LH to provide details
                                                      & timings for this activity)


NB: This may need a lot of support for some with this being maths based.
Graphs/charts need to include the use of labelling the axes/chart, selecting the
location for the chart (including how to change the location at a later stage). In
addition, help will be needed with creating a graph when the columns to graph are
not next to each other – this could form part of the differentiation.


(c) Presenting information (4)                        Curriculum link: English (Y8)
Different ways to present information – WP,           Presentations and promotions –
DTP, spreadsheet & chart, Multi-media, when is        integrating text, images and
one method better than the other?                     animation
Discuss – bring in examples to discuss (paper
cuttings, charts in papers, leaflets, adverts etc)
Discuss effectiveness. What makes a good
presentation? When could a multi-media
presentation be used? DEMONSTRATION


PowerPoint – putting together a multimedia
presentation
Slide master (*)



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Adding slides – picking slide layouts
Adding clipart/images
Adding text (text formatting, colours,
background)
Slide transitions & animations (*)
Automating and setting timings (*)
Viewing slideshow
Create a slide show – differentiated tasks
(include items marked *)


(d) Presenting information on the web (5)
See the network manager before starting this section: are the websites set-up for
the group? What ar the URLs?
Terminology: browse, web browser, search, bias, information, data, (know the
differences between information and data), page, hyperlink (hypertext link), URL
Browsing the Internet, search engines, how to search
Finding information
(Link this to information & bias, inaccurate information etc – theory topic)


FrontPage - introduction
Setting-up the default page
Use of background colour, text size and other text formatting options
Adding a page about “me”
Adding a page about “My ICT work”
IMPORT work created in Word, Publisher, Excel and PowerPoint
On the “My ICT work” add links to each piece of work created this year




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Part 4: Project Work
Project time (7)
Introduction to Analysis, Design, Implementation, Testing, Evaluation. Sections to be
discussed (See ICTweb)


Offer 3 tasks with a range of possible solutions. Include open ended investigation to
allow for differentiation where possible. (******************)




Part 5: 3D CAD


Further CAD (3)                                     Curriculum link: Technology
Looking at “Solid Works”                            Preparation and ground work for
Investigating use of the program                    technology department
Creating basic 3D shapes




Part 6: Theory (lesson starters and more)
See “theory topics” section




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Y8       35 lessons

Part 1: More Office
Aim: building upon Y7 work. Looking at the advanced features of Word & Excel.
Database introduction. Be familiar with the concept of GIGO and other terminology.

     (a) Advanced WP & DTP (4)
     Terminology: all key words listed below
     Tables
     Columns
     Tabs
     Mail merge (from a spreadsheet)
     Crop image (review)
     Align images
     Inserting fields: today‟s date, time and other document details
     Headers & footers: page numbers, your name, date printed, document
     name/location, discuss when these details will be of use (links to previous topic)
     Differentiated tasks to be set


     (b) Advanced spreadsheets (5)                    Curriculum link: Maths
     Terminology: all key words listed below          Collecting personal data including
     Autofilter: basic, multiple column & custom      height & weight. Graphing data,
     filters                                          formatting spreadsheet, using
     Conditional formatting                           functions: average, median, mode,
     Functions: average, median, mode, min, max, min, max.
     if, countif, iserror                             (******** LH to provide details
     Validation – link to theory topic. Whole         & timings for this activity)
     number & decimal range, list range
     Sorting data
     Macros and automation – recording macros
     and using the FORMS toolbar/”button”
     command
     Differentiated tasks to be set




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     (c) Databases (Access) (5)
     Terminology: field, record, table, query, and, or, >, <, >=, <=, <>, =, form,
     report
     Using a prepared database
     Entering data
     Gathering data – what makes a good data capture form?
     Writing a query (using mathematical operators as listed in terminology above)
     Building a form based on a query
     Building a report based on a query
     Link to theory topics: incorrect data into a computer means incorrect information
     comes out (GIGO)


Part 2: Graphics manipulation, formats, digital photography
Aim: be familiar with graphics manipulation software and how to edit & enhance
images.
     Digital images & manipulation (5)
Terminology: still image, manipulate, crop, resize, rotate, file formats, filters
Using a digital stills camera (see technicians in advance to book)
Getting images from the cameras onto their U drive
Using PaintShop Pro to view images
Basic image manipulation within PaintShop Pro:
        Crop
        Resize & rotate image
        File formats for particular uses: JPG, GIF, BMP looking at file sizes
        Basic image manipulation: adjust brightness/contrast, “retouch”/touchup tools
        such as smudge, normal filters
        Layers
Using Photo Story 3 to put together a slide show
They can work with images prepared by the class teacher. In addition, they should be
given the opportunity to take their own images. Suggestion: school buildings or
groups of students. These images will be used on their website – see part 3 below.


Part 3: More website work
Aim: Further develop their website – using new tools.


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     Adding images and making hotspots (1)
Terminology: hotspots
Website – adding your pictures (from September 2007)
Hotspots & linking parts of the image to pages


Part 4: Integrating data/work from various sources (project)
Aim: Understand that work from different sources can be brought together into one
presentation.
     Bringing work from different sources together (3)
They should be made aware they have done this already on their website (form
September 2007) by importing work from different sources.


Getting spreadsheets and graphs/charts into a word-processed piece of work.
2 methods: (1) basic copy/paste and (2) embedding (insert/object/create from file and
make sure the “link” tick box is selected). These 2 methods allows for differentiation.
The second method will allow students to show the document with the embedded
spreadsheet will update each time it is opened. Some investigation will be needed to
see how either the chart or spreadsheet will appear in the document. (Whatever is at
the front of the spreadsheet when you save it)
Differentiated tasks to be set


Part 5: Email
Aim: Understand about email, how to use it, the controls and tools available. Take
time to discuss the misuse of email – SPAM
Terminology: all key words listed below
     Email - use (2)
Email interface
Adding email addresses
Sending, receiving, forwarding emails
Adding attachments
Sending work home (Send an image or Word document home)




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Part 6: Control and feedback
     Logicator (2)
Using the “Logicator” program to investigate systems, control and feedback


Part 7: Project Work
     Project time (7)
Recap on Analysis, Design, Implementation, Testing, Evaluation. Sections to be
discussed (See ICTweb)


Offer 3 tasks with a range of possible solutions. Include open ended investigation to
allow for differentiation where possible.
(******************)


Part 8: Theory (lessons starters & more)
See “theory topics” section




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Y9      (35 lessons)

Part 1: Specific audience, integrating sources
Aim: Awareness of audience – presenting work for a specific purpose for a specific
audience. Take time to discuss the needs of specific audiences: business, 7 yr olds at a
primary school, pensioners etc. To look at: fonts, colours, images (and types…
cartoons for all?), sound, video. Length of presentation? Terminology/English used?
Etc)
     Creating work for a specific audience/integrating work from different
     sources (1)
DISCUSSION/demo. Recap previous year‟s work. Video: what format should be used
for (a) students and (b) parents? What could be included in the video? Still images?
Music? Audio? When should they be used?


Part2: multimedia presentations, video editing
Aim: To be familiar with the process of capturing and editing video. The production
of video files for a specific purpose: DVD, on-line etc.
     Video editing (7)
Terminology: all key words listed below
Video Studio introduction
How to use / add files / add stills / add audio / add transitions and titles
Burning DVD and making compact file for their website (need to discuss file size,
compact formats v clarity)
Differentiated tasks to be set


Part 3: Flowcharting and control
Aim: Structuring instructions. Sequencing events. Flow control, feedback etc.
     Using flowcharts (3)
A quick look at flowcharts, sequencing instructions, control (Software being
investigated ************)
The concept of input, process, output to be discussed in context of (a) this software
and (b) spreadsheets & databases




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Part 4: Storing & retrieving data
Aim: Advanced databases – be able to construct a database system
     Advanced databases (8)
Terminology: field names, data types, relational database, flat file system,
relationships
Starting a table from scratch
Field names and data types
Validation: setting maximum number of characters for text fields
Validation: setting range of values for numeric fields
Validation: making certain fields “required” (mandatory)
Basic input mask (date/short format – discuss why they are needed: used to ensure
dates are entered consistently)
A relational database – maximum 2 tables
How to link the tables
Understand the advantages of a relational database over a flat file system (eliminates
repeating data)
Differentiated tasks to be set


Part 5: KS3 on-line testing: preparation
Aim: familiarisation with the interface and principles
     Work through RM on-line testing software (8)


Part 6: Preparing for next year
Aim: all students to experience a GCSE task in preparation for next year. The key
areas to cover are the ANALYSIS of a task – identifying inputs, outputs, performance
criteria etc. (JP to provide the task)
     Trial GCSE task (6)


Part 7: Theory
See “theory topics” section




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For reference: NC ICT KS3
Unit 1. Using ICT
Unit 2. Information and presentation
Unit 3. Processing text and images
Unit 4. Models - rules and investigations
Unit 5. Data - designing structure, capturing and presenting data
Unit 6. Control - input, process and output
Unit 7. Measuring physical data
Unit 8. Public information systems
Unit 9. Publishing on the web
Unit 10. Information - reliability, validity and bias
Unit 11. Data - use and misuse
Unit 12. Systems - integrating applications to find solutions
Unit 13. Control systems
Unit 14. Global communication - negotiating and transferring data
Unit 15. Systems: managing a project




To establish these curriculum links during the next 12 months:
Art – graphics module, Y8
Science
Humanities




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Theory Topics
Yr7 theory
Input, Output & Storage devices
Backing up
Operating Systems
Networks
Application software
Internet basics, Internet searching, Internet - can you believe what you read?
Methods of communication
What is a system?
Designing systems
Information & bias
Information & data
Multimedia overview


Yr8 theory
If the information on the computer is wrong, what could happen?
Remote access on the Internet: webcams
SMS (new)
Misuse of the Internet, safety on the Internet (new)
RAM, ROM, CPU, BIOS
Modelling - some examples
Critical look at misleading information


Yr9 theory
Data Protection
Health & Safety
Copyright law (new)
Computer Misuse Act (new)
Sensors
Data Logging
Internet connections: Modems, ISDN, broadband
Time Intervals & Logging Duration



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Multimedia overview (recap)




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KS4
From September 2006 all Y10 students will study ICT. The majority will be through
the AQA GCSE course.
We are using the AQA ICT 3521 specification A – see www.aqa.org.uk


Assignment from AQA (Y10) - 30% of final grade
See: ICTweb/project
When the booklets arrive from the AQA please follow this:
Pre-assignment work
        There is a sample assignment to go through with the students.
        Go through as a class exercise. It will take 3 or 4 lessons.
Additional time should be spent looking at these topics:
        Excel – using functions, sorting, using macros & buttons, autofilter,
         conditional formatting
        Access – making a table, adding queries, making a form based on a query
         and/or a table, adding buttons to a form and customising it, reports


Assignment work
1) Hand the assignment booklets out
2) Check the data files provided are available on P:\ICT\20xx Exam Year\BSA exam
data
3) Outline the way forward to the groups as follows:
All work is to be the students own work
        Read the booklet
        Identify the number of tasks
        Then the ANALYSIS section is to be completed FIRST (usually by half term)
        Teaching staff can not give much help at this point. We can not discuss the
         number of tasks, what a task is all about etc.
        Read through a section with the students.
        Try and emphasise key issues... discretion needed!
Templates are available to assist students with all aspects of the assignment. See:
ICTweb/project




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The idea is to break down the different sections into manageable chunks. A task
"analysis" is broken into 4 sections. The "design" part is divided into 5 sections. This
approach has been created for those with learning difficulties. However, there is
nothing to stop other students adopting this approach.


Assignment key issues
The analysis is to be completed first.
A correct "analysis" for each task will be given to each student after their attempts
have been collected in. They work from these correct versions so that they are not
penalised throughout the assignment.


Performance criteria: it is important to get this right. The exam board like the students
to refer to the performance criteria throughout each task. When in "design" they
should make design choices based on the performance criteria AND acknowledge
this. For example, if one of the pc stated "The poster needs to be in colour and give a
good impression of the business" then the student can make reference to this on many
levels:


DESIGN - when drawing plans of the poster: "I am using the colours blue and grey
for the background. I will use a mixture of yellow and white for the text. This use of
colour will give a good impression of the business as asked for in the performance
criteria".
I am selecting PUBLISHER as the software to use because it lets me use colours in
the background and foreground. I can also use the text frame and picture frame tools
to help me produce a poster that gives a good impression of the business as requested
in the performance criteria.
The tools I will use are: etc etc ... because.... helps me meet the performance criteria.


IMPLEMENTATION - when adding their comments to screen shots, they can point
out key parts that help "meet the performance criteria".
Design: it is appropriate for the students to look at a couple of ways to tackle each
task. This could be a simple matter of looking at alternative layouts. They should then
identify the ONE layout they are going to develop - and say why. (Probably based on
pc again)


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Designs should be in FULL. ie all parts planned. Nothing should appear in
implementation that has not been designed. One area that is often missed is QUERIES
in Access. The students need to show table design (including validations/masks/field
lengths/data types), query designs (including fields to use and most important - the
criteria to use), form layouts showing what fields are to be used and what navigation
buttons are to be added. WEB PAGES should show frames and components to add.
SPREADSHEETS should show formulae to use, functions, validation, chart styles
etc. ALL should outline colours to use, font names and sizes. Positions of elements on
a page/screen need to be clearly identified.
Implementation: please make sure ALL screen shots are annotated. The students need
to explain what they have just done... what the screen shot shows. Evidence of
working system is essential for top marks.
        Mail merge - screen shots of setting up the template letter with the fields being
         inserted, screen shot of the mail merge steps, some printouts (mail merged
         letters + template letter showing inserted fields)
        Spreadsheet - print out of formulas (TOOLS/OPTIONS/SHOW
         FORMULAS), macro code printouts (explained!), screen shots with formulae
         being added, screenshots of tools being added (eg spinners, validation etc)
        Database - table designs, query designs, setting up buttons on forms or setting
         form properties.
        Web pages - creating framed pages, adding components such as hover buttons
         or hit counters
If unsure, please ask for more clarification!
Mistakes: are good! They need to explain what is wrong and what needs to be done to
fix it. This is true during implementation and testing.


TESTING: a testing plan in design is essential. The results of testing need to be
carefully commented on. Proof is needed! (Some tasks are very specific about what is
to be done in testing. For example, "please check your solution works with the details
I have provided on page 5". And page 5 will say what data is to be entered into the
spreadsheets and what the expected answer is. Some other tasks leave the student to
identify exactly what to test with AND what the answer should be. FAILED TESTS:
identify why & what needs to be done to fix the problem. Then get them to re-test.



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Evaluation: following on from performance criteria identified in the ANALYSIS
section. Each pc to be evaluated and cross-referenced to some evidence identified by
page number. Then a paragraph is needed where the student reflects on (a) software
choice - was it appropriate etc (b) their performance in terms of problems they
encountered (c) possible improvements they could make. This should be a half page
approx.


Assignment organisation
Analysis - handed in first. This is NOT retuned to them.
Taking one task at a time:
        Design
        Implementation
        A section clearly marked "final printouts/answers"
        Testing
        Evaluation
Each section is to have a title page.
Their name is to appear on the front page
Collect a task in & mark it.
The tasks MUST be completed by the end of Y10. Allow for lost time at the end of
Y10 with sports day and work experience week.


Feedback/suggested improvements can be given. Comments need to be vague along
the lines of "are you sure you have finished?", "have you got all of the answers out?",
"have you tested thoroughly?", "some designs need to be looked at again".
A feedback sheet is available on the I drive. (Student feedback folder, “Y10 ICT BSA
feedback tasks”)


During feedback we are not allowed to give answers! Just point them in the direction
you would like them to “re-visit”. They will have marks for each section so shoul dbe
encouraged to look where they have lost marks.




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Project (Y11) – 30% of final grade
Remember we lose time for mock exams (November).
This is to start when the assignment work has been completed (end of Y10/start of
Y11)


Project aims
To get the students to identify a problem of their own. They need to define the
problem and hence the solution through an introduction, analysis, design,
implementation, testing, evaluation and user guide.


Problems to tackle
Some help is available in the project section of the ICTweb. However, the main aims
are as follows:
        identify a situation that would benefit from the use of ICT
        identify a system (maybe made from several sub-systems)
        looking at reusability
The system (and parts of) to be a cohesive project free from fragmented "bolt-on" bits
that are only present to flesh out the final project. For example, tackling the
computerisation of a tennis club would need:
Introduction describing current systems (paper based, what they store, what they do
with the collected data, what communication system are used - letters/financial
statements etc) See ICTweb/project section for additional help and a template.
Analysis showing inputs, outputs, processing, performance criteria, reusability
Design is as the assignment BUT an additional consideration has to be made:
reusability
Then the rest of design/I/T/E sections have to be completed as with the assignment
A user guide needs to be produced that is appropriate for a novice to follow. The
purpose of the guide is to provide assistance in using the system(s) created. It should
NOT be a guide on how to use the individual programs. This also needs to address
reusability. NOTE: web sites are different. How to "use" and "reuse" need to be
tackled through "how to use FrontPage".




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Eg: A tennis club system could identify the need for a players database covering
names/address/contact details/medical details/ability level etc. A web site about the
club would be of use too in promoting the club, the matches etc. But are the 2 sub-
systems providing a unified system? Probably not as they are separate entities with no
connectivity. But what if a portion of the website had details of the players included?
These details could come from the database. Then the "system" is integrated and quite
appropriate.


Resuability: for the tennis club example, the student will have to build in the ability to
re-use the system(s) year after year. The exam board do NOT want closed systems
that work just once.
        Database reusability:   add new records, modify records, delete old records,
         end of year/season routines
        Spreadsheet reusability:   a macro/button to clear old data out and archive it
        Word/mail merge reusabilty:      the ability to reuse without modification -
         maybe the use of fields to automatically insert today's date
        Web site reusability:   difficult! The ability to access updated data from the
         database, current data for an on-line spreadsheet, modify individual web
         pages. Again, the user guide for a web site needs to concentrate on using the
         software to create and maintain the site rather than navigating it.


Organisation of work
Allocate time for each part: introduction, analysis, d/i/t/e/ug and get students to
discuss progress with you.
Ensure students are tackling appropriate problems at the introduction stage.
We aim to complete the project BEFORE EASTER.

Theory work – 40% of final grade/single 90 minute exam
See the ICTweb/theory/GCSE section for details. Items identified with an (*) will be
tested in the Y11 mock exam. During Y10, you should aim to get through the
following topics ready for the Y10 exam in June:
        Information, data & flowcharts
        Hardware


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        Operating Systems
        User Interface
        Data Transfer
        The System Life Cycle
Theory work can be entire lesson or a 15 minute slot within a lesson.
Using Synchroneyes tests to check understanding is useful exercise.


Weak students
Some students will struggle to cope with the full course ICT. This may be because
they are on work placements and regularly miss a lesson or for attendance or
attainment reasons. There is an option for entering these students for the SHORT
COURSE. This needs to be discussed with JP before decisions are made.




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